text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1
2
3
Practice Structure
Jen Daro
Topics of conversation
* Season goals
* 3 types of seasons = 3 different practice structures
* Competitions
* Change it up… a little!
* Questions at the end J
Season goals
* Theme for the season
* What do we want our team identity to be?
* Or… what skill sets do we have that we need to roll with?
*
Long ball team, short game team, heavy pitching, no pitching, all defense
* Team pillars
*
Team non-negotiables
* Practice objectives
4
5
6
How to plan
* High school can break down into three different seasons
* Summer: June 1 –August 8
* Pre-season: August 8 –18
* Season: August 18 –October 14
* Come up with a calendar. Pencil out practices.
* Skill/breakout sessions should build and lead into the next session
* Do what happens the most in games
* Get arm hot only once!!!!
Summer –learning/teaching phase
* Season check list
* Softball 101
* Fundamentals time!!!
* Teach them your language
* Evaluations
* With a short pre-season, this is where we ant to have a general idea of who is playing where • varsity vs jv
* Do it right don't worry about mistakes
Summer practice plans –Defense emphasis
* 7:00-7:30 am – Warmup arms and legs
* 7:30-8:15 am –defensive breakouts
* 8:15-8:45 am -water break and team talk
* 8:45-9:30 am –team defensive breakdowns
* 9:30 am –post practice meeting
7
8
9
Summer practice plans –base running/short game emphasis
* 7:00-7:15 am – Warmup legs
* 7:15-7:45 am –base to base fundamentals
* 7:45-8:15 am –Water break and team talk
* 8:15-8:45 am –short game review
* 8:45-9:00 am –warm up arms
* 9:00-9:30 am –short game scrimmage w/ base running
*
9:30 am –post practice meeting
Summer practice plans –offense emphasis
* 7:00-7:15 am – Warmup
* 7:15-8:15 am –split between cages and full field
* 7:45-8:15 am –Water break and team talk
* 8:15-9:15 am –switch cages and full field
* 9:15 am –post practice meeting
Pre-Season –Competition phase: August 8 -18
* 11 day plan
* Communication is key
* All players need to know your lingo and signs before games ever start
* By season starting, there should be no questions on who the cut woman is
* Incorporate game like practices
* Controlled scrimmages
* Add in timers/clocks
10
11
12
Pre-Season practice plan 1
* 3:30-4:00 –on field BP/offensive work
* 4:00-4:20 –warm up
* 4:20-4:30 –defensive breakouts –everydays
* 4:30-5:00 –team defense
* 5:00-6:00 –1/2 cage work, 1/2 live (switch halfway)
* 6:00 –post practice meeting
Pre-Season practice plan 2
* 3:30-4:00 –warmup
* 4:00-4:20 –defensive breakouts –everydays
* 4:20-5:00 –split jvand varsity
* Jv: hit in cages, varsity: defense
* 5:00-5:40 –switch
* 5:40-6:30 –21 outs with runners
* 6:30 –post practice meeting
Pre-Season practice plan 3
* 3:30-4:00 –warmup arms and legs
* 4:00-4:20 –defensive breakouts
* 4:20-6:00 –team scrimmage
* 6:00 –post practice meeting
13
14
15
Season: august 29 –October 14
* 60% game like
* 40% fundamentals
Infield Defensive breakout drill –pre-season
* rolls
* Bunt coverages
* First and third defense
* Four corners
* Run downs
Infield Defensive breakout drill –in season
* 4 minutes each
* 1. c/2b/1b –plays to 1b, p/ss/3b –plays to 3b
* 5. p/3b/ss –alley work at 3b communication and coverage, c/1b/2b throws to 2b w/ 2b rotating coverage
* 2. p/2b/1b –plays to 1b w/ 2b cover, c/3b/ss – plays to 3b
* 3. p/c/ss –throws to 2b w/ ss cover, 3b/1b/2b –throws to 1b 1/ 1b cover
* 4. p/2b/1b –alley work at 1b communication and coverage, c/3b/ss –throws to 2b w/ ss rotating coverage
* 6.a. p/3b/c –bunt flips home, ss covering third for secondary throw
* 6b. p/1b/c –bunt flips home, 2b covering first for secondary throw
Outfield defensive breakout
* Communication drills
* Fence drills
* Any of the drills I spoke on earlier today J
16
Team defense -sets
* Lf–balls to 3b (1/2 ss cut)
* Cf/rf –balls in the gap to 2b (1/2 ss cover, 2b cut)
* c/1b –picks
* Lf/cf–balls to 2b (ss cut, 1/2 2b cover)
* Rf –balls to 3b (1/2 2b cut)
* p/c/1b –squeeze bunts
* Lf–throws home (3b cuts)
* Ss/2b/1b/p –double plays
* Cf –plays home (ss/2b cuts)
* 3b –plays to 1b
17
Team defense –sets continued
* Rf –plays home (2b cover)
* Ss/3b –ss plays to 3b, 3b bunts ss cover
* Cf –plays to 3b (ss cut)
* 2b –plays to 1b
* 3b –double play balls 2b cover (no throw to 1b)
* Ss –balls to 1b
* P –balls to home
* 1b/p –balls to 3b
* C –throws to 2b
* 1b –double play balls w/ ss cover. 2b cover 1b
* C –throws to 3b
18
19
20
21
Team Scrimmage
* One pitch scrimmage
* Hitters always working a 2-0 count
* Pitchers always working a 3-2 count
* Front toss scrimmage
* Create teams and compete
Change it up… without changing it up
* change the order in which you do drills
* Same drills… kinda
* Make a small tweak to the drill
* Add some competition to it
* Give it a different name
* Change up the way you score
* Get away from being "too routine"
* Merry-go-round
* Ball base
* Half field
* Works on cuts and relays
* "you're fired"
* Creates competition
* 21 outs
* 5-4-3-2-1
* Bp but with a twist
My last tidbits of advice
* Create a positive culture for everyone
* Varsity and junior varsity should interact with each other
* At the end of practice:
* shoutouts
* High fives
22
Email: email@example.com
Questions?
23 | <urn:uuid:b2f77ef5-eb72-4612-bf9f-a670c5e51150> | CC-MAIN-2022-49 | https://ncacoach.org/wp-content/uploads/2022/07/SB-Jen-Daro-UNO-Practice-Structure.pdf | 2022-12-02T00:45:49+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00010.warc.gz | 457,585,846 | 1,825 | eng_Latn | eng_Latn | 0.982578 | eng_Latn | 0.992059 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
481,
1349,
2229,
2886,
3686,
4493,
5079,
5310
] | [
2.328125
] | 1 | 0 |
4.10 HYDROLOGY AND WATER QUALITY
4.10.1 Environmental Setting
Climate and Precipitation
The City's climate is moderated by the cooling influence of the Pacific Ocean. Precipitation in the Bay Area typically occurs from October to April. Coastal fog during the summer months and relatively mild winter temperatures produce mean monthly minimum temperatures between 39°F and 54°F and mean monthly maximum temperatures between 60°F and 67°F.
Topography
The project site sits on a slightly sloping hillside with the highest elevation at the south side of the project site and the lowest elevation at the north side of the project site. Elevation of the site ranges from approximately 8 feet above mean sea level (amsl) at the property line between the PG&E property and the Midway Village property (northern end) to approximately 100 feet amsl at the southern end of the project site along Martin Street.
Watershed and Regional Drainage
A watershed is the geographic area draining into a river system, ocean, or other body of water through a single outlet and includes the receiving waters. The City contains five watershed areas, the two largest are the Vista Grande and Colma Creek watersheds. The northern portion of the City, including the project site, is located within the Vista Grande watershed area. The Vista Grande watershed area borders the City and County of San Francisco to the north, Colma Creek watershed to the south and east, and the Pacific Ocean on the west. The Vista Grande portion of the City's stormwater collection system drains the northwestern area of the City and an unincorporated portion of San Mateo County.
The project site lies on the border of the Vista Grande and Colma Creek watersheds. While the project site lies within the Vista Grande Watershed, it appears that site drainage would flow south down to Bayshore Boulevard into the Colma Creek watershed, which drains east into the San Francisco Bay (City of Daly City 2013).
Local Drainage
The project site is located within the Bayshore planning area and is served by the City's storm drain system, maintained by the Daly City Public Works Department. Existing stormwater on the site primarily runs offsite from south to north into the storm drain system.
Groundwater Supply
The project site overlies the southwest corner of the Islais Valley Groundwater Basin within the San Francisco Bay Hydrologic Region. The San Bruno Mountains bound the basin to the west. It is separated from the Downtown San Francisco Groundwater Basin to the north and the Visitacion Valley and South San Francisco Groundwater Basins to the south by bedrock topographic highs.
Geologically, the Islais Valley basin can be broadly classified as bedrock and unconsolidated sediment. Impermeable bedrock of the Franciscan Complex forms the base of the water-bearing formations. Unconsolidated material overlying the bedrock comprises the water bearing strata and consists of dune sand, the Colma Formation, bay mud and clay, and artificial fill. The Colma Formation consists of fine-grained sand, silty sand, and discontinuous beds of clay to 5 feet thick. The artificial fill is largely composed of dune sand with lesser amounts of silt and clay, and some manmade debris (Schlocker 1974). It reaches a maximum total thickness of about 60 feet. The unconsolidated material in aggregate has a maximum thickness of 200 feet, indicating a relatively low storage capacity for groundwater and minimal protection from potential surface contamination. No municipal water supply wells are located in the Islais Valley basin (USGS 1993, DWR 2004a).
The majority of the City lies within the South Westside Groundwater Basin (SWB); however, the project site lies within the Visitacion Valley Groundwater Basin (VVB). The 9-square-mile VVB is roughly triangular shaped and underlies the City and the San Bruno Mountains. Beneath the City, the groundwater basin (from lower to upper strata) consists
of Franciscan Bedrock, Older Merced Formation, Upper Merced Formation, and Colma Formation overlain by clay and sand (DWR 2004b).
Pursuant to Water Code Section 10723.8, SFPUC recently notified the California Department of Water Resources (DWR) of its intent to undertake sustainable groundwater management of the seven groundwater basins that underlie the City and County of San Francisco, among them the Islais Valley (DWR Basin No 2-33 – the northern portion within the City, the Westside DWR Basin No. 2-35, and the Visitacion Valley DWR Basin 2-32). All of the basins are classified by DWR as very low priority basins under the Sustainable Groundwater Management Act. A public hearing held in accordance with Water Code Section 10723(b) on March 10, 2015, established the SFPUC as the Groundwater Sustainability Agency (GSA) for the seven groundwater basins within the City and County of San Francisco (SFPUC 2015). The composition of the GSA for the South Westside Basin has not yet been determined. Upon establishment of a GSA for the VVB, the SFPUC will enter into coordination agreements, as defined in Water Code Section 10721(d), with the individual agencies and water providers to ensure the coordinated implementation of Groundwater Sustainability Plans for the entire Visitacion Basin. The agreements will be consistent with the Regional Groundwater Storage and Recovery Project Operating Agreement among the SFPUC, California Water Service Company, and the cities of San Bruno and Daly City (SFPUC 2015).
Water Quality
The project site is located within the Vista Grande watershed near the Colma Creek watershed. Stormwater runoff from the project site would discharge into the City's storm drain system, which would eventually connect to Colma Creek and terminate in the San Francisco Bay.
State policy for water quality control in California is directed toward achieving the highest water quality consistent with maximum benefit to the people of the state. Aquatic ecosystems and underground aquifers provide many different benefits to the people of the state. The SWRCB is charged with protecting all these uses from pollution and nuisance that may occur as a result of waste discharges in the region. Beneficial uses of surface waters, groundwaters, marshes, and wetlands serve as a basis for establishing water quality objectives and discharge prohibitions to attain these goals.
In accordance with Section 303 (d) of the Clean Water Act, the state must present the EPA with a list of impaired water bodies that do not meet water quality standards. Once a water body has been placed on the 303(d) list of impaired waters, States are required to develop a total maximum daily load (TMDL) to address each pollutant causing impairment. A TMDL defines how much of a pollutant a water body can tolerate and still meet the water quality standards. The City is located in Regional Board Region 2 – San Francisco Bay Region. The beneficial uses of the surface water bodies in the City to which stormwater from the project site would discharge have been designated in the RWQCB Basin Plan.
Flooding
Flood hazard zones are areas subject to flood hazards that are identified on an official Flood Insurance Rate Map (FIRM) issued by the Federal Emergency Management Agency (FEMA). Flooding can be earthquake induced or the result of intense rainfall. Areas within a 100-year floodplain have a 1% probability of flooding in a given year. FEMA has designated the City as a Non-Special Flood Hazard Area (NSFHA), defined as an area that is in a moderate to low risk flood zone. An NSFHA is not in any immediate danger from flooding caused by overflowing rivers or hard rains (FEMA 2019).
According to FIRM Map. No. 06081C0035F, the project site is not within a 100-year or 500-year flood zone (FEMA 2019).
The California Office of Emergency Services (CalOES) has compiled dam inundation maps for the San Francisco Bay Area. A review of these maps indicate that the project site is not located within a dam inundation area (CalOES 2019).
A tsunami is a large tidal wave generated by an earthquake, landslide, or volcanic eruption. Tsunami inundation maps have also been developed for the San Francisco Bay Area. The project site is more than 4 miles from the Pacific Ocean at an elevation of 8 feet amsl at its lowest point and is not within the mapped tsunami inundation area (State of California 2009).
Seiches are waves that oscillate in enclosed water bodies, such as reservoirs, lakes, ponds, swimming pools, or semi enclosed bodies of water, such as San Francisco Bay. Because the project site is far from San Francisco Bay (more than 4 miles), it would not be subject to seiches.
The site is also outside of the influence of sea level rise, as shown on the National Oceanic and Atmospheric Administration sea level rise map. It is not subject to dike/levee failures (NOAA 2019).
4.10.2 Previous Environmental Analysis
City of Daly City General Plan EIR Summary
Chapter 3.8 of the General Plan EIR discusses potential impacts related to hydrology and water quality. Future development projects would conform to all regulatory requirements, and therefore would not violate any water quality standard or waste discharge requirement. Future development projects would also be required to comply with the Municipal Regional Stormwater NPDES Permit and the Statewide NPDES General Permit to reduce impacts from stormwater runoff and non-point pollutants. As such, adherence to existing regulations and General Plan policies would ensure that impacts related to hydrology and water quality are less than significant.
The following General Plan policies are applicable to the proposed project:
Policy RME-8: Through the development of a Stormwater Management Program, ensure that all new development complies with the applicable Municipal Regional Stormwater Permit by incorporating controls that reduce water quality impacts over the life of the project in ways that are both technically and economically feasible, and reduce pollutants in stormwater discharges to the maximum extent
practicable.
Policy SE-2.3: Continue to require the habitable portions of new structures to have a finished flood elevation 1.5 feet above the projected 100-year water surface or to be adequately protected from flooding.
Policy SE-2.4: Prohibit any reduction of creek channel capacity, impoundment or diversion of creek channel flows which would adversely affect adjacent properties or the degree of flooding. Prevent erosion of creek banks.
Policy SE-2.5: Protect new development adjacent to creeks by requiring adequate building setbacks from creek banks and provision of access easements for creek maintenance purposes.
Plan Bay Area EIR Summary
Chapter 2.8 of the Plan Bay Area EIR discusses potential impacts on water resources. The Plan Bay Area EIR determined that future land use and development projects could adversely affect water quality, groundwater recharge, and drainage patterns and expose people to a significant risk of loss, injury, or death from flooding, seiche, tsunami, or mudflows. However, compliance with existing federal, state, and local regulations would ensure impacts are less than significant. No mitigation measures were identified.
4.10.3 Project-Specific Analysis
Impact HYD-1 Violate any water quality standards or waste discharge requirements or otherwise substantially degrade surface or groundwater quality?
Impact Analysis
Construction
Construction activities and refueling and parking of construction equipment onsite during could result in the degradation of water quality if sediment, oil and greases, solvents, paints, and other chemicals were released into to nearby water bodies or storm drain system. Additionally, excavation and other soil-disturbing activities associated with the proposed project could potentially affect water quality as a result of movement of soil or sediment erosion from the contaminated soils on the project site (see section 4.9, Hazards and Hazardous Materials, for more detail). If movement of these soils occurs, this could potentially run into surface waters, thus resulting in contamination in runoff.
To minimize these potential impacts, the proposed project would be required to comply with the NPDES General Construction Permit (GCP) as well as prepare a Stormwater Pollution Prevention Plan (SWPPP) that requires the incorporation of BMPs to control sedimentation, erosion, and hazardous materials contamination of runoff during construction. This would be further required by Mitigation Measure HYD-1, Prepare and Implement a SWPPP. The SWRCB mandates that projects that disturb 1 or more acres must obtain coverage under the Statewide GCP. Since the proposed project would involve development of 15 acres, it would be subject to these requirements. The GCP also requires that prior to the start of construction activities, the Applicant must file permit registration documents with the SWRCB, which includes a Notice of Intent, risk assessment, site map, annual fee, signed certification statement, SWPPP, and post-construction water balance calculations.
In addition, the proposed project must comply with the City's Grading, Erosion, and Sediment Control Ordinance, as specified in the Chapter 15.62 in the Municipal Code, to minimize potential impacts to water quality. An erosion and sediment control plan must be prepared and submitted with the grading plan for approval by the City Engineer prior to the start of construction.
The City is under the jurisdiction of the San Francisco RWQCB (Region 2) and is subject to the Waste Discharge Requirements of the Municipal Regional Stormwater Permit. Per the Municipal Regional Stormwater Permit, implementation of the following construction BMPs are also required (RWQCB 2015):
* Control and prevent discharge of all potential pollutants, including pavement cutting wastes, paints, concrete, petroleum products, chemicals, wash water or sediments, rinse water from architectural copper, and nonstormwater discharges, to storm drains and watercourses.
* Store, handle, and dispose of construction materials and wastes properly to prevent contact with stormwater.
* Do not clean, fuel, or maintain vehicles onsite, except in a designated area where wash water is contained and treated.
* Train and provide instruction to all employees and subcontractors regarding the construction BMPs.
* Protect all storm drain inlets in the vicinity of the site using sediment controls such as berms, fiber rolls, or filters.
* Limit construction access routes and stabilize designated access points.
* Attach the San Mateo Countywide Water Pollution Prevention Program's construction BMP plan sheet to project plans and require contractors to implement the applicable BMPs on the plan sheet.
* Use temporary erosion controls to stabilize all denuded areas until permanent erosion controls are established.
* Delineate clearing limits, easements, setbacks, sensitive or critical areas, buffer zones, trees, and drainage courses with field markers.
* Perform clearing and earth moving activities only during dry weather.
* Use sediment controls or filtration to remove sediment when dewatering and obtain all necessary permits.
* Trap sediment onsite using BMPs such as sediment basins or traps, earthen dikes or berms, silt fences, check dams, soil blankets or mats, covers for soil stockpiles, etc.
* Divert onsite runoff around exposed areas; divert offsite runoff around the site (e.g., swales and dikes).
* Protect adjacent properties and undisturbed areas from construction impacts using vegetative buffer strips, sediment barriers or filters, dikes, mulching, or other measures as appropriate.
* Provide notes, specifications, or attachments describing the following:
o Construction, operation, and maintenance of erosion and sediment control measures, including inspection frequency.
o Methods and schedule for grading, excavation, filling, clearing of vegetation, and storage and disposal of excavated or cleared material.
o Specifications for vegetative cover and mulch, including methods and schedules for planting and fertilization.
o Provisions for temporary and/or permanent irrigation.
The Applicant or chosen contractor would prepare a SWPPP that addresses these and other structural and nonstructural BMPs that would be implemented at the site.
In addition, the City reviews individual projects for stormwater conformance with applicable laws, policies, and guidelines and has the authority to inspect and conduct sampling at properties to ensure that the provisions of the City's Storm Water Management and Discharge Control Ordinance (Title 14 of the Municipal Code) are implemented. With development and implementation of the BMPs in the Erosion and Sediment Control Plan and the SWPPP and
compliance with City, county, and state stormwater regulations, the construction impacts to water quality would be less than significant.
Operation
Runoff from high-density residential and commercial properties with parking typically contain oils, grease, fuel, antifreeze, byproducts of combustion (such as lead, cadmium, nickel, and other metals), roofing, gutter, and trim runoff, as well as fertilizers, herbicides, pesticides, and other pollutants associated with landscaping. In addition, sources of pollutants that accompany large-scale buildings would be present, such as onsite storm drain inlets, dumpster storage area, fire sprinkler test water, rooftop equipment, courtyard, sidewalks, and a parking lot.
Water quality in stormwater runoff is regulated locally by the San Mateo Countywide Water Pollution Prevention Program, which includes provisions set by the San Francisco Bay RWQCB. The San Mateo Countywide NPDES permit was amended in 2009 and now includes stricter requirements for incorporating post-construction stormwater control/low-impact development measures into new development and redevelopment projects. All development and redevelopment projects must incorporate site design, source control, and treatment measures to the maximum extent practicable and to use stormwater control measures that are technically feasible and not cost prohibitive. Also, each project regulated under the C.3 provisions must treat 100 percent of the amount of runoff for the project's drainage area with onsite low-impact development treatment measures. Stormwater treatment requirements must be met by using evapotranspiration, infiltration, rainwater harvesting, and reuse, except where this is infeasible, in which case landscape-based biotreatment is allowed.
The threshold for requiring stormwater treatment includes any earthwork that would be greater or equal to 2,500 sf. Since the proposed project would require greater than 2,500 sf or earthwork, adherence to the C.3 provisions of the NPDES permit apply, and various prescribed measures must be incorporated into the project design.
The proposed project would incorporate site design measures, source control measures, and stormwater treatment control measures to minimize potential water quality impacts as follows:
* Landscaped areas and permeable pavers that would retain and treat their own runoff.
* Planters located on southeast portion of site, near the foot of the building, would be used as flow-through planters to treat and discharge runoff from impervious areas.
* Treated runoff would be discharged from the BMPs to the storm drain line on Schwerin Street.
* No runoff would be directly discharged to drainage systems outside the project site.
With the implementation of the proposed site designs, source control, treatment control measures, and management practices, the potential operational impact to water quality would be less than significant. Therefore, operational impacts of the proposed project would be less than significant.
Level of Significance Before Mitigation
Potentially Significant Impact.
Mitigation Measures
Mitigation Measure HYD-1 is required.
MM HYD-1
Prepare and Implement a SWPPP. The Applicant (or its contractor) shall obtain coverage for the proposed project under the Construction General Permit (Order No. 2009-009-DWQ, as amended by 2010-0014-DWQ and 20152-006-DWQ). Per the requirements of the California State Water Resources Control Board, the Applicant, or it contractor, shall prepare a SWPPP to reduce the potential for water pollution and sedimentation from proposed project activities. The SWPPP will address site runoff, assuring that project runoff will not affect or alter the drainage patterns on the site. The SWPPP shall comply with the City's Grading, Erosion, and Sediment Control Ordinance, as specified in the Chapter 15.62 in the Municipal Code, as well as the Waste Discharge Requirements of the Municipal Regional Stormwater Permit.
Level of Significance After Mitigation
Less Than Significant With Mitigation.
Impact HYD-2 Substantially decrease groundwater supplies or interfere substantially with groundwater recharge such that the project may impede sustainable groundwater management of the basin?
Impact Analysis
New construction could result in impacts related to groundwater if areas currently available for the infiltration of rainfall runoff are reduced and permeable areas are replaced by impermeable surfaces. The project site currently includes 374,980 sf of impervious surface, including the Midway Village area and 20,875 sf of impervious surface at Bayshore Park. The proposed project would include 456,595 sf of new impervious surface (including both the redeveloped Midway Village area and the redeveloped Bayshore Park).
Build-out of the proposed project would lead to an increased demand for water. The project site is located within the Islais Valley groundwater basin but draws water from the South Westside Groundwater Basin. The City obtains approximately 45 percent of its water supply from local groundwater wells. Although the South Westside Basin is not a formally adjudicated basin, the cities of San Bruno and Daly City and the California Water Service Company have established pumping limitations with implementation of the Groundwater Storage and Recovery Agreement, which was formally executed on December 16, 2014. The City has agreed to self-limit groundwater pumping to 3.43 million gallons per day (UWMP 2015).
Implementation of the proposed project would include features with permeable pavers that would retain and treat runoff. Planters throughout the project site would be used as flow-through planters to treat and discharge runoff before entering the City's stormwater system. Additionally, the following design measures would be implemented: direct runoff onto vegetated areas, permeable pavers at the courtyards to minimize and treat runoff from the project site, direct runoff to curbed planters through roof drains, pervious vehicular turf block, direct runoff into bioretention areas, direct runoff into flow through planters, and non-pervious pavement. The Bayshore Park site would be relocated within the project site, graded, and prepped to allow for adequate stormwater drainage from the site, and stormwater design features would be incorporated into the final park design to maintain this drainage in its new location. In addition, the City does not plan to increase its long-term groundwater pumping above existing levels, and the Westside Groundwater Basin is not in critical condition from overdraft (UWMP 2015). Therefore, the proposed project would have a less than significant impact on groundwater supply. Because the proposed project would incorporate these design features to direct stormwater flows and because the groundwater basin is not in overdraft conditions, operation of the proposed project would not substantially impede groundwater recharge.
Project construction activities would excavate the project site up to 26 feet. According to the Geotechnical Investigation, groundwater varies from 1 to 12 feet below ground surface (bgs) at the project site, but for design purposes it is recommended to assume groundwater may be encountered at about 4 bgs (Rockridge Geotechnical 2020). In the event that construction activities such as excavation and trenching encounter shallow groundwater, common practices employed to facilitate construction include either dewatering the excavation or shoring the sides of the excavation to reduce groundwater inflow.
If dewatering is used, the Applicant would be required to comply with the San Francisco Bay Area RWQCB construction dewatering permit requirements. Discharge of non-stormwater from an excavation that contains sediments or other pollutants to sanitary sewer, storm drain systems, creek bed (even if dry), or receiving waters without treatment is prohibited. Discharge of uncontaminated groundwater from dewatering is a conditionally exempted discharge by the San Francisco RWQCB. However, the removed water could potentially be contaminated due to the presence of contaminated soils onsite, from construction equipment, or sediments from excavation. Discharge of water resulting from dewatering operations would require an NPDES Permit, or a waiver (exemption) from the San Francisco RWQCB, which would establish discharge limitations for specific chemicals (if they occur in the dewatering flows). Additionally, discharged groundwater would be disposed of in accordance with Mitigation Measure HAZ-1, which requires the proposed project to prepare a Remediation Action Workplan to address onsite contaminated soils and groundwater (refer to Section 4.9, Hazards and Hazardous Materials for further discussion).
The proposed project would also implement Mitigation Measure GEO-2 and prepare a dewatering plan in accordance with the requirements of the RWQCB. The dewatering plan would detail the location of dewatering activities, equipment, and discharge point in accordance with the requirements of the RWQCB. The dewatering plan would be submitted to the City for review and approval. Therefore, construction of the proposed project would result in a less than significant impact to groundwater recharge with implementation of Mitigation Measures GEO-2 and HAZ-1.
Level of Significance Before Mitigation
Potentially Significant Impact.
Mitigation Measures
Mitigation Measures GEO-2 and HAZ-1 are required.
Level of Significance After Mitigation
Less Than Significant Impact With Mitigation.
Impact HYD-3 Substantially alter the existing drainage pattern of the site or area, including through the alteration of the course of a stream or river through the addition of impervious surfaces, in a manner which would:
i) Result in substantial erosion or siltation on- or off-site;
ii) Substantially increase the rate or amount of surface runoff in a manner which would result in flooding on-or offsite;
iii) Create or contribute runoff water which would exceed the capacity of existing or planned stormwater drainage systems or provide substantial additional sources of polluted runoff; or
iv) Impede or redirect flood flows?
Impact Analysis
The proposed project would involve site improvements that would require grading and soil exposure during construction. If not controlled, the transport of these materials into local waterways could temporarily increase suspended sediment concentrations. To minimize this impact, the proposed project would be required to comply with all of the requirements in the State GCP, including preparation of permit registration documents and submittal of a SWPPP (as required through Mitigation Measure HYD-1) to the SWRCB prior to the start of construction activities. Specific construction and operational BMPs and design measures are outlined under Impact HYD-1, above. The proposed project would include 456,595 sf of new impervious surface (including both the redeveloped Midway Village area and the redeveloped Bayshore Park). This increase in impervious surface at the project site would increase the amount of stormwater runoff and/or potential flooding from the project site. The proposed project would also include areas consisting of landscaping and bioswales along the project site boundary that would allow for controlled capture and absorption of some surface flows in the area. In particular, stormwater at the project site would be diverted to the landscaped areas and bioswales, which would control the volume of stormwater at the project site to reduce the potential for flooding.
The project will require relocation of portions of the City's stormwater drainage system due to the placement of new structures. Any relocations would be required to be designed to accommodate a 100-year storm within the relocated sections to ensure that such relocations do not alter the City system's capacity.
As described, construction activities and refueling and parking of construction equipment onsite during could result in the degradation of water quality if sediment, oil and greases, solvents, paints, and other chemicals were released into to nearby water bodies or storm drain system. However, the proposed project would be required to comply with the City's Storm Water Management and Discharge Control Ordinance (Title 14 of the Municipal Code).
In addition to the above requirements for the construction of the whole proposed project, the proposed project would also be designed to meet the City's requirements to limit stormwater discharge volumes and runoff rates to the preproject condition during each phase of construction. Due to phased construction for the proposed project, each phase alone has some potential to increase the rate or amount of surface runoff which may result in flooding or contribute runoff water which would exceed the capacity of existing stormwater drainage systems. In order to prevent this, each phase of construction would be designed to meet the City's requirements to limit stormwater discharge volumes and runoff rates to the pre-project condition both overall and upon completion of each individual phase. The SWPPP, which is required through Mitigation Measure HYD-1, would be implemented throughout construction activities,
including during each phase of construction, and therefore the proposed project would meet the City's requirements to limit stormwater discharge volumes and runoff rates.
Additionally, the project site is not located on a FEMA flood zone and therefore would not impede or redirect flood flows. Therefore, with implementation Mitigation Measure HYD-1, as well as adherence to General Plan policies, impacts associated with the alteration of the drainage pattern of the project site would be less than significant with mitigation incorporated.
Level of Significance Before Mitigation
Potentially Significant Impact.
Mitigation Measures
Mitigation Measure HYD-1 is required.
Level of Significance After Mitigation
Less Than Significant Impact With Mitigation.
Impact HYD-4 In flood hazard, tsunami, or seiche zones, risk release of pollutants due to project inundation?
Impact Analysis
The project site is located over four miles from the Pacific Ocean, at an elevation of 8 feet amsl at its lowest point. Tsunamis typically affect coastlines and areas up to 0.25 mile inland. Due to the project site's distance from the coast, potential impacts related to a tsunami are minimal. Additionally, the project site is not susceptible to impacts resulting from a seiche because of its distance from any enclosed bodies of water. The nearest enclosed body of water to the project site is the San Francisco Bay, which is located approximately 1.2 miles east of the project site. Because the project site is located on relatively high ground from the surrounding area, and proposed project engineering design features would address any slope stability issue onsite, mudflows would not pose an issue. Therefore, a less than significant impact would occur related to inundation by seiche, tsunami, or mudflow.
Level of Significance Before Mitigation
Less Than Significant Impact.
Mitigation Measures
No mitigation is necessary.
Level of Significance After Mitigation
Less Than Significant Impact.
Impact HYD-5 Conflict with or obstruct implementation of a water quality control plan or sustainable groundwater management plan?
Impact Analysis
The majority of the City lies within the South Westside Groundwater Basin (SWB); however, the project site within the Visitacion Valley Groundwater Basin (VVB). DWR classifies the VVB as a very low priority basin under the Sustainable Groundwater Act. As described, the composition of the GSA for the South Westside Basin has not yet been determined. Upon establishment of a GSA for the VVB, the SFPUC will enter into coordination agreements, as defined in Water Code Section 10721(d), with the individual agencies and water providers to ensure the coordinated implementation of Groundwater Sustainability Plans for the entire Visitacion Basin. The agreements will be consistent with the Regional Groundwater Storage and Recovery Project Operating Agreement among the SFPUC, California
Water Service Company, and the cities of San Bruno and Daly City (SFPUC 2015). Therefore, the proposed project would not conflict with or obstruct implementation of a sustainable groundwater management plan.
The proposed project is required to comply with the policies and objectives of the Water Quality Control Plan for the San Francisco RWQCB. As discussed, the proposed project would be required to implement Mitigation Measure HYD-1 and obtain coverage under the NPDES Construction General Permit requiring preparation of a SWPPP. The SWPPP would be implemented during construction and would incorporate BMPs that meet the requirements of the RWQCB's Water Quality Control Plan to reduce potential impacts to water quality. In the event that construction activities such as excavation and trenching encounter shallow groundwater, the proposed project would also implement Mitigation Measure GEO-2 and prepare a dewatering plan in accordance with the requirements of the San Francisco RWQCB. The dewatering plan would detail the location of dewatering activities, equipment, and discharge point in accordance with the requirements of the RWQCB. The dewatering plan would be submitted to the City for review and approval. Therefore, the proposed project would not conflict with or obstruct implementation of the Water Quality Control Plan for the RWQCB and impacts would be less than significant with implementation of Mitigation Measure HYD-1.
Level of Significance Before Mitigation
Potentially Significant Impact.
Mitigation Measures
Mitigation Measures GEO-2 and HYD-1 are required.
Level of Significance After Mitigation
Less Than Significant Impact With Mitigation. | <urn:uuid:51ecfa16-dcc2-4bf7-b782-99a8b2b351ec> | CC-MAIN-2022-49 | https://dalycity.org/DocumentCenter/View/983/410-Hydrology-and-Water-Quality-PDF | 2022-12-01T23:32:29+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00012.warc.gz | 223,538,366 | 6,805 | eng_Latn | eng_Latn | 0.987396 | eng_Latn | 0.991419 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
441,
3959,
7660,
10688,
14064,
16809,
19969,
23780,
26389,
30112,
33049,
34732
] | [
2,
0.88671875
] | 1 | 1 |
Dear Educator, This week, Operation
Change takes you and your students on a humanitarian adventure to Haiti, where the team helps some of the many thousands whose lives were shattered by the massive earthquake that struck their country nearly five years ago.
Your students can view this first episode in the documentary series at OperationChange.com, where they will also find "Story Mode" content that provides background on Haiti's history, geography, and culture, as well as additional scenes of Operation Change in action.
We have provided a reproducible classroom activity sheet to help you make this episode of Operation Change part of your class plans. Have students complete the "Fact Check" quiz on the activity sheet to learn more about Haiti and its people. Then use the discussion questions to examine some of the social issues brought to life in this episode, and to brainstorm with students how they can help address similar issues in their own community.
Operation Change offers you a unique opportunity to add a service learning dimension to your social studies curriculum. We encourage you to share this opportunity with other social studies teachers at your school, and we look forward to receiving your comments on this learning program through our feedback form at ymiclassroom.com/ operationchange.
Sincerely,
Dr. Dominic Kinsley Editor in Chief Young Minds Inspired
MIDDLE SCHOOL TEACHER'S GUIDE
TARGET AUDIENCE
This program is designed to supplement the social studies curriculum for students in grades 6-8.
6. Complete your tour of the website by clicking "Exclusive Videos" to show students a quick way to browse the Story Mode videos for different featured episodes.
PROGRAM COMPONENTS
* This one-page teacher's guide.
* A reproducible student activity sheet for the Haiti episode of Operation Change.
* YMI microsite at ymiclassroom.com/operationchange for additional resources and to send feedback on this program.
,
TOUR THE OPERATIONCHANGE.COM WEBSITE
Begin your Operation Change humanitarian adventure by introducing students to the OperationChange.com website:
1. Click "About Us" for a video that explains the Operation Change mission and profiles of the Operation Change team members.
2. Click "The Series" to give students a preview of the places they will visit with the Operation Change team over the coming weeks.
3. Click one of the buttons under the description of the Haiti episode to launch the "Story Mode" content panels. Pause the video to show students how they can click the Story Mode tabs for background on the history and geography of Haiti (globe tab), information about the people and organizations featured in the episode (people tab), videos that provide an in-depth or behind-the-scenes look at topics presented in the episode (play-button tab), Operation Change team member blogs about their experience in Haiti (dialogue tab), and multimedia content on Haitian culture (masks tab).
4. Explain to students that additional Story Mode content will appear alongside the video player on this page as they watch the episode, providing them with background facts and commentary.
5. Click "Causes" to show students a roster of some of the non-profit organizations that Operation Change has worked with in countries around the globe. Students can click the "Learn More" link to view multimedia content on the work of each organization, or use the "Click Here" link to visit the organization's website.
NOTE:
Visitors to OperationChange.com are invited to sign up for an Operation Change Passport that enables them to
earn points for exploring and sharing content on the site.
This feature of the site is not designed for students under 13 years of age. It asks for personal information without the safeguard of obtaining parent/guardian consent to collect this information. Please alert students under 13 years of age that they should not use this feature of the OperationChange.com website.
HOW TO USE THIS PROGRAM
1. Distribute photocopies of the student activity sheet to your class. Point out that the URL for viewing the Haiti episode of Operation Change is provided at the top of the sheet. Then review the activity to help prepare students for this learning experience.
2. Students will complete Part 1, "Fact Check," at home after they have watched the episode and explored the Story Mode content. Review the answers to this quiz in class the next day, and provide time for students to challenge one another with the Fact Check questions they have developed on their own.
3. Part 2, "Mission Assessment," guides students through some of the issues presented in the episode. These discussion questions are designed to prompt critical thinking by encouraging students to consider the broader implications of specific incidents within the episode. Encourage students to expand the discussion by citing additional incidents in the episode as well as facts they have gathered from the Story Mode content. Also provide time for students to pose their own questions for discussion.
4. Students will complete Part 3, "Change Your Perspective," by working in small groups to brainstorm ways they can build on what they have learned from Operation Change to empower people in their own community and help them overcome challenges in their lives. Encourage students to start with ideas for taking action in small ways that can be multiplied by working together. Remind them of the Operation Change slogan: "Alone we can't do much, together we can change the world." Have students share their group's ideas in a class discussion.
© 2014 YMI, Inc.
OPERATION CHANGE MISSION TO HAITI
Review the answers to the Fact Check quiz, asking students to cite where in the episode or the Story Mode content they found each fact. PART 1
1-b Haiti is located on an island in the
market for cereal box bead jewelry. A thought experiment like this can help students understand what Donna Karan really means when she says that a job can "create a country."
Caribbean Sea
. (This fact can be found under the Location tab in the Story Mode
content.)
2-a Approximately 279,000 people are still displaced in Haiti due to the 2010 earthquake. (This fact can be found in the Story Mode content that displays alongside the episode at 27:30.)
3-b There are approximately 800,000 Haitians in need of hearing care. (Tani Austin provides this fact during the episode at 28:37.)
4-a Pikliz is a Haitian food, a spicy coleslaw made with cabbage, vinegar, carrots, onion, peppers, and spices. (This fact can be found in the Street Foods video under the Videos tab in the Story Mode content.)
Update video found under the Videos tab in the Story Mode content. Other structures seen in the episode create social structure and strengthen social relationships in more obvious ways: the We Advance clinic provides the starting-point for a healthcare network within the neighborhood and the center-point for a network of trust; the Apparent Project workshop creates an economic structure within the community, drawing people together as they perform different parts of a common task; the Le Bergerie Kindergarten provides a structured environment for the children who attend school there and a source of hope for their families. Extend this discussion by asking students how structures in your community — churches, shopping centers, the high school football field — create structure for the people who live there.
5-b Haitians say souke (shake) and vole (jump up) during the annual Kanaval celebration leading up to Mardi Gras. (This fact can be found in the Learn More section of the short article on Carnival under the Culture tab in the Story Mode content.)
Use these talking points to guide your students' discussion of the Haiti episode. Allow time for students to share the topics they have formulated for discussion. PART 2
1. Students will find the theme "structures create structure" repeated in many episodes of Operation Change. The example of Fritz-Robert Pierre Saint, who moves from the street to his first home, dramatizes how the physical shelter and domestic organization (bedroom, kitchen, balcony, etc.) of this structure create a feeling of security and social organization within his family. Similarly, Josette Louis' new home, which affords more space and a better location, seems to create a new sense independence and opportunity within her family, most evident in the Josette
2. Use the Apparent Project video under the Videos tab of the Story Mode content to help students recognize the broad social impact of artisans creating artworks for an international market. In the video, Shelley Clay, CEO and Director of the Apparent Project, explains how the money these artisans earn has an immediate impact on the health and well-being of their children, how the work skills they learn translate into life skills that make them better equipped to succeed in society, and how even a simple task like making beads from cereal boxes can provide different types of work for many different people. Have students extrapolate from this example to imagine how the money and the sense of personal dignity represented by a single cereal box bead reach out from the Apparent Project workshop into the surrounding community, creating additional jobs as the artisans purchase goods and services, creating social networks as all these economically empowered people take their children to school or meet in the neighborhood, creating political interests as people realize that trade and fiscal responsibility are essential to maintaining the international
BE INSPIRED TO MAKE CHANGE
3. Have students debate the benefits of developing solutions for the big problems compared to just doing something to solve a specific problem. Remind them of Maria Bello's observation near the start of the episode (2:45-3:00) that much of the money that poured into Haiti following the earthquake was diverted into the planning and administration of programs that never actually reached the people in Haiti's most devastated communities. Remind them also of Bill Rancic's hope (27:00-27:11) that the new home he is building for Josette will "inspire the entire block to get transformed." Ask students to describe how this might happen; or how the home Steven Sawalich provides for Fritz could improve life for others who now live on the street; or how President Martelly moves his nation closer to a system of universal public education by creating just one public school. Students will likely realize that change started by solving one specific problem is a very slow and potentially wayward process, but one that accomplishes real change at every step along the way and grows stronger as more people repeat the process on their own.
Have students work in small groups to brainstorm ways they can build on what they have learned to launch a humanitarian adventure in their own community. To get started, students might look for parallels to the social challenges they saw in the Haiti episode — homelessness, violence, poor education, poor hearing — and research local organizations they could work with to help people overcome these challenges. Have students share the results of their brainstorming in a class discussion. PART 3
VISIT
OPERATIONCHANGE.COM
© 2014 YMI, Inc.
MIDDLE SCHOOL REPRODUCIBLE MASTER
OPERATION CHANGE MISSION TO HAITI JOIN THE MISSION AT OPERATIONCHANGE.COM/EPISODE/HAITI
The Operation Change team travels to Haiti, where many thousands are still struggling to recover from the earthquake that devastated their country in 2010. The team meets actress and activist Maria Bello and fashion designer Donna Karan, who are working to help Haitians rebuild their society, and together they provide hearing aids to some of the hundreds of thousands of Haitians in need of hearing care. In Jacmel, on Haiti's southern coast, the team partners with entrepreneur Bill Rancic and the non-profit organization World Wide Village to build a new house for a family whose teenage son died just after the earthquake. And in Port-au-Prince, Haiti's capital, team member Steven Sawalich helps a single father who lives with his children on the street, providing him with a home for his family, money for his son's education, a job, and hope for a better life.
PART 1: FACT CHECK
PART 2: MISSION ASSESSMENT
As you watch this episode of Operation Change, keep an eye on the Story Mode content that displays alongside the video player. Then, after watching the episode, explore the Story Mode content in depth. Use what you learn to answer these questions about Haiti and Haitian culture.
1. Haiti is located on an island in the:
a. Mediterranean Sea b. Caribbean Sea
c. Gulf of Mexico
2. Approximately how many people are still displaced in Haiti due to the 2010 earthquake?
a. 279,000 b. 197,000
c. 72,000
3. Approximately how many people in Haiti are in need of hearing care?
a. 500,000 b. 800,000
c. 1,000,000
4. What is pikliz?
a. a Haitian food b. a type of jewelry c. a Haitian dance
5. When do Haitians say souke and vole?
a. during Voudou rituals
b. during Kanaval
c. when playing dominoes
Every Operation Change mission shows how people can make a difference by working together. Use these discussion questions to explore what happens when people work together in different ways during the Haiti episode. Add an example of your own in the space provided.
1. The Operation Change team helps build a new home for one Haitian family and finds a first home for another. How do physical structures like homes help create social structure (family dynamics, customs, social class, etc.) in a community? What are some other physical structures that you saw in the episode? How do they help create social structure and strengthen personal relationships?
2. Donna Karan says that the jobs provided by organizations like her Urban Zen Foundation and the Apparent Project will "create a country" in Haiti. Do you think she is imagining a country of jewelry makers? How does the work of Haitian artisans make work for other Haitians? How does it change lives for the workers themselves and for the members of their community? What kind of country do you imagine these artisans could create?
3. Steven Sawalich says, "If you look at the problems of Haiti as a whole, you can be overwhelmed and not know where to start….I want to stop looking at the overwhelming problem and just start doing something." Do you agree with this approach? When you "just start doing something," are you ignoring the big problems? Think about what Steven does for Fritz, what Bill Rancic does for Josette, and what President Martelly does when he opens just one public school. How can solving one specific problem help change a whole society?
Your example:
Now come up with your own question to test your classmates' knowledge of Haiti.
You've seen how the Operation Change team helped start a chain reaction of change in Haiti. Now PART 3: CHANGE YOUR PERSPECTIVE
take a look at yourself and your community. What can you do to make a difference? Are there organizations like We Advance or World Wide Village that need volunteers? Are there people like Fritz or Josette that you could reach out to in your own community to provide a helping hand? Talk with your classmates about ways you can "just start doing something" to make change happen where you live. Use this space and the back of this worksheet to brainstorm your own ideas.
BE INSPIRED TO MAKE CHANGE
VISIT
OPERATIONCHANGE.COM
© 2014 YMI, Inc. | <urn:uuid:0f496c4d-d18b-4650-8b3b-f6d28723dff6> | CC-MAIN-2022-49 | https://ymiclassroom.com/wp-content/uploads/2014/10/oc_haiti_MS_kit.pdf | 2022-12-02T00:18:03+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00011.warc.gz | 1,184,108,077 | 3,139 | eng_Latn | eng_Latn | 0.997935 | eng_Latn | 0.998057 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5613,
11315,
15562
] | [
4.375
] | 2 | 0 |
'Bringing the Golden Pea Bee back to the burbs'
In 2022-23, bee specialist Dr Katja Hogendoorn is leading a project to get the Golden Pea bee back to the burbs. The Golden Pea Bee is an iconic, specialist bee species that relies for its reproduction on pollen from certain native pea species (Fabaceae). Bees that specialise on a few plant species for pollen and nectar are particularly vulnerable to habitat loss and extinction.
The Golden Pea Bee is a case in point: these bees still occur in areas with sufficient native peas in the Adelaide Hills, but are largely absent from suburban gardens and parks, where the plant species that the bees require are in short supply.
Background
The Golden Pea Bee (Trichocolletes venustus) is a local native bee that uses pollen from only a few species of native peas to produce its offspring. The Golden Pea Bee nests in the ground. Adult males and females are only seen end of September and October, when the suitable species of native peas are flowering. The bees are nearly as large as a honeybee, but much faster flying. The female has beautiful golden bands, the male has abundant red hair (Fig.1).
These bees are important pollinators, not only for the pea species they visit, but also for donkey orchids, which are food mimics of peas. The orchids do not offer any rewards to the bees, but the bees mistake them for peas, and as a consequence of these mistakes, visit and pollinate the orchids. Pea bees are regularly observed carrying the pollen packages ('pollinia') of donkey orchids (Fig. 2).
In the Adelaide Hills, the Golden Pea Bee still occurs locally, in conservation areas with sufficient densities of the appropriate native pea species. However, the pea bee has disappeared from the leafy green suburbs in the foothills, probably due to a lack of food plants.
Together, we can help this bee survive and thrive, simply by growing the food plants it depends on
To raise awareness of the importance of this bee, and its specialised food requirements, Green Adelaide is funding a community project:
'Bringing the golden pea bee back to the burbs'.
The project includes demonstration plantings, information sessions for community groups and high school projects.
One demonstration site with an information board will be at Eden Hills railway station, where the bee has not yet been seen, but travellers have time to read and look. This will be done in collaboration with the volunteers that work in the stations gardens.
The other demonstration site will be in Belair NP, where the bee still occurs, and visitors will be able to observe the bee in October
Katja Hogendoorn firstname.lastname@example.org
This project is seeded by Green Adelaide. | <urn:uuid:0b4e5e2c-ade8-40a2-be7b-33b6ddbf18b1> | CC-MAIN-2022-40 | http://friendsofbelairpark.org.au/documents/peebee.pdf | 2022-10-07T21:48:02+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00502.warc.gz | 23,688,310 | 579 | eng_Latn | eng_Latn | 0.998157 | eng_Latn | 0.998145 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1925,
2717
] | [
3.234375
] | 1 | 0 |
Focus: Cardio IntensiveCardio
Strength
EQUIP: Cones, Timer, skipping ropes
Set up: 5 Lines of cones – See diagram
Warm-up:
Walk half way around oval or open space, pick up to a jog – jog once more around and start Indian runs - go for 4 minutes. Change direction at half way point (2 minutes).
Exercise one: Line Drills 25 minutes 5 5's with decreasing reps, (using 5 lines, starting from 1 st line) 3 circuits in total. Each circuit goes through entire exercise set starting with 5 exercises repeated 5 times each. Campers then Sprint to end and back to 2 nd line completing exercises 4 times through, repeat sprints and return to 3 rd line with 3 exercises etc. Continue until down to completing exercises just once through.
5 5's with decreasing reps
1 st Set: Prisoner Squats – Deep Squats with a 5 second pulse at bottom – High Jump Squats – Spilt Jump Lunges – Tuck Jumps or High Knees.
2 nd Set: Full Push ups – Knee Push ups wide arm – Close grip Push ups (Triceps) – Mountain Climbers – T rotation
3 rd Set: Burpees – Jumping Jacks – Side Ski Jumps – Small Jumps forward and back on spot – Run on spot.
Exercise Two: Cardio Fun Skipping 15 minutes
Divide into two groups Red Team and Blue Team. Get your Campers to try skipping while moving before you start the exercise. If they find it too hard they can either skip on the spot or skip forward without the rope moving arms and keeping elbows locked into sides.
Red Team – Start at the 1 st line with skipping ropes and skip forwards for approx. 60mtrs
Blue Team – Does Jump Squats until they get back – Swap over
Red Team – Skip forward again and Blue Team does 1min of Burpees – Swap
Blue Team – Skip Forward and Red Team does Split Jump Lunges – Swap
Red Team – Skips forward and Blue Team does Mountain Climbers – Swap
Red Team – Skips forward and Blue Team Push ups wide – Swap
Red Team – Skips Forward and Blue Team does Touch Jumps or Hi5 Sky to Ground (hand must touch ground) – Swap
Exercise Three: Partner Ab's Circuit 10min
Divide into two groups as previous exercise Red Team and Blue Team. Get your Red Team to weave through the cones starting from far right cone on 1 st row and moves all the way up to top right cone on line 5. From here they move accross to 5 th line 2 nd cone in and weave back to 1 st line etc. Continue up and down until all the lines have been run and change over groups.
Each exercise goes for as long as it takes for Red Team to run one line of the circuit. (From 1 st line to 5 th line at the start of the 2 nd row) – Change over the exercise.
1. Plank Hold (hands or forearms) with leg lifts – lift leg alternatively until group is back – change exercise.
2. Spiderman Climb – Start in Push up position and as you lower yourself, slowly bring your right knee up to your right elbow. Keep your right foot off the ground as you do so. Push through your chest, shoulders and triceps to return to the start position, and complete on other side.
3. Plank Up and Down – Start in the plank position on your elbows and raise your body up into a push up position. Lower yourself back down to your elbows. Keep your core tight and your back straight throughout the movement. .
4. Side Bend Squat – Stand with feet wider than shoulder-width apart, toes turned out 45 degrees. Bring hands to touch behind head, elbows bent out to sides, and lower into a sumo squat.
5. Hundreds – Vigorously pump your arms 6 inches up and down, reaching with your fingertips. Inhale for 5 pumps and then exhale for 5 pumps. Be sure to curl your chin in toward your chest.
After each group has completed both runs and Ab's
Recover and stretch | <urn:uuid:cadc81cf-1b33-4dce-8c8a-b171a860dc33> | CC-MAIN-2022-40 | https://www.bootcampproworkouts.com/pdf/Programs/Bootcampproworkout86.pdf | 2022-10-07T21:22:18+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00501.warc.gz | 678,884,362 | 885 | eng_Latn | eng_Latn | 0.994891 | eng_Latn | 0.995836 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1980,
3651
] | [
2
] | 1 | 0 |
Untangling Tanghulic (10 marks)
As you may know, languages form "families" in which languages descended from a common ancestor (ancient language) show systematic similarities and differences. For example English, Dutch and Danish are all from the same language family, and the systematic difference can be seen in the words for brother, mother, father in Dutch (broeder, moeder, vader) and Danish (bror, mor, far). The French words frère, mère and père are also (more distantly) related, and show slightly more complex differences. This problem concerns Kachai, Tusom, and Ukhrul, which are three languages from the Tangkhulic subfamily of the Tibeto-Burman family of languages. They are spoken in Manipur state, India.
The words from these languages that are given here form 20 sets of three that are descended from the same word in the shared ancestor of the three languages. The Ukhrul words are given with their English translations. The Kachai and Tusom words are given in no particular order.
Q2. Link the Kachai words a-t and the Tusom words A-T to their Ukhrul equivalent 1-20.
Pronunciation notes:
* The small raised h symbol indicates that the preceding consonant is aspirated, i.e. pronounced with an exaggerated puff of air.
* ʔ is a glottal stop, the sound between the two syllables of the expression uh oh.
* ŋ represents a velar nasal, the 'ng' sound in a word like sing.
* ð is the 'th' sound at the beginning of this.
* c is pronounced like 'ch' in church.
* x is pronounced like 'ch' in German Bach or Scottish loch.
* j is the 'y' sound in yes (rather than the 'j' sound in jam).
.
* ə represents a schwa vowel like the first sound of the word approach
* ɯ is a vowel pronounced like 'oo' in book, but with spread lips, a bit like when you show distaste ugh.
* ɐ represents a vowel somewhere between the 'a' in cat and the 'o' in cot.
* ə̃ is a nasal vowel, similar to the sequence ən.
* y is a vowel equivalent to a fronted [u], like French u or German ü
* ʃ is the 'sh' sound in ship.
.
Untangling Tanghulic (10 marks)
POINTS: 1 each (total 40) | <urn:uuid:c1ff3a57-5710-433a-8d62-7db971ddae93> | CC-MAIN-2022-49 | https://archives.uklo.org/wp-content/uploads/2011/06/2014r2.2-Tanghulic.pdf | 2022-12-01T23:12:13+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00011.warc.gz | 138,676,907 | 538 | eng_Latn | eng_Latn | 0.995583 | eng_Latn | 0.996819 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
1088,
2016,
2076
] | [
3.109375
] | 1 | 0 |
COURSE NAME:
ELE100 Electrical Theory I
Credit Value:
1
Total Course Hours:
14
Prerequisite Course(s): None
Corequisite Course(s): None
COURSE DESCRIPTION
This course introduces students to basic electrical concepts and safety.
LAND ACKNOWLEDGEMENT
Canadore College resides on the traditional territory of the Anishinaabeg and within lands protected by the Robinson Huron Treaty of 1850. This land is occupied by the people of Nipissing First Nation, Treaty #10 in the Robinson Huron Treaty of 1850 since time immemorial.
PLAR INFORMATION
This course is eligible for Prior Learning Assessment and Recognition. Students are advised to discuss options with their program coordinator.
COURSE LEARNING OUTCOMES
Upon completion of this course, the student will have reliably demonstrated the ability to:
1.0 Identify health and safety standards according to the Occupational Health and Safety Act.
2.2 Name and explain the principles of operation of common sources of EMF.
1.1 Explain the duties of employers, workers, and other persons.
1.2 Recognize safe working conditions.
1.3 Explain how to report hazardous conditions.
1.4 Explain when a worker can refuse work.
1.5 Explain how to report a work refusal.
1.6 Describe how the Occupational Health &
Safety Act protects workers from electrical hazards.
1.7 Explain the effects of an electrical current on the human body, and the factors that affect the intensity of a shock.
1.8 Explain the procedures for the safe handling, storage, and disposal of hazardous materials utilizing the Workplace Hazardous Materials Information System.
2.0 Identify basic components found in DC electric circuits and describe their characteristic and purpose.
2.1 Describe the relationship between atomic structure and electron flow.
2.3 Identify units of measure and symbols pertaining to DC electricity.
2.4 Describe the requirements for a simple electrical circuit.
3.0 Explain the various types of resistors used in D.C circuits.
3.1 Define the term Resistance and identify its letter symbol.
3.2 Define the term Ohm and identify the unit abbreviation.
3.3 List types of materials for different resistors and how it relates to resistance values.
3.4 Calculate the size and tolerance of a resistor using the resistor colour code.
3.5 List the specic power ratings for carbon resistors.
3.6 Define a power rheostat and potentiometer.
GENERAL EDUCATION
This is not a General Education course.
PROGRAM OUTCOMES
This course contributes to the following Ministry of Colleges and Universities approved program learning outcomes (PLO):
Electrical Techniques
2. analyze and solve simple technical problems related to basic electrical systems by applying mathematics and science principles.
8. use computer skills and tools to solve basic electrical related problems.
10. assist in the preparation and maintenance of records and documentation systems.
15. identify problems and troubleshoot electrical systems under the supervision of a qualified person.
16. assist in the selection of electrical equipment, systems and components to fulfill the requirements and specifications under the supervision of a qualified person.
ESSENTIAL EMPLOYABILITY SKILLS OUTCOMES
This course contributes to the following Ministry of Colleges and Universities approved essential employability skills (EES) outcomes:
1. Communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfils the purpose and meets the needs of the audience.
2. Respond to written, spoken, or visual messages in a manner that ensures effective communication
3. Execute mathematical operations accurately
4. Apply a systematic approach to solve problems
5. Use a variety of thinking skills to anticipate and solve problems
6. Locate, select, organize, and document information using appropriate technology and information systems.
7. Analyse, evaluate, and apply relevant information from a variety of sources.
8. Show respect for the diverse opinions, values, belief systems, and contributions of others
9. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
10. Manage the use of time and other resources to complete projects.
11. Take responsibility for one's own actions, decisions, and consequences.
EXTERNAL COURSE ACCREDITATIONS AND CONDITIONS
Successful completion of the Electrical Techniques Program Certificate is equivalent to the Apprenticeship Curriculum Standard Electrician Level 1: Construction & Maintenance 309A, Domestic & Rural 309C, Industrial 442A
COURSE EVALUATION
70% - Assignments
30% - Final Test
PROGRAM SPECIFIC GRADING
Per College Grading System
GRADING SYSTEM
*For a complete chart of grades and descriptions, please see the Grading Policy.
LEARNING RESOURCES
No textbooks have been identified for this course.
Other Resources:
Required:
Access to:
Stable and consistent Internet service
Mobile computing device with the ability to install and run the latest: Internet browser (e.g.: Edge, Chrome, or Firefox); ilearn (Canadore's learning management system - D2L/Brightspace), Office 365 (desktop version); and remote learning software (e.g.: Microsoft Teams, Zoom and Echo360)
Mobile computing device speaker and microphone, or headphones with microphone
Mobile computing device camera, or web cam
Resources listed on the course outline support the achievement of learning outcomes, and may be used throughout the course to varying degrees depending on the instructor's teaching methodology and the nature of the resource.
Technology requirements - https://www.canadorecollege.ca/BYOD
The Harris Learning Library's staff can help you find resources to support your learning - www.eclibrary.ca
LEARNING ACTIVITIES
Readings, Videos, Discussions, and Self assessments
DELIVERY MODE
This course may be delivered, in whole or in part, in a number of modalities, including in class, online, hybrid, in a synchronous or asynchronous manner or a combination thereof, as per accreditation and/or regulatory standards where appropriate.
RECORDING GUIDELINES
This class may be recorded by faculty of the College. Faculty will inform students when recording of the class commences and ceases. 'Recorded' means that the audio-visual and chat portions of the class will be recorded and then be stored on the College or vendor provider server. They will be made available to students, but only for the express and sole use of those registered in this course. If you have any questions or concerns about this recording, please contact your instructor or the College's privacy officer at email@example.com. Full recording guidelines can be found at: https://cdn.agilitycms.com/canadore-college/academic-centre-ofexcellence/Canadore%20Recording%20Guidelines.pdf
ACADEMIC POLICIES
Canadore College is committed to the highest standards of academic integrity, and expects students to adhere to these standards as part of the learning process in all environments. The College's Academic Integrity policy seeks to ensure that all students understand their rights and responsibilities in upholding academic integrity and that students receive an accurate and fair assessment of their work. Please review the Academic Integrity policy (A-18) and other academic policies found on our website:
https://www.canadorecollege.ca/about/policies.
COLLEGE POLICIES
* Protecting human rights in support of a respectful college community
For college policies please see: http://www.canadorecollege.ca/about-us/college-policies.
STUDENT SUCCESS SERVICES - Your Success Matters!
Student Success Services provides student-focused services to facilitate students' success in their studies. Staff provide support by reducing and/or removing educational–related barriers through individualized accommodations and supports to students with disabilities.
Please visit our webpage to learn more: https://www.canadorecollege.ca/support/student-success-services or look for our events on social media.
To connect with Student Success Services email firstname.lastname@example.org or call 705.474.7600 ext 5205.
FIRST PEOPLES' CENTRE:
A culturally safe environment offering CONFIDENTIAL student focused services, drop in or make an appointment to access:
* One on one counselling
* Elder in residence program
* Peer tutoring
* Peer mentorship
* Lunch & learn workshops on study skills, self-care, life skills
* Learning Resource Centre
Drop by our offices at C254 College Drive, E101 Commerce Court or call 705 474 7600 Ext. 5961 College Drive / 5647 Commerce Court.
https://www.canadorecollege.ca/experience/indigenous-student-experience
WAIVER OF RESPONSIBILITY
Every attempt is made to ensure the accuracy of this information as of the date of publication. The college reserves the right to modify, change, add, or delete content.
HISTORICAL COURSE OUTLINES
Students use course outlines to support their learning. Students are responsible for retaining course outlines for future use in applications for transfer of credit to other educational institutions. | <urn:uuid:3369378e-380b-4a6b-ae52-06b381d79c9b> | CC-MAIN-2022-49 | http://192.139.245.17/courseoutlines/copdfs/ELE100/ELE100%202022-2023.pdf | 2022-12-01T22:26:31+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00013.warc.gz | 297,164 | 1,840 | eng_Latn | eng_Latn | 0.982983 | eng_Latn | 0.987353 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2385,
4647,
5839,
8060,
9136
] | [
2.046875
] | 1 | 0 |
EZRA JACK KEATS BOOKMAKING
Illustrating a Children's Book: Teaching Artist, Katie Yamasaki*
Illustrating Tutorial 2 of 3 - approx. 12 minutes
Planning Your Visual Story
1. (00:10) - Create the Look of Your Characters (see pg. 2 below)
2. (02:46) - World Building - Details, Details
3. (04:50) - Storyboarding (see pg. 3 below
)
4. (06:37)- Thumbnail Sketches (see pg. 4 below)
5. (09:25) - Dummy Books & Visual Pacing
6. (10:20)- Using Storyboards, Thumbnails & Dummy Books Together
* Katie Yamasaki is a muralist and children's book artist. She has painted over 80 murals with diverse communities around the world, exploring issues of social justice. Her children's books focus on similar themes of social justice and underrepresented communities. Her books When the Cousins Came and Fish for Jimmy recount personal family stories about the internment camps of WWII and growing up in a multi-racial family. Katie's most current book, Dad Bakes will be released in Sept., 2021 and have starred reviews from Kirkus and Publishers Weekly. Katie worked as a public school Spanish and Art teacher in both the Detroit and NYC public schools for 14 years. www.Katieyamasaki.com or @katieyamasaki
Create the Look of Your Character
Your character(s) should be as unique and specific as you are. Think about the physical traits of your character as well as their mood/personality
* List 6 things related to how each of your character(s) looks in particular situations:
- 3 physical traits- posture, skin tone, hair texture/style, favorite objects, clothing and shoe style, favorite colors, skin/fur/feather textures (if animal character), missing teeth, things in pockets, etc.
- 3 moods your character often experiences- joyful, quiet, furious, terrified, exhilarated, silly, angry, worried, lonely, excited, hopeful, etc.
Link one of the character's physical traits to one of her moods and make a rough sketch of what she looks like in that mood. For example, if your character has a broken leg in a cast and is terrified, perhaps you can draw her running with crutches from something scary, like a dragon. Think about the moods and details that will make your character unique. Do this exercise as many times as you'd like. Don't forget, these are rough sketches.
Storyboarding Exercise
Print this page for your students or have them draw their own boxes as needed. Make sure students number each page and write a brief description about what is happening in each spread, just below, to avoid confusion.
This exercise is modeled in the video along with a discussion of different types of illustrations (spreads, single page and spot illustrations), as well as storyboarding.
Thumbnail Sketches
This exercise will relieve your student's anxiety as they develop and sketch their ideas for the book's illustrations. Refer to the video at timestamp 14:51 for a demonstration of this activity. Students should separate their text and assign sections to each page or spread. Then they can create their own thumbnail squares and use as many as they need to work through their ideas for each page of the book. | <urn:uuid:3863a9f5-a344-43f0-878d-5a4bf0441ef1> | CC-MAIN-2022-40 | https://www.ezra-jack-keats.org/wp-content/uploads/2022/08/02_Illustrating-Support-Material_2022.pdf | 2022-10-07T21:56:49+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00504.warc.gz | 741,977,703 | 697 | eng_Latn | eng_Latn | 0.995722 | eng_Latn | 0.996994 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1196,
2269,
2683,
3112
] | [
3.84375
] | 2 | 0 |
The Violence Inside The Country And Japanese Racism In The Book Farewell To Manzanar
An untold part of World War II that many people do not know about is the imprisonment of thousands of Japanese Americans along the west coast. After pearl harbor was attacked by Japan in 1941, the United States Army believed that all Japanese Americans were disloyal to America. For the Japanese people, this meant that they would be locked away in internment camps for years. On the other side of the war, American citizens were losing their loved ones every day. A combination of stress and loss during war creates a damaging impact on our citizens rather than a benefit to America.
As depicted throughout Farewell to Manzanar by Jeanne Houston, Japanese Americans living on the west coast faced extreme racism and dehumanization during World War II. Jeanne, the main character and her family were moved out of their home into a camp called Manzanar. Reflecting on the poor conditions of the camp, Jeanne states "Whatever dignity or feeling of filial strength we may have known before December 1941 was lost, and we did not recover it until many years after the war."(33) As they worked hard trying to make the camp livable, the prisoners seemed to forget who they were as humans while trying to survive. Not only did they face hardships inside the camp, but they had already been demonized by the public by the time they were free to leave. As illustrated on page 115, "Worst, the very thought of going back to the West Coast filled us with dread… Three years of wartime propaganda-- racist headlines, atrocity movies, hate, slogans, and fright-maks posters-- had turned the Japanese face into something despicable and grotesque."(115) Leaving the camp, the prisoners were framed as America's enemy. To the public, they were locked away for being traitors to the country, but in reality, it was only because of their race. Throughout the novel, Houston recounts her personal experiences from World War II to represent how the Japanese people at the time were faced with unimaginable circumstances at this point in history. edubirdie.com
In contrast to the oppression of Japanese Americans, American soldiers were put in a different kind of misery during World War II. The poems Anthem for Doomed Youth and In Flanders Fields surround the theme that with war comes great loss. In the poem Anthem for Doomed Youth, Wilfred Owen discusses the soldiers of World War II, all whose lives were lost in battle. "What passing-bells for these who die as cattle? Only the monstrous anger of the guns, Only the stuttering rifles' rapid rattle can patter out their hasty orisons."(Owen) The author is representing how the soldiers were being killed off like animals, and the chilling sound of the rifles was what they heard more than anything else. Also, as expressed in the second stanza of In Flanders Fields, "We are the Dead. Short days ago We lived felt dawn, saw sunset glow, loved and were loved, and now we lie in Flanders Fields" (McRae) The death caused by the war took a great toll on American families across the nation. In death, these men were taken away from their homes and their loved ones. Within these poems, Owen and McRae depict the sad reality of the war.
Under the physical and mental stress of war, people can end up losing their ability to empathize, resulting in a negative change in behavior. One reason for this is because of a molecule inside the human brain that dictates our ability to behave morally; also called oxytocin. "High stress inhibits oxytocin release and makes us temporary psychopaths…. Stress narrows one's focus
1 / 2
Powered by TCPDF (www.tcpdf.org)
on oneself and we cease to be morally competent." A person's "moral molecule" is compromised under the stress of war, and as a country, people can create an unwelcoming society to live in. In Farewell to Manzanar, Jeanne's father, or Papa lost his moral molecule between prison and the internment. The quote "And he was of course a prisoner of war." (53) symbolizes how he had gone mad amid all the fighting in the country. Even so, Papa was just one of the many people in the book that lost their old selves during that time. In all, the loss of oxytocin in many Americans and Japanese people created the grim atmosphere of World War II.
Clearly, war in American history has put a great strain on society and its moral behavior. As observed throughout the sources, Japanese Americans faced severe cruelty, while American soldiers were all surrounded by death. This shows how violence inside the country caused extreme suffering, rather than an eventual benefit.
edubirdie.com
2 / 2 | <urn:uuid:6522f282-fb12-41fd-b8d6-30934c6fe360> | CC-MAIN-2022-40 | https://edubirdie.com/examples/the-violence-inside-the-country-and-japanese-racism-in-the-book-farewell-to-manzanar/?post&format=pdf | 2022-10-07T22:00:00+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00504.warc.gz | 247,161,511 | 998 | eng_Latn | eng_Latn | 0.998702 | eng_Latn | 0.998601 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3643,
4664
] | [
2.015625
] | 1 | 1 |
Hispanic Heritage Commemorating Florida's Quincentenary in Tampa Bay
October, 2012 University of South Florida
Lesson Title
Changing Demographics means Changing Political Power
Author
Amanda Colborne, Stewart Middle Magnet School, School District of Hillsborough County
Concept/Main Idea/Big Idea of Lesson
The Hispanic population has been growing steadily in Florida for a number of years. In this lesson, students will consider how the U.S. government differentiates between "race" and "ethnicity" and will learn which countries of origin are represented most in Florida's Latin American immigrants.
Conference Theme
Latin America and Florida Today and Tomorrow
Intended Grade Levels
6 th - 8 th grades
Infusion/Subject Areas
U.S./American History
Florida History Human Geography
Curriculum Standards
NCSS Themes: Global Connections People, Places, and Environments Civil Ideals and Practices
Power, Authority, and Governance
Florida Next Generation Sunshine State Standards:
SS.8.G.1.1: Use maps to explain physical and cultural attributes of major regions throughout American history.
SS.8.G.4.1: Interpret population growth and other demographic data for any given place in the United States throughout its history.
SS.8.G.4.2: Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.
SS.8.A.1.2: Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.
Instructional Objective
The student will:
* predict how these demographics will impact the political scene in future elections.
* analyze the report of the 2010 U.S. Census for the changing demographics of Hispanics in the United States and Florida;
Learning Activities Sequence
Learning Activities: Pass out copies or project the introduction to the 2010 Census Brief: Hispanic Population 2010. Read the introduction together so students know why that question is asked on the census. Partner students and assign them one of the sections to read and take notes on. They will be sharing the main ideas of their section. If time permits, have students create a poster with the main ideas.
Group 1: Understanding Hispanic Origin Data from the 2010 Census
Group 2: Hispanic Population
Group 3: Other Hispanic origins…
Group 4: About three-quarters of…
Group 5: Geographic Distribution
Group 6: Over half of the Hispanic…
Group 7: Salvadoran were the largest…
Group 8: The Commonwealth of….
Group 9: More than 4 million….
Group 10: Additional finding…
Group 11: Use Table 2 to graph the populations in 2000 and 2010 for Florida and other states of your choosing. Students should include the percent changed on the poster.
Group 12: Use Table 4 to graph the origin Groups information. Ask students to draw special attention to the ones which contain Florida. Once all groups have had time to read and draw their conclusion, they should share out their findings with the class. The class should take notes. Discuss what this changing population means for local business, schools, and politics.
Closure: Display this picture and ask the class what it means for American politics.
Evaluation
The posters will serve as the evaluation of students learning about the change in the demographics. Students should come up with one way candidates for the 2012 election can or have tried to attract the Hispanic vote. They should turn this in the next day or it can be assigned as bellwork.
Materials and Resources
Handout 1 (HO1): Hispanic Population 2010, U.S. Census
Poster paper and markers
Optional: Report on Hispanic and other minorities
Internet Sources
2010 Census Data. A plethora of resources and data that can be used in the classroom in a number of ways. http://2010.census.gov/2010census/data The Census also maintains a web site specifically for teachers with a number of helpful features: http://www.census.gov/schools/for_teachers.
The Power of the Latino Community in the United States and Puerto Rico. Examination of Latino voting power and decision-making variables. http://lulac.org/programs/civic
Hispanics become America's New Majority Minority. Transcript of an interview done with political demographer Ruy Teixeira explaining the shift in the political and social landscape of the United States. http://www.npr.org/2011/04/18/135517137/hispanicsbecome-americas-new-majority-minority
References
Bowen, A. (2010, October 14). Hispanic Groups Aim to Mobilize Voters before November. Retrieved from http://latindispatch.com/2010/10/14/hispanicgroups-aim-to-mobilize-voters-before-november/
Ennis, S., Rios-Vargas, M., & Albert, N. U.S. Census Bureau, (2011). The Hispanic Population 2010 (C2010BR-04). Washington, D.C.: Retrieved from http://www.census.gov/prod/cen2010/briefs/c2010br-04.pdf
Ethnicity vs Race. (n.d.). Retrieved from http://www.diffen.com/difference/Ethnicity_vs_Race
Pew Research Center. (2010, November 17). The Latino Vote in 2010 Elections. Retrieved from http://pewresearch.org/pubs/1790/2010-midtermelections-exit-poll-hispanic-vote | <urn:uuid:c6c0094e-1b62-4e86-b5bb-2f4ae18d1a19> | CC-MAIN-2022-40 | https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1008&context=las_hhfc | 2022-10-07T22:11:06+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00505.warc.gz | 233,700,361 | 1,166 | eng_Latn | eng_Latn | 0.96491 | eng_Latn | 0.974706 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1426,
3251,
5157
] | [
4.5
] | 1 | 0 |
HERTOG 2021 SUMMER COURSES
LINCOLN, WITH DOUGLASS
Diana Schaub, professor, Loyola University Maryland
Abraham Lincoln is often credited with having saved or re-founded the American Union by giving it a "new birth of freedom." He is also often recognized as the creator of a new form of public speech. In this course, we will seek to understand Lincoln's statecraft in conjunction with his literary craft. We will follow Lincoln's political career as seen through his speeches, letters, and proclamations. Alongside Lincoln's writings we will consider selected writings from Frederick Douglass, a one-time slave who became a great orator, statesman, and abolitionist.
Throughout the course, we will inquire into the nature of political debate and argument, the role of passion and reason in public speech, and the legacy of the Founding (with particular reference to the issue of slavery).
Books:
* Selections from Frederick Douglass
* The Speeches and Writings of Abraham Lincoln, ed. Don E. Fehrenbacher (Library of America 2018)
Resources
To learn more about the ideas and figures discussed in this course, we encourage you to explore a project supported by the Hertog Foundation: The Great Thinkers (http://thegreatthinkers.org/) and Contemporary Thinkers (http://contemporarythinkers.org/) websites. These sites are aimed at introducing important thinkers in Western thought, with a particular emphasis on politics and philosophy.
Relevant pages include John Locke, The Federalist, and Tocqueville (on The Great Thinkers), and Walter Berns, Herbert Storing, Martin Diamond, and Harry Jaffa (on Contemporary Thinkers).
Monday, July 26, 2021
2PM to 5PM ET Session 1
Readings:
* Lincoln, To the People of Sangamo County, March 9, 1832
* Address to the Young Men's Lyceum of Springfield, Illinois, January 27, 1838
* Fragment on the Struggle Against Slavery
* Douglass, "Is It Right and Just to Kill a Kidnapper?" June 2, 1854
Discussion Questions:
1. What is your impression of the 23-year-old Lincoln? What is the nature of his "peculiar ambition"?
2. Why is education "the most important subject which we as a people can be engaged in"? What is his attitude toward change in laws? Is he a conservative or a progressive?
3. According to Lincoln, who has the harder task—the revolutionary generation or the current generation?
4. What are the direct and indirect consequences of mob rule, and how are they related to "the perpetuation of our political institutions"? Does Lincoln's solution—a political religion of reverence for the laws—allow for the possibility of civil disobedience, or is disobedience always uncivil?
5. What is the link between mob law and the threat posed by those who belong to "the family of the lion, or the tribe of the eagle"? Is Lincoln such an individual?
6. What does Lincoln mean by "passion" and "reason"? What is "reverence"?
7. What argument does Douglass make in recommending violent resistance to the 1850 Fugitive Slave Law? How does it compare to Lincoln's Lyceum Address and its insistence of absolute law-abidingness?
Tuesday, July 27, 2021
2PM to 5PM ET Session 2
Readings:
* Address to the Washington Temperance Society of Springfield, Illinois, February 22, 1842
* Selection from William Lloyd Garrison
* Excerpt from Douglass, "American Slavery," October 22, 1847
* Protest in the Illinois Legislature on Slavery, March 3, 1837
* Fragment on Slavery, 1854
* Speech on the Kansas-Nebraska Act at Peoria, Illinois, October 16, 1854
Discussion Questions:
1. What sort of reformers does Lincoln praise and what sort does he criticize? What does this speech to the Temperance Society reveal about Lincoln's understanding of human nature and rhetoric?
2. If you were to apply what Lincoln says about the temperance movement to the abolition movement, what lessons would you draw? Does Lincoln's "Protest" exemplify a different anti-slavery strategy?
3. What is Lincoln's view of slavery? Is he a bigot? In thinking about these questions, pay close attention to two passages (p. 19 and p. 34) in which Lincoln speaks of the role played by universal feelings in political life.
4. Why does Douglass call the Constitution "radically and essentially slave-holding"? Why does Douglass not endorse political reform as the cure for the nation's ills? What is wrong with gradual abolition of slavery?
Wednesday, July 28, 2021
1:30PM to 4PM ET Session 3
Readings:
* Speech on the Kansas-Nebraska Act at Peoria, Illinois, October 16, 1854
* Letter to Joshua F. Speed, August 24, 1855
* Douglass, "The Constitution of the United States: Is It Pro-Slavery or Anti-Slavery?" March 26, 1860
Discussion Questions:
1. What does Lincoln's speech reveal about the relation between public opinion and statesmanship?
2. What are the "lullaby" arguments offered in behalf of the Kansas-Nebraska Act and how does Lincoln dispense with them?
3. What about "the one great argument" (Stephen Douglas's doctrine of popular sovereignty)? What are the elements of Lincoln's critique of Douglas?
4. How has Douglass's argument changed from "American Slavery"? Why does he now argue that the Constitution is anti-slavery?
Thursday, July 29, 2021
2PM to 5PM ET Session 4
Readings:
* Speech on the Dred Scott Decision at Springfield, Illinois, June 26, 1857
* Address at Cooper Institute, New York City, February 27, 1860
Discussion Questions:
1. Given what Lincoln said about reverence for the Constitution and the law, is he contradicting his own principles in criticizing the Dred Scott decision? What is his view of judicial precedent?
2. What is Lincoln's interpretation of the Declaration of Independence? Why is there so much talk of racial amalgamation in this speech?
3. How does Lincoln establish that the Framers agreed with the Republican rather than the Democratic view of the powers of the federal government respecting slavery in the territories?
4. What is Lincoln's message to the Southerners? Are the Republicans a sectional party? Are they conservative, as Lincoln claims?
5. What is Lincoln's message to the Republicans?
Friday, July 30, 2021
2PM to 5PM ET Session 5
Readings:
* Farewell Address at Springfield, Illinois, February 11, 1861
* First Inaugural Address, March 4, 1861
* Address at Gettysburg, Pennsylvania, November 19, 1863
* Letter to James C. Conkling, August 26, 1863
* Second Inaugural Address, March 4, 1865
* Douglass, Oration in the Memory of Lincoln, April 14, 1876
Discussion Questions:
1. What is meant by the "new birth of freedom"? Does it refer to the emancipated slaves? If so, what is Lincoln's vision of their place within the polity?
2. How does the new birth of freedom relate to the argument of the Lyceum Address about the requirements for the perpetuation of our republic? (You might think too about the ballots and bullets passage of the July 4, 1861 Special Message to Congress.)
3. What interpretation of the Civil War does Lincoln present and why?
4. What is Lincoln's theology? What is the role of charity in political life?
5. In his speech, Douglass describes Lincoln as "preeminently the white man's President." What does Douglass mean by this, and is it intended solely as a criticism of Lincoln?
6. What is Douglass's final verdict on Lincoln's priority of Union over emancipation? | <urn:uuid:265b19b8-e82a-491e-8b80-fc925908796e> | CC-MAIN-2022-40 | https://hertogfoundation.org/wp-content/uploads/2020/08/2021-Lincoln-Syllabus_.pdf | 2022-10-07T21:10:06+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00508.warc.gz | 324,220,768 | 1,732 | eng_Latn | eng_Latn | 0.996087 | eng_Latn | 0.996206 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2065,
4354,
6083,
7295
] | [
2.25
] | 2 | 0 |
20 July 2011
East Africa Food Crisis
Poor rains, poor response www.oxfam.org
East Africa is facing the worst food crisis of the 21 st Century. Across Ethiopia, Somalia, and Kenya, 12 million people are in dire need of food, clean water, and basic sanitation. Loss of life on a massive scale is a very real risk, and the crisis is set to worsen over the coming months, particularly for pastoralist communities.
The overall international donor response to this humanitarian crisis has been slow and inadequate. According to UN figures, $1bn is required to meet immediate needs. So far donors have committed less than $200m, leaving an $800m black hole.
While severe drought has undoubtedly led to the huge scale of the disaster, this crisis has been caused by people and policies, as much as by weather patterns. If more action had been taken earlier it could have helped mitigate the severity of the current crisis. It is no coincidence that the worst affected areas are those suffering from entrenched poverty due to marginalisation and lack of investment.
A rapid increase in emergency aid is needed right now to save lives and protect livelihoods, so that people can rebuild once the crisis is over. National governments and donors must prioritise addressing the issues that make people vulnerable in the first place.
There's no time to waste. We must not stand by and watch this tragedy unfold.
2
Introduction
East Africa is currently experiencing a severe drought, with 2011 being recorded, in some locations, as the driest or second driest year on record since 1951. 1 The devastating impact of the drought has been compounded by rising food prices, creating a food security and acute livelihood crisis for almost 12 million people. The regions that are worst affected are in northern Kenya, southern Ethiopia, and south-central Somalia.
Successive poor rains this year and recurrent droughts have dramatically weakened the resilience of pastoralist and farming communities. The UN has already warned of pre-famine conditions in some parts of Somalia. Severe malnutrition rates have been recorded in the worst affected areas, and in displaced populations these are up to four times higher than standard emergency thresholds. In certain areas, 60 to 90 per cent of livestock have died, meaning that, even after the dry season ends, people's livelihoods will have been destroyed.
But the drought comes on top of a deeper crisis of poverty and marginalisation. Some of the worst affected areas and communities have endured decades of economic under-development. In particular, the pastoralist way of life is under severe pressure across the region. Pastoralists argue that their vulnerability to drought has grown because of restricted access to key resources, in particular grazing areas traditionally relied on during dry seasons. Competition and conflict over resources is increasing, often resulting in conflict and loss of life. 2
Whilst the drought cannot be definitively attributed to man-made climate change, it shows the vulnerability of poor people in the region to climate variability. Communities say seasons are changing and this is a major cause of food insecurity in the region. According to anecdotal evidence from local communities, change is taking place. Borana communities in Ethiopia report that whereas droughts were recorded every six to eight years in the past, they now occur every one to two years. 3
The Somali population has already suffered decades of conflict, lack of governance, and limited access for humanitarian agencies to reach those in need. Malnutrition rates are rising, yet the only hospital in the town of Dobley, Lower Juba region, was bombed and destroyed during fighting a few months ago. There is no access by road to many other parts of Somalia, so no food can be transported from areas where it is available. Hundreds of thousands of Somalis are fleeing to Kenya and Ethiopia in search of food and safety.
"I think that in Somalia we can find the worst humanitarian disaster of this year. […] High levels of malnutrition, combined with ongoing violence in the war-torn Horn of Africa nation, are threatening a human tragedy of unimaginable proportions."
Antonio Guterres, Head of UNHCR, July 2011. 4
The overall international donor response to the crisis has been slow and inadequate and is well below what would normally be expected at this point in a crisis. With two months of the dry season to go, the consequences of this underfunding will only become more desperate. For example, the UN appeals for the three affected countries are only 50 per cent funded, with an aggregate shortfall of close to $1bn.
Our collective understanding of droughts has improved. Early warning systems can work and were triggered for this drought. Assessments at the end of 2010 strongly indicated that there would be a severe drought this year – enabling some donors and international aid agencies to respond early to the drought. 5 Yet, insufficient action of the necessary scale was taken to prevent already vulnerable communities from facing crisis once more.
Responding to this crisis and preventing future crises will require above all the political will of governments in the region to change national policies, and for international donors to provide adequate long-term funding to address the root causes of the issues and to fully invest in building the resilience of communities.
The crisis in facts
Funding:
* According to the UN Financial Tracking Service, the UN appeals for Kenya and Somalia are 47 per cent funded and the Ethiopian Government led equivalent is only 44 per cent funded, leaving a total funding shortfall of over $1bn across the three countries. Current pledges to fund this gap add up to less than $200m. 6
Number of people affected:
* Total of almost 12 million affected so far: 4.5 million in Ethiopia, 3.5 million in Kenya, 2.85 million in Somalia, and 600,000 in Uganda. A further 7.5 million people in Ethiopia are receiving targeted food or cashbased assistance through the government run Productive Safety Net Programme.
Malnutrition:
* Malnutrition figures across the region show many affected areas are far beyond the 'very critical' threshold of 20 per cent General Acute Malnutrition (GAM) and 5 per cent Severe Acute Malnutrition (SAM) established by the WHO. A survey conducted in Bokolmayo camp in Ethiopia found GAM rates amongst new arrivals of 47.2 per cent and SAM rates of 23.6 per cent.
Food prices:
* Prices of staple cereals in the region remain much higher than last year. In southern Somalia, red sorghum prices have risen by up to 240 per cent over the last year.
Displacement:
* The UN High Commission for Refugees (UNHCR) currently estimates 750,000 Somalis are outside of the country, with as many as 135,000 displaced this year, and a further 1.46 million displaced within Somalia. There are currently nearly 500,000 people in huge camps inside the Kenyan and Ethiopian borders, with thousands more arriving daily.
3
Prospects for the coming months
Overall food security conditions across pastoral and marginal agricultural areas will likely deteriorate further in the coming three to four months, with late and below-average summer harvests expected, early depletion of pasture and water, and continued high food, water, and fuel prices. The climatic conditions, known as La Niña, that are said to have triggered these dry periods within East Africa have begun to dissipate increasing the likelihood of normal to above-normal rainfall in areas that receive rains later this year. While this bodes well for the next harvests, it may also lead to flooding in certain areas, with flash floods already reported in areas of Ethiopia. 7 While pastures should improve in October if rains fall, overall food security conditions are not set to improve until early 2012 when the first harvests arrive after the rains. For pastoralist communities, full recovery will only take place when remaining livestock begin breeding and producing milk at the end of 2012.
If a catastrophic crisis across the region is to be averted there must be urgent action now to ensure that appropriate and timely assistance is delivered in a way that saves both lives and livelihoods...
Saving lives – a response to a crisis of food availability...
Drought has had a severe impact on food production in East Africa, with two failed harvests already. A small harvest in August may deliver a temporary boost in food availability, but a substantial harvest will not come until January next year. Livestock deaths not only devastate the prospects for pastoralists' future livelihoods, but also leave an immediate gap in meeting the nutrition needs of their owners, through milk production and availability of meat. The impact of reduced food availability has been magnified by soaring food prices, which reduce communities' purchasing power and their ability to buy basic food requirements. In Kenya, maize prices were 30 to 60 per cent above their five-year average for May in most pastoral markets, but 80 to 160 per cent above in Garissa, Trans Mara, Baringo, Laikipia, and Turkana.
National governments must be at the heart of efforts to increase food availability in drought-affected areas. Strategic grain reserves in Ethiopia and Kenya should prioritise getting food to those populations most affected by drought. Import taxes and restrictions must also be temporarily removed to increase in-flow of resources and, where necessary, there must be stronger engagement by regional associations such as the East African Community (EAC) and the InterGovernmental Authority on Development (IGAD). This can help ensure effective regional co-ordination, building on the positive examples of strong engagement from within the Economic Community of West African States (ECOWAS) in response to the drought in West Africa in 2010.
However, in such crisis circumstances, international support and funding will be key to ensuring lives currently at risk are saved.
Funding imbalance
Whilst overall funding commitments for this crisis to date have been woefully inadequate, it is important not to overlook the imbalance in funding to priority sectors. The Kenya UN Emergency Appeal (ERF) provides an example for trends across the region; the appeal is currently funded at 48 per cent, yet sectors such as water / sanitation (28 per cent), nutrition (12 per cent), health (9 per cent), and agriculture/livestock (12 per cent) are most critically underfunded. For the water sector, although rainfall in June temporarily eased the situation in some areas, north-east Kenya did not receive rain. With three months remaining until the next rains, and high demand on water points that did receive water, water shortages are likely to re-appear in August and September, requiring further water-trucking and water collection points to prevent severe water shortfalls for animals. Hygiene and sanitation
5
measures could also make a crucial difference, preventing further outbreak of disease, particularly in view of the increased risk due to population movements and increased vulnerability of already weakened populations. Sufficient investment in health, agriculture, and livestock will be key to the transition from emergency response to rebuilding livelihoods.
The UN World Food Programme (WFP), together with other agencies involved in food distribution, must build upon government-led interventions, ensuring that adequate food supplies arrive in time for the critical July to October hunger gap period. At the same time, however, in some areas markets are still functioning, and effective redistribution of food, supported by cash-based programming, will also play an important role in ensuring that food that is available in the market can reach those most in need. Grants and guaranteed payments will encourage traders to bring food into the deficit areas. This food can then be exchanged for vouchers given to vulnerable people in the community. Through this approach supply and demand are better balanced, minimising the risk of inflation and ensuring food availability for all affected communities.
Due to ongoing conflict and severe access restrictions, operating conditions in Somalia are likely to remain extremely challenging, placing considerable constraints on the potential scale-up of the response. As humanitarian needs in Somalia continue to grow the level of food distributions within country are at an all time low. One of the major warring parties has announced that it will allow international organisations to operate in drought affected areas in the south, but this offer has yet to be reliably tested and is unlikely to provide an immediate solution to the desperately high level of need in this critical three month period. However, cash interventions can play an important role in bridging some of the gap, enabling those targeted to purchase grains or to pay off debts with traders, so they are able to purchase food arriving in markets and facilitating movement to areas where food availability may be greater.
Fleeing in search of food and safety
Whilst trends of displacement and migration were already prevalent in Somalia, the impact of conflict, compounded by drought, has forced this to even higher levels, with UNHCR estimating that 1.46 million people are displaced within Somalia, in search of food, shelter, and security.
Many are embarking on the long and dangerous journey towards camps in southern Ethiopia and northern Kenya. UNHCR has reported a surge in refugee numbers with an additional 135,000 people leaving Somalia this year, bringing the total number of Somali refugees to 750,000 globally.
Dadaab refugee camp on the Kenya-Somalia border is the largest refugee camp in the world, with more than 360,000 Somalis sheltering in overcrowded conditions. 8 With the escalation of the food crisis, almost 10,000 people are arriving each week, putting further strain on existing resources and limited space and shelter within the camp. With more arriving each day, UNHCR and humanitarian agencies must step up efforts to address unacceptable delays in the registration of arriving refugees, make further progress on plans to expand services to meet the needs of current and future camp populations, and take steps to tackle rising insecurity, particularly on the outskirts of the camp. This will require additional funding from donors and the full co-operation of the Government of Kenya in planning for and approving camp extensions where necessary. Two additional camp extensions have already been approved, and the first of these, Ifo II, has been ready for use since the beginning of the year; however, it currently stands empty and unused. A statement made by Kenyan Prime Minister, Raila Odinga, on July 14 th , suggesting that Ifo II could be open within 10 days represents a welcome and positive first step towards addressing these urgent needs.
In Ethiopia, up to 2,000 Somali refugees are now arriving each day, taking the total number in the Dolo Ado camps to over 100,000 already, with this increasing to perhaps as many as 300,000 by the end of the year. The Ethiopian Government has provided permission for a fourth and fifth camp, and the humanitarian community must now prioritise resourcing and preparing these sites as soon as possible for expected new arrivals.
In Somalia, continuing insecurity will make it impossible to ensure the safe provision of adequate assistance for extremely vulnerable populations.
7
Saving livelihoods – building resilience and looking to the longer-term
The severity of this crisis is exceptional, but in no way is it inevitable. The solutions exist to ensure that crises on this scale are avoided. Governments and the international community urgently need to break the current cycle of emergency response, which leaves donors and affected communities limping from one crisis to the next, by addressing the long-term problems.
Decades of marginalisation, neglect, and under-investment in pastoralists and smallholder food producers have contributed to the current crisis. Successful responses to ongoing drought need to combine emergency assistance with livelihood protection measures which address the issues that make people vulnerable in the first place. These should include supporting the mobility of herds, protection of household assets, supply of seeds and tools (to those who engage in agriculture) and supplementary feeding of cattle. Where possible, assistance should be delivered in a way so as to build national capacities and reinforce ongoing resilience programming.
Whilst it isn't possible at this stage to say whether or not the drought can be attributed to man-made climate change, it shows the vulnerability of poor people in the region to climate variability. Communities say seasons are changing and this is a major cause of food insecurity in the region. According to anecdotal evidence from local communities, change is taking place.
The challenges facing the region could intensify significantly over the coming decades as a result of climate change and other resource pressures. Without urgent action to slash greenhouse gas emissions, temperatures will continue to rise and rainfall patterns will continue to change, which could create major problems for food production and availability. Much of East Africa will likely suffer a decline in the length of the growing period for key crops of up to 20 per cent, with the productivity of maize likely to fall by nearly 20 per cent and beans by nearly 50 per cent by the end of the century. 9
In this context, investment is needed to help people cope with a changing climate, rocketing price rises, and other shocks. These efforts must focus on long-term investment in smallholder food production, disaster risk reduction, and climate change adaptation.
National governments need to resolve ongoing tensions between agricultural and pastoral land-use systems, in order ensure that mobile livestock production can continue to take advantage of the variable rainfall patterns in dry-land areas and invest in developing livestock marketing businesses and veterinary services to ensure pastoralists make more money from smaller herds.
Recommendations: What needs to be done?
Primary responsibility for responding to the drought and delivering services and assistance to vulnerable communities lies with national governments. Yet given the scale of the crisis, with 12 million already affected, it will also require the engagement of the international community, a large injection of emergency relief, and a deep commitment to tackling the root causes. National governments and the international community must hold each other to account for the adequacy of their response.
1. National governments
All governments in the region, with the support of the UN and donor community, must:
* Ensure an accurate assessment of needs, effective co-ordination of the drought response, transparent responses, and the provision of funding corresponding to government capacity to support affected populations;
* Co-operate to ensure food for humanitarian purposes can rapidly reach those in need and removing import taxes;
* Guarantee access to humanitarian relief and that humanitarian principles are fully respected within responses, ensuring that any administrative burden is kept to a minimum and requests for visas and official permissions to operate are swiftly expedited;
* Protect people's rights to land and other natural resources and ensure communities have a say in the decisions that affect them;
* Ensure that refugees are allowed unimpeded access to humanitarian relief and that no refugees are forcibly returned to insecure areas.
In Somalia, the absence of a strong central government capable of meeting these responsibilities, places a greater emphasis on the need for the donor community to support and work closely with local authorities and community structures to ensure an effective response.
2. International response
The international community should:
* Rapidly provide money to fill the $1bn funding gap. With 12 million lives on the line and three more months until rains may arrive, now is the critical juncture for a scale-up of the international response. No delay can be afforded;
* Look beyond headline figures for appeals and ensure adequate funding for priority sectors that are seriously underfunded, such as water, sanitation, and agriculture, and balanced funding for food distribution, with funds for market support to encourage traders,
9
10
and targeted cash distributions to strengthen the functioning of markets;
* Prioritise funding mechanisms and activities that allow speedy disbursement and quick scale-up to reach populations most affected by the drought as quickly as possible;
* Commit immediate and adequate resources towards building the resilience of pastoralists and smallholder food producers in East Africa. These efforts must focus on long-term investment in livelihood protection measures, smallholder food production, disaster risk reduction, and climate change adaptation;
* Work with the WFP to bring forward plans to expand its operations from the current caseload of 6 million people, ensuring adequate ration sizes and addressing any problems in the pipeline to guarantee food reaches communities in the crucial July to October hunger gap period;
* Engage with national governments to both ensure effective humanitarian responses for national and refugee populations and to support and prioritise funding that addresses the issues which make people vulnerable in the first place.
Notes
1 UN OCHA East Africa Drought Humanitarian Report No.4, 15/07/2011 http://reliefweb.int/sites/reliefweb.int/files/resources/Full Report 1717.pdf
2 "Broken lands: Broken lives?" Causes, processes and impacts of land fragmentation in he rangelands of Ethiopia, Kenya and Uganda: REGLAP (Regional Learning and Advocacy Programme), June 2011
3 SCF, CARE, IISD, IUCN (2009). Climate‐related vulnerability and adaptive‐capacity in Ethiopia's Borana and Somali communi ies. http://www.elmtrelpa.org/FCKeditor/UserFiles/File/elmt/201003/Climate%20Change%20study,%20Full%20Assessment%20
Report FINAL.pdf
4 http://www.unhcr.org.uk
5
http://www.fews.net/docs/Publications/La Nina Brief East%20Africa Sept 2010 final.pdf
USAID-FEWSNET: Executive brief: La Nina and Food Security in East Africa, September 2010
6 UN Financial Tracking Service. http://fts.unocha.org/pageloader.aspx
7 UN OCHA East Africa Drought Humanitarian Report No.4, 15/07/2011
8 UNHCR Press briefing 24/06/2011 http://www.unhcr.org/4e0475f69.html
9 Thornton, P. et al. (2011) 'Agriculture and Food Systems in Africa in a +4C World,' in Phil. Trans. R. Soc. 369, pp 117-136, http://rsta.royalsocietypublishing.org/content/369/1934/117.full.pdf+html
11
12
© Oxfam International July 2011
This paper was written by Elise Ford of Oxfam. Oxfam acknowledges the assistance of many Oxfam staff in its production, particularly Rocco Blume, Tracy Carty, Debbie Hillier, Michael Bailey, Jo Trevor and, Michael O'Brien. It is part of a series of papers written to inform public debate on development and humanitarian policy issues.
The text may be used free of charge for the purposes of advocacy, campaigning, education, and research, provided that the source is acknowledged in full. The copyright holder requests that all such use be registered with them for impact assessment purposes. For copying in any other circumstances, or for re-use in other publications, or for translation or adaptation, permission must be secured and a fee may be charged. E-mail email@example.com.
For further information on the issues raised in this paper please e-mail firstname.lastname@example.org.
The information in this publication is correct at the time of going to press.
Published by Oxfam GB for Oxfam International under ISBN 978-1-84814-917-5 in July 2011. Oxfam GB, Oxfam House, John Smith Drive, Cowley, Oxford, OX4 2JY, UK.
Oxfam
Oxfam is an international confederation of fifteen organizations working
Oxfam America (www.oxfamamerica.org), together in 98 countries to find lasting solutions to poverty and injustice:
Oxfam Australia (www.oxfam.org.au),
Oxfam Canada (www.oxfam.ca),
Oxfam-in-Belgium (www.oxfamsol.be),
Oxfam France (www.oxfamfrance.org),
Oxfam GB (www.oxfam.org.uk),
Oxfam Germany (www.oxfam.de),
Oxfam Hong Kong (www.oxfam.org.hk),
Intermón Oxfam (www.intermonoxfam.org),
Oxfam India (www.oxfamindia.org),
Oxfam Ireland (www.oxfamireland.org),
Oxfam New Zealand (www.oxfam.org.nz)
Oxfam Mexico (www.oxfammexico.org),
Oxfam Novib (www.oxfamnovib.nl),
Oxfam Quebec (www.oxfam.qc.ca)
The following organizations are currently observer members of Oxfam, working towards full affiliation:
Oxfam Japan (www.oxfam.jp)
Oxfam Italy (www.oxfamitalia.org)
Please write to any of the agencies for further information, or visit www.oxfam.org. Email: email@example.com
www.oxfam.org | <urn:uuid:856f9fb6-33a5-448b-81e9-45d35df883e7> | CC-MAIN-2022-40 | https://oxfamilibrary.openrepository.com/bitstream/handle/10546/137669/bn-east-africa-food-crisis-200711-en.pdf;jsessionid=BE2FF02CFD2919984B765B35D72A9FB0?sequence=1 | 2022-10-07T21:54:17+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00504.warc.gz | 442,847,271 | 5,082 | eng_Latn | eng_Latn | 0.949015 | eng_Latn | 0.997654 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1404,
4265,
7041,
8283,
10988,
13130,
15572,
18301,
20640,
21707,
22931,
25101
] | [
2.171875,
1.390625
] | 1 | 1 |
COOKING LEADER GUIDE
Creation
(Genesis 1—2)
Before serving any food, always check with caregivers for kids who have food allergies. Provide an alternative if necessary.
Age-Level Overview
Looking for additional Spark content to further engage kids? Visit www.wearesparkhouse.org to learn more about these options for purchase.
* The Director CD-Rom contains Activity Pages, Coloring Pages, Family Pages, Large Group Openings, and two additional in-class activities for each lesson.
* A Sparkhouse Digital annual subscription gives you access to all content contained in the Director CD-Rom and the Spark Leader Guides, plus administrative tools and other extras.
COOKING LEADER GUIDE
Creation
(Genesis 1—2)
Workshop Focus: Our creative God made everything.
Keep these tips in mind as you welcome kids to the workshop and explore the story together.
* Each week, remember to welcome kids to the rotation. Keep in mind that for some kids it may be the first time they are visiting your workshop!
* If kids have heard the story several times during previous weeks, read it again! Kids learn through repetition, and every workshop will explore the Bible story in a slightly different way.
* Remember that the Shepherds are there to support you as they accompany kids each week.
Open the Bible (10 minutes)
Creation Storytelling
Set Up: Put a pile of newspapers, milk jugs, and aluminum cans on the floor, near three recycling bins.
Activity Instructions
Thanks for coming to the Cooking Workshop! Look at this mess! Point to the pile of recyclables. Do you recycle at home? Why do we recycle? (to reuse materials, use trash to make something new, take care of the earth) God wants us to take care of the earth! How do you sort your recyclables? (organize by number, different bins, see what they are made of) Please help me! Make sure each kid gets to sort a few items. Direct them to the appropriate bins. Newspapers are made of paper and go in one bin. What are milk jugs made from? (plastic) What are cans made from? (aluminum)
Do you know what you are made from? (skin, bones, blood) We are made up of all of those things! Let's read about when God made the first person, Adam. This story is in the very beginning of the Bible, in the book of Genesis. Read the story from the Spark Story Bible, pages 8–13. Be sure to show the illustrations.
Spark Resources
Spark Story Bible
Supplies
Newspapers Milk jugs, plastic Aluminum cans Recycling bins (3)—one each for paper, plastic, and aluminum
What did God use to make Adam and the animals? (dust) Wow! People and animals were created from dust! Who made the animals? (God!) Who made the plants? (God!) Who made the land and water and sky? (God!) God made everything! We are going to create with dust today. Let's get to work!
Activate Faith (25 minutes)
Creation Crunch
Before serving any food, always check with caregivers for kids who have food allergies. Provide an alternative if necessary.
Ingredients
(Serves 8)
* 6 cups (1440 ml) fruit ring cereal
* ¼ cup (60 ml) butter
* 1 10-ounce (300 grams) bag marshmallows
* Cooking spray
Set Up: Cut placemat-sized squares of wax paper for each kid. Coat the wax paper pieces with cooking spray. Measure the butter and marshmallows into a mixing bowl. Measure 4 cups (960 ml) of cereal into a large mixing bowl. Divide the rest of the cereal into 4 plastic bags, ½ cup (120 ml) per bag. Remove the air and seal. Keep the other supplies handy.
Activity Instructions
Before we start, we must wash away the everyday, dirty dust from our hands! Help the kids wash their hands with soap and water.
1. Divide the kids into pairs or small groups to crush the cereal. Give each group a sealed bag of cereal and a canned good.
We need the most important ingredient for our recipe—dust! Roll the can over the cereal to crush it into dust. As kids crush the cereal, point out that cans can be recycled.
2. Meanwhile, recruit a volunteer to coat a spatula with cooking spray. Melt the butter and marshmallows in a microwave-safe bowl in 30-second intervals. Stir the mixture every 30 seconds until it is smooth.
3. Invite kids to pour their bags of dust into the marshmallows, stirring the mixture until even and gooey. Then add the 4 cups (960 ml) of uncrushed cereal to the mix.
When your dust is ready, come add it to the creative mix! This dust looks yummy!
Sparkhouse. All rights reserved. May be reproduced for local use only.
Spark Resources
None
Supplies
Hand soap
Water
Dish soap
4 Sealing plastic bags
4 Canned goods
Microwave
Oven mitts
Microwave-safe mixing bowl
Spatula
Wax paper
Cleaning supplies
Wet wipes
4. Scoop ½ cup (120 ml) of the gooey mix onto each square of waxed paper, one for each kid. While the mix cools, talk about God's creative creatures.
Tell me about your favorite animal. What makes that animal unique? Allow time for answers. Our creative God made the earth and everything on it! We know from the story that Adam and Eve named the animals. Now you will get a chance to play in the dust you made.
5. Pass out the squares of cooled cereal goo.
Shape your pile of dust into a new animal and give it a name.
6. After some time for creating, show and tell about the works of art with each other.
Great job, creative chefs! These are some very creative animals. Now, you can eat them up!
Wipe up sticky hands and faces with wet wipes before you continue with the wrap up.
Send (5 minutes)
Wrap Up
Remind the Shepherds to distribute the Family Page for this story if the kids haven't already received it, and come together for Wrap Up.
Thanks for cooking today! I have never seen such creative animals!
Hold out your hands. These hands were made from dust, just as our animals were made from dust today. These hands are creative hands! They made great creations today. Pile your hands in the center of our circle. As we pray, keep your busy hands moving. When your hand is on the very bottom of the pile, pull it out and move it to the top. Let's pray! End the prayer like a team cheer, lifting the pile of hands to the sky as you say together, "Aaaaaaa-men."
Prayer Time
God, Thanks for making these hands! Only you could come up with the idea to make so many interesting people and animals from ordinary dust. You made everything with careful hands. Make our hands careful and gentle with the earth and its creatures. Amen.
Sparkhouse. All rights reserved. May be reproduced for local use only.
Spark Resources
Family Pages
Supplies
None
COOKING LEADER GUIDE
Creation
(Genesis 1—2)
Workshop Focus: God created everything and expects us to care for it.
Keep these tips in mind as you welcome kids to the workshop and explore the story together.
* Each week, remember to welcome kids to the rotation. Keep in mind that for some kids it may be the first time they are visiting your workshop!
* If kids have heard the story several times during previous weeks, read it again! Kids learn through repetition, and every workshop will explore the Bible story in a slightly different way.
* Remember that the Shepherds are there to support you as they accompany kids each week.
Open the Bible (10 minutes)
Creation Storytelling
Welcome to Cooking Time! Wash up, creative chefs! As you wash, think about your favorite pizza restaurants. What are appetizers? (foods served at the beginning of a meal) What is your favorite appetizer before pizza? (salad, breadsticks, cheese sticks, hot wings) Today, we're cooking up a snack that will help us remember the creation story. It's a story about the beginning of the earth and everything on it. It's found at the beginning of the Bible, in the book of Genesis. Invite the group to read the Know it! question in the orange box on page 2 of the Spark Bible, and together, highlight all the things God created in Genesis 1-2:4a. [Light - verse 3, a dome (sky) - verse 7, dry land and seas - verse 10, vegetation verse 12, two great lights - verse 16, sea monsters/living creatures/birds - verse 21, cattle/creeping things/wild animals - verse 25, humankind - verse 27]
How long did it take God to create the world? (Six days, although some scholars say that could mean six of God's days, which may be different than the way we count time.)
Spark Resources
Spark Bibles Spark Bible Stickers
Supplies
Pencils Bible highlighter pens
What did God think about the things that were made? (God saw that they were good.) Who was supposed to help God care for the earth? (Adam, Eve, people)
God was creative and made us to be creative beings. Today, we will create a snack to help us remember the story.
Activate Faith (25 minutes)
Pizza Pie from the Sky
Before serving any food, always check with caregivers for kids who have food allergies. Provide an alternative if necessary.
Ingredients
(Serves 8)
* Cooking spray
* 1 cup (240 ml) flour
* 2 tubes of refrigerated pizza dough, quartered
* 1 14-ounce (397 grams) jar of pizza sauce
* 2 teaspoons (10 ml) dried oregano
* 2 packages pepperoni slices
* 2 cups (480 ml) shredded mozzarella cheese, ¼ cup (60 ml) for each pizza
* Optional: onions (diced), green peppers (diced), mushrooms, pineapple chunks, additional shredded cheese
Set Up: Preheat the oven according to the dough's package instructions. Coat the baking sheets with cooking spray. Pull the pizza dough apart into eight chunks. Use the kitchen shears to cut some of the pepperoni into crescents. Put the optional toppings in bowls with spoons and cover with a towel. Arrange all of the ingredients for easy access during your workshop.
Activity Instructions
Ask kids to wash their hands and gather around a counter or table to retell the creation story as you make mini-pizzas. Use your pizza as an example and lead the kids through the recipe, allowing time to complete each step. Indicate the end of each step by saying together, "God saw that it was goooood!"
1. Invite a helper to flip on the oven fan and the lights when cued.
Today, we start at the very beginning, when all was dark and without form. On the first day of creation, the wind of God blew. God said, "Let there be light!" God saw that it was goooood! Cue helper to turn on light and fan.
2. On the second day, God said, "Let there be a sky!" God saw that it was goooood!
Sparkhouse. All rights reserved. May be reproduced for local use only.
Spark Resources
None
Supplies
Soap
Towels
Kitchen shears
Bowls
Spoons
Wide-blade spatulas
Baking sheets
Oven mitts
Pizza cutter
Plates
Forks
Napkins
Dish soap
Dish cloths
Give a small scoop of flour to each kid and ask them to spread it around on the table in front of them.
3. On the third day, God said, "Let there be dry land!" God saw that it was goooood!
Place a ball of dough in front of each kid.
Flatten your land into a circle.
4. On the third day, God said, "Let there be water!" God saw that it was goooood!
Pass the pizza sauce and spoons; top the dough with "water."
5. On the fourth day, God said, "Let there be a sun and a moon and stars." God saw that it was goooood!
Give each kid one circle and one crescent of pepperoni. Top the pizza with your "moon" and "sun." Sprinkle oregano "stars" on top.
6. On the fifth day, God said, "Let there be sea animals and birds!" God saw that it was goooood!
Give ¼ cup cheese to each kid. Shape pieces of cheese into fish and flapping wings. Sprinkle remainder of cheese on the pizza.
7. On the sixth day, God said, "Let there be creatures of every kind on the earth, animals and people!" God saw that it was goooood! God was creative to make all of the different kinds of creatures. Complete your original creation with your choice of toppings.
Reveal the additional pizza toppings, reminding them to share with all.
8. Use a spatula to move the pizzas to a baking sheet. Bake for ten minutes.
On the seventh day, God said, "It is time to rest!"
God saw that it was goooood!
Note the placement of your pizza, so you can find it when it is time to eat. Shh! Your creations are resting!
9. Let's pray! God, bless our creations as they bake. You make all things goooood! Amen.
While kids are cleaning up, ask them to describe ways what they think is the most interesting, strange, weird, or surprising part of creation. Accept all answers and enjoy the conversation!
10. People are God's partners in caring for creation. Let's be good stewards and clean up this mess while our pizzas bake.
11. When browned, remove the pizzas to cool. Serve the pizzas on plates with napkins.
Send (5 minutes)
Wrap Up
Remind the Shepherds to distribute the Family Page for this story if the kids haven't already received it, and come together for Wrap Up.
Gather in a circle. Just as you made your unique pizzas, our creative God whipped up an amazing earth filled with amazing, living things. Please pray with me.
Prayer Time
Dear God, thank you for creating us! God created us, and saw that it was gooooood! We can see that everything you made is goooood! Help us take good care of it all. Amen.
Spark Resources
Family Pages
Supplies
None
Sparkhouse. All rights reserved. May be reproduced for local use only.
COOKING LEADER GUIDE
Creation
(Genesis 1—2)
Workshop Focus: God created everything.
Keep these tips in mind as you welcome kids to the workshop and explore the story together.
* Each week, remember to welcome kids to the rotation. Keep in mind that for some kids it may be the first time they are visiting your workshop!
* If kids have heard the story several times during previous weeks, read it again! Kids learn through repetition, and every workshop will explore the Bible story in a slightly different way.
* Remember that the Shepherds are there to support you as they accompany kids each week.
Open the Bible (10 minutes)
Creation Storytelling
Welcome kids and gather in a circle or around a table. Hello, everyone! Are you ready to be creative today? What kinds of things do you like to create or make? (art, crafts, cookies, model airplanes, music, sewing projects) What is the longest amount of time it took you to make something?
God is a creator. God made you and me. God made the whole earth and everything on it. Let's read in our Bible to find out more. If your group is mostly older kids, read the Creation story from Genesis 1-2:4a on pages 2-3 in the Spark Bible. When you're done reading the story, discuss the Think About It! question in the orange box on page 2. Invite them to use their stickers to mark this story in the margin. If your group is mostly younger kids, read the Creation story from pages 2-7 in the Spark Story Bible. Be sure to share the rich illustrations. This story is at the very beginning of the Bible, in the book of Genesis.
What did God make? (everything: light, dark, sky, land, water, people, animals) How long did it take to make it? (Six days, and one to rest.)
We are going to walk through the making of the world. Are you ready for a sixday journey? Let's start, like the story, at the very beginning, before there was anything at all.
Sparkhouse. All rights reserved. May be reproduced for local use only.
Spark Resources
Spark Story Bibles Spark Bibles Spark Bible Stickers
Supplies
Pencils
Activate Faith (25 minutes)
Creation Station Appetizers
Before serving any food, always check with caregivers for kids who have food allergies. Provide an alternative if necessary.
Ingredients
(Serves 8)
* 1 container fruit dip (16 oz., 480 ml)
*
1 sleeve soda crackers
* 1 small head broccoli, cleaned and cut into crowns
* Pitcher of water
* 1 large can pineapple rings
* 1 apple, cut into 8 wedges
* 1 pint (480 ml) strawberries
* 1 box fish-shaped crackers
* 1 pint (480 ml) blueberries
* 1 small box raisins
* 16 individually wrapped cheese slices
Set Up: Arrange the supplies at seven stations, each labeled according to a day of creation.
Day 1: Plates, napkins
Day 2: Fruit dip, spoons
Day 3: Crackers, broccoli, pitcher of water, cups, permanent markers, tray
Day 4: Pineapples, apples, strawberries, forks
Day 5: Fish-shaped crackers, blueberries
Day 6: Animal crackers, raisins, individually wrapped cheese slices, people shaped cookie cutters
Day 7: Prepare a snack-and-rest spot. Spread a tablecloth on a table or picnic-style blanket on the floor where all may be seated.
Activity Instructions:
Move to the cooking area. Before we begin, let's wash up! Help kids wash their hands with soap and water. We are going to make creation appetizers. Follow me. Show delight at the end of each step of creation by saying together, "God saw that it was goooood!"
1. Begin in a darkened room, at the Day 1 station. Flip on the light in the room.
On the first day of creation, God said, "Let there be light!" God saw that it was goooood!
Pick up plates and napkins.
Sparkhouse. All rights reserved. May be reproduced for local use only.
Spark Resources
None
Supplies
Hand soap
Water
Labels for each station
Plates
Napkins
Spoons
Forks
Paper cups
Permanent markers
Tray
People-shaped cookie cutters
Tablecloth
2. Move to the Day 2 station.
On the second day, God said, "Let there be a sky!"
Scoop clouds of fluffy fruit dip onto your plate.
3. Lead the kids to the Day 3 station.
On the third day, God said, "Let there be dry land and plants and water!" God saw that it was goooood!
Create landscape with dry land with crackers. Add broccoli trees.
Ah, water! Pour water from a pitcher into drinking cups. It may be helpful to leave the cups at this station for ease of moving to the other tables. Kids may write their initials on their cups with a permanent marker and leave them on a tray until it is time to eat.
4. Rotate to the Day 4 station.
On the fourth day, God said, "Let there be a sun and a moon and stars." Add a pineapple ring sun, apple wedge moon, and strawberry stars to your sky. God saw that it was goooood!
5. Move to the Day 5 station.
On the fifth day, God said, "Let there be sea animals and birds! "God saw that it was goooood!
Place a handful of fish-shaped crackers on your plate as you say, "Glug, glug." Add some blueberry birds to the scene as you make birdy "tweets."
6. Lead the kids to the Day 6 station.
On the sixth day, God said, "Let there be creatures of every kind on the earth, animals and people!" God saw that it was goooood!
Add animal crackers, raisin bugs, and two people-shaped cheese slices: Adam and Eve. As you add these creatures, make animal noises and buzzing sounds for the bugs. As you cut the cheese slices with a cookie cutter, announce, "Hello, Adam! Hello, Eve!"
7. Sit down together at the Day 7 station.
On the seventh day, God said, "Whew! It is time to rest!" Sit down and enjoy what you have created.
What we've just made is an appetizer plate. Appetizers are at the beginning of a meal. The picture we've made is the beginning of time. You are so creative!
Send (5 minutes)
Wrap Up
Remind the Shepherds to distribute the Family Page for this story if the kids haven't already received it, and come together for Wrap Up.
In less than a week, God created the whole world! God even took a day off to rest. Let's lay down on the floor to rest while we pray. Turn the lights down and sprawl on the floor.
Everybody breathe in, and now let out a deep sigh. In the prayer you will have a chance to add your favorite thing that God made: giraffes, rocks, grass, noses, whatever you want to say. Let's pray.
Prayer Time
Dear God,
In six days you created everything in the world and all of the beauty on it.
Thanks for making . . . (Invite kids to name their favorite thing God created.)
Thanks for the people in this room.
Remind us to take rest times in our busy, creative lives. Amen.
Slowly, open your eyes, and sit up. Thanks for our Cooking Workshop today! I hope your heart and tummy were filled by our lesson about creation.
Spark Resources
Family Pages
Supplies
None | <urn:uuid:ec9a20e8-4109-4807-b385-1124a0dda250> | CC-MAIN-2022-40 | https://fccmoline.org/wp-content/uploads/2022/09/Creation-Cooking-Workshop.pdf | 2022-10-07T21:50:49+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00509.warc.gz | 266,077,634 | 4,731 | eng_Latn | eng_Latn | 0.99615 | eng_Latn | 0.998486 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
668,
2511,
4655,
6522,
8360,
10552,
12038,
13157,
15219,
17066,
18894,
19919
] | [
3.984375
] | 1 | 0 |
SYMMETRY + FAKE
VIEW
Edie Fake (American, born 1980)
The Keep,
2018
Gouache and ink on panel
28 × 28 in.
Des Moines Art Center Permanent Collections; Purchased with funds from the Keith W. Shaver Trust, 2018.40
Photo Credit: Rich Sanders, Des Moines
Let us begin with careful
looking. Using our eyes, let's spend one whole minute silently seeing what we notice. Scan the image. What stands out? What are you drawn to? Look for colors, shapes, and lines. What is in the background? The foreground? What objects can you identify? What appears mysterious? Is there anything you notice after looking for one minute that you did not see at first glance?
DIG
Let's go back to the painting on page one and try another slow looking practice. You will spend one whole minute looking and writing a list of ten things that you notice. These can be any words: nouns, adjectives, or verbs that you see, feel, or sense from the painting. When the one minute is up, and you have listed everything you can, do it again! Spend just one more minute looking at the artwork and really dig to find ten more words inspired by your looking.
First Minute – Ten Words
Second Minute – Ten Words
Was listing these words easy or challenging?
Did anything surprise you after your second time looking?
Did you see anything you had not noticed before?
What happens when you spend more time looking at one piece of artwork?
DISCUSS
What do you notice when you look at this painting? Imagine dividing the painting in half vertically. What do you notice now?
Something is symmetrical when it is the same on both sides. A shape has symmetry if a central dividing line (a mirror line) can be drawn on it, to show that both sides of the shape are exactly the same. (Example A) Asymmetry is when one half does not result in a mirror reflection of the other. (Example B)
Which elements of the painting are symmetrical? Which are asymmetrical? Why do you think the artist painted designs that were mostly symmetrical? What does this do to the painting?
In what ways does this painting remind you of a building or structure? How is making a painting like building a structure? How is it different?
What kinds of things does this painting remind you of? How might the title The Keep, give us clues about what we see? The word "keep" has multiple meanings:
Verb - to hold or retain in one's possession; hold as one's own. "If you like it, keep it. You can keep it for the summer."
Verb - to continue in an action, course, position, state. "Keep in sight. Or, Keep going."
Noun - the innermost and strongest structure or central tower of a medieval castle.
Now that we have considered definitions of "keep", think about what Edie Fake may have been thinking when he named this work The Keep. Share your thinking.
The artist Edie Fake is interested in fortresses. What words would you use to describe a fortress? Would you use any of those same words to describe this painting?
CREATE
ASSIGNMENT #1
Gateway Zine | Visual Arts
Make your own mini-zine of structures you design and the wonders they contain inside.
INSTRUCTIONS
Zines hold a special place in DIY (Do-it-Yourself) and alternative cultures. Short for magazine, a zine is a small paper booklet that can be filled with drawings, writing, or collage — the possibilities are only limited by the small space. Artist Edie Fake is a zine maker as well as a painter.
To make a zine, fold your paper in half down the middle, then fold it again twice, bringing both edges into the center crease. Open the paper up and you will have three folded creases across the width of your paper. Now fold it in half again lengthwise and open it back up. You should have eight equal sized boxes on your paper. You will now cut a slit in the paper, along the middle fold, in between the four center boxes.
Fold your zine in half again lengthwise and pinching both ends, push them together to open up the paper slit that you cut. Push and crease them so that they fit together like pages and you are able to close it like a book.
When filling your zine, think about gateways and doorways, symbols important to Edie Fake. Consider making your own fancy or designed gateway on a page and then drawing what may be inside the gateway on the next, so that turning pages is like opening doors. Fake thinks that gateways are symbols of limitation and validation. He said, "It's like you have this severe filter of who gets to see this fabulous interior of you."
What do you think it means to have a filter? What do you think it means to be authentic? Are there people in your life that you trust to know you better than others? Why is it important to feel seen and accepted for who you are inside? How might art and writing help someone express their true self?
MATERIALS
Paper Pencil Crayons, Markers, or Colored Pencils
ASSIGNMENT #2
My Building Now | Language Arts
Use your imagination to envision your own future spaces!
MATERIALS
Images of Buildings
Paper
Pen
INSTRUCTIONS
Have you ever seen a building you would like to repurpose for a home or dream business? Fake thinks about these things as he makes his artwork and images reflective of a more inclusive future.
Start with an image of a building or a structure. It can be a building that is already being used for something or it can be empty and for sale. Think about the questions below and write responses to create your building profile. You can add drawings, signs, anything that helps your explain the presence of your building.
If you could own this building, what would it be used for? Would it be a home, a business, a creative, or community space? What would you call it? In what city would it be located? Is that important?
Who would be welcome inside? Would anyone not be welcome inside your space? How would you change the exterior of the building? What would you change about the inside? How is this building decorated? What kinds of objects are inside?
How would this building affect the community? Would the building have a theme? Would the building help others? Would the building make money? Does your building have rules that people must follow? If so, what are they?
How do you think having this space would change your life? What do you think makes spaces so important?
RELATE
Artist Edie Fake is inspired by buildings and architecture in his artwork. Look up images of buildings and architecture. Symmetry means the same on both sides. Can you see symmetry in their designs? What elements of architecture are symmetrical? Can you also find asymmetrical architecture, meaning different on both sides? How does this change the way a building looks?
Fake also thinks about the idea that buildings are like bodies. Looking at the human body, divided down the middle, is it also symmetrical? Because Fake paints his designs by hand, they will never be perfectly symmetrical, which is the same as the human body. Watch this video that shows that the human body is not as mirrored as we might think.
Edie Fake talks about the idea that buildings are a good symbol for the human body because they occupy people, but do not have a gender, race, class, or other human characteristics. What are some other things that people can occupy with their bodies that might conceal the person's identity? Watch this video about the soundsuits created by artist Nick Cave. In what ways do they relate to the ideas that Fake has about buildings?
Learn more about symmetry in this this brief video that defines Reflection Symmetry and offers multiple examples using simple shapes, photographs of nature, and familiar objects .
WONDER
Now that you have spent time viewing and thinking about Edie Fake's painting The Keep, what do you still wonder about this work? If you could ask the artist or the painting anything, what would you want to know most? Use the question starters below to write three questions.
Why is… I am curious about… What part…. Are we…
Who is… How did you… What if… Is she…
Where… Did you know… Suppose that… Do you…
My questions about Edie Fake's The Keep:
1.
2.
3. | <urn:uuid:b2f2df6b-8d34-49fb-a0ce-2689f9d509f7> | CC-MAIN-2022-40 | https://desmoinesartcenter.org/wp-content/uploads/2022/04/cc-fake.pdf | 2022-10-07T22:52:44+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00509.warc.gz | 223,927,245 | 1,772 | eng_Latn | eng_Latn | 0.998617 | eng_Latn | 0.999339 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
658,
1409,
2963,
4849,
6291,
7631,
8195
] | [
2.8125
] | 2 | 1 |
Focus: Cardio Leg FocusCardio
Strength
EQUIP: Coloured Cones, Skipping Ropes, dumbbells and Bench's
Warm up:
10 minutes
Have Campers one at a time run up grab a cone and complete the exercise. Start with about 20 cones at one end of oval and continue until warm.
Use a different colour for each exercise if you only have 2 colours of cones choose 1st round Yellow – Lunging, Orange – Jog. Then change exercises 2nd time through
Yellow – Side Shuffle
Orange – Run Forwards
Blue – Jog
Red – Side Shuffle
White – Run backwards
Exercise one: Cardio mainly Leg focus 15 min – Moving fast between exercises no rest for 5 minutes or 3 complete sets.
1 minute of Pulsing Squats / 45 Seconds of Skipping
1 minute of
Triceps Dips on bench/ 45 Skipping on 1 foot
(If not enough Bench space split
Campers in 2 & have one group complete Skipping First)
1 minute of Dumbbell Push Ups Back Row / 45 seconds of Skipping other foot
1 minute of Forward & Back Lunge, Right side first / 30 seconds of front and back skipping
1 minute of Forward & Back Lunge, Left Side / 45 seconds of Side to Side skipping
1 minute of Reverse Lunge Flys / 45 seconds of Skipping High Knees
1 minute of Sumo Squat with Dumbbell on end between legs / 45 seconds Skipping
Exercise two:
Repeat with 30 seconds of each exercise and change skipping to shuttle runs / or stair runs only 30 seconds.
Exercise three: Legs Drill 15 minutes
1 st set: Need to be near a step or Bench or Street Curb – Set up cones at least 25mtrs away from step, this is where the Campers start. Complete as a group, with dumbbells.
45 secs of Jump Squats (No DB's) – Walking Lunges with DB's to step (If any get their before the group they must start step ups, timing starts when all are at the step).
45 sec Step ups Left Leg – Followed by Push ups onto step for 30 sec
45 sec Step ups Right Leg – Followed by Dips onto step for 30 sec
Repeat Lunges with Dumbbells back to starting point followed by 45 sec of Burpees
2 nd set: Repeat whole set with 30 seconds of 1 st exercise 15 seconds of 2 nd.
30 sec Step ups Left Leg – Followed by Push ups onto step for 15 sec etc.
.
Exercise four: Partner Abdominals & Leg Work
Campers to complete 2 minute on each exercise, run through twice.
A) Over and Under Combo (2 minutes each Camper)
B) Wheel Barrows – 2 minute each Camper
C) Wheel Barrows Squat Combo – 1 minute each Camper
D) Hand Held Squats (Hold opposite hands and perform a deep squat)
E) Up Down Clap Combo – 1 minute
F) Crunches with Hand Touch– 2 minutes (Crunch, touch hands in middle and Crunch again).
Recover and Stretch. | <urn:uuid:389132a9-3cf9-4332-8b76-d3f913463614> | CC-MAIN-2022-40 | https://www.bootcampproworkouts.com/pdf/Programs/Bootcampproworkout39.pdf | 2022-10-07T23:14:07+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00509.warc.gz | 662,109,039 | 673 | eng_Latn | eng_Latn | 0.956648 | eng_Latn | 0.983693 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2146,
2611
] | [
2.421875
] | 1 | 0 |
Chapter 4
Parents as Coaches and Leaders on the Fields and Courts
Traditional Coaching Styles
INTRODUCTION
It is quite likely that you will be asked or have been asked already to help coach a youth sport team once your youngsters are enrolled. The purpose of the chapter, the first of two consecutive chapters on coaching and teaching, is to provide you with basic coaching skills to carry you through your initial seasons. Keep in mind as you study these two chapters that having played sports does not make you a coach any more than driving a car makes you a mechanic. Coaching skills are distinct from playing skills. Furthermore, coaching skills are different from classroom teaching skills where students are seated nicely at their desks.
In today's society we are finding many people quite expert at non-work tasks like customizing and restoring cars, gardening and growing, fishing, collecting guns and butterflies, restoring furniture, and collecting all varieties of memorabilia from player cards to beer cans. These "buffs" take their avocations seriously, perhaps more so than their work. We would like to create among youth sport volunteers this same kind of enthusiasm and motivation to learn what there is to know. With this in mind, this chapter will focus on some goals that youth sport people might consider, plus teaching and coaching methods that help players learn sport skills. The latter section is presented for the new coach as well as the veteran and more traditional coach. It emphasizes understanding your own self as well as coaching methods.
Goals
What is your idea of a good youth sport coach? Take a moment to think about this. Now use the spaces provided below to list the main descriptive terms which signal a good coach.
_________________________ _________________________ _________________________ _________________________ _________________________ _________________________
Examine these descriptors again and rank them first (most important), second, and third most important.
Did you put winning on your list? How about developing good players who know the skills of the game. Many sport people would include some reference to making better citizens out of troubled and disruptive youth (i.e., character development).
If you were a coach in the Revenue Sports System, you would have to put winning on your list and rate it number one. It is probably the single most important factor in Revenue Sports. If these coaches do not win, they are fired. This same standard, winning, applies equally to the highly publicized college and high school programs. Winning is the name of the game in Revenue Sports.
Contrast this to the youth sport coach. They are involved with school age players, both male and female. They receive no compensation for coaching, nor the players for playing. Employment or income will not be lost based on game performance. Given this situation, what then is a good youth sport coach if winning is not used as a standard of judgment? There is no correct answer to this question. To provide some direction in answering this question, let us consider some goals of youth sport that have direct bearing on what coaches do on the fields and courts. These goals were developed for use in coaches' clinics, workshops and forums with youth sport leaders. They were published in Arena Review (Hutslar, 1982a: 10-11), an issue edited by Jack Hutslar.
Perspectives
Our view of life tends to reflect what we have encountered or what we are involved with in our day-to-day lives. Take your pencil and write down the first thing that comes to your mind when you see these words:
tree ____________________________
field __________________________ playground ________________________ coach ____________________________ sport ___________________________ kids ___________________________
Examine your responses to see if they reflect your personal experiences with your family, work or play. When people think of play, they think of kids. Sport, however, is likely to evoke thoughts of your favorite team, certain Revenue Sports personalities, and beer commercials, all related to television.
We dwell on Revenue Sports because it dominates television, which many sporting types watch. Winning is made most important for people who adopt that perspective or work in that area. Players and coaches alike, as great as they perform from season to season, commonly call each other winners and losers. Being called a loser by a sport person is the ultimate insult. Failing to win the big games, big tournaments or the national championships will bring you that label rapidly. In the 1970's, the Minnesota Viking professional football teams was labeled losers despite the fact that they had the best winning percentage in the NFL. Their failure was in not winning title games. Later, it was the Buffalo Bills for their failure to win Super Bowls. Other teams and coaches in other sports have also lived with this label.
Sport people continually type people as winners and losers because winning and losing is the most basic statistic at all levels of play. It is not surprising that our youth coaches and program directors adopt this same "winning perspective." The do this not because it is proper for youth, but because it is the most dominant feature of Revenue Sports presented day in and day out by the media.
Television is, without a doubt, the most influential teacher of youth and adults in our society today. People watch an average of six to seven hours of television every day. Revenue Sports saturates weekends and entire networks. Perhaps it is unavoidable that the "winning perspective" of Revenue Sports is transferred directly to youth sport. By in large, youth sport leaders have no method of teaching their participants about their perspectives that can compete with televised Revenue Sports.
Now examine yourself! Do you see patterns in your actions that are copied from Revenue Sports, knowingly or unknowingly? If you see this, and are aware of it, it would be appropriate to change your focus to the youth perspective. This perspective is closely related to that of the adult recreational players and education, rather than that of the paid Revenue coaches and players.
Here is a list of goals, defined as a terminal point or the focal end point of individual or organizational effort, that reflect our concerns about the purposes of youth sport. These goals were selected because they are easily justified by experimental fact, they have the support of authorities in youth sport, and are key elements in the development of youth. These goals are:
fun participation learn skills or fundamentals safety balance social development effort physical maturity school studies sportsmanship fitness emotional control persistence self-direction positive relationships good models
One of the outstanding facts of Japanese business and its success in the word market, is that it is based on principles rather than "the bottom line" as we call it in the USA. (Ouchi, 1981:60-70) We would like to present these youth sport goals for the principles they represent. It seems evident that five stand out for what they offer youth.
Dominant Youth Sport Goals
Fun. Perhaps one of the most basic characteristics of sport is that it is fun. Adults find a number of things enjoyable including eating, sleeping and making love. Youth universally find sport and games enjoyable. If it were not fun, why would people do it? Why would youngsters spend every waking hour on hot asphalt basketball courts or dirty ball fields? The answer is truly simple. Sport is fun. When people have taken the opportunity to ask players why they play, they say because it is fun. When they have asked youngsters why they quit or do not play, they usually answer, because it is not fun.
Fun may not be a goal that you can regard as important. This is not surprising. Fun things are considered frivolous and non-serious. Perhaps that is why many people take sport so seriously. In fact, we appear to be moving toward a reversal of values over the past decade or so. We have become very serious about sports, particularly for our children, while we are looking for jobs for ourselves that are fun. We drive ourselves and our children in sport with the determination that was confined formerly to school and work. Now, when we make sport serious, no matter the intent or purpose, we run the risk of turning our kids away from the activity they do naturally and spontaneously when left alone -- play. If we do not keep sport fun for our youth, it is questionable how long they will stay involved. Make sport fun. It is a good philosophical position with factual support.
Participation. A recognized principle of sport is that you must "do it" to learn it. In sport, as in driving a car, laying bricks, solving math problems, or figuring out computer problems, doing it is essential. There is no substitute for doing or participation. Furthermore, players must continually use their skills to maintain them at an acceptable level. In sex education, there is a key phrase that illustrates this principle or goal of participation quite well. It is, use it or lose it. Sport is similar.
Let us now look at participation more closely. We cannot grudgingly allow our players to get in games for two or three plays, and say that we subscribe to the goal of participation. Getting to play one quarter is not enough, from a child's perspective. Adults would not sit still for this. Adults want their share of the playing time and so do the kids.
Terry Orlick and Cal Botterill, two respected youth advocates from Canada, summed up the inconsistencies in our actions on the "behalf" of youth quite well. They wrote: (Orlick and Botterill, 1975:17)
We should field as many teams as there are interested kids to fill them. It is ridiculous to promote participation on the one hand, and then to cut interested individuals from the team, or to in any way limit their participation. This type of action provides the rejected child with massive negative reinforcement and counters our basic reason for existing (that is, to serve the children). To cut a child because he is not good enough negates our purpose and our responsibility to our children and to society. It is comparable to a doctor refusing to treat his sickest patients to insure that his win-loss record looks good. These people seeking athletic participation who are cut-off may be the ones who could benefit most from this experience. Just as the least lovable child is one who needs loving the most, the least athletic child may need athletics the most. The process of cutting is a vicious circle for the one who does not make it. He is cut because he is not good enough to make it and is consequently given no opportunity to practice on a regular basis so that he can become good enough to make it - - so he is rejected again the following year. (see footnote 1) _____
1 Used with the permission of Nelson-Hall. Inc., Chicago, IL
There are two aspects of this goal of participation. First, it should be recognized that youngsters need to play as much as possible to develop their skills. When players sit on the bench they just get further behind those who are playing. A few bench sitters may get inspired, practice on their own, and work their way into the starting line up, eventually. Others drop out without ever having a chance to show how they could improve or develop had they been given opportunities to participate.
Consider these startling facts. A past officer of Pop Warner Football wrote that O.J. Simpson was cut the first year he went out for football and Gale Sayres was not good enough to play his first seasons. (Tomlin, 1980:11) Scottie Pippen of the Chicago Bulls began his collegiate basketball career as the student manager. Michael Jordan was cut from his high school basketball team as a sophomore.
How could any coach miss the talent of these future stars-to-be? What would football and basketball have missed had these young boys not returned to try again? How many equally good players do you suppose we have turned away because we did not give them a chance to learn? For the most part, it is difficult to predict which youngsters will blossom into great players, or in which sport it will occur, if it occurs at all. For the sake of all kids then, we need to get them participating.
A way to increase participation is to adopt the "equal playing time" plan for your team or league. With a little arithmetic juggling of players and game time, you can find out how much time each player must sit on he bench so all play equally in the game. By keeping the team roster down to what is termed, the "just over the limit" principle, substituting players is an easy task. Here is a formula for determining Equal Playing Time (EPT): (Hutslar, 1980)
(1) Minimum number of players needed to play the game X (times) Minutes in the game = Player/Minutes
(2) Player/Minutes ÷ (divided by) Players present for the game = Equal Playing Time
(3) Minutes in the game
Equal Playing Time
- (minus)
= Out time or bench time for each player so all play the same amount of time
In school and university intramural sport, small rosters are a characteristic of many teams. Basketball teams with six or seven players seem to have fewer problems getting their players to come to the games than do teams with just five or 10 or more players. For youth, football and soccer teams could have rosters of 11 or 12 players and play six to nine per side games. Baseball teams might have 10 or 11 players. Keep rosters small. It is best for everyone.
There is another way to eliminate the problem of getting substitutes into the games, and a few other problems as well. Burn your benches and LET EVERY KID PLAY EVERY MINUTE OF EVERY GAME. This is really 100% participation. A few youth programs do this and they are very proud of their growth and the enthusiasm their players show. Getting to play is motivating. You may feel that this is a radical idea but 100% participation is not new. In fact, 100% participation is the rule in bowling, tennis, swimming as well as several other activities.
Think about school. In most of their activities, 100% participation is a must. Can you imagine what would have happened in your fifth grade math class if your teacher would have said: "I will give books to all students in the front row. The rest of you listen carefully and watch. Learn what you can, work on your own outside class, and if you improve, I will give you books and work with you next year." This is what we have been doing in many youth sport programs. Instead, let the kids play. You will be pleased with the changes that occur in your programs. It will be apparent in the motivation and skill development made by your players. Incidentally, if you are worried about not having enough players to play when you adopt the 100% participation policy, just say: "Anyone want to play." You will have more players than you will be able to handle.
A second part of the participation goal is a philosophy of lifetime participation. Professionally prepared people in recreation and physical education emphasize playing now and playing forever. People who played as youth continue to play as adults. Our, concern for youth must extend into adulthood. Play and sport participation should start in childhood, if not infancy. Find ways to get your youngsters into healthful sport activities and they will be participants for life. Incidentally, some of these kids will return to help you coach.
Participation is where it is at, to use a term from the 1970's. Not playing is no fun. Get your children involved in sport. Burn your benches and let them play. You, as coaches and parents, can do most to help achieve what you feel is important through sport by giving them ample opportunity to play.
Learn Skills Or Fundamentals. There is little agreement about the purpose of sport. Right now there is great emphasis on biological fitness and the prevention of heart disease. At the same time, the "soul saving" aspects of sport have been promoted for decades. While these goals are possible with planning, and are acknowledged in our list of goals, it seems that learning the fundamental skills of our sport activities has been neglected, particularly by those professionally prepared in sport. They seem always to look beyond sport for more respectable goals or purposes with which to identify. (Hutslar, 1981:90-91) In the process, they have lost interest in and or have turned their backs on what is unique about this thing in which we have so much interest.
It is our view, and it is shared by many, that sport skills are what is unique to recreation and physical education. Musicians, dancers, wood carvers, brick layers and sport people can talk about social development, studies, emotional control, persistence, and self-direction with justification. For kids, however, the skills used to play baseball, basketball, football, soccer and hockey are what attract them to sport. Sport skills are what youngsters enjoy doing. We could do a better job of attracting kids to sport and keeping them involved if we placed more emphasis on teaching the fundamentals properly and put less emphasis to the "side benefits." If we put too much emphasis on these other goals (e.g., character development) and neglect the basics of sport, the skills, then we will lose what attracts all of the players to sport.
Learning the proper, legal skills at an early age will give youngsters a foundation for moving on to the more difficult and complex skills. Learning the basics of each sport at an early age eliminates the need to correct years of improper repetitions later. Learning sport skill is attractive to kids. Teach them well.
Safety. When we think of safety, we usually concern ourselves with biological matters. However, safety can be extended to psychological and social concerns. The safety and welfare of our players is a primary and over-riding concern. It will be presented more completely in Chapter 6. The safety goal can be expressed succinctly with this statement: When a dangerous or hazardous situation develops, stop play. There is no reason to push youngsters into situations where injury will occur. This can be done thoughtlessly just by overstimulating them to "throw their body" into the game without regard for life or limb. Again this is common in Revenue Sports. Likewise, there is no reason to ignore injuries, force or persuade players to play with injuries (i.e.. play with pain, as they say on television), or teach skills and tactics that produce injuries to players. Good health is valuable. It is not to be jeopardized for the sake of any game. Even the Revenue Sports athletes are coming to realize this.
The psychological and social safety and welfare of sport participants continues to receive considerable attention. Writers have focused on "prisoner of war" coaching tactics, as well as the social abuses that compel youngsters to ignore school work and social opportunities in order to devote 100% of their attention to sport. A number of organizations and causes have developed bills of rights to identify proper conduct. Youth sport people have done likewise.
The Bill Of Rights For Young Athletes, Table 4-1, is one such example. (Thomas, 1977:44) Study each point. It sets good standards of conduct for all adults who are involved with youngsters in sport. It emphasizes the rights that are important in the development of young minds and bodies. Use these items to evaluate your performance.
Table 4-1 THE BILL OF RIGHTS FOR YOUNG ATHLETES 2 (footnote 2)
1. Right of the opportunity to participate in sports regardless of ability level.
3. Right to have qualified adult leadership.
2. Right to participate at a level that is commensurate with each child's developmental level.
4. Right to participate in safe and healthy environments.
6. Right to play as a child and not as an adult.
5. Right of each child to share in the leadership and decision-making of their sport participation.
7. Right to proper preparation for participation in the sport.
9. Right to be treated with dignity by all involved.
8. Right to an equal opportunity to strive for success.
10. Right to have fun through sport.
_____
2 The Bill of Rights for Young Athletes was drafted in 1977 by the Youth Sports Task Force of the American Alliance for Health, Physical Education, Recreation and Dance and is reprinted with the permission of the American Alliance.
Children vary considerably in their physical attributes, skill level, ability, desire to play, outside influences, history in sport, and support or encouragement they receive to play. Some do not even want to be there in the first place. It cannot be assumed that all players are involved in sport for the same reason, nor that they will respond to "bizarre" or aggressive coaching tactics favorably. Some coaches may feel that it is their responsibility to "weed out" the poor players in order to cleanse the system. This "coach the best and bench the rest" approach has no long term value in most youth programs. It is short term thinking, selfish, and should be discontinued. Our goal should be to nurture the development of all players, regardless of their "potential" or lack thereof for stardom. Help them become as good as they can become while under our leadership. In both the long and short term, there is no substitute for providing a safe environment for learning and growth. This will help the players want to and be able to return and play season after season.
Balance. Balance, as it is used here, means that youngsters should be introduced to a variety of positions within one sport and then to a variety of sports. Parents continue to enroll their children in organized competitive programs at early ages. Perhaps this reflects the lure of million dollar pro contracts. Maybe it is just another sign of the post-industrial information society where programs take the place of parenting. Be that as it may, playing soccer, tennis, basketball or swimming 12 months a year is too narrow, confining and boring. In addition, specialization within one sport (e.g., pitching or distance running) contributes to injuries. These types of injuries, known collectively as the "overuse syndrome" are caused by repeating the same motion or skill. These problems usually do not show up until they become severe or chronic. It explains why pitchers' arms "go dead" as they term it. Specialization leads to wear and tear and some bodies and body parts are more susceptible to this than other bodies.
As a coach and parent, we could aid the development of our offspring by helping them find opportunities to participate in a variety of sport experiences. Perhaps, by the age of 12, we should provide opportunities for our kids to play two team and two individual sports. After they have sampled these offerings, and hopefully others, they might consider specializing. There is some question, however, whether our players should ever be encouraged or permitted to play one sport at the exclusion of all other sport activities.
The second aspect of balance refers to league balance. Some organizations permit teams to keep the same players year after year. This helps perpetuate "dynasties" that, in the long run, reduce player interest, motivation and skill level. They yield one-sided games that are dull and provide little opportunity for player development. Evenly contested matches are much more fun and exciting.
To develop better leagues and better players, eliminate tryouts, drafts and team cuts. Keep everyone. Form balanced teams each season with new players on every team. Do it through the system of player clinics, evaluations, and player and coach assignments as was described in the previous chapter.
The third aspect of balance is the total development of the players. This is a commonly held value by people within the sport system. However, in actual practice the system falls short. Many writers have found extremely talented athletes who could neither read nor write. Make no mistake, there are high school and college athletes who cannot write a complete sentence, let alone read. This is not an exaggeration.
The balanced development (i.e., language, math, computers, music, art, social growth, family, church plus sport) of youth requires constant attention. Youngsters should not be permitted to grow up thinking they can make it in life on their sport skills alone. They need more than sports. In some communities it may be reading combined with sport programs. Elsewhere it may be music, art, alcohol and drug abuse prevention or computer literacy programs combined with sport.
It is obvious that our young players can go many directions socially and occupational when they are prepared for school and life. Many opportunities exist for those who have "the skills of life" compared to having "only" a great jump shot, bat, arm, or leg. There is no future in sport for 99.9% of those who seek to play for pay. Sport is not everything, but that is how some players and coaches view it. This is a roadmap for failure.
The most compelling reasons for youngsters to engage in a balanced variety of experiences include: (1) balance helps guard against overuse problems; (2) variety allows 10 year olds to become completely different 15 and 20 year olds, physically and mentally, and still have favorite sports; (3) balance makes it less easy to develop the false illusion, as do the sport specialists, that some type of financial reward for playing ability is probable; (4) balance provides talented professional athletes with avenues of expression and reasons for living during and after their short Revenue Sports experiences; and (5) participating in a variety of sport and non-sport activities develops a balanced approach to a fulfilling life.
Sport is fun and exciting, but it is not fulfilling without balance - - studies, family, friends, art, music. Once again, encourage your players to "go for it" if they have the talent, but remind them to take their schoolwork as seriously as they take their sport.
Words To Action. It is very easy, you may be saying, to make lists of goals. How do you make the transformation from the pages in this book to action on the fields and courts? Here are some examples of how these goals can be converted, or operationalized as the researchers would say, into action. See Table 4-2.
Table 4-2 GOALS: FROM WORDS TO ACTION
FUN
1. _____ During the last two weeks of the season, the players will participate in two activities at practice that are designed just for fun, with only non-serious penalties, if any.
PARTICIPATION
2. _____ There will be no bench people on my team.
3. _____ Every youngster will play every minute of every game.
4. _____ Practice activities will be designed so all of the players are active 51 % of the time or more.
LEARN SKILLS
5. _____ Each sport season will start with at least six hours of player clinics to be conducted by either the coaches of the league as a group or by the local school and college players and coaches.
6. _____ Each player will play at least one-half of a game at each position on the team during practice sessions and regular games.
SAFETY
7. _____ Players will rotate positions every two weeks to reduce or eliminate the possibility of overuse syndromes.
8. _____ There will be trained medical supervision (e.g.. doctor, nurse, certified trainer, physical therapist) present at each game and available for every practice session.
9. _____ Each coach will complete six hours of instruction in first aid, injury prevention, and cardiopulmonary resuscitation.
BALANCE
10. ______ In the case of ties, the team with the better school grades that week (or grading period) in math (or reading) will be declared winner for that day.
11. ______ The players will present one talent show, art exhibit, music concert and/or stage production each season for the league, organization or community.
12. _____ Each player will participate in at least one team and one individual sport during the calendar year.
Our five primary goals were presented as measurable objectives. Objectives, in contrast to goals, are "specific ends capable of attainment, and designated by a task, condition and criterion." You can form your own objectives or operationalize the other goals presented above. Just follow the procedure outlined in Table 4-3. Developing Measurable Objectives.
1. Identify a GOAL and define it in a brief sentence.
2. Establish a TASK, some type of action or behavior that you can see and measure, that satisfactorily represents your definition.
3. Set the CONDITION or conditions under which the task must occur. This is usually at practice, during the games or by some specific date while the players are under your leadership. It might also specific practice activities on their own time.
4. Then, set some numerical level, called the CRITERION SCORE, as a target.
5. Apply the test to yourself and your players to EVALUATE your performance as a coach.
6. Next, REPLAN your practice sessions, games and season. Restate your objectives and raise or lower your criterion based on what your feel you and your players can achieve reasonably.
Identify goals and write objectives for yourself. It can be a useful exercise that will give you direction with your players and satisfaction that is not linked to winning and losing. Objectives will help you specify what you are trying to accomplish. If you can answer yes to 85% of your objectives, you are doing well.
Other Goals. The other points of emphasis that usually receive some attention in youth sport programs will be mentioned briefly. Expand on these and develop your own list of goals that you wish to pursue.
Teachers are familiar with the notion that their efforts should result in the acquisition of new skill by students. Learning the skills of sport, the substance of coaching, should not be overlooked by new coaches. Force feed yourself these basic skills and your players will develop as well. Ignore it and the development of your players is left to the discovery process. Some will learn it on their own but do not count on it.
The social development of young people includes an emphasis on treating other people as human beings rather than as objects. It also covers "how we play the game." Being human and learning good social behavior is both a task of sport and daily living. Effort is trying hard and that is an important element in sport. It is no fun to play when your opponent is not trying to do well. Trying your best on every play and putting forth top effort to the finish makes our games quite exciting. Physical maturity is developed naturally through playing. The good physical stresses of sport will produce a more sound biological structure. The sport experience will help people move freely in the physical world that is so difficult for the sedentary and elderly to negotiate.
Without hesitation, school studies should be stressed by all youth leaders. In our increasingly technological society, there is little to substitute for learning the skills of life in school. Doing well in school does not guarantee a job, but having the basic skills of life (i.e., readin', ritin', 'rithmetic and recreation) will assure youth that many doors will open.
Sportsmanship, the manners of sport requires continual attention. Parents and coaches lead the way by modeling good behavior for the players to see and copy. Fitness can take many forms - - biological, emotional, social, spiritual and total fitness or wellness. Biological fitness can be achieved to a large extent by providing youngsters with opportunities to play regularly rather than sit on the bench. The other fitness goals need regular emphasis to make the conversion from words to action. Emotional control is highly acclaimed in sport. It is important for adult leaders and other models to stay in control. Stay calm and help the youngsters play under control. Persistence is not unlike effort, but we can speak also of staying at a task until it is learned. Some players learn skills easily. Others must work diligently at certain skills to perform them properly. It is generally believed that if players continue to work at these skills, they will eventually master them. Within certain physical or genetic limitations, this appears to be correct.
A facet of sport that receives inadequate attention is self-direction. Many people say youngsters should possess this. We can help them acquire the ability to think, plan and act on their own. It is done by providing them opportunities to practice these skills during the activities that surround their experiences in the sport setting. Positive relationships and how to be positive with people is stressed in many workshops and personal development seminars. It applies to youth as well as adults. Being a positive influence on youngsters helps them feel good about themselves and the sport experience. Finally, being good models are very powerful ways for adults to demonstrate the appropriate behavior for youngsters and adults to copy.
Review. The sport experience can be naturally fun and rewarding. Participation leads directly to learning and many of the other goals we seek for youth. However, safety should be an over-riding concern. The emphasis on sport should be balanced with an equal if not greater emphasis on the other aspects of life, particularly school studies. Goals can be meaningless words unless they are converted into action on the fields and courts. State your general plan of action, write your specific objectives, and then do it.
Coaching and Teaching
The purpose of this section is to provide a basic understanding of the process called teaching and learning. Some attention will be given to how coaches influence their players. The application of these principles will help youngsters acquire new skills more rapidly.
There may be little agreement on the standard definition of a coach. Most people would agree that knowing sport skills is an important part of coaching. A second and equally significant aspect of coaching is being able to impart that knowledge to others effectively. Many volunteers have no background or experience in either area. Yet, these are perhaps the two most central facets of coaching.
Another view of the coach was identified by Arthur J. Gallon (1974:18-21) when he noted their personalities. He called them authoritarians, nice guys, intense, easy going, and businesslike. Similarly, Ralph J. Sabock (1979:16-17) called them idealists, rolling stones, climbers, ambitious and hangers-on. Both writers were referring mainly to trained coaches in the educational system.
Gallon and Sabock gave the role of coach personal identities. If you examine these categories and compare them to yourself, it is likely that you will not be able to find exactly where you fit. The reason for this is that they, along with many writers, have neglected to consider that leadership tends to fall into three basic categories: authoritarian, democratic and laissez faire. These are useful ways to view all leaders and a good way to look at yourself in the coaching situation. This will be presented more completely in the next chapter.
There is yet another entire phase of coaching that Sabock identified. He wrote that coaches are: teachers, disciplinarians. sales persons, public relations people, guidance counselors, diplomats, organizers, examples or models, detectives, psychologists, judges and juries, leaders, mother and father figures, dictators, politicians, actors, fund raisers, directors, field generals, equipment managers, trainers, community citizens, and school citizens. (1979:53-79) About the only thing that was omitted from his list was custodian, which is also a frequent duty of the coach. From here, we can see that coaches adopt a variety of roles or duties according to what the situation dictates. In some cases, coaches take on more responsibilities than are warranted. This has been the complaint of former and current players where coaches imposed control over the players' lives beyond that which was needed or necessary.
In some situations, however, sweeping social roles for coaches are essential. At a recreation meeting, the discussion focused on sport and inner city youth. Here, where family instability and low income are common, as in other locales, coaches were viewed more as social workers as much as coaches. The leadership role of coaches touch just about every aspect of the lives of the youth - - human relations expert, advisor or counselor, teacher, parent figure, peace maker, and social worker. Honesty, love and attention are key skills for these coaches to possess while sport skills and coaching skills are of lesser importance.
It becomes apparent that the role of the coach can be expanded to include a number of elements - - sport skill expert, teacher of skills, informed person about safety and fitness gained from reading and studying, and human relations expert. Because sport exists in both the physical or performance world as well as the mental world of reading and studying, coaches feel that there is much to know about what they do beyond X's and 0's. The role of coaches can be broad and complex. For some youngsters, coaches may be everything. Their involvement with their players can reach beyond the fields and courts. They are frequently more than just teachers of skill. This may be due, in part, to the large amounts of time they spend with their players. It is also possible that in the sport scene, attitudes, motivations and actions are openly and truly expressed, more so than in other arenas.
In order to organize these many facets of coaching, the remainder of this chapter will be divided into a section for the new coach and a section for the traditional coach who may have some experience with kids and sport. The next chapter will focus on the contemporary youth sport coach - - a buff.
The New Coach
If you are thinking of all of the reasons why you cannot volunteer to be a youth sport coach, you are probably like many other parents. If you have had no experience with sports, taking the responsibility for and making the time commitment that goes with a group of youngsters is a major decision. Relax! Here are some tips for people such as yourself. They will enable you to step into the coaching role with little or no experience or background in sport or with kids.
Self. The volunteer and the paid coach, both highly visible leaders, must recognize their own personality or self. We see many people presented through the media. They are stylized as bad guys or good guys, rough or smooth, and dictators or nice guys. After viewing these stereotypes all of these years, we may find that we try to copy one of these personalities from time to time. It must be emphasized clearly that people in leadership positions with youth do not need to adopt the "coaching personality" of some media sport personality in order to be a coach. When you adopt the "identity" of another person, it may lead to some confusion, not only with your players but even with yourself.
It is possible that the same approach may not work in all situations. Mike Reid, former Penn State and Cincinnati Bengal defensive lineman, was asked if there were similarities between being a defensive tackle and a concert pianist. He was accomplished at both activities. Reid stated that if he played the piano like he played football, he would destroy the piano. Some tasks do require different approaches.
If you are a nice, gentle person in most situations, then you will be comfortable being that type of person with your players. You may be well skilled in a job that allows you to be yourself. If you try this with your players and it is successful, continue. If problems develop, resist changing. Instead, teach the players who you are and how you function. Players learn "how you operate" with people just as they learn new skills. You will find that, in time, you and the players will come to know one another, adapt where needed, and then get on with the sport activities.
Experts will agree that the more you can be one person all of the time, the easier it will be on your system and your mental health. Be mother or father, worker, friend, club member, and coach, but be yourself. Act naturally. Develop relationships with your players, parents and league officials as you would in other social settings. Be yourself. Treat the players as you would treat the members of your own family or your friends. Then, add to your coaching style your own personal interests plus the positive human relations skills presented in the next chapter.
Methods. It has been said that getting a group of youngsters organized and moving toward a common goal is like trying to push a rope or organize worms. As a new coach it is quite likely that you have never worked with a group of people any larger than your family. Just getting the attention of 10 to 20 perpetually moving bodies may be your first great challenge. Fortunately, help is just ahead.
First, it is suggested that new coaches acknowledge that they know little about sport or working with large groups called teams. Next, we would suggest strongly that you forget everything you have ever seen on television about Revenue Sports. It offers many bad examples. Instead, identify what you know and do well. Learn a little about sport skills you will need and build your coming season around those facets of your life.
As an adult coach, you will lead your players and they will follow you because you are "the coach." Parents may even allow you greater control over the lives of these youngsters than they would grant to their teachers, even some relatives. That is the nature of the role of coach.
The easiest coaching method that you can employ as a new untrained coach is to get your players involved in game playing or scrimmages. These practice games emphasize executing a few key game skills at each practice rather than scoring and winning. Scrimmages are an informal method of coaching and teaching well suited to the new coach. It is similar to some physical education classes where the teacher instructs some, watches the players in action, offers a few suggestions during the games, referees here and there, and contributes when needed. This is an accepted, although not preferred, way to teach physical education. However, it is quite suitable for the new coach who has no training in sport, methods or youth. The emphasis in scrimmages, as in math homework or piano practice, is to play the game, focus on a few basic skills, identify strength, and correct glaring errors when possible.
There are several ways that players learn how to perform and perfect sport skills. They include: imitation, trial and error, manipulation, watching, reading, mental practice or rehearsal, and by doing. By far, the most effective way to learn all sport skills is through doing them. Through game playing and scrimmages, the players get to practice the skills that occur most frequently. However, more experienced coaches will recognize that certain skills come into play more frequently than do other skills. They will set up game-like situation and drills to practice the less common skills.
A note about trained coaches is in order. School, college and professional coaches who are on top of their profession plan practice sessions that cover all phases of the game. They know what situations are likely to occur most frequently so they will have their players prepared in advance to meet these situations. Volunteer coaches tend to practice situations after they have lead to game problems. Trained coaches work on situations ahead of time so they do not become game problems. In fairness to the volunteers, it should be pointed out that trained coaches may spend a month or more, five to seven days a week, over several years, with the same players before they play their first game each season. Volunteers do not have that time with the players. As a result, they cannot begin to cover everything that needs attention.
As a new coach, the best that you can be expected to do is to meet with your players regularly and provide them with as many opportunities as possible to learn the skills of the game. The key for the new coaches, and perhaps all youth coaches, is to get through the season without losing any players (i.e., dropouts), keep all the players safe from injury, and have a good time.
For the benefit of the players and the new coaches, it would be helpful if the league would do two things for you. First, the league could conduct annual, pre-season coaches' clinics to help you learn how to be a good youth sport coach. Second, new coaches could be paired with more experienced coaches. Then, during the season, the new coach could be given opportunities to:
plan practice segments plan complete practice sessions conduct portions of practice sessions conduct complete practice sessions with your coach as assistant coach one game or more during the season
It can be humiliating to throw new coaches into the heat of battle with experienced and seasoned volunteer coaches. Practice, through some of the techniques just reviewed, will ease the transition into coaching. It may also encourage more volunteers to get into coaching and return to coach year after year.
New coaches can help themselves in other ways. There are many books on sport skills and coaching methods. Some are basic, easy reading, and will provide you with the information needed to introduce sport to young players. Refer to the RECOMMENDED REFERENCES for a RESOURCE CENTER. Also, visit the Resource List.
The Traditional Coach
The traditional coach in this scheme of things might be a second year coach or a new coach with some playing experiences in sport. This is a second step in the process of developing people who are known distinctively as youth sport coaches.
Self. Typically, volunteer coaches, whether new at it or former players, will have studied coaching very little. Former players should remember that their last contact with players and coaching may have involved more mature high school, college or even professional players, not kids. Other more experienced coaches may be avid fans who know something about sports from watching, but actually know very little about kids and how to coach and teach.
If relatively inexperienced coaches, compared to trained coaches, are anything like new teachers, they are very certain about what they know and largely unaware of what they do not know. They want to control the situation so they can deal mainly with what they know and avoid bringing up what they do not know. As a new teacher, including this author and others, when new activities or subject matter was presented for the first time, we controlled the teaching situation very carefully. This prevented the students or players from backing us into a corner from which we could not escape gracefully. This strategy allowed us to handle that situation with less difficulty. We admitted what we did not know and then searched for the answer. As a new teacher or coach, it may be difficult to say "I do not know" but that is the thing to do. When we are new at something we have limited knowledge with which to work. Yet we like to present ourselves to others as reasonably competent. Know however that there will always be people in the stands who recognize that you do not know all that you pretend to know. Your methods are on display every bit as much as the skills of your players. Given that situation, it becomes much easier to admit your limitations rather than fool yourself into believing you know what you are doing. Be open. It is easier on everyone, particularly you.
Methods. The most basic element of coaching and teaching is planning. It is critical and can occur after you have met with your players and before the second or third practice session occurs. You may need one or two sessions with your players to evaluate them and determine what they can learn based on what they can do. Some of the players will know one another. They can help you determine starting points.
Try this approach! Lay out the season on a calendar so you will know how many practice sessions and games you will have. Determine the number of practice hours available. Identify the skills you want your players to acquire by the middle of the season. Purchase a pack of 3" X 5" cards and write each skill you want to teach on a card. Put each skill or drill on a separate card. Now, in order to conduct your season, all you do is sort through the cards, pick the appropriate activities or skills, and take them to practice for referral. Basic planning is complete.
It is important to plan your season and practices for several reasons. First, planning becomes a way of setting goals for the season. Planning is efficient. It allows you to move from one activity to the next with little wasted time or trouble. Planning keeps the practice session moving and players interested in what is happening.
The Traditional Style Of Coaching And Teaching. This method of coaching may appeal to the new coach. The traditional approach is rather formal compared to the relaxed and informal methods presented in the scrimmage methods. However, the traditional approach does not have to be rigid and authoritarian. Nevertheless it is generally viewed with the coach or teacher at the head with the information or material flowing down to the players or students.
coach
In some cases this traditional approach is conducted in such a way that little flows from the player upward to the coach. This is not a highly desirable situation but it is likely to yield more skillful players than would be produced in scrimmaging and game playing. Of course, coach must know how to present the sport skills.
For years, dating back to the development of formal gymnastics in Germany in the 18th Century, this has been the most dominant style used in sport. It is still a dominant style but more democratic approaches are now being used with great effectiveness.
The traditional method, see Table 4-4, involves these elements: introduction, explanation, demonstration, participation or practice, evaluation, and review. In the introduction, coaches develop an overview of the skill or teaching objective to show how it fits in the overall scheme of things. The explanation about the task at hand becomes very specific. It is usually short. Next, a demonstration is presented to show what was just explained. Care should be taken with demonstrations to see that they are accurate. Many youngsters can learn a great deal from watching effective demonstrations.
Table 4-4 THE TRADITIONAL METHOD
Introduction Explanation Demonstration Participation Evaluation Review
Participation, practice or activity follows next. This is where coaches and teachers are really important and where teaching is difficult. Some youngsters learn quickly and are ready to move on. Others need more assistance and time on the same skill. This forces coaches to be at least two places at once - - an impossibility. Nevertheless, coaches must divide their time to deal with players of varying levels of skill and abilities to learn.
Practice, in general terms, involves starting the action, stopping activity briefly to make corrections, add new cues, and then resuming participation. There is a tendency to work with the better players and let the others do as they can. In youth sport, it is important to help all players progress.
Evaluation can take two forms. It can be informal. As the players practice, coaches move among them, watching, and providing tips as well as positive and corrective feedback. Another form of evaluation is formal. It involves the use of checklists and standardized tests that measure their skill level or performance. As coaches go about their evaluations, an ongoing process, be aware that you are looking at both the players learning or absence of learning as well as your coaching or absence of coaching. Teaching and learning is an interactive process. Evaluation helps you identify where the best teaching and learning occurs.
coaching -----> learning.
Finally, review is essential in the learning process. It is likely that most of us do not learn sport skills, nor anything else for that matter, on the first time - - one trial learning. The exception to this, of course, is our own children who learn all of the wrong things after seeing them one time. In other realms, however, it is necessary to practice or review what we have seen to learn and retain it. Most sport skills need continual practice - - lay ups, fielding ground balls, passes to wide receivers, and non-dominant foot juggles. Perfect practice makes perfect.
The traditional coaching style can be used to present all skills. It works. The strengths of this style are that the coach or teacher has good control of the sport scene and what is presented. It is efficient with little wasted time. The weaknesses are: (1) the repetitive style can become boring; (2) there may be little interaction to find out what the players want or need to learn; (3) it tends to demand high conformity and thus can become dictatorial; and (4) it may not work well in situations where mixed skill levels exist.
Use the traditional approach but resist the authoritarian aspect of it. Here are some pointers or cues about coaching and teaching that will help you present material to your players more effectively. Incorporate them into your planning process. See Table 4-5, for Some Basic Principles Of Coaching And Teaching.
Table 4-5 SOME BASIC PRINCIPLES OF COACHING AND TEACHING
1. Accept the players at their present level of performance and then help each of them progress, improve, and get better.
3. Speak with your players, listen to them, and learn what they would like to know and learn.
2. Work with everyone, both those who seem poorly skilled as well as those who are more talented and learn easily.
4. Treat your players as separate individuals with different personalities, abilities and motivations.
6. Plan your activities and drills to go from simple to complex in an orderly progression.
5. Plan every practice session as well as the entire season.
7. Break complicated skills, like a double play or a pick and roll, into more simple skills. Then put the parts into whole units.
9. Plan 100% participation for your practice sessions and games.
8. Build doing into every plan you develop as well as every practice and game you conduct.
10. Plan numerous short activities rather than one activity that consumes the entire session.
12. Get the attention of all players before you present material.
11. Design practice sessions and games with a variety of activities for the players and be able to teach the same skill in two or more ways.
13. Keep your verbal messages short (1-3 minutes or less) with three or less thoughts presented at one time.
15. Get your players mentally involved in practice sessions and games by having them participate in the planning, decision-making and coaching.
14. Give your players specific rather than general directions and instructions. For example, ask them to "make 10 bunts toward third base" rather than "go practice bunting."
16. Have players help each other learn through demonstrations as well as through partner and small group instructional opportunities.
18. Keep your players informed about their progress and development.
17. Set learning objectives at a specific number of trials or successful attempts to help the players progress.
19. Pat the players on the back and encourage them frequently, both for their effort and their accomplishments. Be positive.
21. Enjoy the moment when players are able to do something now that they could not do a moment ago. This is where the enjoyment and rewards from coaching and teaching occur.
20. Expect your players to learn what you present.
Teams spend a majority of their time in practice sessions. This is where most learning occurs. Planning for good use of this time is essential, both for keeping the players interested and motivated, and for learning. Eugene Brown, of Michigan's Youth Sports Institute suggested this format for practice sessions.
1. Warm up
3. Skill review
2. Short, intense drills
4. Introduction of new skills
6. Small game scrimmage
5. Strategy review
7. Cool down/team talk
_____
8. Evaluation of practice (Cox, 1982:51) 3 (footnote 3)
3 Used with the permission of the American Alliance for Health, Physical Education, Recreation, and Dance. Reston, VA.
This will not fit all situations. However, it does present a general format that can be easily modified.
An important facet of effective coaching is being able to use a variety of coaching and teaching methods to present and illustrate the material. Here is a partial list of methods that will add variability to your instruction. See Table 4-6.
Table 4-6 METHODS OF INSTRUCTION
lecture group discussion problem solving video tape audio tape movie film poster chalk board magnetic board flash cards task cards notebooks partner activities role playing demonstration trial and error visual mental rehearsal or mental practice exploration command guided discovery game like drills individual instructional plans
For more information about a systematic and progressive use of other teaching styles, readers are referred to Muska Mosston's book, Teaching Physical Education: From Command to Discovery (1966). He presented teaching skills in a developmental progression starting with the command style. The following and more advanced methods were then: teaching by task; reciprocal or partner teaching; small group; individual programs; guided discovery; and finally problem solving. Mosston reasoned, and others have taken the same view, that the best form of teaching is that which teaches a person how to learn on their own. That is problem solving and the basis of learning by buffs - - "youth sport buffs." This fulfills our self-direction objective for players and coaches.
SUMMARY
Coaches, as well as program leaders, should establish clear goals to guide their actions in the sport setting. The primary task with youth is to take them from where they are and help them progress - - develop more skills and better skills in sport. Anyone can eliminate those who seem to be unskilled and work only with the talented. However, this causes us to overlook those who are immature or have received little or no instruction. A good youth coach, like a good teacher, helps everyone progress and develop toward their potential. | <urn:uuid:ec14c223-0043-4533-9cae-473548e19496> | CC-MAIN-2022-40 | http://www.naysi.com/old/images/stories/ch_4.pdf | 2022-10-07T21:46:33+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00513.warc.gz | 79,170,092 | 11,652 | eng_Latn | eng_Latn | 0.998206 | eng_Latn | 0.999216 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2050,
5000,
6879,
9606,
12900,
15082,
18863,
21681,
24341,
26856,
28604,
31111,
34493,
37868,
40904,
44341,
46635,
49777,
51816,
56224,
56871,
58352,
58900
] | [
2.890625,
3.171875
] | 1 | 0 |
Tie of Case Study Case study: The Grange P-12
Learning Support Club
Refugee Education Support Program (RESP) 3: 2016 – 2017
Background and Identified Needs
The Grange P-12 is located in the West of Melbourne and currently has 1,616 students enrolled. Of these students, 62 are from a refugee background and 372 are EAL students. The predominant cultural and linguistic backgrounds of enrolled students are Indian, Filipino, South Sudanese and Karen Burmese.
As part of RESP the school identified that primary school students from refugee backgrounds required more support to improve literacy outcomes, engage in the classroom and support learning in school and at home.
The RESP Project
The school partnered with The Huddle to deliver a Learning Support Club for primary aged students from refugee backgrounds. This consisted of a weekly homework club and a sports component aimed at engaging and retaining student participation.
The Huddle works to improve social cohesion by systematically addressing the causes of disengagement amongst young people from a migrant and refugee backgrounds. The school and the Huddle engaged volunteer tutors (including community members and past school students) to support the Learning Support Club.
Outcomes for Students
Learning outcomes
Participation in the project has resulted in an increase in student confidence, social connectedness and engagement in learning. Teachers have given feedback about the positive changes they have observed among students who consistently attend Learning Support Club and commented that the club provided a fun and positive environment for learning.
The project increased the capacity of students to engage in learning and social connections at school, and increased the capacity of families to support their child's learning at home.
The programs consisted of 'hands-on' activities in the classroom and a variety of games in gym sessions, to explore the concepts of leadership, cooperation, conflict resolution, critical thinking and teamwork, and did so by stimulating students' interests to spark learning. This played a significant role in engaging students in their learning. Teachers observed encouraging signs that students were becoming more proactive about their learning and were contemplating career paths.
RESP is a partnership between CMY, Foundation House and the Department of Education and Training, delivered in collaboration with Catholic Education Commission of Victoria and the Association of Independent Schools Victoria. RESP is supported by the Victorian Government.
"Within the sessions, I have seen a real sense of team and togetherness within the group. They are supportive of each other and seem to enjoy coming to the sessions." - Coordinator
Social and wellbeing outcomes
Significant improvement was displayed amongst students relating to engagement in the classroom, students participating in Learning Support Club showed an increase in sociability and confidence when interacting with staff and their peers. For example, students began running their own events, engaged in public forums and planned various extra curricular activities, such as cooking and sporting activities.
Tie of Case Study Case study: The Grange P-12
Learning Support Club
Refugee Education Support Program (RESP) 3: 2016 – 2017
This was best demonstrated in the preparation and running of the parents' sports/cyber safety session. Over a two-week period the students worked with each other and Learning Support Club staff to develop the sessions they wanted to run. They took on leadership roles and prepared for them accordingly, taking on responsibilities beyond all expectations. They also organised a very well run event for parents and themselves.
conflict resolution, communicate with students and improve overall student engagement. The school also increased its ability to provide out-ofschool-hours learning support.
A core group of students who attended the Learning Support Club regularly have benefitted from the club messages, such as the strong focus on how to interact with others in a friendly, polite manner. The activities worked to develop social awareness, empathy towards others and build self confidence around their abilities.
"They (at the learning club) talk about respect, how we get better in what we do and pay attention on things that matter most. They also taught us how to handle conflict before it gets worse." - Year 6 student
Outcomes for the School
The Learning Support Club has been an effective additional platform for the school to solve problems relating to behavioural issues and
At Learning Support Club sessions there are staff present that take the roll and participate in the first 45 minutes of group activities. From the beginning of the project staff were highly committed and contributed consistently and effectively, while the school leadership was also highly supportive of the project.
Work in partnership
The partnership between the school and The Huddle was successful, due to the involvement of committed teachers in the project and the support of the school's leadership. The partnership will continue in 2018 on a different student project that focuses on leadership.
The Huddle developed a good rapport with students; the transition from the classroom to the learning program was well planned and the relationship between students and the project lead was based on mutual respect.
"It was noted several of the students appeared more settled and focused in the classroom compared to previous years." - Year 6 teacher
Lessons Learned
One of the main challenges faced was the loss of interest that developed among some students, and furthermore a significant reduction in the number of assisting teachers who were willing to get involved. Teachers passed on to parents and students any positive changes noticed in the students, and being an active presence in the sessions meant the students saw the importance of them moving forward.
Most importantly, engagement among parents is crucial for achieving successful learning outcomes for students that require more work to build a good relationship with the school.
Overall a lack of consistency in students' attendance and reduction in numbers were the main challenges. Facilitating stronger engagement with the school through organising parent meetings would have helped provide greater support for the program.
This resource was produced as part of the Refugee Education Support Program (RESP). RESP assists selected schools to identify and implement strategies to support the achievement outcomes, wellbeing and engagement in learning of students from refugee backgrounds. To learn more visit: www.cmy.net.au | <urn:uuid:d6d1e962-7296-44d8-9599-5baf2d414b9a> | CC-MAIN-2022-40 | https://www.cmy.net.au/wp-content/uploads/2020/02/RESP-Case-Study-_The-Grange-P-12.pdf.pdf | 2022-10-07T22:33:29+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00515.warc.gz | 698,015,214 | 1,204 | eng_Latn | eng_Latn | 0.998945 | eng_Latn | 0.998995 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3197,
6727
] | [
2.96875
] | 1 | 0 |
Coping with COVID-19
Many of us are now feeling more stress and anxiety—some of us may at times be near panic. Remember: anxiety is one of our survival skills. In times like this, however, we must soothe and manage it—even though it's against our instinct to do this. Purposeful practice is key. During heightened stress, practice heightened coping.
Find Your Calm Space
Our fight or flight stress hormones trigger the unpleasant physical response we're all familiar with. This can then trigger a sense of alarm, and as our body signals our brain to worry more, it affects our thinking.
These hormones may also cause us to overestimate danger and underestimate our own coping skills and ability to respond. All of this makes sense when there's a tiger in the forest, but less so today. Some of the best helpful practices include:
- Controlled breathing. Slow your breathing regularly—a full minute twice a day, and every time you think of it.
- Physical activity. Put your adrenaline to good use. Even a little is better than none, and a little nearly every day is better than occasional.
- Enjoyable activities. To counter our many hours of work, we need small pleasures. These can help reduce both anxiety and depression, just as eating reduces hunger. Plan for or notice at least one thing every day, paying attention to tiny, momentary pleasures. Think of how you feel when you smile or laugh – as they say, laughter is the best medicine.
- Accomplishment. While work often fills this need, right now you may need to take more moments throughout your day to notice and say, "I got that done."
Remember – if you're feeling more stress, the activities above are literally counterinstinctive, so scheduled, purposeful effort is needed. You are worth the effort and will reap the rewards.
Move Through Worry
Rather than trying to limit worry (you can't not think!), ask yourself, "What is the worst that might happen"? This allows your mind to do what it needs to do – jump to worst case scenarios. It's better to meet your fears and give yourself permission to feel them than try to push them out. Then you can form responses. Your "What if?" becomes "Then what?" Allow yourself to consider the following:
- "If my worst-case scenario should really come to pass, how will I cope?" List all that you can do, including peaceful acceptance of what may come. While we may not have control over everything that happens, we do have the most control over how we prepare, process, and move through things.
Minimize Damage
Take care not to practice unhealthy coping strategies like over-using alcohol and other substances. Social withdrawal or staying engaged without any rest are other ways of coping. Over-consuming daily news is another way for some of us. Consider what you can do to guard against things that may cause more harm than good.
Name it and Tame it
Because anxiety "shouts", it makes it hard to notice other emotions. Recognizing the softer ones helps balance the noise. Try finding descriptive words (use this list of feelings if you need help) to identify what you feel at any moment. And remember, sadness is ok when you allow yourself to feel it, and then move through it.
Let Values Guide You
What would you do if distress wasn't taking up your energy and time? Whether it's home relationships, community, exercise, religion/spirituality, study, arts – whatever values you hold high, don't give anxiety the power to take you from them.
Discover Opportunity
Highly disruptive times have unexpected positive outcomes. Amidst stress, pain, fatigue and loss, our shared purpose in facing adversity gives rise to wonderful collaboration and innovation. You could develop levels of maturity and wisdom you never expected. You may experience – whether within yourself or others – grace, citizen leadership, new reserves of strength, and quiet acts of unsung heroism. This is your moment to seek and seize such amazing opportunities.
First, settle. Then shine. | <urn:uuid:9305a599-fe46-40ce-9003-8878a7629d4c> | CC-MAIN-2022-40 | https://www.laurakmcleod.com/_files/ugd/453f76_bad03fcb738c435f9f5fbebc62194470.pdf | 2022-10-07T22:09:39+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00516.warc.gz | 820,637,501 | 820 | eng_Latn | eng_Latn | 0.998528 | eng_Latn | 0.998729 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2847,
3983
] | [
2.25
] | 1 | 0 |
File #: Res 0150-2010, Version: *
Res. No. 150
Resolution declaring the fourth Wednesday in May as "Stroke Awareness Day" in the City of New York.
By Council Members Eugene, Barron, Dickens, Dromm, Fidler, James, Koslowitz, Nelson, Reyna, Rodriguez, Rose, Vann and Halloran
Whereas, The National Institute of Neurological Disorders and Stroke (NINDS) defines stroke, also known as a cerebrovascular accident, as an event that occurs when the blood supply to part of the brain is suddenly interrupted or when a blood vessel in the brain bursts, spilling blood into the spaces surrounding brain cells; and
Whereas, NINDS indicates that brain cells die when they no longer receive oxygen and nutrients from the blood or there is sudden bleeding into or around the brain; and
Whereas, Stroke is the third leading cause of death nationwide, killing 160,000 people each year, and the leading cause of adult disability; and
Whereas, Approximately 780,000 strokes occur annually of which 500,000 could be prevented; and Whereas, Two million brain cells die every minute during a stroke, increasing the risk of permanent brain damage, disability or death; and
Whereas, Recognizing stroke symptoms and acting fast to get medical attention can save a life and limit any potential disabilities; and
Whereas, Almost every minute in the United States, a person experiences a stroke; and
Whereas, About 33 percent of people who have had a stroke and survived will have another stroke within five years; and
Whereas, The risk of having a stroke increases with age and 72 percent of all strokes occur in people
The New York City Council
Legislation Text
File #:
Res 0150-2010,
Version:
*
over the age of 65, and
Whereas, Persons over age 55, males, African-Americans, persons with diabetes, and those with a family history of stroke are at a greater risk of having a stroke; and
Whereas, Few Americans know the symptoms of a stroke, however learning to recognize such symptoms and knowing what to do when they occur could save lives; and
Whereas, Prevention includes learning about lifestyle and medical risk factors that may contribute to stroke such as smoking, being overweight, drinking too much alcohol, high cholesterol, high blood pressure,
heart disease, and carotid artery disease; and
Whereas, The month of May is National Stroke Awareness Month; now, therefore, be it
Resolved, That the Council of the City of New York declares the fourth Wednesday in May as "Stroke
Awareness Day" in the City of New York.
LS# 720
Res. No. 1959-2009
S.O.
4/7/10
4:16pm powered by Legistar™ | <urn:uuid:ac8fbf2b-164c-40e3-8c5c-e3c567802bb4> | CC-MAIN-2022-40 | https://legistar.council.nyc.gov/ViewReport.ashx?M=R&N=Text&GID=61&ID=702554&GUID=54322FD0-4271-440F-9D23-50EEDA7F5217&Title=Legislation+Text | 2022-10-07T21:35:12+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00516.warc.gz | 365,799,151 | 594 | eng_Latn | eng_Latn | 0.995245 | eng_Latn | 0.995081 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1649,
2597
] | [
2.078125
] | 2 | 0 |
Focus:
Trust in God.
Materials:
Prayer Altar: Cross, Candle, Chasuble on stand (priest's vestment) and Altar Cloth CD-Bible Songs for Kids—Vol. 3
Bible: In lesson plan
Gathering (children find/sit on a carpet square)
Say: Good Morning everyone, my name is ______. Last week we talked about God's plan and that sometimes it is hard to follow God, because it makes us feel better to do something else, but God wants us to love Him and love others first. This week we will talk how the disciples were sent on a special trip and Jesus told them to t
Opening Prayer
Together we make the Sign of the Cross (do in reverse so children can mirror).
Say: Now let's put our hands together and bow our heads.
Let us pray.
Dear God, you and your son, Jesus, are calling us to tell the whole world about you. May we be unselfish and not worry about what we have to give up.
We pray this through Christ our Lord.
Amen.
Song/Movement
Jesus in the Morning, track: 26, from Bible Songs for Kids - Volume 3
Play music, encourage children to stretch or move to the music (clapping, stamp feet march in place to the beat), turn to each other and shake hands, saying hello, etc. Have children sit on their carpet squares when finished.
Jesus, Jesus, Jesus in the morning,
Replace words in bold with:
Jesus at the noon time.
Jesus, Jesus, Jesus when the sun goes down.
Memory Verse
Say: Now let's take a moment together to learn a verse from the bible.
May there be peace in this house.
Have the children repeat the verse after you a couple of times.
Say: Jesus shows us how to spread peace wherever we go. Jesus takes care of others, he talks to those who are alone, he forgives others when they do wrong. Jesus asks us to be peacemakers and spread the love of God wherever we go.
Praise him
Love him
Serve him
Thank him
Gospel Story
Say: Today we are reading from the Gospel of Luke.
Have children make sign of the cross on their forehead, mouth and heart saying. "Lord, open my mind, my lips and my heart so that I may learn it, speak it and love it."
Read: None, pp. N/A,
Jesus chose seventy-two disciples.
[Make a motion like picking up small items and putting them in your hand}]
He sent them , two at a time, to all the towns and villages he would go to later.
[Show 2 fingers and then point to the distance.]
Jesus said to them:
[Chatty hand, thumb to forefingers.]
"While you are travelling, do not take anything extra, like money or shoes."
[Walk in place and make a motion to drop your bags or backpack]
"Do not stop along the way, go straight to the house and say:
[Chatty hand]
"May there be peace in this house!
[Hold your hands up in a broad, expansive blessing]
"If those who live in the house want peace, your peace will stay with them.
[Give yourself a hug]
"If they do not want it, it will not remain there."
[Shake your head no, and point to the distance.]
"While you are in a town, heal the people who are sick and tell the everyone that the Kingdom of God has come.!"
[Point heavenwards]
After the reading say: The Gospel of the Lord
Children respond: Praise to you, Lord Jesus Christ
Discussion Starters:
- What did Jesus ask the disciples to do?
- What did he tell them to take with them?
- Do you think it was easy or hard for them to leave without taking anything?
- What were they to say when they entered a house?
- Why did they let the people know the Kingdom of God was near?
Reflection on Reading:
Back in the days of Jesus, there weren't any Dunkin Donuts or McDonalds or malls to stop in and get what you needed. If you go on vacation, you pack what you think you will need, but if you forget something like sunscreen or socks you can go to store and by them.
Gospel Activity
Activity 1:
Musical Prophets-
Use one of the songs from the Song and Movement CD for this activity.
Tell the children that prophets are people who listen to God with their hearts and tell others what God teaches them. The prophets of scripture told everyone over and over that doing God's will is the most important thing.
Play the music while the children walk in a circle. When the music stops they must sit down. The last one to sit is the "prophet." He or she must proclaim, in a strong, clear voice something they know about God or Jesus. No one is ever "out." Once the prophet has spoken, play resumes until the next "prophet" is chosen.
Activity 2:
Spreading Peace
Have the children stand in a circle. Start with one child and ask him/her to pick one person on either side of them to shake hands with saying, "peace be with you." In turn, the chosen child will pick another child and so on until everyone has had a chance. You might want to play some music, while the children are spreading peace. (Suggestion: "I've Got Peace Like A River", track 4, America's 25 Favorite Bible Songs.)
Complete the weekly bulletin as a group-let the children color them if there is extra time
Closing Prayer
(Children respond: "I Believe!")
Ask:
Do you believe in God, who comforts us when we are sad?
Do you believe in Jesus, who guides us in the way to bring God's peace to others?
Do you believe in the Holy Spirit, who fills our hearts with God's own peace to share with everyone they meet?
Sending Forth
Say:
Lining Up/Closing Song
Play "For the Beauty of the Earth" track 13 from Bible Songs for Kids-Vol 3 while children put away any materials and lineup. Hand out weekly bulletins. Remind them it is important that they return to their family quietly so that we may all listen and pray together in church.
That is far different from what the disciples would have. Jesus sent them on long trips and told them not to pack anything. Their needs would be taken care of by those who they visited. The disciples trusted that God knew that people would be willing to care for them and want to hear the story of Jesus. God also knew that there were people who didn't want to hear the Good News, and Jesus said to leave them -- they would not be taken care of in those homes. Jesus wants us to tell others about God's love. | <urn:uuid:125ed434-400f-4693-a882-7de4e6726203> | CC-MAIN-2019-09 | https://sacredheartchurch.info/upload/ChildrensLiturgy/LittleLit/Cycle%20C/O14.%2014th%20Sunday%20of%20Ordinary%20Time.%20Cycle%20C.pdf | 2019-02-23T23:41:20Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00607.warc.gz | 652,830,329 | 1,414 | eng_Latn | eng_Latn | 0.995236 | eng_Latn | 0.997675 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1827,
3727,
6083
] | [
3.84375
] | 1 | 0 |
Column: States' Rights
Abraham Lincoln did not believe his Emancipation Proclamation would end slavery in the United States. In fact, that executive order only declared slaves free in the states in rebellion against the government of the United States. Slavery in border states, such as Kentucky, which did not secede from the Union, were not affected. The Supreme Court 1857 ruling in the Dred Scott v. Sandford case had already indicated that Federal laws banning slavery in some of the states were unconstitutional. According to that Court, each state had a Constitutional right to decide whether or not it would allow slavery. A decree from a subsequent President, such as his own Vice President, Andrew Johnson, could nullify the Emancipation order and re-establish slavery as a matter for each state to decide. Consequently, Lincoln recognized the need for an amendment to the Constitution that would ban slavery in all of the United States. That was realized in the Thirteenth Amendment, but even with that change to the Constitution, legislatures in "slave-holding states" found ways to deny former slaves and their descendants rights guaranteed to all Americans, including the right to vote for their representatives.
Fast forward to 2022, and we have a freshly minted Supreme Court with a majority of Justices espousing the wisdom of Chief Justice Roger Taney's 1857 states' rights opinion. We are told that it is up to the states to decide who can or cannot get an abortion. It is up to the state legislatures to rule if abortion is legal within their state borders and under what circumstances it is allowable, if any. This 2022 Court noted for the uninformed that the Constitution does not discuss abortion and the prior court ruling in Roe v. Wade was an "egregious" error. Justice Clarence Thomas went even further by opining that the Supreme Court had possibly made several other egregious errors in rulings concerning birth control, pornography, same sex marriage, and gay rights, all of which were based on "rights to privacy" claims. Thomas failed to mention one other case decided on the basis of a right to privacy, that being the "Loving" case in which the court ruled that states' bans on interracial marriage violated a couple's right to privacy. Without that ruling, Justice Thomas's own marriage would have been invalid in most southern states.
Americans sharing this antebellum view of our democracy are delighted with this court ruling on abortion and will probably be equally delighted with future court decisions that dismiss Twentieth Century views on the right to privacy. If voters want to make abortion available on demand, they need only install state legislators who will introduce and support laws to that effect and elect governors who will sign those bills. Since the majority of Americans did not want to see Roe v. Wade overturned, the only barrier to achieving this utopia is politics.
Over the past decade, state legislatures have passed laws and supported practices that suppress voting by constituents they deem likely to vote against them. The revision of voting districts, known as gerrymandering, has been applied with a vengeance to nullify the impact of citizens likely to vote against incumbents. Shortages and malfunctions of voting machines have become a biennial tradition in districts with voters favoring the opposition party. Wait times in the districts supporting incumbents may last several minutes, while wait times in districts housing opposition party voters may last 9, 10, or 11 hours. Rules on identification requirements have been tailored to disenfranchise students, the poor, the elderly, and the unemployed.
There can be little doubt that if every citizen had equal access to the vote and gerrymandering were eliminated and other discriminatory voting practices were banned, most states would allow a woman and her physician to decide whether or not an abortion was the appropriate choice for her. As it currently stands, twenty-six state legislatures have announced that they will make abortion effectively inaccessible within their state borders. These elected officials, most of whom are white, Christian men and most of whom apparently base their opposition to abortion on religious grounds, have no reason to fear that their view on abortion will place their legislative seats in jeopardy. They need only follow the dictates of the political leaders that keep them on the ballots and the special interest groups that finance them to keep their jobs. What the majority of their constituents want is irrelevant.
That poor black and brown women and girls will be disproportionately affected by the Supreme Court ruling is widely acknowledged by those celebrating this decision. The Texas legislature claims that it is appropriating $100 million to help these impregnated women and children who would have otherwise had abortions get prenatal care, cover labor and delivery costs, pay for perinatal expenses, and assist with adoption expenses if requested.
As of 2020, there were already nearly 48,000 children in foster care in Texas looking for adoption. In 2021, only 4,586 children were adopted in Texas, many of whom were from foreign countries that provided white babies. That $100 million allocated by the legislature for unplanned and unwanted pregnancies and the children born to women denied the option of choosing when, with whom and how often they will have children may cover the cost of diapers for the next few years. It certainly will not cover the cost of college for even one years' addition to the population of Texas. Of course, the legislature does not consider it their responsibility to provide adequate housing, food, clothing or education for these children they insist must be birthed by thousands of affected women and children, regardless of the girl's or woman's health or financial situation.
In a burst of liberal largesse, more than a dozen major corporations have offered to pay pregnant employees' travel expenses to states offering abortions. It is unlikely this is viable. How does advising her employer that she is requesting a trip to an abortion provider conform with federal requirements for patient confidentiality? How is the affected employee protected from supervisors who deem her licentious for her sexual activity, negligent for getting pregnant, or sinful for seeking an abortion? What protection will be afforded the woman requesting an abortion from career-ending reprisals? Several states have already drafted laws making it a crime to assist women seeking abortions outside the states in which they live. Will the company financing the trip face criminal charges for facilitating what is considered a crime in the state that has banned abortions and will it continue the program after the first indictment is filed? As is often the case, that there is a question is the answer. The Supreme Court ruling on abortion rights left this option stillborn.
Dr. Lechtenberg is an Easton resident who graduated from Tufts University and Tufts Medical School in Massachusetts and subsequently trained at The Mount Sinai Hospital and Columbia-Presbyterian Medical Center in Manhattan. He worked as a neurologist at several New York Hospitals, including Kings County and The Long Island College Hospital, while maintaining a private practice, teaching at SUNY Downstate Medical School, and publishing 15 books on a variety of medical topics. He worked in drug development in the USA, as well as in England, Germany, and France. | <urn:uuid:6f5cec87-c406-48f5-90a0-87a1a14c9936> | CC-MAIN-2022-40 | https://eastoncourier.news/2022/07/05/column-states-rights/?print=pdf | 2022-10-07T23:02:31+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00515.warc.gz | 246,873,030 | 1,442 | eng_Latn | eng_Latn | 0.998064 | eng_Latn | 0.999077 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2373,
4592,
6986,
7554
] | [
2.234375
] | 1 | 0 |
Chapter 9
A New Perspective on Youth Sport
Introduction
Beyond X's and O's is addressed to a variety of people who work with kids. It can be of value to parents, volunteer or paid coaches, directors, referees, teachers or college professors, community leaders, youth work professionals, or those who are involved with school age youngsters in other capacities. Beyond X's and O's is one of the first books that addresses and critiques the issues in youth sport today. More importantly however, it offers concrete solutions to change and improve these programs - - positive steps for positive people.
The suggestions, most of which are being carried out daily somewhere, will make the sport experience better for the players and their leaders. This is accomplished ultimately by helping youth leaders (i.e., parents, coaches, directors) become more knowledgeable leaders of youth - - youth sport buffs.
This final chapter is composed of sections dealing with the problems and solutions to the problems that exist in youth sport, the emergence of a youth sport model, and a summary. The Appendices contains other valuable resource information to aid people in their quest for knowledge about sport for kids.
Problems And Solutions
It was debated for some time how to present this last chapter. We considered laying the foundation for a youth sport model. This is needed. We considered also to introduce more information about sport management. At the same time, we felt that it would be useful to have more basic information about how to form instruments to evaluate people and programs. After careful consideration, we elected to devote a segment of this summary chapter to the very nature of youth sport. In doing this, we decided to be general rather than specific. Problems are identified. Then, solutions are offered that will be most effective in changing and redefining how programs are conducted for kids.
The problems in youth sport seem to go beyond local programs, coaches, parents and players. The problems in youth sport appear to be generic or society-wide and even inter-continental. We say this recognizing our perspective biases of sports, sport management and sociology. Some of the same problems appear from Atlanta to Calgary and from Melbourne to Kernersville. Therefore, it seems most appropriate to look at the problems in youth sport from the broadest possible perspective.
One of the two or three more general problems with youth sport, as we see it, is that it is not a known entity. There is no consistent or central focal point, other than the players, around which youth sport happens. Other forms of sport (i.e., therapeutic.
revenue, intramural, instructional, outdoor pursuits), have regular clients at specific locations with predictable needs. These forms of sport, including leisure sport, have established places in society. Their purposes are clear.
In marked contrast to this, youth sport is fuzzy. It does not make a profit, sell newspapers or command air time. While sport entrepreneurs waste money quite literally in the Revenue Sports industry, they are reluctant to invest in youth sport. These grass roots programs operate on a shoestring. Part of the reason for this is that youth sport is fragmented and diverse. Unlike other enrichment programs for children. youth sport has no general philosophy, central organization or advocate, pattern, main sport, personalities, leadership, publication, motive, address, place or time, or main event.
There is no return on investment or empathy for the kids. For parents and coaches, youth sport can be anything. It can be non-serious play, building future pros, something to avoid, and the best thing on Earth for kids. The other forms of sport have solid identities and characteristics. Youth sport has no identity or popular agreement about what it is.
This lack of agreement has made youth sport an unsolved riddle among youth sport advocates. It remains everything and it is nothing. Any view of it, regardless of how illogical it may appear, can be supported by people with similar views. Some will even fight physically over their views. Ironically, few adults ever get this involved over their children's performance in school.
Generally, there is agreement about the other forms of sport. Followers of the popular media sports like Big 10 football, Carolina basketball, Penguins Hockey, or New York Yankee baseball are not shy about their love and hate relationships. It is understandable and predictable. This unified passion does not exist in youth sport. Disagreement about youth sport seem to cause a social paralysis. Until a more predictable view of youth sport emerges, the riddle goes unsolved and prevents it from being an more positive activity for the kids.
What are the problems of youth sport? Former teachers, directors and professors, as reputations dictate, strive always to place the greatest number of things in the smallest number of categories. As an example, Bobbitt and his colleagues in the administrative sciences noted that the problems within organizations can be placed in four basic groups. They are:
- trained incapacity,
- dissatisfied clients, and
- goal displacement,
- value conflicts. (Bobbitt and others, 1974:56-73)
Their categories are defined here briefly. Trained incapacity is learning more and more about less and less. Goal displacement is substituting your goals or sub-unit goals for those of the organization at large. Dissatisfied clients are people who are disturbed by the system and cannot find fast relief from those on the inside. Value conflicts occur when people clash over personal feelings or differences of opinion based on professional preparation.
The problems in youth sport fit well in these same categories. Here are our views of the problems in youth sport with Bobbitt's problems noted in parentheses. Keep in mind that these are general problems that do not occur in all, but may apply to and influence, many programs. You may find also that these problems apply to many different types of organizations with which you deal.
1. Youth sport has no popular identity. Youth sport is everything to everybody. As a result, anything goes. (The problem as noted by Bobbitt and his colleagues is: 1. goal displacement)
2. Conflict, unrest, and turmoil. Conflict, in itself, is not the problem. Like high blood pressure, it can be symptomatic of underlying problems. (Problem: 1. dissatisfied clients, 2. value conflicts)
3. Drop outs and pressure. Generally we view drop outs as quitters. It might be more proper to count them as votes regarding how they feel about the adult leadership in their programs. (Problem: 1. goal displacement, 2. value conflicts) (Pooley, 1980)
4. Poor models. The great teacher today for millions of volunteers in sport is the media, television in particular, and the Revenue Sports Model it promotes hour after hour. Until popular alternatives to this model are publicized and popularly accepted (e.g., 27 ways to work on this were listed at the end of Chapter 8, page 188), the players and their coaches and parents are not likely to behave any better than do the undisciplined Revenue Sports personalities and their fans. (Problem: 1. trained incapacity)
5. Communication and cooperation. These facets of organized life are linked in many ways. If there is no communication, effective action will be limited. If there is no cooperation, we cannot play the same games. (Problem: 1. trained incapacity, 2. value conflicts, 3. goal displacement)
6. Individualism. Socialized society can take individual initiative away from people and organizations. It is done in the name of self-protection. As a result, conformity prevails. At the other extreme, people focus on their own initiatives and may be unwilling to consider or work on cooperative projects that could enhance their own actions. Both have the same result: nothing happens. (Problem: 1. value conflicts, 2. goal displacement)
7. Territoriality. Organizations commonly build fences around their programs. These fences can take the form of rules, policies, and new interpretations of existing rules and policies. Barriers between school and community programs,
among sports, between beginner and elite players, and between districts, towns, and organizations contribute nothing and can detract from effective programming for the kids. (Problem: 1. goal displacement)
8. Untrained Leadership. Youth sport leadership is, in many cases, without training and credentials. It can be also unmotivated and disinterested. Some people seek only the position of leader. Others work their way to the top, some by default, and then become obstacles or inactive retirees while in office. A number rule their activities with closed minds. Too many routinely dampened the fire of enthusiasm. (Problem: 1. trained incapacity. 2 goal displacement)
9. Lack of funds. Budget cuts have reduced program offerings and limited others over the years. However, financial distress has been a persistent historical problem among girls, juvenile offenders, poor, and handicapped youth. It may be more of an excuse than a problem. (Problem: 1. value conflicts, 2. goal displacement)
10. Narrow program offerings. Narrow program offerings are supported by the traditional value that sport is for males and their aspiring parents. Another view of the problem centers on one-sport organizations that allow themselves to become preoccupied with that sport, and nothing else, sport or non-sport. It dominates their actions 12 months a year. Other areas of growth do not exist. The leaders forget or ignore that kids and their parents have seasonal interests in other activities. This unbalanced over-emphasis on one activity may yield youthful specialists who are exposed needlessly to mental, social, and biological risks and long term dead ends. (Problem: 1. goal displacement)
11. Absence of philosophy and goals. If there is one dominant flaw in our youth sport efforts, it is the glaring absence of underlying philosophies and goals. Our short term objectives are to get at least one coach for every team, then win. After that, there are few goals. Crisis management rules the day. (Problem: 1. trained incapacity, 2. goal displacement)
12. The status of sport in society. Sport has not enjoyed real social respectability, apart from what existed in Athenian Greece. Those who are involved with sport, at other than at the high profile Revenue Sports level, are regarded generally as second class citizens. This is part of the burden that working professionals must endure while attempting to compete on equal ground for the attention of those who are in positions to make changes on a large scale. (Problem: 1. value conflicts, 2. trained incapacity, 3. goal displacement)
Problems in our daily lives, whether inter-personal or organizational in origin, are not new. They seem, however, always more disturbing when they occur in activities that are designed and conducted for kids. Of the problems noted here, four stand out. The first three of consequence are the lack of an identity for youth sport, poor models, and untrained leadership. However, the fourth problem has the greatest potential, when solved, for bringing about positive changes, greater stability, harmony and satisfaction for the participants. If we adhere to the proponents of Theory Z management (Ouchi, 1981; Pascale and Athos, 1981), we should look first at the philosophy and goals of our programs. (Hutslar, 1982) Philosophy sets the course of action. It is that simple.
On the practical side, several predictable approaches to the management of youth sport programs have emerged. Some leaders, as always, ignore what is known and repeat past errors. A few wash their hands entirely of youth programs. They get out or are driven out. Others get around the problems by becoming facility brokers. Some search for information and work through the problems.
With greater frequency, leaders have solved their problems by withdrawing into small, in-house, neighborhood programs run by dedicated parents, advocates, and professionally prepared leaders. They have rejected the Revenue Sports Model. Other have developed specialized enrichment programs combined with recreation. Their dominant trait is that they all put the kids first. This is their motivating force. Their philosophy is, generally, let the kids play and learn. When the philosophy is correct, the goals emerge. The kids let us know that they agree when they come out to play. It can be measured in their participation and their smiles.
In the administrative sciences, there are a number of strategies that can be used to address problem situations. These techniques need not be thought of exclusively in terms of problems. However, problems do create an atmosphere that moves people to seek change. One series of management strategies includes job expansion (more similar tasks), job rotation (a variety of set tasks), and job enrichment (more tasks at varying levels of responsibility). On a larger scale, many companies now offer Management By Objectives (MBO) as well as training programs for their employees. (Koontz and O'Donnell, 1978:349-367; Ouchi, 1981:60) The latter seems to be a necessity in corporate life today. Train and retrain, the management consultants say. On a system-wide basis, organizational development specialists take programs apart. They work with the management and employees to determine the problems and see what is required to make the organization function properly. Then, they offer plans to restructure the system so that it works as intended. (Schein, 1969; Hutslar, 1984)
These strategies center on Theory Y management. It stresses developing a more positive outlook toward work and creating a good place to work. The dominant management approach prior to this, and still popular, was Theory X. It means, even today, bear down. Control what happens and provide more rewards. Theory X relies on external motivation and sounds suspiciously like the Revenue Sports model. Theory Y seeks to develop internally motivated people who take pride in their work. The more recent management strategy, regarded as the motivating force behind the world dominance of Japanese industry, was Theory Z. A very simplistic explanation of Theory Z is, become absorbed in your work and it was widely copied in business and industry.
The underlying purpose of all management approaches is to get people inspired about their work, their goods, their services, and make a profit. Right now, Theory Z
organizations appear to be doing well in these areas. Therefore, it seems that we should study their style a bit more seriously, whether driven by the motives to make a profit or to serve kids.
The main features of Theory Z and other successful human relations strategies used in management have similar characteristics. They are summarized here from the practical writings of Bobbitt and his management colleagues (1974), Koontz and O'Donnell (1978), the social research team of the Likerts (1976), and the Theory Z proponents like Ouchi (1981) and Pascale and Athos (1981).
- Philosophy. Simple, concise statements of purpose give meaning and direction to all who are involved. With this, the direction becomes clear. The philosophy determines what actions occur.
- Structure. Organizations are organic. (Pascale and Athos, 1981:180) They must be well designed and somewhat static on paper so people will know how they are to function within the system. At the same time, the organization must be dynamic in operation to accommodate for the ever-changing nature of the people within and the people they serve. Design the program for effective action.
- Persistent Leadership. Establish a leadership style that motivates people by drawing them into the decision-making process. Teach them your philosophy of youth. Lead by example. Stay after them and do not let up. Show all of the participants how they can use their creative energies for the benefit of the youngsters and themselves. Fuel the fires of enthusiasm. Show them how sport contributes to balanced living without regard to the skill level of the players or their mentors.
- Education. Prepare all of the participants for their involvement with the youngsters. Teach them, through educational programs, how to be a positive influence on the kids. Base it on what is known to be sound human behavior and the philosophy of the program. Do not preach, teach. Teach them what is known. Just as with the kids, start with where they are. Help them progress to become more knowledgeable leaders of youth.
- Communication. Open the doors to information and knowledge. Keep people informed about what is occurring. Do not omit people because they do not respond. Assume they are interested but busy. Continue sending messages and be receptive to what others say.
- Decentralize. Suppress the urge to develop uninspired conformity through rigid bureaucratic and centralized restraints on the people. Loosen up. Fuel the fires of individualism. Foster it. Then guide the productive energies of the kids (when you are a parent or coach) and the coaches (when you are a program leader) in directions that most benefit the kids. Grant people freedom. Trust them to do it
their way while working continually to maintain the philosophical direction and integrity of the program.
- Open participation. Get your people involved. Get your players involved. Do not exclude. Include everyone. Design the program so all of the kids play all of the time - - l00% participation. - - as do the adult participants.
- Balance. Design the program for the whole person. Resist the urge to specialize. Help the leaders show the players what they know, both sport and non-sport in nature. Help the youngsters explore, learn, and become what they are capable of becoming. Develop lifetime players and good students in the classroom as well as in life. Help the youngsters become balanced people.
- Character. People who conduct and participate in youth sport can and should display a quality in their actions that shows they have become completely overtaken, engrossed, or absorbed in what they are doing. Their enthusiasm can override other motivations, attitudes, and actions when acting for youth. It gives the program a distinctive flavor which may be called style, family, air, class, reputation or culture. It means, be a youth sport buff. Be an expert. It is a way of thinking and a way of life. Put the kids first.
There are three basic elements that will determine how we conduct our sport programs for the kids. First, we must develop a sound philosophy about the purposes of youth sport. (Example: Youth is a time to explore, learn and grow in relative safety.) The second element is to design and conduct regular, on-going educational programs so the leaders (i.e., parents, coaches, and directors) will behave in accordance with the philosophy of the program. The third element is the parent, the coach, the director, or the teacher. Change will occur when you exercise your individual initiative and make something happen. This means, you will either change what is or start something better. In the end, your individual initiative is most critical. Anything is possible when you begin to act.
Toward The Emergence Of A Youth Sport Model
The more prominent forms of sport are the Revenue Sports, Intramural Sport, and Instructional Sport models. There is no popular or overriding youth sport model. A youth sport model, should one emerge and become popularly known, might be distinguished from the other forms of sport by some of the following characteristics:
- 100% participation. in practice, games, and league management
- Fun. for the youngsters as well as all other participants
- Learn basic skills. sport skills for the players; sport, coaching and leadership skills for the other participants; become youth sport buffs
- Safety. for the participants that overrides all other concerns
- Balance. in sport and non-sport offerings
IT IS NOT WHETHER YOU WIN OR LOSE, BUT HOW MUCH YOU GET TO PLAY
There is no one correct way to view or conduct youth sport activities. There are many correct ways to do this, and that is good. From the perspective of those who have been trained or professionally prepared, it seems that the best we can do for our youngsters is to introduce them to a variety of activities, make the experiences enjoyable, and present them with sufficient skill (based on reading, studying and doing) so that the kids will return to play tomorrow, the next season, and for all time thereafter.
It is not our responsibility or obligation to tell youngsters that they are not suited for this or not right for that. That is their decision, after they have had many opportunities to test the water and satisfy their own questions and desires. For the most part, youngsters want to participate regularly, in the sport of the day, have fun, and play year after year. If we provide these types of opportunity for our children, we will have done the best we can do for them. Anything else positive that occurs beyond this will not be of our doing. However, the basis for "wanting to participate" will have received its greatest boost from the opportunities we provided for them to try and do.
Summary
Beyond X's and 0's demonstrates how adult leaders can run programs and teach sport skills to youngsters. In CHAPTER 1 readers were introduced to the concept of youth sport - - a different game from the other forms of sport. The more commonly recognized forms of sport were described in CHAPTER 2. In CHAPTER 3 it was emphasized that it is quite important to get youngsters involved in sport activities that can be manage successfully. In CHAPTER 4 the traditional style of coaching was presented while more recent findings about teaching and coaching were incorporated into CHAPTER 5. Here, youth leaders were urged to become youth sport buffs.
In CHAPTER 6 a number of practical coaching points were explained including motivation, conditioning, and injury prevention. Practical management suggestions about cheerleading, officials, legal matters, and school physical education were offered in CHAPTER 7. In CHAPTER 8 readers were introduced to several league or program features that can influence how adults operate youth programs. CHAPTER 9 was a summary of Beyond X s and 0 s.
Also a BIBLIOGRAPHY of sources, COACHES CLINICS, RECOMMENDED REFERENCES, and a YOUTH SPORT PROGRAM EVALUATION FORM that is biased toward and reflects a philosophy that goes beyond X's and 0's.
It is hopeful that readers remember more than a few interesting facts from reading BEYOND X's and O's. If not, try to conduct the activities with your kids on the following key concepts:
- Know children. Know something about the nature of your players and students.
- Plan. Put your practice activities in writing.
- Teach. Learn and apply the skills needed to transmit knowledge.
- Teach skills. Learn the basic skills and the X's and O's of your sport.
- Be positive. Applaud effort as well as accomplishments.
- Have fun. There is no need to explain this?
Throughout BEYOND X's and O's there have been a number of underlying themes. They are as important as the philosophical basis of our youth programs. We would like to reemphasize them here. They are: values, perspectives, education, research, social structure, leadership, the eternal debate over process and product, and quality of life.
Our VALUES are shaped in part by the society in which we live. The PERSPECTIVE we bring to youth sport comes from our unique lives at home, work and play. These elements join to shape how we think and feel, see things, and then behave on the fields and courts. Throughout this book we have stressed that we should adopt an EDUCATIONAL perspective with our kids and help them develop into lifetime players. Here, youngsters are taught how to perform by trained adults who take the time to teach everyone, not just the best. RESEARCH, along with practical experience and authoritative opinion, provides clues, guidance, and strategies to develop better programs for the kids. When it is used, it results in effective SOCIAL STRUCTURES known as programs for kids. It happens through the LEADERSHIP style that is learned by adults in books and in their training programs and is used on the fields and courts with the players.
The PROCESS of becoming a leader and a player requires periodic review. For kids there is no tomorrow and no yesterday. They live mostly in today's world and this experience should be good. It sets the pattern for many good tomorrows. Therefore, treat your children as though today were the most important day in their lives. It is, you know!
When sport is a positive force in the lives of youngsters, QUALITY OF LIFE is improved immeasurably. Sport has that capacity, both for the players and their leaders. This is not to suggest that all problems and conflicts can be eliminated when the points in Beyond X's and 0's are implemented. That would be nice, but unrealistic. However, when these suggestions are considered, modified, and instituted, the problems that do arise should be resolved more peacefully and without unnecessary stress for the participants.
It is worth reemphasizing a few basic points about the adult leadership of school age youngsters in the sport setting. The basis for placing a high value on physical activity begins with parental influence at birth, just as with other aspects of life. The two most important features of any sport experience, as with most learning, is full participation and enjoyment or fun. Through participation children learn the basic skills. When their programs are well designed and properly conducted, most of the activities are totally safe and fun.
The sport experience can be kept in balance by helping the youngsters learn a variety of positions in a variety of sports. There is no need for then to specialize, not in one position, not in one sport, and certainly not in sport at the expense of all else. The skills of life involve sport taken in shared proportions with the scholastic pursuits of reading, writing, math, and science, computer skills, art and music. Youngsters learn most from us when we show them how to live a complete life, a full life, a balanced life.
People in sport are much more fortunate than we realize. Every boss, manager, and training director tries hard to inspire their employees to produce at peak capacity. Yet almost every child who comes into sport is already driven by his and her internal fires. All that we need do is provide then with opportunities and a little guidance in how to use these energies productively. When we give them their chances to learn, and as many chances as they want, we will help them see and feel the pleasures that can be derived from a lifetime of participation in sport.
Sport is important in the life of children. Help them learn the enjoyment that comes with a balanced life that includes participation in a variety of sport activities year after year. Put the kids first, make it fun, and keep it in balance. That is the core of youth in sport and a philosophy that goes beyond X's and 0's. | <urn:uuid:9ee34c28-8c33-4764-acb0-1858d668050c> | CC-MAIN-2022-40 | http://www.naysi.com/old/images/stories/ch_9.pdf | 2022-10-07T21:12:10+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00518.warc.gz | 88,765,986 | 5,464 | eng_Latn | eng_Latn | 0.998223 | eng_Latn | 0.998505 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2662,
5715,
8215,
11575,
14582,
17305,
20073,
22633,
25321,
27281
] | [
1.515625,
3.109375
] | 1 | 0 |
The Edith Borthwick School SAFEGUARDING POLICY
The Edith Borthwick School
Safeguarding Policy
To be read in conjunction with:
Keeping Children Safe in Education (DfE –Sep 21)
Southend, Essex & Thurrock (SET) procedures
(October 2019)
Effective Support for Children and Families in Essex (Essex Safeguarding Children Board ESCB)
Purpose
The purpose of The Edith Borthwick School safeguarding children policy is to ensure that procedures are in place so that every child who is a registered pupil at our school is safe and protected.
This policy will give clear direction to staff, volunteers and regular visitors about how concerns are managed.
Introduction
Our school fully recognises the contribution it can make in protecting children from harm and supporting and promoting the welfare of all children who are registered pupils at our school. The key elements of our policy are prevention, protection and support.
The Children Acts 1989 and 2004 state that a child is anyone who has not yet reached their 18 th birthday.
Therefore, when this policy uses the word 'child' or 'children' it is referring to 'children and young people'.
This policy also applies to our oldest pupils who are over 18 years old and remain 'vulnerable adults'.
This policy applies to all staff, parents, governors, volunteers, visitors and pupils.
Our ethos
Our school promotes an ethos where our pupils feel secure, are encouraged to talk and are listened to. We recognise that our pupils are particularly vulnerable because they have special educational needs and some are completely dependent on adult support for all aspects of care which includes intimate care.
Many of our young people have barriers to communication and use a range of strategies to aid autonomous communication. We must all allow young people the time, space and scaffolding to enable them to express their thoughts, feelings views and needs, using appropriate communication systems, including Alternative and Augmentative communication (AAC) systems, such as PECS books and Makaton.
We recognise that children who are abused or witness abuse may find it difficult to develop a sense of self-worth or view the world in a positive way. For such children school may be one of the few stable, secure and predictable components in their life. Other children may be vulnerable because they have a disability or they are in care. We seek to provide all our children with the necessary support to keep them safe and build their self-esteem and selfconfidence.
We want children at our school to feel able to talk freely to any member of staff or regular visitor if they are worried or concerned about something.
All staff and volunteers will, through induction and training, know how to recognise concerns about a child and know how to manage a disclosure made by a child. We will not make promises to a child we cannot keep and we will not keep secrets. Every child will be told, by the adult they have chosen to talk to what will happen next.
The Edith Borthwick School will endeavour to provide activities and opportunities in the curriculum that will equip our children with the skills they need to stay safe. This will also be extended to include material that will encourage children to develop essential life skills.
At all times we will work to establish effective working relationships with parents, carers and colleagues from other agencies such as Health or Social Care.
Induction
When staff join our school they are informed of the safeguarding arrangements in place. They are given a copy of this policy and informed who the Designated Safeguarding Lead (DSL) is (Dan Woodman) and the Deputy Designated Safeguarding Leads (DDSLs) who are Maggie Loveday and Lisa Solvey act in his absence. The induction programme includes basic safeguarding information relating to signs and symptoms of abuse, how to manage a disclosure from a child, when and how to record a concern about the welfare of a child. All staff members also sign a Code of Conduct, confirming that they are clear and that it is their responsibility to know and understand the key school policies, including Safeguarding and ESafety.
All regular (3 sessions or more) visitors and volunteers to our school meet with the DSL before working with the children and are asked to sign a Code of Conduct that states the know and understand our safeguarding policies and have read part one of Keeping Children Safe In Education (KCSIE) 2021.
All staff, visitors and volunteers must ensure they know who the DSL and DDSLs are. Posters in reception and around the school also make it clear which staff have these roles.
When new pupils join our school, all parents and carers are informed that we have a safeguarding policy. This is given to parents should they request a copy and is available on the school's website. Parents and carers are informed of our legal duty to assist our colleagues in social care with child protection enquiries and what happens should we have cause to make a referral to another agency.
Safeguarding children training
Keeping Children Safe in Education says 'all staff members should receive appropriate child protection training which is 'regularly updated'. This training should include whistleblowing procedures and how to raise concerns about poor or unsafe practice and potential failures in the school or college's safeguarding regime. All staff in school who are in regular contact with children will need to attend basic safeguarding children training every year. This is referred to as 'Level 1' safeguarding children training and is provided, in this school, by the Designate Safeguarding Lead – Dan Woodman. Those staff who have particular responsibilities with regard to safeguarding children will attend more comprehensive training and further training provided by Essex Safeguarding Children Board (ESCB). Governors join the school Level 1 training, have access to governor specific safeguarding training run by the local authority and have annual safeguarding training. A record of all training is kept and reviewed termly in senior leadership team meetings.
For students that are over the age of 18 years the school will follow the Southend Essex and Thurrock (SET) Procedure for adults (October 2019)
Recording and reporting concerns about the safety and welfare of a child
All staff, volunteers and visitors have a responsibility to take prompt action if they are concerned about the safety and welfare of a child.
If a child is suffering or likely to suffer 'significant harm' action must be taken immediately.
All concerns about the safety and welfare of a child must be taken seriously.
All staff, volunteers and visitors should:
* Speak to the DSL or nominated DDSL in the absence of the DSL.
* Record the concern, using the school's safeguarding children recording system, forms can be found in reception;
* Agree with this person what action should be taken, by whom and when it will be reviewed.
Non-urgent or low level concerns
All concerns about a child should initiate some form of action.
Concerns that are of a non-urgent or low-level nature should still be recorded centrally using the school's safeguarding children recording system.
A concern, that, in itself, does not reach the threshold of significant harm, however, a pattern of concerns may suggest emotional abuse or neglect. Recording and action upon low level or non-urgent concerns about a child is important in order to recognise the cumulative effect of some types of abuse.
Informing parents and carers
We ensure that parents and carers have an understanding of our responsibility to promote the safety and welfare of pupils by making our obligations clear in the school prospectus.
In most cases parents and carers should be informed when concerns have been raised about their child. It is important that parents and carers are given an opportunity to address concerns raised.
Parents and carers should generally be informed if a referral is to be made to the Children and Families Service with Children and Learning or any other agency.
Parents must not be informed if it is believed that by doing so would put the child at risk, for example if the child has made a disclosure of sexual or physical abuse.
In this event immediate advice should be sought from the Family Operations Hub.
Role of all adults
All school staff and volunteers must:
* Read Part 1 AND Appendix A 'Further information' of Keeping Children Safe in Education (DfE, Sep 21)
* Sign our Code of Conduct agreeing that they have read and understood our safeguarding policies
* Raise any questions about the safeguarding policies or KCSIE 2021 with the DSL
* Report any concerns immediately to the DSL or DDSL.
* Identify children who would benefit from 'early help' and discuss with the DSL
* Provide safe opportunities, and where relevant, communication support systems, for pupils to express feelings and opinions
Role of the head teacher
The headteacher of the school will ensure that:
* Mechanisms are in place to assist staff to understand discharge their role and responsibilities as set out in Part one of Keeping Children Safe in Education (DfE, September 2021)
* The policies and procedures adopted by the governing body are fully implemented, and followed by all staff
* Sufficient resources and time are allocated to enable the DSL and DDSLs to discharge their responsibilities, including taking part in strategy discussions and other inter-agency meetings, and contributing to the assessment of children All staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner.
Role of the governing body
The governing body of the school will ensure that:
* Mechanisms are in place to assist staff to understand discharge their role and responsibilities as set out in Part one of Keeping Children Safe in Education (DfE, September 2021)
* One member of the governing body is responsible for championing safeguarding children issues. This person liaises with the school's DSL and provides information to the governing body
* A senior member of the school's leadership team as appointed DSL. This person must have undertaken appropriate training and attended refresher training every 2 years and attend all update training as required
* Leaders follow the local safeguarding children board (LSCB) procedures and the school's safeguarding children policy is reviewed annually and updated to reflect any changes in the Secretary of State's guidance
* Leaders operate safe recruitment practices, including appropriate use of references and checks on new staff and volunteers
* Utilise the experiences of their staff when shaping safeguarding policies. Opportunity should therefore be provided for staff to contribute to and shape safeguarding arrangements and child protection policy
* Appropriate filters and monitoring of IT systems are in place. Schools typically have filtering systems in place, BUT not all schools take pro-active steps to monitor internet use, particularly for vulnerable pupils.
* Over blocking does not lead to unreasonable restrictions as to what children can be taught with regards to online teaching and safeguarding
* Children are taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum.
* There are procedures for dealing with allegations of abuse against members of staff and volunteers and these are in line with Local authority procedures.
* Any deficiencies or weaknesses that are brought to the attention of the governing body are rectified in a timely manner.
Role of the Designated Safeguarding Lead (DSL)
The DSL has a specific responsibility for championing the importance of safeguarding and promoting the welfare of all children and young people registered at the school. There should only be one and this responsibility cannot be delegated. However, some of the tasks may be delegated to the DDSL.
The role of the DSL includes:
* Acting as the first point of contact with the local authority with regard to safeguarding children matters;
* Provision of information to the local authority on how the school discharges its duties with regard to safeguarding children;
* Liaison with the governing body and local authority with regard to any deficiencies of practice or procedure and how these may be rectified.
Referrals to the Children and Families Department and other agencies:
* Ensuring all actions are in line with SET procedures.
* Supporting and enabling staff to make effective referrals to the Children and Families Service and other agencies where there are concerns that a child is being abused;
* Holding a copy of all referrals made to the Children and Families Service and referrals to other agencies related to safeguarding children matters;
* Liaison with the headteacher (where the role is not carried out by the headteacher) to inform him/her of any issues and on-going investigations and ensure there is always cover for this role.
Training:
* Ensuring that staff have received information on safeguarding children at induction;
* Making sure that staff receive Essex approved safeguarding training annually and receive updates via email and briefings as required appropriate to their role;
* Ensuring that all staff who have specific responsibility for safeguarding children attend more in depth training;
* Ensuring that all staff understand internal reporting and recording systems and are clear about what to do if they are worried about a child.
Raising Awareness:
* Ensuring all staff and volunteers are aware of the school's safeguarding children policy and that it is readily available and reviewed annually;
* Keeping up to date with changes in local policy and procedure and take account of guidance issued by the Department for Education (DfE).
Recording Concerns:
* Managing the school's safeguarding children recording system;
* When children leave the school, ensuring their child protection or safeguarding file relating to them is copied for new establishment as soon as possible, but transferred separately from the main pupil file.
Child protection conference and core groups
Members of staff may be asked to attend a child protection conference and/or relevant core group meetings, on behalf of the school, in respect of individual children. The person attending from school will often be the DSL or DDSL, however another member of staff may be asked to attend depending on their role or involvement with the child. The person attending will need to have as much relevant up to date information about the child as possible. A child protection conference will be convened if it is considered the child(ren) are suffering or are at risk of suffering significant harm. Review conference and regular core group meetings will be held to monitor the child protection plan.
All reports for a child protection conference will be prepared in advance of the meeting. The information contained in the report will be shared with parents at the conference and will include information relating to the child's physical, emotional and intellectual development.
Child protection conferences can be upsetting for parents/carers and we recognise that school staff are likely to have more contact with parents than other professionals involved. We will work in an open and honest way with all parents and carers. Our responsibility is to safeguard and promote the welfare of all children and our aim is to achieve this in partnership with our parents.
Safe recruitment and selection of staff
The school's recruitment processes conform to the guidance set out in Keeping Children Safe in Education (DfE, September 2021). Please refer to the schools 'Safer Recruitment Toolkit, which is available from the school office.
Complaints or concerns expressed by pupils, staff or volunteers
The Edith Borthwick School recognises that listening to children is an important and essential part of safeguarding them against abuse and neglect. To this end any expression of dissatisfaction or disquiet in relation to an individual child will be listened to and acted upon in order to safeguard his/her welfare.
We will also seek to ensure that the child or adult who makes a complaint is informed not only about the action the school will take but also the length of time that will be required to resolve the complaint. The school will also endeavour to keep the child or adult regularly informed as to the progress of his/her complaint.
Please also refer to our Grievance Policy.
Managing allegations and concerns against staff and volunteers
Any allegation made against a teacher or other member of staff or volunteer will be dealt with fairly, quickly and consistently, in a way that provides effective protection for the child, and at the same time supports the person who is subject to the allegation. The Edith Borthwick School follows the procedures set out by the Local Safeguarding Children's Board. Allegations should be reported to the DSL, who will then contact the Essex LADO. The LADO can also be contacted immediately.
An allegation refers to a person who has:
* Behaved in a way that has harmed a child, or may have harmed a child;
* Possibly committed a criminal offence;
* Behaved in a way that may indicate they are unsuitable to work with children.
Please also refer to our Whistleblowing Policy and Dealing with Safeguarding allegations made against adults.
'Prevent' strategy
Vulnerability to radicalisation or extreme view points
The school recognises its duty to protect our pupils from indoctrination into any form of extreme ideology which may lead to the harm of self or others. This is particularly important because of the open access to electronic information through the internet. The school aims to safeguard young people through educating them on the appropriate use of social media and the dangers of downloading and sharing inappropriate material which is illegal under the Counter-Terrorism Act. The school vets all visitors carefully and will take firm action if any individual or group is perceived to be attempting to influence members of our school community, either physically or electronically. Our definition of radical or extreme ideology is 'a set of ideas which could justify vilification or violence against individuals, groups or self.' Staff are trained to be vigilant for spotting signs of extremist view and behaviours and to always report anything which may suggest a student is expressing opinions which may cause concern. Our core mission of diversity permeates all we do. We place a strong emphasis on the common values that all communities share such as self-respect, tolerance and the sanctity of life. We work hard to broaden our students' experience, to prepare them for life and work in contemporary Britain. We teach them to respect and value the diversity around them as well as understanding how to make safe, well-considered decisions.
All staff are required to complete the online PREVENT training:
https://www.elearning.prevent.homeoffice.gov.uk and a central record of training is kept.
Female Genital Mutilation (FGM)
It has been estimated that over 20,000 girls under the age of 15 are at risk of FGM in the UK each year, and that 66,000 women in the UK are living with the consequences of FGM. Female genital mutilation (FGM) is a growing cause of concern in schools.
FGM is child abuse and a form of violence against women and girls, and therefore it is dealt with as part of existing child and adult safeguarding/protection structures, policies and procedures. It is illegal in the UK to subject a child to female genital mutilation (FGM) or to take a child abroad to undergo the procedure – Female Genital Mutilation Act 2003. Despite the harm it causes, FGM practising communities consider it normal to protect their cultural identity. The age at which girls are subject to FGM varies greatly from shortly after birth to any time up to adulthood. The average age is 10 to 12 years.
At The Edith Borthwick School, our staff are alerted to the following key indicators that:
* A child's family comes from a community that is known to practise FGM
* A child may talk about a long holiday to a country where the practice is prevalent
* A child may confide that she is to have a 'special procedure' or to attend a special occasion
* Any female child born to a woman or has a sister who has been subjected to FGM will be considered to be at risk, as much as other female children in the extended family.
Any information or concern that a child is at risk of FGM will result in a child protection referral to Children's Social Care.
The new mandatory reporting duty for FGM under the Serious Crime Act 2015, requires teachers in England and Wales to report known cases of FGM in under 18 year olds to the police by calling 101. This is an individual's responsibility and not the setting's.
Guidelines on mandatory reporting can be found here: http://tinyurl.com/jfgho4m
Further guidance on FGM can be found here: http://tinyurl.com/jxf6byf and Annex A of Keeping Children Safe in Education 2021.
There is also an FGM helpline available 24/7 on 0800 028 3550, or email: email@example.com
Private Fostering Arrangements
The Children Act 1989 defines private fostering as occurring when a child under 16 or under 18 if disabled, is placed for twenty eight consecutive days or more in the care of an adult who is not a close relative. Where this is the case Children's Social Care should be notified.
Ensuring staff knowledge and understanding of KCSIE and our policy is sustained
It is no enough to simply deliver training in safeguarding, instead governors need not only to be sure of the impact of training and but that it is sustained.
As a school our process is:
1. The safeguarding policies are available to all via our website. There are also links to NSPCC phone lines for those who would rather report concerns outside of the school. This information is shared with parents via weekly updates and department newsletters. New parent induction also signposts this information;
2. New staff induction includes a headteacher (Designated Safeguarding Lead or DSL) briefing on our whistleblowing and safeguarding policies;
3. All new staff complete the NSPCC Safeguarding in Schools online training during their first two weeks. A central record is kept of staff when staff complete this and certificates are held centrally;
4. All staff, visitors (coming more than three times), and volunteers meet with the DSL before starting and sign our Code of Conduct to confirm that they have read and understood our safeguarding policy AND DfE Keeping Children Safe in Education 2021. A central record is then kept;
5. All visitors to the school are signposted to a leaflet detailing our basic safeguarding procedures
6. All staff have annual Safeguarding training delivered by Dan Woodman (DSL).
7. All staff complete the NSPCC Safeguarding in Schools online training on a rolling programme. We have begun with teachers and HLTAs. A central record is kept of staff when staff complete this and certificates are held centrally. This is completed every three years;
8. There is a standing item in department meetings and briefings that focuses on safeguarding.
9. The safeguarding link governors monitor the implementation of the policy termly.
Other relevant policies & further information
The governing body's legal responsibility for safeguarding the welfare of children goes beyond basic child protection procedures. Their duty is now to ensure that safeguarding permeates all activity and functions. This policy therefore complements and supports a range of other policies, for instance:
* Whistle blowing
* Behaviour
* Anti--bullying
* Special Educational Needs
* Trips and visits
* Health and Safety
* Sex & Relationship Education
* Equal opportunities
* E-Safety
* Attendance
* Staff code of conduct
* Visitor & volunteer code of conduct
* Complaints
The above list is not exhaustive but when undertaking development or planning of any kind the school will consider safeguarding matters.
In addition to the above, staff need to have an awareness and an understanding of the following:
* Bullying including cyberbullying
* Children missing education – and Annex A of KCSIE
* Child missing from home or care
* Child sexual exploitation (CSE) – and Annex A of KCSIE
* Domestic violence
* Drugs
* Fabricated or induced illness
* Faith abuse
* Forced marriage- and Annex A
* Gangs and youth violence
* Gender-based violence/violence against women and girls (VAWG)
* Hate
* Mental health
* Missing children and adults strategy
* Preventing radicalisation – and Annex A of KCSIE
*
Relationship abuse
* Sexting
* Trafficking | <urn:uuid:87fcf636-b39d-483f-8528-f0132c8a9a4c> | CC-MAIN-2022-40 | https://www.edithborthwick.essex.sch.uk/assets/safeguarding-policy-september-2021.pdf | 2022-10-07T22:01:53+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00518.warc.gz | 728,692,200 | 4,943 | eng_Latn | eng_Latn | 0.998127 | eng_Latn | 0.998628 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
46,
1341,
4178,
6998,
8972,
11764,
14290,
16718,
19301,
21726,
24178,
24950
] | [
2.046875,
1.3515625
] | 3 | 0 |
Curriculum Policy
Date Approved by Governors: 26th June 2017
Minute Number: 11/06.17
Date of Review: June 2019
1
Introduction
Stanton Vale School is a special school in Derbyshire, providing a high quality education for pupils from the age of two until nineteen years. Pupils who attend our school experience a wide range of needs including severe learning difficulties, profound and multiple learning difficulties and Autism. The curriculum at Stanton Vale school consists of all the learning experiences that we organise and facilitate, in order to maximise learning potential and to ensure that pupils work towards ultimatey achieving the outcomes defined in their Education, Health and Care(EHC) Plans.
The curriculum consists of the wide range of activities and experiences that the school organises, in order to promote learning and is far more extensive than the lessons that are taught each day. Potential to learn starts as soon as pupils arrive at school each morning our curriculum concerns itself not only with what is to be taught but how it is to be taught. Staff at Stanton Vale recognise and value the holistic needs of our pupils and strive to work in partnership with parents and other professionals to ensure that the wider needs of both pupils and their families are addressed. Staff recognise the importance of building positive relationships with parents and regular, two way communication is encouraged through a range of means including telephone calls, home/school books and meetings both informal and formal.
Preparing pupils for learning
Pupils need to be given the 'best possible chance' to learn. Adults in school devote time to ensuring that barriers to learning are reduced for pupils as far as they can be. Activities to 'remove/reduce barriers' and maximise learning, form part of the curriculum and may involve;
- sensory processing activities – supporting pupils to be calm
- sensory processing activities – waking up the senses
- ensuring that the environment is appropriate
- ensuring that teaching strategies match learning styles
- making sure that the very complex health needs that some of our pupils experience are addressed
- making sure that pupils are physically comfortable and not hungry or thirsty
- reassuring pupils about issues that are worrying them
- revising expectations during periods of illness or pain and after long term absences.
Information about the particular barriers that individual pupils face, and the strategies and procedures that are implemented to reduce or remove these, can be found in 'Pupils MARBLE Programmes' MARBLE stands for 'Maximising Achievement by Removing Barriers to Learning and Engagement'and programmes are reviewed and amended regularly.
Respect for each other
One of our aims is to prepare pupils for life in modern Britain by upholding and teaching them about 'British Values'. These values are taught explicitly through Personal, Social, Health and Emotional (PSED) and Religious Education (RE). We also teach the British Values through our curriculum. They are presented in ways that directly reflect the learning styles, special needs and the ability of individual pupils.
Actively promoting British Values also means challenging pupils, expressing opinions contrary to fundamental British Values. Where appropriate we teach our pupils to make good choices, to respect the views and contribution of others, to recognize and celebrate achievement in others and to appreciate other cultures.
Creating a culture where pupils know that they are valued is key to delivering an effective curriculum. Pupils learn from:
- how others respect and care for them, each other and the environment
- how others listen to and consider what they and others have to say
- how others interact with them and each other
- the expectations that others have of them and each other
- the aspirations that others have for them and each other
- how others celebrate their success and those of others
- how others support them when they are experiencing challenges and barriers to learning
Because of this, where appropriate, our pupils learn how to:
- respect and care for themselves, others and the environment
- listen to and consider what others have to say
- interact with others in a polite and respectful manner
- have high expectations of themselves and others
- celebrate and feel proud of their own successes and those of others
- support others who may be feeling sad or worried
Our school vision
Stanton Vale School is a vibrant, stimulating and specialist community in which pupils and staff value themselves and others. We aim to challenge, motivate and empower individuals with the skills and knowledge for a life beyond school. We want the pupils and staff of Stanton Vale to be both aspirational and inspirational.
Our curriculum aims are to:
- make sure that pupils reach their true potentials during their time at Stanton Vale school, whatever they may be
- offer a curriculum which is broad, balanced and differentiated in recognition of pupil's individual learning styles
- provide a safe, caring and exciting environment where pupils and staff are motivated to learn
- remove or reduce barriers to learning, whatever these may be
- ensure that all pupils have an effective communication system that enables them to communicate their views and wishes
- make sure that our pupils have learned the appropriate skills to continue to be successful in their adult lives
- prepare pupils for life in modern Britain by upholding and teaching them about 'British Values'
- make sure that the curriculum at Stanton Vale school continually evolves to make sure that it is appropriate for all the pupils who attend.
Curriculum – Statutory Requirements
Nursery and Reception pupils. Nursery and Reception teachers use the Statutory Framework for the Early Years Foundation Stage (EYFS) to plan the curriculum. The curriculum is organised into three prime areas: Communication; Personal Social and Emotional Development (PSED); and Physical Development. Four additional areas, Literacy; Maths; Understanding the World; and Expressive Arts and Design are also taught to ensure that foundation skills are developed in all key areas of learning. At Stanton Vale we group the specific areas under the broad heading of Cognition and Learning. For pupils of statutory school age (five to sixteen) who attend a school that is maintained by the Local Authority, some National Curriculum subjects must be taught.
Key Stages one and two (Reception until the end of Year 6) compulsory National Curriclum subjects are:
- English
- Maths
- Science
- Design and Technology
- History
- Geography
- Art and Design
- Music
- Physical Education (PE), including Swimming
- Computing
- Ancient and Modern Foreign Languages (at key stage 2)
Key Stage three (Years 7-9)
Compulsory National Curriculum subjects at are:
-
English
- Maths
- Science
- History
- Geography
- Ancient and Modern Foreign Languages
- Design and Technology
- Art and Design
- Music
- Physical Education
- Citizenship
- Computing
At key stages one to three schools must provide religious education (RE), and sex education from key stage three but parents can ask for their children to be taken out of all or part of such whole lessons.
Key stage four (Years 10 and 11)
The compulsory National Curriculum subjects are the 'core' and 'foundation' subjects.
Core subjects are:
- English
- Maths
- Science
Foundation subjects are:
- Computing
- Physical education
- Citizenship
Schools must also offer at least one subject from each of these areas:
- Arts
- Design and technology
- Humanities
- Ancient and Modern foreign languages
ASDAN is an educational charity that promotes the personal and social development of pupils through the achievement of ASDAN awards. From Key Stage four onwards pupils have the opportunity to acquire ASDAN qualifications in a range of subjects.
Transition Challenge offers a learner-centred, activity-based curriculum that can be undertaken with as much support as necessary. It has been developed for learners aged 14–16.
The Sensory transition challenge programme offers a developmental perspective for learners with more complex needs and rewards very small steps of learning and achievement. Activities in the 'Introduction and Progression' transition challenge programme, cover the statutory programmes of study for the Key Stage four National Curriculum, along with activities to develop the skills required for adult living.
In addition, pupils have the opportunity to take part in a range of options. Subjects as diverse as Animal Care, Photography and Horticulture may be on offer.
Key Stage five
Pupils continue to develop priority skills in core and foundation subjects. As above, pupils have the opportunity to take part in a range of options.
Sixth form students will follow 'Towards Independence' award modules, which provide a framework of activities through which personal, social and independence skills can be developed and accredited for those with severe learning difficulties and profound multiple learning difficulties. Towards Independence offers formal recognition for small steps of achievement towards a larger goal. Modules can be used separately and accumulated to build a record of personal achievement.
5
In addition the Personal and Social Development (PSD) qualification, will enhance the learning opportunities for our most able learners. The PSD qualification introduces our pupils to new activities and personal challenges and offers imaginative ways of supporting young people to:
- Become confident individuals who are physically, emotionally and socially healthy
- Be responsible citizens who make a positive contribution to society and embrace change
The Curriculum at Stanton Vale
All our pupils access the statutory national curriculum which is adapted to ensure that the learning needs of all pupils are met, regardless of their ability. Some pupils acquire subject specific knowledge and others develop priority skills whilst experiencing national curriclum subjects. There are three strands to our curriculum across all key stages, which are designed to meet the diverse needs of our pupils; the Stanton curriculum, The Vale curriculum and The Thoresby curriculum.
The Stanton Curriculum
Pupils who access this curriclum are likely to have significant and muliple needs, in the areas of communication, cogntion, personal, social and emotional development and sensory, and usually in physical devlelopment. The Stanton curriculum reflects our pupils needs to access learning opportunities at a sensory level.
Learning areas in the Stanton curriculum are:
- Communication
- Personal Social and Emotional Development
- Cognition and Learning
- Physical Development
Subjects for Stanton learners include English, Science, Music, Art, Design and Technology, PSED.
Learning experiences for Stanton Learners include
All our pupils who learn through The Stanton curriculum access a wide range of subjects. Communication, Cognition and Learning, Personal Social and Emotional Development and Physical Education lessons are taught, and where appropriate these are divided into national curriclulum subjects. Elements of Understanding the World; and Expressive Arts and Design are taught throughout the school year on a rolling programme.
The Vale Curriculum
Pupils who access this curriculum are likely to have severe learning dificulties in the areas of Communication, Personal Social and Emotional Development, Cognition and Learning and sometimes physical and sensory development.
Core subjects in The Vale curriculum are the same as those in the Stanton curriculum.
All our pupils who learn through The Vale curriculum access a wide range of subjects. The main focuses for learning are Communication, Cognition and Learning, Personal Social and Emotional Development and Physical Education while for some pupils, some subject specific learning might be appropriate.
The Thoresby Curriculum
Pupils who access this curriclum are likely to have severe or moderate learning dificulties in the areas of Communication, Personal Social and Emotional Development, Cognition and Learning and sometimes sensory and physical development. Lessons are developed which enable pupils to acquire a deeper knoweldge of subjects.
Core subjects in the Thoresby curriculum are:
- English
- Maths
- Science
- PSED (including sex education at Key Stage three)
- History
- Geography
- Ancient and Modern Foreign Languages
- Design and Technology
- Art and Design
- Music
- Physical Education
- Citizenship
- Computing
- RE
The school has adopted the National Curriculum as it's curriculum for Thoresby learners. Pupils sometimes follow one curriculum strand for the duration of their time with us while others will progress from the Stanton Curriclum to the Vale Curriculum, and some will progress from the Vale curriculum to the Thoresby curriclum. Pupils are continually assessed to ensure that the curriculum they follow is appropriate to their needs, provides an appropriate level of challenge and enables them to gain new skills.
Planning
Long term plans are designed for each subject. These indicate what themes will be covered each term, and to which groups of pupils. We review our long-term plan on an annual basis. Most pupils accessing our Stanton and Vale curriculums will access national curriclulum subjects on an experiential level whilst working on objectives set in the areas of Communication, PSED, Cognition and Learning and Physical Development. A few pupils will learn skills specific to particular subjects while the main focus of their learning will be centred around communication, PSED, Cognition and Physical. Pupils accessing our Thoresby curriculum usually access all of the subjects and acquire subject specific language.
All pupils, from EYFS to the end of key stage three, access the following core weekly lessons which are compulsory:
- English (at least two lessons)
- Science
- Physical Development (including PE, swimming and physiotherapy)
- Art
- Music
- Personal Social and Emotional Development
To ensure that pupils are given appropriate time to experience activities and learn new skills, and that resources can be shared across the school, we have developed a cyclical approach to the delivery of foundation subjects. This means that across the year the curriculum is broad:
In early years and Key Stage one:
- During terms one and four of each year, pupils experience History and Culture
- During terms two and five of each year, pupils experience Geography and D&T
- During terms three and six of each year, pupils experience RE
In Key stage two:
- During terms one and four of each year, pupils experience RE
- During terms two and five of each year, pupils experience History and Culture
- During terms three and six of each year, pupils experience Geography and D&T
In Key stage three:
- During terms one and four of each year, pupils experience Geography and D&T
- During terms two and five of each year, pupils experience RE
- During terms three and six of each year, pupils experience History and Culture
In Key stage four:
- During terms one and four of each year, pupils experience History and Culture
- During terms two and five of each year, pupils experience Geography and D&T
- During terms three and six of each year, pupils experience RE
Teachers in each department work together, sharing knowledge and experience to provide the best possible learning opportunities for pupils.
See separate document for a list of the themes taught in each subject in each key stage. Pupils in the early years and key stage one follow a two year rolling programme, as do pupils in Key stage two. Pupils could work in each department for up to four years so when this happens, they repeat each long term topic twice. When this is the case for pupils accessing the Thoresby curriculum, previous learning is re-established before further skills are acquired in particular subjects. Medium term plans reflect that a subject may be visited twice and ensure that there are appropriate coverage and learning opportunities. Stanton and Vale learners continue to work on individualised targets and subjects are used as exciting activities which provide a breadth of experiences.
Timetables
All our pupils who learn through The Stanton or Vale curriculums access the full range of subjects on offer. Eight Compulsory subjects are taught each week – six core subjects (English, Science, PE, Art, Music, PSED) and the two subjects being delivered from the rolling programme (Geography, History, RE, Culture, Design and Technology). There are twenty available lessons each week so teachers mostly use 'additional' lessons to priotise learning in the four core areas.
Teachers may find that they have some Stanton and Vale learners, and also some Thoresby learners in a group. When this occurs, compulsory subjects will be timetabled for all pupils (these will provide exciting learning experiences for Stanton and Vale learners while Thoresby learners will acquire specific subject knowledge). 'Additional' lessons will allocated appropriate to pupils needs so some may have additional PSED or Communication lessons, whilst others may have extra Maths or Science lessons.
Curriculum planning across the school
Curriculum teams produce and monitor subject policies and long term plans. They work together to produce medium term plans, suggesting curriculum coverage ideas and some general ideas for potential learning for Vale and Thoresby learners. Stanton learners will not be working on subject specific goals. To ensure that learning objectives are personalised and individual to each pupil, and that assessment for learning is a true feature of the Stanton Vale curriculums, more specific objectives will be set on a week to week basis in each lesson.
Outcomes, Targets and Objectives
All our pupils have a Personal Learning Programme, consisiting of three elements: Outcomes, Annual Targets and Lesson Objectives. Pupils will be working towards all three elements at any one time:
- Outcomes are long term and could last for most of the time that a pupil is with us at Stanton Vale. These are described in a pupil's Statement of Special Educational Needs or Education, Health and Care Plans (EHCPs)
- As part of the Annual Review process, pupils are set annual targets which they will work to achieve in a twelve month period. Targets are annual steps towards Statement/EHCP outcomes. Pupils are set between eight and twelve targets.
- Annual targets are broken down into lesson objectives. Objectives are small steps that can be achieved in lessons. Not all annual targets will lend themselves to every lesson so teachers will select the ones which are apporopriate, for example, it would not be appropriate to work on an undressing skill in a Maths lesson, but a target about learning to dress independently may lend itself to being practiced in a swimming lesson.
In addition Vale and Thoresby pupils may be working towards goals suggested in the medium term plans.
Short term learning plans are those that our teachers plan on a lesson by lesson basis. We use these to set out the learning objectives for each session.
At the end of each lesson or activity, staff will indicate the progress a pupil has made towards the completion of an objective and the support that has been given. Using a shorthand system the teacher is then able to decide quickly how the objective might be developed for the next lesson.
Assessment
Assessment is an integral part of teaching and lies at the heart of promoting learning. Assessment provides a framework within which educational objectives are set and pupil progress recorded. It forms the basis for planning the next educational steps in response to a pupil's needs.
Assessment at Stanton Vale School has three main functions:
- To identify what a pupil has achieved at the end of a specified time period (Formative assessment);
- To identify what a pupil is learning during the specified time period (Summative assessment);
- To facilitate realistic but challenging target setting.
Formative Assessment
To plan next steps, teachers use their knowledge of child development, pupils previous patterns of learning, alongside the bespoke Learning Profiles developed by the school.
Summative Assessment
At Stanton Vale we currently use B-squared as our main assessment and recording package. This is a commercially produced software system that allows us to record pupil progress against targets that directly relate to the P-Levels and National Curriculum Attainment Targets.
The school has devised 'assessment profiles' for each of the three curriculum strands. The Stanton assessment profile assesses learning, both linear and lateral in communication, cognition and PSED. The Vale assessment profile uses the small steps from B Squared (P levels 4-7) to monitor development. The Thoresby assessment profile contains information from P8, the pre intermim key stage standards (Rochford report) and from the National Curriculm programmes of study, years one to four.
Monitoring
The leadership team at Stanton Vale school collect and analyse data to monitor and evaluate the progress of pupils. Performance is assessed against P Scales and results are analysed using Progression Guidance (DFE) and by CASPA (a dedicated analysis tool). This data provides a range of information including:
- how individual pupils perform when compared with pupils of similar age, profile of special educational needs and starting point.
- how Stanton Vale performs when compared to similar schools
- how different groups of pupils perform, (the characteristics of these groups include gender, ethnicity, social background and English fluency).
The senior leadership team at Stanton Vale conduct lesson observations. Teachers are observed on a termly basis and in addition senior staff will conduct 'learning walks' on a regular basis. Work scrutiny is also carried out and judgments about learning levels are moderated both internally and externally with similar schools within the county and others in neighbouring local authorities. The purpose of each monitoring strategy is expliained below:
Lesson observations
The purpose of a lesson observation is:
To observe actual teaching and learning in order to raise quality of both
To enhance the learning experiences of pupils
To provide evidence for performance management reviews
To provide a system of identifying, sharing, improving and developing good practice
Learning walks
The purpose of a learning walk is to obtain a brief snapshot of the school, department or classroom. A specific focus is usually agreed before the walk and evidence is collected on the basis of this. Focuses may include:
- Provision and use of resources
- Pupil's work
- Deployment of teaching assistants
- Use of technology
- Assessment practices
- Displays
- The physical environment
Learning Journals
Learning journals are an important source of evidence for both teaching and achievement. They provide evidence for teaching over time and its impact on learning and progress. On a termly basis evidence of work is collected in Maths, English and PSED.
Moderation
Moderation is the process of teachers sharing their expectations and understanding of standards with each other in order to improve the consistency of their decision making. Moderation supports teachers to make reliable, valid and evidence based decisions about the pupil's work.
The Governors Teaching and Learning Committee, is responsible for monitoring the way the school curriculum is implemented. This committee reviews each subject area according to the policy review timetable.
The Headteacher and Deputy Headteacher are responsible for the day to day organisation of the curriculum. The senior leadership team moderate annual targets, termly goals and lesson objectives. In addition they scrutinise long-term plans, Schemes of Work and learning profiles to ensure breadth and balance of delivery. Through regular monitoring and evaluation, staff and governors at Stanton Vale seek to:
- establish how well pupils are learning
- identify the learning strengths of our pupils and the challenges they are facing
- celebrate the achievements of our pupils
- ensure that learning challenges are addressed in future planning
In order to fulfil its dual role of making strategic decisions and acting as a critical friend the governing body requires information at an appropriate level of detail. This is achieved in the following ways:
* A written report to the full governing body once a term from the Headteacher.
* The presentation once a year to the full governing body of the LA School Profile data analysis;
* Regular reports on progress in implementing all of the action sheets in the school development plan to the appropriate committees of the governing body, unless these have already been reported to the full governing body;
* participation in actual monitoring activities.
The Governor's Teaching and Learning Committee are responsible for monitoring the way the curriculum is implemented.
Review
The curriculum at Stanton Vale school is constantly being reviewed and amended in response to both national and local initiative. This policy will be reviewed on a bi-annual basis. | <urn:uuid:8534d04f-fd27-4a5d-b9f0-89f74fca854b> | CC-MAIN-2019-09 | http://www.stantonvale.derbyshire.sch.uk/wp-content/uploads/2017/11/Curriculum-Policy-June-2017.pdf | 2019-02-23T22:55:30Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00608.warc.gz | 441,400,735 | 4,825 | eng_Latn | eng_Latn | 0.995468 | eng_Latn | 0.998057 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
116,
3181,
5720,
7298,
9344,
11729,
14020,
16377,
19181,
21687,
23849,
25465
] | [
3.09375,
2.703125
] | 1 | 0 |
Vision
"Restoring landscapes for Life"
Context
Millennia of human occupation and land use have resulted in loss of the world's wild nature and degradation of natural ecosystems. Landscapes have been transformed through urbanisation, wholescale conversion of natural habitat to industrial farmland or mono-specific forestry, mineral extraction, drainage of wetlands, diversion and canalisation of rivers and overstocking of uplands.
Habitat loss and fragmentation are the principal threat to most species in the temperate zone 1 . The mid-term review of the European Union biodiversity strategy found that 70 % of EU species are threatened by habitat loss and that the vital ecosystem services that nature provides, such as pollination, are decreasing 2 , with massive costs to society 3 . The need to address the fragmentation of Europe's endangered landscapes is given added urgency and importance as a result of climate change.
There are many wild and wonderful areas worthy of conservation in Europe and it is vitally important that they are protected. However, the long-term future health of the region's biodiversity requires reversing human degradation through creation of landscapes that are extensive, connected and resilient. When exploitative activities end, barriers to recovery are removed, and nature is given time to heal itself, degraded landscapes can recover.
What do we mean by 'endangered landscapes'?
Landscapes should (and can) be places where:
* Nature thrives, without the need for intensive and costly management, providing inspiration and enjoyment
* Ecosystem processes provide us with a sustainable supply of clean air, fresh water, food and fuel
* Natural habitats protect us from floods, storms and sea-level rise
* Wildlife can move freely as it adapts to climate change
Pressures on land in Europe remain high, but there is growing awareness that our land and seas need to – and can – provide more than just food or timber: they are spaces for provision of essential ecosystem services (such as clean air, fresh water, carbon storage and ecotourism) and for the intrinsic value of nature to be appreciated. Throughout Europe, significant opportunities exist to restore
Landscapes like this are endangered, as
agricultural intensification, urbanisation, transport infrastructure, commercial forestry and other forms of 'development' have caused the areas we value for wildlife to become increasingly fragmented, and biodiversity has become confined to intensively managed islands of habitat.
biodiversity and ecosystem processes to large areas of degraded habitat.
The Endangered Landscapes Programme provides inspiration for a fundamental shift in the policy and practice of nature conservation. It introduces a positive agenda for action, and offers an exciting vision of hope for the future in which landscapes are enriched with biodiversity, establishing resilient, more self-sustaining ecosystems that benefit both nature and people.
1 In Kettunen, M, Terry, A., Tucker, G. & Jones A. 2007. Guidance on the maintenance of landscape features of major importance for wild flora and fauna - Guidance on the implementation of Article 3 of the Birds Directive (79/409/EEC) and Article 10 of the Habitats Directive (92/43/EEC). Institute for European Environmental Policy (IEEP), Brussels, 114 pp. & Annexes.
2 Report from the Commission to the European Parliament and The Council: The mid-term review of the EU Biodiversity Strategy to 2020. {SWD(2015) 187 final}
3 The opportunity cost of not reaching the 2020 EU biodiversity headline target has been estimated at up to EUR 50 billion a year (http://ec.europa.eu/environment/enveco/economics_policy/pdf/report_sept2011.pdf).
EU member states have recognised that restoration of degraded land must play a part in achieving the region's long-term vision 4 for biodiversity. Environmental targets in the EU biodiversity strategy to 2020 include the restoration of at least 15 % of degraded ecosystems 5 . Also, the Water Framework Directive has a requirement for ecological protection and the concept of 'good ecological status' 6 . Member States "shall protect, enhance and restore all bodies of surface water" (Article 4, paragraph 1a (ii)). These policy commitments provide important reference points for the development of the agenda for action that the Endangered Landscapes Programme promotes.
The Endangered Landscapes Programme is managed by the Cambridge Conservation Initiative and is funded by Arcadia, a charitable fund of Peter Baldwin and Lisbet Rausing.
4 The 2050 EU Biodiversity Vision: By 2050, European Union biodiversity and the ecosystem services it provides — its natural capital — are protected, valued and appropriately restored for biodiversity's intrinsic value and for their essential contribution to human wellbeing and economic prosperity, and so that catastrophic changes caused by the loss of biodiversity are avoided. https://www.cbd.int/nbsap/about/targets/eu/
5 Communication from the Commission to the European Parliament, The Council, The Economic and Social Committee and the Committee of the Regions: Our life insurance, our natural capital: an EU biodiversity strategy to 2020. http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52011DC0244
6 Good ecological status defined as being where "The values of the biological quality elements for the surface water body type show low levels of distortion resulting from human activity, but deviate only slightly from those normally associated with the surface water body type under undisturbed conditions".
Restoring landscapes for life
* Landscapes can be understood in terms of their position on a continuum of naturalness and human modification, from urban and industrial areas (towns and cities), intensive agriculture and commercial single-species forestry at one end of the spectrum, to wild and relatively untouched landscapes in remote and sparsely populated areas at the other end.
* The Endangered Landscapes Programme aims to move landscapes along this continuum in the direction of less human modification – giving space back to nature so that ecological processes recover, ecosystem services increase, and species populations grow - and in so-doing making places – whether cities, forests or fens – more natural, richer in biodiversity and more dynamic, for the benefit of nature and people. The programme is not about recreating the past and taking things back to a time before human influence, but aims to restore processes, populations and habitats for a better and more sustainable future. It signals a shift away from 'slowing declines' and 'no net loss' to a more positive and creative agenda in which the potential of our land and seas is recognised.
* There are many ways to move systems along this pathway – from those that are more active (tree planting, species reintroductions, removal of dams and weirs) to more passive approaches (fencing to exclude domestic grazing, natural regeneration).
* Sustainable conservation needs large areas. If ecological processes are to create natural patterns and distributions of species, and if valued components are to survive without the need for intensive human management, then they need space. Many species at the top of the food chain, whether terrestrial, aquatic, marine or winged, need large areas to roam and forage. And 'future-proofing' our environment – building resilience to environmental trends and stresses like climate change – needs large areas and ecological gradients that allow species to move and adapt. In short, creating areas where nature can exist and thrive needs a large-scale, 'landscape' approach.
* An ambition to work at landscape scale, rather than at individual sites, must recognise that there exists a mosaic of interdependent land uses, and that the interests of diverse land users and landowners must be balanced – through connected and coordinated actions – in order to meet a variety of human needs and to avoid negative socio-ecological impacts. This is especially true in Europe's varied and complex cultural settings.
Objectives and strategy of the Endangered Landscapes Programme
The Endangered Landscapes Programme is working to demonstrate and deliver an ambitious, hope filled, forward looking vision for the future in which landscapes:
* Support viable populations of native species 7 with capacity for landscape-scale movement;
* Provide space for the natural functioning of ecological processes, so reducing or even eliminating the need for intensive management;
* Are resilient to short and longer-term change (such as climate fluctuations);
* Provide sustainable cultural, social and economic benefits to people.
The programme does this by:
* Funding implementation of a suite of large-scale restoration initiatives that will bring back nature and be sources of inspiration, models of good practice, and foci for lesson-learning;
* Supporting participatory planning and development of new and innovative landscape restoration 8 initiatives;
* Building capacity nationally and locally, by facilitating the transfer of skills and knowhow between individuals and institutions;
* Sharing knowledge, lessons and experience to help deliver strategies, policies and technical information required for creating sustainable landscapes;
* Demonstrating to decision-makers, through the initiatives that it supports, the environmental, social and economic benefits that are possible from the recovery of nature and ecosystem processes in Europe's degraded landscapes.
Biodiversity conservation through landscape restoration delivers significant benefits to people through the enhancement of ecosystem services. The programme's outcomes will contribute to:
* Target 2 of the EU Biodiversity Strategy: By 2020, ecosystems and their services are maintained and enhanced by establishing green infrastructure and restoring at least 15% of degraded ecosystems.
* Target 14 of the Convention on Biological Diversity (the Aichi targets): By 2020, ecosystems that provide essential services, including services related to water, and contribute to health, livelihoods and well-being, are restored and safeguarded, taking into account the needs of women, indigenous and local communities, and the poor and vulnerable.
7 Including, where appropriate, following reintroduction.
8 Restoration: In the context of the Endangered Landscapes Programme restoration refers to the process of assisting the recovery of an ecosystem that has been degraded, damaged, or destroyed so that it functions effectively and can support characteristic assemblages of associated species. It does not imply a return to a previous historical situation.
Features of the Endangered Landscapes Programme
The Endangered Landscapes Programme works towards a vision for large-scale conservation, within Europe's varied and complex cultural settings, which restores and creates functional landscapes that are more resilient, connected and wilder.
Key features of the programme include:
1. BIODIVERSITY PRIORITIES. It focuses on addressing declines in Europe's native wildlife, at the same time promoting the significant environmental, social and economic benefits (including intrinsic values of wild nature) that healthy landscapes can deliver.
2. COLLABORATION. The programme encourages strategic collaborations, feeding experience, knowledge and information from on-the-ground project implementation into policy; building capacity based on shared experience of what works; and underpinning initiatives with a solid foundation of political, natural and social science and the evidence of what works.
3. DEDICATED FUNDING. A grant-making mechanism provides funding for projects that restore, create or improve landscapes, making them richer in nature, more resilient, and more self-sustaining. Grants especially target initiatives which move systems towards and beyond a 'tipping point' so that environmental outcomes are sustained by natural ecosystem processes.
4. ENABLING ACTION. It supports a programme of work that creates the conditions for landscape recovery including through capacity development, institutional strengthening, learning and knowledge-exchange, network development, impact assessment, good governance and engagement of stakeholders and decision-makers.
Grant-making by the Endangered Landscapes Programme
The Endangered Landscapes Programme awards two kinds of grants:
Project Implementation Grants
These grants fund teams implementing projects in Europe where the aim is to create areas that are rich in biodiversity and resilient to environmental change. Grants mainly support projects where teams are already established, plans developed and agreements have been reached among stakeholders, but where an injection of funding is needed to allow the project to proceed. Grants are typically in the range of $1- $5M and have a maximum duration of five years. Application is by invitation only.
Project Planning Grants
The Endangered Landscapes Programme recognises that the consultation, participatory planning, research, analysis and team-building required for landscape-scale projects takes time and money, and may present a barrier to the development of new and innovative projects. With no commitment to fund the initiative after the planning phase, these grants support the work needed to build alliances and prepare plans (and funding proposals) for exciting and innovative new landscape initiatives. The maximum that will be awarded for any one project is $100,000 and grants last up to 2 years. Awards are made through an open call for proposals.
Characteristics of funded projects
Projects funded by the Endangered Landscapes Programme typically have the following characteristics:
Projects address biodiversity conservation priorities
The Endangered Landscapes Programme aims to help achieve a reversal in Europe's diminishing populations of many species caused by fragmentation of habitats and declining area of natural ecosystems. With limited resources allocated for conservation in Europe, projects are focused on addressing biodiversity conservation priorities.
Projects establish large scale, dynamic systems of continuous or ecologicallyconnected habitat
Larger sites contain more species than small sites; have proportionately less edge; have greater topographic, geological and hydrological diversity - facilitating species' adaptation to climate change (making them more resilient); and make it easier to restore and promote more natural geological, ecological and hydrological processes and the ecosystem services on which society depends. Larger sites also need less management per unit area.
Projects give natural processes increased freedom to create natural patterns and distributions of species
Landscapes can be arranged along a continuum of human modification from those that are highly urbanised to 'true' wilderness - largely untouched landscapes with intact ecosystems unmodified by human land use (usually only in remote and unpopulated areas). People and nature benefit where intervention creates functional spaces that give nature more freedom to exist and change in landscapes situated anywhere along this continuum (including in cities).
Projects help overcome one or more barriers to recovery, allowing ecological processes to reach a 'tipping point' beyond which they cascade and are more selfsustaining
Restoring ecosystems at large-scale may be prevented by one or more obstacles, be they ecological, financial or institutional (governance) related. Projects help remove these obstacles, creating conditions for ecological processes to then work with more freedom to shape the future landscape.
Projects incorporate innovative elements and provide opportunities to learn
Impacts will be maximised by making sure that projects are monitored effectively, designed in ways which optimise learning, and where new knowledge is made available and accessible so that experiences and successful innovations can be widely replicated.
Other project characteristics are described in the Guidelines for Applicants.
Enabling work on the ground
The efficiency and effectiveness of individual projects is enhanced where experience, knowledge, information and evidence is collated and disseminated; capacity is built based on shared experience of what works; tools and guidelines are provided that support best practice, including in monitoring and evaluation; and where project teams are connected with one another – delivering outcomes that are 'more than the sum of the parts'.
The Endangered Landscapes Programme draws on the expertise, experience, networks and data of partners in the Cambridge Conservation Initiative, project teams and wider institutional collaborators, to support organisations working on the ground and to add value to individual projects. The programme facilitates an iterative process, in which knowledge, information and experience from projects helps build capacity and drive improvements in the practice of landscape conservation.
Enabling activities integrated into the Endangered Landscapes Programme include:
Advancing understanding, learning lessons: Projects funded through the programme provide a valuable opportunity to learn how to improve the process of restoration and share experience. The programme creates mechanisms to maximise this potential, including through provision of guidelines and building capacity for adoption of best-practice in monitoring and impact assessment of landscape restoration (environmental, social & economic dimensions).
Exchanging knowledge and making information accessible: Lessons and best practice for creating sustainable landscapes are exchanged amongst practitioners by establishing a 'community of practice' and through convening and facilitating outcome-focused workshops and symposia. Available evidence about restoration interventions is summarised, and made readily available through an open-access web platform, to support decisions about how to maintain and restore global biodiversity.
Building capacity: Capacity is built locally and nationally through publication of tools and guidelines, and through an innovative and interactive programme of peer-to-peer exchange and learning activities, including workshops, training courses and webinars for project teams (and others).
Stimulating change: The programme builds coalitions and convenes events with a broad-base of stakeholders to make the case for the enrichment and recovery of functioning landscapes. Projects are used as flagships to build support regionally and nationally. Cross-programme activities on culture and landscapes help connect people to places and build support for restoration at the local level. | <urn:uuid:6ff9e6eb-f85b-49a8-bb79-be297d36de55> | CC-MAIN-2019-09 | https://www.endangeredlandscapes.org/wp-content/uploads/2017/09/Vision-document-29-Sept.pdf | 2019-02-23T22:36:26Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00608.warc.gz | 830,481,982 | 3,412 | eng_Latn | eng_Latn | 0.992985 | eng_Latn | 0.995111 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
39,
3722,
5594,
8112,
10719,
12340,
13648,
16149,
18794
] | [
2.203125
] | 3 | 0 |
The Assumption of Mary, Cycle C
Focus: Mary, Mother of God
Gathering (children find/sit on a carpet square) Say: Good Morning everyone, my name is ______. Last week we talked about trusting God and following his treasures. Did anyone say a prayer or discover one of God's
treasures last week?
Today we are going to talk about Mary, the Mother of God.
Opening Prayer
Together we make the Sign of the Cross (do in reverse so children can mirror). Say: Now let's put our hands together and bow our heads.
Dear Mary, Thank you for saying 'yes' to the angel Gabriel when he asked you to be Jesus' Mother. Thank you for listening to our prayers and helping us understand what we need to do. Amen
Song/Movement (Hand out Attendance stickers at this time)
"Rejoice in the Lord Always" track 25 from America's 25 Favorite Bible Songs Play music, encourage children to stretch or move to the music (clapping, stamp feet march in place to the beat), turn to each other and shake hands, saying hello, etc. Have children sit on their carpet squares when finished.
Rejoice in the Lord always. And again I say rejoice. (2x)
Rejoice! Rejoice! And again I say rejoice. (2x)
Repeat.
Creative Movement (try it if you feel brave)
Have kids form two equal lines facing each other. To the beat of the music have them take four steps toward each other and clap the hands of the child facing them, then take four steps back and clap their hands together. Repeat.
Filename: F20.TheAssumptionofMary, CycleC.doc
Memory Verse
Say: Now let's take a moment together to learn a verse from the bible.
My soul proclaims the greatness of the Lord-my spirit rejoices in my Savior.
-Luke 1:46-47
Have the children repeat the verse after you a couple of times.
Say: When we know that God is with us and cares for us we feel peaceful inside and can tell everyone how great and wonderful he is, just like Mary.
Gospel Story
Say: Today we are reading from the Gospel of Luke.
Have children make sign of the cross on their forehead, mouth and heart saying. "Lord, open my mind, my lips and my heart so that I may learn it, speak it and love it."
Read:
Pages 158-160, Mary Visits Her Cousin Elizabeth, from The Family Story Bible.
Note: Read from Page 158, paragraph 8 (Mary decided that…) to top of page 160 (…go home to Joseph)
After the reading say: The Gospel of the Lord
Children respond: Praise to you Lord Jesus Christ
Ask: What has happened in this story? What other time of year do we hear this story? Mary goes to see her cousin-they share their love for God and Mary says an important prayer that praises God and how he takes care of everyone-no matter if they are rich or poor, weak or strong.
Gospel Activity
(Do not have to complete all of these, any necessary materials will be in cabinet) See the Filler Options Sheet if you need more activities.
Meditation with Mary:
Say: Mary was Jesus' mother, she was a very special person. She was the first person to understand about life in heaven. She listens to our prayers and helps us to know God's love for us. Let's take some time to imagine sitting with Mary and Jesus-what do they say to each other, what do they say or do with you?
Say the Hail Mary with the children
Say the Rosary with the children See the ABC's of the Rosary for Children (in the cabinet)
Complete the weekly bulletin as a group
Closing Prayer
(Children respond: "We Believe!")
Ask:
Do we believe in God, who we praise in song?
Do we believe in Jesus, who is the son of Mary?
Do we believe in the Holy Spirit, who helped Mary say yes to God?
Sending Forth
Say: Practice the 'Hail Mary' with your family.
Lining Up/Closing Song
Play "Oh, How I Love Jesus" track 7 from "America's 25 Favorite…" while children put away any materials and line up. Hand out weekly bulletins. Remind them it is important that they return to their family quietly so that we may all listen and pray together in church.
Oh, how I love Jesus. (3x) Because He first loved me.
There is a name I love to hear.
I love to sing its word. It sounds like music in my ear. The sweetest name on earth.
Oh, how I love Jesus. (3x) Because He first loved me.
Filename: F20.TheAssumptionofMary, CycleC.doc | <urn:uuid:ca314198-74d8-40d9-a330-46baa7ee207a> | CC-MAIN-2019-09 | https://sacredheartchurch.info/upload/ChildrensLiturgy/LittleLit/Cycle%20C/F20.TheAssumptionofMary,%20CycleC.pdf | 2019-02-23T23:26:22Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00610.warc.gz | 683,777,489 | 1,004 | eng_Latn | eng_Latn | 0.996475 | eng_Latn | 0.996384 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1500,
3191,
4213
] | [
3.8125
] | 1 | 0 |
initiatives
and a just
transition
plan
Re
2
Factsheet
Green Homes
>>
al
About the Green Economy Network
Imagine environmental groups, labour organi zations and social justice and youth move ments working together to find real solutions to tackle climate change. Wouldn't that be cool? Well, that's exactly what the Green Econ omy Network is. Spurred by Canada's failure to take action to move toward an authentic green economy, leaders of more than twenty prominent groups formed GEN to push for a fundamental transformation of our industrial economy. Good green jobs are being created and can be further created in Canada to cut carbon emissions and develop true alternatives to the old ways of working. GEN is now at the forefront of a new social movement striving for a low-carbon, prosperous and just future for all Canadians.
High rise, low bill, Toronto, ON
Toronto's TowerWise program is focused on improving the energy efficiency of residential high-rise buildings. A 30-year old condominium at 15 Kensington in Brampton cut its natural gas use by 28 per cent, water use by 29 per cent and electricity use for cooling by 50 per cent. The building is now saving $65,000 per year on utility costs and will have recovered its upfront costs in under five years.
A 128-unit rental apartment building at 24 Manor Road, constructed in 1970, had upgrades, including low-e argon filled windows and insulated balcony doors and a new roof. An 84 collector solar water heating system was also added to the roof. The building is saving more than $33,300 per year in utility costs and the payback, when increased rental income is included, is three years vii .
A new condominium, Appleby Woods, was constructed with high levels of insulation, sensor controlled fans and lighting as well as advanced features including a geo-exchange heating and cooling system but still cost 25 per cent less to build than similar buildings and costs 60 per cent less to operate.
i GEN Common Platform, Making the Shift to a Green Economy pages 8-12
iii http://www1.toronto.ca/wps/portal/contentonly?vgnextoid=04b5ba2ae8b1e310VgnVCM10000071
ii http://www.efficiencynb.ca/home/efficiency-nb-in-the-news.html#anchor30
d60f89RCRD
v www.hatsmart.ca
iv http://corporateknights.com/blog/dawson-creek-%E2%80%93-achieving-carbon-neutrality
vi http://www.hydro.mb.ca/your_home/power_smart/residential_loan/index.shtml
vii http://www.towerwise.ca/
>>
Real initiatives – Green homes and green buildings
Canadians experience extreme cold in the winter and periods of extreme heat in the summer. Yet, only 10 per cent of our buildings are energy efficient. Green Homes and Green Buildings is about making what we have as efficient as possible, while cutting greenhouse gas emissions that cause climate change. Improving energy efficiency is a clean, inexpensive and prudent step that can pay for itself over the long term.
Can we take on this challenge? Of course we can!
A green economy is more than an idea. There are lots of examples of energy efficiency, green homes and green buildings all over the world. Improved energy efficiency is also a proven way to create jobs. In fact, a $1.1 billion dollar homes and buildings retrofit public program could be designed to leverage $50 billion dollars in private expenditures, and that's enough to create one million person job years of employment i . Not only would such a program create jobs it would reduce greenhouse gas emissions by 10 million tonnes by 2020 and leave Canadians with more efficient homes and buildings, which saves us money too.
There is no question – we need green homes and buildings so we can reduce our reliance on fossil fuels to ensure that the future needs of Canadians are met while ensuring both jobs for today and a clean planet for tomorrow. How? Read on.
Toronto Atmospheric Fund
Since 1991, the Toronto Atmospheric Fund has been helping the City of Toronto meet its greenhouse gas emissions reductions targets by investing more than $50 million in local climate solutions, saving the City of Toronto more than $55 million on its energy bills iii .
TAF has helped the City with energy efficiency by:
* Co-funding energy retrofits in more than 100 City buildings in cooperation with Toronto's Facilities Management Division.
* Providing funding and expertise for energy efficiency and renewable power projects at Exhibition Place, the Toronto Zoo, Harbourfront Centre, Toronto Community Housing, community centres and seniors' residences.
* Financing the switch to more efficient streetlights and traffic signals, saving approximately $39 million to date.
* Structuring a leasing arrangement that allowed Toronto Community Housing to purchase thousands of energy-efficient appliances, saving $10 million.
* Green$aver, which piloted the concept of incentives for home energy retrofits that have been accessed by over 36,000 Toronto residents, who have saved an average of 21 per cent on their home energy bills.
>>
BUILD: the ecological way forward to greater social inclusion
In Manitoba, BUILD (Building Urban Industries for Local Development) is pioneering a job-training program that brings together equity, economics and the environment. Following a social enterprise model, BUILD trains First Nations' workers in both their communities and in Winnipeg's inner city for good climate-friendly jobs. Affiliated with BUILD, Aki Energy has trained First Nations' men and women in the Peguis and Fisher River communities for jobs installing geothermal heating in local homes and public buildings. To date, more than 100 geothermal systems have been installed. Plans are in the works to expand this social enterprise model to three additional First Nations communities in Manitoba and to put in place another 250 geothermal installations. Manitoba Hydro predicts $157 million in savings by 2017for the impli cated communities. In Winnipeg's inner city young, marginalized workers – many of whom are Aboriginal – have been trained and are currently upgrading insulation, plumbing and ground water heat recovery in neighbourhood homes. So far, 8000 units have been retrofitted with energy efficient plumbing and groundwater upgrades and 1000 units have undergone energy retrofits.
Greening municipal buildings in Belledune, N.B.
The village of Belledune, New Brunswick has completed energy audits on its five municipal facilities with help from Enerplan consultants. The work is now completed and the village expects energy savings to be approximately $29,000/year. This decreased energy use will also reduce greenhouse gas emissions gener ated by these facilities by about 167 tonnes or the equivalent of taking 28 passenger vehicles off the road for a year ii .
FACTSHEET 2: GREEN HOMES – REAL ALTERNATIVES FOR A GREEN ECONOMY
Encouraging more efficient buildings in Bouctouche, N.B.
Greening Municipal Buildings Through a local carbon Tax in Dawson Creek, B.C.
Dawson Creek will contribute $100 to the City's newly created Carbon Fund for each and every tonne of greenhouse gas emissions the city produces from its own operations iv .
The fund will do three things:
* Encourage Dawson Creek to invest in low-carbon projects.
* The extra cost of each tonne of emissions will make energy efficient projects more cost-effective.
* The money in the carbon fund will be used to reduce emissions like improving the energy efficiency of Dawson Creek's municipal vehicle fleet, or installing biomass heating or solar hot water systems on municipal facilities could all qualify for funding from the Carbon Fund.
Residents of Bouctouche, New Brunswick, are getting an incentive for building energy efficient homes. Town council passed a resolution to waive the cost of building permits for all new houses built to an EnerGuide 80 or R-2000 standard. Combine this saving with the incen tives available through Efficiency NB's New Homes Program and homeowners benefit from some significant savings when choosing to build energy efficient homes. Bouctouche is a small, Kent County town along the shores of the Northumberland Strait. As part of its "Thinking Green Campaign", the Town has been working with Efficiency NB on reducing energy consumption and greenhouse gas emissions. Every new energy-efficient home will generate nearly six tonnes less greenhouse gases than a conventional home.
Hats off in Medicine Hat, AB
Medicine Hat, AB's Hat Smart program offers all kinds of incentives for green homes including $400 to upgrade your insulation, furnace or hot water tank v .
Manitoba Hydro
Manitoba Hydro offers both information and financing for homes to be more energy efficient. The Power Smart Residential Loan has no down payment, an interest rate of 3.9 per cent over a maximum term of 60 months with a minimum monthly payment of only $15 dollars. The monthly installments are included on your hydro bill vi .
FACTSHEET 2: GREEN HOMES – REAL ALTERNATIVES FOR A GREEN ECONOMY | <urn:uuid:4d3394e6-2231-4a62-aea5-47b4a56afe13> | CC-MAIN-2019-09 | http://greeneconomynet.ca/wp-content/uploads/sites/43/2014/11/GEN-2-Green-Homes_August-2014_ENG_.pdf | 2019-02-23T23:40:28Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00609.warc.gz | 113,630,643 | 1,941 | eng_Latn | eng_Latn | 0.99722 | eng_Latn | 0.997529 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3823,
8964
] | [
2.078125
] | 3 | 1 |
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
common name genus
species cultivar or variety
ageratum, hardy or wild
Allspice, Raulston
Eupatorium coelestinum
Calycanthus raulstonii
Bush-Honeysuckle, Southern
R. V. James plant common name list.xlsx
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
common name genus
species cultivar or variety
Butterfly Bush butterfly gaura
Buddleia
Gaura
R. V. James plant common name list.xlsx lindheimeri
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
common name genus
species cultivar or variety
False Cypress, Sawara
False Golden Aster
Chamaecyparis pisifera
Devon Cream
Chrysopsis villosa
R. V. James plant common name list.xlsx
Common names of plants in my garden
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
common name genus
species cultivar or variety
hardy geranium
Harebell
Geranium
Campanula
R. V. James plant common name list.xlsx
Common names of plants in my garden
My lists of plants and photographs are arranged alphabetically by genus and species. Find the common name in this list to see how that plant is listed.
R. V. James plant common name list.xlsx | <urn:uuid:d569dde6-1cac-4bf9-a0f4-196301e04fbc> | CC-MAIN-2019-09 | http://rvjdesigns.com/pdf%20files/planting%20inv%20-%20common%20names.pdf | 2019-02-24T00:24:42Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00611.warc.gz | 225,493,667 | 531 | eng_Latn | eng_Latn | 0.978477 | eng_Latn | 0.976194 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
363,
668,
1012,
1340,
1573
] | [
3.328125
] | 2 | 0 |
St Aidan's Catholic Primary
Mathematics Policy 2015
St Aidan's Catholic Primary School Mathematics Policy
Principles and Rationale
At St Aidan's Catholic Primary School we aim to develop children who are confident with number and understand mathematical concepts. We believe that mathematics provides children with the essential life skills of:
- Understanding number and calculation,
- Enquiry,
- Problem solving,
- Reasoning Skills,
We aim to provide children with a fun but focused Maths curriculum, equipping the children with the skills they require for adult life. We adopt a fully inclusive, mind-friendly approach to teaching and learning in Mathematics where children are challenged sufficiently in a supportive environment. Assessment for learning allows children and teachers to review the strategies and methods used in the lessons thus always moving learning on.
Aims:
- To develop numerate children.
- Ensure every child is confident and enthusiastic when approaching Mathematical problems.
- Provide children with the skills to use and apply Mathematics in different contexts.
- Provide children with an exciting Maths curriculum which is embedded in real life situations and practical problem solving.
- Provide children with the vocabulary to talk about and explain Mathematical concepts.
- Use ICT to enhance learning and teaching of Mathematics.
- Use a variety of learning styles and resources to cater for the needs of all children's.
- Follow guidelines as set out in the National Curriculum Programmes of Study
The teaching of mathematics provides opportunities for:
- group work
- whole class teaching
- paired work
- individual work
- the use of ICT
- speaking and listening opportunities
Planning our Mathematics Curriculum
From the moment our children enter our school, Mathematical Development is one of our primary focus points. Children need to be able to recognise numbers, tell differences, add things together and recognise shapes, time, days of the week etc to be able to live and learn independently. We know that all aspects of learning in this area impact on our children's achievement across the curriculum.
At St Aidan's Catholic Primary School, we use Assessment for Learning (AfL) strategies to ensure that our curriculum is designed to meet our children's needs. This has to be our starting point.
We need to ensure that we use opportunities in all areas of our curriculum, when feasible, to develop and consolidate children's mathematical understanding.
Planning
At St Aidan's, our children in the Foundation Stage receive a personalised curriculum designed around the Foundation Stage Learning goals.
In KS1 and KS2 our staff use and adapt the Lancashire Mathematics Framework and the Statutory National Curriculum to meet the needs of our children and we recognise the importance of the structure of the Mathematics Framework in ensuring coverage and progression.
Teacher's planning in Mathematics should contain:
- clear learning intentions
- learning outcomes
- consolidating and mastering
- clear differentiation
- opportunities for real life problem solving
- Progression through planning
- N-rich activities where possible
Evaluation of lessons/plans is to be carried out using AfL to inform next steps. Staff should not move on to a new topic unless they are confident that the majority of the children are proficient in their understanding. This can be checked in the 'assess and review' aspect of our teaching. The topics can then be re-visited during mental & oral starters.
In the FS the planning is based around:
- The EYFS curriculum
- Child initiated ideas
- Daily opportunities for developing mathematics skills through continuous provision activities
- Using ICT to develop understanding
In KS1 and KS2 planning is based around:
- 5 daily mathematics lessons,
- Daily opportunities for developing mental mathematics skills,
- Regular opportunities for problem solving
- Using ICT to develop understanding
- Maths Passports
Mind Friendly and Active Learning
Children learn best when they are engaged and active participants in their learning. Mindfriendly learning gives teachers opportunities to challenge children's thinking in a nonthreatening way, whilst embedding learning.
We recognise that Mathematics lessons should not be dominated by teacher talk. Children can be active using whiteboards, clocks, show me activities, talking partners, mind maps, flash cards, number fans etc.
Think Pair Share
Children should be given thinking time before answers are expected, opportunities to share ideas with a partner and then a group before feeding back to the class. This reinforces learning and develops speaking and listening skills. 'Talking maths' strategies are essential if we are going to develop numerate children.
VAK
Opportunities should be created in mathematics teaching for children to experience visual, audio and kinaesthetic learning. Allowing children to learn in different ways improves understanding, enjoyment and retention of what is being taught.
Time for Reflection
It is paramount that children are given time to reflect on their learning. Rather than being a time to show examples of good work, children should be given a range of ways to reflect on their learning journey. This will help consolidate learning and highlight misconceptions. Reflection time should involve the whole class through activities such as –hot seat; snowball; post its; networking.
Calculation Policy
The essential components of the Calculation Strategy are;
- In lessons children should be taught a core strategy.
- Children's mathematical development should be progressive and structured
At St Aidan's Catholic Primary School we recognise the importance for an emphasis on Mental Maths and recalling key number facts. Maths Passports are used to develop these skills and is organised in 'Steps' (not year groups) to follow in line with expected mathematical knowledge.
Written calculations are also arranged into Stages. Children will move to the next stage in written calculations, only when they are ready and this process should not be rushed.
Half termly assessments and teachers' professional judgements will inform when a child is proficient in one method and ready to be challenged by the next step.
It is important to stress that when using the Calculation Policy
- Children will be encouraged to check their answers after calculations are made.
- Children will be encouraged to approximate their answers before calculating.
- Children will be encouraged to consider if a mental calculation is appropriate before using written calculations.
Problem Solving
In KS1 and KS2 the children are provided with opportunities to apply their mathematical knowledge in contexts that are meaningful. We also incorporate Nrich maths as a way of challenging children to develop their problem solving skills.
Assessment
At St Aidan's Catholic Primary School we believe that formative assessment is fundamental to the success of our learning and teaching strategies. We want our children to be active participants in their assessment and to value the next steps in their learning.
Assessment for Learning
Assessment for Learning should be an integral part of all Mathematics teaching. Every lesson should have a clear and child friendly learning intention/objective as well as clear steps to success.
Staff are encouraged to have a working wall in their classroom. This is not a permanent display and should be added to as a topic progresses. It should also contain the relevant mathematical vocabulary for a particular topic.
Children should routinely refer to working walls, showing the steps to success, throughout the lesson to ensure success in the lesson. They should be used for both self and peer assessment. The children should be able to identify strengths and ways forward in order to become more independent learners.
Mathematics Targets
Children are set half termly targets in Mathematics. These should be displayed in a prominent place in the classroom and/or in children's books. Teachers should refer children to the children's targets and ensure frequent opportunities are planned in order to support children in reaching their targets.
Maths Assessments
Children's Mathematical skills and knowledge are assessed termly against National Curriculum expected outcomes and ways forward identified relating to this. Children's levels are recorded on the school tracker and children's progress is monitored. The assessment itself should take the format of a normal Mathematics lesson and recorded in Numeracy books.
Number, calculation, problem solving, statistics, measures and shape should all be assessed throughout the year.
Equal Opportunities
The teaching of Mathematics will be in accordance with the present policy for Equal Opportunities. We aim to provide equal access to those children with additional educational needs.
The daily mathematics lesson is appropriate for all pupils. Teachers will involve all pupils through differentiated questioning, activities etc through quality first teaching.
Differentiation should always be incorporated into all mathematics lessons and can be done in a variety of ways:
- Grouping – according to ability so that the groups can be given different tasks where appropriate. Activities should always be based on the lesson theme and can be differentiated according to ability normally not more than 3 levels.
- Common tasks – which are open ended where differentiation is by outcome.
- Resourcing – which provides a variety of resources depending on ability. E.g. counters, cubes, measuring cylinders etc.
- Stepped activities – which become progressively harder and more demanding, but cater for the less able in the early stages.
Additional Needs Provision
Children may benefit from having a Mathematics IEP if they are making little or no progress; they are off track to meet predicted levels or if they have a specific learning difficulty.
Children do not need IEPs if their needs are being met through a differentiated curriculum.
Maths SEN / Interventions
- Spring Board Mathematics
- Wave 3 Mathematics
- First Class Maths
- Basic Skills Interventions
- Focused group work in maths lessons
Interventions are run as appropriate and dependent upon pupil need. The impact on pupil progress is evaluated in order to plan further support.
Mathematics and ICT
ICT is an excellent way to inspire and interest children in Mathematics. Promethean boards should be used to model and stimulate learning. Interesting images can be used as an inspiring way to get children thinking about, talking about, reasoning, explaining and ultimately solving Mathematical problems.
All classes have access to ICT equipment and this is an ideal opportunity for the children to practice their mathematical skills as well as using lap-tops and i-pads in the classroom.
Home Learning
All Maths homework should be differentiated accordingly and must be relevant to what is being taught in class.
Resources
All practical resources are located within classrooms or Maths intervention room. Only adults are permitted to collect and return resources and are expected to return resources back to their boxes or shelves as appropriate.
Please ask if there is a particular resource that you need.
Role of the Coordinator
The mathematics coordinator is responsible for coordinating mathematics throughout the school. This includes:
- ensuring continuity and progression from year group to year group
- providing all members of staff with guidelines e.g. how aspects of mathematics should be taught such as problem solving
- advising and supporting colleagues on the implementation and assessment of mathematics throughout school
- advising on in-service training to staff where appropriate. This will be in line with the needs identified in the School Development Plan and within the confines of the school budget.
- assisting in the requisition and maintenance of resources required for the teaching of mathematics. Again this will be within the confines of the school budget.
- monitoring and evaluating the teaching and learning of mathematics through:
[x] lesson observations
[x] scrutiny of work
[x] monitoring of planning
[x] analysis of scores each term
Appendix 1
This website is useful for everyone. It has activities and games on all different topics including percentages, fractions and problem solving. http://www.bbc.co.uk/schools/revisewise/maths/number/
This has an activity on mental maths. http://www.bbc.co.uk/schools/revisewise/maths/mental/
A great multiplication game. This will help with EVERYONE'S tables! http://www.primarygames.co.uk/PG5/Eggs/Multi/eggsmult.html
This one is division http://www.primarygames.co.uk/PG5/Eggs/Div/eggsdiv.html
Fraction freeze:
http://www.primarygames.co.uk/PG5/Fraction/freeze.html
Times tables football follow instructions very carefully. http://www.active-maths.co.uk/worldcup/tablefooty/wc_table_tables.html
Different topics – numeracy game:
http://www.bbc.co.uk/schools/revisewise/maths/gamezone/
Another football game – follow the instructions carefully:
http://www.funbrain.com/fractop/index.html
Percentages:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/percentages/inde x.htm
Different topics:
http://www.rainforestmaths.com http://www.mathszone.co.uk http://www.games-co.uk
http://www.mentalstarters.co.uk
This Policy will be reviewed in January 2016.
St Aidan's Catholic Primary School
January 2015 | <urn:uuid:36e30376-1a55-4d23-a453-09c5ba6edbfe> | CC-MAIN-2019-09 | http://staidanscatholicprimary.com/wp-content/uploads/2012/11/St-Aidans-Mathematics-Policy-2015-Draft.pdf | 2019-02-23T22:36:00Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00608.warc.gz | 265,587,883 | 2,561 | eng_Latn | eng_Latn | 0.994477 | eng_Latn | 0.996855 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
52,
1725,
3735,
5482,
7411,
9689,
11394,
12335,
13483,
13580
] | [
3.90625
] | 3 | 0 |
Adverb or Adjective #1
Adverbs and adjectives both describe, but they're used differently. Examine the chart and examples below to see how each is used.
Adverbs Modify
Adjectives Modify
Verbs
Adjectives
Other adverbs
For example:
Verb adverb
^ ^
nouns pronouns
For example:
noun adjective
^
^
My sister drives carefully.
Mike was tired after the race.
Directions: Look at the sentences below and decide whether an adverb or adjective is needed. Circle your choice. Then underline the word it modifies. (Hint: adverbs usually, but not always, end in "ly").
1. The house looked (empty, emptily).
2. Jason pitched (wild, wildly).
3. The choir sang (good, well).
4. Those hills look (beautiful, beautifully).
5. The teams were matched (even, evenly).
6. The cheese on this cracker tastes (strange, strangely).
7. You print so (neat, neatly).
8. Ron arrived (prompt, promptly) at ten.
9. I go to the gym (regular, regularly).
10.The snow fell (steady, steadily).
11.The solution to the crime seemed (obvious, obviously).
12.The hem of the skirt was (real, really) crooked.
Adjectives or Adverbs? #2
Directions: Determine whether each underlined word below is an adjective or an adverb.
1. The woolly mammoth is believed to be the ancestor of the modern elephant.
2. She jumped up suddenly and left the room.
3. This recipe calls for coarsely ground nuts.
4. The early bird gets the worm.
5. She speaks so softly that I can hardly hear her.
6. She has curly blond hair and blue eyes.
7. "Come here, quickly," she said, "and help me get this curtain hung."
8. At the pet shop a cuddly little kitten snuggled up to me, and I almost bought it.
9. A nicely trimmed hedge is an asset to a yard.
10.His kingly bearing makes him a perfect choice for the role of pharaoh in our play.
11.That oil painting is absolutely magnificent!
12.Toothpaste ads on television always feature models with gleaming, pearly teeth.
13."I'm the greatest," he said jokingly, as he flexed his almost nonexistent muscles.
Adverbs and Adjectives #3
Directions: For each of the following sentences, identify the underlined word as either an adjective or an adverb.
1. Music has accompanied drama since old times.
2. Beethoven, a composer, tirelessly devoted himself to his music.
3. He often worked late.
4. In the old days, musical selections were performed live by great pianists.
5. Beethoven was terribly shocked when he learned he was losing his hearing when he was in his late twenties.
6. His condition gradually worsened.
7. Music in silent films (films with no talking) had little, if any, connection to the on-screen action and presented little variation from one scene to the next.
8. Today music plays a special role in the production of movies.
9. Can you think of any good movie soundtracks?
10.Recently, I saw a movie that had a really good soundtrack.
Adverbs and Adjectives #4
Directions: Identify each of the underlined words as either an adjective or an adverb.
1. Karaoke became a major trend in Japan and around the world.
2. Many people sing karaoke, even though some sing poorly.
3. The concept of karaoke is not a new one.
4. The word "karaoke" means "empty orchestra" in Japanese.
5. Powerful speakers play the background music.
6. Meanwhile, the lyrics are displayed on a large screen.
7. Sometimes the lyrics move by too quickly and singers get lost.
8. What do you think is the most popular song for karaoke singers?
9. Karaoke can be challenging when the songs are chosen randomly for you.
10.Karaoke is so fun, I am sure it will be around for a long time.
Adjective or Adverb Exercise #5
Directions: Choose the correct item from the choices in the parentheses.
1. He (correct, correctly) defined the terms. The answer sounded (correctly, correct).
2. She (quickly, quick) adjusted the fees. She adapted (quick, quickly) to any situation.
3. He measured the floor (exact, exactly). They proved to be (perfectly, perfect) (exact, exactly) measurements.
4. The stillness of the tomb was (awfully, awful). The tomb was (awfully, awful) still.
5. It was a (dangerously, dangerous) lake to swim in. The man was (dangerous, dangerously) drunk. The gas smelled (dangerously, dangerous).
6. She performed (magnificent, magnificently). It was a (magnificent, magnificently) beautiful performance.
7. Her voice sounds (beautifully, beautiful). She sang the song (exact, exactly) as it was written. We heard it (perfectly, perfect).
8. He was a very (sensibly, sensible) person. He acted very (sensible, sensibly).
9. Mike wrote too (slow, slowly) on the exam. He always writes (slow, slowly).
10. Talk (softly, soft) or don't talk at all. The music played (softly, soft).
11. Andrea knows the material very (good, well). She always treats us (good, well).
12. You must send payments (regular, regularly). We deal on a (strictly, strict) cash basis.
13. The mechanic's tools were (well, good). The foreman said that his work was (good, well) done.
14. She worked (careful, carefully) with the sick child. She was a very (careful, carefully) worker.
15. He did not pass the course as (easy, easily) as he thought he would.
16. I find this novel very (interesting, interestingly). It was (interesting, interestingly) written.
Adjective or Adverb #6
Directions: Write down the correct form of the red word in parentheses (adjective or adverb).
1. Tom is (slow) _____. He works _____.
2. Sue is a (careful) _____ girl. She climbed up the ladder _____.
3. The dog is (angry) _____. It barks _____.
4. He acted (excellent) _____. He's an _____ actor.
5. They learn English (easy) _____. They think English is an _____ language.
6. Max is a (good) _____ singer. He sings _____.
7. It's (awful) _____ cold today. The cold wind is _____.
8. Dogs rely on their noses as they can smell (extreme / good) _____. If that is true, why does dog food smell so (terrible) _____?
9. The little boy looked (sad) _____. I went over to comfort him and he looked at me _____.
10.I tasted the soup (careful) _____ but it tasted (wonderful) _____.
Adjective or Adverb #7
Directions: Identify the underlined word as either an adjective or an adverb.
1. He's a dangerous driver.
2. He ate his dinner very quickly.
3. She's a bad speller.
4. Suddenly the wind changed directions.
5. Please try to be more careful.
6. He walks so heavily in those boots.
7. She plays the piano perfectly.
8. He is a quick talker, but he never listens.
9. She writes very badly.
10.There was a loud noise last night. Did you hear it?
11.She's a careful driver, I think.
12.Our guest left quite abruptly.
13.The stranger approached the wood cautiously.
14.The flowers smelled fragrant.
15.My little sister is five years old.
16.The children screamed frantically when they saw a ghost.
Adjectives #8
Directions: Identify the word that is being described by the underlined adjective.
1. A violent storm uprooted a large tree in the front yard.
2. The hot sun beat down on the thirsty animals.
3. The kangaroo has short forelegs and a large, thick tail.
4. A number of famous writers are buried in Westminster Abbey.
5. The traveler, tired and weak, struggled with a heavy trunk.
6. The official guides at the United Nations can speak a number of different languages.
7. The charming, handsome couple celebrated their fiftieth wedding anniversary.
8. My glasses are dirty.
9. The swimmer felt happy after she won the relay race.
10. This ground looks swampy.
Adjectives #9: Adjectives, Nouns, or Pronouns?
Directions: Identify the word that is underlined as either an adjective, noun, or pronoun.
1. The science book is on the shelf.
2. The airplane ride was exciting.
3. My favorite school subject is science.
4. My favorite school subject is science.
5. I spilled ink on the desk top.
6. The desk in the corner is mine.
7. The swimming class has five students.
8. Swimming is my favorite sport
9. Each person did the assignment.
10. This is my favorite television show.
11. Whose gloves are these?
12. Most of the answers are correct.
13. I chose that subject for my speech.
14. Most puppies sleep for many hours a day.
Adjectives #10: Identifying Proper Adjectives
Directions: Write all the proper adjectives on a sheet of notebook paper. Not every capitalized word is a proper adjective, and many sentences will have more than one.
1. The remains of several Roman roads can be seen in England today.
2. American tourists in Paris enjoy going to the Eiffel Tower.
3. The Shakespearean actors were dressed in Elizabethan costumes.
4. Two Italian dishes which Americans enjoy are lasagna and spaghetti.
5. Many French words were added to the English language.
Adverbs #11: Modifying Verbs, Adjectives, and Other Adverbs
Directions: Identify the adverb for each of the following sentences and identify the word that adverb is modifying (describing).
1. Speak now or forever hold your peace.
2. Yesterday, Mrs. Blue thoughtfully assigned two brief assignments.
3. Today, the students will arrive early.
4. She did well on the first test, but she failed the second test miserably.
5. The skaters put on a very exciting show.
6. The runner was an unusually fast starter.
7. Kangaroos are extremely fast animals.
8. They look quite awkward when they jump.
9. The great red kangaroo is surprisingly tall.
10.Before 1900, fingerprinting was very rarely used by the police.
11.People used their fingerprints quite often to protect themselves from forgers.
12.Fingerprinting has been used much longer than we ordinarily think.
13.The expert worked quite rapidly.
Recognizing Adjectives #12
Directions: Select the underlined word in each sentence that is an adjective.
1. Grandpa always told us exciting tales about his boyhood in the "old country."
2. He will probably be reelected, since his performance during his term in office has been outstanding.
3. Among older workers there is less absenteeism and greater productivity.
4. This painting appears to be an exact copy of an earlier work.
5. Visiting the site of the ancient city of Troy was an experience I will never forget.
6. Bud's reply to the teacher's question was instantaneous.
7. The salesman said he was nervous because it was his first day on the job.
8. Helen is the most sensible girl in this group.
9. I wonder how Vivian can afford to wear the very latest styles.
10.Vigorous exercise several times a week is recommended for keeping muscles in good condition.
11.As he stared at the trophy, he pictured himself making the crucial hit that won the game.
12.Neglected children often have serious psychological problems that get them into trouble.
13.Water shortages in parts of the United States have prompted the growing of xeric plants (those requiring less water).
Adverbs #13: Writing Adverbs?
Directions: Rewrite the words in brackets as adverbs.
1. [In a rough way of] speaking, Beethoven and the great composer Wolfgang Amadeus Mozart were contemporaries.
2. The two crossed paths only [one time] or [two times].
3. This was not because they disliked each other; on the contrary, Beethoven, who was the younger of the two had [at all times] admired Mozart [in a way that is tremendous].
4. [In a way that is tragic] for music lovers, Mozart died at the age of thirty-five.
5. Rumors [in not much time] began to spread that Mozart had [in actual terms] been murdered by a music rival.
6. [It is alleged], Antonio Salieri, who was a friend of Mozart's and a fellow composer, poisoned the young genius.
7. According to legend, Salieri was [to an extreme degree] jealous of Mozart.
8. Mozart was by all indications one of the most [in a remarkable way] gifted musicians who ever lived.
9. Salieri, by comparison, was only [in a moderate way] talented.
10.The relationship between the two composers is [in a thorough way] explored in a movie called Amadeus. | <urn:uuid:fed323e3-a6d6-494b-b12d-ab4816a8547f> | CC-MAIN-2019-09 | https://www.lcps.org/cms/lib4/va01000195/centricity/domain/2532/aa1-13.pdf | 2019-02-23T23:05:40Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00613.warc.gz | 886,821,144 | 2,836 | eng_Latn | eng_Latn | 0.997916 | eng_Latn | 0.999102 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1099,
2021,
2868,
3589,
5248,
6060,
6777,
7451,
8117,
8659,
9557,
10733,
11828
] | [
4.5
] | 2 | 2 |
April 2010 Packet
Computer Science Competition Hands-On Programming Set
I. General Notes
1. Do the problems in any order you like. They do not have to be done in order from 1 to 12.
2. All problems have a value of 60 points.
3. There is no extraneous input. All input is exactly as specified in the problem. Unless specified by the problem, integer inputs will not have leading zeros. Unless otherwise specified, your program should read to the end of file.
4. Your program should not print extraneous output. Follow the form exactly as given in the problem.
5. A penalty of 5 points will be assessed each time that an incorrect solution is submitted. This penalty will only be assessed if a solution is ultimately judged as correct.
II. Point Values and Names of Problems
Total 720
A Greeting in the Dark
Program Name: greeting.java
Input File : none
"Hello, world!" is one of the most common programs created by programmers. A new rendition has been created, one ought to try recreating it.
Input
There is no input for this problem.
Output
Print out "Oh hai world!" in the format shown below
(The distance between the words is 6 spaces)
Example Input File
none
Example Output To Screen
Objection
Program Name: objection.java
Input File: objection.in
Once again, a programming team is arguing of the correctness of their programming solution. In order to tell contest with the judges, they will cry "Objection!" until to various points until the judges finally just cry out "HOLD IT!" at their futile attempts. The judges only can take so many objections though. However, if the Objections they can stand is less than or equal to 0, it means that the team was actually right! Thus a cry of "GUILTY!" will be cried out since the judges falsely declared the problem incorrect.
Input
The first number will tell you the number of times the program will run. Afterwards, each number will tell you how many times the team was able to cry "Objection" before a "HOLD IT!" was declared, or if the team screamed "GUILTY!" when they discovered their problem was correct. The number will always be an integer.
Output
The first integer will tell you the number of trials. From then on, the number will tell the number of "Objection!" 's that will be shouted before "HOLD IT!" is finally shouted. If the number is less than or equal to 0, a "GUILTY!" is shouted instead. A blank line will separate all trials.
Example Input File
3
1
5
-3
Example Output To Screen
```
Objection! HOLD IT! Objection! HOLD IT! GUILTY!
```
Submissions
Program Name: submit.java
Input File: submit.in
You are an administrator for MLIA. Your goal is to write a program to check for the correct formatting of submitted entries. A correctly formatted entry should begin with the word "Today", and the last word should be "MLIA"
Input
First will be the number indicating the number of trials. After that, each line will contain a separate submission that needs to be verified.
Output
If the submission starts with "Today" and ends with "MLIA" (case insensitive) the program should print out "VALID ENTRY"
Otherwise, if the submission fails to meet that requirement, the program should print out "INCORRECT FORMATTING, TRY ANOTHER SUBMISSION"
Example Input File
5
ToDAY, I went to school. mlia Hehehe today mlia this shouldn't work Today, I went to a programming contest. Hehe. MLIA TODAYMLIA T0day is a brand new day! MLIA
Example Output To Screen
VALID ENTRY
INCORRECT FORMATTING, TRY ANOTHER SUBMISSION
VALID ENTRY
VALID ENTRY
INCORRECT FORMATTING, TRY ANOTHER SUBMISSION
A Prime Opportunity
Program Name: prime.java
Input File: prime.in
Lay Z. Bee, like many students before him has decided him math homework is taking too long to do by hand, and would rather devise a program to do it for him. His homework is to do the prime factorization of a given integer.
Input
The first number will be the number of problems Lay Z. Bee must do. After that, each number is an integer for which he must find all the prime factors for.
Output
Print out all the prime factors for each number on its own line. If a prime is factored twice out of a number, it will be printed twice. (Example: 4 is 2 2, 16 is 2 2 2 2). The factors should be in printed in ascending order.
Example Input File
5
7
84
121
1000
96
Example Output To Screen
7
2 2 3 7
11 11
2 2 2 5 5 5
2 2 2 2 2 3
Power Squared
Program Name: power.java
Input File: power.in
A crazy math teacher has come up with a new math formula that he has called power squared. Given an integer x, the student must calculate x to the power of (x-1) to the power of (x-2)…all the way to the power of 1
Ex. 3 -> (3^2)^1
5 -> ((((5^4)^3)^2)^1)
Input
The first integer will tell the number of trials to come. After that, the input will be an integer that is to have power squared performed on it.
Output
Print out the resulting power squared and then a blank line in between each trial.
Example Input File
3
1
3
6
Example Output To Screen
1
9
23886363993601099775574020417181330808294291598447575076420631993595296325224 67783435119230976
Roman Homework
Program Name: roman.java
Input File: roman.in
A young boy is learning addition. Unfortunately, being in the Roman Empire, he is doing addition using Roman numerals! Being a kind person, you volunteered to create a program to do it for him!
Of course, since he is a young boy, the total sum will never add up to be more than 2000 in Arabic numeral system.
Input
The first value will be the number of problems that have to be solved. Each line after that will contain two Roman numerals separated by a space that need to be added together
Output
Output the sum in Roman numeral notation
Example Input File
5
```
XL L XXIV I CDXLIV II M CMIII I X
```
Example Output To Screen
XC
XXV
CDXLVI
MCMIII
XI
Program Name: core.java
Input File: core.in
In String matching, sometimes the idea of a core is used. Essentially, it is when the prefix of a string is identical to the suffix of a String. (But the core cannot be the String itself).
Find a way to compute the core of a given String
Input
The first integer will tell how many Strings are to be tested. After that, on each line is a String for which the core should be calculated
Output
Output the core of the String. If a core cannot be found for that String, print out instead "NO CORE FOUND'. Each result should be printed on its own line.
Example Input File
5
abababa
RAWR!
abcdefghijklmnopqrstuvwxyz haha I win! haha
catch it, did you catch it
Example Output To Screen
ababa
NO CORE FOUND
NO CORE FOUND
haha
catch it
The Ending Sounds like the Beginning
Possibility of Donuts
Program Name: donuts.java
Input File: donuts.in
On the way to the programming contest, a sponsor stopped on the way to pick up some donuts. Given how many donuts he or she wants to order and the number of varieties of donuts there are, calculate the number of different combinations the sponsor could order donuts (order does not matter). The sponsor can order some of the varieties, all of the varieties, only one variety. The sponsor does not have to order some donuts of each variety.
The following formula might be useful:
This is the combinations formula, which calculates the total number of ways to arrange k items out of n items. (Example: pick k people out of a possible of n for a committee)
N will always be greater than or equal to k. N and K will never equal 0.
The number of possibilities will never exceed 2.43290201 × 10 18
Input
The first line will be an integer telling how many trials will be run. On each line after that, there will be two integers, the first telling how many donuts the sponsor wants to pick out and the second will tell how many varieties of donuts there are.
Output
The number of ways the sponsor could order donuts followed by the phrase "way(s) to order donuts"
Example Input File
4
4 2
12 4
16 1
11 10
Example Output To Screen
```
5 way(s) to order donuts 455 way(s) to order donuts 1 way(s) to order donuts 167960 way(s) to order donuts
```
Homework Time
Program Name: homework.java
Input File: homework.in
A college student is working over the weekend to complete his homework. He is going to work on his homework. However, he has a few "quirks" about how he does his homework. He will work on the most important assignment at that time, unless he is assigned a more important assignment. Then, he will quit his current assignment and start working on the new assignment. This student is a perfectionist though, and will only work an assignment from start to finish, so once an assignment has been stopped, when the student starts again, he must start from the beginning.
Write a program to tell how long the student will take to complete his homework and if he will have enough time.
The student has 2880 minutes to complete all of his assignments. He will work nonstop, unless he has nothing else to do.
Input
The first line of input will contain a single integer which will tell indicate the number of trials that will be run. The remainder of the input is for the trails.
The data set of each trial will be formatted as such:
1. A single integer that will indicate how many assignments the student will be assigned
2. All of the next lines will correspond to an assignment with three integers where:
a. The first integer is equivalent to the number of minutes that have passed since the student started working. The assignments are listed in the order they come in. (A student cannot start working on the assignment until they have been assigned it)
b. The second integer is the priority of the assignment (1-5), where 1 is a high priority assignment (worth more of the grade or in a class that is at risk)
c. The third integer is the amount of uninterrupted time need to finish the assignment
Output
For each data set print out the following:
The number of minutes it will take to finish followed by the phrase " minutes." If the amount of time required is more than 2880, then print out Not enough time to complete all the homework!. If there is enough time, print out There is enough time to finish homework. (All of this is on the same line)
Other:
If multiple assignments are awaiting completion, the one with the higher priority is finished first. If multiple assignments of the same highest priority, then the one with the shortest completion time is completed first. An assignment is only interrupted when a higher priority assignment is assigned. When this happens, the work on the lower priority assignment will be halted and the student will start working on the higher priority assignment. An assignment must be worked on uninterrupted for the number of minutes specified to be successful completed.
Example Input File
```
3 4 0 5 120 60 3 480 700 4 60 1000 1 1200 3 2800 5 10 2809 2 60 2810 1 1 6 0 5 1000 0 5 100 110 3 240 400 2 360 500 1 1000 2860 4 20
```
Example Output To Screen
```
2200 minutes. There is enough time to finish homework. 2881 minutes. Not enough time to complete all the homework! 2880 minutes. There is enough time to finish homework.
```
A+ Computer Science – April 2010
Problem #10 60 Points
Balloono
Program Name: balloono.java
Input File: balloono.in
You've recently been online playing a lot of Balloono. (Balloono is a lot like the game Bomberman – After you get hit by a balloono you have to float 5 seconds in a balloon and in that time an opponent can pop you). Assuming an opponent can move 1 space per second – figure out if you're going to get popped. The opponent must be at your space at the 5 th second.
'O' = Your character floating in a balloon
'X' = An opponent (An opponent can share a space with another opponent)
'#' = A wall – an opponent cannot walk through this
'B' = A balloon – an opponent cannot walk through this
'.' = An open space – anyone can walk on this
Input
The first line will contain an integer tell the number of trials to be run. For each following data set for a trial: the first part will contain an integer that will tell the size of the board. (The board is a square) The following lines (the same number as the first integer will contain the board)
Output
Print out "SAFE!" if your character will not be reached in time or "POPPED!" if an opponent will reach your character.
Example Input File
```
9 ######### #O#.#.#.# #.....X.# #.#.#.#.# #.......# #X#.#.#.# #.....B.# #.#.#.#.# ######### 3 ### #O# ### 9 ######### #..O....# #..#....# #.X.X...# #.......# ######### 5 ##### #O### #..X# #.X.# #####
```
Example Output To Screen
SAFE!
POPPED!
POPPED!
SAFE!
POPPED!
POPPED!
Problem #11 60 Points
Wikiracing!
Program Name: wiki.java
Input File: wiki.in
This is a race! Your friend and you are in an intense wikiracing contest. Your goal is to get from one article to another article as fast as you can by only clicking links. Being the conniving sort of person, you want to know the way that will require the fewest clicks. Occasionally though, you will be looking for or starting at an article that doesn't exist.
Input
The first line is an integer. It will tell how many articles will be loaded into the wiki. For each article, links are bidirectional (If A links to B, then B will also link back to A) On the line for an article, the first String will tell the name of the article, and all the following Strings will be all the articles it links too.
After loading the wiki, there will be another line with an integer. This single integer will tell how many races are to occur. On the line for a race, the first String is the starting article and the second String is the ending point.
Output
Print out
The fastest route was (# of fastest route) clicks.
If the starting or ending article doesn't exist print
One or more articles does not exist
(If the starting and ending article exist, there will be a way to get from one to another)
Example Input File
```
6 orange apple fruit color health apple red health fruit doctor doctor disease health day disease staph swine_flu health day moon sun school sleep work sleep zzz dreams pillow naps 8 orange zzz staph color doctor swine_flu day sun ham swine_flu orange apple moon rabbit apple apple Example Output To Screen The fastest route was 5 clicks. The fastest route was 4 clicks. The fastest route was 2 clicks. The fastest route was 1 clicks. One or more articles does not exist. The fastest route was 1 clicks.
```
A+ Computer Science – April 2010
One or more articles does not exist. The fastest route was 0 clicks.
Problem #12 60 Points
Superstitious Thirteen
Program Name: thirteen.java
Input File: thirteen.in
Along with the 2012 apocalypse theories coming about, a new superstition has erupted. The dread of the worst day ever – the 13 th Friday the 13 th . Given a month (starting on the first) find out when the 13 th Friday the 13 th will occur. (If a Friday the 13 th happens the given month – it is counted as the first instance)
Input
The first line will contain an integer telling how many trials are to follow. On the line for a trial, the first part will tell the month and the second part will be the year.
The earliest date given will be January 1900 – which was a Saturday.
Output
Output the month and year when the 13 th Friday the 13 th will occur.
Example Input File
6 January 2000 August 1990 October 3456 May 1996 February 2004 May 2008
Example Output To Screen
August 2007
April 1998
April 3463
July 2003
June 2011
March 2015 | <urn:uuid:d18b2ebc-f31b-48ca-bafe-3d835b498263> | CC-MAIN-2019-09 | http://www.garfieldcs.com/wordpress/wordpress/wp-content/uploads/2010/11/SampleAdvanced.pdf | 2019-02-23T23:43:44Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00614.warc.gz | 347,851,581 | 3,830 | eng_Latn | eng_Latn | 0.9021 | eng_Latn | 0.998414 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"nrm_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
787,
1205,
2547,
3600,
4414,
5143,
5876,
6709,
8145,
10851,
11253,
12437,
12722,
14541,
14646,
15602
] | [
3.109375
] | 1 | 0 |
English in Year 5 and Year 6
In upper Key Stage 2, your child will increasingly meet a wider range of texts and types of writing, and will be encouraged to use their skills in a broader range of contexts. Their knowledge of grammar will also increase as they prepare for the National Curriculum Tests to be taken in the summer term of Year 6.
Year 6 children will take a reading test of about one hour, a grammar and punctuation test of about forty-five minutes, and a spelling test of twenty words. These will be sent away for marking, with the results coming back before the end of the year. Your child's teacher will also make an assessment of whether or not your child has reached the expected standard by the end of the Key Stage.
Speaking and Listening
* Speak clearly in a range of contexts, using Standard English where appropriate
The Spoken Language objectives are set out for the whole of primary school, and teachers will cover many of them every year as children's spoken language skills develop. In Years 5 and 6, some focuses may include:
* Monitor the reactions of listeners and react accordingly
* Use appropriate language, tone and vocabulary for different purposes
* Consider different viewpoints, listening to others and responding with relevant views
Reading Skills
* Learn a range of poetry by heart
* Read a wide range of fiction, non-fiction, poetry, plays and reference books
* Perform plays and poems using tone, volume and intonation to convey meaning
* Use knowledge of spelling patterns and related words to read aloud and understand new words
* Make comparisons between different books, or parts of the same book
* Identify and discuss themes and conventions across a wide range of
* Read a range of modern fiction, classic fiction and books from other cultures and traditions
writing
* Discuss understanding of texts, including exploring the meaning of words in context
* Summarise ideas drawn from more than one paragraph, identifying key details
* Ask questions to improve understanding of texts
* Predict future events from details either written in a text or by 'reading between the lines'
* Discuss how authors use language, including figurative language, to affect the reader
* Identify how language, structure and presentation contribute to meaning
* Make book recommendations, giving reasons for choices
* Explain and discuss understanding of reading
* Participate in discussions about books, building on/challenging ideas
* Participate in formal presentations and debates about reading
* Provide reasoned justifications for views
Figurative language includes metaphorical phrases such as 'raining cats and dogs' or 'an iron fist', as well as using language to convey meaning, for example by describing the Sun as 'gazing down' upon a scene.
Writing Skills
* Spell some words with silent letters, such as knight and solemn
* Write with increasing speed, maintaining legibility and style
* Recognise and use spellings for homophones and other oftenconfused words from the Y5/6 list
* Identify the audience and purpose before writing, and adapt accordingly
* Use a dictionary to check spelling and meaning
* Select appropriate grammar and vocabulary to change or enhance meaning
* Write a summary of longer passages of writing
* Develop setting, atmosphere and character, including through dialogue
* Use a range of cohesive devices
* Use advanced organisational and presentational devices, such as bullet points
* Use the correct tense consistently throughout a piece of writing
Perform compositions using appropriate intonation, volume and movement
* Ensure correct subject and verb agreement
* Use a thesaurus
* Use expanded noun phrases to convey complicated information concisely
* Use relative clauses
* Use modal verbs or adverbs to indicate degrees of possibility
* Recognise vocabulary and structures that are appropriate for formal use
* Use the perfect form of verbs to mark relationships of time and cause
* Use passive verbs to affect the presentation of information
* Recognise the difference in informal and formal language
* Use ellipses, commas, brackets and dashes in writing
* Use grammatical connections and adverbials for cohesion
* Use hyphens to avoid ambiguity
* Use a colon to introduce a list
* Use semi-colons, colons and dashes between independent clauses
* Punctuate bullet points consistently
Grammar Help
Cohesive devices are words or phrases used to link different parts of writing together. These may be pronouns such as 'he' or 'it' to avoid repeating a name, or phrases such as 'After that...' or 'Meanwhile' to guide the reader through the text.
For many parents, the grammatical terminology used in schools may not be familiar. Here are some useful reminders of some of the terms used:
* Modal verb: a verb that indicates possibility. These are often used alongside other verbs. Example: will, may, should, can.
* Noun phrase: a group of words which takes the place of a single noun. Example: The big brown dog with the fluffy ears.
* Relative clause: a clause which adds extra information or detail. Example: The boy who was holding the golden ticket won the prize.
* Perfect form: a form of verb that implies that an action is completed. Example: The boy has walked home.
* Passive verb: a form of verb that implies an action being done to, rather than by, the subject. Example: The boy was bitten by the dog.
Beech Hill School Parent Information Sheet
English Years 5 & 6 | <urn:uuid:08a27bf5-74cb-4a81-b72a-c4d44cea11d3> | CC-MAIN-2019-09 | https://www.beechhillschool.co.uk/bhps/bh-content/AssessmentChanges/EnglishY56.pdf | 2019-02-23T22:37:27Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00611.warc.gz | 765,622,314 | 1,118 | eng_Latn | eng_Latn | 0.997163 | eng_Latn | 0.997383 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3464,
5472
] | [
4.25
] | 2 | 0 |
Book: Auntie Yang's Great Soybean Picnic
By: Ginnie Lo & Beth Lo
Activity Level
: Intermediate
Source: Adapted from Auntie Yang's Great Soybean Picnic Teacher's Guide by Lee and Low Books
Purpose
State Standards It Supports
This is a story of two Chinese-American sisters and their families as they discover a soybean field on a Sunday drive in Illinois. Excited by their discovery, their picnic tradition grows and eventually the family hosts annual events for the whole community. The story happens at the intersection of commercial farming in the U.S. and a beloved food in Asian cultures. The purpose of this activity will be to interact with the story with discussion questions and writing activities while increasing an understanding of the agriculture that surrounds us in Nebraska.
Vocabulary
Content specific:
Edamame – Japanese word for immature green soybeans usually in the pod, meaning 'branch beans'
Mao dou – Chinese word for soybeans, meaning 'hairy bean'
Academic:
NOTE: A glossary guide at the back of the book provides an explanation of English and Chinese words that may be unfamiliar, including pronunciation for Chinese words that approximate how they are said in Mandarin.
LA 3.1.6.a, LA 4.1.6.a —Identify author's purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension, and describe how author's perspective (e.g., beliefs, assumptions, biases) influences text.
LA 3.1.6.b, LA 4.1.6.b—Identify and describe elements of literary text (e.g., characters, setting, plot, point of view).
LA 3.1.6.h, LA 4.1.6.h—Compare and contrast similar themes, topics, and/or patterns of events in literary and informational texts to develop a multicultural perspective.
LA 3.2.2.d, LA 4.2.2.d—Use precise word choice and domain-specific vocabulary to write in a variety of modes.
Materials
* A copy of the book Auntie Yang's Great Soybean Picnic by Ginnie Lo and Beth Lo
* Anchor chart – descriptive writing
What's the Connection to Agriculture?
This book shows leaves in different seasons. A seasonal climate is an important factor in the life of farmers, people who are growing plants to be used for food, fiber, and fuel. It is important to be able to plant the seeds with enough time for them to sprout, grow, produce seeds (some of them), mature, and be harvested before snowy weather sets in.
Links to Resources (cross reference materials & activities)
Topsy-Turvy Soybeans (Science)
https://www.agclassroom.org/teacher/matrix/lessonplan_print.cfm?lpid=97
Agricultural Products (Hands-on)
https://www.nefbfoundation.org/educators/teacher-resources/enriching-activities
Soybeans A to Z (list of soy products, uses, and facts)
http://www.podtoplate.org/_data/files/Classroom%20PDFs/AtoZ_Guide.pdf
Science of Soy Activity Cards https://nefbfoundation.org/images/FOUndation/Store_Downloads/Final_Science_of_Soy_Activity_Cards_Learning_Key.pdf
INTERMEDIATE ACTIVITY:
1. Background Information
Soybeans are second only to corn* as the most-produced grain in Nebraska, with over 5 million acres of land dedicated to growing them. That's close to four million football fields of soybeans in Nebraska. Half of the soybeans produced in Nebraska are shipped to the top importers of soybeans, China and Mexico.
The two simplest ways of using whole soybeans for food are in their fresh green state and in their whole dry state. In either state, the soybeans must be cooked before they are eaten. Fresh green soybeans maybe eaten after about 15 minutes of cooking, whereas whole dry soybeans take 4-6 hours to cook.***
Soybeans grown in Nebraska are generally a small-seeded field type versus the large-seeded vegetable type which are preferable for eating like the characters in our story. The biggest use for Nebraska soybeans is cooking oil, but many other foods contain soybean oil like margarine, mayonnaise, crackers, breads, and cookies. Tuna in cans is packed with soybean oil. Soybean oil is used as an environmentally safer alternative to petroleum oil in the production of plastics, crayons, ink, carpet backing, and car seat foam. After extracting oil from the soybean, the bulk of the grain is leftover as soybean meal and is used for animal feed. Soybeans are also used to make soy milk and soy flour.
Soybeans can be rotated with other crops in Nebraska. After growing soybeans on a field for a season, farmers rotate to another crop and benefit from higher yields. This is because after growing soybeans, the soil is rich in nitrogen, which is an important nutrient needed for corn growth.**
*http://www.farmflavor.com/nebraska/nebraska-ag-products/nebraska-successful-in-highsoybean-production/
**http://www.cornandsoybeandigest.com/corn-soybean-rotation-still-makes-sense
***
http://www.soyinfocenter.com/HSS/green_vegetable.php
2. Interest Approach
Begin by posing questions for student discussion on topics in the book:
What do you know about soybeans? Have you ever seen or eaten soybeans? Do you know any other names for soybeans? What other foods do you think might be similar to soybeans? What other foods do you think might be made from soybeans?
Share a time you made a meal or dish with your family. What did you choose to make and why? How is this food special to you and your family?
What do you know about China? Where is it located? What is the geography like? What are some Chinese foods or dishes?
What do you know about farming? Have you ever been to a farm? What are some different types of farms?
3. Listening Questions
Encourage the students to understand the background of the story and anticipate some themes by taking a 'picture walk' through the book:
Take a look at the front and back covers. Take a picture walk. Ask students to make a prediction. Do you think this book will be fiction or nonfiction? What makes you think so? What clues do the author and illustrator give to help you know whether this book will be fiction or nonfiction? Draw attention to the following parts of the book: front and back covers, title page, illustrations, author's and illustrator's note, photographs, glossary, and dedications.
Why do you think I chose this book for us to read today?
4. Procedure
Read Auntie Yang's Great Soybean Picnic aloud.
Choose to pose some or all literal comprehension questions from the list below for discussion:
* From what point of view, or perspective, is this story told?
* Where does Jinyi live? Where do Auntie Yang and Uncle Yang live? How far away is Jinyi's house from Auntie Yang's house?
* Why did Auntie and Uncle Yang and Mama and Baba immigrate to the United States? Why did they decide to stay and not return to China?
* What does Mama miss about her home in China?
* What does Mama mean when she says she wants the cousins to grow up "as close as four soybeans in a soybean pod"?
* What do Jinyi and her three cousins do together and learn on their visits to Auntie Yang's house?
* Whose turn is it to help Auntie Yang and Mama fix dinner? What shape do the pork-andspinach dumplings resemble? What does Auntie Yang think of Jinyi's cooking?
* Who wins the dumpling-eating contest? How many dumplings do Pei and Ginger eat? Ping? Jinyi? How many more dumplings does Jinyi eat than Pei and Ginger?
* What does Auntie Yang see on their Sunday drive? What does she call it?
* Why are Auntie Yang and her family so happy to find soybeans in the United States? For what were soybeans in Illinois grown and used? What were they grown and used for in China?
* When Auntie Yang asks the farmer if they can pick some of his soybeans, how does he react? What does the farmer say?
* From the author's and illustrator's descriptions, what do the soybeans look like? Describe their color, texture, size, and shape.
* List the steps that Auntie Yang and her family followed for cooking soybeans. According to Mama and Auntie Yang, what is "the best way to eat soybeans"?
* What does it mean if you get a four-bean pod? A five-bean pod?
* What are some of the different ways people prepare and eat soybeans? How do Auntie Yang and her family like them best?
* What does it mean when Jinyi says that their "empty soybean pods piled almost as high as the famous Yellow Mountain"?
* Who does Auntie Yang invite to the second soybean picnic? Who is invited to the third soybean picnic? How does Auntie Yang make sure she has enough soybeans to feed all of the families?
* At the third soybean picnic, what other Chinese dishes and foods are served? What do Jinyi and Pei squeal at?
* Auntie Yang's annual soybean picnic involves a lot of collaboration. Describe two or three examples of collaboration in this story.
* Eventually the soybean picnic grows too large to be held in Auntie Yang's backyard. Where does the annual soybean picnic move to and about how many Chinese families attend each year?
* Why aren't Jinyi, Pei, Ginger, and Ping able to attend the annual soybean picnic some years?
* What is Auntie Yang's and Mama's dream? How does Auntie Yang's and Mama's dream come true? Who visits them?
* What do the visiting relatives from China think of the American soybeans? How do they react while eating them?
* Why does Auntie Yang say she is "luckier than the emperor of China"?
* What soybean picnic does Jinyi refer to as "the greatest soybean picnic ever"?
Refer students to the Descriptive Writing Anchor Chart (included with this guide). Choose a descriptive writing activity below:
* Have students write a thank you letter from Auntie Yang to the farmer for letting her pick and buy his soybeans. Encourage students to think about the following questions when writing their thank you letters:
o How did the farmer play a role in Auntie Yang's soybean picnic?
o How was finding the farmer's farm and his soybeans significant to Auntie Yang and her family?
o How was the farmer's generosity important to the start of the annual soybean picnic?
o What do you like/dislike about the dish and why?
* If possible, cook boiled soybeans for students to taste (www.foodnetwork.com/recipes/edamamecooked-fresh-soybeans-recipe.html). Ask students to imagine that they are a food reviewer visiting the annual soybean picnic and have students write a review of Auntie Yang's soybean dish.
o Encourage students to use descriptive language to describe the taste, texture, smell, temperature, appearance, and portion sizes.
* Have students read the interview with author Ginnie Lo and illustrator Beth Lo. Ask students to imagine that they are going to interview Ginnie Lo and Beth Lo and have students write a list of interview questions that they would like to ask them.
o Provide students with examples of food reviews for research and reference.
o What thoughts and questions about the story, characters, or themes in Auntie Yang's Great Soybean Picnic do you have?
o What do you want to know about their writing or illustrating process?
o What was their inspiration for the story?
5. Follow-Up Questions
Choose some or all follow-up questions from the list below for discussion or use as writing prompts for journaling and sharing:
* Jinyi and her cousins participate in Chinese lessons, watercolor and folding paper activities, and help prepare many different Chinese dishes at Auntie Yang's house.
o How are these traditions important to you and your family?
o What are some cultural traditions that you and your family participate in?
o How do they bring people together?
o Describe a time you wanted more responsibility or you were given more responsibility.
* Jinyi and her cousins are given the responsibility of helping prepare and cook Chinese dishes.
o How did you feel in that situation?
o How did your parents or guardians show you they were proud of you?
o What did you learn?
* Soybeans have a special cultural significance to Auntie Yang and her family.
o Who makes them?
o What foods bring your family together?
o When do you eat them?
* Describe a time you prepared and made a dish.
o What is the "best way" to eat them?
o Why did you pick that particular food?
o What challenges did you face?
o Who helped you prepare the dish?
o With whom did you share the final result?
* Family members sometimes move away or do not live nearby.
o What advice would you give others learning to cook?
o Do you have family that live in different cities, states, or countries?
o How often do you get to visit them?
o How do you stay in touch with them?
* Auntie Yang lives in a rural area outside Chicago, Illinois.
o How might where you live impact the types of foods and community resources available to you?
o How does your neighborhood compare to Auntie Yang's?
* Auntie Yang and Mama were very homesick when they first immigrated to the United States. Think about how you felt when you moved to a new town or changed schools and/or when you met someone who just moved or was new to your school.
o Did you or the other person feel welcomed in your new town or school?
o How did you or the other person feel?
o What was exciting about it? What was difficult?
6. Extension Activities
Science/STEM:
* Have students explore the Illinois Soybean Association SoyCam archived photos and field
notes to learn about soybean farming and production from Illinois farmers (www.podtoplate.org/pod-to-plate/soycam/). How do farmers prepare their fields for
soybeans? What are some factors that impact soybean growth? Then have students grow their own soybeans in plastic bags using the Nebraska Agriculture In the Classroom Soybeanie Baby activity
(https://nefbfoundation.org/images/FOUndation/resources/activity-guides/Soy-BeanieBaby.pdf).
* Ask students to watch the soybean video Busy Beans to learn how soybeans are used as a renewable source for food, fuels, and other biobased products (www.soybiobased.org/busybeans). Then have students research renewable soybean biobased products and their impact on the environment. What are the various benefits (environmental, economic, health) of using biobased soybean products?
* Check out Into the Outdoor's Soy Savvy video series (www.intotheoutdoors.org/topics/soybeanscience/) to learn about the science and history of soybeans with the accompanying classroom discussion guide.
* Have students play Illinois Soybean Association's interactive Pod to Plate online game to learn about soybean production, transportation, processing, products, and exports (http://podtoplate.org/pod-to-plate/games/podto-plate/). Explore the Pod to Plate teacher's guide for other ideas and resources.
Social Studies/Geography:
* Ask students to compare and contrast the United States and China using a Venn Diagram. Have students think about how these countries are both different and similar based on location, geography, size, climate, population, demographics, language, government, and economy.
* Provide students with a world map and ask them to locate and mark China and Chicago, Illinois. Ask students to research and calculate the overall distance between Chicago and China, and estimate how long a one-way flight would be from China to Chicago, or vice versa.
* Have students research how World War II impacted the immigration of Chinese people to the United States. How did the United States and China's relationship change during World War II? What law was repealed in 1943 and how did this affect Chinese immigration?
* In small groups, assign students to research George Washington Carver or William Morse and how he influenced the production of soybeans in the United States. Who was he? How was his role significant in shaping the American history of soybeans? Then ask students to share and present their findings.
* Investigate the impact of World War II and the revolution in China on soybean production in the United States. How were the 1940s a major turning point in the American production of soybeans? Why was there an increased demand for soybeans at this time? How were farmers motivated to grow more soybeans?
* Have students research and identify the many uses of soybeans in the United States using a web diagram or graphic organizer. Using information collected in their graphic organizer, ask students to identify pros and cons of soybean products, utilization, and their impact on the environment.
* Ask students to break down myths and stereotypes about immigration with the "Immigration Myths" lesson plan from Teaching Tolerance (www.tolerance.org/lesson/immigration-myths).
* Have students explore what it is like to be an outsider in another country with the "You Have to Live in Somebody Else's Country to Understand" lesson plan from PBS (http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_01.html).
Auntie Yang's GREAT SOYBEAN PICNIC
Descriptive Writing:
* Zooms in on your topic.
* Describes a person, place, event, or object in great detail.
* Uses rich, descriptive language:
o Adjectives: gigantic, shimmering.
o Similes & metaphors: as bright as the sun.
o Personification: the clouds were angry, the wind whistled.
o Visualization: the pumpkins were orange and splattered.
o The five senses: I tasted the salty ocean air and felt the soft sand between my toes.
* Shows, doesn't tell: My heart felt like it would pour out of my chest.
* Picks a small moment or specific thing. | <urn:uuid:3211d969-e96f-4f4d-a890-4eff1edaa4f9> | CC-MAIN-2019-09 | https://nefbfoundation.org/images/FOUndation/Volunteers/Tools/Activity-Guides/Auntie-Yang-Soybean-Picnic.pdf | 2019-02-23T23:20:33Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00611.warc.gz | 621,759,931 | 3,826 | eng_Latn | eng_Latn | 0.924497 | eng_Latn | 0.997093 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2357,
2911,
5506,
8215,
10923,
13295,
16384,
16636,
17222
] | [
4.8125
] | 1 | 0 |
// FACT SHEET
Wind Power
Wind energy projects are operating in over 70 countries around the world as well as in every province in Canada.
354 – 409 Granville Street Vancouver, BC V6C 1T2, Canada Office 604.568.4778 Fax 604.568.4724
www.cleanenergybc.org
Modern wind turbine technology is a result of advancements in aerodynamics, engineering, electronics and instrumentation. Each of these changes have immensely improved the performance and efficiency of the modern wind turbines.
What is Wind Power?
* Wind power has long been used to drive water pumps on Canadian farms – and for centuries in Europe to grind grain.
* Wind energy harnesses the kinetic energy from the wind and converts it into electrical energy for use in our homes and businesses.
* A wind turbine is comprised of 5 key elements; rotor, hub, nacelle, tower and foundation.
* Inside of the turbine is the electrical installation. The nacelle contains the electric generator as the crucial element.
* Typical wind turbines can now generate up to 3 megawatts (MW) of electricity each and are 200 times more efficient than they were two decades ago.
* Advancements in turbine technology have made wind power more competitive. The cost of wind generated electricity has decreased by over 90% since 1980. 1
* Wind Power is a clean, reliable source of electricity with no exhaust emissions like greenhouse gases or air pollutants.
* Wind energy projects are operating in over 70 countries around the world as well as in every province in Canada.
Why Wind?
* Wind generated power provides a continuous source of clean, green renewable energy with minimal environmental impact.
* Wind energy is proven and cost competitive.
* Wind energy projects provide community benefits through property taxes, local employment and tourism.
* Wind energy compliments hydro storage projects, allowing water to be stored when the wind is blowing.
* Wind energy reduces our reliance on fossil fuel based electricity.
The Technology
* Wind turbines sit atop high towers to take advantage of higher and more constant wind speeds.
* Modern wind turbines convert wind (kinetic energy) into electricity (electrical energy).
* When the wind blows and passes the blades, the rotor of the turbine starts rotating. The rotor is attached to a shaft which subsequently turns gears and a generator inside the nacelle.
* Cables carry the produced electrical current from there down the tower to a substation and onward to transmission lines that then carry it to local homes and businesses.
* The modern commercial scale onshore wind turbine typically stands between 70 to 130 meters tall with three blades each 40 to 60 meters in length.
Our mandate is to develop a viable independent power industry in BC that serves the public interest by providing cost-effective electricity through the efficient & environmentally responsible development of the province's energy resources.
KEY LINKS
Canadian Wind Energy Assoc. (CanWEA)
www.canwea.ca
American Wind Energy Assoc.
www.awea.org
European Wind Energy Assoc. www.ewea.org
British Wind Energy Association www.renewableuk.com
German Wind Energy Association
www.wind-energie.de/en
Environmental Assessment Office www.eao.gov.bc.ca
BC Ministry of Energy, Mines
& Petroleum Resources gov.bc.ca/empr
Wind Power in BC
* British Columbia has some of the strongest, most consistent wind regimes in Canada and the ideal hydro resource base to integrate wind power.
* BC currently has four large operating wind power projects; three in the Peace Region and one on Vancouver Island. In addition there are numerous projects in development and/or construction across the province. A number of areas in BC are undergoing intensive study for the development of wind projects including: Vancouver Island, Northwest Coast, Peace Region and the Interior.
* British Columbia also has vast offshore wind potential; particularly along the north coast where the seabed is flat, the water is shallow and winds are strong.
Environmental & Regulatory Considerations
* A typical 100 megawatt (MW) wind energy project can produce over 300,000 megawatt hours (MWh) of green energy annually, displacing more than 100,000 tons of carbon dioxide; equivalent to taking 25,000 cars off the road each year.
* A single 2 MW turbine can generate the equivalent annual power usage of over 500 BC homes.
* Projects are subject to review by government agencies at both the federal and provincial levels with numerous
licenses and permits required to construct and operate a wind power project.
* Throughout the development, construction and operation phases, wind developers work hard to consult with local residents and First Nations regarding project benefits and potential impacts.
* In British Columbia, wind power projects over 50 MW must undergo a comprehensive Environmental Assessment Process.
* The most environmentally responsible way of generating wind energy is also the most economical way to do it: The development of wind projects with multiple wind turbines that use a single transmission line right-of-way to provide more power with a smaller environmental footprint.
* The EAO website (see Key Links) contains specific process and project information.
Public vs. Private
* Development of wind projects can be very expensive. Private development transfers all cost and risks during the prospecting, permitting, development, construction and operations to the private industry.
* Competition among private developers and intensive environmental and regulatory application processes ensures only projects which are cost effective and environmentally sustainable are built. Significant public and First Nations consultation occurs throughout the application processes.
* All wind power generated in BC is sold to BC Hydro through contracts lasting between 20 and 40 years.
SocioEconomic Benefits
* Provides training and employment opportunities for regional First Nations and local communities.
* Diversifies economic activity in remote areas.
* Some First Nations communities have become project partners through participation agreements with the developer.
* Wind energy supports jobs in British Columbia's construction, engineering and design sector.
* Building new power generation will reduce BC's reliance on imported power.
* Ensures environmentally sustainable development of local resources.
* By providing power at a fixed price, wind power eliminates variability in the cost of fuel.
1 U.S. Departement of Energy DOE): Revolution Now – The Future Arrives for Four Clean Energy Technologies (September 17, 2013) | <urn:uuid:693903c1-00b9-4b41-aea5-75b31a45a960> | CC-MAIN-2019-09 | https://www.cleanenergybc.org/wp-content/uploads/2015/12/CEBC_Wind_Fact_Sheet.pdf | 2019-02-23T22:53:58Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00613.warc.gz | 803,269,365 | 1,269 | eng_Latn | eng_Latn | 0.995022 | eng_Latn | 0.995452 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2683,
6613
] | [
2.453125
] | 1 | 0 |
Created by leading educators, these colorful, large-size dictionaries introduce beginning language learners to more than 1,550 commonly taught basic words. Each Lets Learn Language Picture Dictionary in the series boasts 30 delightful two-page spreads that vividly illustrate the meanings of words. Fun-filled panoramas focus on scenes familiar to children aged three through eight, such as home life, the classroom, city life, sports, the zoo, and even outer space! Learners will love to revisit these detailed depictions of people, places, actions, and objects, each time improving their recall. Featured words are set off with individual illustrations and definitions to help learners at various levels build vocabulary. Includes an index and glossary of all the individually illustrated words. An ideal selection of first word books for parents and teachers who want to encourage second language acquisition.
The Red Badge of Courage (Websters Indonesian Thesaurus Edition), Batman and Robin (2011-) #10 (Batman and Robin (2011- )Graphic Novel), Stranded with the Rancher (Texas Cattlemans Club: After the Storm), Dark Eye: The Films of David Fincher, Taro and Poi (Cookbook/History/Recipes), Gravity (Artistic Pricks Ink Book 1),
Let's Learn Italian Picture Dictionary by Marlene Goodman, , available at Book Depository with free delivery worldwide. Trove: Find and get Australian resources. Books, images, historic newspapers, maps, archives and more.
Let's Learn Italian Picture Dictionary has 17 ratings and 1 review. Created by leading educators, these colorful, large-size dictionaries introduce begin. Created by leading educators, these colorful, large-size dictionaries introduce beginning language learners to more than commonly taught basic words. Let's Learn Italian Picture Dictionary - This book is ideal for English-speaking children learning Italian. A description for this product is not currently available. Buy Let's Learn Italian Picture Dictionary from Dymocks online BookStore. Find latest reader reviews and much more at Dymocks. Let's Learn Picture Dictionary is an ideal first word book for children beginning to learn to read in a language. It has been created by leading.
Booktopia has Let's Learn Italian Picture Dictionary, Trade Edition, Let's Learn Picture Dictionary Series by Marlene Goodman. Buy Let's Learn Italian Picture Dictionary at alliedmetalworks.com
[PDF] The Red Badge of Courage (Websters Indonesian Thesaurus Edition)
[PDF] Stranded with the Rancher (Texas Cattlemans Club: After the Storm)
[PDF] Batman and Robin (2011-) #10 (Batman and Robin (2011- )Graphic Novel)
[PDF] Dark Eye: The Films of David Fincher
[PDF] Gravity (Artistic Pricks Ink Book 1)
[PDF] Taro and Poi (Cookbook/History/Recipes)
Now show good book like Lets Learn Italian Picture Dictionary ebook. so much thank you to Victoria Carter who share me thisthe downloadable file of The Boys Adventure Megapack with free. I know many people find this book, so I wanna share to every visitors of our site. If you like full copy of this file, visitor must buy a hard copy on book store, but if you like a preview, this is a site you find. Press download or read online, and Lets Learn Italian Picture Dictionary can you read on your computer.
Page 1 | <urn:uuid:11907547-76b5-464d-ac2e-e997764785ef> | CC-MAIN-2019-09 | http://alliedmetalworks.com/lets-learn-italian-764337.pdf | 2019-02-23T23:42:44Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00616.warc.gz | 11,321,141 | 686 | eng_Latn | eng_Latn | 0.989691 | eng_Latn | 0.989691 | [
"eng_Latn"
] | false | docling | [
3268
] | [
2.609375
] | 1 | 0 |
CPSHE POLICY
Approved by Full Governing Body – March 2015
Signature______________________________
Review date: March 2016
Review Committee: Resources
Post Holder responsible: Head Teacher
'Where our little gems come to shine'
THE NATURE OF CPSHE
The Children Act (2004), emphasises that PSHE and Citizenship play a vital role in schools;
'A healthy school is one that works to develop a whole-school ethos, environment and curriculum that enables pupils to recognise personal qualities, build on their achievements, fulfil their potential and manage their health and well-being.' ( DFES 2004)
Definition
Personal, social and health education and citizenship help to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of the school and community. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They will be encouraged to reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They will also be encouraged to find out about how communities and institutions are run and about their own responsibilities, rights and duties as a member of a community both at Class and School Council level. They will learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning. In accordance with government guidance, Sex and Relationship Education (DfEE, 2000) will be placed within this PSHCE framework (see the SRE Policy).
Aims
'Where our little gems come to shine'
At Rowanfield Infant School our positive school vision is at the heart of our whole school approach regarding CPSHE. All staff, children, Governors and Parents have signed a pledge creating a whole school commitment to these shared values, therefore promoting a positive and consistent approach throughout the school.
Our school pledge encourages everybody to devote their efforts wholeheartedly to the happiness, safety, development and success of all pupils, ensuring 'our little gems really do shine'.
We believe that a whole school approach taught through our shared school vision and values is the most successful strategy to promote positive behaviours, attitudes and social skills. Ensuring all pupils receive an equal opportunity of receiving high-quality CPSHE Education regardless of physical or mental ability, race, gender and social circumstances.
At Rowanfield Infant School we like to work alongside parents to encourage positive personal, social and emotional attitudes through our shared school vision values that underpin everything we do;
Goals- We work together to give each individual the best opportunity to learn and develop by proactively setting different goals allowing progress, raising self-esteem and positive behaviour.
Exploration- We embed the joy of learning through the opportunity of exploring creative learning environments.
Motivation- We aim to create a positive impact on the pupils and their community by motivating pupils and staff by building a love of learning.
Sparkle- Ensuring everyone has the opportunity to sparkle and shine promoting our school with positivity. Our aim is to create an environment together where children feel safe, care about each other and are sensitive to the needs of others; we ensure all pupils are clear about what they are supposed to do as they are continually and consistently encouraged to do it through daily reference to our GEMS motto (above).
Organisation, planning and delivery;
SEAL Scheme- The Social and Emotional Aspects of learning (SEAL) programme.
In our school we use some SEAL themes as an additional resource to the Cambridgeshire Scheme. The SEAL resource provides a whole-school and whole-curriculum framework which are organised into seven termly themes; the highlighted themes below are the areas of SEAL we plan and implement.
- Getting On and Falling Out and 'Say no to Bullying'- Term 2
- New Beginnings- Term 1
- Going for Goals –Term 3 YrR
- Relationships – Term 5
- Good to be me- Term 4
- Changes- Term 6
The theme 'Say no to Bullying' provides an explicit focus on bullying which we use as a whole school resource for Anti-Bullying week in term 2.
Cambridgeshire CPSHE Scheme -
The Scheme of work followed at our school is the Cambridgeshire Scheme of Work for PSHE. This breaks the curriculum into terms, identifies different areas for each year group and ensures continuity and progression between Foundation, Key stage 1 & 2. The Cambridgeshire scheme covers these topic areas;
- Citizenship
- Myself and my Relationships
- Emotions
- Risk and change
- Citizenship
- World of drugs
- Growing and changing
- Keeping safe
- Healthy and safer Lifestyles
This scheme of work pays particular attention on a range of transferable skills;
- Managing change
- Emotional well-being
- Managing risk
- Self-awareness
- Communication and participation
- Relationships and valuing difference
These transferable skills are the generic skills that all children need to use and develop everyday, in order to maintain positive relationships, be aware of ourselves and reduce risk.
The aim of this scheme is;
'To provide every pupil with opportunities to develop knowledge, skills and attitudes which enable them to become effective learners and citizens, both within and beyond school'… (p.30 C.Scheme 2003).
UNITED
UNndertake an investigation
T
eamwork
I
nformation
Evaluation
Determination
In term 3 we introduced a new whole school initiative - UNITED ; this has many links to CPSHE and RE and all teachers plan for it across the creative curriculum (marked in green in planning). Each term a new strand is in focus ;therefore in term 3 and 4 iit isTeamwork.
All pupils enjoy UNITED time every Friday where their social skills and attitudes are developed and celebrated.
FOUNDATION STAGE
In the Foundation Stage children learn about emotional well being, knowing who they are and where they fit in and feeling good about themselves. Children develop respect for others, social competence and a positive disposition to learn.
Children are taught in accordance with the latest Curriculum Guidance for the Early Years Foundation Stage (2012 document), where now PSED is a Prime area of development.
This includes working towards achieving the Early Learning Goals (40-60mths +) for these aspects:
- Self confidence and self-awareness
- Managing feelings and behaviour
- Making relationships
Reception Classes have daily 'Time to talk sessions' and weekly Circle Time sessions. PSE skills are planned, developed and obsereved daily.
KEY STAGE 1
Knowledge, skills and understanding
At Rowanfield Infant School curriculum provision is a combination of:
- Circle Time
- Discrete curriculum time
- Teaching personal, social, health and citizenship education through other areas of school life (work may be cross curricular within the Creative Curriculum)
- CPSHE activities and Whole school events
- Weekly UNITED Time
Developing confidence and responsibility and making the most of their abilities.
Pupils should be taught:
[x] to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
[x] to share their opinions on things that matter to them and explain their views
[x] to recognise, name and deal with their feelings in a positive way
[x] to think about themselves, learn from their experiences and recognise what they are good at
[x] How to set simple goals.
Preparing to play an active role as citizens
It is our aim as a school to create an environment which is happy, friendly, safe, secure and stimulating; an environment which promotes good working relationships between all members of the school community. This ethos is promoted in a variety of ways. Collective worship provides an opportunity to enhance pupil's spiritual, moral, social and cultural development. This is seen as a special opportunity to promote and celebrate the school values.
Children within school are actively encouraged to co-operate with and support each other. To promote this sense of citizenship children are directly involved in the setting of school and classroom rules. Through discussion and circle time, children are encouraged to develop and follow agreed rules for their class and the whole school.
As part of our whole school curriculm we are planning and implementing a termly focus on Fundamental British values. All classes are to plan for this, create a display in their classrooms and carry out activities promoting these values on a whole school focus afternoon in week one of term 4. Through ensuring pupils' spiritual, moral, social and cultural (SMSC) development we demonstrate how we are actively promoting fundamental British Values.
Children are given the opportunity to play an active role as a citizen within their local environment and as part of the whole community with which we are developing strong links. We actively encourage members of the community to join our fundraising events and lead some of our collective worships.
Children are encouraged to look after their school environment and their ideas for developing and improving the school grounds are sought when renewing the School Improvement Plan, thereby creating an environment for which children feel they have responsibility.
Pupils should be taught:
[x] to take part in discussions with one other person and the whole class
[x] to take part in a simple debate about topical issues
[x] to recognise choices they can make and recognise the difference between right and wrong
[x] to agree and follow rules for their group and classroom, and understand how rules help them
[x] to realise that people and other living things have needs and that they have responsibilities to meet them
[x] that they belong to various groups and communities, such as family and school
[x] what improves and harms their local, natural and built environments and about some of the ways people look after them
[x] to contribute to the life of the class and school
[x] to realise that money comes from different sources and can be used for different purposes.
Developing a healthy, safer lifestyle
We achieved our Healthy Schools Plus status in 2009; we continue to raise standards and promote all pupils' awareness of healthy eating/living through our creative curriculum and a wide range of supporting clubs. We recently achieved the latest Gloucester Healthy Living and Learning (GHLL) school status in 2014.
We encourage visitors from relevant agencies to visit school and work with the staff and children, for example the school nurse, dental health service, Fire service, Police, Life Education Team and road safety officer within our creative curriculum.
Food and nutrition and active play are increasingly playing an important part in our cross curricular topics, after school clubs (Mini master chefs), break-times etc Fruit is encouraged as a snack and fresh water is available in the classrooms to prevent dehydration and promote concentration and brain activity. Children are also encouraged to take 'brain breaks' within lessons to encourage optimum brain activity.Personal hygiene is promoted from the Pre-School upwards.
Pupils should be taught
[x] how to make simple choices that improve their health and well-being
[x]
to maintain personal hygiene
[x] how some diseases spread and can be controlled
[x] about the process of growing from young to old and how people's needs change
[x] the names of the main parts of the body
[x] that all household products, including medicines, can be harmful if not used properly
[x] rules for and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.
Developing good relationships and respecting the differences between people
Throughout the EYFS and Key Stage 1 children are encouraged to have consideration and respect for others. Great emphasis is placed on caring for one another and working and playing cooperatively. Playtimes allow opportunities for children to develop physical skills and PSHCE skills and knowledge. We always aim to emphasise the positive.
Children's achievements are judged individually and celebrated with wow vouchers, house points, behaviour chart incentives, prividge points, verbal praise and special awards for good manners, kindness and helpfulness in our weekly Friday celebration assembly.
At Rowanfield Infant School we aim to take time to listen to the views and concerns of parents and act upon them. We believe that children reach their full potential through strong links established between home, school and local community. We welcome parents into school and value the role that families play in children's education. We promote Pupil and Parent questionnaires and hold termly parent Forum meetings. We regularly inform and consult parents through Parent Structured Conversations and IEP meetings on CPSHE matters/next steps and are able to offer pastoral support to individual pupils and/or their families through, Time to talk, and Nurture groups.
Related Policies and information:
- School Improvement Plan
- Health4schools Action Plan
- Drugs Education
- School Prospectus
- Sex and relationships policy (SRE)
- PSHE Certification in SRE 07
- Curriculum policies, schemes of work and medium term plans
- Sun safety policy
- Child Protection
- Positive Behaviour Policy
- Confidentiality Policy
- Anti-bullying
- Health and Safety
- Healthy Lunch Box Policy
- Food Policy
- Equal Opportunities and Racial Harmony
- Disability Equality Scheme
- SEN policy
- Foundation Stage Policy
- School Council Policy
- Attendance Policy
REVIEW
This policy was reviewed by the subject leader, Mrs Counsell in February 2015 after consultation with the staff.
Chair of Governors:
Date: | <urn:uuid:327fafff-afb8-4bc0-b93d-e1c67dd778f7> | CC-MAIN-2019-09 | https://s3.eu-west-1.amazonaws.com/jotter2.files/3089575?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dcpshe-policy-2015.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190223%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190223T231915Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=adbc00136061fdf139ade6dbfc4b57d3b52cb36f23ef8f0ff1cb9ac91771807c | 2019-02-23T23:19:16Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00616.warc.gz | 675,827,504 | 2,790 | eng_Latn | eng_Latn | 0.98799 | eng_Latn | 0.996859 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
193,
3911,
5863,
8406,
12169,
14246
] | [
3.828125
] | 1 | 0 |
You, Your Privacy Policy and COPPA
How to Comply with the Children's Online Privacy Protection Act
Contents
Drafting A COPPA-Compliant Privacy Policy
INTRODUCTION
The Children's Online Privacy Protection Act (COPPA), passed by Congress in October 1998, requires the Federal Trade Commission (FTC) to issue and enforce rules concerning children's online privacy. The FTC issued the Children's Online Privacy Protection Rule in November 1999; it has been in effect since April 21, 2000. 1 The Rule's primary goal: to place parents in control over what information is collected from their children online.
The Rule applies to:
* operators of commercial websites or online services directed to children under 13 that collect personal information from children;
* operators of general audience sites that knowingly collect personal information from children under 13; and
* operators of general audience sites that have a separate children's area and that collect personal information from children.
The Rule requires these operators to:
* Post a privacy policy on the homepage of the website and link to the privacy policy everywhere personal information is collected.
Where information is collected, post a clear and prominent link to your privacy policy.
* Provide notice to parents about the site's information collection practices and, with some exceptions, get verifiable parental consent before collecting personal information from children.
* Give parents the choice to consent to the collection and use of a child's personal information for internal use by the website, and give them the chance to choose not to have that personal information disclosed to third parties.
* Provide parents with access to their child's information, and the opportunity to delete the information and opt out of the future collection or use of the information.
* Not condition a child's participation in an activity on the disclosure of more personal information than is reasonably necessary for the activity.
* Maintain the confidentiality, security and integrity of the personal information collected from children.
The FTC has prepared this guide to help website operators comply with the Rule. The guide explains each component of a COPPA-compliant privacy policy, answers questions that website operators have asked, and features a Compliance Checklist to help website operators identify areas where their privacy policies could be improved.
2
THE BASIC REQUIREMENTS
A privacy policy tells the visitor about the information collection practices of the website. For sites that are covered by COPPA, the policy must explain what types of personal information are collected, how it is collected, and how the website will use the information. It also needs to tell the visitor whether the website gives the personal information to anyone else. If so, the policy must identify the third parties and tell the visitor how the third parties will in general use the information. The privacy policy must be placed where it can be found easily, and it must be written so that the average person can understand what it says.
LOCATION
To comply with the Rule, a website directed to children must put the link to its privacy policy in a clear and prominent place on the home page and at every area on the website where children are asked to provide personal information. The links to the privacy policy also must be close to the requests for information.
General audience websites with separate children's areas must post a clear and prominent link on the home page of the children's area, as well as at every area where personal information is collected from children. A general audience website is not required to have a separate privacy policy for its children's area, and may combine its general audience and children's privacy policies into one document. However, a website without a separate privacy policy for its children's area should clearly disclose at the top of its privacy policy that a specific section discusses the site's information practices with respect to children. A general audience site also can link from the children's area directly to the part of its privacy policy that pertains to children.
2
CLEAR AND PROMINENT LINKS
The Rule requires that the link to the privacy policy be placed in a clear and prominent place on the home page and everywhere that children provide — or are asked to provide — personal information. 3 "Clear and prominent" means that the link stands out and is noticeable to visitors through the use of different type sizes, different fonts, different colors, or contrasting backgrounds. A link that is in tiny print at the bottom of the home page — or one that is indistinguishable from adjacent links — is not considered clear and prominent. 4
Use your imagination: Some children's websites have created bright, attention-grabbing icons — like animated characters or objects — that direct the visitor to the privacy policy. Other websites provide several links from different parts of the homepage to the privacy policy, making it easy for parents and other visitors to find the privacy policy.
CLEAR LABELS
The link must be labeled clearly, which allows the visitor to know the link goes to the site's privacy policy and a description of its information collection practices. For example, a link that says Privacy Policy, Privacy Statement or Information Collection Practices Statement is considered to be labeled clearly. Links labeled Important Information, Legal Notice or Note to Parents would not be as effective in letting the visitor know that a click would take him or her to the site's privacy policy.
LOCATION: THE BASICS
* Place a link to the privacy policy on the website's homepage — or on the homepage of the children's area of a general audience site.
* Place a link to the privacy policy close to all areas where personal information is collected from children.
* Make the link to the privacy policy "clear and prominent."
* Label the link clearly so visitors know it goes to the website's privacy policy.
CONTENT
A privacy policy tells visitors about the types of information the website collects, how the site handles the information, and whether the site gives the information to anyone else. The Rule requires that the privacy policy be clear and understandable. The policy must give a complete description of the site's information practices; it must not contain confusing or contradictory information.
The privacy policy plays a very important role in a parent's decision to agree to a website's request for information from their children. One that is clearly written, easyto-understand, and full of relevant information helps parents make an informed decision.
To be COPPA-compliant, a privacy policy must contain the following information:
* Contact information, including the name, mailing address, telephone number, and email address of all operators collecting or maintaining personal information from children through the website. This requirement lets parents know who will see and use their children's personal information; it gives them the information they need to get in touch with the operators who collect or maintain their children's personal information.
According to the Rule, if several operators are collecting information through the website, the site operator may list the name, address, phone number, and email address of one operator who will respond to all inquiries from parents about the
4
operators' privacy policies and uses of children's information — but only if it makes the names of all the operators available, either by listing them in the policy or linking to them from the policy. 5
* What types of personal information are collected, and how. Website operators should be specific enough about the types of personal information they collect from children to allow parents to make an informed decision about whether to agree to the collection and use of the information. A policy that uses descriptors like name, address, telephone number, hobbies, gender, and age tells parents exactly the types of personal information that the website collects from children. A privacy policy that notes it collects "contact information" gives parents no idea whether the website is collecting an email address or a home telephone number.
In addition, the privacy policy must state whether personal information is collected actively or passively. Active collection includes registration forms and email newsletter sign-up boxes. Passive collection includes the use of cookies or other identifiers when the information is combined with "personal information." 6
* How the website will use the personal information. The privacy policy should state if the personal information is to be used to fulfill a requested transaction, keep records or market back to the child. For example, it should explain that email addresses are used to send weekly newsletters, or that a mailing address is used to send a prize or magazine subscription or fulfill another request.
In addition, the privacy policy must state whether the website offers activities that allow the child or the site to disclose the child's personal information publicly — for example, through chat rooms, message boards or email accounts.
* Whether the website operator gives or discloses the personal information it has collected from children to third parties. 7 The website also must give parents the option of consenting to its collection and internal use of their child's personal information while refusing to permit the site to share the information with third parties.
To be COPPA-compliant, your privacy policy must include: contact information; the kinds of personal information you collect; how you collect and use it; whether you disclose it to third parties.
If the website shares personal information with third parties, the privacy policy must explain the types of businesses the third parties
are in and the general purposes for which they will use the information. The privacy policy also must tell the visitor whether the third parties have agreed to maintain the confidentiality, security and integrity of the personal information they obtain from the website operator.
THIRD PARTIES
The Rule defines a third party as a person who is not an operator of the website or who does not provide support for the internal operations of the website. 8
If the website is sharing the personal information with a company or person whose only role is to provide support for the internal operations of the website — like a fulfillment house or a shipping
A privacy policy is not COPPA-compliant if it tells parents that the website "may" disclose information to third parties without giving details about the third parties or giving the parent the option to say 'no' to sharing of information.
company — the disclosure of the personal information is not to a "third party" and does not have to be spelled out in the privacy policy. The Rule specifically defines "third party" to exclude people who provide internal support. These providers are obligated to use the personal information only to carry out their specific obligations. They cannot use the information for any other purpose.
Whether an "affiliated or related company" is considered a third party and triggers the third-party disclosure requirements, depends on the affiliated or related company's relationship to the personal information. If the affiliated or related company is an operator of the website because it collects personal information on the site, or because personal information is being collected on its behalf, it is not considered a third party. Rather, it is considered an operator — and subject to the Rule. If the affiliated or related company is not an operator and isn't providing internal support services, it is considered a third party. The privacy policy must tell parents about the sharing of personal information with this affiliated or related company and must give parents the choice to allow the disclosure of information — or not.
THE BAN ON CONDITIONING PARTICIPATION ON INFORMATION COLLECTION
The Rule prohibits website operators from conditioning a child's participation in an activity — like a game or prize offer — on the child's disclosure of more personal information than is reasonably necessary to participate in the activity. This provision prevents tying personal information from children to popular and persuasive incentives like games and prizes, and preserves a child's access to such activities. For example, to send a child a prize, it is reasonably necessary for a website to collect the child's mailing
6
address. Asking the child for a postal or mailing address when offering an email newsletter would not be reasonably necessary. The Rule requires that privacy policies state this prohibition explicitly.
PARENTAL RIGHTS
The privacy policy must state that a parent can review the child's personal information, have it deleted, and refuse to allow the further collection or use of the child's information — and explain the procedures for doing so. For example, the privacy policy could provide contact information, like an email address or toll-free telephone number, for the parent to use.
CONTENT: THE BASICS
The privacy policy must:
* Be written clearly and understandably. It should not contain any confusing or contradictory information.
* Describe the site's information practices completely and accurately.
* Include contact information (name, mailing address, telephone number, and email address) for all operators collecting or maintaining personal information through the website.
* Explain what types of personal information the site collects, whether it collects the information actively or passively, and how it will use the information.
* Provide all the required information about the disclosure of personal information to third parties.
* Tell parents they can consent to the collection and use of their child's personal information without consenting to the disclosure of the information to third parties.
* Explain that website operators cannot condition a child's participation in an activity on the child providing more personal information than is reasonably necessary for the activity.
* Tell parents that they can review their child's personal information, have it deleted and refuse to permit any further collection — and how to do it.
RESOURCES
For more information about children's privacy issues, call the FTC's help-line, 202-326-3140, or visit www.ftc.gov/kidzprivacy.
ENDNOTES
1 16 C.F.R. § 312.5. See also http://www.ftc.gov/os/1999/9910/ 64fr59888.pdf.
2 64 Fed. Reg. 59,888, 59,894 at n.98 (Nov. 3, 1999).
3 See 16 C.F.R. §§ 312.4(b)(1)(ii) and (iii).
4 64 Fed. Reg. at 59,894.
5 See 16 C.F.R. § 312.4(b)(2)(i).
6 The Rule defines personal information as including information
collected through the use of cookies or other identifiers when tied to personal information, such as an email address. 16 C.F.R. § 312.2. If your site uses cookies and links the information stored in the cookie with other individually identifiable information, such collection must
be disclosed in the privacy policy.
7 Because the Rule regulates operators and not "third parties," the Rule requires operators to tell parents about the third party and what the third party plans to do with the information given to it by the operator.
8 16 C.F.R. § 312.2.
8
FAQs About Privacy Policies
Q. COPPA applies to "websites directed to children." What factors should I use to determine whether my website is targeted to children?
A. According to the Rule, the factors to use in determining whether your site is targeted to kids include subject matter, language, whether the site uses animated characters, and whether advertising on the site is directed to children. The Commission also considers empirical evidence regarding the ages of the site's visitors. These standards are similar to those for TV, radio and print advertising.
Q. My site is a general audience site that has a separate children's area. What are my COPPA obligations?
A. The portion of your website that is directed to children must be COPPA-compliant. The Rule requires that you post a prominent link to your privacy policy on the homepage of your children's area. In addition, it requires that you place a prominent link to your privacy policy near every area that asks for personal information from children.
You may have a separate privacy policy for the children's area of your website or a separate section within your general privacy policy that describes your information collection practices with respect to children. If you decide on a privacy policy with a separate section for your information practices regarding children, you'll need a link from the homepage of the children's area directly to the children's portion of the privacy policy. Or, state clearly at the top of the privacy policy that a specific section discusses the information practices regarding children.
Q. My site does not collect personally identifiable information from children — or anyone else. Do I still need to post a privacy policy?
A. COPPA applies only to websites that collect personal information from children. However, posting a privacy policy may reassure visitors about a website operator's information practices. Surveys show that most parents are uncomfortable with their children revealing any personal information on the Internet. As a practical matter, parents should be pleased to read your privacy policy and find out quickly that you don't collect personally identifiable information.
Q. COPPA is triggered by the collection of personal information from children. But the information I collect at my site is voluntary, not mandatory. Does COPPA apply?
A. Yes. Information collection is what triggers the Rule, whether it is voluntary or mandatory.
Q. Is it okay for the link to my privacy policy to be at the bottom of my home page?
A. As long as the link is "clear and prominent," it can be at the bottom of the home page. The Rule requires that the link to your privacy policy "be placed in a clear and prominent place and manner on the home page of the website or online service" and at each area where children provide, or are asked to provide, personal information. According to the Commission, "'clear and prominent' means that the link must stand out and be noticeable to the site's visitors.... The Commission does not consider 'clear and prominent' a link that is in small print at the bottom of the page, or a link that is indistinguishable from a number of other, adjacent links."
Q. I run a general audience site, but it has a separate children's section. Can I structure my privacy policy so that information about my children's practices and non-children's practices are mixed, or do I have to have a separate privacy policy about my practices with respect to children?
A. You may have one privacy policy that contains information about your practices as they apply to children and other people. But make sure that there is a link to the privacy policy on the home page of the children's area and at each area where personal information is collected from children.
If you use one privacy policy for both the general audience and children's portions of your website, make sure that:
* the link on the homepage of the children's area takes visitors directly to the part of the privacy policy that discusses children, or
* you clearly state at the top of the privacy policy that there is a specific section discussing information practices with respect to children.
Q. Can my privacy policy include materials promoting products or services?
A. No. COPPA requires that privacy policies be "clearly and understandably written, complete, and contain no unrelated, confusing, or contradictory materials." The more complicated and confusing the policy, the less likely it is that parents will understand or even read it. Parents who find a policy confusing or difficult to wade through may be less likely to grant you consent.
Q. Does COPPA require that I list the contact information for all the operators at my site? This could make my privacy policy very long and confusing.
A. If there are multiple operators collecting information through your site, you may list the name, mailing address, phone number, and email address of one operator who will respond to all inquiries from parents regarding all the operators' privacy policies and the uses of children's information. But that's the case only as long as the names of all the operators are listed in the notice.
Alternatively, if you want to list the contact information for all the operators — but still keep your privacy policy and notice simple — include a link in the privacy policy to the list of operators and all their contact information. When you send your notice to parents to request consent, be sure they can access the list.
Q. Does my privacy policy have to disclose my use of cookies, GUIDS, IP addresses, or the fact that I use other passive information collection technology?
A. Yes, it does, when the information is combined with "personal information." The Rule defines personal information as including identifiable information about an individual collected online, including any persistent identifier that is tied to identifying information. For example, if you tied a child's email address to the information that your cookies collected about the length of the child's visit, all the information collected would be considered "personal information."
Compliance Checklist
Your website's privacy policy must accurately represent your site's information practices. That is, you must deliver what your privacy policy promises. The policy also should be well-organized, concise and easy to understand. This will help ensure that parents will have all the information they need to make decisions about giving consent.
Use this checklist to help identify the elements that your website's privacy policy needs to be COPPA-compliant. It addresses issues related to the placement, content and style of your privacy policy. The person completing the checklist should be knowledgeable about your website's information practices and have a copy of your site's policy handy for review.
But you also may want to ask someone who isn't familiar with your information practices to read your privacy policy and help you answer the following questions. Should a question in the checklist identify an issue in your privacy policy that needs correction, it will refer you to the appropriate part of Section 1 for guidance.
LOCATION
1. Is there a link to your privacy policy on the homepage of your website or on the homepage of the children's area of your website?
❏ If YES, go to the next question.
❏ If NO, place a link to your privacy policy in the appropriate places. See page 2 for details.
2. Are the links to your privacy policy near each and every place on your website where you collect personal information from children?
❏ If YES, go to the next question.
❏ If NO, review the areas where you collect personal information from children and put links to your privacy policy near each of these places.
You must deliver what your
privacy policy promises.
11
3. Does the link to your privacy policy stand out so that the website visitor can locate it easily?
❏ If YES, describe how the link stands out:
_______________________________________________________ _______________________________________________________.
Go to the next question.
❏ If NO, change your link by using contrasting colors, changing the font or type size or creating a noticeable icon. See page 2.
4. Is the link in a different color, a different font, or a larger type size?
❏ If YES, go to the next question.
❏ If NO, change it so it is prominent and stands out. See page 2.
5. Is the link to your privacy policy labeled clearly so a visitor can tell what it is?
❏ If YES, record the label of your link:
______________________________.
Go to the next question.
❏ If NO, change the link to your privacy policy so that a casual visitor can tell what it is. See page 3.
CONTENT
6. Does your privacy policy include the names of all the website operators who collect or maintain personal information from children through your site?
❏ If YES, go to the next question.
❏ If NO, revise your privacy policy to include the name of each operator. See pages 3-4.
The person most familiar with your site's information practices should complete this checklist.
7. Does your privacy policy provide mailing addresses for all the website operators who collect or maintain personal information through your site?
❏ If YES, go to the next question.
❏ If NO, does the privacy policy provide contact information (mailing address, telephone number and email address) for one operator who, in turn, will respond to inquiries from parents on behalf of the other operators?
❏ If YES, go to question 10.
❏ If NO, revise your privacy policy to include full contact information for each operator who collects or maintains personal information from children through your website, or for one operator who will respond to all inquiries. See pages 3-4.
8. Does your privacy policy provide the telephone numbers for all website operators who collect or maintain personal information through your site?
❏ If YES, go to the next question.
❏ If NO, revise your privacy policy to include telephone numbers for all operators. See pages 3-4.
9. Does your privacy policy provide the email addresses of all website operators who collect or maintain personal information through your site?
❏ If YES, go to the next question.
❏ If NO, revise your privacy policy so it includes email addresses. See pages 3-4.
10. Does your privacy policy state each type of personal information (full name, email address, mailing address, phone number, etc.) that you collect from children?
❏ If YES, go to the next question.
❏ If NO, revise your privacy policy so it tells each type of personal information the site collects. See page 4.
13
11. Is your statement of the types of personal information collected descriptive? Is it specific enough to let parents know the kinds of personal information you will be collecting from their children?
❏ If YES, go to the next question.
❏ If NO, revise the statement to be more descriptive. See page 4.
12. Does your privacy policy tell parents whether personal information is collected actively — that is, from the child — or passively — for example, through the use of cookies?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy to tell parents how your website collects personal information from children. See page 4.
13. Does your privacy policy tell parents how your website will use the personal information that it collects?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy so it gives parents that information. See page 4.
14. Does your website share or disclose children's personal information with third parties?
❏ If YES, go to the next question.
❏ If NO, go to question 19.
15. Does your privacy policy state what kinds of businesses the third parties are engaged in?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy. See pages 4-5.
16. Does your privacy policy tell parents the general purposes the third parties will use their children's personal information for?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy. See pages 4-5.
17. Does your privacy policy state whether the third parties that your site shares personal information with have agreed to maintain the confidentiality, security and integrity of the information?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy to address whether the third parties have agreed. See pages 4-5.
18. Does your privacy policy tell parents they can agree to the collection and use of their child's personal information by your site without agreeing to you disclosing the information to third parties?
❏ If YES, go to question 20.
❏ If NO, revise the privacy policy to tell parents they have the right to consent to your site's collection and use of their child's personal information, while saying no to your disclosure of the information to third parties. See page 5. Then go to question 20.
19. Does your privacy policy clearly state that your website does not disclose personal information to third parties?
❏ If YES, go to the next question.
❏ If NO, revise the language in your privacy policy to explain that the website doesn't share children's personal information with third parties. See pages 4-5.
20. Does your privacy policy state that your site cannot condition a child's participation in an activity on the child's disclosure of more personal information than is reasonably necessary to participate in the activity?
❏ If YES, go to the next question.
❏ If NO, add appropriate language to your privacy policy. See page 5.
21. Does your privacy policy let parents know that they can review the personal information that your website has collected from their child?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy to tell parents they have the right to review the information the site has collected from their child. See page 6.
22. Does your privacy policy tell parents how they can review their child's personal information?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy to let parents know how to review their child's personal information. See page 6.
23. A. Does your privacy policy tell parents they can have their child's personal information deleted from your site?
❏ If YES, go to the next question.
❏ If NO, revise the language in the privacy policy. See page 6.
B. Does your privacy policy tell parents how they can have their children's personal information deleted from your site?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy. See page 6.
24. A. Does your privacy policy tell parents that they can stop your website from further collecting or using the additional personal information from your child?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy as appropriate. See page 6.
B. Does your privacy policy tell parents how they can stop the further collection and use of their child's personal information?
❏ If YES, go to the next question.
❏ If NO, revise the privacy policy. See page 6.
Consider testing your privacy policy's clarity with a parent or a youngster.
STYLE
25. Is your privacy policy clear and understandable? Easy to read? Consider testing it with potential readers.
❏ If YES, go to the next question.
❏ If NO, rewrite and simplify the privacy policy so the parents of your visitors would be likely to find it easy to read and understand. See pages 2-3.
26. Does your privacy policy give a complete description of your information practices? Does it explain all the personal information you collect? Does it spell out how you will use the information?
❏ If YES, go to the next question.
❏ If NO, review the privacy policy and add information to make the description complete. See page 4.
27. Does your privacy policy include any contradictory, confusing or ambiguous language?
❏ If YES, edit the policy. See pages 2-3.
❏ If NO, go to the next question.
28. Does your privacy policy contain any material or content that doesn't relate to your information practices?
❏ If YES, edit the policy so it focuses on your information practices. See pages 3-4.
❏ If NO, go to the next question.
29. Is your privacy policy well-organized and easy to follow?
❏ YES.
❏ NO. It's time to reorganize the information in the policy to make it easier to follow. Consider using a question and answer format.
30. Do your practices reflect the promises you make in your privacy policy?
❏ YES. Keep up the good work.
❏ NO. Go back to square one.
17 | <urn:uuid:7efefcdf-b2c3-40d3-a761-1faac4c3c6ad> | CC-MAIN-2019-09 | https://www.cityofmerced.org/civicax/filebank/blobdload.aspx?blobid=2139 | 2019-02-23T23:32:01Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00615.warc.gz | 815,368,312 | 6,337 | eng_Latn | eng_Latn | 0.994743 | eng_Latn | 0.998822 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
99,
109,
2442,
5141,
7493,
9974,
12694,
14459,
15469,
19265,
19665,
21628,
23329,
24610,
26147,
29368,
30591,
31973
] | [
2.296875,
1.3671875
] | 1 | 0 |
Wareham High School Student Technology Guidelines and Procedures
Expectations for Student Learning as that relates to the use of Technology:
1. Technology will be used to support inquiry and personalized learning.
2. Technology will be used for the acquisition of knowledgeable.
3. Technology will be used to foster critical and creative thinking.
4. Technology will be used to communicate confidently, collaboratively, creatively and ethically.
5. The use of technology will reflect an understanding of digital citizenship.
6. The use of technology will assist in exploring points of view and perspective of others.
7. The use of technology will assist in encouraging and researching new ideas and strategies.
8. The use of technology will be balanced with teacher-guided instruction.
9. The use of technology will assist in articulating and demonstrating reflective practices.
10. The use of technology will support the growth of 21 st century skills.
Internet--Terms and Conditions of Use 1:1:
1). Insurance will be available for parents / guardians to purchase if they so choose.
2). If you move or transfer prior to graduating from Wareham High School, the Chrome book is to be returned, just as you would return textbooks, to Wareham High School. A fee will be charged to you if you do not return the device.
3). Network Etiquette
You are expected to abide by the generally accepted rules of the network etiquette. These include (but are not limited to) the following:
- Be polite.
- Use appropriate language. Do not swear, use vulgarities or any other inappropriate language.
- Illegal activities are strictly forbidden. Where appropriate, communications including text and images may be disclosed to law enforcement or other third parties without prior consent of the sender or the receiver.
- Do not reveal your personal address, passwords, or phone numbers of you or other students or staff.
- Note that electronic mail (e-mail) is not guaranteed to be private. The system administrators do have access to all email. Messages relating to or in support of illegal activities may be reported to the authorities.
- All files and messages created on school equipment or messages sent or retrieved over the network or Internet, are the property of the school department and should not be considered confidential, consistent with the Electronic Communications Privacy Act.
- Copies of all information created, sent or retrieved are stored on the school backup system.
3) Abuse
Improper use of technology may result in suspension or termination of access privileges and may also result in other disciplinary action consistent with the disciplinary policies of the District.
- In addition, if such conduct constitutes a violation of law, criminal prosecution may result. Abuse includes, but is not limited to, the following conduct:
- Intentionally uploading, downloading, posting, e-mailing, or otherwise transmitting unlawful and/or inappropriate information on the system or any school owned device.
- Users must comply with the Massachusetts Law regarding cyber bullying. Cyber bullying is willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices.
- Intentionally uploading, downloading, posting, e-mailing, or otherwise transmitting profane, vulgar, threatening, defamatory, abusive, discriminatory, harassing or otherwise objectionable or criminal language in a public or private message on the system or any school owned device.
- Intentionally uploading, downloading, posting, e-mailing, or otherwise transmitting, or posting links to obscene or sexually explicit materials, including but not limited to, sexually explicit images, messages, cartoons, jokes, audio files, and video files.
- Intentionally uploading, downloading, posting, e-mailing, or otherwise transmitting information that would likely result in the loss of a recipient's work or system.
- Making changes to the content or configuration of a computer, laptop, or Chrome book on the network.
- Attempting to gain access to unauthorized network resources.
- Attempting to trespass into another person's files or folders.
- Intentionally revealing one's own or another person's personal address, telephone number, password, or other personally identifying information.
- Intentionally accessing web sites for the purpose of plagiarizing papers is a violation of the student code of conduct and will be subject to the existing disciplinary guidelines.
- The School District and its employees cannot be held responsible for improper student use of the technology. The school district's employees cannot be held liable for any information that may be lost, damaged, or unavailable due to technical or other difficulties.
- Students who do not return a signed compliance statement will not be able to use any technology at school.
It is the users' responsibility to abide by the rules set forth. Violations will result in an immediate loss of access and will be referred to an administrator for disciplinary action.
Network is monitored by the Wareham Public Schools. The school retains the right to review and edit any materials on user accounts. Messages relating to or in support of illegal activities will be reported to the authorities. Any user identified as a security risk will be denied access to the Network.
The Wareham Public School personnel will do their best to provide error free, dependable access to the computing resources associated with the Network. However, the Wareham Public Schools and its employees cannot be held liable for any information that may be lost, damaged, or unavailable due to technical or other difficulties. In addition, personnel will instruct the users on acceptable use of the Network and the proper Network ethics, but Wareham Public Schools and its employees cannot be held responsible for the individual's use of the Network.
These guidelines and procedures are available in Student Handbooks for reference.
Student Technology Guidelines and Procedures
1. Students have been provided a Chromebook by the Wareham Public Schools
2. Parents / Guardians, and Students have been provided all Procedures and Network Acceptable Use Policy.
3. Wareham Public Schools has partnered with the Worth Ave. Group to provide insurance to protect the Chromebooks used by the school's students. You will need the serial number from your student's Chromebook in order to complete the process – the serial number can be located on the bottom of the student's Chromebook. Insurance with Worth Ave. Group will protect the Chromebook against:
* Accidental damage (drops/spills)
* Theft
* Vandalism
* Fire
* Flood
* Natural disasters Power surge due to lightning strikes
This 3rd-party insurance policy will provide replacement cost coverage and protect the Chromebook worldwide (on and off school grounds). To enroll in the insurance policy visit my.worthavegroup.com/warehampsma OR print, fill out, and return the paper application. A link to the paper application can be found online at http://warehamps.org/ STUDENTS and PARENTS>Chromebook Information. You can also call the Worth Ave Group directly at 800-620-3307.
The cost for the Chromebook insurance coverage will be $32.60 for a one year policy; or $61.84 for a two-year policy; or $88.70 for a three-year policy. There are no deductibles on these policies. A discount may apply if the insurance is purchased online. Wareham Public Schools will not be handling any paperwork, payments or claims for this insurance. All communication must be made to the Worth Ave. Group directly.
4. If Parent / Guardian is opting not to acquire insurance, and the Chromebook is damaged or lost, a bill will be issued to the student for repair parts (if the Chromebook is deemed repairable by the district technology staff) or a replacement Chromebook. The price of a replacement Chromebook is $200.00
Student Chromebook Screen Repair Process
The following repair process should be followed for all students' grades 8 through 12.
1. Obtain a Chromebook Repair Form and fill out the necessary information on the sheet. A repair form can be found at the front desk, on the website under STUDENTS/PARENTS, or from a technology representative.
2. Once the repair form has been completed, please make the amount payable by either a check or cash. All checks should be made out to Wareham Public
Schools. Payment should be given to the building secretary. A receipt and copy of the order form will be given once payment has been received.
3. Deliver the damaged Chromebook and the order form to the school technology representative.
4. All Chromebooks, based on parts availability, will be fixed within 5 school days.
5. The student will be allowed to use a loaner Chromebook during repair times. A loaner Chromebook is only to be used during normal school hours and under no circumstances be taken home. If the loaner Chromebook is not returned at the end of the school day, an order form for the full replacement cost will be issued.
6. Once the Chromebook has been fixed, the student will be contacted and can pick up their Chromebook from the technology office located at the school.
If the Chromebook is damaged for other reasons (non-screen related), the process above should still be followed but reviewed FIRST by a technology representative prior to the repair form being filled out. If the technology representative deems the Chromebook needs to be replaced, an order form for the full amount of the Chromebook will be issued.
Other Chromebook issues (non-damage related) should be given to the school technology representative for review. These issues will be fixed at no cost to the student/parent.
All pricing is direct from our supplier. There is no mark-up/margin added for repair labor. Under no circumstances should students/parents repair the Chromebook using an outside vendor unless through the selected insurance provider The Worth Ave Group.
Chromebook Part Pricing for the 2018-2019 School Year**
** All pricing is current as of 8/15/2018 and is subject to change based on supplier pricing**
Parent / Guardian Signature: __________________________________Date: ______
Please sign this document indicating that you have read and understand your required responsibilities:
Student Signature: ___________________________________________ Date: ______
Parent Signature: _____________________________________________Date: ______ | <urn:uuid:a9c6d603-df9c-42a0-8cd7-dbb6ce3cbcb4> | CC-MAIN-2019-04 | https://www.warehamps.org/cms/lib/MA02202534/Centricity/Domain/44/WHS%20Student%20Technology%20Guidelines%20Procedure%202018-2019.pdf | 2019-01-16T03:31:01Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00008.warc.gz | 995,301,014 | 2,052 | eng_Latn | eng_Latn | 0.996433 | eng_Latn | 0.997977 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2132,
4165,
6002,
8417,
10485
] | [
2.078125
] | 1 | 0 |
Early Years Policy and Curriculum, EYFS
This policy outlines our aims and goals and gives details of the curriculum and methods of planning and assessment we employ. It was agreed by the Development Forum and is monitored and reviewed regularly to ensure we meet our overall aims. It is available to parents and promoted and implemented throughout the company.
The needs of children within the Early Years Foundation Stage (from 0 – 5 years) has formed the basis of this policy, which provides a framework for staff, giving guidance on practise, planning, teaching and learning, and monitoring and evaluating the curriculum. The Early Years Curriculum is being developed in accordance with the Practise Guidance for the Early Years Foundation Stage, and National Curriculum programmes of study for KS1.
At Ashbridge the term 'Early Years' refers to children from birth in nursery classes, to the end of reception year in school.
The policy reflects the company vision statement, which is:
Ashbridge:
"Aspiration, Attitude, Achievement"
Potential nurtured, success realised.
Ashbridge children will be:
- High academic achievers.
- Unique, respectful, self assured individuals.
- Confident, self motivated life long learners.
- Skilled, independent and eager for challenge.
Every child at Ashbridge will achieve success through experiencing:
- The highest standards in academic excellence.
A challenging curriculum tailored to the individuals needs
-
- The dedication and expertise of a highly effective and specialist team.
- Continuity of excellent care and education from birth to eleven years
- Positive attitudes and consistent moral values
- An Inspirational outdoor environment providing unique learning opportunities.
Introduction
Our Early Years Policy addresses all aspects of the needs of young children and ensures that:
- The curriculum experiences of children are appropriate to their age and stage of development.
- Early Years education is valued, in its own right and as the foundation for further learning it begins a continuum of learning throughout the primary phase.
- The identification of and provision for special educational needs of children are included.
- There is shared understanding of the emotional and developmental needs of young children, how they learn and develop skills and knowledge and understanding.
- The importance of 'play', 'first-hand' experiences and an active curriculum are recognised in planning learning opportunities for young children.
- The needs of the children are considered carefully in matters of organisation, management and administration.
- Children experience a smooth transition from home, previous pre-school or nursery, into the reception class and into KS 1.
- Statutory curricular obligations laid down by DFE and the requirements for the completion of the Foundation Stage Profile are followed.
- The core British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs are not undermined.
At Ashbridge we believe that the following aims underpin our practise and reflect our shared vision of how children develop and learn. The aims of the Early Years Curriculum are;
- To provide a happy, safe, secure and stimulating environment with opportunities for children to enjoy learning, develop confidence and self-esteem, and build good relationships with others.
- To support, foster and develop children's personal, social and emotional well being.
- To deliver warm consistent care to individuals, facilitating physical care in feeding, changing and sleeping patterns.
- To build on what children already know and can achieve.
- To enable children to express preferences, communicate needs, make choices and decisions that others will act on and respect.
- To value parents/carers as important partners in their children's learning.
- To promote the moral, spiritual, cultural intellectual and physical development of children.
- To address the individual needs of all children by enabling them to participate in a broad, balanced, age- appropriate and relevant curriculum, with due regard to equal opportunities.
1
- To effectively prepare children for the opportunities, responsibilities and experiences of life in British Society.
- To develop positive attitudes/ dispositions for learning, which will make transition between stages happy and rewarding.
Early Years provision, organisation and the learning environment.
Early Years provision at Ashbridge is organised into nursery classes and a Reception class. In addition to the Early Years practitioners, we have qualified teachers with EYT status who work directly with the children throughout the nursery, and specifically within the pre-school year. The Reception class is led by a qualified and experienced teacher, supported by an additional teacher.
Classes are well resourced and provide children with areas of continuous of provision where they are encouraged to make independent choices during free-play. They also engage in adult focused activities, which are developed in the main from children's individual interests and needs.
Classrooms and nursery areas open onto outdoor learning areas and time is scheduled that all may access the additional outdoor and indoor areas and adventure playgrounds regularly.
Ashbridge operates a key person system throughout the EYFS as we believe that the role of a known care giver/teacher is of primary importance. Children learn through interactions with adults who are trained, knowledgeable committed and responsive with a positive attitude. This role is especially important in caring for babies and children in their first 3 years.
Children are assigned a Key Person when they join the EYFS/setting. Care is taken to ensure bonds are established quickly and children's early attachments to individuals are taken into account. Parents are informed of their child's key person once established in order that effective relationships can be developed. Members of staff each have a group of children for whom they are responsible and as a key person are responsible for meeting all the care and learning needs of their key children.
These can include:
- Changing and toileting including personal hygiene
- Feeding
- Settling down to sleep
- Teaching and observing the child throughout all aspects of their day in both informal and formal situations
- Passing on of information
- Recording observations and identifying the learning in relation to the EYFS
- Using information from all observations to plan for the needs and interests of each child
- Providing suitable equipment and activities, offering interesting and challenging experiences
- Maintaining child's profile and development records
See also: Admission policy, Children under 3 policy.
Parental involvement, contributions and communication
We aim to create a welcoming, happy and relaxed environment in which parents and carers are encouraged to share in their children's progress and achievements. Practitioners recognise that effective partnership with parents has a positive impact on children's development and learning, and therefore aim to provide opportunities for parents to be fully involved, keep staff informed about their child's development or share any concerns they may have.
On admission to Nursery, parents are asked to complete a questionnaire 'All About Me'. This gives us a valuable insight into the child's interests, achievements, and their likes and dislikes, giving a foundation on which we can build. It can also provide a basis for sharing any concerns or issues parents may have. This important document is renewed and updated regularly.
Parents/Carers are given regular information of daily activities and through an open door policy, regular daily contact takes place. Opportunities are also available for Parents/Carers to look through, and contribute to the child's Learning Journey with their child's key person at anytime and more formally throughout each year of attendance.
For children under 3 years old, daily record sheets are completed which give details of children's feeding, sleeping and toileting patterns. This also provides information on the activities the child has enjoyed and taken part in that day.
Between the ages of 2 and 3 years old, Parents/Carers are invited to a statutory two year old progress check meeting and are given a written summary of their child's development, in line with EYFS Statutory Guidance.
Parents/Carers of children in all age groups are invited three times each year to meet with their child's key person to discuss progress, look at their child's Learning Journey and if applicable, identify any areas in which staff or Parents/Carers feel may need to focus on or require additional support or challenge.
In addition, children in the pre-school year have a weekly diary which gives details of activities during the week. Parents are encouraged to write down anything their children have enjoyed over the week and any other comments they wish to make. These comments are used in the children's records with other observations to aid planning. In the Reception class, a daily journal ensures good communication between home and school and formal Parents Evenings are held each term.
2
In the Summer term, there is a welcome evening where parents/carers of children beginning pre-school in September, are invited to meet staff, hear a presentation relating to pre-school and the the EYFS curriculum and ask any questions. In October and February of the pre-school year, parents/carers are invited to discuss their child's progress with their key person and in July a written report is issued. A welcome to Reception class also takes place at the point of transition into school, for those children continuing their education at Ashbridge.
Early Years Curriculum
The Early Years Curriculum is based on the DFE Practise Guidance for the Early Years Foundation Stage (Ref: 0023-2012), and is planned to lead smoothly into the National Curriculum at KS1 in a way which is relevant and meaningful for all children. (See also details in the parent Welcome pack
Children in the early years learn in a variety of ways: by watching others who model activities, talking, thinking out loud, asking questions, listening, exploring and investigating. The EYFS includes a section on the importance of play in helping children to learn and develop. It says 'Well planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge', and it recognises the crucial role of practitioners in planning real experiences to enable children to develop their skills, knowledge and understanding. Play helps children explore ideas, role and relationships. The Practise Guidance clearly states that effective planning requires staff to;
- Plan and resource a challenging environment
- Support children's learning through planned play activity
- Support and extend children's spontaneous play
- Support and extend children's language and their communication in play
Appropriately planned and structured play supports and develops children's need to socialise, express ideas, thoughts and feelings, experiment, observe and try things out.
Children's Learning and Development is organised into three Prime areas of learning and four Specific areas of learning. The characteristics of effective learning ; playing and exploring, active learning, and creating and thinking critically, underpin learning and development across all areas and support each child in becoming a lifelong, effective and motivated learner.
The three Prime areas of learning and development are:
- Personal, Social and Emotional
- Physical Development
- Communication and Language
The four Specific areas are:
- Mathematics
- Literacy
- Understanding the World
- Expressive Arts and Design
Children under the age of 2 years old focus primarily on the three Prime areas and as they develop this will grow to include the four Specific areas.
However, we recognise that children's learning is holistic and that children neither recognise nor benefit from these being considered in isolation. We aim to provide a coherent curriculum that provides a clear focus for learning and draws together relevant activities, which contribute, to the development of the whole child. Thus children are able to use and extend what they know, can do and understand within a realistic context.
At Ashbridge we have high expectations and work towards children achieving the early learning goals by the end of the reception year. The EYFS helps Practitioners identify children's developing knowledge, skills, understanding and attitudes as they make progress towards the Early Learning Goals. The Early Learning Goals establish expectations for most children to reach by the end of the EYFS.
At Ashbridge we firmly believe in the importance of outdoor play to support the children's development. Our environment enables us to provide regular access to a variety of outdoor environments, which offer exciting and challenging experiences across all areas of the curriculum.
In addition, in the Reception year, children also take part in and are taught French, Horticultural and Forest school lessons.
The wider curriculum at Ashbridge consists of:
- Links with the local community e.g. library, doctors surgery
- Educational visits and visitors.
See Also Policies on: Admission Settling in, Partnership with parents, SEN
Planning, assessment, recording and reporting
In order to offer experiences and create active learning opportunities for young children, we believe it is essential to develop and maintain quality planning. Through planning and assessment we make sure the needs of the individual child and delivery of our curriculum are being met.
Practitioners use snap-shot, planned and parental observations to inform planning for each child's next steps. Staff analyse these observations and decide what they tell us about the child's learning. Practitioners then plan to provide ways to support the child to strengthen and deepen their current learning and development (next steps). These can then be used directly to support the specific child or recorded on enhancement planning and built into enhancing areas of provision or for focused activities.
Evaluations of activities, observations, and staff listening to parents, and talking with children, are key strategies for gaining information on each child's progress and development.
Practitioners also use information from parents questionnaires, and the child's previous nursery or pre-school setting if available, plus their own observations and evidence in order to establish what each child already knows, understands and can do.
The process of assessment provides a framework for future planning which then enables staff to meet the child's future learning needs. The statutory EYFS Profile is completed at the end of the Reception year and parents are informed about their child's progress towards the early learning goals throughout their time at Ashbridge.
A 'Learning Journey' containing pieces of work, observations and photographs is annotated by staff, kept both electronically and in document form and is built up over time. It is then passed on to the child's next key person at times of transition and finally to parents as they move to school.
Children from our nursery classes, who go on to attend the Ashbridge Reception class, have progress data from their learning journeys entered into the whole school tracking system. This helps to monitor and maintain progress and plan for future learning. Details can be found in the Assessment policy, Planning, and Recording and Reporting policy
For Staff Development See - Training and development Policy
Reviewing the Early Years Policy
The Headteacher, Director of Quality along with senior nursery managers, review this policy on an annual basis to ensure it is being implemented appropriately and to take account of feedback from children and their families and any changing legislation/guidance.
4 | <urn:uuid:261bcea9-63df-4402-8091-ff6f9e0637df> | CC-MAIN-2019-09 | https://www.ashbridgeschool.co.uk/wp-content/uploads/EYFS-curriculum-MARCH-2018.pdf | 2019-02-23T22:49:58Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00615.warc.gz | 779,459,190 | 2,974 | eng_Latn | eng_Latn | 0.99782 | eng_Latn | 0.997902 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4181,
9327,
13559,
16184
] | [
2.453125
] | 1 | 0 |
1
Advanced Freshman Summer Reading and Learning
English NOTE PARENT SIGNATURE TO BE RETURNED (see below).
Dear in-coming freshmen:
Conor Grennan's Little Princes is the ninth grade summer reading novel for 2018. You will type reflective journals (see page 2) to accompany your reading, observations, and thoughts. Journal should typed in MLA format and follow the requirements (see page 2). The journals are due the first day of school, no exceptions. If late, they will be corrected with a 10 point deduction for each day missing. Because you may experience some difficulty reading and journaling on your own, I will be available to answer questions via e-mail all summer.
I wish you all a good summer. Enjoy the novel,
Mrs. Cawley
e-mail: email@example.com
Grading and overall guidance on journaling: These journals will be become the first quiz grade of your freshman year and will be the basis of class discussion, a presentation, and an essay. I am looking for both depth of text understanding and thoughts on how the text connects to other works and real life. Reflection on the text itself and how it speaks to a wider range of works and/or universal life experiences and lessons is key. Pure plot summary and/or superficial answers will not earn much credit. Your journals should not be in essay form, but paragraph, quotations, citations, and correct grammar are all necessary to get your points across.
--------------------------------------------------------------------------------------
Please sign and return this cut-off slip to Mrs. Cawley by June 6th:
I have read and understand my child's Advanced Freshmen English Summer Reading and Learning instruction sheet.
Student's Name_______________________________
Parent/Guardian Name___________________________
Parent Guardian Signature_________________________
2
Summer Reading Journals
When writing a proper reflective journal, the student not only must answer the given question with facts, proof (paraphrasing or direct quotes), and research (when appropriate), but he also must give his thoughtful opinion and reflection on the topic based on the facts, proof, and research.
For this assignment, you will type a 2-3 page MLA-formatted reflective journal for each of the below questions. Remember to use facts, proof (direct quotes), and research (when appropriate). You need to give your thoughtful opinion and clearly reflect on the question. Journal writing is casual in the sense that you can use personal pronouns, yet you are still expected to cite any sources that you use and make your writing grammatically correct.
Journals
1. Discuss the main character of the book. What is he like at the start of the book? How and why does he change throughout the book? Reflect on him and discuss your in depth opinion about his choices and his actions.
2. Choose one side character in this book and discuss his influence on the main character. Explain why you decided to choose him. Then reflect on him and discuss your opinion on his influence.
3. Discuss the specific setting on this book. What did you learn about the setting of the book? Then come up with two interesting questions about the setting that would help you better understand the story. Research the answers and write about what you learned and the information further your comprehension.
4. Create one theme for this novel. Properly construct the theme and write about how you saw it develop. Not only should you specifically discuss certain moments of the text, but you might also wish to mentions symbols or motifs that lead you to creating this theme.
5. If you could teach the class about the most interesting aspect of this book, what would it be? What sections would you need to highlight? What type of research will you need to do to find out more about this topic?
3
Summer Reading Journals 9th grade
Grade Sheet: Numbers will translate to equivalent letter grades. Students may not have addressed every aspect listed, but to receive a high score, what they did address was done well.
"5" Journal: This journal is thorough. Although it may not address every aspect of the assigned book, both key facets and important details are noted. Author's writing style and his use of literary elements and devices are both noted and analyzed. Essential major and minor characters are clearly understood. Historical, social, and/or cultural setting is discussed with regards to the text itself. Additionally, in-depth connections and possible theme(s) are included. Plausible student literary commentary and essential text quotes should be intertwined throughout the journal.
"3" Journal: This journal is complete. Although it may not address every aspect of the assigned book, some key facets and important details are noted. Author's writing style and his use of literary elements and devices are, at times, noted and analyzed, yet analysis may fall to a surface level. Essential major and minor characters are discussed. Historical, social, and/or cultural setting is noted but may not be tied to its importance to the book itself. Additionally, some connections and possible theme(s) are included. Student literary commentary and essential text quotes may be included but are sparing or vague.
"1" Journal: This journal is more of a summary rather than an analysis. Author's writing style and his use of literary elements and devices are, at times, noted and analyzed, yet analysis is superficial. Essential major and minor characters are glossed over. Historical, social, and/or cultural setting is may be noted but is not logically tied to the book itself. Connections and possible theme(s) may be included but have little connection to the academic quality of the work. Student literary commentary and essential text quotes may be included but are sparing or vague. | <urn:uuid:ca378f8b-0a91-4cc7-b645-4fe24cbb1adf> | CC-MAIN-2019-09 | http://www.northstonington.k12.ct.us/wp-content/uploads/2017/06/adv_9_summer_work_2018.pdf | 2019-02-24T00:00:05Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00616.warc.gz | 398,610,300 | 1,173 | eng_Latn | eng_Latn | 0.998974 | eng_Latn | 0.999286 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1895,
3881,
5901
] | [
3.703125
] | 2 | 0 |
FAQs: Teen Dating Violence
What is teen dating violence and how do I know it is happening to me?
Teen Dating Violence can happen to you if you are a teenager (ages 13-19) and you are involved a romantic relationship, or with an intimate partner, who is abusive or violent. Usually, a pattern of abusive behaviors is perpetrated by one person in the relationship to gain power and control over the other partner. Unfortunately, 1 in 3 teens in the U.S. experience some kind of abuse in their romantic relationships, including verbal and emotional abuse.
Some of the warning signs of abusive behavior are when your partner:
* is EXTREMELY jealous.
* limits your time with your friends and your family.
* abuse alcohol or drugs to "deal" with their anger or escape their problems.
* DEMAND sex and affection from you instead of respecting your right to say no.
* threatens physical violence against you or anyone you know.
These are only the beginning! Studies show that, as the relationship gets more serious, abuse and violent behaviors will escalate.
If this is happening to you, please get help! Tell someone you trust about what is happening to you. If you don't feel comfortable telling a friend, par ent, or a teacher about the abuse, call Tri-Valley Haven's crisis line at (800) 884-8119 and we will listen and support you. You have a right to be safe!
How do I know if someone is verbally abusing me?
Verbal abuse is when someone intentionally goes out of his or her way to put you down or attack your self esteem. There is no valid reason for it whatsoever. You might be minding your own business or just walking in the door and that person says something offensive or hurtful to you without provocation.
Sure, we all get angry sometimes, and yes, we do say hurtful things. We may raise our voice or say something we didn't mean. In most instances, we have our reasons for getting upset. But if your partner or friend is purposefully calling you names, yelling at you, using excessive cuss words when speaking to you, insults you, puts you down, or is constantly commenting negatively on your looks or clothing, you are being verbally abused!
If this is happening to you, talk to someone you trust about the situation. Let that per son know what is happening and how it makes you feel. If you don't feel comfortable talking to someone you know, call a crisis line or hotline to get the support you need. If you feel comfortable after that, approach the person who is being verbally abusive, either with a friend or on your own — be sure you are in a public place — and tell him or her how that abusive behavior makes you feel. Tell the person to stop verbally abus ing you! Remember to remain calm and be assertive.
Someone from school keeps following me around and sending me a lot of text messages; is that considered stalking?
If you feel scared or fearful that this person means to do you harm or hurt you in any way, YES! Stalking is very serious and these types of obsessive behaviors should not be taken lightly!
Stalking behavior includes: harassment, threats, following a person, appearing at a person's home or job, repeated phone calls and text messages, repeated emails or electronic messages (such as on Facebook or MySpace), and vandalism.
First and foremost, tell someone you trust what is happening! Do not keep this a secret. It is so important that you alert someone in case this person tries to hurt you or follows you somewhere else other than school. If you and your parents want to do more, you can go to your school counselor, principal, or local on-campus police officer and ad dress the issue. Filing a report on school grounds is important documentation that you will need if you decide to get a protective order.
Remember, in the state of California, if you are age 12 or over, you have the legal right to pursue a restraining or protective order without the help of a parent or guardian.
Tri-Valley Haven holds weekly legal clinics in the Tri-Valley area that are free and confi dential.
What is the difference between sexual harassment and flirting?
Sexual Harassment is any unwanted sexual attention! Basically, any attention that is of a sexual nature that makes someone uncomfortable is sexual harassment. This in
FAQs: Teen Dating Violence
cludes what you say and what you do. Most teens are under the impression that sexual harassment only involves touching someone inappropriately. While it does include touching, it also includes gestures, jokes, letters, posters, pictures, text messages, and even emails. Yes, this includes anything you post on Facebook or MySpace! You may feel like it is funny or just a joke but the other person may feel offended or uncomfort able by the attention. If the person asks you to stop, and you continue with the sexual attention, that is crossing the line!
Flirting, on the other hand, is always mutual! Both parties are enjoying what is going on, no matter what that may be. Kissing, hugging, texting, e-mailing … it is all OK as long as both parties are into what is going on. If you aren't sure if the other person is OK with the attention or you're not sure if you can take it to the next level, ASK! "Are you ok with this?" or "Would you like me to stop?"
On the flip side, if you LIKE the flirting that's going on, let the other person know that too! "I like this." Or "I am really having fun!" You don't want play a guessing game. Never be afraid to tell someone how you feel, whether that is good or bad. SPEAK UP! SHOW RESPECT.
What does a healthy relationship look like?
Most importantly, in a healthy relationship you feel safe, respected, and happy. Also, there is a balance of alone/together time and you are never made to feel guilty about spending time with your friends or family.
Every relationship needs balance. Sometimes it is difficult to find that balance. Even healthy couples argue and have disagreements. The difference is that in a healthy re lationship there is a mutual respect for each other's opinions, wants, needs, and bod ies. You want what's best for your partner and you always want to bring out the best in each other!
FAQs: Teen Dating Violence | <urn:uuid:c1949d29-662e-4067-a729-deb27636c8b6> | CC-MAIN-2019-09 | http://trivalleyhaven.org/public/docs/TVH_FAQ.pdf | 2019-02-23T23:32:51Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00615.warc.gz | 273,554,061 | 1,326 | eng_Latn | eng_Latn | 0.998928 | eng_Latn | 0.998918 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
2159,
4276,
6165,
6193
] | [
2.90625
] | 2 | 0 |
Focus: We are blessed by the Holy Spirit
Materials:
Prayer Altar: Cross, Candle, Chasuble on stand (priest's vestment) and Altar Cloth CD-America's 25 Favorite Praise and Worship
Bible: Beginner's Bible
Blue tape and dove props for skit
Red/green cards
Gathering (have children sit on the floor-"Criss-Cross Applesauce")
Say: Good Morning everyone, my name is ______. Last week we talked about the wise men coming to visit the baby Jesus and how we can bring God's light to others. This week we are going to talk about when Jesus was baptized and how the Holy Spirit blesses us all.
Opening Prayer
Together we make the Sign of the Cross (do in reverse so children can mirror).
Say: Now let's put our hands together and bow our heads.
Let us pray.
Dear God, thank you for sharing your life with us at Baptism.
Help us to always live as your children.
In the name of Jesus Christ we pray.
Amen.
Song/Movement
This Little Light of Mine, track: 15, from America's 25 Favorite Praise and Worship
Play music, encourage children to stretch or move to the music (clapping, stamp feet march in place to the beat), turn to each other and shake hands, saying hello, etc.
This little light of mine,
Don't let Satan blow it out.
I'm gonna let it shine.
This little light of mine,
I'm gonna let it shine, let it shine, let it shine, let it shine.
Hide it under a bushel - NO! I'm gonna let it shine. Hide it under a bushel - NO! I'm gonna let it shine, Let it shine, let it shine, let it shine.
I'm gonna let it shine.
Don't let Satan blow it out.
I'm gonna let it shine, let it shine, let it shine, let it shine.
Let it shine til Jesus comes.
I'm gonna let it shine.
Let it shine til Jesus comes.
I'm gonna let it shine, let it shine, let it shine, let it shine.
Memory Verse
Say: Now let's take a moment together to learn a verse from the bible.
You are my Son
Have the children repeat the verse after you a couple of times.
Say: This is the first time God the Father in heaven tells the people of Israel that Jesus is special. Jesus is special because he is God's Son. We are special because we are the children of God by our baptism. Our baptism connects us to Jesus by the power of the Holy Spirit.
Gospel Story
Say: Today we are reading from the Gospel of Luke.
Have children make sign of the cross on their forehead, mouth and heart saying. "Lord, open my mind, my lips and my heart so that I may learn it, speak it and love it."
Read: The Beginner's Bible, pp. 310-315, In the Jordan River
After the reading say: The Gospel of the Lord
Children respond: Praise to you, Lord Jesus Christ
Discussion Starters:
- How is Jesus baptized?
- Why does John baptize Jesus?
- What happens when Jesus is baptized?
Reflection on Reading:
Today the Church celebrates the Baptism of the Lord. The baptism of Jesus shows his that is a human person, just like us!. We hear about how God took human form throughout the Christmas season. During Advent you might have heard a song about "Emmanuel". This song is about waiting for the coming of God. Emmanuel means "God with us". He's no longer just in heaven, Jesus came to be with us always.
The celebration of the baptism of Jesus marks the end of the Christmas season. In the Bible we hear about Jesus' birth, a short story about when he was lost in the temple as a child, the wise men's visit and then his baptism. We don't have much information about his life growing up, but we do have many stories about Jesus after his baptism. After Jesus is baptized, he begins telling the people about the love and grace of God the Father. Today's gospel helps us to remember that God loves us because we are his children and not because of anything we have done or not done. God loves us first and everything we do is because we want to show our love for him.
In today's Gospel story, Luke tells the story of the baptism of Jesus. Jesus comes to John the Baptist to be baptized. John questions Jesus at first because doesn't understand . Jesus tells John to baptize him in order to complete what he has come to do. When Jesus comes up from the water, the heavens open and Jesus is revealed as God's Son, the loved one of God.
Gospel Activity
Activity 1:
Act It Out!
Today's Gospel story shows us how important Jesus thought baptism is. We receive the power of the Holy Spirit when we are baptized. We are blessed in the name of The Father, the Son and the Holy Spirit. We remember our baptism every time when make the Sign of the Cross. --Show them and have them mirror you-- When we enter church we bless ourselves with the holy water to remind us that we are children of God.
Can anyone remember seeing a baptism in church? What do you think it would be like to have been baptized in the Jordan River?
Discussion: (Accept all answers and reflect back. It is important that the children are allowed to use their own words to express the exchange between John the Baptist and Jesus rather that repeat back quotes from the passage.)
Close your eyes and imagine that you were there at the edge of the Jordan River the day that Jesus was baptized. (Pause and allow the children time to think).
* What sounds do you hear? (people talking, water splashing, birds singing, etc.)
* What did John the Baptist say to Jesus?
* What did Jesus say to John?
* Describe what you saw when Jesus was baptized. Tell us what you heard.
Let's act out the Baptism of Jesus. Use the blue tape to mark out the "River"
(Select children both boys and girls to act the parts of Jesus, John, God's voice, the dove (have them hold cut out to show dove) and the people who had gathered to be baptized. Guide the children as needed to make up the dialogue.)
Activity 2:
This gospel story tells us about the three parts of the Holy Trinity. The Father, Son and Holy Spirit. When we are baptized we are blessed with the Holy Spirit . The Holy Spirit helps us make good choices.
Red Light-Green Light
(Use the colored paper squares) Have children raise Red for a bad idea (STOP), Green for a good idea (GO). These are just a few examples. Please make up some more of your own.
(Can also use Thumbs Up/Thumbs Down)
* You see a friend crying so you just walk right by.
* You hear your parents talking so you wait patiently before asking a question.
* It is very late and you are tired, so you cry loudly and complain about everything.
* You don't really like peas, but you eat two more bites for mom.
* Time for bed, so you stomp your feet and say, "NO!"
* It is morning and everyone is waking up. You still feel tired, but you give a big smile and a hug good morning to your mom and dad.
* You give your unused toys to the homeless shelter
* A friend asks to play with your new game and you won't share.
* You help your mom and dad deliver food to the food bank
* A child at the playground makes a mistake and you make fun of them.
* There is a new kid at school and you ask him to play with you on the playground.
* You throw a temper tantrum when you don't get what you want
* Before you go home from a play date you help clean up
* Listen to your parent when they tell you it's time to clean up your room
* You don't pay attention at the grocery store and you hit someone with a shopping cart
* You run or skate around inside a store
* Visit someone in a nursing home
* Make a card for a sick friend
* You get mad and hit your brother or sister
* You help a friend who is hurt on the playground
* Join with others to pick up trash in the community.
Complete the weekly bulletin as a group-let the children color them if there is extra time
Closing Prayer
(Children respond: "I Believe!")
Ask:
Do you believe in God, who sent Jesus to open our hearts and give light to the world? Do you believe in Jesus, who is the Servant of God, the beloved Son with whom God is very pleased?
Do you believe in the Holy Spirit, who helps us be good servants of God?
Sending Forth
Say: Remember to rely on the Holy Spirit to help you make good choices this week.
Lining Up/Closing Song
Play "I Have Decided to Follow Jesus" track 9 from America's 25 Favorite Praise and Worship while children put away any materials and lineup. Hand out weekly bulletins. Remind them it is important that they return to their family quietly so that we may all listen and pray together in church. | <urn:uuid:25811bbb-627a-43d7-9de2-cff37e42f3b8> | CC-MAIN-2019-09 | https://sacredheartchurch.info/upload/ChildrensLiturgy/LittleLit/Cycle%20C/F05.Baptism%20of%20Jesus.Cycle%20C.pdf | 2019-02-23T23:27:14Z | crawl-data/CC-MAIN-2019-09/segments/1550249556231.85/warc/CC-MAIN-20190223223440-20190224005440-00614.warc.gz | 678,286,787 | 1,925 | eng_Latn | eng_Latn | 0.989343 | eng_Latn | 0.994523 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1947,
4195,
6885,
8332
] | [
4.40625
] | 1 | 0 |
Contents
Finnish Paradoxes of Education
60
About the Author
167
Introduction: Yes, We Can (Learn from One Another)
During the next 10 years about 1.2 billion young 15-to-30-yearolds will be entering the job market and with the means now at our disposal about 300 million will get a job. What will we offer these young, about a billion of them? I think this is one of the greatest challenges if we want to achieve peaceful development and hope for these young. —Martti Ahtisaari (former President of Finland, 1994–2000, and Nobel Peace Prize Laureate) It has become clear everywhere that the schools we have today will not be able to provide opportunities to learn what is necessary in the future. The demand for better quality teaching and learning, and more equitable and efficient education is universal. Indeed, educational systems are facing a twin challenge: how to change schools so that students may learn new types of knowledge and skills required in a unpredictably changing knowledge world, and how to make that new learning possible for all young people regardless of their socioeconomic conditions. To be successful with these challenges is both a moral and economic imperative for our societies and their leaders. It is a moral obligation because each person's wellbeing and ultimately happiness arises from knowledge, skills, and worldviews that good education provides. It is also an economic imperative because the wealth of nations depends as never before on know-how. The aftermath of the recent global economic crisis is showing how unemployed young people are becoming hopeless to the extent that is bringing governments down. Many of these young people lack relevant education and training that would help them to help themselves. © Hawker Brownlow Education
This book is about Finland and how the Finns transformed their educational system from mediocre in the 1980s to one of the models of excellence today. International indicators show that Finland has one of the most educated citizenries in the world, provides educational opportunities in an egalitarian manner, and makes efficient use of resources. Finnish education has recently attracted attention from
many international scholars. Linda Darling-Hammond (2010) writes extensively about it in her book, The Flat World and Education. Andy Hargreaves and Dennis Shirley (2009) chose Finland as an example of a nation that has successfully transformed its education system in their book, The Fourth Way. A chapter on Finnish education has become an integral part of any international handbook or volume that reports contemporary thinking and practice in the field. International development agencies, consulting firms, and media houses refer to Finland as a good model and "a witness" of successful transformation of public education. 1 Monographs on Finnish school and teachers have been published in China, Korea, Japan, France, Slovenia, and Germany, just to mention a few countries. This book is a comprehensive description of educational change in Finland written by a native Finn from an international perspective.
At the beginning of the 1990s, education in Finland was nothing special in international terms. All young Finns attended school regularly, the school network was wide and dense, secondary education was accessible for all Finns, and higher education was an option for an increasing number of upper secondary school graduates. However, the performance of Finnish students on international assessments was close to overall averages, except in reading, where Finnish students did better than most of their peers in other countries. The unexpected and jarring recession of that time period brought Finland to the edge of a financial breakdown. Bold and immediate measures were necessary to fix national fiscal imbalances and revive the foreign trade that disappeared with the collapse of the Soviet Union in 1990. Nokia, the main global industrial brand of Finland, became a critical engine in boosting Finland from the country's biggest economic dip since World War II. Another Finnish brand, peruskoulu, or the 9-year comprehensive basic school, was the other key player in this turnaround of the Finnish economy and society. Interestingly, both Nokia and the Finnish public educational system have their
In leading the way toward educational reform in Finland in the early 1990s, Dr. Vilho Hirvi, then Director General of the National Board of Education, said that "an educated nation cannot be created by force." He acknowledged that teachers and students must be heard, and that the way forward called for active collaboration. In Finland, teachers and students were insisting on more flexibility and freedom in deciding how to design instruction, what to study, and when. "We are creating a new culture of education and there is no way back," Hirvi said to his staff at the National Board of Education. Basic to this new culture has been the cultivation of trust between education authorities and schools. Such trust, as we have witnessed, makes reform that is not only sustainable but also owned by the teachers who implement it. NORTHERN EXPOSURE © Hawker Brownlow Education
origins in the same time period in Finnish history: the golden years of building the Finnish national identity in the mid-19th century, as will be described in Chapter 4 of this book.
There are countries around the world where education leaders find their own educational systems in a situation very similar to that of Finland in 1990. The global economic downturn is hitting many schools, universities, and entire education systems hard. Take Ireland, Greece, England, or the United States—student achievement is not anywhere close to what it should be in knowledge-based economies where productivity and innovation are necessary conditions for competitiveness. Students seem to find teaching offered in schools and universities increasingly boring and irrelevant to their needs in a rapidly changing world. The story of educational change in Finland in this book brings hope to all those worried about whether improving their educational systems is at all possible. It also provides food for thought to those who look for ways to adjust education policies to the realities of economic recovery. The lessons from Finland should be refreshing because they depart from the ideas commonly presented in books or journals on educational development. Moreover, these lessons show that systemic improvement is indeed possible if only policies and strategies are designed in smart and sustainable ways. While these lessons hold great promise, they call for patience. In this age of immediate results, education requires a different mindset. Reforming schools is a complex and slow process. To rush this process is to ruin it. The story of Finland's educational transformation makes this clear. Steps must be grounded in research and implemented in collaboration by academics, policy makers, principals, and teachers. © Hawker Brownlow Education
This book is about how such a process evolved in Finland since World War II. It is the first book written for international readers that tells the story of how Finland created a system praised as much for its equity as for its high quality. Many of the world's great newspapers and broadcast services—the New York Times, Washington Post, Times of London, Le Monde, El Pais, National Public Radio, NBC, Deutsche Welle, and BBC—have covered this Finnish educational miracle. Thousands of official delegations have visited Finnish authorities, schools, and communities to learn about what drives excellence in education. This story, however, has till now not received the book-length treatment necessary for enumerating, linking, and explaining the many players, institutions, and impersonal forces involved.
My approach in this book is both personal and academic. It is personal because of my intimate relationship with education in Finland. I was born in northern Finland and raised in a village primary school, as both of my parents were teachers at that school. Most of my childhood memories are in one way or another linked to school. I had the privilege of looking beyond the secrets of the classroom after everybody else was gone and I found that world rich. It was my home and an enchanted one. It is perhaps no surprise then that I went on to become a teacher. My first position was at a junior high school in Helsinki. I
CHAPTER 1
The Finnish Dream: Equal Educational Opportunities
God mend us! The fact is that we don't even know the fi rst letter of the alphabet, and that knowing how to read is the fi rst duty of every Christian citizen. The power of law, of church law, may force us to it. And you know what kind of contraption the State has watching, eager to snap us up in its jaws if we don't obediently learn to read. The stocks are waiting for us, my brothers, the black stocks; their cruel jaws gaping wide like those of a black bear. The provost has threatened us with those hell his pincers, and he is bound to carry out his threat unless he sees us eagerly studying every day. —Aleksis Kivi, Seven Brothers (1870/2005) The story of Finland is a story of survival. It is eloquently captured by Aleksis Kivi in the first Finnish novel, Seven Brothers, which was first published in 1870. It is a story of orphan brothers who realize that becoming literate is the key to happiness and a good life. Since those days, reading has been an integral part of Finnish culture. Education has served as the main strategy for building a literate society and a nation that is today known by the world for its cultural and technological achievements. Therefore, Seven Brothers belongs to the list of core texts in most Finnish schools today. © Hawker Brownlow Education
Being a relatively small nation situated between much larger powers of the East and the West has taught Finns to accept existing realities and take chances with available opportunities. Diplomacy, cooperation, problem-solving, and seeking consensus have thus become hallmarks of contemporary Finnish culture. These traits all play an important part also in building an educational system that has enjoyed global attention due to its equitable distribution of good teaching and learning throughout the nation.
This chapter describes how Finland has progressed from being a poor, agrarian, and only modestly educated nation to a modern knowledge-based society with a high-performing education system and world-class innovation environment. Expanding education according to the principle that good education should be accessible to all Finnish children, from early childhood education all the way to the highest academic degrees, has been a long-term ideal in Finnish society. This
chapter first provides a historic and political context for realization of this Finnish Dream. It then describes the evolution of the unified comprehensive basic school, or peruskoulu as it is called in Finnish, and some principles of upper secondary education that are an important part of Finnish educational success. 1 Present structures and policies of the Finnish education system are briefly outlined at the end of the chapter.
POST-WAR FINLAND
War poses among the most serious of imaginable crises for any democratic nation. Except for a short period of cease-fire, Finland was at war from December 1939 to spring 1945. The cost of war for that young, independent democracy with a population of less than 4 million was enormous: 90,000 dead and 60,000 permanently injured. In addition, 25,000 were widowed, and 50,000 children were orphaned. A peace treaty with the Soviet Union was signed in Moscow on September 19, 1944, but military campaigns to remove German troops from Finland continued until April 1945. The conditions accepted by the Finns were severe. Finland had to hand over 12% of its territory to the Soviets and to relocate 450,000 people—11% of Finland's total population. The Finnish concessions to the Soviets were estimated to reach 7% of its Gross Domestic Product (GDP). A peninsula near Helsinki had to be rented to the Soviet army as a military base, political prisoners had to be released, and wartime leaders were judged in war tribunals. Several political associations were prohibited, and the communist party was established as a legal Finnish political entity. These concessions led to such fundamental political, cultural, and economic changes in Finland that some have identified the post-war era as the emergence of a "Second Republic." 2 © Hawker Brownlow Education
Most important, Finland had fought for its freedom and survived. External threats experienced during and after World War II united Finns, who still felt the wounds of the previous 1918 civil war. The post-World War II era was one of political instability and economic transformation, but it also gave rise to new social ideas and social policies—in particular the idea of equal educational opportunities. It is difficult to understand why education has become one of the trademarks of Finland without examining these post-World War II political and social developments. Even among Finns there are those who argue that the search for key success factors in the Finnish educational system has to extend much earlier than 1970, a year often recognized as an historical milestone in Finnish education for reasons explained later in this chapter.
History is often easier to understand when it is segmented into periods or phases of development, and the recent history of Finland is no exception to this strategy. Although there are many ways to recount Finland's history depending on the purposes and perspectives of its authors, in this case it is helpful to illustrate
congruencies between the development of Finland's education system, and three stages of economic development following World War II:
* enhancing equal opportunities for education by way of transition from a northern agricultural nation to an industrialized society (1945–1970)
* creating a public comprehensive school system by way of a Nordic welfare society with a growing service sector and increasing levels of technology and technological innovation (1965–1990)
* improving the quality of basic education and expanding higher education in keeping with Finland's new identity as a high-tech knowledge-based economy (1985–present) (Sahlberg, 2010a).
The 1950s were already a time of rapid changes to Finland's economic structure, but the 1960s have been characterized as phenomenal by international standards (Routti & Ylä-Anttila, 2006; Aho, Pitkänen, & Sahlberg, 2006). The decade of the 1960s saw Finnish society, in more general terms, relinquish many of its old values, and traditional Finnish institutions began to transform. Public services—especially basic education—were among the most visible sites of change. When the time for decisive change arrived, its speed and thoroughness took many Finns by surprise. The end of World War II prompted such radical changes to Finnish political, social, and economic structures that immediate changes to education and other social institutions were required. Indeed, education soon became the main vehicle of social and economic transformation in the post-war era. In 1950, educational opportunities in Finland were unequal in the sense that only those living in towns or larger municipalities had access to grammar or middle schools. Most young people left school after 6 or 7 years of formal basic education. Where private grammar schools were available, pupils could apply to enroll in them after 4, 5, or 6 years of state-run basic school, but such opportunities were limited. In 1950, for example, just 27% of 11-year-old Finns enrolled in grammar schools consisting of 5-year middle school and 3-year high-school. An alternative educational path after the compulsory 7 years of basic education was 2 or 3 years of study in one of the so-called civic schools, offered by most Finnish municipalities. This basic education could be followed by vocational training and technical education, but only in larger municipalities and towns that housed these institutions. © Hawker Brownlow Education
In 1950, there were 338 grammar schools offering further educational opportunities after the 6-year basic school in Finland (Kiuasmaa, 1982). The Finnish state operated 103 of these schools, and municipalities ran 18. The remaining 217 grammar schools, about two-thirds of the total, were governed by private citizens or associations. The major burden of the rapid expansion of education following basic schooling was absorbed by these private schools. A significant social innovation in 1950 was issuance of legislation that guaranteed state subsidies to private schools, and simultaneously extended the government's control over these | <urn:uuid:d708623e-d657-46eb-b2cc-061e1749b01b> | CC-MAIN-2019-04 | http://files.hbe.com.au/samplepages/TCP3221.pdf | 2019-01-16T03:35:41Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00011.warc.gz | 82,299,459 | 3,272 | eng_Latn | eng_Latn | 0.998457 | eng_Latn | 0.998592 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
44,
67,
2190,
5185,
8455,
10784,
13760,
16849
] | [
2.09375
] | 1 | 0 |
NCJPS
British Values Policy
March 2015
Contents:
Statement of intent
1. Legal framework
2. Roles and responsibilities
3. Democracy
4. The rule of law
5. Individual liberty
6. Mutual respect
7. Tolerance of those of different faiths and beliefs
8. Staff training
9. Review
Statement of intent
This policy sets out the framework in which North Cheshire Jewish Primary School will ensure that it actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
These values are officially taught through the Jewish Studies, and Personal Social and Health Education (PSHE) curriculum and are further nurtured through the school's ethos and promotion of spiritual, moral, social and cultural (SMSC) understanding.
Signed by
Headteacher
Date
Next review date:
1. Legal framework
1.1. This policy will have consideration for the following guidance:
- Ofsted, School Inspection Handbook, 2015.
- DfE, Improving the Spiritual, Moral, Social and Cultural (SMSC) development of pupils, 2013.
1.2. This policy is carried out in conjunction with our following other policies:
- Behaviour Policy
- Jewish Studies
- PSHE
2. Roles and responsibilities
2.1. NCJPS understands the importance of promoting British values through a comprehensive and unprejudiced curriculum.
2.2. The Headteacher will ensure that all teachers and staff are aware of the requirement to uphold British values through the methods outlined in this policy, and will ensure that the appropriate procedures are in place to carry out these methods.
2.3. Teachers and support staff will ensure that their lessons are inclusive of, and sensitive to, the fundamental British values.
2.4. Pupils are expected to treat each other and staff with respect, in line with the school's Behaviour Policy.
3. Democracy
3.1. At NCJPS pupils have numerous opportunities to have their views heard through pupil questionnaires and the pupil elected school council.
3.2. Our pupils are encouraged to have an input into what and how they learn to instil an understanding of democracy for their future.
4. The rule of law
4.1. NCJPS has a high regard for the laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Our pupils are involved in the creation of classroom rules and adherer to the schools 6 Golden Rules.
4.2. At NCJPS pupils are taught these values and the reasons behind laws, whether they govern the class, the school or the country, that are essential for their well-being and safety. Pupils are allowed healthy debate in class on the matter to encourage recognition of the importance of the law.
4.3. NCJPS organises visits from authorities throughout the academic year in an effort to reinforce the reality and importance of this message.
5. Individual liberty
5.1. At NCJPS we foster a safe and supportive environment where pupils are actively encouraged to make choices. Whether it is choosing a challenging task or an extracurricular club, pupils have the freedom to base their choices on their interests.
5.2. Pupils are taught about their rights and personal freedoms and are encouraged and advised on how to exercise these safely, for instance through our teaching on esafety and PSHE lessons.
6. Mutual respect
6.1. Respect forms a core pillar of NCJPS's ethos. Pupils are treated with respect and learn to treat each other and staff with respect.
6.2. This is reinforced through our Behaviour Policy and the 5 Golden Rules, which are displayed in every classroom throughout the school.
7. Tolerance of those of different faiths and beliefs
7.1. NJCPS acknowledges that tolerance is achieved through pupils' knowledge and understanding of their place in a culturally diverse society and the opportunity for pupils to experience such diversity.
7.2. Throughout the year, assemblies are held focusing on bullying, with reference to prejudice based bullying, and discussion is encouraged.
7.3. Tolerance of those of different faiths and beliefs is supported by the PSHE, school assemblies and liaising closely with other faith and non-faith schools in the area.
7.4. We encourage our pupils from different faiths or religions to share their knowledge with their peers to enhance their learning.
8. Staff training
8.1. At NCJPS staff are made aware of their responsibilities in terms of British values during their thorough staff meetings and staff inductions.
8.2. Staff will be offered the opportunity for further training on upholding the British Values Policy.
9. Review
9.1. This policy will be kept under regular review by the Headteacher and amended as appropriate to reflect any changes to regulations. | <urn:uuid:c5639850-048b-4ac9-bfe5-703c826bdad3> | CC-MAIN-2019-04 | https://www.ncjps.org.uk/attachments/download.asp?file=577&type=pdf | 2019-01-16T04:20:14Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00011.warc.gz | 892,922,941 | 1,008 | eng_Latn | eng_Latn | 0.988725 | eng_Latn | 0.997892 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
40,
284,
884,
2891,
4776
] | [
2.34375
] | 1 | 0 |
Maths - We will build on our skills and develop our fluency with facts about numbers:
- Count to and across 100, forwards and backwards.
- Solve doubling and halving problems practically
- Solve addition, subtraction and missing number problems.
- Recognise, understand and use ½ ¼ and ¾ in practical situations.
- Begin to solve simple problems involving sharing and grouping in 2's, 10's and 5's.
- Count in multiples of 2's, 5's and 10's.
- Compare, describe and solve practical problems for capacity and volume.
Science - We will develop our scientific skills while learning about:
- Animals including humans.
- Plants.
- Seasonal change- spring.
- Forces of push and pull.
- Properties of materials.
Computing – We will:
- Use technology safely and respectfully.
- Create a simple graph and interpret data.
- Navigate a network to import photos into our work.
- Explore saving, retrieving and editing including taking and uploading of photos.
- Recognise and know the value of different coins and notes.
Geography - We will:
- Compare locality of surrounding area with that by a coast.
- Use basic geographical vocabulary to refer to:
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
- key human features, including: city, town, village, factory, farm, house, office, port.
- Use aerial photographs to recognise landmarks and basic human and physical features.
- Devise a simple map and construct basic symbols in a key.
History - We will:
- Compare aspects of life, identifying similarities and differences in homes, toys and sea-sides
- Use evidence that has survived from the past
Comparing where people live. Year 1 Summer Term 2017
DT - We will:
- Develop our skills to design, make and evaluate.
- Focus on designing our homes/islands, toys and healthy snack/fruit faces.
Key Hole…
Art - We will:
- Investigate the work of artists, illustrators and craftspeople.
English - As well as weekly Read Write Inc, Book talk, Spelling, Grammar and Punctuation lessons we will:
- Read stories around our topic to inspire our learning e.g. Happy Family series by Janet and Alan Ahlberg, Old Bear stories by Jane Hissey, Mr Ben by David Mckee, Katie Morag stories by Mairi Hedderwick. Handa's Surprise by Eileen Browne.
- Learn about the features of non-fiction books based on frogs, ladybirds and butterflies as well as those on coastal towns and islands, common trees and plants, materials and toys.
- Make our own information books, riddles, leaflets, posters and postcards.
- Further develop our sentence building skills linking ideas using 'and, so, because' with the correct punctuation.
PSHE - SEAL
- Relationships – exploring feelings within families and friendships.
- Changes – preparing for moving on, exploring positive and negative aspects.
PE
- Athletics - Run at different speeds, jump with accuracy, and use a small range of techniques. Change speed and direction, link running and jumping, throw accurately.
- Ball skills - Children are looking at their accuracy in throwing and catching. rolling, aiming and stopping the ball.
Music
- What`s The Score – exploring instruments and symbols.
- Rain, Rain Go Away – exploring timbre, tempo and dynamics.
Religious Education
- Our focus for R.E. will be 'Holy books and Stories'.
Year 1 Summer Term 2017
'Enjoying Our Learning Journey, Travelling Forward Together'.
WELCOME BACK FOR OUR FINAL TERM IN YEAR 1!
We hope you had a wonderful Easter and are rested ready for the start of our busy term!
Our topic focus for this term is Through The Key Hole … We will be comparing where people live. The children have begun to talk about what they already know and have decided on areas they would like to find out about during our Summer term topic. These include looking through the key hole at different homes around the world and the UK and seeing how homes have changed over time. We will compare what is the same and different whether inland or by the sea. The children want to find out more about creatures, insects and plants by being scientists and investigate life cycles of these living things. The children are also keen to develop skills with how things are made and what they are made of. So as we look through the keyhole we will explore the food, toys and materials we find in different homes to develop our skills. If you have any resources, books or artefacts which you feel would enhance our work, we would love to see them in class! Please ensure they are named. We have attached a copy of the overview of the term so that you can see some of what we will be learning in year 1.
Mrs Akers Mrs Wood Mrs Crellin Mrs Matthews | <urn:uuid:427725ec-0c18-4a4f-9844-7edc6d038e8a> | CC-MAIN-2019-04 | https://s3.eu-west-1.amazonaws.com/jotter2.files/7062776?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dtopic-web-yr-1-2017_through-the-key-hole.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190116%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190116T042153Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=0f4c4efcc9cf80d6e3238306cec69c478852ea3d9f7440cba08cf3ca122f4fd0 | 2019-01-16T04:21:54Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00009.warc.gz | 638,795,909 | 1,025 | eng_Latn | eng_Latn | 0.997194 | eng_Latn | 0.997836 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3364,
4753
] | [
4.28125
] | 2 | 1 |
Allergy Risk Minimisation Policy Anaphylaxis
School Council Approved July 2014, next review 2017
Allergy Risk Minimisation Policy
BACKGROUND
Allergies occur in around 1 in 20 children. Fortunately, the majority of allergies are not severe and usually improve with time, particular in children. However, when severe reactions occur they are frightening for patients and those involved in their care.
People, who suffer from an allergy need to identify the cause, recognize the early symptoms of an allergic reaction and start treatment early. Children, particularly younger children, will need to have special measures in place if there is a possibility of a severe allergic reaction.
Whilst St. Michael's cannot guarantee to be 'trigger free of certain allergens', minimising exposure to particular allergens, such as peanuts, can reduce the level and risk.
HOW ARE ALLERGIES MANAGED?
People who are known to suffer from food allergy, or in the case of children, staff members responsible for their safety and care, need to:
- identify and avoid the cause (if possible)
- recognize the early symptoms of an allergic reaction
- know what to do if it happens.
WHAT IS ANAPHYLAXIS?
While the majority of allergic reactions are mild, some individuals may develop difficulty in breathing due to asthma or throat swelling, or a drop in blood pressure. This is known as Anaphylaxis and is a potentially life threatening condition if not treated immediately with specialist medication.
An allergy to peanuts for example is one of the most common triggers.
THE FOUR KEY STEPS IN THE PREVENTION OF ANAPHYLACTIC REACTIONS IN CHILDREN IN SCHOOLS:
1. Obtaining current medical information about children at severe risk.
All children identified with severe allergies need to have an Anaphylaxis Action Plan (see Appendix 1). This plan must be signed by the child's doctor or specialist.
2. Training for those responsible for the care of children concerning the risk of anaphylaxis and first aid procedures to be followed.
- whole school awareness
- with permission of parents, have the student's name, photo and the allergy trigger displayed in the staff room, canteen, staff class folders, yard duty bags.
- individual letter to all parents in a class if a class member has a severe allergy issue, requesting support to create a safe environment (see Appendix 2)
- promotion of general hygiene amongst students to wash hands before and after eating
- forbid the sharing of food (on a daily basis).
3. Implementation of strategies to minimize/prevent the risk of exposure to known triggers:
- All staff will be trained in responding to anaphylaxis and particularly in administering an EpiPen.
- All school aged children at risk of anaphylaxis will be identified.
4. Education of children and community about severe allergies:
- ensure that all affected children have an anaphylaxis kit labelled with each child's name and readily accessible, including at sport, on excursions and camps etc.
- volunteers should not be put in a position to be the sole supervisor of at risk students in school or during extra-curricular activities
- information articles are included in the newsletter once per term (see Appendix 3)
- standard letter to parents where a child in the class has a severe allergy response (Appendix 2)
- Encourage parents of students with food allergies to provide alternative nonfood treats or safe home cooked cupcakes in clearly labelled containers
- ensure all staff are aware of at risk students in the school
- any harassment of allergic students to be addressed by the anti-bullying policy.
GENERAL PROCEDURES FOR STUDENTS WHO HAVE A FOOD ALLERGY:
- there should be no trading and sharing of food, food utensils and food containers.
- children with severe food allergies should only eat lunches and snacks that have been prepared at home.
- bottles, other drinks and lunch boxes provided by the parents for their children should be clearly labelled with the name of the child for whom they are intended.
- the use of food in crafts, cooking classes and science experiments may need to be restricted depending on the allergies of particular children. (or consultation with parents)
- food preparation personnel should be instructed about measures necessary to prevent cross contamination during the handling, preparation and serving of food. Examples would include the careful cleaning of food preparation areas after use and cleaning of utensils when preparing allergenic foods.
- the risk of a life threatening anaphylaxis from casual skin contact, even with highly allergenic foods such as peanuts, appears to be very low. On occasions casual skin
contact will provoke urticarial reactions (hives). Simple hygiene measures such as hand washing and bench-top washing are considered appropriate.
SPECIAL DAYS
From time to time, special functions will occur where food is available that may contain ingredients such as eggs or nuts, to rubber items used for decorations such as balloons. Parents who students have an allergy will be advised prior to these occasions. These past events have included;
- Sports day
- Grandparents day
- Father's day breakfast
- School Disco
- School Fun Fair
- Pedal Prix
- Inter-school sports days
- Camps
- Excursions – eg Adelaide market free food tastings
- Class food stalls for fundraising
- Family service at church
- Nursing home visit where morning/afternoon teas is provided
AGE APPROPRIATE EDUCATION OF CHILDREN WITH SEVERE ALLERGIES:
Whilst it is primarily the responsibility of parents that the child is taught to care for themselves, the school also has a role to implement the care plan and reinforce appropriate avoidance and management strategies. For children who have experienced previous anaphylactic reactions this would include reasonable precautions to avoids exposure of that child to the known trigger during the period of care.
As children mature they should be able to take more responsibility for their own care.
ALLERGY AWARE verses BANNING FOODS eg Nuts
Given the number of foods and other triggers to which the student may be allergic, we cannot guarantee the absence all allergens. As a school community we work closely with identified families to minimise exposure to triggers associated with anaphylaxis by implementing practical, age appropriate strategies.
References
Anaphylaxis in education and children services, planning and support guide for education and children's services 2012, Government of SA
SA child health and education support services (chess) www.chess.sa.edu.au
APPENDIX 1
APPENDIX 2
Dear Parents,
There are several children in our school who have severe allergic reactions to certain foods that could rapidly result in ANAPHYLAXIS.
What is Anaphylaxis?
The majority of allergic reactions to food, animals, materials, are mild. Hives, eczema and vomiting are the most common complaints. Some individuals develop difficulty breathing due to asthma or throat swelling, or a drop in blood pressure. This is known as ANAPHYLAXIS. An allergy to peanuts, ants, rubber, are some of the most common triggers; however other things can evoke similar responses in some children.
Some of these children are in your child's class who are allergic to xxxxxx. To support their safety and welfare of the children who have food allergies, we ask that you very carefully consider the foods that you send to school with your child. Sharing of these foods may trigger a possible life threatening situation.
We ask that you do not send any food to school with your child for lunch, recess or class parties containing XXXX
Your support in this will ensure a safe school environment for the affected children and remove a huge amount of stress and worry from their parents.
Thank you for your support.
If you wish to have further discussion about this issue please contact me directly.
Yours sincerely,
Steven Seidel PRINCIPAL
APPENDIX 3
KEEPING THEM SAFE
We all worry about the safety of our children when they are away from our care. For some families this worry can be greater due to health complications. Several children in our school suffer severe allergic reactions to nuts, ants and other products such as rubber, that can quickly escalate to a life threatening response called anaphylaxis. For this reason we will inform the parents of each class if there are students at risk in your class, what the trigger is, so that in partnership a safe environment at St. Michael's Lutheran School is provided for all children and the stress and worry of parents and staff can be reduced. | <urn:uuid:3b5fac30-6870-4ee3-8029-8431820a03b4> | CC-MAIN-2019-04 | http://www.stmichaels.sa.edu.au/__files/f/5966/Allergy%20Risk%20Minimisation%20Policy%20July%202014.pdf | 2019-01-16T04:23:37Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00010.warc.gz | 388,005,739 | 1,746 | eng_Latn | eng_Latn | 0.971569 | eng_Latn | 0.9985 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
97,
2053,
4684,
6593,
6605,
7954,
8621
] | [
3.171875
] | 1 | 0 |
Table of Contents
The Story of the Honey Bee (cont.)
The Story of the Honey Bee (cont.)
Puppet Play Script (cont.)
Worker B: (larvae in cells and worker bee puppet)
(two guard puppets, dragging one drone out of the entrance)
Scout A:
You may have noticed that all the bees you have heard from so far were females.
There are very few males in our colony, and their only job is to mate with a queen so she can produce eggs. The larvae in these cells will become male bees, called drones. When they become adults, they will leave the hive to look for a queen from another nest so they can mate with her. After that, their job is done and they will die.
If there are any leftover drones in our hive when winter comes, the workers will drag them out of the hive. This may sound very cruel, but our food supplies run low in the winter when there are few or no flowers around. The drones can't even feed themselves on flower nectar since their tongues are too short, so we would have to feed them from our stored food during the winter. It is more important to feed it to the worker bees because we keep the rest of the colony members alive.
The scouts have been sent to look for a new home for us. The queen will stay behind with the workers that will protect her during our search. Each of us will look for a different homesite and then return to the swarm and do a dance to show directions to our new locations.
(swarm of bees in tree, three scout bee puppets)
(hollow tree, scout bee inside)
Look, I think that would be a good spot! (The scout should cover her mouth with cupped hands to make it sound as if she is speaking into a hollow area.) This looks like a great spot in here. I'll return to the swarm to tell the others about it. (Scout bee flies back to swarm.)
(Show tree with swarm and place the dance pattern under the picture in the region of the tree trunk. Use the top view of bee puppet to perform the dance.)
Scout A:
This is how you get to the tree I found. Let's go check it out.
Introduction
Plants grow in almost every part of the world – mountain tops, oceans, deserts and polar regions. Plants have amazing abilities to adapt to many different environments, much as insects have done. Without plants, there would be no life on Earth. They provide the air we breathe and the food humans and other animals eat. Plants also supply us with many useful products such as timber and cotton fibres.
Scientists believe there are more than 350,000 species of plants. Their size varies from barely visible plants that grow on the forest floor to the largest life forms on Earth, giant sequoia trees of California. Some are more than 88 m high and over 9 m wide. Plants are also the oldest living things on Earth. One bristlecone pine tree in California started growing 4,000 to 5,000 years ago.
Plants develop from a tiny form called an embryo, which is usually contained within a seed. Seeds vary in size; the tobacco seed is so small that more than 2,500 grow in a pod less than 19 mm long. The largest seed is the coconut, which may weigh up to 9 kg. The seed provides food for the embryo plant until it can push its leaves above ground and begin to manufacture its own food. This is done from air, sunlight, and water by a process known as photosynthesis. Roots bring nourishment to the plant by absorbing dissolved minerals from the soil and water. Seeds require warmth, moisture and oxygen to grow. The stages of a sprouting seed, called germination, are shown below.
Seed Germination
First leaves
Hypocotyl
Cotyledon
Seed coat
Plumule
Plumule
Primary root
Stem
Cotyledons
Cotyledons
Seed coat
Seed coat
Hypocotyl
Primary root
Cross section of a seed shows the embyro in a seed coat.
The seed splits and the hypocotyl forms the primary root.
As the root grows down, the stem breaks through the soil.
The cotyledons free the plumule, and the seed coat drops off.
As the stem grows upward, the plumule forms the first leaves.
The activities in this book are designed to provide students with opportunities to observe a wide variety of plants. This will begin with a search for seeds at school and home. Students gather data as they observe seeds germinating and do simple research on growing plants in different environments. Other methods of growing plants from parent plants (cloning) are explored using yams, carrots, begonia leaves and pineapple. Seeds and flowers are dissected to discover their parts. Finally, students create models of flowers and plants and then learn the importance of bees to plants.
3
Is This a Seed?
Overview: Students will sort a variety of materials to learn how to identify seeds.
Materials
* variety of seeds (including seeds from fruits such as avocado, orange and apple) These may be purchased in packets at a nursery. They will be used in the next activity as well.
* small objects which may look like seeds (e.g., styrofoam pellets, marbles)
* paper plates
* blank file cards
Lesson Preparation
* Mix the materials to be used in sorting for seeds (listed above).
* Divide this among paper plates for groups of students to sort.
* copies of page 5 (one per group)
Activity
1. Give each student a blank file card and have each draw a seed on it. Do not give them any help since this is a pretest. Have them share their drawings and tell what they think a seed looks like. Collect the cards to use in a later lesson.
2. Explain that students are going to do an activity to see if they can tell seeds from things which are not seeds. Divide the students into small groups and distribute a plate of the mixture to each group. Give each group a copy of page 5. Discuss the sorting sheet with them so they see that there are three choices for the things they will sort. Tell them to take turns putting each item from the paper plate into the box in which they think it belongs.
3. As students sort the items, encourage them to discuss objects with the group members if they are unsure of where each belongs. Tell them to put any item in the '?' box if the group cannot agree on classifying it as a seed or nonseed.
4. When all sorting has been done, have the groups move to another group's area and, without moving any of the items, see if they agree. Discuss the results of the sorting to find which items were in the '?' box and which items were placed in different categories by the groups. (Do not give the answers; this same activity will be repeated at the end of the study.)
Closure
* Take students on a 'seed hunt' around the school grounds. Collect seeds, if permitted, and then bring them into the classroom to begin a display of seeds. Include nonseed items which the students may have thought were seeds. Set aside a table area where students can display the seeds and nonseeds they collected.
* Send home the parent letter requesting that seeds be sent to school to help in this study. Add these to the seed display table. Put some strange seeds (e.g., a coconut) in the display.
The Story of the Honey Bee (cont.)
Puppet Play Script (cont.)
Worker D: (cont.)
Guard B:
three guard bees)
(entrance with
Worker D:
(bees on top of honeycomb)
(bee puppet on honeycomb)
Guard C: (wasp and three guard bees at entrance)
Queen Bee:
queen and
(honeycomb with workers)
(queen bee and worker puppets, hive entrance)
It's time for us to fly back to the hive with our loads of nectar and pollen to pack it into the honeycomb cells.
Be alert, girls – incoming bees! We need to give them the sniff test. You smell just right, so you can go inside.
I'll pump up the nectar from my stomach through my tongue into this cell. Now, I'll add some chemical enzymes to it. Other worker bees will fan the nectar to evaporate the water so it will turn into honey. We eat this honey for energy. The beekeeper collects the honey so you can eat it too. There is plenty of honey for all of us.
I'm shaking the pollen out of the baskets on my hind legs into this cell. This pollen will give us the fat, proteins, vitamins and minerals we need in our diet. (Shouting) Oh no! I smell the banana scent the guard bees give off when there is danger. Bee alert! Everyone to the entrance! We have to help guard the hive!
You're not coming into my hive!
There go two of our brave sisters stinging and killing the wasp. The hooks on the ends of the stingers will make them stay inside the wasp's body. It's sad that our sister bees will die when the stingers are pulled out of their bodies, but they have saved all the rest of us.
Whew! That attack was a close call, but the guards were courageous and saved us.
I've been in this hive for a long time, and it's time for me to leave and start a new home. I'll take a few thousand workers with me to help. There will soon be a new queen bee coming out of one of these cells. The nurse bees have been feeding it a special rich royal jelly so it will become larger and can take over my duties.
Fly with me, we'll find a tree so we can gather and set up a temporary headquarters while the scout bees look for a new location for our colony. | <urn:uuid:e15ed635-8986-48d1-8b71-f17ddfd88362> | CC-MAIN-2019-04 | http://files.hbe.com.au/samplepages/TCM3665.pdf | 2019-01-16T04:32:21Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00012.warc.gz | 77,161,388 | 2,102 | eng_Latn | eng_Latn | 0.999453 | eng_Latn | 0.999449 | [
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
53,
4580,
9124
] | [
4.75
] | 1 | 0 |
Yuccas
Yucca spp.
Alex X. Niemiera, Professor, School of Plant and Environmental Sciences, Virginia Tech
Yuccas are evergreen plants. They are very drought tolerant landscape plants, and are therefore very suitable for dry sites. They will languish in poorly drained soils. Due to their relatively long sword-shaped leaves and upright stiff habit, yuccas yield a bold and sometimes "xeric" (arid/desert) appearance in the landscape. This look may not mesh with the theme of other plantings, thus yuccas should be carefully used in the landscape. They can be used as a specimen plant, in mass, or as accent plants. White yucca flowers, usually occurring in late spring/early summer, are quite showy and add a few weeks of drama to the landscape. Flowers are produced on "spikes" that rise above the foliage which makes them especially eye catching. Some species have sharp spine-tipped leaves which pose a safety problem to pedestrians. Also, some species are not cold hardy in the entire mid-Atlantic region; hardiness zones will be noted for individual species (see Additional Information section). Since the cultural information is similar for yucca species, the Summary information will encompass most yucca species; individual species differences will be noted. Cultivar information will be noted for each species.
There are a few yucca species used in the eastern US but there are several other species that are used in the southern and southwestern portions of the US. This article will cover those species those species which are suitable for Virginia and other mid-Atlantic states.
Summary:
Foliage: Relatively long sword-shape leaves; evergreen
Height: About 5 feet
Spread: About 3 feet (will produce side shoots which will expand plant width)
Shape: Upright
Main features: Yuccas are very drought tolerant plants with a bold landscape look. Their swordshaped foliage and late-spring flowers are very attractive features.
Plant Needs:
Zone: Depends on species
Light: Full sun to part shade
Moisture: Average to dry
Soil type: Most soils but must be well-drained
pH range: Acid to alkaline
Functions:
Yuccas can be used as a specimen plant, in mass, or as accent plants.
Care:
Yuccas do not have any special care requirements other than removing flower stalks (spikes) at the end of the flowering period. Plants may be divided, or side plants removed, to propagate new plants.
Additional Information:
Adam's-needle Yucca Yucca filamentosa
Adam's-needle yucca is a very hardy species and can be grown in zones 4 to 9. There are several cultivars listed in the trade as Adam's-needle yucca, but may actually belong to other species.
'Bright Edge' narrow green leaves with bright gold margins 'Color Guard' center of leaf has a cream-yellow central stripe 'Golden Sword' center of leaf has a yellow central stripe
Small Soapweed
Yucca glauca
Small soapweed is a short yucca with narrow glaucous (bluish) green leaves and is hardy in zone 4 to 8.
Spanish-dagger Yucca gloriosa
Spanish-dagger is a tall-growing yucca (6 feet or higher) with glaucous green leaves and is hardy in zones 7 to 9 (perhaps 6b?).
MargaritavilleTM ('Hinvargas') with yellow to yellow-green vertical stripes in leaves 'Variegata' thick blue-green leaves with a wide gold margin
Curveleaf Yucca
Yucca recurvifolia
Curveleaf yucca is quite similar to Spanish-dagger and sometimes listed as a variety of the Spanish-dagger species. It is hardy from zones 7 to 9 (perhaps 6b?) | <urn:uuid:2ae89b09-49bd-4839-ba0d-3fad3af88f0f> | CC-MAIN-2019-04 | http://pubs.ext.vt.edu/content/dam/pubs_ext_vt_edu/3010/3010-1501/3010-1501.pdf | 2019-01-16T04:36:44Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00011.warc.gz | 188,739,828 | 810 | eng_Latn | eng_Latn | 0.995698 | eng_Latn | 0.996363 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2404,
3483
] | [
2.015625
] | 3 | 0 |
coordinated by
Children's Mental Health Matters!
a Maryland public awareness campaign
Facts For Educators
Eating Disorders
An Eating Disorder is a psychological condition that manifests itself in unhealthy eating habits. There are four diagnoses which are characterized by specific behaviors exhibited by the individual. Two primary behaviors are binging, the consumption of a large amount of food in a short period of time, and purging or self-induced vomiting. Misuse of laxative, diet pills, or water pills are also considered purging.
Bulimia Nervosa is the most common of the four diagnoses. It is characterized by a preoccupation with food and weight, binging and a compensation for binging by purging, excessive exercise or fasting. This pattern is accompanied by shame and secrecy.
* Exhibit low self-esteem and a poor body image.
Anorexia Nervosa is characterized by a refusal to maintain a normal weight for one's height, body type, age, and activity level; intense fear of becoming "fat" or gaining weight (extreme concern over one's weight); body image misconception; and loss of menstrual periods in females.
Binge Eating Disorder is characterized by binging, feelings of shame and self-hatred associated with binging, but no compensatory behavior such as purging.
Eating Disorders Not Otherwise Specified covers all maladaptive eating behaviors that do not fit into the above diagnoses. Examples include: restricting food intake, meeting some but not all of the requirements for the above diagnoses, chewing food and spitting it out, or binging and purging irregularly.
Why is this important?
Students with an eating disorder may:
* Be prone to mood swings, perfectionism and depression.
x x Excessive weight loss
* Suffer from many physical problems such as:
x x Irregularity or absence of menstruation in females
x x Severe digestive system problems
x x Hair loss
x x Damaged vital organs
x x Swollen salivary glands due to induced vomiting
x x Tooth and gum problems
x x General malnutrition
x x Thinning of the bones resulting in osteoporosis or osteopenia
x x Dehydration
* Struggle in their relationships with their family and friends.
* Jeopardize their overall health, including both physical and psychological health, with their unhealthy eating habits.
* Perform poorly in their academic performance.
* Suffer from other psychiatric disorders such as depression, anxiety, obsessive compulsive disorder, and alcohol and drug dependencies.
* The average age of eating disorders onset has dropped from 13-17 to 9-12.
* Of the currently more than 10 million Americans afflicted with eating disorders, 90 percent are children and adolescents.
* The number of males with eating disorders has doubled during the past decade.
www.ChildrensMentalHealthMatters.org
What can educators do about it?
* To assist with diagnosis of an eating disorder, always look for other psychiatric disorders. Eating disorders are mostly associated with other mental disturbances such as depression, mood disorders, and anxiety disorders.
* Discuss your concerns with the child's parents. Make sure to consult with the family.
* Schedule eating disorder information sessions for parents and caregivers. Discuss the symptoms and diagnoses of eating disorders and place emphasis on preventive measures.
* Research the best location and the most effective option for treatment in your area. Always be prepared to make a referral to parents and caregivers of the affected children with eating disorders.
* Correlate your efforts with teachers and school officials to add healthy lifestyle courses into the school's educational programs. Since treating eating disorders can be both lengthy and expensive, it is beneficial to use preventive measures before the problem arises.
A treatment plan should consist of cognitive behavioral, interpersonal and family therapy. A complete course of treatment should consider all of the contributing factors such as the person's own personality, environment, relationships and family.
Resources/Links
American Academy of Child & Adolescent Psychiatry Facts for families with teenagers with eating disorders. http:// www.aacap.org/App_Themes/AACAP/docs/facts_for_ families/02_teenagers_with_eating_disorders.pdf
Academy for Eating Disorders About eating disorders/ diagnoses and more specifically, eating disorder diagnoses http://www.aedweb.org/
Starving to Death: Does My Child Have an Eating Disorder? http://www.empoweringparents.com/Starving-Themselvesto-Death.php
Dying to be Thin investigates the causes, complexities, and treatments for the eating disorders anorexia nervosa and bulimia nervosa. PBS also provides a teacher's guide to the film and activities to do in the classroom. This film is accessible at: http://www.pbs.org/wgbh/nova/thin/
MHAMD ~ 443-901-1550 ~ www.mhamd.org
MCF ~ 410-730-8267 ~ www.mdcoalition.org
The Children's Mental Health Matters! Campaign is a collaboration of the Mental Health Association of Maryland (MHAMD) and the Maryland Coalition of Families (MCF) with support from the Maryland Department of Health and Mental Hygiene - Behavioral Health Administration. The Campaign goal, with over 250 partners and schools across the state, is to raise public awareness of the importance of children's mental health. For more information, please visit www.ChildrensMentalHealthMatters.
Eating Disorders Facts About Eating Disorders and the Search for Solutions - http://www.nimh.nih.gov/publicat/ eatingdisorders.cfm
National Association of Anorexia Nervosa and Associated Disorders - http://www.anad.org/
National Eating Disorders Association Ten Things Parents Can Do to Prevent Eating Disorders http://dillarddrivems. wcpss.net/wp-content/uploads/10tipsforparents-eatingdisorders.pdf
When Food Becomes a Problem is a structured lesson plan that educates students about the dangers of eating disorders; it takes approximately 2 or 3 class periods to complete. All materials are accessible at: http://www.kids.pbs.org/itsmylife/ parents/lesson_plans/print_when_food_is_a_problem.html
Adapted from Resources found on: www.schoolmentalhealth.org March 2009 | <urn:uuid:a2b30f95-ff99-4635-b96b-fbef1c4da3e4> | CC-MAIN-2019-04 | https://www.childrensmentalhealthmatters.org/wp-content/uploads/2014/04/Educ-Eating-Disorders.pdf | 2019-01-16T04:23:47Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00009.warc.gz | 750,758,651 | 1,272 | eng_Latn | eng_Latn | 0.992573 | eng_Latn | 0.994052 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2792,
6163
] | [
3.6875
] | 1 | 0 |
Anti-Bullying Policy
Contents
1. School Ethos
2. School Responsibilities
3. Aims and Purpose of the Policy
4. Definition of Bullying
5. Reporting Bullying
6. Responding to Bullying
7. Bullying outside of School
8. Abusive Language
9. Prejudice – based incidents
10. School Initiatives to prevent and tackle bullying
11. Training
12. Monitoring and Reviewing
1. School Ethos
Our school is a place where every person has the right to be themselves, to be included and to learn in a safe and happy environment.
We are committed to providing a caring, friendly, respectful and safe learning environment for all of our pupils. We promote an inclusive ethos that focuses on respecting one another and celebrating difference and diversity.
Bullying and prejudice-based language of any kind, involving pupils, adults towards pupils, staff or parents are unacceptable and will not be tolerated at our school.
We understand the devastating and lasting effect being bullied can have on some children and we will deal with all incidents equally seriously, quickly and effectively, whether it has taken place in or outside of school.
Preventing and tackling bullying is part of our work to support pupils' social and emotional development and to be recognised as a healthy school.
2. School Responsibilities
We are aware of our statutory responsibilities in regards to preventing and tackling bullying as set out in
(i) Section 89 of the Education and Inspections Act 2006:
* Head teachers can discipline pupils for poor behaviour that occurs even when the pupil is not on school premises or under the lawful control of school staff.
* Every school must have measures to encourage good behaviour and prevent all forms of bullying amongst pupils. These measures should be part of the school's behaviour policy which must be communicated to all pupils, school staff and parents;
(ii) Equality act 2010
We are committed to eliminating discrimination, harassment and victimisation Through addressing prejudice and prejudice based bullying. This is part of the Public Sector Equality Duty which is required under the Equality Act 2010 and Covers these protected characteristics; disability, gender, race, religion or belief, Sexual orientation, gender reassignment, pregnancy and maternity.
We take our responsibility for meeting the Public Sector Equality Duty (Equality Act 2010) seriously and take active steps to
-advance equality of opportunity between people who share a protected characteristic and people who do not share it;
-eliminate unlawful discrimination, harassment, and victimisation
-foster good relations between people who share a protected characteristic and people who do not share it.
(iii) Safeguarding children and young people-Children Act 1989
* A bullying incident will be addressed as a child protection concern when there is 'reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm'. Where this is the case, the school staff will report their concerns to Camden Local Authority
* Even where safeguarding is not considered to be an issue, we will draw on a range of external services to support the pupil who is experiencing bullying, and to tackle any underlying issue which has contributed to a child engaging in bullying.
(iv) Criminal law
* Bullying in itself is not a specific criminal offence. However some types of harassing, threatening behaviour or communications, could be a criminal offence, for example under the Malicious Communications Act 1988, it is an offence for a person to send an electronic communication to another person with the intent to cause distress or anxiety or to send an electronic communication which conveys a message which is indecent or grossly offensive, a threat or information which is false and known or believed to be false by the sender.
* If staff feel that an offence may have been committed they will seek advice from the police.
(v) Bullying outside school premises
* Head teachers have a specific statutory power to discipline pupils for poor behaviour when they are outside of the school premises and not under the lawful control or charge of a member of school staff
* This could relate to bullying incidents occurring anywhere off the school premises, such as on school or public transport or outside local shops
* Where bullying outside school is reported to school staff, it should be investigated and acted on.
* The Headteacher should also consider whether it is appropriate to notify the police or local authority
* If the misbehaviour could be criminal or poses a serious threat to a member of the public, the police should always be informed.
3. Aims and Purpose of the Policy
Bullying of any kind is unacceptable and will not be tolerated at our school. At our school the safety, welfare and well-being of all pupils and staff is a key priority. We take all incidences of bullying seriously and it is our duty as a whole school community to take measures to prevent and tackle any bullying, harassment or discrimination.
We actively promote values of respect and equality and work to ensure that difference and diversity is celebrated across the whole school community. We want to enable our pupils to become responsible citizens and to prepare them for life in 21st Century Britain. These values reflect those that will be expected of our pupils by society, by other schools they attend and beyond in the world of work or further education and training.
We are committed to tackling bullying and regularly monitor, review and assess the impact of our preventative measures.
4. Definition of Bullying
Bullying is hurtful or unkind behaviour which is deliberate and repeated. Bullying can be carried out by an individual or a group of people towards an individual or group. The STOP acronym can be applied to define bullying – Several Times On Purpose.
The nature of bullying can be:
* Physical – such as hitting or physically intimidating someone, or using inappropriate or unwanted physical contact towards someone
* Attacking property – such as damaging, stealing or hiding someone's possessions
* Verbal – such as name calling, spreading rumours about someone, using derogatory or offensive language or threatening someone
* Psychological – such as deliberately excluding or ignoring people
* Cyber – such as using text, email or other social media to write or say hurtful things about someone
Bullying can be based on any of the following things:
* Race (racist bullying)
* Religion or belief
* Culture or class
* Gender (sexist bullying)
* Sexual orientation (homophobic or biphobic bullying)
* Gender identity (transphobic bullying)
* Special Educational Needs (SEN) or disability
* Appearance or health conditions
* Related to home or other personal situation
* Related to another vulnerable group of people
No form of bullying will be tolerated and all incidents will be taken seriously.
2. Reporting bullying
PUPILS WHO ARE BEING BULLIED: If a pupil is being bullied they are encouraged to not retaliate but to tell someone they trust about it such as a friend, family member or trusted adult. They are also encouraged to report any bullying incidents in school:
* Report to a member of staff
* Tell a friend who in turn can help them tell a teacher or staff
* Tell an adult at home
* Report anonymously
* Call Child Line to speak with someone in confidence on 0800 1111
Reporting – roles and responsibilities
STAFF: All school staff have a duty to report bullying, to be vigilant to the signs of bullying and to play an active role in the school's measures to prevent bullying. If staff are aware of bullying, they should reassure the pupils involved and inform their class teacher.
The following staff members are anti-bullying leads: Carla and Jody.
SENIOR STAFF: The Senior Leadership Team and the Executive Head teacher have overall responsibility for ensuring that the anti-bullying policy is followed by all members of staff and that the school upholds its duty to promote the safety and well-being of all young people. In addition to the designated anti-bullying leads. Aly and Darryl are the Senior Leaders responsible for anti-bullying.
PARENTS AND CARERS: Parents and carers should look out for potential signs of bullying such as distress, lack of concentration, feigning illness or other unusual behaviour. Parents and carers should encourage their child not to retaliate and support and encourage them to report the bullying. Parents and carers can report an incident of bullying to the school either in person, or by phoning or emailing the
school office (020 3772 0370. email@example.com ) or a member of staff
Parents and Carers can also talk to their Child and Family mentor, (Debbie or Dean), or the School Social Worker (Carla).
PUPILS: Pupils should not take part in any kind of bullying and should watch out for signs of bullying among their peers. They should never be bystanders to incidents of bullying, but should offer support to the victim and, if possible, help them to tell a trusted adult.
3. Responding to bullying
When bullying has been reported, the following actions will be taken:
* Staff will record the bullying on an incident reporting form.
* Designated school staff will monitor incident reporting forms analysing and evaluating the results
* Designated school staff will produce reports summarising the information, which the executive head teacher will report to the Management Committee
* Staff will offer support to the target of the bullying in discussion with the pupil's class teacher. Individual meetings will then be held with any target of bullying to devise a plan of action that ensures they are made to feel safe and reassured that the bullying is not their fault.
* Staff will pro-actively respond to the bully who may require support. They will discuss with the target's class teacher to devise a plan of action
* Staff will inform parents or carers and where necessary involve them in any plans of action
* Staff will assess whether any other authorities (such as police or the local authority) need to be involved, particularly when actions take place outside of school
7. Bullying outside of school
Bullying is unacceptable and will not be tolerated, whether it takes place inside or outside of school. Bullying can take place on the way to and from school, before or after school hours, at the weekends or during the holidays, or in the wider community. The nature of cyber bullying in particular means that it can impact on pupils' well-being beyond the school day. Staff, parents and carers, and pupils must be vigilant to bullying outside of school and report and respond according to their
responsibilities as outlined in this policy. For more information see the school's ESafety and Safeguarding policies.
8. Abusive Language
Abusive or offensive language is not acceptable and will not be tolerated. This type of language can take any of the forms of bullying listed in our definition of bullying. It will be challenged by staff and recorded and monitored on our abusive incident forms. Follow up actions and sanctions, if appropriate, will be taken for pupils and staff found using any such language. Parents and Carers are often informed of any such language being used.
9. Prejudice – based incidents
A prejudice-based incident is a one-off incident of unkind or hurtful behaviour that is motivated by a prejudice or negative attitudes, beliefs or views towards a protected characteristic or minority group. It can be targeted towards an those targeted. All prejudice-based incidents are taken seriously and recorded and monitored in school, with the head teacher regularly reporting incidents to the governing body. This not only ensures that all incidents are dealt with accordingly, but also helps to prevent bullying as it enables targeted anti-bullying interventions.
10. School Initiatives to prevent and tackle bullying
We use a range of measures to prevent and tackle bullying including:
* A child-friendly anti-bullying policy displayed around the school ensures all pupils understand and uphold the anti-bullying policy.
* School assemblies to help raise pupils' awareness of bullying and derogatory language
* The PSHE programme of study includes opportunities for pupils to understand about different types of bullying and what they can do to respond and prevent bullying
* Difference and diversity are celebrated across the school through diverse displays, books and images. The whole school participates in events including Anti-Bullying Week, Black History Month and LGBT History Month
* Stereotypes are challenged by staff and pupils across the school
* The school values of equality and respect are embedded across the curriculum to ensure that it is as inclusive as possible
* Our Learning Together Plan which is based on our rights and responsibilities is displayed around the school and is regularly used with individual pupils and class groups when thinking about behaviour
* Restorative approaches which provide support to targets of bullying and those who show bullying behaviour
* A full copy of this policy is freely available to parents and carers on request and a copy is on the Parents and Carers noticeboard and on the school website
* Pupils are involved in developing school-wide anti-bullying initiatives through consultation with groups e.g. School Council, or class groups
11. Training
The Senior Management Team is responsible for ensuring that all staff receive regular training on all aspects of the anti-bullying policy
12. Monitoring and Reviewing
The Executive Head teacher is responsible for reporting to the Management Committee (and the Local Authority where applicable) on how the policy is being enforced and upheld. Members of the Management Committee are in turn responsible for monitoring the effectiveness of the policy, via the Executive Head teacher's report and by in – school monitoring such as meetings with School Council
The policy is reviewed every 3 years, in consultation with the whole school community including staff, pupils, parents, carers and members of the Management Committee. | <urn:uuid:b997b6eb-5d4d-4392-b18c-e26fb4ae8fef> | CC-MAIN-2019-04 | http://www.robsonhouse.org.uk/main/wp-content/uploads/2018/03/Anti-Bullying-Poilcy-Mar-17.pdf | 2019-01-16T04:42:54Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00009.warc.gz | 378,153,165 | 2,794 | eng_Latn | eng_Latn | 0.988777 | eng_Latn | 0.998205 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
20,
359,
2705,
5052,
6726,
8614,
10735,
13059,
14216
] | [
3.828125
] | 2 | 0 |
Baptism of the Lord, Year C – 13 th January 2019
Introduction
Today we celebrate the day when Jesus was baptised, by John the Baptist, in the river Jordan. In baptism we were cleansed by water and freed from original sin and like Jesus we received the Holy Spirit. We thank God for our own baptism and for all the graces we have received through this sacrament.
Make the Sign of the Cross – a sign of the love God has for us. (This is optional, as we have already done this at the start of Holy Mass, but for young children it helps to demonstrate and practice how to do this correctly.
Light the candles on the table next to the Lectionary. An adult lights the candles).
Penitential Act
Ask the children to think about how they have behaved in the past week. Ask them if they have always been kind and helpful to others, obedient to their parents, listened to their teachers etc.
Lead the children in singing the "sorry song".
Heal us Lord, (sung to tune of Frere Jacques)
We are sorry, Truly sorry, In Your love, Help us to do better, Help us to be kinder. Forgive us, Forgive us.
Gloria (sung)
Choose a children's version of the Gloria from one of our listed Children's Liturgy Resource books, or you may have another CL resource. You will probably want to practice your chosen Gloria and use it every week so that everyone becomes familiar with it.
All stand to welcome the Gospel singing the Gospel Acclamation
God the Father Voice from heaven Spoke of Jesus (same tune as above) Saying of Him "My beloved Son In You I am pleased." Alleluia, Alleluia.
Gospel
Select the correct Gospel from the Children's Lectionary. This week it's on page 19 of "Sunday. Book of Readings. The Lectionary Adapted for Children." (Year C)
Luke 3:15-16, 21-22
"A reading from the Holy Gospel according to St. Luke".
Explain and demonstrate – make three crosses: one on your forehead, one on your lips and one on your heart (in this way we think God's word, speak God's word and keep God's word in our hearts) as we say together "Glory to You, O Lord."
Read the Gospel aloud to the children. At the end say:
"The Gospel of the Lord".
All reply: "Praise to You, Lord Jesus Christ".
Ask everyone to be seated.
:
Lead a Discussion on the Gospel
Where did the Baptism of Jesus take place? (The river Jordan)
Jesus had never sinned and so had no need to have any sins washed away by Baptism so why did He get baptised? (Jesus was baptised in order to receive the Holy Spirit that appeared as a Dove above Him. The Holy Spirit strengthened Him to help Him in His preaching and teaching and curing the sick and performing other miracles. He was baptized so that people would realise He was the Son of God as proclaimed by the "voice from Heaven"
Why did the people come to John to be baptised? (They wanted to make a fresh start by having their sins washed away).
Remind the children of what happens at a baptism (usually as a baby)
As the Priest pours water over the baby's head, the stain of original sin is wiped away from their soul and they receive the Holy Spirit.
The priest then anoints the baby with the oil of Chrism a Holy oil and so they become member of the church, a child of God, sharing in salvation.
The baby wears white clothes that represent purity.
The parents receive a Baptismal Candle on behalf of their newly baptised infant a symbol of the light of Christ that the child has just received.
After Baptism we are to be like lights leading others to Jesus.
Discuss with the children if they have witnessed a Baptism and what they can remember from the points highlighted above.
Prayers of the Faithful ( optional/ time dependent)
You may wish to prepare some of these yourselves or ask the children for their prayers. Here are some suggestions for today:
Dear God, Thank you for sending your Holy Spirit to us in Baptism. Please help us to grow in love for You and stay close to You always.
Lord, in Your mercy.
All reply: "Hear our prayer."
Dear Jesus, Help us to bring the light of Your love to others we meet, by being kind and helpful.
Lord, in Your mercy.
All reply: "Hear our prayer."
Closing Prayer
Dear Heavenly Father, Through our Baptism we became your children. Look after us always we pray and lead us safely home to Heaven.
Amen.
Now ask for volunteers for the Offertory Procession. After the procession, children return quietly to sit with their families in church. | <urn:uuid:ca3a24e3-ed3d-4052-999f-999fe62a5055> | CC-MAIN-2019-04 | https://archedinburgh.org/wp-content/uploads/Baptism-of-Lord-C13_1_19-PDF.pdf | 2019-01-16T04:03:47Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00012.warc.gz | 423,761,925 | 1,007 | eng_Latn | eng_Latn | 0.997603 | eng_Latn | 0.998261 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1116,
2260,
3654,
4468
] | [
3.671875
] | 4 | 0 |
Town of Boone Public Utilities
Frequently Asked Questions
This month I have a large water bill. What should I do?
If your regular meter reading has unusually high consumption it may be an indication of one of the following problems; leak in commode tanks, leaky faucets, leak in main house shut off, underground leaks. If you have any questions, contact the Utilities Billing Division at (828)2624550 or the Public Utilities Department at (828)266-1183.
What is wastewater?
Wastewater is sewage. This charge covers transport and treatment of sewage, from residential and commercial sources. The Town of Boone releases treated wastewater safely into the New River.
Information about the Water's Taste, Smell, Appearance or Water Pressure
My water is cloudy and/or tastes bad. Who should I contact?
Contact the Utilities Operations Division at (828) 266-1183 to report concerns about the taste, smell or appearance of your water. Hydrant flushing may be required to clear lines of cloudy water due to construction or maintenance of water mains.
I have low water pressure in my home. Who should I contact?
Contact the Utilities Operations Division at (828) 266-1183 for water pressure problems.
What is the range of water pressure in Boone?
The range of water pressure is between 40 and 225 psi (pounds per square inch).
Water Leaks, Sewer Backups and Overflows
Who is responsible for water leaks?
The Town of Boone is responsible to repair leaks between the water meter and the street. The customer is responsible to repair leaks between the water meter and their house.
Who should I contact if I see a water leak or a water main break?
To report water leaks during regular business hours contact the Public Utilities Department at (828)266-1183 or the Boone Police Department at (828) 262-4500 anytime.
Who should I contact if I see a hydrant leaking?
Contact the Utilities Operations Division at (828) 266-1183.
What should I do if I witness a sewer overflow?
Report the overflow immediately to the Public Utilities Department at (828)266-1183 and if after operational hours please contact the Boone Police Department at (828) 262-4500.
Who should I contact if I have sewer backed up in my home?
Contact the Utilities Operations Division at (828) 266-1183.
Water Supply and Treatment
Where does our water come from?
The Town of Boone's water comes from Winkler's' Creek and the South Fork of the New River. The water is treated at our water treatment facility and delivered to your house via underground pipes.
Are we under water restrictions?
The Town of Boone is not currently under any water restrictions.
Town of Boone Employees Working in Your Neighborhood
Why would the Town of Boone change my water meter?
To insure continued accuracy, the Town of Boone schedules to replace water meters every 10 years.
Why do Town employees operate hydrants?
Hydrants are opened twice per year to clear out sediment and keep the hydrants in good working order in case of fire. Some hydrants at the edges of the city limits where water is not running through the lines at high volumes are also flushed more regularly in order to maintain water quality.
Why are they digging a hole in the street and/or blocking traffic?
When the Town of Boone digs a hole in the street, we are generally repairing or replacing water or sewer lines. | <urn:uuid:ae1b8320-190b-42de-923a-df481b2ff5c8> | CC-MAIN-2019-04 | http://www.townofboone.net/wp-content/uploads/documents/departments/pu/pdfs/FrequentQuestionsWater7-12-04.pdf | 2019-01-16T05:02:53Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00014.warc.gz | 399,691,807 | 710 | eng_Latn | eng_Latn | 0.997667 | eng_Latn | 0.997729 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2286,
3365
] | [
2.296875
] | 1 | 0 |
The Early Years Framework Part II
The Early Years Framework Part II
© Crown copyright 2008
ISBN: 978-0-7559-5942-6
The Scottish Government St Andrew's House Edinburgh EH1 3DG
Produced for the Scottish Government by RR Donnelley B58605 12/08
Published by the Scottish Government, December, 2008
Further copies are available from Blackwell's Bookshop 53 South Bridge Edinburgh EH1 1YS
100% of this document is printed on recycled paper and is 100% recyclable
CONTENTS
PART II TRANSFORMATIONAL CHANGE – AN EXPERT ANALYSIS
A major part of the process of developing this framework has been to harness the expertise of a wide range of organisations, individuals and networks engaged in early years and related policy across Scotland to analyse options and priorities. Their work provided the basis for the case for action, vision and the 10 elements of transformational change.
This section is based on the key themes of this expert analysis, aligned to the 10 elements of transformational change. This is intended to support local partners to develop local implementation plans, in that it provides more detailed thinking. Other supporting documents, such as the reports of the individual task groups and the evidence paper and HMIe case studies which fed into the task groups' deliberation are available on the website www.scotland.gov.uk/earlyyearsframework.
1
1. A COHERENT APPROACH
A coherent national agenda
There are many influences on children and parents, and many services that support them. It is essential that Government and its partners are working to a coherent agenda so that children and parents receive consistent rather than confusing messages and so that managers and staff can make sense of the policy environment to deliver a set of services which are aligned to a set of common priorities.
The joint policy statement set out 4 principles of early intervention which can be used to underpin a consistent approach across a range of strategies:
* our ambitions are universal – we want to reduce inequalities, to have the same outcomes for all and for all to have the same opportunities;
* we take action to identify those at risk of not achieving these outcomes and take action to prevent that risk materialising;
* we make sustained and effective interventions in cases where these risks have materialised; and
* we shift the focus from service provision as the vehicle for the delivery of outcomes to building the capacity of individuals, families and communities to secure outcomes for themselves, making use of high quality, accessible public services as required.
These principles have already been reflected in a range of government policies, for example Equally Well, the report of the Ministerial Task Force on Health Inequalities, the drugs strategy Road to Recovery and the youth justice framework.
Curriculum for Excellence is also central to the delivery of the early years framework as learning is the key to many of the national outcomes. It aims to achieve transformational change in Scottish education – enabling all our young people to become successful learners, confident individuals, responsible citizens and effective contributors. This aim is not the preserve of schools. If we are to achieve improved quality in learning and teaching and increased attainment and achievement for all children and young people in Scotland, including those who need additional support, the transformation in education must extend well beyond schools to include early years centres, colleges, universities, employers and the full range of professionals working with children and young people.
This new approach to Government has made a strong start but in many senses is still in its infancy. It will take a significant and ongoing effort to ensure alignment across Scottish Government policies and to ensure this flows through into our relationship with key partners.
Single Outcome Agreements, Community Planning and Integrated Children's Services Planning
At the heart of the model of transformational change is a whole system approach to giving children the best possible start in life. The vision and case for action articulate how early years and early intervention contribute to a range of medium to long-term outcomes across economic activity, employability, health, education, crime and communities. The process of change encompasses family, community, service and workforce elements.
Integrated Children's Services Plans (ICSP) are a statutory obligation for local authorities and should also be seen as an opportunity to take forward transformational change in their local area. ICSPs should be seen as the children and young people's component of Community Plans, but should become increasingly focused around the needs of children and families, rather than around systems and processes.
The next generation of Single Outcome Agreements (SOAs) will be drawn up with Community Planning Partners and local Community Plans will form the foundations. The case for better integration between Community Plans and ICSPs is further reinforced by this framework's approach on developing family and community capacity as a key support for children in their early years.
This is not about separate plans or processes from the mainstream community planning system. It is about recognising the opportunity that exists to improve a range of outcomes through a focus on early years within that process.
Getting it Right for Every Child
Getting it Right for Every Child is a key foundation for all action with children, young people and families. The approach has established a set of 14 principles and values and 10 core components (www.scotland.gov.uk/gettingitright) and puts the child firmly at the centre of planning and action. It promotes a shared approach that builds solutions with and around children, young people and families.
3
Getting it Right for Every Child applies to all children, whatever their level of need and to all agencies. At the heart of the approach are streamlined planning, assessment and decision making processes that lead to the right help being provided at the right time for children to address all their needs and risks. The emphasis is on improving outcomes, delivering a holistic approach to meeting the child's needs. Other elements of the Getting it Right for Every Child approach encompass, amongst other things, common values, information sharing, risk assessment models and the development of a lead professional role. All of this requires a shift in culture, systems and practice if the desired outcomes for children are to be achieved.
The Getting it Right for Every Child way of working, being implemented by the Highland Pathfinder, confirms and strengthens the responsibilities of the universal services within health and education and strengthens the links between community health services and education providers. It supports practitioners to plan for children in a unified way using common language and tools to identify concerns, assess children's wellbeing and to plan action to address their needs or risks. It enables practitioners to deliver timely and proportionate help to children who need extra support over and above that which all children receive from the universal services. It streamlines planning and decision-making for these children and for children with more serious or complex needs who require multi-agency help. It also ensures that every child who needs additional support has a plan in place to address their needs and that the plan is reviewed to ensure it is effective. This single streamlined process is used with all children, those who may need some additional support from within health or education services as well as those who need multi-agency support or more targeted services and children who are referred to the Reporter or a children's hearing, children who are looked after or children who are in need of protection.
All of these elements were identified by the task groups as being important in the way forward for early years. Delivery of the early years framework is therefore fundamentally dependent on how agencies, services and communities work to achieve Getting it Right for Every Child and its effective implementation at national and local levels.
Getting it Right for Every Child already encompasses action by adults to improve the support they give to their children, and the child's plan can include action by adult services. This is an element of the approach that is still relatively immature, although it is prominent within the Getting it Right for Every Child domestic abuse pathfinders.
2. HELPING CHILDREN, FAMILIES AND COMMUNITIES TO SECURE OUTCOMES FOR THEMSELVES
Partnership with families and communities
The largest influences on children in the early years are their parents, with the wider family and the community often also playing a significant role. Improvements in outcomes therefore depend crucially on developing a partnership with parents and communities so that all of the influences on the child are contributing towards positive outcomes.
Families and communities need to be given the opportunity to develop their own aspirations and be given the responsibility, with the support of public services, for taking these forward and assessing how they are progressing.
In particular, community planning needs to get right down to the local level to give local people a sense of ownership and give them some control over how they want early years support to be developed in their community.
Plans and services should be oriented around doing things with people rather than 'to' or 'for' them. This is critical in developing a capacity-building approach. Parents and other members of the communities should be encouraged to be active participants in early years services through community engagement, volunteering and other routes, and be given the support needed to do so.
Measurement of success should incorporate children's experiences and community perspectives as far as possible, possibly within a balanced scorecard approach.
Developing a culture of family and community learning
Parenting skills and community development are central to the capacity building model. We must therefore put these elements at the heart of our approach and of services for children and families. We should see parenting skills not just as something that are learned in the first few months of a child's life, but as part of the wider education and community development system.
We cannot impose aspirations on people, but we can challenge them to take responsibility for their own outcomes and create an environment within which they can determine their own aspirations. This means giving them a stake as active participants and valuing the role that mutual support networks such as parent and toddler groups can have in supporting positive outcomes for children.
5
We know that when the people around them are involved in learning this can have an important impact on children's positive development. This is perhaps most directly evident where learning for adults is focused on parenting skills or involvement in their child's education. However, we can also see that, more generally, if people are involved in learning – with the impacts that often has on skills and confidence – that will also benefit their children and other children in their community. Valuing the benefits of parenting education, family learning and wider involvement in learning is therefore a key part of our agenda for giving our children the best possible start in life.
Perth and Kinross Community Link Worker
The Community Link Worker Team is based in school clusters and support children and families. The team consists of 16 staff. Community Link Workers are a valuable link with parents and the wider community. The teams take a coherent approach to Community Learning activities in schools, drawing Youth Workers and Community Link Workers together in joint projects.
In one particular example, a child had been finding school difficult to cope with. The relationship between the family and the school had become strained and the family was referred to the team for assistance. The Community Link Worker helped to explain the family situation to the school. Through family activities and courses, they also helped the father involved understand the relationship with his son and worked on improving their communication skills, teaching them how to get their points across calmly to the school. Since being referred to the link worker, the family have noticed changes in the way they understand each other and are looking for further opportunities to bond through taking part in activities together. They have also noted an improvement in their confidence levels, allowing them to communicate more constructively with the school.
A huge amount of activity goes on 'under the radar' in communities across Scotland, providing support, opportunities and, sometimes, a voice for children and their families. Networks and community groups – whether formal or informal, and whether explicitly focused on issues for children or not – therefore have an important part to play in improving the wider, supportive environment in which children grow up. We want to see that contribution supported and expanded.
Support for that activity takes place across Scotland through specialist community development or community capacity building work. That support can be provided by a range of organisations in the statutory and third sectors (including, in some instances, organisations which focus on providing services to children and families). It can play a particularly important role in building capacity with communities who are disadvantaged by poverty or other factors.
This isn't about imposing external views of what issues should be important to communities. Rather it is about ensuring that support to build community networks and organisations – around the issues that matter to communities themselves – is co-ordinated and its contribution recognised.
Families within which English is not a first language may need additional support so that both parents and children are able to participate more effectively in community, education and working life. Family learning programmes, including appropriate English for Speakers of Other Languages (ESOL) provision, based on an understanding, appreciation and respect for the values and beliefs of migrant families, can be a highly effective means of improving the involvement of migrant parents in their children's and their own education.
7
3. BREAKING CYCLES OF POVERTY, INEQUALITY AND POOR OUTCOMES IN AND THROUGH EARLY YEARS
Breaking the Cycle
Children's life chances are determined from the moment of conception. Motivations for pregnancy are complex and there is evidence that raising aspirations, reducing the number of people with low or no qualifications and enhancing life skills are more important than sex and relationships education in preventing vulnerable pregnancies.
Curriculum for Excellence provides a vehicle through which a greater focus can be developed on meeting the needs of young people to develop the qualities that will equip them to make positive choices about pregnancy and parenthood. Schools, youth work, social work and adult services all have an important role to play, and indeed the quality of the relationship between a key person and the young person or adult can have a critical bearing on their life choices. For young mothers who did not complete their education, we need to ensure that they are able to continue or re-enter education to improve their levels of educational attainment and opportunities to become socially and economically active in the future.
Sexual health and relationships remain a core issue, and in particular how people at greater risk of poor outcomes access good quality contraception and family planning advice to assist with the timing of pregnancies which will lead to the best outcome for them and their child. There are 3 critical areas that we need to focus on: more engaging sexual health education and services for young people through accessible drop-in services; integrating sexual health advice and treatment into services for high risk groups such as looked after children and substance misusers; and improving the way that contraception advice is offered at key points such as post-birth and in termination clinics. These services cannot do this alone, however, as aspirations depend to a large extent on family and community. This reinforces the importance of whole-system approaches to these challenges.
A renewed focus on 0-3 services
The period between pregnancy and 3 years is increasingly seen as a critical period in shaping children's life chances, based on evidence of brain formation, communication and language development, and the impact of relationships formed during this period on mental health. It is therefore also a critical opportunity to intervene to break cycles of poor outcomes.
A particular focus must therefore be on putting in place a strong and coherent set of 0-3 services that support children and families at this critical time. Antenatal, maternity and postnatal services will clearly be a strong focus here, working
alongside centre-based services such as family centres. A particular challenge will be achieving the right balance between a core universal programme and a much more targeted programme that provides a level and quality of support that is capable of improving outcomes.
NHS Fife – Supporting Families
NHS Fife is developing an integrated approach to supporting families from conception onwards, which aims to reduce health inequalities in the most vulnerable communities and families by means of a public health approach. A clear lead responsibility and reporting structure has been established to connect to the multi-agency Early Years Strategy Group which is to be established to lead planning across Fife.
The key projects involved include:
* Family Health Project – midwives and nursery nurses focused on supporting families affected by socioeconomic deprivation, teenage pregnancy and parents with learning disabilities.
* Vulnerable in Pregnancy – substance misuse midwives and nursery nurses focused on pregnant women and families with substance misuse behaviours aiming to improve birth outcomes and maintain the family unit. This project links with other services to provide ongoing care.
* Smoking Cessation midwives.
* Acorn Project – child psychology and public health nursing providing additional support by a nursery nurse mentored by child psychology for families where there is an assessed mother/child bonding issue.
* Breastfeeding – Community Peer Support – developed in pilot areas and now rolled out across Fife.
* Breastfeeding in Schools – the development of a resource pack to support the delivery of the Curriculum for Excellence in Primaries 3, 5 and 7.
* Play@Home – to develop family capacity and skills in relation to child development and physical activity from birth to school entry.
* Sleep Fife – offering a Fife-wide behavioural support service in relation to sleep difficulties.
Alongside this the Specialist Public Health Nurse for families with substance misuse and the Interagency Consultant Nurse for vulnerable families based in Fife Council Social Work Service provide support and guidance.
9
Sustaining the intervention
The aim is to set children off on a trajectory where they can achieve positive outcomes within the mainstream of universal services. Much can be achieved through early years and early intervention, but there will always be children and families who need continuing support.
It isn't enough for such families to support them effectively in the early years. Benefits from early intervention will fade quickly if family stresses increase, relationships with children come under pressure and peer relationships start to have a negative influence. It is important, therefore, that there is capacity to meet an ongoing level of need throughout childhood, and possibly throughout life. The aim must be, however, that early intervention will reduce the numbers of people requiring such ongoing support over time.
Tackling poverty
Social circumstances are closely linked to outcomes for children, particularly in terms of health and education. While being poor doesn't make someone a bad parent or a child a failure, it does expose children and families to additional stresses that are linked to a higher risk of poor outcomes. We believe that it is unacceptable that a child's life circumstances should determine their chances of enjoying a positive future, and that is why we have established ambitious targets to eradicate child poverty by 2020 and increase the proportion of income received by the poorest 30% of households by 2017.
The Scottish Government has worked closely with COSLA and other stakeholders to develop the anti-poverty strategy Achieving our Potential that aims to support these targets and deliver higher levels of social equity, combined with economic growth and a good quality of life. It proposes work to remove barriers to employment, support those who cannot work and make work pay. There are close links between some of this work and the section of this framework that deals with meeting the needs of children and families for flexible, accessible and affordable services.
As highlighted above, poverty should not condemn children and families to poor outcomes. Indeed, there is strong evidence that what parents do is more important than who they are and that parenting, home learning environment and high quality education are crucial factors for those children who overcome poverty to achieve positive outcomes. We must therefore combine our approach to tackling poverty with promoting those factors that will protect children and families from its effects.
Meeting the highest levels of need
There will continue to be a need for specialist services for those with the greatest levels of need, including a range of specialist services for children and families with specific conditions and disabilities. The National Delivery Plan for Children and Young People's Specialist Services in Scotland will be issued to NHS Boards as guidance setting out the way in which specialist health services should be provided to achieve the best outcomes for children and young people who require these services.
A particular area where there is unmet need at present is intensive, holistic support for families who face a range of interconnected social and medical challenges. For example, some families in greatest need have a complex combination of substance abuse, employability, housing, debt, mental health, parenting and other problems that would be difficult or impossible to address in isolation. Estimates suggest that between 2% and 4% of families face such complex challenges.
More consistent access to intensive family support services should be a priority, and families with young children should be a priority for these services. There are several models that could be considered at the local level, based on intensive, structured interventions such as Nurse Family Partnership, Functional Family Therapy and Multi-Systemic Therapy or the Dundee Families Project model. These may be costly and resource intensive, but in addition to their positive impact on outcomes, they are likely to cost less than a quarter of what institutional care of such children would. There is likely to be a strong role for partnership with the third sector in this area, and in some areas it may be that partnerships between local authorities will be required to bring projects to fruition.
East Ayrshire Council Parenting Support – The Solihull Approach
The Solihull Approach has been pursued within East Ayrshire focused around 2 Nursery and Family Centres with associated professionals from Health and Social Work. 24 cross-sectoral staff (Early Years staff, Educational Psychologists, Social Workers, Health Visitors, Health Visitors CAMHS) attended the 2 day Foundation Course. The material used has focused on work with parents who have children aged 0-5 years.
The Solihull Approach is described as a highly practical way of working with parents using an integrated psychodynamic and behavioural approach for staff working with children and families who are affected by behavioural and emotional difficulties. Teamwork and collaborative working between professionals using the principles of containment, reciprocity and behaviour management help to support parents in a creative and consistent way. Development of this 'shared' approach and language has been effective in a multitude of settings from individual practice through to group settings.
A strength of developing this approach locally, is that it is not an assessment process to be used in certain circumstances to decide upon an intervention. It is a way of working and thinking which helps families to process their own emotions and anxieties which in turn restores their abilities to think and enables them to help their child cope with their emotions or anxieties. This ultimately facilitates the relationship between parent and child and supports the parent to work with their child's behaviour.
The experience of staff using this approach has been very promising with different staff expressing positive views on the practicality and usefulness within their practice.
4. A FOCUS ON ENGAGEMENT AND EMPOWERMENT OF CHILDREN, FAMILIES AND COMMUNITIES
Valuing children, parenting and families
Many elements of the vision are about the value that we as a society place on early years and a sense that a whole range of early years experiences contribute to outcomes. We therefore believe that recognition of the value of the early years is critical to achieving our overall vision.
At the heart of what needs to change is a new attitude to the importance of parents and parenting, particularly in the period before birth and in the very early years of life. Parents themselves must understand the importance of that role for their children's wellbeing and development. We want people to have the skills and the support needed to support positive outcomes for their children, and this will involve greater self-awareness from prospective parents about their readiness to provide a supportive environment for children. We also need to promote a culture where it is 'OK to ask for' and 'OK to get' parenting support.
Many people in the wider community already realise the central importance of parenting in children's attainment, behaviour and health throughout their lives. At the moment, this is too often focused on the teenage years and expressed in blame and recrimination when outcomes are poor. A vital part of this framework's success will lie in harnessing the community's desire to see improvements in parenting into valuing and supporting parents to play a positive role in the critical early years of their child's life.
Angus Council – Working in Nurseries/Schools and with Parents in the Family Home
The School and Family Support Service consists of 2 teams, an Early Years Team, and a team of Social Workers, Community Learning and Development Workers and a Mental Health Nurse. All staff in the Service work in schools, supporting school staff to deal with difficult situations, and in family homes working with parents to improve parenting and learning outcomes for children. The focus of the work of the Service is on early intervention and prevention.
Through the use of play, the Early Years Team have supported parents to engage with their children's learning and development and enhance a positive family environment. By working closely with parents and children in family homes, parenting skills have improved as well as children's behaviour in school. Parents indicate they are better placed to support their children's learning as a result of input from the Service.
The Service uses a solution-focused approach which recognises parents' skills and strengths and builds on them. Thereby parents and school staff do not feel judged or blamed when things become difficult.
The Early Years Workers have supported the protection of vulnerable children by early identification of problems and agreed plans of intervention and joint work with a wide range of partners, including police, health, social work and the voluntary sector. This has included group work approaches, e.g. circle time, used in pre-school and Primary 1, to support the development of companionship and social inclusion for such children.
Angus is presently piloting an approach whereby a member of staff in each sector of a local area – the secondary school, the primary schools and the nurseries and lower primary – work as a team. This allows for more in-depth work with parents in the home; a faster response which has stopped situations becoming child protection issues; more regular contact with vulnerable younger children and their families; anti-social behaviour being resolved early; and follow through of continuous support from ages 3-18.
Common values across the workforce
The values that we bring to our relationship with children in the early years are important at a societal level but they are particularly important for those who work with children and those whose work has a major impact on children, including some adult services such as housing and community learning and development.
There are many parts to the early years workforce and there is no agreed definition or boundary as to what constitutes a children's worker or an early years worker. There are many different roles and sectors within the workforce, each with its own focus, culture and, in some cases, regulatory system.
Some of these differences are necessary and legitimate, but in order to emphasise the importance of a holistic approach, and to make services more engaging for children and families, we need all of those working with children and families to be working to common values.
As noted above, a set of core values and principles have been developed as part of Getting it Right for Every Child. Work is also underway to ensure that the workforce understands the values and principles that underpin the UNCRC. We do not want to create a separate set of values for early years, and our approach will therefore be to take the Getting it Right for Every Child and UNCRC values as a starting point for our Common Values Statement.
As well as highlighting the importance of common values across the early years workforce, it is important to increase the status of the workforce and the value we place on it. In order to provide the quality of services we want for children and families we must invest in the workforce delivering those services. A career in early years must be attractive to every potential recruit, dispelling the myth that it is 'low skilled, low paid, women's work'.
5. USING THE STRENGTH OF UNIVERSAL SERVICES TO DELIVER PREVENTION AND EARLY INTERVENTION
The model for transformational change puts the onus firmly on universal services as key agents in delivering improved outcomes. A lot of people doing at least a little to effect change will achieve much more than a few people doing a lot within an early years context.
Antenatal and postnatal support
All families come into contact with health services during pregnancy, birth and in the first few years of life. This contact provides opportunities for prevention, early detection and early intervention and opportunities to connect children and families to supports within their own communities. For those with higher needs, access through the universal service provides an opportunity to work with families in a non-stigmatising way.
A key priority is enhancing the capacity of antenatal and postnatal services to combine excellent medical care with development of parenting skills and wider social supports. Equally Well highlights the importance of enhancing the capability of antenatal services to reach and support vulnerable families. Antenatal booking is the first universal contact and should be the start of a process of dynamic risk management throughout pregnancy. A primary focus of antenatal services will continue to be providing care and monitoring wellbeing of mother and baby.
Evidence on the health benefits of breastfeeding for both mother and infant is compelling and all women should receive enough information and skilled support to let them make an informed decision on how they will feed their baby. Support should be available for all women in initiating and maintaining successful breastfeeding. Additionally, establishing good nutrition and developing healthy weaning practices is essential and will influence children's immediate and long-term health.
Health for all Children 4 advocates access to a set of core evidence-based interventions throughout childhood while identifying and targeting those who need additional support. The purpose of the universal health service is well defined and includes monitoring the physical, social and mental health needs of each child, screening, immunisation, parenting support and advice tailored to the individual needs of each family. The first 3 years of a child's life should set the blueprint for their social, physical and emotional wellbeing throughout childhood and into adulthood. All contact should promote engagement between parent/carer and child and identify those families who need additional structured parenting support.
Pre-school into primary
The concordat already sets out a number of areas where universal services will be strengthened during the pre-school and early primary phase:
* reducing class sizes to a maximum of 18 in Primaries 1 to 3;
* expanding pre-school provision and making substantial progress towards a 50% increase in pre-school entitlement for 3 and 4 year olds;
* improving early years provision with access to a teacher for every pre-school child; and
* developing and delivering the Curriculum for Excellence.
These developments will benefit all children, but they have a particular value in providing additional capacity to allow universal services to play a greater role in early intervention. For example, smaller class sizes mean that teachers will have more time to spend with individual pupils and scope to provide more targeted support to build confidence in communication, literacy and numeracy at this critical early stage.
Councils will have responsibility for bringing these policies together into a coherent package at local authority, cluster and school/centre level that is focused on improving outcomes for children during pre-school and the early years of primary.
West Dunbartonshire Council's Early Intervention Initiative has 2 key aims:
* transform the achievement of all children in the 4 to 7 age range (pre-school, P1 and P2) through a comprehensive early intervention programme; and
* eradicate illiteracy for the entire school population.
The West Dunbartonshire Council model has clearly made a difference over the course of the project. It had 10 strands of intervention, including 'changing attitudes, values and expectations' and 'identification and support for children who are failing'.
Other key features of the model included:
* extra classroom assistance in the early years;
* substantial training and CPD for all staff involved;
* increased time within the timetable spent on key aspects of reading;
* the need for a strategic vision and leadership throughout the education authority including a real political will to focus on this aspect of education;
* a structured and systematic approach based on evidence;
* long-term commitment by all those involved in the programme; and
* additional funding to support the programme. Investment in resources was important, but without the other elements it is questionable whether this initiative would have seen the same levels of success.
Another important element of the initiative was the introduction of an individual support package for any pupils in primary or secondary school who continue to have problems with reading.
A continuum of support
Another area that came through in the work of the task groups was the importance of continuity and a coherent approach across all those services which impact on children's lives. Local authorities already have a statutory duty to develop an integrated children's services plan. Building on this, ensuring that it is fully integrated into the community planning process and that it is increasingly centred and focused on the needs of children and families will be key to developing that continuum of support at local level.
Childcare
Childcare services have grown substantially over the past decade and are now a key part of the early years service landscape. Like statutory services, childcare provides a non-stigmatising environment where there are opportunities to develop a prevention and early intervention approach. This role can be particularly valuable during the 0-3 age range when some children will not be in regular contact with statutory services.
Given the need to target community nursing resources on those families needing additional or intensive support, it is important that childcare services are able to detect development delays and other risks and know how to bring support to the child to address these.
This implies a need to ensure the childcare workforce has the necessary understanding of child development to detect risks and problems and to be able to address these either directly or drawing on support from other services. More than this, we need to move towards a conceptualisation of childcare as a service that delivers high quality experiences and early intervention for children rather than just focusing on its role in supporting the labour market.
Delivering early intervention through universal services
Each local area should have a universal set of supports for every child and family at a level and a quality that meets a set of core needs (family planning, parenting capacity/skills, mental health of both infant and parents, good oral health, nutrition, childcare, education, family learning, employability, play and leisure) and which is based on building self-efficacy at every stage.
Within universal services, there needs to be the capacity to provide additional support and early intervention for families facing greater challenges, whether on a temporary or more long-term basis. Wherever possible, universal services should take responsibility for providing that additional support rather than referring onwards, in line with the principles of Getting it Right for Every Child. This has implications for both capacity and workforce skills/roles, as a higher dose of the same type of service will not meet all types of additional need.
It may also be possible to work towards the co-location of services, which, while not in itself a panacea, can provide non-stigmatising initial access to services, with the potential for more specialist support as a next step.
In some cases, additional needs of vulnerable children and families can be met through an enhanced level of access or entitlement to universal services, for example subsidised childcare or earlier entry to pre-school. These additional entitlements need to be framed within a consistent framework and based on an assessment of local needs and the contribution they can make to outcomes.
Meeting individual needs
Individuals can have different or higher needs for a variety of reasons, including language, ethnicity and disability, as well as social circumstances. Universal access and universal uptake are not the same. If we are to reduce inequalities and embed early intervention within universal services, then services must pay attention to whether they are reaching minority communities and those with higher needs and then meeting those needs. Ideally, this should be reflected in local performance management and accountability arrangements.
We need to ensure that any information for parents and carers is available in a variety of formats to meet these needs. Any written materials should be presented with an awareness of principles of readability and plain English.
Transitions
Transitions were highlighted as an important issue in the research with parents and children. The major transition points for children highlighted in the research with parents and children were the transfer from midwifery support to community health team support in the days after the birth, the transition into pre-school and the transition from pre-school into primary.
Curriculum for Excellence provides an important opportunity to improve transitions between pre-school and primary. The early level will span pre-school to the end of Primary 1 and the increasing use of active learning in early primary means that there should be a smooth transition in learning style. There are still several challenges to overcome, however, not least creating an effective dialogue between primaries and nurseries (including private and third sector centres) about respective contributions to early level outcomes. Establishing such a dialogue is crucial to delivering continuity of learning, which is a key principle of Curriculum for Excellence.
Transitions in the life of adults can also have a major impact on young children. For example, bereavement or family breakdown can have a profound impact on young children in particular. Mediation and counselling services generally already have a strong focus on the needs of children. It is important that staff in such services have the skills needed to understand children's response to loss and the duration of distress.
Additional Support for Learning (ASL)
Under the Education (Additional Support for Learning) (Scotland) Act 2004 education authorities are required to identify, meet and review the additional support needs of each child or young person for whose school education they are responsible. The term additional support for learning applies to children and young people who, for whatever reason, require additional support, long or short-term, in order to help them to make the most of their school education.
While most children will have their learning needs met by day-to-day classroom practice, wider planning arrangements may be needed when additional support is required from other services and agencies. This is part of our drive to improve and unify the support systems for all children, to ensure they are supported into adulthood and have every opportunity to achieve the best they can.
6. PUTTING QUALITY AT THE HEART OF SERVICE DELIVERY
Services based on what works in supporting children and families
There is a wide range of services in place for children and families and a huge number of very skilled and committed people in the children's services workforce. In order to get the best from services and the workforce, they need to operate with a strong understanding of what works in supporting positive outcomes for children.
We have excellent practice in many sectors and in many locations across Scotland. However, we need to be more systematic in identifying and disseminating best practice.
We need to capture what the evidence tells us about the nature of effective practice, learn from innovative approaches in Scotland and elsewhere and develop a culture of learning within the workforce so that they can apply the evolving knowledge base for the benefit of children and families.
A particular focus will be developing the evidence base on information, advice and programmes to develop parenting capacity. A further priority will be on building the evidence base around what works in community learning and development to support positive outcomes in early years.
Understanding the evidence is not enough. Some of the biggest mistakes are made in attempting to adapt proven programmes to local needs and unwittingly diluting those elements that are most effective. A strong emphasis on adhering to the programme, training and compliance needs to be maintained throughout the delivery chain.
Developing a highly-skilled workforce
A theme that came through in the work of all 4 task groups was the importance of the skills base of the workforce. There is a significant evidence base that supports the link between qualifications and outcomes, but equally our research with parents and children highlighted the central importance of engagement and the attitude of those they deal with in terms of their perception of the quality of services.
There are many excellent examples of cross-sector working within initial education, of joint working across higher and further education, and of partnership between educational institutions and employers. However, it remains the case that there are different silos of training for professional groups.
The importance of partnership in cross-sector working has been identified in the workforce response to Better Health, Better Care which has been developed to identify the challenges to be faced over the next 10-20 years in delivering a Healthier Scotland. The 5 core challenges are:
* tackling health inequalities;
* shifting the balance of care;
* ensuring a quality workforce;
* delivering best value across the workforce; and
* moving towards an integrated workforce.
These challenges interlink with this framework strengthening the key messages in the new, cross-sectoral focus and vision for early years.
We know there are a plethora of Continuing Professional Development (CPD) opportunities available across the workforce, but that some people receive more opportunities to develop their skills than others. There are sectors where access to training can be very limited, such as childminders, playworkers, parent committees and voluntary groups.
There is an opportunity to create a much more coherent approach to developing the skills of the workforce, spanning initial education and CPD. This would flow, in part, from the Common Values Statement and the actions above to develop a much more systematic approach to capturing evidence of what works in children's services, and be based around a conceptualisation of the children's services workforce of the future.
Some specific and crucial skills highlighted by the task groups as a priority for inclusion in initial training and CPD across the workforce included: skills for developing and assessing early communication; literacy and numeracy; strategies for building the capacity of children and parents; and skills in community capacity building.
As we move forward in implementing Getting it Right for Every Child, there will be an increasing emphasis on skills which equip people to act as lead professionals and to provide or arrange additional support where a need is identified. These are important skills which should be a priority in CPD going forward.
There will be a need for innovation in roles and skills at a local as well as national level. Local partners should create an environment that supports and encourages innovation, and which gives backing to staff who find new ways to give greater emphasis to engaging families, developing prevention and early intervention and building community and family capacity. Most of all, staff must be clear that delivering for children and families across a range of outcomes is the day job for everyone.
There is a clear role for local early years and family support partnerships in rationalising and prioritising CPD opportunities to focus on those areas that make the greatest contribution to national and local priorities in early years.
East Ayrshire Council
The majority of children aged 0-3 years who attend the 5 nursery and family centres in East Ayrshire have been referred from Social Work Services, Health or Psychological Services.
Addiction, parenting, mental health and child protection are issues that affect the children and families who are supported through these services.
Family Care Workers will support families with children up to 8 years of age. Referrals primarily come from Social Work Services and the Health Service and focus mainly on parenting and behavioural issues and mental health issues for parents/carers. Family Care Workers will work with both children and their parents/carers often within their own home. They will also support parents/carers in group situations in the centres. They provide one aspect of an integrated approach to supporting families with a focus on prompt and early intervention.
7. SERVICES THAT MEET THE NEEDS OF CHILDREN AND FAMILIES
The availability, accessibility and flexibility of services are key components in meeting the needs of children and families. The feedback from parents and children involved in qualitative research that was carried out in support of the framework was very clear in highlighting several areas where service design needs to evolve to better meet their needs.
We also recognise the importance for the Gaelic speaking community of the availability of Gaelic early years education and childcare. This is a legitimate expectation and is a key part of our aim of creating a secure future for Gaelic in Scotland. The Scottish Government is commissioning a review of Gaelic early years provision.
Flexibility and integration
A particular concern for parents is the way that childcare integrates with pre-school education and school. Improving the accessibility and affordability of high-quality, flexible, integrated education and childcare services is therefore a priority.
There is a need to balance the needs of children with the needs of parents. High quality care can help to ease this balance by conferring benefits on children whilst providing the opportunity for parents to work. There is some conflicting evidence about the time it is healthy for children to spend in group childcare, particularly under the age of 2. These arguments are not clear cut, because the ability to work can lift a family out of poverty and this is strongly correlated with improved outcomes for the child. The presence of a child in childcare services can also provide a non-stigmatising context for a range of other supports to be provided. The balance will be different for every child and family, depending on their circumstances. What is important is that parents are supported to find the right balance for them and that availability of flexible, high-quality, integrated services is improved to meet those needs.
The need for greater integration between pre-school and childcare is only part of a wider demand from parents for more joined-up services. Other areas they identified included better integration between midwifery and community nursing services.
A more flexible and integrated workforce can play an important role in meeting these needs, alongside streamlined processes being delivered through Getting it Right for Every Child. While there will continue to be a strong role for specialists in health, education and social work, there will also be a increasing emphasis on roles that span disciplines and which can support a range of needs. This is particularly important for families who have a greater range and intensity of need.
Affordability
Some services are clearly defined as free entitlement whereas others have traditionally had a cost associated with them, e.g. parents generally pay for childcare and a number of culture and leisure services. Reducing such costs across the board by subsidising them for all would mean applying large amounts of resource to families which are already doing relatively well. Such costs clearly weigh heavily, however, on those on lower incomes. The real challenge is how to construct a progressive and non-stigmatising way of supporting these costs that is simple and more accessible for parents.
By far the largest cost tends to be associated with childcare, and the UK Government has established 2 separate schemes to support parents with these costs – the childcare element of working tax credit and childcare vouchers. It is clear that uptake of both schemes is lower than it could be and this is, in part, linked to the complexity of tax credits and the lack of awareness amongst employers of the benefits of childcare vouchers. In the short term, the Scottish Government will work to influence the UK Government to simplify the tax credits system and will promote greater availability of childcare vouchers in the public and private sectors.
There are particular problems for some families within the current system. The limits on the amount of childcare costs which can be supported work against larger families and those with disabled children, who face higher costs and, in many cases, a higher risk of poverty. We will use our influence with the UK Government to improve support for these groups.
The Scottish Government has argued for, and will continue to promote, the benefits of a single, progressive and accessible system for supporting parents with the costs of childcare.
Supply-side subsidies also have an important role to play in supporting affordability of childcare. Local authorities already provide structural support to a large number of childcare providers to help them with sustainability. It will be important to reflect within future plans how the approach to such funding is contributing to accessibility, affordability and outcomes more generally.
Accessibility
Early years services already play a very strong role at the heart of communities. Pre-school, school, playgroups, parent and toddler groups and health services are highly valued and, for most people, are readily accessible. However, the availability of transport to allow them to access key services is an issue for a number of parents.
Even where facilities are accessible, some people find it hard to get the greatest benefit from these. This can be because they are afraid to ask for additional help that they need or because of other barriers such as language, disability, social circumstances or the attitudes of staff in services. In other cases, vulnerable people fear the consequences of engaging with certain services such as sexual health services or social work. There is a real risk in these circumstances that those who would benefit most from support are least able to access it.
Advice and information services
Families need access to a range of advice and information services in order to help them understand their own role and to make informed choices about parenting and services. As well as advice available from professionals such as midwives and community health care teams, there are also a wide range of advice services and helplines that support families. These include childcare information services, tax credits helplines, parenting advice lines, mediation and counselling services, and a whole variety of wider advice services in areas such as debt.
At present these services are very fragmented. We believe the way forward is for Childcare Information Services to become family information services and act as a gateway for a range of advice that parents may need. The third sector, in the shape of Parenting Across Scotland have already started to deliver a more joined-up approach to parenting advice services and local authorities will need to consider how best to work with the third sector in developing a more integrated advice service.
Parents' awareness of the advice that is available is often low. There is a role for better marketing of advice services through universal services. This needs to be creative and go beyond written materials to more proactive work in health, education and community services and centres.
Grandparents
The Growing up in Scotland survey highlights the huge contribution that grandparents make to children's lives both generally and specifically in terms of informal childcare. Many children spend a lot of time with grandparents and other relatives and it is important that such informal carers have access to support to help them fulfil this role well.
8. IMPROVING OUTCOMES AND CHILDREN'S QUALITY OF LIFE THROUGH PLAY
The case for change highlights children's rights and children's quality of life. Alongside high quality services, this broader experience of childhood will have an important role to play in helping them to be successful learners, confident individuals, effective contributors and responsible citizens. There is evidence that these areas contribute to good health and a lower incidence of violent and risk-taking behaviour in later life.
We need to ensure that parents, communities and professionals recognise the value and long-term benefits of play and to promote how critical play and the arts are for children's development. This is true not just in terms of physical health but also in terms of developing resilience and mental wellbeing.
We need to recognise children's own aspirations for play, not what adults think they should be doing and to recognise that play takes many forms, not just play parks.
But we also have to recognise that play and developing the right attitudes to play are not the sole responsibility of national or local government. Parents have a key role here, particularly with regard to the issue of concerns about their children's safety and exposure to risk.
While we must act to limit young children's exposure to risks they cannot control, giving children responsibility and allowing them to explore the world in a way that is appropriate to their age and development in a way that they can control is a key part of developing confidence. There is a feeling that, in recent times, there has been too much focus on eliminating all risk to children rather than understanding risk. We must reverse this trend and equip children with the skills to manage risk and make positive choices based on assessing the situation facing them.
Broxburn Family Centre – the benefits of play for individual children
Play is essential for our children if they are to have the best start in life and be ready to succeed as adults. Through play children thrive as they develop self-confidence, social skills and an awareness of their impact on others and the world around them.
An excellent example of achieving these outcomes is the case of B, a child who suffered a brain injury at birth, resulting in mild cerebral palsy, ADHD and behavioural difficulties and who started attending Broxburn Family Centre aged 2.
B was often unable to cope with the structured environment of nursery and school and teachers often found B's behaviour difficult to cope with. In a play setting, however, B thrived. Through playing with his peers B was given the freedom, space and support, to explore his relationships, discover empathy and explore social boundaries. B has demonstrated more confidence, improved his social skills and developed a better awareness of the world around him.
Now in his later primary years, B still has some key challenges ahead of him but it is through engaging in sustained play opportunities that B has thrived and been given the best start in life.
Play – the Secret Garden Outdoor Nursery, Fife
The Secret Garden Outdoor Nursery is a community-led project, registered by the Care Commission that offers a full-time outdoor pre-school care service. Their vision is to provide a spacious play environment in local woodland and countryside that offers the child an opportunity to develop curiosity and learning through engagement with nature, the seasons and the elements.
With child- and adult-made structures that offer shelter and warmth, the Secret Garden believes that each child will be made to feel comfortable within the natural environment regardless of the weather. Their staff facilitate a unique opportunity for local children to grow from and with nature.
Priority of places is given to children from within the catchment area of Letham Primary School and existing clients. The minimum session offered to families is one full day which allows for the social, emotional, intellectual, creative and physical needs of the children to be met.
* Structure for children
The structure of the day is organised so that the children have a varied amount of play and rest time.
At the start of the day when the children have just arrived there is time and space for each child to find their own way into play and socialising.
As the children warm to the environment and each other, play is more dynamic and physical; a walk is taken up the hill and then their 'base camp' is established for the day, where play is free and spacious.
An early lunch leads into a quieter phase of play and interaction. Rests can be taken in hammocks and stories told before the afternoon's energetic play begins.
A snack break is taken in the afternoon. As the day winds to an end, the staff and children make their way back to the park to play and be met by parents and carers.
* Pre-school curriculum (Nature as Teacher)
The staff at the Secret Garden have worked closely with the 4 capacities of the Curriculum for Excellence to devise a unique outdoor curriculum: the Nature as Teacher Curriculum.
This curriculum aims to nurture and support the development of the inspired, creative child and the confident, happy child within the natural environment.
The curriculum will be piloted in 2008-09, with opportunities for parents, staff and children to offer feedback and ideas as to how it should be developed further.
By playing in the outdoors and identifying wildlife, experiencing different weather conditions and developing their senses, children gain emotional, personal and social development, communication and language skills, knowledge and understanding of the world, an expressive and aesthetic experience and physical development and movement.
9. SIMPLIFYING AND STREAMLINING DELIVERY
Integrating delivery
While many areas have made significant progress in community planning in recent years, many people feel that evidence of integrated delivery is more limited. If we are to improve outcomes as we all aspire to, then community planning partners will need to place a particular focus on joining up delivery around children and families to provide the continuum of support that is needed.
Some stakeholders have argued for a rapid move towards a single early years budget across various agencies and eventually bringing all early years services into a single management structure. However, others argued that this could be time-consuming and distracting and that it was more important in the short-term to create the conditions for better joint working through an organisational development approach. Our conclusion is that there is no single solution to joining up delivery on the ground and that the needs of different parts of Scotland are so diverse as to make any single approach impractical. Equally, there is a strong sense that the status quo is not an option because the complexity of existing delivery structures is a barrier to some of our objectives around engaging parents and delivering a holistic service. Local partners should therefore set a medium-term plan for simplifying the delivery of early years services and consider whether there is scope for simplification of budgets and organisational structures to support that.
A streamlined and coherent 0-3 service
At the moment, there is a clear lead from health in antenatal services and from 3 upwards through education. The situation for 0-3 services is less clear, with overlapping education, health, social work and community services all playing distinctive roles. A key priority must therefore be to develop a coherent 0-3 service which has clear strategic leadership.
Delivery models
The task groups examined a range of delivery models including family centres and multi-agency approaches. The conclusion was that there is no single model that can be applied to meet the needs of children, families and communities across Scotland due to the diversity of geography and social circumstances that exist.
There may well be a role for a greater number of family centres, but the majority of the improvement in outcomes is likely to come from enhancing family and community capacity alongside building the capability of mainstream services to meet additional needs.
10. MORE EFFECTIVE COLLABORATIONS
The private and third sectors are major providers of early years services, accounting for nearly 30% of pre-school provision, an even larger share of childcare provision and a wide variety of supports and services for parents and children with higher needs. Some of the most flexible, engaging, innovative and holistic services are provided through these sectors.
The existing partnership model has brought diversity of provision and made use of many of the particular skills and qualities that the private and third sectors bring to early years. There is a widespread feeling, however, that in many areas we have been left with a patchwork of services that reflects organic growth rather than a strategic approach, and that the nature of partnership will need to evolve if we are to collectively meet the challenges set by this framework.
There are several difficult issues to resolve in moving this forward, but the key areas are around developing more strategic partnerships, including partnership at strategic planning levels, developing models of joint delivery involving public and private/third sector providers, establishing long-term funding arrangements and funding that reflects the real cost of delivering high-quality services.
Further copies of this document are available, on request, in audio and large print formats and in community languages, please contact: 0131 244 2272
0131 244 2272
Part 2 of 2, not available separately
© Crown copyright 2008
This document is also available on the Scottish Government website: www.scotland.gov.uk
RR Donnelley B58605 12/08
Further copies are available from Blackwell's Bookshop 53 South Bridge Edinburgh EH1 1YS
Telephone orders and enquiries 0131 622 8283 or 0131 622 8258
Fax orders 0131 557 8149
Email orders email@example.com
w
w
w.
s
c
o
t
l
a
n
d.
g
o
v.
u
k | <urn:uuid:fc953383-afa9-4946-81eb-a498a9662c25> | CC-MAIN-2019-04 | https://www.aberdeengettingitright.org.uk/wp-content/uploads/2015/07/The_Early_Years_Framework_Part_II_Scottish_Government_and_COSLA.pdf | 2019-01-16T04:48:44Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00014.warc.gz | 685,017,250 | 12,052 | eng_Latn | eng_Latn | 0.992222 | eng_Latn | 0.998331 | [
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
33,
68,
464,
474,
1370,
3629,
5882,
8642,
10931,
13353,
14640,
17333,
19474,
21502,
23808,
25563,
27123,
29237,
31073,
33674,
35406,
37284,
39630,
41901,
42793,
45071,
47100,
48738,
51431,
53627,
55907,
56273,
58106,
60334,
62034,
64536,
65815,
66439
] | [
1.453125,
2.3125
] | 2 | 0 |
SBI4U
Biology
Grade 12 University Preparation
2016-17
Course Description
This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields. Further information about this course can be found at http://www.edu.gov.on.ca/eng/curriculum/secondary/science1112curr.pdf
Course Information
*Note: The order and duration of the units may be subject to change.
Biochemistry
- Technological applications that affect biological processes and cellular functions are used in the food, pharmaceutical, and medical industries.
- Biological molecules and their chemical properties affect cellular processes and biochemical reactions.
- Biochemical compounds play important structural and functional roles in cells of all living organisms.
Metabolic Processes
- All metabolic processes involve chemical changes and energy conversions.
- An understanding of metabolic processes enables people to make informed choices with respect to a range of personal, societal, and environmental issues.
Molecular Genetics
- DNA contains all the genetic information for any living organism.
- Proteins control a wide variety of cellular processes.
- Genetic research and biotechnology have social, legal, and ethical implications.
Homeostasis
- Organisms have strict limits on the internal conditions that they can tolerate.
- Systems that maintain homeostasis rely on feedback mechanisms.
- Environmental factors can affect homeostasis.
Population Dynamics
- Population growth follows predictable patterns.
- The increased consumption of resources and production of waste associated with population growth result in specific stresses that affect Earth's sustainability.
SBI4U
Biology
Grade 12 University Preparation
2016-17
Teaching Strategies
You will have opportunities to learn and be assessed (formative assessment) before evaluations. Teaching strategies which may be used (but are not limited to) are: quizzes, tests, problem-sets, laboratory activities, hands-on activities, independent study, problem-based learning, role-plays, and simulations.
Assessment and Evaluation:
To promote student success, ongoing assessment and feedback is given regularly to the students. A variety of assessment and evaluation strategies are used in this course. Expectations are evaluated based on the provincial curriculum expectations and the strands and/or categories outlined in the ministry document.
Evaluation of the achievement of the overall curriculum expectations is based on the achievement chart for science. The achievement chart for science can be found at www.edu.gov.on.ca. Guidelines are consistent throughout the province. Marks are weighted according to the achievement chart categories (Knowledge/Understanding, Thinking/Inquiry, Application and Communication)
These categories help guide the creation of assessment and evaluation tools.
Each student's term mark will be in the form of a percentage grade based on their achievement in the following areas:
The breakdown of the final mark is as follows:
The final evaluation will be completed during the examination period and will be a written exam.
In addition to students' performance in the achievement categories, students will also be assessed on their performance in the following learning skills:
- Responsibility
- Independent Work
- Organization
- Collaboration
- Self-Regulation
- Initiative
For specific policies on assessment and evaluation, and academic honesty, please refer to School Procedures in the student agenda. | <urn:uuid:aba837e6-7347-4b54-bd25-9839311d2317> | CC-MAIN-2019-04 | http://www.northviewheights.ca/uploads/2/9/2/7/29272695/biology_12_u_course_outline_.pdf | 2019-01-16T04:06:15Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00016.warc.gz | 370,759,802 | 701 | eng_Latn | eng_Latn | 0.985643 | eng_Latn | 0.986496 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2062,
3904
] | [
2.3125
] | 1 | 0 |
39th Annual Museum Expedition at Old Cahawba
Media Advisory – 39 th Annual Museum Expedition at Old Cahawba
What: The 39 th annual Museum Expedition will focus on uncovering the original foundation of Alabama's first state Capitol – Old Cahawba. Museum Expedition is led by the Alabama Museum of Natural History and Alabama Historical Commission.
Who: Todd Hester, Museum Expedition leader and museum naturalist with the UA's Alabama Museum of Natural History; Linda Derry, Old Cahawba site director; and Jonathan Matthews, Old Cahawba assistant site director; AHC archaeologists; and Museum Expedition participants
Tours of Old Cahawba will also be available.
When
: 10 a.m. to noon Tuesday, June 20
Where: Old Cahawba Archaeological Park, 9518 Cahaba Road, Orrville, AL 36767
Media wishing to attend are asked to confirm their participation by contacting Kim Eaton (email@example.com, 205/348-8325 or 808-640-5912). Reporters must wear closed-toed shoes, pants, mosquito repellant and a hat.
Directions:
From Birmingham: Take I-65 S to exit 234 for Co. Rd. 87 in Calera. Turn on Spring Creek Rd. (Co. Rd. 12) toward AL-25 S in Montevallo. Turn right onto AL-25 S. Turn left onto AL-139 S toward AL-22 W. Take AL-22 W for 37 miles to Dallas Co. 9. You will see signs for Old Cahawba Archaeological Park telling you to turn onto Dallas Co. 9. Follow signs to Old Cahawba. Visitor Center Address: 9518 Cahaba Road, Orrville, AL 36767.
From Montgomery: Take I-85 S to I-65 S. Take exit 167 for US-80 W toward Selma. From downtown Selma, take Highway 22 (Dallas Avenue) west 8.6 miles. Cross over the Cahaba River and turn left onto County Road 9 and follow this 3.3 miles until it dead ends. Turn left onto County Road 2 and follow this 1.5 miles until you see the Visitor Center on the right. Visitor Center Address: 9518 Cahaba Road, Orrville, AL 36767.
Just Beneath the Surface: Annual Museum Expedition Hopes to Uncover Foundation of First Statehouse
TUSCALOOSA, Ala. – Participants in The University of Alabama's annual Museum Expedition are hoping to uncover a significant piece of Alabama's history this summer.
The 39 th annual expedition will head to Alabama's first state capital – Old Cahawba, thanks to a joint effort between UA's Alabama Museum of Natural History and the Alabama Historical Commission.
As part of the state's bicentennial, expedition participants will help professional archaeologists from the Alabama Historical Commission perform excavations in an effort to uncover the original foundation of Alabama's first Capitol, said Todd Hester, expedition leader and museum naturalist.
Cahawba was created as Alabama's first state capital by legislative act Nov. 21, 1818 and by congressional act March 2, 1819. It was carved out of the wilderness on the American frontier practically overnight for this purpose, and it is unique among state capitals because of its unique and imaginative design. William Wyatt Bibb, Alabama's first governor, reused relic 16th century Indian earthworks as the centerpiece of his town plan.
The exact location of the statehouse, however, is unknown, said Linda Derry, site director of Old Cahawba. There are no photographs of the building because it collapsed in 1833, and no drawing or painting of the statehouse done by someone who actually saw it has yet been found.
"We hope to locate the buried remains, determine its exact location and uncover enough details so an accurate image of this important historical structure can be reconstructed in time for the 200 th anniversary of our state," Derry said.
The public camp is one of three offered by the Alabama Museum of Natural History. The first two – a middle school camp and a high school camp – were held earlier this month at the same site. Participants learn excavation techniques, laboratory procedures and artifact identification. More importantly, they develop a better understanding about the importance of connecting with their past.
"Until you walk where your ancestors walked, you can never truly understand the written record," Derry said. "Many of the best stories from the past, and many of the solutions to history's most intriguing mysteries are not found in any book or archive; instead, they lie buried beneath the soil, waiting for archaeology to carefully uncover them."
About the Alabama Museum of Natural History
For more than 150 years, the Alabama Museum of Natural History has celebrated Alabama's natural history through exhibitions, collections and quality programs of teaching, research and service. Museum visitors can explore Alabama through remarkable exhibitions and specimen collections detailing Alabama's natural history and ancient past, or they can venture out and experience Alabama's natural history and its beautiful rivers and trails first hand.
UA's Alabama Museum of Natural History is located in Smith Hall on The University of Alabama campus and is open to the public Monday – Saturday from 10 a.m. to 4:30 p.m. Admission is $2 for adults and $1 for seniors and children. UA students, faculty and staff are admitted for free.
With thousands of invaluable specimens from all lines of scientific research, the Museum is a lasting monument to the energy, labor and love exhibited by Dr. Eugene Allen Smith. Appointed as state geologist in 1873, Smith spent nearly 40 years surveying, mapping and collecting scientific specimens throughout the state of Alabama.
According to historic records, the cornerstone for Smith Hall was laid on May 28, 1907. Alumni President Hill Ferguson placed in the cornerstone "documents and souvenirs which would help some yet unborn generation glimpse the glory of the day."
The construction of Smith Hall was completed in the fall of 1909, and it was "formally dedicated with appropriate pomp and ceremony at Commencement, May 5, 1910."
Smith Hall consists of a three-story central section built to house the Alabama Museum of Natural History, and it has a two-story north and south wing. The north wing originally housed the department of biology and the matching south wing was for the department of geology. Both wings still contain classrooms and labs used by students today. The basement currently houses the Museum's teaching collections and field research equipment.
Alabama Museum of Natural History Summer Trips and Day Camps
July 7, 10, 15 and 22: Shark's Tooth Creek Fossils, $30 each trip
July 8: Bear Creek Canoeing, $30
July 11: Tubing the Little Cahaba River, $30
July 13: North River Canoeing, $30
July 14: Coosa River Canoeing, $30
July 17-21: Science Day Camp (grade 5-8), $150
July 24-28: Art Camp Half Day (grade K-3), $85
July 29: Cane Creek Canyon Hike, $30
For more information, telephone 205/348-7550 or email firstname.lastname@example.org.
About Old Cahawba
Old Cahawba is Alabama's most famous ghost town. It lies at the confluence of the Alabama and Cahaba rivers. In 1819, the town was carved out of the wilderness to be the state's first capital. Although the state changed the location of the capital in 1826, Cahawba continued to grow into a thriving and wealthy river town. In 1865, however, a flood inundated Cahawba, and, in the following year, the county seat permanently moved to nearby Selma. Business and families followed. Within 10 years, houses were dismantled and moved.
During Reconstruction, the abandoned courthouse became a meeting place for freedmen seeking new political power. Cahawba became known as the "Mecca of the Radical Republican Party." A new rural community of 70 former slave families replaced the old urban center. These families turned the vacant town blocks into two-acre fields. Even this community soon disappeared. By the turn of the century, most of Cahawba's buildings were lost to fire, decay or dismantlement. Few structures survived past 1930, but the town was not unincorporated until 1989. By that time, only fishermen and hunters walked the town's abandoned streets.
Today, the Alabama Historical Commission owns and operates this significant archaeological site. Archaeologists recently discovered Cahawba was built upon the remains of an earlier ghost town. Some experts believe the earlier village was "Maubila," the famous Native American village destroyed by Spanish explorer Hernando de Soto in 1540. More surprising is the discovery that Gov. William Wyatt Bibb (1819-1820) and his surveyors not only found the remains of this ancient village, but they incorporated the old earthworks into the centerpiece of Cahawba's town plan. Apparently, Bibb hoped to build Alabama's statehouse atop the ancient Indian mound. He planned to use a semicircular moat dug around the ancient village three centuries earlier to restrict the grounds of the statehouse.
For more information, visit ahc.alabama.gov or facebook.com/OldCahawba/.
About the Alabama Historical Commission
Located in historic downtown Montgomery at 468 S. Perry Street, the Alabama Historical Commission is the state historic preservation office for Alabama. The agency was created by an act of the state legislature in 1966 with a mission to protect, preserve and interpret Alabama's historic places. AHC works to accomplish its mission through two fields of endeavor: preservation and promotion of state-owned historic sites as public attractions; and, statewide programs to assist people, groups, towns and cities with local preservation activities. For a complete list of programs and properties owned and operated by the AHC, hours of operation and admission fees, please visit ahc.alabama.gov.
Old Cahawba Upcoming 2017 Events (for more information, visit ahc.alabama.gov)
Sept. 2
Aug. 5 – True Crime Walking Tour
Oct. 7 – Hear the Dead Speak
– Canines, Camels, Cats & Critters Wagon Tour
Oct. 21 and 28 – Haunted History Tours
Dec. 2 – Happy Birthday Alabama Presentation | <urn:uuid:e6d0e957-c40d-4f04-9fc8-cf78b9c92e5a> | CC-MAIN-2019-04 | https://files.constantcontact.com/9e5f9b5e001/7f4e1e5e-dd83-4a83-a47d-84fce0a131c2.pdf | 2019-01-16T03:38:50Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00017.warc.gz | 501,157,599 | 2,173 | eng_Latn | eng_Latn | 0.988414 | eng_Latn | 0.996096 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
44,
1863,
4318,
6776,
9842
] | [
2.046875
] | 1 | 0 |
New Science Curriculum – Year 5
Key: Biology
Physics
Chemistry
Living things and their habitats
- I can describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
- I can describe the life process of reproduction in some plants and animals.
Ideas for working scientifically:
Observe & compare life cycles of plants and animals in local environment with those from around world(in rainforest, oceans, desert); grow new plants from different parts of the parent plant e.g. seeds, stem & root cuttings, tubers, bulbs; observe changes in animal over period of time e.g. hatching chicks, comparing how different animals reproduce.
Animals, including humans
- I can describe the changes as humans develop to old age.
Ideas for working scientifically:
Research gestation periods of other animals and compare with humans; find out and record length and mass of a baby as it grows.
Properties and changes of materials
- I can compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets
- I can use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
- I know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
- I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
- I can demonstrate that dissolving, mixing and changes of state are reversible changes
- I can explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.
Ideas for working scientifically:
Carry out tests to answer q's e.g.'Which material would be most effective for a warm jacket, for wrapping ice-cream to stop it melting or making blackout curtains?'Compare materials in order to make a switch in a circuit; observe & compare changes when burning different materials or baking bread or cakes; research & discuss impact of chemical changes on our lives e.g. cooking; discuss creative us of new materials e.g. polymers, super-sticky & superthin materials.
Earth and Space
- I can describe the movement of the Earth, and other planets, relative to the Sun in the solar system
- I can describe the Sun, Earth and Moon as approximately spherical bodies
- I can describe the movement of the Moon relative to the Earth
- I can use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky.
Ideas for working scientifically:
Compare the time of day at different places on Earth through internet links & direct communication; create simplre models of solar system; construct simple shadow clocks & sundials, calibrated to show midday & start/end of school day; find out why some people think structures such as Stonehenge might have been used as astronomical clocks.
Forces
- I can explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
- I can recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
- I can identify the effects of air resistance, water resistance and friction, that act between moving surfaces
Ideas for working scientifically:
Explore falling paper cones or cup-cake cases, design & make variety of parachutes & carry out fair tests to find most effective design; explore resistance in water by making and testing boats of different shapes; design and make products that use levers, pulleys, gears and/or springs and explore their effects. | <urn:uuid:8173879d-9daf-4964-8331-207d0df6e145> | CC-MAIN-2019-04 | http://www.robsonhouse.org.uk/main/wp-content/uploads/2014/11/Year-5-Science-Curriculum.pdf | 2019-01-16T04:26:40Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00018.warc.gz | 359,208,868 | 786 | eng_Latn | eng_Latn | 0.995208 | eng_Latn | 0.99532 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2406,
3905
] | [
4.21875
] | 2 | 0 |
Fact Sheet 2017
Where
Location:
45 acre Coldwater Canyon Park, a City of LA Park and site of TreePeople Center for Community Forestry.
Geographic Scope:
The County of Los Angeles, includes more than 4,000 square miles and 10 million residents, or nearly 30% of California's state population.
Andy Lipkis
16,000
Founder and President
Cindy Montañez
Elementary students participated in Eco-tours in 2016
CEO
21
Board Members
57
Employees
222,695
Students impacted by on campus service learning projects
52
EcoClubs Active and Supported in 2016
What We Do:
TreePeople works through grassroots community organizing and government collaboration to create a climate-ready Los Angeles with equitable tree canopy and local water supply.
1970
Andy Lipkis (age 15) starts planting trees in San Bernardino Forest
1973
1977
TreePeople incorporates!
TreePeople moves into Coldwater Canyon Park
1984
TreePeople launches our Million Trees Campaign
1986 Citizen Forester program is born
1997
Generation Earth Program starts at TreePeople
2004
2008
2013
2014
2015
Sun Valley Watershed Plan is adopted
Center for Community Forestry opens
TreePeople celebrates our 40th anniversary
TreePeople Drought Emergency Delegation goes to Australia
TreePeople joins the CA Environmental Literacy Task Force
180
Schools involved
444,000+
Park visitors per year
2016
#LAStormcatcher Pilot Project is live and capturing rain on residential properties
TreePeople | 12601 Mulholland Drive Beverly Hills, CA 90210 | (818) 753-4600 | www.treepeople.org
Who
volunteers at 234 events
3,724
1,546
65
new volunteer supervisors trained
500
trees planted in the Santa Monica Mountains, Angeles National Forest and urban neighborhoods trees cared for across LA
4,811
Over
3,128
fruit trees distributed in low-income neighborhoods native vegetation planted and cared for
Stormwater captured in our cistern tons of debris removed from local mountains
190,000 gallons
Number of volunteer events
234
2,000 lbs
Policy & Research:
TreePeople and NRDC promote plans to capture rainwater in Los Angeles and beyond
The Rainwater Capture Revolution continues as TreePeople and the Greater LA Water Collaborative uncover full potential of Countywide residential rainwater harvesting
Lawsuit settlement invests $1.2 million with TreePeople to create rain gardens and drought-tolerant landscapes in high climate-risk neighborhoods.
City Sidewalk Trees Saved by TreePeople and partners as LA City Council passes policies to protect trees and grow LA's urban forest as sidewalk repairs roll out.
To breathe easy: According to the American Lung Association, LA ranks among the worst cities in the country for air pollution. Trees absorb pollutants and filter particulates out of the air.
For climate change readiness:
Climate change will impact the sick, the elderly, communities of color, children and lower-income neighborhoods most. We have a responsibility to leverage the power of trees, water and people to protect our most vulnerable communities. It's our vision for LA to have at least 25% equitably-distributed tree canopy cover to keep people healthy and safe.
TreePeople helped pass Measure M (Transportation) and Measure A (Parks) to ensure a greener and more eco-conscious future for all Angelenos!
To reduce water waste, pollution and flood risk:
For every inch of rain, LA flushes 3.8 billion gallons of water into the ocean! Runoff carries trash, toxic chemicals and bacteria that pollute our oceans, putting wildlife and people at risk. Nature-based solutions like trees, rain gardens and rain tanks reduce pollution, replenish groundwater and protect us from flooding.
For sustainable local water:
Did you know the energy it takes to import water to LA is the single largest use of electricity in California? We import nearly 89% of our water and use 50% of it for outdoor irrigation. That's why TreePeople is working with government, businesses and schools to capture local rainwater and radically reshape LA's dependence on imported water.
To keep our communities healthy:
People who live in neighborhoods with fewer trees suffer from higher rates of diabetes, obesity, asthma, learning disabilities and depression and are at higher risk for heat-related health problems that can lead to death.
TreePeople | 12601 Mulholland Drive Beverly Hills, CA 90210 | (818) 753-4600 | www.treepeople.org | <urn:uuid:d002e802-e419-463f-b03c-1fb4ab033d29> | CC-MAIN-2019-04 | https://www.treepeople.org/sites/default/files/pdf/about/2017%20TreePeople%20Fact%20Sheet.pdf | 2019-01-16T05:13:11Z | crawl-data/CC-MAIN-2019-04/segments/1547583656665.34/warc/CC-MAIN-20190116031807-20190116053807-00016.warc.gz | 978,556,092 | 967 | eng_Latn | eng_Latn | 0.979811 | eng_Latn | 0.991677 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1571,
4431
] | [
2.671875
] | 1 | 0 |
Step 1: Formulate a Question
Think about a decision or problem you are currently faced with and formulate a question in your mind. Ask this question internally and consider your possible responses to this particular issue.
In the spaces below, write down two potential choices you have in regards to this issue. Let's call them Option A and Option B.
Write down option A below:
Write down option A below:
This step is about directing your attention to the heart area. To begin, stand or sit comfortably with your spine straight, and relax your body completely.
With your hand placed over your heart, take three deep breaths and think of your breath as flowing in and out through this area.
Keeping your hand placed over your heart, inhale slowly through your nose [five seconds], and imagine your breath is coming in through your heart area. As you breathe in, expand your abdomen outwardly as your lungs fill with air.
Exhale slowly [five seconds] through your mouth and imagine the breath is flowing out through the heart. Contract your abdomen inwardly towards your spine as your lungs empty of air.
Continue breathing in this way until you find a natural rhythm that feels good to you.
Now imagine yourself making choice A.
Keep your attention focused on the area of the heart. If you feel your mind begins to wander, simply bring your attention back to the heart.
Observe the sensations you feel in your heart without trying to change them or making them go away.
How does your heart feel in response to making this particular choice?
Perhaps it feels warm, light, and open? Or tight and tense? Is your chest expanding quickly in and out with the flow of your breath? Or is it shallow and constricted?
Write down all the sensations you feel in your heart in the space below.
What do these sensations tell you about this decision?
Do you feel optimistic and energized? Or do they alert you to something that should be given extra attention?
Step 4: Connecting to Your Intuition with Choice B
Now imagine yourself making choice B.
Keep your attention focused on the area of the heart. If you feel your mind begins to wander, simply bring your attention back to the heart. Remain quiet as you allow yourself to imagine making choice B.
Observe the sensations you feel in your heart without trying to change them or making them go away.
How does your heart feel in response to making this particular choice? Perhaps it feels warm, light, and open? Or tight and tense? Is your chest expanding quickly in and out with the flow of your breath? Or is it shallow and constricted?
Write down all the sensations you feel in your heart in the space below.
What do these sensations tell you about this decision?
Do you feel optimistic and energized? Or do they alert you to something that should be given extra attention?
Were you able to notice a difference between the sensations around your heart that emerged after concentrating on choice A versus choice B?
If so, how would you describe the differences?
Were you able to discern a definite "yes" or a definite "no" to the question you asked?
Which of the options 'felt right'?
What made this choice seem better than the other?
Did you notice any physical sensations that you might not normally have noticed?
Yes
No
If so, what?
If you described physical sensations, would you recognize these sensations as a sign of intuition in the future?
We often "know" but are unwilling to trust what we know.
Can you identify instances in the past when you listened to what your heart was telling you?
Can you identify times in your life when you ignored what your heart was telling you? How might these situations have turned out differently if you had paid attention to your intuition?
What has this exercise taught you about the connection you have with your intuition?
Remember that listening to your intuition is a process that takes time. Through practice, you will become better at connecting with your intuition. | <urn:uuid:10a66786-a32d-49f2-8995-c646e1e83e5d> | CC-MAIN-2024-51 | https://empoweredwithalana.com/download/intuition-enhancer-exercise-worksheet/?wpdmdl=26286&refresh=66225ef3ea5ca1713528563 | 2024-12-09T05:03:56+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00012.warc.gz | 205,888,935 | 799 | eng_Latn | eng_Latn | 0.997403 | eng_Latn | 0.997626 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1200,
1963,
2840,
3310,
3998
] | [
2.515625
] | 1 | 0 |
The IDR 2 eAM Project
Investigating Differentiated Instruction and Algebraic Reasoning in Middle School
http://www.indiana.edu/~idream/
Amy Hackenberg: email@example.com
Fetiye Aydeniz: firstname.lastname@example.org
Ayfer Eker: email@example.com
Robin Jones: firstname.lastname@example.org
Welcome to our presentation. Before we tell you about our project, we invite you to work on the following problems. Our middle school students were given instructions to choose one of the two problems, but we ask you to work on both and consider how students might respond to them.
Heights of Plants and Trees
I. There is a tomato plant and stalk of corn growing in the garden, each of unknown height. The height of the stalk of corn is 5 times the height of the tomato plant.
a. Draw a picture of this situation and describe what your picture represents.
b. Write an equation for this situation that relates the two heights. Explain what your equation means in terms of your picture.
c. Can you write another, different equation that relates the two heights? Explain what your equation means in terms of your picture.
d. If you wrote an equation using division, can you write it with multiplication? Explain what your new equation means in terms of your picture.
e. Let's say that the stalk of corn's height is 150 cm. Using your picture, find the height of the tomato plant.
Then use this example to check all of your equations.
If an equation does not work, see if you can change it so that it does.
Explain any changes that you make.
II. Next to the school are two trees, each of unknown height. The crabapple tree is 3/5 the height of the maple tree.
a. Draw a picture of this situation and describe what your picture represents.
b. Write an equation for this situation that relates the two heights. Explain what your equation means in terms of your picture.
c. Can you write another, different equation that relates the two heights? Explain what your equation means in terms of your picture.
d. If you wrote an equation using division, can you write it with multiplication? Explain what your new equation means in terms of your picture.
e. Let's say that the maple tree's height is 20 feet. Using your picture, find the height of the crabapple tree.
Then use this example to check all of your equations.
If an equation does not work, see if you can change it so that it does.
Explain any changes that you make.
The following transcript is from a discussion that happened during our first design experiment in the fall of 2013. The discussion is our first activity for the episode; students are discussing work done during two episodes held the previous week.
T stands for Tim, a 7th grade student
G stands for Gabriel, an 8th grade student
S stands for Stephanie, a 7th grade student
C stands for Connor, a 7th grade student
AH stands for Amy Hackenberg, the teacher
Transcript for video clip of whole group discussion, Episode 11, 10/15/13:
T: Approximate.
AH: Approximate.
T: Five tomatoes equals approximately corn stalk height.
AH: Approximately?
T: Yeah.
AH: Hmm. Why do you say that?
T: Because we don't know that. We don't know what anything is. We don't know what height it is [gestures with hands], we don't know what width it is [overlapping talk, possibly with G], we don't know what it is.
G: It did say that five,
T: The corn stalk it said.
G: Yeah, but still, uh
T: But not the tomato.
G: We may not know the actual value, but we do know that it's five times.
T [gesturing to Gabriel]: Exactly! We don't know it.
[Gabriel throws his hands up in the air.]
AH: So Tim brings up a good point that other groups talked about last time a little bit. Can you, if both of the heights are unknown, the corn stalk's height is unknown, and the tomato plant's height is unknown, can the five be exact? Can the relationship between the two of them be exact? [G's hand is raised.] Or is that also unknown?
G [hand raised; AH points at him]: We don't necessarily know what the values are, but we do know how the relationship between those two things are. So, we know…
[T gets up and goes to the board.]
AH: Is that possible? Gabriel has weighed in and he believes it's possible. But I want to know what other—
T [at board, looking at his picture]: I did not put it. I did not put it. [Turns around and comes back to his seat.] I thought I did.
AH: Okay. I think you had it on a different piece of paper, when you guys were working with the example [Stephanie's hand goes up]. Stephanie, do you want to add?
S: Um, in the question, we're still doing [question] one—
AH: Uh-huh [yes], yeah.
S: Um, it says the height of the stalk of corn is five times the height of the tomato plant? So it is five times.
AH: [Connor's hand goes up; Tim also moves.] Okay. What do you guys think about that? Is it okay? Connor?
C: Yeah.
AH: So, you think we can have a definite relationship between the two [Gabriel's hand goes up, and he points down as AH continues talking] even if we have indefinite heights?
[Gabriel's hand comes down across the table, pointing, and he says yes.]
AH [pointing to match Gabriel's gesture]: Gabriel is saying yes.
C: Can I sa—
AH: But I don't know what other people really think, be honest.
T: Say it again.
AH: Can we have a definite relationship, a known relationship, between two heights even though the heights themselves are unknown? [pause] We don't know for sure how tall the two plants are,
T: We can make an estimate.
AH: …how tall each one is. [C's hand is up again.]
G [looking toward/at Tim]: Well, for example I mean, so we know that five of these green sharpie pens [holds up a green pen] is say, a jumbo [laughter] green sharpie pen. I mean, we know that, but we don't know the actual measurement of this [holding green pen], [pause], precisely. I mean, to—
T: Well that's giving you like more information. [pause] Because you don't know what size the jumbo pen is, but if you were to, ah—
G: But we do know it's five times the length of this [holding up the green pen].
T: That's what I was saying, I mean, you can still sort of like find it out in a ways. Like if you found out the, uh, pen and it equals five of [overlapping talk with C].
C: The height of the corn stalk it's 150 [cm], doesn't it say that [on the worksheet]?
G [looking at C]: Well yeah, but we're just assuming it is. Just to plug into our equation.
T: …and if you add them all together that would equal the jumbo height [gesturing with hands]. So basically you'd find it all out so you'd never, so technically you would know each measurement 'cause if you had a pen right in front of you, you could instantly measure it out. But as for this [holding up the worksheet], you don't know the corn stalk height, you don't know the tomato plant height. So you don't know anything. That's what I was trying to point out.
G: Yeah. But, okay. [Gestures with his arm—picks up it and lets if fall—as if he is not sure what to say].
IDR 2 eAM Study Group for Teachers 2015-2016
We are currently seeking middle school teachers in the state of Indiana who want to explore differentiating instruction with us! We are interested in teachers who are open to trying new ideas. We are not that concerned with amount of teaching experience, although being in the study group might be too much for most teachers in their first or second year of teaching. Being in the study group will require exploring student thinking in your classroom and being willing to experiment with new ideas and strategies.
Structure of IDR 2 eAM Teacher Study Group:
1. A professional development workshop in summer 2015.
2. Monthly meetings during the 2015-2016 academic year.
3. Preparation for monthly meetings, which include readings, examining student work and bringing it to the meeting, etc.
4. A commitment to try out some aspect of differentiating instruction in your classroom during the 2015-2016 school year, and to write about your exploration.
Course credit or stipends will be provided. If you are interested in participating, please email Amy Hackenberg at email@example.com | <urn:uuid:3ca7cf6c-21be-4191-9421-fc8ca7094edd> | CC-MAIN-2024-51 | https://education.indiana.edu/research/initiatives/IDReAM/_docs/presentations/NCTM14_IDReAM_DI_handout.pdf | 2024-12-09T03:41:39+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00011.warc.gz | 198,893,206 | 1,928 | eng_Latn | eng_Latn | 0.998682 | eng_Latn | 0.999196 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2402,
4720,
6950,
8085
] | [
4.34375
] | 1 | 0 |
Programme of Study: English
Year 12 English Literature
Programme of Study: English
Year 12 English Literature
* show knowledge and understanding of a range of ways to read and experience texts, responding critically and creatively
* respond to and evaluate texts, drawing on their understanding of interpretations by different readers such as literary critics
* identify and explore how attitudes and values are expressed in texts
* communicate fluently, accurately and effectively their knowledge, understanding and evaluation of texts
* use literary critical concepts and terminology with understanding and discrimination
* make appropriate use of the conventions of writing in literary studies, referring accurately and appropriately to texts and sources.
* Foreshadowing
* Melodrama
* Hubris
* Metaphor
* Pathos
* Motif
* Protagonist
* Tableau vivant
* Symbolism
* Tragedy
Further key vocabulary:
http://holytrinity.academy/wpcontent/uploads/2017/04/LiteraryTerminology.pdf
23 Explore the presentation of desire in A Streetcar Named Desire. You must relate your discussion to relevant contextual factors.
OR
24 Explore the ways in which Williams presents masculinity in A Streetcar Named Desire. You must relate your discussion to relevant contextual factors.
Homework: Teachers are encouraged to set a variety of tasks, including:
* Collaborative planning tasks: students working in small groups to plan a response to an examstyle question.
* Independent research tasks linked to context e.g. Jacobean England for Othello; 1940s American society for A Streetcar Named Desire.
* Further reading relevant to the study of tragedies and their relevance to theatre today.
Listening Communication Presenting Teamwork Problem solving Staying positive
Enrichment opportunity: live theatre performances
Online lectures/workshops
Desire e.g. Steve and Pablo.
Omission of consideration of playwright's intentions and motives when analysing techniques / methods.
Misuse and poor application of critical theory from anthology when analysing Othello.
Programme of Study: English Year 12 English Literature
Programme of Study: English
Year 12 English Literature
* show knowledge and understanding of the ways texts can be grouped and compared to inform interpretation
* show knowledge and understanding of the contexts in which texts have been produced and received and understanding of how these contexts influence meaning
* communicate fluently, accurately and effectively their knowledge, understanding and critical evaluation of texts
* identify and explore how attitudes and values are expressed in texts
* use literary critical concepts and terminology with understanding and discrimination
* make appropriate use of the conventions of writing in literary studies referring accurately and appropriately to texts and sources.
* The Lammas Hireling by Ian Duhig
* A Minor Role by U.A. Fanthorpe
* To My Nine-Year-Old Self by Helen Dunmore
* The Gun by Vicki Feaver
* The Furthest Distances I've Travelled by Leontia Flynn
* Giuseppe by Roderick Ford
* Out of the Bag by Seamus Heaney
* Effects
by Alan Jenkins
* From the Journal of a Disappointed Man by Andrew Motion
* Genetics by Sinead Morrissey
* Look We Have Coming to Dover! by Daljit Nagra
* On Her Blindness by Adam Thorpe
* Please Hold by Ciaran O'Driscoll
* Ode on a Grayson Perry Urn by Tim Turnbull
Compare the methods both poets use to explore adults looking back on childhood incidents.
(Total for Question 2 = 30 marks)
Teamwork Problem solving Staying positive
Enrichment opportunity: Wordsworth Trust workshop/Dove Cottage visit
Live theatre performance/cinemastreamed theatre performance
Programme of Study: English Year 12 English Literature
Programme of Study: English Year 12 English Literature | <urn:uuid:2bb2ec83-6fc4-47b8-b002-6cc1dd5ff614> | CC-MAIN-2024-51 | https://cs.netherhall.cumbria.sch.uk/_files/ugd/45636c_5664a880ff414bdd89843ff6f5497e53.pdf | 2024-12-09T03:49:16+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00010.warc.gz | 179,291,250 | 790 | eng_Latn | eng_Latn | 0.989491 | eng_Latn | 0.986934 | [
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"unknown"
] | false | docling | [
55,
2058,
2114,
3675,
3731,
3787
] | [
2.90625
] | 1 | 0 |
Acalanes Adult Education Course Outline
COURSE TITLE:
Spanish 1
DEPARTMENT:
World Language
A-22 COURSE NUMBER: 2206
DATE:
August 1, 2023
LENGTH OF COURSE: Minimum of 10-weeks and varies depending upon yearly school calendar.
HOURS PER WEEK:
3
PREREQUISITES:
None.
*
1. Course Description: This first-year Spanish language course enables students to develop novice proficiency in the four overarching goals of listening, speaking, writing, and reading. Students also develop an increasing awareness of the idiomatic aspects of language and study the culture of countries using the language.
2. Educational Purpose of Course: Students are expected to develop basic language skills and cultural knowledge necessary to be successful at subsequent levels of study to communicate in a global society.
3. Standards
- Students demonstrate understanding, interpret, and analyze what is heard, read, or viewed on a variety of topics from authentic texts using technology, when appropriate, to access information.
o Read and interpret basic authentic texts (articles from the textbook, level appropriate readers).
o Demonstrate an understanding of reading comprehension.
o Hear a variety of authentic listening sources (songs, videos, etc.).
o Study vocabulary to improve reading and listening comprehension.
o Study basic grammatical structures and syntax to promote comprehension.
- Students interact and negotiate meaning in a variety of real-world settings and for multiple purposes, in spoken or written conversations, using technology, as appropriate, to collaborate and to share information, reactions, feelings, and opinions.
o Use resources for conversation and recording.
o Use online resources for communication practice.
o Participate in role plays, skits, and games.
o Engage in full-class and partner discussion.
o Give spontaneous responses.
o Exchange points of view and express preferences at a basic level.
- Students present information, concepts, and ideas to inform, narrate, and explain on a variety of topics and for multiple purposes in culturally appropriate ways.
o Create videos.
o Give presentations with and without technology.
o Present dialogues.
- Students use Spanish in highly predictable common daily settings and students recognize language use opportunities outside the classroom and set goals, reflecting on progress, and using language for enjoyment, enrichment, and advancement.
o Interact with Spanish-speaking individuals or communities.
o Use vocabulary and basic structures to communicate in different settings.
o Use basic language in the greater community.
- Students use structures – writing systems and basic word and sentence formation to communicate.
o Demonstrate understanding of words, phrases, and simple sentences on very familiar common daily topics with very basic sentence level elements.
o Practice verb tenses (present and past) through listening and reading activities.
o Identify Spanish verb tense in readings.
o Complete comprehension activities (questions, True/False, games, cloze activities, workbooks).
o Read/listen to and interpret basic sentence structures.
- Students use structures – sounds, writing systems, basic word, and sentence formation in to communicate.
o Communicate on very familiar daily topics using words and phrases and simple sentences.
o Use verb tenses (present indicative, present progressive, preterite) in writing and speaking.
o Practice writing basic sentence structures.
- Students use Spanish to explain the nature of language through comparisons of similarities and differences in Spanish and their primary language to interact with communicative competence.
o Identify similarities and differences in sentence-level elements between Spanish and English at a basic level.
o Study cognates, word roots, prefixes, and suffixes.
o Examine parallel sentence structures between Spanish and English.
o Examine known-language interference.
- Students interact with cultural competence and understanding.
o Use appropriate gestures and expressions in formal and informal structures in speech and writing (tú vs. usted).
o Discuss cultural norms in interpersonal interactions.
- Students demonstrate understanding and use Spanish to reflect on the relationships among the products cultures produce, the practices cultures manifest, and the underlying perspectives to interact with cultural competence.
o View/listen to and discuss films, videos, and songs showing relevant perspectives.
o Read and discuss authentic sources, poetry, and media.
o Discuss: Authentic foods; Art; Music; Customs and traditions; and History.
- Students use the Spanish language to reflect on the nature of culture through comparisons of similarities and differences in the target cultures and those they know to interact with cultural competence.
o Discuss and analyze differences in cultural practices and perspectives at the basic level.
o Acknowledge cultural differences without judgment at the basic level.
- Students demonstrate understanding and use the target language to investigate how cultures influence each other over time to interact with intercultural competence.
o Discuss the influence of the United States in Latin America.
o Discuss the influences of Hispanic, Latin American, and Latino cultures on the culture of the United States.
- Students build their knowledge of other disciplines using Spanish to develop critical thinking and solve problems to function in real-world situations, academic, and career-related settings.
o Acquire, exchange, and present information in Spanish about very familiar daily topics in the following disciplines, as included in thematic units: Art and Music; History; and Geography.
2
- Students develop an awareness of diverse perspectives that are available in Spanish and Spanishspeaking cultures to function in real-world situations, academic, and career-related settings.
o Accessing and analyzing primary and secondary sources to broaden perspectives about other cultures including: News media; Literature and song lyrics; and Contemporary cultural readings from the instructional materials.
4. Language Skill Proficiencies: Students will be able to demonstrate the following proficiencies and be able to understand and produce language at a speed necessary to effectively function in Spanish 1.
Listening
- Demonstrate limited comprehension of spoken Spanish.
Speaking
- Speak intelligible Spanish with limited awareness of appropriate stress, blending between words, intonation, and speed.
Reading
-
Demonstrate comprehension of manuscript that represents previously learned oral language.
Writing
- Copy and write manuscript that represents previously learned oral language.
5. Instructional Strategies: The use of whole language in teaching Spanish through auditory, visual, and kinesthetic modalities is utilized at all levels. The object of a learning experience is not to see how many learning strategies can be incorporated but to determine which ones are best for students and the content being explored. Methods of instruction are based on a communicative approach and employ instructional techniques and activities that may include: Focused listening; cooperative learning; problem solving; group projects; multi-media presentations; lecture by instructor or guest speaker; technology-based instruction; and classroom discussions requiring critical thinking.
6. Instructional Materials:
- TBD
7. Evaluation:
- No applicable.
8. Repetition of Course: Students who successfully complete the course may be promoted; however, students who successfully complete the course and, for various reasons, drop out and later re-enter the program may be re-enrolled in this course.
9. Statement of Civil Rights: All educational and vocational opportunities are offered without regard to race, color, national origin, gender, or physical disability. | <urn:uuid:21c9ea2e-4d03-4be2-be75-29ed8a56fd30> | CC-MAIN-2024-51 | https://www.acalanes.k12.ca.us/cms/lib/CA01001364/Centricity/Domain/1022/AAE%20Spanish%201%20Course%20Outline.pdf | 2024-12-09T04:24:38+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00009.warc.gz | 564,634,763 | 1,413 | eng_Latn | eng_Latn | 0.977766 | eng_Latn | 0.980174 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2180,
5710,
7888
] | [
3.625
] | 1 | 0 |
75_Emotional storms and the power of closeness
When we feel scared, anxious, or nervous, we experience these feelings not only emotionally, but also physically. These sensations become noticeable, for example, through altered breathing, increased heart rate and tension in the body. In these situations, physical closeness is very healing. The vagus nerve plays a major role in this context.
"Because the vagus nerve not only transports emotions from the brain to the rest of the body - it also transmits signals from the body back to the brain and thus makes a decisive contribution to calming down the highly excited nerve cells there. In practical terms this means: Anything that helps calm an agitated body also relaxes the brain." (Imlau, 2018, S.54) 1
For this reason, hugs, loving touches and appreciative accompaniment in challenging moments are particularly important, because the closeness provided ensures mental and physical well-being. In addition, the feeling is conveyed: "I'm not alone, someone is helping me, I'm being held, I'm safe."
Emotional and physical closeness, the foundation for a happy life
Repeatedly being there for each other gives children a basic trust in themselves and their environment, which strengthens them for their whole life:
"Because people who are always lovingly accompanied as children through their emotional storms develop such a strong vagus nerve over time that it gradually needs less and less help from outside to unfold its calming effect. This develops so-called self-regulation ability, which is so important for a healthy and happy life - i.e. the ability to get oneself out of the greatest stress in crisis situations, take a deep breath, shut down, find the way back to peace." (Imlau, 2018, p .55) 2 Science thus confirms that it is fundamentally important not to leave children alone in their emotional turmoil, but to accompany them so they learn how to calm themselves.
The daily dose of closeness
Cuddling, being hugged and the feeling of security are not only healthy and beneficial in exceptional circumstances. They can also be consciously integrated into family life, especially after a busy day; loving touches not only reduce the stress hormones in the body and increase the feeling of happiness, but also have a relaxing effect on parents and children alike.
Text: Corinna Bertagnolli
Recommended literature:
1/2Nora Imlau, (2018), So viel Freude, so viel Wut. Gefühlsstarke Kinder verstehen und begleiten (So Much Joy, So Much Anger. Understanding and Accompanying Emotionally Strong Children), Kösel-Verlag, in the Random House GmbH publishing group, 5th edition, Munich | <urn:uuid:c4907e01-1308-42ce-bdb1-90919adb792c> | CC-MAIN-2024-51 | https://www.familie.it/media/ki3hfjof/75-die-kraft-der-naehe-englisch.pdf | 2024-12-09T03:25:35+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00010.warc.gz | 705,234,852 | 562 | eng_Latn | eng_Latn | 0.994964 | eng_Latn | 0.995734 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1272,
2653
] | [
2.890625
] | 1 | 0 |
Food Technology
Year 7 Recipe Booklet Module 2 2024 - 2025
Walton High School
Walton High School
Introduction
In Food Technology you will be making a variety of products and will be looking into the nutritional aspect of the ingredients. As you work through key stage 3 (years 7-9) you will build up your skills and knowledge of food. We have tried to include as many practical activities as possible.
All of the recipes in this booklet can be completed within the time of the lesson, including the clearing up of the work area. The clearing up at the end of the lesson is an important part of your learning and you are constantly assessed by your teacher on your time management, hygiene and safety practices.
Your teacher will go through the recipes in time for your next practical lesson, so that you can organise your ingredients to bring into the lesson. To help there is also a list of dates below showing when each product will be made. Pease note that these dates may have to change but we aim to give students at least a week's notice for ingredients needed. Participating within the practical lessons is compulsory. You may not make all of the recipe's during your Food module, however we have included some that you may wish to try at home. We have been mindful to keep the cost of the recipes within this booklet as low as possible.
In the department we encourage students to adapt recipes/ingredients to suit individual preferences. E.g. to be suitable for different diets and / or lower the cost further. Adaptations that can take place will be discussed within lessons.
Nut Free—we have made all of our recipes nut free, therefore please don't bring any nuts into the department. We ask that all parents check through the recipe booklet and inform the school if there are any ingredients that your child may be allergic to.
For hygiene and safety reasons all students are expected to tie up long hair.
Students are not allowed to wear nail varnish or jewellery in practical lessons.
We hope that you enjoy the course. Miss E. Dixon
Italian Pasta Bake
Ingredients
175g Pasta shapes, e.g. penne, fusilli
400g Tin chopped tomatoes
1 Onion (chopped)
100g Mushrooms or peppers or sweetcorn
2 TBSP Olive oil
150g Mozzarella Cheese
50g Cheddar cheese, grated
2
tsp mixed herbs
1 Clove garlic/salt and pepper
Method
* Collect equipment, organise work area.
* Heat oven to 200C/Gas 6.
* Fill pan 2/3 full with water and place on heat to boil. When water is boiling add the pasta, and simmer for 10 minutes until pasta is tender.
* Drain pasta in colander, and place in ovenproof dish.
* Whilst pasta is cooking prepare vegetables, cheese and garlic on a white board.
* Gently heat oil in a saucepan, and then add onion, vegetables and garlic.
* Add tomatoes, herbs and seasoning. Bring to the boil, and remove from the heat.
* Pour over the pasta, add the chopped mozzarella and mix well.
* Sprinkle over the grated cheddar and place in oven for 10-20 minutes.
* Wash up, tidy area and check equipment.
Reheating
Reheat in oven at 180C / Gas 5 for 20 minutes or until piping hot in the centre. Can be microwaved.
Cup Cakes with Glace Icing
Ingredients 60g Self-raising flour
Equipment from home
*Large oven proof dish
*Container to carry home in
Oven Temp 200C
Gas 6
Time 10-20 minutes
Equipment from home *Sealable container to
60g Soft baking margarine e.g. stork
60g Caster sugar
carry home in
1 Large free-range egg
Oven Temp 180C
1/2 tsp vanilla extract
Gas 5
6 large cup-cake cases (not fairy cake cases)
100g Icing sugar
1 small decoration of choice Time 15 - 20 minutes
(e.g. chocolate buttons, glace cherries halved)
Method
* Preheat oven to 180C / Gas 5
* Collect equipment, organise work area.
* Place margarine, sugar, self-raising flour, and vanilla essence into a mixing bowl.
* Crack egg into a jug and place shell in the bin. Check the eggs freshness before adding it to the mixture. Beat with a fork.
* Place egg into the mixture and beat all the ingredients together with a wooden spoon until mixture is a dropping consistency. Use an electric mixer if you need to.
* When thoroughly combined spoon the mixture into the paper cases evenly with a metal spoon—Take Care—only fill the cases two thirds full.
* Bake for 15 - 20 minutes or until risen, golden brown and firm to the touch. Cool on cooling rack.
* Place icing sugar in a small bowl. Make icing by adding a teaspoon of cold water at a time until icing is correct consistency (similar to toothpaste).
* Spread onto the top of cakes using the back of a teaspoon.
* Add the decoration.
* Wash up, clean and check equipment
Scone based pizza
Ingredient
150g Self-raising flour
Equipment from home *large oven tray
25g Butter
1 Egg
50ml Milk
3 TBSP tomato puree / pizza sauce
½
tsp mixed herbs
50g Grated cheese, e.g. Mozzarella
2 toppings of own choice
(e.g. ham, mushrooms, sweetcorn, pineapple, spring onion, tuna)
Method
* Collect equipment, organise work area.
* Preheat oven to 200C / gas 6.
* Sieve flour into a large mixing bowl.
* Break the fat into pieces – rub into the flour until it looks like breadcrumbs.
* Mix the milk and egg together in a jug.
* Add the milk/egg mixture slowly (TAKE CARE – all the mixture may not be required), mix with a palette knife to make a soft dough.
* Flatten out dough to form a circle.
* Spread over the pizza sauce / tomato puree.
* Sprinkle with some herbs.
* Arrange your fillings onto the top and sprinkle with cheese.
* Bake in a preheated oven for 15 – 20 minutes until golden brown.
* Wash up, tidy area and check equipment.
Chocolate Cookies
Ingredients
80g Soft baking margarine e.g. stork 70g Caster sugar 110g Self-raising flour 50g Chocolate chips Oven Temp 180C
Reheating
Reheat in oven at 180C / Gas 5 for 20 minutes or until piping hot in the centre.
Equipment from home *Container to carry home in.
Oven Temp 200C
Gas 6
Time 15 - 20 minutes
Method
* Collect equipment, organise work area.
* Pre-heat oven to 180c/gas mark 5.
* Mix together the sugar and butter in a mixing bowl.
* Add the flour and flavourings and stir well until all the ingredients are combined. You may need to use your hands to bring the mixture together.
* Divide the dough into 8 even sized pieces.
* Place your pieces of dough onto the tray lined with baking paper so they are far apart from each other. Flatten slightly with the palm of your hand.
* Carefully place your tray into the oven using oven gloves for 10 minutes. Your cookies are ready when they are golden brown on the edges. (These cookies will be soft when they come out of the oven and will harden as they cool down)
* Wash up, clean and check equipment.
Indian Chicken Curry
2 Chicken breasts
Ingredients Equipment from home *Sealable container to 1 Onion carry home in
1
TBSP oil
2
TBSP curry paste
400g tin chopped tomatoes
Optional – 3 handfuls of fresh Spinach.
Time 10 minutes
Method
* Collect equipment, organise work area.
* Using a white chopping board peel and finely chop the onion.
* Using a red chopping board cut the chicken into bite size pieces.
* Fry the onion for 2 minutes in the oil, and then add the chicken. Cook until it turns white on the outside.
* Stir in the curry paste.
* Add the tomatoes, bring to the boil and then simmer for 10 minutes until the chicken is cooked.
* Stir in the spinach if using, and cook for a further 2 minutes.
* Wash up, clean and check equipment.
* Serve with boiled rice, naan bread and a side salad.
Reheating
Reheat in oven at 180C / Gas 5 for 20-30 minutes or until piping hot in the centre. Can be microwaved.
Cinnamon Palmiers
Ingredients 375g ready-made puff pastry sheet 50g soft margarine 1 ½ tsp ground cinnamon 3 TBSP sugar
Equipment from home
*Tin to carry home in
Oven Temp 180C Gas 5
Time 20 minutes
* Collect equipment, organise work area. Pre-heat oven 180C or gas mark 5
* Line baking tray with baking parchment.
* Unroll the pastry sheet.
* Brush lightly with margarine to fully cover the pastry sheet.
* Mix together the cinnamon and sugar and sprinkle evenly over the butter.
* Roll the pastry up from each of the longer sides until the rolled up edges meet in the centre.
* Slice the pastry into 2cm pieces, then place, cut-side up, on the baking trays, flattening a little with the palm of your hand.
* Bake for 20 mins until golden and puffed up, then cool on a wire rack.
* Wash up, clean and check equipment. | <urn:uuid:dae298a0-a16a-42ee-bfbb-34feaf2e6529> | CC-MAIN-2024-51 | https://waltonstaffs.com/wp-content/uploads/2024/07/Year-7-mod-2-food-tech-recipe-booklet-24-25-1.pdf | 2024-12-09T03:47:20+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00016.warc.gz | 553,444,663 | 2,025 | eng_Latn | eng_Latn | 0.941296 | eng_Latn | 0.997627 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
79,
2081,
3374,
4787,
6049,
7117,
8012,
8633
] | [
2.84375
] | 1 | 0 |
Climate Change- Battling the conditions in the emergency department
Dr Mark Monaghan MBBS FACEM AFRACMA Emergency Physician and Medical administrator Member of Doctors for the Environment Australia
We cannot talk about the microcosm without the macrocosm
* WHO – 'Climate change is the greatest threat to global health in the 21st century'
* It is the poor and vulnerable people, and those at the extremes of age, both at a global level and a local level in our community that are at greatest risk.
The global health impact of climate change WHO
* Climate change affects the social and environmental determinants of health – clean air, safe drinking water, sufficient food and secure shelter, disease patterns, extreme weather events.
* Between 2030 and 2050, climate change is expected to cause approximately 250 000 additional deaths per year, from malnutrition, malaria, diarrhoea and heat stress.
* The direct damage costs to health (i.e. excluding costs in health-determining sectors such as agriculture and water and sanitation), is estimated to be between USD 2-4 billion/year by 2030.
* Areas with weak health infrastructure – mostly in developing countries – will be the least able to cope without assistance to prepare and respond.
Climate change and Australia
* Heat – extreme heat, bushfires, infrastructure
* Extreme weather events
* Environmental degradation, including marine
* Water supply
* Air Quality
* Vector borne illness
* Financial cost
Heat
What is a heatwave?
* Three or more days of increased relative average temperature (maximum and minimum) for particular region and time of year.
* For example, a heatwave in metro Perth is defined as 3 days > average temp of 32 deg C per day.
* Excess heat factor (predicted average temp for next 3 days totalled and divided by three) used to initiate heat wave response (see below). This predicted 3 day period is compared to 'normal' temperatures for location and year and the 30 days prior to allow for acclimatisation.
*
BOM Heatwave classification
* Standard- low intensity- generally people and infrastructure cope well.
* Severe- less frequent and pose risk to vulnerable people
* Extreme – rare- dangerous for anyone and are threat to infrastructure
* Calculation to distinguish between them is a calculation based on degree of excess heat factor.
Global heat waves
* 2003- hottest period Europe had experienced since at least 1500 AD
* 70,000 excess deaths attributed to that period.
* 2010- Russian heatwave, 56,000 deaths.
* Europe and North America have all had major heatwaves over the past decade.
* Globally, regions with more heatwave days experience more bushfire activity.
* IPCC project with virtual certainty (99% probability) that heat extremes will increase.
Heat in Australia
* 2017 was worlds hottest year on record. 2018 was third hottest year on record with annual national Temp 1.14 deg. C > average.
* High temperature records have again been broken this year in SE Australia (Adelaide 46.6 deg C on 24 Jan) .
* We have seen a doubling of record breaking summer temperatures and 'hot days' (>35 deg. C) in the past 50 years.
* Since 1950s each decade has been hotter than the previous one.
* The probability of extreme heat in Australia is now about five times greater than 50 years ago.
* Heat waves are longer, hotter and more frequent, with almost all of Australia demonstrating lengthening heat wave seasons. These conditions increase the bush fire risk.
Heat in Australia
* In the last decade, hot weather records have occurred 3 times more frequently than cold
* Prediction is for hot days to increase across globe during 21 st century.
* 1 in 20 year extreme hot days are expected to occur every 2-5 years.
* Record breaking hot days will become commonplace, occurring every summer if current trends continue.
* SE Australia stands out at being of increased risk.
* In the past 100 years, heat waves have caused more deaths than the sum of all other natural hazards.
Excellent summary of extreme heat and heat related deaths in Australia
* Environmental Science & Policy
* Volume 42, October 2014, Pages 33-44
* Exploring 167 years of vulnerability: An examination of extreme heat events in Australia 1844–2010
* Author links open overlay panelLucindaCoates ab KatharineHaynes ab JamesO'Brien ab JohnMcAneney ab Felipe Dimerde Oliveira ab
Western Australian heat and Rainfall
* SW WA and Pilbara/ Interior average temperatures increased 1.1 and 1.0 degree respectively between 1910 and 2013.
* Kimberley temperatures have increased in winter (0.9 deg.c) and decreased in summer (increased summer rainfall and cloud cover).
* Southwest rainfall already significantly reduced (approx 20%) and rainfall zones have effectively shifted west by 100kms in some areas.
* In contrast rainfall in Kimberley and Pilbara have increased over past 60 years.
Effects of heat and heat waves
* Health effects-
* direct morbidity and mortality (discussed below)
* Non- directly related health effects (all of which have secondary health impacts)
* Bushfires
* Infrastructure damage (electricity/transport)
* Decreased work capacity
* Drought exacerbation and decreased productivity / reduced crop yields and livestock productivity
Effect of heat and heat waves
* Marine - (1-2 deg C > average T) -coral bleaching, Ningaloo 2011 (sea surface temps 2-2.5 deg above average), Great Barrier Reef repeatedly.
* Triggering of mass deaths of heat sensitive species- eg 2011 heat waves Carnaby's Black Cockatoos population , SW little penguins breeding success, mass tree deaths in WA's northern Jarrah Forest
* Urban 'heat islands'- loss of city's ability to cool with several days of high average ambient temperatures. Many of our most vulnerable people live in these urban environments without the financial resources to adequately protect themselves.
Impact of heat on health
* Susceptibility of an individual or a community depends on several factors:
* Acclimatisation
* Age and existing disease burden of the population
* Local environmental factors
How does extreme heat manifest in the Emergency department
* Direct heat related illness- heat stress, renal failure, heat stroke
* Indirect heat related illness- increase in all cause mortality.
* Ambulance and health resource utilisation.
At risk groups
Mortality rates increase markedly during heat waves, mainly in the 'at risk' groups-
* the extremes of age,
* comorbidities esp cardiovascular and respiratory,
* cognitive burden,
* the socially deprived,
* chronic psychiatric burden,
* outdoor workers
* athletes who exercise in extreme temperatures.
Direct heat related illness
* Sunburn, dehydration, pre-renal acute renal failure.
* Heat stress- rising core temperature in an environment where it is difficult to thermoregulate effectively. Non specific symptoms- headache, fatigue, presyncope. Thirst may not be present.
* Heat stroke- 'medical emergency' may be exertional eg athletes, or classic- seen in at risk group as above. >40.5, denaturation of proteins, multiorgan failure, CNS depression, seizures, death.
Indirect heat related illness
* All cause mortality – increased rate of out of hospital cardiac arrest presentations. Primarily in older patients with comorbidities. (By 2031 one in four Australians will be >65 years of age).
* Individual physiological factors –age, chronic disease, manifest risk in multiple ways:
* Diminished cardiovascular reserve
* Decreased mobility
* Decreased capacity to seek cooler environments or adequate hydration
* Medications-
* anticholinergics, b Blockers, neurolepts, vasodilators/vasoconstrictors, diuretics, lithium act by reduced sweating, altering central thermoregulation, reducing cardiac output, reducing peripheral blood flow, increasing diuresis
Vector Borne illness
* Globally there are examples of disease pattern shift with regional warming, eg:
* Mosquitos:
* Malaria, which requires warm humid conditions with good rainfall, has shifted to highlands of eastern Africa with regional warming.
* Malaria was endemic in northern Australia prior to 1960s. Modelling suggests that climatic conditions are currently suitable for survival of parasite and mosquito vector in very north of continent. With warmer and wetter conditions, the malaria receptive zone could spread to southern Queensland by 2050.(Australian Academy of Science)
Vector borne illness
* Dengue fever: patterns are also predicted to shift.
* Aedes albopictus can thrive in urban areas and require similar conditions to malaria. Australia does not have endemic aedes albopictus but does have other aedes mosquitos (eg a. aegypti) that can spread dengue virus and causes dengue fever out breaks in northern Queensland every year.
* Marine- eg. Irukandji. Tropical marine species moving into subtropical regions. Jan this year, found in Hervey bay and Fraser island on Queensland coast. In WA they currently reach as far south as Geraldton.
*
Air quality
* Fossil fuel burning generates ground level ozone plus fine particulate matter.
* Lung tissue particularly susceptible, pathophysiology appears to be free radical production and oxidation-cell damage.
* Ozone is linked to reduced lung function and increased respiratory and CVS mortality. This relationship is most prominent during warm seasons and there appears to be a rapid and direct relationship between exposure and sudden cardiac death.
* Bushfires- smoke effect leading to increased presentations with bronchospasm and exacerbations of COPD.
Allergen induced bronchospasm'thunderstorm asthma'
* High concentration of pollen stirred up by thunderstorm, absorb moisture and swell, burst into v small allergen granules which reach lower respiratory tract leading to bronchospasm in asthmatic and previously non asthmatic people.
*
.
* Victoria Nov 21, 2016- 8,500 people presented to hospital, 8 died.
* health.vic now release an epidemic thunderstorm asthma forecast –grass pollen season (October-December 2019)
* Link with climate change – extreme weather events and increased pollen production in higher CO2 environment
Climate change impact on health system
* Heat impact most but not exclusively concentrated in large urban environments.
* As this situation worsens the demand on already pressured public emergency departments and inpatient beds only increases.
* There is no current strategy for capacity generation to take this into account.
* It is to be managed within business as usual approach.
Extreme heat waves
* SE Australia 2009-
* Melbourne had 3 consecutive days >43 deg C, Adelaide had max T's reaching 45.7 deg C.
* Melbourne 374 excess deaths in 1 week, plus 180 'Black Saturday' bushfire deaths with 414 injured.
* Almost threefold increase in patients dead on arrival at EDs
* Victoria 2014.
* 167 excess deaths in 4 days (14-17 jan)
* 25% increase in emergency ambulance call outs (new record for calls received in a day)
* Following 2009, Victoria established a heat health surveillance system.
* Data showed heat related health service activity increased within first 24 hours of an extreme heat event
* And people >65 years were four times more likely to present to an ED with heat related effects compared to other age groups.
* In 2009 and 2014:
* 64% and 60% respective increase in ED patients requiring immediate resuscitation.
* 26 and 27% increase in emergency presentations
* 25 and 16% increase in urgent presentations to the ED.
* Increase in overall deaths ranging from 13% to 24% across SE Australia during that period.
WA Heatwaves
* Limited research and therefore data available for WA based health effect of heatwaves
* 2011 paper Williams et al in Environment International demonstrated:
* An 8.9% increase in mortality seen on heat wave days.
* Total ED presentations increased by 4.4% and renal related ED presentations by 10.2% per 10 degree C increase in maximum threshold.
What can we do?
Mitigate and Adapt
* Primarily this means effective policy on climate change to reduce greenhouse gas emissions.
* However with current level and predicted warming, we need better adaptation:
* Heatwave warning systems – BOM very active in this area.
* Systematic response to extreme heat to protect the vulnerable
* Urban planning- energy efficient structures, tree cover, green spaces, improved public transport, lower air pollution
WA health heat wave response plan
* Initiated in response to predicted excess heat factor. Triggers are currently being reviewed.
* Identifies roles of various agencies.
* Endeavours to provide and manage communication of health messages to the public before and during a heatwave emergency.
* Has no capacity to increase provision of health care services to cope with demand.
Public health measures during heatwaves
* Public warnings- avoid exposure, maintain hydration, check on your elderly relatives etc
* Limitations on outdoor activities/professions/sporting events.
* Various layers of public services focused on vulnerable people within the local community, welfare checking systems. This includes local heath networks and GPs.
* Well coordinated community support systems have been shown to make a difference internationally.
Role of GPs and local health services
* Potential role in:
* identifying at risk patients
* Educate them and their carers re heat illness and prevention
* Pre summer medical assessment for those with chronic disease
* Coordinating with local services to check on patients during extreme heat events.
Nationally
* Matters of prime national importance are domain of the commonwealth.
* There is thusfar no nationally coordinated heat response plan or framework.
* National Climate Resilience and Adaptation strategy 2015 –states:
* 'Australia is well positioned to meet the challenges of climate change'
* Australia is 'responding to the health effects of climate change within the overall context of existing health services'
* Also acknowledges there are 'no national programs specifically targeting the health effects of climate change'.
* None of this is adequate.
* A nationally coordinated framework could provide:
* consistency and best practice sharing across jurisdictions
* Opportunities for research
* Improved funding and long term capacity building.
Final comment- mitigation
* It appears to me that we are at a tipping point from the perspective of public awareness, acceptance that the issue is real, and activism.
* However it is the nature of our political system that our politicians will remain locked to their political survival rather than long term policy to ensure ours.
* Therefore, the only thing that will influence the political conversation is public support for long term good policy on greenhouse gas emissions rather than short term financial arguments.
* I would encourage all of you to watch this u tube link of Greta Thunberg's speech at the UN climate change COP 24 conference: https://www.youtube.com/watch?v=VFkQSGyeCWg
* | <urn:uuid:a4ef89a9-a3a8-4eab-90e3-efd0478b2056> | CC-MAIN-2024-51 | https://az659834.vo.msecnd.net/eventsairaueprod/production-ruralhealthwest-public/37670d15164448378af1aef10639bbe2 | 2024-12-09T04:18:09+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00017.warc.gz | 106,192,530 | 3,152 | eng_Latn | eng_Latn | 0.984367 | eng_Latn | 0.996469 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
198,
501,
1246,
1466,
1472,
2000,
2333,
2760,
3470,
3987,
4361,
4869,
5246,
5865,
6069,
6312,
6632,
7104,
7796,
8387,
8966,
9531,
10114,
10499,
11251,
11559,
11923,
11940,
12377,
12756,
13216,
13522,
14286,
14986
] | [
2.21875
] | 1 | 0 |
GCSE
C700U20-1
ENGLISH LANGUAGE – Component 2 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing
FRIDAY, 7 JUNE 2019 – MORNING
2 hours
ADDITIONAL MATERIALS
Resource Material for use with Section A.
A WJEC pink 16-page answer booklet.
INSTRUCTIONS TO CANDIDATES
Use black ink or black ball-point pen. Do not use pencil or gel pen. Do not use correction fluid.
Answer all
questions in Sections A and B.
Write your answers in the separate answer booklet provided, following the instructions on the front of the answer booklet.
Use both sides of the paper. Write only within the white areas of the booklet.
Write the question number in the two boxes in the left hand margin at the start of each answer,
Leave at least two line spaces between each answer.
You are advised to spend your time as follows:
Section A - about 10 minutes reading
Section B - spend 30 minutes on each question
- about 50 minutes answering the questions
- about 5 minutes planning
- about 25 minutes writing
INFORMATION FOR CANDIDATES
Section A (Reading): 40 marks
Section B (Writing): 40 marks
The number of marks is given in brackets at the end of each question or part-question.
© WJEC CBAC Ltd.
JD*(S19-C700U20-1)
PMT
SECTION A: 40 marks
Answer all the following questions.
The separate Resource Material for use with Section A is a newspaper article, 'Miners Rescued from Chilean Mine' by Jeffrey Brown.
The extract on the opposite page is an account of a rescue that appeared in a Victorian magazine, 'The Penny Review'.
Read the newspaper article 'Miners Rescued from Chilean Mine' in the separate Resource Material.
(a) What was the nickname of the rescue capsule?
[1]
(b) How did the miners let the rescuers know they were still alive?
[1]
(c) Where were the men taken once they had been brought to the surface? [1]
How does Jeffrey Brown try to show how hard it was for the trapped miners during their 'long ordeal underground'? 1 2
You should comment on:
* what he says
* his use of language, tone and structure
* other ways he tries to show how hard it was for the trapped miners [10]
To answer the following questions you will need to read the account in 'The Penny Review' which is on the opposite page.
(a) What caused the coal mine to collapse?
[1]
(b) What detail does the writer give that shows the rescue attempt never slowed or stopped? [1]
(c) What gave the rescuers hope that the miners were still alive? [1]
"In the first three paragraphs of the account, the writer gives the impression that the accident was so serious that the trapped miners would not be found alive." 1 4
How far do you agree with this statement?
You should comment on:
* what he says
* how he says it
[10]
You must refer to the text to support your comments.
To answer the following questions you must use both texts.
Using information from both texts, explain briefly in your own words what happened when news of the mining accidents became known. [4] 1 5
Both of these texts give an account of a mining rescue.
Compare:
* what the writers tell us about what happened on the day when the miners were rescued
* how the writers try to show the drama of the day of the rescues [10]
You must use the text to support your comments and make it clear which text you are referring to.
1 1
1 3
1 6
© WJEC CBAC Ltd.
(C700U20-1)
PMT
In Victorian times, mining accidents were frequent, often resulting in many deaths. However, this article, which appeared in a magazine called 'The Penny Review', tells of the successful rescue of eleven miners trapped in a collapsed mine.
Extraordinary Rescue
On a Monday morning whilst the miners were in the coal mine underneath, a sudden collapse of the earth took place owing to the roof supports that were much too weak to support the enormous weight above. Eleven men were at work below and the tunnels were instantly filled with the falling earth and rock; consequently all hope of escape was cut off and the men's lights extinguished by the violent blast of air that followed.
The alarm was given and spread like wildfire through all the surrounding villages. Thousands were seen rushing to the spot – fathers, mothers, wives and children – their dreadful cries adding to the misery of the scene. All work was suspended, all workmen assembling to offer assistance. The fate of the men buried in the mine was unknown: whether the collapse had buried them alive, or whether they could exist without food or fresh air until their rescue could be effected.
It was agreed that the only hope of saving the men was driving a new hole through the earth, through the solid coal and into the farther end of the mine. This was work of great labour and difficulty as near 100 yards of solid coal needed to be cut through. Working gangs were formed and this frantic work was instantly commenced by men cutting away with their picks, others clearing away the coal – each man immediately having his place taken by fresh hands when he began to tire. The hole became a tunnel and day and night the work proceeded with increasing desperation, though hope of saving the men diminished with every day that passed.
On the following Sunday morning, one week from the collapse, a rumour spread that the men working in the tunnel had heard sounds from within, like the distant tapping of hammers. All now was increased activity. All rescuers were now labouring with strong hopes of saving some of their fellow-miners. By the afternoon, voices could be heard and later that day the tunnel broke through to where the miners were trapped. The news was instantly communicated to the assembled crowd above and there was a joyous burst of feeling at this announcement. Ten men and one boy were found, alive indeed, but in the very last stage of exhaustion. It appeared that the trapped miners had taken a meal with them and had caught a little water in their caps, but this was their only sustenance during the time that they were trapped.
After a short interval, they were gradually brought out, enveloped in blankets, each carried to the surface by a sturdy miner. They were instantly put into coaches and conveyed to their homes. Following this extraordinary rescue, they all ultimately recovered.
© WJEC CBAC Ltd.
(C700U20-1)
PMT
4
SECTION B: 40 marks
Answer Question and Question . 2 1 2 2
In this section you will be assessed for the quality of your writing skills.
For each question, 12 marks are awarded for communication and organisation; 8 marks are awarded for vocabulary, sentence structure, punctuation and spelling.
Think about the purpose and audience for your writing.
You should aim to write about 300-400 words for each task.
Write a review for a teenage magazine of a book, film or TV programme/series you have enjoyed in the last year and why it might appeal to others of your age. 2 1
Write your review.
[20]
Your headteacher has decided that there should not be an end of year celebration such as a school prom or party. The headteacher believes it would just be an excuse for students to show off in an expensive way. 2 2
Write a letter to your headteacher giving your opinion on this.
[20]
The space below can be used to plan your work.
© WJEC CBAC Ltd.
(C700U20-1)
PMT | <urn:uuid:8e9a7d54-323e-4f31-9423-ba3428aba5fd> | CC-MAIN-2024-51 | https://pmt.physicsandmathstutor.com/download/English-Language/GCSE/Past-Papers/WJEC-England/Component-2/June%202019%20QP%20-%20Component%202%20Eduqas%20English%20Language%20GCSE.pdf | 2024-12-09T03:27:51+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00015.warc.gz | 415,439,363 | 1,622 | eng_Latn | eng_Latn | 0.995617 | eng_Latn | 0.999285 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1245,
3380,
6303,
7297
] | [
3.328125
] | 4 | 0 |
HOW TO MAINTAIN YOUR GRASS DRAINAGE SWALE
What is a grass drainage swale?
SUGGESTED MAINTENANCE ACTIONS*
MONTHLY
- Inspect your swale during and after storms to make sure that rainwater has drained and there is no erosion.
- Remove sediment and debris from in and around the swale.
- Remove weeds and plants that do not belong.
- Check for any obstruction or blockage of flow along inflow areas or pipes, including trash, debris, or sediment.
SEASONALLY
- Mow grass no shorter than 3 to 6 inches. Remove and compost all grass clippings.
- Adjust mower height to avoid scalping the edges of the side slopes.
- Remove and compost leaves in the fall and spring. Leaves may smother the grass and block the flow or rainwater.
AS NEEDED
A grass drainage swale is an open channel that collects water from hard surfaces and allows it to percolate into the ground, reducing the amount of runoff leaving the road or property. The grass covering the side slopes and swale bottom provides a filtration surface for the water and helps to reduce the flow velocity. In steeper areas, some swales have stone or concrete 'check dams' across the width to help slow the flow rate, promote infiltration, and prevent erosion. Swales are commonly found along roads, parking lots, or between properties of some residential lots.
Typical grass swale
- Reseed bare areas to avoid erosion. Be sure to water during the initial establishment period.
Who is responsible for this maintenance?
As the property owner, you are responsible for mowing & maintenance of your grass drainage swale. Some grass swales are structurally maintained by Anne Arundel County.
Department of Public Works Watershed Protection & Restoration Program 2662 Riva Road, Suite 450 Annapolis, MD 21401
www.aarivers.org
- Inspect and maintain or repair components.
- After rainfall, check the swale to ensure the water does not pond longer than 2 or 3 days after a rain storm.
DO NOT:
- Use excessive fertilizer or pesticides in your swale.
WHY IT'S IMPORTANT TO MAINTAIN YOUR GRASS DRAINAGE SWALE
An unmaintained grass drainage swale area may:
- Stop filtering the rainwater and allow trash and pollutants to enter into our local streams.
- Block the flow of rainwater and cause local flooding.
- Allow water to pool on the surface long enough to allow mosquitoes or other insects to breed (longer than 3 days).
* Please refer to the Maryland Stormwater Design Manual, Volumes I and II for minimum requirements and procedures for maintaining BMPs. This document serves as the official guide for stormwater management principles, methods, and practices in the State of Maryland. Visit http://bit.ly/MDESWDM.
Mowing
Troubleshooting Issues
Recommended timeframes for routine maintenance
Dec
*
Watering, replanting, erosion control
—- As needed —-
Typical Grass Swale Cross-Section (for illustrative purposes only) | <urn:uuid:29c413d3-b8ea-4ab1-a2d5-f6a6f2c761c5> | CC-MAIN-2024-51 | https://www.aacounty.org/sites/default/files/2023-04/Grass_Swale_Maintenance_FINAL.pdf | 2024-12-09T03:14:37+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00018.warc.gz | 570,921,289 | 642 | eng_Latn | eng_Latn | 0.972778 | eng_Latn | 0.994722 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2674,
2886
] | [
2.78125
] | 2 | 0 |
Exam 2018 Do five questions. 100 points total
1. 20 points total. Consider the following quote from CBB: "War is the collective pursuit of a dangerous activity. But the collective pursuit occurs person by person. Why do individuals participate in war, whether voluntary or conscripted? In battle, what makes the fighting unit stay together as a collective, even as the lives of the individuals are at stake?"
(a) 10 points. Explain for an audience that has not had this course, e.g., one of your parents, why the participation of individuals in combat is seen by economists as problematic. That is, what assumptions about the motivation of individual soldiers and asumptions about their interactions make their participation in such a dangerous activity a puzzle?
(b) 10 points. Explain some of the techniques devised by military and societal leaders to try and make soldiers "be brave" and not "shirk."
2. 20 points. The efficacy of bombing in WWII has generated much debate. With use of the basic economic principles listed in CBB, critically evaluate the theory and practice of strategic bombing. Critically evaluate any ethical issues surrounding strategic bombing.
3. 20 points. Explain why to understand war and other conflicts it is necessary to understand the reasons for bargaining failure. Then discuss at least two of the various reasons for bargaining failure.
4. 20 points. Moral hazard is any situation in which one person makes the decision about how much risk to take, while someone else bears the cost if things go badly. Discuss the idea of moral hazard as it applies to issues of war.
5. 20 points. Discuss the causes and conduct of WWI from the perspective of economics.
6. Each part worth 10 points.
(a) "27" and RAD are Maymester fashionistas, and want to wear their tank tops to class. But being the only one wearing a tank top makes them uncomfortable. Their strategies are thus tt and s, mnemonic
Determine the Nash equilibria (if any) for this game. Your answer should have the form: "The Nash equilibria (equilibrium) is the pair (a, b), (or, "there is no Nash equilibria in pure strategies"). Explain your reasoning.
(b) R and C, two other Maymester fashionistas, like to wear their favorite tank tops-which are identical- on co-curricular activities. But they really hate it when they both are wearing the same top. Their strategies are thus tt and s, mnemonic for "tank top" and "sleeves,"
and their payoffs are
. Determine the Nash equilibria (if any) for this game, and explain your reasoning.
7. 20 points. From 1980 to 2000, the proportion of SUV's on American roadways increased from .22 to .39. One suggested reason for the increase is that an SUV is safer for its occupants in a car crash with a non-SUV, such as the smaller, environmentally-friendly Leaf. Consider the following description of strategies and payoffs of the choices faced by two citizens:
(a) I am safest if I have an SUV, and you have a Leaf; you are safest if you have an SUV and I have a Leaf.
(b) If we both have Leafs, we are both equally safe, but better offthan if we both had SUV's because we get a warm glow from believing we are helping the environment.
(c) Because of the safety aspect of a crash, it is more desirable for me to have an SUV and for you to have a Leaf than for each of us to have the same thing, i.e., both of us having SUVs or both of us having Leafs. Likewise, you are better offhaving an SUV and me a Leaf rather than both of us having the same type vehicle.
We can summarize these ideas in the matrix game:
Explain what the prediction of this game is for the choices of both players, and opine on whether government policy could affect the well-being of both players.
8. 20 points. Discuss either "Hamlet" or "Peter Pan" from the perspective of conflict economics.
9. 20 points. Explain the paradox of civilization. As part of your answer, make sure you discuss what is paradoxical about civilization in this context, and what are the conditions necessary for civilization to arise.
10. 20 points. Describe what you have gained from this course, in terms of both cognitive development and exposure to new ideas and experiences. | <urn:uuid:e05442dd-d007-492f-b9ff-d695f9c0617a> | CC-MAIN-2024-51 | https://cdn.vanderbilt.edu/vu-my/wp-content/uploads/sites/138/2016/12/14091644/EXam_05_29_18.pdf | 2024-12-09T02:52:05+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00022.warc.gz | 142,600,631 | 955 | eng_Latn | eng_Latn | 0.998865 | eng_Latn | 0.998937 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2141,
4160
] | [
2.453125
] | 2 | 0 |
REMBRANDT TIMELINE USING THE CC TIMELINE CARDS
I am not affiliated with Classical Conversations in any official capacity. I am a tutor for one chapter within Classical Conversations, and try to use the curriculum in as many ways as possible to tie the various strands of knowledge together. This timeline is constructed using the Acts and Facts Timeline cards, the Artist and Composer Cards, and the Scientist Cards, all of which are published by Classical Conversations. And obviously, there are other events that happened during Rembrandt's lifetime as well.
To Use: I simply use my cards to construct a timeline in my classroom or the art room prior to the school day beginning. While we briefly cover the artist's history, I ask my class to look at the timeline (often laid out on the floor or a couple long tables due to length) and see if they recognize anything or anyone. I don't take a lot of time to specifically point any one thing out, but the kids and their parents get a kick out of seeing who and what was going on around the artist's lifetime and starting to put together the context of what we going on at that time.
1 Japan's Tokugawa Shogunate rose in 1603, but it wasn't until the 1630s that the Isolationist (Sakoku) edicts were issued. AS a result of those edicts, the Dutch became the only European country permitted to directly trade with Japan, and even then, it would be under severe restrictions.
Baroque Artist: Rembrandt van Rijn (1609 – 1669)
Timeline constructed using Timeline cards published by Classical Conversations
Additional Resources in the Acts and Facts Timeline Cards:
There are also three Rembrandt works featured in the Timeline cards:
* Card 21: Israel's United Kingdom; "David Playing the Harp before Saul" Rembrandt ca 1658; The Hauge, Netherlands
* Card 30: Babylon falls to Persia "Das Gastmahl des Belsazar" (Belshazzar's feast) Rembrandt ca 1635; National Gallery, London
* Card 98: Baroque Period of the Arts "Militia Company of District II under the Command of Captain Frans Banninck Coc" (A.K.A. "The Nightwatch") Rembrandt ca 1642
There are several other works in the Timeline cards from the Baroque Period which will have similarities to Rembrandt's style:
* Card 9: Patriarchs of Israel: "Isaac blessing Jacob" by Govert Flinck 1638; Netherlands
o Flinck lived from 1615-1660.
o Not only was Flinck another Dutch Golden Age Baroque artist, he was Rembrandt's star pupil.
* Card 27: Assyria falls to Babylon: "Semiramis receiving the word of the revolt of Babylon" by Guercino, 1624. Museum of Fine Arts, Boston, USA
Timeline constructed using Timeline cards published by Classical Conversations
o Guernico, (real name Giovanni Francesco Barbierei) was an Italian artist who lived from February 8, 1591 to December 22, 1666.
* Card 43: 'Jesus the Messiah" "Simeon with the Infant Jesus" by Petr Jan Brandl, c 1725; National Gallery, Prague, Czech Republic.
o Brandl (1668 – 1735) was a Czech artist of the Baroque period who was the son of craftsmen. Due to the Iron Curtain in the 20 th century, he's lesser known than many other Baroque painters, but he was famous during his time period. His work employs the thick paint and loose brushstrokes of Rembrandt's later years.
* Card 45: Persecution Spreads the Gospel "Martyrdom of St Peter" by Guernico 1618 (see Above)
* Card 52: Jerome Completes the Vulgate "Saint Jerome" by Caravaggio, ca 1605
o Caravaggio, (full name: Michelangelo Merisi (or Michael Angelo Merigi or Amerighi)) was born on 29 September 1571 and died on 18 July 1610. Living and working in Italy, Caravaggio's works, with their strong light and shadows, was one of the earliest works which inspired the eventual "Baroque Period" style. | <urn:uuid:dfd20c86-2033-4226-b0ab-4ee6438741a4> | CC-MAIN-2024-51 | https://www.drawingdemystified.com/wp-content/uploads/2020/01/Rembrandt-Timeline-with-CC-Cards.pdf | 2024-12-09T03:27:05+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00023.warc.gz | 671,451,170 | 938 | eng_Latn | eng_Latn | 0.964645 | eng_Latn | 0.993161 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1433,
2595,
3742
] | [
3.53125
] | 1 | 0 |
Contents:
* Acknowledgments
* Introduction
* Pedagogy and Practices
* Accessibility
* Content
* Tools and Resources
* Infrastructure and Devices
Acknowledgments
All educators share the primary goal of high-quality continuity of education for each student. The purpose of this document is to support teachers and administrators as they work toward moving their teaching and learning online. While this document is by no means comprehensive, the State Board of Education is hopeful that educators will find it useful.
Many individuals from several county offices of education and school districts in California contributed to this document. The lead authors are from the Riverside County Office of Education.
Dennis Large, Ed.D., Eric Calderon, Heidi Baynes, Steve Hickman, Ed.D., Mike Leffin
Introduction
It is important to understand that taking teaching and learning online involves more than just uploading files and video links to a learning management system (LMS). Teaching remotely requires a different approach. It is a skill to be learned. Educators who have taught online know that there are some specific pedagogies and practices that help make online learning effective.
This document attempts to support the move to remote learning by examining four major categories of online teaching and learning: a) Pedagogy and Practices, b) Accessibility, c)
Content, d) Tools and Resources, and e) Infrastructure and Devices. The Pedagogy and Practices section covers several considerations for effective online teaching and learning. Specific strategies are noted with links to further information and resources. This is the best starting place for any teacher who is planning to teach online for the first time. The Accessibility section addresses the accessibility needs of English Learners, Students with Disabilities, and other students who need support in accessing content when learning remotely. The Content section shares some free and low-cost courses and materials available to teachers. Some of these are stand-alone courses and others are designed to supplement the online teaching. This section is divided into two subsections: a) Content for students, and b) content for educators. The Tools and Resources section provides examples of the many sites and apps that support remote learning. These tools are not content-specific, rather, they offer affordances that can make learning online more engaging and effective. The Infrastructure and Devices section examines the technology needed for a successful transition to remote learning. The section also emphasizes the importance of having the educational services staff working closely with the information technology services staff in order to realize the goal of high-quality continuity of education for each student.
Finally, Albert Einstein is credited with saying, "in the midst of every crisis, lies great opportunity." So we should not forget to look at the opportunity in front of us. We know that after our students graduate from high school, they will live in a world that will frequently require them to learn and work online. As we explore options for teaching and learning online, we are also providing opportunities for our students to learn vital skills such as self-regulation, time management, and organization. For many of our students, this will be their first experience having to manage their own learning in such a way. Part of a quality online program during this time is supporting students in developing the skills and habits necessary in order to be successful in the global digital society they will enter as adults.
Pedagogy and Practices
While remote learning offers many positives (time-shifting, pace-shifting, personalization, etc.), student engagement can easily be compromised by the lack of face-to-face interaction. It is important to note that the affordances of technology and of online learning overlap in many ways with the needs of English Learners and Students with Disabilities. Fortunately, there are several strategies that can help teachers keep all students engaged while learning remotely.
* Be present as the instructor
- Instructor presence is a critical factor in the success of online learning.
■ A weekly video posted by the teacher allows students to connect with the teacher's image and voice. The video can be short, 3 minutes or less. In that amount of time, the teacher can review highlights of the previous week, and do a quick introduction of what is coming in the current week.
Simple videos can be recorded by using any number of screencasting apps such as Screencastify.
■ Instructors should also be present by engaging students through asking questions and responding to questions. There are many online tools that can help teachers with monitoring discussion boards, replying to questions, and asking probing questions of the whole class, groups, and individual students.
■ Use frequent formative assessments. While present with students, it can be much easier to determine which students may be struggling with new learning. When teaching online, use free and freemium tools such as Google Forms, Microsoft Forms, Poll Everywhere, Mentimeter and your learning management system to gauge student learning and plan instructional moves and personalization that helps to keep all students on track. Here is a list of more formative assessment tools.
* Work as a group
- Setting up an effective online learning environment can be overwhelming. It can also be isolating. Teachers should remember that they can work together to create engaging lessons and activities for students. Sharing with colleagues will reduce stress and the workload. When working with colleagues, remember you can share classes and resources through your LMS or Google Classroom. This could enable teachers to assign activities in one class from other shared classes.
* Focus on active learning
- Over the last decade, K-12 education has been slowly moving away from the lecture model. All of the reasons that make movement toward active learning in the face-to-face classroom a good idea also apply to the virtual classroom. To engage students who are not in the room during a lesson, teachers should consider creating a mix of:
■ Robust discussions
■ Collaborative work
■ Video and audio clips
■ Hands-on exercises
■ Individual work time
* Chunk content into smaller pieces
- Learning online can be more taxing physically and intellectually than learning in a face-to-face environment. Teachers should avoid frequently assigning long text passages or even long videos.
■ 4 Tips for Content Chunking
■ Content Chunking for Engagement
■ Content Chunking for Instructional Design
* Hold "Office Hours"
- Consider setting specific times during the day that you would be available via a web-conferencing tool. Students could check in if they have questions about assignments - or if they just need to see and hear their teacher. Here are a few free or low-cost tools:
■ Zoom
■ Google Meet
■ Microsoft Teams
* Create smaller groups
- Students who are learning virtually still need to make connections with others. When teachers create some of their assignments as group work, students are able to experience the continuity of their relationships. It can be more meaningful to assign students to smaller groups to review and comment upon each others' work. Smaller groups are also more effective at ensuring that all students participate equitably.
* Be careful with your time
- As mentioned previously, teaching online can be very time-consuming for teachers. In a face-to-face classroom, when a question is asked by the instructor, one or two students might answer. When a teacher uses a discussion board online, the expectation is that all students will respond. At that point, a teacher can get lost in trying to respond to each student's response. A better strategy is to respond directly to some of the student responses. Some online teachers keep a tally to make sure that they respond to each student at least weekly, but not for every discussion assignment. Grade levels and specific needs of students will help drive how frequently to respond to each student.
* Give multimedia options for assignments
- While it can be expedient for teachers to grade quizzes and short papers, many students will be more highly engaged by assignments that allow them to create. Engagement and learning can be enhanced when students are encouraged to create content through the use of slides, videos, podcasts, blogs, data visualizations, websites, infographics, etc.
- Here are some tools that students can use to create:
■ Best Tech Creation Tools from Common Sense Education
■ 20 Best Online Creation Tools for Students
* Stay flexible with pacing
- In the face-to-face classroom it is relatively easy to keep students working at the same pace. The teacher can assign a task and collect the work at the end of the period. Individual learning styles, particularly when it comes to pace, will be evident in the remote learning environment. Consider these strategies:
■ Have all work for the week posted by the start of the week and due at the end of the week (or even over the weekend).
■ Try working with "windows of time" instead of specific due dates for some assignments.
■ Be prepared to differentiate due dates for students who struggle with the rigor or style of remote learning.
* Other tips:
- Preparing to take school online
- Teaching remotely
- Effective remote teaching with Microsoft
- Effective teaching online
- Enabling distance learning through GSuite
Accessibility
It is critical to ensure the accessibility of resources for all students. In particular, when considering students with IEPs or 504 plans, first consult with your district office regarding federal, state, and local guidelines for these students as related to needs for remote learning.
* Below are some general strategies for helping ensure equity and accessibility for all students. It is important to note that this does not constitute legal advice. This section is designed to share some best practices regarding accessibility of content when designing remote learning environments.
- Take advantage of the accessibility features built into most LMS systems:
■ Using the heading styles will allow screen reader software to navigate from section to section.
■ Use font, size, and text formatting to distinguish between items or to navigate. Ensure no information is conveyed solely by color or sound.
■ Use Alt-Text to allow users with screen readers or with slow connection to identify your images, graphs and charts.
■ Enable tool tips so that descriptions appear when users hover over images, graphs, and charts.
- Provide transcripts of video or audio announcements made by teachers. If you read from a script, your script should be posted as the transcript.
- If linking to external videos, make sure the videos have closed captioning available.
- Use descriptive titles, headers and subtitles to provide added context.
- Use meaningful text in links to make it easier for users to predict where navigation will take them. For example, avoid "click here" or "read more."
- Provide a balance of text, image, video and audio. Instruction and resources provided in more than one format provides broader support for the greatest number of users.
- Teachers should verify that the external resources they link to have the accessibility features.
Content
Students: This section lists resources for delivering content to students. Best practice would be to start by leveraging some of the resources that you already use in your face-to-face instruction. Additionally, you should check with your district to see what is already available to you and supported by your district's IT department.
*Disclaimer: Some apps collect a certain amount of user data. It is imperative that you check with your IT department before using apps that require student accounts. Find out more by visiting the website for the CA Student Data Privacy Alliance.
Massive resources for online reading of all text types. Free to parents right
program proven to raise student create free account
achievement while supporting
Available in Spanish
Educators: This section lists resources for online professional learning. As with the section above, best practice would be to check with your district to see what is already available to you and supported by your district's IT department.
strategies for distance teaching and learning.
Newsela
Online Professional Learning
Catalog
Complimentary access to Newsela during closures
Free professional learning modules from the Santa Clara Office of
Education. Includes digital badges.
Yoga and Meditation
12 free yoga and meditation classes
Publisher Textbook Resources
Most of these resources require district adoption of the content area textbook. Check with your librarian for more information on accessing these textbook resources.
Tools and Resources
The table below lists online resources that can help teachers supplement lessons and activities, construct engaging tasks, and follow some best practices for remote learning. Best practice would be to start by leveraging some of the resources that you already use in your face-to-face instruction. Additionally, you should check with your district to see what is already available to you and supported by your district's IT department.
*Disclaimer: Some apps collect a certain amount of user data. It is imperative that you check with your IT department before using apps that require student accounts. Find out more by visiting the website for the CA Student Data Privacy Alliance.
Free
Tool
Annotation
Notes
iMovie
Create and edit videos on Mac or iPad, iPhone
Free on Apple devices
Use premade lessons or
Make slideshows interactive and create your own. Free
Infrastructure and Devices
Considerations for Students:
* Content filter on device to meet CIPA (Child Internet Protection Act)
* Adequate network connectivity at home or designated location
- Wifi at home
■ Spectrum free internet Call 1 (844) 488-8398
- Kajeet www.kajeet.com
- School2Home affordable Internet
https://www.school2home.org/affordable_internet_offers
* Ensure that provided device is able to accomplish desired outcomes
- Chromebooks
- iPad
- Tablets
- Windows/Mac
* If technical issues arise, LEA should have resources to assist.
* Consideration for students with IEP
* Consideration for language learners
* Consideration for Williams Act and equitable access to students
Considerations for Educators:
* Adequate network connectivity at home or designated location
* Access to curriculum or district distance learning platforms offsite
* Support on the use of technology and platform offsite
- LEA should also consider how to support educators and staff
Considerations for Parents:
Parents' guide to Google Classroom | <urn:uuid:be8794e5-e776-4428-bd29-9f5eb2178030> | CC-MAIN-2024-51 | https://www.sccoe.org/covid-19/Documents/DRAFT%20-%20SBE%20Remote%20Learning%20Guidance%20Document.pdf | 2024-12-09T03:17:18+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00022.warc.gz | 880,526,817 | 2,819 | eng_Latn | eng_Latn | 0.991671 | eng_Latn | 0.997771 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1368,
6714,
8179,
9575,
11442,
12036,
12115,
12220,
12461,
12509,
13677,
13702,
13780,
13859,
14837,
14902
] | [
2.1875
] | 1 | 0 |
Basic Clay Animal In-The-Round
Animals have been a part of human history since the beginning. They have fed us, clothed us, helped us, and been part of the family for centuries. As such, artists throughout the centuries have depicted them in their art. Even creatures from mythology have come to life in art.
This lesson teaches elementary students to create a basic clay animal sculpture. While this lesson shows the making of a dragon, any creature can be made using these techniques. This lesson encourages a student's creativity and imagination.
tools & Materials
l Drawing Paper
l Pencils
l AMACO® Low Fire White Art Clay No. 25M (45015Y)
l AMACO® Lead Free Low Fire "LG" Gloss Glazes
l AMACO® Lead Free Low Fire "F" Semi-Opaque Glazes
l Assorted AMACO® Brushes
l AMACO® Scoring Tool
l Assorted AMACO® Wooden Tools
l Plastic Bags
l AMACO® Sponges
l Optional: Clay Wedging Board or Canvas Covered Board
Technique
1. Have the students sketch three different views of the animal in the style they have chosen. These views should be from the top, side and front.
2. Provide students with a lump of clay about 8 to 10 inches square. Show them how to wedge the clay to prepare it for sculpting. For younger students, you may want to give them clay which has already been wedged.
3. There are two main methods which may be used for sculpting their animal.
4. One method (which the dragon illustrates) is to start with a round ball of clay for the body, push your thumb into the ball, and then pull and pinch the clay into the unique features of the animal you are creating.
5. The other method is to start with the clay in the basic shape of your animal and then carve away clay until you are left with the shape you are trying to achieve.
6. Make sure students are aware that with each method, it is important to keep the clay thickness roughly the same so the clay will dry evenly.
7. Show students how to use a slightly moist sponge to smooth rough spots they may have.
Lesson Plan Goals and Objectives
l Students will create a 3-dimensional animal sculpture.
l The lesson will incorporate art history, aesthetics, and criticism with a hands on activity.
l The lesson focuses on ceramic techniques, design elements, as well as self-expression.
This lesson is suitable for grade school students.
National Visual Arts Standards
l Understanding the visual arts in relation to history and culture.
l Understanding and applying media, techniques, and processes.
l Making connections between visual arts and other disciplines.
8. Students may add texture or detail with various ceramic sculpting tools.
9. Have student sign their last name on the edge or base of the piece
10. Allow the clay to dry slowly by placing in open plastic bag for one day.
11. After one day of drying, the clay will be close to a leatherhard stage. This is a perfect time to carve in finer details or add incised designs.
12. After the students are sure their sculpture is finished, have them wrap the piece loosely with the plastic bag. For the third day of drying, have them remove the plastic bag and let their sculpture sit until it is completely dry (greenware stage). Greenware must be bone dry before firing or it may crack or explode in the kiln. Have students check for dryness by touching the piece to a cheek or the inside of their wrist. The clay will feel cold if not completely dry. One may also see darker patches of color in the clay which indicates moisture is still present.
13. Once the clay is bone dry, bisque fire to Cone 04 at a slow speed.
14. Have the students select the glaze colors they desire then show them how to apply the glaze by brushing on three coats. The coats should be applied in a "cross-hatch" manner with the first coat side to side, the second coat up and down and the third coat side to side. This will guarantee an overall coverage of the glaze. Let each coat dry before applying the next.
15. Once the sculptures are glazed, fire a second time to Cone 05 at medium speed.
Written and developed by Penny Lycan, an art teacher at Robinson High School from Robinson, Illinois.
For more lesson plans ideas, visit amaco.com/amaco-lesson-plans/ amaco.com (800) 374-1600 Teacher Support 8am-5pm EST M-F | <urn:uuid:1efae640-cbe7-4884-b541-fbb6ad55d596> | CC-MAIN-2024-51 | https://www.wellingtonpotterssupplies.co.nz/_files/ugd/2922c4_e5a7509e0534670089abc413adcb3ae4.pdf | 2024-12-09T04:03:23+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00024.warc.gz | 944,259,048 | 953 | eng_Latn | eng_Latn | 0.999247 | eng_Latn | 0.999132 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
551,
4239
] | [
4.28125
] | 2 | 0 |
Stepping Stones Childcare
Mealtime and Feeding Policy
Mealtimes are a social occasion to be shared with both adults and children. Adults sit at the table with the children and eat their meal, talking to the children and encouraging eating and good manners.
Children's placements will indicate their seat and before the meal begins ask the children to put their hands on their knees while waiting for their dinner to be served. Do not allow the children to play with the cutlery and check that their chairs are under the table (to make it easy for them to reach their food and to reduce the amount of food spilt on the floor).
When the children and adults are ready, Debbie our cook who serves the meal will invite the child servers to come and give out the dinners. The children should do this in an orderly manner – no running or rushing. The children seated at the tables should be reminded to keep their hands on their knees to enable the servers to place their dinner in front of them.
During the meal there should be quiet conversation between adults and children – no calling across the room or loud voices. Staff feeding the babies should also engage in conversation with them while gently encourage them to eat their dinner.
Please note:-
* Any child who shows signs of distress at being faced with a meal they do not like, despite encouragement to eat, will have the food removed without any fuss.
* If a child does not finish their first course, they will still be offered a dessert but not a second helping.
* The force feeding of children will not be tolerated in the nursery.
* Children are given time to eat at their own pace and not rushed.
* Quantities of food offered take into account the ages of the children being the recommended portion sizes for babies and young children.
* Children who refuse to eat at mealtime are offered food later in the day ie after sleep time.
* No child is ever left alone when eating/drinking to minimise risk of choking.
* Special diets are catered for and children with this requirement should not be made to feel uncomfortable about this. The placemats of children with special diets will have their name and dietary requirement written on the placemat.
When a child has finished their dinner and would like a second helping they must wait until the adult at the table says they may go to Debbie. Children go one at a time to Debbie, to avoid knocking into each other. If a child does not want a second helping then they should keep their empty plate in front of them until the adult sitting at the table clears the empty plates for desserts.
All children whether they finished their dinner or not, are given dessert. Only children who ate all their dinner are allowed a second helping of dessert, this encourages children to eat their dinner so they can have a second dessert if they wish. Children are offered a drink of water during the meal. The older children can pour their own drink from the jug on the table.
During the meal if a table comes messy with spilt food or drink, the staff supervising dinner should wipe immediately, do not wait until the end of the meal.
When the meal is over the younger children must be taken to the toilet, hands and mouth washed and taken to their bed as soon as possible. The older children remain seated until their turn.
Please remember that only the adult serving should wait the tables, all other staff remain seated throughout the meal. The staff serving will clear all the tables returning all the cutlery and dishes to the serving trolley – scrape any food into the 'waste dish' and stack the plates tidily and place the cutlery into the bowl of soapy water.
Tables and chairs must be wiped down and all the chairs stacked in a neat pile beside the tables. | <urn:uuid:5e34cd0f-ea98-458b-a194-37d9bdf001cf> | CC-MAIN-2024-51 | https://www.steppingstoneschildcare-eastlondon.co.uk/wp-content/uploads/2024/09/mealtime-and-feeding-policy.pdf | 2024-12-09T04:25:40+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066460657.93/warc/CC-MAIN-20241209024434-20241209054434-00021.warc.gz | 899,714,125 | 762 | eng_Latn | eng_Latn | 0.998558 | eng_Latn | 0.99881 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2981,
3775
] | [
2.375
] | 1 | 0 |
English
Year 5 Objectives: Spoken Language
* Talk and listen confidently in a wide range of contexts, including some that are formal.
* Engage the interest of the listener by varying their expression and vocabulary.
* Adapt spoken language to the audience, purpose and context.
* Explain the effect of using different language for different purposes.
* Express ideas and opinions, justifying a point of view.
* Develop ideas and opinions with relevant detail.
* Show understanding of the main points, significant details and implied meanings in a discussion.
* Listen carefully in discussions, make contributions and ask questions that are responsive to others' ideas and views.
* Begin to use standard English in formal situations.
* Perform their own compositions, using appropriate intonation and volume so that meaning is clear.
* Begin to use hypothetical language to consider more than one possible outcome or solution.
* Perform poems or plays from memory, making careful choices about how they convey ideas about characters and situations by adapting expression and tone.
* Understand and begin to select the appropriate register according to the context.
English
Year 5 Objectives: Reading
WORD READING
* Apply phonic knowledge and skills to read unfamiliar words.
* Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
* Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
* Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
COMPREHENSION
* Maintain positive attitudes to reading and understanding of what they read.
* Read and discuss on increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
* Read for a range of purposes.
* Read books that are structured in different ways.
* Become familiar with a range of books, including myths, legends and traditional stories and books from other cultures and traditions.
* Recommended books to peers, giving reasons for their choices.
* Make comparisons between books.
* Identifying and discussing themes and conventions in and across a wide range of writing.
* Learn poems by heart. For example, narrative verse, haiku.
* Understand books read independently.
* Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
* Check that the book is meaningful and discuss what has been understood.
* Use meaning-seeking strategies to explore the meaning of words in context.
* Use meaning – seeking strategies to explore the meaning of idiomatic and figurative language.
* Ask questions to improve understanding.
* Draw inferences such as inferring characters' feeling, thoughts and motives from their actions.
* Justify inferences with evidence from the text.
* Summarise the main ideas drawn form a text.
* Make predictions from details stated and implied information.
* Identify the effect of the context on a text. For example, historical or other cultures.
* Identify how language, structure and presentation contribute to the meaning of a text.
English
Year 5 Objectives: Reading
COMPREHENSION
* Discuss and evaluate how authors use language, including figurative language, considering the impact.
* Identify and comment on writer' use of language for effect. For example, precisely chosen adjectives, similes and personification.
* Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously.
* Identify grammatical features used by writer – rhetorical questions, varied sentences lengths, varied sentence starters, empty words – to impact on the reader.
* Express a personal point of view about a text, giving reasons.
* Raise queries about texts.
* Make connections between other similar texts, prior to knowledge and experience.
* Compare different versions of texts.
* Listen to others' ideas and opinions about a text.
Build on others' ideas and opinions about a text in discussion.
*
* Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.
* Present an oral overview or summary of a text.
* Present the author's viewpoint of a text.
* Present a personal point of view based on what has been read.
* Listen to other's personal point of view.
* Explain a personal point of view.
* Provide reasoned justifications for their views.
* Give reasons for a personal point of view.
* Distinguish between statements of fact and opinion.
* Retrieve, record and present information from non-fiction. Collate.
* Collate information retrieved.
* Retrieve and record information.
TRANSCRIPTION
Know how to:
* Form verbs with prefixes. For example, dis, de, mis, over and re.
* Convert nouns or adjectives into verbs by adding a suffix. For example, ate, ise, ify.
* Understand the general rules for adding prefixes and suffixes above.
* Spell some words with 'silent' letters, e.g knight, psalm, Solemn.
* Distinguish between homophones and other words which are often confused.
* Spell identified commonly misspelt words form Year 5 & 6 word list.
* Understand the spelling of some words need to be learnt specifically.
* Use dictionaries to check the spelling and meaning of words.
* Use the first three of four letters of a word to check spelling, meaning or both of these in a dictionary.
* Use a thesaurus.
* Use a range of spelling strategies.
* Handwriting.
*
* Write legibly fluently and with increasing speed.
* Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters.
COMPOSITION
* Plan writing.
* Identify the audience for and purpose of the writing.
* Note and develop initial ideas.
* Select the appropriate form and register for the audience and purpose of the writing.
* Use knowledge of the writer's craft from their reading.
* Use knowledge from research.
* In writing narratives, consider how authors have developed characters and setting in what they have read, listened to or seen performed.
* Draft and write.
* Use the appropriate grammar and vocabulary for the audience and purpose.
* Understand how grammar and vocabulary choices can change and enhance meaning.
* Understand how grammar and vocabulary choices create impact on the reader.
* Précis short passages, conveying key information.
* In narratives, integrate description, action and dialogue to convey character and plot.
* Use a range of devices to build cohesion within and across paragraphs.
* Evaluate and edit.
*
* Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
Assess the effectiveness of their own and others' writing.
* Ensure the consistent and correct use of tense throughout a piece for writing.
* Distinguish between the language of speech and writing.
* Ensure correct subject and verb agreement when using singular and plural.
* Distinguish between the formal and informal spoken and written language.
* Proof-read for spelling and punctuation errors.
* Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.
Rhodes Avenue English Curriculum Objectives
English
Year 5 Objectives: Writing
English
Year 5 Objectives: Writing
VOCABULARY, PUNCTUATION AND GRAMMAR
* Develop understanding of grammatical features.
* Use cohesive devices (connecting adverbs, and adverbials) to link ideas within paragraphs.
* Use cohesive devices (connecting adverbs, and adverbials) to link ideas across paragraphs.
* Use modal verbs or adverbs to indicate degrees of possibility.
* Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.
* Indicate grammatical features with punctuation.
* Use commas to clarify meaning or avoid ambiguity in writing.
* Use bracket, dashes or commas to indicate parenthesis.
* Use the terminology:
* Relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, cohesion, ambiguity.
* Understand the terminology.
* Use the terminology to talk about own writing.
English
Year 5 Objectives: Grammar
Year 5 Objectives Spelling
Revision of work from Years 3 and 4.
Year 5/6 Word List-No Curriculum Links | <urn:uuid:07ebfb13-efe9-4fd1-a3c8-b261fff4e0af> | CC-MAIN-2017-47 | http://rhodesavenue.school/wp-content/uploads/2016/10/Year-5-English-Curriculum.pdf | 2017-11-22T01:41:33Z | crawl-data/CC-MAIN-2017-47/segments/1510934806447.28/warc/CC-MAIN-20171122012409-20171122032409-00158.warc.gz | 259,087,938 | 1,696 | eng_Latn | eng_Latn | 0.992548 | eng_Latn | 0.995048 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown"
] | false | docling | [
1165,
1626,
3200,
4878,
5872,
7485,
8357,
8394,
8460,
8500
] | [
4.6875
] | 1 | 1 |
Year 8 Curriculum Handbook 2017-2018
FOREWORD
"You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives."
Clay P Bedford
ENGLISH
Students read and hear literary prose, poetry, plays and non fiction information texts from a range of cultures and eras; students are also supported in becoming writers of such texts. We also develop oral confidence and skills to communicate effectively: developing student ability to exchange opinion and argue effectively. Drama, role play and other active learning methods are central to the learning experience in English. Students are also encouraged to become effective listeners and collaborators, so they learn from each other and learn to work effectively with other students, a key life long skill. The English classroom also provides opportunities for students to analyse media texts and use modern media to create texts. We hope students see the role language, media and literature play in the world and in our personal growth resulting in developing a genuine love for this subject.
In Year 8 students will build on the Year 7 curriculum and study:
Non- fiction texts
A modern drama based on a pre twentieth century text
A film
Poetry
A modern novel
Short story writing
MATHS
The outline of the Mathematics course at HeadStart encourages learners to develop skills in Number, Algebra, Geometry, Measure, Handling Data and problem solving:
Mental strategies are also a key part of the Number content. This forms a progressive step in preparing students for entry onto IGCSE level courses. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.
In year 8, students study topics as below:
Collecting like terms, expanding/factorising and constructing algebra
Decimals, fractions and percentages including BIDMAS
HCF LCM, primes, roots, cubes and squares
Area, SA, perimeter of 2D shapes including circles, nets
Converting between metric and imperial units
Substitution, fahrenheit to Celsius
Solving equations
Travel graphs, speed distance time
Constructions, symmetry and tessellations
Transformations
Travel graphs, speed distance time
Sequences and nth term
Using known facts, metric and imperial units
Probability
Angles
Straight line graphs, simultaneous equations
Handling data, planning and collecting, continuous, discrete tables and graphs, pie charts
SCIENCE
The science curriculum framework covers four content areas: scientific enquiry, biology, chemistry and physics. Scientific enquiry is about considering ideas, evaluating evidence, planning investigative work, and recording and analysing data. The scientific enquiry objectives underpin biology, chemistry and physics, which are focused on developing confidence and interest in scientific knowledge. Environmental awareness and some history of science are also part of the curriculum. In year 8 students will cover:
1A Unit 8.1 Obtaining Food
1B Unit 8.2 Elements, Mixtures and Compounds
1C Unit 8.3 Light
2A Unit 8.4 Respiration and Circulation
2B Unit 8.5 Metals, Non-metals and Corrosion
2C Unit 8.6 Sound
3A Unit 8.7 Reproduction and Growth
3B Unit 8.8 Chemical Reactions
3C Unit 8.9 Forces and Magnets
HUMANITIES
History
Pupils will gain a coherent knowledge and understanding of the world's past. We equip pupils to ask perceptive questions, to think critically, weigh evidence, sift through arguments, and develop perspective and judgement. They will extend and deepen their chronological knowledge and understanding of local and world history, so that it provides a well-informed context for wider learning. Pupils will identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time. They will learn historical terms and concepts in increasingly sophisticated ways. They will pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response. They will understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.
Topics studied this year:
The Renaissance Trade, Early Colonialism and Capitalism The American Revolution The French Revolution The Industrial Revolution Colonialism and Empire
Geography
Pupils should consolidate and extend their knowledge of the world's major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources. In this way pupils will continue to enrich their locational knowledge and spatial and environmental understanding.
Topics studied this year:
Natural Hazards
Ecosystems 1 - Climates and Food Chains
Ecosystems 2 - Biome Investigations
Ecosystems 3 - Conservation and Endangered Species
Coasts
Weather and Climate
ART
The KS3 Art Curriculum framework encourages students to produce creative work, exploring their ideas and recording their experiences. Students will use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for developing their ideas. They will increase their proficiency in the handling of different materials including, paint, printmaking, clay, textiles and drawing media. Throughout each project they will learn to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work. Opportunities for students to develop an understanding about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day are built into our schemes of work.
Term 2: Monster Dolls - Jon Burgerman/ 3D Textiles
Topics and artists may vary.
MUSIC
In year 8 music lessons, students will:
Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. Listen with increasing discrimination to a wide range of music from great composers and musicians. Develop a deep understanding of the music that they perform and to which they listen, and its history.
Units covered are:
* Polyrhythms of African music
* Syncopation and reggae music
* Jazz improvisation and the Blues
* Percussion rhythms
* Sounds, dynamics and instrumentation
MANDARIN
The Mandarin Chinese course is designed for learners who are learning Mandarin as a foreign language. The course in Year 8 will be built on the foundations of Chinese language learning laid at Year 7, in consistency with our Year 7 course studies. Students will continue to developing the breadth and depth of their competence in listening, speaking, reading and writing, and these are built on as learners' progress through their studies, based on a sound foundation of core grammar and vocabulary. It will provide suitable preparation for students' exam course studies as well as further studies.
The topics studied in Year 8 are:
- Weather; Seasons; Sickness.
- Hobby: (1) Music; (2) Sports; (3) Dance.
- Vegetable and fruits; Three Meals a Day; Eating Out
- House; Furniture; Neighborhood.
FRENCH
This is French as a foreign language course. The course encourages learners to develop:
- The ability to use a foreign language as a means of practical communication
- Insight into the culture and civilisation of countries where the language is spoken
- A positive attitude towards language learning, towards the speakers of other languages, and towards other cultures and civilisations.
In Y8, students will keep on building KS3 French foundations. Students will continue to developing the breadth and depth of their competence in speaking, reading, writing and listening areas. Students should start to be able to express themselves with more elaborated sentences about present, future and past events.
Studied topics
*
A normal day
* How do you have fun?
* Other countries
* Do this, do that!
* What are we going to do?
* What do we eat?
* Fashion
* Invitations and celebrations.
COMPUTING
The computing curriculum in year 8 allows students to explore a range of computing and ICT based skills. Students continue their journey through the world of programming, exploring new concepts and languages; all the while they are underpinning their existing ICT skills using the Microsoft Office packages. Students are assessed at the end of each project using the progression framework markers.
The topics studied in Year 8 are:
1. Computer Crime and Cyber Security
2. Sound Manipulation
3. Greenfoot Programming
4. Control Systems with Flowol
5. Modelling with Small Basic
PHYSICAL EDUCATION
During Year 8 students experience a broad and balanced curriculum that aims to ensure students develop skills, make and apply decisions, develop physical and mental capacity, evaluate and improve and make informed choices about healthy and active lifestyles. They learn how to outwit opponents, explore and communicate ideas, perform at maximum levels, accurately replicate skills, identify and solve problems, and exercise safely and effectively. Students will experience a greater complexity of skills and techniques as they go through the year, including full sided games where appropriate. Students will have an opportunity to take part in the below activities at some point during the year;
* Swimming – competitive, water confidence, water polo, personal survival and life saving
* Football (soccer) – 3 A-Side, 5 A-Side and 7 A-Side
* Dance and Movement
* Gymnastics
* Athletics & Cross Country
* Fitness
* Rounders and Cricket
* Badminton
* Basketball and Netball
THAI
Students engage in conversations obtain and provide information, express feelings and exchange opinions in Thai. Students demonstrate and understanding of the relationship between Thai language and culture, and use Thai appropriately for different occasions both without and beyond the school setting, apply themselves appropriately with the Thai cultural practises and participate in Thai cultural activities appropriately.
Thai Events:
- Wai Kru
- LoyKratong
- King Birthday
- Songkran
- Doing Verbs
- House
- Illness
- Where do you stay | <urn:uuid:4d770d45-5fb0-4d78-abe9-4caed323de44> | CC-MAIN-2017-47 | http://headstartphuket.com/downloads/662 | 2017-11-22T01:50:16Z | crawl-data/CC-MAIN-2017-47/segments/1510934806447.28/warc/CC-MAIN-20171122012409-20171122032409-00160.warc.gz | 129,308,351 | 2,224 | eng_Latn | eng_Latn | 0.995484 | eng_Latn | 0.995989 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
36,
225,
2312,
4407,
6376,
8247,
9736,
11279
] | [
4.21875
] | 2 | 0 |
Issue 25 - September 2005 Newsletter
150 Days and Counting……………….. by Homi Gandhi
During the history of ZAGNY, each successive Board of Directors has had the benefit of having the continuity by a majority of the members of the past Boards or experienced hands, so when the current Board was elected (with only Vispi Kanga and yours truly from the past Board) at the last Navroz function, many members wondered how things would pan out!! However, thanks to the numerous committed individuals from our community, the present Board with its new arrivals has done very well and if I may say so put its own stamp on community activities.
Beginning with the continuity of the Newsletter, our new Secretary, Khursheed Navder, and Joint Secretary, Kerman Dukandar, have kept up the tempo of bringing out info-packed issues of two Newsletters (this being the third one). Khursheed even coordinated the production of the 2005 edition of the ZAGNY Directory from all the way in India during her summer vacation. And those few of you who were present at the North American Mobed Council Seminar hosted by ZAGNY would be proud to appreciate the dedicated efforts and the organizational skills of our new Vice President, Nawaz Merchant. Your new Treasurer, Minoo Bengali, has taken the reins of the finances and the books and records of ZAGNY, and you can expect to see the results when the financials are presented at the next annual general meeting. Our member at large, Ferzin Patel, has put her heart and soul in organizing almost each of the activities; ZAGNY picnic, Muktad prayers, Pateti function and dinner, and religion class set up. She has been ably supported by all Board members but had the benefit of our experienced board member, Vispi Kanga, who has continued to guide each activity energetically. Sherazad Mehta, has been busy taking care of the Scholarship distribution to our college-bound members besides organizing the youth activities. And Michel Reid has rendered a yeomen service by building a very practical website for the benefit of the community. It would be futile to add that in these days of "on demand services", we would not be doing justice to our community if we did not use the technological resources of our Board members in delivering quick and relevant community news to our members and to the larger Zoroastrian community. So folks, watch out for the ZAGNY website and bookmark www.zagny.org as one of your favorite sites so that you can visit the site regularly to get the most updated community news. You may even contact Michel at email@example.com for any help, guidance, or information.
It would be needless to add here that the new Board has received considerable help from all committed members, both old and new, without which this would not have been possible. Credit for this "seamless continuity" also goes to the immediate past Board members, who gave their invaluable guidance, directions, documents, etc. in setting up the new Board on the road to success. Some of the past Board members even took time off their busy schedules to come to the first Board meeting of the new Board and explained in detail to their counterparts everything they knew and some more! Past officers, like Arnavaz Patel, Secretary, and Jasmin Kotwal, Treasurer, continue to help when needed. Goolu Baria has continued to help with the Muktad prayers, and Usheen Davar has volunteered to carry the torch for us in the future for the community's participation in the Revlon Run/Walk program. I say thank you to each one of them who have contributed to the efforts of the new Board members. May this spirit of cooperation and contribution continue in the years ahead!
-Homi Gandhi
ARTICLES
ZAGNY BOARD
President HOMI GANDHI firstname.lastname@example.org
Vice President
NAWAZ MERCHANT email@example.com
Treasurer
firstname.lastname@example.org
MINOO BENGALI
Secretary
KHURSHEED DUSAJ NAVDER email@example.com
JOINT Secretary
KERMAN N. DUKANDAR firstname.lastname@example.org
Members at Large
VISPI KANGA email@example.com
SHERAZAD MEHTA firstname.lastname@example.org
FERZIN PATEL
email@example.com
MICHEL REID firstname.lastname@example.org
NEW RELIGIOUS CLASS OPENS FOR OUR TINY TOTS
This year we welcome our 4-year olds to a new class which will be taught by Pearl Ball. Pearl is educated to teach the Montessori system and will use her expertise to start the kids off on their religious education.
ZAPANJ GAHAMBAR October 9 th
At the Lions Lake Banquet Facility, 620 Berlin Road, Voorhees, N.J. 08043. For details contact Khorshed Vakil-Unwala at 610-831-0716.
HURRICANE KATRINA RELIEF EFFORT DRIVE Collections on Oct. 23 rd and Nov. 6 th
We commend The Zoroastrian Association of Houston (ZAH) for their role in helping people in the Superdome. In order to continue with their relief effort they have asked for the following items--canned and packaged food, baby food, baby diapers and "gently used" clothing (for men, women children). Please bring your contribution to the Darbe Mehr on either Sun., Oct 23 rd or Sun., Nov. 6 th . We will assemble and box the items during the religious class. ZAGNY will pay the postage and mail them off to Arnavaz Sethna who is co-ordinating ZAH efforts in Houston. ZAGNY will also send $1,000 from its Critical Assistance Fund to help the victims. If you have any questions please contact Nawaz Merchant (908-237-0116) or Khursheed Navder (973-402-1813).
CELEBRATION IN HONOR OF ERVAD DR. JEHAN BAGLI—Oct 22 nd
The Zoroastrian Association of Quebec celebrates his life-time achievements on Sat., Oct 22, 6.00 pm, Mehraban Guiv Darbe Mehr, Ontario (ZAGNY is supporting this event). TICKETS: $30 per person (space limited to 200) cheque to ZAQ, RSVP Oct 7th and mail to: Shirine & Gev Karkaria, 38 Brome, Kirkland, QC H9J 2N3, email@example.com
UDVADA ATASHBEHRAM LUNCHEON October 23 rd
This annual luncheon will be held at the Pomona Darbe Mehr on Sun., October 23 rd , 2005, at 11.30 AM. All are cordially invited to attend this worthy cause. Last year, Erach Munshi's tireless efforts raised over $ 23,000. Please contact either Mehru or Lovji Cama (201-569-7359) or Erach Munshi (212-865-6683) to register for or donate towards this event.
Page
ZAGNY HALLOWEEN PARADE
kids could briefly enact their characters at the parade.
November 6 th Religious Class We will have our annual Trick or Treating costume parade for our young (and young at heart) following religious class. Be there in a costume! Or Beware!! (Parents, it would be great if
ZOROASTRIAN INTERFAITH GROUP (ZIG) November 19 th
ZIG is excited and proud to sponsor a ZAGNY event to bring more visibility about our active group. Imminent speakers like Professor Kaikhosrov Irani and Khorshed Jungalwala will speak at this session. You will also hear from our youth who will share their experiences raised in intermarried families. We hope to have a healthy, animated exchange of ideas in our moderated question/answer session. Dinner will follow. So mark your calendars for this exciting, enlightening, educational upcoming event!!! For more information contact Viraf Ghadially (732-972-6527); Ferzin Patel (845-354-5163 ) or Khursheed Navder (973-402-1813). Agenda will be posted on our ZAGNY website www.zagny.org closer to the date.
NEW YEAR'S EVE BASH December 31st!!
Get set to party!!! You are invited to Usher in the New Year with Friends, Family, Fun, and Fizz. Join us as we countdown to 2006 with great food n music. Come prepared to have a helluva time. We'll kickoff the evening with cocktails at 7 PM followed by dinner at 9:30 PM. Stay tuned for further updates.
WZCC-NY CHAPTER MEETING November 13 th
Ms. Zareen Karani Araoz, President of ZWIN and Managing Cultures will speak on The Challenges of Managing Across Cultures: This lively, interactive session will discuss ways to enhance our effectiveness and communication as we work across cultures, and some of the subtle cultural issues that can critically affect the success of our ventures. So come ready to share your relevant questions and your insights. Lunch will be served at 12 pm. Session will start at 1 pm sharp. For more details and RSVP, please contact firstname.lastname@example.org, email@example.com, firstname.lastname@example.org, or email@example.com
ZAGNY SCHOLARSHIP UPDATE
Congratulations to this year's ZAGNY scholarship recipients- Farzad Damania, Sarosh Patel, Shahryar Shroff, and Amy Suntoke. They are all great assets to our Zoroastrian community. We wish them success in all their future endeavors!
2
ANNOUNCEMENTS (contd.)
CONGRATULATIONS
WEDDING: To Viraf and Toni Ghadially and Khurshid Mehta on the marriage of their children Temilyn and Darius, on 26th August at Smithtown, N.Y
NAVJOTE: To Nazneen and Shahvir Vimadalal on the Navjote of their daughters Farah and Perri on Juy 9 th , 2005 in Connecticut.
IT'S A BOY! To Cyrus and Lily Mehta on the birth of their son on Aug 13, 2005.
ANOTHER BABY BOY!! Maharukh and Firdosh Mehta of Springfield, N.J. were blessed with a grandson --FREYAAN on August 22, 2005. First child to their daughter Parynaz and Khushroo Vimadalal of Summit, NJ.
WELCOME TO OUR NEW MEMBERS:
Ava Anklesaria, Nariman Hormuz, Rohinton and Roshni Kapadia, Khurshid Mohta, Hoshrav Patel, and Ali Salimi.
CHANGE OF ADDRESS: Beheram Shahparast, 200 Winston Dr. #2608, Cliffside Park, NJ 07024. (917-741-9999).
LOOKING FOR A FRIEND!!! Eskandar Bahram Nabatian has lost contact with his friend Goshtasb Kiamanesh who used to live in Tehran on Kuche Pir Jamali (Goshtasp's brother is Anooshirvan, mother—Shireen, father— Bahman). If you know of Goshtasb or his family please contact Eskandar at 613-234-7711.
DONATIONS
ZAGNY DIRECTORY 2005
KUSHTIS FOR SALE—Hand woven by a Zoroastrian housewife in Yazd, Iran. Order custom size or select from in-stock by contacting Farah Bhopti (609-799-7757); firstname.lastname@example.org
While great care was taken to compile the information from membership forms, you may find some inaccuracies. Please notify us (email@example.com) of any errors or subsequent changes so we can inform the community.
We would also like to take this opportunity to thank Sheroo Kanga for her immense help in contacting various advertisers that helped ZAGNY defray the cost of this publication.
PAST EVENTS
WORLD ZARATHUSHTI CHAMBER OF COMMERCE ANNUAL MEETING & BUSINESS CONFERENCE WZCC AGM meeting and Business conference was held on June 29, 2005 in London, UK during the Eighth World Zoroastrian Congress. Edul Daver, WZCC Secretary and Rusi Gandhi, WZCC-NY Chapter Chair and other Directors Worldwide shared the stage with keynote speaker, cricketer Farokh Engineer. Showcasing his success story, Edul Daver presented "The Magic of Open Book Management." His presentation discussed how OBM has worked wonders at ACuPowder.
NORTH AMERICAN MOBED COUNCIL SEMINAR
ZAGNY hosted the NAMC seminar for the third time on July 30 th and it was a great learning experience for all who attended. Thanks to the Ervads for their contributions and a special thanks to Ervad Parvez Patel for co-ordinating all the details of this seminar. Thanks to all the generous host families, and to Darius Antia's family for their monetary contribution. Lastly, thanks to Nawaz Merchant and her parents, Khurshed and Silloo Parakh, and to the various volunteers who helped make this event a success.
ZAGNY ANNUAL PICNIC
A great time was had by the young, old and restless at our annual ZAGNY picnic on Aug. 7 th . Even though some were sore and stiff from all that cricket (thanks to Viraf Commissariat) our sporting crowd had a great time enjoying the food and each other's company. Our thanks to all the volunteers who helped make this day a fun event for us all. Here is what some had to say:
"We give you credit for not only planning our annual picnic but also for organizing the details and more importantly for bringing us together to enjoy each other's company in a relaxed and happy environment. Away from the normal, daily hectic schedule, the few hours of the picnic felt like a mini-vacation, We are sure everyone who participated will echo our views and appreciation for your effort." - Dinyar and Meher Hodiwala.
MUKTAD PRAYERS
Muktad prayers were held on August 14th at the Darbe Mehr and were attended by 100+ members. Thanks to our priests, Xerxes Antia, Rohinton Dadina, Poruz Khambatta, Karl Khambatta, Rohinton Madon, Jehangir Madon, Pervez Patel and Meheroz Rabadi for the solemn prayers and recital of names. The hall looked somber yet beautiful with the flowers on each side.
It was wonderful to see a small band of dedicated individuals---Kamal and Farokh Daruwalla and Franak Batliwalla---come out to help in more than one way. Our thanks - to Sheroo & Vispi Kanga for the donation of Food & malido, to Goolu & Noshir Baria for the Fresh & dry fruits, to Maharukh & Viraf Commissariat for the beautiful flowers, and to Behroze and Astad Clubwala for the Sukhad. Ferzin, Minoo, & Vispi did a wonderful job in organizing the event.
We would also like to thank our host families---Behroze and Astad Clubwala, Teshtar and Noshir Irani, and Jasmin and Maneck Kotwal—for graciously volunteering their homes to offer the prayer services.
A MAGICAL NAVROZ CELEBRATION
Pateti function held at the Darbe Mehr on Aug 20th was the first of its kind for this new ZAGNY board. Celebrations began with the recital of the Atash-Niyaesh by Ervads Rohinton Madon and Jehangir Madon. After a brief welcome announcement by President Homi Gandhi, and the cocktail hour, magician Mike Furman entertained and captivated the young and the old alike—thanks to Ferzin for organizing the magic show. Mehernosh Daruwalla of India on the Hudson served a delicious feast with a Parsi flair which was enjoyed by all.
Our thanks to Jasmin and Tina Dukandar for helping out Sheroo with the flower arrangements, and to our three young men---Shawn Bengali, Sam Merchant and Cyrus Merchant for serving cold drinks throughout the evening. Thanks also to all volunteers and board members who worked so hard in making this function a success.
Did you know that....Pateti is the day of repentance (Patet). It is the last day of the year, the 5th Gatha Vahishtoisht on which day one is supposed to pray Patet Pashemani prayer to repent for all sins of that year and then rejoice the next day—the first day of the new year.
Page
4
YOUTHFULLY SPEAKING
ZAGNY is proud to present this reflection written by one of our youth members (Reprinted from FEZANA Journal, Spring 2005).
POWER OF CHOICE
Ushta was born in Karachi, Pakistan and moved to NJ with her family when she was 2. A member of ZAGNY, Ushta attended religious classes for a number of years, and then proceeded to teach the youngest class for 3 years.
She is currently obtaining her Master's in Human Genetics from Sarah Lawrence College in NY and graduated in May 2005. Ushta was also selected for a Fellowship in Neurodevelopmental Disabilities for the 20042005 year. For the future, Ushta hopes to use her educational background and experience to understand more about the health needs and concerns of the Zarathushti community.
Like many of you reading this, I was born into the Zarathushti faith. However, it wasn't until after my Navjote that I really started to question what being a Zarathushti meant to me. It was then when I realized that although I knew the basic tenants of the religion, and all my prayers, I didn't really understand what or why I was saying them, or what being a Zarathushti meant to me personally. In essence, I was everything I didn't want to be; a "blind follower".
As I began my quest to understand and reflect more about the religion that I was initiated into, I realized that the teachings were actually quite consistent with some of my personal beliefs and the way that I wanted to live my life. Once I started to understand more about what the Zarathushti religion meant to me personally, I felt more connected religiously and spiritually.
It's been many years since my initial reflection on the religion. Between the time that I began my search for a deeper understanding of the Zarathushti religion and now; my views and feelings about my faith haven't changed much. However, over the past few years, I have noticed that I haven't felt as consistently connected to the religion as I once did when I was younger. Although I still wholeheartedly value and believe in the religion, I've begun to question why over the past few years I haven't felt as spiritual as I once did.
In searching for these answers, I realized that part of the reason why I haven't felt as connected religiously lately is because I have been very content with my life. It seems as though the toughest times are when we seek the greatest guidance. There is a sense of comfort and peace for me when I turn to faith in my times of need. In speaking with many of my peers, I've realized that I am not alone in this way of thinking and that perhaps it is just human nature to turn to religion or spirituality in our times of need, loneliness, and grief. So does this mean that I am less of a religious Zarathushti than I was a few years ago when I felt more connected? I'm pretty sure and would like to think that the answer to that is "no". Conversely, perhaps the reason why I don't feel as spiritually connected "these days" is because I have already sought out what the Zarathushti religion means for me in my life and I am very comfortable with my faith, thus leaving me feeling very internally content with my life.
Although recently I've seen myself turn more to faith in my times of "need", I've also found my self equally reflecting upon my faith and life in times of sheer happiness and being very grateful for the fact that I can feel such contentment. My understanding of and faith in the Zarathushti religion has given me guidance that has ultimately left me with confidence and a positive
Like many of you reading outlook for each day. It has also helped me appreciate life's many experiences including both the sad and happy moments. Our religion encourages us to not "blindly follow", thus I hope that everyone at some point in their life is able to take time out to reflect and question what the Zarathushti religion means to them personally.
"From the beginning you fashioned for us physical bodies, an awakened conscience and a directive intelligence through Your own Mind. You infused life's breath into mortal forms. You granted us capacities to act and true teachings to guide us so that one could choose beliefs at will." (Ys.31.11-13)
FUN IN THE SUN
SUMMER VACATION 2005
Hey kids, even though summer's over, we would love to hear about your summer adventures. Let us know the major highlight(s) of your vacation (send in a picture too if you can). We'll start with a few responses in this issue and hope to print a lot more in our next newsletter!
Tina Dukandar--The number one highlight of my summer was my sister Jasmine's sweet sixteen. It was the party of the year. I was glad that my family could come all the way from India, Florida and Chicago to attend the party. The party was awesome. We danced all night. I danced to two songs; Kajra Re with two of my friends from dance school and I also danced to Dhoom Machale. My sister Jasmine also danced to the song Sona Sona from Bombay Dreams. Jasmine had a big smile throughout the party. It's so great to look at the pictures now and see what a good time everyone had. I can't wait for my super sweet sixteen!
Neville Dusaj--We usually go to India every other summer for the entire vacation. My sister, Natasha and I always look forward to our trips--meeting grandparents, cousins, aunts, uncles---getting presents, and best of all not having any schedules. Even though everyone says it's awfully hot there in the summers, the weather has never bothered me. We attended my bua (aunt's) wedding and it was fun hiding the groom's shoes—each of us got paid Rs. 500 by the groom's mom to get his shoes back from our custody (it's a Hindu custom by the way, so most Zoroastrians reading this might not find it funny). One REALLY cool thing, and definitely the highlight of my trip was when my grandpa allowed me to ride a moped (a sort of two-wheel scooter). Since I am only 10, I would never have dreamt of doing this in the U.S.!
Tanaz Karai--Over the summer, I went to Chicago and India. The last day of school, we drove to Chicago to attend the graduation ceremony of my aunt, who is here from India. She was the speaker at the graduation and it was very good. I then went to India. It was fun because I traveled alone (19 hours is a very long flight and that's the only part I did not enjoy) as an Unaccompanied Minor and stayed in Mumbai with my grandparents and aunt. Though it was very hot over there, I had lot of fun shopping, eating out and meeting my relatives in Mumbai. On July 26th, Mumbai had the heaviest rainfall in 100 years ( 37.1 inches). There was no power for 24 hours in Andheri where I was staying. That really scared me. Many people died and many others had a hard time coming home from work because there was flood of water everywhere. When I came back to NJ, I went to two sweet sixteen parties, one of my cousin Jessica and another of my friend Jasmine's. I had fun with my friends and parents in the remaining days of August. We went to Six Flags, Camden Aquarium, Bronx Zoo, and FantasyIsland. The summer was too good and I can't wait for the coming summer.
IVY F. GANDHI YOUTH CAMP 2005
Here are some facts on Zoroastrianism that our kids learnt in the Ivy Gandhi Summer Camp 2005 from Anahaita Kotwal and Zubeen Shroff. We're quite sure a number of you were not aware of these—
*The three wise men of magi who brought gifts to the baby Jesus are believed by scholars to have been Zoroastrians. They brought three gifts with them, frankincense (loban), myrrh and gold.
*A statue of Zoroaster is included on the top of the New York Supreme Court building on 27 Madison Avenue in New York city along with other famous lawgivers. Zoroaster's name is also engraved along with a similar group of famous thinkers on the façade of the Brooklyn Museum.
TO SUPPLEMENT OR NOT TO SUPPLEMENT..........?
If you eat a healthy diet, do you need to take vitamins? Not long ago, the answer from most nutrition experts would have been an emphatic "no". Today, though, evidence shows that taking a daily multivitamin makes sense for most adults. What's changed? Not only have scientists determined why we need these vitamins, but they are also accumulating evidence that vitamins do much more than ward off the so-called diseases of deficiency, things like scurvy and rickets. Intake of several vitamins above the minimum daily requirement may prevent heart disease, cancer, osteoporosis, and other chronic diseases.
Kidz N' TEENZ Corner
Do You Know Why Vitamins Aren't
Named A through F? Vitamins as we know them today (A, B-Complex, C, D, E, and K) don't follow alphabetical order because errors were made when vitamins were discovered. They were named in alphabetical sequence, but some substances turned out not really to be vitamins. The letters assigned to these substances were dropped, so the sequence is interrupted.
Know Your Vitamin ABC's?
What's The Bottom Line? While a standard multivitamin provides a dozen or so of the vitamins known to maintain health, it doesn't even come close to making up for an unhealthy diet and is a mere shadow of what's available from eating plenty of fruits, vegetables, and whole grains. A standard, store-brand, RDA-level multivitamin can serve as a sort of nutritional safety net. For under $40 a year, it is viewed by many as the least expensive health insurance they can ever buy!
1. Citrus fruits are good sources of: _____
2. Needed for absorption of calcium and phosphorus and bone formation:________
3. This vitamin is found in animal products and microorganisms only: ________
4. Needed for vision in dim light: ________
5. Essential component of mechanisms that cause blood to clot when bleeding: ____
Answers: 1. C; 2. D; 3. B12; 4. A; 5. K
Once you get past pumpkin pie, many are clueless when it comes to cooking winter squash. Here's a simple but smashingly healthy recipe.
SWEET POTATO PUMPKIN SOUP
1 Tbs. Olive oil
1 cup chopped onion
1 tsp Ground ginger
¼ tsp cumin
¼ tsp ground nutmeg
2 garlic cloves, crushed
2 cups peeled, cubed sweet potato
1. Heat olive oil in large pot. Add onion and saute for ~5 mins. Add the ginger, cumin, nutmeg and garlic and cook for 1 min.
2. Stir in the sweet potato, chicken broth, water and pumpkin and bring to a boil. Reduce heat and simmer for 14-20 mins or until sweet potato is soft, stirring occasionally.
2 cups fat-free chicken broth
1 15-ounce can pumpkin
1 cup 1% milk
3 Tbs. reduced-fat sour cream
3. Stir in milk until heated (don't boil). Ladle into bowls and serve with ½ Tbs. sour cream. (If you like your soup smooth, puree in a blender before serving).
1½ cups water
Nutrition Facts
Serving Size: 1 Cup #Serv: 6
Amount Per Serving
Calories 130 Fat Cals: 35
Total Fat
% Daily Value
Sat Fat 1.5g 8%
4g 6%
Cholesterol
5mg 2%
Total Carb
Sodium
Fiber
20 g 7%
210mg 9%
Sugars
8g
4g 16%
Protein
4g
Vit A 350% Vit C 10%
Calcium 10% Iron 8%
CALENDAR OF UPCOMING EVENTS—Details inside
OCTOBER 2005
02 ZAGNY RELIGIOUS CLASSES (1 PM START)
23 ANNUAL UDVADA ATASHBEHRAM LUNCHEON AND HURRICANE KATRINA COLLECTION
NOVEMBER 2005
06 ZAGNY RELIGIOUS CLASSES (1 PM START); HALLOWEEN COSTUME PARTY FOR KIDS (AND ADULTS); ZAPANJ VISITS DARBE MEHR; HURRICANE KATRINA COLLECTION
19 ZIG SPONSORED ZAGNY NIGHT
13 WZCC NY CHAPTER MEETING
DECEMBER 2005
04 ZAGNY RELIGIOUS CLASSES (1 PM START)
31 ZAGNY NEW YEAR'S EVE PARTY
If you have a skill or talent (cooking, arts/crafts, language, computer, etc) that you could share with adults during religious classes, we would love to hear from you!
ZAGNY
106 Pomona Rd. Suffern, NY 10901
We're on the Web! See us at:
www.zagny.org | <urn:uuid:ef3c12dc-0f27-4908-a05a-24de3baf9f2f> | CC-MAIN-2017-47 | http://www.zagny.org/newsletters/ZAGNY_Newsletter_0509.pdf | 2017-11-22T02:04:29Z | crawl-data/CC-MAIN-2017-47/segments/1510934806447.28/warc/CC-MAIN-20171122012409-20171122032409-00153.warc.gz | 543,120,946 | 6,423 | eng_Latn | eng_Latn | 0.933907 | eng_Latn | 0.997429 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4133,
8497,
10233,
14349,
18555,
22171,
25357,
26086
] | [
0.84375,
2.03125
] | 2 | 0 |
2020 AP ENGLISH LANGUAGE AND COMPOSITION SUMMER READING
Ms. Strauss
firstname.lastname@example.org
1. Purchase this book:
Thank You for Arguing Third Edition
What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion
By Jay Heinrichs
Three Rivers Press | Paperback | 978-0-8041-8993-4
2. Answer the following Pre-Reading Questions
Type questions and answers. Share in class discussion. Due 2 nd week of school.
questions for discussion or writing
1. What makes someone persuasive to you personally? What makes someone unpersuasive to you personally?
2. Persuasion is often thought of as deception and manipulation, but when is persuasion necessary for good and ethical outcomes?
3. Is rhetoric good or bad? Why?
4. Discuss the differences between arguing and fighting.
5. Discuss the differences between argument and persuasion.
6. What are some situations where the truth is available but persuasion is still needed? When do we need more than just logic and facts?
7. What is the difference between rhetoric and deception?
8. At what age should people be taught the basics of rhetoric and argument? Why?
9. What does "responsible rhetoric" mean to you?
10. Who is your favorite rhetor (online, television, radio, classmate)? Why? You might be surprised by the diversity of answers.
11. What are your favorite three words or phrases to use when arguing? Why?
12. What are you unpersuadable about?
13. What are some topics on which you want to be persuaded to change your mind?
14. Which parts of life are not affected by rhetoric? Does everything have a rhetorical aspect to it? Discuss several examples.
15. Discuss your classroom's rhetorical atmosphere. What are its rules, patterns, expectations, and opportunities? In what ways is your classroom's rhetorical atmosphere similar to/ different from that of your other classes? *You may wait to answer this one or answer it based on a previous classroom.
16. Discuss the rhetorical styles among your closest friends. How do you persuade each other? What are the rules, patterns, expectations, and blind spots? In what ways is your friend group's rhetorical style similar to/different from that of other groups of friends?
3. Read INTRODUCTION 1. "Open Your Eyes" (Pages 3-11) and complete the following corresponding activity. Type your response.
activities ch. 1 — open your eyes
* Your Rhetorical Day: Write your own rhetorical day in the style of this chapter, taking us through the various persuasions happening around you. | <urn:uuid:7ca10646-9187-4ffb-beb2-d2cb30bc6aec> | CC-MAIN-2020-40 | https://www-nhs.stjohns.k12.fl.us/ib/wp-content/uploads/sites/9/2020/05/Summer-Reading-AP-Language-and-Composition-Pre-IB.pdf | 2020-09-22T04:51:07+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00328.warc.gz | 718,508,245 | 557 | eng_Latn | eng_Latn | 0.997484 | eng_Latn | 0.997484 | [
"eng_Latn"
] | false | docling | [
2525
] | [
2.890625
] | 2 | 0 |
dental hygiene facts
Enamel Erosion
Dental erosion is the break down of tooth structure caused by the weakening or loss of the tooth's outer layer (called tooth enamel).
THE IMPACT ON ORAL HEALTH
Generally, saliva helps to restore the natural balance of acid in the mouth. When acidic food or drink is consumed, the enamel will soften for a short time. If foods high in acid are consumed on an excessive basis, the mouth can't repair itself and there is greater chance for dental erosion.
The acid breaks down tooth enamel around dental sealants and restorations further compromising teeth and leading to more extensive dental treatment to prevent tooth loss. Teeth may become overly sensitive and unsightly.
CAUSES AND RISKS
Teeth are at risk for erosion when the protective enamel layer is softened. Food and illness can change mouth acidity and weaken the enamel's strength. For instance:
Acid in food/beverages
When acidic food is consumed on an excessive basis, the mouth cannot repair itself and there is greater chance for enamel erosion.
Common food/beverages with acid include:
* Regular and diet soft drinks – phosphoric acid
* Fruit and fruit products – citric and malic acids
* Fermented products (yogurt) – lactic acid
* Grapes and wine – tartaric acid
* Pickles and salad dressing – acetic acid
Gastro-esophageal reflux disease (GERD)
Diet
Vegetarian diets or any diet having fruit comprising more than 66 per cent of the total food intake also make teeth more susceptible to erosion.
Eating disorders
Eating disorders such as anorexia nervosa and bulimia can have a devastating effect on tooth enamel. Long-term exposure to the acid from vomiting erodes the surfaces of the teeth. People with eating disorders tend to brush aggressively, which can further aggravate enamel erosion, resulting in sensitivity to hot and cold.
Aggressive brushing
Improper and vigorous brushing can erode enamel.
TREATMENT AND PREVENTION
Dental hygienists can discuss individual causes and symptoms of enamel erosion and provide a customized treatment plan.
* Maintain a healthy diet that is low in acidic food and beverages.
* Visit a dental hygienist for regular cleanings and fluoride treatments, if appropriate.
* Use a toothbrush with extra soft bristles and a nonabrasive toothpaste.
* Use fluoride toothpaste if recommended by a dental hygienist.
* Don't sip soft drinks throughout the day as this can increase acid attacks.
GERD or acid reflux (heartburn) is a disease in which gastric acid is returned from the stomach through the esophagus into the oral cavity. GERD without the symptoms of acid burn or heartburn could still erode tooth enamel.
* Drink from a straw to reduce contact between the beverage and teeth.
* Reduce consumption of regular and diet pop, fruit juices and sports drinks.
* Rinse with water for 30 seconds after drinking a beverage that contains acid.
* Delay brushing for at least an hour after consuming acidic food or beverages. Instead, rinse with water, eat hard cheese or chew a stick of sugarless gum.
As professional health-care providers, dental hygienists are primarily concerned with promoting good oral health. Dental hygiene is among the largest of the regulated healthcare professions in the province. In Ontario all dental hygienists are registered with the College of Dental Hygienists of Ontario, which regulates the profession to ensure the public receives safe and ongoing comprehensive oral care.
VFS18.1
Dental Hygienists: Your Partners in Oral Health www.odha.on.ca | <urn:uuid:b6b331cf-803e-45c4-aae5-90274e4f0ad8> | CC-MAIN-2020-40 | https://wordofmouthdh.com/wp-content/uploads/2020/02/Enamel-Erosion.pdf | 2020-09-22T04:45:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00329.warc.gz | 705,404,251 | 751 | eng_Latn | eng_Latn | 0.996438 | eng_Latn | 0.996438 | [
"eng_Latn"
] | false | docling | [
3541
] | [
3.15625
] | 3 | 0 |
Webquest: People not Property
Target grade levels: 7-12
Explore Historic Hudson Valley's interactive documentary People Not Property: Stories of Slavery in the Colonial North to complete this webquest.
Chapter 1: Defining Slavery
Labor Systems
1. Why were some indigenous peoples able to escape enslavement?
2. In what ways were indigenous communities devastated as a result of contact with Europeans?
3. What was the term for Europeans peasants who came to the colonies in a form of contracted labor? Explain this arrangement.
4. Why did this system fail?
5. Why did European colonists choose Africa as their source for enslaved labor?
6. What made it difficult for African captives to run away?
Establishing Slave Laws
7. Watch the video The Impact of Slave Laws. How did colonial laws affect the enslaved community?
The Middle Passage
8. Watch the video The Story of the Charles. How do you think a journey like this impacted the BaKongo captives who survived? Explain.
The Business of Slavery
9. What were some of the ways that wealthy enslavers made money from the system of slavery?
10. How many of the "founding fathers" who signed the Declaration of Independence were also enslavers?
11. What does it say about the founding of American democracy that many of the men who signed a document claiming that "all men are created equal" were also enslavers?
Chapter 2: Being Enslaved
Skilled Labor
12. After watching Caesar's Skills, identify two types of specialized knowledge developed by kingdoms in different regions of Africa.
13. What kinds of knowledge and skills did Caesar, the enslaved master miller, need in order to do his job? How does this kind of specialized knowledge contradict the idea that enslaved labor was "unskilled labor"?
14. In Recognition for Caesar, what advantages might Caesar have gained by being a master miller?
15. Explain what Dr. Leslie Harris meant when she said that even a skilled worker like Caesar was "at the end of the day…still an enslaved person."
Family
16. Watch the three-part video Joan & John Jackson's Story. What methods did John Jackson use to try to reunite his family?
17. Do you think that John Jackson was a hero? Explain why or why not.
Community
18. What are some examples of ways that African culture and traditions have become part of our American culture and identity? Identify at least five contemporary examples and explain their African origins.
1.
2.
3.
4.
5.
19. Find the story of a person, family, or group from any of the sections in this chapter. Summarize their story. What can their story tell you about the institution of slavery?
Chapter 3: Choosing Resistance
20. Identify four examples of individuals or groups who resisted enslavement. In what way did each resist? What were the results of their resistance?
1.
2.
3.
4.
21. What are the dangers involved in resisting? In spite of the dangers, why did enslaved individuals choose to resist?
Negotiation
22. Watch Jack and Parthenia's Story. How is this story an example of negotiation?
Seizing Opportunity
23. What similarities do you see between the stories of Bridget and Titus? How did each use the Revolutionary War to their advantage?
Running Away
24. Read the interactive document "Ben…Supposed to be drowned."
a. What steps did Ben take to plan his escape?
b. What clues in this document tell you more about Ben's possible motivations for self-emancipating?
Fighting Back
25. Watch the two-part video series Burning of the City of New York.
a. Explain the events that took place in New York City in 1741.
b. What similarities can be seen between enslaved individuals rebelling against their enslavers in 1741 and American patriots rebelling against England 35 years later?
Chapter 4: Pursuing Justice
26. Explain how enslaved people took legal actions to gain freedom. Find one example in each section "Purchasing Freedom," "Using the Law," and "Emancipation and Abolition."
1.
2.
3.
27. What was gradual emancipation? How did these laws benefit the enslaved community? How did they benefit enslavers?
Confronting the Past
28. Watch the video Erasing History.
a. Why don't many northerners learn about slavery in the North?
b. Why is it important to learn about slavery in the North and South?
Finding Connections
29. Watch the video A Legacy of Racism. How does a deeper knowledge of the North's involvement in slavery help us to better understand the current issues with racism in America? | <urn:uuid:2e01352d-53ce-4d80-a916-7acb7c03ef17> | CC-MAIN-2020-40 | https://hudsonvalley.org/wp-content/uploads/People-Not-Property-webquest.pdf | 2020-09-22T05:41:39+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00330.warc.gz | 437,526,746 | 971 | eng_Latn | eng_Latn | 0.995296 | eng_Latn | 0.997284 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
534,
986,
1770,
2449,
2960,
3442,
3977,
4492
] | [
4.25
] | 1 | 0 |
This profile is part of the EU Study on Supporting School Innovation Across Europe. It presents one of the 24 schools in the study, giving an overview of the changes and experiences in that school. Find the rest of the materials from the study at:
www.schooleducationgateway.eu/innovation
School innovation in Europe: fostering individualised learning and collaborative learning at the Friedenauer Community School in Berlin
About our school
Location: Tempelhof-Schöneberg, Berlin
Established: The school is a merger of four schools: the primary schools Uckermark-Schule and Barnimschule were merged and became Peter-Paul-Rubens-Schule. The secondary schools LuiseWilhelm-Teske-Schule and Waldenburg-Schule were merged and became 8. Integrierte Sekundarschule (ISS). In a second stage the primary school Peter-Paul-Rubens-Schule and the secondary school 8. ISS were merged and became the community school Friedenauer Gemeinschaftsschule. The process of merging the four schools started as a pilot trial on 1 August 2012. The Friedenauer Gemeinschaftsschule was founded on 1 August 2015.
Status: Public municipal community school that provides primary and secondary education (grades 1-10)
Number of pupils: 850 (in 2016)
Website: http://friedenauer-gemeinschaftsschule.de/home/
Contact person: Sonja Reincke-Neese
Why did we innovate?
The school is located in a disadvantaged area in the city of Berlin. Prior to merger, the reputation of the school was rather low. Since the process of establishment of a community school had been initiated in 2012, there were major improvements in the image and attractiveness of the school among local community. As a community school, the Friedenauer school aimed to create inclusive environment for its students, foster equity and meet diverse needs of newly arrived migrant students and students with learning challenges. In order to address these challenges and to target inclusion from different angles, the school has introduced a number of innovative approaches.
What were our innovations?
One of the core structural innovations introduced in the school is its reconstruction into community school, as a result of the merger of four schools. It aims to transit from traditional tracking system to a more integrated system that has been promoted by the city of Berlin. 'Community schools' were initiated by the Berlin Senate for Education, Youth and Family and started as a model project in the 2008/09 school year in order to enable equal opportunities and individual support for all students. A legal provision from 2004 gave way to the model stage of 'Community schools'. According to this provision, all primary and secondary schools can apply for joining the model with the beginning of school year 2008/09 (Gesetze Berlin, 2010). According to this model, all pupils remain in the same school from the start of school until graduation. The decision to participate in the pilot trial as a community school was first taken by the school leadership and was later verified by all important committees including the teachers and the parents. The overall agreement with becoming a community school was 80%. Afterwards, the application procedure was initiated, which included the development of a project plan and time schedule.
As a community school, the Friedenauer school aims to foster equal opportunities for its students, promote individualised learning and support, develop mutual respect and tolerance and create a democratic space for cooperation between teachers, school staff, pupils, parents and non-school stakeholders. To achieve these aims the school implements the following innovations.
Since 2015 the school has gradually introduced the inter-grade learning with pupils of grades 1 to 3 and of 4 to 6 learning together. With the beginning of the 2017/18 school year, pupils of grades 7 to 9 will be also learning together. This provides more inclusive learning approach and does not differentiate pupils into different classes according to their learning levels and learning pace.
Another innovative approach in the school is the 'Learning office', aiming for individualised and systematic acquisition of qualifications in German, Mathematics and English through consecutive modules, which are completed by their individual speed and sequence. Mutual support among students, for example when more advanced students help those with slower learning progress, is an important element of this approach. Much of the learning activities consist of individual learning, but sessions with the whole class or small groups also take place.
Teacher acts as a learning advisor who supports students in the management of their work plans, answers to questions and tests the learning progress, while students work individually or in groups. Up to two teachers are in each class. Students can learn individually or in groups, weekly tasks are documented on the blackboard. Students work on different levels, this enables each student to proceed on the basis of their prior knowledge and competences. This approach facilitates the inclusion and support of students with migrant background and students with learning challenges. Goals and learning progress for each day and week are documented in the electronic logbook, an online planning and monitoring system, which includes not only content-related goals but also social and behaviour goals. Two times a year, parents, teachers and students have reflective talks. The main target of these talks is the planning of and reflection about long-term targets of the student.
Since 2015 the school implements practical learning. This is a special form of dual learning, which aims to enable practice-relevant learning and the attainment of a secondary degree, especially for pupils who find the traditional classroom environment challenging. It combines practical training (three days per week) in a place of student's choice and classes (two days) inside school and aims at individualised learning, integration of practical activities, personal development, and preparation for vocational training. In 2016, the school had three classes for practical learning.
Besides these core innovations, the Friedenauer school also fosters the environment of a 'team school'. This implies that teachers, pedagogues and social workers work in multi-professional teams with the school leader overseeing each measure. Furthermore, there is close collaboration between teachers, students and parents. For the evaluation of learning progress (and social behaviour), students conduct regular feedback talks with their teachers on the basis of their logbook. Two times a year, teacher-parents-students feedback meetings are conducted to discuss learning progress and social behaviour.
What have we achieved?
Pupils
Innovative approaches had a direct effect on pupils' academic performance and improved learning progress, as reported by the school staff. About 40% of students managed to attain their medium secondary certificate (Realschulabschluss) despite very low performance level at the time of entering the school. More students than before are now able to pursue a higher secondary degree after leaving this school.
The overall learning autonomy of students has improved, and they are able to express their own opinion and contribute actively to the lessons, according to the interviews with teachers.
The educational staff noted that innovations had a positive effect for pupils on the social-emotional level as they are happier and engaged with the school, there is also improvement in the behavioural aspects. Numerous students developed a problematic behaviour in grades 5 and 6 before and this trend has declined after the creation of community school. Teachers explained this by decreased pressure on pupils from teachers and parents.
Teachers
Direct effects of the innovations on teachers and other school staff included higher satisfaction with the work environment, improved communication, and overall climate among the staff, and between teachers and pupils, as reported by the school staff.
The teamwork between teachers has improved; planning processes are now taking place as a team and teachers develop new ideas together. Teachers now feel better enabled to respond to the needs of each student, and to provide feedback and positive support.
According to the Berlin city evaluation (Senatsverwaltung für Jugend, Bildung und Wissenschaft, 2012), the creation of community schools had a direct impact on teachers' work and attitudes: they found more productive ways to deal with heterogeneity (e.g. they perceive diversity as a potential, they apply differentiated teaching methods, individual counselling and competence diagnosis are a focus activity).
School as a whole
Since the establishment of the school as a community school, the external image of the school has improved, which was illustrated by high numbers of new applications to the school.
The school has received national quality labels for 'Germany is becoming inclusive', 'School without racism, school with courage' and is supported by the 'eEducation Berlin Masterplan'.
The process of change: what helped us succeed?
School level
Highly efficient teamwork and solidarity among the team, ambition and involvement into the process from the very start, the high motivation and high support of the school staff for the innovative approaches were the core enablers for the implementation of the innovations.
In the stage of development into a community school, it is very supportive that two of the fused schools (Uckermark-Schule and Waldenburg-Schule) were already experienced as schools fostering integration and inclusion. The Uckerman school had received a national award for integration in 1992. These experiences helped to implement ideas that other colleagues already had, but lacked the tools to bring them into practice
Parents of the school have considerably contributed to the successful transfer of the school to a community school. They held public campaigns and demonstrations together with students and teachers in support of the model of community school.
Municipal level
Berlin's legislative framework for community schools (including the special position as a community school, and the autonomy for schools in deciding their own system of subject differentiation) was one of the key enablers for the development of school, according to the school staff.
Berlin authorities provided additional financial support for the school to have a special pedagogue for each grade and two school development advisors. In the first stage, the school was granted additional funds by the Senate for Education in Berlin for a 50% position of a person who was in charge of the management of the pilot project.
Berlin's Network of Community schools (Netzwerk Gemeinschaftsschulen) was very supportive in providing good practice, exchange of experience and specialised conferences.
The process of change: what limited us?
School level
The school does not have a higher secondary education level and students can only attain a medium secondary degree (after 10 years of schooling), but not a higher secondary degree (after 12 years of schooling). Therefore, many pupils leave the Friedenauer school after the 6 th grade in order to attend a higher secondary school. Teachers perceive this as a general barrier in regard to the goals connected with high attractiveness of the school, high numbers of students (which comes with financial support for the school) and having high achieving students among their student body.
Municipal level
The major barriers for innovation at this school are found at the political level. The Senate of Berlin and the district administration are led by different political groups, with different levels of openness towards innovation: on both levels – Senate and district – there are frequent changes in political orientation which leads to promises for improvements for school being breached. This continued to be an important burden to implement the planned innovations.
At the district level, school authorities of the Tempelhof-Schöneberg district did not approve the pilot trial for the community school and tried to stop the process. However, at the moment, City senate as well as district authorities are supportive for the school.
Closely connected with the political support, the school also faces financial barriers. Large investments into renovation measures of the school are needed (a total of 30 million EUR). The situation is particularly difficult due to the different buildings (former four different schools) of the school. Students and teachers have to change between buildings frequently, and are limited in space; teacher motivation suffers from the lack of improvement in this regard. Moreover, it also affects the external image of the school negatively.
The school staff has noticed an insufficient preparation of newly coming teachers to work with innovative approaches such as the inter-grade learning.
Sustainability of change
The model project of the community school been positively evaluated and will be extended over time (Senatsverwaltung für Bildung, Jugend und Familie, 2016).
An external evaluation is obligatory according to Berlin school laws. An external evaluator visits the school and evaluates its performance based on a number of indicators. In case of good results, the next external evaluation is conducted after five years. In case of bad results, an external evaluation is conducted again after two years. The last external evaluation found positive results for the Friedenauer school.
The school has ensured an internal evaluation and learning with the help of teacher students, who spend their practical semester at the school and evaluate innovative approaches through course papers. Furthermore, in weekly feedback meetings, the school staff internally reflects on the implementation and progress of the innovative approaches.
To foster continuous learning and mutual exchange, a team of staff of the primary level has been assigned to regularly reflect on the implementation of the inter-grade learning while teachers forming grade-teams regularly discuss the progress of measures.
After the Friedenauer community school was founded, many schools have come to visit it and observe its methods. There is a particular interest in the way integration and inclusion are practised at this school: different learning pathways, inter-subject teaching, productive learning and the learning office.
What did we learn in the process? Key messages
A shared vision and teamwork is crucial for any innovative process. To achieve organisational transformations, such as the reconstruction of the school into a community school, is only possible with a favourable policy framework and policy support.
Teachers need to receive appropriate ITE and CPD on the application of innovative measures. Observation visits to other schools are very effective for expanding teachers' competences and should be systematically supported.
Financial insecurity hinders school's ability to consider aspects of sustainability of innovations. Political orientation and policy provisions should aim to support innovation.
Further reading
- A full report 'Supporting School Innovation across Europe' explores the conditions in the school education system that can enable or constrain positive change in schools.
- 12 case studies explore the national approaches and individual school innovations. They include the perspectives of key national education experts and stakeholders who were interviewed and took part in workshops.
- 24 individual profiles give a quick view of the changes and experiences in each school.
Available here:
www.schooleducationgateway.eu/innovation
- The school profiles also feature as part of the European Toolkit for Schools, alongside a range of materials and many other inspiring examples of practice from European countries.
© European Union, 2018 All rights reserved.
This document has been prepared for the European Commission. However, it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. | <urn:uuid:996ef4e8-56d7-47ee-9172-885bdc52d1ba> | CC-MAIN-2020-40 | https://www.schooleducationgateway.eu/downloads/innovation/DE_Friedenauer.pdf | 2020-09-22T06:11:44+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00330.warc.gz | 1,041,531,495 | 3,028 | eng_Latn | eng_Latn | 0.998783 | eng_Latn | 0.999045 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2020,
6171,
9164,
12106,
15284,
16295
] | [
2.171875
] | 2 | 0 |
The 7 Contininents
Asia
- 2/3 of the world's population live in Asia.
- Major countries include India and China.
- The Himalayas, the world's tallest mountains, are found here.
- The Dead Sea, the lowest point on land, is also in Asia.
- Asia is home to monkeys and giant pandas.
Africa
- Africa has 54 countries, more than any other continent.
- Major countries include Egypt, Nigeria and South Africa.
- Africa has the longest river in the world, the Nile.
- Africa also has the world's biggest non-polar desert, the Sahara.
- In Africa, you will find elephants and lions.
South America
- South America only has 12 countries.
- Major countries include Brazil and Argentina.
- The Amazon, the world's biggest rainforest, is found here.
- Tomatoes, potatoes and chocolate all come from South America originally.
- South America is where you will find sloths and jaguars.
North America
- Major countries in North America include the USA and Canada.
- Pumpkin and corn originally came from here.
- North America is home to bears and skunks.
Antarctica
- Antarctica is almost completely covered in ice.
- It is surrounded by the Southern Ocean.
- It is the coldest and windiest continent.
- Each year, hundreds of scientists live and work in Antarctica.
- Antarctica is home to albatross and seals.
Europe
* Europe is the most densely populated continent. It has 44 countries altogether.
* Major countries include France, Germany and the United Kingdom.
* Apples, pears and raspberries all originally come from Europe.
* The majority of Australians have ancestors from Europe.
* Europe is home to wolves and bears.
Australia
- Australia is sometimes called an island-continent.
- The Great Barrier Reef, the world's largest coral reef, is in Australia.
- Australian Aboriginal people first came to Australia more than 50 000 years ago.
- The continent nearest to Australia is Asia.
- Australia has many unique animals including koalas and emus.
Match the continent to the animal
I come from a continent where it is sometimes called an island continent. I come from the same continent as The Great Barrier Reef. The continent I come from is ________________.
The continent I come from only has 12 countries in it. Some of the food that comes from this continent are tomatoes and chocolate. The continent that I come from is ________________.
The continent I come from has 44 countries in it all together. Some of these countries include France, Germany and the United Kingdom. The continent I come from is ___________.
The countinent I come from has the world's tallest mountains, The Himalayas. The continent I am from is home to monkeys, giant pandas and me. The contient I come from is _________.
This continent we come from has 54 countries in it, more than any other continent. This continent has the longest river in the world, the Nile. The continent we come from is
______________.
Major countries in this continent include the USA and Canada. This continent is home to bears, skunks and me. The continent I come from is
____________________.
The continent we come from is completely covered in ice! It is surrounded by the Southern Ocean. The continent we come from is
____________________.
Antarctica North America Africa South America Europe Asia Australia
Which continent?
Which continent has the worlds biggest non=polar desert, the Sahara?
Which continent to potatoes come from?
Which continent is home to sloths?
Which continent is covered in ice?
Which continent did apples, pears and raspberries originally come from?
Which continent has major countries like China and India in it?
Which continent has hundreds of scientists living and working in it each year?
Which continent is home to koalas? | <urn:uuid:3c7316b2-d126-4dc5-a6d1-01dd2857e6a3> | CC-MAIN-2020-40 | https://www.glenfieldschool.co.uk/attachments/download.asp?file=3449&type=pdf | 2020-09-22T05:12:23+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00330.warc.gz | 865,581,190 | 793 | eng_Latn | eng_Latn | 0.999297 | eng_Latn | 0.999456 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1046,
1955,
2715,
3301,
3755
] | [
3.78125
] | 1 | 0 |
Flashbacks and Nightmares Stabilisation Pack
Cwm Taf University Health Board – Psychological Therapies Department
Flashbacks and Nightmares
What are flashbacks?
In the section titled 'How our mind and body react to trauma', we discussed how the brain deals with trauma memories in a different way to everyday memories. Because trauma isn't fully processed, current situations or events that remind us of the original events can trigger what are called 'flashbacks'. Flashbacks are normal responses to trauma. It was helpful at the time for us to be in a state of alertness, prepared for danger, and our brains have learned to make us very alert again if we come across any reminder of that danger, such as images, tastes, smells, sounds, emotions and sensations. This was an important way of protecting ourselves in the past. It makes sense that our bodies have evolved on a 'better safe than sorry' rule, so that they respond very quickly and automatically to anything that might be a threat. However, sometimes our brains and bodies continue to react in this way when the danger is over. This can interfere with our lives for years afterwards, and can be very distressing.
In normal situations, a part of our brain called the hippocampus 'tags' or labels our memories with information about where and when they occurred. Unfortunately when our 'threat system' is active, the hippocampus doesn't always tag the memories in this way, and so it may feel as if the events are actually happening now. In addition, the memories do not get stored or processed in the same way as everyday memories. They are fragmented and may pop back into our minds unexpectedly and outside our control.
A part of our brain called the amygdala prepares us to react to threat by, for example, releasing stress hormones. However, the amygdala cannot distinguish between real external threats, such as a violent person, and internal threats, such as a memory. This means that it will respond to reminders of the traumatic event as if the trauma was happening right now. Obviously this can be very distressing, because it stirs up all the feelings and physical reactions (such as panic and racing heartbeat) that we had when the trauma really was happening.
Flashbacks and Nightmares
Trigger
Activates a
memory
Feelings of fear or panic
Racing heart, shallow breathing
Shaking or trembling
Feelings of fear or panic
Racing heart, shallow breathing
Shaking or trembling
Flashbacks sometimes include bodily sensations such as being pushed or choked, or having certain smells or tastes. These are called 'somatic memories.' It seems that our bodies can recall traumatic events even if we do not always have detailed conscious memories of them. At other times we may have vivid and unwanted memories of the trauma but without feeling as if it is happening to us in the present. This is called an 'intrusive memory' and can also be very upsetting, and frightening.
What triggers a flashback?
Flashbacks can be triggered by lots of different things, such as a smell, a news item on the TV, or a person who is a reminder of a traumatic event. Sometimes flashbacks start after the death of the abuser, or when you become a parent, or when your child reaches the same age as you were when you were abused, and so on. It can be helpful to work out what your triggers are, so you can make more sense of why you are having a flashback at a particular time or in a particular situation. However, sometimes people have flashbacks when there is no obvious trigger. You do not need to be able to identify all your triggers in order to deal with flashbacks.
When we start processing trauma we may experience an increase in flashbacks. Although this is difficult, it can be seen as a sign that our mind and body are starting to heal from the trauma.
How can we cope with flashbacks?
People can be reluctant to talk about flashbacks because it is distressing or embarrassing, and they may feel ashamed and self-blaming. However, letting someone you trust know that you have flashbacks can be the first step in helping you to gain support and to heal. There are many coping strategies that can help you manage flashbacks. None of them are a quick or easy answer, but they can all play a part in calming your body and mind, and teaching your brain that the danger is in the past, not in the present.
HERE ARE SOME SUGGESTIONS:
Find a safe and peaceful place where you feel comfortable, either sitting or lying down.
Remind yourself you are having a flashback, and that this is a normal response to trauma. You are not crazy. Flashbacks are common and you are healing.
Remember that the worst is over – what you are remembering happened in the past, and is not happening now. However terrible you feel now, you have survived, which means you can get through what you are remembering now.
Breathe calmly and slowly. Put your hand on the area above your belly button, and feel it go up and down as you take breaths in and out. Try counting to 5 as you breathe in, and to 5 as you breathe out. Breathe in through your nose and out through your mouth.
If the trauma happened when you were growing up, there will probably be a child part of you that feels frightened and alone. It is important that our 'adult' self reassures the 'child' part that they are safe now.
Have something comforting to hold or hug, such as a soft pillow or blanket, or a soft toy.
Have something soothing in your pocket or bag that you can hold for comfort, such as a small stone or crystal, or another object that reminds you of something or someone loving and reassuring.
Listen to calming music on your phone or CD player.
Make a soothing drink, such as hot chocolate or herbal tea.
If you have lost a sense of where your body ends and where the rest of the world begins, rub your body so you can feel it more clearly, or wrap a blanket around you so you can feel it.
Use the grounding techniques in the section on 'Grounding.'
If there is someone around who is supportive, you might want to tell them that you are having a flashback, so they can prompt you to use your coping strategies and remind you that you are safe where you are now. You may want to agree in advance how you will tell someone that you are having a flashback, e.g. a word or sign.
Because flashbacks are such a powerful experience, it is important to be kind to yourself afterwards. This might mean having a relaxing bath, a sleep, a warm drink or just taking some quiet time for yourself. Remember that you deserve to be taken care of.
Use the ideas from any other sections in this manual that might be helpful – for example, 'Mindfulness', 'Compassion', 'Soothing and Safety'.
Develop your own script
Noticing the difference between the present and the past is not always easy during a flashback. We have to tell our minds and brains that we are safe in the present, and using the following script can help us do this. You might want to write your script out on a card and keep it with you so that you can use it when you need it. Remember that practising this when you feel safe will make it easier to use during a flashback.
- I am feeling (name the emotion, such as 'frightened')
- And I am sensing in my body (describe as many bodily sensations as you can)
- Because I am remembering (name the trauma by title only, no details)
- But at the same time I am here (name the place)
- And I am in (today's date including day, month and year)
- and I can see (describe some of the things that you can see right now, in
this place).....................................................................................
-
and I can hear........................................................................
-
and I can smell.......................................................................
- and so I know (name the trauma, again title only)
- is not happening now or any more
For example…
- I am feeling frightened
- And my heart is racing, I am shivering and sweating
- Because I am remembering
- the attack when I was 12 years old
- But at the same time I am in my living room
- And it is the 1 st July 2015
- And I can see my sofa, the cat, my daughter, the television
- I can hear the voices on the television and the rain on the window outside
- And I can smell the air freshener and coffee
- And so I know the attack was a long time ago and it is not happening again or any more.
Nightmares
Nightmares, like flashbacks, are a normal response to trauma. They can be a way of remembering events that are too distressing to recall in the daytime. Unfortunately, nightmares can make it frightening to go to sleep, and you may be exhausted from disrupted nights. As with flashbacks, your mind and brain can gradually be trained to realise that the danger is in the past.
Some ideas for coping strategies are:
- Make your room feel as safe as possible. Have comforting things to hold or hug, such as a blanket or soft toy.
- Play calming music before you go to sleep, or if you wake.
- Have a drink ready by the bed.
- If you wake from a nightmare, it may help to turn your light on, look around the room and remind yourself where you are, using grounding techniques (see the section on 'Grounding.')
- As with the flashbacks, remind yourself that the fear you are feeling is from the past, not now, and that you have survived.
- Some people find it helpful to create a nurturing image of a person (real or imaginary) or a thing (an animal, a guardian angel etc) who is protecting them. See the section on 'Compassion.'
- If you find it hard to get back to sleep, it may help to play a DVD or read a story that is calming and distracting.
Flashbacks and Nightmares
THIS SCRIPT CAN ALSO BE USED TO PREPARE YOURSELF BEFORE YOU GO TO BED:
- I may wake in the night feeling...........................................
- And I may be sensing in my body..........................................................
-
Because I will be remembering (again by title no description)...............
- At the same time I will look around where I am now in .......................
-
And I will see, smell, hear....................................................................
- And so I will know <insert title> is not happening now/anymore. I have survived it and I am safe in the present.
Whether you have flashbacks, intrusive thoughts or nightmares or perhaps all of them, remember to notice and praise yourself for any steps you were able to take to cope with them, even if it was difficult and didn't take away all the fear. It takes time to re-train your mind but with patience and determination it can be done.
Reading and Resources
This website has some useful suggestions about coping with flashbacks:
http://www.getselfhelp.co.uk/docs/CopingwithFlashbacks.pdf
There is a good explanation about the role of the brain in flashbacks in chapter 2 of Deborah Lee (2012) 'The Compassionate Mind Approach to Recovering from Trauma using Compassion Focused Therapy', London: Robinson. | <urn:uuid:cb5d46b5-5c70-45c1-95b5-7b9931375ad3> | CC-MAIN-2020-40 | https://nhsforthvalley.com/wp-content/uploads/2020/07/Flashbacks-and-Nightmares.pdf | 2020-09-22T03:24:35+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00332.warc.gz | 546,927,320 | 2,347 | eng_Latn | eng_Latn | 0.979476 | eng_Latn | 0.999085 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
114,
2239,
3827,
5682,
7924,
9693,
11039
] | [
2.5
] | 2 | 0 |
Backgrounder: Flood Protection in Toronto's Port Lands
The Port Lands: Context
The Port Lands, bounded by the Keating Channel/Don River and Lake Shore Boulevard in the north, the Toronto Inner Harbour in the west, Ashbridges Bay in the east and Lake Ontario and Tommy Thompson Park in the south, is a man-made area created by decades of infilling what was once one of the largest wetlands on Lake Ontario. Beginning in the 1880s, the area was gradually filled in to make more land available for industry and shipping. As the natural mouth of the Don River was filled in, the Keating Channel was created to provide an outlet for the Don River watershed into Lake Ontario and a means to convey stormwater. Today, the Port Lands area sits within a designated flood plain, which is defined as an area anticipated to experience flooding in the event of a regional storm or the 100-year flood – whichever is greater.
Cherry Street Stormwater and Lakefilling Project
This project is a component of the larger Port Lands Flood Protection Project. It is located at Essroc Quay on the south side of the Keating Channel, where it meets Toronto's Inner Harbour. The project involves creating a new landmass around the current Essroc Quay (see image below) through lakefilling. This will stabilize the area shoreline under flood conditions, as the current dockwall on Essroc Quay is old and is at risk of collapsing under flooding conditions. This provides a direct benefit for stormwater conveyance.
Infilling Essroc Quay is an important element of safely conveying increasing storm and flood waters, although it does not eliminate the flood plain designation in the Port Lands. It will also improve water
quality, optimize water and storm infrastructure, and create new naturalized open spaces and aquatic habitat.
This project is a prerequisite for significant work required to address a related major stormwater conveyance issue: currently, the existing Cherry Street Bridge over the Keating Channel causes a significant restriction to storm water flows during flood events. To remove this restriction, lakefilling around Essroc Quay is necessary to facilitate the future re-alignment of Cherry Street and the construction of a new bridge that will have a higher span over the Keating Channel to accommodate anticipated flood levels.
The project will also enhance aquatic habitat and ultimately form part of the proposed Promontory Park, which is a component of the larger Port Lands Flood Protection Project.
Completing this work will further accommodate the construction of roads and transit into the Port
Lands as part of the economic revitalization of this area.
The project began construction in December 2017 and will be completed by March 2020.
Funding for the project is provided as follows:
* Province of Ontario: $16,250,000
* Government of Canada: $32,500,000
* City of Toronto: $16,250,000
Scope of Work
* Confinement berm structures
The project includes the design and construction of the following elements:
* Rock dock wall structures
* Aquatic habitat structures and features
* Lakefilling
* Diversion of an existing storm sewer
The project also includes two pilot studies:
* To determine how soils from the Port Lands (and other brownfield sites) may be treated through innovative technologies to allow for their potential reuse for purposes such as lakefill and stabilization
* To assess alternative technologies for dredging and managing sediments
About the Port Lands Flood Protection Project
In June 2017 Waterfront Toronto received $1.25 billion in shared funding from the governments of Canada, Ontario and Toronto to flood protect the Port Lands. This includes the $65 million in trigovernment funding received for Cherry Street Lakefilling.
The Port Lands Flood Protection Project is a comprehensive plan for flood protecting 290 hectares (715 acres) of southeastern downtown Toronto – including parts of the Port Lands, South Riverdale, Leslieville, south of Eastern Avenue and the First Gulf/Unilever development site that are at risk of flooding. The Project addresses the fundamental challenge of transforming the underused and postindustrial Port Lands into a long-term asset that will support Toronto's growth and economic competitiveness.
Working together for more than a decade, Waterfront Toronto, the Toronto and Region Conservation Authority (TRCA) and the City of Toronto have developed and refined an innovative solution to protect the Port Lands and adjacent areas from costly damage associated with a major flood, to remediate the area's contaminated soil, and to better adapt the area to the impacts of climate change.
The Port Lands Flood Protection Project will create a new mouth for the Don River in the middle of the Port Lands between the ship channel and the Keating Channel, as well as a new urban island neighbourhood called Villiers Island, continuous riverfront open space and expanded opportunities for interaction with the water. It will also enhance habitat for natural species and will re-establish wetlands in the area, which provide social and environmental benefits and naturally moderate the effects of flooding and erosion.
Naturalizing the mouth of the Don River will provide the necessary flood protection and unlock the development potential of this premier waterfront area. Providing flood protection for the Port Lands was identified as a top priority by all three levels of government when they first established Waterfront Toronto in 2001.
Two key approvals necessary to advance the Port Lands Flood Protection Project have been received by the Ontario Ministry of the Environment and Climate Change:
* The Don Mouth Naturalization and Port Lands Flood Protection Project Environmental Assessment (DMNP EA), which addresses the flood protection and naturalization of the river. The DMNP EA was initiated by Waterfront Toronto and Toronto and Region Conservation Authority (TRCA) in 2005 and was approved by the province on January 28, 2015.
* The Lower Don Lands Environmental Assessment (LDL EA), which addresses associated city building, including the transit, roads, bridges, water, wastewater and stormwater management. The LDL EA was initiated in 2008 and approved in 2014.
Waterfront Toronto completed its Port Lands Flood Protection and Enabling Infrastructure Due Diligence Report in 2016 and has made the report public on our website here. This report provides great certainty on the costs, risks, scheduling and implementation strategy associated with the proposal to naturalize the mouth of Don River Mouth and provide flood protection to the area.
Like other Waterfront Toronto projects, the Port Lands Flood Protection Project was the subject of extensive public consultation and engagement, including traditional in-person public meetings, workshops, interactive social media, web-based consultations, tours and design charrettes. The project team consulted with regulators, utilities and various governmental bodies, Indigenous people, individual land owners and tenants, and Stakeholder Advisory Committees. More than 45 meetings have been held that have included approximately 5,000 participants.
In addition to the multiple community benefits of parkland, water access and new natural habitat, the project has the potential to deliver wide economic benefits. A third-party economic impact study estimates that spending on construction alone will generate approximately:
* $1.1 billion in value to the Canadian economy;
* $373 million in tax revenues to all orders of government.
* 10,829 person years of employment; and,
The study also indicates that there are economic benefits related to future development unlocked by the project, including approximately:
* $4.0 billion in value added to the Canadian economy;
* $1.5 billion in revenues to the three orders of government.
* 41,100 person years of employment; and,
The Port Lands Flood Protection Project is scheduled for completion in 2023.
Additional media:
This 30-second fly-through animation shows what the naturalized mouth of the Don River and nearby neighbourhoods might look like in a decade's time. View here.
This two-minute video describes some of the challenges and the unfulfilled potential of the Port Lands as well as the vision for a new Don River channel and reimagined waterfront community.
The solution for providing needed flood protection is to make more room for the Don River to flow – a green approach to vital infrastructure that will improve Toronto's resiliency. View here. | <urn:uuid:0872461a-94d0-41d3-a716-98a464e87d36> | CC-MAIN-2020-40 | https://www.waterfrontoronto.ca/nbe/wcm/connect/waterfront/f27f179a-f4e0-4da2-9285-ba5ecc37ef07/Backgrounder_Flood+Protection+in+Toronto%27s+Port+Lands_FINAL.pdf?MOD=AJPERES&CONVERT_TO=url&CACHEID=f27f179a-f4e0-4da2-9285-ba5ecc37ef07 | 2020-09-22T03:56:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00334.warc.gz | 1,162,365,309 | 1,653 | eng_Latn | eng_Latn | 0.996863 | eng_Latn | 0.996882 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1698,
4283,
7629,
8570
] | [
2.1875
] | 3 | 2 |
W/C Monday 18th May 2020
Kyra Wellbeing Newsletter
Blog: Anger, Confusion and Fear
Blog written by Claire Blackburn BSc (HONS) dip couns BACP (reg), Counsellor Private Practice.
"Unknowns can be scary to us as humans as we don't know if we are exposed to risk or how much of a risk we are potentially exposed too and we may feel out of control. In any 'unknowns,' self-care and support can be helpful for our wellbeing. You're not alone in this."
CLICK HERE TO READ THE FULL BLOG POST
Blog: Reflections
A thought-provoking message from Helen Taylor, Assistant Head teacher of Saint Lawrence C of E Primary School, sent to their school families this week. Shared with kind permission:
1. What do you miss from your old normal?
3. What will you keep when things go back to normal?
2. What do you like about your new normal?
CLICK HERE TO READ THE FULL BLOG POST
Home Schooling Week 9 – "It's okay if you don't know everything."
Helen Taylor, Assistant Head of St Lawrence Primary School
I saw a post on social media recently that said 'it's okay if you don't know everything' and it reminded me of the times in the classroom when we say this to the children. They seem to have the opinion that teachers know everything and that they have all of the answers. Maybe that is something that you have experienced as you have been helping them at home with their learning? When one of the Owls asks me something that I am not sure about, I can often be heard saying, 'let's find out together' or 'I don't know that YET'. I think there is a great deal of power in that. The children realise that it's okay to not know everything and also begin to understand that there is plenty that the adults don't know either. There are great benefits to be had from finding things out together and learning as a team. Now that I have an almost 18 year old at home, I am finding
Mental Health Awareness Week
This week is Mental Health Awareness Week 2020 and this year's theme is kindness. Challenge your children to complete the 7 day Kindness Challenge! Kindness and mental health are deeply connected; giving and receiving kindness really will make a difference. It's guaranteed to make your day and someone else's day brighter!
Useful Links
Award a Place2Be Kindness Cup for Mental Health Awareness Week: The
Place2Be Kindness Cups provide an opportunity to recognise the children, teachers, parents/carers and other individuals who have made a positive difference through their kindness at this challenging time. Click here.
Mentally Healthy Schools – Resources to deal with the effects of lockdown toolkit: This
Toolkit focuses on managing the effects of lockdown, including loneliness, boredom and family problems. It contains resources and activities for school staff, children and parents, including guidance on family problems; a kindness calendar; and a 'brain breaks' activity to support concentration with school work. Click here.
Healthy Minds Lincolnshire: Relaxation and breathing exercises for children and an online workshop based around managing worries and anxieties for primary and secondary pupils.Click here.
more and more that my children know things that I don't! They are always telling me I just don't get it, or I'm too old to understand! I think what's important is that we continue to foster the creativity and love of learning so we never stop asking questions.
So, just in case you ever feel like you don't know the answers and you should, be kind to yourself. Remember, learning and finding out together is a great way to deepen understanding as you talk things through as a team. Maybe magpie (steal!) some of the phrases above if you are asked something you don't know at home. I know Mrs Blackbourn is a big believer in the word YET - maybe this will help you sometime. | <urn:uuid:1c837d62-fd87-447e-b5f0-3c48ea15ecb8> | CC-MAIN-2020-40 | https://kyrateachingschool.com/assets/downloads/Kyra_Wellbeing_Newsletter_-_18.05.20.pdf | 2020-09-22T04:09:06+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00334.warc.gz | 496,087,161 | 833 | eng_Latn | eng_Latn | 0.999191 | eng_Latn | 0.999191 | [
"eng_Latn"
] | false | docling | [
3818
] | [
2.078125
] | 1 | 0 |
A TEAM Class List (Prices are per Semester/Session) A TEAM San Jose Campus - Fall 2020
A TEAM
1 Day a week Pod
Tuesday 9:00am-12:00pm $250
K-1
4 9/8/2020 9/29/2020
Ceramics with Sheila
In this hand building and sculpture class your child will pound, pinch, roll, flatten, poke, tear, squeeze, coil, stretch, squash, twist, and bend clay to the content of their hands and heart. Your child will learn the ceramic process from forming, decorating, glazing, to firing pottery. They will learn skills and techniques to make their projects successful while cultivating a relationship with clay. We will practice mindful creativity while exploring foundational techniques that can be scaffolded into progressively more challenging projects. Ceramics nourishes a journey of patience, discipline and originality. I love working with children of all ages and helping them bridge their vision with a final product they can feel good about. All projects are fired in a kiln and returned to students, sometimes a few weeks later. $20 materials fee payable on 1st day of class. Each child will receive a personal box of tools for in class use.
Music, Art, Math and Language Arts with Becky
This K-1 class gives children an opportunity to explore all aspects of music, in a high energy, child friendly, age appropriate way. We will learn basic music theory. We will work on pitch by singing songs. We will learn rhythm though movement and games. And we will try instruments from the orchestra and around the world. The semester will end with a performance showing off our newly learned skills, if circumstances allow.
This K-1 class is all about stories, both time honored classics and new favorites. We will listen to stories, tell stories, sing songs, play cooperative games, and create art. Children will be encouraged to bring items from home to tell their own stories about. Through out the semester children will be improving their reading and public speaking skills, gaining social skills, increasing their vocabulary, creativity, building friendships and a love of reading. There is a $20 materials fee.
A TEAM
1 Day a week Pod
Tuesday 9:00am-12:00pm $250
2-3
4 9/8/2020 9/29/2020
Logic and Geography with Mira
LOGIC- We will enrich conceptual and applied math skills in a way that is tailored for individual learning, solving various problems by the process of elimination, figuring out what, where, who and how in the word-based logic puzzles using a list of clues, and working on building the ability to think through increasingly complex problems.
GEOGRAPHY- We will travel the continents and the travelers will have a choice to stop in any country they choose. Children will be encouraged to work on a project tied to that country. The project will give opportunities to work on presentation skills in a safe and supportive classroom environment. Some geography terms will be introduced such as meridians and parallels, longitude and latitude.
Ceramics with Sheila
In this hand building and sculpture class your child will pound, pinch, roll, flatten, poke, tear, squeeze, coil, stretch, squash, twist, and bend clay to the content of their hands and heart. Your child will learn the ceramic process from forming, decorating, glazing, to firing pottery. They will learn skills and techniques to make their projects successful while cultivating a relationship with clay. We will practice mindful creativity while exploring foundational techniques that can be scaffolded into progressively more challenging projects. Ceramics nourishes a journey of patience, discipline and originality. I love working with children of all ages and helping them bridge their vision with a final product they can feel good about. All projects are fired in a kiln and returned to students, sometimes a few weeks later. $20 materials fee payable on 1st day of class. Each child will receive a personal box of tools for in class use.
A TEAM
1 Day a week Pod
Tuesday 9:00am-12:00pm $250
4-5/6
4 9/8/2020 9/29/2020
Logic and Geography with Mira
LOGIC- We will enrich conceptual and applied math skills in a way that is tailored for individual learning, solving various problems by the process of elimination, figuring out what, where, who and how in the word-based logic puzzles using a list of clues, and working on building the ability to think through increasingly complex problems.
GEOGRAPHY- We will travel the continents and the travelers will have a choice to stop in any country they choose. Children will be encouraged to work on a project tied to that country. The project will give opportunities to work on presentation skills in a safe and supportive classroom environment. Some geography terms will be introduced such as meridians and parallels, longitude and latitude.
Ceramics with Sheila
In this hand building and sculpture class your child will pound, pinch, roll, flatten, poke, tear, squeeze, coil, stretch, squash, twist, and bend clay to the content of their hands and heart. Your child will learn the ceramic process from forming, decorating, glazing, to firing pottery. They will learn skills and techniques to make their projects successful while cultivating a relationship with clay. We will practice mindful creativity while exploring foundational techniques that can be scaffolded into progressively more challenging projects. Ceramics nourishes a journey of patience, discipline and originality. I love working with children of all ages and helping them bridge their vision with a final product they can feel good about. All projects are fired in a kiln and returned to students, sometimes a few weeks later. $20 materials fee payable on 1st day of class. Each child will receive a personal box of tools for in class use.
A TEAM
1 Day a week Pod
Tuesday 12:30pm-3:30pm $250
K-1
4 9/8/2020 9/29/2020
Science and Language Arts with Rachna
Feeling tired? Hungry? Aching? Sinuses? Being familiar with the Human Anatomy is very important. Through fun hands-on activities, grasp a better understanding of how and why your body does what it actually does! Dress up in Doctor coats, learn the different body systems as you do intriguing hands-on activities related to each! Create a cool colorful medical t-shirt through Chromatography, a process used in the pharmaceutical world! For more info, email email@example.com
Hold on Tight as you learn to Write & Recite!
Turn on your imagination & create crafty projects while writing about your favorite animals! Play fun games while learning phonetics, vocabulary, speech, & penmanship. Before you know it, kiddos will end up with their very own illustrated "Great Big Book!" ***Engage in and exciting Buzzer Trivia game on animal facts for a chance to win an awesome Safari Trophy! For more info, email firstname.lastname@example.org
Active Math Games with Lauren
Have fun with different math concepts while playing fun and active games together.
1 Day a week Pod
A TEAM
Tuesday 12:30pm-3:30pm $250
2-3
4 9/8/2020
9/29/2020
Science and Language Arts with Rachna
Feeling tired? Hungry? Aching? Sinuses? Being familiar with the Human Anatomy is very important. Through fun hands-on activities, grasp a better understanding of how and why your body does what it actually does! Dress up in Doctor coats, learn the different body systems as you do intriguing hands-on activities related to each! Create a cool colorful medical t-shirt through Chromatography, a process used in the pharmaceutical world! For more info, email email@example.com
Hold on Tight as you learn to Write & Recite!
Turn on your imagination & create crafty projects while writing about your favorite animals! Play fun games while learning phonetics, vocabulary, speech, & penmanship. Before you know it, kiddos will end up with their very own illustrated "Great Big Book!" ***Engage in and exciting Buzzer Trivia game on animal facts for a chance to win an awesome Safari Trophy! For more info, email firstname.lastname@example.org
Active Math Games with Lauren
Have fun with different math concepts while playing fun and active games together.
A TEAM Class List (Prices are per Semester/Session) A TEAM San Jose Campus - Fall 2020
A TEAM
1 Day a week Pod
Tuesday 12:30pm-3:30pm $250
2-3
4 9/8/2020 9/29/2020
Eco Journalists: Nature Writing and Science
Our nature-based writing and science class encourages students to explore the world around them to assist in guiding their writing. The natural world provides inspiration for limitless writing topics and expression! The class will be adaptable to different writing levels, and will include starting an outline, building out sentences/paragraphs, and adding depth to our writing. We will have interactive discussions to encourage and grow each other's writing in a supportive setting.
Our class will explore seasonal changes, animals, plants, and overall nature awareness. BEan In Nature mentors facilitate kids to love, care and connect to nature not by using a 'teach at the child' didactic model, instead we use the skillful art of questioning, creative guiding and mentoring, experiential child-led focus and facilitate learning by doing, where we share our contagious enthusiasm, our imagination, and our own love of nature.
A TEAM
1 Day a week Pod
Tuesday 12:30pm-3:30pm $250
4-5/6
4 9/8/2020 9/29/2020
Eco Journalists: Nature Writing and Science
Our nature-based writing and science class encourages students to explore the world around them to assist in guiding their writing. The natural world provides inspiration for limitless writing topics and expression! The class will be adaptable to different writing levels, and will include starting an outline, building out sentences/paragraphs, and adding depth to our writing. We will have interactive discussions to encourage and grow each other's writing in a supportive setting.
Our class will explore seasonal changes, animals, plants, and overall nature awareness. BEan In Nature mentors facilitate kids to love, care and connect to nature not by using a 'teach at the child' didactic model, instead we use the skillful art of questioning, creative guiding and mentoring, experiential child-led focus and facilitate learning by doing, where we share our contagious enthusiasm, our imagination, and our own love of nature.
A TEAM
1 Day a week Pod
Wednesday9:00am-12:00pm $250
4-5/6
4 9/9/2020 9/30/2020
Distancing Sports and Games with Tiffany
Get a taste of some fun sports while keeping your distance. We will play several different sports during the semester. The students will help determine the sport. There are several to choose from….. badminton, volleyball, Frisbee golf, kickball and more… Fun games too! Good sportsmanship will be emphasized. This is also a great class to get to know other students at A TEAM.
Ceramics with Sheila
In this hand building and sculpture class your child will pound, pinch, roll, flatten, poke, tear, squeeze, coil, stretch, squash, twist, and bend clay to the content of their hands and heart. Your child will learn the ceramic process from forming, decorating, glazing, to firing pottery. They will learn skills and techniques to make their projects successful while cultivating a relationship with clay. We will practice mindful creativity while exploring foundational techniques that can be scaffolded into progressively more challenging projects. Ceramics nourishes a journey of patience, discipline and originality. I love working with children of all ages and helping them bridge their vision with a final product they can feel good about. All projects are fired in a kiln and returned to students, sometimes a few weeks later. $20 materials fee payable on 1st day of class. Each child will receive a personal box of tools for in class use.
1 Day a week Pod
A TEAM Middle-high
Wednesday9:00am-12:00pm $250
4 9/9/2020
9/30/2020
Distancing Sports and Games with Tiffany
Get a taste of some fun sports while keeping your distance. We will play several different sports during the semester. The students will help determine the sport. There are several to choose from….. badminton, volleyball, Frisbee golf, kickball and more… Fun games too! Good sportsmanship will be emphasized. This is also a great class to get to know other students at A TEAM.
Ceramics with Sheila
In this hand building and sculpture class your child will pound, pinch, roll, flatten, poke, tear, squeeze, coil, stretch, squash, twist, and bend clay to the content of their hands and heart. Your child will learn the ceramic process from forming, decorating, glazing, to firing pottery. They will learn skills and techniques to make their projects successful while cultivating a relationship with clay. We will practice mindful creativity while exploring foundational techniques that can be scaffolded into progressively more challenging projects. Ceramics nourishes a journey of patience, discipline and originality. I love working with children of all ages and helping them bridge their vision with a final product they can feel good about. All projects are fired in a kiln and returned to students, sometimes a few weeks later. $20 materials fee payable on 1st day of class. Each child will receive a personal box of tools for in class use.
A TEAM Middle-High
1 Day a Week Pod
Wednesday12:30pm-2:30pm $250
Maker and Mechanics with Jordan
Learn to think like an engineer and build the confidence needed to take on your own mechanical problems or projects!
This project based class which will give students hands-on experience with design and engineering, diagnostics and fixing, and creation and building.
In this first 4 week session we will mainly focus on CAD design and 3D printing. New and returning students will be able to improve their techniques in CAD and start printing fun projects on our new 12x12" 3D printer! We will also start the research and design process for our R/C car project which will be completed in future sessions.
$20 required materials fee per 4 week session.
4 9/9/2020 9/30/2020
A TEAM
1 Day a week Pod
Thursday 9:00am-12:00pm $250
2-3
4 9/10/202 10/1/2020
Nature Writing and Science with Bean In Nature
Our nature-based writing and science class encourages students to explore the world around them to assist in guiding their writing. The natural world provides inspiration for limitless writing topics and expression! The class will be adaptable to different writing levels, and will include starting an outline, building out sentences/paragraphs, and adding depth to our writing. We will have interactive discussions to encourage and grow each other's writing in a supportive setting.
Our class will explore seasonal changes, animals, plants, and overall nature awareness. BEan In Nature mentors facilitate kids to love, care and connect to nature not by using a 'teach at the child' didactic model, instead we use the skillful art of questioning, creative guiding and mentoring, experiential child-led focus and facilitate learning by doing, where we share our contagious enthusiasm, our imagination, and our own love of nature.
Hip Hop with Alex
Come learn the fundamentals of hip-hop/street-dance: popping, locking and breaking. We will be learning the moves/vocabulary along with the dance history and culture. This class is geared towards children who want to build skills in learning choreography and free-styling. By the end of the course we will be showcasing a routine. Children ages 9+ or those with intermediate-advance dance experience will fit right into our level 3 class. Please bring loose fitted clothes (sweats, shorts, t-shirt, and tennis shoes) and some water. Feel free to email Alex at email@example.com if you have any questions!
A TEAM Class List (Prices are per Semester/Session) A TEAM San Jose Campus - Fall 2020
A TEAM
1 Day a week Pod
Thursday 9:00am-12:00pm $250
4-5/6
4 9/10/202 10/1/2020
Nature Writing and Science with Bean In Nature
Our nature-based writing and science class encourages students to explore the world around them to assist in guiding their writing. The natural world provides inspiration for limitless writing topics and expression! The class will be adaptable to different writing levels, and will include starting an outline, building out sentences/paragraphs, and adding depth to our writing. We will have interactive discussions to encourage and grow each other's writing in a supportive setting.
Our class will explore seasonal changes, animals, plants, and overall nature awareness. BEan In Nature mentors facilitate kids to love, care and connect to nature not by using a 'teach at the child' didactic model, instead we use the skillful art of questioning, creative guiding and mentoring, experiential child-led focus and facilitate learning by doing, where we share our contagious enthusiasm, our imagination, and our own love of nature.
Hip Hop with Alex
Come learn the fundamentals of hip-hop/street-dance: popping, locking and breaking. We will be learning the moves/vocabulary along with the dance history and culture. This class is geared towards children who want to build skills in learning choreography and free-styling. By the end of the course we will be showcasing a routine. Children ages 9+ or those with intermediate-advance dance experience will fit right into our level 3 class. Please bring loose fitted clothes (sweats, shorts, t-shirt, and tennis shoes) and some water. Feel free to email Alex at firstname.lastname@example.org if you have any questions!
1 Day a week Pod
A TEAM
Thursday 12:30pm-3:30pm $250
2-3
4 9/10/202
10/1/2020
Kidz Entrepreneur, Public Speaking and Language Arts with Ilene
Introducing a Business Pod for kids through dynamic, interactive activities. Students enhance self confidence, problem solving and critical thinking skills through dynamic age appropriate activities. Lots of creativity through writing, art and drama. Lessons last a lifetime. Fun while learning! 8 max.
Outdoor games with Lauren
1 Day a week Pod
A TEAM
Thursday 12:30pm-3:30pm $250
4-5/6
4 9/10/202
10/1/2020
Kidz Entrepreneur, Public Speaking and Language Arts with Ilene
Introducing a Business Pod for kids through dynamic, interactive activities. Students enhance self confidence, problem solving and critical thinking skills through dynamic age appropriate activities. Lots of creativity through writing, art and drama. Lessons last a lifetime. Fun while learning! 8 max.
Voice Over/Improv
Scott Gentile
Thursday 9:30am-11:30am $170
2-Middle
4 9/3/2020
9/24/2020
Come out and learn the elements of voice over, also known as voice acting! We will explore and read different types of copy, icluding commercial, animated character work, and audio drama. Readings will be recorded and played back, so that students and instructor can give productive feedback. We may explore some accents and dialects, as well! In this two hour extension, we may also do some improv to help generate ideas for characters.
Scott Gentile
Living History-Ancient
Thursday 12:30pm-2:30pm $170
2-5/6
4 9/3/2020 9/24/2020
We're bringing back the ever popular Ancient Greece and Ancient Rome curriuculum for the first time in years! Hands-on lessons may include Greek Mythology Role-Play, Early Olympics, Roman Aqueducts, and Roman Entertainment. We'll always start with a brief informational part, then it's hands-on from there! We'll have building projects, role-plays, crafts, and much more! Come out and join us! 2 lessons per meeting, in this extended 2-hour session!
2 Day a week Pod
A TEAM
Tue & Thu 9:00am-12:00pm $450
2-3
4 9/8/2020
10/1/2020
Logic and Geography with Mira
Ceramics with Sheila
Nature Writing and Science with Bean In Nature
Hip Hop with Alex
See Descriptions for classes in the Tuesday or Thursday pods
A TEAM
2 Day a week Pod
Tue & Thu 9:00am-12:00pm $450
Logic and Geography with Mira
Ceramics with Sheila
Nature Writing and Science with Bean In Nature
Hip Hop with Alex
See Descriptions for classes in the Tuesday or Thursday pods
4-5/6
4 9/8/2020 10/1/2020 | <urn:uuid:f1e6e72a-265a-4f74-9254-d168fe933ee9> | CC-MAIN-2020-40 | https://ateamhomeschool.com/wp-content/uploads/2020/09/San-Jose-Descriptions-for-in-person-Classes-Fall-2020-1.pdf | 2020-09-22T04:09:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00335.warc.gz | 286,924,221 | 4,503 | eng_Latn | eng_Latn | 0.995343 | eng_Latn | 0.9978 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2109,
3934,
5761,
8104,
10314,
13274,
15749,
18022,
19835,
20103
] | [
2.640625,
1.5078125
] | 1 | 0 |
Outbreak of a New Strain of Flu at a Fair
[Announcer] This program is presented by the Centers for Disease Control and Prevention.
[Mike Miller] Hello, I'm Dr. Mike Miller and today I'm talking with Dr. Karen Wong, an EIS officer with the Centers for Disease Control and Prevention. Our conversation is based on her study about flu outbreaks at agricultural fairs, which appeared in CDC's journal, Emerging Infectious Diseases. Welcome, Dr. Wong.
[Karen Wong] Thanks so much for having me here.
[Mike Miller] There was an outbreak of a new flu strain called H3N2 Variant Virus during an agricultural fair in Pennsylvania in 2011. How did this happen and how many attendees were infected by this new virus?
[Karen Wong] When an influenza virus that normally circulates in swine infects a person, we call it a variant influenza virus. At this fair in Pennsylvania, it's likely that a flu virus in the pigs at the fair spread to people when they had contact with infectious pigs at places like the swine barn, the swine show, and the livestock auction.
We found 89 people who had flu-like symptoms after going to the fair; three of those people had a lab test confirming infection with variant influenza virus, and four had lab tests showing they probably had variant influenza virus infection. The rest weren't tested, but we suspect that for most of them, their symptoms were caused by the same virus.
[Mike Miller] In your article you say that H3N2 variant is a "re-assortment of flu" virus? What does that mean?
[Karen Wong] Well, when an animal or human gets infected with more than one flu virus at the same time, those viruses can swap genetic material and create a new, different flu virus. This process is called re-assortment, and it can produce viruses that have never been seen before. The H3N2 variant virus from this outbreak was a swine influenza virus that picked up genetic material from a flu virus that commonly infects people, the 2009 H1N1 pandemic virus. We think this re-assortment took place in pigs.
[Mike Miller] Well, how is this virus different from seasonal flus or the Pandemic flu, H1N1?
[Karen Wong] The H3N2 variant virus from this outbreak differs from the seasonal H3N2 virus and the 2009 H1N1 pandemic virus in a few important ways. First, the H3N2 variant virus does not spread easily from person-to-person, unlike those other viruses. Most people who have gotten this variant virus picked it up from contact with swine and agricultural fairs, not from other sick people. Second, because the H3N2 variant virus is not a seasonal virus, some people, especially children, don't have any immunity against it. And third, the annual seasonal flu vaccine does not protect against the H3N2 variant virus as it does against seasonal viruses. So, it's really good that this variant virus doesn't spread easily between people, because if a virus is contagious among people, and people don't have immunity against it, it can cause a large-scale epidemic or even a pandemic.
[Mike Miller] What are the symptoms of H3N2 variant influenza and are they different from other flu viruses?
[Karen Wong] Variant influenza causes flu-like symptoms similar to those caused by seasonal flu viruses, such as cough, fever, and fatigue. Like with seasonal flu, most people with variant influenza get better on their own, but also like seasonal flu, variant influenza can cause hospitalizations and other complications, even death. Although data are limited, the same people who are at higher risk for seasonal flu-related complications, based on their age or medical history, also seem to be at higher risk for complications from variant influenza virus infection.
[Mike Miller] How long was it after exposure at the fair before people starting getting sick?
[Karen Wong] Most people started getting sick within four days after attending the fair. This interval is similar to what you'd see if someone were exposed to seasonal influenza.
[Mike Miller] Well, since pigs seem to be a source of human flu, were they inspected for illnesses before they were allowed to be exhibited?
[Karen Wong] Yes, swine at this fair were checked by a veterinarian for any signs of illness, and all the swine were reported to be healthy on inspection day. However, it is possible for swine to be infected with flu but show little to no signs of illness. Also, when we talked to the swine exhibitors, we learned that at least one pig was sick at the very beginning of the fair, and this pig had been taken home before the inspection occurred.
[Mike Miller] Well, once the outbreak began, were the pigs at the fair tested for any flu strains?
[Karen Wong] None of the pigs at this fair were tested for flu, but in other fairs with H3N2 variant outbreaks among attendees, there have been swine that tested positive for flu. At some of these, we know that the same H3N2 virus was infecting both pigs and humans.
[Mike Miller] Were there any cases of person-to-person spread, as opposed to pig-to-human?
[Karen Wong] We looked really hard for any person-to-person spread, because that could mean the virus might be contagious enough to cause an epidemic or even a pandemic. So, for every sick person we found, we investigated whether any of their contacts could have passed the virus to them or if they could have passed it on to anyone else, and we found no definite proof of person-to-person spread. We also looked at flu tests sent from clinics and hospitals in the area to see if the virus was spreading in the community, and we found no proof of person-to-person spread. So, while we can't be 100 percent sure that a pig infected a person in every single case, we know that this virus wasn't able to spread easily between people. After this outbreak, we didn't see a single variant flu case in Pennsylvania until the following year's fair season.
However, while it's far more common to see pig-to-person spread with this virus, other investigations of this virus have found rare instances of limited person-to-person spread.
[Mike Miller] Can this virus be transmitted back from human to pig?
[Karen Wong] Well, we know flu viruses in general can spread from pigs to humans and from humans to pigs. That's why it's important for people who have flu symptoms to stay away from their pigs; they want to avoid infecting them.
[Mike Miller] Are there any recommendations that will help reduce the risk of this virus spreading?
[Karen Wong] Certainly, there are several steps people can take. People should not bring pigs to an exhibition that have signs of respiratory illness or who are "off their feed." Once at the fair, exhibitors should watch their animals closely for any signs of illness, and if they think their pig is sick, it's very important that they speak with a veterinarian or an animal health official quickly. Removing sick pigs from the exhibit immediately can reduce the chances of it spreading illness to other pigs or to people at the fair. People should stay away from sick pigs, and, for those who must have contact with a sick pig, they should take protective measures, like wearing protective clothing, gloves, and masks.
[Mike Miller] Well, this seems to be a new way for people to catch the flu. What can people do to keep themselves safe?
[Karen Wong] People can reduce their risk by minimizing contact with pigs at fairs, especially sick pigs. This is really key for people at higher risk for serious flu complications, such as young children, seniors, pregnant women, and those with chronic medical conditions. In fact, during the most recent fair season, we recommended that people in those high-risk groups avoid swine and swine barns at fairs altogether.
There are also some everyday preventive actions people can take at fairs, like not eating, drinking, or putting anything in their mouth while in swine areas, and washing hands before and after touching pigs. People should avoid taking things like pacifiers, strollers, and wheelchairs into the pig areas.
Finally, if someone gets flu symptoms after attending a fair, antiviral drugs can be used to treat variant influenza, so it would be important to contact your doctor right away to see if this is a good option for you.
On our website, cdc.gov/flu, we have a lot of information about variant influenza, as well as tips for staying safe around fairs and pigs, so listeners can check that out if they'd like to learn more.
[Mike Miller] Well, thank you, Dr. Wong. I've been talking with Dr. Karen Wong about her study, Outbreak of Influenza A (H3N2) Variant Virus Infection among Attendees of an Agricultural fair, Pennsylvania, USA, 2011, which appears in the December 2012 issue of CDC's journal, Emerging Infectious Diseases. The article is available at cdc.gov/eid.
If you'd like to comment on this podcast, send an email to email@example.com. I'm Dr. Mike Miller, for Emerging Infectious Diseases.
[Announcer] For the most accurate health information, visit www.cdc.gov or call 1-800-CDC-INFO. | <urn:uuid:528aa005-6e2e-41d5-87d0-709ac4314a74> | CC-MAIN-2020-40 | https://www2c.cdc.gov/podcasts/media/pdf/EID_12-12_FluAtTheFair.pdf | 2020-09-22T05:48:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00333.warc.gz | 1,163,212,498 | 1,945 | eng_Latn | eng_Latn | 0.998625 | eng_Latn | 0.998859 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3006,
6337,
9009
] | [
2.046875
] | 1 | 2 |
UNIT 4 INTRODUCTION TO PHYSICAL CHEMISTRY
Student Version
www.swotrevision.com
www.chemguide.co.uk www.khanacademy.org
Contents
a) Energy Changes
b) Rates of Reaction
c) Equilibrium
Key words: enthalpy, enthalpy change, exothermic, endothermic, enthalpy level diagram, molar enthalpy change, enthalpy of formation, enthalpy of combustion, enthalpy of neutralisation, enthalpy of solution, energy content, collision, effective collision, collision frequency, collision energy, activation energy, catalyst, surface area, concentration-time graph, gradient, tangent, dynamic equilibrium, equilibrium constant, Le Chatelier's Principle
Units which must be completed before this unit can be attempted:
Unit 1 – Atoms and the Periodic Table
Unit 2 – Particles, Bonding and Structures
Unit 3 – Amount of Substance and Measurement
Estimated Teaching Time: 11 hours
UNIT 4 SUMMARY AND SYLLABUS REFERENCE
Lesson 1 – What are the energy changes taking place during chemical reactions?
Thinkabout Activity 1.1: What is potential energy?
- What does the term "potential energy" mean? How many different types of potential energy can you name?
- What type of potential energy do all objects have on the surface of the earth? How can you increase or decrease this energy? How can you have zero potential energy in this situation?
- What type of potential energy exists between protons and electrons? How can you increase or decrease this energy? How can you have zero potential energy in this situation?
- When potential energy decreases, what usually happens to that energy?
a) Energy Changes in Chemical Reactions
(i) Exothermic and endothermic reactions
* Potential energy is a type of energy resulting from the attraction or repulsion between different particles
* Particles which repel each other have a positive potential energy; as repelling particles are forced closer together, their potential energy increases; as they move further apart, their potential energy decreases until they are an infinite distance apart and they have zero potential energy (eg the north poles of two magnets)
* Particles which are attracted to each other have a negative potential energy; as attracting particles get closer together, their potential energy becomes more negative (ie it decreases); as attracting particles are pulled further apart, their potential energy becomes less negative (ie it increases) until they are pulled an infinite distance apart and they have zero potential energy (eg a spaceship and a planet)
* All chemical substances are held together by the attraction between protons and electrons; all chemical substances therefore have a negative potential energy (called chemical potential energy); the stronger the attractive forces holding the substance together, the more negative (ie the lower) the potential energy of the substance and the more stable it is
* Chemical potential energy is also known as enthalpy and is given the symbol H
* When a chemical reaction takes place, the products and reactants have different potential energies and thus there is a change in enthalpy; however since total energy is always conserved, any change in enthalpy must be balanced by an equal and opposite change in kinetic, or heat energy; the change in enthalpy during a chemical reaction is shown by the symbol ΔH
* In some reactions, the products are more stable than the reactants; the products therefore have a lower enthalpy than the reactants, and the enthalpy of the reacting species decreases; this can be shown in an enthalpy level diagram:
* In these reactions the enthalpy decreases so there is a negative enthalpy change. (ΔH = -ve); since the total energy is always conserved, the heat energy of the species must increase by an equal amount; the surrounding temperature therefore increases
* In these reactions, there is a transfer of energy from chemical potential energy to heat energy and an increase in temperature; such reactions give out heat and are said to be EXOTHERMIC
* In practice, not all of the energy will be transferred into heat (kinetic) energy; in some cases, sound energy will be produced as well; it is also possible in some cases to produce electrical energy rather than heat energy; but the loss in chemical potential energy will always be equal to the total gain in heat, kinetic, electrical or sound energy
* Almost all combustion reactions are exothermic (eg burning methane, burning charcoal, respiration)
* In other reactions, the reactants are more stable than the products; the products therefore have a higher enthalpy than the reactants, and the enthalpy of the reacting species increases
* This can be shown in an enthalpy level diagram:
* In these reactions the enthalpy increases so there is a positive enthalpy change (ΔH = +ve); since the total energy is always conserved, the heat energy of the species must decrease by an equal amount; the surrounding temperature therefore decreases
* In these reactions, there is a transfer of energy from heat energy to chemical potential energy and a decrease in temperature; such reactions absorb heat and are said to be ENDOTHERMIC
* Photosynthesis is an example of an endothermic reaction; ice melting and water boiling are also endothermic processes
Test your knowledge 1.2: Describing Exothermic and Endothermic Reactions
When one mole of methane burns in oxygen to make carbon dioxide and water, the potential energy of the chemicals decreases by 890 kJ
(a) What type of reaction is this? Draw an enthalpy profile diagram for the reaction.
(b) Where does the 890 kJ of potential energy go?
When one mole of water evaporates, the potential energy of the chemicals increases by 44 kJ
(a) What type of reaction is this? Draw an enthalpy profile diagram for the reaction.
(b) Where does the 44 kJ of potential energy come from?
Lesson 2 – How do we calculate and record enthalpy changes?
(ii) Calculating and Recording Energy Changes
Summary Activity 2.1: How can we calculate the number of moles?
- How many moles of methane (CH4) are present in (a) 100 g of methane; (b) 500 cm 3 of methane at 298 K and 300 kPa
- How many moles of glucose (C6H12O6) are present in 1000 g of glucose?
* The enthalpy change during a chemical reaction (ie the amount of heat energy absorbed or released) depends on the amount of substance used; it is therefore necessary to specify the amount of reactants used when recording energy changes; enthalpy changes are generally measured per mole of reacting substance and typically have units of kJmol -1 ; this is the molar enthalpy change of a reaction
* Given a reaction: A + 3B → 2C + 4D; the molar enthalpy change for this reaction, in kJmol -1 , is taken to be the enthalpy change when one mole of A reacts with three moles of B to give two moles of C and four moles of D
* The heat change (q) can be converted into a molar enthalpy change (ΔH) by the following conversion: q = ΔH x n or ΔH = q/n (n = number of moles)
Eg If 0.2 moles of A react with 0.6 moles of B, 200 kJ of energy are released. What is the molar enthalpy change of the reaction?
Ans:
If 0.2 moles of A releases 200 kJ, 1 mole must release 200/0.2 = 1000 kJ
so the molar enthalpy change is -1000 kJmol
-1
Test your knowledge 2.2: Using molar enthalpy changes
1. The combustion of methane is an exothermic reaction:
4
CH
+ 2O
2
→
CO
2
+ 2H
2
O
ΔH = -890 kJmol
-1
(a) What will be the enthalpy change for the following reaction? CO2 + 2H2O → CH4 + 2O2
(b) Calculate the heat energy released when 100 g of methane is burned
(c) Calculate the heat energy released when 500 cm 3 of methane is burned at 298 K and 300 kPa
(d) Calculate the mass of methane required to produce 50,000 kJ of heat energy
2. Photosynthesis is an endothermic reaction:
6CO
2
+ 6H
2
O
→
C
6
H
12
O
6
+ 6O
2
ΔH = +2802 kJmol
-1
(a) What will be the enthalpy change for the following reaction? C6H12O6 + 6O2 → 6CO2 + 6H2O
(b) Calculate the amount of light energy required to make 1000 g of glucose
(c) Calculate the amount of light energy required to absorb 500 cm 3 of carbon dioxide at 298 K and 100 kPa
(d) Calculate the mass of glucose which can be made when a tree absorbs 10,000 kJ of light energy
* The enthalpy changes of some reactions are frequently used in chemistry and so have been given special names:
- The enthalpy of formation of a substance is the enthalpy change when one mole of that substance is formed from the most stable allotropes of its elements in their standard states
2
Eg C(s) + 2H
(g)
→
CH
4
(g),
H = -74.8 kJmol
-1
So the enthalpy of formation of methane is -74.8 kJmol
2
Eg H
(g) + 1/2O
2
(g)
→
H
2
O(l),
H = -285.8 kJmol
-1;
So the enthalpy of formation of water is -285.8 kJmol
-1
- The standard enthalpy of formation of all elements in their standard states is zero
-1
- It is usually not possible to measure enthalpies of formation directly
- The enthalpy of combustion of a substance is the enthalpy change when one mole of that substance is burned in an excess of oxygen
- Burning a substance in oxygen is almost always exothermic, so standard enthalpies of combustion almost always have negative values
- Substances which do not support combustion, like water, carbon dioxide and most other oxides, have zero enthalpy of combustion
- It is usually possible to measure enthalpies of combustion directly
- The enthalpy of neutralisation of an acid and a base is the enthalpy change when one mole of water is formed by the reaction of that acid with that base
```
Eg H2(g) + 1/2O2(g) → H2O(l), H = -285.8 kJmol -1 So the enthalpy of combustion of hydrogen is -285.8 kJmol -1 Eg CH4(g) + 2O2(g) → CO2(g) + 2H2O(l), H = -890.3 kJmol -1 So the enthalpy of combustion of methane is -890.3 kJmol -1
```
Eg HCl(aq) + NaOH(aq)
→
NaCl(aq) + H
2
O(l),
H = -285.8 kJmol
-1
So the enthalpy of neutralisation of HCl by NaOH is -57.3 kJmol
-1
It is usually possible to measure enthalpies of neutralisation directly
- The enthalpy of solution is the enthalpy change when one mole of a substance is dissolved in an excess of water
```
Eg NaCl(s) → Na + (aq) + Cl - (aq), H = +11.1 kJmol -1 So the enthalpy of solution of NaCl is +11.1 kJmol -1 - It is usually possible to measure enthalpies of solution directly
```
Test your knowledge 2.3: Describing Special Enthalpy Changes
Write equations for the reactions whose molar enthalpy change is described by the following terms:
(a) the enthalpy of formation of carbon dioxide
(b) the enthalpy of formation of butane (C4H10)
(c) the enthalpy of combustion of butane (C4H10)
(d) the enthalpy of combustion of magnesium
(e) the enthalpy of neutralisation of nitric acid by potassium hydroxide
(f) the enthalpy of solution of magnesium chloride
Lesson 3 – How do we measure enthalpies of neutralisation and solution?
(iii) Measuring enthalpy changes
* Energy changes are generally measured by carrying out a reaction under controlled conditions in a laboratory and measuring the temperature change
* Solution and neutralisation reactions (and many other reactions) take place in aqueous solution; when the reaction takes place, the temperature of the solution increases or decreases depending on whether the reaction is exothermic or endothermic; for accurate results, the reaction container should be well insulated so heat is not lost to the surroundings
*
The amount of energy required to change the temperature of a system by 1K is known as the heat capacity of a system (Hc), measured in JK -1 ; the energy change (q) for a given reaction can therefore be calculated from the temperature change ( T) from the equation: q = ΔT x Hc
* The specific heat capacity (c) is the amount of heat required to heat 1 g of a substance by 1K
- so heat capacity = specific heat capacity x mass (c = m x Hc)
- but mass = volume x density, so heat capacity = specific heat capacity x volume x density
- so the energy change (q) = VρcΔT or q = mcΔT
* If a reaction is taking place in solution (and therefore water is the main species present) it is reasonable to assume that the solution behaves as if it were pure water; the density of water is 1.0 gcm -3 and the specific heat capacity of water is 4.18 Jg -1 K -1 ; so q = total volume of solution (x 1) x 4.18 x ΔT
* The molar enthalpy change (ΔH) can then be calculated by dividing the energy change by the number of moles of reactants: ΔH = q/n
* If the temperature goes up the reaction is exothermic and the enthalpy change is negative; if the temperature goes down the reaction is endothermic and the enthalpy change is positive
Example:
Zinc will displace copper from copper (II) sulphate solution according to the following equation:
CuSO
4
(aq) + Zn(s)
→
Cu(s) + ZnSO
4
(aq)
If an excess of zinc powder is added to 50 cm 3 of 1.0 moldm -3 copper(II) sulphate, the temperature increases by 6.3 o C. Calculate the molar enthalpy change for the reaction.
Answer:
m = mass of solution being heated = volume x density = 1 x 50 = 50 g q = Heat change = 50 x 4.18 x 6.3 = 1317 J = 1.317 kJ
4
n = moles of CuSO
= 50/1000 x 1 = 0.05
ΔH = molar enthalpy change = 1317/0.05 = 26.3 kJmol -1
Temperature has increased, so reaction is exothermic, so sign should be -ve: 26.3 kJmol -1
Practical 3.1: Determine the molar enthalpy of solution of ammonium chloride (NH4Cl)
1) Place a clean, dry polystyrene cup inside a glass beaker.
2) Pour 100 cm 3 of water into the cup using a measuring cylinder. Record the initial temperature of the water.
3) Use a weighing boat to weigh out approximately 5 g of ammonium chloride. Record the exact mass used.
4) Add the ammonium chloride to the water and stir continuously, until the temperature either remains constant for over a minute or starts to change in the opposite direction. Record the final temperature reached.
5) Deduce the temperature change, and hence the heat energy change q (100 x 4.18 x ΔT, then convert to kJ).
6) Deduce the moles (n) of ammonium chloride used (m/53.5).
7) Hence deduce the molar enthalpy change of solution of ammonium chloride (q/n); don't forget to include a sign in your answer (-ve if exothermic, +ve if endothermic)
Practical 3.2: Determine the molar enthalpy of neutralisation of hydrochloric acid by sodium hydroxide according to the equation NaOH + HCl → NaCl + H2O
1) Place a clean, dry polystyrene cup inside a glass beaker.
2) Pour 25 cm 3 of 1 moldm -3 HCl into the cup using a measuring cylinder. Record the initial temperature of the solution.
3) Measure out 25 cm 3 of 1 moldm -3 NaOH using a measuring cylinder and record the initial temperature of the solution. Hence deduce the average initial temperature of the solutions.
4) Add the NaOH solution to the HCl solution and stir continuously, until the temperature either remains constant for over a minute or starts to change in the opposite direction. Record the final temperature reached.
5) Deduce the temperature change, and hence the heat energy change q (50 x 4.18 x ΔT, then convert to kJ).
6) Deduce the moles (n) of water formed (25/1000) x 1 = 0.025
7) Hence deduce the molar enthalpy change of neutralisation of HCl by NaOH (q/n); don't forget to include a sign in your answer (-ve if exothermic, +ve if endothermic)
Test your knowledge 3.3: Measuring enthalpy changes of solution and neutralisation
(a) When 5.73 g of sodium chloride (NaCl) dissolves in 100 cm 3 of water, the temperature of the water fell from 22.4 o C to 19.8 o C. Calculate the molar enthalpy of solution of NaCl.
(b) When 2.3 g of magnesium chloride (MgCl2) dissolves in 200 cm 3 of water, the temperature rose by 3.4 o C. Calculate the molar enthalpy of solution of MgCl2.
(c) If 50 cm 3 of 0.1 moldm -3 HCl and 50 cm 3 of 0.1 moldm -3 NaOH are mixed, the temperature of the solution rises by 0.68 o C. Calculate the molar enthalpy of neutralisation of HCl by NaOH.
(d) If 50 cm 3 of 1.0 moldm -3 NaOH is added to 25 cm 3 of 2.0 moldm -3 CH3COOH, the temperature rose by 8.3 oC. Calculate the molar enthalpy of neutralisation of CH3COOH by NaOH.
Lesson 4 – How do we measure enthalpies of combustion?
* Combustion reactions do not take place in aqueous solution; energy changes in combustion reactions are measured by allowing the fuel to burn inside a spirit burner; the spirit burner is placed below a copper can and the exothermic reaction is used to heat the water; the heat change can be calculated using q = mcΔT (m = mass of water being heated); the decrease in mass of the spirit burner can be measured and used to calculate the moles of fuel used
Practical 4.1: Determine the molar enthalpy of combustion of ethanol
1. Using a measuring cylinder, pour 100 cm 3 of water into a copper can.
2. Mount the can on a clamp stand and record the initial temperature of the water.
3. Take a spirit burner containing ethanol, and record its mass with the lid on.
4. Remove the lid, place the spirit burner under the calorimeter and surround it with a windshield to protect it from wind currents.
5. Light the spirit burner and allow it to heat the copper calorimeter until the temperature of the water has increased by 30 o C. Record the final temperature of the water and deduce the temperature change.
6. Put out the spirit burner by putting the lid back on.
7. Weigh the spirit burner again and record the loss in mass.
8. Calculate the heat energy change (q) in the reaction (100 x 4.18 x ΔT, then convert to kJ)
9. Use the loss in mass to determine the number of moles of ethanol used (n) (m/46)
10. Hence calculate the molar enthalpy of combustion of ethanol (q/n); don't forget to include a sign in your answer (-ve if exothermic, +ve if endothermic)
Test your knowledge 4.2: Measuring enthalpy changes of combustion
(a) A spirit burner containing ethanol (C2H5OH) was used to heat 100 cm 3 of water in a copper can by 30 o C. As a result, the mass of the spirit burner decreased by 0.62 g. Calculate the molar enthalpy of combustion of ethanol.
(b) A spirit burner containing butan-1-ol (C4H9OH) was used to heat 200 cm 3 of water in a copper can by 20 oC. As a result, the mass of the spirit burner decreased by 0.81 g. Calculate the molar enthalpy of combustion of butan-1-ol.
* Measuring and understanding enthalpy changes of combustion is very useful for knowing how much energy it is possible to get from a certain quantity of fuel when it burns; this quantity is known as the energy content of a fuel and it is usually measured in kJg -1 :
- wood has an average energy content of 17 kJg -1
- coal has an average energy content of 31 kJg -1
- hydrogen has an energy content of 142 kJg -1
* The measurement of the energy content of fuels by burning a fixed quantity of the fuel and measuring the temperature rise of a fixed amount of water is known as calorimetry
* All living organisms require energy to survive; animals get this energy by eating foods containing carbohydrates and fats, which are broken down in the body and then react with oxygen in an exothermic reaction known as respiration; plants get their energy by using photosynthesis to make glucose, which is then used in respiration
* The energy content of foods can be measured in the same way as the energy content of other fuels; most carbohydrates have an energy content of around 17 kJg -1 and most fats have an energy content of around 39 kJg -1 ; a typical human needs to consume around 10,000 kJ per day; this is equivalent to around 250 g of pure fat or around 600 g of pure carbohydrate
Lesson 5 – Why are some chemical reactions faster than others?
b) Rates of Reaction
Thinkabout Activity 5.1: Different speeds of chemical reactions
- How many chemical reactions can you think of which are fast?
- How many chemical reactions can you think of which are slow?
- Why are some chemical reactions faster than others? How can we make a reaction faster?
(i) Simple Collision Theory
* Substances in the liquid, aqueous and gaseous phase consist of particles in rapid and constant motion, which are constantly colliding with each other; according to simple collision theory, there are two requirements for a chemical reaction to take place between two particles:
- the particles must first collide
- the colliding particles must have enough energy to react together
* The number of collisions between particles per unit time in a system is known as the collision frequency; the greater the collision frequency, the faster a chemical reaction
* Not all collisions, however, result in a chemical reaction; this is because the reacting particles contain chemical bonds which must be broken before the particles can react; energy is required to break these bonds, and most of the colliding particles do not have enough energy to do this; most collisions, therefore, just result in the colliding particles bouncing off each other, with no chemical reaction taking place; collisions which do not result in a reaction are known as unsuccessful (or ineffective) collisions
* The combined energy of the colliding particles is called the collision energy; if the collision energy is sufficient to break the bonds in the reacting particles, a reaction will take place; collisions which result in a chemical reaction are known as successful (or effective) collisions
* the minimum energy required to break the bonds in the reactants and allow the chemical reaction to take place is known as the activation energy; the activation energy can be shown in an enthalpy level diagram:
- this enthalpy diagram shows a simple exothermic reaction
- the activation energy Ea is the energy needed to break the bonds in the colliding particles
- he potential energy of the substance increases as the bonds are broken
- once the bonds have been broken, new bonds can be formed and the potential energy will decrease
- in exothermic reactions, more heat energy is released when new bonds are made than is absorbed when the original bonds are broken; so overall, heat energy is released; the opposite is true in endothermic reactions
* For a collision to be successful, the collision energy needs to be greater than the activation energy; the higher the activation energy, the smaller the fraction of collisions which will be successful
Test your knowledge 5.2: Explaining why some reactions are faster than others
(a) If you increase the collision frequency in a reaction mixture, what will happen to the rate of reaction? Why?
(b) If you increase the collision energy of the reacting particles in a mixture, what will happen to the rate of reaction? Why?
(c) Draw an enthalpy profile diagram for an exothermic reaction, labelling the enthalpy change and the activation energy
(d) Draw an enthalpy profile diagram for an endothermic reaction, labelling the enthalpy change and the activation energy
(e) If you increase the activation energy of a reaction, what will happen to the rate of reaction? Why?
Lesson 6 – How can we make chemical reactions faster (part 1)?
(ii) Factors Affecting Rate of Reaction
* The rate of a chemical reaction can be changed in a number of ways:
-
by changing the concentration of the reacting particles
- by changing the pressure of the system (if some of the reacting particles are in the gas phase)
- by changing the temperature of the system
- by adding a catalyst
- by changing the particle size
- by changing the solvent
* The greater the concentration of the species in a liquid or gaseous mixture, the greater the number of species per unit volume and the greater the frequency with which they will collide (ie the collision frequency increases); the collision energy and activation energy are unaffected by a change in concentration
Practical 6.1: Investigate the effect of the concentration of sodium thiosulphate (Na2S2O3) on the rate of its reaction with hydrochloric acid (HCl)
1) Take a piece of paper and use a thick pen to draw the letter X on it.
2) Measure out 20 cm 3 of 0.2 moldm -3 HCl into a measuring cylinder labelled "HCl" and then pour the HCl into a conical flask.
3) Measure out 20 cm 3 of 0.2 moldm -3 Na2S2O3 into a measuring cylinder labelled "Na2S2O3".
4) Pour the Na2S2O3 into the same conical flask, starting the stopwatch immediately.
5) Record the time taken for the X to stop being visible through the conical flask.
6) Repeat steps 2 to 5, but using different concentrations of Na2S2O3 in step 3, prepared as follows:
7) Compare the times taken for the X to disappear in the four reactions. How does the rate of reaction change as you change the concentration of Na2S2O3?
Cannot do this practical? watch it here: www.youtube.com/watch?v=FSwd7X_c_Qs
* A change in pressure has exactly the same effect as a change in concentration; the greater the pressure in a gaseous mixture, the greater the number of species per unit volume and the greater the frequency with which they will collide (ie the collision frequency increases); the pressure of a system is generally increased by reducing its volume (compressing it); the collision energy and activation energy are unaffected by a change in pressure
* An increase in temperature increases the rate of a reaction for two reasons:
- as the temperature is increased, the average kinetic energy of the particles increases, and so the collision energy increases; as the collision energy increases, there is a greater chance that the collision energy will be sufficient to overcome the activation energy, and the collision is more likely to be effective
- in addition, at a higher temperature, the molecules have more kinetic energy and are thus moving faster; thus they collide more often, and the collision frequency increases
- changing the temperature has no effect on the activation energy
- typically, a 10 o C temperature rise approximately doubles the rate of reaction.
Practical 6.2: Investigate the effect of temperature on the rate of reaction between sodium thiosulphate (Na2S2O3) and hydrochloric acid (HCl)
1) Set up three water baths at 30 O C, 40 O C and 50 O C and place stock solutions of 0.2 moldm -3 HCl and 0.2 moldm -3 Na2S2O3 in each water bath until they have reached the desired temperature. Keep a sample of both solutions at room temperature.
2) Take a piece of paper and use a thick pen to draw the letter X on it
3) Using the room temperature solutions, measure out 20 cm 3 of 0.2 moldm -3 HCl into a measuring cylinder labelled "HCl", then measure out 20 cm 3 of 0.2 moldm -3 Na2S2O3 into a measuring cylinder labelled "Na2S2O3"
4) Pour both solutions into the same conical flask, starting the stopwatch immediately. Record the initial temperature of the mixture.
5) Record the time taken for the X to stop being visible through the conical flask.
6) Record the final temperature of the solution using a thermometer.
7) Repeat steps 3 to 5, but using the solutions at 30 O C, then at 40 O C and then at 50 O C.
8) Compare the times taken for the X to disappear in the four reactions. How does the rate of reaction change as you change the temperature?
Cannot do this practical? watch it here: www.youtube.com/watch?v=L9nVcKYVjjA
Lesson 7 – How can we make chemical reactions faster (part 2)?
* A catalyst is a substance which changes the rate of a chemical reaction without itself being chemically altered at the end of the reaction
* Catalysts provide an alternative pathway for the reaction, usually by introducing an extra step into the reaction, which has a lower activation energy than the uncatalysed reaction; this effect can be illustrated with an enthalpy level diagram:
- the enthalpy level diagram on the left shows a reaction without a catalyst
- the diagram on the right shows the effect of adding a catalyst
- the reaction pathway changes and the activation energy is lowered
* Catalysts increase the rate of a reaction by lowering the activation energy; the collision frequency and collision energy are unchanged
reaction pathway
e
n
e
r
g
y
reactants
products
catalysed reaction
(low activation energy)
uncatalysed reaction
(high activation energy)
reaction pathway
e
n
e
r
g
y
reactants
products
E
a
Practical 7.1: Investigate the effect of a catalyst on the rate of reaction between potassium peroxodisulphate (K2S2O8) and potassium iodide (KI)
1) Mix together 25 cm 3 of 0.3 moldm -3 KI, 5 cm 3 of 0.02 moldm -3 sodium thiosulphate, 1 cm 3 of 1% starch solution and 10 cm 3 of distilled water into a conical flask
2) Add 10 cm 3 of 0.1 moldm -3 K2S2O8 and immediately start the stopwatch. Note the time taken for the mixture to turn a dark blue colour.
3) Repeat steps 1 and 2, but this time using 9 cm 3 of distilled water and 1 cm 3 of iron (III) sulphate solution.
4) Compare the reaction times in both reactions. Why is the second reaction faster?
Cannot do this practical? watch it here: www.youtube.com/watch?v=5da9e-rrjxQ
* If reactants are gaseous, or well mixed in liquid or aqueous form, then all of the particles in the sample are able to react; if one of the reactants is in the solid state, however, its particles are not free to move; only the particles at the surface of the solid are able to collide with other particles; this reduces the collision frequency and will reduce the rate of reaction
* Reactants in the solid state react more slowly than reactants in the liquid, gaseous or aqueous states because in a solid, the particles not at the surface are unable to take part in collisions with other reactants, reducing the collision frequency
* The rate of reaction in solids can be increased by reducing the particle size, and hence increasing the surface area exposed to collisions:
- A: large particle size, fewer of the blue solid particles can collide with the red particles, slower reaction.
- B: small particle size, more of the blue solid particles can collide with the red particles, faster reaction.
Demonstration 7.2: Investigate the effect of particle size on the rate of reaction between calcium carbonate and hydrochloric acid
1) Pour 40 cm 3 of 2 moldm -3 HCl into a conical flask.
2) Weigh out 2.5 g of marble chips (large particle size).
3) Add the marble chips to the conical flask containing the HCl, start the stopwatch and weigh the conical flask with all its contents.
4) Weigh the conical flask again after 2 minutes and record the loss in mass.
5) Repeat steps 1 – 4 but using 2.5 g of marble chips (small particle size).
6) Why does the mass of the conical flask decrease? In which experiment is there a larger decrease in mass? Why is this?
* If reactions are taking place in solution, the nature of the solvent can influence the rate of reaction; this is because different solvents can interact with the reacting particles in different ways, making them more likely, or less likely, to react with each other
- Eg magnesium reacts rapidly with HCl dissolved in water, but very slowly with HCl dissolved in methylbenzene
Cannot do this demonstration? Watch it here: www.youtube.com/watch?v=p6Kq4YqztQM
Test your knowledge 7.3: Understanding the factors affecting the rate of a reaction
(a) Explain why increasing the concentration of one of the reactants will increase the rate of a reaction
(b) Explain why increasing the pressure of a gas-phase reaction will increase the rate of a reaction
(c) Explain why increasing the temperature will increase the rate of a reaction
(d) Explain why adding a catalyst will increase the rate of a reaction
(e) Explain why solids react more slowly than liquids and gases
(f) Explain why decreasing the particle size of a solid reactant will increase the rate of a reaction
(g) Suggest one other way to change the rate of a reaction
Extension 7.4: Understanding the factors affecting the rate of a reaction
Completed Test Your Knowledge 7.3? Now complete the following table to show the different ways in which the rate of a reaction can be changed (in each box, write "increases", "decreases" or "no effect")
Lesson 8 – How can we measure rates of reaction?
(iii) Measuring rates of reaction
* The rate of reaction can be defined as the change in concentration of reactants or products per unit time; it has the units moldm -3 s -1
* It is possible to determine the rate of a reaction by monitoring how the concentration of a reaction changes over time in a single reaction, and then plotting a graph of concentration against time (a concentration-time graph):
* The rate of reaction is the change in concentration per unit time and can therefore be calculated from the gradient of the line at a particular time
* As the graph is a curve (its gradient is steadily decreasing with time), the gradient of the line at a particular point must be calculated by drawing a tangent to that line at a particular point and calculating the gradient of that tangent:
* The gradient of the line (and hence the rate of reaction) decreases with time; this is because as reactions proceed, the concentration of reactants decreases, making collisions between the remaining particles less frequent
* The initial rate of reaction is the gradient of the tangent to the curve at t = 0; the rate of reaction at a particular time is the gradient of the tangent to the curve at that time
Test your knowledge 8.1: Measuring the rate of a reaction from a concentration-time graph
Hydrogen peroxide, H2O2, decomposes according to the equation: 2H2O2(g) → 2H2O(g) + O2(g) In an experiment, the concentration of the reactant H2O2 was measured over a period of time. The results are shown below:
Plot a graph to show how concentration varies with time and use your graph to calculate the rate of reaction:
a)
Initially
b) When [H2O2]= 0.20 moldm -3
c) After 50 s
Practical 8.2: Measure the rate of the reaction between magnesium and hydrochloric acid (HCl) from a concentration-time graph
1. Clamp a gas syringe into a horizontal position so that the bung attached to it can be easily attached to a conical flask.
2. Pour 25 cm 3 of 0.2 moldm -3 HCl into a 100 cm 3 conical flask.
3. Weigh out 1 g of magnesium on a weighing boat.
4. Add the magnesium to the conical flask, attaching the bung and starting the stopclock immediately.
5. Record the volume of gas produced every 10 seconds until the reaction stops or the volume of gas reaches 100 cm 3 . Record your data in the table below:
(Vf – Vt) gives you a value proportional to [HCl]
6. Plot a graph of (Vf – Vt) (on the y-axis) against time (on the x-axis)
7. Use your graph to determine the initial rate of reaction.
Lesson 9 – What is chemical equilibrium?
c) Reversible Reactions and Chemical Equilibrium
(i) Dynamic Equilibrium
* A reversible reaction is a reaction which can proceed in both directions at the same time; reversible reactions are represented by the sign instead of by a regular arrow →
* All reactions are reversible in theory; although in practice many reactions are considered irreversible, either because the reverse reaction is insignificant or because the reverse reaction is not allowed to take place because the products escape after they are produced
* Consider a reversible reaction A + B C + D
- as the reaction proceeds, the rate of the forward reaction decreases and the rate of the reverse reaction increases
- eventually, the reaction will reach a stage where both forward and backward reactions are proceeding at the same rate:
- at this stage, a dynamic equilibrium has been reached; "dynamic" means that the reaction has not stopped; it is simply moving in both directions at the same rate; "equilibrium" means that the amount of reactants and products in the system is not changing
* A dynamic equilibrium is reached when the forward and reverse reactions are taking place at the same rate, which means that the concentrations or reactants and products are not changing.
Variation of rates of forward and reverse reactions with
time
time
rate of reaction
Forw ard reaction
Reverse reaction
(ii) open and closed systems
* A closed system is one from which reactants and products cannot escape; in closed systems the forward and reverse reactions continue until dynamic equilibrium is reached; all reactions in a closed system are thus reversible in theory, although they are only considered as such if both forward and reverse reactions occur to a significant extent
- Eg H + (aq) + OH - (aq) → H2O(l); in this case the reverse reaction is not significant so the reaction is represented by single arrow
- Eg H2(g) + I2(g) 2HI(g); in this case the reverse reaction is significant, so the reaction is represented by an equilibrium sign
* An open system is one from which reactants and products can escape such as the open air or a fume cupboard; in an open system, products can be removed as soon as they are formed, so the reverse reaction is not allowed to take place; such reactions never reach equilibrium, but proceed until all the reactions have been converted into products, even if the reaction would be reversible in a closed system
- Eg H2O(l) → H2O(g); this reaction would not be expected to proceed significantly under normal conditions, since water is more stable than steam at room temperature; however puddles will disappear completely if left for long enough; this is because the water vapour is removed by wind currents as soon as it is produced, and so the reverse reaction is not allowed to take place; thus the system never reaches equilibrium and the reaction is irreversible
(iii) Equilibrium Position and Equilibrium Constants
* In a closed system, all reactions will reach equilibrium eventually; in some cases, the equilibrium mixture mostly consists of products, with only a small number of reactant particles still remaining
- consider the following reversible reaction: 2SO2 + O2 2SO3; the equilibrium mixture formed when this reaction reaches equilibrium contains mostly SO3, with not much SO2 or O2; in such cases, it is said that the position of equilibrium lies to the right-hand side of the reaction
- Consider the following reversible reaction: CH3COOH CH3COO - + H + ; the equilibrium mixture formed when this reaction reaches equilibrium contains mostly CH3COOH, with not much CH3COO - or H + ; in such cases, it is said that the position of equilibrium lies to the left-hand side of the reaction
* The position of equilibrium can be expressed mathematically using the concentrations of reactants and products; it has been proved that product of the product concentrations raised to their stoichiometric coefficients divided by the product of the reactant concentrations raised to their stoichiometric coefficients is always a fixed value, at a given temperature; this value is known as the equilibrium constant (Kc) of the reaction at that temperature
- consider the reversible reaction: A + 3B C + 2D; the Kc for this reaction is [C][D] 2 [A][B] 3
- the square brackets [] are used to represent the concentration of that reactant, so [A] means the concentration of A in moldm -3
- the value of Kc for a reaction is always the same at a particular temperature, no matter what amounts of reactants and products are present at the start of the reaction
Test your knowledge 9.1: Understanding Dynamic Equilibrium and Equilibrium Constants
(a) Why does the rate of the forward reaction decrease as the reaction proceeds?
(b) Why does the rate of the reverse reaction increase as the reaction proceeds?
(c) What will eventually happen to the rate of the forward and reverse reactions?
(d) Why will this often not happen in an open system?
(e) Write expressions for the equilibrium constants for the following reactions:
(i) 2NO2(g) N2O4(g) (ii) H2(g) + I2(g) 2HI(g) (iii) 2SO2(g) + O2(g) 2SO3(g) (iv) N2(g) + 3H2(g) 2NH3(g)
(f) For the equilibrium PCl5(g) PCl3(g) + Cl2(g), the equilibrium concentrations of PCl5, PCl3 and Cl2 are 1.0, 0.205 and 0.205 moldm -3 respectively. Calculate the value of Kc
(g) For the equilibrium 2N2O5(g) 2N2O4(g) + O2(g), the equilibrium concentrations are [N2O5] = 1.0 moldm -3 , [N2O4] = 0.11 moldm -3 , [O2] = 0.11 moldm -3 . Calculate the value of Kc
Lesson 10 – How can we change the position of equilibrium?
(iv) Le Chatelier's Principle
* If the conditions are changed after equilibrium has been established, the system may no longer be at equilbrium and may move in one direction or another to re-establish equilibrium; the direction in which the system will move to re-establish equilibrium can be predicted by Le Chatelier's principle: "If a constraint is imposed on a system at equilibrium, then the system will respond in such a way as to oppose the effect of that constraint"; the constraints imposed could be the addition or removal of one of the reactants or products, a change in pressure, a change in temperature or the addition or removal of a catalyst; it is possible to use Le Chatelier's principle to predict what will happen if any of these conditions are changed
* If the concentration of one of the reactants is increased, the equilibrium position will move to the right in order to decrease the concentration of that reactant; if the reactant's concentration is decreased, the equilibrium position will move to the left in order to replace that reactant; similarly, if a product's concentration is increased then the equilibrium position will move to the left and if a product's concentration is decreased then the equilibrium position will move to the right (the equilibrium constant will not change)
- Eg in the reaction 2SO2 + O2 == 2SO3, an increase in the concentration of SO2 or O2, or a decrease in the concentration of SO3, will move the equilibrium position to the right; a decrease in the concentration of SO2 or O2, or an increase in the concentration of SO3, will move the equilibrium position to the right
* The pressure in a system depends on the number of gas molecules in the system; if the pressure of the system is increased, the system will move towards the side which has fewer gas molecules in order to decrease the pressure
- if the pressure of the system is decreased, the system will move towards the side which has more gas molecules in order to increase the pressure
- if the number of gas moles on both sides in the same, then pressure has no effect on the equilibrium position (the equilibrium constant will not change)
- Eg in the reaction PCl5(g) PCl3(g) + Cl2(g), there is one gas molecule on the left and two on the right; if the pressure is increased, the equilibrium position will move to the left, where there are fewer gas molecules, in order to decrease the pressure; if the pressure is decreased, the equilibrium position will move to the right, where there are more gas molecules, in order to increase the pressure
* If the temperature of a system is increased, the reaction will move in the endothermic direction in order to decrease the temperature; if the temperature of a system is decreased, the reaction will move in the exothermic direction to increase the temperature
- if the forward reaction is exothermic, an increase in temperature will cause the equilibrium position to shift to the left, (ie the endothermic direction) to decrease the temperature, and a decrease in temperature will cause the equilibrium position to shift to the right (ie the exothermic direction) to increase the temperature
- if the forward reaction is endothermic, an increase in temperature will cause the equilibrium position to shift to the right (ie the endothermic direction) to decrease the temperature and a decrease in temperature will cause the equilibrium position to shift to the left (ie the exothermic direction) to increase the temperature
- If H = 0, then a change in temperature will have no effect on the position of equilibrium
- Eg the reaction 2SO2(g) + O2(g) 2SO3(g) is known to be exothermic (in the forward direction); an increase in temperature will cause the equilibrium position to move to the left (in the endothermic direction) to reduce the temperature; an decrease in temperature will cause the equilibrium position to move to the right (in the exothermic direction) to increase the temperature
- A change in temperature does change the value of the equilibrium constant; if the reaction is exothermic, then an increase in temperature will cause the value of Kc to decrease; if the reaction is endothermic, then an increase in temperature will cause the value of Kc to increase
* The addition or removal of a catalyst will have no effect on the position of equilibrium; it will change the rate of the forward and reverse reactions, but by the same amount; the position of equilibrium and the equilibrium constant will thus be unchanged
Test your knowledge 10.1: Predicting how the position of equilibrium will move
(a) Consider the following exothermic reaction: 4HCl(g) + O2(g) 2Cl2(g) + 2H2O(g) State, with a reason, what would happen to the amounts of chlorine and hydrogen chloride in the system if the following changes were made after equilibrium had been established in a sealed container:
(i) water is removed from the system
(ii) extra oxygen is added to the system
(iii) the volume of the container was reduced
(iv) the temperature of the container was increased
(v) a catalyst was added
(b) For each of the following reactions, state and explain whether a high or low temperature and a high or low pressure should be used to maximize the yield of product:
```
(i) 2SO2(g) + O2(g) 2SO3(g), ∆H = -ve (ii) PCl5(g) PCl3(g) + Cl2(g), ∆H = +ve (iii) H2(g) + I2(g) 2HI(g), ∆H = -ve (iv) HCOOH(l) + CH3OH(l) HCOOCH3(l) + H2O(l), ∆H = 0
```
Lesson 11 – What have you understood about Physical Chemistry?
11.1 END-OF-TOPIC QUIZ TOPIC 4 – INTRODUCTION TO PHYSICAL CHEMISTRY
1. The enthalpy of combustion of ethane (C2H6) is -1556 kJmol -1 . How much heat energy is released when 1000 g of ethane is burned?
2. When 2.0 g CaCl2 is dissolved in 50 cm 3 of water, the temperature increases by 6.9 o C. Calculate the enthalpy of solution of CaCl2.
3. Consider the following reaction: CaCO3(s) + 2HCl(aq) → CaCl2(aq) + CO2 + H2O(l) Explain why the rate of this reaction would increase if you:
(a) Increased the molarity of the HCl
(b) Increased the temperature of the HCl
(c) Crushed the CaCO3 before the reaction
4. In an experiment to measure the initial rate of the following reaction: SO2Cl2(g) → SO2(g) + Cl2(g), the concentration of the reactant SO2Cl2 was measured over a period of time. The results are shown below:
Plot a concentration-time graph for this reaction and use it to determine the initial rate of reaction.
5. Explain what is meant by the term "dynamic equilibrium".
6. For the reaction: 2SO + O2(g) 2SO3(g), ΔH = -294 kJmol -1
(a) Write an expression for the equilibrium constant Kc
(b) Explain how the position of equilibrium would move if some SO3 was removed from the system after equilibrium had been reached
(c) Explain how the position of equilibrium would move if the temperature was increased after equilibrium had been reached
(d) Explain whether a high or low pressure would give you the best yield of SO3. | <urn:uuid:4d50ff70-625b-4294-82f6-1efb54317579> | CC-MAIN-2020-40 | https://www.a-levelchemistry.co.uk/uploads/9/0/4/5/90457821/unit_4_-_introduction_to_physical_chemistry_student_version.pdf | 2020-09-22T03:44:34+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00334.warc.gz | 732,287,903 | 11,350 | eng_Latn | eng_Latn | 0.967628 | eng_Latn | 0.992874 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
865,
904,
3552,
5827,
8841,
11663,
14176,
16569,
19489,
22009,
24524,
27263,
29418,
31575,
32703,
34403,
36463,
39949,
42576,
45423,
46919
] | [
3.171875,
1.921875
] | 5 | 0 |
What Are Probiotics? A Beginner's Guide
By Dr. Josh Axe, DC, DMN, CNS
June 11, 2019
Did you know that bacteria might actually keep you healthy? It all just depends on the type of bacteria. In this case, we're talking about probiotics — one of the most widely researched natural solutions to gut health. For years, scientists and physicians have observed the many benefits of probiotics for not just the gut, but for the entire body.
What does a probiotic do? What are probiotics good for? Why take probiotics? What are the best probiotics? What do probiotics do for you? What is a good probiotic and the most effective probiotic? Are there side effects of too many probiotics?
In this complete probiotic beginner's guide, you will learn everything you need to know about probiotics, including the best probiotic foods and probiotic drinks, best probiotic supplements and how to use them.
What Are Probiotics?
What are probiotics? They are live bacteria that line your digestive tract and support your body's ability to absorb nutrients and fight infection. Your body contains about the same number of gut bacteria molecules as it does cells for the rest of your body, so it's no wonder your gut is so important to your health.
The National Center for Complementary and Integrative Health (NCCIH) calls probiotics "live microorganisms (in most cases, bacteria) that are similar to beneficial microorganisms found in the human gut." The NCCIH makes the point that we often think of bacteria as harmful "germs" — however, probiotic bacteria actually helps the body function properly.
Your skin and digestive system alone host about 2,000 different types of bacteria. Probiotics benefits have been proven effective in supporting immune function, reducing inflammation, promoting healthy digestion, as well as maintaining beautiful skin, especially when combined with prebiotics.
Your good gut bacteria is also responsible for:
* Producing vitamin B12, butyrate and vitamin K2
* Crowding out bad microbes
* Creating enzymes that destroy harmful bacteria
* Stimulating secretion of IgA and regulatory T cells, which support immune function
Probiotics are in our systems from the moments we are born. When a newborn is in the birth canal of the mother during delivery, the baby is exposed to the live bacteria of his or her mother for the first time. This event starts a chain of events inside the baby's gastrointestinal tract, and the infant's GI tract starts to produce good bacteria.
Historically, people had plenty of probiotics in their diets from eating fresh foods from good soil and by fermenting foods to keep them from spoiling. Over a century ago, the Russian Nobel Prize winner Elie Metchnikoff theorized that "health could be enhanced and senility delayed by manipulating the intestinal microbiome with host-friendly bacteria found in yogurt." Metchnikoff was ahead of his time with his view of probiotics benefits, but he also was aware that most citizens had regular access to probiotic foods.
Today, however, because of refrigeration and agricultural practices like soaking our foods with chlorine, much of our food contains little to no probiotics in the name of sanitation. Actually, many foods contain dangerous antibiotics that kill off the good bacteria in our bodies.
How do probiotics work? Your gut contains both beneficial and harmful bacteria. Digestive experts agree that the balance of gut flora should be approximately 85 percent good bacteria and 15 percent bad bacteria.
If this ratio gets out of balance, the condition is known as dysbiosis, which means there's an imbalance of too much of a certain type of fungus, yeast or bacteria that affects the body in a negative way. By consuming certain types of probiotics foods and dietary supplements (often in capsule form), you can help bring these ratios back into balance.
Also, it's important to understand that probiotics are not a new idea. Throughout history, cultures have thrived on probiotics found in fermented foods and cultured foods, which were invented for food preservation long before the refrigerator. The process of fermentation has been lost in recent years, as it is no longer needed to preserve foods, meaning that we now lose out on those vital probiotics benefits.
What Are The Different Types of Probiotics?
There are many different types of probiotics on the market, each of which varies based on numerous factors such as stability, strain diversity and CFU count.
Typically, there are two main species of probiotics, including Bifidobacteriaand Lactobacillus. In addition to being the most widely available in both probiotic foods and supplements, these two species have also been extensively studied for their beneficial effects on immune function, digestive health, weight loss and more.
There are also many specific strains of probiotics, each of which has been shown to benefit specific health conditions. Some of the best probiotic strains include:
* Bacillus coagulans
* Bacillus subtilis
* Bifidobacterium bifidum
* Bacillus clausii
* Lactobacillus plantarum
* Lactobacillus fermentum
* Lactobacillus reuteri
* Lactobacillus acidophilus
* Lactobacillus gasseri
* Lactobacillus rhamnosus
* Lactobacillus sporogens
* Saccharomyces boulardii
In addition to probiotic supplements, many of these strains can also be found naturally in probiotic foods. Fermented foods like tempeh, natto and miso are all great sources of probiotics and feature many different types of probiotics to support several aspects of health.
What Do They (Probiotic Strains) Do?
1. Bacillus coagulans
This specific strain of bacteria consistently ranks as a contender for the best probiotic for constipation and healthy digestion. And according to one study out of Iran, it may also be the best probiotic for irritable bowel syndrome (IBS). In fact, researchers showed that treating patients with IBS using Bacillus coagulans helped significantly improve diarrhea and reduce abdominal pain compared to a placebo.
Plus, thanks to its immune-modulating properties, it can also decrease inflammation and minimize symptoms of certain autoimmune disorders. For example, one study published in the journal BMC Complementary & Alternative Medicine showed that Bacillus coagulans was effective at reducing inflammation, relieving pain and improving the ability to perform regular daily activities in people with rheumatoid arthritis.
2. Saccharomyces boulardii
There have been a multitude of recent studies indicating that the best probiotic supplement should definitely include this beneficial strain of bacteria. In addition to its digestion-boosting benefits, Saccharomyces boulardii has powerful antimicrobial and antitoxin effects, which can help block the growth of bacteria and parasites while also flushing out harmful toxins.
As if that wasn't impressive enough, in vitro studies showthat Saccharomyces boulardii can also stimulate immune function, decrease markers of inflammation and strengthen the barrier of the digestive tract to aid in the prevention of conditions like leaky gut syndrome.
3. Bacillus subtilis
Bacillus subtilis stands out from other strains of bacteria because it's one of the few types that is able to grow and thrive in a variety of diverse environments, including in soil, on the roots of plants and in the gastrointestinal tracts of animals. Animal models suggest that it may be in the running for the best probiotic for diarrhea, noting that it can improve both growth performance and digestive health. (6)
Some research also shows that it could have immune-boosting, antiviral effects as well. One animal study conducted by researchers in Ukraine, for instance, isolated a specific type of peptide from Bacillus subtilis and found that the protective effects were comparable to that of Tamiflu, a common medication used to treat and prevent the flu.
4. Bacillus clausii
Bacillus clausii is a strain of bacteria with benefits that extend well beyond its effects on digestion and gut health. In fact, studies show that Bacillus clausiicould also have potent antimicrobial properties to protect against harmful bacteria, viruses and fungi as well as immune-enhancing effects to fight off infection.
Plus, it may also be a candidate for the best probiotic for kids with diarrhea, as studies show that it can reduce the duration and frequency of diarrhea in children with minimal risk of adverse symptoms of side effects.
5. Lactobacillus plantarum
Lactobacillus plantarum has been associated with a number of impressive health benefits. In terms of digestive health, it's been shown to improvesymptoms of IBS, including abdominal pain and bloating. It can also helpbump up immunity while simultaneously reducing inflammation in the digestive tract.
What's more, it may even come with some serious anti-aging benefits as well. A clinical trial published in the Journal of Microbiology and Biotechnology actually found that supplementing with Lactobacillus plantarum was able to reduce wrinkle depth, increase skin gloss and improve skin elasticity by nearly 22 percent after just 12 weeks.
6. Lactobacillus gasseri
As one of the best probiotics for weight loss, there have been a slew of studies demonstrating just how powerful this strain of bacteria may be when it comes to your waistline. For instance, one study in the British Journal of Nutrition showed that taking Lactobacillus gasseri daily led to significant reductions in body weight and body fat compared to a control group, with participants losing up to 8.5 percent body fat over a 12-week period.
Another study out of Korea had similar findings, reporting that taking Lactobacillus gasseri for 12 weeks led to significant reductions in hip and waist circumference compared to a placebo.
Are They Effective?
Whether you're looking to skyrocket immune function, decrease disease risk or simply improve your overall health, probiotics can make a worthy addition to your daily routine.
Nestled inside your gut are trillions of live microorganisms that make up the microbiome. Many of these bacterial cells are considered "good bacteria" and help support immune function, enhance nutrient absorption, and aid in the synthesis of key neurotransmitters and other compounds.
Probiotics are a type of organism that can help boost the amount of beneficial bacteria in your gut. They are found in probiotic supplements and fermented foods, including tempeh, natto, miso and kombucha. Some of the potential benefits of probiotics include:
* Improved digestion
* Reduced cholesterol levels
* Increased immunity
* Cancer protection
* Enhanced regularity
* Better mental health
* Reduced allergy severity
How to Use Them Safely (Risks and Side Effects)
All probiotics aren't created equally. Not all strains have beneficial effects, and it's important to do your research before starting a new supplement. And, as always, all new supplement regimens should be conducted under the supervision of a medical professional.
Probiotic side effects can sometimes include diarrhea if you take too much too fast. You can start off with a smaller amount, like one tablespoon of kefir or one probiotic capsule a day, and work your way up if you're just getting into eating probiotic foods or taking dietary supplements.
One very rare side effect of probiotics seen in cancer patients is sepsis. This is an extremely rare occurrence.
Overall, most studies have found that probiotics are associated with very few probiotics side effects and a large number of benefits.
Health Benefits of Probiotics
Studies indicate that probiotics can provide health benefits for the following diseases and conditions:
* digestive disease (help treat and prevent)
* decrease antibiotic resistance
* may improve mental illness
* boost immunity and decrease inflammation
* improve skin conditions
* protect against food allergies
* may treat dangerous newborn disease (necrotizing enterocolitis (NEC) and neonatal sepsis)
* help lower blood pressure
* treat diabetes
* may improve non-alcoholic fatty liver disease
* may help prevent or slow/stop the growth of bladder and colorectal cancers
* may prevent cavities
* may remedy urinary tract infections (UTIs)
What Foods Contain Probiotics?
In addition to probiotic supplements, you can also try adding more probiotic foods into your diet to help optimize your gut health. Fermented foods and foods with added probiotics are a great option to help get in your daily dose.
Some of the best probiotic foods include:
* Tempeh
* Miso
* Natto
* Kombucha
* Raw cheese
* Kefir
* Probiotic yogurt
* Kimchi
* Pickles
* Sauerkraut
Keep in mind that these probiotic foods should be low in added sugar, preservatives and extra ingredients to really get the most bang for your buck. Even if you're consuming the best probiotic drink or best probiotic yogurt, it may not contain the same health benefits if it's highly processed and pumped full of additives.
How Should You Take Probiotics?
Note that the probiotics benefits of one probiotic strain may be completely different from the health benefits seen from another probiotic. If you want to use probiotics to address a specific health concern, it's vital to select the right probiotic for the right condition — or you can consume a wide range of probiotics in your food to be covered.
When reading a probiotic label, it should reveal the genus, species and strain of the probiotic. The product (usually in capsules or probiotics pills) should also give you the colony forming units (CFUs) at the time of manufacturing. Also, the majority of probiotics can die under heat, so knowing the company had proper storing and cooling of the facility is also important.
There are seven specific things you want to consider when buying a probiotic supplement:
1. Brand quality — Look for reputable, established dietary supplement brands with readily available customer reviews.
2. High CFU count — Probiotic dosage is measured in "colony forming units," or CFUs. Ideally, you should aim for at least 5–10 billion CFUs per day for children and 10–20 billion CFUs each day for adults. However, the recommended dosage may vary based on individual health concerns, so discuss with your doctor for personalized guidance as needed.
3.
Survivability and strain diversity — Look for strains like Bacillus coagulans, Saccharomyces boulardii, Bacillus subtilis, Lactobacillus plantarum, Bacillus clausii and other cultures or formulas that ensure probiotics make it to the gut and are able to colonize.
4. Prebiotics and supplementary ingredients — For probiotic bacteria to grow, they also need prebiotics. Highquality probiotic supplements have both prebiotics and other ingredients designed to support digestion and immunity. Examples of these ingredients are (preferably fermented) flaxseed, chia seed, cañihua seed, astragalus, ashwagandha, hemp seed, pumpkin seed, milk thistle, peas, ginger, mung bean and turmeric.
5. Stability and organism types — Some probiotic strains need to be kept cold in order to preserve their potency.
This applies to their production, transport, storage and sales. Others are shelf-stable and don't require
refrigeration. Unfortunately, most refrigerated probiotics never make it past the stomach because they aren't stable. Instead, look for a shelf-stable product that contains soil-based organisms.
6. Sugar — Sugar is not a good food source for probiotics. Prebiotics are the food source meant to keep probiotics alive. A synbiotic is a dietary supplement that contains both prebiotics and probiotics. The best synbiotics contain healthy plant starches and fiber.
7. Living vs. dead — "Live and active cultures" are a better bet than "made with active cultures." After fermentation, the product may be heat-treated, which kills off both good and bad bacteria (extending shelf life).
So when is the best time to take a probiotic? Most sources typically recommend taking your probiotic first thing in the morning, about 15–30 minutes before breakfast. This ensures that your probiotic supplement is able to reach your digestive tract quickly without getting stuck in the stomach behind your morning meal.
Final Thoughts on Probiotic Beginner's Guide
* Natural probiotics are bacteria in your digestive tract that support the immune system and help reduce chronic inflammation, potentially impacting the development of a large number of diseases.
* Because so much of your health begins in the complex microbiome of the gut, proper balance of your gut bacteria is crucial to overall health.
* The first step in cultivating a healthy gut with probiotics is to avoid good bacteria "killers" like sugar, chronic stress and alcohol.
* Extensive research has found that probiotics have a number of health benefits, including the prevention of digestive diseases like irritable bowel syndrome and infectious diarrhea, increased immunity, and more.
* You can incorporate probiotics into your routine by eating more sour and fermented foods, feeding your gut bacteria with insoluble fiber in high-fiber foods, and even by taking a high-quality probiotic supplement in order to take advantage of probiotics benefits.
* Probiotic side effects are rare, but always use caution when starting any new supplements. | <urn:uuid:33adc47d-ad3f-40b1-ab60-7ca4348bb6d8> | CC-MAIN-2020-40 | http://1ounce.com/wp-content/uploads/2020/07/Probiotics.pdf | 2020-09-22T03:49:34+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400203096.42/warc/CC-MAIN-20200922031902-20200922061902-00334.warc.gz | 872,157 | 3,609 | eng_Latn | eng_Latn | 0.996971 | eng_Latn | 0.997559 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3297,
4277,
6831,
9991,
12234,
15880,
17298
] | [
2.46875
] | 1 | 0 |
Freebord – The Deer's Leap
by Max Lankester and Ron Crompton
Walk out of Roehampton Gate and turn immediately left down the alley towards Palewell Common, or leave Bishop's Gate and turn right along the passage. You're now on the Park's freebord.
The freebord is a legal term ('bord' being the same word as border) and is 'the right to a narrow strip of land outside the fence or wall around a park or forest', so that the owner of the park can inspect, maintain or repair it.
Richmond Park's freebord was established when it was enclosed in 1637 and is a 'rod' wide (the old medieval measurement, equal to 16 ½ feet or about 5 metres). More romantically, it's also known as the 'deer's leap' – the story being that if an escaping deer managed to leap beyond the freebord it would no longer be on Park land and could not be recaptured.
Over the years some of the freebord has been sold off, for example most of the stretch between Petersham Gate and Ham Gate. Elsewhere it's been encroached on by developments but is still Crown land and The Royal Parks licenses it for an annual fee to people who use it. The fee currently ranges from £10 a year for a few very old licences to £200300 for more recent ones. The licence also has restrictions on the use of the freebord, and on building and tree planting or felling on it.
There's a long list of residential properties, businesses, schools, cemeteries, public parks and gardens, allotments and public roads that have the freebord as part of the land they use. Part of the Alton Estate Junior School in Roehampton is on the freebord; the whole of the small back gardens of Florence Terrace next to Robin Hood Gate are on it and the trees on the Park side of Fife Road in Sheen are also on it.
In many areas the freebord forms an important green bridge between the Park and adjacent green spaces. There are about 1,000 trees on the freebord and The Royal Parks has the responsibility for managing them, so that they continue as valuable wildlife habitats and don't damage the wall or cause injury to local residents and the general public from falling branches.
The freebord may seem an archaic relic from 1637, but without it the repair work that The Royal Parks plans on four stretches of the wall this year would be much more difficult.
See Further details about the freebord in an article by Robert Wood published by the Richmond Local History Society.
Photo: © Robert Wood. Freebord to Bishop's Gate, with Bishop's Lodge on the left and a house on Chisholm Rd on the right. | <urn:uuid:56ec367d-8d72-4f73-8d81-7c4f80d109f4> | CC-MAIN-2021-43 | https://www.frp.org.uk/wp-content/uploads/2021/08/Richmond-Parks-Freebord-The-Deers-Leap.pdf | 2021-10-23T19:53:23+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00579.warc.gz | 930,988,646 | 585 | eng_Latn | eng_Latn | 0.998491 | eng_Latn | 0.998491 | [
"eng_Latn"
] | false | docling | [
2536
] | [
2.03125
] | 1 | 1 |
Rate Contests
Name____________________
Date____
A. Bubble Gum Blowing: Assign a counter, a timer, a blower and a scribe. Blow as many bubbles as possible in two minutes.
1. Write a ratio comparing the number of bubbles and the number of seconds in two minutes.
2. Find your blower's rate of bubbles per second. Then, find the rates for the other teams in the class.
3. Explain how you know which team won by using their rate per second rather than their total number of bubbles.
4. About how many bubbles would you expect to have blown if the contest had continued for 10 minutes. Explain how you decided that number.
B. Ball Bouncing contest: Assign a timer, a bouncer, a counter and a scribe. Bounce a ball and catch it waist high for 20 seconds. Rotate roles so each team member has a turn to bounce and catch for 20 seconds.
5. Write the ratio of bounces caught in 20 seconds for each person on your team. Find each person's rate per second.
6. If you had continued bouncing and catching for a minute at the same rate, how many bounces caught would you have? Write your rate per minute. Explain how you came up with that rate per minute.
Soda Guzzling: Two class members will guzzle. Two other class members will pour to keep a few three ounce Dixie cups about 2/3 full on a table. Guzzlers will guzzle for 30 seconds.
7. Write a ratio for each guzzler using ounces to 30 seconds. Find each guzzler's rate per seconds.
8. If a 2 liter soda bottle contains approximately 67 ounces, how long would it take each guzzler to drink the entire bottle at their rate? Show all your reasoning.
High Jumper: Measure your height in centimeters. Tape a couple of meter sticks to a wall beginning at 100 centimeters up, so they extend upward well above reach. You will need a recorder and 2 sighters. Each person begins at a stand still and jumps as high as possible touching the meter stick. Jumpers may crouch, but may not run for momentum. The sighters use a pointer or another meter stick to mark the touch spot and say how many centimeters high that was, and the recorder writes the ratio of height jumped to height of jumper.
9. Find the rate for centimeters jumped per inch of your height.
10. Write the ratio and find the rate for the others in your group. Compare rates to determine who can jump the highest for their height.
Heart Rate: Find pulse in your neck or wrist. Time keeper times for six seconds as students count heart beats. Multiply the number of beats by 10 to get beats per minute (60 seconds). Next do jumping jacks or running in place for 1 minute, stop, find pulse. Repeat timing and counting.
11. What was your resting heart rate?
Active heart rate?
12. Write the rate for someone in the class whose resting rate was lower than yours, and someone whose resting rate was higher than yours. Do this for active rate too.
Lower resting ____ higher resting ____ lower active ____ higher active ____
A Better Buy-Shopping War: Two players: Using a card deck, each player picks two cards. The first is the price for an item in dollars. The second is the number of items purchased. Each player finds the rate for each item. The player with the better buy, keeps all four cards. Ties remain on the table until the next hand is played. Player with the most cards at the end of the deck, wins. (Aces are 1, Kings are 0, Queens are 12, Jacks are 11).
13. Not counting zeros, describe which pairs of cards in the deck would give you the better buy. Explain why this rate is a better buy. | <urn:uuid:8ad5a54b-8838-49e4-9183-8a94abcdadd6> | CC-MAIN-2021-43 | https://www.uen.org/lessonplan/download/29447?lessonId=23491&segmentTypeId=2 | 2021-10-23T19:44:37+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00578.warc.gz | 1,273,921,122 | 839 | eng_Latn | eng_Latn | 0.999097 | eng_Latn | 0.999084 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1443,
3555
] | [
4.40625
] | 1 | 0 |
Anti-Bullying Policy
Anti-Bullying Policy
All Angels' Federation is committed to providing a caring, friendly and safe environment for all of our pupils so that they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our schools. In the rare cases that bullying does occur, all pupils should be able to tell an adult and know that the incidents will be dealt with both promptly and effectively. All adults have an obligation to support this basic right and all children should be encouraged to share in the responsibility for the safety and well-being of each other.
We plan an anti-bullying, 'friendship' week across the Federation, usually in early November which further reinforces our vision and values.
Our safe environment is actively nurtured and monitored throughout the year by all staff through a large number of interventions and strategies. These include the RSHE curriculum, which is embedded within the timetable and assemblies, where anti-bullying is focused upon and revisited throughout the year
The solution to the problems associated with bullying, and the most effective sanction, must be restorative. Children should be empowered, with the support of adults, to be made accountable for their actions and responsible for each other's safety.
What is bullying?
The Anti-Bullying Alliance (2019) defines bullying as the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online. Bullying can take the form of peer-on-peer bullying, pupil to adult or adult to pupil.
There are four key elements to this definition:
* hurtful
* repetition
* power imbalance
* intentional
The different types of bullying include:
Physical: Pushing, kicking, hitting, punching, inappropriate touching, use of violence and damage to/taking someone's property.
Verbal: Name calling, sarcasm, teasing, taunting, swearing.
Indirect: Excluding, tormenting (hiding belongings and threatening gestures/looks), isolating from friendship groups, spreading rumours.
Cyber: The use of Information & Communications Technology (ICT), particularly mobile phones or the internet, to deliberately upset someone, e.g., abusive phone calls and texts, website creation, group chats, instant messaging, social networking sites and gaming platforms. For further guidance, please refer to our E-Safety Policy.
Some groups are more likely to experience bullying than others. Prejudice-based bullying is any type of bullying which is based on protected characteristics such as:
* age
* disability
* gender reassignment
* pregnancy and maternity
* marriage and civil partnership
* race
* sex
* religion or belief
* sexual orientation
For further guidance, please refer to our Equalities Policy.
Roles in bullying:
* Bully – ringleader, assistant to the ringleader and re-enforcer (may be laughing or encouraging).
* Victim – the person who is harmed by the bullying.
* Bystander – may be watching, but not joining in. They do not seek help for the victim.
* Defender- they will seek help, report the incident, provide comfort to the victim. Through our teaching, the school aims for all children to be 'defenders'.
Proactive Strategies to Prevent Bullying
All Angels' Federation aims to prevent bullying using the following strategies:
* Creating a school culture that reflects safety and inclusivity
* Celebrating difference
* Using the language of diversity
* Training all school staff in restorative approaches
* Staff training e.g. Race Charter and accreditation in recognising bulling, mental health and counselling.
* Taking part in anti-bullying week each year
* Holding an E-Safety week each year
* Children are made aware of reporting procedures and anyone witnessing bullying is encouraged to report it
* Curriculum work through RSHE and IT (e-safety), including the use of drama and film clips
* Values based curriculum and assemblies based on school values
* Peer-mentors are trained in restorative practices and available at break and lunch times
* Staff supervision of 'hot-spots' before school, at break and lunchtimes, and at the end of the school day
* Additional lunch time and after school clubs run for children
* Trained behaviour teaching assistants who inform parents of break and lunch time incidents
* Pastoral support for vulnerable children and those experiencing difficulties
* External agency programs e.g. Rose project, Leeway & Spurgeons, Life Coaching
* Open door policy
* Additional adult supervision on All Angels' mini-bus
* Pupil and parent questionnaires used to identify any emerging bullying
* Anti-bullying 'Say no to bullying' handbook by Julie Casey M.Ed, C.Psychol is available to parents
For further guidance, please refer to our Curriculum Policy.
Reporting and responding
Both schools would like to be made aware of all bullying concerns, whether on school grounds, or outside of school (including online), so that supportive measures can be put in place to ensure the bullying stops.
What should a pupil who has witnessed bullying do?
They should tell a member of staff.
What should a pupil who feels they are being bullied or has seen bullying do?
The victim of bullying is expected to tell a member of staff.
All school staff including teachers, teaching assistants and support staff will respond to bullying using the 3Rs:
* Respond
Listen – let the child tell their story in their own way.
Reassure - them that telling you was the right thing to do.
Stay calm – try not to overreact in front of the child, however you may feel.
* Record
Use the school's internal safeguarding reporting procedures (CPOMS)to record what the child has said and link this to the child who has been accused of bullying.
For further guidance, refer to our Safeguarding Policy.
* Report
Share the safeguarding report with a Designated Safeguarding Lead (DSL). The names of all Designated Safeguarding Leads are displayed in school.
What should a parent do if they think their child is being bullied?
Talk to your child and record what they are saying. Make an appointment to meet with one of the schools' Designated Safeguarding Lead (DSLs). It is important to recognise that the school may be unaware of the situation as bullying is often secretive and hidden. Good communication is vital so that parent and school can work together to support your child. Avoid approaching another child or parent yourself as this could exacerbate the situation.
What should a parent do if their child says another child is being bullied?
They should report the bullying to a member of the school's safeguarding team. This can be done by either phoning the school or asking to make an appointment with a member of the safeguarding team.
Reporting and responding
Procedures and consequences for bullying are directly linked to the degree of the bullying, its intensity and frequency. It may be appropriate:
* To establish a full account of the reported bullying by speaking with those accused
* To have a conversation with DSL where the bully is told to stop
- To have a phone call to the parent of child who has been bullying (Language line will be used where parents have little or no English)
* For staff to write a social story and this to be shared with the child (who may have SEN needs)
* To revoke pupil privileges such as break time, clubs, school roles, representing the school
* To hold a Restorative Meeting with the children involved and provide additional peer support from school representatives e.g. School Council, Cultural Society etc.
* For a Support and Intervention Plan to be written in order to support the bully to change future behaviours
* For the child to have pastoral support to explore any underlying reasons which may result in bullying behaviours
* For parents/carers of all parties to be informed and it may be appropriate to invite parents to school for discussions and to develop a plan using an appropriate approach e.g. Signs of Safety.
It is required that all prejudice incidents are reported to Norfolk County Council annually. In addition to this, upon a second incident of prejudice, committed by the same child, the Diversity Liaison Officer will be contacted by the school.
The school will additionally provide the victim with Pastoral Support which may include:
* Contacting the parents/carers and holding meetings with parents/carers (Language line will be used where parents/carers have little or no English)
* One to one support around confidence and self-esteem building.
* Taking part in a ZAP workshop on assertive anti-bullying strategies
* Referral to outside agencies
Should the bullying persist further consequences, depending on the severity of the circumstances:
* An internal inclusion in BASE.
* Outside agencies/interventions may be contacted e.g. Alpha Inclusion or anti-bullying workshops
* Fixed term exclusion
* Permanent exclusion
For further guidance, please refer to our Curriculum Policy.
Monitoring & Tracking
All reported cases of bullying must be recorded using the school's internal safeguarding reporting system (CPOMs) and a Designated Safeguarding Lead (DSL) alerted. Every member of staff is trained on how to record such incidents and is responsible for recording this information on the schools internal safeguarding system. Designated Safeguarding Leads (DSLs) are responsible for recording actions and outcomes linked to the initial report and for checking whether there are any other reports of bullying behaviour on the school system linked to either the bully or victim. The DSL will feedback to staff (class teachers, teaching assistants, MSAs) and family members involved with the children.
The Designated Safeguarding Leads (DSLs) report on bullying behaviour to the senior leadership team termly, who monitor the effectiveness of procedures and consequences. In addition to this, an annual pupil perception survey is conducted with the statement 'I know what to do if I, or someone else is being bullied.'
Senior Leaders will audit anti-bullying reports and look for trends to ensure that proactive strategies are having a positive impact in reducing bullying incidents, particularly incidents related to protected characteristics (Equality Act 2010). If negative trends are detected, leaders will act through education and staff professional development.
All prejudice related incidents are logged on the schools' internal safeguarding system and then separately reported to the Governing Body on a termly basis and the Local Authority on an annual basis.
School Contract
Parents/Carers and their children are asked to sign a School Home/School Agreement Contract which defines acceptable standards of behaviour between individuals. This contract makes clear exactly what is expected of pupils and is kept in the pupil's file.
Supporting adults
Our school takes measures to prevent and tackle bullying among pupils; however, it is equally important to recognise that bullying of adults, including staff and parents, whether by pupils, parents or other staff members, is unacceptable.
Adults who have been bullied or affected will be supported by:
* Offering an immediate opportunity to discuss the concern with the designated safeguarding lead, a senior member of staff and/or the headteacher.
* Advising them to keep a record of the bullying as evidence and discuss how to respond to concerns and build resilience, as appropriate.
* Where the bullying takes place off school site or outside of normal school hours (including online), the school will still investigate the concern and ensure that appropriate action is taken in accordance with the schools' behaviour and discipline policy.
* Reporting offensive or upsetting content and/or accounts to the service provider, where the bullying has occurred online.
* Reassuring and offering appropriate support.
* Working with the wider community and local/national organisations to provide further or specialist advice and guidance.
* Instigating disciplinary, civil or legal action as appropriate or require
Adults who have perpetrated the bullying will be helped by:
* Discussing what happened with a senior member of staff and/or the headteacher to establish the concern.
* Establishing whether a legitimate grievance or concern has been raised and signposting to the school's official complaints procedures.
* If online, requesting that content be removed.
* Instigating disciplinary, civil or legal action as appropriate or required. | <urn:uuid:dbfa001e-04ca-4146-b72c-afe3c55fd735> | CC-MAIN-2021-43 | http://www.stmichaelsjuniorschool.co.uk/wp-content/uploads/2021/05/All-Angels-Federation-Anti-Bullying-Policy-April-2021-Approved.pdf | 2021-10-23T21:49:27+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00582.warc.gz | 143,609,933 | 2,463 | eng_Latn | eng_Latn | 0.997755 | eng_Latn | 0.99824 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
20,
2450,
4839,
7469,
10636,
12577
] | [
4.03125
] | 1 | 0 |
Sleep
Preview Points
* Sleep disturbances or challenges occur occasionally for most people.
* Chronic insomnia or regular sleep disturbances may arise for one in six.
* The amount of sleep varies for people.
* Challenges relating to sleep may relate to difficulty of falling asleep, difficulty staying asleep, or poor quality of sleep. These sleep challenges may come in various combinations.
* Sufficient sleep is necessary for human functioning.
Contents
Sleep is said to occur in five stages:
Stage 1: The transition from wakefulness to sleep
Stage 2: A light sleep
Stage 3: "Delta sleep," the deepest stages of sleep
Stage 4: "Delta sleep," the deepest stages of sleep
Stage 5: REM or "rapid eye movement" sleep
People tend to progress from Stages t1 to 4, then back to Stage 2, and then "to REM sleep in about ninety minutes. The typical sleeper will go through four to six of these cycles per night…We obtain most of our deep sleep during the first half of the night and most of our dream sleep during the second half. It is normal to wake up several times during the night and not remember this the next morning" (Benson & Stuart, 1992, pp. 291 – 292).
It helps to be aware of one's sleep patterns and to reflect on what the effects of sleep loss may be. People have differing needs for the amount of sleep that they may need.
2
Ways to enhance sleep are to establish regular patterns of sleep. It helps to avoid alcohol, caffeine or food consumption a few hours before rest. Also, avoid exercise before trying to get restful for Stage 1 sleep. The bedroom should not be used for non‐relaxing activities.
People may develop relaxation and pre‐sleep activities like playing music or watching television to relax. Others may find eye covers and ear plugs helpful for a state of relaxation.
Having sufficient sleep is an important aspect of a healthy and balanced life. Setting aside time is a helpful way to make healthy sleep an integral part of one's life.
Concluding Points
* Sufficient sleep is necessary for proper functioning.
* People need to be aware of their sleep patterns and needs.
* It helps to have relaxation strategies in place to relax.
References
Benson, H. & Stuart, E.M. (1992).The Wellness Book: The Comprehensive Guide to Maintaining Health and Treating Stress‐Related Illness.New York: Birch Lane Press. 289 – 303. | <urn:uuid:602f2647-5ffa-4042-9d65-a3d930b94983> | CC-MAIN-2021-43 | https://universitylifecafe.k-state.edu/bookshelf/healthybehaviors/sleep/Sleep.pdf | 2021-10-23T20:04:13+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00581.warc.gz | 738,122,872 | 923 | eng_Latn | eng_Latn | 0.997255 | eng_Latn | 0.997908 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1353,
2378
] | [
3.0625
] | 1 | 0 |
6
In schools accustomed to making a little go a long way, the pandemic increased the burden.
Mara Casey Tieken and MK Montgomery
Challenges Facing Schools in Rural America
Last May, Mara attended graduation at a high school in a small, mostly AfricanAmerican town in the rural Arkansas Delta. Cotton and soybean fields surround the school, and large granaries stand across the street. The town has a couple of barbeque places, a Family Dollar, and lots of abandoned store fronts, some without roofs and filled with waisthigh wildflowers.
The school's campus includes elemen tary, middle, and high school buildings, but with district enrollment down to about 350, the old high school sits empty. The district's property tax rate is one of the highest in the state, but, with the area's low property values, tax revenue is minimal, and so the district's budget is tight. Staff salaries are among Arkansas's lowest: Teachers tend to start in districts like this, get a few years experience, and then move on to wealthier places.
But on a Thursday night in May, no one is worrying about the budget—instead, teach ers and students rush around tying ties and straightening robes. As the band begins a slightly off-key rendition of "Pomp and Circumstance," 22 seniors file into a gymna sium stuffed with 500 family, school staff, and community members clutching balloons and fanning themselves with programs. The soonto-be graduates take their seats at the center of the gym floor, their caps glittery and bright under the lights. The valedictorian encourages her classmates to believe in themselves, and a teacher reads a list of the academic and athletic scholarships the students have won—this school's senior class routinely pulls in millions of dollars toward their further education. As the graduates receive diplomas and parade out, the bleachers erupt in a storm of cheering and stomping, marking the end of one journey and the beginning of the next.
This school is not much to look at. But for this rural town, it is everything: close relationships, strong academics, the community's hope and future. Across the United States are thousands of rural schools just like this one, which against all odds are trying to make it work—a challenge that has only grown with the current pandemic.
What Is "Rural"?
There is no single, agreed-upon definition of "rural."1 The federal government uses more than 15 definitions, and states have their own. These classifications are typically tied to land use, population size or density, or proximity to an urban area. Most rely on a core distinction between "urban" and "rural" or "metropoli tan" and "nonmetropolitan," with "rural" or "nonmetropolitan" being the leftover category. The U.S. census, for example, classifies places outside of those with 2,500 or more residents as "rural." While most definitions put the rural or nonmetropolitan population at around 20 percent of the country's residents, depending on the definition used, the U.S. population swings from 17 to 49 percent rural.
Rural America also means something in the popular imagination. Two fictions dominate the media: One is the nostalgic, romantic image www.nasbe.org
of rural America (think The Andy Griffith Show); the other, very different fiction is the backwoods-and-backwards myth depicted in the movie Deliverance and in the more recent reality TV or news stories of opioid crises and rural decline. Through both of these false portrayals runs another myth: that rural America is a white America.2 These myths obscure a true under standing of the strengths and challenges of rural communities, and they erase a significant part of the rural population.
Portrayals of rural communities as white, located in a cornfield or a coal field, economi cally declining, and losing population do not accurately depict most rural places. Rural America is much more diverse than it is usually made out to be.
Rural America stretches from the coast of Maine to the edges of Alaska, from the Mexican border to the boundary with Canada. It is flat and mountainous, arid and humid, just outside a city and a day's drive from a Walmart. Its communities are also diverse. Currently, people of color make up about 20 percent of the nation's rural population. Of these 10.3 million residents, about 40 percent are African American, 35 percent are Hispanic, and the remaining 25 percent are Native American, Asian, or Asian Pacific Islander or multi racial.3 And rural places are growing even more diverse. From 2000 to 2010, the rural nonwhite population grew from 8.6 million to 10.3 million people, or by 19.8 percent, while the rural white population remained nearly flat. Much of this growth was due to a rapidly expanding rural Hispanic population, which grew during this period by 44 percent.
Rural economies are also diverse. Many rural industries are growing: Rural tourism has been booming; rural locales have become a destina tion for retirees and, when the pandemic first hit U.S. cities, even for some city dwellers; and organic farming and clean energy are thriving. However, other rural industries are struggling. Many of the industries that have tradition ally defined rural places—agriculture, mining, timber, fishing—are declining.4 Currently, only about 1 in 10 rural workers is employed in one of these sectors,5 and those jobs continue to disappear. Globalization and economic restruc turing have had disproportionate impacts in rural places, squeezing many rural industries
Rural America is much more diverse than it is usually made out to be.
September 2020 • National Association of State Boards of Education
7
"Rural America" is actually "rural Americas," a loose aggregate of racially separate and unequal places.
8
and forcing out many small rural businesses. And on the eve of a new recession, rural America had not recovered from the last one: Rural jobs were still lagging behind pre-2007 recession levels.6
This economic decline takes an enormous toll on rural communities, especially those without much economic diversification—a feature of many rural economies. In 2017, 16.4 percent of nonmetropolitan residents were living in poverty, compared with 12.9 percent of metro politan residents.7 Persistent poverty—poverty that extends across generations—is particularly extreme in rural places: More than 85 percent of counties with poverty rates over 20 percent for at least 30 years are nonmetropolitan.8 Rural poverty is also linked to substandard housing or homelessness, environmental destruction and toxicity, poor nutrition and food scarcity, and inadequate health care.
Perhaps the largest challenge facing rural America right now is economic inequality. Inequality divides most rural places: Some rural families and children face greater barriers, more challenges, and fewer resources than others. Historically, many rural economies were rigidly stratified: Factory owners and mill workers, coal executives and coal miners, planters and share croppers.9 Increasing automation, dwindling natural resources, and economic uncertainty have changed these industries, but they have not erased this underlying hierarchy. Today, it is CEOs of corporate farms and migrant farm workers or casino owners and hotel house keepers. Low wages, high unemployment, and residential segregation further entrench inequal ity.10 Segregated poverty also lowers property wealth, which erodes educational funds and can compromise the quality of education a child receives. The effects of rural poverty, therefore, are devastating and enduring.
But poverty is not equally distributed across the rural population. In 2017, the rural black poverty rate was 32 percent, the poverty rate for rural Native residents was 31 percent, and the rural Latinx poverty rate was 24.5 percent—while only 13.5 percent of rural white residents lived below the poverty line.11 Rural communities of color are often concen trated in persistently poor places,12 and poor rural communities of color experience even greater segregation than poor rural white communities.13 "Rural America," then, is actually "rural Americas," a loose aggregate of racially separate and unequal places.
The challenges facing rural communities are large. But many also enjoy important strengths and resources. There are areas of significant rural economic growth, and many rural commu nities have expanding populations as well. Immigrants are bringing new ideas, resources, and human capital to rural places. Rural places also often rank high in social capital, which are the resources that come from relationships. It is difficult to measure or quantify this kind of rela tional resource, but we see it in the community that raises scholarship money so a local student can go to college or the town that turns out to rebuild a house lost to fire. These resources will keep rural America growing and thriving.
Characteristics of Rural Schools
According to the National Center for Education Statistics, nearly one-third of public schools are rural, and about one-fifth of public school students—9.3 million children—are educated in these rural schools. By some indicators, these schools and their students are performing quite well: Rural high schools have higher graduation rates than urban high schools, and rural students' scores on the National Assessment of Educational Progress, or NAEP, have been higher, too.14 Low-income students have been shown to fare better academically in rural than urban schools.15
Schools matter not only to students but also to surrounding communities, and in rural communities they are particularly influential, as they are often one of just a few institutions.16 Rural schools may be a community's largest employer, and they support other businesses in town: Their buses are serviced at the local garage, and their bills are paid at the local bank. Rural schools can knit the social fabric of rural communities. As children sit for lunch in the cafeteria together or as parents staff the Friday night concession stand, they sustain old relationships and start new ones. Traditions and values are communicated in rural schools, through things like dress codes and annual celebrations, and sometimes they are chal lenged and changed, perhaps with protests to change a school mascot. Rural schools also offer
a community a measure of political power: Elected school boards determine the direction and future of their schools and therefore the direction and future of their communities. And rural schools can be an important force for racial integration and equity. They often pull together a number of small towns, which can offer the opportunity for a new, more diverse community in segregated contexts.
Disparities
Despite these successes, by many other indicators rural schools are struggling. There is a persistent test score gap between rural white students and rural Latinx and African American students, and there are also racial gaps in gradu ation rates.17 Rural students do not go to college at the same rates as their urban and suburban counterparts, and they are particularly under represented in four-year degree programs and at selective schools.18 Though more and more nonmetropolitan adults have college degrees, the rural/urban bachelor's degree gap is actually growing; 19 percent of nonmetro adults have bachelor's degrees compared with 33 percent of adults in metropolitan areas.19 In many contexts, rural schools mirror the surround ing area's racial and class segregation. In these places, schools can divide communities and limit opportunities.
Funding is perhaps the biggest inequity of public education. Many rural districts are underfunded, some severely so.20 While property-wealthy places can generate plenty of resources locally, places without high property values—like many rural areas—cannot, and they must rely on state and federal sources. But these sources are often tight, too. Only 17 percent of state education funding goes to rural districts, federal Title I formulas can disadvantage lowpopulation rural places, and narrowly directed competitive grants are often not much help. For example, new computers mean little to a school with a leaky roof, a failing electrical system, and limited access to high-speed internet.21
These kinds of disparities in outcomes tend to reflect disparities in resources, and, for many rural schools—especially those serving rural communities with high rates of poverty and rural communities of color—resources are scarce.
These funding inequities mean fewer educa tional opportunities for rural students. Many www.nasbe.org
rural students, for example, have limited access to advanced coursework. The average rural school offers half as many advanced math classes as the average urban school, and while more than 90 percent of suburban and urban schools offer at least one Advanced Placement course, only 73 percent of rural schools do.22 Rural teachers' salaries are lower, too, which can raise teacher turnover—and also might explain rural teacher shortages in key areas, like STEM subjects and English learner instruction.23
And just as funding is running low, the demands on rural schools are increasing. Nearly one in four rural children lives in poverty,24 and 13 percent of rural children under the age of six experience deep poverty, which means a family income below half the poverty line.25 About 14 percent of rural students attend a school where more than three-quarters of students are eligible for free or reduced-price lunch. This kind of deep, concentrated poverty is often associated with a greater need for additional resources, like social services or medical services—opportuni ties that cash-strapped rural districts can find hard to support.
The racial and ethnic demographics of schools are changing, too. Currently about 1 in 4 rural students is nonwhite, and, like in rural communities, this population is growing. More rural schools need to offer instruc tion to students learning English, and many are scrambling to recruit and retain a more diverse teaching force and provide additional professional development—all of which bring their own financial pressures. These pressures, coupled with declining enrollments in some rural districts, can lead to school closure. The country has dropped from over 270,000 schools in 1919 to less than 100,000 in 2010, and the vast majority of those closed have been rural schools.26 These closures can mean long bus rides, less extracurricular participation, and decreased parent engagement—and they can devastate the surrounding community.
Policy Disconnects
Perhaps it is unsurprising then that many rural administrators and teachers argue that state and federal policies do not fit the rural context. Take the recent charter school and choice movement. Choice reforms only work if you have choices, but the long distances and small populations
Many rural administrators and teachers argue that state and federal policies do not fit the rural context.
January 2021 • National Association of State Boards of Education
9
Policies must account for the local context, such as a town's brutal racial history or the effects of a recently closed mill or long and mountainous bus routes.
10
of rural places often cannot support multiple schooling options. So only 11 percent of char ters are located in rural areas compared with 56 percent in urban, and these rural charter schools do not fare as well as their urban counterparts.27 Virtual charter schools also are not much of an alternative: They have weak outcomes,28 and as the pandemic has highlighted, many rural areas do not have the internet access needed. Similarly, No Child Left Behind Act and other accountability era policies included many provi sions that proved unworkable for rural places, like turnaround models that require replacing an entire staff; in many rural places, there just are not enough people to replace them with.29 While its successor, the Every Student Succeeds Act, offers states more flexibility, many rural schools are still subject to policies written for a state's urban and suburban contexts.
Other kinds of state mandates can also prove problematic for rural districts.30 For example, many find it difficult to meet staffing require ments, due to small hiring pools or the need for teachers to cover multiple subject areas or grade levels. New construction mandates, like minimum building sizes, can bankrupt districts or force school closures. And curricular require ments can be difficult to staff and sometimes make little sense for schools with small student bodies. These mandates are especially chal lenging when they are unfunded or when state support expires after a few years.
Funding policy is an area of particular frus tration for rural administrators, teachers, and families. While some states try to offset weak tax bases with additional state funds, 34 have flat or regressive formulas.31 Competitive grant programs often offer little help for rural districts, as their limited staff may not have the time or expertise to write strong applications or the conditions of the grants might be so burden some that they effectively exclude small schools. Therefore, many policy "solutions" are more problem than solution for rural schools.
Rural Schools and the Pandemic
The COVID-19 pandemic has only intensi fied many of the challenges facing rural schools. Rural schools are feeling the effects of the nation's digital divide acutely, which is limiting remote learning options for many rural students and compromising administrators' ability to communicate with parents. In many places, rural families are not able to access the medical, social, and mental health services that are often located at rural schools (see also article, p. 33). School counselors and organizations support ing rural college access are limited in the work they can do remotely—in-person college visits, for example, are suspended—and rural students may now be particularly reluctant to travel far from home for college.
As districts reopen, they are facing logisti cal challenges and costs—including, in many places, long bus routes and large numbers of retiring teachers—that further complicate recovery efforts.32 The economic effects of the pandemic will be long-lasting and devastat ing, as districts—some of which have not yet recovered from the 2008 recession—are already cutting budgets to accommodate struggling communities. And these effects will likely be most profound for low-income rural communi ties of color, many of which are also facing the country's highest infection rates.
Conclusion
Rural America is experiencing an era of unprecedented demographic change, as rural communities of color are growing—an expan sion that is necessary for keeping rural America thriving. But racial and class inequality divides many rural places, threatening rural students' education and rural communities' well-being, and the current pandemic is already exacer bating these divides. If these inequalities go unchecked, they will jeopardize rural communi ties across the country.
Education leaders play an important role in addressing these inequalities. First, policymak ers must spend time in rural communities and schools, getting to know their unique obstacles and opportunities and, importantly, their most pressing equity issues. They should partner with rural leaders—school administrators but also community leaders like pastors and organiz ers—to design policies. These policies must account for the local context, such as a town's brutal racial history or the effects of a recently closed mill or long and mountainous bus routes. These details will dramatically shape a policy's effectiveness. A rural district, for example, may
need more money for transportation, addi tional supports to combat histories of racial and economic injustice, or some flexibility around a program's particular requirements. Rural equity, not just equality, should be the goal. Finally, policymakers must change education funding formulas: Relying on property taxes to fund schools only perpetuates educational injustice.
As Mara sat in that Arkansas gymnasium and watched graduation last year, she was struck by all there was to celebrate at this little rural school: strong academic achievement, robust community engagement, and the hope, joy, and promise of graduation. That this school can accomplish these things with only the scarcest of resources and little state support is remark able. But this should not be the case. Imagine what this rural school could do if it had the kind of support and recognition offered to other schools. State leaders must act: Rural schools need policies that promise all students, no matter where they live, a well-resourced, community-responsive education.
1John Cromartie and Shawn Bucholtz, "Defining the 'Rural' in Rural America" (Washington, DC: U.S. Department of Agriculture, Economic Research Service, June 1, 2008), https://www.ers.usda.gov/amber-waves/2008/june/ defining-the-rural-in-rural-america/.
2Mara Tieken, "There's a Big Part of Rural America That
24, 2017).
Everyone's Ignoring," op-ed,
The Washington Post
(March
3Daniel T. Litcher, "Immigration and the New Racial
Diversty in Rural America,"
Rural Sociology
1 (March 2012).
4Kenneth Johnson and Daniel Lichter, "Rural Depopulation in Rapidly Urbanizing America," National Issue Brief 139 (Durham, NH: University of New Hampshire, Carsey School of Public Policy, Winter 2019).
5Lynda Laughlin, "Beyond the Farm: Rural Industry Workers in America," Census Blogs (Suitland, MD: U.S. Census Bureau, December 8, 2016).
6John Cromartie, "Rural America at a Glance," Economic Information Bulletin 200 (Washington, DC: U.S. Department of Agriculture, Economic Research Service, November 2018), https://www.ers.usda.gov/webdocs/publications/90556/ eib-200.pdf?v=6493.3.
7Ibid.
8Megan Lavalley, "Out of the Loop" (Alexandria, VA: National School Boards Association, Center for Public Education, 2018).
9Cynthia M. Duncan,
Worlds Apart: Why Poverty Persists
1999).
in Rural America
(New Haven, CT: Yale University Press,
10David Erickson, et al., eds. The Enduring Challenge of Concentrated Poverty in America: Case Studies from Communities across the U.S. (Washington, DC: Federal Reserve System and Brookings Institution, 2008).
11Cromartie, "Rural America at a Glance."
12Daniel T. Lichter and Kenneth M. Johnson, "The Changing Spatial Concentration of America's Rural Poor
www.nasbe.org
Population," Rural Sociology 72, no. 3 (2007): 331–58, https:// doi.org/10.1526/003601107781799290.
13Daniel T. Lichter, Domenico Parisi, and Michael C.
and Concentrated Poverty,"
Social Problems
59, no. 3 (2012):
Taquino, "The Geography of Exclusion: Race, Segregation,
364–88, https://doi.org/10.1525/sp.2012.59.3.364.
14Daniel Showalter et al.,
Why Rural Matters, 2018–19: The
College Board, and AASA, November 2019).
Time Is Now
(The Rural School and Community Trust,
15Nidhi Khattri, K.W. Riley, and M.B. Kane, "Students at
Journal of Research in Rural Education
Risk in Poor, Rural Areas: A Review of the Research,"
79-100, https://pdfs.semanticscholar.org/bfbe/
13, no. 2 (1997):
b89fe1e2382c3554a3371a7f4a32bc91f0d2.pdf
16Tieken,
Why Rural Schools Matter.
17Showalter et al.,
Why Rural Matters.
18Andrew Koricich, Xi Chen, and Rodney P. Hughes, "Understanding the Effects of Rurality and Socioeconomic Status on College Attendance and Institutional Choice in the United States," The Review of Higher Education 41, no. 2 (2018): 281-305, doi:10.1353/rhe.2018.0004.
19Alexander Marré, "Rural Education at Glance, 2017 Edition" (Washington, DC: U.S. Department of Agriculture, Economic Research Service, 2017), https://www.ers.usda. gov/publications/pub-details/?pubid=83077.
20Marty Strange, "Finding Fairness for Rural Students,"
Phi org/media/ruralfairness-blog.pdf.
Delta Kappan
92, no. 6 (March 2011), https://www.edweek.
21Showalter et al.,
Why Rural Matters.
22Lavalley, "Out of the Loop."
23Daniel Player, "The Supply and Demand for Rural Teachers" (Boise, ID: Rural Opportunities Consortium of Idaho, 2015), http://www.rociidaho.org/wp-content/ uploads/2015/03/ROCI_2015_RuralTeachers_FINAL.pdf. 24"Rural Poverty & Well-Being," web page (U.S. Department of Agriculture, Economic Research Service, updated February 12, 2020), https://www.ers.usda.gov/topics/ rural-economy-population/rural-poverty-well-being/. 25Lavalley, "Out of the Loop."
26Mara Casey Tieken and Trevor Ray Auldridge-Reveles, "Rethinking the School Closure Research: School Closure and Spatial Justice," Review of Education Research 89, no. 6 (2019): 917–53.
27Lavalley, "Out of the Loop."
28James L. Woodworth et al., "Online Charter School Study: 2015" (Stanford, CA: Stanford University, Center for Research on Education Outcomes, 2015).
29Linda Rosenberg et al., "A Focused Look at Rural Schools Receiving School Improvement Grants," NCEE Evaluation Brief (U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, April 2014), https://files.eric.ed.gov/ fulltext/ED544784.pdf.
30Tieken and Auldridge-Reveles, "Rethinking the School Closure Research."
31Bruce D. Baker, Danielle Farrie, and David Sciarra, Is School Funding Fair? A National Report, 7th ed. (Newark, NJ: Education Law Center, 2018).
32Kelly Latterman and Sarah Steffes, "Tackling Teacher and Principal Shortages in Rural Areas," Legis Brief 25, no. 40 (Washington, DC: National Conference of State Legislatures, October 2017).
Policymakers must change education funding formulas: Relying on property taxes to fund schools only perpetuates educational injustice.
January 2021 • National Association of State Boards of Education
11 | <urn:uuid:4f9f87c0-b5de-4f3b-871d-b7c66618dcd4> | CC-MAIN-2021-43 | https://nasbe.nyc3.digitaloceanspaces.com/2021/01/Tieken-Montgomery_Jan-2021-Standard.pdf | 2021-10-23T21:32:33+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00583.warc.gz | 537,764,430 | 5,529 | eng_Latn | eng_Latn | 0.969694 | eng_Latn | 0.997126 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1031,
5661,
10364,
15139,
19864,
25923
] | [
2.375,
1.3828125
] | 2 | 0 |
Water in the Desert: Morocco
Created by: Jennifer Valentine
Lesson Plan
Goal:
Students will develop an increased awareness of water use and scarcity. Students will be able to make comparisons between how Americans use water and how people in southern Morocco use water.
Objectives:
At the application level, SWBAT reflect on water use prior to and after the Powerpoint, as demonstrated by complete and descriptive written and oral sentences to thematic questions.
At the understanding level, SWBAT locate Morocco on a map, and distinguish between a city, state/province, country, and continent, as demonstrated by 80% accuracy on a multiple-choice assessment.
th
5
Grade
C2, PO3: Identify the location of significant geographic features from content studied on a physical or political map.
C2, PO2: Locate features in the world (e.g., continents, waterways, mountain ranges, cities) on a map using latitude and longitude.
Introduction:
Day 1:
Materials: Water Use Reflection, Water Use Activity Two, 4 th /5 th Geography Activity
Students complete the Water Use Reflection activity. After they have done this independently or with a partner, guide them in a discussion of how they determined the relative importance of their water uses. The goal is for students to be able to justify their responses, and listen to how other students may think of water uses differently. For example, one student may consider showers essential, while another student may realize that as unpleasant as it may be, one will not die from not taking a shower, and thus rank it as important.
4 th and 5 th grade students complete Water Use Activity Two on estimated water use for a few specified agricultural activities. Discuss the fact that we are removed from most of our water uses by technology and by the fact that other people grow and raise our food for us. Brainstorm all the possible things we use or do during the day that have a water footprint. (Almost everything – example: computers take a lot of water during the production stage). Watch the video clip and fill in the actual amounts.
Day 2:
Materials: Water in the Desert Powerpoint, grade specific questions
SW watch the Powerpoint "Water in the Desert: Morocco" and respond to questions throughout the program.
Day 3
Materials: Water Use: Post Slideshow Reflection
SW fill out a reflection page on their water use, focusing on any uses they left off their previous chart or any changes that they would like to make. | <urn:uuid:d7e50f5f-d03b-4a44-8b5e-c8920d67b35f> | CC-MAIN-2021-43 | https://cmes.arizona.edu/sites/cmes.arizona.edu/files/2.%20lesson%20overview.pdf | 2021-10-23T20:06:50+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00582.warc.gz | 280,371,810 | 514 | eng_Latn | eng_Latn | 0.994882 | eng_Latn | 0.995991 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
667,
2496
] | [
4.125
] | 2 | 0 |
CONSTRUCTION AND VALIDATION OF SOCIAL EFFICACY SCALE
* M. Jeeva and ** Dr. T. Manickavasagan
* Ph.D., Research Scholar, Department of Education, Annamalai University. ** Associated Professor, Department of Education, Annamalai University.
Abstract
Society has an important role in the development of the nation. People as the members of the society are very important in keeping the society as a bundle of hope and prosperity. In this juncture it is very important to develop the effectiveness of the society in meeting the various challenges in life. As Students, Teachers and the Schools are playing a vital role in the development of the society, they need a keen attention. As adolescents, Students studying in the Higher Secondary Classes have important responsibilities in the construction of the society. They have to face the odds and stand steady to take on the everyday problems. In this regard the Social Efficacy of these students is regarded as a needful characteristic. Hence it has been decided to measure the Social Efficacy of the students, so that they can be guided in a better way to reach the societal and individual goals in education This process has been initiated for the construction and validation of Social Efficacy Scale, as there is no appropriate tool for this purpose . After this process the Scale will be used to gauge the Social Efficacy of the target student groups for further investigation and arriving at the results.
Keywords: Higher Secondary Students, Social Efficacy and Society.
Introduction
Sociology is the scientific study of the society. It includes the patterns of social relationships, social interaction and culture. Sociology is defined "as a social science that studies human societies, their interactions and the processes that preserve and change them. Sociological thinkers have defined that man is considered as a social animal. Aristotle in his "Politics" has said that man by nature is a social animal and society is something that precedes the individual. English Poet John Donne starts one of his poems as "No man is an island" and he wants to emphasize that human beings necessarily depend on one another through his life on the earth. Though every individual has his or her own aspirations in life, one cannot deny that there is interdependence among the individuals to fulfil the everyday needs. Man has to rely on the others and live in a society. Society is an essential haven for the individual to satisfy his biological and psychological needs. The relationship between the individual and the society involves a lot of values to follow in order to live amicably in the society.
Need and Importance of Social Efficacy
Various attempts have been made to analyze the society and its performance on everyday life by many researchers. The survival of the society through Education is believed to rely on the efficacy of the individuals and their collective efficacies to lead a successful and meaningful life. As the children of to-day are the future citizens of the country, it has
been decided to measure the efficacy of the students in the Higher Secondary Education Level in School, Peer Group, Family and Community.
The society and its social concern for education have attracted the attention of researchers on various planes. Here, the interest behind the measurement of Social Efficacy focuses on the Higher Secondary Students to forge an excellent relationship with society and connect the people with the everyday school activities. On the basis of the results optained through review of literature with respect to researchers on society concerned, it was found that no research has been conducted on social efficacy with higher secondary students in order to fulfill the research gap and to measure the social efficacy among higher secondary students the present attempt has been made to construct and validate the social efficacy scale.
Social Efficacy
People do not live in social isolation. They live together as families, communities, organizations, social institutions or nations. Their strength lies upon their sense of collectiveness as a society or community, to solve the problems and improve their living conditions. Collective or Social Efficacy complements and builds on the concept of Self- efficacy. Instead of the individual, the society has the belief that we can succeed, if there is the 'we' feeling to face challenges and find solutions, which is the key to Social Efficacy.
We can think of the people of India who gathered together to fight for freedom with the 'we' feeling and succeeded in achieving independence for the country. Collective or Social Efficacy denotes the ability of the team or unit of people to successfully carry out any kind of duty assigned to it. It can be defined as the collaborative competency of a social group. Collective Efficacy extends the idea of self-efficacy to collectively. It has been noted that Collective Efficacy has both psychology and sociology as their intellectual lineages.
Social Efficacy Scale
Social Efficacy Scale is a tool to measure the efficacy of the students. with respect to society to construct the Social Efficacy Scale, the investigator has initially gathered 50 statements with four dimensions such as School, Peer Group, Family and Community. All the statements are positive in nature with a 5 Point Scale Pattern: Strongly Agree (5), Agree (4), Undecided (3), Disagree (2), Strongly Disagree (1).
Pilot Study
To validate this Social Efficacy Scale a Pilot Study has been conducted with a sample of 100 Higher Secondary Students studying in Thiruvallur District, in Tamil Nadu, selected through Random Sampling Technique.
Methodology
The Social Efficacy Scale for Higher Secondary Students has been consisted with 50 statements by the investigator. A lot of literatures on Social Efficacy and Test construction procedures were used for the construction of the tool. The Social Efficacy Scale was constructed after having discussions with teachers of schools and colleges, and experts in the field of sociology and education.
The tool has been prepared on a five-point rating scale based on Likert's type with 50 statements all the statements are positive in nature and the scoring procedure for the tool with the option Strongly Agree (5), Agree (4), Undecided (3), Disagree (2) and Strongly Disagree (1). The minimum score for the tool is '50' and maximum score of the tool is 250.
Item Analysis
The model/draft tool prepared by the investigator was administered with on a sample of 100 higher secondary students. The students were asked to mark their opinion among the given alternatives. Each statement has five alternative responses; namely Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree. Scoring was done for all the statements.
Item analysis was adopted for the final selection of statements. The totals Scores were calculated separately and they were arranged in the descending order of scores. The top 25% of the subjects (upper group) with the highest total scores and the 25% of the subject (lower group) with the lowest total scores were taken into account after the analysis The difference in Means of the high and low groups for each item was tested for significance by computing the t-ratios. Items with the 't' value of 1.96 and above were selected for the final tool.
Table-1 THE ITEM ANALYSIS OF SOCIAL EFFICACY SCALE
Reliability and Validity of the Scale
The Reliability of Social Efficacy Scale was determined by Split-Half method. The scale was divided in to two halves and each half was treated as a separate test. The reliability of the test by Split-Half technique (consistency) followed by the spearman Brown Prophecy formula is found to be 0.9763.
The validity has been established by a panel of experts , Faculty members from the Department of Education, Sociologist and higher secondary schools teachers .The Intrinsic Validity was established by taking the square root of Reliability Coefficient i.e., r = 0.9821. Thus from the two coefficients, it may inferred that this scale is highly Reliable and Valid. To establish Norms for this Scale, the Percentile Norms (Table 2) have been computed.
Table-2 PERCENTILE NORMS FOR THE SOCIAL EFFICACY SCALE
The final version of the Social Efficacy Scale has been prepared with the 44 valid items. The maximum possible score will be 234 and the minimum will be 122. Lower score indicates the presence of low level of Social Efficacy and higher score indicates the presence of high level of Social Efficacy.
The final items are as follows:
1. I always love my school and its atmosphere.
2. We believe that aggregate of individual perceptions enhance group capability.
3. We can ensure better school atmosphere through respect for the other gender.
4. We always ignore individual differences and acknowledge collective responsibilities in the school.
5. We always emulate the earlier achievers in our road to academic success.
6. We accept the advice of the teachers to achieve our goals.
7. I sometimes feel that or teachers are arrogant towards the students.
8. I strongly believe that Drug addiction spoils the future of the students.
9. I never felt tired of attending the school the entire day.
10. I am bold to express my opinions in the classroom even when others disagree.
11. I am interested in participating group discussions with my friends.
12. I draw team members from my classmates for discussion on academic subjects.
13. I would like to enjoy my holidays with the company of my friends.
14. My peers in the community become partners in my play and studies.
15. Whenever I am sad or reluctant the peers alleviate my burden.
16. We assist economically deprived friends of our peer group.
17. I am part of a team that work for the improvement of our friends.
18. I try to convince my friends when they are in controversy.
19. When I have too much homework, I join my friends for group work.
20. I am free to discuss my personal problems with my friends.
21. I invite my friends for dinner on special occasions at our home.
22. My parents always like to discuss my personal problems with me.
23. I always discuss my problems at school with my parents.
24. My parents are willing to support my friends in their distress.
25. I am aware that I have inherited morals from members of my family.
26. I am free to introduce all my friends to my parents.
27. I enjoy full support from my parents to cultivate good friendship.
28. My parents discuss my academic progress with the teachers regularly.
29. Our school organizes parent meetings to discuss academic and other general agenda.
30. My parents willingly allow me to go on a tour or excursion arranged by our school.
31. I support my brothers and sisters in their studies at home.
32. I have found group studies help much in writing class tests and examinations.
33. I accept the resolutions of our community to maintain amiability.
34. The collective spirit of the community foster commitment to school goals and better student achievement.
35. We ensure clean air and water to our community though our own efforts.
36. We have ensured accessibility for the physically and mentally challenged persons in our community.
37. I always believe that the strong religious faith of an individual can build a strong interreligious harmony.
38. We share the common space in our area for religious meetings without disturbing one another.
39. I consider every festival is an occasion for extending my support to others.
40. I always remember that I am part of the community and hence follow the moral and ethical values of the society.
41. I can very much rely on the society around me at critical situations.
42. I believe that interdependence of human functioning will promote social efficacy.
43.
I never find fault with any individual for a collective failure in the community.
44. The community living around always show concern over the health and sanitation problems.
Conclusion
This research tool focuses on gathering information on the Social Efficacy of Higher Secondary Students. The research tool will be of immense use for the Educational Research to measure the Social Efficacy of the students in the higher secondary level and subsequently for the students of any level.
References
Best John, W., (2012), Research in Education, Prentice Hall of India.
Henry E.Garret (2009), Statistics in Psychology and Education, New Delhi; Paragon International Publishers.
Brown, T. A. (2006).Confirmatory factor analysis for applied research: (First Edition). NY: Guilford Publication.
Bandura,A. (1997). Self-efficacy: The exercise of control. New York: W.H.Freemen Company.
Bandura,A. (2001). Social Cognitive theory: Antigenic perspective. Annual review of psychology, 52 (1), 1-26.
Buyukozturk,S., Akgun,O.E., Ozkahveci,O., & Demirel,F. (2004). The Validity and Reliability Study of the Turkish version of the Motivated Strategies for Learning Questionnaire. Educational Sciences: Theory & Practice, 4(2), 231- 239.
Connolly,J. (1989). Social self-efficacy in adolescence: Relations with self-concept, social adjustment, and mental health. Canadian Journal of Behavioural Science, 21 (3),258-269. Doi: 10.1037/h0079809
Cokluk,O., Sekercioglu,G., & Buyukozturk, S.(2010). Sosyal Bilimler Icin Cok Degiskenli Istatistik SPSS ve LISREL Uygulamalari [Multivariate Statistics SPSS and LISREL Applications for Social Sciences]. Ankara: Pegem AY ayincilik.
Di Gunta, L., Eisenberg, N., Kupfer, A., Steca, P., Tramontano, C., & Caprara, G. V. (2010). Assessing received empathic and social self-efficacy across countries. European Journal of Psychological Assessment, 26(2), 77-86. Doi:10.1027/10155759/a000012
DeWitz, S.J., & Walsh, W.B. (2002). Self-efficacy and college students at is faction. Journal of Career Assessment, 10,315–326. | <urn:uuid:c4fb1be6-c169-48f8-8016-77cb3b65f479> | CC-MAIN-2021-43 | https://shjtdxxb-e.cn/wp-content/uploads/2021/02/JSJ.U-2969.22-F.pdf | 2021-10-23T20:37:08+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00581.warc.gz | 652,015,646 | 2,922 | eng_Latn | eng_Latn | 0.905933 | eng_Latn | 0.996621 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3056,
5473,
7385,
7437,
8284,
10241,
12322,
13876
] | [
2.453125
] | 1 | 0 |
Moncreiffe Hill
Management Plan 2020-2025
MANAGEMENT PLAN - CONTENTS PAGE
ITEM
THE WOODLAND TRUST
INTRODUCTION
PLAN REVIEW AND UPDATING
The Trust's corporate aims and management approach guide the management of all the Trust's properties, and are described on Page 4. These determine basic management policies and methods, which apply to all sites unless specifically stated otherwise. Such policies include free public access; keeping local people informed of major proposed work; the retention of old trees and dead wood; and a desire for management to be as unobtrusive as possible. The Trust also has available Policy Statements covering a variety of woodland management issues.
The Trust's management plans are based on the identification of Key Features for the site and setting objectives for their management. A monitoring programme (not included in this plan) ensures that these objectives are met and any necessary management works are carried out.
Any legally confidential or sensitive species information about this site is not included in this version of the plan.
The information presented in this Management plan is held in a database which is continuously being amended and updated on our website. Consequently this printed version may quickly become out of date, particularly in relation to the planned work programme and on-going monitoring observations.
Please either consult The Woodland Trust website www.woodlandtrust.org.uk or contact the Woodland Trust (firstname.lastname@example.org) to confirm details of the current management programme.
There is a formal review of this plan every 5 years and a summary of monitoring results can be obtained on request.
WOODLAND MANAGEMENT APPROACH
The management of our woods is based on our charitable purposes, and is therefore focused on improving woodland biodiversity and increasing peoples' understanding and enjoyment of woodland.
Our strategic aims are to:
* Protect native woods, trees and their wildlife for the future
* Work with others to create more native woodlands and places rich in trees
* Inspire everyone to enjoy and value woods and trees
All our sites have a management plan which is freely accessible via our website www.woodlandtrust.org.uk. Our woods are managed to the UK Woodland Assurance Standard (UKWAS) and are certified with the Forest Stewardship Council® (FSC®) under license FSC-C009406 and through independent audit. In addition to the guidelines below we have specific guidance and policies on issues of woodland management which we review and update from time to time.
We recognise that all woods are different and that the management of our sites should also reflect their local landscape and where appropriate support local projects and initiatives. Guidelines like these provide a necessary overarching framework to guide the management of our sites but such management also requires decisions based on local circumstances and our Site Manager's intimate knowledge of each site.
The following guidelines help to direct our woodland management:
1. Our woods are managed to maintain their intrinsic key features of value and to reflect those of the surrounding landscape. We intervene when there is evidence that it is necessary to maintain or improve biodiversity and to further the development of more resilient woods and landscapes.
2. We establish new native woodland using both natural regeneration and tree planting, but largely the latter, particularly when there are opportunities for involving people.
3. We provide free public access to woods for quiet, informal recreation and our woods are managed to make them accessible, welcoming and safe.
4. The long term vision for our non-native plantations on ancient woodland sites is to restore them to predominantly native species composition and semi-natural structure, a vision that equally applies to our secondary woods.
5. Existing semi-natural open-ground and freshwater habitats are restored and maintained wherever their management can be sustained and new open ground habitats created where appropriate.
6. The heritage and cultural value of sites is taken into account in our management and, in particular, our ancient trees are retained for as long as possible.
7. Woods can offer the potential to generate income both from the sustainable harvesting of wood products and the delivery of other services. We will therefore consider the potential to generate income from our estate to help support our aims.
8. We work with neighbours, local people, organisations and other stakeholders in developing the management of our woods. We recognise the benefits of local community woodland ownership and management. Where appropriate we allow our woods to be used to support local woodland, conservation, education and access initiatives.
9. We use and offer the estate where appropriate, for the purpose of demonstration, evidence gathering and research associated with the conservation, recreational and sustainable management of woodlands. In particular we will develop and maintain a network of long-term monitoring sites across the estate.
10 Any activities we undertake will conform to sustainable forest management principles, be appropriate for the site and will be balanced with our primary objectives of enhancing the biodiversity and recreational value of our woods and the wider landscapes.
SUMMARY
This public management plan briefly describes the site, specifically mentions information on public access, sets out the long term policy and lists the Key Features which drive management actions. The Key Features are specific to this site – their significance is outlined together with their long (50 year+) and short (5 year) term objectives. The short term objectives are complemented by a detailed Work Programme for the period of this management plan. Detailed compartment descriptions are listed in the appendices which include any major management constraints and designations. A short glossary of technical terms is at the end. The Key Features and general woodland condition of this site are subject to a formal monitoring programme which is maintained in a central database. A summary of monitoring results is available on request.
1.0 SITE DETAILS
Site name:
Moncreiffe Hill
Location:
Perth
Grid reference:
NO138197, OS 1:50,000 Sheet No. 58
Area:
132.03 hectares (326.25 acres)
Designations:
Long Established Woodland of Plantation Origin, Planted Ancient Woodland Site, Scheduled Ancient Monument
2.0 SITE DESCRIPTION
Location
Moncreiffe Hill lies between Perth and Bridge of Earn, and to the east of the M90. It lies on an escarpment and is extremely prominent in the landscape, especially from the south.
Physical Description
Moncreiffe Hill is an igneous escarpment, largely composed of andesite lava, which outcrops as cliffs along the steeper southern edge of the ridge. The northern dip slopes are relatively gently sloping. Soils tend to be richer and deeper on the lower slopes, with thin acidic soils on the upper slopes. Erosion of the base rock has produced areas of more basic soils. A small water course runs from the Tarsappie Hill northwards to drains on adjacent farmland.
Woodland Description
This mixed woodland is classified as Long Established Woodland of Plantation Origin on the Ancient Woodland Inventory, apart from the field extension to the north side of the hill, which was planted in 2011. The wood has surviving ancient woodland components and evidence (ground flora, veteran trees and some map evidence) which suggests it may be Planted Ancient Woodland, at least in some parts.
It contains a wide range of species: Douglas fir / ash / sycamore mainly on the lower slopes; larch on the mid-slopes; Scots pine on the upper slopes; with Sitka spruce / Norway spruce and recently planted or regenerated broadleaves occupying flatter benches on the North West plateau. The contrast in colour and the natural shape of stands adds greatly to the landscape value of the site, as do the adjacent policy
woodlands of Moncreiffe Estate on the lowermost slopes.
Ground flora varies with tree species, canopy cover, altitude, and geology. Bramble and ferns predominate on lower slopes below the broadleaves and Douglas Fir, with grasses dominating below larch. On higher areas below the pine, bracken is frequent. Flora is typical of an ancient woodland present includes wood sorrel, dogs mercury, wood anemone, and wild strawberry.
Invasive non-native plants present are Himalayan Balsam and a couple of rhododendron bushes mainly on the southern slopes.
Non-woodland habitats
There are some important habitats of interest for botanical and invertebrate biodiversity, including south facing crags and associated scree slopes below them, as well as other scattered areas with thin soils over rock that support short acid grassland and patches of heathland. Tracks edges within the wood also provide some interest.
Whilst the cliffs are not of the same extent and quality as the nearby Kinnoull Hill SSSI, they do contain a large number of locally rare species, many dependent on open, dry or disturbed ground. Some of these are more southern species near their northern limit and others are more often found in coastal locations. Their presence is due to the calcareous geology of the bedrock and also the warm southerly aspect. Locally rare species include: crow garlic (Allium vineale); hairy violet (Viola hirta); scarlet pimpernel (Anagallis arvensis); common century (Centurium erythraea) [found above the car park]; Helleborus foetidus (an introduction, found above the western turning area); hairy and spring vetches (Vicia hirsuta and V. lathyroides); and corn salad (Valariana locusta).
There are also two small ponds: one along the upper track in sub-compartment 4t and the other in subcompartment 3w, which is seasonal.
Wildlife
Roe deer, red and grey squirrels, along with other smaller mammals are present within the wood. The range of birds seen are those common in woodlands in this area, including buzzards, woodpeckers and raven. There is a colony of yellow meadow ants, thought to be one of the most northerly colonies.
Historical Interest
The wood contains two hill forts which are recognised as being of national importance and are designated as Scheduled Ancient Monuments under the Ancient Monuments and Archaeological Areas Act 1979. Hill forts generally comprise a series of ramparts enclosing an area of high ground, sometimes with internal features, with interpreted functions ranging from domestic to defensive and ceremonial. Although it is not known whether they are contemporary or consecutive, these two forts are built in commanding positions, and therefore their visual relationship to each other and the wider landscape is clearly an important characteristic; they should be viewed not in isolation but in association with other forts in the area as well.
Moncreiffe Hill Fort sits on a small plateau with cliffs and a steep slope to the south. Moredun Top Fort is situated on the highest part of the wood with steep southern and western edges and more shallow northern and eastern flanks. Only the northern annex is within the ownership of Woodland Trust Scotland; the bulk of the fort is in separate ownership.
In addition, there are three small quarries (probably post-medieval) which appear on 1920 and 1866 maps. Records also show that groups of cottages used to occupy parts of the northern slopes of Moredun Hill, including one in the woodland.
Site History
The wood was previously part of the Moncreiffe Estate and early records note scattered broadleaves,
bracken and gorse scrub on the hill. By 1842 the hill had been planted with a mixture of conifers and broadleaves and most of the path network laid down. Most of the present wood, particularly the conifer areas, was established in the mid 1950s when the then Forestry Commission (now Forestry and Land Scotland) owned the site. The wood was purchased by the Woodland Trust in 1988. In 2009 a field extension to the north was acquired and a new access created. In our ownership conifer thinning has been undertaken; approximately 34 hectares have been felled and replanted with native species; two car parks have been constructed, and new paths and tracks created.
Access description
The wood offers excellent public access with over 14km of paths of different grades within easy reach by car from Perth and Bridge of Earn. Visitors can enjoy panoramic views to all compass points from a number of viewpoints around the wood. There is good car parking facilities at the northern Tay entrance with room for 25 cars and a coach, and limited car parking at the side of the track near the southern Earn entrance with parking for up to 10 cars. There is also a management and pedestrian access route from Tarsappie but there are no parking facilities here. There are information boards at the entrances and a leaflet available on site.
There is reasonable vehicular access for management in the wood from the southern entrance along a hardcore track which runs along our southern boundary and around the plateau from the car park in the north. There is also vehicular management access (for harvesting) from the northern side but this goes across adjacent farmland at Tarsappie to the public road.
3.0 PUBLIC ACCESS INFORMATION – Getting There
By bus: There is a regular service between Perth and Bridge of Earn. The southern entrance to Moncreiffe Hill is just 1.6km (one mile) north of Bridge of Earn.
By train: The nearest station is Perth.
For up-to-date information on public transport, visit traveline.org.uk (0871 200 22 33).
By car:
To northern Tay car park: From Perth, head south on the A912 (Edinburgh Road). Then turn left onto the minor Rhynd Road, just before the M90 onramp junction. Continue for roughly 1.6km (one mile) to the car park on the right, where there is space for around 25 cars.
To southern Earn car park: From the A912 just north of Bridge of Earn, take the minor Rhynd Road that runs east near the bridge over the River Earn. Follow this for roughly 1.8km (one mile) and then turn up a track to the left, signposted for Moncreiffe Hill. The 10-space car park is about 750 metres (half a mile) along the track.
4.0 LONG TERM POLICY
Woodland
The long term vision is for Moncreiffe Hill to continue to be a woodland of diverse species and age composition, with a mixture of broadleaves and conifers, although with a much greater native component than at present.
A significant element of conifers, both native and non-native, will be retained as long as possible to maintain the diversity of colours and textures in the landscape. The conifers will be thinned gradually for long-term retention, which will also let more light in to encourage natural regeneration and more diverse woodland flora. Non-native regeneration will be accepted as part of this mixed woodland, unless it becomes dominant. Broadleaved areas will be left to develop naturally, with tree shelters and fencing removed from planted areas once established. Any significant windblown areas will be cleared and either replanted or allowed to naturally regenerate. Scattered windblown trees will be left for a deadwood habitat. Open areas will be left to develop naturally.
Restoration of the surviving ancient woodland components will be gradual, creating conditions in which they can recover.
Public Access
This stunning site will be promoted to attract more visitors, especially families, with interpretation maintained and improved to inspire everyone to enjoy and value woods, trees and the historic interest. Existing on-site access facilities and paths will be maintained and enhanced to suit demand, which is classed as Grade A - high usage.
Archaeological features
The two scheduled ancient monuments will be protected from any potential threats (e.g. root disturbance from trees and shrubs, rabbit burrowing, and erosion caused by high levels of access on steep slopes).
5.0 KEY FEATURES
The Key Features of the site are identified and described below. They encapsulate what is important about the site. The short and long-term objectives are stated and any management necessary to maintain and improve the Key Feature.
5.1 Connecting People with woods & trees
Description
An extensive path network over 14km long, with a choice of routes of varying lengths and impressive views , help to make this site a destination for both local dog walkers and visitors from further afield.
Many of the paths in this woodland are part of the Core Path Network, although the paths do not connect in with any other paths in the area. There is a choice of 5 way-marked routes, with the shortest green route being 1.9 miles taking about 50 minutes, and the longest red route being 5.2 miles, taking around 2 hours 15 minutes. There are other paths which are not way-marked.
Most of the paths are wide, stoned, forest tracks, with shorter steep sections and longer more level routes. There are 2 paths that have narrow sections with steep drops to one side (on the blue and western end of the red way-marked routes). There is a flight of around 100 steps on the yellow way-marked route, and a few steps going up to a viewpoint and bench (not on a way-marked route), both east of Moncreiffe Hill fort. Cyclists and horse riders also enjoy using this site and with most paths surfaced, there is minimal potential for damage.
The sculpture trail encourages families to visit, and the 2 scheduled hill forts provide interest, especially since the archaeological digs that Tay Landscape Project organised in 2015-19.
Facilities include: two car parks (Tay to the north with space for 25 cars, and Earn to the south with space for 10 cars); brown tourist signs at both car parks and on the road junctions with A912 and Rhynd Road; interpretation boards (3 at the entrances and a further 3 next to the 2 hill forts and replica fort); 2 flag banners near Tay and Earn entrances, leaflets in dispensers at all 3 entrances; 3 welcome ladder boards (at Tay and Earn access and car park), and welcome signs at all entrances; 5 way-marked routes; several benches and perch posts along the paths; and a sculpture trail along the green and white way-marked routes, including a replica fort structure; 4 finger posts at path junctions; 2 commemorative posts and other commemorative plaques; wheelie rubbish bins at both car parks (emptied by the Council); and a barrier at the Tay car park, that closes at dusk due to the potential for anti-social behavior. The barrier is opened again by 7am.
Fly tipping occurs occasionally at the Tay car park, which is removed promptly.
Moncreiffe Hill is a very popular place for dog walking, and many people are responsible dog owners. However, in some cases the lack of dog control and dog fouling is causing an issue. Dogs running up to or jumping up on people can cause alarm, especially if they are afraid of dogs. There have also been some incidents of dogs behaving badly around a horse and rider, causing distress. Dogs have been seen chasing deer in the wood, or have got into neighbouring fields to chase sheep.
Dog fouling is a health hazard and is unsightly, especially when poo is picked up but left on site in bags where
it will not decompose for years.
Two dog awareness days have been held, and signage has been erected, to try to educate some dog walkers. Under the Scottish Outdoor Access Code, dog walkers are responsible for their dog's behavior – keeping them under close control (able to respond to recall) or on a lead, and picking up after their dogs. We will work to manage the site for enjoyment of all visitors, and welcome responsible dog walkers.
There are 2 areas that have been deer fenced to establish young trees, with gates to allow pedestrian access. These deer fences will be removed once trees have grown tall enough for deer not to damage them (around 10 - 15 years).
There are currently 7 volunteers who help to keep an eye on the site, reporting any work needed, topping up the leaflet dispensers, putting up posters, shutting and opening the barrier at Tay car park, and undertaking minor repairs.
Public events are held by the Woodland Trust, and also by third parties (including orienteering, archaeological digs, hill race, scout groups, geocachers, and school field trips). One volunteer also gives guided walks on the hill forts. Dundee Conservation Volunteers help annually with controlling the invasive Himalayan balsam.
There are 11 (in 2020) geocaches hidden on site (maintained by others), which are a popular reason to visit Moncreiffe Hill.
Significance
The wood is important for access because of its proximity to populations of Bridge of Earn (around 2500 people) and Perth (around 48,000 people), its relatively large size, and its panoramic views. Perth and Bridge of Earn are both about 3 miles from the Tay car park, and the wood is within 20 minutes' drive time of 116,685 people.
The nearest Woodland Trust woods are Portmoak Moss and Kilmagad Woods at Scotlandwell (16 miles), and Kinclaven Bluebell Wood at Kinclaven (15 miles). The nearest woods owned by others are St Magdalenes Hill and Craigie Hill, Perth (1 mile), Kinnoull Hill and Deuchry Wood, Perth (4 miles), and Drummonie Wood, Kintillo (5 miles).
The Woodland Trust has classed this wood as access category A, and has over 40,000 annual visitors (from 2012 survey).
Opportunities & Constraints
Opportunities to encourage more visitors to the wood through promotion.
If ever there was an opportunity to buy an area of land on the Earn side near the road for a new bigger car park, this would allow more visitors and mean less maintenance to the Earn track would be required.
The way-marker posts need replacing, and this is a good opportunity to redesign the way-marked routes, and corresponding interpretation board, to follow the better quality tracks.
Constraints include steep slopes, limiting size of the car parks at busy times, steps, narrow paths with steep drops.
Factors Causing Change
Increased public usage, and with that, more anti-social behavior.
Long term Objective (50 years+)
Moncreiffe Hill will be continue to be a popular place to walk. Existing on-site access facilities, paths and
viewpoints will be maintained and enhanced to suit the existing demand, which is classed as Access Grade A – high usage. It is not currently anticipated that the existing path network will be extended unless there is significant change in demand or opportunities to link to other path networks in the area.
Short term management Objectives for the plan period (5 years)
1. A popular place to walk.
Achieved by: continuing to inspire people to visit and make return visits - promoted on the WT website and through press releases and holding at least two public events during this plan period – dog awareness and hill forts archaeological guided walk (2 events by 2025).
2. Existing on-site access facilities, paths and viewpoints will be maintained and enhanced to be welcoming and to suit the existing demand.
Achieved by: Paths and current access facilities will be inspected and maintained, with any overhanging vegetation cut back (annually); the grass around the car parks and replica fort will be cut several times a year (2020-2025); the access track to Earn Car Park will continue to have potholes filled in (annually or as required); replace fencing and gates at all entrances (by 2022); remove the deer fence around the young planting next to Tay entrance (cpt 5a by 2023) ; the steps east of Moncreiffe Hill fort will have surfacing topped up and any loose treads replaced (in 2021); remove any fly-tipping promptly (ongoing); fell any dead or dying ash, suffering from ash dieback along edge of paths, roads, and houses, for public safety (as required - see woodland key feature for more information).
3. Redesign way-marked routes to follow better quality paths and provide less complex routes. In particular the red route near the motorway and the blue middle routes both have narrow sections with a steep drop on one side, and the yellow route has steps, so are not the best ones to promote. Achieved by: creating 3 way-marked routes from the Tay car park (see map), and removing old posts. All other paths will still be available for walkers, but not way-marked. Also the 4 finger posts will be removed as not very helpful, to reduce signage clutter (by 2023).
4. Changing the interpretation on site to reflect current demand, and updating the information to show changed way-marked routes. available in a digital format on our website, available for people to download. The leaflet will not be replaced
Achieved by: Renewing the interpretation boards at Tay and Earn car parks (but not at the Tarsappie entrance as few people use this entrance) by 2023. The information on the interpretation boards will be when it runs out, as less people pick up leaflets on site than previously.
5. Promote the sculpture trails to encourage younger visitors. Achieved by: Add a further sculptures to the green and white way-marked routes in partnership with Duncan Jordanstone College of Art and Design by their students annually (2020 -2025); and investigate other ways of highlighting the sculptures on the trail (by 2021), with promotion by 2025.
6. Encouraging more dog owners to be responsible.
Achieved by: holding a dog awareness day to chat to dog owners (by 2022); erecting signage to remind dog
walkers to be responsible (as required); investigate installing a dog exercise area next to the Tay car park, to encourage dog owners to pick up and dispose of dog poo, before their walk (feasibility study by 2021, and installation by 2022 if thought going to be successful).
5.2 Archaeological Feature
Description
There are two iron aged forts which are scheduled ancient monuments - Moncreiffe Hill Fort with a trig point, and Moredun Top Fort annex (with main fort area out with Trust ownership).
Moncreiffe Hill Fort (SAM 9438 Moncreiffe Hill, fort 800m NW of Moncreiffe House) sits on a small plateau with cliffs and a steep slope to the south. The ramparts are well preserved on the east edge with a clearly defined entrance, but are largely denuded elsewhere, although the break of slope at the edge of the plateau can be assumed to define the edge of the fort.
Moredun Top Fort (SAM 9440 Moredun Top, fort) is situated on the highest part of Moncreiffe Hill with steep southern and western edges and more shallow northern and eastern flanks. The line of several ramparts can be traced around the outcrop, with indications that an annex is situated on a terrace on the northern flank. Only this annex is within the ownership of Woodland Trust Scotland.
Significance
Both hill forts sites are Scheduled Ancient Monuments. There are several other forts within the wider area thought to be a strategic location between Rivers Tay and Earn.
Opportunities & Constraints
Scheduled Ancient Monuments are protected and there are forestry constraints - no new planting within 20m of scheduled ancient monument boundary, no machinery inside scheduled areas, and control of any regeneration or coppicing.
Tay Landscape Project organized some archaeological digs and improved interpretation between 2015 and 2019. There may be other opportunities to carry out further digs with other organisations in the future.
There is also the potential to open up a direct visual link between the two hill forts, by heavily thinning or felling parts of compartments between them in the future.
No work without consent from Historical Environment Scotland (which currently includes controlling any regenerating vegetation).
Factors Causing Change
Scrub encroachment and tree regeneration / coppicing on monuments.
Potential for rabbit burrowing and erosion from access on steep slopes.
Long term Objective (50 years+)
Protect the two scheduled ancient monuments from any potential threats (e.g. root disturbance from trees and shrubs, rabbit burrowing, and erosion caused by high levels of access on steep slopes) to maintain in current condition.
Short term management Objectives for the plan period (5 years)
Protect both the ancient monuments (within Trust ownership) from potential threats (as per advice from Historic Scotland).
Achieved by: controlling any regeneration and coppicing from ancient monuments, where it is safe to do so, (Compartments 3j and part of 1e, 2020 – 2025); and monitoring every 5 years for root disturbance, rabbit burrowing and erosion caused by high levels of access on steep slopes. (Compartments 3j & part of 1e in 2025).
5.3 Planted Ancient Woodland Site
Description
Moncreiffe Hill is classed as a Long Established Woodland of Plantation Origin on the Ancient Woodland Inventory (it is not apparent on the Roy maps of 1750 but is shown on the first edition OS maps of around 1860) with scattered remnants of ancient woodland ecological communities, such as surviving veteran trees and ground flora typical of ancient woodland.
The woodland contains a wide range of species: Douglas fir, ash and sycamore mainly on the lower slopes; larch on the mid-slopes; Scots pine on the upper slopes; with Sitka spruce, Norway spruce and recently planted or regenerated broadleaves occupying flatter benches on the North West plateau. The age structure of the woodland is unbalanced with more than 50% of the wood consisting of mixed conifers planted in 1955/56, although recent restocking with native broadleaves has started to spread the age range. There are a few notable older trees, most notably Douglas firs (P1860) and individual oaks clinging onto cliff tops.
Although not officially listed as Ancient Woodland, the whole woodland (excluding the extension cpt 5) has been classified as a Planted Ancient Woodland Site (PAWS) by the Woodland Trust. The woodland has been surveyed and separated into 6 different PAWS zones to prioritize work. These zones are: densely shading conifers (Douglas fir, spruce, Grand fir) with low light levels; densely shading conifers currently with good light levels; lightly shading conifers (larch and pine); young planted or regenerating areas; densely shading sycamore; and other broadleaved areas. The priority is to reduce the threat of shading by thinning areas with low light levels to ensure no loss of ground flora, no threat to surviving veteran trees and to allow native regeneration.
The ash trees at Moncreiffe Hill are being badly affected by ash dieback disease (Hymenoscyphus fraxineus) with varying degrees of dieback, with some trees showing more that 50% dieback (in 2020). Ash trees make up around 10 – 15% of the species composition, mostly scattered around the site but with a few in bigger blocks.
There is lots of deadwood, mainly from previous thinning and felling operations, but also from fallen and standing dead trees.
There is little native regeneration, except inside the deer fence in cpt 1f. There is also a little non-native regeneration on the sides of the tracks.
Invasive non-native plants are encroaching from south of our boundary, namely Himalayan Balsam and few small rhododendron bushes. There are extensive rhododendron bushes to the south behind Moncreiffe House.
Deer are an important part of the UK's wildlife, and grazing by deer can play a significant role in maintaining and enhancing the biodiversity of semi-natural habitats. However, deer numbers have increased dramatically in recent decades, and have risen to levels where they can threaten habitats. In particular, over-grazing and browsing in ancient woodland is linked to declines in characteristic plant species, woodland bird species, and invertebrate abundance and diversity, and also prevents adequate regeneration of trees.
Moncreiffe Hill is part of a UK wide trial to demonstrate a 'best practice' approach to wildlife management on a number of properties on the Woodland Trust estate, with two primary aims: one which seeks to improve the health of the woodland and the other to demonstrate a clear process to use as an example
across the Trust.
In 2019, a baseline population assessment and an herbivore impact assessment were carried out to assess the impact of deer at Moncreiffe Hill. The baseline population assessment, using thermal imagery, showed roe deer presence across the woodland which indicated a high deer population (up to 40 roe deer) and a high deer population living in the surrounding landscape.
The herbivore impact assessment looked at the impacts on saplings, seedlings and preferential browsed plants, and was recorded as high-very high on all plots.
Significance
The woodland is on the Ancient Woodland Inventory as Long Established Plantation Origin, which suggests there is the possibility of a relatively high biodiversity potential. There are other secondary woodlands adjacent to this wood, both coniferous and broadleaved within a surrounding agricultural setting, which provides a habitat network for movement of species.
Opportunities & Constraints
Opportunities are to remove the threat (shade) to Ancient Woodland components, securing all veteran trees and hotspots of plants typical of ancient woodland; to gradually convert the non-native conifer plantation to native woodland; and to increase the biodiversity value.
Constraints are the steep slopes, further wind blow of conifers, deer browsing, and invasion of rhododendron and Himalayan balsam.
Factors Causing Change
Wind blow, Deer damage, Invasive rhododendron, Invasive Himalayan balsam, chalara (ash die back disease) and potential for phytophera ramorum (larch disease).
Long term Objective (50 years+)
Moncreiffe Hill will continue to be a woodland of diverse species and age composition, with a mixture of broadleaves and conifers, although with a much greater native component than at present through gradual conversion, giving greater biodiversity levels. A significant element of conifers, both native and non-native, will be retained as long as possible to maintain the diversity of colours and textures in the landscape. The surviving ancient woodland components will be secured and enhanced.
Short term management Objectives for the plan period (5 years)
1. Ancient woodland components being restored by reducing threats.
Achieved by: light selective thin to reduce shade (cpts 1f (west), 2e (south) (2.2ha by 2025), and reviewing the PAWS assessment to check progress (in 2025). The year before thinning, the other sub-compartments
will be checked in case they have since become shaded – and any that are will also be thinned.
2. Reduce the safety hazard from ash dead and dying ash trees (affected by ash dieback disease). Achieved by: Felling all ash trees with more than 25% dieback, within falling distance of paths, roads and houses. (2021 and when required). All other dying ash trees will be retained as dead wood.
3. Reducing densely shading, non-native regeneration competing with native trees. Achieved by: Felling regenerating non-native trees when more than occasional - Western Red Cedar and
Western Hemlock trees on track edges in cpt 3q and 4o, and inside deer fenced regenerating area cpt 1f by 2025.
4. Young planted areas will be maintained until established
Achieved by: supplementary planting if required for full stocking and control of any non-native regeneration if it becomes dominant in cpt 1f (part), and 2e (part) (5.9ha by 2025); remove tree shelters in cpt 4e (1.4ha by 2021). In the next plan period, remove the deer fence around cpt 1f and tree shelters from cpt 2e (part) (2025+).
5. To reduce the herbivore impact of Roe deer at Moncreiffe Hill and take part in the UK wide Deer Management Trial.
Achieved by: provide a clearer understanding of the deer population at Moncreiffe utilizing thermal imagery as a baseline dataset (annually); carry out herbivore impact assessments to monitor change in vegetation (annually); reduce deer numbers to the point where additional protection methods are not required for planted stock and regeneration is able to establish (annually); produce an annual summary and final report analyzing the data and process at Moncreiffe Hill to feed into the UK wide trial (2020 – 2023).
6. Improve biodiversity and resilience of the woodland
Achieved by: control of 4 individual rhododendron bushes near southern boundary by spraying annually with glyphosate until dead, and annual monitoring along southern boundary for any further regeneration; control of invasive Himalayan balsam by pulling (mainly in cpt 4s, but also in cpts 4r,t,u, and recently (2019) in cpt 3q), and also on the neighbour's ground to create a buffer to stop it spreading onto our land annually, and monitoring the whole site annually.
5.4 Secondary Woodland
Description
An area of new native woodland, planted in 2011 in the field extension to the north. Trees were planted inside a deer fence with vole guards for protection. The lower slopes were ploughed and seeded with wild flowers to add interest for visitors and increase biodiversity for wildlife. Trees were mostly planted by school children and the local community. Some fruit trees have also been planted.
Ash trees are suffering from ash dieback disease (Hymenoscyphus fraxineus) with most trees showing over 50% dieback (in 2020). Ash trees make up around 20% of the species composition mostly scattered around the site This will add diversity by providing additional scattered open space and deadwood.
There are extensive open areas – the area to the south has been left for views to the Hill fort, and the area to the north has been left as an overflow car park for events.
Significance
Planting new areas of woodland is part of a national target to increase woodland
Opportunities & Constraints
Factors Causing Change
Ash dieback
Long term Objective (50 years+)
To create an area of new native woodland as a diverse resource for people and wildlife.
Short term management Objectives for the plan period (5 years)
Young plantation is fully established.
Achieved by: removing the deer fence and vole guards from around the trees when trees have established (cpt 5a/ 4.4ha by 2023).
APPENDIX 1: COMPARTMENT DESCRIPTIONS
Groups of p1975 birch interplanted with p1991 oak on fertile ground with heavy gorse & broom growth, especially along ride and edges. Grassy understorey with fern clumps and no regeneration. Rare deadwood.
Plantation of p1988 birch and alder on higher ground with p1990 oak & ash on lower slopes. Scheduled Ancient Monument fort site on southern part, with trees removed in 2011. Grass and fern understorey with broom at north end. No regeneration. Rare deadwood.
1f
6.77
Sitka spruce
1977
Wood
Connecting
Long Established establishment
People with woods &
trees, Planted
Ancient
Woodland
Woodland of
Plantation
Origin, Planted
Ancient
Woodland Site
Site
Area of P1974 Sitka spruce and Grand fir with larch and birch which was felled in 2016 after extensive wind blow, apart from more stable area west of stream (which was thinned). Area was deer fenced and partly planted with mixed native broadleaves to supplement regeneration. Birch growing near stream, in wide rides and pockets. Abundant deadwood after felling. SE corner of larch felled and planted with hazel in 2010 to open up view from bench.
Part of the compartment also has PAWs restoration as Management Regime.
2a
1.89
Norway
1956
PAWS
Connecting spruce
restoration
People with woods &
trees, Planted
Ancient
Woodland
Long Established
Woodland of
Plantation
Origin, Planted
Ancient
Woodland Site
Site
Even aged stand comprising blocks of mature p1956 well thinned larch, Norway spruce, Sitka spruce, Scots pine and birch with recent wind blow affecting around 15% of the stand (at east end). Ground flora dominated by grasses with foxgloves. Occasional lying deadwood. No regeneration.
Plantation crop of P1977 larch, Sitka and Norway spruce on moderate slopes with much wind blow. Northern strip felled in 2016 as a result of wind blow and replanted with native shrubs in tubes. Discreet
areas of larch on west side. Strip of and Sitka spruce on south and east sides. No regeneration. Occasional deadwood.
2f
3.74 Mixed broadleaves
1996 High forest
Connecting
People with
woods &
trees, Planted
Ancient
Woodland
Site
Long Established
Woodland of
Plantation
Origin, Planted
Ancient
Woodland Site
An area of mixed native broadleaves (oak, rowan and woody shrubs) and Scots pine planted in 1996. Over much of the compartment there is grass understorey and rare regeneration of birch. Some wet areas with juncus and willowherb. Rare deadwood.
2g 0.89 Birch
(downy/silver)
1989 Min-intervention
Connecting
People with
woods &
trees, Planted
Ancient
Woodland
Site
Long Established
Woodland of
Plantation
Origin, Planted
Ancient
Woodland Site
Open knoll with birch and alder on the eastern fringe. Knoll flattens at western side. Also broom and heather and grassy understorey. Some Scots pine and spruce regeneration. Rare deadwood. There is a bench with views to the north east and north west.
2h 4.26 Hybrid larch 1955 PAWS
restoration
Connecting
People with
woods &
trees, Planted
Ancient
Woodland
Site
Long Established
Woodland of
Plantation
Origin, Planted
Ancient
Woodland Site
P1955 Scots pine and larch plantation with pine generally on knolls. Some minor wind blow and some areas of open ground from previously cleared wind blow. Ground flora predominantly grassy. Rare regeneration (near path). Occasional deadwood.
3a 0.52 Sycamore 1950 High forest
Connecting
People with
woods &
trees, Planted
Ancient
Woodland
Site
Long Established
Woodland of
Plantation
Origin, Planted
Ancient
Woodland Site
P1950 sycamore with ash regeneration and a small area of planted mixed broadleaves. Couple of prominent
veteran Douglas firs. Ground flora bracken and a vigorous herb layer with foxgloves. Rare deadwood.
3f
4.06
Hybrid larch
1956
PAWS
Connecting
Long Established restoration
Very steep slope/cliff/quarry/mine
People with
Woodland of
Moncreiffe Hill
Feature,
Planted
Woodland
Woodland Site
Site
occasional broom and gorse and rare stinking hellebore. No regeneration evident. Couple of walnut trees. Rare deadwood.
4a
0.39
Douglas fir
1955
PAWS
Connecting
Long Established restoration
Very steep slope/cliff/quarry/mine
People with
Woodland of
Moncreiffe Hill broadleaves
restoration
People with
Woodland of woods &
Plantation
Moncreiffe Hill
Origin, Planted trees, Planted
Ancient
Ancient
Moncreiffe Hill
Appendix 2: Harvesting operations (20 years)
GLOSSARY
Ancient Woodland
Ancient woods are defined as those where there has been continuous woodland cover since at least 1600 AD. In Scotland ancient woods are defined strictly as sites shown as semi-natural woodland on the 'Roy' maps (a military survey carried out in 1750 AD, which is the best source of historical map evidence) and as woodland all subsequent maps. However, they have been combined with long-established woods of semi-natural origin (originating from between 1750 and 1860) into a single category of Ancient Semi-Natural Woodland to take account of uncertainties in their identification. Ancient woods include Ancient Semi-Natural Woodland and plantations on Ancient Woodland Sites (see below). May support many species that are only found in ancient woodland.
Ancient Semi - Natural Woodland
Stands in ancient woods defined as those consisting predominantly of native trees and shrubs that have not obviously been planted, which have arisen from natural regeneration or coppice regrowth.
Ancient Woodland Site
Stands in ancient woods that have been converted to plantations, of coniferous, broadleaved or mixed species, usually for timber production, including plantations of native species planted so closely together that any semi-natural elements of the understorey have been suppressed.
Beating Up
Replacing any newly planted trees that have died in the first few years after planting.
Broadleaf
A tree having broad leaves (such as oak) rather than needles found on conifers (such as Scots pine).
Canopy
The uppermost layer of vegetation in a woodland, or the upper foliage and branches of an individual tree.
Clearfell
Felling of all trees within a defined area.
Compartment
Permanent management division of a woodland, usually defined on site by permanent features such as roads. See Sub-compartments.
Conifer
A tree having needles, rather than broadleaves, and typically bearing cones.
Continuous Cover forestry
A term used for managing woods to ensure that there are groups or individual trees of different ages scattered over the whole wood and that some mature tree cover is always maintained. Management is by repeated thinning and no large areas are ever completely felled all at once.
Coppice
Trees which are cut back to ground levels at regular intervals (3-25 years).
Exotic (non-native) Species
Species originating from other countries (or other parts of the UK) that have been introduced by humans, deliberately or accidentally.
Field Layer
Layer of small, non-woody herbaceous plants such as bluebells.
Group Fell
The felling of a small group of trees, often to promote natural regeneration or allow planting.
Long Term Retention
Discrete groups of trees (or in some cases single trees) that are retained significantly past their economic felling age. Operations may still be carried out within them and thinning is often necessary to maintain stability.
Minimum Intervention
Areas where no operations (such as thinning) will take place other than to protect public safety or possibly to control invasive exotic species.
Mixed Woodland
Woodland made up of broadleaved and coniferous trees.
National vegetation classification (NVC)
A classification scheme that allows an area of vegetation to be assigned to the standardised type that best matches the combination of plant species that it contains. All woodlands in the UK can be described as being one of 18 main woodland types (W1 - W18), which principally reflect soil and climatic conditions. For example, Upland Oakwoods are type W11, and normally occur on well drained infertile soils in the cooler and wetter north and west of Britain. Each main type can be subdivided into numerous subtypes. Most real woods contain more than one type or sub-type and inevitably some woods are intermediate in character and can't be properly described by any sub type.
Native Species
Species that arrived in Britain without human assistance.
Natural Regeneration
Naturally grown trees from seeds falling from mature trees. Also regeneration from coppicing and suckering.
Origin & Provenance
The provenance of a tree or seed is the place where seed was collected to grow the tree or plant. The origin is the geographical location within the natural range of a species from where seeds/tree originally derives. Thus an acorn collected from a Turkey oak in Edinburgh would have an Edinburgh provenance and a southern European origin.
Re-Stocking
Re-planting an area of woodland, after it has been felled.
Shrub Layer
Formed by woody plants 1-10m tall.
Silviculture
The growing and care of trees in woodlands.
Stand
Trees of one type or species, grouped together within a woodland.
Sub-Compartment
Temporary management division of a compartment, which may change between management plan periods.
Thinning
The felling of a proportion of individual trees within a given area. The remaining trees grow to fill in the space created.
Tubex or Grow or Tuley Tubes
Tubes placed over newly planted trees or natural regeneration that promote growth and provide protection from animals such as rabbits and deer.
Weeding
The control of vegetation immediately around newly planted trees or natural regeneration to promote tree growth until they become established. Either by hand cutting or with carefully selected weed killers such as glyphosate.
Windblow/Windthrow
Trees or groups of trees blown over (usually uprooted) by strong winds and gales.
MAPS
MANAGEMENT MAP
PROPOSED WAY MARKER ROUTES | <urn:uuid:b0310b37-06dc-4794-b0bb-5a9e09faae89> | CC-MAIN-2021-43 | https://www.woodlandtrust.org.uk/media/48518/4909-moncreiffe-hill.pdf | 2021-10-23T21:22:13+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00585.warc.gz | 1,286,142,636 | 10,310 | eng_Latn | eng_Latn | 0.956651 | eng_Latn | 0.998258 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false | docling | [
42,
81,
1695,
5384,
8051,
11658,
14304,
16047,
19329,
22342,
25837,
28721,
32183,
35297,
36858,
38285,
38323,
40013,
40217,
41999,
42100,
42240,
42276,
42307,
42428,
42567,
42655,
42722,
42739,
42785,
44749,
46907,
48268,
48290,
48318
] | [
1.1484375,
2.015625
] | 1 | 0 |
CONSEILS AUX ETUDIANTS ADMIS EN CLASSE PREPARATOIRE DE LETTRES, DEUXIEME ANNEE KHAGNE LYON (ENSL2) RENTREE 2021
ANGLAIS – TRONC COMMUN LVA
1) L'explication de texte littéraire constituera une part importante du travail en khâgne. Il est donc important de continuer à se familiariser avec quelques grands auteurs anglophones. Il est conseillé de lire au moins une œuvre classique et une œuvre moderne choisie dans les listes suivantes :
19e siècle: Jane Austen (Pride and Prejudice, Sense and Sensibility), Charles Dickens (Hard Times, Oliver Twist, Great Expectations), les soeurs Brontë (Jane Eyre, Wuthering Heights), Henry James (The Turn of the Screw), Oscar Wilde (The Picture of Dorian Gray), Bram Stoker (Dracula)…
20e siècle: Scott Fitzgerald (The Great Gatsby); Virginia Woolf (Mrs Dalloway), William Golding (Lord of the Flies), George Orwell (1984), A. Huxley (Brave New World), J.D. Salinger (The Catcher in the Rye), Toni Morrison (The Bluest Eye, Sula)
Quelques nouvelles également pourraient vous accompagner en vacances : allez donc voir Munro, Flannery O'Connor, Poe, McCullers, Dahl, Sillitoe, Joyce Carol Oates, Saki, James Joyce...
Ces listes ne sont en aucun cas limitatives, juste quelques pistes !
2) Ouvrage de référence dont l'achat est obligatoire:
-Concise Oxford English Dictionary (OUP). Ce dictionnaire unilingue est autorisé pour l'épreuve écrite de tronc commun du concours des ENS. Il sera donc utilisé systématiquement en première année, notamment lors des concours blancs.
3) Pour travailler la langue, je vous recommande le site suivant qui est très bien fait http://www.bbc.co.uk/worldservice/learningenglish (allez dans les onglets Grammar, Vocabulary, Pronunciation)
4) Version à faire pour la rentrée :
It was quiet in the waiting room of the remote little station, except for the night sounds of insects. You could hear their embroidering movements in the weeds outside, which somehow gave the effect of some tenuous voice in the night, telling a story. Or you could listen to the fat thudding of the light bugs and the hoarse rushing of their big wings against the wooden ceiling. Some of the bugs were clinging heavily to the yellow globe, like idiot bees to a senseless smell.
Under this prickly light two rows of people sat in silence, their faces stung, their bodies twisted and quietly uncomfortable, expectantly so, in ones and twos, not quite asleep. No one seemed impatient, although the train was late. A little girl lay flung back in her mother's lap as though sleep had struck her with a blow.
Ellie and Albert Morgan were sitting on a bench like the others waiting for the train and had nothing to say to each other. Their names were ever so neatly and rather largely printed on a big reddish-tan suitcase strapped crookedly shut, because of a missing buckle, so that it hung apart finally like a stupid pair of lips. "Albert Morgan, Elie Morgan, Ellie Morgan, Yellow Leaf, Mississippi." They must have been driven into town in a wagon, for they and the suitcase were all touched here and there with a fine yellow dust, like finger marks.
Elli Morgan was a large woman with a face as pink and crowded as an old-fashioned rose. She must have been about forty years old. One of those black satchel purses hung over her straight, strong wrist. It must have been her savings which were making possible this trip. And to what place? you wondered, for she sat there as tense and solid as a cube, as if to endure some nameless apprehension rising and overflowing within her at the thought of travel. Her face worked and broke into strained, hardening lines, as if there had been a death – that too-explicit evidence of agony in the desire to communicate.
The Key Eudora Welty A Curtain of Green and Other Stories 1941
Je vous souhaite de bonnes vacances,
Laurent Maestracci (professeur d'anglais). | <urn:uuid:07050bf4-8443-460a-9a4e-8afe1f2e26b7> | CC-MAIN-2021-43 | https://lycee-eherriot.etab.ac-lyon.fr/spip/IMG/pdf/kh_anglais_tronc_commun_lva_ensl2.pdf | 2021-10-23T19:51:39+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585768.3/warc/CC-MAIN-20211023193319-20211023223319-00584.warc.gz | 482,232,763 | 954 | eng_Latn | eng_Latn | 0.904111 | eng_Latn | 0.944546 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3106,
3865
] | [
2.3125
] | 1 | 0 |
Media/Technology Curriculum Overview
Pre-K – 2
- Digital Citizenship – Personal Information, Online Safety
- Basic Computer Operations – Log on, log off, identify web browsers and their purpose, control volume, access, open, and close applications, open bookmarks, create bookmarks, navigate websites, use a mouse, touchpad, laptop, and iPad
- Word-processing – Insert WordArt, insert text, change font, change font size and color, identify the purpose and location of headers and footers
- Paint Program – Create a unique drawing, identify the tools and their function, add text
- Keyboarding – Type the home row and some reach keys
- Presentation – Create a presentation using various platforms (eg., PowerPoint)
- Innovative Designer – (K-2) Use the engineering design process to create prototypes that solve real world problems and/or problems within fictional texts
- Programming – (K-2) Participate in a global event, Hour of Code
- Research – Follow guided Internet research
Grades 3-5
- Digital Citizenship – Safe Online Talk, Safe Passwords, Cyberbullying, Plagiarism
- Basic Computer Operations – Use the Command key, Function keys, and Alt key, personalize settings, recognize the difference between Save and Save As, identify and use shortcut keys, save documents to various drives (server, flash drive), print preview, print, select printer settings
- Word-processing -- set margins, insert paragraph and page borders, create tables, indent, utilize citation formats, add bullets, add SmartArt, insert page break, use editing tools
- Paint Program – Upload digital images and manipulate them
- Keyboarding – Type the home row and reach keys
- Presentation – Select a presentation application and tools that best communicate your information to an audience (e.g., PowerPoint, Prezi, Thinglink, Stop Motion Video, iMovie, etc.)
- Innovative Designer – Use the engineering design process to create prototypes that solve real world problems and/or problems within fictional texts
- Programming – Participate in a global event, Hour of Code
- Research – Follow guided research, key terms, URL, search parameters
- Spreadsheet – Name cells, modify cells, change cell color, identify columns and rows
- Collaborator – Participate in Archdiocesan projects that require students to communicate, create, and publish products with students in other schools
Grades 6-8
- Digital Citizenship – Cyberbullying, Plagiarism, Fair Use, Creative Commons, Digital Footprint
- Word-processing – Create bibliographies, utilize citation formats
- Presentation -- Select a presentation application and tools that best communicate your information to an audience (e.g., PowerPoint, Prezi, Thinglink, Stop Motion Video, iMovie, etc.)
- Innovative Designer -- Use the engineering design process to create prototypes that solve real world problems
- Programming – Participate in the global event, Hour of Code
- Research – Conduct independent and guided Internet research
- Spreadsheet – Use the If statement, create scaled floorplans, modify cells, create charts and graphs
- Collaborator – Share one document among multiple students, recognize email scams and schemes, use email to communicate with others, email etiquette
Grades K-8
STEM (Science, Technology, Engineering, Mathematics) STEAM (Science, Technology, Engineering, Art, Mathematics) STREAMS (Science, Technology, Religion, Engineering, Art, Mathematics, Social Studies)
Students in grades K-1 listen to a read aloud (fictional and nonfictional) and solve the problem in the book by using the engineering design process to create a prototype. (STEM)
Students in grades 2-5 are presented with a real world problem. They work in small groups, using the engineering design process to research existing solutions to the problem, discuss ways to improve upon these existing solutions, then build their own prototype. (STEAM)
Students in grades 6-8 create a facsimile business. They use the engineering design process to build a prototype that will solve an existing problem somewhere in the world. They must consider criteria, constraints, appropriate technology, and local, economic, and environmental impacts their design will have on the selected country. (STREAMS) | <urn:uuid:0e3df115-e468-4fc3-9a10-79819624d9df> | CC-MAIN-2019-13 | http://ambs.org/UserFiles/Servers/Server_5536907/File/Curriculum/Media%20and%20Tech%20Curriculum.pdf | 2019-03-18T21:56:49Z | crawl-data/CC-MAIN-2019-13/segments/1552912201707.53/warc/CC-MAIN-20190318211849-20190318233849-00319.warc.gz | 9,058,661 | 865 | eng_Latn | eng_Latn | 0.973377 | eng_Latn | 0.974068 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2362,
4226
] | [
4.40625
] | 1 | 0 |
Symphony No 5
symphony no. 5 (beethoven) - wikipedia - the symphony no. 5 in c minor of ludwig van beethoven, op. 67, was written between 1804 and 1808. it is one of the best-known compositions in classical music, and one of the most frequently played symphonies. symphony no. 5 in c minor, op. 67 - ciugl - title: symphony no. 5 in c minor, op. 67 author: yuchao@bh2000 subject: i. allegro con brio created date: 3/30/2002 2:19:40 am symphony no. 5 in b-flat major, op. 100 sergei prokofiev - symphony no. 5 in b-flat major, op. 100 sergei prokofiev ! sergei prokofiev, one of the twentieth century's leading composers was born in sontsovka (ukraine) on april 27, 1891, a date that fell near the end of the era of tsarist rule. it is one of history's greatest ironies that symphony no. 5 - finale - anton bruckner - symphony no. 5 - finale (wind band version) anton bruckner, wab 105 (1878) arranged and revised by franz schalk (1893-4) wind band scored by martin tousignant (2014) ... beethoven symphony no. 5, mvt 1 – motif - beethoven symphony no. 5, mvt 1 – motif national music standards (rev. 2014) performing – analyze : analyze the structure and context of varied musical works and their implications for performance. learning target the student can identify the motif from the first movement of beethoven's fifth symphony lesson plan program notes gustav mahler symphony no. 5 - symphony no. 5 mahler composed his fifth symphony in 1901-02 and conducted the first performance in cologne on october 18, 1904. the score calls for four flutes and two piccolos, three oboes and english horn, three clarinets and bass clarinet, three bassoons and contrabassoon, six horns, four trumpets, three trombones symphony no. 5, finale - boston symphony orchestra - the symphony is a crowd-pleaser, and it remains one of shostakovich's most popular works. objectives students will learn about tempo in symphonic music, learn a basic conducting pattern, and try to con-duct part of the finale to shostakovich's fifth symphony. materials recording of shostakovich's symphony no. 5, finale. program notes ludwig van beethoven symphony no. 5 in c ... - symphony no. 5 in c minor, op. 67 beethoven began to sketch this symphony in 1804, completed the score in the spring of 1808, and conducted the first performance on december 22 of that year in vienna. symphony no. 5 in d minor, op. 47 dmitri shostakovich t - actual writing of the symphony took a comparatively short time (the third move - ment, for example, was written in three days).… the theme of my symphony is the development of the individual. i saw man with all his sufferings as the central idea of the work, which is lyrical in mood from symphony no. 5 in d minor, op. 47 dmitri shostakovich ... bruckner: symphony no. 5 in b flat major - bruckner: symphony no. 5 in b flat major eugen jochum, hamburg philharmonic orchestra, 1938 volkmar andreae, vienna symphony orchestra, 1953 robert heger, danish radio symphony orchestra, 1967 georg tintner, royal scottish national orchestra, 1996 herbert blomstedt, german symphony orchestra, 2006 benjamin zander, philharmonia orchestra, 2008 i ... beethoven symphony no 5 with kelly valleau - 5/12 127 0 1 2 0 00 31 2 2 033 0 4 2 4 00 31 2 2 033 0 4 2 4 00 3 133 1 2 2 0 2 1 1 x 0 2 2 1 0 0 310 5424 310 139 111 3 4441 3330 000 1 2 2 0 111 3 444 145 1 3330 3 ... prokofiev's symphony no. 5 beyond the score: pure ... - symphony no. 5 in b-flat major, op. 100 • first performed on january 12, 1945 in moscow, conducted by the composer. • first performed by the des moines symphony on april 15 & 16, 1978 with yuri krasnapolsky conducting and most recently performed on may san francisco symphony 2018 2019 season concert calendar - symphony no. 5 in c-sharp minor san francisco symphony, cristian mӐcelaru conducting thursday, october 25, 2018 at 8 pm friday, october 26, 2018 at 8 pm saturday, october 27, 2018 at 8 pm cristian mӑcelaru conductor ray chen violin san francisco symphony anna clyne lalo masquerade [first sfs performances] symphonie espagnole, opus 21 introduction to music unit for grades 3–5 unit length ... - introduction to music unit for grades 3–5 using symphony no. 5 – first movement by ludwig van beethoven dr. kay edwards, miami university unit length there are 3 lessons in this unit for grades 3–5. lesson plans are designed for class periods of approximately 40-45 minutes. teachers will need to adapt the lesson plans national trade professional associations united ,narrowing nations power supreme court ,national managed care leadership directory ,nathaniel hawthorne novels fanshawe scarlet ,national senior technical school electrical ,native americans nixon presidential politics ,natural pennsylvania exploring state forest ,naturalista siciliano italian edition ,national museum bargello official guide ,natalie years sharing success municipal ,natural pregnancy marriott susannah ,native ground memoirs impressions american ,native peoples southwest north america ,nature big cats ,natural law modern moral philosophy ,natural history homosexuality mondimore francis ,natural standard herb supplement handbook ,nasa structures materials shuttle tiles ,natural fitness body weight exercises ,native american poetry cronyn george ,natural history pliny volume 2 ,nasdaq 100 investors guide 2002 2003 byrum ,natural history quadrupeds part 1834 ,national parks wild places new ,natural history bksvi xxxvii loeb classical ,nationalism ethnic conflict current controversies ,nasb giant print reference bible ,national ethnic movements sage studies ,national council family relations year ,national vocational electromechanical planning materials ,naruto schriften masashi kishimoto ,natural gas nontechnical language rebecca ,national park service know government ,narrative military service hazen william ,natalies art frank renzi novel ,nathaniel stevens 1786 1865 account life ,national geographic journal north pole ,nationalfeiertage deutschland 1871 1945 european ,nasreens secret school true story ,nationalism
page 1 / 2
page 1 / 2
Powered by TCPDF (www.tcpdf.org)
Powered by TCPDF (www.tcpdf.org)
archaeology scottish archaeological forum ,natural cures gentle medicines work ,nasas first aeronautics 1958 2008 nasa ,nathan hale courageous spy leaders ,natural gas future world oil ,national geographic video incredible human ,naturally delicious meals baby over ,nativity giant floor puzzle learning ,nashville chrome bass rick ,nathan lyons selected essays lectures ,national unified school allendes chile ,national fuel gas code handbook ,natural beauty art kant hegel ,natural mandalas new meditations help ,natural virginia greenberg ben ,national mathematics lifeskills student book ,national gallery illustrated history london ,natural healing women caring herbs ,natural selection battletech no 5 ,natural fibre reinforced cement concrete ,nathaniel hawthorne poetics enchantment dryden ,nativos americanos texas native americans ,nato after sixty years stable ,nature crafts microwave over projects ,national security courts need secrecy ,national geographic kids joking joke ,natural herbal remedies long forgotten ,natural strategies cancer patients blaylock ,nate great goes undercover detective ,nature crafts seasons cook amber ,narratives margins aspects adivasi history ,natural products desk reference buckingham ,nations commentary books samuel international ,nation betrayed impeachment infinite favorito ,natural history unicorns lavers chris ,narratives society performer centered study narration ,narratives rhodesian guerillas raeburn michael ,national curriculum english practice book ,national geographic ultimate dvd collection ,national geographic world windows goods ,native nations north america indigenous ,narrative village centre periphery jain ,native gardening plants wildflowers lower ,natural theology d q mcinerny ,national malnutrition quigley d t ,native americans pennsylvania history studies ,native american book change people ,natural choices fibromyalgia discover personal ,nations animals modern literature ,natural causes palmer michael ,nasa years glory vol ,nasty brutish short lives gang ,native daughter colonialism sovereignty hawaii ,national electrical code blueprint reading ,natural products cancer drug discovery ,naturalists color guide supplement smithe ,naruto vol 52 japanese edition ,narrative tour armenia kurdistan persia ,natural law cycles governing mobile ,nat%c3%bcrlich gesund german edition anderson
Related PDFs:
Huysmans Pets Wilhelm Kate , Hydraulic Modeling International Conference Water , Ibaby Peek A Boo Bockol Leslie , Hyperbole Half 2016 Engagement Calendar , Hunter Brown Consuming Fire Codebearers , Ibiza Formentera Es Version Author Boensch , Hypertension Oxford American Cardiology Library , Huns Peoples Europe Series Thompson , Hungry Heart Daily Devotions Old , Ic Component Sockets Liu Weifeng , Huntingtons Disease Perspectives Diseases Disorders , Hunger Memory Autobiography Education Richard , Ice Fell M P Ross , Hunter Jumper 2017 Wall Calendar , Hurricane Wills Grindley Sally , Hunting King Clenott Peter , Ibm Spss Modeler Framework Clem , Husband Rock Hudson Phyllis Gates , Ibn Rushd Averroes Routledge Library , Hypnotherapy Exploratory Casebook Gipnoterapiya Sluchai , Hydrofoils Hook Christopher Kermode A.c , Hungry God Hindu Tales Filicide , Ibm Endicott Ny Images America , Ians Pet Special Read Alone , Ibrahim Abraham Peace Stories Prophets , Hymn Cecilia 1942 Rev 1966 , Icarus Assisi , Hurricane Katrina Turning Points U.s , I.m Pei Reid Aileen , Huxfords Old Book Value Guide , Hybrid Photovoltaic Thermal Pvt Water , Hybrid Petct Spectct Imaging Teaching , Ice Cream Dreams Spongebob Squarepants
Sitemap | Best Seller | Home | Random | Popular | Top page 2 / 2
page 2 / 2 | <urn:uuid:543458dc-b46f-4fc5-a361-beabb22c32af> | CC-MAIN-2019-13 | https://sosclassificados.com.br/symphony-no-5.pdf | 2019-03-18T21:50:51Z | crawl-data/CC-MAIN-2019-13/segments/1552912201707.53/warc/CC-MAIN-20190318211849-20190318233849-00316.warc.gz | 649,368,268 | 2,479 | eng_Latn | eng_Latn | 0.9079 | eng_Latn | 0.947473 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
6072,
9831
] | [
2.09375
] | 1 | 0 |
The Canadian Wildlife Service (CWS) is sponsoring the Ts'ude niline Tu'eyeta Candidate Protected Area as a National Wildlife Area (NWA). It is seeking permanent protection of the area through the .
Reason for Establishment
"Ts'ude niline Tu'eyeta is a sacred place and harvesting area of the Fort Good Hope Dene and Metis. For generations it has been used for trapping, hunting, fishing and camping. It has many archaeological, burial and historic sites. The Ramparts River watershed is a critical wetland that filters millions of gallons of water per day. As a key migratory bird terrestrial habitat site, the wetlands provide excellent nesting, brood rearing and staging habitat for ducks, geese and loons. Six species at risk – peregrine falcon, grizzly bear, mountain caribou, wolverine, short-eared owl, and boreal woodland caribou – are also found within the Candidate Protected Area." 345
The Ramparts River meanders "through critical wetlands and has been an important hunting, trapping and fishing area for Fort Good Hope families for generations…It is known as an excellent place to begin teaching young hunters the rules and behaviours necessary for a successful hunt." 346 Ts'ude niline Tu'eyeta encompasses a number of named placed including a sacred site, Thunderbird Place, and Fee Yee, the Ramparts, a canyon-like area along the Mackenzie River.
Values to be Protected: Archaeological, burial and sacred sites, historic and cultural sites.
Values to be Respected: The zone is habitat for boreal woodland, mountain and barren-ground caribou, moose, mountain goat, muskox, Dall's sheep, black bear, grizzly bear, wolverine, marten, beaver, muskrat, mink, red fox, wolf, lynx, snowshoe hare, peregrine falcons and numerous species of waterfowl. The zone is part of the Bonnet Plume mountain woodland caribou herd migration path and range. Grizzly bears inhabit the mountains and the valley tends to be more used by the black bears. Important Wildlife Areas 347 for mountain woodland caribou, Dall's sheep, moose and furbearers are documented.
The wetlands and the Ramparts River support high densities of moose including the Alaska-Yukon subspecies and the Northwestern moose subspecies (some of the highest Northwest Territories density populations have been recorded in the zone).
345 http://www.nwtpas.ca/area-tsudeniline.asp
347 Haas, C.A., & Wilson, J.M., Important Wildlife Areas in the Western Northwest Territories, 2012, Manuscript Report No. 221, Environment and Natural Resources, Government of the Northwest Territories, Yellowknife, NT
346 Prepared by The Sahtu Heritage Places and Sites Joint Working Group. January 2000 (2nd Edition). "Rakekée Gok'é Godi: Places We Take Care Of. Written by Tom Andrews. P. 68
174
The wetland is quality beaver habitat and has been called "the best beaver habitat north of Fort Simpson" (Wooley 1974). Surveys in 1989, 1997, and 2001 found densities from 58 – 86 active beaver lodges per 100 km 2 for a portion of the wetlands. 348
The wetlands are critical habitat for thousands of nesting, brood-rearing and staging waterfowl of numerous species. The Canadian Wildlife Service (CWS) has identified the wetlands as a Key Habitat Site as the zone is habitat for more than 1% of the Canadian population of scaup, scoter and pacific loons and other species of waterfowl and birds.
Since 1970 surveys held every 5 years have observed nesting Peregrine falcons. 349 This zone is one of three high density sites in the Mackenzie Valley believed to support at least half of the valley's population of nesting peregrine falcons. 350 CWS and DUC have identified the entire wetlands as a key waterfowl, bird habitat site and important breeding duck habitat 351 . The area is also a critical waterfowl breeding site, critical raptor nesting area and a CWS key migratory bird terrestrial habitat 352 site.
Most of the lakes in the wetlands contain pike and a few of the larger lakes are known to have whitefish. The Ramparts Rapids are a spawning area for cisco and river whitefish. 353
Harvested species include waterfowl and birds, furbearers (amongst one of the highest concentrations throughout the SSA), fish, bears, caribou, and particularly important, moose, beaver and muskrat. There is a Special Harvesting Area for fish as per the Plants and berries are also harvested.
Ecologically significant features include karst, eskers, wetlands and glacial refugia.
Values to Take into account: Many named places including a sacred site, the Thunderbird Place 354 , traditional trails lead into the Ramparts Wetlands, outpost camps, fish camps, cabins, camps and tent sites, cabins currently in use, log timber harvesting are all found in the zone. Within the Fort Good Hope/Colville Lake Group Trapping Area. Within Fort Good Hope's community drinking water source catchment.
Economic Importance: Oil and gas potential: 76% high; 14% moderate high. Gravel and sand deposits. In an outfitting region with two active outfitters.
Additional Information: Sacred and Special Places 355
Thunderbird Place
The Thunderbird Place is located on a sharp bend in the Ramparts River. For a long time it was a dangerous place where a giant Thunderbird lived and killed travellers. One day an elder with powerful medicine killed the Thunderbird, making river travel safe again. "There are several place in the Sahtu Settlement Area where other water monsters live or have lived and these places are always considered dangerous, requiring special rituals or practices when travelling nearby." To this day, people still feel uneasy when travelling past the Thunderbird Place.
348 ibid
350 ibid
349 Haas, C.A., & Wilson, J.M., Important Wildlife Areas in the Western Northwest Territories, 2012, Manuscript Report No. 221, Environment and Natural Resources, Government of the Northwest Territories, Yellowknife, NT
351 Ducks Unlimited Canada. Comments on Draft 2 SLUP, July 31/09. http://www.sahtulanduseplan.org/website/webcontent/index.html
354 Prepared by The Sahtu Heritage Places and Sites Joint Working Group. January 2000 (2nd Edition). . Written by Tom Andrews. 355 ibid
352 Latour, P.B, Leger, J, Hines, J.E., Mallory, M.L., Mulders, D.L., Gilchrist, H.G., Smith, P.A., & Dickson, D.L., 2008, , 3rd. Ed., CWS Occ. Paper No. 114. 353 John T'seleie, Draft 2 Comments available at: www.sahtulanduseplan.org
175
Fee Yee, The Ramparts
"The only canyon-like feature on the Mackenzie River, the Ramparts is a unique and important landmark. Called Fee Yee in Slavey, it is the location of an important domestic fishery. In historic times Fee Yee was also used as a refuge for local people to defend against raiding parties of Inuit travelling upstream from the coast."
Many of the topographic features at the Fee Yee were created by a giant, an important legendary hero for the people of Fort Good Hope. A number of places within or near the Ramparts are named or have stories associated with them. "The Ramparts rapids were created when Wichididelle threw rocks at a giant beaver. There's also a place where he laid down for a nap – his head and footprints can still be seen today. The small waterfall is where he had a pee... His boat is located above the rapids (Spruce Island is said to be his overturned boat)... His boat is still there."
The reports 356 and recommend a combination of the following actions:
Fee Yee, The Ramparts
o Designate a National Historic Site
o Protect the site by extending Fort Good Hope's community boundary to encompass area and provide for a local management regime. Designate as Commissioner's Land.
Ramparts River and Wetlands
o Designate a Heritage River
o Designate the wetlands a Migratory Bird Sanctuary to protect waterfowl nesting and staging areas
o Designate the river and wetlands a Critical Wildlife Area to protect subsistence and trapping species
o Oral history and archaeological research to document and protect heritage resources and burials
o Surface protection of documented sites
The Thunderbird Place
o Undertake oral history research and give special consideration in the land use planning process
Conservation Initiative Status 358
The Canadian Wildlife Service (CWS) is sponsoring the Ts'ude niline Tu'eyeta Candidate Protected Area and is seeking permanent protection for the area through the . The Yamoga Land Corporation is the local lead.
Other Documentation:
Phase 1 and 2 Socio-Economic, Non-Renewable and Ecological Assessments have been completed as a requirement of the PAS process. A Hydrocarbon Potential report, Cultural Documentation and a Draft Renewable Resource Assessment have also been completed. Readers are referred to the NWT PAS website for full reports. 359
356 Prepared by The Sahtu Heritage Places and Sites Joint Working Group. January 2000 (2nd Edition). "Rakekée Gok'é Godi: Places We Take Care Of. Written by Tom Andrews.
358 PAS website: http://www.nwtpas.ca/area-tsudeniline.asp
357 Mapping Our Future, Report on Community Surveys and Workshops, April – May, 2001, Sahtu Land Use Planning Board, prepared by Jennifer Blomqvist
359 http://www.nwtpas.ca/area-tsudeniline.asp
176 | <urn:uuid:1b37fb9a-87ba-42b4-b930-244495f4895f> | CC-MAIN-2019-13 | https://sahtulanduseplan.org/sites/default/files/65.pdf | 2019-03-18T22:21:03Z | crawl-data/CC-MAIN-2019-13/segments/1552912201707.53/warc/CC-MAIN-20190318211849-20190318233849-00315.warc.gz | 606,433,805 | 2,115 | eng_Latn | eng_Latn | 0.986784 | eng_Latn | 0.986989 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2751,
6378,
9148
] | [
2.25
] | 1 | 0 |
Complex Number Problems And Solutions
complex numbers - department of mathematical sciences - complex number geometry problem (aime 2000/9.) a function f is de ned on the complex numbers by f (z) = (a + b{_)z, where a and b are positive numbers. chapter 3 complex numbers 3 complex numbers - cimt - chapter 3 complex numbers 3.1 complex number algebra a number such as 3+4i is called a complex number. it is the sum of two terms (each of which may be zero). the real term (not containing i) is called the real part and the coefficient of i is the imaginary part. therefore the real part of 3+4i is 3 and the imaginary part is 4. imaginary and complex numbers - microsoft word - imaginary and complex numbersc author: e0022430 created date: 2/9/2010 12:03:19 pm ... complex numbers - exercises with detailed solutions - complex numbers - exercises with detailed solutions 1. ... prove that there is no complex number such that jzj¡z = i. 9. ... every z 2 chas n distinct roots of order n, which correspond (in the complex plane) to the vertices of a regular n-agon inscribed in the circle of radius n p math 1300 problem set: complex numbers solutions - math 1300 problem set: complex numbers solutions 19 nov. 2012 1. evaluate the following, expressing your answer in cartesian form (a+bi): (a) (1+2i)(4−6i)2 (1+2i) (4−6i)2 | {z } ... find every complex root of the following. express your answer in cartesian form (a+bi): (a) z3 = i complex numbers and the complex exponential - complex numbers and the complex exponential 1. complex numbers the equation x2 + 1 = 0 has no solutions, because for any real number xthe square x 2is nonnegative, and so x + 1 can never be less than 1. in spite of this it turns out to be very useful to assume that there is a number ifor which one has (1) i2 = −1. mat104 solutions to problems on complex numbers from old exams - mat104 solutions to problems on complex numbers from old exams (1) solve z5 = 6i. let z = r(cosθ +isinθ). then z5 = r5(cos5θ +isin5θ)is has modulus r5 and argument 5θ. we want this to match the complex number 6i which has modulus 6 locus problems with complex numbers locus - locus problems with complex numbers locus we start with a definition concept of locus. then, we will present some basic examples of locus problems, given as regions in the complex plane. a locus is a set of points whose members are determined by a specific rule. this set of points, when marked on a coordinate system, may look like a line, curve ... complex numbers solutions - carnegie mellon university - complex numbers solutions joseph zoller february 7, 2016 solutions 1. (2009 aime i problem 2) there is a complex number zwith imaginary part 164 and a positive complex numbers - number theory - the set c of complex numbers forms a field under the operations of matrix addition and multiplication. the additive identity is 0, the additive inverse of x + iy is the complex number (−x) + i(−y), the multiplicative identity is 1 and the multiplicative inverse of the non–zero complex number x+iy is the complex number u+iv, where u = x ... the complex exponential function - the complex exponential function (these notes assume you are already familiar with the basic properties of complex numbers.) we make the following de nition ... even though this looks like a complex number, it actually is a real number: the second term is the complex conjugate of the rst term. operations with complex numbers - kuta software llc - 31) how are the following problems different? simplify: (2 + x)(3 − 2x) simplify: (2 + i)(3 − 2i) i² = −1 so it leads to a few more steps 32) how are the following problems different? simplify: 2 + x − (3 − 2x) simplify: 2 + i − (3 − 2i) there is no difference.-2-create your own worksheets like this one with infinite algebra 2 ... introduction to complex numbers in physics/engineering - introduction to complex numbers in physics/engineering reference: mary l. boas, mathematical methods in the physical sciences ... note that the imaginary part of any complex number is real and the imaginary part of any real number is zero. finally there is a polar notation which reports the radius (a.k.a. absolute value or magnitude) and angle ... page proofs complex numbers - homepage | wiley - complex numbers in rectangular form you may have covered complex numbers in year 11. this section is a review of the relevant content. the complex number system is an extension of the real number system. 1 complex numbers - brown university - 1 complex numbers 1.1 algebra of complex numbers the number i is declared by law to satisfy the equation i2 = −1. a complex number is an expression of the form x + yi, with x and y real spanish workbook unidad 4 leccion 2 page 171 avancemos 3 ,special classes of semigroups reprint ,spardha pariksha question paper ,spatial data modelling for 3d gis 1st edition ,special issue age and growth of chondrichthyan fishes new methods techniques and analysis ,speaking in tongues the new testament evidence in context ,speaking in elegance leading with kindness connection and conscious communication ,special amulets kruba krissana butterflyamulets ,spawn comic book tv tropes ,spark 2 wiriting answers workbook ,speak dragonese hiccup horrendous haddock iii ,spark joy illustrated organizing tidying ,speaking honestly with sick and dying children and adolescents unlocking the silence ,spanish realidades 2 practice workbook answer key ,special relativity problems and solutions ,speak fanti lessons beginners akan ,spatial design education new directions for pedagogy in architecture and beyond ,spark 2 wiriting answers ,special functions an introduction to the classical functions of mathematical physics ,specification standard optical fiber backbone cabling 27 13 23 ,specification and transformation of programs a formal approach to software development ,speak to sell persuade influence and establish authority promote your products services practice business or cause ,spatializing blackness architectures confinement black masculinity ,sparkling skates
page 1 / 2
page 1 / 2
Powered by TCPDF (www.tcpdf.org)
Powered by TCPDF (www.tcpdf.org)
,sparkle a novel ,special pairs of angles worksheet answers ,speaking about godard ,speaking of sin the lost language of salvation ,speak you also a survivors reckoning ,speak croatian confidence teach conversations cox ,specific heat answer keys cpo ,speak verderber rudolph 0 ,spatial analysis in archaeology ,specimen coursework assignment and answer ,speaking of epidemics in chinese medicine disease and the geographic imagination in late imperial china needham research institute series ,spare parts catalog tractor same dorado v 70 75 90 100 ,speak well with connect plus communication access card ,special forces a d tour of us army tom clancy ,special right triangles 30 60 90 answers ,speak up christian assertiveness ,specification document template ,sparta lakonia hellenistic roman cartledge ,speaking solutions ,spanish realidades practice workbook answers pg 8 ,special report the first us mission on mental health to the ussr ,spanish verbs essentials of grammar 2e ,spanning japan apos s modern century the memoirs of hugh borton ,spanns to gibson 1902 1941 softcover book ,specification optical transceiver sfp transceiver ,sparks of genius the thirteen thinking tools of the worlds most creative people book mediafile free file sharing ,spec for nissan engine z20 ,spark 3 workbook answers module 8 ,speaking with the angel nick hornby ,spanish writers exile flores angel editor ,special senses vision lab answers ,speaker for the dead ender wiggins saga paperback ,spanish towns people robert medill mcbride ,spank me the art of the spirit ,spatial practices critical exploration in social spatial theory ,speakers book text and reference ,specialty imaging hrct of the lung anatomic basis imaging features differential diagnosis published by amirsys ,spatial database systems design implementation and project management 1st edition ,spatial data analysis artifacts redeposited coastal ,spanish realidades 2 workbook answers pg 47 ,spanish workbook answers realidades 2 pg 33 ,spanish theater songs baroque and classical eras medium low ,spark a parallelizing approach to the high level synthesis of digital circuits 1st edition ,sparkenbroke morgan charles macmillam london ,specielle pathologie therapie xii band h�lfte ,speaker wiring diagrams ,speaking cae exam tips ,spanish terminology for the veterinary team ,spbt smk batu 5 ,spanish vocabulary barcharts ,speaking 3 cassette ,sparx systems uml 2 tutorial ,spec 6d22 diesel engine ,spanish test unidad 4 answers ,sparknotes something wicked this way comes summary ,speaking intention articulation acl mit series ,spanish viva workbook 1b answers ,special functions applications silverman lebedev ,spatial information theory a theoretical basis for gis international conference cosit 97 laurel h ,spawn origins volume 1 spawn origins collection ,spc statistical process control extrusion ,special education in contemporary society an introduction to exceptionality 3rd edition ,specialty competencies in couple and family psychology specialty competencies in professional psychology ,special senses answer key ,spanish vocabulary quick study ,spanish vocabulary builder ,special guest ,speaking extra book and audio cd pack a resource book of multi level skills activities cambridge copy collection ,species diversity lab answers ,speak with confidence a practical ,spark 2011 ,specific heat worksheet 2 answers ,spark the definitive big data processing made simple ,sparks campfire joseph w morton keystone ,special heart a journey of faith hope courage and love bret baier
Related PDFs:
We Real Cool Black Men And Masculinity Bell Hooks , We Learn Polish An Elementary Course 2 Vols , Web Analytics 20 The Art Of Online Accountability And Science Of Customer Centricity , Way Ahead 3 Pupils Bk , We The People Book Online 9th Edition , Web Application Interface Design Lines , Wayne Diesel Pumps Calibration , We Can Pull It Off , We Happy Few We Band Of Brothers , Web Designer Success , Web Design And Asp Net 1st Edition , Wayne Wolf Modern Vlsi Design Solution , Wayne Fuel Dispenser Maintenance , Wealth Of The Worlds Waste Places And Oceania , Wcd Mp 2011 Anganwadi Worker And Assistant Recruitment , Wayang Indonsia Angst Walter , Web Based Teaching Learning Process , Way Chinese Astrology Four Pillars , Way Cain Dr Billy Rash , Wealth And Democracy A Political History Of The American Rich , We Are All Completely Beside Ourselves , Web Development With Javascript And Ajax Illuminated Jones And Bartlett Illuminated , We Only Know So Much A Novel P S , Wayne Weiten Psychology Themes And Variations 5th Edition , We Are All Explorers Learning And Teaching With Reggio Principles In Urban Settings , Weather David Ellyard Example Product Manufacturer , Way Win Lotto , Way Of The Gamekeeper , We The People Eleventh Core Edition 9780393283631 , We Gon Be Alright Resegregation , Web Content Mining With Java Techniques For Exploiting The World Wide Web , Web Component Development With Zope 3 3rd Edition , Web Designers Reference An Integrated Approach To Web Design With Xhtml And Css
Sitemap | Best Seller | Home | Random | Popular | Top page 2 / 2
page 2 / 2 | <urn:uuid:16d6090c-acee-4ae9-b04a-cffd399a5ecd> | CC-MAIN-2019-13 | https://engenhariadesoftware.info/-complex-number-problems-and-solutions.pdf | 2019-03-18T21:34:43Z | crawl-data/CC-MAIN-2019-13/segments/1552912201707.53/warc/CC-MAIN-20190318211849-20190318233849-00318.warc.gz | 483,034,642 | 2,575 | eng_Latn | eng_Latn | 0.963912 | eng_Latn | 0.977141 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
6079,
11305
] | [
2.3125
] | 1 | 0 |
Mnstrviola's Anatomy Practice Test- v 2.0
Section I: Multiple Choice- worth 1 point each. ¼ point penalty for each wrong answer
1. Which is NOT a function of the respiratory system?
a. Olfaction
b. Voice production
c. Regulation of blood pH
d. Production of carbon dioxide
2. Which is NOT a part of the lower respiratory tract?
a. Bronchi
b. Lungs
c. Pharynx
d. Larynx
3. The nostrils...
a. are also known as the nasal septum
b. are the external openings of the nose
c. are the site of gas exchange
d. are the openings into the pharynx
4. How many conchae are located in the nasal cavity?
a. 0
b. 1
c. 2
d. 3
5. Which of these is NOT a region of the pharynx?
a. Orophaynyx
b. Nasopharynx
c. Gastropharynx
d. Laryngopharynx
6. Which of these is NOT a part of the larynx?
a. Hyoid cartilage
b. Thyroid cartilage
c. Cuneiforn cartilage
d. Cricoid cartilage
7. The uvula...
a.
is located in the lungs
b. is part of the soft palate
c. is microscopic
d. is located in the laryngopharynx
8. The alveoli...
a. are the site of gas exchange
b. are larger than the bronchi
c. are located in the bronchus
d. are covered in cartilage
9. The visceral pleura...
a. lines the walls of the thorax
b. is a cartilage covering the diaphragm
c. is larger than the parietal pleura
d. covers the surface of the lung
10. The diaphragm...
a. is made of smooth muscle
b. is not necessary for respiration
c. is controlled by the phrenic nerve
d. is the only muscle associated with respiration
11. Which is NOT a function of the digestive system?
a. Elimination of urine
b.
Breaking down food
c. Providing nutrients
d. Taking in food
12. What is mastication?
a. chewing
b. swallowing
c. digestion
d. absorbation
13. How many teeth are in the normal adult mouth?
a. 20
b. 16
c. 32
d. 24
14. Which of these is NOT a salivary gland?
a. subpharyngeal
b. submandibluar
c. parotid
d. sublingual
15. During deglutition...
a. the stomach breaks down carbohydrates
b. the cardiac sphincter closes
c. saliva is secreted into the mouth
d. food bolus is transported from the mouth
16. What is chyme?
a. the wall of the stomach
b. the folds of the stomach
c. bolus that has been digest further
d. the hormone which activates pepsinogen
17. Which is NOT a part of the small intestine?
a. ileum
b. caecum
c. jejunum
d. duodenum
18. What produces bile?.
a. duodenum
b. stomach
c. liver
d. pancreas
Which is NOT part of the large intestine?
a. Ascending colon
b. Transverse colon
c. Descending colon
d. Arytenoid colon
20. The large intestine absorbs...
a.
proteins
b. water
c. carbohydrates
19.
Section II: Fill in the Blanks- worth two points for each blank. No penalty for wrong answer.
1. Food is prevented from entering the trachea by the epiglottis and the vestibular folds
2. The vocal cords vibrate to produce sounds when air flows through the larynx.
3. During forceful inspiration, the diaphragm contracts and the external intercoastals elevates the rib cage, increasing the volume of the thoracic cavity.
4. Inspiration is usually a(n) active process, while expiration is usually a(n) passive process.
5. The lungs do not normally collapse because surfactant reduces the surface tension of the fluid lining the alveoli, and pleural pressure is less than alveolar pressure.
6. The right lung has 3 lobes while the left lung has 2 lobes.
7. Oxygen and carbon dioxide pass from the alveoli to the capillary by the process of diffusion.
8. Spirometry is the process of measuring volumes of air that move throughout the respiratory system.
9. The diaphragm is located under the lungs.
10. The Hering-Breuer reflex limits the extent of inspiration .
11. The body wall of the abdominal cavity and the abdominal organs are covered with peritoneum or mesentery.
12. The appendix is a vestigial organ, its function was probably lost through evolution.
.
13. The oral vestibule is the space between the teeth and the cheeks
14. The large folds on the inner stomach walls are called rugae .
15.
Approximately 2 liters of gastric secretions is produced in a day.
16. The Ileocecal Valve allows materials to move from the ileum to the large intestine, but not back.
17. Mucus is produced by goblet cells.
18. The three longitudal strips of muscle that are on the outer walls of the colon are called teniae coli.
19. The large intestine is the main site of water absorption.
20. It takes food about 18 hours to travel through the alimentary canal.
Section III: Short Answer (1-3 sentences)- worth three points each. No penalty for wrong answer - Be as specific as you can!
1. Describe the advantages and/or disadvantages of breathing through your mouth.
When you breathe in through your mouth, air is not filtered, warmed, or humidified like it is when you breathe through your nose.
2. Which bronchus is a foreign object most likely to be lodged in? Why? The right bronchus is the location where a foreign object is most likely to be lodged in. It is wider than the left bronchus as well as more vertically oriented.
3. Explain the purpose of villi and microvilli.
Villi and microvilli increase the surface area of the small intestine. Because nutrient absorption only occurs on the inner surface of the small intestine, it is important that the small intestine has the greatest amount of surface area possible.
4. What are long and short-term effects of exercise on the respiratory system? During exercise, respiration becomes an active process and more muscles are involved in it as diffusing capacity increases. This is because there is a greater demand for gas exchange. In the long run, the lungs become more resilient and efficient.
5. Describe the components of the palate.
The palate consists of the soft palate and the hard palate. The hard palate is more towards the front and is the roof of the mouth. The soft palate is towards the back.
6. Describe the differences between a carbohydrate, lipid, and protein in relation to the digestive system.
Carbohydrates are broken down into saccharides and then converted into stuff like glucose. Lipids are first emulsified, broken down, and then mostly converted into chylomicrons. Proteins are broken down into amino acids and then transported to cells for energy.
7. Describe the function of the large intestine.
The large intestine converts material from the large intestine into feces by absorbing water. It also absorbs some salts and potassium.
8. What are long and short-term effects of exercise on the digestive system?
Exercise that doesn't produce discomfort quickens digestion while exercise that produces discomfort prolongs digestion. In the long run, strenuous exercise inhibits both secretory and motor functions of the stomach.
9. Is the "sinus" the same thing as the "nasal cavity"? Explain.
No, they are not the same. Sinuses are air-filled cavities located in bone. The nasal cavity is much larger and is vital to the transport of air. The nasal cavity has features sinuses don't such as cilia.
Section IV: Digestive Secretion Chart- fill in the blanks. 1 point for each blank. No penalties - Be as specific as you can!
Section V: Pulmonary Volumes and Capacities- 2 points for each question, no penalties
Average pulmonary volumes for young adult male
1. TV- 500mL
2. IRV- 3000mL
3. ERV- 1100mL
4. RV- 1200mL
Pulmonary Capacity equations
1. Functional Residual Capacity= RV + ERV
2. Inspiratory Capacity= TV+ IRV
3. Vital Capacity= ERV+ TV + IRV
Section VI: Labeling Diagrams- worth 2 points each. No penalty for wrong answer.
- Be as specific as you can!
Diagram I: Fill In the Blank
You're a doctor in this section. Diagnose each patient with the most specific and most likely condition(s), and identify ways the patient could treat his/her symptoms or disease(s). Be as descriptive as you can.
1. Mike Garcia is an avid golfer and an avid smoker. He has labored breathing. Using a spirometer, you see he has an expiratory reserve volume of 600mL. His chest is also larger than usual, and his lungs are less elastic.
Emphysema- quit smoking, medications, antibiotics, supplemental oxygen
2. Dave Jones has been feeling nauseous and has no appetite. He refuses to eat even his favorite food, macaroni and cheese. He also started to vomit. He came to you because he felt pain in his lower right abdomen. You apply pressure to his McBurney's point and it is tender.
Appendicitis- an appendectomy
3. Ellen Chin loves to go scuba diving. She also loves spending time with her pet Spots, the dog. One day, she has a convulsion, faints, and is rushed to the hospital. When she wakes up, she experiences pain in her eye and when she breathes.
Oxygen toxicity- oxygen therapy
4. Thomas Green is a 50 year old man whose favorite dinner is pizza and milk. However, whenever his wife makes him pizza and milk for dinner he has a stomach ache. He describes it as having "a burning sensation in my stomach that lasts for an hour or so". He has recently traveled to Paris. Also, he often takes aspirin to help relieve stress from work. He says that he does not experience much flatulence or diarrhea. Stomach Ulcer/Peptic Ulcer/Gastric Ulcer- Medicines including antibiotics, avoiding stress and spicy foods as well as not smoking and avoiding alcohol.
5. Patricia Gomez is back to your office. You have diagnosed her with hepatitis before. She says she experiences pain on the right side of her abdomen and has diarrhea. She also has pain around her joints. You notice her skin is yellower than usual, but she says that it's just a tan. Patricia also looks skinnier than usual. Looking at her past medical history, you notice she had a low weight at birth and was also diagnosed with cirrhosis before. Her parents and grandparents were diagnosed with Crohn's disease. You touch her forehead and it's hotter than usual. (Hint: There are two diseases)
Crohn's Disease- Medicines, nutrient supplements, healthy diet, surgery
Section VIII: Digestive Layers- Label the diagram, and describe each layer. 4 points each
1. Serosa- Lubricated to allow movement against adjacent structures
2. Muscularis- Longitudinal: Moves material throughout small intestine
3. Musclularis- Moves material throughout small intestine
4. Submucosa- Contains nerves, blood vessels, glands
5. Mucosa- resists abrasion, absorbs and secretes
Section I:
_____ out of
20 points
Section II:
_____ out of
40 points
Section III:
_____ out of
27 points
Section IV:
_____ out of 25 points
Section V:
_____ out of 16 points
Section VI:
_____ out of
40 points
Section VII:
_____ out of 30 points
Section VIII:
_____ out of 20 points
+ 5 _ free points
= _____ out of 223 total points
Ties:
Ties are based on the scores on the sections starting from the first to the last. If two teams are tied, Section I is looked at first. If one has a higher score in Section I, that team wins the tie. If not, it goes to Section II and etc. until the tie is broken. | <urn:uuid:c4b83c2d-f920-4295-bce9-005d75a1ebcc> | CC-MAIN-2019-13 | https://scioly.org/wiki/images/1/11/AnatomyTestAnswerKey.pdf | 2019-03-18T21:39:57Z | crawl-data/CC-MAIN-2019-13/segments/1552912201707.53/warc/CC-MAIN-20190318211849-20190318233849-00315.warc.gz | 609,657,934 | 2,726 | eng_Latn | eng_Latn | 0.972949 | eng_Latn | 0.998009 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
884,
1791,
2599,
4455,
6989,
7447,
7802,
10014,
10315,
10957
] | [
3.328125
] | 2 | 0 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.