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Контрольно-обобщающий материал
Итоговая контрольная работа
Вариант № 1.
1. Make plural forms of the words:
fox, boy, fairy, foot, sheep, dress, cup, watch.
2. Translate sentences into English, pay attention to prepositions:
1) Книга на столе.
2) Она из Лондона.
3) Мы идём в парк.
4) Возьми тетрадь на столе.
3. Put the verb to have in correct form:
1) … he got a flat?
2) I … got a car.
3) We … got a car.
4) She … got a sister.
5) … you got a book?
6) My dog … got a place.
4. Make questions and negatives:
1) He is a driver.
2) We are women.
5. Put is or are:
1) There … a book in the bad.
2) There … children in the park.
3) … there a chair near the table?
4) There … no birds on the tree.
6. Translate into English, pay attention to pronouns:
1) Мы учителя.
2) Наша мама доктор.
3) Его ручка новая.
4) Дай ей лампу.
7. Write down numerals:
3 ий ; 35; 87; 14; 163; 1876.
8. Correct verbs in Simple time (Present, Past, Future) and translate:
1) I (to live) in London last year.
2) We (to go) to the South next month.
3) He always (to wash) his hands before meals.
4) They (to play) chess well.
5) We (to buy) a car yesterday.
6) She (to translate) this text tomorrow.
9. Use the words in brackets to make sentences in Past Continuous Time:
1) (Ann/write/a letter/in her room).
2) (George/get/ ready/to go out).
3) (Carol and Dennis/ have/ dinner).
10. Correct sentences in Past Tense.
1) Jo didn't wanted to go to the cinema.
2) You give me this book two days ago.
3) Marry sleeped a lot yesterday.
4) Did you be happy last year?
5) Jenny and Nad was going home.
11. Correct sentences in Present Tense.
1) Does he reads that book?
2) Where do she go every Sunday?
3) Nobody don't know about my secret.
4) Bobby and Nadin does travel a lot.
5) Why do you do this?
12. Write two sentences using Present Perfect or Present Perfect Continuous Tenses.
1. Tom started reading a book two hours ago. He is still reading it and now he is on page 53. (read/for two hours)………………………………………………………………. (read/53 pages so far)……………………………………………………………..
2. Linda is from Australia. She is travelling round Europe at the moment. She began her tour three months ago.
(travel/for three months)………………………………………………………….
(visit/six countries so far)………………………………………………………
3. When they left college, Mary and Sue started making films together. They still make films. (make/ten films since they left college)…………………………………………. (make/films since they left college)……………………………………………..
13. Put right modal verb in the sentences.
1. You've been travelling all day. You……………………………..be very tired.
2. That restaurant……………………….be very good. It's always full of people.
3. It's later that I thought. I……………………………………………….go now.
4. Jack left before the end of the meeting. He……………………go home early.
5. We've got plenty of time. We…………………………………….….leave yet
14. Change Direct Speech into Indirect Speech.
1. Не said "I want to have a rest".
2. Tom sais "New York is more lively than London".
3. We think and decide to confirm " The smoking is harmful".
15. Find mistakes and correct:
1. I hope he will phone me.
2. The House is build by my father.
3. She said that she will work at hospital.
4. Jane have never drinks coffee.
5. We say that we don't like movies.
16. Translate text into Russian.
What profession to choose? This question is the most important and difficult for everybody. Every job is both interesting and difficult. I think that all professions are very important in our life. But to choose the right occupation is not easy, because we must consider many factors.
Some people keep family traditions and choose the profession of their parents. Very often the choice is made by young people themselves. Young men can work and satisfy at the same time the requirements of society and their own personal interests.
The end of school is the beginning of an independent life, the beginning of more serious examinations.
17. Write down your own topic about your favorite book.
Контрольно-обобщающий материал
Вариант № 3.
1. Correct each sentence or question.
a) I doesn’t likes this film.
b) What do you wants?
c) Jim walk sometimes to school.
d) When the lesson begins.
e) I don’t gets up early on Saturdays.
f) Tina not like computer games.
g) Figen watchs television every night.
2. Change each sentence into Past.
a) Jo goes to school by bus.
b) I’m working hard.
c) Sara likes sport.
d) I get up at 6.30.
e) We speak German.
f) Pierre goes to the beach.
g) We’re having a good time.
3. Put the verbs into Present Perfect or Past Tense.
1. Look! There is an ambulance over there. There…………… an accident. (be)
2. What do you think of my English? Do you think I ………………? (improve)
3. Ann …….me her address but I'm afraid I……………………..it. ( give, lose)
4. They are still building the new road. They…………………….it. ( not/finish)
5. Is Helen still here? No, she………………………………… ...out. ( just/go)
4. Make questions and negatives:
1) He likes to read books.
2) They watched TV yesterday.
3) She will learn this rule tomorrow.
4) You understand German.
5. Put was or were and translate:
1) There……a lot of pillows here.
2) Dannis and her mother…….very kind people.
3) …….the weather good?
2. Translate sentences into English:
1) В этой комнате много столов и стульев.
2) Я не могу найти своих ключей. Ты их не видел?
3) Я ищу Тома. Где он?
4) Они никогда не говорят правду.
5) Ты вчера ходила в кино?
3. Write down numerals:
28ой, 89, 1067, 90ый, 679, 44, 236.
4. Correct sentences, pay attention to articles and prepositions:
1. It is an very nice day.
2. I know that you were on holiday the last Friday.
3. On 5 p.m. you must be here.
4. In Sunday morning she will come.
5. Garry goes to the school every day.
5. Translate into English in Past Continuous:
1. Когда мама пришла домой, я вчера готовила ужин.
2. Я не спала, когда позвонили в дверь.
3. Что ты делал позавчера вечером?
4. Я занималась уборкой весь день.
5. Он очень долго смотрел телевизор.
6. Put suitable pronous:
1. I don't know…….names.
2. She went on holidays by……
3. Where are your parents? Are……at home?
4. Where is my book? Do you know where….is?
5. Nobody knows who…..was.
7. Correct sentences and translate:
1. She flyed by the plane.
2. Did he grew quickly?
3. Did the weather be hot?
4. Marry and me was so friendly.
5. I fell asleep.
8. Make plural forms of the words:
child, wolf, bus, book, tree, wife, mouse, teeth.
9. Translate into English, pay attention to Indirect Speech.
1. Он сказал, что завтра пойдет в театр.
2. Мы считаем, что он не учился в университете.
3. Аня сказала, что хочет отдохнуть.
4. Надеюсь, завтра приедет мама.
10. Сorrect mistakes.
1. The room is clean.
2. He has wrote the text.
3. They had been talking when I come.
15. Translate into English, pay attention to Indirect Speech.
5. Он сказал, что завтра пойдет в театр.
6. Мы считаем, что он не учился в университете.
7. Аня сказала, что хочет отдохнуть.
8. Надеюсь, завтра приедет мама.
16. Translate into Russian:
The leader of the party with most seats becomes Prime Minister and forms a government, which can remain in power for up five years. The second biggest party becomes the official Opposition. Its leader forms a 'Shadow Cabinet'.
The Prime Minister chooses the date of the next General Election, but does not have to wait until the end of the five years. A time is chosen which will give as much advantage as possible to the political party. Other politicians and the newspapers try very hard to guess which date the Prime Minister will choose.
About a month before the election the Prime Minister meets a small group of close advisers to discuss the date which would best suit the party. The date is announced to the Cabinet. The Prime Minister formally asks the Sovereign to dissolve Parliament. Once Parliament is dissolved, all MPs are unemployed, but government officers continue to function.
17. Write down topic about your summer holiday.
1. Put the verb to be:
1) He … a driver.
2) She … a teacher.
3) It … a black.
4) There … doctors.
5) We … friends.
6) … you a good student.
2. Make plural forms of the words:
box, child, mouse, factory, rose, toy, book, bus.
3. Translate into English, pay attention to prepositions:
1) Книга в сумке.
2) Девочка за дверью.
3) Мы на диване.
4) Возьми деньги из сумки.
4. Make questions and negatives:
1) He has got a car.
2) They have got a dog.
5. Put is or are:
1) There … a dog in the room.
2) … there a table at the window.
3) There … ten in the shop.
4) There … no children on the sofa.
6. Translate into English, pay attention to pronouns:
1) Дай ему деньги.
2) Она студентка.
3) У их ребёнка есть кошка.
4) Чья это книга? – Она моя.
7. Write down numerals:
8; 13 ый ; 58; 67; 251; 3742.
8. Put verbs into correct form in Simple Time (Present, Past, Future) and translate:
1) My husband (to dress) well.
2) His wife (to cook) dinner yesterday.
3) Our parents (to work) at this hotel.
4) They (to visit) Spain next month.
5) He (to come) to Moscow yesterday.
6) I (to have) a party tomorrow.
9. Ask questions in Present Perfect or Present Perfect Continuous Time:
1. You have a friend who is learning Chinese. You ask:
Контрольно-обобщающий материал
Вариант № 10.
(how long/learn/Chinese?)……………………………………………………..
2. You see somebody fishing by the river. You ask : (how many fish/catch?)………………………………………………………...
3. A friend of yours is a teacher. You ask :
( How long/teach?)…………………………………………………………….
10. Are the underlined parts right or wrong? Correct them.
1. Do you know about Sue? She's given up her job.
2. The Chinese have invented printing.
3. How many plays has Shakespeare written?
4. Have you read any of Shakespeare's plays?
5. Aristotle has been a Greek philosopher.
11. Correct sentences in Present Continuous Time:
1. Jane and her mother prepare homework at this moment.
2. Paul are writing now the letter.
3. Do you doing to the shop?
4. Did she preparing dinner this morning?
5. I am listening to the music.
12. Put the verbs into Present Perfect or Past Tense.
1. "Where is your key?" "I don't know. ………………………………it. (lose).
2. I………………………tired, so I lay down on the bed and went to sleep. (be).
3. Mary………………. To Australia for a while but she's back again now. (go).
4. I did German at school but I ………………………………………….(forget).
5. Where's my bike? It……………..outside the house. It……..! (be, disappear).
13. Correct sentences in Past Tense.
1. Does he went to the University?
2. Linda is a very nice child.
3. David catched a cold.
4. Nobody didn't knew that.
5. Did she be angry?
14. Find mistakes and correct:
1. I hope he will phone me.
2. The House is build by my father.
3. She said that she will work at hospital.
4. Jane have never drinks coffee.
5. We say that we don't like movies.
15. Change Direct Speech into Indirect Speech.
1. Не said "I want to have a rest".
2. Tom sais "New York is more lively than London".
3. We think and decide to confirm " The smoking is harmful".
16. Translate into Russian:
The British is known to be great sport-lovers, so when they are neither playing, nor watching games, they like to talk about them. Many of the games we play now have come from Britain.
One of the most British games cricket. It is often played in schools, colleges, universities. Summer isn't summer without cricket. To many Englishmen cricket is both a game and a standard of behavior. When they consider anything unfair, they sometimes say: 'That isn't cricket'.
But as almost everywhere else in the world, the game which attracts the greatest attention is football or soccer. Every Saturday from late August till the beginning of May, large crowds of people support their favorite teams in football grounds. True fans will travel from one end of the country to the other to see their team play. International Football matches take place at Wembley.
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INSIDE
Lips Together, Teeth Apart: What You Can Do to Relieve Stress-Related Jaw Pain
1
Clear Your Mind in a Different Way Can I Use a Water Flosser Rather Than Floss? (No — And Here's Why!) 2
Dr. Jelinek Shares His Thoughts on Veterans Day 3
Cinnamon-Spiced Candied Sweet Potatoes
4
A Number of Importance
T e 11th Hour of the 11th Day of the 11th Month WHY VETERANS DAY AND THE NUMBER 11 GO HAND IN HAND
Veterans Day comes every Nov. 11. It's a national holiday that recognizes veterans who served in the United States Armed Forces and honors those both living and deceased. Historically, the day marks Armistice Day and the end of the Great War: World War I. But what is the significance of the number 11?
The change was made in order to recognize all veterans who had honorably served their country. By 1954, the U.S. had fought in more wars — specifically World War II and the Korean War — and hundreds of thousands more Americans had served.
The armistice was signed at 5:45 a.m. in France, but it took effect at 11 a.m. that same morning — which happened to be Nov. 11, 1918. The armistice originally lasted 36 days but was extended month after month. This led to the signing of the Treaty of Versailles on June 28, 1919, when peace was officially declared.
Later that year, President Woodrow Wilson proclaimed that Nov. 11 would be known as Armistice Day to honor those who fought in the Great War. This lasted until 1954, when President Dwight Eisenhower signed a proclamation turning Armistice Day into Veterans Day.
4
703-584-5996
Unsurprisingly, there was some political drama surrounding the day. In 1968, Congress made Veterans Day a federal holiday under the Uniform Holiday Bill. The idea was to increase the number of three-day weekends in the year. Veterans Day became a holiday that would fall on the fourth Monday of October, a far cry from Nov. 11.
However, in 1978, Veterans Day was restored to its original Nov. 11 date. But why?
The answer is simple. It's a number that sticks with you. When the clock strikes 11:11, you always take notice. By that same notion, we all remember the 11th hour of the 11th day of the 11th month. Because of this, we'll never forget the end of the Great War, nor will we forget those who served.
Published by Newsletter Pro | www.NewsletterPro.com
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www.NorthernVirginiaDental.com
LIPS TOGETHER, TEETH APART
A Subtle Reminder for a Big Issue
If you're a regular patient, you've often heard me say, "Lips together, teeth apart." I probably say it 75 times each day, and that's because I believe it's one of the most important reminders any patient can heed from their dentist (minus flossing regularly, of course).
This month, I want to emphasize this message because we're seeing a strange phenomenon in dentistry right now. We've seen an increase in jaw-related pain and chipped or cracked teeth. The reason why this is happening is painfully obvious. As more people are navigating working from home, coping with constantly changing school schedules, slogging through a politically tense year, and just trying to manage life's daily stress, they are clenching their teeth.
Picture it: How often do you sit hunched at your desk, your shoulders tense, teeth locked tight, as you read through emails or answer your child's numerous questions? The answer: a whole lot more than you think.
You see the jaw joint (TMJ) is the next-door neighbor to the ear canal and if I treat the jaw issue, often a byproduct of muscle tensing, lo and behold, the ear problem goes away. When you clench your teeth (again, usually unknowingly), you drive your lower jaw back, which places pressure on the ear hole, resulting in pain that mimics an ear infection.
FYI: Your teeth should NEVER touch. PERIOD. Your lips should be together and your teeth should be apart. But in moments of stress and/or concentration, people often put their teeth together and squeeze unknowingly. The pressure caused by clenching (holding your teeth together and squeezing) — due to stress or merely concentrating — can result in tension headaches; jaw, neck, shoulder, back, and even ear pain; ear stiffness or fullness; and the list goes on and on.
Clenching should not be confused with grinding or bruxism, which is moving your lower jaw slides side to side or front to back. Clenching is more of a tensing of the jaw muscles, usually with the teeth touching. Unfortunately, it is not until the pain hits or teeth are damaged that we become aware of what has happened.
As I have already mentioned, it is not uncommon for the side effects of your teeth touching throughout the day to appear in many unique ways. Not a week goes by that I don't get a referral from an ear, nose, and throat (ENT) doctor because a patient goes to the ENT doctor and says, "Hey doc, I have an ear infection." The doctor does an exam and sees no signs of infection or inflammation and tells the patient there is no infection. But the patient is adamant that there is an ear problem.
Published by Newsletter Pro | www.NewsletterPro.com
So, that is why I offer you this not-so-subtle reminder: Lips together, teeth apart!
As I said, clenching is something most people aren't even aware they are doing! My best advice is to place a sticky note on your computer monitor or to set a reminder on your phone that asks, "Where are my teeth?" With that subtle reminder, you should close your lips and separate your teeth. Soon, you'll break the muscle memory in your face and notice less pain and fewer complications.
This year has been anything but easy for many of us, but taking care of our health and well-being has become one of our top priorities in 2020. By remembering "lips together, teeth apart" you can take a small action that has big rewards for your oral health.
Stay safe, and be well,
– H. Charles Jelinek, Jr., DDS
P.S. Please contact my office today if you have a concerns, get more than one headache a month (this is NOT normal), or have jaw-related pain. We can help you find a solution that works for your lifestyle.
www.NorthernVirginiaDental.com
1
Meditation Alternatives
FOR PEOPLE WHO DON'T LIKE TO MEDITATE
Meditation is lauded for its health benefits and is often suggested as an effective way to clear the mind, organize thoughts, and reduce stress. Realistically, however, it's not for everyone. In fact, some people don't experience any benefits at all from meditating.
In a recent study published in New Scientist about the effectiveness of meditation, researchers confirmed that some people do not benefit from meditation and that about 8% of people who try meditation experience an "unwanted effect," such as an increase in anxiety.
If you're not interested in meditation, or it just doesn't work for you, here are some alternative ways to clear your mind and reduce stress.
GET SERIOUS ABOUT PHYSICAL ACTIVITY. Aerobic exercises — like walking, jogging, running, cycling, and swimming — are great for clearing your mind and getting your body moving. Really, any exercise that gets the heart pumping and increases your respiratory rate will do. Research supports that aerobic exercise is a great alternative to meditation that yields many of the same benefits.
Exercising outdoors or in nature — especially in new places — enhances these benefits. Because your surroundings are going to be unfamiliar, your mind is more focused, which can help if you're searching for clarity.
STAY MENTALLY ENGAGED. Many people achieve clarity, focus, and stress reduction through simple but engaging tasks, such as immersing themselves in an adult coloring book, doing brain teasers, or assembling LEGO sets, which proves they can be effective therapeutic tools or alternatives to meditation. The LEGO Company has actually been developing more products for adults with this sort of research in mind.
But why LEGO products specifically? In addition to being objects you touch and push together, LEGO products come with clear, step-by-step instructions, which make them easy to put together and allow you to focus more on the task at hand. Even if you don't complete the piece in one sitting, working on a project a few minutes a day can be a beneficial way to find a little clarity.
2
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Here's Why Actually, You Can't Replace Flossing With a Water Flosser
Water flossers have long been presented as a just-as-effective alternative to flossing since their invention in the 1960s, but these handy devices are actually not as powerful as the old-fashioned method: string floss.
Water flossers rose to prominence after a dentist, with the help of a patient who was a hydraulic engineer, created a device that uses pressurized water to send a powerful stream of water out of its nozzle. Users can target the stream between their teeth to remove plaque and food debris that is often caked between teeth.
However, water flossers cannot effectively replace string floss. The string offers users a tool with which to scrub the sides of the teeth — an area that is most commonly the site (under the contact of adjacent teeth) of cavities in adults — making it far superior to a water flosser, which cannot scrub.
But before you ditch the water flosser, it's important to remember that it does have its advantages. Water flossers can be a great option for those who have grip or mobility issues, which may limit their ability to use string floss. In these cases, a stationary stick with string floss can be an effective option, too. Water-based flossing can also offer relief to those with braces or permanent retainers, as food may get lodged where traditional floss can't reach.
For some people, a water f osser is a tool they use to get them into the habit of flossing. If this process works for you, then try it out! Just be sure to pair water flossing with regular flossing for the best results.
Think of the water flosser as another tool in your arsenal against plaque. For example, it can loosen up food particles to prevent potential pain if it's been a while since you flossed with string. But it's not meant to replace floss; instead, it should be used in addition to it.
The bottom line is that when it comes to flossing, you'll never find a better option than the tried and true method that's been proven to clean between your teeth better than any other product. Use string floss or a water flosser and string floss, but don't use a water flosser alone.
Honor Veterans This Month
DR. JELINEK REFLECTS ON THIS MONUMENTAL HOLIDAY
Hi, everyone. It's Dr. Jelinek here, again.
When I write this article for the inside of my newsletter, I'm offering my own experiences in regard to a dental product or service that has helped me. This month, I want to talk about something that's even more important than oral health.
when I was worn on Army base at Fort Bragg, North Carolina, and my childhood was spent on military bases across the U.S.
great because our military members have stepped up to sacrifice time with their loved ones, personal freedoms, and sometimes their very lives.
This November, we will celebrate Veterans Day. As many of you may know, I come from a long line of veterans. I even grew up as an Army brat (child of someone serving in the Army). My story began
Sudoku
Solution on Pg. 4
My father, brother, brother-in-law, and I all went to West Point, the United States military academy. Afterward, we completed our five years of mandatory service on various bases across the nation, and my father made his career as a lifelong serviceman. I have a nephew who went to the Coast Guard Academy, and his brother went to the Air Force Academy. And my son-in-law was an active duty Marine and is now in the reserves.
I'm very proud of the legacy and history of service that courses through my family tree. I was honored to follow in my father's footsteps at West Point, and I'm an active alumnus to this day.
As a veteran and former Army brat, every day is Veterans Day, but as we celebrate this Nov. 11, I want to encourage you to thank a veteran for their service, volunteer or donate to a veterans organization or group, or reflect on the origins of this day and service by learning more about its history. These simple actions mean more to us than you could ever know.
Thank you to those of you who have served our country. I salute your service, and I am honored to share this designation with you. Happy Veterans Day.
Growing up in a military family, I had an extra appreciation for the freedoms we enjoy every day. I knew that if it hadn't been for men and women like my father, I wouldn't be able to follow my dreams of helping others through dentistry. Our nation is
– H. Charles Jelinek, Jr., DDS
Cinnamon-Spiced Candied Sweet Potatoes
These candied sweet potatoes will make your family beg for more!
INGREDIENTS
* 4 lbs orange-fleshed sweet potatoes, peeled and cut crosswise into 2-inch pieces, then cut lengthwise into 1-inch wedges
* 1 cup light brown sugar, packed
DIRECTIONS
1. Preheat oven to 350 F.
2. Place sweet potato wedges in a 4-quart baking dish.
3. Sprinkle sugar, salt, and cloves over sweet potatoes.
4. Dot with butter and place cinnamon sticks around sweet potatoes.
* 1 tbsp kosher salt
* 1/4 tsp ground cloves
* 1/4 cup unsalted butter, cubed
* 4 (2-inch) cinnamon sticks
5. Bake, turning every 15 minutes, until sweet potatoes are tender and the liquid is syrupy, about 1 hour and 15 minutes.
6. Remove from the oven and let stand for 10 minutes.
7. Discard cinnamon sticks and serve.
Inspired by FoodAndWine.com www.NorthernVirginiaDental.com
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Harvard Business School
Rev. 05/14/93
Copyright © 1992 by the President and Fellows of Harvard College. To order copies, call (617) 495-6117 or write the Publishing Division, Harvard Business School, Boston, MA 02163. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of Harvard Business School.
DO NOT COPY Professors Paul A. Vatter and Howard Raiffa prepared these exercises as the basis for class discussion. Exercises on "What Is Fair?" 1) Residents of two small adjoint towns, Mapleton (population 40,000) and Oakville (population 10,000), have for years obtained water from individual wells. Both towns have now decided to construct water distribution systems. The low bid received by Mapleton was for $11 million and the best bid received by Oakville was for $7 million. The town fathers have gotten together and have received a bid of $15 million for a system that would service both towns as efficiently as the individual systems. They must only decide how the two towns will share the $15 million cost. 2) You have been called in to help four siblings who have inherited equal shares in their parents estate. The division of the money and return from the sale of objects they all wished sold was easily accomplished and amounted to $200,000 each. There are however five objects with great family value that they would not wish to sell. They have turned to you for your advice on the disposition of these objects. You have asked each in confidence to tell you their "walk away" value for each of the objects. The values put on the objects by the four heirs are:
Dividing an Encyclopedia 3) Professor Brown taught physics and was an avid collector of scholarly works on modern history. His friend Professor Gerschwin taught modern history, but forbore from trying 1 to get his personal library to rival Brown's collection of outdated physics texts. One day Brown and Gerschwin were walking to the university together through the streets of the town, when they both saw a few books strewn across the sidewalk in front of a small house. Nearby stood a medium-sized van, overflowing with material possessions of its owner. The books seemed to have come out of the back of the van. Brown stopped and picked up one of the volumes. "It's an Encyclopedia Britannica, Dick," he said. "Dated 1914." "Whoever owns it must be a very careless person," said Gerschwin severely. "Those books must be of considerable value." The front door of the house opened, and two young men came out carrying a brand new refrigerator, which they tried to put into the van. "Those damned books!" exclaimed one as he peered inside. We have to get rid of the, or else there won't be space for the important things. "Excuse me, sir," said Gerschwin eagerly. "Are you proposing to dispose of those books?" "Yes," said the man. "I'm moving, and I have no use for those moldy old books." "Could we then take them?" said Gerschwin. "Certainly," said the owner of the van cheerfully, as he flung out another armful of Britannica volumes. Gerschwin and Brown decided to give up their walk. They called a taxi for the purpose of transporting their treasure home. The question was, whose home? "You take it, Tom," said Gerschwin sadly. "You found it." "No, no, Dick. It's yours. Just think of what a fine addition the 1914 edition would be to your library!" "No, Tom. You must take it." The discussion continued along these lines for several minutes, until the driver of the taxi, tired of circumnavigating the block, demanded to be told where to go. "Let's take it to your place, Dick," said Brown. "We'll decided later how to share it." "Why not toss a coin now? It's the only way I can think of to divide up this collection. We can't split the books in half. Whoever gets it must get the whole set."
1. Based on a case prepared by Professor Kalyan Chatterjee.
"All right," said Brown, a trifle unenthusiastically. Gerschwin tossed the coin; Brown called "heads" and won. Later that day, at lunch, Gerschwin met his friend Professor Reif, who taught at the business school. Gerschwin described the incident to Reif. "You tossed a coin?" asked Reif in disbelief. "Tossed a coin to decide the ownership of a valuable object?" "Well, what would you have done?" asked Gerschwin, nettled. It had been his idea, after all, to toss the coin. "That must wait until later," said Reif rising. "I have a class to teach. But surely, Dick, you could have thought of a better method of division. Tossing a coin, indeed!" Professor Reif left behind one puzzled and slightly displeased modern historian. Later, Professor Reif, in order to explain his proposed procedure, talked separately to Professors Gershwin and Brown. He asked each what would be his maximum bid for the set in an auction. Gershwin said "I would hope to get it for less but I would not drop out unless the auction went over $1000." In answer to the same question Professor Brown said his walk-away price would be $600. If this had been done before the original coin flip what would you have proposed to the two professors? | <urn:uuid:2f66f316-a292-4713-b41e-4b3e5470dc67> | CC-MAIN-2021-04 | http://library.cust.edu.pk/teacher_resources/Cases&Articles/Economics/Excercises.pdf | 2021-01-20T16:05:52+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703521139.30/warc/CC-MAIN-20210120151257-20210120181257-00790.warc.gz | 54,764,649 | 1,253 | eng_Latn | eng_Latn | 0.999623 | eng_Latn | 0.999734 | [
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Idiom Graphic Organizer
Magic Every MonthBeverly, Right HereLong Way Down30 Graphic Organizers for the Content Areas Grades 5-8Idioms OrganiserThe Vocabulary BookFloss30 Graphic Organizers for Reading, Grades 5-8Owl MoonVocabulary Acquisition and Use: Idioms and Adages PracticeCatching the MoonThe Hundred DressesScholastic Dictionary of IdiomsAcademic Writing With Graphic Organizer ConceptThe Threads of Reading90 Miles to HavanaThe Westing Game5th Grade PracticeGood Work, Amelia BedeliaMonkey BusinessGreat Source SourcebooksNothing But the TruthThe Core SixBright & Brainy: 5th Grade PracticeThe ESL / ELL Teacher's Survival Guide60 Must-Have Graphic Organizers, Grades K - 5The Giggly Guide to Grammar35 Best Books for Teaching U.S. RegionsThe CensorsBrothers at BatHarvesting HopeThe OutsidersReading for MeaningIn a PickleActive Word PlayMaking Thinking VisibleEssential Student BookMore PartsThe Literacy CookbookRazzle Dazzle Writing
Magic Every Month
A proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines?small sets of questions or a short sequence of steps?as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion Can be applied with students at all grade levels and in all content areas Includes easy-to-implement classroom strategies The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.
Beverly, Right Here
Revisiting once again the world of Raymie Nightingale, two-time Newbery Medalist Kate DiCamillo turns her focus to the tough-talking, inescapably tenderhearted Beverly. Beverly put her foot down on the gas. They went faster still. This was what Beverly wanted — what she always wanted. To get away. To get away as fast as she could. To stay away. Beverly Tapinski has run away from home plenty of times, but that was when she was just a kid. By now, she figures, it's not running away. It's leaving. Determined to make it on her own, Beverly finds a job and a place to live and tries to forget about her dog, Buddy, now buried underneath the orange trees back home; her friend Raymie, whom she left without a word; and her mom, Rhonda, who has never cared about anyone but herself. Beverly doesn't want to depend on anyone, and she definitely doesn't want anyone to depend on her. But despite her best efforts, she can't help forming connections with the people around her — and gradually, she learns to see herself through their eyes. In a touching, funny, and fearless conclusion to her sequence of novels about the beloved Three Rancheros, #1 New York Times best-selling author Kate DiCamillo tells the story of a character who will break your heart and put it back together again.
Long Way Down
30 Graphic Organizers for the Content Areas Grades 5-8
Award-winning children's book creator Wallace Edwards explores popular idioms in comical and unexpected ways. Each page is a rich puzzle to keep you guessing again and again.
Idioms Organiser
"Good writing is more than we say; it is how we say it. This book shows how to master fifty key target skills that will improve their writing and raise heir assessment scores."--Editor.
The Vocabulary Book
Give me a hand . . . hold your tongue . . . scream your lungs out . . . what's a kid to do if he wants to keep all his body parts in place? Well, one thing is for sure, he'll have to be creative. Like, if you want to keep your heart from breaking, just make sure it's well padded and protected by tying a pillow around your chest. Want to keep your hands attached? Simple-stick them on with gloves and lots of glue. Just be careful not to laugh your head off!
Floss
This resource is designed to be robust and relevant to the real world, helping students prepare themselves for life beyond school. Students will gain regular practice through these quick activities. Perfect for additional practice in the classroom or at h
30 Graphic Organizers for Reading, Grades 5-8
Inspire brainy learners and critical thinkers with these activities, designed to be completed inside and outside of the classroom. This resource provides learning opportunities focused on essential fifth grade skills that get to the core of reading, writing, and mathematics. Each engaging activity offers relevant, real-world practice using complex literary and informational text, fun math problems, and creative writing prompts that build the foundational skills students need to become well-rounded learners.
Owl Moon
Program designed for struggling readers and provides direct reading and writing instruction using high interest literature.
Vocabulary Acquisition and Use: Idioms and Adages Practice
vocabulary words for study and vocabulary instruction for English Language Learners. In addition, every chapter has been substantially updated to incorporate discussion of next-generation standards. Incorporating the newest research in vocabulary acquisition into the four-part model of vocabulary instruction that made the first edition a bestseller, this edition emphasizes vocabulary as an important tool in meeting the needs of increasingly diverse students K-12. It also includes new instructional approaches to teaching vocabulary that have been developed and classroom-tested since the release of the first edition.
Catching the Moon
Floss lives in the city and loves to go to the park and play ball with the children. But her owner's son is a farmer and needs a new sheepdog, so the border collie moves to a Northumberland farm and must learn how to round up the sheep. Children will love hearing about the rural adveritures of Floss in this stunning picture book with accompanying CD read by actor Martin Jarvis.
The Hundred Dresses
Move beyond boring word drills and vocabulary quizzes with Active Word Play! The 31 engaging games and activities in Active Word Play encourage students in grades four and up to make new vocabulary words their own. As students actively work with words, the connections they make help them understand and retain the words they are learning. Jane Feber's active-engagement approach infuses Active Word Play with the same enthusiasm your students will experience when they play these games and create make-and-takes that promote long-term retention of new vocabulary words. Step-by-step instructions, illustrations, and templates-as well as lists of common roots, prefixes, and suffixes-make this a ready-to-go resource you'll use over and over. You just choose the words from literature or content-area and basal texts that fit your instructional needs. Students will have as much fun learning the new words as you will teaching them!
Scholastic Dictionary of Idioms
The spirited story of Marcenia Lyle, the African American girl who grew up to become "Toni Stone," the first woman to play for an all-male professional baseball team.
Academic Writing With Graphic Organizer Concept
Provides fresh, new graphic organizers to help students read, write, and comprehend content area materials. Helps students organize and retain information.
The Threads of Reading
The Giggly Guide to Grammar is the life's work of a dedicated language arts teacher with a life-sized sense of humor and the hand of an artist. Cathy Campbell has both illustrated and long tested the exercises in this guide with her 9th grade
students in The Woodlands, Texas. It's a lighthearted and ludicrous guide to the essential elements of language and grammar (with a few writing tips tossed into the mix). It's Shel Silverstein meets Strunk and White and the results are both hilarious and instructive. Tried and true, and everyone a delight, there isn't a serious sentence in the group. But this is a dead-serious grammar book with the heart of a clown. Lessons include: parts of speech, subject-verb agreement, parts of the sentence, clauses of all kinds, quotation marks and italics and much more. The Deluxe Teacher's Guide has a CD-Rom that includes a full answer set, posters for the classroom and a set of transparency-ready exercises for each of the chapters.
90 Miles to Havana
A Newbery Medal Winner For over thirty-five years, Ellen Raskin's Newbery Medalwinning The Westing Game has been an enduring favorite. This highly inventive mystery involves sixteen people who are invited to the reading of Samuel W. Westing's will. They could become millionaires-it all depends on how they play the tricky and dangerous Westing game, a game involving blizzards, burglaries, and bombings Ellen Raskin has created a remarkable cast of characters in a puzzleknotted, word-twisting plot filled with humor, intrigue, and suspense. Winner of the Newbery Medal Winner of the Boston Globe/Horn Book Award An ALA Notable Book A School Library Journal One Hundred Books That Shaped the Century "A supersharp mysteryconfoundingly clever, and very funny." --Booklist, starred review "Great fun for those who enjoy illusion, word play, or sleight of hand." --The New York Times Book Review "A fascinating medley of word games, disguises, multiple aliases, and subterfuges--a demanding but rewarding book." --The Horn Book
The Westing Game
A much-needed resource for teaching English to all learners The number of English language learners in U.S. schools is projected to grow to twenty-five percent by 2025. Most teachers have English learners in their classrooms, from kindergarten through college. The ESL/ELL Teacher?s Survival Guide offers educators practical strategies for setting up an ESL-friendly classroom, motivating and interacting with students, communicating with parents of English learners, and navigating the challenges inherent in teaching ESL students. Provides research-based instructional techniques which have proven effective with English learners at all proficiency levels Offers thematic units complete with reproducible forms and worksheets, sample lesson plans, and sample student assignments The book?s ESL lessons connect to core standards and technology applications This hands-on resource will give all teachers at all levels the information they need to be effective ESL instructors.
5th Grade Practice
Take your students on a learning-packed trip across the U.S. with books they'll love! This resource includes background information, activity ideas, reproducibles, and Internet connections to help you use 35 great novels as springboards to social
studies learning. A great way to get your kids to read more deeply—and learn about the seven U.S. regions. For use with Grades 4-8.
Good Work, Amelia Bedelia
On a winter's night under a full moon, a father and daughter trek into the woods to see the Great Horned Owl.
Monkey Business
If you already have a strong grasp on the Common Core and are eager to do something about it, this book's research-based strategies will help you respond to the demands of the new standards, particularly the English language arts standards that affect every subject area and grade level. Drawing from the research on which classroom strategies are your "best bets" for improving student achievement, the authors provide what you need to reinforce the Common Core in your lessons, including: a rationale for using each strategy to address the goals of the common core; research that supports the use of each strategy; steps for implementing each strategy in the classroom; sample lessons in multiple grade levels and subjects; and planning considerations to make certain your use of the strategy helps students become better at reading, understanding, using, and communicating rigorous texts. This practical book's teaching recommendations and sample lessons draw on six tips for inspired instruction that ensure your lessons capture students' interest, deepen their understanding, and extend their thinking about required course content. --Publisher description.
Great Source Sourcebooks
This must-have resource encourages fourth grade students to reinforce their knowledge of mathematical and language arts grade-level skills! Focusing on specific Common Core Standards, this resource is designed to be robust and relevant to the real world, helping students prepare themselves for life beyond their educational careers. Students will gain regular practice through the quick activities found in each book. Perfect for additional practice in the classroom or at home! The book contains a Teacher Resource CD with PDFs of the activity pages. This resource was developed with Common Core State Standards as its foundation and is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills.
Nothing But the Truth
Thirty popular expressions such as "straight from the horse's mouth" and "white elephant" are amusingly explained and illustrated.
The Core Six
Provides fresh, new graphic organizers to help students read, write, and comprehend content area materials. Helps students organize and retain information.
Bright & Brainy: 5th Grade Practice
An alphabetical listing of common figures of speech, along with their definitions and origins.
The ESL / ELL Teacher's Survival Guide
IDIOMS ORGANISER is the most comprehensive idioms practice book for intermediate and advanced students. It is ideal for all students preparing for the FCE, CAE, Proficiency, and TOEFL exams. IDIOMS ORGANISER takes this difficult area for students and organises it in such a way that students at last can make sense of it.
60 Must-Have Graphic Organizers, Grades K - 5
Proven methods for teaching reading comprehension to all students The Literacy Cookbook is filled with classroom-tested techniques for teaching reading comprehension to even the most hard-to-reach students. The book offers a review of approaches that are targeted for teaching reading, writing, speaking and listening skills. The book also includes information on how to connect reading, writing, and test prep. Contains accessible and easy-to-adopt recipes for strengthening comprehension, reading, writing, and oral fluency. Terrific resources are ready for download on the companion website. The materials in this book are aligned with the English Language Arts Common Core Standards The website includes an ELA Common Core Tracking Sheet, a handy resource when writing or evaluating curriculum.
The Giggly Guide to Grammar
Cesar Chavez is known as one of America's greatest civil rights leaders. When he led a 340-mile peaceful protest march through California, he ignited a cause and improved the lives of thousands of migrant farmworkers. But Cesar wasn't always a leader. As a boy, he was shy and teased at school. His family slaved in the fields for barely enough money to survive. Cesar knew things had to change, and he thought that--maybe--he could help change them. So he took charge. He spoke up. And an entire country listened. An author's note provides historical context for the story of Cesar Chavez's life.
35 Best Books for Teaching U.S. Regions
When Julian's parents make the heartbreaking decision to send him and his two brothers away from Cuba to Miami via the Pedro Pan operation, the boys are thrust into a new world where bullies run rampant and it's not always clear how best to protect themselves. 90 Miles to Havana is a 2011 Pura Belpre Honor Book for Narrative and a 2011 Bank Street - Best Children's Book of the Year.
The Censors
Graphic organizers are tried-and-true, effective teaching tools. The blank
organizers in 60 Must-Have Graphic Organizers are ready to go: teachers of grades K–5 need to supply only the topics. Students can use these reproducible organizers to practice pre-writing skills, identify story elements, collect and sort information, organize schedules, and solve problems. This 128-page book is packed with teacher-generated ideas for multiple subject-area uses that can be adapted for students of varied ages, abilities, and learning styles, as well as for individual and whole-class needs.
Brothers at Bat
In this new guide in the Mastering the Principles of Great Teaching series, Robyn R. Jackson takes you through the process of planning rigorous instruction--what great teachers do to ensure students not only pass big tests but also become engaged learners, effective problem solvers, and critical thinkers.
Harvesting Hope
"An intense snapshot of the chain reaction caused by pulling a trigger." —Booklist (starred review) "Astonishing." —Kirkus Reviews (starred review) "A tour de force." —Publishers Weekly (starred review) A Newbery Honor Book A Coretta Scott King Honor Book A Printz Honor Book A Los Angeles Times Book Prize Winner for Young Adult Literature Longlisted for the National Book Award for Young People's Literature Winner of the Walter Dean Myers Award An Edgar Award Winner for Best Young Adult Fiction Parents' Choice Gold Award Winner An Entertainment Weekly Best YA Book of 2017 A Vulture Best YA Book of 2017 A Buzzfeed Best YA Book of 2017 An ode to Put the Damn Guns Down, this is New York Times bestselling author Jason Reynolds's electrifying novel that takes place in sixty potent seconds—the time it takes a kid to decide whether or not he's going to murder the guy who killed his brother. A cannon. A strap. A piece. A biscuit. A burner. A heater. A chopper. A gat. A hammer A tool for RULE Or, you can call it a gun. That's what fifteen-year-old Will has shoved in the back waistband of his jeans. See, his brother Shawn was just murdered. And Will knows the rules. No crying. No snitching. Revenge. That's where Will's now heading, with that gun shoved in the back waistband of his jeans, the gun that was his brother's gun. He gets on the elevator, seventh floor, stoked. He knows who he's after. Or does he? As the elevator stops on the sixth floor, on comes Buck. Buck, Will finds out, is who gave Shawn the gun before Will took the gun. Buck tells Will to check that the gun is even loaded. And that's when Will sees that one bullet is missing. And the only one who could have fired Shawn's gun was Shawn. Huh. Will didn't know that Shawn had ever actually USED his gun. Bigger huh. BUCK IS DEAD. But Buck's in the elevator? Just as Will's trying to think this through, the door to the next floor opens. A teenage girl gets on, waves away the smoke from Dead Buck's cigarette. Will doesn't know her, but she knew him. Knew. When they were eight. And stray bullets had cut through the playground, and Will had tried to cover her, but she was hit anyway, and so what she wants to know, on that fifth floor elevator stop, is, what if Will, Will with the gun shoved in the back waistband of his jeans, MISSES. And so it goes, the whole long way down, as the elevator stops on each floor, and at each stop someone connected to his brother gets on to give Will a piece to a bigger story than the one he thinks he knows. A story that might never know an END…if Will gets off that elevator. Told in short, fierce staccato narrative verse, Long Way Down is a fast Page 7/10
and furious, dazzlingly brilliant look at teenage gun violence, as could only be told by Jason Reynolds.
The Outsiders
How can teachers make sure that all students gain the reading skills they need to be successful in school and in life? In this book, Karen Tankersley describes the six foundational "threads" that students need to study in order to become effective readers: phonemic awareness, phonics and decoding, vocabulary, fluency, comprehension, and higher-order processing. For each area, the author explains how students acquire the reading skills they need and offers a series of skillbuilding strategies and activities that teachers can use in the classroom. Although reading is perhaps most intensely taught in the kindergarten and 1st-grade classrooms, Tankersley emphasizes that helping students become lifelong readers is a task for all teachers, including content-area teachers in middle and high schools. The Threads of Reading addresses key questions about literacy, such as * What makes a difference in reading achievement? * How much reading time is enough? * How can teachers use writing to build reading skills? * How can teachers help students make meaning from their reading? The strategies in this book address many situations, from individual instruction to small- or large-group instruction, from kindergarten to high school. Teachers will appreciate the multitude of activities provided, and administrators will learn to better evaluate the reading programs in place in their districts and schools. Grounded in both research and "teacher lore" from actual classrooms, this book is a solid guide to helping students become lifelong readers. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Reading for Meaning
Twenty stories by the Argentine writer are depict life in South America and the impact of authoritarian power, repression, and disappearances
In a Pickle
Ninth-grader Philip Malloy's suspension for humming "The Star-Spangled Banner" during homeroom becomes a national news story.
Active Word Play
Making Thinking Visible
Eleanor Estes's The Hundred Dresses won a Newbery Honor in 1945 and has never been out of print since. At the heart of the story is Wanda Petronski, a Polish girl in a Connecticut school who is ridiculed by her classmates for wearing the same faded blue dress every day. Wanda claims she has one hundred dresses at home, but everyone knows she doesn't and bullies her mercilessly. The class feels terrible when Wanda is pulled out of the school, but by that time it's too late for apologies. Maddie, one of Wanda's classmates, ultimately decides that she is "never going to
stand by and say nothing again."
Essential Student Book
50 years of an iconic classic! This international bestseller and inspiration for a beloved movie is a heroic story of friendship and belonging. No one ever said life was easy. But Ponyboy is pretty sure that he's got things figured out. He knows that he can count on his brothers, Darry and Sodapop. And he knows that he can count on his friends—true friends who would do anything for him, like Johnny and Two-Bit. But not on much else besides trouble with the Socs, a vicious gang of rich kids whose idea of a good time is beating up on "greasers" like Ponyboy. At least he knows what to expect—until the night someone takes things too far. The Outsiders is a dramatic and enduring work of fiction that laid the groundwork for the YA genre. S. E. Hinton's classic story of a boy who finds himself on the outskirts of regular society remains as powerful today as it was the day it was first published. "The Outsiders transformed young-adult fiction from a genre mostly about prom queens, football players and high school crushes to one that portrayed a darker, truer world." —The New York Times "Taut with tension, filled with drama." —The Chicago Tribune "[A] classic coming-of-age book." —Philadelphia Daily News A New York Herald Tribune Best Teenage Book A Chicago Tribune Book World Spring Book Festival Honor Book An ALA Best Book for Young Adults Winner of the Massachusetts Children's Book Award
More Parts
The Acerra family had sixteen children, including twelve ball-playing boys. It was the 1930s, and many families had lots of kids. But only one had enough to field a baseball team . . . with three on the bench! The Acerras were the longest-playing all-brother team in baseball history. They loved the game, but more important, they cared for and supported each other and stayed together as a team. Nothing life threw their way could stop them. Full of action, drama, and excitement, this never-before-told true story is vividly brought to life by Audrey Vernick's expert storytelling and Steven Salerno's stunning vintage-style art.
The Literacy Cookbook
Razzle Dazzle Writing
Amelia Bedelia, the mixed-up maid everyone loves, is up to her old tricks again. When Mr. and Mrs. Rogers go out for the day and leave a list of jobs for Amelia to do, she handles them in her usual wacky way.
Copyright : worldwinder.com
ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION
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Pop That Stereotype: An Exercise in Empathy Superperson Monologue
by Tori Rice, inspired by Reneé Weissenberger's artist book, Pop That Stereotype: An Exercise in Empathy
The following exercise was designed to complement Unit 2 Empathy & Critical Thinking, Section 2.4 Pop That Stereotype https://online.sanfordharmony.org /courses/sfwd-grades-Grade-3Unit-2-Empathy-and-CriticalThinking/.
Description
Students become a superperson, popping stereotypes with a monologue. They can then share out with household members or through classroom distance learning.
Materials
Step 1
Step 2
Step 3
Step 4
paper, marker, pen, or pencil, optional: costume materials, e.g., a sheet becomes a cape!
Write your title. Include your superperson name using your name and a descriptive word, as well as your goal to pop stereotypes!
"Terrific Tina Pops Stereotypes"
Write about a situation that you have seen. Write down as many stereotypes and assumptions you can think of.
"My name is Terrific Tina and my goal is to pop stereotypes! One day I noticed Maria sitting by herself. Other kids were making comments like, 'Maria's quiet and moody' and 'What a snob!' Other's said ,'Maria thinks she's better than me' and 'She's stuck up!' One kid even called her 'a drama queen!'"
Now write about how you challenged those stereotypes and helped others to reconsider their thoughts, and be kind and gracious. You might include a superperson costume.
"Time for me to spring into action! I put on my cape and glasses and popped those stereotypes, asking the other kids to think differently. I reminded them that maybe Maria is stressed out or she might not feel well. She might be shy or sad. You know, she might need a friend. Let's ask her if she'd like to sit with us."
Close out your monologue by encouraging others to become a superperson, too, by treating one another with respect and kindness, and popping stereotypes:
"You can be a superperson, too! Consider how your actions and words could make another person feel. Put yourself in their shoes. You might even make a new friend!"
Step 5
Perform for your household and/or classroom using long-distance learning technology. Be sure to speak clearly and make eye contact with your audience. And remember, by popping those stereotypes, you have the power to make the world a better place! | <urn:uuid:ade9ae22-da3e-4258-af2d-d7bcb518ed5f> | CC-MAIN-2021-04 | https://cotaprogram.org/wp-content/uploads/2020/07/Superperson-Monologue.pdf | 2021-01-20T16:22:25+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703521139.30/warc/CC-MAIN-20210120151257-20210120181257-00794.warc.gz | 291,421,901 | 520 | eng_Latn | eng_Latn | 0.998163 | eng_Latn | 0.998277 | [
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THE HEALTH AND SOCIAL CARECURRICULUM MAP
Curriculum Intent (CLF):
Health and Social Care is taught only as an option for KS4 students. This course teaches students about how an individual progresses through different life stages and how we can aid their development. Additionally, it will discuss the factors which make an individual a successful practitioner in the Health and Social Care setting.
The course is mainly coursework based allowing students to draft their work and develop ideas as they go through KS4. Students must work well to deadlines and work hard within lessons to ensure they are able to apply the principles into their coursework.
The units which are completed are externally selected by the exam board, but we have chosen this exam board due to the depth and breadth of knowledge it provides students, setting them up for further learning in Post 16 if required.
Students can use their knowledge developed
throughout this course as a foundation for
Level 3 Health and
Social Care. Students may also wish to use
their knowledge and understanding to
apply for an apprenticeship in the
sector.
Curriculum Implementation & Impact Statements
Implementation.
Students will be taught this course through a double and single lesson each week across the two years of KS4. There are two internally assessed units (unit 1 and 2) which are coursework based. For each of these units students must submit two pieces of coursework, providing four in total. In year 11 there is one external exam which is in February.
The units students complete are:
Unit 1 – Human lifespan development
Unit 2 – Health and social care services and values
Unit 3 – Health and wellbeing
During Year 10 students will complete units 1 & 2, ensuring they have completed the coursework element in one year. Coursework will be permitted to be resubmitted once, allowing students to develop their work once it has been formally marked. However, this requires students to remain focused and have a high level of motivation as multiple resubmissions are not an option. Assignment time in class is provided, additional homework time supports students however students will need to continue working on this at home to allow them to achieve higher grades.
In Year 11 students will focus on unit 3; the exam based unit. This exam will combine all 3 units and test students knowledge from across the whole curriculum.
Impact
The impact of this course is to allow students to understand the Health and Social Care industry in more detail and the individuals who require it. This course does not build on any prior learning which students may have done, however the content is often very relatable to real life situations and many examples are provided to students throughout the course. | <urn:uuid:732ac136-ee82-438e-806f-f256fb8271f7> | CC-MAIN-2021-04 | https://johncabotacademy.clf.uk/wp-content/uploads/Health-and-Social-Care.pdf | 2021-01-20T17:22:03+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703521139.30/warc/CC-MAIN-20210120151257-20210120181257-00797.warc.gz | 408,129,838 | 542 | eng_Latn | eng_Latn | 0.998753 | eng_Latn | 0.998753 | [
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PREPARING FOR THE TABE
This is a free document provided by the Florida Department of Education to help prepare Adult and Career and Technical Students for the TABE test.
STANDARD RULES for test sites:
* No cell phones allowed in test area.
* No backpacks or personal belongings allowed in test area.
* You will need a valid, government-issued picture ID.
* Students may not leave the test area during the actual test administration; breaks should be scheduled between test sections.
* Only test takers are allowed in the testing area.
* If a student is found cheating or found with unauthorized materials, the test will be invalidated and cannot be used for placement or promotion purposes. Local assessment policy will dictate what is done with the student's test results, and how soon a student may be retested.
* Please be sure to check with the testing department to learn what materials you may have to bring on your own for the test.
* These items are prohibited by the test publisher
o Electronic devices of any sort
o Any device that might be used to scan, record, photograph, copy or otherwise reproduce test content
o Cell phones (including pagers and beepers)
o Books or papers
o
o Mechanical pens or highlighters, pens of any kind
o Headphones
Watches or stop watches with alarm, flashing lights or calculator functions
o Purses, backpacks
o Loose clothing, including hats, scarves, jackets
o Food or drink
o Sunglasses
Dear Adult Student:
Welcome to Florida's Adult and Career and Technical Education Program and congratulations on your decision to further your education. The Florida Department of Education (FDOE) is delighted to have you in our classes and wish you success. You are joining thousands of other Floridians who are learning new skills and upgrading existing skills. This will allow you to find employment or further your education. As an initial part of your enrollment in Career and Adult Education, you will be given the Tests of Adult Basic Education (TABE). This is a basic skills assessment that will be used to determine the strengths you have that will assist you in successfully completing your program. The TABE has three subject areas: Reading, Language and Mathematics. The assessment is delivered in a multiple choice format. You may be taking the assessment in a paper-based format or on-line. There are no short answers or writing assignments. Remember, you cannot fail the TABE.
The information collected from your assessment will be used to set up a program of study that will help you progress at the fastest rate possible. The information will also be used for state and national reporting purposes. Your specific information is kept confidential and will never be used without your permission.
FDOE wants you to know that we are here for you throughout your educational experience. Please feel free to contact us if you have any questions or concerns regarding your participation in Career and Adult education programs.
The following pages provide you with tips for test taking and sample questions that are similar to the questions found on the TABE. This document will help you prepare to take the TABE and help you be more successful. Remember, this is just practice. You cannot fail the TABE. An answer key is provided in the back of this book.
We wish you much success as you continue your pursuit of educational and career pathways opportunities.
The Adult Education Staff at FDOE
Success Story
My name is Joses De Moranville. I started my GED at the age of 47. I had no idea what having a high school diploma could do for me. I always believed if I could swing a hammer, I could have a job. After years of construction work, I was hurt on the job and no longer could do that kind of labor any more. I found myself in a dilemma. I had no former education or training to do anything else. Someone suggested that I try to get a GED. I was scared that I could not do this. I swallowed my pride and signed up at Adult Community Education (ACE). When I signed up I was told I had to take a TABE test. I was afraid they would know how dumb I was if I took the test. They explained to me that this was not a pass or fail test but a way for them to know what I needed to work on to obtain my GED. After the test, they sat down with me and we came up with a class plan to help me achieve my goal.
After doing a lot of hard work with some great teachers I was ready to take the GED test. To be honest, I did not expect to pass. I was just happy that I had the opportunity to go to school just like all the other people did when I was young. I did pass and got my GED.
After I obtained my GED, a whole new world opened up for me. I went to a technical college and became a certified architectural drafter. Today I don't have a job, I have a career. I could never make the money I am making today without my GED. There are so many doors opening for me, it is unbelievable. I am so grateful to the people involved with the ABE program who gave me a second chance at life. It is worth the hard work because the payoff is beyond your wildest dreams. Today my life is beyond any dreams I have had.
I will always be indebted to the people who work in the ABE programs in the State of Florida.
Joses De Moranville
Tips for Taking TABE
* Be positive and do your best.
* Relax, it is normal to be somewhat nervous before taking a test. Don't worry!
* Be sure you can hear the instructions and understand them.
* Listen to and read the directions for each test carefully. Ask for an explanation of the directions if you do not understand them.
* Plan your time well. Each test section is timed. Do not spend too much time on any one test question. If it takes too long to answer a question, mark it for review ( Flag button) and return to it later, if time permits. First respond to all questions of which you are certain of the answer.
* Before answering a question, be sure you know what is being asked. For example, a test question might say, "Which of these is not an even number?" If you read the question too quickly, you may miss the word "not" and answer incorrectly.
* Do not read into a question something that is not there. There are no trick questions in TABE. You will get better results if you answer to your best ability, do not randomly guess.
* When marking your answers on a separate answer sheet (paper-based testing), make sure you mark the circle that goes with the answer you choose. Be sure to fill in the answer circles neatly and completely; carelessness can cause you to get a low score. If you realize you have been marking the answers in the wrong place, let the proctor or examiner know immediately.
* Trust your instincts. If you know a lot about a subject (reading, mathematics or language), the first answer you select probably will be the best. When rechecking, change an answer only when you are sure that your first answer was wrong.
* If you are not sure how to answer a question, rule out the answer choices that you know are incorrect. Then mark your best guess. If you are testing on-line, you may use the
"cross-off"
tool to do this.
* Remember that the score you will receive on TABE is only one way to measure your skills. TABE will show you the skills you have now and those you need to learn. You cannot fail TABE.
Navigating the Test (on-line)
When examinees click and the test starts.
Begin the Test, the countdown begins for timed tests
Examinees go through the test one item at a time, selecting the answer they believe is correct and then clicking
Next to move to the next item or
Back to go back. Examinees can
Go to Question button and selecting the question tool is the default tool examinees use to select answers as well as to
also move to a specific question using the number. The Pointer a select other tools, buttons, and features within INSIGHT, the TABE test platform.
You may also Pause the test to keep the computer from timing out while you spend additional time on a question. This feature does not stop the timer.
Examinees can also use following tools on-line.
* Line guide: The Line Guide tool provides a horizontal line that brings focus to a single line of text. When the examinee clicks the Line Guide button, a single blue line with a blue "handle" appears. Using the mouse, the examinee can move the line via the handle up or down.
* Highlighter: The Highlighter tool is used to highlight important information. The examinee clicks on the Highlighter button, and the cursor becomes a highlighter tip. By clicking and holding the mouse button while dragging it over text, the examinee can highlight information on the screen.
* Cross off: The Cross-Off tool is used to narrow down the possible answer choices by marking and eliminating unwanted answer choices. The examinee clicks on the Cross-Off button, and the cursor becomes a pencil tip with a red "X." The examinee can then place a red "X" through each unwanted answer choice. 6 i
* Magnifier/Zoom: The Magnifier tool allows the examinee to enlarge the entire screen. The options are 1.5x or 2x magnification. The other tools can be used in conjunction with the Magnifier.
*
Sticky notes: The Sticky Note tool allows the student to add a sticky note and type in any notes they wish to include.
* Calculator: The Calculator icon will appear on questions where a calculator may be used.
*
Ruler: The Ruler icon will appear on questions where a ruler may be used.
*
Protractor: The Protractor icon will appear on questions where a protractor may
be used.
Flag: Marks the question for review.
* options:
Options button at the bottom of the test screen allow you the following
o Color choices: This allows the student to change the color of the background while maintaining a black font.
o Reverse contrast: This turns the font white on a dark background.
o Contrasting colors: This allows the student to change the color of the background and the color of the font.
o Masking
: Masking is used to place a mask over any portion of the screen. Multiple masks can be used simultaneously to customize the viewing area
Any of the above tools can be closed by clicking on the button again or by clicking on the Pointer button.
Review
To see your progress on the test, click on the Review/End Test button. You may go to any question by selecting in from the list that appears on the screen.
/EndTest
If you are taking the test on-line, there are technology-enhanced items:
Click on the Help button to find more information.
* Drag & Drop: You will need to use the pointer to click on the correct answer, drag it to the appropriate area, and drop it into the answer area.
* Evidence-based selected response: You will need to answer both parts (A & B) of a question in order to receive credit for the entire problem. Part B will be required to support your answer to Part A.
* Multi-select: The question will ask you for the best answers, or which of these, or which two items; if this is the case you will need to respond with two or more answers on the same line (paper-based) or click on two or more responses on-line.
You may also take a practice test on-line under the resources tab (on line tools training) at www.tabetest.com.
Accommodations
If you are an adult student with a documented disability, you may disclose your disability, provide documentation and be allowed any of the following accommodations based on your disability:
* Text to speech
* Large Print
* Braille
* On-line large print: The print can be enlarged to the size of the screen.
* Flexible scheduling
* Additional time
* Flexible setting
* Assistive aids and devices
* Flexible responding
Please discuss your accommodation options with a counselor prior to testing.
For more information on TABE accommodations visit this link: http://tabetest.com/PDFs/TABE_Guidelines_to_Inclusive_Testing_2017.pdf
READING SAMPLE QUESTIONS
Read the passage. Then answer questions 1and 2.
Whale Watching
Across the blue, rolling waves, a dark hump rises from the sea. It slides out of sight as an enormous tail lifts and falls. As it does, another hump rises beside it and begins the same dance. Several people cheer from the pontoon boat. Some raise their cameras, while others lift binoculars to get a closer view. These whale watchers are getting what they hoped for—a view of gray whales migrating south.
For thousands of years, whales have fascinated humans. However, until recent times, the average person did not have the chance to see these amazing creatures up close. The first opportunity arose in San Diego, California. There, in 1950, the Cabrillo National Monument was declared a public place to watch whales. Soon after, the first whale watching boats sailed from San Diego harbors. For $1, people could ride out into the ocean in hopes of seeing whales close-up.
The whale-watching boats became very popular. Soon similar boat trips were available from other seaports. Today millions of people around the world go whalewatching every year.
Interestingly, some whales are just as curious about humans as humans are about them. They may swim near a boat for hours, watching the passengers. Of course, this is a very exciting experience for those on board!
"I was looking through the side of a glass-bottomed whale boat," says one whale watcher. "Suddenly, a blue whale was right next to me! Its eye looked straight at me as it swam by. Its body seemed to keep going and going. It was the most amazing experience of my life!"
At up to 100 feet long, it is no wonder that the blue whale's body kept going. The blue whale is the largest mammal ever on Earth. Its body is the size of a passenger jet. Its tongue can weigh as much as an elephant.
Depending on where a person whale watches, different types of whales may be seen. From the West Coast, people may see gray whales, blue whales, minke whales, fin whales, or killer whales. East Coast whales include humpbacks, finbacks, and minkes. On both coasts, dolphins are a common sight. They enjoy eating the same shrimp-like krill as whales.
Whale watchers also may catch sight of sea lions, seals, seabirds, and fish. Whale watching gives people a unique chance to see whales in their natural surroundings. For most, it is an experience they will never forget.
1. What type of whale can be seen by whale watchers on both the East Coast and the West Coast?
B. blue whales
A. gray whales
C. minke whales
D. humpback whales
2. Why do whales swim near whale-watching boats for hours?
B. They want passengers to take a lot of photos of them.
A. They are very interested in humans.
C. They are hoping passengers will feed them some shrimp.
D. They see their reflection in the boat and think it is another whale.
Read the passage. Then answer questions 1 through 5.
Quirky Quicksand
1 Quicksand has a reputation that it does not deserve. In a typical Hollywood movie scene, a character accidentally wanders into quicksand. Sometimes, the terrified character sinks quickly out of sight, leaving only a hat floating on the surface. At other times, a dramatic escape involves grabbing a nearby tree branch or the hand of another character.
2 It is true that you will begin to sink if you step into quicksand. However, you will not be sucked in and swallowed whole. The depth of quicksand ranges from a few inches to four feet. A person of average height probably will sink only waist-deep.
3 Quicksand can form almost any place where water flows beneath a sandy surface. Some common areas for quicksand include river deltas, shores, and sandy creek beds.
4 The best condition for forming quicksand is when water seeps upward from an underground source and saturates an area of sand, silt, or other grainy soil. If you disturb (or step into) the quicksand, a loose layer of fine sand on top of the water changes into a thick, soupy liquid. The mixture settles to the bottom and packs tightly around your feet. The mud-like layer creates a strong suction, especially if you are wearing flat shoes or boots.
5 A person can float on quicksand just as he or she floats on water. The human body has a density of about 62 pounds per cubic foot. Quicksand has a density of about 125 pounds per cubic foot. Because a person is less dense than quicksand, the person will rise to the top when his or her feet are free from the paste-like sand at the bottom. The key is to remain calm and follow a few simple steps to escape.
6 Start by taking several deep breaths and trying to relax. Stretch out your back and lean backward slightly to increase your surface area. Soon, you will be able to move your legs. Rotate one leg at a time in a slow circular motion. Water will flow down the leg into the thick sand on the bottom. Then as the bottom mixture thins, you can begin to free yourself. Move slowly and carefully. The area around you also might be soggy. Thrashing about wildly will cause you to sink deeper.
7 If you wander into an area of quicksand, do not ask another person to pull you out. In fact, pulling you from the thick mixture would require a great deal of strength. The suction that holds you in place is quite strong. Researchers at the University of Amsterdam found that the amount of force required to pull your trapped feet free is equal to the force that is needed to lift a medium-sized car. Your rescuer could be pulled into the heavy mixture, or you could be injured by the extreme stress placed on your arms.
8 Quicksand is not quite the mysterious force of nature that many believe it to be. An experience with quicksand usually is more messy and embarrassing than it is dangerous. In any case, don't panic, and keep your wits about you. Afterward, you will have a most interesting story to share with friends and family!
1. Read this sentence from the passage. In any case, don't panic, and keep your wits about you.
Which of these best explains the meaning of the phrase "keep your wits about you"?
B. remain alert
A. stay quiet
C. focus on intelligence
D. have a helpful attitude
2. How does paragraph 4 contribute to the development of ideas in the passage?
B. It presents information about the water found in quicksand.
A. It explains why a person might disturb quicksand.
C. It describes what happens when a person steps into quicksand.
D. It states which shoes to wear in areas where quicksand is likely to form.
3. How does the movie scene described in paragraph 1 connect to the information in paragraphs 6 and 7?
B. The Hollywood movie scenes foreshadow the actions discussed in the paragraphs.
A. The paragraphs demonstrate that the Hollywood movie scenes are accurate.
C. The Hollywood movie scenes show what the paragraphs suggest will happen in quicksand.
D. The paragraphs describe what to do differently from the actions in the Hollywood movie scenes.
4. Which sentence from the passage best expresses the author's attitude toward the threat of quicksand?
B. "The depth of quicksand ranges from a few inches to four feet."
A. "It is true that you will begin to sink if you step into quicksand."
C. "If you wander into an area of quicksand, do not ask another person to pull you out."
D. "An experience with quicksand usually is more messy and embarrassing than it is dangerous."
5. Part A
A. Stepping in quicksand is an emergency that requires immediate action.
Which statement expresses a claim the author makes about quicksand?
B. Quicksand is not a threat unless people attempt to float on the surface.
D. Some of the risks associated with stepping in quicksand are caused by people's reactions.
C. Any kind of movement a person makes in quicksand is apt to cause more trouble.
Part B
A. "Sometimes, the terrified character sinks quickly out of sight, leaving only a hat floating on the surface."
Which sentence from the passage best supports the answer to Part A?
B. "A person can float on quicksand just as he or she floats on water."
D. "Thrashing about wildly will cause you to sink deeper."
C. "Water will flow down the leg into the thick sand on the bottom."
1.
a
b
c
d
2.
a
b
c
d
3.
a
b
c
d
4.
a
b
c
d
5a.
a
b
c
d
5b.
a
b
c
d
C 3O C 3 C 3
C 3 C 3 C 3 C 3
C 3 C 3 C 3 C 3
C 3 C 3 C 3 C 3
C 3 C 3 C 3 C 3
C 3 C 3 C 3 C 3
Read the passage. Then answer questions 1 through 3.
Buying Local
1 In many European countries, people typically visit their local merchants on a daily basis. People travel to the local butcher, baker, and seller of fruits and vegetables to buy what they need for their meals that day. In America, however, often the opposite is true. Many Americans do their weekly food shopping at large grocery stores. These stores belong to chains 1 with locations across the country. Many of the stores' products are not produced in the areas where the stores are located. Instead, fruits, vegetables, meats, and dairy products are shipped in from locations around the country and even around the world.
2 In the past, America's towns were filled with locally owned and independent specialty shops, much like the shops in Europe. In the 1920s, chain stores began to take over in America. By the 1950s, large supermarkets and the migration to suburban locations were taking hold in the country. These large stores offered a one-stop shop for all items at a lower cost than the local competition. Additionally, these stores often advertised a wider selection of products for the consumer. Americans were enticed by the convenience and affordability that chain stores were able to provide. In effect, chain stores pushed the local merchants and business owners out because small local businesses could not afford to compete. In recent years, a "buy local" movement has sprung up around the country to shift the attention back to local businesses. Buying local is a way to encourage people to support local businesses rather than large chains.
3 Supporters believe that buying local has several advantages. First, it supports the local economy. Because local small business owners are part of the community, they are interested in the welfare of that community. The money they make goes back into the community rather than to a large corporation. The employees hired by these local businesses often know a lot about the businesses' products and provide great customer service. After all, the people they are helping could be their next-door neighbors!
4 Buying local also creates local jobs and helps to grow local businesses. Workers earn wages from these businesses, which they spend in their communities. In addition, businesses pay taxes, which helps to support local growth and development. Both wages and taxes contribute to the health and welfare of the community as a whole.
5 Buying local produce also has health benefits. Almost as soon as fruits and vegetables are picked, they begin to lose some of their nutrients. Instead of being picked and then shipped for hundreds of miles, locally grown produce goes from the farm to the table quickly, sometimes on the same day. Being able to buy freshly picked produce means that the food we put on our tables is as nutritious as it can be.
6 Shopping at large stores is certainly convenient, but buying local is a way for all of us to support our community and ourselves.
1 chains: large stores owned by the same corporation
1. Read the sentence from paragraph 4.
Both wages and taxes contribute to the health and welfare of the community as a whole.
Which key idea does the sentence support?
A. Americans shop mostly at large chain grocery stores.
B. Buying locally helps create local jobs and grow local businesses.
C. Large grocery stores offer items at lower costs than local competition.
D. Americans who buy locally are healthier than people who shop at chain stores.
2. Which of these is most likely the author's purpose for writing this article?
A. The author wants the reader to understand how grocery stores have changed since the 1920s.
B. The author wants the reader to understand that European grocery stores are superior to American grocery stores.
C. The author wants the reader to understand that grocery stores stopped selling locally grown products during the 1950s.
D. The author wants the reader to understand that the new trend of buying local produce has many important benefits for Americans.
3. Part A
How does the author provide effective support for the main idea of the article?
A. The author states that buying local supports the local economy.
B. The author states that there are problems with local chain stores.
C. The author compares the local shopping trends of Americans with Europeans.
D. The author compares American local chain stores with European markets.
Part B
Which detail from the article best supports the answer to Part A?
A. "In many European countries, people typically visit their local merchants on a daily basis."
B. "Many of the stores' products are not produced in the areas where the stores are located."
C. "In the past, America's towns were filled with locally owned and independent specialty shops, much like the shops in Europe."
D. "Buying local is a way to encourage people to support local businesses rather than large chains."
1.
a
b
c
d
2.
a
b
c
d
3a.
a
b
c
d
3b.
a
b
c
d
C 3O C 3 C 3
C 3 C 3 C 3 C 3
C 3 C 3 C 3 C 3
C 3 C 3 C 3 C 3
LANGUAGE SAMPLE QUESTIONS
1. Read the sentence. Andy _______ his favorite shoes.
Which word best completes the sentence?
A. choose
B. chose
C. chosed
D. chosen
2. Look at the list of book titles on a reading list.
Which titles are written in the correct style and format?
A. Basic Federal Income Tax by Gwendolyn Griffith Lieuallen
B. Income Tax Fundamentals 2013 by Gerald E. Whittenburg, Steve Gill, and Martha Altus-Buller
C. Jacks on Tax: Your Do-It-Yourself Guide to Filing Taxes Online by Evelyn Jacks
D. Turbo Tax 2013 Income Tax Handbook: The Complete Guide to Tax Breaks, Deductions, and Money-Saving Tax Tips by The Tax Professionals of Weiser LLP
E. Your Income Tax 2013: For Preparing Your 2012 Tax Return by J.K. Lasser
3. Which sentence contains a misspelled word?
A. The jury delivered a verdict that acquitted the man of all charges.
B. The editor omitted a few details that were unnecessary to the story.
C. Susan was late to rehersal because her car broke down on the interstate.
D. Megan seeks inspiration for her art from the mythology of ancient cultures.
4. Read the sentences.
One reason no one recognized her was because she had cut her hair.
Since she was wearing dark glasses, people did not realize it was she.
She did not speak, so no one realized it was she.
Which of these effectively combines the sentences into one sentence using appropriate parallel structure?
A. No one recognized her because of short hair, her dark glasses hid her eyes, and not talking.
B. No one recognized her because her hair was shorter, her dark glasses, and she did not say a word.
C. No one recognized her because she had cut her hair, was wearing dark glasses, and said not a word.
D. No one recognized her because her hair was cut, people did not realize it was she because of her dark glasses, and her silence.
$$1. a b c d 2. a b c d e 3. a b c d 4. a b c d C 3 O C 3 C 3 C 3 C 3 C 3 C 3 C 3 C 3 C 3 C 3 C 3 C 3 C 3 C 3 C 3$$
MATHEMATICS SAMPLE QUESTIONS
1. A chef at a restaurant can buy a new kitchen table for $400. She can buy the same table used for $156 less. Which of these is the price of the used kitchen table?
A. $234
B. $244
C. $356
D. $556
2. Which attributes do all squares and all rhombuses have in common? Select all that apply.
A. right angles
B. acute and obtuse angles
C. four angles of equal size
D. four sides of equal length
E. two pairs of parallel sides
F. exactly one pair of parallel sides
3. An escalator moves at a rate of 2 feet per second. At what rate does the escalator move in miles per hour?
5280 feet = 1 mile
A. 0.02 miles per hour
B. 0.34 miles per hour
C. 0.68 miles per hour
D. 1.36 miles per hour
4. The lists show the measured heights, in meters, of trees in two different sections of a forest.
```
Section A: 4.8, 5.0, 5.3, 5.8, 6.1, 6.5, 6.5 Section B: 3.8, 3.8, 5.8, 6.4, 6.6, 6.8, 9.2
```
Which statement makes a correct conclusion based on the interquartile range of the two data sets?
A. The trees in Section B most likely have more consistent heights than the trees in Section A.
B. The trees in Section A most likely have more consistent heights than the trees in Section B.
C. A randomly selected tree in Section B will most likely be taller than a randomly selected tree in Section A.
D. A randomly selected tree in Section A will most likely be taller than a randomly selected tree in Section B.
5. At an aquarium, researchers are preparing a mixture of salt water. The desired ratio is 90 grams of salt per liter of water.
* 1 gallon = 3.8 liters
* 1 ounce = 28.35 grams
What is the ratio in ounces per gallon?
B. 3.2 ounces per gallon
A. 0.8 ounce per gallon
C. 12.1 ounces per gallon
D. 23.7 ounces per gallon
These questions were taken from the TABE 11 & 12 practice items located at www.TABEtest.com, you may visit this site for additional practice questions.
Reading
ANSWER KEY:
1. C
Whale Watching
2. A
1. B
Quirky Quicksand
2. C
4. D
3. D
5. Part A—D Part B—D
Buying Local
1. B
2. D
3. Part A—A Part B—D
Language
1. B
3. C
2. C, E
4. C
Mathematics
1. B
3.
2.
D, E
4.
B
D
5. C
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Township
Walking Tours
Walking Tour Four: Memorial & Highrock Parks
Note: This walk has some steep climbs.
Begin the walk at the Esquimalt Municipal Hall. Designed by architect Vic Davies, it opened in 2003. The Esquimalt Branch of the Greater Victoria Public Library is also located in this building. Take time to view the public art.
Visit the memorials – The Sailors' Walk in memory of all Canadian Warships lost during the Second World War; the Totem honouring the 75th Anniversary of the RCN, and the Cairn dedicated to the memory of those sailors who lost their lives when HMCS Esquimalt was torpedoed and sunk in the approaches to Halifax Harbour 16 April 1945. She was the last Canadian warship lost during the Second World War.
Cross Esquimalt Road, enter Memorial Park, created through the efforts of the Esquimalt Chapter of the Independent Order of the Daughters of the Empire (IODE) and the Wardens of St. Paul's Church under the direction of Rev. Canon Harry Stocken. The park opened 8 September 1927. Esquimalt assumed responsibility for the park 28 January 1928. Architect Hubert Savage designed the Cenotaph. The Esquimalt Millennium Time Capsule was buried at the foot of the Cenotaph 1 July 2001. In 1995, Memorial Park became the first parcel of public land to receive heritage designation.
The First World War German field guns were given to Esquimalt as war prize in 1921. In 1941 the guns were officially made a part of the War Memorial. This saved them from becoming scrap metal during the Second World War. The guns were completely restored in 2014.
In 1858, to the west of the park, the first Mission Church in B.C., St. Joseph's Mission, was built by the Oblates of Mary Immaculate (OMI). Later, residents called it St. Charles Mission after Father Charles Pandosy who served there twice. The civic address today is 1230 Esquimalt Road.
Walk through the park to Park Terrace. On the northeast corner of Park Terrace and Drake Avenue, observe the small cement survey post that marks the boundary line between the Suburban Lots, Viewfield Farm and Constance Cove Farm. Joseph Despard Pemberton, surveyor for the Hudson's Bay Company, surveyed Esquimalt in 1851. A brass plaque to mark the boundary is mounted on the rock at 1230 Old Esquimalt Road.
Walk up historic Old Esquimalt Road, the oldest planned road in the west, built in 1852 by the sailors of HMS Thetis under the direction of Lt. John Moresby, later Admiral Moresby.
At the top of the hill – the Moderne style or Art Deco houses, 1214, 1218 and 1221 Old Esquimalt Road were designed in the 1940s by Arthur Stelck, a well known hardware merchant who had stores in Esquimalt and Victoria. 1221 Old Esquimalt Road was designated heritage in 1994.
"LongstonE," the half-timbered Tudor Revival style home at 1211 Old Esquimalt Road, was built in 1908 for Colonel John A. Hall, a chemist by profession and a founding partner in the Victoria Chemical Company. Architect Samuel Maclure was his friend and it is thought that the house was a Maclure design. No plans exist. Col. Hall owned one of the first cars in the area.
Col. Hall began his military career in the 5th Regiment. He was in command when the British Army left in 1906. In 1908 he organized the 88th Fusiliers and in 1913, while in command of the Civil Aid Forces, he took troops to Nanaimo to control striking coal miners at the Dunsmuir Mines.
Continue east. On the north side, 706 Warder Place the Percival Redout Brown house "Lyndhurst" designed by architect Thomas Hooper – built in 1913. Robert Pooley purchased the house in 1928. Although the house has changed hands many times, Esquimalt residents still call it the "Pooley House." It was designated heritage in 1985.
Harry Pooley was prominent in B.C. politics. A conservative, he was MLA for Esquimalt from 1912 to 1937 and Attorney General from 1928 to 1933.
1
Ralph and Martha Stephens built 1165 Old Esquimalt in 1911. Ralph was the Master Machinist at the Yarrows Shipyard. He came from the USA in 1893 to work in the Bullen Shipyards and stayed on when Sir Alfred Yarrow purchased the yard in 1914. This house is similar to 1010 Arcadia Street. (See Tour #6)
The first Lampson Street School was a four-room brick building constructed in 1903. Architect William Ridgeway Wilson was hired to supervise construction. In 1909, the building was deemed too small and plans were put in place to add a second story. Architect Maxwell Muir was hired to prepare the design. The 1903 walls were found to be unsafe and the building was torn down. A contract was awarded to Thomas Ashe to build a new eight-room school. In 1913, the plans of architect W. Ridgeway Wilson were selected for two new wings and an addition. The school reopened 9 April 1914. It closed in 1976, received heritage designation in 1990, and reopened in 1993 after being completely restored by the Greater Victoria School District. Architect and Engineer Paul Smith supervised the work. It closed again as a public school in 2007.
Take Cairn Road, cross the field and take the path to the top of the hill. Cairn Park, at 232.25 feet, is the highest point in Esquimalt. The Cairn was dedicated in 1962 during the Golden Jubilee year. Municipal Engineer John Graeme designed the stone cairn and directional dais. Highrock Park is one of the hidden jewels of Esquimalt. Enjoy the 360 degree view!
between the two Puget Sound Agricultural
Farms, Viewfield and Constance Cove.
Take the path through Phil Ross Park named to honour the late United Church Minister Rev. Philip Ross, Esquimalt councillor from 1983 to 1990.
Return to Old Esquimalt Road, given heritage recognition in 2014, using the back path to the right off Cairn Road. This path was the border
Turn right on Fernhill Road named after "Fernhill," the home of pioneers Charles and Elizabeth Fisher Pooley, that was located on 26 acres in the area now known as Norma Court.
Continue down Fernhill Road to the Esquimalt Shopping Plaza. Stop for tea or coffee and the best cinnamon buns or jelly donuts in town at the Esquimalt Bake Shop. Buses are available.
Return to the Municipal Hall. The walk concludes here.
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Wallace Road, Bilston WV14 8BS
T: 01902 558966
E: email@example.com www.stmartinsprimary.org.uk
Reading
Your child will bring home a book that is matched to their phonic knowledge. Please hear your child read at home for ten minutes every evening and books will be changed once a week. There will be more guidance coming soon to help you support your child with reading at home.
PE
Our PE day is Tuesday. Please make sure your child comes to school dressed in their P.E kit. They will stay in their kit all day so will not need their uniform to change into. We will endeavour to do P.E outside where possible, so jogging bottoms would be most suitable during the Autumn term. Please also ensure that earrings are removed on P.E days otherwise your child will be unable to participate. We are unable to use plasters to cover up earrings.
Autumn Term
Welcome to Year 2. We are very much looking forward to working with you and your child this year. In this leaflet you will find out about what your child will be learning in all areas of the curriculum during this term and some ideas about how you can help at home.
We see this as a great opportunity for you to share in your child's education.
Thank you for your support!
Miss Caine and Miss Foster
Are you fit for Royalty?
Did you know Queen Elizabeth II owns an elephant, two giant turtles, a jaguar and a pair of sloths? These were presents from other countries, all of which live in London Zoo!
Our Topic
This half term our topic is all about royalty. Children will be developing skills in all areas of the curriculum through this topic. They will be finding out about important kings and queens from the past, looking at the features of castles and locating castles around the UK. Children will also be creating castle art work based on the artist Paul Klee as well as designing and making their own castles.
We'd love for you to get involved and help your child get a better understanding of the topic. You could:
- Researching different Kings and Queens
- Learn about Queen Elizabeth II
- Find out about different castles or even visit one such as Warwick Castle
RE
In RE children will be learning about creation. They will be learning how God made the universe and have opportunities to reflect on how beautiful our world is and how we should care for the world we live in.
Maths
In Arithmetic, we will be working on place value so that children are confident identifying the value of each digit in a number. We will also be learning how to calculate vertical maths stories as well las using cups to solve calculations involving ½ and ¼ cups. In Geometry, we will identify 2D shapes and describe them using their properties. In Data and Measure, children will be learning how to tell the time to the quarter of the hour and draw hands onto clock accurately to show a given time. In Reasoning, children will be learning how to find the inverse of calculations to prepare them for finding missing number problems. You can help at home by practising addition and subtraction facts with 10 and 20 to build fluency as well as practising skills such as counting in 2s 5s and 10s.
Science
Our topic for science this half term is all about materials. We will be identifying different materials and their properties. The children will be carrying out experiments to find the best materials for a waterproof coat for our class bear.
English
During English lessons children will be following the Read Write Inc Phonics programme.
In additional English lessons, they will be completing work based around our class texts for this half term: Cinderella and Prince Cinders. The children will be learning to write riddles, write five part stories as well as writing a letter to the Fairy Godmother asking her for help. We will focus on developing our use of adjectives to make our writing exciting and using a joining words like 'and' to extend our sentences. You can help at home by practising handwriting you're your child and choosing some of the spellings from the year 2 word list to practise.
Don't forget….
- Your child must wear their P.E kit to school on Tuesdays.
- Half term dates: 26 th October-30 th October.
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Cellular Processes: Energy and Communication
2
investigation 4 DIFFUSION AND OSMOSIS
What causes my plants to wilt if I forget to water them?
■ ■ BACKGROUND
Cells must move materials through membranes and throughout cytoplasm in order to maintain homeostasis. The movement is regulated because cellular membranes, including the plasma and organelle membranes, are selectively permeable. Membranes are phospholipid bilayers containing embedded proteins. The phospholipid fatty acids limit the movement of water because of their hydrophobic characteristics.
The cellular environment is aqueous, meaning that the solvent is water, in which the solutes, such as salts and organic molecules, are dissolved. Water may pass freely through the membrane by osmosis or through specialized protein channels called aquaporins. Most ions move through protein channels, while larger molecules, such as carbohydrates, are carried by transport proteins.
The simplest form of movement is diffusion, in which solutes move from an area of high concentration to an area of low concentration; diffusion is directly related to molecular kinetic energy. Diffusion does not require energy input. The movement of a solute from an area of low concentration to an area of high concentration requires energy input in the form of ATP and protein carriers called pumps.
Water moves through membranes by diffusion; this process is called osmosis. Like solutes, water moves down its concentration gradient. Water moves from areas of high potential (high water concentration) and low solute concentration to areas of low potential (low water concentration) and high solute concentration. In walled cells, osmosis is affected not only by the solute concentration but also by the resistance to water movement in the cell by the cell wall. This resistance is called turgor pressure.
The terms hypertonic, hypotonic, and isotonic are used to describe solutions separated by selectively permeable membranes. A hypertonic solution has a higher solute concentration and a lower water potential as compared to the other solution; therefore, water will move into the hypertonic solution through the membrane. A hypotonic solution has a lower solute concentration and a higher water potential than the solution on the other side of the membrane; water will move down its concentration gradient into the other solution. Isotonic solutions have equal water potential.
The movement of solutes and water across cellular membranes is an overarching concept. Cells must maintain their internal environments and control solute movement. These concepts can be illustrated using model systems and living cells. Students will revisit the concepts of osmosis and water potential when they investigate transpiration in plants.
Investigation 4T81
This investigation consists of three parts. It is recommended that students work through all three sections. In Procedure 1, students use artificial cells to study the relationship of surface area and volume. In Procedure 2, they create models of living cells to explore osmosis and diffusion. Students finish by observing osmosis in living cells (Procedure 3). All three sections of the investigation provide opportunities for students to design and conduct their own experiments.
■ ■ Understanding Water Potential
In nonwalled cells, such as animal cells, the movement of water into and out of a cell is affected by the relative solute concentration on either side of the plasma membrane. As water moves out of the cell, the cell shrinks or undergoes crenation; if water moves into the cell, it swells and may eventually burst or lyse. In walled cells, including fungal and plant cells, the presence of a cell wall prevents the cells from bursting as water enters; however, pressure builds up inside the cell and affects the rate of osmosis.
Water potential predicts which way water diffuses through plant tissues and is abbreviated by the Greek letter psi (ψ). Water potential is the free energy per mole of water and is calculated from two major components: (1) the solute potential (ψ S ), which is dependent on solute concentration, and (2) the pressure potential (ψ P ), which results from the exertion of pressure — either positive or negative (tension) — on a solution. The solute potential is also called the osmotic potential.
Water Potential = Pressure Potential + Solute Potential
Water moves from an area of higher water potential or higher free energy to an area of lower water potential or lower free energy. Water potential measures the tendency of water to diffuse from one compartment to another compartment.
The water potential of pure water in an open beaker is zero (ψ = 0) because both the solute and pressure potentials are zero (ψ S = 0; ψ P = 0). An increase in positive pressure raises the pressure potential and the water potential. The addition of solute to the water lowers the solute potential and therefore decreases the water potential. This means that a solution at atmospheric pressure has a negative water potential because of the solute.
The solute potential (ψ S ) = – iCRT, where i = the ionization constant, C = the molar concentration, R = the pressure constant (R = 0.0831 liter bars/mole-K), and T = the temperature in K (273 + °C).
A 0.15 M solution of sucrose at atmospheric pressure (ψ P = 0) and 25°C has an osmotic potential of -3.7 bars and a water potential of -3.7 bars. A bar is a metric measure of pressure and is the same as 1 atmosphere at sea level. A 0.15 M NaCl solution contains 2 ions, Na + and Cl - ; therefore i = 2, and the water potential = -7.4 bars.
When a cell's cytoplasm is separated from pure water by a selectively permeable membrane, water moves from the surrounding area, where the water potential is higher (ψ = 0), into the cell, where water potential is lower because of solutes in the cytoplasm (ψ is negative). It is assumed that the solute is not diffusing (Figure 1a). The movement of water into the cell causes the cell to swell, and the cell membrane pushes against the cell wall to produce an increase in pressure. This pressure, which counteracts the diffusion of water into the cell, is called turgor pressure.
Over time, enough positive turgor pressure builds up to oppose the more negative solute potential of the cell. Eventually, the water potential of the cell equals the water potential of the pure water outside the cell (ψ of cell = ψ of pure water = 0). At this point, a dynamic equilibrium is reached and net water movement ceases (Figure 1b).
If solute is added to the water surrounding the plant cell, the water potential of the solution surrounding the cell decreases. If enough solute is added, the water potential outside the cell is then equal to the water potential inside the cell, and there will be no net movement of water. However, the solute concentrations inside and outside the cell are not equal because the water potential inside the cell results from the combination of both the turgor pressure (ψ P ) and the solute pressure (ψ S ), as shown in Figure 2.
Figure 2. Plant cell in an aqueous solution. The water potential of the cell equals that of surrounding solution at dynamic equilibrium. The cell's water potential equals the sum of the turgor pressure potential plus the solute potential. The solute potentials of the solution and of the cell are not equal.
If more solute is added to the water surrounding the cell, water will leave the cell, moving from an area of higher water potential to an area of lower water potential. The water loss causes the cell to lose turgor. A continued loss of water will cause the cell membrane to shrink away from the cell wall, and the cell plasmolyzes.
Have students read the information about water potential and answer the following questions. You likely will have to guide students with insufficient mathematical skills through the calculations.
* Calculate the solute potential of a 0.1 M NaCl solution at 25°C. If the concentration of NaCl inside the plant cell is 0.15 M, which way will the water diffuse if the cell is placed into the 0.1 M NaCl solutions?
* What must the turgor pressure equal if there is no net diffusion between the solution and the cell?
T83
T84
■ ■ PREPARATION
Materials and Equipment
The materials and equipment are listed for each separate experiment.
■ ■ Timing and Length of the Lab
This investigation requires a minimum of four laboratory periods of about 45 minutes each, plus time for discussions and measurements. There are three subparts, each requiring one class period. An additional class period will be needed for discussion. You may also assign the prelab questions or online activities/tutorials for homework. You will need to set aside time to prepare the solutions and the agar for your students.
■ ■ Safety and Housekeeping
The HCl and NaOH solutions will cause chemical burns. Students must wear safety goggles or glasses, gloves, and aprons and prepare the NaOH and HCl solutions in a hood. Have the students use these solutions in spill-proof plastic trays or pans.
■ ■ AligNment to THE AP Biology Curriculum Framework
This investigation can be conducted during the study of concepts pertaining to cell structure and function, modeling cellular processes, and the movement of materials through biological membranes (big idea 2).
■ ■ Enduring Understandings
* 2B Growth, reproduction, and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.
* 2B1: Cell membranes are selectively permeable due to their structure.
* 2B2: Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes.
■ ■ Learning Objectives
* The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion (2A3 & SP 2.2).
* The student is able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination (2A3 & SP 2.2).
* The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure (2B1 & SP 4.2, SP 4.3, SP 4.4).
* The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function (2B2 & SP 2.1, SP 2.2, SP 5.1).
* The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes (2B1 & 2B2 & SP 2.2, SP 5.2, SP 5.3).
■ ■ ARE STUDENTS READY TO COMPLETE A SUCCESSFUL INQUIRYBASED, STUDENT-DIRECTED INVESTIGATION?
The form and function of cells, organelles, and organisms is a central concept in biology. You can help students think about cell shape in relation to its function by providing examples. Epithelial cells in the small intestine have many microvilli that serve to increase the surface area. These cells take up nutrients from food and move the nutrients into the capillaries. An erythrocyte's concave shape increases the rate of oxygen diffusion out of the cell and into the tissues. The elongated projection of the root hair — and the large number of them — greatly increases the surface area through which water and minerals pass into the root of a plant.
Students should understand that temperature influences molecular kinetic energy directly. They have made observations but may not have made the connections. Ask them to remember what happened to the sugar they added when they prepared an iced coffee drink versus hot coffee.
A more difficult concept for students to grasp is that molecular weight is inversely related to the rate of diffusion. Have students think about 10 dump trucks and 10 small cars at the opposite end zones of a football field. Then ask them to predict which vehicles will scatter faster across the field. Most will understand that large dump trucks move more slowly (have a lower kinetic energy) than the smaller cars.
■ ■ Skills Development
Students will develop the following skills, which are reinforced in the transpiration investigation:
* Calculating surface area and volume of a model cell
* Designing experiments to measure the rate of osmosis in model cells
* Designing experiments to measure water potential in plant cells
■ ■ Potential Challenges
Students struggle with the concepts of the random nature of diffusion (nondirectional) and kinetic energy. A good demonstration is to drop some coins over a table to show that they spread out in all directions; as the height increases (more kinetic energy), the coins spread out farther from each other.
T85
Most students will comprehend that substances move from an area of high concentration to an area of low concentration but fail to realize that the diffusion rate is based on the concentration differences. Many students confuse concentration with the amount of a solution. A human skin cell in normal (isotonic) saline will not change its shape regardless of the amount of saline around it.
Students also think that molecules stop moving at equilibrium. This is not the case. Diffusion reaches a dynamic equilibrium, not a static equilibrium.
Water potential is a difficult concept for students to grasp. For students lacking sufficient mathematical skills, you likely will need to provide guidance as they work through the information and calculations on water potential. Solutes effectively prevent water from diffusing because the water is no longer "free." Solutes are surrounded by hydration shells and reduce the concentration of water. Students have difficulty understanding how walled cells, such as plant cells, control their internal pressure using the central vacuole. They will need help comprehending how solutes reduce the free water in a system and therefore act to reduce the water potential.
The terms hypotonic, hypertonic, and isotonic are confusing until students realize that these are relative terms and refer to the solute concentration, rather than water concentration. Use the following online tutorials to help guide your students:
http://mw.concord.org/modeler/
http://www.phschool.com/science/biology_place/labbench/lab1/intro.html
■ ■ THE INVESTIGATIONS
■ ■ Getting Started: Prelab Assessment
You may assign the following questions for homework; as a think, pair/group, share activity, in which pairs or small groups of students brainstorm ideas and then share them with other groups; or as a whole-class discussion to assess students' understanding of key concepts pertaining to kinetic energy, osmosis, and diffusion:
* What is kinetic energy and how does it differ from potential energy?
* What environmental factors affect kinetic energy and diffusion?
* Why do these factors alter diffusion rates? How do they affect rates?
* How are gradients important in diffusion and osmosis?
* What is the explanation for the fact that most cells are small and have cell membranes with many convolutions?
* Will water move into or out of a plant cell if the cell has a higher water potential than the surrounding environment?
* What would happen if you applied saltwater to a plant?
* How does a plant cell control its internal (turgor) pressure?
Big Idea 2: Cellular Processes: Energy and Communication
■ ■ Procedure 1: Surface Area and Cell Size
Because cell size and shape are important factors in determining the rate of diffusion, students begin their investigation of the movement of molecules across cell membranes by exploring the relationship between surface area and volume. Ask students to consider cell shapes, especially those involved with nutrient uptake; good examples include intestinal villi and root hair cells. Students should predict which measurement — surface area or volume — has the greater influence on the rate of diffusion. They should then calculate surface area-to-volume ratios and determine the diffusion depth and rate in agar.
Materials
* 2% agar containing the pHindicator dye phenolphthalein
* 1% phenolphthalein solution
* 0.1M NaOH
* 0.1M HCl
* Squares of hard, thin plastic (from disposable plates); unserrated knives; or scalpels from dissection kits
* Metric rulers
* Petri dishes or test tubes to hold the agar cubes
■ ■ Preparation
Wear safety goggles or glasses when preparing these materials.
To prepare 2% agar with phenolphthalein, do the following:
1. Dissolve 1 g phenolphthalein in 100 mL of 95% ethanol to make a 1% solution.
2. Mix 20 g of agar with 1 L water; heat to near boiling or until solution is clear.
3. Cool the agar to ~55°C and add 10 mL 1% phenolphthalein; if the agar solution is clear, add dilute NaOH until the agar is bright pink.
4. Pour the agar into baking pans or shallow trays to 3 cm deep; let the agar cool overnight.
Have students make cubes (1 cm per side, 2 cm per side). Some students will think to make the pieces long and thin.
Tip: If the agar loses its color, simply place into dilute NaOH for a few hours.
To prepare NaOH and HCl, do the following:
1. 0.1 M NaOH: Add 0.4 g of NaOH to 80 mL of H 2 O. Stir to dissolve and add water to 100 mL total volume. Store NaOH solutions in plastic bottles. Label HazardousCaustic Solution.
2. 0.1 M HCl: Add 0.83 mL of concentrated HCl (12.1 M) to H 2 O to bring to 100 mL total volume. Label Hazardous-Strong Acid.
An alternative method calls for mixing one packet of unflavored gelatin with 237 mL of water and adding 2.5 mL 1% phenolphthalein and a few drops of 0.1 M NaOH.
T88
The solution should be bright pink. Pour the gelatin mixture into shallow pans, and refrigerate overnight. You may use white vinegar in place of the 0.1 M HCl.
■ ■ Data Analysis
From the data, students should consider several questions:
* Which surface area-to-volume ratio gave the fastest diffusion rate?
* Which surface area-to-volume ratio had the greatest diffusion depth?
* How might a cell's shape influence the rate of diffusion?
* What factors affect the rate of diffusion and how can these be tested?
■ ■ Designing and Conducting Independent Investigations
Using the provided materials, students design and conduct an experiment(s) to test the predictions they made regarding the relationship of surface area and volume in artificial cells to the diffusion rate using the phenolphthalein–NaOH agar and HCl solution.
Procedure 2: Modeling Diffusion and Osmosis
Students create models of living cells using dialysis tubing. Dialysis tubing contains pores that permit the passage of small ions and molecules, including water and glucose, but not larger molecules such as starch and proteins. Like cell membranes, dialysis tubing is selectively permeable. Students fill their model cells with different solutions and determine diffusion rates. Students then can investigate questions about the movement of water across cell membranes and use their model cells to explore osmosis in more depth.
Materials
* 1 M sucrose
* 1 M NaCl
* 1 M glucose
* 5% ovalbumin (egg white protein)
* Dialysis tubing (5 pieces per group)
* Balances
* 8 or 10 oz. drinking cups or beakers
* Distilled water, volumetric pipettes, and graduated cylinders for preparing dilutions
■ ■ Preparation
1. 1M sucrose: Dissolve 342 g of sucrose in 500 mL of H 2 0; bring to 1 L total volume.
2. 1 M NaCl: Dissolve 58.44 g of NaCl in 500 mL of H 2 0; bring to 1 L total volume.
3. 1 M glucose (dextrose): Dissolve 180 g of glucose in 500 mL of H 2 0; bring to 1 L total volume.
4. 5% ovalbumin (if possible, store powder in the refrigerator to prevent clumping): Mix 50 g of ovalbumin with 500 mL of H 2 0; bring to 1 L total volume.
To prepare dialysis tubing, cut dialysis tubing into 20-cm pieces; soak pieces in water. Extra dialysis tubing can be kept in 20% ethanol in the refrigerator to prevent bacterial growth.
Students use the dialysis tubing to model cells. The dialysis tubing is knotted in one end, filled with 10 mL solution, and knotted to close the tube. Make sure students leave enough space for water to diffuse into the tube. Tell students to keep the dialysis tubing moist.
■ ■ Data Analysis
From the data, students should consider several questions.
* What factors determine the rate and direction of osmosis?
* What would you predict if you used a starch solution instead of the protein?
* Can you diagram the flow of water based upon the contents of your model cell and the surrounding solution?
* When will the net osmosis rate equal zero in your model cells?
* Based upon your observations, can you predict the direction of osmosis in living cells when the cells are placed in various solutions?
* How is the dialysis tubing functionally different from a cellular membrane?
■ ■ Designing and Conducting Independent Investigations
Have students design five different pairs of solutions and make a prediction about diffusion; one pair — water in the dialysis tube placed into water — is the control. Have groups of students do replicate experiments. Students are surprised that the tube containing 5% albumin has no weight change when placed in water.
Procedure 3: Observing Osmosis in Living Cells
It is important that students observe and understand osmosis in living cells. A quick demonstration is to soak celery sticks in water and in 1 M NaCl and have students break the sticks. The sticks in water have high turgor pressure and break with a "snap," and those in saltwater are limp and difficult to break. Ask students to explain how the sound (snap) is produced.
Materials
* Elodea tips or Mnium hornum (moss)
* Microscope slides and cover slips
* Microscopes
* Solutions from Procedure 2
■ ■ Preparation
Elodea tips can be purchased from biological supply companies; however, some states have restricted its use because of Elodea's invasive nature. Moss (Mniun hornum) can be obtained from a greenhouse or from the woods. Have students observe and draw the
T89
T90
cells at 400 X total magnification. The cell membrane shrinks away from the cell wall, and the central vacuole collapses when a high concentration of either sugar or salt is added; this process is called plasmolysis.
Ask students how they would measure the water potential in the different types of plants. This can be done by measuring/calculating the change in weight, change in length, or change in volume. The laboratory should be set up on one day and measured the next day.
■ ■ Designing and Conducting Independent Investigations
Ask students how they could measure water potential in plant cells. This can be done by measuring/calculating change in mass, change in length, or change in volume over time in plant sections from potatoes. You will prepare several solutions with different concentrations of sucrose; however, you will color-code the solutions with food coloring instead of labeling the concentrations for students. Students design an experiment to identify the concentrations of the sucrose solutions and then use the solutions to determine the water potential of the plant tissues.
Students should set up their investigations in one period (45–60 minutes) and conduct them the next day. Waiting too long causes the potato cores to become mushy.
Materials
* Potatoes, sweet potatoes, or yams
* Cork borers or french fry cutter
* Balances
* Metric rulers
* 8 or10 oz. drinking cups
* Sucrose solutions of different concentrations (0, 0.2, 0.4, 0.6, 0.8, 1.0 M)
■ ■ Preparation
Prepare 2,000 mL of 1.0 M sucrose. Use this 1.0 M stock solution to make 1,000 mL dilutions (0.2, 0.4, 0.6, and 0.8 M). Use a drop of food coloring to give each solution a different color. The quantities are sufficient for 24 students and can be adjusted for smaller classes.
Do not label the solutions for students!
1.0 M: 648.6 g sucrose/2000 mL d-H 2 0
0.8 M: 800 mL of 1.0 M to 200 mL d-H 2 O
0.6 M: 600 mL of 1.0 M to 400 mL d-H
2
O
0.4 M: 400 mL of 1.0 M to 600 mL d-H
2
O
0.2 M: 200 mL of 1.0 M to 800 mL d-H O
2
■ ■ Alternative Experiments
This investigation consists of three parts. It is recommended that students work through all three sections. However, if time is an issue, the investigations can be modified.
Procedure 1 can be skipped; instead, ask your students to consider cell structure and function and have them calculate the surface area and volume of model cells. Procedure 1 can be integrated into the water potential experiment (Procedure 3) by cutting potato pieces into different sizes and comparing the size/weight changes.
Procedure 2 can by modified by having students choose among water, protein, and 1 M sucrose. The model cells can be prepared and left overnight in the second solution and weighed the next day, as long as there is sufficient space in the dialysis tubing bags. An alternative is to place thin celery sticks in the solutions overnight and ask students to measure how far the celery can bend without breaking the next day.
You can ask students to view videos that show the effect of salt or sugar solutions on plant cells. For example, see the following:
http://www.csun.edu/scied/7-microscopy/elodea_plasmolysis/index.htm http://www.teachertube.com/viewVideo.php?video_id=135394
■ ■ Summative Assessment
1. Review the learning objectives. You can use the learning objectives to generate analysis questions. Do the students' answers to your questions suggest that they understand the concepts?
2. Review students' experimental evidence. Did students make the appropriate measurements and graphs to analyze the data? Were they able to make simple volume and surface area calculations?
3. Have your students prepare laboratory notebooks; keep the first two pages blank for a table of contents. Students should record their experimental designs, data, graphs, results, and conclusions. They may use Excel to prepare the graphs.
4. Ask your students to use the principles of osmosis to explain how foods are preserved. For example, foods are prepared using high concentrations of salt or sugar (e.g., preserves, jams, jellies). The high solute potential in the solution prevents microbial growth.
5. Review water potential with your students; they will revisit the concept when exploring transpiration in plants.
■ ■ Where Can Students Go from Here?
Ask students if they think that fungal cells have turgor pressure. Then ask them to design an experiment to test their hypothesis.
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Investigation 4
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■ ■ SUPPLEMENTAL RESOURCES
■ ■ Molecular Movement and Membranes: Osmosis and Diffusion
Taiz, Lincoln and Eduardo Zeiger. 2010. Unit One: Transport and Translocation of Water and Solutes in Plant Physiology, 5th ed., pp. 67–159. Sinauer Associates, Inc., Sunderland, MA.
The unit covers water and cells, water balance in plants, and solute transport. The book is an excellent reference on plant physiology.
http://mw.concord.org/modeler/
http://www.phschool.com/science/biology_place/labbench/lab1/intro.html
The Molecular Workbench and Lab Bench laboratory online resources about diffusion and osmosis are excellent prelaboratory resources. Both provide feedback with hints when students answer the questions.
http://nobelprize.org/nobel_prizes/chemistry/laureates/2003/public.html
The Nobel Prize in Chemistry 2003 was awarded to Peter Agre and Roderick MacKinnon for their work on aquaporins. The Nobel Prize website provides information about these protein channels and their roles in osmosis.
Kowles, Richard V. 2010. Regulation of water in plant cells. Bioscene: Journal of College Biology 36(1): 34–42.
This reference reviews water movement in plant cells and describes an experiment to measure water potential.
■ ■ Additional Experiments and Demonstrations
Concannon, James P. and Patrick L. Brown. 2008. Transforming Osmosis: Labs to address standards for inquiry. Science Activities: Classroom Projects and Curriculum Ideas: 45 (3): 23–25.
Sweeney, Ryan M., Lisa Martin-Hansen, Geeta Verma, and John Dunkhase. 2009. Embracing learners' ideas about diffusion and osmosis: A Coupled-inquiry approach. Science Scope: 33(1): 38–45.
Friedrichsen, Patricia Meis and Amy Pallant. 2007. French fries, dialysis tubing & computer models: Teaching diffusion & osmosis through inquiry & modeling. The American Biology Teacher online February 2007, pp. 22–27.
http://www.nabt.org/websites/institution/File/pdfs/publications/abt/2007/06902-0031.pdf
This resource has questions to help students apply their knowledge about osmosis to everyday questions, such as how sorbitol affects the human digestive system.
Big Idea 2: Cellular Processes: Energy and Communication
■ ■ Instructional Videos
http://www.youtube.com/watch?v=2Th0PuORsWY&feature=related
This video demonstrates the diffusion of iodine through dialysis membrane into starch.
http://www.youtube.com/watch?v=xQ9DWem9l_8&feature=related http://www.youtube.com/watch?v=DRHKq0piN0M&feature=related
These videos show the diffusion of glucose through dialysis membrane with explanation.
http://www.youtube.com/watch?v=VK-_YHakvho http://www.youtube.com/watch?v=zHyfDGVNdvM&feature=related
These resources show plasmolysis in Elodea cells under the microscope.
http://www.youtube.com/watch?v=DpVbcJY4amA
http://www.youtube.com/watch?v=1vQzqk2hzj8&feature=related
These videos show an osmosis experiment in decalcified eggs (2 parts) using water and corn syrup. They reveal ways to measure the egg sizes and make good observations about the water and corn syrup before and after the incubation period.
Investigation 4T93
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Cellular Processes: Energy and Communication
2
investigation 4 DIFFUSION AND OSMOSIS
What causes my plants to wilt if I forget to water them?
■ ■ BACKGROUND
Cells must move materials through membranes and throughout cytoplasm in order to maintain homeostasis. The movement is regulated because cellular membranes, including the plasma and organelle membranes, are selectively permeable. Membranes are phospholipid bilayers containing embedded proteins; the phospholipid fatty acids limit the movement of water because of their hydrophobic characteristics.
The cellular environment is aqueous, meaning that the solvent in which the solutes, such as salts and organic molecules, dissolve is water. Water may pass slowly through the membrane by osmosis or through specialized protein channels called aquaporins. Aquaporins allow the water to move more quickly than it would through osmosis. Most other substances, such as ions, move through protein channels, while larger molecules, including carbohydrates, move through transport proteins.
The simplest form of movement is diffusion, in which solutes move from an area of high concentration to an area of low concentration; diffusion is directly related to molecular kinetic energy. Diffusion does not require energy input by cells. The movement of a solute from an area of low concentration to an area of high concentration requires energy input in the form of ATP and protein carriers called pumps.
Water moves through membranes by diffusion; the movement of water through membranes is called osmosis. Like solutes, water moves down its concentration gradient. Water moves from areas of high potential (high free water concentration) and low solute concentration to areas of low potential (low free water concentration) and high solute concentration. Solutes decrease the concentration of free water, since water molecules surround the solute molecules. The terms hypertonic, hypotonic, and isotonic are used to describe solutions separated by selectively permeable membranes. A hypertonic solution has a higher solute concentration and a lower water potential as compared to the other solution; therefore, water will move into the hypertonic solution through the membrane by osmosis. A hypotonic solution has a lower solute concentration and a higher water potential than the solution on the other side of the membrane; water will move down its concentration gradient into the other solution. Isotonic solutions have equal water potentials.
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In nonwalled cells, such as animal cells, the movement of water into and out of a cell is affected by the relative solute concentration on either side of the plasma membrane. As water moves out of the cell, the cell shrinks; if water moves into the cell, it swells and may eventually burst. In walled cells, including fungal and plant cells, osmosis is affected not only by the solute concentration, but also by the resistance to water movement in the cell by the cell wall. This resistance is called turgor pressure. The presence of a cell wall prevents the cells from bursting as water enters; however, pressure builds up inside the cell and affects the rate of osmosis.
Water movement in plants is important in water transport from the roots into the shoots and leaves. You likely will explore this specialized movement called transpiration in another lab investigation.
■ ■ Understanding Water Potential
Water potential predicts which way water diffuses through plant tissues and is abbreviated by the Greek letter psi (ψ). Water potential is the free energy per mole of water and is calculated from two major components: (1) the solute potential (ψ S ), which is dependent on solute concentration, and (2) the pressure potential (ψ P ), which results from the exertion of pressure—either positive or negative (tension) — on a solution. The solute potential is also called the osmotic potential.
ψ = ψ
P
+ ψ
S
Water Potential = Pressure Potential + Solute Potential
Water moves from an area of higher water potential or higher free energy to an area of lower water potential or lower free energy. Water potential measures the tendency of water to diffuse from one compartment to another compartment.
The water potential of pure water in an open beaker is zero (ψ = 0) because both the solute and pressure potentials are zero (ψ S = 0; ψ P = 0). An increase in positive pressure raises the pressure potential and the water potential. The addition of solute to the water lowers the solute potential and therefore decreases the water potential. This means that a solution at atmospheric pressure has a negative water potential due to the solute.
The solute potential (ψ S ) = – iCRT, where i is the ionization constant, C is the molar concentration, R is the pressure constant (R = 0.0831 liter bars/mole-K), and T is the temperature in K (273 + °C).
A 0.15 M solution of sucrose at atmospheric pressure (ψ P = 0) and 25°C has an osmotic potential of -3.7 bars and a water potential of -3.7 bars. A bar is a metric measure of pressure and is the same as 1 atmosphere at sea level. A 0.15 M NaCl solution contains 2 ions, Na + and Cl - ; therefore i = 2 and the water potential = -7.4 bars.
When a cell's cytoplasm is separated from pure water by a selectively permeable membrane, water moves from the surrounding area, where the water potential is higher (ψ = 0), into the cell, where water potential is lower because of solutes in the cytoplasm
(ψ is negative). It is assumed that the solute is not diffusing (Figure 1a). The movement of water into the cell causes the cell to swell, and the cell membrane pushes against the cell wall to produce an increase in pressure. This pressure, which counteracts the diffusion of water into the cell, is called turgor pressure.
Over time, enough positive turgor pressure builds up to oppose the more negative solute potential of the cell. Eventually, the water potential of the cell equals the water potential of the pure water outside the cell (ψ of cell = ψ of pure water = 0). At this point, a dynamic equilibrium is reached and net water movement ceases (Figure 1b).
If solute is added to the water surrounding the plant cell, the water potential of the solution surrounding the cell decreases. If enough solute is added, the water potential outside the cell is equal to the water potential inside the cell, and there will be no net movement of water. However, the solute concentrations inside and outside the cell are not equal, because the water potential inside the cell results from the combination of both the turgor pressure (ψ P ) and the solute pressure (ψ S ). (See Figure 2.)
Figure 2. Plant cell in an aqueous solution. The water potential of the cell equals that of surrounding solution at dynamic equilibrium. The cell's water potential equals the sum of the turgor pressure potential plus the solute potential. The solute potentials of the solution and of the cell are not equal.
If more solute is added to the water surrounding the cell, water will leave the cell, moving from an area of higher water potential to an area of lower water potential. The water loss causes the cell to lose turgor. A continued loss of water will cause the cell membrane to shrink away from the cell wall, and the cell will plasmolyze.
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* Calculate the solute potential of a 0.1 M NaCl solution at 25°C. If the concentration of NaCl inside the plant cell is 0.15 M, which way will the water diffuse if the cell is placed into the 0.1 M NaCl solutions?
* What must the turgor pressure equal if there is no net diffusion between the solution and the cell?
■ ■ Learning Objectives
* To investigate the relationship among surface area, volume, and the rate of diffusion
* To design experiments to measure the rate of osmosis in a model system
* To investigate osmosis in plant cells
* To design an experiment to measure water potential in plant cells
* To analyze the data collected in the experiments and make predictions about molecular movement through cellular membranes
* To work collaboratively to design experiments and analyze results
* To connect the concepts of diffusion and osmosis to the cell structure and function
■ ■ General Safety Precautions
You must wear safety glasses or goggles, aprons, and gloves because you will be working with acids and caustic chemicals. The HCl and NaOH solutions will cause chemical burns, and you should use these solutions in spill-proof trays or pans. Follow your teacher's instructions carefully. Do not work in the laboratory without your teacher's supervision. Talk to your teacher if you have any questions or concerns about the experiments.
■ ■ THE INVESTIGATIONS
This investigation consists of three parts. In Procedure 1, you use artificial cells to study the relationship of surface area and volume. In Procedure 2, you create models of living cells to explore osmosis and diffusion. You finish by observing osmosis in living cells (Procedure 3). All three sections of the investigation provide opportunities for you to design and conduct your own experiments.
■ ■ Getting Started
These questions are designed to help you understand kinetic energy, osmosis, and diffusion and to prepare for your investigations.
* What is kinetic energy, and how does it differ from potential energy?
* What environmental factors affect kinetic energy and diffusion?
big idea 2: Cellular Processes: Energy and Communication
* How do these factors alter diffusion rates?
* Why are gradients important in diffusion and osmosis?
* What is the explanation for the fact that most cells are small and have cell membranes with many convolutions?
* Will water move into or out of a plant cell if the cell has a higher water potential than the surrounding environment?
* What would happen if you applied saltwater to a plant?
* How does a plant cell control its internal (turgor) pressure?
■ ■ Procedure 1: Surface Area and Cell Size
Cell size and shape are important factors in determining the rate of diffusion. Think about cells with specialized functions, such as the epithelial cells that line the small intestine or plant root hairs.
* What is the shape of these cells?
* What size are the cells?
* How do small intestinal epithelial and root hair cells function in nutrient procurement?
Materials
* 2% agar containing NaOH and the pHindicator dye phenolphthalein
* 1% phenolphthalein solution
* 0.1M HCl
* 0.1 M NaOH
* Squares of hard, thin plastic (from
disposable plates); unserrated knives; or scalpels from dissection kits
* Metric rulers
* Petri dishes and test tubes
* 2% agar with phenolphthalein preparation
Step 1 Place some phenolphthalein in two test tubes. Add 0.1 M HCl to one test tube, swirl to mix the solutions, and observe the color. Using the same procedure, add 0.1 M NaOH to the other test tube. Remember to record your observations as you were instructed.
* Which solution is an acid?
* Which solution is a base?
* What color is the dye in the base? In the acid?
* What color is the dye when mixed with the base?
Step 2 Using a dull knife or a thin strip of hard plastic, cut three blocks of agar of different sizes.
These three blocks will be your models for cells.
* What is the surface area of each of your three cells?
* What is the total volume of each of your cells?
* If you put each of the blocks into a solution, into which block would that solution diffuse throughout the entire block fastest? Slowest? How do you explain the difference?
■ ■ Alternative Method
Mix one packet of unflavored gelatin with 237 mL of water: add 2.5 mL 1% phenolphthalein and a few drops of 0.1 M NaOH. The solution should be bright pink. Pour the gelatin mixture into shallow pans and refrigerate overnight.
You may use white vinegar in place of the 0.1 M HCl.
■ ■ Designing and Conducting Your Investigation
Using the materials listed earlier, design an experiment to test the predictions you just made regarding the relationship of surface area and volume in the artificial cells to the diffusion rate using the phenolphthalein–NaOH agar and the HCl solution. Once you have finished planning your experiment, have your teacher check your design. When you have an approved design, run your experiment and record your results. Do your experimental results support your predictions?
■ ■ Procedure 2: Modeling Diffusion and Osmosis
You are in the hospital and need intravenous fluids. You read the label on the IV bag, which lists all of the solutes in the water.
* Why is it important for an IV solution to have salts in it?
* What would happen if you were given pure water in an IV?
* How would you determine the best concentration of solutes to give a patient in need of fluids before you introduced the fluids into the patient's body?
In this experiment, you will create models of living cells using dialysis tubing. Like cell membranes, dialysis tubing is made from a material that is selectively permeable to water and some solutes. You will fill your model cells with different solutions and determine the rate of diffusion.
big idea 2: Cellular Processes: Energy and Communication
Materials
* Distilled or tap water
* 1 M sucrose
* 1 M NaCl
* 5% ovalbumin (egg white protein)
* 20 cm-long dialysis tubing
* Cups
* 1 M glucose
* Balances
* How can you use weights of the filled cell models to determine the rate and direction of diffusion? What would be an appropriate control for the procedure you just described?
* Suppose you could test other things besides weights of the dialysis tubes. How could you determine the rates and directions of diffusion of water, sucrose, NaCl, glucose, and ovalbumin?
* Will protein diffuse? Will it affect the rate of diffusion of other molecules?
Step 1 Choose up to four pairs of different solutions. One solution from each pair will be in the model cell of dialysis tubing, and the other will be outside the cell in the cup. Your fifth model cell will have water inside and outside; this is your control. Before starting, use your knowledge about solute gradients to predict whether the water will diffuse into or out of the cell. Make sure you label the cups to indicate what solution is inside the cell and inside the cup.
Step 2 Make dialysis tubing cells by tying a knot in one end of five pieces of dialysis tubing. Fill each "cell" with 10 mL of the solution you chose for the inside, and knot the other end, leaving enough space for water to diffuse into the cell.
Step 3 Weigh each cell, record the initial weight, and then place it into a cup filled with the second solution for that pair. Weigh the cell after 30 minutes and record the final weight.
Step 4 Calculate the percent change in weight using the following formula:
(final – initial)/initial X 100. Record your results.
* Which pair(s) that you tested did not have a change in weight? How can you explain this?
* If you compared 1 M solutions, was a 1 M NaCl solution more or less hypertonic than a 1 M sucrose solution? What is your evidence? What about 1 M NaCl and 1 M glucose and 1 M sucrose?
* Does the protein solution have a high molarity? What is evidence for your conclusion?
* How could you test for the diffusion of glucose?
* Based on what you learned from your experiment, how could you determine the solute concentration inside a living cell?
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■ ■ Designing and Conducting Your Investigation
Living cell membranes are selectively permeable and contain protein channels that permit the passage of water and molecules. In some respects, the dialysis tubing you used is similar to a cell membrane, and you can use it to explore osmosis in greater depth. Think about the questions that came up as you worked through the investigation. What unanswered questions do you still have about osmosis that you could investigate further?
Using the available materials, design an investigation to answer one of your questions. Have your teacher check your design first. Remember to record your results, and be sure to use appropriate controls.
These questions can help jump-start your thinking.
* What factors determine the rate and direction of osmosis?
* What would you predict if you used a starch solution instead of the protein?
* Can you diagram the flow of water based upon the contents of your model cell and the surrounding solution?
* When will the net osmosis rate equal zero in your model cells? Will it ever truly be zero?
* Based upon your observations, can you predict the direction of osmosis in living cells when the cells are placed in various solutions?
* How is the dialysis tubing functionally different from a cellular membrane?
■ ■ Procedure 3: Observing Osmosis in Living Cells
The interactions between selectively permeable membranes, water, and solutes are important in cellular and organismal functions. For example, water and nutrients move from plant roots to the leaves and shoots because of differences in water potentials. Based upon what you know and what you have learned about osmosis, diffusion, and water potential in the course of your investigations, think about these questions.
* What would happen if you applied saltwater to the roots of a plant? Why?
* What are two different ways a plant could control turgor pressure, a name for internal water potential within its cells? Is this a sufficient definition for turgor pressure?
* Will water move into or out of a plant cell if the cell has a higher water potential than its surrounding environment?
Step 1 Start by looking at a single leaf blade from either Elodea (a water plant) or a leaflike structure from Mnium hornum (a moss) under the light microscope. If you need assistance, your teacher will show you how to place specimens on a slide.
* Where is the cell membrane in relation to the cell wall? Can you see the two structures easily? Why or why not?
* What parts of the cell that you see control the water concentration inside the cell?
big idea 2: Cellular Processes: Energy and Communication
Back in Procedure 2 you tested diffusion and osmosis properties of several solutions. Now you are going to determine how they affect plant cell turgor pressure.
* What changes do you expect to see when the cells are exposed to the solutions?
* How will you know if a particular treatment is increasing turgor pressure? If it is reducing turgor pressure?
* How could you determine which solution is isotonic to the cells?
Step 2 Test one of the four solutions from Procedure 2 and find out if what you predicted is what happens. When you are done, ask other students what they saw. Be sure to record all of your procedures, calculations, and observations.
■ ■ Designing and Conducting Your Investigation
Materials
* Potatoes, sweet potatoes, or yams
* Cork borers or french fry cutter
* Balances
* Metric rulers
* Cups
* Color-coded sucrose solutions of different, but unlabeled, concentrations prepared by your teacher
Design an experiment to identify the concentrations of the sucrose solutions and use the solutions to determine the water potential of the plant tissues. (You might want to review the information on water potential described in Understanding Water Potential.) Use the following questions to guide your investigation:
* How can you measure the plant pieces to determine the rate of osmosis?
* How would you calculate the water potential in the cells?
* Which solution had a water potential equal to that of the plant cells? How do you know?
* Was the water potential in the different plants the same?
* How does this compare to your previous determinations in the Elodea cells?
* What would your results be if the potato were placed in a dry area for several days before your experiment?
* When potatoes are in the ground, do they swell with water when it rains? If not, how do you explain that, and if so, what would be the advantage or disadvantage?
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■ ■ Analyzing Results
1. Why are most cells small, and why do they have cell membranes with many convolutions?
2. What organelles inside the cell have membranes with many convolutions? Why?
3. Do you think osmosis occurs when a cell is in an isotonic solution? Explain your reasoning.
■ ■ Where Can You Go from Here?
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Quiz Date: 6 th October 2020
Directions (1-5): In the questions given below, there is a sentence in which one part is given in bold. The part given in bold may or may not be grammatically correct. Choose the best alternative among the four given which can replace the part in bold to make the sentence grammatically correct. If the part given in bold is already correct and does not require any replacement, choose option (e), i.e. "No replacement required" as your answer.
Q1. Supreme Court had correctly deduced whether the spate of lynchings and emboldening of mobs is a law and order issue needing administrative redress.
(a) Supreme Court had correctly deducing that
(b) Supreme Court has correctly deduced whether
(d) Supreme Court has correctly deduced that
(c) Supreme Court has been correctly deduced that
(e) No replacement required
Q2. Electric power is the way to go for the transport sector, gave the need to curbinggreenhouse gas emissions and air pollution.
(a) to give the need to curbing the
(c)given the need to curb
(b) to give the need to curb
(d) gave the need to curb
(e) No replacement required
Q3.This Independence Day, when Prime Minister NarendraModi announced India's manned space mission by 2022, among the surprising were Indian Space Research Organisation (Isro) scientists.
(b) between the surprised were
(a) among those surprised were
(c) amongst the surprised are
(d) with those surprising are
(e) No replacement required
Q4. It was the curiosityto know of the reason for behind the fall of an apple which made Isaac Newton invent the Laws of Motion.
(a) of knowing the reason for
(b) of knowing the reason
(d) for knowing of the reason
(c) to know of the reason
(e) No replacement required
Q5. It is not only the change but 'the rate of change' also that is increasing as we are moving forward in the journey of human evolution.
(a) we have been moving forward on
(c) we were moving forward to
(b) we have moved forward to
(d) we had moved forward in
(e) No replacement required
Directions (6-10): In the questions given below, some sentences/phrases are given, out of which one may or may not be grammatically correct. Find the grammatically correct sentence/phrase out of the given options. If all of the given sentences/phrases are correct, mark option (e) i.e. "All are correct" as your answer.
Q6. (a) Where do you leave at the moment?
(c) He gave an explanation about for he had been absent.
(b) They killed Tom as an example to the other prisoners.
(d) The present prime minister was not present to the ceremony.
(e) All are correct
Q7. (a) The principal presented each of the graduate with diploma.
(b) She was taken out by that fake gold certificate scandal and lost most of her money.
(d) The actual price was lower than I thought it will be.
(c) Modern cars differ from the early ones in many ways.
(e) All are correct
(b) Preventive measures are much more effective then the actual treatment.
Q8. (a) I can't confirm that that's the actual number of deaths.
(c) In order to avoid being unjust, the judge kept all decision logical and objective.
(d) The witness weren't able to describe the robber.
(e) All are correct
Q9. (a) The article recounted the events for the past year.
(c) The moon as well as the stars give us light at night.
(b) A known mistake is preferred than an unknown truth.
(d) Although he had many toys, his greed made him want more.
(e) All are correct
Q10. (a) What other options do we have?
(b) I'd never been to Boston before.
(d) A newspaper tells us what is happening in the world.
(c) He has never been scolded by his father.
(e) All are correct
Direction (11-15): Rearrange the following sentences to form a meaningful paragraph and then answer the questions given below them.
(A) Close to 82% of workers with secondary education, 76.5% of those with higher secondary education, 48% of graduates and 45% of postgraduates in the industry are employed in jobs that require lower education levels.
(C) Using data from the 68th round of the NSS Employment and Unemployment survey, Kukreja shows that the educational mismatch where a worker's level of education is either lower or higher than the standard required to carry out her work in India's textiles and clothes (T&C) industry stood at a whopping 68% in 2011-12.
(B) If it wasn't already clear that India is walking a tightrope between demographic dividend and demographic disaster, a new working paper from Icrier, by PrateekKukreja, provides fresh evidence of this.
(D) This mismatch ratio is much higher than the overall educational mismatch ratio in Europe (33%) and even Turkey (54%).
(E) While 26% of the T&C workers in India were employed in jobs that required no formal education, 88% in ones that require upto eight years of education and 4% in jobs that require graduation or higher levels of education, the proportion of over-educated workers is drastically high.
Q11. Which of the following is the THIRD sentence of the coherent paragraph?
(a) B
(b) A
(c) D
(d) F
(e) None of these
Q12. Which of the following is the SECOND sentence of the coherent paragraph?
(a) B
(b) A
(c) D
(d) F
(e) None of these
Q13. Which of the following is the FIRST sentence of the coherent paragraph?
(a) B
(b) A
(c) D
(d) F
(e) None of these
Q14. Which of the following is the FOURTH sentence of the coherent paragraph?
(a) B
(b) A
(c) D
(d) E
(e) None of these
Q15. Which of the following is the FIFTH sentence of the coherent paragraph?
(a) B
(b) A
(c) D
(d) F
(e) None of these
SOLUTIONS
S1. Ans. (d)
Sol. The most appropriate phrase to replace the highlighted phrase to frame a grammatically viable and contextually meaningful sentence is "Supreme Court has correctly deduced that". It is to be noted that "whether" is used to express a doubt or choice between alternatives. Hence, option (d) is the most suitable answer choice.
S2. Ans. (c)
Sol. The most appropriate phrase to replace the highlighted phrase to frame a grammatically viable and contextually meaningful sentence is "given the need to curb". Hence, option (c) is the most suitable answer choice.
S3. Ans. (a)
Sol. The most appropriate phrase to replace the highlighted phrase to frame a grammatically viable and contextually meaningful sentence is "among those surprised were". Between is used when naming distinct, individual items (can be 2, 3, or more) while among is used when the items are part of a group, or are not specifically named. Hence, option (a) is the most suitable answer choice.
S4. Ans. (b)
Sol. The most appropriate phrase to replace the highlighted phrase to frame a grammatically viable and contextually meaningful sentence is "of knowing the reason". Hence, option (b) is the most suitable answer choice.
S5. Ans. (e)
Sol. The given sentence along with the highlighted phrase is grammatically correct and contextually meaningful. Since it does not require any replacement, option (e) becomes the most suitable answer choice.
S6. Ans. (b)
Sol. All the sentences are incorrect except for sentence (b). In sentence (a) "leave" should be replaced by 'live" to frame a contextually meaningful sentence. In sentence (b) "for" should be replaced by "why". To correct sentence (d), replace the preposition "to" with "at" as 'at' is used to refer the exact addresses or intersections, we use the preposition at. Therefore, option (b) is the most suitable answer choice.
S7. Ans. (c)
Sol. All the sentences are grammatically incorrect except for sentence (c). In sentence (a) 'graduate' should be replaced by its plural form "graduates". In sentence (b), there is an error of phrasal verb.
"Taken out" should be replaced by "taken in" as it means to deceive or swindle someone. In sentence (d) It should be noted that if you are writing about past events, you use 'would' to indicate something that was in the future at that point in time, but is not necessarily in the future right now. In other words, you use would to preserve the future aspect when talking about the past. Therefore, 'will' should be replaced by 'would'. Therefore, option (c) is the most suitable answer choice.
S8. Ans. (a)
Sol. All the sentences are grammatically incorrect except for sentence (a). In sentence (b) "then" should be replaced by "than". In sentence (c) since the determiner "all" has been used the noun associated to it should be in its plural form. Therefore, "decision" should be replaced by "decisions". In sentence (d), since "witness" is used in its singular form the verb should be "wasn't". Thus, since all the sentences are incorrect except for sentence (a), option (a) becomes the most suitable answer choice.
S9. Ans. (d)
Sol. All the given sentences are incorrect except for sentence (d). In sentence (a) "for" should be replaced by "of". In sentence (b) "preferred" should be replaced by "better" ; or "than" should be replaced by "over". In sentence (c), "give" should be replaced by "gives" as well as does not make the subject plural, therefore, the verb linked to the subject should be singular as well. Since, only sentence (d) is grammatically correct, option (d) becomes the most suitable answer choice.
S10. Ans. (e)
Sol. All the given sentences are grammatically correct and contextually meaningful, therefore, option (e) becomes the most suitable answer choice.
S11. Ans. (c)
Sol. The sentence can be arranged in the logical sequence as BCDEA as the paragraph is describing about the study that reveals gap between the skills available and skills required. Since, sentence (D) is the third sentence, option (c) is the most suitable answer choice.
S12. Ans. (e)
Sol. The sentence can be arranged in the logical sequence as BCDEA as the paragraph is describing about the study that reveals gap between the skills available and skills required. Since, none of the given options mentions sentence (C), option (e) becomes the most suitable answer choice.
S13. Ans. (a)
Sol. The sentence can be arranged in the logical sequence as BCDEA as the paragraph is describing about the study that reveals gap between the skills available and skills required. Since, sentence (D) is the first sentence; option (a) is the most suitable answer choice.
S14. Ans. (d)
Sol. The sentence can be arranged in the logical sequence as BCDEA as the paragraph is describing about the study that reveals gap between the skills available and skills required. Since, sentence (D) is the fourth sentence, option (d) is the most suitable answer choice.
S15. Ans. (b)
Sol. The sentence can be arranged in the logical sequence as BCDEA as the paragraph is describing about the study that reveals gap between the skills available and skills required. Since, sentence (D) is the fifth sentence, option (b) is the most suitable answer choice.
For any Banking/Insurance exam Assistance, Give a Missed call @ 01141183264 | <urn:uuid:f0863faf-76db-4dfc-bcbc-5de1f5022dab> | CC-MAIN-2021-04 | https://www.careerpower.in/2020/IBPS_PO_Prelims_English_Language_Mini_Mock_50_6th_Oct_2020.pdf | 2021-01-20T20:15:31+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00000.warc.gz | 703,470,560 | 2,557 | eng_Latn | eng_Latn | 0.994418 | eng_Latn | 0.997667 | [
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Wallace Road, Bilston WV14 8BS
T: 01902 925 700
E: firstname.lastname@example.org www.stmartinsprimary.org.uk
Information
This term, we are encouraging children to continue their learning outside the classroom by providing them with two learning journals – one lined book for English, Science and Thematic learning and one with squared paper for Maths tasks. These tasks will be constructive and manageable but will have an invaluable impact on your child's progress this year.
The set activities serve two main purposes:
- Pre-teaching tasks are to support in-class teaching. The activity your child completes at home will support their learning the following day. For example, your child may be given a passage to read which will support their next science lesson or asked to carry out some research which will benefit them in their following history session.
- Post-learning tasks aim to consolidate what the children have already covered in school and provide opportunities for rehearsal and the development of skills. These tasks will aim to develop mastery or deepen their grasp of the new information. They may also encourage the children to apply their skills to new situations and explore their new understanding.
We will also send home spellings each week which will be tested each Friday. Reading books will also be sent home to encourage children to read for pleasure outside of school, if you could listen to your child read and note this in their reading record it will be much appreciated.
Autumn
Welcome back Year 5! We have a fantastic term of learning ahead and can't wait to get started. With all that has happened this year, it is more important than ever to make in-school and at-home learning as seamless as possible. This leaflet is designed to offer information about how you can support your child with their learning at home to ensure a successful and enjoyable term.
We believe that home learning should:
- Inspire a love of learning outside of the classroom.
- Provide a continuous provision between in class teaching and at home learning.
- Encourage independent learning and discovery in a variety of contexts.
- Enable children to develop skills that will be invaluable moving forward.
Thank you for your continued support!
Miss Piggott Mr Cartwright Mrs Tomkinson Mrs Pearce Class Teacher Teaching Assistant Class Teacher Teaching Assistant 5JP 5JP 5ET 5ET
Our Class text- The Silver Hand
It's 1918 and the Great War is coming to the end. Aimee, a young French girl has just discovered her mother is part of a spy network working with the British. Determined to help them find a German spy, Aimee begins the search for the most dangerous man in France. Meanwhile a German boy, Marius, is helping to tend wounded soldiers. When he crosses paths with Aimee, the two must work together to get him back behind German lines. But the children's journey soon becomes a desperate flight from the traitor Aimee helped to identify. Will they live to see the peace?
English
Thematic topic
In English this term Year 5 will be exploring a range of texts and genres. In reading, we will delve into our new class text "The Silver Hand" by Horrible Histories author Terry Deary. This historically accurate text is rich in language and will allow your child to deepen their comprehension skills whilst taking inspiration for their own independent writing. We will compare this story with other narrative, poems and information texts from World War One to develop a significant understanding of context and explore new forms. Our writing will focus initially on a newspaper report based on the assassination of Franz Ferdinand, combining their historical understanding and writing skills. We will also create our own war time poetry and write a biography of a significant figure of the time. Linking to our class text we will develop our story telling skills by creating a mystery narrative with all the key features of the genre. Within all of this, we will be encouraging and developing grammatical accuracy, advanced spelling and appropriate punctuation.
RE
In RE lessons, we will be investigating the Islamic faith, looking more closely at the five pillars of Islam and how these impact the lives of Muslims. When studying aspects of Christianity, children will be answering the question: "Was Jesus the messiah?"
This term in our thematic lessons we will be learning about WW1. We will explore the following key areas:
- How the war started and what countries were involved.
- What it was like being in a trench.
- Inventions from WW1. Did you know drones were first used to spy over enemy territory?
- How animals played their part in the war effort.
- The life and experiences of Walter Tull and comparing him to modern day people.
- Finally, we will look at the Christmas truce just in time for us to enjoy the festive period.
Science
This term we will be looking at changes in materials. We will be investigating which materials will be best for insulating a lunchbox
and discovering why this is the case. We will also investigate whether temperature affects the rate at which something dissolves and observe some common reversible and irreversible changes. We will continue to develop our scientific skills to enable us to be safe and inquisitive investigators.
Maths
During this term, we will continue to develop understanding and use of the four main operations: addition, subtraction, multiplication and division. We will explore written methods for these and rehearse mental strategies to ensure fluency. These skills will be regularly applied in real-world scenarios and children will be encouraged to think analytically and critically about problems and their solutions. We will also continue to read time accurately in both digital and analogue form and would encourage children to practice this regularly at home. We will then use these skills to read and interpret timetables and solve problems appropriately. In geometry children will begin to draw and measure angles using a protractor and identify 3D shapes. They will also recap metric units of measurement and convert between common denominations. At home, we recommend the repetition of multiplication facts and number bonds to 100.
Don't Forget…
- We will have PE on Monday mornings (5JP) and Wednesdays (5ET). Please make sure that your child wears the correct PE kit to school on their allocated day and they are to stay in their PE kit all day. Please make sure that they have a dark coloured hoodie in case it is cold as we will be outside. Also please make sure children are able to remove their own earrings for the sessions. If children are unable to remove their own earrings can they please be removed in the morning before they come to school on PE days.
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Eagle Owls – What to expect
In Maths Lessons….
The following content will be introduced during Year Five and Six.
Counting and number
Year 5
- Count forwards and backwards in steps of powers of 10 for any number up to 1,000,000.
- Read, write, order and compare numbers to 1,000,000 and know the value of each digit.
- Use negative numbers in context and be able to count forwards and backwards using positive and negative whole numbers.
- Round any number to 1,000,000 to the nearest 10, 100, 1000, 10000 and 100000.
- Recognise and use square and cube number and understand the notation (²), (³).
- Read Roman numerals to 100 (M) and recognise years written in Roman numerals.
- Identify multiples and factors, being able to find all factor pairs of a given number and common multiples of any given two numbers.
- Establish whether any number up to 100 is a prime number and recall all prime numbers to 19.
Year 6
- Use negative numbers in context and calculate intervals across zero
- Read, write order and compare numbers up to 10,000,000 and determine the value of each digit.
- Round any whole number to a required degree of accuracy.
Calculating
Year 5
- Add and subtract numbers mentally with increasingly larger numbers (numbers with three and four digits).
- Be able to mentally multiply and divide whole and decimal numbers by 10, 100 and 1000.
- Mentally multiply and divide whole numbers using known facts.
- Use formal written methods and jottings to add and subtract whole numbers with 4 digits.
- Use formal written methods and jottings to multiply numbers up to 4 digits by a 1 or 2 digit number.
- Use formal written method of short division to divide numbers up to 4 digits by a 1 digit number and interpret remainders appropriate for the context.
- Use long multiplication for multiplying by 2 digit numbers.
- Use rounding and context to check accuracy of answers.
- Solve addition and multiplication multi-step word problems, deciding which operation and methods to use and explain why they were chosen.
- Solve problems involving multiplication and division including using knowledge of factors, multiples, square and cube numbers.
- Solve scale problems using simple fractions and problems involving simple rates.
- Solve problems which combine using addition, subtraction, multiplication and division, including understanding the equals sign.
Year 6
- Perform mental calculations including mixed operations and large numbers.
- Multiply multi-digit numbers up to four digits by a two-digit whole number using the formal written method of long multiplication.
- Identify common factors, multiple and prime numbers.
- Divide numbers up to four-digits by a two-digit whole number using the formal written method of long and short division and interpret remainders as whole number remainders, fractions or by rounding as appropriate for the context.
- Solve addition and subtraction multi-step problems in contexts deciding on which operations and methods to use and why.
- Use their knowledge of the order of operations to carry out calculations involving the four operations.
- Solve problems addition, subtraction, multiplication and division.
- Use estimation to check answers to calculations and determine, in the context of the problem, an appropriate degree of accuracy.
Fractions
Year 5
- Recognise mixed numbers and improper fractions and convert from one to the other.
- Compare and order fractions where the denominators are all multiples of the same number.
- Be able to write mathematical statements greater than one as a mixed number.
- Identify, name and write equivalent fractions of a given fraction,represented visually including tenths and hundredths.
- Multiply proper fractions and mixed numbers by whole numbers with support.
- Add and subtract fractions with the same denominator and denominators which are multiples of the same number.
- Read and write decimal numbers as fractions.
- Round a number with two decimal places to the nearest whole number and to one decimal place.
- Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.
- Recognise the percent symbol (%) and understand that percent relates to 'a number of parts per hundred'.
- Be able to write a percentage as a fraction out of 100 and as a decimal. Solve problems involving numbers to three decimal places.
- Solve problems which require knowing percentage and decimal equivalents to ¼ ½ 1/5 2/5 4/5 and those with denominators which are multiples of 10 or 25.
Year 6
- Use common fractions to simplify fractions.
- Compare and order fractions, including fractions> 1.
- Use common multiples to express fractions in the same denomination.
- Add and subtract fractions with different denominators and mixed numbers, using the concept tof equivalent fractions.
- Divide proper fractions by whole numbers
- Multiply simple pairs of proper fractions, writing the answer in its simplest form.
- Associate a fraction with division and calculate decimal fraction equivalence e.g. 0.375 for a simple fraction.
- Multiply one-digit number with up to two-decimal places by whole numbers.
- Identify the value of each digit in numbers given to three-decimal places; multiply and divide numbers by 10/100/1000 giving answers up to three-decimal places.
- Use written division methods in cases where the answer has up to two-decimal places.
- Solve problems involving the calculation of percentages (e.g. of measures and such as 15% of 360) and the use of percentages for comparison).
- Recall and use equivalences between simple fractions, decimals and percentages including in different contexts.
- Solve problems which require answers to be rounded to specified degrees of accuracy.
- Solve problems involving the relative sizes of two quantities where missing values can be found by using multiplication and division facts.
- Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.
- Solve problems involving similar shapes where the scale factor is known or can be found.
Measure and shape
Year 5
- Convert between different units of metric measure.
- Estimate volume and capacity.
- Understand and use approximate equivalences between metric units and common imperial units (e.g. inches, pounds and pints).
- Measure and calculate the perimeter of composite rectilinear shapes in cm and m.
- Estimate the area of irregular shapes.
- Calculate and compare the area of rectangles, including squares, and include using standard units (cm² and m²).
- Use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation and including scaling.
- Solve problems involving converting between units of time.
- Use knowledge of properties of rectangles to deduce related facts, find missing lengths and angles.
- Distinguish between regular and irregular polygons based on knowledge about equal sides and angles.
- Identify 3D shapes from 2D representations (nets).
- Know angles are measured in degrees, estimate and compare acute, obtuse and
reflex angles.
- Identify angles which are multiples of 90º.
- Draw given angles and measure them in degrees.
- Identify angles at a point and one whole turn, at a point on a straight line and a quarter turn
Year 6
- Solve problems involving the calculation and conversion of units of measure using decimal notation up to three-decimal places where appropriate.
- Convert between miles and kilometres
- Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three-decimal places.
- Recognise that shapes with same areas can have different perimeters and vice versa.
- Calculate the area of parallelograms and triangles.
- Recognise when it is possible to use formulae for area and volume of shapes.
- Calculate, estimate and compare volume of cubes and cuboids using standard units including cubic centimetres and cubic metres and extending to other units.
- Draw 2D-shapes using given dimensions and angles.
- Illustrate and name parts of circles including radius, diameter and circumference and know that the diameter is twice the radius.
- Compare and classify geometric shapes based on their properties and sizes.
- Find unknown angles in any triangles, quadrilaterals and regular polygons.
- Recognise, describe and build simple 3D shapes including making nets.
- Recognise angles where they meet at a point, are on a straight line or are vertically opposite and find the missing angles.
Position and direction/statistics
Year 5
- Identify, describe and represent a position of a shape following a reflection or translation and know the shape has not changed.
- Complete, read and interpret information in tables, including timetables.
- Use the appropriate language of statistics.
- Solve comparison, sum and difference questions using information presented in a line graph.
Year 6
- Describe positions on the full coordinate grid (all four quadrants).
- Draw and translate simple shapes on the coordinate plane and reflect them in the axes.
- Interpret and construct pie charts and line graphs; calculate and interpret the mean as an average.
- Use pie charts and line graphs to solve problems.
Algebra
Year 6
- Use simple formulae; generate and describe linear number sequences.
- Find pairs of numbers that satisfy an equation with two unknowns
- Express missing number problems algebraically
- Enumerate possibilities of combinations of two variables. | <urn:uuid:3f027388-6779-4dbc-b949-e18e0f3d08fb> | CC-MAIN-2021-04 | http://islschool.co.uk/wp-content/uploads/2014/11/Year-5-6-maths-what-to-expect.pdf | 2021-01-20T12:37:43+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703520883.15/warc/CC-MAIN-20210120120242-20210120150242-00319.warc.gz | 53,999,226 | 1,928 | eng_Latn | eng_Latn | 0.996257 | eng_Latn | 0.996882 | [
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ST ANN'S SCHOOL
COLLECTIVE WORSHIP, REFLECTION AND ASSEMBLY POLICY
This policy
St Ann's School is proud to be a Gold Unicef Rights Respecting School (Level 2). The school ethos and our daily practice actively promotes the implementation of all Articles within the United Nations Convention on the Rights of the Child. Article 3 (best interests of the child), Article 6 (survival and development) Article 14 (freedom of thought and religion) and Article 30 (minority culture, language and religion) are particularly pertinent to St Ann's Collective Worship, Reflection and Assembly Policy.
St Ann's is a thriving school which celebrates diversity amongst its students and staff and provides a nurturing environment for effective learning to take place.
The school has a positive ethos in which the needs of the students are paramount and met by a harmonious team of teachers, support staff, multi disciplinary staff and governors.
This policy was developed in line with the 1988 Education Reform Act, guidelines from DfES and Ealing SACRE and is regularly reviewed. It recognises the responsibility to provide a daily act of 'collective worship' for all registered students.
We are committed to promoting community cohesion and make our acts of collective worship and reflection fully inclusive whilst maintaining that these are of a broadly Christian character
At St Ann's School, we endeavour that through collective worship, students are provided with the opportunity to be a part of a daily experience which is special and separate from other daily activities.
Collective worship and reflection is part of St Ann's contribution to promoting the spiritual, moral, social and cultural development of each young person. It is presented in such a way that provides access for all and celebrates differences.
Aims
* Affirmation and celebration of the values and ethos of the school
* Offer opportunities to experience the sense of gathering for a special purpose
* Encourage a sense of awe, wonder and mystery
* Encourage pupils to appreciate and develop their own cultural traditions, and those of other communities by including key festivals and anniversaries as they arise throughout the calendar.
* To promote that truth, honesty, fairness and integrity are central to a fulfilled life
* Encourage students to develop a sense of group and self identity by celebrating the achievements of themselves and others
* The promotion of students' spiritual, moral, social and cultural development including opportunities to reflect on becoming an adult citizen of the world
* Opportunities to reflect quietly and make an internal response congruent with one's own personal beliefs and background, including prayer, music and meditation
* Stimulate the possibility of a student's inward reflection
* Celebrate diversity and differences
* To foster the expression of innermost thoughts and feelings through art, music, literature and crafts.
Rationale
The ethos of the school is fundamental to the teaching of spiritual and moral education. The quality of relationships, the examples set by staff and the way in which the school helps pupils to understand and deal with conflict, loss, grief or difficulties are all important. We recognise that all pupils will be at different stages in their understanding, and that learning opportunities must be differentiated if they are to reach all pupils.
The organisation of the school provides a value system and boundaries which help and support pupils to come to their own judgements.
The daily act of collective worship reinforces the ethos of the school.
Implementation and organisation
At St Ann's, our collective worship and reflection happens
* In class collective worship sessions
* At the end of the week Well Done Meeting
* Through the sharing of religious and national festivals
Reflection and collective worship is held daily at the end of each school day in individual class groups or at assembly or Well Done Meetings. Each class teacher, or Senior Leader plans a sensitive approach around the theme which may be linked to seasonal religious festivals, the world around us or 'special days'.
Roles, Responsibilities, Delivery and Planning
St Ann's recognises that all staff have a key responsibility in acting as positive role models for high quality relationships and attitudes, and for promoting the ethos of the school.
Under the School Standards and Framework Act, 1998, the Head teacher is responsible for arranging the daily collective worship and reflection after consulting with the Curriculum Manager and the Governing Body.
Senior Leaders and Middle Leaders are responsible for the weekly well done meeting assembly. Assemblies are an important part of the school week. The tradition of listening to music encourages a sense of reflection as well as celebration and assists in encouraging thoughtfulness about the ethos of the school.
The Curriculum Manager and a designated member of the Extended School Leadership Team are responsible for the organisation of whole school religious celebrations for the major festivals, as reflected within the faiths of the student population of the school.
These are planned in advance and are presented by members of staff, students and from time to time invited guests from a variety of traditions. Care is taken to ensure that these are sensitive and appropriate to the needs of students and the school.
Class teachers have a responsibility for delivering collective worship within their class in a way which is appropriate for the individual students.
Monitoring and Evaluation
Monitoring occurs through observation carried out by the Senior Leadership Team and Extended Leadership Team.
Withdrawal
The main aim of collective worship and reflection at St Ann's is for it to be meaningful and relevant to all students and staff, of a broadly Christian tradition and for those with a faith background and those with none. It is therefore hoped that few parents will feel that they need to remove their young person from these sessions.
Parents/ carers do, however, have the right to withdraw their child without explanation. As a school we pride ourselves on good communication with parents/carers and actively encourage dialogue concerning collective worship so that misunderstanding and confusion can be avoided. Staff also have the right to withdraw from the act of reflection and collective worship.
In the event of a student being withdrawn by parents, an agreed alternative will be provided by parents and the Head teacher will ensure appropriate supervision for the student.
Conclusion
This policy is in line with other school policies and therefore should be read in conjunction with the following
* School Ethos Policy
* Community Cohesion Policy
* Disability Equality Scheme
This policy is also in accordance with:
* Ofsted School Inspection Framework published 2019
* Religious Education in Schools (England) House of Commons Briefing Paper 07176 July 2016
* Ealing SACRE
The Governing Body
Regular reports are made to the Governing Body or, in part, to the Curriculum and Pupil Progress Committee on the progress of RE and collective worship provision. The policy will be reviewed every 3 years as part of the school's rolling programme.
Policy reviewed by the Governing Body : 24.02.20
Next Policy Review 24.02.22 | <urn:uuid:07a9e03f-b221-4e5e-9131-6226d7d590fd> | CC-MAIN-2021-04 | https://www.stannsschool.co.uk/wp-content/uploads/2020/10/CollectiveWorship.pdf | 2021-01-20T13:33:23+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703520883.15/warc/CC-MAIN-20210120120242-20210120150242-00319.warc.gz | 1,008,332,564 | 1,379 | eng_Latn | eng_Latn | 0.995908 | eng_Latn | 0.996936 | [
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Transferable Skills Checklist
ProfessioNole Competencies are based on the Career Ready Competencies desired by employers. While this list does not contain every skill, it may help you identify some relevant talents for fulfilling your goals.
Using the checklist below, check (✓) the skills that you already have and circle the skills you want to develop.
Critical Thinking & Problem Solving
Analyze information
Create ideas
Find alternative options/solutions
Identify problems
Observe details
Plan strategies
Predict outcomes
Anticipate problems
Preempt hypothetical scenarios
Detect themes/patterns
Discover resources
Formulate questions
Gather information
Implement action items
Research & Innovation
Conceptualize constructs
Brainstorm novel solutions
Operationalize abstract ideas
Apply evidence-based theory
Recognize limitations and growth areas
Contribute to fields of study/industry
Co-facilitate investigations
Design experiments
Critique methodologies
Present at conferences
Submit peer-reviewed research
Learn from trial and error
Communication
Express ideas
Listen attentively
Perceive nonverbal cues
Persuade others
Provide feedback
Write clearly
Public speaking
Reframe difficult situations
Describe feelings
Edit documents
Facilitate discussion
Interview clients
Report information
Receive & convey feedback
Teamwork & Cross-Cultural Collaboration
Give advice
Display patience/sensitivity
Convey feelings
Develop rapport
Interact sociably
Listen effectively
Persuade others
Provide support
Appreciate diversity
Counsel/empower others
Demonstrate emotional intelligence
Help/cooperate
Motivate
Perceive feelings/group dynamics
Share credit/recognize efforts
Teach/instruct others
Alternative Form Available | Revised 2/20
Digital Fluency
Connect networks/network administration
Design/manage websites
Conduct online research
Develop software
Evaluate products
Install hardware/software
Troubleshoot problems
Understand customers’ concerns
Use statistical tools
Explain technical processes
Facilitate video conferences/discussions
Learn new technologies
Operate audio/visual technology
Program/code
Repair technology
Write technical/instructional manuals
Leadership
Delegate responsibility
Manage groups
Motivate people
Promote change/take risks
Reduce conflict
Own/acknowledge responsibility
Teach colleagues/followers
Analyze tasks
Conduct meetings
Develop goals
Give praise and feedback
Identify talents
Negotiate agreements
Prioritize tasks and deadlines
Professionalism & Ethical Responsibility
Arrive on-time/punctuality
Recognize accountability to self/others
Appreciate teamwork
Follow dress code(s)
Improve/maintain organization’s reputation
Represent agencies properly
Meet deadlines/due dates
Adhere to company policy
Consider others’ thoughts/feelings
Evaluate personal performance
Exercise patience/defer gratification
Make ethical decisions
Model integrity
Welcome/assist new colleagues
Career Management
Advocate for oneself
Articulate skills & strengths
Continue professional development
Explore occupational information
Prioritize personal growth
Research labor/market trends
Update résumé/cover letter
Assess readiness for promotion
Cope with setbacks/rejection
Initiate informational interviews
Make informed decisions
Network/build connections
Practice interview skills
Prepare for career transition(s)
Global Fluency & Social Responsibility
Ask clarifying questions
Confront prejudice/discrimination
Convey authenticity
Examine assumptions
Correct misunderstandings
Respect individuality
Study other cultures
Acknowledge context/history
Display inclusivity & safety
Engage in self-reflection
Navigate cultural norms tactfully
Recognize power/influence disparities
Speak another language(s)
Self-disclose considerately
Alternative Form Available | Revised 2/20
Transferring Your Skills
In the final section, select five skills from the Transferable Skills Checklist that are necessary for success in both your past experiences and your desired goals (Transferable Skills).
Past skills are often relevant to success in future settings. List 3-5 of your past experiences (Experiences), and then list 3-5 occupations or educational options that interest you (Goals & Aspirations). These skills can also be incorporated into your Career Portfolio and supported by uploading examples of your work: https://www.career.fsu.edu/portfolio.
Experiences
Example: Worked as a cashier/team member for 3 years
1.
2.
3.
4.
5.
Goals & Aspirations
Example: Becoming an entrepreneur or small business owner
1.
2.
3.
4.
5.
Transferable Skills
Example : Punctuality and customer service are important for meeting clients’ and investors’ needs
1.
2.
3.
4.
5.
Alternative Form Available | Revised 2/20
Improving Your Skills
Describe why you would like to improve that skill (Purpose/Outcome), how you plan to develop that skill specifically (Activity), and how important it is for you to develop that skill compared to the others (Priority) using ranks of 1-3.
Select three skills that you circled from the Transferable Skills Checklist and write them in the "Skills to Develop" column.
| Purpose/Outcome | Activity |
|---|---|
Recognizing Your Skills
Select the top five skills that you checked off from the Transferable Skills Checklist and then write them in the "My Best Skills" column. Describe why/how that skill is useful (Purpose/Usefulness), and provide a brief example of how you have displayed the skill in the past (Example).
In your Career Portfolio, add reflections on these skills and experiences, uploading artifacts that support your competencies and demonstrate your accomplishments (e.g., your research papers, studio art/graphic and design projects, programs or playbills from performances, professional websites/blogs/videos, letters of recommendation, etc.)
| Purpose/Usefulness |
|---|
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Prentice Hall Answers Models Of Molecular Compounds Lab 22 Prentice Hall Answers
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Prentice Hall Answers All of the free books at ManyBooks are downloadable — some directly from the ManyBooks site, some from other websites (such as Amazon). When you register for the site you're asked to choose your favorite format for books, however, you're not limited to the format you choose. When you find a book you want to read, you can select the format you prefer to download from a drop down menu of dozens of different file formats.
Models Of Molecular Compounds Lab
Chemistry 152L, Molecular Models Lab page 1 Revised 11/8/2009 Molecular Models Lab Objectives 1. Learn about the structures of covalent compounds and polyatomic ions. 2. Draw Lewis structures based on valence electrons and the octet rule. 3. Construct 3-dimensional models of molecules and ions with single, double, and triple bonds. 4.
Prentice Hall Answers Molecular Models Lab - Chemistry
To learn how to draw spatial representations and Newman projections, molecular models are useful. These give a simple representation of the geometry of the molecules. Atoms are represented by different colored balls, and bonds are represented by sticks or tubes. Molecular models make the differentiation of different isomers and conformers much easier.
Lab_3_Molecular_Models-3 - Lab#3 Molecular Models ...
Models of molecular compounds lab. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. verorodriguez. Key Concepts: Terms in this set (10) A chemical bond that involves the sharing of electron pairs between atoms. Covalent bond. A pair of equal and oppositely charged or magnetized poles separated by a distance.
Prentice Hall Answers Models of molecular compounds lab Flashcards | Quizlet
Laboratory 11: Molecular Compounds and Lewis Structures Building 3D Models Use the ball and stick kits provided in class to build 3D models of the molecules after you have drawn the Lewis structures. The balls are color coded as shown in Table 2. Ball/Stick Use Black (4 holes) Carbon - tetrahedral Black (3 holes) Carbon - trigonal planar
Laboratory 11: Molecular Compounds and Lewis Structures ...
model set to your teacher. Clean up your work area and wash your hands before leaving the laboratory. Pre lab data table setup: You will need a data table in your lab notebook that contains the following column headings: Compound formula, Lewis Dot Structure, VSEPR Shape, Bond polarity, and Molecular polarity.
Models of Molecular Compounds Methacton School District
He used this idea to explain several
Prentice Hall Answers previously puzzling facts about chemical compounds. In this lab, we will use a kit to model the 3D structure of a number of molecules, including several that van 't Hoff focused on. After building the molecular models, you will draw them on paper in a manner intended to represent the 3D appearence.
ChemTeam Lab: Building Molecular Models of Simple Covalent ...
The models used in this experiment consist of pre-drilled wooden balls, two different length wood sticks, and springs. The balls represent atoms and the sticks and springs represent electron pairs or chemical bonds and fit in the holes in the wooden balls. Together, a model (molecule or ion) consists of wooden balls (atoms) connected by sticks or springs (chemical bonds).
AN EXPERIMENT USING MOLECULAR MODELS
In this lesson, we discuss how to build molecular models of organic
Prentice Hall Answers compounds, including straight-chain, branched, and ring-shaped molecules with functional groups. Introduction to Molecular Models
Building Molecular Models of Organic Compounds | Study.com
Recognize that the subscript in the molecular formula indicates the number of that atom in the molecule. Recognize that the coefficient indicates the total number of molecules. Associate common molecule names with multiple representations.
Build a Molecule - Atoms | Molecules | Molecular Formula ...
Molecular Shape Structural Formula Polarity HCl H – Cl : 1 0 1 Linear H – Cl Polar Further Investigations: 1. On the basis of this experiment and your classwork, predict the. a. type of bonding b. molecular shape c. molecular polarity. for each of the following compounds (construct a table): (1) HBr (3) BaCl2 (5) CI4
File Type PDF Models Of Molecular Compounds Lab 22 Prentice Hall Answers
LAB: SHAPES OF COVALENT MOLECULES & POLARITY
Lab Report for Molecular Model Lab 2 / Last Name: first date For each of the compounds in the table below draw the Lewis structure in the space provided and build the molecular model your instructor will either check out your models and structure during the lab period or have you submit the Lewis structures along with photos of your models.
Lab Report For Molecular Model Lab 2 / Last Name ...
The ball and stick models that we used in this lab have many advantages and disadvantages to their use in the lab. Some advantages are that you can get a 3D view of the molecule and bond angles. Also, you can see other things that are quite difficult to visualize on the 2D paper surface.
Lab 22 | Chemical Polarity |
Prentice Hall Answers Molecules | Free 30-day Trial ...
Obtain a molecular model kit and examine the pieces inside. The kit should contain different colored balls that have holes. The balls are colorcoded to represent different elements. The color-coded scheme is as follows: white or yellow ball hydrogen 1 hole . black ball carbon 4 holes . red ball oxygen 2 holes
Experiment 5 Can You Model This?
Created Date: 8/25/2006 1:15:54 PM
Clemson University
Question: 07.00 3. Models Of Molecular Compounds Examine The Molecular Models Set Up In The Lab. For Each One: Draw The Molecular Geometry Name The Molecular Geometry Drawing: Molecular Geometry Name: Molecular Geometry #2 #3 #4 #5
07.00 3. Models Of Molecular Compounds Examine The ...
Molecular models are designed to
Page 8/11
Prentice Hall Answers reproduce molecular structures in three dimensions, allowing many subtle features concerning shapes of molecules (such as dipole moment, polarity, bond angle, and symmetry) to become clearer.
MOLECULAR STRUCTURES AND MODELS Note: There is no need to
...
Title: MODELS OF MOLECULAR COMPOUNDS Background: The way compounds (chemically bonded atoms) act depends not only on what the atoms are, but also how the whole compound, or molecule, is shaped. Molecular shape determines a compound's boiling point, freezing point, viscosity (thickness or stickiness), and the nature of its reactions.
Title: MODELS OF MOLECULAR COMPOUNDS Background
Molecular Models of. Covalent Compounds Activity. The electron sharing that occurs within covalent
Prentice Hall Answers compounds can be a very abstract concept to understand. Many chemistry (and biology) classes will provide students with model kids to make covalent bonding a little more concrete. This worksheet is meant to accompany a class working with these models to build specific organic compounds.
Molecular Models of Covalent Compounds Activity
Construct the molecules and take pictures in the lab Use link remover to take the constructed model apart to avoid breaking the links After lab, check the contents of MOLYMOD set, hand-in and rechecked by GTA Hand-in lab report with IUPAC systematic names, the chemical structures and pictures of modeling next week Hand-writing or
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Table of Contents
Year: 2
Introduction
Welcome to the Cindy Wider Method drawing course. In this table of contents you will find a brief outline to your course. For all current updates and latest versions of the course in general, please see teachkidsdrawing.com.au
Term 1: Comparing Angles
Lesson 1: General Overview
During this lesson you will be teaching the following:
1. Pre-instruction drawing on the 'About Me' page (student print out) 25 mins
2. Exercise 1: Drawing Angles (student print out, power point) 10 mins
3. Free drawing time (save these drawings and glue into their art books as further preinstruction drawings.)
Lesson 2: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: Draw and Decorate The Dozy Dragon. (student print out) (power point) 40 mins
Lesson 3: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: Playdough Picture of Micky The Monkey (student print out) (power point) 40 mins
2. Create images of your choice with playdough using circles and half-circles only if students have completed the exercise. (Teachers might like to take photographs of their shapes drawings.
Lesson 4: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: 2 Square Grid drawing (student print out) (power point) 40 mins
2. Colour in the images if finished the exercises
1. Group Discussion: ideas for 'My Fantasy World'
2. Graded Project Part A: Making 'My Fantasy World' – practice drawings as research for this project – to be slowly completed over the next 3 lessons as well (student print out) (power point) 40 mins
Lessons 6, 7 and 8: General Overview
During the next three lessons you will be teaching the following:
1. Graded Project Part A: Making 'My Fantasy World' continue drawing your artwork from the previous lesson and begin colouring (student print out)
2. Graded Project Part B: Knowing – Once your artwork is complete; share your artwork with the class describing what you have drawn
Term 2: Shapes and Introduction to Colour
Lesson 1: General Overview
During this lesson you will be teaching the following:
1. Discussion: Creative Journal Writing and Sketching Ideas - Learning to record ideas with quick sketches along with note-taking [Powerpoint) 10 mins
2. Exercise 1: Drawing crosses and the 4 'smiles' (student print out], [Powerpoint) 10 mins
3. Exercise 3: Sally Seahorse Blows Big Bubbles (student print out] [Powerpoint) 10 mins
4. Exercise 4: Exercise 1: Ovals, semi-circles (student print out) (power point) (10 mins)
Lesson 2: General Overview
During this lesson you will be teaching the following:
1. Group Game: 'I Spy Shapes.' (student print out) (power point) 10 mins
2. Exercise 1: Draw Benny The Baby Bird (student print out) (power point) 30 mins
Lesson 3: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: Draw Casper The Cute Cat ready to paint next week (student print out) (power point) 30 mins
1. Discussion: Glorious Colours in the Rainbow and Colour Mixing with the Sir Isaac Newton Colour Wheel (power point) 10 mins
2. Discussion: Colour Theory: Choose colours easily using Complimentary Colours and the Tetradic colour scheme.
3. Exercise 1: Outline your drawing of Casper with crayon. Then Paint Casper the Cute Cat using Watercolour with a Tetradic Colour Scheme Note; Watercolour paints or coloured pencils/crayons are needed. (student print out) (power point) 35 mins
Lesson 5: General Overview
During this lesson you will be teaching the following:
1. Group discussion: Introduction to the Artwork of Aboriginal Artist Anita Morena (student print out) (power point) 10 mins
2. Project Stage 1: Experiment with symbols and patterns in your books using coloured pencils (to begin the first stage of the final project) (student print out) (power point) 30 mins
Lesson 6: General Overview
During this lesson you will be teaching the following:
1. Project Stage 1: Continue to experiment with symbols and patterns in your books using coloured pencils (to begin the first stage of the final project) (student print out) (power point) 20 mins
2. Project Stage 2: Draw the rough copy of your 'Sunshine' design (power point)
Lesson 7: General Overview
During this lesson you will be teaching the following:
1. Project Stage 2: Continue to finalise your rough copy design
2. Project Stage 3: Application. Begin to draw then paint your 'Sunshine' design onto quality paper (student print out) (power point)
1. Project Stage 3: Complete your drawing
2. Prepare for presentation of your work in an exhibition
Term 3: Shapes and Clay
Lesson 1: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: Secret Surprise Drawing Stage: 1 (student print out) (power point) 40 mins
Lesson 2: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: Secret Surprise Drawing - Stage: 2 (student print out) (power point) 40 mins
Lesson 3: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: Hop Scotch Drawing Game Buddy the Lady Beetle construction shapes practice (student print out) (power point) 40 mins
Lesson 4: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: Hop Scotch Drawing Game Buddy the Lady Beetle Large construction drawing (student print out) (power point) 30 mins
2. Exercise 2: Hop Scotch Drawing Game Buddy the Lady Beetle final outline drawing (student print out) (power point) 10 mins
Lesson 5: General Overview
During this lesson you will be teaching the following:
1. Exercise 1: Preparing air-drying clay (student print out) (power point) 10 mins
2. Project Stage 1: create your construction shapes in clay (student print out) (power point) 40 mins
1. Project Clay Creature continued: Paint your Squishy Clay Creature with one colour (student print out) (power point) 30 mins
2. Discussion: Introducing artists (power point) 10 mins
Lesson 7: General Overview
During this lesson you will be teaching the following:
1. Project Clay Creature continued: Draw your design onto your creature in coloured pencil, with just black or white (student print out) (power point) 30 mins
2. Write about your creature if there is time this lesson or next (teachers perhaps have some books available for students to research facts on these creatures.) 10 mins.
Lesson 8: General Overview
1. Project Clay Creature final stage: Paint your design into your clay creature using either black or white diluted acrylic paint (power point) 40 mins
2. Write about your creature (teachers perhaps have some books available for students to research facts on these creatures.) 10 mins.
Term 4: Design with Collage
Lesson 1: General Overview
During this lesson you will be teaching the following:
1. Project Stage 1: Woodland Scene - Paint the Sky and Grass in watercolour (power point) 40 mins
Lesson 2: General Overview
During this lesson you will be teaching the following:
1. Project Stage 1 continued: Paint the trees, leaves and grass from the printouts provided (power point) 20 mins
2. Draw and colour in the background trees (while the large tree and leaves are drying.) (power point) 20 mins
1. Project Stage 2: Draw woodland animals from the selection provided (student print out) (power point) 40 mins
Lesson 4: General Overview
During this lesson you will be teaching the following:
1. Project Stage 2: Continue drawing woodland animals from the selection provided (student print out) (power point) 40 mins
Lesson 5: General Overview
During this lesson you will be teaching the following:
1. Project Stage 2: Continue drawing woodland animals from the selection provided (student print out) (power point) 40 mins
Lessons 6 and 7: General Overview
During this lesson you will be teaching the following:
1. Project Stage 3: Cut out your woodland animals and position them into your collage (student print out) (power point) 40 mins
Lesson 8: General Overview
During this lesson you will be teaching the following:
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Spelling/Reading
Write your rainbow writing.
spelling words in
Each letter different colour.
should be a
Eg:
Write your curly writing:
spelling words in
Eg:
Write your bubble writing:
spelling words in
Eg:
P1B Home Learning Plan- Week 1
Writing/Phonics
Maths
Health & Wellbeing
Other Areas
RME-Christianity story of Jesus and
You can watch the https://www.youtu
be.com/watch?v=Si
French vocabulary.
https://www.youtu be.com/watch?v=G
Draw the weather today and record in
| Create a mindmap for your sound. Draw pictures to illustrate. Practice handwriting your sound by joining it carefully. Please concentrate on correct formation e.g. make sure my pencil starts at the correct spot (see attached sheet), is it a tall or small letter, does it have a tail that sits under the line | Make a numicon numberline to 20. Choose 2 or 3 pieces and add them together. Remember when adding we build a tower. Write the sum on paper. Complete 10 addition sums like this. | | HWB: practice |
|---|---|---|---|
| | | | mindfulness to help calm |
| | | | ourselves. Spotlight |
| | | | focus- find an object and |
| | | | focus your mind on it. |
| | | | Practice breathing in and |
| | | | out 10 times. |
| | | | Follow up with yoga to |
| | | | help with calming |
| | | | ourselves. Follow Cosmic |
| | | | kids yoga: |
| | | | https://www.youtube.com/ |
| | | | watch?v=tbCjkPlsaes&t=8 |
| | | | 32s |
| Word Hunt: Using a book you have been reading, search for your ng sound. Write down how many words you found. Build a word: Using the letters from your learning pack, make the words you have written from your mindmap or from the book you read. | Play the following maths games on your laptop, computer or tablet from the website: https://www.topmarks.co.uk /learning-to-count/place- value-basketball | PE: If fit and well, go for a 20-minute walk outside with a family member. | |
Write your dotted writing:
Eg:
King and label his sceptre, crown.
that make you feel move along to the
beat of the music.
Choose 3 activities to do each day. Don't worry about crossing off after you have finished as you can do most of these activities multiple times! Children have been provided with Log In details for SumDog and Education City. Activities have been set for them on these sites.
| | Select numbers to 19 Or extra challenge numbers to 99. | |
|---|---|---|
| | Ask a grown up to give you 10 takeaway sums. Use your numicon to calculate the answers. Remember to place the numicon on top of each other and see how many are left | PE: Healthy plate: https://www.youtube.com/ watch?v=L9ymkJK2QCU. Create a healthy snack with a parent. |
| Use your words from your mindmap (or any words with ng) | | |
| to create a silly sentence. Draw a picture for each | | |
| sentence. Try to make sure you have a : | | |
| - Capital at the start | | |
| - Finger spaces | | |
| - A full-stop at the end | | |
| - Can you read your story? | | |
| Phoneme | Word examples | Common words (spelling words) |
|---|---|---|
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Chapter 9 Section 1 Guided Reading The Origins Of Progressivism
www.doralacademyprep.org CHAPTER 9 Section 1 The Beginnings of Industrialization chapter 9 section 1 guide Flashcards and Study Sets | Quizlet CHAPTER GUIDED READING The Origins of Progressivism
Chapter 9 Section 1 Guided American History Chapter 9 Guided Readings Flashcards ... Chapter 9 GR&R (pages 45,46,47) Section... - We Survived ... Name: Class: Date: GUIDED READING Chapter 9 Page 1 Unit 2 Resources - Mrs. Flowers History Chapter 9 Cellular Respiration, TE History Chapter 9 section 1-2 Flashcards | Quizlet Environmental Science | na-es Guided Reading Chapter 9 Section 1 Flashcards | Quizlet CHAPTER 9 GUIDED READING The Origins of Progressivism Chapter 9 section 1 guided reading and review types of ... Chapter 9 Section 1 - The Market Revolution by stephen ... Chapter 9: Interest Groups Section 1: The Nature of ... Chapter 9, Section 1 - Independence High School chapter 9 section 1 guided reading Flashcards | Quizlet
www.doralacademyprep.org
Chapter 9, Section 1 What is an Interest Group? • An interest group is a private organization that tries to persuade public officials to respond to the shared attitudes of its members. • American society is pluralistic, consisting of many different interest groups that compete for and
CHAPTER 9 Section 1 The Beginnings of Industrialization
1 GUIDED READING Chapter 9 Page 1 Section 1 Directions: Use the information on pages 298-301 to complete the following questions. 1. Of the 125,000 Georgians who fought in the war, _____ did not return home due to battle deaths and diseases. 2. The term freedmen means _____. 3. Circle the letter of the correct answer.
chapter 9 section 1 guide Flashcards and Study Sets | Quizlet
Guided Reading Chapter 9 Section 1 study guide by Marsalis1234 includes 64 questions covering vocabulary, terms and more. Quizlet flashcards, activities and games help you improve your grades.
CHAPTER GUIDED READING The Origins of Progressivism
Unit 1 (Chapter 1 and 2) Introduction to Environmental Science Chapter 1: Science and the Environment Environmental Science: Holt pages 4-30. Below you find the classroom assignments and PPT's used for Chapter 1, Science and the Environment. You may use this website for access to PPT's, guided notes, and make up assignments.
Chapter 9 Section 1 Guided
Start studying chapter 9 section 1 guided reading. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
American History Chapter 9 Guided Readings Flashcards ...
CHAPTER 9 Section 1 (pages 283–288) BEFORE YOU READ In the last section, you read about romanticism and realism in the arts. In this section, you will read about the beginning of the Industrial Revolution. AS YOU READ Use this chart to take notes on important developments and conditions that led to industrialization. TERMS AND NAMES
Chapter 9 GR&R (pages 45,46,47) Section... - We Survived ...
Blog. 13 December 2019. Impeachment lesson plan: Up close to the impeachment; 3 December 2019. The 2019 Prezi Awards are here: Show us
Acces PDF Chapter 9 Section 1 Guided Reading The Origins Of Progressivism
what you've got!
Name: Class: Date: GUIDED READING Chapter 9 Page 1
Start studying History Chapter 9 section 1-2. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Unit 2 Resources - Mrs. Flowers History
Chapter 9: Interest Groups Section 1: The Nature of Interest Groups Key Words: public policy, public affairs A. The Role of Interest Groups 1. Interest groups seek to influence public policy. Public policy includes all of the goals a government sets and the various courses of action in pursues as it attempts to realize thse goals. 2.
Chapter 9 Cellular Respiration, TE
GUIDED READING The Origins of Progressivism Section 1 A. As you read about the era of reform, take notes about the goals, reformers, and successes of the reform movements. CHAPTER9 Social Reforms People and Groups Involved Successes (laws, legal decisions, etc.) 1. Social welfare reform ... Name Date CHAPTER Section 1 9 ...
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Chapter 9 GR&R (pages 45,46,47) Section 1 Part A 1. The labor force is defined as all nonmilitary people who are employed or unemployed 2. People are unemployed if they are temporarily without work or not working but have looked for a job within the last 4 weeks 3. It created a new surge in factory jobs 4.
Environmental Science | na-es
Chapter 9, Cellular Respiration (continued) Reading Skill Practice When your read about complex topics, writing an outline can help you organize and understand the material. Outline Section 9–1 by using the headings and subheadings as topics and subtopics and then writing the most important details under each topic.
Guided Reading Chapter 9 Section 1 Flashcards | Quizlet
Start studying American History Chapter 9 Guided Readings. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
CHAPTER 9 GUIDED READING The Origins of Progressivism
Unit 2 Resources CHAPTER 6 The World of Islam CHAPTER 7 Early African Civilizations CHAPTER 8 The Asian World CHAPTER 9 Emerging Europe and the Byzantine Empire CHAPTER 10 Europe in the Middle Ages CHAPTER 11 The Americas New Patterns of Civilization 400–1500 000i-00vi FM UN02 878223 6/15/07 6:31 PM Page i
Chapter 9 section 1 guided reading and review types of ...
CHAPTER Class Date Section 2 Guided Reading and Review Creating a Foreign Policy A. As You Read Directions: As you read Section 2 in your textbook, complete the following sentences. 1. American responses to the French Revolution were 2. Washington's Cabinet members had the following opinions on the French Revolution: 3.
Chapter 9 Section 1 - The Market Revolution by stephen ...
open range. Pearson Education, Inc 9, CLASS DATE CHAPTER Q) Section 2: Guided Reading and Review Types of Interest Groups A As You Read 1 On
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Acces PDF Chapter 9 Section 1 Guided Reading The Origins Of Progressivism
a separate.. Chapter 9 Interest Groups. Section 1. Study these descriptions and examples to learn how to create each type Section 1: Guided Reading and Review. Chapter Review (1). Week 9.
Chapter 9: Interest Groups Section 1: The Nature of ...
GUIDED READING ANSWERS CHAPTER 9: A CHANGING MISSOURI Section 1: The Beginnings of an Urban Society 1. rural 2. 1890 3. horseless carriage 4. dirt, gravel 5. Lift Missouri Out of the Mud 6. changes 7. factories 8. automobiles, trucks 9. license plates 10. lived 11. department stores 12. air pollution 13. aviation 14. mail 15.
Chapter 9, Section 1 - Independence High School
CHAPTER9 GUIDED READING The Origins of Progressivism Section 1 A. As you read about the era of reform, take notes about the goals, reformers, and successes of the reform movements. B. On the back of this paper, explain the importance of the following: ... 139 Guided Reading Workbook .
chapter 9 section 1 guided reading Flashcards | Quizlet
Learn chapter 9 section 1 guide with free interactive flashcards. Choose from 500 different sets of chapter 9 section 1 guide flashcards on Quizlet.
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1 Getting to grips with NCEA
GETTING TO GRIPS WITH NCEA
NCEA is a national school leaver qualification that fits within the larger New Zealand Qualifications Framework. Most of the subjects offered by secondary schools in New Zealand are based on the Learning Areas in the New Zealand Curriculum (which provides a framework for what secondary schools are expected to teach). Some schools also offer unit standards in other subjects, such as business administration or animal care, that are not part of the New Zealand Curriculum but can earn credits towards both NCEA and other (non-NCEA) qualifications.
Before choosing any subject, you need to know how it will help you achieve at school and how well it will prepare you for further education or work after school.
The essential things you need to know about NCEA
Standards and credits
Secondary schools offer subjects made up of standards (subject components) that are assessed to meet the NCEA requirements.
Each standard carries a certain number of points or credits (typically between 2 and 6) that are awarded when you satisfy the assessment for that standard.
A subject such as Level 1 English might be made up of anywhere from 4 or 5 to 10 or more standards, which can allow you to earn as many as 24 or more credits. For example, a standard might require that you produce examples of formal writing such as a job application, and carry 3 credits; another standard might require that you create and deliver a speech, and carry a further 3 credits.
If you do not submit required work or sit the required test or exam for a particular standard, you will not earn any credits for that standard, but you can still earn credits for other standards in the same subject.
Don't be tempted to skip standards that carry only 2 or 3 credits; the content could be very important.
Schools usually offer two types of standards: achievement standards, which come from the New Zealand Curriculum (in subjects such as history, chemistry, maths, or English), and unit standards, which usually come from other qualifications such as hospitality, technology, or business administration.
Assessment and grades
In place of traditional A, B, C, D grades, NCEA credits are awarded • as Not Achieved (N), Achieved (A), Merit (M) or Excellence (E). Achievement standards are assessed using all four grades. In most cases unit standards are assessed using only the Achieved and Not Achieved grades.
Some assessments (including all unit standard assessments) are • done internally, during the school year, by the teachers teaching the subjects. Other assessments are done externally (through exams or portfolios), at the end of the school year, by specially appointed examiners. Subjects are often made up of a combination of internally and externally assessed standards, allowing students to earn some credits during the year and additional credits through end-of-year external assessments.
If a student • fails to achieve a standard or a set of standards that are internally assessed, there is usually one further opportunity to resubmit written work or be reassessed for it. For externally assessed standards there is only one opportunity to achieve the standard—at the end of the school year. (A second attempt would have to wait until the end of the following year.)
Ensuring the system works fairly
NCEA is managed by the New Zealand Qualifications Authority (NZQA), which also approves and monitors other qualifications on the New Zealand Qualifications Framework. NZQA ensures that schools maintain similar standards of internal assessment, by a process called moderation. This involves a sample of students' work already assessed by a teacher being sent for assessment by an external teacher (a moderator) so that standards of assessment across different schools can be compared. Feedback is provided so that, if necessary, teachers can adjust their marking criteria for future use to indicate results that are similar to those provided by teachers from most other schools.
Achieving NCEA Level 1
Most students start to study for NCEA in Year 11 (5th form in the old system), although it is possible to start in Year 10 or even earlier, especially in areas such as music performance, te reo Ma¯ori or other languages in which a student is achieving well already.
" It is up to you to decide how hard you want to work and which assessments you want to attempt.
In Year 11 you will be required to take five or six subjects. This depends on the school and the school timetable. English (or te reo Ma¯ori) and maths (or pa¯ngarau) are compulsory in almost all schools at this level. Some schools add a third compulsory subject. Usually it is science, but it might be physical education or another subject.
You are free to choose the remaining subjects, but your choice might be restricted by which subjects are available in your school, how the timetable is organised, and how well you have done on various tests and assessments the previous year. Potentially, you will be given the opportunity to earn 120 or more credits across five or six subjects. It is up to you to decide how hard you want to work and which assessments you want to attempt.
To gain NCEA Level 1 you will need to earn:
a • total of at least 80 credits, including
at least • 10 credits showing literacy skills
at least • 10 credits showing numeracy skills
Literacy credits are intended to demonstrate your reading, writing, speaking and listening skills. They can be earned through either:
Specified Achievement Standards available through a range of • subjects (such as English, te reo Ma¯ori, history, or social studies), OR
Specified Unit Standards. These come as a package of three • standards, together worth 10 credits, and all three must be completed successfully to meet the literacy requirement.
Note that you have to meet the literacy requirements through either specified Achievement Standards or the specified Unit Standards, but not a mix of the two.
There is one further way to meet the literacy requirements and that is through a special Level 4 subject called English for Academic Purposes. This subject is made up of two Unit Standards each worth five credits. Students taking this option may choose to achieve both reading and writing credits through this subject, or to achieve only reading or writing this way and to achieve the other part through specified Achievement Standards.
Numeracy credits are intended to demonstrate your number, measurement, and statistical skills. They can be earned through either:
Specified Achievement Standards available through a range of • subjects (such as maths, pa¯ngarau, geography, or science), OR
Specified Unit Standards. These come as a package of three • standards, together worth 10 credits, and all three must be completed successfully to meet the numeracy requirement.
Note that you have to meet the numeracy requirements through either specified Achievement Standards or the specified Unit Standards, but not a mix of the two.
Your school will help to ensure that you are enrolled in appropriate standards to achieve the literacy and numeracy requirements. You can also check the full list of these on the NZQA website (http://www.nzqa. govt.nz/qualifications-standards/qualifications/ncea).
" each year of study provides the foundation for the next year's work
Most students should aim to complete NCEA Level 1 in Year 11, and to complete more than the minimum 80 credits, especially if they are aiming to go on to tertiary education. However, the flexibility of NCEA allows students to take Level 1 subjects in Years 12 and 13, and some students might need the extra time. You do not have to complete NCEA Level 1 to be allowed to take Level 2 subjects and complete NCEA Level 2, but it is better if you do. Conversely, you could take some higher-level standards in Year 11, especially if you are doing well in particular subjects and your teachers think you are ready for more advanced study.
Overall, each year of study provides the foundation for the next year's work, and it is much easier to do well if you have a solid foundation on which to build at each new level of learning. In Appendix 1, at the end of the book, we have included a flow chart that shows how subjects in earlier years connect to what students can do in later years. The flow charts come from one school and are provided as an example only. Your school will have similar charts (usually included in a Curriculum Guide or NCEA Subject Handbook) that will list all the subjects available at your school and show how specific subjects are connected from Years 10 or 11 through to Year 13.
Achieving NCEA Level 2
In most schools in Year 12 you will be required to take English (or te reo Ma¯ori). Many schools require their students to also take maths (or pa¯ngarau) at this level. The choice of the optional three or four subjects is very important at this point. Level 1 maths and science serve as prerequisites for subjects such as statistics, physics, chemistry and biology. Good performance in Level 1 English can also act as a prerequisite for subjects such as drama, media studies or social studies. But prerequisites become stricter for Level 3, so you need to think carefully about the subjects you might like to take in Year 12, and also whether these subjects will allow you to study what you might want (or need) to study in Year 13. (See Appendix 2 for further details about specific standards that are important for progression to higherlevel studies.)
To gain NCEA Level 2 you will need to earn:
at least • 60 credits at Level 2 or above, and another 20 credits at any other level (these 20 credits can come from already-earned Level 1 credits).
From 2013, you must also meet the Level 1 literacy and numeracy • requirements.
Although it might seem that NCEA Level 2 is easier to achieve than Level 1 (because fewer credits are required), the material you will be studying will be at a higher academic level, so you will need to step up to the challenge. Again, making the most of what you are able to learn at Level 2 will help you to be well prepared for the following year. Note that you might be able to progress to NCEA Level 2 study, even if you did not achieve NCEA Level 1 the previous year. But, if you did not achieve the literacy or numeracy requirements you will need to do so before you can be awarded NCEA Level 2.
Remember that this is the minimum requirement. Most students can, and do, earn more than 60 Level 2 credits. This is important for two reasons:
You are required to take five or six subjects, each with 20 or more • credits, so you should be making the most of the opportunities to learn as much as you can in each of these subjects.
You need to make sure that you achieve enough credits in each • subject to meet the "subject pass" or prerequisite rule at your school, so that you are able to study these subjects at a more advanced level in Year 13. Schools usually require at least 12, and often as many as 16 to 18 credits, for a subject pass at this level.
If you are thinking about going to university when you leave school, instead of relying on the already-earned Level 1 credits, you should be aiming to achieve at least 80 or more Level 2 credits.
Achieving NCEA Level 3
In Year 13 you will be free to choose all your subjects, but remember that your choices will be limited by the prerequisites you have completed in previous years. If you are aiming to go to university, check carefully which subjects are required for the programme you wish to study. Also, make sure that the subjects you take count not only towards NCEA Level 3 but also towards the UE award.
To gain NCEA Level 3 you will need to earn:
at least • 60 credits at Level 3 or above, and another 20 credits at Level 2 or higher (these 20 credits can come from already-earned Level 2 credits).
Any NCEA Level 3 subjects (and some non-NCEA Level 3 subjects 1 ) can contribute credits toward the NCEA Level 3 qualification, but not all Level 3 subjects count towards UE.
A few other things you need to know about NCEA
NCEA is designed to meet the learning needs of all students in many different subjects and with varying interests and levels of ability. Each student's Record of Achievement will document the knowledge and skills attained and the credits earned in the process. Every achievement (and every recorded credit) counts and will show on your Record of Achievement.
Why is achieving NCEA important?
All students should be able to leave school with useful knowledge and skills, preferably with a formal qualification. NCEA Level 1 is the minimum school leaving qualification, although current policy is that the majority of students should leave school with at least NCEA Level 2. Achieving an NCEA qualification is important for many reasons. Here are some of the most important:
Students who move from school to the workforce with an NCEA • qualification have a higher chance of getting a job and being paid a higher wage than those who leave without a qualification. How much a person can earn is closely related to their level of education.
Students who wish to take up an apprenticeship are usually required • to have achieved certain levels of literacy and numeracy as well
1 As already mentioned, school subjects with achievement standards are part of the secondary schools curriculum. Other subjects can come from other certificate or diploma qualifications on the New Zealand Qualifications Framework. Such subjects might include workshop skills, animal care or business administration, and there are many others.
as other skills (see Chapter 5 for some examples). Those with an NCEA Level 2 qualification are much more likely to complete their apprenticeships and become qualified builders, motor mechanics, plumbers, etc. than those without this qualification.
Students who want to complete certificate or diploma courses • (in technology, business, landscape gardening, aged care or other fields) through industry training organisations, polytechnics or other training providers are generally expected to have completed NCEA Level 2, or a significant number of credits toward NCEA Level 2, particularly in literacy and numeracy.
Entry to degree-level studies at polytechnics usually requires UE or • NCEA Level 3. Where the requirements for entry are less demanding (e.g., for diploma courses), strong performance at NCEA Level 2 is expected.
Entry to university degree-level programmes requires a minimum of • UE and a significant number of credits in subjects on the approved list (see Chapters 2, 3 and 4 for examples). In fact, some universities are now using a point system to rank students for selection into specific degree programmes. The points are usually calculated on the basis of Level 3 approved subjects, with extra points for credits achieved with Merit or Excellence (see Jack's story in Chapter 4 for an example of how the point system might work).
Although some students will settle for the minimum effort needed to achieve their NCEA qualifications (or less), many more students will be keen to do their best and achieve as much as possible. NCEA rewards hard work and academic achievement through course and certificate endorsements. Students who achieve credits with Merit or Excellence may qualify for endorsement.
Course endorsement
Course endorsement (e.g., in te reo Ma¯ori, chemistry or French) requires that a student achieve at least 14 credits in that subject with Merit or Excellence. At least 3 of the 14 credits must come from internal assessment and at least 3 credits from external assessment (except in the case of physical education, religious studies and Level 3 visual arts). The credits can come from more than one NCEA Level, but they must all be earned in the same school year.
For example, a student who achieves 20 credits in Level 2 chemistry (4 from internal and 16 from external assessments), 15 of which are achieved with Excellence, will gain endorsement in chemistry "with Excellence". Another student, with the same number of credits and proportions of internal and external assessment, but who achieves 10 credits with Merit and 4 with Excellence (some of these credits at Level 1 and others at Level 2), will gain endorsement in chemistry "with Merit".
Check with your school that the subjects you are taking, and hope to achieve with Merit or Excellence, have been structured so that they are eligible for endorsement.
Certificate endorsement
Certificate endorsement (at NCEA Levels 1, 2 or 3) requires that a student achieve at least 50 credits towards a certificate with Merit or Excellence. For example, a student completing NCEA Level 2 who achieves a total of 96 Level 2 credits, 52 of which are with Excellence, will be awarded NCEA Level 2 "with Excellence". A student who achieves 64 Level 2 credits, 20 of them with Excellence and 31 with Merit, will be awarded NCEA Level 2 "with Merit".
What you need to know about the University Entrance award
To achieve University Entrance (UE), usually in Year 13, you will need to meet a different set of requirements than for NCEA Level 3. Not all NCEA Level 3 subjects count towards UE. The ones that do are on the approved list of subjects, as shown in Table 1 below. 2 And just to make things even more complicated, not all standards within the approved list of subjects count towards UE, so check with your school that the standards being offered do count.
Achieving UE from 2014
To achieve UE students are required to:
achieve NCEA Level 3 • (i.e., at least 60 credits at Level 3 or above and 20 credits at Level 2 or above, including Level 2 credits completed in previous years)
achieve at least 14 credits • in each of at least three subjects on the approved list (i.e., at least 42 credits from the three subjects)—these credits are part of the 60 credits required for NCEA Level 3
meet the literacy requirement • of at least 10 credits in English, te reo Ma¯ori, or other specified achievement or unit standards at Level 2 or above (5 of which must be in reading/panui and 5 in writing/ tuhituhi)
meet the numeracy requirement • of at least 10 credits at Level 1 or above in mathematics, pa¯ngarau, or other specified achievement or unit standards (the numeracy requirement for UE is the same as the numeracy requirement for NCEA Level 1).
2 As listed on the NZQA website on 5 June 2013. For changes and updates, check at http://www.nzqa.govt.nz/qualifications-standards/awards/ university-entrance/approved-subjects/
Table 1: The list of approved subjects for UE from 2014
ART AND DESIGN
SCIENCE
Design (Practical Art)
BUSINESS AND COMMERCE
Design & Visual
Communication
Painting (Practical Art)
Photography (Practical Art)
Printmaking (Practical Art)
Sculpture (Practical Art)
HUMANITIES AND SOCIAL SCIENCES
Classical Studies
Dance
Drama
Geography
History
History of Art
Media Studies
Music Studies
Religious Studies
Social Studies
Accounting
Business Studies
Economics
LANGUAGES AND LITERATURE
Cook Island Ma¯ori
Chinese
English
French
German
Indonesian
Japanese
Korean
Latin
Samoan
Spanish
Te Reo Ma¯ori
Te Reo Rangatira
Agriculture &
Horticulture
Biology
Chemistry
Earth & Space Science
Physics
Science
MATHEMATICS
Calculus
Mathematics
Statistics
OTHER SUBJECTS
Construction & Mechanical Technologies Digital Technologies Education for Sustainability Health Education Home Economics Physical Education Processing Technologies Technology
Students with a strong academic record at school (Merit and Excellence endorsements) tend to do better at university than students who did less well at school. So you should make the most of your final year at school and gain NCEA Level 3 and UE, with as many Merits and Excellences as possible!
It is important you make sure that the subjects you are taking at Level 3, and expect to be counted towards UE, are on the approved list, and that the majority (if not all) the standards within these subjects are also included on the approved list. Similarly, if you are aiming for course and certificate endorsements, make sure that the courses you are taking are eligible for endorsement.
What you need to know about the New Zealand Scholarship award
There is one additional level of academic award available to senior high school students, called the New Zealand Scholarship award. This award is given to students who can show very high levels of achievement in individual subjects. Students are assessed on the basis of external end-of-year examinations or portfolios (covering the same content but separate from external assessments for NCEA), and carry a monetary reward which is available only when the student enrols in tertiary study in New Zealand. Scholarships are awarded at the basic Scholarship (S) level, or the Outstanding (O) level.
" Students with a strong academic record at school (Merit and Excellence grades) also tend to do better at university than students who did less well at school
Scholarship awards (and their 2012 monetary values) are as follows:
Single Subject Award • : $500 (one-off)—for one subject (or $1,000 for achievement in two Scholarship subjects). In 2012, 2038 students received this award.
Scholarship Award • : $2,000 per year for 3 years, as long as the student maintains at least a B grade average in tertiary studies—for
achievement in three or more Scholarship subjects. In 2012, 224 students received this award.
Top Subject Scholarship Award • : $2,000 per year for 3 years, as long as the student maintains at least a B grade average in tertiary studies— for achieving the highest marks in a subject. In 2012 there were 33 Top Subject Scholarship winners.
Outstanding Scholar Award • : $5,000 per year for 3 years, as long as the student maintains at least a B grade average in tertiary studies— for achieving at least two subject Scholarships at O level and at least one at S level, or one at O level and at least four at S level. The number of students who receive this award is restricted, and achieving the minimum number of S and O levels does not guarantee an award. Between 40 and 60 students across New Zealand achieve this award each year. In 2012 there were 54 winners.
Premier Award: • $10,000 per year for 3 years, as long as the student maintains at least a B grade average in tertiary studies—for achieving five or more Scholarships with at least three at O level. The number of students who receive this award is restricted, and achieving the minimum number of S and O levels does not guarantee an award. Between five and 10 Premier Awards are given out each year. In 2012 there were 10 winners.
Sitting Scholarship exams is recommended for students who have a strong record of academic excellence in one or more subjects. Winning one of the Scholarship awards is not only financially rewarding, but is also recognition of a student's academic ability and willingness to respond to a challenge. In some degree programmes, a Scholarship award in a subject can gain direct entry to second-year study in that subject.
Discuss your plans to sit Scholarship exams with your subject teachers so that they will be aware of your need to prepare for them and will help you with additional tutoring or trial runs. It is to your advantage to attempt at least three Scholarship exams, because achievement in two subjects carries a once-off award of $1,000, whereas achievement in three subjects is worth a total of $6,000 (over 3 years).
A note of clarification: New Zealand Scholarship awards should not be confused with other grants and scholarships available to students going on to tertiary studies. Many charitable organisations, community trusts, and business and service organisations offer financial assistance in the form of scholarships to students who apply for them. Universities also administer a range of scholarships and provide some of their own.
Such scholarships are often targeted at specific categories of students (e.g., women, those who come from a specific geographical area or who attended specified schools) and might be linked to specific areas of study (e.g., arts, music, engineering). Scholarships are awarded on the basis of academic achievement and other qualities, including leadership and community contribution. Some are linked to financial need. Your school and the university you plan to attend will be able to give you more information about the scholarships for which you can apply.
Key points
Whatever your plans are for when you leave school, make sure you • understand how NCEA works and how it affects your options and choices.
Plan early where you want to go so that you can select the best • possible pathway through NCEA that will get you there. Just hoping to become a teacher, lawyer, film maker or chef is not enough. To be able to get to a career of your choice it is important that you, and your parents/wha¯nau, learn what you need to achieve at school, and how you can best achieve the required credits in the most appropriate subjects.
As well as understanding NCEA, make sure you also understand • the school "rules" that go with it. What prerequisites do you need to have, how many credits do you need to achieve, and how well do you need to do to be able to progress to the next level of a subject?
Be aware of timetabling issues. If chemistry and tourism are time- • tabled in the same period, decide carefully which is more important and which you will need as a prerequisite for the following year.
If you are not clear about your career plans, keep your options open. • This usually means taking English, maths and science in Years 11 and 12, and adding one or more academic subjects.
Whatever your aspirations or plans, do your best to achieve as much • as you can while you are at school.
If your plans include university study
Choose your NCEA subjects carefully, and try to achieve a good • balance between science subjects (including maths) and subjects such as English, history, drama, social studies, media studies and classics, which will help develop your analytical and critical thinking skills as well as your writing and presentation skills.
Aim for a good balance between essential academic studies and • extracurricular activities, including sports and leadership roles. You need to develop as a rounded person, but don't allow extracurricular activities to limit your academic achievement.
Talk with your teachers, career guidance counsellors, parents and • other adults who can help you make the best possible decisions at each step through NCEA. It is really disappointing when students reach Year 13 and only then realise that they should have taken a different subject, or achieved 10 more credits in Year 11.
Aim to achieve NCEA Level 1 in Year 11 and NCEA Level 2 in Year 12, • and aim to achieve more than 60 Level 2 credits in Year 12.
Aim to achieve both NCEA Level 3 and UE with best possible • grades, and more than the minimum number of credits at this level. Universities have started using ranking procedures to select students, not only for the limited-entry degrees such as medicine or engineering, but for admission to all university degree programmes. This is also important for students planning to complete a conjoint degree (i.e., to study for two degrees at the same time, such as business and law, or economics and political science). Aim to achieve at least 18 credits in each of the subjects. How many credits
you achieve, and how many of these are with Merit or Excellence, could make the difference between acceptance in or rejection from a course and/or university of your choice.
Consider taking the Scholarship award exams at the end of Year 13, • and discuss with your teachers how you can best prepare for them.
Check the entry requirements for the degree programme and • university you plan to attend, and make sure you meet these criteria. If these include a subject your school is not offering (e.g., Level 3 physics or calculus), discuss with your school (and your parents) how you can best access that subject. Distance education, with some local support, might be one option, but it will require good time management and determination on your part.
Review your plans, achievements, subject choices and study • practices regularly to make sure you remain on track and are achieving the required targets along the way. It is especially helpful if your school is using a system of academic counselling or coaching so that you have a teacher who is aware of your plans and can help you with review and advice. | <urn:uuid:577f3a7c-de36-4a90-b3c9-1e6aa7d64a38> | CC-MAIN-2021-04 | https://www.nzcer.org.nz/system/files/press/abstracts/Understand%20NZCEA_2nEd_ch1.pdf | 2021-01-20T13:01:38+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703520883.15/warc/CC-MAIN-20210120120242-20210120150242-00323.warc.gz | 909,537,000 | 6,045 | eng_Latn | eng_Latn | 0.985251 | eng_Latn | 0.998174 | [
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Teacher's Guide Guide
Introduction: Introduction:
The Jesus is Real curriculum is a four-week, teacher-driven, media-rich curriculum for grades 2-6. It is ideal to use during Easter or for Preteens that are hungry for reasons for their faith! The content is geared toward sixth graders, however it is presented in ways that are appropriate even for second graders.
Unlike most video-based curriculums, these lessons are not "plug and play". Instead, the Teacher is the focal point. They set up and interact with the children between each media segment, helping them to fully engage. The creative teaching provided on the video supports what the Teacher is communicating.
Fully Customizable Lessons: Fully Customizable Lessons:
We understand that each church is unique and that you are the person that understands your children the best. For that reason, we include a DVD-ROM that contains all the curriculum and video files. You are free to modify any of the Word® or Publisher® documents. You are also able to import the individual video files and slides into presentation software like MediaShout® which allows you to change the entire order of the lesson.
However, you may not use customized lessons for resale in any form, digital or hardcopy.
Deceptively Easy To Use: Deceptively Easy To Use:
We know that your time is extremely valuable because, like you, we prepare and teach lessons every weekend. At first, the curriculum documents may look intimidating. Trust us, you will find the lessons extremely easy to prepare for and teach. Over the years, we have found that it takes a Teacher about 45 minutes to be completely ready to teach and a Small Group Leader only needs about 15 minutes.
All the supplies needed are clearly printed on the top of the Large Group and Small Group Lessons. These supplies will either be easy and inexpensive to obtain or provided for you to simply print out. If you are happy with the order of the service, you simply need to pop the DVD into your DVD Player and press "Start Lesson".
What's Provided What's Provided::::
* 4 Jesus is Real interactive Large Group programs on Media DVDs
* 4 Jesus is Real lessons for Large Group and Small Group in PDF format on Curriculum DVD-ROM
* Activities and visuals for Large Group and Small Group lessons in PDF format on Curriculum DVD-ROM
* Take-home sheets to connect with parents each week in PDF format on Curriculum DVD-ROM
* Customizable Word® and Publisher® documents for adapting lessons to meet your specific ministry needs on Curriculum DVD-ROM
* Teaching Videos and Slides for importing into presentation software like MediaShout® on Curriculum DVD-ROM
* Worship Videos along with Worship Hand-motion Videos and Documents on Curriculum DVD-ROM
* 8 Gospel Hands Flip Tracts that will be used during Week 3 to communicate the plan of salvation to children
What You Need What You Need::::
* A DVD projector and projection screen or a large television and DVD player
* A teaching area with floor space big enough to accommodate all your kids and adult leaders in grades K-5
* Basic supplies listed at the beginning of each Large Group and Small Group lessons
* A Large Group Teacher and one adult Small Group Leader for every age-appropriate Small Group
* Optional: A volunteer to operate the DVD (if desired, the Large Group Teacher can operate with remote)
* Optional: An administrator to coordinate set-up, gathering supplies, and copying materials; however set up for this curriculum is simple enough for the Large Group Teacher to coordinate if desired
Decorating the Room Decorating the Room::::
No specific stage set is required for this series. However, you may choose to decorate your room as a News Room including a News Desk, On-Air sign, Video Camera, and Directors Chair.
LLLLarge Group/ arge Group/ arge Group/Small Group Format Small Group Format Small Group Format::::
The Small Group Lesson is broken up into three components: Small Group Connection, Small Group Discussion, and Small Group Activity. These components are then embedded into the Large Group Lesson at strategic locations.
* The Small Group Connection Small Group Connection Small Group Connection is placed in the beginning to relationally connect with each child and to get them thinking about what they will be learning
* The Small Group Discussion Small Group Discussion Small Group Discussion is placed right after the children view the Bible Story on the video. They have an opportunity to open their Bibles and discuss the story in their small group
* The Small Group Activity Small Group Activity Small Group Activity is placed at the end of the lesson and is intended to be an extended time for children to experience a hands-on activity that helps them apply the lesson
How To Use the DVD: How To Use the DVD:
Simply pop the DVD into your DVD Player and press "Start Lesson".
The video and multimedia is created to serve YOU. Take as much time as needed when you teach the children; the DVD will automatically wait for you! It won't jump ahead before you're prepared and you don't even need to worry about pressing the "Pause" button.
When you're ready to move to the next segment, be sure the forward arrow on the bottom of the screen is highlighted (this will always be the default) and press the "Enter/OK" button on your DVD remote.
If you ever need to return to a previous segment, simply highlight the back arrow on the bottom of the screen and press the "Enter/OK" button to go back.
Scope and Sequence Scope and Sequence::::
Lesson Segments and Flow Lesson Segments and Flow::::
This curriculum has been designed with grade school children in mind. We understand that each child is unique and they have their own learning style. For that reason we have programmed the lesson to include many learning styles (visual, auditory, and tactile/kinesthetic). Each week we teach one Bible Truth, however we teach it in multiple ways. Even the order of the lesson is intentional so that children will not be sitting for long periods of time. Over the years, we found that even the youngest children enjoy, and are engaged, for the full 60 minutes. Below are the individual segments and their purpose:
1. Countdown Video Countdown Video
Used to call attention to the children and play music while they all gather into the teaching area. We recommend that children sit next to their Small Group Leader.
2. Welcome & Opening Prayer Welcome & Opening Prayer
Warmly welcome children to your children's ministry. This is also a great time to make any specific announcements or acknowledge birthdays. It is also recommended that you open in prayer asking for God's blessing on your time together.
3. Small Group Connection Small Group Connection
We want to make sure that we connect with every child God brought our way. This is the time for children to turn to their Small Group Leader who will ask them a few simple get-to-know-you-better questions. The countdown video will signal when it's time for them to refocus on you, the upfront teacher.
4. Worship Song #1 Worship Song #1 –––– Your Word Your Word Your Word
We like to get kids up on their feet and moving to upbeat worship songs. Not only do we get a chance to sing praises to God, but we also give kids a chance to work off any pent-up energy! Hand-motion documents and videos for all songs are located on the Curriculum DVD-ROM.
This song, from Rick Altizer (popular creator of Worship Jamz), is part of his latest project called The Logoz (www.TheLogoz.com). His animated scripture memory rock band based this song on Psalm 119:103-105 (God's Word Translation). Your children will be memorizing great Bible Verses while they sing great songs!
5. Opening Icebreaker Opening Icebreaker
We like to have a visual element that will help the children understand the lesson. This short illustration is really just to get the kids minds engaged with the day's topic.
6. Bible Truth Bible Truth –––– Question/Answer Question/Answer Question/Answer
This is the main teaching point for today's lesson. Everything revolves around communicating this Biblical truth. This truth is stated in a question/answer format. The question presents what a skeptical world might ask and the answer is the Biblical truth.
7. B.A.D. News Video B.A.D. News Video –––– Part 1 Part 1 Part 1
This is the first part of the teaching video. The setting is the Breaking Action Daily News team featuring news anchors Walter Riley and Cindy Sunshine. Their producer Bentley is very uptight about the fact that they are dead-last in the ratings and suggests that Walter investigate Jesus hoping to prove that Jesus is a Fake. Walter interacts with a number of characters during his investigates, including a helpful boy named Ramon and a mysterious janitor named Gabe. Each week Walter discovers more facts that prove that Jesus is not a fake, but real! This first part of the video ends after Ramon shares what he learned from the flannelgraph Bible story he heard at Sunday School.
8. Small Group Discussion Small Group Discussion
This is a chance for your children to open up their Bibles, read a portion of the story they just watched, and then discuss it with their Small Group Leader. For younger children, read the Bible story while they follow along in their Bibles. The countdown video will signal when it's time to refocus on you, the upfront teacher.
9. Worship Song #2 Worship Song #2 –––– God God God Loved the World this Way Loved the World this Way Loved the World this Way
Once again, we like to get kids up on their feet and moving to upbeat worship songs. This song from Rick Altizer and The Logoz band is based on John 3:16-17 (God's Word Translation).
10. B.A.D. News Video B.A.D. News Video –––– Part 2 Part 2 Part 2
This is the conclusion to the teaching video. This section of video shows Walter interviewing different experts (Pastor, Professor, Physician, and Printer) and then presenting his report on the evening news.
11. Bible Verse Bible Verse
This is the Bible verse that clearly communicates what we are teaching today. It is a good idea to actually take out your Bible and read from it. If you have extra time (longer than 70 minute service) you can see which of your students can find the verse the fastest and give them a reward. Another option (to fill extra time) is to have children help you come up with hand-motions for the verse and then practice it a few times. You can then reward children who memorize it. I simply recommend reading it and then explaining it in your own words so that the children understand it.
12. Creative Teaching Creative Teaching
This is a way to summarize the lesson in a creative and memorable way. We believe that children learn best from a loving and engaging teacher. The video and multimedia are there only to support you. The goal of this segment is for a light bulb to go off in each child's head. You want them to truly understand and remember the Bible Truth. This is also an excellent time to help them make the connection between this truth and their life. How can what they just learned change how they live their life?
13. OPTIONAL: OPTIONAL: Personal Personal Personal Application Story Application Story Application Story
If you have the time in your service, then you can follow-up your Creative Teaching with a personal application story. This is where you share a short story about how this Bible Truth was lived out (or not lived out) in your life. Please try to keep your stories short and age-appropriate. If you can't think of any examples, you could present a hypothetical case. This is completely optional, but also a powerful way to have your children connect with you as their teacher. Many times, this will be the main thing they remember and share with others.
14. Rapid Rewind Review Rapid Rewind Review
This is a time to reinforce the content of the lesson. There are 6 simple questions to ask. If you want you can provide a small candy prize for each correct answer. No need to bring children upfront, just have them raise their hand if they know the answer.
15. Closing Prayer Closing Prayer
Conclude with a sincere prayer that repeats the Bible Truth and/or uses the Bible Verse.
16. Small Group Activity Small Group Activity
This is a chance for your children to gather with their Small Group Leaders one last time and do a short activity that will help them apply today's Bible truth. We will not display a Countdown since this should take the rest of the service time.
17. Dismiss to Parents Dismiss to Parents
Dismiss children to their parents!
Curriculum Icons Curriculum Icons::::
This curriculum contains the following icons that point out key actions for you to take during the lesson.
Tells you when you need to push the "Enter/OK" button on the DVD remote to advance the presentation.
Tells you when there is text in the notes that you should say to the children.
Tells you when there are discussion questions that a Small Group Leader should ask the children.
Memorization and Cheat Sheet Memorization and Cheat Sheet::::
The best lessons are those that you make your own. The teaching notes contain every word to say, however it is not necessary to memorize each word. It is definitely not recommended that you read to the children from the teaching notes! We believe that if you invest 45 minutes reading through each lesson and making it your own, you will be able to teach the lesson with minimal referral to the lesson notes.
To help, we provide what we call a "Cheat Sheet" which contains the basic components and order of the lesson. Simply place this sheet on the floor where you can quickly glance at it to know what's coming next. You can also refer to your teaching notes during one of the two videos to remind you of what you'll be saying/doing next.
The key to keeping the children engaged is to actively engage them when you are teaching. Look at them in the eye, walk around the classroom, and speak in ways that are natural to you. If you look unprepared, that opens the door for lots of classroom discipline issues. Since this may be a new format for you, spend as much time as you need during preparation time to feel comfortable in front of the kids. Most important, pray before the lesson, and maybe silently during the lesson, that God would use you to communicate His truth powerfully and effectively.
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Naomi Appleby, Lloyd Pigram, Fiona Skyring, Sarah Yu
The Tides are Turning
Reconciling the Hidden Pearling History of Broome
Abstract: In 2015 Yawuru people began the slow and emotional journey to repatriate their 'Old People' whose skeletal remains had been taken from their Country by collectors working mostly for museums. One group of ancestors were young pearlshell divers who had been sold to the Dresden Museum in Saxony, Germany, in 1895 by pearlers. Their bodily traumas revealed the brutal treatment they endured before their untimely deaths.
This article is written as part of the 'Wanggajarli Burugun' ('We are coming home') Repatriation Pro ject of Nyamba Buru Yawuru (NBY), the organisation that represents the Yawuru native title holders of the country in and around Roebuck Bay on the northwest coast of Australia. Based in the pearling town of Broome, NBY is involved with the repatriation of ancestral remains that were taken from Yawuru coun try from as early as the 1860s, and has embarked on a project to provide a permanent resting place and memorial for our ancestors. NBY is also producing a film and travelling exhibition about our experiences in this work. Naomi Appleby and Lloyd Pigram were appointed by the Yawuru Cultural Reference Group to be their ambassadors for the project. We have written this article, for the most part, in the first person (or the first person plural). It is a piece written from the heart – straight from our 'Liyan' (inner spirit) – about understanding the journeys of our ancestors when they were taken from Yawuru country. It is also about the resulting emotional trauma that connects Yawuru and Karajarri people, and the culturally sensitive process we have developed as we guide the ancestors home. Sarah Yu is a senior research officer with 'Mangara' ('Forever'), the cultural heritage unit of NBY, and Dr Fiona Skyring is a historian who has worked with Yawuru on their native title claim and cultural heritage projects since 2000.
The journey brought the Yawuru and Karajarri elders and the curators of the Ethnographic Museums of Saxony together in their quest to find out what had happened to these people and to rehumanise our ancestors who had, for so long, been treated as objects in the museum collec tions. This article presents our reflections on the journey back to Germany to retrieve the ances tors, the development of our 'Wanggajarli Burugun' ('We are coming home') project and the findings from our research into the slavery of the early pearling days in and around Broome, Western Australia. It also reveals the emotional journey of our community as they delved into the trauma of this formerly unknown colonial practice of 'bone-collecting', and how, through the spirit of mabu liyan and a process of culturally informed engagement process we were able to address the dark deeds of the past to lead the journey to healing and reconciliation.
Warning – This article contains images of people who have passed away, and im ages of Aboriginal human remains.
Lloyd Pigram:
Our Australian colonial past is like a spring tide. If we reflect on our recent experi ences regarding the repatriation of our Old People and the revealing of their truths, we could assume that the metaphorical 'spring tide' is going out, exposing hidden truths. In this article, we refer to our ancestors as 'Old People'. It is in keeping with what this article aims to achieve, which is to re-humanise the de-humanised.
Being part of the early discussions regarding the return of our Old People from Germany, it was challenging for me to understand how and what was the right way to escort our Old People home, knowing the confronting nature of what was being uncovered. To ensure that the spirits of our ancestors returning were appropriately cared for, we were culturally sensitive in order to protect what we call 'liyan' (inner spirit). It was important to continue cultural practices, such as smoking ceremonies, and these were conducted by Yawuru and Karajarri people in the international dele gation at Berlin and in Perth. The healing of our 'liyan' is a cultural practice that has never stopped.
Naomi Appleby:
Our Old People have been labelled and studied as museum objects for over a century. Now more than ever, I feel it is important to challenge the western historical narrative and mentality, which was written on our behalf. Our Old People are not medical spec imens, they are people from this Country. They were born here and they will be phys ically and spiritually returned to Country as is required, morally and culturally. For us, and for our ancestors, Country is so much more than just land or a geographical place. It is a living cultural landscape, to which we as Aboriginal people have a deep conscious connection. If Country is sick, we are sick. When we refer to Country, we are speaking of 'Buru' and the interconnected relationship between people and place through language, law, identity and spirituality. The 'Bugarrigarra' (dreaming/deep history) connects us to our Country, it connects us to each other through our cultural kinships, and continues to guide us through our ongoing cultural obligations to care for our birthplace, because that is where we will return after death. The theft of our ancestors from Country was a heinous crime against humanity and a disruption to our ancestors' spirits and our Country's health.
The reconciliation journey
For many years the people of the west Kimberley region have been repatriating their ancestors whose remains had been held primarily in state and national depositories. For the most part, these ancestral remains had been taken from lonely graves around the fringes of towns or in remote coastal locations. In the 19 th and early 20 th centuries, many human remains were taken to add to the col lections of state, national and overseas museums.
What unfolded after 2015 was a succession of events that led to the loca tion of several ancestors whose remains were physical evidence of the violent colonial encounter with European settlers, from the time of first contact in the 1860s, through to the pearling era of the 1870s and 1880s. This happened at a serendipitous time, when Yawuru people were able to negotiate with the Shire of Broome for a secure resting place for the ancestors to be located within the Broome cemetery.
To date, only a few have been returned. In 2015, Yawuru representatives met with Neil Carter, the repatriation officer for the Kimberley Aboriginal Law and Culture Committee (KALACC), the organisation that has been holding a number of our ancestors until such time as we had a place to lay them to rest. With very little information about each of the ancestors, Yawuru elders decided to seek support and funds to develop a communal memorial and resting place that could house all ancestors taken from their country and, if without provenance, from the general west Kimberley region.
For the Yawuru elders, the realisation and understanding of the immorality that lay at the root of the removal of ancestral remains began in 2016, when Birgit Scheps-Bretschneider, of the Ethnographic Museum of Saxony, contacted Sarah Yu at NBY and provided a report that she had titled, 'The Old People of Roe buck Bay'. This report told the story of how, in the mid-1890s, the remains of several men, women and children had been taken from Roebuck Bay and sold by a prominent Broome pearler and businessman, Arthur Male, to the Museum für Völkerkunde in Dresden. From the forensic investigations detailed in the report, it was evident that several of these people had been pearl shell divers and all had suffered physical trauma during their short lifetimes. This was the first time that our elders had come face to face with the one of the many harsh realities of the colonial encounter – the stealing and illegal removal of our ancestors.
As Neil Carter commented, when discussing the trajectory of the ancestors whom he has been responsible for repatriating to their home communities, "You know, we are not bringing them home. Our ancestors are finding their way home". 1
What unfolded as our elders and community confronted the evidence of grave robbing on Yawuru country, an activity that had been mostly hidden from the public gaze, has been a remarkable emotional journey of healing so far. It is a journey that has brought the living community in touch with the trauma of their colonial past. By following cultural protocols that are founded in the Yawuru concept of 'mabu liyan' (good feeling, well-being) the community is finding res olution and reconciliation of this painful past.
Dianne Appleby, one of our elders who participated in the repatriation of our ancestors from Germany, recently reflected, "This is coming alive. They are people. I dream of them. They can smell us when we are there. We must bring 'gun-gurra' (smoke) so that they know who we are – we are countrymen". 2
It was this understanding that our ancestors were speaking to us, that informed our sense of obligation to facilitate their journey home. We therefore named our project, 'Wanggajarli Burugun', meaning 'We are coming home'. This paper retraces this journey as we continue to find answers to the questions of how and why the removal of ancestors was allowed to happen. Our elders were genuinely confused about this, as they could not understand in any moral or cultural way why strangers would steal their Old People. Doris Edgar, now passed, asked her daughter, Dianne Appleby this question. Here is Dianne Appleby's account of that conversation:
I said "mum, they took the 'ganyji'" (bones from our country). She gently turned to ask me "what for they take 'em away in the first place? What you mean they bring 'em back?" Her weary eyes had a gentle glance of despair as she paused for an answer, as my challenge became surreal to explain the unforgiving actions of the past.
I was never going to bring closure for her as an elder. My mother was confused by this horrific behaviour and the evil intentions; to remove a loved one from their rest ing place is an unspeakable crime. A crime that went unpunished. A crime that was consented and encouraged for their glorious display on a mantle. To delight in a con versation on how such a journey would make them much more astute than the aver age sea farer or explorer, collecting our 'ganyji' as though we were flora and fauna. We have to talk about the tragedy and the trauma, and to make sense of these events. 3
Finding our stolen ancestors
Scheps-Bretschneider, curator of the State Ethnographic Collections of Saxony, and the Anthropological Collection in the Museum für Völkerkunde Dresden, was in charge of collections of about 5,000 human remains of Indigenous peoples
1 Neil Carter, KALACC, in meeting with NBY representatives, 2015.
3 Dianne Appleby, pers comm with Naomi Appleby, 2020.
2 Dianne Appleby, pers comm with Naomi Appleby, 2019.
that had been taken from around the world. 4 They were registered as objects in ethnographic and scientific collections.
Michael Pickering, curator from the National Museum of Australia, explained the process of what he refers to as translating 'subjects', that is Aboriginal people and their cultural heritage, into 'objects' in museum collections:
Indigenous human remains in museum collections are often treated as if they are unique objects in their own right; their significance only beginning when they enter the precincts of the collecting institution. As Indigenous people are translated into museum objects the humanistic attributes of the remains, such as the history of the lives and cultures of the individuals, and the processes behind the collection and sub sequent management of the remains, are ignored. The stories are lost. 5
Scheps-Bretschneider began the task of what she termed 're-humanising' the col lection and piecing together the stories of the ancestors in her care. Her first step was to have these remains re-classified as human beings rather than as 'objects' of the museum's scientific collection, to facilitate their deaccession. This then ena bled the legal deregistration of the ancestral remains from the museum's col lection, and for their repatriation to their home countries. She then began the slow process of identifying and collating all the materials associated with each of the remains and piecing together their life stories. In the museum archives, Scheps-Bretschneider found a record for the purchase of a collection of ancestral remains from Roebuck Bay from Arthur Male of Broome. The sale was registered with the museum in 1895. 6
At this time the pearlers operating out of Cossack and Roebourne were depend ent on Aboriginal divers to collect the pearl shell. Many pearlers were engaged in blackbirding, or kidnapping, to get their 'native divers'. Roebourne-based Pearler Farqhuar McRae (Duncan's brother) explained in a letter in 1873 to his father in Victoria,
In the 1870s and early 1880s, as the pioneer pastoralists were beginning to occupy the fertile Fitzroy River country, pearlers from Cossack on the north west coast had located the pearling beds of 'Pinctada maxima', the largest and whit est pearl shell in the world, in Roebuck Bay. 7 Conveniently located adjacent to a ready supply of fresh water and wood, and the shelter of the mangrove-lined Dampier Creek, this area known as 'Burrgugun' to the Yawuru people, was destined to become the pearling port of Broome. Although we have not found written accounts of these first encounters between Yawuru people and the pearl ers, one of whom was the notorious Duncan McRae, we can assume that McRae and other early pearlers would have been interested in getting Yawuru men to work on the pearling luggers, as well providing the luggers with a supply of water and wood.
the natives (sic) labour is very much sought after here as they are by far the best divers for pearl shell and do not cost so much to keep as Malays or any other divers that can be got. 8
4 Birgit Scheps-Bretschneider, pers comm with Sarah Yu, 27 October 2020.
6 See digital excerpt from Dresden Museum Registry for 1900, provided by Birgit SchepsBretschneider, 27 October 2020.
5 Michael Pickering, Lost in Translation, p. 1.
7 See Edwin Streeter, Pearls and Pearling Life, p. 120.
8 Farqhuar McRae, Roebourne, to 'My dear Father', 6 April 1873, MN 2482.
On examination of the Aboriginal remains from Roebuck Bay, SchepsBretschneider noted visible traumas. In her effort to learn who these people were and to find out what had happened to them, she commissioned forensic experts and in some cases coronial enquiries to investigate the cause of death. She sought information about their ages, sex, evidence and causes of trauma, and their postdeath treatment. After discussions with Yawuru elders, Scheps-Bretschneider's team began the process of identifying the individuals as best they could as women, men and children, and documenting their personal stories.
The findings were the following: 9
| Ancestor | Trauma | Review | Other |
|---|---|---|---|
| Nagula Wamba #1 Very young male [A2817] | otitis (r), poten tial infection at foramen magnum dorsal cranial lesions is likely from blunt trauma | It is plausible that a dull-edged object caused an injury to the skull. It can be inferred from the injuries to the bone that the wound would have been very bloody. As both injuries lie above the so-called hat brim line, it can be assumed that they were brought about by an external force or fgi ure. | Signs of mounting Signs of ground deposition |
| Nagula Wamba #1 Young juvenile male (15-16 yrs) [A2826] | Healed blunt trauma of frontal + hair sample | This injury was likely the cause of violent contact with a blunt object, perhaps sim ilar to a hammer. This blow may have broken the skull. Considering how the wound healed, it can be inferred that the individual experi enced this injury about a year before death. | Pencil markings indicating meas urements; signs of mounting |
| Nagula Wamba #2 Young adult man [2827**] | Healed trauma of right parietal; peri-mortal sharp trauma of left parietal | The skull presents several lesions on an area of 5 cm in diameter, which allows the theory that not only violence occurred, but also disease that effects bone structure. The thin bones in the base of the skull support this theory. | Pencil markings indicating meas urements; signs of mounting Signs of ground deposition |
| Nagula Wamba #3 Adult man 30-40 yrs [2828**] | Chronic infec tious disease | This injury also was likely the cause of violent contact with a blunt object, perhaps sim ilar to a hammer. The skull was broken at contact. Judg ing from the stage of healing of the wound in question, the injury may have occurred many years before the indi vidual died. A brain injury may have occurred from this injury, although the inside of the skull was not analyzed. | Signs of ground deposition |
| Several parts from 7 different people** [2828A – G]** | Finger bones Teeth Arm bones Hand | | Signs of ground deposition |
9 Cf. Birgit Scheps-Bretschneider, Old People of Roebuck Bay; Ulrike Böhm, Report.
| Ancestor | Trauma | Review |
|---|---|---|
| Nagula Jarndu #1 Female youth <15 yrs [2829] | Otitis (l/r); Hypo plasia of incisors, suggesting 2 times of stress before the age of 6; Healed trauma of frontal + Hair sample | This injury was likely the cause of violent contact with a blunt object, perhaps sim ilar to a hammer. The skull was broken at contact. Judg ing from the stage of healing of the wound in question, the injury may have occurred many years before the indi vidual died. A brain injury may have occurred from this injury, although the inside of the skull was not analysed. |
| Nagula Marrgardu #2 Juvenile, too young to determine sex <15 yrs [2830] | Hypoplasia of inci sors, suggesting 2 times of stress before the age of 6 + Hair sample | |
| Nagula Wamba #4 Adult man 30-40 yrs [2831] | Bad dental health (ante-mortem tooth loss, widespread caries, root infec tions; stomatitis); Hypoplasia of inci sors (suggesting at least 2 times of stress before the age of 6); Tibial bowing + Hair sample | |
** denotes being found in the same box, and most probably from the same burial site.
The summary by the coroner stated,
Of the skeletons with the corresponding inventory numbers of 2817, 2826, and 2829, the cause of the dorsal cranial lesions is likely from blunt trauma. Skeletons 2826 and 2829 have healed cavity or lamellar fractures in the skull cap. Skeleton 2817 shows signs of sharp force to the head. … All described injuries lie above the hat brim line, inferring that the individuals experienced violence from a third party in their lifetime. 10
Individually and collectively, these ancestral remains expose the truth of the brutal treatment of Aboriginal 'skin' divers by the early pearlers. 11 Examination of the ancestral remains also showed how their bodies continued to be brutal ised even in death. There were remains representing at least 15 ancestors who, although Scheps-Bretschneider refers to them as the 'old people of Roebuck Bay', were in fact mostly young men and women, and some children. Seven ancestors had almost full skeletons, two others had composite skeletons and for others
10 Ulrike Böhm, Report.
11 Variously called 'skin' or 'naked' divers, Aboriginal people were taken by pearlers to dive for pearlshell in deeper waters once shallow beds had been denuded. They had no breath ing apparatus or any kind of protective gear, and were forced to stay in the water for hours, continuously diving. Those who came up without shell were often beaten or punished in other ways.
there were only body parts; arms, a hand, some teeth, or a skull. Several had hair samples. Some had been dug up from unnamed graves, others had been mac erated, suggesting that they had died close to the time of sale in 1895, and their flesh then removed for transportation. In one instance two ancestors had been buried together with 'parts' of at least seven other individuals, indicating a mass grave of some kind. 12
As there are so few records available to quantify how many people were taken and died in early days of the pearling industry on the Kimberley coast, it is in the bodies of our ancestors that the true story lies. They provide us with clues as to how to imagine the history of what really happened, so often romantically referred to as the 'roaring days' of pearling. Although our elders knew about blackbirding, they did not know that the pearlers, and others, were stealing the dead bodies of their Old People as well. The return of Old People from the museum in Saxony raised many questions for our elders; they knew the pearlers and their employees were violent towards Aboriginal divers, but they could not fathom why they dug up their bodies and sold them.
Several of the ancestors had suffered trauma to their heads above the hairline, caused by a 'sharp object', struck from above. Many had signs of otitis, a condi tion of eardrums that have ruptured, indicating that they had been divers. One man had a fracture to his femur that had healed under pressure, suggesting that he had been weight-bearing, or standing up, as the fracture healed. Most showed signs of malnutrition. Many were young adolescents, male and female, engaged at a time when it was illegal to have women and children employed in the pear ling industry. They all died premature deaths bearing the scars of trauma and the forensic examination of their bones provides evidence of the brutal treatment they suffered. The final indignity to their lives was to have their bodies exhumed, stripped and stolen, then transported far from their home country, for European collectors and scientists to look at, study and mount for public display. What is also remarkable is that they survived ocean travel, two world wars – the second of which saw Dresden, where the collection had been held, nearly completely destroyed – to finally make the return journey home.
After the process of re-humanising the Aboriginal remains in the museum's collection, Scheps-Bretschneider then initiated the diplomatic process of return ing the remains to their home countries. In Australia, an Indigenous Repatria tion Program had been established in the 1990s and has supported the return of over 1,600 Indigenous Australian ancestors from nine countries. 13 This was later underpinned in 2007 by Article 12 of the United Nations Declaration on the Rights of Indigenous People, to which the Australian Government finally, in 2009, became a signatory. Article 12 declares the right of Indigenous peoples which states:
Indigenous peoples have the right to manifest, practise, develop and teach their spiritual and religious traditions, customs and ceremonies; the right to maintain, pro tect, and have access in privacy to their religious and cultural sites; the right to the
12 Birgit Scheps-Bretschneider, pers comm with Sarah Yu, 2018.
13 See Department of Infrastructure, Transport, Regional Development and Communications, Focus on: Indigenous repatriation.
use and control of their ceremonial objects; and the right to the repatriation of their human remains. 14
As stated above, since 1990, the Australian Government has supported the return of over 1,600 Indigenous Australian ancestors from nine countries. 15 However, the Australian Government's policy is to send small delegations to return the ancestors. Our elders deemed this to be inadequate and set about raising funds to send their own delegation of Yawuru and Karajarri elders and young ambas sadors to Germany to accompany the ancestors home. Having direct contact with Scheps-Bretschneider enabled a close relationship to develop between her team and the cultural delegation.
Lloyd Pigram, guided by the elders involved, was instrumental in ensuring that the cultural practice of respect was adopted when communicating with all who were concerned in the return of our Old People from Germany to Perth:
This filled me with a huge sense of responsibility, as I knew that what we were aiming to achieve was for the right purpose but I couldn't have prepared myself for the emo tional energy it required. I knew from the oral cultural transmission process through my childhood of some of the horrors that were done to our people, and it became clear that what was told to me was always true. How I am connected to this story from my ancestors will become a journey of healing for myself, my family, and all who have been hugely affected by this past.
As we made the necessary cultural preparations for the return voyage of our ancestors, the journey to recovery and healing for all parties began. Dianne Appleby explained, "We are bringing our young people with us so that they know the story. Our children and future generations must know their story". 16 For Naomi Appleby, the experience of being part of the delegation was life changing.
We travelled the journey our Old People were taken on over a century ago, visiting the places they were hung up on display, stored on museum shelves, and re-boxed for their return home. There was a moment in Dresden that was indescribable. An emo tional realisation of the truth became overwhelmingly real when we were escorted to the 'skeleton wing' in the Zwinger Palace (the Palace of the King of Saxony who collected skeletons to demonstrate the evolution of mankind). Tourists now flocked to admire sculptures and tall historical buildings built in honour of past monarchs. The 'skeleton wing' had now been transformed into a China porcelain gallery lined with gold trimmings and high ceilings, surrounded by glass windows that faced sophisti cated landscaped gardens.
Through the repatriation process, we are ensuring they will never be exhibited or disturbed again, and their homecoming is done in the most culturally appropriate way possible. Despite the rising emotions, it was reassuring to learn that our Old People somehow made it through two world wars in Germany, including surviving
The influx of visitors made it an invasive experience, which was a reminder of how far we were from home. It was during this moment we were grappling with the truth that not too long ago, they pinned our Old People up where we were standing. The immediate question I asked myself was, 'why'? Personally, I was not emotionally prepared to hear the answer about scientific-based race theories and human evolu tion studies. It was a lasting moment of insecurity, and anger. Our Old People were treated as prized possessions by collectors, dehumanised and objectified for science. To us, they are family, who were never given the due respect for a proper burial and died from unnatural causes.
14 United Nations, Declaration on the Rights of Indigenous Peoples, p. 12.
16 Dianne Appleby, pers comm with Naomi Appleby, 2019.
15 See Department of Infrastructure, Transport, Regional Development and Communications, Focus on: Indigenous repatriation.
the 1944-45 bombing of Dresden. Our visit to Germany challenged us emotionally, however our hosts – Birgit, Miriam and other Grassi Museum staff – extended warm sincerity and support to their Australian visitors.
We are also grateful to the Traditional Owners in Sydney who met the delegation there, and welcomed the ancestors back to Australia. Then in Perth, which is on Noongar 'boodjar' (Country), Noongar leaders and the CEO of the International
Others who gave invaluable support in facilitating the journey home were then CEO of NBY, Peter Yu, and Alex Coles, CEO of the Western Australian Museum.
Airport helped with the logistics of welcoming the ancestors in a cul turally appropriate way (fig. 1), 17 as their remains were taken from the plane to the Western Austral ian Museum. The Karajarri and Yawuru delegation really appreci ated the contributions from Rich ard Wally and other representatives of Noongar people, who are now caring for the ancestors in Perth until they can come to their final resting place in Yawuru Country.
In the process of repatriating our Old People, it was also revealed through the newly developed 'Return, Reconcile, Renew' community database that other Kimberley ancestors were held in overseas museums. Gwarinman was a warrior who was killed, beheaded and taken from Yawuru country in 1865, as a result of violent conflict following the deaths of three colonial explorers trespassing on Karajarri country. His inscribed skull, probably taken as a trophy, ended up in the Natural History Museum in London.
Our delegation visited the museum and the British Embassy, but were given a cool reception. Our colleagues in Germany treated every aspect of the repatria tion process with great care and were willing to do as much as possible to help, to educate, to train and to work with us. Unfortunately, this was not our experience at the Natural History Museum in London. The Yawuru and Karajarri delega tion returned to Australia, determined to find out as much as possible about the stories behind these removals. We began our research in the archives under the guidance of historian Fiona Skyring to find evidence of and an explanation for the trafficking of our ancestors' remains.
The story from the written archives
Peter Pigram states "We are aware of the massacres on land, but no one really talks about the violence and killing at sea". 18
17 Copyright for all illustrations by the authors
18 Peter Pigram, Yawuru Native Title Holder, pers comm with Lloyd Pigram, 2018.
On 11 October 1864, the Roebuck Bay Pastoral and Agricultural Associa tion was formed at a meeting of shareholders in Perth, the colony's capital and approximately 2,000 kilometres south of Yawuru country. The company sought to establish a sheep station south of Roebuck Bay, in Yawuru country. This shortlived enterprise, from 1864 to 1866, was the first and very violent contact between colonists and Yawuru people that stem from the events that took place in Kara jarri country. The original shareholders were members of the colonial elite, and included wealthy pastoralists as well as men such as Frederick Barlee, who served as the Colonial Secretary in Western Australia between 1855 and 1875, and Robert Sholl who was, from 1866, the Government Resident Magistrate in the north of the colony. 19 In the documents created in the formation of the company, no men tion at all was made of the Aboriginal people who already owned the land. Both the property rights and the human rights of Yawuru people, and their Karajarri neighbours to the south, were denied from the start of the colonising enterprise in the west Kimberley. Because of the extreme nature of the violence between rifle-toting colonists and their attack dogs, and Aboriginal warriors armed with spears and 'binyjara' and 'nowurl' (wooden clubs), this period in the mid-1860s is remembered by Yawuru and Karajarri people as 'the killing times'.
Naomi Appleby:
I was introduced to the State Records Office and Battye Library in 2017, reposito ries which hold colonial records and journals, to learn about provenance research for stolen ancestral remains from the Broome region, and to retrace the movements of the early explorers who came to Yawuru country in the 1860s. The records revealed many names of settlers and pioneers who re-named landmarks, streets, towns, and people after themselves. It was at this moment I understood how places such as Broome, situ ated within Yawuru country, honours the historical figures who 'discovered' and bru tally conquered. My understanding grew of how my family got our surname, Edgar, from the Thangoo Pastoral station owner. My grandfather Kurntika was re-named Tommy Edgar after the owner, Jack Edgar, and was taken from La Grange Mission in the Bidyadanga region in Karajarri country, which was also renamed by French explorer Nicholas Baudin as La Grange Bay. Stories such as my grandfather's are not recorded in the archives, they only remain a living memory within Aboriginal com munities. Unfortunately, some will never know their true history due to the dispos session and renaming of their birth names and parents.
Aboriginal people across most of the Australian continent have trading pearl shell, gathered from the Kimberley coastline, through traditional exchange net works for millennia. 20 The colonial pearling industry along the north-west coast line of Western Australia dates from the early 1860s, and was initially centred around the ports of Cossack and Nickol Bay. 21 It is likely that pearlers visited Roebuck Bay, over 800 kilometres north along the coast, to obtain Aboriginal labour and to exploit the rich pearling beds along the Kimberley coast. Initially, pearl shell was so plentiful that it was gathered from the shore. John Dudu Nang kariny was a Karajarri 'pirrka' (elder and most senior lawman, now deceased).
19 Memorandum of Association of the Company Roebuck Bay Pastoral And Agricultural Association Limited, 11 October 1864, Mining Company Records (Roebuck Bay Pastoral Assoc.), Accession 5911A.
21 See Lois Anderson, The Role of Aboriginal and Asian Labour in the Origin and Develop ment of the Pearling Industry, p. 11.
20 See Kim Akerman, Riji and Jakoli.
He was born early in the 20 th century and his father would have witnessed the arrival of the pearlers along the Kimberley coast. He recalled that,
Those old people had to show them (whitefellas) where to find the shell. They didn't just find it themselves. They came and took it without asking. In the early days people used to do dry shelling. Then the pearlers used to force them to dive, with no dress; kids and all. They used to force them down to get the pearl shell. Those poor buggers had to dive, naked. No clothes. When they come up, if they have nothing, they hit 'em on the head and make 'em go down again. It was cruel what those 'kartiya' (white people) did in those days. 22
While the traditional trade in pearl shell had been sustainable over many mil lennia, the pearling industry under colonial capitalism was not. In one voyage alone, in 1861, pearler A. Gregory took several tons of shell and pearls, and the first export of pearl shell to European markets was in 1862. 23 The pearl shell lying on the shore was quickly depleted by the pearling masters, and by the mid-1860s the labour was done by Aboriginal divers who were taken out on luggers to the pearling beds off shore. As John Dudu Nangkariny said, men, women and chil dren were made to dive naked, and were assaulted by the lugger captains and pearling masters if they did not collect enough shell.
cott reported that Aboriginal divers were forced to work for ten hours straight and were made to stay in the water nearly all day. Further, that,
Aboriginal divers were also denied food rations and water as punishment, and were forced to dive to dangerous depths. In 1878, Captain Pemberton Walcott, after returning from a voyage to the Lacepede Islands, off the Dampier Peninsula, reported to the Colo nial Secretary, who was the repre sentative to the Western Australian government of the British Colo nial Office and responsible for all official correspondence between the government and the Colonial Office in London. Pemberton Wal
There is no limit whatever with regard to depth of water … it is a common thing for natives to be dived in water from 8 to 9 fathoms or 40 to 50 feet – and from personal observation I can testify to the exhaustive and injurious effects of this deep diving. 24
Members of the Western Australian government at the highest level were well aware that abuses against Aboriginal people were rife in the pearling industry. And they told the British Colonial Office in the Governor's despatches. People were kidnapped, and forced to go diving on the luggers (fig. 2), and there were reports of women and girls being forced to dive as well as being sexually assaulted
22 Interview with John Dudu Nangkariny, Bidyandanga, 16 February1999.
24 13 July 1878, Captain Walcott to Colonial Secretary, Acc 527, Item 235.
23 See Lois Anderson, The Role of Aboriginal and Asian Labour, p. 11.
by the lugger captains and their white employees. 25 The government introduced the 'Pearl Shell Fishery Act' in 1871 in order to "prevent the mischiefs" in rela tion to Aboriginal employment in the industry. The Act prohibited women from being on board pearling luggers, and required that Aboriginal divers be paid an agreed wage for a stipulated period of time, and that their employment contracts be signed in the presence of a Justice of the Peace. 26 The lugger captains were also required to take people back to their traditional country at the end of the pearling season.
But widespread corruption meant that the laws were regularly flouted. In a confidential despatch on 1 March 1873 from Frederick Weld, the Governor of Western Australia, to the Secretary of State for the Colonies in London, Weld included information from Sup-Inspector Piesse, who had recently returned from the northern pearling beds:
He [Piesse] does not doubt that native men and women are kidnapped being invei gled on board boats and carried off, that the agreements are only a sham and that practically they are taken into slavery, he even believes that natives are transferred by sale, and that if the natives tried to escape he doubts not but that they would be shot… Piesse has not been able to get proof sufficient to prosecute because the whites will not give evidence against one another … there can be no doubt atrocious crimes have been committed. 27
But the abuses continued, and nearly a decade later, on 1 March 1881, the Gover nor again wrote to the Secretary of State for the Colonies. The Governor reported that even making "allowances for exaggeration", the pearling industry in the north of the colony and the treatment of Aboriginal divers was "a state of things little short of slavery". 28 Humanitarian activist David Carley, an ex-convict who had arrived at Roebourne in 1872, claimed to be an eye-witness to "murder, rapine and slavery" in the north-west. He said that Aboriginal divers were kid napped, then bought and sold, and that it was "a common thing" to sell a pearl ing lugger for three times its value because it included the price of the Aboriginal divers on board. 29
Murder and assault of Aboriginal people in the pearling industry were able to continue unabated for nearly two decades because of corruption in colonial Western Australia. The pearling masters and the officials supposed to be regulat ing the industry were in collusion, and were often the same people. For instance, Resident Magistrate Robert Sholl at Roebourne, near Cossack, had the task of ensuring that Aboriginal divers were not coerced into working on the luggers. But he was accused of assisting the pearlers to force Aboriginal men to sign agreements. Sholl's two sons were pearlers, and in 1873 the Governor reported to the Secretary of State in London that Sholl threatened Aboriginal people with imprisonment if they did not sign agreements to work on his sons' luggers. Sholl
25 See John Bailey, The White Divers of Broome, pp. 25-28.
27 1 March 1873, Vol I 1869-1885, Governor Weld to the Secretary of State, Colonial Office, London, Governor's Confidential Dispatches, Acc 390, WAS 1174, Item 47, p. 26.
26 See Pearl Shell Fishery Act 1871, (34 Vict. No. 14).
28 9 March 1881, Despatch No 45 from the Governor of WA to the Secretary of State, in: Pearl Shell Fisheries Regulations, Cons 1067 1881/014 (2).
29 Papers Respecting the Treatment of Aboriginal Natives in Western Australia, presented to the Legislative Council, Acc 993; 344/1933.
resisted attempts to remove him from office because, as Governor Weld claimed, Sholl was making "a small fortune" from pearling with his sons. 30 In 1883, Lance Corporal Payne in the Kimberley reported that Special Constable James Kelly, the government official in charge of the Lacepede Islands, "gets some good pre sents from the Pearlers" to turn a blind eye to kidnapping of Aboriginal people and their imprisonment on the treeless island. 31 In 1884, F. Pearce, a Justice of the Peace responsible for upholding the pearl shell fisheries regulations, sold one of his luggers for more than double its value because the sale price included the ten Aboriginal divers on board. 32 Pearce was also accused of threatening Aboriginal people with imprisonment if they did not go diving. Fisheries Inspector Blair Mayne who, like Sholl and Pearce, was supposed to uphold the law in relation to Aboriginal employment in the pearling industry, was also a pearler. Mayne was in partnership with pearler John McRae, and far from protecting Aboriginal people he actually forced Aboriginal men to sign to work on McRae's lugger, the 'Dawn'. 33 In 1886, three Aboriginal divers were so desperate to escape McRae's beatings and ill treatment that they jumped overboard and swam to shore. Billy alias Buggegurra told Colonel Angelo, then Resident Magistrate at Roebourne, of men being tied to the lugger's rigging and denied food and water. 34
The Aboriginal men were then signed to work for pearler John McRae on his lugger, even though the police knew that the men had been kidnapped. 36 By 1883 Thomas Mountain was reported to be in the Kimberley, working for pastoral sta tion owner William Marmion, and that he was "noted for kidnapping Natives". 37 Mountain was among the group of pearlers from Cossack who were reported in 1883 to, "have been in the habit of coming on the Fitzroy and Meda Rivers and
The perpetrators of slavery and abuse in the pearling industry were not mar ginalised individuals, but leading citizens of the colony acting together. Thomas Lockyer and his sons had a station near Roebourne, and the Lockyer brothers were accused of selling Aboriginal men to the pearlers for £8 per head, and of kidnapping Aboriginal girls "as slaves for their own use". The Lockyers employed Thomas Mountain and Topin to "round up" Aboriginal men, "like cattle". 35 In 1880 a summons was issued for Mountain's arrest for kidnapping 16 Aboriginal men and bringing them to Roebourne in chains. But the police could not locate Mountain and considered it was too expensive to hold and feed the Aboriginal men as witnesses, so Mountain was never charged.
30 1 March 1873, Vol I 1869-1885, Governor Weld to the Secretary of State, Colonial Office, London, Governor's Confidential Dispatches, Acc 390, WAS 1174, Item 47, p. 26.
32 See 11 January 1886, David Carley Perth, Western Australia, to Secretary of State, in: Cons 993, 1933/0344, Part 1.
31 15 September 1883 Lance Corporal Payne Report, in: 'Detailed Police Reports from Stations in the Kimberley District', Cons 129, 1883/0856.
33 See Report from Colonel Angelo, Government Resident, Roebourne, 14 October 1886, Acc 1172; 24, Vol 3; C49/1886.
35 5 January 1905, from Eliza Tracey to Dr Roth, in: Ill treatment of natives.
34 See ibid.
36 See 12 Oct 1880 from Sergeant Houlahan to Roebourne Station, in: Roebourne – 16 Aborigi nal witnesses released to go pearling due to inability to serve a summons on T W Mountain for bringing in Natives in chains.
37 25 June 1883 Report from Lance Corporal Payne, Cons 129, 1883/0856.
kidnapping the Natives and chaining them by the neck until they get them to the port". 38
All of the diving work on the luggers was done by Aboriginal crew, and it seemed that the McRaes obtained their labour the same way that many of their fellow pearlers did – by force. Farquhar McRae at Roebourne wrote to his sister in July 1878 that Duncan was "out in the bush just now he is hunting up some of the natives for pearling". 41 Many of the divers on the McRae luggers came from the Ashburton area, but may have included men kidnapped from other areas. In the registers of 'native agreements' from 1881 and 1884, it showed that men from Roebuck Bay were signed to work on luggers, along with men from Beagle Bay, the Fitzroy River and La Grange Bay in Karajarri country. In 1881, there were 18 men from Roebuck Bay who signed agreements to work on pear ling luggers owned by Henry Hunter and James Ellery. Yawuru man Mullabar alias Monday from Roebuck Bay, who worked for Henry Hunter in 1881, may have been the same Monday who was left to drown a year later, in 1882, by the McRae's employee Jack Wells. 42 (see below) Ellery signed eleven Yawuru men to work for him in the 1882 pearling season, and the following year he signed at least 20 Yawuru men to dive from his luggers. 43
The McRae family, originally from Scotland, had land holdings in Victoria, and brothers Alexander, Duncan, John and Farquhar established stations on the Ashburton River in the Pilbara region, and at Roebourne and Cossack. It was from these ports that Duncan and John [Jack] McRae operated their pearling luggers, the 'Dawn' and the 'Amy'. Duncan McRae was credited by fellow pear ling master Edwin Streeter with being "the fortunate discoverer of the wealth of Roebuck Bay", probably in the mid-1870s. 39 By early 1882 the McRae brothers were taking large amounts of shell from Roebuck Bay; in one trip Duncan had 30 tons of shell on the 'Dawn' and Jack much the same on his lugger, the 'Amy'. 40 Jack estimated their 1882 season tonnage of shell to be worth about £400, which was a huge sum at the time.
Most of the agreements for these men were witnessed by Captain Blair Mayne, whose reputation for forcing Aboriginal men to work on the luggers was addressed in the paragraphs above. Cowan and Co. signed 41 Karajarri men from La Grange Bay to work the 1883-1884 pearling season and one of these, a boy recorded as Gnobandejoora alias Charlie, was described by Fisheries Inspec tor E. H. Lawrence as "too young to dive but engaged to dive as pearl shell clean er". 44 John McRae and his brother Farquhar signed 37 Aboriginal men to work for them in 1883, and John McRae in partnership with Clarkson signed 41 Aboriginal men, but where these men were from is not recorded in the archive. 45 Whether these archival documents tell the full story is debatable. No women and children
38 Ibid.
40 See Duncan McRae to his sister Laura, 14 January 1882.
39 Edwin Streeter, Pearls and Pearling Life, p. 120. Though Duncan does not write about the event in his letters to his family, other correspondence suggests it was 1876.
41 27 July 1878, Farquhar McRae at Roebourne to sister.
43 See Government Resident Roebourne – Pearl Shell Fisheries Act.
42 Register of Native Agreements for the Quarter ending 31.12.81.
44 Ibid.
45 See ibid.
signed agreements, since it was illegal, but evidence from the ancestors showed that women too were forced to dive.
John and Duncan McRae and their employees had a reputation for brutality towards Aboriginal divers, and John McRae was charged, though not convicted, in 1886 of forcing Aboriginal men to work on his lugger. Evidence from Aborigi nal witnesses taken by government officials in Roebourne showed that Jack and Duncan McRae regularly beat their divers if they did not get enough shell, and punished them by tying men to the rigging. Billy alias Bangorra testified that Jack McRae on the 'Dawn' beat him with a rope, and on one occasion McRae, give me a hiding all day. [Fisheries Inspector] Captain Mayne saw it on several occa sions… I used to get a hiding and then sent up the rigging … We never got enough to eat, only a little. We were kept without water up in the rigging. 46
When Duncan McRae was skipper of the 'Dawn', an Aboriginal man called Char lie was flogged to death by McRae's employee Jack Wells. 47 This occurred in 1884, and several Aboriginal witnesses recounted the event to officials, but nobody was ever convicted of murder. Another Aboriginal man forced to work on the 'Dawn', Dandening alias Dan, said,
I have been on the 'Dawn' and the 'Amy' plenty seasons pearling but did not like diving. I was in the 'Amy' (McRae's boat) the year Charlie was killed. Duncan McRae was boss of the 'Dawn' and John McRae was boss of the 'Amy'. Duncan and Jack McRae I have seen beating the natives plenty of times with rope and they have beaten me because we did not get plenty shell. All the white fellows on these boats beat the natives. Bob Palmer has beaten me Jack Wells has never beaten me but I have seen him beat other natives. They beat us on the back we have no shirts on… 48
In another instance, in 1882, when the 'Dawn' was in King Sound, Aboriginal divers reported that three men had been deliberately left to drown. Jack Wells, along with McRae employees Harry and Jimmy made the men dive from din ghies, and one Aboriginal man called Monday was sick and was clearly drown ing. Witness Yoanaree alias Jacob testified that Wells ordered the other Aborigi nal men to leave Monday to drown, and his body was recovered dead from the water, and buried in the sand on the shore. 49 Yoanaree himself had to spend a day on the lugger, recovering from wounds inflicted by Wells, and that is when he saw another Aboriginal man, Johnny, drown. This was corroborated by Chil ibul alias Friday, who described how McRae's employee Jimmy beat Johnny with a rope. 50 Jimmy also beat an Aboriginal diver called Cundy, who was then made to dive, but he also drowned. 51 No one was ever charged with these crimes.
Aboriginal people had very limited opportunity to insert their voices in the archive of the written record. Sometimes the Aboriginal witnesses were noted as speaking English, others gave their information through interpreters. None
46 11 November 1886, Billy alias Bangoora, signed 'X his mark', Transcript of Hearings, in: Government Resident Roebourne – Case of Three Natives versus John McRae.
48 See 15 December 1886, Deposition of Dandening alias Dan, in: Report of Investigation of difference between Colonel Angelo Govt Resident Roebourne and the Inspector of Pearl Fisheries.
47 See ibid.
49 Yoanaree alias Jacob Deposition, 29 July 1882, in: Geraldton – Reports of ill treatment of Aboriginal natives employed on the lugger Dawn.
51 See Yoanaree alias Jacob Deposition, 29 July 1882, in: ibid.
50 See Chilibul alias Friday Deposition, 29 July 1882, in: ibid.
were literate, and every deposition from an Aboriginal witness was signed with a 'X' mark. Anything they said was recorded by a white male colonist, and while some men were concerned with recording the truth, others were not. Some, like Fisheries Inspector Captain Mayne, simply lied and asserted that he had "never seen any ill treatment of natives" and that Aboriginal divers on McRae's lugger, the 'Dawn' (fig. 3), were "happy and contented". 52 No woman was ever recorded in the lists of divers who were signed to luggers from Roebuck Bay and other places in the Kimberley, but accounts indicated that women were held on board the luggers. Most colonists involved in the pearling trade sought to keep their illegal activities secret, and in 1883 policeman Lance Corporal Payne in the Kim berley reported that,
The settlers are no doubt preparing for Pearling, and are getting Natives signed as general servants with a view of getting them signed for Pearling, but are very careful not to inform the Police of more than they are compelled. 53
Naomi Appleby reflects on the written accounts from her perspective today:
The archives are a place where only one voice lives. Although told through one per spective, it is a reflection of the times and a reflection of the people who wrote the records. Aboriginal people were regarded and treated less than human. Some hand written journals revealed the explorers were men of Christian faith, who murdered my ancestors in cold blood for greed of land and natural resources, which was not conducive to a Christian attitude.
Despite a litany of evidence of cruelty, beatings and murder, the colonial legal system did nothing to protect Aboriginal people forced to dive by men such as the McRae brothers. Indeed when John McRae was being tried at the courthouse in Roebourne, he had the opportunity to cross-examine the Aboriginal witnesses who had made the complaints against him. 54 John McRae's fellow pearlers and
52 Evidence from Captain Mayne Inspector of Fisheries, 12 November 1886, in: Government Resident Roebourne – Case of Three Natives versus John McRae.
54 See Transcript of Hearings, 'Government Resident Roebourne – Case of Three Natives versus John McRae'.
53 25 June 1883, Report from Lance Corporal Payne, 'Detailed Police Reports from Stations in the Kimberley District'.
colonists, Justices of the Peace Robert Sholl, J. B. Percy and John Edgar, who heard the case against McRae, dismissed the charges. The only dissenting opinion was that of the Resident Magistrate, Captain Angelo. 55
The bodies of the ancestors tell the story of the abuses detailed in the written records. All of the ancestors died unnatural and early deaths, and some died as children. The evidence of inner ear damage, or otitis, in some of the younger adults and teenagers was a material illustration of what Captain Walcott had witnessed in 1878 as the "injurious effects" of being forced to dive to dangerous depths.
It seems that Jack Wells was charged in 1884 for beating Aboriginal diver Charlie to death, but was granted bail. By 1886 Wells was back as Captain of the McRae's luggers, indicating that the case against him was never prosecuted. As Sup-Inspector Piesse commented in 1873, when returning from an investigation into the pearling industry, "the pearlers hang together as one man … they say a native is no more to them than a dog …". 56
The malnutrition note in some of the ancestors' remains corresponded to eye witness accounts, often from the captive divers themselves, that they were reg ularly starved by the pearlers. And the evidence of leg wounds that had healed under pressure illustrated the repeated stories from Aboriginal men of being beaten, then tied to the rigging of the luggers.
The abuses and the kidnapping and the terrifying brutality would have affected a generation of Yawuru people around Roebuck Bay, from the mid-1870s to the 1890s, by which time most of the Aboriginal 'skin' divers had been replaced by indentured divers from east and southeast Asia. As a way of redressing these traumas, Yawuru have been committed to exposing the truth about the pearling industry through their travelling exhibition, curated with the Western Austral ian Museum, 'Lustre: Pearling and Australia' (2015) and other oral history pro jects such as 'Jetty to Jetty'. These projects aim to acknowledge and promote the Aboriginal values of pearling, both before and after European settlement.
Some ancestors seemed to have been left to rot where they died, with no family and no ceremony to mourn their passing. Possibly they had the same experience as the Aboriginal man called Monday in the records, who drowned in 1882 while McRae's employee Jack Wells watched. Monday's body was later discarded by Wells, thrown under some sand on the shore.
Bone collectors and grave robbers
Even after death, the abuse of the ancestors' bodies continued. The story of what happened to their remains reveal the history of the international trade in Abo riginal bones, whereby the practice of 'bone collecting' by colonial gentlemen in Australia fuelled by the demands of collectors in the UK and Europe. As with the brutality and law-breaking of the pearling industry, the abuses of Aboriginal individuals and their families by bone collectors was not only perpetrated by the
55 See ibid. 56 1 March 1873, Governor Weld to the Secretary of State, Colonial Office, in: Governor's Con fidential Dispatches.
men who robbed the graves, but by the members of the colonial elite who drove the demand for stolen human remains.
The Brockman and Drake-Brockman families were members of the Western Australian elite, and included wealthy landowners and politicians. Frank Hann was horrified by the suggestion from a journalist that he might go out and shoot an Aboriginal man in order to provide the requested skull. 58 In 1905, Durack of Marble Bar applied to the Protector of Aborigines in WA for permission to "secure Aboriginal skeletons for scientific purposes". 59
It was a grisly trade conducted openly, and in one account from 1909, explorer and adventurer Frank Hann told the police that, "Mr Brockman asked me if I could get him a perfect skull of a blackfellow as he had promised a friend of his in London that he would try and send him one for scientific purposes". 57
Correspondence over the ensuing weeks between the Protector's Office, the Under Secretary and the Premier of Western Australia revealed that Durack had already taken the bones, which had been removed from hundreds of kilo metres away and brought in as evidence in a murder trial of two Aboriginal men. There was no objection from senior politicians and government officials to allow Durack to keep the Aboriginal remains, and the Minister approved his request. 60
This trade in Aboriginal remains happened in the context of the develop ment of theories of human evolution and so-called race science. As SchepsBretschneider wrote,
In the second half of the nineteenth century, scientific research in both anatomy and ethnology became heavily involved in discussions on evolution. Different forms of culture around the world would be used to categorize different levels of human devel opment, ranging from the least developed wildlings and barbarians to the last stage of development, civilization. Foreign cultural assets were scientifically organized …
This information was used as a foundation for a proposed general chronology of humankind's history. The technical level of skill and productivity of a culture would serve as the measurement towards civilization. European society was considered the highest measure of civilization … 61
This research fuelled an active trade in the remains of Indigenous peoples around the world, as Scheps-Bretschneider described:
Research societies and institutions as well as anatomists, doctors, historians all over Europe and eventually, the United States all vied for a collection of rare bones. Wellknown researchers such as Felix von Luschan or Rudolf Virchow encouraged anyone going abroad – colonial officials, missionaries, travellers, and military members – to collect remains from different cultural groups in order to better compare.
Von Luschan even had an instructive guide for laymen going abroad, using the findings and collections in his text Physical Anthropology, publishing several edi tions. The instructions do not include the ethics of a removal, and the collectors are not advised to consider the morality of the situation. A network of traders and dealers began forming; publishing advertisements in sales catalogues and magazines. Addi tionally, museums sought patrons who financed the acquisition of human remains. 62
57 15 April 1909, Statement by Frank Hann, in: 'Chief Protector of Aborigines – Paragraph…re encounter by Mr Frank Hann with natives… a Native's Skull'. 58 See ibid.
60 See Correspondence 28 August to 14 September 1905, in: ibid.
59 Telegram 25 August 1905, Dr Durack to H. C. Prinsep, Protector of Aborigines, in: Dr Durack, Marble Bar.
61 Birgit Scheps-Bretschneider, correspondence with Sarah Yu, February 2019.
62 Ibid.
In Australia, the trade in Aboriginal remains entailed robbing burial sites and 'harvesting' bodies. The South Australian coroner in the early twentieth century, Scottish doctor William Ramsay Smith, was credited with providing "numer ous valuable contributions" to the Anatomical Museum at his alma mater, the University of Edinburgh. A public inquiry in 1903 into practices at the Adelaide morgue revealed a trade in body parts – mainly Aboriginal – that flourished under Smith's tenure. 63 When he died over 100 human skulls were found in his house. 64
Public institutions also amassed huge collections of Aboriginal human remains, and by the early 1930s the Australian Institute of Anatomy, under director Colin MacKenzie, had acquired thousands of human remains of Aboriginal people and Torres Strait Islanders. On MacKenzie's behalf, and for subsequent directors, Charles Murray Black "began ransacking sacred Aboriginal sites across southern Australia". 65 Black, as Paul Daley wrote, collected as many bones as he had crates to hold them. The anatomy institute would send a truck to transport them to Canberra (in 1949 the institute had three cubic tons of Aboriginal bones in cases, representing perhaps thousands of individuals, most collected by Black). 66
In northern Australia it was a similar story of men ransacking Aboriginal burial sites. Heading a Swedish museum expedition in 1910/11, Eric Mjöberg on behalf of the Riksmuseum in Stockholm travelled through the Kimberley from Broome to the St George Ranges and back. In the published account of his journey, Mjöberg described raiding several Aboriginal burial caves, and trying to steal the body of a recently deceased man for his "collections", as he called them. 67 Mjöberg stole as many human remains as he could without Aboriginal people seeing him, as he knew that they strongly objected to his actions. 68
Although the provenance of the ancestral remains of people of Roebuck Bay in the museum in Leipzig named Arthur Male as the person who had sold them in 1895, possibly Male had already purchased them from the grave robber Jules.
Another example in Broome at the turn of the century, there was a Frenchman recorded only as Jules, who had a reputation as a "ghoul" who robbed Yawuru graves. 69 He was reported to have packed and sent a crate full of ancestors' bones to an address in France, and waited for the "fat remittance" in return. He was also reported to be hated by Yawuru people in Broome, and Jules disappeared after one of his "expeditions". 70
63 See Paul Turnbull's study: Science, Museums, and Collecting the Indigenous Dead in Colo nial Australia.
65 Ibid.
64 See Paul Daley, 'Restless Indigenous Remains'.
66 Ibid.
68 See ibid., p. 226.
67 Eric Mjöberg, Among Wild Animals and People in Australia.
69 Mrs N Fielder, 'The ghoul of Broome', in: Westward Ho!, undated newspaper article, c. after 1978.
70 Ibid.
Coming home
The close relationship that developed between the Ethnographic museum and the Yawuru and Karajarri communities in the repatriation of our Old People had become a key part in changing the colonial thinking surrounding the Grassi museum classifications and their collection. Staff at the museum and the Aus tralian embassy in Berlin were committed to this as an ongoing process that would go beyond the initial repatriation of the ancestors, to a broader relationship through which our stories can continue to be shared. Leontine Meijer-Mensch, the director of Grassi Museum, Leipzig, stated at the handover ceremony (fig. 4) in the Berlin embassy:
I believe in the mobility of collections, that our 'objects' are not done. They come with stories and people. By receiving them into the museum, and now returning them, we opened the door to your community, your stories. The walls of our museum are becoming more fluid … 71
The Grassi Museum management and curators have now committed to devel oping an exhibition with the Yawuru community and to training our emerging curators, as we recognise the importance of Yawuru people in understanding European colonial history.
Nyamba Buru Yawuru are continuing to work collaboratively with the local Government Shire of Broome to develop the Memorial and Resting Place within the Broome cemetery. It is here that we will provide a safe burial resting place when we undertake repatriation of our Old People taken from Yawuru country. We are also developing a travelling exhibition, the first in Australia about repa triation of ancestral remains, so that we can educate people about the past and
Jimmy Edgar, Chairperson, Yawuru Cultural Reference Group, stated, "Our Old People are now making the journey home. It is important for our people to be back home for their soul to rest in peace in their own country". 72
71 Leontine Meijer-Mensch, Berlin, 11 April 2019.
72 Jimmy Edgar, during a Yawuru cultural reference group workshop, October 2019.
to share our emotional journey as we come to terms with the past. As Naomi Appleby explained,
I want people to know that this is how I felt when I visited the Zwinger Palace, our Old People we put on display in a glorified glass cabinet of possession … a beautiful gallery of light and glass that was previously the Skeleton Gallery that exhibited our Old People.
In this memorialisation, our aim is not to focus only on the atrocities of the past, but to reconcile this history in a culturally respectful way, in the spirit of 'mabu liyan' – creating wellbeing within the community. Naomi Appleby and Lloyd Pigram stated,
We understand from all the information regarding the study of these Old People that their physical remains show that they passed at a young age. Their story provides us with a glimpse of what horrible times they lived through. In trying to understand how colonial 'gentlemen' could undertake such inhumane practices, and justify their actions, we can only assume that they perceived us as less than humans and more like animals.
Chairperson of the Yawuru Cultural Reference Group, Jimmy Edgar says: "They came here and said we weren't humans, but they were the ones doing inhumane things to us". 73 Naomi Appleby and Lloyd Pigram argued,
As the Project Ambassadors working closely on 'Wanggajarli Burugun', we knew how essential it was to have a strong community-led engagement process to build a memorial resting place. We are all descendants of survivors, therefore this jour ney belongs to all Yawuru and Karajarri people and their neighbours. We wanted to address the spiritual healing of 'Liyan'. The memorial resting place will be an envi ronment established in order to create 'mabu Liyan', (wellbeing) for all, always. This proposed space is so that we can respectfully ensure our Old People's spirits feel safe and can finally rest. The community, in their own time, have the opportunity to pay their respects while learning this history. It is important, however, that the memorial resting place is not a place to blame or generate hatred. It is a place for our Old People to come home, for others to understand their story and for their 'Liyan' to finally rest in peace.
As Yawuru elder Dianne Appleby said, "We must turn the bad into good. We have to show our cultural respect from our 'Liyan'. This is the first stage of healing".
Bibliography
Published Works
Akerman, Kim, Riji and Jakoli: Kimberley Pearlshell in Aboriginal Australia, Darwin: Museum of Arts and Sciences 1994.
Daley, Paul, 'Restless Indigenous Remains', Meanjin Papers, Melbourne University Press, March 2014, https://meanjin.com.au/essays/restless-indigenous-remains/ (accessed 1 March 2019).
Bailey, John, The White Divers of Broome: The True Story of a Fatal Experiment, Sydney: Pan Macmillan Australia 2001.
Department of Infrastructure, Transport, Regional Development and Communications, Focus on: Indigenous repatriation, https://www.arts.gov.au/departmental-news/ focus-indigenous-repatriation?utm_source=miragenews&utm_medium=mirage news&utm_campaign=newsS (accessed 7 December 2020).
Pickering, Michael, 'Lost in Translation', Borderlands e-journal, Vol 7 No 2, 2008, http://www.borderlands.net.au/vol7no2_2008/pickering_lost.htm (accessed 27 October 2020).
Mjöberg, Eric, Among Wild Animals and People in Australia = Bland vilda djur och folk i Australien, translated by Margareta Luotsinen and Kim Akerman, Carlisle, W. A.: Hesperian Press 2012.
Streeter, Edwin, Pearls and Pearling Life, London: G. Bell 1886.
United Nations, Declaration on the Rights of Indigenous Peoples, 2017, https://www.un.org/ development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/ UNDRIP_E_web.pdf (accessed 7 December 2020).
Turnbull, Paul, Science, Museums, and Collecting the Indigenous Dead in Colonial Aus tralia, Cham: Palgrave Macmillan 2017.
Unpublished Works
Anderson, Lois P., The Role of Aboriginal and Asian Labour in the Origin and Develop ment of the Pearling Industry, Broome, Western Australia, 1862-1940, Honours thesis, Perth: Murdoch University 1978.
Scheps-Bretschneider, Birgit, Old People of Roebuck Bay, Broome, State Ethnographic Col lections of Saxony, Anthropological Collection in the Museum für Völkerkunde Dres den, Unpublished Report 2019.
Böhm, Ulrike, Specialist for Forensic Medicine, 'Forensic Osterological Evaluation', 2 February 2019.
Archival Records
State Library of Western Australia, Perth
Correspondence, 1865-1884 [Manuscript] McRae family. 1865-1884, MN 2482 Mining Company Records (Roebuck Bay Pastoral Assoc.), Accession 5911A Pearl Shell Fishery Act 1871, (34 Vict. No. 14)
State Records Office of Western Australia (SROWA)
Chief Protector of Aborigines – Paragraph … re encounter by Mr Frank Hann with natives, … a Native's Skull, Cons 430, Item 1909/1612.
Dr Durack, Marble Bar: Can he retain skeletons for scientific purposes, Cons 255 1905/0425.
Colonial Secretary's Confidential Correspondence, Accession (Acc) 1172; 24, Vol 3; C49/1886. Detailed Police Reports from Stations in the Kimberley District, Cons 129, 1883/0856.
Geraldton – Reports of ill treatment of Aboriginal natives employed on the lugger Dawn, Cons 430, Item 33/225.
Government Resident Roebourne – Pearl Shell Fisheries Act, Native Agreements under, Cons 527, 1884/1409.
Government Resident Roebourne – Case of Three Natives versus John McRae, Cons 675, 1886/4778.
Governor's Confidential Dispatches, Vol I 1869-1885, Acc 390, WAS 1174, Item 47. Ill treatment of natives, Cons 255, 1905/0006.
Register of Native Agreements for the Quarter ending 31 December 1881, Acc 527 Subject 1444 Letter 77.
Papers Respecting the Treatment of Aboriginal Natives in Western Australia, presented to the Legislative Council, Government Printer, Perth 1886, Acc 993; 344/1933. Pearl Shell Fisheries Regulations, Cons 1067, 1881/014 (2).
Report of Investigation of Difference between Colonel Angelo Govt Resident Roebourne
Acc 527, Item 235.
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TRUGS™
Teaching Reading Using Games
Carefully graded card games to develop reading, processing and social skills.
Teacher Talking
A Speaking and listening intervention, to build confidence in speaking in a small group and develop listening skills, through stories and role-play.
Maths Skill
A carefully planned 10 week intervention focusing on understanding number, counting and 1:1 correspondence, using Numicon and focusing on numbers up to 20.
Booster Phonics
A Catch-Up phonics programme, designed to rapidly develop use of phonics and reading skills, for those who just need a boost.
ELS
Early literacy Support – a published 16 week programme for Year 1, supporting Early Reading and phonics development. A National Strategies programme to help children make progress and catch up with their peers.
A carefully planned 10 week intervention focussing un building confidence with number and understanding simple addition and subtraction, using Numicon and focusing on numbers up to 50.
Reading
15 minutes per day of additional reading support, 1:1 with an adult. Reading and discussing books in order to develop reading confidence and comprehensions skills.
Literacy Stars
A wave 3 intervention for reading and writing, with specific basic skills targets set to meet the needs of the group. Phonics, sentence building, punctuation, grammar, comprehension skills could all be included.
Super Sentences
An intervention to build sentence writing skills. Using images and jumbled sentences to generate grammatically correct sentences, then working together to extend these sentences using adjectives and adverbs, also looking at capital letters and full stops
Speech and Language
An intervention working towards targets set by S&L Therapists, using strategies and ideas from S&L Toolkit.
Literacy In Class
TA supporting a targeted group of pupils to differentiate the curriculum and reinforce objectives, clarify instructions and rectify misunderstandings.
Fine and Gross Motor Skills
Learning to develop small, fine movements and large, gross movements, through active games using a range of fun resources.
Woodcroft Primary School
Intervention Menu
Springboard Maths
A National Numeracy Strategy published intervention, aimed at identified children who have fallen slightly behind their peers. It aims to remedy weaknesses in number so that they can access the curriculum easier and quickly catch up with peers.
EAL In Class Support
TA supporting a targeted group of pupils, for whom English is an additional language. To differentiate the curriculum and reinforce objectives, clarify instructions and develop their understanding of language.
Fine Motor coordination
Developing control and coordination of fine movements, such as threading tweezing, cutting, moulding and tracing.
Maths In Class
TA supporting a targeted group of pupils to differentiate the curriculum and reinforce objectives, clarify instructions and rectify misunderstandings.
Handwriting
Developing handwriting skills through fun activities. Working on pencil grip and letter formation.
Intensive Maths
A carefully planned 10 week intervention focusing on understanding number, counting and 1:1 correspondence, using Numicon and focusing on numbers up to 20. Working 1:1 or 1:2 with an adult.
Mini skills
Using a range of fun games and activities, practising social skills, turn-taking, speaking and listening skills and sharing
Lego therapy
Using Lego as a tool to develop language, build relationships, develop problem solving skills, work on social skills and turn taking.
Social Skills
Small groups developing social awareness; including emotional intelligence, selfesteem, expressive language skills, turn taking and appropriate behaviour in specific social situations. A KS2 intervention
Woodcroft Primary School
Intervention Menu
New To English
Learning basic language skills in a small group or 1:1. Focusing on building a vocabulary to allow the children to access the curriculum
Phonic Rime Time
Investigating words in two parts, 'onset' and 'rime'. Helps with spelling and reading strategies, particularly for those children who find it difficult to access phonics.
Makaton
Teaching children to communicate using Makaton signing
Phonics Phase 5
Focusing on Phase 5 phonics words, practising segmenting, blending and decoding skills. This helps to develop reading and spelling skills to be applied in the classroom.
Talk Boost
Supports language development in Reception children. This is a published intervention recommended by Barnet LA:
Talk Boost is a structured and robustly evidenced programme that can boost a child's communication
Tuition
Bespoke teacher lead interventions to meet identified needs of individual pupils.
Woodcroft Primary School Intervention Menu
Each intervention will target a specific group of pupils, identified by the following prefix title for each:
Extra: refers to additional support for SEN/LA/EAL pupils
Booster: refers to interventions aimed at boosting progress of MA pupils
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Year 1 - Autumn
Spelling
- Segment spoken words into phonemes and represent these by graphemes using set 1 and 2 from RWI, spelling some of these words correctly and making phonically-plausible attempts at others set
- Spell most Y1 RWI red words taught so far
Spelling rules
o Set 1 phonemes /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck
o Set 2 sounds (ay, ee, igh, ow, oo, oo, or, ar)
o Tch and ch sounds
o The /ŋ / sound spelt n before k (bank, sunk)
o Adding ed to words when the root word does not change
o Adding ing to words when the root word does not change
o Red words - the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he
- Use an alphabetical word list to spell words correctly
Punctuation
- Demarcate a single sentence in their writing with a capital letter and a full stop
Composition
- Write about real events, recording these simply and clearly – non-fiction
Sentence Structure
- Begin to join words using 'and'
Editing
-
Proof read their writing to check for omitted words
Handwriting
- Form some lowercase letters in the correct direction, starting and finishing in the correct place on the line
- Form some capital letters in the correct direction, starting and finishing in the correct place on the line
- Begin to use spacing between words consistently
- Form digits 0 – 9 correctly
- Begin to write simple narratives about personal experiences and those of others
- Begin to use vocabulary from their independent reading in their writing
- Demarcate many sentences in their writing with capital letters and full stops
- Begin to co-ordination (e.g and) to join main clauses
- Correct their writing for spelling and punctuation errors taught so far
Year 1 -Spring
-
Expected Standard
Spelling
- Segment spoken words into phonemes and represent these by graphemes using set 1 and 2 from RWI, spelling some of these words correctly and making phonically-plausible attempts at others set and begin to apply some set 3 graphemes
-
Spell most Y1 RWI red words taught so far
- Spell words correctly by adding 'ed', 'ing, 'er', s, 'es' and 'est' where no change is needed to the root word – taught so far
Spelling rules
o Set 2 phonemes (air, ir, ou and oy)
o Adding s and es to words (plural of nouns and the third person singular of verbs)
o Suffixes er and est when the root word does not change
o Alternative set 3 phonemes (ea,oi, a-e, i-e)
o Compound words
o Red words - me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put
Use an alphabetical word list to spell words correctly
Punctuation
- Demarcate more than 1 sentence in their writing with capital letters and full stops
Composition
-
Sequence sentences that form short narratives
- Demonstrate quality writing over 3 sentences or more
- Write about real events, recording these simply and clearly – non-fiction
- Begin to use a consistent tense throughout a piece of writing
Sentence Structure
- Join words using 'and'
Editing
-
Proof read their writing to check for omitted words
Handwriting
- Form many lowercase letters in the correct direction, starting and finishing in the correct place on the line
- Form some capital letters in the correct direction, starting and finishing in the correct place on the line
- Use spacing between words consistently most of the time
- Form digits 0 – 9 correctly
Greater Depth
- Begin to write simple narratives about personal experiences and those of others that are often coherent
- Use vocabulary from their independent reading in their writing
- Demarcate many sentences in their writing with capital letters and full stops, and mostly use question marks correctly when required
- Use present and past tense mostly correctly and consistently some of the time
- Use co-ordination (e.g and) to join main clauses
- Begin to proof read their writing to check for spelling and punctuation errors taught so far
Year 1 - Summer
Spelling
- Segment spoken words into phonemes and represent these by graphemes using set 1 and 2 and 3 from RWI, spelling most of these words correctly and making phonically-plausible attempts at others set
- Spell most Y1 RWI red words
- Spell words correctly by adding 'ed', 'ing, 'er', s, 'es' and 'est' where no change is needed to the root word
- Use an alphabetical word list to spell words correctly
Spelling rules
o Set 3 phonemes alternative spelling (o-e,u-e, aw, are, ur, er, ow, ai, oa, ew, ear, ure, ire)
o Words ending in y (happy, funny, pretty)
o Red words - push, pull, full, house, our
Punctuation
- Demarcate some sentences in their writing with capital letters and full stops
- Begin to use question marks correctly when required
- Begin to use exclamation marks when required
Composition
- Sequencing sentences that form short narratives
- Demonstrate stamina for quality writing at length (5 or more sentences)
- Write about real events, recording these simply and clearly – non-fiction
- Mostly use a consistent tense throughout a piece of writing
Sentence Structure
- Join words and some clauses using 'and'
- Use subject-verb agreement in regular verbs mostly correctly
Editing
-
Proof read their writing to check for omitted words
Handwriting
- Form most lowercase letters in the correct direction, starting and finishing in the correct place on the line
- Form most capital letters in the correct direction, starting and finishing in the correct place on the line
- Use spacing between words consistently
- Form digits 0 – 9 correctly
- Begin to write simple narratives about personal experiences and those of others that are mostly coherent
- Use vocabulary from their independent reading in their writing
- Demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required
- Use present and past tense mostly correctly and consistently some of the time
- Use co-ordination (e.g but/and) to join main clauses and occasional subordination
- Proof read their writing to check for spelling and punctuation errors taught so far
*Most indicates that the statement is generally met with occasional slips
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Reading Recovery
What We Do
A new literacy journey has begun at 12 Pinellas County Schools this year. It goes by the name of Reading Recovery – a highly effective, short-term reading intervention, featuring one-to-one tutoring for low-achieving first-graders. The nationally acclaimed program helps these struggling students reach grade level proficiency before they fall further – and possibly irretrievably – off track.
Participating schools have some of the district's largest populations of low-income students, many of whom start school not ready for kindergarten. Studies show that by the time they reach first grade they are already behind in their reading ability. Pinellas County Schools examined schools in need of the greatest help and decided to begin Reading Recovery as a pilot program, providing the resources and training to give a cohort of teachers the knowledge they needed to put the program into action. Some 15 to 20 percent of first-grade students in these schools, who are not catching on to concepts that make reading and writing possible, will receive this crucial intervention after screening their reading ability at the start of the school year.
Two teachers at each school work with students having the greatest difficulties – spending between 12 and 20 weeks with them. When a student achieves grade-level reading proficiency, and can read gradelevel text independently, that child moves into a small, teacher-led reading group and a new student joins the program for one-on-one instruction. Reading Recovery has been used in the U.S. since 1984 and ranks as the most researched reading intervention program in the What Works Clearing House.
Impact by the Numbers
1 The grade level for which the program is tailored, helping first-graders experiencing serious reading struggles get on track.
12 The number of Pinellas County elementary schools selected for the program.
70 The percentage of students expected to improve to first-grade level in the program.
30 Number of minutes in the daily lessons, which are customized and taught by specially trained instructors.
The Teachers' Perspective Powered by a Reading Passion
To appreciate the importance of the intensive reading program – developed in the 1970s by New Zealand educator Marie Clay – just consider the words of some of our teachers.
"I decided to be a Reading Recovery teacher because I really love reading , and I've taught Kindergarten here for the past few years," says Jeffy Roualet of Fairmont Heights Elementary. "So I'm looking forward to learning how I can better help them. How I can tweak my teaching and just be a better and more effective reading teacher."
"What attracted me to become part of this program is that I have a master's in reading and I just love children's literature," says Campbell Park Elementary's Michelle Early. "I love helping children to read and the fact that I actually get to combine reading and my other love – helping children grow – makes this the perfect job for me.
Adds Campbell Park Principal Kathleen Parker-Young: "This is a research-based program, and we have tons of data showing its success."
MORE ABOUT READING RECOVERY
How It Works
The district recruited two nationally regarded lead teachers to launch the program, allowing the initiative to start this year with 12 schools and 24 teachers. Individual students receive a daily, half-hour lesson for 12-to-20 weeks from a specially trained Reading Recovery teacher. There are two such teachers at each of 12 schools (Bay Point, Bear Creek, Campbell Park, Fairmont Park, Frontier, Gulfport, High Point, Lakewood, Maximo, Ponce de Leon, Sandy Lane and Woodlawn). During their lessons, students learn to read an array of very short books. The teachers review the previous day's reading and introduce a new story to read. Along the way, students learn to write and read their own stories, and are aided by magnetic letters that assist in visualizing how words are put together. They are also taught various reading and phonetic skills during their reading and writing exercises. As soon as students meet grade-level expectations and demonstrate they can continue to work independently in the classroom, their one-on-one lessons are discontinued, and new students move into the program for individual instruction. Meanwhile, the progress of students who have been promoted is supported and monitored in small work groups during the school day within the first-grade classroom.
Positive Outcomes
This level of individual, high-intensity and successful intervention has not previously existed in Pinellas County Schools. According to the Reading Recovery Council of North America, there are two fundamental positive outcomes for students: since 1984 when Reading Recovery began in the United States, approximately 70 percent of students who complete the program meet grade-level expectations in reading and writing. Follow-up studies indicate that most Reading Recovery students also do well on standardized tests and maintain their gains in later years. Parental involvement is a crucial part of the program's success. Parents are involved in multiple conferences to understand the program, consent to participation, observe the individual sessions, engage in homework and receive updates on student progress.
Professional Development
Reading Recovery teachers undergo extensive professional development, including a minimum of three hours each week through a university partner, to ensure that the strategies and program are being followed properly. Professional development for all Reading Recovery professionals begins with an academic year of graduate-level study and continues in subsequent years. According to the Reading Recovery Council of North America, Reading Recovery teachers – supported by a teacher leader – "develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students."
Looking Ahead
The plan is to bring Reading Recovery to a handful of other schools and, at several larger schools, add a third teacher. We are excited by the results and potential of the program – both in raising individual students to reading proficiency and the level of expertise we are building in our teachers. In addition, they are increasing the knowledge of their peers, who are teaching the same skills. Your support can help us expand the program to impact a wider group of children in need. In the process, you will help make teachers more effective – and make a lasting difference to young students at a critical juncture of their education.
12090 Starkey Rd. / Largo, FL 33773
pinellaseducation.org | <urn:uuid:46696b02-247c-4ace-8e0d-4c5ca6cf6c9f> | CC-MAIN-2021-04 | https://pinellaseducation.org/wp-content/uploads/2020/11/Program-Profile-Reading-Recovery.pdf | 2021-01-20T12:20:40+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703520883.15/warc/CC-MAIN-20210120120242-20210120150242-00327.warc.gz | 502,723,895 | 1,258 | eng_Latn | eng_Latn | 0.999066 | eng_Latn | 0.999075 | [
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Home Learning: Years 7‐8
- All subjects will set Home Learning according to this timetable
- Core subjects (English, Mathematics and Science) set two pieces per week.
- Languages and Technology and other subjects one piece per fortnight;
- Some subjects may have extended assignments over a number of weeks Students will have homework if their subject corresponds to the day on the list below:
Year 7
| | Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|---|
| 7.1 | Maths English History | Maths Science Spanish | RS Drama Geography | Maths English Art Tech |
| 7.2 | Computing Maths English Drama | Maths Science Art | History Maths Geography | English Spanish RS |
| 7.3 | RS Maths English Tech | Maths Science Computing | Spanish Maths Spanish History | English Geography Music |
| 7.4 | Maths English Spanish | Maths Science RS | Computing Maths Drama Tech | English Geography History |
| 7.5 | History Drama English | Maths Geography History RS | French Tech Music | English Art Science |
| 7.6 | Drama RS English | Maths History French History | Music Computing Art | English Tech Science |
| 7.7 | Art Maths English | Maths Computing Tech | History French RS | Drama English Music Science |
Year 8
| | Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|---|
| 8.1 | History English Spanish | Art Music Science | English Spanish Maths | Geography RS Science Computing |
| 8.2 | Art English RS | Spanish Computing Science | English Drama Maths | Music Science Geography |
| 8.3 | Art English Drama | Spanish Science | English History Maths | Music Science Geography |
| 8.4 | Music English Spanish | Drama Tech Science | English Geography Maths | RS Art Science History |
| 8.5 | Geography Computing French English | RS Art Science | Maths Music History | French English Science |
| 8.6 | Computing French Art English | Drama Tech Science | Maths Geography Music | English RS Science |
| 8.7 | French Tech English | Art Music Science | Maths Geography History | Computing English French Science |
Home learning Years 9‐11
- All subjects will set Home Learning according to a timetable organised for the beginning of the year. The timetable is issued to students and placed in planners. A copy is available on the school website (see also appendix)
- English and Mathematics set two pieces per week
- Science set two pieces per week
- Option subjects one piece per week
| | Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|---|
| 9X | Block D Science | Block B Maths | Block C English | Maths Science |
| 9Y | Block D Science | Block B Maths | Block C English | Maths Science |
| Block A | Block B | Block C |
|---|---|---|
| Computer Science French Geography History Photography Psychology | Business Studies Geography History Media PE Photography Prod. Design Psychology Spanish | Art & Design Business Studies Computer Science Drama Food & Nutrition Geography PE Spanish |
Year 10
| | Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|---|
| 10X | Science Maths | English Block B | Block C Science | Maths Block A |
| 10Y | Science Maths | English Block B | Block C Science | Maths Block A |
Year 11
Home learning: 6 th Form
KS5 Home Learning All subjects will set Home Learning appropriate to advanced level study and matching to the specification requirements of the course. There should be 2‐3 significant pieces of work set per week per subject. In Yr12 students should be expected to spend 4‐6 hours per subject per week on average on Home Learning tasks. This should increase in Yr13 to 6‐8 hours
| | Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|---|
| 12 | Block A Block B | Block E Block C | Block B Block D | Block C Block E |
| 13 | Block A Block B | Block E Block C | Block D Block A Block F | Block B Block E |
| A | B | C | D |
|---|---|---|---|
| Biology Business Studies Media Physics Philosophy | English Lit Geography Maths Sport Btec Cert | Business Studies Further Maths Maths Psychology Theatre Studies | Art and Design Chemistry History Music PE |
| Art and Design Biology English History Maths | English Geography Physics Photography | Maths RS IT btec | Business Studies Chemistry Further Maths Media Studies PE | | <urn:uuid:e0d1fff8-91f2-4045-a3e5-8ce597e52914> | CC-MAIN-2018-17 | http://d.coxgreen.com/d/static/curriculum/Homework%20Timetable.pdf | 2018-04-20T10:22:45Z | crawl-data/CC-MAIN-2018-17/segments/1524125937440.13/warc/CC-MAIN-20180420100911-20180420120911-00474.warc.gz | 78,295,774 | 1,195 | eng_Latn | eng_Latn | 0.998124 | eng_Latn | 0.998389 | [
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Common Water Snake (Nerodia sipedon)
Nuh-roe-dee-uh sip-eh-don
Harmless/Nonvenomous
Description: 24 to 48 inches. The Northern water snake is a medium sized to large, heavy bodied snake ranging in color from gray, tan, or light to dark brown with darker brown, reddish-brown to black cross bands on the front third of the body, grading into 3 rows of dark alternating blotches. Older individuals may often be black or very dark colored. The belly is usually cream colored with grayish to reddishorange speckling and crescent shaped flecks.
Scales: Semi-Keeled
Anal Plate: Divided
Taxonomy and Classification:
Life: All living, physical, and animate entities
Domain: Eukaryota
Kingdom: Animalia
Phylum: Chordata/Vertebrata
Class: Reptilia
Order: Squamata
Suborder: Serpentes
Infraorder: Alethinophidia
Family: Colubridae
Subfamily: Natricinae
Genus: Nerodia
Species: Nerodia sipedon*
*Taxonomy subject to change and revision.
Similar/Confusing Species: Queen snakes (Regina septemvittata) have dorsal, lateral, and ventral longitudinal stripes and paler labial scales. Eastern fox snakes (Panthertophis vulpinus) have uniform blotching throughout the body, and a dirty yellowish and black checkered ventral surface. Milk snakes (Lampropeltis triangulum) have smooth scales, and undivided anal plates.
Etymology: Nerodia- Neros (flowing or liquid) or Nereis (a Greek sea nymph). sipedon-sepedon (rottenness, decay, a serpent whose bite causes mortification).
Subspecies: Northern Water snake (Nerodia sipedon sipedon).
Range & Habitat: Northern water snakes range statewide in Wisconsin, but seem to be less common in northern Wisconsin. They often are seen in and near permanent to semi-permanent bodies of water with ample rocks, logs, and overhanging shoreline vegetation for basking including lakes, ponds, rivers, streams, marshes, and river backwaters.
Habits & Natural History: Northern water snakes are among the more commonly encountered larger snake species in Wisconsin, but unfortunately are often mistaken for a water moccasin, and are http://www.madisonherps.org
persecuted. Cottonmouths, or water moccasins *do not* occur anywhere in or near Wisconsin. They are often defensive if captured or corned, and may bite, and expel noxious smelling musk, but are nonvenomous and pose no threat if left alone. These snakes often feed on small fish, frogs, and aquatic invertebrates. Ovo-viviparous, or live bearing.
Phenology: Northern water snakes emerge from overwintering as early as mid to late April or May, and remain active throughout the year through late September or October (or even later into the year if warmer temperatures persist or otherwise permit).
Conservation Status: WI Common, with no special protections, but regulated by the WI DNR. IUCN Red List Least Concern (LC).
Contact
Authored by Eric Roscoe. For any additional questions, comments, and/or concerns regarding this species, group of species, or this informational sheet, please email and contact the Madison Area Herpetological Society at email@example.com
*Copyright Madison Area Herpetological Society, 2017 | <urn:uuid:d367f4ea-09d4-43fb-8158-2228bd744fc0> | CC-MAIN-2018-17 | http://madisonherps.org/guwp/wp-content/uploads/2011/10/Northern-Water-Snake2.pdf | 2018-04-20T10:45:59Z | crawl-data/CC-MAIN-2018-17/segments/1524125937440.13/warc/CC-MAIN-20180420100911-20180420120911-00470.warc.gz | 198,231,420 | 753 | eng_Latn | eng_Latn | 0.981563 | eng_Latn | 0.978193 | [
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-
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* •
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Curriculum Overview for Year 4 Spring Term Second Half 2018
English
Art & Design
Computing
Reading
Develop reading comprehension skills by
identifying themes in texts
Use inferences and justifying opinions
when asked questions about a piece of text
that has been read.
Use dictionaries to check the meaning of
words that they have read
Explain the meaning of key vocabulary
within the text
Identify the main ideas drawn from one or
more paragraphs and summarise them
Analyse non-fiction texts looking at
language, structure and presentation
Navigate a non-fiction text using contents
and index pages to retrieve information.
Finish reading and discussing Charlotte’s
Web by E.B. White.
Writing
Stevenson.
Read aloud and analyse poem in order to
plan and write own version.
Identify and discuss the purpose, audience,
language and structures of narrative.
Discuss and record ideas for planning e.g.
story board, boxing-up text types to create a
plan.
Recounts features in order to write own.
Features of instructions in order to write
Grammar and Punctuation
Create sentences with fronted adverbials for
when and where.
Use apostrophes for singular and plural
possession e.g.
the dog’s bone and the dogs’
bones.
Explore, identify and use Standard English
verb inflections for writing e.g.
We were
instead of
we was; I was
instead of
I were; I
did
instead of
I done.
Generate and select from vocabulary banks
e.g
. powerful adverbs, adverbial phrases.
Printing patterns and in nature.
Create printing blocks.
Create art work using prints.
Use technology respectfully, responsibly and safely particular
focus on webcams
Have an understanding of what is acceptable online
behaviour
Combine a variety of software and devices – create a podcast
and using formula in spreadsheets
Design & Technology
The Art of Food
•
How bread can vary to meet needs and preferences.
•
Taste a range of bread products.
•
How to make, knead, prove, shape and cook a bread dough.
•
What happens to dough during these processes?
•
To design, specify and make a bread product.
•
To evaluate designs.
Geography
Describe the different locomotive technologies that
have developed over time.
Describe some of the main train routes in Great
Britain.
Explain both positive and negative effects of the
railways.
Know some biographical details about some
historically significant individuals and locomotives.
Fractions.
Understand that a fraction is one whole
number divided by another (for example,
3
4
can
be interpreted as 3 ÷ 4).
Add and subtract fractions with the same
denominator.
Recognise and show, using diagrams, families
of common equivalent fractions.
Recognise and write decimal equivalents of
any number of tenths or hundredths.
Recognise and write decimal equivalents to ¼
; ½ ; ¾ .
Count on and back in steps of unit fractions.
Compare and order unit fractions and
fractions with the same denominator
(including on a number line).
Mathematics
Fractions and division.
Recognise, find and write fractions of a
discrete set of objects including those with a
range of numerators and denominators.
Select a mental strategy appropriate for the
numbers involved in the calculation.
Use estimation and inverse to check
answers to calculations and determine, in
the context of a problem, an appropriate
degree of accuracy.
Solve problems involving increasingly
harder fractions to calculate quantities, and
fractions to divide quantities, including
non-unit fractions where the answer is a
whole number.
Solve simple measure and money problems
involving fractions and decimals to two
decimal places.
S
tatistics
Add and subtract numbers with up to
4digits and decimals with one decimal
place using the formal written methods
of columnar addition and subtraction
where appropriate.
Interpret discrete and continuous data
using appropriate graphical methods,
including bar charts and time graphs.
Solve comparison, sum and difference
problems using information presented in
bar charts, pictograms, tables and other
graphs.
Place Value
Recognise the value of each digit in a
four-digit number.
Order and compare numbers beyond
1000.
Identify the value of each digit to two
decimal places.
Round any number to the nearest 10,
100 and 1000.
Modern Languages - Mandarin
listen attentively to spoken language and show understanding by
joining in and responding
explore the patterns and sounds of language through songs
speak in sentences, using familiar vocabulary, phrases and basic
language structures
develop accurate pronunciation and intonation so that others
understand when they are reading aloud or using familiar words and
phrases
Music
•
Listen with attention to detail and recall sounds with
increasing aural memory.
•
Appreciate and understand a wide range of high quality live
and recorded music drawn from different traditions and from
great composers and musicians.
•
Identify different pitch, tempos and timbres of music.
Science – Changing State
Compare and group materials according to whether they are
solids, liquids or gases
Observe some materials change state when they are heated or
cooled and measure or research the temperature at which this
happens in degrees
Celsius
Identify the part played by evaporation and condensation in
the water cycle and associate the rate evaporation with
temperature
Physical
Education
Swim competently, confidently and proficiently over a distance
of at least 25 metres, using a range of strokes effectively and
perform safe self-rescue.
Religious
Education
Easter as a story of Betrayal and trust.
We will learn about the events leading up to Easter,
The Last Supper, Gethsemane, The Betrayal of
Judas, The Denial of Peter and the loyalty of the
women.
We will use these messages to think about whom
we trust and why we trust them. How we can be
trusted.
What it means to betray someone or be betrayed
and how we should try to forgive others. | <urn:uuid:4f80df4d-927d-4940-8d8a-a2bd63fb23da> | CC-MAIN-2018-17 | http://stpaulsprimaryschoolfarington.co.uk/perch/resources/documents/curriculum-overview-spring-2-2018.pdf | 2018-04-20T10:37:03Z | crawl-data/CC-MAIN-2018-17/segments/1524125937440.13/warc/CC-MAIN-20180420100911-20180420120911-00474.warc.gz | 308,967,613 | 1,426 | eng_Latn | eng_Latn | 0.996903 | eng_Latn | 0.996903 | [
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Woodbury Church of England Primary School
Sex and Relationships Policy
| Policy adopted by staff | March 2016 |
|---|---|
| Policy passed by Governors (FGB) | February 2017 |
| Review date | March 2018 |
School Aims
We aim to provide a safe, happy and inspiring environment in which our children:
* feel valued and appreciate the beliefs, uniqueness and talents of others
* be happy, self-confident and resilient individuals
* love learning and have high expectations to achieve their potential
* be responsible, caring and active members of the community and wider society
* acquire the life skills needed to be safe and succeed in an evolving world
We aim to ensure Christian values are seen in action.
"Sex and Relationships Education (SRE) is lifelong learning about physical, moral and emotional development."
1. Context
Woodbury Church of England Primary School is a community primary school for girls and boys aged 4-11. The catchment area of the school comprises of children who come from both single and dual parent families. In each year there are a few children identified with special Educational needs. There is a wide social mix and very varied family backgrounds. The school covers an urban residential area and also has children who travel in from local outlying villages. The school has an active PTFA, which involves itself mostly in fund-raising and supporting the teachers.
2. Policy formation and consultation process
This policy outlines the purpose, nature and management of sex and relationships taught in our school. It should be read alongside the PHSE policy.
Under the Education Act 2002/Academies Act 2010 all schools must provide a balanced and broadly-based curriculum which:
- promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
- prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
The governors at Woodbury C of E Primary School have overseen the production and development of a SRE policy which will be made available to parents on our school website and have decided to deliver a SRE programme in addition to that which is part of the statutory Science Curriculum.
The school recognises the contribution that SRE in the primary school can make to government health targets. SRE in the primary school builds the foundations of knowledge, skills and attitudes which help young people to make positive, informed and safe choices about their health and well-being both now and in later life.
The policy will be reviewed on a bi-annual basis. This review will be led by the PHSE Co-ordinator and will be informed by: staff and pupil evaluation of the programme; any relevant local/national issues; relevant changes in the law/good
practice guidance; the results of parent questionnaires; new resources becoming available; requirements of the Enhanced Healthy Schools' status; and pupil needs.
The following issues were considered:
* Aims of the Sex and Relationships Education programme
* The moral and values framework
* The content of the Sex and Relationships Education programme
* The delivery of the programme
* Teaching and learning styles
* The use of visitors to enhance the programme
* Child Protection
- The withdrawal of children
* The monitoring and review of the programme
This policy takes full account of the school's legal obligations and the latest DfES guidance 'Sex and Relationships Education Guidance' (DfES 2000).
Our school wishes to ensure all children are valued, that we build strong relationships with parents/carers and the wider community; and that we have robust and sensible policies and procedures in place to protect all children, and support those in specific need. In addition to this, parents are invited to preview the Educational material, which forms a basis to our planning and teaching of Sex and Relationships, before the actual teaching begins, so that they can support their child's learning and understanding at home, or decide to withdraw their child from the programme.
3. Aims of the Sex and Relationships Education programme
To equip children with the knowledge, skills and attitudes to enable them to manage the responsibilities associated with adult life and to form and maintain positive and fulfilling relationships.
Sex and Relationships Education in this school will be developmental and relate to the age and needs of the children.
Objectives:
- To develop an awareness of the importance of relationships and enable children to practise skills that will help them to build and maintain them
- To provide factual information on human reproduction and birth
- To encourage respect for difference and diversity
- To prepare young people for the physical and emotional changes associated with puberty
- To provide a positive and open view of sex and sexuality and support sexual self-acceptance
- To ensure that all young people know who can support them and how to access this support
- To work in partnership with, and support the role of, parents
- To model positive relationships throughout the school
- To actively challenge stereotypes, prejudice and sexual exploitation and give children the skills to critically analyse media messages
- To give opportunities for pupils to develop and practise decision-making skills with regard to the range of possible consequences
- To promote, and encourage children to make, healthy lifestyle choices
- To use agreed terminology to discuss sexual body parts throughout the school
The term Sex and Relationships Education is used in this policy rather than Sex Education. This is to stress that our approach goes beyond provision of biological information to also focus on clarifying attitudes and values, and developing self esteem and the skills to manage relationships.
The SRE policy has clear links with other school policies aimed at promoting pupils' spiritual, moral, social and cultural development, including the:
Behaviour Policy, which includes the Anti-Bullying Policy
Confidentiality Policy
Equality Policy
Health and Safety Policy
Online Safety Policy SEND Policy PSHE policy RE Policy
Safeguarding/Child Protection Policy
4. Morals and values framework and ethos of the school statement
The Sex and Relationships Education programme will reflect the school's overarching aims and supportive school ethos, where all are valued and encouraged, positive relationships are seen as important and there is a safe and secure school environment which is conducive to learning.
All are encouraged to promote the following values:
* Respect for self
* Respect for others
* Responsibility for their own actions
* Responsibility to their family, friends, school and wider community
Through PSHE we endeavour to foster the notions of responsibility and empowerment to promote a sense of achievement and enhance self-confidence. This is guided by the values of:
- Respect
- Responsibility
- Honesty
- Love
- Cooperation
5. Equal opportunities statement
The Equality Act 2010 covers the way the curriculum is delivered, as schools and other education providers must ensure that issues are taught in a way that does not subject pupils to discrimination. Schools have a duty under the Equality Act to ensure that teaching is accessible to all children and young people, including those who are lesbian, gay, bisexual and transgender (LGBT). Inclusive SRE will foster good relations between pupils, tackle all types of prejudice – including homophobia – and promote understanding and respect. The Department for Education have produced advice on The Equality Act 2010 and schools (DfE 2014b).
Varying home backgrounds
We recognise that children at the school come from a range of family backgrounds, these include: children whose parents are not married; children whose parents have divorced or separated; children in public care; children living with foster parents, grandparents, parents of different ethnicities, disabled parents, same-sex parents and single parents. We will endeavour to ensure that children see these family groupings and relationships represented and affirmed within the SRE curriculum and resources.
In planning the SRE programme we have used learning outcomes suggested by Ofsted in their report on SRE (2002). These incorporate the statutory elements of sex education that come within the Science curriculum. We have also given due regard to the SRE guidance issued by the DfEE in 2000 and Sex and Relationships Education for the 21st Century - PHSE Association and Sex Education Forum 2014.
Planning has taken account of the diverse needs of pupils and sessions will be differentiated as appropriate.
The needs of boys as well as girls
Girls tend to have greater access to Sex and Relationships Education than boys, both through the media (particularly magazines) and the home. We will consider the particular needs of boys, as well as girls, and approaches that will actively engage them. We shall also be proactive in combating sexism and sexist bullying.
Ethnic and cultural diversity
Different ethnic and cultural groups may have different attitudes to Sex and Relationships Education. The school will consult children and parents/carers about their needs, take account of their views and promote respect for, and understanding of, the views of different ethnic and cultural groups.
Sexuality
Our approach to SRE will include sensitive, honest and balanced consideration of sexuality. We shall actively tackle homophobic bullying. It is also crucial for lessons to help children to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying), use of prejudice-based language and how to respond and ask for help.
Special Educational Needs
We shall take account of the fact that some children may have learning, emotional or behavioural difficulties or physical disabilities that result in particular Sex and Relationships Education needs.
6. Curriculum content and Delivery
Content and delivery will be matched to the age, maturity, understanding and needs of the pupils in each year group. We will use various methods at the beginning of each year to assess children's current knowledge, understanding and skills in order to ensure that the content of the programme is relevant.
In order to promote common understanding amongst the children we make use of the correct terminology to discuss sexual body parts in school. Whilst we acknowledge that children have different family names for sexual parts we teach and encourage the use of the scientific names. Children need to learn the correct biological/medical names for the genitalia and reproductive organs. Having the right language to describe the private parts of their body – and knowing how to seek help if they are being abused – are vital for safeguarding. The words we will use include: penis, vagina, clitoris, testicles, breasts, nipples. This language is reflected in the resources used to deliver SRE. In November 2013, the Office of the Children's Commissioner (OCC) completed an inquiry into child sexual exploitation (CSE) which has raised awareness of the prevalence of this issue and the urgent need to tackle it. Younger pupils should learn that their body belongs to them and that they can say who has access to it. This is a key element in a school's approach to safeguarding. Learning to respect boundaries – their own and other people's – helps children to understand the need to obtain consent and that everyone has the right to offer or withhold their consent for any activity, sexual or otherwise. (Sex and Relationships Education for the 21st Century - PHSE Association and Sex Education Forum 2014)
7. Delivery
The PSHE Lead will co-ordinate the overall planning and delivery of the Sex and Relationships Education programme. The formal SRE programme will be delivered in each year group through a weekly PHSE session. It will also be delivered through broader topic-based work and through other curriculum subjects, for example Science, and RE. There will also be opportunities for more informal SRE through assemblies, circle-time, story-telling, pretend play. Children will be encouraged to recognise and apply the knowledge and skills they learn in PHSE to other contexts both within, and outside of, the school setting.
We recognise that SRE sessions require the use of a range of teaching and learning strategies in order that children have the opportunity to develop skills, explore attitudes and values and acquire knowledge. The range of teaching and learning strategies employed in the delivery of SRE at Woodbury C of E Primary include watching dvd clips, discussion, role-play, quizzes, drama, case studies, matching exercises, drawing, and debates. Individual teachers will ensure that all pupils are able to access the activities to be employed. Appropriately differentiated activities will be provided for pupils who need these.
Children will be made aware of the intended learning outcomes of each lesson/topic so that they can assess their own development and make progress.
SRE will be delivered by class teachers. We ensure that both male and female pupils receive information on the emotional and physical changes of the onset of puberty in both genders. This information will be taught in class groups. In Year 5 and 6 whilst most sessions will be delivered to class groups, some of the sessions on puberty may be delivered to gender groups so that the children have the opportunity to ask questions that they might feel less comfortable asking in a mixed gender group. There may be occasions where groups of children, particularly those with additional learning needs, are taught SRE in smaller groups or individually in order to maximise their learning. They may also have additional support from a teaching assistant.
Our resources are centrally kept in the classes where the topics are covered and some in the central store cupboard and are available for parents/carers to view if requested. They will also be available to view at certain points of the year.
A range of teaching strategies will be utilised to provide the breadth of effective learning opportunities outlined in the framework for all children. These include:
* active learning
* enquiry and discussion exercises which involve the children's full participation
The needs of the children are reflected in the planned programme, drawing on the children's own experiences and existing knowledge through the use of:
* the 'draw and write' technique
* end of year questionnaires
* discussion forums
* circle time
* suggestion/question boxes in classrooms
* visitors and visits
All members of staff are committed to delivering the Sex and Relationships Education programme, and they are supported by a regular in-service training programme. Non-teaching staff may be involved in a supportive role in some Sex and Relationships Education lessons and also play an important, informal pastoral support role with children. They will have access to information about the Sex and Relationships Education programme and are fully supported in their pastoral role.
The programme is also supported by a range of outside organisations and visitors who enhance the delivery of the programme and provide relevant and specialist information.
8. Specific issues
Ground Rules
Teachers will be careful to ensure that their personal beliefs and attitudes do not influence the teaching of SRE. Ground rules are established in every class in order to provide a common values framework within which to teach. There are clear parameters as to what will be taught in whole class setting and what will be dealt with on an individual basis.
* Children will be given preparation so that they will know how to minimise any embarrassment they feel.
* Children will be encouraged to use the correct names for body parts.
Answering difficult questions
Children are naturally curious and we believe that if a child asks a question they require an honest and factual answer. This is true of questions asked in all curriculum areas and at other times during the school day.
- All staff in the school will answer children's questions around sex and relationships issues in line with the following guidance which is based on that given by the Local Authority:
- Questions will be answered in a factual manner without any personal bias and with reference to the age and understanding of the child / children.
- If the answer to a question isn't known the class teacher will suggest that the class do some research to find out the appropriate information
- In some situations staff will sensitively turn the question back on the pupil to establish what they already know, for example "that's a very interesting question, I wonder why you are asking that" or ask the rest of the class whether they know the answer "does anyone else know the answer to that question?"
- All staff have considered questions that may be asked in SRE sessions and discussed suitable answers.
- If it is felt that it is not appropriate to answer a question in a whole class setting the teacher will explain this sensitively and will give an answer to the child individually at the end or refer the child to their parents.
- In all PSHE/SRE sessions an anonymous question box will be available so that all children feel able to ask questions and receive appropriate answers. All questions that are placed in the box will be answered in an age-appropriate, factual manner.
Safeguarding Children, Confidentiality and Child Protection
All staff members at Woodbury C of E Primary have a duty to safeguard the well-being of children.
At Woodbury C of E Primary we recognise that the open discussion associated with PHSE/SRE may lead to children making disclosures about things that they are worried about or about abuse. There may also be occasions when a teacher may hear things or observe activity/behaviour that may raise concerns of a child protection issue. In these situations the teacher will consult the school's Designated Safeguarding Lead. The Designated Safeguarding Lead will then work in line with the relevant school policies in terms of any further action that may be taken.
We use group agreements within PHSE/SRE sessions in order to ensure that children are aware that teachers cannot offer complete confidentiality in all instances.
Where a staff member has to disclose information to another party, this will be done following discussion with the pupil if this is possible and appropriate. Sensitive information is only disclosed internally or externally with careful attention to the rights and needs of individuals.
For more detailed information on the processes for child protection please consult the school's Child Protection and Safeguarding policy which are available on the school website.
Use of outside organisations
Careful consideration is given to the content, co-ordination and consistency of messages presented to children and an outside organisation is only used to enhance the current programme, not to replace teacher led delivery. At this school all organisations and visitors who visit to provide curriculum support, are issued with the following code of conduct:
- Be familiar with the school's aims, ethos and policies and plan their involvement in the light of the aims and curriculum at the school.
- Seek to use engaging teaching and learning methods which involve the children actively and communicate at appropriate levels for the age group concerned.
- All visitors will be police checked prior to contact with any children.
See the LEA guidance on the use of External Organisations for more details.
Legal obligations
As a maintained primary school in England and Wales, Woodbury C of E primary school has a legal responsibility to provide a Sex and Relationships Education programme. The school also has a responsibility to keep an up-to-date written statement of the policy adopted and this must be available to parents/carers.
Parents/Carers right to withdraw their child
This school is committed to working with parents/carers. We will notify parents when particular aspects of sex and relationships education will be taught, by letter, offering time for the parents to view the material that will be taught. Parents/carers have a right to withdraw their children from Sex and Relationships Education lessons which fall outside those aspects covered in the compulsory National Curriculum Science programme of study. Parents/carers wishing to exercise this right are asked to contact the head teacher who will explore their concerns and the possibilities of adjusting the programme or approach. They will also discuss the possible impact that withdrawal from the programme could have upon the child, and the possible negative experiences or feelings that the child might encounter and how these can be minimised. Once a child has been withdrawn they cannot participate in Sex and Relationships Education until the request of withdrawal has been removed.
Provision for young women's menstruation needs
Sanitary disposal units are located in the disabled toilet and in the year 6 classroom toilet. Girls are made aware of this provision at the start of the school year. Supplies are kept within school to deal with emergencies. However, parents are expected to send pupils to school with adequate sanitary protection for the day. Both male and female pupils are educated about periods through the SRE curriculum to encourage empathy.
HIV/AIDS policy
The school follows the procedure outlined by the County Council to support children or staff affected by HIV/Aids.
The nature of support available to children
The school takes its role in the promotion of children's wellbeing seriously. Staff will always endeavour to make themselves approachable and to provide caring and sensitive support for children in a number of ways.
9. Assessment, recording and reporting
Assessment
Assessment for PSHE (including Sex and Relationships Education) will be carried out in a variety of ways including:
* child's reflection
* teachers' reflection
This will also be linked into key aspects such as bullying incidents, attendance and behaviour. The PSHE co-ordinator will monitor the impact of the programme annually with reference to the defined learning outcomes and children's responses. Any relevant comments from recent OfSTED inspections or other evaluations completed will also be included in the evaluation and review process.
10. Dissemination of the policy
All staff members and governors will receive a copy of this policy. A copy of the policy is also available on the school website.
11. Monitoring and evaluation of the policy
The Curriculum Committee of the governing body monitors our sex education policy on a bi-annual basis. This committee reports its findings and recommendations to the full governing body, as necessary, if the policy needs modification. The Curriculum Committee gives serious consideration to any comments from parents about the sex education programme, and makes a record of all such comments. Governors require the headteacher to keep a written record, giving details of the content and delivery of the sex education programme that we teach in our school. Governors should scrutinise materials to check they are in accordance with the school's ethos.
12. Date for review of the policy
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Leading and Managing a Sustainable School
Strategies for leading a school that produces responsible, active, informed learners who will take action throughout their lives to make their communities, country and planet more sustainable.
A leader is best when people barely know he exists. When his work is done, his aim fulfilled, they will say: we did it ourselves. —Lao Tzu
Table of Contents
Introduction
Climate change is one of the planet's major crises, and its mitigation requires increasing numbers of people to work together to take effective action. Education is the key to encouraging more people to adapt their lifestyles to reduce their own carbon footprints and to act with others to create sustainable communities. While governments have a role to play, effective education to mitigate the effects of climate change depends heavily on what happens in schools, and the importance of school leaders in driving the necessary educational change needed cannot be overestimated.
Leadership development is a booming business around the world. There are so many courses and so many theories that it seems difficult for new leaders to know where to begin. However, regardless of the situation, most leadership theories are derived from the same paradigm:
Leadership is about serving others; it is about inspiring others, modelling for others and helping others grow.
This is particularly true in schools, although many school leaders see their role as simply following government educational rules and regulations.
In the latter part of the last century, management was "all the rage", as businesses, in particular, strived for better efficiency and productivity. Education is not business, but many aspects of business management are applicable to school leadership.
Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall. - Stephen Covey
"Management is doing things right; leadership is doing the right things." - Peter F. Drucker
As Covey's and Drucker's quotes indicate, leadership is about vision and direction, while management is concerned with achieving that vision efficiently and effectively. Good school leaders should have strong skills in both areas.
Schools are collections of people, and, in good schools, all of the people are working collaboratively towards the same vision. Leadership is about uniting the school community to work together to achieve this vision. A good school leader must develop effective interpersonal skills, which are built on sound intrapersonal understanding.
The "core business" of every school is student learning – therefore, every action should be about improving the learning of all the Learners in the school. Learning happens through the actions of people, primarily teachers and students, with parents having some influence. School leaders affect student learning through their hiring and management of teachers, their ability to maximizing the resources and facilities of the school and their ability to
support and communicate with all members of the school community, as well as education bureaucrats and members of the surrounding community.
Taking action
1
"A journey of 400 miles begins beneath one's feet" - Lao Tzu
Lao Tzu meant that we must start somewhere, anywhere, but we must take that first step. However, before we take that first step, we must know where we are going. In the context of a school, this means having a clearly defined vision or mission. Good schools have visions or missions which talk about the type of Learner the school will produce. All actions taken must be consistent with the school's vision and/or mission 2 .
Extending the metaphor of educational change as a journey, change happens step by step – we make small changes, and, if they are successful, we make more small changes. Also, on a journey, there are sidetracks and detours, but we can always get back on the correct path.
The leader chooses a strategy to try, and observes what happens:
What did not work? Why?
What worked? Why?
What can be done to improve the use of the strategy?
Should we use a different strategy instead?
The leader adds new strategies to her/his leadership "toolbox" and gradually transforms her/his leadership and management practices into an approach based on current leadership and management understandings to get maximum results from the human resources and other resources available.
In this handbook, there are suggestions for strategies for building a successful school that is committed to climate change education 3 and opportunities for reflection about the strategies. Any strategy can be the starting point – the aim is to include an increasing number of successful strategies in the leader's "toolbox". Planning a strategy, doing it, seeing what happens and then improving the strategy begins the cycle of reflective practice. Talking about it with colleagues not only helps embed new strategies, but encourages others to follow suit. Effective change takes time, effort, patience and perseverance, and, importantly, everyone working together towards the same goal.
It is important to note that effective leadership and management is primarily about human resource development, so the reflective process works most effectively as the leader becomes more knowledgeable about herself/himself as well as how to interact positively with others. Watching, listening, reading and seeking out multi-media and other resources to advance understanding of intrapersonal and interpersonal skills are essential for improving leadership and management practices. However, these action will yield little result without reflection and perseverance.
1 Usually misquoted as "The journey of a thousand miles begins with one step".
3 These suggestions will help the leader of any school.
2 Hereafter, "vision" refers to a vision and/or mission
The following suggested strategies are based on current understandings of good leadership and management. Change can begin with any strategy, from any section.
Plan, do, reflect, improve, repeat ….
Leadership
"If your actions inspire others to dream more, learn more, do more and become more, you are a leader." - John Quincy Adams 4
In the past, school leadership was seen as following rules and regulations. In a modern school, this is only a part of the leader's role – the school leader "sets the tone" of the school. The school leader articulates shared goals and then takes the school community towards those goals. In schools, the overarching goal is to provide the best education possible for all students. In schools with a focus on climate change education, the best education must help students develop the personal qualities needed to live a sustainable lifestyle, and to be able to influence others in their communities and their country to do the same. Although students do the learning, how it happens is very much determined by the adults in the school, and beyond.
Becoming the leader of a school is not the reaching of a goal, but the beginning a collaborative journey. The operation of the school is the leader's responsibility, but she/he cannot do it alone - she/he must empower others to lead. She/he must influence others, so that they follow the leader because they want to – they can see that it is an effective way to provide their students with an education that will fit them for life.
An effective school leader knows her/his school and where it should be going, knows her/his teachers, students, parents and school community members and, importantly, knows herself/himself. She/he understands that others follow willingly if they feel good about the leader and themselves. The leadership tasks become sustainable as others willingly take them on and carry them further.
Leadership is no longer about the authority of a position, but is about the authority of actions and character. Leadership is about getting people to do things that they did not realise they were capable of doing through the leader's hard work and commitment to a vision of what could and should be. 5
The major attributes of a modern school leader in a climate change school might be her/his
* knowledge of the school's strengths and what needs to be improved
* provision of clear direction so that the school achieves its stated vision
* actions on the main priorities for improving the school
4 U.S. President
5 For example, Sivers, D., (2010) How to start a movement (Video, with Indonesian subtitles available), http://www.ted.com/talks/derek_sivers_how_to_start_a_movement
* modelling of desired behaviours
* understanding of school programs and knowledge of what happens in classrooms
* inclusion of others in decision making processes and leadership duties
* Understanding of effective learning practices
* support for teachers to improve
* understanding of climate change principles and how they might be incorporated into the school's policies and practices
* ability to build positive relationships with parents and the surrounding community
To begin, it might be useful to carry out a self-assessment, and then reflect on it:
Leadership
| Attribute | Possible indicators – What observable actions demonstrate this? | A l w a y s | U s u a l l y | S o m e ti m e s |
|---|---|---|---|---|
| Leader’s provision of clear direction so that the school achieves its stated vision | ● I articulate the school vision in staff meetings and at parent events. ● I break down the school vision for parents, teachers and students so that all school community members understand what it means and what behaviours are consistent with it | | | |
| Leader’s knowledge of the her/his strengths and what needs to be improved | ● I spend time thinking about what I have done and how effective I have been ● I practise my communication skills with people and take note of how they react ● I have a set of personal and professional goals and check my progress against them | | | |
| Leader’s knowledge of the school's strengths and what needs to be improved | ● I consult with education officials, teachers, parents and, where appropriate, students about school improvement ● I advocate with government and community to ensure the school has sufficient staff, facilities and resources ● I develop clear strategic plans (long term and medium term) that build on strengths of the school | | | |
| Leader’s actions on the main priorities for improving the school | ● I take decisive actions to implement the school’s development plans ● I evaluate the implementation of school priorities ● I advocate with government and community to ensure the school has sufficient staff, facilities and resources | | | |
| Leader’s modelling of desired behaviours | ● I model behaviours that support the school vision ● I model behaviours that support government policy ● I model a paradigm of “leadership as service” | | | |
| Leader’s inclusion of others in decision making processes and leadership duties | ● I meet with teachers to discuss relevant school policy and practices ● I meet with parents to discuss relevant school policy and practices ● I create genuine opportunities for student participation in decision making ● I use persuasion to drive educational improvement, not authority | | | |
| Leader’s understanding of school programs and knowledge of what | ● I visit classrooms ● I am familiar with government curriculum requirements for each class ● I have discussions with teachers, both formal and informal | | | |
| Leader’s understanding of effective learning practices | ● I encourage teachers to plan student-centred learning experiences ● I encourage teachers to plan curriculum that relates to students’ everyday lives, including climate change and other social and environmental issues ● I encourage teachers to use a range of formative and summative assessment strategies ● I encourage teachers to provide time for meaningful student reflection |
|---|---|
| Leader’s understanding of climate change principles | ● I keep up to date with climate change issues through television, reading books and magazines, using social media, etc. ● I seek out resources to facilitate climate change education in the school ● I model sustainable actions at school and in the surrounding community |
| Leaders' support for teachers to improve | ● I create time for teacher reflection, collaboration and professional development ● I model and encourage professional learning (such as discussing contemporary pedagogy with teachers) ● I regularly visit classrooms ● I have discussions with teachers, both formal and informal |
The draft Integrated School Management Framework (ISMF) identifies 6 requirements for a school that implements effective climate change education:
1. A vision that supports the development of students who are responsible, active and informed throughout their lives.
3. Policies and processes that maximizes its use of resources (including human resources) and minimizes waste.
2. School leadership that plans and implements effective, integrated actions to support the development of students who are responsible, active and informed throughout their lives.
4. Teaching, learning and assessment that is directed towards the development of students who are responsible, active and informed throughout their lives.
6. Effective methods of evaluating the progress in achieving the school vision (related to the development of students who are responsible, active and informed throughout their lives).
5. School leadership that collaborates with the school community and surrounding community to develop policies and practices to mitigate climate change, both within and outside the school.
The school leader plays a role in each of these Requirements. In the pages following, there are suggestion of actions leaders can take for their school to implement climate change
education effectively. Hopefully, these suggestions will also inspire school leaders to consider other actions of their own.
Developing and sharing a vision
Action to be effective must be directed to clearly conceived ends. - Jawaharlal Nehru 6
Good leadership is about improvement, not preserving the status quo. But, what do we do? In which direction do we go to improve a school? For Indonesian schools, the 2013 Curriculum "aims to prepare the 2013 Indonesian people to have the ability to live as individuals and citizens who are religious, productive, creative, innovative, and effective and able to contribute to the society, nation, state, and world civilization". This is compatible with the goal of producing students with the personal qualities needed to live a sustainable lifestyle, and to be able to influence others in their communities and their country to do the same. The vision of a school committed to climate change mitigation should have a vision based on both sets of principles.
If there is not, yet, a school vision, then the leader should work with the school committee, teachers and parents to draft one. A good school leader should have a personal philosophy of education that is also consistent with the principles outlined above. She/he must be able to share the school vision with teachers, parents and the wider community and "enrol" them in it. She/he must be able to plan small, achievable steps for the school community to move towards the school goals.
Often, philosophical and educational language is not accessible to the wider community, so the leader must "translate" it into everyday language, and be able to describe the behaviours in the school community that show the progress towards achieving the vision. The example of personal qualities and action from the 2013 Curriculum, given above, is a good start, but, for the purposes of climate change education, "contribute to" needs to be defined in terms of actions leading to sustainability. Working backwards from the desired actions, It is then useful to consider what three or four personal characteristics would lead to this action.
Leaders can
A. collaborate with teachers and parents to develop a clear statement about the type of student that the school wants to produce. This vision needs to consider only two questions:
2. What personal qualities will students need to take these actions?
1. What actions do we want students to take to mitigate climate change when they leave our school?
Check that your vision statement is consistent with Ministry of Education and Culture and Ministry of Environment and Forestry philosophies. It could be helpful to share it with leaders in the surrounding community before publishing the final version.
6 First Prime Minister of India
Also, be aware that the more economical with words the statement is, the more powerful it usually is.
B. develop a list of behaviours that indicate the successful achievement of the school vision. Breaking down the school vision will give a very clear indication of what sorts of behaviours and actions from the school leaders, teachers, students and parents will be beneficial. Simplifying these into a list and continually promoting them throughout the school community will help strengthen general school improvement.
C. use assemblies, newsletters, posters, and other promotional opportunities to foster behaviours consistent with the school vision. If the school leaders, then the teachers and then the students accept and practise these behaviours as part of their everyday school lives then the school is achieving its vision.
D. refer to the school vision in staff meetings, at professional development activities, etc. Again, modelling that it is the school vision that drives the school, not exam results/academic achievement will facilitate school improvement and will, ultimately, also improve academic achievement.
E. encourage teachers to consider the school vision when planning units of work/topics. The conscious modelling and fostering of good habits of mind in every classroom results in a genuine learning community. Students want to come to school and to classes, and want to do their best.
F. refer to the school vision in parent meetings, community events, etc. "Enrolling" the parents in the school vision has long-term results of improving student learning and behaviour across the school.
G. share the vision in the surrounding community. The leader should take every opportunity to promote the school's vision with local people. She/he should "enrol" influential community members to help spread the principles of climate change education.
H. believe in themselves and their purpose, and take the rest of the school community with them. Find like-minded educators around the local area, or on line. Share ideas, successes and the not-so-good moments. Focus on what is good and right, not what is easy. Even if everyone else around seems to believe something else, as long as the school is pointed in the direction set by the 2013 Curriculum and climate change principles, it is doing a great job for its students.
Suggestions for resources are at the end of the handbook. Please add your own as you find them.
Reflections:
| What did I do? | What happened? |
|---|---|
Planning and implementing effective, integrated actions
Anyone can hold the helm when the sea is calm - Publilius Syrus 7*
Planning and collaboration are essential aspects of school improvement, and success rests entirely on the effectiveness of the actions taken by education officials, school leaders, teachers and, to some extent, parents, to improve student learning. In modern schools, doing things the way they have always been done is not an option. Talking about something is not action, and planning is not action, although both are essential for effective action.
While effective planning is a leadership skill, the effective implementation of that planning requires good management skills. An effective manager has a holistic view of the school she/he can see the "big "picture" and make links between actions that are done, or need to be done. She/he knows the school well and can predict the consequences of actions, both intended and unintended.
Good leaders know that they cannot do everything by themselves, so they share leadership and management tasks with others. They also check that all the school's stakeholders understand that all actions, particularly "unconventional" actions, are in line with the school's vision and are intended to benefit the learning of students..
Leaders can
A. map school practices for consistency against the school vision and government guidelines. For example, many school visions contain statements along the lines of producing "independent learners" or "life-long learners". For this to happen, students should become less dependent on teachers and the school as they get older. Therefore, it begins to become obvious which school and classroom practices help in this respect, and which do not. Such mapping is best done as a series of discussions with the teachers, and, if possible, parents.
For a school that implements climate education, every practice must be directed towards sustainability. Every practice must be checked to ensure that it supports the school vision.
B. develop a medium to long-term plan 8 for achieving the school vision. In consultation with senior colleagues and school committee members, the school leader should draft a series of actions and resources that will lead the school towards achieving its vision. Adding timeframes for carrying out these actions and acquiring these resources results in a strategic plan to guide the school's development. The ISMF provides guidance about what needs to be considered.
7 Roman philosopher, 1 st century, B.C.
8 This booklet will use the term "School Development Plan or SDP
C. delegate particular aspects of the school development plan but monitor (and support) people with responsibility for those aspects. Apart from the obvious benefit of sharing the workload, delegating "enrols" others in school improvement, and makes it more likely that they will provide meaningful assistance. It also gives colleagues opportunities for advancing their own leadership and management skills, providing further motivation for their involvement.
D. encourage and motivate people with responsibility for implementing aspects of the school's development plan. Giving people extra responsibility gives the an understanding of what leadership is about. Good leaders will help colleagues achieve their goals and make positive suggestions about the effort and commitment they have shown, even if the result, at first, is not optimum. Good leaders promote the idea that there are no failures, only learning experiences, in order to get the best from their colleagues.
E. consult with teachers and the school committee about the progress of improvement in the school. Canvassing the opinions of others is essential in leading the school community through the improvement process. It ensures that the leader is aware of the perceptions of stakeholders, even though it may require the leader to adjust her/his approach to change management occasionally.
F. check actions against the SDP. Following the plan is extremely important in improving the school. Getting "off track" can result in the improvement process falling apart. It may become apparent that the SDP might need adjustment, but this should be done with great care.
G. consult with education officials to facilitate the provision of adequate facilities/resources for school operation and school improvement. A major aspect of school improvement, for many schools, is simply having the facilities and resources that they are supposed to have. Interpersonal skills and persistence are often important in advocating for the district, and above, to provide adequate conditions for learning.
H. hold formal staff meetings and parent meetings to discuss/review school policy/practices and/or initiatives/changes 9 . Policies and practices, particularly new ones, are only effective if almost all members of the school community support them. This support is dependent of the school leader persuading the school community that school improvement initiatives will benefit everyone, particularly in the long term. Having well-structured meetings to present initiatives as a logical progression towards a better future is a very effective way to gather support.
I. informally discuss policy/practice issues and initiatives/changes with individual teachers and groups of teachers and parents and groups of parents. The effective school leader should be promoting school improvement in almost every conversation in the school. Targeting influential school community
9 * Consistent with the school vision
members, and, even, negative ones, for informal conversations can often help. An extremely effective strategy is to get others, who may have a closer relationship with notable teachers and parents, to hold persuasive conversations.
J. have a student council that represents the student body and genuinely consult with the student representatives about matters that directly affect students (eg: uniform, lunches, etc.) "Discipline" in good schools is self-discipline of students, who understand that rules are in place for the benefit of everyone. Including teenagers in conversations about matters that directly affect them makes for a harmonious student culture. Young people often have excellent suggestions that may not be readily apparent to teachers and parents.
K. continue to seek support/resources for school improvement in the wider community. Even in poor communities, people give education a high priority. Support doesn't have to be monetary, but might be the volunteering of time and labour, the passing on of skills, etc. Building good relationships with parents and the local community opens up unforeseen possibilities for cooperation in improving learning.
Suggestions for resources are at the end of the handbook. Please add your own as you find them.
Reflections:
| What did I do? | What happened? |
|---|---|
Collaborating with the school community and surrounding community
What you do has far greater impact than what you say. - Stephen Covey
As Covey writes, our values are displayed by what we do, rather than what we say. Respect is earned through good actions. Good leaders "lead from the front" by modelling what they expect from the rest of the school community. Once the leader has the respect of her/his followers, effective collaboration can take place.
There are a number of obvious advantages of involving others in making decisions. Firstly, people will support something if they have "ownership" of it. Also, other people might have great ideas that have not occurred to the school leader and giving ownership of an idea to its originator helps in allocating workloads. Finally, sharing decision making, and making it transparent, makes for a close-knit school community.
Good schools have effective relationships with their surrounding communities. It is essential that schools which implement climate change education are integrated with their local community because a major aim is to "spread the message". Therefore, school community members should be highly visible and influential in the local area.
Leaders can
A. model actions that are consistent with the school vision and, therefore, the guiding principles and aims of climate change education. For example, if a school value is to help others, then the school leader should, whenever possible, be out with students in the community, helping, not simply supervising.
She/he should certainly be holding conversations with teachers, students and parents about national and international issues and current developments in climate change mitigation to demonstrate her/his passion. Whatever values are espoused by the school should be embodied in the school leader, as an inspiration to the rest of the school and surrounding community.
B. make time for others, as often as possible. This means being available, and, often, putting administrative work to one side. People will appreciate a leader who values them, and be more likely to actively support initiatives for school improvement.
C. offer to help teachers, students, parents and local community members as often as possible. Being around the school and out in the surrounding area gives the leader an awareness of who needs assistance, and puts her/him in the right space to provide it. Again, people support those who support them.
D. have an "open door" policy 10 to the school leader's office, classrooms and the school. As well as the leader being available, it is beneficial for school and local community members, and others, to be able to see the school operating normally.
E. listening, and taking action about the concerns of others. Most people really appreciate when someone listens to them, even if the other does not agree with them. Listening, and acting on information whenever possible helps build a climate of trust and respect in the school and surrounding community.
Suggestions for resources are at the end of the handbook. Please add your own as you find them.
Reflections:
| What did I do? | What happened? |
|---|---|
Leadership of teaching, learning and assessment
In a modern school, an effective leader must be up to date with current pedagogical and curriculum practices. She/he must know about the philosophy behind the 2013 curriculum and any other environmental or social education programs in the school. She/he must have a working understanding of student-centred learning and the "4 C's" (communication, collaboration, creativity and critical thinking) and how they lead to lifelong learning and action. In a school committed to climate change education, the leader must have excellent knowledge about climate issues and current solutions.
She/he must be able to make judgements about teaching and learning practises and encourage teachers to plan lessons that help the students become responsible, active and informed.
As well, the leader should be building a learning community, in which everyone, not just the students, develop their understanding of global issues and how to mitigate them.
Leaders can
A. visit classrooms regularly, but at varying times of the school day. In good schools, the school leader is a frequent, interested, friendly visitor to classrooms. She/he can enter classrooms and talk with students about their learning, without interrupting the teaching/learning process. Varying the times of visits allows for better gathering of informal information about what is happening in classrooms.
B. encourage an "open classroom" approach so that teachers and students become used to visitors without the learning process being interrupted. In classrooms where learning (rather than "teaching") is the main focus, students view conversations with visiting adults as routine. In fact, the visitor can often help reinforce learning by asking good questions which encourage students to think about what they are doing and then explain it.
C. read curriculum documents and other educational material to gain a sense of what should be taught. What is contained in the curriculum documents is what should be happening in classrooms. The school leader should have a working knowledge of the overall school curriculum and the content of other programs conducted in the school.
D. read material about modern teaching and learning to gain a sense of how teaching and learning should happen. There are many excellent videos, websites and publications about how students should, and should not, learn 11 .
E. use the internet to stay up to date with contemporary educational developments. Amongst the cat videos and celebrity gossip on the internet are some wonderful articles
11 Some will be documented in the
and videos about effective education. Some of them are mentioned at the end of this handbook. Searching for resources can be facilitated greatly by following the Facebook pages and Twitter feeds of progressive educators, schools and organisations.
F. conduct formal meetings/professional development activities related to the principles/aims of education. There are still many, many people in the world who view education as the transmission of knowledge, from the teacher to the students. Making modern pedagogical expectations explicit, and "mapping" school teaching/learning strategies should provide direction for the professional development of the whole teaching group, and that of individual teachers.
G. have informal discussions with individual teachers and/or groups of teachers about their teaching/learning practices. Encourage teachers to take control of their own professional growth, but give them the time and resources to do it. Help teachers identify things they can do to plan and conduct engaging classes, and support them in implementing new strategies, especially if they do not seem to work immediately.
H. attend teacher planning meetings. This not only helps the leader better understand what is happening in classrooms, but can motivate teachers if they feel that their leader is taking an active interest in their professional work.
I. organise on-going professional development of teachers about student-centred learning and teaching mixed-ability classes. Traditional teaching methods will rarely lead to success for all students. Classes need to be engaging and based on real life. They need to allow children to discover things at their own pace. This does not take much in the way of resources, but it is very challenging for the educational paradigms of many teachers and school leaders. Conversations about ways for individual students to learn, rather than how they should be taught are essential. Information technology allows for many, many resources for modern teaching, learning and assessment to be tapped.
J. encourage and support teachers to plan interesting, relevant lessons that engage all students 12 . This facilitates a vibrant student culture in which everyone wants to continuously learn.
Suggestions for resources are at the end of the handbook. Please add your own as you find them.
12 "From Teaching to Learning" Handbook that accompanies this Handbook is a good resource with which to begin
Reflections:
| What did I do? | What happened? |
|---|---|
Management of facilities and resources
Using resources efficiently and effectively is a major goal in any organisation. It is vital in a school committed to climate change education.
Acquiring physical resources, and then encouraging others to reduce, reuse and recycle as often as possible are essential actions. Leaders who are observant and creative can make a very important difference to the way her/his school gains and uses physical resources and provide excellent role models for the rest of the school community and the wider community.
The teachers and other staff in a school are the school's human resources, and must also be employed efficiently and effectively. Unfortunately, too many governments and businesses use "efficiency" to mean cutting back on human resources. In the context of a school, using human resources efficiently means gaining the goodwill of colleagues, and motivating to do their best work, for the common goal of producing responsible, active, informed students.
Leaders can
A. advocate with education officials so that there are sufficient, adequate facilities (including functioning toilets, drinking and washing water and boundary fencing) to run the school's programs. It is very difficult (although not impossible) to run a good school without adequate facilities, particularly those that impinge directly on student well being. Work with local education officials to rectify this.
It is also essential that there are sufficient, adequate resources (including technology resources and internet access) to run the school's programs and adequate books and basic sources of information to support the different subjects in the curriculum. At the very least, children need books and stationery with which to write, and textbooks. Other resources, such as library books, internet access and computers and/or mobile devices are also essential.
Never give up.
B. work with stakeholders to plan for the facilities and resources needed for school improvement. Involve all school community members in discussions about the importance of these facilities. Parents, teachers and even students can have creative ideas about how to garner extra resources for better student learning. Sometimes, even in poor communities, it is possible to construct necessary facilities, and, often, labour is the main requirement for repairing and maintaining them.
C. construct schedules for cleaning and maintenance around the school, including a process for monitoring the schedule. This includes a system for teachers and students to report anything that needs repair/replacement. When resources are scarce, they need greater care. It is useful to have a "zero tolerance" approach to lack of care of resources.
Involve teachers in drawing up a code of professional responsibility for resources, with agreed consequences, and involve students in one that applies to them.
Staff who maintain and repair the facilities, particularly toilets and washing areas, need to be motivated and committed. Taking an interest in them, talking about how they can do their jobs well and having a system for their work will help them do a good job. Again, a free meal every now and then, if possible, and genuine gratitude for jobs well done cannot be overestimated.
D. show that they value teachers and other staff by
- finding out something about their colleagues as people, not just workers
- complementing them on their work
- providing ongoing training
- being their colleague, not just their leader
- conducting team-building activities
E. have regular maintenance checks on facilities and equipment and ensure that repairs are carried out immediately. Repairing facilities quickly shows that they are important to the school leader and, by extension, the school. This modelling encourages teachers and students to take immediate, appropriate action when they perceive a problem.
F. carry out a comprehensive risk analysis of the school facilities and immediately rectify any problems identified by the risk analysis. This is best done with input from teachers, parents and, even students. Aspects of the school such as electrical wiring, gas bottles, open water sources, etc must be considered. All risks must be rectified immediately
G. walk around the school for regular spot checks. Again, the benefits of being out and about affect many areas of the school. Seeing the state of the facilities and resources first hand allows for better monitoring of the work of support staff.
H. ensure that, if the school has internet access the staff member(s) responsible for it are responsive and resourceful. Support staff must be committed to providing the best service possible for learning, rather than making their jobs easy. If the school has good technology resources, the leader must have sufficient "technology awareness" to notice problems with computer and internet resources.
I. encourage all stakeholders to "own" the school and to respect the facilities and resources. Expect teachers and students to keep rooms clean and well-maintained, and to report anything that needs repair. When it is "our school", everyone looks after it. It helps to remind the school community at assemblies, meetings, etc. but, again, actions are important. The school leader who helps with painting a classroom on the weekend, or who picks up rubbish to put in a bin during a walk around the school is far more effective at enrolling people in looking after the facilities than someone who simply tell them what to do.
J. involve all school community members in keeping the facilities and resources in the best possible condition. Encourage parents and community members to periodically assist with repair/maintenance work. When the community give their labour and expertise, a facilities budget goes much further. Providing lunch, snacks and drink can turn such activities into a celebration of collaborative achievement.
K. be resourceful when required in obtaining facilities and resources. For example, for technology resources "Bring Your Own Device" (BYOD) can be the cheapest option 13 . Involving other school community members, especially students, can result in innovative and relatively cheap solutions to lack of technology resources.
Suggestions for resources are at the end of the handbook. Please add your own as you find them.
13 Some schools do not have BYOD because of fears that the school cannot control their use - such schools could consider that teaching children responsible, safe use of the internet is a worthwhile lifelong attitude and skill.
Reflections:
| What did I do? | What happened? | What can I learn from this?/ How can I improve? |
|---|---|---|
Evaluation
The ability to sum up a situation and take effective action to improve it is an essential skill for school leaders.
The first part of developing this skill is to be reflective, to be able to step back and think about what you are doing and what are the consequences for you, and, in particular, other people. The next step is to encourage others in the school community to self reflect. This results in a community in which everyone is committed to lifelong learning and care of others and the planet.
The second aspect of evaluation is to be able to track how the school's plans for action are going, and to take action to ensure that they result in effective actions.
The third, and very important aspect, is to realise that not everything goes to plan, and, instead of worrying that mistakes have been made, foster an attitude of learning from actions that do not have the intended consequences.
The last aspect is to be able to predict the consequences of actions, both desirable and undesirable. In fact, most of our global problems are the result of actions that have been taken with no regard for the unintended consequences.
Leaders can:
A. reflect about their actions and how they communicate with other people. It is essential that leaders are aware of how others react to them. If people are not acting in ways that are desirable, then the leader must change what she/he is doing. It is a psychological maxim that we cannot change other people, but can only change ourselves. Therefore, to influence others to act in ways consistent with the school vision, the leader must be prepared to reflect on her/his ways of acting and communicating, and make adjustments, until the situation improves.
B. review short-term and long-term plans to ensure that they are improving aspects of the school. Usually, if the plans do not seem to be working, the implementation needs to be reviewed and improved. Sometimes, the plan itself might have to be modified. Reviews of plans should always be done with other stakeholders, to both improve the review and encourage collaboration in the school community.
C. hold conversations about the progress of the school in meeting its vision with school community members, members of the surrounding community, government officials and influential citizens. The more conversations that are held, the more support there will be for achieving the school vision. Conversations can be formal or informal or with individuals or groups. Sharing plans with a range of people can result in unexpected, creative solutions to problems and/or suggestions for action.
D. have systems in place for identifying issues. Reporting systems, by which the people responsible for various aspects of the school's operations regularly track that aspect in relation to the school's plans, can help leaders identify problems and take steps to solve them before they become problems. Being proactive, and encouraging others to do the same, can make everyone's tasks easier.
E. encourage suggestions from teachers, other staff, parents and students, as well as from interested people outside the school. This can provide creative courses of action and help build support for the school's vision. Leaders must make sure that people know that there suggestions have been seriously considered, and, if not acted upon, the reasons for not following them. People who feel that they are treated with respect, even if they are not agreed with, can become supporters.
F. collaborate with others to predict future possibilities. The world changes rapidly, and what is known now about education and climate change can change also. School leaders cannot predict the future, but if a leader keeps up to date with current trends that affect the education of her/his students, by working with others, she/he can, with some success, make educated guesses as to the consequences of particular courses of action. If the school is not able to respond intelligently and quickly to new information that affects its operations, it is not doing the best job for its students.
G. plan for future possibilities. The ability to deal with unforeseen problems is a wonderful skill for school leaders. Once potential problems and issues are identified, leaders can draft plans to deal with them. Sharing predictions and plans with the school community (including students) helps others consider and care about the future. Although many of those plans will (hopefully) never be used, the acts of predicting and planning will help school leaders to move quickly when faced with a crisis.
Suggestions for resources are at the end of the handbook. Please add your own as you find them.
Reflections:
| What did I do? | What happened? |
|---|---|
Appendix – Strategic planning example
Strategic planning can be defined as "an organization's process of defining its strategy, or direction, and making decisions on allocating its resources to pursue this strategy. It may also extend to control mechanisms for guiding the implementation of the strategy." 14
It is a form of "backwards" planning – the school decides what it wants to be like at some point in the future (in 3 years, for example). The school then works back from that point, to choose events or targets to indicate achievements along the way and strategies for reaching those targets and allocating resources and responsibilities. There is no single method of doing this, so the following is one suggestion among the many planning methods available.
A. Planning should happen with respect to some criteria or a framework that relates to the school vision. In the context of a school implementing climate change education, and using the ISMF to evaluate its effectiveness, planning could be related to the six requirements of the ISMF.
1. A vision that supports the development of students who are responsible, active and informed throughout their lives.
3. Policies and processes that maximizes its use of resources (including human resources) and minimizes waste.
2. School leadership that plans and implements effective, integrated actions to support the development of students who are responsible, active and informed throughout their lives.
4. Teaching, learning and assessment that is directed towards the development of students who are responsible, active and informed throughout their lives.
6. Effective methods of evaluating the progress in achieving the school vision (related to the development of students who are responsible, active and informed throughout their lives).
5. School leadership that collaborates with the school community and surrounding community to develop policies and practices to mitigate climate change, both within and outside the school.
B. The school next needs to analyse its present situation in terms of the ISMF.
After seeking information from relevant sources, the school can make a judgement on where it is according to the rubric, below. For example:
In this hypothetical case, the school has evaluated its vision as "good" 15 , but the other five requirements as "satisfactory", and, therefore, in need of improvement.
14 https://en.wikipedia.org/wiki/Strategic_planning
15 The vision of the school should be "good" before a final strategic plan is developed - the school must know what it is planning to do before it begins implementing strategies for improvement. However, this does not mean a school should not be taking action to improve. However, any actions begun before the vision is "good" must be aligned with the vision.
| A vision that supports the development of students ... |
|---|
| School leadership that plans and implements effective, integrated actions ... |
| School leadership that collaborates with the school community and surrounding community ... |
| Teaching, learning and assessment that is directed towards the development of students ... |
| The use of ecomapping to maximize the use of resources ... |
| Effective methods of evaluating the progress in achieving the school vision ... |
The school committee decides that they want the planning and management improved within a year, ecomapping "good" within 2 years and the other three "good" within 3 years:
| Requirements | Year 1 | Year 2 |
|---|---|---|
| Planning & management | | |
| Collaborative leadership | | |
| Teaching, learning & assessment | | |
| Ecomapping | | |
| Evaluation | | |
Using "teaching, learning and assessment" as an example, the plan for improving them might look like:
Teaching, learning and assessment
| | Year 1 | Year 2 |
|---|---|---|
| Action | Collaborative professional development - all teachers to meet once a week after school to share the results of individual study about the “4 C’s”. Teachers will be encouraged to implement new strategies in classrooms. (This continues into years 2 and 3.) | A teacher appraisal system to be introduced, with a framework based on implementing the “4 C’s” and climate change into classrooms. A formal “action research” system to be set up in which teachers reflect, in writing, about new strategies they have introduced into classes. (This continues into year 3.) |
| Responsibility | Principal, Vice-principal, subject leaders | Principal, Vice-principal, all teachers, school committee |
| Resources needed | Meeting time after school | Two extra teachers, to reduce overall classroom workloads and allow for teacher learning. |
This process is carried out for each aspect of each Requirement. They are all put together so that the actions and those responsible for the actions are clearly set out. From this, school community members' roles in implementing the strategic plan are clear, as in the table, below. It is the responsibility of the principal/school leader to monitor the implementation of the plan. (Note that all actions begun in one year usually continue into the future, indefinitely.)
| | Year 1 | Year 2 |
|---|---|---|
| Principal | Make announcements through email and/or SMS so that meeting time is not wasted. Conduct professional development meetings about the “4 C’s”. Visit classes to observe, support and encourage teachers to make changes in their classroom practice. Communicate with the school community, the surrounding community and education officials about improvements in classroom practice. Plan, in consultation with teachers, an appraisal system that encourages professional growth. Lobby relevant education officials for the employment of two extra teachers. | Continue actions from year 1. Implement and oversee a professional appraisal system for teachers. Work with the Vice-principal to set up a formal “action research” system in which teachers reflect, in writing, about new strategies they have introduced into classes. |
| Vice- principal | | |
|---|---|---|
| Teachers | Subject leaders work with teachers to examine how the “4 C’s” can improve. All teachers engage in professional development meetings and try new strategies in their classrooms. | |
| School committee | Support the principal in providing meeting time after school. Begin to seek funds outside the school for improving classroom practice. | Continue to seek funds outside the school for improving classroom practice. |
It is a very good idea to share the plan with the school community before it is finalised. The final strategic plan is comprehensive, and should enable the principal to manage the improvement of the school over a period of 3 to 5 years. Schools do not have to improve all the quality dimensions, just those they feels are within their capabilities. A completed plan would look like:
| Requirements | Year 1 | Year 2 |
|---|---|---|
| School vision | Continue to promote the school vision in the school and wider community. | Continue to promote the school vision in the school and wider community. |
| Planning & management | ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~ | Continue to implement planning procedures. Review at end of school year. |
| Collaborative leadership | ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~ | ~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~ |
| Teaching, learning & assessment | Collaborative professional development - all teachers to meet once a week after school to share the results of individual study about the “4 C’s”. Teachers will be encouraged to | A teacher appraisal system to be introduced, with a framework based on implementing the “4 C’s” and climate change into classrooms. A formal “action research” system to be set up in which |
| | implement new strategies in classrooms. (This continues into years 2 and 3.) | teachers reflect, in writing, about new strategies they have introduced into classes. (This continues into year 3.) |
|---|---|---|
| Ecomapping | ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~ | ~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~ |
| Evaluation | ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~ | ~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~ |
Also, from the plans for each requirement, a full description of responsibilities for each person in the school can be developed, so that there can be self-evaluation as well as professional appraisal. For example, for the principal, a planning "role statement" might look like:
| Requirements | Year 1 | Year 2 |
|---|---|---|
| School vision | Continue to promote the school vision in the school and wider community. | Continue to promote the school vision in the school and wider community |
| Planning & management | ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ ~ | Continue to implement and monitor planning procedures. Review at end of school year. |
| Collaborative leadership | ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~ | ~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~ |
| Teaching, learning & assessment | Make announcements through email and/or SMS so that meeting time is not wasted. Conduct professional development meetings about the “4 C’s”. Visit classes to observe, support and encourage teachers to make changes in their classroom practice. Communicate with the school community, the surrounding community and education officials about improvements in classroom practice. Plan, in consultation with teachers, an appraisal system that encourages professional growth. | Continue actions from year 1. Implement and oversee a professional appraisal system for teachers. Work with the Vice-principal to set up a formal “action research” system in which teachers reflect, in writing, about new strategies they have introduced into classes. |
Ecomapping
~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~
~~
~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~
Continue ecomapping processes. Review each semester
Evaluation
~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~
Leadership Resources
General
How to escape education's death valley – a thought-provoking discussion of what education is really about, which aligns very much with the philosophy expressed in the National Curriculum Statement, 2005
http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley
The power of believing that you can improve – how our view of ourselves affects our success in life http://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve
School Quality Indicators – the essential characteristics of good schools clearly articulated http://rmsaindia.org/administrator/components/com_pdf/pdf/f4850e258c3d321f1b13177a 5c610c06-RMSATCA-3.3-%20School%20Quality%20Indicators.pdf
Leadership and Management
Leadership
Educational Leaders - An interesting perspective on school leadership from the New Zealand government http://www.educationalleaders.govt.nz/Leadership-development/Keyleadership-documents/Kiwi-leadership-for-principals/Qualities
Management
Principal's Job Description – a good checklist of responsibilities in some Indian nongovernment schools. The aspects of the roles provide starting points for conversations about what they actually entail. http://www.napcis.org/PadrePioPrincipalJob.pdf
Teacher Management
The Australian Professional Standards for Teachers – the expectations of teachers in Australia, a useful reference http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list
The Puzzle of Motivation – how to motivate committed professionals http://www.ted.com/talks/dan_pink_on_motivation
Facilities and Resources Management
Quarterly Self Inspection Checklist – Maintenance – an Australian checklist that can be adapted for any school
https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&cad=rja&uact=8 &ved=0CDsQFjAIahUKEwjQo-
HP6o7HAhXNB44KHaTEAvI&url=http%3A%2F%2Fwww.education.nt.gov.au%2F__data%2Fa ssets%2Fword_doc%2F0010%2F4114%2Fquarterly_maintenance.doc&ei=EmDAVdDSNs2Pu ASkiYuQDw&usg=AFQjCNGA6_N5HUVxfEivVsP1MC5MaCtIiA
Principles for Designing Teaching and Learning Spaces – simple guidelines that can be adapted for many schools http://www.mcgill.ca/tls/files/tls/principles_for_the_design_of_teaching_and_learning_spa ces_2014_f.pdf
Social & Personal Development:
Social Development
Social and Emotional Learning – comprehensive information from the Department of Education and Training, Victoria, Australia http://www.education.vic.gov.au/school/principals/health/pages/socialemotion.aspx
Spreading the Word: Social, Emotional, and Character Development – how to encourage others to teach social development in their classes http://www.edutopia.org/promotesocial-emotional-character-development
Personal Development
Where Character Development Is Key – a short example of a U.S. school that has students as its first priority http://www.edutopia.org/were-here-raise-kids
GIHE Good Practice Resource Booklet – Designing Culturally Inclusive https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-CulturallyInclusive-Classroom-Environment-mcb2.pdf
Learning and Teaching Environments - Classroom Strategies – simple strategies for including all students respectfully
Health, Safety and Inclusion:
Health
Integrated School Health A Manual for Teachers – developed for Kenya, but dealing with issues common to many disadvantaged schools http://www.schoolsandhealth.org/Shared%20Documents/Integrated%20School%20Health %20A%20Manual%20For%20Teachers.pdf
What can I do as a teacher or school to encourage healthy eating habits and to be active? – good introduction to the issues in promoting a healthy lifestyle for students http://www.sahealth.sa.gov.au/wps/wcm/connect/public+content/sa+health+internet/heal thy+living/healthy+places/where+we+learn/what+is+a+healthy+school/what+can+i+do+as+ a+teacher+or+school+to+encourage+healthy+eating+habits+and+to+be+active
Safety
Chapter 4: School and Classroom Environment – a detailed discussion in the National Curriculum Framework, 2005
http://www.ncert.nic.in/html/pdf/schoolcurriculum/framework05/School%20and%20Classr oom%20environment.pdf
The Physical School Environment – a comprehensive coverage of the factors contributing to a safe school environment http://www.who.int/school_youth_health/media/en/physical_sch_environment.pdf
Inclusion
Effective Teaching Practices for Students in Inclusive Classrooms – tips for an inclusive classroom that apply to any good classroom http://education.wm.edu/centers/ttac/resources/articles/inclusion/effectiveteach/
Strategies for Success: Creating Inclusive Classrooms that Work – clear discuss of the issues involved with inclusion and suggestions for strategies that work http://www.pealcenter.org/images/PEAL-S4Success_20pg_web_version.pdf
Community
Child Friendly Schools: Chapter 4, School and Community an excellent narrative about the importance and benefits of creating a learning community http://www.unicef.org/education/files/CFSManual_Ch04_052009.pdf
Strengthening Links between Schools and Communities - a grant proposal that spells out the ways in which good schools can link to their local communities http://www.communitydevelopment.com.au/Documents/Strengthening%20Links%20betw een%20Schools%20and%20Communities.pdf
School-Community Relations Handbook - a detailed handbook that outlines a number of proven ways of strengthening school-community relationships http://www.saskschoolboards.ca/research/school_improvement/66.htm | <urn:uuid:bc468a02-22fc-4e99-8ab4-db2912ad181c> | CC-MAIN-2023-50 | https://mveducationservices.com/assets/docs/Leadership_handbook.29160022.pdf | 2023-12-02T06:19:28+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00283.warc.gz | 476,123,558 | 12,140 | eng_Latn | eng_Latn | 0.957597 | eng_Latn | 0.998801 | [
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Additional health information
Some people may be more vulnerable to contaminants in drinking water than the general population. Those with compromised immune systems such as those with cancer undergoing chemotherapy, persons who have had organ transplants, those with HIV/AIDS or other immune-system disorders, some elderly and infants can be particularly at risk from infections. These people should seek advice from their health-care providers about drinking water. EPA/Centers for Disease Control and Prevention guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline at
800-426-4791.
Input and information
For water-quality information, call 702-258-3215. Submit questions via the "Contact Us" form on lvvwd.com or by mail: Las Vegas Valley Water District, Water Quality Division, 1001 S. Valley View Blvd., Las Vegas, NV 89153. For the EPA Safe Drinking Water Hotline, call 800-426-4791; for the Nevada Division of Environmental Protection's Bureau of Safe Drinking Water, call 775-687-9521 or visit ndep.nv.gov/water.
Visit the Kyle Canyon system pages on lvvwd.com for information on scheduled meetings of the Kyle Canyon Water District Board of Trustees. Meetings are open to the public.
Board of Trustees
The Kyle Canyon Water District is governed by a seven-member Board of Trustees whose members also serve as the Board of Clark County Commissioners.
Ross Miller, Chair Michael Naft, Vice Chair
James Gibson
Justin Jones
Marilyn Kirkpatrick
William McCurdy II
Tick Segerblom
John J. Entsminger, General Manager
Noticia en español
Este informe contiene información importante acerca de su agua potable. Haga que alguien lo traduzca para usted, o hable con alguien que lo entienda.
Kyle Canyon Water District 2022 Water Quality Report
Water delivered by the Kyle Canyon Water District meets or surpasses all state of Nevada and federal drinking-water standards.
About your source water
Four wells supply water to the Kyle Canyon Water District. The three Echo Wells supply water primarily to the Old Town, Cathedral Rock and Echo View areas. The Rainbow Well serves primarily the Rainbow area. These wells derive water from the bedrock aquifer, which is recharged by runoff from precipitation and snowmelt.
Source water assessment
The federal Safe Drinking Water Act was amended in 1996 and requires states to develop and implement source water assessment programs to analyze existing and potential threats to the quality of public drinking water throughout the state. A summary of the Kyle Canyon Water District's susceptibility to potential sources of contamination was initially provided by the state of Nevada in 2005, and an updated summary was published in the 2017 water quality report for the Kyle Canyon Water District. The updated summary assessment may be accessed online at lvvwd.com.
Call 702-258-3930 if you have questions. Learn more about the Nevada Source Water Assessment Program at ndep.nv.gov/water/source-water-protection .
Treatment and testing
Because Kyle Canyon’s water supply is protected within the principal groundwater aquifer, it does not require the level of treatment associated with surface water sources. However, water quality is closely monitored. Once pumped from the principal aquifer, the water is disinfected using sodium hypochlorite . Zinc orthophosphate is added to the water from the Rainbow Well to control corrosion of lead and copper from private plumbing systems and indoor water fixtures.
Every month, water samples from Kyle Canyon’s water system are collected and analyzed. The Water District monitors in accordance with all Safe Drinking Water Act requirements.
The Kyle Canyon Water District is operated by the Las Vegas Valley Water District (LVVWD)
Kyle Canyon Water District
DISTRIBUTION SYSTEM (1)
ECHO WELLS (1)
RAINBOW WELL TREATMENT PLANT (1)
These results represent levels in the treated water supply, based on 2021 data, except where noted.
WATER QUALITY TEST RESULTS
Barium
Copper
Fluoride
Haloacetic Acids
Lead
Nitrate (as Nitrogen)
Uranium
| UNIT | MCL (EPA LIMIT) | MCLG (EPA GOAL) | MINIMUM | MAXIMUM | AVERAGE | MINIMUM | MAXIMUM | MINIMUM | MAXIMUM |
|---|---|---|---|---|---|---|---|---|---|
| ppm | 2 | 2 | Entry Point Monitoring Only | | | 0.01 (2) | 0.01 (2) | 0.01 (2) | 0.01 (2) |
| ppm | 1.3 (4) (Action Level) | 1.3 | 0.1 | 0.3 | 0.2 (90th% value) | Distribution System Monitoring Only | | Distribution System Monitoring Only | |
| ppm | 4.0 | 4.0 | Entry Point Monitoring Only | | | 0.1 (2) | 0.1 (2) | 0.1 (2) | 0.1 (2) |
| ppm | 4.0 (5) (MRDL) | 4.0 (5) (MRDLG) | 0.4 | 1.5 | 1.0 (6) | Distribution System Monitoring Only | | Distribution System Monitoring Only | |
| ppb | 60 | N/A (7) | 2 | 2 | N/A | Distribution System Monitoring Only | | Distribution System Monitoring Only | |
| ppb | 15 (4) (Action Level) | 0 | 0.4 | 11 | 4 (90th% value) | Distribution System Monitoring Only | | Distribution System Monitoring Only | |
| ppm | 10 | 10 | Entry Point Monitoring Only | | | 0.1 | 0.2 | 0.3 | 0.3 |
| ppb | 80 | N/A (7) | 7 | 7 | N/A | Distribution System Monitoring Only | | Distribution System Monitoring Only | |
| ppb | 30 | 0 | Entry Point Monitoring Only | | | 2 | 2 | 1 | 1 |
FOOTNOTES: (1) Some Safe Drinking Water Act (SDWA) regulations require monitoring in the distribution system, while other SDWA regulations require monitoring at locations representative of the entry point to the distribution system. (2) Annual monitoring not required, data from 2020. (3) Samples are from Kyle Canyon customers' taps. (4) Lead and copper are regulated by a Treatment Technique (TT) that requires systems to control the corrosiveness of their water. If more than 10% of tap-water samples exceed the Action Level, water systems must take additional steps. For copper the Action Level is 1.3 ppm, and for lead it is 15 ppb. (5) Chlorine is regulated by MRDL, with the goal stated as a MRDLG. (6) This value is the highest running annual average reported in 2021. Reports are filed quarterly. (7) No collective MCLG but there are MCLGs for some of the individual contaminants: Haloacetic Acids: dichloroacetic acid (0), trichloroacetic acid (300 ppb); Trihalomethanes: bromodichloromethane (0), bromoform (0), dibromochloromethane (60 ppb).
KEY TERMS
Action Level: The concentration of a contaminant which, if exceeded, triggers treatment or other requirements that a water system must follow.
Maximum Contaminant Level Goal (MCLG): 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.
Part per million (ppm): A unit used to describe the levels of detected contaminants. Equivalent to 1 cent in $10,000.
Disinfection by-product: A substance created by the chemicals or processes used to destroy potentially harmful microorganisms.
Maximum Contaminant Level (MCL): 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.
Understanding test results
The Las Vegas Valley Water District tests for more than 100 regulated and unregulated substances. As required by the Safe Drinking Water Act, the test results above for Kyle Canyon list those regulated contaminants with primary standards that were detected. A complete analysis report is available through the Water District at lvvwd.com.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA Safe Drinking Water Hotline at 800-426-4791.
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, other contaminants, and can pick up substances resulting from the presence of animals or from human activity.
Maximum Residual Disinfectant Level Goal (MRDLG): The 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.
Maximum Residual Disinfectant Level (MRDL): The 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.
Contaminants that may be present in source (untreated) water include:
* Microbial contaminants such as viruses and bacteria that may come from septic systems and wildlife;
* Inorganic contaminants such as salts and metals that can be naturally occurring or result from urban runoff and septic systems;
* Pesticides and herbicides that may come from a variety of sources such as urban runoff and residential uses;
* Organic chemical contaminants including synthetic or volatile organic chemicals that are by-products of industrial processes and can come from urban runoff and septic systems;
* Radioactive contaminants that can be naturally occurring or the result of industrial activities.
To ensure tap water is safe to drink, the EPA prescribes regulations that limit the amount of certain contaminants in water provided by public water systems.
N/A: Not applicable
Part per billion (ppb): A unit used to describe the levels of detected contaminants. Equivalent to 1 cent in $10 million.
Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide similar protection for public health.
Lead and copper education notice
The Las Vegas Valley Water District, which operates the Kyle Canyon Water District, actively monitors for lead and copper in accordance with state and EPA Lead and Copper Rule requirements. The following information is provided to help you assess risks in your tap water. If present at elevated levels, 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 Water District is responsible for providing high-quality drinking water up to your meter but cannot control the variety of materials used in home plumbing components. Homes built before 1986 are more likely to have lead-based plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for
Running annual average: The average of sample results for 12 consecutive months or four consecutive quarters, based on the monitoring requirements.
Treatment Technique (TT): A required process intended to reduce the level of a contaminant in drinking water.
30 seconds to two minutes before using water for drinking or cooking. If you are concerned about lead in your drinking water, you may wish to have your water tested by a private laboratory. For more information, call the EPA Safe Drinking Water Hotline, 800-426-4791, or visit epa.gov.
In December 2021, the U.S. EPA took a series of actions to improve the Lead and Copper Rule that are intended to better protect families and communities in years to come, particularly those that have been disproportionately impacted by lead in drinking water. Learn more about focus areas, including additional tap sampling and lead service line replacements, at epa.gov, and depend on your Water Quality Report to keep you informed. | <urn:uuid:010e6641-d4d8-48f6-9380-033c18c15c08> | CC-MAIN-2023-50 | https://www.lvvwd.com/assets/pdf/water-quality-report-kyle-archive.pdf | 2023-12-02T05:15:16+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00286.warc.gz | 978,364,695 | 2,639 | eng_Latn | eng_Latn | 0.988757 | eng_Latn | 0.991173 | [
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| Maths | At the beginning of the autumn term, the children will have the opportunity to deepen their understanding of the numbers to 10. They will start by counting and sorting objects; counting on and back (within 10); finding 1 more and 1 less as well as comparing and ordering. The children will do this through both teacher led learning and independently exploring class provision and resources (i.e. various objects to count, 10 frames, number tracks, etc…) There are lots of opportunities provided to link their learning of number to everyday life. Later in the term, the children will explore addition and subtraction (within 10) and will practise writing number sentences. There will be a focus on developing their knowledge of number bonds to 10 (4+6=10 and 9+1=10) and fact families (4+5=9, 5+4=9, 9=5+4). The children will learn to use whole- part models and number lines to aid their learning. Again, there will be carefully planned class provision for the children to independently explore to consolidate the teacher led learning. At the end of the term, the children will be introduced to 2D and 3D shapes before we consolidate their learning from the term. | In the spring term, the children will extend their knowledge of place value further by exploring tens and ones relating to numbers up to 20 and then 50. They will learn to represent, compare and order numbers to 50 using objects such as bead-strings, Numicon, cubes, dienes and hundred squares. This will develop their skills in counting in 2s, 5s and 10s. They will use their prior learning of addition and subtraction to manipulate numbers 20. As well as this, the children will be exploring measure with a focus on length and height, then mass and volume. They will begin by recapping longer/shorter and lighter/heavier using resources such as cubes and balance scales before moving on to measuring in cm. They will continue to enjoy independently accessing carefully planned provision and focussed teacher led group work. | |
|---|---|---|---|
| English | Term 1 - Into the woods! The topic this term is Into the Woods. The children will start using the text Little Red Riding Hood followed by Going on a Bear Hunt by Michael Rosen. Both these books, will give them lots of opportunity to tell stories using storytelling language and ‘repeated | | Term 3 – Pets! |
| | | | First, the children will use the book Mog the |
| | | | Forgetful Cat by Judith Kerr to inspire their |
| | | | writing. They will continue to build on their |
| | | | writing skills from term 1 and 2 (full stops, |
| | | | capital letters to start a sentence and for a |
| | | | name, finger spaces, adjectives, and to join |
refrains'. They will explore the character and setting and will be introduced to the use of an adjective to describe the noun. The children will have lots of opportunities to write, both with an adult and also independently through the class provision. They will have a focus upon sentence structure and punctuation, which will help them to use capital letters, full stops and finger spaces. They will also focus on the correct formation of the letters of the alphabet (both capital and lowercase). To help with this writing process they will be taught how to orally rehearse their sentences. At the end of this term, they will explore a non-fiction text with facts about autumn. In addition, the children will have daily phonics sessions to build upon their knowledge of phonics and will also have lots of opportunities to explore books in guided reading sessions, 1:1 reading with an adult and during their independent provision.
Term 2 - Space
This term, the children will use the Man on the Moon by Simon Bartram and fact books about Neil Armstrong to inspire their writing. They will be given plenty of practical opportunities to explore the story structure and will be able to use beginning, middle and end when referring to different parts of the story. The children will continue rehearsing the sentence they want to write and use capital letters, full stops, fingers spaces and adjectives to make their sentences more interesting. They will be introduced to 'and' to link ideas within a sentence and are looking at increasing the amount they write to form simple stories or a series of facts about a topic. They will ideas). This will help them write their very own Mog story with a clear beginning, middle and end. They will recap how 'and' is used to join ideas and also be introduced to 'and' as a conjunction to join two sentences. They will also look at adding -s and -es to make plurals. (cat – cats, fish – fishes, etc) In the second half of the term, the children will look at features of a non- fiction text by reading and writing facts sheets about looking after pets. Daily phonic sessions will continue to build upon the children's knowledge of phonics and children will be given plenty of opportunities to develop this through their reading. The guided reading sessions will focus on developing their language and also help them to explore simple inference. The children will use 'I think …because… to share their thoughts about a text.
Term 4 – Save the whales!
The term will start by exploring the book, The Storm Whale by Benji Davies. The children will have lots of opportunities to retell the story and be able to use this to inspire writing their own stories with a beginning, middle and end. They will continue to build on their independence and writing skills from the previous terms and will also start to explore present and past tense. This will include adding –ed and –ing to the end of a verbs. In the second half of the term, the children will look at a newspaper report Stranded on the Sand! to explore non-fiction text and language features. Daily phonic sessions will continue to build upon the children's knowledge of phonics and the guided reading sessions will continue to focus on developing their language and will be a big focus upon the children's understanding of writing beginnings, middles and endings to ensure their stories flow and make sense. They will also continue to build upon their understanding of punctuation e.g. capital letters, full stops, finger spaces, question marks and exclamation marks and there will be a push with joining their handwriting. Halfway through the term, the children will learn about the main features of a set of instructions to make soup and smoothies. They will focus on the importance of the order to follow instructions and also learn about imperative verbs. Daily phonic sessions will continue to build upon the children's knowledge of phonics with a big emphasis on getting them ready for the Y1 phonics checks.
Term 6 – Mrs Armitage on Wheels!
This term, the children will be writing stories linked to our class text Mrs Armitage on Wheels. The children will have the opportunity to bring their bicycles or scooters to school for the day and think about what they might add to make it even better – just like Mrs Armitage! Later on in the term, they will use a 'Penny Farthing' fact sheet to inspire them to write about their own bicycle inventions. This will allow them to explore the structure and language features of a non-fiction. i.e. using the past tense and writing in the third person. During guided reading the children will continue to develop their understanding of
| | continue to build upon their phonics knowledge with daily sessions and will deepen this through independent phonics provision, guided reading sessions and their individual levelled scheme reading books. | also encourage them to use features of the book to help make simple predictions. |
|---|---|---|
| Topic | During the first term, our topic is ‘Into the woods!’ In geography the children will learn about physical and human features by exploring the school grounds and the local environment during a visit to Wapley Woods. We will think about the seasons and weather during our science lessons and also explore the world around us and identify the different materials that things are made from. In art we will focus on mixing the primary colours to create a masterpiece inspired by our summer holiday memories. In Term 2, our topic is based around the Man on The Moon. The children will have the opportunity to explore space travel and also learn the history of famous people who have travelled in space, such as Neil Armstrong and Tim Peake. We will continue to explore materials in science and look at different ways to join these in DT to make a moving picture. | In term 3, we will be using Mog the Forgetful Cat to learn about pets. This links nicely to our science topic where we explore different animal groups and discuss their features. As well as this we will continue to think about the seasons and weather and discuss how this has changed since the beginning of the school year. In geography we will explore the local area that we live in and compare to where Mog lives. In term 4, our topic will be ‘Save the Whale!’ The children will continue to classify and group animals in science and also think about some issues whales may face through the story Storm Whale and a newspaper report ‘Stranded on the sand’. In geography the children will learn that England, Northern Ireland, Wales and Scotland make up the United Kingdom and will also learn each capital city. They will have the opportunity to explore maps and look at the physical and human features linked to the coastal setting of the Storm Whale. Our DT food focus of spreading will allow the children to make a sandwich for Noi’s father to take to work. | | <urn:uuid:3ec5e911-e39e-45ee-a63b-1325f2dfd1d6> | CC-MAIN-2023-50 | https://www.wellesleyschool.co.uk/Curriculum/Y1_Termly_Overview_2022_23.pdf | 2023-12-02T04:53:10+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00287.warc.gz | 1,199,333,302 | 2,024 | eng_Latn | eng_Latn | 0.999355 | eng_Latn | 0.999355 | [
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DO'S AND DON'TS FOR PHONICS INSTRUCTION by Anna Geiger, M.Ed.
In today's post, the second in our 5-part series, we'll dive into do's and don'ts for teaching phonics. Another name for this post could be "Mistakes I've Made When Teaching Phonics …" because I've made a lot.
Let's start with a little backstory. When I first started teaching first grade, I had to use a very rigid phonics program that I detested. I was a balanced literacy teacher all the way, and I didn't think that such a structured approach was necessary. (Also, to be fair, the program was very, very boring and took an insane amount of time.)
The following year, I chose (with the principal and school board's blessing) to take a different approach to phonics instruction. I taught phonics on an "as you need it" basis and taught my students to read using leveled texts and the three cueing system.
When students were stuck on a word, I did as I'd been taught in graduate school and tried really hard not to say, "sound it out." Instead, I told my students to use clues from the picture or sentence to help them "solve" (note that I didn't say read) the challenging word. I asked them to connect what they saw in the picture with the first letter of the mystery word.
I wasn't anti-phonics by any means; I felt I was teaching as much of it as my students needed. But I put a greater emphasis on three-cueing; I thought that using three cueing was teaching them to problem solve.
Now, after studying the science of reading, I understand that students need to learn phonics in a structured way so they can become proficient at orthographic mapping and, thus, learn to read words by sight.
Learning to read words by sight is not about memorizing lists of "sight words"; rather, it's about connecting phonemes to graphemes (sounds to letters) until it becomes automatic.
"Orthographic mapping involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory.
It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print.”
-Linnea Ehri
Now that you know a bit of my history, let's dive into the do's and don'ts for phonics instruction.
DO use a solid scope and sequence when teaching phonics.
As a first and second grade teacher, I had a general idea about the order in which to teach phonics skills, but I didn't think it was all that important. I never had a printed scope and sequence that I could refer to. Now I understand that a solid scope and sequence is KEY.
According to Wiley Blevins, in his fabulous book, A Fresh Look at Phonics, a superior scope and sequence will:
* Build from the simplest to the most complex skills
* Allow many words to be formed as early as possible
* Teach high-utility skills before less useful sound spellings
* Separate easily confused sounds and letters
A solid scope and sequence is a road map, and it's essential for anyone looking to teach phonics in a structured, systematic way.
If you're looking for the perfect scope and sequence, I'm sorry – there isn't one. But following the above guidelines will help. As I take into account my experience, study, and Orton-Gillingham training, I now recommend the following sequence for phonics instruction:
* Consonants, short vowels, and basic digraphs (ch, sh, th, wh) … with CVC words
* Beginning and ending blends
* CVCE words
* Long vowel teams
* R-controlled vowels
* Diphthongs and complex vowels
* Less common sound spellings
Of course, there's a lot more that needs to go into that sequence, such as syllable types and spelling rules. You can grab my full scope and sequence for phonics instruction for FREE at the end of this post.
https://www.themeasuredmom.com/dos-and-donts-for-phonics-instruction/
DO use decodable texts.
I fought decodable texts for a long time. That's probably because the ones I had to use were just awful. They were stilted and nonsensical. I couldn't stomach them.
Instead, I used leveled texts. I thought that students were building fluency because they could "read" these books quickly, but they weren't truly reading. They were using context and perhaps the first letter or two to guess the words. Occasionally they were sounding out words in their leveled readers. And as their haphazard phonics knowledge grew, some students naturally used phonics more and more. Eventually, they were truly reading.
But not all of them.
Some of them were still guessing. And I didn't realize that because I didn't see them when they graduated from my room into third grade. I didn't see them struggling through harder texts – texts with fewer pictures and longer words – when three-cueing no longer served them.
Students must practice what they're learning in their phonics lessons by reading connected text. This text may be decodable passages or decodable sentences, but I think using actual decodable books is a good goal. Here's why.
* It's exciting to read an actual book. It's fun.
* Books tell stories (or at least they should). Stories are fun.
* Books have pictures (or at least they should). Pictures are fun.
No, learning to read isn't all about fun.
But I feel I need to add the "fun" bit because sometimes it gets lost in the structured literacy approach. I get discouraged when I hear people say that early reading material shouldn't have any pictures.
As long as our phonics material is structurally sound, there's nothing wrong with making it appealing. Learning to read is hard work, but stories and pictures add joy.
As for where to find these quality decodable books, you're in luck. I spent six months purchasing and studying decodable texts. You can find my top recommendations in this post: https://www.themeasuredmom.com/where-to-find-decodable-books-for-short-a/
DO follow a consistent routine in your phonics lessons.
This morning I remembered how important routines are. That's because today was the first day all six of my kids went to school – from my oldest in high school all the way down to my baby, on his first day of kindergarten. In order to get all the kids out the door at 7 AM, pick up two neighbor girls, and get to both schools on time, a routine was absolutely essential.
And we were out the door with five minutes to spare! As a mom, I've learned how important routines are. For some reason, though, I fought routines as a classroom teacher. I felt that routines made things boring.
As a parent I see that routines give kids security. They know what to expect. They get better and better at doing the things because they've done them so many times.
A routine helps you do the easy stuff automatically; it frees up your brain for the challenging work. All that said, here's a good routine for your phonics lessons.
These phonics lessons don't have to be for the whole class. I find it interesting (and frankly, disheartening) that some structured literacy teachers are adamantly against small group lessons. They maintain that the best (and only) way to teach phonics is through a whole class approach.
This way everyone gets access to grade level material. But how does a 30-minute phonics lesson on "grade level" material help the student who is miles behind? And what does it do for the advanced readers who knew this content last year? This is where small group teaching comes in, and it brings us to our first DON'T.
DON'T limit your phonics instruction to whole class teaching.
I know that one reason I had such a negative feeling about structured phonics lessons was because the whole class lessons I taught that one year served very few of my students. It was a class of about 20 first graders, and several of them entered the room reading fourth grade chapter books.
I also had a student who had spent two years in kindergarten and still struggled to remember letter sounds. The rest of the kids were spread across the middle. A single phonics lesson was supposed to meet ALL of their needs?
I wish I had thought of giving a phonics assessment and then grouping my students by phonics skill. Instead, I grouped by "reading level" and had my students read leveled books. When some students got stuck at a lower level, I didn't realize it was probably because they needed more explicit phonics instruction … not more practice with three-cueing.
In an ideal world, you'd have other teachers in your building who would work with you so that each of you could teach a small group phonics lesson at the same time. Students would visit a different classroom if needed, and each would get instruction tailored to his/her needs. In just 20-30 minutes, every student would be done with his/her phonics lesson.
In an ideal world. I have never lived in that world, and you may not, either.
Here's my recommendation:
1. Give a phonics assessment (if you're a member of my course, Teaching Every Reader, you can use the one in Lesson 7).
2. Group your students by what they're ready to learn next. Have no more than 4 groups, even if it means (and it probably will) that some students will need to start by practicing things they already know.
3. Train your students to do meaningful literacy activities while you're meeting with small groups. Yes, this will take some time. Yes, it will be worth it.
4. If possible, meet with all of your phonics groups each day. If it's not possible, make sure you meet with your lowest groups daily.
5. Within your groups, follow the structure of an effective phonics lesson, as noted in the above infographic. Your lower groups will likely need longer lessons than your highest group.
DON'T forget the rest of the Reading Rope.
A common criticism of structured literacy/the science of reading is that it's all about phonics. It feels like that. It feels like that because other approaches often lack an appropriate focus on phonics, so the structured approach may feel like it's going a little overboard to correct it.
The fact is, phonics instruction is HUGE for beginning readers. Decoding is the bulk of their reading work. As they become more proficient at decoding, they will become more fluent, and they will be able to devote more attention to reading comprehension. But they need to become proficient with phonic decoding first.
AND YET …
Beginning readers can (and should) build background knowledge. They can (and should) build vocabulary. They can (and should) think critically. They can (and should) learn about language structures, genres, and more.
If you're a student of the science of reading, you're likely familiar with Scarborough's reading rope, which you can see here:
https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/
Dr. Hollis Scarborough published it in 2001 as a visual to illustrate the complexities of learning to read. As you notice, there are two strands. The top strand involves language comprehension. The bottom strand is where phonics comes in. What we need to remember is that those early decodable books aren't going to do a whole lot to improve language comprehension.
The bulk of that work comes through interactive read-alouds. I recommend doing one or two interactive read-alouds every day. You can learn more about them in this blog post: https://www.themeasuredmom.com/get-ready-for-kindergarten-with-interactive-read-alouds
Let's sum up!
This was a hefty blog post about teaching phonics! Let's review.
DO follow a strong scope and sequence when teaching phonics. As a reminder, you can get my scope and sequence for FREE at the end of this post.
https://www.themeasuredmom.com/dos-and-donts-for-phonics-instruction/
DO use decodable texts. It's true; many decodable books have given them a bad name. But they're not all boring and stilted; in fact, better books and series are being published all the time. Check out my ultimate guide to decodable books to find the best of the best: https://www.themeasuredmom.com/where-to-find-decodable-books-for-short-a/
DO follow a consistent routine in your phonics lessons. When kids have a routine for the easy stuff (knowing what comes next, getting out their letter tiles, etc.) they free up their brains for the more challenging work. A routine also keeps the teacher on task and makes planning easier!
DON'T limit your phonics instruction to whole class teaching. If all of your students have the same level of phonics knowledge, go ahead and stick to whole class teaching. But I'm willing to bet that they're all over the map. Focused small group lessons will accelerate student growth.
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Water Resource Management
To help farmers get the most out of their irrigation systems, MS Srinivasan and Jochen Schmidt have turned to the TopNet computer model.
Waterwise: irrigation, agriculture, and sustainability
Flood irrigation in the Waitaiki catchment.
Irrigation is like an insurance policy against weather failure, offering the solace of certainty and security for food production. Irrigation also improves the marketability and market value of horticultural produce. So far, so good, but what's the downside? For a start, there's a problem of supply and demand.
Many of the current demands on water resources have risen from within agriculture; for example, converting a farm from sheep to dairy, or increasing herd size to increase returns, can significantly alter the irrigation needs. Apart from these internally competing demands, sustainability of irrigation is further challenged by the forecast climate change. Predictions such as warmer climatic conditions and reduced rainfall during growing seasons in the coming years suggest that the water available for irrigation will become even more at a premium.
Making every drop count
Increasing demands – now and in the future – threaten • the sustainability of irrigation for agriculture.
The TopNet hydrology model uses 'scenarios' to enable • experimentation with water supply and demand.
With the monitor-match-manage, or 3M scenario, • we were able to conserve water and improve the usefulness of irrigation.
What can we do in our country's irrigated areas where the water resource is perhaps already overallocated? What if water becomes even scarcer in the future? Can irrigation be sustainable? And at what cost? To help answer these questions, we've used soil science and a hydrology model.
Solving the farmer's dilemma
The farmer faces a couple of primary issues with irrigation: when to apply water to the field and how much water to apply. Often, the farmer's decision has to be based on the availability of water for irrigation.
For our investigation of the problem, we used the TopNet hydrology model. In simple terms, TopNet is a catchment water-balance calculator. It calculates the water available in various locations – soil, lakes, streams – over time. We operate this computer-based model by setting up scenarios with specified 'variables', such as the size of the reservoir, the amount and timing of rainfall, the size of the catchment, the amount and timing of irrigation, and so forth. Then we set the model in motion to calculate how these variables will interact over time.
For our study, we set up two scenarios in which we continuously simulated the water storage status of an irrigation reservoir, the soilwater (moisture) in the irrigated fields, and the fate of the irrigation water supplied. We
set our two scenarios in a South Island agricultural catchment and ran them to model four irrigation seasons, 2000 to 2004.
Scenario 1 is 'unmanaged' irrigation. Water is applied in a fixed cycle and fixed amount. This approach is typical of flood irrigation, where water is supplied every two or three weeks to the farmer through irrigation races. This scenario uncovers the uncertainty associated with the timing and amount of irrigation, as controlled by the availability of water from the source. In Scenario 2, we introduced a management variable – crop-available soilwater – to control the timing, demand, and irrigation availability.
Unmanaged vs 3M
Under the 'unmanaged' conditions of Scenario 1, where irrigation was supplied every 21 days, we found that only a quarter of the water supplied early in the irrigation cycle, during the wet spring season, was stored in the soil for crop use; the rest was lost to streams and groundwater. As the irrigation season progressed, there was less and less water available in the reservoir for irrigation; by summer there was less than a tenth of the water that the modelled agricultural system demanded. This led to extreme dry conditions, where the soilwater available for crop use was reduced to zero. This severe condition recurred every summer in the four years that we modelled.
and supply were limited to those times when the cropavailable soilwater fell below 30% of its capacity, and the irrigation was stopped when it reached 80% of the capacity. The water-balance calculator indicated that the 3M approach reduced the irrigation frequency by a third compared with the unmanaged scenario, and completely eliminated the irrigation losses to streams and groundwater. All irrigation demands were supplied. Reducing irrigation frequency meant not only that the reservoir was not depleted, but also conserved power where irrigation water had to be pumped. Thus, the 3M approach can save dollars as well as ensuring crops get the water they need.
Two down, one to go
Now that we've identified crop-available soilwater as the key factor for determining when to apply irrigation and how much, we shift our focus to the third issue: where do we get the irrigation water when we need it? We're planning further research to explore opportunities with multiple irrigation sources as well as forecasting the irrigation potential of individual sources. For example, we'll investigate the use of farm ponds, where excess water can be stored for the times of need. Our results from these studies will help farmers plan their irrigation needs ahead of time and reduce the uncertainty associated with irrigation. W & A
In Scenario 2 we used a new management approach – monitor-match-manage, or 3M – to better manage and conserve irrigation water. With 3M, the irrigation demand
Dr MS Srinivasan and Dr Jochen Schmidt are hydrologists specialising in catchment processes and water resources. They are both based at NIWA in Christchurch. | <urn:uuid:2bc2b8b7-992a-45c7-b8fd-d4144db54345> | CC-MAIN-2023-50 | https://www.mcguinnessinstitute.org/wp-content/uploads/2021/12/NIWA-Waterwise-Irrigation-agriculture-and-sustainability.pdf | 2023-12-02T05:04:00+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00286.warc.gz | 988,544,407 | 1,150 | eng_Latn | eng_Latn | 0.997448 | eng_Latn | 0.997491 | [
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Secondary Education Curriculum, 2078
Sewing and Knitting
Grade: 11 and 12 Subject code: Sek. 315 (Grade 11)
Sek. 316 (Grade 12)
Credit Hours: 5 Annual working hours: 160
1. Introduction
Clothes or clothing are the basic needs of an individual. Type of clothing worn depends on gender, body type, social, and geographic considerations. Furthermore, clothing performs a range of social and cultural functions, such as individual, occupational and gender differentiation, and social status. Clothing may also function as adornment and an expression of personal taste or style. This curriculum aims to develop an intense understanding of different aspects of sewing and knitting.
This curriculum comprises of the contents like: textile fibers, yarn spinning, weaving and knitting, fabric selection, body measurement, pattern making and sewing, laboratory rules, basic terminologies and stitches, making samples and garment construction, fabric finishing, elements of fashion, dyeing and printing, the color wheel and stain removal in fabrics, basic sketching and making garment, knitting terminologies and knitting wear and uses of local resources and fancy dress construction.
The curriculum prepared in accordance with National Curriculum Framework is structured in such a way that it incorporates the level-wise competencies, grade-wise leaning outcomes, scope and sequence of contents, suggested practical/project activities, learning facilitation process and assessment strategies so as to enhance the learning on the subject systematically.
2. Level-wise Competencies
On completion of Grade 12, the students will develop the following competencies:
1. Describe the types and properties of textile fibers.
2. Explain the classification and texture of yarn, its amount and direction of twist.
3. Explain the structure of loom; identify the basic weaves and types of knitting.
4. Select and use of the right fabric according to figure types, activities, color, design and texture.
5. Explain the standard measurement, body measurement and flat garment measurement.
6. Conceptualize the laboratory rules, basic terminologies and stitches and apply them.
7. Make samples of garments and construct garments and fancy dress.
3. Grade-wise Learning Outcomes
| Grade 11 | | Grade 12 | |
|---|---|---|---|
| Content Area | Learning Outcomes | Content Area | Learning Outcomes |
| 1. Textile Fibers | 1.1. Explain the classification and properties of textile fibers. 1.2. Describe the properties of | 1. Fabric Finishing | 1.1. Explain about fabric finishing and its advantages. 1.2. Describe the types of fabric finishing. |
cotton, flax, hemp and jute.
fabrics according
to
| 5. Body Measureme nt, Pattern Making and Sewing | 5.1. Practise the skill of the standard measurement and body measurement. 5.2. Demonstrate to measure of different parts of the body. 5.3. Explain about pattern and its types: accurate pattern and model pattern. 5.4. Develop pattern for basic bodice block. 5.4. Apply proper steps on sewing clothes. | 5. Basic Sketching and Making Garment | 5.1. Sketch human figures (both male and female) (prepare a file). 5.2. Describe the steps of making garment. |
|---|---|---|---|
| 6. Laboratory Rules, Basic Terminolog ies and Stitches | 6.1. Explain the importance of laboratory rules and guidelines. 6.2. Introduce the basic terminologies: centre front, centre back, grain line, notches, button hole, front, back, waist line, arm hole, side seam, neck line, shoulder, across back, two way grain line, one way grain line and seam allowances. 6.3. Apply the basic stitches: running, hemming, back, half back, tacking, over- casting, herringbone and buttonhole stitches while making garment. 6.4. Apply the decorative stitches: stem, double knot, chain, cross, open chain, fly, feather, French knot, and spider wave stitches in garment. | 6. Knitting Terminol ogies and Knitting Wear | 6.1. Define knitting and basic knitting terminologies. 6.2. Explain the types of knitting -Weft knitting and warp knitting. 6.3. Describe and implement stitches generally used in knitwear. 6.4. Explain the basic terminologies used in knitting – Course, wales, loop, cast on, bind off (cast off), alternate, decrease, increase, Selvage, Slip, 6.6. Produce hand knitting wear – (socks, macramé plant hanger, simple scarf or fingerless mitts – any one). 6.5. Familiar with the part and function of knitting machine (If available). |
| 7. Making Samples and Garment Constructio n | 7.1 Explain the uses of different samples in garments. 7.2. Implement of samples: placket opening, facing, pleats and darts in garments. | 7. Uses of Local Resource s and Fancy Dress | 7.1 Explain how to use local resources to make accessories and fancy dress construction. 7.2 Explain the importance of locally available resources for making handicrafts. |
4. Elaboration of Contents
| Grade 11 | | | | | |
|---|---|---|---|---|---|
| S.N . | Conten t Area | Elaboration of Contents | Hrs. | Content Area | Elaboration of Contents |
| 1 | Textile Fibers | 1. Textile Fibers: 1.1. Introduction and classification of textile fibers according to origin. 1.2. Essential and desirable properties of textile fibers. 1.3. Definition of staple and filament fiber. 1.4. Cotton, flax, hemp, jute and their properties. 1.5. Silk, wool fibers and their properties. 1.6. Viscose rayon, acetate and their properties. 1.7. Polyester, nylon and acrylic and their properties. | 15 | 1. Fabric Finishing | 1. Fabric Finishing: 1.1. Introduction and advantages of fabric finishing - 1.2. Types of fabric finishing: 1.2.1. Chemical finishing – singeing, bleaching, shrinkage, mercerizing, creping, and mold and moth proof. 1.2.2. Mechanical finishing – calendaring. Embossing, napping, crabbing, sizing, weighting, moireing, and wash and wear. 1.2.3. Dyeing and printing |
| 2 | Yarn Spinnin g | 2. Spinning of Yarns: 2.1. Definition and classification of spinning. 2.2. Classification of yarns: Mono filament and multi filament yarns. 2.3. Yarn twist, amount of twist and direction | 10 | 2. Elements of Fashion | 2. Elements of Fashion: 2.1. Introduction to fashion - fashion origin, fashion cycle and fashion terminology- blouses, jackets, skirts, trousers, and dresses. 2.2. Factors influence on fashion: - Social, cultural, |
of twist.
removal.
| | | and buttonhole stitches. 6.4. Decorative stitches: stem, double knot, chain, cross, open chain, fly, feather, French knot, and spider wave stitches. | | | Foll.-following Folls.-follows G.St.-garterstitch Inc.-increase Incl.-inclusive K-knit m1-makeone P-purl Patt.-pattern Rep.-repeat Sl.-slip St.-stitch Tbl.-through the back of the loop Tog.-together yb-yarnback yfwd-yarnforward yf-yarnfront 6.5. Hand knitting wears – (socks, macramé plant hanger, simple scarf or fingerless mitts – any one). 6.6. Introduction and operation of knitting machine (If available). | |
|---|---|---|---|---|---|---|
| 7 | Making Sample s and Garmen t Constru ction | 7. Definition, Importance and Uses of different Samples in Garment: 7.1. Samples: placket opening, facing, pleats and darts 7.2. Construct the garments (Blouse and Gent's Shirt). | 20 | Uses of Local Resource s and Fancy Dress Construc tion | 7. Uses Local Resources for Making Accessories and Fancy Dress Construction: 7.1. Importance of locally available resources – social, culture and economic aspects. 7.2. Resources transform into products as accessories – prepare at least 2 accessories by local resources (Uses of resources for economic value). 7.3. Construction of fancy dress (Adopt current fashion). | 20 |
5. Suggested Practical and Project Works
The practical work that students do during their course is aimed at providing them learning opportunities to accomplish competency of the curriculum as well as reinforcing their learning of the theoretical subject content. Similarly, involving in a project work fosters the self-learning of students in the both theoretical and practical contents. As this subject emphasizes to develop both theoretical and practical knowledge and skills, some of the practical and project works are suggested for the students. However, the tasks presented here are the samples only. A teacher can assign the extra practical and project works as per the students' need or specific context.
| Grade 11 | | | | |
|---|---|---|---|---|
| Content Area | Suggested Practical and Project Works | Hrs. | Content Area | Suggested Practical and Project Works |
| 1. Textile Fibers | 1.1. Detect fibers and their properties using various methods-touching, tearing, burning and microscopic tests. 1.2. Draw the figure of fibers detection through a microscope and prepare a file. | 3 | 1. Fabric Finishing | 1.1. Visit any one of the textile industries to observe fabric finishing processes and prepare a report. |
| 2. Yarn Spinning | 2.1. Collect samples of yarns - yarn count measurement and yarn twist measurement. Then prepare a file. | 2 | 2. Elements of Fashion | 2.1. Work in groups and make a presentation on fashion terminology. 2.2. Conduct a small research on the influencing factors related to the fashion by using library, museum, websites and movies. Then prepare a report. 2.3. Conduct a market survey to study fashion trends in local markets, streets, and community and then make a presentation to the class. |
| 3. Weaving and Knitting | 3.1. Draw the diagrams of different parts of loom. 3.2. Collect samples of the mentioned basic weaves: Plain, basket, rib, twill, satin, sateen, jacquard, crepe, pique, leno and | 4 | 3. Dyeing and Printing | 3.1. Make samples by using different dyes in fabric. 3.2. Apply at least 2 types of printing method in clothes (Handkerchief and shawl/scarf). |
velvet (Prepare a file).
| 4. Fabric Selection | 4.1. Make a market survey and demonstrate the ways of selecting fabrics for various proposes. | 2 | 4. The Color Wheel and Stain Removal in Fabrics | | 4.1. Draw designs of color |
|---|---|---|---|---|---|
| | | | | | wheels on A4 size |
| | | | | | paper (Prepare a file). |
| | | | | | 4.2. Demonstrate the |
| | | | | | process of removing |
| | | | | | stain in fabrics. |
| 5. Body Measure ment, Pattern Making and Sewing | 5.1. Demonstrate the measurement of different parts of the body. 5.2. Draw the accurate pattern and model pattern. 5.3. Make a pattern of basic bodice block. 5.5. Demonstrate the steps of sewing clothes – proper body measurement, accurate draft/pattern, select fabric on the basis of design, apply appropriate stitches, and use proper thread. | 5 | 5. Basic Sketching and Making garment | 5.1. Draw Human figure and prepared a file. 5.2. Sketch at least 5 prospective sketches of different dresses as mentioned in the course in the whole year | |
| 6. Laborator y Rules, Basic Terminol ogies and Stitches | 6.1. Demonstrate the rules and guidelines of laboratory. 6.2. Demonstrate the samples of basic terminologies: Centre Front - CF Centre Back - CB Grain line - ↕↔ Notches - ┬∏ < Buttons Button hole – Front - F Back – B Waist line - WL Arm hole - Ah Side Seam – SS Neck line - NI Shoulder – Sh Across back - AB Two way grain line - ↕ One way grain line - ↓↑ Seam allowances 6.3. Make samples of basic stitches: Running, hemming, back, half back, tacking, Over-casting, | 8 | 6. Knitting Terminolo gies and Knitting Wear | 6.1. Produce at least 5 samples by using various knitting processes (Prepare a file). 6.2. Produce a knitwear product as mentioned in the course. 6.3. Visit knitting industry to be familiar with knitting machine and prepare a report. | |
| | herringbone and buttonhole stitches (Prepare a file and also use these above mentioned stitches while making garments). 6.4. Make samples of decorative stitches: stem, double knot, chain, cross, open chain, fly, feather, French knot, and spider wave stitches (Prepare a file and also use these above mentioned stitches while making garments). | | | |
|---|---|---|---|---|
| 7. Making Samples, Cutting, and Sewing Techniqu es of Garment | 7.1. Apply different samples while making garments - Samples: placket opening, facing, pleats and darts 7.2. Make a draft, layout the developed draft, cut the fabric and make a dress. 7.4. Construct the garments (Blouse and Gent's Shirt) | 16 | 7. Uses of Local Resources and Fancy Dress Constructi on | 7.1. Collect at least 2 types of local recourses and make accessories (For example – felt fiber, wheat straw, bamboo straw use to make bag, decorative items etc.). 7.3. Construct a fancy dress (Adopt the current fashion). |
6. Learning Facilitation Process
This course intends to provide both theoretical as well as practical knowledge and skills on the subject, thereby, blends with both theoretical and practical facilitation strategies to ensure better learning. In fulfilling the learning outcomes stated in the curriculum, the teacher should use a variety of methods and techniques that fit to the contents. In particular, the following methods, techniques and strategies are used for learning facilitation:
* Group Discussion
* Demonstration
* Case study
* Questionnaire
* Practical Works
* Project Works
* Problem Solving.
* Assignment and presentation
7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes of evaluation are emphasized. Formative evaluation will be conducted so as to provide regular feedback for students, teachers and parents/guardians about how student learning is. Class tests, unit tests, oral question-answer, home assignment etc. are some ways of formative evaluation. There will be separate evaluation of theoretical and practical learning. Summative evaluation embraces theoretical examination, practical examination and evaluation of research work or innovative work.
(a) Internal Evaluation
Internal evaluation is both formative and summative. For summative purpose it covers 25% of total weightage. Project work assessment is the internal assessment of reports and presentation of their project works either individually or group basis. In case of group presentation, every member of the group should submit a short reflection on the presented report in their own language. The criteria for internal evaluation are given in the table.
| 1 | Classroom participation (Daily attendance, home assignment and classwork, participation in learning, participation in other activities) |
|---|---|
| 2 | Trimester exams (3 marks from each trimester exam) |
| 3 | Project work, project report and presentation |
Note:
(i) Practical examination will be conducted in the presence of internal and external supervisors. Evaluation of experiment will focus both the product of work and skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of their project works either individually or group basis. In case of group presentation, every member of the group should submit a short reflection on the presented report in their own language. Records of project works must be attested by external supervisor.
(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries 75 percent of the total weightage. Questions for the external examination will be based on the specification grid developed by Curriculum Development Centre. Examination question paper will be developed using various levels of revised Bloom's taxonomy including remembering level, understanding level, application level and higher ability (analyzing, evaluating, and creating). | <urn:uuid:59a964a7-925a-4874-b41c-3004d233ddd6> | CC-MAIN-2023-50 | http://moecdc.gov.np/storage/gallery/1672286629.pdf | 2023-12-02T05:53:21+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00285.warc.gz | 32,984,013 | 3,819 | eng_Latn | eng_Latn | 0.993628 | eng_Latn | 0.993979 | [
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Literature Unit 3.3 What I Require from Life (Essays) Class 11 English Exercise
J.B.S. Haldane
About Author/Writer
* Name: John Burdon Sanderson Haldane
* A British Indian Scientist
* Lived between 1892 – 1964
* Joined British Army and served during World War I
* His political dissent led him to leave England in 1956 and lived in India becoming a naturalized Indian Citizen
* A professed socialist, Marxist atheist, and humanist
* Major works include Daedalus Animal Biology etc.
* Founder of diabetes Darwinism.
Main Summary
J.B.S. Haldane is a social critic who has presented his idea about socialism. He used the mode of narrative writing to present his personal opinion with his personal story of his life and the heroic age.
According to him, although he was born in peaceful age but during his youth, due to the outbreak of the first world war, he had to involved himself in a heroic age of war. Later, he put forward his opinion related to his requirement to make his living best. According to him, his major requirements are described below.
Work:
It is Haldane's first requirement. He wants every healthy people at work in the entire world with a decent wage. Capitalism provides unemployment in the time of depression. Here, he represents the time frame of war when there are economic crises, and it's the time people need work and money. Similarly, he wants industries
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to be controlled by workers so that they can see the fruits of their work not profit for others but in friends well being.
Freedom:
Freedom is his second requirement. He wants more freedom of speech because the state's law stops him from speaking a lot. As a socialist, he has to speak more than others and he has to speak more than others and he needs to advocate equality and criticize the drawbacks of the present situation.
Health:
Health is the third requirement because he believes that a healthy citizen can bring a remarkable change in society. So he wants to be healthy enough to be fit for work and it is possible only with the fulfillment of food, housing, and medical attendance to everyone.
Friendship:
It's the fourth requirement. Being living in a society everyone needs friends and colleagues in any scientific and political work. He wants society with quality and could be criticized equally to all. (Below are Minor requirements)
Adventure and thrill:
It also belongs to writers' needs. According to him the adventure of life will be useless without the risk factors. He means to describe it as he wants to involve himself in such adventurous work which can bring change in the life of people.
Desire and demands:
Here, according to the writer demand is something that we desire for or it must have. So desire is not the requirement but demand is more essential. Although he was fulfilled with all his desire but still unhappy with lacking essential things.
Peace and security:
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Peace and security are also part of his requirements; which is not present in this modern life. World War has destroyed peace, harmony, and security. Everythings were destroyed by fascism by Hitler and Mussolini. There is no fraternity, equality, and development without peace and security.
So by presenting all these requirements at last he wishes or desires to die as Socrates. Socrates dies at the age of 70 for his convictions. he willingly drank the cup of poison and died very happily. He desires the death of Socrates if not at least fulfilling his two conditions.
What I Require from Life – Complete Exercise
Understanding the text
Answer the following questions.
a. How does the writer distinguish between a peaceful age and a heroic age?
Answer: The writer distinguishes between a peaceful age and a heroic age by making a comparison between them. He recalls his birth time a peaceful age and the time of 1914, when the First World War took place as heroic age.
b. Why does the writer want more freedom of speech than most people?
Answer: The writer wants more freedom of speech than most people to express and explain what he feels about the society. He wants freedom of speech to tell the public about the issues like medicines, newspapers and drinks do not maintain quality.
c. According to the writer, what are the four general human needs? Answer: According to the writer the four general human needs are work, freedom of speech, health and friendship.
d. What is the difference between desire and demand according to the writer?
Answer: According to the writer the difference between desire and
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demand is that the demand is related with the basic needs of life like food, clothes and shelter but desire includes things which improve living standard. The writer talks about car, garden, bathing pool and nearby beach as desires.
e. Why does the writer demand security? need for a person to live a happy life. He lived in the age of war and
Answer: The writer demands security because it is an important chaos due to which the lives of many peoples was in risk. So he demands security.
Reference to the context
Explain the following lines with reference to the context:
a. "The satisfaction of adventure is something much more solid than a thrill."
Answer: The author believes that adventure is not only about emotions, but also about satisfaction in performing a creative activity. It enriches people with solid experience. He compares thrill with amusement he has got from reading Rimbaud's poetry. He served on the war front in Madrid for six months and looked forward to read a book of Rimbaud's poetry for a thrill.
b. "I want the workers to see the fruit of their own work not in profits for others, but in their own and their friends' well-being." Answer: The line shows the writer's support for socialism. He asserts the hardworking should be rewarded directly to a considerable extent. He wants democracy within the working environment. He is a socialist who wants industry to be controlled by the workers. They should be free to work and share profit among themselves too. He compares the nature of industrial work with hunting and gardening like of paleothitic and neolithitic. To create an even and pleasing working atmosphere the profits of work should remain among working people.
c. Why do you think the essayist has taken reference from the ancient philosophers?
Answer: I think the essayist has taken reference from the ancient
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philosopher like Aristotle, Lord Blan, Mr. Dash, and Sir John Asterisk to support his ideas and convince the readers about his idea of decent work and death.
d. Discuss the essay in terms of its language, purpose, subject, point of view and mode of writing.
style is typically straight forward and vigorous. As a science popularize, he is accustomed to write about complex maters in a simple language so that any reader can understand. Here, when short, forceful, declarative sentences and clear explanations.
Answer: The language is simple and lucid in the essay. Haldane's writing on a non- technical subject, he retains this simplicity, with
His subject at first appears to be personal and thus made of writing descriptive. However, in the second part of his essay, it becomes clear that he is putting forward a political argument freedom, for instance not merely a personal preference of Haldane's but a universal requirement. This means that society should be structured in such a way as to maximize freedom for everyone.
His viewpoint is that of a social critic, setting forth a general program of the principles that should underlie to a civilized society.
Reference beyond the text
a. What do you require from your life to be happy and satisfied? Answer: I require good health, a job, friendship, freedom & security from my life to be happy and satisfied.
b. What is socialism? How is it different from capitalism? Answer: Socialism is a system of social and economic equality in which private property and ownership are not prioritized. It differs from capitalism because capitalism does not provide economic equality. Unlike socialism, capitalism ignores people's needs and does not promote equal opportunity.
c. Write an essay about your dream house. Answer:
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My Dream House
My dream house is an ideal house that I always imagine. House becomes home when we pour love to our family members. It is a place where different generation live together in a single bond. So, my dream house will be full of love and happiness.
I always dream of a mountainous wooden home. My ideal home should be facing a river. Through the windows, I could watch the mountains sunset and vanish. It should be facing East direction because I want to enjoy cool air as well as rising sun view. My ideal home would include a little garden with my own veggies and fruits.
I would like to maintain my house neat and clean. There will be a meditation room for myself to do Yoga and meditation. I will also make one library room for my family and visitors. I will make a special room for my parents and visitors. I won't add too much amenities in my dream house because it creates laziness. I believe that physical exercises are necessary to be healthy and fit. There will be solar panel in my house to maintain regular light. I will also add a big smart TV for my parents and visitors. My house's wall will be decorated with beautiful wall paintings capturing nature's true beauty. I also have a 1 year old pet dog named Puppy. I also want a modest but cozy area in Puppy's home where he may sleep and rest when he gets old.
My dream home is a place of joy, peace and beauty. Right now it exists only in my dreams. But someday, it will become a reality.
THE END
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Class 11 Notes Collection
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For more information on these and other stories, visit NASA's Web site at http://www.nasa.gov/vision/earth/features/
NASA and Japan Release Most Complete Topographic Map of Earth
NASA and Japan released a new digital topographic map of Earth Monday that covers more of our planet than ever before. The map was produced with detailed measurements from NASA's Terra spacecraft.
be of value throughout the Earth sciences and has many practical applications. "ASTER's accurate topographic data will be used for engineering, energy exploration, conserving natural resources, environmental management, public works design, firefighting, recreation, geology and city planning, to name just a few areas," Abrams said.
The new global digital elevation model of Earth was
—Jet Propulsion Laboratory, June 29
created from nearly 1.3 million individual stereo-pair images collected by the Japanese Advanced Spaceborne Thermal Emission and Reflection Ra diometer, or ASTER, instru ment aboard Terra. NASA and Japan's Ministry of Economy, Trade and Industry, known as METI, developed the data set. It is available online to users everywhere at no cost.
According to Mike Abrams, ASTER science team leader at NASA's Jet Propulsion Laboratory in Pasadena, Calif., the new topographic information will www.nasa.gov
"This is the most com plete, consistent global digi tal elevation data yet made available to the world," said Woody Turner, ASTER pro gram scientist at NASA Headquarters in Washington. "This unique global set of data will serve users and re searchers from a wide array of disciplines that need eleva tion and terrain information."
NASA Satellite to Unearth Innovation in Crop Forecasting
Soil moisture is essential for seeds to germinate and for crops to grow. But record droughts and scorching temperatures in certain parts of the globe in recent years have caused soil to dry up, crippling crop production. The falling food supply in some regions has forced prices upward, pushing staple foods out of reach for millions of poor people.
NASA researcher John Bolten, and his colleagues, are using satellite data to deliver a kind of space-based humanitarian assistance. They are cultivating the most accurate estimates of soil moisture—the main determinant of crop yield changes —and improving global forecasts of how well food will grow at a time when the world is confronting shortages.
—Goddard Space Flight Center, May 26
NASA Satellite Detects Red Glow to Map Global Ocean Plant Health
Researchers have conducted the first global analysis of the health and productivity of ocean plants, as revealed by a unique signal detected by a NASA satellite. Ocean scientists can now remotely measure the amount of fluorescent red light emitted by ocean phytoplankton and assess how efficiently the microscopic plants are turning sunlight and nutrients into food through photosynthesis. They can also study how changes in the global environment alter these processes, which are at the center of the ocean food web.
—NASA Headquarters, May 28
Satellites Guide Relief to Earthquake Victims
On May 28, 2009, at 2:24 a.m. local time, a deadly earthquake rocked Honduras, killing seven people and injuring several others, demolishing homes, damaging scores of other buildings, and sending terrified residents running through the streets.
"I woke up immediately, and all I could do was hug my youngest son and pray," says Dalia Martinez of San Pedro Sula, Honduras. Fortunately for Martinez and other shaken residents, disaster officials knew exactly where to send help. A state-of-the-art Earth observation system called SERVIR directed them to the hardest hit areas.
Meaning "to serve" in Spanish, SERVIR is a joint effort between NASA and other partners that uses satellite imagery to zero in on places where a flood, fire, hurricane, or earthquake has left destruction in its wake.
—Marshall Space Flight Center, June 25
Climate Adds Fuel to Asian Wildfire Emissions
In the last decade, Asian farmers have cleared tens of thousands of square miles of forests to accommodate the world's growing demand for palm oil, an increasingly popular food ingredient. Ancient peatlands have been drained and lush tropical forests have been cut down. As a result, the land scape of equatorial Asia now lies vulnerable to fires, which are growing more frequent and having a serious impact on the air as well as the land.
A team of NASA-sponsored researchers have used satel lites to make the first series of estimates of carbon dioxide (CO 2 ) emitted from these fires—both wildfires and fires started by people—in Malaysia, Indonesia, Borneo, and Papua New Guinea. They are now working to understand how climate influences the spread and intensity of the fires.
—Goddard Space Flight Center, April 30
Aerosol Sensors Help Fill Crucial Data Gap Over Oceans
Scientists contributing to the Maritime Aerosol Network use portable instruments to measure aerosols levels during research cruises. This map shows the trajectories of the 50 cruises conducted so far. Credit: NASA
Since NASA researchers began assembling the Aerosol Robotic Network (AERONET) in the 1990s, the worldwide network of ground-based aerosol sensors has grown to 400 sites across seven continents. The trouble is that two-thirds of the planet is covered by ocean. And aerosols—the tiny atmospheric particles that can have an outsized impact on the climate—are just as likely to be found in the air above the oceans as they are over land.
Yet aerosols are scarcely measured over the oceans. Alexan der Smirnov, an AERONET project scientist at NASA's Goddard Space Flight Center, Greenbelt, Md., hopes to change that. Smirnov is leading a new effort called the Maritime Aerosol Network (MAN), which will send researchers with portable photometers on oceanographic research cruises. The handheld devices can detect the presence of aerosols in air by measuring how light scatters as it strikes the particles.
—Goddard Space Flight Center, May 25
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The Eastgate Center designed by Mick Pearce uses passive and energy-efficient mechanisms of climate control to cool residents.
Benefits
Reduced costs
Passive cooling
Energy saving
Applications
Commercial and residential buildings
UN Sustainable Development Goals Addressed
The Challenge
The climate of Harare, Zimbabwe usually requires buildings to be cooled year-round. This means the purchase, installation, and maintenance of a traditional air-conditioning system for a building has immediate and long-term costs. The challenge was to create a self-regulating ventilation system that would keep a building at temperatures that are comfortable for workers and residents.
Innovation Details
The Eastgate Centre is a shopping center and office building located in Harare, Zimbabwe. Rather than using a traditional fuel-based air-conditioning system to regulate temperature within the building, the Eastgate Centre is designed to exploit more passive and energy-efficient mechanisms of climate control. The building's construction materials have a high thermal capacity, which enables it to store and release heat gained from the surrounding environment. This process is facilitated by fans that operate on a cycle timed to enhance heat storage during the warm daytime and heat release during the cool nighttime. Internal heat generated by the building's occupants and appliances also help to drive airflow within the building's large, internal open spaces, as it rises from offices and shops on lower floors toward open rooftop chimneys. Various openings throughout the building further enable passive internal airflow driven by outside winds. These design features work together to reduce temperature changes within the building interior as temperatures outside fluctuate. The $35 million building saved 10% on costs up-front by not purchasing an air-conditioning system. Rents are less expensive in this building compared to nearby buildings because of the savings in energy costs.
https://asknature.org/innovation/passively-cooled-building-inspired-by-termite-mounds/
1/3
At the time of the building's design, researchers had proposed that termite mounds maintained stable internal climates by having a physical structure that enables passive internal airflow. While subsequent research on termite mounds has altered our understanding of the function of mound structures, the Eastgate Centre still achieves a controlled internal climate with the help of cost-effective and energy-efficient mechanisms originally inspired by termite mounds.
A schematic showing the natural ventilation used in the Eastgate building in Harare.
https://asknature.org/innovation/passively-cooled-building-inspired-by-termite-mounds/
2/3
Biomimicry Story
It was previously thought that termite mounds functioned to continuously maintain the nest's internal temperature within a narrow range in the face of extreme outside temperature fluctuations. However, the most recent published research on termite mounds suggests that they function much like mammalian lungs and act as accessory organs for gas exchange in the underground nests. During the day, changes in internal nest temperature are less extreme than changes in outside temperature, but over the course of a year, nest temperature does vary and closely follows the temperature of the surrounding soil.
https://asknature.org/innovation/passively-cooled-building-inspired-by-termite-mounds/
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The Mission Community of Ipplepen with Torbryan,
Denbury, Broadhempston and Woodland
www.missioncommunity.org.uk
Rector: Rev'd Andrew Down (01803) 813403
Church Office: email@example.com
Readings – Monday 27 th July to Saturday 1 st August 2020
Mon 27 th July
Matthew 13.31-35
The Parable of the Mustard Seed
He put before them another parable: 'The kingdom of heaven is like a mustard seed that someone took and sowed in his field; it is the smallest of all the seeds, but when it has grown it is the greatest of shrubs and becomes a tree, so that the birds of the air come and make nests in its branches.'
The Parable of the Yeast
He told them another parable: 'The kingdom of heaven is like yeast that a woman took and mixed in with three measures of flour until all of it was leavened.'
The Use of Parables
Jesus told the crowds all these things in parables; without a parable he told them nothing. This was to fulfil what had been spoken through the prophet:
'I will open my mouth to speak in parables;
I will proclaim what has been hidden from the foundation of the world.'
Tues 28
th
July
Matthew 13.36-43
Jesus Explains the Parable of the Weeds
Then he left the crowds and went into the house. And his disciples approached him, saying, 'Explain to us the parable of the weeds of the field.' He answered, 'The one who sows the good seed is the Son of Man; the field is the world, and the good seed are the children of the kingdom; the weeds are the children of the evil one, and the enemy who sowed them is the devil; the harvest is the end of the age, and the reapers are angels. Just as the weeds are collected and burned up with fire, so will it be at the end of the age. The Son of Man will send his angels, and they will collect out of his kingdom all causes of sin and all evildoers, and they will throw them into the furnace of fire, where there will be weeping and gnashing of teeth. Then the righteous will shine like the sun in the kingdom of their Father. Let anyone with ears listen!
Wed 29 th July
Matthew 13.44-46
Three Parables
'The kingdom of heaven is like treasure hidden in a field, which someone found and hid; then in his joy he goes and sells all that he has and buys that field.
'Again, the kingdom of heaven is like a merchant in search of fine pearls; on finding one pearl of great value, he went and sold all that he had and bought it.
Thurs 30 th July
Matthew 13.47-53
'Again, the kingdom of heaven is like a net that was thrown into the sea and caught fish of every kind; when it was full, they drew it ashore, sat down, and put the good into baskets but threw out the bad. So it will be at the end of the age. The angels will come out and separate the evil from the righteous and throw them into the furnace of fire, where there will be weeping and gnashing of teeth.
Treasures New and Old
'Have you understood all this?' They answered, 'Yes.' And he said to them, 'Therefore every scribe who has been trained for the kingdom of heaven is like the master of a household who brings out of his treasure what is new and what is old.' When Jesus had finished these parables, he left that place.
Fri 31 st July
Matthew 13.54-End
The Rejection of Jesus at Nazareth
He came to his home town and began to teach the people in their synagogue, so that they were astounded and said, 'Where did this man get this wisdom and these deeds of power? Is not this the carpenter's son? Is not his mother called Mary? And are not his brothers James and Joseph and Simon and Judas? And are not all his sisters with us? Where then did this man get all this?' And they took offence at him. But Jesus said to them, 'Prophets are not without honour except in their own country and in their own house.' And he did not do many deeds of power there, because of their unbelief.
Sat 1 st August
Matthew 14.1-12
The Death of John the Baptist
At that time Herod the ruler heard reports about Jesus; and he said to his servants, 'This is John the Baptist; he has been raised from the dead, and for this reason these powers are at work in him.' For Herod had arrested John, bound him, and put him in prison on account of Herodias, his brother Philip's wife, because John had been telling him, 'It is not lawful for you to have her.' Though Herod wanted to put him to death, he feared the crowd, because they regarded him as a prophet. But when Herod's birthday came, the daughter of Herodias danced before the company, and she pleased Herod so much that he promised on oath to grant her whatever she might ask. Prompted by her mother, she said, 'Give me the head of John the Baptist here on a platter.' The king was grieved, yet out of regard for his oaths and for the guests, he commanded it to be given; he sent and had John beheaded in the prison. The head was brought on a platter and given to the girl, who brought it to her mother. His disciples came and took the body and buried it; then they went and told Jesus.
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Children's play areas
A guide to standards for playground equipment and surfacing (BS EN 1176 series: 2017)
Children's play areas
Playgrounds provide adventure, exploration and fun and are an important part of childhood, but it is essential that they are managed carefully, so that risks are maintained at an appropriate level.
Playgrounds offer an exciting and challenging environment where children can explore and develop their abilities. Navigating swings, slides, roundabouts, climbing frames and other equipment can teach important problem-solving skills and help to develop physical strength, coordination and balance.
Playgrounds naturally involve some risk-taking, and some bumps and bruises are to be expected during adventurous play. But manufacturers of playground equipment, and organizations that manage public play areas, can help to prevent serious accidents and reduce the risk of permanent injury by following good practice.
Children's play areas: the basics
BS EN 1176 is a series of standards that spells out good practice in the design, manufacture, installation and maintenance of playground equipment in public spaces. The standards recognize that 'good risks' are an important part of children's play and the main aim is to reduce 'bad' risks – which are those that children and their parents (or other carers) cannot realistically foresee or avoid. Parents and carers have a responsibility to supervise young and less competent children and provide guidance where necessary.
Standards are developed by committees and Working Groups of relevant stakeholders, e.g., from industry and consumer groups, who use their specialist knowledge to ensure that all of the key issues are addressed. BS EN 1176 was developed by experts from the UK and across Europe and is used in all major European countries.
BS EN 1176 only covers play equipment and surfacing in public play areas, such as local authority parks, schools, pubs, holiday parks and shopping outlets. A separate group of standards (BS EN 71 Safety of Toys) deals with domestic play equipment used in private homes and gardens. It is important that those responsible for play areas use the right equipment, and standards, for the location.
"The standards recognize that 'good risks' are an important part of children's play and the main aim is to reduce 'bad' risks – which are those that children and their parents (or other carers) cannot realistically foresee or avoid."
2
Children's play areas: the details
If play equipment is marked with 'Conforms to EN 1176-1:2017' with the manufacturer's or supplier's name and address, equipment reference and year of manufacture, parents can rest assured that the following issues have been addressed:
Manufacturers/Suppliers
Playground operators
All playground equipment needs to be designed to address the risk of falls, lacerations and entrapment.
Structural strength
Equipment should be strong and stable enough to support:
* Children of different ages and abilities
* Large groups of children using an item at the same time
* Adults who may need to gain access to help a child
Protection against falling
Design should address the risk of falls by:
* Reducing opportunities for very young or less able children to access equipment with steep or sudden differences in height. For example, by designing ladders with a higher first rung.
* Address the pushing and shoving by children at play on platforms by providing handrails, guardrails, barriers or narrow openings at higher levels.
* Assessing the equipment to remove hazards where possible (such as posts or beams) underneath high risk fall areas.
* Address the risk of head injuries resulting from falls by placing an Impact Attenuating (Absorbing) Surface (such as artificial surfaces, rubber tiles, tree bark) underneath high or moving equipment.
Protection against entrapment
There should not be any openings, moving parts, or protrusions, which could potentially trap hair, clothing, or body parts.
Protection against lacerations
Equipment should not have:
* Sharp edges
* Rough surfaces that are likely to corrode or splinter
* Hard edges – these should be rounded or appropriately covered.
Give clear instructions
Play equipment should come with clear instructions to operators about how to:
* Install the equipment correctly
* Maintain or service the equipment
* Arrange repairs
Those that manage play areas (such as local authorities and schools) should:
Install equipment correctly
* Install all equipment and surfaces according to the instructions
* Arrange for equipment to be inspected immediately after installation by a suitably qualified inspector, for example from the Register of Play Inspectors International (RPII)
Carry out regular inspections
Supported by risk assessments, as legally required by the Health and Safety at Work etc Act 1974. Equipment and surfaces may become worn over time, or damaged by misuse or vandalism. To ensure that the play area remains safe and fit for use the operator should:
* Arrange for regular visual inspections to assess the general condition of the site
* Arrange for regular safety inspections to be carried out by a suitably qualified inspector
* Arrange for appropriate repairs to be carried out by a suitably competent person, for example from the Association of Play Industries (API)
Give clear information to consumers (carers and children)
The operator should clearly display the following information at the play area so that users can report incidents and call emergency services if necessary:
* Site maintenance operator telephone number (and website if appropriate)
* Emergency telephone number 999
* Playground name and site address
Find out more
Contact BSI Customer Services
call: +44 345 086 9001
email: firstname.lastname@example.org
shop.bsigroup.com
3
Frequently asked questions
Q. What is BSI?
A. BSI is the UK's National Standards Body. It has been developing standards for more than 100 years to make products and services safer and better for consumers. Standards set out good practice and guidelines for organizations to follow. BSI is a member of the European standards body, CEN.
Q. Is there a legal requirement to comply with the standard?
A. No, standards are voluntary, and organizations are not legally required to follow them. However, those that choose to comply with the standard are demonstrating a commitment to quality and safety. Adhering to the standard can satisfy insurers and show that an organization has taken all reasonable steps to reduce the risk of serious injury.
Q. How does BS EN 1176 benefit consumers?
A. BS EN 1176 can help consumers by raising standards in the quality and design of public play areas. If the play area used by your child complies with the standards you can rest assured that judgements, based on Europe wide expertise, have been carried out, to balance the risk of injury with the benefits of exciting play opportunities.
Q. How does compliance with BS EN 1176 benefit the play industry?
A. The standard acts as a checklist to ensure that organizations don't forget any key safety points. If an accident happens, and the equipment involved carries a label stating that it meets the standard, the insurers and courts should be satisfied that the appropriate measures have been taken to set risks at the appropriate level to protect users. This label will also help operators source replacement parts when needed. Standards can be used in a court of law to provide a benchmark of best practice.
Q. Where can I find a copy of BS EN 1176?
A. BS EN 1176 is available to buy from the BSI website (shop.bsigroup.com). Many libraries and universities can access reference copies of British Standards for you.
Q. How does BS EN 1176 cover Inclusive use?
A. BS EN 1176 provides a universal set of requirements for all children, regardless of their ability. Additional information is published in 'PD TR 16467:2013 Playground equipment accessible for all children. There are no specific 'Standards' for Inclusive play spaces. The best play spaces have a balanced offer, with some higher and some lower challenge activities, to provide something for as many ability groups as possible. However, it is a judgement that should be specific to local community objectives and requirements. Each inclusive play space will likely need its own unique balance for the location.
Useful information
BSI
For information about standards
www.bsigroup.com
For information about how standards affect consumers www.bsigroup.com/consumer email@example.com
RPII (The Register of Play Inspectors International)
For more information about how play areas are inspected www.playinspectors.com
API (The Association of Play Industries)
For more information about providers of play areas www.api-play.org
RoSPA (The Royal Society for the Prevention of Accidents)
For charity advice about preventing accidents and reducing injuries www.rospa.com
To find out more please visit the BSI Shop at shop.bsigroup.com/BSEN1176-2017
BSI Group 389 Chiswick High Road London, W4 4AL United Kingdom
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UNIVERSITY OF DEFENCE LANGUAGE CENTRE
TEST C – PART I: LISTENING
Listen to the following monologues and dialogues and choose one correct option A, B, C, or D. Mark your answer sheet as shown in the example. Do not write on the test booklet, please. You will hear each recording twice.
Example
A message on an answer phone
Who is the message for?
B) friend
A) secretary
C) child
D) wife
1. A man talking
Who is talking?
B) a teacher
A) a student
C) a technician
D) an interviewer
2. Two people talking
What is Kate going to do this year?
B) to go on maternity leave
A) to start a permanent job
C) to experience real life
D) to study at university
3. At the railway station
The woman __________.
B) has missed the train
A) needs to get a ticket
C) refuses to pay extra charge
D) has lost her luggage
4. One side of a telephone conversation
How is the customer travelling?
B) by train
A) by bus
C) by taxi
D) by car
A B C D
5. A news item
Why is the Kuwaiti hotel special?
A) Its employees are foreigners.
B) Its guests are exclusively women.
C) Its guests are exclusively foreigners.
D) Its pool is sometimes open to women.
6. About sports
Both of the people __________.
A) do sports regularly
B) watch sports on TV
C) do the same sports
D) like sport in general
7. In a store
What did the man buy?
A) a long-sleeved shirt and a tie
B) only a long-sleeved shirt
C) a short-sleeved shirt and a tie
D) only a short-sleeved shirt
8. Two people talking
Why is the man late?
A) He has been running all afternoon.
B) He couldn’t find the bus stop.
C) Someone on the phone wouldn’t stop talking.
D) He had to make a telephone call.
9. Two friends talking
What has Peter decided to do?
A) buy new CDs
B) give money to John
C) ask John first
D) try to find the CDs
10. Weather forecast
What will the weather be like tomorrow? It will be __________.
A) cold
B) rainy
C) warm
D) sunny
11. A woman talking
What does she want Peter to do?
D) student
A) to wash the dishes in the kitchen
B) to pass on a message for someone
C) to make breakfast for the woman
D) to take a message if anyone phones
12. A student talking about his school
What does the man say?
A) lectures are important
B) studying is hard work
C) sleeping is a problem
D) classes are useless
13. A job interview
The man will get paid __________.
A) twice a month
B) by the week
C) once a month
D) $5.60 an hour
14. Two colleagues talking
What did Dave DISLIKE in Singapore?
A) tall buildings
B) poor people
C) local climate
D) busy traffic
15. At work
When will the woman study?
A) early in the morning
B) on Monday afternoon
C) during her working hours
D) after the early shift
16. Two friends talking
What is Jane's job? She is a __________.
A) writer
B) librarian
C) climber
17. A phone conversation
The man is __________.
B) an apartment tenant
A) an apartment manager
C) a hotel receptionist
D) a hotel cleaner
18.-20. Radio competition
What do the competitors have to do?
B) send a photo
A) change their family life
C) come to a show
D) buy a pet
What is the first prize?
B) hiking in the mountains
A) holiday at the seaside
C) doing winter sports
D) 14 days in Ireland
When will the winner be known?
B) by the 30th of June
A) today evening
C) in the middle of July
D) at the end of this programme
TEST C – PART II: READING
TASK A
Read the following texts and choose one correct option A, B, C, or D. Mark your answers on the answer sheet.
21. Chess
Jamie Farrow learnt to play chess by watching his parents in their home. When he first asked to play as well they refused. But he insisted. So eventually they agreed and were astonished that he understood how to play. Why? Because little Jamie was only three years old at the time! Chess is a difficult game to learn with different pieces having different moves but Jamie knew them all. And, even more amazing, a month later he was beating his parents at their favourite game.
According to the text, __________.
B) the boy refused to play chess with his parents
A) the parents never beat the boy in chess
C) the parents taught the boy to play chess
D) the boy learnt to play chess at a very early age
22. Mother-in-law
Heidi Withers was invited to spend the weekend with her fiancé Freddie's family at their house in Devon, in south-west England. But soon after they returned to London, Heidi received a very nasty email from Carolyn Bourne, Freddie's stepmother, criticizing her manners. Heidi was shocked, and immediately sent the email on to some of her close friends. Surprised and amused, the friends forwarded it to other people, and soon the email had been posted on several websites, with thousands of people writing comments about 'the mother-in-law from hell'.
According to the text, __________.
B) Heidi's friends liked Carolyn
A) Carolyn enjoyed Heidi's visit
C) Carolyn's reaction hurt Heidi
D) Heidi sent Carolyn an email
23. From a report
The Internet has rescued an 80-year-old man. Paul Smith had to sell firewood every day for $5 a bag to pay for his wife's medical bills. He started last year. His wife of over 30 years helped him. Sadly, she lost her battle against cancer in October and the hospital bill wiped out Mr Smith's life savings. But then a local woman posted on Facebook to get people to help him. Her post was shared over 9,000 times. People even stopped their car to give Mr Smith some money.
The report says that __________.
B) the hospital saved a lot of money
A) Mr Smith became a rich person
C) Mrs Smith was 30 years old when she died
D) a post on a social network changed Mr Smith's life
24. Watching sad movies
Watching sad movies can be just what the doctor ordered. A study shows that sad movies may boost our tolerance to pain. Researchers say that sad movies can increase the amount of endorphins released by the brain. These chemicals are our body's natural painkillers. They relieve physical or emotional pain. Dr Robin Dunbar said the distress people get from tragedy triggers the endorphin system and relieves our pain.
The study shows that watching sad movies __________.
A) can reduce pain
B) brings depression to our lives
C) changes the structure of the brain
D leads to a tragedy in our own lives
25. From a report
An Indonesian sportswear maker has apologised for a label on its shirts that people thought was sexist. The label was on the shirts of one of the country's top football clubs. It read: "Washing instructions: Give this shirt to a woman. It's her job." The company received a lot of complaints on social media from people who thought the label's wording was highly inappropriate. The company issued its apology on International Women's Day, an occasion to honour and celebrate women's achievements around the world.
What is the story about?
B) a sportswear maker accused of sexism
A) a company receiving inappropriate complaints
C) International Women's Day in Indonesia
D) unclear washing instructions for shirts
26. Learning English
Today, millions of people want to learn or improve their English but it is difficult to find the best method. Is it better to study in Britain or America or to study in your own country? The advantages of going to Britain seem obvious. Firstly, you will be able to listen to the language all the time you are in the country. Another advantage is that you have to speak the language if you are with other people. On the other hand, there are also advantages of staying at home to study. You don't have to make big changes to your life. As well as this, it is also a lot cheaper than going to Britain.
According to the text, the best way to learn English __________.
B) is to stay at home and self-study
A) is to visit an English-speaking country
C) depends on your personal preferences
D) depends on your learning abilities
27. A bloody prison massacre
A riot broke out in a prison in a Brazilian northern state. People think that it was a fight between gangs. Police came to the prison. They found some prisoners beheaded or cut to pieces. At least 60 prisoners died. The police found a hole in a wall. The prisoners used the hole to move weapons inside.
Which statement is true about this piece of news?
B) The police cooperated with the gangs.
A) Some of the bodies were butchered.
C) There were some weapons in the hole.
D) The police killed a lot of prisoners.
28. About talking
Research by psychologists at the University of Arizona has shown that the stereotype that women talk more than men may not be true. In the study, hundreds of university students were fitted with recorders and the total number of words they used during the day was then counted. The results, published in the New Scientist, showed that women speak about 16,000 words a day and men speak only slightly fewer. In fact, the four most talkative people in the study were all men.
The results of the research showed that __________.
B) some facts are different than expected
A) women speak about 16,000 words a day more than men
C) men are generally more talkative than women
D) the old stereotype is still true
29. From an American magazine
No other part of the American frontier has been endowed with a pictorial record as has the area of headwaters of the Missouri river. For almost a century, beginning in the 1830s, artists with pencil and brush added to this record. Although paintings and drawings often provide a very valuable record, when pictures are considered from the standpoint of exactness, the work of the photographer must come first.
The text is about ___________.
B) historical facts of American artists
A) the quality of American art
C) the importance of the Missouri river
D) artistic records of some area
30. From a report
At least 59 people died in an attack on a police training academy in Pakistan. More than 200 cadets were at the facility when the gunmen in suicide vests stormed in. Some of the cadets were reportedly taken hostage during the incident in Quetta late on Monday. More than 100 people were wounded in the attack, which lasted around five hours. According to officials, two of the gunmen blew themselves up and another was shot dead.
The report says that __________.
B) about 159 victims were killed or wounded
A) two gunmen were shot dead by the police
C) the hostages had to put on suicide vests
D) the attack happened during the police training
TASK B
Read the following text and complete its summary below. Use only one word for each gap and write your answers on the answer sheet.
Passenger Rescue Drone
A passenger drone, which completed its first flight over low terrain in November, could be in use by 2020, the Israeli company behind it has said.
Developed over 15 years for rescue or military use, the $14m Cormorant can carry 500kg at 185km/h. Urban Aeronautics says internal rotors make it safer than a helicopter. And as well as taking off and landing vertically, it can fly between buildings and below power lines.
"It paves the way forward for the evolution of Cormorant from prototype to near-term production and ultimately commercialisation of this groundbreaking technology - for broad applications and markets," said Urban Aeronautics chief executive Rafi Yoeli. Commercial drones are becoming big business, with Amazon announcing Prime Air, a delivery-by-drone service, in the summer. In June, another passenger drone - made by Chinese company Ehang - was given approval for test flights in Nevada.
Dr Mirko Kovac, director of the Aerial Robotics Lab at Imperial College London, said: "The proposed vehicle shows that there is a real potential for personal drones, not just for delivery and environmental sensing but also for transport. There still is a lot of technological work that needs to be developed to make such vehicles safe and easy to use, but if the project comes to the market it can disrupt the way humans move in cities and make fast travel through the air accessible to the masses."
Drone expert Ravi Vaidyanathan, from Imperial's department of mechanical engineering, added that the recent flight of the Israeli drone could be a "landmark" moment in low altitude navigation and initially targeting it for humanitarian rescue and military use is the right move. "Finding a niche application and establishing a safety record is a good idea," he told the BBC.
But while drones for civilian use were likely to follow, because such vehicles could help solve issues such as lack of infrastructure and congestion, the timescale remained uncertain. "There are a lot of regulatory hurdles such as where do you take off? Where do you land? What altitude do you fly at?" he said.
Summary
Design of the new passenger drone is ___31.___ than the construction of other helicopters and the producer of the drone believes in ___32.___ use of their product. According to Dr Kovac, it is still necessary to improve the ___33.___ of the personal drones before they could be used in practice. The drone expert Ravi Vaidyanathan ___34.___ with the use of drones for humanitarian and military purposes, but he points out some ___35.___ problems that might slow down the use of drones for civilian purposes.
TASK C
Read the following text and answer the questions below. Do not use more than three words for each answer and write your answers on the answer sheet.
Too Much 'Breakfast Sugar'
Children are packing in so much sugar at breakfast that half their daily allowance has already been eaten before school, Public Health England says. It warns that sugary cereals, juices and spreads are all damaging to health. Rotting teeth, ballooning waistlines and long-term health problems like type 2 diabetes are caused by unhealthy diets. Officials are encouraging parents to use an app that reveals the sugar content of food and drink.
Around a quarter of five-year-olds have tooth decay and nearly a fifth of children are already obese by the time they leave primary school. Sugar is the prime culprit with the National Diet and Nutrition Survey showing four- to 10-year-olds consuming twice as much sugar as they should be.
A survey of 200 parents with children aged four to 10 revealed the problem starts at breakfast. It found children were eating more than 11g of sugar or nearly three sugar cubes, on average, at breakfast alone. That adds up to more than 1,000 cubes of sugar at breakfast over the course of a year. A small bowl of sugary breakfast cereal contains around two cubes of sugar, spreading chocolate spread on toast racks up three sugar cubes and a glass of fruit juice has a whopping five cubes in it.
Dr Alison Tedstone, the chief nutritionist at Public Health England, said: "Children have far too much sugar, and a lot of it is before their first lesson of the day. It's crucial for children to have a healthy breakfast, but we know the mornings in a busy household can be fraught." The survey also showed that 84% of parents thought they were giving their children a healthy start to the day.
So Dr Tedstone is encouraging people to use the Be Food Smart App, which has been updated since its launch last year and lets you scan barcodes to find out the sugar content of your meal.
Questions
36. What illness can result from eating inappropriate breakfast?
37. How many times do the children eat more sugar than the limit?
38. Which part of breakfast contains the highest amount of sugar?
39. What do most parents think about the breakfast they give to their children?
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WRONG ASSUMPTIONS ABOUT DISABILITY
What exactly is an assumption? It is something that is accepted as true without any real proof. Sometimes assumptions end up being true. Often assumptions are not true. When they end up not being true, they can lead to trouble, hurt feelings, embarrassment, and more. I am sure you have heard of the following adage about what happens when we assume things. If not, I have edited it a bit below. I am sure you can decode the "A" word below.
It's time to address some of the many wrong assumptions that exist surrounding disability. Trust me, there are no shortages of them in the world that we live in. So, check out the following list. Hopefully, we can challenge some false beliefs that you have or at minimum help you from stepping in "it."
30 Wrong Assumptions
1. People with disabilities can not make their own decisions.
2. You can easily tell if someone is disabled just by looking at them.
3. Someone who uses a wheelchair is also intellectually and developmentally disabled.
4. Someone who uses a wheelchair cannot walk or move at all.
5. Someone who cannot speak verbally cannot comprehend what you are saying.
6. Someone who chooses not to speak verbally cannot.
7. I should speak to someone with a disability as I would speak to a child.
8. There is no point in teaching someone with an intellectual or developmental disability because they won't understand or retain what they are being taught.
9. People with disabilities always need our help there is no point in asking permission to help.
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10. A person's disability completely defines who they are.
11. People with disabilities cannot work.
12. People with disabilities do not want to work.
13. People with disabilities would not make very good employees.
14. People with disabilities who are successful in life are superheroes or superhuman.
15. It does not matter if I park in a handicapped parking space if there are others still available.
16. People with disabilities live in constant pain or is always sick.
17. People with disabilities are all the same.
18. People with disabilities do not have sexual or romantic needs.
19. Having a disability prevents intimacy.
20. Disability is a tragedy and should always be pitied.
21. Disability is always a burden.
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22. Disability is an abnormality that needs to be corrected.
A few words of wisdom when it comes to disability etiquette and assumptions.
23. People with intellectual or developmental disabilities get a free pass to heaven from God.
24. People with disabilities can not lead a productive life.
25. People with disabilities need to be treated differently because they are "special".
26. I should avoid people with disabilities because we have nothing in common.
27. Having a disability makes life not worth living.
28. If someone with a disability has an aid with them, I should simply talk to the aid and not the person with the disability because they won't understand me.
29. People with disabilities are not able to be leaders.
30. People with disabilities are dumb.
This is by no means an exhaustive list. Feel free to share your own with us about an assumption you have encountered. We would love to add to the above list. Make sure you share this list with others as we hope to dispel some of the hurtful assumptions that exist around disability.
abilityministry.com
@abilityministry
/abilityministry
@abilityministry
* People with disabilities are people first.
* We are all more alike than different.
* Always assume competence.
* Treat others the way you would want to be treated.
* It is okay to ask.
* Smile don't stare.
* Start with hello!
* Treat adults like adults.
* Ask before you help.
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Part 4
Questions 21–25
Read the text and questions below. For each question, mark the letter next to the correct answer A, B, C or D on your answer sheet.
My Job at a Summer Camp, by Charlie Rose
Every year I work at a summer camp for kids and I really enjoy seeing the children do things they never thought they could do. Nearly all the kids know how to swim and play table-tennis before they come, but things like rock climbing are new experiences for most. Some of them are very nervous, but after a bit of encouragement, they agree to try and they all get to the top in the end, which makes them feel great.
The kids stay several weeks and some do miss home. You might expect it to be the really young ones who feel like that the most but it's actually the ten- to thirteen-year-olds. We don't let them use their mobile phones all the time. First we tell them they can phone home after lunch. Then when they ask again, usually after dinner, we say it's a bit too late to phone and suggest doing it the next day. Most children are fine in a couple of days and at the end of their stay, it's amazing how many come and thanks us because they have had a great time.
It's not just the children who get lonely. We get parents who are on the phone the whole time, asking how their child is getting on, which is quite unnecessary. Often their son or daughter will be busy, playing games or doing something else, so we have to tell parents to ring back another time.
Some kids arrive dressed in smart, designer, new clothes and they sometimes argue when we tell them to change into something they won't mind getting dirty, but before long they realise what we mean.
21 What is the writer trying to do in this text?
A describe how children make friends at a summer camp
B suggest how parents should choose a summer camp for children
C explain what it is like for children at a summer camp
D advise children how to behave at a summer camp
22 What does the writer say about rock climbing at the camp?
A Some children already know how to do it.
B Some children prefer to swim or play table-tennis.
C Some children refuse to take part.
D Some children find it more enjoyable than they expected to.
23 What surprises the writer about the children who stay at the camp?
A The youngest ones find it hard to be away from home.
B They complain if they cannot phone their parents.
C They miss meal times with their parents.
D They seem grateful for their experience here.
24 What does the writer think about some parents?
A They should visit their children instead of phoning them.
B They don't need to keep on phoning the camp.
C They shouldn't allow their children to bring phones to camp.
D They need to be reminded to phone their children.
25 Which postcard might a child at the camp send home?
A
I was annoyed when they suggested I put on old jeans, but I guess they were right.
B
It's so unfair that everyone else can use their mobile phone, but they won't let me use mine.
C
I've made some good friends but we're all bored because there isn’t much to do here.
D
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Chickahominy Reservoir
Harney County
Malheur River Basin
| | Location | | | | |
|---|---|---|---|---|---|
| Area | | 491 acres (198.7 hect) | | Elevation | 4,280 ft (1,304.5 m) |
| Type | | reservoir | Use | recreation, irrigation | |
| Location | | 32 miles w est of Burns | | | |
| Access | | directly north of Ore Hw y 20 | | | |
| USGS Quad | | Riley (24K), Burns (100K) | | | |
| Coordinates | | 43˚ 32' 36" N, 119˚ 36' 47" W | | | |
| USPLSS | | tow nship 23S, range 26E, section 28 | | | |
Chickahominy Reservoir (also known as Clusters Lake) was created during 1951 and 1952 by the construction of a dam on Chickahominy Creek. It was built with private funds to provide storage of irrigation water for the Silver Creek Ranch. However, as of 1970 the reservoir had never filled to capacity and it proved to be inadequate for its intended purpose. It has since been obtained by the Oregon Department of Fish and Wildlife for sport fishing, and has developed into one of the best fisheries in southeastern Oregon. The reservoir had received its first plant of fish in 1957, a load of Kamloops trout, which prospered in spite of competition for food with an abundant population of rough fish. Despite a series of treatments, the rough fish were not eliminated until the reservoir dried up completely in 1968, and no trash fish have been recorded since that time. In recent years stocking has been primarily fingerling rainbow trout, and fish as large as 32 inches have been caught. The reservoir is open all year and winter ice fishing has been good. In 1981 there were 73,175 visitor days, of which 24,880 were for fishing only. Land ownership around the reservoir is almost totally private, with the exception of about 40 acres near the dam which are administered by the Bureau of Land Management; recreational facilities and a boat launch are provided by the B.L.M. The drainage basin is a semi-arid rangeland covered by sagebrush, with sparse stands of junipers at higher elevations.
Morphometrically, the reservoir is shallow with a maximum depth at full pool of only 28 feet. Bottom material is composed primarily of silt, lava rock, and detritus from decaying vegetation. The concentrations of ions are above average for Oregon lakes, because of the arid climate of the area. During summer, surface water pH rises and sometimes exceeds 8.5. During mid to late summer surface water temperatures become quite warm. There is some growth of macrophytes in the shallow areas, and the reservoir contains some submerged and decaying sagebrush. Frequent blooms of planktonic algae occur during the summer, including species of blue-green algae, and there are reports of occasional winter fish kills owing to oxygen depletion after the die off of the planktonic algae and submerged macrophytes. The reservoir is in fact quite eutrophic, with high phosphorus concentration and limited water transparency.
| | Lake Morphometry | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Area | 491.0 acres (198.7 hect) | | | | | Depth | | | 28 ft (8.5 m) 10ft (2.9 M) | | |
| Ave/M ax Depth Ratio | | | | 0.340 | Volum e | | | | 4,720 acre ft (5.83 cu hm ) | | |
| Shoal area | | 55% | Volum e factor | | | | 1.03 | | Shape factor | 3.13 | |
| Length of Shoreline | | | | 9.7 mi (15.6 km) | | | | Retention tim e | | | 4 mo | | <urn:uuid:cd358805-38cd-4d97-8f32-076a8762cc9b> | CC-MAIN-2020-05 | https://aol.research.pdx.edu/documents/download/345 | 2020-01-21T00:42:14+00:00 | crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00266.warc.gz | 332,206,792 | 975 | eng_Latn | eng_Latn | 0.998325 | eng_Latn | 0.998325 | [
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TOWN OF MOUNT PLEASANT
PLEASANTVILLE EXT. NO. 1 WATER DISTRICT
119 Lozza Drive•Valhalla, New York 10595
Public Water Supply No. 5917106
ANNUAL DRINKING WATER QUALITY REPORT FOR 2018
INTRODUCTION
To comply with State regulations, the Pleasantville Water District will be annually issuing a report describing the quality of your drinking water. The purpose of this report is to raise your understanding of drinking water and the awareness of the need to protect our drinking water sources. Last year, your tap water met all State drinking water health standards. We are proud to report that our system did not violate a maximum contaminant level or any other water quality standard. This report provides an overview of last year's water quality. Included are details about where your water comes from, what it contains, and how it compares to State standards.
If you have any questions about this report or concerning your drinking water, please contact David A. Smyth, P.E., Interim Superintendent, Town of Mount Pleasant Water and Sewer Department, at 831-1062. We want you to be informed about your drinking water. If you want to learn more, please attend any of our regularly scheduled Town Board meetings. The Town Board of the Town of Mount Pleasant serves as the Board of Commissioners for the Pleasantville Extension No. 1 Water District. The Board meets on the second and fourth Tuesday of each month in Town Hall at 8:30 pm. Please feel free to participate in these meetings.
WHERE DOES OUR WATER COME FROM?
In general, the sources of drinking water (both tap 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 activities. Contaminants that may be present in source water include: microbial contaminants; inorganic contaminants; pesticides and herbicides; organic chemical contaminants; and radioactive contaminants. In order to ensure that tap water is safe to drink, the State and the EPA prescribe regulations which limit the amount of certain contaminants in water provided by public water systems. The State Health Department's and the FDA's regulations establish limits for contaminants in bottled water which must provide the same protection for public health.
Our water system serves 49 people through 14 service connections; our water is purchased from the Village of Pleasantville. The Village purchases its water from the Town of New Castle. The Town of New Castle purchases its water from the New York City Water Board. New Castle's primary source is the Catskill Aqueduct System, and its secondary source is the New Croton Aqueduct.
Monitoring for inorganic contaminants is performed by the Town of New Castle prior to the water entering their distribution system. Monitoring for organic contaminants is performed by both New York City and Westchester County.
The Pleasantville Extension No.1 Water District provides no treatment to the water received from the Village of Pleasantville. The Town of New Castle performs treatment to maintain compliance with the Surface Water Treatment Rule (SWTR), under the authority of the New York State Health Department and the U.S. Environmental Protection Agency. New Castle performs the following treatment:
Filtration
The Town of New Castle processes the raw water received from New York City through its Millwood Water Treatment Plant. The treatment process includes flocculation, dissolved air flotation, ozone disinfection and final filtration.
Chlorination
Chlorine is added for final disinfection and to provide a detectable level of chlorine residual throughout the distribution system. The chlorine residual is required in order to maintain bacteria free water.
Corrosion Control Treatment
In order to inhibit leaching of lead and copper from household plumbing, New Castle adds caustic soda for pH adjustment and polyphosphate to inhibit corrosion, after filtration.
Fluoridation
Fluoride is added to the finished water for prevention of dental cavities.
ARE THERE CONTAMINANTS IN OUR DRINKING WATER?
As the Pleasantville Extension No.1 Water District resells water purchased from the Village of Pleasantville, it is defined as a consecutive supply of water. As a consecutive supply the District is required to monitor for microbiological contaminants, lead & copper and turbidity.
As the State regulations require, your drinking water is routinely tested for numerous contaminants. These contaminants include: total coliform, turbidity, inorganic compounds, nitrate, nitrite, lead and copper, volatile organic compounds, total trihalomethanes, and synthetic organic compounds. The Annual Water Quality Report prepared by the Town of New Castle is available from this office upon request. Shown below is a tabulation of contaminants detected from samples collected by New Castle in 2018. All entry point samples collected by New Castle and NYC are in compliance with the NYS Sanitary Code. As a consecutive water supply, the district is required to monitor for microbiological contaminants, disinfection byproducts, turbidity and lead & copper.
It should be noted that all drinking water, including bottled water, may be reasonably expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline (800-426-4791) or the Westchester County Department of Health at 813-5000.
The table presented below depicts which compounds were detected in your drinking water. The State allows us to test for some contaminants less than once a year because the concentrations of these contaminants do not change frequently. Some of our data, though representative, are more than one year old.
| Contaminant | | Violation Yes/No | Date of Sample | | Level | Unit Measure- ment | MCLG | | Regulatory |
|---|---|---|---|---|---|---|---|---|---|
| | | | | | Detected | | | | Limit |
| | | | | | (Avg/Max) | | | | (MCL, TT |
| | | | | | (Range) | | | | or AL) |
| | Microbiological Contaminants | | | | | | | | |
| Turbidity (Note 1) | | No | 2018 | 1.04 NTU (0.30 / 0.50) (Note 2/ Note 3) (0.23 – 1.04) | | NTU | n/a | <5.0 NTU | |
| Coliform | | No | 08/2018 | 1 Positive | | n/a | 0 | 2 or more positive samples | |
| | Inorganic Contaminants | | | | | | | | |
| Barium | | No | 2018 | 0.0092 | | mg/l | 2.0 | 2.0 | |
| Chloride | | No | 2018 | 24.5 | | mg/l | n/a | 250 | |
| Fluoride | | No | 2018 | 0.70 | | mg/l | n/a | 2.2 | |
| Nickel | | No | 2018 | 0.38 | | ug/l | n/a | n/a | |
| Sodium | | No | 2018 | 11.1 | | mg/l | n/a | See Health Effects (Note5) | |
| Sulfate | | No | 2018 | 3.65 | | mg/l | n/a | 250 | |
| Nitrate | | No | 2018 | 0.090 | | mg/l | 10 | 10 | |
| Zinc | | No | 2018 | 3.4 | | ug/l | n/a | 5000 | |
| | Radioactive Contaminants | | | | | | | | |
| Gross Alpha (Including radium- 226 but excluding radon and uranium) | | No | 2013 | 0.50 (+/- 0.37) | | pCi/L | 0 | 15 | |
| Beta particles and photon activity from man-made radionuclides | | No | 2013 | 0.16 (+/- 0.44) | | pCi/L | 0 | See Footnote 4 (Note 4) | |
| Combined radium-226 and 228 (Combined) | | No | 2013 | 0.015(+/- 0.39) | | pCi/L | 0 | 5 | |
| | Disinfection Byproducts | | | | | | | | |
| Total Trihalomethanes (TTHMs) | | No | 2018 | 24.14 (13.38-24.14) | | ug/l | n/a | 80 | |
| Haloacetic Acids (HAAs) | | No | 2018 | 8.26 (5.94 -8.26) | | ug/l | n/a | 60 | |
Notes:
– The level presented represents the yearly turbidity average.
2
1 – Turbidity is a measure of the cloudiness of the water. We test it because it is a good indicator of the effectiveness of our filtration system. Our highest single turbidity measurement for the year occurred in September (1.04 NTU). State regulations require that turbidity must always be below 5.0 NTU. The regulations require that 95% of the turbidity samples collected have measurements below 0.5 NTU. Although September was the month when we had the fewest measurements meeting the treatment technique for turbidity, the levels recorded were within the acceptable range allowed and did not constitute a treatment technique violation.
3 – The level presented represents the maximum monthly turbidity average.
4 – The State considers 50 pCi/L to be the level of concern for beta particles.
5 - Water containing more than 20 mg/l of sodium should not be used for drinking by people on severely restricted sodium diets. Water containing more than 270 mg/l of sodium should not be used for drinking by people on moderately restricted sodium diets.
Lead & Copper
| Contaminant | Violation Yes/No | Date of Sample | | Level | Unit Measurement | MCLG | Regulatory Limit (AL) | # of Samples Collected | # of |
|---|---|---|---|---|---|---|---|---|---|
| | | | | Detected | | | | | Samples |
| | | | | (90% value) | | | | | exceeds AL |
| | | | | (Range) | | | | | (Range) |
| Copper | No | 07/2018 | 0.060 (Note 1) (0.0144- 0.0719) | | mg/l | 1.3 | 1.3 | 5 | |
| Lead | No | 07/2018 | <LOQ (Note2) (<LOQ) | | ug/l | 0 | 15 | 5 | |
1 – The level presented represents the 90th percentile of the 5 sites tested. A percentile is a value on a scale of 100 that indicates the percent of a distribution that is equal to or below it. The 90th percentile is equal to or greater than 90% of the copper values detected at your water system. In this case, five samples were collected at your water system and the 90th percentile value was the average of the two highest values (0.060 mg/l). The action level for copper is 1.3mg/l.
was the average of the two highest values (<LOQ ug/l). The action level for lead is 15ug/l. The action level for lead was not exceeded at any of the sites tested. In fact,
2
– The level presented represents the 90th percentile of the 5 sites tested. In this case, five samples were collected at your water system and the 90th percentile value all samples were below the detectable limit.
your home may be higher than at other homes in the community as a result of materials used in your home's plumbing. Pleasantville Ext. No. 1 Water District is
NOTE:
If present, elevated levels of lead can cause serious health problems, especially for pregnant women, infants, and young children. It is possible that lead levels at 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
concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are
exposure is available from the Safe Drinking Water Hotline (1-800-426-4791) or at http://www.epa.gov/safewater/lead.
Definitions:
Maximum Contaminant Level (MCL): The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible.
Maximum Contaminant Level Goal (MCLG): 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.
Maximum Residual Disinfectant Level (MRDL): The 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): The 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.
Action Level (AL): The concentration of a contaminant, which if exceeded, triggers treatment or other requirements, which a water system must follow.
Treatment Technique (TT): A required process intended to reduce the level of a contaminant in drinking water.
Non-Detects (ND): Laboratory analysis indicates that the constituent is not present.
Nephelometric Turbidity Unit (NTU): A measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person.
Milligrams per liter (mg/l): Corresponds to one part of liquid in one million parts of liquid (parts per million – ppm).
Micrograms per liter (ug/l): Corresponds to one part of liquid in one billion parts of liquid (parts per billion – ppb).
Nanograms per liter (ng/l): Corresponds to one part of liquid to one trillion parts of liquid (parts per trillion – ppt).
Picograms per liter (pg/l): Corresponds to one part of liquid to one quadrillion parts of liquid (parts per quadrillion – ppq).
Picocuries per liter (pCi/L): A measure of the radioactivity in water.
Millirems per year (mrem/yr): A measure of radiation absorbed by the body.
Million Fibers per Liter (MFL): A measure of the presence of asbestos fibers that are longer than 10 micrometers.
Less than the Limit of Quantitation
<LOQ:
n/a: not applicable, TTHM: (total trihalomethane) means the sum of the concentration of trichloromethane (chloroform), dibromochloromethane, bromodichloromethane and tribromomethane (bromoform).
In addition to the detected contaminants listed above, the following sixteen (16) inorganic contaminants were sampled for but not detected: ammonia, antimony, arsenic, beryllium, bromide, cadmium, chromium, cyanide, iron, magnesium, manganese, mercury, nitrite, selenium, silver, and thallium. Also, the following one hundred and two (102) organic contaminants were sampled for but not detected: 2,3,7,8-TCDD (Dioxin), 1,2-Dibromo-3-chloropropane, 1,2-Dibromoethane, Butachlor, Metolachlor, Metribuzin, Aldrin, Chlordane, Dieldrin, Endrin, Heptachlor, Heptachlor Epoxide, Lindane, Methoxychlor, PCB's, Propachlor, Toxaphene, 2,4,5-T, 2,4-D, Dalapon, Dicamba, Dinoseb, Pentachlorophenol, Picloram, Silvex, THM-Bromodichloromethane, THMBromoform, THM-Chloroform, THM-Dibromochloromethane, 1,1,12-tetrachloroethane, 1,1,1-trichloroethane, 1,1,2,2tetrachloroethane, 1,1,2-trichloroethane, 1,1-dichloroethane, 1,1-Dichloroethene, 1,1-dichloropropene, 1,2,3-trichlorobenzene, 1,2,3-trichloropropane, 1,2,4-trichlorobenzene, 1,2,4-trimethylbenzene, 1,2 dichlorobenzene, 1,2-dichloroethane, 1,2dichloropropane, 1,3,5-trimethylbenzene, 1,3-dichlorobenzene, 1,3-dichloropropane, 1,4-dichlorobenzene, 2,2-dichloropropane, 2-butanone(MEK), 2-chlorotoluene, 4-chlorotoluene, Benzene, Bromobenzene, Bromochloromethane, Bromomethane, Carbon tetrachloride, Chlorobenzene, Chlorethane, Chloromethane, cis-1,2-dichloroethene, cis-1,3-dichloropropene, Dibromomethane, Dichlorodifluoromethane, Ethylbenzene, Hexachlorobutadiene, Isopropylbenzene, Methyl iso-butyl ketone (MIBK), Methyl tertbutyl ether (MTBE), Methylene Chloride, N-butylbenzene, N-propylbenzene, Naphthalene, O-xylene, P & M-xylene, Pisopropyltoluene, SEC-butylbenzene, Styrene, TERT-buthylbenzene, Tetrachloroethene, Toluene, trans-1,2-dichloroethene, trans1,3-dichloropropene, Trichloroethene, Trichlorofluoromethane, Vinyl chloride, Alachlor, Atrazine, Benzo(a)pyrene, Bis(2Ethylhexyl)adipate, Hexachlorobenzene, Hexachlorocyclopentadiene, Simazine, 3-Hydroxycarbofuran, Aldicarb, Aldicarb sulfone, Aldicard sulfoxide, Carbaryl, Carbofuran, Methomyl, Oxamyl, Glyposate, Endothall and Diquat. The following two (2) Radionuclides were also sampled for, but not detected: Tritium and Strontium 90.
WHAT DOES THIS INFORMATION MEAN?
As you can see by the table, our system had no violations. We have learned through our testing that some contaminants have been detected; however, these contaminants were detected below New York State requirements. It should be noted that the action level for lead was not exceeded in any of the five (5) samples collected. We are required to present the following information on lead in drinking water:
If present, elevated levels of lead can cause serious health problems, especially for pregnant women, infants, and young children. It is possible that lead levels at your home may be higher than at other homes in the community as a result of materials used in your home's plumbing. Pleasantville Ext. No. 1 Water District is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline (1-800426-4791) or at http://www.epa.gov/safewater/lead.
IS OUR WATER SYSTEM MEETING OTHER RULES THAT GOVERN OPERATIONS?
During 2018, our system was in compliance with applicable State drinking water operating, monitoring and reporting requirements.
As a consecutive supply the District is required to monitor for microbiological contaminants, disinfection byproducts, turbidity and lead & copper.
INFORMATION ON CRYPTOSPORIDIUM & GIARDIA
Cryptosporidium and Giardia are microbial pathogens found in surface water and groundwater under the influence of surface water. During 2018, we were not required to monitor these organisms. However, our supplier (NYCDEP) found very low, sporadic levels of Cryptosporidium and Giardia. Therefore, the testing indicates a possible small presence of these organisms in our raw, untreated water. Furthermore, our water passes through processes at the Millwood Water Treatment Plant and is very aggressively treated. See the aforementioned description of these steps found in the section entitled "WHERE DOES OUR WATER COME FROM?" Cryptosporidium and Giardia must be ingested to cause disease, and it may spread through other means other than drinking water. Ingestion of Cryptosporidium may cause cryptosporidiosis, a gastrointestinal infection. Symptoms of infection include nausea, diarrhea, and abdominal cramps. Most healthy individuals can overcome disease within a
few weeks. However, immunocompromised people are at greater risk of developing life-threatening illness. Ingestion of Giardia may cause giardiasis, an intestinal illness. People exposed to Giardia may experience mild or severe diarrhea, or in some instances no symptoms at all. Fever is rarely present. Occasionally, some individuals will have chronic diarrhea over several weeks or a month, with significant weight loss. Giardiasis can be treated with anti-parasitic medication. Individuals with weakened immune systems should consult with their health care providers about what steps would best reduce their risks of becoming infected with Giardiasis. Individuals who think that they may have been exposed to Giardiasis should contact their health care providers immediately. The Giardia parasite is passed in the feces of an infected person or animal and may contaminate water or food. Person to person transmission may also occur in day care centers or other settings where hand washing practices are poor.
For more information on Cryptosporidiosis and Giardiasis see the attached Cryptosporidiosis and Giardiasis background information and Cryptosporidiosis fact sheet.
DO I NEED TO TAKE SPECIAL PRECAUTIONS?
Although our drinking water met or exceeded state and federal regulations, some people may be more vulnerable to diseasecausing microorganisms or pathogens 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, and infants can be particularly at risk from infections. These people should seek advice from their health care provider about their drinking water. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium, Giardia and other microbial contaminants are available from the Safe Drinking Water Hotline (1-800-426-4791).
INFORMATION ON FLUORIDE ADDITION
Our system is one of the many drinking water systems in New York State that provides drinking water with a controlled, low level of fluoride for consumer dental health protection. Fluoride is added to your water by the New Castle/Stanwood Consolidated Water System. According to the United States Centers for Disease Control, fluoride is very effective in preventing cavities when present in drinking water at a properly controlled level. To ensure that the fluoride supplement in your water provides optimal dental protection, New Castle/Stanwood Consolidated Water System monitors fluoride levels on a daily basis to make sure fluoride is maintained at a target level of 0.7 mg/L. During 2018, monitoring showed fluoride levels in your water were within 0.1 mg/l of the target level 99.9% of the time. None of the monitoring results showed fluoride at levels that approach the 2.2 mg/l MCL for fluoride.
WHY SAVE WATER AND HOW TO AVOID WASTING IT?
Although our system has an adequate amount of water to meet present and future demands, there are a number of reasons why it is important to conserve water:
Saving water saves energy and some of the costs associated with both of these necessities of life;
Saving water lessens the strain on the water system during a dry spell or drought, helping to avoid severe water use restrictions so that essential fire fighting needs are met.
Saving water reduces the cost of energy required to pump water and the need to construct costly new wells, pumping systems and water towers; and
You can play a role in conserving water by becoming conscious of the amount of water your household is using, and by looking for ways to use less whenever you can. It is not hard to conserve water. Conservation tips include:
Automatic dishwashers use 15 gallons for every cycle, regardless of how many dishes are loaded. So get a run for your money and load it to capacity.
Check every faucet in your home for leaks. Just a slow drip can waste 15 to 20 gallons a day. Fix it up and you can save almost 6,000 gallons per year.
Turn off the tap when brushing your teeth.
Check your toilets for leaks by putting a few drops of food coloring in the tank, watch for a few minutes to see if the color shows up in the bowl. It is not uncommon to lose up to 100 gallons a day from one of these otherwise invisible toilet leaks. Fix it and you save more than 30,000 gallons a year.
Use your water meter to detect hidden leaks. Simply turn off all taps and water-using appliances, and then check the meter after 15 minutes. If it moved, you have a leak.
CLOSING
Thank you for allowing us to continue to provide your family with quality drinking water this year. In order to maintain a safe and dependable water supply we sometimes need to make improvements that will benefit all of our customers. The costs of these improvements may be reflected in the rate structure. Rate adjustments may be necessary in order to address these improvements. We ask that our customers help us protect our water sources, which are the heart of our community. All consumers are urged to report any suspicious activity observed in the vicinity of water system facilities to the Mount Pleasant Police at 769-1941. Please call our office if you have questions.
Contacts for more information: Town of Mount Pleasant Water and Sewer Dept., 831-1062 Westchester County Dept. of Health, 813-5000 New York State Department of Health, (518) 402-7713 PWS NO. 5917106 May 2019
NEW YORK STATE DEPARTMENT OF HEALTH BUREAU OF PUBLIC WATER SUPPLY PROTECTION
CRYPTOSPORIDIOSIS AND GIARDIASIS BACKGROUND INFORMATION
What are Cryptosporidiosis and Giardiasis?
Cryptosporidiosis (crip-toe-spo-RID-i-o-sis) and giardiasis (gee-AR-di-a-sis) are intestinal illnesses caused by parasites which are too small to be seen by the naked eye.
Who gets Cryptosporidiosis and Giardiasis?
Anyone can get Cryptosporidiosis and giardiasis. In people who are otherwise healthy, the illnesses usually last less than two weeks. Cryptosporidiosis can be very serious for people with weak immune systems (high risk individuals) - for example, chemotherapy, dialysis or transplant patients, and people with Crohn's disease or HIV infection.
How are they spread?
People get cryptosporidiosis or giardiasis by swallowing water or food that has been contaminated with the parasite. Direct contact with feces from infected people or animals can also cause illness. It can be spread any time basic hygiene breaks down.
What are the symptoms?
For cryptosporidiosis, symptoms usually appear from 1 to 12 days after infection, with an average of 7 days. The most common sign is watery diarrhea. There may also be cramps, fever, nausea, vomiting, and loss of appetite. Symptoms of giardiasis occur from 5 to 25 days after exposure but usually within 10 days. The main symptom is mild or severe diarrhea. Fever is rarely present. In both illnesses, some people who get infected may not get sick.
How are these infections diagnosed?
These infections are diagnosed by looking at a stool sample under a microscope. Looking for Giardia is part of a routine lab test called an "O&P" (Ova and Parasites) test. However, Cryptosporidium is not a routine part of this test. Unless your doctor requests it, Cryptosporidium may be missed.
Can Giardiasis and Cryptosporidiosis be treated?
Giardia can be treated with anti-parasitic drugs. However, there is no specific treatment for cryptosporidiosis. For some patients, antibiotics may help. Anti-Diarrhea drugs which reduce the motion of the intestines may provide temporary improvement, but oral liquids or intravenous fluids may be necessary.
Should an infected person be excluded from work or school?
Generally, it is not necessary. Casual contact is unlikely to transmit the disease. Special precautions may be needed by food handlers or children enrolled in day care settings. Consult your local health department for advice in such instances.
NEW YORK STATE DEPARTMENT OF HEALTH FACT SHEET
CRYPTOSPORIDIOSIS
Information for People with Weakened Immune Systems
(crip-toe-spor-id-i-o-sis)
What Is Cryptosporidiosis?
Cryptosporidiosis is an intestinal illness caused by a microscopic parasite called Cryptosporidium.
Is Cryptosporidiosis a New Disease?
Although Cryptosporidium is not new, it was not recognized as a cause of human disease until 1976. Cryptosporidiosis was added to the list of reportable diseases in New York State in February 1994.
How Common Is Cryptosporidiosis?
The number of Cryptosporidiosis cases that occur each year is not yet well documented. Since the disease has recently been added to the list of reportable diseases, state and county health departments are now beginning to record the number and location of identified cases so that public health control measures can be developed. In 1994, 302 cases were reported to the New York State Department of Health. However, more cases may have occurred that were not detected, either because the Cryptosporidium stool test many not have been requested by the health care provider or the laboratory may have failed to use the necessary tests to identify it.
What Are The Symptoms of Cryptosporidiosis?
The most common symptom is diarrhea, which is usually watery. It is often accompanied by abdominal cramping. Nausea, vomiting, fever, headache and loss of appetite may also occur. Some people infected with Cryptosporidium may not become ill.
Who is Susceptible To Cryptosporidiosis And How Long Does The Illness Last?
All people are presumed susceptible to infection with Cryptosporidium. In healthily individuals with normal immune systems, signs and symptoms generally persist for two weeks or less. However, immunocompromised persons (those with weak immune systems) may have severe and long lasting illness. Some examples of immunocompromised people are those receiving cancer chemotherapy, kidney dialysis, steroid therapy, people with HIV/AIDS and patients with Crohn's disease.
How Long After Exposure Do Symptoms Appear?
The incubation period may range from 1 to 12 days with an average of 7 days.
Should Immunocompromised Persons Take Extra Precautions To Minimize Their Risk of Cryptosporidiosis?
Because cryptosporidiosis can be a severe disease in immunocompromised persons, such individuals should discuss the need for extra precautions with their health care provider to minimize their risk of infection. Keep in mind that contaminated drinking water is only one of a number of ways in which cryptosporidiosis can be acquired. Here are some suggested steps:
- Wash hands thoroughly after changing diapers or whenever fecal soiling occurs.
- Avoid direct exposure to cattle and other farm animals. If exposure cannot be avoided, wash your hands thoroughly immediately thereafter.
- Avoid sexual practices that may result in hand or mouth exposure to feces, such as oral/anal contact (rimming).
- Avoid swallowing water when swimming, especially in lakes, ponds or rivers. There has been one documented case of cryptosporidium transmitted to a number of people who swam in a recreational wave pool and apparently swallowed the water.
- Thoroughly wash all fruits and vegetables. Avoid drinking unpasteurized apple cider, as there has been a documented incident of cryptosporidium transmitted through fresh cider made from apples gathered in a field in which cows were grazing.
If an outbreak of waterborne Cryptosporidium is identified (none has been to date in New York), immuno compromised patients should carefully and consistently comply with all public advisories and notices issued by the local or state health department.
The four items listed below may help immunocompromised patients and their health care providers decide whether to take extra routine precautions with drinking water under normal, non-outbreak conditions:
- Boiling water for at least one minute with a rolling boil will kill Cryptosporidium.
- Unless it is distilled or pasteurized, bottled water may not be any safer than tap water. Those bottling companies using properly designed and operated ground water sources have a very low likelihood of producing water containing Cryptosporidium cysts. Those companies using surface water sources have the same risk of being cryptosporidium free. Bottled water sold in New York must also include on the label whether the water comes from a well, spring or municipal source. A list of bottled waters certified for sale in New York along with their sources can be obtained from the New York State Department of Health at 1-800-458-1158.
- Properly drilled and maintained wells, which utilize underground water, are generally protected from surface contamination and are unlikely to contain Cryptosporidium cysts.
- During an outbreak of cryptosporidiosis in Milwaukee in 1993, one study showed that less diarrhea occurred in homes using water filters with a pore size less than two microns, as compared to others using filters with large pore sizes. If home water filters are used, follow the manufacturers instructions supplied with the unit. The instructions will provide information on filter maintenance needed to prevent clogging and ensure proper filtration. Filters should be certified by the National Sanitation Foundation (NSF) or an equivalent testing agency for cyst removal. | <urn:uuid:947fd4a9-f7b9-4757-a4e3-2d72b2165821> | CC-MAIN-2020-05 | https://www.mtpleasantny.com/sites/mountpleasantny/files/uploads/2018_pleasantville_ext_no_1_wd.pdf | 2020-01-20T22:56:52+00:00 | crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00282.warc.gz | 1,004,239,919 | 7,828 | eng_Latn | eng_Latn | 0.979002 | eng_Latn | 0.993943 | [
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Fish & Ladders
Goals:
Background
Students will be able to explain developmental and migration patterns of salmon.
Objectives:
* Students will understand what migration patterns are.
* Students will explain their role in the simulation including their impact both positive and negative.
* Students will develop their own vehicle for demonstrating the importance of migration patterns for the Chinook salmon.
Grade Level:
5-8
Subject Areas:
science, reading and writing
Materials Needed:
* science notebook
* jump rope
* tokens
* two cardboard boxes
Time to Complete:
30-40 minutes
Chinook is the largest of five species of Pacific salmon. All Pacific salmon are "anadromous," hatching and living in fresh water for the first part of their lives, migrating to the ocean,
and coming back to the stream where they hatched to lay their eggs. Salmon need cold, clear, free-flowing rivers and streams free of pollutants and with deep pools and eddies to hide from predators and to find food. Wild salmon face numerous hazards, including hydroelectric dams (which block fish from migrating or shred them in turbines), overfishing, and competition from hatchery produced fish. Logging, grazing, mining, urban development, and water pollution from things like motor oil and pesticides all contribute to the loss and degradation of salmon habitats. These habitats include estuaries, salt marshes, and upland streams. Wild Chinook salmon as well as several other salmon species have been listed as endangered or threatened. Some salmon species have already become extinct.
Recovery
Populations of many salmon species, including the Chinook, continue to decline. Dam removal and bans on fishing have been suggested but are very controversial. Projects to clean up pollution and related conditions in the watersheds that salmon inhabit are underway, but so far have had little impact. Until an integrated plan is developed and implemented, the plight of the salmon will continue to worsen.
Stewards of the Earth
Students of Riverdale Grade School in Riverdale, Oregon, developed and maintain a web site on salmon. On their web site they have gathered an index of web links for everything from organizations working to save salmon to those offering recipes for cooking salmon.
http://gs.riverdale.k12.or.us/salmon/
Preparation
1. Set up an outdoor field as shown in the diagram (below). The area should be about 100 ft. long and 50 ft. wide. You will need to set up (a) spawning grounds, (b) reservoir, (c) downstream, (d) upstream, and (e) ocean areas.
2. Read through the procedures carefully and thoroughly.
Procedure
1. Students will be either salmon or salmon hazards:
* Two students will be the downstream "turbine team." They will hold the jump rope across the width of the field to
Fish & Ladders
simulate dam turbines. Once all the salmon have passed the turbines, the turbine team will move upstream where they will become "waterfall monitors" when the salmon return from the ocean.
* Two students will be predatory wildlife. At the start of the activity, station the predators in the reservoir above the turbines where they will try to catch salmon headed downstream. Once the salmon are past the turbines, this team will move downstream where they will try to catch more salmon. Once the salmon are at sea, the team will patrol the area above the waterfalls where they will feed on salmon as they return to the reservoir.
* Two students will be humans in ocean-going fishing boats. To limit their maneuverability, each student on this team must keep one foot in a cardboard box.
* Remaining students are salmon. This is based on a class size of 25 -30. If the group is larger or smaller, adjust the fishermen and predators accordingly.
2. Begin the activity with all the salmon in the spawning ground. They then move downstream to the reservoir, where they must remain for 30 seconds to simulate the confusion of the salmon when they enter a lake with no current to guide them. While the salmon are in the reservoir trying to find their way downstream the waiting predators can catch them one at a time, but they must escort each dead salmon to the fish ladder before they can catch another.
3. Next, the salmon must maneuver through the turbines. They must go over or under the swinging jump rope and not around the "turbine team." A salmon dies if it touches the rope or one of the "turbine team." Salmon that "die" become part of the fish ladder by crouching on their hands and knees, making the still migrating salmon walk over all of them.
4. Once past the turbines, salmon must evade more predatory wildlife. The predators must catch the salmon with both hands and escort them to the fish ladder. The fishermen in the ocean also escort salmon they catch to the ladder.
5. In the ocean the salmon must avoid the fishermen
as they try to pick up a token by swimming back and forth. Each trip across the ocean exposes the salmon to tagging by the fishermen. Tagged salmon become part of the fish ladder. Each token represents a year of growth and once a salmon has collected four tokens it can move upstream.
6. By this point, there should be quite a few salmon that have died and become part of the fish ladder. The still migrating salmon must walk over every student in the ladder in their arduous upstream journey.
7. Once past the ladder, the salmon face the broad jump as they try to swim upstream and over a waterfall. To proceed, the salmon must jump a minimum distance. Make the distance realistic and challenging. The "turbine team" students will monitor the waterfall broad jump. Salmon who fail to jump over the waterfall must return to the bottom of the fish ladder and try again, just as real salmon must do.
8. Above the waterfall, the predators now represent bears. The bears must catch the salmon with both hands. Again, the salmon they catch die and become part of the fish ladder.
9. The activity ends when all the salmon have either died or reached the spawning ground.
10. Students will then write about their experience from the role in which they played, in their science notebook. Encourage students to use scientific and key vocabulary as they write as well as sketches of the experience, i.e. upstream, spawning ground, migration (and forms of the word), fisherman, predatory wildlife, etc.
Assessment
1. Using the Multi-Flow Thinking Map® have students place the Chinook salmon in the center box. In the left 3 boxes students will place a cause and in the right three boxes they will write the effect. Check link for picture of this Thinking Map®. http://www.thinkingmaps.com/products.php
2. Using their notes and sketches from their science notebooks students will write a story from the perspective of the role they played. Be sure to include knowledge
Fish & Ladders
of what migration patterns are as well as cause and effect scenarios. Also critical, is the explanation of the importance of the Chinook salmon to "you" and your ideas on how "you" would be affected if this species no longer existed.
Children's Literature
* Come Back, Salmon: How a Group of Dedicated Kids Adopted Pigeon Creek and Brought it Back to Life, by Molly Cone
* Swimmer, by Shelly Gill
* Salmon (Nature Watch), by Ron Hirschi
* Migrating with the Salmon (Animal Journeys), by Thessaly Catt
* Mexico or Bust! Migration Patterns (Raintree Fusion: Life Science), by Deborah Underwood
Resources
* NOAA Fisheries – Office of Protected Resources: http://www.nmfs.noaa.gov/pr/species/fish/chinooksalmon.htm
* NWF Wildlife Library – Chinook salmon: http://www.nwf.org/en/Wildlife/Wildlife-Library/Amphibians-Reptiles-and-Fish/Chinook-Salmon.aspx
* USFWS Sacramento Fish and Wildlife Office: http://www.fws.gov/sacramento/es/animal_spp_ acct/chinook_kf.htm
Adapted from Project Wild Aquatic and Adopt-A-Stream Foundation Field Guide to the Pacific Salmon.
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Dakota County Technical College
ECYD 1230: Guiding Children's Behaviors
A. COURSE DESCRIPTION
Credits: 3
Lecture Hours/Week: 2
Lab Hours/Week: 1
OJT Hours/Week: *.*
Prerequisites: None
Corequisites: None
MnTC Goals: None
This course examines positive strategies to guide children's behavior in the early childhood setting. It also examines ways to establish supportive relationships with children and guide them in order to enhance learning.
Note: This course requires a clear Minnesota Criminal Background Study.
B. COURSE EFFECTIVE DATES: 11/10/2010 - Present
C. OUTLINE OF MAJOR CONTENT AREAS
Version 3.1.4 Page 1 of 2
05/06/2016 12:33 AM
D. LEARNING OUTCOMES (General)
1. Actively communicates with children and provides opportunities and support children to understand, acquire and use verbal and nonverbal means of communicating thoughts and feelings
3. Addresses behaviors or situations rather than labeling the child
2. Adapts the learning environment and curriculum to minimize potential for challenging behaviors, especially in multi-age settings
4. Alerts children to changes in activities or routines well in advance
6. Builds a trusting relationship with children, providing physical and emotional security
5. Avoid actions that would cause physical and emotional harm to children and identifies illegal strategies
7. Builds relationships with parents that allow for constructive communication about children's behavior
9. Encourage children to take initiative in generating ideas, problems, question and relationships
8. Differentiates between discipline, punishment and positive behavior guidance
10. Establishes and communicates limits for acceptable behavior
12. Gives, tells, redirects, and shows children acceptable alternatives to unacceptable or undesirable behaviors
11. Facilitates smooth transitions of individuals and groups from one activity to activity
13. Interacts in a manner that encourages empathy and mutual respect among children and adults
15. Provides a supportive environment in which children can learn and proactive appropriate and acceptable behaviors as individuals and as a group
14. Maintains professionalism and respect for children when communicating with other adults
16. Provides an environment that helps all children to know, accept and take pride in their identities and to develop a sense of belonging and inter-dependence
18. Reports positively to families about children's progress and challenges
17. Provides appropriate supervision
19. Responds to children's behavior in ways that encourage self-regulation and self-esteem
21. Understands observation methods that inform guidance strategies
20. Shows respect for children in all situations
22. Uses a variety of age-appropriate, positive direct and indirect guidance methods and avoids negative methods
24. Uses strategies to assist children in learning to express emotions in positive ways, solve problems and make decisions
23. Uses culturally responsive guidance strategies
E. Minnesota Transfer Curriculum Goal Area(s) and Competencies
None
F. LEARNER OUTCOMES ASSESSMENT
As noted on course syllabus
G. SPECIAL INFORMATION
None noted
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GAME 2302-0330 Scale Factors, Ratios, and Proportions∗
R.G. (Dick) Baldwin
This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 †
Abstract
This module provides a brief tutorial on scale factors, ratios, and proportions.
1 Table of Contents
* Preface (p. 1)
* General (p. 1)
* Viewing tip (p. 2)
* Figures (p. 2)
* Listings (p. 2)
* General background information (p. 2)
*
Discussion (p. 2)
*
Scale factors (p. 2)
* Ratios (p. 3)
* Proportions (p. 4)
* Run the scripts (p. 8)
* Miscellaneous (p. 8)
2 Preface
2.1 General
This module is part of a series of modules designed for teaching the physics component of GAME2302 Mathematical Applications for Game Development at Austin Community College in Austin, TX. (See GAME 2302-0100: Introduction 1 for the
rst module in the course along with a description of the course, course resources, homework assignments, etc.)
The module provides a brief tutorial on scale factors, ratios, and proportions.
∗ Version 1.1: Oct 12, 2012 12:58 pm -0500
† http://creativecommons.org/licenses/by/3.0/
1 http://cnx.org/content/m44983/latest
2.2 Viewing tip
I recommend that you open another copy of this document in a separate browser window and use the following links to easily
nd and view the
gures and listings while you are reading about them.
2.2.1 Figures
* Figure 1 (p. 4) . Screen output for Listing #1.
* Figure 2 (p. 6) . Screen output for Listing #2.
* Figure 3 (p. 8) . Screen output for Listing #3.
2.2.2 Listings
* Listing 1 (p. 3) . Exercise on scale factors
* Listing 2 (p. 5) . Circumference is proportional to radius.
* Listing 3 (p. 7) . Area is proportional to radius squared.
3 General background information
Mathematical expressions are used in physics to describe relationships that are di
cult to express in words. The expressions use algebraic symbols to represent quantities that consist of numbers and units.
Measurements are important
Conclusions that are drawn in physics and other sciences ranging from chemistry to the social sciences are often based on measurements such as length, width, weight, salinity, population, density, etc.
Each number in an equation often represents the results of a measurement, which is made in terms of a standard. The units indicate which standard was used to make the measurements.
Knowledge of units is critical
A number that is used to indicate the result of a measurement is of little value unless we know the units in which the measurement was made. For example, it isn't very useful to know that the length of an object is 125 unless we know whether the units are meters, centimeters, millimeters, or miles.
The Google calculator
Although I won't go into detail in this module, I will tell you that the Google calculator is very good at helping you to keep track of units. For example, if you enter the following expression in the Google search box,
```
3 ft + 1 yd + 36 inches The following result will be displayed immediately below the search box: (3 ft) + (1 yd) + (36 inches) = 2.7432 meters
```
4 Discussion
We often express the relationship between two items using a scale factor.
4.1 Scale factors
For example, we might say that that a colt doubled its weight in one year. This means that the colt's weight after one year was equal to the colt's weight at birth multiplied by a factor of two. The factor is the number by which a quantity is multiplied or divided when it is changed from one value to another.
4.2 Ratios
The factor is the ratio of the new value to the old value. Regarding the colt mentioned above, we might write:
```
NewWeight / BirthWeight = 2 where the slash character "/" indicates division.
```
Percentage increases
It is also common for us to talk about something increasing or decreasing by a given percentage value. For example, we might say that a colt increased its weight by 50-percent in one year. This is equivalent to saying:
```
NewWeight = BirthWeight * (1 + 50/100)
```
This assumes that when evaluating a mathematical expression:
* The asterisk character " * " indicates multiplication.
* Computations begin inside of the inner-most pair of matching parentheses and work outward from there.
* Multiplication and division are performed before addition and subtraction are performed.
This is typical behavior for computer programs and spreadsheets, but not necessarily for hand calculators.
Percentage decreases
In my dreams, I might say that I went on a diet and my weight decreased by 25-percent in one year. This would be equivalent to saying:
```
NewWeight = OldWeight * (1 - 25/100)
```
Exercise on scale factors
Write a script that has the following behavior. Given a chalk line that is 100 inches long, draw other chalk lines that are:
* A. Twice the length of the original line.
* B. Twenty-
ve percent of the length of the original line.
* C. Twenty-
ve percent greater than the length of the original line.
* D. Twenty-
ve percent less than the length of the original line.
My version of the script is shown in Listing 1 (p. 3) .
```
<!-- File JavaScript01.html --> <html><body> <script language="JavaScript1.3"> //Do the computations var origLine = 100 var lineA = 2 * origLine var lineB = (25/100) * origLine var lineC = (1 + 25/100) * origLine var lineD = (1 - 25/100) * origLine //Display the results document.write("Original line = " + origLine + "<br/>") document.write("A = " + lineA + "<br/>") document.write("B = " + lineB + "<br/>")
```
Listing 1: Exercise on scale factors
```
document.write("C = " + lineC + "<br/>") document.write("D = " + lineD + "<br/>") < >
```
```
/script </body></html>
```
Screen output
When you copy the code from Listing 1 (p. 3) into an html
le and open the
le in your web browser, the output text shown in Figure 1 (p. 4) should appear in your browser window.
```
Original line = 100 A = 200 B = 25 C = 125 D = 75
```
Screen output for Listing #1.
Figure 1: Screen output for Listing #1.
Note that although they sound similar, speci
cations B and D above (p. 3) don't mean the same thing.
4.3 Proportions
We talk about increasing or changing a value by some factor because we can often simplify a problem by thinking in terms of proportions.
note: A symbol for proportionality
Physics textbooks often use a character that doesn't appear on a QWERTY keyboard to indicate "is proportional to."
I will use a "$" character for that purpose because:
* It does appear on a QWERTY keyboard.
* It isn't typically used in mathematical expressions unless American currency is involved.
* It is not a JavaScript operator.
For example, I will write A $ B to indicate that A is proportional to B.
When we say that A is proportional to B, or
A $ B
we mean that if B increases by some factor, then A must increase by the same factor.
Circumference of a circle
Let's illustrate what we mean with a couple of examples. For the
rst example, we will consider the circumference of a circle. Hopefully, you know that the circumference of a circle is given by the expression:
```
C = 2 * PI * r where:
```
* C is the circumference of the circle
* PI is the mathematical constant 3.14159...
* r is the radius of the circle
From this expression, we can conclude that
C $ r
If we modify the radius...
If we double the radius, the circumference will also double. If we reduce the radius by 25-percent, the circumference will also be reduced by 25-percent. This is illustrated by the script in Listing 2 (p. 5) .
Listing 2: Circumference is proportional to radius.
```
<!-- File JavaScript02.html --> <html><body> <script language="JavaScript1.3"> var r = 10 var C = 2 * Math.PI * r document.write("r =" + r + ", C = " + C + "<br/>") //Multiply r by 2. Then display r and C r = r * 2 C = 2 * Math.PI * r document.write("r =" + r + ", C = " + C + "<br/>") //Reduce r by 25%, Then display r and C r = r * (1 - 25/100) C = 2 * Math.PI * r document.write("r =" + r + ", C = " + C + "<br/>") </script> </body></html>
```
Output from the script
When you open the script shown in Listing 2 (p. 5) in your browser, the text shown in Figure 2 (p. 6) should appear in your browser window.
Screen output for Listing #2.
```
r =10, C = 62.83185307179586
```
Figure 2: Screen output for Listing #2.
```
r =20, C = 125.66370614359172 r =15, C = 94.24777960769379
```
Figure 2 (p. 6) shows the value of the circumference for three dierent values for the radius. You should be able to con
rm that the combination of the three lines of output text satisfy the proportionality rules stated earlier (p. 5) .
For example, you can con
rm these results by entering the following three expressions in the Google search box and recording the results that appear immediately below the search box:
2*pi*10
2*pi*20
2*pi*15
Area of a circle
Before I can discuss the area of a circle, I need to de
ne a symbol that we can use to indicate exponentiation.
note: A symbol for exponentiation
Physics textbooks typically use a superscript character to indicate that a value is raised to a power, such as the radius of a circle squared.
When I need to indicate that a value is raised to a power, I will use the "^" character, such as in the following text that indicates radius squared, or radius raised to the second power.
radius^2
In those cases where the exponent is a fraction, or is negative, I will surround it with parentheses, such as in radius^(1/2), and
distance^(-2)
The
rst term indicates the square root of the radius. The second term indicates that distance is being raised to the -2 power.
I chose to use the "^" character to indicate exponentiation because it is used as the exponentiation operator in some programming languages, such as BASIC. The "^" character is also recognized by the Google calculator as an exponentiation operator.
Unfortunately, there is no exponentiation operator in JavaScript, so we will need a dierent approach to raise a value to a power in our JavaScript scripts. As you will see later, we will use the built-in Math.pow method for that purpose.
An expression for the area of a circle
From your earlier coursework, you should know that the area of a circle is given by A = PI * r^2 where
* A is the area.
* PI is the mathematical constant 3.14159...
* r is the radius of the circle.
Proportional to the square of the radius
From this, we can conclude that the area of a circle is not proportional to the radius. Instead, it is proportional to the square of the radius as in
A $ r^2
If you change the radius...
If you change the value of the radius, the area changes in proportion to the square of the radius. If the radius doubles, the area increases by four. If the radius is decreased by 25-percent, the area decreases by more than 25-percent. This is illustrated by the script in Listing 3 (p. 7) .
Listing 3: Area is proportional to radius squared.
```
<!-- File JavaScript03.html --> <html><body> <script language="JavaScript1.3"> var r = 10 var A = Math.PI * Math.pow(r,2) document.write("r =" + r + ", A = " + A + "<br/>") //Multiply r by 2. Then display r and C r = r * 2 var A = Math.PI * Math.pow(r,2) document.write("r =" + r + ", A = " + A + "<br/>") //Reduce r by 25%, Then display r and C r = r * (1 - 25/100) var A = Math.PI * Math.pow(r,2) document.write("r =" + r + ", A = " + A + "<br/>") //Compute and the display the cube root // of a number. var X = Math.pow(8,1/3) document.write("Cube root of 8 = " + X) </script> </body></html>
```
The JavaScript Math.pow method
Listing 3 (p. 7) calls a built-in JavaScript method that I have not used before: Math.pow . This method is called to raise a value to a power. It requires two parameters. The
rst parameter is the value that is to be raised to a power and the second parameter is the power to which the value is to be raised.
The method returns the value raised to the power.
Fractional exponents
Although this topic is not directly related to the discussion on proportionality, as long as I am introducing the method named Math.pow , I will point out the it is legal for the exponent to be a fraction. The last little bit of code in Listing 3 (p. 7) raises the value 8 to the 1/3 power. This actually computes the cube root of the value 8. As you should be able to con
rm in your head, the cube root of 8 is 2, because two raised to the third power is 8.
Output from the script
When you open the script shown in Listing 3 (p. 7) in your browser, the text shown in Figure 3 (p. 8) should appear in your browser window.
Screen output for Listing #3.
```
r =10, A = 314.1592653589793 r =20, A = 1256.6370614359173 r =15, A = 706.8583470577034 Cube root of 8 = 2
```
Figure 3: Screen output for Listing #3.
An examination of the
rst three lines of text in Figure 3 (p. 8) should con
rm that they satisfy the proportionality rules for the square of the radius described earlier (p. 7) .
The last line of text in Figure 3 (p. 8) con
rms that the Math.pow method can be used to compute roots by specifying fractional exponents as the second parameter.
5 Run the scripts
I encourage you to run the scripts that I have presented in this lesson to con
rm that you get the same results. Copy the code for each script into a text
le with an extension of html. Then open that
le in your browser. Experiment with the code, making changes, and observing the results of your changes. Make certain that you can explain why your changes behave as they do.
6 Miscellaneous
This section contains a variety of miscellaneous information.
note: Housekeeping material
* Module name: GAME 2302-0330 Scale Factors, Ratios, and Proportions
* Revised: 10/12/12
* File: Game0330.htm
note: Disclaimers: Financial : Although the Connexions site makes it possible for you to download a PDF
le for this module at no charge, and also makes it possible for you to purchase a pre-printed version of the PDF
le, you should be aware that some of the HTML elements in this module may not translate well into PDF.
I also want you to know that, I receive no
nancial compensation from the Connexions website even if you purchase the PDF version of the module.
In the past, unknown individuals have copied my modules from cnx.org, converted them to Kindle books, and placed them for sale on Amazon.com showing me as the author. I neither receive compensation for those sales nor do I know who does receive compensation. If you purchase such a book, please be aware that it is a copy of a module that is freely available on cnx.org and that it was made and published without my prior knowledge.
A
liation : I am a professor of Computer Information Technology at Austin Community College in Austin, TX.
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Lung Cancer (Small Cell)
What is small cell lung cancer?
Lung cancer starts when cells of the lung become abnormal and begin to grow out of control. As more cancer cells develop, they can form into a tumor and spread to other areas of the body. To learn more about how cancers start and spread, see What Is Cancer?
Types of lung cancer
The 2 main types of lung cancer are:
* Small cell lung cancer (SCLC), which is sometimes called oat cell cancer. About 10% to 15% of lung cancers are SCLC.
* Non-small cell lung cancer (NSCLC), which makes up about 85% to 90% of lung cancers. The 3 main types of NSCLC are adenocarcinoma, squamous cell carcinoma, and large cell carcinoma.
Small cell and non-small cell lung cancers are treated differently. The information here focuses on small cell lung cancer. See Lung Cancer (Non-Small Cell).for information about that type of lung cancer.
Other types of lung cancer and tumors
Lung carcinoid tumors: Less than 5% of lung tumors are carcinoid tumors of the lung. Most of these grow slowly. For more information about these tumors, see Lung Carcinoid Tumor.
Other lung tumors: Other types of lung cancer such as adenoid cystic carcinomas, lymphomas, and sarcomas, as well as benign lung tumors such as hamartomas are rare. These are treated differently from the more common lung cancers and are not discussed here.
Cancers that spread to the lungs: Cancers that start in other organs (such as the breast, pancreas, kidney, or skin) can sometimes spread (metastasize) to the lungs, but these are not lung cancers. For example, cancer that starts in the breast and spreads to the lungs is still breast cancer, not lung cancer. Treatment for metastatic cancer to the lungs is based on where it started (the primary cancer site).
About the lungs
Your lungs are 2 sponge-like organs in your chest. Your right lung has 3 sections, called lobes. Your left lung has 2 lobes. The left lung is smaller because your heart takes up more room on that side of the body.
When you breathe in, air enters through your mouth and nose and goes into your lungs through the trachea (windpipe). The trachea divides into tubes called the bronchi (singular, bronchus), which enter the lungs and divide into smaller branches called bronchioles. At the end of the bronchioles are tiny air sacs known as alveoli.
The alveoli absorb oxygen from the inhaled air into your blood and remove carbon dioxide from the blood. This leaves the body when you exhale. Taking in oxygen and getting rid of carbon dioxide are your lungs' main functions.
Lung cancers typically start in the cells lining the bronchi and parts of the lung such as the bronchioles or alveoli.
A thin lining called the pleura surrounds the lungs. The pleura protects your lungs and helps them slide back and forth against the chest wall as they expand and contract during breathing.
Below the lungs, a thin, dome-shaped muscle called the diaphragm separates the chest from the abdomen. When you breathe, the diaphragm moves up and down, forcing air in and out of the lungs.
Key statistics for small cell lung cancer
Most lung cancer statistics include both small cell lung cancer (SCLC) and non-small cell lung cancer (NSCLC). In general, SCLC accounts for about 10% to 15% of all lung cancers.
How common is lung cancer?
Lung cancer (both small cell and non-small cell) is the second most common cancer in both men and women (not counting skin cancer). Prostate cancer is more common in men, while breast cancer is more common in women. About 14% of all new cancers are lung cancers.
The American Cancer Society's estimates for lung cancer (including both small cell and non-small cell) in the United States for 2016 are:
* About 224,390 new cases of lung cancer (117,920 in men and 106,470 in women)
* About 158,080 deaths from lung cancer (85,920 in men and 72,160 in women)
Lung cancer is by far the leading cause of cancer death among both men and women accounting for about 1 out of 4 cancer deaths. Each year, more people die of lung cancer than from colon, breast, and prostate cancers combined.
Lung cancer mainly occurs in older people. About 2 out of 3 people diagnosed with lung cancer are 65 or older, while less than 2% are younger than 45. The average age at the time of diagnosis is about 70.
Lifetime chance of getting lung cancer
Overall, the chance that a man will develop lung cancer in his lifetime is about 1 in 14; for a woman, the risk is about 1 in 17. Smoking can greatly affect these lifetime risks. For smokers the risk is much higher, while for non-smokers the risk is lower.
* Black men are about 20% more likely to develop lung cancer (including all types) than are white men. The rate is about 10% lower in black women than in white women.
* Women (black and white) have lower rates than men, but the gap is closing. This is because the lung cancer rate has been dropping among men over the past few decades, but only for about the last decade in women.
* Despite their overall risk of lung cancer being higher, black men are about 15% less likely to develop SCLC than are white men, and the risk is about 30% lower in black women than in white women.
Statistics on survival in people with SCLC vary depending on the stage (extent) of the cancer when it is diagnosed. For survival statistics based on the stage of the cancer, see Small cell lung cancer survival rates, by stage.
Visit the American Cancer Society's Cancer Statistics Center for more key statistics.
Small cell lung cancer risk factors
A risk factor is anything that affects your chance of getting a disease such as cancer. Different cancers have different risk factors. Some risk factors, like smoking, can be changed. Others, like a person's age or family history, can't be changed.
But having a risk factor, or even several, does not mean that you will get the disease. And some people who get the disease may have few or no known risk factors.
Several risk factors can make you more likely to develop lung cancer. (These factors are related to the risk of lung cancer in general, so it's possible that some of these might not apply to small cell lung cancer.)
Tobacco smoke
Smoking is by far the leading risk factor for lung cancer. About 80% of all lung cancer deaths are thought to result from smoking, and this number is probably even higher for small cell lung cancer (SCLC). It's very rare for someone who has never smoked to have SCLC. The risk for lung cancer among smokers is many times higher than among nonsmokers. The longer you smoke and the more packs per day you smoke, the greater your risk.
Cigar smoking and pipe smoking are almost as likely to cause lung cancer as cigarette smoking. Smoking low-tar or "light" cigarettes increases lung cancer risk as much as regular cigarettes. Smoking menthol cigarettes might increase the risk even more, as the menthol may allow smokers to inhale more deeply.
Secondhand smoke: If you don't smoke, breathing in the smoke of others (called secondhand smoke or environmental tobacco smoke) can increase your risk of developing lung cancer. Secondhand smoke is thought to cause more than 7,000 deaths from lung cancer each year.
If you or someone you care about needs help quitting, see our Guide to Quitting Smoking or call the American Cancer Society at 1-800-227-2345.
Exposure to radon
Radon is a radioactive gas that occurs naturally when uranium in soil and rocks breaks down. It cannot be seen, tasted, or smelled. According to the US Environmental Protection Agency (EPA), radon is the second leading cause of lung cancer, and is the leading cause among non-smokers.
Outdoors, there is so little radon that it is not likely to be dangerous. But indoors, radon can become more concentrated. Breathing it in exposes your lungs to small amounts of radiation. This might increase your risk of lung cancer.
Homes and other buildings in nearly any part of the United States can have high indoor radon levels (especially in basements).
For more information, see Radon and Cancer
Exposure to asbestos
People who work with asbestos (such as in some mines, mills, textile plants, places that use insulation, and shipyards) are several times more likely to die of lung cancer. Lung cancer risk is much greater in workers exposed to asbestos who also smoke. It's not clear how much low-level or short-term exposure to asbestos might raise lung cancer risk.
People exposed to large amounts of asbestos also have a greater risk of developing mesothelioma, a type of cancer that starts in the pleura (the lining surrounding the lungs). For more on this type of cancer, see Malignant Mesothelioma.
In recent years, government regulations have greatly reduced the use of asbestos in commercial and industrial products. It's still present in many homes and other older buildings, but it's not usually considered harmful as long as it's not released into the air by deterioration, demolition, or renovation. For more information, see Asbestos and Cancer Risk.
Other cancer-causing substances in the workplace
Other carcinogens (cancer-causing substances) found in some workplaces that can increase lung cancer risk include:
* Radioactive ores such as uranium
* Inhaled chemicals such as arsenic, beryllium, cadmium, silica, vinyl chloride, nickel compounds, chromium compounds, coal products, mustard gas, and chloromethyl ethers
* Diesel exhaust
The government and industry have taken steps in recent years to help protect workers from many of these exposures. But the dangers are still there, so if you work around these products, be careful to limit your exposure whenever possible.
Air pollution
In cities, air pollution (especially near heavily trafficked roads) appears to raise the risk of lung cancer slightly. This risk is far less than the risk caused by smoking, but some researchers estimate that worldwide about 5% of all deaths from lung cancer may be due to outdoor air pollution.
Arsenic in drinking water
Studies of people in parts of Southeast Asia and South America with high levels of arsenic in their drinking water have found a higher risk of lung cancer. In most of these studies, the levels of arsenic in the water were many times higher than those typically seen in the United States, even in areas where arsenic levels are above normal. For most Americans who are on public water systems, drinking water is not a major source of arsenic.
Radiation therapy to the lungs
People who have had radiation therapy to the chest for other cancers are at higher risk for lung cancer, particularly if they smoke. Examples include people who have been treated for Hodgkin disease or women who get chest radiation after a mastectomy for breast cancer. Women who receive radiation therapy to the breast after a lumpectomy do not appear to have a higher than expected risk of lung cancer.
Personal or family history of lung cancer
If you have had lung cancer, you have a higher risk of developing another lung cancer.
Brothers, sisters, and children of those who have had lung cancer may have a slightly higher risk of lung cancer themselves, especially if the relative was diagnosed at a younger age. It's not clear how much of this risk might be due to shared genes among family members and how much might be from shared household exposures (such as tobacco smoke or radon).
Researchers have found that genetics does seem to play a role in some families with a strong history of lung cancer. (See "What causes small cell lung cancer?") Research is ongoing in this area.
Certain dietary supplements
Studies looking at the possible role of vitamin supplements in reducing lung cancer risk have not been promising so far. In fact, 2 large studies found that smokers who took beta carotene supplements actually had an increased risk of lung cancer. The results of these studies suggest that smokers should avoid taking beta carotene supplements.
Factors with uncertain or unproven effects on lung cancer risk
Marijuana smoke
There are some reasons to think that smoking marijuana might increase lung cancer risk:
* Marijuana smoke contains tar and many of same the cancer-causing substances that are in tobacco smoke. (Tar is the sticky, solid material that remains after burning, which is thought to contain most of the harmful substances in smoke.)
* Marijuana cigarettes (joints) are typically smoked all the way to the end, where tar content is the highest.
* Marijuana is inhaled very deeply and the smoke is held in the lungs for a long time, which gives any cancer-causing substances more opportunity to deposit in the lungs.
* Because marijuana is still illegal in many places, it may not be possible to control what other substances it might contain.
Those who use marijuana tend to smoke fewer marijuana cigarettes in a day or week than the amount of tobacco consumed by cigarette smokers. The lesser amount smoked would make it harder to see an impact on lung cancer risk.
It's been hard to study whether there is a link between marijuana and lung cancer because marijuana has been illegal in many places for so long, and it's not easy to gather information about the use of illegal drugs.
Also, in studies that have looked at past marijuana use in people who had lung cancer, most of the marijuana smokers also smoked cigarettes. This can make it hard to know how much any increase in risk is from tobacco and how much might be from marijuana. More research is needed to know the cancer risks from smoking marijuana.
Talc and talcum powder
Talc is a mineral that in its natural form may contain asbestos. Some studies have suggested that talc miners and millers might have a higher risk of lung cancer and other respiratory diseases because of their exposure to industrial grade talc. But other studies have not found an increase in lung cancer rate.
Talcum powder is made from talc. By law since the 1970s, all home-use talcum products (baby, body, and facial powders) in the United States have been asbestos-free. The use of cosmetic talcum powder has not been found to increase lung cancer risk.
What causes small cell lung cancer?
We don't know what causes each case of lung cancer. But we do know many of the risk factors for these cancers (see Small cell lung cancer risk factors ) and how some of them can cause cells to become cancerous.
Smoking
Tobacco smoking is by far the leading cause of small cell lung cancer (SCLC). Most small cell lung cancer deaths are caused by smoking or exposure to secondhand smoke.
Smoking is clearly the strongest risk factor for lung cancer, but it often interacts with other factors. Smokers exposed to other known risk factors such as radon and asbestos are at even higher risk. Not everyone who smokes gets lung cancer, so other factors like genetics probably play a role as well (see below).
Lung cancer in non-smokers
It is rare for someone who has never smoked to be diagnosed with SCLC, but it can happen. Lung cancer in non-smokers can be caused by exposure to radon, secondhand smoke, air pollution, or other factors. Workplace exposures to asbestos, diesel exhaust, or certain other chemicals can also cause lung cancers in some people who don't smoke.
A small portion of lung cancers occur in people with no known risk factors for the disease. Some of these might just be random events that don't have an outside cause, but others might be due to factors that we don't yet know about.
Gene changes that may lead to lung cancer
Some of the risk factors for lung cancer can cause certain changes in the DNA of lung cells. These changes can lead to abnormal cell growth and, sometimes, cancer. DNA is the chemical in each of our cells that makes up our genes, which control how our cells function. We usually look like our parents because they are the source of our DNA. But DNA also can influence our risk for developing certain diseases, such as some kinds of cancer.
Some genes help control when cells grow, divide into new cells, and die:
* Genes that help cells grow, divide, or stay alive are called oncogenes.
* Genes that help control cell division or cause cells to die at the right time are called tumor suppressor genes.
Cancers can be caused by DNA changes that turn on oncogenes or turn off tumor suppressor genes.
Inherited gene changes
Some people inherit DNA mutations (changes) from their parents that greatly increase their risk for developing certain cancers. But inherited mutations alone are not thought to cause very many lung cancers.
Still, genes do seem to play a role in some families with a history of lung cancer. For example, some people seem to inherit a reduced ability to break down or get rid of certain types of cancer-causing chemicals in the body, such as those found in tobacco smoke. This could put them at higher risk for lung cancer.
Other people may inherit faulty DNA repair mechanisms that make it more likely they will end up with DNA changes. People with DNA repair enzymes that don't work normally might be especially vulnerable to cancer-causing chemicals and radiation.
Researchers are developing tests that may help identify such people, but these tests are not yet used routinely. For now, doctors recommend that all people avoid tobacco smoke and other exposures that might increase their cancer risk.
Acquired gene changes
Gene changes related to SCLC are usually acquired during life rather than inherited. Acquired mutations in lung cells often result from exposure to factors in the environment, such as cancer-causing chemicals in tobacco smoke. But some gene changes may just be random events that sometimes happen inside a cell, without having an outside cause.
Acquired changes in certain genes, such as the TP53 and RB1 tumor suppressor genes, are thought to be important in the development of SCLC. Changes in these and other genes may also make some lung cancers more likely to grow and spread than others. Not all lung cancers share the same gene changes, so there are undoubtedly changes in other genes that have not yet been found.
Can small cell lung cancer be prevented?
Not all lung cancers can be prevented. But there are things you can do that might lower your risk, such as changing the risk factors that you can control.
Stay away from tobacco
The best way to reduce your risk of lung cancer is not to smoke and to avoid breathing in other people's smoke.
If you stop smoking before a cancer develops, your damaged lung tissue gradually starts to repair itself. No matter what your age or how long you've smoked, quitting may lower your risk of lung cancer and help you live longer. If you would like help quitting smoking, see our Guide to Quitting Smoking or call the American Cancer Society at 1800-227-2345.
Avoid radon
Radon is an important cause of lung cancer. You can reduce your exposure to radon by having your home tested and treated, if needed. For more information, see Radon and Cancer.
Avoid or limit exposure to cancer-causing chemicals
Avoiding exposure to known cancer-causing chemicals, in the workplace and elsewhere, might also be helpful (see Small cell lung cancer risk factors). People working where these exposures are common should try to keep exposure to a minimum when possible.
Eat a healthy diet
A healthy diet with lots of fruits and vegetables may also help reduce your risk of lung cancer. Some evidence suggests that a diet high in fruits and vegetables may help protect against lung cancer in both smokers and non-smokers. But any positive effect of fruits and vegetables on lung cancer risk would be much less than the increased risk from smoking.
Trying to reduce the risk of lung cancer in current or former smokers by giving them high doses of vitamins or vitamin-like drugs has not been successful so far. In fact, some studies have found that supplements of beta-carotene, a nutrient related to vitamin A, appear to increase the rate of lung cancer in these people.
Some people who get lung cancer do not have any clear risk factors. Although we know how to prevent most lung cancers, at this time we don't know how to prevent all of them.
Can small cell lung cancer be found early?
Usually symptoms of lung cancer do not appear until the disease is already at an advanced stage, when it is very hard to cure. Even when lung cancer does cause symptoms, many people may mistake them for other problems, such as an infection or long-term effects from smoking. This may delay the diagnosis.
Some lung cancers are found early by accident as a result of tests for other medical conditions. For example, lung cancer may be found by tests done for other reasons in people with heart disease, pneumonia, or other lung conditions. A small number of these people do very well and may be cured of lung cancer.
Screening is the use of tests or exams to find a disease in people who don't have symptoms. A good screening test for lung cancer has been sought for many years, but only in recent years has a study shown that a test known as a low-dose CT (LDCT) scan can help lower the risk of dying from this disease. Still, small cell lung cancer tends to spread very early, so most lung cancers that are found before they have spread are the non-small cell type.
The National Lung Screening Trial
The National Lung Screening Trial (NLST) was a large clinical trial that looked at using LDCT of the chest to screen for lung cancer. CT scans of the chest provide more detailed pictures than chest x-rays and are better at finding small abnormal areas in the lungs. Low-dose CT of the chest uses lower amounts of radiation than a standard chest CT and does not use intravenous (IV) contrast dye.
The NLST compared LDCT of the chest to chest x-rays in people at high risk of lung cancer to see if these scans could help lower the risk of dying from lung cancer. The study included more than 50,000 people ages 55 to 74 who were current or former smokers and were in fairly good health. To be in the study, they had to have at least a 30 pack-year history of smoking. A pack-year is the number of cigarette packs smoked each day multiplied by the number of years a person has smoked. Someone who smoked a pack of cigarettes per day for 30 years has a 30 pack-year smoking history, as does someone who smoked 2 packs a day for 15 years. Former smokers could enter the study if they had quit within the past 15 years. The study did not include people who had a history of lung cancer or lung cancer symptoms, if they had part of a lung removed, if they needed to be on oxygen at home to help them breathe, or if they had other serious medical problems.
People in the study got either 3 LDCT scans or 3 chest x-rays, each a year apart, to look for abnormal areas in the lungs that might be cancer. After several years, the study found that people who got LDCT had a 16% lower chance of dying from lung cancer than those who got chest x-rays. Overall, they were 7% less likely to die from any cause than those who got chest x-rays.
Screening with LDCT is also known to have some downsides that need to be considered. One drawback of this test is that it also finds a lot of abnormalities that have to be checked out with more tests, but that turn out not to be cancer. (About 1 out of 4 people in the NLST had such a finding.) This may lead to additional tests such as other CT scans or more invasive tests such as needle biopsies or even surgery to remove a portion of lung in some people. These tests can sometimes lead to complications (like a collapsed lung) or rarely, death, even in people who do not have cancer (or who have very early stage cancer).
LDCT scans also expose people to a small amount of radiation with each test. It is less than the dose from a standard CT, but it is more than the dose from a chest x-ray. Some people who are screened may end up needing further CT scans, which means more radiation. When done in tens of thousands of people, this radiation may cause a few people to develop breast, lung, or thyroid cancers later on.
The NLST was a large study, but it left some questions that still need to be answered. For example, it's not clear if screening with LDCT scans would have the same effect if different people were allowed in the study, such as those who smoke less (or not at all) or people younger than age 55 or older than 74. Also, in the NLST, patients got a total of 3 scans over 2 years. It's not yet clear what the effect would be if people were screened for longer than 2 years. Plus, the lung cancers that were found early were mainly of the nonsmall cell type, so it is not yet clear how helpful this test is in finding small cell lung cancer early.
These factors, and others, need to be taken into account by people and their doctors who are considering whether or not screening with LDCT scans is right for them.
American Cancer Society's guidelines for lung cancer screening
The American Cancer Society has thoroughly reviewed the subject of lung cancer screening and issued guidelines that are aimed at doctors and other health care providers:
Patients should be asked about their smoking history. Those who meet ALL of the following criteria may be candidates for lung cancer screening:
* 55 to 74 years old
* In fairly good health (discussed further on)
* Have at least a 30 pack-year smoking history (see previous section)
* Are either still smoking or have quit smoking within the last 15 years
These criteria were based on what was used in the NLST.
Doctors should talk to these patients about the benefits, limitations, and potential harms of lung cancer screening. Screening should only be done at facilities that have a lot of experience using LDCT scans for lung cancer screening. The facility should also have a team of specialists that can care for and follow-up with patients who have abnormal results on the scans.
For patients
If you fit all of the criteria listed above for lung cancer screening, you and your doctor (or other health care provider) should talk about screening, including possible benefits and harms, as well as the limitations of screening.
The main benefit is a lower chance of dying of lung cancer, which accounts for many deaths in current and former smokers. Still, it's important to be aware that screening with LDCT will not find all lung cancers, and not all of the cancers that are found will be found early. Even if a cancer is found by screening, you could still die from lung cancer. Also, LDCT often finds things that turn out not to be cancer, but have to be checked out with more tests to know what they are. You might need more CT scans, or even invasive tests such as a lung biopsy, in which a piece of lung tissue is removed with a needle or during surgery. These tests have risks of their own (see above).
Screening should only be done at facilities that have the right type of CT scanner and that have experience in LDCT scans for lung cancer screening. The facility should also have a team of specialists that can give patients the appropriate care and follow-up if there are abnormal results on the scans. You might not have the right kind of facility nearby, so you may need to travel some distance to be screened.
If you and your doctor decide that you should be screened, you should get a LDCT every year until you reach the age of 74, as long as you are still in good health.
If you smoke, you should get counseling about stopping. You should be told about your risk of lung cancer and referred to a smoking cessation program. Screening is not a good alternative to stopping smoking. For help quitting, see our Guide to Quitting Smoking or call the American Cancer Society at 1-800-227-2345.
What does "in fairly good health" mean?
Screening is meant to find cancer in people who do not have symptoms of the disease. People who already have symptoms that might be caused by lung cancer may need tests such as CT scans to find the underlying cause, which in some cases may be cancer. But this kind of testing is for diagnosis and is not the same as screening. Some of the possible symptoms of lung cancer that kept people out of the NLST were coughing up blood and weight loss without trying.
To get the most potential benefit from screening, patients need to be in good health. For example, they need to be able to have surgery and other treatments to try to cure lung cancer if it is found. Patients who need home oxygen therapy most likely couldn't withstand having part of a lung removed, and so are not candidates for screening. Patients with other serious medical problems that would shorten their lives or keep them from having surgery might not benefit enough from screening for it to be worth the risks, and so should also not be screened.
Metal implants in the chest (like pacemakers) or back (like rods in the spine) can interfere with x-rays and lead to poor quality CT images of the lungs. People with these types of implants were also kept out of the NLST, and so should not be screened with CT scans for lung cancer according to the ACS guidelines.
Signs and symptoms of small cell lung cancer
Most lung cancers do not cause any symptoms until they have spread, but some people with early lung cancer do have symptoms. If you go to your doctor when you first notice symptoms, your cancer might be diagnosed at an earlier stage, when treatment is more likely to be effective.
Most of these symptoms are more likely to be caused by something other than lung cancer. Still, if you have any of these problems, it's important to see your doctor right away so the cause can be found and treated, if needed. The most common symptoms of lung cancer are:
* A cough that does not go away or gets worse
* Coughing up blood or rust-colored sputum (spit or phlegm)
* Chest pain that is often worse with deep breathing, coughing, or laughing
* Hoarseness
* Weight loss and loss of appetite
* Shortness of breath
* Feeling tired or weak
* Infections such as bronchitis and pneumonia that don't go away or keep coming back
* New onset of wheezing
When lung cancer spreads to other parts of the body, it may cause:
* Bone pain (like pain in the back or hips)
* Nervous system changes (such as headache, weakness or numbness of an arm or leg, dizziness, balance problems, or seizures), from cancer spread to the brain
* Yellowing of the skin and eyes (jaundice), from cancer spread to the liver
* Lumps near the surface of the body, due to cancer spreading to the skin or to lymph nodes (collection of immune system cells) such as those in the neck or above the collarbone
Some lung cancers can cause syndromes, which are groups of specific symptoms.
Horner syndrome
Cancers of the upper part of the lungs are sometimes called Pancoast tumors. These tumors are more likely to be non-small cell lung cancer (NSCLC) than small cell lung cancer (SCLC).
Pancoast tumors can affect certain nerves to the eye and part of the face, causing a group of symptoms called Horner syndrome:
* Drooping or weakness of one eyelid
* A smaller pupil (dark part in the center of the eye) in the same eye
* Reduced or absent sweating on the same side of the face
Pancoast tumors can also sometimes cause severe shoulder pain.
Superior vena cava syndrome
The superior vena cava (SVC) is a large vein that carries blood from the head and arms back to the heart. It passes next to the upper part of the right lung and the lymph nodes inside the chest. Tumors in this area can press on the SVC, which can cause the blood to back up in the veins. This can lead to swelling in the face, neck, arms, and upper chest (sometimes with a bluish-red skin color). It can also cause headaches, dizziness, and a change in consciousness if it affects the brain. While SVC syndrome can develop gradually over time, in some cases it can become life-threatening, and needs to be treated right away.
Paraneoplastic syndromes
Some lung cancers make hormone-like substances that enter the bloodstream and cause problems with distant tissues and organs, even though the cancer has not spread to those tissues or organs. These problems are called paraneoplastic syndromes. Sometimes these syndromes may be the first symptoms of lung cancer. Because the symptoms affect other organs, patients and their doctors may first suspect that a disease other than lung cancer is causing them.
Some of the more common paraneoplastic syndromes associated with SCLC are:
* SIADH (syndrome of inappropriate anti-diuretic hormone): In this condition, the cancer cells make a hormone (ADH) that causes the kidneys to retain (hold) water. This lowers salt levels in the blood. Symptoms of SIADH can include fatigue, loss of appetite, muscle weakness or cramps, nausea, vomiting, restlessness, and confusion. Without treatment, severe cases may lead to seizures and coma.
* Cushing syndrome: In this condition, the cancer cells make ACTH, a hormone that makes the adrenal glands secrete cortisol. This can lead to symptoms such as weight gain, easy bruising, weakness, drowsiness, and fluid retention. Cushing syndrome can also cause high blood pressure and high blood sugar levels, or even diabetes.
* Nervous system problems: SCLC can sometimes cause the body's immune system to attack parts of the nervous system, which can lead to problems. One example is a muscle disorder called Lambert-Eaton syndrome. In this syndrome, muscles around the hips become weak. One of the first signs may be trouble getting up from a sitting position. Later, muscles around the shoulder may become weak. A rarer problem is paraneoplastic cerebellar degeneration, which can cause loss of balance and unsteadiness in arm and leg movement, as well as trouble speaking or swallowing. SCLC can also cause other nervous system problems, such as muscle weakness, sensation changes, vision problems, or even changes in behavior.
Again, many of these symptoms can also be caused by something other than lung cancer. Still, if you have any of these problems, it's important to see your doctor right away so the cause can be found and treated, if needed.
Tests for small cell lung cancer
Screening can find some lung cancers, but most lung cancers are found because they are causing problems. If you have possible signs or symptoms of lung cancer, see your doctor, who will examine you and may order some tests. The actual diagnosis of lung cancer is made after looking at a sample of your lung cells under a microscope.
Medical history and physical exam
Your doctor will ask about your medical history to learn about your symptoms and possible risk factors. You will also be examined for signs of lung cancer or other health problems.
If the results of your history and physical exam suggest you might have lung cancer, you will have tests to look for it. These could include imaging tests and/or biopsies of lung tissue.
Imaging tests to look for lung cancer
Imaging tests use x-rays, magnetic fields, sound waves, or radioactive substances to create pictures of the inside of your body. Imaging tests might be done for a number of reasons both before and after a diagnosis of lung cancer, including:
* To look at suspicious areas that might be cancer
* To learn if and how far cancer has spread
* To help determine if treatment is working
* To look for possible signs of cancer coming back after treatment
Chest x-ray
This is often the first test your doctor will do to look for any abnormal areas in the lungs. Plain x-rays of your chest can be done at imaging centers, hospitals, and even in some doctors' offices. If the x-ray result is normal, you probably don't have lung cancer (although some lung cancers may not show up on an x-ray). If something suspicious is seen, your doctor will likely order more tests.
Computed tomography (CT) scan
A CT scan combines many x-rays to make detailed cross-sectional images of your body.
A CT scan is more likely to show lung tumors than a routine chest x-ray. It can also show the size, shape, and position of any lung tumors and can help find enlarged lymph nodes that might contain cancer that has spread from the lung. Most people with small cell lung cancer (SCLC) will get a CT of the chest and abdomen to look at the lungs and lymph nodes, and to look for abnormal areas in the adrenal glands, liver, and other organs that might be from the spread of lung cancer. Some people will get a CT of the brain to look for cancer spread, but an MRI is more likely to be used when looking at the brain.
CT guided needle biopsy: If a suspected area of cancer is deep within your body, a CT scan can be used to guide a biopsy needle precisely into the suspected area.
Magnetic resonance imaging (MRI) scan
Like CT scans, MRI scans show detailed images of soft tissues in the body. But MRI scans use radio waves and strong magnets instead of x-rays.
Most patients with SCLC will have an MRI scan of the brain to look for possible cancer spread, although a CT scan may be used instead. MRI may also be used to look for possible spread to the spinal cord if the patients have certain symptoms.
Positron emission tomography (PET) scan
For a PET scan, you are injected with a slightly radioactive form of sugar, which collects mainly in cancer cells. A special camera is then used to create a picture of areas of radioactivity in the body.
A PET scan can be a very important test if you appear to have early stage (or limited) SCLC. Your doctor can use this test to see if the cancer has spread to lymph nodes or other organs, which can help determine your treatment options. A PET scan can also give a better idea whether an abnormal area on a chest x-ray or CT scan might be cancer. PET scans are also useful if your doctor thinks the cancer may have spread but doesn't know where.
PET/CT scan: Some machines can do both a PET scan and a CT scan at the same time. This lets the doctor compare areas of higher radioactivity on the PET scan with the more detailed appearance of that area on the CT scan. For people with SCLC, PET/CT scans are used more often than PET scans alone.
Bone scan
A bone scan can help show if a cancer has spread to the bones. This test is done mainly when there is reason to think the cancer may have spread to the bones (because of symptoms such as bone pain) and other test results aren't clear.
For this test, you are injected with a slightly radioactive chemical that collects mainly in abnormal areas of bone. A special camera is then used to create a picture of areas of radioactivity in the body..
PET scans can also usually show if the cancer has spread to the bones, so you usually won't need a bone scan if a PET scan has already been done.
Tests to diagnose lung cancer
Symptoms and the results of imaging tests might suggest that a person has lung cancer, but the actual diagnosis is made by looking at cells from your lung with a microscope.
The cells can be taken from lung secretions (sputum or phlegm), fluid removed from the area around the lung (thoracentesis), or from a suspicious area (biopsy). The choice of which test(s) to use depends on the situation.
Sputum cytology
For this test, a sample of sputum (mucus you cough up from the lungs) is looked at under a microscope to see if it has cancer cells. The best way to do this is to get early morning samples from you 3 days in a row. This test is more likely to help find cancers that start in the major airways of the lung, such as most small cell lung cancers and squamous cell lung cancers. It may not be as helpful for finding other types of lung cancer.
Thoracentesis
If fluid has built up around your lungs (called a pleural effusion), doctors can use thoracentesis to relieve symptoms and to see if it is caused by cancer spreading to the lining of the lungs (pleura). The buildup might also be caused by other conditions, such as heart failure or an infection.
For this procedure, the skin is numbed and a hollow needle is inserted between the ribs to drain the fluid. (In a similar test called pericardiocentesis, fluid is removed from within the sac around the heart.) A microscope is used to check the fluid for cancer cells. Chemical tests of the fluid are also sometimes useful in telling a malignant (cancerous) pleural effusion from one that is not.
If a malignant pleural effusion has been diagnosed, thoracentesis may be repeated to remove more fluid. Fluid buildup can keep the lungs from filling with air, so thoracentesis can help a person breathe better.
Needle biopsy
Doctors can often use a hollow needle to get a small sample from a suspicious area (mass).
* In a fine needle aspiration (FNA) biopsy, the doctor uses a syringe with a very thin, hollow needle to withdraw (aspirate) cells and small fragments of tissue.
* In a core biopsy, a larger needle is used to remove one or more small cores of tissue. Samples from core biopsies are larger than FNA biopsies, so they are often preferred.
An advantage of needle biopsies is that they don't require a surgical incision, but in some cases they might not provide enough of a sample to make a diagnosis.
Transthoracic needle biopsy: If the suspected tumor is in the outer part of the lungs, the biopsy needle can be inserted through the skin on the chest wall. The area where the needle is to be inserted may be numbed with local anesthesia first. The doctor then guides the needle into the area while looking at the lungs with either fluoroscopy (which is like an x-ray, but the image is shown on a screen rather than on film) or CT scans. Unlike fluoroscopy, CT doesn't give a constant picture, so the needle is inserted toward the mass, a CT image is taken, and the direction of the needle is guided based on the image. This is repeated a few times until the needle is within the mass.
A possible complication of this procedure is that air may leak out of the lung at the biopsy site and into the space between the lung and the chest wall. This is called a pneumothorax. It can cause part of the lung to collapse and could cause trouble breathing. If the air leak is small, it often gets better without any treatment. Larger air leaks are treated by putting a small tube into the chest space and sucking out the air over a day or two, after which it usually heals on its own.
Other approaches to needle biopsies: An FNA biopsy may also be done to check for cancer in the lymph nodes between the lungs:
* Transtracheal FNA or transbronchial FNA is done by passing the needle through the wall of the trachea (windpipe) or bronchi (the large airways leading into the lungs) during bronchoscopy or endobronchial ultrasound (described below).
* Some patients have an FNA biopsy done during endoscopic esophageal ultrasound (described below) by passing the needle through the wall of the esophagus.
Bronchoscopy
Bronchoscopy can help the doctor find some tumors or blockages in the larger airways of the lungs. It may be used to find a lung tumor or to take a sample of a tumor to see if it is cancer.
For this exam, a lighted, flexible fiber-optic tube (called a bronchoscope) is passed through the mouth or nose and down into the windpipe and bronchi. The mouth and throat are sprayed first with a numbing medicine. You may also be given medicine through an intravenous (IV) line to make you feel relaxed.
Small instruments can be passed down the bronchoscope to take biopsy samples. The doctor can also sample cells that line the airways by using a small brush (bronchial brushing) or by rinsing the airways with sterile saltwater (bronchial washing). These tissue and cell samples are then looked at under a microscope.
Tests to find lung cancer spread
If lung cancer has been found, it's often important to know if it has spread to the lymph nodes in the space between the lungs (mediastinum) or other nearby areas. This can affect a person's treatment options.
Several types of tests might be done to look for cancer spread if surgery could be an option for treatment, but this is not often the case for small cell lung cancer. These tests are used more often for non-small cell lung cancer.
Endobronchial ultrasound
Ultrasound is a type of imaging test that uses sound waves to create pictures of the inside of your body. For this test, a small, microphone-like instrument called a transducer gives off sound waves and picks up the echoes as they bounce off body tissues. The echoes are converted by a computer into an image on a computer screen.
For endobronchial ultrasound, a bronchoscope is fitted with an ultrasound transducer at its tip and is passed down into the windpipe. This is done with numbing medicine (local anesthesia) and light sedation.
The transducer can be pointed in different directions to look at lymph nodes and other structures in the mediastinum (the area between the lungs). If suspicious areas such as enlarged lymph nodes are seen on the ultrasound, a hollow needle can be passed through the bronchoscope to get biopsy samples of them. The samples are then sent to a lab to be looked at with a microscope.
Endoscopic esophageal ultrasound
This test is like endobronchial ultrasound, except the doctor passes an endoscope (a lighted, flexible scope) down the throat and into the esophagus (the tube connecting the throat to the stomach). This is done with numbing medicine (local anesthesia) and light sedation.
The esophagus is just behind the windpipe and is close to some lymph nodes inside the chest to which lung cancer may spread. As with endobronchial ultrasound, the transducer can be pointed in different directions to look at lymph nodes and other structures inside the chest that might contain lung cancer. If enlarged lymph nodes are seen on the ultrasound, a hollow needle can be passed through the endoscope to get biopsy samples of them. The samples are then sent to a lab to be looked at under a microscope.
Mediastinoscopy and mediastinotomy
These procedures may be done to look more directly at and get samples from the structures in the mediastinum (the area between the lungs). They are done in an operating room by a surgeon while you are under general anesthesia (in a deep sleep). The main difference between the two is in the location and size of the incision.
Mediastinoscopy: A small cut is made in the front of the neck and a thin, hollow, lighted tube is inserted behind the sternum (breast bone) and in front of the windpipe to look at the area. Instruments can be passed through this tube to take tissue samples from the lymph nodes along the windpipe and the major bronchial tube areas. Looking at the samples under a microscope can show if they contain cancer cells.
Mediastinotomy: The surgeon makes a slightly larger incision (usually about 2 inches long) between the second and third ribs next to the breast bone. This lets the surgeon reach some lymph nodes that cannot be reached by mediastinoscopy.
Thoracoscopy
This procedure can be done to find out if cancer has spread to the spaces between the lungs and the chest wall, or to the linings of these spaces (called pleura). It can also be used to sample tumors on the outer parts of the lungs as well as nearby lymph nodes and fluid, and to assess whether a tumor is growing into nearby tissues or organs. This procedure is not often done just to diagnose lung cancer, unless other tests such as needle biopsies are unable to get enough samples for the diagnosis.
Thoracoscopy is done in an operating room while you are under general anesthesia (in a deep sleep). A small cut (incision) is made in the side of the chest wall. (Sometimes more than one cut is made.) The doctor then puts a thin, lighted tube with a small video camera on the end through the incision to view the space between the lungs and the chest wall. Using this, the doctor can see possible cancer deposits on the lining of the lung or chest wall and remove small pieces of the tissue to be looked at under the microscope. (When certain areas can't be reached with thoracoscopy, the surgeon may need to make a larger incision in the chest wall, known as a thoracotomy.)
Thoracoscopy can also be used as part of the treatment to remove part of a lung in some early-stage lung cancers. This type of operation, known as video-assisted thoracic surgery (VATS), is described in more detail in Surgery for small cell lung cancer.
Bone marrow aspiration and biopsy
These tests look for spread of the cancer into the bone marrow. Bone marrow is the soft, inner part of certain bones where new blood cells are made.
The two tests are usually done at the same time. The samples are most often taken from the back of the pelvic (hip) bone.
In bone marrow aspiration, you lie on a table (either on your side or on your belly). The skin over the hip is cleaned. Then the skin and the surface of the bone are numbed with local anesthetic, which may cause a brief stinging or burning sensation. A thin, hollow needle is then inserted into the bone, and a syringe is used to suck out a small amount of liquid bone marrow. Even with the anesthetic, most people still have some brief pain when the marrow is removed.
A bone marrow biopsy is usually done just after the aspiration. A small piece of bone and marrow is removed with a slightly larger needle that is pushed down into the bone. The biopsy will likely also cause some brief pain.
Bone marrow aspiration and biopsy are sometimes done in patients thought to have early (limited) stage SCLC but who have blood test results suggesting the cancer might have reached the bone marrow. In recent years, PET scans have been used more often for staging, so these tests are now rarely done for SCLC.
Lab tests of biopsy and other samples
Samples that have been collected during biopsies or other tests are sent to a pathology lab. A pathologist, a doctor who uses lab tests to diagnose diseases such as cancer, will look at the samples under a microscope and may do other special tests to help better classify the cancer. (Cancers from other organs can spread to the lungs. It's very important to find out where the cancer started, because treatment is different depending on the type of cancer.)
The results of these tests are described in a pathology report, which is usually available within about a week. If you have any questions about your pathology results or any diagnostic tests, talk to your doctor..
For more information on understanding your pathology report, see the Lung Pathology section of our website.
Blood tests
Blood tests are not used to diagnose lung cancer, but they can help to get a sense of a person's overall health. For example, they can be used to help tell if a person is healthy enough to have surgery.
A complete blood count (CBC) determines whether your blood has normal numbers of different types of blood cells. For example, it can show if you are anemic (have a low number of red blood cells), if you could have trouble with bleeding (due to a low number of blood platelets), or if you are at increased risk for infections (due to a low number of white blood cells). This test will be repeated regularly if you are treated with chemotherapy, because these drugs can affect blood-forming cells of the bone marrow.
Blood chemistry tests can help spot abnormalities in some of your organs, such as the liver or kidneys. For example, if cancer has spread to the bones, it may cause higher than normal levels of calcium and alkaline phosphatase.
Lung function tests
Lung (or pulmonary) function tests (PFTs) may be done after lung cancer is diagnosed to see how well your lungs are working. They are generally only needed if surgery might be an option in treating the cancer, which is rare in small cell lung cancer. Surgery to remove lung cancer requires removing part or all of a lung, so it's important to know how well the lungs are working beforehand.
There are different types of PFTs, but they all basically have you breathe in and out through a tube that is connected to a machine that measures airflow.
Small cell lung cancer stages
Understanding SCLC stages
The stage of a cancer describes how far it has spread. The stage is one of the most important factors in deciding how to treat the cancer and determining how successful treatment might be.
Limited versus extensive stage
For treatment purposes, most doctors use a 2-stage system that divides SCLC into limited stage and extensive stage. This helps determine if a person might benefit from more aggressive treatments such as chemotherapy combined with radiation therapy to try to cure the cancer (for limited stage cancer), or whether chemotherapy alone is likely to be a better option (for extensive stage cancer).
Limited stage
This means that the cancer is only on one side of the chest and can be treated with a single radiation field. This generally includes cancers that are only in one lung (unless tumors are widespread throughout the lung), and that might have also reached the lymph nodes on the same side of the chest.
Lymph nodes above the collarbone (called supraclavicular nodes) can be affected in limited stage as long as they are on the same side of the chest as the cancer. Some doctors also include lymph nodes at the center of the chest (mediastinal lymph nodes) even when they are closer to the other side of the chest.
What is important is that the cancer is confined to an area that is small enough to be treated with radiation therapy in one "port." Only about 1 out of 3 people with SCLC have limited stage cancer when it is first found.
Extensive stage
This describes cancers that have spread widely throughout the lung, to the other lung, to lymph nodes on the other side of the chest, or to other parts of the body (including the bone marrow). Many doctors consider SCLC that has spread to the fluid around the lung to be extensive stage as well. About 2 out of 3 people with SCLC have extensive disease when their cancer is first found.
The TNM staging system
A more formal system to describe the growth and spread of lung cancer is the American Joint Committee on Cancer (AJCC) TNM staging system, which is based on:
* The size of the main (primary) tumor (T) and whether it has grown into nearby areas.
* Whether the cancer has spread to nearby (regional) lymph nodes (N). Lymph nodes are small bean-shaped collections of immune cells to which cancers often spread before going to other parts of the body.
* Whether the cancer has spread (metastasized) (M) to other organs of the body. (The most common sites are the brain, bones, adrenal glands, liver, kidneys, and the other lung.)
Numbers or letters appear after T, N, and M to provide more details about each of these factors. Higher numbers mean the cancer is more advanced. Once the T, N, and M categories have been determined, this information is combined in a process called stage grouping, to assign an overall stage.
Details of the TNM staging system
The TNM staging system is complex and can be hard for patients (and even some doctors) to understand. If you have any questions about the stage of your cancer, ask your doctor to explain it to you.
T categories for lung cancer
TX: The main (primary) tumor can't be assessed, or cancer cells were seen on sputum cytology or bronchial washing but no tumor can be found.
T0: There is no evidence of a primary tumor.
Tis: Cancer is found only in the top layers of cells lining the air passages. It has not grown into deeper lung tissues. This is also known as carcinoma in situ.
T1: The tumor is no larger than 3 centimeters (cm)—slightly less than 1¼ inches— across, has not reached the membranes that surround the lungs (visceral pleura), and does not affect the main branches of the bronchi.
If the tumor is 2 cm (about 4/5 of an inch) or less across, it is called T1a. If the tumor is larger than 2 cm but not larger than 3 cm across, it is called T1b.
T2: The tumor has 1 or more of the following features:
* It is larger than 3 cm across but not larger than 7 cm.
* It involves a main bronchus, but is not closer than 2 cm (about ¾ inch) to the carina (the point where the windpipe splits into the left and right main bronchi).
* It has grown into the membranes that surround the lungs (visceral pleura).
* The tumor partially clogs the airways, but this has not caused the entire lung to collapse or develop pneumonia.
If the tumor is 5 cm or less across, it is called T2a. If the tumor is larger than 5 cm across (but not larger than 7 cm), it is called T2b.
T3: The tumor has 1 or more of the following features:
* It is larger than 7 cm across.
* It has grown into the chest wall, the breathing muscle that separates the chest from the abdomen (diaphragm), the membranes surrounding the space between the two lungs (mediastinal pleura), or membranes of the sac surrounding the heart (parietal pericardium).
* It has grown into a main bronchus and is closer than 2 cm (about ¾ inch) to the carina, but it does not involve the carina itself.
* It has grown into the airways enough to cause an entire lung to collapse or to cause pneumonia in the entire lung.
* Two or more separate tumor nodules are present in the same lobe of a lung
T4: The cancer has 1 or more of the following features:
* A tumor of any size has grown into the space between the lungs (mediastinum), the heart, the large blood vessels near the heart (such as the aorta), the windpipe (trachea), the tube connecting the throat to the stomach (esophagus), the backbone, or the carina.
* Two or more separate tumor nodules are present in different lobes of the same lung.
N categories for lung cancer
NX: Nearby lymph nodes cannot be assessed.
N0: There is no spread to nearby lymph nodes.
N1: The cancer has spread to lymph nodes within the lung and/or around the area where the bronchus enters the lung (hilar lymph nodes). Affected lymph nodes are on the same side as the primary tumor.
N2: The cancer has spread to lymph nodes around the carina (the point where the windpipe splits into the left and right bronchi) or in the space between the lungs (mediastinum). Affected lymph nodes are on the same side as the primary tumor.
N3: The cancer has spread to lymph nodes near the collarbone on either side, and/or spread to hilar or mediastinal lymph nodes on the side opposite the primary tumor.
M categories for lung cancer
M0: No spread to distant organs or areas. This includes the other lung, lymph nodes further away than those mentioned in the N stages above, and other organs or tissues such as the liver, bones, or brain.
M1a: Any of the following:
* The cancer has spread to the other lung
* Cancer cells are found in the fluid around the lung (called a malignant pleural effusion)
* Cancer cells are found in the fluid around the heart (called a malignant pericardial effusion)
M1b: The cancer has spread to distant lymph nodes or to other organs such as the liver, bones, or brain.
Stage grouping for lung cancer
Once the T, N, and M categories have been assigned, this information is combined to assign an overall stage of 0, I, II, III, or IV. This process is called stage grouping. Some stages are subdivided into A and B. The stages identify cancers that have a similar outlook (prognosis). Patients with lower stage numbers tend to have a better outlook.
Occult (hidden) cancer
TX, N0, M0: Cancer cells are seen in a sample of sputum or other lung fluids, but the cancer isn't found with other tests, so its location can't be determined.
Stage 0
Tis, N0, M0: The cancer is found only in the top layers of cells lining the air passages. It has not invaded deeper into other lung tissues and has not spread to lymph nodes or distant sites.
Stage IA
T1a/T1b, N0, M0: The cancer is no larger than 3 cm across, has not reached the membranes that surround the lungs, and does not affect the main branches of the bronchi. It has not spread to lymph nodes or distant sites.
Stage IB
T2a, N0, M0: The cancer has 1 or more of the following features:
* The main tumor is between larger than 3 cm across but not larger than 5 cm.
* The tumor has grown into a main bronchus, but is not within 2 cm of the carina (and it is not larger than 5 cm).
* The tumor has grown into the visceral pleura (the membranes surrounding the lungs) and is not larger than 5 cm.
* The tumor is partially clogging the airways (and is not larger than 5 cm).
The cancer has not spread to lymph nodes or distant sites.
Stage IIA
There are 3 main combinations of categories that make up this stage.
T1a/T1b, N1, M0: The cancer is no larger than 3 cm across, has not grown into the membranes that surround the lungs, and does not affect the main branches of the bronchi. It has spread to lymph nodes within the lung and/or around the area where the bronchus enters the lung (hilar lymph nodes). These lymph nodes are on the same side as the cancer. It has not spread to distant sites.
OR
T2a, N1, M0: The cancer has 1 or more of the following features:
* The main tumor is larger than 3 cm across but not larger than 5 cm.
* The tumor has grown into a main bronchus, but is not within 2 cm of the carina (and it is not larger than 5 cm).
* The tumor has grown into the visceral pleura (the membranes surrounding the lungs) and is not larger than 5 cm.
* The tumor is partially clogging the airways (and is not larger than 5 cm).
The cancer has also spread to lymph nodes within the lung and/or around the area where the bronchus enters the lung (hilar lymph nodes). These lymph nodes are on the same side as the cancer. It has not spread to distant sites.
OR
T2b, N0, M0: The cancer has 1 or more of the following features:
* The main tumor is larger than 5 cm across but not larger than 7 cm.
* The tumor has grown into a main bronchus, but is not within 2 cm of the carina (and it is between 5 and 7 cm across).
* The tumor has grown into the visceral pleura (the membranes surrounding the lungs) and is between 5 and 7 cm across.
* The tumor is partially clogging the airways (and is between 5 and 7 cm across).
The cancer has not spread to lymph nodes or distant sites.
Stage IIB
There are 2 combinations of categories that make up this stage.
T2b, N1, M0: The cancer has 1 or more of the following features:
* The main tumor is larger than 5 cm across but not larger than 7 cm.
* The tumor has grown into a main bronchus, but is not within 2 cm of the carina (and it is between 5 and 7 cm across).
* The tumor has grown into the visceral pleura (the membranes surrounding the lungs) and is between 5 and 7 cm across.
* The cancer is partially clogging the airways (and is between 5 and 7 cm across).
It has also spread to lymph nodes within the lung and/or around the area where the bronchus enters the lung (hilar lymph nodes). These lymph nodes are on the same side as the cancer. It has not spread to distant sites.
OR
T3, N0, M0: The main tumor has 1 or more of the following features:
* It is larger than 7 cm across.
* It has grown into the chest wall, the breathing muscle that separates the chest from the abdomen (diaphragm), the membranes surrounding the space between the lungs (mediastinal pleura), or membranes of the sac surrounding the heart (parietal pericardium).
* It invades a main bronchus and is closer than 2 cm (about ¾ inch) to the carina, but it does not involve the carina itself.
* It has grown into the airways enough to cause an entire lung to collapse or to cause pneumonia in the entire lung.
* Two or more separate tumor nodules are present in the same lobe of a lung.
The cancer has not spread to lymph nodes or distant sites.
Stage IIIA
Three main category combinations make up this stage.
T1 to T3, N2, M0: The main tumor can be any size. It has not grown into the space between the lungs (mediastinum), the heart, the large blood vessels near the heart (such as the aorta), the windpipe (trachea), the tube connecting the throat to the stomach (esophagus), the backbone, or the carina. It has not spread to different lobes of the same lung.
The cancer has spread to lymph nodes around the carina (the point where the windpipe splits into the left and right bronchi) or in the space between the lungs (mediastinum). These lymph nodes are on the same side as the main lung tumor. The cancer has not spread to distant sites.
OR
T3, N1, M0: The cancer has 1 or more of the following features:
* It is larger than 7 cm across.
* It has grown into the chest wall, the breathing muscle that separates the chest from the abdomen (diaphragm), the membranes surrounding the space between the lungs (mediastinal pleura), or membranes of the sac surrounding the heart (parietal pericardium).
* It invades a main bronchus and is closer than 2 cm to the carina, but it does not involve the carina itself.
* Two or more separate tumor nodules are present in the same lobe of a lung
* It has grown into the airways enough to cause an entire lung to collapse or to cause pneumonia in the entire lung.
The cancer has also spread to lymph nodes within the lung and/or around the area where the bronchus enters the lung (hilar lymph nodes). These lymph nodes are on the same side as the cancer. It has not spread to distant sites.
T4, N0 or N1, M0: The cancer has 1 or more of the following features:
* A tumor of any size has grown into the space between the lungs (mediastinum), the heart, the large blood vessels near the heart (such as the aorta), the windpipe (trachea), the tube connecting the throat to the stomach (esophagus), the backbone, or the carina.
* Two or more separate tumor nodules are present in different lobes of the same lung.
It may or may not have spread to lymph nodes within the lung and/or around the area where the bronchus enters the lung (hilar lymph nodes). Any affected lymph nodes are on the same side as the cancer. It has not spread to distant sites.
Stage IIIB
Two category combinations make up this stage.
Any T, N3, M0: The cancer can be of any size. It may or may not have grown into nearby structures or caused pneumonia or lung collapse. It has spread to lymph nodes near the collarbone on either side, and/or has spread to hilar or mediastinal lymph nodes on the side opposite the primary tumor. The cancer has not spread to distant sites.
OR
T4, N2, M0: The cancer has 1 or more of the following features:
* A tumor of any size has grown into the space between the lungs (mediastinum), the heart, the large blood vessels near the heart (such as the aorta), the windpipe (trachea), the tube connecting the throat to the stomach (esophagus), the backbone, or the carina.
* Two or more separate tumor nodules are present in different lobes of the same lung.
The cancer has also spread to lymph nodes around the carina (the point where the windpipe splits into the left and right bronchi) or in the space between the lungs (mediastinum). Affected lymph nodes are on the same side as the main lung tumor. It has not spread to distant sites.
Stage IV
Two combinations of categories make up this stage.
Any T, any N, M1a: The cancer can be any size and may or may not have grown into nearby structures or reached nearby lymph nodes. In addition, any of the following is true:
* The cancer has spread to the other lung
* Cancer cells are found in the fluid around the lung (called a malignant pleural effusion)
* Cancer cells are found in the fluid around the heart (called a malignant pericardial effusion)
OR
Any T, any N, M1b: The cancer can be any size and may or may not have grown into nearby structures or reached nearby lymph nodes. It has spread to distant lymph nodes or to other organs such as the liver, bones, or brain.
Small cell lung cancer survival rates, by stage
Survival rates tell you what portion of people with the same type and stage of cancer are still alive a certain amount of time (usually 5 years) after they were diagnosed. These numbers can't tell you how long you will live, but they may help give you a better understanding about how likely it is that your treatment will be successful. Some people will want to know the survival rates for their cancer type and stage, and some people won't. If you don't want to know, you don't have to.
What is a 5-year survival rate?
Statistics on the outlook for a certain type and stage of cancer are often given as 5-year survival rates, but many people live longer – often much longer – than 5 years. The 5year survival rate is the percentage of people who live at least 5 years after being diagnosed with cancer. For example, a 5-year survival rate of 50% means that an estimated 50 out of 100 people who have that cancer are still alive 5 years after being diagnosed. Keep in mind, however, that many of these people live much longer than 5 years after diagnosis.
Relative survival rates are a more accurate way to estimate the effect of cancer on survival. These rates compare people with cancer to people in the overall population. For example, if the 5-year relative survival rate for a specific type and stage of cancer is 50%, it means that people who have that cancer are, on average, about 50% as likely as people who don't have that cancer to live for at least 5 years after being diagnosed.
But remember, survival rates are estimates – your outlook can vary based on a number of factors specific to you.
Survival rates don't tell the whole story
Survival rates are often based on previous outcomes of large numbers of people who had the disease, but they can't predict what will happen in any particular person's case. There are a number of limitations to keep in mind:
* The numbers below are among the most current available. But to get 5-year survival rates, doctors have to look at people who were treated at least 5 years ago. As treatments are improving over time, people who are now being diagnosed with small cell lung cancer (SCLC) might have a better outlook than these statistics show.
* These statistics are based on the stage of the cancer when it was first diagnosed. They do not apply to cancers that later come back or spread, for example.
* The outlook for people with SCLC varies by the stage (extent) of the cancer – in general, the survival rates are higher for people with earlier stage cancers. But other factors can affect a person's outlook, such as a person's age and overall health, and how well the cancer responds to treatment. The outlook for each person is specific to his or her circumstances.
Your doctor can tell you how these numbers may apply to you, as he or she is familiar with your particular situation.
Survival rates for small cell lung cancer, by stage
The numbers below are relative survival rates calculated from the National Cancer Institute's SEER database, based on people who were diagnosed with SCLC between 1988 and 2001.
These survival rates are based on the TNM staging system in use at the time, which has since been modified slightly for the latest version. Because of this, the survival numbers may be slightly different for the latest staging system.
* The 5-year relative survival rate for people with stage I SCLC is about 31%.
* For stage II SCLC, the 5-year relative survival rate is about 19%.
* The 5-year relative survival rate for stage III SCLC is about 8%.
* SCLC that has spread to other parts of the body is often hard to treat. Stage IV SCLC has a relative 5-year survival rate of about 2%. Still, there are often treatment options available for people with this stage of cancer.
Remember, these survival rates are only estimates – they can't predict what will happen to any individual person. We understand that these statistics can be confusing and may lead you to have more questions. Talk to your doctor to better understand your situation.
Small cell lung cancer treatment
If you've been diagnosed with small cell lung cancer (SCLC), your cancer care team will discuss your treatment options with you. It's important that you think carefully about your choices. You will want to weigh the benefits of each treatment option against the possible risks and side effects.
Which treatments are used for SCLC?
Depending on the stage of the cancer and other factors, the main treatment options for people with SCLC include:
* Chemotherapy
* Radiation therapy
* Surgery
Palliative treatments can also be used to help with symptoms.
Sometimes, more than one of type of treatment is used. If you have SCLC, you will probably get chemotherapy if you are healthy enough. If you have limited stage disease, radiation therapy and – rarely – surgery may be options as well. To learn about the most common approaches to treating these cancers, see "Treatment of small cell lung cancer, by stage.
What types of doctors treat SCLC?
You may have different types of doctors on your treatment team, depending on the stage of your cancer and your treatment options. These doctors could include:
* A medical oncologist: a doctor who treats cancer with medicines such as chemotherapy
* A pulmonologist: a doctor who specializes in medical treatment of diseases of the lungs
* A radiation oncologist: a doctor who treats cancer with radiation therapy
* A thoracic surgeon: a doctor who treats diseases in the lungs and chest with surgery
You might have many other specialists on your treatment team as well, including physician assistants (PAs), nurse practitioners (NPs), nurses, respiratory therapists, nutrition specialists, social workers, and other health professionals. See Health Professionals Associated With Cancer Care for more on this.
Making treatment decisions
It's important to discuss all of your treatment options, including their goals and possible side effects, with your doctors to help make the decision that best fits your needs. It's also very important to ask questions if there is anything you're not sure about. See What should you ask your doctor about small cell lung cancer? for ideas.
Getting a second opinion
You may also want to get a second opinion. This can give you more information and help you feel more certain about the treatment plan you choose. If you aren't sure where to go for a second opinion, ask your doctor for help.
Thinking about taking part in a clinical trial
Clinical trials are carefully controlled research studies that are done to get a closer look at promising new treatments or procedures. Clinical trials are one way to get state-of-the art cancer treatment. Sometimes they may be the only way to get access to newer treatments. They are also the best way for doctors to learn better methods to treat cancer. Still, they are not right for everyone.
If you would like to learn more about clinical trials that might be right for you, start by asking your doctor if your clinic or hospital conducts clinical trials. You can also call our clinical trials matching service at 1-800-303-5691 for a list of studies that meet your medical needs, or see "Clinical Trials" to learn more.
Considering complementary and alternative methods
You may hear about complementary or alternative methods that your doctor hasn't mentioned to treat your cancer or relieve symptoms. These methods can include vitamins, herbs, and special diets, or other methods such as acupuncture or massage, to name a few.
Complementary methods refer to treatments that are used along with your regular medical care. Alternative treatments are used instead of a doctor's medical treatment. Although some of these methods might be helpful in relieving symptoms or helping you feel better, many have not been proven to work. Some might even be dangerous.
As you consider your options, look for "red flags" that might suggest fraud. Does the method promise to cure all or most cancers? Are you told not to have regular medical treatments? Is the treatment a "secret" that requires you to visit certain providers or travel to another country?
Be sure to talk to your cancer care team about any method you are thinking about using. They can help you learn what is known (or not known) about the method, which can help you make an informed decision. See "Complementary and Alternative Medicine" to learn more.
Choosing to stop treatment or choosing no treatment at all
For some people, when treatments have been tried and are no longer controlling the cancer, it could be time to weigh the benefits and risks of continuing to try new treatments. Whether or not you continue treatment, there are still things you can do to help maintain or improve your quality of life. Learn more in If Cancer Treatments Stop Working.
Some people, especially if the cancer is advanced, might not want to be treated at all. There are many reasons you might decide not to get cancer treatment, but it's important to talk this through with your doctors before you make this decision. Remember that even if you choose not to treat the cancer, you can still get supportive care to help with pain or other symptoms.
Help getting through treatment
Your cancer care team will be your first source of information and support, but there are other resources for help when you need it. Hospital- or clinic-based support services are an important part of your care. These might include nursing or social work services, financial aid, nutritional advice, rehab, or spiritual help.
The American Cancer Society also has programs and services – including rides to treatment, lodging, support groups, and more – to help you get through treatment. Call our National Cancer Information Center at 1-800-227-2345 and speak with one of our trained specialists on call 24 hours a day, every day.
The treatment information in this document is not official policy of the American Cancer Society and is not intended as medical advice to replace the expertise and judgment of your cancer care team. It is intended to help you and your family make informed decisions, together with your doctor. Your doctor may have reasons for suggesting a treatment plan different from these general treatment options. Don't hesitate to ask him or her questions about your treatment options.
Chemotherapy for small cell lung cancer
Chemotherapy (chemo) is treatment with anti-cancer drugs injected into a vein or taken by mouth. These drugs enter the bloodstream and go throughout the body, making this treatment useful for cancer anywhere in the body.
When might chemotherapy be used?
Chemo is typically part of the treatment for small cell lung cancer (SCLC). This is because SCLC has usually already spread by the time it is found (even if the spread can't be seen on imaging tests), so other treatments such as surgery or radiation therapy would not reach all areas of cancer.
* For people with limited stage SCLC, chemo is often given along with radiation therapy. This is known as chemoradiation.
* For people with extensive stage SCLC, chemo alone is usually the main treatment (although sometimes radiation therapy is given as well).
Some patients in poor health might not be able to tolerate intense doses of chemo. But older age by itself is not a reason to not get chemo.
Drugs used to treat SCLC
SCLC is generally treated with combinations of chemotherapy drugs. The combinations most often used are:
* Cisplatin and etoposide
* Carboplatin and etoposide
* Cisplatin and irinotecan
* Carboplatin and irinotecan
Doctors give chemo in cycles, with a period of treatment (usually 1 to 3 days) followed by a rest period to allow your body time to recover. Each cycle generally lasts about 3 to 4 weeks, and initial treatment is typically 4 to 6 cycles.
If the cancer progresses (get worse) during treatment or returns after treatment is finished, other chemo drugs may be tried. The choice of drugs depends to some extent on how soon the cancer begins to grow again. (The longer it takes for the cancer to return, the more likely it is to respond to further treatment.)
* If cancer returns more than 6 months after treatment, it might respond again to the same chemo drugs that were given the first time, so these can be tried again.
* If the cancer comes back sooner, or if it keeps growing during treatment, further treatment with the same drugs isn't likely to be helpful. If further chemo is given, most doctors prefer treatment with a single, different drug to help limit side effects. Topotecan, which can either be given into a vein (IV) or taken as pills, is the drug most often used, although others might also be tried.
SCLC that progresses or comes back can be hard to treat, so taking part in a clinical trial of newer treatments might be a good option for some people.
Possible side effects of chemotherapy
Chemo drugs can cause side effects. These depend on the type and dose of drugs given and how long they are taken. Some of the more common side effects of chemo include:
* Hair loss
* Mouth sores
* Loss of appetite
* Nausea and vomiting
* Diarrhea or constipation
* Increased chance of infections (from having too few white blood cells)
* Easy bruising or bleeding (from having too few blood platelets)
* Fatigue (from having too few red blood cells)
These side effects usually go away after treatment. There are often ways to lessen these side effects. For example, drugs can help prevent or reduce nausea and vomiting.
Some drugs can have specific side effects. For example:
* Drugs such as cisplatin and carboplatin can damage nerve endings. This is called peripheral neuropathy. It can sometimes lead to symptoms (mainly in the hands and feet) such as pain, burning or tingling sensations, sensitivity to cold or heat, or weakness. In most people this goes away or gets better after treatment is stopped, but it may last a long time in some people.
* Cisplatin can also cause kidney damage. To help prevent this, doctors give lots of IV fluids before and after each dose of the drug is given.
To learn more about chemo, see the Chemotherapy section of our website.
Radiation therapy for small cell lung cancer
Radiation therapy uses high-energy rays (such as x-rays) or particles to kill cancer cells.
When is radiation therapy used?
Depending on the stage of small cell lung cancer (SCLC) and other factors, radiation therapy might be used in several situations:
* In limited stage SCLC, radiation therapy can be given at the same time as chemotherapy (chemo) to treat the tumor and lymph nodes in the chest. Giving chemo and radiation together is called concurrent chemoradiation. The radiation may be started with the first or second cycle of chemo.
* Radiation can also be given after the chemo is finished. This is sometimes done for patients with extensive stage disease, or it can be used for people with limited stage disease who have trouble getting chemotherapy and radiation at the same time (as an alternative to chemoradiation).
* SCLC often spreads to the brain. Radiation can be given to the brain to help lower the chances of problems from cancer spread there. This is called prophylactic cranial irradiation. This is most often used to treat people with limited stage SCLC, but it can also help some people with extensive stage SCLC.
* Radiation can be used to shrink tumors to relieve (palliate) symptoms of lung cancer such as pain, bleeding, trouble swallowing, cough, shortness of breath, and problems caused by spread to other organs such as the brain.
Types of radiation therapy
The type of radiation therapy most often used to treat SCLC is called external beam radiation therapy (EBRT). It delivers radiation from outside the body and focuses it on the cancer.
Before treatments start, your radiation team will take careful measurements to find the correct angles for aiming the radiation beams and the proper dose of radiation. This planning session, called simulation, usually includes getting imaging tests such as CT scans.
Treatment is much like getting an x-ray, but the radiation is more intense. The procedure itself is painless. Each treatment lasts only a few minutes, although the setup time – getting you into place for treatment – usually takes longer.
Most often, radiation as part of the initial treatment for SCLC is given once or twice daily, 5 days a week, for 3 to 7 weeks. Radiation to relieve symptoms and prophylactic cranial radiation are given for shorter periods of time, typically less than 3 weeks.
In recent years, newer EBRT techniques have been shown to help doctors treat lung cancers more accurately while lowering the radiation exposure to nearby healthy tissues. These include:
Three-dimensional conformal radiation therapy (3D-CRT): 3D-CRT uses special computer programs to precisely map the location of the tumor(s). Radiation beams are shaped and aimed at the tumor(s) from several directions, which makes it less likely to damage normal tissues.
Intensity modulated radiation therapy (IMRT): IMRT is an advanced form of 3D therapy. It uses a computer-driven machine that moves around the patient as it delivers radiation. Along with shaping the beams and aiming them at the tumor from several angles, the intensity (strength) of the beams can be adjusted to limit the dose reaching nearby normal tissues. This technique is used most often if tumors are near important structures such as the spinal cord. Many major cancer centers now use IMRT.
A variation of IMRT is called volumetric modulated arc therapy (VMAT). It uses a machine that delivers radiation quickly as it rotates once around the body. Each treatment is given over just a few minutes.
Possible side effects of radiation therapy
If you are going to get radiation therapy, it's important to ask your doctor beforehand about the possible side effects so that you know what to expect. Common side effects of radiation therapy can include:
* Skin changes in the area being treated, which can range from mild redness to blistering and peeling
* Hair loss (in the area where the radiation enters the body)
* Fatigue (tiredness)
* Nausea and vomiting
* Loss of appetite and weight loss
Most of these side effects go away after treatment, but some can last a long time. When chemotherapy is given with radiation, the side effects are often worse.
Radiation therapy to the chest may damage your lungs, which might cause a cough, problems breathing, and shortness of breath. These usually improve after treatment is over, although sometimes they may not go away completely.
Your esophagus, which is in the middle of your chest, may be exposed to radiation, which could cause a sore throat and trouble swallowing during or shortly after treatment. This might make it hard to eat anything other than soft foods or liquids for a while.
Radiation therapy to large areas of the brain can sometimes cause memory loss, fatigue, headaches, trouble thinking, or reduced sexual desire. Usually these symptoms are minor compared with those caused by cancer that has spread to the brain, but they can affect your quality of life.
For more information, see the Radiation Therapy section of our website.
Surgery for small cell lung cancer
Surgery is rarely used as part of the main treatment for small cell lung cancer (SCLC), as the cancer has usually already spread by the time it is found.
Occasionally (in fewer than 1 out of 20 patients), the cancer is found as only a single lung tumor, with no spread to lymph nodes or other organs. Surgery may be an option for these early-stage cancers, usually followed by additional treatment (chemotherapy, often with radiation therapy).
If your doctor thinks the lung cancer can be treated with surgery, pulmonary function tests will be done first to see if you would still have enough healthy lung tissue left after surgery. Other tests will check the function of your heart and other organs to be sure you're healthy enough for surgery.
Because surgery isn't helpful for more advanced stage lung cancers, your doctor will also want to make sure the cancer hasn't already spread to the lymph nodes between the lungs. This is often done just before surgery with mediastinoscopy or with some of the other techniques described in Tests for small cell lung cancer. If cancer cells are in the lymph nodes, then surgery is not likely to be helpful.
Types of lung surgery
Different operations can be used to treat SCLC:
* Pneumonectomy: An entire lung is removed in this surgery.
* Lobectomy: The lungs have 5 lobes (3 in the right lung and 2 in the left). In this surgery, the entire lobe containing the tumor is removed.
* Segmentectomy or wedge resection: In these operations, only the part of the lobe with the tumor is removed.
* Sleeve resection: A section of a large airway is removed, and the lung is reattached.
In general, lobectomy is the preferred operation for SCLC if it can be done, because it offers a better chance of removing all of the cancer than segmentectomy or wedge resection.
With any of these operations, nearby lymph nodes are also removed to look for possible spread of the cancer. These operations require general anesthesia (where you are in a deep sleep) and are usually done through a surgical incision between the ribs in the side of the chest (called a thoracotomy).
When you wake up from surgery, you will have a tube (or tubes) coming out of your chest and attached to a special canister to allow excess fluid and air to drain out. The tube(s) will be removed once the fluid drainage and air leak stop. Most people will spend about a week in the hospital after the surgery.
Possible risks and side effects of lung surgery
Surgery for lung cancer is a major operation and can have serious side effects, which is why surgery isn't a good idea for everyone. While all surgeries carry some risks, they depend to some degree on the extent of the surgery and a person's health beforehand.
Possible complications during and soon after surgery can include reactions to anesthesia, excess bleeding, blood clots in the legs or lungs, wound infections, and pneumonia. While it is rare, in some cases people may not survive the surgery.
Recovering from lung cancer surgery typically takes weeks to months. When the surgery is done through a thoracotomy, the surgeon must spread the ribs to get to the lung, so the area near the incision will hurt for some time after surgery. Your activity will be limited for at least a month.
If your lungs are in good condition (other than the presence of the cancer) you can usually return to normal activities after some time if a lobe or even an entire lung has been removed.
If you also have another lung disease such as emphysema or chronic bronchitis (which are common among heavy smokers), you might become short of breath with activity after surgery.
For more general information about surgery, see A Guide to Cancer Surgery.
Palliative procedures for small cell lung cancer
Palliative, or supportive care, is aimed at relieving symptoms and improving a person's quality of life.
People with small cell lung cancer (SCLC) often benefit from procedures to help with problems caused by the cancer. For example, people with advanced lung cancer can be short of breath. This can be caused by many things, including fluid around the lung or an airway that is blocked by a tumor. Although treating the cancer with chemotherapy or other drugs may help with this over time, other treatments may be needed as well.
Treating an airway blocked by a tumor
Tumors can sometimes grow into the lung airways, blocking them and causing problems such as pneumonia or shortness of breath. Sometimes this is treated with radiation therapy (described in Radiation therapy for small cell lung cancer), but other techniques can also be used.
Photodynamic therapy (PDT)
Photodynamic therapy is sometimes used to help open up airways blocked by tumors to help people breathe better.
For this technique, a light-activated drug called porfimer sodium (Photofrin) is injected into a vein. This drug collects more in cancer cells than in normal cells. After a couple of days (to give the drug time to build up in the cancer cells), a bronchoscope is passed down the throat and into the lung. This can be done with either local anesthesia (numbing the throat) and sedation, or with general anesthesia (which puts you in a deep sleep). A special laser light on the end of the bronchoscope is aimed at the tumor, which activates the drug and kills the cells. The dead cells are then removed a few days later during a bronchoscopy. This process can be repeated if needed.
PDT can cause swelling in the airway for a few days, which may lead to some shortness of breath, as well as coughing up blood or thick mucus. Some of this drug also collects in normal cells in the body, such as skin and eye cells. This can make you very sensitive to sunlight or strong indoor lights. Too much exposure can cause serious skin reactions (like a severe sunburn), so doctors recommend staying out of any strong light for several weeks after the injection.
For more information on PDT, see Photodynamic Therapy.
Laser therapy
Lasers can sometimes be used to help open up airways blocked by tumors to help people breathe better.
You are usually asleep (under general anesthesia) for this type of treatment. The laser is on the end of a bronchoscope, which is passed down the throat and next to the tumor. The doctor then aims the laser beam at the tumor to burn it away. This treatment can usually be repeated, if needed.
Stent placement
If a lung tumor has grown into an airway and is causing problems, sometimes a bronchoscope is used to put a hard silicone or metal tube called a stent in the airway to help keep it open. This is often done after other treatments such as PDT or laser therapy.
Treating fluid buildup in the area around the lung
Sometimes fluid can build up in the chest outside of the lungs. This is called a pleural effusion. It can press on the lungs and cause trouble breathing.
Thoracentesis
This is done to drain the fluid. For this procedure, the doctor will numb an area in the chest, and then place a hollow needle into the space between the lungs and the ribs to drain the fluid. This is often done using ultrasound to guide the needle into the fluid.
Pleurodesis
This procedure might be done to remove the fluid and keep it from coming back.
One way to do this is to make a small cut in the skin of chest wall, and place a hollow tube (called a chest tube) into the chest to remove the fluid. Then a substance is instilled into the chest through the tube that causes the linings of the lung (visceral pleura) and chest wall (parietal pleura) to stick together, sealing the space and limiting further fluid buildup. A number of substances can be used for this, such as talc, the antibiotic doxycycline, or a chemotherapy drug like bleomycin. The tube is often left in for a couple of days to drain any new fluid that might collect.
Another way to do this is to blow talc into the space around the lungs during an operation. This is done through a small incision using thoracoscopy
Catheter placement
This is another way to control the buildup of fluid. One end of the catheter (a thin, flexible tube) is placed in the chest through a small cut in the skin, and the other end is left outside the body. This is done in a doctor's office or hospital. Once in place, the catheter can be attached to a special bottle or other device to allow the fluid to drain out on a regular basis.
Treating fluid buildup around the heart
Lung cancer can sometimes spread to the area around the heart. This can lead to fluid buildup inside the sac around the heart (called a pericardial effusion), which can press on the heart and affect how well it works.
Pericardiocentesis
In this procedure, the fluid is drained with a needle placed into the space around the heart. This is usually done using an echocardiogram (an ultrasound of the heart) to guide the needle.
Creating a pericardial window
This procedure can be done to keep the fluid from building up again. During surgery, a piece of the sac around the heart (the pericardium) is removed to allow the fluid to drain into the chest or belly.
Treatment choices by stage of small cell lung cancer
For practical reasons, small cell lung cancer (SCLC) is usually staged as either limited or extensive. In most cases, SCLC has already spread by the time it is found (even if the spread is not seen on imaging tests), so chemotherapy (chemo) is usually part of treatment if a person is healthy enough.
If you smoke, one of the most important things you can do to be ready for treatment is to try to quit. Studies have shown that patients who stop smoking after a diagnosis of lung cancer tend to have better outcomes than those who don't.
Treating limited stage SCLC
Stage I cancers
If you only have one small tumor in your lung and there is no evidence of cancer in lymph nodes or elsewhere, your doctors may recommend surgery to remove the tumor and the nearby lymph nodes.
Very few patients with SCLC are treated this way. This is only an option if you are in fairly good health and can withstand having all or part of a lung removed.
Before the operation, the lymph nodes in your chest will be checked for cancer spread with mediastinoscopy or other tests, because surgery is unlikely to be a good option if the cancer has spread.
Surgery is generally followed by chemotherapy. If cancer is found in the lymph nodes that were removed, radiation therapy to the chest is usually advised as well. The radiation is often given at the same time as the chemo. Although this increases the side effects of treatment, it appears to be more effective than giving one treatment after the other. You might not be given radiation therapy if you already have severe lung disease (in addition to your cancer) or other serious health problems.
In about half of people with SCLC, the cancer will eventually spread to the brain if no preventive measures are taken. For this reason, you may be given radiation therapy to the head (called prophylactic cranial irradiation, or PCI) to try to prevent this. The radiation is usually given in low doses. Still, some patients may have side effects from the radiation.
Other limited stage cancers
For most people with limited stage SCLC, surgery is not an option because the tumor is too large, it's in a place that can't be removed easily, or it has spread to nearby lymph nodes or other places in the lung. If you are in good health, the standard treatment is chemo plus radiation to the chest given at the same time (called concurrent chemoradiation). The chemo drugs used are usually etoposide plus either cisplatin or carboplatin.
Concurrent chemoradiation can help people with limited stage SCLC live longer and give them a better chance at cure than giving one treatment (or one treatment at a time). The downside is that this combination has more side effects than either chemo or radiation alone, and it can be hard to take.
People who aren't healthy enough for chemoradiation are usually treated with chemo by itself. This may be followed by radiation to the chest.
If no measures are taken to prevent it, about half of people with SCLC will have cancer spread to their brain. If your cancer has responded well to initial treatment, you may be given radiation therapy to the head (called prophylactic cranial irradiation, or PCI) to try to prevent this. The radiation is usually given in lower doses than what is used if the cancer had already spread to brain, but some patients may still have side effects from the radiation.
Most people treated with chemo (with or without radiation) for limited stage SCLC will have their tumors shrink significantly. In many, the cancer will shrink to the point where it can no longer be seen on imaging tests. Unfortunately, for most people, the cancer will return at some point.
Because these cancers are hard to cure, clinical trials of newer treatments may be a good option for some people. If you think you might want to take part in a clinical trial, talk to your doctor.
Treating extensive stage SCLC
Extensive stage SCLC has spread too far for surgery or radiation therapy to be useful as the initial treatment. If you have extensive SCLC and are in fairly good health, chemotherapy (chemo) can often shrink the cancer, treat your symptoms, and help you live longer.
The most common chemo combination is etoposide plus either cisplatin or carboplatin. Most people will have their cancer shrink significantly with chemo, and in some the cancer may no longer be seen on imaging tests. Unfortunately, the cancer will still return at some point in almost all people with extensive stage SCLC.
If the cancer responds well to chemo, radiation treatments to the chest may be given. This can help people with extensive stage SCLC live longer. Radiation to the brain (known as prophylactic cranial irradiation, or PCI) may also be considered to help prevent cancer progression in the brain.
Because these cancers are hard to treat, clinical trials of chemotherapy drugs and combinations, as well as other new treatments, may be a good option for some people. If you think you might be interested in taking part in a clinical trial, talk to your doctor.
If cancer growth within the lungs is causing symptoms such as shortness of breath or bleeding, radiation therapy or other types of treatment, such as laser surgery, can sometimes be helpful. Radiation therapy can also be used to relieve symptoms if the cancer has spread to the bones or brain.
If your overall health is poor, you might not be able to withstand the side effects of standard doses of chemo. If this is the case, your doctor may treat you with lower doses of chemo or palliative/supportive care alone. This would include treatment of any pain, breathing problems, or other symptoms you might have.
Cancer that progresses or recurs after treatment
If the cancer continues to grow during treatment or comes back, any further treatment will depend on the location and extent of the cancer, what treatments you've had, and on your health and desire for further treatment. It's always important to understand the goal of any further treatment before it starts – if it's to try to cure the cancer, to slow its growth, or to help relieve symptoms – as well as the likelihood of benefits and risks.
If a cancer continues to grow during chemotherapy, another type of chemo may be tried, although it may be less likely to be effective. For cancers that come back after initial treatment is finished, the choice of chemo drugs depends on how long the cancer was in remission (see Chemotherapy for small cell lung cancer).
For more on dealing with a recurrence, see When Your Cancer Comes Back: Cancer Recurrence.
The treatment information in this document is not official policy of the American Cancer Society and is not intended as medical advice to replace the expertise and judgment of your cancer care team. It is intended to help you and your family make informed decisions, together with your doctor. Your doctor may have reasons for suggesting a treatment plan different from these general treatment options. Don't hesitate to ask him or her questions about your treatment options.
What should you ask your health care team about small cell lung cancer?
It's important to have honest, open discussions with your cancer care team. You should feel free to ask any question, no matter how small it might seem. Here are some questions you might want to ask:
When you're told you have lung cancer
* What kind of lung cancer do I have?
* Where exactly is the cancer? Has it spread beyond where it started?
* What is the stage of my cancer, and what does that mean in my case?
* Will I need any other tests before we can decide on treatment?
* Do I need to see any other doctors or health professionals?
* If I'm concerned about the costs and insurance coverage for my diagnosis and treatment, who can help me?
When deciding on a treatment plan
* How much experience do you have treating this type of cancer?
* What are my treatment choices?
* What do you recommend and why?
* What is the goal of treatment?
* Should I get a second opinion? How do I do that? Can you recommend someone?
* What is my expected survival rate, based on my cancer as you see it?
* How quickly do we need to decide on treatment?
* What should I do to be ready for treatment?
* How long will treatment last? What will it be like? Where will it be done?
* What are the risks or side effects with the treatments you suggest? How long are they likely to last?
* How might treatment affect my daily activities?
* What would my options be if the treatment doesn't work or if the cancer comes back?
During treatment
Once treatment begins, you'll need to know what to expect and what to look for. Not all of these questions may apply to you, but asking the ones that do may be helpful.
* How will we know if the treatment is working?
* Is there anything I can do to help manage side effects?
* What symptoms or side effects should I tell you about right away?
* How can I reach you on nights, holidays, or weekends?
* Do I need to change what I eat during treatment?
* Are there any limits on what I can do?
* What kind of exercise should I do, and how often?
* Can you suggest a mental health professional I can see if I start to feel overwhelmed, depressed, or distressed?
After treatment
* Are there any limits on what I can do?
* What symptoms should I watch for?
* What kind of exercise should I do now?
* What type of follow-up will I need after treatment?
* How often will I need to have follow-up exams and imaging tests?
* Will I need any blood tests?
* How will we know if the cancer has come back? What should I watch for?
* What will my options be if the cancer comes back?
Along with these sample questions, be sure to write down some of your own. For instance, you might want to ask about second opinions or about clinical trials for which you may qualify.
Doctors aren't the only ones who can give you information. Other health care professionals, such as nurses and social workers, can answer some of your questions. To find out more about speaking with your health care team, see Talking With Your Doctor.
Living as a small cell lung cancer survivor
For some people with lung cancer, treatment may remove or destroy the cancer. Completing treatment can be both stressful and exciting. You may be relieved to finish treatment, but find it hard not to worry about cancer growing or coming back. This is very common if you've had cancer.
For other people, the lung cancer may never go away completely. Some people may get regular treatments with chemotherapy, radiation therapy, or other therapies to try to keep the cancer in check for as long as possible. Learning to live with cancer that does not go away can be difficult and very stressful.
Follow-up care
If you have completed treatment, your doctors will still want to watch you closely. It's very important to go to all of your follow-up appointments. During these visits, your doctors will ask if you are having any problems and may do exams and lab tests or imaging tests to look for signs of cancer or treatment side effects.
Almost any cancer treatment can have side effects. Some might only last for a few days or weeks, but others might last a long time. Some side effects might not even show up until years after you have finished treatment. Your doctor visits are a good time to ask questions and talk about any changes or problems you notice or concerns you have.
It's important for all lung cancer survivors, to let their health care team know about any new symptoms or problems, because they could caused by the cancer coming back or by a new disease or second cancer.
Doctor visits and tests
In people with no signs of cancer remaining, many doctors recommend follow-up visits (which may include CT scans and blood tests) about every 3 months for the first couple of years after treatment, about every 6 months for the next several years, then at least yearly after 5 years. Some doctors may advise different follow-up schedules.
Ask your doctor for a survivorship care plan
Talk with your doctor about developing a survivorship care plan for you. This plan might include:
* A suggested schedule for follow-up exams and tests
* A list of potential late or long-term side effects from your treatment, including what to watch for and when you should contact your doctor
* A schedule for other tests you might need, such as tests to look for long-term health effects from your cancer or its treatment
* Suggestions for things you can do that might improve your health, including possibly lowering your chances of the cancer coming back
Keeping health insurance and copies of your medical records
Even after treatment, it's very important to keep health insurance. Tests and doctor visits cost a lot, and even though no one wants to think of their cancer coming back, this could happen.
At some point after your cancer treatment, you might find yourself seeing a new doctor who doesn't know about your medical history. It's important to keep copies of your medical records to give your new doctor the details of your diagnosis and treatment. Learn more in Keeping Copies of Important Medical Records.
Can I lower the risk of my cancer progressing or coming back?
Staying as healthy as possible is more important than ever after lung cancer treatment. Quitting smoking and eating right may help you lower your risk of your lung cancer coming back, and may help protect you from other health problems.
Quitting smoking
If you smoke, quitting is important. Quitting has been shown to help people with lung cancer live longer, even if the cancer has spread. It also lowers the chance of getting another lung cancer, which is especially important for people with early-stage lung cancer.
Of course, quitting smoking can have other health benefits as well, including lowering your risk of some other cancers. If you need help quitting, talk to your doctor or call the American Cancer Society at 1-800-227-2345.
Diet, nutrition, and dietary supplements
The possible link between diet and lung cancer growing or coming back is much less clear. Some studies have suggested that diets high in fruits and vegetables might help prevent lung cancer from developing in the first place, but this hasn't been studied in people who already have lung cancer.
Some early studies have suggested that people with early-stage lung cancer who have higher vitamin D levels might have better outcomes, but so far no study has shown that taking extra vitamin D (as a supplement) helps. On the other hand, studies have found that beta carotene supplements may actually increase the risk of lung cancer in smokers.
Dietary supplements are not regulated like medicines in the United States – they do not have to be proven effective (or even safe) before being sold, although there are limits on what they're allowed to claim they can do. If you're thinking about taking any type of nutritional supplement, talk to your health care team. They can help you decide which ones you can use safely while avoiding those that could be harmful.
If the cancer comes back
If cancer does come back at some point, your treatment options will depend on where the cancer is, what treatments you've had before, and your health. Surgery, radiation therapy, chemotherapy, targeted therapy, immunotherapy, or some combination of these might be options. Other types of treatment might also be used to help relieve any symptoms from the cancer. For more on how recurrent cancer is treated, see Treatment choices by stage of small cell lung cancer. For more general information on dealing with a recurrence, you may also want to read When Your Cancer Comes Back: Cancer Recurrence.
Could I get a second cancer after lung cancer treatment?
People who've had lung cancer can still get other cancers, although most don't get cancer again. Lung cancer survivors are at higher risk for getting another lung cancer, as well as some other types of cancer. Learn more in Second cancers after small cell lung cancer.
Moving on after lung cancer
Emotional support
Some amount of feeling depressed, anxious, or worried is normal when small cell lung cancer is a part of your life. Some people are affected more than others. But everyone can benefit from help and support from other people, whether friends and family, religious groups, support groups, professional counselors, or others. Learn more in Emotions After Cancer Treatment
Second cancers after small cell lung cancer
Small cell lung cancer survivors can be affected by a number of health problems, but often a major concern is facing cancer again. Cancer that comes back after treatment is called a recurrence. But some cancer survivors develop a new, unrelated cancer later. This is called a second cancer.
Unfortunately, being treated for lung cancer doesn't mean you can't get another cancer. People who have had lung cancer can still get the same types of cancers that other people get. In fact, they might be at higher risk for certain types of cancer.
Survivors of small cell lung cancer can get any type of second cancer, but they have an increased risk of:
* A second lung cancer (This is different from the first cancer coming back.)
* Cancer of the larynx (voice box)
* Cancer of the mouth and throat
* Esophagus cancer
* Pancreas cancer
* Bladder cancer
* Thyroid cancer
* Acute myeloid leukemia (AML)
Lung cancer is the most common second cancer in someone with a previous lung cancer. Smoking is a risk factor for many of these cancers, and the risks of a second cancer are especially high among lung cancer survivors who continue to smoke. The risk of cancer of the esophagus is higher among people treated with radiation therapy to the chest.
Follow-up after lung cancer treatment
After completing treatment, you should still see your doctor regularly. Report any new symptoms or problems, because they could be caused by the cancer spreading or coming back, or by a new disease or second cancer.
Lung cancer survivors should also follow the American Cancer Society guidelines for the early detection of cancer, such as those for colorectal, breast, cervical, and prostate cancer. Screening tests can find some cancers early, when they are likely to be treated more successfully. For people who have had lung cancer, most experts don't recommend any additional testing to look for second cancers unless you have symptoms.
Can I lower my risk of getting a second cancer?
There are steps you can take to lower your risk and stay as healthy as possible. For example, people who have had lung cancer should do their best to stay away from tobacco products. Smoking increases the risk of dying from lung cancer, as well as the risk of many of the second cancers seen after lung cancer.
To help maintain good health, lung cancer survivors should also:
* Try to get to and stay at a healthy weight
* Stay physically active
* Eat a healthy diet, with an emphasis on plant foods
* Limit alcohol to no more than 1 drink per day for women or 2 per day for men
These steps may also lower the risk of some other health problems.
See Second Cancers in Adults for more information about causes of second cancers.
What's new in small cell lung cancer research?
Research into the prevention, early detection, and treatment of small cell lung cancer (SCLC) is being done in many medical centers throughout the world.
Prevention
Tobacco
Prevention offers the greatest opportunity to fight lung cancer. Although decades have passed since the link between smoking and lung cancers became clear, smoking is still responsible for most lung cancer deaths. Research is continuing on:
* Ways to help people quit smoking and stay tobacco-free through counseling, nicotine replacement, and other medicines
* Ways to convince young people to never start smoking
* Inherited differences in genes that may make some people much more likely to get lung cancer if they smoke or are exposed to someone else's smoke
Environmental causes
Researchers also continue to look into some of the other causes of lung cancer, such as exposure to radon and diesel exhaust. Finding new ways to limit these exposures could potentially save many more lives.
Diet, nutrition, and medicines
Researchers are looking for ways to use vitamins or medicines to help prevent lung cancer in people at high risk, but so far none have been shown clearly to reduce risk.
Some studies have suggested that a diet high in fruits and vegetables may offer some protection, but more research is needed to confirm this. While any protective effect of fruits and vegetables on lung cancer risk is likely to be much smaller than the increased risk from smoking, following the American Cancer Society dietary recommendations (such as staying at a healthy weight and eating a diet high in fruits, vegetables, and whole grains) may still be helpful.
Early detection
As mentioned in the section Can small cell lung cancer be found early?, screening with spiral CT scans in people at high risk of lung cancer (due to smoking history) has been found to lower the risk of death from lung cancer, when compared to chest x-rays.
Another approach now being studied uses newer, sensitive tests to look for cancer cells in sputum samples. Researchers have found several changes often seen in the DNA of lung cancer cells. Studies are looking at tests that can spot these DNA changes to see if they can find lung cancers at an earlier stage.
Diagnosis
Fluorescence bronchoscopy
Also known as autofluorescence bronchoscopy, this technique might help doctors find some lung cancers earlier, when they are likely to be easier to treat. For this test, the doctor inserts a bronchoscope through the mouth or nose and into the lungs. The end of the bronchoscope has a special fluorescent light on it, instead of a normal (white) light.
The fluorescent light causes abnormal areas in the airways to show up in a different color than healthy parts of the airway. Some of these areas might not be visible under white light, so the color difference can help doctors find these areas sooner. Some cancer centers now use this technique to look for early lung cancers, especially if there are no obvious tumors seen with normal bronchoscopy.
Virtual bronchoscopy
This imaging test uses a chest CT scan to create a detailed 3-dimensional picture of the airways in the lungs. The images can be seen as if the doctor were actually using a bronchoscope.
Virtual bronchoscopy has some possible advantages over standard bronchoscopy. First, it is non-invasive and doesn't require anesthesia. It also helps doctors look at some airways that they might not be able to reach with standard bronchoscopy, such as those being blocked by a tumor. But this test has some drawbacks as well. For example, it doesn't show color changes in the airways that might indicate a problem. It also doesn't let a doctor take samples of suspicious areas like bronchoscopy does. Still, it may be a useful tool in some situations, such as in people who might be too sick to get a standard bronchoscopy.
This test will probably become more available as the technology improves.
Treatment
Real-time tumor imaging
Researchers are looking to use new imaging techniques, such as four-dimensional computed tomography (4DCT), to help improve treatment. In this technique, the CT machine scans the chest continuously for about 30 seconds. It shows where the tumor is in relation to other structures as a person breathes, as opposed to just giving a 'snapshot' of a point in time, like a standard CT does.
4DCT can be used to determine exactly where the tumor is during each part of the breathing cycle, which can help doctors deliver radiation to a tumor more precisely. This technique might also be used to help show if a tumor is attached to or invading important structures in the chest, which could help doctors determine if a patient might be eligible for surgery.
Radiation therapy
Several newer methods for giving radiation therapy have become available in recent years, For example, some newer radiation therapy machines have imaging scanners built into them. This advance, known as image guided radiation therapy (IGRT), lets the doctor take pictures of the lung and make minor adjustments in aiming just before giving the radiation. This may help deliver the radiation more precisely, which might result in fewer side effects.
Chemotherapy
Clinical trials are looking at newer chemotherapy drugs and combinations of drugs to determine which are the safest and most effective. This is especially important in patients who are older and have other health problems.
Doctors are also searching for better ways to combine chemotherapy with radiation therapy and other treatments.
Targeted therapy drugs
Researchers are learning more about the inner workings of lung cancer cells that control their growth and spread. This is being used to develop new targeted therapy drugs. These drugs work differently from standard chemotherapy drugs. They might work in some cases when standard chemo drugs don't, and they often have different (and less severe) side effects. Many of these treatments are being tested in clinical trials to see if they can help people with lung cancer live longer or relieve their symptoms.
Some of the targeted drugs now being studied include alisertib and linsitinib.
Immune treatments
Researchers are developing immunotherapy drugs that can help the body's immune system fight the cancer.
Immune check point inhibitors: Cancer cells can sometimes avoid being attacked by the body's immune system by using certain "checkpoints" that normally keep the immune system in check. For example, cancer cells often have a lot of a protein called PD-L1 on their surface that helps them evade the immune system. New drugs that block the PD-L1 protein, or the corresponding PD-1 protein on immune cells called T cells, can help the immune system recognize the cancer cells and attack them.
Nivolumab (Opdivo) and pembrolizumab (Keytruda) are anti-PD-1 drugs that are already used to treat advanced non-small cell lung cancer. These drugs have also been shown to shrink some small cell lung cancers in early studies.
Ipilimumab (Yervoy) is a drug that targets CTLA-4, another protein in the body that normally suppresses the immune response. The drug is also being studied in SCLC.
The combination of CTLA-4 and PD-1 targeted drugs has also shown early promise in SCLC.
Vaccines: Several types of vaccines for boosting the body's immune response against lung cancer cells are being tested in clinical trials. Unlike vaccines against infections like measles or mumps, these vaccines are designed to help treat, not prevent, lung cancer. These types of treatments seem to have very limited side effects, so they might be useful in people who can't tolerate other treatments. At this time, vaccines are only available in clinical trials.
Additional resources for small cell lung cancer
More information from your American Cancer Society
We have a lot more information that you might find helpful. Explore www.cancer.org or call our National Cancer Information Center toll-free number, 1-800-227-2345. We're here to help you any time, day or night.
Other national organizations and websites*
Along with the American Cancer Society, other sources of information and support include:
American Lung Association
Website: www.lungusa.org
Toll-free number 1-800-586-4872 (1-800-LUNGUSA)
Offers information on lung cancer and coping with breathing problems, side effects, and physical activity
Lungcancer.org
Website: www.lungcancer.org
Toll-free number: 1-800-813-4673 (1-800-813-HOPE)
Provides information, support, and other assistance to people with lung cancer. Also offers phone counseling and telephone support groups for people with lung cancer, with online support for caregivers
Lung Cancer Alliance
Website: www.lungcanceralliance.org
Toll-free number: 1-800-298-2436
Offers lung cancer treatment information, including a lung cancer information line, as well as a phone buddy program, referrals to support groups, and more
*Inclusion on this list does not imply endorsement by the American Cancer Society.
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Hashibe M, Morgenstern H, Cui Y, et al. Marijuana use and the risk of lung and upper aerodigestive tract cancers: Results of a population-based case-control study. Cancer Epidemiol Biomarkers Prev. 2006;15:1829-1834.
Horn L, Eisenberg R, Gius D, et al. Cancer of the lung: Non-small cell lung cancer and small cell lung cancer. In: Niederhuber JE, Armitage JO, Doroshow JH, Kastan MB, Tepper JE, eds. Abeloff's Clinical Oncology. 5th ed. Philadelphia, Pa: Elsevier; 2014:1143–1192.
Howlader N, Noone AM, Krapcho M, et al (eds). SEER Cancer Statistics Review, 19752012, National Cancer Institute. Bethesda, MD, http://seer.cancer.gov/csr/1975_2012/, based on November 2014 SEER data submission, posted to the SEER web site, April 2015.
Jackman DM, Johnson BE. Small-cell lung cancer. Lancet. 2005;366:1385–1396.
Kushi LH, Doyle C, McCullough M, et al. American Cancer Society guidelines on nutrition and physical activity for cancer prevention: Reducing the risk of cancer with healthy food choices and physical activity. CA Cancer J Clin. 2012;62:30-67.
Masters GA, Clinical presentation of small cell lung cancer. In: Pass HI, Carbone DP, Johnson DH, Minna JD, Scagliotti GV, Turrisi AT, eds. Principles and Practice of Lung Cancer. 4th ed. Philadelphia, Pa: Lippincott Williams & Wilkins. 2010:341–351.
Moir D, Rickert WS, Levasseur G, et al A comparison of mainstream and sidestream marijuana and tobacco cigarette smoke produced under two machine smoking conditions. Chem Res Toxicol. 2008;21:494-502.
National Cancer Institute. Physician Data Query (PDQ). Small Cell Lung Cancer Treatment. 2015. Accessed at www.cancer.gov/types/lung/hp/small-cell-lung-treatmentpdq on December 15, 2015.
National Comprehensive Cancer Network. NCCN Clinical Practice Guidelines in Oncology: Small Cell Lung Cancer. V.1.2016. Accessed at www.nccn.org/professionals/physician_gls/PDF/sclc.pdf on December 15, 2015.
National Lung Screening Trial Research Team, Aberle DR, Adams AM, Berg CD, et al. Reduced lung-cancer mortality with low-dose computed tomographic screening. N Engl J Med. 2011;365:395–409.
Parsons A, Daley A, Begh R, Aveyard P. Influence of smoking cessation after diagnosis of early stage lung cancer on prognosis: Systematic review of observational studies with meta-analysis. BMJ. 2010;340:b5569.
Pietanza MC, Krug LM, Wu AJ, et al . Chapter 42: Small cell and neuroendocrine tumors of the lung. In: DeVita VT, Lawrence TS, Rosenberg SA, eds. DeVita, Hellman, and Rosenberg's Cancer: Principles and Practice of Oncology. 10th ed. Philadelphia, Pa: Lippincott Williams & Wilkins; 2015.
Pinsky PF, Church TR, Izmirlian G, Kramer BS. The National Lung Screening Trial: Results stratified by demographics, smoking history, and lung cancer histology. Cancer. 2013;119:3976-3983.
Price T, Nichols F. Surgical management of small cell lung cancer. In: Pass HI, Carbone DP, Johnson DH, Minna JD, Scagliotti GV, Turrisi AT, eds. Principles and Practice of Lung Cancer. 4th ed. Philadelphia, Pa: Lippincott Williams & Wilkins. 2010:521–529.
Reck M, Bondarenko I, Luft A, et al. Ipilimumab in combination with paclitaxel and carboplatin as first-line therapy in extensive-disease-small-cell lung cancer: Results from a randomized, double-blind, multicenter phase 2 trial. Ann Oncol. 2013;24:75–83.
Rock CL, Doyle C, Demark-Wahnefried W, et al. Nutrition and physical activity guidelines for cancer survivors. CA Cancer J Clin. 2012;62: 242–274.
Schottenfeld D. The etiology and epidemiology of lung cancer. In: Pass HI, Carbone DP, Johnson DH, Minna JD, Scagliotti GV, Turrisi AT, eds. Principles and Practice of Lung Cancer. 4th ed. Philadelphia, Pa: Lippincott Williams & Wilkins. 2010:3–22.
US Department of Health and Human Services. The Health Consequences of Smoking – 50 Years of Progress. A Report of the Surgeon General. 2014. Accessed at www.surgeongeneral.gov/library/reports/50-years-of-progress/full-report.pdf on December 15, 2015.
Videtic GM, Stitt LW, Dar AR, et al. Continued cigarette smoking by patients receiving concurrent chemoradiotherapy for limited-stage small-cell lung cancer is associated with decreased survival. J Clin Oncol. 2003;21:1544-1559.
Wender R, Fontham E, Barrera E, et al. American Cancer Society lung cancer screening guidelines. CA Cancer J Clin. 2013;63:106–117.
Last Medical Review: 2/22/2016
Last Revised: 2/26/2016
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Building Understanding and Excitement for Children
November 2017
Here's my method As your youngster does math homework, periodically ask him, "Can you explain how you solved that?" For 13 x 7, he might say that 10 x 7 = 70 and 3 x 7 = 21, then 70 + 21 = 91. Explaining his reasoning helps him understand his own ideas—and discover any errors in his thinking. BITS
"What kind of matter am I?"
Use this family activity to help your child visualize molecules in solids, liquids, and gases. First, everyone pretends to be a solid—stand close
together. Now be a liquid: Molecules are packed more loosely, so step a little farther apart and make "flowy" movements. Finally, mimic a gas, where molecules float more freely around the room.
Book picks
The Secret Coders (Gene Luen Yang) is a graphic novel mystery that also shows your youngster how to write computer code.
What makes us sneeze? Your child will find out in Sneeze! (Alexandra Siy). Includes photos and interesting facts about sneezing.
Just for fun
Q: How does a porcupine play leapfrog?
A: Very carefully.
© 2017 Resources for Educators, a division of CCH Incorporated
Region #12 Elementary Schools Ms. Cathy Colella & Mrs. Emily Judd, Principals
The geometry of my name
Children love the sound of their own name—it belongs to them. Combine this natural interest with area, perimeter, and angles, and you've got a recipe for geometry fun!
Measure area and perimeter
Encourage your youngster to write her name in block letters on graph paper and shade
in the squares. An L might have 5 squares going up and 2 more at the bottom going across. How many squares did she use? (7) When she has finished her whole name, she can calculate its area by counting the square units in each letter and adding them together. (The area of L is 7 square units.)
Find the angles
Next, she could find the perimeter by "walking around" each letter in her name, counting how many sides of the squares it takes. The perimeter of the L, for instance, is 16.
The letters of your child's name offer a fun way to practice spotting different kinds of angles. Suggest that she write her name on regular paper in all capital letters. Does she see any 90° angles? (They appear where perpendicular lines meet in letters like L, T, and E.) How about acute angles (less than 90°) and obtuse angles (greater than 90°)?
Design a life vest
She could draw a circle around each right angle, a square around each acute angle, and a triangle around each obtuse angle. How many of each are in her name?
Every passenger on a boat needs a life vest. Ask your youngster to imagine his favorite action figure on a canoe ride. What kind of life vest could your child engineer to keep it afloat?
Let your youngster gather materials he thinks would float and build a toy-sized life vest. He might connect foam or packing peanuts with string and tape, for example.
To test his design, he should fit the life vest onto his action figure and drop it into a sink or bathtub full of water. Does it stay afloat? If not, he can remove or add elements, one at a time. He will be redesigning and testing—just like a real engineer does.
Break down fractions
Q: What's in 3 – 4 ?
A: 1 – 4 , 2 – 4 , and a bunch of other fractions! These ideas will let your youngster practice breaking down—or decomposing — bigger fractions into their smaller parts.
A fraction forest. With this forest, your youngster will see at a glance all of the smaller fractions inside larger ones. Ask him to draw several tree trunks and write a "1" on each. For every tree, he could add branches labeled with fractions that add up to 1. For instance, he might draw 2 branches from one trunk and label each 1 – 2 . Or on another trunk, he might draw 3 branches, each labeled 1 – 2 , 1 – 4 , and 1 – 4 .
MATH CORNER
Paint by equation
This art activity will give your youngster extra practice with math facts.
PARENT TO PARENT
Each of you draws an object on a sheet of paper, perhaps a house, car, or shirt. In each section of the picture (roof, door, sleeve), write any equation (8 x 7 = __, 17 + 19 = __). Then, swap papers, and fill in the answers. (Note: Let him check the answers with a calculator.)
Next, use watercolors to paint your pictures based on a key that he comes up with for the answers.
Example:
* 0–20 = blue
* 21–40 = red
* 41–60 = yellow
* 61–80 = green
* 81–100 = purple
* More than 100 = orange
When the pictures dry, he could hang them up as study tools.
O U R P
U R
POSE
To provide busy parents with practical ways to promote their children's math and science skills.
Resources for Educators, a division of CCH Incorporated 128 N. Royal Avenue • Front Royal, VA 22630 800-394-5052 • email@example.com www.rfeonline.com
© 2017 Resources for Educators, a division of CCH Incorporated
A fraction of trail mix.
Have each family member put a handful of trail mix on a separate paper plate. Count your pieces, sort them by ingredient, and count each type. What fractions does your trail mix break down into? Label each ingredient with a fraction showing its part of the total. Example: For
6 raisins, 3 peanuts, 2 chocolate chips, and 5 pretzels, write 6 – 16 + 3 – 16 + 2 – 16 + 5 – 16 = 16 – 16 (or 1). Compare your plates—your child will see that everyone's answer equals 1. Tip: Encourage your child to simplify the fractions and write the equation again: 3 – 8 + 3 – 16 + 1 – 8 + 5 – 16 = 1.
A graphing party
My daughter Anika had a homework assignment to take a survey and graph the results. She and her friends decided to work on the assignment together, and they turned it into a "graphing party."
They wrote survey questions about favorite things like ice cream treats and types of movies. Then, they surveyed friends and family. To decide what kind of graph to make, Anika wrote "bar graph" and "picture graph" on separate scraps of paper and turned them facedown. Each child chose one and created that type of graph.
Anika made the bars on her graph look like ice cream sandwiches, and another child created a picture graph with movie tickets in each row. They analyzed their graphs to find the top choices (banana splits and comedies)—and then enjoyed ice cream while watching a movie!
SCIENCE LAB
See like a jellyfish
Different animals have different ways
eyes, she should try to walk around, following the path of the light.
of seeing. A jellyfish has simple eyes called eyespots that detect only light and darkness. Your child can try this experiment to see like a jellyfish does.
You'll need: flashlight
Here's how: In a windowless room, shut the door, and have your youngster close her eyes. Shine the flashlight on the floor in front of her, and move it slowly in a path around the room. Without opening her
What happens? Your child won't be able to see the details of the room, but she can use the light to get around.
Why? The light penetrates her eyelids because they are not completely opaque. Although your youngster's eyes are very different from a jellyfish's eyes, this activity gives her an idea of how jellyfish see—they're able to navigate by recognizing variations in light. | <urn:uuid:04b2e033-7516-4d45-a5f5-0ba322e3f049> | CC-MAIN-2018-43 | http://wps.region-12.org/UserFiles/Servers/Server_142812/File/Thursday%20Folder%202017-18/Nov.%202/Math%20and%20Science%20Intermediate.pdf | 2018-10-19T22:05:42Z | crawl-data/CC-MAIN-2018-43/segments/1539583512460.41/warc/CC-MAIN-20181019212313-20181019233813-00075.warc.gz | 398,649,961 | 1,731 | eng_Latn | eng_Latn | 0.998117 | eng_Latn | 0.998097 | [
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US History Content Review List #1
Directions: Each term, item, person, thing, etc. listed below must be defined & fully explained. The identification that you create is to be placed on an index card. The term goes on one side and the definition/analysis is placed on the other.
1) 1 st permanent European settlement: reasons for establishing settlement
2) New France
a) Quebec
b) Fur trading
c) Relationships with natives (impact on the French & Indian War
3) Dutch Settlement patterns: New Amsterdam conquered by British
a) Dutch religious values & motivations for living in Dutch settlements
4) 1 st permanent English settlement: reasons for establishing settlement
a) Virginia Company: private joint stock company vs. royal charter (what caused the switch)
b)
John Rolfe & tobacco crop: how did it impact the economic stability of the colony
c) Tobacco & Jamestown: explain the impact on African slave labor
d) Bacon's Rebellion (explain the causes of the rebellion and its impact)
e) House of Burgesses
f) Causes of the struggles and conflicts with the Powhatan confederacy
5) Plymouth Colony:
a) Mayflower Compact
b) Reasons for leaving England and Holland
c) Relationships with native Americans
6) Massachusetts Bay Colony:
a) Salem Witch Trials
b) Half-Way Covenant
c) Reasons for loss of charter
d) King Phillip's War causes
e) Mass. Bay Colony & town hall meetings = democracy in action
7) Connecticut: John Hooker & Fundamental Orders of Connecticut (explain their connection to the early examples of democracy in colonial North America
8) Proprietary colonies and their proprietors (identify the 13 original colonies and their founder(S) or groups responsible for establishing the colony)
9) Pennsylvania: William Penn & the Holy Experiment (explain political, economic, social, and religious characteristics of the colony)
a) Explain how Philadelphia became the largest and most prosperous city in the colonies
10) Triangle trade, legs of the trade and purpose, and Middle Passage
11) Mercantilism (define the economic concept)
a) British Mercantilist theory: explain why the British needed the North American colonies & how they implemented their mercantilist policies)
12) Navigation Acts (explain the Acts, identify the colonists response to the Acts, and explain the effectiveness of British enforcement of the acts and its link to "salutary neglect"
13) 1 st Great Awakening & Jonathan Edwards (explain how it represents American individualism & identity)
14) Benjamin Franklin & Accomplishments
a) Author of Poor Richard's Almanac
b) Author of the Albany Plan of Union (what was the purpose of the plan & its outcome)
c) Franklin's role in the American Revolution and securing French Aid
d) Inventor & Renaissance man (identify major inventions and scientific contributions)
15) French & Indian War (explain how the end of the war led to a change in British taxation and legislative policy towards the colonies)
a) Explain the evolution of colonial resistance to taxation from 1763 to 1775
16) Proclamation of 1763 (identify terms of the Proclamation & the impact it had on the colonists) a) Pontiac's Rebellion: explain the role it played in the creation of the Proclamation of 1763
17) Stamp Act (identify the terms of the Act & how the colonists responded to it)
a) Stamp Act Congress: what was the purpose of the Congress & how many colonies were present
18) Intolerable Acts (identify the individual acts and explain why the Acts were "intolerable")
19) Committees of Correspondence (identify their purpose and their impact on colonial unity)
20) 1 st Continental Congress (reasons for calling the Congress & accomplishments)
21) 2 nd Continental Congress (reasons for calling the Congress & accomplishments)
22) Sons of Liberty (reasons for creating the organization and means by which they protested)
23)
Daughters of Liberty (reasons for creating the organization and means by which they protested)
24) Thomas Paine & Common Sense (what was the purpose of the pamphlet and its outcome
25) Declaration of Independence:
a) Role of Richard Lee
b) Role of Thomas Jefferson
26) Explain the influence of the Enlightenment and John Locke (natural rights
27) Battle of Saratoga (explain why it was the turning point of the war and how it led to French assistance)
28) Role of Baron Friedrich Von Steuben in American Revolution
29) French aid in the American Revolution
a) Role of Benjamin Franklin
b) Role of the Marquis de Lafayette
c) Role of the French in the British surrender at Yorktown
30) Impact and significance of Valley Forge: explain the significance of the Continental Army making it through Valley Forge and the role of Baron Von Steuben in training the Army
31) Battle of Yorktown
a) Cornwallis surrender and beginning of British peace negotiations
32) Land Ordinance of 1785
33) NW Ordinance of 1787
34) Identify and explain the weaknesses of Articles of Confederation
35) Shay's Rebellion
a) Identify the causes of the rebellion
b) Explain the impact of the rebellion in the formation of the Constitutional Convention
36) Great Compromise: representation of states & appropriations bills
a) Virginia Plan (identify and explain the terms)
b) New Jersey Plan (identify and explain the terms)
c) Connecticut or the "Great Compromise" (identify and explain the terms)
37) Montesquieu (explain the connection between his philosophy and the creation of "separation of powers" in the US Constitution)
38) 3/5 Compromise
a) Identify the southern reasons for the compromise
b) Identify Northern objections to the compromise
c) Identify the terms of the compromise
39) Whiskey Rebellion
a) Identify the causes of the rebellion (link to Hamilton's economic plan)
b) Explain the impact of the rebellion and how it led to a growth in power of the federal gov't
40) Federalists vs. Anti-Federalists: beliefs and political view points
41) Federalist Papers
a) Identify the key authors and concepts of the Federalist Papers (what was their goal?)
b) Federalist: implied and broad powers for Federal government
c) Anti-Federalist: limited powers of central government & strong state's rights
42) Bill of Rights
a) Identify the individual Amendments and the authors of the Bill of Rights
b) Explain the role of the Bill of Rights in gaining the support of the Anti-Federalists
43) Fugitive slave law of 1793: required to return escaped slaves (no penalty)
44) Alexander Hamilton
a) Explain his Federalist philosophies on government
b) Identify the components of Hamilton's economic plan in 1790
c) Identify the structure and purpose of the Bank of the United States
45) Constitution: strict constructionist vs. loose construction interpretation of the Constitution in Supreme Court cases
a) Early 1800s: Federalist loose constructionists and Republicans: strict interpretation of the Constitution & limited federal powers
46) Washington & leadership skills (explain and provide examples throughout history)
47) Foreign Policy Issues 1790 to 1812:
a) Washington's Proclamation of Neutrality: explain why Washington claimed that the US was "neutral" and explain what American neutrality was in regards to trade with Britain and France
b) John Adams: neutrality b/w France and Great Britain John Adams foreign policy issues
c) Jay's Treaty: explain the terms of the treaty and the impact that it had on the Federalists and Republicans
d) X, Y, Z Affair: explain the circumstances surrounding the controversy
e) Alien & Sedition Acts: explain why the Federalists passed the laws and their impact
f) Virginia and Kentucky Resolutions: who wrote them and why they wrote them
48) John Marshall Supreme Court decisions: strengthening of the federalist approach to government a) Gibbons vs. Ogden; McCullogh vs. Maryland; Fletcher vs. Peck; Woodward vs. Dartmouth – explain the ruling on each case and how it strengthened national government powers
49) pre-Revolutionary War crops (identify the major crops that existed in North America prior to 1800)
50) Eli Whitney
a) invention of the cotton gin: explain the impact that it had on the extension of slavery
b) invention of "interchangeable parts": explain how it contributed to the American Industrial Rev.
51) Louisiana Purchase & constitutionality of the purchase
a) Explain the reasons for the purchase
b) Lewis & Clark Expedition: explain why, how, and where
c) Constitutionality: explain the controversy surrounding the purchase of the land and the extension of citizenship to the citizens of the newly acquired territory
52) War of 1812
a) Explain the causes: British impressment of US sailors, British sale of weapons to Native Americans in the US Northwest Territory, and presence of British forts and naval forces on the Great Lakes
b) Identify the major battles: US invasion of Canada, Baltimore, burning of D.C., and New Orleans
American System: explain the purpose for the creation of the system and identify its components
a) Define a "tariff" and "internal improvements"
b) Early 1800's westward expansion and land opportunities
c) Erie Canal: where, when, why, and how (who finally paid for it); impact on NYC and West
54) Era of Good Feelings: explain why the period of 1816 to 1824 had this nickname
55) 1819: Treaty of Onis (a.k.a Adams-Onis Treaty): identify terms of the treaty; link to Manifest Destiny a) Florida, Alabama, and Mississippi from Spain
53)
56) Missouri Compromise of 1820: identify terms of the treaty and explain its role in contributing to the escalation of tensions between abolition and pro-slavery forces and eventually the Civil War
57) Monroe Doctrine
58) Election of 1824: The Corrupt Bargain – explain role of Adams, Henry Clay, and Andrew Jackson and why it ended the "Era of Good Feelings"
59) Andrew Jackson: Tariff of 1828, Nullification Crisis, and the "Force Bill": identify each piece of legislation and explain how the conflict was a prelude to the Civil War and the "state's rights" issue
60) 1830: Andrew Jackson and the Indian Removal Act/Trail of Tears (link to Manifest Destiny) a) Cherokee vs. Georgia: explain the impact of the decision and Jackson's decision to ignore the ruling
61) Jacksonian Democracy: identify policies of Andrew Jackson that led to the phrase (expanded suffrage for white males, increased voter participation, and attack on the 2 nd Bank of the United States)
62) Jackson, Calhoun, Tariff of 1828 and nullification crisis, and the Congressional Force Bill
63) Creation of the Whig Party: identify who created it and why; identify policies re: westward expansion, slavery, railroads, and Industry from 1830 to 1860
64) Panic of 1837: identify the causes of the Panic and impact on the Presidency of Van Buren
65) Manifest Destiny (values, beliefs, and goals)
66) Erie Canal, NYC, and Northeast economic growth
67) Nat Turner
68) 2 nd Great Awakening: identify what the movement was and its impact on reform movements
a) Charles Finney, Hiram Revels
b) Identify Key Abolitionists: Grimke, Garrison, Douglass (end slavery w/o compensation)
c) Frederick Douglass and the North Star
d) Transcendentalism: Ralph Waldo Emerson, Henry David Thoreau & Walden
e) Catherine Beecher Stowe and moral guidance of society
f) Seneca Falls Convention: Declaration of Sentiments
g) Elizabeth Cady Stanton & Lucretia Mott
h) Horace Mann: abolition, education reform, women's rights, and mental health reform (not slavery)
69) Manifest Destiny &Westward expansion
a) Extension of slavery into the Western Territories: identify all laws (compromises included) that addressed the issue of the expansion of slavery; explain the link to Nativism and the rise of the Free Soilers and the Know Nothings; link to popular sovereignty and causes of the Civil War
b) Gold Rush: explain the link to the expansion of the railroads west and the shift in population from East to West in the 19 th century; link to immigration (Chinese and Irish) and the establishment of the "Bear Republic"
c) Railroads: explain the connection of the railroad industry and steel in the evolution of the American Industrial Revolution (Gilded Age); identify the date and location of the linking of the transcontinental railroad; explain the connection to the "People's Party" - Populism
d) Explain the impact on native Americans:
e) Identify the significance of Treaties & Battles: – Fort Laramie, Battle of Little Big Horn, Battle of Wounded Knee
f) Identify key Native American leaders: Chief Joseph, Sitting Bull, and Crazy Horse
70) War With Mexico: identify and explain the causes & effects
a) Explain the link to the Mexican Revolution and the est. of the "Lone Star Republic"
b) Explain the differences between Whigs and Democrats re: annexation of Texas
c) Identify the date and the means by which Texas was annexed by the USA
d) Identify the chain of events that led to actual warfare between the US and Mexico over the disputed Texas territory
e) Identify the terms Wilmot Proviso and the impact on North vs. South relations
f) Identify the terms of the Treaty of Guadalupe-Hidalgo
g) Explain the connection to the Compromise of 1850
71) Compromise of 1850: identify the terms of the agreement and the connection to the Civil War
a) Fugitive Slave Act: explain the impact on increased abolitionism
72) Kansas-Nebraska Act: popular sovereignty & Stephen A. Douglas
73) Lincoln vs. Douglas debates: explain the impact on Lincoln's political career and the explanation of the Freeport Doctrine
74) John Brown & Bleeding Kansas = increased north vs. south tensions
75) John Brown and the Raid on Harper's Ferry: explain the connection to the secession of the South
76) Dred Scott decision
a) Identify the rulings handed down by Chief Justice Taney and explain the outcomes: AfricanAmericans were not citizens (free or slave) and the link to the 14 th Amendment
77) Harriet Beecher Stowe & Uncle Tom's Cabin: explain how this escalated tensions b/w North and South
78) Election of 1860:
a) Republican party vs. Northern Democrats vs. Southern Democrats: election of
b) Election of Abraham Lincoln: explain its link to the secession of the first southern states
79) Attack on Fort Sumter
80) Union vs. Confederate Civil War strategies and leaders | <urn:uuid:0847def7-2172-479d-8b87-98230cbafa50> | CC-MAIN-2018-43 | http://www.dakinarchives.net/us_history_eoct_review_list1.pdf | 2018-10-19T21:32:13Z | crawl-data/CC-MAIN-2018-43/segments/1539583512460.41/warc/CC-MAIN-20181019212313-20181019233813-00076.warc.gz | 428,931,371 | 3,157 | eng_Latn | eng_Latn | 0.961797 | eng_Latn | 0.966149 | [
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Greater Noida World School Affiliated to CBSE Summer vacation home work Class- Prep (2018- 19)
Dear Parents,
We hope the children enjoyed their first spell in school as much as we enjoyed getting to know them. The school is a second home. Hope our children have started feeling at home in school by now.
GENERAL INSTRUCTIONS:-
Summer vacations are just round the corner. To keep our little ones indoors in the sweltering heat and to utilize their time with constructive and creative activities, we are sending assignments that would help the child get a grasp of the work done in the school.
- Home work should be done under parent's supervision.
- Parents should teach their kids about Time Management.
- Encourage your child to read two or three letter words from the Phonics book.
- Let your child watch movies like KUNGFUPANDA, JUNGLE BOOK, BABY'S DAYOUT, ICEAGE, HOMEALONE 1, 2, 3…..etc.
PERSONALITY DEVELOPMENT
Inculcate following 'Life skills' in your child to help him/her become independent.
- Buttoning his/her shirt.
- To develop fine motor skills encourage your ward to make at least four hand drawing on sheet and color them.
- Tying his/her shoe laces.
- Packing his/her school bag.
- Keeping his/her belongings back in their place.
- Filling the water bottles.
IMBIBE 'SOCIAL SKILLS' IN YOUR CHILD
- Greeting with a smile when someone comes to the house.
- Conversing freely with visitors, relatives coming over to the house.
- Spending time with grandparents.
- Keeping the house clean.
- Watering the plants.
- Using four magical words PLEASE, SORRY, EXCUSEME, THANKYOU.
ASSIGNMENTS:
PROJECT WORK
1. Make scenery by using colorful ice-cream sticks.
3. Find an empty Pepsi bottle and with the help of your parents plant a sapling in it in the first week of your vacations and bring it to the school on the reopening day.
2. Paste any five pictures of domestic animals, five vegetables, five fruits, our helpers (E.g. Doctor).
WRITTEN AND ORAL HOMEWORKS
MY SECOND BOOK OF PHONICS – Read page number 5, 6, 7.
LITERACY SKILLS - Page number 32, 33, 34, 35.
MY SECOND BOOK OF HANDWRITING – Write one page daily in cursive.
GENERAL AWARENESS – Page number 16,17, 18, 19, 22, 23, 24,25.
NUMERACY SKILLS – Page number 23, 24, 25, 26, 33, 34, 35.
CONVERSATION –
How are you? I'm good. Thank you.
Myself/My family/my school/Good habits.
I am thirsty. Please give me water.
I have finished my work.
Please open/close the door.
Please switch off/on the light/fan.
STORY TIME:
The musical Donkey.
Read the following stories with parents help.
The moon god and the king of Elephants.
ENJOY YOUR VACATIONS , STAY FIT, STAY HEALTHY. SCHOOL REOPENS ON 2 ND JULY 2018. | <urn:uuid:337ee926-e434-4539-992b-6f38c0fc4787> | CC-MAIN-2018-43 | http://gnws.edu.in/syallbus/homework/Holiday-Homework-Prep.pdf | 2018-10-19T21:56:16Z | crawl-data/CC-MAIN-2018-43/segments/1539583512460.41/warc/CC-MAIN-20181019212313-20181019233813-00076.warc.gz | 144,727,104 | 716 | eng_Latn | eng_Latn | 0.992741 | eng_Latn | 0.994128 | [
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COOPERATIVE EXTENSION
Bringing the University to You
Fact Sheet FS-02-93
(Replaces Fact Sheet FS 95-15)
Managing Saltcedar
Wayne Johnson, Associate Professor, Department of Applied Economics and Statistics and State Horticulture Specialist, University of Nevada Cooperative Extension Jason Davison, Northeast-Central Area Specialist, University of Nevada Cooperative Extension James Young, Range Scientist, USDA Agricultural Research Service Tina Kadrmas, Undergraduate Research Assistant, University of Nevada, Reno
Saltcedars (Tamarix chinensis, T. ramosissima, and T. parvifolia) are invasive, shrubby trees that are rapidly colonizing riparian areas in Nevada. Tamarix ramosissima is the principle invader. They were introduced into the United States in the early 1800's as ornamentals and to prevent soil erosion along streams. These trees have escaped cultivation and are spreading rapidly throughout the desert southwest, Rocky Mountains and Great Basin. A fourth species, Athel (T. aphylla) is a very tall single-trunked, evergreen that is invasive in Southern Nevada. Less hardy than the others, it grows in Clark and southern Nye Counties.
In Nevada, saltcedar occupies Baltic rush meadows along the Walker River, saltgrass communities or former croplands at Stillwater and the Humboldt Sink, and arroyos in the upper pinyon/juniper zone of the Stillwater Range at Fence Maker Pass. The Colorado, Muddy and Virgin Rivers are heavily infested in southern Nevada. Native plant communities surrounding springs, seeps, streams and lakes are also threatened. Even isolated arroyos are being occupied by saltcedar throughout Nevada.
DESCRIPTION AND HABITAT
Saltcedar (T. ramosissima) is a deciduous shrub or small tree that grows 20 to 25 feet tall. Its gray-green leaves and wispy limbs give it a feathery appearance. The striking, small, pink to white flowers cover the upper branches in spring with occasional sparse flowering over the season (Fig. 1). It profusely produces tiny seeds each year that are spread by wind, water and animals.
Unlike native willows and cottonwoods that produce seeds for a short period in the spring, saltcedar
Figure 1. Wispy saltcedar limbs in bloom.
produces seeds over the entire summer as long as soil moisture is available. Spring-produced saltcedar seed has near 100 percent germination over a wide range of constant or alternating temperatures. Seed produced later has less viability. Each plant can produce 500,000 or more seeds. One hundred seeds per square inch have been produced within a saltcedar forest. Once wetted, embedded in soil or not, saltcedar seeds germinate in 24 hours. If the soil dries rapidly, the seedlings die. For establishment, the soil must dry slowly enough for the roots to grow into moisture deeper in the soil profile.
Saltcedar also reproduces vegetatively from the stems, crown and roots. New growth occurs readily when young plants are grazed or mowed, or the trunk or shoots are removed or killed by fire or severe drought.
Saltcedar uses more water than native cottonwoods, poplars and willows. It grows best in riparian sites such as stream banks, saline meadows, seasonally saturated washes, and lands that have seasonally high water tables. It is classified as a phreatophyte, meaning it uses very large amounts of groundwater. Therefore, it lowers the water table that supplies springs and shallow wells. Dried up springs in Nevada have recovered after the surrounding saltcedar has been removed.
Saltcedar is able to use salty water. It does this by absorbing the salts through cell membranes. It avoids the toxic effects by using special glands to excrete the salts and by dropping salt-filled leaves. The leaves dropped each fall accumulate to a considerable depth under the canopy. Through this process, saltcedar acts as a salt pump concentrating salts from deep in the ground onto the soil surface. Over time, salts in the mulch layer kill existing plants and prevent others, especially desirable forage species, from becoming established. As a result, the ground under a saltcedar or within a saltcedar boscage is void of plants except, on occasion, another salt tolerant species.
SALTCEDAR ASSOCIATED PROBLEMS
Studies in New Mexico and Utah show saltcedar uses four to thirteen acre-feet of water a year; much more water than native trees and shrubs. It has an extensive, deep root system that absorbs water from the surrounding soil lowering the water table and killing most native plants. Competition for water resources in the west is growing yearly, especially where large saltcedar communities exist.
A normally functioning, healthy river (Fig. 2) has a
narrow, deep, meandering flow. Saltcedar reduces a river's flow of water. It uses soil moisture that would usually contribute to the stream and traps sediment along the banks and in the river. This increases the size of the flood plain spreading water over a larger area, which increases evaporation and water use by plants (often extensive saltcedar woods). When infested with saltcedar, a healthy river becomes an impenetrable, unproductive saltcedar forest that may use one third more water from the river than a similar stand of native trees (Fig. 3). A saltcedar-dominated stream functions poorly, is unattractive, changes native habitats, supports less wildlife, spoils recreational uses and affects water quality.
Cattle, sheep and goats will graze saltcedar but it is nutritionally poor forage for both livestock and wildlife. They prefer not to eat it and only do so when little else is available. Cattle eat only the young sprouts early in the year. Aggressive grazing by sheep may provide some control, but overgrazing stimulates suckering and speeds the area's conversion to a pure saltcedar stand.
Saltcedar provides cover for wildlife, but animal and plant diversity is reduced. The impenetrable stands make recreational access almost impossible on foot, horse or vehicle. Hunting and fishing are greatly restricted. Rounding up livestock hiding in a thicket is a chore.
CONTROL STRATEGIES
Effective management requires determination and a
multi-year commitment. Efforts should be taken to prevent site disturbances by fire, overgrazing, and mechanical damage, that leave the site open for saltcedar invasion. Elimination of upstream infestations is required to effectively control saltcedar in a watershed. Eradication of the plant immediately after discovery is best before saltcedar becomes well established. After saltcedar is removed, it is requisite that a competitive stand of desirable plants be established to prevent reinvasion of the area by saltcedar.
BIOLOGICAL CONTROL
Biological control applies natural enemies to weeds. Insects, disease causing organisms, and livestock have all been used in successful biological control efforts on a variety of invasive weeds.
Two insects, a mealy bug (Trabutina mannipara) and leaf beetle (Diorhabda elongata), have been released in the United States to attack saltcedar. The mealy bug is not adapted to colder, drier environments and was released outside Nevada. The leaf beetle was released at Schurz, Stillwater, and Lovelock, Nevada after it was established that it eats only saltcedar and not valuable natives, ornamentals or crops. Research continues on its adaptability, reproductive ecology and predation of saltcedar in Nevada.
MECHANICAL CONTROL
Plowing, cutting, mowing, chaining and burning have been attempted to control saltcedar. All have failed on large-scale projects because saltcedar resprouts profusely following mechanical treatments. Success has been achieved after a fire when the root crowns are removed before the next growing season and all new growth is removed as it occurs.
Flooding saltcedar for one or two years is effective. Small plants, if completely covered, easily succumb. The root crown and most of the shoots must be covered completely for months to successfully kill larger plants.
CHEMICAL CONTROL
Only two herbicides effectively control saltcedar, triclopyr (Garlon 4) and imazapyr (Arsenal). After applying either product, do not disturb the saltcedar for two years. This allows the herbicide time to move throughout the entire plant, especially the root system, and kill it. Applying 2,4-D, picloram, or glyphosate to saltcedar does not control it.
Saltcedar usually produces a multi-stemmed shrubby tree. In the Walker River Delta, there are 60,000 stems per acre, many of them less than one inch in diameter. This makes navigating the area and applying chemicals difficult, even hazardous. Exercise care in handling herbicides while moving among the stems to avoid spilling it on yourself, others, or contaminating the area.
Cut saltcedar stems off at ground level and immediately paint the cut surface with full strength Garlon 4, the ester formulation of triclopyr. (Specific instructions limit the use of triclopyr near water and in wetlands.) Apply the herbicide with a brush within ten minutes, sooner is better. Triclopyr can also be applied as a basal stem treatment mixed with metylated seed oil as a carrier (see the label for directions on mixing the two). Stems must be treated all the way around, which can be difficult in heavy stands. Stem treatments can be used on stems up to three inches in diameter. This requires less labor than painting the cut surface of stems. Both applications use large amounts of herbicide per acre, are labor intensive, and time consuming.
The only effective foliar-applied herbicide for saltcedar is imazapyr. Follow the label instructions regarding application rates, use of an oil carrier, and the types of application equipment to use. Again, do not disturb saltcedar treated with imazapyr for two years or burn the treated stand after it has dried. For additional insights see Table 1.
When applying herbicides, always follow the directions on the label. Failure to do so violates the law. Following the instructions protects the applicator, other workers, non-target plants and animals, and our environment. It also reduces liability for any damages incurred.
SUSTAINABLE MANAGEMENT
Treated areas should be revegetated and properly managed. Successful saltcedar control and revegetation is difficult for these reasons:
* The accumulation of salt on the soil's surface hinders the establishment of desirable plants.
* The understory species in many saltcedar infestations is desert saltgrass, which is damaged or killed by imazapyr. The area has to be tilled to break up the saltgrass sod and turn the salts under before seed of other species can be broadcast or drilled.
* Removal of the limbs and roots of saltcedar is difficult and expensive. If the trees are large, chainsaws and a caterpillar are used to remove the biomass and deep rip the roots.
* Burning the treated area results in sprouting from the roots. Two growing seasons must elapse for the herbicide to kill the roots so that the saltcedar will not regrow when the shots are removed or burned.
Other aspects must be considered when controlling and removing saltcedar. The plant plays an important part in bank stabilization on Nevada's desert river systems. Loss of stabilization must be compensated for in any control program. Control of saltcedar in the Walker River Delta and the Virgin River Valley may result in additional erosion of highly salt-affected soils, increasing the salt content of nearby waters.
Along the Carson, Humboldt, Muddy, Truckee, Walker and Virgin Rivers or other riparian communities where saltcedar is established, selective control is necessary. Reestablishment of native woody vegetation may prove difficult requiring changes in management of the riparian woodlands to prevent pollution of nearby waters and re-establishment of saltcedar.
Table 1. Considerations for effective chemical treatments to control saltcedar.
*Trade or common names have been used to simplify information; no endorsement by the University of Nevada Cooperative Extension is intended nor implied. Likewise criticism of products not listed is neither implied nor intended.
Be cautious when using chemicals. Be careful not to treat irrigation ditches, non-target plants, or surface waters. For more information contact your local University of Nevada Cooperative Extension office.
BENEFITS OF SALTCEDAR CONTROL
ADDITIONAL RESOURCES
Controlling saltcedar and revegetating the land improves riparian habitats and increases biodiversity. Using the woody biomasss of saltcedar for value added manufacturing in rural Nevada may be a viable option. Conversion of saltcedar woodlands to more water efficient plants allows water in a watershed to be utilized for more beneficial uses. Until alternative vegetation becomes established on the infested land, actual measurements cannot be taken to determine whether or not water is conserved and available. Control of saltcedar also improves grazing, wildlife habitat, and recreational uses along waterways.
1) Ball, D., P.J.S. Hutchinson, T.L. Miller, D.W. Morishita, R. Parker, R.D. William and J.P. Yenish. 2001 Pacific Northwest Weed Management Handbook. Oregon State University. Corvallis, OR. pp. 184-203.
2) Bussan, A.J., S.A. Dewey, W.E. Dyer, M.A. Ferrell, S.D. Miller, J. Mickelson, B. Mullin, R. Sheley, R. Stougaard, M.A. Trainor, T.D. Whitson and D. Wichman. 2001-2002 Weed Management Book. Montana, Utah and Wyoming Cooperative Extension Services. pp. 222, 224, 273.
The University of Nevada, Reno is an equal opportunity, affirmative action employer and does not discriminate on the basis of race, color, religion, sex, age, creed, national origin, veteran status, physical or mental disability or sexual orientation in any program or activity it operates. The University employs only United States citizens and aliens lawfully authorized to work in the United States. | <urn:uuid:0f722032-acf3-4119-ad86-c443092769e2> | CC-MAIN-2018-43 | http://nyecountywaterdistrict.net/attachments/File/documents/Weed_Control/UNR_FS0293_Managing_Saltcedar.pdf | 2018-10-19T22:13:53Z | crawl-data/CC-MAIN-2018-43/segments/1539583512460.41/warc/CC-MAIN-20181019212313-20181019233813-00077.warc.gz | 276,808,595 | 3,044 | eng_Latn | eng_Latn | 0.989537 | eng_Latn | 0.995705 | [
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Health Information Update (17 Years Old)
How many ounces of milk do you drink/day? ____ Ounces What kind? _____________
Do you drink milk with meals? Yes No
How many meals per day do you eat? ____ How many snacks per day? ________
How many servings/DAY
do you have of: ___Cheese/Yogurt _____Fruits ___Veggies
How many servings/DAY do you have of: ____ Whole Grains ____Grains
How many servings/WEEK do you have of: ___Red Meat ____White Meat
How many servings/WEEK
do you have of: ____Fish ___Eggs ___Peanut butter ___Beans
How many ounces/DAY do you have of: _____Juice _____Pop
How often do you eat sweets? 15 >x/wk 8-14x/wk <8x/wk
OUTPUT
How many stools do you have per week? ______ What is the consistency? _________________
Do you see any blood in the stool? Yes No
SLEEP
Do you have a bedtime routine? Yes No Is reading part of the bedtime routine? Yes No
Is there a TV or computer in your room? Yes No
Do you watch the screen or play on a computer before or at bedtime? Yes No
Bedtime ______ pm Wake time ______am
Weekday : Bedtime ______ pm Wake time ______am
Weekend: Bedtime ______ pm Wake time ______am
Any sleep problems? Yes No Explain: ______________________________________________
SAFETY
Do you use a seat belt? Yes No
Where do you sit in the car? Back seat Front seat
Wear a helmet? Yes No What do you use a helmet for? _________________________
CHILDCARE/SCHOOL
Who are you home with after school? Parent Babysitter Family member After school care
What grade? _______________ Name of school:________________
How are grades? _______________
Do you work? Yes No If yes, what type of work? _______________ How many hours/week? ___
Concerns: ________________________________________
BEHAVIOR/DEVELOPMENT
Describe your temperament __________________________________________________________
How do your parents discipline you when needed? ________________________________________
OTHER
How many hours of screen time does your child watch/day? School day ___ hrs Non-school day___ hrs
How much physical activity does your child get? ______minutes/dayOR
____hours/week
What activities/hobbies does your child participate in? ______________________________________
How many times per day does your child brush his/her teeth? _________ Flosses? _______ per week
When was your last visit to the dentist? _______________
Any cavities ever? Yes No Any cavities in the last year? Yes No
What is your water source? City Community well Personal well Bottled water
Do you drink the tap water? Yes No
List any medications or vitamins/supplements your child takes: ______________________________
Do you need any medication refills? ___________________________________________________
Concerns? _______________________________________________________________________
Pediatric Symptom Checklist – Parent
Please mark under the heading that best fits your child:
Pediatric Symptom Checklist – Youth
Please mark under the heading that best fits you:
Adolescent Questionnaire – YOUTH
*(For adolescent to complete)
Please answer ALL the questions below.
No
Menses Questionnaire
*(For females to complete if they have started menstruation)
When did you start your period for the 1 st
time? _______________ years/old
When was your last period? ______________
How often do you get your period? Every ______________ days
How many days does your period last? __________________ days
How is the flow? (Heavy, moderate, light) _______________________
Do you get cramps? ___ Always ___Sometimes ___Never
Are your cramps severe? __ Yes ___No
What do you do to help your cramps? (Take medicine, heating pad, etc.)
_____________________________
What do you use? ___Tampons ___Pads ___Both
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SRI BALAJI VIDHYPEETH UNIVERSITY
MENTOR-MENTEE PROGRAM
Guidelines for mentors
Program members:
Contents:
CHAPTER 1:MENTOR ROLES
Mentors assume various roles in their relationships with mentees. These roles overlap and change over time. In successful relationships, the number of roles that a mentor takes on often increases as the relationship develops.
Some of the roles you may assume are:
* Teacher/trainer Providing learning opportunities and offering your experience as a guide
* Positive role model Demonstrating exemplary behaviour and offering values that will increase chances for success and happiness
* Social supporter/guide Providing encouragement to the mentee as he or she embarks on new experiences
* Resource supporter/advocate Speaking and acting on behalf of the mentee and helping the mentee access community resources
* Challenger Encouraging the mentee to maximize his/her potential
* Friend/companion Being consistently available and sincere; providing the mentee with a caring and unconditional friendship
CHAPTER 2: PROCEDURES AND POLICIES
Confidentiality:
As a mentor, you may learn private and personal information about your mentee and his/her family. It is important to keep such information private and not discuss it outside the organisation. During in-service sessions, you will be encouraged to share information about your relationship. Share only the information that is necessary to help you improve the situation or that you judgement will not harm the family in any way.
As important as it is to maintain confidentiality, there are circumstances in which it will be necessary to share information with the appropriate staff of your mentoring program. Do not attempt to contact public officials on your own. Staff trained in handling particular issues should be the first point of contact if you suspect any of the following:
1. Your mentee is in danger of hurting himself/herself.
2. Your mentee is in danger of being hurt by someone else.
3. Your mentee is in danger of hurting someone else.
Absences:
It is very important that once you are matched with your mentee, you develop a regular meeting schedule. As your relationship grows, your mentee will look forward to your meetings and may be disappointed when you have to cancel. Illnesses, vacations, and unexpected problems cannot be avoided and may interfere with your scheduled visits.
The following are recommended practices for dealing with absences.
Planned Absences (vacations, appointments, etc.):
Let your mentee know as far in advance as possible that you will be unavailable on certain dates. Remind your mentee of that date as it approaches. Let your mentee know when you plan to return and schedule your next meeting with your mentee. You must also inform program coordinator of your planned absences and intended date of return.
Unexpected Absences (illness, accident, car trouble, etc.):
Call the program coordinator as soon as possible to inform them of your difficulty. If possible, contact your mentee before the scheduled visit to let him/her know of your inability to meet. Remember to tell the mentee why you cannot meet. Let the mentee know that you will contact him/her soon about your next meeting together.
Emergencies
In the event on an emergency:
* Always call the program coordinator.
* If it relates to your mentee, call the parent or guardian and/or call emergency medical personnel (if appropriate).
* Complete program incident report.
Grievance Procedures
If you have a grievance or complaint, you may handle it as follows:
* First, try to talk about your problem with the program coordinator.
* If, after sharing your concerns with the coordinator, you are still dissatisfied, make an appointment to talk to the member concerning the problem. If you still feel your grievance or complaint is not resolved, then consult head of the institution.
Parental Permission
Families have to sign consent forms to allow their children to participate in the program. Make sure you have a copy of it in your file.
CHAPTER 3: INFLUENCES ON TODAY'S YOUTH:
To understand what is going on with mentee, mentors should have some idea of the environment (both neighbourhood and family) in which their mentees live, typical behaviours of that age group, and pressures that they face. The following are key factors influencing the behaviour of today's youth.
Poverty
Many mentoring programs target youth who are poor. Economic realities often make it difficult for poor youth to perform well in college. Your mentee may also be very cautious about establishing a relationship with you. She/he may have difficulty trusting others, especially adults. Your mentee may project a feeling of hopelessness and be cynical about the future. If you are aware that these characteristics may be a means of coping with the stress of poverty, you will be better prepared to help your mentee.
Tobacco, Drugs, and Alcohol
Substance abuse is a serious problem affecting all populations in a community. Cigarette smoking is quite common due to peer pressure. Many youth have tried marijuana, cocaine, crack, etc. Some have even sniffed glue to get a "high." Alcohol abuse is probably the most prevalent intoxicant of choice for youth.
Injuries
Accidental injuries are the leading cause of death for persons 15 to 21 years of age. Automobile accidents account for most of these deaths, and the driver is often under the influence of alcohol.
Suicide
Suicide is the second leading cause of death for youth. It is often difficult for youth to express their feelings of depression to adults, particularly their parents.
Peer Pressure
Approval from peers is very important for youngsters. Youth need to understand that peer-influenced decisions can have lifelong consequences. A mentor can help by working with mentees on problem-solving skills that will develop their own sense of competence and responsibility.
Technology
Youth growing up today have never known a world where they could not keep in constant communication with their friends. Computers, cell phones, BlackBerrys, iPhones, and MP3 players are but a small sample of the available communication devices. Sending text messages has become so common that people of all ages can "talk" to one another without making a sound. Anything can be broadcast on YouTube, and social networking sites such as Facebook, Twitter, and My Space allow us to connect to an ever-growing network of people. While technology has tremendous advantages and can be lots of fun, it also presents significant challenges and even hazards. Sending e-mails or text messages should not become a substitute for face-to-face social interaction, and mentors can be very helpful in assisting mentees with basic social and communication skills. Mentors should be aware of whether mentees are spending too much time online and/or participating in inappropriate chat rooms. Mentees may need to be reminded that once they post photos of themselves or spread gossip about others in cyberspace, there is no way to "take it back," and serious repercussions can follow them for many years.
Cyber-bullying
Cyber-bullying takes many forms but essentially involves taunting, teasing, and harassing online. It can be more brutal and destructive than campus bullying because it can follow an individual everywhere—a text message sent via cell phone is always present. By creating "bashing Web sites," an entire group of youth can taunt and pressure one individual—e.g., polls that circulate to vote for the "fattest, ugliest kid on campus." Passwords can be stolen and computers hacked. If your mentee talks to you about being a victim of cyber-bullying, take it seriously and share the information with the head of the institution and families. You will also want to talk to mentees about not participating in acts of cyber-bullying.
CHAPTER 4: SIGNS THAT SUGGEST MENTEE IS IN TROUBLE
Signs that a mentee needs outside help:
- Suicide
* Giving away possessions
* Making a will
* Talking about death or dying
* Prolonged depression
* Saying his/her family would be better off without him/her
- Being suddenly at peace (may indicate a decision to end the pain by ending life)
- Drug or Alcohol Abuse
* Irrational or "spaced out" behaviour
* A sudden increase in accidents
* Lying
* Loss of interest in school
* Secretiveness
* Spending a lot of time alone
* Severe mood swings
* Alcohol on breath
* Sleeping a lot
- Physical Abuse/Sexual Abuse/Neglect (including incest)
* Non-accidental physical injury
* Frequent "accidents"
* Abrupt changes in personality
* Withdrawal
* Physical defensiveness
* Running away
* Sudden onset of compulsive and/or self-destructive behaviour
* Reluctance to be with a particular family member
- Other Warning Signs
* Major weight loss
* Poor self-image
* Problems at department
* Serious depression
* Law-breaking behaviour
What to Do?
Mentors are not professional counsellors and are not meant to be. For many mentors, observing these warning signs in their mentees can be very daunting, and without the right support, you may not feel equipped to handle a situation.
Contact the staff of your mentoring program immediately if you suspect your mentee is experiencing any of these issues. Mentoring alone cannot solve these problems, but there is strong evidence that mentoring in conjunction with other supports and interventions can help mitigate the effects of depression, reduce recidivism among delinquent mentees, and lower rates of substance abuse.
CHAPTER 5: BUILDING THE MENTOR – MENTEE RELATIONSHIP:
Meeting Your Mentee
Now that you and your mentee have been matched, the next challenge is to develop your relationship. The following are some suggestions to help you get started. The batch coordinator should introduce you to your mentee at the campus during the orientation program.
First conversation:
* Talk about what you both like to do and the things you have in common.
* Take turns answering questions about your interests and hobbies. Discuss favourite music, movies, sports, books, school subjects, food, heroes, heroines, etc.
* Discuss basic expectations that you have about the relationship. Ask the mentee to do the same.
- Try to make an initial contact with the mentee's parents with a brief chat
* Do not force your mentee to talk about intimate details of his/her life, family, or problems.
* Focus on the positive accomplishments of the mentee, no matter how small they might be.
- Pay compliments regularly.
* Keep alert for clues about what motivates your mentee. This will help you plan for future activities.
- Share information about yourself to stimulate conversation.
* Discuss your career and what kind of education and training you needed to do your job.
CHAPTER 6: EFFECTIVE MENTORING RELATIONSHIPS:
Recommended strategies for interacting with your mentee to achieve effective mentorship include
* Understand the mentee's reluctance to trust. Many of the young people may have been disappointed by previous relationships with adults. Be patient. It may take a while for your mentee to overcome his/her hesitance and begin to trust you.
* View your purpose in the program as being available to give, understanding that, at least initially, the relationship will be onedirectional.
* Offer reassurance and support. It's important to offer reassurance and kindness to your mentee and remind him/her that you're available to talk at any time. Don't be afraid to tell your mentee that you care about and believe in him/her. Too many young people rarely hear those words.
* Suggest ways to solve problems. Try to listen carefully and offer possible solutions without passing judgment. Practical suggestions rather than criticism or preaching are usually most helpful for your mentee. Whenever possible, try to think together of ways to solve a problem, rather than tell your mentee what you think she/he should do.
* Identify the mentee's interests and take them seriously. Try to include your mentee in determining both the activities you engage in and the areas in which you offer help.
* Do not force the mentee to talk about personal issues. Delving into your mentee's personal or family life, particularly early in the relationship, is usually not productive. It's unwise to ask mentees to discuss information they may be ashamed of, such as poor school performance, criminal record, or abusive family behaviours. If your
mentee resists sharing information, don't push. Silence does not necessarily mean rejection.
- It's important not to measure a relationship's success by the extent of the mentee's disclosure. On the other hand, you may be surprised by how much your mentee shares with you early on without any prompting or inquiry from you. It's important to determine why this information is being given so early and fully. There is the possibility your mentee may be testing you to see if you are "shockproof."
* Have realistic expectations. Many mentors get discouraged when they feel their mentees aren't "turning their lives around" or making huge improvements. Although you certainly will have an impact on your mentee, it is unlikely that she/he will be totally transformed by this relationship. Gains may seem small (e.g., showing up for meetings, expressing appreciation, missing fewer classes), but they are nonetheless signs of progress. Adjusting your expectations and understanding that your mentee may not always express gratitude directly will help prevent mentor "burnout" and frustration.
* Try to relate to your mentee's personal experiences. Although you may not have faced the same problems as your mentee, try to remember some of the difficulties you had growing up.
* Attempt to understand your mentee's family, social class, and culture
Stages of the Mentor-Mentee Relationship
The mentor-mentee relationship often goes through at least three major stages. It is important to understand these stages so you can be prepared to respond appropriately. The first stage of a mentoring relationship is Familiarization and testing; the second stage is Commitment and Work; and the last stage is Termination and/or Closure. Since each relationship is unique, the amount of time spent in each of these stages will vary.
Stage 1: Familiarization and Testing
In this stage you and your mentee are trying to get to know each other. Many mentees may be uncommunicative, answering questions with shrugs or one-word answers. There may be some jousting between you and your mentee to test the limits of the relationship. This is particularly true of those mentees who really want to see how far they can "push" you or trust you to be there for them.
This pushing or testing might be demonstrated by the mentee:
* Missing appointments
* Giving you the silent treatment
* Making unreasonable demands
* Having angry outbursts
* Cursing to get a reaction
In Stage 1, the tone for the relationship is set. You should:
* Be on time for meetings
* Request that your mentee be on time as a matter of respect for you
* Express realistic expectations of the mentee
* Try to make only promises that you can keep
* Provide unconditional friendship and support
* Engage in activities that the mentee suggests
* Understand that your mentee may not be comfortable just talking
* Let the mentee know how his or her behaviour is affecting you
While you should respect the confidences shared by the mentee, you should counsel your mentee that information that may be detrimental to him/her should be shared with the appropriate member of the mentoring program. Encourage the mentee to share such information with the coordinator or other proper authorities.
Stage 2: Commitment and Work
In Stage 2, there is a deepening of the relationship. You and your mentee may begin to spend more than the required time together and may call each other frequently on the phone. You may notice visible signs of caring for each other, such as remembering special occasions. However, it's possible that as your relationship proceeds, your mentee may exhibit behaviour that is problematic. Stage 2 is a time for the hard work that can really make a difference for your mentee in the long run.
Goal setting is particularly important during this stage. The most successful mentoring relationships involve helping mentees develop specific skills and competencies. It's important to work with your mentee in developing goals, even if you think she/he should be working on certain things. Otherwise, you will be just another adult telling him/her what to do.
Stage 3: Termination and/or Closure
It is hoped that this formal mentoring relationship will grow into a more natural one that will sustain itself without supports. However, some relationships will not continue, and others will end prematurely due to geographic moves, illness, incompatible relationships, mentee confinement, etc. How a relationship ends is key to how you and especially the mentee will think about and value the experience you shared. Planned terminations can be facilitated in the following ways:
If you initiated the termination:
* The mentee should be alerted well in advance of your departure from the relationship.
* The reasons for the departure should be discussed with the mentee by you.
* Mentees may feel they are being abandoned and may demonstrate anger. Allow them to grieve and be appropriately angry. In relationships that were less intimate, this process will of course be less painful to the mentee.
* If possible, continue contact with your mentee by phone or letters. If your mentee initiated the termination:
* Don't view this separation as a failure but as an opportunity to continue the relationship at a new level.
* Engage in letter writing and phone calls.
In both instances, focus on the:
* Progress you made
* Fun you had
* New ways you plan to keep in contact
CHAPTER 7: PROBLEM SOLVING
The goal of many mentoring programs is to impart life skills to the youth. One important component of life skills is the ability to set positive goals and deal effectively with conflict. There is a limit to how effectively life skills can be taught without giving young people an opportunity to actively engage in practicing skills. The goal should be to empower young people to take responsibility as problem solvers.
The problem-solving process consists of six steps:
1. Stop, calm down, and think before you act.
2. State the problem and how you feel.
3. Set a positive goal.
4. Think of lots of solutions.
5. Think ahead to the consequences.
6. Go ahead and try the best plan.
Goal Setting
After you and your mentee have gotten to know each other, you should meet with your program coordinator to discuss developing short- and long-range goals. A goal should be:
* Realistic (If it is too difficult, it will lead to frustration.)
* Challenging (If it is too easy, there is little incentive to achieve it.)
* Specific (You need to know what you want to do.)
* Measureable (You need to know when you have accomplished it.)
* Timely (It should have a deadline so you won't put it off.)
Steps in Goal Setting
Have the mentee identify some positive things she/he would like to accomplish. This might be something like getting a driver's license, passing an English course, or attending college every day.
1. Select one or two goals to work on. Help your mentee select goals that are realistic and achievable. You want your mentee to set his/her sights high but also be assured of some success.
2. Discuss with your mentee how his/her parent or guardian may feel about these goal plans. Achieving the goal will be difficult if the mentee's efforts are not supported or understood by the family.
3. Brainstorm ways to reach the goal. Brainstorming is a process that involves thinking of as many ideas as you can for reaching a goal, even if some may seem silly or unrealistic. You and your mentee should write down all of your ideas. Later, you can help him or her select the best ones.
4. Identify small steps for reaching the goal. Most goals require more than one step to complete. Recognize the mentee's attainment of each small step to reach his or her goal.
5. Identify obstacles that might prevent completion of the goal. This will need to become part of the action plan for accomplishing the goal.
6. Decide on a deadline for accomplishment and re-evaluation of the goal. This is an important step. If the process drags on too long, your mentee may get discouraged and quit. A deadline gives him/her something to work toward. Opportunity for re-evaluation gives you a chance to check his/her progress. Encouragement from you may be all that is needed to keep your mentee on course.
CHAPTER 8: DEVELOPING EFFECTIVE COMMUNICATIONS SKILLS
Tips for Effective Communication:
Talking and communication are not the same! There are three basic skills: Listening, Looking, and Levelling.
Listening:
Listening does not have to be passive. It can be as active as talking, if you do it right. To listen effectively, you should:
* Pay attention.
* Not think ahead to what you are going to say (Ignoring the speaker while rehearsing your own comments).
* Not interrupt.
* Listen for feelings underneath the words
* Keep an open mind—don't judge immediately.
* Encourage the speaker to continue and clarify what has been said.
Looking:
People communicate with both verbal and body language. Pay attention to the whole person. Take note of facial gestures and body movements. There are clues that will help you more fully understand what the person is saying. Some helpful tips:
* Make eye contact.
* Show that you are listening by learning forward, saying "Uh-huh" or "Go on."
* Check out what you understand; repeat back what you heard. Ask if that's what the mentee "said."
Levelling:
Levelling means being honest about what you are feeling and thinking. Tips include:
* Be honest in what you say.
* Speak for yourself. Use "I" statements instead of "you" statements.
* Deal with the other person's feelings. Don't give unwanted advice or try to change the other's feelings. Just listen and try to understand.
CHAPTER 9: DISCUSSING DELICATE ISSUES: GUIDELINES FOR MENTORS
Put the mentee at ease.
* Stay calm.
* Use body language to communicate attentiveness (e.g., maintain eye contact, sit at the same level).
* Avoid judgmental statements such as "Why would you do something like that?" or "I thought you knew better."
* Be honest if you are getting emotional or upset.
* Let mentee know that you are glad he or she came to you.
* Reassure the mentee that his or her confidentiality will be honoured.
* Use tact, but be honest.
* Allow the mentee to talk at his or her own pace—don't force an issue.
* Do not pry—allow the mentee to bring up topics he or she is comfortable with.
* Do not collaborate with mentee's family to provide discipline.
Honour the mentee's right to self-determination.
* Focus on the mentee's feelings and needs rather than jumping to problem solving.
* When the issue has been discussed, ask, "What do you think you would like to do about this situation?" "How would you like me to help?"
* If you are not comfortable with what the mentee wants to do, ask yourself why before you decide whether to say so.
* If what the mentee wants to do is not possible, explain so gently and apologize.
* Ask what alternative solutions would make the mentee comfortable.
* Encourage critical thinking through questions and reflections.
* Use the words "I don't know—what do you think?"
Solve problem and offer resources.
* Know your appropriate role as a mentor.
* Be honest with the mentee if you need to share confidential information with the program coordinator.
* Ask the mentee if he or she would like to talk to the committee concerned, with you if necessary.
* Provide resources or options if the mentee is unaware of them.
* Brainstorm with the mentee and be creative in finding a solution— there is usually more than one way to handle a situation, and this process is educational for the mentee.
* Offer to accompany the mentee if he or she is uncomfortable with something he or she has decided to do.
* Be collaborative—you are a team.
* Follow through with any and all commitments.
CHAPTER 10: CULTURAL SENSITIVITY
You may or may not come from a background similar to your mentee's. If not, how you handle economic and cultural differences will greatly affect how your relationship develops.
Ethnic Diversity
Learn about the values and traditions of your mentee's culture. Such things as the role of authority, communication styles, perspectives on time, and ways of handling conflict vary greatly among different ethnic groups. You might ask your mentee to teach you things about his/her traditions and culture.
Socioeconomic Diversity
Your mentee may live very differently from you. She/he may share small living quarters with many people, may not have a phone, or may not be able to go outside because safety in the neighbourhood is such a serious problem. Your mentee may move frequently or may move in with different relatives, perhaps every few months. This could make it difficult for you to stay in contact.
It's important to be supportive of your mentee and not judgmental about the way she/he lives. Modelling values and behaviour will be far more productive than lecturing your mentee about what she/he "should" do. Remember also that you cannot rescue your mentee. Family connections can be very strong, even if they don't fit into your idea of how they are "supposed" to be. It's more important to provide a relationship that will nurture selfdevelopment and a sense of dignity and self-worth.
Youth Culture
From generation to generation, adults have viewed the young as being more rebellious and outrageous than they were at the same age. Although you may not approve of your mentee's appearance or speech, it's important that you respect the mentee's individuality while insisting on certain standards. Try to determine why your mentee's behaviour troubles you. Is it because it's not how you would do something, or because there is something more serious going on and she/he is really in trouble?
CHAPTER 11: ESTABLISHING RELATIONSHIPS WITH YOUR MENTEE'S FAMILY
Developing appropriate relationships with your mentee's family is often quite difficult. Parents don't always understand the mentor's role and therefore may not know how to relate to you. Parents may be threatened and try to prevent you, even in very subtle ways, from developing a relationship with their child. Sometimes the opposite may occur. Families may feel so overwhelmed with the task of child rearing that they may ask more and more of you in terms of helping out. It's important to build trust with your mentee and the family, as well as strike a balance with regard to your involvement.
In the beginning…
* Work with your program coordinator in making your initial contact with the family.
* Call and introduce yourself. Make arrangements to meet the family. It's possible the family may not be comfortable.
* Talk with the family about the program and about your role as mentor. Most people don't know what mentoring really means and some may fear that you will take over their role as the parent.
* Share some information about yourself. You could talk about what you did before, what your hobbies and interests are, perhaps a little about your family, such as children and grandchildren.
* Explain what kinds of things you and your mentee will be doing together and how much time will be involved. Ask the parents about their ground rules, and make it clear that you will respect them.
- Discuss how you will make contact with the mentee. Ask what kinds of goals the parents have for their child.
* Let the family know how they can get in contact with you, and work toward establishing regular lines of communication.
As the relationship develops…
* Respect and be sensitive to the family. If your youth is from a different ethnic background, make an effort to learn about and understand that culture. If the family's style of discipline and communication is different from yours, do not be critical or judgmental. Be yourself and model the values and behaviour you believe in.
* Stay focused on your mentee. Although you may want to help other members of the family, your primary goal is to be supportive of your mentee.
* Maintain confidentiality. Don't compromise your relationship with your mentee by revealing to the parent what your mentee disclosed to you.
* Stay out of family disputes if possible.
* Set goals primarily with your mentee. You may use the family's goals to help understand your mentee, but don't allow them to take over the relationship. Remember, goals that are imposed from the outside probably won't be achieved.
If There are Problems…
Do not hesitate to ask for help. You and your program coordinator can do some problem solving together. Preserving the relationship with your mentee is the most important thing you can do.
CHAPTER 12: ETHICAL ISSUES IN MENTOR-MENTEE RELATIONSHIPS
Do remember there are ethical issues involved while mentoring.
1. Promote the welfare and safety of your mentee.
Power/influence:
It can be very tempting to think we know what is best for our mentee. Providing opportunities to mentees that they may not have access to is an important role of mentors. But what if those opportunities go against the family's belief system, family circumstances, or expectations? It is incumbent upon the mentor to be sensitive to the family's concerns and build rapport with the family to insure that a mentee doesn't feel compelled to choose between loyalty to the family or to the mentor.
Inappropriate boundaries:
Boundaries clarify the limits of the mentor-youth relationship and can protect both mentors and mentees from exploitation and harm.
Multiple roles:
You are available to your mentee to guide, coach, and support him/her, but you also may have professional expertise or financial stability that your mentee or her family does not have. However, you should avoid entering into professional, financial, or other relationships with your mentee or her family if it will challenge your ability to be an effective mentor or will harm your mentee.
2. Be trustworthy and responsible.
Consistency and reliability serve as the foundation for trust and positive outcomes for youth. Early termination of a relationship, especially without explanation, can lead to detrimental outcomes, particularly for youth who have experienced disappointment in familial relationships with adults.
3. Act with integrity.
Last-minute changes in plans, failure to communicate regularly with your mentee, and lack of respect for customs and protocol in a mentee's home or community can erode or challenge a developing relationship. It's important not to take for granted the connection your mentee has with you.
4. Promote justice for young people.
Awareness and acknowledgement of our own prejudices, biases, and fears is an essential component of effective and enduring mentoring relationships. Showing a subtle lack of respect for a youth's family, promoting stereotypes based on race or ethnicity, or dismissing a youth's interests because they seem too rooted in his/her ethnic background can all harm a mentee's self-esteem and identification with his/her cultural heritage.
5. Respect the young person's rights and dignity.
This is probably one of the most challenging aspects of being a mentor. On the one hand, mentors want to build trusting relationships with their mentees. They need to be able to help mentees make sound decisions without telling them what to do, they need to be respectful of the mentee's goals and values, and they must keep confidential information confidential. On the other hand, mentors may be privy to very serious disclosures, from both the family members and the mentees. First and foremost, mentoring programs must provide training and ongoing support to help mentors navigate the slippery slope of disclosure, trust building, and confidentiality.
CHAPTER 13: SOME SUGGESTED ACTIVITIES
Activities form the basis for developing and maintaining a trusting and caring relationship between mentors and mentees. Successful mentoring programs foster a sense of ownership and belonging among volunteers and participants. Be sure to get participants involved in planning program activities.
Academic Activities
* Help with homework
* Work on department projects
* Learn to do research on the Internet
* Research college opportunities
* Complete applications for college
* Apply for financial aid
Job or Career
* Help create a résumé
* Help mentee look for part-time if needed
* Assist in completing job applications
* Coach with interviewing skills
* Attend career fair
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Working from the same page
consistent messages for CDEM
PART B: Hazard-specific information
Snow-covered farmland, South Island snow event 2006
Snow storms
Learn about your community's risks from hazards created by snow. ► ►
Contact your local council to find out if you live in an area prone to ► ► snow-related hazards or visit the MetService website, www.metservice.co.nz to find out about risks from snow.
In this chapter
Awareness messages
CORE ACTION MESSAGES IN THIS CHAPTER (p5)
Determine your risk. ► ►
Get your household ready. ► ►
For general readiness, every household should create and practice a Household Emergency Plan and assemble and maintain Emergency Survival Items and a Getaway Kit. In addition, every household should take snow-specific precautions and plan for and practice what to do if the prolonged, high snowfall happens.
Please note: Core Action Messages should be read in conjunction with the rest of the text in this chapter.
2
Awareness messages
Why talk about snow?
Even in small quantities, snow can be hazardous. It only takes a few centimetres on a road to make driving dangerous. In large quantities, snow can immobilise regions by disrupting communications, transport and supply lines, hampering the operation of emergency services, isolating communities, causing the death of large numbers of livestock, damaging forests, and causing buildings to collapse under its weight. In the depths of winter, heavy snow can lie on the ground for weeks, denying livestock the ability to graze, keeping temperatures low and increasing risks to the most vulnerable members of the community.
While the coldest winter outbreaks tend not to bring very large quantities of snow, the combination of very low air temperatures and strong winds results in extreme wind chill. Because this can occur even on sunny days, one of the dangers it poses – hypothermia – may not be all that apparent. Strong cold winds together with rain or snow make for cold conditions inside many New Zealand houses because of their poor insulation. Those winds occasionally cause the death of large numbers of young livestock.
Perhaps surprisingly, the heaviest snowfalls seldom occur in the coldest outbreaks. Major storms produce a lot of snow high up in the atmosphere but most often this melts before reaching the ground. In winter, conditions near the ground are cold enough for snow to fall all the way to the land surface.
Heavy snow in the mountains often increases the incidence of avalanche. Avalanches are a major hazard on the road from Te Anau to Milford Sound, for example, and it is only the operation of an active and world-leading avalanche management programme that has kept the road free from fatalities for many years. There is a risk of avalanches in some ski areas, as well.
Whenever there is a likelihood of snow settling on one or more of the Desert Road, the Porter's Pass Road, the Lindis Pass Road, the Rimutaka Hill Road, the Milford Road, Arthur's Pass, or Lewis Pass, MetService will issue a Road Snowfall Warning. Road Snowfall Warnings may be issued at any time but usually at around 8–9am and 8–9pm. They are updated every 12 hours until cancelled.
The combination of strong winds, low temperatures and rain/snow (where the snow is not expected to be heavy) is often described in forecasts using terms like "bitterly cold". The most notable cases will be covered by a Special Weather Advisory. Special Weather Advisories may be issued at any time, but usually around the middle of the day. They are updated every 24 hours until cancelled.
The likelihood of heavy snow is described in the Severe Weather Outlooks, Watches and Warnings issued by MetService.
In New Zealand, MetService defines broad-scale severe weather as widespread (that is, over an area of 1000 square kilometers or more):
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Snow storms
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What causes snow?
Forecasting / warning
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Rainfall greater than 50 millimetres within six hours or 100 millimetres within • 24 hours; and/or
Snowfall below 1000 metres on the North Island or 500 metres on the South • Island with a snow depth of 10 centimetres within six hours or 25 centimetres within 24 hours; and/or
Severe gales with a minimum mean speed of 90 km/hr or frequent gusts • exceeding 110 km/hr.
Every afternoon, MetService publishes a Severe Weather Outlook for all of New Zealand for the three days after tomorrow at www.metservice.co.nz/default/index. php?alias=severeweatheroutlook.
The Severe Weather Outlook states, in broad terms, the risk that broad-scale severe weather will occur.
If confidence of broad-scale severe weather remains moderate to high within 48–72 hours of the event occurring, MetService will issue a Severe Weather Watch. A Severe Weather Watch may also be issued if there is a high level of uncertainty within the next 24 hours. Severe Weather Watches may be issued at any time but usually at around 8–9am and 8–9pm. They are updated every 12 hours until cancelled.
MetService will issue a Severe Weather Warning whenever it is expected that weather conditions meeting the severe weather criteria will occur within the next 24 to 36 hours. Severe Weather Warnings may be issued at any time but usually at around 8–9am and 8–9pm. They are updated every 12 hours until cancelled.
Most often, the risk of heavy snowfall will be first signalled some days ahead in the Severe Weather Outlook and then carry through to a Severe Weather Watch and finally to a Severe Weather Warning. However, in situations where the predictability is low this will not be the case and the first advice of likely broad-scale severe weather may be the Severe Weather Warning.
Road Snowfall Warnings, Special Weather Advisories, Severe Weather Outlooks, Watches and Warnings are published on MetService's web site (www.metservice. com), available through the broadcast media and by email.
How can I protect myself from snow?
CORE ACTION MESSAGES
Determine your risk. ► ►
Get your household ready. ► ►
For general readiness, every household should create and practice a Household Emergency Plan and assemble and maintain Emergency Survival Items. In addition, every household should take snow-specific precautions and plan for and practice what to do if the prolonged, high snowfall happens.
At home and at work:
Primary concerns are the potential loss of heat, power, telephone service, 1. and a shortage of supplies if storm conditions continue for more than a day. Therefore, have Emergency Survival Items on hand (see Emergency Survival Items and Getaway Kit section).
Ensure you drink enough water. Bodies exposed to extreme temperatures – 2. hot or cold– use more water to maintain normal temperatures.
Listen to your radio, or television, for weather reports and emergency 3. information.
Eat regularly and drink ample fluids, but avoid caffeine and alcohol. 4.
Watch for signs of frostbite. These include loss of feeling and white or pale 5. appearance in extremities, such as fingers, toes, ear lobes, and the tip of the nose. If symptoms are detected, get medical help immediately.
Watch for signs of hypothermia. These include uncontrollable shivering, 6. memory loss, disorientation, incoherence, slurred speech, drowsiness, and apparent exhaustion. If symptoms of hypothermia are detected, get the victim to a warm location, remove wet clothing, warm the centre of the body first, and give warm, non-alcoholic beverages if the victim is conscious. Get medical help as soon as possible.
Conserve fuel, if necessary, by keeping your residence cooler than normal. 7. Temporarily close off heat to some rooms.
Maintain ventilation when using gas or kerosene heaters to avoid build-up of 8. toxic fumes.
Have chimneys and wood stoves inspected annually and cleaned if 9. necessary. Chimneys and wood stoves build up creosote, which is the residue left behind by burning wood. Creosote is flammable and needs to be professionally removed periodically. Store ashes in a metal container with a tight-fitting lid.
Drive only if it is absolutely necessary. If you must drive, consider the 10. following:
Travel in the day, don't travel alone, and keep others informed of your ◦◦ schedule
Stay on main roads; avoid back road shortcuts ◦◦
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If you live in an area where severe winter weather is possible
Take or fit tyre chains if the roads are not cleared and the snow is deep or ◦◦ the roads are icy.
Getting your household ready:
Make sure your home is properly insulated. If necessary, insulate the walls 11. and attic to reduce your home's power demands for heat. Caulk and weatherstrip doors and windowsills to keep cold air out.
Protect pipes from freezing by wrapping pipes in insulation or layers of 12. newspaper and then covering them with plastic to keep out moisture.
Know how to shut off the main water valve. 13.
Install heat tape on water pipes. Put the tape on all exterior water pipes and 14. interior pipes located on outside walls or anywhere else that temperatures could go below freezing.
If the pipes freeze, remove any insulation or newspaper and wrap the pipes 15. in rags. Completely open all taps and pour hot water over the pipes, starting where they were most exposed to the cold or where the cold most likely penetrated. A hand-held hair dryer, used with caution to prevent overheating, also works well.
Consider buying emergency heating equipment, such as a wood- or coal- 16. burning stove or an electric, gas or kerosene heater.
If you have a fireplace, consider keeping a supply of firewood or coal. 17.
If you are farming, ensure you have arrangements in place to provide 18. electricity (e.g. a generator) in case of power outage.
Ensure you have surplus livestock feed. 19.
In cars and trucks:
Plan your travel and check the latest weather reports to avoid the storm; 20.
21.
Fully check and prepare your vehicle before the winter season begins.
If driving in bad conditions carry Emergency Survival Items ( 22. see Emergency Survival Items and Getaway Kit section).
Keep your fuel tank near full to avoid ice in the tank and fuel lines. 23.
Try not to travel alone. 24.
Let someone know your timetable and primary and alternate routes. 25.
Your car's battery and ignition system should be in top condition, and battery 26. terminals clean.
Ensure antifreeze levels are sufficient to avoid freezing. 27.
Ensure the heater works properly. 28.
6
If you live in an area where severe winter weather is possible (continued)
Dress for the weather
During a winter storm
On the farm:
Move animals to sheltered areas. Shelter belts, properly laid out and oriented, 29. are better protection for cattle than confining shelters, such as sheds.
Have a water supply available. Most animal deaths in winter storms are from 30. dehydration.
Make sure your livestock are secure if there is no power. 31.
Note: Cold weather puts a strain on your heart, even without exercise. Be careful when shovelling snow, pushing a car, or performing other tasks. Regardless of your age or physical condition, avoid overexertion in the winter.
Wear several layers of loose fitting, lightweight, warm clothing rather than 32. one layer of heavy clothing. The outer garments should be tightly woven and water repellent.
Wear mittens, which are warmer than gloves. 33.
Ensure your head is well covered. 34.
Cover your mouth with a scarf to protect your lungs. 35.
If you are outside:
Find shelter. 36.
Try to stay dry. 37.
Cover all exposed parts of the body. 38.
If no shelter is available: 39.
prepare a lean-to, wind-break, or snow cave for protection from the wind. ◦◦
build a fire for heat and to attract attention. ◦◦
place rocks around the fire to absorb and reflect heat. ◦◦
do not eat snow: it will lower your body temperature. Melt it first. ◦◦
If you are in a car or truck:
Stay in your car or truck. Disorientation occurs quickly in wind-driven snow. 40.
Run the engine and heater about 10 minutes each hour to keep warm. 41.
Open the window a little for fresh air to avoid carbon monoxide poisoning. 42.
Make sure the exhaust pipe is not blocked. 43.
Make yourself visible to rescuers: 44.
Tie a coloured cloth (preferably red) to your radio aerial or door. ◦◦
Raise the vehicle hood indicating trouble after snow stops falling. ◦◦
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8
Exercise from time to time by vigorously moving arms, legs, fingers, and toes 45. to keep blood circulating and to keep warm. In extreme cold, use road maps, seat covers, and floor mats for insulation. Huddle with passengers and use your coat for a blanket.
Take turns sleeping. One person should be awake at all times to look for 46. rescue crews.
Drink fluids to avoid dehydration. 47.
Be careful not to waste battery power. Balance electrical energy needs – the 48. use of lights, heat, and radio – with supply.
Turn on the inside light at night so work crews or rescuers can see you. 49.
If stranded in a remote area, stomp large block letters in an open area 50. spelling out HELP or SOS and line with rocks or tree limbs to attract the attention of rescue personnel who may be surveying the area from the air.
If you are at home or in a building:
Stay inside. 51.
When using alternative heat from a fireplace, wood stove, space heater, etc. 52. use fire safeguards and ventilate properly.
If no heating is available: 53.
Close off unneeded rooms. ◦◦
Stuff towels or rags in cracks under doors. ◦◦
Cover windows at night. ◦◦
Eat and drink. Food provides the body with energy for producing its own ◦◦ heat. Keep the body replenished with fluids to prevent dehydration.
Wear layers of loose-fitting, lightweight, warm clothing. Remove layers to ◦◦ avoid overheating, perspiration, and subsequent chill.
During a power failure, cooking and eating habits must change to fit the 54. situation. You may have no heat, no refrigeration and limited water. In addition, there are greater health risks from eating contaminated or spoiled food. When preparing food during a power outage, conserve fuel, conserve water and take health precautions.
Consider the amount of cooking time needed for each food. If you have 55. limited heat for cooking, choose foods that cook quickly. Alternate cooking methods include:
LPG camp stoves or grills (for outside cooking only). These can be ◦◦ used any time of the year. Use foil to wrap a variety of foods, including vegetables, for easy cooking and cleanup. Grill and toast other foods as you would for a barbeque. Make sure you close the LPG tank when you're done cooking to prevent gas from escaping during cold weather.
Fireplace. Many foods can be skewered, grilled or wrapped in foil and ◦◦ cooked in a fireplace.
What to do after a snow storm
Candle warmers and fondue pots. These may be used if no other heat ◦◦ sources are available. Use safety precautions with these devices.
Wood stove. Cooking on top of the wood stove may be an option. ◦◦ Depending on the amount of heat you have available, preparing one-dish meals, breads and soups may be possible.
Do not cook frozen foods unless you have ample heat for cooking. Most frozen 56. foods need a lot more cooking time than fresh or canned foods. Also, if power is off, it is best to leave the freezer door closed to keep food from thawing.
Conserve water. 57.
Save liquids from canned vegetables. Substitute these for water in cooked 58. dishes. Drain and save liquids from canned fruits, too. Use these for water in salads and vegetables.
Take health precautions: 59.
Boil all water used in food preparation for at least 10 minutes. ◦◦
If you are without refrigeration, open only enough food for one meal. Some ◦◦ foods can be kept a short time without refrigeration. In an emergency, cooked vegetables, cooked meats and meat dishes can be kept unrefrigerated for two hours. Do not keep these dishes overnight without refrigeration.
Do not serve foods that spoil easily, such as ground meats, creamed foods, ◦◦ hash, custards, meat pies and any food containing mayonnaise. These are potential sources of botulism poisoning and other food borne pathogens.
When feeding babies and toddlers, open fresh foods for each meal. There ◦◦ may be waste, but safety is important.
If necessary, substitute canned and powdered milk for fresh milk. Canned ◦◦ milk will keep safely for a few hours after you open the can. Use only boiled or disinfected water to mix powdered milk. Use powdered milk immediately after it is mixed. If you are using canned formula to feed your baby, use ready-to-use or mix only enough for one feeding. Never use formula that is not stored cooled and refrigerated.
If safe water or water disinfecting materials are not available, use canned ◦◦ or bottled fruit juices instead of water.
Prepare and eat foods in their original containers, if possible. This will ◦◦ help if dishwashing is not possible.
Keep listening to a radio or television station for updated information and 60. instructions. Access to some parts of the community may be limited or roads may be blocked.
Help people who require special assistance – infants, elderly people, 61. those without transportation, families who may need additional help in an emergency situation, people with disabilities, and the people who care for them.
Working from the same page
: consistent messages for CDEM
Snow storms
Version 1.0, April 2010
9
Insurance
Avoid driving and other travel until conditions have improved. Roads may be 62. blocked by snow or emergency vehicles.
If farming, check on your animals and ensure that their access to food and 63. water is unimpeded by drifted snow, ice, or other obstacles. Clear driveways and tracks for service vehicles.
Ring your insurer as soon as possible. In almost all cases the insurance company will send an insurance assessor to look at your property. They will confirm what repairs and replacements are needed and covered by your policy.
Ask the insurance company:
How long it will be before an insurance assessor visits. 64.
If you are to clean your property or if they will get a company to do it for you. 65.
Always make your own record of your damaged property using photographs 66. or video.
List the damage to your property and belongings. 67.
Ask your insurance company or landlord if they will provide you with 68. temporary accommodation. This could be a nearby motel, bed and breakfast, a static caravan or a rented house.
Things to help with your insurance claim:
Confirm the insurance company will pay for any service or equipment you 69. need.
Make a note of all telephone calls. Record the date, name and what was 70. agreed.
Keep copies of all letters, emails and faxes you send and receive. 71.
Keep receipts. 72.
Don't throw anything away until told (except ruined food). 73.
Depending on your policy, the insurance company may only offer to clean and 74. repair something, not replace it.
If you rent your property, contact your landlord and your contents insurance 75. company as soon as possible.
If you do not have insurance, your local council should be able to provide 76. information on hardship grants or charities that may be able to help you.
10
Snow storms general information
Media and community education ideas
Publish a special section in your local newspaper with emergency information 77. about snow storms. Included contact information for local emergency services and the nearest hospitals.
Conduct a series on how to protect yourself during a snow storm in case you 78. are at home, in a car, at the office, or outside.
Teach children about snow hazards in your area. 79.
Fiction: If you are stuck in a car in a snowstorm, the best thing to do is to get out and look for help.
Fact: You should stay in your vehicle and wait for rescuers. If you leave your vehicle in wind-driven snow, you could quickly become disoriented. Make the vehicle visible to rescuers (tie a coloured cloth to the aerial or door, turn on the dome light when running the engine for heat, raise the hood when the snow stops falling). If you have a cell phone, call a towing company or 111.
Fiction: In severe cold, it is best to stay warm by wearing a very heavy coat. Fact: You should wear loose, lightweight, warm clothes in layers. Trapped air insulates. Remove layers to avoid perspiration and subsequent chill. Outer garments should be tightly woven, water repellent, and hooded. Ensure your head is well covered as half your body-heat loss can be from the head. Cover your mouth to protect your lungs from extreme cold. Mittens, snug at the wrist, are better than gloves. Try to stay dry.
Facts about snow
www.nws.noaa.gov/om/brochures/wntrstm.htm •
www.urbanext.uiuc.edu/winter/ •
www.niwa.co.nz/our-science/natural-hazards •
Insurance companies
www.ami.co.nz/products/contents/ •
www.state.co.nz/ •
www.tower.co.nz/Web_Home.asp •
www.vero.co.nz/ •
www.icnz.org.nz/ •
Maps and weather
www.metservice.co.nz/public/weatherWarnings/warningMap.html •
www.niwa.co.nz/news-and-publications/publications/all/wa/16-3/news1 •
Working from the same page
: consistent messages for CDEM
Snow storms
Version 1.0, April 2010
Fiction and facts
Useful links
11
Useful numbers
Preparedness
www.getthru.govt.nz •
www.fema.gov/areyouready/winter.shtm •
www.nws.noaa.gov/om/brochures/wntrstm.htm •
www.urbanext.uiuc.edu/winter/ •
web.extension.uiuc.edu/disaster/winter/ws_cont.html •
www.maf.govt.nz/mafnet/rural-nz/adverse-events/snow/index.htm •
www.rural-support.org.nz/ •
www.maf.govt.nz/mafnet/rural-nz/adverse-events/ •
Your important Household Emergency Plan telephone numbers. Fill this out and keep this leaflet with your emergency items.
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Beaufort Primary School
English Policy – New National Curriculum 2014
The government introduced the new statutory National Curriculum in September 2014, however, the current Year 2 and Year 6 classes must follow the previous curriculum for this academic year. In September 2015, all year groups will follow the new National Curriculum 2014.
Department for Education
The aim for English in the national curriculum is to promote high standards of literacy by equipping pupils with a strong command of the written and spoken word, and to develop a love of literature through widespread reading for enjoyment.
The national curriculum for English aims to ensure that all pupils:
* read easily, fluently and with good understanding
* develop the habit of reading widely and frequently, for both pleasure and information
* acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
* appreciate our rich and varied literary heritage
* write clearly, accurately and coherently, adapting their language and style for a range of contexts, purposes and audiences
* use discussion in order to learn, elaborate and explain clearly their understanding and ideas, participate in debate.
Spoken language
The national curriculum for English reflects the importance of spoken language in pupils' development across the whole curriculum. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary, grammar and their understanding for reading and writing. At Beaufort, teachers ensure pupils continually develop their confidence and competence in spoken language and listening skills.
Pupils should develop a capacity to explain their understanding of texts and to prepare their ideas before they write. They must have a clear understanding of their own ideas; teachers should ensure that pupils take part in discussion to question and probe to develop their ideas further. Pupils should be taught the conventions of debate and take part in discussions to use these.
Reading
The programmes of study for reading at Key Stages 1 and 2 consist of two areas:
Word reading
Comprehension (listening and reading)
It is essential that teaching focuses on developing pupils' competence in both areas.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. Phonics is taught from entry into Foundation Stage at Beaufort, and continued until children have completed Phase 6 of Letters and Sounds. Where necessary children continue to work on phonics to support their reading and writing into Key Stage 2.
Good comprehension draws from linguistic knowledge (in particular vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils' experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction texts. All pupils at Beaufort are encouraged to read widely across fiction and non-fiction to develop their knowledge of themselves and the world we live in, to establish a love of reading and to gain knowledge across the whole curriculum. Reading widely and often increased pupils' vocabulary because they encounter words they would rarely hear or use in everyday speech. At Beaufort we believe that reading feeds pupils' imagination and opens up a treasure box for curious, young minds.
Writing
The programmes of study for writing at Key Stages 1 and 2 also consist of two areas:
Transcription (spelling and handwriting)
Composition (articulating ideas and structuring them in speech and writing)
It is essential that teaching develops pupils' abilities in these two areas. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for Composition.
Writing down ideas fluently depends on effective transcription, this includes; spelling quickly and accurately through knowing the relationship between sounds and letters (phonics), understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves articulating and communicating ideas, then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent and legible handwriting.
Spelling, vocabulary, grammar and punctuation
Pupils should be taught to produce carefully formed speaking and writing using Standard English. They should be taught to use the elements of spelling, grammar and punctuation as listed in the two statutory appendices (Spelling, Grammar and punctuation) within the new National Curriculum for English.
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1.
3.
Hau te Kapakapa (The Flapping Wind), Rachel Walters, 2011
2.
Myers Park entrance, 379 Queen Street Spot the native birds in these three sculptures. Can you name the stream that previously ran through this location?
1.
Matahorua Anchor and Tainui Anchor Russell Clark, 1959
Sappho, Aleko Kyriakos, 1973
360 Queen Street Can you see the Greek lyric poetess Sappho in this sculpture? Where was the sculpture originally located?
3.
2.
,
24 Wellesley Street What kind of Māori water transport used these anchor stones?
Byword, Mary-Louise Browne, 2007
Lorne Street Read the two word sequences engraved on the seats in north and south directions. Can you guess the institutions previously located here?
4.
4.
7.
As part of Auckland Heritage Festival, take our free, interactive heritage art trail with your friends and whānau to discover Tāmaki Makaurau's heritage stories, as reflected in some of Auckland Council's public artworks. Have a go at the questions, then turn over for the answers and to find out more about the works featured.
5.
Light Weight O, Catherine Griffiths, 2018
Justice, Lisa Reihana, 2017
O'Connell Street side of Ellen Melville Centre What are the scales made of and what do they represent?
7.
5.
6.
Kaitiaki II, 2009 and Te Waka Taumata o Horotiu (Resting Waka), 2008, Fred Graham
80 Queen St, cnr Swanson & Queen st What part of Auckland's waterfront heritage do these waka mark?
5 O'Connell Street
6.
Look at the heritage buildings reflected in architecture can you
the mirror – what type of see and what do
area would you think this
have been the late 19th
used for in century?
8.
8.
A Māori Figure in a Kaitiaki Cloak Molly Macalister, 1964-1966,
Cnr Quay Street and lower Queen Street
What is the warrior carrying and what does this represent?
Share your photos of public art from across Auckland on Twitter and Instagram with the hashtag #PublicArtAKL
STEP INTO HERITAGE WITH A CITY PUBLIC ART TRAIL
1.
Hau te Kapakapa (The Flapping Wind) Rachel Walters, 2011,
Sappho, Aleko Kyriakos, 1973
2.
Matahorua Anchor and Tainui Anchor, Russell Clark, 1959
3.
Byword, Mary-Louise Browne, 2007
4.
Myers Park entrance, 379 Queen Street
Q: Spot the native birds in these three sculptures. Can you name the stream that previously ran through this location?
A: Tōrea, kōkako and pāteke. The Waihorotiu Stream.
Native birds play hide and seek in this trio of sculptures in Myers Park. A battered banana box cast in bronze is home to a family of tōrea (oyster catchers). There's a kōkako playing dress up in a paper bag. And, pāteke (brown teal) can be glimpsed peeking out from a bubble wrap envelope.
Justice, Lisa Reihana, 2017
O'Connell Street side of Ellen Melville Centre Q: What are the scales made out of and what do they represent?
A: The scales of justice are made of bronze and reference Ellen Melville's legal career of 37 years.
Justice sits on the O'Connell Street facade of the Ellen Melville Centre and celebrates women's advocate Ellen Melville. She was one of the country's first female lawyers and in 1913 became the first woman elected to a city council in New Zealand.
Q: Can you see the Greek lyric poetess Sappho in this sculpture? Where was this sculpture originally located?
360 Queen Street
A: This artwork was originally located outside the Auckland Art Gallery.
Sappho is a cast bronze sculpture of the robed and hooded Sappho, the Greek lyric poetess from the island of Lesbos. The sculpture is hollow and the bronze surface has an uneven but relatively smooth texture.
Light Weight O
, Catherine Griffiths, 2018
5 O'Connell Street
Q: Look up at the heritage buildings reflected in the mirror – what do you think this area would have been used for in the late 19th century? What type of architecture can you see?
A: After Auckland became the capital of New Zealand in 1841, Shortland Crescent developed as a commercial area. Service lanes grew to accommodate workers and workshops in what is now High, O'Connell and Chancery streets.
These streets and the connecting lanes have rich and varied architectural history, evident through the Victorian, Edwardian, Arts and Crafts, Art Deco and modern buildings in the area.
passed through many stages. They have a
Floating high above O'Connell Street, Light Weight O highlights the heritage architecture and character of the area. The artwork literally reflects O'Connell's streetscape, encouraging viewers to take a look around.
24 Wellesley Street used these anchor stones? Where are the
Q: What kind of Māori water transport real anchor stones today?
A: From the Mātāhorua and Tainui waka. The real Matahorua Stone is part of the Te Papa collection and the Tainui Stone is on the grave of Tamati Kingi Te Wetere, in the Awakino Cemetery.
Lorne Street
The sculptures are based on two historic Māori anchor stones from the Mātāhorua and Tainui waka. According to legend, Kupe sailing in the Mātāhorua waka discovered New Zealand.
This is one of the first public art commissions by Auckland Council in the 20th century.
Kaitiaki II, 2009 and Te Waka Taumata o Horotiu (Resting Waka), 2008, Fred Graham
80 Queen St, cnr Swanson & Queen st
Q: What part of Auckland's waterfront heritage do these waka mark?
A: The old foreshore line and local iwi. They remind us of the two famous war canoes, Kahumauroa and Te Kotuiti, which guarded the shores of the Waitematā.
These works mark the city's original foreshore and signify the important relationship with local iwi. They also sit on the same site as the two famous Ngāti Pāoa war canoes did
Byword is a set of nine black granite seats that are installed at intervals next to the footpath along one block of Lorne Street. Inscribed into each is a four letter word on both sides. These words change by one letter as you walk along the block. Walking south, the sequence runs: DEED, HEED, HEAD, LEAD, LOAD, LORD, LORE, WORD to
WORD. Walking north, the sequence runs: WORD, WARD, WAND, WANT, WENT, SENT, SEND, SEED to DEED. Seats on both ends of the block have WORD and DEED on them.
Q: Read the two word sequences engraved on the seats in north and south directions. Can you guess what institutions were previously located on this site?
A: Byword references the earlier use of the site for the Central City Library, the Auckland Art Gallery when it opened in 1887, AUT University and the University of Auckland.
A Māori Figure in a Kaitiaki Cloak
, Molly
Macalister, 1964-1966
Cnr Quay Street and lower Queen Street
Q: What is the warrior carrying and what does this represent?
A: The bronze warrior is wrapped in a full-length korowai cloak and holds a mere (hand club), a symbol of peace. This was seen as controversial at the time as some believed the figure should have been in a fighting pose.
Artist Molly Macalister was commissioned to create "a Māori figure in traditional form" by Auckland City Council in 1964. She was the first female artist in New Zealand to receive
Macalister was also a founding member of the New Zealand Society of Sculptors and Associates (1961) and a major force behind the 1971 international sculpture symposium in Auckland.
a public artwork commission.
5.
6.
7.
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Samples of DI Structures in the teaching of Mathematics
Grades 7 – 12 with a focus on Grades 7 10
After determining the learning goals for a unit and considering students readiness, interests and learning profiles, lessons should be designed to incorporate structures and strategies that will support the differences in students' learning trajectories.
Many strategies support learning in math. Use of the 3part lesson in particular is a powerful tool for successful student learning. Strategies that differentiate for students' needs include use of Gallery Walks, ThinkPairShare, optimal mismatch pairing of students, Congress and many more.
In 2008, the Ministry of Education focussed on 6 structures of DI that can be embedded within a 3part lesson for the teaching and learning of Mathematics. This document provides mathspecific examples of the 6 structures.
Visithttp://tdsbweb/program/mathfor an ecopy of this document.
As you consider the content of this document, consider how each structure might differentiate thecontent, process, productand/or learning environmentaccording to students'readiness, interest and learning profile.
Visithttp://tdsbweb/program/mathfor an ecopy of this document.
Choice Board – Fractions
Choice Board – Equations
CUBING
Describehow you would solve…
Cubing is a great way to differentiate instruction based on student interest and readiness. A cube includes six faces with a different activity on each. The student rolls the cube and the face that points up becomes a task for the student to complete.
Start by deciding which part of your unit lends itself to optional activities. What concepts can you create a cube for? Can you make cubes for different interests, levels or topics?
Write 6 questions that ask for information in a selected unit.
Design different levels of questions using Bloom, intelligence levels, etc. that probe the unit.
Analyzehow this problem helps us use mathematical thinking and problem solving
Compare and contrast this problem to one on page…
Demonstratehow this problem could be useful in work or real life
Diagram or illustrate the solution to the problem. Interpret the visual so we understand it.
Createan interesting and challenging word problem from the number problem
Tiering SURFACE AREA
Notes:
* In the Grade 8, for the topic of Surface Area, these four activities target the same expectations with differing levels of complexity. Group students together to consider ONE or TWO of the activities. NOTE: If a student is IEP'd to work at grade 7 expectations, it is permissible to delete the cylinders from each activity.
* Tiering – Will you assign students to particular activities? What would you do if all students chose to do activity 1? Talk to your elbow partner about what you would do.
Tiering Activity:
Find the surface of the following shapes:
Activity A:
Provide simple rectangular prisms and cylinders with measurements provided.
Activity B:
Provide simple rectangular prisms and cylinders where students must first measure.
Activity C:
Provide pictures of simple rectangular prisms and cylinders with measurements provided.
Activity D:
Ask students to find examples of cylinders or rectangular prisms.
Tiering – SLOPE
Notes:
* The first question on the tier is a straight forward typical problem dealing with slope.
* The next question is slightly more complex.
* The last question requires more of the students in order to answer.
Teachers usually assign which tiered question groups of students are to work on. Tiering is different from scaffolding in that teachers scaffold when they want students to get to the same place, providing assistance to students who need it like giving them rungs in a ladder to use to reach a certain spot.
* Tiering allows students to stay at the readiness level they are comfortable to work in while all working on the same concept.
Tiering Assignment:
1. Calculate slopes given simple information about a line (e.g., two points)
2. Create lines with given slopes to fit given conditions (e.g., parallel to … and going through (…)).
3. Describe or develop several reallife problems that require knowledge of slope and apply what you have learned to solve those reallife problems.
TIERING A Grade 10 Lesson
Students should complete eitherOption A(1 page) orOption B(2 pages)
The Painted Cube Option A
1. Imagine a large cube made up from 27 smaller red cubes. Dip the large cube into the yellow paint.
* Visithttp://nrich.maths.org/public/viewer.php?obj_id=2322to see the cube get painted
How many of the little cubes will have yellow paint on their faces? How many little cubes will have 0 faces painted? 1 face painted?? 2 faces painted???
2. Imagine a 4× 4 ×4 cube being dropped into the paint and calculate how many of the little cubes will have yellow paint on their faces.
How many little cubes will have 0 , 1,2 ... faces painted?
3. Consider a 5 × 5 × 5 cube and larger cubes and then generalise for ann×n×ncube.
4. Graph the resulting patterns between the number of painted faces andnwherenrepresents the side length of the large cube.
Related Grade 10 Overall Expectations
MPM2D:• determine the basic properties of quadratic relations
MFM2P:
* identify characteristics of quadratic relations
Adapted fromhttp://nrich.maths.org/public/viewer.php?obj_id=2322
The Painted Cube: Option B
Imagine a cube made up from many smaller red cubes. Dip the large cube into the yellow paint.
* Visithttp://nrich.maths.org/public/viewer.php?obj_id=2322to see the cube get painted
1. What are some possible cube sizes of the large cube? Build cubes of different sizes using cubealinks. Organize these from smallest to largest. Describe the resulting cubes.
2. If the 3 × 3 × 3 cube is dipped in yellow paint as suggested above, describe the colours of the little cubes.
* Will any of the little cubes still be red? Yellow on 3 faces? What other possibilities are there? How many little cubes of each possibility where there be?
3. Complete the following table.
4. Graph the resulting patterns between the number of painted faces andnwherenrepresents the side length of the large cube.
Related Grade 10 Overall Expectations
MPM2D:• determine the basic properties of quadratic relations
MFM2P:• identify characteristics of quadratic relations
Adapted fromhttp://nrich.maths.org/public/viewer.php?obj_id=2322
Learning Centres
(also called Learning Stations or Interest Stations or Interest Groups)
Learning stations or learning centres can be differentiated according to need, interest, or learning preference and ca be used with both tiering and choice boards.
Karen Hume (2008).Start Where They Are. P. 199
The handson experiences in centres provide opportunities for learners to
* Remediate, enhance, or extend knowledge on a skill, concept, standard, or topic
* Pursue interests and explore the world of knowledge
* Work at the level of need and be challenged
* Be creative and critical problem solvers
* Make choice, establish their own pace, and build persistence
* Manipulate a variety of different types of materials
Gayle Gregory and Carolyn Chapman (2007).Differentiated Instructional Strategies.p.133
Grade 7
OE: compare experimental probabilities with the theoretical probability of an outcome involving two independent events;
SE: research and report on realworld applications of probabilities expressed in fraction, decimal, and percent form (e.g., lotteries, batting averages, weather forecasts, elections); SE: select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph (i.e., from types of graphs already studied);
Before establishing the interest group centres, brainstorm with students different realworld applications of probabilities. Newspapers or online sources can be used to help students get started. A placemat activity
Set up centres for up to 4 students based on the previous discussion. Allow students to select the centre at which they want to work. At each centre, students will work as a team to research their area of interest and prepare a report.
Examples of probability applications:
Centre 1: lotteries
Centre 2: basketball statistics
Centre 3: hockey statistics
Centre 4: weather reporting
Centre 5: game shows
Learning Contracts
Learning contracts should be agreed on by the teacher and individual students, They usually include:
* individual names (and signatures)
* what will be studied
* resources used
* how the work will be shared
* criteria for quality/how the work will be assessed
* all relevant dates in a timeline or calendar
o checkin dates for formative assessment and support
o due dates
Checkpoint dates are critically important in teaching your students time management techniques and helping them avoid the pitfalls of procrastination.
Start Where They Are, Karen Hume, 2008
Contracts may be written so that each student has an individual contract with you, or you may create one contract for the class, with some required activities and some choice activities. In that case, you can save time by simply highlighting the appropriate required activities for each student.
An Individual Learning Contract:
Course: Grade 12 Mathematics for Work and Everyday Life, MEL4E
Student Name: Hans Awnn
2.4design, with technology (e.g., using spreadsheet templates, budgeting software, online tools) and without technology (e.g., using budget templates), explain, and justify a monthly budget suitable for an individual or family described in a given case study that provides the specifics of the situation (e.g., income; personal responsibilities; expenses such as utilities, food, rent/mortgage, entertainment, transportation, charitable contributions; longterm savings goals)
2.5identify and describe factors to be considered in determining the affordability of accommodation in the local community (e.g., income, longterm savings, number of dependants, nondiscretionary expenses)
Details:
Design a balanced monthly budget for a family of 4, including the costs of common items, utility rates, rent and savings for a downpayment of $20, 000 toward a home purchase.
Budget will include all the above details, converted to monthly amounts, with about 10% savings, in a balanced monthly budget table.
Due Date:
May 9 2009
Checkin Date:
Details:
May 5 2009
Research the costs of utility rates and rent. Use TMN solver to calculate monthly pmt required to save for downpayment.
Student Signature: Hans Awnn
Teacher Signature: Mrs. Smith
Date: May 1 2009
Date: May 1 2009
Sample Class Learning Contracts:
Teacher: Mr. Funstructor
Course: Grade 7/8 Mathematics
Student Name: Barb Brainiac
Topic: Global Citizenship
Strand: Data Management
Overall Expectations addressed:
gr. 7: Students will collect and organize categorical, discrete, or continuous primary data and secondary data and display the data using charts and graphs, including relative frequency tables and circle graphs.
gr. 7: Students will make and evaluate convincing arguments based on the analysis of data
gr. 8: Students will apply a variety of data management tools and strategies to make convincing arguments about data.
Due date: November 14 2008
Student Signature: Barb Brainiac
Mr. Funstructor
Date:
October 17 2008
Teacher:
Date: October 17 2008
A sample Grade 9 Applied Math Contract Maximizing Area
Student: ________________________ Grade 9 Applied Math, Period 3
The student will complete the following tasks by March 30 2009:
1. Try the "Maximize Area" Gizmo in our class tab atwww.ExploreLearning.com. Use Classcode CMJDTXJH3S to set up your student profile. If you want to brush up on measuring perimeter and area of a rectangle, try the "Rectangle: Perimeter and Area" Gizmo.
If you want an extra challenge, try the "Minimizing Perimeter" Gizmo.
2. Complete the practice assessment questions on the "Maximize Area" Gizmo
3. Complete Worksheets 2.2.1 "The Garden Fence". Use a geoboard or Geometer's Sketchpad to represent the rectangles and record them on dot paper.
4. Complete Worksheets 2.2.2 "On Frozen Pond". Your group must present your findings to the class. Think of good questions to ask the other groups.
5. Solve the following problems:
a. If the perimeter of a rectangle is 72 m, what is the largest area?
b. If the perimeter of a rectangle is 90 m, what is the largest area?
Draw diagrams for both problems.
6. Write a journal response:Jessica wants to build a corral for her horses. She has 65 m of fencing. She wants the corral to be rectangular. What dimensions do you think she should make it?Use words, pictures, and numbers to explain. See the attached rubric which will be used to assess your response.
Enrichment Options:
B. Create a poster which summarizes what you have discovered about maximizing rectangle area.
A. Write a poem, song or performance to describe what you learned about the rectangle with the largest area.
Checkpoints
The student will submit one or more of items 1 to 5 (and A or B) for teacher assessment on each of the following dates:
Item 1 Date:
Teacher Evaluation:
Student Evaluation:
Item 2 Date:
Teacher Evaluation:
Student Evaluation:
Item 3 Date:
Teacher Evaluation:
Student Evaluation:
Item 4 Date:
Teacher Evaluation:
Student Evaluation:
Item 5: Date:
Teacher Evaluation:
Student Evaluation:
Item A or B (Optional) Date:
Teacher Evaluation:
Student Evaluation:
Signatures
Student:
Teacher:
Date:
Date:
Teacher: Mr. Funstructor
Student Name: Stewart Dent
Topic:Using statistical tools to describe the relationship between two variables
Specific Expectations Addressed:
2.1recognize that the analysis of twovariable data involves the relationship between two attributes, recognize the correlation coefficient as a measure of the fit of the data to a linear model, and determine, using technology, the relevant numerical summaries (e.g., summary tables such as contingency tables; correlation coefficients)
2.2Students will recognize different types of relationships between two variables thathave a mathematical correlation (e.g., the cause andeffect relationship between the age of a tree and its diameter; the commoncause relationship between ice cream sales and forest fires over the course of a year; the accidental relationship between the consumer price index and the number of known planets in the universe)
2.3Students willgenerate, using technology, the relevant graphical summaries of twovariable data (e.g., scatter plots, sideby side boxplots) based on the type of data provided (e.g., categorical, ordinal, quantitative)
2.4Students willdetermine, by performing a linear regression using technology, the equation of a line that models a suitable two variable data set, determine the fit of an individual data point to the linear model (e.g., by using residuals to identify outliers), and recognize these processes as strategies for twovariable data analysis
2.5Students willinterpret statistical summaries (e.g., scatter plot, equation representing a relationship) to describe the characteristics of a two variable data set and to compare two related twovariable data sets (e.g., compare the relationship between Grade 12 English and mathematics marks with the relationship between Grade 12 science and mathematics marks); describe how statistical summaries (e.g., graphs, linear models) can be used to misrepresent twovariable data; and make inferences, and make and justify conclusions, from statistical summaries of twovariable data orally and in writing, using convincing arguments
Due date: April 24 2009
Student Signature: Stu Dent
Date: April 16 2009
Teacher: Mr. Funstructor
Date: April 16 2009
A Cylinder RAFT
A Quadratics RAFT | <urn:uuid:19b063e1-ced7-48e5-874a-77d7cfd5ac43> | CC-MAIN-2018-43 | http://meant4teachers.com/wp-content/uploads/2013/09/Differentiated-Instruction-in-Math.pdf | 2018-10-19T22:24:45Z | crawl-data/CC-MAIN-2018-43/segments/1539583512460.41/warc/CC-MAIN-20181019212313-20181019233813-00083.warc.gz | 222,836,162 | 5,480 | eng_Latn | eng_Latn | 0.98267 | eng_Latn | 0.992093 | [
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EECS 70 Discrete Mathematics and Probability Theory Fall 2014 Anant Sahai Discussion 9M
1. Probability Practice
(a) A message source M of a digital communication system outputs a word of length 8 characters, with the characters drawn from the ternary alphabet {0, 1, 2}, and all such words are equally probable. What is the probability that M produces a word that looks like a byte (i.e., no appearance of '2')?
(b) If five numbers are selected at random from the set {1, 2, 3,..., 20}, what is the probability that their minimum is larger than 5? (A number can be chosen more than once.)
2. Clinical tests
You may want to use a calculator for this problem.
Let's say that there is a rare disease, and only p = 1% of the human population has that disease.
Let's also assume that there is a clinical test available for the disease, but the test is not perfect. The chances that the test is accurate are only q = 90%. So, if 1000 people who have the disease are tested, the test will come out positive in only about 900 of these cases. Likewise, if 1000 healthy individuals are tested, the test will come back negative in only about 900 of these cases.
(a) Suppose an individual drawn randomly from this population tests positive. What are the chances that this individual actually has the disease?
(b) Suppose an individual drawn randomly from this population tests negative. What are the chances that this individual does not actually have the disease?
(c) Suppose a group of scientists get together and develop a new test that has an accuracy of q = 99.9% (a major improvement that replaces the old test overnight). Now how do the chances in parts (a) and (b) above change?
(c) Suppose a group of scientists get together and develop a new test that has an accuracy of q = 99.9% (a major improvement that replaces the old test overnight). Now how do the chances in parts (a) and (b) above change?
3. Best choice problem
Three princes are going to stop by Alice's house and invite her to their parties. Alice has not met them before so she does not know who she likes most. There are two strategies:
1 Go with the first prince.
2 Reject the first prince. If she find she likes the second prince more than the first one, she will go with him. Otherwise, she will go with the third prince.
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Biology 347 General Physiology Lab Human Diving Response
Objectives
* Students will measure the heart and breathing rates of a subject at rest.
* Students will measure the effects of temperature on the human dive response.
* Students will measure the heart and breathing rates of a subject during apnea (breath holding).
* Students will measure the effects of facial wetting on the human dive response.
* Students will compare the effects of apneic and non-apneic conditions on the human dive response.
Introduction
Some air-breathing animals have developed physiological and biochemical mechanisms that allow them to survive while submerged underwater for long periods of time. These animals still get oxygen from air, but they use oxygen in a more efficient manner.
Different species have different diving capacities; but, the solutions to the problems associated with diving are similar. An animal can extend diving time by: using stored oxygen; decreasing oxygen consumption; using anaerobic metabolism; and, using aquatic respiration, if possible.
A prominent way to conserve oxygen, while diving, is selective peripheral vasoconstriction. This insures that oxygen is delivered to high priority organs like the brain, heart, and adrenal glands. The remaining organs subsist on local stores of oxygen or use anaerobic metabolism. Since vasoconstriction causes an increase in peripheral resistance, cardiac output must be reduced to maintain a normal level of blood pressure in the animal. The reduction in cardiac output is usually attained through a decrease in heart rate (bradycardia).
Diving vertebrates like alligators, birds, seals, and whales exhibit this diving reflex (bradycardia and selective vasoconstriction). Some humans also exhibit a diving reflex, which may explain the survival of children who have fallen into cold water and been submerged for long periods of time.
The diving reflex in mammals is mediated, in part, by receptors of the trigeminal nerve (cranial nerve V) in the face, nose and mouth, which respond to the temperature of the water. In diving mammals and humans as well, the stimulation of the trigeminal cold receptors in the nasal and pharyngeal passages results in powerful reflex apnea (cessation of breathing). In fact, approximately 30% of human drowning victims do not have water in their lungs because this powerful laryngeal reflex prevents breathing.
In this lab we will monitor heart rate, peripheral blood flow and blood pressure during a simulated dive. A number of parameters associated with underwater submersion will be varied in an attempt to identify the features of submersion that are important for the diving reflex.
Procedure: Equipment Set-up
1. Start the Labscribe software on your computer.
2. Pull down the Settings menu. First select Human Heart then select the DivingReflex-LS2 settings file.
3. After a short time, LabScribe will appear on the computer screen as configured by the DivingReflex-LS2 settings.
4. Plug the plethysmograph into Channel 3 on the iWorx unit. Wrap the plethysmograph around the volar surface of the middle finger on the subject's left hand. If the signal is noisy adjust the tension on the strap.
5. Plug the respiration monitor into Channel 4 on the iWorx unit. Wrap the belt around the subject so that the sensors are in the front and the belt sits just below the sternum even with the elbows.
Procedure: Heart Rate and Breathing at Rest
1. Remind the volunteer to sit quietly with their hands in their lap.
2. Click Record, and then click AutoScale for the Pulse and Heart Rate. If the pulse wave goes down, use the Invert function in the down arrow next to the word Pulse on the channel menu to orient the image in the correct direction.
3. When you have a suitable trace, type "Resting HR and BR" in the comment line to the right of the Mark button. Press the Enter key on the keyboard to attach the comment to the data. Record for at least one minute. However only record apneic data for a time span that is comfortable for the subject.
4. During the recording take the subjects blood pressure.
5. You will need three trials of this procedure.
6. Click Stop to halt recording.
7. Save the recording.
Procedure: Data Analysis
1. Click the 2-Cursor icon so that two blue vertical lines appear over the recording window.
2. Drag the cursors left and right so that three complete breathing cycles are located between the two blue lines.
3. Click the Analysis icon to open the Analysis window.
4. Click the add function button and add Mean and Max.
5. Record the data for heart rate, breathing rate, systolic blood pressure, diastolic blood pressure and amplitude of peripheral pulse for each of the three trials in Table 1. Record an average of the three trials. Also calculate the MAP using the equation:
M.A.P. = diastolic pressure + 1/3 pulse pressure (systolic minus diastolic pressure)
Procedure: Effects of Anoxia
1. Using the same procedure for heart rate and breathing at rest, have the subject create an apneic condition by holding their breath. Make sure the subject knows not to exceed their ability is holding their breath because this is not an endurance test.
2. Again repeat this procedure in triplicate.
3. Analyze the data as described above record this in table 1 under the Apnea (no dive) conditions.
4. Now we will repeat the apneic conditions, however, now the subject will immerse their face in the room temperature bath while holding their breath (Apnea with dive). It is usually best if one group member is responsible for the iWorx readings and the other is responsible for the blood pressure recordings.
5. When the subject comes out of the water, it would be best to mark this with the iWorx unit, as this is the recovery phase. A blood pressure reading will also need to be taken during recovery.
6. Again, repeat this in triplicate.
7. Record your data in Table 1.
Table 1: Heart Rate and Breathing at Rest and Anoxia
Procedure: Non-Apneic Conditions and the Effects of Facial Wetting
1. For these experiments, please refer to the experiments above for procedures and data analysis.
2. Perform a control (resting) reading again. Record data in Table 2.
3. Now use the snorkel and take a reading under non-apneic conditions without dive. Record this data in Table 2.
4. Use the snorkel and the facemask to take a reading under non-apneic conditions without dive. Record this date in Table 2.
5. Use the facemask only and have the subject hold their breath while diving. Record the data in Table 2 under Facemask Only (dive).
6. Use the snorkel only while diving. Record the data in Table 2 under Snorkel Only (dive). Only have the subject immerse their face for as long as they typically hold their breath.
7. Have the subject perform a dive with both the snorkel and the facemask. Only have the subject immerse their face for as long as they typically hold their breath. Record the data in Table 2.
8. Finally, have the subject perform the dive without both the snorkel and facemask. Record the data in table 2 under Dive.
Table 2: Non-Apneic Conditions and the Effects of Facial Wetting
Procedure: Effects of Water Temperature on Human Dive Response
1. Now repeat the experiment while the subject dives in room temperature water. Mark when the subject starts the dive. Take the blood pressure measurements after the subject has been submerged for at least 10 seconds.
2. Record the temperature of the water.
3. Repeat this experiment in room temperature water in triplicate.
4. Conduct the same experiments for cold water and warm water. Make the water cold using the ice provided. Warm water can be taken from the tap. If necessary allow the tap water to run awhile prior to use. Be sure to allow the subject plenty of recovery time between trials and experiments.
5. Record the temperature of the water for each experiment. Record the data in Table 3.
Actual Temperature of Room Temperature Water: ________________
Actual Temperature of Cold Water: ____________________________
Actual Temperature of Warm Water: ___________________________
Table 3: Effects of Water Temperature on Human Dive Response
Questions and Conclusions
1. What is the heart rate of the subject while they are holding their breath?
2. How does the subject's resting heart rate compare to their heart rate while they are holding their breath?
3. What happens to the subject's heart rate as their face is submerged in the room temperature water?
4. What happens to the subject's heart rate as their face is submerged in the colder water?
5. What caused the subject's heart rate to change when their face was submerged in cold water?
6. How would the mammalian diving reflex help a person who falls into cold water? Think in terms of the organs that need oxygen. | <urn:uuid:70fcb562-0b64-4de4-bf57-2f6427f9f002> | CC-MAIN-2018-43 | http://starklab.slu.edu/PhysioLab/DivingResponse.pdf | 2018-10-16T01:57:11Z | crawl-data/CC-MAIN-2018-43/segments/1539583509960.34/warc/CC-MAIN-20181016010149-20181016031649-00164.warc.gz | 342,243,186 | 1,893 | eng_Latn | eng_Latn | 0.913547 | eng_Latn | 0.99757 | [
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What is UV?
Ultraviolet (UV) radiation is a type of energy produced by the sun and some artificial sources, such as solariums.
The sun's ultraviolet (UV) radiation is the main cause of skin cancer. UV damage also causes sunburn, tanning, premature ageing and eye damage.
UV radiation isn't like the sun's light or heat, which we can see and feel. Your senses cannot detect UV radiation, so you won't notice the damage until it has been done.
The UV Index
The World Health Organization's Global Solar UV Index measures UV levels on a scale from 0 (Low) to 11+ (Extreme). Sun protection is recommended when UV levels are 3 (Moderate) or higher.
The UV level is affected by a number of factors including the time of day, time of year, cloud cover, altitude, how close you are to the equator, scattering and reflection.
Sun protection times
The sun protection times show when UV levels are forecast to be 3 or higher
During the sun protection times remember to protect your skin and eyes by using covering clothing, sunscreen, a hat, shade and sunglasses. Don't just wait for hot and sunny weather.
Health effects of too much UV radiation
Too much UV radiation can cause skin and eye damage, sunburn, tanning and skin cancer .
Some UV exposure is recommended for vitamin D.
Sunburn
Sunburn is a UV radiation burn to the skin. In Victoria's summer months, skin can burn in as little as 11 minutes and can take days or weeks to heal.
Mild sunburn can be treated at home, but you should see a doctor immediately for severe and/or blistered burns.
While the signs of a sunburn fade with time, the damage can't be undone and adds to your lifetime tally of UV damage, which increases your risk of skin cancer.
The school's Sunsmart policy requires all students to wear wide-brimmed hats during Terms 1 and 4 during the year. Even if it's cloudy outside you still need to wear your hat.
Questions:
1. What is UV and how is it dangerous to humans?
2. How would you know if you have been affected by UV radiation?
3. At what level on the scale should you use sun protection?
4. How long can it take to get sunburnt during a Victorian summer?
5. Research Vitamin D and write 3 facts about it.
6. Find what the UV ratings are in Shepparton for the next few days.
7. Design a UV Index Scale. | <urn:uuid:c9a46938-7156-4afd-9692-6c83bb2cca05> | CC-MAIN-2018-43 | https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/dist/8/35821/files/2016/04/What-is-UV-12uy82b.pdf | 2018-10-19T21:31:04Z | crawl-data/CC-MAIN-2018-43/segments/1539583512460.41/warc/CC-MAIN-20181019212313-20181019233813-00084.warc.gz | 664,267,617 | 524 | eng_Latn | eng_Latn | 0.999037 | eng_Latn | 0.998764 | [
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DATE -
21
st
December 2017
CLASS –
VIII-A
NAME OF THE CLASS TEACHER- Mrs. Nishi Sharma
THEME- Being Heroic
No. of students on roll.- 47
No. of students absent- 03
No. of students present- 44
No. of presentations- 7
No. of props used- 17
Anchoring done by- Utkarsh Rathore and Shruti Garg
No. & Name of the students in Prayer : 44
No.& Name of students in National Anthem: 44
Presentation No 1-
NEWS
No. & Name of students –(3)
Ansh Malhotra-National News and International News
Megha Gupta-Weather report.
Vanshika Tyagi - Sports News
Synopsis –Students presented news to create awareness, so that all should remain connected with local& global issues.
Presentation No 2-
Thought of the Day
No. & Name of students –(1) Bhumi
Synopsis –"Thought of the day"
Presentation No 3-
House message
No. & Name of students –(1) Akshat Goel
Synopsis –"House message"
Presentation No 4.
Aspects Of a Hero
No. & Name of students –(15)
Kashish,Akshita,Ritika,Preeti,Urvi,Aman,Yashika,Gunjan,Vanshika,Yashika,Abhishek,Diva,
Chirag Jain
Synopsis –
A hero is somebody who is selfless, who is generous in spirit, who just tries to give back as much as possible and help people. A hero to me is someone who saves people and who really deeply cares.
Presentation No 5
Poster presentation
No. & Name of students –(4) Garav Aggarwal,Abhishek Roy,Akshat Goel,Ayush Mittal
Presentation No 6
Presented a Poem
No. & Name of students –(2)
Name of Poem presenters... Aastha Aggarwal,Kushagra Goel
Synopsis –
A hero is someone who understands the responsibility that comes with his freedom.
ASSEMBLY REPORT
Song Recitation and Dance
No. & Name Of Students- Complete Class
Synopsis -
Heroes represent the best of ourselves, respecting that we are human beings. A hero can be anyone from Gandhi to your classroom teacher, anyone who can show courage when faced with a problem. A hero is someone who is willing to help others in his or her best capacity.
Synopsis Of Teacher Talk
A real hero is one who stands up to others.
Stand for the underprivileged, the poor, the down trodden; motivate and inspire people around with
Everyone lives for self, but a real hero thinks of others and lives for them. your acts of kindness and compassion. That's what a real hero would do. | <urn:uuid:a737b190-c6ef-409d-80eb-3993f27a377b> | CC-MAIN-2018-43 | http://mapsashokvihar.net/doc/ASSEMBLY_8TH_A.pdf | 2018-10-16T02:11:04Z | crawl-data/CC-MAIN-2018-43/segments/1539583509960.34/warc/CC-MAIN-20181016010149-20181016031649-00164.warc.gz | 224,375,829 | 607 | eng_Latn | eng_Latn | 0.970671 | eng_Latn | 0.985039 | [
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Galileo executes its final flyby
By Guy Webster
JPL'S LONG-LIVED GALILEO SPACECRAFT ACHIEVED PARTIAL SUCCESS IN
A DASH THROUGH JUPITER'S INNER RADIATION BELTS AND PAST THE SMALL MOON AMALTHEA ON TUESDAY, ITS FINAL FLYBY BEFORE A DELIBERATE IMPACT INTO JUPITER NEXT SEPTEMBER.
THIS WAS GALILEO'S LAST FLYBY, AFTER 37 OTHER CLOSE ENCOUNTERS WITH VARIOUS PLANETS, ASTEROIDS AND JUPITER'S FOUR LARGE MOONS SINCE LAUNCH 13 YEARS AGO.
As the orbiter headed closer to Jupiter than it had ever ventured before, it gathered measurements of the energy fields and charged particles in the inner region of Jupiter's magnetic environment. It also examined dust grains that form a "gossamer" ring around the planet.
However, Galileo placed itself in a standby precautionary mode after its closest approach to Amalthea. It flew past Amalthea at a targeted altitude of 160 kilometers (99 miles), then went into "safe" mode about 30 minutes later. In that mode, onboard fault-protection software suspends many operations until receiving further instructions from the ground. "We knew this would be a challenging encounter for Galileo, so we are not surprised to have some things go awry," said Project Manager Dr. Eilene Theilig. "Not only was the spacecraft going through a region with more intense radiation than it had ever experienced before, but it was also doing this after it had already survived four times the cumulative radiation dosage it was designed to take and had already operated nearly five years past its original mission."
The flight team at JPL is working on recov-
All systems on JPL's Stardust spacecraft performed successfully when tested in a flyby of asteroid Annefrank on Nov. 1, heightening anticipation for Stardust's encounter with its primary target, comet Wild 2, 14 months from now.
As a bonus, Stardust discovered that Annefrank is about twice the size anticipated, but with a dimmer surface. The dimmer surface increased the challenge of sighting the object as the spacecraft approached.
The Annefrank flyby offered a unique opportunity to thoroughly test all the operations planned for the encounter at Wild 2, where Stardust will collect samples from the cloud of dust around the comet for return to Earth. "We performed a full dress rehearsal with the cometary dust collector deployed, the spacecraft poised in its flyby attitude and with all science instruments on," said Stardust's principal investigator, Prof. Donald Brownlee of the University of Washington.
ery operations, diagnosing what happened and preparing new commands to Galileo that will restore the orbiter to normal and enable the playback of scientific data stored on the spacecraft's tape recorder. Two tape tracks of science data were recorded during the encounter period, out of four tracks planned. Also, the intended type of two-way radio link with Earth for the period closest to the flyby was not achieved.
Now receding again from Jupiter, the spacecraft left the region of radiation danger about 11 hours after passing Amalthea.
Amalthea orbits about halfway between Jupiter and Io, the innermost of the planet's four large moons. Amalthea is an elongated body, about 270 kilometers (168 miles) long.
Galileo has nearly depleted its supply of the propellant needed for pointing its antenna toward Earth and controlling its flight path. While still controllable, it has been put on a course for impact into Jupiter. That's so there will be no risk of it drifting to an unwanted impact with the moon Europa, where Galileo discovered evidence of a subsurface ocean that is of interest as a possible habitat for extraterrestrial life.
Sixty-four minutes after speeding over Amalthea's cratered surface, Galileo passed within about 71,400 kilometers (44,366 miles) of Jupiter's cloud tops. That marked the beginning of Galileo's final orbit, which will end with a plunge into the crushing pressure of Jupiter's atmosphere on Sept. 21, 2003.
Going into a standby mode does not jeopardize Galileo's disposal at Jupiter. No further commanding of the spacecraft is necessary to assure that it is on an impact trajectory, Theilig said.
The spacecraft passed within about 3,300 kilometers (2,050 miles) of Annefrank. Engineers at JPL and at Lockheed Martin Space Systems-Astronautics in Denver ran the operation through the hours before and after the closest approach. The approach geometry was more difficult than it will be at Wild 2 because of the angles toward the Sun and Earth relative to the angle toward the asteroid. "The spacecraft performed every command perfectly," said Allan Cheuvront, Stardust spacecraft systems engineer at Lockheed. "Its performance under these severe conditions was outstanding."
"It was a challenge for the navigation camera to see Annefrank during approach," said JPL's Ray Newburn, lead scientist for the camera. The predicted brightness of Annefrank was near the lower limit of what the camera can detect. Engineers tried techniques such as taking multiple long exposures and adding them together, said Dr. T.S. Mike Wang, optical navigation specialist at JPL. "Annefrank was not cooperating," Wang said. "It was just too dim."
The encounter images show Annefrank to be irregularly shaped, cratered, and about 8 kilometers (5 miles) in diameter. Stardust's dust instruments were on for the encounter, although no dust was anticipated. Scientists are still checking data to see if, by chance, the instruments may have seen a dust particle. "The dust flux measurement instrument ran for at least 27 minutes and performed all expected functions," said Dr. Tom Economou of the University of Chicago, lead scientist for that instrument. The lead scientist for Stardust's interstellar dust analyzer, Dr. Jochen Kissel of Max Planck Institute, Garching, Germany, said the Annefrank experience will enable him to put the German instrument into an even better configuration at Wild 2.
"Performing such flight testing before the primary encounter is a critical part of reducing risks and significantly increasing the probability of success at the primary target, Wild 2" said Stardust Project Manager Tom Duxbury. "We learned at lot that will improve our operations at Wild 2 based upon the lessons learned at Annefrank, but the bottom line is that if Annefrank had been Wild 2, we would have succeeded."
Artist's rendering shows Galileo's approach to the Jovian moon Amalthea.
Stardust's Annefrank flyby successful
By Guy Webster
Asteroid Annefrank is seen as irregularly shaped, cratered body in an image taken by Stardust during a Nov. 2 flyby.
Saturn as imaged by
Cassini in October.
Harper's Bazaar publicity photo with Dr. Pickering, two technicians, and model, October 1962.
Galileo observes Europa 'lava lamp'
News Briefs
Reddish spots on the icy surface of Jupiter's moon Europa may indicate pockets of warmer ice rising from below. This upwelling could provide an elevator ride to the surface for material in an ocean beneath the ice, say scientists studying data from JPL's Galileo spacecraft.
"Europa acts like a planetary lava lamp, carrying material from near the surface down to the ocean, and, if they exist, potentially transporting organisms up toward the surface," said DR. ROBERT PAPPALARDO, a planetary scientist at the University of Colorado, Boulder.
Reddish spots and shallow pits pepper the enigmatic ridged surface of Europa in this view combining information from images taken by Galileo during two different orbits around Jupiter.
Galileo, orbiting Jupiter since 1995, has produced strong evidence that Europa has a deep ocean of melted saltwater underneath a surface layer of ice. During the recent annual meeting of the Geological Society of America, scientists discussed interpretations of Europa data and proposals for future exploration of that world.
A Galileo color image of the spots, which are called by the Latin term for freckles, "lenticulae," is available online at http://photojournal.jpl.nasa. gov/catalog/PIA03878. Information about the mission and its discoveries is online at http:// galileo.jpl.nasa.gov.
Cassini captures Saturn image
A successful test of the camera on JPL's Cassini spacecraft has produced images of Saturn 20 months before the spacecraft arrives at that planet. The image shows the shadow of the planet
falling across its famous rings and includes Saturn's largest moon, Titan.
The planet was 285 million kilometers (177 million miles) from the spacecraft when the images were taken in late October, nearly twice the distance between Earth and the Sun.
"This is an emotional event for the mission," said DR. DENNIS MATSON, Cassini project scientist at JPL. "We now have Saturn in our sights."
"Cassini has sighted the ringed planet looking distant, mysterious and serene," said DR. CAROLYN PORCO, a planetary scientist at Southwest Research Institute in Boulder, Colo., and leader of the science team using the Cassini camera. "Our anticipation has been building for years, so it's good to know our destination is in view."
Cassini camera-team member DR. ALFRED MCEWEN at the University of Arizona added, "Seeing the picture makes our science-planning work suddenly seem more real. Now we can see Saturn and we'll watch it get bigger as a visual cue that we're approaching fast. It's good to see the camera is working well."
Fourteen camera-team scientists selected by NASA will use the camera to investigate many features of Saturn, its moons and its rings. Cassini will begin a four-year prime mission in orbit around Saturn when it arrives on July 1, 2004. It will release a piggybacked probe, Huygens, to descend through the thick atmosphere of Titan on Jan. 14, 2005.
A color composite of the Saturn images is available online at http:// photojournal.jpl.nasa.gov/catalog/ PIA02884.
Students to name 2003 rovers NASA has announced its participation in a contest that will give Ameri- can school kids a chance to name the two rovers being launched by JPL next year to explore Mars.
The robotic explorers are part of NASA's upcoming Mars Exploration Rover (MER) mission. The twin rovers will land at two different locations on the mysterious red planet to explore the surface in search of answers about the history of water on Mars.
The "Name the Rovers" contest is a collaborative effort between NASA and the Lego Company. Lego will manage the contest in conjunction with The Planetary Society. The contest provides students with the unique opportunity to suggest a name for each of the two Mars-bound rovers, temporarily known as MER-A and MER-B. The rovers are scheduled to launch in May and June 2003, respectively. The rovers are scheduled to land on Mars in January 2004.
"We are very excited about providing students with an opportunity to actively participate in the next mission to Mars," said DAVE LAVERY, program executive for solar system exploration at NASA Headquarters. "We are eagerly looking for some really creative and innovative ideas from the students as they compete to name the next Mars rovers and become part of history."
The contest is open to students 5 to 18 years of age who attend a U.S. school and are enrolled in the Fall 2002 school season. Submissions must include suggested names for both rovers and a 50- to 500-word essay justifying why the students believe the names should be chosen. The contest has many educational benefits and encourages students to do research for their essays and to learn more about Mars and space exploration.
The contest is open for submissions through Jan. 31, 2003. NASA will announce the contest winners prior to launching the rovers in spring 2003. For more information, visit http://www.nametherovers.org.
Enroll for benefits through Nov. 14
Benefits-eligible JPL employees may review their current insurance coverages and make changes for the year 2003 via the Oracle Web Applications system (the same web site employees use for timekeeping). Log on to http://nbs.
Information packages have already been sent to employees. These packages include a summary of benefit changes for 2003, new rates and plan comparison, as well as instructions |on how to use the web to verify your current benefit elections and submit changes. Please review this information carefully.
If you haven't already done so, you may want to consider some things before you enroll, such as:
* How well did your choices work for you in 2002?
* Are there dependents you need to enroll or delete from coverages?
* Do you need to increase or decrease your life insurance for yourself or your dependents?
* Did you defer too much or too little into your Health Care and/or Dependent Care Spending Accounts for 2002?
To assist employees in making informed choices about medical and dental coverage options and to answer any other questions, representatives from the Benefits Office and each of JPL's medical and dental insurance carriers will be on Lab on Friday, Nov. 8, 1 to 3:30 p.m., 180-101 conference room, and Wednesday, Nov. 13, 10:30 a.m. to 3 p.m., on the mall.
If you are making no changes to your current benefit selections for 2003, you do not need do anything. Your elections will remain the same in 2003. However, if you currently have a Health or Dependent Care Spending Account and wish to participate in one next year, you must re-enroll.
For more information, check the Benefits Office's home page at http:// eis.jpl.nasa.gov/hr/benefits/benefits. htm or call ext. 4-3760.
Special Events Calendar
Ongoing Support Groups
Saturday, November 16
Alcoholics Anonymous—Meetings are available. Call the Employee Assistance Program at ext. 4-3680 for time and location.
Caregivers Support Group—Meets the first Thursday of the month at noon in Building 167-111 (The Wellness Place). For more information, call the Employee Assistance Program at ext. 4-3680.
Codependents Anonymous—Meeting at noon every Wednesday. Call Occupational Health Services at ext. 4-3319.
Gay, Lesbian and Bisexual Group— Meets the first and third Fridays of the month at noon in Building 111-117. Call the Employee Assistance Program at ext. 4-3680 or Randy Herrera at ext. 3-0664.
Working Parents Support Group—Meets the third Thursday of the month at noon in Building 167-111 (The Wellness Place). For more information, call the Employee Assistance Program at ext. 4-3680.
Friday, November 8
"What's the Color of Funny? Race, Society, and Comic Strips"—Aaron McGruder, creator of the Boondocks comic strip, will speak at 8 p.m. in Caltech's Beckman Auditorium. Admission is free. For more information, call (626) 395-4652.
Fri., Nov. 8–Sun., Nov. 10
Double Infidelity—The play by Marivaux will be performed by Theater Arts at Caltech Friday and Saturday at 8 p.m., Sunday at 2 p.m. Tickets are $15. Call (626) 395-4652.
Saturday, November 9
Folk Music—Singer/songwriter Cosy Sheridan will appear at 8 p.m. in Caltech's Winnett Lounge. Tickets are $12 for adults and $4 for children under 12. For more information, call (626) 395-4652 or check the Folk Music Society website at http://www.folkmusic.caltech.edu.
Tuesday, November 12
Investment Advice—A Fidelity representative will be available for one-onone counseling in T1720-131. For an appointment, call Fidelity at (800) 642-7131.
JPL Stamp Club—Meeting at noon in Building 183-328.
Wednesday, November 13
JPL Amateur Radio Club—Meeting at noon in Building 238-543.
JPL Toastmasters Club—Meeting at 5 p.m. in the 167 conference room. Call Roger Carlson at ext. 4-2295.
Thursday, November 14
JPL Stories—Charley Kohlhase, Mars Program consultant and former Cassini science and mission design manager, will present "Bits of This and That," at 4 p.m. in the customer service area of the Library, Building 111-104. The talk will highlight six special topics: Building Missions, Public Engagement, Virtual Reality, Art and Science, Changes at JPL Since 1959, and Earth's Greatest Problem. If you have questions about the JPL Story series or wish to participate, call Teresa Bailey at ext. 4-9233.
Fri., Nov. 15–Sun., Nov. 17
Double Infidelity—The play by Marivaux will be performed by Theater Arts at Caltech Friday and Saturday at 8 p.m., Sunday at 2 p.m. Tickets are $15. Call (626) 395-4652.
Caltech-Occidental Symphony Orchestra—The program for this concert will feature Montsalvage's Cinco Canciones Negras and Dvorak's Symphony No. 6. Call (626) 395-4652.
Stephen Wolfram—The creator of Mathematica will appear at 8 p.m. in Caltech's Ramo Auditorium to describe ideas and discoveries from his book "A New Kind of Science," their implications for various fields of science, and their personal and historical context. An extended question-and-answer period will be included. Admission is free. For more information, call (626) 395-4652.
Tues., Nov. 19–Wed., Nov. 20 Investment Advice—A TIAA/CREF representative will be available for oneon-one counseling. For an appointment, visit http://www.TIAA-CREF.com or call (877) 209-3140, ext. 2614.
Thursday, November 21
Caltech Architectural Tour—The Caltech Women's Club presents this free service, which is open to the public. The tour begins at 11 a.m. and lasts about 1 1/2 hours. Meet at the Athenaeum front hall, 551 S. Hill St. For reservations, call Susan Lee at (626) 395-6327.
Social Security—A representative will be available for one-on-one counseling. Call the Benefits Office at 4-3760 for an appointment.
TIAA/CREF Workshops—"Planning Retirement Income," from 10 a.m. to noon, will help answer such questions as How much money is enough? What are my retirement income options? When and how can I begin receiving income? An enrollment meeting will be offered at noon to assist employees newly eligible for the Caltech/JPL TIAA/CREF retirement plan with selection of investment options and the completion of enrollment forms. "Getting Organized," to be held from 1 to 3 p.m., will cover setting goals and determining obstacles; overcoming obstacles and closing the saving gap; financial security; replacement ratio and retirement income; and cash flow, income and expense analysis. All will be held in Building 180-101.
Von Kármán Lecture Series—Dr. Richard Terrile, JPL Mars Scout program scientist, will present "Rise of the Machines: Intelligent Robots and Space Exploration" at 7 p.m. in von Kármán Auditorium. This presentation will give an overview of the current and future plans for exploring our solar system with robotic spacecraft. For more information, see http://www.jpl.nasa. gov/events/lectures/nov02.html or call Public Services at ext. 4-0112.
Friday, November 22
Von Kármán Lecture Series—Dr. Richard Terrile, JPL Mars Scout program scientist, will present "Rise of the Machines: Intelligent Robots and Space Exploration" at 7 p.m. in the Vosloh Forum at Pasadena City College, 1570 E. Colorado Blvd. See above listing for further details.
Fri., Nov. 22–Sun., Nov. 24
Double Infidelity—The play by Marivaux will be performed by Theater Arts at Caltech Friday and Saturday at 8 p.m., Sunday at 2 p.m. Tickets are $15. For more information, call (626) 395-4652.
Saturday, November 23
Caltech-Occidental College Concert Band—A free concert will be offered at 8 p.m. in Beckman Auditorium. The featured artist is Jay Easton, who will play one of the largest saxophones ever made. Music by Shostakovich, Sousa, and Alfred Reed will be included. For more information, call (626) 395-4652.
Optical Interferometry Development Laboratory
OIDL
NEW INTERFEROMETRY LAB TO AID IN THE SEARCH FOR STARS AND PLANETS
Getting closer to our neighbors
BY MARK WHALEN
THE SEARCH FOR PLANETS beyond our solar system has received a major boost with the dedication of JPL's Optical Interferometry Development Laboratory.
Located across the street from the Caltech Credit Union, the new Building 318 was christened on Nov. 4. JPL Director Dr. Charles Elachi and the Executive Council welcomed guests that included U.S. Rep. Adam Schiff (D-Pasadena) and Pasadena Mayor Bill Bogaard.
"The Optical Interferometry Development Laboratory will allow us to invent the tools for a new era of discovery," said Michael Devirian, program manager, Origins and Astrophysics Office.
"Imagine if every star had a planet like our planet," said Elachi. "Interferometry is one of the key technologies that will allow this type of discovery, and the new building will be critical for the development of this technology."
The facility was designed with the capability of building the next generation of space instruments that will not only find those far-off planets, but also to take pictures of them and measure the molecules in their atmosphere for the signs of life.
The Optical Interferometry Development Laboratory comprises five buildings linked together so that a movement in any location will not cause vibrations that spoil delicate instruments and experiments in any of the laboratories. Temperatures are held constant and the air is held still.
The new facility meets extremely demanding criteria for control of temperature, humidity, vibration and noise sufficient for development of picometer-class control technology. The building is a 1,346-square-
PHOTOS BY DUTCH SLAGER / JPL PHOTOLAB
THE KECK INTERFEROMETER in Hawaii, which links two 10-meter (33-foot) telescopes to form the world's most powerful optical telescope system. They will be used to search for planets around nearby stars.
THE SPACE INTERFEROMETRYMISSION, which will detect planets in size from a few Earth masses to Jupiter-mass. It will analyze the wobbling motion the planets induce in their parent stars to detect planets. The mission will determine the positions and distances to stars several hundred times more accurately than is possible today with the best telescopes. Launch is proposed for 2009.
THE JAMES WEBB S PA C E T E L E S C O P E , which will carry a near-infrared camera, a multi-object spectrometer and a mid-infrared camera/spectrometer. The mission will help astronomers understand how galaxies first emerged out of the darkness that followed the rapid expansion and cooling of the universe just a few hundred million years after the Big Bang. The mission is scheduled for launch in 2010.
THE TERRESTRIAL PLANET FINDER, which will feature formation-flying interferometers and will be capable of detecting and characterizing Earthlike planets around as many as 200 stars up to 45 light-years away. The mission's proposed launch is in 2014.
The JPL project team included Carl Simon, project manager; Scott Susoeff, construction manager; Alden Jenkins, electrical construction manager; Vince Bethel, mechanical construction manager; Mike Salsman, contract negotiations; Brad Walker, safety; and Alison Weisbin, environmental. Architecture and engineering was handled by the firm of Widom, Wein, Cohen, O'Leary, Terasawa, and the building contractor was OC America Construction, Inc.
Left to right: Dr. Anne Kinney, director of the Astronomy and Physics Division in NASA's Office of Space Science; Congressman Adam Schiff; JPL Director Dr. Charles Elachi; Pasadena Mayor Bill Bogaard; Dr. Michael Shao, leader of JPL's Interferometry Center of Excellence; and Michael Devirian, program manager, Origins and Astrophysics Office.
Michael Shao, leader of JPL's Interferometry Center of Excellence, noted that the interferometry program has grown from just four or five people to about 150 today. "The technological progress being made in interferometry over the last few months is outstanding," he said. "This new facility will be very valuable for the future of our research."
To commemorate the event, Schiff presented JPL with a certificate of recognition from the U.S. Congress. "Thank you for the extraordinary work you do every day," he told the gathering.
meter (14,500-square-foot) structure containing a 458-square-meter (4,930-square-foot) high bay with an 11-meter (36-foot) ceiling, a 185-square-meter (1,990-squarefoot) ground support equipment room, and three development laboratories, each at 219 square meters (2.360 square feet).
Facilities Manager Bruce Fischer also pointed out that "this is undoubtedly the first building constructed in NASA in which the design emphasized durability in materials in equipment and was designed to minimize maintenance costs."
Indeed, the Laboratory was awarded a rebate check of more than $48,000 last month by Southern California Edison for the installation of energy-efficient equipment in the building.
The new facility was needed because previous development-laboratory space on Lab was inadequate and personnel overflowed facilities that are scattered across the Laboratory. The location of the new building, in the vicinity of buildings 171, 301 and 306, was needed to cluster it in proximity with existing vibrationisolated and clean environments used for interferometry development. Building 306 is capable of nearly comparable vibration isolation, but its space is fully occupied by preliminary interferometry technology development, as well as hardware dedicated to other flight missions.
The building will begin occupation later this month.
"It will be nice to have the interferometry team co-located together," said Astronomy and Physics Director
Larry Simmons." The facility will support the following missions, among others:
3
Universe
L etters
GUITAR, Takamine acoustic, 6 string, with case, $300/firm. 626/294-1927.
8068, leave message.
Classified ads will be available the day before Universe is published, at http://dailyplanet
JPL's online news source
View this and previous issues of Universe online http://universe.jpl.nasa.gov
Editor
Mark Whalen
Design & Layout Adriane Jach, Audrey Steffan/ Design Services
Chief Photographer Bob Brown/Photo Lab
Advertising
Susan Braunheim-Kalogerakos
Universe is published every other Friday by the Office of Communications and Education of the Jet Propulsion Laboratory, 4800 Oak Grove Drive, Pasadena, CA 91109.
Notice to Advertisers Advertising is available for JPL and Caltech employees, contractors and retirees and their families. No more than two ads of up to 60 words each will be published for each advertiser. Items may be combined within one submission. Ads must be submitted on ad cards, available at the JPL Store and the Universe office, Bldg. 111-B29C, or via e-mail to universe@ jpl.nasa.gov.
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All housing and vehicle advertisements require that the qualifying person(s) placing the ad be listed as an owner on the ownership documents.
To my JPL friends, past and present co-workers of Section 311, I would like you to know how much I appreciated your presence at my retirement party on Wednesday, October 23. It was a wonderful get together and one that I shall always remember. I have had many happy years at the Lab and will miss you all and the exciting space successes. Many thanks and best wishes to all of you.
Fran Mulvehill
We would like to thank all of our wonderful friends, colleagues, and Section 354 for the cleverly planned surprise to celebrate our marriage. The party, cake, kind words, and advice made for the perfect send-off and the generous cash gift will be put to good use. A special thanks to Lori for putting everything together and to Jeff and Marie for getting us there. We had a great time.
Matt and Brenda (McDonald) Dudik
My family and I would like to thank the colleagues and friends of Charles for their prayers, cards and gifts that were received after his passing. , Amelia Crawford and four daughters
P assings
DOROTHY SANDERS, 78, a retired secretary, died from complications of cancer Oct. 19.
Sanders worked at JPL for 26 years, retiring in 1986. She is survived by her husband, Densmore. Services were private.
Classifieds
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Vehicles / Accessories
'92 ACURA Integra LS, hatchback, red/automatic, 120K mi., orig. owner, well-maintained, new tires, all service records, pwr. windows, cruise control, am/fm/tape, tilt wheel, int. trunk and gas release, $5,800. 562/420-2313.
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AM/FM/cassette, 6 CD changer, 16" wheels, sunroof, great cond., $3,200/obo, 714/445-3456
or 714/327-4671.
'01 TOYOTA Rav 4, 2 WD-power, silver, windows, door locks, CD player, air, 5 speed,
10,300 mi., $15,800. 260-0651.
'01 TOYOTA Corolla, price reduced, sport trim, exc. cond., only 22K mi, 5 spd., silver, alloy wheels, CD player, a/c, pwr. everything, all dealer service, still under orig. manuf. comprehensive & powertrain warranties, fun to drive, ready to look/run great for many years, moving, must sell, $11,850. 626/396-1945, lv msg. '01 VOLKSWAGEN Beetle GLS, silver/black leatherette, 5 spd., pwr. locks/windows/mirrors, cruise, alloys, AM/FM cass., CD changer, fog lights, ABS, remote keyless entry, 11K mi., $16K. 626/449-0997.
'78 VOLKSWAGEN Beetle, convertible, white w/ black top and interior, exc. cond., car has spent entire life in L.A. area, second owner has all receipts from orig. owner, $7,800. 661/313-6144.
Wanted
BASKETBALL HOOPS, portable w/stand, for Loma Alta elem. students in Pas. district, any size, donations tax-deductible. 626/791-2574. MUSIC STAND, non-folding type. 805/338-3064 or email@example.com.
ROOF BOX, any sz., gd. cond. 626/584-1164. SPACE INFORMATION/memorabilia from U.S. & other countries, past & present. 790-8523, Marc Rayman.
VIOLINS for Loma Alta students in Pas. district; full, 3/4, and half-sizes needed, any cond., donations are tax-deductible. 626/791-2574. VOLLEYBALL PLAYERS, coed, no beginners please, Tues. nts., 8-10 at Eagle Rock High School, $3/nt. 956-1744, Barbara.
Free
CAT, gray Tabby kitten, med length hair, litter trained, healthy, very playful, friendly; mother cat also needs a home, 1 yr old. 626/287-9433. CAT, inquisitive, affectionate, neutered, dark, short-haired tabby male with good disposition, wonderful purr, 2-3 yrs old, found injured in road in August, now completely healed, healthy and grateful, can't stay here, would like loving home. 626/798-3235, Lori.
DOG, 1 year old, male, black Labrador, neutered, needs lots of love and attention, great athletic dog, loves water, running, playing and all around exercise. 626/290-6199, Edgar.
Lost & Found
Lost: HAIR BARRETTE with marcasites, sentimental value. Ext. 4-9385.
For Rent
ALTADENA, room, kitchen priv., washer/dryer, pool, share ba., $400. 626/345-0692. ARCADIA, 1 bd., 1 ba. apt, 3-unit bldg., a/c, washer/dryer in unit, garage, remodeled kitch., walking distance to shops, supermarkets, bus stop; nice, residential neighborhood, $875. 626/576-7333.
BURBANK, 2 bd., 2 ba. apt., upper unit in small, quiet bldg., C/A, stove, dishwasher, $900. 848-
7515, Elaine, after 5 p.m.
LA CANADA, private rm. in home, private bath, off-street parking, BBQ, pool, full kitchen priv., wash/dry, etc., $450 + utilities. 952-5430. MONTROSE, 1 bd., 1 ba. condo to lease in Stancrest, nr. Montrose shops, Vons, theater, hiking trails, grnd. flr. by pool/spa, great shaded patio, wash/dry in unit, fireplace. two exer. rms., entert. rm., woodshop, 2 pkng. spots in secure garage, avail. early Nov., $1,275. 790-4097. PASADENA, back house, 2 bd., 10 mins from
PASADENA studio, great location, walking dist. to Paseo Colorado, Lake Ave. shops, 2 blocks south of Colo.; built-in refrig., tabletop stove, built-in desk and shelves, closet organizer, full bath; under-ground, gated parking; washer/dryer on site, quiet bldg; must undergo credit check w/property mgmt. company; water, trash incl.; $660. 626/354-3647, Sheri Kang or Ben Yau, or firstname.lastname@example.org.
PASADENA, spacious 2-story condo, 3 bd., 2.5 ba., prestigious community, beaut. inter., bright ktch., prof. landscape, ctrl. air & heat, close to shop., cozy l/r w/FP, end unit, frml. d/r, hdwd. flrs., immac. cond., close to schls, $1,750. 626/396-9024.
SIERRA MADRE, house w/2 apartments; ground floor has huge living room, 2 bd., one ba., and a garden, $1,250; second floor has mountain views, 3 bd., 1 ba., $1,450. 626/798-7755.
SIERRA MADRE, townhouse-style apt. to share,
1,000 sq. ft., lg. patio, 2 bd., 1.5 ba., quiet st., garage parking, washer and dryer for this unit,
$615 plus 1/2 utilities. 626/355-4838, Heather.
SLYMAR, rent to own, new, 5 bd., 3 ba., $10,000
credit after one year, home under construction,
2,000 sq. ft. 626/584-6526.
SUNLAND, fully furn. room in condo, share kitch., bath & laundry, garage parking, a/c, fireplace, pool, Jacz., tennis court, 10 miles to JPL, prefer male, non-smoking, no pets, $450 + half utilities, security deposit; references. 352-3112.
Real Estate
LA CAÑADA home, attractive, well-maint., 3 bd., 1.75 ba., 1855 sq. ft. on approx. 1/4 acre level lot, living & dining area, family room, 2 fireplaces, newer cent. heat & a/c, newer roof, copper plumbing, updated appliances, beautifully landscaped, auto-sprinklers, on sewer, detached 2-car garage & separate workshop/storage, walk to schools & JPL, $719K. 952-0421. NE PASADENA, Lower Hastings, 3 bd., 2ba., well-maint. family home with large, grassy backyard on 10,800 sq ft lot, central heat and a/c, ceiling fans, recently remodeled baths, fully permitted 260 sq. ft. workshop could be converted to an office, curb appeal, great neighborhood, convenient to shopping, schools, and Gold Line station, $529K. 626/355-5060 or 626/695-0535. SYLMAR, spacious 3 bd., 2 ba. house in quiet residential area, a/c, outdoor Jacuzzi, fireplace, 1,400 sq ft. + 2-car garage, must see, must sell, $269,950/obo. 833-8490, Mike.
Vacation Rentals
CANCUN, 5 star resort, 7 days, next to Ritz Carlton beachfront, full kitchen, sleeps 7, avail. 11/23-30/02. 601-0089 day, 952-3008, eve., Joseph.
COSTA RICA, Pueblo Real, Quepos, 2 bd., 2 ba., condo, fully equipped kitchen, TV, VCR, sleeps 6,
air, newly remodeled, large pool, tennis, typical restaurant, nr Manuel Antonio, next to river w/
mangroves and monkeys, close to beach, JPL
rates. email@example.com or 760/723-8522.
HAWAII, Kona, ocean front on Keauhou Bay, house and guest house comfortably sleep 6, 3
bd., 2 ba., rustic, relaxing and beautiful, swimming, snorkel-ing, fishing, spectacular
view, near restaurants, golf and other attractions. 626/584-9632.
HAWAII, Maui condo, NW coast, ocean front view, 25 ft. fr. surf, 1 bd. w/loft, compl. furn.
phone, color TV, VCR, microwave, d/w, pool, priv.
lanai, slps 4, laundry fac., 4/15-12/14 $105/nite/
2, 12/15-4/14 $120/nite/2, $15/nite/ add'l person. 949-348-8047, firstname.lastname@example.org.
MAMMOTH, Snowcreek, 2 bd., 2 ba., + loft, sleeps 6-8, fully equipped kitchen incl.
microwave, D/W, cable TV, VCR, phone, balcony w/view to mtns., Jacuzzi, sauna, streams,
fishponds, close to Mammoth Creek, JPL
discount. 626/798-9222 or 626/794-0455.
PUERTO VALLARTA, Villa del Mar, lg. studio slps 4, rooms have microwave, kitchen, phones, cable TV, private patio. 3 pools, 3 restaur., spa, priv. beach, charming town, top-rated resort, avail. only 12/28/02 - 1/4/03, on-site New Years Eve Fiesta, see at http://www.myuvc.com/
puerto_vallarta.shtm. 541-1340. ROSARITO BEACH condo, 2 bd., 2 ba., ocean view, pool, tennis, short walk to beach on priv. rd., 18-hole golf course 6 mi. away, priv. secure parking. 626/794-3906.
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ARTH
JPL is preparing for the Dec. 14 launch of SeaWinds, an ocean-observing scatterometer that will fly aboard Japan's Advanced Earth Observing Satellite II (ADEOS-II). The mission, which also includes a partnership with the National Oceanic and Atmospheric Administration (NOAA), will measure surface wind speed and direction over 90 percent of the ice-free oceans daily. Project Manager Moshe Pniel provides an update on the mission and its goals.
Is all in order for the launch? What is left to be done between now and mid-December?
All preparations are on schedule. The major milestones coming up are JPL's final inspection of SeaWinds, on Nov. 25-26: a fuel-loading test on the launch vehicle, Japan's H-IIA, on Nov. 27; the faring assembly with the second launch stage on Dec. 6; and the launch readiness review of the entire system including the spacecraft and launch vehicle on Dec. 9.
The launch will take place on Dec. 14 10:31-10:47 a.m. Japan time (Dec. 13, 5:31-5:47 p.m. Pacific time). The launch window will continue through Dec. 30.
Set to launch Dec. 14, the mission will continue the
land a week or two later. Our scientists believe that the data will contribute a critical piece to the puzzle of understanding global phenomena's such as El Niño and La Niña.
The data also allows researchers to detect storms earlier. Studies have show
that in the United States early warning capabilities save approximately
$2.5 billion per year in damage that did not occur.
QuikScat was launched in
1999 and was designed to operate for two years, but
we crossed the three-year
boundary in June
2002. SeaWinds will continue the measurements
beyond the QuikScat era.
As of now NASA has agreed to continue oper-
SeaWinds data ating QuikScat through the end of
help researchers?
Where does the mission quest for better weather forecasting
fit in the progression of ocean-observing satellites?
SeaWinds will measure wind speed and direction over the global oceans. The measurements started with the NASA Scatterometer (NScat) in 1996, and are currently being performed by QuikScat.
Understanding the winds over the ocean—both the speed and direction—helps improve our understanding of the global climate and improve global weather prediction. It is this understanding that fits in with the portion of NASA's core mission that is to understand and protect our home planet. Winds affect the weather over the oceans, which in turn affect the weather over
JPLers are reminded that new criteria for having on-Lab parking access will be effective Monday, Jan. 6, 2003.
The current system of blue background badges and vehicle decals will no longer be used for access to on-Lab parking. New parking hanging tags will supercede the blue stripes on the JPL picture badges and also take the place of window and bumper decals. Employees will continue to use their current badges for identification purposes at JPL and will not need to remove colored parking decals from their vehicle bumpers or windows.
Individuals eligible for on-Lab parking will be issued a "hang-tag" for their rearview mirror. These hang-tags will be color-coded to coincide with JPL's colored decal lots:
fiscal year 2003. We hope to continue operating QuikScat beyond that timeframe, to have two scatterometers up there.
What would be the advantage of flying both QuikScat and SeaWinds simultaneously?
Our scientists tell us that if we do have both operating, we will be able to look at phenomena that occur in a timeframe that is shorter than our current observation capability. One example that comes to mind is the ability to identify the formation of hurricanes and typhoons and track their paths.
NASA has currently agreed to allow this overlap for validation and calibration, similar to Jason 1's overlap with Topex/Poseidon.
Continued on page 3
green, blue, silver, red and white. Personnel with unassigned on-Lab parking will be issued a tan colored hang-tag.
Hang-tags will also be provided to individuals who have been selected for performancebased on-Lab parking, parking lottery winners and carpool participants.
The parking lottery has been completed and the 500 individual winners will be notified by e-mail in early December. Each winner will receive an orange parking hang-tag that will permit them to park on-Lab in an unassigned parking space for one specific day each week.
In conjunction with the issuance of the hang-tags, the Lab's parking policy is being revised to require all vehicles parked on-Lab (within the gated perimeter) to display a hang-tag or parking pass at all times.
The new parking hang-tags will be distributed by the Parking Office to eligible personnel beginning the second week of December. A variety of hang-tag distribution locations and dates will be published shortly.
SeaWinds prepares for launch
By Mark Whalen
On-Lab parking access to change in January
News Briefs
Elachi receives Takeda Award
JPL Director DR. CHARLES ELACHI was in in Tokyo Nov. 20 to receive a Takeda Award for his work in developing spaceborne radar instruments to monitor the global environment.
The awards, established last year by the Takeda Foundation of Japan, honor individuals who demonstrate outstanding achievements in the creation and application of new engineering knowledge to benefit human needs.
Elachi shared his prize for work benefiting the environment with two Japanese researchers. He received half of a monetary award of 100 million yen (about U.S. $833,000); the other half will be shared by his Japanese co-honorees.
The Takeda Foundation was established in 2001 by IKUO TAKEDA, founder of instrument manufacturer Advantest Corp.
Massey honored by Tuskegee ED MASSEY, manager of the Voyager Interstellar mission and the NASA portion of the Ulysses mission to the Sun, has received the 2002 Outstanding Alumni Award from the Los Angeles chapter of Tuskegee University's alumni association.
Massey, a retired lieutenant colonel in the U.S. Air Force, joined JPL in 1987. He has served as the Voyager/ Ulysses manager since 1998. He graduated from Tuskegee in 1966 with a bachelor's degree in electrical engineering and later earned a master's degree in systems management from USC.
Lab workshop at women's conference
Women at Work will sponsor the Young African-American Women's Conference on Saturday, Nov. 23, at Pasadena City College, and JPL will participate with a workshop, Galaxy Quest: Career Opportunities in the Earth and Space Science Programs.
The interactive workshop will be held from 8:30 a.m. to 3:30 p.m., and will also focus on NASA/JPL education programs as well as student career opportunities.
Galaxy Quest will be hosted by the JPL Minority Education Initiatives Office. RHONDA JONES, diversity specialist for the Navigator Program, and TOBY SOLORZANO, deputy manager of the Equal Opportunities Program Office, will be on hand.
The conference, which is open to young women ages 12 to 21, will include additional workshops on women in traditional and non-traditional career fields. There will be sessions on how to apply, interview and maintain jobs, and how to advance in the workplace. Exhibitors from educational and employment organizations will also be on site.
For more information on the conference, visit the Women at Work website at www.womenatwork1.org.
JPLers interested in contributing in the Galaxy Quest workshop can contact Jones at ext. 4-1562 or via email. To volunteer time in the JPL interactive booth, contact Solorzano at ext. 4-5789 or via e-mail.
Popular Science honors missions
NASA's unprecedented work in Space Science and Earth Science captured three of Popular Science's "Best of What's New Awards" for 2002.
The Mars Odyssey mission and the twin satellites of the Gravity Recovery and Climate Experiment (Grace), managed by JPL; and the Aqua spacecraft mission, managed by NASA's Goddard Space Flight Center, were chosen in the Aviation/Space category. Aqua includes the JPL-managed Atmospheric Infrared Sounder experiment system.
Popular Science will feature the 100 winners, chosen in 10 categories, in its December 2002 issue. Popular Science annually reviews thousands of new products and innovations. To win, a product or technology must represent a significant step forward in its category.
Lab-developed technology honored
An instrument developed for industry as an outgrowth of JPL innovation and work in imaging spectroscopy has been honored by R&D magazine.
The magazine's R&D Innovation 100 award went to Carl Zeiss Inc. for its laser scanning fluorescence microscope, which provides significant advancement in fluorescence analysis, one of the most important techniques in life science research. The microscope provides a new perspective into cell processes at the molecular level in neuroscience, cancer research, and all subdisciplines of cell biology, since it is the first laser scanning microscope that clearly separates and analyzes combinations of fluorescent markers with overlapping characteristics.
The instrument was developed in collaboration with JPL's GREG BEARMAN, chief biological scientist, Biomolecular Systems Research Program, and Caltech colleagues RUSTY LANSFORD and SCOTT FRASER. The trio combined the technologies of two-photon laser scanning microscopy and imaging spectroscopy to unambiguously identify different color signatures as well as conventional dyes, This approach offers the needed ability to concurrently image multiple colored, spectrally overlapping marker proteins within living cells.
Successful entries for the magazine's awards are submitted by an international range of organizations, including universities, private corporations and government labs. During the past few decades, the research community's growing emphasis on technology transfer has boosted the number of joint public-private submissions.
The sole criterion for making the grade is demonstrable "technological significance" compared with competing products and technologies. Issues such as smaller size, faster speed, greater efficiency, and higher environmental consciousness have continued to gain importance in successful award submissions.
Papers sought for conference
A call for papers has been issued for the International Conference on Space Mission Challenges for Information Technology, to be hosted by JPL next July. One-page abstracts are due Dec. 16.
Novel space information technology papers are solicited from all sectors of the space community, including Earth-orbiting systems, deep-space missions, ground support systems, instruments, science, landers, rovers, and probes. The conference will address all space end-application areas, including civilian, military, and commercial.
All submitted papers will be peer reviewed, and if accepted, require a four- to eight-page manuscript that will be published in a conference proceedings.
The conference will include panel and poster sessions, tutorials, and an exhibition of the latest commercial products and technologies (industry, research labs, and universities).
The conference will be held July 1316, 2003, at the Pasadena Convention Center. For topic areas, schedule, author information, and general logistics, see the conference website at http://smc-it.jpl.nasa.gov.
Special Events Calendar
Ongoing Support Groups
Wednesday, December 4
Alcoholics Anonymous—Meetings are available. Call the Employee Assistance Program at ext. 4-3680 for time and location.
Caregivers Support Group—Meets the first Thursday of the month at noon in Building 167-111 (The Wellness Place). Call the Employee Assistance Program at ext. 4-3680.
Codependents Anonymous—Meeting at noon every Wednesday. Call Occupational Health Services at ext. 43319.
Gay, Lesbian and Bisexual Group— Meets the first and third Fridays of the month at noon in Building 111117. Call the Employee Assistance Program at ext. 4-3680 or Randy Herrera at ext. 3-0664.
Working Parents Support Group— Meets the third Thursday of the month at noon in Building 167-111 (The Wellness Place). For more information, call the Employee Assistance Program at ext. 4-3680.
Friday, November 22
Von Kármán Lecture Series—Dr. Richard Terrile, JPL Mars Scout program scientist, will present "Rise of the Machines: Intelligent Robots and Space Exploration" at 7 p.m. in the Vosloh Forum at Pasadena City College, 1570 E. Colorado Blvd. See above listing for further details. This presentation will give an overview of the current and future plans for exploring our solar system with robotic spacecraft. For more information, see http://www.jpl.nasa. gov/events/lectures/nov02.html or call Public Services at ext. 4-0112.
Fri., Nov. 22–Sun., Nov. 24
Double Infidelity—The play by Marivaux will be performed by Theater Arts at Caltech Friday and Saturday at 8 p.m., Sunday at 2 p.m. Tickets are $15. For more information, call (626) 395-4652.
Saturday, November 23
Caltech-Occidental College Concert Band—A free concert will be offered at 8 p.m. in Beckman Auditorium. The featured artist is Jay Easton, who will play one of the largest saxophones ever made, and music by
Associated Retirees of JPL/Caltech— Meeting at 10 a.m. at the Caltech Credit Union, 528 Foothill Blvd., La Cañada.
Thursday, December 5
JPL Gun Club—Meeting at noon in Building 183-328.
JPL Stories—Louis Friedman, executive director of the Planetary Society and former JPL Advanced Programs manager, will present "The Political, Astrodynamic, and Sailing Pursuit of Halley's Comet" at 4 p.m. in the customer service area of the Library, Building 111-104. The United States was the only major space-faring nation that did not send a spacecraft to Halley's Comet. Come hear about the various ideas that were proposed and the political and technical considerations of the time, and why they all failed. For more information about the series, call Teresa Bailey at ext. 4-9233.
Friday, December 6
Lionheart—This all-male a capella ensemble, known for its interpretation of medieval and Renaissance music, will perform at 8 p.m. in Caltech's Beckman Mall. Tickets are $15 for adults, $5 for youth school age and under. For more information, call (626) 395-4652.
Sunday, December 8
Chamber Music—Caltech students will perform the Kitty MacDonnell memorial concert at 3:30 p.m. in Dabney Lounge. Admission is free. For more information, call (626) 3954652.
Tuesday, December 10
JPL Stamp Club—Meeting at noon in Building 183-328.
Mariner II Anniversary—The 1962 film "Clouds of Venus," the story of the first spacecraft to fly by and report on Earth's neighbor, will be shown at noon in von Kármán Auditorium.
Wednesday, December 11
JPL Amateur Radio Club—Meeting at noon in Building 238-543.
Shostakovich, Sousa, and Alfred Reed will be included. For more information, call (626) 395-4652.
JPL Toastmasters Club—Meeting at 5 p.m. in the 167 conference room. Call Roger Carlson at ext. 4-2295 for information.
Wednesday, November 27
JPL Toastmasters Club—Meeting at 5 p.m. in the 167 conference room. Call Roger Carlson at ext. 4-2295 for information.
Tuesday, December 3
JPL Genealogy Club—Meeting at noon in Building 301-271.
Friday, December 13
Mariner II Anniversary—The 1962 film "Clouds of Venus," the story of the first spacecraft to fly by and report on Earth's neighbor, will be shown at 2 p.m. in von Kármán Auditorium.
For the record: "Name the Rovers" contest
An article in the Nov. 8 issue of Universe about a contest to name the 2003 Mars Exploration Rovers should have included the following information.
Employees of JPL, Caltech, NASA, Lego or The Planetary Society; their affiliates, organizations, subsidiaries, advertising and promotion agencies and their immediate families; and/or those living in the same household of each, are not eligible for the contest. For more information, log on to http://www.lego.com/rovers/contest_rules.asp.
Continued from page 1
Speaking of that, how will the SeaWinds measurements be used in concert with those of Jason 1, which studies the ties between the oceans and atmosphere by measuring sea-surface heights? And what about the data provided by the Atmospheric Infrared Sounder (AIRS), which provides a three-dimensional look at the weather?
The data from each of these missions provides a critical piece to understanding the complex puzzle of the global climate.
How long has the instrument been in Japan? Actually, it was delivered to Japan in March 1999. It was integrated on the ADEOS-II spacecraft in April 1999. Problems with the Japanese H-II launch vehicle and the development of the H-IIA launch vehicle have caused the launch to be delayed a number of times.
Have all these delays been hard to deal with for you and the project team?
Yes, for several reasons. First of all, we wanted to make sure we didn't lose our technical people, that they were engaged and felt that they were continuously contributing. We also wanted to keep the morale up and keep the team focused. In some cases, the project was able to share some of our personnel with other projects. However, the bottom line is that dealing with a moving launch date, which you are not controlling, is difficult.
The way Japan approached the launch slips was to have several short-term storage periods, and to make use of the extra time available to conduct additional spacecraft tests.
Fortunately, since we delivered SeaWinds, no major changes have been made. To deal with the launch delays, we needed to make sure the instrument was maintained properly.
JPL built the SeaWinds instrument; what other parts of the mission have been or will be done at JPL?
Various groups have supported and/or will support the mission in the following ways:
* Integration and testing of the instrument with the spacecraft in Japan
* Activating and operating SeaWinds after launch
* Development and operation of the ground system
* Distribution and archiving of data through the Physical Oceanography Distributed Active Archive Center at JPL
* Calibration and validation of the instrument
* Science by JPL scientists from the Ocean Vector Winds Science Team
How does the partnership with NOAA work? Who else is involved in the mission, and who will receive the data?
NASA scientists use the data for research purposes, while NOAA distributes the data to operational organizations.
The NASA ground network, which is managed by the Goddard Space Flight Center, will support the mission with stations in Alaska and Wallops Island in Virginia.
The science team includes investigators at JPL, Goddard and various universities, and there are co-investigators in Europe and Japan. It's really an international team.
NOAA provides an interface with the operational agencies. They receive the data in about 2 1/2 hours, and distribute it to operational users, who to this point have been using QuikScat data for their various applications such as weather models, iceberg tracking and monitoring of hurricanes.
In the U.S., the SeaWinds data will go to the NOAA's
National Environmental Satellite and Information Service. They in turn will deliver the data to a broad range of users and partners. One of those is the National Centers for Environmental Prediction in Maryland for use in their weather forecasting models.
SeaWinds data will also be used at the European Center for Medium-Range Weather Forecasting and other international sites.
Will SeaWinds be able to provide reliable data on severe weather conditions?
Yes. Among others, our data will be used by the U.S. Navy's Joint Typhoon Warning Center and the National Hurricane Center in Miami. Also, more than half of the commercial ships in the world take advantage of weather based vessel routing services, which use QuikScat data, to avoid storms, rough seas and icebergs. It is estimated this information saves about $300 million per year in shipping operation costs.
SeaWinds is a three-year mission that is projected to last as long as five years. Are any plans in the works for similar missions to follow?
Yes. We are working with NASA on a follow-on to SeaWinds, called the Ocean Vector Winds Mission, which would continue the systematic measurements of ocean winds. We are currently in a risk-reduction phase.
The mission would build an industrial base, so that we would be able to purchase scatterometers from industry at a later date. In the 2011–12 timeframe, there is a potential to launch three scatterometers over a 15-year period. The goal is to make the instrument smaller, lighter and cheaper to manufacture. The measurements will be at least as good as SeaWinds.
What excites you most about the SeaWinds mission? How will the public notice it?
Well, of course, it's not like a Mars landing mission, which has a lot of public visibility and pizzazz to it. However, I feel that the benefits from the mission will have a direct impact on people's everyday lives.
For example, if we are able to more accurately predict weather three or five days out, it would have an immediate impact on all travelers. If we provide ice maps to fishermen in Alaska and they know where to fish and where not to fish, there is an impact there. If the hurricane center in Miami is able to forecast hurricanes more accurately and earlier, if people have more warning and smaller areas need to be evacuated, then there is an impact.
The same thing applies to shipping lanes. Understanding the climate and the world's weather is not just a problem for the United States. Having an international, multi-agency collaboration really uses all the resources of the world to understand something that is really global in nature.
For more on the SeaWinds mission, log on to http://winds.jpl.nasa.gov/missions/seawinds/seaindex.html
O ur scientists believe that the data will contribute a critical piece to the puzzle of understanding global phenomena's such as El Niño and La Niña.
Moshe Pniel, SeaWinds project manager
3
Universe
Next Universe delayed
Due to the Thanksgiving holiday, the next issue of Universe will be delayed to Friday, Dec. 13. This issue will also be the last of 2002. Universe will resume its normal schedule on Friday, Jan. 3.
View this and previous issues of Universe online http://universe.jpl.nasa.gov
Editor Mark Whalen
Design & Layout
Adriane Jach, Audrey Steffan/
Design Services
Chief Photographer Bob Brown/Photo Lab
Advertising
Susan Braunheim-Kalogerakos
Universe is published every other Friday by the Office of Communications and Education of the Jet Propulsion Laboratory, 4800 Oak Grove Drive, Pasadena, CA 91109.
Notice to Advertisers
Advertising is available for JPL and Caltech employees, contractors and retirees and their families. No more than two ads of up to 60 words each will be published for each advertiser. Items may be combined within one submission. Ads must be submitted on ad cards, available at the JPL Store and the Universe office, Bldg. 111-B29C, or via e-mail to universe@ jpl.nasa.gov.
Ads are due at 2 p.m. on the Monday after publication for the following issue.
All housing and vehicle advertisements require that the qualifying person(s) placing the ad be listed as an owner on the ownership documents.
Six employees garner Space Flight Awareness honors
L etters
My family and I would like express our gratitude to the Aquarius Project team, Project Formulation Support Team, all our friends at JPL, and the ERC for the kind words and the beautiful plants that were sent following the passing of my brother.
David Durham, Mary Beth Murrill and our two boys
R etirees
The following JPL employees retired in November:
John Biles, 46 years, Section 352; Donald Lord, 41 years, Section 360; Ronald Saunders, 33 years, Section 630; Donald Boyd, 32 years, Section 344; Quy Nguyen, 27 years, Section 381; Francis Mulvehill, 24 years, Section 311; John P. Walsh, 23 years, Section 183; Rodney Rohla, 21 years, Section 910; Gyan Ahluwalia, 17 years, Section 368; Cerini Bess, 16 years, Section 231; Lawrence Avril, 15 years, Section 344; LaDonne Brewer, 15 years, Section 512; Paul Maker, 15 years, Section 384; Rocco Sacramastra; 15 years, Section 336.
P assings
PHYLLIS MITTLESTEDT IRVING, 91, retired former chief operator of the Laboratory's PBX group, died of leukemia Sept. 26. She worked at JPL from 1951–78, and is survived by her husband, Alex Irving.
Classifieds
For Sale
BBQ, Weber Genesis Silver A propane gas grill, spec. ordered cobalt blue top, 2 yrs. old, perfect cond., cast iron grates, $275. 213/700-6288, Matt.
BEDROOM SET, qn. sz., 2 side tables, dresser w/mirror, $300; TABLE LAMP, white, $20; CHAIR, rough fabric, walnut trim, $15; TABLE, lamp sz., walnut, $20; TV, 19" color; FILE CABINET, 2 drawer, brown metal, $10. 626/3556923.
BUNK BEDS, This End Up, solid wood, w/rails, under-bed drawers, converts to two singles, vg cond., $200. 352-5688.
CHER CONCERT TICKETS, farewell Tour 2002, Dec. 2, Staples Center, section floor risers, row K, seats 3-6 & 1 at $167.50 section 111, aisle M14, seat 14, 4 tickets at $95.75. 909/9412897 or email@example.com, Paul.
CLOTHES, West African, 2-piece female outfit (skirt and gown), $100, 3-piece male outfit (gown, pants and top), $125. 626/969-7377. CLARINET, Yamaha YCL-20, good cond., list price $600, sell for $300/obo. 952-8455.
COATS: large men's, wool, with zip-in lining, like new, $40; sports, large, $10; SLACKS, 42 waist,
$8-10; SHIRTS, L and XL, short sleeve, $5-8;, new XL, long sleeve, $8; lost weight. 790-6060.
COFFEE MAKERS, Krups 10-cup, white/gray, like new, $40 obo; Braun 10-cup, white/black,
like new, $30/obo. 626/791-6101.
COFFEE TABLE, 36", round, solid maple, on ro- tating pedestal, exc. cond., $200. 661/252-9378,
Rose.
COFFEE TABLE, blk. onyx top with bronze frame, 52" w x 24" d, $30. 790-6060. COMPUTER, Intel P4, 1.6 GHz, 256 MB RAM, 40 GB HD, 32 MB Nvidia TNT4 video card, ESS Audio Sound, 22' flat screen monitor (19.7 ' viewable), software includes Microsoft Windows XP Professional, Microsoft Office XP, Norton Internet Security/Personal Firewall, and Microsoft Visual Studio.net Enterprise Architect Edition (worth over $800 alone), Logictech infrared mouse, standard keyboard incl., $2,000/obo.
323/344-9503, Chris.
COMPUTER DESK/CABINET, enclosed, rustic finish, 3 yrs old, perfect cond., holds files, computer system, plenty of storage, $1,000/obo. 626/ 287-9433.
DINING ROOM TABLE, formal, 6' x 9' w/2 leaves + 6 chairs, seats gold padded, 2 of chairs have side arms, sturdy oak wood, color medium, mint cond., matching hutch, practically new, $2,500/ both, $1,500 for each/obo. 626/794-7402.
FILE CABINET, 2 drawer, oak, $75; TREADMILL, exc. cond., $150; both exc. cond. 661/252-1873. HOT TUB, Softub, maroon, older model, runs well, $550. 248-2931.
MISC: living rm. set, 3-pc., leather $1,750; steamer trunk w/48 x 30 glass top, $150; DSL modem & home router, Earthlink, $50. 626/818-3460. MOWER, rotary push, Craftsman, $120/obo. 957-4770.
PHONE, Nokia 8290, charger and car charger, works on Cingular network, $80; MONITOR, Samsung 900NF flat tube, 19", $250. 213/7006288, Matt.
REFRIGERATOR, GE, 21 cu. ft., side-by-side, ice maker, almond color, exc. cond., $275;
DINETTE, set with 4 chairs and Formica top,
$100. 248-9561.
REFRIGERATOR, Whirlpool, 18.2 cu. ft., top freezer, white, auto ice maker, EZ-vue crispers, adjustable glass shelves, 2 yrs old, sacrifice, $350. 790-4028.
SOFA/SLEEPER, 7 foot, Ethan Allan, very comfortable, good cond. $100/obo; ARM CHAIR/ ottoman $25, DISHWASHER, under counter, GE, good cond., $50/obo. 661/296-7789, Linda.
SPA, by Cal Spa, 8 seat, outdoor, 48 jets, com- plete w/cover, brand new, must sell. 909/948-
2340, eves.
STEREO EQUIPMENT, Yamaha; amp, AV-66, 100 X 2 watts; tuner, T-60, 16 AM/FM presets; dual cassette deck, KX-W362; CD changer, CDC-765, (5) disk, speakers, AST S1, bookshelf, full range, Bass Response to 28 Hertz (2); pictures avail., e-mail firstname.lastname@example.org, incl. orig. manuals, all in exc. cond., $1,000/obo. 626/7951902, Seth.
TABLE AND CHAIR SET, from Pier One, modern, chrome and glass, one blue chair, one green chair, good cond., $220/obo. 626/795-5590.
TREES: fish tail, 6' tall, $80/obo; Ficus, braided, in 30" plastic pot >10' tall, $250 obo; Ceramic
bowl, gray, 2' diameter with planted geraniums,
$40 obo. 626/791-6101.
VIDEO GAMES, 8 Intellivision orig. cartridges, $30/all; PLATES, porcelain, 20 collectible, in original boxes, $15. 626/359-7666.
Vehicles / Accessories
'01 ACURA CL Type S, exc. cond, w/nav system, 31K mi., orig. owner, white/tan, 5yrs./70K mi left in extended warranty, $23,500. 661/297-2988, Wayne.
'96 BMW 318 ti hatchback, 1 owner, 53K mi., complete dealer maint. record, manual 5-spd. transmission, 1.9L DOHC, 16-valve, 4-cylinder engine, Calif. edition oversize ragtop sunroof and special alloy wheels, custom Saris bike rack included, power everything, 5 function computer, cruise control split fold down rear seats, $11,800/obo. 626/791-9768.
'93 CHRYSLER Town & Country, white, 7-pass, auto, leather seats, new shocks & ABS, roof rack, chains, great family car, 117K mi., must sell, $4,500. 549-1594, Pascal.
'00 COACHMAN Futura, travel trailer, 28 ft, model 2790TB, all welded aluminum frame, very light for its length at 4,366 lbs, sleeps 6, 2 bunks, queen bed, used less than 10 times, covered at all times, $16,500. 661/255-7958, eves. '01 FORD Escape XLT, 4 x 4, 3.0L V6, loaded, mocha int/ext, 2 new tires & alignment, svc contract, 29K mi., VG cond., $18,500/obo. 626/ 818-3460.
'99 FORD Taurus, like new, low mi., light blue, $5,200. 626/379-3503.
'99 FORD truck rims, very clean, must see, 5spoke alum, make offer. 661/297-1185, Ray. '98 FORD Windstar minivan, 6 cyl., 3.8L, gold/tan, all power, alarm, 10-disc CD, 46K mi., clean, runs well, $9,000. 661/254-3147. '95 FORD Aerostar van, v6, 3.0, extend van, red, great cond., $3,750. 626/379-3503.
'95 FORD Explorer XLT, 4 WD, 4 dr., green/tan, 127K mi., AT, cloth sport seats, CD changer, keyless entry, alloy wheels, plus more, good cond., one owner, $6,900. 790-5538.
'90 FORD Mustang GT convertible, white, new heads, cooling system, CD player, must see, $4,000. 626/798-7755.
'89 FORD Econoline 150 van, 85K mi., modified with bubble top, captain's chairs, queen pull out bed, icebox, porta-potty and other features, exc. cond., $3,900/obo. 790-0566.
'68 FORD Mustang Classic Calif. Special, GT/
CS, Hi-Per 302 cid, 75K orig. mi., auto, fac. a/c,
PS, AM radio, metallic gold paint, black interior,
GT hood, trunk, fogs and wheels, no rust, manu- als, turns heads, $13,250/obo. 626/963-5727.
'97 HONDA Valkyrie motorcycle, exc. cond., extra chrome, garage kept, purple/white,
studded seats, leather bags, many accessories,
23K mi., $8,200. 957-2852.
Six JPL employees recently received NASA's Space Flight Awareness award, earning a trip to Kennedy Space Center for the scheduled October launch of Space Shuttle Atlantis.
Honorees, in photo at left, left to right: Jesse Olvera (Section 380), Steve Benskin (274), Jeff Boyer (314), Donna Campbell (100), Becky Klages (215) and Marilyn Morgan (274), along with guest John Beckman, Engineering and Science director, received a VIP tour of KSC as part of the award. Unfortunately, weather conditions delayed the launch of the shuttle.
At JPL, the Space Flight Awareness Program is administered by the Employee Services and Recognition Group. For information, visit http://eis/sec614/reward/#sfa.
'94 HONDA Nighthawk, 250cc, 2,500 mi., exc. cond., kept in garage, $1,500. 562/693-1136. '91 HONDA Prelude SI, black, drives well, a great car, 235K miles, Kelly Blue Book estimates $2,925, sell $2,500/obo. 310/8228068, leave message.
'90 HONDA AC DX, 5 speed, white, vg cond., am/fm, clean inside, $2,700. 626/665-3571. '88 HONDA CRX HF, roof leaks, interior needs TLC, 175K, runs well, $900. 626/345-0681. '85 KOUNTRY Lite 5th wheel trailer, 30 ft., orig. owner, alum. frame, 13.5K A/C, side bath, microwave, TV/VCP avail, new tires & water pump, sleeps 6, exc. cond., renewed lic.-Mar. $6,500/obo. 626/963-5727.
'92 LINCOLN Town Car, Signature Series, exc. cond., $3,500/obo. 661/288-7953. '89 LINCOLN Mark VII LSC, beautifully maintained, near mint cond., gold with beige luxury leather interior, same owner from 12,900 miles, current mileage 125,800, mechanically excellent, $4,750/obo. 323/465-0881, Darryl. '87 MITSUBISHI van, 7 passengers, captain's chairs, silver, new exhaust, brakes, runs well, 103,000 mi., $2,500. 248-2931.
'98 NISSAN Frontier XE King cab, clean, perfect maintenance record, new Pirelli tires, battery, and brakes, blue 5-speed, model with power steering, a/c, alloy wheels, bed liner, 73K miles, $7,500. 687-7673.
'90 PLYMOUTH Grand Voyager, 123K mi., auto trans., power seats, tilt steering wheel, am/fm/cassette, new brakes (front/rear), thermometer/compass ceiling console, power door locks, roof rack, charcoal paint, good cond., $2,150. 790-5938.
'99 TOYOTA Solara SLE, V6, automatic, 2 dr., black interior/exterior, sunroof, spoiler, leather power bucket seats, a/c, am/fm/cass., CD, power windows/locks/mirrors, cruise control, tilt wheel, driver/pass. airbag, anti-lock brakes, 87,000 mi., immaculate cond., $10,000. 626/ 967-3200.
'91 TOYOTA Camry, silver, 4 dr., stick shift, a/c, 4 cyl., runs well, 124K mi., $2,450. 790-4984. '88 TOYOTA Camry LE, vg cond., loaded, 134K mi., $2,500/obo. 731-0470.
'88 TOYOTA Corolla SR-5 Sports Coupe 2 dr., 5spd., white w/maroon, clean title, 176,000 mi., runs great, AC, AM/FM cassette, cruise, sun roof, brand new alt, 6-mo. old brakes/batt/water pump, BB=$1,200, sell for $1,000/firm. 626/355-3657, Jason.
'83 TOYOTA Supra, 25K mi. on rebuilt engine, 5 spd., red, new tires, new battery, am/fm/cass., clean inside and out, very reliable, $2,100. 9572852.
'01 VOLKSWAGEN Beetle GLS, silver/black leatherette, 5 spd., pwr locks, windows, & mirrors, cruise, alloys, AM/FM cass, CD changer, fog lights, ABS, remote keyless entry, 11.8K mi., $15.85K. 626/449-0997.
'00 VOLKSWAGEN Cabrio, garaged, super clean, silver, C/PS/PW/PL/alarm/5sp/CD changer, 75K mi., ext warranty to 85K, $15K/obo. 805/907-0715.
Wanted
BEDROOM SET, white, for girl's room, dresser with shelves or cabinets preferred; BABY STROLLER, sturdy. 626/303-2633. CHESS CLUB volunteers, two afternoons per week 11/18/02 - 2/14/03, for Loma Alta elementary students in Pasadena district, Tue. & Thur. or Wed. & Fri., 3:30 - 5:30 p.m. 626/791-2574. HOUSING, single or 1 bd., close to JPL, can pay $550-$600, move in by Jan. 2003. 323/9579660.
MOTORCYCLE, adult, off-road, must be running and in gd. shape, pay $500 max. 626/357-7347. SPACE INFORMATION/memorabilia from U.S. & other countries, past & present. 790-8523, Marc Rayman.
TRADE HOUSE, temporarily, in Virginia for house in La Canada or Pasadena for 12 mo., Va. house is 2 floors, 4 bd., colonial on wooded 0.5 acre lot, prime neighborhood near Vienna Metro Station for Washington DC easy access. 6366843 or 202/863-2248, Jim Breckinridge.
VOLLEYBALL PLAYERS, coed, no beginners please, Tuesday nights 8 to 10:00 at Eagle Rock High School, $3/night. 956-1744, Barbara.
Free
CLEAN FILL DIRT, 35 cu. yds. avail., haul as little or as much as you like, near Los Robles/ Jackson, Pasadena. 626/791-3103 or email@example.com
COMPUTER MANUALS, SunOS, exc. cond., loose leaf stored in six 3-ring binders, installation, system admin., commands reference, network-ing, etc. all dated 1985 or '86, most recently used for a Sun 3/60 running BSD 4.1 and OpenWindows, pick them up for free, or for $10 I will deliver them to JPL for you. 626/296-8623.
KITTEN, gray Tabby, rescued, med length hair, litter trained, healthy, very playful, friendly, mother cat also needs a home, 1 year old. 626/287-9433.
PRINTER, Epson LQ-800 printer w/extra ribbons, perfect working order. 790-8523.
Lost & Found
Found: WEDDING BAND, gold, found Nov. 4, Bldg. 300-227, describe inscription to claim. Ext. 4-8328.
Found: GLASSES, prescription, small, metal frame, in a blue soft-case "Stussy" brand, found them in west parking lot. Ext. 3-3704.
For Rent
GLENDALE, 1 bd., 1 ba. back house, walk to Galleria/Brand/Central, 10-15 min from JPL, lots of closet/drawer space, living room w/ fireplace, kitchen w/stove/oven, service area w/washer/dryer, shared patio, no pets, avail. Dec. 2, $950, incl. water/gas. 545-0455. LA CANADA, private rm. in home, with private bath, off-street parking, BBQ, pool, full kitchen priv., wash/dry, etc. $450 +utilities. 952-5430. LA CRESCENTA house above Foothill, 3 bd., 2 ba., 2 f/p, new carpeting, stove, freshly painted inside and outside, newly landscaped, fenced backyard, 2 1/2 car garage, quiet cul-de-sac, no pets, $2,150. 249-4146, Bob.
LAS VEGAS house in The Lakes, 2 bd., 2 ba., den, 1,250 sq. ft., new carpet in bedrooms, new tile elsewhere, 2-car garage, gardener pd., includes appliances, avail. 12/15, no pets, $1,050 + $1,000 sec. deposit. 661/254-6134.
MONTROSE, large 1 bd., 1 ba. condo to lease in Stancrest, near Montrose shops, Vons, theater, hiking trails, grnd. flr. by pool/spa, great shaded patio, wash/dry in unit; fireplace. two gyms, entert. rm., woodshop, 2 pkng. spots in secure garage, $1,275. 790-4097.
PASADENA, apt. to share 2 + 2 + loft in luxury security complex near Colorado and Lake, living room, loft and kitchen fully furnished, DSL, balcony, pool, Jacuzzi, gym, $750. 626/644-5431.
PASADENA, fully furn. 2 bd., 1.5 ba., townhome- style apt. with patio, laundry facilities, parking, near Caltech & JPL, $1,295; PASADENA, furnished 2 bd., 1.5 ba. apt. to share in same building, avail. in Dec., $625. 626/351-9641.
PASADENA, nice home for lease, close to Caltech, 2 bd. (one a master suite), 2 ba., large living room, nice kitchen, laundry area, enclosed back yard, 2-car garage, no pets, now smoking, gardener included, $1,300 + $1,300 sec. dep. 626/794-0455, call for appt.
PASADENA, back house, 1 bd., 10 min. from
JPL, no pets, one person, stove, fridge, micro incl, very clean, $1,000. 626/795-3608.
PASADENA, spacious 2-story condo, 3 bd., 2.5
ba., prestigious community, beaut. inter., bright ktch., prof. landscape, ctrl. air & heat, close to
shop., cozy l/r w/FP, end unit, frml. d/r, hdwd.
flrs., immac. cond., close to schls, $1,750.
626/396-9024.
SUNLAND, roommate to share a 3 bd. house in Sevenhills, 10 miles west of JPL, great views, across the street from Mt Lukens, lots of hiking trails and very quiet, will consider couple, child, small pet, share utilities, avail. Dec. 1. 544-2119, day or 425-8550, eve.
Vacation Rentals
BALBOA ISLAND, fully furnished 2 bd., 1 ba., patio, washer/dryer, parking, steps to bay, $150/night or $875/week. 626/351-9641. BIG BEAR LAKEFRONT, luxury town home, 2 decks, tennis, pool/spa, beautiful master bd. suite, sleeps 6. 949/786-6548.
BRAZIL, beach house in Florianopolis, south of Brazil, 2 bd., 3 ba., fully furnished, cozy, for up to 6 people, gorgeous beaches, great hikes, nature, $50/day for this summer. 626/644-4795 or check http://geocities.yahoo.com.br/dri88. CAMBRIA, ocean front house, sleeps up to 4, exc. view. 248-8853.
COSTA RICA, Pueblo Real, Quepos, 2 bd., 2ba., condo, fully equipped kitchen, TV, VCR, sleeps 6, air, newly remodeled, large swimming pool, tennis, typical restaurant, near Manuel Antonio, next to river with mangroves and monkeys, close to beach, JPL rates. firstname.lastname@example.org or 760/723-8522.
HAWAII, Maui condo, NW coast, ocean front view, 25 ft. fr. surf, 1 bd. w/loft, compl. furn. phone, color TV, VCR, microwave, d/w, pool, priv. lanai, slps 4, laundry fac., 4/15-12/14 $105/nite/2, 12/15-4/14 $120/nite/2, $15/nite/add'l person. 949/348-8047, email@example.com.
MAMMOTH, Snowcreek, 2 bd., 2 ba., + loft, sleeps 6-8, fully equipped kitchen incl. microwave, D/W, cable TV, VCR, phone, balcony w/view to mtns., Jacuzzi, sauna, streams, fishponds, close to Mammoth Creek, JPL discount. 626/798-9222 or 626/794-0455.
OCEANSIDE, on the sand, charming 1 bd. condo, panoramic view, walk to pier & harbor, pool/spa, game rm., sleeps 4. 949/786-6548.
OCEANSIDE condo, fully furnished, 2 bd., 2 ba., fireplace, full kitchen, quiet, relaxing, in beautiful setting, located at beachside, with barbeque, pool, spa, game room, and great ocean view, easy walk to pier and restaurants, sleeps 8, available weekly or monthly. 909/981-7492 or firstname.lastname@example.org, Darlene. | <urn:uuid:8adfda6d-8dc2-4f3a-b83f-5825c780d31e> | CC-MAIN-2018-43 | https://www.jpl.nasa.gov/universe/archive/un0211.pdf | 2018-10-16T01:32:09Z | crawl-data/CC-MAIN-2018-43/segments/1539583509960.34/warc/CC-MAIN-20181016010149-20181016031649-00167.warc.gz | 985,239,044 | 21,717 | eng_Latn | eng_Latn | 0.985571 | eng_Latn | 0.993254 | [
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What We Are is Known to
God
This weekly bulletin insert complements the curriculum published by the Department of Christian Education of the Orthodox Church in America. This and many other Christian Education resources are available at http://dce.oca.org.
Saint Ciaran is a sixth-century saint of Ireland. His name is sometimes spelled Kieran, and with that spelling the pronunciation (Keer-un) is a more familiar name.
Ciaran's family provided a mix of experiences for the young boy. His maternal grandmother was a poet and lover of history. From her and his mother he learned to enjoy study and reading.
On his father's side he was descended from people who worked with their hands. His own father was probably a carpenter, and Ciaran was given menial jobs, including herding the family's cattle.
Different as his parents were, they were both devout Christians, and they saw to it that he was raised as a believer. He was tutored by a scholarly deacon for many years.
As he grew older, Ciaran wanted to further his education at the school run by Saint Finian and his monks in the town of Clonard, but his family was too poor to send him. He set out on foot for the school anyway, not sure how he would pay to attend. But a
cow began following him, perhaps sensing that he was an experienced and kind herder. Boy and cow arrived at the school together, and the monks, startled at first, agreed to accept the milk the cow would provide as payment for the eager boy's expenses.
Ciaran became known as a brilliant and prayerful student. A holy monk named Enda, who headed a monastery in the Aran Isles, had a vision in which he saw Ciaran like a tree spreading its protective branches over Ireland and lands beyond. He told Ciaran, "Go, with God's word, and establish a church by the bank of a stream."
Enda's prophecy that Ciaran would found a monastery by a "stream" was ultimately fulfilled. His monastic school, built on the banks of the river Shannon, drew thousands of students from Europe and became a famous center of learning for centuries. But disaster assailed it often: its wooden buildings burned down several times, it was decimated by plague, and invaders both foreign and domestic plundered it. Finally, after almost ten centuries, the monastery was forced to close.
Ciaran never got to see the increasing greatness of the monastic center he founded. Plague killed him in 544, just a short time after it opened. But it was his character, formed by prayer, fasting and the will to work, that inspired those who followed him.
Saint Paul writes in II Corinthians 5: 11 that "what we are is known to God." The world didn't get to know Saint Ciaran all that well, because he died at the age of 33. But God knew him, and knew that even in a relatively brief life he could establish a place of prayer and learning that would serve His people for a long time.
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Lesson Scope:
Lesson 4 – 20 February 2011
Pharaoh Defies the Lord
Exodus 4:29-7:13
Lesson Focus
God was also dealing with Pharaoh and the Egyptian people for their oppression of His people. He saw the hard labor and the injustices inflicted upon the children of Israel.
Jacob and his family located in Egypt at the direction of God (Genesis 46:1-4). At the same time, God made it clear that, after Jacob's descendants had multiplied and become a great nation, He would bring them back to their own land again. God had not forgotten that promise, and He began to move to bring about His purposes for the children of Israel.
God was able to work through Moses to show His great power to Pharaoh and his people (Exodus 9:13-16). God made Pharaoh an object lesson for the nations, showing that He is the sovereign Lord, who can accomplish His purposes despite opposition from the great and powerful king, of Egypt.
Pharaoh's rebellion did not pose a dilemma for God. He who knows all things could fulfill His plan and purpose, and even use Pharaoh's defiance to do it. But it was not for Pharaoh's good. God desires to work with mellow hearts, which He can bring to Himself.
This lesson graphically portrays the results of defying God. If we take the course Pharaoh took, the results will be the same for us. Pharaoh found that he could not manipulate God, and neither can we.
Man's determined opposition can never affect God's sovereignty. A man who chooses to defy God is also choosing the divinely appointed outcome of such a course.
Lesson Aim: To see the hardening process that results from defying the Lord.
.
Theme Verses: Hebrews 3:12-13
"Take heed, brethren, lest there be in any of you an evil heart of unbelief, in departing, from the living God. But exhort one another daily, while it is called today lest any of you be hardened through the deceitfulness of sin."
Lesson Text
Exodus 5:1-2
"I Know Not the LORD"
"And afterward Moses and Aaron went in, and told Pharaoh, Thus saith the LORD God of Israel, Let my people go, that they may hold a feast unto me in the wilderness. 2 And Pharaoh said, Who is the LORD, that I should obey his voice to let Israel go? I know not the LORD, neither will I let Israel go."
Exodus 5:4-9
"Pharaoh ... Hath Done Evil"
"And the king of Egypt said unto them, Wherefore do ye, Moses and Aaron, let the people from their works? get you unto your burdens. 5 And Pharaoh said, Behold, the people of the land now are many, and ye make them rest from their burdens. 6 And Pharaoh commanded the same day the taskmasters of the people, and their officers, saying, 7 Ye shall no more give the people straw to make brick, as heretofore: let them go and gather straw for themselves. 8 And the tale of the bricks, which they did make heretofore, ye shall lay upon them; ye shall not diminish ought thereof: for they be idle; therefore they cry, saying, Let us go and sacrifice to our God. 9 Let there more work be laid upon the men, that they may labour therein; and let them not regard vain words."
"And Moses returned unto the LORD, and said, Lord, wherefore hast thou so evil entreated this people? why is it that thou hast sent me? 23 For since I came to Pharaoh to speak in thy name, he hath done evil to this people; neither hast thou delivered thy people at all."
Exodus 5:22-23
"I Will Harden Pharaoh's Heart"
"Then the LORD said unto Moses, Now shalt thou see what I will do to Pharaoh: for with a strong hand shall he let them go, and with a strong hand shall he drive them out of his land. 2 And God spake unto Moses, and said unto him, I am the LORD:"
Exodus 6:1-2
Exodus 7:1-4
"And the LORD said unto Moses, See, I have made thee a god to Pharaoh: and Aaron thy brother shall be thy prophet. 2 Thou shalt speak all that I command thee: and Aaron thy brother shall speak unto Pharaoh, that he send the children of Israel out of his land. 3 And I will harden Pharaoh's heart, and multiply my signs and my wonders in the land of Egypt. 4 But Pharaoh shall not hearken unto you, that I may lay my hand upon Egypt, and bring forth mine armies, and my people the children of Israel, out of the land of Egypt by great judgments."
"And the LORD spake unto Moses and unto Aaron, saying, 9 When Pharaoh shall speak unto you, saying, Shew a miracle for you: then thou shalt say unto Aaron, Take thy rod, and cast it before Pharaoh, and it shall become a serpent. 10 And Moses and Aaron went in unto Pharaoh, and they did so as the LORD had commanded: and Aaron cast down his rod before Pharaoh, and before his servants, and it became a serpent. 11 Then Pharaoh also called the wise men and the sorcerers: now the magicians of Egypt, they also did in like manner with their enchantments. 12 For they cast down every man his rod, and they became serpents: but Aaron's rod swallowed up their rods. 13 And he hardened Pharaoh's heart, that he hearkened not unto them; as the LORD had said."
Exodus 7:8-13
Questions for Study
1. In what ways did Pharaoh not know the Lord?
"I Know Not the LORD"
2. Why do those who hate God also oppose His people?
3. Trace Pharaoh's hardening process.
"Pharaoh ... Hath Done Evil"
4. How does God receive glory even when evil men defy Him?
5. Why was God justified in hardening Pharaoh's heart?
"I Will Harden Pharaoh's Heart"
6. What arc some initial symptoms of the hardening process we may detect in ourselves or others?
7. How can we help hardhearted people today?
Analyzing the Passage
When Moses and Aaron confronted Pharaoh with the words "Thus saith the LORD" (Exodus 5:1) Pharaoh professed ignorance of Him and therefore declared his Unwillingness to obey (Exodus 5:2). But in the events that transpired soon afterward, Pharaoh had an opportunity to see God at work and to observe His great power. In this process, the children of Israel also came to know God in a way that the patriarchs. Abraham, Isaac, and
The chapters included in our lesson scope depict an earthly king who resists the work of a sovereign God. The Pharaohs of Egypt were honored as gods along with numerous other gods including the sun, the life-sustaining Nile River, and various animals.
Jacob, had not known Him (Exodus 6:3).
In Pharaoh we see a man who was cultured, clever, and calculating refusing God's way, he defended his own way, only to fall under God's divine judgment. Pharaoh's hard heart is mentioned more than a dozen times in this account. By choosing to defy God, he set himself on a course toward a catastrophic confrontation with the true God.
Principles and Applications
1. The hardening process is marked by a rejection of God's Word (Exodus 5.-2). Pharaoh's refusal to obey God's Word started the hardening process that then led to active defiance. Closing our ears to God's message to us will have the same effect.
"I Know Not the LORD"
2. The hardening process is marked by animosity toward God's messengers. Those who defy God oppose all who are associated with Him, because they do not like to be reminded of their accountability to God. Jesus said, "If they have persecuted me, they will also persecute you" (John 15:20).
3. The hardening process is marked by falsehood and wrong reasoning. (Exodus 5:4-5). Like Pharaoh, defiant persons can manufacture excuses to creatively reason their way around true obedience. "The heart is deceitful above all things, and desperately wicked: who can know it?" (Jeremiah 17:9). We must carefully examine our motives, actions, and beliefs. We must constantly guard our hearts against the enemy's deception and remain
"Pharaoh ... Hath Done Evil"
firmly anchored in truth.
5. The hardening process is enhanced by repeated denunciations of God's Word (Exodus 5:9). By calling God's message "vain words" Pharaoh exhibited his continuing disdain for God. His heart was becoming harder. We should tremble at the prospect of our standing against the convicting voice of God's Word in any area of our life.
4. Oppression and cruelty spring from the hardened heart (Exodus 5:6-8). Pharaoh's unreasonable demands simply reflected his self-will and defiance of God. Combined, these two become a force that will propel a man to unspeakable atrocities.
6. The persecution of God's people springs from the perverted heart of those have rejected truth (Exodus 5:22-23). Proud Haman, moved by his hatred for one man, determined to destroy a whole population. It should not surprise us that rejection of truth leads to such ends. Satan, the father of
lies, is a 'murderer' from the beginning.
7. When one hardens himself against God, he will do things he never wished or expected to do (Exodus 6:1). How could Pharaoh foresee that he would carry out God's purpose in spite of his efforts to do otherwise? Although each person is allowed the privilege of choice, God's purposes will be done in the end.
"I Will Harden Pharaoh's Heart"
8. In the hardening process, there comes a point of no return (Exodus 7:34). God moves in response to man's rejection. He knows at what point a man's closed mind has made him insensitive to the message of truth.
10. Repeated rejection of God culminates in His sending strong, delusions than they should believe a lie (Exodus 7:13). "He, that being often reproved hardeneth his neck, shall suddenly be destroyed, and that without remedy" (Proverbs 29:1).
9. Rebellious sign seeking is a sure way to be deluded. (Exodus 7:8-12). When rebellious persons ask for a sign, they are not seeking confirmation of God's power but they are looking for ways to discredit Him. Satan may give them signs to lead them further astray, and he will most certainly keep them blinded to the truth. Abraham told the rich man in hell that, even if someone came back to earth from the place of torment, unbelievers would not repent.
Important Teachings
2. The hardening process is marked by animosity toward God's messengers (Exodus 5:4).
1. The hardening process is marked by a rejection of God's Word (Exodus 5:2).
3. The hardening process is marked by falsehood and wrong reasoning (Exodus 5:4-5).
5. The hardening process is enhanced by repeated denunciations of God's Word (Exodus 5:9).
4. Oppression and cruelty spring from the hardened heart (Exodus 5:6-8).
6. The persecution of God's people springs from the perverted heart of those who have rejected truth (Exodus 5:22-23).
8. In the hardening process, there comes a point of no return (Exodus 7:34).
7. When one hardens himself against God, he will do things he never wished or expected to do (Exodus 6:1).
9. Rebellious sign seeking is a sure way to be deluded (Exodus 7:8-12).
10. Repeated rejection of God culminates in His sending strong delusions that they should believe a lie (Exodus 7:13).
Answers to Questions
He did not know God, because he did not have a relationship with Him. He could have come to know God by obeying the Word of God from the mouths of Moses and Aaron. He knew not the Lord because of his deliberate choice to disobey. Also, he truly did not know the Lord in His power or in His covenant relationship with His people.
1. In what way did Pharaoh not know the Lord?
2. Why do those who hate God also oppose His people? God's people make the ungodly aware of their own accountability to God,
3. Trace Pharaoh's hardening process.
which they would rather ignore.
First he rejected God's Word and His messengers. Second, he reasoned his way around personal obedience and opposed God's people. Finally God hardened Pharaoh's heart after he had repeatedly proven that he would never yield to the Lord.
God receives glory by displaying His sovereignty in the midst of man's defiance. God is never outmaneuvered by the craftiness of His opposers. He is glorified most, however, when men choose of their own free will to serve Him.
4. How does God receive glory even when evil men defy Him?
5. Why was God justified in hardening Pharaoh's heart?
6. What are some initial symptoms of the hardening process we may detect in ourselves or others?
God was just in doing this, because Pharaoh rejected the opportunity he had to know truth. Pharaoh was not interested in serving or obeying God. Therefore God hardened him and used him as a display before the nations, showing them His great power.
It may be a lack of appreciation for the spiritual benefits we have received. We may develop a complaining attitude about the church or allow the appeal of the world to influence our practice. We may defend wrongdoing and work against the discipline of the church.
We should reach out to such persons in compassion and desire to help them to see their true condition. We should understand that the course of the hardhearted becomes more difficult to change as time passes. We must let them know the danger of continuing on such a course
7. How can we help hardhearted people today?
Summarizing the Lesson
The hardening process often begins with slight omissions of duty to God and a careless attitude toward full obedience to His Word. If unchecked, this course will continue with greater deviations and an increasing disregard for the Word of God and for God's faithful messengers. It ends in a state of strong delusion where one is forsaken by God and headed for eternal destruction. We can avoid this tragedy by a prompt and full-hearted obedience to God's Word.
Research Guide
2. Study Romans 1:18-32, which traces the downward course of those who know the truth but refuse to obey it.
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March 2005
Calendar of Events
Shoreland Erosion Control Workshop April 15, 2005 – 8:30-4:30, Nisswa, MN Contact Eleanor Burkett: 218-828-2326 email@example.com
Shoreland Volunteer Workshops
March 12, 2005 – 8:30-12:30 Maple Lake, MN
Contact Dale Gustafson: 763-544-4215 firstname.lastname@example.org
May 7, 2005 – 8:30-4:30 Perham, MN Contact Will Yliniemi: 218-732-3391 email@example.com
Shoreland Revegetation Workshops
April 1, 2005 – 8:30-4:30 Longville, MN Contact James Ballenthin: 218-682-2405 firstname.lastname@example.org
April 9, 2005 – 8:30-4:30 Prior Lake, MN Contact Shannon Lotthammer: 952-447-4166 email@example.com
June 10, 2005 – 8:30-4:30 Detroit Lakes, MI Contact Will Yliniemi: 218-732-3391 firstname.lastname@example.org
Shoreland Planting Workshops
May 21, 2005 – 8:30-4:30 Prior Lake, MN Contact Shannon Lotthammer: 952-447-4166 email@example.com
June 4, 2005 – 8:30-4:30 Outing, MN Contact David Snesrud: 218-792-5824 firstname.lastname@example.org
#65
New for 2005! – Shoreland Erosion Control Workshop
What is the most common pollutant in Minnesota's surface water? Is it phosphorus, perhaps? Guess again. The answer is sediment! This pollutant costs us $16 million annually, not to mention loss of personal shoreland property through erosion, its effects on recreation, and the damage to fisheries and wildlife habitat.
You may love your lake, but what are you doing to protect it against this pollutant? The University of Minnesota Extension is offering a new workshop this season: Shoreland Erosion Control for Property Owners. As the name suggests, participants will learn how to prevent and control erosion on their property and assist others in doing the same within their watershed. Participants will first consider the features of an undisturbed shoreland that minimize erosion. Next, they will learn to recognize common erosion features of a developed shoreline and several strategies to correct these erosion problems. Finally, workshop participants will discuss strategies that are appropriate for specific sites. Strategies may include installing deep-rooted native plants, using simple bioengineering techniques (see erosion control brochure at http://www.shorelandmanagement.org/downloads/ erosion_control.pdf), installing rock armor, or a combination of these. Included are detailed instructions for do-ityourselfers (permitting, material sources, installation methods, and maintenance), as well as information on how to select a contractor, questions to ask about the project design, and how to oversee an erosion control project so that it is done correctly - the first time!
This summer, do something good for your lake. And enjoy it! Join us in Nisswa on April 15, 2005. More information on this workshop and how to register can be found at: www.extension.umn.edu/water/shore/.
Can These Two Islands be Saved?
Eleanor Burkett, University of Minnesota Extension Service, Brainerd Regional Center, (218) 828-2326, email@example.com
Rush Lake, located in Crow Wing County, had a problem. Rush Lake Association member Gerry Leinfelder recalls that it was six or seven years ago when Rod Nelson, then president of the Rush Lake Association, first considered the need to do something about serious erosion occurring on two of Rush Lake's islands: County Island and the DNR Island. The islands were both losing considerable shoreline because their steep banks were slumping into Rush Lake. Not only was the effect unsightly, but the sedimentation from the erosion was creating a potential impact on fish spawning areas.
Several different methods of bank stabilization were attempted, such as anchoring logs to protect the "toe" of the bank at the water line from wave action and installing erosion control blankets. Tree seedlings and bare root stock were planted and the bank was seeded in the more upland areas. Some of the logs worked well and have continued to do their job, but the seeding and plant materials had varying success. Also, there was a lot more undercutting that needed to be addressed on both of the islands.
In 2002, Gerry Leinfelder, a Whitefish Area Property Owners Association (WAPOA) member, took the initiative to write a Shoreland Habitat Grant through the Minnesota Department of Natural Resources. The proposal was accepted and the project was awarded $45,840 plus a required match of $24,000. In an effort to make the best use of the grant funds, the Crow Wing County Soil and Water Conservation District, Crow Wing County Parks, Department of Natural Resources, University of Minnesota Extension Service, and the Minnesota Joint Powers Board assisted in creating a site plan. The techniques included in the plan attempt to resolve each islands' problems and demonstrate several methods and techniques used to control erosion and restore shoreland.
In fall of 2004, a pilot site was implemented to test initial methods and techniques and determine how long it will take to restore a larger site and how many people will be needed. WAPOA is calling for additional volunteer assistance on this interesting and ambitious project. If you want to learn more, contact project team members, Gerry Leinfelder, WAPOA (firstname.lastname@example.org); Scott Lucas, SWCD (email@example.com); or Eleanor Burkett, UM Extension Service (firstname.lastname@example.org). Updates will be posted periodically to this and other newsletters to keep our readers informed of progress.
County Island before erosion control
Bacteria in Surface Water
Barb Liukkonen, Water Resources Education Coordinator, University of Minnesota Extension Service and Minnesota Sea Grant, (612) 625-9256, email@example.com
When beaches are closed because they're unsafe, bacteria make the news. Bacteria have also been implicated across Minnesota as the cause of impairment in many lakes and rivers. Natural resource professionals and people like you are increasingly concerned about bacteria and are interested in how to assess whether your lake or stream has a problem.
Why are we concerned about E. coli bacteria?
To help volunteers interested in monitoring bacteria, we secured a grant from the Cooperative State Research, Education and Extension System (CSREES) water quality program to investigate the accuracy and reliability of inexpensive test kits. While there are many E. coli bacteria test kits available on the market, there has been no independent, comparative study to determine if, or how well, they actually work. In 2004, volunteers in Indiana and Iowa collected samples, analyzed for E. coli bacteria using six different test methods, and sent samples to certified analytical labs to verify their results. Based on extensive statistical analysis, our regional team identified two methods that ranked high in user-friendliness and highest in accuracy and reliability.
During 2005 and 2006, volunteers in MN (and WI, MI, OH) will participate in our research project by using those two methods and sending samples to a certified lab. They'll be monitoring one stream on a weekly basis from MaySeptember, after participating in a training workshop to learn how to collect and analyze samples. If you are interested in being part of the project, and would be willing to make the commitment, please contact me.
Volunteer collecting a sample
Bacteria – single-celled organisms found in all environments on earth – perform many critical ecological functions. Most bacteria are not pathogens, or, in other words, they don't cause disease. However, bacteria are commonly used as indicators that pathogens may be present from a source such as human or animal (livestock, pets, wildlife) waste.
Fecal coliform bacteria are found in the intestines and feces of warm-blooded animals. Escherichia coli (E. coli) is a type of coliform bacteria, of which a subset may cause disease. Because it is easy and inexpensive to analyze for coliform bacteria, they are often used as indicators that other harmful bacteria may be present. When fecal coliform or E. coli bacteria are present in water, it is an indicator that waste or wastewater is reaching your lake or stream.
To help reduce bacterial loading to your favorite lake or stream, follow these practices:
* make sure your septic system is properly designed, installed, and maintained
* pick up after your pet
* don't encourage waterfowl to congregate by feeding them
* fence livestock away from the water
Volunteer processing a sample
It's Not Always Easy Being a Fish – What Causes Late Winter Fish Kills?
Cindy Hagley, Great Lakes Environmental Quality Educator, Minnesota Sea Grant, (218) 726-8106, firstname.lastname@example.org
This year is the first in many where some parts of the state have had lots of snow. This is great for snowmobilers and skiers, but it can be tough on fish in shallow lakes. The long, snowy winters that cause many of us to head for Florida can be the death knell for "lake-locked" fish. Winter fish kills in shallow lakes are natural events, although, as with most things involving lakes, how we manage our shoreland can make the problem worse.
Not only does the bacteria-driven decomposition process consume large quantities of oxygen, but shallow lakes often have plants growing throughout the lake, meaning lots of oxygen consumption when plants die. This can cause oxygen to drop to lethal levels, resulting in die-offs of fish already stressed by winter conditions. Deeper lakes usually have much less vegetation relative to lake volume, so winter oxygen levels tend to remain more stable.
Understanding why this sometimes happens requires us to learn something about how lakes function. Fish, of course, need oxygen to survive, but many of us have never considered how oxygen makes its way into lakes. In summertime, there are several ways lakes become oxygenated. Wave action "stirs" it in, and long hours of sunlight allow algae and aquatic plants to generate plentiful quantities through photosynthesis. Highly oxygenated streams flowing into lakes are also a source.
Notice that a couple of things are required for oxygen to be generated in lakes: sunlight so plants can grow, and water in contact with the atmosphere. In winter, both of these routes can be shut down. Aquatic plants can continue growing until light levels are reduced to about 1 percent of levels at the surface. This doesn't sound like a lot of light, but in years when heavy snows cover lake surfaces for long periods, light levels can drop to the point that algae and aquatic plants not only can't produce oxygen, but large quantities die and decompose.
wrc.coafes.umn.edu www.seagrant.umn.edu
In years when snow cover is light, like in the picture below, sunlight continues to penetrate into the lake, allowing plants to keep on growing and generating oxygen. Of course, these favorable growth conditions also tend to result in lake managers getting lots of calls from shoreland property owners because "the plants are taking over."
So what is the connection between how we manage our shoreland property and fish kills? The more algae and aquatic plants living in a lake when it freezes, the higher the likelihood that a fish kill may occur. In addition to sunlight, algae and aquatic plants need nutrients, so anything we do that adds nutrients can increase the likelihood of a fish kill. Sediment entering a lake from an eroding shoreline or construction project carries nutrients, as does runoff from fertilized lawns or leaky septic systems. Sediment also carries organic matter which, when decomposed by bacteria, further depletes oxygen. There are many simple steps you can take to prevent excess nutrients and sediments from entering your lake. Probably the simplest and most effective is to retain or restore natural vegetation along your shoreline. For more ideas of ways to keep your lake healthy, take a look at Protecting our Waters: Shoreland Best Management Practices, available at http://www.shorelandmanagement.org/depth/bmp.pdf. Did You Know?
www.extension.umn.edu
www.shorelandmanagement.org
Shore to Shore is made possible by Minnesota Sea Grant, in cooperation with the University of Minnesota Water Resources Center.
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EYFS Autumn 1 Curriculum Letter
Welcome to Queens Drive Primary School! The children have all been very excited about starting school and have had a fantastic first week settling into EYFS school life.
Staffing:
Class 1 – Mrs Robertson (Monday-Thursday), Miss Moss and Mrs Snape (Fridays only)
Class 2 – Mrs Farrington and Miss McCarrick
Mrs Patel works in both Class 1 and 2.
Curriculum:
We will be following the Early Years Foundation Stage Curriculum prime and specific areas of learning. A main focus of our work in school this half term is to settle into school life.
We will be getting used to:
* school routines
* expectations of behaviour
* becoming familiar and exploring our new learning environment
* building relationships and trust with the adults that work with us
As we are always learning through play and investigation we will begin to explore our half-termly theme of "From caravans to cottages". We will be investigating our houses and who lives with us as well as different houses we see in our daily lives. EYFS will be welcoming visitors to tell us about how houses were different in the past. We will also be reading various traditional tales such as the Gingerbread Man, Rapunzel, Goldilocks and the Three Bears and many more. EYFS will explore the places where they are set and retell stories through role play and small world. The children will be given opportunities to develop their writing skills by completing emergent writing tasks that link to what we have looked at in our teacher led sessions. The children will be developing their mathematics skills by looking at counting, ordering and measuring objects that links to our theme of houses with a focus on traditional tales read. Our expressive arts and design work will involve drawing, painting and constructing different houses using various resources and materials.
Please note we will be starting our P.E. sessions towards the end of this half term. Our P.E. sessions will be on Wednesday and Friday for Class 1 and Thursday and Friday for Class 2. Please could you ensure your child has a full school P.E. kit including pumps and for safety reasons children are not allowed to wear earrings for P.E. lessons.
You can help your child at home by:
* Reading at home to your child books they enjoy and traditional tales such as Red Riding Hood, The Three Little Pigs, Cinderella, Goldilocks.
* Singing nursery rhymes to them and with them.
* Playing games with your child where they take turns, share and wait for others.
* Talk to them about your house and what kind of house it is. Look at the houses around them and how they are different and the same. Look at house numbers and different shaped windows and doors.
* Practising getting dressed and undressed by themselves in preparation for P.E. sessions.
* Helping them to write their name and numbers up to 10.
Phonics:
As the children settle into school life we will begin our daily 20 minute phonics sessions. We will focus on developing the early skills needed to help us to read, write letters and spell words. The children will be naming the sounds we hear around us, instrument sounds and body percussion. Our phonics sessions will also involving listening to and saying aloud rhymes. We will orally explore the sounds we hear in words and then will begin to look at how to read and write these sounds. As the children learn new sounds (phonemes) at school we will send the phonemes learnt home for you to practise with your child. We will send home ideas of games you can play with your children to help them learn to say, read and write the sounds (phonemes) learnt. As the children develop their ability to blend sounds together to read words they will then be sent a reading book home to practise reading sentences.
Useful information:
Whilst your child is in EYFS there will be many opportunities for food tasting and preparation. For example there will be times when we make things such as biscuits, sandwiches, fruit kebabs or smoothies. We will not use meat products in our food tasting or making but if your child has any dairy, gluten, nut or fruit allergies that we are not aware of please let us know.
In EYFS the children are involved in sensory play regularly. This involves using malleable materials such as play dough, clay, and plasticine as well as using dried foods such as pasta, split peas, Cheerios. As school budgets tighten and these products are bought outside the school budget we would really appreciate a voluntary weekly donation of 50p to cover these costs. There will be a donations box put on the table in the outdoor area for you to put your donation in. If your child attends after school club and you wish to make a donation, please send it in with your child. Your assistance with this is greatly appreciated and helps to enhance your child's learning.
Working Together
Please keep us informed of anything, no matter how small, that you feel may affect your child in school. Children enjoy school and make the best progress when we can work together as a team to support their learning and development.
During the year we will invite you into school to attend parent information meetings, stay and play sessions and watch assemblies. Our first information meeting will be an introduction to EYFS and will be held on Wednesday 19 th September at 6pm.
We understand that with work or other family commitments you won't be able to attend everything but please do try to be as involved as possible in your child's school life; they are always so proud to share their learning with you. If you do miss an information meeting we will send home information to keep you informed about what was discussed in the meeting.
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Quranic & Prophetic Nurturing Program
Surah An Noor – Class 12
Date: 04 October 2018 / 24 Muharram 1440
Value of Thinking Good
Introduction
* Anyone who thinks good of Allah (ﷻ) will have all goodness. Sometimes we go through a decree or a command is ordained upon us and we think 'why is this happening to me?'.
* If we went through something difficult in life or are still going through it, then how do we solve it? With a 'master key'. There's no everlasting problem but we need to think good of Allah (ﷻ) and the solution will come.
* Many people say they get cured when they 'think positively' and this means we get sick when we think negatively.
What is the meaning of thinking good (حسن الظن)?
* It means to choose the side of good over the side of evil ( ترجيح جانب الخير على جانب الش ر ), a person puts more weight towards the good than bad. Imagine if you're told someone will come over at 5pm and they don't show up, what do you think? Or you get stuck in traffic? Or you enter the masjid and the children are running while the mother is sitting and not doing anything? Or sometimes you're in a rush and a slow car is right in front of you? Or someone is serving food on a nice tray and they pass over you? Or you're told you're going to have an exam?
* Doubts ( الش ك ): the negative is more than the positive. Doubt is not acceptable in the faith.
* Assumption ( والظ ن ): between negative and positive.
* Illusion (والوَ هْم): something that's not real.
(الظن) in the Quran
Surah An Noor 12: ( ل وْ ل ا ا إِذ ا ا سَمِعْتُمُوهُا ا ظ نَّا ا ال مُؤْ مِنُونَا ا وَ ال مُؤْ مِنَاتُا ا بِأ نف سِهِمْا ا خَيْرًا ا وَ ق ال وا ا هَـٰذ ا إِف ك ا ا ا مُّبِين ا ) (Why then, did not the believers, men and women, when you heard it (the slander), think good of their own people and say: "This (charge) is an obvious lie ?")
* The believer's attitude is to think good of the believers. If a person tells you about something about a person you know which you've never seen in them, then you should think good of Allah (ﷻ) and the person. If we don't see anything bad then we shouldn't think bad.
* We can't go into the intentions of the people because this is only for Allah (ﷻ).
Surah Al Hujurat 12: ( ا يَا أ يُّهَا ا ال ذِينَا ا آمَنُوا ا اجْ تَنِبُوا ا كَثِيرًا ا مِّنَا ا الظ نِّا ا إِنَّا ا بَعْضَا ا الظ نِّا ا وَ ل ا إِث م ا ا تَجَسَّسُوا ا وَ ل ا يَغ تَب ا بَّعْضُكُم ا بَعْضًا ا أ يُحِبُّا ا أ حَدُكُمْا ا أ ن ا يَأ كُلَا ا ل حْمَا ا أ خِيهِا ا ا مَيْتًا ف كَرِهْتُمُوهُا ا وَ اتَّق وا اّللا َا ا إِنَّا اّللا َا ا تَوَّ اب ا ا رَّحِيم ا ) (O you who believe! Avoid much suspicion; indeed some suspicions are sins. And spy not, neither backbite one another. Would one of you like to eat the flesh of his dead brother? You would hate it (so hate backbiting) . And fear Allah. Verily, Allah is the One Who forgives and accepts repentance, Most Merciful.)
* Thinking bad is a master key which will lead to spying and backbiting. Some thinking bad is sinful and at the same time some suspicion is good because someone who's a criminal or displaying strange behavior or jumping over a wall then a person will be suspicious as protection. Nevertheless, one should avoid most suspicion. A person can't be suspicious of everyone and at the same time can't be totally careless.
(الظن) in the Sunnah
Hadith: ( إيَّاكم ا،والظ ن ا فإنَّا ا الظ ن ا أكذب ا،الحديث ا ول ا،تحسَّسوا ا ول ا،تجسَّسوا ا ول ا،تحاسدوا ا ول ا،تدابروا تب ا ول ا،اغضوا ا وكونوا ا عباد االلّا إخوانًا ) (Allah's Messenger (ﷺ) said, 'Beware of suspicion, for it is the worst of false tales and don't look for the other's faults and don't spy and don't hate each other, and don't desert (cut your relations with) one another O Allah's slaves, be brothers!") - Sahih al-Bukhari 6724
* When people hate each other then it begins with thinking bad, then looking around, then spying, then being jealous, then giving one's back, then hating.
Hadith: ( أ بِي ا عَنْا ا، هُرَيْرَة ا ق الَا ا ق الَا ا رَسُولُا اّللا ِا ا اّللاا صلى عليه ا وسلم ا"ال ا ا يَف رَكْا ا مُؤْ مِن ا ا مُؤْ مِنَة ا ا إِنْا ا ا كَرِ هَا مِنْهَا ا ا خُل ق ا رَضِ يَا ا مِنْهَا ا آخَرَا ) (Abu Huraira (Allah be pleased with him) reported Allah's Messenger (ﷺ) as saying: A believing man should not hate a believing woman; if he dislikes one of her characteristics, he will be pleased with another.) - Sahih Muslim 1468
* If a husband hates his wife then what should he do? Remember all the good that's been done. We need to be more observant of the good than bad and be more sensitive to the good than bad.
* A person wants to make an 'account' of good memories, an 'account' of family, an 'account' of friends because surely the shaitan wants to spoil our good relationships so we need to withdraw the good memories from these accounts.
Sayings of the Righteous Predecessors
* Don't think bad if you can't find an exit to the good: a person doesn't need to over-think matters but just remove it.
* Whoever knows goodness of a person and a person hasn't seen it then he shouldn't listen to what others say. We shouldn't judge according to other people's eyes.
* Allah (ﷻ) made it obligatory to think good of the believers forever. Bad behavior comes as a result of thinking bad.
Examples of Thinking Bad
* Thinking bad: don't talk about it. If a person has any suspicions then he shouldn't speak of it.
* When a person has envy then he shouldn't do bad towards the person he envies. Thinking bad of Allah (ﷻ) brings forth jealousy because they're jealous of what others have.
* Don't be superstitious: there are those who think if they laugh then they'll cry or if they trip on their wedding day then it'll be a bad marriage, or if they want to travel but get into an accident then they'll cancel it. We have a white picture in front of us but we want everyone to look at the black dot, subhan Allah.
Types of (الظن)
* Saving and protection: for example a person sees certain behavior in her child that has changed and her friend has recently changed so the mother doesn't allow her to go out. Such doubts are good.
Benefits of thinking good (فوائد حسن الظن):
* Sign of complete faith (عالمة على كمال اإليمان). Thinking good makes one life quieter.
* Closes the door of evil and fitna (اغالق باب الفتنة والشر). In life there can be many slips and traps so it's important to think good and positively.
* Increases love between the people (زيادة االلفة والمحبة). When there's any hate between the people then it's because there's thinking bad. The shaitan especially wants to put doubts between husband and wife.
* Guards society from spreading mischief and rumors (يحمي المجتمع). All of us are part of a society and we can be a lantern in society when we think good.
* Indicator of a pure and transparent heart (سالمة القلب وطهارة النفس)
Whom we should think good of
* Allah (ﷻ)
* Our leaders, rulers, and anyone in charge. Anyone who's below should think good of the one above.
* Think good of those who are close to you and are good
* Think good between husband and wife
Obstacles to thinking good
* Living in a society where everyone thinks bad
* The way a person was raised. If a person grew up with a mother or father who were always thinking bad then he will think bad.
* Ignorance
* Befriending evil companions
* Envy and jealousy
How to think good of Allah (ﷻ)
* Make dua to Allah (ﷻ
)
* Follow the Sunnah
* Good upbringing
* Increase in faith
* Give benefit of the doubt
* Give excuses to the people
* Judge according to what's apparent
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A publication of the University of Minnesota Extension Water Resources Team
Spring 2016
www.shorelandmanagement.org
Issue #124
Engaging Youth and Empowering Educators to Increase Watershed and Land Use Literacy
John Bilotta, University of Minnesota Extension, 612-624-7708, email@example.com
Minnesota Extension and Minnesota Sea Grant educators added a new tool to the Watershed Game (WSG) suite. The new WSG Classroom Version is designed for groups led by K12 teachers and informal water and environment resource educators. Professional staff and volunteer instructors such as Master Gardeners, Master Naturalists, Master Water Stewards, and 4-H Club leaders will also find the game to be an engaging way to help students understand the relationships among land uses within a watershed, water quality and their community.
Working in teams, students apply tools (practices, plans, and policies) to decrease water pollution while balancing financial resources. The goal of the activity is to reduce pollution from various land uses to the stream without going broke.
The Classroom Version comes in a boxed kit much like any other board game you may buy off the shelf. It has the added value of a related website that provides resources including an optional electronic score card along with videos, teacher presentations, and supporting lessons and activities that can be used with students.
The launch of the WSG Classroom Version has been accomplished through a number of training opportunities across the state. These opportunities produced the following results:
* 100 kits were distributed to teachers and informal educators across Minnesota and Wisconsin.
* More than 100 formal and informal educators participated in five hands-on interactive trainings. Additional trainings are scheduled for Minneapolis and Rochester, Minnesota.
* A successful training model has been adopted that combines the WSG Classroom Version with Project WET (Water Education for Teachers), partnering with the Minnesota Department of Natural Resources and their Project WET programming.
* A national training for Extension and Sea Grant staff will be held in June in Vermont.
* The new Classroom Version has been nominated for an innovative program award through the Association of Natural Resource Extension Professionals.
The completion and publication of the Classroom Version adds to the suite of the Watershed Game. The Stream, Lake, and River Versions for Local Leaders (2012) are designed to be used with audiences of elected and appointed officials and community leaders by trained facilitators who are often water/environment/natural resource educators and professionals.
For more information regarding the Watershed Game, visit northlandnemo.org/ watershedgame.html or contact John Bilotta at firstname.lastname@example.org or 612-624-7708.
Calendar of Events
For the most current calendar items and more details, visit ww.extension.umn.edu/ environment/water/calendar/.
Watershed Game Classroom Version and
Project WET Teacher Training
Date: April 21 and 22
Location: Rochester, MN
Contact: John Bilotta, 612-624-7708,
email@example.com
Urban Waters Forum
Date: April 23
Location: Chaska, MN
For more information:
www.arboretum.umn.edu/
2016UrbanWaters.aspx
Stormwater Practice Inspection and Maintenance CertificationProfessionals Date: May 9
Location: Chaska, MN
Contact: Shahram Missaghi,
firstname.lastname@example.org, 952-221-1333
Hubbard COLA Water Quality Workshop
Date: June 17 Location: Park Rapids, MN
Contact: Karen Terry, email@example.com,
218-770-9301
Inside...
Fish Kills - What You can do to Help 3
Smart Ponds and Sexy Soils 2
Building Your Statistical Strengths for Clean Water 4
Smart Ponds and Sexy Soil: Minnesotans on the Front Lines of Climate Adaptation
Jennifer Gasperini with input from Hilarie Sorensen and Sharon Moen, Minnesota Sea Grant. Transcript from Minnesota Sea Grant's radio show, The Sea Grant Files. Listen to this episode and others at www.seagrant.umn.edu/radio/sgf or via The Sea Grant Files podcast.
How could it be 67 degrees in New York on Christmas Day ... then weeks later, have a record-breaking two feet of snow bury the city? After four years of drought, torrential rains are falling in California in a way that is reminiscent of Duluth's epic 2012 flood. Of course, El Nino is at play this crazy-weather winter but the data also tells us that the Earth's climate has, and is continuing to, change.
Knowing that it is prudent to brace for coming storms and, likewise, climate change, Minnesota Sea Grant joined the University of Minnesota's Water Resources Center and many others to host the annual Minnesota Climate Adaptation Conference. The conference, launched by meteorologist and entrepreneur Paul Douglas, was a reality check and a call to action to collaborate. He asked the audience to embrace the weather changes with creativity and resilience. This is prime time to tackle the unknowns of the future with technology and innovation. Who better to take up the challenge than a hardy group of can-do Minnesotans?
At the conference, representatives from Minnesota homegrown business titans Best Buy, 3M, and General Mills shared their company plans for sustainable growth. In every case, embracing renewable resources is enhancing their bottom lines. Best Buy alone is saving $40 million a year by installing renewable energy technology including automating lighting and energy controls in stores. It's also entering the residential solar market. 3M outlined its commitment to reduce water use in manufacturing by 50%; the company has already reduced greenhouse gas emissions by 60% since 2002.
2
Jerry Lynch of General Mills perked up the audience with a declaration to "make soil sexy." After a century of treating soil like dirt, he said the company plans to reduce its dependence on nitrogen fertilizer, an energy-intensive product that contributes to the greenhouse gas load in the atmosphere as it breaks down. The 150-year-old company even brought a coalition of farmers to the Paris COP21 climate talks to share field experiences with politicians.
ecology and shoreline erosion. Lake Superior is one of the fastest-warming lakes in the world with summer surface water temperatures increasing faster than air temperatures. Rapid warming is also occurring in many small lakes. In response, scientists linked to the Great Lakes Temperature Collaboration are studying changes in evaporation and long term trends in Great Lakes water levels, water supply, water quality and aquatic ecosystems so that society can better prepare for what lies ahead.
Can climate adaptation efforts be reflected in the food on your plate? You betcha! The University of Minnesota's Regional Sustainable Development Partnership supports local food projects that embrace climate adaptation. Projects include deep-winter greenhouses that use passive solar lighting to produce copious greens even in February. The Main Street Project in Northfield is another model. It reaps $15,000 per acre, a gigantic economic leap from the more standard $1,200 harvest realized by traditional techniques. The 40-acre model of energy efficiency also reduces environmental impacts. You might also note that deep-rooted hybrid hazelnut and American chestnut trees can withstand extreme temperature variations, produce for hundreds of years, and capture three times more carbon than row crops. Did you know that people were eating bread made of chestnut flour long before wheat was introduced?
Climate change is having a marked effect on water resources ... from water temperature, evaporation to lake levels. Lakes are losing ice and warming. This has significant impacts for water quality, water supply, recreation, shipping, lake
And cities…let me tell you about cities. Many waste up to half the energy they produce; new technologies are improving that ratio. Not only are cities building coalitions to prepare for extreme weather events, some are moving toward energy-efficient integrated systems of transportation, sewage, water, heating and cooling. In Minnesota, 80 cities along the Mississippi River are working together on sustainability planning around invasive species, drinking water and changes in industry impacted by climate change.
What can you do to adapt to the changing climate? Stay on the cusp of the revolution in efficiency and sustainability. How? Buy local products when possible. Opt for wind and solar energy if offered through your energy provider; minimize your water footprint; invest in a hybrid or electric car; plant eco-friendly grass that requires less watering, less mowing and no pesticides, and plant trees and shrubs with the next 20 years in mind. Find out what your community is doing and ask how you can be part of their adaptability strategy.
Fish Kills – What You Can do to Help
Dr. Nick Phelps, University of Minnesota, College of Veterinary Medicine and Minnesota Aquatic Invasive Species Research Center; firstname.lastname@example.org
Imagine this: You are relaxing on the beach on a sunny day in mid-June. The loons are calling as the water gently laps at the shoreline. Your kids are jumping off the dock and there is a pungent smell in the air. Wait, what?!
You are smelling dead fish, technically defined as a fish kill: a die-off of at least five fish of the same species in close proximity in space and time. Fish kills in Minnesota are widespread and can lead to public health concerns, costly cleanups, and potentially significant declines in fish populations. At a minimum, fish kills impact our perspective of what it means to be a pristine Minnesota lake. While some of these events are the result of serious fish diseases, many are associated with other causes, such as warm water, low oxygen, and algae blooms. However, these so-called natural processes can be heavily influenced by human activity, such as climate change, nutrient runoff, agriculture and urbanization to name a few.
Researchers at the University of Minnesota (UMN) are trying to better understand the causes and trends of fish kill events to inform proactive and adaptive management strategies – and we
http://z.umn.edu/fishkill
Minnesota Fish Kill Facts
* June is the most common month to observe a fish kill
* Bluegills and bass are found in 44% of fish kills in Minnesota
* 33% of fish kills are associated with physical environmental factors and 23% are associated with infectious diseases.
* Fish kills are not randomly distributed, they are more likely to be near urban areas, although this may be reporting bias.
* Data from fish kill events reported to DNR from 2003-2013.
need your help. An estimated 500 fish kill events occur each year in Minnesota, yet only an average of 35 per year were documented in the Minnesota Department of Natural Resources' (DNR) primary database since 2003. Lake users calling the State Duty Officer or their local DNR office report the majority of these events; however, inconsistent information and limited reporting frequency present challenges for data analysis.
were affected and how many, what was the weather like, etc., the event is geo-referenced and reported. Researchers at the UMN are notified of new fish kill events daily and share that information with the DNR. If the event warrants further investigation, veterinary students or biologists will be sent to the site to collect samples and diagnose the cause of death.
To standardize and simplify reporting for lake users and biologists alike, there is a new and easy-to-use website: http://z.umn.edu/fishkill. On this site, you can see past fish kill reports and report new events. After answering a few simple questions, such as what species
With your help, UMN researchers and fisheries managers can better protect the health and sustainability of Minnesota's fish populations.
3
Contact
Karen Terry University of Minnesota Extension From Shore to Shore Editor 320-589-1711 email@example.com
www.shorelandmanagement.org
A publication of the Water Resources Team, dedicated to educating Minnesota citizens about water resources issues to improve water quality, habitat, and aesthetics of our lakes and rivers.
From Shore to Shore is a free quarterly electronic newsletter. Archived issues are available online at www.shorelandmanagement.org
To subscribe or unsubscribe, please contact Heidi Olson-Manska at firstname.lastname@example.org or 320-589-1711.
The University of Minnesota is an equal opportunity employer and educator.
Building Your Statistical Strengths for Clean Water
Dr. Shahram Missaghi, University of Minnesota Extension, 952-221-1333, email@example.com
The University of Minnesota Extension Water Resources Team, in collaboration with regional and state agencies and industry professionals, is offering a new statistical educational series.
These workshops are designed for natural resource managers and technicians, scientists, technical managers, reviewers and anyone who wants to build their statistical strengths. The series helps people learn how to apply statistics to extract basic information from a vast pool of data and how to identify the relationships within the data.
If you have been hearing more and more about statistics in recent years, you are not alone. As we learn more about the physical, chemical, and biological processes of our world, we are also learning to better measure these processes and generating increasing amounts of data. Our world is becoming quantitative and we rely on statistics to see the reality of our world and to illuminate patterns such as changes in our climate. As a matter of fact, the U.S. News and World Report, identified "statistician" as the best business job in 2016.
important information about our world. Therefore, they have to make sure that the data or numbers studied are trustworthy. They must be sure that their measurement reflect reality so they can draw real and practical conclusions from the data. Plus, they may face an additional challenge: the majority of manufacturing processes and data follow the well-known bell curve (normal distribution). However, many natural processes do not follow such a pattern. Fortunately, advancements in computer technologies have provided resource managers with ways to conduct intense calculations and use newer statistical methods (nonparametric) to accurately analyze systems.
Statistics has long been part of a researcher's job. Dr. J. Edward Deming (1900-1993) was one of the champions for using statistics as a tool to better manage work and improve quality through "Statistical Process Control." One of the techniques that Deming focused on was the use of the "Plan, Do, Study and Action Cycle," where all stages of management and manufacturing processes are constantly measured and analyzed. The goals of these concepts are to eliminate variations (errors) in the processes, improve quality and to answer basic questions of:
1. What are we trying to accomplish?
2. What changes can we make that will move us closer to our goal?
3. How will we know that a change is an improvement?
Natural and water resources managers are also faced with these three questions. They study data and numbers that provide
From Shore to Shore, Issue 124
The new Environmental Statistics Workshop Series offers participants the opportunity to gain a solid understanding of basic statistics and learn basic operations with R statistical software. Topics covered include: data description; comparison of two groups of data; linear, multiple and logistic regressions; analysis of covariance; trend analysis. Visit the Stormwater Education Program website to learn more about these classes (www.extension.umn.edu/ environment/stormwater).
An online Statistical Assessment Tool is also available to help you build your statistical strength. The Statistical Assessment Tool includes an overview of terms, definitions and basic calculations. The site also includes a welcome video, presentations, exercises, sample files and a quiz to check your learning.
To access the Statistical Assessment Tool:
* Go to www.umn.edu/dirtools/ guestaccounts.
* Request a guest account.
* Forward your guest ID to firstname.lastname@example.org for course access.
* Receive your access code to start building your statistical strength.
For "all things statistics," you might also want to explore the website of The American Statistical Association (www.amstat.org). | <urn:uuid:405c2fc3-891e-4b51-97ad-1e09fd5661e8> | CC-MAIN-2018-43 | http://shorelandmanagement.org/downloads/2016_spring.pdf | 2018-10-16T02:39:22Z | crawl-data/CC-MAIN-2018-43/segments/1539583509960.34/warc/CC-MAIN-20181016010149-20181016031649-00170.warc.gz | 337,936,664 | 3,251 | eng_Latn | eng_Latn | 0.99487 | eng_Latn | 0.996688 | [
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— Strategy 8 —
Make Progress Every Day
Where attention goes, energy flows, and results show.
—Unknown
Make Progress Every Day was the tagline of a success ful Verizon Communications branding campaign launched in 2002. In a press release about the campaign, Verizon stated that "making progress means helping its customers and communities move forward every day" through the use of its telecommunications products. "Whether it's holding a conference call on a project, finding a shop that carries a gift you want to buy, or doing online research...when our customers accomplish any of these simple, everyday feats, it represents a small step of progress."
member), positive, and stated in the present (rather than future) tense, even though they probably do not reflect your current reality. An example of the latter is "I weigh 140 pounds," when you actually weigh more. You would not say "I no longer weigh 200 pounds," because this is a negative statement, nor would you say "I am going to weigh 140 pounds" because this is a future-tense state ment that mentally postpones action. Start your affirma tions with the word "I" (e.g., "I have, " I believe") or "my" to make them personally yours.
Remember the old phrase "a journey of a thousand miles begins with a single step"? That single step is do ing something positive every day. "Make progress every day" is a strategy for improving health and increasing wealth because it promotes a healthy attitude about be havior change. Many people fail to make the connec tion between big goals and the small steps required to achieve them. They expect progress to "happen" instead of building progress steps into their daily activities. Mak ing progress requires hard work and may make you un comfortable at times. James Bryant Conant wrote, "Be hold the turtle. He makes progress only when he sticks his neck out." You have to stick your neck out in order to move closer to your goals.
The secret to making progress is getting started... today. Three ways to make progress every day toward health and wealth are: daily affirmations, daily learning activities, and daily action steps.
Daily Affirmations
Affirmations are a motivational technique to help people believe that change is possible in their lives. They are positive statements about how someone wants to think, feel, and/or behave that are repeated multiple times each day. Affirmations should be short (so they are easy to re
Affirmations are a tool for changing how people think and act, and can change lives for the better. They have been compared to burning a CD... in your mind. Affir mations need to be imprinted into your subconscious with daily repetition. One recommended frequency is 10 times, twice daily. Speaking them out loud (e.g., while commuting to work or in the shower) is recommended. You don't even have to believe your affirmations initially. That can come later after you've experienced some prog ress. You do, however, need to be willing to make nec essary behavior changes to realize your affirmations or they are basically a waste of time. Below are examples of health and wealth affirmations. Review these and then write your daily affirmations in Worksheet 12, Make Progress Every Day, page 43.
* I am healthy, wealthy, and happy.
* I am a millionaire in the making.
* I choose to honor and take care of my body.
* I give thanks every day for all my blessings.
* I am aware that my dreams and goals create my reality.
* I have no debt on my credit cards.
* My work is deeply fulfilling.
* My income is growing.
* My investment portfolio is increasing.
* My weight and body mass index are decreasing.
Daily Learning Activities
Learning to learn is one of life's most important skills. One way to make progress toward a health or wealth goal is to learn more about health and wealth. Make a conscious effort to learn something new every day. Read an article, watch a television show, listen to the radio, talk to other people, (family, friends, co-workers, profes sionals) and/or visit relevant websites. Start a filing sys tem for interesting information so that you can refer to it later, if needed. Links to dozens of reputable health and wealth websites can be found in Appendix 2, Small Steps to Health and Wealth Resources, that begins on page 115. Review the sources of knowledge available to you and then write your daily learning activities in Worksheet 12 on the next page.
Daily Action Steps
Perhaps you've heard the phrase "Yesterday is the past. To morrow is the future. Today is a gift. That's why it's called the present." Today, and everyday, is the time to take ac tion to improve your health and increase your wealth. You can "keep your eyes on the prize" and make progress every day by setting realistic and attainable goals. Many people overestimate how much they can do in short time periods and underestimate just how much they can do over time. Two examples demonstrate the latter:
* Health—Lose 4 pounds in 5 weeks. Repeat 10 times over a year and you can lose 40 pounds.
* Wealth—Save $5 a day or $35 a week. Repeat for an entire year and you can save $1,820, plus interest.
There are no "magic bullets" that guarantee health and wealth. But daily progress will build upon itself, just like compound interest. If you do something consistently, at least five times a week, you will make steady progress. Each little step adds to the ones before it.
A common reason given for inattention to health and personal finances is "lack of time" for sleep, exer cise, healthy eating habits, investment decision-making, checkbook balancing, etc. People hear that they need to exercise 30 to 60 minutes a day, for example, and auto
matically say, "I'm too busy." Fitness experts say, how ever, that you can accumulate those minutes throughout the day in 10- to 15-minute "chunks" of time. Gradual progress is also fine for financial maintenance tasks such as calculating net worth, requesting free credit reports, and preparing written financial goals and budgets.
How can you find chunks of time to improve your health and wealth? You look for them and dedicate them to making daily progress. There are 1,440 minutes in a day or 144 ten-minute chunks of time. Subtract about 7 hours for sleep and that leaves about 100 10-minute chunks. Another way to "find time" is "smart multi-task ing." Read a mutual fund prospectus or exercise while watching television, for example. Carve out pockets of time for activities related to health and wealth goals.
Need some ideas for making daily progress? Consider the following recommendations. Then use Worksheet 12, page 43, to outline your daily action steps.
Health
* Take the dog for a 15–20 minute walk or walk with co-workers during your lunch break.
* Quit smoking and don't look back. Join a support group or use a nicotine patch, if needed.
* Drink 6–8 cups of water per day by taking several sips every hour, especially before meals.
* Eat one more serving of fruit and one less "empty calorie" sweet (e.g., cookie, candy, cola).
* Eat 100 fewer calories a day by eliminating 1 tbsp. mayonnaise, butter, margarine, or salad dressing.
Wealth
* Save $1, $2, $5, or $10 a day, plus pocket change, in a can or jar. Deposit it monthly into savings.
* Save $1, $2, $5, or $10 a day, plus pocket change, in a can or jar. Add it to credit card payments.
* Buy one less soda, coffee, latte, doughnut, snack food, lottery ticket, newspaper, etc.
* Join a work-related savings program (e.g., 401(k), credit union) and save part of each day's pay.
* Follow one of 66 Ways to Save Money found at www.66ways.org.
— Action Steps —
Health
q Identify three or more 10-minute chunks of time to make progress toward your health goals.
q Follow one new recommended health improvement practice each day.
q Keep track of your health progress (e.g., pounds and inches lost, lower BMI and blood pressure).
Wealth
q Identify three or more 10-minute chunks of time to make progress toward your financial goals.
q Follow one new recommended wealth improvement practice each day.
q Keep track of your financial progress (e.g., increased savings, reduced debt, investment returns).
Worksheet 12
Make Progress Every Day | <urn:uuid:531d5bac-aee0-4a97-87c9-1e9c6a0c55ce> | CC-MAIN-2018-43 | https://njaes.rutgers.edu/sshw/workbook/08_Make_Progress_Every_Day.pdf | 2018-10-16T02:09:24Z | crawl-data/CC-MAIN-2018-43/segments/1539583509960.34/warc/CC-MAIN-20181016010149-20181016031649-00171.warc.gz | 747,075,221 | 1,823 | eng_Latn | eng_Latn | 0.997356 | eng_Latn | 0.998472 | [
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Monthly Notices of the Everglades Astronomical Society
Naples, FL August 2009
Officers:
Co-Presidents:
Charlie Paul, Rick Piper;
Secretary
Todd Strackbein;
Treasurer
: Bob Gurnitz
Newsletter: Editor – V.P.; Michael firstname.lastname@example.org
(Newsletter publisher address 1689 Northgate Drive, Naples, FL 34105)
Home Page: http://gator.naples.net/clubs/eas Webmaster: John Culter email@example.com
Fack Coordinator & information on viewing Charlie Paul firstname.lastname@example.org 410-8192
Presidents Message
Next Meeting
How many of you were able to see a Perseid Meteor? I think I've managed to see at least one every year even with a bad moon and bad weather, but this year was a bust for me. I hope that you had better luck.
Our season is filling up. Art in the Park, Solar Saturdays and Deep Sky programs at Corkscrew Swamp Sanctuary, as well as Earth Day and our school programs will keep us busy this winter.
I hope you were able to see the summer milky way from a dark sky this summer. It's spectacular if the sky is good.
Our last coffee shop meeting this summer is Thursday, August 27th at 7:30pm at the Books-A-Million, hope you can make it.
Good skies – clean glass.
Co-President Rick Piper
In Memoriam
It is sad to report that Denise Sabatini's husband, Leo, passed away last week. He will be greatly missed; he supported our club in so many ways.
Denise, our condolences to you and your family
Astronomical Trivia Question of the Month
In English, who first coined the phrase "Milky Way" which was later used as the name of our home galaxy?
a. Geoffrey Chaucer
b. William Shakespeare
c.
John Donne
d. Rudyard Kipling
Answer on next page.
August 27, 2009
Time 7:30 – 9 pm
At Books-A-Million
Sky Events
Aug 27 – 1 st Quarter Moon
Sep 4 – Full Moon
Sep 12 – 3 rd Quarter Moon
Sep 18 – New Moon
Sep 22 – Autumnal Equinox
Dates for the "Fack"
Usually the best times to go out to the Fakahatchee Strand viewing site are moonless nights. Below is a list of upcoming Saturday nights that you will often find fellow club members out there enjoying the skies with you (weather permitting).
A Planet Named Easterbunny?
You know Uranus, Neptune, and Pluto. But how about their smaller cousins Eris, Ceres, Orcus, and Makemake? How about Easterbunny?
These are all names given to relatively large "planet-like" objects recently found in the outer reaches of our solar system. Some were just temporary nicknames, others are now official and permanent. Each has a unique story. "The names we chose are important," says Caltech astronomer Mike Brown,
who had a hand in many of the discoveries. "These objects are a part of our solar system; they're in our neighborhood. We 'gravitate' to them more if they have real names, instead of technical names like 2003 UB313." Nearby planets such as Venus and Mars have been known since antiquity and were named by the ancient Romans after their gods. In modern times, though, who gets to name newly discovered dwarf planets and other important solar-system bodies? In short, whoever finds it names it. For example, a few days after Easter 2005, Brown and his colleagues discovered a bright dwarf planet orbiting in the Kuiper belt. The team's informal nickname for this new object quickly became Easterbunny.
However, ever since its formation in 1919, the International Astronomical Union (IAU) ultimately decides whether to accept or reject the name suggested by an object's discoverers. "Easterbunny" probably wouldn't be approved.
According to IAU guidelines, comets are named after whoever discovered them—such as comet Hale-Bopp, named after its discoverers Alan Hale and Thomas Bopp. Asteroids can be named almost anything. IAU rules state that objects in the Kuiper belt should be given mythological names related to creation.
So Brown's team started brainstorming. They considered several Easter-esque names: Eostre, the pagan mythological figure that may be Easter's namesake; Manabozho, the Algonquin rabbit trickster god.
In the end, they settled on Makemake (pronounced MAH-kay MAH-kay), the creator of humanity in the mythology of Easter Island, so named because Europeans first arrived there on Easter 1722. Other names have other rationales. The dwarf planet discovered in 2005 that triggered a fierce debate over Pluto's status was named Eris, for the Greek goddess of strife and discord. Another dwarf planet with an orbit that mirrors Pluto's was dubbed Orcus, a god in Etruscan mythology that, like Pluto, ruled the underworld.
Brown says he takes "this naming business" very seriously and probably spends too much time on it. "But I enjoy it." More tales of discovery and naming may be found in Brown's blog MikeBrownsPlanets.com.
Constellations have also been named after ancient gods, human figures, and animals. Kids can start to learn their constellations by making a Star Finder for this month at www.spaceplace.nasa.gov/en/kids/st6starfinder/st6starfinder.s html. There you will also find a handy explanation of why astrology has no place in science.
This article was provided by the Jet Propulsion Laboratory, California Institute of Technology, under a contract with the National Aeronautics and Space Administration.
Artist's rendering of dwarf planet MakeMake, discovered around Easter 2005. Unlikely to gain acceptance their nickname Easterbunny, the discoverers named it for the god of humanity in the mythology of Easter Island
Answer to Trivia Question
The answer is a. Geoffrey Chaucer.
"See yonder, lo, the Galaxyë Which men clepeth the Milky Wey, For hit is whyt."
—Geoffrey Chaucer. The House of Fame, c. 1380
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St. Nicholas C of E Primary School
English Policy
Our Vision Statement
"To maximise the learning potential of every pupil within the love of God."
Date reviewed:
September 2020
Reviewed by:
R. Horsfield, L. Fletcher, S. Jordin & D. Edmonds
Approved by Headteacher: October 2020
Date of next review:
Autumn 2023
Contents
Statement of intent
1. Legal Framework
2. Role and responsibilities
3. Teaching and learning
4. Assessment and reporting
5. Cross-curricular links
6. Equal opportunities
7. Monitoring and review
Statement of intent
Sound English skills are essential for progress across the curriculum and to prepare pupils effectively for tasks of adult life.
All teachers have a responsibility to develop pupils' competence in reading, writing, speaking and listening in their own subjects and to ensure that pupils become competent users of language, and can access the curriculum effectively and achieve their potential.
St Nicholas School:
- Recognises the effect that a confident, fluent and coherent understanding of English will have on a pupil's progress, both inside and outside of the school environment.
- Understands how a strong grounding in English will impact the future learning and development of a pupil in all aspects of their life
- Provides a balanced and broad curriculum which encompasses writing practice, including handwriting, spelling, widening vocabulary, and writing for different styles, purposes, and audiences, as well as focussing on spoken English, reading, grammar and pronunciation.
- Ensures that all staff members are aware of planning, assessment, teaching and learning requirements for the English curriculum.
- Ensures that all pupils know how to plan, practise and evaluate their work.
- Ensures that all pupils understand all elements of English, as per the national curriculum.
At Key Stage One (Years 1 and 2), children should begin to read and write independently and with enthusiasm. They should use language to explore their own experiences and imaginary worlds. They should be able to write their own narratives independently. They should develop a love of reading and be able to understand the books they read and the books read to them.
At Key Stage Two (Years 3-6), children should learn to change the way they speak and write to suit different situations, purposes and audiences. They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works.
Regular reports are made to the Governors on the progress of English provision.
1. Legal framework
1.1 This policy has been created with regard to the following statutory guidance:
- DfE (2013) 'English programmes of study: key stages 1 and 2'
- DfE (2017) 'Statutory framework for the early years foundation stage'
2. Roles and responsibilities
2.1 The headteacher is responsible for:
- Appointing appropriate subject leaders
- Completing a risk assessment.
- Ensuring that effective health and safety procedures are in place.
2.2 The subject leaders are responsible for:
- Encouraging staff to provide effective learning opportunities for pupils.
- Organising the deployment of resources and carrying out an annual audit of all related resources.
- Help to expand on colleagues' areas of expertise in English.
- Liaising with teachers across all phases.
- Communicating developments in the subject to all teaching staff and the senior leadership team (SLT), as appropriate.
- Leading staff meetings and providing staff members with the appropriate training.
- Organising, providing and monitoring CPD opportunities regarding English skills.
- Ensuring common standards are met for recording and assessing pupils' performance.
- Advising on the contribution of English in other curriculum areas, including cross-curricular and extra-curricular activities.
- Collating assessment data and setting new priorities for the development of English in subsequent years.
2.3 The classroom teacher(s) is/are responsible for:
- Ensuring progression of pupils' English skills, with due regard to the national curriculum.
- Acting in accordance with this policy.
- Planning lessons effectively, ensuring a range of teaching methods are used to cover the content of the national curriculum.
- Liaising with the subject leaders about key topics, resources and support for individual pupils.
- Monitoring the progress of pupils in their class and reporting this on an termly basis.
- Reporting any concerns regarding the teaching of the subject to the subject leader or a member of the SLT.
- Undertaking any training that is necessary in order to effectively teach English.
2.4 The special educational needs coordinator (SENCO) is responsible for:
- Liaising with the subject leader in order to implement and develop specialist English-based learning throughout the school.
- Organising and providing training for staff regarding the English curriculum for pupils with special educational needs and disabilities (SEND).
- Advising staff on how best to support pupils' needs.
- Advising staff on the use of teaching assistant (TAs) in order to meet pupils' needs.
- Advising staff on the inclusion of English objectives in pupils' individual educational plans.
2.5 The pupil is responsible for:
- Ensuring they complete work on time and to the best of their ability.
- Ensuring they behave in accordance with the school's Code of conduct.
3. Teaching and learning
- The English curriculum is delivered daily.
- Grammatical errors are corrected on written work by classroom teachers, and discussed orally with pupils where necessary.
- Classroom teachers will use high-quality resources which effectively model English skills and demonstrate good practice.
- Pupils will be encouraged, by their classroom teachers, to discuss their English skills with their peers and with the whole class before beginning their written work.
- In regards to handwriting, writing frames and scaffolds will be provided for pupils who are less confident, in order to develop their handwriting skills.
- Pupils will be given sufficient time to discuss, plan and edit their work.
- To broaden pupils' vocabulary and improve understanding, a range of relevant teaching methods will be implemented by classroom teachers.
- Classroom teachers will encourage the development of speaking and listening through activities within each English lesson.
- Systems such as 'collaborative group work' structures are to be used to ensure active participation in group and class discussions.
- Pupils will be provided with checklists to self-assess their work and the work of peers, so they can share ideas and evaluate work effectively.
- The classroom teacher, in collaboration with the subject leader, will ensure that every pupils' needs are met by:
- Providing resources of differing complexity, according to the ability of the pupils.
- Setting tasks which can have a variety of responses.
- Utilising TAs to ensure that all pupils are satisfactorily supported.
4. Assessment and reporting
4.1 Pupils will be assessed and their progression recorded in line with the school's Assessment Policy.
4.2 Throughout the year, teachers will plan on-going creative assessment opportunities in order to gauge whether pupils have achieved the key learning objectives.
4.3 Assessments will be undertaken in various forms
4.4 Formative assessment, which is carried out informally throughout the year, enables teachers to identify pupils' understanding of subjects and inform their immediate lesson planning.
4.5 In terms of summative assessments, the result of end-of-year assessments will be passed to the relevant members of staff, such as pupils' future teachers, in order to demonstrate where pupils are at a given point.
4.6 Summative assessments are also used at the end of a unit of work. Teachers will make a judgement about the work of each pupil in relation to the national curriculum.
4.7 Standardised tests will be used to measure each pupil's attainment in all areas of English. These results will be compared with an 'average' for all pupils of that age.
4.8 Parents will be provided with a written report about their child's progress during the Summer term every year. These will include information on pupils' attitudes towards English and their progress. An opportunity will be provided for parents to discuss this report with the relevant teachers.
4.9 Verbal reports will be provided at parent-teacher interviews during the year.
4.10 The progress of pupils with SEND will be monitored by the SENCO.
5. Cross-curricular links
5.1 The English skills that are developed in English lessons are applied to and in every lesson that is conducted in accordance to the national curriculum. English skills make up the basis for all other future skills.
Mathematics:
- In regards to mathematics, English skills contribute greatly. EYFS students encounter patterns, spaces and shapes in English lessons.
- Further on in their development, pupils will learn a new and wider vocabulary which will include mathematic-specialist terms.
- Children in KS1 come across stories that involve rhymes that include counting and sequencing.
Science:
- Pupils are expected to engage in research during science lessons. English skills are used here for writing a range of reports, and for verbally explaining their findings to the class and to a teacher.
Humanitarian subjects:
- Humanitarian subjects include history, geography and religious studies. These subjects require a technical and subject-specific jargon. English skills will be utilised here when learning the new jargon.
- Researching is also required for these subjects, meaning that the register in which any work is written often needs to be adapted depending upon the task set.
Drama:
- English skills are fundamental for oral expression. Effective English skills will ensure a pupil feels confident taking part in group tasks and class discussion/performance.
ICT:
- Using computer software, such as Word, develops a pupil's understanding of jargon, lexicon, sentence structure and many grammatical rules.
6. Equal opportunities
6.1 All pupils will have equal access to the English curriculum.
6.2 Gender, learning ability, physical ability, ethnicity, linguistic ability and/or cultural circumstances will not impede pupils from accessing English lessons.
6.3 If English is an additional language (EAL), a TA will be allocated to the pupil to provide extra help where needed. Additionally, outside support can be offered to the pupil.
6.4 Where it is inappropriate for a pupil to participate in a lesson due to reasons related to any of the factors outlined above, the lesson will be adapted to meet the pupil's needs and alternative arrangements involving extra support will be provided where necessary.
6.5 Cultural and gender differences are positively reflected in lessons and teaching materials used.
7. Monitoring and review
7.1 This policy will be reviewed every two years by the subject leaders
7.2 The subject leaders will monitor teaching and learning in English, ensuring that the content of the national curriculum is covered across all phases of pupils' education.
7.3 A named member of the governing board will be briefed to oversee the teaching of English, and meets regularly with the subject leader to review progress.
7.4 Any changes made to this policy will be communicated to all teaching staff.
8. Conclusion
This policy is in line with other school polices and therefore should be read in conjunction with the following school policies:
- Teaching and Learning Policy;
- Marking policy;
- Assessment and Record Keeping;
- Special Educational Needs Policy;
- Equal Opportunities Policy;
- Computing Policy;
- Health and Safety Policy;
- Safeguarding Policy.
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SKETCHING & DRAWING – THE FOUNDATION OF ALL ART
with Brandon Schaefer
LESSON 1: MATERIALS, USING THE MATERIALS, AND SIMPLE LINES & SHAPES
SUPPLIES:
Blending Stumps, Pencil Sharpener
Strathmore
Toned Tan Sketchbook
80lb/118gsm
medium surface
Any size
Other Supplies:
Blending Stumps, Pencil Sharpener
Lyra Graduate
Graphite Pencils
Lyra Sandpaper Block
Lyra
Kneadable Eraser
Lyra Rembrandt
White Pastel Pencil
In this video we will be learning all the materials you will need to start sketching and drawing in your sketchbook. Try to simplify your materials as much as possible and only use what is necessary for you. It's too easy to become overwhelmed by an excess of materials, so it's best to avoid this if possible and keep it simple.
STEP 1:
Gather all your materials and begin by testing out your graphite drawing pencils. Use each pencil and start by drawing some simple lines. In this stage, we are only trying to understand the materials we have. See what kind of marks and lines each pencil makes and get a feel for how they feel when using them – each pencil is different.
2
STEP 2:
Begin testing all your other materials like erasers, blending stumps, pencil sharpener, and sandpaper block. Most importantly, spend a lot of time using your eraser and understand how much graphite it can lift off the page. The information you gather at this stage will be important for all future sketches and drawings you do.
STEP 3:
Try creating a simple gradient from a very light value all the way to a very dark value using only 1 pencil. Do this with a few different pencils and observe how different each pencil responds. Some pencils can go quite dark while others are only meant to create lighter lines. Use the numbers and letters on each pencil to understand the scale of darkness and softness (8B, 7B, 6B, etc.) all the way to the very hard and light pencils (2H, 3H, 4H, etc.).
LETTERS:
NUMBERS:
B = Black
H
= Hard
H = The higher the H number the lighter the shade
B = The higher the B number the darker the shade
F = Fine Point
HB = Hard Black
STEP 4:
Test your pressure sensitivity by drawing simple lines which start off very light and as you're drawing the line, increase the pressure to draw a darker line. Also try doing the reverse – dark to light. Having this level of control and sensitivity is very important for sketching and drawing. Most of the time, we want to keep our lines toward the lighter side. These lines are easier to erase and work with.
3
STEP 5:
Now try exploring simple shapes like triangles, squares, rectangles, and circles. Be sure to create imperfect polygons as well. Look around the room and find simple objects and begin to understand what simple shapes can create these objects. Draw them on the paper.
4
STEP 6:
Lastly, draw many simple shapes which are made up of curved and straight lines combined. These shapes will look more organic than the shapes in Step 5. We want to get used to drawing all kinds of shapes, lines, and curves so spend a lot of time drawing many shapes. Take your time and don't rush. Have fun and enjoy the process. | <urn:uuid:e88f51c1-1cda-4b02-9a22-9eea91b9d717> | CC-MAIN-2022-33 | https://strathmoreartiststudio.com/files/content/2022/workshop_3_2022/instructions/strathmore_2022-w3_l1.pdf | 2022-08-09T19:51:19+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571086.77/warc/CC-MAIN-20220809185452-20220809215452-00659.warc.gz | 513,904,060 | 727 | eng_Latn | eng_Latn | 0.917334 | eng_Latn | 0.996942 | [
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Summarised inspection findings
Kingsland Primary School Nursery Class
Scottish Borders Council 12 June 2018
Key contextual information
The nursery class is based in an attractive self-contained wing of the main school building. It is registered for 30 children attending at any one time. At the time of inspection there were 55 children on the register. Children, aged three to five years, attend for AM or PM sessions. A senior nursery nurse leads the team with senior leadership input from a depute head teacher (DHT).
1.3 Leadership of change
good
This indicator focuses on working together at all levels to develop a shared vision for change and improvement, which reflects the context of the setting within its community. Planning for continuous improvement change should be evidence-based and clearly linked to strong self-evaluation. Senior leaders should ensure that the pace of change is well judged and appropriate to have a positive impact on outcomes for children. The themes are:
n developing a shared vision, values and aims relevant to the setting and its community
n strategic planning for continuous improvement
n implementing improvement and change
n There is a shared vision, values and aims across the nursery and school, with a mission statement created specifically for the nursery. Practitioners demonstrate their commitment to the collective vision and strive to take account of their aims in providing high quality early learning and childcare (ELC). There is a need, over time, to ensure that the current vision, values and aims remain relevant to the nursery class and are in line with current thinking and best practice.
n Practitioners demonstrate an enthusiastic and professional approach to their role, both collectively and as individuals. Following a period of staffing change, practitioners show commitment and a sense of collective responsibility in taking forward improvements across the setting. Practitioners work well together as a team and are ably led by the senior nursery nurse. The team have benefited from on-going support from the local authority visiting early years teacher, alongside support from the DHT with responsibility for the nursery class.
n The school improvement plan contains appropriate priorities for the nursery and the development of these are clearly evident in practice. The use of national guidance, research and thinking is increasingly supporting the team to take forward their practice. Professional learning has supported practitioners to develop their understanding of how quality learning in literacy and numeracy can be provided. Opportunities for practitioners to develop their own skills and responsibility in taking forward identified priorities from the improvement plan should now be explored.
n Leadership at all levels is developing across the setting with an effective system to monitor improvements and change. This is supporting practitioners to develop a sense of achievement. Opportunities for the team to visit local ELC settings, attend local authority training and participate in local partnership meetings have been welcomed by all. This is broadening and deepening the understanding of the team. The increased opportunity for professional dialogue with colleagues has supported practitioners to make well-informed changes. Moving forward the direction and pace of change needs to be delivered in a way that ensures it remains manageable but supports the setting to provide the highest quality ELC in line with current thinking.
n Practitioners are reflective in their practice and want to do their best to make continuous improvements to the quality of children's learning. The use of national frameworks to support self-evaluation is at the early stages of robustly supporting improvements. Practitioners now need to build on the positive start made to using How good is our early learning and childcare? The team should continue to develop a more robust and planned approach to self-evaluation in order to ensure they achieve and can measure their success. The senior leadership team need to take a more strategic approach to monitoring and evaluating the impact of changes on outcomes for children and families.
2.3 Learning, teaching and assessment
good
This indicator focuses on ensuring high quality learning experience for young children. It highlights the importance of a very good understanding of child development and early learning pedagogy. Effective use is made of observation to inform future learning and identify the progress made. Children are involved in planning for their own learning. Together these ensure children's successes and achievements are maximised. The themes are:
n learning and engagement
n quality of interactions
n effective use of assessment
n planning, tracking and monitoring
n Across the setting very positive relationships is a key feature. There is a strong, welcoming ethos, which supports children to feel safe and secure and develop confidence. Interactions between practitioners and children are consistently kind, caring and with a sense of humour and fun evident. The use of quality questioning promotes higher order thinking in most cases. Children are clearly valued and respected as individuals. Praise and encouragement is used appropriately and in a personalised way. Overall children engage very well in the experiences available and benefit from the arrangements for uninterrupted learning through free flow play indoors and outdoors.
n Over recent years there has been considerable development of the learning environment. As a result an aesthetically pleasing environment has been created with increasing independence being afforded to children. The shift in, and on-going development of pedagogy, has resulted in approaches such as child-initiated learning and the use of loose parts play are having a higher priority within the playroom. During such experiences children are observed to be highly engaged, demonstrate creativity and have a meaningful ownership of, and pride, in their learning. We discussed with practitioners how these successes could be built upon to ensure that the playroom and outdoors provide an even more enabled environment that supports independent learning and exploration.
n Floor books clearly demonstrate the range of interesting and stimulating learning experiences children have over time at Kingsland nursery class. As a result of professional learning, practitioners have developed new approaches to documenting child-initiated learning including the learning tree which focuses on an 'observe, plan, do, review' approach. Going forward, the best of both approaches should be identified and merged to ensure that planning for learning and its documentation is as meaningful as possible to children. This should have a clear focus on the promotion of depth and challenge in learning by establishing what children already know and what they want to learn next.
n As a priority for improvement, practitioners have correctly identified the need to develop and embed a language of learning with children, to support them to recognise and talk about their learning and achievements. We discussed with management how this could be supported including greater involvement of children, and families, in the documentation of learning and achievements, in a proportionate and manageable way. This should build on processes already established, such as learning journals and personal learning plans.
n The use of digital technologies is observed to support and extend learning, for example, the use of the internet to deepen understanding. As a result children have a good understanding of how the internet supports them to find out interesting information. Children enjoy using the interactive whiteboard and desktop computer to create their own drawings. Use of the
computer suite within the school provides children with opportunities to use digital technologies, alongside familiarising themselves with the wider school environment. Children are being well supported to develop and apply particular skills such as mouse control and how to save and print documents.
n Practitioners recognise that there is scope to develop the consistency of the quality of observations of children's learning. These should reflect and record more rigorously the knowledge practitioners have of children as individuals and as learners. This will, in turn, help inform future planning for learning through the identification of clear, focused next steps. This should also contribute to the robust completion of systems that have been introduced to track children's progress over time. The effectiveness of these systems is being monitored to ensure appropriate implementation and this should now involve a more probing and strategic overview
2.2 Curriculum: Learning pathways
n Practitioners have a well-developed understanding of child development. They recognise that, to best meet the needs of all children, they now need to explore and develop further their understanding of earlier developmental stages. This could include Pre Birth to Three guidance and schematic play. Given the range of developmental stages evident within the setting, it would also be useful to explore the national Benchmarks for curriculum areas, to support the needs of children who are capable of more challenge.
n There is scope for the promotion of literacy and numeracy to be even more explicit, for example, through routines and real-life contexts. We discussed with practitioners how this could be taken forward through a model of distributed leadership.
n Over the last few years, progress has been made in developing an early learning pedagogy that better reflects current thinking. This shared vision continues to develop and be fully and confidently implemented. As this continues to progress, consideration should be made to shifting the focus of a few experiences. Practitioners also recognise the gradual approach required to resourcing the setting to deliver the refreshed pedagogy, for example, a shift in focus from plastic to natural materials.
n Transitions into the setting are well planned and are personalised to meet the needs of individuals. To ensure consistency of experience and progression in learning, consideration could be made to developing stronger links with settings where children attend on a split placement. There is scope to build on arrangements to support transitions into primary one. This should include the development of on-going and progressive connections across the early level, for example, curricular programmes such as physical education. Overall there is considerable potential for the development of a shared pedagogy across the early level at Kingsland Primary School. This needs to have a clear focus on the promotion of continuity and progression in learning.
2.7 Partnerships : Impact on children and families – parental engagement
n Partnerships with parents and families are constructive and well supported by the very positive relationships evident. Stay and play sessions provide a valued insight into children's experiences in the setting. Parents lead the preparations for the Peebles Beltane festival. There is scope to capitalise on these positive relationships and the active parental body, to develop family learning and increased involvement in supporting children's learning, for example through the use of learning journals. Over a quarter of parental responses to inspection questionnaires suggested that they would like more information about children's learning and how this can be supported at home.
n There are positive examples of parents, family members and friends of the setting sharing their occupations and interests, for example bee-keeping and bagpipe playing. In order to support and extend children's learning and provide opportunities to learn in real-life and meaningful contexts, there is scope to build on partnerships in the local community such as Peebles Can. This could also have a focus on developing an awareness of the world of work.
2.1 Safeguarding
n The setting submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate. In addition, inspectors examined a sample of safeguarding documentation. At the time of the inspection, there were no identified areas for development.
3.1 Ensuring wellbeing, equality and inclusion good
This indicator reflects on the setting's approach to children's wellbeing which underpins their ability to achieve success. It highlights the need for policies and practices to be well grounded in current legislation and a shared understanding of the value of each individual. A clear focus on wellbeing entitlements and protected characteristics supports all children to be the best they can be and celebrates their successes and achievements. The themes are:
n
wellbeing
n fulfilment of statutory duties
n inclusion and equality
n The warm and very welcoming ethos supports children to feel safe and secure in their environment. Relationships across the setting are very positive, which result in a relaxed and happy atmosphere. Practitioners know individual children very well which ensures continuity in their care and learning. Mutual respect is evident between practitioners, children and families. Practitioners are responsive in their interactions and, children readily approach them when they require help and support. Overall children's behaviour is observed to be positive and appropriate to their age and stage of development. Practitioners should continue to promote positive behaviour through positive relationships.
n The national wellbeing indicators of Getting it right for every child (GIRFEC) are referenced by practitioners when planning for individual children. Practitioners and children are at the early stages of using the language of the wellbeing indicators across all aspects of their work. A shared understanding of what it means to be safe, healthy, active, nurtured, achieving, responsible, respected and included should be developed across the setting. This would promote the language of wellbeing and, further support the development of positive outcomes for children and families in their community. We discussed with the team ways in which this could be done in a developmentally and meaningful way.
n Practitioners listen carefully to what children say and respond thoughtfully through their interactions and daily dialogue. This is increasingly evidenced through refreshed approaches to recording planning for children's learning. The team should now continue to provide developmentally appropriate opportunities for meaningful consultation with children to strengthen the child's voice. Examples could include full implementation of the review of learning.
n Children are observed to be happy and confident in their environment and are developing friendships with their peers. Outdoor learning encourages children to be healthy, active and develop a range of skills as they run, jump, balance and climb. The opportunity to share and take turns with their peers is evident as they explore the loose parts area. As planned, practitioners should continue to develop the outdoor space for children.
n Children enjoy a range of healthy snacks and take responsibility for ordering the shopping online. They are developing their personal hygiene skills and are observed to be becoming increasingly independent as they dress themselves for outdoors. Opportunities for children to take a leadership role should be implemented to provide opportunities to develop a wider range of skills.
n Overall, statutory duties are met. It would be useful for management to consolidate their understanding of the full range of statutory duties relevant to early learning and childcare. This includes the legislative requirements surrounding personal plans.
n Practitioners identify where children may benefit from additional support in their learning and respond in a sensitive and caring manner. Partnership working is evident between families, the setting and outside agencies, for example, speech and language therapy. As a result children benefit from effective multi-agency support that is focused on, and successful in, meeting their individual needs. There is scope for record keeping to be streamlined to ensure that information about individual children is current and succinct.
n All children and families are treated with respect and in a fair and just manner. The team should continue to explore how they can engage children and parents in relevant and meaningful learning about diversity and equality. As discussed practitioners should continue to explore gender in more depth, ensuring potential stereotypes are consistently recognised and challenged.
3.2 Securing children's progress
good
This indicator relates to the development and learning of babies, toddlers and young children. It requires clear understanding of early learning and development and pedagogy. It reflects the integrated way young children learn and the importance of experiences and development happening on an individual basis within a supportive, nurturing and stimulating environment. High quality early learning and childcare contributes significantly to enhancing children's progress and achievement as they grow and learn. It can benefit all children by closing the attainment gap and ensuring equity for all. It is about the holistic nature of development and learning ensuring these foundations are secure in order to achieve future attainment success. The themes are:
n progress in communication, early language, mathematics, and health and wellbeing
n children's progress over time
n overall quality of children's achievement
n ensuring equity for all children
n Overall most children are making good progress in communication and early language. In group activities, children listen well and are keen to share their personal experiences. Children chose to spend time exploring books, both independently and with an adult. They enjoy listening to stories being read to them and take pride in sharing favourite books from home. Through the use of a range of stories, rhymes and songs children have explored Scottish words and their meaning. A focus on traditional nursery rhymes is supporting children to identify rhythm and rhyme in language. A few children demonstrate a keen interest in exploring early writing and enjoy the challenge of writing new and less familiar words. Overall children could be developing and applying skills more across their learning, both indoors and out, for example in meaningful contexts such as routines.
n In numeracy and mathematics most children are making good progress. Children are observed to identify readily colours and shapes in their play. They show a well-developed awareness of number with a minority confidently counting and identifying numerals beyond 10. Most children use mathematical language appropriately in a range of contexts including describing weight, length and quantity. There is scope for children to apply their developing skills across a range of meaningful contexts including role-play and real-life situations. Practitioners have identified correctly that children's skills in numeracy and mathematics could be stronger. They have a good understanding of how this can be taken forward.
n Through a range of learning experiences, most children are making good progress in their understanding of health and wellbeing. They recognise healthy food choices and are able to discuss what a balanced diet involves. Children enjoy energetic activity and benefit from input from the physical education specialist teacher. They learn about the importance of warming up and can describe the benefits of exercise. We discussed with practitioners the benefits of exposing children to more risky play to support them to recognise and manage risk in a safe way. Almost all children are observed to have a well-developed awareness of each other with particular friendships becoming evident. This could be developed further through supporting the development of an awareness of emotional intelligence.
n During the inspection children became engrossed in the creation of a wormery that they built, resourced and cared for. Such a positive example of children leading and directing their own learning demonstrates the level of engagement and sustaining of interest that they are capable of and this should be built on.
n From the assessment information available and inspection activity, evidence suggests that children are making good progress over time. Practitioners now need to ensure that collated assessment information robustly demonstrates the progress all children are making as a result of their experiences at Kingsland nursery class.
n Achievements from home are captured via a display which families contribute to. As discussed, there is scope for parents and families to play an even greater role in contributing to learning journals to ensure progress in learning and achievements beyond the setting are consistently captured.
n We discussed with practitioners how children could contribute more fully to the school and wider community and as global citizens. This could also provide increased opportunities for children to develop and apply skills in real-life and meaningful contexts.
n The well-established supportive and inclusive ethos promotes equity. Potential barriers to learning are readily identified and addressed including through referral to other agencies. Knowledge of the context of the setting could now be supported further through the use of a wider range of information and data and on-going evaluation of the success of interventions.
Choice of QI: 1.2 Leadership of learning
n Professional engagement and collegiate working
n Impact of career-long professional learning (CLPL)
n Children leading learning
n Across the setting there is a strong ethos of professional engagement and collegiate working. Practitioners work collaboratively with children, parents and partners to secure improved outcomes for children and families. Practitioners engage with local settings, learning from best practice and professional dialogue with colleagues. The role of the senior nursery nurse is established and she plays a key role in the leadership of learning. She has built, and maintains highly effective relationships and has played a key role in the establishment of a professional, strong team. Moving forward, there is scope for all members of the team to strengthen their role in the leadership of learning.
n Practitioners have engaged in a range of professional learning opportunities, individually and as a team to support their own professional development. Pedagogical leadership training is supporting the senior nursery nurse to develop her skills and knowledge as a leader. This is creating an increasing confidence and supporting continued improvements in practice. Practitioners have recently engaged in a range of professional learning opportunities that link appropriately to identified improvement priorities. The team have begun to reflect upon their professional learning and are helpfully recording this through the development of a floor book.
n Planning for learning takes good account of children's interests and ideas. We discussed with practitioners the potential for children to have increased opportunities to independently lead their own learning. This should build on the developing pedagogy and be based on an increasingly enabled environment.
Explanation of terms of quality
The following standard Education Scotland terms of quality are used in this report:
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Peace Education Scotland
Nuclear Weapons and Ukraine
The invasion of Ukraine by Russia has raised questions on issues surrounding nuclear weapons. Ukraine was formerly a nuclear power, and some think the conflict could still escalate into a worldwide nuclear war. Even without the use of such weapons, concern has been caused by the invasion of the Chernobyl nuclear reactor Exclusion Zone, along with other nuclear plants still operating in a war zone.
We aim to answer questions asked by young people, providing references to assist teachers, and stimulate discussion on the issues.
Q: Could the UK and Scotland be sucked into a nuclear war?
A:
.
Since the 1960s the USA and Russia, formerly the 'Soviet Union' have had enough nuclear weapons to destroy the whole world many times over. For 60 years the truthful answer to the above question is 'maybe'. What has kept us safe for the last 60 years is a contested question Some say that countries continuously communicating through the United Nations has been the key to avoiding a nuclear war.
Others say the threat of mutual destruction by countries in a nuclear war is enough to stop a country using them.
The UK's 'Trident' nuclear weapons are carried on submarines based at Faslane, 25 miles from Glasgow. In the past it has been revealed that their primary target was Moscow, and Faslane was a probable target for nuclear attack by Soviet Russia.
References:
*1+ 'Russia's Lavrov: Do not underestimate threat of nuclear war', Reuters (2022) https://www.reuters.com/world/russia-says-western-weapons-ukraine-legitimate-targetsrussian-military-2022-04-25/
*2+ 'CIA director: US can't 'take lightly' possibility of Russia using nuclear weapons', TheHill.com (2022) https://thehill.com/policy/defense/3267819-cia-director-us-cant-takelightly-possibility-of-russia-using-nuclear-weapons/
[3+ 'The nuclear mistakes that nearly caused World War Three', BBC (2020) https://www.bbc.com/future/article/20200807-the-nuclear-mistakes-that-could-have-endedcivilisation
[4+ 'Why Are We Still Building Nuclear Weapons? Follow the Money', Forbes (2021) https://www.forbes.com/sites/williamhartung/2021/08/10/why-are-we-still-building-nuclearweapons----follow-the-money/
[5] UK Ministry of Defence 'Nuclear Deterrence Factsheet', the UK government position https://www.gov.uk/government/publications/uk-nuclear-deterrence-factsheet *6+ The British Bomb and NATO', SIPRI (2015)
https://www.sipri.org/sites/default/files/files/misc/NATO-Trident-Report-15_11.pdf
1
Q: Would Russia have invaded if Ukraine still had nuclear weapons? A:
That question only makes sense if Ukraine could have held on to the nuclear weapons the former Soviet Union had based there in the first place.
The State of Ukraine was set up in 1991 when it and others were allowed to break away from the Soviet Union. Had the new Ukrainian state tried to keep nuclear weapons based there, the Russian Federation (successor state to the Soviet Union), would have invaded Ukraine in 1991 to remove them.
A Russian Invasion of Ukraine in 1991 would have been very different from the invasion of 2022. Bear in mind that most of the troops in the nuclear bases were Russian troops loyal to the new Russian Federation (as were large numbers of the sailors in the ships of the new Ukrainian Navy). All of the countries of the United Nations (notably the other four permanent members of the Security Council) had agreed to the removal and disposal of the Soviet nuclear weapons. The new Ukraine in 1991 would have had no allies to try and hold on to the Soviet nuclear weapons based in their territory.
References:
There are plenty of analysts with well-considered opinions. The following link makes clear several practical difficulties, as well as the security threat owning these weapons creates: *1+ 'Despite the Threat it Faces, Ukraine Was Right to Give Up its Nuclear Weapons' GMFUS.org (2022) https://www.gmfus.org/news/despite-threat-it-faces-ukraine-was-right-give-itsnuclear-weapons
The next link examines the decision to give up nuclear weapons in Ukraine. At present there are no reliable sources that state Ukraine should have kept nuclear weapons:
*2+ 'Ukraine's nuclear lesson: Don't trust Russia's security 'guarantees'' Politico (2022) https://www.politico.eu/article/ukraines-nuclear-lesson-with-russia-written-guarantees-canbe-worth-little/
Below is a link with a full timeline of the events leading up to the Russian invasion, from the 1990 Ukrainian declaration of sovereignty, which states it would not "accept, produce, or acquire nuclear weapons".
*3+ 'Ukraine, Nuclear Weapons, and Security Assurances at a Glance' Arms Control Association (2022) https://www.armscontrol.org/factsheets/Ukraine-Nuclear-Weapons
Q: What is likely to happen next?
A:
The current war in Ukraine is likely to continue with more death and destruction until both sides negotiate a settlement that neither will be completely happy with - in other words a compromise.
References:
* Harvard Law school is one of the world's most respected education institutions. They have a program on negotiation and resources on conflict resolution:
https://www.pon.harvard.edu/category/daily/conflict-resolution/
peaceeducationscotland.org
2
* Edinburgh's Peace and Justice Centre has produced material for Primary Schools addressing conflict resolution https://peaceandjustice.org.uk/new-peacebuilders-video-resource-forprimary-schools/
Q: Could we survive a nuclear war?
A:
This question is addressed in 'Nuclear Explosions' a resource we have made available at peaceeducationscotland.org; in addition a very good animated video is available from: 'Kurzgesagt – In a Nutshell' here: https://www.youtube.com/watch?v=5iPH-br_eJQ
Q: What is the difference between tactical and strategic nuclear weapons? Can 'low-yield' nuclear weapons actually be used in the battlefield? A:
These questions are addressed in an article by US Military magazine 'Task & Purpose' on the dangers of nuclear escalation:
'Why there's no such thing as 'tactical' nuclear weapons' Task & Purpose (2020)
https://taskandpurpose.com/analysis/no-tactical-nuclear-weapons/
Q: Is it moral to use a nuclear weapon to 'end' a war?
A:
This question is addressed in Peace Education Scotland's resource on 'Morality', available here: https://www.peaceeducationscotland.org/docs/morality.pdf
Other resources from Peace Education Scotland
The following are links to relevant PDFs, Powerpoints and short videos we have produced:
All resources https://www.peaceeducationscotland.org/resources/
'Environmental Costs of Nuclear Weapons'
https://www.peaceeducationscotland.org/docs/nuclear-environment-booklet.pdf
'Nuclear Winter' (mentions consequences of a 'small scale' nuclear war)
https://www.peaceeducationscotland.org/docs/environment-nuclear-winter.pdf
'Survivor's Stories' PDF and Powerpointpeaceeducationscotland.org/docs/survivors-storiespresentation.pptx
Resources from the Bulletin of Atomic Scientists
The Bulletin covers scientific research, foreign policy, and public engagement through their journal and the 'Doomsday Clock'.
Ukraine coverage (2022) https://thebulletin.org/tag/ukraine/
'Ukraine building a nuclear bomb? Dangerous nonsense' thebulletin.org/2022/03/ukrainebuilding-a-nuclear-bomb-dangerous-nonsense/
'Four unanswered questions about the intersection of war and nuclear power'
https://thebulletin.org/2022/04/four-unanswered-questions-about-the-intersection-of-warand-nuclear-power/
peaceeducationscotland.org
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Western Lowland Gorilla
Scientific Name: Gorilla gorilla gorilla
Class: Mammalia
Order: Primates
Family: Hominidae
Western lowland gorillas are the largest of the great apes. They are sexually dimorphic with males weighing on average 374 pounds while females weighing on average 154. Adult males are called silverbacks due to a streak of silver hair that runs the length of their back from their shoulders to rump. Adult males also have a prominent sagittal crest, a large protrusion on the top of their head which is made of the skull, connective jaw muscles and fatty tissue. Gorillas have dark brown to black hair and black skin, with bare faces, hands, feet and chests.The population is estimated at 130,000, although it is declining due to human induced habitat loss and degradation, disease and hunting for the bushmeat trade.
Range
Western lowland gorillas are found in Central African Republic, Equatorial Guinea, Gabon, Republic of Congo, Angola, Cameroon, and the Democratic Republic of Congo.
Habitat
The western lowland gorilla inhabits lowland tropical forests and swamp forests.
Gestation
Gestation in the western lowland gorilla lasts about 8.5 months (on average 256 days).
Offspring
Western lowland gorillas give birth to one offspring at a time, though rare instances of twining have occurred.
Behavior
Although western lowland gorillas are primarily terrestrial, like other primates they are capable of climbing. Surface locomotion is quadrupedal, with the soles of the feet and the middle phalanges of the fingers placed on the ground during locomotion. Gorillas are social, living in groups. When two groups meet they may ignore each other, temporarily associate, or express hostility. Groups can range from 2 to 30 in number and are commonly composed of an adult male, several adult females and their immature offspring. Males who are unable to acquire females will either form all male groups, referred to as bachelor groups, or will live alone. Gorillas communicate through a combination of vocalizations (including grunts, rumbles, whimpers, whines, and play chuckles), gestures and body posturing.
Reproduction
There is no evidence of a breeding season for western lowland gorillas, and females give birth once every 3½ to 4½ years unless the infant dies. The estrous cycle lasts 26 days, with estrus being 1 to 3 days. Physiologic sexual maturity is 8 years for females and 10 for males, although breeding does not usually occur until 10 in females and 15 in males. Females will often give birth to only 2-3 offspring in her lifetime.
Wild Diet
In the wild gorillas have a diverse diet of 180 species of plants. From these plants gorillas will consume bark, fruit, flowers, herbs, leaves, pith, roots, seeds, shoots and stems. In addition, wild gorillas have been observed to consume ants and termites. | <urn:uuid:ac59f938-a7f9-4c8e-a89d-780b418ba9b2> | CC-MAIN-2022-33 | https://resourcelibrary.clemetzoo.com/Download/PDF?fileName=Gorilla%2C%20Western%20Lowland.pdf | 2022-08-09T20:22:30+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571086.77/warc/CC-MAIN-20220809185452-20220809215452-00664.warc.gz | 445,456,409 | 635 | eng_Latn | eng_Latn | 0.995535 | eng_Latn | 0.995535 | [
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Mark zucker
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Why Do Math Homework for Middle Schools Matter?
Why Do Math Homework for Middle Schools Matter? As a middle school student, it is no secret to you that the majority of the great teachers at that level (if not all of them) understand that mathematics is a definitive subject for students to learn. Hence they look to teach middle and high school scholars how to learn it comprehensively rather than exhaustively. Since there are real-life applications of the concepts taught in calculus,approximately five- and six-year-old, it is inevitable that somewhere in their academic life, they encounter a topic that is challenging for them to grasp and comprehend. They find that it very hard because it makes them feel like they are no where to put their brain when it comes to solving the problem. Subsequently, the introductory phase of algebra is the gateway through which students progressively refine themselves on the fundamental concept. A correct answer to the above question may look like something that you cannot adequately explain in class. Therefore, after grade seven, it is common for students to turn to a program that specializes in that kind of arithmetic. The goal of algebra is to give understudies deep insight into the ideal way to absorb information, evaluate it, and solve the numerical problems that are usually associated with those subjects. Benefits of Using Math Homework Software There are several advantages that a scholar can accrue from using a particular math homework program. The first advantage is that it is fast and has no limit on the number of times an undergraduate learner might ask for assistance with their assignment. Additionally, it allows the instructor to track and receive feedback on the quality of work that has been delivered. The other benefit is that if you submit a polished paper, your teacher will be able to show you how far she has gotten in that topic. This means that if you were not keen on either of the answers, or the sections of the homework that are unclear, a fifth party, more often than not, will be interested in seeing if you could generalize the result. Another great thing about math homework is that it uses an algorithm to determine the percentage of appropriate sources to use. As a result, if a professor notices that you made a decent statement, they will be much more willing and eager to have a second opinion. It Helps You to Understand Noting Assignments When it comes to grading, a teacher will take sufficient time to assess every single task that a scholar has done. They will, in return, measure the areas that are most difficult and the weak ones. Based on these assessments, the best strategy to care for an upcoming exam will be to consider the exact points that the student should be expecting from that paper. | <urn:uuid:e3a4c41c-790c-4dea-b078-325e66b15d40> | CC-MAIN-2022-33 | https://managementmania.com/en/blog/mark-zucker/why-do-math-homework-for-middle-schools-matter.pdf | 2022-08-09T20:46:12+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571086.77/warc/CC-MAIN-20220809185452-20220809215452-00661.warc.gz | 371,244,863 | 566 | eng_Latn | eng_Latn | 0.999292 | eng_Latn | 0.999292 | [
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Author: DWA
Date: September 2021
GREAT PARK ACADEMY CURRICULUM POLICY
Rationale – the aims of our curriculum:
Provide children with an introduction to the essential knowledge they need, empowering them to be educated and responsible citizens
- Enable children to retain and apply this essential knowledge
- Build upon prior knowledge to maximise the progress made by all children
- Inspire children to become life-long learners
- Create a culture of high aspiration through challenging content and therefore pride in achievement
- Promote the spiritual, moral, social and cultural development of children, including fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs and for those without faith
- Provide opportunities for developing self-confidence, self-awareness, independence, creativity, respect and resilience in children
- Promote knowledge and understanding of how children can keep themselves safe and healthy
- Develop children's numeracy, literacy and oracy, including the sustained expansion of their Vocabulary
Legislation and guidance
This policy reflects the requirements for academies to provide a broad and balanced curriculum as per the Academies Act 2010, and the National Curriculum programmes of study which the school has chosen to follow.
It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education's Governance Handbook.
Roles and Responsibilities
Governance
The Local Advisory Group will monitor the effectiveness of this policy and hold senior leaders to account for its implementation. The Local Advisory Group will also ensure that:
- A robust framework is in place for setting curriculum priorities and aspirational targets
- The school is complying with its funding agreement and teaching a "broad and balanced curriculum" which includes English, maths, and science, and enough teaching time is provided for pupils to cover the requirements of the funding agreement
- Proper provision is made for pupils with different abilities and needs, including children with special educational needs (SEND)
- The school implements the relevant statutory assessment arrangements
- It participates actively in decision-making about the breadth and balance of the curriculum
- Pupils, from Year 7 onwards, are provided with independent, impartial careers guidance and that this is appropriately resourced
Senior Leaders
Senior leaders are responsible for ensuring that this policy is adhered to, and that:
- All required elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school
- The amount of time provided for teaching the required elements of the curriculum is adequate and is reviewed by the governing body
- They manage requests to withdraw children from curriculum subjects, where appropriate
- The school's procedures for assessment meet all legal requirements
- The Local Advisory Group is fully involved in decision-making processes that relate to the breadth and balance of the curriculum
- The Trustees are advised on whole-school targets in order to make informed decisions
- Proper provision is in place for pupils with different abilities and needs, including children with SEND
- Effective long-term planning is undertaken in all subject areas, and the curriculum information on the website is up to date
- Effective medium term planning is undertaken in all subject areas, in the form of schemes of work which support the aims of our curriculum and are in line with whole-school expectations
- Staff are aware of and follow those schemes of work
Curriculum Implementation
The curriculum at Great Park Academy is broad, balanced, enriching and challenging, and is based on the National Curriculum programmes of study. It provides opportunities for children to achieve their potential and to fulfil their aspirations by encouraging high expectations and excellent standards of academic achievement and pupil progress. Our intake is very diverse in terms of social, cultural and ethnic background, and ability range. To meet the very differing needs of our students, we offer a range of enrichment programmes for groups of students (such as Pupil Premium, Gifted and Talented and SEND).
Our Enrichment Curriculum, provides opportunities to broaden horizons and learning experiences. We ensure access to an extensive range of extra-curricular activities to support our curriculum, and this is enhanced with an annual Enterprise and Activities Week, for all pupils. Intervention sessions complement the curriculum to ensure that all children are supported in achieving their full potential.
Our curriculum positively promotes the personal development, behaviour and well-being of pupils and provides the support needed for children to advance to the next stage of their education and helps equip them for the demands of life in the 21st Century.
Curriculum Structure
At Great Park Academy, there are 30 periods per week, each lasting 50 minutes with an additional 25 minutes at the start of each day for tutorial time, intervention and assemblies. All students receive the same curriculum entitlement unless a more personalised approach to the curriculum is more beneficial to the individual by enhancing their personal and social development (such approaches are organised only in exceptional circumstances and with the agreement of parents/carers).
Students will be set in English and Maths, as they progress through the school, to allow for appropriate challenge and support in these core subject areas. Whenever possible, we encourage literacy and numeracy links to be made across other areas of the curriculum, and through the use of Accelerated Reader, Rapid Readers, Timetables Rockstars and regular reading sessions, promote a love of reading and numeracy across the school.
We work closely with feeder schools to ensure that learning is seamless and sequenced, building on strengths whilst addressing gaps in knowledge. We also consider our local context in curriculum planning. These will be a core focus at the heart of our curriculum design. Any gaps in knowledge are identified through the use of assessments and question level analysis, which is then used to develop the curriculum and, therefore, inform the planning of lessons and where necessary, interventions.
Personal development is an important part of the curriculum at Great Park Academy. We recognise the importance of online safety and the education of this subject in keeping students safe. Online safety is delivered as both a discrete and stand-alone topic across many curriculum subjects and is further supported through the delivery of assemblies and talks by specialists in this area.
The teaching of British Values is evidenced throughout the curriculum and further supported through assemblies, school trips, visits and specialist workshops. This reflects the diverse make up of our school and supports students to understand their role in society and develop an appreciation of diversity and multi culturalism within Britain.
Our Enrichment Curriculum changes regularly and students are offered a range of opportunities (such as sports, performance arts and technologies), delivered by both GAP staff and external agencies. These sessions are also opportunities for students to socialise across the year groups.
RSE is taught and incorporates the new guidance. We want our pupils to have the knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. We also invite other health-care professionals into school and work closely with these bodies to ensure our RSE provision is tailored to our school context.
Assemblies are planned to be both informative and thought provoking so that students can reflect on issues that are both personal to them and their peers. Topical issues, celebrations and rewards are also an integral part of the assembly programme. Tutor groups are given the opportunity to plan and deliver an assembly of their choice which allows them to work collaboratively with their peers and helps to develop key skills such as public speaking. To support with transition into Key Stage 2, parents are invited into assemblies.
Key Stage 2 Curriculum
We aim to give our children the best possible start to their upper KS2 education, building on the skills and knowledge they acquire in first schools whilst preparing them for the next stage in their education. We offer a broad and balanced curriculum, which provides opportunities for children to learn both in and outside of the classroom using a variety of teaching styles and resources, developing independence, interest and resilience throughout the key stage. By laying the foundations of a love of learning and inquisitive nature, we are preparing our pupils to be successful both in the classroom and beyond. During the transition period, we work closely with our feeder school colleagues to develop our pupils' strengths and continue to build on these from Year 5 onwards.
All students follow the appropriate National Curriculum programmes of study. The subjects studied are English, Mathematics, Science, PSHCE, History, Geography, Music, Chinese, Art, Technology, PE, ICT, Drama and RE. Teaching is undertaken by a specialist team of Key Stage 2 teachers following the primary model with most subjects being taught by the class teacher. Key Stage 2 provision includes our "Enrichment Curriculum": one afternoon per fortnight when students follow a programme which aims to broaden horizons and instil greater confidence, whilst developing social, emotional and moral awareness.
The children are taught by their class teacher on a daily basis; this allows for smooth transition from feeder schools and builds a strong teacher-pupil relationship. We liaise regularly with our main feeder schools so that we have a sound knowledge of the children joining us. Homework is set regularly to revise, challenge and consolidate the skills and knowledge taught in the classroom. Reading outside of school is encouraged and students are rewarded for doing so.
Key Stage 3 Curriculum
All students follow the appropriate National Curriculum programmes of study in Years 7, 8 and 9. The subjects studied are English, Mathematics, Science, PHSE, Citizenship, History, Geography, Music, MFL, Art, Technology, PE, Computing, and RE. Teaching is undertaken by a specialist team of Key Stage 3 teachers, with students having a specialist teacher for each subject, wherever possible.
There is a timetabled enrichment programme to enhance students' education in areas such as STEM, careers, and enterprise.
We aim to give our pupils the best possible start to their secondary education, and this is as the very heart of the delivery of our curriculum at Key Stage 3. During the transition period to Key Stage 3, we work closely with our Key Stage 2 colleagues to identify our pupils' strengths and continue to build upon these from Year 7 onwards so that transition is seamless and no learning time is lost. We offer a broad and balanced curriculum at Key Stage 3 that provides opportunities for children to learn both inside and outside of the classroom, using a variety of teaching styles, resources and techniques. This not only helps children prepare for examinations in Key Stage 4, but also fosters a culture of independence, curiosity and resilience to support them throughout their future educational and working life.
Key Stage 4 Curriculum
Students make their option choices for Key Stage 4 in February of Year 9, following a programme of information, advice and guidance. The new academic year then starts in June with a new timetable, when Year 9 become Year 10. This allows students to make a start on their Key Stage 4 courses relatively soon after they have actually chosen them.
All students then follow a core of compulsory subjects: English, Mathematics, Science (either dual/combined or triple), PE, and PHSCE.
The options available to students depend on their individual curriculum pathway. To identify the most appropriate one for each student we use qualitative and quantitative data from multiple sources in order to gain the fullest picture possible of each individual's strengths, weaknesses and needs. Each student is then made a curriculum offer of one of the four different pathways. The aim of this personalised offer is to enable each student to access an appropriate curriculum which will give him or her the best chance of success in terms of qualifications gained and therefore progression opportunities at the age of 16. Students and parents who are unhappy with the offer or wish to question or amend it are guaranteed an interview with the Senior Lead for Curriculum or the Principal to discuss and find a solution which is acceptable to all - there is considerable flexibility in the curriculum structure and between the pathways to allow this to happen.
In Year 11 the GCSE options offered are MFL, Drama, Food Preparation and Nutrition, Computer Science, Design Technology, History, Geography, Art, 3D Design, Textiles, Music, PE, Religious Studies, Media Studies and Business Studies. Vocational courses offered are the BTEC First Awards in Art and Design, and Travel and Tourism; BTEC Tech Awards in Health and Social Care, and Performing Arts; OCR Cambridge Nationals in Enterprise and Marketing, and Creative iMedia; the CACHE Level 2 Award in Child Development and Care; the Eduqas Vocational Award in Hospitality and Catering; the Level 1 NCFE Certificate in Craft.
In Year 10, the GCSE options are French, German, Spanish, Italian, Chinese, Drama, Dance, Food Preparation and Nutrition, Computer Science, Design Technology, History, Geography, Art, 3D Design, Textiles, Music, PE, Religious Studies, Media Studies and Business Studies. Vocational courses offered are the BTEC First Awards in Art and Design, and Travel and Tourism; the BTEC Tech Award in Health and Social Care; OCR Cambridge Nationals in Enterprise and Marketing, and Creative iMedia; the CACHE Level 2 Award in Child Development and Care; the Eduqas Vocational Award in Hospitality and Catering.
Citizenship and RE are delivered through the PSHCE programme, but also across the curriculum, through special focus days and the Assembly Programme. A Character Education Programme is followed at Key Stage 4. In Year 10 the focus is on the importance of making moral choices, and in Year 11 the focus is on personal responsibility, organisation and well being.
Some students, depending on their needs, take in one option block the ASDAN Certificate of Personal Effectiveness plus additional support with literacy and numeracy.
We encourage students to gain an extra GCSE qualification (if they wish and if available) in their mother tongue, for example Arabic or Turkish.
Setting continues to take place in Maths and where possible in Modern Languages. An additional reason to maintain this approach is the existence of two tiers of entry for GCSE in these subjects, and the divergence in the content that students of different abilities need to learn. This is also the reason why we introduce setting in Science in Key Stage 4. English is the only other subject where setting is used; although there are no tiers of entry, setting allows teachers to make a tailored selection of literature pathway, governed by the challenge presented within text selection. Although PSHCE groups are the same as in English, there is no setting in other subjects due to it being usually not possible and also not preferred in the curriculum structure.
Curriculum planning
Long-term curriculum plans are in place for every subject in the form of curriculum outlines. These are published on our website and show:
- The curriculum content in each half term across each year of study
- The skills/knowledge that are developed through the study of the subject
Medium-term curriculum plans are in the form of schemes of work for each subject. There is an agreed approach across all departments which follows this guidance:
- A key test as to whether a scheme of work is fit for purpose is: would it clearly show a new/
inexperienced/ non-specialist member of staff how to teach the course effectively?
- Schemes of work should be living documents, subject to regular discussion and review, which promote consistency and creativity in the teaching within a subject area.
- Units of work do not need to adopt a specific design or use any particular template; instead, subject areas are free to set out their plans in the way they feel most appropriate.
- To ensure that curriculum planning is consistently effective across the school, there are key features that are found in unit plans.
Feature Notes
Inclusion
Teachers set high expectations for all pupils. They use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:
- More able pupils
- Pupils with low prior attainment
- Pupils from disadvantaged backgrounds
- Pupils with SEND
- Pupils with English as an additional language (EAL)
Teachers plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving. Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.
Date approved:
…………………………………………………………………..
Signed:
…………………………………………………………………..
Date to be reviewed:
…………………………………………………………………..
September 2021
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Monthly Notices of the Everglades Astronomical Society
Naples, FL June 2013
Officers: President: Michael Usher; VP/Secretary: Todd Strackbein; Treasurer: Bob Gurnitz
NewsletterEditor: Jackie Richards (firstname.lastname@example.org)
Home Page: http://naples.net/clubs/eas Webmaster: Martin Zombeck (email@example.com)
Fack Coordinator & information on viewing: Charlie Paul (firstname.lastname@example.org) 410-8192
President's Message
Next Meeting
It would appear that we will be remaining in the Norris Center next season after all; however, we will be losing our storage. At least the Norris Center is giving us a rent break for that! If you have any spare storage space at home please let Charlie know.
We also have a club program which will lend an 8 inch reflector to a member for a limited time; please ask about it next time you attend a meeting.
The rather unfriendly Tropical Storm that passed us by was unkind enough to rob us of two Saturdays at the Fak. The next available day is the last Saturday in June.
Clear Skies, President Mike Usher
Dates for the "Fak"
Usually the best times to go out to the Fakahatchee Strand viewing site are moonless nights. Below is a list of upcoming Saturday nights that you will often find fellow club members out there enjoying the skies with you (weather permitting).
Sky Events
June 8 - New moon
June 11 - Gamma Delphinid meteor shower (4:30 a.m.)
June 16 - First quarter
June 23 - Full moon
June 29 - Last quarter
June 11, 2013 Time 7:00 – 9:00 pm At the Norris Center, Cambier Park
Circumpolar Stars By Jackie Richards
A circumpolar star is a star that never disappears from the horizon due to its proximity to one of the celestial poles. For us it is the North Pole. As the Earth spins every day on its axis, the stars appear to rotate in circular paths around the north celestial pole. In looking at the below photo taken by Jason Brod, an astrophotographer who frequents the Fak, you can see the circular paths of the stars around the North Pole. The star closest to the North Pole, which is near the center of the below photo, is Polaris (the North Star) and is circumpolar. The photo provides us with a beneficial effect of how the paths of the stars forming the inner circles remain above the horizon at all times, making them circumpolar. The paths of the stars that form the outer circles will move below the horizon so those stars are not circumpolar.
Constellations also move in circular paths around the northern celestial pole. That is why the constellations face one direction at one time during the night and then appear to be upside down. It's the same effect as when we see the constellations move from the eastern horizon to the western horizon, but the circumpolar constellations are visible at all times during the night. Some circumpolar constellations are Ursa Major (The Big Dipper) and Ursa Minor (The Little Dipper) of which Polaris is a part. We watch the movements of these circumpolar stars and constellations when we are at the Fak. Hope you will join us.
Triple Treat
By Dr. Ethan Siegel
The solar system is a busy place, with five wandering planets visible to the naked eye alone. When any two pass close by each other from our point of view, we see an astronomical conjunction, but on very rare occasions, three planets will find themselves grouped together: a triple conjunction. Towards the end of May, Mercury, Venus and Jupiter will treat us to the best triple conjunction in years.
On May 25th, Mercury will pass within 1.4° of Venus, then two days later Mercury comes within 2.4° of Jupiter, and finally on the 28th, Jupiter and Venus approach within 1° of one another. If it weren't for the slight orbital tilt of our solar system's planetary orbits, these conjunctions would all be occultations instead. During the nights of May 26th-27th, all three planets are visible immediately after sunset within the same 3° field of view, with the triple conjunction peaking in a triangular shape on the 26th. (For scale, the full Moon subtends about 1/2°.) The three planets appear close together for a few days more, making a line in the sky on the 30th/31st.
How does this happen? Mercury and Venus race around the Sun far faster than Earth, with Mercury completing more than four revolutions around the Sun for each one that Earth makes. At the same time, Jupiter is far slower, taking 12 years to orbit just once around the Sun. Jupiter's been high in the sky during the early parts of the night, but steadily lowers throughout May as Earth continues to move away from it, approaching its maximum distance from Earth. Mercury and Venus, meanwhile, begin to move out from behind the Sun during May: Venus at the beginning of the month and Mercury in the middle.
Thus, during this triple conjunction, all three planets will be on the far side of the Sun, something that happens just 25% of the time in triple conjunctions involving Mercury and Venus! If you telescopically resolve these planets into disks, you'll see our inner worlds in a nearly-full gibbous phase. Jupiter will appear largest in terms of angular diameter, followed by Venus and lastly by Mercury. Just a year ago, during its nowfamous transit, Venus took up more than a full arc-minute in the sky; during this conjunction, it will just one-sixth that angular size and less than a third the apparent diameter of Jupiter. Nevertheless, Venus will still be more than six times as bright as Jupiter during this time, outshining all night-sky objects other than the Moon. Closer conjunctions of two naked-eye planets are frequent, but getting three or more like this happens just once or twice per decade, so don't miss your chance to see it.
And speaking of occultations, The Space Place has a great kidfriendly explanation of the Venus transit and solar eclipses of 2012 at spaceplace.nasa.gov/venus-transit.
Dr. Ethan Siegel, a theoretical astrophysicist, is a professor at the University of Portland (OR) and Lewis & Clark College.
Caption:
The image shows the configuration of Mercury, Venus, and Jupiter in the western sky just after sunset on May 26, 2013. Insets show the relative size appearance of the planets on that date.
* * *
Items For Sale or Trade or Wanted:
http://www.naples.net/clubs/eas/equipment_sales.html
Useful links (software, telescope making, telescope and equipment suppliers, astronomical data sources, iPhone and iPad Apps and more):
http://www.naples.net/clubs/eas/links.html
EAS 2013 DUES
For the bargain price of only $20.00 per family, all this can be yours this year:
- Meet with your fellow astronomy enthusiasts at least 10 times a year;
- Learn about astronomy and telescopes. Check out our club scope;
- Many opportunities to view planets, nebulae and other celestial objects (even if you don't have your own telescope); and
- Enjoy the many astronomy programs at our regular monthly meetings.
Don't miss out! Fill out this form (please print clearly) and send it with your $20 check to the Everglades Astronomical Society, P. O. Box 1868, Marco Island, Florida, 34146.
Name:
_________________________________________
Address:
_______________________________________
_______________________________________
Phone:
_________________________________________
Email:
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How Much Grease??
Health And Wellness
Introduction
According to a study that was conducted by The Centers For Disease Control and Prevention , "During 2013–2016, 36.6% of adults consumed fast food on a given day." This means that about ⅓ of adults eat fast food every day. Many studies have been conducted on fast food and its poor nutritional value. However, as this study shows, many Americans are eating fast food very frequently. The common viewpoint and focus of many Americans is on the entrees and it is not on the food that is accompanying every entree, french fries. Americans eat 4.5 billion pounds of french fries each year according to Grit. This is Health Line talking about the effects of the grease that is found in french fries on the body, "A high intake of these foods can lead to weight gain, obesity, heart disease, diabetes, bloating, diarrhea, acne, and impaired brain function."As more attention is being drawn to what people put in their bodies, questions are being asked about the content of the food that many people around the U.S eat every day. The common consensus of people is that McDonald's is an example of unhealthy fast food. While In-N-Out is a more healthy option when considering a place to have a quick meal. The aim of this experiment is to discover which fast food restaurant actually has the least greasy french fries.
Research Question & Hypothesis/Prediction
The general consensus of Americans is that fast food is not beneficial to a healthy vitamin and nutrient balance in the body. Another common consensus that people tend to have is that certain fast food chains are a better example of a healthy meal than others. Which fast food brand has the greasiest french fries?
The hypothesis is that the McDonald's french fries will have the most grease when compared to the other brands. The researcher believes this because the common viewpoint that many Americans share is the McDonald's is more of an example of unhealthy meals than other fast food restaurants. Furthermore, when compared to other fast food restaurants such as In-N-Out, the general consensus is that McDonald's is considered to have less beneficial options.
Procedures
Procedures
1. Take 25 grams of each type of french fry
2. Take the first kind and put 25 grams of it on top of the graph paper
3. Place wax paper on top of the french fries
4. Tape wax paper down so that it does not move while rolling.
5. Roll rolling pin over french fries firmly ten times times.
6. Take off wax paper and discard the french fries.
7. Tape the graph paper to a window and count the number of boxes that the grease had filled. Only count boxes that are ½ filled or more.
8. Repeat steps 2-6 until all types of french fry have been tested
Procedures
Procedures - Experiment Version #2
1. Measure out 25 grams of each type of french fry and place each different brand on a different piece of paper towel.
2. Let french fries sit for 48 hours and come back.
3. Copy down the area of the grease stain and convert it onto graph paper
4. Then, record data and count the number of squares that grease stain reached.
Materials
1. McDonald's French fries
2. Burger King fries
3. In-And-Out fries
4. Chick-Fil-A fries
5. Wax paper
6. Graph paper
7. Rolling Pin
8. Sharpie
9. Tape
10. Window
11. Sunlight
12. Camera (to record results)
Materials
Results- Experiment Version 1
Wendy's
Burger King
In-N-Out
McDonald's
Experiment 1
449 squares
483 squares
503 squares
368 squares
Results- Experiment Version 2
Discussion
After the experiment had been completed, the researcher noticed that the amount of potato that was in some of the french fries was affecting the results of the experiment and how many boxes that certain brands were filling out compared to others. The second version of the experiment, the researcher felt had a bigger impact because the grease stain spread out more evenly. This version was all about the amount of grease that was found inside of the french fry and not about the amount of potato that is used in the french fry. The researcher believe, in the first version of the experiment, that In-N-Out had the most amount of boxes filled because they had the most amount of potato inside of their french fries, not necessarily the most amount of grease out of all of the contestants. The researcher wanted the information gathered from this experiment to be as accurate as is possible because of its implications to day to day life.
Discussion- Continued
Furthermore, the real results are found in the second experiment, where the grease stain had been absorbed by the paper towel and the data can really be seen about the amount of grease that was contained inside of the french fry. In the first version of the experiment, the way that the french fries had been spread out made the grease stain larger or smaller. Therefore, the beneficial data can be found in the second version of the experiment. The brand with the most amount of grease in the second variation was Burger King with 807 squares. With the second most amount of grease was Wendy's with 652 squares. In third was McDonalds with 534 squares. And in last place with the least amount of grease came In-N-Out with 459 squares. The fact that In-N-Out is in last place fits along with the general consensus that In-N-Out is a healthier option for fast food. The fact that Burger King and Wendy's have more grease in their french fries than McDonalds is astonishing. The hypothesis is shown to be incorrect with this data.
Conclusion
In conclusion, the results of this experiment will help many people decide which fast food restaurant to go to if they do not want all of the unhealthy grease that is found in the french fries that are consumed in massive amounts every year. According to the test, Burger king has the most grease, Wendy's has the second most amount of grease, McDonald's has the third most amount of grease, and In-N-Out has the least amount of grease.
The information gathered from this experiment will provide people with the data necessary to navigate day to day life without worrying about the health problems that can be caused when the body is not getting the nutrients and vitamins that it needs. The researcher hopes that this information will guide the way that people make their choices about what they put inside of their body. Another hope is that this study brings awareness to just how much grease is in the french fries that everybody eats, and it gives viewers information that can help guide them when making a choice about the food that they consume. In conclusion, the hypothesis is wrong, Burger King has the most greasy french fries, and In-N-Out has the least amount of grease in their french fries.
References
* "Each year, Americans consume more than 4.5 billion pounds of french fries " -Grit
* McDonald's french fries -https://www.mcdonalds.com/us/en-us.html
* Wendy's french fries- https://www.wendys.com/home
* In-n-out french fries- https://www.in-n-out.com/
* Burger King french fries- https://www.bk.com/
* "A high intake of these foods can lead to weight gain, obesity, heart disease, diabetes, bloating, diarrhea, acne, and impaired brain function."Healthline.com
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Evelyn Raymond
A Sculptor's Own Story
An oral history, edited and introduced by Thomas O'Sullivan
In February 1997 sculptor Evelyn Raymond reflected on her career in a series of tape-recorded interviews for the Minnesota Historical Society's oral history collection. Surrounded by sculptures in bronze, copper, concrete, and steel in her St. Louis Park home, Raymond recalled artists and anecdotes from a 70year time span. The interviews portray a private, often solitary person who has also been one of Minnesota's most public sculptors: "A bold artist but a shy woman," as a Minneapolis journalist once described her. 1
Raymond was born in Duluth in 1908 of French, Canadian, and Swedish heritage. She spent her childhood summers in Minnesota's north woods, where her father headed road-building crews and her mother managed their camps. She grew up admiring the handiwork of her father and uncles, who built wooden launches to race on the St. Croix River. Her grandfather was a builder, whose
1 Anne Brataas, "The Bigger the Better: Minnesota Sculptor Still 'Chipping' After 45 Years," Minneapolis Star, Jan. 29, 1981, Community/West sec., 4. Unless otherwise cited, all quotations are from Evelyn Raymond, interview by Thomas O'Sullivan, tape recordings, St. Louis Park, Minn., Feb. 27, 1997, Minnesota Historical Society (MHS). A transcript of the interview is also available in the MHS library.
Thomas O'Sullivan is curator of art at the Minnesota Historical Society.
left: Evelyn Raymond at work in the WPA's Walker Art Center, modeling a bas relief of football players for the International Falls stadium, 1941.
homes in Duluth stand as a substantial backdrop to family photos. The family provided Raymond with models of self-sufficiency, craftsmanship, and tenacity, elements of a "pioneer spirit" that she found evident in her own work.
A lively art program in the Duluth schools, plus her own passion for reading, confirmed Raymond's love of art and her desire to become an artist. In 1928 she entered the Minneapolis School of Art (today the Minneapolis College of Art and Design) on a scholarship. There her teachers introduced her to both traditional and modern art, though the latter was suspect at the school. Its director, Edmund Kopietz, warned her that "modern art wasn't going to go anyplace and I'd be wise not to continue that particular bent," she recalled.
But Raymond showed her independence early—first by making abstract sculpture in school and then by quitting in protest over faculty appointments in 1930. She and two dozen fellow students left to form the Minneapolis Art Students League with her mentor, sculptor Charles S. Wells. Raymond studied and taught at their upstart academy in downtown Minneapolis for two years. Her mother's illness brought the young sculptor back to Duluth. Taking over her mother's job, Raymond cooked for the workers of a 600-acre dairy farm. She recounted the episode with surprisingly little bitterness, noting that "I didn't live in the world I was in, because I was constantly reading stuff." Her routine of kitchen work and self-instruction lasted for eight years.
Raymond's willingness to work in the public eye. She made the full-size clay model before an interested audience in the lobby of the Walker Art Center: "If you've been a hermit for eight years, you get pretty shy. And look around and see all those people staring at you, and then you're doing your first big job, it's not all easy." 2
Raymond's public accessibility, teaching, and big jobs continued for decades after the FAP ended in 1943. She taught at the Walker Art Center until midcentury. She gave lessons in her home and studio well into her eighties. A vocal advocate for Minnesota artists, Raymond founded the Minnesota Sculpture Society and participated in regional exhibitions including solo shows at the Walker Art Center and the Minnesota State Fair. Her commitment to bringing art to the people took ingenious forms: in 1949 she converted a YWCA tennis court into a sculpture garden during the Minneapolis Aquatennial festival, for example. Her own work continued at a prolific rate throughout the 1950s and '60s with large-scale commissions for churches and corporations. And as Minnesota planned to observe its statehood centennial in 1958, Raymond won a major commission that was a high point of her career.
Leaving the dairy farm in the middle of the Great Depression, Raymond at first found no opportunities in the arts. A call in 1938 from Clement Haupers, a fellow artist who headed the Works Progress Administration's Federal Art Project (WPA/FAP) in the upper Midwest, brought her an invitation to return to the Twin Cities and to sculpture. At Haupers's request, Raymond modeled a machinelike, streamlined figure she titled ERG as a demonstration of her skills. She joined the FAP as an artist and teacher and created designs for wall carvings, busts, and monumental architectural sculptures. Her giant bas-relief composition of football players for a WPA stadium in International Falls was typical of the FAP's sturdy realism as well as
In the United States Capitol in Washington, D.C., each state honors two of its citizens in bronze statues. Minnesota's first statue represented Henry M. Rice, an early senator; the subject chosen for the second was University of Minnesota educator Maria L. Sanford. Funded by a state appropriation in 1957, the Sanford commission came to Raymond as the result of a competition for which she sculpted both a portrait head and a full figure. She spent six months on the job, modeling the full-sized statue in clay on a metal armature. She worked in a rented automobile showroom that had sufficiently high ceilings for the figure, which stood twice the height of the five-foot-tall Sanford. The statue was cast in bronze and dedicated in the Capitol rotunda in 1958. Raymond offered a few words on her work: "I strove to depict to the best of my ability the intelligence and beauty in the face of Maria Sanford and to give the figure the strength and vigor she had to possess in order for her to have given so much to her students and to her community." 3
2 On the WPA/FAP in Minnesota, see Kenneth Hendrickson Jr., "The WPA Federal Art Projects in Minnesota, 1935–1943," and Thomas O'Sullivan, "A Job and a Movement: The WPA Federal Art Project in Minnesota," both in Minnesota History 53 (Spring 1993): 170–83 and 184–95, respectively.
3 Evelyn Raymond, "Sculpture Study of Maria L. Sanford," in Acceptance of the Statue of Maria L. Sanford Presented by the State of Minnesota (Washington, D.C.: GPO, 1960), 69.
A Raymond Sculpture Tour
The following sculptures by Evelyn Raymond represent more than 50 years of her public commissions in Minnesota:
Bronco Stadium, U.S. Highway 71, International Falls: bas relief of athletes, poured concrete, 1942
Lutheran Church of the Good Shepherd, 4801 France Avenue South, Minneapolis: The Good Shepherd, Kasota stone, 1949
University of St. Thomas, T. Merritt and Katherine Coughlan Field House, 2115 Summit Avenue, St. Paul: The Family, hammered copper, 1959 (originally commissioned for 1919 University Avenue, St. Paul)
Fairview-University Medical Center, 2450 Riverside Avenue, Minneapolis: Legacy, bronze, 1982
St. Louis Park Recreation Center, 3700 Monterey Drive, St. Louis Park: Celebration of Peace, stainless steel, 1997
The Sanford statue drew out Raymond's best efforts in conceiving and modeling the figure and in marshaling the skills of plaster casters, bronze founders, and movers. She recalled, "There's pictures of me that were taken. This was well over half a year's job, and I look like I've got great huge circles under my eyes. It was really a rough time, and I wanted to do the best I could to honor Maria." This commission not only demonstrated Raymond's obligation to her art but revealed a kinship between artist and subject.
Like Maria Sanford, Raymond devoted herself single-mindedly to her life's work. Two generations of students looked to Raymond for guidance; when Minnesota women artists established their own collective programs in the 1970s, the Women's Art Registry of Minnesota, they honored Raymond as a key "foremother." 4
nist as far as joining women's organizations," Raymond expressed ambiguity about the effect of her gender on her career. She recalled being unable to join a stone-workers' union that was closed to women, yet she felt "I don't think I ever lost a job because I was a woman." She found her mother's example relevant to her own career. Girlhood lessons in dressmaking proved useful for the pattern-making skills Raymond later needed for welded steel sculpture. The memory of her mother, "a lovely Swedish lady," wearing riding skirts and pistols for work in the woods was a powerful image for a woman artist. But in her philosophy and her experience, Raymond resisted gender-based categorizations: "I don't think men or women have a corner on sensitivity or strength—and all art should have both." 5
A few months after she recounted her memories for the Minnesota Historical Society's tape recorder at age 89, Evelyn Raymond attended the dedication of a new sculpture just a few blocks from her home. Celebration of Peace, a stainless steel abstraction that evokes the image of doves wheeling through the sky atop a tall pillar, was built for the city of St. Louis Park's new recreation and cultural center. Nature itself unveiled the sculpture when a fierce windstorm tore off the draperies before Raymond accepted the applause of her neighbors. "I don't really need the publicity but, hell, I think I've contributed a lot," she told a reporter, "and at 89 you need to give yourself a little credit." Raymond died on April 25, 1998, a month after her ninetieth birthday. 6
Most of Raymond's works present a distinctive blend of recognizable subject with stylized, even abstract form. While the commissioned nature of her many public sculptures demanded that Raymond give sculptural life to easily recognized subjects, she conceived them in formal rather than narrative or symbolic terms. "Content is sort of secondary—it gets me going," she told an interviewer in 1993. "I studied with a Beaux Arts man as well as with somebody who studied at the Bauhaus. Basically even in the realistic pieces, the form is the important thing. It has to be right." 7
While identifying herself as "strictly a femi-
The following excerpts from tapes in the Minnesota Historical Society's oral history col-
4 Susan McDonald, "Minnesota Women Artists: Finding Our Foremothers," WARM Journal, Autumn 1982, p. 3.
6 Mary Abbe, "At 89, Evelyn Raymond Sculpts a New Niche," Minneapolis Star-Tribune, June 22, 1997, p. F8; Minneapolis Star-Tribune, Apr. 28, 1998, p. B7.
5 Brataas, "The Bigger the Better," 5.
7 Vince Leo, "An Interview with Evelyn Raymond: It Has to be Right," Artpaper, June 1993, p. 16, 17.
lection give the flavor of the artist's thought and expression in her own words. The tapes are available for listening in the library at the Minnesota History Center in St. Paul.
I was born in Duluth in 1908, from French and Canadian stock. . . . I think those particular people have a lot to do with Minnesota, and I like being a Minnesotan. I think artists should have roots.
My father used to build roads in northern Minnesota, and we would go with him in the summertime, my family. It would be like camping out all summer, and they would hire as many as 200 people. . . . My dad would build a shack, a tarpaper shack for us, and we'd have an army blanket for a door. We went light, we traveled light, and I think that's where I began to start creating things, because we didn't take toys or anything. We made things out of twigs and our imagination. I learned how to make a whistle out of a willow.
Nellie Pierson, my mother's name was, and she was a lovely Swedish lady. When we were building roads with my dad, she would be the only woman . . . and she dressed in riding skirts, corduroy riding skirts. She was so pretty. And then she wore a holster with revolvers in it. . . . When my dad would go ahead to build the next addition, so that they could move the crew and us, she would be all by herself. I mean, the lone woman in this camp. She was pretty much of a pioneer herself. . . .
I've stayed in Minnesota. I love Minnesota. I love being a part of it, and I don't think of
Minnesota as being a prairie state, because we always lived in Duluth, amongst the rocks and the lake. As children, we used to go on picnics with our parents and climb the rocks and the hills in West Duluth, and then later on we lived up near the other end of town, where you could go down by the lake and crawl around all the big craggy rocks. I just feel that it's more sculptural where I come from than if you were in a prairie area. . . .
When I was in Central [High School, Duluth], I always wanted to be a sculptor. Ever since I was a kid, when I even looked at books, I didn't want things to be flat. I could look at them and hope that they'd get so I could feel them, so that I could feel something, rather than just have pictures. Color has never been one of my important things in my life. I like texture. I like the natural quality of wood and stone, and I just kind of come through that naturally through my life as a pioneer, I guess. . . .
We used to have an old book from the St. Louis World's Fair that we got from some place, and there were a lot of pictures in that. I remember kind of wearing that out looking at it. But I know I didn't come from any kind of typical family with art, but I do . . . feel that they were craftsmen and they were sensitive. I mean, the houses my grandfather built. . . . And seeing my dad make those lovely boats. . . .
The last year I was in high school, she [my teacher] entered a drawing I made [in a national competition], a charcoal drawing I made of the kids going up and down the stairs in the high school, and I won first prize in drawing.
And then I tried for a scholarship, because my mother really had a pretty tough time to support kids at what she was doing. And somehow I managed to scrape up $200, I think is what the tuition cost a year at the art school in Minneapolis. It used to be called the Minneapolis School of Art.
Mr. Charles Wells had been head of the sculpture department for 20-some years at the art school. He was a Beaux Arts fellow and his main thrust was academic art. But John Haley had just been to Europe on a Van Derlip scholarship, a young man. He stretched his two years to three years and studied in Paris. He studied at the Bauhaus, and he brought back with him these marvelous things of the modern art that were so fascinating. . . . And because I was so enamored of this modern stuff that John Haley had brought, and Mr. Wells was so very interested in helping me go my own way, so I was doing, I think, the first abstract sculpture ever done at
the art school. Mr. [Edmund] Kopietz [MSA director] called me in, and because I was a scholarship student, he thought he ought to tell me that modern art wasn't going to go anyplace and I'd be wise not to continue that particular bent.
Then the end of that term, after two years, they decided to let Mr. Wells go, and John Haley, also. . . . and being a kind of basically a shy kid, but if I wanted something, I seemed to have enough wherewithal to go after it. . . . Two of us got up a petition, and we tried to get as many students as we could to sign the petition that we'd leave the art school if these two men weren't kept on as instructors. . . . Twenty-five of us did leave, and . . . Mr. Wells got a place for us down at the Sexton Building [in downtown Minneapolis]. . . .
Mr. Wells's direction, we made the modeling stands and set up our studio in the old Sexton Building. And actually it was a school that seemed to do rather well, and a studio, considering that it was Depression. I was the business manager, and . . . if you put an ad in the paper for a model, there'd be people lined up for two blocks because there was a need of work. . . .
We were all mostly from out of town, kind of small-town kids, and . . . we always traveled kind of in gangs so that we could share whatever we had, and the end of the day we'd maybe have a tea bag that we'd get awful high on, just sharing a tea bag. They were lovely, simple days as compared to nowadays. . . .
He [painter LeRoy Turner] came in this little school that we called the Minneapolis Art Students League. . . . It being Depression, we could just toss in what little money we could get, and we bought the lumber, and under
After I went for not quite two years to our new school, this Art Students League, my mother became ill. . . . She had a heart condition, and I had to go home, back to Duluth. I took her place, and I was up at five o'clock, cooking for the milk men. We had a big dairy, 160 cows, and we had 600 acres. . . .
Raymond at work in her studio, about 1950. ERG, the figure she sculpted in 1938 for her application to the WPA's Federal Art Project, stands on the mantel immediately to her left, along with the bronze bust of Dmitri Mitropoulos, music director of the Minneapolis Symphony Orchestra.
I used to get ten dollars a month, do anything I wanted with it, which I did. I mostly bought magazines, art magazines, which there was, during the Depression . . . wonderful little magazines that were started, of philosophy, psychology, art. I read every art book I think I could find in the public library, and I read all night. . . . When I ran out of books on art, then I would take each country and find out who their best authors were. I'd take a country at a time and try to find out. I would read.
We were . . . about eight miles out of town, and I never did drive. And so if you're cooking for that many people, you're pretty steady in the kitchen. I remember three hours of washing dishes. But I didn't live in the world I was in, because I was constantly reading stuff. . . .
I was out there eight years. When I left in 1938, my mother died. I took care of her eight months. She had cancer. . . . I tried to get a job then, and there was nothing to be had, naturally, doing art work. . . . I could have gotten a job cooking anyplace, but I wasn't interested at that point.
It happened at that time one of the people that I was interviewed by knew Clem Haupers and knew about WPA. Of course, I knew Clem from way back. . . . He was the director of the WPA art project for seven states, seven or eight states, and he told me he knew I had been cooking for eight years, and he wanted to know if I could still do sculpture. So he asked me to do some sculpture to prove that I could do sculpture, and that piece that you people have [in the Minnesota Historical Society collection] is the first piece I did after eight years. That piece has been in national magazines and . . . I have a feeling that's my most famous piece. . . . I named it ERG. I guess that means a unit of power.
Well, Clem did give me a job. . . . There were a lot of different people on the WPA besides artists . . . which was so exciting for a sculptor. In our department, there would be a master plaster caster, woodcarvers, and just people who needed jobs. . . . It was a wonderful education for me, because in our school you never got stone carving and you didn't get much in the way of plaster casting. . . .
I don't know how many of us were on the project then, but it was quite a few of us. I remember Miriam Ibling, who I still think is one of Minnesota's better woman artists, that she taught dressmaking, and she was a fine mural painter. . . .
There was a big department that was run by Stan Fenelle, and he was a fine painter, was a good friend of Cameron Booth, and Stan was in charge of a department. They must have had thirty people in that department, whose only business was to copy artifacts from pioneers and Indians and whatnot. They were building a big book of some kind [the Index of American Design] . . . drawing pictures of early pioneer tools and quilts and all that kind of stuff. . . .
We all had to teach, and I can remember we'd have people standing on their necks. I mean, there were so many people. They only had to pay 25 cents a class. And I remember having a gentleman that collected old fabrics, kind of like a junk collector, and I had a woman that her husband was the head of Munsingwear. It was a wide collection of different people and executives. Your classes were just filled with people at night, and everybody had to teach something that came to Walker. . . .
Those of us who were sculptors in the sculpture department . . . did public projects . . . and we were all given a problem, and whoever was in charge of the building could take pick of whatever design they wanted. . . .
About six months after I landed there, they picked mine for International Falls. It was a stadium, a high-school stadium. . . . They got the bright idea I should do it as a piece to interest the crowd at Walker. . . . So this piece of sculpture I was going to do was a bas relief. It was 12 feet [high] and 18 feet long. I had to do it in three sections, and they set up scaffolding and stuff for me. . . .
Women didn't wear slacks, as a general rule, then . . . [and] sometimes there'd be maybe 100 or so people watching you. It would be, probably, a good idea to have slacks on, I figured, and I had to make my own slacks, because I couldn't buy any. I was a pretty good dressmaker. I had been in the habit of making clothes myself for my family, my mother and sister and stuff, so I was a pretty good dressmaker, which helped me in my sculpture, actually. The sculpture I do in metal is basically making patterns. So there again, something I did in my youth was helpful for me when I grew up. . . .
Anyway, after coming from a farm and working by yourself and washing dishes and then [you] find yourself in the center of the Walker Art Center with several—I don't know if there were 100 people, but it seemed to me there was such a crowd all the time. And I'm a basically shy person. After all, if you've been a hermit for eight years, you get pretty shy. And look around and see all those people staring at you, and then you're doing your first big job, it's not all easy. . . .
After doing two panels and getting up hundreds of pounds of clay, the building began to sag. It was right in the lobby, and it was such a wonderful place to work, glass all overhead. You couldn't ask for a more wonderful studio. . . . Anyway, they made me go downstairs in one of the small studios that . . . just had a basement window. The light was terrible, the space was small, and I did the third panel downstairs, and I keep saying "in the closet." But I never like to look at it, because the third panel was just not right, but what could I do? . . .
The plaster casters made a mold over it. . . . In January of 1942 we took those molds up to International Falls. I had 17 fellows with me, and they were some of the casters and some of the people who just needed jobs that were with us to do the work. . . .
The contractor of the building wanted me to stay with the board, somebody on the school board, because he thought it would be better than having me stay in this crummy old hotel. But nobody would take me in because they were afraid they were taking in a WPA worker. So once in a while he'd come over in the afternoon and take me over to a neighboring town for a short cocktail or something.
Anyway, the only thing I could do at night was go with these 17 fellows, and I used to kid myself that I was Snow White and the 17 dwarves. . . .
But then I got kind of bored. We were up there for 21 days, and it was well below zero all the time we were up there, and the sculpture had to be cast in one fell swoop. You couldn't start casting it. It was an experiment. It was going to be done in cement in one piece, and it was 12 inches thick, and you don't pour cement below zero weather. And International Falls gets cold, so they had to work when they had to build a big tarp over the front of the building to kind of cover it up, and then they had a little stove down below to keep it warm.
During that time, while they were getting scaffolding and all this stuff built up, I wasn't doing very much, and so I went to the library to see if they'd give me some books and give me a card, and I decided to read Thomas Wolfe. You don't read Thomas Wolfe in International Falls. His words just fly off the page, and you get so excited. . . .
And right after [the sculpture was poured], of course, the money was withdrawn from WPA because of the war, and so I don't know who decided they'd start a school [at the Walker Art Center]. . . . But Mac LeSueur was director of the school. It was all down in the basement . . . and there was Leon Sorkin, who taught early, first-year drawing, and there was Bert Old, who taught painting. . . . And Bill Norman taught . . . commercial art. And Mac's wife [Lorraine] taught children, on Saturday, painting. I taught the sculpture department. I taught drawing. . . .
I did a lot of extra work when I was at the Walker. I became a lecturer. I wasn't paid for what I did, but since the first month I came to Walker, I got involved, under WPA even, in giving lectures to advertise Walker, and I would go to any group that wanted to hear me—little women's groups, men's luncheon groups, church groups, library groups—and I'd take a bucket of clay, and maybe a student, and do a head and talk about sculpture. . . . I talked to a women's group that had met for 22 years, retired schoolteachers. . . . When I got through doing my demonstration, one of the little ladies paddled up to me and said, "You know, we had a quartet last week, but you were a lot more fun." And I've always held that as one of the nicer compliments. . . .
I couldn't talk unless I had a bucket of clay in my hand, to work with clay. I was not a professional lecturer, and I pretty much changed from the farm, where I was a loner for eight years, and to be suddenly put in the midst. My life has always been either I'm quite a bit alone, and then suddenly I have more people around me. People used to say about me that I knew everybody in Minneapolis. . . . That's why I say I have touched more people with sculpture than any other sculptor. Somehow I seem to have an ability to get known by people who are not especially into art, and I think that's fine, and the fact that my sculpture's out on the streets where everybody can see it. . . .
During the war, at my night class one night, a gentleman came. . . . He was an architect, and his name was Mr. [James B.] Hills from the architectural firm of Hills, Gilbert[son], and Hayes. They mostly built churches. Anyway, he asked me, he said he had a customer that collected horse's heads. Did I have a student that would be willing to make a horse's head for him?
And so with my usual charm, I said, "How would you like it if somebody came into your office and asked one of your draftsmen to design a building?"
He said, "Well, would you do it?"
And I said I would, and I did, and I got $75 for it. . . . When the war was over, he asked me to do the Good Shepherd [at Lutheran Church of the Good Shepherd in Minneapolis], and that was pretty big stuff. . . . That was my first big piece that was a private commission, and I made the big sum of $3,000 on that. I don't know how much that was worth in those days. But it's a very beloved piece, and they still ask me out there for every doing they have, and those old people come up with tears in their eyes and tell me how much they love it. . . .
I did a half-scale model. I did an eight-foot model. . . . And because you don't really get enough money for carving and not being a professional carver to use power tools or anything, I made it as simple as I could so the design couldn't be ruined by other people. I did want to carve on some of the more delicate parts, but the stone carvers wouldn't let me in the stone yard because I would have to become a member of the union, and they wouldn't let women become members of the union. So I didn't do
Raymond modeling a bust of Minnesota novelist Frederick Manfred, about 1940. The finished bust was cast in concrete and ultimately destroyed. "I offered to give it to him, but he said it was so strong. He had a feeling it would make him feel weak . . . . He changed his mind after I broke it up, because I didn't have any place to put it. It was too late then."
any carving on it myself, but . . . I checked it as often as I could, and I did make the design very simple and strong, so they really couldn't go too far wrong with it. . . .
That was my first private commission, big private commission. . . . But the largest piece is 20 foot by 20 foot over on [the St. Paul campus of the University of] St. Thomas. That originally was done for the Mutual Service Casualty Company at 1919 University Avenue [in St. Paul]. . . . in hammered copper. It took me about two years to do. I did a lot on that, but I did work in the sheet metal shop. . . . At that time, they had a lot of good Scandinavian craftsmen, and it was fun working with them. I did the smaller things in my studio, and the bigger things I oversaw the shop. . . . That was done in 1959.
There's a [church in a] quonset hut in St. Louis Park [St. George's Episcopal Church], an Episcopalian quonset hut, and I was contacted by the pastor to do something for them. They had nothing, including money. I was asked to do a victory cross, a crucifix, a font, and sconces, even mix the paint for them. Anyway, I think I got $1,500 for six months' work on that. . . .
I did a victory cross, and I had part of it cast and part of it fabricated. And I did a crucifix that I had spring up from the prayer rail. It didn't really have a cross behind it, but the figure made a cross and it kind of sprung up in front of the victory cross, which was on the back wall of the quonset hut. And then I did a font, and then these wonderful sconces. I thought they were so fun. They were over three feet tall, and I thought they were really very nice. . . .
When I finished that job, I ended up having one of my first cancer surgeries, and I was in the hospital directly after we put that up. They have a newspaper, Episcopalian national newspaper, and they ran pictures of it on the cover. . . . But there was so much controversy over it. It was the first Episcopalian to do anything sort of modern, and I remember reading one article said it must have been done by a drunken sculptor. There were some people liked it. . . .
The sad part of it is, after a few years, when they got enough money to build a traditional church, they sold the victory cross to a little church in the Dominican Republic. They cut off my crucifix and hung it on a wall in the lobby, and I don't know what happened to the rest. It was very sad. You know, you have a feeling that everything you do will eventually be torn down for progress. . . .
As a kid, I've been to Sunday school in just about every church except the Catholic church.
Anyway, I think I have a certain sense, a feeling that what I do, I do with a lot of help from whatever you want to call it, a higher power or whatever, and I think I am, in my own way, a person who recognizes that there is something besides just what's here. I don't know, I suppose one should really belong to a church, but I don't. But I've worked for so many churches. In my own way, I think I have a sense of religion, or whatever the word would do better than that.
Oh, the Maria Sanford, that's kind of interesting, because after I left Walker, I didn't have any place to go. Any money we had coming to us, Walker kept back because they felt maybe they had overpaid us during the years we had been there.
So I rented an apartment on 31st and Hennepin [in Minneapolis], and there again, the loyalty I get from people has been one of the amazements of my life. About at least 20 or 30 people came with me from my night classes. . . so I opened up classes in what was the living room of this big old apartment. . . . Where did we go from there? There was an old duplex across the street. It was a hundred years old,
and I decided that that would be a better place for me to have my little school. . . . I was there for eight and a half years. I had classes. I had day classes, and I always had three night classes. I had about 40 kids every Saturday. . . .
It was a very hot day, and the doorbell rang. There was a little elderly lady came to the door, and I thought she wanted a drink of water. I asked her to come in. She said she'd just come back from Stillwater, and she had heard two women talking on the bus [about commissioning the Maria Sanford sculpture for the U.S. Capitol] and several names were mentioned, and they mentioned my name.
This little lady was a china painter that was in my block, who kind of felt that we were kindred souls because she was a china painter. She said, "I think it's a big commission. You better try for it. You better contact somebody." . . .
I contacted [state Representative] Sally Luther. . . . She gave me the name of the chair- man of the committee. For four years, the women's federation groups tried to get a woman in the [United States] Capitol. Every state is allowed to honor two pioneers, and Minnesota, I think, was either the first or second to honor a woman, and the Federation of Women's Clubs had worked for years to accomplish this fact. . . . Everybody I met, I think, I asked them to write letters. And then I made a model of Maria. I got hold of a couple pictures. Pictures were hard to come by. I really didn't have a profile. . . .
So I did enter a competition, and I did another model beside the one I sent already. I did a head then. I had done a full figure before. Maybe I'm not one of these very aggressive females, but if I make up my mind, I really work on something. And then I was fortunate enough to win the competition. . . .
Maria was one of the first women professors at the university, and she taught all kinds of politicians and she sold more war bonds than any other person. She got sewers for Minneapolis. She was less than five feet tall, but just a little ball of fire, I guess, and she did so many things. She was a very admirable little figure. . . .
Anyway, it was a $25,000 commission, and $6,000 was taken out for expenses for the committee to go to Washington. And out of that $19,000, I had to pay for the casting in bronze. . . . I had people from St. Paul Statuary help me cast that. You have to pay for insurance. You have to pay for delivery. I had to pay for a granite block with a bronze plaque on it, and I had to rent a space because my studio wasn't tall enough. You don't end up with a lot of money. I think I ended up with $7,000 for that.
I was at one of these [women's club] luncheons I had to attend, and there was a Mrs. Goode. I thought she looked a little bit like Maria and asked her to come over and pose for me. And then when I got through doing it, it looked like Mrs. Goode, all right, but it didn't seem to look like Maria. So I had to do it all over again.
There's pictures of me that were taken. This was well over half a year's job, and I look like I've got great huge circles under my eyes. It was really a rough time, and I wanted to do the best I could to honor Maria.
Oh, there was this huge dedication. They said there were more people came to the dedication of that sculpture than any other piece that they had and could remember since sculpture had been up. There were people, because of their connection with the university. There were past governors. It was a huge crowd. I was
nervous. I was really nervous. Governor [Elmer] Andersen, bless his heart, he was running for governor the next year. Governor [Orville] Freeman was there. . . .
I was scared to get up. They had a special dais of whatever you call it for the principals, and Governor Andersen, bless his heart, he talked, and it made it sound like I was Michelangelo. Michelangelo would have been nothing compared to me. I am basically kind of shy, and I didn't know how I was going to get off the dais and walk across the rotunda and take the flag off Maria. And Governor Freeman escorted me across, and when I got off the dais, he winked at me and somehow broke the tension. He could probably see that I was so scared that I couldn't walk.
There was an elderly gentleman that was in the invited guests, and he came up to me and he said he had studied with Maria, and he had tears in his eyes. He said, "I don't know how you did it. Exactly like her, exactly the way she'd come into the classroom". . . . I really felt that I had done well. I mean, I felt that I had done that one fine. I don't know if any art people ever wrote it up, but I didn't care, because I felt it was good.
I will say that I'm strictly a feminist as far as joining women's organizations. I don't think I've ever lost a job because I was a woman. When I first started being a sculptor, I thought I'd just put my initials down when I'd show sculpture, because I would probably be not taken as seriously. . . . But I never had to do that.
I really can't ever complain that I was discriminated against because of my sex. I've been extremely lucky. Anyway, it seemed to me that they seemed to think I could do the job. . . .
I'm the last of the Roosevelt Democrats. I think the WPA project was one of the more important things, I think, done for art in this whole country at any time. I think so many artists, of every kind of art, were given a chance. I could not have accomplished what I've done without that help. It was only three years, and I don't think they spent too much money on me for $76 a month, but I'm ever so grateful. . . .
When you do big sculpture, especially as a local artist, you don't get a lot of money. . . . You just have to have a great love for doing big stuff, which I do. I don't know, I think in the past, somewhere in my past life I lived on Easter
Island or something, where they made those heads; or I lived in Egypt. . . . I gave this design [Celebration of Peace] for St. Louis Park recently. It's 27 feet tall, and I gave them the design. I had tried to sell it to them a few years ago, but I gave them the design because I just feel a need to have another big sculpture up. . . .
It's so hard to make a living as an artist in Minnesota, and for years I think I was the only one that was really making a living at sculpture. . . . I mean, it was difficult, and I at least made my living. My classes supported my big jobs, and my big jobs kind of supported my classes. So I think if anything, one of my claims to fame, if there is any, is that I made my living actually as a sculptor in Minnesota.
Dedication of Raymond's bronze statue of educator Maria L. Sanford in the U.S. Capitol, 1958. Minnesota Governor Orville L. Freeman is at far left, next to University of Minnesota president James L. Morrill; Raymond, in the black dress, stands next to future governor Elmer L. Andersen.
All photographs are in MHS collections; the one on p. 92 is from the Minneapolis Star-Journal, p. 94 is from the Minneapolis Star-Tribune, and p. 95 is by Del Ankers Photographers, Washington, D.C.
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Teacher Quality Standard II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.
The most important action an effective teacher takes at the beginning of the year is creating a climate for learning. —Mary Beth Blegan, former U.S. Department of Education teacher-in-residence
A positive classroom environment enhances the academic achievement of all students, promotes appropriate classroom behavior, and is welcoming to families and adults. A respect for diversity and the uniqueness of each individual is valued. A sense of community is created in which members encourage and promote the learning of each other through collaboration, communication, and mutual respect as they work to achieve individual and common goals.
Element F
Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.
Effective classroom management is essentially invisible, because when students are well-behaved and engaged, the focus is on instruction and learning.
—Rick Smith
Professional practices referenced under each element of the Rubric for Evaluating Colorado Teachers are cumulative. Therefore, for teachers to be proficient in creating a learning environment characterized by acceptable student behavior, they must communicate clear behavioral expectations and hold students accountable to adhere to their expectations. Teachers must also implement procedures that create a safe and orderly learning environment that results in instructional time being maximized by all students.
PROFICIENT RATING LEVEL
ROFESSIONAL
RACTICES
HE
EACHER
Makes maximum use of instructional time.
P
P:
T
T:
For students to meet the demands of the Colorado Academic Standards, teachers need to provide relevant and purposeful instructional tasks that increase student engagement and result in maximizing instructional time. Effective time management is one of the skills necessary for success in school as well as in everyday life and in the work world. Students need time to practice, rehearse, review, apply, and connect new learning and relate it to their everyday lives. Teachers who effectively manage time give their students the best opportunity to learn and to develop personal habits that lead to wise use of time.
For each learning experience, the time for each element of the lesson varies with the type of activity and the students' ages. Use of time and choice of instructional strategies are also based on the scheduled time for the learning experience. Time wasted getting materials and supplies at the beginning of the lesson sets a negative tone and encourages off-task behavior. Lectures and seatwork assignments that are too long and group work and hands-on activities that are too short fail to accomplish the learning objective. A hurried ending to the lesson leaves students without closure—one of the key elements important for permanent learning. It is also a critical time for teachers to assess which students accomplished the objective and which students need more time. The old adage "Time lost is never found" rings especially true in the classroom. (McLeod, Fisher & Hoover, 2003)
One way the teacher can maximize instructional time is with the development and communication of signals that support students in self-monitoring their behavior. The use of signals can reduce interruptions to instructional time for redirection of student behavior. Some signals may only be known to the student and the teacher, but the subtlety of the signals preserves student privacy, and its discretion can maintain the efficiency of instructional time.
Examples: Nonverbal and Verbal Reminders:
o Teacher pauses.
* Nonverbal Reminders
o Teacher makes eye contact with the student.
o Teacher places a hand on the student's desk.
o Teacher walks near the student.
o Teacher points to the work the student is supposed to be doing.
o Teacher says the name of the student, either privately or in front of the class.
* Verbal Reminders
o Teacher states the class rule aloud to the class.
o Teacher comments on other students who are behaving appropriately.
Refer to this external resource for additional information:
http://www.reading.org/libraries/reports-and-standards/memc_070620.pdfArticle describes Strategies teachers can implement in all content areas and at all levels to maximize instructional time.
* Article: "Making Every Moment Count: Maximizing Quality Instructional Time" a report from The Time, Learning, and Afterschool Taskforce
Maintains a safe and orderly environment.
According to Jensen (1998), "The human brain seeks pattern and desires daily events to be logical and predictable."
Teachers can provide a safe and orderly learning environment by establishing clear expectations and logical consequences for students that are implemented in a consistent and predictable manner.
Classroom environments need to be planned to suit the needs of the educational program they serve. The environment supports the learning process by physically providing equipment and setup to facilitate smooth implementation of student and teacher tasks. The environment should allow for easy access of resources, configuration of grouping arrangements, and movement by members of the classroom.
Clear traffic patterns for teacher and student movement within the classroom are essential to student safety. Ensuring clear pathways for movement, securing electrical equipment, and organizing storage of supplies and students' belongings can create an environment that is safe and orderly.
Cleanliness is an important characteristic of a safe environment. Periodically clearing the surfaces of work spaces can reduce the risk of student injuries and illnesses. Keeping the classroom free of clutter can reduce distractions and accidents.
Tips for a safe and orderly environment:
* Evacuation maps should be displayed so they are visible to all members of the classroom.
* Electrical cords should be properly secured so that students will not trip over them. (Refer to building safety codes for specific regulations.)
* Trash cans and recycle bins should be available to reduce excess paper and avoid clutter.
* Disinfectant wipes or other cleaning supplies can be used by the teacher and students to clean common surface areas.
When supplies, equipment, and resources are organized and accessible, students are more likely to be independent learners. When students are able to work independently, behavior management issues decline and student engagement increases. Therefore, it is advantageous to everyone when students can help themselves to frequently used supplies so that learning is not interrupted and instructional time is maximized. Consistently displaying visual supports in the same place for each lesson not only makes them easily accessible, but also increases the likelihood students will use them.
When wall space and the overall appearance of the classroom are aligned with the learning goals and instructional priorities, students receive reinforcement for the value of what they are learning and why they are learning it. (Marzano, 2009, p. 202)
Visuals displayed on walls should have strong instructional purposes and not just serve as decorations.
Refer to this internal resource for additional information:
Document identifies benefits from the use of visuals and suggestions for how to create and utilize visuals in a purposeful manner.
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A Question About a Question by Rabbi Mendel Weinbach Page 2
"Why is this night different from all other nights?" This is how the Pesach Seder begins as the youngster who has practiced so long in school finally gets a chance to ask his father four questions about the distinctive nature of Pesach eve.
The Four Sons Devolution &
Four More Questions by Rabbi Nota Schiller Page 18
Exploring the connection between the number 4 and Pesach
RABBI BEREL WEIN Speaks on Pesach Cleaning Page 10
Now that Purim, with all its joys, hangovers and calories, is out of the way, the Jewish world bravely confronts the great holiday of Pesach and its myriad preparatory requirements.
Stealing for the Next Generation by Rabbi Dovid Orlofsky Page 14
Exploring the meaning of stealing the Afikoman
Ohr Somayach - Tanenbaum College - www.ohr.edu
by Rabbi Uziel Milevsky, zatzal
As any student of Jewish history knows, the Egyptian exile marked only the beginning of Israel's three thousand year odyssey through a never-ending gauntlet of persecution and torture at the hands of one nation after the next. Page 8
Kid Stuff
by Rabbi Yaakov Asher Sinclair
Is Chad Gadya just a children's song or is it something much, much more? Page 16
The Laws of the PESACH SEDER
by Rabbi Mordechai Becher
A bare-bones guide to conducting the Seder. Page 12
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A Question About a Question
by Rabbi Mendel Weinbach
"Why is this night different from all other nights?"
This is how the Pesach Seder begins as the youngster who has practiced so long in school finally gets a chance to ask his father four questions about the distinctive nature of Pesach eve.
The source of course is a mishna in Mesechta Pesachim (116a) in which these four questions are detailed. But if you take a look at that mishna and compare it with what is written in your Hagadah you are bound to have a question about one of those questions.
In addition to asking why on this night we eat only matzah and maror, and why we dip twice, the son following the mishna's direction should ask why on all other nights we eat meat cooked or broiled whereas on this night it may only be broiled. In our Hagadah, however, this question does not appear and another is there in its place!
the Torah's insistence on our ancestors' broiling the Pesach sacrifice. One is that as they were on the threshold of liberation from bondage it was important for them to internalize the awareness that they were not going to be mere freed slaves, but rather the "princes of the earth" who were destined to receive the Torah and be G-d's chosen people. Only aristocrats can afford the luxury of broiled meat, which may be the most delicious way of preparing meat but the least economical. The other reason is that the quickest way of preparing meat for consumption is broiling, so that the broiled sacrifice would be a reminder of the haste with which the Exodus from Egypt took place.
The answer to our question about this question lies in another mishna in Pesachim (53a) which mentions the custom of refraining from eating broiled meat on the night of Pesach. But how do we reconcile this custom with the Torah command to eat the korban Pesach only with a broiled preparation?
When we had the Beit Hamikdash and were able to offer the Pesach sacrifice we were required to broil the slaughtered animal and eat it on Pesach night. It was therefore in place for the son to ask why only broiled meat was eaten that night. But we may not offer sacrifices when there is no Beit Hamikdash and eating any broiled meat on Pesach night gives the wrong impression that we actually violated the law and offered a sacrifice. All we can do is put a piece of broiled meat (zeroah) on the Seder plate as a reminder of the sacrifice, but we refrain from eating it that night — a custom followed by virtually all Jewish communities.
Now that we understand why the question regarding broiled meat is missing, let us try to analyze what lessons we can learn from the fact that in its place the Hagadah has a question about why we recline while eating.
The Sefer Hachinuch suggests two possible reasons for
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Although these reasons may seem to apply only to the generation of the Exodus, the command to broil the Pesach sacrifice was in force in later years as well because each Pesach is viewed as an experience of virtually reliving that Exodus in fulfillment of our Sages' instructions that "a man must view himself as if he was liberated from Egypt."
Our inability today to offer a sacrifice and eat its broiled meat is perhaps a reminder that our lack of a Beit Hamikdash and our dispersion diminish the sense of aristocracy to which we would be entitled if not for our sins. But despite the lack of respect for our nation in this final exile, we relive aristocracy on Pesach night by reclining in aristocratic fashion when we drink our four cups of wine and eat our matzah. It is therefore fitting that in place of the question regarding broiled meat we substitute a question about reclining.
The other explanation of the Chinuch regarding the speed with which our Exodus from Egypt took place also fits in with our situation in exile. How can we eat broiled meat symbolizing the speed of liberation when our final redemption is so long delayed? And yet we call attention to our reclining in royal fashion as an expression of our still special status as G-d's chosen people, confidently concluding our Seder with the singing of "Next year in Yerushalayim."
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Q 1. What is the holiday of Pesach called in the Torah? 2. Why did our ancestors carry dough when they left
Egypt?
3. Where is there a hint in the Torah to the four cups of wine we drink at the Seder?
4. What do we do on Pesach Eve to remember the Korban Pesach?
5. What do these numbers represent – 10, 50 / 40, 200 / 50, 250?
6. How many mornings on Pesach do we say the entire Hallel?
7. How do we refer to Pesach in our kiddush and in our tefillot?
8. What are the three prohibitions regarding chametz?
9. When is the eating of matza obligatory according to the Torah?
10. What was the date of the crossing of Yam Suf?
11. How many days of Chol Hamo'ed are there in
Eretz Israel and elsewhere?
12. Is there any limit to what may be done during Chol Hamo'ed?
13. How many times do we wash our hands during the Seder?
14. What cannot be done after eating the afikomen?
15. Why do we recline when drinking wine and eating matza?
16. What unusual thing do we do to stimulate children to ask questions?
17. What is the meaning of datzach, adash, beachav?
18. Who are the four sons alluded to in the Torah as requiring us to inform them regarding Pesach?
19. What is the meaning of Dayenu that we sing?
A 1. Chag Hamatzot (The Festival of Matzot).
2. They left in such a hurry that there was no time for the dough to rise.
3. The four expressions of redemption found in Shemot / Exodus 6:6-7.
4. Place a shankbone or other piece of meat on the seder plate.
5. The number of plagues with which the Egyptians were smitten in Egypt and at the Sea according to three different Sages.
6. One morning in Eretz Israel and two everywhere else.
7. Zman Cheiruteinu (The Season of Our Freedom).
8. To eat, to benefit from and to possess.
9. On the first night of the holiday at the Seder.
10. The seventh day of Pesach – the 21 st day of the month of Nissan.
11. In Eretz Israel 5 days and elsewhere only 4.
12. Definitely! Study the laws or consult a rabbi.
13. Twice - once before dipping karpas into salt water and once before eating matza. (A third time is mayim achronim before saying birkat hamazon – grace after meals.)
14. We cannot eat nor drink wine.
15. In order to express our sense of nobility as free men.
16. We dip a vegetable in salt water before saying the Haggadah.
17. These are acronyms formed by the first letters of the ten plagues.
18. The wise son, the wicked one, the simple one and the one who does not know how to ask.
19. "It would have sufficed for us" – a reference to all the stages of benevolence which G-d granted us.
20. What is the Torah term on which the word Haggadah is based?
20. "Vehegadeta levinecha – And you shall relate to your child" (Shemot 13:8).
The Pesach Handbook
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MATZA Message The
"The Matza that we eat is for what reason? Because the dough of our forefathers did not have time to become leavened before the King of Kings, the Holy One, Blessed be He, revealed Himself to them and redeemed them." (Haggadah)
By Rabbi Mendel Weinbach
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The Exodus from Egypt was so sudden that "they could not tarry" and therefore "baked the dough which they had brought forth from Egypt into unleavened cakes (matza)." What would have transpired had our forefathers been given a little more time before leaving their homes in Egypt? Would they have utilized this time to bake the dough into loaves of bread to sustain them on their journey into the wilderness rather than bake it into matzot? Or would they have baked the dough into matzot in the comfort of their homes and transported them in this convenient form rather than carry dough on their shoulders and be forced to bake matzot while on the road?
Both approaches find support in the commentaries, with preponderance in favor of the second one. The big problem facing this approach is how it was possible for our ancestors to carry the dough for so long without it becoming forbidden chametz, a leavening that transpires if dough is left unattended for eighteen minutes.
The variety of solutions proposed range from the dough being miraculously baked by an extraordinarily blazing sun (Targum Yonatan ben Uziel), to the dough being steadily kneaded by the Jews carrying it on their shoulders for that purpose (Ohr Hachayim), to the distance being covered in miraculously short time as they were being "carried on eagles wings" (Ramban).
A particularly interesting approach is that of the great nineteenth century commentator Rabbi Meir Leibush Malbim, whose analysis of another Midrash led him to the conclusion that the miracle was that G-d, Divine Author of Nature, simply repealed the natural law which dictates that unattended dough must become chametz!
Despite this fascinating divergence of approaches all are united in viewing the eating of matza on Pesach as a reminder of the speed with which Jews were liberated from Egypt. Why is this such a crucial factor?
We can easily understand the other features of the Seder. The bitter herbs of maror recall the bitterness of our bondage. The four cups of wine and the reclining are expressions of freedom from that bondage. But why is it so significant to highlight the speed with which this liberation was effected?
A charming incident, which took place in Jerusalem a number of decades ago, may help us unravel this mystery of the matza.
All the guests gathered around the wedding canopy excitedly waiting the big moment. The officiating rabbi, a sage renowned both for his Torah knowledge and practical wisdom, had concluded the opening blessings over a cup of wine and it was now the chatan's turn to put a ring on the kallah's extended finger and say the "magic words" that would make them man and wife. This particular chatan was a bit more nervous than other grooms and he let the ring fall from his hand. As he bent down to pick it up, the father of the bride, who was apparently not very pleased with the match, muttered something about this perhaps being a Heavenly sign that the wedding should not take place.
The rabbi quickly defused a potentially explosive situation by declaring: "Yes, it is indeed a sign from Heaven."
As the chatan, kallah and their parents and witnesses looked at him in bewilderment the rabbi continued: "It is a sign from Heaven that when he first took out the ring the time had not yet come for the marriage to begin. Now the time has finally come!"
The experience of Jews in Egypt was a preparation for their future role as the holy nation that would receive the Torah. Exile in a foreign land and the sufferings of backbreaking labor were the bricks that built the "forging furnace" of a nation which would learn to so abhor the moral corruption which had been imposed on them in Egypt that it would be enabled to go on to become a "light unto the nations."
But if you stay too long in the forging furnace you can be destroyed. Our Sages tell us that there are fifty levels of spiritual corruption, and our ancestors, in their physical and spiritual bondage, had already reached the forty-ninth level. One moment longer in Egypt and they would have sunk to that fiftieth level from which there is no redemption.
Here then is the "catch 22" situation of our ancestors in Egypt awaiting liberation. One moment too early and they lack the finishing touches of the forging furnace. One moment too late and they are beyond redemption.
Only the Divine Creator of time was capable of the perfect timing that was continued on page five
needed. Just as the climactic plague of the death of the firstborn took place exactly at midnight for reasons known only to G-d, the Exodus began at exactly the moment that we too can understand as being perfectly chosen as not too early and not too late.
So when we eat our matza we are reliving that experience of perfect timing that is so vital for us to remember in so many aspects of our national and individual lives. How often have Jews in their long exile felt a sense of impatience for the ultimate redemption for which the Exodus from Egypt was but a preview? The eating of matza on Pesach reminded them that there is a Divine plan in the length of our exile and that when Heaven determines that we have learned all that was necessary from our suffering our redemption will not be a moment late in coming.
How often has the individual Jew reached the brink of despair as he waited for his personal salvation in terms of a mate, of children, of good health, of financial and physical security? Matza reminded him too that the Mitzrayim (the Hebrew name for Egypt which literally translated means "straits") constrictions in his life have their purpose and there is a perfect Divine schedule for when his own Exodus will arrive.
Now let us see what other lessons there are in the eating of matza beyond the issue of perfect timing.
Following the aforementioned approach that the dough taken out from Egypt was miraculously saved from becoming chametz we discern two different lessons from this Heavenly intervention in the leavening process. Whether it was the lightning speed of traveling "on eagles wings" or the blazing sun serving as a baker, we are witnesses to the Divine support provided for the Jew who puts trust in G-d.
The Torah stresses that our ancestors left Egypt in such a hurry that they took along no provisions other than the unbaked dough. This willingness to "follow Me into the wilderness, into an uncultivated land" earned us G-d's eternal love because it expressed our limitless trust in His providence.
The great Chassidic leader, Rabbi Levi Yitzchak of Berditchev thus explains the contrast between the name we use in referring to the holiday and the one that appears in the Torah. We call it "Pesach" but the Torah calls it "Chag Hamatzot" (the Festival of Matzas). This is but another expression of the romantic relationship between G-d and His beloved people, which is the theme of the sacred and beautiful "Shir Hashirim" (Song of Songs of King Solomon) that many Jews recite at the conclusion of the Seder.
"Pesach" means "pass over" and recalls the miraculous loving-kindness of G-d as he passed over the Jewish homes in Egypt as He slaughtered the firstborn in the Egyptian homes all around them. We call the holiday by this name to express our appreciation of G-d just as the tefillin we wear on our heads and arms contain the Torah chapter that proclaims that there is only one G-d.
That one G-d, in Whose tefillin is the Torah phrase that proclaims "who is like Your people Israel, one nation in the world", praises our plunge into the wilderness with nothing more than the raw material for matza because we were so confident that G-d would provide.
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The first vindication of that faith came with the miracle that prevented the dough from becoming chametz and condemned to burning. This was certainly a good omen for all succeeding generations that trust in G-d will be rewarded with miraculous results even if they sometimes wear the veil of natural events.
If this approach has been a lesson in the physical protection represented by matza the approach of the Malbim offers a spiritual perspective as well.
What was the significance of G-d repealing the chemical law of fermentation at the time of the Exodus so that the dough of the fleeing Jews would not become leavened before being baked into matza?
The answer can be found in the special prayer that the Talmudic sage, Rabbi Alexandria, was accustomed to saying when he completed his regular daily prayers. "Sovereign of the Universe" he would begin his appeal, "it is clear to You that it is our desire to do Your will, but we are prevented from doing so by the leavening agent in the dough."
The yetzer hara, man's evil instinct, is thus referred to as the catalyst for chametz. Some commentaries focus on the single letter difference between the Hebrew words for matza and chametz to explain why one represents good and the other evil. Others simply point to the difference in their physical forms. Matza is simple and flat while chametz is inflated. All of human sin is rooted in either passion or pride, both of which are symbolized by the inflated bread, which mirrors satisfied appetites and blown-up egos.
On the eve of the Exodus Jews were treated to an unparalleled spiritual experience, which all of us get at least a tiny taste of when we sit at the Seder table and attempt to relive that experience. But what was going to keep them on a high spiritual level for the next seven weeks till they reached Sinai and received the Torah? Were they condemned to exchange the chains of the physical bondage for the evil instinct that would ferment their souls?
G-d provided the answer to these doubts by demonstrating that He can momentarily suspend the power of the leavening agent to turn the dough into chametz. In similar fashion our ancestors were assured that the leavening agent within them would also have no power to serve as a catalyst for corruption.
This was a dramatic, tangible expression of that famous Divine guarantee of spiritual security: "Make for Me an opening like the eye of a needle and I will make for you an opening like a great hall."
Matza thus reminds us that as difficult as it may seem to overcome the natural forces of passion and pride represented by chametz, we must always remember that the Creator of those forces can suspend their power over us. All that is required is the first step taken by us to open a needle's eye measure of desire to improve. In Egypt it was the courage of Jews to take the local deity and offer it as a sacrifice to Heaven that provided that first step which led to such great spiritual heights that reached their climax at Sinai. For Jews in every generation the eating of matza should serve as a reminder that we must not hesitate to take a little step in coming closer to G-d, because we can be confident that He will turn it into a giant step for us, our people and all of mankind.
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14 Sedarim to Egypt
BY RABBI YAAKOV ASHER SINCLAIR
The Mists of Time...
When we think about the vista of Jewish history it seems like an impossibly large canvas for us to relate to. It seems so remote. The events seem so distant from us. But we can relate to Jewish history in a way which makes it very real.
at our table was possibly a grandson at his grandfather's Seder. And similarly, our grandson will probably be a grandfather at his grandson's Seder.
We can connect to our heritage without feeling that it's obscured by the mists of time.
How? Watch!
Take the average Seder. At a typical Seder there will be three generations at the table: A grandfather, a father and a son.
Let's say that the average generation gap is 30 years. So a typical Seder represents a span of 60 years of Jewish history.
So our Seder could contain in it as much as 7 x 30 = 210 years! If you divide 210 years into the time elapsed since the first Seder (approx. 3,300 years ago) you come out with the following calculation:
3,300 ÷ 210 ~ 14.
In other words, we just shrank the vast expanse of 3,300 years of history into just over 14 Sedarim. That's all that separates us from the experience of leaving Egypt — as little as 14 sedarim!
"And you shall tell your son on that day..."
But really if you think about it, there are really not three generations at the table, but seven. Because the grandfather sitting
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Shelf Life
What's So Bad About Bread?
BY RABBI YAAKOV ASHER SINCLAIR
The refrigerator had stood in its place for many months but now Pesach was approaching and it would have to be moved
As its small wheels grudgingly struggled through months of sticky under-fridge grunge a white object came into view. It was as stiff as a board but devoid of even a hint of mold — a flawless monolithic slice of white bread greeted the first light of day it had seen in many a month.
I marveled at our chemical society that manages to immortalize the transient with no less skill than an Egyptian embalmer.
Time and food don't get on well together.
The Torah (Shemot 12:17) tells us to guard the matzot from becoming chametz. Rashi comments that the word matzot can be read as mitzvot, meaning that just as we should guard the matzot from tardiness, similarly we should not delay our performance of mitzvot. When an opportunity to fufill a mitzvah arises, we should do it immediately.
This Rashi is perplexing. Rashi is the parshan par excellence. He tells us the literal meaning of the Torah. It's not his style to deliver homilies.
In addition, the comparison is difficult to comprehend. There's an enormous gulf between not doing a mitzvah in a timely fashion and between chametz. For delaying a mitzvah one receives no punishment that we know of whereas the punishment for eating chametz is karet — spiritual excision and premature death.
Quite a difference!
The basis of all atheism is the perception that the world has always been here and always will be here. It's an easy mistake to make. Time seems immutable. We divide time into minutes and seconds, but that's only for our convenience. To the untutored eye time is a megalithic existence with no beginning or end. Time just is.
Nothing could be further from the truth.
The very first word in the Torah — Bereshet — comes to contradict that presumption. Bereshet, "In the beginning…" G-d created 'beginning'. Time itself is a creation.
In Hebrew the word for time is zman. The same root appears in the word hazmana, which the Talmud uses to mean "preparation." Time's greatest lie is that each mo-
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ment seems to be prepared from the moment that precedes it, that each moment obliges the one that follows.
Look into a flame flickering and moving.
All we really see when we look at the flame is the combustion of that split-second, for as soon as it shines, that particular flame is burned and gone forever. The flame you see in the next second is a different flame, and the moment after that there is yet another flame … and another …and another…
We know that each nanosecond of a burning fire is a separate event; yet the flame gives every appearance of being continuous.
The Midrash describes how G-d made Himself known to Avraham. Avraham was like a traveler who sees a great building ablaze with light and remarks that such a building must have an owner. Avraham looked at the creation and saw that this world must also have an owner.
In Hebrew the expression "ablaze with light" could also mean "ablaze with fire." In other words, Avraham saw that this world was like a burning flame, that every single second was a discrete existence. He saw that the seeming continuity and immutability of Time was a lie.
It was this perception that made Avraham worthy to be shown the reality behind the lie, and the Creator of time appeared to Avraham.
The truth of this world is that God remakes the world every single second. Every moment is like a flame that blazes and is then replaced with another.
Matza has only two ingredients: Flour and water. Bread has a third ingredient: Time.
The addition of time to matza turns it into chametz. A mitzvah is an expression of the will of G-d. Doing a mitzvah in a tardy fashion places it into the domain of time. And there can be no greater lie than that.
Pesach is the birthday of the Jewish People. Our mission and the mission of the Torah is to proclaim that G-d creates reality every single second. Time has no independent existence of its own.
Therefore, during Pesach, right at the beginning of our mission in this world, we avoid the food that embodies time — bread — and eat matza, the spiritual food that is above time.
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The Four Sons&Devolution
The four sons of the Haggadah as a model for all of Jewish history
From "The Ohr Somayach Haggadah" Transcribed from the Lectures of Rabbi Uziel Milevsky, zatzal
As any student of Jewish history knows, the Egyptian exile marked only the beginning of Israel's three thousand year odyssey through a never-ending gauntlet of persecution and torture at the hands of one nation after the next. An oft-repeated question, therefore, is why does the commemoration of the Exodus occupy such a central position in the Jewish calendar? Since the Jewish People have been cast from one exile to the next, why is Passover still referred to as "the time of our freedom?" What kind of freedom is this?
The answer is that the miracles of the Exodus, which culminated on Passover, comprise the prototype of the Jewish People's ultimate Redemption. In a sense, the miracles that took place in Egypt set a historical precedent that will sooner or later repeat itself. Prior to the Exodus from Egypt there was no practical indication that Israel would ever be redeemed. Perhaps exile would become an integral component of the Jewish psyche for all eternity. With the miracles of Passover it became clear to all the inhabitants of the earth that the Jewish People were not destined for a permanent state of exile. Our identity is thus characterized by a state
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of redemption.
Yet more often than not, the Jewish historical cycle has consisted not of a transition from exile to freedom, but rather from exile to exile. This movement of our People from one culture to another has too often proven fatal to large segments of the Jewish Nation, which bears the scars to this very day, as we see from the recurring cycle of Jewish Exile.
THE JEWISH DRIVE TO EXCEL
Typically, when Jews make their entrance into a nation they tend immediately to feel a tremendous drive to "fit in" and excel in those very same pursuits that the host society considers their own unique specialty. If the locals take pride in their superior business skills then the first-generation Jewish immigrants strive to become superb businessmen; if the locals take pride in their scientific achievements then the Jews strive to become superb scientists. The Jews' innate ambition to excel stems from Israel's destiny to become a "light unto the nations." This enormous spiritual potential cannot be suppressed — if it is not channeled towards spiritual endeavors, it manifests itself on the corporeal plane as a consuming ambition to
excel in every field of worldly endeavor. Soon, the all-consuming yearning to excel can become so overwhelming that the Jew may be willing to sacrifice anything — including his heritage — in order to attain his goal. In a matter of a few generations the Jew does indeed excel, but this time, to his detriment, he becomes so well-adjusted to his new culture that he totally assimilates and essentially fades away as a Jew.
Who remains in exile? Only the descendants of those Jews who have resisted the temptation of assimilating and have remained faithful to the Torah. This is the only guarantee of Jewish survival. Those who embraced Torah still have Jewish descendants today; those who shunned it in the past are no longer a part of Israel.
Let us now analyze the inner workings of each cycle of exile. What type of person immigrates to a new country from the previous locale of exile? As has been explained above, it is a person who adhered to his traditions, since it stands to reason that all those who discarded their heritage assimilated completely and disappeared from the Jewish map.
THE GENERATION OF THE CHACHAM
These new immigrants are committed to their heritage. They know what mitzvot are, and how to perform most of them; they can pray in Hebrew, and can study Torah. We could safely refer to this first generation of exiles as the generation of the chacham, the Wise Son. It is for this reason that the author of the Haggadah mentions the Wise Son first — this "Son" is representative of the first immigrants who enter Israel's latest exile.
THE GENERATION OF THE RASHA
What happens to the children of the chacham, the second generation of the new exile? They are in the greatest danger, for they find themselves walking a tightrope between two very different cultures. It is extremely difficult for them to live in both of these worlds at once. They perceive their parents' world as old and primitive in comparison to the fast and exciting world in which they have grown up. They are liable to abandon the old ways of their parents and embrace the trappings of the modern world, thinking, "These ancient laws are not for us! 'What is this service to you?' It means nothing to me!" This is the generation of the rasha, the Wicked Son. For this reason, the author of the Haggadah lists him as the second son — he represents the second generation of Jews in exile.
THE GENERATION OF THE SIMPLE SON
What becomes of the third generation? The children of the Wicked Son have nothing to rebel against — their parents have left no stone unturned. For the most part they simply do what their parents tell them. From a religious perspective the most one can expect from them is to ask, "What is this?" They may have faint memories of their grandfather opening up a Jewish book once in a while, or performing some other mitzvah. Out of curiosity they will ask, "What is this? What is the Torah all about?" This third generation of immigrants is defined as the Simple Son. It is for this reason that the author of the Haggadah lists him as the third of the four sons.
THE LOST GENERATION
If the Simple Son receives a Torah education, he still has a chance. If he does not, then his children will become the generation of the Son Who Does Not Know to Ask. Indeed, what have they to ask? Their father knows next to nothing, their grandfather is the rebel, and they don't remember their great-grandfather. All they know is that they are Jewish, but they have no inkling of what it means to be a Jew. The Haggadah warns that this fourth generation is the last generation — there is no Fifth Son, for the children of the Son Who Does Not Know to Ask no longer exist from a Jewish perspective. If a Jew knows nothing more than that he is Jewish, his children will not know even that.
Interestingly, people often remark that almost every Jew they know has at least a great-grandfather who was religious. They are correct — it is rare to find a Jew who has been disconnected from his heritage for five generations. This is precisely what the Haggadah teaches.
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RABBI BEREL WEINSpeaks on Pesach Cleaning
Now that Purim, with all its joys, hangovers and calories, is out of the way, the Jewish world bravely confronts the great holiday of Pesach and its myriad preparatory requirements.
the circumstances and places where I purchased most of my books. I can identify which are the books of my youth and spring and which are the ones I bought in my later years.
One of the time-honored rituals in Jewish households is the pre-Pesach housecleaning frenzy that overwhelms the family, especially the female part thereof.
The eradication of chametz from the house is only the pious front that is put forward to rationalize the otherwise irrational drive to put everything in the house in its proper place, shiny, spotless and dusted. Every useful item that is needed for daily efficiency in the home, and especially in my study, can no longer be found because it has been placed "where it belongs."
Of course, over the course of time as the year progresses, usually by Shavuot, these items so necessary for comfortable living are no longer "where they belong" but rather "where I can find them."
But that is for another column that I may write some day.
My task in the ritual of Pesach cleaning is mainly relegated to explaining why the ruthless cleaning going on before my eyes and the movement of my tapes, papers and books to "where they belong" is not really necessary, in strict halachic terms. I know that this is a lost cause as far as I am concerned, since Jewish women from time immemorial have not trusted the "leniency" of Halacha when it comes to pre-Pesach housecleaning. But at least I go through the motions of attempting to mitigate the household whirlwind that always accompanies the advent of the great holiday of freedom and redemption.
However, my real task before Pesach is to dust, spray with a protective spray and place in order — "where they belong" — my books. Since I have acquired a sizable library of books over the years, this is no small task.
I am a procrastinator when it comes to executing household chores. Nevertheless, I have a great sense of anticipation when it comes to the pre-Pesach cleaning of my books and placing them in correct order on my library's shelves. Books are memories. I remember
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I see the books that I purchased out of my saved coins when I was in the yeshiva (I never smoked because I needed that cigarette money for books), and I am flooded by the serene and joyous memories of those golden years of intensive Torah study and the camaraderie of friends that yeshiva life engendered.
I remember that this is the book that I used when studying with this particular holy teacher and, even though he is now long since gone, he is still alive to me as I again open and look into that book.
I carefully dust the two books that I have from my grandfather's library and remember the piece of sugar that he put in my mouth when, as a child, I correctly interpreted the words of Rashi for him. That sweetness has never departed from me. It has nurtured me on many a dark and disappointing day in my life.
The world correctly identified the Jewish people as being the "People of the Book." It is "the book" that has preserved us as a people and revitalized Jewish life in all places and times.
For "the book" — the Bible, the Talmud, the love of learning, the intellectual stimulus and the respect for scholarship and scholars — is the collective memory of the Jewish people. In telling us what was, the book also informs us as to what is now and what will yet be.
One cannot approach Pesach without the gift of memory. For Pesach is all memory. And therefore the household cleaning that precedes it is also part of the necessary process of memory. It may be chided, but never scoffed at. Pesach and its memories are why we are here, and why we have the right to be here.
It is paradoxical that getting rid of the chametz allows the memories suppressed by our everyday preoccupations to flood back into our minds and hearts.
So, let us get on cheerfully with our Pesach cleaning. One never knows what one will find while cleaning the house for Pesach.
Pesach Cleaning Primer
BY RABBI MORDECHAI BECHER
Rabbi Becher was a Senior Lecturer in the Ohr Somayach Main Campus in Jerusalem for many years. He is now a Senior Lecturer for Gateways Organization and the author of the best-selling "Gateway to Judaism."
The following instructions are by no means a complete halachic guide for Pesach. A Rabbi should be consulted for any questions and doubts that arise, and refer to the many books available that present the halachot in detail. The following instructions are based on classes given by Rav Chaim Pinchas Scheinberg, shlita.
1. All places or articles into which chametz (leavened grain products, eg. bread, crackers, cake) is usually brought during the year must be cleansed and checked for chametz before the evening preceding the Seder. The search for chametz (details of which can be found in the Haggadah) is started at nightfall on the evening preceding the Seder.
2. Any article or place which is not used on Pesach, which is closed up and sold, does not need to be checked for chametz.
3. Chametz that has been rendered inedible (even to an animal) by being soaked in a foul-tasting liquid such as detergent, "Draino", bleach or ammonia is not considered chametz.
4. There is no obligation to check and destroy chametz
Q: Why is Moses' name not mentioned in the Haggadah?
A: To answer this question, let's look at the very first Pesach Seder in history.
After a full year in the desert, the Jewish People celebrated the Pesach festival. They offered the Paschal lamb and ate matza and maror. But when it came time to tell the Pesach story, whom did they tell it to? To whom did they relate the plagues and miracles, the Strong Hand and Outstretched Arm? Everybody was there! Everyone saw it with his own eyes!
that is less than the size of an olive (approx. 30 grams) and is so dirty that a person would not eat it.
5. Surfaces, closets and cracks where it is possible that chametz has entered should be washed, ensuring that detergent enters all cracks and crevices.
6. Kashering for Pesach is done in the same way as during the year
7. It is customary to also cover any surfaces that have been kashered and that will be used for food, or for utensils on Pesach; e.g. tables, countertops, cabinets and stovetops, with plastic, linoleum or aluminum foil.
8. Any chametz that will not be consumed or destroyed before Pesach must be sold to a Gentile before the time of prohibition of chametz (the time of the prohibition is printed in Jewish calendars and newspapers) for all of Pesach. The transaction should be performed by a Rabbi, since the laws are complex and a contract is necessary. The chametz that has been sold must be stored away until after Pesach.
Only one person had children who did not personally experience the going out of Egypt - Moses! Moses' two sons were in Midian during the Exodus. Moses, therefore, was the first person in history to relate the Pesach story to children who didn't know it first-hand.
As we know, "Moses was the most humble person on the face of the earth." Would you be surprised, then, if the world's humblest person omitted his name from the story, and instead he attributed all the credit to G-d? This would then become a precedent for future generations.
Looking for a remarkable essay which reveals the secret of the structure of the Haggadah, a puzzle which has challenged generations of scholars?
Malbim's Introduction to the Haggadah available at http://ohr.edu/yhiy/article.php/802
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The Laws of the Pesach Seder - "Unleavened"
A bare-bones guide to conducting the Seder
BY RABBI MORDECHAI BECHER
* The seder table should already be set before nightfall, with the seder plate, matzot, cups etc.
* The seder plate should contain, starting from top left (NE) going clockwise: an egg lightly roasted, a piece of meat (chicken also OK), charoset (usually made of grated apple, ground walnuts, cinnamon, red wine and dates), chazeret (a vegetable), karpas (potato, parsley etc.) and in the middle maror (the bitter herb - horseradish or romaine lettuce). A bowl of salt water should be placed on the table but not on the plate.
* Three whole matzot shmura should be placed under or in front of the plate. They should be covered and separated from each other by a napkin or cloth. Matzot shmura are matzot that were made for the sake of the mitzvah and from wheat that was protected from moisture from the time of its harvest. They are the matzot that one should use for the commandments of the Seder.
* Seats should be equipped with cushions so that the participants can lean on their left sides while eating and reciting the Haggadah (except for eating of the maror) to imitate freemen and nobility.
* Everyone should have a cup that holds at least 86 cc. and there should be enough wine to fill four cups for each person at the Seder. Red wine is preferable but white wine may also be used. Children and pregnant women, or people who for health reasons cannot drink wine, may fulfill the obligation with grape juice (preferably, with a little wine mixed in). The cups should be filled to the brim for each of the four cups of wine.
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* Kiddush is recited by the person conducting the Seder while holding the cup in his right hand. The participants should listen to his words, keep in mind that they are fulfilling their obligation through his recitation, and say amen when he finishes each blessing. Everyone then drinks the majority of their cup while leaning to their left. (Try to finish the drink in two gulps.)
* Everyone then washes their hands. Water is poured from a cup, twice on the right hand and twice on the left, no blessing is recited.
* The karpas (celery, parsley, boiled potato) is then dipped in the salt water and eaten, after reciting the blessing "borei pri ha'adama" as printed in the Haggadah.
* The middle matza is broken into two. The larger part is set aside for the Afikoman which is eaten later, and the smaller part is kept with the other two matzot. It is customary for small children to "steal" the Afikoman and hide it. After the meal the father "buys" it back with offers of gifts (preferably something of a Jewish theme).
* The matzot are uncovered and lifted up and the person conducting the Seder recites with everyone else, "Ha lachma anya." The second cup of wine is filled, the seder plate is removed (to arouse children's curiosity) and the Haggadah begins. The youngest present, and often all the children, now ask the four questions, "Mah nishtanah." The rest of the Haggadah is read, sung and explained. It is the obligation of the parents to explain the Haggadah to their children and to each other. Indeed every
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person is obligated to delve into, and explain and relate the story of the Exodus to others and to themselves to the best of their ability.
* When "Vehi she'amdah" is recited the cups of wine should be raised. When the plagues are recounted we tip a little wine out of the cups, and afterwards fill them to the brim. Likewise, when the Hallel is begun ("Lefikach"), the cup should be raised, and when the blessing is reached, everyone (or just the leader with others responding amen) says the blessing over wine and the second cup is drunk, also while leaning.
* Wash hands as before, but this time a blessing is recited ("al netilat yadaim"). One should not speak from the time the hands are washed until after the matza is eaten.
* The leader holds all three matzot, and recites the blessing over bread ("hamotzi lechem min ha'aretz"). He then drops the bottom matza and recites the blessing over eating matza ("al achilat matza"). He then distributes a small piece of each of the top two matzot to the participants (who supplement their portion from other matza shmura on the table.) Everyone now eats, while leaning on the left side. One should eat about 2/3 of a square machinemade matza, or a little less than half of a round hand-made matza. Try to eat this amount within about 3 minutes.
* The blessing ("al achilat maror") is then recited on the maror (grated, raw horseradish or romaine lettuce). The maror is dipped into the charoset, then shaken off and eaten (not leaning). One should eat about 27cc. of maror, (about two leaves of romaine lettuce). Be sure to clean and check the lettuce carefully before the Seder to ensure that there are no insects on the leaves.
* A sandwich is made, using a little from the bottom matza (add from the table's supply if necessary) and maror. One should eat about the same amount
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of maror as before (no. 14; a little less is OK) and about half the amount of matza as before (no. 13). No blessing is recited but the paragraph "zecher lemikdash keHillel" is recited beforehand.
* The meal is now eaten. Many people have a custom to eat boiled eggs dipped in salt water. One should take care not to overeat at the meal, as one must leave room for two more cups of wine, and the matza of the Afikoman. Roasted meat should not be served at the meal, so as not to appear as though we are bringing the Paschal sacrifice outside the Temple. The meal should be eaten while leaning, and one should discuss the Haggadah during the meal as well.
* At the end of the meal the Afikoman is eaten while leaning. No blessing is made. One should eat the same amount of matza as in no. 13, although if this is difficult, one may eat half that amount. Nothing should be eaten or drunk after the Afikoman except for water.
* "Elijah's" cup is filled and the third cups are filled at this time. The Grace After Meals is recited while holding the cup of wine (until "al yechasrenu" is said). Don't forget to insert the appropriate prayer for Pesach ("ya'aleh veyavoh"). After the Grace (Birkat Hamazon) the cup of wine is lifted, the blessing over wine is said, and the majority of the cup is drunk, while leaning. The fourth and final cup is filled, the door is opened, and "Shfoch chamatcha" is said.
* The door is closed and the rest of Hallel is sung or recited. At the end of Hallel, the participants say the blessing over wine, and drink the last cup. Then the blessing after wine is recited.
* The concluding prayer is recited, "Next Year in Jerusalem" is sung, and the Seder is concluded with the singing of the traditional songs (echad mi yodea, chad gadya, adir hu, etc.).
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Stealing for the Next Generation Exploring the meaning of stealing the Afikoman
by Rabbi Dovid Orlofsky
There is a beautiful custom that takes place every Passover at the Seder. After kiddush the father breaks the middle matza of the three matzot placed before him and hides it away till the end of the Seder. It is the afikomen, the final food eaten at the Seder. Afikomen is apparently related to the Greek word for "dessert," and it's a real pleasure to watch the happy contented faces of the Seder participants munching away at still another piece of matza. Some people observe it's even tastier this year than usual. They are eating the cardboard box.
But as all the youngsters know, before you can reach that exciting conclusion to the Seder, you first have to get the afikomen. The children, as you know, are encouraged to steal the afikomen and hold it hostage, refusing to return it until you promise to buy them the gift of their dreams.
Now, far be it from me to be the grinch that stole Passover, but does it make sense to encourage our children to steal, blackmail and extort money from us? Granted, once they get married they'll be doing it on a regular basis, but do we need to instill it in them as a value at a religious ceremony?
There are those who suggest it's just a harmless game designed to maintain the children's interest in the Seder so they don't drift off. In that case, there should be something there for the average adult as well. But as far as the children are concerned, why
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not do what we always do? Tell them if they sit quietly they'll get a prize. Offer them a chance to answer questions about what we read.
But thievery and extortion? Isn't that taking educational aids a little too far? Although perhaps seeing what's going on in the American school system, this might be a good way to prepare them. But I digress.
The truth is, I think there's a tremendous lesson to learn from the custom of stealing the afikomen. Let's take a quick look at the Seder. The kiddush is followed by a series of unusual activities. We dip a vegetable in salt water, we uncover the matzot, we re-cover the matzot, we remove the Seder plate, we refill the wine cups. Busy as beavers, we are. Finally we get down to business and one of the children recites "Ma Nishtana - the Four Questions." When the child finishes, he is returned to his seat at the table where, while plotting his afikomen caper, he throws things at his brother and annoys his sister.
Did anyone notice that while we were careful to make sure the child asks the four questions, no one seems to care if he gets any answers?
If you return to the original source of the customs that precede the reading of "Ma Nishtana," you find that they all have the same theme: To inspire the children to ask. The child sees the wine cup being refilled, and he thinks: "Hey! We don't make kiddush twice!" He sees the Seder plate being removed and thinks: "Is the Seder over already?" This inspires a
child's curiosity until he wants to say: "Hey guys, why is this night different from all other nights?"
Unfortunately what happens most of the time is that we cover the matzot, uncover the matzot, remove the seder plate, fill the cups, and when the child's curiosity is stimulated he can count on receiving the same answer: "How in the world do I know why we're doing all these things? That's how your grandfather did it!"
A friend of mine once offered a case of beer to whoever gave the best answer to the following question: "Why?" Of course, most people gave answers like "because" or "why not?" But the case of beer went to the person with the best answer: "Because that's how they did it in Europe."
It's sad that people can have a Passover Seder every year and never stop to think of all the "whys."
How do we make this night special from all other nights? Parents have a commandment one night a year to tell their children what's really important to them — why we are Jews, the traditions and beliefs of our ancestors, the meaning and miracle of Jewish survival. And the kids have a commandment to listen. Imagine! One night a year the kids have a mitzvah to ask us questions and actually have to listen to our answers. What an opportunity! But do we take advantage of it? Or do we give our children the same tired Seder performance that we did last year?
With all the preparations for Passover, all the cleaning and shopping and cooking — shouldn't we spend some time preparing our Seder? Thinking about what I want to tell my children? Maybe we should buy some of the excellent classical commentaries on the Haggadah, most of which are now available in English, and study them. See if there is a fresh approach to the Seder that we want to share with our children. Something that will be meaningful and relevant for our our children.
That, I believe, is the reason for the custom of stealing the afikomen. Our children just asked four questions; they deserve answers. Maybe they realize the only way they can get our attention is by stealing it. Maybe the wise men who instituted the custom wanted to remind us that we aren't going to finish the Seder without the children. "Mom, Dad, remember me? I want some answers. And if I have to blackmail you to remember that you have a kid, I'm prepared to do it."
We all struggle to make the Passover Seder meaningful for our guests and for ourselves. But be careful to remember that the next generation is sitting at your Seder table.
Have A Happy and a Kosher Passover.
more Short PESACH Q &A
Q: I recently read a book that claimed that the Israelites did not cross the Red Sea, as is commonly believed, but rather crossed the Sea of Reeds. "Red Sea," according to the author, is a mistranslation. This was news to me. My English translation of the Bible refers to the Red Sea, while the Hebrew refers to "yam suf." I remember from Hebrew School that "yam" means "sea." What does "suf" mean? Did the Israelites cross the Red Sea, the Sea of Reeds, or some other sea?
A: "Soof" means "reeds." The Jews crossed the "Yam Soof" which means the "Sea of Reeds."
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A: There are several views in our commentaries as to what the Yam Suf is. It may have been the Gulf of Suez, which branches up from what is today called the Red Sea. Others identify it with the large delta at the mouth of the Nile in the North of Egypt; interestingly, in ancient Egyptian, the swampy Delta districts were called "sufi."
Sources:
* "The Living Torah" by Rabbi A. Kaplan, Exodus 10:19, 13:18
* The ArtScroll Chumash, Stone Edition, Exodus 13:18
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Is Chad Gadya just a children's song or is it something much, much more?
by Rabbi Yaakov Asher Sinclair
KID STUFF
The Seder is over. You are about to settle back into your chair, when suddenly you are roused from your wine-induced reverie by everyone launching into the traditional rendering of Chad Gadya. "What are we doing singing nursery rhymes at a time like this?" you think to yourself. "Here we all are energetically belting out a song that everyone sings, and no one has the slightest idea of what it's got to do with Pesach! Is Chad Gadya no more than what 'I know an old lady who swallowed a fly' would have sounded like if Burl Ives had been Jewish? Is it no more than a harmless ditty to amuse the children? Or does Chad Gadya have a secret meaning, a hidden depth of allusion beneath the surface?
Let's look at the surface a second. Chad Gadya has ten stanzas.
It goes like this:
.
One kid. One kid. That daddy bought for two zuzim One kid. One kid.
And came the cat and ate the kid that daddy bought for two zuzim. One kid. One kid.
And came the dog and bit the cat that ate the kid etc.
And came the stick and hit the dog etc.
And came the fire and burned the stick etc.
And came the water and doused the fire etc.
And came the ox and drank the water etc.
And came the slaughterer and killed the ox etc.
And came the angel of death and killed the slaughterer etc.
And came The Holy One Blessed be He and killed the angel of death that killed the slaughterer that killed the ox that drank the water that doused the fire that hit the dog that bit the cat that ate the kid that daddy bought for two zuzim. One kid. One kid.
The ten stanzas of Chad Gadya correspond to the ten kingdoms that will rule from before the beginning of time until the end of the world.
They are:
* G-d alone before the creation.
* The Babylon of Nimrod
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* Egypt
* Yisrael until the destruction of the First Temple
* The Babylon of Nebuchadnezar
* Persia and Media
* Greece and Macedonia
* Rome
* Mashiach
* G-d alone
"One kid. One kid. That daddy bought for two zuzim. One kid. One kid"
Before the beginning of all things, G-d reigned alone. His is the first Kingdom. Avraham Avinu is the gadya that 'Daddy' (G-d) 'bought' for two zuzim. When you buy something it implies that the money you give is equal the acquisition that you receive. Avraham Avinu is weighed against the two gold zuzim of heaven and earth — the entire creation — because it was Avraham who first recognized his Creator. Avraham thus became both the foundation of creation and its purpose. That man should recognize his Creator.
"And came the cat and ate the kid that daddy bought for two zuzim. One kid. One kid."
Then came the cat — the shunra. The second kingdom is Babylon. Nimrod's capital where he built the tower of Babylon was in the "Valley of Shinar". The motivation for that tower came from a 'soneh ra' — 'an evil hater', Nimrod, who hated G-d and his representative on this world, Avraham Avinu. Nimrod came and 'ate' the gadya — Avraham Avinu. He threw him into the consuming fire of a fiery furnace. When Avraham miraculously emerged, he emerged as a new creation.
"And came the dog and bit the cat that ate the kid etc."
"As a dog returns to his vomit, so a fool to his folly." There can be no greater example of a fool returning to his folly than Pharaoh, King of Egypt. Despite all the plagues of Egypt, Pharaoh repeated his mistake over and over again. The calba — the dog — is the symbol of the third
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kingdom, the kingdom of Egypt, which 'bit' the cat of Babylon. It overshadowed and outshone the kingdom of Babylon, even though there was never a direct military confrontation. Thus it only 'bit' but didn't 'eat'.
"And came the stick and hit the dog etc."
The stick is the staff of G-d that Moshe used to 'hit' the Egyptians. This was the staff that turned into a snake and ate all the staffs of the Egyptian sorcerers. This was the staff that was raised over the Nile and turned it to blood, and it was this staff that vanquished the might of Pharaoh. The staff symbolizes the fourth kingdom — the kingdom of Yisrael. Yisrael achieved tranquility with the building of the first Beit Hamikdash, when the staff — the scepter — of Yehuda held sway. Then came the fire...
"And came the fire and burned the stick etc."
When the Jewish People turned aside from the Torah and began to sin, a fire was dispatched out of Heaven. A lion of fire appeared to blaze through the Parochet — the curtain that divided the Holy from the Holy of Holies in the Temple. This lion of fire, in terrestrial form, took the shape of the Babylonian kingdom of Nebuchadnezar, which 'burned the staff' of Yisrael. Nebuchadnezar became the instrument of Heavenly justice to punish The Jewish People. Nebuchadnezar razed Zion. The Temple was burned to the ground and Yisrael was lead into slavery. But fire can be doused by water...
"And came the water and doused the fire etc."
The sixth kingdom is that of Persia and Media, whose fortunes swelled like the waters of the sea, extinguishing the might of Babylon. "Their voices will roar like the sea," said the prophet Yirmiyahu, describing the torrent that was to be Media.
"And came the ox and drank the water etc."
Taurus the bull is the astrological force appointed by G-d to steer the fortunes of Greece. In Jewish thought, Greece is associated with spiritual darkness. "And the earth was empty and void and darkness on the face of the deep." (Gen. 1:2) The Greeks tried to darken the eyes of the Jewish People, claiming that they had forfeited their unique connection to G-d as a result of the incident of the golden calf. They said "Write upon the horn of a bull that you have no portion in the G-d of Israel. This bull of Macedonian Greece came and licked up the water that was Media.
Ohr Somayach - Tanenbaum College - www.ohr.edu
"And came the slaughterer and killed the ox etc."
The bull of Macedonia met its demise at the hands of the slaughterer of Rome. No other nation is stained so red with blood as Rome. Ruled by the warlike planet Mars, the kingdom of Romulus is the spiritual descendent of Esav, who was born covered in a mantle of red hair. Rome stands for the power of the material world. It encapsulates everything physical and 'this-worldly'. We are still under the sway of Rome in the guise of its current cultural heirs.
"And came the angel of death and killed the slaughterer etc."
Immediately prior to the coming of Mashiach, there will be a tremendous confusion in the world. Everything will seem to have gone haywire. The natural order will be turned on its head. Age will bow to youth. Ugliness will be trumpeted as beauty, and what is beautiful will be disparaged as unattractive. Barbarism will be lauded as culture, and culture will be dismissed as worthless. The hunger of consumerism and the lust for material wealth will grow more and more, and it will find less and less to satisfy its voracity. Eventually Esav/Rome/Materialism will grow so rapacious that it will become its own angel of death. It will literally consume itself and regurgitate itself back out. But from this decay, the line of David will sprout, like a plant that springs forth from no more than dirt and earth. There will be three wars of confusion, and then the penultimate kingdom will rule — the kingdom of Mashiach.
"And came The Holy One Blessed be He and killed the angel of death that killed the slaughterer that killed the ox that drank the water that doused the fire that hit the dog that bit the cat that ate the kid that daddy bought for two zuzim. One kid. One kid."
In the final chapter of world history, G-d will remove the pall of spiritual poison from the world completely. He will take the 'negative drive' — alias, the angel of death — and slaughter it. Then G-d will wipe the tear from every face, and He will return the Kingship to Himself. The circle will be complete. And then joy and simcha will reign as a mother rejoices over her children.
Chad Gadya. Just an innocuous nursery rhyme to send you off to sleep at the end of the Seder. Just a little nursery rhyme... which just happens to encapsulate the whole panorama of world history from before the beginning of time..
* Based on Ohr Yesharim in the
Haggadah 'Migdal Ader Hachadash'
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4 Four More Questions Exploring the connection between the number 4 and Pesach
BY RABBI NOTA SCHILLER
For significant numbers of non-traditional Jews, the Pesach Seder is their last connection to ritual. Jews who build no succah, who don't know when Shavuot is, faithfully assemble year after year to eat matza and tell about the going out of Egypt.
Mrs. S., an eighty-year-old woman from Ann Arbor, Michigan told me that one year at her Pesach Seder she had forgotten the "shank bone" that traditionally goes on the symbolic Seder Plate, and her grandson went over to her refrigerator, took out a pork chop, and placed it on the Seder Plate.
Even at this home, however contradictory, some confused semblance of Pesach ritual stubbornly persists. More than with other traditions, some mysterious spiritual energy emanating from Pesach cuts deeper and longer into the collective Jewish conscience. Why?
Another question: The dominant recurring number in the Haggadah is four: We drink four cups of wine, we ask the "Four Questions," we tell of the "Four Sons." What is the connection between Pesach and the number four?
King Solomon says in Proverbs "Listen, my son, to your father's ethic, and do not abandon the law of your mother." Without an investment of focused effort one does not acquire the ethic of one's father. Hence the phrasing, "Listen to the ethic of your father." The "father's ethic" is encountered externally, like a voice. It must be engaged, admitted, and assimilated. Only then to be internalized.
"The law of your mother," on the other hand, is axiomatic. Innate, coming with the territory of being born Jewish, it functions intuitively. Hence the nega-
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tive phrasing, "Don't abandon the law of your mother." Every Jew is imbued with this given intuition; to abandon it requires an active rejection. When passive, it lingers at least subliminally.
This "law of your mother" can be described as minimal Jewishness. The Hebrew word "Uma" — nation — is from the same root as "Ima" — mother. Jewishness (apart from conversion) is established by having a Jewish mother, the given of one's being. Whereas "listening to the ethic of one's father" is presented to us as choice, with accountability. It is an act of freewill, at times realized and at times not.
Under the yoke of Egyptian slavery only an elite core of Jews exercised this option, listening to "the ethic of your father." For the rank and file, the vast number of Jews, there remained only some vestiges of Jewish identity — the "law of one's mother," the matriarchal mode.
Yet, this very "minimal Jewishness" was the pivot upon which the salvation would swing. That residual lingering consciousness sufficed to connect to the heritage and redemption. Without this minimum Jewishness the floodgates of total assimilation would have burst open.
Providential guidance determined that history take another course. In Egypt, minimal Jewish identity remained. The precariousness of that identity heightened the urgency for immediate exodus.
Why is the number four a dominant recurring theme in the Haggadah? The number four symbolizes the Matriarchs. Sara, Rivka, Rachel and Leah. This, "the matriarchal four," this "law of our Mothers" is what sustains us in exile.
Four More Questions...continued from page eighteen
Egypt would be a paradigm for all future exiles. Having built up sufficient antibodies to resist the malady of Egyptian exile, the Jewish nation could then survive all future exiles. The covenant guaranteeing Jewish continuity was made with the Patriarchs. Yet, the mechanism by which the pact functions is the matriarchal mode. Wandering through the bleak valleys of dispersion, minimal Jewishness would be the bridge connecting to the next peak of mitzvah performance, to the next moment of "listening to the ethic of your Father."
lode can be mined. Returning to the "time-station" called Pesach, G-d reaches out to Israel just as He did that first Pesach. Every Jew feels, senses, a reactualization, a reawakening of the matriarchal root core, of his personal, and our national, identity.
Returning to our original question: Why does Pesach linger so much longer in the collective unconscious of even so-called secular Jews? Just as a given space has its special combination of topography, minerals and climate, so time has its own unique landscape. When the calendar rolls around to that place in time called Pesach, the mystical minerals of that spiritual
When describing the father's dialogue with the son "who does not know how to ask a question," the Haggadah directs us: "You begin for him." The word "you" here is written in the feminine form. Here too, we see the matriarchal mode as the mechanism for maintaining minimal connection, even for the son who does not know enough to ask. That will bridge to the moment when the father can fulfill the mitzvah of "You shall tell it to your son." Ultimately, there will be that reunion of "Listen my son to the ethic of your father, and do not abandon the Torah of your mother." The mitzvah of the Haggadah is just such a moment of reunion.
and even more Short PESACH Q & A
Q: In the song "Dayenu" we say that if G-d brought us to Mount Sinai and did not give us the Torah it would have been enough. How can that be? Could you explain?
A: Certainly we don't mean that we could envision life without the Torah, or without any of the fifteen "Ma'alot" mentioned in the song of Dayenu. What we mean is that we have reason to be thankful for His bringing us to Mount Sinai; that just being at Sinai bestowed upon us great benefit. The incredible unity that we experienced, the cleansing from the effects of the sin of Adam and Eve, and the closeness to G-d that we achieved, were all so precious that they deserve thanksgiving and praise in their own right.
TheJEWISHLEARNINGLIBRARYpresents
LOVE of the LAND
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THE WASSERMAN TALMUDIGEST
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Volume One THE KLEIN EDITION Relevant, informative, and thought-provoking answers to contemporary questions on Jewish law, customs, and ethics
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THE AUERBACH EDITION Essays, Poems & Photographs by Yaakov Asher Sinclair
NEW!
The ESSENTIAL MALBIM
Flashes of Insight on Bereishis Volume One THE KOHN FAMILY EDITION
NOW AVAILABLE AT YOUR JEWISH BOOKSTORE OR WWW.OHR.EDU
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Brought to you from
www.ohr.edu
© O. Werner
Yossi & Co.'s
Pesach Seder
Wishing our readers and all of Klal Yisrael a Happy and Kosher Pesach חג כשר ושמח
| | <urn:uuid:6cbaff09-277e-4f48-8e04-0585f69cbc3d> | CC-MAIN-2019-18 | https://jle.org.uk/extrapages/pesach%20handbook%202010.pdf | 2019-04-18T13:30:53Z | crawl-data/CC-MAIN-2019-18/segments/1555578517639.17/warc/CC-MAIN-20190418121317-20190418143317-00408.warc.gz | 455,958,194 | 16,240 | eng_Latn | eng_Latn | 0.967672 | eng_Latn | 0.998587 | [
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Create your Ideal Life
Purpose
What is your point to being alive? What is the meaning of life?
+/-
Select Top two from each column
Look for over lap
General knowledge versus specialised knowledge.
Purpose Statement
Build your purpose
The Equation = Something you care about, with something you enjoy and are good at.
Create the Vision of your Ideal Life
What I want: This list is for the material things you wish to have in your life. From houses, cars, even owning a business.
What I want to be: This list is for the type of person you want to be, from happy and positive to being a leader in your field.
What I want to achieve before I die: This list is practically a bucket list. Think about the things that you want to achieve in lifetime.
Categorise the list of 60
1. Rank each of the above from 1-20
2. Put each of them into one of the following categories
3. Select the top 2 from each
* Work/career – What are you doing for your career? Is it something that you enjoy? Is it something you can have freedom? Can you gain independence financially?
* Finances – What does your financial situation look like? Are you out of debts? Passive income and investments.
* Free time/Fun – What do you do in your free time? What do you enjoy the most?
* Health/Fitness – What is your ideal fitness? Are you 80 still in great physical and mental health?
* Relationships – Marriages, kids, parents, everyone etc.
* Contribution to the world – Do you give back to society?
* Personal goals – What do you want to do before you die?
Does your purpose align with personal vision?
If not, Repeat Purpose
Goals and action plan
Building blocks to life the game
Expand each of the 14 important things above into an actionable plan
S – Specific: Vision – What you want. Who, what, where, when, how & Why?
M – Measurable: Something measurable on what you want to achieve.
A – Attainable: Personal inventory. Where are you now? Believe that your goal is attainable, developing the skills and attitude to achieve them
R – Realistic/Relevant: Plan and make it happen! Just make sure it aligns with your vision.
T – Timely: Break it down. Put a date against the end goal and make sure to put it into small achievable goals.
Goals Timeline
Long term planning
Breaking it down and reverse engineering it
Use this page to draw your goals on the previous page where they sit along the timeline to help and visualise further .
Where do you want to be and why?
Current Age:
Work/career
Finances
1 Year
3 Year
5 Year
10 Year
15 Year
Free time/Fun
Health/Fitness
Relationships
Contribution
Personal goals
1 Year
3 Year
5 Year
10 Year
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What's the Black Country?
Topic: Living in the Black Country
Aims:
* To develop students' ability to take information from quite a difficult listening text
* To develop their deeper listening skills
* To find out a little more about a part of the UK
Level: Intermediate +
Introduction: This lesson explores a listening text about a part of the UK known as the 'Black Country'. In the lesson, students have the chance to listen to someone from that area describing what they like about living there and a little about their life. Students also have the chance to reflect on their own part of the world and finally to do some intensive listening.
Procedure
Lead in
* Ask students if they have ever heard of the 'Black Country'.
* Tell them that it is a part of Britain and that they are going to find out more about it.
* Ask the students if they can guess why it's called the 'Black Country'.
Give them these suggestions and ask them to guess which one they think is true.
1. Because it is always dark bad weather there.
2. Because there is a very big forest there.
3. Because of the coal in the ground.
4. Because the pollution is very bad.
5. Because cars are made there.
If you think your students can cope with the level, show them this text and ask them to quickly find out what the origin of the name is.
The Black Country is a recent name, the expression came from the 1840s. It is believed that the area got its name because of pollution from heavy industries and coal mining that covered the area in black dust. There is a story about Queen Victoria ordering the blinds lowered on her carriage as the royal train passed through. Most people believe that it is
TeachingEnglish | Lesson plans
TeachingEnglish | Lesson plans
more likely that the name existed even before the industry, because black coal scarred the surface of the local heath, and the presence of coal so near the surface of the earth made the local soil very black.
Adapted from: http://en.wikipedia.org/wiki/Black_Country
* Ask the students if they would like to go to the 'Black Country'. Ask them to work in pairs and try to imagine what it might be like. Get some suggestions on the board
e.g. It's very dirty. Everything is black. There's lots of pollution.
Now show them some images of the Black Country. You can do this by searching on http://www.flickr.comor if you have a computer and projector in class you can use http://www.flickriver.com and you will get lots of images. Click on this link to see examples:
http://www.flickriver.com/search/black+country/
Ask the students if the images are similar or different to their expectations.
Listening
* Tell the students they are going to listen to someone talking about the Black Country. Ask the students if the person likes living in the Black Country.
* Let the students listen once and try to decide.
* Get feedback from the students and see what they think and if they can justify their answers. (The answer should be yes.)
* Ask the students to listen again and try to decide what the person likes about it. If you want to make it easier for students you can put these prompts up for them and ask them to listen to see which she likes.
Food
The clothes and fashion Historical places to visit (Yes) The accent (Yes) Going to the countryside (Yes) The night life Lots of job opportunities Good public transport (Yes)
* You students may need to listen a couple of times, but be sure to let them compare their answers between listenings. See if they can justify their answers too.
Post listening discussion
* In the listening text, the girl mentions a number of places. Try to find pictures of these places for your students on http://www.flickr.com or http://www.flickriver.com if you have a projector in class.
Statford-Upon-Avon The Lickey Hills The Muck Low Hills The Birmingham Bull Ring
* Show your students images of each of the four places and ask them to work in groups and discuss which place they would most like to visit and why.
* Give your students a few minutes to discuss this, then get them to tell you.
* Tell your students to imagine that the girl from the listening is coming to visit them in their town and ask them to work in groups or pairs to plan a tour of their region of the country for her. Ask them to think about places they could take her and things she might like to do. If you have time get them to make a small map and add some images with explanations of why they would take her there. If you have computer access you could ask them to find some images to add to their map.
Intensive listening
* Tell your students they will listen to the girl again and try to understand her accent.
Ask them to listen to 4 sentences and count the number of words in each sentence.
Play the four clips. Play each one twice as they may find this difficult.
```
Clip 1 (25 words) Clip 2 (19 words) Clip 3 (18 words) Clip 4 (17 words)
```
* See how many words they think each sentence has and then tell them the answer.
* Ask the students to listen again now and write down each sentence. Again you may need to play the sentences at least twice more. Give your students a chance to compare their answers.
* Elicit the sentences from them and write them up on the board.
1. What I found with the West Midlands is, you only have to travel for about half an hour and you're out in the countryside.
2. I don't know who came up with that idea, but I think they completely go the wrong market.
3. But the other thing that's been great in the last ten to fifteen years is the tramline.
4. If you go out to the towns, I think we're still quite proud of the accent.
* This may take some time. Be prepared to write up the sentences as the students give them to you complete with all the errors. Then highlight where words are missing and play the sentences again and get them to try to hear the missing words. This kind of intensive listening can be very useful for students but also quite tiring, so if they find it really difficult just do one or two of the sentences.
* Finally to finish the lesson you may want to give out the script from the listening and let students listen to the script and read along.
Audio transcript
Interview with Bajit Sidhu
Interviewer: Can you just tell me a little about the part of the UK that you're from?
Bajit Sidhu: Okay, I'm from West Brom, which is a part of Sandwell, which no one even really knows what Sandwell is anymore 'cause there's lots of discussions about getting rid of Sandwell. But it's part of the wider Black Country, like a little collective number of towns, and you feel, like, kinship with these towns. So, there's, like, Oldbury, Smethwick, Worley, Wednesbury, Wolverhampton. So these are the kind of areas that you would class, like, as a Black Country.
Interviewer: And tell me a little bit about what you like about this area.
Bajit Sidhu: What I found with the West Midlands is, you only have to travel for about half an hour and you're out in the countryside and you don't get that in London. You travel for half an hour in London and you're still in London.
Lots of history as well, like Stratford-Upon-Avon. There's the Lickey Hills and there's Muck Low Hills. There's just so many places and I'm really proud of the area. So when we have friends coming, they're out for two days basically, we're just taking them around everywhere.
Interviewer: And would you say there have been some big changes in this area since you were a little girl, say?
Bajit Sidhu: Well, West Brom has got the Public, I don't know if you've heard about the
Public. It's like one of the most expensive art projects in mainland Europe. So, if you imagine West Brom, it's quite a run-down area really and the town centre's really rundown, so you can imagine lots of pound shops. But now we've got this, like, amazingly expensive, massive, purple, modern art building; slap-bang in the middle of West Brom now. Now that was supposed to regenerate the area, but it went into administration before it was even opened. I don't know who came up with that idea, but I think they completely got the wrong market. Because what's really sad is even though it's cost so much money and there's been so much press, like, I work in Birmingham and no-one in Birmingham knows about it. So if no-one in Birmingham knows about it, I don't know how they thought, like, people were going to like, travel to West Brom, you know from wider areas, to see it. So that's really sad.
But the other thing that's been great in the last ten to fifteen years is the tramline. We've had a tramline put in, so before when you used to live in West Brom, Birmingham used to seem like a mile off, like, it used to be a trek to get to Birmingham – like, an hour on the bus. But now we got tramline and twenty
TeachingEnglish | Lesson plans
TeachingEnglish | Lesson plans
minutes into Birmingham and that kind of changed my life. 'Cause the tramline came about when I was sixteen, I was able to get my first like, weekend job and I was able to travel to Birmingham and that was like a massive deal for me. So that's been great for us.
Interviewer: And, what is this region famous for?
Bajit Sidhu: Well, I mean, obviously industry. You know, it was famous for industry. Now, what is… Birmingham is famous for it's accent, I think. You know, that's the one thing that more than anyone, if you tell them you're from Birmingham, they go 'oh, ah, yeh, all right, all right'. And you know, so, I think the accent – rightly or wrongly, seems to be the thing we're most famous for. But, you know, things like the Bullring, an amazing piece of architecture and you know, something that was really central to the city-centre, kind of.
Interviewer: So you've said really, a little about the accent. But could you just tell me – how would you say people speak in this region? How do they view themselves in the way they speak and how they speak?
Bajit Sidhu: Well, it's kind of weird, like if you go to West Brom; there's a bit of a Black Country twang, which, to outsiders may not sound very different from people from Birmingham – they're like 'no, that's a Black Country accent, that's not a Brummie accent, we speak differently'. But I think if you go out to the towns, I think we're still quite proud of the accent. | <urn:uuid:4b8857f3-cbee-4864-85ac-fdfc8eb25170> | CC-MAIN-2019-18 | http://www.teachingenglish.org.uk/sites/teacheng/files/lesson_plan_Black%20Country.pdf | 2019-04-18T13:35:47Z | crawl-data/CC-MAIN-2019-18/segments/1555578517639.17/warc/CC-MAIN-20190418121317-20190418143317-00408.warc.gz | 303,751,711 | 2,336 | eng_Latn | eng_Latn | 0.999062 | eng_Latn | 0.999219 | [
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Ocean Explorers
JUNE 24 - JUNE 28 (Week 1)
9 AM - Noon
GRADE LEVEL:
Teacher Diana will spend the week exploring the deep sea with fun ocean-themed activities and art. Come join the class as we dive into an amazing underwater adventure. (Students MUST be at least three years old AND independent in the restroom to attend summer camp.)
Preschool/Pre-K, ages 3-5
June 24 - June 28
COST:
$170
9:00 AM - Noon
MATERIALS FEE:
none
Preschool Room
INSTRUCTOR:
Diana Nold
Gross Out Science Camp
This will be a week of learning about gross bodily functions. Burping, boogers, excrement, gas, saliva, germs and how our brain, cells, heart, organs, and blood contribute to this. Take home your own lab coat and slimy " boogers", learn about slimy chemistry and so much more...
Basic Baking
Come and enjoy the basics of baking with Miss Brittany! Learn different baking techniques and bring home a delicious treat everyday! This class will be a peanut and treenut free zone.
International Cooking
Travel the world this summer through your taste cocinando con Señora Agee. Learn how to make traditional dishes from Africa, Asia, Europe, North and South America. Practice your Spanish while learning cooking vocabulary and learning how to order. Some of the dishes will include African mango & cucumber salad, chicken nuggets & American fruit salad, chicken empanadas, chow mein, spinach manicotti. Delicioso!
Calling all nature lovers!! Participants will work together in small groups gaining nature awareness and knowledge of plants, shelter building, and basic survival skills. Partipants will create their very own first aid kit and diorama model of a survival shelter.
Woodworking: Log Cabins
Design and build your very own log cabin with GHA's favorite 5th grade teacher! Using basic woodworking skills, students will create a one-of-a-kind log cabin to enjoy and admire for years to come! This course involves the supervised use of hand tools.
Nature Art
June 24 - June 28 (Week 1) 12:30 - 3:30 PM
GRADE LEVEL:
PreK-1
June 24 - June 28
COST:
$170
12:30 - 3:30 PM
MATERIALS FEE:
$10
1st Grade Room
INSTRUCTOR:
Brittany Hess
Explore the world of nature through paint, drawing, clay, collage and outdoor exploration. Go on nature scavenger-hunts to gather supplies and inspirations for art!
Miss Nicole will lead our group through experiments with physics. Children will become engaged in the world of science that exists all around us in the ordinary and the unexpected.
Shelter is a basic need of humans. We will learn to create shelters outside using tarps and sticks, and inside using sheets and cardboard. We will also learn how animals create shelter using various items from their surroundings.
Cupcake Decorating
INSTRUCTOR:
Diana Nold
Come spend a week decorating cupcakes with Teacher Diana. Join us as you engage in learning in this beginner's cake decorating class. Learn different decorating techniques and bring home new cupcake creations every day.
Super Hero Training Academy
July 8 - July 12 (Week 2) 9 AM - Noon
GRADE LEVEL:
Preschool/PreK, ages 3-5
July 8 - July 12
COST:
$170
9:00 AM - Noon
MATERIALS FEE:
none
Preschool Room
It's a bird, It's a plane…. It's GHA super hero training academy! Be a super hero for a week with fun activities and games. (Students MUST be at least three years old AND independent in the restroom to attend summer camp.)
INSTRUCTOR:
Diana Nold
Color Art
Spend the week exploring warm and cool colors while being creative with art projects. We'll use children's books and our outdoor space at GHA for inspiration. Students will use a variety of materials and tools such as water colors, crayons, oil pastels, construction paper, tissue paper and more!
GRADE LEVEL:
K-1
July 8 - July 12
COST:
$170
9:00 AM - Noon
MATERIALS FEE:
$10
Kindergarten Room
INSTRUCTOR:
Kristen Sutich
It's time to get your hands icky and sticky at slime camp! Our campers will create and explore five different types of dough, clay and slime. Each day's creation will be a treat for our senses… with color, taste, smell, and even a glowing slime!
INSTRUCTOR:
Amanda Butler
Harry Potter: Hogwarts Adventure
Enter the wizarding world of Harry Potter as you explore the Forbidden Forest, craft your own wand, get sorted into your Hogwarts House, keep a Potions journal in Professor Snapes class, and many more activities filled with wizarding fun and imagination.
Intro to Ukulele
Learn new chords on your favorite instrument while playing classic tunes and new hit songs. Experiment with advanced strumming and get an introduction to the patterns that make music sound good! All abilities and experience welcome.
GRADE LEVEL:
2-6
July 8 - July 12
COST:
$170
9:00 AM - Noon
MATERIALS FEE:
none
3rd Grade Room
INSTRUCTOR:
Geoffrey Klok
Join Mr. Funk as you explore and invent your own robotic solutions by programming a robot to complete various challenges. Math, science, engineering and team work are just a few of the skills that students will practice through this dynamic and popular hands-on program.
Ooey, Gooey Slime Time
July 8 - July 12 (Week 2)
12:30 - 3:30 PM
GRADE LEVEL:
PreK-1
July 8 - July 12
COST:
$170
12:30 - 3:30 PM
MATERIALS FEE:
none
1st Grade Room
INSTRUCTOR:
Amanda Butler
It's time to get your hands icky and sticky at slime camp! Our campers will create and explore five different types of dough, clay and slime. Each day's creation will be a treat for our senses… with color, taste, smell, and even a glowing slime!
Math Fun
INSTRUCTOR:
Kristen Sutich
GRADE LEVEL:
K-1
July 8 - July 12
COST:
$170
12:30 - 3:30 PM
MATERIALS FEE:
none
Kindergarten Room
Math is everywhere and all around us! We will play math games, listen to math stories, measure with nonstandard measuring tools such as tiny teddy bears, cubes, paperclips and maybe even goldfish crackers! We will go on a shape hunt inside and outdoors while exploring our beautiful campus and wetlands.
Harry Potter: Quiddich
GRADE LEVEL:
2-6
July 8 - July 12
COST:
$170
12:30 - 3:30 PM
MATERIALS FEE:
$15
2nd Grade Room
INSTRUCTOR:
Teri Holtcamp
If you have ever wanted to try your hand at quidditch now is your chance! We will be learning all about the rules of the game and all of the different positions played. Campers will get to try out for seeker, keeper, chaser, and the snitch. There will be lots of opportunities to play in various scrimmages that will culminate in the final match for the Quidditch Cup.
GRADE LEVEL:
2-6
July 8 - July 12
COST:
$170
12:30 - 3:30 PM
MATERIALS FEE:
$15
3rd Grade Room
INSTRUCTOR:
Nicole Nelson
Egyptology
Miss Nicole will guide young historians through the mysteries of ancient Egypt. Together we will unearth, build, and decode aspects of an incredible culture.
Art Under the Sea
JULY 15 - JULY 19 (Week 3)
9 AM - Noon
***MON - WED CAMP ***
****MONDAY - WEDNESDAY CAMP *** Expand your imagination and get creative with art projects inspired by the sea! Campers will get creative with paint, markers and clay in this 3 day course.
GRADE LEVEL:
PreK - 1
July 15 - July 19
COST:
$105
9:00 AM - Noon
MATERIALS FEE:
$20
Specialist Room
INSTRUCTOR:
Cassy Farrell
Click Clack Moo Book Club
Spend the week listening to stories by Doreen Cronin such as Click Clack Moo, Click Clack Boo, Giggle, Giggle Quack, Click Clack Surprise and more. We'll do some fun "farm animal" crafts and activities and take a duck walk on the wetlands trail. Thursday will be "dress like Farmer Brown" day!
GRADE LEVEL:
K-1
July 15 - July 19
COST:
$170
9:00 AM - Noon
MATERIALS FEE:
none
Kindergarten Room
INSTRUCTORS:
Kristen Sutich
Bugs Life
GRADE LEVEL:
K-2
July 15 - July 19
COST:
$170
9:00 AM - Noon
MATERIALS FEE:
none
1st Grade Room
INSTRUCTOR:
Amanda Butler
Join us as we explore the life of creepy crawlers. Insects of all shapes and sizes will be the basis for all of our activities, including games, crafts, bug hunts, and of course… some hands-on bug time!
Intro to Ukulele
Learn new chords on your favorite instrument while playing classic tunes and new hit songs. Experiment with advanced strumming and get an introduction to the patterns that make music sound good! All abilities and experience welcome.
GRADE LEVEL:
2-6
July 15 - July 19
COST:
$170
9:00 AM - Noon
MATERIALS FEE:
none
3rd Grade Room
INSTRUCTOR:
Geoffrey Klok
Soccer Camp
Goooaaalll!!! This camp is all about soccer fun! We will work on foundational soccer skills with fun drills that develop dribbling shooting and passing skills, overall footwork, and ball control. We will also spend some time learning positions, game strategies, and each day will end in some fun scrimmaging. ****SHIN GUARDS ARE REQUIRED; THIS IS A CLEAT-FREE CAMP****
Branching Out to Botany
Miss Nicole will lead emerging botanists on an adventure through nature, where our group will investigate, nurture, and create art with plants.
Dinosaur Detective Camp
JULY 15 - JULY 19 (Week 3) 12:30 - 3:30 PM
GRADE LEVEL:
PK-2
July 15 - July 19
COST:
$170
12:30 - 3:30 PM
MATERIALS FEE:
$10
5th Grade Room
Miss Nicole will lead your future paleontologist in learning all about dinosaurs: Children will learn about dinosaurs, take part in dino crafts, go on a fossil hunt and so much more.
INSTRUCTOR:
Nicole Nelson
Build It!
Spend the afternoon building with a variety of materials such as planks, Legos, Playstix, blocks and more. Explore teamwork with your fellow campers, or try building something on your own. Building challenges will be offered, and students may create their own challenges for themselves and fellow builders to attempt or solve!
GRADE LEVEL:
K-1
July 15 - July 19
COST:
$170
12:30 - 3:30 PM
MATERIALS FEE:
none
Kindergarten Room
INSTRUCTORS:
Kristen Sutich
****MONDAY - WEDNESDAY CAMP **** Expand your imagination and get creative with art projects inspired by the sea! Campers will get creative with paint, markers and clay in this 3 day course.
Our magicians will learn to surprise and astound. From card tricks and levitation to making things disappear; we will have plenty of activities to keep everyone entertained. Learning magic can help increase creativity, concentration, teamwork, and coordination. Leadership and confidence are also important skills that can be gained while learning magic.
Theater/Improv
GRADE LEVEL:
3-6
July 15 - July 19
COST:
$170
12:30 - 3:30 PM
MATERIALS FEE:
none
3rd Grade Room
INSTRUCTOR:
Teri Holcamp
Join us and discover the wonderful art of theatre! Campers will get to explore technical theatre, vocal technique, monologue work, auditioning. Campers will also get to try their hand at improvisation and mime work. Campers will have the opportunity to present skits and scenes based on their monologues, and, in collaboration with partners or small groups. | <urn:uuid:79bf586f-9a88-4880-b911-4582f3dd8c0d> | CC-MAIN-2019-18 | http://www.gigharboracademy.org/documents/Course%20Catalog%20Description.pdf | 2019-04-18T12:52:55Z | crawl-data/CC-MAIN-2019-18/segments/1555578517639.17/warc/CC-MAIN-20190418121317-20190418143317-00411.warc.gz | 231,693,977 | 2,753 | eng_Latn | eng_Latn | 0.996805 | eng_Latn | 0.996867 | [
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VIEWS OF GEORGIAN DEVON:
GEORGE ROWE,
Artist and Printmaker
JENNY RIDD
My snippet today is about one of Exeter's most important and prolific lithographic printers, Georg Rowe, born in 1796. But before I talk about George, I must tell you what lithography was.
Lithography was a process of producing a print by drawing on special stone, rather than on metal. It was cheap and appealing and became popular with the masses and gentry alike as a way of advertising an area, or show-casing a public building or country house, or someone of importance. Lithographs were the vignettes on life. In fact, George Rowe even called one of his daughters Vignette.
When the Napoleonic Wars curtailed travel abroad or the Grand Tour, visitors flocked instead to the newly-created seaside resorts like Teignmouth or Torquay and naturally wanted a souvenir of their visit. Simultaneously, those who had made money from the wars or the Industrial Revolution sought to record their power, status and wealth by commissioning lithographic prints. These prints were effectively the postcards of the day and were an income-generating part of the vast mechanism that was the Georgian tourist industry.
We've all seen these prints hanging on pub walls or in a Great Aunt's drawing room – you know the ones, with the little black and gold beaded frames - but I bet we never really studied them. They were just there for decoration.
Lithography was a simple process. The artist went out with his drawing pad, captured the image, and brought it back to his workshop where he painstakingly drew it on to a special soft stone, scratched with a sharp tool in reverse and with the help of a mirror. There were chemicals involved, but not acids, as in etching. It is mind-boggling to realise that all that detail was done in reverse. How did they get things in the right place and so small?
If the artist was also a printer, then he ran off the required number of copies on his simple roller press. If not, then he took it to a printer he knew well and who knew his work.
It was an all-male trade, and an extremely hazardous occupation involving inks and solvents, lit candles and wooden framed buildings. It was a recipe for disaster and there were many fires. There was a saying in the trade "Printmakers die young. Printmaker's apprentices die younger".
Popular lithography lasted from about 1820 to 1850, when line-engraved vignettes – often those little oval pictures – became popular. It was eventually overtaken by photography, of course.
Lithographs were sold singly, in sets with cover papers that were beautifully calligraphed, and in books. They were highly collectible then, and are still so today.
Sometimes they were hand-coloured, and sometimes two or more colours were used. George Rowe was one of the early producers of "tint" colouring, known as chromo-lithography.
It wasn't until 1977 that there was a revived interest in Devon prints. A local historian from Abbotskerswell called John Somers Cocks compiled this incredible catalogue of "Devon
Topographical Prints 1660 - 1870" which included every lithographer and every print produced between those dates – over 3,500 prints.
It became the bible for every self-respecting print enthusiast - and still is. It describes the history of the trade, the artists and every print. As a random example - on P193 "Teignmouth Lith, 100 x 209 mm, by George Rowe, publ G Collins, Teignmouth, c1835. Looking from the Dawlish Road".
The book also contains excellent write-ups of other artists, engravers, printers and publishers, including George Rowe. Somers Cocks was of the opinion that he was probably at his best when recording architecture. Certainly Rowe was a good draughtsman, but I enjoy him for the little caricatures of people and the expressions that he managed to give them.
So how did I get interested in George Rowe? Well, in 1997 I was living in Hastings and bought 5 High Street, a property in the historic district. The previous owner had left one small print on the wall with the instruction to find out about it. It was a seaside scene and the wording across the bottom said "Drawn by George Rowe. Published by George Wooll Printeseller 5 High Street Hastings".
I immediately found out that George Rowe came from Exeter. Well, so did I. That was when all the coincidences began – and have gone on until the present day.
George went from Exeter to Hastings in 1824, aged 27, to work with George Wooll, who had just set up a Repository of Arts in the house. It was a small imitation of Ackermann's Repository of Arts on the Strand, in London, and every town had one. Together the Georges produced over 100 lithographs in two years, which successfully launched Wooll's business. This is my own copy, but it shows some of their work – "Hastings and Its Environs". Spot the wrongly placed apostrophe!
George Rowe returned to Exeter in January 1826 and worked for John Wallis, a publisher in Sidmouth, producing 48 views of the delightful cottages ornee that still grace Sidmouth today. A set can be seen on display in Sidmouth Museum.
George Wooll emigrated to St Louis, USA, in 1837 and set up a printing business on Market Street. In 1988 I emigrated to St. Louis and worked on Market Street. George joined the Mechanics' Institute which met at the Old Courthouse. My job was at the Old Courthouse, by then a museum. Many years after leaving, I discovered that some of the Mechanics' Institute papers had survived in the Old Courthouse archive and when I asked former colleagues to look for them, they found papers with George Wooll's signature on the exactly matched the signature on the 5 High Street, Hastings' house deed. But it was where they found them that was so extraordinary. It was in the very same room that I had worked in.
When I returned to Exeter from Hastings, I wanted to fill in the gap about George Rowe's early years, and so I wrote an article for the journal of the Devon History Society entitled "George Rowe, Exonian Lithographer: the Hastings Years" a copy of which is held here in the DEI. The last time I saw the article, it was in a magazine, but it has now been beautifully bound into this book and made into something rather special. The Devon History magazines cover a huge range of topics and are an excellent source for research. Many members of the Institution have been contributors to it.
Before we look at any of the other DEI resources, I want to give you a brief outline of George Rowe's life. He was born in Dartmouth, but christened at St. Sidwell's church in Exeter. Nothing is known of his early life.
He turned up in Hastings where George Wooll taught him all there was to know about print-making, print selling and the Georgian tourist trade. Rowe returned to Exeter in January 1826, set himself up
at 38 Paris Street, and did his 48 views of Sidmouth for John Wallis. He also became a drawing master at Mount Radford College, near St. Leonards.
He left Exeter in 1832 and went to Cheltenham, having produced 177 views of Exeter and area between 1826 and 1832 – that's a rate of one a fortnight! In Cheltenham he set up a print business and eventually became publisher and printer of the Cheltenham Examiner. He continued as a drawing master and print maker, took a lively interest in the town's affairs, held various offices, and was a Liberal. He had also married and he and his wife had 10 children, of whom nine survived.
In 1849 the business got into trouble because Rowe's partner had made some unwise investments. The debtors closed in. Rowe decided the answer lay in the gold fields of Australia, and so went alone in 1852. He didn't find gold, so he fell back on his drawing and painting. He recorded scenes of the gold diggings and because they were so un him great acclaim in Victoria. He exhibited them at the London International Exhibition in 1861 and won a medal.
George returned to Exeter in 1859 and lived at 3 Midway Terrace, now 152 Heavitree Road, with his wife and children. Some of the children had followed him to Australia and had stayed out there.
He died there on 2 September 1864. He is buried in Heavitree Churchyard and I must have walked past his grave hundreds of time without ever knowing who he was. Heavitree church was my church – I was confirmed there.
In January 1975, an article appeared in Devon Life magazine entitled "A Nineteenth Century Romance" written by Dr C.W. Marshall, of Exeter, who was George Rowe's grandson. Unfortunately, the Institute doesn't have a copy of the article, so I have provided one for you to see. This marked the beginning of a renewed interest in George Rowe. By this time, Dr Steven Blake, of Cheltenham Museum, was beginning his research into Rowe's story, and would eventually become the leading expert. He organised a touring exhibition for both Cheltenham Museum and RAAM in 1982 of many of Rowe's prints, and Dr Marshall was an advisor.
The article describes the family's version of how George met his future wife, Phillipa Curtis. I must just mention another coincidence. Until her death last year, Dr Marshall's daughter – George's great granddaughter - lived down the road from me in Bishopsteignton. Are they following me or is it the other way round?
Anyway, as well as running his Paris Street business, George supplemented his income as a drawing master at Mount Radford College. In 1827 Philippa Curtis was one of his pupils and was so exceptionally talented that he found it necessary to give her extra tuition. Philippa's guardian, Mrs Gardner, was not at all happy about this arrangement and whisked Phillipa away to Lynton in North Devon.
Undaunted, George turned up in Lynton, heroically rescued Philippa from some mischievous boys, and was forever in Mrs Gardner's good books. George and Philippa were married at Heavitree church on 22 December 1828.
George never forgot those romantic times in Lynton. 16 years later in 1835, he returned to Lynton for a visit. Following this he published "Scenery in North Devon" from Cheltenham, which Somers Cocks says was a late series published in booklets – this beautiful book.
A couple of years ago, I came into the Institution on World Book Day, when there were damaged books lying on all the tables. I immediately spotted this book on the far side of the table – I just knew
that it was a George Rowe. It had a broken spine and I was able to adopt it under the Adopt a Book scheme here, and it has been repaired. There should be a plate inside . . .
The book shows Rowe's wonderful handling of views, rock formations etc round Lynton, Lynmouth and Ifracombe. However, when I looked at it again very recently, I noticed that the title actually reads "Scenery in the … of North Devon", and I think that the printer has made a mistake and missed out the word "area" or "district". Printers were not necessarily the most literate of people and mistakes were made, as you saw on my Hastings book title earlier.
George did several portraits as well as his bread and butter views, but he is not as well known for these.
However, this is a copy of "Devonshire Characters and Strange Events", first published in 1908 and written by that quirky and well-known character, the Reverend Sabine Baring Gould. Opposite P 79 was a print of the "Noted John Cooke of Exeter", and underneath the words "Published in Exeter at No 38 Paris Street by George Rowe". Reading that was a light bulb moment for me, because I suddenly realised that I knew where the original was. It was here in this room, hanging on the wall over there. I had walked past it a hundred times.
But the real coup d'etat was the quotation on P82. Baring Gould says of the picture of John Cooke, "A portrait or profile is prefixed to his pamphlet 'Old England For Ever', but there is a much finer one of him in colour. This is in the Library of the Institution in Exeter". Here I stand, 110 years later in the same room, telling you about the same picture, all because Baring Gould was a member of this Institution. The original has no legs, because they've faded, but print shows John Cooke wearing stripy stockings! My thanks to the Institute for getting the original conserved quickly, so that I could share it with you today.
John Cooke was a saddler who became captain of the sheriff's troops. Coincidentally, a member of staff here recently found a beautiful water colour showing Cooke "Reviewing Javelin at the Assizes". It's here to see as well, although remember it wasn't painted by George Rowe. It's anonymous.
Opposite P 114 of Baring Gould's book is a print of "The Wrestling Champion of England Abraham Cann", also published by George Rowe, on 10 August 1826. The image appeared regularly in the magazines and broadsheets of the day, because Abe Cann became a national figure, so it's possible that George Rowe's work had a country-wide exposure.
The DEI only has a small number of loose prints by Rowe. These are all catalogued in Somers Cocks, except a print that I have never seen before which was uncatalogued by him, called The Exeter Deaf and Dumb Institution. Because of recent reorganisation of the prints here, I can't show it to you, but there are good examples of the sort of work George Rowe did, and all are referenced to Somers Cocks. Thanks to the lithographers, we have some idea of what these grand buildings look like and it helps us to understand the growing social conscience of the reformers of the time. The prints show a wide variety of Rowe's talents.
Both George's brother and his father were builders, and were both called Joseph. Joseph Jr – Joseph Hyde Rowe - built Pennsylvania Park, still there today, and George did the artwork, presumably to advertise them. The print appears dimly on the front of this little booklet by the Exeter Civic Society, with an explanation about the houses inside, and I have provided a larger photo. A modern photo appears in the booklet on P9, coincidentally opposite a photo of Rowe's print of John Cooke, and there is a piece about him.
The Todd Gray book "Exeter Engraved Vol 1" has five prints by George Rowe. These are general views, the River Exe, and High Street buildings. A sixth one is by Philippa, credited as Mrs George Rowe, showing a shop in the High Street called "George". Whether this was her sense of humour, or there really was a shop called George, I don't know. Her work is indistinguishable from George's in quality. Philippa continued to paint and draw to support herself and the family during the seven years that George was in Australia.
These depictions are not only pleasing to the eye, but provide invaluable pictorial records of clothing, buildings, tree planting, road conditions, crescents, the cathedral, the unspoilt hinterland, and landscapes which do not survive. Todd Gray's book tells Exeter's history through its images, both lithographs and etchings, and it is part of a very informative series of three called "Devon Engraved".
Artists like George Rowe travelled for miles, either walking, or on horse back or by stage coach in order to do the initial drawings for future prints.
I found a reference in this delightful book from 1883, a book in the collection here, by George H. Pycroft, with title of "Art in Devonshire with Biographies of Artists Born in the County". Pycroft wrote the details about George Rowe 16 years after Rowe's death which were given to him by a friend of Rowe's, Exonian lithographer, George Townsend.
Pycroft confirms that Rowe was born in Dartmouth, but raised in Exeter. He says, "His published works have perhaps done more than any similar effort to exhibit pictorially the beauties of Devon and Somerset. He commenced the publication of lithographic views, which became the most popular means of attracting a host of tourists to localities of picturesque beauty, unknown until thus. With charming accuracy, the scenes were brought before the eye of their admirers. Their fidelity was curiously tested by the fact that certain innkeepers gave the artist free quarters as an acknowledgement of the service rendered to them in bringing strangers to their localities".
It is good to know that the publicans understood and valued George's contribution to the tourist trade.
Next time you look at a print, I urge you to really study it in detail. Think about why it was done, what it's trying to tell you and what its legacy is to us today. What does it show us about a lost way of life?
Notice the empty hillsides devoid of buildings; notice the artistic licence that makes Devon hills look like Himalayan mountains; notice the various modes of dress; the boats, carts, trees, plants, buildings, people. Above all, look for the flashes of humour shown in people's gestures. You can almost guess what they are talking about.
Next time you hear the word vignette, think of George Rowe creating all those different ones. Remember him christening his daughter Vignette! The Rowe family still christened their daughters Vignette until the end of the Second World War.
George Rowe was a man with a zest for life, a great sense of fun, and was a master of his craft. He produced 650 lithographs in his 67 years of life, 300 of which were of his native Devon, so we owe him a debt of gratitude. It is thanks to him and other artists like him, that we can look back and see Georgian life as it actually was. His lithographs provide us with a snapshot in time before photography had been invented. | <urn:uuid:fecf6d78-698f-403d-b013-7a857f79ccf9> | CC-MAIN-2019-18 | https://devonandexeterinstitution.org/wp-content/uploads/2019/03/George-Rowe-Artist-and-Printmaker.pdf | 2019-04-18T12:54:46Z | crawl-data/CC-MAIN-2019-18/segments/1555578517639.17/warc/CC-MAIN-20190418121317-20190418143317-00412.warc.gz | 402,145,228 | 3,879 | eng_Latn | eng_Latn | 0.999466 | eng_Latn | 0.999497 | [
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Name Class Date
13.2 Ribosomes and Protein Synthesis
The Genetic Code A specific sequence of bases in DNA carries the directions for forming a polypeptide, a chain of amino acids. The types and order of amino acids in a polypeptide determine the properties of the protein. The sequence of bases in mRNA is the genetic code. The four bases, A, C, G, and U, act as "letters."
The code is read three "letters" at a time, so that each "word" is three bases long and corresponds to a single amino acid. Each three-letter "word" in mRNA is known as a codon.
Some codons serve as "start" and "stop" signals for protein synthesis.
Translation Ribosomes use the sequence of codons in mRNA to assemble amino acids into polypeptide chains. The process of decoding of an mRNA message into a protein is translation.
Messenger RNA is transcribed in the nucleus and then enters the cytoplasm.
On the ribosome, translation begins at the start codon. Each codon attracts an anticodon, the complementary sequence of bases on tRNA.
Each tRNA carries one kind of amino acid. The match between the codon and anticodon ensures that the correct amino acid is added to the growing chain.
The amino acids bond together, each in turn. The ribosome moves along the mRNA, exposing codons that attract still more tRNAs with their attached amino acids.
The process concludes when a "stop code" is reached. The newly formed polypeptide and the mRNA molecule are released from the ribosome.
The Molecular Basis of Heredity Molecular biology seeks to explain living organisms by studying them at the molecular level, using molecules like DNA and RNA.
The central dogma of molecular biology is that information is transferred from DNA to RNA to protein.
Gene expression is the way in which DNA, RNA, and proteins are involved in putting genetic information into action in living cells.
The genetic code is generally the same in all organisms.
The Genetic Code
A codon is a group of three nucleotide bases in messenger RNA. Each codon corresponds to one amino acid.
Follow the directions.
1. Circle each codon in the diagram of RNA below.
AUGUGAAC
C
Answer the questions. Circle the letter of the correct answer.
2. What is a polypeptide?
A. a chain of amino acids
B. a chain of enzymes
3. What does the letter A stand for in the genetic code?
A. amino acid
B. adenine
4. Can a codon contain two of the same nucleotide bases?
A. yes
B. no
Use the diagram to answer Questions 1–7.
5. What are the words along the outside of the circle?
6. For which amino acid is AAA a codon?
7. What is the codon for tryptophan?
8. For which amino acid is GGA a codon?
6. What is a codon for alanine?
9. What are three other codons for alanine?
Phenylalanine leucine lysine methionine
Translation
Use the diagram to do Questions 10–12.
10. What is the anticodon for leucine?
11. What is the codon for leucine?
12. List the amino acids in the order they would appear in the polypeptide coded for by this mRNA.
13. What is the difference between transcription and translation?
Translation
Use the diagram to do Questions 10–12.
10. What is the anticodon for leucine?
11. What is the codon for leucine?
12. List the amino acids in the order they would appear in the polypeptide coded for by this mRNA.
13. What is the difference between transcription and translation?
14. Complete the table to describe the steps in protein synthesis
Step
Description
Beginning of translation
Assembly of polypeptide
Completing the polypeptide
15. Describe the role of rRNA during translation.
The Molecular Basis of Heredity
16. The instructions for assembling proteins are contained in the
A. genes.
B. ribosomes.
C. exons.
D. introns.
17. The central dogma of molecular biology is that information is transferred from
A. RNA to protein to DNA.
B. DNA to protein to RNA.
C. protein to DNA to RNA.
D. DNA to RNA to protein.
18. An exception to the central dogma is
A. the infection of a virus by a bacteriophage.
B. the ability of some viruses to transfer information from RNA to DNA.
C. the expression of different genes during different stages of development.
D. the translation of the codon into the anticodon of tRNA.
19. The way in which DNA, RNA, and proteins are all involved in putting genetic information into action in living cells is called
A. translation.
B. transcription.
C. gene expression.
D. viral transfer.
20. All organisms are mostly the same in
A. the proteins they make on their ribosomes.
B. how their proteins catalyze chemical reactions.
C. the size of their genes.
D. the molecular biology of their genes.
Two-Column Table A two-column table is a way to take notes about what you have read. Complete the table with the main idea of each section. | <urn:uuid:f3d93845-966b-48f7-b569-8ec17549b8a5> | CC-MAIN-2019-18 | http://mrinsuascience.weebly.com/uploads/1/4/4/2/14420762/_protein_synthesis_study_guide.pdf | 2019-04-18T12:18:58Z | crawl-data/CC-MAIN-2019-18/segments/1555578517639.17/warc/CC-MAIN-20190418121317-20190418143317-00411.warc.gz | 113,429,286 | 1,118 | eng_Latn | eng_Latn | 0.993543 | eng_Latn | 0.995418 | [
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Carrot Life Cycle For Kids
carrots harvest of the month provides resources for the ... - whole carrots, carrot seeds, images of carrots flowering/ going to seed, paper, pencils directions: review the life cycle of a carrot using visuals, emphasizing that carrots are biennial- they take two growing seasons to produce seeds. have each student draw an image of part of a carrot's life cycle, and write a short story to accompany it. p r e p l a n t a3843 p bioipm - integrated pest and crop ... - authors deana l. knuteson, nutrient and pest management program walter r. stevenson, department of plant pathology jeffrey a. wyman, department of entomology alvin j. bussan, department of horticulture jed b. colquhoun, department of horticulture carrie a.m. laboski, department of soil science university of wisconsin-madison, college of agricultural and life sciences, university of wisconsin ... back to identifying field weeds. wild carrot (queen anne's ... - wild carrot (queen anne's lace) daucus carota l. life cycle erect, fernlike biennial. leaves first-year leaves originate from a basal rosette, followed by an erect flowering stem with few leaves in the second year. cotyledons are long, very narrow and thin. leaves are doubly growing carrots, beets, radishes, and other root crops in ... - growing carrots, beets, radishes, and other root crops inwisconsin a guide for fresh-market growers. contents plant description, 1 site selection, 3 cultivar selection, 3 ... carrot flowers are white and contain both male and female parts. honey bees are the main pollinator. managing carrot rust fly - aenewsu - between carrot rows could reduce the damage caused by the rust fly without reducing carrot yields. cover crops have been used effectively to reduce crf damage, with mixed results on its impact on carrot yield (miles et al. 1996, ramert 1993, ramert and ekbom 1996, theunissen and schelling 2000). carrots - harvest of the month home - how do carrots grow? carrots are biennial, meaning they have a two-year life cycle. in the first year, the edible root is formed, followed by production of the flower and seeds in the second year. carrots can be grown most anywhere. the ideal temperature range is 60 to 70 f. for this reason, carrots are grown year-round in california. diseases and pests of vegetable crops in canada - disease cycle the pathogen survives in or on carrot seed originating from diseased plants and may persist for one winter season in infested crop residues in the soil. the bacteria are dispersed by splashing water and by insects. the presence of liquid water or purchase plant produce - georgia organics - describe and sequence the growth cycle of a plant lesson: 1. read the carrot seed (not included in materials.) 2. have the students recall the sequence of events in the story. (beginning, middle, end) explain that just like in the story it takes time for a plant to grow to maturity. effects of intercropping on the life cycle of the turnip ... - 3 abstract björkman, m. 2007. effects of intercropping on the life cycle of the turnip root fly (delia floralis) – behaviour, natural enemies and host plant qualitysn: 1652-6880, isbn: 978-91-85913-24-4 the turnip root fly (delia floralis) is a pest insect in the northern temperate regions of the world. parasites in paradise carrot broth - hardydiagnostics - the life cycle begins when rats ingest larvae that produce eggs, which hatch in their lungs. the larvae are then passed into the rat's feces. the parasite is then ingested by slugs and snails. once a human ingests the snail that has the parasite, it is unable to complete its life cycle. click here for information on the life cycle. life cycle assessment of a new technology to extract ... - life cycle assessment of a new technology to extract, functionalize and orient cellulose nanofibers from food waste fabiano piccinno,†,‡ roland hischier,*,† stefan seeger,‡ and claudia som† †technology and society lab, empa, lerchenfeldstrasse 5, 9014 st. gallen, switzerland ‡department of chemistry, university of zurich, winterthurerstrasse 190, 8057 zurich, switzerland plant life cycle - dug - plant life cycle denver urban gardens' school garden and nutrition curriculum 6 carrot salad with almond butter dressing enjoy the vibrant, sweet flavor of this inventive take on the common version of carrot and raisin the toledo zoo the conservatory - the life cycle of a plant starts with a seed. biennial plants require two growing seasons to complete their life cycle. biennial plants produce flowers two years in a row. stamens are the showy part of the flower that attracts insect pollinators. perennial plants are dormant at one stage of their life cycle. in vitro propagation and life cycle of the arbuscular ... - etunicatum using ri t-dna-transformed carrot roots as host. glomus etunicatum is one of the most frequently recorded species from nature and is often used in laboratory studies. mycol. res. 103 (12): 1549–1556 (1999) printed in the united kingdom in vitro propagation and life cycle of the arbuscular mycorrhizal fungus glomus etunicatum no true glory a frontline account of the battle for fallujah ,nokia c6 01 phone detachable multi travel ,nonextensive entropy interdisciplinary applications ,nokia 5700 service level 1 2 ,non equilibrium phenomena near vapor liquid interfaces ,noble experiment selection quiz answers ,nobody cry shelley steinmann list saturday ,nobel prize winners ,nokia 9500 ,no victory parades ,nonfiction and fiction paired texts grade 4 ,no rest for the wicked the meaning and origin of this ,nonlinear analysis on manifolds sobolev spaces and inequalities courant lecture notes ,nodejs mongodb and angularjs web development developers library book mediafile free file sharing ,no sweat fashion free trade and the rights of garment workers ,non executive directors handbook coyle brian icsa ,node red ascii jp ,nom rose umberto eco see notes ,noah 5th street 1 elizabeth reyes ,nodos lunares el tunel del tiempo ,nonlife actuarial models theory methods and evaluation ,nokia e63 utilizare ,nokia network security solutions handbook ,nonfiction reading comprehension grade 5 nonfiction reading comprehension ,nobody love life delhis red light ,nonequilibrium ecology ,non muslims in
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page 2 / 2 | <urn:uuid:851c2a31-6cf6-47f2-8e60-b990788c17c2> | CC-MAIN-2019-18 | https://blog.bvddy.com/-carrot-life-cycle-for-kids.pdf | 2019-04-18T13:18:05Z | crawl-data/CC-MAIN-2019-18/segments/1555578517639.17/warc/CC-MAIN-20190418121317-20190418143317-00413.warc.gz | 377,804,601 | 2,649 | eng_Latn | eng_Latn | 0.943069 | eng_Latn | 0.973289 | [
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MAIN IDEA
Terms & Names
WHY IT MATTERS NOW
English Puritans came to North America, beginning in 1620.
The United States continues to use an expanded form of representative government begun by the Puritans.
*Puritans
*Roger Williams
*John Winthrop
*Separatist
*Plymouth Colony
*
Massachusetts
*Anne Hutchinson
*Pequot War
*Metacom
*King Philip's War
Bay Colony
One American's Story
In 1628, at age 16, a young English woman named Anne Dudley married Simon Bradstreet, who, like herself, was one of a group of Puritans, church members who wanted to "purify" or reform the Church of England. Simon, Anne, and her parents left England with other Puritans who hoped to create a "holy" community in New England. There Anne became America's first English-speaking poet, whose poems would provide future generations with a glimpse of Puritan life and values. When her house burned to the ground on a July night in 1666, Anne composed a poem to express her sorrow and her resolve to remain strong.
A PERSONAL VOICE ANNE BRADSTREET
" Then, coming out, beheld a space The flame consume my dwelling place. And when I could no longer look, I blest His name that gave and took."
—from "Here Follows Some Verses upon the Burning of Our House (July 10th, 1666)"
Anne Dudley Bradstreet's book of poetry, The Tenth Muse Lately Sprung Up in America, is regarded as one of the first important works of American literature.
Puritans Create a "New England"
▼
This picture of Anne Bradstreet is from a window in St. Botolph's Church, Lincolnshire, England.
When Anne Bradstreet and her family boarded the Arbella, the flagship of the Puritan expedition to America, the English settlement at Jamestown was still struggling to survive. Unlike the profit-minded colonists at Jamestown, however, the Puritans emigrated in order to create a model new society—what John Winthrop, their first governor, called a "City upon a Hill."
The American Colonies Emerge
49
p0049-54aspe-0102s3 10/29/02 12:15 PM Page 50
Puritans cherished their Bibles, passing them down as family treasures from one generation to the next. This Bible belonged to Governor William Bradford of the Plymouth Colony. ▼
PURITANS AND PILGRIMS Puritanism had its origins in the English Reformation. After King Henry VIII (1491–1547) broke with Roman Catholicism in the 1530s, his daughter, Elizabeth I (1533–1603) formed the Anglican church, or the Church of England. Although the Anglican church was free of Catholic control, some church members felt that it had kept too much of the Catholic ritual and tradition. These people were called Puritans because they wanted to purify the Anglican church by eliminating all traces of Roman Catholicism. Puritans embraced the idea that every worshipper should experience God directly through
THE MAYFLOWER COMPACT
Although the Pilgrims aimed for Virginia, their ship, the Mayflower, strayed far off course to Cape Cod. The Pilgrims knew that New England lay too far north for their colonial charter to be valid. They were also afraid that non-Pilgrim passengers would challenge their authority. Before departing the ship, the Pilgrim men signed a compact, or agreement, in which they created a civil government and pledged loyalty to the king. Some of their signatures are reproduced above.
The Mayflower Compact stated that the purpose of their government in America would be to frame "just and equal laws . . . for the general good of the colony." Laws approved by the majority would be binding on Pilgrims and non-Pilgrims alike. The document became a landmark of American democratic government.
HAPTER
C
2
faith, prayer, and study of the Bible. Puritans held ministers in respect as a source of religious and moral instruction, but they objected to the authority of Anglican bishops.
A Some Puritans felt they should remain in the Church of England and reform it from within. Other Puritans did not think that was possible, so they formed independent congregations with their own ministers. These Separatists, known today as the Pilgrims, fled from England to escape persecution, first to Holland and eventually to America. In 1620, this small group of families founded the Plymouth Colony, the second permanent English colony in North America.
THE MASSACHUSETTS BAY COMPANY Meanwhile, other English Puritans in the 1620s who were discouraged about Anglican reform also turned their thoughts toward New England. Like the Separatists, they too felt the burden of increasing religious persecution, political repression, and dismal economic conditions. John Winthrop wrote to his wife in 1629, "[the Lord will] provide a shelter and a hiding place for us." Winthrop and others believed that this refuge would be in America.
In 1629, Winthrop and some of his well-connected friends obtained a royal charter for a joint-stock enterprise, the Massachusetts Bay Company. Winthrop and the other colonists transferred both the charter and the company's headquarters to New England. This strategy meant that when the Puritans migrated, they took with them the authority for an independent government. B
In September 1630, Winthrop and the other colonists aboard the Arbella established the Massachusetts Bay Colony. The port town of Boston became their capital. Soon other towns were founded to accommodate the large number of settlers flocking to join the colony. In the first year of the colony's settlement, 17 ships (including the Arbella) arrived with about 1,000 English men, women, and children—Puritan and non-Puritan. The migration was greater in size and more thorough in planning than all pre-
50
A. Answer
Separatists wanted to sepa-
rate from the
Anglican church, the
state church of
England. Other
Puritans wanted only to reform
the Anglican church from
within.
MAIN IDEA
MAIN IDEA
Contrasting
A How were the Separatists different from other Puritans?
B. Answer
Some Puritans, such as the
"Pilgrims," left to break with
the church of
England. Other
Puritans left to escape political,
social, and eco- nomic turmoil.
MAIN IDEA
Analyzing Motives
B Why did the Puritans leave England?
C. Answer
Stockholders in the
Massachusetts
Bay Company and all adult
males who belonged to the
Puritan church.
MAIN IDEA
MAIN IDEA
Analyzing
Issues
p0049-54aspe-0102s3 10/29/02 12:15 PM Page 51
vious expeditions to North America. Eventually, Plymouth Colony was incorporated into the Massachusetts Bay Colony.
"CITY UPON A HILL" In a sermon delivered before the Arbella landed, Winthrop expressed the sense of mission that bound the Puritans together.
A PERSONAL VOICE JOHN WINTHROP
" We must be knit together in this work; . . . we must uphold [each other] . . . in all meekness, gentleness, patience and liberality [generosity]. We must delight in each other, make others' conditions our own, rejoice together, mourn together, labor and suffer together. . . .
So shall we keep the unity of the spirit, in the bond of peace. . . . Ten of us will be able to resist a thousand of our enemies. For we must consider that we [in New England] shall be as a City upon a Hill, the eyes of all people are on us."
—"A Model of Christian Charity"
Winthrop's vision, however, did not stem from a belief in either social equality or political democracy. Explained Winthrop in his shipboard sermon, God had decreed that "some must be rich, some poor, some high and eminent in power and dignity, others mean [common] and in subjugation."
C Although Puritans made no effort to create a democracy, political power was spread more broadly than in England. The Massachusetts Bay Company extended the right to vote to not only stockholders but to all adult males who belonged to the Puritan church, roughly 40 percent of the colony's men. This was a large electorate by the standards of Europe in the 1630s. These "freemen," as they were called, voted annually for members of a lawmaking body called the General Court, which in turn chose the governor.
CHURCH AND STATE As this system of self-government evolved, so did the close relationship between the government and the Puritan church. Civic officials were members of the Puritan church who believed that they were God's "elect," or chosen, and had a duty to carry out God's will. Puritan laws criminalized
C Who could vote in the Massachusetts Bay Colony?
History Through
PURITAN HEADSTONES
Puritans forbade images in their churches but they permitted them in their cemeteries. The images on a headstone were meant not just to memorialize the dead but to remind both young and old that life was brief and should be lived according to the Puritan virtues of piety and hard work.
SKILLBUILDER Interpreting Visual Sources
1. What kind of emotions does the image of the winged skull elicit?
2. How do Puritan headstones compare with other memorials you have seen?
SEE SKILLBUILDER HANDBOOK, PAGE R23.
The winged skull motif persisted into the 18th century, when the winged skull was either modified to resemble a cherub or was replaced with a carved portrait of the deceased. ▼
Central to virtually every Puritan headstone was the image of the winged skull. The skull itself was meant to symbolize the physical reality of death. The wings represented the soul and the possibility of immortality. ▼
1. What kind of emotions does the image of the winged skull elicit?
2. How do Puritan headstones compare with other memorials you have seen?
The American Colonies Emerge
51
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such sins as drunkenness, swearing, theft, and idleness. "No person . . . shall spend his time idly or unprofitably," decreed the General Court in 1633, "under pain of such punishment as the court shall think meet [appropriate] to inflict."
IMPORTANCE OF THE FAMILY Unlike settlers in Virginia, Puritans generally crossed the Atlantic as families rather than as single men or women. "Without family care," declared one minister, "the labor of Magistrates and Ministers . . . is likely to be in great measure unsuccessful." Puritans kept a watchful eye on the actions of husbands, wives, and children, and the community stepped in when necessary. If parents failed to nip disobedience in the bud, they might find their children placed in more "God-fearing" homes. If a husband and wife quarreled too much, a court might intervene as a form of marriage counseling. If they still bickered, one or both might end up in the stocks or the pillory.
Dissent in the Puritan Community
Division soon threatened Massachusetts Bay. Two dissenters, Roger Williams and Anne Hutchinson, challenged the social order upon which the colony was founded.
THE FOUNDING OF PROVIDENCE "Forced religion stinks in the nostrils of God," declared Roger Williams in a sermon to his Salem congregation. Williams, an extreme Separatist, expressed two controversial views. First, he declared that the English settlers had no rightful claim to the land unless they purchased it from Native Americans. He called the royal charter that granted the lands a "National Sinne" and demanded that it be revised to reflect Native American claims. Second, Williams declared that government officials had no business punishing settlers for their religious beliefs. He felt every person should be free to worship according to his or her conscience.
The outraged General Court ordered Williams to be arrested and returned to England. Before this order was carried out, Williams fled Massachusetts. In January 1636, he headed southward to the headwaters of Narragansett Bay. There he negotiated with the local Narragansett tribe for land to set up a new colony, which he called Providence. In Providence, later the capital of Rhode Island,
Williams guaranteed separation of church and state and religious freedom. D
ANNE HUTCHINSON BANISHED Puritan leaders soon banished another dissenter, Anne Hutchinson. To strict Puritans, she posed an even greater threat than Williams. In Bible readings at her home, Hutchinson taught that "the Holy Spirit illumines [enlightens] the heart of every true believer." In other words, worshippers needed neither the church nor its ministers to interpret the Bible for them.
Puritan leaders banished Hutchinson from the colony in 1638. Along with a band of followers, she and her family trudged to Rhode Island. After the death of her husband in 1642, Hutchinson moved with her younger children to the colony of New Netherland (now New York), where the Dutch also practiced religious toleration. The following year, she died in a war fought between the Dutch and Native Americans.
This statue of Anne Hutchinson stands in Boston, Massachusetts. Ironically, she was banished from Massachusetts for leading religious discussions. ▼
HAPTER
C
2
52
Vocabulary stocks, pillory: devices in which an offender was shackled and held on public display as a form of punishment
D. Answer
Separation of church and
state and reli- gious freedom.
MAIN IDEA
D Contrasting What two principles did Providence guarantee that Massachusetts Bay did not?
p0049-54aspe-0102s3 10/29/02 12:15 PM Page 53
Page 5 of 6
Native Americans Resist Colonial Expansion
E. Answer
Native
Americans believed that
land treaties were agree-
ments to share, not own, the
land, and for a limited period
of time.
MAIN IDEA
Analyzing
While Williams and his followers were settling Rhode Island, thousands of other white settlers fanned out to western Massachusetts and to new colonies in New Hampshire and Connecticut. However, as Native Americans saw their lands claimed and cleared for farming, they recognized that the rapid spread of the settlers meant an end to their way of life.
DISPUTES OVER LAND Disputes between the Puritans and Native Americans arose over land use. For every acre a colonial farmer needed to support life, a Native American needed twenty for hunting, fishing, and agriculture. To Native Americans, no one owned the land—it was there for everyone to use. Native Americans saw land treaties with Europeans as agreements in which they received gifts, such as blankets, guns, iron tools, or ornaments, in return for which they agreed to share the land for a limited time. Europeans, however, saw the treaties as a one-time deal in which Native Americans permanently sold their land to new owners. E
Geography
Skillbuilder
Answers
THE PEQUOT WAR The first major conflict arose in Connecticut in 1637, when the Pequot nation decided to take a stand against the colonists. The colonists formed an alliance with the Narragansett, old enemies of the Pequot. The result of the Pequot War was the near destruction of the Pequot nation. The end came in May 1637, when about 90 English colonists and hundreds of their Native American allies surrounded a Pequot fort on the Mystic River. After setting the fort on fire, the colonists shot Pequot men, women, and children as they tried to escape or surrender. The massacre was so awful that the Narragansett pleaded,
1.
Plymouth,
Massachusetts.
2.
Boston's prox- imity to the sea
and good harbor made it easily
accesssible for ships carrying
supplies and settlers.
E Issues How did Native Americans view land treaties?
53
p0049-54aspe-0102s3 10/29/02 12:15 PM Page 54
"This is evil, this is evil, too furious, too many killed." The colonists ignored them, until all but a few out of about 500–600 people in the fort had died. Later, the Narraganset leader Miantonomo declared in a speech to the Montauk tribe,
A PERSONAL VOICE MIANTONOMO
" These English have gotten our land, they with scythes cut down grass, and with axes fell the trees; their cows and horses eat the grass, and their hogs spoil our clam banks, and we shall all be starved. . . .
For so are we all Indians as the English are, and say brother to one another; so must we be one as they are, otherwise we shall be all gone shortly."
—quoted in Changes in the Land
KING PHILIP'S WAR Deprived of their land and livelihood, many Native Americans had to toil for the English to earn a living. They also had to obey Puritan laws such as no hunting or fishing on Sunday, the Sabbath day. Wampanoag chief Metacom, whom the English called King Philip, bristled under these restrictions. In a last-ditch effort to wipe out the invaders, he organized his tribe and several others into an alliance.
The eruption of King Philip's War in the spring of 1675 startled the Puritans with its intensity. Using hit-and-run tactics, Native Americans attacked and burned outlying settlements throughout New England. For over a year, the two sides waged a war of mutual brutality and destruction. Finally, food shortages, disease, and heavy casualties wore down the Native Americans' resistance, and they gradually surrendered or fled.
Wampanoag casualties included Metacom, the victim of a bullet fired by a Native American ally of the English. To commemorate their victory, the Puritans exhibited Metacom's head at Plymouth for 20 years. With his defeat, Native American power in southeastern New England was gone forever.
Still, the English paid a high price for their victory. All told, about one-tenth of the colonial men of military age in New England were killed in King Philip's War, a higher proportion of the total population than would be killed in either the American Revolution or the Civil War of the 1860s.
1. TERMS & NAMES For each term or name, write a sentence explaining its significance.
*Puritans
*Plymouth Colony
*Anne Hutchinson
*John Winthrop
*Separatist
MAIN IDEA
*Massachusetts Bay Colony
*Pequot War
*Roger Williams
CRITICAL THINKING
2. TAKING NOTES
Identify the effects of each of the causes listed in the chart below.
HAPTER
C
2
3. DRAWING CONCLUSIONS
Why do you think Puritan leaders viewed Anne Hutchinson as a threat to their society? Use evidence from the text to support your answer.
Think About:
* Puritan beliefs
* characteristics of Puritan society
* Hutchinson's teachings
4. ANALYZING EFFECTS
What were the immediate effects of King Philip's War for Native Americans and for the settlers?
*Metacom
*King Philip's War
5. DEVELOPING HISTORICAL PERSPECTIVE
Imagine you have been called upon to negotiate between the New England colonists and Native Americans. What would you tell each side about the other to help them overcome their misunderstandings?
Think About:
* their views on land and religion
* the Pequot War and King Philip's War
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Holt Environmental Science Chapter 18 Review Answers
active reading workbook - mrs. graves science - environmental science active reading workbook holt es04_ar_toc.qxd 9/19/06 1:04 pm page i. to the student the active reading worksheets can be used to develop your reading skills. each ... holt environmental science 3 science and the environment section: the environment and society skills worksheet active reading - environmental science 4502 - holt environmental science 12 mining and mineral resources name class date active reading continued vocabulary development in the space provided, write the letter of the description that best matches the term or phrase. _____ 4. clean water act _____ 5. safe drinking water act _____ 6. skills worksheet critical thinking - holt environmental science 93 air. 18. accept any reasonable response. sample answer: the power plants in country a give off oxides of sulfur and nitrogen that combine with water in the air to make acid precipitation. the wind carries the acid precipita-tion over the border away from skills worksheet active reading - mrs. bhatt's science site - holt environmental science 10 science and the environment section: the environment and society read the passage below and answer the questions that follow. the decisions and actions of all people in the world affect our environment. but the unequal distribution of wealth and resources around the world influences the environmental prob- skills worksheet active reading - woodland hills school ... - holt environmental science 10 food and agriculture name class date active reading continued recognizing similarities and differences one reading skill is the ability to recognize similarities and differences between two phrases, ideas, or things. this is sometimes known as comparing and contrasting. skills practice lab factors that influence ecosystems - holt environmental science 32 biomes name class date factors that influence ecosystems continued an ecological transect across the united states distance in miles from san francisco altitude (feet) annual rainfall (inches) 15,000 10,000 0 0 0 500 1,000 1,500 2,000 2,500 70 60 50 40 30 20 10 5,000 4,000 3,000 2,000 1,000 san francisco skills worksheet critical thinking - pc\|mac - holt environmental science 4 the organization of life name class date critical thinking continued interpreting observations read the following scenario, and answer the questions below. imagine that a population of rabbits was released during the win- skills worksheet active reading - rvrhs - holt environmental science 7 biomes section: what is a biome? read the passage below and answer the questions that follow. biomes, climate, and vegetation vary with latitude and altitude. latitude is the distance north or south of the equator and is measured in degrees. es04 ch01 001-007 - credits before college - holt environmental science 3 tools of environmental science matching in the space provided, write the letter of the description that best matches the term or phrase. name class date concept review skills worksheet a. a logical statement about what will happen in an experiment b. a verbal or graphical explanation for how a system works or how it ... skills worksheet active reading - weebly - holt environmental science 11 biodiversity section: the future of biodiversity read the passage below and answer the questions that follow. ... active reading section: what is biodiversity? 1. b 2. a 3. d 4. answers may vary; for example: biodiversity is critical to world food supplies. skills worksheet concept review - holt environmental science 1 science and the environment matching in the space provided, write the letter of the description that best matches the term or phrase. _____ 1. practice of growing, breeding, and caring for plants and animals used for a variety of purposes skills worksheet critical thinking - holt environmental science 4 science and the environment name class date critical thinking continued interpreting observations read the following scenario, and answer the questions that follow. four students are given the assignment of classifying countries as developing or developed. each student gathers the following information for one nation: section: air, noise, and light pollution - holt environmental science 15 air section: air, noise, and light pollution matching in the space provided, write the letter of the term or phrase that best matches the description. name class date quiz assessment a. indoor air pollution b. sick-building syndrome c. light pollution chapter 6 concept review - metuchen schools - holt environmental science 1 biomes skills worksheet chapter 6 concept review matching match each example in the left column with the appropriate term from the right column. _____ 1. regions that have distinctive climates and organisms _____ 2. the broad band of coniferous forest located just below the arctic circle ... science granville village school - science topic/unit: environmental science - cycles grade level: 11/12 curricular goals/ learning outcomes: students will be able to analyze changes in an ecosystem resulting from the cycling of water, nitrogen, phosphorus, carbon and oxygen. students will identify the human activity which causes changes in climate and ecosystems.
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Holt Mcdougal Geometry Solutions
holt geometry - .::m.a.c. online::. - teachers using geometry may photocopy complete pages in sufficient quantities for classroom use only and not for resale. holt and the "owl design" are trademarks licensed to holt, rinehart and winston, registered in geometry, grades 9-12: mcdougal littell high school math ... - pages, holt mcdougal, 0618923985, 9780618923984, houghton mifflin school, 2007 ... holt mcdougal larson geometry student edition geometry 2008, , jul 6, 2007, juvenile nonfiction, ... holt geometry homework and practice workbook , holt mcdougal, holt rinehart & winston, jan 1, triangle similarity: aa, sss, sastriangle similarity: aa ... - holt mcdougal geometry 7-3 triangle similarity: aa, sss, sas there are several ways to prove certain triangles are similar. the following postulate, as well as the sss and sas similarity theorems, will be used in proofs just as sss, sas, asa, hl, and aas were used to prove triangles congruent. geometry 1view crossword - andrews university - holt mcdougal larson geometry geometry 1view crossword ... an undefined term in geometry, it is a flat surface that has no thickness and extends forever. 6. a segment whose endpoints are the center of the circle and a point on the circle. ... geometry 1view crossword reteach 4-5 triangle congruence: sss and sas continued - holt mcdougal geometry triangle congruence: sss and sas practice a 1. ... right triangles and trigonometry 8 chapter test form c ... - holt mcdougal geometry right triangles and trigonometry chapter test form b continued 9. the angle of elevation from a person lying on the ground to a hot-air balloon is 37 . the balloon is at an altitude of 1500 feet. to the nearest foot, find the 1-4 pairs of angles - scott county schools - holt mcdougal geometry 1-4 pairs of angles bellringer: simplify each expression. 1.90 –(x + 20) 2.180 –(3 x –10) write an algebraic expression for each of the following. 3.4 more than twice a number 4.6 less than half a number 70 –x 190 –3x 2n + 4 practice b 10-2 solving right triangles - holt mcdougal analytic geometry practice b solving right triangles use the given trigonometric ratio to determine which angle of the ... holt mcdougal analytic geometry solving right triangles practice a lesson practice a 5-2 bisectors of triangles - 5-11 holt mcdougal geometry practice a bisectors of triangles fill in the blanks to complete each definition or theorem. 1. the circumcenter of a triangle is equidistant from the _____ of the triangle. 2. when three or more lines _____ at one point, the lines are said to be concurrent. 3. ... chapter solutions key 3 parallel and perpendicular lines - solutions key 3 parallel and perpendicular lines chapter are you ready? page 143 1. f 2. d 3. b 4. e 5. a 6. hypothesis: e is on ac . conclusion: e lies in plane p. 7. ... 44 holt mcdougal geometry ge07_solkey_c03_043-064dd 44 12/21/09 3:16:34 pm. 3-2 angles formed by parallel 1-1 understanding points, lines, and planes - original content copyright © by holt mcdougal. additions and changes to the original content are the responsibility of the instructor. a1 holt geometry reteach properties of parallelograms - images.pcmac - properties of parallelograms a parallelogram is a quadrilateral with two pairs of parallel sides. all parallelograms, such as fghj , have the following properties. name date class end-of-course test - holt mcdougal analytic geometry end-of-course test continued 23. the figure represents a rectangular gate with diagonal braces. to the nearest tenth, what is the width, qt, of the gate? a 3.9 ft c 7.0 ft b 4.9 ft d 7.6 ft refer to the figure for exercises 24 and 25. 24. kim is making a kite with a wooden frame. the measures of the frame are shown. state-adopted list, textbooks and other instructional ... - state-adopted list, textbooks and other instructional material mathematics, grades 9-12, basal july 1, 2013 – june 30, 2019 ! holt mcdougal 9780547647081 common core teacher's edition geometry 10 118.60 holt mcdougal 9780547709895 common core online student/teacher edition (1-year subscription) geometry 10 20.35 holt mcdougal name date class measurement and geometry mr. gauck - holt mcdougal mathematics measurement and geometry practice b: perimeter and circumference find the perimeter of each polygon. 1. 2. 3. find the perimeter of each rectangle. 4. 5. 6. find the circumference of each circle to the nearest tenth. use 3.14 for ...
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page 2 / 2 | <urn:uuid:3b655022-b789-4740-838b-d059c14ec087> | CC-MAIN-2019-18 | https://wp1.roverradio.com/-holt-mcdougal-geometry-solutions.pdf | 2019-04-18T13:33:43Z | crawl-data/CC-MAIN-2019-18/segments/1555578517639.17/warc/CC-MAIN-20190418121317-20190418143317-00416.warc.gz | 628,995,641 | 2,541 | eng_Latn | eng_Latn | 0.935745 | eng_Latn | 0.9706 | [
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Key Stage 1: Music
National Curriculum: Music
Children will:
* perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
* understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
* learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
* use their voices expressively and creatively by singing songs and speaking chants and rhymes
* listen with concentration and understanding to a range of high-quality live and recorded music
* play tuned and untuned instruments musically
* experiment with, create, select and combine sounds using the interrelated dimensions of music
Key Stage 1: Music
Listening
Listen with concentration and understanding to a range of high-quality live and recorded music.
Pulse & Rhythm (Theme: All About Me)
Key Themes
Vocabulary
and short sounds.
Composing
Performing
Rhythm
- A pattern of long
Use their voices expressively and creatively by singing songs and speaking and speaking chants and rhymes. Play tuned and untuned instruments musically.
Topics
Pitch & Tempo
(Theme: Superheroes)
Nativity Rehearsals & Performance
Duration - The length of time each note is played for (long or short).
Pulse - The heartbeat of the music. Sometimes called the 'beat'.
Dynamics
- The volume of
- Something the music (loud or quiet).
that gives you an idea
Inspiration about what to create.
sound is.
Pitch
- How high or low a
Structure - How the music is organised into different sections.
(thick or thin).
Tempo - The speed of the music (fast and slow). Texture - How many layers of sound the music has
Experimenting with, create, select and combine sounds using the inter-related dimensions of music.
On This Island
(British Songs And Sounds)
Recorders
Timbre - The quality of sound e.g. smooth, scratchy, twinkly.
Compose - To create or write an original (new) piece of music.
Accelerando - A musical term to describe when the speed of the music gets faster and faster.
Term: Autumn 2022 - Summer 2023
Topic:
2
1
3
4
5
Topic:
Topic:
1
2
3
4
5
Topic:
2
1
3
4
5
Topic: | <urn:uuid:d1b70f40-b389-4c38-bdae-6fa553bfbc5d> | CC-MAIN-2022-49 | https://clipstonprimaryschool.org/class/robin/topics/2223/sum1music.pdf | 2022-12-02T00:08:33+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00001.warc.gz | 213,181,368 | 559 | eng_Latn | eng_Latn | 0.997025 | eng_Latn | 0.996454 | [
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What questions do we bring?
Introductions of all present and share questions that brought you to the meeting:
* Parents
* Campus staff
* District staff
What is a Standards-Based Report Card?
A standards-based report card (SBRC) is a detailed report to parents every 9 weeks that shows:
❑ The skills and expectations that have been taught during the grading period
❑ The degree to which students have mastered these skills at this point in the year
What was the district's process for transitioning to SBRCs?
2013 - 1st grade (Glenhope Elementary pilot - then adopted districtwide)
2014 - Kinder
2015 - 2nd grade
2016 - 3rd grade
2017 - 4th grade (pilot)
2018 - 4th grade full implementation
Teacher reps (from each grade) selected and categorized the reported standards based on required state curriculum - Texas Essential Knowledge and Skills (TEKS)
Teachers and curriculum staff update documents annually
Why did we change to this kind of report card?
Questions to consider:
* When students were given a single percentage grade or letter grade for a subject, what could parents tell about their children's specific performance on specific standards (ELA = spelling, phonics, reading, writing, grammar; Math = problem solving, addition, subtraction, money, geometry)?
* When grades are averaged across the 9 weeks, how could parents tell the accurate level of mastery by the end of the grading period rather than the composite of performance that might have actually included a decline in performance later in the grading period?
* In a traditional system, what role did behavior/work habits play in the reporting of a grade? In what ways might this have masked reporting of actual skill level related to TEKS?
How are the standards chosen?
The standards on the report card include the most critical Texas Essential Knowledge and Skills (TEKS) from our state's curriculum.
They are sequenced on the report card in a way that matches the order they are taught in GCISD.
How do the teachers assess the standards?
* By using classroom activities to determine/assess progress.
* By tracking progress on every standard on every child.
* By using a rubric for each standard to determine progress toward a "3" which equates to a consistent demonstration of the skill.
How do I use the information to benefit my child?
What if my child isn't progressing as expected?
They will continue to receive instruction and support as they progress toward the standard. With standards-based assessment, students keep working toward each skill until mastery is achieved.
What if my child has already mastered most of the grade level standards?
Their teacher will realize this because of the specific assessments they're constantly conducting and will enrich and extend children's learning accordingly. Information about these enrichment/extension opportunities will be shared with individual parents as appropriate.
For more information...
Additional information about the benefits and logistics of standards-based report cards can be found on the GCISD website. Here, parents will be able to:
◆ See the list of standards being assessed in each grade
◆ Access a GCISD Parent Guide for more information about the specifics of our newly revised report cards
◆ Read more about the rationale for using this form of assessment
◆ See the list of standards being assessed in each grade
◆ Access a GCISD Parent Guide for more information about the specifics of our newly revised report cards
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Visual Impairment Including Blindness Eligibility Worksheet
PURPOSE
The purpose of this Visual Impairment Including Blindness Eligibility Worksheet is to provide guidance to educational teams considering a student for special education eligibility under the Visual Impairment Including Blindness (VIB) disability category. Teams will complete the VIB Eligibility Matrix Table to guide their discussion regarding a student's eligibility for special education under the VIB disability category.
STUDENT INFORMATION
Student Name: Click or tap to enter student name
Date of Birth: Click or tap to enter DOB
Student ID Number: Click or tap to enter student ID number
Teacher: Click or tap to enter teacher's name
School: Click or tap to enter school
Date of VIB eligibility determination: Click or tap to enter date of determination
VISUAL IMPAIRMENT INCLUDING BLINDNESS ELIGIBILITY CRITERIA
The Idaho Special Education Manual defines visual impairment as follows:
Visual impairment refers to an impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness. Partial sight refers to the ability to use vision as one channel of learning if educational materials are adapted. Blindness refers to the prohibition of vision as a channel of learning, regardless of the adaptation of materials.
As with any special education eligibility determination, a student must meet the criteria, also known as the Three-Prong Test, as outlined in the Idaho Special Education Manual and listed below.
1. The student has a disability according to the established Idaho criteria;
2. The student's condition adversely affects educational performance; and
3. The student needs specially designed instruction.
Teams must reply, "Yes," to all three prongs for a student to qualify for special education under the VIB disability category. Any evaluations conducted for eligibility determination should follow the guidelines provided in the Idaho Special Education Manual.
Table: VIB Eligibility Matrix
Complete the table by responding "yes" or "no" to each eligibility prong in the first column and checking one or more of the specific criteria that apply to the student as outlined in the second column.
VIB Eligibility Prong
Source(s) of Evidence (check all that apply)
1. The student has a disability according to the established Idaho criteria.
☐Yes☐ No
There is documentation of a visual impairment and the child demonstrates the characteristics of blindness or visual impairment (check all that apply):
☐ A child with blindness has (check all that apply):
* ☐ Visual acuity in the better eye with best possible correction of 20/200 or less at distance or near; or
* ☐ Visual field restriction in the better eye of remaining visual field of 20 degrees or less.
☐ A child with a visual impairment demonstrates the following (check all that apply):
* ☐ Visual acuity better than 20/200 but worse than 20/70 at distance and/or near; or
* ☐ Visual field restriction in the better eye of remaining visual field of 70 degrees or less but better than 20 degrees.
☐ The child has any of these conditions:
* ☐ Oculomotor apraxia
* ☐ Cortical visual impairment
* ☐ Convergence insufficiency
* ☐ A progressive loss of vision which may in the future, have an adverse effect on educational performance
* ☐ Other:
☐ The student has a functional vision loss where field and acuity deficits alone may not meet the aforementioned criteria.
* List and/or describe: Click or tap here to enter text.
2. The student's condition adversely affects educational performance.
☐Yes☐ No
There is documentation of an adverse effect on educational performance due to one or more documented characteristics of the Visual Impairment.
* List and/or describe: Click or tap here to enter text.
3. The student needs specially designed instruction.
☐Yes☐ No
Due to the identified Visual Impairment including Blindness, the student needs specially designed instruction.
* List and/or describe: Click or tap here to enter text.
For Questions about the VIB Eligibility Worksheet please contact:
Special Education Department Idaho State Department of Education 650 W State Street, Boise, ID 83702 208 332 6800 | www.sde.idaho.gov | <urn:uuid:a7b915d7-f8e9-4958-8715-3084de7c2be3> | CC-MAIN-2022-49 | https://sde.idaho.gov/sped/sped-manual/files/chapters/chapter-4-evaluation-and-eligibility/VBI-Eligibility-Worksheet.pdf | 2022-12-01T23:56:46+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00004.warc.gz | 543,284,056 | 884 | eng_Latn | eng_Latn | 0.989586 | eng_Latn | 0.989715 | [
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Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Lab Partners:
__________________ _____________________ _______________________
Introduction: READ
Density is an important property of matter. Density can be used to identify substances. Density is defined as the quantity of matter in a given unit of volume. This relationship, expressed mathematically, is:
Mass and volume measurements can be made in the laboratory. Mass (in grams) can be determined by using a balance. Volumes of regularly shaped geometric solids can be determined from direct measurements of their dimensions using a ruler. For example, the volume of a rectangular solid is calculated by multiplying its length, width, and height (V = l · w · h). Volumes of solids are usually expressed in cubic centimeters (cm 3 ). HOWEVER, some solids are irregularly shaped objects, such as rocks, cannot be measured with rulers with any degree of accuracy. Volumes of such solids can be measured by water displacement. If a solid is immersed in a liquid such as water, the solid will DISPLACE a volume of water equal to its own volume.
It is necessary to use the proper units when calculating the density of a substance. Densities of liquids are usually expressed in terms of g/mL and solids are usually expressed in g/cm 3 .
LAB ILLUSTRATION: BE CAREFUL WITH EQUIPMENT READINGS!!!
THE VOLUME OF A LIQUID IS COMMONLY MEASURED IN A GRADUATED CYLINDER. THE SURFACE OF THE LIQUID CURVES UPWARD WHERE IT CONTACTS THE CYLINDER WALLS. THIS CURVED SURFACE IS CALLED A
MENISCUS. MEASUREMENTS OF VOLUME IN A GRADUATED CYLINDER ARE ALWAYS MADE BY READING THE MARK AT THE BOTTOM OF THE MENISCUS WITH THE EYE POSITIONED AT THE LEVEL OF THE LIQUID SURFACE.
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Purpose
The purpose of the lab is to find the densities of various objects by using water displacement.
Materials
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Procedure
Part 1: Density of water
1. Find the mass of a clean, dry 10mL graduated cylinder. Record the mass in Data Table 1.
2. Fill the cylinder with distilled water. Use a pipet to adjust the volume so the bottom of the meniscus is exactly 10.0mL.
3. Find and record the mass of the graduated cylinder and water.
4. Calculate and record the mass of the water.
5. Determine the density of water in the calculations section.
Part 2: Density of Vegetable Oil
1. Find the mass of a clean, dry 10mL graduated cylinder. Record the mass in Data Table 2.
2. Fill the cylinder with vegetable oil. Use a pipet to adjust the volume so the bottom of the meniscus is exactly 10.0mL.
3. Find and record the mass of the graduated cylinder and oil.
4. Calculate and record the mass of the oil.
5. Determine the density of oil in the calculations section.
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Part 3: Density of Marbles (Using Water Displacement)
1. Find the mass of 3 marbles (use a weigh boat but make sure to subtract the mas of the weigh boat). Record this mass in Data Table 3.
2. Pour 50.00mL of DI water into the 100mL graduated cylinder. Read and record the exact volume.
3. Place the 3 marbles GENTLY into the graduated cylinder (slide down the side of graduated cylinder).
4. Read and record the exact volume of the marbles.
5. Determine the density of marbles in the calculations section.
Part 4: Density of Aluminum (Al) Metal
1. Obtain a piece of Al metal from teacher.
2. Weigh the Al metal using the balance and record its mass to two places after the decimal in Data Table 4.
3. Fill a 100 mL graduated cylinder to the 50.0 mL mark with DI water (Be accurate and look at meniscus). Record this as the initial volume of H2O. Record volume to one place after decimal
4. Submerge the solid carefully in the graduated cylinder (tilt the graduated cylinder at an angle to carefully slide the metal down). Read and record the NEW water level. Record volume to one place after decimal
5. Remove the solid and dry it off.
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Part 5: Density of a Can of Non-Diet Soft Drink
1. DO NOT OPEN THE CAN!
2. Pour about 1500.00mL of tap water into the 2000-mL beaker.
3. Place the can of soda GENTLY into the beaker of water, making sure that it is completely submerged.
4. Make your observations in Data Table 5.
5. Keep the water for the next part of experiment.
Part 6: Density of a Can of Diet Soft Drink
1. DO NOT OPEN THE CAN!
2. Using the same beaker and water from Part C, place the can of soda GENTLY into the beaker of water, making sure that it is completely submerged.
3. Make your observations in Data Table 6.
**When you are finished with Parts 5 & 6, please give the beaker filled with water and both cans of soda to the next lab group. LET'S CONSERVE WATER!
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Part 7: Density of Hot vs Cold Water
1. Fill two beakers with 150 mL of water. Put 3 drops of blue food coloring in one beaker, and several drops of red in the second.
2. Add a handful of ice to the blue water.
3. TEACHER: Warm up the red beaker (using a hot plate) for couple minutes.
4. Pour some of the cold blue water into the 10 mL graduated cylinder.
5. Using a pipet, SLOWLY add red water a drop at a time and watch what happens. (This part may take a little practice—if you add the red water too fast you will force the colors to mix. Hold the pipet near the surface of the water and keep trying until you get it!)
6. Record all observations in Data Table 7
Part 8: Density of Salty vs Sweet
1. Use the reminder Red and Blue liquids from part 7.
2. Make sure that each red and blue beaker have about 125mL in each before you begin.
3. Add 2 teaspoons of salt to the red beaker and stir until the salt is dissolved. Add 2 teaspoons of sugar to the blue water and stir until it is dissolved.
4. Try putting an egg in each of the glasses. Does it float? Remove the eggs with a spoon.
5. Pour some of the red (salty) water into a 100mL graduated cylinder. Using a pipet, slowly add the blue (sugar) water one or two drops at a time. Record which sinks to the bottom and which floats on top.
6. Record all observations in Data Table 8
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Disposal/Clean Up
* Clean ALL equipment with soap, water, and brushes
* Leave all glassware upside down so they can dry.
* Return all materials and supplies to their proper place, as directed by your teacher.
* Clean Lab BENCH (small soap bottle and sponge) & DRY with paper towels.
* Wash hands with hand soap.
* Let me know when you are ready. Do not get unprotected until dismissed.
Data and Observations
(READ: Mass should have 2 numbers after decimal when using a balance and Volumes should have 1 number after decimal when using a graduated cylinder)
Data Table 1: Water
Mass of empty graduated cylinder (g)
Mass of graduated cylinder and water (g)
Mass of water (g)
Volume of water (mL)
Name ________________________
Period ___ Date ___/___/___
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Data Table 2: Vegetable Oil
Mass of empty graduated cylinder (g)
Mass of graduated cylinder and oil (g)
Mass of oil (g)
Volume of oil (mL)
Data Table 3: Marbles
Mass of 3 marbles (g)
Initial volume of water in graduated cylinder (mL)
Final volume of water in graduated cylinder (mL)
Volume of 3 marbles (cm 3 )
Calculate the volume of marbles by subtraction: Volume = Final H2O Level – Original H2O Level
Data Table 4: Aluminum metal
Mass of Aluminum metal (g)
Initial volume of water in graduated cylinder (mL)
Final volume of water in graduated cylinder (mL)
Volume of Aluminum (cm 3 )
Name ________________________
Period ___ Date ___/___/___
Calculate the volume of metal by subtraction: Volume = Final H2O Level – Original H2O Level
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Data Table 5: Can of non-diet Soft Drink
Observations after can of soda placed in beaker of water
What does this indicate about the density of the soda compared to water? (more dense or less dense then water)
Data Table 6: Can of diet Soft Drink
Observations after can of soda placed in beaker of water
What does this indicate about the density of the soda compared to water? (more dense or less dense then water)
Data Table 7: Hot and Cold
Before experiment: Make a prediction before you perform lab
Does temperature change the density of water? Write down what you think will happen when you mix cold water and hot water.
After experiment: Was your prediction right?
What happened to the colored water? Did it stay in layers? If not, which layers were on the bottom and the top?
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
What does this tell you about the density of hot water compared to cold water?
Data Table 8: Salty vs Sweet
Before experiment: Make a prediction before you perform lab
Which is more dense: salt or sugar?
After experiment: Was your prediction right?
What happened to the egg in the salt water?
What happened to the egg in the sugar water?
What happened after you mixed the red salty water with the blue sugar water in the graduated cylinder?
What does this tell you about the density of salty water vs. sugar water?
Calculations
**Leave 5 spaces between each calculation so you have room to show work, units, and correct sig figs. BOX your answer.
1. Calculate the density of each item in Parts 1, 2, 3, & 4. Remember = 𝑀 𝑉 .
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
2. Remember that 1 mL (liquids) = 1 cm3 (solids) , so g/mL (liquid density) and g/cm3 (solid density) are equivalent.
Part 1: Water
Part 2: Vegetable Oil
Part 3: Marbles
Part 4: Aluminum metal
Name ________________________
Period ___ Date ___/___/___
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
Post-Lab Questions (Leave about 5 lines of space to answer)
1. What measurements do you have to have in order to calculate density?
2. Did the volume of water change when an object was placed into a graduated cylinder that was half-filled with water? EXPLAIN your reasoning, but THINK before you answer!!!
3. When you use the terms heavier or lighter to compare objects with the same volume, what chemistry term are you actually comparing?
4. Why do you think the can of non-diet soft drink is more dense than the can of diet
soft drink?
5. Oil and water do not mix together. According to your data, which layer would be on top and which layer would be on the bottom? Explain your reason.
Name ________________________
Period ___ Date ___/___/___
Lab Ch 2 • Mass, Volume, & Density
6. Determine the mass of a substance whose density is 3.5 g/mL and has a volume of 140 mL. Show your all work | <urn:uuid:5668bd32-1bab-4cbf-ad96-8ab77d943471> | CC-MAIN-2022-49 | https://www.nrchemistry.com/uploads/8/7/4/7/87477740/ch_2_density_lab.pdf | 2022-12-01T23:04:38+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00002.warc.gz | 987,872,760 | 2,745 | eng_Latn | eng_Latn | 0.902617 | eng_Latn | 0.993819 | [
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Assessment Preparation Vocabulary Extension Answers
Night Crisis in the Making Crisis of Feudalism Winter According to Humphrey 100 Words Every Middle Schooler Should Know Vocabulary Instruction, Second Edition Merriam-Webster's Vocabulary Builder Primary Source Fluency Activities: My Community Then and Now The Giver UPRT 2015 OET Preparation: English For Healthcare Professionals The Heart Book 3 Crisis in the World's Fisheries Thank You, Mr. Falker The Name Jar Bringing Words to Life Vocabulary Development Primary Source Fluency Activities: My Community Then and Now Objective Key Teacher's Book with Teacher's Resources Audio CD/CD-ROM Primary Source Fluency Activities: My Community Then and Now Balto and the Great Race (Totally True Adventures) Explicit Instruction Growing Your Vocabulary: Learning from Latin and Greek Roots - Book C What do you know about the UK Erewhon Resisting English Hegemony Vocabulary Plus High School and Up Resources in Education Reading Reconsidered Playway to English Level 2 Teacher's Book Words and Your Heart Fun Learning Activities for Modern Foreign Languages GRE Contextual Vocabulary Metodika angli?tiny v praxi - Jaro II Building Vocabulary From Word Roots Student Book Lv 7 (4c) Playway to English Level 4 Teacher's Book Objective Proficiency Teacher's Book Teaching English Language Learners Through Technology An academic word list Focus on Vocabulary 1 Individualising Education in the Elementary School
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Resisting English Hegemony Oct 07 2020 Resisting English Hegemony examines explores history of teaching/learning English as a Foreign Language (EFL) in pre and post-communist Poland, EFL teachers' testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field.
Teaching English Language Learners Through Technology Sep 25 2019 In Teaching English Language Learners through Technology, the authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas. The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access--whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction.
Growing Your Vocabulary: Learning from Latin and Greek Roots - Book C Jan 10 2021
Resources in Education Aug 05 2020
Vocabulary Instruction, Second Edition May 26 2022 This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Individualising Education in the Elementary School Jun 22 2019
Primary Source Fluency Activities: My Community Then and Now Mar 24 2022 Make it a "community effort" in your classroom to discover primary sources related to various jobs within the community as well as activities to help teach important fluency strategies. While learning about people and their occupations, students make content-area connections, develop fluent and meaningful oral reading, and develop vocabulary and word decoding skills. Included with each text is a history connection, a vocabulary connection, and extension ideas. A Teacher Resource CD is included containing the primary source photographs shown throughout the book. This resource is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills. 176pp. Reading Reconsidered Jul 04 2020 TEACH YOUR STUDENTS TO READ LIKE CHAMPIONS—WITH RIGOR, INDEPENDENCE, PRECISION, AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
Objective Key Teacher's Book with Teacher's Resources Audio CD/CD-ROM May 14 2021 Objective Key offers students complete, official preparation for the Cambridge English: Key (KET) exam. This is a revised and updated edition of Objective KET. Short units offer a variety of lively topics while providing training in exam skills and solid language development. The Teacher's Book contains teaching notes, extra teaching ideas to extend or shorten the length of the activities and clear, comprehensive answer keys. The Teacher's Resources Audio CD/CD-ROM contains: two complete practice tests with audio, 10 progress tests and photocopiable classroom activities. Also on the CD-ROM are the answers and recording scripts for the For Schools Pack Practice Test Booklet which is available separately.
Fun Learning Activities for Modern Foreign Languages Mar 31 2020 The whole philosophy behind students learning a Modern Foreign Language is based around the following techniques which aim to provide learning and engagement: Word Recognition & Key Vocabulary, Paragraph-Building. Jake Hunton includes Vocab Fun-Learning Activities (VFLAs) - suggested teaching & learning strategies based on how to engage students in learning vocabulary. They are all in-class strategies that directly impact on students' engagement & their recall & recognition of vocabulary in the modern foreign language. A number of these strategies are based around students having access to the vocabulary in the lesson and encouraged to learn (through recognition and recall) any vocabulary that the teacher chooses. A key issue with these strategies is that students struggle or are disengaged from the outset at having to learn lists of vocabulary. Using these strategies students' learning of vocabulary is made active in the lesson by the teacher. GRE Contextual Vocabulary Feb 29 2020 Are you taking the New GRE? Then you need REA's New GRE Contextual Vocabulary Focused Vocabulary Prep for the New Exam! REA's GRE Contextual Vocabulary gives GRE test-takers a fun and easy way to improve their vocabulary skills before taking the exam.Designed for anyone who needs help with their GRE vocabulary, this unique study guide combines a traditional GRE vocabulary review with interactive puzzles and games. The word games include inference-tomeaning, fast-facts anecdotes, minimal parts, word scrambles, grammar stretches, and more! The chapters alternate between games and puzzles and strategy and high-frequency GRE word lists.Unlike other study guides that only contain a list of vocabulary words, our book lets you test your knowledge of must-know GRE terms in a contextual format. Learning GRE vocabulary from a fun and stress-free book helps you improve your skills, so you can score higher on the verbal section of the GRE. REA's Contextual Vocabulary is a must-have for anyone taking the new GRE!
Crisis of Feudalism Aug 29 2022 This popular course has been revised according to the December 1999 specifications for the CAE exam. It provides a thorough preparation for candidates, emphasising skills development, pronunciation, vocabulary extension, functional language and style. - It contains a wide variety of authentic reading texts and listening material on engaging and unusual topics - includes regular Grammar Reminder and Grammar Analysis sections - provides extensive practice in exam tasks and strategy in dedicated exam sections - encourages students to reflect on their approach to learning in Ways of Learning sections. The Self-study Student's Book includes an introduction to the CAE papers, self-study techniques, annotated keys and tapescripts. Winter According to Humphrey Jul 28 2022 It's the HAPPY-HAPPY-HAPPY holidays for everyone's favorite classroom pet! The holidays are coming and Humphrey is unsqueakably excited. He loves to hear about all the different ways his friends in Room 26 celebrate and to watch them make costumes and learn songs for the Winter Wonderland pageant. (He even squeaks along!) But with so much to do, will the holidays go according to plan? Do-It-Now-Daniel is having trouble practicing, Helpful-Holly can't stop worrying about making presents for her friends, and Humphrey still has to find a gift for Og! Good thing Humphrey is one smart hamster who can help them all fill the season with JOY-JOY-JOY! Nominated for twenty-four state awards and the winner of seven, the Humphrey series is a hit across the country. And he's a One School, One Book favorite!
UPRT 2015 Jan 22 2022 An edited volume of applied linguistic studies
Explicit Instruction Feb 08 2021 Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level
Vocabulary Development Jul 16 2021 Knowledge of word meanings is critical to success in reading. A reader cannot fully understand a text in which the meaning to a significant number of words is unknown. Vocabulary knowledge has long been correlated with proficiency in reading. Yet, national surveys of student vocabulary knowledge have demonstrated that student growth in vocabulary has been stagnant at best. This volume offers new insights into vocabulary knowledge and vocabulary teaching. Articles range from a presentation of theories of vocabulary that guide instruction to innovative methods and approaches for teaching vocabulary. Special emphasis is placed on teaching academic and disciplinary vocabulary that is critical to success in content area learning. Our hope for this volume is that it may spark a renewed interest in research into vocabulary and vocabulary instruction and move toward making vocabulary instruction an even more integral part of all literacy and disciplinary instruction.
Playway to English Level 4 Teacher's Book
Crisis in the Making Sep 29 2022 This popular course has been revised according to the December 1999 specifications for the CAE exam. It provides a thorough preparation for candidates, emphasising skills development, pronunciation, vocabulary extension, functional language and style. - It contains a wide variety of authentic reading texts and listening material on engaging and unusual topics - includes regular Grammar Reminder and Grammar Analysis sections - provides extensive practice in exam tasks and strategy in dedicated exam sections - encourages students to reflect on their approach to learning in Ways of Learning sections.
them with a fun and dynamic language learning experience. In the Teacher's Book: • Clear, comprehensive lesson plans with valuable suggestions for mixed-ability classes • Useful photocopiable resources to supplement lesson plans
Nov 27 2019 Playway to English Second edition is a new version of the popular four-level course for teaching English to young children. Pupils acquire English through play, music and Total Physical Response, providing
Focus on Vocabulary 1 Jul 24 2019 A research-based vocabulary textbook that gives intermediate to high-intermediate students hands-on preparation for understanding mid-frequency vocabulary, such as that found in novels, newspapers, films and social and workplace settings.
The Giver Feb 20 2022 Living in a "perfect" world without social ills, a boy approaches the time when he will receive a life assignment from the Elders, but his selection leads him to a mysterious man known as the Giver, who reveals the dark secrets behind the utopian facade.
Thank You, Mr. Falker Oct 19 2021 The real-life, classic story of a dyslexic girl and the teacher who would not let her fail. A perfect gift for teachers and for reading students of any age. Patricia Polacco is now one of America's most loved children's book creators, but once upon a time, she was a little girl named Trisha starting school. Trisha could paint and draw beautifully, but when she looked at words on a page, all she could see was jumble. It took a very special teacher to recognize little Trisha's dyslexia: Mr. Falker, who encouraged her to overcome her reading disability. Patricia Polacco will never forget him, and neither will we. This inspiring story is available in a deluxe slipcased edition, complete with a personal letter to readers from Patricia Polacco herself. Thank You, Mr. Falker will make a beautiful gift for the special child who needs encouragement&150or any special teacher who has made a difference in the child's life.
Building Vocabulary From Word Roots Student Book Lv 7 (4c) Dec 29 2019 The Teacher's Guide includes lesson plans with detailed notes about words from each root, overhead transparencies for introductory activities, standards-based connections, and differentiation strategies. A resource CD is also included with 50 bonus activities to support a variety of learning styles.
Primary Source Fluency Activities: My Community Then and Now Apr 12 2021 Make it a "community effort" in your classroom to discover primary sources related to various jobs within the community as well as activities to help teach important fluency strategies. While learning about people and their occupations, students make content-area connections, develop fluent and meaningful oral reading, and develop vocabulary and word decoding skills. Included with each text is a history connection, a vocabulary connection, and extension ideas. A Teacher Resource CD is included containing the primary source photographs shown throughout the book. This resource is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills. 176pp. Merriam-Webster's Vocabulary Builder Apr 24 2022 The ideal book for people who want to increase their word power. Thorough coverage of 1,200 words and 240 roots while introducing 2,300 words. The Vocabulary Builder is organized by Greek and Latin roots for effective study with nearly 250 new words and roots. Includes quizzes after each root discussion to test progress. A great study aid for students preparing to take standardized tests.
100 Words Every Middle Schooler Should Know Jun 26 2022 More is expected of middle schoolers—more reading, more writing, more independent learning. Achieving success in this more challenging world requires knowing many more words. 100 Words Every Middle Schooler Should Know helps students in grades 6 to 8 (ages 11-14) to express themselves with distinction and get the most out of school. The 100 words are varied and interesting, ranging from verbs like muster and replenish to nouns like havoc and restitution to adjectives like apprehensive and imperious. Knowing these words enables students to express themselves with greater clarity and subtlety. Each word has a definition and a pronunciation and appears with at least one quotation—a moving or dramatic passage—taken from a book that middle schoolers are assigned in the classroom or enjoy reading on their own. Both classic and contemporary works of fiction and nonfiction are represented. Among the authors are young adult favorites and award-winners such as Kate Di Camillo, Russell Freedman, Neil Gaiman, E.L. Konigsberg, Lois Lowry, Walter Dean Myers, Katherine Paterson, J. K. Rowling, and Gary Soto. Readers can see for themselves that the words are used by the very best writers in the very best books. It stands to reason that they will see them again and again in higher grades and throughout their lives. 100 Words Every Middle Schooler Should Know helps students to gain useful knowledge and prepares them to step into a broader world. Vocabulary Plus High School and Up Sep 05 2020 Source-based approach to teaching vocabuary includes workbook pages, activities.
Aug 24 2019
An academic word list
Bringing Words to Life Aug 17 2021 "Exciting and engaging vocabulary instruction can set students on the path to a lifelong fascination with words. This book provides a research-based framework and practical strategies for vocabulary development with children from the earliest grades through high school. The authors emphasize instruction that offers rich information about words and their uses and enhances students' language comprehension and production. Teachers are guided in selecting words for instruction; developing student-friendly explanations of new words; creating meaningful learning activities; and getting students involved in thinking about, using, and noticing new words both within and outside the classroom. Many concrete examples, sample classroom dialogues, and exercises for teachers bring the material to life. Helpful appendices include suggestions for trade books that help children enlarge their vocabulary and/or have fun with different aspects of words"--
Crisis in the World's Fisheries Nov 19 2021 This popular course has been revised according to the December 1999 specifications for the CAE exam. It provides a thorough preparation for candidates, emphasising skills development, pronunciation, vocabulary extension, functional language and style. - It contains a wide variety of authentic reading texts and listening material on engaging and unusual topics - includes regular Grammar Reminder and Grammar Analysis sections - provides extensive practice in exam tasks and strategy in dedicated exam sections - encourages students to reflect on their approach to learning in Ways of Learning sections. The Teacher's Book includes teaching notes, answer keys and transcripts of recorded material and advice on preparing candidates for the exam.
Objective Proficiency Teacher's Book Oct 26 2019 Objective Proficiency Second edition provides official preparation for the revised 2013 Cambridge English: Proficiency exam, also known as Certificate of Proficiency in English (CPE). The Teacher's Book contains teaching notes, extra teaching ideas to extend or shorten the length of the activities, listening transcripts and clear, comprehensive answer keys. An exclusive bank of further resources is available online including a complete practice test with audio, answer keys and sample answers and C2-level wordlists, informed by English Profile.
Metodika angli?tiny v praxi - Jaro II Jan 28 2020
The Name Jar Sep 17 2021 The new kid in school needs a new name! Or does she? Being the new kid in school is hard enough, but what about when nobody can pronounce your name? Having just moved from Korea, Unhei is anxious that American kids will like her. So instead of introducing herself on the first day of school, she tells the class that she will choose a name by the following week. Her new classmates are fascinated by this no-name girl and decide to help out by filling a glass jar with names for her to pick from. But while Unhei practices being a Suzy, Laura, or Amanda, one of her classmates comes to her neighborhood and discovers her real name and its special meaning. On the day of her name choosing, the name jar has mysteriously disappeared. Encouraged by her new friends, Unhei chooses her own Korean name and helps everyone pronounce it—Yoon-Hey.
What do you know about the UK Dec 09 2020
Night Oct 31 2022 A New Translation From The French By Marion Wiesel Born in Sighet, Transylvania, Elie Wiesel was a teenager when he and his family were taken from their home in 1944 and deported to the Auschwitz concentration camp, and then to Buchenwald. Night is the terrifying record of Elie Wiesel's memories of the death of his family, the death of his own innocence, and his despair as a deeply observant Jew confronting the absolute evil of man. This new translation by his wife and most frequent translator, Marion Wiesel, corrects important details and presents the most accurate rendering in English of Elie Wiesel's seminal work.
Erewhon Nov 07 2020 Erewhon is a novel by Samuel Butler. The title is also the name of a country, supposedly discovered by the protagonist. In the novel, it is not revealed where Erewhon is, but it is clear that it is a fictional country. Butler meant the title to be read as the word Nowhere backwards, even though the letters "h" and "w" are transposed, therefore Erewhon is an anagram of nowhere. The book is a satire on Victorian society. The greater part of the book consists of a description of Erewhon. The nature of this nation is intended to be ambiguous. At first glance, Erewhon appears to be a Utopia, yet it soon becomes clear that this is far from the case. Yet for all the failings of Erewhon, it is also clearly not a dystopia, such as that depicted in George Orwell's Nineteen EightyFour. As a satirical utopia, Erewhon has sometimes been compared to Gulliver's Travels (1726), a classic novel by Jonathan Swift; the image of Utopia in this latter case also bears strong parallels with the self-view of the British Empire at the time. It can also be compared to William Morris' novel News from Nowhere. Erewhon satirizes various aspects of Victorian society, including criminal punishment, religion and anthropocentrism. For example, according to Erewhonian law, offenders are treated as if they were ill whilst ill people are looked upon as criminals. Another feature of Erewhon is the absence of machines; this is due to the widely shared perception by the Erewhonians that they are potentially dangerous. This last aspect of Erewhon reveals the influence of Charles Darwin's evolution theory.
Balto and the Great Race (Totally True Adventures) Mar 12 2021 Balto has a quiet life as a sled dog—until tragedy strikes. Dozens of children in Nome become sick with diphtheria. Without antitoxin serum, they will perish—and the closest supply is 650 miles away! The only way to get the serum to Nome is by sled, but can the dogs deliver it in time? Heading bravely into a brutal blizzard, Balto leads the race for life. A Kansas City Children's Book Award for Grades 1–3
OET Preparation: English For Healthcare Professionals The Heart Book 3 Dec 21 2021 Vocabulary building activities about the heart. Medical Terminology: The Heart 3 Medical Terms: Heart Conditions 5 Deep Vein Thrombosis 7 Thromboembolism Deterrent Stockings (TEDS) 10 Medical Terms: Heart Diseases and Conditions 10 Compound Words 13 Vocabulary Extension: Discussing Past Medical History 14 Staff who Work in the Cardiovascular Area 15 Healthcare Professionals: Angiographers 16 Integrated Care Pathway: Coronary Artery Angioplasty 21 Equipment used during Resuscitation 31 Grammar Focus: Describing and Defining 32 Phlebotomy 35 Hospital Procedures: ECGs 42 Monitoring Blood Pressure and Pulse 48 Digital Monitor 53 Patient Observations 54 Phrasal Verbs versus Formal Terms 55 Integrated Care Pathways 57 Answers 61
Words and Your Heart May 02 2020 A timely and deeply moving debut picture book that explores the power our words hold.
Primary Source Fluency Activities: My Community Then and Now Jun 14 2021 This resource provides grade-appropriate primary sources covering key social studies concepts related to the Community theme. The activities teach important fluency strategies and introduce important analytical skills. Make difficult primary source materials accessible to even your youngest students. Includes Resource CD.
Playway to English Level 2 Teacher's Book Jun 02 2020 Playway to English Second edition is a new version of the popular four-level course for teaching English to young children. Pupils acquire English through play, music and Total Physical Response, providing them with a fun and dynamic language learning experience. In the Teacher's Book: • Clear, comprehensive lesson plans with valuable suggestions for mixed-ability classes • Useful photocopiable resources to supplement lesson plans assessment-preparation-vocabulary-extension-answers
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EMPOWERED
To have power or authority, to become more aware and more confident.
"I learned this, at least, by my experiment; that if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours."
― Thoreau, Henry David
What happens when you think and feel like you can soar to the top of the highest mountain, ace a math test, or score the winning goal? Are you knowing and feeling your power? Is your awareness of self and your confidence soaring too? That awareness and confidence are your superpowers. When you know yourself, what you are really good at doing, what you love and enjoy and you are able to go out into the world and do it, you are rocking it. You are empowered.
Conversation Starters
* Are there things we, as a classroom community can do to help empower one another?
- For example, create some phrases that resonate with your students to help motivate and empower them.
Maybe it's a quote from their reading:
"Instinct is no match for reason."― Richard Connell, The Most Dangerous Game
* The goal is to get students trusting themselves, their intuition and building their awareness and confidence, so they feel empowered.
* Establishing a culture based on creating safe and secure spaces using supportive language will help each member of the classroom community feel as though they belong and can show up and make a mistake without being judged. They will feel empowered to learn and get better.
* Many of the characters they read about have experienced a tremendous amount of adversity which has caused them to question their abilities and strength to endure. They eventually learned they had the strength and courage to overcome their adversity and survive. The classroom is their safe space to explore and grow from their mistakes and ultimately thrive.
The Learning
Have the students answer these questions for themselves and a character they have been introduced to through their reading. It is important for them to know that everyone questions their abilities and has self doubt at some point in their lives.
2. Do you/ the character have words of encouragement you use to help motivate you/ them?
1. What does it mean to you/ the character to feel empowered?
3. What do you think is the connection between self-awareness and feeling empowered? Do you see a connection in the story?
4. What needs to happen for you to feel mentally, physically, and emotionally empowered and ready to learn/ work?
"And if we want to achieve our goal, then let us empower ourselves with the weapon of knowledge and let us shield ourselves with unity and togetherness."
-Malala Yousafzai, UN Speech
Empowered Assignment
* Have your students set goals that challenge them to move out of their comfort zone. This is a good exercise for you to also complete with them.
Create:
■ Academic goals
■ Social Goals (meeting new friends, trying new activities, sitting with different groups of friends during lunch)
■ Community Impact Goals (community building activities, organizing fundraisers and volunteering)
Take examples from the reading, characters or events that demonstrate being empowered and accomplishing goals.
The assignment is to encourage students to think about what they want to achieve throughout the school year and know that if they set their minds, bodies and hearts to accomplishing their goals, they will. | <urn:uuid:0b52dc30-d8cf-496b-bf45-2b8185fda3b3> | CC-MAIN-2022-49 | https://masshiregreaterlowell.com/wp-content/uploads/Empowerment-To-have-more-power-or-authority9.pdf | 2022-12-02T00:34:08+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00007.warc.gz | 449,446,222 | 707 | eng_Latn | eng_Latn | 0.997643 | eng_Latn | 0.998294 | [
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Name: ________________________________________
Hr: ________
Unit 1 – Free-Fall & Further Practice with Uniform Acceleration Problems
Vocabulary
Free Fall: the movement of an object in response to a gravitational attraction
When an object is released, it falls toward the earth due to the gravitational attraction the earth provides. As the object falls, it will accelerate at a constant rate of 9.8 m/s 2 regardless of its mass. However, to make calculations more expedient and easier to do without a calculator, this number is often written as g = 10 m/s 2 .
There are many different ways to solve free fall exercises. The sign convention you use is up to you. In the examples below, the downward direction will be positive, and anything falling downward will be written with a positive velocity and position. Anything moving upward from an initial position would then need to be represented with a negative velocity and negative position. Remember: Whichever sign convention used, the acceleration of an object due to gravity, g, will always be down, regardless of which direction the object is moving.
Review of Equations
When an object is not accelerating, or when an average velocity is known, the following equation can be used.
When an object is accelerating, that acceleration is defined by the following equation:
a
=
v
f
-v
i
t
This equation is often rewritten in terms of velocity as
v
f
=
v
i
+
a·t
Average velocity can then be written in terms of the initial velocity, vi, and the final velocity vf.
By substitution, it can be shown that the displacement of an accelerating object in a given amount of time is written as
d
=
v
i
t
+
1
2
2
at
Also by substitution, it can be shown that the relationship between displacement and velocity of an accelerating object can be written as
Putting it all together, we have five fabulous formulas of motion.
[1] vavg= d t
[2] a = f i
v -v
t [3] vavg = vi + vf 2
[5] v f 2 = v i 2 + 2ad
[4] d = vit + 1 2 at 2
Helpful Hints The equation used in any particular problem will be chosen because of its usefulness or the ease with which the problem can be solved based on the information given in the problem. For example, if the velocity is needed for an object accelerating for a given time, equation [2] would be useful. If the displacement of an object is needed when it changes velocity from some initial to final velocity, equation [5] would be used. Remember that you cannot solve an equation when there are two unknowns.
Regardless of what quantity you are solving for, it is best practice to rearrange the equation being used prior to substituting quantities with their units. This practice will save time & work, help to see relationships between quantities and how units cancel, and reduce errors.
Note that the term 'g' is used for the acceleration due to gravity (g = 9.8 m/s 2 downward). If a problem involves something freely falling (moving up or down), the acceleration 'a' is replaced by 'g' with the value of 9.8 m/s 2 .
It is common to neglect air resistance in most free fall exercises, although in real life, air resistance is a factor that must be taken into account.
Finally, unless otherwise stated, it is also assumed that when an object is dropped or begins to fall, its initial velocity is zero.
Solved Examples
Example 1: A baby blue jay sits in a tall tree awaiting the arrival of its dinner. As the mother lands on the nest, she drops a worm toward the hungry chick's mouth, but the worm misses and falls from the nest to the ground in 1.50 s. how high up is the nest?
Given:
vi = 0 m/s g = 9.8 m/s 2
t = 1.50 s
Unknown:
d = ?
Original equation: d
= vit + 1 2 at 2
Solve:
d = vit + 1 2 gt 2 = (0 m/s)(1.50 s) + 1 2 (9.8 m/s 2 )(1.50 s) 2 = 11.0 m
Example 2: King Kong carries Fay Wray up the 321-m-tall Empire State Building. At the top of the skyscraper, Fay Wray's shoe falls from her foot. How fast will the shoe be moving when it hits the ground?
Given:
v
i
= 0 m/s d = 321 m g = 9.8 m/s 2
Unknown:
v
f
= ?
Original Equation: v
$$f i vf= √v i 2 + 2gd= √(0 m/s)2+ 2(9.8 m/s2)(321 m) = 79.3 m/s$$
2 = v
2
+ 2ad
Solve:
Example 3: The Steamboat Geyser in Yellowstone National Park, Wyoming is capable of shooting its hot water up from the ground with a speed of 48.0 m/s. How high can the geyser shoot? Solution: Remember, the geyser is shooting up. Therefore it must have a negative initial velocity.
Given:
v
i
= -48.0 m/s
v
f
= 0 m/s g = 9.8 m/s
2
Unknown:
d = ?
Original equation: v
f 2 = v i 2 + 2ad
Solve:
$$d= v f 2 - v i 2 2g = (0 m/s) 2 - (-48.0 m/s) 2 2(9.8 m/s 2 ) = -115 m$$
As you might expect, the final answer has a negative displacement. This means that the position of the water at its highest point (when vf = 0 m/s) is above the ground.
Example 4: A giraffe, which stands 6.00 m tall, bites a branch off a tree to chew on the leaves, and he lets the branch fall to the ground. How long does it take the branch to hit the ground?
Given:
d = 6.00 m
v
i
= 0 m/s g = 9.8 m/s
2
Unknown:
t = ?
Original equation: d
= vit + 1 2 at 2
Solve:
$$t = √ 2d g = √ 2(6.00 m) 9.8 m/s 2 = 1.11 s$$
Example 5: Mr. Konichek, when he finds out he has just won the Crystal Apple Award for excellence in teaching, throws his red pen up into the air at 13 m/s. How long is the pen in the air? Construct a graph showing the velocity of the pen from when he throws it to when it returns to his hand. For this problem, we will say that up is positive, and say that g = -10 m/s 2 .
Given:
v
i
= 13 m/s
v
f
= -13 m/s g = -10 m/s
Unknown:
2
t = ?
Original Equation: a
v
f
-v
Solve:
i
Exercises: Show ALL work, including formulas, plugged-in numbers, units, and circled answers!
1: Billy, a mountain goat, is rock climbing on his favorite slope one sunny spring morning when a rock comes hurtling toward him from a ledge 50.0 m above. Billy ducks and avoids injury. a) How fast is the rock traveling when it passes Billy? b) How does this speed compare to that of a car traveling down the highway at a speed limit of 55 mph?
2: Reverend Northwick climbs to the church belfry one morning to determine the height of the church. From an outside balcony he drops a book and observes it takes 2.00 s to strike the ground below. a) How high is the balcony of the church belfry? b) Why would it be difficult to determine the height of the belfry balcony if the Reverend dropped only one page out of the book?
3: a) How long is Tina, a ballerina, in the air when she leaps straight up with a speed of 1.8 m/s? b) Construct a graph of velocity vs. time for Tina while she is in the air.
6: A race car's velocity increases from 4 m/s to 88 m/s over a 4 second time interval. a) What is its acceleration? b) How far does the car travel during this time? c) Construct a graph of velocity vs. time.
7: A drag racer accelerates uniformly from rest, traveling 400 meters in 6.5 seconds. a) What is the car's final velocity? b) What is the car's average velocity? c) Construct a graph of position vs. time.
4: In order to open the clam it catches, a seagull will drop the clam repeatedly onto a hard surface from high in the air until the shell cracks. If a seagull flies to a height of 25 m, how long will the clam take to fall?
5: A unique type of basketball is played on the planet Zarth. During the game, a player flies above the basket and drops the ball in from a height of 12 m. If the ball takes 5.0 s to fall, find the acceleration due to gravity on Zarth. | <urn:uuid:80494971-cf04-424c-a46e-1a1e8ffe2f04> | CC-MAIN-2022-49 | https://www.physicsspash.com/uploads/1/0/9/2/10921268/hw_unit_1_-_free-fall___further_practice_with_uniform_acceleration_problems.pdf | 2022-12-02T00:57:06+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00010.warc.gz | 1,010,854,193 | 2,045 | eng_Latn | eng_Latn | 0.991053 | eng_Latn | 0.99595 | [
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