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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Venn Diagrams
1. You are given that the 𝑃𝐴= 0.4. Calculate 𝑃𝐴 ′
The diagram shows the number of students in a year group who are female (set A) and the number of left handed students in the same year group (set B).
2. Write down the 𝑃(𝐴∩𝐵).
3. Write down the 𝑃𝐴∪𝐵.
4. How many students are in the year group altogether?
5. A student is chosen at random from the year group. What is the probability that the student is a right-handed given that the student is female?
6. On the Venn diagram shade the regions that represent.
a) 𝑃(𝐴 ′ ∪𝐵)
b) 𝑃(𝐴′ ∩𝐵)
www.missbsresources.com
/1
/1
/2
7. A gym has 150 members.
112 of the members use the gym.
68 members go to the classes.
14 of the members don't use the gym or go to classes. Use this information to complete the Venn Diagram.
G represents those members who use the Gym. C represents those members who go to Classes.
A shop is has 70 second hand books.
19 of the books have been written on and have missing pages.
48 of the books have been written.
34 of the books have pages missing.
8. Work out how many of the books have not been written on and have no pages missing.
/3
9. The Venn diagram gives information about the number of elements in the set 𝑅 and set 𝑆. Given that P(𝑅) = 𝑃𝑆, find the value of 𝑥.
Available
www.missbsresources.com
Answers
Venn Diagrams
1. You are given that the 𝑃𝐴= 0.4. Calculate 𝑃𝐴 ′
The diagram shows the number of students in a year group who are female (set A) and the number of left handed students in the same year group (set B).
2. Write down the 𝑃(𝐴∩𝐵).
34
140
𝑃𝐴∩𝐵=
280
= 17
3. Write down the 𝑃𝐴∪𝐵.
81
280
𝑃𝐴∪𝐵=
4. How many students are in the year group altogether?
109+34+38+99=280
5. A student is chosen at random from the year group. What is the probability that the student is a right-handed given that the student is female? 109
6. On the Venn diagram shade the regions that represent. 143
𝑃𝑅𝑖𝑔ℎ𝑡𝐹𝑒𝑚𝑎𝑙𝑒=
a) 𝑃(𝐴 ′ ∪𝐵)
/1
/1
/2
b) 𝑃(𝐴′ ∩𝐵)
www.missbsresources.com
Answers
7. A gym has 150 members.
112 of the members use the gym.
68 members go to the classes.
14 of the members don't use the gym or go to classes. Use this information to complete the Venn Diagram.
G represents those members who use the Gym. C represents those members who go to Classes.
150-14=136, 112+68=180 180-136=44
112-44=68 68-44=24
A shop is has 70 second hand books.
Check 68+44+24+14=150
19 of the books have been written on and have missing pages.
48 of the books have been written.
34 of the books have pages missing.
8. Work out how many of the books have not been written on and have no pages missing. W P
7 books have not been written on and have no pages missing.
9. The Venn diagram gives information about the number of elements in the set 𝑅 and set 𝑆. Given that P(𝑅) = 𝑃𝑆, find the value of 𝑥.
𝑅= 3𝑥+ 8 + 𝑥−4
𝑠𝑜𝑅= 4𝑥+ 4
Available
www.missbsresources.com | <urn:uuid:82be8a9d-3eac-4567-b27f-ef3b02337437> | CC-MAIN-2023-14 | https://www.missbsresources.com/files/Data/Exam%20Questions/Venn_Diagrams.pdf | 2023-03-25T00:31:40+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00176.warc.gz | 997,060,649 | 973 | eng_Latn | eng_Latn | 0.989463 | eng_Latn | 0.99859 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
589,
1311,
1999,
2912
] | [
2.453125
] | 2 | 0 |
Whole School Curriculum Content – By Subject
Reading
- Understand the five key concepts about print (print has meaning, different parts of a book, print can have different purposes, page sequencing).
- Read English text from left to right and from top to bottom.
- Develop early phonological awareness (spot and suggest rhymes, count or clap syllables in a word, recognise words with the same initial sound).
- Engage in extended conversations about stories, learning new vocabulary.
- Read individual letters by saying the sounds for them.
- Blend sounds into words, so that they can read short words made up of known letter-sound correspondences.
- Read some letter groups (e.g. digraphs) that each represent one sound and say sounds for them.
- Read a few tricky words matched to the school's phonic programme.
- Read simple phrases and sentences made up of words with known letter–sound correspondences and a few tricky words.
- Re-read books to build up confidence in word reading, fluency, understanding and enjoyment
- Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
- Anticipate key events in stories. EYFS Top-level intention: Demonstrate imaginative thinking through storytelling and role play.
- Read words with more than one syllable.
- Read words with different endings (– s, –es, –ing, –ed, –er and –est)
- Read words with contractions (e.g. I'm, she's).
- Accurately read a book aloud.
- Confidently re-read books aloud so they makes sense and correct myself using phonics.
- Talk about the meaning of new words and ask for their meaning.
- Answer questions about a story/text (Who? What? When? Where?).
- Ask questions to improve my understanding.
- Recite some rhymes/poems by heart.
- Link what I read or hear read to my own experiences and use what I already know to help me understand books I read or listen to.
- Join in with discussions about books, taking turns and listening to what others say. Expressing opinions about them.
- Recognise the difference between a fiction and non-fiction text.
- Explain why a character might be feeling a certain way.
- Predict what might happen, using what I have read so far.
- Read words accurately by recognising alternative pronunciations.
- Read words with common suffixes (e.g. -ness, -ment, -ful, -less, -ly).
- Read common, familiar words quickly and accurately, without needing to sound them out aloud.
- Read with expression.
- Link the meaning of new words to other words I already know. Use new words correctly when talking about my reading.
- Answer complex questions about a story/text.
- Find the answers to questions in a text. I can talk about how one piece of information links to another.
- Talk about the meaning/message of a book I have read.
- Talk about stories that are set in different times and places.
- Explain the differences between a fiction and non-fiction text.
- Talk about the structure and purpose of different non-fiction books.
- Talk about why an author might have used a particular sentence/word and discuss my favourite words and phrases.
- Summarise the main theme of a text.
- Explain what the author wants the reader to think at different points in a book.
- Make predictions based on my reading of similar books and own experiences.
Writing
- Use print and letter knowledge in early writing. For example: writing a pretend shopping list that starts at the top of the page; writing 'm' for mummy.
- Write some or all of their name.
- Begin to write some familiar letters independently.
- Use a comfortable grip with good control when holding pens and pencils.
- Spell words by identifying the sounds and then writing the sound with letter/s.
- Write short sentences with words with known letter-sound correspondences and begin to use a capital letter and full stop.
- Write recognisable letters, most of which are correctly formed.
- Write simple phrases and sentences that can be read by others.
- Hold a pencil effectively in preparation for fluent writing.
- Develop the foundations of a handwriting style which is fast, accurate and efficient.
- Re-read what they have written. Top level intention: Apply physical skills and phonics knowledge to record their ideas.
- Apply phonics knowledge to spell words correctly at current phase, e.g. 2, 3, 4 or 5.
- Spells tricky words correctly at current phase, e.g. 2, 3, 4 or 5.
- Spell the days of the week.
- Apply simple prefix and suffix rules to spell words.
- Consistently form lower case & upper case letters correctly carefully thinking about the orientation of letters.
- Use 'and' to join words and clauses.
- Correctly use full stops & capital letters throughout all writing.
- Begin to use question marks and exclamation marks appropriately.
- Write sentences in a clear sequence, using correct spacing between words.
- Re-read to check writing makes sense, identifying corrections where necessary.
- Independently apply phonics knowledge to spell words correctly across all phases.
- Apply phonics knowledge to spell tricky words correctly across all phases.
- Apply suffix rules to spell words correctly.
- Spell contractions and homophones correctly.
- When joining handwriting correctly, form upper and lower case letters of the correct size relative to one another.
- Independently use question marks, exclamation marks appropriately and commas in a list.
- Use expanded noun phrases to describe.
- Use past and present tense correctly.
- Use co-ordinating conjunctions (e.g or, and, but) and subordination (eg. when, if, that, because) correctly.
- Independently apply SPaG knowledge, e.g. use of possessive apostrophe.
- Draw on reading to inform vocabulary and grammar.
- Use sentences with different forms in context.
- Proof-read to check for errors and add in additions.
- Develop stamina for writing coherent narratives.
Maths
- Develop fast recognition of up to 3 objects, without having to count them individually ('subitising').
- Count small groups of objects and say one number for each item in order.
- Link numerals and amounts up to 5.
- Experiment with their own symbols and marks as well as numerals.
- Solve real world mathematical problems with numbers up to 5.
- Compare quantities using language: 'more than', 'fewer than'.
- Talk about and explore different shapes using informal mathematical language.
- Make comparisons between objects relating to size, length, weight and capacity during play.
- Talk about and identify patterns in their surrounding environment.
- Have a deep understanding of numbers to 10, including the composition of each number.
- Continue to develop subitising up to 5.
- Automatically recall number bonds up to 5 and some number bonds to 10.
- Verbally count beyond 20 and begin to recognise the pattern of the counting system.
- Make comparisons between quantities in different contexts.
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
- Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
- Continue to develop an interest in measurements and use mathematical language to make non-standard measurable comparisons between length, weight and capacity.
Top level intention: Apply physical skills and phonics knowledge to record their ideas.
- Count forward and backwards to 100 from any given number and record counting in 2s, 5s and 10s.
- Use appropriate resources or pictorial methods to answer addition and subtraction number sentences, record answer in numerals.
- Record written number sentences with + - =.
- Apply number bonds and related subtraction facts to 20.
- Use appropriate resources to solve one-step addition, subtraction, multiplication and division problems in a practical context (e.g cm, ml, £).
- Use appropriate resources to solve one-step problems.
- Use pictorial methods to answer multiplication (supported arrays) and division (supported 'groups of') number sentences.
- Recognise, find and name ½ and ¼ fractions.
- Independently apply mathematical language for length/height, weight/mass, capacity/volume and time. Record findings.
- Recognise and know the value of different denominations of coins and notes.
- Confidently count forward and backwards in 2,3,5,10 from any number.
- Recognise the place value of each digit in a 2 digit number and use number facts to solve problems (number bonds, comparing value of digits).
- Use < > = signs correctly to compare and order numbers and values.
- Correctly form digits and spell number names 0-100.
- Independently apply pictorial methods or written methods to answer addition and subtraction number sentences, including in a context (e.g cm, ml, £).
- Use the inverse relationship to solve and check calculations addition and subtraction.
- Independently apply pictorial methods or written methods to solve multiplication and division number sentences, including in a context (e.g cm, ml, £).
- Solve complex problems using reasoning and explain their thinking, including 2 step problems.
- Recognise, find, name and write fractions 1/3, ¼, 2/4 ¾, including equivalent fractions for example, ½ of 6 = 3 and recognise the of 2/4 = ½
- Estimate, measure using standard units and explain findings when measuring length/height (cm/m),
Science
- Use all their senses in hands-on exploration of natural materials.
- Explore collections of materials with similar and/or different properties.
- Plant seeds and care for growing plants.
- Understand the basic key features of the life cycle of a plant and an animal.
- Explore and talk about different forces they can feel with familiar toys.
- Talk about the differences between materials and changes they notice in their everyday environment.
- Recognise some environments that are different to the one in which they live.
- Explore the natural world around them, making observations and drawing pictures of animals and plants.
- Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
- Understand some important processes and changes in the natural world around them, including between seasons.
Top level intention: Explore the environment and investigate by asking purposeful questions.
Working Scientifically
- Ask simple questions and start to recognise that they can be answered in different ways.
- Observe closely, using simple equipment to notice 2-3 variable changes.
- Perform simple tests to enhance curiosity. Begin to link learning when testing.
- Identify and classify and begin to notice patterns.
- Use observations and ideas to suggest answers to questions. Start to include scientific language to explain.
- Gather and record data to help answer questions.
Programmes of Study
- Explore our unique school grounds to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.
- Look closely to identify and describe the basic structure of a variety of common flowering plants, including trees.
- Independently group, identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals.
- Make links between common animals to help identify and name
Working Scientifically
- Ask simple questions and independently find resources to answer questions in different ways.
- Observe closely, using simple equipment to independently notice more variable changes.
- Perform and lead simple tests to problem solve. Reflect on outcomes.
- Make links when identifying and classifying scientific concepts.
- Use own observations to link scientific ideas and answer questions by making links.
- Collect and analyse data to ask and answer questions.
Programmes of Study
- Explore and compare the differences between things that are living, dead, and things that have never been alive.
- Through secondary research, identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.
- Through primary research, identify and name a variety of plants and animals in their habitats, including microhabitats.
- Make links between animals, helping to describe how animals obtain their food from plants and other animals,
Art and Design Technology
- Take part in simple pretend play, using an object to represent something else even though they are not similar.
- Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses, etc.
- Make imaginative and complex 'small worlds' with blocks and construction kits.
- Explore different materials freely, to develop ideas about how to use them and what to make.
- Develop own ideas and then decide which materials to use.
- Join different materials and explore different textures.
- Draw with increasing detail, such as representing a face with a circle and beginning to include some emotions.
- Use drawing to represent ideas like movement or loud noises.
- Explore colour and colour-mixing.
- Explore, use and refine a variety of artistic effects to express ideas and feelings.
- Return to and build on previous learning, refining ideas and developing their ability to represent them.
- Create collaboratively, sharing ideas, resources and skills.
- Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
- Share creations, explaining the process they have used.
- Make use of props and materials when role playing characters in narratives and stories.
Top level intention: Demonstrate imaginative thinking through storytelling and role play.
- Apply knowledge of artists and makers when evaluating products.
- Confidently use Art and DT vocabulary in discussion.
- Independently use and manipulate a range of tools, techniques and medium to represent ideas.
- Use materials appropriately for purpose.
- Adapt and explore during making process.
- Use simple observations to inform ideas.
- Communicate creativity and imagination through their work.
- Confidently apply knowledge of artists and makers, making comparisons and recognising similarities when evaluating products.
- Consistently, confidently and accurately use Art and DT vocabulary in discussions.
- Use and manipulate a range of tools, techniques and medium with a good level of control.
- Select and use materials appropriately for purpose.
- Evaluate, adapt and explore during making process.
- Draw from a range of stimulus and observations to inform ideas.
- Communicate creativity and imagination confidently, identifying original ideas.
Computing
- Begin to explore ageappropriate technology.
- Make choices about the buttons/icons to press, touch or click on when using simple software/hardware.
- Play on a touch screen game and create simple digital collage.
- Explore computers/keyboards/ mouse in role play.
- Independently use a painting app and explore the paint and brush tools.
- Learn to select options on a touch screen.
- Recognise some ways in which the internet can be used to communicate.
- Begin to sequence simple familiar tasks.
- Show an interest in technological toys.
- Explore a range of technology.
- Show an awareness of how to keep safe when using technology.
- Give commands/ instructions e.g. forward, backwards, go, stop, when using simple software/hardware.
- Begin to input a simple sequence of commands to control a digital device with support (Bee Bot)
- Learn about how technology is used to communicate with people.
- Identify devices to access information and use technology for a purpose.
- Understand the difference between photographs and videos and how to take them.
- Recognise different types and uses of technology used in school and beyond.
- Use technology to create and present ideas.
- Explore different tools to create an idea using technology.
- Use logical reasoning when exploring and creating algorithms.
- Use technology safely and asks for help when needed.
- Understand how to use technology for a purpose.
- Recognise the impact of different types of technology used in schools and beyond.
- Organise and present ideas in different ways using technology.
- Combine different tools and effects to create a planned outcome.
- Use logical reasoning when creating and debugging algorithms.
- Use technology safely and can explain the importance of staying safe online.
- Use technology purposefully and innovatively.
Geography
- Explore the natural world around them.
- Begin to understand the need to respect and care for the natural environment and all living things.
- Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
- Recognise some environments that are different to the one in which they live.
- Draw information from a simple map.
- Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
- Begin to explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.
Top level intention: Explore the environment and investigate by asking purposeful questions.
- Develop fascination and curiosity about the world and its people, and accurately use subject specific vocabulary in discussions.
- Explore differences and similarities between physical and human features within the UK.
- Gain an understanding of Earth's key physical and human processes, knowing and recognising weather symbols.
- Develop contextual knowledge of the location of significant places, naming and locating within the United Kingdom, including the seas.
- Know features of hot and cold places in the world.
- Become familiar with geographical terminology using observational skills, including fieldwork and simple map skills in the local area.
- Use simple compass directions (N,S,E,W) on a simple map.
- Inspire life-long learning to equip children with knowledge about diverse places and people, consistently and confidently using subject specific vocabulary in discussions.
- Develop understanding of the interaction between physical and human features and formation of landscapes / environments beyond the UK.
- Begin to explore how Earth's features are shaped and changed over time.
- Deepen knowledge about, name, locate and compare significant places worldwide, including land, sea and continents.
- Confidently apply geographical knowledge and terminology to describe and compare, including observational skills, fieldwork and maps extending outside the local area.
- Use compass directions (N,E,S W) and directional language on world map.
History
- Talk about what they see, beginning to increase their vocabulary.
- Begin to make sense of their own life-story and family's history.
- Show interest in different occupations.
- Talk about members of their immediate family and community.
- Name and describe people who are familiar to them.
- Comment on images of familiar situations in the past.
- Compare and contrast characters from stories, including figures from the past.
- Talk about the lives of the people around them and their roles in society.
- Know some similarities and differences between things in the past and now, drawing on their experiences.
- Understand the past through settings, characters and events encountered in books read in class and storytelling.
- Inspire curiosity to find out more about the past.
- Learn to ask perceptive questions and think critically when learning about historic events or significant individuals.
- Apply a wide vocabulary of everyday historical terms and historical concepts, such as similarity and difference.
- Begin to understand the process of change in history, linking to their own identities and comparing over time.
- Understand how significant events or people's lives have helped shaped achievements in their own locality.
- Know where some people and events fit within a chronological framework.
- Instil an interest in research and how to evaluate evidence to answer questions, and develop perspective and judgement.
- Consistently and confidently use subject specific vocabulary in discussions and apply knowledge of historical concepts such as cause and consequence.
- Develop a deeper understanding of the complexity of people lives and societies, comparing and discussing changes over time.
- Begin to view and compare events in a chronological narrative over time.
- Begin to develop a coherent knowledge of significant historical events, people and places beyond my own locality.
- Understand how significant historical events, people and places have influenced Britain's past and global achievements.
Personal, social, health and economic education (PSHE) inc. relationship & health education (RHE)
- Select and use activities and resources, with help when needed.
- Develop sense of responsibility and membership of a community.
- Become more outgoing with unfamiliar people, in the safe context of their setting.
- Show more confidence in new social situations.
- Play with one or more other children, extending and elaborating play ideas.
- Increasingly follow rules, understanding why they are important.
- Remember rules without needing an adult to remind them.
- Talk with others to solve conflicts.
- Talk about their feelings using words like 'happy', 'sad', 'angry' or 'worried'.
- Understand gradually how others might be feeling.
- Be increasingly independent as they get dressed and undressed.
- Be increasingly independent in meeting their own care needs.
- Make healthy choices about food, drink, activity and tooth brushing.
- See themselves as a valuable individual.
- Build constructive and respectful relationships.
- Express feelings and consider the feelings of others.
- Identify and moderate their own feelings socially and emotionally.
- Know and talk about the different factors that support their overall health and wellbeing.
- Show an understanding of own feelings and those of others, and begin to regulate their behaviour accordingly.
- Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
- Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
- Explain the reasons for rules, know right from wrong and try to behave accordingly.
- Manage their own basic hygiene and personal needs and understand the importance of healthy choices.
- Work and play cooperatively and take turns with others.
- Show sensitivity to their own and to others' needs.
Top level intention: Develop relationships and engage in meaningful two-way communication.
Top level intention: Understand boundaries and adapt behaviour to meet the situation.
- Understand and explain what keeps us healthy and why.
- Understand characteristics and mental benefits of an active lifestyle.
- Understand how germs and viruses spread and to help prevent diseases spreading.
- Know the names of the main parts of the body and body similarities between boys and girls.
- Use vocabulary in order to articulate their feelings.
- Understand the importance of discussing feelings with others.
- Understand about positive and negative relationships.
- Understand the importance of families and home life.
- Know about different types of bullying and how to seek help.
- Explain the importance of respecting each other regardless of background.
- Know methods to improve mental and physical health, independently or with support.
- Understand the process of growing old and how people's needs and responsibilities change.
- Understand the importance of choosing appropriate friendships and how they make us feel happy and secure.
- Understand the importance of seeking and giving permission in relationships.
- Know the characteristics of friendship and supportive friends.
- Understand and explain how to deal with and manage conflict appropriately.
- Understand the lasting impact bullying can have and responsibilities of others to report concerns.
- Explain the importance of respecting others even when they make different choices or have different preferences or beliefs.
Physical education (PE)
- Continue to develop movement, balancing, riding and ball skills.
- Go up steps, or climb up apparatus, using alternate feet.
- Skip, hop, stand on one leg and hold a pose.
- Use large-muscle movements to wave flags and streamers, paint and make marks.
- Start taking part in some group activities or in teams.
- Become increasingly able to remember sequences of movements which are related to music.
- Match their developing physical skills to tasks and activities in the setting.
- Choose the right resources to carry out their own plan.
- Use one-handed tools and equipment
- Show a preference for a dominant hand.
- Revise and refine the fundamental movement skills they have already acquired.
- Progress towards a more fluent style of moving, with developing control and grace.
- Develop small motor skills so that they can use a range of tools competently, safely and confidently.
- Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
- Combine different movements with ease and fluency.
- Confidently and safely use a range of large and small apparatus indoors and outside.
- Begin to develop overall bodystrength, balance, co-ordination and agility.
- Further develop and refine a range of ball skills.
- Negotiate space and obstacles safely, with consideration for themselves and others.
Top level intention: Apply physical skills and phonics knowledge to record their ideas.
- Follow simple instructions.
- Be aware that there are rules in a team game.
- Know different ways of movements and the appropriateness of these.
- Observe and copy others.
- Independently move and land safely when using equipment.
- Independently move in different ways including adapting speed, level and balance.
- Become aware of the changes to their mental and physical state when they exercise.
- Understand how to communicate with others when working in small groups.
- Recognise similarities and differences in performance and explain why something is working well.
- Order instructions movements and skills.
- Understand the rules of a variety of team games and be able to work within this.
- Compare their movement and skills with others.
- Independently risk assess when using equipment and landing appropriately.
- Link movements when running, jumping, throwing and catching.
- Confidently and consistency apply balance, agility and coordination within their movements.
- Say how their body feels after exercise and why it is important for good health.
- Understand how to cooperate in team games.
Religious education (RE)
- Show interest in different occupations.
- Continue developing positive attitudes about the differences between people.
- Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
- Understand that some places are special to members of their community.
- Recognise that people have different beliefs and celebrate special times in different ways.
- Recognise some similarities and differences between life in this country and life in other countries.
- Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
Top level intention: Share what makes them special and make links to celebrate everyone.
- Recall and name different beliefs and practices, including festivals, worship and rituals, as well as recognising some nonreligious perspectives.
- Know where and how people belong and why belonging is important.
- Know how and why symbols express religious meaning.
- Observe and recount different ways of expressing identity and belonging to religious and non-religious groups, including wearing clothing and symbols and taking part in acts of worship.
- Suggest meanings behind different beliefs and practices within Christianity, Judaism and one Dharmic religion.
- Express their own views about religious experiences and concepts.
- Identify what is important to themselves and may be important to others.
- Explore and respond to simple questions of identity and belonging.
- Retell some religious and moral stories from sacred writings, recognising the traditions from which they come.
- Discuss figures who have an influence on others locally, nationally and globally in religion.
- Recognise some different traditions, including prayer, attending a place of worship and reading from a sacred text, which express faith communities' ways of life.
- Suggest meanings of some religious and moral stories.
- Respond sensitively to expressions of belonging to religious and nonreligious groups.
- Respond sensitively to questions about their own and others' experiences and feelings.
- Reflect on and express what is important to others and how it changes a group's way of living.
- Relate the religious experience, beliefs and concepts they have explored to their own lives and think about how their own ideas have developed. | <urn:uuid:7018791a-0368-460f-bcf2-83b6a5dbeb2d> | CC-MAIN-2023-14 | https://chestnutlane.bucks.sch.uk/files/999981b459e6b2f2715c95fad8ae9005.pdf | 2023-03-25T00:54:36+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00178.warc.gz | 210,344,569 | 5,672 | eng_Latn | eng_Latn | 0.995515 | eng_Latn | 0.99643 | [
"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 | [
44,
3341,
5903,
9402,
12484,
14838,
16671,
18944,
20981,
24478,
27057,
29499
] | [
4.65625,
4.8125
] | 2 | 0 |
Frontiers in History: People, Places, Ideas
The 2023 National History Day theme will connect to topics from every part of the world and area of study in history. When you start to select your topic, don't forget to start with your own backyard! Investigate the connections that Ohio has to the frontiers of innovation, exploration and transformation. Below we've broken down the theme to help you choose a topic.
What is a frontier?
When thinking about a frontier, the first image we have is of the American West, but it can be so much more! While a frontier is actually defined as any line or border that separates two countries, we use the word is many other ways. In U.S. history, it's traditionally seen as the border between the "settled" U.S. and the "unsettled" wilderness. We can think about frontiers much closer to home. Think local or even personal. Trying new things, challenging yourself, and making new friends can all be ways of exploring a personal frontier. What's important to remember is that a frontier can be able more than just physical spaces.
The People Who Lead the Charge
Behind every great change in history are the people who took the lead, spearheaded a movement, or rose to a challenge. Leaders, inventors, political activists, artists, educators and scholars, among others, have all created change and broken barriers. They used their passion, intelligence, and drive to cross a frontiers physically and socially.
* Victoria Woodhull, born in Homer, Ohio, was a leader in the women's suffrage movement and became the first woman to run for the presidency in 1872. She was actively involved in the labor movement and a supporter of women's rights. How did her advocacy lead to change for women in the political and social spheres? Did her work break down any barriers? What change did her efforts cause?
The Ideas that Move Us Forward
Another way to think about frontiers is to think about the ideas that ignite change in all kinds of areas. Groundbreaking inventions, politics, and social movements have all been impacted by the ideas of individuals or groups that push against the status quo to change society.
* During the late 1800s and early 1900s, the U.S. experienced a time of widespread social and political activism and reform called the Progressive Era. The progressive movement worked to address problems like labor practices, women's rights and civil rights. Changes including the 40 hour work week, women's suffrage, and education reform resulted from this movement. How do these ideas fit into the theme of a frontier? What impact did the ideas of the Progressive Era have on future generations?
The Boundaries that Spark Discovery
Physical frontiers are borders that we generally think of as the places where the "civilization" meets the unsettled, wild wilderness. While we may think first of the American West, many other locations have also held the name of frontier at different points in history. When thinking about places that are frontiers, don't think about what a place is today, but instead what it represented for the people that investigated it.
* A significant part of the Cold War, the Space Race of the 1960s saw America and the Soviet Union competing to prove their technological and intellectual superiority by being the first to explore the frontier of space. How did the competition between these two nations promote the exploration of the unknown? What developments that resulted from the Space Race have changed the way that we live now?
Ohio History Day is an affiliate of National History Day
Multiple Perspectives
Because frontiers are ideas and locations that meet at a border, there will most likely be more than one perspective to think about. It's also important to keep in mind that frontiers are not always unknown ideas, uncharted paths, or uninhabited lands. Many of the frontiers that have been crossed were already explored and inhabited by different groups. Think about who defines a frontier, in physical space and ideas, and how those definitions can include or isolate different groups. As you choose your topic, be sure to look at the perspectives of all those involved.
* Before the 1670s, Ohio was populated by numerous Native Americans even though European settlers viewed Ohio as an unsettled frontier. After the French-Indian War, a group of tribes came together to create the Western Confederacy and solidify the border between European settlers and Native American land. How did these boundaries create tension with Native American Tribes and European settlers? When did Ohio stop being seen as a frontier? Visit the OHD Research Guidelines: American Indian History to help you explore this, and other American Indian topics, further.
Change the landscape of the world
When thinking about your topic, it's important to remember that once a frontier has been investigated, then everything after must change. Things cannot stay the same. So think about what factors led to the exploration of your frontier and what developed or changed as a result of the exploration. Think about before and after when defining your topic in relation to frontiers.
Don't forget to check out the Local History Topic List for more help on how to explore this year's theme of Frontiers in History: People, Places, Ideas. We're so excited to see what topics you select and the projects you create this year!
Ohio History Day is an affiliate of National History Day | <urn:uuid:15606ab3-11fb-45fb-87ea-000403454243> | CC-MAIN-2023-14 | https://www.cincymuseum.org/wp-content/uploads/2022/09/2023-Ohio-Theme-Sheet.pdf | 2023-03-25T02:28:33+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00179.warc.gz | 804,507,164 | 1,087 | eng_Latn | eng_Latn | 0.998765 | eng_Latn | 0.998914 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3575,
5454
] | [
3.828125
] | 1 | 0 |
Cyberbullying Resources For Intervention And Prevention
When people should go to the ebook stores, search introduction by shop, shelf by shelf, it is in point of fact problematic. This is why we give the ebook compilations in this website. It will definitely ease you to see guide cyberbullying resources for intervention and prevention as you such as.
By searching the title, publisher, or authors of guide you in fact want, you can discover them rapidly. In the house, workplace, or perhaps in your method can be all best area within net connections. If you point to download and install the cyberbullying resources for intervention and prevention, it is enormously simple then, previously currently we extend the link to purchase and create bargains to download and install cyberbullying resources for intervention and prevention appropriately simple!
Deeta \u0026 The Cyber Bots - Anti Cyber Bullying Classroom Resources and Story Book Teacher's Pet Know Your Rights: Cyberbullying and Stalking Cyberbullying and Youth: From Theory to Interventions Garfield's Cyber Safety Adventures: Cyberbullying Stop Cyber Bullying and Online Self-Harm: Prevention Strategies for Teachers and Schools Daz Watches Worst Cyber Bullying
PSA Be an Upstander - Prevent Bullying: A NED Short Students use comic books to teach cyber bullying awareness COVID-19 and the Rise of Cyberbullying: Examining Interactions During Isolation Cyber Bullying Resources cyberbullying skywars players at record speeds
minecraft but we cyberbully a small child (SMP Earth)
The Meanest Girl in Second
Grade
Emma's Story: Cyberbullied by a Best
Friend
Self-Publishing Income Report for
October 2020 and What I've Learned
नेपाली
मौलिक लोक भजन /कैलाशका शिवजी /New Shiba
Bhajan 2017/2074 By Krishna Adhikari
Media
Research Content Analysis with Shannon Sampert - Tips for Masters, PhD, \u0026 Undergrads 5 Ways to Stop Cyberbullying What is cyberbullying and how to defend against it? Kylie Jenner Discusses Bullying 7 Strategies For Getting Published in PeerReviewed Journals Anti-Bullying Elementary School Video (Dunsford) Finding Books at Zahnow Library
Cyberbullying: What It Is, The Effects It Can Have On Teens, And Signs To Watch For Finding BooksTHE BULLY BUSTERS (Full Version) What's Cyberbullying? Bullying and Cyberbullying: Prevalence, Psychological Impacts and Intervention Strategies Parent University (English) - Cyberbullying and Cyber-Safety Girls and Women on the Spectrum: Challenges with Diagnosis and Intervention Cyberbullying Resources For Intervention And In other words, cyberbullying has some of the
same negative. 134 Cyberbullying: Resources for Intervention and Prevention. outcomes for targets as face-to-face bullying, which studies have shown leads to (among other things) sadness and depression, powerlessness, fear, and delinquency [12], or more aggressive/retaliatory behavior/ The added dilemma is that cyberbullying is easier because of the anonymity of the attack.
Cyberbullying: Resources for Intervention and Prevention
The article reviewed all article from 2005-2013 that related to cyberbullying resources. Roles in cyberbullying, school climate, prevention and intervention programs, law and resources available are topics covered in the article. There is a myriad prevention and intervention program. More research is needed due to the various school systems approach to cyberbullying prevention and intervention. Citation
Cyberbullying: Resources for Intervention and Prevention ...
The article reviewed all article from 2005-2013 that related to cyberbullying resources. Roles in cyberbullying, school climate, prevention and intervention programs, law and resources available are topics covered in the article. There is a myriad prevention and intervention program. More research is needed due to the various school systems approach to cyberbullying Page 3/9
prevention and intervention.
Cyberbullying: Resources for Intervention and ... - ERIC
Explore more than 57 'Cyber Bullying' resources for teachers, parents and pupils as well as related resources on 'Cyberbullying' BBC Children in Need 2020 × Click here 9th 13th November - In the classroom or at home, we've got everything you need!
57 Top Cyber Bullying Teaching Resources Twinkl
Great resources for kids and families. Olweus Bullying Prevention Program: One of the oldest and most respected set of resources for schools to help prevent bullying and violence against youth. StopBullying.gov: A well curated list of resources from the government on bullying and cyberbullying. It not only defines bullying but has resources on how to prevent bullying, how to repond to it and how to "be more than a bystander."
Bullying and Cyberbullying Resources | SafeKids.com
Intervention Research and Resources. Our intervention tackling cyberaggression, cyberbullying and other online risks is based around the Information-Motivation-Behavioural Skills model (Fisher & Fisher, 1992). The three-factor model suggests that information about risks is not enough to alter behaviours, but that individuals also need to Page 4/9
be personally and socially motivated to act on the information they receive and also have the required skills and confidence in order to effectively ...
Cyberbullying and Online Risks research |
University of ...
Bullying is a serious public health concern that is associated with significant negative mental, social, and physical outcomes. Technological advances have increased adolescents' use of social media, and online communication platforms have exposed adolescents to another mode of bullying—cyberbullying. Prevention and intervention materials, from websites and tip sheets to classroom curriculum, have been developed to help youth, parents, and teachers address cyberbullying.
Cyberbullying Prevention and Intervention
Efforts: Current ...
At Childnet we have created many adaptable and practical resources for teachers and other educators to effectively prevent and respond to bullying online. Targeted at different ages and groups of young people, these engaging free resources aim to empower young people to create kinder online communities and how they can report if they experience or witness cyberbullying.
Free cyberbullying resources for teachers Childnet
Being Me is a free bullying awareness classroom resource that seeks to celebrate difference and promote inclusion by giving young people in Years 5-8 an insight into the potential challenges being faced by their peers. Being Me was produced in partnership with four other charities: Carers Trust, Diversity Role Models, Potential Plus and The National Autistic Society.
Bullying awareness resources - Kidscape
Cyberbullying Resources for 11-18s. Educational resources about online bullying from the UK Safer Internet Centre. Crossing and kindness from the UK Safer Internet Centre and other organisations. Resources the Line: online safety toolkit.
Cyberbullying Resources for 11-18s | Safer Internet Centre
The KiVa program includes an anti-bullying computer game at the elementary school level. When examining studies among schools who utilized the KiVa program (intervention group), compared to those who did not (control group), a substantial decrease was noted in the area of self-reported peer victimization for the intervention group. The KiVa intervention program also decreased peerreported bullying for the intervention group, although this effect did not reach statistical significance.
Intervention Programs ...
The BIG Award: The Bullying Intervention Group (BIG) offer a national scheme and award for schools to tackle bullying effectively. Restorative Justice Council: Includes best practice guidance for practitioners 2011. Cyber-bullying and online safety ChildNet International: Specialist resources for young people to raise awareness of online safety
Surrey anti-bullying resources
cyberbullying resources for intervention and Cyberbullying: Resources for Intervention and Prevention . Charles E. Notar *, Sharon Padgett , Jessica Roden . Secondary Education Department, Jacksonville State University, 700 Pelham Road N Ramona Wood Building A -3, Jacksonville, AL 36265-1923, United States of America *Corresponding Author ...
[Book] Cyberbullying Resources For Intervention And Prevention
Be sure to involve the students' families, school administrators, counselor, and/or school resource officer, as appropriate, to ensure the intervention is effective and follows policy. Here are a few resources to support teachers and schools in responding to cyberbullying: What Principals Can Do About Cyberbullying from EdWeek
Teachers' Essential Guide to Cyberbullying Prevention ...
How is MTSS used for effective intervention? Page 7/9
MTSS is effective for bullying intervention when youth with various academic, behavioral, and health needs are involved. The components of most MTSS intervention models include: Use of universal screening; Early intervention service delivery; Collaborative problem solving; Progress monitoring
Prevention and Intervention: Multi-Tiered Approaches to ...
With the popularization of the Internet, cyberbullying has become a complicated aspect of school bullying. Understanding the current hotspots of cyberbullying among teenagers is a benefit for relevant education managers. In this study, SPSS was used to conduct cluster analysis of relevant literatures collected in Web of Science (WoS) core journal before December 31, 2019.
Hotspots and Trends of Teenagers
Cyberbullying Based on WoS
Cyberbullying: Intervention and Prevention Strategies By Ted Feinberg & Nicole Robey, National Association of School Psychologists, 12/2009 American teens make frequent use of the Internet for such activities as communicating with friends, finding information for school assignments, and downloading music.
Cyberbullying: Intervention and Prevention Strategies
How Can Bullying and Cyberbullying Lead to Page 8/9
Copyright : myprofile.fosters.com
Download File PDF Cyberbullying Resources For Intervention And Prevention
Trauma? Chronic exposure to bullying has been linked to greater emotional, psychological, and physical distress, symptomatology, and pathology in children. 10-13 For instance, numerous studies reveal that being bullied compromises the physical, 14-16 emotional, 17-19 psychological, 13,16,20 academic, 16,21 mental, 22-26 behavioral, 27-29 economic, 30 ...
Copyright code : 56e994e036c846817d591ca1acd5a6d6 | <urn:uuid:802e6178-de3d-4349-a01b-839ccefc6b2b> | CC-MAIN-2022-05 | http://myprofile.fosters.com/cgi-bin/content/view.php?data=cyberbullying_resources_for_intervention_and_prevention&filetype=pdf&id=56e994e036c846817d591ca1acd5a6d6 | 2022-01-18T22:35:47+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00269.warc.gz | 40,206,647 | 2,145 | eng_Latn | eng_Latn | 0.97861 | eng_Latn | 0.988631 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1227,
2608,
3893,
5113,
6297,
7500,
8761,
9971,
10490
] | [
2.09375
] | 3 | 0 |
MEDIA RELEASE
The Studio Museum in Harlem 144 West 125th Street New York, NY 10027 studiomuseum.org/press
MORE THAN 650 WORKS FROM THE COLLECTION OF LEGENDARY ARTS PATRON PEGGY COOPER CAFRITZ GIFTED TO THE STUDIO MUSEUM IN HARLEM AND THE DUKE ELLINGTON SCHOOL OF THE ARTS
Unprecedented Bequest Marks the Largest Ever Gift of Contemporary Work by Artists of African Descent
New York, NY, October 8, 2018 — Thelma Golden, Director and Chief Curator of The Studio Museum in Harlem, and Tia Powell Harris, Chief Executive Officer of the Duke Ellington School of the Arts in Washington, D.C., today announced that the legendary arts patron, educator and civil rights activist Peggy Cooper Cafritz (1947–2018) bequeathed the majority of her unparalleled art collection to the two institutions. The bequest of more than 400 works to the Studio Museum and over 250 to the Duke Ellington School marks the largest gift ever made of contemporary art by artists of African descent.
The gift to the Studio Museum encompasses a multigenerational who's who of artists of African descent, and will both bolster and add to the strengths of the existing collection. Among the artists represented are many alumni of the Museum's signature Artist-in-Residence program, or those who have shown work there—demonstrating the shared commitment of Cafritz and the Museum to supporting black artists throughout their careers. These works will join the Studio Museum's over 2,000-object collection just as the Museum begins to celebrate its 50th anniversary year. Artists include: Nina Chanel Abney, Derrick Adams, Sadie Barnette, Sanford Biggers, iona
rozeal brown, Nick Cave, Renee Cox, Noah Davis, Abigail DeVille, Emory Douglas, Derek Fordjour, Samuel Fosso, LaToya Ruby Frazier, Theaster Gates, David Hammons, Trenton Doyle Hancock, Samuel Levi Jones, Titus Kaphar, Deana Lawson, Simone Leigh, Eric Nathaniel Mack, Kerry James Marshall, Wangechi Mutu, Toyin Ojih Odutola, Chris Ofili, Lorraine O'Grady, Ebony G. Patterson, Martin Puryear, Deborah Roberts, Tschabalala Self, Malick Sidibé, Lorna Simpson, Henry Taylor, Mickalene Thomas, Hank Willis Thomas, James VanDerZee, William Villalongo, Kara Walker, Carrie Mae Weems, Kehinde Wiley, Jack Whitten, Saya Woolfalk, Lynette Yiadom-Boakye, and more.
The gift to the Duke Ellington School of the Arts—which Cafritz co-founded in 1974 and guided to its current status as one of the nation's leading incubators of artistic talent—includes many artists who have had a personal connection to the institution, whether as faculty members (Bill Harris, Jacqueline Maggi) or alumni (Hank Willis Thomas, Chinedu Felix Osuchukwu).
Additional artists in the gift include BK Adams, Miya Ando, Alexandre Arrechea, Louise Bourgeois, Mark Thomas Gibson, Hannah Greely, Walter Lobyn Hamilton, Jas Knight, Eva Sussman, and many others. The works will form the core of an active research and display collection for students at the Ellington School, home to the only high school Museum Studies program in the country.
Thelma Golden said, "We are humbled that the indomitable Peggy Cooper Cafritz chose the Studio Museum to help steward the legacy of her incredible vision. Peggy was a trailblazing champion of artists of African descent, and at her core believed deeply in the power of art. Through her collecting and her support of artists, she quite literally transformed the way the world viewed black artists. She was also a great builder and supporter of institutions. Now, that astonishing belief in artists will prove transformative to the Studio Museum, as this gift broadens and deepens our collection at a historic moment in the life of our institution."
Raymond J. McGuire, Chairman of the Board of the Studio Museum, added, "Peggy Cooper Cafritz set the standard to which we aspire to emulate. Throughout her life she was the model of the quintessential arts patron. With her boundless joy, passion and determination she showed us what could and should be done. With this staggering bequest, she has given us more than a gift of art. She has given us her example. As Trustees of the Studio Museum, we dedicate ourselves to living up to this defining moment in our history.'"
Tia Powell Harris, Chief Executive Officer at the Duke Ellington School of the Arts, said, "Peggy still guides every step we take at the Duke Ellington School. By using this bequest to achieve her goal of imbuing our building with art, she will forever inspire not only our students and their families but the members of the public who come to us as a magnet for performances and exhibitions. It's as if we will now have direct access to Peggy's amazing vision, seeing the world's possibilities as she did."
Charles K. Barber, President of the Board of the Duke Ellington School of the Arts Project, said, "It was because of Peggy that we have one of the leading high school arts programs in the country. Now our students
2
will curate and experience the artworks of the woman who made that program possible. It was because of Peggy that community service is woven into our school's mission. Now our students will look at Peggy's artworks and see vividly what it means to give back to the community. We can never thank her enough."
Zachary Cafritz, Peggy Cooper Cafritz's son, said, "This is, of course, a bittersweet moment. Our mom would have loved to see this bequest come to fruition. But we're thrilled this collection will live on in two places so close to her heart, the Duke Ellington School of the Arts and The Studio Museum in Harlem. Both institutions are dedicated, as she was, to fostering the careers of young artists of color. Thelma Golden is an incomparable leader and, more importantly, one of mom's greatest friends. We could not ask for better stewards of her legacy."
This landmark contribution paves the way for further research and allows both institutions to reassert their commitment to creating a culturally vibrant space for artists of African descent to live, learn, work, and create.
About Peggy Cooper Cafritz
Peggy Cooper Cafritz was a visionary civil rights activist, educator, and avid art collector. One of America's best-known patrons of the arts, she amassed one of the country's largest private collections of art by artists of African descent. As an undergraduate at George Washington University she co-founded, along with choreographer Mike Malone, a summer program which grew to become the Duke Ellington School of the Arts. The program was intended to be a center for minority artists to create. Over the course of her career, Cafritz was a fellow of the Woodrow Wilson International Center for Scholars, president of the District of Columbia State Board of Education and founder of George Washington University's Black Student Union. In addition to art, Cafritz also cultivated people. She surrounded herself with a diverse circle of politicians, artists, celebrities and educators and was a change-maker in the art world.
About Duke Ellington School of the Arts
The Duke Ellington School of the Arts was established in 1974 and remains the sole Washington, D.C. public high school to offer a dual curriculum encompassing professional arts training and academic enrichment, in preparation for college and careers in the arts. Its mission is to nurture and inspire passion for arts and learning in talented students who might not otherwise have an opportunity to develop their artistic skills. Its founders were D.C. and avid art collector Peggy Cooper Cafritz along with the late choreographer Mike Malone. Named after Duke Ellington and one of his jazz bands, The Washingtonians, the school became the creative soul of the District and reflects the cultural diversity of the United States.
Ranked as one of D.C. Public Schools' highest performing high schools, The Duke Ellington School of the Arts is firmly committed to preparing its students for the demands of a changing global society, to give them the tools they need for success in their future educational, artistic, and professional endeavors. The school has been particularly recognized for its commitment to community service and its distinguished Museum Studies Program, the only one offered in the country, which allows students to learn and practice the function of museums through collection, preservation, conservation, and exhibition.
3
About The Studio Museum in Harlem
Founded in 1968 by a diverse group of artists, community activists and philanthropists, The Studio Museum in Harlem is internationally known for its catalytic role in promoting the work of artists of African descent. As it celebrates its 50th anniversary, the Studio Museum is preparing to construct a new home at its longtime location on Manhattan's West 125th Street, designed by internationally renowned architect David Adjaye of Adjaye Associates in collaboration with Cooper Robertson. The first building created expressly for the institution's program, the new building will enable the Studio Museum to better serve a growing and diverse audience, provide additional educational opportunities for people of all ages, expand its program of worldrenowned exhibitions, effectively display its singular collection and strengthen its trailblazing Artist-inResidence program.
While the Studio Museum is currently closed in preparation for construction, the Museum has opened Studio Museum 127, a temporary programming space located at 429 West 127th Street, and is working to deepen its roots in the community through inHarlem, a dynamic set of collaborative programs in our neighborhood. The Museum's groundbreaking exhibitions, thought-provoking conversations, and engaging art-making workshops continue at a variety of partner and satellite locations in Harlem.
For more information visit studiomuseum.org Find us on Facebook, Twitter, Instagram, and YouTube: @studiomuseum
For more information about the Duke Ellington School of the Arts, visit ellingtonschool.org or: Twitter/Facebook/Instagram: @DukeEllingtonDC
CONTACT
Elizabeth Gwinn The Studio Museum in Harlem firstname.lastname@example.org 646.214.2142
Meagan Jones Polskin Arts and Communications Counselors email@example.com 212.715.1602
4 | <urn:uuid:53d3593a-e477-4881-b2b2-04a6e22e9a3d> | CC-MAIN-2023-14 | https://studiomuseuminharlem.org/sites/default/files/Cafritz%20Press%20Release_0.pdf | 2023-03-25T02:16:28+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00180.warc.gz | 629,682,565 | 2,152 | eng_Latn | eng_Latn | 0.994026 | eng_Latn | 0.996461 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1630,
4932,
8364,
10215
] | [
2.03125
] | 1 | 5 |
Patapata The Yoshihito S Creation Book English Ed
The LEGO MINDSTORMS Robot Inventor Idea Book
Count The Cars, Trains, Trucks & Planes!
The Untold History of Japanese Game Developers
500 Manga Heroes & Villains
LEGO Technic Non-Electric Models: Simple Machines
A Series of Plays
500 Essential Anime Movies
The LEGO Power Functions Idea Book, Volume 1
LEGO Technic Non-Electric Models: Clever Contraptions
Incredible LEGO Technic
Made on Earth
The Rough Guide to Manga
Coding with LEGO WeDo
Anime Classics Zettai!
Girls Garage
STEM by Design
Classroom Activities for the Busy Teacher
Make: Rockets
Creative Coding Using Scratch
Lupin III Volume 14
The LEGO Power Functions Idea Book, Volume 2
The LEGO BOOST Idea Book
Folkenes Forbund
Eat Yourself Slim
Dentists
The LEGO MINDSTORMS EV3 Idea Book
Kick Me in the Traditions
Interesting Stories for Curious Kids
Lupin III Volume 1
Patapata The Yoshihito S Creation Book English Ed
Downloaded from tafayor.com
by guest
FRIEDMAN MATIAS
The LEGO MINDSTORMS Robot Inventor Idea Book Klg Publishing LEGO WeDo enables students to build and program their own robots. Through simple text written to foster creativity and problem solving, students will the art of innovation. Large, colorful images show students how to complete activities. Additional tools, including a glossary and an index, help students learn new vocabulary and locate information.
Count The Cars, Trains, Trucks & Planes! Lak Publishing Open wide! Dentists care for people's teeth. Give readers inside information on what it's like to be a dentist. Readers will learn what dentists do, the tools they use and how people get this exciting job.
1
The Untold History of Japanese Game Developers No Starch Press
A 10 week curriculum package for implementing the LEGO Education EV3 Core Set (45544) in your class. Containing over 20 chapters that follow a planetary exploration storyline, you will be introducing students to the basics of the EV3 Core Set and gradually incorporating sensor and useful programming concepts. 500 Manga Heroes & Villains No Starch Press
This first volume of The LEGO Power Functions Idea Book, Machines and Mechanisms, showcases small projects to build with LEGO Technic gears, motors, gadgets, and other moving elements. You'll find hundreds of clever, buildable mechanisms, each one demonstrating a key building technique or mechanical principle. You'll learn to build sliding doors, grasping claws, rackand-pinion mechanisms, and ball-shooting devices of every sort! Each model includes a list of required parts and colorful photographs that guide you through the build without the need for step-by-step instructions. As you build, you'll explore the principles of simple machines, gear systems, power translation, and more.
LEGO Technic Non-Electric Models: Simple Machines Stone Bridge Press
A Fun Vehicle Counting Book for Kindergarten, Toddlers & Preschool Children! Can your child count them all? Volume 2 is filled with brand new questions of questions to broaden those little minds, like: Count the yellow taxis? Can you count more traffic cones or more road signs? How many cement mixer trucks are there here? Your little one is going to develop really important skills of counting, searching, finding and observation. He/she will get to learn different types of transportation (from the road, seas and skies!), will learn common colours and will learn how to apply numbers to objects! This super fun book has 15 different puzzle pages (with answers on the next page) for hours of enjoyable learning! It's the perfect starter book for developing those little but clever minds!
A Series of Plays No Starch Press
Master builder and LEGO luminary Yoshihito Isogawa helps you build more than 100 creative, non-electric models with LEGO Technic parts. Part of a two-volume set. This book in the LEGO Technic Non-Electric Models series features 106 motor-free mechanisms for you to build and operate. Each project includes full-color photographs from multiple angles and illustrated Technic parts to help you follow along. The models range from practical tools for lifting, gripping, shooting, and measuring to working gadgets that demonstrate principles of mechanical engineering. The Technic models in Clever Contraptions require no electric elements or sensors. Instead, you'll use cranks, winches, doors, and rotators to operate devices including wind turbines, spinning tops, grabbing tools, and a spirograph. The
2
clever kinetic ideas at play will inspire you to create your own mechanicals marvels. This Technic guide is part of a series, and the brainchild of master builder Yoshihito Isogawa. Each book in the series is filled with vibrant photos of Isogawa's unique nonelectric models, which will fire up the imaginations of LEGO builders of all ages. Imagine. Create. Invent. Now, what will you build?
500 Essential Anime Movies No Starch Press
From tanks to tow trucks, all the models showcased in this book use LEGO Technic gears, pulleys, pneumatics, and electric motors to really move. You'll find some of the world's best fan-created LEGO supercars, construction equipment, monster trucks, watercraft, and more, along with design notes and breakaway views of the truly incredible mechanisms inside. Look closely, and you'll learn how expert builders use differentials, suspensions, linkages, and complex gearing systems in their creations. Whether you're a beginning builder or a longtime LEGO fan, Incredible LEGO Technic offers a unique look at the artistry and engineering that can make your LEGO creations come alive. The LEGO Power Functions Idea Book, Volume 1 Chronicle Books This is a book written for children of age 6+ to learn how to program cool stuff using Scratch. Scratch is the most widely used computer programming language. It's designed specifically for young children to learn computer coding in a creative and intuitive way, and has been used by millions of children, parents and teachers all over the world.
LEGO Technic Non-Electric Models: Clever Contraptions Harper Design
A follow-up to the best-selling LEGO® Technic Idea Book series by master builder and LEGO luminary Yoshihito Isogawa, readers learn to create their own robots from the LEGO MINDSTORMS Robot Inventor Set. If you've had your fun building programmable, intelligent creations with the LEGO® MINDSTORMS® Robot Inventor set, it's time to take your botbuilding to the next level! With over 125 new models, the LEGO MINDSTORMS Robot Inventor Idea Book will unleash your imagination and open up limitless possibilities for unique robotic designs. You'll learn how to build basic mechanisms with motors and sensors, robots that can walk or drive themselves, and practical tools for lifting, opening doors, drawing, and even launching projectiles. Then, bring them all to life with the LEGO
Patapata The Yoshihito S Creation Book English Ed
MINDSTORMS Robot Inventor App, which lets you program your bots to perform tasks and missions. Each model is paired with an illustrated list of parts and multi-angled color photographs, so you can easily reproduce the projects without the need for step-bystep instructions. Best of all, you'll also be inspired to combine various mechanisms into your own interactive inventions, toys, cars, games, and more! To build the book's models, all you need is the LEGO® MINDSTORMS® Robot Inventor set (#51515) and a smart device that can run the MINDSTORMS App.
Incredible LEGO Technic No Starch Press
Detailed contents listing here:
http://www.hardcoregaming101.net/books/the-untold-history-of-ja panese-game-developers-volume-2/ Nearly 400 pages and over 30 interviews, with exclusive content on the history of Japanese games. The origins of Hudson, Masaya's epic robot sagas, Nintendo's funding of a PlayStation RTS, detailed history of Westone Entertainment, and a diverse range of unreleased games. Includes exclusive office layout maps, design documents, and archive photos. In a world first - something no other journalist has dared examine - there's candid discussion on the involvement of Japan's yakuza in the industry. Forewords by Retro Gamer founding editor Martyn Carroll and game history professor Martin Picard.
Made on Earth TokyoPop Lupin the Third is the great nephew of Arséne Lupin, the original "gentleman thief," and one of the most famous and most wanted of thieves in the world. A ruthless thief with a sense of humor and a weakness for beautiful women. He is constantly pursued by Inspector Zenigata, and often accompanied by a group of not so faithful accomplices as he attempts some of the most outrageous thefts of all time, or deals with the many, many people that want him dead.--Anime News Network (www.animenewsnetwork.com viewed Oct. 31, 2008).
The Rough Guide to Manga Maker Media, Inc. This book teaches the reader to build rockets--powered by compressed air, water, and solid propellant--with the maximum possible fun, safety, and educational experience. Make: Rockets is for all the science geeks who look at the moon and try to figure out where Neil Armstrong walked, watch in awe as rockets lift off, and want to fly their own model rockets. Starting with the basics of rocket propulsion, readers will start out making rockets made
2019-12-03
from stuff lying around the house, and then move on up to air-, water-, and solid propellant-powered rockets. Most of the rockets in the book can be built from parts in the Estes Designer Special kit.
Coding with LEGO WeDo Penguin
Girls Garage is the only book you'll ever need for a lifetime of tools and building. Not sure which screws to buy? Need to fix a running toilet? With Girls Garage, you'll have the expertise to tackle these problems with your own hands. Or maybe you want to get creative and build something totally new. A birdhouse? A bookshelf? Girls Garage has you covered. Packed with illustrations that will build confidence for your next hardware store run, practical advice on everything from quick fixes to safety tips, and inspiring stories from real-world builder girls and women, this eyecatching volume makes the technical accessible. This is the guide every girl needs to take her life into her own hands. Girls, get in touch with your inner badass, and get building • Informative, inspiring, and designed for everyday use, this is the ultimate book of book of building and woodcraft for girls. • A true confidence builder for girls interested in STEM, woodworking, and home improvement. • Along with her design agency and Girl's Garage, Emily Pilloton has been featured on television shows and the documentary film If You Build It. Girls Garage will be both a trusted household resource and a wellspring of inspiration and encouragement in the vein of Women in Science and Headstrong: 52 Women Who Changed Science and the World. • Nonfiction books for girls age 14 and up • Woodcraft, home repair, kids building projects • Inspiring Kids DIY for teens Emily Pilloton is a designer, builder, educator, and founder of the nonprofit design agency Project H Design and Girls Garage. Her ideas have made their way to the TED stage, the Colbert Report, and the full-length documentary If You Build It. She is currently a lecturer in the College of Environmental Design at the University of California, Berkeley. She lives in the San Francisco Bay Area. Anime Classics Zettai! No Starch Press Master builder and LEGO luminary Yoshihito Isogawa helps you build more than 100 creative, non-electric models with LEGO Technic parts. Part of a two-volume set. This book in the LEGO Technic Non-Electric Models series features 141 motor-free devices for you to build and operate. Each project includes fullcolor photographs from multiple angles and illustrated Technic parts to help you follow along. The models range from basic mechanisms that showcase the power of gears and rotation to moving vehicles that demonstrate linear, oscillating, rotary, and reciprocating motion. The Technic models in Simple Machines require no electric elements or sensors. Instead, they operate with cranks, chains, cams, rack-and-pinion gears, rubber bands, weights, and flywheels. As you explore these projects and develop your building skills, you'll be inspired to create your own mechanical marvels. This Technic guide is part of a series, and the brainchild of master builder Yoshihito Isogawa. Each book in the series is filled with vibrant photos of Isogawa's unique nonelectric models, which will fire up the imaginations of LEGO builders of all ages. Imagine. Create. Invent. Now, what will you build?
Girls Garage Createspace Independent Publishing Platform STEM topics have been much in the news. The growing number of jobs in STEM fields, the dearth of women and people of color in STEM fields, inclusion of engineering in the Next Generation Science Standards, the poor showings on tests of technological literacy among Americans young and old, the debate over whether every student should learn to code.
STEM by Design Collins & Brown
How does a piece of clothing end up in your wardrobe? Where does it come from, and where does it go? This is not just a story about manufacturing. This is a story about people, their livelihoods and their life expectations. This is the story of globalisation. Made on Earth follows the incredible journey of a red fleece manufactured in Bangladesh. From the initial order through to shipping, recycling, and eventually landfill, Made on Earth explores how one single item can connect so many people's lives. Focusing not just on environmental but ethical trading concerns, Made on Earth ultimately explains and explores the concept of globalisation. Many hard-hitting topics are covered, including factory workers being imprisoned in Chittagong for campaigning for better working conditions, the power of oil rich countries such as the United Arab Emirates, and how the desire for cheap goods in developed countries impacts on the working practices of less developed nations. This book provides a fascinating, accessible and extremely engaging introduction to the complex topic of globalisation.
Classroom Activities for the Busy Teacher No Starch Press
3
3
The LEGO® MINDSTORMS® EV3 Idea Book explores dozens of creative ways to build amazing mechanisms with the LEGO MINDSTORMS EV3 set. Each model includes a list of the required parts, minimal text, and colorful photographs from multiple angles so you can re-create it without the need for step-by-step instructions. You'll learn to build cars with real suspension, steerable crawlers, ball-shooters, grasping robotic arms, and other creative marvels. Each model demonstrates simple mechanical principles that you can use as building blocks for your own creations. Best of all, every part you need to build these machines comes in one LEGO set (#31313)! Make: Rockets A&C Black
This second volume of The LEGO Power Functions Idea Book, Cars and Contraptions, showcases small projects to build with LEGO
Technic gears, motors, gadgets, and other moving elements. You'll find hundreds of clever, buildable mechanisms, each one demonstrating a key building technique or mechanical principle. You'll learn to build four-wheel drive cars, adorable walking 'bots, steerable tanks, robotic inchworms, and cars that can follow the edge of a table! Each model includes a list of required parts and colorful photographs that guide you through the build without the need for step-by-step instructions. As you build, you'll explore the principles of gear systems, power translation, differentials, suspensions, and more.
Creative Coding Using Scratch Raintree
The LEGO® BOOST® Idea Book contains dozens of ideas for building simple robots with the LEGO BOOST set. The LEGO® BOOST® Idea Book explores 95 creative ways to build simple robots with the LEGO BOOST set. Each model includes a parts list, minimal text, screenshots of programs, and colorful photographs from multiple angles so you can re-create it without step-by-step instructions. You'll learn to build robots that can walk and crawl, shoot and grab objects, and even draw using a pen! Each model demonstrates handy mechanical principles that you can use to come up with your own creations. Models come with building hints and ideas for putting your own spin on things. Best of all, every part you need to build these models comes in the LEGO BOOST Creative Toolbox (set #17101).
Lupin III Volume 14 No Starch Press
For anime connoisseurs, beginners, and the curious, the best of the best! | <urn:uuid:9c1d7a35-0148-47ca-9271-06af0bf36a46> | CC-MAIN-2023-14 | https://tafayor.com/filedownload?article=61609&FileName=Patapata%20The%20Yoshihito%20S%20Creation%20Book%20English%20Ed.pdf | 2023-03-25T01:19:19+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945292.83/warc/CC-MAIN-20230325002113-20230325032113-00180.warc.gz | 639,413,346 | 3,575 | eng_Latn | eng_Latn | 0.988209 | eng_Latn | 0.997057 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2109,
9295,
16535
] | [
3.171875
] | 1 | 0 |
Using Waits, Loops and Switches
Waits, Loops and Switches Pre-Quiz
1. In programming, what is a loop? When is a loop useful?
2. How can you control the duration for which a loop repeats?
3. In programming, what is a switch?
Waits, Loops and Switches Pre-Quiz
Answers
1. In programming, what is a loop? When is a loop useful?
A loop is an operator that allows us to repeat a set of commands indefinitely. Loops are useful when you need to repeat a set of commands multiple times.
2. How can you control the duration for which a loop repeats?
You can control how many times a loop repeats by clicking the dropdown arrow next to "Control" on the loop block and setting it to forever, time, sensor, count or logic.
3. In programming, what is a switch?
In programming, a switch is an object that gives different commands depending on the state it is in.
Wait Block Activity
Objective: Combine wait blocks, loops and switches to perform a task
Do This: First, attach 2 touch sensors (name them A and B) and a sound sensor to your robot.
Then program the robot to perform the following task:
Stay at rest and display "Ready" on the screen until detecting a loud noise. Once a loud noise is detected:
Move left and display "Left" whenever touch sensor A is pressed.
Move right and display "Right" whenever touch sensor B is pressed
Move forward and display "Forward" whenever both touch sensors A and B are pressed.
Stay at rest and display "Stop" when no buttons are pressed.
***Hint: Click on the select "Text" from the
icon, drag the block into the program, and dropdown menu to display text on screen.
4
Wait Block Activity Solution
13
Wait Block Activity Solution
1
various settings
2
3
4
5
6
7
8
9
10
Wait Block Activity Solution
various settings (continued)
various settings (continued) Wait Block Activity Solution
Waits, Loops and Switches Post-Quiz
1. In programming, what is a loop? When is a loop useful?
2. How can you control the duration for which a loop repeats?
3. In programming, what is a switch?
Waits, Loops and Switches Post-Quiz
Answers
1. In programming, what is a loop? When is a loop useful?
A loop is an operator that allows us to repeat a set of commands indefinitely. Loops are useful when you need to repeat a set of commands multiple times.
2. How can you control the duration for which a loop repeats?
You can control how many times a loop repeats by clicking the dropdown arrow next to "Control" on the loop block and setting it to forever, time, sensor, count or logic.
3. In programming, what is a switch?
In programming, a switch is an object that gives different commands depending on the state it is in.
Vocabulary
brainstorming: Thinking of ideas as a group.
iteration: Doing something again, especially with the intent to make improvements.
loop: An operator that repeats a set of commands.
switch: In programming, a switch is an object that gives different commands, depending on the state it is in.
Images Sources
Slides 1: wall switch drawing; source: Microsoft® clipart: http://office.microsoft.com/enus/images/results.aspx?qu=light+switch&ex=1#ai:MC900441745|
Device and programming images from LEGO MINDSTORM NXT User's Guide http://goo.gl/wuhSUA Screen captures, diagrams and drawings by author | <urn:uuid:8f272d4c-7e22-4ace-ad9f-05346ed8d89a> | CC-MAIN-2022-05 | https://www.teachengineering.org/content/umo_/activities/umo_computerprogram/umo_computerprogram_lesson03_activity1_presentation_v2_tedl_dwc.pdf | 2022-01-18T22:40:37+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00268.warc.gz | 963,169,785 | 776 | eng_Latn | eng_Latn | 0.986566 | eng_Latn | 0.99832 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
31,
225,
858,
1623,
1657,
1720,
1796,
1855,
2050,
2684,
2988,
3292
] | [
3.296875
] | 3 | 0 |
From The Times
February 24, 2007
Last word
'Like ancient forests displaced by houses, language is eroded too'
Ben Macintyre
WE ARE FAMILIAR WITH THE ENGLISH word "chary", meaning cautious or anxious. But if you were an elderly Siberian Chulym reindeer herder, and one of the handful of people left who speak the ancient language known as Middle Chulym or Tuvan, the word chary would translate as "a two-year-old castrat-able rideable reindeer". (In Siberia, it seems, two-year-old uncastrated male reindeer have reason to be, well, chary.) The word tells us something specific about the ecology of reindeer herding in Siberia.
The linguist David Harrison cited this obscure word in a fascinating address to the American Association for the Advancement of Science this week, as an example of the extraordinary interaction between language and biodiversity: the languages of ethnic groups, he pointed out, contain vitally important information about species often unknown to formal science. If the language is lost, so too will vanish the knowledge it contains about natural phenomena.
More than half of the world's 7,000 languages are expected to die out by the end of the century, taking with them irreplaceable knowledge about plants and animals. Global warming, loss of habitat and pollution are not the only threats to the environment: lack of linguistic diversity poses a direct threat to biodiversity.
"Most of what humans know about eco-systems is not written down, it is in people's heads," Harrison argues. Replace an old language with a new one that does not contain the same concepts and vocabulary, and the environment becomes literally indescribable – and far more vulnerable.
The tiny community of Chulym people, who live in central Siberia, roughly 2,000 miles from Moscow, speak a language that has evolved from the harsh environment, based on hunting and gathering, plants, animal behaviour, weather and the planets. Modern languages long ago lost this organic fecundity.
But just as housing development encroaches on the forest, Middle Chulym is swiftly being eroded, like so many ancient languages. As nomadic people came under Soviet control, Russian spread, forcing out indigenous tongues and their preliterate oral tradition as surely as the grey squirrel displaced the red – there are now just 426 Chulym people left, of whom only 35 speak the ancient language fluently, all over the age of 50.
In another generation, their language will be gone, preserved only in Harrison's digital archive: there will be no living person left to speak the multiple Middle Chulym words that evolved over the centuries to describe every single conceivable variety of reindeer.
Ancient languages reflect unique ways of seeing the world and interacting with it. The Australian aboriginal language of Guugu Yimithirr, for example, does not have a concept of "left" and "right", relying instead on the concepts of "north", "south", "east" and "west". Your left hand, in other words, could be your north hand, unless you were facing 180 degrees in the opposite direction, in which case it would be your south hand. Guugu Yimithirr requires a constant awareness of where one stands within the landscape, geographically speaking – an alertness to one's surroundings utterly lost to modern speech.
Ancient language can also contain coded environmental information of which modern science may be unaware. The two-barred flasher butterfly of Central America, for example, was long assumed to be a single species. The Mexican Tzeltal tribe, however, knew better, and that knowledge was embedded in their language.
The tribe knew that while adult butterflies all looked the same, different types of larvae attacked different crops. Agriculture and survival depended on knowing, and naming, each distinct variety of larva. Scientists have only recently confirmed that there are at least ten species of two-barred flasher butterfly – something that the Tzeltal language could have told them all along.
Languages have always developed and expanded, withered and died, reflecting the ebb and flow of human politics, economics, nutrition and migration. Between 100BC and AD400, the number of languages spoken around the Mediterranean dropped from about 60 to 10, eliminated by the steady march of Latin and Greek. But today languages are disappearing faster – some linguists estimate that an old language dies every fortnight.
Linguists are racing to document the most endangered, such as the "click" languages of South Africa, which may be the closest living descendants of the original human language that developed in Africa 100 millennia ago, and the 800 vanishing languages of Papua New Guinea, the most fertile language seed-bed on Earth.
When an animal species is declared extinct, we mourn, but world languages fade away with little fanfare. Preserving a language, as Harrison has done with Siberian Chulym, will not bring it back, but at least the ancient words will survive, like the DNA of the woolly mammoth preserved in permafrost, to tell us what the world we have lost was like.
Contact our advertising teamfor advertising and sponsorship in Times Online, The Times and The Sunday Times. This service is provided on Times Newspapers' standard Terms and Conditions. Please read our Privacy Policy. To inquire about a licence to reproduce material from The Times visit the Syndication website. © Copyright Times Newspapers Ltd | <urn:uuid:392ad256-bfbb-45de-8ab1-a2c830bb9eae> | CC-MAIN-2022-05 | https://harrison.domains.swarthmore.edu/pdfs/Times_Online.pdf | 2022-01-18T22:08:56+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00272.warc.gz | 326,231,806 | 1,126 | eng_Latn | eng_Latn | 0.998429 | eng_Latn | 0.998504 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4007,
5446
] | [
2.640625
] | 1 | 1 |
TESTIMONY IN SUPPORT OF HB 7352
AN ACT CONCERNING MINOR REVISIONS AND ADDITIONS TO THE EDUCATION STATUTES
March 15, 2019
To: Honorable Co-Chairs Sen. McCrory and Rep. Sanchez and Distinguished Members of the Education Committee
From: Lori Brown, Connecticut League of Conservation Voters
Thank you for the opportunity to testify IN SUPPORT OF HB 7352, An Act Concerning Minor Revisions and Additions to the Education Statutes.
In 2015, Connecticut adopted the Next Generation Science Standards (NGSS), which include climate change as a core element of science education, beginning in middle-school. By including language from HB 5011 that broadens the mandate to include elementary school students, HB 7372 will ensure that our youngest students can be equipped with an understanding of what is at stake and the role they can play in preserving their planet.
Climate change must be dealt with head on if we wish to save our planet and preserve it for future generations. However, according to a survey by the Yale Program on Climate Change Communication, only 58% of Americans believe climate change is caused by human activities. Nearly 30% of Americans don't believe in climate change at all. This knowledge gap stands in sharp contrast to the broad scientific consensus which has called for immediate action to remedy more than a century of environmental degradation. Climate change education can help close this knowledge gap—and equip future generations with the tools to solve complex climate issues.
Some Connecticut towns are already demonstrating the impact climate change education can have on young children. Through the Reforest the Tropics (RTT) initiative, and after a series of classes on climate change, sixth grade students at Clark Lane Middle School in Waterford voted to plant trees in Costa Rica to offset their school's carbon dioxide emissions. Other groups of students in New London and Groton have voted to enact the same change. Overall, the RTT program has translated children's passion for environmental stewardship into 4,000 metric tons of carbon sequestration annually. Thoughtful students like these will be front-line leaders in the fight against climate change, and we must prepare them adequately.
Climate change education will equip future generations with the knowledge and skills they will need to tackle climate change and the associated impacts on humans and our environment. Taking this step is an investment in the future. With this in mind, I urge you to amend the language of legislation before the Education Committee to mandate climate change education in Connecticut's statewide curriculum.
On behalf of the Connecticut League of Conservation Voters, I urge you to SUPPORT SB 7352. Thank you for your time and consideration.
Sincerely,
Lori Brown Executive Director CTLCV
553 Farmington Avenue, Suite 201 Hartford, CT 06105
email@example.com | <urn:uuid:ce568f2d-beb1-41b1-9f40-5ba771e6fd4c> | CC-MAIN-2022-05 | https://www.ctlcv.org/uploads/6/2/0/1/6201942/hb_7352_climate_change_education.pdf | 2022-01-18T22:03:32+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00271.warc.gz | 713,688,912 | 585 | eng_Latn | eng_Latn | 0.996613 | eng_Latn | 0.996613 | [
"eng_Latn"
] | false | docling | [
2914
] | [
2.375
] | 1 | 2 |
SA F E T Y G U I D E LI N E S
Surviving a Fire in Your Home
Take the time now to prepare — it can save lives!
AN OUNCE OF PREVENTION…
Smoke Alarms
* Practice crawling because you may need to escape by crawling under smoke, where the freshest air will be.
* Install a smoke alarm outside of each sleeping area and on each additional level of your home.
* Install smoke alarms INSIDE sleeping areas if people sleep with their doors closed.
* Test smoke alarms once a month by pressing test buttons.
* If an alarm fails the test or starts making beeping noises, replace batteries immediately.
* Replace ALL smoke alarm batteries at least once a year.
Fire Extinguishers
* Consider purchasing one or more fire extinguishers to keep in your home.
* Read the instructions to understand how your fire extinguisher works, and make sure all family members understand how to use it.
* Read the instructions to find out how to check if your extinguisher is in working order, and how frequently it needs to be checked.
Escape Ladders
* Consider installing escape ladders for upstairs rooms.
* Learn how to use your escape ladder.
* Store ladders close to windows.
Flashlights
* Keep flashlights throughout your house and make sure everyone knows where they are located.
* Check batteries regularly.
PLANNING CAN PREVENT PANIC
Escape Routes
* Figure out at least two ways for escaping for every room in your home.
* Everyone living in your home should be familiar with these escape routes.
Practice
* At least twice a year, practice using your escape plans.
©2020 Apria Healthcare, Inc.
Meeting Place
* Decide on a location where everyone will meet outside your home after escaping from a fire.
* A meeting place is important so that you can quickly see if everyone has escaped.
IF A FIRE OCCURS…
Making Your Escape
* If there is smoke or fire in one escape route, use another route.
* If there is no way to avoid smoke, remember to stay low and crawl under the smoke, where the freshest air will be.
* If you want to escape by opening a closed door, FIRST check to see if the door feels warm before opening it. If it is warm, do NOT open the door. Instead, use another route.
Blocked Escape Routes
If all of your escape routes are blocked by smoke, heat or flames:
* Stay in the room and keep any doors closed.
* Keep out smoke by piling rugs, blankets or pillows along the bottom of any doors.
* If there is a phone in the room, call 911 and tell them where you are.
* Signal out a window for help using a brightlycolored cloth, sheet, towel, or flashlight.
* Stay as close to the floor as possible, near a window or door.
After Escaping
* Go to a neighbor's house and call 911 as soon as possible.
* NEVER go back inside a burning house. Once you're outside, stay outside!
* When firefighters arrive, tell them if you think anyone is still inside.
GEN-3275 Rev. 08/20_v2 | <urn:uuid:c8173727-ce84-4259-9716-a4f00b2f0a3d> | CC-MAIN-2022-05 | https://fs.hubspotusercontent00.net/hubfs/8949755/Resource%20Center/Patient%20Education/GEN-3275_Flyer_Fire-Safety_08-20_v2_FNL.pdf | 2022-01-18T21:46:10+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00270.warc.gz | 302,914,220 | 712 | eng_Latn | eng_Latn | 0.998339 | eng_Latn | 0.998339 | [
"eng_Latn"
] | false | docling | [
2891
] | [
2.703125
] | 4 | 0 |
Milton Reservoir Water Quality Report
August 8, 2017
Water Summary
Milton Reservoir (aka Pelican Lake) is sampled twice a month between March and October and monthly between November and February. The Barr Lake and Milton Reservoir Watershed Association coordinates all of the efforts to monitor, test, and improve the water quality in Milton. Regular lake sampling started in 2002 and will continue into the future. It is important to closely monitor water quality to observe any major changes that would impact wildlife, park users, or downstream water users.
August – Milton is showing signs of a second bluegreen algae bloom (microcystis). What's unusual is the lower pH and oxygen levels. The cooler temperatures and rain might be causing the algae to slow down. Most of the floating surface bloom was at the southern end of the lake. Milton is also fully mixing now that it is only 20 feet deep. This mixing can bring up bottom lake water that is lower in oxygen because of thermal stratification. Milton has been stratified since late May. Typically, early August is when the water is the hottest. The profile data shows that July water temperatures were much higher than early August. The temperature regime determines what happens in a lake.
Water Quality Stats (as of 08-08-17)
Maximum Depth: 20.0 feet Water Temperature: 72.1 0 F (dam outlet) (taken 3 feet below surface)
Water Clarity: 4.3 feet (> 3 feet is good)
Dissolved Oxygen: 72.0% (>80% is good)
pH: 8.94 (between 6 and 9 is good)
Chlorophyll-a: <30 ppb (How green, < 25 is good)
Rain water only goes down the storm drain. No dumping. BMW Association is helping Denver mark storm drains. Notice in the photo the stain of oil leading to a drain.
Watershed News
Just over 300 storm drains were marked in the Cole Neighborhood just upstream of the Burlington Head Gate. A group of youth girls spent a week gluing small plagues next to storm drains to inform people that the water goes straight to the S. Platte River.
Join BMW Association
BARR LAKE AND MILTON RESERVOIR ASSOCIATION
The BMW Association's mission is to improve the water quality by encouraging cooperation, involvement, and awareness with people living near and upstream of Barr Lake and Milton Reservoir.
You can learn more about the lakes and what is going on in the watershed by going to www.barr-milton.org.
Contact Amy Conklin, watershed coordinator, at email@example.com or 303-795-5925.
Cooperation, Involvement, and Awareness | <urn:uuid:2448fcc3-c2e1-46c9-9380-c697efa0c8ca> | CC-MAIN-2022-05 | https://barr-milton.org/wp-content/uploads/2019/08/Milton-Reservoir-Water-Quality-Update.08-08-2017.pdf | 2022-01-18T22:28:07+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00270.warc.gz | 171,060,023 | 588 | eng_Latn | eng_Latn | 0.99593 | eng_Latn | 0.99593 | [
"eng_Latn"
] | false | docling | [
2505
] | [
2.484375
] | 1 | 2 |
Welsh Fruit Stocks Gooseberry Growing Guide
Gooseberry bushes are of the genus Ribes. They produce large round berries that are green on culinary varieties, or red on dessert varieties. The older
branches on the bush are tough and woody, whereas younger growth is tender and green. They can be spiny or almost spine free. Gooseberry bushes will grow sporadically if left alone, so pruning is highly recommended (see below).
We take cuttings from our own PHPS certified (Approved Health grade) mother stock in early spring and plant them out in our fields. We look after them through the summer while they are growing, and then lift and despatch them as one-year-old bushes from November until March/April (depending on the season).
Planting
Location and Soil
Gooseberry bushes make a hardy soft fruit bush, capable of surviving in lower temperatures, windier conditions, and more shady conditions than many of the other soft fruit bushes and canes. Although gooseberry bushes do not necessarily need a very fertile soil, the ideal soil should be medium weight, well drained, loamy and moist. They are fairly tolerant of most soils, including those more alkaline. The site should be chosen carefully, as a gooseberry bush can survive for a good few years.
Preparation
The soil should be prepared in the late summer, by mixing in some organic matter. If you prefer, dig a hole about 3' (1m) across, mix in some organic matter, and then refill it. The bushes should be planted 4-5' (1.21.5m) apart.
Planting Method
Dig a hole big enough to accept the roots without bunching or curling, and ensure that the hole is deep enough to ensure the roots are covered. Firm in well to ensure that there is no air around the roots.
Fruiting and Cropping
Pruning and Care
Gooseberry bushes fruit on the spurs of both the young and the old wood. We recommend creating an upright bush (or a one or two-shooted cordon) by cutting away lower branches to create a clear leg. Initially after planting the remaining branches can be trimmed to half of their length, or to leave three to four buds on each branch. Try to make the last bud on the branch an outward-facing one.
Each winter trim the new (greener, less woody) shoots produced during the year to half of their growth, leaving any side shoots at about 2" (5cm) in length. This can also be repeated in the summer if growth is vigorous, leaving four to five leaves on each side shoot.
To create a fuller bush another option is to prune the older branches from the centre of the bush back to about 1" (2cm) in length, leaving the newer shoots around the outside of the bush.
Pollination
Gooseberry bushes are self-pollinating, so only one bush is needed. Ensure insects can access your bushes at flowering time to aid pollination.
Fruit Protection
As always, birds can be partial to gooseberries. There are various methods to help prevent this, like netting and bird scarers, or you may want to invest in a fruit cage.
Page
1
of
2
Pests and Disease
Gooseberry bushes have quite good disease resistance, with the most common problem being gooseberry sawfly caterpillars, which will eat their way through the leaves very quickly. At first sight pinch off the caterpillars, but if they are severe an organic insecticidal spray should prevent total defoliation. American Gooseberry Mildew has traditionally been a problem, but we choose to grow varieties that are more resistant to this, so they should cause less difficulties.
Feeding and Watering
Keep the gooseberry bushes well watered during dry weather, especially while the fruit is forming. A layer of organic matter can be applied as a mulch during the spring, although take care not to mulch right up to the base of the bush. Some high potash fertiliser could be a good addition to the soil at the end of the summer.
Page
2
of
2 | <urn:uuid:97bebd92-1363-423d-87df-91b6fa262c69> | CC-MAIN-2022-05 | https://welshfruitstocks.co.uk/acatalog/Gooseberry_Growing_Guide.pdf | 2022-01-19T00:30:13+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00270.warc.gz | 600,080,337 | 855 | eng_Latn | eng_Latn | 0.997857 | eng_Latn | 0.998335 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2987,
3848
] | [
2.796875
] | 1 | 8 |
Jharkhand Council of Educational Research and Training
FIRST TERM EXAM 2021-2022 CLASS XII ENGLISH CORE MODEL QUESTION PAPER
Time: 1 Hrs. 30 Min SET 2
General Instructions
- All questions are compulsory.
- The total number of questions is 40.
- Each question carries 1 mark.
- Four options are given, select the most correct option.
- No marks will be deducted for wrong answer.
Read the passage carefully and answer the following question
Motivations for ruralism in underdeveloped countries are understandably different from those in developed countries. There, it is a sheer physical necessity for the very act of man's survival. In the Third World countries, which are predominantly rural, the only lever that can lift human life above its present subhuman level, is rural development. Rural life in such countries has been stagnating for centuries on end. Nothing worthwhile has been done to ameliorate the conditions of the rural population which is only slightly different from that of their quadruped counterparts. Ignorance, ill health and poverty have become synonyms of rural life in the undeveloped and underdeveloped countries. But the worst tragedy is that the concerned human populations have taken this state of affairs for granted, as something unalterable, something for which there is no remedy. Every ray of hope has gone out of their lives. In such countries, Rural development is the inevitable condition of any material or nonmaterial advancement. As such, enlightened sections of all such countries have been taking an ever growing interest in the question of Rural Development.
This was also a part of the legacy of their freedom struggle. In countries like India, it is well known that attempts at Rural Development were an inseparable part of the Independence movement. Leaders like Gandhiji realised quite well that Real India lived in her stagnating villages. Cities, which were mostly the products of Western colonialism, were just artificial showpieces. Even then, there were two worlds. The posh areas, where the affluent few, mostly the products and custodians of imperial interest lived, were little islands engulfed by the vast ocean of dirt, represented by the vast majority of people.
Cities were by no means unknown to India, but in ancient India, they were integral parts, organically related to the rest of the country and society. But, modern cities are exotic centres of commercial and industrial exploitation. Cities in ancient India were the flowers of cultural and artistic excellence of the nation, modern cities are just parasites, preying on and debilitating the countries.
Hence, Gandhiji started the 'Go to Village Movement' which alone, according to him, could bring freedom to India and sustain it. Rural Development had the pride of place in his strategy for the nation's freedom. Thus, it had its origin in the freedom struggle.
1) Which of the following is the 'lever' according to the passage?
8) Abbreviations are freely used in ……………………
a)notice writing
d)as
16) I wish Sita would pass the exam !
a) must
b) could
c) no correction
d) might
(a) Non-material advancement
(b) Stagnation of rural life
(c) Upliftment of the rural masses
(d) Enlightenment of certain sections of the society.
2) Which of the following is the worst tragedy according to the author?
(a) The subhuman condition of the people
(b) The pessimism of the rural people about their own conditions
(c) Lack of realisation of the importance of rural development
(d) Exploitation of the rural people by the city dwellers.
3) Rural Development was considered as a part of India's freedom movement because
(a) Imperial interest lived only in villages
(b) The country comprised of mainly villages
(c) Gandhiji was against the Western colonialism
(d) Real India was then under the British rule.
4) The standard of living of human beings in the Third World countries is
(a) Improving very rapidly
(b) Immune to any improvement
(c) Subhuman despite best efforts for improvement
d) Not far better than that of animals
Choose the word which means the same as given in the passage
5) Enlightened
a) fully awakened
b) clearly visible
c) shining brightly
d) economically privileged
Choose the word which is opposite in meaning to the given word in the passage
6) ameliorate
a) expedite
b)worsen
c) lessen
d)hasten
7)In note making , we avoid ………
a) long sentences
b)title
c)abbreviation
d)points
b)letter writing
c)note making
d)article writing
9) summary does not exceed…………… of the length of the original text
a) ½
b) 1/3
c)1/4
d)1/5
10) The summary contains………………..
a) main idea
b)glossary
c)title
d)format
11)Would you like an glass of water ?
a) the
b) another
c) other
d) no correction
12) I appeared for the exam today.
a) appear
b)has appeared
c) appearing
d) no correction
13) Ram waiting for his sister's marriage
a) Wait
b) Is waiting
c) Will wait
d) No correction
14) Gita have read this book since 10. 00 a.m.
a) has been reading
b) has reading
c) have been reading
d) no correction
15) Wait while the bus stops at the bus stand.
a) when
b) till
c)no correction
Rearrange the parts of the sentence in correct order
17 P: rotates
Q: the Sun
R:East to West
S:from
a)QPSR
18 P: the poor
Q: support
R: I
S: everyday
a)RQPS
b) PQRS
Correct the following sentences
19) You are request to help me .
a)request
b)requested
c) requesting
d) been requested
20) Should you please lend me your car?
a)must
b)could
c) would
d) might
21) Gopal need go for a morning walk when he was in Mumbai
a) used
b)have to
c)used to
d)uses to
22) What was hard to believe about the Khushwant Singh's grandmother?
a) that she had ever been young and pretty
b) that she was a religious lady
c) that she was a kind lady
d) that she was terribly old
23) What used to be the happiest half hour of the day for the grandmother?
a) it was the time when she went to the temple
b)SRPQ
c)RSQP
d) PQRS
c) SPQR d)SRPQ
b) it was the time when she said her prayers
c) it was the time when she fed the sparrows
31) What does the rain do to the nature?
a) cleans it
b) beautifies it
c) both (a)and (b)
d) neither (a) not (b)
32) Who wrote the story 'Ranga's Marriage'?
a) Amitabh Ghosh
b) Vikram Seth
c) Arundhati Roy
d) Masti Venkatesha Iyengar
33) Who narrated the story 'Ranga's Marriage'?
a) Shyama
b) Ranga
c) Rama Rao
d) Gundabatta
34) What is Hosahalli?
a) Ranga's village
b) Ranga's school
c) Ranga's shop
d) Ranga's house
35) Where was Hosahalii village not mentioned ?
a) In Geography text
b) In History text
c) In English text
d) In Hindi text
36) Where did Aram live?
a). In the centre of the town
b). In the country
c) . Olive Avenue
d). At the edge of town on Walnut Avenue
37. How was the horse according to Aram?
A. Magnificent & lovely
B. Beautiful white horse
C. Both (A) and (B)
D. None of the above
d) none of the above
24) What took the place of the village dogs in Grandmother's life in the city?
a) sparrows
b) city dogs
c) cats
d) none of the above
25) The weight of the "Wave walker" was .......
a) 23 tons
b) 30 tons
c) 40 tons
d) 60 tons
26) The voyage went on peacefully up to .........
a) Cape Town
b) George Town
c) China Town
d) none of these
27) What was the full name of Sue ?
a) Sylvia
b) Susanna
c) Suzanne
d) Sophie
28) In the poem 'The Voice of the Rain' which of the following is personified?
a) Earth
b) Sky
c) Music
d) Rain
29) The rain according to the poet is a source of:
a) death
b) life
c) water
d) cloud
30 The expression 'to lave' in the poem means:
a) to bathe
b) to wet
c) to dry
d) to sing
3 8. Who couldn't be a member of the Garoghlanian family?
A. poor
B. rich
C. a thief
D. crazy
3 9. How was uncle Khosrove?
A. Hot tempered
B. Irritable
C. Impatient
D. All of the above
40. Who is the author of "The Address"?
A. Manon Uphoff
B. Marga Minco
C. Marente de Moor
D. None of the above | <urn:uuid:cce9c9d1-f73f-4ce0-9bd0-17ddf3f6496e> | CC-MAIN-2022-05 | https://jharnet.nyc3.digitaloceanspaces.com/jharnet.com/JAC/2022/ModelQuestion/11/ARTS/ENGLISHCore/ENGLISH%20Core%202.pdf | 2022-01-18T21:39:39+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00271.warc.gz | 353,406,843 | 2,125 | eng_Latn | eng_Latn | 0.905928 | eng_Latn | 0.994747 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2997,
3132,
3214,
7007,
7771,
8073
] | [
3.75
] | 1 | 0 |
Relationships and Sex Education (RSE) Policy
Last Update: September 2021
Next Update: September 2022
Rationale
All schools must have in place a written policy for Relationships and Sex Education (RSE). This policy sets out the framework for Relationships and Sex Education at Abbeywood School providing clarity on how our RSE curriculum is informed, organised and delivered.
This policy was reviewed and developed in response to the following guidance:
- Keeping Children Safe in Education (DfE, 2021)
- Relationships Education, Relationships and Sex Education (RSE) and Health Education (DfE, 2019)
- 16-19 Study Programmes Guidance (DfE/ESFA, 2019)
- The Independent School Standards Guidance for independent schools (DfE, 2019)
- Review of sexual abuse in schools and colleges (Ofsted, 2021)
- Sexual violence and sexual harassment between children in schools and colleges (DfE, 2021)
- Preventing and tackling bullying (DfE, 2017)
- Three steps to RSHE success (Sex Education Forum, 2021)
- Principles of good RSE (Sex Education Forum, 2017)
- Sexting in Schools and Colleges: Responding to incidents and safeguarding young people (UKCCIS, 2016)
- Special educational needs and disability code of practice: 0 to 25 years (DfE, 2015)
- Equality Act 2010: advice for schools (DfE, 2014)
- National Curriculum in England – Key Stages 1-4 (DfE, 2014)
This policy should be read in conjunction with the following school policies:
- Child Protection Policy and Procedures
- Anti-Bullying Policy
- Positive Behaviour Support Policy
- SEN Policy
- Equal Opportunities Policy
- Curriculum Policy
- PSHE and Citizenship Policy
-
Science Policy
- RE Policy
- Online Safety Policy
- Data Protection Policy
- IT Systems and Services Acceptable Use Policy
- SMSC and British Values Policy
Aims and Intent
At Abbeywood School, our over-arching aims for RSE are as follows:
- To deliver high-quality and age-appropriate RSE lessons as part of our overall planned school curriculum and ethos
- To fulfil our legal obligations related to RSE, whilst taking account of parental views
- To ensure pupils are provided with accurate information from reliable sources
- To use a range of appropriate resources matched to the strengths and needs of individual pupils
- To provide pupils with opportunities to engage positively in sensitive discussions and enable them to have the confidence to ask questions to help address any misconceptions
- To encourage pupils to remember what they learn to support their ongoing preparation for the future
In order to achieve our aims, we will plan and teach the RSE content set out by the DfE and provided in Appendix 1 of this policy.
Legal Obligations
The Relationships, Sex and Health Education Regulations (2019) made under the Children and Social Work Act (2017) brought some compulsory changes into effect in all schools from September 2020.
Relationships Education is now compulsory for all pupils receiving primary education and Relationships and Sex Education (RSE) is now compulsory for all pupils receiving secondary education. The regulations also make Health Education compulsory in all schools. Health Education is already in place at Abbeywood School as it is a requirement of the Independent School Standards which we must comply with as an independent school. Details of what is taught as part of Health Education are outlined in our school's PSHE and Citizenship Policy.
The focus of Relationships Education is to teach the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults. The aim of Relationships and Sex Education (RSE) is to give young people the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships.
It is important to note that primary schools have the option to decide whether or not pupils are taught 'Sex Education'. In order to support pupils' ongoing emotional and physical development effectively, we will offer this for our primary-aged pupils at Abbeywood School, where the teaching and learning is appropriate for the age and maturity of each pupil. However, the vast majority of what is taught as part of 'Sex Education' for our primary-aged pupils, is already covered as part of the National Curriculum for Science or as part of Health Education in PSHE.
For further clarity, please see Appendix 2 of this policy for an overview of the compulsory aspects of RSE at the different stages of education as set out by the DfE.
Parent and Carer Engagement
At Abbeywood School, we continue to be committed to liaising with parents and carers about all aspects of their child's education. As such, we understand the importance of the role of parents and carers in the development of their child's understanding about relationships, sex and health.
From September 2020, the law required schools to consult with parents and carers on their RSE policy. Consultation must be carried out when the policy is formed and subsequently whenever it is updated.
At Abbeywood School, we will notify parents/carers each September when the policy has been reviewed, updated and uploaded to the school website and we will provide a window of opportunity for all parents and carers to respond with their views. The final version of the policy will then be available on the school website from October onwards for reference.
We will provide additional opportunities for parents/carers to be informed and ask questions about the delivery and content of the RSE curriculum by providing:
- Notification of when RSE topics are to be taught and a summary of the content to be covered
- Opportunities to view and discuss examples of RSE teaching and learning resources
- Information about parents' right to withdraw their child from non-statutory elements of RSE
Parents/carers of new pupils will be provided with all of the above information at the point of admission, regardless of the time of year they join the school.
We understand that parents and carers may have concerns about some aspects of RSE and all views will be listened to and carefully considered. However, the school will ultimately make the final decision about what is to be taught and when, and this will be informed by our statutory obligations as well as the needs of our pupils.
Parents/carers will be provided with opportunities to find out about the progress of their children in RSE related topics; for example, as part of Annual Reviews of EHCPs, during parents' evenings and within termly progress reports.
Right to Withdraw
RSE is an important part of our curriculum and it is hoped that all pupils will participate in all aspects of these lessons. However, the school acknowledges the legal rights of parents/carers as described below:
From September 2020, parents of both primary and secondary-aged pupils will not be able to withdraw their children from any aspect of Relationships Education or Health Education (which includes learning about the changing adolescent body and puberty).
Parents of both primary and secondary-aged pupils will not be able to withdraw their child from any aspect of the National Curriculum for Science (which includes subject content such as {PRIMARY} the names of external body parts, the human body as it grows from birth to old age, and reproduction/offspring in some plants and animals AND {SECONDARY} reproduction in humans and plants, hormones in reproduction, hormone and non-hormone methods of contraception communicable diseases including sexually transmitted infections in humans).
Parents will be able to withdraw their child (following discussion with the school and providing notification to the Headteacher in writing) from any or all aspects of Sex Education (other than those as listed above) up to and until three terms before the age of 16.
In line with the statutory guidance, where pupils are withdrawn from Sex Education, we will keep a record of this (including discussions/requests from parents/carers) and we will ensure that the pupil receives appropriate, purposeful education during the period of withdrawal.
In line with the statutory guidance, if any secondary-aged pupil wishes to receive Sex Education rather than be withdrawn, we will make arrangements to provide the pupil with Sex Education during one of the three terms before the age of 16.
At Post 16, we will continue to offer Sex Education to our pupils as part of their non-qualification activities linked to the development of character, broader skills, attitudes and confidence and in preparation for transition to life beyond school. Parents/carers will not have the right to withdraw pupils from this.
Roles and Responsibilities
At Abbeywood School, the Headteacher, assumes overall responsiblity for ensuring that the organisation and delivery of RSE lessons are carried out by staff who have an appropriate level of
expertise and knowledge and that all pupils make progress in achieving the expected outcomes. The Headteacher is also responsible for managing any requests to withdraw pupils from non-statutory sex education lessons and organising alternative appropriate education.
The PSHE and Citizenship Lead, is responsible for ensuring that RSE is well planned and sequenced, both as part of an overall long-term plan and specific schemes of work. With the support of the Senior Leadership Team, the PSHE and Citizenship Lead is responsible for ensuring that RSE is taught consistently well across the school and is suitably resourced. This may include liaising with and supporting other staff members/external professionals who deliver some/all of the RSE lessons at our school. The PSHE/Citizenship Lead is expected to work closely with the Designated Safeguarding Lead (DSL) as well as colleagues in related curriculum areas to ensure the curriculum is suitable for individual pupils and complements content covered in National Curriculum subjects.
Teachers who are given responsibility for delivering RSE lessons must recognise the importance of RSE. They must seek support and advice and additional professional development wherever necessary to ensure that teaching continues to be well-prepared and of a high standard at all times.
The governance structure provided by Witherslack Group will ensure that the school complies with the provisions of this policy and that legal obligations as related to RSE are fulfilled.
Implementation (Organisation and Delivery)
Effective RSE does not encourage or promote sexual experimentation. At Abbeywood School, RSE is carefully planned and delivered primarily through our PSHE and Citizenship curriculum. PSHE/Citizenship lessons are given a high priority and are timetabled every week for all Key Stages. Some aspects of RSE feature across several topics, yet discrete RSE topics are also planned and delivered, giving full consideration to the timing of this as related to the age and emotional maturity of our pupils. Additional teaching may also take place within assemblies, Science lessons, RE lessons and other areas of the curriculum, but these will be part of our carefully planned approach to RSE and not simply an 'add-on'. Please see Appendix 3 of this policy for an overview of RSE within our curriculum.
Through effective organisation and delivery of RSE, we ensure that:
- RSE is delivered in a non-judgemental, age-appropriate, factual and inclusive way that allows pupils to ask questions in a safe environment. Approaches such as distancing techniques and use of classroom question boxes (encouraging pupils to use their names) will allow pupils to raise issues or ask questions which they may find embarrassing.
- Teachers ensure that pupils' views are listened to and encourage them to ask questions and engage in discussion. Ground rules are developed and shared with pupils as part of best practice. Ground rules help to ensure discussions and personal questions/comments are managed appropriately and sensitively, along with those questions which are more challenging.
- Core knowledge is sectioned into units of a manageable size.
- Taught content provides opportunities to revisit previous content and allows clear progression. Topics and lessons are carefully sequenced, within a planned scheme of work and where relevant are linked to other areas of the curriculum.
- Teaching includes sufficient and well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real-life situations.
- The curriculum proactively addresses issues in a timely way in line with current evidence on pupils' development as well as their age.
- Groupings are carefully considered by teachers and senior leaders (including the Designated Safeguarding Lead as appropriate) - some classes may be taught in gender-specific groups, on
a one to one basis or within a whole class setting - dependent on the nature of the topic being delivered at the time, the cultural, religious or personal background of pupils, their age and SEND.
- All resources will be are selected carefully and are suitable for the needs of the pupils being taught – inappropriate/illegal images, videos and other materials are not will not be used in any circumstances and all related school policies will be are followed.
- Care will be is taken to ensure that there is no stigmatisation of any pupil based on their home circumstances and needs, to reflect sensitively that some children may have a different structure of support around them; e.g. children in care or young carers.
- There is an awareness that some pupils are more vulnerable to exploitation, bullying and other issues due to the nature of their SEND and appropriate actions will be taken to mitigate this.
- There is a balance between teaching pupils about making sensible decisions to stay safe (including online), whilst being clear it is never the fault of any child who is abused and why victim blaming is always wrong.
- It must be recognised that young people may be discovering or understanding their sexual orientation or gender identity and all pupils should feel that the content is relevant to them and explored at a timely point and in a clear, sensitive and respectful manner.
- Content related to LGBT+ is fully integrated into a range of topics, rather than delivered as a stand-alone unit or lesson.
- There is a focus on challenging perceived derogatory views about the legally protected characteristics of age, disability, gender reassignment, marriage/civil partnership, pregnancy/maternity, race, religion/belief, sex and sexual orientation, through exploration of, and developing mutual respect for, those different to themselves.
- Steps will be are taken to foster healthy and respectful peer-to-peer communication and we provide an environment which challenges sexual violence and harassment as well as perceived limits on pupils based on their gender or any other protected characteristic.
- There is awareness of issues such as sexism, misogyny, homophobia, gender stereotypes, sexual violence and harassment (including online), with positive action taken to build a school culture within which these are not tolerated.
- Awareness of the issues of sexting and youth produced sexual imagery are not taught in isolation and instead are taught as part of a developmental PSHE programme with all recent government guidance carefully considered.
Working with other professionals
Working with external agencies can sometimes enhance our delivery of RSE, bringing in specialist knowledge and different ways of engaging pupils. Examples might include a School Nurse or a representative from the NSPCC Speak Out/Stay Safe Programme. The school would only use visitors to enhance teaching provided by our school staff, not to replace it. Staff employed by the school will be present during any RSE session delivered by an external visitor commissioned by the school. It will be agreed with any visitor how confidentiality will work in any lesson and how safeguarding reports are to be dealt with in line with the school Child Protection Policy and Procedures. Similarly, the school will consider whether information-sharing is necessary and will comply with the provisions of the school's Data Protection Policy.
Where external experts are invited to assist from time-to-time with the delivery of RSE, they will be expected to comply with the provisions of this policy and any related policies. In line with the usual procedures and policies of our school, we will check the credentials of all external agencies and we will ensure the teaching delivered by any external experts fits with the planned curriculum and provisions of this policy. The school will discuss with the visitor the details of how they intend to deliver their
sessions and ensure that content is age-appropriate and accessible for all pupils. The school will request copies of the materials and lesson plans the visitor will use, to ensure it meets the full range of pupils' needs.
Where a pupil has involvement from specialist external agencies, discussions between those agencies and appropriate senior staff in school, including the school's Designated Safeguarding Lead (DSL), are important in order to ensure that RSE lessons are delivered in a way that is most appropriate for the individual child.
Safeguarding and confidentiality
At Abbeywood School there is a focus on keeping our pupils safe, and the RSE curriculum plays an important role in our preventative education. All pupils are taught about keeping themselves safe, including how to stay safe online, as part of our over-arching curriculum.
The PSHE/Citizenship Lead will liaise with the school's Designated Safeguarding Lead (DSL) in anything that is safeguarding-related within the context of RSE. The DSL is likely to have knowledge of trusted, high quality local resources that could be engaged, as well as knowledge of any particular local issues which may be appropriate to address in lessons. The DSL will liaise with the PSHE and Citizenship Lead about the circumstances of individual pupils if felt to be required and additional professional advice will be sought if needed as related to those pupils.
Our good practice allows pupils to have an open forum to discuss potentially sensitive issues and it is recognised that such discussions could lead to increased safeguarding reports. The school's Child Protection Policy and Procedures must be adhered to at all times and without exception, concerns or disclosures made within or as a result of RSE lessons must be shared with the Designated Safeguarding Lead (DSL). Pupils are made aware of how to raise their concerns or make a report and how any report will be handled. This includes processes when they have a concern about a friend or peer. Staff will never promise a child that they will not tell anyone about a report of abuse, as this may ultimately not be in the best interests of the child.
Managing difficult questions
Pupils may ask their teachers or other adults' questions pertaining to sex or sexuality. Given ease of access to the internet, pupils whose questions go unanswered may turn to inappropriate sources of information. At Abbeywood School the PSHE and Citizenship Lead will provide advice on the type of questions which are appropriate and inappropriate to ask and answer within a whole-class setting and the use of Ground Rules with pupils will support this process. Depending on the nature of the questions asked, staff will use their skill and discretion to determine whether a question will be answered at the time. They may decide to explain to a pupil that their question will be returned to at a later time and they may decide to discuss possible responses to questions with a parent/carer, the PSHE and Citizenship Lead, the DSL or a member of the Senior Leadership Team. Answers to questions may then be followed-up with individuals, small groups or a whole class as deemed to be appropriate.
Impact and Assessment
The school has the same high expectations of the quality of pupils' work in RSE as for other curriculum areas. Our curriculum builds on the knowledge pupils have previously acquired, including in other subjects, with regular feedback provided on pupil progress.
Learning is assessed and assessments are used to identify where pupils need extra support, intervention or additional challenge. Whilst there is no formal examined assessment for RSE, teachers will assess all
outcomes to capture progress. Strategies include assessment against the school's own assessment system, known as Wayposts, as well as additional tests/quizzes, written assignments, self/peer evaluations, use of structured questioning, mind-maps, presentations/role-play, pupil interviews and learning portfolios.
Monitoring and Evaluation
Supported by the Senior Leadership Team, the PSHE and Citizenship Lead is responsible for monitoring the quality of teaching and learning in RSE.
The quality of RSE provision is also subject to regular and effective self-evaluation as part of an annual subject report for PSHE and Citizenship. Information to be taken into account includes feedback from lesson visits and learning walks, planning and work scrutiny, pupil and parent feedback and pupil progress.
Other factors to be considered as part of this process are outlined below:
- Is the curriculum effectively managed and are staff teaching RSE suitably skilled and knowledgeable?
- Does the RSE curriculum reflect national guidance, local priorities and pupils' needs?
- Are all pupils being taught the curriculum as intended?
- Is the quality of teaching consistent across all classes and does it exemplify best practice?
- Are the RSE resources used suitable and accessible?
Policy Review
This policy will be reviewed by the PSHE and Citizenship Lead on an annual basis. As described earlier in this policy, parents and carers will be consulted about the policy and will have an opportunity to share their views. The policy will be available on the school's website and all stakeholders will be notified of any changes.
The next scheduled review date for this policy is September 2022.
APPENDIX 1
The school's curriculum is planned so that the key content is taught at the appropriate time for each pupil. The key content is outlined below and is provided within the DfE's 2019 statutory guidance 'Relationships Education, Relationships and Sex Education and Health Education'. This does not include related content taught as part of the National Curriculum for Science or related content taught as part of Health Education.
By the end of primary school, pupils should know:
Families and people who care for me
* that families are important for children growing up because they can give love, security and stability.
* the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other's lives.
* that others' families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children's families are also characterised by love and care.
* that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children's security as they grow up.
* that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong (Marriage in England and Wales is available to both opposite sex and same sex couples. The Marriage Act 2013 extended marriage to same sex couples in England and Wales. The ceremony through which a couple get married may be civil or religious).
* how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.
Caring friendships
* how important friendships are in making us feel happy and secure, and how people choose and make friends.
* the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.
* that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.
* that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right.
* how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Respectful relationships
* the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.
* practical steps they can take in a range of different contexts to improve or support respectful relationships.
* the conventions of courtesy and manners.
* the importance of self-respect and how this links to their own happiness.
* that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.
* about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
* what a stereotype is, and how stereotypes can be unfair, negative or destructive.
* the importance of permission-seeking and giving in relationships with friends, peers and adults.
Online relationships
* that people sometimes behave differently online, including by pretending to be someone they are not.
* that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous.
* the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
* how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
* how information and data is shared and used online.
Being safe
* what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
* about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
* that each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.
* how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
* how to recognise and report feelings of being unsafe or feeling bad about any person.
* how to ask for advice or help for themselves or others, and to keep trying until they are heard.
* how to report concerns or abuse, and the vocabulary and confidence needed to do so.
* where to get advice e.g. family, school and/or other sources.
At secondary school and Post 16 pupils should continue to develop knowledge on topics specified for primary pupils and should also know:
Families
* that there are different types of committed, stable relationships.
* how these relationships might contribute to human happiness and their importance for bringing up children.
* what marriage is, including their legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony.
* why marriage is an important relationship choice for many couples and why it must be freely entered into.
* the characteristics and legal status of other types of long-term relationships.
* the roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting.
* how to: determine whether other children, adults or sources of information are trustworthy: judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others' relationships); and, how to seek help or advice, including reporting concerns about others, if needed.
Respectful relationships, including friendships
* the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship.
* practical steps they can take in a range of different contexts to improve or support respectful relationships.
* how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice).
* that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people's beliefs.
* about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help.
* that some types of behaviour within relationships are criminal, including violent behaviour and coercive control.
* what constitutes sexual harassment and sexual violence and why these are always unacceptable.
* the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal.
Online and media
* their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.
* about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed.
* not to provide material to others that they would not want shared further and not to share personal material which is sent to them.
* what to do and where to get support to report material or manage issues online.
* the impact of viewing harmful content.
* that specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.
* that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail.
* how information and data is generated, collected, shared and used online.
Being safe
* the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships.
* how people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online).
Intimate and sexual relationships, including sexual health
* how to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship.
* that all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, e.g. physical, emotional, mental, sexual and reproductive health and wellbeing.
* the facts about reproductive health, including fertility, and the potential impact of lifestyle on fertility for men and women and menopause.
* that there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressurising others.
* that they have a choice to delay sex or to enjoy intimacy without sex.
* the facts about the full range of contraceptive choices, efficacy and options available.
* the facts around pregnancy including miscarriage.
* that there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help).
* how the different sexually transmitted infections (STIs), including HIV/AIDs, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing.
* about the prevalence of some STIs, the impact they can have on those who contract them and key facts about treatment.
* how the use of alcohol and drugs can lead to risky sexual behaviour.
* how to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment.
Related content in the National Curriculum for Science at Key Stages 2-4
KS2
describe the life process of reproduction in some plants and animals
Pupils should find out about different types of reproduction, including sexual and asexual reproduction in plants, and sexual reproduction in animals.
describe the changes as humans develop to old age
Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty.
Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.
KS3
reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
KS4
Coordination and control
principles of hormonal coordination and control in humans hormones in human reproduction, hormonal and non-hormonal methods of contraception
homeostasis
AQA Specification references
22.214.171.124 Hormones in human reproduction
Students should be able to describe the roles of hormones in human reproduction, including the menstrual cycle.
During puberty reproductive hormones cause secondary sex characteristics to develop.
Oestrogen is the main female reproductive hormone produced in the ovary. At puberty eggs begin to mature and one is released approximately every 28 days. This is called ovulation.
Testosterone is the main male reproductive hormone produced by the testes and it stimulates sperm production.
Several hormones are involved in the menstrual cycle of a woman.
* Follicle stimulating hormone (FSH) causes maturation of an egg in the ovary.
* Luteinising hormone (LH) stimulates the release of the egg.
* Oestrogen and progesterone are involved in maintaining the uterus lining.
(HT only) Students should be able to explain the interactions of FSH, oestrogen, LH and progesterone, in the control of the menstrual cycle.
(HT only) Students should be able to extract and interpret data from graphs showing hormone levels during the menstrual cycle.
126.96.36.199 Contraception
Students should be able to evaluate the different hormonal and non-hormonal methods of contraception.
Fertility can be controlled by a variety of hormonal and non-hormonal methods of contraception.
These include:
* oral contraceptives that contain hormones to inhibit FSH production so that no eggs mature
* injection, implant or skin patch of slow release progesterone to inhibit the maturation and release of eggs for a number of months or years
* barrier methods such as condoms and diaphragms which prevent the sperm reaching an egg
* intrauterine devices which prevent the implantation of an embryo or release a hormone
* spermicidal agents which kill or disable sperm
* abstaining from intercourse when an egg may be in the oviduct
* surgical methods of male and female sterilisation.
188.8.131.52 The use of hormones to treat infertility
Students should be able to explain the use of hormones in modern reproductive technologies to treat infertility.
This includes giving FSH and LH in a 'fertility drug' to a woman. She may then become pregnant in the normal way.
In Vitro Fertilisation (IVF) treatment.
* IVF involves giving a mother FSH and LH to stimulate the maturation of several eggs.
* The eggs are collected from the mother and fertilised by sperm from the father in the laboratory.
* The fertilised eggs develop into embryos.
* At the stage when they are tiny balls of cells, one or two embryos are inserted into the mother's uterus (womb).
WS 1.1
Developments of microscopy techniques have enabled IVF treatments to develop.
WS 1.3
Understand social and ethical issues associated with IVF treatments.
Although fertility treatment gives a woman the chance to have a baby of her own:
* it is very emotionally and physically stressful
* the success rates are not high
* it can lead to multiple births which are a risk to both the babies and their mothers
Related content in the Health Education curriculum as part of PSHE and Citizenship at Key Stages 2-4
Focus topics:
KS2 – Families and people who care for me
KS2- Physical health and mental wellbeing
KS2 – Caring friendships
KS2 – Respectful Relationships
KS2 – Online relationships
KS2 – Being Safe
KS3/4– Mental wellbeing
KS3 /4– Internet Safety and Harms
KS3 /4– Physical Health and fitness
KS3/4 – Healthy Eating
KS3/4 – Drugs, alcohol and tobacco.
KS3 /4– Health and Prevention
KS3 /4– Basic first aid
KS3 /4– Changing adolescent body
KS3/4 – Families
KS3 /4– Online and media
KS3/4 – Respectful relationships, including friendships
KS3 /4– Being safe
KS3/4 – Intimate and sexual relationships, including sexual health
APPENDIX 2
Please see below an overview of the compulsory aspects (as set out by the DfE) of RSE, within the different stages of education.
The Independent Schools Standards clarify that PSHE is compulsory and also that where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs must be in place. The DfE/ESFA 16 to 19 study programmes: guidance (2019 to 2020 academic year) clarifies that the 16-19 study programme principles apply equally to students with SEND. Whilst there is no specific reference to RSE in the 16-19 study programmes, the guidance explains that all 16-19 pupils are expected to take part in meaningful non-qualification activity, such as activities to develop confidence, character, resilience and life-skills. In line with the SEND Code of Practice (2015), some young people aged 16 and over may have RSE related outcomes in their EHCPs as part of their transition to adulthood. In addition, the SEND Code of Practice explains that after compulsory school age (the end of the academic year in which they turn 16) the right to make requests and decisions under the Children and Families Act 2014 applies to young people directly, rather than to their parents.
Schools within the Witherslack Group have chosen to continue to offer RSE for Post 16 students, in response to the above requirements and as a progression of learning for secondary pupils.
APPENDIX 3
Please see below our Curriculum Map which shows when RSE related content is taught within this academic year:
This is shown below for PSHE/Citizenship and Science, it also identifies the accredited courses followed at KS4.
health; that puberty relates
that it is important
To know about how about) or should not be
some diseases to human
to discuss feelings information on the
agreed to, and when it is
including the safe use of prescribed and over the counter medicines; responsible use of antibiotics
To identify strategies to manage a range of influences on drug, alcohol and tobacco use, including peers
To know the personal and social risks and consequences of substance use and misuse including occasional use
To understand the law relating to the supply, use and misuse of legal and illegal substances
To evaluate myths, misconceptions, social norms and cultural values relating to drug, alcohol and tobacco use
To explore. information about alcohol, nicotine and other legal and illegal substances, including the short-term and long-term health risks associated with their use
To know the personal and social risks and consequences of substance use and misuse including occasional use
To know about the concepts of dependence and addiction including awareness of help to overcome addictions
Science Physical changes during puberty Sexual and Asexual reproduction Male and female reproductive systems Conception Pregnancy and birth and opportunities, e.g. speed and scale of information sharing, blurred public and private boundaries and a perception of anonymity
To establish personal values and clear boundaries around aspects of life that they want to remain private; strategies to safely manage personal information and images online, including on social media
To identify strategies to identify and reduce risk from people online that they do not already know; when and how to access help
To know the benefits and positive use of social media, including how it can offer opportunities to engage with a wide variety of views on different issues To recognise the importance of seeking a variety of perspectives on issues and ways of assessing the evidence which supports those views
To understand how the way people present themselves online can have positive and negative impacts on them
To know the impact of sharing sexual images of others without consent
To make informed decisions about whether different media and digital content are appropriate to view and develop the skills to act on them
To know that on any issue there will be a range of friendships, romantic or intimate relationships and the factors that can affect them
To identify indicators of positive, healthy relationships and unhealthy relationships, including online
To explore the effects of change, including loss, separation, divorce and bereavement; strategies for managing these and accessing support
To know that marriage is a legal, social and emotional commitment that should be entered into freely, and never forced upon someone through threat or coercion
To know the difference between biological sex, gender identity and sexual orientation
To explore. the nature and importance of stable, long-term relationships (including marriage and civil partnerships) for family life and bringing up children
To identify the roles and responsibilities of parents, carers and children in families
To know how to manage the breakdown of a relationship (including its digital legacy), loss and change in relationships end of key stage 3, sources of information, advice and support, and the skills to manage this decision-making process
To know about routes into work, training and other vocational and academic opportunities, and progression routes
To explore the benefits of setting ambitious goals and being open to opportunities in all aspects of life
To recognise and challenge stereotypes and family or cultural expectations that may limit aspirations
To know different types and patterns of work, including employment, self-employment and voluntary work; that everyone has a different pathway through life, education and work
To know about different work roles and career pathways, including clarifying their own early aspirations
To know about young people's employment rights and responsibilities
To manage emotions in relation to future employment
To know how to access health services when appropriate
To know the importance of taking increased responsibility for their own physical health including dental check-ups, sun safety and selfexamination (especially testicular self-examination in late KS3); the purpose of vaccinations offered during adolescence for individuals and society
To recognise the importance of sleep and strategies to maintain good quality sleep
To recap sexual health, contraception and know the consequences of unintended pregnancy, sources of support and the options available
To know about the relationship between rights and responsibilities
To identify ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices
To recognise reasons for rules and laws; consequences of not adhering to rules and laws
To know about the different groups that make up their community; what living in a community means
To value the different contributions that people and groups make to the community
To know about diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communities
viewpoints; to
recognise the
for sexual intimacy alcohol, violent crime and gangs)
physical and mental health
To respond appropriately
To develop the skills and strategies to respond to exploitation, bullying, harassment and control in relationships
To know about the challenges associated with getting help in domestic abuse situations of all kinds; the importance of doing so; sources of appropriate advice and support, and how to access them
To recognise unwanted attention (such as harassment and stalking including online), ways to respond and how to seek help
To know law relating to abuse in relationships, including coercive control and online harassment
To recognise when a relationship is abusive and strategies to manage this
To know about diversity in romantic and sexual attraction and developing sexuality, including sources of support and reassurance and how to access them
To know the legal rights, responsibilities and protections provided by the
Careers
To know the labour market, local, national and international employment opportunities
To know about employment sectors and types, and changing patterns of employment
To research, secure and take full advantage of any opportunities for work experience that are available
To develop their career identity, including values in relation to work, and how to maximise their chances when applying for education or employment opportunities
To be aware of the benefits and challenges of cultivating career opportunities online
To develop strategies to manage their online presence and its impact on career opportunities
To develop the skills and attributes to manage rights and responsibilities at work including health and safety procedures
To know about confidentiality in the workplace, when it should
To make informed lifestyle choices regarding sleep, diet and exercise
To know the benefits of having a balanced approach to spending time online
To identify, evaluate and independently access reliable sources of information, advice and support for all aspects of physical and mental health To assess and manage risks associated with cosmetic and aesthetic procedures, including tattooing, piercings and the use of sunbeds
To identify. the ways in which industries and advertising can influence health and harmful behaviours
To know the purpose of blood, organ and stem cell donation for individuals and society emergency first aid and life-saving skills, including cardiopulmonary resuscitation (CPR) and the use of defibrillators
Recap
To know how to get help in an emergency and perform basic first aid, including cardiopulmonary resuscitation (CPR) and the use of defibrillators To know how to get help in an emergency and perform basic first aid, including cardiopulmonary resuscitation (CPR) and the use of defibrillators
To know how to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say
To know about what is meant by first aid; basic techniques for dealing with common injuries
To be aware of the consequences of substance use and misuse for the mental and physical health and wellbeing of individuals and their families, and the wider consequences for communities
To explore wider risks of illegal substance use for individuals, including for personal safety, career, relationships and future lifestyle
To identify, manage and seek help for unhealthy behaviours, habits and addictions including smoking cessation
To know about the health services available to people; strategies to become a confident user of the NHS and other health services; to overcome potential concerns or barriers to seeking help
To know how to take increased personal responsibility for maintaining and monitoring health including cancer prevention, screening and self-examination relationships, including seeking help where necessary
To understand the importance of stable, committed relationships, including the rights and protections provided within legally recognised marriages and civil partnerships and the legal status of other long-term relationships To understand the importance of parenting skills and qualities for family life, the implications of young parenthood and services that offer support for new parents and families
Person responsible: Miss H Purvis (Deputy Head Teacher) / Mrs L Underwood (PSHE Lead) | <urn:uuid:671ad4f1-a60e-4ec4-b782-641c07403884> | CC-MAIN-2022-05 | https://www.witherslackgroup.co.uk/media/vnnla0pq/relationships-and-sex-education-rse-policy-abbeywood-002.pdf | 2022-01-19T00:29:37+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00271.warc.gz | 1,036,674,229 | 9,528 | eng_Latn | eng_Latn | 0.946464 | eng_Latn | 0.997763 | [
"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",
"unknown",
"eng_Latn",
"ekk_Latn"
] | false | docling | [
102,
2260,
5653,
9001,
12931,
16890,
20589,
22285,
24960,
27484,
30231,
32969,
35260,
37307,
38461,
39896,
40133,
40319,
45521,
45552,
45635,
45661,
49848,
49935
] | [
2.046875,
3.421875
] | 1 | 0 |
Herts for Learning – Teaching and Learning
Number and place value
Pupils should be taught to:
[x]count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
[x]count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
[x]given a number, identify one more and one less
[x]identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
Addition and subtraction
Pupils should be taught to:
[x]read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs
[x]represent and use number bonds and related subtraction facts within 20
[x]add and subtract onedigit and two-digit numbers to 20, including zero
[x]read and write numbers from 1 to 20 in numerals and words
[x]solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = □ - 9
Y1 notes and Guidance (non-statutory)
Number and place value
Addition and subtraction
Pupils practise counting (1, 2, 3…), ordering (for example, first, second, third…), or to indicate a quantity (for example, 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent.
Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations.
They practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system (for example, odd and even numbers), including varied and frequent practice through increasingly complex questions.
They recognise and create repeating patterns with objects and with shapes.
Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 7 = 9; 7 = 16 - 9). They should realise the effect of adding or subtracting zero. This establishes addition and subtraction as related operations.
Pupils combine and increase numbers, counting forwards and backwards.
They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.
Multiplication and division
Pupils should be taught to:
[x]solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Multiplication and division
Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities.
They make connections between arrays, number patterns, and counting in twos, fives and tens.
Fractions
Pupils should be taught to:
[x]recognise, find and name a half as one of two equal parts of an object, shape or quantity
[x]recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Fractions
Pupils are taught half and quarter as 'fractions of' discrete and continuous quantities by solving problems using shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape.
Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.
Measurement
Pupils should be taught to:
[x]compare, describe and solve practical problems for: - lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)
- mass / weight (for example, heavy/light, heavier than, lighter than)
- capacity and volume (full/empty, more than, less than, half, half full, quarter)
- time (quicker, slower, earlier, later)
[x]measure and begin to record the following:
- lengths and heights
- mass/weight
- capacity and volume - time (hours, minutes, seconds)
[x]recognise and know the value of different denominations of coins and notes
[x]sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening)
[x] recognise and use language relating to dates, including days of the week, weeks, months and years
- tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
Measurement
The pairs of terms: mass and weight, volume and capacity, are used interchangeably at this stage.
Pupils move from using and comparing different types of quantities and measures using non-standard units, including discrete (for example, counting) and continuous (for example, liquid) measurement, to using manageable common standard units.
In order to become familiar with standard measures, pupils begin to use measuring tools such as a ruler, weighing scales and containers.
Pupils use the language of time, including telling the time throughout the day, first using o'clock and then half past.
Geometry: properties of shapes
Pupils should be taught to:
[x]recognise and name common 2D and 3-D shapes, including:
- 2-D shapes [for example, rectangles (including squares), circles and triangles]
- 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]
Geometry: properties of shapes
Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other.
Geometry: position and direction
Pupils should be taught to:
[x]describe position, direction and movement, including whole, half, quarter and three-quarter turns
Geometry: position and direction
Pupils use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside.
Pupils make whole, half, quarter and threequarter turns in both directions and connect turning clockwise with movement on a clock face.
Herts for Learning – Teaching and Learning | <urn:uuid:dfb3ab02-7720-4376-bec3-835d14ece92a> | CC-MAIN-2022-05 | https://reddings.herts.sch.uk/download/year_1_pos_year_group_on_a_page_%20(1).pdf | 2022-01-19T00:20:46+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00274.warc.gz | 503,485,156 | 1,468 | eng_Latn | eng_Latn | 0.996494 | eng_Latn | 0.996494 | [
"eng_Latn"
] | false | docling | [
6626
] | [
3.90625
] | 27 | 3 |
* Posted by: Patrick James
* on January 15, 2009 at 3:15 pm
linguistheader GOOD Q&A: The Linguists Greg Anderson and David Harrison are chasing dying languages around the world.
Our planet is currently home to 6,192 languages, half of which might become extinct by the end of this century. And while the potential disappearance of a seemingly far flung language like Siberia's Chumlym might not concern the average speaker of English or French or Mandarin Chinese, it means quite a lot to its remaining speakers—and to scientists like K. David Harrison and Gregory Anderson. Harrison, of Swarthmore College, and Anderson, of The Living Tongues Institute, are the stars of Ironbound Films' The Linguists—an exciting and edifying documentary that follows their quest to document (and save) some of the world's many endangered languages. GOOD phoned these two intrepid linguists to hear their takes on the importance of language revitalization, the value of intellectual diversity, and the sometimes humbling experience of adventure science.
GOOD: Half the world's languages are at risk of disappearing. Why is it important to maintain or revitalize them?
GREG ANDERSON: From [an indigenous people's] perspective, it's extremely important to maintain a language because their identity is tied up in it. Humans have always gathered themselves into different groups and said "We're us and you're you" based in large part on a set of cultural practices of which language is a very core one. From the perspective of an average person on the street, the answer might be slightly more difficult to accept or process, but it basically boils down to the fact that languages encode most of what people have ever known and thought about throughout time.
DAVID HARRISON: Languages represent the greatest repository of human knowledge in existence. Every language contains some unique knowledge, some unique observations, some unique results of human adaptation to a particular ecosystem. But they're mostly undocumented, so we're losing this vast knowledge base that might contain the secrets of how we're supposed to survive and we don't even know it.
DH: Well, that really [came] from the filmmakers. They got interested in the topic, started networking with linguists, and met me. I invited them to come along to Siberia on a previously planned trip with Greg and myself. They filmed that segment and made a
20-minute rough cut, and used that to apply to the National Science Foundation. They got full funding after a year or two.
G: Where did you go from there?
DH: The film focuses on four [languages and] locations: Chumlym in Siberia, Sora in India, Kallawaya in Bolivia, and Chemehuevi in Arizona. It tells the story of this global trend of language extinction and this really fascinating and vibrant global movement on the part of indigenous communities to reclaim and revitalize their languages.
G: And that's where the adventure comes in?
DH: Yeah, I mean, we go to very remote locations: rural India, the high Andes in Bolivia. You have visuals of us trekking through forests and crossing rivers. There's a road trip style and an adventure component—it's an intellectual adventure for us—but we're just going to people's homes, basically. What's amazing and awe-inspiring is that people have thrived in those really harsh environments. They've been able to solve problems and that knowledge is contained in their languages.
G: So it was your task, upon getting to these places, to find ways to document the language?
DH: Yes, but we've got to do ethical science, so we can't just go in and extract data. We wanted to help create a healthy habitat for the language itself. Even if you make thousands of hours of recordings and dictionaries and grammars, you haven't fully captured the essence of the language. The only real, natural habitat for a language is a speaker community that uses it in all possible situations on a daily basis.
G: By engaging with the language, can you help revitalize it?
GA: Yes. Instances where revitalization has been quite successful are instances when there are not zero speakers, but a very small number of speakers left, plus some significant community and state support that has allowed it to regenerate.
G: And in those cases, you're helping to preserve intellectual diversity?
DH: Exactly. I would argue that intellectual diversity is not just a buzz word or slogan. It really might help salvage the future of mankind—and it's contained in these languages.
The Linguists was produced and directed by Seth Kramer, Daniel A. Miller, and Jeremy Newberger of Ironbound Films. It airs on PBS nationwide on February 26 at 10 p.m., (check local listings).
Header: Gregory Anderson (left) with Oranchu Gomango, a speaker of the endangered language Sora (India). Second image: David Harrison (right) with Nina Tarlaganova, one of the last speakers of Chulym (Siberia). Film stills and poster image courtesy of Ironbound Films. | <urn:uuid:1d117ca4-c035-454e-8915-994bc6b621e1> | CC-MAIN-2022-05 | https://harrison.domains.swarthmore.edu/pdfs/GOOD_Jan09.pdf | 2022-01-18T22:12:20+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00274.warc.gz | 330,606,822 | 1,041 | eng_Latn | eng_Latn | 0.998302 | eng_Latn | 0.9987 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1040,
2402,
3432,
4970
] | [
2.09375
] | 1 | 1 |
Island of the Blue Dolphins
The Doctrine of Discovery
Grade Level
High School: Ninth Grade through Twelfth Grade
Subject
Literacy and Language Arts, Social Studies
Common Core Standards
9–10.SL.1, 9–10.SL.1.B, 11–12.SL.1, 11–12.SL.1.B, 11–12.RH.1, 11–12.RH.2, 11–12.RH.7, 11–12.RH.8, 11–12.RH.9
Background Information
The Doctrine of Discovery is a legal premise that governed European conquest of the New World and continues to have implications for property rights today. The goal of this lesson is to familiarize students with the Doctrine of Discovery and offer practice in the close reading of historical sources. This lesson requires students to use background texts and primary source documents to learn how the Doctrine of Discovery influenced and influences the ongoing process of colonization.
Materials
* Copy of activity sheet for each student (provided)
* Pens/markers
Procedure
1. Prepare materials and familiarize yourself with the texts.
2. Introduce the Doctrine of Discovery.
3. Give each student an activity sheet and review directions.
4. Either have students work in pairs to complete the activity or work through the documents and questions together as a class.
5. Have the class come together for a discussion about the Doctrine of Discovery, its role in US history, and (possibly) its connections to Island of the Blue Dolphins.
Enrichment Activities
Further reading:
Walter Echo-Hawk, In the Courts of the Conqueror: The 10 Worst Law Cases Ever Decided (Golden, CO: Fulcrum Publishing, 2010).
Sara L. Schwebel, ed., Island of the Blue Dolphins: The Complete Reader's Edition (Oakland: University of California Press, 2016).
Blake A. Watson, Buying America From the Indians: "Johnson v. McIntosh" and the History of Native Land Rights (Norman: University of Oklahoma Press, 2012).
David Wilkins and K. Tsianina Lomawaima, Uneven Ground: American Indian Sovereignty and Federal Law (Norman: University of Oklahoma Press, 2002).
Robert A. Williams, Jr., The American Indian in Western Legal Thought: The Discourse of Conquest (New York: Oxford University Press, 1992).
Name __________________________
Island of the Blue Dolphins The Doctrine of Discovery
Document 1: Inter Caetera (1493). Translated from the Latin and edited for brevity.
1
Background
"Discovery" as a legal premise is rooted in ancient Roman law. At the end of the fifteenth century, Pope Alexander VI issued a Papal Bull (Inter Caetera) in which he granted to Ferdinand and Isabella, the monarchs of what was shortly to become a unified Spain, exclusive rights to claim territory in the Americas. (A Papal Bull is a written grant issued by the pope of the Roman Catholic Church). Portugal had also been engaged in ventures of discovery, so the Inter Caetera created conflict: what about Portuguese claims in the Americas? To resolve the conflict, the Pope issued the Treaty of Tordesillas the following year. This 1494 treaty divided the western hemisphere in half between Spain and Portugal. Together, the Inter Caetera and Treaty of Tordesillas nullified the territorial claims of indigenous people—although without their knowledge! 2
Inter Caetera Bull of May 4, 1493
Alexander, bishop, servant of the servants of God, to the illustrious sovereigns, our very dear son in Christ, Ferdinand, king, and our very dear daughter in Christ, Isabella, queen of Castile, Leon, Aragon, Sicily, and Granada, health and apostolic benediction.
Among other works well pleasing to the Divine Majesty and cherished of our heart, this assuredly ranks highest, that in our times especially the Catholic faith and the Christian religion be exalted and everywhere increased and spread, that the health of souls be cared for and that barbarous nations be overthrown and brought to the faith itself. . . We have indeed learned that you, who for a long time had intended to seek out and discover certain lands and islands remote and unknown and not hitherto discovered by others, to the end that you might bring to the worship of our Redeemer and the profession of the Catholic faith their residents and inhabitants . . . chose our beloved son, Christopher Columbus, whom you furnished with ships and men equipped for like designs, not without the greatest hardships, dangers, and expenses, to make diligent quest for these remote and unknown countries through the sea, where hitherto no one had sailed; and they at length, with divine aid and with the utmost diligence sailing in the ocean sea . . . discovered certain very remote islands and even mainlands, that hitherto
1 Latin translation from Frances Gardiner Davenport, ed.
had not been discovered by others; and therein dwell very many peoples living in peace, and, as reported, going unclothed, and not eating flesh . . .
Also, on one of the chief of these aforesaid islands the above-mentioned Christopher has already caused to be put together and built a fortress fairly equipped, wherein he has stationed as garrison certain Christians, companions of his, who are to make search for other remote and unknown islands and countries. In the islands and countries already discovered are found gold, spices, and very many other precious things of divers kinds and qualities. . . . we exhort you very earnestly in the Lord and by your reception of holy baptism, whereby you are bound to our apostolic commands, and by the bowels of the mercy of our Lord Jesus Christ, enjoin strictly, that inasmuch as with eager zeal for the true faith you design to equip and despatch this expedition, you purpose also, as is your duty, to lead the peoples dwelling in those islands and countries to embrace the Christian profession; . . . by the authority of Almighty God conferred upon us in blessed Peter and of the vicarship of Jesus Christ . . . give, grant, and assign to you and your heirs and successors, kings of Castile and Leon . . . But inasmuch as it would be difficult to have these present letters sent to all places where desirable, we wish, and with similar accord and knowledge do decree that to copies of them, signed by the hand of a notary public . . . and sealed with the seal of any ecclesiastical officer or ecclesiastical court . . . . Let no one, therefore, infringe, or with rash boldness contravene this our exhortation . . . Should anyone presume to do so, be it known to him that he will incur the wrath of Almighty God and of the blessed apostles Peter and Paul. Given at Rome, at St. Peter's, on the third day of May in the year one thousand four hundred and ninety-three of the incarnation of our Lord, in the first year of our pontificate.
Gratis by order of our most holy lord, the pope.
B. Capotius. L. Podocatharus.
D. Serrano. Ferrariis.
Questions for Document 1
1. Carefully read the first paragraph of the Papal Bull, which was written by Alexander VI. According to the document:
a. Who are Ferdinand and Isabella?
b. What lands do they govern?
c. What is their relationship to the Pope?
d. What is their relationship to God?
2. Look at the body paragraphs. According to the document, who is Christopher Columbus? What does Christopher Columbus do?
3. Read the first body paragraph carefully, paying particular attention to the word "discover." According to Alexander VI, what is the point of discovery? Are there secondary benefits?
4. Alexander VI describes the people Columbus "discovered" at the end of the first body paragraph. According to the document, what are these New World people like? [If you know the Judeo-Christian Bible, can you see the parallel the Pope
makes between the native peoples of the Americas and two important figures in Genesis?]
5. In light of the Pope's description of the native people Columbus "discovers," why do you think Columbus built a fortress and stationed a garrison (an army)?
6. From where does the Pope derive his authority to write this grant? Over what territory does he govern?
Document 2: U.S. Supreme Court, Johnson v. McIntosh, 21 U.S. 543 (1823), excerpt from John Marshall, Chief Justice, opinion for the majority.
Background
By the sixteenth and seventeenth centuries, numerous European nations had joined Spain and Portugal in expeditions of discovery. By this point, the Protestant Reformation had occurred, and not all European nations were Catholic. Nonetheless, they continued to draw on the Pope's premise that their Christianity granted them an authority over non-Christian peoples, and by extension, it gave them the right to any territory held by non-Christians. This "Doctrine of Discovery" provided an ideological framework that informed discovery, conquest, and colonization.
In this section, we examine a United States Supreme Court Case, Johnson v. McIntosh (1823) to track the Doctrine of Discovery's use into the nineteenth century and U.S. law. Johnson v. McIntosh involved land in Illinois that was claimed by two different American citizens, Thomas Johnson and William McIntosh. Johnson believed that he had inherited claim to this land from ancestors who negotiated for it with the Illiniwek and Piankeshaw. McIntosh, however, claimed to have obtained what is called a "land patent" to this same land from the U.S. government. In reality, this was not the case (McIntosh's property lines did not overlap with Johnson's); however, that fact was ignored in deliberations, since all involved in the case sought a ruling on the question the dispute raised.
The lower court had dismissed Johnson's claim on the grounds that the Illiniwek and Piankeshaw could not sell the land. They were only "occupiers," not owners, of that land. The Supreme Court upheld the decision. John Marshall wrote the opinion for the unanimous majority. He argued that Indian nations could not grant land titles to individuals because the land did not belong to them—they were merely "occupiers." Under the Doctrine of Discovery, the right to sell, purchase, or negotiate land "occupied" by indigenous peoples is that of the "discoverer," which after the American Revolution was the federal government of the United States.
This case remains a cornerstone of federal Indian law and property law in the United States.
On the discovery of this immense continent, the great nations of Europe were eager to appropriate to themselves so much of it as they could respectively acquire. Its vast extent offered an ample field to the ambition and enterprise of all, and the character and religion of its inhabitants afforded an apology for considering them as a people over whom the superior genius of Europe might claim an ascendency. The potentates of the old world found no difficulty in convincing themselves that they made ample compensation to the inhabitants of the new by bestowing on them civilization and Christianity in exchange for unlimited independence. But as they were all in pursuit of nearly the same object, it was necessary, in order to avoid conflicting settlements and consequent war with each other, to establish a principle which all should acknowledge as the law by which the right of acquisition, which they all asserted should be regulated as between themselves. This principle was that discovery gave title to the government by whose subjects or by whose authority it was made against all other European governments, which title might be consummated by possession.
The exclusion of all other Europeans necessarily gave to the nation making the discovery the sole right of acquiring the soil from the natives and establishing settlements upon it. It was a right with which no Europeans could interfere. It was a right which all asserted for themselves, and to the assertion of which by others all assented. Those relations which were to exist between the discoverer and the natives were to be regulated by themselves. The rights thus acquired being exclusive, no other power could interpose between them.
In the establishment of these relations, the rights of the original inhabitants were in no instance entirely disregarded, but were necessarily to a considerable extent impaired. They were admitted to be the rightful occupants of the soil, with a legal as well as just claim to retain possession of it, and to use it according to their own discretion; but their rights to complete sovereignty as independent nations were necessarily diminished, and their power to dispose of the soil at their own will to whomsoever they pleased was denied by the original fundamental principle that discovery gave exclusive title to those who made it.
While the different nations of Europe respected the right of the natives as occupants, they asserted the ultimate dominion to be in themselves, and claimed and exercised, as a consequence of this ultimate dominion, a power to grant the soil while yet in possession of the natives. These grants have been understood by all to convey a title to the grantees, subject only to the Indian right of occupancy.
The history of America from its discovery to the present day proves, we think, the universal recognition of these principles.
Questions for Document 2
1. What is John Marshall's attitude toward the Doctrine of Discovery, which was articulated more than 300 years earlier? Provide textual evidence that illustrates how a) he is critical of the Doctrine or b) he supports its principles.
2. According to John Marshall, what qualities do the "potentates of the old world" have relative to native peoples?
3. Turning to paragraph two, John Marshall uses two important nouns beginning with the letter "s." What are they? How do these words differ from the key "s" word Alexander VI used in the first body paragraph of the excerpted Inter Caetera above? What has shifted?
4. According to the logic of John Marshall's opinion, can indigenous peoples who have converted to Christianity be more than "occupiers?" (See especially paragraph four.) What is the difference between "occupying" land and holding title to land? Draw on your own knowledge to come up with a present-day analogy.
5. This Supreme Court decision has never been overturned. Does this surprise you? Why or why not? What are the implications should the Supreme Court overturn Johnson v. McIntosh?
Document 3: George Nidever, Life and Adventures of George Nidever, a Pioneer of Cal. since 1834. Handwritten manuscript produced from dictation in 1878 and later published in book form.
Background
The land comprising present-day California, including the Channel Islands, was annexed to the United States by the Mexican-American War. It had been claimed for Spain by Sebastián Vizcaíno when he sailed past it in 1602. Under the Doctrine of Discovery, Spain laid claim to all of modern-day California, and this claim was inherited by Mexico when it won its independence from Spain. Finally, the title to the claim was transferred to the United States in 1848, with the Treaty of Guadalupe Hidalgo.
By 1848, the so-called Age of Discovery had long since passed: the United States was well into its industrial revolution! But in some ways, pioneers reenacted the "discovery" of America in California, their new world. Pioneers eagerly told stories about the exotic flora, fauna, and people they encountered on the land.
The Lone Woman of San Nicolas Island (fictionalized in Scott O'Dell's popular novel, Island of the Blue Dolphins) was one of those "exotic" people. Located more than sixty miles off the mainland, San Nicolas Island is the most remote of California's Channel Islands, and its people were not removed to missions on the mainland during the Spanish era of California history. However, European maritime trade in the region nonetheless greatly affected the island's population. In 1814, a violent encounter between the islanders and Alaska Native sea otter hunters brought by the mercantile Russian American Company occurred; this led to significant population loss. In 1835, with the island population further reduced, likely by exposure to disease, the entire
community of Nicoleño people was transported to Mexican California, where they intermingled with other native peoples. However, one woman and her son were, for unknown reasons, left behind on San Nicolas Island. The boy died in an accident, but the woman lived there alone for 18 years. We do not know what the woman called herself. In some early newspaper accounts, journalists referred to her as the "Lone" or "Lost" Woman of San Nicolas Island.
In 1853, the Lone Woman was brought to Santa Barbara, California, after the American otter hunter George Nidever, along with his crew, "discovered" her still living on the island. George Nidever installed the Lone Woman in his home, where she lived for the remaining seven weeks of her life. He recounted his story of "discovering" the Lone Woman numerous times, most expansively in his memoir, Life and Adventures of George Nidever, a Pioneer of Cal. since 1834.
The Life and Adventures of George Nidever
In April of 1852 . . . We went direct to the San Nicolas [Island] and . . . we discovered the footprints of a human being, probably of a woman as they were quite small. . . . At a distance of a few hundred yds. back from the beach and about 2 miles apart, we found 3 small circular enclosures, made of sage brush. . . . We examined them carefully, but found nothing that would indicate their having been occupied for a long time . . . Outside of the huts, however, we found signs of the place having been visited not many months before. . . . We had come on shore early in the morning and having found these signs of the existence of some person on the Island, we intended searching further, but a N. Wester sprang up about 10 A.M. so that we were obliged to hasten back to the vessel. . . .
The following winter I fitted out for another trip . . . Upon my return from my first trip I told several persons that we had seen footprints, &c., on the Island, and Father Gonzalez of the Mission, having heard of it, requested me to make all possible search for her. . . .
At the head of the Island I sat down to rest and Charley . . . told me that he had seen fresh foot prints. . . On our way up [from the beach] we had also seen 7 or 8 wild dogs . . . They ran away as soon as they saw us . . . . I was afraid these dogs had eaten the woman as we had found nothing of her. . . . uncovering [a basket] we found it to contain several skins of the shag [bird feathers] . . . These I proposed carefully replacing, but upon a second thought scattered them about and threw the basket on the ground . . . if they were replaced in the basket by our next visit, we might be sure the woman was alive. We returned on board [the ship] in the afternoon and the next day continued our search without finding anything more. . . .
Ten days after our return [from gold prospecting in May of 1853] I again fitted out for a thorough hunt among the Islands . . . . [we] found the basket and its contents carefully replaced in the crotch of the bush in which we had first discovered it. . . . Looking about in all directions from this point, [Charley Brown aka Carl Dittman] discovered at a distance, along the ridge, a small black object about the size of a crow which appeared
to be in motion. Advancing cautiously towards it, he soon discovered it to be the Indian woman, her head and shoulders, only, visible above one of the small inclosures resembling those we had before discovered. He approached as near as he dared . . .
Upon his first approach there were some dogs near, which began to growl. These the old woman sent away with a yell but without looking in the direction of Charley. The men having come up, they quietly surrounded her to prevent any attempt at escape.
This being done, Charley stepped around in front of her when, instead of showing any alarm, she smiled and bowed, chattering away to them in a language wholly unintelligible to all of them, even to the Indians. They seated themselves around her, after having made signs to me to come up. . . . so I went up and found them seated around the old woman. . . .
The old woman was of medium height, but rather thick. She must have been about 50 yrs. old, but she was still strong and active. Her face was pleasing, as she was continually smiling. . . . Her clothing consisted of but a single garment of the skins of the shag, made in the form of a gown. It fitted close at the neck, had no sleeves, was girded at the waist with a sinew cord, and reached nearly to the feet. . . . This place was undoubtedly where she usually lived, but in the rainy season she lived in a cave nearby. Having been requested by the Fathers at the Mission of Santa Barbara, to bring her off in case we found her, I asked the Indians if they thought she could be taken by force if necessary. They thought she could. Charley Brown was of the opinion that no force would be necessary in taking her.
I thereupon made signs to her to go with us . . . she at once began putting her things into her baskets. . . . We remained here hunting about a month, when we brought her on shore with us. . . . The news was not long in spreading, of the arrival of the old woman, and we had barely reached my house with her when half of the town came down to see her. For months after, she and her things, as her dress, baskets, needle, &c., were visited by every body in the town and for miles around outside of it.
. . . The vessels that touched here usually brought passengers who, hearing of her, came to my house. The Capt. of the "Fremont;" one of these vessels, offered to take her to San Francisco and exhibit her, giving me one half of what he could make. Capt. Trussel of this place offered me $1000 for her for the same purpose. We had all become somewhat attached to her, however, and consequently refused to listen to these proposals.
The same day we arrived here, the Fathers from the Mission came down to see her. . . . Her dresses, bone needles and other curiosities were taken possession of by Father Gonzalez, with my consent, and sent to Rome. About 5 weeks after she was brought over, she was taken sick from eating too much fruit and 7 weeks from the day of her arrival died. The Fathers of the Mission baptised her sub conditione and named her Juana Maria.
Questions for Document 3
1. Where does the word "discovery" appear in Nidever's account? Why might he have used this particular word to describe his search for the Lone Woman?
2. Before they find her, how have Nidever and Charley Brown imagined the Lone Woman? What do they anticipate she will be like? Are their assumptions confirmed?
3. According to Nidever's account, who encourages him to find the elusive Lone Woman? What is that man's motivation for the search?
4. Different people respond in different ways to the Lone Woman. Characterize the different responses, including those made by both Americans and Spaniards.
5. How long does the Lone Woman live on the mainland? What might this tell us about the larger implications of "discovery" for native peoples?
Conclusion
The Lone Woman's life intersects with California during three different periods of conquest and colonization: Spanish, Mexican, and American. We can see the legacy of each period reflected in George Nidever's account. George Nidever moved to California from the eastern half of the United States during the Mexican period. He married a woman of Spanish descent who was born in New Spain, as were her parents and grandparents (her paternal grandfather and father were presidio soldiers). Together, the Nidevers raised a bilingual, Catholic family and became "American pioneers." | <urn:uuid:e9edc278-b659-4624-977e-57b807728499> | CC-MAIN-2022-05 | https://www.nps.gov/subjects/islandofthebluedolphins/upload/Lesson-Plan-Doctrine-of-Discovery.pdf | 2022-01-18T23:10:52+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00274.warc.gz | 881,317,755 | 5,079 | eng_Latn | eng_Latn | 0.934543 | eng_Latn | 0.998382 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1822,
2110,
4631,
7559,
10157,
13033,
15946,
19162,
22203,
23564
] | [
4.53125,
3.875
] | 1 | 0 |
- Identify and classify
- Gather and record data to help in answering questions
- Use their observations and ideas to suggest answers to questions
Animals, including humans:
- Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
- Notice that animals, including humans, have offspring which grow into adults
- Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene
Everyday Materials:
- Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching
- Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
Living things and their habitats:
- Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
- Explore and compare the differences between things that are living, dead, and things that have never been alive
- Identify and name a variety of plants and animals in their habitats, including microhabitats
- Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food
Plants:
- Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy
- Observe and describe how seeds and bulbs grow into mature plants
Year 3 Working Scientifically:
- Make systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
- Set up simple practical enquiries, comparative and fair tests
- Gather record, classify and present data in a variety of ways to help in answering questions
- Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
- Use results to draw simple conclusions
Plants:
- Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
- Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
- Investigate the way in which water is transported within plants
- Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal
Animals, including humans:
- Identify that humans and some other animals have skeletons and muscles for support, protection and movement
- Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Rocks:
- Describe in simple terms how fossils are formed when things that have lived are trapped within rock
- Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
- Recognise that soils are made from rocks and organic matter
Light:
- Notice that light is reflected from surfaces
- Recognise that they need light in order to see things and that dark is the absence of light
- Recognise that light from the sun can be dangerous and that there are ways to protect their eyes
- Find patterns in the way that the size of shadows change
- Recognise that shadows are formed when the light from a light source is blocked by a solid object
Forces and magnets:
- Notice that some forces need contact between 2 objects, but magnetic forces can act at a distance
- Compare how things move on different surfaces
- Observe how magnets attract or repel each other and attract some materials and not others
- Describe magnets as having 2 poles
- Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
- Predict whether 2 magnets will attract or repel each other, depending on which poles are facing
Year 4 Working scientifically:
- Set up simple practical enquiries, comparative and fair tests
- Ask relevant questions and use different types of scientific enquiries to answer them
- Make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
- Record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables
- Gather, record, classify and present data in a variety of ways to help in answering questions
- Report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions
- Identify differences, similarities or changes related to simple scientific ideas and processes
- Use results to draw simple conclusions, make predications for new values, suggest improvements and raise further questions
- Use straightforward scientific evidence to answer questions or support their findings
Living things and their habitats:
- Recognise that living things can be grouped in a variety of ways
- Recognise that environments can change and that this can sometimes pose dangers to living things
- Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
Animals, including humans:
- Identify the different types of teeth in humans and their simple functions
- Describe the simple functions of the basic parts of the digestive system in humans
- Construct and interpret a variety of food chains, identifying producers, predators and prey
States of matter:
- Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius
- Compare and group materials together, according to whether they are solids, liquids or gases
- Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Sound:
- Recognise that vibrations from sounds travel through a medium to the ear
- Identify how sounds are made, associating some of them with something vibrating
- Find patterns between the pitch of a sound and features of the object that produced it
- Recognise that sounds get fainter as the distance from the sound source increases
- Find patterns between the volume of a sound and the strength of the vibrations that produced it
Electricity:
- Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
- Identify common appliances that run on electricity
- Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery
- Recognise some common conductors and insulators, and associate metals with being good conductors
- Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
Year 5 Working scientifically:
- Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat reading where appropriate
- Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
Animals, including humans:
- Describe the differences in the life cycles of a mammal, am amphibian, an insect and a bird
- Describe the changes as humans develop to old age
- Describe the life processes of reproduction in some plants and animals
Properties of materials:
- Give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic
- 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
Changes of materials:
- Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating
- Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution
- Demonstrate that dissolving, mixing and changes of state are reversible changes
- 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
Forces:
- Identify the effects of air resistance, water resistance and friction, that act between moving surfaces
- Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
- Recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect
Earth and space:
- Describe the movement of the moon relative to the Earth
- Describe the movement of the Earth and other planets relative to the sun in the solar system
- Describe the sun, Earth and moon as approximately spherical bodies
- Use the ideas of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky
Year 6 Working scientifically:
- Take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat reading where appropriate
- Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
- Record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
- Report and present findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations
- Use test results to make predictions to set up further comparative and fair tests
- Identify scientific evidence that has been used to support or refute ideas or arguments
Living things and their habitats:
- Give reasons for classifying plants and animals based on specific characteristics
- Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
Animals, including humans:
- Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
- Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood
- Describe the ways in which nutrients and water are transported within animals, including humans
Light:
- Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
- Recognise that light appears to travel in straight lines
- Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
- Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them
Electricity:
- Compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
- Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
- Use recognised symbols when representing a simple circuit in a diagram
Evolution and inheritance:
- Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
- Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago
- Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution | <urn:uuid:55afe1b1-70d7-43ef-b7e2-3cd49bd862a5> | CC-MAIN-2022-05 | http://www.croft.gloucs.sch.uk/uploads/files/Curriculum/Science%20subject%20overview%20.pdf | 2022-01-18T23:02:34+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00273.warc.gz | 71,134,491 | 2,385 | eng_Latn | eng_Latn | 0.995723 | eng_Latn | 0.995926 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2610,
5350,
7852,
10605,
12570
] | [
4.71875
] | 1 | 0 |
CONTACT:
Susan Harris-Broomfield Nebraska Extension Educator Rural Health, Wellness, & Safety 308-832-0645
Love your Brain
Ask someone what the most important part of his or her body is, and most would probably say "my brain!" Ask anyone what he or she does to preserve cognitive function, and the answer may not come so easily.
New year advertising campaigns force Americans to consider prominent health habits like diet and physical activity. If the brain is so important to us, shouldn't we pay attention to that as well? According to the Alzheimer's Association®, doing so could help reduce risk of developing chronic memory loss.
Dementia is a catchall word, encompassing several disorders that cause memory loss, personality changes, or some sort of impairment. It is a nonreversible decline in mental function. Alzheimer's disease is a specific disease within the dementia definition that slowly and irreversibly destroys memory and thinking skills. There is a difference between the two and a correct diagnosis means getting the correct medications and support needed.
Anyone is at risk for developing dementia or Alzheimer's disease, but growing evidence indicates that individuals can keep their brains healthier by adopting certain key habits. These 10 ways to love your brain are courtesy of the Alzheimer's Association®:
* Catch Some ZZZ's – Not getting enough sleep may result in problems with memory and thinking.
* Heads Up! – Brain injury can raise risk of cognitive decline and dementia. Wear a seat belt and use a helmet when playing contact sports or riding a bike or ATV.
* Fuel Up Right – Eat a balanced diet that is higher in vegetables and fruits to help reduce the risk of cognitive decline.
* Follow Your Heart – Risk factors for cardiovascular disease and stroke – obesity, high blood pressure, and diabetes – have a negative impact on your cognitive health.
* Hit The Books – Formal education will help reduce risk of cognitive decline and dementia. Take a class at a local college, community center, or online.
* Butt Out – Smoking increases risk of cognitive decline. Quitting smoking can reduce risk to levels comparable to those who have not smoked.
* Break a Sweat – Engage in regular cardiovascular exercise that elevates heart rate and increases blood flow. Studies have found that physical activity reduces risk of cognitive decline.
* Buddy Up – Studies show that staying socially engaged may support brain health. Find ways to be part of your local community or share activities with friends and family.
* Stump Yourself – Challenge your mind. Build a piece of furniture. Play games of strategy.
* Take Care Of Your Mental Health – Some studies link depression with cognitive decline, so seek treatment if you have depression, anxiety, or stress.
When possible, combine as many of these habits as possible to ensure a healthier brain and body! Source – Alzheimer's Association (alz.org/10ways).
©
2016 | <urn:uuid:61c9df77-9b96-4697-b056-744c553178db> | CC-MAIN-2022-05 | https://extension.unl.edu/statewide/kearney/Love%20Your%20Brain1.pdf | 2022-01-18T22:34:33+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00276.warc.gz | 275,014,032 | 589 | eng_Latn | eng_Latn | 0.998222 | eng_Latn | 0.998222 | [
"eng_Latn"
] | false | docling | [
2963
] | [
2.125
] | 1 | 0 |
Kind-nections Checklist
Be Kind in the Community
c Leave a kind review for your favourite local business.
c Help a neighbour shovel their snow or complete another chore/errand.
c Put together a care package for someone in need.
c Give your Uber driver, food delivery person, or other service providers a bigger tip.
c Say "Hello" to five people when you're out.
c
Say "Thank you" to your mail delivery person.
c Pay for someone's library fees.
c Purchase someone else's coffee.
c Get involved! Sign up for a community related cause.
c Before you go grocery shopping, ask your neighbours if they need anything from the store and pick it up for them.
c Give up your seat to someone in need on public transportation.
c Leave a sticky note with words of affirmation in public places.
c Put some change in an envelope and tape it to a vending machine or laundry machine for someone else to use.
c Pick up any litter you see in your community and dispose of it appropriately. *Be sure to practice safety precautions when doing so (i.e., wearing gloves, not picking up sharp objects, etc.).
c Hold the door open for someone.
c Pass on some luck – give a lottery ticket to a stranger on the street.
c Let someone go ahead of you in line at a store.
c Give flowers to a stranger, a friend, or a family member to brighten up their day.
c Speak to an employee's manager and let them know how amazing their service was.
Be Kind to People Living with Dementia
c Educate yourself about Alzheimer's disease and other forms of dementia by visiting your local Alzheimer Society's website: alzheimer.ca/en/help-support/find-your-society.
c Help raise awareness about Alzheimer's disease and dementia by sharing on social media that you're making Kind-nections during the Quest for Kindness using #QuestForKindness.
c Offer a shoulder to learn on to the person living with dementia or care partner in your life.
c Support people living with dementia and the Alzheimer society by making a self-donation to your Quest for Kindness.
c Send a thoughtful letter or card to residents in a long-term care home.
c Complete the Finding Your Way ® Living Safely in the Community course to ensure you know what to do if you encounter a person living with dementia who is lost in your community.
c Share your personal story on your Personal Fundraising page to raise dementia awareness and let people living with dementia, care partners, and other families know that they aren't alone.
c Follow your local Alzheimer Society on social media to learn more about the Alzheimer Society's work.
c Help make your community dementia-friendly by accessing Dementia Friendly Communities™ training through your local Alzheimer Society.
c Practice using person-centered language and learn what language should be avoided when talking with and about people living with dementia by downloading our Person-Centered Language Guidelines.
Be Kind at Home
c Bring a family member, partner, or friend breakfast in bed.
c
Tell three people in your life one thing you appreciate about them.
c Show appreciation and do a household chore someone else normally does.
c Remind your kid(s), grandchildren, friends, or family members how proud you are of them.
c Call an elderly family member or friend and have a conversation.
c Text a friend or family member one thing you love about them.
c Go through your old books and donate them to a local school.
c Spend the day going through your belongings and donate ones that you are ready to let go.
c Don't know your neighbours? Introduce yourself and let them know you are always there if they need anything.
Be Kind at Work
c Offer a helping hand to a colleague who's struggling to finish a project.
c Say "That's a great idea!" in a meeting to encourage your team.
c Introduce yourself to a new work colleague by sending them a friendly, welcome email.
c Tell your boss one thing you appreciate about them.
c Practice listening to learn, not to respond.
Be Kind to the Environment
c Donate used clothes or furniture to your local thrift store.
c Sell any household items or clothing you don't need anymore online and donate the profits to your Quest for Kindness.
c Trade in plastic water bottles for reusable ones.
c Reduce your carbon footprint by taking a walk!
c Make the switch to using cruelty-free products.
c Save water by taking short showers or turning off the tap when brushing your teeth.
c Practice turning off lights, electronics, and heaters when they are not in use.
c Reduce your food waste by eating more leftovers.
c Practice composting your food scraps.
c Minimize the number of products you purchase with plastic packaging.
c Use more eco-friendly cleaning products.
Be Kind to Yourself
c Eat at least three brain-healthy meals today.
c Challenge yourself by completing a difficult puzzle, brain teaser, or game.
c Wake up early and exercise before you begin your day.
c Create a gratitude jar and fill it with things you are grateful for.
c Organize and clean one room in your room.
c Make a list of goals to accomplish that will help make your dreams come true.
c Minimize screen time before bed and read a book instead.
c Think of what you're grateful for and share it with the people you love.
c Try to get a full 8-hours of sleep.
Be Kind: Youth Edition
c Make your siblings bed for them.
c Clear the table after dinner without being asked.
c Make someone you care about a friendship bracelet.
c Ask your parents what you can do to help today.
c Clean up after yourself.
c Practice your manners.
c Give someone else a turn when playing video games or on the computer.
c Play with your sibling(s), parents, or pet. | <urn:uuid:fc0176e0-cc31-4022-9746-fa15ccf94f7a> | CC-MAIN-2022-05 | http://on.alz.to/site/DocServer/AS_QKF_Kind-nections_Checklist_va.pdf | 2022-01-18T22:21:33+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00278.warc.gz | 47,390,580 | 1,174 | eng_Latn | eng_Latn | 0.995154 | eng_Latn | 0.995068 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1917,
3995,
5712
] | [
3.796875
] | 2 | 0 |
General Education Mathematics
Class Notes
Counting: Permutations and Combinations (Section 12.3)
Here, we will see how permutations can be used to shortcut the work in some Fundamental Counting Principle (FCP) problems. We will also see another group of problems that will use the related concept of combinations.
Let's revisit one of my favorite problems to see how permutations will come into play.
expl 1: Let's say there are ten people (named A, B, C, D, E, F, G, H, I, and J) waiting at a theatre but only the first four in line will get tickets. How many ways can we assign tickets? Fill in the spaces below.
We saw, in the last section, that this can be done with the FCP by calculating 10 ꞏ 9 ꞏ 8 ꞏ 7 and we get 5,040 ways.
Notice, this is equivalent to finding 10! and dividing by 6! because of how common factors on the top and bottom of a fraction cancel out. See this below.
Recall: Definition: Factorial: Factorials are a quick way to write the product of any nonnegative integer and all the positive integers less than it. For instance, 1 2 3 4 5 6 7 8 9 10 ! 10 . (If it comes up, we define 0! to be 1.)
This brings us to our tool for finding how many ways we can line up four of these ten people in order.
Permutations of n things taken r at a time:
The number of ways we can arrange r items chosen from n total, distinct items is given by ! ( , ) ! n r n P P n r n r . Here, we say that the order matters. For instance, the line-up GBCE is different than the line-up BCEG (for example 1, above). Also,
as in the theatre examples, repetition of items is not
allowed.
A person cannot
occupy two spaces in line.
expl 2a: How many five-letter sequences can I make out of the 26 letters in the alphabet if I cannot have repeated letters? Use permutations.
expl 2b: If repeated letters were allowed, I could not use permutations. Why not?
expl 3: By hand, calculate the following.
a.)
P
(10, 2)
b.) P(15, 15)
c.)
P
(10, 8)
Let's change the scenario up a bit.
expl 4: Let's say we have those ten people (A, B, C, D, E, F, G, H, I, and J) in a room. We want to select four of them to receive a prize. It does not matter what order the people are chosen; all four will get the same prize. Write down several possible groups of four people.
How many ways can we do this? Permutations will not help us here as the order of the four people does not matter. In fact, permutations will overcount the number we are after. Instead, we use combinations.
Combinations of n things taken r at a time:
The number of ways we can group r items chosen from n total, distinct items is given by
We take P(n, r) and divide by the number of ways to arrange those r things.
Here, we say that the order does not matter. For instance, the line-up GBCE is not different than the line-up BCEG. Also, as in the theatre examples, repetition of items is not allowed.
Worksheet: Permutations and Combinations:
This worksheet works on these two similar but different concepts and how they are related. That discussion is followed by some practice problems.
expl 5: In the game of poker, five cards are drawn from a standard 52-card deck making up a "hand". How many different poker hands are possible?
expl 6: By hand, calculate the following.
a.) C(10, 2)
c.) C(10, 8)
Finding Permutations and Combinations on the TI Calculators:
To find C(10, 2) from example 6a, we first enter the 10 on the home screen. Then press the MATH button, and right arrow over to PRB. Option 3 should be nCr; choose it and it will be put on the home screen after the 10. Then enter 2 and press ENTER.
To find P(10, 2) from example 3a, follow the same procedure but select option 2 which should be nPr.
expl 7: Determine if permutations or combinations are required. Write the number of ways in P(n, r) or C(n, r) notation; then use the calculator to find the number.
a.) Novak Djokovic, Rafael Nadal, Roger Federer, and Andy Murray are all competing in the Malaysian Open (tennis). How many ways can these four players be seeded in the top four slots in the tournament?
b.) Forty high-school basketball players are competing to be selected for a special training session with LeBron James. Ten lucky players will be selected. How many ways can these ten players be chosen?
Combining Methods:
Of course, some problems are not so cut and dry. Here, we see problems where we need to combine these ideas, usually using the FCP too.
exp 8: There are 24 baseball players that need to fit into three vans for an "away" game. Each van will hold eight players. The order in which the players sit within a van does not matter. How many ways can this be done?
expl 9: The division of student services at your school is selecting two men and two women to attend a leadership conference in Honolulu, Hawaii. If ten men and nine women are qualified for the conference, in how many different ways can management make its decision?
expl 10: A company has 48 full-time employees and 15 part-time employees. They will send a contingent of employees to a conference. From the part-timers, they will select 5 employees. From the full-timers, they will select 3 employees. However, these full-timers will be given the specific jobs of travel coordinator, food coordinator, and lodging coordinator. How many ways can these 8 employees be chosen for the conference?
Pascal's Triangle (or Yang Hui's Triangle if you're Chinese):
This crazy thing pops up in a lot of places. Here is a partial picture.
Fill in the next two rows of Yang Hui's Triangle. Notice each row starts and ends with 1.
What does Pascal's Triangle have to do with Counting?
We have two related patterns to discuss. Let's explore the subsets of the set S = {a, b, c, d} which has four elements.
I have filled in the subsets of size 0, 1, and 4. Find and record all subsets of sizes 2 and 3 in column 2. Then count the number of subsets and record that in column 3.
Do you recognize these numbers? Where do we find them on Pascal's Triangle?
Now, think about how we made those subsets. We were choosing some number of a total of 4 objects and grouping them. Isn't that the number of combinations of 4 things taken 0, 1, 2, 3, or 4 at a time. Hence, we have these two results.
Pascal's Triangle Counts the Subsets of a Set:
The n th row of Pascal's triangle counts the subsets of various sizes (0, 1, 2, … n) of an n-element set.
Entries of Pascal's Triangle are C(n, r):
The r th entry of the n th row of Pascal's triangle is C(n, r).
expl 11: Where in Pascal's Triangle would we find C(8, 4)? In terms of subsets, what does C(8, 4) count? | <urn:uuid:b6ce553d-b128-4836-a30a-547c5f364eb6> | CC-MAIN-2022-05 | http://stlmath.com/resource/notes138/count_3.pdf | 2022-01-18T23:15:05+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00276.warc.gz | 56,088,068 | 1,713 | eng_Latn | eng_Latn | 0.997773 | eng_Latn | 0.998722 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1138,
1975,
3087,
3304,
4295,
4942,
5597,
6627
] | [
3.984375
] | 1 | 0 |
Number and place value
Pupils should be taught to:
[x]count in multiples of 6, 7, 9, 25 and 1000
[x]find 1000 more or less than a given number
[x]count backwards through zero to include negative numbers
[x]recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
[x]order and compare numbers beyond 1000
[x]identify, represent and estimate numbers using different
representations
[x]round any number to the nearest 10, 100 or 1000
[x]solve number and practical problems that involve all of the above and with increasingly large positive numbers
Multiplication and division
Pupils should be taught to:
[x]recall multiplication and division facts for multiplication tables up to 12 × 12
[x]use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
[x]recognise and use factor pairs and commutativity in mental calculations
[x]multiply two-digit and three-digit numbers by a one-digit number using formal written layout
[x]solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects
Addition and subtraction
Pupils should be taught to:
- add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
- estimate and use inverse operations to check answers to a
calculation
- solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why
[x]read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value
Y4 notes and guidance (non-statutory)
Number and place
value
Addition and subtraction
Multiplication and division
Using a variety of representations, including measures, pupils become fluent in the order and place value of numbers beyond 1000, including counting in tens and hundreds, and maintaining fluency in other multiples through varied and frequent practice.
They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far.
They connect estimation and rounding numbers to the use of measuring instruments.
Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value were introduced over a period of time.
Pupils continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency (see Mathematics Appendix 1).
Pupils continue to practise recalling and using multiplication tables and related division facts to aid fluency.
Pupils practise mental methods and extend this to three-digit numbers to derive facts (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6). Pupils practise to become fluent in the formal written method of short multiplication and short division with exact answers (see Mathematics Appendix 1). Pupils write statements about the equality of expressions (for example, use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). They combine their knowledge of number facts and rules of arithmetic to solve mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60. Pupils solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as the numbers of choices of a meal on a menu, or three cakes shared equally between 10 children.
Fractions (including decimals)
Pupils should be taught to:
[x]recognise and show, using diagrams, families of common equivalent fractions
[x]count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten.
[x]solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number add and subtract fractions with the
same denominator
[x]recognise and write decimal equivalents of any number of tenths or hundredths
[x]recognise and write decimal equivalents to 1 / ; 1 / ; 3 /
4 2 4 find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
[x] round decimals with one decimal place to the nearest whole number
[x] compare numbers with the same number of decimal places up to two decimal places
[x] solve simple measure and money problems involving fractions and decimals to two decimal places
Fractions (including decimals)
Pupils should connect hundredths to tenths and place value and decimal measure.
They extend the use of the number line to connect fractions, numbers and measures.
Pupils understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths
Pupils make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils use factors and multiples to recognise equivalent fractions and simplify where appropriate (for example, 6 / = 2 / or 1 / = 2 / ).
9
3
4
8
Pupils continue to practice adding and subtracting fractions with the same denominator, to become fluent through a variety of increasingly complex problems beyond one whole.
Pupils are taught throughout that decimals and fractions are different ways of expressing numbers and proportions.
Pupils' understanding of the number system and decimal place value is extended at this stage to tenths and then hundredths. This includes relating the decimal notation to division of whole number by 10 and later 100.
They practise counting using simple fractions and decimal fractions, both forwards and backwards.
Pupils learn decimal notation and the language associated with it, including in the context of measurements. They make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. They should be able to represent numbers with one or two decimal places in several ways, such as on number lines.
Measurement
Pupils should be taught to:
[x]convert between different units of measure [for example, kilometre to metre; hour to minute]
[x]measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
[x]find the area of rectilinear shapes by counting squares
[x]estimate, compare and calculate different measures, including money in pounds and pence
[x]read, write and convert time between analogue and digital 12 and 24-hour clocks
[x]solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days
Measurement
Pupils build on their understanding of place value and decimal notation to record metric measures, including money.
They use multiplication to convert from larger to smaller units.
Perimeter can be expressed algebraically as 2(a + b) where a and b are the dimensions in the same unit.
They relate area to arrays and multiplication.
Geometry: properties of shapes
Pupils should be taught to:
[x]compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
[x]identify acute and obtuse angles and compare and order angles up to two right angles by size
[x]identify lines of symmetry in 2-D shapes presented in different orientations
[x]complete a simple symmetric figure with respect to a specific line of symmetry
Geometry: properties of shapes
Pupils continue to classify shapes using geometrical properties, extending to classifying different triangles (for example, isosceles, equilateral, scalene) and quadrilaterals (for example, parallelogram, rhombus, trapezium).
Pupils compare and order angles in preparation for using a protractor and compare lengths and angles to decide if a polygon is regular or irregular.
Pupils draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry; and recognise line symmetry in a variety of diagrams, including where the line of symmetry does not dissect the original shape.
Geometry: position and direction
Pupils should be taught to:
[x]describe positions on a 2-D grid as coordinates in the first quadrant
[x]describe movements between positions as translations of a given unit to the left/right and up/down
[x]plot specified points and draw sides to complete a given polygon
Geometry: position, and direction
Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They read, write and use pairs of coordinates, for example (2, 5), including using coordinateplotting ICT tools.
Statistics
Pupils should be taught to:
[x]interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs
[x]solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
Statistics
Pupils understand and use a greater range of scales in their representations.
Pupils begin to relate the graphical representation of data to recording change over time.
Herts for Learning – Teaching and Learning | <urn:uuid:668d4b15-f5b3-4da7-a7e2-ed618b7199d1> | CC-MAIN-2022-05 | https://reddings.herts.sch.uk/download/year_4_pos_year_group_on_a_page_%20(1).pdf | 2022-01-19T00:03:27+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00277.warc.gz | 511,581,017 | 2,054 | eng_Latn | eng_Latn | 0.996171 | eng_Latn | 0.996171 | [
"eng_Latn"
] | false | docling | [
9565
] | [
3.875
] | 36 | 0 |
Crossword Puzzles As A Learning Tool For Vocabulary
Thank you definitely much for downloading crossword puzzles as a learning tool for vocabulary.Most likely you have knowledge that, people have see numerous times for their favorite books taking into consideration this crossword puzzles as a learning tool for vocabulary, but end going on in harmful downloads.
Rather than enjoying a fine book subsequent to a cup of coffee in the afternoon, instead they juggled later some harmful virus inside their computer. crossword puzzles as a learning tool for vocabulary is to hand in our digital library an online entrance to it is set as public appropriately you can download it instantly. Our digital library saves in combined countries, allowing you to get the most less latency times to download any of our books gone this one. Merely said, the crossword puzzles as a learning tool for vocabulary is universally compatible next any devices to read.
How to create Crossword Puzzles for in your classroom How to Solve Crossword Puzzles Crazy Crossword KDP Puzzle Books - Niche Analysis Keywords and More to Make Money at Home Online Crossword Puzzle Maker and How to Make Money Selling Puzzle Books on Amazon KDP Make Money Selling Puzzle Books [Low Content Publishing] How to make crossword puzzle easily Make Money Selling Puzzle Books Online on Amazon | Kindle Direct Publishing Learning Languages With Puzzles, Word Games, Quizzes, Crosswords .... 8 Best Crossword Puzzle Dictionaries 2018 BEGINNER crossword tutorial How to Use the Crossword
Puzzle UCLA's memory expert reveals the truth about brain-training apps, crossword puzzles, and sudoku 5 Profitable KDP Low Content Book Ideas For 2020 How To Create FREE Word Search KDP Low Content Book Interior - Kindle Direct Publishing
Create Puzzle Activity Books With Google Docs [Low Content Publishing]Create a KDP
Your Name Will Be In This Puzzle - Can You Find It?
interior in powerpoint How to Create a Coloring Book From Scratch Using Free Tools ESL Game : Crosswords How to Use Canva to Create Puzzle Book Cover for KDP [Low Content Publishing] Making Money With Puzzle Books - My Publishing Update Crossword Puzzles with Answers #1 (5 Letter Words) | Word Games to Play on Family Game Night English Crossword Puzzle Books - Levels 1 \u0026 2 Best Crossword Puzzle Book Reviews – How to Choose the Best Crossword Puzzle Book Crosswords Puzzle Game #1 - Can you solve this puzzle? How to Create a Crossword Puzzle | WIRED Crossword puzzles turn 100-years-old CROSSWORD PUZZLE ENGLISH VOCABULARY FOR CHILDREN Book: Codeword Puzzles - Phrases. The Little Book of Big Word Puzzles
Crossword puzzles are the perfect way to put your vocabulary skills and logical thinking to the test. They ask you to reach into your word bank, decipher clues, and build connections between letters. If you're new to crossword puzzles then it's important to spend a bit of time learning how to play them.
Crossword Puzzles As A Learning
How Crosswords can Aid Learning Motivational Tool. Intrinsic motivation is important for deep level learning. Games and puzzles appeal to most people,... Reviewing and Testing Knowledge. Crossword puzzles can be a good self-assessment for students. The puzzles enable the... Sharpening the Brain. ...
How Using Crossword Puzzles As A Teaching Tool Can Aid ...
Crossword Puzzles for Basic English Learners. A1 Elementary Level. Here are crossword puzzles for students at an elementary level of English or A1 on the CEFR scale. A1 Animals Crossword. A1 Instructions Crossword. A2 Pre-Intermediate Level.
Crossword Puzzles - Vocabulary Exercises - Learning English
Crossword Puzzles: Worksheet to Print. Click Here for. K-3 Themes. In these worksheets, the student follows solves written clues to fill in the words in the puzzle. Rosa Parks Crossword Puzzle. Solve a crossword puzzle based on Rosa Parks' life. Or go to the answers. Three Little Pigs Crossword Puzzle.
Crossword Puzzles: EnchantedLearning.com
DEB AMLEN: Learning to solve crossword puzzles is not easy, but learning to make them is even harder. The crossword puzzles that solvers dig into every day are a combination of Page 3/15
sweat, creativity...
How to Make a Crossword Puzzle - The New York Times
While our crossword puzzles are certain to improve spelling and vocabulary, they are also a great way for students to practice their reading comprehension. These puzzles are great learning games designed for use in class or at home. We are currently working to expand the content in this section of the website. We appreciate your patience. Beginning Level Puzzles
Free Online Crossword Puzzles for All Ages
Crossword puzzles are a great way to develop students vocabulary skills and enhance their learning. There are numerous web tools and mobil apps that you can use to create crossword games for your class and one of our favourite tools in this regard is CrosswordLabs.This is a simple, free and student friendly platform that allows you to design, print, and solve crossword puzzles online.
CrosswordLabs- A Simple Tool to Create Crossword Puzzles ...
Crossword puzzles. Crosswords in English. 7449 Abbreviations for Texting in English – Crossword 1; 7451 Abbreviations for Texting in English – Crossword 2; 7453 Abbreviations for Texting in English – Crossword 3; 7773 Animal sounds in English – Crossword; ... Learning Page 4/15
English Online
Crosswords puzzles - Learning English - Englisch-Hilfen
Twice a month you can play a new crossword puzzle on The New York Times Learning Network. The puzzles are edited by the Times puzzle master, Will Shortz. If your browser supports Java, you can play...
Learning Network Crossword Puzzle Archive
Boatload Puzzles is the home of the world's largest supply of crossword puzzles. Solve Boatload Puzzles' 40,000 free online crossword puzzles below. No registration is required. Loading crossword puzzle. One moment please. You can put a daily crossword puzzle on your web site for free! A new Boatload Puzzles crossword puzzle will appear on your ...
Free Online Crossword Puzzles
Crossword puzzles to make English learning fun! ESL Crossword Vocabulary Worksheets Learn how to use words and what they mean using thee interesting crossword puzzles, engaging and fun for all! These are designed to enhance a person's vocabulary in English language!
Crossword puzzles to make English learning fun!
You don't have to be a crossword puzzle expert to enjoy solving easy puzzles or even more challenging ones. But when you sit down to work on any crossword grid, you'll likely enjoy yourself more if you keep these simple tips in mind: Work in pencil. By working in pencil, you give yourself permission to […]
Tips for Solving Crossword Puzzles - dummies
Online Crossword Puzzles. Play the daily crossword puzzle from Dictionary.com and grow your vocabulary and improve your language skills. Learn new words and practice problem solving skills when you play the daily crossword puzzle. Use the crossword solver from Dictionary.com to help fill in all the clues.
Free Daily Crossword Puzzles | Dictionary.com
More English Word Games These crosswords have been developed with Javascript. Crosswords are fun, and a great way to test your vocabulary, and help you to remember all those words you have been learning. Match the clues with the words from the vocabulary sections.
Page 6/15
English crosswords - Learn English Free - English Learning ... Unolingo A challenging blend of crossword and sudoku that tests logic and deductive reasoning. Up & Down Words Use crossword-style clues to fill in two-word phrases. KenKen Similar to sudoku, but...
Play Crossword | Puzzles USA Today
Crossword puzzles do have a value – but these ultimately amount to being little more than recreational in nature. At the most, if you can solve a puzzle, you know your brain is still pretty much intact. But whether your brain is getting stronger and sharper, the more puzzles you solve, is a matter of opinion.
Crossword Puzzles for Memory And Brain Fitness: Fact or ... This crossword puzzle, " Machine Learning, " was created using the Crossword Hobbyist puzzle maker
Machine Learning - Crossword Puzzle
As a way to review outer space vocabulary and some space facts, here are 2 free printable space themed crossword puzzles. These space worksheets are perfect for 5th or 6th grade students who are learning about space in Science class. These crossword puzzles are not only Page 7/15
a good way to work on space vocabulary but also help with spelling.
This series is designed to help children practice and master a variety of skills, including beginning math, penmanship, reading comprehension, and much more. These books can be used to enrich learning, reinforce skills, and provide extra practice. The compact size (7" x 9") allows the books to fit easily in children s hands and backpacks.
Crosswords books for kids ages 6 - 8 comes with the enhanced and refreshed look for all the kids and adults readers along with its magnificently fabulous utility for the learning perspectives. Even if one remains in traveling hours, still the crosswords books offer a great usability and does not restrict the readers to be confined to one place while reading the book and solving its challenges. *Features : *Crosswords for kids for kids ages 6 - 8 provides and exposes a new line of challenges & tricks for the kids so that they may be enabled to solve the puzzles by themselves and enhance their mental capacity without having to struggle by any means. *Kids crossword book features a large number of crossword puzzle books which makes it perfect to remain thoroughly engaged for many hours without having any dull moments to learn and have fun with sheer ease and entertainment. *Childrens crossword books come with a new and refreshed appearance & outlook which never fails to captivate everyone with its glorified appearance. *Crossword puzzle contains most clever and exciting puzzles which take some doing to complete them and are utterly helpful for the purpose of
amplifying intuitive skills & command over the international language. *Crossword book is equally ideal for the kids and adults to help them learn different dimensions & aspects associated with the language in a convenient & funny fashion. Patrick N. PeersonFunny Learn Play Team
Have Your Child Improve Vocabulary and Critical Thinking Skills Through Fun Crossword Puzzles! With 101 puzzles, this crossword book provides hours of fun-filled puzzles! It is one of the best ways to educate kids, but at the same time entertain them. Your children will have the opportunity to build vocabulary and improve their spelling. - Produced and created by professional writers native in the English language - Large puzzles made easy to see with cute picture themes - Three levels starting from easy to hard with bonus challenges at the end Enhance productivity and improve problem-solving skills - Tons of fun for everyone in the family Other than the above mentioned points, crossword puzzles for kids also provide numerous health benefits such as reduced stress and relaxation.. Includes a certificate on the back of the book that you can present to your child upon completion. Order Now and Enjoy One of the Best Crossword Puzzle Books for Kids!
Clue: The fun solution to building English Vocabulary Answer: Crossword puzzles! Studying English as a second language does not have to be boring! Easy ESL Crossword Puzzles gives you a deserved break from drill books and grammar primers. Offering plenty of ways to learn more than 3,000 English words, author Chris Gunn, founder of Lanternfish ESL, has created 110 themed crossword puzzles that will challenge and entertain you. Easy ESL Crossword
Puzzles helps you Use context to learn word meanings Become familiar with collocations—two words that are often used together—and standard English phrases and sayings Understand word play such as rhyme, alliteration, and simile If you are a teacher looking to add some spark to your lessons or a student needing more practice, Easy ESL Crossword Puzzles is the perfect answer to making learning English an engaging experience!
Best Crossword Puzzles For Kids The Most Meaningful Gift for Kids Who Have Everything ! Are you looking for a gift for your kids? Do you want to receive praise and compliments from your children and your family ? Then this crossword puzzles is for you. Easy Educational crossword puzzles for Kids to Learn Their First Words. start having fun in just minutes. There's nothing better for your little one than a fun activity book packed with developmental benefits! crossword puzzles for Kids is an essential puzzle book for children that will keep your little one entertained and engaged! Did you know that crossword puzzles are not only fun but are also greatly beneficial for children? - Puzzles are proven to deliver the following benefits: - Help Develop Word Recognition - Assist in Learning Context Clues - Reinforce Pattern Recognition - Introduce and Review Vocabulary - Improve Spelling Skills - Relieve Stress - And Much More... 86 Easy & Educational Crossword Puzzles for kids Your child cannot afford to miss out on this essential Crossword Puzzles. This Crossword Puzzles for kids has been designed to offer hours of fun, while at the same time reinforcing the vocabulary expected of kids . Many of the words in these puzzles come from basic vocabulary lists. However, throughout the book
are also words to find that have been taken from lessons for advanced learners. With 86 puzzles, this kids crossword puzzle book provides hours of entertainment and challenge.Crossword Puzzles for kids are a perfect way to entertain and educate at the same time. Here, kids will get the chance to learn new words and to practice the vocabulary they already have. Presented in a large-type, easy-to-read format Fun for the whole family Covers a large variety of subjects Advanced younger kids will enjoy these too Each page has something fun and different that kids would love and things they can relate to Related keywords : kids crossword puzzle books ages 10-12 ,kids crossword puzzle books ages 10-12, kids crossword puzzle kid,crossword puzzle book crossword puzzles for kids,crossword puzzles for kids ages 6-8,crossword puzzles for kids ages 9 to 12,crossword puzzles for kids ages 8-10,crossword puzzles for kids ages 4-8,crossword puzzles for kids 13 and over
Easy English Crossword Puzzles - Learn English Through Crossword Puzzles.This book contains thirty crossword puzzles to train and test your English vocabulary. This book is intended for those whom want to learn English, and practice what they have learned. It can also be used to systematically expand your vocabulary of the English language. The thirty freeform crossword puzzles, in an eleven times eleven grid, need to be filled with, the most frequently used words in the English language. This book is about fifty pages thick. Each crossword puzzles contains about twenty-five to thirty words, that need to be found. They help you learn new, and often used words. This book is what you could call a vocabulary quiz. When you are learning a language, you sometimes just want to step away from the lesson books and native speakers audio-aids. Then doing something different, like crossword puzzles
to study a language, is just what you need. The puzzles are not arranged according to a theme. They have been constructed like normal crosswords, to make them more challenging. This book is very useful for learning English vocabulary, in a fun way. And the crossword puzzles are small enough, so you can finish them quite swift. This is a helpful tool. Using this book your fluency of English will improve, as well as your retention of the words used. Using this book can be an invaluable way to learn new words in English.It is a great way to boost your English knowledge. If you get stuck, then you can use the solutions printed at the back of the book to get you going again. On the other hand, this book with easy crossword puzzles, can also serve as a pastime, and help to train your memory. Not only can it be used for educational purposes. It is also just a book with easy crosswords.
Unlike many other puzzle books, this series offers your early learner total independence to play them without any assistance from you. It is a self-checking puzzle book that gives a child complete freedom to enjoy words he is learning and to check his answers all by himself easily. In Book 1 of Primary Games, your child will find a book in LARGE PRINT that uses lowercased lettering. Unlike most other game books, this one uses the SAME LIST of spelling words in each set of puzzle games. This means, that after he has played all the puzzles, he will have a sense of mastery for the words he has been using. Here is what you will find in this resource: 1. Using visually attractive picture images beside each spelling word, your child or student will have an illustration of the word he is learning to spell 2. These SAME spelling words are then used in the WORD SEARCH PUZZLE. Each puzzle only incorporates horizontal and vertical letter placement. Backward and diagonal lettering are not used to prevent confusion 3. The
ANSWERS to each word search puzzle can be found on the BACK of the puzzle page, making it easy for your child to receive immediate feedback and any necessary help with his efforts 4. Next, the CROSSWORD PUZZLE incorporates the SAME spelling words your child has been playing with; however, instead of clues, the words are listed, making it fun for him to find the numbers and fill in the blanks 5. In the final puzzle game of the set, your child will get to test himself with a Fill-in-the-Blanks game that uses the SAME words he has been learning in the other puzzle games 6. And because of the large print, your child will have plenty of room to practice writing his letters, eliminating the frustration of spaces that are too small Through the use of REPETITION and learning to see the SHAPES of words by using lower-case lettering, your child will experience success and confidence--all without any supervision or help from YOU! And be sure to check out Book 2 of Primary Games for continued fun--for you AND your child!
30 easy-to-work puzzles, each with spaces for four or five words that form a theme - types of transportation, fruit, animals, birds, numbers, flowers, musical instruments, and so on. Each crossword contains large, colorable pictures that provide hints to correct words. Solutions included.
Best Crossword Puzzles For Kids The Most Meaningful Gift for Kids Who Have Everything ! Are you looking for a gift for your kids? Do you want to receive praise and compliments from your children and your family ? Then this crossword puzzles is for you. Easy Educational crossword puzzles for Kids to Learn Their First Words. start having fun in just minutes. There's
nothing better for your little one than a fun activity book packed with developmental benefits! crossword puzzles for Kids is an essential puzzle book for children that will keep your little one entertained and engaged! Did you know that crossword puzzles are not only fun but are also greatly beneficial for children? - Puzzles are proven to deliver the following benefits: - Help Develop Word Recognition - Assist in Learning Context Clues - Reinforce Pattern Recognition - Introduce and Review Vocabulary - Improve Spelling Skills - Relieve Stress - And Much More... 86 Easy & Educational Crossword Puzzles for kids Your child cannot afford to miss out on this essential Crossword Puzzles. This Crossword Puzzles for kids has been designed to offer hours of fun, while at the same time reinforcing the vocabulary expected of kids . Many of the words in these puzzles come from basic vocabulary lists. However, throughout the book are also words to find that have been taken from lessons for advanced learners. With 86 puzzles, this kids crossword puzzle book provides hours of entertainment and challenge.Crossword Puzzles for kids are a perfect way to entertain and educate at the same time. Here, kids will get the chance to learn new words and to practice the vocabulary they already have. Presented in a large-type, easy-to-read format Fun for the whole family Covers a large variety of subjects Advanced younger kids will enjoy these too Each page has something fun and different that kids would love and things they can relate to Related keywords : kids crossword puzzle books ages 10-12 ,kids crossword puzzle books ages 10-12, kids crossword puzzle kid,crossword puzzle book crossword puzzles for kids,crossword puzzles for kids ages 6-8,crossword puzzles for kids ages 9 to 12,crossword puzzles for kids ages 8-10,crossword puzzles for kids ages 4-8,crossword puzzles for kids 13 and over
Copyright : elearning.saem.org
File Type PDF Crossword Puzzles As A Learning Tool For Vocabulary
Copyright code : 375a7b77bf72a652a0157b7fc97d7a22 | <urn:uuid:e20a1168-3aca-460f-ae11-6ad41eb06486> | CC-MAIN-2022-05 | http://elearning.saem.org/cgi-bin/content/view.php?data=crossword_puzzles_as_a_learning_tool_for_vocabulary&filetype=pdf&id=375a7b77bf72a652a0157b7fc97d7a22 | 2022-01-18T23:53:16+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00277.warc.gz | 18,315,671 | 4,317 | eng_Latn | eng_Latn | 0.956557 | eng_Latn | 0.998693 | [
"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 | [
1545,
2978,
4179,
5395,
6364,
7400,
8490,
10076,
11768,
13497,
15368,
17287,
18972,
20874,
21024
] | [
1.8203125,
3.015625
] | 1 | 0 |
1. Project title
Threats on the Web - Prevention, Reaction
2. Main theme
Education activities covering the area related to cyberspace
3. Project purpose and outcome (in two sentences)
The main goal of the project is to present how to use the Internet efficiently and safely, how to respond to online threats and how to avoid to them
The project is addressed to primary school students (Classes 4-8), their parents, guardians and teachers, middle school students and their parents, guardians and teachers, as well as all primary schools in the same scope.
There are also organized trainings for Psychological and Pedagogical employees from the Lesser region
The project has already covered all primary schools from the Lesser Poland area (apart from newly created ones)
4. Project submitter (Member State), project leader(s) and project partner(s)
- Poland
- Voivodship Police Constabulary in Lesser Poland Crime Prevention
- Marshal's Office of the Lesser Poland Voivodship, Department of Health and Social Policy
- NASK Science Research Institute
5. Links to the project's website or online reports/publications (preferably in English)
http://malopolska.policja.gov.pl/pl/content/zagrozenia-w-sieci https://www.profilaktykawmalopolsce.pl/index.php/programy/11-zagrozenia-wsieci
https://akademia.nask.pl/projekt-46/o-projekcie.html https://www.youtube.com/watch?v=1TmJ3GT6dd4
https://www.youtube.com/watch?v=upYIEMeOtYA
https://www.youtube.com/watch?v=XtnMUecQj_Q
https://www.youtube.com/watch?v=7Oral07_32k https://www.portalsamorzadowy.pl/ochrona-zdrowia/zdrowy-samorzad-oto-
laureaci-konkursu-zobacz-relacje,104979.html
6. Short summary of the project
Project "Threats on the Web - Prevention, Reaction" implemented in its initial formula in primary schools among students of grades 4-6 and their parents and teachers, over time had to respond to emerging - cyber threats. His formula has been widened, and so it is currently addressed to primary school students of grades 4-8, their teachers and parents (all levels - classes 1-8), students of excluded gymnasiums and their teachers and parents, as well as other educational institutions, among others industry schools, high schools, technical schools.
Beneficiaries of the project, in addition to the knowledge they are given, are also equipped with preventive materials that correlate with the assumptions of the activities undertaken.
The multidimensional character of the project is also emphasized in encouraging young people to use the space of the physical world - being offline. We promote a healthy lifestyle through physical activity, which is associated with participation in outdoor events.
7. Project description
In May 2012, police officers from the Prevention Department of the Voivodship Police Constabulary in Krakow took part in the meeting of the Health Protection Committee of the Lesser Poland Regional Assembly, where they presented an idea for the implementation of educational activities in Lesser Poland, covering the area related to cyber threats. The project addressed to primary school children arose as a "response" to the demand reported by teachers and parents. After the meeting, the Health Protection Commission of the Regional Assembly of the Lesser Poland, a decision was taken to start implementing the abovementioned project under the name "Threats in the network - prevention, response".
In the fourth quarter of 2012, the Department of Prevention of the Voivodship Police Constabulary in Krakow began pilot project implementation in three poviats of the Lesser province: Tarnów, Nowy Sącz, Myślenice, and also in the city of Krakow.
From January 2013, the project was extended to all poviat and city police headquarters of the province Malopolska - ultimately the project is to cover all of them primary schools in Lesser Poland. The project's addressees are children of grades 4-6 of primary schools as well as their parents and teachers.
As part of the project, ten training conferences were prepared by the Prevention Department of the Voivodship Police Constabulary in Krakow together with the Marshal Office of the Malopolska and the Research Institute "Science and Academic Computer Network". Policemen from Police Commissariats - Poviat / District Police Headquarters and from the Voivodship Police Constabulary (juvenile and district specialists) participated in these conferences, and their aim was to improve professional and didactic competences implementing the policemen project - almost 100 policemen participate in the training each year.
The project also implemented three advertising spots addressed to students, as well as to parents and teachers. The policemen implementing the project joined in their preparation. The spots were broadcast on public transport in Krakow, in some of the cinemas before film screenings, and are used by police officers as auxiliary material during meetings with children and their parents.
Policemen conduct meetings with children, during which they use the preventive and educational materials developed by NASK, including: "Adventures of Plik's and Folder" for children, brochure "Excessive use of computer and Internet by children and young people", Leaflet, poster, guide and the brochure "Controlled purchase", film and audiobook "The Adventures of Plik's and Folder on the Web", the educational package "Become your child's friend", the film "Sheep in the Net"
As part of the project, on September 20, 2013, the Declaration on cooperation was signed between the Marshal's Office and the Voivodship Police Constabulary in Krakow, updated on January 29, 2014 with a Declaration on cooperation between the Board of the Malopolska Province, and Voivodship Police Constabulary in Krakow and the Krakow Academy. The inclusion of the academic environment in the project is aimed at ongoing monitoring and evaluation of the project in terms of defining the directions of its development in the following years. After more than two years of implementation of the above-mentioned project the university "left" the project.
The project enjoys a very good reception especially in the group of parents, which is a phenomenon of previous preventive activities carried out in the area of safety of children and teenagers.
8. Project objectives
One of the main goals of the project is to show how to use the Internet efficiently and safely, how to respond to online threats and how to avoid it. Our activities are aimed at limiting the occurrence of cyberbullying among children and youth and related cyber threats, as well as exposing children and young people to victimization in the online space.
Another of the important goals is to for teachers, pedagogues, psychologists and parents and guardians of children and youth with knowledge and competences that allow to recognize and counteract cyberbullying and cyber threats.
Children and teenagers were covered by multi-segment training at various stages of their educational process. Parents and teachers familiarized with the created "Procedures" for dealing with the perpetrator, victim of cyberbullying, as well as methods of securing "cyberevidence".
New preventive goals related to emerging cyber threats are set, i.e. Blue Whale Challenge, Momo doll, etc.
9. Project outcome
From the beginning of the project "Threats on the Web - prevention, response", the policeman met with:
* 372930 students (11424 meetings)
* 61440 parents and guardians (1407 meetings)
* 30201 teachers, educators and psychologists (7380 meetings).
In 2018 as part of the project, police officers visited 1204 primary schools, in which they met with
72 412 students (2 228 meetings), 10 545 parents (159 meetings) and 5 780 teachers and pedagogues (1 714 meetings).
And apart from, the policeman in the implementation of the above project, they reached with its assumptions for kindergartens, junior schools, high schools, technical schools, as well as parents, guardians and teachers of children and youth attending the 409 aforementioned. institutions. In 2018, policeman officers met during 655 meetings with 22 240 students (children and youth), 45 meetings with 2,110 parents (carers, seniors), 478 meetings with 2099 teachers (pedagogues).
10. Start and end project, timescales and key milestone dates
The project implementation began in the fourth quarter of 2012. The project is being implemented at the time, to date, due to the great interest it enjoys and the emerging new threats - challenges in the world of on-line as well as off-line .
11. Funding (total budget and type of funding (e.g. ISEC, EUCPN Fund,...)
The project is financed by the Marshal's Office of the Lesser Poland. In the Office's budget so far, it was about PLN 200,000.
12. Evaluation
Evaluation of the project "Threats in the Network - Prevention, Response" is planned for the years 2019/2020.
13. Contact details project
Voivodship Police Constabulary in Krakow, Prevention Department
31-571 Kraków, ul. Mogilska 109
Tel. +48 12 61 54 800
Fax. + 48 12 61 54 818
Mail: email@example.com | <urn:uuid:65e7a65a-6ac4-4765-8f95-20dff5af0015> | CC-MAIN-2022-05 | https://eucpn.org/sites/default/files/document/files/good_practices_kwp_krakow.pdf | 2022-01-18T23:04:24+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00278.warc.gz | 278,368,562 | 1,992 | eng_Latn | eng_Latn | 0.991266 | eng_Latn | 0.995265 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1056,
2676,
6089,
8252,
9106
] | [
3.28125
] | 1 | 0 |
Understanding Your Child's Confidential Student Report (CSR)
A Guide for Parents
*Assessments available in Spanish.
**Linguistically accommodated version (STAAR L) available.
WHAT IS STAAR?
The State of Texas Assessments of Academic Readiness (STAAR ® ) is the testing program for students in Texas public schools. The assessments are based on the Texas Essential Knowledge and Skills (TEKS), the state-mandated curriculum. The curriculum contains the content and skills students need to learn in order to be successful in the current grade and to make academic progress from year to year. Each STAAR assessment measures what students are learning in a specific grade. STAAR L is a version of STAAR for students who are learning English. STAAR L uses linguistic accommodations to help students understand the language of the tests so that they can demonstrate their knowledge and skills. STAAR A is an online accommodated version of STAAR. It provides embedded supports designed to help students with disabilities access the content being assessed.
WHAT IS THE PURPOSE OF THIS PARENT GUIDE?
Every child who takes a STAAR test gets a report showing his or her test results. This report is called the Confidential Student Report, or CSR for short. Carefully reviewing your child's test results can help you identify where your child is doing well and where he or she may need to improve.
This parent guide is based on a sample CSR for grade 4. You will notice that the grade 4 CSR on the next page shows test results for three subject areas: reading, mathematics, and writing. If your child took these subject-area tests at a different grade, his or her results will be reported in the same way as they are at grade 4. If your child took a science or social studies test, his or her test results will be reported in a similar way as the results for reading and mathematics. So no matter what grade your child is in, this grade 4 sample report will help you understand your child's actual test results.
WHAT ARE THE PERFORMANCE LEVELS FOR STAAR?
The STAAR assessments have three categories for performance—Level III: Advanced Academic Performance, Level II: Satisfactory Academic Performance, and Level I: Unsatisfactory Academic Performance. Your child's performance level is indicated for each assessment he or she took.
If your child's report shows a "YES" under Level III: Advanced, he or she performed at a level that is well above passing. Performance in this category indicates that students are well prepared for the next grade and are highly likely to be successful in that grade.
If your child received a "NO" under Level III: Advanced, but a "YES" under Level II: Satisfactory, he or she performed at a level that is at or above passing. Performance in this category indicates that students are sufficiently prepared for the next grade and are likely to be successful in that grade. However, students in this category may need some additional instruction focused on the content and skills that were difficult for them.
If your child's report shows a "NO" under Level II: Satisfactory, he or she performed at a level that is below passing. Performance in this category indicates that students are not adequately prepared for the next grade and are not likely to succeed in that grade without significant and ongoing instructional support.
Explanation of Results
A Student's Scale Score
This is your child's scale score, which shows his or her performance on the test. The STAAR scale score lets you compare your child's score with the Satisfactory and Advanced performance levels. The scale score indicates how far above or below these performance levels your child's achievement is.
B Level II: Satisfactory and Level III: Advanced
To the right of the scale score, the "YES" or "NO" shows whether your child achieved Level II: Satisfactory or Level III: Advanced on the test.
C Test Information
This column shows whether your child took a specific version of a STAAR test. Different letters indicate different versions: s for STAAR Spanish, l for STAAR L, a for STAAR A, and b for braille. If there is not a letter in this column, your child took the general version of the STAAR assessment.
D Progress Measure
The STAAR Progress Measure gives you information about how much your child has improved in a subject area. For reading and mathematics, this measure is based on a comparison of your child's score last year with his or her score this year. For English language learners, an English Language Learner (ELL) Progress Measure is reported. This progress measure provides information about whether your child has made progress toward passing STAAR. The ELL progress measure is based on your child's level of English language proficiency and the amount of time he or she has attended school in the United States. This measure will help you better understand whether your child is making reasonable progress in acquiring on-grade-level academic skills based on his or her English proficiency and schooling. For more information about the STAAR and ELL progress measures, contact your child's school or visit TEA's website at http://tea.texas.gov/Student_ Testing_and_Accountability/Testing/State_of_Texas_Assessments_ of_Academic_Readiness_(STAAR)/Progress_Measures/.
E Scale Score Bar
I Percent Correct
This bar shows how well students could perform on the test. The arrow shows where your child actually performed on the test. The scores needed to achieve Level II: Satisfactory and Level III: Advanced are also marked on the scale score bar.
F Reporting Categories
The content and skills tested on each STAAR assessment are grouped together. Each group is called a reporting category. The categories for each subject are listed in this column.
G
Items Correct and Items Tested
The Items Correct column shows the number of questions your child answered correctly for each reporting category. The Items Tested column shows the total number of questions tested for each reporting category.
H Lexile Measure
A Lexile measure is reported for students who took grade 3-5 reading tests in English and grade 3-4 reading tests in Spanish. The Lexile measure represents both the complexity of a text, such as a book or article, and an individual's reading ability. The purpose of the Lexile measure is to appropriately match readers with books.
The shaded bars show the percentage of questions your child answered correctly for each reporting category.
J Writing Performance Results
On the writing test, your child wrote one composition and answered multiple-choice questions related to revision and editing. In addition to the number and percent of multiple-choice questions your child answered correctly, your child's score on the composition is shown. For the written composition section of the writing results, the first column lists the composition your child wrote. The second column shows the points your child earned on the composition. The third column shows the total points possible on the composition. The final column describes the rating score, showing the level of writing performance your child demonstrated on the composition.
K Student Data Portal
Through the student data portal, parents and students can access assessment information across test administrations and years. You may access the portal by using the web address and student access code that are listed at the bottom of your child's actual test report.
112975-112975 • Unlweb_ACC516
Copyright © 2016, Texas Education Agency. All rights reserved.
Date of Birth: 12/15/00
District: 999-999 DISTRICT NAMEXX
Report Date: JUNE 2016
Date of Testing: SPRING 2016
Student ID (PEIMS): *****9999
Campus: 001 CAMPUS NAMEXX
Local Student ID: 999999999
Class Group: CLASS GROUP NAME
Grade: 4 | <urn:uuid:05557228-bd2f-4418-8a72-0c23bae3cf71> | CC-MAIN-2022-05 | https://files.gabbart.com/169/understanding_csr.pdf | 2022-01-18T21:34:50+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00278.warc.gz | 288,804,022 | 1,580 | eng_Latn | eng_Latn | 0.997453 | eng_Latn | 0.997526 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3358,
7810
] | [
2.25
] | 2 | 5 |
Elementary School Age Children and Their Vision
The majority of vision development occurs in the first few years of life. The older a child is at the time of diagnosis, the more difficult it may be to correct issues of ocular development.
Should my child have a vision test?
All children should have a comprehensive eye examination by kindergarten entry.
Children may not know that they have a vision problem. Changes in a child's vision happen very slowly. A child may think that everyone else sees the same way.
Vision problems often have a family history. If you know of vision problems in your family, your child's eyes should be examined by an eye doctor (optometrist or ophthalmologist), especially if you notice any concerns.
Some conditions can result in permanent vision damage if they are not corrected early:
- Crossed eyes (strabismus) is a condition where the eye muscles point one or both eyes in the wrong direction
- Lazy eye (amblyopia) is a condition where the vision in one eye is weaker than the other eye. The child's brain ignores the weak eye and uses the strong eye to see. If untreated, the child's brain develops a clear picture in the good eye and a blurry picture in the weak eye
What are some vision concerns and their symptoms?
Your child should see your family health care provider or eye doctor if you notice any of these signs or symptoms:
- Blurred vision
- Headaches
- Red, itchy or watery eyes or discharge
- Squinting or rubbing the eyes
- Excessive blinking
- Difficulty finding or picking up small objects
- Covering or closing one eye
- Drooping upper eyelid
- Tilting or holding the head in an unusual position
- Holding objects too close
- Eyes appear crossed or turned
-
Reading or watching screens very closely
- Avoiding activities needing distance vision
- Trouble focusing or making eye contact
- Difficulty following objects or people
- Poor performance in school or lack of concentration
- Lack of coordination or clumsiness in physical activities
How can I help to prevent eye injuries for my child?
You can reduce the risk of eye injuries and increase eye safety for children.
- Teach children to play safely with toys and games
- Take rest breaks to avoid eye strain while doing close up activities, such as using a computer or tablet, playing video games, or
watching television. These activities can decrease the natural blink reflex and cause irritated, red, or dry eyes
- Provide an area for homework that has even lighting and does not have glare or reflections. Children should take regular breaks to rest their eyes when reading
- Teach children not to walk or run while carrying sharp objects. Objects, such as pencils, keys, umbrellas, scissors, lollipop sticks, uncooked spaghetti, drinking straws, or pieces of wire, can cause an eye injury
- Teach children to sit at least 3 metres (8 to 10 feet) away from the television screen. Place the television in a spot that reduces glare or use soft lighting
What about wearing sunglasses and other types of protection?
Ultraviolet (UV) rays from the sun can cause eye damage, as well as harm the skin.
Sunglasses are recommended for children and adults. To protect eyes, sunglasses should:
- Have large lenses and a wraparound design, fully covering the eyes
- Fit well and be comfortable
- Have labels with 99 to 100 per cent UVA and UVB protection
- Not have cord or string attachments. Cord and string attachments are not recommended due to the risk of strangulation. If a cord or string attachment is used, it should come off easily if pulled
If your child wears corrective lenses or glasses, make sure they have UV protection.
Hats that shade the face and eyes may provide better sun protection. Hats can be easier for children to keep on than sunglasses. Children should wear hats when playing in the sun to prevent sunburn and any harm to their eyes.
Could my child be colour blind?
Some children, males more often than females, have trouble seeing certain colours. They can see colours, but the spectrum they can distinguish is less than people without colour deficiency. Some colours can look the same and be harder to tell apart, such as the difference between certain shades of red and green.
Your child can have a simple colour vision test by an eye doctor to check for any concerns. This can help you understand and deal with any problems your child may have in learning situations that involve colours.
For More Information
For more information, see:
- HealthLinkBC File #11 Ultraviolet Radiation
- HealthLinkBC File #53a Young Children and Their Vision
For more information on vision screening, contact your local public health unit.
To find an optometrist in your area, contact the BC Doctors of Optometry at 604 737-9907 or toll-free 1 888 393-2226, or visit https://bc.doctorsofoptometry.ca/. | <urn:uuid:1e741d4b-c7db-46d5-ae8e-fd9a2b1dff49> | CC-MAIN-2022-05 | https://www.healthlinkbc.ca/sites/default/files/documents/hfile53b_0.pdf | 2022-01-18T23:00:00+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00278.warc.gz | 776,394,940 | 1,019 | eng_Latn | eng_Latn | 0.997969 | eng_Latn | 0.998034 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2327,
4849
] | [
4.09375
] | 4 | 0 |
In This Issue:
Time to Fall Back... Daylight Savings Time Changes Sunday Nov 5th!
Preventing Driver Injuries in Fall and Winter
November 5-12 is Drowsy Driving Prevention Week
Halloween Driving "Tricks" to Keep Everyone Safe
Driver Shortage, ELDs, Top List of Trucking Industry Concerns
Preventing Driver Injuries in Fall and Winter
Slip/Trip and Fall injuries are the most common type of injury for drivers. Most of them occur during the winter months. Each year, thousands of professional drivers are seriously injured due to not paying attention in winter conditions. Working in the ice and snow requires your full attention and awareness.
Remember it is our primary goal that you go home to your family and friends the way you came to work today, safe and healthy.
Always wear proper footwear. A full support leather shoe with a rugged non-slip sole. Use non-slip covers on shoe (Yak Trax, etc.)
SLOW DOWN, never be in a hurry.
Always watch where you walk. Snow can accumulate on top of ice in and around truck parking areas.
Take small steps and check your footing with each step.
Look for ice on all handrails and hand grabs before using them.
ALWAYS use gloves for better grip.
ALWAYS use three points of contacts when exiting/entering your tractor or trailer or getting on the cat walk behind the cab, ALWAYS.
Always use your seat belt.
SLOW DOWN!
Slow Down in winter!
October 27, 2017
How does a Driver Log Daylight Savings Time?
There are no "official" guidelines for logging when the time changes. What most drivers do is simply drop a line down to the remarks section of the log to indicate the time change. So at 02:00 AM, Sunday morning, drop a line down and write something like, "Daylight saving." It should not affect drivers' hours because they still must comply with the 11-, 14- (or 10-, 15-), and 60/70-hour rules. These rules are not dependent on what the clock reads; rather they depend on how much time the person actually worked/drove.
When you "gain" an hour in the fall, your log for that day should include 25 hours of activity, because you repeat the hour from 1:00 a.m. - 2:00 a.m. The log needs to show what you did for that hour, so enter a note indicating your activity and any changes in duty status. That hour must be included when calculating compliance.
November 5-12 is Drowsy Driving Prevention Week
The National Sleep Foundation has launched Drowsy Driving Prevention week as an educational campaign designed to save lives by increasing awareness of the dangers of driving while sleepy. The National Highway Traffic Safety Administration estimates that drowsy driving causes at least 100,000 police-reported crashes and kills more than 1,550 Americans each year. It is curious that all states have laws in place to enforce drunken driving but few have laws to cite a driver who has fallen asleep
Time to Fall Back... Daylight Savings Time Changes on Nov 5th!!
Daylight savings time will "fall back" at 2:00 a.m. on Sunday, November 5th.
Make sure that all of your drivers are aware that the change to daylight savings will occur. Caution route drivers especially that the amount of daylight will change according to their stops with the change. An intersection or street can present different challenges to drivers with one hour change in the position of the sun. One hour of time difference can present unique changes to a driver who is on a route.
g
p
causing an accident. Only the state of New Jersey explicitly defines drowsy driving as recklessness under a vehicular homicide statute. Known as "Maggie's Law," New Jersey's drowsy driving law has served to raise awareness of the consequences of fatigue behind the wheel and has spurred significant action in other states. There are now at least 8 states with 12 pending bills that address fatigued driving in various ways.
For more information on Drowsy Driving Prevention Week, visit http://www2.idealease.com/e/36492/drowsy-driving/5dxclb/598902241
Warning Signs of Drowsiness and Fatigue
If you:
Can't remember the last few miles driven,
Have wandering or disconnected thoughts,
Experience difficulty focusing or keeping your eyes open,
Have trouble keeping your head up,
Drift from lanes or hit a rumble strip,
Yawn repeatedly,
Tailgate or miss traffic signs,
Find yourself jerking your vehicle back into lane….
Then you may be suffering from drowsiness or fatigue.
Continuing to drive in this condition puts you at serious risk of being involved in a fatigue-related crash. You should pull over in a safe place and get some rest before resuming your trip.
What You Can Do to Stay Alert While Driving:
Sleep / Take Naps: Your best bet is to get enough sleep every day. If you must stay up late, afternoon naps are a great way to get more sleep. If you feel drowsy while driving, a 15-minute nap can be very effective. Make sure to pull over in a safe place.
Caffeine: Avoid caffeine during the last half of your workday as it may contribute to sleeping problems. You can gain short-term alertness by drinking coffee or other caffeine sources if driving, but it usually takes 30 minutes to take affect and wears off after a few hours.
Regular Stops: You should stop every 100 miles or 2 hours. Switch drivers if you can.
AC MAX - Re-circulation: Do not operate the vehicle for extended periods of time with the AC on MAX or Recirculation. Under these conditions the level of C02 in the vehicle is increased contributing to drowsy driving.
Avoid Alcohol: If you have been drinking, please don't drive! In addition to being illegal, alcohol makes you sleepy and amplifies your fatigue.
If You are Planning a Long Trip, AAA Offers the Following Tips for avoiding Fatigue:
Prepare for your trip by getting a good night's sleep the night before. Plan to drive during the time that you are normally awake, and stay overnight rather than traveling straight through.
Avoid driving during the body's "down time". According to AAA, this is generally in the mid-afternoon and between midnight and 6:00 a.m.
If you have passengers, talk to them. It will help to keep you alert, and they will also be able to tell if you are showing signs of getting sleepy.
Schedule a break every 2 hours or every 100 miles. Take a nap, stretch, take a walk and get some exercise before resuming your trip.
Stop sooner if you show any danger signs of sleepiness.
"Tricks" That Do NOT Work
Opening the window, turning on the air conditioning, or playing loud music are not effective in keeping drivers alert for any extended period of time.
Driver Shortage, ELDs, Top List of Trucking Industry Concerns
For the first time in more than a decade, the driver shortage has topped the list of trucking industry concerns for 2017, narrowly edging the electronic logging device (ELD) mandate from the top spot.
The American Transportation Research Institute (ATRI) says its top 10 list of critical issues facing the trucking industry for this year is based on nearly 1,600 survey responses.
The driver shortage surged six spots in the annual survey; it last topped the list in 2006. The ELD mandate first appeared on the list in 2012 and surged to the top in 2016. It remains the number one issue among commercial drivers who responded to the ATRI survey, but fell to the second spot overall.
An issue that first appeared in the top 10 last year, the cumulative economic impact of government regulations, fell to number seven.
Among drivers, concern about autonomous vehicles drove its way into the top 10 but was not as highly ranked among motor carriers.
The following is ATRI's top 10 list for 2017:
1. Driver shortage
2. ELD Mandate
3. Hours of Service
4. Truck Parking
5. Driver Retention
6. CSA
7. Cumulative economic impact of trucking regulations
8. Driver Distraction
9
Transportation infrastructure/congestion/funding
9. Transportation infrastructure/congestion/funding
10. Driver health and wellness
The ATRI Top Industry Issues report, which also contains strategies for addressing each issue, is available online at www.TruckingResearch.org.
The survey results were released at the 2017 American Trucking Associations' Management Conference and Exhibition in Orlando, Florida.
Halloween Driving "Tricks" to Keep Everyone Safe
To help everyone bring home treats -- not tragedies -- follow these tips for a safe Halloween:
Focus on your driving. A single distraction could lead to a tragedy.
Stay well below the posted speed limit.
Pay attention to what's happening on sidewalks and roadways. Watch for children darting across streets, especially between parked cars.
Be extra alert when pulling in and out of driveways.
Do not assume children can see you or are paying attention. You need to take that responsibility.
Drivers should also check that all lights on their car work.
Do not pass other vehicles that have stopped in the roadway. They could be dropping off children.
If you're driving a group of children, but staying in the running vehicle at the curb, be sure to put on your hazard lights to alert other motorists.
And if you're driving to a Halloween party, put that mask on after you park the car.
Parents can help motorists, too:
Make sure drivers can see the children. Give them flashlights and glow sticks. Dress kids in bright, reflective clothing or use reflective tape on their costumes.
Use makeup, rather than masks, so children have a clear, unobstructed view of their surroundings.
Be sure children know how to cross a street -- look left, right and left again before crossing.
Instruct children to stay on sidewalks and to cross only at corners or crosswalks.
Accompany your children as they trick or treat.
follow on Twitter | friend on Facebook | forward to a friend | subscribe
The Idealease Safety Bulletin is provided for Idealease affiliates and their customers and is not to be construed as a complete or exhaustive source of compliance or safety information. The Idealease Safety Bulletin is advisory in nature and does not warrant, guarantee, or otherwise certify compliance with laws, regulations, requirements, or guidelines of any local, state, or Federal agency and/or governing body, or industry standards.
Copyright © 2017 , All rights reserved.
Our mailing address is: 430 North Rand Road North Barrington, IL 60010
unsubscribe from this list | update subscription preferences | <urn:uuid:53af62aa-1260-408a-80ee-4ea337815c92> | CC-MAIN-2022-05 | https://www.idealease.com/sites/default/files/10.27.17-Preventing%20Driver%20Injuries%20in%20Fall%20and%20Winter.pdf | 2022-01-18T21:38:00+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00279.warc.gz | 773,730,955 | 2,248 | eng_Latn | eng_Latn | 0.995423 | eng_Latn | 0.998903 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1402,
3410,
5622,
7843,
9670,
10360
] | [
2.015625
] | 2 | 0 |
Article
Sustainable Development in Geography Education for Middle School in China
Fengtao Guo 1 , Joseph Lane 2 , Yushan Duan 3, *, Joseph P. Stoltman 4 ,Olga Khlebosolova 5 ,Hao Lei 6 and Weiguo Zhou 7
1 School of geographic sciences, East China Normal University; firstname.lastname@example.org
2 Delta State University; email@example.com
3 East China Normal University; firstname.lastname@example.org
4 Western Michigan University; email@example.com
5 Russian State Geological Prospecting University named after Sergo Ordzhonikidze; firstname.lastname@example.org
6 East China Normal University, E-mail: email@example.com
7 East China Normal University, E-mail: firstname.lastname@example.org
* Correspondence: email@example.com; Tel.: +86-152-021-87987
Abstract: Education for Sustainable Development (ESD) had become a priority in many school systems. Geography has a tradition of investigating human-environment interactions and geography education is vital in order to make sense of sustainable development (SD). In this paper, the authors aimed to contribute to the implementation of ESD and SD in middle school geography, in The People's Republic of China. This research employed a series of methods to analyze the content in (SD) in middle school geography standards and textbooks. The research surveyed geography teachers (n=237) and assessed geography students (n=246). Results exemplified both positive and negative conclusions from the data. Primarily, the findings suggested that geography education was important to ESD implementation, although the requirements for SD are low in Chinese middle schools. The SD content was reflected clearly in the content standards and textbooks, but it was not evenly distributed in geography education. Many geography teachers in China have ample geography and interdisciplinary knowledge and they can use textbooks and other teaching methods to teach SD. The students' performance, in a sample of four key schools, was considered "OK", however there was still room for improvement. Most students were familiar with people, resources, environmental problems and climate change, however most were unable to grasp the factual knowledge about SD, such as international events and documents, latest predicted data and research on global warming, as well as the indicators used in the specific SD assessment. Suggestions include providing students with more practical activities and a chance to do hands-on experiments, as well as building student organizations and clubs; improve Teachers' knowledge and understanding through teacher training program and build a platform for communicating ideas of SD through modern communication technology. Ideas of SD should be integrated into students' daily life.
Keywords: sustainable development; geography education; implementation; China
1. Introduction
China, as the world's most populous state, has achieved steady and rapid economic development. From an educational standpoint, China is currently faced with a series of major challenges that have potential to slow this rapid economic growth. Geography education in China, has been a mandatory subject in school as it inspires student response to challenges, and it introduces the students to worldwide perspectives. Since 1904, Geography has been a part of the curriculum in elementary and middle school education in China. The basic education curriculum, in China, has experienced eight waves of change since the founding of the new China in 1949[1]. At
© 2018 by the author(s). Distributed under a Creative Commons CC BY license.
2 of 27
present in China, the specific content focus on geography begins in middle school when students participate in their first specialized Geography course. As an obligatory course in middle school, geography can be studied as a stand-alone subject or as part of an integrated approach for Grade 7 and Grade 8. When study of geography is subject specific, such as a specific geographical region, there are usually two classes every week for approximately ninety minutes. Geography education is high-stakes, especially in high school; where college entrance examinations are required. In short, all Chinese students are required to study geography to successfully complete the required state exams. In all, the above reasons broadly illustrate why geography in China has potential to support Education for Sustainable Development (ESD).
The author's primary goal in this research was to analyze and assess the situation and implementation for ESD in geography education for middle school in China. Assessing the progress and implementation of Sustainable Development (SD) and Educational Sustainable Development (ESD) was one of the objectives in 2012 United Nation Conference on Sustainable Development [2].
Guiding Research Questions
This research was guided by four questions, they were:
How do geography standards and textbooks reflect the SD content in China? What challenges face the practice of SD in Chinese geography education? What are some ways to improve SD in Chinese geography education?
2. Literature Review
The concept of SD was first formulated at the 1972 United National Conference on the Human Environment in Stockholm, Sweden. According to Brundtland Report [3], modern concepts of SD, met the needs of the present without compromising the ability of future generations to meet their own needs. Although the term SD is used widely by educators, economists and politicians, it is often interpreted differently by independent interest groups [4].
In 1994, China's Agenda 21 makes China the first country in the world to formulate a national-level SD plan. China's Agenda 21, emphasized geography, as an important discipline related to supporting SD [5]. In Chapter 6, this report illustrated "content regarding resources, ecology, environment and sustainable development should be integrated into "nature" of elementary school, "geography" in the secondary school and other courses." [5]
ESD enables students to develop the knowledge, values and skills needed to influence and understand decisions regarding the way we do things individually and collectively [6]. ESD also enables both local and global entities, that will improve quality of life without damaging the planet for the future [6]. ESD can impact student learning outcomes in terms of their sustainability consciousness. [7] The purpose of ESD is to support the younger generation in acquiring the knowledge, skills, attitudes and values necessary to shape a more sustainable future [8,9].
ESD seems to have been insufficiently implemented in secondary science education in many countries in general due to lack of suitable experiments, coupled with missing teaching and learning materials and insufficient teacher professional development [10]. Geography as a discipline has an important role in teaching SD [11,12]. While notions of people and the environment have long been associated with school geography [13,14], an explicit remittance for geography educators to teach about SD is more recent [15,16].
School geography provides a suitable context for exploring pupil's experiences of ESD. In China, there has been some research into the relationship between geography and ESD. Through the holistic analyzation of the geography curriculum, many researchers argue that geography, with specific and decisive content regarding SD in schooling, is a core subject in middle schools. Implementing SD into geography helps provide students with a better understanding of the importance of the topic. Some teachers only instruct on the part of textbook that explains the ideas of SD [17]. Some teachers suggest employing three teaching strategies, including; inquiry-based
3 of 27
learning, experience-based learning and practice-based learning [18]. Wang has been analyzing the literature regarding geography teaching and SD since 2001. Wang investigated content about SD in the geography textbooks, the evaluation of SD, and the environmental literacy of geography teachers. He concluded that there is still much need for improvement [19]. There are no systematic or comprehensive analyzations regarding SD content in the geography textbooks.
There are increasing expectations put on young people to acquire the ability to engage with the concepts of SD. This engagement is highly relevant to individual life experience [20]. However, there still appears to be relative scarcity in published research regarding the implementation of SD in middle school, as well as the aim of exploring school students' understandings of sustainability [21].
Corney and Reid [22], Chalkley, Blumhof, and Ragnarsdóttir [23] highlighted the widespread recognition of the major contributions of geography teaching in ESD, specifically within England. Perhaps more importantly, these authors highlighted pedagogy that is often characterized by geographical inquiry [24,25]. In turn they concluded that based on constructivist approaches to learning students acted as dynamic co-constructors rather than passive recipients of knowledge within and outside the classroom [22].
There are a number of pedagogic approaches or research for ESD in Higher Education. A list of strategies which include; developing teachers' competencies models [26], integrating existing ESD theoretical frameworks into teacher education curriculum [27], role playing and simulation activities, group discussions [28], and stimulus activities (such as watching a video or looking at poetry to initiate reflection or discussion: e.g.[29], debates, use of case studies, critical reading and writing [30], problem-based learning and fieldwork) [4].
3. Materials and Methods
This research applied a range of assessment techniques to illustrate a detailed perspective of SD in geography education within The Peoples Republic of China: The method design consisted of three phases.
Phase 1—analysis of the geography standards and textbooks
Standards and textbooks are the primary source for the learning of subject knowledge and understanding which pupils need to develop during their schooling [31]. The authors primarily analyzed the Geography Curriculum Standards for Compulsory Education, published by the Chinese Ministry of Education in 2011. As well as Geography Textbooks in Grade 7 and Grade 8 which were published by People's Education Press in 2012.
In order to gain a holistic view of the distribution of ideas regarding SD in geography education in middle school, the authors employed content analysis. Ten categories of SD were designed to analyze the standards and textbooks. The ten categories of SD were designed according to the "Lucerne Declaration on geography education for sustainable development."[32] The ten categorizes were 1) place in textbooks, 2) fundamental ideals, 3) international documents, 4) instruments of interstate regulation, 5) indicators, 6) fundamental issues, 7) theoretical knowledge, 8) empirical knowledge, 9) aspects of education, and 10) methods and approaches on geographical education for sustainable development. (See Appendix A)
In each category, the authors list aspects of SD and ESD that are reflected within the instruction of Chinese middle school geography. For example, fundamental ideas (Category #2) have twenty aspects (see Fig.1).
4 of 27
Figure 1. The framework of fundamental issues
Fundamental issues
Poverty eradication
Food security
Power
Water supply and
sanitation
Sustainable tourism
World Ocean
Employment, adequate
work, social
Health care and Population
Transport meet
requirement of stability
Cities and settlements
Regional interest
Disaster reduction
Climate changes
Chemical substances
Woods
Mountainous areas
Production of natural
resources
Desertification, land
degradation, drought
Rational models of
consumption&
production.
Biodiversity
Phase2—Survey the geography teachers using questionnaire and interview
The research employed an online survey of geography teachers in 29 provinces through an online network community called a QQ group. Data were collected in the QQ group by means of a questionnaire. The questionnaire employed a standardized format designed to gather information about the opinions and behaviors of individuals [33].
Specifically, the questionnaire gathered information regarding teachers' backgrounds, teachers understanding of standards and textbooks, teaching methods, and teacher suggestions. A pilot study employing a sample of 10 teachers, was used to ensure clarity and readability of the survey questions and employ face validity to the research instrument [34]. Comments and feedback from the participants led to modifications of the wording within the questionnaire. The questions decreased from 22 to 19 items, to simplify the process for the teachers(See appendix B). For example, participants were asked to state their extent of agreement using a 4-point Liker-type scale, ranging from 1 (strongly disagree) to 4 (strongly agree).
When the teacher finish questionnaire, they will say "I am done" in the QQ group. The authors will check the questionnaire and talk them mainly with the last question (See appendix B) online through QQ (Similar to Skype). That make the authors more information in detail.
The 19-item questionnaire was administered to the geography teachers (n=237). Most teachers had more than six years teaching experience and had a bachelor's degree in geography or a similar discipline. The authors implemented this questionnaire as a random sample survey of geography teachers. Geography teachers were free to take part in survey. The authors primarily employed descriptive analysis for the data statistics.
Phase3—testing the sustainable development capability of students in four middle schools
The research in Phase 3 tested students. The 24-short answer questions and 1 multiple-choice question, originally developed by Olga Khlebosolova [35], was used in five distinct items (See appendix C). Each item was given scores from 1 to 6. The total score of 25 items is 100. The test was mailed to the geography teachers, and then teachers employed the techniques and returned the questionnaires.
Based on the test, the authors divided the scores into four levels, 0-17, 18-50, 51—80, 81-100. The students who scored more than 18 earned a passing score, those who scored higher than 81 were considered very good.
246 students from four middle schools were examined for approximately forty minutes. These selected schools were the top schools throughout all school districts in the selected regions. Therefore, most of the students have proven themselves to be outstanding among their peers.
There were 140 students from Shanghai, including 20 students from Middle School A, 30 students from Middle School B, and 90 students from Middle School C. There were 106 students
5 of 27
from Middle D in Hebei province which is also top high school in Qinhuangdao. The average age of the participants was 16, and students ranged in age from 14 to 19-year-olds. The student population sample contained slightly more girls (62.6%) than boys (37.4%).Therefore, incomplete surveys were not removed from the data set. This method was useful for the reflection of the holistic levels of students' understanding of SD.
For the data analysis, the authors employed a difficulty analysis, discrimination analysis and descriptive statistics table.
4. Findings
4.1. Sustainable development of geography standards and textbooks
In this part, the authors present the findings in terms of categories (see appendix A) and specific content analysis. Overall, the content analysis partially met the needs of the international documents for SD in terms of the ten categorizes of SD (previously described above). Category 1 clearly reflected in the content of the geography standards for middle schools in China. In China, geography standards are a source for guidance in the compiled textbooks of; geography teaching, learning, and evaluation. In the 33-page geography standards for middle schools, there are nearly 60 sentences of content standards related to SD.
The content regarding SD were not evenly distributed within the geography standards. "As you can see from figure 2, different lines indicated the number of standards regarding SD within each topic. The content standards for China follow a grade-to-grade progression with 100 specific geographic content standards as addressed in Chinese middle schools [1,36]." The content analysis findings related to SD for the geography standards are summarized in Figure 2: "Understand the Region" and "Natural Environment and Resources." This includes more than the five content standards related to SD. That being said, "Regional Development" and "Environment and Development" have four standards regarding SD. However, there are no content standards related to SD in "Land and Ocean", "Areal Differentiation" or "Location and Distribution".
In China, the textbooks are nearly identical to the standards. This is especially true for the first semester textbooks in Grade 7 and Grade 8. The other two textbooks are World Geography and Geography of China. These textbooks investigated several regions in China to meet the requirement of "Understand the region" in geography standards.
In China, Geography textbooks have specific content standards related to SD; nearly 90 pages. In addition, these content standards are closely related to SD in four geography textbooks. There is more SD content in Grade 8, which focuses on Geography of China. From the topic of global scale,
Peer-reviewed version available at
Sustainability
2018,
10
, 3896; doi:10.3390/su10113896
ESD content in geography is mainly elaborated in Sub-Saharan Africa, Brazil, India, Southeast Asia, and Australia. From the geography of China, SD is most related with physical resources and the physical environment in China. From perspective of sub-region, ESD in geography in China focused on ecological and environment regions; such as the Leoss plateau, in Sanjiangyuan.
SD is one of the objectives within geography education. In the geography standards, the Ministry of Education of the People's Republic of China, reported that "knowing the environment and development issues, enhanced the patriotic emotion, develop preliminarily global consciousness and ideas of SD and is part of the general objective.[36]" SD in Geography mainly focuses on issues of environment and development, highlighted the process of geographical thinking and solutions of geographic questions, and cultivated the scientific development view of the man-earth relationship. There were many key ideas of SD mentioned in the textbooks and the standards. These include; cherish and save physical resources, the concept of adopting measures suiting local conditions, harmonious world and harmony between man and earth, Ecological civilization, and scientific development etc.
In categories 3, 4, 5, 7, & 10 the content regarding theoretical knowledge, international documents, instrument of interstate regulation, indicators, and methods and approach of SD were all inadequate. For example, the content does not address theoretical knowledge, doctrines or theories, regularities, or hypotheses within these geography textbooks. There is only a brief mention of a few related SD concepts; such as tree planting and grass growing, returning arable land into forest, social and economic development, returning farmland to lake, ecological benefits, environmental benefits, and economic benefits. Furthermore, there were many international documents about SD that were not found in the geography textbooks. These textbooks only mentioned a Convention Concerning the Protection of the World Cultural and Natural Heritage (1972); a convention on the global ban of whaling (1986), the Antarctic Treaty (1959), and the Arctic Environmental Protection Strategy (1991).
Although cartographical methods, statistical methods, comparative and geographic methods were used to present SD, geographical modeling and forecasting, geospatial technologies, environmental approaches and interdisciplinary approaches were not mentioned in the textbooks.
For categories 6, 8, & 9, the content about SD in geography education is still in need of revision, although the fundamental, empirical knowledge and aspects of education, have illustrated many positive characteristics. The textbooks use facts, figures, and examples of countries to illustrate empirical knowledge. Many aspects of education are important for geography as well as SD, such as risks and prevention. Furthermore, nearly all the fundamental issues, found in standard 6 (see Figure 1, same as the table A6 in appendix A), were integrated into geography textbooks. This is true, except for poverty eradication, food security, employment, decent work, social protection and chemical substance education.
In a deeper analysis, the authors identified additional thought-provoking findings as well. The following thought-provoking findings are described below:
First, the requirements of SD are low for middle school students in China. In most cases the content that is associated with SD is brief. For example, the standards state the importance of illustrating the experience and lessons of a country's natural resource development and environmental protection [36]. The textbook, on the other hand, provides an introduction regarding the mining industry in Australia. Only in the "Reading Material" does the textbook focus on SD. The text implies that "Australians pay more attention to environmental protection during mining, and this shift towards ESD has formed a culture of the human-environment integrated relationship."
Second, through analysis of textbook pages which have SD content, there are 26 themes regarding SD presented in the textbook. Figure 3 illustrates SD content regarding agriculture, water resources, inequality and cooperation. For example, the content regarding agriculture included agriculture development according to the local conditions, as well as employing science and technology. The content that related to inequality and cooperation included developmental differences as well as inequality between developing and developed countries.
7 of 27
In addition, some topics, such as Management and Protection of the Yangtze River, the Yellow River, natural resources, land resources, exploitation and protection of tropical rain forests, wetlands, population problems (India, China), earthquake warnings and prevention (Japan and China), drought, and gas (west-east gas pipeline), were given more attention within textbooks.
Third, most content related to SD is presented as an activity. This content was not simply narrated with factual information, within the geography textbooks. The textbooks provided many ways to teach SD, such as role playing, seminars, giving speeches and so on. For example, when examining Southeast Asia, the textbook provided the activity "Organize the seminar based on the topic of eating less instant noodles, and you will be helping in protecting the environment."[37]
The textbooks [38] presented the activity regarding land resource as follows, this interesting activity was used to cultivate students' awareness of SD by role playing. For example，there is Activity "Understanding our national land policy" in the geography textbook.
Understand our national land policy[38]
Basic national policies offer suggestions to rational utilization and protection of land combined with national conditions clarifies understanding within SD.
"land specialist clinic"
If you are a "land doctor", please make a "effective prescription" for land.
Table 1. The prescription for Arable land
Table 2. The prescription for Construction land
"Construction land" clinic
"diagnose"
1.pell-mell development
2.extensive management
"prescription"
*
*
"the planning of land expert"
If you are a "land planner", you are to implement measures of reasonable utilization and protection against land which is difficult to use, such as desserts, high mountains.
Dessert and Gobi, Snow Mountain ________________ ___________________
Cold dessert Rocky Mountains ________________ ___________________
June 25th is the day of "land conduct propaganda" in China. If you are a volunteer, please find the topic of this year and advertise to the public around you.
4.2. Teachers' viewpoint and student's Sustainable Development capability.
Teacher opinions are one of the aspects of SD in the standards, programs, textbooks, and methodical recommendations. First, the findings suggested that most geography teachers surveyed have ample knowledge and ability to teach SD. Eighty-seven percent of the geography teachers who participated in the research, believed that the geography standards explicitly stated the SD content. Only about one and a half percent of the teachers did not explicitly identify the content regarding SD. This was true with both the standards and in textbooks. Ninety-eight percent of geography teachers who participated in the research, believed that students develop ideas of SD when they are involved in preparing SD lessons. Ninety-four percent of teachers, who participated in this research, could apply interdisciplinary knowledge required to implement SD standards into their curriculum.
Second, the geography teachers used the Activities and Reading Material in the textbooks, and extended the content based on the standards. Teachers' experience is very important. An experienced teacher can help students better articulate the concept of SD. Although eighteen percent of geography teachers never used the Activities and Reading Material, due to limited class time, half of the participants often completed the Activities based in the textbooks. As illustrated in the figure 4. More than half of the geography teachers, who participated in the research, choose content in the textbook that involved talking with students.
8 of 27
9 of 27
Third, teachers with more than 10 years' experience were able to organize freely and teach the required content (Fig. 5). These teachers didn't, completely follow the textbooks and standards, but they were able to explain the key content at length to their students. This was accomplished through choice and the implementation of their own unique teaching styles. It was also discovered that only about four percent of the participants completely followed the standards and textbooks when teaching SD.
Finally, as is shown in figure 5, the research found that there may be a correlation between teaching ability for SD and teaching age. Among the groups of student's ages 6-10 and 11-20, employed more than twenty teaching groups. The teaching ability increased with years of experience. However, the authors were unable to determine why there was a high proportion in the 0-5 teaching age group. In the interviews, the authors concluded that many new geography teachers were able to use multi-media and website resources. They wanted to teach everything about every topic, but students' results were not as positive. Therefore, young teachers do understand student' learning levels, and how to teach up to ten years later. For example, one questions was; which knowledge should be supplemented when teaching new courses?
Teaching methods and case studies were the most popular method in implementing SD. As shown in the Figure 6, geography teachers adopted various methods for this implementation. In the interviews, some teachers said they organized student debating contests or presented videos related to SD, and then let the students narrate and talk about their experience.
Challenges for SD in Geography
There remain challenges for SD in geography, for example formalism in the implementation of SD in geography teaching and lack of systematic SD knowledge by teachers, are issues that need to be addressed. Many challenges can be seen in the questionnaire and interviews. For example, Participant 20 said "teaching resources are not enough, and content about SD is unclear, the students are not interested in old material"; Participant 217 said" Learning and life is out of touch, while talking about Sustainable lifestyle , students still use disposable chopsticks."
Finally, the survey option of "studying new and effective ideas of SD" is shown to be the most effective way to improve teachers' teaching abilities. Nearly thirty percent of the participants (Figure 7) selected this option. Twenty-nine percent of participants illustrated that geographic information technology and other information communication technology is also an important way to improve teaching ability about SD. In addition, the research found that teacher education and peer communication are also considered effective. There are also other suggestions, for example, geography teachers should increase their study efforts in regards to the curriculum standards and
10 of 27
textbooks. The teachers should contribute more effort in reading related material regarding SD and interdisciplinary SD teaching.
4.3. Students' sustainable development capability in the middle school
The test results illustrated student's performance as currently being "OK." The results also illustrated that students did have a basic conception of SD, however there is still room for improvement. Eighty-three percent of the respondents earned a passing score, twenty-eight percent of which were considered "good." The highest score was 74, and the lowest score was 0. The difficulty index of the test was 0.38; which means the examination was not easy for the students.
The authors employed the Person Correlation to compare the results for each question as well as the total score. Most items were worth more than 0.4. This means the discernment of questions were very good (see table 3). However item 1.1 and item 2.4 are lower than 0.2, therefore, the discernment of questions was not considered good. One potential reason for these lower scores may be related to the inability to sort the instability factors which influence SD (see the item 1.1 in figure 8). In item 2.4, the difficulty index may be higher than it should be (see item 2.4 in figure 8). Most students didn't know the exact temperature rise or the sea-level rise caused by climate change, at the end of 21 Century.
Many students hold the misconception that global warming is the primary cause for all of global change. To describe in more detail, students could not understand the impact of several factors regarding the world's instability. For example, in item 1.1, about five percent of the students were able to sort the factors correctly. Around nineteen percent of the students knew that natural factors and human factors were the most important factors that affected the world's instability. Some students had a dialectical view on the relationship between social economic development and ecological environment. For example, participant 88 reported: "the initial development of the social economy depends on nature. After industrialization, economic development, has caused more and more ecological problems. The development of world politics affects the development of economy."
11 of 27
Table 3. The Item discrimination
.708
First, more than eighty percent of students correctly identified an SD indictor and listed the SD problems from local to global in terms of scale (see Item 3.1, 4.1 and 4.2 in figure 8). However, only slightly more than half of the students could explain the global problem more clearly (see 4.4 in figure 8). Although most of the students couldn't fully and reasonably explain the problem, some students gave more interesting answers in item 4.4. Item 4.4 states: Give a short description of a global problem using the following questions: 1) What are the basic causes? 2) Is it typical of your country? 3) Can it be solved and how? (Both locally and globally) For example:
Participant 65: "1) Issues 17, save forest; this is caused by the pursuit of economic growth, and deforestation. 2) This is a typical problem in China. 3) From the perspective of the world, the United Nations should formulate laws and regulations to restrain countries from over foresting. In addition, our country should make laws and regulations and strictly supervise the implementation of these laws and regulations."
Second, most students were familiar with people, resources, environmental problems and climate change, however many of the participants could still benefit from improvement in their knowledge of SD. In the test, more than half of the students answered correctly for items 1.2, 1.3 and 2.2, 2.5 (see figure 8). Item 1.2 is about population, and most students were able to provide the correct answer ("uneven distribution of wealth inside the country, poverty"). Many of the students were able to write "overpopulation and/or migration." In addition many of the students were able to supplement other correct answers such as "population growth, low population quality, gender ratio imbalance, and aging." According to item 2.2 and item 2.5, students believed that climate change could cause a lot of problems. For example,
Participant 162 reported: "the change of grain output may be the cause for food shortage. As well as a lot of climate refugees seeking shelter from EI Nino and extreme weather events. However, when asked about the causes of climate change, most of students were only able to identify two factors. One individual indicated: increasing amounts of greenhouse gases and deforestation. None of the students answered with the following statement: "increasing the amount of atmospheric aerosols;" This could be due to the fact that the standards and textbooks did not address these issues.
Third, most students were unable to grasp the factual knowledge about SD, such as international events and documents, and the examples of indicators used to assess additional aspects of SD. As shown in figure 8, the difficulty index of item 3.4 and 2.1 was less than ten percent. This inferred that less than ten participants in one hundred, indicated the correct answers for these items. Item 3.4 describes the example of SD indicators, which is the lowest score in the questionnaire, having an average score of 0.21, (see table 4). The total score is 5. Although the students scored highest in item 3.1 (identify the main SD indicator), most of the students left Item 3.4 blank. Perhaps the students did not know the specific indicators (coefficients, indexes) to assess SD. Some of the students simply used words in order to explain the various indicators or they provided a vague
12 of 27
13 of 27
answer; such as Engel coefficient, CPI, Green GDP and ecological footprint. For item 2.1, there were 213 student participants that knew nothing of the international documents regarding SD (published in 1992, 2002 and 2012). Several students were able to write other documents, such as Kyoto Protocol and Copenhagen Accord. It should be noted that none of students were able to complete all the information correctly.
Table 4. The Descriptive statistics of Item 3.4
5. Discussion
As above mentioned, ideas of SD were identified in geography standards and textbooks, however the implementation was not optimal. This is primarily due to the fact that geography has not paid enough attention to the subject areas of the high school entrance exams. The research illustrates the importance for students to understand the significance of SD. Furthermore, the content regarding SD were not specific. This made teachers and students think abstractly, however they rarely talked about it. In the author's opinion, geography standards, and geography textbooks should pay more attention to SD issues. A geography teacher should expand more knowledge about SD for a deeper level of learning.
The authors have identified several suggestions to improve the quality of SD in geography education.
First, in the lead author's opinion, the most appropriate content and the most appropriate resources of SD were not integrated well into the geography curriculum. Many global and/or local problems could be better guided from geographic perspectives. For example: "Where is it? What is it like? Why is it there? How did it happen? What impact does it have? How should it be managed for the mutual benefit of humanity and the natural environment?"[39]. Per reports and documents in China and other countries, we can update the content about SD. This is especially true in terms of multimedia resources, which were highly supported by teachers within the survey. In addition, it may be a good idea to develop a school-based curriculum about SD which would complement the standards and textbooks. This informational knowledge can be added into the man-nature's short history about SD which is meaningful. Or independent chapters about SD can be developed in the geography textbooks.
Second, many teachers in the survey believed that the best way of teaching was to provide students with more practical activities and a chance to participate in hands-on experiments, as well as building student organizations and clubs. For example teacher (X) said "Students can get close to nature, experience life and develop new ideas of SD, or, teachers can collaborate with other teachers to organize visits to a museum. Collaboration can lead to increased value in field work learning. By participating in these practice activities, students are able to realize that human beings are not the master of nature, but are simply a part of nature. Humans should not only learn to respect nature and reverence for life, but also should have morality and responsibility of protecting and improving environment.
Third, develop SD training programs for geography teachers. Every geography teachers' knowledge and understanding is immensely important to their success as an educator. As shown in Figure 7, over fifteen percent of the teachers (who participated in this research) needed additional training. Therefore, teacher education, supporting new teachers and career professional development activities are an excellent basis for providing high-quality education in SD.
14 of 27
Forth, building a platform for communicating ideas of SD in different ways, especially modern communication technology. For example, WeChat in China is a popular social software with more than one-billion users. This social organization, along with the teachers, can create Official Regulations that infuse the ideas of SD into geography curriculum. The SD content should be interesting with less text, and more exciting videos from scientific sources; such as Chinese National Geography, National Geographic, research report, etc.…. Mobile apps and computer games are also useful ways to educate the worldwide population on SD. Modern technologies have changed both student populations and overall education dramatically. Today's students are no longer the people our educational system was designed to teach [40]. Inventing and improving educational video games will be a progressive way to improve students' ideas of SD.
Lastly, ideas of SD should be integrated into students' daily life. Most of the time a student's lifetime is spent outside of the classroom. Ideas of SD can be integrated into daily life in more discrete ways. TV, canteen, public transportation services are excellent methods in exerting a subtle influence on people's behavior.
Developing public advertising by internet, radio, television or in public places will be useful in building awareness of SD. The content is based on the sorts of social, economic, environmental issues faced both locally and globally. For example, green commuting, endangered species, and water pollution are directly related and highly important to SD.
6. Conclusions
This research has identified two major concerns. The first concern is that the standards, especially in Chinese middle school textbooks, may lack sound content and knowledge of SD. This is the case in China and it seems reasonable to assume that this may be a problem in other countries. The second concern is that ESD in geography has a problem of formalism, in the form of doctrine. Teachers lack systematic knowledge and support within the implementation of SD. Students know little about international efforts and statistics for SD, and students' SD capabilities need to improve because the results of test were not positive
The basic knowledge and theories regarding SD, such as fundamental ideals, basic documents, indicators, theoretical knowledge, and empirical knowledge for SD were not mentioned in the textbooks. The contents associated with SD were brief and were only mentioned in Activities and Reading Material of the textbook, which may be neglected by teachers and students. In addition, due to lack of appropriate assessment about SD, the school leaders and teachers paid little to no attention to the instruction of SD. These concerns raised questions about young student's knowledge of SD. It is important to note that schooling empowers students to develop their best understanding to be informed members of their local, national, and international communities.
This research analyzed the geographical knowledge and content which contributed to SD in geography standards and textbooks of China. The research inquired as to how geography teachers fostered students' SD abilities and assessed 16-year-old students with a test. Regarding problems with the implementation, the authors attempted to provide some suggestions and recommendations to improve SD in geography in accordance with the realities of life in China. The recommendations were given to the Geography Teaching Professional Commission of Chinese Society of Education, and The panel for geography standards revision. More importantly, this research reinforced the need for more complete and deeper research into the breadth, depth and prospective of primary teachers' knowledge and understanding. The next step will be to continue researching geography teacher education in the field of SD, as well as supporting career and professional development. All of which are the basis for providing the high-quality education for geography students.
Author Contributions: Joseph P. Stoltman.; Methodology, Olga.Khlebosolova.; Validation, Fengtao.Guo., Joseph.Lane. Joseph P. Stoltman, Olga.Khlebosolova and Yushan.Duan.; Formal Analysis, Fengtao.Guo. Hao Lei; Investigation, Fengtao.Guo.; Resources, Olga.Khlebosolova. ; Data Curation, Fengtao.Guo. Weiguo Zhou.; Writing-Original Draft Preparation, Fengtao.Guo. Joseph Lane; Writing-Review & Editing, Joseph.Lane.; Visualization, Fengtao.Guo.; Supervision, Yushan.Duan.
Funding: This research received no external funding
15 of 27
Acknowledgments: Thank Wentian Li, Changhai Gao, Guangming Zhou, Liqun Zhai, Wenning Duan and Mingyue Pang for their help and support during the survey.
Conflicts of Interest:
The authors declare no conflict of interest.
Appendix A
Analysis of sustainable development contents in geography school course
Table A1. Position of ideas of sustainable development in the content of geography school course
The main units of the content
Issues of the unit connected of geography school courses
with the ideas of sustainable
Basic content
(middle school)
development
Table A2. Fundamental ideas of sustainable development
Table A3. Basic documents on sustainable development in the content of geography school courses (middle school)
List of documents
Detailed
Sections of the content of content
conservation geography school courses
World strategy
of nature
(Ashgabat, 1979)
World charter of nature (1982)
16 of 27
Rio declaration on environment and development, Action program. The agenda for the XXI century, Convention on biodiversity (1992, Rio de Janeiro)
Political declaration on sustainable development, Plan of implementation of solutions of the World summit for sustainable development (2002, Johannesburg)
The future we want (2012, Rio de Janeiro)
. . .
Table A4. Instruments of interstate regulation for sustainable development
Table A5. Indicators of sustainable development
Sections of the content of geography school
Indicators
1. Social
2.Ecological
3. Economic
4. Institutional
Detailed content
17 of 27
Table A6. Fundamental issues / subjects / problems
Table A7. Theoretical knowledge of sustainable development
Table A8. Empirical knowledge of sustainable development
18 of 27
Table A9. Aspects of education, important for geography and for sustainable development
Table A10. Methods and approaches on geographical education for sustainable development
Appendix B
Questionnaire for geography teachers
Introduction:
This questionnaire is for teacher who teach geography in middle school. we are interested in learning about implementation of sustainable development in geography, needs and suggestions of teacher.
Your responses are voluntary and confidential. Your answer may be used only of statistical purpose and may not be disclosed, or used, in identifiable form for any other purpose.
Most question can be answered by marking the one most appropriate answer. It is estimated that it will require approximately 20 minutes to complete this questionnaire. Thank you for the thought, time and effort you have put into responding to this questionnaire. We greatly appreciate your contribution to the study.
When in doubt about any aspect of the questionnaire, or if you would like more information about the questionnaire or the study, you can reach us by email...
Thank you.
Background Information
(these question are about you, you education, teacher and the textbook you used. In responding to the question, please mark the appropriate choice or provide the figure when necessary)
1. Are you female or male?
☐1 Female ☐2 Male
2.Which province or city are you come from?
_______________
3. What is the highest level of formal education you have completed?
☐1 College's degree or below
☐2 Bachelor's degree
☐3 Master's degree
☐4 Doctoral degree or equivalent
4. What is your specialty？
☐1 Geography ☐2 Social studies/Social science ☐3 Science ☐4 Other subject
5. By the end of this school year, how many year will you have been teaching altogether (geography)?
__________ years
6. Which version of geography textbook you used?
☐1 People's Education Press ☐2 Other Publishing house
QUESTIONS ABOUT SUSTAINBALE DEVELOPMENT
The sustainable development in standards, Textbook and your preparation.
7. There are clearly explain the Ideas of Sustainable Development(SD) in geography standard.
☐1 Yes ☐2 No
8. You can identify the contents about SD in geography standard and textbook.
☐1 Strongly disagree ☐2 Disagree ☐3 Agree ☐4 Strongly agree
9. You are familiar with the related contents and ideas of SD.
☐1 Strongly disagree ☐2 Disagree ☐3 Agree ☐4 Strongly agree
10. While prepare lessons, you think how to cultivate the students' ideas of SD.
☐1 Always ☐2 Often ☐3 Sometime ☐4 Never
How do the teachers deal with content and methods of SD in teaching process?
11. In geography class, you teach the content of SD
19 of 27
20 of 27
☐1 Follow the standard and textbook
☐2 Add other material appropriately besides follow the standard and textbook
☐3 Organize/add freely the content based on teaching practice and experience
12. Regarding theoretical knowledge about SD in geography class, you have taught or discussed (multiple choice)
☐1 Definition of SD
☐2 Main ideas of SD
☐3 Basic principle of SD
☐4 Indicator of SD
☐5 Main documents of SD
☐6 Key questions of SD
☐7 Other, please specific_____________
13. Regarding reading material in textbook, you usually
☐1 Pay close attention to it, often explain and expand it.
☐2 Choose some content and discuss it with students
☐3 Just let student read it
☐4 Never use these material
14. You organize and develop the activities in geography textbook
☐1 Always ☐2 Often ☐3 Sometime ☐4 Never
15. Which activities you used to cultivate the students' ideas of sustainable development?
☐1 Seminar ☐2 Give a speech ☐3 Investigation
☐4 Write a thesis ☐5 Role play ☐6 Discussion
☐7 Other, please write_________
16. You used knowledge or principle of other subjects when you teaching SD in geography.
☐1 Always ☐2 Often ☐3 Sometime ☐4 Never
Some personal perspective about SD in geography
17. Which is most effective for sustainable development in geography education for you？
☐1 Observe other teacher's classes
☐2 Study the new ideas and examples in documents of SD
☐3 Exchange teaching material with colleagues
☐4 Using video ,other ICT and geography information technology
☐5 Teacher training
☐6 Others, please write________________________
18. List the main ideas of "sustainable development" which you consider as the most important for teaching
____________________________________________________________________________________ ________________________________________________________________________________________
___________________________________
19. Which problems about geography education for SD in middle school, and what's your suggestion?
____________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________
________________
This is the end of the questionnaire.
Thanks again for your participation and cooperation!
Appendix B
Test for students
Dear participates, the survey aims at assessing SD knowledge and skills. The results will be used only for research and statistic goals. The test includes 5 modules, each contains an introductory text with tasks that need a free and precise response. The maximum number of points for all is 100 (two points is given for each tasks)
Thank you for your ideas, time and efforts. We appreciate your contribution to the research. Appeal to organizers if necessary.
Before beginning, please, write down some of your personal info:
1. Gender
2. Age
3. Country, locality
4. Institute
5. Full name (unnecessary)
NOTE: Read the introductory text before you do the task. Then read the task. Do not rewrite them. Please, put down the number of the question and give a short answer on your form.
We wish you good luck!
Part 1
The Future of the Earth
The Earth is an integral part of universe. Its future is determined by space processes such as formation of new galaxies or their clusters, collision with comets and asteroids, increase of solar activity and others. However, in foreseeable future the existence of the planet and humanity depends on the ability of the world community to keep social, economic and ecological aspects of the evolution under control. According to scientists, the main reasons for "instability" are
A. Climate changes and decrease of biodiversity
B. Catastrophes (both natural and anthropogenic)
C. Demographic changes
D. Production and emission of contaminants, depletion of resources
Tasks:
1.1. Place the instability factors according to their impact on sustainable development (please start with the most significant one).
1.2. Enumerate the most important demographic changes bringing to social instability.
1.3. Fill in the gaps:
Factors of fluctuation need (1)______, (2)______of future, and (3)______of the world community to realize the most (4)______scripts of sustainable development – conscious control over interaction between mankind and nature.
1.4. Enlist examples of utopic and realistic "scripts" of human future.
1.5. Describe the most realistic "script". What types of interaction does it include?
21 of 27
Part 2
International cooperation
The World's Summit held in New York in September 2015, defined "the road map for mankind, planet and prosperity". The Resolution of UN(O) Transforming our world: the 2030 Agenda for Sustainable Development pointed out 17 primary goals of sustainable development:
Goal 1. End poverty in all its forms everywhere
Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Goal 3. Ensure healthy lives and promote well-being for all at all ages
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Goal 5. Achieve gender equality and empower all women and girls
Goal 6. Ensure availability and sustainable management of water and sanitation for all
Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all
Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
Goal 10. Reduce inequality within and among countries
Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable
Goal 12. Ensure sustainable consumption and production patterns
Goal 13. Take urgent action to combat climate change and its impacts
Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development
Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and haltand reverse land degradation and halt biodiversity loss
Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development
Tasks:
2.1. Most of goals were discussed earlier. Fill in the table A1 below with main events in SD:
2.2. In December 2015 the World Summit in Paris dealt with urgent measures to combat climate change (goal 13). Write down the number of SD goals (see the text) mostly associated with climate change.
2.3. Intergovernmental climate change expert group released data declaring that the world's average temperature increased by 0,85°C between 1880 and 2012. Write down the main anthropogenic reasons for that.
2.4. Several scenarios exist depending on rate of global warming. Fill in the gaps in text below:
22 of 27
23 of 27
According to the latest data the world's temperature will increase by (1)____ °C by the end of XXI century if no urgent measures are taken. As well as the temperature of the ocean will rise, ice caps will continue melting. The average seа level will go upby (2)____m. Most consequences of climate changes will remain for centuries.
2.5. Explain the way the world temperature affects mankind.
Part 3
Ecological footprint
How can we assess anthropogenic impact on our planet? What can we do to reduce it?
Canadian scientists W. Riss and M. Walkernegel were the first to dwell on it in their book "Our ecological footprint" in 1996. They offered a method to calculate the square of biologically productive territory and water area needed to produce resources consumed by man as well as to annihilate and recycle our waste. According to the latest recalculation, the square is 1.8 gha/pers a year while the total population is about 6 billion.
According to UN 2009 data, human needs (our ecological footprint) are 1, 4 higher than the planet's capacity and equal to 2,6 gha/pers. States form their own "footprint" differently.
Here are the average ecological footprints (gha/pers) for some countries:
UAE – 10,3, Qatar – 9,9, USA – 9,0, New Zealand – 7,6, Great Britain – 6,1, Switzerland – 5,6, Russia – 4.4, Kazakhstan – 4.4, Germany – 4.0, Ukraine – 2.7, China – 1.8, Uzbekistan – 1.7, Somali – 1.5, Congo – 1.0, Vietnam – 1.0, India – 0.8, Venezuela – 0.5.
The value of the ecological footprint means wherever a country has (or does not have) ecological resources enough to provide social standards of living, and is also a criterion to define "countries-debtors" and "countries-creditors".
Tasks:
3.1. Define the indicator group described in the text:
A. Social
B. Economic
C. Ecological
D. Institutional
3.2. Group out the countries mentioned in text in two groups according to their part in consuming ecological resources:
A. "countries-debtors"
B. "countries-creditors"
3.3. Define the number of your country's ecological footprint. Compare it to the planet's capability and to other countries' footprints. Draw a conclusion. Explain what this number is formed by.
3.4. Give examples of indicators (coefficients, indexes) used to assess different SD aspects.
3.5. Modern ecological footprints on-line-calculators deal with different aspects of human life that influence our planet, including consumption of food, power sources, transport and others. Suggest ways of its reducing.
Part 4
SD key issues
International documents determine key issues necessary for sustainable development of humanity:
End poverty in all its forms everywhere
24 of 27
End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Ensure availability and sustainable management of water and sanitation for all
Ensure access to affordable, reliable, sustainable and modern energy for all
Eco-tourism
Eco-transport
Cities built by terms of SD
Public health service
Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for al
Save ocean
Save sea-locked states
Help emerging nations
Africa
Local efforts
Lower disaster impact
Lower climate changes
Save forest
Save biodiversity
Lower the speed of desertisation, land degradation and drought
Help mountainous area
Lower chemical waste
Rational model of consumption and production
Improve upstream
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Achieve gender equality and empower all women and girls
Tasks:
4.1. Mark numbers of global problems from the list above which you think should be the first on the line to solve.
4.2. Put down (with their numbers from the list above) the problems most urgent in your country.
4.3. Explain how much solving global problems can affect every single human.
4.4. Give a short description of a global problem using the following questions:
(1) What causes it?
(2) Is it typical of your country?
(3) Can it be solved and how? (Both all over the world and your country)
4.5. Say if the next statement is true or false: "Ecological problems are formed by the society's socio-economic and political development".
Part 5
Cities with SD principles
Almost 3.5 billion of people live in economically, scientifically, culturally and socially advanced cities. The cities cover 3 per cent of land and are main energy consumers (60-80 per cent) and carbon dioxide suppliers (about 75 per cent).
Most cities have the following common problems such as:
Overpopulation
Shortage of funds
Housing demand
25 of 27
Retrogression of infrastructure
SD index can be used to assess positive (and negative) changes in urban life. SD index allows to describe quantitative changes on next criteria:
Subjective well-being
Efficiency of resources use
Purity of environment
Cities infrastructure
SD in future
There are many cities with SD principles all over the world. In China, Leading positions in the Sustainable Cities in the eastern part of China. In 2013 China Sustainable index report, Top-10 was presented by capitals (Beijing ,Hangzhou, Changsha), coastal cities (Dalian, Xiamen, Yantai), central cities of regions (Shanghai, Guanzhou).
Tasks:
5.1. Which of the problems mentioned in the text above (A-D) are typical of your city?
5.2. The Table below describes 3 criteria used to form SD cities index (from the list 1-5 in the text above). Fill in the table A2:
5.3. Comment on the other two criteria off the table (from the list 1-5 in the text above).
5.4. Say what unites cities that have leading positions in the China Cities Ranking List.
5.5. What is "comprehensive strategy" for planning and building SD cities from the standpoint of (1) metropolis citizen, (2) ecologist?
Thanks for cooperation!
References
1. Guo, F.T.; Stoltman, J.P.; Duan, Y.S.; Bourke, T. A comparison of content standards documents for geographical tuition in china and the united states. Mitt. Osterr. Geogr. Ges. 2016, 158, 289-308.
2. NDRC, T.N.D.a.R.C. The people's republic of china national report on sustainable development. The National Development and Reform Commission, M.o.F.A., Ministry of Science and Technology, Ed. Beijing, 2012.
3. Gro Harlem Brundtland, e. Our common future; World Commission on Environment and Development: 1987.
4. Scott, W.; Gough, S. Oral evidence to the house of commons environmental audit committee's enquiry into sustainable development. University of Bath 2003.
5. PRC, T.P.s.R.o.C. China's agenda 21-white paper on china's population, environment and development. Beijing, 1994.
6. CEE, C.f.E.E. A report to dfee/qca on education for sustainable development in the schools sector from the panel for education for sustainable development. http://webarchive.nationalarchives.gov.uk/20080305115859/http:/www.defra.gov.uk/environment/sus tainable/educpanel/1998ar/ann4.htm
26 of 27
7. de Pauw, J.B.; Gericke, N.; Olsson, D.; Berglund, T. The effectiveness of education for sustainable development. Sustainability 2015, 7, 1-25.
8. De Haan, G. The blk '21'programme in germany: A 'gestaltungskompetenz'-based model for education for sustainable development. Environmental Education Research 2006, 12, 19-32.
9. UNESCO, U.N.E.S.a.C.O. Unesco and sustainable development. 2005.
10. Garner, N.; Siol, A.; Eilks, I. The potential of non-formal laboratory environments for innovating the chemistry curriculum and promoting secondary school level students education for sustainability. Sustainability 2015, 7, 1798-1818.
11. Haubrich, H.; Reinfried, S.; Schleicher, Y. Lucerne declaration on geographical education for sustainable development. Interaction 2008, 36, 39.
12. Grindsted, T.S. The matter of geography in education for sustainable development: The case of danish university geography. In Transformative approaches to sustainable development at universities, Springer: 2015; pp 13-24.
13. Morgan, J.; Lambert, D. Geography: Teaching school subjects 11-19. Psychology Press: 2005.
14. Naish, M.; Rawling, E.; Hart, C. Geography 16-19: The contribution of a curriculum project to 16-19 education. Longman: 1987.
15. Rawling, E. Changing the subject: The impact of national policy on school geography 1980-2000. Geographical Association Sheffield: 2001.
16. DfEE&QCA, D.f.E.a.S.Q.a.C.A. Geography: The national curriculum for england, key stages 1–3. Her Majesty's Stationery Office: London, 1999.
17. Wu, C. Sustainable development concept education in geography teaching. Modern Education Science 2010, 1, 2.
18. Zhou, H. Teaching strategy of sustainable development education in geogrpahy curriculum. Modern Primary and Secondary Education 2005, 7, 4.
19. Wang, H.; Xu, B. The literature of environment education and sustainable development educaton in secondary school geography. Journal of inner mongolia normal university (education science edition) 2008, 8, 4.
20. Walshe, N. An interdisciplinary approach to environmental and sustainability education: Developing geography students' understandings of sustainable development using poetry. Environmental Education Research 2016, 1-20.
21. Rickinson, M. Researching and understanding environmental learning: Hopes for the next 10 years. Environmental Education Research 2006, 12, 445-457.
22. Corney, G.; Reid, A. Student teachers' learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research 2007, 13, 33-54.
23. Chalkley, B.; Blumhof, J.; Ragnarsdóttir, K.V. Geography earth and environmental sciences: A suitable home for esd. Sustainability education: Perspectives and practice across higher education 2010, 93-108.
24. Taylor, L. Key concepts and medium term planning. Teaching Geography 2008, 33, 50-54.
25. Roberts, M. Geography through enquiry: Approaches to teaching and learning in the secondary school Sheffield: Geographical Association: 2013.
.
26. Bertschy, F.; Künzli, C.; Lehmann, M. Teachers' competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability 2013, 5, 5067-5080.
27. Cebrián, G.; Junyent, M. Competencies in education for sustainable development: Exploring the student teachers' views. Sustainability 2015, 7, 2768-2786.
27 of 27
28. Cotton, D.R. Teaching controversial environmental issues: Neutrality and balance in the reality of the classroom. Educational research 2006, 48, 223-241.
29. Oulton, C.; Day, V.; Dillon*, J.; Grace, M. Controversial issues-teachers' attitudes and practices in the context of citizenship education. Oxford Review of Education 2004, 30, 489-507.
30. Stibbe, A. Words and worlds: New directions for sustainability literacy. Higher Education and the Challenge of Sustainability: Problems, Promises and Good Practice 2007, 5, 283.
31. Lee, J.; Catling, S. Some perceptions of english geography textbook authors on writing textbooks. International Research in Geographical and Environmental Education 2016, 25, 50-67.
32. Reinfried, S.; Rempfler, A. Lucerne declaration on geographical education for sustainable development. Geographiedidaktische Forschungen 2007, 42, 243-250.
33. Williams, A. How to … write and analyse a questionnaire. Journal of orthodontics 2003, 30, 245-252.
34. Boubonari, T.; Markos, A.; Kevrekidis, T. Greek pre-service teachers' knowledge, attitudes, and environmental behavior toward marine pollution. The Journal of Environmental Education 2013, 44, 232-251.
35. Khlebosolova, O., Munich, Nella.,Guo, Fengtao,.Duan, Yushan. Sustainable development in the school geography education: Current state and trends case studies in russia, china and the ukraine. "GolosGubernii" Pubilsher Moscow-Ryazan, 2016.
36. MOE&PRC, M.o.E.o.t.P.s.R.o.C. Geography curriculum standards for compulsory education. Beijing Normal University Press: Beijing, 2011.
37. Yuan Shuxi, L.j. Geography textbook for second semester in grade 7. People's education press: Beijign, 2012.
38. Yuan shuxi, D.r. Geogaraphy textbook for first semester in grade 8. People's education press: Beijing, 2012.
39. Union, I.G. Internaiional charter on geographical education. 1992.
40. Prensky, M. Digital natives, digital immigrants. On the horizon 2001. | <urn:uuid:7e665dbf-3a98-4cbc-99a1-bf6c74e53596> | CC-MAIN-2022-05 | https://www.preprints.org/manuscript/201809.0491/v1/download | 2022-01-18T22:16:18+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00279.warc.gz | 896,232,547 | 13,768 | eng_Latn | eng_Latn | 0.944271 | eng_Latn | 0.997359 | [
"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",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3567,
7733,
11314,
14839,
17579,
22271,
23706,
26110,
29077,
31355,
31405,
34805,
38353,
42940,
43873,
44492,
44672,
44860,
47389,
49808,
51997,
54594,
57260,
59245,
61549,
64910,
66860
] | [
2.03125,
1.6796875
] | 2 | 0 |
Name: ____________________________________________ Date: _____________________
Introduction to the Eyes — Eye-Opening Questions
Circle the correct answer, below, based on what you already know about human eyes.
1. What percent of what we perceive and remember comes from our eyes?
A. 10%
B. 25%
C. 50%
D.
80%
2. An adult eye is about ____ inch in diameter and contains about ____ photoreceptors (light-sensitive cells).
A. 5, 100
B. 1, 10
C. 1, 12 million
D. 5, 1 million
3. Our eyes can adjust their focus…
A. in about 10 seconds.
B. in 1 minute.
C. about as fast as a digital camera.
D. instantaneously.
4. How do our eyes adjust to different light levels?
A. Our pupils contract (become smaller) in bright light and dilate (become larger) in darker settings.
B. We automatically adjust our eye lids to cover our pupils so that they only let in the right amount of light.
C. There is only one brightness of light so our eyes do not need to adjust.
D. Our eyes release a chemical that acts like sunglasses to shade us from bright light.
5. Our eyes actually perceive images up-side down and then they are flipped by our brain to make sense.
A. True
B. False
6. What allows our eyes to see at night (in very low-light levels)?
A. We have reflectors in our eyes that bounce light around and amplify it.
B. We have 130 million rods (light-sensitive cells).
C. Our brain makes up images at night, based on what we have seen during the day.
D. We have 6-7 million cones (color-sensitive cells).
7. What are the three primary colors of light (you can make all colors from these three)?
A. Red, blue, yellow
B. White, black, grey
C. Red, blue, green
D. Blue, yellow, green
How many times a day do we blink?
A. 24 (once an hour)
B. 3,600 (once a minute)
C. 86,400 (once a second)
D. 12,000 (once every five seconds)
9. How can we see in 3-D and interpret how far an object is from us?
A. Our eyes are both on the same side of our head.
B. We have sonar (bounce sound signals off of objects to interpret distance).
C. We can judge an object's distance based on how fast it is moving.
D. Each eye has the ability to measure the distance to an object when it sees it.
8. | <urn:uuid:96ad741b-a9e1-43d4-bd34-22a96f6113fb> | CC-MAIN-2022-05 | https://www.teachengineering.org/content/cub_/lessons/cub_biomed/cub_biomed_lesson07_introeyesquestions.pdf | 2022-01-18T21:39:35+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00281.warc.gz | 975,314,876 | 569 | eng_Latn | eng_Latn | 0.998942 | eng_Latn | 0.998942 | [
"eng_Latn"
] | false | docling | [
2182
] | [
4.125
] | 1 | 1 |
The Hydrogen Economy
Joaquin Sitte PhD Sitte Lab, Wellington, NZ firstname.lastname@example.org
Abstract —The use of hydrogen as the main source of energy has been suggested over the last fifty years, first as as means to eliminate industrial air pollution and more recently as means to stop global warming. A simple analysis shows that hydrogen despite of qualifying as the ultimate clean fuel is not useful enough to take the role of main energy source for our technical civilisation.
I. INTRODUCTION
such as water. Thus, if we want large quantities of hydrogen we have to extract it from the molecules in which it is bound. For example by splitting water into oxygen gas and hydrogen gas by electrolysis. Producing molecular hydrogen takes energy that has to come from somewhere. The energy spent in producing hydrogen gas can later be recovered by letting it burn with oxygen to from water again. Therefore hydrogen serves as a store for energy generated otherwise.
In a Hydrogen Economy the main carrier of energy is hydrogen, instead of fossil fuels. Hydrogen combustion does not release carbon dioxide into the atmosphere. Burning hydrogen only leaves behind water. Hydrogen is the ultimate clean fuel. Furthermore, hydrogen is abundant. It is the most common element on earth, and in the universe. Hydrogen can be burnt for heating or in internal combustion engines for doing mechanical work. Hydrogen can also be directly converted to electricity in fuel cells.
Burning hydrogen means letting it react with oxygen to produce water and energy
The reaction of 4g (2 mol) of hydrogen with oxygen to form water releases 572kJ of energy. Thus we can say that the energy density (energy content per unit mass) of hydrogen is 572kJ/4g = 186kJ/g
For comparison let us take a fossil fuel such as natural gas. Natural gas consists mostly of methane. Methane, CH4, is the lightest hydrocarbon molecule and reacts with oxygen to produce carbon dioxide, water and energy.
The reaction of 16g (1 mol) of methane with oxygen, at standard conditions, releases 891kJ of energy. The energy density of methane is 891kJ/16g = 55, 69kJ/g, which is less than a third of the energy density of hydrogen. However if we take the energy per volume it is the other way around. At standard conditions both hydrogen and methane are in gaseous state. This means that a mole of hydrogen and a mole of methane have the same volume. Therefore the energy per unit volume of methane is 891/286 = 3.12 times that of hydrogen; just because methane is much heavier than hydrogen.
The idea of a Hydrogen Economy has been around since the early 1970s. Why is it then that we do not yet live in an Hydrogen Economy? There are a few reasons that make hydrogen not as useful as it promises to be at first thought.
The first is that, despite of being abundant as an element, hydrogen it is not found in large quantities in gaseous state ready to burn. Instead, hydrogen is bound in other molecules,
The whole point of an Hydrogen Economy is that the energy it uses does not contribute to global warming. Therefore the hydrogen has to be produced without CO2 emissions. If we use electrolisis of water for producing hydrogen the required electricity has to come from renewable resources (photovoltaic solar panels, wind, geothermal power stations, etc.) But then, why wouldn't we use this electricity directly to drive an electrified economy? The only reason would be that hydrogen can store energy that could then be transported to where energy is needed and be available any time. The same thing could be achieved with batteries and pumped hydroelectric generation.
Industrial quantities of hydrogen are used in oil refining and fertiliser production. The methods of generating this hydrogen gas produce carbon dioxide emissions.
Splitting water by electrolysis takes about 260 kJ/mol which is about the same as the energy released by burning H2.
The amount of hydrogen required to meet the yearly average per capita energy consumption of 76 GJ is 530 kg per person.
There are two main processes for hydrogen gas production: methane or coal steam reformation and electrolysis. In methane or coal steam reformation coal or methane and steam (water) are heated at high pressure in the presence of a catalyst to produce CO2 and H2. The reaction is endothermic, of course, and thus needs a supply of energy. If the energy comes from burning fossil fuel, then there is CO2 release in the fossil fuel combustion and, in case of the methane reformation, there CO2 release in the process of separating the hydrogen from the water and the methane. The coal or methane steam reformation method of hydrogen production is therefore inappropriate for the reduction of CO2 emissions, even if renewable energy is used to provide the required heat for the reaction.
Only water electrolysis using renewable electricity can supply hydrogen without CO2 emission.
If a high efficiency photocatalityc cell for water splitting can be developed, the in conjunction with a fuel cell, which are already very efficient, the photo catalytic cell could replace silicon solar panels!
II. CONCLUSION
The combustion of hydrogen releases energy and leaves behind only water and no CO2. This makes hydrogen a
clean fuel. However, hydrogen gas is not found in nature ready to burn, instead it has to be produced first. The energy required for its production can be recovered later by burning it. Thus, hydrogen is not a source of energy but a medium for intermediate energy storage. Only if there is no CO2 released in the hydrogen production, as is the case in the electrolysis of water using solar electricity, does hydrogen qualify as a clean fuel. Hydrogen can be converted back into electricity with fuel cells. Because there is is loss of energy in hydrogen production as well as in its conversion back to energy it is far more efficient to use the solar electricity directly. Hydrogen may only be useful in case when the direct use of solar electricity impractical, for example in long haul air transport. | <urn:uuid:8dca352c-e244-483f-92fd-3041d62a7eae> | CC-MAIN-2022-05 | http://servusrobotics.net/CurrentThemes/hydrogenEconomy.pdf | 2022-01-18T23:10:15+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00282.warc.gz | 61,968,302 | 1,262 | eng_Latn | eng_Latn | 0.998196 | eng_Latn | 0.997981 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
5242,
6044
] | [
2.046875
] | 1 | 0 |
10 Tips to Make Gardening Easier
By Lesley Fleming, HTR
1. Think about it….what gardening activities give you pleasure- growing veggies, smelling fragrant flowers, pruning? What tasks are physically challenging…and do you really need to do all of them? Can you purchase compost, hire someone to trim the 10 ft hedge or forgo the 15 flats of geraniums for 5?
2. Get higher….gardening at ground level is one of the most challenging aspects of gardening for many people. Options exist. Consider containers that can be placed at a comfortable height; window boxes, raised beds, hanging baskets, vertical walls of living plants.
3. Fool around with tools….visit a store with garden tools and try them all! Handle the handles and find the one that has the most comfortable grip, diameter, and weight…for you. Same for pruners and loppers- look for composite materials, ratcheted, geared mechanisms and the Arthritis Society's Ease of Use commendations. Keep your cutting tools sharp.
4. Reach out and touch….this will determine your comfortable reach/extension. If you need to have a deeper bed than you can easily reach, plant low maintenance plants at the back, place stepping stones to access those deeper areas, and buy long handled telescoping rake/pruner/weeder to make your arms (and back) go the distance without strain.
5. Don't repeat yourself….repetition of movement can cause strain on muscles and joints, taking the pleasure out of gardening. Consider breaking the task into smaller units over a period of days, practice using tools in either hand or better yet, use both hands.
6. Sit around…..both active and passive gardening can be fun; listen to the birds, use the bench you built, share lemonade with a friend in the shade of your tree. Take time to smell the roses.
7. To carry or drag…that is the question. Dragging branches, leaves, or mulch on a tarp or using the newer garden carts -- lighter and smaller with 4 wheel stability -- can make moving garden materials less physically demanding than carrying the items.
8. Walk the walk….for safety and accessibility. Especially for those with balance or mobility issues, keep paths and walkways level and clear of clutter. This includes toys, hoses, and deteriorating surfaces. Consider railings, seating platforms or garden beds closer to accessible paths. Bring the plants to you.
9. High maintenance….who needs it. With so many plants to choose from nowadays, consider plants that are perennials, dwarf varieties, colorful but compact, sterile and unable to invade. Read labels and select plants based on their maximum heights, reducing the need to prune as often. Use one high maintenance plant as a focal point.
10. Green is good….but can you reduce your lawn? Grass requires the most water, most effort, and probably the most chemicals in your yard. Making your lawn a bit smaller by enlarging beds, planting a tree or using permeable hardscapes will feel good and look good.
Lesley Fleming, registered horticultural therapist has worked with people of varying physical abilities, all of whom want to enjoy a garden. She created the adaptive tool display at Naples Botanical Garden, Florida in the Buehler Family Foundation Enabling Garden. | <urn:uuid:8653256f-9045-4b64-8aeb-adf6501fcc7e> | CC-MAIN-2017-17 | http://partnersforcare.ca/images/uploads/urbanfarm/10_Ways_to_Make_Gardening_Easier.pdf | 2017-04-26T02:16:08Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00380-ip-10-145-167-34.ec2.internal.warc.gz | 294,728,739 | 681 | eng_Latn | eng_Latn | 0.998314 | eng_Latn | 0.998314 | [
"eng_Latn"
] | false | docling | [
3213
] | [
2.28125
] | 1 | 2 |
Sample Exam Questions
PS303 Modern Physics
1. A container holds gas molecules of mass m at a temperature T. A small probe inserted into the container measures the value of the x component of the velocity of the molecules. What is the average value of ! 𝑚𝑣 !! for these molecules?
(a) ! 𝑘𝑇
(b) ! 𝑘𝑇
(c) 𝑘𝑇
(d) 3𝑘𝑇
2. A star (assumed to be at rest relative to the Earth) is 100 light-years from Earth. (A light-year is the distance light travels in one year.) An astronaut sets out from Earth on a journey to the star at a constant speed of 0.98c. (Note: At v = 0.98c, 𝛾= ? )
(a) How long does it take for a light signal from Earth to reach the star, according to an observer on Earth?
(1) 100y
(2) 98y
(3) 102y
(4) 20y
(b) How long does it take for the astronaut to travel from Earth to the star, according to an observer on Earth?
(1) 100y
(2) 98y
(3) 102y
(4) 20y
(c) According to the astronaut, what is the distance from Earth to the star?
(1) 100 l.y.
(2) 102 l.y.
(3) 20 l.y.
(4) 98 l.y.
(d) According to the astronaut, how long does it take for the astronaut to travel from Earth to the star?
(1) 100y
(2)102y
(3)20y
(4) 20.4y
(e) Light takes 100 years to travel from Earth to the star, but the astronaut makes the trip in 20.4 y. Does that mean that the astronaut travels faster than light?
(1) Yes
(2) No
(3) Maybe
3. A certain particle has a proper lifetime of 1.00 ×10 !! s. It is moving through the laboratory at a speed of 0.85c. What distance does the particle travel in the laboratory?
(a) 2.55 m
(b) 4.84 m
(c) 1.34 m
(d) 9.19 m
4. A 𝜋 ! meson (rest energy = 135 MeV) is moving through the laboratory with a kinetic energy of 405 MeV.
(a) Expressed as a fraction of the speed of light, what is the speed of the pi meson?
(b) At this speed, how long a track will the pi meson leave in the laboratory during its lifetime? The lifetime of a pi meson at rest in the laboratory 1.0 × 10 !!" s
5. The most intense radiation emitted from a hot sample of metal has a wavelength of 60 µm. When the temperature of the sample is doubled, what will be the wavelength of the most intense radiation?
(a) 30 µm
(b) 120 µm
(c) 960 µm
(d) 15 µm
6. Light of wavelength 477 nm is incident on the surfaces of several different metals. For which value of the work function will electrons be emitted from the surface?
(a) 4.2 eV
(b) 3.7 eV
(c) 3.2 eV
(d) 2.3 eV
7. Which one of these processes involves a decrease in the kinetic energy of an electron?
(a) bremsstrahlung
(b) photoelectric effect
(c) Compton scattering
(d) pair production
Obviously there's more than this! | <urn:uuid:3f276d08-d9ec-4d89-8a7a-fdba4192eaff> | CC-MAIN-2017-17 | http://physicsx.pr.erau.edu/Courses/CoursesS2017/PS303/Exams/Spring%202015/Final%20Exam/Sample%20Exam%20Questions%20for%20the%20final.pdf | 2017-04-26T01:57:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00380-ip-10-145-167-34.ec2.internal.warc.gz | 302,171,557 | 844 | eng_Latn | eng_Latn | 0.985504 | eng_Latn | 0.990501 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1354,
2628
] | [
2.875
] | 1 | 4 |
Horseless Project
4-H Horse Project
ANNUAL RECORD
2
Table of contents
T his project is for 4-H members who want to learn about horses and horsemanship without owning or leasing a horse. It is intended for 4-H members who
◆ do not have a horse
◆ are unable to own or lease a horse, or
◆ want to learn more about horses before getting a horse.
The 4-H horsemanship achievement program has levels for beginning, intermediate, and advanced learners. Each level has activities to help 4-H members learn about horses while developing life skills.
Objectives
The purpose of this project is to help you:
◆ learn basic information about horses and horsemanship
◆ become familiar with the horse industry and horse events
◆ develop skills for living
Horseless project requirements
To complete one year of the 4-H horse project in the horseless area, you should:
1. Enroll in Level 1, 2, or 3 of the 4-H horse project by June 1 of the project year.
2. Plan your project with your horse project helper. Your project helper may be a family member, project leader, teen leader, riding instructor, or other qualified advisor. Your 4-H leader must approve your project helper.
3. Do the learning experiences and activities for your level in your horse achievement program.*
—Participate in three or more if you are in Level 1
a. Learning experiences (project activity guide, p. 3)
—Participate in five or more if you are in Levels 2 or 3
b. Achievement program activities (project activity guide, pp. 4–5)
—Finish at least 20 in three years
—Do at least seven each year
4. Participate in 4-H meetings, activities, and events. You must own or lease a horse to show in most classes at 4-H shows. Some counties may allow you to share a horse with another 4-H member. Contact your county extension office and refer to the Pennsylvania 4-H Horse Show Rule Book for rules for participating in 4-H horse shows and events.
5. Keep and turn in your records. Keep the annual records for your horseless project in this book. Record the activities you do for your horse achievement program in your project activity guide. Turn in your activity guide and this record for evaluation at the end of the project year.
* 4-H Skills for Life Animal Science Series
Project plans
Write your plans and goals for this year's project here. Tell what you want to do and what you want to learn and accomplish.
Skills you learned or improved
Describe two or more skills you learned or improved. Examples are how to groom a horse, identify hay, and post at a trot.
Goals you met
Describe one or more goals you met. Examples are improving your riding skills or winning a ribbon for your demonstration.
People and places you visited
List the people and places you visited to learn about horses. Examples of places to visit are horse farms, veterinary clinics, feed stores, tack shops, horse museums, and riding schools. Examples of people to visit are trainers, veterinarians, feed salespersons, farriers, judges, and jockeys.
Date
Place or person visited
Location
Topic discussed
Date
Place or person visited
Location
Topic discussed
Riding or driving lessons you took
If you took riding or driving lessons, describe them here.
Date started
How often you had lessons
Number of hours of instruction
Instructor's name
Type of instruction
(Western, hunt seat, saddle seat, dressage, driving, etc.)
Date started
How often you had lessons
Number of hours of instruction
Instructor's name
Type of instruction
(Western, hunt seat, saddle seat, dressage, driving, etc.)
Date
Activity or event
Location
Remarks
Date
Activity or event
Location
Remarks
Activities and events you attended
List the horse activities and events you attended. Examples of events and activities are horse shows, sales, races, trail rides, hunts, fairs, clinics, camps, field days, and judging, horse bowl, or hippology contests. If you showed a horse, helped with the event, or won an award, tell what happened in the "Remarks" section.
Presentations, exhibits, and reports you shared
List the things you did to show and tell others about horses. Examples of presentations are "show and tells", demonstrations, illustrated talks, oral reports, and speeches. Examples of exhibits are posters, photographs, and displays. Also include videotapes you made and reports or stories you wrote and shared.
Date
Title
Where given or exhibited
Placing (if judged)
Date
Title
Where given or exhibited
Placing (if judged)
Reference materials you studied
List the references you read or watched to find information about horses. Examples are books, magazines, brochures, pamphlets, videotapes, television shows, films, and computer databases.
People you helped
Describe the things you did to help others. Examples are helping another 4-H member show a horse, teaching a lesson at a project meeting, and helping with a therapeutic riding program.
Who you helped
What you did
Who you helped
What you did
Who you helped
What you did
Who you helped
What you did
Reference title
Type of reference
(book, video, magazine, etc.)
Topic
Reference title
Type of reference (book, video, magazine, etc.) Topic
Reference title
Type of reference
(book, video, magazine, etc.) Topic
Reference title
Type of reference
(book, video, magazine, etc.)
Topic
Project story
Write a story about your horse project experiences. Tell about the horse activities and events in which you participated. Describe the decisions you made, the goals you met, and the skills you learned or improved. Include interesting or unusual things that happened. Tell how you taught or helped other people.
Project photographs
Project evaluation
TOTAL POSSIBLE POINTS: 100
RIBBONS: Blue 90–100; Red 80–89; White 70–79; Merit less than 70
Project scored by
Date
Signature of leader or county agent
Date
Other activities you may enjoy
If you have an interest in horses but do not have a horse, you may enjoy these activities. Some of them may be part of your achievement program. You may do the others as optional activities. You may need to borrow or share a horse to do some of them.
❑ Help to care for a horse or pony
❑ Tack a horse
❑ Discuss a topic related to horsemanship with a person who has horsemanship experience
❑ Groom a horse
❑ Ride a horse
❑ Show a horse
❑ Take riding lessons
❑ Tour a riding school
❑ Attend a horse show
❑ Attend a horse sale
❑ Visit a hunt, race, or trail ride
❑ Visit with a farrier
❑ Visit with a veterinarian
❑ Tour a veterinary clinic
❑ Visit a feed store
❑ Visit a tack shop
❑ Learn how to select, use, and care for tack
❑ Collect model horses
❑ Attend a model horse show
❑ Read a story about horses or horsemanship in a book or magazine
❑ Watch a video, movie, or slide set about horses or horsemanship
❑ Find information and write a report about a topic related to horses or horsemanship
❑ Write a news article or story
❑ Take a field trip to a horse farm
❑ Attend a horse camp or "overnighter"
❑ Attend a horse clinic or workshop
❑ Make and exhibit a poster
❑ Make a display or exhibit
❑ Take and display pictures of horses or horse events
❑ Give a demonstration, illustrated talk, oral report, or speech
❑ Create a slide or video presentation
❑ Lead a group discussion
❑ Teach a skill to another 4-H member
❑ Teach a lesson at a project meeting
❑ Help with a therapeutic riding program
❑ Judge horses or showmanship at a horse judging practice, contest or show
❑ Participate in a horse bowl practice or contest
❑ Participate in a hippology practice or contest
❑ Organize a skill-a-thon or a hippology, horse bowl, or judging activity
❑ Organize, lead, or help with a project meeting, event, or activity for your club
❑ Organize or help with a community service project
4-H activities report
Number of persons you encouraged to join 4-H
This report will help you keep a better record of your club activities. Fill it in as you complete each assignment. Refer to this record when you are entering county, state, and national programs. Ask your 4-H leader to explain these programs to you.
Projects taken
Offices held
Club
County
Committees
"Show-and-tells" or presentations given to:
Local club
County
Region
State
Others
News articles
Radio
TV
Displays or exhibits
Things done to improve your health
Community service or citizenship work done:
By yourself
With club
Number of meetings your club(s) held this year
Number you attended
Number of 4-H'ers you helped with projects
In what way
Check activities in which you participated and tell how you helped
❑ Camp
❑ Club or county tours
❑ Club picnic
❑ County fair
❑ Achievement programs
❑ Roundup
❑ Leadership training
❑ State 4-H Capital Days
❑ Penn State 4-H Achievement Days
❑ Pennsylvania Farm Show
❑ National 4-H Week
❑ State Ambassador Conference
❑ Quiz bowls
❑ Hippology
❑ Judging
❑ Others
3
Prepared by Patricia M. Comerford, extension horse program coordinator, Ben H. Nolt, Jr., coordinator, 4-H animal science programs, and Robin B. Keyser, former assistant professor of agricultural and extension education in consultation with the Pennsylvania 4-H Horse Program Development Committee.
Visit Penn State's College of Agricultural Sciences on the Web: http:// www.cas.psu.edu
Penn State College of Agricultural Sciences research, extension, and resident education programs are funded in part by Pennsylvania counties, the Commonwealth of Pennsylvania, and the U.S. Department of Agriculture.
Issued in furtherance of Cooperative Extension Work, Acts of Congress May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture and the Pennsylvania Legislature. T. R. Alter, Director of Cooperative Extension, The Pennsylvania State University.
This publication is available in alternative media on request.
The Pennsylvania State University is committed to the policy that all persons shall have equal access to programs, facilities, admission, and employment without regard to personal characteristics not related to ability, performance, or qualifications as determined by University policy or by state or federal authorities. It is the policy of the University to maintain an academic and work environment free of discrimination, including harassment. The Pennsylvania State University prohibits discrimination and harassment against any person because of age, ancestry, color, disability or handicap, national origin, race, religious creed, sex, sexual orientation, or veteran status. Discrimination or harassment against faculty, staff, or students will not be tolerated at The Pennsylvania State University. Direct all inquiries regarding the nondiscrimination policy to the Affirmative Action Director, The Pennsylvania State University, 201 Willard Building, University Park, PA 16802-2801, Tel 814-865-4700/V, 814-8631150/TTY.
Produced by Information and Communication Technologies in the College of Agricultural Sciences
© The Pennsylvania State University 1995
R1M7/02ps
4
Name
Age (as of January 1)
Date of birth
Address
County
Club name
Club leader's name
Project helper's name
4-H horse achievement program level (check one)
❑ 1 Horsing Around
❑
2 Galloping Ahead
❑ 3 Blazing the Way
❑ other
Year in achievement program level (check one)
❑ first
❑ second
❑ third
Date record started
Date record closed
4-H Club Motto
"To make the best better"
4-H Club Pledge
my head to clearer thinking,
I pledge my heart to greater loyalty,
my health to better living, for my club, my hands to larger service, and
my community, my world.
my country, and
4-H Club Colors
Green and White | <urn:uuid:f0179075-7261-4fb8-b9f4-80a9f0b1e2d7> | CC-MAIN-2017-17 | http://extension.psu.edu/4-h/members/projects-resources/animal-sciences/horses/additional-resources/4-H_Horseless.pdf | 2017-04-26T02:11:54Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00384-ip-10-145-167-34.ec2.internal.warc.gz | 128,403,089 | 2,656 | eng_Latn | eng_Latn | 0.965842 | eng_Latn | 0.995145 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
51,
73,
2244,
2678,
4014,
5336,
5663,
5684,
5866,
7777,
8899,
11651
] | [
3.84375
] | 3 | 1 |
END BULLYING BE KIND ONLINE
Tackling LGBT abuse online in partnership with Stonewall and Facebook
1
2
"Every one of us has the power to make change and if we each commit to call out abuse and bullying, together we can create a world where everyone is accepted without exception."
Ruth Hunt, Stonewall CEO
Facebook empowers us to connect with our friends and families and participate in a global community that stretches beyond our university halls or social circles to include those we would otherwise never encounter. However, just as in the offline world, not all behaviour we witness or experience online is kind.
Sometimes the intolerance and prejudice we fight hard to keep out of our homes, colleges, workplaces and friendship groups surfaces online, and can take the form of homophobia, biphobia and transphobia - discrimination based on sexual orientation or gender identity. These are real and worrying issues that have a damaging impact on all of us.
DID YOU KNOW?
] ] In the UK alone, 75,000 lesbian, gay and bisexual (LGB) young people will be bullied in a year just for who they are. One in four LGB young people will experience homophobic bullying online.
] ] Trans people will experience even higher levels of abuse and discrimination.
Homophobic, biphobic and transphobic bullying and abuse can have a devastating impact on a person's selfesteem, achievements and mental health. One in three lesbian, gay and bisexual young people have changed their future educational plans as a result of experiencing homophobic bullying.
] ] Lots more people may be targeted with homophobia, biphobia or transphobia simply for being 'different', for example because of the way they look or dress, their interests or the things they talk about or share online.
We all have a role to play in tackling bullying, creating a kinder environment and staying safe online.
That's why Facebook and Stonewall have joined forces to:
] ] Give you the support and confidence to report and challenge homophobia, biphobia and transphobia online.
] ] Provide information on Facebook's safety policies and tools to help keep you safe.
Worryingly, YouGov polling into attitudes towards LGBT people shows that despite this, very few of us step in to challenge the slurs and abuse we hear or see. Less than a third of people who had heard offensive remarks about LGBT people intervened in some way, with only 3 per cent offering support and assistance to the victim.
This needs to change.
WHAT CAN YOU DO?
Homophobic, biphobic and transphobic language and abuse is as important to challenge online as it is anywhere else.
However, whether it's the casual use of the word gay to mean 'rubbish' written at the bottom of a photo, or a specific term of abuse , it's not always easy to know what role we can or should play in challenging it, or how to go about it.
It's not just you. The police and the UK government are taking steps to make sure we have the confidence to speak up about negative things we see online and feel empowered to use the internet in a positive way. Many schools, universities and colleges across the UK are training staff to tackle online bullying and talking to students about how to stay safe online.
Sometimes we have some doubts about what to do:
] ] Which words do I use to challenge what I've experienced or witnessed?
] ] Will I receive a negative response from others?
] ] Should I reach out to support this person? They might not have found it offensive. I don't know them very well.
Many of the tips and tools found below can be accessed, along with guides and advice, on Facebook's Bullying Prevention Hub and Privacy Basics Centre.
Remember it's not just about tackling abuse, but also about making online spaces safe and welcoming for everyone.
Remember others are tackling this too.
HOW YOU CAN MAKE A POSITIVE DIFFERENCE ONLINE
HEAR IT, STOP IT, DON'T BE A BYSTANDER
Stand up for others if you see them being targeted online, don't be a bystander – support your friends, demonstrate that you're by their side. Join Stonewall's NoBystanders campaign – a movement of people who have pledged to step in if they see any kind of bullying or abuse. Sign the pledge at stonewall.org.uk/ nobystanders and ask your family and friends to sign up too.
KEEP IT POSITIVE
If you think a photo is nice, make sure to 'like' it, or leave a supportive comment or emoji if you like an article your friend has shared. Diffuse negative posts with positive language or images or humour. Why not post or share messages of support for LGBT friends, organisations and causes too?
THINK TWICE
Think twice before posting and consider how your own behaviour might harm others, even if unintentionally. Before you post a comment or a photo, be mindful and ask yourself if it could embarrass or hurt someone. If in doubt, don't post it - be kind.
WANT TO KNOW MORE ABOUT STAYING SAFE ON FACEBOOK?
REACH OUT AND REPORT
There is a report button on every piece of content on Facebook, meaning that you can report anything that makes you feel uncomfortable. When something gets reported to Facebook, a global team reviews it and removes anything that violates these terms. To learn how to report and what happens when you click report, click here fb.me/ Reporting
FRIEND AND CONNECT WITH PEOPLE YOU KNOW AND TRUST
KNOW YOUR AUDIENCE
Facebook allows you to control exactly who sees what on your profile and who you share things with. The Privacy Basics and Privacy Checkup tools talk you through the steps to control the information you share on your profile, whilst the audience selector tool allows you to control who sees what you share. Use the custom option to be as specific as you want to be about who you're sharing with. Remember, when you post to another person's Timeline, that person controls what audience can view the post. Additionally, anyone who gets tagged in a post may see it, along with their friends. To learn more about selecting audiences, visit fb.me/AudienceSelector
Facebook is a place for connecting with people you know personally, like your friends, family and classmates. Facebook is based on authentic identities, where people represent who they are in the real world. This helps you know with whom you're connecting. Some individuals may set up fake profiles or impersonate friends but fake profiles will be quickly removed if reported.
If you receive a friend request from someone you are already friends with, ask if they sent the new request before accepting it. If they didn't create it, report the impersonating profile to Facebook. If you want to meet new people through Facebook, try connecting with Pages and groups that interest you. You can also choose to limit who can see your friend list if you are worried about your friends and family being contacted by someone. To learn more about adding friends and friend requests, visit fb.me/FriendRequests
UNFRIENDING
To unfriend someone, go to that person's profile, hover over the Friends button at the top of their profile and select Unfriend. If you choose to unfriend someone, Facebook will not notify the person but you'll be removed from that person's friends list. If you want to be friends with this person again, you'll need to send a new friend request. To learn more about removing friends, visit fb.me/Unfriending
BLOCKING
Blocking a person automatically unfriends them, and also blocks them so they can no longer see things you post on your profile, tag you, invite you to events or groups, start a conversation with you, or add you as a friend. Blocking is reciprocal, so you also won't be able to do things like start a conversation with them or add them as a friend. When you block some- one, we do not notify them that you have blocked them. To learn more, visit fb.me/Blocking
KNOW YOU'RE NEVER ALONE
KNOW WHERE YOU CAN GET HELP
Get help if you feel overwhelmed. Report to Facebook or speak to someone you trust - a friend, parent or guardian or teacher. Remember that Stonewall provides free and confidential advice on LGBT issues and can signpost to other organisations that can help.
stonewall.org.uk
stonewalluk @stonewalluk
facebook.com/safety
7
8 | <urn:uuid:f3f5d5dd-3157-4db0-b98f-8996cd287818> | CC-MAIN-2017-17 | https://fbnewsroomus.files.wordpress.com/2016/07/lgbt_guide_uk.pdf | 2017-04-26T02:06:11Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00381-ip-10-145-167-34.ec2.internal.warc.gz | 783,225,048 | 1,728 | eng_Latn | eng_Latn | 0.994341 | eng_Latn | 0.998636 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false | docling | [
101,
104,
967,
2485,
3824,
4866,
6916,
8188,
8191,
8194
] | [
3.5
] | 2 | 1 |
BC Ministry of Education
BAA Course
District Name: Kamloops Thompson
District Number: 73
Developed by: Scott Simpson & Grady Sjokvist
Date Developed: January 29, 2009
School Name: Brocklehurst Secondary
Principal's Name: Tom Dinsdale
Board/Authority Approval Date:
Board/Authority Signature:
Course Name: Rugby Skills 11
Grade Level of Course: 11
Number of Course Credits: 4
Number of Hours of Instruction: 100
Prerequisite(s): Open to students in Grades 10-12
Special Training, Facilities or Equipment Required: All weather facility, scrum sled, rugby balls, tackle shields/pads, cones
Course Synopsis: This course is designed to develop initial rugby knowledge and skills, while laying the foundation for future development. The topics covered in this course will correspond to the Level 2 coaching manual through BC Rugby and Rugby Canada as well as the International Rugby Board (IRB). The skills taught will see a progression from beginner to intermediate skill level. The students will demonstrate understanding of the game through video and statistical analysis.
Rationale:
Unit Descriptions:
Unit 1: History of Rugby Union, Styles of Rugby and the Evolution of Rugby Laws
Time Allocation: 20 hours
Students will learn how rugby-football was created and how the game has evolved to what it is today. Historical developments, along with important personalities from the world of rugby union will be analyzed to determine his/her influence on the game. The Rugby World Cup of 1995 in South Africa will be looked at and how it changed some views and opinions regarding apartheid. Differing rugby styles will also be introduced to show the southern hemisphere style of rugby versus the northern hemisphere style of rugby.
It is expected that students will be able to:
1. Explain how Webb Ellis created rugby football.
2. Describe the evolution of football species such as soccer, Aussie rules, and American football.
3. Identify how Nelson Mandela and the 1995 World Cup helped break the colour barrier in South African rugby.
4. Understand the origins and events in BC and Canadian rugby history.
5. Evaluate how rugby fosters pride in one's country.
6. Understand law changes from past to present and explain how these changes have affected player preparation for a match.
7. Analyze the laws as well as the new experimental law variations (ELV's)
8. Differentiate between southern and northern hemisphere styles of rugby as well as list their strengths and weaknesses.
9. Identify a style that best suits a specific team based on team composition.
Unit 2: Nutrition and Fitness
Time Allocation: 20 hours
Students will learn that proper nutrition is essential for peak performance of an athlete. In addition to physical fitness, nutrition is critical for an athlete to perform at the highest possible level. Students will learn how to do a diet analysis to allow for an optimal nutrition plan. Physical conditioning will also be addressed in this unit. Strategies for rugby will be taught to ensure optimal muscular strength, aerobic and anaerobic power during matches. Fatigue is closely related to a lack of execution on the playing field. Drills will mimic game scenarios, ensuring that practice is translated into game situations.
It is expected that students will be able to:
1. Differentiate between the body's different energy systems.
2. Create conditioning drills that strengthen each of the body's energy systems.
3. Understand the correlation between a lack of fitness and on-field performance and enjoyment of rugby.
4. Differentiate the role that fats, carbohydrates and proteins play in fueling the human body.
5. Explain the importance of hydration and sports drinks before, during and after a match.
6. Analyze sample diets for peak athletic performance.
7. Create a personal nutrition plan.
Unit 3: Offensive Strategies (Basic & Advanced)
Time Allocation: 25 hours
Students will learn why fundamental ball handling and quick ball movement is an essential attacking tool for creating offensive opportunities. Moving the ball into open space creates an overlap on the outside so students will be taught how to recognize a potential 2 on 1 and how to capitalize on this situation. From here, students will learn to create gaps in a defense that has a solid defensive system in place. Building on the fundamental ball skills taught earlier, the skills of switches and inside ball attacks will be used to create holes in the defense. In this unit, video and statistical analysis will show that ball retention is key to a strong offense.
It is expected that the students will be able to:
1. Understand the importance of ball handling in creating offensive opportunities.
2. Create offensive attacking formations from various areas on the field.
3. Explain the correlation between ball handling errors and turnovers.
4. Explain the correlation between ball retention and scoring opportunities.
5. Create offensive plays against different defensive structures.
6. Discover how to identify weak points in an oppositions defense.
7. Use video and statistical analysis to accomplish the above learning outcomes.
Unit 4: Defensive Strategies (Basic & Advanced)
Time Allocation: 25 hours
Students will learn that cutting down the amount of open space on defense is one of the most effective ways to decreasing the offensive threat. They will also learn 1 on 1 defense in the tackle that will encourage turnover ball as well as how to organize a defense to be in unison. Students will also learn different defensive systems such as straight-up and drift defense as well as the benefits/drawbacks of each. The quick transition from defense to offense will also be taught so as to maximize the opportunities created by causing turnovers.
It is expected that the students will be able to:
1. Establish 1 on 1 defensive skills (tackle situation)
2. Differentiate between team defense and individual defense.
3. Understand the importance of quick feet and proper body position on defense.
4. Identify the correlation between staggered defense and offensive opportunities.
5. Explain the difference between the straight-up and drift defensive systems.
6. Explain the importance of team communication in effective defensive coverage.
7. Demonstrate how to safely tackle, defensively ruck and maul.
8. Understand how to create a counter attack opportunity from a turn-over ball.
9. Use video and statistical analysis to accomplish the above learning outcomes.
Unit 5: Player Performance Evaluation
Time Allocation: 10 hours
Students will learn how to personally evaluate themselves as well as others to aid in personal growth in their own rugby game. This unit will enable students to provide themselves as well as others with direct, constructive feeback designed to correct flaws in their game or elevate their skill set to a higher level. Summative and formative assessment strategies will be used and discussed in order to improve the athlete's individual performance as well as the team performance as a whole.
It is expected that the students will be able to:
1. Utilize assessment rubrics to evaluate an athlete's performance as well as their own.
2.
Conduct player performance evaluations during a rugby match.
3. Understand the importance of providing praise as well as constructive criticism.
Instructional Component:
1. Direct Instruction
2. Indirect Instruction
3. Interactive Instruction
4. Independent Instruction
5. On-Field Activities
6. Group Work
7. Practical/Role Playing Scenarios
8. Demonstrations/Modelling
9. Experience Journals
Assessment Component:
– 80% of the grade will be based on formative evalutions conducted during the course. This formative evaluation will provide an indication of the student's master of the major instructional components covered during the course.
– 20% of the grade will be on a final project.
Type of Assessment – Formative
Evaluation Components – Theory/On-field activities
Skill Assessment
Type of Assessment – Summative
Evaluation Component – Final Project
Assessment Tools – Teacher and Self Evaluation forms using a criterion based checklist.
Value
20%
Learning Resources:
1. Rugby Technical Manuals (Rugby Canada & IRB)
2. Selected Course Readings Package
3. NZRFU/England RFU/Super 14 videos
4. Internet (World Wide Web)
5. IRB Referee's Handbook (IRB)
6. Sports Nutrition (Coaching Association of Canada)
7. Sports First Aid Manual (SportsMed BC)
Additional Information:
20% | <urn:uuid:f12588b2-585c-489b-96bc-fa01d7193c0c> | CC-MAIN-2017-17 | http://www3.sd73.bc.ca/sites/default/files/BAA/Rugby_11.pdf | 2017-04-26T02:24:56Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00382-ip-10-145-167-34.ec2.internal.warc.gz | 742,583,274 | 1,720 | eng_Latn | eng_Latn | 0.951959 | eng_Latn | 0.99538 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1101,
4604,
7602,
8528
] | [
3.84375
] | 2 | 0 |
CHILDREN AND HIV
Fact sheet
Fact sheet July 2016
Stopping new HIV infections among children
As a result of scaled-up HIV prevention services there was a 70% decline in the number of new HIV infections among children between 2000 and 2015. Despite this significant progress, the number of children becoming newly infected with HIV remains unacceptably high. About 150 000 [110 000–190 000] children became infected with HIV in 2015, down from 490 000 [430 000–560 000] in 2000.
The risk of a mother living with HIV passing the virus to her child can be reduced to 5% or less if she has access to effective antiretroviral therapy during pregnancy, delivery and breastfeeding. In 2015, 77% [69–86%] of pregnant women living with HIV had access to medicines to prevent transmission to their infants.
Knowing a child's HIV status
Despite continuing progress in stopping new HIV infections among children there are still major challenges in ensuring access to effective antiretroviral therapy for children living with HIV. The challenges start with diagnosing HIV among children.
Four hundred children become infected with HIV every day; however, In 2015, only 54% of children exposed to HIV in the 21 highest-burden countries were tested for the virus within the recommended two months. This is largely because it requires complex laboratory technology that is often only available at central laboratories. Also, results can take a long time to come back, which means that families do not always return for the results and never learn of a child's HIV status.
Even though 2015 saw progress in the technology that can allow smaller clinics to conduct virological testing and to bring services closer to communities, it takes a while for this to happen as personnel have to be trained and facilities have to organize themselves.
Without knowing the HIV status of a child it is impossible to access life-saving treatment. Without treatment, half of all children born with HIV will die by the age of two.
Access to HIV treatment for children
In 2015, the World Health Organization (WHO) revised its guidelines and recommended initiating treatment for all people diagnosed with HIV regardless of symptoms or clinical stage. This bold recommendation means that all children diagnosed with HIV should be offered treatment. In 2015, an estimated 1.8 million [1.5 million– 2.0 million] children under the age of 15 years were living with HIV, but just 49% [42–55%] had access to the life-saving medicines. While this was an improvement compared to 21% [18–23%] in 2010, it means that half the children in need of treatment do not have access.
The barriers to access to treatment for children are far-reaching. Clinics are often far from home; stigma and fear prevent carers from bringing their children to the clinics for HIV testing and treatment; treatment is difficult to administer for children; there is a lack of training and support for families, carers and health-care workers to provide HIV services for young people; and there are not enough HIV medicines developed specifically for a child's needs.
HIV diagnostics and medicines for children
WHO recommends that infants exposed to HIV be tested at the first postnatal visit—usually when they reach four to six weeks of age—or at the earliest opportunity thereafter, and that infants who are infected start treatment immediately. Infants infected in utero or during labour and delivery have a poor prognosis compared to infants infected during breastfeeding, and they require urgent antiretroviral therapy to prevent early death. However, identifying those infants using the common antibody HIV test is a challenge due to the presence of maternal HIV antibodies, which may persist for as long as 18 months in a child's bloodstream.
Access to virologic testing for infants and rapid antibody testing in children over 18 months of age remains poor in many countries, creating a bottleneck for the scale-up of treatment for children, especially children younger than 18 months of age. Despite significant investment, only 54% of children exposed to HIV received HIV virological testing within the first two months of life in 2015, although this marks a slight increase since 2014 (51%).
HIV treatments for children work. However, they can be complicated, requiring pills and liquids, some of which are difficult to swallow and can taste unpleasant. The volume of medicines recommended for children under the age of three is a challenge.
Some of the medicines need to be kept cool. Refrigeration can be an issue if a health facility experiences electrical outages or has limited storage facilities. It is also a concern for families, especially in rural areas, who may not have refrigeration available. This requires the family or carer to return to the clinic, which may be far away, on a regular basis to pick up fresh supplies of the medicines.
Despite the scientific advances made in research and development for new HIV medicines for adults, the options for children lag behind significantly.
In high-income countries the market for HIV medicines for children has almost disappeared as new HIV infections among children have been virtually eliminated. As a result, the incentive for companies to develop formulations for children has reduced as children living with HIV in low- and middle-income countries represent a less viable commercial market.
However, there was a major breakthrough in May 2015, when the United States Food and Drug Administration gave tentative approval for an improved paediatric formulation in the form of small oral pellets. These pellets come packaged in a capsule that is easily opened, allowing them to be sprinkled over a child's food, or, in the case of a smaller infant, placed directly into the mouth or over expressed breast milk. Previously these formulations were only available in tablet form that could not be broken or a liquid that required refrigeration and had an unpleasant taste, making it extremely difficult to administer to infants. However, there is still an urgent need for improvement in paediatric antiretroviral medicines, in particular to keep their costs low.
Normalizing HIV
When children living with HIV have access to treatment they do well and can live normal, healthy and happy lives, just like any other child. However, children living with HIV can face discrimination at home, at school and in the community.
Efforts to normalize HIV and ensure that adults and children have accurate information about the virus are essential. Children and families affected by HIV should not be afraid to openly access HIV testing and treatment services for fear of negative reprisals. Through being open about HIV and sharing experiences, the fear around the disease can be dispelled, making people less afraid to seek and access essential HIV services.
What needs to be done
A combination of efforts is needed to prevent new HIV infections among children, ensure that their mothers remain healthy and improve the diagnosis and treatment of HIV for children.
HIV diagnosis, testing and treatment needs to be available closer to where the children most affected live. Health workers need to be trained to provide effective HIV services for children living with HIV.
Community support systems are invaluable and need to be strengthened to allow them to effectively support children and carers to keep them healthy and ensure that they have access to the HIV services they require.
More medicines specifically adapted to the needs of children need to be developed, and kept at an affordable price. To achieve this requires political will and investment by industry. Government, nongovernmental organizations, research partners, health experts and civil society need to advocate strongly for the development of child-friendly fixed-dose combinations to ensure that simple and effective treatment becomes rapidly available and accessible for all children in need.
1.8 million [1.5 million–2.0 million]
children* were living with HIV
150 000 [110 000–190 000]
children became newly infected with HIV
110 000 [84 000–130 000]
children died of AIDS-related illnesses
400
children became newly infected with HIV every day
290
children died of AIDS-related illnesses every day
49% [42–55%]
of children living with HIV accessed antiretroviral therapy
*Children (<15 years)
UNAIDS Joint United Nations Programme on HIV/AIDS
20 Avenue Appia 1211 Geneva 27 Switzerland | <urn:uuid:1f49aa4d-f986-4b64-80d7-0564c4a4eab9> | CC-MAIN-2017-17 | http://aidsdatahub.org/sites/default/files/publication/UNAIDS_FactSheet_Children_2016.pdf | 2017-04-26T02:18:53Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00382-ip-10-145-167-34.ec2.internal.warc.gz | 10,597,240 | 1,697 | eng_Latn | eng_Latn | 0.993774 | eng_Latn | 0.998997 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
28,
3795,
7984,
8495
] | [
2.25
] | 2 | 8 |
Summary of learning and proposed educational program for XXXXXXXXX April 2013
Philosophy of education
Over the last 6 years of her life, XXX has grown and changed from a helpless infant, to an intelligent and articulate child simply by interacting with the world around her. We have watched her learn to walk and talk and feed herself food. We have watched her form and test many theories on her environment and the society within which she lives. In her day to day life she investigates maths, science, geography, physics, chemistry, society and biology. All through her own interests, play, talking, being read to, asking questions, observing and doing. Watching this growth, and this thirst for acquiring knowledge, has lead us as a family to appreciate and believe totally in the process of Natural Learning or Child Led Learning. Watching this wonderfully organic learning process has bought us to the conclusion that we will begin our home schooling journey without a formal curriculum.
This is not to say that we aren't aware of, or even that we plan to ignore/avoid the curriculum areas outlined by the Board of studies. To the contrary, we are more than satisfied that XXXX's self-directed learning will more than meet all of the objectives in each Key Learning Area, and indeed our record keeping and documentation will be reflective of this, as it will be based on the KLA's outlined by the Board.
Watching XXXX grow as a person, we have seen that learning occurs every waking moment. We have already seen the learning in action as she makes wonderful use of the resources around her be they books, people, play, life, her immediate environment, computers, craft materials, her imagination, the wider community or the library. We feel that by allowing and supporting her to follow her interests, we are enabling her to learn at her own pace, learn broadly and diversely and that we are allowing her to foster within herself a love of lifelong learning, and an ability to seek out, enjoy and learn from all aspects of life available to her.
Learning outcomes, content, teaching approach and learning experience
XXXX enjoys a variety of approaches to learning. From a very young age she has been interested in numbers and has worked out her own systems for calculating additions. At the same time she has also sought out the use of structured activity books to work on numeracy and literacy activities.
We have a very busy social calendar most weeks including weekly swimming lessons, yoga and active participation in sorting fruit and veges for a local co-op. We frequently participate in workshops with other homeschooling families through Living Learning at Lawson.
I have also become part of the committee of the Blue Mountains Home Education Network. We occasionally take part in excursions run by the Blue Mountains Little Explorers Club. And we visit the library every few weeks together as a family borrowing a collection of fiction and non-fiction literature.
Together with our friends, family and community, we are fascinated by the world and enjoy our experiences of the six key learning areas, English, Mathematics, Science and Technology, Human Society and the Environment, Creative and Performing Arts and Personal Development, Health and Physical Education. We love to learn and live our lives together, in connection with each other and all of life.
Current Status and Proposed Directions
XXXX is currently working at her own level of ability. She spends a lot of time drawing and working on craft projects, doing jigsaw puzzles, discussing number patterns and goes through periods of time where she wears a wrist watch and recognises o'clocks. Recently she has been practising counting to 90.
XXXX is read to each day, she also spends a lot of time looking at books on her own. She has started to recognise simple words, will attempt to write more complex words phonetically, and a favourite pastime is to write short notes to other family members. She can read and write her own name and the names of all the members of our family. XXXX has been writing short letters to her pen friend with assistance.
For the past few months XXXX has been increasingly interested in refining her acrobatic skills. She really enjoys climbing, swinging and testing out the boundaries of her own body's flexibility.
Approximately 6 months ago XXXX was given a pet guinea pig. She has developed a close connection with her pet and has developed her problem solving skills in capturing her guinea pig on the odd occasion it has raced away from her. XXXX enjoys having a pet and is very interested in nature generally. She keenly observes a variety of animals ranging from insects to horses to aquatic animals and has been investigating how their bodies work, what their habits are and their place in the life cycle.
XXXX enjoys spending time playing games online. One of her favourites has a variety of learning activities ranging from map reading to pattern recognition to addition.
From a very young age XXXX has been very interested in music and visual arts. She is quite skilful at drawing representational imagery and has become increasingly creative with her choice of media. She is constantly singing and dancing at home and has memorised a very large number of songs ranging from nursery rhymes to movie theme songs to folk songs.
After attending a CSIRO workshop through Living learning a couple of years ago it became evident that XXXX was very interested in scientific experiments. She enjoys showing her friends lots of kitchen based experiments and has recently been creating volcanos with bicarb soda and vinegar.
In recent months XXXX has become increasingly interested in food preparation and has enjoyed assisting cooking pancakes for family breakfasts. We have discussed safety issues specific to fry pans and hot surfaces.
As for proposed directions of her learning, we aim to support her current interests and passions and continue to allow her to learn at her own pace. She has said she would like to do the following things this year:
- learn about why mice run so much
- how do trees grow by themselves?
- why is fire SO hot?
- Learn how to be a scientist
- Do experiments with my family
- I want to explore being a gymnastics person.
Proposed educational program
As we are choosing a natural learning approach, our proposed educational program will be quite eclectic: We will provide XXXX with access to a wide range of experiences and support her in following her interests and passions. We will help her find her way to where she wants to go. As our approach is ongoing and it requires being very responsive, it is difficult to say what exactly we will cover and when, however we have some ideas about what we would like to work on and these are listed under each key learning area. For all key learning areas we do not specify a set period of time, as every subject is covered on an ongoing basis every day of our lives. As we are choosing primarily natural learning methods themes/topics will be covered in the order or sequence they arise in our daily life. The time allocated to each key learning area is unlimited and XXXX is able to learn at a depth appropriate to her intellectual level and developmental stage. Assessment of student achievement in each key learning area will be carried out by interacting and engaging with XXXX and her work, by witnessing her learning and in discussion with her.
ENGLISH
XXXX has a pen friend who she writes to semi-frequently. She also enjoys creating cards for family members and friends. She writes with assistance, spelling either phonetically or by listening to me dictate individual letters to her.
XXXX is able to listen to and follow directions from a range of people. She and her younger sister engage in role play games together numerous times throughout the day and give instructions to each other as to the plot, intent of individual characters and character relationships.
Every day XXXX is interacting with a wide range of people in varying contexts. Currently she enjoys sending short messages to some of our adult friends via my facebook account. She does this with my guidance and supervision.
XXXX speaks with relatives on the phone and listens to a number of audio books.
Recently we have been focusing on full-stops when I am reading, and talking about what they mean. XXXX has been recognising the names of our family members and pointing out misspellings of her younger sister's name to others who attempt to spell it.
XXXX enjoys reading a range of texts. A few weeks ago she sat and listened to me read Roald Dahl's BFG for over 2 hours. She is becoming increasingly interested in graphic novels and likes to examine them on her own and to listen to someone else reading them to her.
As a family we have regular visits to theatre performances. On average we would attend one or two performances every two months. Last year we attended performances at The Joan Sutherland Performing Arts Centre and the previous year we saw quite a few shows at The Sydney Opera House. Before and after each performance we talk about themes, props, stage design and how we felt about the show.
When XXXX is seeking specific knowledge, she is aware that we can search for information on the internet. We also access our local library and have borrowed books about life cycles of ants, guinea pig care and various other topics.
XXXX can recognise a variety of words and can sound out all the letters of the alphabet. She is starting to be able to read and requires some self-confidence in realising her ability. She has memorised a number of familiar texts and "reads" them to herself and her sister.
When writing XXXX uses a combination of upper and lower case letters. She is becoming increasingly aware of the significance of upper case letters. She writes her own name with confidence and has been experimenting with various font styles. XXXX uses a range of writing materials including pens and pencils, computer keyboard and magnetic letters on the fridge. She enjoys working on workbooks that provide stencils of letters to trace over and practice.
XXXX is able to give clear recounts and instructions to her peers or known adults. She is becoming increasingly confident in speaking with less familiar adults.
XXXX is able to listen at length to a story being read and to view feature length movies maintaining focus most of the time. She discusses plot, theme and characters to help develop her understanding of the film or text.
Educational program
We will continue our responsive natural learning approach day by day, however we have some ideas about directions we would like to take:
- A focus on developing writing skills through regular letter writing with XXXX's pen friend.
- Looking at a variety of texts and discussing their purpose, in particular recipes, instruction manuals, poetry and story books.
- Provide XXXX with more hands-on opportunities to seek information with guidance/support.
- Ensure regular access to "good literature" by making time to read such literature on a fortnightly or weekly basis.
MATHEMATICS
XXXX has had a keen interest in numbers from quite a young age. She enjoys counting and has been practicing counting by twos and counting to 90.
We have provided XXXX with a variety of math related work books that focus on shapes, numbers and pattern. She can recognise numbers from 1-20 in written form and is developing interest in writing numbers herself. She especially requests to write the postcodes on envelopes when we write to family and friends.
She has had a wrist watch for the past 12-18 months and wears it semi-frequently. She recognizes all the numbers and can usually identify specific o'clocks. We are working on "past" and "to" concepts within the context of her usual attempts at telling the time.
We recently attended a 3 week Math through Art workshop that I co-facilitated with another home schooling parent where we explored angles, shapes and measurement. XXXX seemed to really enjoy creating artworks based on mathematical concepts.
XXXX is quite successful at solving greater than and less than problems that are presented to her in computer games that she plays. At the same time she is able to work out subtraction questions reasonably quickly too.
She can identify a number of 2D and 3D shapes and discusses shapes when creating arts and crafts, when she notices them in her environment and in other contexts.
A few months ago XXXX started working on a workbook focusing on number bonds of 10. She seemed to enjoy the process of working through the workbook and was able to work out most of the activities with little, if any assistance.
XXXX explores number patterns herself and has discovered that 2 plus 2 plus 2 equals 6. She made that discovery at least a year ago. She works through these type of patterns in her head.
Days of the week, months and seasons have become a focus for XXXX in judging time frames. She has recently become aware that when people say "Just a minute" they don't always mean 1 minute.
Educational program
We will continue our responsive natural learning approach day by day, however we have some ideas about directions we would like to take:
- Focus semi-frequently on identifying "to" and "past" times. Encouraging XXXX to wear her watch more often.
- Place more emphasis on units of measurement.
- Involve XXXX more frequently in measuring ingredients when cooking at home.
- Create some activities involving weighing, measuring and comparing mass.
- Continue to support XXXX with her interest in numbers and number patterns.
SCIENCE AND TECHNOLOGY
XXXX has attended a number of CSIRO workshops aimed at homeschooled children. She seems fascinated when viewing chemical reactions and is keen to be involved. She confidently re-creates experiments at home to share with friends and family.
Recently XXXX has been discussing her own thoughts around electricity and how coal powered electricity impacts the planet. She has seen wind turbines and read about sustainable design practices. She has commented that she would like electricity that doesn't damage the earth because she enjoys going on bushwalks. So she is starting to make connections with the impact humans have on ecology.
During the week XXXX demonstrated to one of her peers how to power a battery operated clock with citrus fruit. She was able to follow the guidelines and assemble a basic circuit with very limited guidance from observing diagrammatic instructions.
XXXX is familiar with operating a number of devices ranging from smart phones to digital cameras to stereos. She is able to successfully access and operate these independently and does so frequently.
Creating signs and messages using a combination of text and symbols has been a keen interest of XXXX's. She has developed a series of codes to write short messages to members of our family.
Insects, plants, birds and animals have generally always been an interest of XXXX's. She enjoys observing living things in her own environment and in those that we visit. She likes to discuss life cycles, food chains and habits of animals.
XXXX is constantly exploring and observing built and natural environments. In recent days she and her sister were busy creating habitats for fridge magnet beetles and attaching leaves that resembled fairy wings onto the back of numerous small toys and figurines.
XXXX has had a lot of questions about how the earth was created, how the first people arrived on earth and how they got here if there were only dinosaurs. We have viewed a variety of utube clips as a family that focus on evolution and the big bang theory.
As a family we have been reading an illustrated book about how human babies are conceived, their gestation and birth. I am an Australian Breastfeeding Association counsellor so we have regular contact with pregnant women, new babies and families with young children. XXXX is very fond of babies and enjoys interacting with them. We often discuss topics such as breastfeeding, nutrition for babies, sleep, and "normal" baby behavior.
Sometimes we get out our sewing machine and create a range of items together. We have collaborated on creating soft toys, throw pillows, greeting cards and dress-up outfits. XXXX has actively participated in the design process, operated the sewing machine pedal with guidance and discussed appropriate fabrics for given designs.
We have also created a range of tie-dye t-shirts for gifts and XXXX has been involved in creating screen-printed t-shirts as gifts for extended family members and close friends.
Educational program:
We will continue our responsive natural learning approach day by day, however we have some ideas about directions we would like to take:
- XXXX has said she would like to learn to be a scientist and to do more experiments with her family. We will look at sourcing more home based science kits/experiments to support this.
- Explore the behavior of a variety of animals with a focus on mice as per XXXX's interests
- Investigate the life cycle of trees, how they grow and how the first tree arrived on earth.
- Examine the qualities of fire.
HUMAN SOCIETY AND ITS ENVIRONMENT
XXXX has had an interest in people's spiritual beliefs and ideals from a young age. We have read a variety of Christian bible stories and discussed ideas about gods and spiritual practices. Last year we began practicing yoga as a family and XXXX really enjoys many aspects of yoga. We have discussed ideas about god and how there are many different ideals around god and what god is to different people.
As a family we enjoy consuming foods from various cultural backgrounds. Japanese foods are a huge favourite and as a result XXXX has learnt quite a few Japanese words. We have also viewed a number of Miyazaki animations as a family which has added further interest in Japanese culture. XXXX has enjoyed demonstrating her Japanese vocabulary with a few acquaintances we have met who have Japanese background.
In January this year we had a lot of discussions about Australia Day and how appropriate it was or not to recognise the day that British people first arrived in Australia. We discussed the Aboriginal people not being recognized as custodians of the land and talked about how being Australian is so much more than acknowledging the day when Anglo-Saxon Australia began.
XXXX was given a deck of playing cards that have Aboriginal symbols on them. She is able to recognise and name all the symbols and enjoys playing the game. She recognises symbols from the game in artworks and printed media in our local environment and points them out as being Aboriginal works or imagery.
From a young age XXXX has generally displayed great empathy for others, especially other children. She has been developing skills in problem solving and negotiation to assist herself and others in achieving a desired outcome. She is well versed in taking turns when playing board games, using outdoor play equipment and playing computer games.
Sometimes after social interactions with other groups or families XXXX asks me about the parenting practices of others. "Why is that mum so unfriendly/bossy?" We talk about how everyone has feelings they need support with and that some mums don't have enough support. XXXX also likes to ask me why other families have two working parents or why different families we know don't home school. She is very curious about the practices of other families, especially those of her friends.
XXXX's aunties are travelers and have been to numerous countries for holidays and on working visas. So XXXX has heard a lot of discussion about Mongolia, Tonga, China and South Korea to name a few. She has been given various artefacts from places her aunties have travelled. We have a globe of the world and discuss different countries and XXXX can identify Australia on a globe or world map.
In February we took a family road trip to Melbourne and discussed our route on a map with XXXX and her sister numerous times before, during and after the drive. This was our first long road trip as a family and XXXX now has more of a concept of locations as she has realised that her grandparents who reside in Ulladulla are not such a long drive away as her Great G'ma who resides in Melbourne. We discussed the changing landscape during our drive and the cattle trucks we observed along the way.
XXXX pointed out to me that one person being vegetarian (i.e. myself) wasn't going to stop all those cows being taken away in trucks to be turned into other people's food. So our toilet stop in Yass started a great conversation about the food industry.
Quite a few times XXXX has asked about death and ceremonies around death. We have discussed ideas around different cultures and how different people treat a dead body. We talked about the ecological practices of Aboriginal cultures that enabled bodies to turn back into the earth and compared those practices with traditional western burials involving coffins.
Today XXXX asked about how trees die and what makes trees die. She came to the conclusion that too many termites would kill a tree and then when it fell, some of those termites would be squashed and also die.
XXXX is very keen to experience camping as a family. We have been investigating and discussing purchasing a tent for quite a while now. We have read a picture book ("Are We There Yet?") about a family who take a road trip around Australia and that has inspired XXXX further with her interest in outdoor adventure.
Having recently moved to a new home we are exploring our new built and natural environments. We plan to create a vegetable garden and this will be something we work on a family.
Educational program
We will continue our responsive natural learning approach day by day, however we have some ideas about directions we would like to take:
- Focus on further development of Japanese language through reading, viewing and speaking.
- Continue discussing and exploring customs and practices of various families and cultures.
- Introduce and explore the concept of natural vs man-made environments.
- Create more opportunities to read/utilize maps.
- Plan a camping adventure as a family
- Discuss, plan and create a vegetable garden together using "no dig" gardening techniques.
CREATIVE ARTS
Creative arts have always been a big focus in our family. Both myself and XXXX's father have tertiary qualifications in Visual Arts and a strong interest in performing arts. So XXXX is exposed to and involved in creative arts on a regular basis.
From a young age XXXX has been able to play percussion instruments in time with music on a cd or in collaboration with other performers. She has attended a variety of music classes focusing on collaboration, voice and percussion. Last year we attended music classes in Terms 3 and 4 with other home schooling families and XXXX became confident enough to sing solo for short periods of time with the use of a handheld microphone.
One of her current favourite activities is recording songs onto our phones and playing them back to us. She explores the limitations and variations of the pitch and tone of her voice. She has memorised the lyrics for a large number of songs ranging from nursery rhymes to movie theme songs to folk tunes. Occasionally XXXX will perform a song over the phone when speaking with her grandparents.
Whenever we see a busker performing she likes to stop and listen, acknowledge the performer and contribute a coin to their collection. Sometimes XXXX talks about learning the trombone or violin. She is able to recognise a number of instruments when she is listening to a given piece of music.
A favourite dinner time activity for XXXX and her sister is dancing. Many an evening we are lucky to have a dinner-show in our kitchen. The girls either take turns in singing and dancing individual pieces or they will collaborate and perform in unison. XXXX often practices her dance moves in front of a mirror. Ever few months we invite a few friends over for a disco and our lounge room becomes a dance floor.
XXXX has been exposed to a range of art making experiences. She has regular access to water colours, acrylic paints, collage materials, crayons and pencils. Every day XXXX creates an art or craft piece of some description. Her skill in creating representational imagery is very sophisticated and she has been drawing recognisable faces for at least 4 years. Recently she has been focusing on adding lots of detail to faces; lips, teeth and nostrils have been featuring in most of her drawings. She has worked on a small scale in her journal and on large scale works that are life size or bigger.
We visit local art galleries like Lewers Bequest and Braemar Gallery on a regular basis. XXXX really enjoys attending galleries and often asks to do so.
Educational program:
We will continue our responsive natural learning approach day by day, however we have some ideas about directions we would like to take:
- Plan regular visits to galleries both locally and further afield.
- Explore and discuss the works of a variety of artists
- Investigate more opportunities for group music classes/ jam sessions
PDHPE
During the course of a given day we frequently talk about foods that give us energy and junk foods. XXXX is aware that fresh, whole foods like fruits and vegetables will give her body lots of energy to grow and function while other foods like cakes, biscuits and lollies might taste great but can be harder for her body to digest. We talk about being friendly to our bodies and giving our bodies a range of foods so that they can function adequately.
XXXX has participated in a First Aid course that emphasised the process involved in ringing 000. She was able to perform basic skills like checking for danger, response, airways. And has some idea of what she needs to tell the telephone operator when she calls 000.
Last year XXXX began formal swimming lessons that were arranged by another local home schooling parent. She has been attending weekly lessons for 3 school terms and is now much more confident in the water. She is able to dog paddle independently and is aware of water safety. When we first began lessons XXXX was disinterested and reluctant. She is now enthusiastic and eager to be involved.
At the age of 3 XXXX began learning to ride a bike. She started on a balance bike and became very skilful at riding. She now has a peddle bike and is taking her time in familiarising herself with riding it. She is aware of bike safety rules and always wears her helmet and enclosed shoes. She knows to stop and check for traffic when crossing the road.
At home we have a trampoline and swing set so XXXX has frequent and regular access to sporting equipment. She has mastered some acrobatic skills and is able to swing from monkey bar to swing and back again with great speed. She enjoys climbing and has recently discovered a few tree climbing tricks with the help of a peer.
XXXX has attended gymnastics classes at a range of venues and has recently begun practicing yoga. At the moment we attend yoga twice a week and XXXX has learnt a number of poses that she also practices at home.
Each week we have regular activities with other children and their families. XXXX is well rehearsed at taking turns on equipment, playing games that have rules and enjoys playing games on the trampoline with her peers like poison ball or crack the egg. Occasionally friends are familiar with a variation of a game XXXX enjoys and this can result in conflict. I have witnessed XXXX at numerous times, negotiating with friends and explaining her point of view. This does not always end peacefully and sometimes requires support from an adult.
Educational program:
We will continue our responsive natural learning approach day by day, however we have some ideas about directions we would like to take:
- Continue to provide XXXX with regular, weekly sporting activity. Next term XXXX is enrolled in a local gymnastics class
- Introduce outdoor games like soccer or cricket with more structure and frequency
- Focus specifically on "self" and what does it mean to be "me". Relationships with self and others.
RESOURCES:
- Blue Mountains Home Education Network-specifically Living Learning
- Local library
- you-tube video clips
- Museum trips
- Theatre productions- various venues
- Audio books
- Documentaries
- Local community- food co-op, ABA, BMHEN
- Curious George website-mathematic and language based activities
- CDs
- Story cards
- Science kits
- Local swimming pool and swimming instructors
- Local home schooling parents with specific skills and interests relevant to our own.
- Internet search engines
- Various workbooks focusing on numeracy and literacy.
- Local and on-line book stores
- Board games - Zingo, Kids of Catan, Little Orchard, dominos etc.
- Yoga classes with Blaxland Yoga and I am Bliss Healing | <urn:uuid:90bfad42-3fe0-47b7-94b6-0a85adb5da8e> | CC-MAIN-2017-17 | http://homeschoolaustralia.com/curriculum/sampleprograms/NSW_Review_Stage1_2013.pdf | 2017-04-26T02:07:38Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00384-ip-10-145-167-34.ec2.internal.warc.gz | 174,627,411 | 5,705 | eng_Latn | eng_Latn | 0.999178 | eng_Latn | 0.999325 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2985,
5867,
8298,
11150,
13138,
15724,
18451,
21621,
24192,
27097,
29036
] | [
3.046875,
3.34375
] | 1 | 10 |
March 13, 2017
Dear Parents and Guardians:
Your children and all Vernon School District students deserve an education that prepares them to thrive in a global economy and civic life. Connecticut holds schools accountable for delivering on this promise in two ways: (1) by defining challenging content that students must learn; and (2) annual testing to see if students learn that content.
This is why Connecticut adopted the Connecticut Core Standards several years ago. These standards set challenging expectations for all students in English language arts (ELA) and math. They demand critical thinking and problem-solving abilities. Our students need these real-world skills to succeed.
This is also why Connecticut recently adopted the Next Generation Science Standards (NGSS). Like the Core Standards in English and math, the science standards emphasize critical thinking more than memorizing facts or terminology. In an NGSS classroom, students investigate natural phenomena and real-world problems like scientists and engineers do.
To see how well students are learning, Connecticut uses the following tests:
- Grade 11—ELA and Mathematics: SAT (also usable for college)
- Grades 3-8—ELA and Mathematics: Smarter Balanced
- Grades 5 and 8—Science: Connecticut Mastery Test (CMT)
*
- Grade 10—Science: Connecticut Academic Performance Test (CAPT) *
Think of assessments like academic checkups. They help teachers and parents see where students are compared with where they need to be. The results can reveal areas where students excel and where they need help.
Except for the SAT, all other tests (including science for the first year) are taken on computers. Computer testing enables assessment of more complex skills in less time. It also provides more supports for students with disabilities.
To find resources for parents and guardians, including ways to help your child at home, please visit CTCoreStandards.org.
Measuring student success against new standards is a major shift for our students and teachers. However, it is vital for preparing our children to meet the demands of college and work. Our teachers and administrators are committed to supporting students with great instruction and resources to meet these new expectations.
Sincerely,
Jason D. Magao Director of Teaching and Learning
* The CMT and CAPT Science tests align to Connecticut's old science standards from 2004. Over the next two years, Connecticut will be developing a new science test aligned to the NGSS.
VERNON PUBLIC SCHOOLS
Office of Teaching and Learning 30 Park Street P.O. Box 600 Vernon, Connecticut 06066-0600
Phone (860) 896-4677 • Fax (860) 870-6006 | <urn:uuid:5143ea8a-0e0e-490a-80ad-fbe977da4824> | CC-MAIN-2017-17 | http://vernonpublicschools.org/files/testing1617.pdf | 2017-04-26T02:11:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00386-ip-10-145-167-34.ec2.internal.warc.gz | 400,972,583 | 540 | eng_Latn | eng_Latn | 0.996415 | eng_Latn | 0.996415 | [
"eng_Latn"
] | false | docling | [
2666
] | [
2.453125
] | 2 | 0 |
Drying Flowers:
What You Need to Know
Whole books are available on the subject of drying and preserving flowers. Chapters are devoted to considerations of color, time of year for collecting, the many types of materials which can be dried, ideas for arrangements, etc. If this is an activity that you would like to spend a number of sessions on, or if you enjoy the subject, check your local library for more information.
There are many ways to dry and preserve flowers. Outlined here is one of the methods: air drying. Using this technique, many different materials can be selected to give a rich array of effects. When looking at dried materials, you'll find an unlimited diversity of size, form, texture and color. Statice alone offers a wide range of colors, including white, yellow, red-violet, blue-violet and blue. Strawflowers, baby's-breath, roses and chrysanthemums are garden flowers that dry well.
Joe-pye weed is a dusty pink flower that can be easily collected along roadsides. Airy grass "heads" are attractive in arrangements. Carefully collected and dried leafy materials will also provide a bounty of shades of green, yellow and brown. There are many, many materials to choose from. After you have dried flowers, they can be used in making dried arrangements.
Materials Needed
* Flowers (and leaves, if you like)
* For harvesting: sharp shears, a sharp knife, work or garden gloves to protect your hands, vase or pail of water
* Styrofoam egg cartons, one for each participant.
* Paper clips for hanging, masking tape for name labels
* Spring-operated scissors for participants to use.
Advance Preparation
Before beginning this activity, you will need flowers and plants for drying. Whether you purchase from a florist, cut plants from a garden, or collect wildflowers, your material should be in the best possible condition you can manage! The best time to pick is on a sunny afternoon when plant parts contain the least amount of moisture. Also, harvest flowers just before they have fully opened, since they will continue to mature after they have been cut. And if some of the flowers you pick are fully opened, it will be okay, too. Place them in water right away to avoid wilting. You can take them out of the water when you're ready to begin drying them.
After a flower is cut, strip all the foliage from the stem to help speed drying. You can easily do this by
* "Banded scissors" for participants with weak grasps are lightweight scissors that close with a gentle squeeze and return to the open position with a builtin spring. These scissors are shown in many therapeutic catalogs.
holding the stem just below the bloom and running your gloved hand down the stem (see picture below). Participants may enjoy this part of the activity; many people enjoy wearing gardening or work gloves. This does take two hands, but if this poses a problem, two participants can work together on a single stem -- one person carefully holding the stem right
below the flower-head, the other person gently removing the leaves. Be aware that drying can take 1 to 4 weeks, depending on how much moisture is present in the flowers at harvest, and the humidity of the room in which the material is drying. In addition to flowers and leaves, interesting seed pods (honesty and poppy), fruits (small wild crabapple and dogwood), and grasses (wheat, oats, and foxtail) can be found. Use your imagination!
The Air Drying Method
Air drying is the simplest and oldest method of drying flowers, but not all flowers respond well to air drying. Flowers with low moisture content, such as strawflowers, yarrow, statice, globe amaranth, and celosia are best suited to this method of drying. There is also an abundance of wild flowers and plants that airdry well, such as golden rod, Joe-pye weed and common dock. Drying methods depend on whether you are doing it by yourself, or including participants. The simplest technique to use is hanging the flowers upside down. Tie the flower stems securely in bunches, 10 to 20 stems per bunch. As stems lose their moisture they shrink; elastic bands or twist ties are better at holding stems together than strings. Attach the tied bunches to a drying line, rack, or nails. If space is a problem, the bunches can be hung on a vertical drying line, leaving enough room in between each bunch.
Another method you can try involves pressing the flowers in a book to dry.
Tape the pages of the book to hold them in place and mark where the flower is to be pressed, then carefully place the flower flat on the pages, face down.
If you are including participants who have problems with dexterity, tying the flower stems with elastic bands or twist ties may be difficult for them. Instead, try this. Mark an 'X' in magic marker on the base of each compartment in an egg carton. Then cut along the 'X' with a single-edged razor blade or exacto knife. Have participants poke the flower stems individually into the holes, then hang to dry.
Any warm, dry, well-ventilated place will do for the drying process. After drying, store in covered cardboard boxes in a dry place until you are ready to use them.
Some plant materials, such as baby's breath, Chinese lantern, golden rod, Joe-pye weed, cattails, common dock and many grasses dry very well in an upright position in jars or vases. The leaves of cattails and grasses can be left on. They will turn and curl, forming interesting lines in the arrangements of the dried flowers.
This time of year, look for roses, peonies, lavender, violets, pinks, delphiniums, baby's breath, and bee-balm, as well as many annual flowers such as pansies and statice.
Going One Step Further
To go further with this activity, you can make dried arrangements or simple posies. | <urn:uuid:8ad7fdad-1583-4ccd-82bc-795eeb4af425> | CC-MAIN-2017-17 | https://blogs.cornell.edu/gblblog/files/2016/07/drying-flowers-1lsjyx81newlogo-sssj1u.pdf | 2017-04-26T02:43:22Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00386-ip-10-145-167-34.ec2.internal.warc.gz | 776,041,088 | 1,263 | eng_Latn | eng_Latn | 0.998183 | eng_Latn | 0.998301 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2976,
5754
] | [
3.15625
] | 1 | 4 |
All Children's Book Reviews
Liberty University DigitalCommons@Liberty University
Children's Book Reviews
10-2009
Review: Little Britches: Father and I Were Ranchers
Rachel Schwedt Liberty University, email@example.com
Janice A. DeLong Liberty University, firstname.lastname@example.org
Follow this and additional works at: http://digitalcommons.liberty.edu/child_bkrev
Part of the Comparative Literature Commons, and the English Language and Literature Commons
Recommended Citation
Schwedt, Rachel and DeLong, Janice A., "Review: Little Britches: Father and I Were Ranchers" (2009). All Children's Book Reviews. Paper 15.
http://digitalcommons.liberty.edu/child_bkrev/15
This Article is brought to you for free and open access by the Children's Book Reviews at DigitalCommons@Liberty University. It has been accepted for inclusion in All Children's Book Reviews by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact email@example.com.
Moody, Ralph, Little Britches: Father and I Were Ranchers. University of Nebraska Press, 1991. ISBN:0803281781. Grades 6-adult.
Description
In the early 1900s, when Ralph Moody's father becomes ill working in the mills of New Hampshire, the family moves west in search of a climate more conducive to his health. Moving to Colorado at the advice of Ralph's Uncle Phil, they believe that their destination is a working ranch. The forlorn little house sitting in the middle of an open field with broken windows and crumbling walls is not what they expected, but Ralph's family is not given to complaining or giving up. They set about to create a safe and loving home. Together they face tornadoes, floods, and wars over water but with hard work, ingenuity, and the help of friendly neighbors, they bring the little ranch back to life. All is not despair in this true account, as Ralph and his family is introduced to farm auctions, roundups, cowboys, and Indians. Ralph himself is a tough, brave, young man who through his own adventuresome nature is thrown into sometimes humorous and sometimes tragic situations.
Critique
An actual account of Moody's growing up; this title is seasoned with memorable characters like Hi the cowboy and Two Dog the Indian. Most importantly, Ralph is influenced by his father who handles Ralph's adventuresome nature with love and firmness, showing Ralph by example that life can be lived with dignity and honor in the midst of trying circumstances. Throughout the narrative, Moody never covers up his mistakes but shares the good and bad with openness and humor. His family exemplifies the virtues of hard work, ingenuity, honesty, family unity and respect for others.
This is a book of living history. Those looking for a title that will capture the attention of both boys and girls alike will find it in this narrative. It is an excellent read-aloud book for the whole family or a readalone title for those ten and older.
Descriptors:
Moody, Ralph
Little Britches
Colorado
The West
Ethics
Obedience
Truth
Ranches
Death of parent
Cowboys | <urn:uuid:b317bf37-4170-486f-8ae6-1a1f5172fe8f> | CC-MAIN-2017-17 | http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1014&context=child_bkrev | 2017-04-26T02:07:58Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00386-ip-10-145-167-34.ec2.internal.warc.gz | 103,836,861 | 675 | eng_Latn | eng_Latn | 0.973687 | eng_Latn | 0.996455 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1008,
3096
] | [
2.0625
] | 6 | 22 |
This Is My Show!
1
'THIS IS MY SHOW!'
Beyond reading to envisioning and enacting Shirley Brice Heath
In the early eighteenth century, when peddlers' wares included English-language chapbooks, these literary portrayals cast children as villains, adventurers and imaginative creatures who could easily transform themselves into miscreants, thieves and tricksters. Little ones could pose as innocents, drawing attention away from their wily peers who meanwhile deftly parted a wealthy man from his purse. Throughout the eighteenth century, such pictures of children were meant both to entertain little ones and to remind adults of their leadership role, guiding the young to moral and productive pursuits.
In the second half of the twentieth century, wide reports of child development research told of the extent to which young children were being drawn away from physical activity and imaginative play by new entertainment technologies they could control for themselves. Series books, such as those featuring Olivia the pig by Ian Falconer (Olivia, the first book in the series was published in 2000),
Historians of English childhood have examined books and toys created for the young since the end of the eighteenth century (see Hunt, this volume). They have analysed artifacts created for children to identify changing perceptions of children's capacities and roles. These analyses have encouraged the presumption of parents and adults through the ages to believe that their role is to teach the young, passing on skills and knowledge children need as they mature into adulthood. The anthropologist Margaret Mead (1970) labeled this particular process of enculturation 'postfigurative': the young learn primarily from their forebears. Within this view has been a premise that the young not only need but also want the instruction and support that come through discipline, lessons and moral direction from their elders. The Western world's version of postfigurative enculturation reflects Judeo Christian principles and practices asserting that the 'right' written texts provide a vital component of the guidance and discipline children need. Thus children must learn both to read and to value 'proper' books and their sources.
increasingly portrayed both human children and anthropomorphic animals outpacing adults in taking charge of scenarios from circuses to school plays. By the opening of the twenty-first century, a growing, but still small, share of books written for very young children portrayed enactment of their dreams, fantasies, and creativity. These books featured youngsters devising and managing situations unimaginable to their parents. Some of these featured children reading, and as the century moved on, this reading increasingly accompanied portrayals of individual children creating and acting through their own creative projects of art and science.
Mead asserted the need to give up expectations that post-figurative enculturation could take humans into the future. In a prefigurative world, children would always learn faster and in more ways than their elders. Children would gain skills and content unknown and often invisible and unpredictable to adults. Moreover, the young would then acquire expertise and information in ways far more varied than their parents. The experience, range of skills and modes of learning of the young were sure to stretch beyond what those of prior generations could know, do, or might even value. As a consequence, Mead cautioned that adults of the prefigurative future must 'teach their children not what to learn, but how to learn and not what they should be committed to, but the value of commitment' (emphasis not in the original, 1970, p. 72).
During this same period, prevailing beliefs about children and what they need to enter adulthood shifted away from human agents as guides toward technology as agency and source for information, social company, and development of knowledge about the world. Mead predicted this shift as early as 1970, when she outlined the 'prefigurative' world of enculturation that would characterise the future. She maintained that the pace of cultural change and need to stay open to the future would force adults to have to learn from their children as well as their forebears. In addition, to some extent, both parents and children would take part in 'co-figurative' enculturation, learning from their peers in addition to their ancestors.
This chapter considers ways in which books published after 2010 picture youngsters demonstrating how they integrate reading into their choice of pursuits. In these books, authors and illustrators portray children creating, building and dancing while bewildered adults observe and listen. The children of these texts and illustrations put into practice principles of learning that neuroscientists and developmentalists identify as critical if the brain's potential is not to be curtailed through parents' over-reliance on technological devices during children's early development. When adults celebrate their young children's facility with devices such as iPads, mobile phones and computers, they fail to consider what children are not doing while they respond to the entertaining appeal of what comes from swipes, taps, and button-pushing. Young children's imagination does not easily go to the intrigue of what lies behind and outside the technology of the moment. Mead would point out to those parents living out her predictions for prefigurative enculturation that children following technologies' push-me touch-me seduction rarely think beyond the immediate gratification of entertainment. Children's adeptness in making technology give them exactly what they want when they want it blinds
adults to considering Mead's cautions surrounding the critical importance of teaching children how to learn as well as how to value commitment.
Technological changes
What Margaret Mead could not have predicted within her theories surrounding prefigurative learning was the dizzying speed of technological change that would bring about unforeseen alterations in not only valuation but also processes of what to learn. By the end of the first decade of the twenty-first century, almost all knowledge rested literally just beneath one's fingertips by way of the Internet.
Meanwhile, far away from primary schools and town council meetings, a different kind of technological advancement was taking place in the world of neuroscience research. After 2010, functional magnetic resonance imaging (fMRI) technologies provided neuroscientists means of examining how different sections of the brain work in synchrony and how neural dedication to particular types of tasks becomes established during childhood and adolescence. These scientists could now deepen their understanding of ways that certain activities and environmental factors shape how and what children observe, imitate, imagine, store in memory and use to form their aspirations and self-perceptions. Scientists could now view what happens in the brain during the haptic learning that derives from touching or gaining information through the 'eyes of the skin', particularly of the hands and forearms, as well as the fingers when they work as the extended tools of hands and arms (Pallasmaa 2009, 2012). Taking part in the arts, especially music, drawing, dance and drama, gives children practice in developing their haptic understanding, which in turn advances aspects of perception, language processing and conceptual representation (see Chapter 4 of Wilson 1998, for example, on the hands at work in puppetry and dramatic play and Chapter 10 on the haptic learning of musicians).
Thus children (and many parents) came to see little or no point in the insistence of school curricula on memorisation of facts and figures. Testing for this kind of knowledge within strict limits of time for exam completion increasingly drew public questioning of this kind of 'accountability'. Retrieval is what counts, or so the thinking of state schools and many parents went. Efforts accelerated to put iPads, mobile phones and computers into the hands of children at younger and younger ages. Educators and policymakers as well as corporate spokespersons argued that the future of young children's career development depended on their learning through typing, swiping and talking to various technologies. Schools and towns closed their libraries. Schools stopped teaching handwriting, music, drawing and drama. Mead's view of prefigurative enculturation seemed to be evident in every home and school where adults readily bragged that their children now knew far more than their elders would ever know about how to get the most out of technologies of all kinds.
With fMRI technologies, neuroscientists can study what happens to visual images in the brain of a child gripping a tool during creative production or performance. Children receive haptic or hand-guided feedback whenever they grip an
instrument such as pencil, paintbrush, bow or neck of a violin, viola or cello. This process enhances the act of mentally visualising what lies beyond the current moment of action. Gripping with the hand sends what neurologists call 'force patterns' to portions of the brain that enable individuals to envision what lies ahead (Reiner 2000, 2008). As children learn to verbalise the sense of 'nextness' they receive when gripping objects in their hand, they learn to think before they act. The question "What am I to do now that I have this object in my grip?" becomes operative as children mature beyond their own initial assumptions about possible actions to take with gripped objects.
As youngsters produce and create projects in either the arts or sciences, they literally 'feel' themselves as agents or builders who make things happen. However, they can do so only as they gain practice and ideally encouragement in listening, observing, envisioning and then enacting or dramatising their internal images and scenarios. This internal envisioning benefits from interests that lead children to spend hours in activities that force them to discern slight differences in features of the shape and orientation of small objects, such as Lego pieces, dollhouse furnishings and jigsaw puzzle pieces. The same point applies to listening in order to sort out acoustic regularities. Perceptual abilities advance as children sort out regularities of sounds and their contexts to predict what might come next. Through both practice and modeling of visual, auditory and tactile discernment as well as cognitive categorisation, young learners reduce the number of struggles the cognitive system faces in sorting irrelevant from relevant or pertinent cues (Grill-Spector, Henson, and Martin 2006).
With maturation comes children's increasing competence in verbal expression of their imagined possibilities of what they can do with materials as they draw, build, dance and act. Haptic learning draws children toward increasingly complex powers of seeing and interpreting. Guided practice is essential, however, for the young to continue to improve visual as well as auditory perception of multi-layered details. Doing so often has to take place in the midst of seeming chaos — different kinds of messages and signals coming from peers, adults, and children's own dreams and imaginations. By 2014, neuroscientists were learning about behavioural and neural correlates of what came to be termed 'executive functioning' (EF). A collection of cognitive capacities, EF includes the ability to plan and self-monitor. The neural correlates of EF also affect children's competence in rule representation, cognitive flexibility and the mental control necessary to switch tasks without becoming confused. Musical training, with piano and strings, in particular, enhances EF, which in turn correlates with both verbal fluency and language processing speed of children (Zuk, Benjamin, Kenyon, and Gaab 2014).
What then about reading books?
Does reading with adults make a difference in young children's creativity and sense of agency? Does the handling of books, turning of pages and flipping here and there through a book to locate a particular imagine do the same? Some argue
that technologies make text and image easily available to children. What then is so different about picturebooks? Do such books and the time they capture with adults during reading teach children how to learn and to undertake commitments to positive values and activities?
A second immediate difference between technologies and picturebooks is the invitation books give to children and adults of reading together. In this collaboration, the two look, talk, sound out emotions and actions pictured and take control of interpretive routes. Directed talk encircles adult and child during picturebook reading. Since 2010, child language research has shown the advantages to both language acquisition and processing of language that is directed to children over that which takes place in the ambient environment (Weisleder and Fernald 2013). When eye contact and face-to-face alignment accompany talk to children, their comprehension and production of language increase. Within picturebook reading, deictic or pointing gestures by both child and adult go along with talk, creating a complex of stimuli that young children from early toddlerhood can imitate and adapt. The simultaneity of gesture, facial orientation, visual gaze, talk and image makes a memorable and often emotional impression on young children. Their frequent requests to 'read it again' indicate their readiness to take in multiple forms of direction and directness at the same time. Moreover picturebooks compel interpretation, comparison and contrast, and exploration of possibilities not explicitly addressed in pictures and text of these books. These interpretive chats between parent reader and child listener inspire imaginative jaunts as well as activities that can go on well outside the covers and contexts of picturebooks.
An initial obvious difference between picturebooks and technologies is the permanence and immediate retrievability of image and text in picturebooks. Flipping back to prior pages, finding the same book in the same slot in the bookcase, and discerning differences in detail from covers to inside pages ensures a variety of forearm and hand movements, along with pointing to objects and their features. The fact that images 'stand still' and remain retrievable enables body movement of several types: running back to the bookcase to find a particular book, turning pages to locate a certain animal or bird and pulling out inserts and pop-up sections of books (see Wolpert and Styles, this volume).
Beyond the reading process, the content of picturebooks published since 2010 gives further evidence of how some of these books put into place findings from child development and neuroscience research. In the picturebooks described below, children engage in creative work and play leading to innovation and invention. Underlying this sampling choice is the premise that authors and illustrators of the books chosen have absorbed from the popular press neuroscience findings that relate to brain development in early childhood. In addition, artists who work in the world of children's books are regularly featured at conferences on literacy that stress the extent to which neuroscience research findings sharply contradict directions of change undertaken in testing and curricular programmes as well as national education reform policies. For decades, artists have reflected in their works for children contradictions to the rigidly normative. Classics in children's literature routinely get rid of parents, put children in
control of their lives, and illustrate the sense and sensibilities of the young, as well as the draw of the 'forbidden' offered by books (see Smith, this volume).
The books noted below for brief analysis reflect artists at work in partnership with children and also, whether knowingly or not, with ongoing findings from cognitive neuroscience. Moreover, these books portray ways that children's past experiences with reading (maps, books and notebooks) influence their process of bringing imagination into action.
In findings from neuroscientists, artists see much of their own thinking vindicated, and it would be naive not to expect them to use their creative works to celebrate these ways of thinking. Cognitive neuroscience makes evident the importance to brain development of performative learning that engages senses of seeing, hearing and touching as well as the rewards from precision with hand and forearm manoeuvres. Simultaneous engagement of the emotions in any expression of creativity enhances learning, memory and self-awareness (Damasio 2008). Artists and children, whether engaged in visual, literary, dramatic or any other performative mode of expression, envision their work as it takes shape in their head, heart and through their hands. Both artists and children 'map' in their heads as well as their sketches what they have done, think now, and project ahead (see Warnecke, this volume).
Rosie Revere, Engineer (Beaty and Roberts 2013) tells in verse the story of a shy girl who dares not speak in her classroom. But at night when no one is looking, she takes 'found' objects and builds, making 'gadgets and gizmos'. When her engineering works are discovered and laughed at by adults, Rosie vows silence and secrecy. One day, however, a great-great aunt comes to visit. She has spent her career building airplanes. A bond between the two engineers, one young, one old, is sealed when the aunt tells Rosie that the "only thrill left on her list is to fly". The rest is predictable, for Rosie determines to build a 'gizmo' that will help her aunt fly. She does so, but when she invites her aunt to watch, Rosie's helicopter flies for a bit and then crashes. Her aunt is delighted, telling Rosie that she has done what she set out to do: build a flying machine. Never mind that it crashed, for this failure was a first try, 'a brilliant first flop' that was a 'raging success!' Rosie's aunt then gives her a notebook in which she has sketched the design of early flying machines, many of which failed, but their 'success' was in their leading to production of some of the familiar 'flying machines' from Boeing and other engineering firms in which the aunt had worked. Rosie studies the notebook and returns to school, no longer shy but now filled with ideas of 'gizmos and gadgets and doohickeys' and determination that she and her classmates must try to engineer. She has a new role to play, now knowing from her notebook and her experience that 'perfect failures' are sure to come on any route to 'raging successes'.
Rosie Revere, Engineer followed the highly successful 2007 volume Iggy Peck, Architect by the same author and illustrator (Beaty and Roberts 2007). The boy Iggy has a passion for building from any substance into any structure. When he reaches his second year of school, however, his teacher declares that no building is to be done — only reading, writing and arithmetic. A class picnic to an island gives Iggy and classmates the chance they need to demonstrate the merits of building. The footbridge to the island collapses, the teacher faints and the children build from boots, tree roots and string a temporary bridge that saves the day and convinces their teacher that worse things than spending time 'building a dream' could occupy young children.
The theme of linking a grasp of abstract concepts to concrete activities and assumed roles persists in books that portray children in their role of enculturating adults prefiguratively while demonstrating and explaining to their elders what is happening and what yet needs to happen. Children draw, read, build models and create while they explain, looking up often to see if adults are indeed listening and watching. If I Built a House (Van Dusen 2012) allows Jack, a young imaginative builder, to introduce his sceptical mother to the dream house he has planned. Robots, techniques of water conservation, rooms for sculpting and drawing, along with gravity-free rooms constitute his dream house. Jack thinks beyond his mother as well as other adult doubters. 'Design' is what counts, according to Jack, and to ensure a place for design, any dream house jack builds will have a 'plexiglas playroom' that puts play at the centre of the world of activities in Jack's house.
Both of these books give ample evidence of the power of children's imagination, use of their hands and heads in new roles and, most dramatically, their ability to remember written source materials and to observe materials in their environment to size up their potential use in an envisioned project. These books underline the power of mathematics and reading in several ways. The covers and end papers of both books, as well as some pages within the text, use graph paper as back- ground. Models, sketches, and calculations are scribbled here and there throughout the text as the children take up their projects.
Play is mother to the arts. Frances Dean Who Loved to Dance and Dance (Sif 2014) tells the story of a little girl whose love of dancing takes her into the outdoor world where birds are her only audience. But she feels she cannot dance elsewhere with her hair in tangles, arms askew, and legs and feet bouncing and pounding. She soon forgets how to dance. Then she comes across a girl, younger than she, who sits on a park bench singing. Frances Dean joins in. That evening she cannot sleep because she remembers the joy the girl's singing gave her. Frances Dean wonders what could happen if she dared to share her dancing with others. She dances, first with the birds, then with 'the old lady in the square', and later with the young singer who has the lyrics stored in memory. Together the two girls take their singing and dancing throughout the park to not only the birds, but also to mothers and children, bicyclists, sunbathers and picnickers. The play of their improvisations works magic for all.
Tricking parents into co-learning is another feature of notable picturebooks. One Cool Friend (Buzzeo and Small 2012) tells the story of Elliot, a nerdy young boy who agrees to go to the zoo with his absent-minded father. The request "May I have a penguin?" leads his father to think Elliot is referring to a stuffed toy, whereas Elliot, a young scientist, takes home a live penguin. Elliot learns and adapts
to the needs of his penguin. References to reading, geographical knowledge, and an understanding of the habits of penguins who come from another continent demonstrate that project work, play and 'planful' negotiation work very well in the hands and minds of children. All this new knowledge threatens to overwhelm Elliot's father. Meanwhile, Elliot busily creates new contexts he could never before have imagined. The antics of the penguin go a long way toward altering plans and calling for new knowledge, skills and ideas on the part of both father and son.
In all these books, children take on roles beyond that of child or student, even in the face of setbacks such as silence, rejection or ridicule from adults. Children devise projects that reflect creative differences. As they do so, they use their hands and forearms to build, draw, repair, write and perform. The passage of time in these books reveals the extent to which children's conceptual memory is highly interdependent with their prior reading and knowledge of books as well as their physical, sensory and emotional interactions with others as they embody their own projects (Gibbs 2005). Immediate interpretation of concepts, as well as their long-term memory, shows the children relying on what neuroscientists term 'represented features' whose details can be visually detected only through close visual attention as well as trial and error and ongoing emotional connection or commitment. Concepts are represented in the brain through distributed cortical cell arrays or assemblies. Thus when young children acquire and develop concepts, abstract and concrete, they do so through actions that cut across motor, sensory and emotional connections in the brain (Kiefer and Pulvermüller 2012).
How to Bake a Book, originally published in the United Kingdom in 2014 (Burfoot), sets up a lone child, a female character that relies on her 'weigh[ing] out the words' as she 'bakes a cake'. She measures and counts, thinking all the while of what else her project needs. She uses her prior knowledge of books to guide her as she 'bakes'. She decides that emotional content words must come first. Then the little baker chooses to add some words that reflect in their sound the actions they portray: gurgle, squelch, and splash. Patience is called for in the little girl's creation of characters who work to make the plot 'thicken'. The final touch comes, of course, in the addition of punctuation as well as calibration of the necessary quantity of 'happiness glaze' for the book that is to be baked.
The so-what question
Readers of this chapter will and should ask "so what does this tell us about children's reading in the digital age?" Witliin this question is the matter of how illustrative in the world of children's book publishing since 2010 are the books analysed here? With what frequency are these ideas reflected within recent works of literature produced in English for young children in the United Kingdom, Australia, New Zealand, Canada and the United States? The short answer has to be "not often enough".
The reality is that publishers in the English-speaking world have since 2010 presented only a relative minority of publications that feature children at work in
roles and performances in which they apply what they have learned from reading and from life experience. Even fewer publications portray children using their hands and forearms to express themselves and to execute projects. The majority of books published for young children since 2010 feature anthropomorphised animals or objects (such as crayons, cars, buses and houses) as central characters. Books in which human children carry action and plot appear far less frequently. Furthermore, in the majority of these books, children undertake adventures that bring them into competitions in which they must use advanced technologies of various types in order to escape or to win out over competitors.
Moreover, among those books published after 2010 that featured children as central characters, only a small proportion portray children busily planning, creating and performing. A substantial portion of these picturebooks and early reading books have placed children in some relationship to one or more technologies — often either automotive or communicative. In these plots, children react to events through and with these technologies rather than create and connect with other children and with adults. In contrast to the books summarised in this chapter, those that feature children in the context of recent technologies rarely emphasise children's own creative 'hand and head work' of referring to the books, maps and drawings created by others or through their own sketching, designing and building within adult-like roles.
Where the neuroscience research points
A key issue raised by neuroscience research in relation to reading and technology has been the loss of three aspects of childhood. The most prominent loss has been exploratory and imaginative play children carry out with adults who serve as attentive engaged partners. Neuroscientists and developmentalists increasingly point to the hazards of closing off opportunities for children's free play (Brown and Vaughan 2009). As children spend more of their time alone captured in passive spectatorship before the entertainment traps of technologies such as game consoles, iPads and mobile phones, they lose out on more than the joy and fulfilment that creative joint play brings.
A third concern raised in cognitive neuroscience research relates to the loss of children's opportunities to experiment in the arts with all types of art supplies,
A second significant loss to childhood has come in the sharp decline in opportunities for children to explore freely the outdoor world of nature (Louv 2008). 'Stranger danger' fears keep children indoors much of their time or under the supervision of 'intimate strangers', such as coaches, camp counsellors and instructors in a range of organised pursuits. Numerous fears about 'what might happen', along with the increase in two-working-parent families, lead parents to organise their children's out-of-school life by scheduling their time. Under the supervision of 'intimate strangers', children take part in pre-scripted rule-governed activities such as sports. Creative open-ended activities or back-referencing to reading or drawing have little place in team sports, games and tournaments of competition.
tools and materials for building projects, and open-ended toys such as blocks. Only within open-ended arts programmes led by artists who inspire and encourage children to 'go where your imagination takes you' can children spend hours working unfettered with a range of materials and tools and reading, observing and listening with adults who think, talk about and demonstrate these arts (Heath 2012). As schools replace pencils, paintbrushes and finger paints with iPads and keyboards, children no longer learn to write by hand or to use cursive script (James and Engelhardt 2012). Because of the particular type of grip that holding instruments of sketching, drawing and painting entails, this particular loss appears to be correlated with children's decline in capacity for sustained attentiveness and longterm memory retention. A key aspect of evolution as a higher-order primate has been dependence on hands and forearms for exploring and managing the physical world. Thus movement of both in the service of creating as well as grasping and wielding has become key to linguistic performance and conceptual processing in human behaviours.
Neuroscience studies consistently show that children's grasp of both concrete and abstract concepts depends on representing these concepts in both sensory and motor areas of the brain. Moreover, context matters in such processing, and modes of play in nature, with creative arts, and in enacted roles enable children to imagine, create, modify and remember these contexts. They do so first in their imagination and planning and subsequently in their lived experience when they actually execute and embody plans built through conceptual processing.
The way ahead?
No one can claim that books such as those analysed here reach more than a slim minority of children in the Anglo world of children's books. Research that relies primarily on observation grows less and less useful for generalisations surrounding ubiquitous behaviours such as reading or writing. As a consequence, scholars must sharply delimit any conclusions they draw from observing the behaviours of only a relatively few individuals. This is the case when scholars try to generalise about literacy behaviours. The rapid population explosion and global expansion of technologies to the far corners of the world within the second half of the twentieth century have made it impossible to collect either valid or reliable data on questions critical to reading patterns and values of either children or adults. The wide span of instruments and sources for reading in English include printed image-rich texts as only one of many modes.
Thus scholars cannot monitor use of all the devices for reading in order to document who reads what, how and with what level of retention of content. Therefore, quantitative conclusions surrounding whether or not technologies have stimulated and expanded reading or reduced it in volume and extent amount to little more than guesswork. We do not yet have the means of tracing behavioural patterns for massive numbers of individuals who seem in some contexts to be reading all the time by one means or another. Therefore, we would do well to
remember that data on which chapters of this volume are based stick closely to artifactual materials (such as books) and qualitative portrayals of observed and self-reported reading patterns of a relatively small number of children (and young adults) engaging with a range of technologies that convey English-language texts in modern economies.
Yet, search engines and the general press are likely to continue their reporting of child development, pediatric neuroscience and learning sciences research. In the coming years, findings from this research will move with increasing speed and force into the mind of the greater public who may bring to the attention of education policymakers and publishers research findings and their implications. As this hap- pens, authors and illustrators of children's books will find profit in following where the research points and the sales go. Within a year of its publication, Rosie Revere, Engineer reached the best-seller list in the United States, and it was often the only book among the top ten that featured a human child as key character. Moreover, the subtle weaving and layering of science-and-art-related themes into text and image present the kind of challenge artists relish. These themes, moreover, under- score what artists, close observers of childhood, have seen in the world of children free of the leash of technologies of entertainment.
In these economies, factors beyond preferences that children may have for books of certain types influence publishers and authors in turn. Research findings from child developmentalists or neuroscientists are regarded as irrelevant by publishers that have particular markets they want to reach. Authors and illustrators whose publishers have close ties with school policies and practices will ignore research findings that could support production of texts and illustrations unacceptable to schools and particular segments of the population. For example, picturebooks such as those summarised in this chapter are most likely to appeal to parents and teachers ready to tolerate the imaginative antics inspired by Rosie, Frances Dean, Elliot, and other characters who want to build, act, draw, sing, dance or bring home a penguin.
A final point regarding the books discussed here as well as others that are similar must be noted. These books almost never feature children playing, thinking and working together in small groups as was a predominant pattern of books written for young readers in the late twentieth century (for example, see the Friends Forever series and the trio of books in The Mysterious Benedict Society series). Instead, all books noted in this chapter centre on one child, an individual innovator, planner and leader who often reads, consults maps and refers to sketches and plans. This reflection of individual initiative and creative thinking matches ideals of inquisitive individualism often held by the mainstream parents who are most likely to purchase and read these books. Moreover, schools increasingly stress individual work, and the Anglo world continues to celebrate individuals who strike out on their own to explore, innovate, create and design.
Individual characters featured in books as well as films related to these books remain in the heads of youngsters who seek in numerous ways to imitate and reenact independently creative girls and boys. When characters take up activities
and represent skills available to young children, such as drawing, reading, building, dancing or singing, youngsters are inspired to do the same. As they assume these roles, their readiness to take centre stage over adults thrives.
Stories such as Lily's should assure those who fear the replacement of books by technologies of entertainment. Picturebooks, in particular, remain safe, protected by artistic merits and interpretive openness. Their best security, however, comes in their insistence that adults and children read and talk together, making 'my show' imperatives sure to keep Mead's prefigurative enculturation alive.
Lily, a three-year old who watched the DVD of Frozen, listened to the music and repeatedly searched illustrations in books associated with the Disney film. One day she asked her father to play the film's music on the piano. When he bought the music, set it before him on the piano, and began to pick out the notes, the familiar melody of the song "Let it go" emerged. He began to sing and Lily joined him in singing as she climbed up beside her father on the piano bench. She tentatively fingered the keys as he played and sang. Shortly, Lily looked up at her father with a firm set to her jaw: "Daddy, you don't sing". He protested, "But I want to sing". Pushing her shoulders back, she eyed him directly and announced, "Daddy, this is my show".
Primary sources
Beaty, Andrea. Iggy Peck, Architect. David Roberts, illustrator. New York: Abrams, 2007.
Burfoot, Ella. How to Bake a Boole. London: Macmillan Books, 2014.
Beaty, Andrea. Rosie Revere, Engineer. David Roberts, illustrator. New York: Abrams, 2013.
Buzzeo, Toni. One Cool Friend. David Small, illustrator. New York: Penguin, 2012.
Sif, Birgitta.
Falconer, Ian. Olivia. New York: Simon & Schuster, 2000.
Sweden). Somerville, MA: Candlewick Press, 2014.
Frances Dean Who Loved to Dance and Dance
. (Originally published in
Van Dusen, Chris. If I Built a House. New York: Penguin, 2012.
Secondary sources
Brown, Stuart and Vaughan, Christopher. Play: How it Shapes the Brain, Opens the Imagination, and Invigorates the Soul. New York: Penguin, 2009. Print.
Gibbs, Raymond, Jr. Embodiment and Human Cognition. Cambridge, MA: MIT Press, 2005. Print.
Damasio, Antonio. Descartes' Error: Emotion, Reason and the Human Brain. New York: Random House, 2008. Print.
Grill-Spector, K., Henson, R., and Martin A. Repetition and the Brain: Neural Models of Stimulus-specific Effects. Trends in Cognitive Science, 10, 14-23. 2006.
James, Karin H. and Engelhardt, Laura. The Effects of Handwriting Experience on Functional Brain Development of Pre-Literate Children. Trends in Neuroscience and Education, 1(1), 32-42. 2012. Print.
Heath, Shirley Brice. Words at Work and Play: Three Decades in Family and Community Life Cambridge, UK: Cambridge University Press, 2012. Print.
.
Kiefer, Markus and Pulvermüller, Friedemann. Conceptual Representations in Mind and Brain: Theoretical Developments, Current Evidence and Future Directions. Cortex, 48, 805-825. 2012. Print.
Mead, Margaret. Culture and Commitment: A Study of the Generation Gap. New York: Doubleday, 1970. Print.
Louv, Richard. Last Child in the Woods: Saving our Children from Nature-deficit Disorder. Chapel Hill, NC: Algonquin Press, 2008. Print.
Pallasmaa, Juhani. The Eyes of the Skin: Architecture and the Senses. New York: Wiley, 2012. Print.
Reiner, Miriam. The Validity and Consistency of Force Feedback Interfaces in Telesurgery. Journal of Computer-aided Surgery, 9, 69-74. 2008. Print.
Pallasmaa, Juhani. The Thinking Hand. New York: Wiley, 2009. Print.
Reiner, Miriam. The Nature and Development ofVisualization: A Review of What is Known. In Visualization: Theory and Practice in Science Education (pp. 25-29), Eds. J. K. Gilbert, M. Reiner, and M. Nakhleh. Surrey, UK: Springer, 2000. Print.
Wilson, Frank R. The Hand: How Its Use Shapes the brain, Language, and Human Culture. New York: Vintage Press, 1998. Print.
Weisleder, Adriana and Femald, Anne. (2013). Talking to Children Matters: Early Language Experience Strengthens Processing and Builds Vocabulary. Psychological Science, 24(11), 2143-2152. 2013. Print.
Zuk, J., Benjamin C., Kenyon A., Gaab N. Behavioral and Neural Correlates of Executive Functioning in Musicians and Non-Musicians. PLoS ONE, 9(6): e99868. 2014. doi:10.1371/journal.pone.0099868. Online. | <urn:uuid:8958fe8c-e5cd-4920-a527-60b4cadebe10> | CC-MAIN-2017-17 | http://shirleybriceheath.net/pdfs2016/this-is-my-show.pdf | 2017-04-26T02:01:45Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00384-ip-10-145-167-34.ec2.internal.warc.gz | 368,479,231 | 8,096 | eng_Latn | eng_Latn | 0.968113 | eng_Latn | 0.998499 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
19,
2229,
5733,
8969,
12224,
15737,
19084,
22520,
25763,
28983,
32165,
35570,
38443,
39961
] | [
3.5,
2.234375
] | 2 | 0 |
Lesson 5. Introductions
5.1. Learning goals for year 1
* to memorize 7 conversations concerning introductions and personal interactions
* to be able to introduce oneself in Nuu-chah-nulth
* to be able to say who people are, and what they are called
* to recognize the past tense ending –(m)it when it refers to deceased people
5.2. Conversations
1A ʔačaqłaḥak.
What's your name?
1B ʔukłaamaḥ ___.
My name is ___.
2A ʔačaqḥak.
Who are you?
2B histaqšiƛaḥ ___.
I'm from ___.
2B ʔuḥukʷaḥ ʔumʔiiqsu ___.
My mother is ___.
2B ʔuḥukʷaḥ n̓uw̓iiqsu ___.
My father is ___.
3A ʔačaqḥa yaa łuucsmeʔi.
Who is that woman?
3B ʔuḥmaa Joan.
She's Joan.
3B łačuučaḥ.
I don't know her.
4A ʔačaqłaḥa yaa čakupʔi.
What is that man's name?
4B ʔukłaama Peter.
His name is Peter.
4B hayaaʔakaḥ yaqłaayii.
I don't know what he's called.
5A čamułḥas hupii suw̓a.
Can I help you?
5B łaakšiʔis hupii.
Please help me.
6A ƛeekoo.
Thank you.
6A ʔuušy̓akšiƛeʔic.
Thank you.
6B čuu.
Acknowledged.
7A yaaʔakukḥak siy̓a.
Do you love me?
7B yaaʔakukʷaḥ suw̓a.
I love you.
5.3. Words
siy̓aaq ..................... I, me (full)
siy̓a ......................... I, me (short)
suw̓aaq ................... you (full)
suw̓a ....................... you (short)
ʔačaq ...................... who
ʔumʔiiqsu ............... mother
n̓uw̓iiqsu ................. father
ʔukłaa ..................... called
ʔuḥ .......................... be
ʔuḥuk ...................... one's is
histaqšiƛ ................. come from
hupii ....................... help łaakšiƛ .................... please yaaʔakuk................. love
5.4. Notes on thank yous
This lesson introduces two thank yous (ƛeekoo, ʔuušy̓akšiƛeʔic). These are appropriate in different situations. For more information, see lesson 11 Thanks.
One does not say 'You're welcome' in Nuu-chah-nulth. It is enough to say čuu.
5.5. Notes on ʔuḥ
The word ʔuḥ means 'be'.
(1) ʔačaqḥa yaa łuucsmeʔi. Who is that woman? ʔuḥmaa Joan. She's Joan. ʔačaqḥak. Who are you? ʔuḥaaḥ Joseph. I'm Joseph.
The full forms of I (siy̓aaq) and you (suw̓aaq) are also used for 'I am' and 'you are'.
(2) siy̓aaqaḥ Joseph. I'm Joseph. suw̓aaqeʔic Sally. You're Sally.
∞ Exercise 1. With a partner, take turns asking who people in the room are. B can answer with ʔuḥ, or by saying 'I don't know him (or her).'
Example. A. ʔačaqḥa yaa čakupʔi. 'Who is that man?' B. ʔuḥmaa Ed. 'He's Ed.' Example. A. ʔačaqḥak. 'Who are you?' B. ʔuḥaaḥ Jen. B. siy̓aaqaḥ Jen. 'I'm Jen.'
5.6. Notes on introducing yourself
Use ʔuḥuk plus a relationship word (like ʔumʔiiqsu, n̓uw̓iiqsu), to describe how you are related to others. ʔuḥuk is the word ʔuḥ 'be', plus the possessive ending –uk.
(3) ʔuḥukʷaḥ ʔumʔiiqsu Ellie. My mother is Ellie. ʔuḥukʷaḥ n̓uw̓iiqsu Victor. My father is Victor.
The possessive ending takes several forms, including –ʔak, –ak, and –uk. The form –ak can be added directly to relationship words.
(4) ʔumʔiiqsakaḥ Ellie. My mother is Ellie. n̓uw̓iiqsakaḥ Victor. My father is Victor.
5.7. Notes on the past tense
When discussing deceased people, it is proper to use the past tense –(m)it.
(5) ʔuḥukʷitaḥ ʔumʔiiqsu Grace. My late mother was Grace.
ʔumʔiiqsakitaḥ Grace.
My late mother was Grace.
ʔuḥukʷitaḥ n̓uw̓iiqsu Henry. My late father was Henry.
n̓uw̓iiqsakitaḥ Henry.
My late father was Henry.
5.8. Notes on tribal names
The ending –!atḥ means 'live at'. It is used in the names of tribes.
With any of these tribe names, the ending –!atḥ can be replaced by –!aqsup, making a word that refers to a woman or girl of that tribe.
(7) yuułuʔiłʔatḥ Ucluelet
yuułuʔiłʔaqsup Ucluelet female
tukʷaaʔatḥ Toquaht tukʷaaʔaqsup Toquaht female
ḥuučuqƛisʔatḥ Uchucklesaht ḥuučuqƛisʔaqsup Uchucklesaht female
huupačasʔatḥ Hupacasath huupačasʔaqsup Hupacasath female
The endings –!atḥ and –!aqsup are hardening endings (signified by !). With some stems, these make the last sound of the stem hard (–◌̓atḥ, –◌̓aqsup). With other stems, the hardening is pronounced as a glottal stop (–ʔatḥ, –ʔaqsup), or just disappears.
(8) qaay̓uuk
Easy Inlet
muwač deer
qaay̓uukʷatḥ Kyuquot person muwačatḥ Mowachaht person
qaay̓uukʷaqsup Kyuquot female muwačaqsup Mowachaht female
You will learn more about hardening in later lessons.
∞ Exercise 2. Build the following tribal names. For each name, say the name alone, then with the ending –!atḥ, then with –!aqsup.
huuʕii, huupačas, c̓išaa, yuułuʔił, ƛaʔuukʷi, ʕaaḥuus, ḥiškʷii, muwač, qaay̓uuk
Example. huuʕii (name), huuʕiiʔatḥ 'Huu-ay-aht', huuʕiiʔaqsup 'Huu-ay-aht female'
To say what tribe you come from, use the word histaqšiƛ 'come from', or add a mood ending directly to the name of your tribe.
(9)
histaqšiƛaḥ yuułuʔiłʔatḥ. I am from the Ucluelet tribe.
histaqšiƛaḥ hitac̓u.
I come from Hitacu.
yuułuʔiłʔatḥaḥ.
I am Ucluelet.
yuułuʔiłʔaqsumaḥ.
I am a Ucluelet female.
Some speakers say –ʔaqsumaḥ. Others say –ʔaqsupaḥ.
∞ Exercise 3. With a group, take turns introducing yourselves. Say your name, your tribe, and your parents. Prompt the next person by asking ʔačaqḥak 'Who are you?'
5.9. Test yourself
After finishing this lesson, you should be able to say these things in Nuu-chah-nulth.
1. It's me!
2. Can I help you?
3. Please help me.
4. Who are you?
5. My mother is Mamie.
6. I'm from Ucluelet.
7. I'm Hupacasath.
8. What's your name?
9. My name is Samantha.
10. Who is that man?
11. He's George.
12. His name is George.
13. I don't know what he's called.
14. I don't know him.
15. Thank you.
16. I love you. | <urn:uuid:bb5d47ae-627a-476b-98e4-dc27966cf6c6> | CC-MAIN-2017-17 | http://kwistuup.net/waw/files/LC-notes_nuk-bar_05.pdf | 2017-04-26T02:09:34Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00386-ip-10-145-167-34.ec2.internal.warc.gz | 216,512,818 | 2,294 | eng_Latn | eng_Latn | 0.955567 | eng_Latn | 0.975645 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1621,
3032,
4286,
5558
] | [
4.28125
] | 3 | 0 |
Week 28
Work Makes Free
This is the sign on the gate that every prisoner saw as he entered Auschwitz. No lie was ever so true!
Most people never even saw the gates of Auschwitz with its infamous greeting.
Most of them went straight to the gas chambers and never saw the camps as Dr Mengele would stand and point where each prisoner was to go either to the camp or the gas chamber.
"In her postwar testimony, Olga Albogen, a Holocaust survivor, relates to her family's arrival in Auschwitz in the following way, "…We didn't even say goodbye to Mother and the little ones. We just had some food yet from home and I gave it to my mother and said, "We'll see you tonight." And that was it and I never saw them again"
Of the 1.4 million people murdered in the gas chambers, 90% were Jews while the others were Poles, priests and religious , prisoners of war, Jehovah Witnesses, homosexuals and other undesirables.
Those who entered the camp were hosed down, heads were shaved, given a number, (tattoos came in the later years) and prison garb to wear.
It was said that if a person survived the first day, then the next goal was to survive the first week.
If he survived the first week, the next goal was to survive for 90 days. If he survived for 90 days then the sky was the limit.
The camp breakfast consisted of "coffee" made from acorns, grains or herbs. The main meal consisted of three-fourths of a liter of watery soup and bread with occasional margarine, or cheese or a tablespoon of preserves on special holidays such as Hitler's birthday. The bread survivors said was a dark, heavy, wheatless food like nothing they had ever seen before. Corn was the only ingredient they could positively identify in it.
The camps were a source of free forced labor for everything imaginable from working the nearby farms, to collecting the belongings of the new prisoners for their jewelry, their clothes, to even their hair and the gold in their teeth, to working in the gas chambers and crematoriums.
Prayer : Blessed St. Joseph, who worked in your carpentry shop for your family, intercede for me that the work I do today may be not only for myself and my family but for the good of my neighbor and the whole human family.
Questions and Mediations :
1. What did I have to eat today?
2. What work did I do?
3. Who has no food and who is unemployed?
4. Where does slavery and forced labor still exist in the world?
5. Who are the isolated and rejected in society today? | <urn:uuid:0aff543f-8b54-440a-b417-032933459758> | CC-MAIN-2017-17 | http://consecration.ca/wp-content/uploads/Week-28.pdf | 2017-04-26T02:07:58Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00385-ip-10-145-167-34.ec2.internal.warc.gz | 82,308,106 | 557 | eng_Latn | eng_Latn | 0.99977 | eng_Latn | 0.99979 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1155,
2472
] | [
2.515625
] | 1 | 4 |
Alma 36–39: Alma to his Sons
Monte F. Shelley
Quotes
* God invented time and space so everything cannot happen to you … at the same time.
* Adam and Eve were disappointed to find out their insurance agent couldn't help them because they weren't covered.
* A wife is a true friend to you when she thinks you're a good egg even though she knows you're slightly cracked.
* Insanity is hereditary. … You get it from your kids.
1. "Lucky Guesses" in Alma
* "I have had great joy in thee … because of thy faithfulness and thy diligence, and thy patience and thy long-suffering among the people of the Zoramites." (38:3)
* The angel said, "If thou wilt of thyself be destroyed, seek no more to destroy the church of God." (36:9)
* "Methought I saw, even as our father Lehi saw, God sitting upon his throne, surrounded with numberless concourses of angels, in the attitude of singing and praising their God; yea, and my soul did long to be there." (36:22; 1 Ne 1:8) The underlined part is an exact quote of 1 Nephi 1:8. Joseph
dictated them weeks or months apart without referring to notes.
* I have somewhat to say concerning the thing which our fathers call a ball, or director—or … Liahona, which is, being interpreted, a compass; and the Lord prepared it. (37:38)
=
ליהונא
liahona
Liahona means "the direction (director) of the Lord," or literally "to the YHWH is the wither." (JBMS 16:2, 2007)
* Alma to Corianton: "counsel with your elder brothers in your undertakings … and give heed to their counsel" (39:10)
* "Counsel with the Lord in all thy doings" (37:37)
"With" was added in 1920 edition. To us, no one counsels the Lord. However, at least as late as 1547, one meaning of counsel was consult or counsel with. Translators do not use words with meanings they do not know. This example and others support witness reports that Joseph used the Urim and Thummim to see and read the translation (see lesson #1 notes at www.sviewp.com).
OED counsel: 4. To ask counsel of; to consult. Obs. (1547 last example) "Moses … counseled the Lord and thereupon advised his subjects what was to be done"
* "There cannot any man work after the manner of so curious a workmanship." (37:39)
OED
curious:
4.
Ingenious, skilful, clever, expert.
Obs.
This obsolete meaning of curious
is in two phrases found in
Exodus and Leviticus:."curious girdle" and "curious works."
2. Worship (31:1, 12; 32:3)
"The Zoramites … [did] bow down to dumb idols. … and did worship" by praying on a high place to God. They did not permit the poor "to enter into their synagogues to worship God."
A mission president in England told the missionaries to stop going to the lower class of people. One day as he read in Alma 32 about how the Zoramites rejected the poor, he felt strongly prompted to let the missionaries teach the poor again.
* What did Alma tell the poor about worshiping God?
10 Do ye suppose that ye cannot worship God save it be in your synagogues only? 11 … Do ye suppose that ye must not worship God only once in a week? … 3 Do ye remember … what Zenos … has said concerning prayer or worship? 4 For he said: Thou art merciful, O God, for thou hast heard my prayer, even when I was in the wilderness 5 in my field … 7 [in] my closet … 10 [and] when I have been cast out and … despised by mine enemies. (32:10–11; 33:3–10)
Worship = adore (Sp. adorar); prayer is a form of worship.
* 40 Do not revile against those who do cast you out because of your exceeding poverty, lest ye become sinners like unto them" (34:40)
3. The word is like a seed (Alma 32, 33)
27 Experiment upon my words. … 28 We will compare the word unto a seed. Now, if … a seed may be planted in your heart, …
This is one of the ways of knowing from my lesson 27 notes. Lesson 28 discussed how they were to carry out this experiment and how they would know if the seed was good.
What seed did Alma want them to plant as an experiment?
19 [Christ] was spoken of by Moses; … a type was raised up in the wilderness, that whosoever would look upon it might live. And many did look and live. … 20 But … many … would not look, therefore they perished. … because they did not believe that it would heal them. … 22 Cast about your eyes and begin to believe in the Son of God, that he will come to redeem his people, and that he shall suffer and die to atone for their sins; and … rise again from the dead, which shall bring to pass the resurrection, that all men shall stand before him, to be judged at the last … day, according to their works. 23 … Plant this word in your hearts, and as it beginneth to swell even so nourish it by your faith. And … it will become a tree, springing up in you unto everlasting life. And then may God grant unto you that your burdens may be light, through the joy of his Son. (33:19–23)
4. Law of Moses points to Christ (Alma 34)
15 They did keep the law of Moses … But … they did look forward to the coming of Christ, considering that the law of Moses was a type of his coming. … 16 Now they did not suppose that salvation came by the law of Moses; but the law of Moses did serve to strengthen their faith in Christ. (25:15–16; also 30:3)
13 It is expedient that there should be a great and last sacrifice, and … then shall the law of Moses be fulfilled. … 14 This is the whole meaning of the law, every whit pointing to that great and last sacrifice … [which] will be the Son of God, yea, infinite and eternal." (34:13–14)
5. Scripture Puzzles
Puzzle strategy: (a) find and put together the side pieces, (b) put pieces with the similar colors in the area of the table, and (c) put the similar pieces together based on shape.
Scripture puzzle strategy: Find verses that use the same words or phrases together. For example, if you search for destroy and craft in the same verse, you will find the following two verses.
3 After the more popular part of the Zoramites had consulted together concerning the words which had been preached unto them, they were angry because of the word, for it did destroy their craft; therefore they would not hearken unto the words. (35:3)
24 Demetrius, a silversmith, which made silver shrines for Diana, brought no small gain unto the craftsmen … 25 said, Sirs, ye know that by this craft we have our wealth. … 26 Paul hath persuaded … people… that they be no gods, … made with hands: 27 So that not only this our craft is in danger to be set at nought; but also that the temple of the great goddess Diana should be despised, and her magnificence should be destroyed, whom all Asia and the world worshippeth." (Acts 19:24–27)
```
Idolatry = idol (image, form, shape) + -latry (worship) "They … offered burnt offerings, and brought peace offerings; and the people sat down to eat and to drink, and rose up to play." They made noise, sang, and danced. (Ex 32:6, 17–19) Idol worship usually consisted of Idols: golden calf (young bull) Bow, pray, and burn incense to idol: Music: sing to or before idols Sacrifices and offerings of food (blood, wild carnivorous) and drink ("libation wine") Sex: Male and female prostitutes at pagan temples to idols Eating, drinking, and being merry: This often included "loud laughter" and other activities common with drunks.
```
6. Believers cast out (Alma 35:1–14)
When the Zoramite leaders cast out the believers, they went to Jershon. The Zoramites joined with the Lamanites to fight against the people of Ammon. Alma and his sons returned to Zarahemla.
7. Alma's messages to his sons
16 [Alma] caused that his sons should be gathered together, that he might give unto them every one his charge, separately, concerning the things pertaining unto righteousness. (35:16)
8. Passover was part of Law of Moses (Reexploring, 196–8) What makes this night different than all other nights?
At the start of the Jewish Passover each year, this question is asked. After studying Alma 36–42, an LDS scholar excitedly called a rabbi friend at 2 AM. He told him to turn to Alma 36 and then asked him this question. As the rabbi began reading he exclaimed, "It is all here." He had noticed that the types of sons and the types of Passover answers matched Jewish tradition.
"After gathering his family the father then instructed his sons and answered their questions. His words were not fixed but were 'to fit the knowledge and understanding of the child' and were supposed 'to spell out the sequence of sin, suffering, repentance, and redemption.' "
and the statutes …?"
1.
Wise son (Helaman): "What is the meaning of the testimonies,
Alma mentions wise/wisdom 9 times in Alma 37. Alma
(Deut 6:20)
explains the meaning of the law (brass plates, …)
3. Wicked son (Corianton):"What mean ye by this service?" (Ex 12:26). In Jewish literature, the wicked son is guilty of social crimes, excluded self from community, he will be punished for own sins, and believed false doctrines. If he had been in Egypt, he would not have been redeemed.
2. Uninformed son (Shiblon): "What is this?" (Ex. 13:14). Son to be given preventative instruction
Passover themes: crying out for deliverance from affliction and bondage, from the "night of darkness," and from bitter suffering (bitter herbs). Paschal lamb Christ. Hardness of Pharoah's heart hard heart of people. Alma's deliverance after 3 days and nights of darkness first Passover (Ex. 10:22).
Remember: Moses said … Remember this day, in which ye came out from Egypt, out … of bondage … by strength of hand the LORD …: there shall no leavened bread be eaten. (Ex 13:3)
9. Alma to Helaman in Alma 36 (JWW)
```
A My son give ear to my words (1) B Keep the commandments and ye shall prosper in the land (1) C Do as I have done (2) D Remember the captivity of our fathers (2) E They were in bondage (2) F He surely did deliver them (2) G Trust in God (3) H Supported in trials, troubles, and afflictions (3) I Lifted up at the last day (3) J I know this not of myself but of God (4) K Born of God (5) 1 I sought to destroy the church (6–9) M My limbs were paralyzed (10) N Fear of being in the presence of God (14–15) O Pains of a damned soul (16) P Harrowed up by the memory of sins (17) Q I remembered Jesus Christ, a son of God (17) Q' I cried, Jesus, son of God (18) P' Harrowed up by memory of sins no more (19) O' Joy as exceeding as was the pain (20) N' Long to be in the presence of God (22) M' My limbs received strength again (23) 1' I labored to bring souls to repentance (24) K' Born of God (26) J' Therefore my knowledge is of God (26) H' Supported under trials, troubles, and afflictions (27) G' Trust in him (27) F' He will deliver me (27) I' and raise me up at the last day (28) E' God brought our fathers out of bondage & captivity (28–29) D' Retain in remembrance their captivity (28–29) C' Know as I do know (30) B' Keep the commandments and ye shall prosper in the land (30) A' This according to his word (30).
```
10. Small and Simple Means (Alma 37)
3 These plates of brass … 4 should … be kept and preserved by the hand of the Lord until they should go forth unto every nation … that they shall know of the mysteries contained thereon. …
David Whitmer: "We not only saw the plates of the Book of Mormon but also the brass plates, the plates of the Book of Ether, the plates containing the records of the wickedness and secret combinations of the people of the world down to the time of their being engraved, and many other plates. ... There appeared as it were, a table with many records or plates upon it, besides the plates of the Book of Mormon, also the Sword of Laban, the Directors, i.e., the ball which Lehi had [Liahona], and the Interpreters [Urim and Thummim]. I saw them just as plain as I see this bed (… beside him …), and I heard the voice of the Lord, as distinctly as I ever heard anything in my life declaring that the records of the plates of the Book of Mormon were translated by the gift and power of God." (1878 interview between Orson Pratt and David Whitmer, recorded in BMRC, 55-56)
6 By small and simple things are great things brought to pass; and small means in many instances doth confound the wise.
The brass plates and "all plates which do contain … holy writ" have: (a) "enlarged the memory of this people," (b) "convinced many of the error of their ways," and (c) "brought them to the knowledge of their God unto the salvation of their souls." (37:5, 8)
Remember (action word) used 12 times in these chapters.
See www.sviewp.com
for copies of handouts and notes.
40 [The Liahona] did point the way they should go … Therefore they had this miracle, and also many other miracles wrought by the power of God, day by day. 41 Nevertheless, because those miracles were worked by small means it did show unto them marvelous works. They were slothful, and forgot to exercise their faith and diligence and then those marvelous works ceased, and they did not progress in their journey. (37:40–41)
To what does Alma liken the Liahona? "The words of Christ" that we read, hear, feel (spiritual promptings).
11. Alma to Shiblon (Alma 38)
11 See that ye are not lifted up unto pride; yea, see that ye do not boast in your own wisdom, nor of your much strength. 12 Use boldness, but not overbearance; and … bridle all your passions, that ye may be filled with love; see that ye refrain from idleness.
OED bridle: 2. fig. a. To curb, check, restrain, hold in.
Boyd K. Packer: A bridle is used to guide, to direct. Our passion is to be controlled-but not controlled by extermination, as with a plague of insects; not controlled by eradication, as with a disease. It is to be controlled as electricity is controlled, to generate power and life. When lawfully used, the power of procreation will bless and it will sanctify (see Joseph F. Smith, Gospel Doctrine, 309). (The Things of the Soul, 109)
13 Do not pray as the Zoramites do, for ye have seen that they pray to be heard of men, and to be praised for their wisdom. 14 Do not say: O God, I thank thee that we are better than our brethren; but rather say: O Lord, forgive my unworthiness, and remember my brethren in mercy—yea, acknowledge your unworthiness before God at all times.
We have the same temptations today as did the Zoramites.
12. Alma to Corianton (Alma 39) 3
Thou didst forsake the ministry, and did go over into the land of Siron among the borders of the Lamanites, after the harlot Isabel. 4 Yea, she did steal away the hearts of many; but this was no excuse for thee, my son. Thou shouldst have tended to the ministry wherewith thou wast entrusted.
The Zoramites lived near the land of the Lamanites. Going there would be like going from Utah to Nevada to gamble.
"When kings go forth to battle … [king] David tarried still at Jerusalem" (2 Sam 11:1) where he saw Bathsheba bathing and committed adultery. If David and Corianton had been doing their duty, they would not have sinned.
5 Know ye not, my son, that these things are … most abominable above all sins save it be the shedding of innocent blood or denying the Holy Ghost? … 11 Suffer not the devil to lead away your heart again after those wicked harlots.
What are "these things"? "Harlot Isabel" … "wicked harlots."
Nibley: The Great Mother was dominant in ancient American religion. All non-Nephite cults practiced idolatry. Corianton had to go to another country (Siron) to practice idolatry with the harlots of Isabel. "Isabel was the name of the Patroness of Harlots in the religion of the Phoenicians." (Echoes, 480)
Nibley: One of the aspects of ancient American religion that archaeology is bringing increasingly to the fore is the dominance of the familiar Great Mother [Goddess] in religion: Where is she in the Book of Mormon? The Book of Mormon brands all non-Nephite cults as idolatry and does not go on to describe them—Nephi says he does not want to run the risk of conveying the details of such enticing abominations to posterity. But there is one broad hint. When Alma's youngest son wanted to misbehave with the harlot Isabel, he had to go into another country to do it (Alma 39:3). Parenthetically, Isabel was the name of the Patroness of Harlots in the religion of the Phoenicians. (… Izebel is a goddess named "na" in a Phoenician inscription from Cyprus, world center of the lovecult, also in Palestine.) [If an Israelite wanted to indulge in unbridled license he would go over to the Phoenicians.] Remembering that this took place in a Mulekite setting, we have more than immoral behavior here—Corianton could have misbehaved anywhere. But we are also told that the lady Isabel had a large following. Others went over to join in the rites which Alma declared to be "most abominable above all sins" (Alma 39:5). In such a guarded manner Alma also refers to other hierodules [temple harlots] (Alma 30:18). (PBM)
SOED hierodule: male or female temple slave/prostitute
13. Crime and Punishment (Alma 39)
7 I would to God that ye had not been guilty of so great a crime. Jewish Talmud: Idolatry is considered by the rabbis as one of the three cardinal sins, which one is enjoined to suffer martyrdom rather than transgress (the other two are incest and murder ["the shedding of blood":Sanh. 74a]). (Encyclopeia Judaica, s.v. Idolatry)
One who intends to worship idols may be killed (if there is an impossibility of preventing his crime otherwise). "In the city of Luda … if one were compelled, under threat of being killed, to commit any one of all the crimes which are mentioned in the Torah, he might commit it and not be killed, except idolatry, adultery, and bloodshed. (Talmud, Sanhedrin)
23 Life for life, 24 eye for eye, tooth for tooth, hand for hand, foot for foot. (Ex 21:23–24; Dt 19:21)
18 If the witness … testified falsely against his brother; 19 Then shall ye do unto him, as he had thought to have done unto his brother. (Dt 19:18–19)
Like the Jews, the Nephites kept the Law of Moses. Under the Law of Moses, punishment must fit the crime. A thief must pay back double (or more if he sold the goods), instead of losing life or limb as in some cultures. One who injured another had to pay fair compensation or suffer a severe penalty (e.g., lose own eye or limb). "Eye for eye" helped determine fair compensation, and limited both punishment and vengeance to the equivalent, not two eyes or death for one eye. "If someone wounds his fellow, he becomes liable to compensate the injured party for five different aspects of the injury: damage, pain, healing, loss of time from work, and insult." (Mishnah, Bava Kama 8:1)
10 He that committeth adultery with his neighbour's wife, the adulterer and the adulteress shall surely be put to death. (Lev 20)
29 If … the bull has had the habit of goring and the owner has been warned but has not kept it penned up and it kills a man or woman, the bull must be stoned and the owner also must be put to death. 30 However, if payment [HEB kōpher, KJV a sum of money] is demanded of him, he may redeem [KJV give for the ransom of] his life by paying whatever is demanded. (NIV Ex 21:29–30)
31 Ye shall take no satisfaction [HEB kōpher] for the life of a murderer, which is guilty of death: but he shall be surely put to death. (Num 35:31)
The Hebrew root (kphr) of satisfaction and payment is the same as the root of atonement and mercy seat (in the temple).
A man was to be "put to death" for such crimes as murder, not keeping a violent bull in a pen, kidnapping, adultery, false prophet, blaspheming the name of the Lord, sorcerer, smiting or cursing a parent, and defiling the Sabbath. However, there is little evidence of the death penalty being carried out for many of these crimes. The life of a murderer could not be redeemed or ransomed by making payment (satisfaction), but apparently the life of other criminals could be redeemed. A purpose of the "death penalty" may have been to teach that these crimes will result in spiritual death unless a redeemer atones for the crimes by paying the ransom price.
14. Repentance or "turning to the Lord"
11 Suffer not the devil to lead away your heart again after those wicked harlots. Behold, O my son, how great iniquity ye brought upon the Zoramites; for when they saw your conduct they would not believe in my words. … 13 Turn to the Lord with all your mind, might, and strength; that ye lead away the hearts of no more to do wickedly; but rather return unto them, and acknowledge your faults and that wrong which ye have done. (39:11, 13)
"Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy might." Why, then, with all thy soul and with all thy might—is not one of them sufficient? Because people are of different natures. There are among them some who prize their body more than their money—for them it is written, "with all thy soul." And there are some others who prize their money more than their body, and for them it is written, "with all thy might? (Talmud, Sanhedrin, chapter 8; www.jewishvirtuallibrary.org/jsource/Talmud/sanhedrin_toc.html).
15. Questions
b. How do these things apply to me now in my circumstances?
a. Could a 23 year old man have written the Book of Mormon?
c. Are these things true? (read, remember, ponder, ask sincerely)
3 When ye shall read these things … remember how merciful the Lord hath been … and ponder it in your hearts. 4 And … ask God … in the name of Christ, if these things are not true; and if ye shall ask with a sincere heart, with real intent [to change], having faith in Christ, he will manifest the truth of it unto you, by the power of the Holy Ghost." (Moro. 10:3–4)
d. As I read these chapters, how do I feel?
e. Do they invite and entice me to love God, believe in Christ, and do good?
See www.sviewp.com
Alma to Corianton: 13 Turn to the Lord with all your mind, might, and strength; that ye lead away the hearts of no more to do wickedly. … 14 Seek not after riches nor the vain things of this world; for … you cannot carry them with you. … 41 3 It is requisite with the justice of God that men should be judged according to their works; and if their works … and the desires of their hearts were good, that they should also, at the last day, be restored unto that which is good. … 14 See that you are merciful …; deal justly, judge righteously, and do good continually; and if ye do all these things then … ye shall have good rewarded unto you again. 15 For that which ye do send out shall return unto you again, and be restored. (39:13, 14; 41:14–15)
for copies of handouts and notes.
Conclusion
Leave enough time for conclusion!
Every member is a missionary. If we leave our post like David and Corianton and set a bad example, others will see our "conduct … [and] not believe." If we do our duty and set a good example, our words are more believable.
Read Alma's counsel to Corianton in quote section
Quotes
NOTE: The yellow shading shows what is NOT on the handout that I use in class. The handout makes it possible to share information while only briefly referring to it in class. The handout and any other supplements for the lesson are at www.sviewp.com.
Sources:
* JWW = John W. Welch, Rediscovering the Book of Mormon, 117
* Reexploring = John W. Welch, ed., Reexploring the Book of Mormon, http://mi.byu.edu
* PBM = Hugh Nibley, "Book of Mormon: Forty Years After," in The Prophetic Book of Mormon, http://mi.byu.edu; also TBM 2, lect 56
GENERAL
* TBM = Hugh Nibley, Teachings of the Book of Mormon, 4 vols.
* BMRC = Dennis Largey, Book of Mormon Reference Companion
* OM = Original Manuscript
* LDS View = This computer program with the scriptures in 11 languages was previously sold in the Church Distribution Center as Scriptures on CDM. It can now be downloaded with the scriptures in up to 30 languages (http://ldsview.byu.edu). At http://WordCruncher.com, you can download WordCruncher and Webster's 1844 Dictionary (2 nd Edition). If LDS View was downloaded first, WordCruncher will let you see the English scriptures and when you click on an English word, you can see Webster's 1844 definition.
* PM = Printer's Manuscript
* Other Bible Translations are at http://www.blueletterbible.org/
BAJA model
* Baja = www.achoiceland.com
MESOAMERICAN model
* Reexploring = John W. Welch, ed., Reexploring the Book of Mormon, http://mi.byu.edu
* Sorenson = John L. Sorenson, An Ancient American Setting for the Book of Mormon.
* Poulsen = bomgeography.poulsenll.org/bomdirections.html
Hebraisms
* Tved-Heb = John Tvedtnes, "The Hebrew Background of the Book of Mormon," chapter 8 in Rediscovering the Book of Mormon; http://mi.byu.edu
* Par-Heb = Donald W. Parry, "Hebraisms and Other Ancient Peculiarities," http://mi.byu.edu
Other sources
* GS = Guide to the Scriptures (in electronic LDS Scriptures)
* BD = Bible Dictionary (in English LDS Scriptures).
* I-BofM = New Testament Institute manual, The Life and Teachings of Jesus & his Apostles, institute.lds.org
* NIV = New International Version of the Bible
* KJV King James Version of the Bible.
* TPJS = Teachings of the Prophet Joseph Smith
* OED = Oxford English Dictionary
* SOED = Shorter Oxford English Dictionary
* BDB = Brown, Driver, Briggs Hebrew and English Lexicon
* EJ = Encyclopedia Judaica
* Bauer = Walter Bauer, Greek English Lexicon of the New Testament
* Rona= Daniel Rona, www.israelrevealed.com/comp-sup-r.htm,
* MM = Meridian Magazine, Gospel Doctrine, www.ldsmag.com
* beardall2000.com/gospdoct.shtml
* www.gospeldoctrine.com; | <urn:uuid:ac3df1f7-f1ef-4d4c-910b-1d9434ede44f> | CC-MAIN-2017-17 | http://www.sviewp.com/GD-BM/BoM%2029-%20Notes.pdf | 2017-04-26T02:11:16Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00388-ip-10-145-167-34.ec2.internal.warc.gz | 709,482,401 | 6,521 | eng_Latn | eng_Latn | 0.949746 | eng_Latn | 0.998283 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
6574,
12454,
19259,
22781,
25396
] | [
2.28125,
1.578125
] | 2 | 2 |
PRESENT
65
million years
CRETACEOUS
million years
146
JURASSIC
million years
208
TRIASSIC
million years
245
PERMIAN
million years
290
CARBON-
IFEROUS
million years
362
DEVONIAN
million years
408
SILURIAN
million years
439
ORDOVICIAN
million years
510
CAMBRIAN
million years
570
PRE-
CAMBRIAN
4.6 billion y ear s
Barton-le-Clay in the Cretaceous
110 million years ago Barton would have been a seaside village. To the west the Lower Greensand had already been deposited and was soon to be covered by the sticky grey Gault Clay formed at the bottom of a deepening ocean. Barton-le-Clay is named for this clay, responsible for the flat, featureless vale. As the climate warmed, the sea rose higher. The clays of the Gault grow increasingly 'chalky' and paler in colour until they become the Lower Chalk (a clayey chalk). The most famous 'Chalk' is actually the Middle and Upper Chalk. These units are the hard rock of the hills of Barton, the whole of the Chilterns and the North and South Downs.
All geological maps reproduced by permission of the British Geological Society. ©NERC. All rights reserved. IPR/63-13C
The Bedfordshire & Luton Geology Group exists
to encourage understanding of the geology and geomorphology of the county and to undertake site recording, interpretation, advice and education
Regionally Important Geological and Geomorphological Sites (RIGS) are places that reveal our geological past and are considered important enough to deserve conservation. They include sites where rocks can be seen (such as quarries and road cuttings) or where the geology or geological processes can be inferred from the shape of the landscape. Official RIGS are recognised by county councils and by Natural England.
For more information about the BLGG and our events as well as the geology and geomorphology of your area visit our website at
www.bedsrigs.org.uk
or contact Chris Andrew c/o Bedford Museum, Castle Lane, Bedford, Bedfordshire MK40 3XD. Tel: 01234 353323; Fax: 01234 273401
This project was supported by English Nature through Defra's Aggregates Levy Sustainability Fund
The view from the top of the Chalk into Windy Hollow, the dry valley at Barton Hills NNR
Cretaceous Chalk: Barton Hills National Nature Reserve
This peaceful green valley was sculpted by Ice Age erosion from Chalk laid down in a tropical ocean. Come for a walk through time recorded in rock and landscape.
land. Chalk is being laid down in very few places today, as even the largest oceans are too small. The Chalk also contains fossils of animals such as sea urchins, ammonites, sponges and bivalves. There is no evidence of events at Barton from the end of the Cretaceous 65 million years ago until the Ice Age began about 2.6 million years ago. We know sea levels fell, and the forces that raised the Alps folded the Chalk into a ridge that later became an escarpment. Several times during the Ice Age this area was cold tundra (like the modern Arctic); half a million years ago Bartonle-Clay would have been under an ice sheet that may even have flowed over the Chalk. Erosion during these cold periods sculpted the chalk ridge into the rounded hills, dry valley and coombs of modern Barton Hills.
The Chalk is a pure limestone made of the skeletons of innumerable numbers of microscopic algae called coccolithophores. Hundreds of thousands of them could fit on a pin-head. Such a pure limestone containing no trace of sand or mud can only form an immense distance from
The walk, beginning from the church
The path into the reserve lies on pale grey clay, very soft and sticky in wet weather. This is the Lower Chalk. Look back once you're higher on the hill and, as your eye follows the line of the Lower Chalk out into the vale, watch for a little ledge-like bump in the middistance. This is the location of the Totternhoe Stone, a famous local building stone in the Lower Chalk.
Look at the pebbles in the stream and path. Only chalk pebbles and flint are local. Well-worn rounded pebbles may have been left here by a fast-flowing meltwater river. Angular and sharply broken pebbles may be weathering out from a deposit brought here by an ice sheet. Angular pebbles in the path (below).
Continue up the path to the spring. A past lord of the manor intended the brickwork to prevent locals using the spring; it was soon demolished! The paler Middle Chalk is above the point where the spring emerges, with soft, clayey Lower Chalk below it. Rainwater flows down through the porous Middle Chalk until it meets the impermeable clays of the Lower Chalk. It then runs along the clay to emerge as hillside springs.
The Stairway takes you up onto the Middle Chalk. Watch for flints, which occur at the top of the Middle Chalk, then throughout the Upper Chalk. From the top of the hills look down into Windy Hollow. There's a ledge running along the top of the smaller hollows – the coombes – that makes a scarp face on one side of the hill. This is the Chalk Rock, a bed of harder chalk.
Windy Hollow is a dry valley. These formed during the Ice Age when the water-saturated pores in the Chalk were frozen solid. Rainwater and meltwater was forced to flow over the Chalk cutting valleys as rivers normally do. When the weather warmed, the Chalk thawed and water again flowed down through the rock, leaving the valley dry. The deposits on the bottom of these valleys are very important for geologists as they record Ice Age history and environment.
The coombes were largely formed during the Ice Age by frost breaking up the chalk into ever smaller particles that gradually move downhill in warmer weather. Even now the frost eats away at the coombes every winter. This freeze-thaw cycle causes soil creep, which creates the many tiny, parallel ledges running along the hillside. Freeze-thaw activity moves masses of soil downhill relatively quickly. | <urn:uuid:1d40881c-3ea9-4adb-9183-349fd8ae31ed> | CC-MAIN-2017-17 | http://www.bedfordshiregeologygroup.org.uk/leaflets/BGGBartonHillsChalk.pdf | 2017-04-26T02:14:45Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00387-ip-10-145-167-34.ec2.internal.warc.gz | 468,708,983 | 1,359 | eng_Latn | eng_Latn | 0.995641 | eng_Latn | 0.997276 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2439,
5891
] | [
2.828125
] | 4 | 0 |
What is the Quantile Framework?
The Quantile Framework is a rigorous methodology for measuring a student's level of achievement in mathematics relative to the level of difficulty associated with specific mathematical skills and concepts. A major artifact in the Quantile Framework is the Quantile Map. A major output from the Quantile Framework is a student's Quantile measure. The Quantile Framework assists teachers in targeting and improving mathematical instruction, predicting student comprehension, and differentiating instruction.
What is the Quantile Map?
The Quantile Map illustrates the five major strands in mathematics as described by the National Council of Teachers of Mathematics (NCTM): (1) geometry; (2) measurement; (3) numbers and operations; (4) algebra/patterns and functions; and (5) data analysis and probability. Each strand includes a list of topics at Quantile measures of increasing difficulty. A copy of the Quantile Map is available here.
What is a Quantile measure?
A Quantile measure is a number derived from a student's most recent TAKS test in mathematics. In conjunction with the Quantile Map, it provides three significant indications regarding a student's mathematical ability: (1) the skills and concepts the student has mastered, (2) the skills and concepts about which the student may need more instruction, and (3) the new skills and concepts the student is now ready to learn.
What do Quantile measures look like?
A Quantile measure is a number followed by letter "Q." Quantile measures are in the range 0Q or below to 1400Q or higher. A higher number indicates mathematical ability at a higher level. Some Quantile measures include one of the following codes: EM, NMQ or HMC. For an explanation of these codes, click here.
How does grade level mesh with Quantile measures?
A student's grade level and most recent Quantile measure taken together are needed to determine the most appropriate mathematical instruction for that student. The grade level identifies the typical range of Quantile measures for that grade as shown here. A student's Quantile measure with respect to that range indicates the student's readiness to handle the mathematical topics in that range as illustrated in the Quantile Map.
Where are a student's Quantile measure reported?
The Texas Education Agency (TEA) provides standardized mathematics tests for students in grades 3-11. The results from these tests include a Quantile measure, which can be found on a student's Confidential Student Report in the lower left corner of the Mathematics section.
What is a QTaxon?
With respect to the Quantile Framework, a QTaxon describes a particular mathematical topic, concept or skill. QTaxons are used to annotate the Quantile Framework. They can also be associated with individual items in the Texas Essential Knowledge and Skills (TEKS) specification.
What are the three types of QTaxons?
The Quantile Framework distinguishes three types of QTaxons: (1) prerequisite, (2) supplemental , and (3) foundational. Prerequisite QTaxons indicate skills and concepts that a student must master before learning a given topic. Supplemental QTaxons may be applicable in a given lesson but are not essential. Foundational QTaxons indicate a concept or skill that requires only the assessment of a student's readiness to learn rather than a specific mathematical skill.
The Quantile Framework uses the three types of QTaxons to define knowledge clusters consisting of a primary QTaxon and its related supplemental, prerequisite and foundational QTaxons. The knowledge clusters constitute an interconnected chain and progression through a given strand in the Quantile Map. Additional information on this topic can be found by clicking here.
Where can I find QTaxons?
The Quantile Framework provides a searchable QTaxon database that includes specific skills and concepts aligned to a state's curriculum standards. Texas is one of the states so registered. Access to the database is through QTaxon Search which is available here. Instructions for teachers using the QTaxon Search Engine can be found by clicking here.
From the results page of a QTaxon Search, a teacher can find the knowledge cluster for that QTaxon. A teacher will also find links that lead to worksheets, web sites, and games and textbook lessons apropos to the topic at hand.
How can I use Quantile measures to differentiate instruction to my students?
One of the primary goals of the Quantile Framework is to help teachers deliver directed differentiated instruction in mathematics as needed in their classrooms. To help teacher plan and deliver such differentiated instruction in a timely manner, the Quantile Framework provides a tool called Quantile Teacher Assistant. Information about and instructions for using the Quantile Teacher Assistant can be found by clicking here.
For those with access to an internet browser with Macromedia Flash installed, you can find a useful introduction to Quantile measures by clicking here.
Click here for the Quantile Framework for Mathematics home page.
Click here for the TEA site on Quantile Measures. | <urn:uuid:2e5219f4-30fc-4ea0-a173-40c836b39fb6> | CC-MAIN-2017-17 | http://www.pngisd.org/modules/groups/homepagefiles/cms/446867/File/Accountability/white_papers/quantile_teacher.pdf | 2017-04-26T02:01:26Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00387-ip-10-145-167-34.ec2.internal.warc.gz | 664,687,762 | 1,005 | eng_Latn | eng_Latn | 0.996822 | eng_Latn | 0.997098 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1822,
4133,
5138
] | [
3.828125
] | 1 | 2 |
NATIONAL SENIOR CERTIFICATE
GRADE 12
ENGLISH FIRST ADDITIONAL LANGUAGE P3
NOVEMBER 2008
MARKS: 100
TIME: 2 ½ hours
This question paper consists of 9 pages.
INSTRUCTIONS AND INFORMATION
1. This question paper consists of THREE sections. Answer ONE question from EACH section:
2. Start EACH section on a NEW page.
3. Number the answers according to the numbering system used in this question paper.
4. It is recommended that you:
* Plan your responses and make rough drafts before writing out the final versions of your answers;
* Neatly cross out all plans and rough drafts; and
Re-read your work carefully and correct any errors before you hand in the
*
answer book.
5. Do NOT use memorised responses.
6. Pay attention to spelling, choice of words, grammar, punctuation and paragraphing.
7. Write neatly and legibly.
SECTION A: CREATIVE WRITING
QUESTION 1
* Write an essay of between 200 and 250 words (approximately 1 to 1½ pages) on ONE of the following topics.
* Write down the number and title of your essay correctly. Supply your own title if one has not been given.
* You are advised to spend approximately 80 minutes on this section.
* You may, if you wish, use the ideas suggested on some of the topics or write a response that is entirely your own. The suggested ideas only serve as guidance on what you could include in your essay.
1.1 It is great being a teenager in South Africa!
Some ideas:
* Teenagers' rights
* Challenges that may have been experienced by teenagers in the past and have now been resolved
* Opportunities for teenagers
OR
1.2 The best gift I have ever received.
Some ideas:
* Description of the gift
* The gift may either be something that has been bought or something that cannot be bought (e.g. love, friendship, etc.)
* Why you consider it to be the best gift
OR
1.3 I am an ageing animal and this is the story of my life.
Some ideas:
* Reflect on the life of the chosen animal (e.g. cat, dog, cow, lion, elephant, etc.)
* Describe some important events
* Relationship with humans and with other animals
OR
3
[50]
[50]
[50]
NSC
1.4 The number of young people taking alcohol and/or drugs is increasing at an alarming rate. Discuss the problem and suggest possible solutions. [50]
OR
1.5 In today's world, there is no such thing as 'man's work' or 'woman's work'.
Do you agree? Discuss your views.
Some ideas:
* Roles of men and women as defined by tradition and culture
* Gender equity in the world of work
* Reasons for the changing roles of men and women in society
OR
[50]
1.6 Choose ONE of the following pictures and write an essay on a topic that comes to mind.
Write the question number and give your essay a suitable title.
EITHER
1.6.1
Some ideas:
* The innocence of childhood
* Thoughts on the future of children or South African society
* Love and friendship
1.6.2
Some ideas:
* Leaving home to begin a new life
* Going off to study at university or college
* Going on a holiday
TOTAL SECTION A:
[50]
50
NSC
SECTION B: LONGER TRANSACTIONAL TEXTS
QUESTION 2
* Respond to ONE of the following transactional writing tasks.
* The body of your response should be between 120 and 150 words (approximately 12 – 15 lines).
* Write down the number and the heading of the text you have chosen to write.
* You are advised to spend approximately 40 minutes on this section.
* Pay particular attention to language, register and audience.
* You may, if you wish, use the ideas suggested on some of the topics or write a response that is entirely your own. The suggested ideas only serve as guidance on what you could include in your response.
2.1 MAGAZINE ARTICLE
You are a member of the editorial team of a teen magazine. You have been asked to write an article on problems experienced by teenagers today. Write out the article you would submit.
Some ideas:
* Peer pressure
* Physical and emotional changes
* Relationships
OR
2.2 DIALOGUE
You recently had an accident while driving your father's/mother's car without his/her permission. Your parent was very upset with you and questioned you about the incident. Write out the conversation that took place between you and your parent.
NOTE: You must use the dialogue format.
Some ideas:
* Reason for taking the car without permission
* Disciplinary measures
* Details of the accident and damage to the vehicle
OR
[30]
[30]
2.3 FRIENDLY LETTER
You have just returned from an unforgettable trip with your classmates. Write a letter to a friend describing some of the places you visited and your experiences.
TOTAL SECTION B:
[30]
30
SECTION C: SHORTER TRANSACTIONAL TEXTS
QUESTION 3
* Choose ONE of the following topics and write a short transactional text.
* The body of your response should be between 80 and 100 words (approximately 8 – 10 lines).
* Write the number and the heading of the text you have chosen.
* You may, if you wish, use the ideas suggested on some of the topics or write a response that is entirely your own. The suggested ideas only serve as guidance on what you could include in your response.
3.1 DIARY ENTRIES
Imagine that you are a famous pop star who records experiences in a diary. Write down the diary entries for any three days in your life as a pop star.
NOTE: Each entry should start with the date.
Some ideas:
* Thoughts on your first public appearance, or on the release of your latest album or CD
* Feelings after a successful event, such as a concert
* Thoughts on your future as a pop star
OR
3.2 INSTRUCTIONS
You have been asked to do a short oral presentation for a Life Orientation lesson on how to study effectively for an examination. Write down a list of about SEVEN tips you would give your classmates in your presentation.
Some ideas:
* The importance of drawing up a study timetable
* Factors to consider when drawing up a study timetable (e.g. time available, other responsibilities, subjects that require more attention, etc.)
* The need for rest, relaxation and a balanced diet
TOTAL SECTION C:
GRAND TOTAL:
[20]
[20]
20
100 | <urn:uuid:3fa2a9f4-9fd8-40d2-8122-6e3ad7d61827> | CC-MAIN-2017-17 | http://www.education.gov.za/Portals/0/CD/Computer/2008pp%20English%20FAL%20P3%20Nov.%202008.pdf?ver=2009-01-16-093234-227 | 2017-04-26T02:06:39Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00390-ip-10-145-167-34.ec2.internal.warc.gz | 519,547,895 | 1,404 | eng_Latn | eng_Latn | 0.930823 | eng_Latn | 0.998389 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
163,
831,
2093,
2555,
2854,
3005,
4383,
4597,
6063
] | [
3.390625
] | 4 | 0 |
PARENT RECOMMENDATIONS
Your child has suffered a concussion. A concussion is a brain injury.
Don't be alarmed if your child has symptoms from this concussion for up to 3 weeks.
Concussion symptoms tend to slowly and steadily get better over 3 weeks, but some take longer. Please make sure, however, that your child is feeling less and less symptomatic each day.
What to Do? See the Symptom Wheel on the back page.
Be a partner in your child's recovery:
Communicate frequently with your child's school so that adjustments can be made at school.
Continue to follow-up with your child's healthcare professional.
Do not return your child to PHYSICAL activity (recreational, club or school-sponsored sports) until cleared by the healthcare professional.
PHYSICAL:
LIMIT physical exertion including activities at home such as mowing the lawn, taking out the garbage, doing chores, shooting hoops with friends or going out with friends.
LIMIT loud activities (such as dances, football and basketball games, movies, restaurants, birthday parties etc.) especially at first.
REMOVE all physical activities such as recreational, club and organized sports.
RESTRICT the amount of rough-housing and play between peers/siblings at home.
Allow child to keep lights low and shades drawn if bothered by light and/or wear sunglasses.
Keep noise level in home low and/or allow child to wear noise cancelling headsets or earplugs.
EMOTIONAL:
Make sure child is feeling connected with peers, athletic team, or both. Child may "hang out" with team (e.g. travel w/team, be on sidelines) as long as they don't need the time to be at home resting and only when he/she is able to be at school successfully.
Don't punish child for emotional outbursts. Understand that being more emotional or irritable is part of having a head injury.
Develop a plan with your child if they are feeling emotional. Work with school on a similar and appropriate plan at school.
Physical:
headache/nausea dizziness/balance problems light sensitivity/blurred vision noise sensitivity neck pain
Emotional:
feeling more: emotional nervous
sad angry
irritable
Cognitive:
trouble with: concentration remembering mentally "foggy" slowed processing
Sleep/Energy:
mental fatigue drowsy sleeping too much sleeping too little can't intitate/ maintain sleep
Rule of thumb: If symptoms intensify, there has probably been TOO MUCH use of technology, social media or home activity! Cut back the technology/social media and home activity and INCREASE the rest.
COGNITIVE:
LIMIT activities including computer time, texting, television/movie watching, video game playing, reading, homework, socializing, extracurricular activities and working.
RESTRICT your child's driving until cognitive symptoms resolve and seem back to baseline.
Encourage and support child to follow the cognitive reduction plan developed by the school.
Determine if child is feeling stressed about school. Continue to work with school on adjusting the expectations and requirements at school throughout recovery.
Give only one task at a time for child to complete and allow additional time for child to respond to questions.
Write things down for child to remember.
SLEEP/ENERGY:
Get regular and sustained sleep. For the first few days after the injury, extra sleep is OK.
After the first days, start getting back to a regular sleep schedule. Allow napping but try to limit napping to no more than 20 minutes per day. Eventually eliminate naps.
Do not allow napping too late in the afternoon.
Don't allow child to text, read, talk on cell phone, watch movies, videos/computer or eat in bed. Educate about healthy sleep hygiene.
© 2012 HealthONE LLC and its affiliates Revised Oct 2013 | <urn:uuid:944f4f3a-545a-4b11-a02c-fe33b8f2a425> | CC-MAIN-2017-17 | http://www.iahsaa.org/wp-content/uploads/2014/03/Returning_to_Classroom_Following_Concussion_031714.pdf | 2017-04-26T02:12:37Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00391-ip-10-145-167-34.ec2.internal.warc.gz | 573,854,888 | 782 | eng_Latn | eng_Latn | 0.998581 | eng_Latn | 0.998374 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
757,
3740
] | [
2.9375
] | 3 | 2 |
IELTs Style Listening Questions
Questions 1-3
Choose the correct letter A-C
1. The cause of the smog in Malaysia is:
A. Malaysian cars
B. Burning Malaysian forests
C. Burning Indonesian forests
2. According to the text the people responsible are likely to be:
A. Indonesian farmers
B. The Indonesian Government
C. Large corporations
3. The reason for the burning is:
A. To make more money
B. So that farmers can plant crops
C. To build new houses.
Questions 4-6
Complete the table below
Write NO MORE THAN THREE WORDS for each answer
Land Clearing Procedure
Discussion Questions
1. Do you think that International governments are doing enough to stop deforestation?
2. Do you think that the corporations care about their public image?
3. Do you think that the local people benefit from this deforestation?
4. What do you think can be done to improve the air-quality in Malaysia?
Writing Question
WRITING TASK 1
You should spend about 20 minutes on this task.
The chart below shows the amount of rainforest in Indonesia, the amount that has been burnt or logged and the amount now used for plantations and semi-natural that is being used partly for agriculture.
Write a report for a university lecturer describing the information shown below.
You should write at least 150 words.
Source: http://rainforests.mongabay.com/20indonesia.htm
More great Resources at: http://www.jamesabela.co.uk
WRITING TASK 2
You should spend about 40 minutes on this task.
Present a written argument or case to an educated reader with no specialist knowledge of the following topic.
The forests in Indonesia are of great value, but if they cut them down rather than create wealth for the country in the long term they will be destroying their livelihoods.
Logging should be strongly discouraged and international laws introduced to ensure that corporations do not profit from this activity.
What are your views?
You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.
You should write at least 250 words.
Answers
Questions 1-3
Choose the correct letter A-C
4. The cause of the smog in Malaysia is:
C. Burning Indonesian forests
5. According to the text the people responsible are likely to be:
C. Large corporations
6. The reason for the burning is:
A. To make more money
Questions 4-6
Complete the table below
Write NO MORE THAN THREE WORDS for each answer
Land Clearing Procedure
Writing Task 1 Sample Answer
The graph shows the status of the rainforest in Indonesia in hectares. There are three types of forest in Indonesia, Primary forest, semi-natural and production plantation. It shows how much is still in tact and how much has been destroyed.
Approximately 30,000,000 hectares have been logged or burnt of which just under 10,000,000 was primary forest, which is about 30% of the forest. This leaves about 45,000,000 acres of primary forest and 36,000,000 of semi-natural forest and about 3,000,000 hectares of production plantation. Interestingly none of the semi-natural forest or plantations appear to have been logged or burnt.
Overall this graph shows that Indonesians have only about 70% of their rainforest left.
(160 words done in 17 minutes)
Writing Task 2 sample Answer
The rainforests in Indonesia are a great asset to the people that have provided them with a living for many generations. It looks like this generation of Indonesians maybe the last to have the benefits of the forest that has helped them for so long.
The people of Indonesia must learn to realise that they are losing their strongest asset, that if it is kept it maybe used for research into new drugs, a place for eco-tourism and a place for sustainable agriculture. Furthermore in the process of slashing and burning their trees they are creating pollution that is directly affecting the health of their nation and their neighbours.
Unfortunately the Indonesian people are not strong enough by themselves to solve this problem and it is only with the cooperation of wealthier nations that they can ensure corporations do not destroy their livelihoods and their children's prosperity. To do this the amount of carbon released into the atmosphere needs to be measured and the corporation or owners of land should be watched via Satellite and fines should be set at a level that ensures that it is more cost effective to log and turnover the soil rather than slash and burn. If the land has been protected then the landowners or loggers should be fined 10 times the value that the wood is worth and enforced by UN peacekeepers with 1 st world technology.
Punishments are not enough on their own and the Indonesian government should be rewarded for keeping its forests using a carbon trading scheme, because not only are the rainforests a useful asset they are also the world's lungs and as such need to be protected for all of us!
(283 Words done in 34 minutes)
The Malaysian Smog Script!
When we're in the heart of the dry season in Malaysia the dreaded smog returns and what really annoys most Malaysians is that it isn't caused by their cars, which generally have much smaller Engines than American equivalents or even burning their own forests, but from their neighbour Indonesia. Each year Indonesia burns forests equivalent to the size of Paris and if the wind is going in the wrong direction it comes straight to Kuala Lumpur.
When I dug a little deeper, it wasn't long before people from the industry anonymously told me that I'd be a complete idiot to believe that a few local farmers could ever create the amount of CO2 required to blanket an entire country with a thick layer of smog.
Everybody in the industry knows these are huge commercial operations and its a simple profitability decision. The fact is that these companies are not made to pay for the pollution they create. So let's look at the process of creating short-term profit from virgin rainforest. Firstly you cut down all that valuable rainforest timber and send it to the wood-mill for processing, after all no point in wasting all that very valuable wood.
Once you've done that you have to wait for the dry season, after all you can hardly burn down a rainforest when there's torrential rain. Once the foliage has dried out you can then set fire to it. There is of course a more environmentally friendly method of doing this, you could turn over the soil as they have to do in Europe, but that would cost you at least 3 times the amount of burning it.
After the forest has been burnt down you can then plant Oil Palm Plantations, rubber trees or whatever other cash crop you want to sow. The end result are trees of your choice planted in clear straight lines... And now all you have to do is hire a few locals who've got no other chance of employment, pay them dirt cheap wages and watch the money come in...
Of course everybody pokes the finger of blame at the Indonesian government, but if you've ever been to Indonesia you'd realise this is a very poor country and the government has far less monetary power than these corporations, especially at a local level where it is easy to bribe poorly paid local officials...
I just hope that before too long the UN gets its act together and starts a realistic carbon trading scheme that will encourage the Indonesian Government to think about the returns it could get for NOT burning down its forests. | <urn:uuid:4a164673-bea7-4acd-894b-560d8efb0a22> | CC-MAIN-2017-17 | http://jamesabela.co.uk/advanced/listening/loggingexercises.pdf | 2017-04-26T02:11:24Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00391-ip-10-145-167-34.ec2.internal.warc.gz | 194,958,346 | 1,546 | eng_Latn | eng_Latn | 0.99057 | eng_Latn | 0.998178 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
887,
1404,
2071,
2456,
4937,
7416
] | [
3.71875
] | 2 | 1 |
6 th Grade Courses
Bible 6
Sixth-grade Bible is taught in combination with fifth graders. 5 th /6 th curriculum is taught in alternating years.
Course Goal: Drawing from the entire Word of God, sixth grade students learn that the principles of God specifically affect their lives. Studies are drawn from characters in both the Old and New Testaments and the life of Christ. An overview of the book of Revelation is also included.
Textbook: Positive Action Bible Curriculum: 6 th Grade Winning the Race
Bible 6 (alternating year)
Course Goal: A survey of the Old Testament is the basis of this study. Beginning in Genesis, students will gain a much clearer perspective of how the stories of the Old Testament fit together into one pattern.
Textbook:
Positive Action Bible Curriculum: 5 th Possessing the Land
History 6
Course Goal: Students are presented with an overview of ancient world cultures (historical, economic and geographic themes; cultural differences) from the creation of man through the Roman Empire and its decline. Special emphasis is placed on understanding God's purpose and plan for mankind throughout history. Student will do projects during the civilizations studied based on topics and themes.
Textbook:
Holt California Social Studies- World History: Ancient Civilizations. Holt, Rinehart & Winston
Language Arts 6
Course Goal: Students will continue to learn reading strategies necessary for comprehension, inferencing, and finding information. Students will also be introduced to literary analysis. Projects involving reading and writing (such as book reports) will also be done. Weekly vocabulary and spelling tests will be given. Students will also be expected to write several big papers such as narratives, expository, and biography. Students will also learn written and oral conventions through the mastery of grammar, language usage、spelling, and mechanics.
Textbooks:
Houghton Mifflin California Reading
Houghton Mifflin California Reading Practice
Houghton Mifflin California Reading Spelling
Covenant Christian School Middle School Course Catalog
Novels:
Bud, Not Buddy by Christopher Paul Curtis Hatchet by Gary Paulsen Number the Stars by Lois Lowry
Math 6 – Course 1 (General Math)
Course Goal: This year-long course is designed for students to apply foundational skills to problem solving. Students will be exposed to number patterns and fractions, integers, writing and simplifying expressions, ratios and proportions, statistics, geometric figures, measurements and area, surface area, volume, and graphing.
Textbook: California Math Course 1. McDougal Little
Math 6 – Course 2 (Honors Pre-Algebra)
Course Goal: This yearlong course is considered to be a transitional course to upper-level skills of arithmetic and abstract concepts. The course is meant to teach the concepts necessary for students to survive in today's technological world and to succeed in upper-level courses in mathematics.
Textbook: California Math Course 2: A Pre-Algebra Course. McDougal Little
Science 6 – Earth Science
Course Goal: The program allows the students to experience studies in Earth Science disciplines. The materials present in-depth content and hands-on exploration activities. A comprehensive science fair unit emphasizes study and implementation of the scientific method of research and writing a research report.
Textbook: Holt California: Earth Science. Holt, Rinehart & Winston
Spanish 6
Course Goal: Students will acquire the basic language within the context of the contemporary Spanish-speaking. They will gain an appreciation for Spanish culture and customs. Methods for teaching will employ the four skills of listening, speaking, reading, and writing.
Textbook: Ven Conmigo! Holt, Rinehart & Winston
7 th Grade Courses
Bible 7 Old Testament
Course Goal: Students will learn Old Testament history from Creation through the formation of Israel and the era of the kings to the captivity and return. This overview will familiarize students with the broad outlines of the Old Testament while teaching them principles of personal character development. Bible study skills and practical application will also be learned.
Textbook: Bible Truths Level B: Portraits from the Old Testament, Bob Jones University Press.
History 7 – World History
7 th -grade history is taught in combination with 8 th grade. 7 th /8 th grade history is taught in alternating years.
Course Goal: Students will study various world civilizations: the fall of Roman Empire, the Islamic Worlds, West African Civilizations, Asian Civilizations, Medieval Europe, European Renewal, American Civilizations, and the Early Modern World.
Textbook: Holt California Social Studies- World History: Medieval to Early Modern Times. Holt, Rinehart & Winston
History 7 – United States History
Course Goal: Students study the development of American history and culture from colonization of the Americas to the conclusion of the Great War in 1918 (WWI). As part of the learning experience, students travel to the East Coast to visit many historical sites, including Washington, D.C., Gettysburg, New York City, and Williamsburg. Students learn through discussion, debate, lecture, journal writing, research, re-creation of historical ephemera, cartography, and videos to aid them in learning about their nation, while preparing for high school and college.
Textbook: Holt California Social Studies- United States History: Independence to 1914. Holt, Rinehart & Winston
Language Arts 7
Course Goal: Course Goal: For reading this course aims to build reading comprehension, literary response and analysis and vocabulary development. Students will understand how different structures are used to communicate meaning. For writing, students will use learn writing techniques suited for the purpose, develop strategies for organizing support for main ideas or thesis, and learn strategies for evaluating and revising and for using word-processing to refine and publish work. For oral communication, students will deliver focused, coherent presentations as well as evaluate a variety of oral and media communications. Students will also learn written and oral conventions through the mastery of grammar, language usage、 spelling, and mechanics.
Textbook: Holt Literature and Language Arts Second Course, Holt, Rinehart & Winston Spelling Lessons and Activities Second Course Language & Sentence Skills Practice Second Course
Novels:
Manic Magee by Jerry Spinelli The Bronze Bow by Elizabeth George Speare The Cay by Theodore Taylor
Math 7 – Course 1 (General Math)
Course Goal: This year-long course is designed for students to apply foundational skills to problem solving. Students will be exposed to number patterns and fractions, integers, writing and simplifying expressions, ratios and proportions, statistics, geometric figures, measurements and area, surface area, volume, and graphing.
Textbook: California Math Course 1. McDougal Little
Math 7 – Course 2 (Pre-Algebra)
Course Goal: This yearlong course is considered to be a transitional course to upper-level skills of arithmetic and abstract concepts. The course is meant to teach the concepts necessary for students to survive in today's technological world and to succeed in upper-level courses in mathematics.
Textbook: California Math Course 2: A Pre-Algebra Course. McDougal Little
Science 7 – Life Science
Course Goal: In Life Science, students will embark on an exciting year exploring God's creation as inquisitive and investigative scientists. Class investigations will include laboratory experimentation, group investigations, formal lab reports, technology enrichment, and an interdisciplinary approach to science. Students will participate in a comprehensive science fair unit which emphasizes the study and implementation of the scientific method, research and communication of those results to others through a research report and oral presentation. Students cover CA standards life science topics.
Textbook: Holt California: Life Science. Holt, Rinehart and Winston
Spanish 7 – Spanish 1A (first half of high school Spanish 1)
Course Goal: This course offers students a basic introduction to the Spanish language. Students learn essential vocabulary related to school, classes, schedules, friends, likes, dislikes, food, etc.), proper pronunciation, and the grammar necessary for understanding and using basic Spanish. The course provides instruction and practice in reading, writing, speaking, and listening to Spanish.
Textbook: Ven Conmigo! Holt, Rinehart & Winston
8 th Grade Courses
Bible 8 New Testament: Life of Christ
Course Goal: This course covers our Lord's earthly life and ministry. Students will be inspired by the example of Christ's own life experiences and the way He dealt both with friends and enemies. In addition, many other valuable lessons will be drawn from Christ's sermons, miracles, and parables.
Textbook: Bible Truths Level A: Learning from the Life of Christ, Bob Jones University Press.
History 8 – World History
7 th -grade history is taught in combination with 8 th grade. 7 th /8 th grade history is taught in alternating years.
Course Goal: Students will study various world civilizations: the fall of Roman Empire, the Islamic Worlds, West African Civilizations, Asian Civilizations, Medieval Europe, European Renewal, American Civilizations, and the Early Modern World.
Textbook: Holt California Social Studies- World History: Medieval to Early Modern Times. Holt, Rinehart, Winston
History 8 – United States History
Course Goal: Students study the development of American history and culture from colonization of the Americas to the conclusion of the Great War in 1918 (WWI). As part of the learning experience, students travel to the East Coast to visit many historical sites, including Washington, D.C., Gettysburg, New York City, and Williamsburg. Students learn through discussion, debate, lecture, journal writing, research, re-creation of historical ephemera, cartography, and videos to aid them in learning about their nation, while preparing for high school and college.
Textbook: Holt California Social Studies- United States History: Independence to 1914. Holt, Rinehart, Winston
Language Arts 8
Course Goal: For reading this course aims to build reading comprehension, literary response and analysis and vocabulary development. Students will understand how different structures are used to communicate meaning. For writing, students will use learn writing techniques suited for the purpose, develop strategies for organizing support for main ideas or thesis, and learn strategies for evaluating and revising and for using word-processing to refine and publish work. For oral communication, students will deliver focused, coherent presentations as well as evaluate a variety of oral and media communications. Students will also learn written and oral conventions through the mastery of grammar, language usage, spelling, and mechanics.
Textbook: Holt Literature and Language Arts Second Course, Holt, Rinehart & Winston Spelling Lessons and Activities Second Course Language & Sentence Skills Practice Second Course
Novels:
Al Capone Does My Shirts by Gennifer Choldenko
A Wrinkle in Timeby Madeleine L'Engle
My Brother Sam is Deadby James Lincoln Collier & Christopher Collier
Out of the Dustby Scott O'Dell
Math 8 – Course 2 (Pre-Algebra)
Course Goal: This yearlong course is considered to be a transitional course to upper-level skills of arithmetic and abstract concepts. The course is meant to teach the concepts necessary for students to survive in today's technological world and to succeed in upper-level courses in mathematics.
Textbook: California Math Course 2: A Pre-Algebra Course. McDougal Littel
Math 8 –Honors Math Algebra 1
Course Goal: This yearlong course is designed for students to acquire problem-solving skills, including variable solutions. The course creates a strong foundation of basic algebraic concepts needed in order to continue in Geometry and Algebra II.
Textbook:
California Algebra 1. McDougal Littel
Math 8 –Honors Math Geometry
Course Goal: Geometry is the study of the properties of points, lines and planes and the geometric figures they form. Emphasis is placed on the study of geometry as a logical system based on deductive reasoning. The logical system is built on undefined terms, definitions, postulates and theorems.
Textbook:
Geometry: Integration, Applications, Connections.
Glencoe: McGraw-Hill
Science 8
Course Goal: This program allows the students to experience studies in Physical Science disciplines. The materials present in-depth content and hands-on exploration activities, laboratory experimentation, group investigations, and formal lab reports. Students will participate in a comprehensive science fair unit which emphasizes study, research, experimentation, and communication of results through both written and oral reports.
Textbook: Holt California: Physical Science. Holt, Rinehart & Winston
Novels: The Giver, A Wrinkle in Time
Spanish 8 - Spanish 1B (second half of high school Spanish 1)
Course Goal: Spanish B takes off where Spanish A leaves off. This year, students will learn words related to food, pastimes, family, shopping, traveling, entertainment, and technology. More time will be spent speaking together in Spanish as students expand their vocabulary and knowledge of the language. Oral participation is a large part of the grade in Spanish B.
Textbook:
Ven Conmigo! Holt, Rinehart and Winston | <urn:uuid:96a5ef4c-29a2-4816-b2f4-235a674e7b76> | CC-MAIN-2017-17 | http://covschool.org/uploads/files/Middle%20School%20%20Catalog%202011.pdf | 2017-04-26T02:10:03Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00392-ip-10-145-167-34.ec2.internal.warc.gz | 78,756,222 | 2,734 | eng_Latn | eng_Latn | 0.985612 | eng_Latn | 0.987296 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2108,
4302,
6590,
8619,
11235,
13620
] | [
3.28125
] | 2 | 0 |
Sturdy Roots
An Educational Resource for Studying the Heritage and Spirit of the School Sisters of Notre Dame
Who has Sturdy Roots?
Each of the Units of the North American Major Area (NAMA), The District of Africa, The District of Latin America, The Generalate, The Munich Motherhouse, The Region of Japan and The Region of Guam has a Sturdy Roots basket available for School Sisters of Notre Dame and friends.
What are the contents of the picnic basket, "Sturdy Roots"?
Sheer silk bag containing a tablecloth: four napkins in sheer silk bag. (Dry clean when needed) Family Tree photo album of School Sisters of Notre Dame Seeds of Hope: two photo albums of newer members Stepping to the Tune of Universal Peace: video with written directions
S. Rosel Feder, SSND teaches three Dances for Universal Peace via video to high school seniors. This activity could begin the session, especially if the facilitator could teach "Haida" to the group. It is a Jewish dance done while waiting for people to gather.
Pair of ballet slippers to be worn by leader of dance Sheer silk bag with plastic topics: topics adhere to tablecloth and include:
1) Family Tree, 2) Education, 3) Seeds of Hope, 4) Woman of the Word, 5) Case Study in Courage, 6) Living in Wartime, 7) Needlework.
The title of the project, "Sturdy Roots," is taken from the motto that was often used by Mother Theresa Gerhardinger, foundress of the School Sisters of Notre Dame. "All the Works of God, proceed slowly and in pain, but then their roots are sturdier, and their flowering the lovelier." This motto is included in the plastic topics named above. Facilitator directions are available to explore its meaning with a group. These are described later in this set of directions.
Sturdy Roots CDs (2) include each topic named above using primary source material from letters and chronicles of the School Sisters of Notre Dame.
The segment entitled "Needlework" gives additional background material for the role of needlework in SSND education. It is helpful to study this topic before presenting the basket.
(If the group would like to do a process the facilitator may want to download copies of Mother Theresa's Letter on American Children #728 under "Education." Check with Facilitator Directions under Education for further options.)
These Facilitator's Directions plus inventory of contents of basket are found in a plastic sleeve.
Facilitator's Directions: How to Use the "Sturdy Roots" Basket?
The FACILITATOR brings the Sturdy Roots picnic basket to the meeting place, preferably with a round table available. If the group is small, fewer than 10 people, they could be invited to sit around the table.
If the group is larger, it may be helpful to plan a "fish bowl" process where 5 or 6 chairs are placed around the table. Volunteers are invited to join a discussion by sitting around the table. There could be two extra chairs that are empty. The FACILITATOR invites members of the audience to join the others at the table if they have a specific question. After that question is discussed the audience member returns to her seat, allowing for others to join the discussion, and so on. In one setting a couple invited four other couples to join them at a "Winter Picnic" at their home. After a "picnic foods" meal, the FACILITATOR invited the group to join her around a big kitchen table.
FACILITATOR: Welcome the participants and introduce the topic by saying: Now we're going to explore some of the Sturdy Roots of the School Sisters of Notre Dame. We'll be using a conversational style as is appropriate for a picnic. Please ask questions and comment as you feel inclined. The Facilitator may want to ask someone prior to the gathering to ask the first question, "Why a picnic basket?"
FACILITATOR: The creator of this picnic basket shared the following. The St. Louis Art Museum offered various cultural suitcases to teachers. If you were teaching about Germany, they had a suitcase filled with memorabilia that represented the German culture. A teacher could borrow it and share the contents with a class.
The author chose a picnic basket to carry some of the stories of the School Sisters of Notre Dame because it conveys the idea of community, a relaxed atmosphere, and sharing stories. Sixteen *Longaberger picnic baskets were donated to the School Sisters of Notre Dame, providing a quality product which can be shipped to various parts of the congregation. Research revealed that a filled basket is a symbol of the womb. (Dreams and Symbols: Man's Unconscious, 1969. This seemed an appropriate container to hold the story of a religious community dedicated to the education of women, the poor, and youth.
FACILITATOR: (waits for the next question, probably "What's in the basket?")
Opens the lid, and unfolds the tablecloth, saying: More than one hundred School Sisters of Notre Dame have helped create Sturdy Roots. This is an educational resource for sharing the heritage and spirit of the School Sisters of Notre Dame. This handmade tablecloth is the centerpiece of the project. It exemplifies the importance of needlework in the story of the sisters.
*Longaberger sells fine quality hand made baskets and pottery. For more information contact them at 1-800-966-0374 or at www.longaberger.com
The FACILITATOR may want to share excerpts of data described under the topic of Needlework found on CD as well as what follows.
Recently, (February, 2005), an article appeared on the importance of teaching children to sew. A recent study explained: "…that children ages 8 – 12 showed elevated creativity after sewing a simple project. Children who sew during these critical years of development show increased creativity and self-esteem and appear to build skills in creative problem solving and perseverance." (For more information log onto www.sewing.org)
For nineteenth century European young women, demonstrating a proficiency in needlework was a critical sign of their education. In European paintings one will often see a wealthy woman doing needlework. This shows she has the leisure for needlework and indicates she has married into wealth. On the American frontier this was evident in fine quilts that a young woman created. Accomplishment of such a task meant she was ready for marriage. Another common practice was stitching a sampler exemplifying the quality of work that a young woman had accomplished. Needlework was an important part of education for School Sisters of Notre Dame.
FACILITATOR: The theme on the tablecloth is "The Vine and the Branches" taken from John 15, where Jesus says: 'I am the vine, you are the branches.' In her earliest written account of a mystical experience, young Caroline Gerhardinger, later Mother Theresa, the foundress of the School Sisters of Notre Dame wrote: "In Jesus! He has given me a part in his unspeakable mercy, his poverty, his hardship, suffering, anxiety and need. To him, now I write this: I cannot describe my interior peace. Now I am in Jesus. May He do what He wants with me. Him will I trust. He will remain in me, and I in Him; on Him I will build."
FACILITATOR: Mother Theresa wrote this when she was 25 years old, on March 15, 1822. Later in the same prayer she continues: "I know that my love is not yet sufficient, and my soul must be purified, but this purification I leave in the hand of the Vinedresser who will trim and prune the branches, even though this will be painful. All my life will be lived by God's grace in the service of Christ through the mediation of his holy mother. Amen."
(Of Spiritual Matters: Letters of Mother M. Theresa Gerhardinger, edited by S. Mary Hester Valentine, SSND, 1977, #1.)
FACILITATOR: It is because of this mystical experience of the foundress that the author chose the grapevine to serve as a metaphor of the history of the School Sisters of Notre Dame in this project.
FACILITATOR: Are there other questions? (Usually someone will notice that there are pieces of Velcro attached to the tablecloth and ask about them). Finding the small bag with plastic badges in it, the participants pick out one badge at a time, read aloud what it says and then attach it to the tablecloth.
FACILITATOR: Each of these is a bunch of grapes (notice background design) that signifies a different topic to be studied in Sturdy Roots. Each one signifies that the congregation is alive,
growing, being pruned, and nourishing others. It is a touchstone to the fine wine of Cana and recalls that "Do whatever He tells you" is a motto and invitation to School Sisters of Notre Dame.
When someone finds "Family Tree" show them the photo album which is in the basket. Similarly, when "Dances for Peace," is chosen, pick out the ballet slippers and video.
FACILITATOR: Any other questions? "What else is in the basket?" Facilitator brings out two small photo albums and says: Usually someone asks if women are entering the School Sisters of Notre Dame. These are some photos of newer members from across the congregation. This is part of the topic, "Seeds of Hope." This gives great hope! (Pass albums around)
FACILITATOR: A tablecloth would be incomplete without napkins. (Find the small bag containing the four napkins in various languages.) Display them on the tablecloth beginning with the German, "Alle werke…" followed by the English, "proceed slowly…" followed by the Japanese, "but then their roots are sturdier…" and concluding with the Spanish, "and their flowering the lovelier."
Place the plastic badges with the motto under each napkin: All the works of God, (under German) Proceed slowly and in pain, (under English) but then, their roots are sturdier, (under Japanese) and their flowering the lovelier. (under Spanish)
The FACILITATOR repeats the words by saying: The origin of the School Sisters of Notre Dame is in Germany and continues:
"All the words of God…" think a minute. Can you remember a time when you felt God was doing a new "work" in your life? (Pause) Did it "proceed slowly and in pain?" Anyone like to share such an experience with the person sitting next to you?
After a few minutes of personal sharing the FACILITATOR continues: The School Sisters of Notre Dame are an international congregation rooted in more than thirty cultures around the world. Four sisters went to Japan in 1948, and in Japanese we read, "but then their roots are sturdier…" Recalling the "new work" God was doing in your life, can you name any roots in your own character, marriage, ministry, that are sturdier because of this experience? Invite comments.
And finally, "their flowering is lovelier." What has flowered in your family, personality, church, because of this "work of God?"
Repeat the entire motto again saying, "All the works of God proceed slowly and in pain; but then their roots are sturdier and their flowering the lovelier." This is the motto of the School Sisters of Notre Dame.
FACILITATOR: Now that we've looked at the contents of the picnic basket, would you want to take one example of a topic? (If yes, have copies of Mother Theresa's letter on American
Children, available from the CD under Education. Check Facilitator Directions for additional ideas.)
The FACILITATOR distributes copies and says:
Let's read this together and see what American children were like when Mother Theresa first met them in 1847. Share on questions following the letter or invite comments.
FACILITATOR: Sturdy Roots contains other primary source material from the archives of the School Sisters of Notre Dame. If you found this interesting you may want to explore some of the other topics.
However, no session would be complete without a test! (Listen for moans) Here is the question: I want you to work in pairs and name one new thing you learned about the School Sisters of Notre Dame from our sharing. Invite comments.
Conclude with a familiar hymn and the Blessing of Mother Theresa that is found in our 1865 Holy Rule.
FACILITATOR: My dear friends, I commend you to the Holy Spirit, through the powerful intercession of the Blessed Virgin Mary, and entrust you forever to her blessed hands. Amen
Below is a photograph of the School Sisters of Notre Dame who coordinated and prepared kits for the making of tablecloths and napkins for Sturdy Roots. They are the staff of the Liturgical Fabric Arts Department, St. Louis, MO.
More then 100 School Sisters of Notre shared their gifts of needlework, technology, and support to make Sturdy Roots possible. Mr. Mark Braeger of the Communications Department at Elm Grove, WI utilized "Dreamweaver" to provide the creativity that brings archival material to life. We hope you find this educational resource "user friendly" and informative.
Judith Best, SSND June 16, 2005 | <urn:uuid:c8c4e778-bb74-4630-a430-62d4c59eac74> | CC-MAIN-2017-17 | http://sturdyroots.org/PDFs/FACILITATOR%20Directions%20for%20Basket.pdf | 2017-04-26T02:08:33Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00391-ip-10-145-167-34.ec2.internal.warc.gz | 374,331,906 | 2,863 | eng_Latn | eng_Latn | 0.99732 | eng_Latn | 0.99822 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2314,
5322,
8435,
11164,
12829
] | [
3.203125
] | 1 | 6 |
Catch!
Beach Ball Games Module 1
Beach ball basketball!
Play catch using a beach ball. Pretend it's like a hot potato. Keep it moving without dropping it!
Cut the bottom out of a used ice-cream bucket or container to use as a hoop. Attach the hoop to the wall with some tape or a hook. Each family member must stand behind the sofa or other piece of furniture and try to throw the beach ball through the "hoop". If you miss, you have to do three sit-ups. Each hoop gets one point. Award a prize or privilege to the winner!
Play beach volleyball!
Use an old sheet or blanket and hang it up like a volleyball net. Divide family into teams and play volleyball with the beach ball. You can make the game more challenging by making the older kids (that's you mom and dad) play on their knees!
Keep the ball in the air!
With your child, try to move around the house, keeping the beach ball off the ground without using your hands. For example, put the ball between your elbows, foreheads, tummies, bottoms. Can you stand up and sit down, without dropping the beach ball?
Bubble Games
Make Your Own Bubble Solution!
¼ cup liquid dish soap
¾ cups water
1½ TBSP light corn syrup
2 cups warm water
¼ cup good quality dish soap (e.g., Dawn)
a little food coloring or Kool-Aid powder
2 TBSP of corn syrup
Bubble solution works best when you let it sit for about two days before you use it.
Mod_1_Kit_PA_en_2013
Blow some bubbles in the air! See how long you can keep the bubbles in the air without letting them fall to the ground!
Blow some bubbles outside! Run to a designated area in the yard and back again and catch the bubbles before they fall to the ground.
Make Your Own Bubble Maker
paper cup
straw
dish soap
water
Poke a pencil hole on the side of a paper cup, one inch from the bottom, and stick a drinking straw through the hole half way through the cup. 1
Pour dish soap into the cup until the straw is covered. Add a little water. 2
Blow gently until beautiful colored bubbles froth over the rim of the cup and fill the air. DO NOT GIVE THIS TO YOUR CHILD TO USE, AS SHE/HE MAY SWALLOW THE DISH DETERGENT RATHER THAN BLOW IT OUT! 3
This institution is an equal opportunity provider and employer. Printing of this material was funded by USDA's Supplemental Nutrition Assistance Program -- SNAP. The SNAP provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. To find out more contact 1-800-432-6217. | <urn:uuid:455915d6-b2c3-4b4d-b4eb-539e8bf0f832> | CC-MAIN-2017-17 | http://prc.unm.edu/educational-materials/chile-plus-docs/mod-1/mod-1-kit-pa-en-2013.pdf | 2017-04-26T02:12:31Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00391-ip-10-145-167-34.ec2.internal.warc.gz | 310,451,160 | 582 | eng_Latn | eng_Latn | 0.994665 | eng_Latn | 0.994788 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1072,
2485
] | [
3.75
] | 2 | 0 |
The Discipler's Commentary
Answer Outline for the Discipler Luke 15
15:1-2 – Jesus is spending time with and ministering to tax collectors and sinners. This causes the Pharisees and scribes to grumble. Why?
- Ask the disciple what kind of reaction the Pharisees, experts in the Old Testament, should have had toward those who were lost because of sin. (Law vs. love)
- The discipler may need to review why tax collectors and sinners were so abhorrent to Pharisees.
15:3-32 – Because the religious leaders obviously do not see any benefit in Jesus spending time with the sinners, Jesus begins teaching a series of parables.
- The discipler is equipped here to explain the purpose of parables; see below
The purpose of parables:
- The discipler may need to elaborate each of these points.
1. A parable is designed to teach a spiritual truth
- Parables are not just cute stories such as Aesop's Fables, or proverbs which teach lessons about life. They are specifically intended to teach a spiritual truth that helps the listener see how God sees things.
- Parables are often taught to help the listener understand what the kingdom of God looks like.
- Parables are also taught to help a believer understand how to live a godly life, or how to be a true follower of Jesus.
- Parables do not predict the future, but equip the believer how to cope with whatever the future holds.
2. A parable is a story that could be true but is not necessarily true;
- Parable are uniquely designed for the given audience.
- Parables are therefore taken from everyday settings and events that the listener can relate to.
3. A parable is designed to reveal truth to believers and hide truth from doubters and skeptics.
- An unbeliever will not want to waste time trying to understand a parable, and in fact may be so blinded by disbelief that he is completely unable to grasp the spiritual truth.
- A believer will attempt to understand the meaning of the parable; he or she will seek out the spiritual truth which should result in changed behavior or changed relationships.
15:4-7 – The parable of the lost sheep
- The discipler may need to explain to the disciple the characteristics of sheep and how they can become lost.
- All of Jesus' audience would be familiar with sheep. The disciple may not be.
Major themes:
1. The value of the lost individual (the "one")
- The key word here is "value." Every individual is valuable to God. Can the disciple name some kind of individuals that the world—or even the church—might find NOT valuable to God?
-
Ensure that the disciple understands why it is so important to God that a lost individual is found.
Ensure that the disciple knows what are the consequences for dying as someone who is spiritually lost.
- Ask the disciple what the reaction of the Pharisees should have been toward the lost being found. Can the disciple describe why the Pharisees would not see finding the lost "sinner" a cause for rejoicing?
2. The joy in heaven over recovering one who is lost & unaware he is lost
- Ask the disciple why there is so much rejoicing over a spiritually lost person being found.
3. The joy for the one who finds (recovers) the lost
- Ask the disciple if he or she can determine why the Pharisees were not rejoicing over lost sinners being found.
- Make sure the disciple clearly understands the fact that the Pharisees viewed sinners only through the eyes of the law, whereas God sees sinners through the eyes of love.
15:8-10 – The parable of the lost coin
- The themes are the same as the previous parable. One exception is that the main character in the parable of the lost sheep is a man; the main character in this parable is a woman.
Major themes:
1. The value of the lost individual (the "one")
2. The joy among angels over recovering one who is lost
3. The joy for the one who finds
15:11-32 – The parable of the lost son (prodigal son)
- The disciple may not know the meaning of the term "prodigal." It means one who spends money or resources in a reckless, self-serving way.
- Quite likely, the disciple has heard of this parable. Ask him to retell the parable in his own words.
Major themes:
1. The son chose of his own accord to leave the presence of his father
- Ask the disciple if he or she can identify with the lost son.
- Ask the disciple if he or she has ever acted like a prodigal, or known someone who has. (The answer to the latter usually involves a family member.)
2. A person may not realize they are spiritually lost until they hit rock bottom
- If the disciple is able to identify with the prodigal son, ask what happened to turn him around and make him come to "his senses." (This can be a very personal and intimate time, and the discipler should allow the disciple to speak freely and, if necessary, acknowledge repentance.)
3. The father was always looking for the return of the lost son
- A great discussion can be elicited here. The disciple may be the lost son, or the disciple could actually represent the father who was looking for the lost son. If the latter is the case, ask if he or she ever wanted to "give up" on the one who was lost.
4. There was great celebration when the lost son returned
- Ask the disciple if the church he or she attends celebrates the recovery of a spiritually lost person.
- Ask the disciple if he or she has ever felt like the son who was NOT lost.
5. The fact is that the lost son squandered his inheritance; there are earthly consequences for sin.
- This is a very important point to stress to the disciple. Ask the disciple what can be lost by becoming a prodigal son. For example, innocence, finances, and relationships may be lost. Other consequences can be bad memories, a loss of physical or emotional health, guilt, regret, and loss of self-esteem.
- Ensure that the disciple does not leave the session on a negative note. What should be emphasized is the never-ending love of our Father in heaven who not only forgives completely, but throws banquets for a returning lost son.
Question: How is God speaking to you through His word today?
- This is a great place to ask the disciple, "How has God spoken to you through His word today?" | <urn:uuid:30e48619-f8c7-453d-abaf-0926f2872bf4> | CC-MAIN-2017-17 | http://walkwiththeword.org/Commentary/Luke/Files/Luke-Chapter_15-Answer_Outline.pdf | 2017-04-26T02:14:54Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00391-ip-10-145-167-34.ec2.internal.warc.gz | 421,975,416 | 1,380 | eng_Latn | eng_Latn | 0.998848 | eng_Latn | 0.998944 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3119,
6169
] | [
2.140625
] | 1 | 7 |
World's largest solar plant to go live in California's Mojave Desert
As the Ivanpah solar energy project goes online on Feb. 13, we reflect on lessons learned that will protect wildlands and advance clean energy.
Three large towers rise up from California's Mojave Desert and cast long shadows like giant sundials. Beneath them, thousands of individual mirrors face upward toward the clear sky, radiating outward into geometric patterns that can only really be appreciated from an aerial view. At first glance, Ivanpah Solar Electric Generating System looks almost alien.
An aerial view of the Ivanpah Solar Power Facility at sunrise, where heliostat installation is nearly complete. Photo: BrightSource Energy
Observing the juxtaposition of the Ivanpah project—the world's largest existing solar plant—and the barren beauty of the Mojave Desert takes some getting used to. This project, which is the first of its kind in terms of size, was part of a push from the Obama administration to expand our nation's renewable energy sources in an effort to address climate change. It is one of the many projects of its scale that our nation will need to build in as we transition to cleaner sources of energy. The Ivanpah project, developed by BrightSource Energy and operated by NRG Energy, will produce reliable solar electricity to more than 140,000 homes throughout the western U.S.
"To many, this project represents forward progress toward a cleaner energy future. Others see a monument to human ingenuity and a pathway for regional economic development. For some, the project is a massive industrial facility sitting in the heart of a sensitive wildlife habitat and scenic desert views."
To many, this project represents forward progress toward a cleaner energy future. Others see a monument to human ingenuity and a pathway for regional economic development. For some, the project is a massive industrial facility sitting in the heart of a sensitive wildlife habitat and scenic desert views.
Love it or hate it, there is one thing on which many can agree—there is a lot to be learned from this project. From the early stages of planning to today, we have learned important lessons about energy development that occurs on such a large scale.
Our insights will help to ensure that future development of renewable energy will be "smart from the start," in that it avoids the controversy that has plagued other types of energy development on public land for decades. As a country, we have an enormous opportunity to ensure that our next generation of utility-scale power plants will be sited in a way that is sensitive to the lands they occupy, and with the greatest attention to respecting existing uses of the land, including being home to sensitive wildlife.
What we know for sure is that the greater California desert boasts world-class solar and wind resources and will continue to face pressure for development of renewable energy. But the desert is also home to a whole lot more than just energy potential. This diverse region hosts an extraordinary array of animal and plant species, cultural and historic treasures and boundless recreational opportunities. These values and renewable energy development conflict in some places.
Heliostats, seen from the top of the tower, surround Tower 1 at the Ivanpah Solar Power Facility. Photo: BrightSource Energy
The Ivanpah project was proposed in one of those areas. There were initial concerns about the application, and additional issues emerged as it wound through permitting and construction, some of which were not known when the project application was reviewed. Identifying and applying lessons learned from this experience will be important for protecting lands as well as ensuring the success of renewable energy in the future—several key lessons follow.
Lesson #1: Landscape level planning is essential to smart decisions
The Ivanpah project was proposed before the Bureau of Land Management had a plan for solar energy. Data on the abundance of desert tortoises on the site proved inadequate and significantly underestimated the project's impacts on tortoise populations in the valley. This demonstrates the need to thoroughly pre-screen land to find suitable areas for development away from wildlife habitat. Having better long-term data about the lands and wildlife before a project area is identified or breaks ground will help prevent the type of conflicts that surfaced at Ivanpah.
Lesson #2: Infrastructure induces more infrastructure
The Ivanpah solar project, located next to the Mojave National Preserve, is in a largely undisturbed and remote valley. The building of Ivanpah created new transmission lines into the area, attracting other energy projects. There are now five projects in Ivanpah Valley—effectively a de facto solar zone. The broad footprint of all the projects combined presents a big disruption to previously intact wildland, but such challenges are not looked at as a whole when making decisions about where to permit projects. To minimize this cumulative impact in the future, development should be planned to ensure the region can sustain it and sited to capitalize on roads and transmission lines that already exist.
Lesson #3: More research is needed to address continued uncertainty regarding potential impacts
At Ivanpah, sunlight reflects off of mirrors to boilers atop 450-foot towers, creating a high temperature steam that turns a turbine and creates electricity. Solar projects are needed to generate this clean energy, but as with other large-scale projects, negative impacts to land and wildlife can still occur. Bird deaths have been documented at Ivanpah, for example. As we transition to clean energy, scientific research and monitoring at project sites is needed. What we learn could help prevent harm in the future.
The blue-gray gnatchatcher, a small songbird and resident of the Mojave Desert, is one of the bird species whose range includes the Ivanpah project site. Photo: Wildreturn, Flickr
Lesson #4: Unavoidable impacts to the environment should be offset
Ivanpah's developers have spent tens of millions of dollars to offset impacts to desert tortoises through purchasing and protecting land that includes tortoise habitat. These efforts will ultimately help young tortoises survive threats from disease and predators like ravens. While these steps are important, a more pro-active approach will better address impacts. The Bureau of Land Management is working to improve the mitigation process as we move forward. For future projects this would result in prioritized investments in conservation activities and wildlands based on regional plans, rather than the project-by-project approach used todate.
Tomorrow's clean energy industry will be built upon the lessons learned from projects like Ivanpah. Being truly "smart from the start" means working collectively, and with the best science and community input, to determine the best places for renewable energy as well as the lands that should be protected for other important values. Fortunately, there are solutions on the table.
The Desert Renewable Energy Conservation Plan (DRECP) is a great model for future projects. This plan is being developed by the BLM in California to identify low conflict places for renewable energy development in the desert. The plan will ultimately determine which wild areas should be protected for future generations and which should be used for renewable energy. Processes like the DRECP are critical for meeting our clean energy needs while protecting our natural and cultural heritage.
The most important thing we can do to protect desert wildlands while advancing clean energy is to find the right places. Collaborative planning processes, community involvement and better science and research can help shape the future of the desert in a thoughtful way. | <urn:uuid:5a614823-9b4e-432f-893c-fa32c92d8b83> | CC-MAIN-2017-17 | http://ceert.org/wp-content/uploads/2014/02/140218_WildernessSociety_World%E2%80%99s-largest-solar-plant-to-go-live-in-California%E2%80%99s-Mojave-Desert.pdf | 2017-04-26T02:10:33Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 70,839,988 | 1,489 | eng_Latn | eng_Latn | 0.998 | eng_Latn | 0.998521 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1691,
1997,
3241,
5317,
6736,
7884
] | [
2.828125
] | 1 | 5 |
The Lower Greensand Formation
The Lower Greensand formation stretches right across southern England, showing on the surface as thin sinuous strips running from Norfolk SW to the Isle of Wight, and again south and east of London. It changes its character and its local name across the country; here in Bedfordshire it is known as the Woburn Sands. In the Lower Cretaceous the sea washed these tiny grains of quartz sand south and west from Yorkshire to Bedfordshire and beyond.
Maximum extent
of the Cretaceous
seaway
Lower Greensand
Bedfordshire
What's in a name?
Today there are strict rules for the naming of rocks, which are almost always named for the best place to see them. The LOWER GREENSAND FORMATION is one of many old names too famous to change, even though it's not green and there are sandstones, clays, silts and ironstones in this sequence. It got its name when the Victorians assumed the green sandstone at the base of the Bedfordshire Chalk was the same as all other sands. When they found that these sands were separated by the Gault Clay (and many million years in time), they simply renamed the younger green sandstone the 'Upper Greensand' and the older, lowermost the 'Lower Greensand'.
What are RIGS?
These are Regionally Important Geological and Geomorphological Sites, places that reveal our geological past and are considered important enough to deserve conservation. They include sites where rocks can be seen (such as quarries and road cuttings) or where the geology or geological processes can be inferred from the shape of the landscape. Even buildings that use local stone in their structure can be RIGS! Official RIGS are recognised by county councils and by English Nature (the statutory nature conservation body of England).
The Bedfordshire & Luton RIGS group
We exist to encourage understanding of the geology and geomorphology of the county and to undertake site recording, interpretation, advice and education. We aim to:
* Protect local geological and geomorphological sites
* Encourage public enjoyment of rocks, fossils and landscape
* Encourage the use of RIGS sites by the public, by schools and local groups
* Keep a listing of RIGS sites in Beds
* Provide information for potential users of sites
* Encourage landowners to participate in the scheme
* Involve landowners and users of RIGS in good practice and management
You can find out more about the geology and geomorphology of your area by visiting our website: www.bedsrigs.org.uk
You can join trips and help the Beds RIGS group conserve our geological past for the future.
To find out more about the group and events contact:
Chris Andrew c/o Bedford Museum, Castle Lane, Bedford, Bedfordshire MK40 3XD. Tel: 01234 353323; Fax: 01234 273401
Supported by English Nature through Defra's Aggregates Levy Sustainability Fund
The Lower Greensand the basics
In the Lower Cretaceous, while dinosaurs walked on dry land, Bedfordshire was a sandy shallow seaway. That seaway is now the Greensand Ridge; the sands are the basis of the modern quarrying industry in the Leighton-Linslade area.
PRESENT
JURASSIC
million years
208
TRIASSIC
million years
245
PERMIAN
290 million years million years
362
DEVONIAN
million years
408
SILURIAN
million years
439
ORDOVICIAN
million years
510
CAMBRIAN
million years
570
PRE-
CAMBRIAN
4.6 billion years
The Lower Greensand in Bedfordshire: The Woburn Sands
Ironstone
The Silty Beds appear only in the Heath & Reach area.
The Red Sands
There are almost no fossils in the Woburn Sands. Sometimes worms or other animals found a spot sheltered from the tides and currents; their burrows survive as trace fossils.
The Silver Sands may be many colours, including redbrown, sandy tan – and silver-grey!
Throughout the Woburn Sands there are signs that currents and tides moved the sands back and forth.These movements built up many thin layers of sand to form dunes on the seafloor; we see the pattern of those layers when cliffs and quarries display sections through the dunes.
All the sands are cemented together by iron oxide (rust!). Sometimes there's enough iron oxide to bind the sands into hard brown sandstone.
The Brown Sands appear across Bedfordshire, but are seen at their best in the Heath & Reach area.
Seams of Fuller's Earth (reworked ash from a volcanic eruption) are found in the middle of the Brown Sands.
Phosphate pebble bed
The Woburn Sands tell the story of a sudden rise in sea level 115 million years ago. England had been dry land for about 40 million years (from the end of the Jurassic period), and erosion by wind and water had worn away many layers of older rock. Then sea-levels rose rapidly as the result of the most significant global warming the Earth has known. In Bedfordshire we see this event as the sudden influx of marine sands into a narrow seaway running right across the county.
Leighton Buzzard is an unusual area as the Woburn Sands can be divided into three distinct types: the Brown Sands, the Silver Sands and the Red Sands. Each tells us about a different episode in the story of the flood.
The Silty Beds at the top of the formation preserve an unusual sequence of silts, sands and clays laid down in a tidal flat around the estuary. The sands mark periods when it was flooded by the sea; at other times muds and silts were left behind by river water and rain.
The Red Sands are the rarest sands, formed in highenergy floodwater channels that cut down into the other sands, gouging out several narrow paths. Today they can only be seen in the Billington area (Pratt's Pit). They are highly unusual in that they contain tiny black balls made of an iron mineral called goethite. Geologists have no idea how these miniature cannon balls formed – there are still mysteries to be solved in this intriguing science.
The Silver Sands were sand bars forming at the mouth of this estuary. They are full of fossil wood brought down by the river from cycad forests growing on higher ground. Fossil charcoal tells us that fires sometimes raged in the forests. The Silver Sands can be seen in many quarries including Munday's Hill and Stone Lane.
The Brown Sands are the oldest, at the bottom of the formation. They formed where a large estuary fed into the sea: you can see the evidence of the tide reversals in the sands, and fresh and brackish water algae survive as fossils to be found with a microscope! These sands can be seen best in Nine Acres Quarry, but Munday's Hill and Stone Lane Quarries are impressive.
There are good views into Stone Lane and Reach Lane Quarries from public footpaths in Heath & Reach. All quarries mentioned are privately owned and not open to the public. Entry is by arrangement only; contact the RIGS group for more information.
The Silty Beds, with fossil burrows of worms and shrimps digging into the sands and muds of the tidal flats.
The Red Sands. The pale stripes are quartz and the dark ones are goethite (an iron mineral).
The Silver Sands are pure quartz sand, sometimes white, but often lemon to pale orange in colour. Look carefully at the sand grains and you will find pink, lemon and mauve grains (rose quartz, citrine and amethyst). | <urn:uuid:b82618ef-6f70-4dd0-a53c-9f1e3e3e3c56> | CC-MAIN-2017-17 | http://www.bedfordshiregeologygroup.org.uk/leaflets/RIGSLGreen1.pdf | 2017-04-26T02:14:09Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 471,639,438 | 1,630 | eng_Latn | eng_Latn | 0.99811 | eng_Latn | 0.998321 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3095,
7189
] | [
3.421875
] | 3 | 0 |
Case Study: Stockgrove Country Park
RIGS leaflet Stockgrove Country Park: Ice Age Landforms
Introduction
Stockgrove Country Park lies in Heath & Reach, on the western tip of the Greensand Ridge. It is open to the public, providing a glimpse into Bedfordshire's geology as well as a valuable conservation area. The park covers an area of approximately 80 acres and includes a variety of habitats including broadleaved woodland, a lake and marshes, grassland, heathland and conifer plantations.
These habitats are linked to the underlying rocks and landscape which have been created over many millions of years by a series of geological events. More recently some have been affected by human activities.
Geological History
About 100 million years ago Stockgrove was an estuary at the edge of a warm shallow sea. Rivers running south from what is now Yorkshire deposited sediments (sand grains, eroded bits of rock and occasional fragments of wood from forests of cycads) in this estuary. The layers of sediment were later buried under clay and chalk as sea levels rose and fell. Eventually wind, water and ice removed these more recent sediments, exposing the Greensand for us to see. Some of the sands are cemented by iron and silica to form sandstone; although there are no natural exposures of sandstone here, there is a sundial made of sandstone from a local quarry.
In addition to exposing the Greensand, the glaciers left more concrete evidence of their presence. As the ice moved across the landscape it scraped and pulverised the underlying rocks. The resulting mix of ground rock, known as till, was left behind when the ice melted. Much of Bedfordshire is covered by till, including some hilltops in Stockgrove. It is recognisable as an unsorted mass of pebbles, sands and clays. Stockgrove also includes a dry valley, a landform characteristic of the environment near a glacier. The processes that created the valley exposed the Jurassic clay under the Cretaceous Greensand, giving rise to springs and marshes.
Stockgrove Country Park today
At Stockgrove the vegetation clearly indicates the rocks from which the soil was derived. For example, gorse and heather grow in sandy, free-draining areas, while nettles prefer places where the soil is moist and rich in nutrients (particularly phosphate).
Modern Stockgrove is carefully managed to balance the needs of people, wildlife – and the preservation of our geological history.
Fieldwork and further study ideas
* Local geology and the ice age
* Properties of local rocks and soils
* Investigate local habitats linking to soil type
* Visitor pressure and management | <urn:uuid:37e35e23-12b8-4644-8986-9d21b0ffac65> | CC-MAIN-2017-17 | http://www.bedfordshiregeologygroup.org.uk/leaflets/RIGSEdStockgrove.pdf | 2017-04-26T02:09:47Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 471,526,438 | 554 | eng_Latn | eng_Latn | 0.998412 | eng_Latn | 0.998412 | [
"eng_Latn"
] | false | docling | [
2635
] | [
3.234375
] | 1 | 4 |
Suicide and Mental Health Resources in your area of the state
Call the toll-free National Suicide Prevention Lifeline (NSPL) at 1-800-273-TALK (8255), 24 hours a day, 7 days a week. The service is available to everyone. The deaf and hard of hearing can contact the Lifeline via TTY at 1-800-799-4889. All calls are confidential. Dial 911 in an emergency.
Learn more on the NSPL's website.
RESOURCES
Coronavirus Anxiety
CDC: Stress & Coping
APA: COVID-19 Information and Resources
AACAP: Coronavirus/COVID-19 Resource Library
GGIA: Three Good Things
MANAGING STRESS & UNCERTAINTY DURING COVID-19
How to Calm:
1. Slow and control your breathing
2. Physical Activity is great for stress reduction and mood improvement
3. Enjoyable, daily activities, can enhance feelings of wellbeing
4. Trigger the DIVE reflex by holding a cold pack or zip lock bag of cold
water on eyes and cheeks for 30 sec., keeping water above 50°F Dealing with Worries:
Do not try to directly stop worry, question it. Ask yourself: If my best friend or someone I love had this thought, what would I tell them? This can disrupt the worry and bring out the wisdom you would give others.
Reach out and Stay Connected:
Staying connected to other people and taking part in social activities will make a world of difference in your mood and outlook. Use technology to connect!
Cultivate Gratitude
Learning to cultivate gratitude can boost your mood.
1. Each day for a week, write down three things that went well today
2. The items can be relatively small
3. Give the event a title
4. Write down exactly what happened & how the event made you feel
5. Explain what you think caused the event
Limit how often you check for updates
Constant monitoring of news and social media feeds can quickly turn compulsive and counterproductive – fueling anxiety rather than easing it.
Information provided by:
Alex J. Reed, PsyD, MPH
Assistant Professor, University of Colorado School of Medicine
SYMPTOMS
* Poor performance in school
* Withdrawal from friends and activities
* Sadness and hopelessness
* Lack of enthusiasm, energy, or motivation
* Loss of interest in activities they used to enjoy
* Anger and rage
* Overreaction to criticism
* Feelings of being unable to satisfy ideals
* Poor self-esteem or guilt
* Indecision, lack of concentration or forgetfulness
* Restlessness or agitation
* Changes in eating or sleeping patterns
* Substance abuse
* Sexual promiscuity
* Risk-taking behaviors
* Problems with authority
* Suicidal thoughts or actions
TEEN SUICIDE WARNING SIGNS
* Suicide threats (direct and indirect)
* Obsession with death
* Poems, essays, or drawings that refer to death
* Giving away belongings
* A sense of "hopelessness" and/or no future vision
* Dramatic change in personality or appearance
* Irrational, bizarre behavior
* Overwhelming sense of guilt, shame, or rejection
* Significantly changed eating patterns (including drastic weight gains or losses)
* Significantly changed sleeping patterns (especially contributing to school truancy)
* Severe drop in school performance or social interest
For complete Mental Health Information, please go to | <urn:uuid:33075ce9-851d-4d2f-b38f-7ba2401aa72c> | CC-MAIN-2020-40 | https://chsaanow.com/wp-content/uploads/2020/04/mental-health-monday-april-2020.pdf | 2020-09-20T10:19:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00060.warc.gz | 333,071,978 | 725 | eng_Latn | eng_Latn | 0.992107 | eng_Latn | 0.992107 | [
"eng_Latn"
] | false | docling | [
3161
] | [
2.390625
] | 1 | 0 |
WHITEFISH BAY SCHOOL DISTRICT
Parent Curriculum Overview Senior Kindergarten (K5)
Parents/Guardians of Whitefish Bay Elementary School Students,
Education in Whitefish Bay Schools is a partnership that includes the school, the family and the community. As partners in the education of your children, we want you to be informed about what your child will be learning during this school year. The purpose of this Curriculum Overview is to provide families with a basic overview of the core instructional program at each grade level.
Curriculum in the elementary level is designed to provide students with a strong foundation in general knowledge and skills that will make it possible for them to think creatively and critically as they progress through the K-12 system. To these ends, district curriculum is carefully established by committees composed of the professional staff and community representatives. All curricula undergo comprehensive review and are formally updated every six-seven years through the district curriculum review cycle. Student performance data on a variety of classroom, local, state and national assessments are analyzed on an annual basis to ensure students are progressing toward the district's academic standards.
These standards challenge students to learn a broad range of content knowledge and skills while developing their ability to process that knowledge and use those skills. This balance between content (information and knowledge) and process (problem solving and real-world application) may be a shift in approach to the education you received when you were in primary school, yet should set the foundation for future learning for college and career readiness.
The methods and instructional strategies in our classrooms bring the curriculum to life. First, we embrace Flippen's saying, "Once you capture a child's heart, you have his mind." Teachers develop trusting relationships with students, and amongst the students in the classrooms, in order to maintain a nurturing climate wherein learning will flourish. Reading and mathematics instruction are offered in flexible, large and small group settings. Hands-on learning activities develop conceptual understanding of mathematics, science and social studies. Students in grades second through fifth will participate in an exposure to world language program (Spanish). Strong programs for art, music, physical education, library-media and guidance, along with the integration of technology as a learning tool, are other important components that contribute to the vitality of the elementary-level program.
While teachers strive to meet the needs of all students in the classroom, some students benefit from additional assistance or challenge. Academic support programs are available in reading and math. Similarly, gifted and talented programming exists for students whose need for academic challenge far exceeds that of the regular classroom.
If you would like more information about the district curriculum, log on to www.wfbschools.com and select the district office link and then select Director of Teaching & Learning Services. On this webpage you will find links to curriculum overview documents, learning standards, and resources for parents. After you have reviewed these resources, if you wish to obtain additional information, please contact your child's teacher, your child's principal, or by contacting the Teaching & Learning Office at 963-3927.
As you support your child's academic and intellectual growth this year, encourage him or her to enjoy learning, take risks, confront misunderstandings, put forth diligent effort to develop new skills, and ask an abundance of questions. A tenacious curiosity and an ability to see challenge as an opportunity for growth will provide rewards for a lifetime.
Sincerely,
Maria Kucharski Director of Teaching & Learning Services School District of Whitefish Bay
K5 English Language Arts
The Whitefish Bay School District strives to foster a culture of literacy by providing students with a cognitive apprenticeship environment that would enable them to grow into successful readers, writers, listeners and speakers.
Starting in the fall of 2016, the WFB School District will begin a staggered implementation of a balanced literacy program that will be completed by the end of the 2017-2018 school year. A balanced literacy program includes:
The main instructional strategy that is utilized in our balanced literacy program is the workshop framework. Specifically, within each ELA block, which includes Language Studied, Writing Workshop and Reading Workshop, students participate in lessons that include: teacher instruction (modeling, teaching), guided/collaborative practice, independent practice, small group or conferring, and debriefing or closure.
Our District develops our own units of study through an integrated thematic approach. At the Kindergarten level, your child will study the following integrated literacy units within our overarching themes of: community and relationships, literacy tradition, living things, sense of self, inspired by true stories and genre studies:
K5 Mathematics
When today's students become adults, they will face new demands for mathematical proficiency. All young Americans must learn to think mathematically, and they must think mathematically to learn (Adding It Up, National Research Council, 2001).
Math Expressions, our newly adopted math resource, is replacing Everyday Math beginning the 2013-2014 school year. In Math Expressions Common Core, teachers create an inquiry environment and encourage constructive discussion. Students invent, question, model, represent and explore, but also learn and practice important math strategies. Through daily Math Talk, students construct viable arguments and critique the reasoning of others. Mathematics content and models connect and build across the grade levels to provide a progression of teaching and learning that aligns precisely with the Common Core State Standards for Mathematics.
In Kindergarten, instructional time will focus on two critical areas within a Common Core Curriculum; (1) representing, relating, and operating on whole numbers, initially with sets of objects; (2) describing shapes and space. More time is devoted to number than to any other topic.
In addition to the critical areas listed above, in senior kindergarten, students will know, understand or demonstrate some awareness of:
- Counts by 10's and ones to 100
- Counts forward beginning from any given number
- When counting objects, says the number names in order, pairing each one with one number name
- Understand the last number name said tells the number of objects counted
- Compares two numbers between 1-10, identifies whether number of objects in a group is greater, less than and equal to
- Fluently add and subtract within 5
- Solves addition and subtraction word problems
- Makes combinations of tens
- Recognizes geometric shapes: circle, square, triangle, and rectangle
- Classifies objects into given categories by common attributes
- Composes simple shapes to form larger shapes
- Understands concepts of first and last
- Sorts (groups) objects; shares strategies
- Counts backwards 20 to 0
- Writes dictated numbers 0-20
- Makes and describes a two-part pattern
- Sort objects using various attributes; shares strategies
- Problem solving strategies
- Basic understanding of graphs
- Models with mathematics
Science
Students will develop the scientific knowledge, skills, and attitudes that enable them to make informed use of science in their lives. In senior kindergarten, students will engage in a variety of scientific investigations to further their understanding of scientific inquiry and how observation and evidence can be used to learn more about how the world works.
- Students will observe the process of evaporation through water painting in sun and shade.
- Students will sort items and name connections (ex. Animals/birds, magnetic/non-magnetic…)
- Students will practice making comparisons of animals, bendable materials, and wheeled vs. non-wheeled loads.
- Students will make various types of measurements including temperature, length, and strength.
- Students will use various tools to complete investigations.
- Students will record information and communicate it to others through lists, models, graphs, charts and diagrams.
- Students will adopt a schoolyard tree for observation and comparison.
- Students will help plant and care for a tree.
- Students will observe and communicate about size, shape, texture, and color of leaves and trees.
- Students will identify parts of tree through tree part card and booklets
- Students will observe and compare physical properties of rocks and soils, using various tools.
- Students will rub rocks together and observe that they break into smaller pieces
- Students will use screens to separate and group river rocks by particle size, and investigate properties of pebbles, gravel, sand, silt and clay particles.
- Students will explore places where earth materials are naturally found and ways that earth materials are used.
- Students will use sand to make sculptures and clay to make beads, jewelry, and bricks.
- Students will find, collect, record, and compare samples of soil outside the classroom.
Social Studies & Health/HGD
The Whitefish Bay Social Studies curriculum will nurture attributes, knowledge, and skills through which young people become socially active and informed citizens who understand the structure and processes of society and have the ability to adapt in a changing social, political, and economic environment.
In senior kindergarten, students will know and understand at a developmentally appropriate level:
[x] Characteristics of rules and laws; participation in forming classroom rules
[x] Some of the responsibilities of citizens such as voting, participation in voting on classroom decisions and cooperating and carrying our classroom duties
[x] Nature of communities and families at home and around the world
[x] Neighborhood businesses and the goods and services they provide
[x] The celebration of individual differences, family differences and cultural differences
[x] Location of their school, home, neighborhood, community, state and country
[x] The introductory use of maps and globes and classification of places by dominant characteristics
[x] Roles of community helpers
[x] Safety/Fire protection awareness at home and school
[x] Preventative behavior and caution with strangers; everyone has a need for privacy
Guidance Counseling & Health/HGD
The guidance program teaches and supports the students in skills and strategies for developing
healthy self concept, emotional awareness, successful relationships, decision making, and conflict resolutions.
In senior kindergarten, students will know and understand at a developmentally appropriate level:
- Awareness of self, personal interests, strengths and abilities; mutual respect
- Listening skills and "I care" language
- Skills needed to make and keep friends
- Cooperative behavior
- Awareness of others' feelings; respect for, and appreciation of, individual differences
- Recognizing and accepting responsibility for one's own feelings and actions
- Ways of asking for/offering help; identifying steps in a decision making process
- Feelings and emotion-producing situations; healthy ways to cope with unpleasant feelings and situations
- Conflict resolution skills based on positive choices such as sharing, taking turns, apologizing
- Knowledge of rules at school and understanding of rights and responsibilities in the school environment
Elementary Specials Overview
General Music
Mission of the K – 12 Music Education Program: Students will begin a lifelong relationship with music through listening, describing, creating, and performing.
The kindergarten through fifth grade music program offers a broad spectrum of opportunities designed to promote development on each child's musical potential. It is our goal to provide each student with the skills necessary to both create and enjoy music while understanding it as a universal means of expression. Lessons are designed to convey the joy of music that will encourage each child to seek musical opportunities later in life.
Beginning at the earliest level, students sing, chant, move, and dance to music composed by others while they are encouraged to alter, modify, expand, and improvise upon that music, later creating and composing music on their own. Throughout the elementary school years the children build skills of listening and responding, reading and writing music. The student's own voice is nurtured and good choral habits are stressed throughout the grades. Classroom instruments, both rhythmic and tonal, are used along with recorders at the third grade level and electric keyboards in the upper elementary classes.
The music literature in the classroom is chosen to reflect the backgrounds of our students as well as to expose them to the wide diversity of music created by the peoples of the world.
All children receive General Music instruction as per the time allotments shown below. In addition, fourth and fifth grade students may choose to be involved in the string program. Fifth grade students may choose to be involved in the band program. All fifth grade students are included in the fifth grade choir program.
General Music Time Allotments:
Senior kindergarten through 5 th grade: 30 minute classes twice per week
5 th grade Band, Orchestra, Choir Assemble: 60 minute classes twice per week
5 th grade Band, Orchestra
30 minute additional lesson once per week
Art
The mission of the K – 12 Visual Art program:
Students will gain the ability to manipulate a variety of media, and develop creative problem-solving skills. Students will build and expand their understanding of art and themselves, as well as establish a life-long relationship with the visual world.
In the elementary art program, students will develop creativity and problem-solving skills, build and expand their understanding of art, and successfully manipulate a variety of media.
The elementary art curriculum allows students to begin to:
- Demonstrate understanding of artistic principles through effective use of media, tools, vocabulary and processes.
- Develop and relate his or her knowledge of art to themselves and others.
- Manipulate various media, materials and/or images to be expressive.
- Understand, discuss and respond to works of art.
Students experience a wide variety of materials and media in the elementary art program. They are shown proper techniques for creative use of materials. Projects are assigned with specific goals and criteria in mind, but allow for personal creativity and problem solving. When possible, art experiences link to school-wide as well as classroom learning themes and activities.
Learning experiences center around:
Unity
Art Time Allotments:
Junior Kindergarten:
30 minute class once per week
Senior Kindergarten – 5 th grades: 60 minute classes once per week
Physical Education
Physical Education will enable each student to acquire the knowledge and skills to pursue and enjoy a lifetime of healthful activities.
Elementary physical education offers a wide variety of physical activities to our students. Our theme of "children learning to move and moving to learn" guides us to teach not only physical skills, but also movement concepts and principles needed for their development.
Optimal fitness for students ages 4 to 11 is the priority. Building healthy lifestyles through physical activity is discussed and practiced in every class. Good sportsmanship, teamwork, respect, and establishing positive attitudes and self-confidence are also common threads in each lesson. Students will learn responsible social and personal behavior in the gym while fitness and physical skills are practiced, and aerobic and sport-specific games are played.
We hope that children will wholeheartedly enjoy physical activity so it will become an integral part of their daily lives and carry over into adulthood.
Physical Education Time Allotments:
Junior kindergarten:
30 minute class once per week
Senior kindergarten through 5 th grade: 30 minute classes three times per week
Technology
The district's mission for instructional technology:
Students will be self-directed learners who can access, evaluate and apply the most effective tools and resources to communicate and compete globally. In order to meet this vision, students need meaningful, dialing integration of technology.
Teachers design and implement technology experiences which allow students to access technology at developmentally appropriate stages. Integrated technology instruction allows students to:
- Use a variety of technology tools in order to facilitate and demonstrate learning across the curriculum.
- Use technology to communicate in various ways.
- Understand, respect and apply rules of ethics to be responsible users of technology.
- Understand and operate computer systems and other technologies.
Technology applications are integrated as appropriate throughout the elementary curriculum. Integrated word processing instruction is introduced in first grade, with new elements added each year through grade five. Word processing is integrated with other curricular areas such as reading, language arts, science, and social studies. Formal keyboarding instruction begins in third grade and builds through grade five. Efficient, safe, and ethical use of varied technologies is taught at all grade levels. | <urn:uuid:455da77d-17e1-428c-ba7a-1ac5d17a4d27> | CC-MAIN-2017-17 | http://www.wfbschools.com/cms_files/resources/SK%20Curriculum%20Overview%202016-2017.pdf | 2017-04-26T02:10:16Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 756,828,256 | 3,246 | eng_Latn | eng_Latn | 0.942046 | eng_Latn | 0.997568 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
82,
3917,
5147,
7471,
9337,
11681,
13703,
15135,
17671
] | [
3.984375
] | 3 | 1 |
CROSSWALK
Georgia Performance Standards (GPS)
to
Georgia Standards of Excellence (GSE)
Kindergarten – Grade 12
Table of Contents
Kindergarten
GPS
SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as sun, moon, stars) in the day and night sky.
a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day.
b. Classify objects according to those seen in the day sky and those seen in the night sky.
c. Recognize that the Sun supplies heat and light to Earth.
SKE2. Students will describe the physical attributes of rocks and soils.
a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc.
b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size.
c. Recognize earth materials— soil, rocks, water, air, etc.
GSE
SKE1. Obtain, evaluate, and communicate observations about time patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky.
a. Ask questions to classify objects according to those seen in the day sky, the night sky, and both.
b. Develop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words.
(
Clarification statement:
Students are not expected to understand tilt of the Earth,
rotation, or revolution.)
SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air).
a. Ask questions to identify and describe earth materials—soil, rocks, water, and air.
b. Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color).
c. Use tools to observe and record physical attributes of soil such as texture and color.
Kindergarten
GPS
SKP1. Students will describe objects in terms of the materials they are made of and their physical properties.
a. Compare and sort materials of different composition (common materials include clay, cloth, paper, plastic, etc.).
b. Use senses to classify common materials, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, texture, buoyancy, flexibility).
SKP2. Students will investigate different types of motion.
a. Sort objects into categories according to their motion. (straight, zigzag, round and round, back and forth, fast and slow, and motionless)
b. Push, pull, and roll common objects and describe their motions.
SKP3. Students will observe and communicate effects of gravity on objects.
a. Recognize that some things, such as airplanes and birds, are in the sky, but return to earth.
b. Recognize that the sun, moon, and stars are in the sky, but don't come down.
c. Explain why a book does not fall down if it is placed on a table, but will fall down if it is dropped.
GSE
SKP1. Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes.
a. Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.)
b. Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).
c. Plan and carry out an investigation to predict and observe whether objects, based on their physical attributes, will sink or float.
SKP2. Obtain, evaluate, and communicate information to compare and describe different types of motion.
a. Plan and carry out an investigation to determine the relationship between an object's physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied. (Examples could include toss, drop, push, and pull.)
b. Construct an argument as to the best way to move an object based on its physical attributes.
While not explicit, the concept of gravity is incorporated into SKP2 when students are investigating the motion of objects in relation to the application of a force.
Kindergarten
GPS
SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.
a. Recognize the difference between living organisms and nonliving materials.
b. Group animals according to their observable features such as appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.)
c. Group plants according to their observable features such as appearance, size, etc.
SKL2. Students will compare the similarities and differences in groups of organisms.
a. Explain the similarities and differences in animals. (Color, size, appearance, etc.)
b. Explain the similarities and differences in plants. (Color, size, appearance, etc.)
c. Recognize the similarities and differences between a parent and a baby.
d. Match pictures of animal parents and their offspring explaining your reasoning. (Example: dog/puppy; cat/kitten; cow/calf; duck/ducklings, etc.)
e. Recognize that you are similar and different from other students. (senses, appearance)
GSE
SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped.
a. Construct an explanation based on observations to recognize the differences between organisms and nonliving objects.
b. Develop a model to represent how a set of organisms and nonliving objects are sorted into groups based on their attributes.
SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.
a. Construct an argument supported by evidence for how animals can be grouped according to their features.
b. Construct an argument supported by evidence for how plants can be grouped according to their features.
c. Ask questions and make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.
First Grade
GPS
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.
c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
S1E2. Students will observe and record changes in water as it relates to weather.
a. Recognize changes in water when it freezes (ice) and when it melts (water).
b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).
c. Determine that the weight of water before freezing, after freezing, and after melting stays the same.
d. Determine that water in an open container disappears into the air over time, but water in a closed container does not.
GSE
S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.
a. Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type.
b. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).
c. Plan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar seasonally, and graphically.
d. Analyze data to identify seasonal patterns of change. (Clarification statement: Examples could include temperature, rainfall/snowfall, and changes to the environment.)
The concepts of liquid and solid water were incorporated with S1E1. The additional concepts were removed based on developmental appropriateness feedback from survey.
First Grade
GPS
S1P1. Students will investigate light and sound.
a. Recognize sources of light.
b. Explain how shadows are made.
c. Investigate how vibrations produce sound.
d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.
e. Identify emergency sounds and sounds that help us stay safe.
S1P2. Students will demonstrate effects of magnets on other magnets and other objects.
a. Demonstrate how magnets attract and repel.
b. Identify common objects that are attracted to a magnet.
c. Identify objects and materials (air, water, wood, paper, your hand, etc.) that do not block magnetic force.
GSE
S1P1. Obtain, evaluate, and communicate information to investigate light and sound.
a. Use observations to construct an explanation of how light is required to make objects visible.
b. Ask questions to identify and compare sources of light.
c. Plan and carry out an investigation of shadows by placing objects at various points from a source of light.
d. Construct an explanation to observe and provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
e. Design a signal that can serve as an emergency alert using light and/or sound to communicate over a distance.
S1P2. Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects.
a. Construct an explanation of how magnets are used in everyday life.
(
Clarification statement:
Everyday life uses could include refrigerator magnets,
toys, magnetic latches, and name tags.)
b. Plan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects.
Second Grade
GPS
S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes.
a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people.
S2P1. Students will investigate the properties of matter and changes that occur in objects.
a. Identify the three common states of matter as solid, liquid, or gas.
b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.
S2P2. Students will identify sources of energy and how the energy is used.
a. Identify sources of light energy, heat energy, and energy of motion.
b. Describe how light, heat, and motion energy are used.
GSE
S2E3. Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment.
a. Ask questions and obtain information about major changes to the environment in your community.
b. Construct an explanation of the causes of a change to the environment in your community.
S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects.
a. Ask questions to describe and classify different objects according to their physical properties.
(Clarification statement: Examples of physical properties could include color, mass, length, texture, hardness, strength, absorbency, and flexibility.)
b. Construct an explanation for how structures made from small pieces (linking cubes, building blocks) can be disassembled and then rearranged to make new and different structures.
c. Provide evidence from observations to construct an explanation that some changes in matter caused by heating or cooling can be reversed and some changes are irreversible.
(Clarification statement: Changes in matter could include heating or freezing of water, baking a cake, boiling an egg.)
Based on survey feedback and current research, concepts not appropriate at this grade level. The standard was deleted.
Second Grade
GPS
S2P3. Students will demonstrate changes in speed and direction using pushes and pulls.
a. Demonstrate how pushing and pulling an object affects the motion of the object.
b. Demonstrate the effects of changes of speed on an object.
S2L1. Students will investigate the life cycles of different living organisms.
a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
b. Relate seasonal changes to observations of how a tree changes throughout a school year.
c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.
d. Identify fungi (mushroom) as living organisms.
GSE
S2P2. Obtain, evaluate, and communicate information to demonstrate changes in speed and direction using a force (a push or a pull).
a. Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.
b. Design a device to change the speed or direction of an object.
c. Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).
S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms.
a. Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
b. Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.
c. Develop a simple model that depicts an animal's role in dispersing seeds or in the pollination of plants.
d. Develop models to illustrate the unique and diverse life cycles of organisms other than humans.
Third Grade
GPS
S3E1. Students will investigate the physical attributes of rocks and soils.
a. Explain the difference between a rock and a mineral.
b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness).
c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand).
d. Determine how water and wind can change rocks and soil over time using observation and research.
S3E2. Students will investigate fossils as evidence of organisms that lived long ago.
a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.
b. Describe how a fossil is formed.
GSE
S3E1. Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.
a. Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests.
(Clarification statement: Mohs scale should be studied at this level. Cleavage and streak as well as classification of rocks as sedimentary, igneous, and metamorphic are not addressed at this level.)
b. Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).
c. Make observations of the local
environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.)
S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms.
a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived.
b. Develop a model to describe the sequence and conditions required for an organism to become fossilized.
(
Clarification statement:
Types of fossils
(cast, mold, trace, and true) are not addressed in this standard.)
Third Grade
GPS
S3P1. Students will investigate how heat is produced and the effects of heating and cooling, and will understand a change in temperature indicates a change in heat.
a. Categorize ways to produce heat energy such as burning, rubbing (friction), and mixing one thing with another.
b. Investigate how insulation affects heating and cooling.
c. Investigate the transfer of heat energy from the sun to various materials.
d. Use thermometers to measure the changes in temperatures of water samples (hot, warm, cold) over time.
S3P2. Students will investigate magnets and how they affect other magnets and common objects.
a. Investigate to find common objects that are attracted to magnets.
b. Investigate how magnets attract and repel each other.
GSE
S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.
a. Ask questions to identify sources of heat energy.
(
Clarification statement:
Examples could include sunlight, friction, and burning.)
b. Plan and carry out an investigation to gather data using thermometers to produce tables and charts that illustrate the effect of sunlight on various objects. (Clarification statement: The use of both Fahrenheit and Celsius temperature scales is expected.)
c. Use tools and every day materials to design and construct a device/structure that will increase/decrease the warming effects of sunlight on various materials. (Clarification statement: Conduction, convection, and radiation are taught in upper grades, and should not be taught at this grade level.)
Elements of this standard were moved to either First Grade or Fifth Grade.
Third Grade
GPS
S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
S3L2. Students will recognize the effects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and animals.
b. Identify ways to protect the environment.
* Conservation of resources
* Recycling of materials
GSE
S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia's geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, use of hibernation, protection, migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.
S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.
a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals of Georgia.
b. Explore, research, and communicate solutions, such as conservation of resources and recycling materials, to protect plants and animals of Georgia.
Fourth Grade
GPS
S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and planets.
a. Recognize the physical attributes of stars in the night sky such as number, size, color and patterns.
b. Compare the similarities and differences of planets to the stars in appearance, position, and number in the night sky.
c. Explain why the pattern of stars in a constellation stays the same, but a planet can be seen in different locations at different times.
d. Identify how technology is used to observe distant objects in the sky.
S4E2. Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon.
a. Explain the day/night cycle of the earth using a model.
b. Explain the sequence of the phases of the moon.
c. Demonstrate the revolution of the earth around the sun and the earth's tilt to explain the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the solar system.
GSE
S4E1. Obtain, evaluate, and communicate information to compare and contrast the physical attributes of stars, and planets.
a. Ask questions to compare and contrast technological advances that have changed the amount and type of information on distant objects in the sky.
b. Construct an argument on why stars (including the Earth's sun) appear to be larger or brighter than others. (Clarification statement: Differences are limited to distance and size, not age or stage.)
c. Construct an explanation of the differences between stars and planets in the sky.
d. Evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun. (Clarification statement: Composition of planets is limited to rocky vs. gaseous.)
S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the moon in relation to the sun as observed from the Earth.
a. Develop a model to support an explanation of why the length of day and night change throughout the year.
b. Develop a model based on observations to describe the repeating pattern of the phases of the moon (new, crescent, quarter, gibbous, and full).
c. Construct an explanation of how the Earth's orbit, with its consistent tilt, affects seasonal changes.
Fourth Grade
GPS
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.
b. Identify the temperatures at which water becomes a solid and at which water becomes a gas.
c. Investigate how clouds are formed.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail, clouds, and fog).
S4E4. Students will analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer).
b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions.
c. Use observations and records of weather conditions to predict weather patterns throughout the year.
d. Differentiate between weather and climate.
GSE
S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.
a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.
b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).
(Clarification statement: Students should understand that the water cycle does not follow a single pathway.)
S4E4. Obtain, evaluate, and communicate information using weather charts/maps and collect weather data to predict weather events and infer weather patterns.
a. Ask questions to construct an explanation of how weather instruments (thermometer, rain gauge, barometer, wind vane, and anemometer) are used in gathering weather data and making forecasts.
b. Interpret data from weather maps to identify fronts (warm, cold, and stationary), temperature, and precipitation to make an informed prediction about tomorrow's weather.
c. Ask questions and use observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to predict weather events and patterns throughout the year.
d. Construct an explanation based on research to communicate the difference between weather and climate.
Fourth Grade
GPS
S4P1. Students will investigate the nature of light using tools such as mirrors, lenses, and prisms.
a. Identify materials that are transparent, opaque, and translucent.
b. Investigate the reflection of light using a mirror and a light source.
c. Identify the physical attributes of a convex lens, a concave lens, and a prism and where each is used.
S4P2. Students will demonstrate how sound is produced by vibrating objects and how sound can be varied by changing the rate of vibration.
a. Investigate how sound is produced.
b. Recognize the conditions that cause pitch to vary.
GSE
S4P1. Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects.
a. Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.
b. Plan and carry out investigations on the path light travels from a light source to a mirror and how it is reflected by the mirror using different angles.
c. Plan and carry out an investigation utilizing everyday materials to explore examples of when light is refracted. (Clarification statement: Everyday materials could include prisms, eyeglasses, and a glass of water.)
S4P2. Obtain, evaluate, and communicate information about how sound is produced and changed and how sound and/or light can be used to communicate.
a. Plan and carry out an investigation utilizing everyday objects to produce sound and predict the effects of changing the strength or speed of vibrations.
b. Design and construct a device to communicate across a distance using light and/or sound.
Fourth Grade
GPS
S4P3. Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object.
a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle).
b. Using different size objects, observe how force affects speed and motion.
c. Explain what happens to the speed or direction of an object when a greater force than the initial one is applied.
d. Demonstrate the effect of gravitational force on the motion of an object.
GSE
S4P3. Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces.
a. Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results.
b. Construct an argument to support the claim that gravitational force affects the motion of an object.
c. Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks.
(Clarification statement: The use of mathematical formulas is not expected.)
Fourth Grade
GPS
S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
a. Identify the roles of producers, consumers, and decomposers in a community.
b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Predict how changes in the environment would affect a community (ecosystem) of organisms.
d. Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many.
S4L2. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
b. Identify factors that may have led to the extinction of some organisms.
GSE
S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
a. Develop a model to describe the roles of producers, consumers, and decomposers in a community.
(
Clarification statement:
Students are not expected to identify the different types of
consumers – herbivores, carnivores, omnivores and scavengers.)
b. Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c. Communicate a scenario to demonstrate the effect of a change on an ecosystem. (Clarification statement: Include living and non-living factors in the scenario.)
d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or over-abundant.
This concept was moved to Third Grade for better alignment with other standards.
Fifth Grade
GPS
S5P2. Students will explain the difference between a physical change and a chemical change.
a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.
S5P3. Students will investigate the electricity, magnetism, and their relationship.
a. Investigate static electricity.
b. Determine the necessary components for completing an electric circuit.
c. Investigate common materials to determine if they are insulators or conductors of electricity.
d. Compare a bar magnet to an electromagnet.
GSE
S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
a. Plan and carry out investigations by manipulating, separating and mixing dry and liquid materials and communicate collected data to demonstrate examples of physical change.
b. Construct an argument based on observations that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
c. Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).
S5P2. Obtain, evaluate, and communicate information to investigate electricity.
a. Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity.
b. Design a complete, simple electric circuit, and explain all necessary components.
c. Investigate and test common materials to determine if they are insulators or conductors of electricity.
Science Georgia Standards of Excellence
Fifth Grade
GPS
S5L3. Students will diagram and label parts of various cells (plant, animal, singlecelled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure.
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts.
c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms.
S5L4. Students will relate how microorganisms benefit or harm larger organisms.
a. Identify beneficial microorganisms and explain why they are beneficial.
b. Identify harmful microorganisms and explain why they are harmful.
GSE
S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal cells.
a. Gather evidence by utilizing technology tools to construct an explanation that plants and animals are comprised of cells too small to be seen without magnification.
b. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).
c. Construct an explanation that differentiates between the structure of plant and animal cells.
S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.
(Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus, Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are not expected to know these specific microorganisms. The list is provided to give teachers examples.)
a. Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.
b. Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.
Sixth Grade
GPS
S6E1. Students will explore current scientific views of the universe and how those views evolved.
a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe our solar system, and the Big Bang as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of
* Size relative to the earth
* Surface and atmospheric features
* Relative distance from the sun
* Ability to support life
d. Explain the motion of objects in the day/night sky in terms of relative position.
e. Explain that gravity is the force that governs the motion in the solar system.
f. Describe the characteristics of comets, asteroids, and meteors.
GSE
S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved.
a. Ask questions to determine changes in models of Earth's position in the solar system, and origins of the universe as evidence that scientific theories change with the addition of new information. (Clarification statement: Students should consider Earth's position in geocentric and heliocentric models and the Big Bang as it describes the formation of the universe.)
b. Develop a model to represent the position of the solar system in the Milky Way galaxy and in the known universe.
c. Analyze and interpret data to compare and contrast the planets in terms of:
* size relative to Earth,
* surface and atmospheric features,
* relative distance from the sun, and
* ability to support life.
d. Develop and use a model to explain the interaction of gravity and inertia that governs the motion of objects in the solar system.
e. Ask questions to compare and contrast the characteristics, composition, and location of comets, asteroids, and meteoroids.
Sixth Grade
GPS
S6E2. Students will understand the effects of the relative positions of the earth, moon and sun.
a. Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
b. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.
S6E3. Students will recognize the significant role of water in earth processes.
a. Explain that a large portion of the Earth's surface is water, consisting of oceans, rivers, lakes, underground water, and ice.
b. Relate various atmospheric conditions to stages of the water cycle.
c. Describe the composition, location, and subsurface topography of the world's oceans.
d. Explain the causes of waves, currents, and tides.
GSE
S6E2. Obtain, evaluate, and communicate information about the effects of the relative positions of the sun, Earth, and moon.
a. Develop and use a model to demonstrate the phases of the moon by showing the relative positions of the sun, Earth, and moon.
b. Construct an explanation of the alignment of the sun, Earth, and moon during solar and lunar eclipses.
c. Analyze and interpret data to relate the tilt of the Earth to the distribution of sunlight throughout the year and its effect on seasons.
S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.
a. Ask questions to determine where water is located on Earth's surface (oceans, rivers, lakes, swamps, groundwater, aquifers, and ice) and communicate the relative proportion of water at each location using a circle/pie graph.
b. Plan and carry out an investigation to illustrate the role of the sun's energy in atmospheric conditions that lead to the cycling of water.
(Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)
c. Ask questions to identify and communicate, using graphs and maps, the composition, location, and subsurface topography of the world's oceans.
d. Analyze and interpret data to create graphic representations of the causes and effects of waves, currents, and tides in Earth's systems.
Sixth Grade
GPS
S6E4. Students will understand how the distribution of land and oceans affects climate and weather.
a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.
GSE
S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
a. Analyze and interpret data to compare and contrast the composition of Earth's atmospheric layers (including the ozone layer) and greenhouse gases. (Clarification statement: Earth's atmospheric layers include the troposphere, stratosphere, mesosphere, and thermosphere.)
b. Plan and carry out an investigation to transfers heat to air, land and water at different rates.
demonstrate how energy from the sun (Clarification statement: Heat transfer should include the processes of conduction, convection, and radiation.)
c. Develop a model demonstrating the interaction between unequal heating and the rotation of the Earth that causes local and global wind systems.
d. Construct an explanation of the relationship between air pressure, fronts, and air masses and meteorological events such as tornados and thunderstorms.
e. Analyze and interpret weather data to explain the effects of moisture evaporating from the ocean on weather patterns and weather events such as hurricanes.
Science Georgia Standards of Excellence
S6E5. Students will investigate the scientific view of how the earth's surface is formed.
a. Compare and contrast the Earth's crust, mantle, and core including temperature, density, and composition.
b. Investigate the contribution of minerals to rock composition.
c. Classify rocks by their process of formation.
d. Describe processes that change rocks and the surface of the earth.
e. Recognize that lithospheric plates constantly move and cause major geological events on the earth's surface.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
g. Describe how fossils show evidence of the changing surface and climate of the Earth.
h. Describe soil as consisting of weathered rocks and decomposed organic material.
i. Explain the effects of human activity on the erosion of the earth's surface.
j. Describe methods for conserving natural resources such as water, soil, and air.
S6E5. Obtain, evaluate, and communicate information to show how Earth's surface is formed.
a. Ask questions to compare and contrast the Earth's crust, mantle, inner and outer core, including temperature, density, thickness, and composition.
b. Plan and carry out an investigation of the characteristics of minerals and how minerals contribute to rock composition.
c. Construct an explanation of how to classify rocks by their formation and how rocks change through geologic processes in the rock cycle.
d. Ask questions to identify types of weathering, agents of erosion and transportation, and environments of deposition.
(Clarification statement: Environments of deposition include deltas, barrier islands, beaches, marshes, and rivers.)
e. Develop a model to demonstrate how natural processes (weathering, erosion, and deposition) and human activity change rocks and the surface of the Earth.
f. Construct an explanation of how the movement of lithospheric plates (convergent boundary, divergent boundary, transform boundary), called plate tectonics, is due to convection currents below the lithosphere, and can cause major geologic events such as earthquakes and volcanic eruptions.
g. Construct an argument using maps and data collected to support a claim of how fossils show evidence of the changing surface and climate of the Earth.
h. Plan and carry out an investigation to provide evidence that soil is composed of layers of weathered rocks and decomposed organic material.
Science Georgia Standards of Excellence
Seventh Grade
GPS
S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically.
a. Demonstrate the process for the development of a dichotomous key.
b. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals).
GSE
S7L1. Obtain, evaluate, and communicate information to investigate the diversity of living organisms and how they can be compared scientifically.
a. Develop and defend a model that categorizes organisms based on common characteristics.
b. Evaluate historical models of how organisms were classified based on to the six kingdom system (currently
physical characteristics and how that led archaea, bacteria, protists, fungi, plants, and animals). (Clarification statement: This includes common examples and characteristics such as, but not limited to, prokaryotic, eukaryotic, unicellular, multicellular, asexual reproduction, sexual reproduction, autotroph, heterotroph, and unique cell structures. Modern classification will be addressed in high school.)
Seventh Grade
GPS
S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems.
a. Explain that cells take in nutrients in order to grow and divide and to make needed materials.
b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions.
c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.
d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal.
e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease).
GSE
S7L2. Obtain, evaluate, and communicate information to construct scientific explanations to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.
a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
(Clarification statement: The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)
b. Develop and use a conceptual model of how cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms.
c. Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes. (Clarification statement: The emphasis is not on learning individual structures and functions associated with each system, but on how systems interact to support life processes.)
Seventh Grade
GPS
S7L3. Students will recognize how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait.
b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals).
c. Recognize that selective breeding can produce plants or animals with desired traits.
GSE
S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring.
a. Construct an explanation supported with scientific evidence of the role of genes and chromosomes in the process of inheriting a specific trait.
b. Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation. (Clarification statement: Models could include, but are not limited to, the use of monohybrid Punnett squares to demonstrate the heritability of genes and the resulting genetic variation, identification of heterozygous and homozygous, and comparison of genotype vs. phenotype.)
c. Ask questions to gather and synthesize information about the ways humans influence the inheritance of desired traits in organisms through selective breeding. (Clarification statement: The element is specifically in reference to artificial selection and the ways in which it is fundamentally different than natural selection.)
Seventh Grade
GPS
S7L4. Students will examine the dependence of organisms on one another and their environments.
a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments.
b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.
c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
d. Categorize relationships between organisms that are competitive or mutually beneficial.
e. Describe the characteristics of Earth's major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
GSE
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.
a. Construct an explanation to describe the patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem.
(
Clarification statement:
The interactions include, but are not limited to, predator-
prey relationships, competition, mutualism, parasitism, and
commensalism.)
b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem.
(Clarification statement: Emphasis is on tracing movement of matter and flow of energy, not the biochemical mechanisms of photosynthesis and cellular respiration.)
c. Analyze and interpret data to provide evidence for how resource availability, disease, climate, and human activity affect individual organisms, populations, communities, and ecosystems.
d. Ask questions to gather and synthesize information from multiple sources to differentiate between Earth's major terrestrial biomes (i.e., tropical rain forest, savanna, temperate forest, desert, grassland, taiga, and tundra) and aquatic ecosystems (i.e., freshwater, estuaries, and marine).
(Clarification statement: Emphasis is on the factors that influence patterns across biomes such as the climate, availability of food and water, and location.)
Seventh Grade
GPS
S7L5. Students will examine the evolution of living organisms through inherited characteristics that promote survival of organisms and the survival of successive generations of their offspring.
a. Explain that physical characteristics of organisms have changed over successive generations (e.g. Darwin's finches and peppered moths of Manchester).
b. Describe ways in which species on earth have evolved due to natural selection.
c. Trace evidence that the fossil record found in sedimentary rock provides evidence for the long history of changing life forms.
GSE
S7L5. Obtain, evaluate, and communicate information from multiple sources to explain the theory of evolution of living organisms through inherited characteristics.
a. Use mathematical representations to evaluate explanations of how natural selection leads to changes in specific traits of populations over successive generations.
(Clarification statement: Referencing data should be obtained from multiple sources including, but not limited to, existing research and simulations. Students should be able to calculate means, represent this data in a table or graph, and reference it when explaining the principles of natural selection.)
b. Construct an explanation based on evidence that describes how genetic variation and environmental factors influence the probability of survival and reproduction of a species.
c. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, and extinction of organisms and their relationships to modern organisms.
(
Clarification statement:
Evidence of evolution found in comparisons of
current/modern organisms such as homologous structures, DNA, and fetal
development will be addressed in high school.)
d. Ask questions to gather and synthesize information about the ways humans influence the inheritance of desired traits in organisms through selective breeding.
Eighth Grade
GPS
S8P1. Students will examine the scientific view of the nature of matter.
a. Distinguish between atoms and molecules.
b. Describe the difference between pure substances (elements and compounds) and mixtures.
c. Describe the movement of particles in solids, liquids, gases, and plasmas states.
d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).
f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of Conservation of Matter.
GSE
S8P1. Obtain, evaluate, and communicate information about the structure and properties of matter.
a. Develop and use a model to compare and contrast pure substances (elements and compounds) and mixtures.
(
Clarification statement:
Include heterogeneous and homogeneous
mixtures. Types of bonds and compounds will be addressed in high school physical
science.)
b. Develop and use models to describe the movement of particles in solids, liquids, gases, and plasma states when thermal energy is added or removed.
c. Plan and carry out investigations to compare and contrast chemical (i.e., reactivity, combustibility) and physical properties of matter (i.e., density, melting point, boiling point).
d. Construct an argument to support the claim that when a change occurs, it is either chemical or physical. (Clarification statement: Evidence could include ability to separate mixtures, development of a gas, formation of a precipitate, change in energy, color, and/or form.)
e. Develop models (e.g., atomic-level models, including drawings, and computer representations) by analyzing patterns within the periodic table that illustrate the structure, composition, and characteristics of atoms (including protons, neutrons, and electrons) and simple molecules.
f. Construct an explanation based on evidence to describe conservation of matter and mass in a chemical reaction
Science Georgia Standards of Excellence
Eighth Grade
GPS
S8P2. Students will be familiar with the forms and transformations of energy.
a. Explain energy transformation in terms of the Law of Conservation of Energy.
b. Explain the relationship between potential and kinetic energy.
c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical motion, sound) and their characteristics.
d. Describe how heat can be transferred through matter by the collisions of atoms (conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection).
GSE
S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system.
a. Analyze and interpret data to create graphical displays that illustrate the relationships of kinetic energy to mass and speed and potential energy to mass and height of an object.
b. Plan and carry out an investigation to explain the transformation between kinetic and potential energy within a system (e.g., roller coasters, pendulums, rubber bands, etc.).
c. Construct an explanation about energy transformations within a system [e.g., lighting a match (light to heat), turning on a light (electrical to light)].
d. Plan and carry out investigations on the effects of heat transfer on molecular motion as it relates to the collision of atoms (conduction), through space (radiation), or in currents in a liquid or a gas (convection).
Eighth Grade
GPS
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration.
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction.
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel and axle) on work.
GSE
S8P3. Obtain, evaluate, and communicate information about cause and effect relationships between force, mass, and the motion of objects.
a. Analyze and interpret data to identify patterns in the relationships between speed and distance, and velocity and acceleration. (Clarification statement: Students should be able to analyze motion graphs, but students should not be expected to calculate velocity or acceleration.)
b. Construct an explanation using Newton's Laws of Motion to describe the effects of balanced and unbalanced forces on the motion of an object.
c. Construct an argument from evidence to support the claim that heavier objects require a greater force to accelerate (inertia).
Eighth Grade
GPS
S8P4. Students will explore the wave nature of sound and electromagnetic radiation.
a. Identify the characteristics of electromagnetic and mechanical waves.
b. Describe how the behavior of light waves is manipulated causing reflection, refraction diffraction, and absorption.
c. Explain how the human eye sees objects and colors in terms of wavelengths.
d. Describe how the behavior of waves is affected by medium (such as air, water, solids).
e. Relate the properties of sound to everyday experiences.
f. Diagram the parts of the wave and explain how the parts are affected by changes in amplitude and pitch.
GSE
S8P4. Obtain, evaluate, and communicate information to support the claim that electromagnetic (light) waves behave differently than mechanical (sound) waves.
a. Ask questions to develop explanations about the similarities and differences between electromagnetic and mechanical waves.
(Clarification statement: Include transverse and longitudinal waves and wave parts such as crest, trough, compressions, and rarefactions.)
b. Construct an explanation using data to illustrate the relationship between the electromagnetic spectrum and energy.
c. Obtain, evaluate, and communicate information to explain practical applications of the electromagnetic spectrum (e.g., communication, medical, military).
d. Develop and use a model to compare and contrast how light and sound waves are reflected, refracted, absorbed, diffracted or transmitted through various materials. (Clarification statement: Include echo and how color is seen but do not cover interference and scattering.)
e. Analyze and interpret data to predict patterns in the relationship between density of media and wave behavior (i.e., speed).
f. Develop and use a model (e.g., simulations, graphs, illustrations) to predict and describe the relationships between wave properties (e.g., frequency, amplitude, and wavelength) and energy.
g. Develop and use models to demonstrate the effects and functions of lenses.
Science Georgia Standards of Excellence
Eighth Grade
GPS
S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.
a. Recognize that every object exerts gravitational force on every other object and that the force exerted depends on how much mass the objects have and how far apart they are.
b. Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.
c. Investigate and explain that electric currents and magnets can exert force on each other.
d. Investigate static electricity in terms of friction, conduction and induction.
GSE
S8P5. Obtain, evaluate, and communicate information about the phenomena of gravity, electricity, and magnetism as major forces acting in nature.
a. Construct an argument using evidence to support the claim that fields (i.e., magnetic fields, gravitational fields, and electric fields) exist between objects exerting forces on each other even when the objects are not in contact.
b. Plan and carry out investigations to demonstrate the distribution of charge in conductors and insulators. (Clarification statement: Include conduction, induction, and friction.)
c. Plan and carry out investigations to identify the factors (e.g., distance between objects, magnetic force produced by an electromagnet with varying number of wire turns, varying number or size of dry cells, and varying size of iron core) that affect the strength of electric and magnetic forces.
(
Clarification statement:
Included, but not limited to, generators or motors.)
Biology
GPS
SB1. Students will analyze the nature of the relationships between structures and functions in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
d. Explain the impact of water on life processes (i.e., osmosis, diffusion).
GSE
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles, ribosomes, and mitochondria) interact as a system to maintain homeostasis.
b. Develop and use models to explain the role of cellular reproduction (including binary fission, mitosis, and meiosis) in maintaining genetic continuity.
c. Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes. (Clarification statement: The function of proteins as enzymes is limited to a conceptual understanding.)
d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis.
e. Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled alga). (Clarification statement: Instruction should focus on understanding the inputs, outputs, and functions of photosynthesis and respiration and the functions of the major sub-processes of each including glycolysis, Krebs cycle, electron transport
Biology
GPS
SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems.
a. Explain the cycling of energy through the processes of photosynthesis and respiration.
b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals).
c. Examine the evolutionary basis of modern classification systems.
d. Compare and contrast viruses with living organisms.
GSE
SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms.
a. Construct an argument supported by scientific information to explain patterns in structures and function among clades of organisms, including the origin of eukaryotes by endosymbiosis. Clades should include:
* archaea
* bacteria
* eukaryotes
§ fungi
§ plants
§ animals
(Clarification statement: This is reflective of 21st century classification schemes and nested hierarchy of clades and is intended to develop a foundation for comparing major groups of organisms. The term 'protist' is useful in describing those eukaryotes that are not within the animal, fungal or plant clades but the term does not describe a well-defined clade or a natural taxonomic group.)
b. Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based on patterns of common ancestry and the theory of evolution to determine relationships among major groups of organisms.
c. Construct an argument supported by empirical evidence to compare and contrast the characteristics of viruses and organisms.
Biology
GPS
SB4. Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems.
a. Investigate the relationships among organisms, populations, communities, ecosystems, and biomes.
b. Explain the flow of matter and energy through ecosystems by
*
Arranging components of a food chain according to energy flow.
* Comparing the quantity of energy in the steps of an energy pyramid.
* Explaining the need for cycling of major nutrients (C, O, H, N, and P).
c. Relate environmental conditions to successional changes in ecosystems.
d. Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption.
e. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions.
f. Relate animal adaptations, including behaviors, to the ability to survive stressful environmental conditions.
GSE
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
a. Plan and carry out investigations and analyze data to support explanations about factors affecting biodiversity and populations in ecosystems. (Clarification statement: Factors include size, carrying capacity, response to limiting factors, and keystone species.)
b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration.
* Arranging components of a food web according to energy flow.
* Comparing the quantity of energy in the steps of an energy pyramid.
* Explaining the need for cycling of major biochemical elements (C, O, N, P, and H).
c. Construct an argument to predict the impact of environmental change on the stability of an ecosystem.
d. Design a solution to reduce the impact of a human activity on the environment. (Clarification statement: Human activities may include chemical use, natural resources consumption, introduction of non-native species, greenhouse gas production.)
e. Construct explanations that predict an organism's ability to survive within changing environmental limits (e.g., temperature, pH, drought, fire).
Biology
GPS
SB5. Students will evaluate the role of natural selection in the development of the theory of evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
c. Explain how fossil and biochemical evidence support the theory.
d. Relate natural selection to changes in organisms.
e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).
GSE
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
a. Construct an explanation of how new understandings of Earth's history, the emergence of new species from preexisting species, and our understanding of genetics have influenced our understanding of biology.
b. Analyze and interpret data to explain patterns in biodiversity that result from speciation.
c. Construct an argument using valid and reliable sources to support the claim that evidence from comparative morphology (analogous vs. homologous structures), embryology, biochemistry (protein sequence) and genetics support the theory that all living organisms are related by way of common descent.
d. Develop and use mathematical models to support explanations of how undirected genetic changes in natural selection and genetic drift have led to changes in populations of organisms. (Clarification statement: Element is intended to focus on basic statistical and graphic analysis. Hardy Weinberg would be an optional application to address this element.)
e. Develop a model to explain the role natural selection plays in causing biological resistance (e.g., pesticides, antibiotic resistance, and influenza vaccines).
Chemistry
GPS
SC5. Students will understand that the rate at which a chemical reaction occurs can be affected by changing concentration, temperature, or pressure and the addition of a catalyst.
a. Demonstrate the effects of changing concentration, temperature, and pressure on chemical reactions.
b. Investigate the effects of a catalyst on chemical reactions and apply it to everyday examples.
c. Explain the role of activation energy and degree of randomness in chemical reactions.
GSE
SC4. Obtain, evaluate, and communicate information about how to refine the design of a chemical system by applying engineering principles to manipulate the factors that affect a chemical reaction.
a. Plan and carry out an investigation to provide evidence of the effects of changing concentration, temperature, and pressure on chemical reactions. (Clarification statement: Pressure should not be tested experimentally.)
b. Construct an argument using collision theory and transition state theory to explain the role of activation energy in chemical reactions. (Clarification statement: Reaction coordinate diagrams could be used to visualize graphically changes in energy (direction flow and quantity) during the progress of a chemical reaction.)
c. Construct an explanation of the effects of a catalyst on chemical reactions and apply it to everyday examples.
d. Refine the design of a chemical system by altering the conditions that would change forward and reverse reaction rates and the amount of products at equilibrium. (Clarification statement: Emphasis is on the application of LeChatelier's principle.)
Chemistry
GPS
SC6. Students will understand the effects motion of atoms and molecules in chemical and physical processes.
a. Compare and contrast atomic/molecular motion in solids, liquids, gases, and plasmas.
b. Collect data and calculate the amount of heat given off or taken in by chemical or physical processes.
c. Analyzing (both conceptually and quantitatively) flow of energy during change of state (phase).
GSE
SC5. Obtain, evaluate, and communicate information about the Kinetic Molecular Theory to model atomic and molecular motion in chemical and physical processes.
a. Plan and carry out an investigation to calculate the amount of heat absorbed or released by chemical or physical processes.
(
Clarification statement:
Calculation of the enthalpy, heat change, and Hess's Law
are addressed in this element.)
b. Construct an explanation using a heating curve as evidence of the effects of energy and intermolecular forces on phase changes.
c. Develop and use models to quantitatively, conceptually, and graphically represent the relationships between pressure, volume, temperature, and number of moles of a gas.
Chemistry
GPS
SC7. Students will characterize the properties that describe solutions and the nature of acids and bases.
a. Explain the process of dissolving in terms of solute/solvent interactions:
* Observe factors that affect the rate at which a solute dissolves in a specific solvent,
* Express concentrations as molarities,
* Prepare and properly label solutions of specified molar concentration,
* Relate molality to colligative properties.
b. Compare, contrast, and evaluate the nature of acids and bases:
* Arrhenius, Bronsted-Lowry Acid/Bases
* Strong vs. weak acids/bases in terms of percent dissociation
* Hydronium ion concentration
* pH
* Acid-Base neutralization
GSE
SC6. Obtain, evaluate, and communicate information about the properties that describe solutions and the nature of acids and bases.
a. Develop a model to illustrate the process of dissolving in terms of solvation versus dissociation.
b. Plan and carry out an investigation to evaluate the factors that affect the rate at which a solute dissolves in a specific solvent.
c. Use mathematics and computational thinking to evaluate commercial products in terms of their concentrations (i.e., molarity and percent by mass).
d. Communicate scientific and technical information on how to prepare and properly label solutions of specified molar concentration.
e. Develop and use a model to explain the effects of a solute on boiling point and freezing point.
f. Use mathematics and computational thinking to compare, contrast, and evaluate the nature of acids and bases in terms of percent dissociation, hydronium ion concentration, and pH.
(
Clarification statement:
Understanding of the mathematical relationship between
negative logarithm of the hydrogen concentration and pH is not expected in
this element. Only a conceptual understanding of pH as related to
acid/basic conditions is needed.)
g. Ask questions to evaluate merits and limitations of the Arrhenius and BronstedLowry models of acid and bases.
h. Plan and carry out an investigation to explore acid-base neutralization.
Earth Systems
GPS
SES1. Students will investigate the composition and formation of Earth systems, including the Earth's relationship to the solar system.
a. Describe the early evolution of the Earth and solar system, including the formation of Earth's solid layers (core, mantle, and crust), the distribution of major elements, the origin of internal heat sources, and the mechanism by which heat transfer drives plate tectonics.
b. Explain how the composition of the Earth's crust, mantle and core is determined and compare it to that of other solar system objects.
c. Describe how the decay of radioactive isotopes is used to determine the age of rocks, Earth, and solar system.
d. Describe how the Earth acquired its initial oceans and atmosphere.
e. Identify the transformations and major reservoirs that make up the rock cycle, hydrologic cycle, carbon cycle, and other important geochemical cycles.
GSE
SES1. Obtain, evaluate, and communicate information to investigate the composition and formation of Earth systems, including the Earth's place in the solar system.
a. Construct an explanation of the origins of the solar system from scientific evidence including the composition, distribution and motion of solar system objects. (Clarification statement: The nebular hypothesis should be included in this element.)
b. Ask questions to evaluate evidence for the development and composition of Earth's early systems, including the geosphere (crust, mantle and core), hydrosphere and atmosphere.
(Clarification statement: The differentiation by density of Earth into crust, mantle and core should be included in this element.)
c. Develop a model of the physical composition of Earth's layers using multiple types of evidence (e.g., Earth's magnetic field, composition of meteorites and seismic waves).
(
Clarification statement:
Earth's layers should include crust, mantle, inner core
and outer core.)
Earth Systems
GPS
SES2. Students will understand how plate tectonics creates certain geologic features, materials, and hazards.
a. Distinguish among types of plate tectonic settings produced by plates diverging, converging, and sliding past each other.
b. Relate modern and ancient geologic features to each kind of plate tectonic setting.
c. Relate certain geologic hazards to specific plate tectonic settings.
d. Associate specific plate tectonic settings with the production of particular groups of igneous and metamorphic rocks and mineral resources.
e. Explain how plate tectonics creates and destroys sedimentary basins through time.
GSE
SES2. Obtain, evaluate, and communicate information to understand how plate tectonics creates certain geologic features, landforms, Earth materials, and geologic hazards.
a. Construct an explanation that describes radioactive decay as the source of energy that drives plate tectonics through the process of convection.
b. Develop and use models for the different types of plate tectonic settings (convergent, divergent and transform boundaries). (Clarification statement: Subduction zones, continental collisions, rift zones, and ocean basins should be included.)
c. Construct an explanation that communicates the relationship of geologic features, landforms, Earth materials and geologic hazards to each plate tectonic setting.
d. Ask questions to compare and contrast the relationship between transformation processes of all rock types (sedimentary, igneous, and metamorphic) and specific plate tectonic settings. (Clarification statement: The plate tectonic settings to be considered here are continental collision, subduction zone, mid-ocean ridge, transformation fault, hot spot, and passive zone.)
e. Construct an argument using multiple forms of evidence that supports the theory of plate tectonics (e.g., fossils, paleomagnetism, seafloor age, etc.).
Earth Systems
GPS
SES3. Students will explore the actions of water, wind, ice, and gravity that create landforms and systems of landforms (landscapes).
a. Describe how surface water and groundwater act as the major agents of physical and chemical weathering.
b. Explain how soil results from weathering and biological processes acting on parent rock.
c. Describe the processes and hazards associated with both sudden and gradual mass wasting.
d. Relate the past and present actions of ice, wind, and water to landform distribution and landscape evolution.
e. Explain the processes that transport and deposit material in terrestrial and marine sedimentary basins, which result, over time, in sedimentary rock.
GSE
SES3. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change.
a. Plan and carry out an investigation that demonstrates how surface water and groundwater act as the major agents of physical and chemical weathering.
b. Develop a model of the processes and geologic hazards that result from both sudden and gradual mass wasting.
c. Construct an explanation that relates the past and present actions of ice, wind, and water to landform distribution and landscape change.
d. Construct an argument based on evidence that relates the characteristics of the sedimentary materials to the energy by which they were transported and deposited.
Earth Systems
GPS
SES4. Students will understand how rock relationships and fossils are used to reconstruct the Earth's past.
a. Describe and apply principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) and describe how unconformities form.
b. Interpret the geologic history of a succession of rocks and unconformities.
c. Apply the principle of uniformitarianism to relate sedimentary rock associations and their fossils to the environments in which the rocks were deposited.
d. Explain how sedimentary rock units are correlated within and across regions by a variety of methods (e.g., geologic map relationships, the principle of fossil succession, radiometric dating, and paleomagnetism).
e. Use geologic maps and stratigraphic relationships to interpret major events in Earth history (e.g., mass extinction, major climatic change, tectonic events).
GSE
SES4. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth's past.
a. Use mathematics and computational thinking to calculate the absolute age of rocks using a variety of methods (e.g., radiometric dating, rates of erosion, rates of deposition, and varve count).
b. Construct an argument applying principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) to interpret a geologic cross-section and describe how unconformities form.
c. Analyze and interpret data from rock and fossil succession in a rock sequence to interpret major events in Earth's history such as mass extinction, major climatic change, and tectonic events.
d. Construct an explanation applying the principle of uniformitarianism to show the relationship between sedimentary rocks and their fossils to the environments in which they were formed.
e. Construct an argument using spatial representations of Earth data that interprets major transitions in Earth's history from the fossil and rock record of geologically defined areas. (Clarification statement: Students should use maps and cross-sections with a focus on Georgia.)
Earth Systems
GPS
SES5. Students will investigate the interaction of insolation and Earth systems to produce weather and climate.
a. Explain how latitudinal variations in solar heating create atmospheric and ocean currents that redistribute heat globally.
b. Explain the relationship between air masses and the surfaces over which they form.
c. Relate weather patterns to interactions among ocean currents, air masses, and topography.
d. Describe how temperature and precipitation produce the pattern of climate regions (classes) on Earth.
e. Describe the hazards associated with extreme weather events and climate change (e.g., hurricanes, tornadoes, El Niño/La Niña, global warming).
f. Relate changes in global climate to variation in Earth/Sun relationships and to natural and anthropogenic modification of atmospheric composition.
GSE
SES5. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth's systems to produce weather and climate.
a. Develop and use models to explain how latitudinal variations in solar heating create differences in air pressure, global wind patterns, and ocean currents that redistribute heat globally.
b. Analyze and interpret data (e.g., maps, meteograms, and weather apps) that demonstrate how the interaction and movement of air masses creates weather.
c. Construct an argument that predicts weather patterns based on interactions among ocean currents, air masses, and topography.
d. Analyze and interpret data to show how temperature and precipitation produce the pattern of climate regions (zones) on Earth.
e. Construct an explanation that describes the conditions that generate extreme weather events (e.g., hurricanes, tornadoes, and thunderstorms) and the hazards associated with these events.
f. Construct an argument relating changes in global climate to variation to Earth/sun relationships and atmospheric composition.
Earth Systems
GPS
SES6. Students will explain how life on Earth responds to and shapes Earth systems.
a. Relate the nature and distribution of life on Earth, including humans, to the chemistry and availability of water.
b. Relate the distribution of biomes (terrestrial, freshwater, and marine) to climate regions through time.
c. Explain how geological and ecological processes interact through time to cycle matter and energy, and how human activity alters the rates of these processes (e.g., fossil fuel formation and combustion).
d. Describe how fossils provide a record of shared ancestry, evolution, and extinction that is best explained by the mechanism of natural selection.
e. Identify the evolutionary innovations that most profoundly shaped Earth systems: photosynthetic prokaryotes and the atmosphere; multicellular animals and marine environments; land plants and terrestrial environments.
GSE
SES6. Obtain, evaluate, and communicate information about how life on Earth responds to and shapes Earth's systems.
a. Construct an argument from evidence that describes how life has responded to major events in Earth's history (e.g., major climatic change, tectonic events) through extinction, migration, and/or adaptation.
b. Construct an explanation that describes how biological processes have caused major changes in Earth's systems through geologic time (e.g., nutrient cycling, atmospheric composition, and soil formation).
c. Ask questions to investigate and communicate how humans depend on Earth's land and water resources, which are distributed unevenly around the planet as a result of past geological and environmental processes.
d. Analyze and interpret data that relates changes in global climate to natural and anthropogenic modification of Earth's atmosphere and oceans.
Environmental Science
GPS
SEV1. Students will investigate the flow of energy and cycling of matter within an ecosystem and relate these phenomena to human society.
a. Interpret biogeochemical cycles including hydrologic, nitrogen, phosphorus, oxygen, and carbon cycles. Recognize that energy is not recycled in ecosystems.
b. Relate energy changes to food chains, food webs, and to trophic levels in a generalized ecosystem, recognizing that entropy is a primary factor in the loss of usable food energy during movement up the trophic levels.
c. Relate food production and quality of nutrition to population growth and the trophic levels.
d. Relate the cycling of matter and the flow of energy to the Laws of Conservation of matter and energy. Identify the role and importance of decomposers in the recycling process.
e. Distinguish between abiotic and biotic factors in an ecosystem and describe how matter and energy move between these.
GSE
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.
a. Develop and use a model to compare and analyze the levels of biological organization including organisms, populations, communities, ecosystems, and biosphere.
b. Develop and use a model based on the
Laws of Thermodynamics to predict energy transfers throughout an ecosystem (food chains, food webs, and trophic levels). (Clarification statement: The first and second law of thermodynamics should be used to support the model.)
c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes.
e. Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. (Clarification statement: Consider the diverse aquatic ecosystems across the state such as streams, ponds, coastline, estuaries, and lakes.)
Environmental Science
GPS
SEV2. Students will demonstrate an understanding that the Earth is one interconnected system.
a. Describe how the abiotic components (water, air, and energy) affect the biosphere.
b. Recognize and give examples of the hierarchy of the biological entities of the biosphere (organisms, populations, communities, ecosystems, and biosphere).
c. Characterize the components that define a Biome. Abiotic Factors – to include precipitation, temperature and soils. Biotic Factors – plant and animal adaptations that create success in that biome.
d. Characterize the components that define fresh-water and marine systems. Abiotic Factors – to include light, dissolved oxygen, phosphorus, nitrogen, pH and substrate. Biotic Factors – plant and animal adaptations characteristic to that system.
GSE
SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth's ecosystems.
a. Analyze and interpret data related to shortterm and long-term natural cyclic fluctuations associated with climate change.
(Clarification statement: Short-term examples include but are not limited to El Niño and volcanism. Long-term examples include but are not limited to variations in Earth's orbit such as Milankovitch cycles.)
b. Analyze and interpret data to determine how changes in atmospheric chemistry (CO2 and methane) impact the greenhouse effect.
c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession.
d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.
Environmental Science
GPS
SEV3. Students will describe stability and change in ecosystems.
a. Describe interconnections between abiotic and biotic factors, including normal cyclic fluctuations and changes associated with climatic change (i.e. ice ages).
b. Explain succession in terms of changes in communities through time to include changes in biomass, diversity, and complexity.
c. Explain how succession may be altered by traumatic events.
d. Explain how biotic and abiotic factors influence populations.
e. Describe interactions between individuals (i.e. mutualism, commensalisms, parasitism, predation, and competition).
GSE
SEV3. Obtain, evaluate, and communicate information to evaluate types, availability, allocation, and sustainability of energy resources.
a. Analyze and interpret data to communicate information on the origin and consumption of renewable forms of energy (wind, solar, geothermal, biofuel, and tidal) and non-renewable energy sources (fossil fuels and nuclear energy).
b. Construct an argument based on data about the risks and benefits of renewable and nonrenewable energy sources. (Clarification statement: This may include, but is not limited to, the environmental, social, and economic risks and benefits.)
c. Obtain, evaluate, and communicate data to predict the sustainability potential of renewable and non-renewable energy resources.
d. Design and defend a sustainable energy plan based on scientific principles for your location.
Environmental Science
GPS
SEV4. Students will understand and describe availability, allocation and conservation of energy and other resources.
a. Differentiate between renewable and nonrenewable resources including how different resources are produced, rates of use, renewal rates, and limitations of sources. Distinguish between natural and produced resources.
b. Describe how technology is increasing the efficiency of utilization and accessibility of resources.
c. Describe how energy and other resource utilization impact the environment and recognize that individuals as well as larger entities (businesses, governments, etc.) have impact on energy efficiency.
d. Describe the relationship of energy consumption and the living standards of societies.
e. Describe the commonly used fuels (e.g. fossil fuels, nuclear fuels, etc.) and some alternative fuels (e.g. wind, solar, ethanol, etc.) including the required technology, availability, pollution problems and implementation problems. Recognize the origin of fossil fuels and the problems associated with our dependence on this energy source.
f. Describe the need for informed decision making of resource utilization. (i.e. energy and water usage allocation, conservation, food and land, and long-term depletion)
GSE
SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.
a. Construct and revise a claim based on evidence on the effects of human activities on natural resources.
b. Design, evaluate, and refine solutions to reduce human impact on the environment including, but not limited to, smog, ozone depletion, urbanization, and ocean acidification.
c. Construct an argument to evaluate how human population growth affects food demand and food supply (GMOs, monocultures, desertification, Green Revolution).
Environmental Science
GPS
SEV5. Students will recognize that human beings are part of the global ecosystem and will evaluate the effects of human activities and technology on ecosystems.
a. Describe factors affecting population growth of all organisms, including humans. Relate these to factors affecting growth rates and carrying capacity of the environment.
b. Describe the effects of population growth, demographic transitions, cultural differences, emergent diseases, etc. on societal stability.
c. Explain how human activities affect global and local sustainability.
d. Describe the actual and potential effects of habitat destruction, erosion, and depletion of soil fertility associated with human activities.
e. Describe the effects and potential implications of pollution and resource depletion on the environment at the local and global levels (e.g. air and water pollution, solid waste disposal, depletion of the stratospheric ozone, global warming, and land uses).
f. Describe how political, legal, social, and economic decisions may affect global and local ecosystems.
GSE
SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems.
a. Construct explanations about the relationship between the quality of life and human impact on the environment in terms of population growth, education, and gross national product.
b. Analyze and interpret data on global patterns of population growth (fertility and mortality rates) and demographic transitions in developing and developed countries.
c. Construct an argument from evidence regarding the ecological effects of human innovations (Agricultural, Industrial, Medical, and Technological Revolutions) on global ecosystems.
d. Design and defend a sustainability plan to reduce your individual contribution to environmental impacts, taking into account how market forces and societal demands (including political, legal, social, and economic) influence personal choices.
Physical Science
GPS
SPS1. Students will investigate our current understanding of the atom.
a. Examine the structure of the atom in terms of
* proton, electron, and neutron locations.
* atomic mass and atomic number.
* atoms with different numbers of neutrons (isotopes).
* explain the relationship of the proton number to the element's identity.
b. Compare and contrast ionic and covalent bonds in terms of electron movement.
GSE
SPS1. Obtain, evaluate, and communicate information from the Periodic Table to explain the relative properties of elements based on patterns of atomic structure.
a. Develop and use models to compare and contrast the structure of atoms, ions and isotopes.
(
Clarification statement:
Properties include atomic number, atomic mass and
the location and charge of subatomic particles.)
b. Analyze and interpret data to determine trends of the following:
* Number of valence electrons
* Types of ions formed by main group elements
* Location and properties of metals, nonmetals, and metalloids
* Phases at room temperature
c. Use the Periodic Table as a model to predict the above properties of main group elements.
Physical Science
GPS
SPS2. Students will explore the nature of matter, its classifications, and its system for naming types of matter.
a. Calculate density when given a means to determine a substance's mass and volume.
b. Predict formulas for stable binary ionic compounds based on balance of charges.
c. Use IUPAC nomenclature for transition between chemical names and chemical formulas of
* binary ionic compounds (containing representative elements).
* binary covalent compounds (i.e. carbon dioxide, carbon tetrachloride).
d. Demonstrate the Law of Conservation of Matter in a chemical reaction.
e. Apply the Law of Conservation of Matter by balancing the following types of chemical equations:
* Synthesis
* Decomposition
* Single Replacement
* Double Replacement
GSE
SPS2. Obtain, evaluate, and communicate information to explain how atoms bond to form stable compounds.
a. Analyze and interpret data to predict properties of ionic and covalent compounds.
(
Clarification statement
: Properties are limited to types of bonds formed,
elemental composition, melting point, boiling point, and conductivity.)
b. Develop and use models to predict formulas for stable, binary ionic compounds based on balance of charges.
c. Use the International Union of Pure and Applied Chemistry (IUPAC) nomenclature for translating between chemical names and chemical formulas. (Clarification statement: Limited to binary covalent and binary ionic, containing main group elements, compounds but excludes polyatomic ions.)
GPS
SPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy.
b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves.
c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves.
d. Investigate the phenomena of reflection, refraction, interference, and diffraction.
e. Relate the speed of sound to different mediums.
f. Explain the Doppler Effect in terms of everyday interactions.
Physical Science
GSE
SPS9. Obtain, evaluate, and communicate information to explain the properties of waves.
a. Analyze and interpret data to identify the relationships among wavelength, frequency, and energy in electromagnetic waves and amplitude and energy in mechanical waves.
b. Ask questions to compare and contrast the characteristics of electromagnetic and mechanical waves.
c. Develop models based on experimental evidence that illustrate the phenomena of reflection, refraction, interference, and diffraction.
d. Analyze and interpret data to explain how different media affect the speed of sound and light waves.
e. Develop and use models to explain the changes in sound waves associated with the Doppler Effect.
Physical Science
GPS
SPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of
* friction
* induction
* conduction
b. Explain the flow of electrons in terms of
* alternating and direct current.
* the relationship among voltage, resistance and current.
* simple series and parallel circuits.
c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to
* electromagnets
* simple motors
* permanent magnets
GSE
SPS10. Obtain, evaluate, and communicate information to explain the properties of and relationships between electricity and magnetism.
a. Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance.
b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits.
(Clarification statement: Advantages and disadvantages of series and parallel circuits should be addressed.)
c. Plan and carry out investigations to determine the relationship between magnetism and the movement of electrical charge.
(
Clarification statement:
Investigations could include electromagnets, simple
motors, and generators.)
Physics
GPS
SP1. Students will analyze the relationships between force, mass, gravity, and the motion of objects.
a. Calculate average velocity, instantaneous velocity, and acceleration in a given frame of reference.
b. Compare and contrast scalar and vector quantities.
c. Compare graphically and algebraically the relationships among position, velocity, acceleration, and time.
d. Measure and calculate the magnitude of frictional forces and Newton's three Laws of Motion.
e. Measure and calculate the magnitude of gravitational forces.
f. Measure and calculate two-dimensional motion (projectile and circular) by using component vectors.
g. Measure and calculate centripetal force.
h. Determine the conditions required to maintain a body in a state of static equilibrium.
GSE
SP1. Obtain, evaluate, and communicate information about the relationship between distance, displacement, speed, velocity, and acceleration as functions of time.
a. Plan and carry out an investigation of onedimensional motion to calculate average and instantaneous speed and velocity.
* Analyze one-dimensional problems involving changes of direction, using algebraic signs to represent vector direction.
* Apply one-dimensional kinematic equations to situations with no acceleration, and positive, or negative constant acceleration.
b. Analyze and interpret data using created or obtained motion graphs to illustrate the relationships among position, velocity, and acceleration, as functions of time.
c. Ask questions to compare and contrast scalar and vector quantities.
d. Analyze and interpret data of twodimensional motion with constant acceleration.
* Resolve position, velocity, or acceleration vectors into components (x and y, horizontal and vertical).
* Add vectors graphically and mathematically by adding components.
* Interpret problems to show that objects moving in two dimensions have independent motions along each coordinate axis.
* Design an experiment to investigate the projectile motion of an object by collecting and analyzing data using kinematic equations.
* Predict and describe how changes to initial conditions affect the resulting
Science Georgia Standards of Excellence
Physics
GPS
SP3. Students will evaluate the forms and transformations of energy.
a. Analyze, evaluate, and apply the principle of conservation of energy and measure the components of work-energy theorem by
* describing total energy in a closed system
* identifying different types of potential energy
* calculating kinetic energy given mass and velocity
* relating transformations between potential and kinetic energy
b. Explain the relationship between matter and energy.
c. Measure and calculate the vector nature of momentum.
d. Compare and contrast elastic and inelastic collisions.
e. Demonstrate the factors required to produce a change in momentum.
f. Analyze the relationship between temperature, internal energy, and work done in a physical system.
g. Analyze and measure power.
SP4. Students will analyze the properties and applications of waves.
a. Explain the processes that results in the production and energy transfer of electromagnetic waves.
b. Experimentally determine the behavior of waves in various media in terms of reflection, refraction, and diffraction of waves.
c. Explain the relationship between the
GSE
SP3. Obtain, evaluate, and communicate information about the importance of conservation laws for mechanical energy and linear momentum in predicting the behavior of physical systems.
a. Ask questions to compare and contrast open and closed systems.
b. Use mathematics and computational thinking to analyze, evaluate, and apply the principle of conservation of energy and the Work-Kinetic Energy Theorem.
* Calculate the kinetic energy of an object.
* Calculate the amount of work performed by a force on an object.
c. Plan and carry out an investigation demonstrating conservation and rate of transfer of energy (power) to solve problems involving closed systems.
d. Construct an argument supported by evidence of the use of the principle of conservation of momentum to:
* explain how the brief application of a force creates an impulse.
* describe and perform calculations involving one dimensional momentum.
* connect the concepts of Newton's 3rd law and impulse.
* experimentally compare and contrast inelastic and elastic collisions.
SP4. Obtain, evaluate, and communicate information about the properties and applications of waves.
a. Develop and use mathematical models to explain mechanical and electromagnetic waves as a propagating disturbance that transfers energy.
(Clarification statement: Mathematically describe how the velocity, frequency, and
Science Georgia Standards of Excellence
Physics
GPS
SP5. Students will evaluate relationships between electrical and magnetic forces.
a. Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.
b. Determine the relationship among potential difference, current, and resistance in a direct current circuit.
c. Determine equivalent resistances in series and parallel circuits.
d. Determine the relationship between moving electric charges and magnetic fields.
GSE
SP5. Obtain, evaluate, and communicate information about electrical and magnetic force interactions.
a. Develop and use mathematical models and generate diagrams to compare and contrast the electric and gravitational forces between two charged objects. (Clarification statement: Coulomb's and Universal Gravitation Law should be addressed.)
b. Plan and carry out investigations to demonstrate and qualitatively explain charge transfer by conduction, friction, and induction.
c. Construct an explanation based on evidence of the behavior of charges in terms of electric potential energy.
d. Plan and carry out an investigation of voltage, current, and power for direct current circuits. (Clarification statement: Application of Ohm's Law to different circuit configurations, not limited to parallel and series, and calculations of equivalent resistance are expected.)
e. Plan and carry out investigations to clarify the relationship between electric currents and magnetic fields.
(
Clarification statement:
This includes coils and their importance in the design of
motors and generators.) | <urn:uuid:4cd38502-8943-40fe-97f1-b359e1aab45c> | CC-MAIN-2017-17 | https://captainplanetfoundation.org/wp-content/uploads/2017/03/Science-Crosswalk-GPS-to-GSE.pdf | 2017-04-26T02:07:20Z | crawl-data/CC-MAIN-2017-17/segments/1492917121121.5/warc/CC-MAIN-20170423031201-00393-ip-10-145-167-34.ec2.internal.warc.gz | 797,519,803 | 20,666 | eng_Latn | eng_Latn | 0.973537 | eng_Latn | 0.99514 | [
"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",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"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",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn"
] | false | docling | [
114,
133,
1970,
4296,
6227,
8326,
10052,
12037,
14021,
16279,
17934,
19872,
22286,
24815,
26472,
27668,
29682,
31674,
31715,
33650,
35562,
37828,
39443,
39484,
41989,
42030,
43166,
45290,
46837,
49085,
51022,
53242,
53283,
54793,
55911,
57922,
57963,
59523,
61502,
63170,
65443,
67132,
68737,
69874,
71946,
73865,
75775,
77209,
79382,
81301,
83104,
85256,
86984,
88458,
90278,
92269,
93422,
94944,
96191,
97513,
99657,
99698,
102200,
102241,
103819
] | [
4.71875,
3.53125
] | 2 | 0 |
Welcome to the OTR Guide To Self-Esteem
When we go through a tough time, whether that may be rejection from a loved one, not being accepted for a job role, or having a bad fallout with a close friend. What we tend to do after such painful experiences is start thinking of all our faults and shortcomings. Why is it that we damage our self-esteem even more when we are already suffering? Instead we should revive our self-esteem!
What is self-esteem?
Self-esteem is the manner in which we evaluate ourselves. It is our internal assessment of our qualities and attributes.
We have healthy self-esteem when what we think, feel, and believe about ourselves is honest and realistic. Building and maintaining healthy self-esteem depends on gathering evidence about what we are like as a person.
In contrast, when we have low self-esteem, we underestimate – or flat out ignore – our positive characteristics. If we struggle with low self-esteem, then we may tell ourselves that we are stupid, lazy, boring, selfish, inconsiderate, or generally a bad person because of the things we think, say, and do, we view ourselves through a harsh and negative filter. This can lead us to not liking some of the activities that we enjoy, not enjoying company of friends, or having less confidence.
This zine is designed to give you some tools to help you build a foundation for good self-esteem.
How do you visualise Self-esteem?
When you think about self-esteem, what do you think of? Use the space below and write down words or pictures that might describe self-esteem in your eyes...
Effects Of self-Esteem
When we have low self-esteem, due to thinking negative (or not very positive) thoughts about ourselves, it can affect us both mentally and physically. Use the two clouds below to write down what thoughts or behaviours that you might experience, e.g. unhealthy self-esteem (not taking care of yourself) healthy (focusing on your life without the need to compare yourself to others).
Healthy
Unhealthy
Coat of Arms
When we go through a tough time, we tend to forget about our achievements and our strengths that make us who we are. On the shield, draw or write any strengths that you possess (you might be a good listener or a creative person) or achievements (in the past or recent) that you have accomplished...
I'm Great because...
We all experience moments of self-doubt and uncertainty. Even the most confident and happy people have moments where they think "I'm such a failure". Down below, complete some or all of the sentences - this an opportunity to list all of the good things about yourself!
I like who I am because...
I'm great at...
My friends think I have an awesome...
Somewhere I feel happy is...
I mean a lot to...
Others reckon I'm a great...
I think I'm a pretty good...
Something I really enjoy is...
I really admire myself for...
My future goals are...
I know I can achieve them because I'm...
I'm naturally gifted at...
Others often praise my...
I have succeeded before at...
Something that makes me laugh is...
The characteristics I'm most proud of in myself are...
Social Snap
Although it is best to connect with those who can provide social support and feelings of connection, it might not always be possible for us to do so. One way of doing this is a 'social snap'. Next time you feel low, have a look at old pictures of you and your friends. Scientists have found having pictures of loved ones can improve mood when we're feeling low. Reading meaningful emails or letters, watching videos of loved ones, or using valued mementos of those who we feel most connected to can help rebuild damaged selfesteem. Use the space below to either write or draw some of your memories or messages.
create your own self care tips!
In this zine we looked at some activities and ways to help build a foundation for self-esteem. Use the space below to either write or draw some ways you can manage your self-esteem - that may be eating good food or even singing your favourite song...
Thanks for reading!
This zine is designed to give you tools to help build a healthy foundation for self-esteem.
It takes time and practice to build self-esteem as there will be challenges in the future you face, but just like driving a car, the more we practice driving, the more comfortable we are on the roads.
This booklet was made by OTR Bristol, a mental health social movement by and for young people aged 11-25 in Bristol and South Glos.
For more information on what we do, come and see us at one of our Hubs:
Mondays 4-7pm @ 8-10 West Street, Old Market BS2 0BH
Wednesdays 3.30-5.30pm @ Armadillo, Yate, BS37 4FW
Saturdays 10am-1pm @ 8-10 West Street, Old Market, BS2 0BH
You can also call us for free on 0808 808 9120 (Mon-Fri 2-5pm) email us at firstname.lastname@example.org or visit our website at otrbristol.org.uk
@otrbristol | <urn:uuid:3e09c082-a18f-4953-a551-623d70f4e560> | CC-MAIN-2020-40 | https://www.otrbristol.org.uk/wp-content/uploads/2017/11/Self-Esteem-Zine-Final-version.pdf | 2020-09-20T11:01:22+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00060.warc.gz | 989,593,875 | 1,083 | eng_Latn | eng_Latn | 0.993495 | eng_Latn | 0.99581 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
431,
1384,
1577,
2003,
2317,
3111,
3736,
4022,
4865
] | [
2.28125
] | 1 | 0 |
Fire Front: First Nations
poetry and power today edited by Alison Whittaker
SYNOPSIS
Fire Front is a collection of writing by some of Australia's most prominent Aboriginal and Torres Strait Islander writers, performers and commentators. Edited by Gomeroi poet Alison Whittaker, this anthology has been curated very deliberately to explore power. Whittaker introduces the collection as 'fifty-three poems fuelling, making space for, depriving, reshaping, undermining and doing power in every way. What they have in common is why they do it: for the emancipation of First Nations' (p.ix).
Using the fire metaphor to represent such explorations of power reminds the reader not only of the dually destructive/restorative consequences of fire (and power), but of the rightful sovereignty of First Nations people over this land. Whittaker writes: 'It tears through the settlers' plantations, their arrangements of the trees and their form. It takes its restorative heat to the right flora, which release their seeds and bear down hard for the burn. It loosens and enriches nutrients from the top of the ecology. It brings them down to bring other things up' (p.ix). Fire is a natural way in which the Australian continent deals with the invasion of foreign influences while re-asserting the place of those living things which are native to this land.
Fire Front represents a minority culture taking the power back using the vehicle of the coloniser: poetry published in English. But the writers in this collection do not simply assimilate: they bring their thousands of years of oral storytelling and songwriting heritage, they add Aboriginal language, and they make the poetic form their own. In the introduction to the second part of this collection, Evelyn Araluen observes that 'None of these poems leave English, or the structures it has projected over our Country, unscathed' (p.44).
Bruce Pascoe wonders whether these poems will be enough to shift thinking and make a difference in Australian society. He believes that Australians are comfortable in their ignorance and asks, 'Will our words be enough to battle the tea-cosy nature of Australian comfort?' (p.74). A worthy question for discussion while reading this collection of poems.
www.uqp.com.au
BOOK DETAILS
B-format paperback | 978 0 7022 6273 9 $29.99
ABOUT THE EDITOR
Alison Whittaker is a Gomeroi multitasker. She has been a Fulbright scholar at Harvard Law School, where she was named the Dean's Scholar in Race, Gender and Criminal Law, and is currently a Senior Researcher at the Jumbunna Institute. Her debut poetry collection, Lemons in the Chicken Wire, was awarded the State Library of Queensland's black&write! Indigenous Writing Fellowship. Her latest book, BLAKWORK, was shortlisted in the Victorian Premier's Literary Awards and won the Queensland Literary Awards Judith Wright Calanthe Award for a Poetry Collection.
Pg 1/7
Fire Front: First Nations poetry and power today edited by Alison Whittaker
THEMES & STRUCTURE
THEMES COVERED IN THIS COLLECTION INCLUDE:
The poems in this anthology are arranged in five chapters or sections, each with its own introductory essay or narrative, which Whittaker explains represents 'five different kinds of firepower' (p.xi). The first chapter is about family relationships and kinship and the impact of colonisation. This part is entitled 'Ancestor, you are exploding the wheelie bin' and is introduced by Chelsea Bond in a narrative that makes intertextual references to the other works in the section.
The second chapter is introduced by Evelyn Araluen and gathers poems about resistance to the colonisers: 'Despite what Dorothea has said about the sun scorched land'.
The third chapter, introduced by Bruce Pascoe and entitled 'I say rage and dreaming', allows raw emotion and unfettered thoughts to spill out as poets speak back to the range of Australian opinions on Aboriginal cultures and histories.
After the metaphorical firestorm, the fourth chapter reflects on the losses brought about by colonisation and begins to consider ways of healing and moving forward. Introduced by Steven Oliver, 'Because we want it back, need it back, because they can' is a section of poems that consider ways in which colonisation has been managed by the colonised, how cultures have adapted, and the strengths still existing in Aboriginal and Torres Strait Islander communities that can assist in forging a brighter future.
The anthology concludes with the regrowth and regeneration seen after fire. In 'This I would tell you', introduced by Ali Cobby Eckermann, we look back to Oodgeroo and then forward to Baker Boy**, and consider how the experiences in between must inform how we move on.
www.uqp.com.au
* Aboriginal and Torres Strait Islander customs and beliefs:
- Kinship
- Community
- Stories
- Spirituality
* Racism in Australia
* Impacts of colonisation on Aboriginal and Torres Strait Islanders
* Stolen Generation
* Black deaths in custody, youth detention
* Surviving colonisation
* History wars (divided opinion about how to represent Australian history)
* Identity and belonging: Aboriginal and Torres Strait Islander, 'Australian' and Settler identities
STUDY NOTES
It is difficult to study texts by Aboriginal and Torres Strait Islander authors without an understanding of the sociopolitical and historical contexts in which the texts sit. For an overview of cultural and historical contexts with key resource links, see Reading Australia's teacher resource for Ellen van Neerven's Heat and Light.
Pg 2/7
STUDY NOTES
Managing the colonisers
As well as exploring the range of responses to colonisation, oppression and government control of every aspect of Indigenous lives, many authors in this collection explore how First Nations people have managed their interactions with non-Indigenous people in order to survive.
* Fogarty discusses tourism and the fascination with Aboriginal people as 'curiosities', stating 'they are excursionist on our culture' (p.53). From this standpoint, analyse the poems 'Old Clever Woman' (p.120) and 'The Changing Face of the Jukurrpa' (p.123). Key lines include:
- 'she knows but not tellin'' p.120)
- 'slow dronin' noise comin' around like one big firefly', 'starin' one – pink face', 'sittin' long – long time / on motor hardly touchin' earth' (p.120), 'click – click – click – click / they just love picture, / no remember – head must be empty' (p.121) – ridiculing the tourists
- 'This lot take a picture / put 'em in big book. / Tell 'em world they good / they just love Black fella', 'Click – click – same one / gun – camera, same killin' thing' (p.121) – alluding to uncomfortable relationship between black and white Australians.
- 'No picture – they go lookin' / maybe find big mob, / plenty trouble that one' (p.121), 'She keepin pink demon movin' on' (p.122) – suggesting the woman greeting the tourists is amusing them to keep them from going and causing trouble in her community (e.g. bringing alcohol, rape, disease).
- 'Jukurrpa still here', 'Many eyes', 'What does it mean?', 'Microphone', 'Cameras flashing', 'Sea of faces', 'Airconditioned room' (pp.124–125) – juxtaposing the Jukurrpa (dreaming stories, religion) with the consumer culture of performance in modern Australia.
* In 'Custodial Seeds' by Yvette Holt (p.133), we follow a pregnant girl who is perhaps following the birthing ritual her elders have taught her, but there is a suggestion that this is ancient women's business being applied to a new situation (liaisons with white colonisers). The final lines of the poem seem to hint about a predatory element in the town where the river is 'dividing neighbours between / economics and class'. Key lines include:
- 'And so she followed the river / doing as she was told'
- 'A long wide shimmering snake [reference to Dreamtime] … dividing neighbours between economics and class'
- 'Collapsing beside a retired rivergum tree … resisting the push for life / tasting the sap from a torso of knowledge … warm odourless liquid rushes between her / legs, cleansing the dirt enriching the soil with a river of yolk' [reference to traditional birthing rituals]
www.uqp.com.au
Pg 3/7
Fire Front: First Nations
poetry and power today
edited by Alison Whittaker
STUDY NOTES
Managing the colonisers (continued)
- 'Finally her night cries deliver / resonating tears before a disturbing sunrise / the rope of life now rests on her flowing breasts / and again the canine bastards cross the river / digging a bowl for their midnight desire.'
* In 'Cult-charr Jammer' (pp.127–128), Paul Collis strings together the popular images and refrains of urban Aboriginal people yarning about the impact of colonisation, taking the power back from their oppressors and claiming that 'Whitefullas got no Cult-charr!'. The speaker compares their culture to the culture-less 'whitefullas' by stringing together the remembered remnants of traditional histories and culture ('King Billy', 'Queenie', 'Emu in the sky') and asserting a new urban Aboriginal culture ('With my arm fulla tatts', 'Deadly, un'a? [hey/true/yep]', 'Always was / always will be / ABORIGINAL LAND', 'Blak, proud and deadly').
* In 'Lake Eyre Is Calling: Ankaku for Life' (p.135), Kevin Buzzacott makes a call to arms for Australia to reject all knowledge except that which comes from the earth. Key lines include:
- 'These are the only things I know; / these sticks, and Old People, and the country'
- 'Nobody can look after the country better than us'
- 'We've got the experts; we've got the professors; we've got the scientists'
Fire raging
Some of the more forthright poems in this collection directly challenge Australian narratives designed to neatly deal with our colonial history in a way that absolves the settlers and denies the First Nations experience.
* In 'The Colour of Massacre' (p.17–18), Jeanine Leane summarises Australia's denial of the massacres of Aboriginal people at the hand of colonisers: 'The rest is mere hearsay – oral history – words in the air! Nothing on paper – so who remembers?' (p.18). Leane juxtaposes her discussion of Aboriginal genocide with an outine of the Port Arthur massacre: 'Late in the twentieth century, with a population / of eighteen million the shootings of / thirty-five settlers went down in Australian history / as the Port Arthur massacre prompting a / Prime Minister who denied Black massacres / to buy back the nation's firearms to minimise / the chance of another white one' (p.18). Explore the history of colonial massacres (for example, Hospital Creek, Brewarinna), Prime Minister John Howard's views on these, and the Port Arthur massacre. While no loss of life should be trivialised and we may agree with Howard's response to the Port Arthur event, what is interesting about these comparisons?
* In 'Got ya' (p.90–91), Kerry Reed Gilbert writes about the moment when a First Nations person finds proof that a person close to them is racist – signifying a betrayal, loss of trust, the death of a
www.uqp.com.au
Pg 4/7
Fire Front: First Nations poetry and power today edited by Alison Whittaker
STUDY NOTES
Fire raging (continued)
relationship. Consider how this might represent a common experience of First Nations people.
* In 'Expert' (p.78), Ellen van Neerven describes the feeling when a non-Indigenous person claims expert knowledge about Indigenous issues based on their relationship with an Indigenous person. In this poem, Ellen depicts her non-Indigenous girlfriend getting drunk and rowdy, shouting about statistics to do with Indigenous people, and eventually being taken into the police station. Key lines include: 'don't know how she's got her expertise / think I'm the first one she's met … she has the answers because she saw a television ad / for Recognition … devalues my own knowledge (too urban) … she likes to argue when she's had a few … 87% of intimate partner homicides … involving Indigenous people, are alcohol-related … won't let her forget this statistic / tonight it's her / in the paddy wagon'. Discuss how this poem uses irony and subverts stereotypes.
* In 'Invasion Day' (p.84), Elizabeth Jarrett uses words normally associated with the discussion of World War One and Two, and the September 11, 2001, terrorist attacks on the World Trade Centre, to describe Australian history. How does it make you feel as a reader to see words like 'terrorism', 'genocide', and 'prisoners of war' used to describe Australian history? Why does the author challenge us to 'forget about ANZAC Day'?
* In 'The Grounding Sentence' (pp.46–48), Samuel Wagan Watson reflects on an incident on Australia Day 2006, where a teenager had been 'driving around with an air gun "looking to shoot an Aboriginal person" on Australia Day' and discusses his relationship to his culture and history in prose, interspersed with lines from the Australian National Anthem. In what ways does this piece challenge our national identity of 'a fair go for all' and 'a multicultural nation'? In what ways does the representation of Aboriginal people as still kept under control, in danger and 'hunted' in 2006 add to our understanding of Elizabeth Jarrett's 'Invasion Day'?
Truth telling
* In his introduction to the third section of this anthology, Bruce Pascoe refers to some of the evidence of Australia having the oldest villages on earth and having 'invented society'. Pascoe has written extensively about this in Dark Emu and the children's version Young Dark Emu. Why do you think it is difficult for people to accept such information? Why is this information kept out of mainstream consciousness and understanding?
* Archie Roach's famous 'Took the Children Away', referring to the Stolen Generations, is answered by popular rapper Briggs in a collaboration with Yolngu singing-sensation Gurrumul in 'The Children Came Back'. Briggs highlights positive moments in Aboriginal and Torres Strait Islander history post-colonisation. The lyrics of both songs are reproduced in this anthology (pp.23–28). Research some of the positive role models Briggs refers to in his celebration of First Nations peoples' survival.
* Natalie Harkin collects historical records of Aboriginal servants and their treatment by non-Indigenous
www.uqp.com.au
Pg 5/7
Fire Front: First Nations
poetry and power today
edited by Alison Whittaker
STUDY NOTES
Truth telling (continued)
'bosses' in 'Domestic' (p.20). Harkin includes commentary that such stories 'illuminate a deeplyrooted racist facet of Australian history' and that Aboriginal servants were 'as near to slavery as it is possible to find' (p.20). Alison Whittaker further reflects on this history in her poem 'Many Girls White Linen' (pp.57–58). In what ways does the experience of the Aboriginal domestic servant reveal racism and oppression?
* Identify alliteration, rhythm, rhyme, repetition and personification in Alison Whittaker's 'Many Girls White Linen' (pp.57–58).
* Referring to Aboriginal oral storytelling tradition, Ali Cobby Eckermann notes that 'The campfire is a vessel that holds many of our stories' (p.145). Declan Furber Gillick* talks about the power in choosing not to publish oral histories, as our stories 'dwell in' our bodies and are meant to be told in the 'tones and cadences' of the person whose experience is being narrated (p.95). In the context of Gillick's piece 'Nanna Emily's Poem (Mt Isa Cemetery 2014)'* (pp.92–94), discuss why we need to take care of oral histories and be careful how we publish and share them?
* After the firestorm, at the end of the book, we have a poem about a couple settling down for tea and damper by the evening campfire: 'Better Put the Billy On' by Maggie Walsh (pp.165–167). This is a comforting poem that rejoices in the everyday banal rituals of family life, unifying all people. It also shows us that life goes on, and we can find moments of peace, even while we are dealing with trauma and turmoil. In what ways do you think that this poem is one that any Australian could relate to?
* Baker Boy's** 'Black Magic' presents an anthem of hope for young Indigenous people. The lyrics are reproduced in this anthology (pp.160–164). Baker Boy has been an ambassador for his people as Young Australian of the Year and comes from a powerful group of nations in Arnhem Land, the Yolngu people. Learn more about Yolngu, the Garma Festival they host, and another famous Yolngu band Yothu Yindi.
EXTENSION STUDY NOTES
* Editor Alison Whittaker lists a number of other prominent collections of Aboriginal and Torres Strait Islander writing (p.x). Complete a comparative analysis of one of these publications with Fire Front.
* In her introduction to the fifth section of this anthology, Ali Cobby Eckermann observes that Aboriginal and Torres Strait Islander stories are 'linked by the intergenerational experiences that often repeat without repair' (p.143). Consider how the metaphor of the five types of firepower in the five sections of this book point to the intergenerational experiences of First Nations people.
* Ali Cobby Eckermann suggests that writing is 'cathartic', and poetry is a kind of 'medicine', but
www.uqp.com.au
Pg 6/7
Fire Front: First Nations poetry and power today edited by Alison Whittaker
Fire Front: First Nations poetry and power today edited by Alison Whittaker
EXTENSION STUDY NOTES (continued)
it is frustrating that 'None of the issues that have been written about and are of constant concern to Aboriginal people and our families has shifted' (pp.145–146). Conduct further research on one of the following contemporary issues, using the links provided as a starting point. What recommendations can you make about how Australia can make change on this issue?
- 'Behind Enemy Lines*' (pp.136–139) + 'Justice for Youth' (p.154): these poems look at Aboriginal deaths in custody and youth detention, making reference to the personal experience of Dylan Voller and the Don Dale Youth Detention Centre. (*explicit language warning)
- 'Took the Children Away' (pp.23–25) and 'Nanna Emily's Poem (Mt Isa Cemetery 2014)'* (pp.92-95) and the current situation for Indigenous children removed from their families.
- Identity and belonging: 'Yúya Karrabúrra (Fire is Burning)' (pp.29–32) and 'Say My Name' (pp.105–106) and 'Too Little, Too Much' by Evelyn Araluen (p.43: 'Can you cut back some of the language? It trips up the reader and no-one is going to know what you're saying.' '"I'd love if you could use some more of language. Is there an Aboriginal word for tree you could use here?"'). This topic acknowledges complex identities and how racism is perpetuated through Australian constructions of what is a 'real' Aborigine. This was explored in Australian media during the Anita Heiss vs Andrew Bolt case. Stephen Oliver commented on this topic in an accessible spoken word performance at the 2015 NITV National NAIDOC Awards.
* Evelyn Araluen discusses the tendency of Anglo Australians to control history when she notes how Oodgeroo Noonuccal and her poetry was 'curated and contained, like the municipal gum she so forlornly looked upon' (p.40). Research further the 'history wars' and the debate about the 'black armband view' of history.
Please note: *In the first printed edition of Fire Front, Declan Furber Gillick's poem 'Nanna Emily's Poem (Mt Isa Cemetery 2014)' pp.92–95 is missing its very last line. The poem should end: 'You did your best.' **The second and subsequent editions of Fire Front have updated spellings of the Yolnu Matha lyrics in Baker Boy's 'Black Magic'. If teachers need a copy of the updated version, please contact: firstname.lastname@example.org
About the writer of the Teachers' Notes
Cara Shipp is a Wiradjuri/Welsh woman (descending from the Lamb and Shipp families in Central Western NSW) and currently leads Years 7 to 12 at Silkwood School, Mount Nathan, in the Gold Coast hinterland. She has previously run alternative educational programs for Aboriginal and Torres Strait Islander students; held Head Teacher English/HASS/Languages positions; and served as President, Vice President and Editor with the ACT Association for the Teaching of English (ACTATE). Cara has completed a Masters degree in Education focusing on Aboriginal literacy, and regularly presents cultural competence training at local and National conferences, particularly within the context of incorporating Indigenous perspectives into the English curriculum. In 2013, Cara was part of the ACARA working party on incorporating the Aboriginal and Torres Strait Islander Histories and Cultures Cross-curriculum priority into the Civics and Citizenship curriculum.
www.uqp.com.au
Pg 7/7 | <urn:uuid:b77b3bdc-4d5b-4941-9dbe-8ed134ca0619> | CC-MAIN-2020-40 | https://d3f44jafdqsrtg.cloudfront.net/teacher-notes/TeachersNotes_Fire-Front_Alison-Whittaker_updated-26-June-2020.pdf | 2020-09-20T10:04:29+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00061.warc.gz | 331,901,293 | 4,588 | eng_Latn | eng_Latn | 0.995929 | eng_Latn | 0.996351 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2909,
5551,
8267,
11123,
14354,
17256,
20667
] | [
2.015625,
2.734375
] | 1 | 0 |
Published by:
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH Inclusive Violence and Crime Prevention for Safe Public Spaces (VCP) Programme
The entire toolkit is available on: www.saferspaces.org.za
ToolFOUR
Detailed Analysis of the Duty Bearers 4
Objective:
To identify duty bearers 5 in the community, assessing these actors and describing them in greater detail.
To identify where support for duty bearers is needed so that they can accomplish tasks and fulfil their responsibilities, and better fulfil the rights of children and youth.
To identify potentially useful resources.
To identify potential allies and partners for a possible later project..
Aspects of Data Collection:
Role and responsibilities, as well as aspects of the capacity of the duty bearers to fulfil their responsibilities, with specific focus on services benefiting children and youth.
Material needed:
Big brown paper or several sheets of flipchart paper, which can be connected so that the table below can drawn and written on it; markers.
Preparation:
Transfer the table below to three or four big sheets of paper. Then you can divide duty bearers to be analysed, so that each group works on only some of the duty bearers. You transfer the table as shown below.
Procedure:
This is a tool which requires very good facilitation skills, since it is important from the beginning to avoid duty bearers being blamed for not fulfilling responsibilities. The exercise focuses on assessing the need for support, so that duty bearers can better perform their required role. It is important to clarify this at the outset. As usual, allow extra time if participants need it.
In a first step, you take stock of all important duty bearers in the community with regard to children and youth. The next table gives some broader categories.
3. Adapted from: Save the Children, Sweden, 2008
4. In the so called "rights-based approach", an approach which takes the validation of human rights for all people everywhere as reference frame, duty bearers are institutions with responsibilities to ensure the fulfillment of human rights of people (the rights holders). Often we have a relationship of service providers (duty bearers) and those who shall have access to services (rights holders). In the case of children and adolescents as rights holders, the parents or caretakers are duty bearers.
PLANNING
IMPLEMENTATION
PAGE 19
PAGE 20
ToolFOUR
Detailed Analysis of the Duty Bearers 4
In the plenary you will first identify which groups of people, organisations and institutions you find in your community or outside, with responsibilities towards children and youth of your community. Depending on the scope of your work, you might skip the provincial, national and international level.
For each category of duty bearers you write the names of the organisations, institutions or individual people on a page of flipchart. One flipchart should show duty bearers of local civil society: the members of the ward committee, representatives of the mosque, the protestant church, heads of the Hindu community, representatives of the sports club and of a women´s organisation, are just a few examples.
In a next step, you form working groups with the participants. It is important to have at least one or two members in each group who have good knowledge of the responsibilities of the relevant duty bearers. One option is to let members of the respective institutions or sectors work on their own roles and responsibilities.
ToolFOUR
Detailed Analysis of the Duty Bearers 4
Task for the group work:
The groups are asked to first enter the identified duty bearers in the left-hand column. In a collective discussion, the group examines the roles and responsibilities of the respective duty bearers, and assesses their capacities for fulfilling those roles and responsibilities. If enough young people participate, it is a good idea to let them work together in their own working group, even though they might not be well informed about the areas in question. They may select for further analysis those duty bearers whom they consider most important in their lives. When the results are presented and discussed in plenary, other participants may make additions. When there is agreement, further duty bearers may be added.
Observations: (Additional notes for the facilitator)
Remember, the aim of this activity is not to make any stakeholder look bad. This might happen where people are forced to admit that they broadly lack the skills and knowledge they are supposed to have. If such a situation can be foreseen, then avoid it completely. Omit the respective duty bearers from the list and work on others.
End Product:
By the end of the exercise, the objectives would have been achieved, including the following:
* A detailed analysis of relevant duty bearers in the community, their roles and responsibilities and capacities has been captured in a table.
* The support needs of duty bearers have been identified.
* Potentially useful resources have been identified, while pointing out potential allies and/ or partners for a later project.
PAGE 21 | <urn:uuid:20c02b7a-a2b1-4b91-8210-2397eb76cedf> | CC-MAIN-2020-40 | https://www.saferspaces.org.za/uploads/files/VCP_Toolkit_Book3_Tool4.pdf | 2020-09-20T11:37:27+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00062.warc.gz | 1,033,353,564 | 1,024 | eng_Latn | eng_Latn | 0.996688 | eng_Latn | 0.996711 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2426,
3523,
5156
] | [
2.234375
] | 1 | 0 |
Name:
Section:
Score: _____/5
World History
Alexander the Great Reading
Directions: Using Information from the notes and the following article answer the thought questions at the end of this article.
Alexander the Great
Alexander the Great was so impressed by the Indian use of elephants in battle, that he immediately enlisted them into his army. Elephants were particularly effective against horses, which would often bolt away in fear at the presence of the enormous beasts.
Was Alexander the Great really great?
A great conqueror, in 13 short years he amassed the largest empire in the entire ancient world — an empire that covered 3,000 miles. And he did this without the benefit of modern technology and weaponry. In his day, troop movements were primarily on foot, and communications were face to face. Not bad for a kid who became the King of Macedon at the age of 20.
Many of Alexander's accomplishments were made possible by his father, Philip of Macedon. Macedon, which existed roughly where the modern country of Macedonia lies today, was a kingdom located that lay geographically north of the Greek city-states.
Alexander's the Great's tutor was the Greek philosopher Aristotle.
In 338 B.C.E., King Philip of Macedon invaded and conquered the Greek city-states. Philip took advantage of the fact that the Greek city-states were divided by years of squabbling and infighting. Philip succeeded in doing what years of fighting between city-states had not done. He united Greece.
Conquering the World
Philip's next goal was to defeat Greece's ageold enemy to the east: Persia. For years, the massive Persian Empire threatened the very existence of the Greek way of life. But before he was able to pursue his second goal, Philip was assassinated.
When his son, Alexander, took the throne in 336 B.C.E., he vowed to complete the plans of his father. In 334 B.C.E., Alexander invaded Persia, which lay across the Aegean Sea in Asia Minor (modern-day Turkey).
After three grueling years of warfare and three decisive battles, Alexander smashed the Persian armies at the Tigris River and conquered the mighty Persian Empire, including the legendary city of Babylon. For many Greeks, this victory marked a moment of sweet revenge against a bitter foe.
Alexander was an amazing soldier who led his army to conquer much of the known world.
At this point, at the age of 25, Alexander ruled an expansive empire. Nevertheless, his ambitions were not satisfied. While fighting the Persians, Alexander conquered Egypt and founded a city at the mouth of the Nile River. This city, which he named Alexandria after himself, became a cosmopolitan, diverse, bustling center of trade, the arts, and ideas.
But Alexander was not done. He continued his campaign, driving farther east, until he reached India and the Indus River in 326 B.C.E. At this point,
his exhausted troops refused to fight further. They told Alexander that a truly great leader knows when it is time to stop fighting.
Without the support of his army, Alexander had no choice but to turn back and begin consolidating and organizing his far-flung empire. On his way home, Alexander died from disease in 323 B.C.E.
Though he was an unquestionably skilled and highly respected military leader, Alexander the Great was feared by those around him for his paranoia and dangerous temper.
Alexander in Hindsight
Alexander the Great's legacy is both far reaching and profound. First, his father was able to unite the Greek city-states, and Alexander destroyed the Persian Empire forever. More importantly, Alexander's conquests spread Greek culture, also known as Hellenism, across his empire.
In fact, Alexander's reign marked the beginning of a new era known as the Hellenistic Age because of the powerful influence that Greek culture had on other people. Without Alexander's ambition, Greek ideas and culture might well have remained confined to Greece.
Many historians see Alexander the Great in a different light. Although Alexander was both intelligent and handsome, he also had a darker side. He possessed a ferocious temper and from time to time would arbitrarily murder close advisors and even friends. Also, toward the end of his many campaigns, he senselessly slaughtered thousands whose only crime was being in his way.
"Alexander the Great." Ushistory.org. Independence Hall Association, n.d. Web. 02 Oct. 2014.
Thought Questions:
1. What was Alexander's greatest accomplishment during his life time? Defend your answer using the Assertion, Reasoning, Evidence method.
2. What is the most important legacy of Alexander's accomplishments? Defend your answer using the assertion, reasoning, evidence method. | <urn:uuid:1f9b1225-57ee-4806-8f19-b9c87d58fce8> | CC-MAIN-2020-40 | http://www.mrtredinnick.com/uploads/7/2/1/5/7215292/alexander_the_great_reading.pdf | 2020-09-20T09:42:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00064.warc.gz | 197,971,381 | 953 | eng_Latn | eng_Latn | 0.997203 | eng_Latn | 0.997394 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1979,
4401,
4698
] | [
3.875
] | 1 | 2 |
Department of English
Module: CPE
Level: Third Year Students (G 1&2)
Teacher: Zaidi Khadidja
Argumentative Essays
Objectives
Students are expected, by the end of the lecture, to:
-Understand the structure of argumentative essays.
-Practise writing argumentative essays.
An argumentative essay, by definition, is one of the types of essays where writers can agree or disagree about a given topic and provide solid reasons and evidence to support their stands and convince readers. However, writers should also tackle opponents' points of view and, in most cases, refute them. This entails that they discuss any kind of problems with those views to point out that they are not good, convincing reasons. In doing so, writers give more chance for readers to listen to their own viewpoints (Oshima & Hogue 2006),
Organization of Argumentative Essays
To organize an argumentative essay, writers can depend on various patterns, such as the block pattern or the point-by-point pattern. Oshima and Hogue (2006) outlined both patterns as follows.
A. Summary of other side's arguments
B. Rebuttal to the first argument
C. Rebuttal to the second argument
D. Rebuttal to the third argument
Block 2
E. Your first argument
F. Your second argument
G. Your third argument
argument and rebuttal with your own counterargument
B. Statement of the other side's second argument and rebuttal with your own counterargument
C. Statement of the other side's third argument and rebuttal with your own counterargument
III. Conclusion -may include a summary of your point of view
III. Conclusion -may include a summary of your point of view
Interestingly, writers should take into consideration the topic of the essay to choose which pattern suits best to discuss their views and opponents' point of view as well.
Consider the following sample essays and try to find out the organization of each one.
Sample Argumentative Essay 1: The Block Pattern (Barbee, 2015)
The School Uniform Question
Individualism is a fundamental value in the United States. All Americans believe in the right to express their own opinion without fear of punishment. This value, however, is coming under fire in an unlikely place -the public school classroom. The issue is school uniforms. Should public school students be allowed to make individual decisions about clothing, or should all students be required to wear a uniform? Importantly, mandatory school uniforms are the students' better choice for two reasons.
First, wearing school uniforms would help make students' lives simpler; therefore, students have to wear the uniforms. Interestingly, students would no longer have to decide what to wear every morning because trying on outfit after outfit in an effort to choose can be very tiring. If this action was timed, it would
probably take a person at least twenty minutes to try on just two outfits. A person could use this time for more important things such as reviewing the contents of a new chapter or going over important revision questions. Moreover, uniforms would not only save time but also would eliminate the stress often associated with this chore. It is a well known fact that people do not only have one piece of clothing in their closets; they have many things to choose from; ranging from T-shirts to shoes. Therefore, imagine every morning having to decide on a specific combination of items to put together to wear what is different from the one that was worn the day before. It is a very stressful activity for any normal human being.
Second, school uniforms influence students to act responsibly in groups and as individuals; this constitutes another reason for wearing uniforms at school. Importantly, uniforms create a feeling of unity among students. For example, when students do something as a group, such as attend meetings in the auditorium or eat lunch in the cafeteria, the fact that they all wear the same uniform would create a sense of community. Even more important, statistics show the positive effects that school uniforms have on violence and truancy. According to a recent survey in Hillsborough County, Florida, incidents of school violence dropped by fifty percent, attendance and test scores improved and student suspensions declined approximately thirty per cent after school uniforms were introduced. This evidence clearly proves that uniforms are better.
Opponents of mandatory uniforms say that students who wear school uniforms cannot express their individuality. This point has some merit on the surface. However, school is a place to learn, not to flaunt wealth and fashion. Society must decide if individual expression through clothing is more valuable than improved educational performance. It is important to remember that school uniforms would be worn only during school hours; therefore, students can express their individuality in the way they dress outside of the classroom.
In conclusion, there are mainly two reasons for implementing mandatory school uniforms for students. I believe that students learn better and act more responsibly when they wear uniforms. It is in my opinion that public schools should require uniforms in order to benefit both the students and society as a whole.
Sample Argumentative Essay 2: The Point-by-Point Pattern (Oshima & Hogue, 2006)
Separating the Sexes, Just for the Tough Years
The middle school years (grades 7 and 8) are known to be the tough years. These are the years when the uneven pace of girls' and boys' physical, emotional, and cognitive development is most noticeable. Girls are ahead of boys on all counts, and both suffer. Educators debate whether separating boys and girls during these difficult years might improve students' academic performance. Separate classes are now prohibited in public schools that receive federal funds, but a charge in the federal law that prohibits them is under consideration. Although some parents and educators oppose same-sex classes, there is some evidence that separating girls and boys in middle schools yields positive results.
Opponents of single-sex education claim that test scores of students in allgirl or all-boy classes are no higher than those of students in mixes classes (Sudy, 2004). However, the research is inconclusive. Despite the fact that some research shows no improvement in test scores, other research shows exactly opposite results (Blum, 2002). More important, many psychologists believe that test scores are the wrong measuring sticks. They believe that self-confidence and self-esteem issues are more important than test scores. In same-sex classes, girls report increased confidence and improved attitudes toward math and science, for example (Study, 2004). These are results that cannot be calculated by a test but that will help adolescents become successful adults long after the difficult years of middle school are past. New York University Professor Carol Gillian is
certain that girls are more likely to be "creative thinkers ant risk-takers as adults if educated apart from boys in middle school" (Gross, 2004). Boys, too, gain confidence when they do not have to compete with girls. Boys at this age become angry and fight back in middle school because they feel inferior when compared to girls, who literally 'out-think' them. With no girls in the classroom, they are more at ease with themselves and more receptive to learning (Gross, 2004).
Opponents also maintain that separate classes (or separate classes) send the message that males and females cannot work together. They say that when students go into the work force, they will have to work side-by-side with the opposite sex, and attending all-girl or all-boy schools denies them the opportunity to learn how to do so (North, 2004). However, such an argument completely ignores the fact that children constantly interact with members of the opposite sex outside school. From playing and squabbling with siblings to negotiating allowances, chores, and privileges with their opposite-sex parent, children learn and practise on a daily basis the skills they will need in their future workplaces.
The final argument advanced by opponents of same-sex education is that it is discriminatory and, therefore, unconstitutional. However, research supports exactly the opposite conclusion: that discrimination is widespread in mixed classes. Several studies have shown that boys dominate discussions and receive more attention than girls and that teachers call on boys more often than they call on girls, even when girls raise their hands (North, 2004). Clearly, this is discriminatory.
It should be evident that the arguments against same-sex classes are not valid. On the contrary, many people involved in middle-school education say that same-sex classes provide a better learning environment. Boys and girls pay less attention to each other and more attention to their school work (Marquez, 2004). As one teacher noted, "Girls are more relaxed and ask more questions;
boys are less disruptive and more focused" (North, 2004). Girls are less fearful of making mistakes and asking questions in math and science; boys are less inhibited about sharing their ideas in language and literature. Furthermore, schoolchildren are not disadvantaged by lack of contact with the opposite sex because they have many opportunities outside the school setting to interact with one another. Finally, discrimination occurs in mixed classes, so discrimination is not a valid argument. Therefore, in my opinion, the law prohibiting same-sex classes in public schools should be changed.
Practice1: Complete the outline of the second model essay.
Separating the Sexes, Just for the Tough Years
I. Introduction (explanation of the issue)
Thesis Statement___________________________________________________ ________________________________________________________________
II. Body
A. Opposing argument I
Opponents of single-sex education claim that test scores show that there is no advantage to all-girl or all-boy classes.
Rebuttal to argument I
1. Research is inconclusive-show opposite results
2. Other results that cannot be calculated
a. Girls__________________________________________________________ b. Boys__________________________________________________________
B. Opposing argument 2
________________________________________________________________
Rebuttal to argument 2
________________________________________________________________
a. Settling squabbles with siblings
b. Negotiating with opposite-sex parent
C. Opposing argument 3
________________________________________________________________
Rebuttal to argument 3
________________________________________________________________
a. ______________________________________________________________
b. Teachers call on boys more often
D. Own point of view
1. Same-sex classes provide a better learning environment
2. Reasons
a. Boys and girls
b. Girls__________________________________________________________
c. Boys__________________________________________________________
III. Conclusion
The Introductory Paragraph
The introduction of an argumentative essay, as shown in the second model essay, explains the issue (some general statements that lead to the thesis statement). However, the writer can choose other options and start the introduction "with some surprising statistics, for example, or with dramatic story. For instance, the writer of the model essay could have opened with a dramatization of typical boys' and girls' behaviour in a mixed middle school class" (Oshima & Hogue, 2006, p.147).
Formulating the Thesis Statement
The thesis statement clearly states the opinion of the writer and usually indicates the other side's point of view (Oshima & Hogue, 2006, 2007).
Police departments say that curfew laws to control teenage gangs are necessary, but I feel that such laws are unfair, unconstitutional, and counterproductive.
The writers view is put in the independent clause and opponents' view is introduced in the dependent clause.
subordinate structure
Despite the claims that curfew laws are necessary to control juvenile gangs, main (independent clause)
curlew laws are clearly unconstitutional.
The following examples illustrate how to present opponents viewpoints and link them to the writers' ones.
Some people feel that the United States should have a national health care plan like Canada's.
Many think that genetically engineered crops are a grave danger to the environment.
Some people feel that the United States should have a national health care plan like Canada's; however, others feel that government should stay out of the health care business.
Practice 2: Write an argumentative essay about the following topic:
Do you agree or disagree with the following statement? "The most important element in friendship is trust".
References
Oshima, A & Hogue, A (2006). Writing Academic English (4 th ed.). White Plains, NY: Pearson/ Longman.
Oshima, A & Hogue, A (2007). Introduction to Academic Writing (3 rd ed.). White Plains, NY: Pearson Education.
Nonperiodical Web Document
Barbee, M. (2015). Argumentative Essay Writing. Retrieved June, 4, 2019 from https://www.matthewbarbee.com/uploads/1/6/8/9/16895428/argumentative_es say_worksheets_5.pdf | <urn:uuid:7fbc4f92-1134-4b2a-8763-f4f55efd7ba5> | CC-MAIN-2020-40 | http://www.univ-oeb.dz/fll/wp-content/uploads/2020/03/CPE_Argumentative_Essays_3_rd_Year_G__2_Ms_Zaidi1.pdf | 2020-09-20T11:01:03+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00064.warc.gz | 228,956,940 | 2,581 | eng_Latn | eng_Latn | 0.997553 | eng_Latn | 0.999428 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1046,
2800,
4907,
6923,
8983,
10533,
12043,
13282
] | [
4.3125
] | 1 | 0 |
Natural Environments: Where All Children Belong
Children learn best in familiar environments and during daily routines. Your EI provider can help you use daily routines to enhance your child's development. Talk about some places where you spend time with your child. Talk about other places you would like to go, such as the grocery store, park, or library. How do you want to spend your time there? Your EI provider may go with you to these places. Your EI provider can help you come up with ideas that will help your child take part successfully in those settings.
At Home
At Child Care
* Taking a bath
* Enjoying a meal
* Picking up toys
* Playing with siblings
* Going to bed/nap
* Dressing
* Walking in the neighborhood
* Getting in or out of the car
* Riding the bus
* Shopping at the store
* Swinging or sliding at a playground
* Using elevator buttons
* Visiting the library
* Eating out at a restaurant
* Spending time at the Laundromat
* Exploring nature
* Playing in sand or dirt
* Climbing stairs
* Petting a dog or cat
* Tossing/rolling a ball
* Putting on or taking off a coat
* Greeting and departing
* Sharing toys
* Looking at books
* Playing with a friend
* Sitting in a chair
In the Community
For more information, visit the Illinois Early Intervention Clearinghouse at http://eiclearinghouse.org
Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Illinois Department of Human Services, Bureau of Early Intervention. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Illinois Department of Human Services, Bureau of Early Intervention.
Illinois
Early
Intervention
Clearinghouse
Illinois
Early
Intervention
Clearinghouse
Illinois Early Intervention Clearinghouse Early Childhood and Parenting Collaborative University of Illinois at Urbana-Champaign Children's Research Center Illinois Early Intervention Clearinghouse Early Childhood and Parenting Collaborative University of Illinois at Urbana-Champaign Children's Research Center
51 Gerty Dr. • Champaign, IL 61820-7469 51 Gerty Dr. • Champaign, IL 61820-7469
Telephone: (217) 333-1386 • E-mail: firstname.lastname@example.org Telephone: (217) 333-1386 • E-mail: email@example.com
Toll-free: (877) 275-3227
Toll-free: (877) 275-3227 | <urn:uuid:74ecb43a-a61a-47c6-a587-942cd1e7b9a6> | CC-MAIN-2020-40 | https://www.eclre.org/wp-content/uploads/2019/11/EInoteSummer17-1.pdf | 2020-09-20T10:16:26+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00065.warc.gz | 851,400,040 | 571 | eng_Latn | eng_Latn | 0.98366 | eng_Latn | 0.98366 | [
"eng_Latn"
] | false | docling | [
2440
] | [
2.703125
] | 1 | 0 |
The Role of Parliament in the Egyptian Constitution
Parliament and the New Egyptian Constitution
Papers
"Parliament and the President" By Prof. Amr Shobaki
"Parliamentary Oversight of the Government" By Prof. Mahmoud Kandil
"Parliament and the Judiciary" By Georges Fahmy
"Parliament and Community Organizations: Local Councils & Civil Society" By Mohamed El-Agati
"Parliament and Oversight Agencies: The Central Auditing Organization & the Administrative Control Authority as Models" By Karim Sarhan
"A New Vision for the Shura Council" By Ali Fath-Elbab
Commentaries by:
Prof. Adam Cygan
Prof. John McEldowney
Executive Summary
The challenge facing post-revolution Egypt is to draft a new Constitution which meets the aspirations of all Egyptian citizens and which provides a firm foundation to secure democratic and accountable government in Egypt. Following the fall of the Mubarak regime in January 2011, the process of Constitutional reform provides Egypt with an opportunity to make a break with past and address the inequalities and authoritarian behaviour which characterised the Mubarak regime. Yet despite these being the fundamental stated aims of the revolution, there exist, in the light of President Mursi's Decree of 22nd November 2012, justified concerns that power is once again being concentrated in the hands of the President without any accompanying checks and balances.
The papers in this publication make a significant contribution to the constitutional reform debate in Egypt and represent a diverse range of views from a variety of stakeholders who have participated in the process of drafting the new Constitution. This publication is also extremely timely because it comes at a moment in the drafting process when both internal and external pressures pose certain challenges to securing a final agreement on a Constitution that defines the democratic values and principles which have are essential in post-revolution Egypt. Moreover, President Morsi's Decree of November 22nd 2012 brings in to sharp focus the political and religious tensions which exist in post-revolution Egypt.
Two key themes can be identified within all the papers and which the present version of the draft Constitution has yet to fully address. Firstly, all the authors recognise the need for the new Constitution to be an inclusive document. In particular, this requires that the Constitution embrace the principles of religious tolerance and religious freedom and that minority rights are guaranteed. Secondly, there remain issues with regard to the role of the new Institutions of Government and guaranteeing the rule of law and the separation of powers under the new Constitution. One area of concern which was highlighted by several authors concerns the role of the President and his relationship with the Parliament. The papers of Professor Qandil and Professor Shobaki recognise, but for different reasons, that at present the draft Constitution fails to adequately create an effective system of political accountability between these two institutions. In particular, their remains significant disagreement with regard to the role of the President and Professor Adam Cygan argues that ensuring that power is not concentrated in the hands of either institution must be a fundamental objective of the new Constitution. However, the absence of a functioning parliament since the revolution has not helped in maintaining the balance in the relationship between the President and the Parliament and this offers an institutional explanation, at least in part, for President Morsi's actions of November 22nd 2012
The need for accountability is an overarching theme that is touched upon by all the papers. Ali Fath Elbab addressed political accountability and what role there should be for the Shura Council as a second Chamber of the Egyptian Parliament. He argues very strongly that political control and the need for a second revising Chamber is essential and that this Chamber can offer a forum for improved representation of minority ethnic or religious groups
and other sectors of Egyptian society, such as women, who may be under represented within the Parliament. Mohammed Al Agati continues this theme by calling for improved provisions within the Constitution which guarantee participation in the political process by civil society and local councils. Georges Fahmy highlights that the draft Constitution is still very weak with regard to guaranteeing judicial independence from the Legislature and providing a system of judicial review. Judicial protection of constitutional rights is a key feature of all democratic constitutions and this can only be achieved through judicial independence. Finally, Karim Sarhan and Professor John McEldowney both argue that significant improvements in the draft Constitutional provisions are still need in order to secure accountability through processes of financial and administrative audit. Crucially, both papers highlight that Egypt needs, as a matter of urgency, to elect an effective Parliament to undertake these functions.
In nearly two years since the revolution Egypt has moved significantly from a de facto one-party State to creating a new Constitutional framework which is based upon principles of democracy and promotes political, social and religious tolerance and plurality. However, all the papers illustrate that the process of drafting a new Constitution is yet to be completed and the actions of President Morsi on November 22nd 2012 illustrate that progress with agreeing the new Constitution must be considered as an imperative. The positive development of securing the current draft, notwithstanding its deficiencies, should not be underestimated and the range of views included in this publication illustrate that political debate in Egypt is very healthy, but political will must now be shown by all stakeholders to take the process forward to its conclusion. This publication, which includes contributions from key actors who have participated in the drafting process, makes a valuable and timely contribution to the debate and helps to provide a focus for the Constitution-writing Committee with regard to addressing key issues which remain outstanding at the 'endgame' of the drafting process.
Background Parliament and Previous Constitutions
The revolution of 25 th January at the beginning of 2011 marked the beginning of a new phase of political development in Egypt as part of a long series of struggles in which Egyptians fought for and sought to achieve progress towards democracy. This contributed to increasing public controversy and debates around the future of the Egyptian political regime following these events and the model which will be adopted by Egypt in its new era. This led to debates between academics and many of those interested in public affairs around the most salient historical political phases that Egyptians experienced in the last one hundred years, as an attempt to read and analyse Egyptian history to identify what could be of use in the attempt to launch a new Egyptian model of civilization, addressing Egyptian political life, the relevant phases of national struggle and the constitutional structure which emerged in each of these phases. In light of the confusion that has affected Egyptian institutions during the last thirty years, as relations between them did not follow clear rules, their weakness and authoritarianism, and in the context of an attempt at a general reading of Egyptian political history, we address our constitutional experience in the last one hundred years and how it emerges from the relationship between important authorities and institutions in the State. This paper selects a number of institutions and analyses their relation with the Parliament as stipulated in three constitutional documents, namely the 1923 Constitution, the 1954 Draft Constitution and the 1971 Constitution.
I. The relationship between Parliament and the Head of State:
The Egyptian political regime, throughout history, was characterized by being a regime in which the Head of State (being a Sultan, King, President, etc.) plays a very pivotal role. He can be seen as the heart of the Egyptian political regime as well as of political interactions. Hence, this was reflected in the fact that he gathered all authorities and powers in the State in his hands. However, with the development of political conditions and engagement with modern experiences and political regimes in which State institutions and the relations between them are characterized by complexity and fragmentation of power and its distribution among institutions, there was a new transformation towards more dispersal of power and removing some of the powers and remits from the hands of the Head of the State to the interest of newly modern political institutions (Parliament, Government, etc.)
Looking at the three constitutional structures, that is the 1923 Constitution, 1954 Draft Constitution and the 1971 Constitution, it is clear that there are Egyptian constitutional traditions that continued to exist throughout these three constitutions. These include what was contained in all three regarding both sides sharing many powers of the decision making process in the Egyptian State. The Head of State and both Parliament Councils are entitled to suggest bills; the first has the right to take measures as powerful as that of the law, conditional on the Legislature adopting them. This adoption might be prior-adoption, represented in granting an authorization from Parliament to the Head of State to enable him to issue a bill, similar to the case of the 1954 Draft Constitution. It might also be postadoption, similar to the case of the 1923 and 1971 Constitutions, as Parliament convenes at a later time either to adopt what was issued by the President of the Republic or annul it in case of Parliament being dissolved in such exceptional cases.
This is in addition to the declaration of a State of Emergency or Martial Law, which is the right of the Head of State. He announces it; then, presents it to the Parliament for approval or rejection; similar to what took place in the 1923 and 1971 Constitutions. However, the phrasing of the 1954 Draft Constitution differed as the State of Emergency was drafted in a way similar to a Parliamentary authorization that demands the Parliament to authorise the government to use specific powers to trigger this state. Meanwhile, what distinguishes the 1954 and 1971 Constitutions is that they emphasize that these states shall have a time frame specified by the Parliament; however, the 1954 Constitution stressed the necessity of specifying the geographical location to enable the government to exercise these powers authorized by Parliament.
In addition, also concerning the relationship between the Head of State and the Parliament, the three Constitutions all granted the first the right to conclude treaties provided that the latter is informed. The three Constitutions gave increasing levels of detail on this issue; they specified some types of treaties that shall only be conducted conditional on the ratification of Parliament; such as, foreign trade, foreign treaties, navigation, peace and war, whatever is relevant to sovereignty on Egyptian lands,…); similar to the case of both the 1923 Constitution and 1954 Draft Constitution and the approval of the People's Assembly as mentioned in the 1971 Constitution.
In addition, a declaration of war was entrusted to the Head of State conditional on the approval of Parliament in the 1923 Constitution and 1954 Draft Constitution, while the 1971 Constitution stipulated the approval of the People's Assembly.
There are also powers held by both sides against the other; the three constitutional structures adopted the authorization of the Head of State for the right to dissolve the House of Representatives, which became the People's Assembly under the 1971 Constitution. In return, the 1954 Draft Constitution gave Parliament the right to accuse the President of the Republic, present him to trial and therefore the possibility of removal from office if convicted; meanwhile, the 1971 granted the People's Assembly this right. The 1954 Draft Constitution did not specify an accusation or a felony in order to charge the President of the Republic. But the 1971 Constitution was more precise in this; it specified two accusations: treason and criminal offenses. However, the 1954 Draft Constitution gave more procedural details required for the trial of the President; it stipulated that Parliament plays a role in the formulation and selection of a number of members of the body that will present the President to trial, in case he is charged and transferred to court.
Naturally, such power did not exist in the 1923 Constitution to challenge the King who had the right to dissolve the House of Representatives which was understandable in light of the existence of a King on top of the pyramid of power in Egypt and a royal institution that enjoyed a great deal of immunity at the time.
This is in addition to the right to amend the Constitution, which was a shared right between the Head of State and Parliament, according to the 1923 Constitution and 1954 Draft Constitution. Meanwhile, the 1971 Constitution is characterized by quite a good deal of ambiguity around the process of constitutional amendments and the agencies that have such a right; even though there are actual examples of this that took place in the previous Mubarak regime and constitutional amendments were integrated accordingly.
In the context of the debate around mutual powers of the Head of State and Parliament in the three Egyptian Constitutions, another issue is worthy of note, namely the three constitutional structures granting the Head of State, as part of his role, the power to select a number of members in the Senate, according to the 1923 Constitution and 1954 Draft Constitution, equivalent to the Shura Council in the 1971 Constitution. Hence, he has a hand in the formulation of Parliament. However, in return, the 1954 Draft Constitution and 1971 Constitution give the Legislature, for the first time, a role in selecting the Head of State, who was selected, according to the 1954 Draft Constitution, by a body made up essentially from Parliament members in addition to a number of members from other agencies. This is similar to the 1971 Constitution which required that for someone to be nominated to Presidency he should have a number of approvals from members of the People's Assembly and Shura Council to be able to run in elections.
However, it should be highlighted that the 1971 Constitutions granted powers that are core to the remits of the Legislature for the first time to the Head of State, which was unprecedented in the two other constitutional Structures to which the 1971 Constitution is compared. The President of the Republic, according to the 1971 Constitution is given the right to appoint a number of People's Assembly and Shura Council members besides his right to issue and veto bills.
In general, as regards the relation between the Head of State and the Parliament, it should be emphasized that the three Constitutions do not have provide for any political responsibility to be borne by the Head of State before Parliament. In addition, despite the emphasis on the fact that Ministers bear responsibility to Parliament for the work of their Ministries, the decision and approval of their resignation lies ultimately in the hands of the Head of State.
II. Parliament and Government:
The three constitutions shared many similarities; for instance, all three of them decided that Ministers, the Prime Minister (PM) and their Deputies are held responsible before the House of Representatives, which came to be known as the People's Assembly, for their Ministries collectively besides the individual responsibility of each Minister regarding his/her own Ministry.
In addition, each Member of Parliament (MP) has the right to question Ministers, the PM or their Deputies. Discussion regarding each inquiry takes place in a time frame specified by each constitution and if there is will to debate in less time, an agreement of the relevant Minister should be obtained.
In return, the three constitutional structures granted Ministers the right to attend sessions of any of the councils in which they are interested, in addition to their right to be listened to whenever they request a speech. They, also, have the right to send any of their delegates to respond to questions and inquiries.
Regarding procedures of withdrawal of confidence from Ministries and the government, naturally, the three constitutions granted this right to the Parliament; when confidence has been withdrawn from a Minister, his resignation becomes inevitable. While, the 1971 constitution added to this that resignation should be submitted to the President of the Republic, the 1923 Constitution and 1954 Draft Constitution did not identify the agency to which the Ministers' resignations have to be submitted.
Moreover, the three constitutional structures granted the House of Representatives, which came to be known lately as the People's Assembly in the 1971 Constitution, the right to accuse Ministers, while the 1971 constitution granted this right to the President of the Republic as well. Meanwhile, the 1954 Draft Constitution granted the Prosecutor General the power to submit a request to Parliament to accuse one of the Ministers.
Both the 1923 Constitution and 1954 Draft Constitution required the approval of Parliament (both Parliament councils as per the 1954 Draft Constitution and the House of Representatives as per the 1923 Constitution) in order to pardon the accused Minister, while the 1971 Constitution does not include such a power and there is no clear reference to it.
In addition, the three constitutional structures determined that all complaints referred to Parliament should be referred to the relevant Ministers to look into them and Parliament should wait for their clarification, as per the 1923 Constitution and 1954 Draft Constitution, while this is not clearly mentioned in the 1971 Constitution.
In the three constitutional documents, the approval of the House of Representatives or the People's Assembly is required for borrowing loans or committing to projects that result in spending money from the State treasury. The 1971 Constitution allows the People's Assembly to establish special committees or assign any of its committees to scrutinise any executive apparatus of the State and its activities to investigate a certain issue. It also obligates those executive agencies to respond and cooperate with them. The same matter is referred to in the 1954 Draft Constitution.
In addition, the PM and the Ministers are granted the right to deliver a statement to the People's Assembly or its committees on an issue under its mandate, and the council or the committee has the right either to debate this statement or express any related comments.
III. Parliament and the Judiciary:
As regards the Judiciary, being an institution that is independent in its work from all other Branches, the three constitutions did not differ in general. Hence, looking into the three constitutions there was no reference to a direct relationship between the Judiciary and
Parliament; the more accurate description for their relationship is that it is indirect. The two institutions might only come together in the provision which stipulates that the affairs of the Judiciary and all that is relevant to it and its members is left to the law to organize, which is issued naturally by the Legislature. However, the 1971 Constitution could be interpreted differently as the President of the Republic has the right to enact laws, which opens the scope for the possibility of the law being issued by the President of the Republic and not the Legislature; that is the relationship between Parliament and the Judiciary is a relationship of organization carried out by the Parliament or the Legislature, considering the Judiciary as one of the State institutions.
However, both the 1923 and 1971 Constitutions included clear reference not only to civil justice but also mention military justice explicitly. The 1923 Constitution stipulated the requirement to develop a specific and comprehensive law to organize military justice, which was similar to what was mentioned in the 1971 Constitution which emphasized that there should be a special and comprehensive law to organize the work, mandate and staff members of State Security Courts, which was not mentioned in the 1954 Draft Constitution.
But it is worth noting that the 1954 Draft Constitution was the first to mention a new type of Judiciary, namely administrative judiciary: "State Council" which was mentioned as well in the 1971 Constitution. Even though the 1954 Draft Constitution was clearer and more detailed regarding this, it stipulates that it is affiliated to the Legislature through its role in giving opinion around laws and preparation and drafting of laws referred to it by the Parliament or one of its councils.
Meanwhile, the 1971 Constitution came up with something new; the President of the Republic chairs a judicial authority consisting of the presidents of all judicial agencies, even though the matter of its organization and formulation is left to the law.
IV. Parliament and local councils:
As regards the relation between Parliament and local and municipal councils, there are similarities in the three constitutional documents, especially between the 1923 and 1971 Constitutions. Both left the formulation and organization of the affairs of these councils to the law; however, the 1923 Constitution granted Parliament the possibility of interference in the work of local and municipal councils, whenever there is need for it, in case the latter deviated from performing their functions and remits or harmed public interest or to object to any decision they issue based on this need. This does not exist in the 1971 Constitution which only refers to the fact that the relationship between community councils and the People's Assembly in one of its provisions is left to the law to organize, without clarification or illustration of the form of this relationship.
The 1954 Draft Constitution can be considered more detailed in relation to local councils and local governance agencies in comparison to both the 1923 and 1971 Constitutions. Even though there is no direct relationship between Parliament and local councils in performing their functions; except when it comes to the laws promulgated by the Parliament to organize these latter councils, as one of the State institutions, which the
Legislature is responsible for enacting the laws that organize their work; the 1954 Draft Constitution included among its provisions a paragraph that represents a guarantee that commits the Parliament to ensure the independence of these local entities to carry out their functions in education, health, utilities affairs, etc. This is in the form of legislation that the Parliament is permitted to enact that empowers local councils in these areas.
V. Parliament and the Central Audit Organization (CAO)
There is no mention of the CAO in the 1923 Constitution; however, the 1954 Draft Constitution referred to it as the Audit Bureau which is established to help Parliament in monitoring the income and expenses of the State. The fact that this Constitution made the government responsible and committed to submit final accounts to both Parliament and the CAO is noteworthy. In addition to this, the President of the Republic has the right to select the CAO president conditional on the approval of Parliament. He could also be removed from office by a decree from Parliament or one of its Councils. Hence, the CAO President reports to Parliament.
Parliament and the President
Prof. Amr El Shobaki Former Parliamentarian and Political Expert
Introduction
There is renewed debate around the future of the political system in Egypt, and the nature of the relationship between Parliament and the President that will be determined by the form of the proposed political system, being Presidential or Parliamentary.
In fact, to consider that there is a link between democracy and the Parliamentary system is a fatal error, and to consider that confrontation of tyranny can only take place through adopting the latter is a more fatal one. This is because we forget that the Presidential system in most world States is a democratic one, except for the previous experiences of the Arab world. Most third world countries, which came to democracy late, adopted the latter system; on top of these are all Latin American countries which adopted a democratic Presidential system.
A democratic Presidential system is built upon granting broad powers, even though not absolute, to the President of the Republic. The presidency falls under the oversight of and accountability in front of the Parliament and the people. It is also specified in two nonrenewable terms. In addition, there are Presidential systems that give powers to the Prime Minister (PM); such as France, these are known as semi-Presidential systems or mixed/dual systems, even though they are originally Presidential republics that are closer to the case of Egypt.
The problems of the Parliamentary system
The political culture in Egypt before the July Revolution did not accept having an elected PM who will dispute the powers of "his Majesty the King". . It tended to depend on a strong trustworthy person who is above all narrow partisan differences and defends the prestige of the State. Meanwhile, when the King lost all these powers and PMs failed to fill in his place, the July revolution erupted and Gamal Abdel Nasser established a non-democratic Presidential system. This system established a large bureaucracy for the Egyptian State; exceeding six million workers and employees in the different State institutions and a military institution, with many retired officers employed in the State institutions.
In fact, finding a good relationship between Parliament and the Presidency demands the formulation of a democratic Presidential system that could help in taking Egypt away from the danger of becoming a Failed State; "democracy alone cannot save Failed States", the title of an article for a researcher published in Al Masry Al Youm before the revolution. This means that there are States that appear to be democratic, allowing the circulation of power; such as Iraq, Mexico, Afghanistan, as well as others in which governing the country becomes a talk show where politicians fight live on air while the citizen does not notice any change in his social and economic reality.
The greatest irony is related to the nature of the ruling system in Egypt and the insistence of some on sticking to the mixed system in order to establish an ineffective political system in which each party practices surveillance/monitoring against the other and each authority faces the other in fear of a new Mubarak who will not return, while ignoring another real danger which is building a failed system, a helpless President, a divided Parliament and a government that everybody is working to overthrow.
If there were a Parliamentary government deriving its legitimacy from Parliament and it had less effective minister(s), the ability of the head of the government to change them would be limited, due to his keenness to maintain power in a way that transforms the Parliamentary system, in a State such as Egypt, into a system of adaptations in which no progress is made; instead of this all matters stay as they are to ensure his continuation in power.
The Parliamentary republic fits Sweden as it did in a number of Eastern European States. However, it does not suit Egypt as it did not in all Latin American States, France and America; as all adopted a Presidential system. Egypt needs a democratic Presidential system, in which the President is liberated from the daily calculations of Parliamentary blocs, and is empowered to take bold decisions and definite reforms regardless of the person of the President or his party.
A Presidential System and a Strong Parliament
The way some deal with a semi-Presidential regime, in its French nature, in the discussions of the Constituent Assembly (CA) is by persisting in besieging the elected President with a legislative system that restricts his movements, assuming that every decision he will take must necessarily be against the people, because Mubarak did this for thirty years; as if Parliament was ideal before, and after the revolution giving it powers to accuse the President of treason or abuse of power to be removed from office through mechanisms that do not exist in any other political system, whether Presidential or Parliamentary.
It is enough, practically, that till now there are complaints, even though not serious ones, which were submitted to the Prosecutor General accusing the President of the Republic of enrichment, although he only reached power three months ago. We can imagine what would happen if the new constitution gave Parliament the right to withdraw confidence from the President under the pretext of "abuse of power"; as added in the constitution by some members of the CA; which is a loose expression, especially in a country in which the number of malicious complaints, incitement to murder and libel and slander exceeds the number of the population in some of its big cities.
Is it logical, in light of the climate of political competition and the failure of the political elite to reach consensus on political and constitutional rules to govern the country, that withdrawal of confidence from the President is based on a pretext such as abuse of power, which does not exist in any other Presidential or Parliamentary system? And can Parliament be given this right, in light of its previous structure and most probably the coming one too, to put get the country into a state of paralysis and absurd chaos where the conditions of citizens stay as they are in the interests of politicians and their manoeuvres?
These types of suggestions give the impression that Egypt has the luxury of changing its elected President every month as some insist to produce a "scarecrow" President so that we can say we have a democratic regime. In fact, this is the way to produce an excellent failed system in which every faction will stand against the other and we will be happy to have a President moving from one place to another doing nothing, MPs screaming and currents and coalitions increasing to cement failure, while the citizen is miserable and his conditions have not changed.
Egypt is more exposed to becoming a real model for a Failed State than an authoritative one; a State that is suffering from chaos, absence of laws, freedom to violate all values and traditions more than being a strong authoritative tyrannical State.
A developing country, such as Egypt, suffering from problems of poverty and unemployment and one that witnessed corruption and real collapses in health, education and public services, needs a Presidential system that is capable of confronting these issues radically in a way that does not reproduce the previous regime through steering the country, with a system of reforms to satisfy everyone because those whom the President will upset will pursue him till the end and even sometimes accuse him of abuse of power and other times accuse him of treason.
Egypt witnessed Presidential election campaigns which were all outside parties and remained stronger than them all, except for Morsi who won due to belonging to the Muslim Brotherhood. However, neither the President nor anyone else will do any meaningful thing in light of the insistence on restricting any political or economic initiative, with a thousand legal and political boundaries as a result of obsessions and complexities more than real fears.
It is true that the President has restricted powers in all democratic States; however, this restriction is to prevent monopoly of power or remaining in it forever, and not to take meaningless procedures for change and reform.
Our failure will be deepened by choosing a Parliament through election lists; as we will select a deformed system for the Executive, we will choose a more deformed one for the legislature. In fact, the idea of adopting the system of relative lists, which gives parties and independent candidates the chance to formulate lists to nominate in the next legislative elections, will be a real crisis for the next Parliament as well as the political process. It will make the process of arrangement and selection of lists dependent on the current condition of parties and the corruption existing in some of them, which will result in formulating lists of candidates who represent a model of failure and poor choice. It will also give some people the right to be the guardians on the Egyptian people by arrangement of candidates according to personal and financial whims.
We should not forget that in the previous election lists Egypt saw hundreds of candidates who negotiated with other party lists in case they were not included on top of their party list; hence, where is party loyalty, defending programs and opposing ideologies with which some justified their defence of the list system, which was governed at the end by
individual and financial interests as well as the calculations of who was trustworthy and kinships.
The next Parliament and the current President
It is certain that there is difficulty in identifying the nature and form of the relationship between the coming Parliament and the current President, in light of the experience of the previous relationship between the Supreme Council of Armed Forces (SCAF) and the dissolved Parliament. It is certain that if Egypt adopts the mixed/dual system there will be real danger in the existence of a condition of mutual surveillance/monitoring between Parliament and the Presidential institution, leading to paralysis in the performance of both.
In fact, the relation between the next Parliament and the President will be governed by three major dimensions:
I. The first is related to the political system upon which the Egyptian elite will agree. If it is a Presidential System, this will mean that Parliament will not have the ability to withdraw confidence from the President or interrogate him, except by suspending the Constitution. Hence, Parliament will question the President through his Ministers and through approval or rejection of his bills and some of his decrees which the Presidential system allows him to take. This will push members of Parliament (MPs) to exert effort in the discussion of the content of bills, instead of the media parade and grandiose actions such as withdrawal of confidence from the President even if unnecessarily.
III. The form of Parliamentary majority will affect the relationship between the next Parliament and the President. If the majority is for the Muslim Brotherhood and the Islamic current, confrontation will be limited to the performance of the government and Ministers without getting too close to the President, regardless of the adopted political system. However, in the unlikely event that the Parliamentary majority belongs to civil/secular currents, confrontations with the President would be sharper and could lead in case of the mixed system into a paralysis in the political process as a whole. Meanwhile, in the Presidential system, practically, confrontation will be limited to the government; even if the majority refuses the bills presented by the President, it will be far from withdrawal of confidence from the President and from causing paralysis in the political system as a whole, due to the nature of the chosen political system, namely the Presidential one in this case.
II. In case of the adoption of the mixed system, which we consider the worst in the relationship between Parliament and the President. It will embed a relationship of mutual surveillance/monitoring and suspicion that could lead to a paralysis in the political system as a whole, especially if it ended up with a Presidential decree to dissolve the Parliament and another Parliamentary motion to remove the President from office, that is reaching the phase of real crisis in the political system as a whole and repeating the Failed State.
Comments by Prof. Adam Cygan, School of Law, University of Leicester
The observation made by Professor El Shobaki that, in any new constitutional settlement, the Egyptian Constitution must have at its core a democratic Presidential system of government is undoubtedly correct. The democratic values which the Constitution must exhibit are first and foremost a clear separation of powers between the various branches of government as well as securing an efficient system of checks and balances between the Parliament and the President. The overriding concern should be that when the new Constitution is finally drafted there is no concentration of power in the hands of the President and that, in addition, Parliament cannot bypass the President. In the light of President Morsi's decree of November 22nd 2012, serious concerns must be raised with regard to extent of control that any future elected Parliament will be able to exert over the President.
The position of the President should be that of an independent Head of State and Professor El Shobaki correctly identifies that in the case of Egypt the Constitution should be drafted so that, 'the President is liberated from the daily calculations of Parliamentary blocs'. While Professor El Shobaki is right to argue that Constitutions must reflect socio-economic, political and cultural traditions of a nation state, and that constitutional structures cannot be transplanted from one country to another, there is, however, a requirement that a democratic constitution fulfils certain basic criteria. This includes a clear system of political responsibility and accountability, the need to ensure that, in a Presidential system, Parliament as the elected representative of the people remains a relevant institution, and that the Constitution is recognised by the Citizens as providing a system of governance which reflects their aspirations.
On the latter point Professor El Shobaki suggests that, as a developing country, which is facing significant social, economic and administrative challenges a strong President is required to take decisive and, in his words, 'radical' action. This analysis offers one possible interpretation for the reason of President Mursi's decree of November 22nd and the justification given that it is intended to safeguard the revolution. In his view this is essential to demonstrate the clear leadership required to tackle the problems facing the Egyptian people. There is undoubtedly some truth in this, but, his rejection of a semi-Presidential system such as that in France does leave a number of outstanding questions concerning the extent of Presidential power and whether any elected Parliament will be able to exert sufficient control over the President. Strong Presidents arising out political upheaval in a society which faces the sort of challenges seen in Egypt may seek to behave in a populist way to the detriment of a (sizeable) minority. The President as the Head of State should embrace all political and religious views and should be above party politics, but not removed from the democratic requirements of political accountability. To that end the President must, in some form, be answerable to Parliament in the exercise of executive power and Parliament should have some formal role in the review of the exercise of this executive power. Furthermore, Parliament should be able to block Presidential action through the exercise of a special majority of one or both chambers of the Parliament which the current Constitutional draft
does not provide for. For this reason of ensuring accountability and preventing the concentration of power in the hands of the President a semi-Presidential system should not be altogether discounted.
It is clear from the paper of Professor El Shobaki that there is a high degree of urgency to resolve the constitutional impasse that presently exists and to prevent the current power vacuum giving rise to further civic unrest or even military rule. It may, however, be suggested that in the search for expediency, and so that Egypt can 'move on' from the Mubarak years, the current draft of the Constitution fails to adequately adhere to some basic constitutional principles which prevent a new concentration of power in the hands of the President. One specific example concerns Article 147 of the draft Constitution which gives the power of the Promulgation of Laws solely to the President. Though the power only becomes exercisable once the law has been signed by both chambers of Parliament there is a strong argument, based on grounds of accountability and legitimacy that all laws should be signed by both the President and the Prime Minister. This will create a chain of accountability between the President and the Parliament, and it will also help to foster a public perception that political institutions are working together for the common good of the Egyptian. This will be crucial in circumstances where the President and the parliamentary majority come from different political parties.
To this end it is crucial that the Constitution includes processes for dispute resolution. An important forum for political dialogue and resolving disputes between parliament and the President could be the Council of Ministers. In the current draft of the Constitution the status of this Council is vague, but it has the capacity to act as forum through which legislative compromise could be attained. In particular, if the Council was extended to become some form of 'Council of State' which included the Parliament, and met at times of political stagnation, this may provide a forum in which a compromise may be reached on legislative proposals which in its original form is considered to impact disproportionately upon one religious or ethnic group. At present, question marks remain whether the existing draft of the Constitution provides such adequate protection and safeguards against the possibility of a 'tyranny of democracy'.
To achieve a coherent and effective model of accountability between the President and Parliament Professor El Shobaki correctly highlights that the political system and especially the use of electoral lists at election time must be reviewed. The use of such lists undermines democracy and both acts as a deterrent and prevents the most able candidates from standing for election to Parliament. Thus the final constitutional settlement must also lead to a fundamental overhaul of the political system. Any form of Presidential system, as Professor El Shobaki points out, must have a strong and independent Parliament with active parliamentary committees, but one which behaves responsibly and fulfils its constitutional functions with sincerity and in the national interest. In the same way that uncooperative Parliaments should not just be dismissed by Presidents, so should Presidents not be dismissed by Parliaments who are claiming to act in the best interests of the Egyptian people. In both instances the Constitution must have clearer procedures for either dissolving Parliament or for the impeachment of the President.
Professor El Shobaki's paper reflects the urgency sought by Egyptians to move away from the tyranny of the Mubarak years where the institutions of the State were unable to control the excesses of executive power. This offers at least a partial explanation of the November 22nd Decree but one which has failed to convince either opposing political parties or large parts of the public. What is currently lacking in the draft of the Constitution is a coherent and complete system of checks and balances that controls the exercise of executive and parliamentary powers but without necessarily leading to a constitutional crisis or political discord as a consequence of the exercise of these powers. In particular, the question should be asked whether such powers as those which permitted the Decree of November 22nd 2012 should be subject to rigorous political as well as judicial supervision and whether they have any place in the final draft of the Constitution. To this end the Constitution must have mechanisms for dispute resolution between the various actors and institutions of government which prevent Egyptian political life from being dominated by conflict and disagreement.
Parliamentary oversight over Government Prof. Mohamed Qandil
Parliament's oversight role is comprised of parliament's ability to question the government, in order to obtain information that enables it to practice the oversight role effectively, and hold it accountable for its political responsibility in case of failure to perform its role. In order to empower parliament to perform its oversight function, a constitutional and legal framework should be guaranteed in addition to Parliament right to access information and to call upon the government to appear before Parliament to answer questions and inquiries.
Currently, Egypt is passing through a crucial transition after decades of a tyrannical regime in which the principle of separation of powers was destroyed, and rules and traditions of Parliamentary oversight over the government vanished. In addition to this, the faltering transition resulted in Parliament's functions being suspended and accordingly a lack of Parliamentary oversight over government. Parliament was not expecting this and it was against all its wishes whether regarding its formulation or the practice of its roles. In addition, soon afterwards, Parliament was undermined by challenges the constitutionality of the law regulating its elections, which resulted in the court verdict dissolving it.
Constitutional legitimacy in Egypt: between obstructing Parliament's function and absence of a Parliamentary oversight role over the government:
I. After the revolution of 25th January 2011, the first Constitutional Declaration was issued, it stipulated in article one "suspending the provisions of the Constitution". Article two stipulated that the Supreme Council of Armed Forces (SCAF) takes responsibility for the administration of the affairs of the country; and subsequently, in the same declaration, SCAF decided to dissolve the People's Assembly and Shura Council, and hence the authority to make laws during the transition devolved to the SCAF.
II. On 30th March 2011, The Constitutional Declaration "temporary constitution" was issued, in which article 33 stipulated the powers of the People's Assembly (PA) immediately upon election:
1. Legislative authority.
3. Setting the State public budget.
2. Adopting State public policy and the general plan for economic and social development.
4. Oversight over the work of the Executive.
Article (56) stipulated the powers of SCAF which assumed all powers of the State as follows:
1. Legislation.
3. Appointing the PA appointed members.
2. Issuing State public policy and public budget and oversight over their implementation.
4. Calling the PA and Shura Councils to enter into normal session and adjourn, and calling an extraordinary session.
6. Representing the State domestically and abroad, signing international treaties and agreements, and being considered a part of the legal system of the State.
5. The right to promulgate laws or object to them.
7. Appointing the Prime Minister (PM) and his deputies, ministers and their deputies, as well as relieving them of their duties.
9. Pardoning or reducing punishment; however, blanket amnesty is granted only by law.
8. Appointing civilian and military employees and political representatives, as well as dismissing them according to the law; and accrediting foreign political representatives.
10. Other powers and responsibilities as determined by the President of the Republic according to laws and regulations.
11. The Council shall delegate its Speaker or one of its members to bear any of its responsibilities.
Article (57) stipulates the responsibilities of the Cabinet; sharing the development of State public policy with SCAF and supervising its implementation, according to the laws and Presidential decrees.
III. In the second year of the revolution, following the formulation of the PA, while its sessions were being conducted and due to the constitutional flaws in the law regulating Parliamentary elections, on 14th June 2012 the Supreme Constitutional Court ruled that the law governing parliamentary elections was unconstitutional in appeal no.20/34 Judicial/Constitutional.
V. On 17th June 2012, SCAF issued a Constitutional Declaration "Supplementing Constitutional Declaration", article "56 repeated" was added, stipulating that SCAF will assume the powers set out in Article 56 as written in the 30th March 2011 Constitutional Declaration until a new parliament is elected to take over its responsibilities.
IV. On 15th June 2012, SCAF issued decree no.350/2012 stipulating in its article 1 that "The verdict delivered by the Supreme Constitutional Court in the appeal no.20/2012J/C is into effect and the PA is declared null and void as of Friday 15th June 2012. This decree was published in the Official Gazette on 18th July 2012.
VI. On 12th August 2012, President Mohamed Morsi issued a new Constitutional Declaration in which the Supplementing Constitutional Declaration was revoked and the President assumed all powers set out in Article 56 as per 30th March 2011 Constitutional Declaration.
The sources of legislative authority and parliamentary oversight over the government are still ambiguous between a dissolved PA, the Judiciary and the President who assumes the powers of the PA. Equally, they are also ambiguous between disputing parties of the administrative judiciary in judicial controversy and debate around the reactivation of the dissolved Parliament. This issue has not been settled at the time of writing this paper.
Legal status of Parliamentary oversight over the government
After the 25th January 2011 revolution and in the current constitutional situation where the 1971 constitution has been suspended while the constituent assembly has not yet finished drafting a new constitution, the relationship between Parliament and the government has become vague, as there is no constitutional provision to define and set the boundaries of the principle of separation of powers, and the sole referent has become only law no. 38/1972 concerning the PA and the PA rules of procedures issued in 1979 with its subsequent amendments, the last of which was issued in 2010.
Moreover, according to the PA law and the rules of procedure, parliamentary oversight roles over the government are defined through the PA parliamentary apparatus and methods and procedures of parliamentary oversight. For further information please see parliament apparata and oversight mechanisms in annex no (1).
The following factors influence the success of parliamentary oversight. They are arranged in order of priority for inclusion in the constitution to guarantee the success of parliamentary oversight, and what parliament can do later:
1. Building the capacity of Parliament's secretariat in order to be able to support committees and MPs in performing their legislative and oversight roles.
3. Shortening the period given to the government to react to oversight tools and obligating it to respond rapidly to questions and inquiries raised by MPs.
2. Creating a database for the Parliament with information and data.
4. Activating the procedure for Oral and Immediate Questions raised by MPs to the government.
6. Activating the role of fact finding committees and granting them the right to delegate members from the general prosecution to support committee members.
5. Publishing the minutes of Parliamentary sessions and the work of committees for public access and empowering civil society to participate in the work of Parliamentary committees.
7. Providing MPs with legal and constitutional powers to ensure the effectiveness of Parliamentary oversight mechanisms.
9. The political and electoral system that defines the separation of powers (Legislature, Judiciary and Executive), should allow devolution of power; enshrine Parliamentary independence from the Executive and activate its oversight role.
8. Government commitment to provide all data and information to MPs.
10. Distribution of powers within Parliament, the existence of Parliamentary opposition and adoption of proportionality in the composition of Parliamentary committees, its apparata and its oversight tools.
12. Promotion of the culture of democracy and values of transparency and accountability within society and among MPs.
11. The will of MPs to practice their oversight responsibilities and to increase the use of oversight means and procedures.
13. Developing legal frameworks to define the relationship between Parliament and the Executive, easing restrictions stipulated in the PA rules of procedures; especially removing the restrictions on interrogation of Ministers relating to
time limits and the need for majority approval, in addition to procedures for the PM to be responsible before Parliament and for the accusation of Ministers.
15. Enhancing the work of Parliamentary committees to emphasize their role in Parliamentary oversight through developing the skills of their members and decreasing their number; in order to create a better atmosphere for serious discussions of issues under investigation.
14. Supporting MPs with assistant researchers and specialists in parliamentary research and studies and analysis of the State budget.
16. Developing Parliament's library by providing modern resources that go with the development of political systems and Parliamentary functions both at the regional and international levels.
18. Field visits for committee members to event sites and to the administrative and executive apparatus of the State.
17. Obligating government officials to attend Parliamentary committees.
19. Public hearings for MPs with different media agencies and public figures in attendance.
21. Prioritizing fighting corruption at all levels, based on the United Nations Convention against Corruption; adopting policies that encourage managing the public sector with methods characterized by transparency, accountability and corporate responsibility, in addition to restituting public property misused during the corrupt system. Moreover, it is necessary to empower parliamentarians to perform their oversight and legislative roles in fighting corruption.
20. Eradicating the risk of corruption and its destructive effects on democracy and human rights, obstruction of development programs, and destruction of State apparata and agencies.
22. Increasing the time parliament and its committees dedicate to scrutinizing and debating the draft State Public Budget through extending the budget discussion period to three months instead of two months.
24. Reducing the time allowed to submit the final account of the budget to Parliament from one year to six months; this increases the level of actual oversight of the parliament over the final account.
23. Endorsing Parliament's right to amend the budget submitted by the government, allowing it to reprioritize provisions of expenditure with no effect on budget deficit.
25. Adopting a parliamentary code of conduct for MPs aiming at avoiding conflicts of interest through monitoring the funds of political parties and guaranteeing transparency of election campaigns.
Comments by Professor Adam Cygan, School of Law, University of Leicester
In any parliamentary system of government it is crucial that effective procedures and mechanisms are in place to ensure that the government remains accountable to the Parliament. Securing effective accountability of the government is challenging in all parliamentary systems, not least because the governing party is likely to have a majority in the Parliament. This requires Parliament to act independently and put aside political affiliation to ensure that the executive is responsible to the institution which has been elected by the Citizens and from which the government is itself drawn.
Professor Qandil perceptively identifies that in the case of Egypt, years of one-party, and in his words 'tyrannical rule' have seriously undermined parliament and that it currently fails to function as an institution which has either the ability or capacity to effectively hold the government to account. In short there is no real culture of parliamentary democracy in Egypt. The disabling of Parliament during the Mubarak years has meant that there is a general lack of understanding of what constitutes effective parliamentary accountability of the executive or how it is to be achieved. While this absence of effective oversight constitutes a democratic deficit, it does provide the Egyptian Parliament and the drafters of the Constitution with an opportunity to create a parliamentary scrutiny system which meets the needs of the new political and institutional framework which will be created by the new Constitution.
In his paper Professor Qandil correctly places the need for effective parliamentary oversight of the executive in the context of securing legitimacy of the legislative process. Since the Revolution of 25th January 2011 Egyptian constitutional and parliamentary practice has been in a state of flux which has meant that some decisions, which may have a profound constitutional impact, are being taken in the form of Constitutional Declarations, which raise significant questions concerning their legitimacy in the medium to long term. In the absence of a functioning parliament after the Revolution such Constitutional Declarations, though perhaps a necessary form of decision-making to amend powers granted under the Mubarak regime, cannot be seen as even semi-permanent solutions or viable alternatives to parliamentary decision-making. In particular, Professor Qandil highlights the first Constitutional Declaration after the Revolution which in Article 1 disabled the provisions of the old Constitution and in Article 2 stipulated that the Supreme Council of the Armed Forces takes responsibility for the administration of the country. He considers that the manner in which these were made had a profound impact upon the final version of the new Egyptian Constitution especially in the absence of a functioning Parliament to oversee the exercise of the powers that have been granted by the Constitutional Declarations.
What is most clearly evident from the paper of Professor Qandil is that until such time as the new Constitution is drafted and includes a prominent position for the role of Parliament to exercise oversight over executive powers then the Egyptian Constitution will fail to fulfil the basic requirement of any constitutional democracy – namely to guarantee the separation of powers. The longer that this accountability vacuum and democratic deficit persists the more difficult it will become for any future Parliament to exert control over the government
and check the exercise of its powers. When placed in the context of the power vacuum that also exists in the relationship between Parliament and the President, and which the draft Constitution does not, at present, satisfactorily address, the lack of accountability of the government to the Parliament reinforces the perception that the process of drafting the new Egyptian Constitution is failing to secure the basic principles of constitutional government.
The current version of the draft Constitution is weak with regard to how accountability and legitimacy of the government can be 'constitutionalised'. In particular, there must be some clearer status of the principles upon which Parliament functions and, perhaps more importantly, some constitutional recognition of the need for parliamentary committees to be at the forefront of this accountability process. Professor Qandil recognises the need for parliamentary committees to be more prominent and better resourced in order for them to fulfil their objectives. This is essential to secure their independence of government. Furthermore, the oversight of the armed forces could be delegated to a constitutionally guaranteed committee along the lines of Article 45 of the German Constitution. The elevation of certain key parliamentary committees, such as that reviewing the armed forces, to a constitutional status would send out a signal that parliamentary oversight is both taken seriously and that, in the case of the Armed Forces, it is subject to civic and democratic control.
The crucial point for effective committees is that they will undertake their oversight activities on behalf of the Parliament. To have credibility, committees must be representative of the Parliament from which they are drawn and in particular, the position of opposition MPs is crucial. Parliamentary committees consisting of predominantly or exclusively MPs from the governing party will lack legitimacy. Moreover, because parliamentary committees should be acting on behalf of the Parliament when seeking oversight of the government they must try to operate independently, apolitically and adopt a consensual and inquisitorial modus operandi rather than being based upon adversarial lines where party affiliation may hinder the inquiry. Experience from many parliaments around the world shows that Committees split on party/religious lines will be weak and ineffective. Committees should meet in public with only limited exceptions, for example national security, which may cause for meetings to be held behind closed doors. For reasons of transparency all reports should be published.
To ensure their independence of government and maximise their effectiveness Committees should have access to specialist legal and policy advisers which they are permitted to appoint and be free to determine their own inquiries. Furthermore, it should be Parliament and not the government which determines the terms of reference for the committees to guarantee their independence of the government. At the conclusion of an inquiry the Committee should, as far as possible, attempt to produce a single report to ensure that accountability is maximised and effectiveness of the scrutiny process is maintained. Finally, as Professor Qandil correctly points out Parliamentary oversight of the government can only be effective if government officials and ministers are obliged to attend and this must be backed up by sanctions which can be imposed by parliament against ministers for noncompliance. There is no doubt that in the absence of a new Constitution and a functioning
Parliament it is difficult for Egypt to conceive how parliamentary committees may function. But, it is integral to ensure their future effectiveness that the need for committees to perform oversight activities and their position within the Egyptian system of governance that they are more directly included in the final draft of the Constitution.
The Parliament and the Judiciary: Between the principles of Accountability and Independence George Fahmy
This paper aims to analyze the recent crises that have tainted the relationship between the Legislature and the Judiciary. It aims to provide a number of recommendations around the best form of relationship between the two branches, ensuring the establishment of a real democratic regime, representing the will of the people and at the same time respecting the principles of the rule of law, independence of the Judiciary and separation of powers.
The issue of the relationship between the Legislature and the Judiciary is considered one of the most important challenges facing political regimes that have suffered from authoritarian regimes for decades; especially that it must create a critical balance between both powers without leaning either towards the Judiciary so that it does not become above the will of the people it is representing or towards the Legislature so it does not dominate over the Judiciary to establish the dictatorship of the majority. In addition, the relationship between the principle of the independence of the Judiciary and its accountability has become a widely debated issue not only in Egypt but also in states that are still struggling in the direction of democratic transformation. The debate can also be found in States that have longstanding democratic and stable regimes such as the United Kingdom and India; a similar debate erupted during the last months, following the announcement of the Indian Legislature of its intention to promulgate some laws relevant to the Judiciary; in August 2012, some Judges demanded that the government listen to the opinions of senior Judges prior to enacting any law taking into consideration the balance between the principles of independence of the Judiciary and its accountability.
The Conflict between the Legislature and the Judiciary in Egypt following the Revolution:
The relationship between the Judiciary, especially the Supreme Constitutional Court in Egypt, and the Legislature, suffered from great tension during May and June 2012. This followed a bill submitted by a Member of Parliament for the reformulation of the board of the judges of the Constitutional Court and the reduction of its constitutional and judicial powers of oversight over laws, which are powers enjoyed by the Court since its establishment in 1979. The Judges of the Constitutional Court opposed this bill and described it as an act of aggression from the Legislature on the Court and "a new massacre for the Judiciary", according to Judge Hatem Bagato (Al-Ahram Al-Masa'y, 15th May 2012). The General Assembly of the Constitutional Court convened to discuss the latest developments in the situation regarding the bill, which, according to them, threatens their independence through major interference from the Legislature in the affairs of the Judiciary. The General Assembly announced that it would remain in a permanent session for a period of three days to follow up developments in debate on the law in Parliament. Meanwhile, the Committee of Proposals and Complaints approved the submitted bill as an initial step towards discussing it in the Legislative Committee and in plenary in Parliament following this. In addition, some judges
of the Constitutional Court accused the Legislature of attempting to restrict the power of the Constitutional Court before the latter looks into the legitimacy of the Law on Elections, on which basis the current Parliament was formulated, and of attempting to violate the principle of separation of powers, aiming at the preservation of the People's Assembly with its current structure, which increased the magnitude of the crisis.
This was not the only crisis between Parliament and the Judiciary; as the relationship between the Parliament and the Egyptian Judges' Club witnessed great tension following Parliamentary criticism of the verdicts released against President Mubarak and the figures of his regime, which included criticism of the Judiciary which was accused of promoting a purge. The Judges' Club responded to Parliamentary accusations in a press conference in June 2012 in which Ahmed Al Zend, head of the Judges' Club, announced that Egyptian judges will not accept any procedures taken to amend the law of the Judiciary, by the current People's Assembly, accusing it of ambushing the Judiciary and the Judges by presenting 7 bills relevant to the Judiciary before the release of the verdict in the legal case concerning the former President, which reveals, according to him, "the condition of lack of neutrality, ambushing and aggression against the Judiciary" (Al-Ahram Al-Masa'y, 8th June 2012). In addition, Al-Zend accused the Legislature of interfering in the affairs of the Judiciary and violating the principle of separation of powers. He also demanded the withdrawal of the bills pertaining to the Judiciary presented to the People's Assembly.
The Principle of Separation of Powers: the Experiences of the United States and France
The principle of separation of powers is one of the most important constitutional principles that characterize modern nation states. While authoritative regimes, such as the Soviet Union have adopted the same principle, this was generally just empty words. Democratic regimes have sought to develop real balance between the three powers, so that none treads on the toes of the other. The basis for this principle goes back to the writings of Aristotle; however, the most important contributions towards realising the principle of separation of powers related to modern times are those of John Locke and Montesquieu, author of the most famous book in this regard: the Spirit of the Laws, which was published in 1748. The principle of separation between the Executive, Legislature and the Judiciary is considered a guarantee that none of them will take sole power and protects against the emergence of tyranny. Even in States with periodical elections, there is no substitute for the principle of separation of powers to ensure that the majority of Parliament does not violate the rights and liberties guaranteed in law for the minority.
Most constitutions in democratic States emphasize the division of powers; although the nature of this separation and its forms differ from one regime to another, especially as regards the relationship between the Legislature and the Judiciary, the focus of this paper. Both the American and French regimes are clear examples of the difference in understanding and application of this principle; even though the French have headed more towards the American model recently, as we will see later on.
The American regime emphasized the rule of the constitution and law over and above the elected Legislature. According to Jefferson, one of the founding fathers of the U.S, the Legislature should not enact any bill that contradicts the Bill of Rights. Hence, the American regime established the role for the Judiciary, particularly the role of the Constitutional Court, to review bills in order to protect basic rights and guarantee the principle of separation of powers. Meanwhile, the French regime adopted the principle of division of powers; however, it granted the priority to the Legislature rather than the Judiciary; based on the fact that the Parliament represents the will of the people; hence, no power shall be higher than this will. This approach goes back to the negative image which attached to judges before the French Revolution in 1789.
While the American regime supported the principle of rights that are protected by the Judiciary with its verdicts, France supported rights guaranteed by the Legislature with the laws it develops. However, the French regime suffered a deep crisis during World War II; therefore, the 1958 Constitution ended the domination of the Legislative Branch within the French political regime and the Judiciary held the power to review laws during the period between Parliament voting on the bill and the President adopting it; if the law is adopted, its constitutionality may not be challenged. However, France made a constitutional amendment recently, which was considered by some a constitutional revolution; it allows the Judiciary more powers in oversight over laws promulgated by the Legislature. While the Judiciary previously had the right only to practice oversight over laws before adoption, the constitutional amendment grants it the right to look into the constitutionality of laws even following their adoption. It granted judges, in cases where the constitutionality of a law is challenged, the ability to transfer the law to the Constitutional Council in order to look into its compatibility with constitutional rights and liberties. However, the amendment limited this power to the Judges of the Council of State (Conseil d'Etat) and the Court of Cassation (Cour de Cassation). This Constitutional amendment was adopted in 2008 and was implemented in 2010.
Recommendations:
1. The Principle of Separation of Powers is one of the most important characteristics of democratic regimes, so that no person or political organization dominates the different power institutions. This principle basically aims at the protection of the rights and liberties of citizens through the creation of balance between the three powers; none alone can dominate rights and liberties.
2. Division of powers should not lead to a divorce or detachment between the different powers, similar to what was witnessed in Egypt recently; that is a stand-off between the Judiciary and the Legislature. Mechanisms that allow for consultation between the two powers should be devised in case of disagreement or crisis; such as invitation of judicial figures to hearings in Parliament, in order to know their opinions, especially if Parliament is to consider legislation addressing the role of the Judiciary, similar to what happened in the session that considered the verdict in the legal case of former President Mubarak.
3. The necessity of embedding the principle of independence of the Judiciary, apart from the Executive and the Legislature, through limitation of interference of both Branches in the affairs of the Judiciary through grants or punishment. Judge Mahmoud Mekki, Justice Minister, took an important step towards the principle of the independence of the Judiciary when he sent a letter to the Supreme Judicial Council informing it of the effective transfer of judicial supervision powers from the Ministry of Justice (the Executive) to the Council (The Judiciary) (Al Masry Al Youm, 14th August 2012), pending a new bill for the Judiciary. The current law on the Judiciary, in article 78, stipulates the formulation of the Judicial Inspection Department inside the Ministry of Justice and that the Minister makes regulations with the approval of the Supreme Judicial Council, which represents the interference of the Executive in the internal affairs of the Judiciary.
5. The power to review laws issued by the Legislature if their constitutionality is challenged has become almost a constant in most democratic States. Even France, which opposed this principle for decades, has made a constitutional amendment that allows the Constitutional Council to review laws, if they are alleged to be unconstitutional. The Constitutional Court was provided with this principle in Egypt during the previous era for the purpose of preserving public and private rights and liberties of Egyptians from Executive encroachments. Judge 'Awad Al Murr played an important role in this regard, during his term of presidency for the Constitutional Court, during the period from 1991 till 1998. Hence, there should not be a withdrawal from this important legal and constitutional progress which could represent an important defence line for rights and liberties if anyone tries to re-establish an authoritative regime.
4. The issue of the responsibility of judges is very pivotal in this regard: based on the principle of the independence of the Judiciary, judges should not be held accountable in front of either the Executive or the Legislature; it must be in front of an independent judicial body that enjoys transparency. The Legislature should not be able to comment on the verdicts of the Judiciary or the behavior of judges. However, the independence of the Judiciary does not mean that it is not to be held accountable for clarification and understanding of verdicts, but this should be implemented without giving the Executive or the Legislature the right to interfere in the affairs of the Judiciary. The creation of this balance between independence and accountability is one of the most important issues that face old democratic regimes such as the United Kingdom and India. Vernon Bogdanor, the constitutional expert, differentiates between two types of accountability, as Bogdanor calls them: "Explanatory Accountability" in which there are procedures to explain what went wrong and another type, "Sacrificial accountability", which might lead to punishment if the investigating body thinks there are shortcomings.
Comments by Professor Adam Cygan, School of Law, University of Leicester
Georges Fahmy correctly points out that the issue of the relationship of the Legislature and the Judiciary is one of the most challenging relationships that exist within most systems of government. In democratic systems the separation of powers suggests that the three branches of government (legislative, executive, judicial) exist largely independent of each other, with their own prerogatives, domains of activity, and exercises of control over each other. The primary difficulty within this relationship is that the Judiciary must, to ensure the strict separation of powers, remain wholly independent of the Legislature at all times. Moreover, the independence must, perhaps more importantly, mean the independence of the judiciary from the executive.
Within a Constitution in transition, such as that in post-revolution Egypt there is significant scope for tension to exist between the executive and the Judiciary and the borders can at times be blurred. In his paper Georges Fahmy details the dispute that arose in May 2012 concerning the appointment of the Judiciary following a bill presented by a Member of Parliament. For the Judiciary such a bill presents clear challenges to their independence and their ability to fulfil the constitutional function of guaranteeing the rule of law as well as protecting constitutional rights. Moreover, such legislation is very likely to politicise judicial appointments. There will inevitably be disputes concerning the parameters of the extent to which the Legislature can exert influence over the Judiciary, especially with regard to their appointment, but it is a fundamental requirement of any democratic Constitution that the principle of the separation of powers is embodied in an independent and politically neutral Judiciary. To this end the final draft of the Egyptian Constitution must fully uphold the principle of judicial independence and guarantee that the Judiciary should not become politicised. At present, this is not the case.
The issues raised by Georges Fahmy in his paper address the broader question of the need for Egypt to develop a system of administrative law which includes, amongst other things, a process of independent judicial review of the various organs and institutions of government and whether in the exercise of their powers the government has exceeded its powers. President Morsi's Decree of November 22nd 2012 illustrates that the relationship between political actors and the judiciary remains one that is filled with tension and a degree of mistrust, but the irrefutable nature of the President's Decree does itself seriously undermine the separation of powers in Egypt. As already indicated the separation of powers is essential to the functioning of a constitutional democracy and the Constitution must, itself, demonstrate a structural organisation of the separation of powers. For example, a highly developed system of the separation of powers can be seen within the German Constitution which in Article 20 states that 'The Legislature shall be bound by the constitutional order, the executive and the judiciary by law and justice'. This defines a specific role for the Judiciary as the gatekeeper of constitutional rights and the reference to 'justice' in Article 20 confirms the Judiciary's primary duty is to uphold the Constitution in favour of the citizens and to provide a final check upon the use of arbitrary power. Moreover, Article 93 spells out that the Federal Constitutional Court rules on all disputes concerning the application of the Constitution removing the interpretation of the Constitution from the political process. Under
the German Constitution the exercise of all political and legislative power is subject to the review of the Constitutional Court to ensure that it is compatible with the Constitution. This may be criticised for handing over too much power to unelected and unaccountable judges and there is the undoubted possibility that in any judgment the Constitutional Court will be making a political statement. Thus the Judiciary can always be said to act, to a greater or lesser extent, in a political manner. In a similar way, the Egyptian Constitution must include some express judicial guarantees that citizens will be protected against the arbitrary exercise of power. At present the provisions of Article 182 of the Draft Constitution are too vague and should be reconsidered.
In his paper Georges Fahmy strongly argues that an independent judiciary is fundamental to the separation of powers, though he correctly states that judicial independence does not mean that the judiciary should not be accountable. Within the Draft Constitution provisions have been included the purpose of which is to secure the independence of the judiciary but these provisions are vague. Though Articles 175 and 176 of the Draft Constitution purport to guarantee judicial independence and Article 182 reiterates this independence for the Supreme Constitutional Court there are still some questions concerning how precisely this can be secured. In particular, the Draft Constitution does not make any reference to rules of judicial procedure and who these will be drafted by. The Constitution should, to allay concerns over executive interference in judicial affairs, include a statement to this effect which categorically spells out that it is the judges who will determine their own jurisdiction and that this is judicial independence. This would be in line with the letter sent by the Justice Minister Mahmoud Mekki on August 14th 2012. As already indicated independent judges should not mean unaccountable judges, but the Draft Constitution does not include clear rules concerning judicial standards of behaviour other than references to corruption. This needs to be addressed within the final version to instil greater confidence in the judiciary amongst the citizens.
Reviewing acts of the Legislature by the Judiciary is a constitutional necessity. It provides a final check upon the exercise of legislative power and the Judiciary must have the capacity to declare legislation unconstitutional. Georges Fahmy concludes his paper by pointing out that this right to seek judicial review existed between 1991 and 1998 and so the principle is not new to Egyptian constitutional norms. Back then it had the purpose of preserving public and private rights and liberties of Egyptians from Executive encroachments. In post revolution Egypt the purpose will be to, amongst other things, protect the welter of socio-economic and political rights that are likely to be included within the new Constitution. This will be a challenge for the Constitutional Court but some lessons may be learned from the experience of post-apartheid South Africa where the Constitutional Court has been proactive in protecting and the rights contained within the South African Constitution. In this sense, through the separation of powers and preventing the exercise of arbitrary power the Judiciary will also have undertaken a fundamental role of giving effect to the legitimate expectations of the citizens that Constitutional rights cannot be restricted.
Parliament and Community Organizations: Local Councils & Civil Society
By Mohamed Al Agati Executive Director of the Arab Forum for Alternatives
Previous Egyptian constitutions did not address the relationship between the Legislature and community organizations; particularly local councils or civil society organizations (CSOs). Here, by addressing the most important problems related to the system of local councils and civil society in Egypt, we attempt to provide a vision for the development of the relationship between Parliament and such organizations for the development of a political system towards a more democratic regime.
The problem of local councils:
Historically, the conditions were not always available for a system of administration and local governance in Egypt; as it was usually linked with the idea of the centralized State. The system of local administration was first implemented in Egypt in 1883, with the Local Administration Law enacted on 1st May 1883 stipulating the establishment of councils in all provinces. However, this law withheld legal personality from these councils. Then, provincial councils were reorganized according to law no. 22/1909, which acknowledged the legal personality of these councils and gave them the final decision over and management of local matters and utilities. The law also stipulated the requirement of taking their decisions in issues relevant to local affairs within their scope. Later on, these councils were reorganized according to law no. 29/1913, before World War I.
When the 1923 Constitution was promulgated, it stipulated in articles 132 and 133 that: provinces, cities and villages shall, with respect to exercising the rights thereof, be considered public legal persons and shall be represented by different provincial and municipal councils(1). It also stipulated that the selection of the members of these different councils was through election unless in exceptional conditions where the law provides for the appointment of some unelected members(2).
The period between 1883 and before the July Revolution in 1952 was characterized by Egypt being under the British occupation which, in one way or another, controlled the Palace, influenced the choice of Ministers and imposed certain policies on them; it was well aware that the full implementation of local governance would move the country towards selfgovernance and weaken the role of the central authority, which it controlled. Hence, it was characterized by subordination to the central authority, even after the 1923 Constitution, which stipulated electing members of local administration and delegating to them a certain remit. Often, local administration was composed through election of senior landlords and
(1) http://www.constitutionnet.org/files/1923_-_egyptian_constitution_english_1.pdf
(2) http://www.constitutionnet.org/files/1923_-_egyptian_constitution_english_1.pdf
appointment of senior clerks; which led to a deformed and weak body dominated by the central regime (3).
Three years after the eruption of the 1952 revolution, law no. 66/1955, which ended the segregation between provincial and village councils, came into being and lasted until the 1956 Constitution which set down the regulations organizing local administration in articles 157 to 166(F4).
The Constitution included the most important principles regulating the system of local administration, which was later regulated by law no.124/1960. Since that law and until recently, four main laws had been enacted concerning local administration; noting that the 1958 Constitution did not include provisions pertaining to it and the March 1964 Constitution only allocated two articles to it, as it was issued following law no.124/1960 on Local Administration. The two articles included the principle of division of the State into administrative units, allowing some or all of them to be legal personalities according to the law (article 150), and provided that local councils should specialize in all matters relevant to the units they represent, contribute to the implementation of the State public plan and enjoy the right to establish and manage health and socio-economic utilities and projects according to the provisions of the law (article 151).
Engagement in local councils was affected by political and legal changes in Egypt; this period was characterized by political parties being frozen, absence of pluralism and political life being based on single party organization; hence, all candidates for local councils were members of this party.
Then, the 1971 Constitution was promulgated allocating three articles to the condition of local administration, namely articles 161, 162 and 163, which focus on the necessity of transferring authority to local community councils gradually and their formulation through direct elections. However, there was no reference to these councils representing their administrative units, giving the opportunity to legislators, following this, to make some amendments which weakened their roles (4F5).
It is worth noting, here, that since the July revolution and up to the present, considering all constitutions enacted during this period, the system of local administration has been stipulated in the constitution as part of the Executive Branch, contrary to the 1923 Constitution. This has had a great impact on weakening the role of local councils and increasing the role of centralized authority at the expense of local councils, which has decreased their effectiveness and importance and led to the reluctance of people to participate.
(3)Sameer Abdelwahab, "Constitutional and legal Framework of the Local Administration in Egypt between theory and application", "Local Councils and Elections", Amr Hashim Rabea, Ahram Center for Political and Strategic Studies, Cairo, April 2008, P.17
(4)Mohamed Salah Abdelbadei, Local Administration System in Egypt: Between Theories and Applications", Dar Al-Nahda Al-Arabeya, Cairo, 1996
(5)Ibid, , "Constitutional and legal Framework of the Local Administration in Egypt between theory and application", "Local Councils and Elections", Amr Hashim Rabea, Ahram Center for Political and Strategic Studies, Cairo, April 2008, P.21 ،
During the time of the 1971 Constitution, law no. 57/1971 on local governance was enacted, according to which the so called (appointed) Executive Council was formulated for the first time, alongside the community council, and took some of the powers of the (elected) latter. Moreover, in 1975, law no.52 on the system of local governance, according to which laws no. 124/1960 and no. 57/1971 were annulled, was enacted. This law provided the general regulations for local administration units in Egypt, their terms of reference, formulation of their councils and their resources; its was issued by a presidential decree. This law used the term local governance instead of local administration ( F6).
In addition, in 1979, law no. 43/1979 on local governance system, currently effective in Egypt, was enacted. Some amendments were integrated in this law to reach its current final form; most important of which was replacing the terms of "local governance" and "local governance Minister" with "local administration" and "local administration Minister", in article 1 of law no. 145/1988 based on the fact that the latter phrases are the correct ones used by the last Constitution. This is in addition to considering local governance a system that imposes political decentralization in a Federal State, a system that is not effective in Egypt.
Arising from the issues described above, there are several problems that hinder the process of engagement in or the development of local action to become a tool for the participation of citizens in public life; namely, the structural and organizational level, the political level and the practical level on the ground.
I. Structural and organizational level:
* Control of executive councils over community councils: weakness of the role of local community councils before executive councils. Local community councils only have the right to present questions or notification requests for Chairs and members of executive councils; they are not entitled to interrogate them and therefore cannot remove them from office/posts or even recommend this to the central government ( 6F 7) ; similar to the phenomenon of control of the Executive over local councils system, mentioned previously.
* Imbalance in funding resources: the decrease of financial empowerment for local councils. As the financial ressources approved by the law covers only 20 % from their budget, while the other 80% depend on the Governmental aid.; which affects their independence in addition to their, almost complete, subservience to the Executive. This is addition to some other practical restrictions on the funding sources specified in the law as the condition of central government approval. In addition to this is the role for local units (both executive and community) in the development of local budgets, which directly affects the ordinary person in the district. This influences the perceptions of citizens of the importance and effectiveness of local councils and units for them and the role they are supposed to play compared to approaching MPs to play
(6) Source: http://www.mosharka.org/
(7)Sameer Abdelwahab, "Constitutional and legal Framework of the Local Administration in Egypt between theory and application", "Local Councils and Elections", Amr Hashim Rabea, Ahram Center for Political and Strategic Studies, Cairo, April 2008
this service role. Moving from the phase of budget development to its implementation, the weakness of actual powers of local leaders in implementing these budgets and handling them with flexibility; that is transferring from one item to another from the allocations without referring back to the central government (8) .
II. Political level:
* Dominance of the concept of centralization: More centralization weakens the role of local units. Even though laws stipulate the transfer of power to local units, practice contradicts this. For example, all provinces in governorates follow their ministries in the region and not the governorate, which contradicts the law, and similarly public utilities. There are many examples and lots of evidence for this, such as the fact that the agricultural directorate refers back to the Ministry to take its final opinion, despite the approval of the governor; and the appointment of Deputy Ministers in governorates which is usually done without taking the opinion of or consultation with governors, which also contradicts the law ( F 9) . This reflects the up-side-down structure of the local system.
* Security interference and administrative obstacles: there have been several irregularities in Security and administrative apparata, which have worked against some candidates; whether through rejecting their candidacy papers, electioneering and contacting voters and conducting wide security campaigns against some activists, specifically from the Muslim Brotherhood (MB), as the largest opposition faction and the main rival of the ruling party, whether by detention, transfer to military tribunals or confiscation of funds, as an attempt to influence their funding resources. All these practices led to a generally decreased trust in elections ( 9F 10) . In addition to this, the term of these councils ended on 15 th April 2006, but the Shura Council approved the adjournment of local council elections for two years starting from 16 th April 2006, in February 2006. Safwat Al Sharif, the Council Speaker, justified the adjournment on the grounds of work on a new bill for local administration and indicated that widening the decentralization of administration would be a main pillar of constitutional and legislative amendments in the coming phase. The MB opposed this decision considering it to be aimed at hindering their progress and weakening their political power in Egypt.
* Weak participation of Parties: weak competition as a result of the low numbers of Parties taking part in the elections (from a total of 24 parties only 9 parties participated), in addition to the low numbers of candidates from these parties, in comparison with the total number of seats open for candidacy, the number of candidates from the 9 parties did not exceed 1,200 from a total of 52,000 seats, that is only 2.3%.
(8)Sameer Abdelwahab, "Constitutional and legal Framework of the Local Administration in Egypt between theory and application", "Local Councils and Elections", Amr Hashim Rabea, Ahram Center for Political and Strategic Studies, Cairo, April 2008 .
(9) Ibid.
) 10 ( ﺒراﻤﺞ اﻷﺤزاب واﻟﻘوى اﻟﺴﻴﺎﺴﻴﺔ، "اﻟﻤﺤﻠﻴﺎت واﻨﺘﺨﺎﺒﺎت اﻟﻤﺠﺎﻟس اﻟﻤﺤﻠﻴﺔ أﺒرﻴﻝ 2008 ،" ibid ، ص 98
III. Practical level:
* Unclear electoral system: constant change in the electoral system for local councils and complications of the elections system in general. The system has been through many changes since its establishment; the impact of this on voters, who include a relatively high percentage of illiterate citizens, can be seen in the changes that took place in the system after the revolution, particularly law no. 124/1960 which stipulated the composition of councils of publically elected members with some members appointed by the central government and the socialist union. Then, in the seventies, particularly in 1971, law no. 57 was enacted to separate between elected and appointed members and specify their percentages. In addition, in 1975, law no. 52 was promulgated which stipulated the formulation of local councils through direct elections alongside the establishment of appointed executive councils besides community ones. Then, in 1981, law no. 50 stipulated that elections shall be through absolute list instead of individual elections. Then, after only five years, a new law was promulgated, namely law no. 145/1988, to add one individual seat beside the seats of the list, which continued for eight years. Importantly, in the year 1996, law no. 84 stipulated dissolving local councils, to return to the system of direct individual elections, through which the 1997, 2002 and 2008 elections were held (the latter was dated for 2006 and was adjourned as a result of the plan for an amendment of the law on elections, which never took place ( F 11) .
* Increase of the percentage of candidates winning by acclamation: reflecting people's lack of interest, as the results are already settled. In the 2002 elections, 60% of the seats were occupied by acclamation, in 2008, 83% of the seats were also by acclamation from the ruling National Democratic Party ( 1F 12) .
* Overlap between the role of the local council member and the MP: according to the mandate of MPs stipulated in the 1971 Constitution, the Egyptian Parliament was called the "People's Assembly". It is the legislative authority and adopts the State Public Policy, general plan of socio-economic development and State public budget. It also practices oversight over the activities of the Executive ) F 13 ( . In addition, the 2007 constitutional amendments granted Parliament the right to adopt the new government after its formulation and presentation of its program; as it has the right to either approve or reject it. This is in addition to the right to approve the State public budget ) F 14 ( . Hence, the MP's role is essentially a legislative one, while the role of the local council member, according to the previous laws relevant to local councils, includes being in charge of services in the district. However, for reasons of increasing popularity and mobilization of votes, the MP is seen as more influential because of their high post and as a result of some traditions which became ingrained, such as
(11)Sameer Abdelwahab, "Constitutional and legal Framework of the Local Administration in Egypt between theory and application",
"Local Councils and Elections", Amr Hashim Rabea, Ahram Center for Political and Strategic Studies, Cairo, April 2008, P.71-72.
12 Ibid, p. 171.
) 13 ( http://www.parliament.gov.eg/Arabic/AboutTheParlmanet/Role
) 14 ( article 133 of the Egyptian Constitution, following the 2007 amendment.
orders for health treatment on the expense of the State, installation of services in the district, employment of constituency residents. All this was done through Ministerial decrees granted to the MP in the so called "phenomenon of Service MPs" (15) which represents an encroachment on a genuine role for the local council member and leads to a decrease of powers and undermines the latter's importance from the perspective of the citizens. Hence, many citizens are reluctant to participate on the local level. In fact, the fault is not on the part of the MP but on political parties, especially the ruling one which uses this mechanism in order to embed and strengthen the position of its candidates in Parliament in their constituencies at the expense of local ones; as Parliament gives its members much more importance than local councils for which the results are already more settled than those of the Peoples' Assembly.
The Problem of Civil Society
Egyptian constitutions emphasize the right to association, including the latest effective Constitutional Declaration, in which article 4 stipulates that: "Citizens have the right to form associations, unions, syndicates, and parties, according to the law. It is forbidden to form associations whose activities are opposed to the order of society or secret or militaristic in nature. It is not permitted to directly engaged in political activity or form political parties on the basis of religion, race or origin"(16).
However, regulating laws restrict this right, as the legislative philosophy of the current law 84/2002, that still governs the work of civil society is based on the principle of subservience of civil society to the Executive through administrative agencies. This issue is significantly connected to all the characteristics of the fallen Egyptian political regime; as "this regime produced restricted multi-party system as well as organization in the field of civil society". This takes place through controlling of licensing, restriction or banning activities as a governing principle in the law that reflects the bureaucratic and security tendency of the legislator( 17) which contradicts liberties stipulated in the Egyptian 1971 Constitution, articles (55) and (56), and international human rights treaties and conventions which ensure the right to formulate non-governmental organizations (NGOs) to defend and express the democratic, social, economic, and cultural interests. This is represented in 3 main facets:
1. Granting the administration semi-absolute rights (18): the administration has the right either to agree on the establishment of associations or terminate their activities (article 6, 8 and 41) and also the right to approve foreign funding (article 70) and join international coalitions and networks (article 76-IIIB). Foreign funding is by far the most important funding source for civil society whether in the field of human rights or development due to the absence of the Egyptian capital in this field.
) 15 ( http://www.islamonline.net/servlet/Satellite?c=ArticleA_C&pagename=Zone-Arabic-Namah/NMALayout&cid=1177156189060
(16) http://www.egypt.gov.eg/english/laws/constitution/default.aspx
(17) Workshop around the NGO Law, a file… the future of civil society in Egypt, ibid, p. 101.
(18) Farred Zahran, "Civil Society New Law and the Current Political Moment", Al-Ahram, 23 July, 2002
2. Stiffening penalties: The law imposes disproportionate penalties and criminalization of the activities of NGOs in various articles (articles 43 to 47) even though the activities of NGOs are basically voluntary. In addition, the law imposes collective punishment for all NGO members by dissolving an organization for irregularities committed by persons who can be accurately identified. This means that the law includes articles to collectively punish personal or individual mistakes (19). Such punishment discourages citizens from participation in the activities of civil society. It is similar to other laws; such as the Law on Political Parties in Egypt. The main philosophy around these laws is to exclude people from the social and political circle of action.
3. Ambiguous terms and loose phrases: The law includes many inaccurate terms such as banning organizations from practicing any "political activities" (article 11/3) and public order (article 11/2). Interestingly, the bylaws attempt to clarify this by adding more ambiguous explanation, listing various activities and concluding the paragraph with words such as: "or similar to these" and "or in the same categories", or by leaving the issues unspoken; such as the article related to foreign funding: "the organization shall submit a request and the administrative agency shall approve it within 45 days"; in this case, the bylaws do not clarify what happens when the administrative agency does not respond to the request in time, which is usual. Moreover, articles 10,14,73,81,110 and 136 of the bylaws include some updated provisions that have no referent in the law. This position creates a status of ambiguity enabling the government to apply the law whenever it wants on whoever it targets; meanwhile the government disregards some NGOs, that might commit irregularities, as long as they do not disturb it; as administrative and security agencies disregard those irregularities and keep them as a weapon for the future.
As regards applications for funding, there is no significant difference in implementation of the current law, which is considerably more open than the previous one (no. 23/1964), through disregarding the requirements of the law for approval of a funding request or equality between NGOs that do not receive a response and those for which the funding is rejected; as both have to refer to the Judiciary. This emphasizes that the law is not a tool for organization but a tool for imposing the dominance of the Executive over civil society. In addition, the enforcement of the law in specific cases and against specific organizations and not others shows that it is an oversight tool utilized only when necessary.
Recommendations:
A citizen's role in a participatory democracy is not limited to the selection of his representatives; it is completed by the creation of grass-root entities that participate with those representatives in the legislative and oversight process. To realise this, a shift from a local administrative system to a local governance system, in which different governorates enjoy a broad level of independence over their powers and resources, is required. In addition, appointments to this system, such as governors and mayors should be through elections or through open competitions in which executive officers can be selected by elected local
(19) Report of the Egyptian Organization for Human Rights, 2003.
institutions. This promotes the role of elected bodies over executive ones. Due to the fact that the system is structured from bottom to top, relationships are based on information and needs emerging from bottom to top, while feedback is from top to bottom. This structure is built upon civil initiatives, whether community committees or CSOs, that formulate, together, a pillar for community work that raises legislative requests to the locally elected councils and also performs an oversight role on higher bodies (from local community councils to the People's Assembly). This occurs by granting those initiatives a mechanism to question their representatives on both local and national levels. The central authority should encourage such structures by organizing them into collective bodies that have powers and mechanisms to motivate participation (20). As regards civil society, the amendment of the law should focus on freedom as a governing concept, while powers to ban or prohibit NGOs should be an exception.
This is reflected in the relationship between those organizations and the parliament through the articles addressing:
- Explicit recognition of the concept of popular sovereignty by acknowledging the community's role in the process of legislation, whether through the direct voting process or by forming community committees in addition to acknowledging the role of civil society in the making of local and social policies.
- Parliament should be responsible for the coordination of the work of different local councils and should develop plans for their enhancement. In other words, it is essential for Parliament to continuously consult with local councils in order to identify the needs of each of them according to their local priorities, and also to ensure the decentralization of decision-making. For example, the Parliament will develop the general framework for development plans and then consult with the local council on the budget; hence, leaving the opportunity for local councils to identify their priorities and spend money on public services and development projects according to their urgent needs and what they view as priority and within the agreed budget.
Thus, the Parliament might intervene to agree on a format, that should be generally stipulated in the constitution and Parliament can enact relevant laws that can be amended according to need, to redistribute resources and wealth among the richest and poorest local councils in an equitable and balanced way ( 20F 21) .
- This is in addition to acknowledging the monitoring role of society through the right of community committees and civil society organizations to follow up and perform oversight over elected agencies on all levels, in addition to their right through those elected agencies to practice oversight over executive bodies.
- Encouraging community initiatives as a pillar for community action that raises legislative demands to elected local councils and practices oversight over higher
(20) Mohamed El-Agati, Clauvis de Suza, "From a Representative Democracy to a Participatory Democracy", Arab Forum for Alternatives and Arab Forum Initiative, 2012, P.10
(21) Habiba Mohsen, Rania Zada, Localities in the Egyptian Constitution, Centralization Problems and Suggestions for Reforms", Arab Forum for Alternatives and the Arab Reform Initiative, 2012, P.7
bodies and local councils, up to the People's Assembly, by granting those initiatives a mechanism to question their representatives on both local and national levels and motivating such bodies to participate through collective entities with clear mechanisms and powers.
Comments by Prof. John McEldowney, School of Law, University of Warwick
In different countries, differing models of accountability pervade the working of parliament and the role of participation. One model sees accountability as largely rule-based, operating through bureaucratic controls under the tutelage of professionals, mainly lawyers and politicians acting on behalf of the people. The second model relies on practices that take forward mandates aimed at strengthening the links between citizen and the state. This requires active participation in political life that is well informed and complies with ethical standards and degrees of transparency. Transparency is a priority for achieving good governance. Government accountability is itself composed of two forms of accountability, vertical and horizontal. Vertical accountability is mainly achieved through elections and allows the government and its agencies to provide explanations and justification to the public. The example of local government is useful as a means of achieving local and community participation. It provides an important decentralisation of powers and may act as a restraint on any authoritarian tendencies. Horizontal accountability flows from one or other organ of government at an intra-governmental level each holds another to account. Institutions such as the Egyptian Audit Institutions provide an example of this form of accountability. 22
Mohamed Al Agati correctly identifies some of the weaknesses and challenges in the progress of local government communities. These include representativeness and the electoral mandate; finance and the allocation of powers and responsibilities; the relationship between local and central authorities; and the autonomy of local communities. The foreign experience points to various models of local government that often reflect historical, cultural and economic factors. In unitary states, the UK and France provide examples of different forms of local government. The UK's system of devolved government in Scotland, Wales, Northern Ireland and London provide strong legal and administrative forms of delegation. France is a good example of a large variety of local government entities that provide wide choices in and forms of representative democracy. The German example is of a two-tier federal system that comprises 16 'Lander' or states, three city states (Berlin, Hamburg and Bremen) and a Federal Government. Lander vary in size and population from the largest population of 5.2 million, North Rhine-Westphalia, to the smallest of 550,000 in Bremen. Federal legislation in Germany under the Grundgesetz (German Constitution) provides a mandate under Article 72II to ensure equal living conditions across the territory of the Republic. So although Germany is a Federal country, it operates under a unitary system of public services provision. This is not always easy to appreciate as Federal powers have had both horizontal and vertical effects. Germany also has had a two-tier local government system since 2006. This gives rise to quite complex two-tier municipalities and complicated single tier county boroughs in some regions. Often local government takes responsibilities
(22)See the paper by Karim Sarhan.
from the Lander as well as devolved responsibilities at local government level. In Germany local government personnel constitute about 35% of the total public sector workforce. There are inevitable financial stresses between local and central government that are driven by a mixture of policy differences that underpin political and cultural diversity.
There are important lessons from an international perspective. Representation is at the heart of devolved and regional administrations. The strengths of the UK example of devolution are to be found in the variety of arrangements that are in place in Scotland, Wales, Northern Ireland and London. Another feature is the evolutionary process of change and the accommodation of different needs and requirements within a flexible arrangement. In many jurisdictions, particularly in several African countries, the over-centralization of power has been accompanied by steps in the direction of building community strengths. It is also instructive to consider the lessons from other legal systems. France, Germany and Italy provide differing examples of local authority autonomy. The essence of enabling local communities is essential in the design of appropriate institutions. This is a task that requires careful analysis and elaboration of the foreign experience to fit the needs of the Egyptian state. 23
23 Julio Faundez, Mary E. Footer and Joseph J. Norton, Governance,Development and Globalisation Blackstone Press, 2000. C. Fombad, C. Murray, eds., Fostering Constitutionalism in Africa Pretoria:Pretoria University Law Press, 2010. R.D. Behn, Rethinking Democratic Accountability Washington DC Brookings Institution. Oonagh Gay, "Time for Coherence: Parliament and the Constitutional Watwchdogs" in P. Giddings ed., The Future of Parliament London: Palgrave Macmillan, pp.149-164. C. Scott, "Accountability in the Regulatory State" (2000) 27(1) Journal of Law and Society 38 at p.39. See: Erskine May, Parliamentary Practice ( 22 nd edn., 1997 by D.W.Limon and W.R. McKay). Hansard Society, Commission on Parliamentary Scrutiny, The Challenge for Parliament: Making Government Accountable, 2001..F.White and K. Hollingsworth, Audit, Accountability and Government Oxford: Clarendon Press, 1999.
Parliament and oversight agencies: the Central Auditing Organization & the Administrative Control Authority as Models
By Karim Sarhan Lawyer and Legal Researcher
The main role played by oversight agencies is confrontation of all forms of government corruption and ensuring the performance of public agencies and institutions and their commitment to the laws and regulations governing their work.
In addition to developing legislation, the functions of the People's Assembly include oversight over the performance of the Executive,23F 24 including oversight over the performance of public bodies and institutions, as there is overlap between the functions of the People's Assembly and the functions of oversight agencies.
This paper addresses two oversight agencies; namely the Central Auditing Organization (CAO) and the Administrative Control Authority (ACA); in an attempt to identify their roles and the nature of the relationship between them on one hand and the People's Assembly on the other, in the context of the current legal system, and presents some relevant ideas and initial suggestions.
I. The Central Auditing Organization (CAO)
The 1971 constitution did not include any independent articles on the CAO specifying its roles and powers, even though the CAO's relationship with the People's Assembly was referred to in article 118. This latter article provides for submission of the final account of the State Budget to the People's Assembly. It stipulates that the annual report of the CAO and its observations shall be submitted to the People's Assembly and that the People's Assembly has the right to request any data or other pertinent reports from the CAO.
The Constitutional Declaration, issued in 30th March 2011 did not include provisions equivalent to article 118 in the 1971 Constitution; there was no mention of the CAO.
The CAO's functions are regulated by law no. 144/1988 concerning the CAO, it was published in official papers on 9th June 198824F 25 , and was amended under law no. 157/1998 (law no. 144/1988 which was amended under law no. 157/199825F26 is referred hereafter as "the CAO law").
The main role for the CAO is oversight over the funds of the State, public figures and agencies, and its functions also include cooperation with the People's Assembly in oversight over public funds (article 1, the CAO law).
24 Article 33 of the Constitutional Declaration issued on 30th March 2011, parallel to article 86 of the 1971 Constitution.
26 Official paper, issue no. 24 (continued) (a) – 11th June 1998.
25 Official paper, issue no. 23 (continued) – 9th June, 1988.
In its functions, the CAO carries out three types of oversight: the first is financial oversight, both auditing and accounting, the second is oversight over performance and following up the implementation of the State Plan and the third is legal oversight over the decisions issued in case of financial irregularities (article 2, the CAO law).
The State administrative units and local governance units, public bodies, public sector companies and cooperative organizations within the public sector are under the supervision of the CAO.
In addition, companies that are not public sector, but for which the public sector contributes 25% or more of the capital, syndicates, professional and trade unions, political parties, national press institutions, party newspapers and agencies subsided by the State or the funds of which are considered by the law as State funds fall under the supervision of the CAO (article 3, the CAO law).
The relationship between the CAO and the People's Assembly:
In the context of law no. 144/1988, prior to its amendments, the CAO was attached to the People's Assembly. The first article of this law stipulated that: "the Central Auditing Organization is an independent organization with a public legal personality and is affiliated to the People's Assembly", which was then amended in law no. 157/1998 to transfer its affiliation to the President stipulating that: "the Central Auditing Organization is an independent organization with a public legal personality and it is affiliated to the President of the Republic".
The transfer of its affiliation to the President of the Republic reflected the power to appoint the CAO president to his post and relieve him from it. Under law no. 144/1988, the President of the Republic nominates the CAO president, which is subject to the approval of the People's Assembly, and could be relieved of it through a Presidential decree, but this was also conditional on the approval of the majority of MPs in the People's Assembly. Moreover, the same law stipulates that when the CAO president submits his resignation, it is presented to the People's Assembly (article 20, law no. 144/1988).
However, under law no. 157/1998, article 20 of law no. 144/1988 was amended and the People's Assembly had no role in the appointment of the CAO president or relieving him of his post. His appointment became through a Presidential decree for a four year renewable term, whether once or for several similar terms. In addition, the same law stipulates that the CAO President shall not be relieved of his post and his resignation is approved by a Presidential decree.
Here, a number of observations and comments can be made, summarised in the following three points:
1. Article 1 in the CAO law (following its amendment according to law no. 157/1998) stipulates that the CAO is an "independent" organization with a public legal personality; however, the article added "affiliated to the President of the Republic". There is no doubt that describing the agency as independent
and then adding its subordination to another body presents a clear contradiction in the drafting of the article and in describing the nature of the organization.
3. The main role of the CAO, as mentioned, is oversight over State funds, which includes the funds of the units of State administration, public agencies and institutions and public companies. All of these are affiliated to the Executive, which is headed by the President of the Republic 27 . Therefore, there is a contradiction between the CAO performing its role in oversight over agencies that are affiliated to the President of the Republic and its subordination to the President of the Republic.
2. Although article 20 of the CAO law stipulates that the CAO president shall not be dismissed from his post, which gives the impression that the agency is given some independence, the same article stipulates that the term of service for the CAO president is a four year term renewable by a Presidential decree. This actually means that the President of the Republic has the right to relieve the CAO president of his post every four years or renew his term according to the administration of the President of the Republic.
It appears that awareness of the previous problems is what persuaded the current CAO president, who recently assumed office, 28 to demand that the Constitutional Assembly, which is writing the new constitution, stipulate the independence of the CAO from subordination to the President of the Republic or the People's Assembly 29 .
According to the website of the CAO, representatives from the CAO presented their vision of the position of the CAO in the new constitution which includes stipulating its independence, absence of subservience to any authority and the inability to relieve its president of his post 30 .
II. Administrative Control Authority (ACA)
Neither the Constitutional Declaration, issued on 30 th March 2011, nor the 1971 Constitution include any articles related to the ACA or its powers.
Law no. 45/1964 and its amendments regarding the reorganization of administrative control currently regulate the work of the ACA (referred hereafter as the "ACA Law") 31 . It is worth mentioning that according to the explanatory note of the ACA law, the ACA was part of the administrative prosecution; however, for purposes related to public interest, it was decided that it should be separated due to the increased workload arising from the expansion in the activity of the public sector at that time.
ACA is in charge of exposing administrative and financial irregularities and criminal offences committed during the performance of public functions. It is also in charge of
27 The Constitutional Declaration issued on 30th March 2011.
29 Al Shorouq Newspaper, issue no. 1320, p. 6, 12th September 2012.
28 As per the Presidential decree no. 172/2012, enacted on 6th September 2012.
30 http://www.cao.gov.eg/index_files/cao_news_1.htm
31 Law 54 for the year 1964 on the reorganization of Administrative Oversight , Al-Hayaa Al-Ama Lelmatabea Alameereya, 1999.
investigating and looking into the reasons for work or production deficiencies including identifying defects in administrative systems and proposing methods to avoid them. It also checks complaints submitted by citizens on violation of laws or regulations in performing a public duty (article 2, the ACA law).
The ACA's mandate covers the government, its branches, public agencies, public institutions, public companies and all bodies in which the government contributes in any way (article 4, the ACA law).
In order to discharge its functions, ACA undertakes investigation and oversight to disclose any irregularity or crime. If investigations or oversight uncover issues that require questioning, their documents are referred to the administrative prosecution or general prosecution, according to their specialization (article 8, the ACA law).
The ACA President is appointed by a Presidential decree.
The ACA and the parliament:
The ACA law does not clearly mention the relation between the ACA and the People's Assembly; there are no clear provisions in the law indicating ACA cooperation with the People's Assembly in performing its oversight roles.
This could be because of the nature of the ACA work that is basically based on investigations and oversight to disclose violations and crimes, if this results in issues that require questioning; the matter is then referred to the administrative prosecution or general prosecution to take its course in investigation.
III. Recommendations:
According to the CAO law, the CAO supports the People's Assembly in performing its oversight role. The law stipulates that the People's Assembly can assign the CAO to scrutinize the activities of a certain public agency, institution or project shared by the State or any public utility project. In such a case, the CAO shall prepare special reports on the tasks assigned to it by the People's Assembly addressing the situation of economic and financial facts that triggered the process (article 4, CAO law).
In addition, article 18; item IV of the same law stipulates that CAO shall submit its observations on the final accounts of the general State budget to the People's Assembly and the President of the Republic. Item V stipulates that the CAO shall submit annual reports on the general results of its oversight to the President of the Republic, the People's Assembly and the Prime Minister (PM); in addition to submitting any reports to the People's Assembly upon the request of the latter.
It is recommended that in order to ensure the efficiency of the People's Assembly's oversight function and considering the specialized technical expertise of the CAO that does not exist in the People's Assembly, the CAO should maintain its support to the People's Assembly in performing its oversight role even if it is decided in the new constitution that the
CAO will be independent from any other authority. This can take place through the following steps:
1- Stipulating that the CAO is independent from affiliation to the President of the Republic either in the Constitution or the CAO law.
2- Stipulating that CAO President shall not be relieved from his post unless he reaches retirement age or after taking any prosecution measures against him in which there is proof that he committed a violation or a crime that requires his removal from office.
3- In order to increase the efficiency of the People's Assembly's oversight role, and to employ the specialized technical expertise of the CAO that does not exist in the People's Assembly, the CAO should maintain its support to the People's Assembly in performing its oversight role even if it is decided that the CAO should be independent from any other authority.
4- Clear stipulation in the ACA law on the forms of cooperation between ACA and People's Assembly including but not limited to ACA submitting periodic reports to the People's Assembly on the performance of the administrative apparatus of the State.
Concerning the ACA, due to the importance of its role and its connection with disclosure of violations and corruption within the government sector and considering the oversight role of the People's Assembly over the government and public institutions, it is recommended that it is more appropriate to clearly specify in the ACA law forms of cooperation between ACA and the People's Assembly including but not limited to ACA submitting periodic reports to the People's Assembly on the performance of the administrative apparatus of the State and any findings of deficiencies or shortcomings in the administrative system in addition to reports on violations and crimes committed by public servants.
Commentary on Karim Sarhan's paper by John McEldowney, School of Law, University of Warwick
The example of audit authorities provides both ex ante and ex post forms of financial accountability that are important in developing and progressing different methods and techniques of "holding to account". 32 Constitutions provide a framework for defining the relationship between the legislature, executive and judiciary. Systems of accountability, to be effective, require constitutional protection and independence in their function. This means that audit bodies have to hold government and public bodies to account and are themselves accountable. It is also important to canvass the potential for international actors in developing external forms of accountability in dialogue and collaboration with domestic arrangements. Developing strategic approaches to accountability methods and techniques is accommodated through education and training programmes with international assistance to democracy building. The essential aim is to strengthen and not diminish democracy building and institutions within the country.
Karim Sarham correctly identifies a number of challenges that have to be addressed in the process of democracy building and makes a number of specific recommendations. These include strengthening the independence of the CAO specifically from affiliation with the President. Providing a process of legitimation of the CAO and the authority of the office requires constitutional and legal protection. Executive control or influence over independent bodies such as the CAO impedes democratic accountability and has potential to encourage corruption. International audit bodies are likely to offer technical assistance and encourage capacity building in the development of audit responsibilities that strengthen parliament by offering checks and balances on authoritative government through controls on public spending. External donors are subject to checks on the value for money of their spending and this sets an important hallmark for the expenditure of money within the country.
Strengthening financial support for Egypt is a possible catalyst for ensuring robust and independent financial scrutiny. Lessons from the UK and commonwealth offer some possible ideas and solutions. There are also many protections that may be given to the CAO, as well as measures to ensure its independence. The international experience points to important structural support arrangements intended to provide transparency through annual reports and reporting mechanisms to Parliament. The alignment of party political interests and factions is often challenging but can be encouraged through parliamentary select committees and the requisite conventions and codes of conduct. Independent functions require transparency and regular reporting through media outlets. One of the most important elements is TV transmissions of Parliament and the work of committees. The form of a Public Accounts Committee may prove useful as it combines expertise with the political forms of accountability. There is also much to be achieved by the role of external visits abroad to gain from international experience on the forms of effective accountability. The lynchpin of all forms of parliamentary oversight is the pre-eminence of financial control and its overarching
32 Websites of interest: www.parliament.uk; http://www.hm treasury.gov.uk;
http://www.statistics.gov.uk; http://www.public-audit-forum.gov.uk http://www.parliament.uk/commons/lib; http://www.nao.gov.uk; http://www.audit-commission.gov.uk;
"power of the purse" to inhibit corruption, prevent waste and gain public confidence in democratic government.
Accountable governance and constitutional implementation in developing democracies 33 provides a useful platform on which to survey the role of government accounting and in particular the value of parliamentary oversight. In terms of international institutions, such as the World Bank, there is a growing consensus that providing systems that combat corruption and engage in anti-corruption strategies requires detailed implementation by internal systems of accountability 34 that are transparent and sufficiently robust to be effective. A recent NAO Report, Providing Budget Support to Developing Countries 35 underlined the need for good budget support including helping " partner governments to strengthen their financial management systems" and to encourage donors to support such reforms.
Constitutional lawyers have accepted that controls over public expenditure lie at the heart of Parliament's control over government. The plethora of controls such as internal Treasury rules, audit systems, parliamentary reports, and management systems are fashioned to serve the dual purpose of the economic needs of the government of the day and the needs of Parliament. Inside the system of financial control the internal workings of government can be detected, often less visible and transparent than the workings of the external systems of parliamentary accountability in select committees and in the role of the courts.
Financial control systems share many characteristics familiar in the development of the common law—continuity and certainty in developing rules with the potential for incremental change. But equally, incrementally, financial controls appear to have developed many of the qualities of a codified system—written manuals containing fundamental principles that have been improved, updated, and strengthened through many years' experience. Despite many improvements in financial control there remains a general systemic weakness at the heart of public expenditure control. Greater emphasis must be given in Parliamentary debate to the policies and decisions that inform, manage, and control public expenditure. The structures of financial regulation should create more "joined up" systems of control to further enhance the strategic basis for accountability and good governance. Financial controls lie at the heart of government decision-making. This should give rise to a culture of risk assessment and transparency in public accounting. Good budget support is an essential element in building effective democratic institutions. Setting clear objectives and monitoring arrangements to ensure that projects are on target and that budgets are being effectively spent creates a good risk assessment strategy for the development of good governance.
33See: Peter Burnell's foundational paper: "Accountable Governance and Constitutional Implementation in Developing Democracy in Africa". The paper provides a useful canvass on the role of accountability and the framework building provided by a constitutional framework. There are a number of key "constitutional actors"
and the work of the PAC is a crucial one in developing and extending systems of accountability. 34The Economist 22nd March 2008, p.79 discusses how the World Bank has launched investigations into $500 m worth of contracts. 35 NAO, London, 2008
A New Vision for the Shura Council
By Ali Fath-Elbab Member of Shura Council
By Egyptian vision here we mean three Aspects:
The first is taking national absolutes into account: evaluating the past, analysing the present and identifying the direction of the future, and not vice versa. It does not start from hypothetical ideals or things that should be done that are not known by Egypt or even from ruling patterns that are "common" around the world, that are not considered prior templates or models for ruling powers. The structure of several models is considered, each with its own national context. It is an "Egyptian" vision in our historical context of the Shura Council; since its establishment, or its return to the Parliamentary structure more than thirty years ago and also the changes in the council since then. However, there have not been many changes, which has led to a heavy shadow from the past, from which Egypt should be liberated as it has been liberated from the "regime" that imposed it.
The second is that it is an "Egyptian" vision; that is it derives its objectives from the Egyptian national ambition and does not seek to merely copy or imitate other experiences, even those which are considered great and entirely admirable. This is because the "new" Egyptian political system is being created in front of the people (and the world) and is not a prefabricated structure. In other words, the political system takes time to be completed and the new Constitution itself is not the end of the road; it is, however, the general, governing rationale, which requires several subsequent procedures; legislative, organizational and administrative, until the pillars of the new system are stable. Hence, this "Egyptian" vision for the position of the Shura Council should be flexible, divided into phases and should take into account the present givens and what might follow from them in the future. For instance, when one says there are a percentage of appointed members in the Shura Council, it could be best, at first, for them to be nominated by their institutions and the President of the Republic selects from them; then, they are elected internally later on, that is by the "general assemblies" of their institutions. Then, the principle of appointing members could be totally dismissed afterwards, and so on for the other elements of this vision which could be amended to accommodate the prevailing conditions and could gradually form the political system.
Therefore, our vision for the future of the Shura Council is derived from our vision for a whole political system and not isolated from it; it comes together with it. It is clear that we are establishing a Parliament that holds legislative power independently and does not share it with the Head of State, nor it is dominated by the Head of Government. Hence, the existence of the Shura Council should be effective in legislation and its role in it should be "comprehensive" and fit with the legislative role of the People's Assembly (PA). In addition, if we move to considering Parliamentary organization mechanisms, where the Government emerges from Parliament, the Shura Council should be "balanced" with the PA; as the latter
will be the one which will form the Government and not the Shura Council, if the Parliamentary system is adopted. Thus, our vision for the Shura Council is linked with our vision for the form of political system and the nature of the relationship between ruling powers.
The third is that the "Egyptian" nature for this vision requires us to address the acute deficiencies perceived by the public in our experience with the two-chamber system in general, and the performance of the Shura Council specifically, in order for the new political system to send a clear message to the public to reassure them about the heavy legacy surrounding the Shura Council. Amongst these messages is, for example, that nomination conditions for the Shura Council are more "senior" than those of the PA (in education, age, etc.), the Shura Council is "effective" in the legislative route and its debates are freer from partisan politics than the PA. This is in addition to the issue of immunity and privileges of membership, the size of the Council itself and so on and other features of institutional structure which the "Egyptian" public opinion should see as an introduction to the new vision for the position of the Shura Council in political life.
Elements of the Vision
The following are the main elements for the future vision of the Shura Council and its position within the structure of the Legislature, the other ruling powers and the whole political system.
1- A two-chamber Parliament rather than a two-council system
In modern times, the duality of Parliament could mean the existence of two councils, each playing an independent role and not necessarily conjoined, or a Parliament made of two chambers, with the activities of each chamber compatible with the other to an extent. Neither can work alone or without the existence of the other and they are dissolved through one decree. Therefore, it is unusual to find that one of them is not elected.
Since 1980, Egypt has had a two-council system, which then became closer to the twochamber system in 2007, then it came to be a two-council system clearly in 2011.
2- Integration rather than duplication of representation
b) Appointment is ad hoc and is either for three legislative terms, or fifteen years, whichever is longer, and is not renewed except with the approval of the people in a referendum.
a) The PA shall be, only, fully elected with no appointed members, while the Shura Council includes a percentage of appointed members in order to expand the scope of political representation and promote the existence of community representation (Christians, women, youth, business community, technocrats, Egyptians living abroad, people with disabilities, etc.).
c) "Relevant" institutions are called upon to present candidates for "recommendation" to the President of the Republic who takes the decision on appointing members to the Shura Council.
3- Two electoral systems and one Parliament
This means that the electoral system for both the PA and the Shura Council does not lead to duplication of political representation of the same categories or areas; and that this is reflected in having two electoral systems for the (elected) members of both councils as follows:
a) Individual member system and small constituencies in PA elections.
b) List system and the constituency of the governorate in the Shura Council elections. The individual system does not preclude the existence of party affiliation for candidates, as the intention here is that voting cards include "individuals" and not their party affiliation. The list system is purely party based; however, it does not prevent the formation of party coalitions and it distributes seats according to the percentage acquired by each list.
4- Two chambers in one Parliament
a) As for size, the number of Shura Council members is recommended to be half the number of PA members, and a quarter of the Shura Council members should be appointed. It is also suggested that the size of PA should be reduced to 400 members, as follows:
- "The People's Assembly is formed from four hundred members elected through the individual electoral system, so that each constituency is represented by one member. The law defines the boundaries of constituencies taking into account the desirability of having a similar number of registered voters and homogeneity in environmental and societal circumstances".
- "The Shura Council is formed of two hundred members; the President of the Republic appoints fifty of them after reviewing the nominations of the Cabinet and other relevant institutions. The remaining members are elected according to party lists. The Governorate is considered one constituency. The law defines the allocation of seats for each governorate taking into account the ratio of seats to resident voters in each governorate. It also defines the minimum number of votes needed in the list to take at least one seat and the means of distribution of seats according to the relative majority method".
b) As regards the conditions for candidacy, it is recommended that the tradition of variation in the minimum age of candidates in each council is ended, heading towards real empowerment of youth and in order to provide equal opportunities for candidates, through:
- Age unification in both councils (as well as in local councils).
- Increasing the minimum educational requirement to medium education level (and maintaining it at basic education for local elections).
- The minimum age for the candidate in both councils is the legal age of reaching full eligibility, that is 21 years; the list system can prioritise youth candidates for Parliament so that these "activists" do not exist only in unofficial and noninstitutional coalitions that are outside the ruling institutions.
- Remove all legal quota requirements whether for women, workers/peasants, or others, and at the same time use a method of incentives and technical support for underrepresented categories and areas, in order to enhance their representation in
Parliament through national institutions (national councils, civil society, technical training and support, media and awareness, etc.).
c) No candidates with dual nationality at any time, even if the candidate waives the other (non-Egyptian) nationality at the time of candidacy. However, this does not preclude the presence of Egyptians with dual nationality in other positions, but not in Parliament due to the special relationship between the voter and candidate.
d) Participatory legislative competence
- Defining a minimum for the required number of members to present a legislative proposal (10 members).
- The President of the Republic and members of both councils have the right to propose bills, and the proposing council sends the bill to the other council to adopt it. In case of difference, the joint committee convenes to reach a compromise to be presented to both councils to adopt it. If this does not happen, both councils convene headed by the PA Speaker to make a decision about this matter with a two-thirds majority of the members of the joint meeting (that is not less than four hundred members).
- Time-frames are defined for each council to consider a legislative proposal (a month from the date of receipt from the other council), or from the President of the Republic.
- A joint meeting is required to consider and adopt the plan, budget, final accounts and constitutional amendment proposals before submitting them for a referendum.
- Remove the earlier tradition related to the necessity of submitting some legislation to the Shura Council first (for so-called 'laws relating to the Constitution'), which is an unusual tradition with no parallel in democratic systems or modern legislative schools of thought. Thus, any piece of legislation becomes as important as an other and goes through the same procedures towards adoption.
e) Integration of oversight competence
- The Prime Minister and Ministers are to be politically responsible in front of the PA only, in which the members enjoy the right to interrogate Ministers and to request a vote of confidence in a Minister or the PM. If the PA decides to debate the request, it calls upon both councils to convene and a decree is issued to withdraw confidence with a two-thirds majority of the joint meeting, and the President of the Republic appoints a new Minister or a new government (within two weeks from the decree to withdraw confidence).
f) Procedural immunity and realistic privileges
- Providing "sufficient" privileges in order that the PA or Shura Council member can perform his roles in legislation, oversight, representation of society and taking care of the interests of the constituency, so that he does not have to manipulate or misuse his Parliamentary position for any reason. Thus, it is
- Administrative agencies are prevented from termination or arrest of a PA or Shura Council member unless his council approves or in case of flagrante delicto.
necessary to "stop" the issue of "part-time membership of the council", as it is firstly abnormal in the modern world and it also undermines the ambitions of society to build the democracy of the second republic. This means that once a member is elected, he can decide not to attend the sessions of the council. Why did he decide to be a member in the first place? And does he imagine that membership and the contract which was concluded with voters could justify this with the excuse of working in a "sensitive" position? What is his use as a member of Parliament in the first place, unless the aim behind this membership is his personal interest and making use of his immunity?
- It is necessary, in the democracy of the second republic, to embed a culture of disclosure and to have no conflicts of interest, in order to emphasise the integrity of Parliamentarians in public opinion and to develop laws for this and include it in the rules of procedure.
Conclusion: Features of Jurisprudence and constitutional debate in Egypt regarding the Shura Council
There are two essential sides with opinions on the position of the Shura Council in the current Egyptian political and legislative systems; namely:
The opinion opposing the Shura Council; it says that it does not have real powers, that its role is advisory and actually played by other agencies, namely specialized national councils, that its existence increases financial expenses and that its structure is not 100% democratic as one third of its members are appointed.
The opinion supporting the importance of the Shura Council; it says:
- Specialized national councils are not similar to the Shura Council, whether in function, formulation or political role; even though they complement one another. The existence of specialized national councils arises from technical considerations, due to the development of the State's role in social and economic life and its need for specialized technical experience that might not be available among politicians.
- The Shura Council includes rare national expertise and competencies that can provide a lot of support in the rationalization of the legislative process and the development of the political system.
- In addition, the Shura Council has constitutional powers that have a role in the legislative and political system, whatever their size, contrary to specialized national councils that are considered part of the Executive (the Constitution defines the Executive starting from the President of the Republic, the PM and the government, and moving to the local administration and then specialized national councils).
- The Shura Council expands the base of community and political participation in society, its continuation and its revitalization and the exchange of opinions among the representatives of the people, that is the members of both councils.
The third opinion regarding this debate is the most logical and has stronger basis; it calls for supporting the effectiveness of the Shura Council. Among the most salient suggestions in this regard is that legislative authority is not limited to the PA alone and
emphasis on the Shura Council's legislative role, even if the government continues to bear no responsibility to account to it.
Lastly, adopting the two-council system of Parliament in Egypt, in light of the second republic, with development towards the two-chamber system achieves a number of purposes:
- More realistic accommodation for the different public, categorical and geographical interests in Egypt.
- Avoiding the possibilities of extreme legislation or the dominance of a partisan majority in a Parliamentary motion.
- Combining the advantages of both individual and list electoral systems.
- Improving Parliamentary oversight over the government and making it more objective and less partisan.
- Increasing the priority of national, rather than local, interests and supporting reaching consensus and compromise among members and their parties.
- Reinforcing the growth of party political life and the culture of electoral programs.
- Aligning with the modern approach in the formation of the Legislature and the two-council/chamber system in most modern democracies.
Comments by Professor Adam Cygan, School of Law, University of Leicester
A feature of many, though not at all parliamentary systems is that the Parliament comprises of two chambers. In the case of Egypt the debate surrounds, as Ali Fath Elbab illustrates, the future role of the Shura Council and its relationship with the People's Assembly or Parliament. Strictly speaking the Shura Council and the People's Assembly remain distinct institutions but this does not necessarily impact upon their ability to interact with each other and in the overall context of the new Egyptian constitutional settlement the Shura Council and the People's Assembly both have a key role to play to ensure accountability and legitimacy of both the political and legislative processes.
Ali Fath Elbab perceptively positions his argument within an 'Egyptian context' and in his paper highlights the need for an accommodation to be found between the Shura Council and the People's Assembly with respect to their status as institutional actors under the new Egyptian Constitution. He correctly points out that the relationship must be 'balanced' and argues for the need to ensure that the Shura Council fulfils a horizontal function between the institutions of Parliament, the President and the government and contributes to improving institutional balance and accountability within the Egyptian political system. For that reason the Shura Council has an important role to play because a democratic Shura Council can help to prevent the concentration of power in the hands of, for example, the President.
In his paper Ali Fath Elbab suggests that the Parliament should be elected by universal suffrage but the Shura Council, may be constituted by a certain proportion of unelected or appointed members. This, he suggests, would be justified in order to improve representation of particular sections of society, for example women or Christians, who may be under represented in the directly elected Parliament. Such a proposal has significant merit if correctly implemented and is perhaps necessary if all Egyptian citizens are to embrace the constitutional reforms. For critics of this approach who may consider the appointment of persons to legislative chambers undesirable, the response can be that many constitutions which may consider themselves to be 'democratic' do not necessarily elect all persons who occupy positions which involve the exercise of legislative or executive power. For example, the House of Lords in the United Kingdom is wholly appointed and the President of the Czech Republic is currently chosen by a vote of both chambers of Parliament and not the electorate. 36 In this case there is real scope that the party of government can control the Parliament and the President and this illustrates why in any system of government where there is more than one parliamentary chamber to elect, in addition to a President, there must be different electoral systems as well as different frequencies of elections to promote diversity within the electoral process and give citizens opportunities to directly influence the direction of government. However, the risk with this is that, depending upon how the final draft of the Constitution distributes powers amongst the different institutions of the State, there may be significant scope for political stagnation and disagreement arising from the different elections which inevitably leads to ineffective government.
36 The Czech president will for first time be elected directly by the Citizens in January 2013.
Ali Fath Elbab touches upon the key issue of representation in his paper and this discussion concerning the composition of any second chamber is one which is faced by even established democracies. For example, the programme of constitutional reform in the United Kingdom which began in earnest in 1997 has so far failed to deliver a solution to unelected House of Lords and as with Egypt specific problems concerning the method and frequency of election, its constitutional function and whether it should be subordinate to the House of Commons remain real barriers to reform. The proposal of Ali Fath Elbab to improve representation of those sectors of society which may be underrepresented in the Parliament is a positive one and one which should be embraced by the Constitution. Indeed, there may be an argument for taking this further and constitutionally guaranteeing representation for certain religious/ethnic groups and possibly women within the Shura Council. Though some caution must be sounded with using principles of positive discrimination as a means of guaranteeing representation such a move may have the effect of helping to unify the Constitutional process by engaging with those groups of society who perhaps have felt isolated from the process of drafting the Constitution. Examples can be seen in Poland, Czech Republic and Hungary, all of which have Constitutions that have arisen from the upheaval of the collapse of the Berlin wall in 1989. In each of the Constitutions there are specific guarantees concerning the minimum representation of ethnic minorities in Parliament. If the Constitution were to recognise that specific groups should be represented in the Shura Council, it is likely that, as Ali Fath Elbab suggests, electoral lists are the most likely method to be used to select such persons. However, this undoubtedly gives an advantage to organised and well funded parties at the expense of independent candidates but it is the presence of nonaffiliated members of the Shura Council which could prove to be its greatest strength. In particular, the inclusion of experts from across the broad spectrum of society within the Shura Council could provide a wealth of experience which is missing in many parts of public service.
The powers of any second chamber will be crucial and there must be a balance between securing improved accountability and enabling the legitimately elected government and parliament to fulfil its mandate. The primary issue is that the second chamber should assume the role of a revising chamber which reviews legislative proposals and has some capacity to propose amendments. The Shura Council could also make a significant contribution to the improvement of parliamentary oversight and it should also have the power to appoint parliamentary oversight committees to review the government and the President. On this basis what would appear to be more important are the functions of the Shura Council rather than its composition. The review of legislation and promoting accountability more generally are important in a parliamentary system and many democracies around the world demonstrate that partially or even non-elected second chambers can make a significant contribution to the legitimacy of government.
As Ali Fath Elbab highlights the adoption of a two chamber parliament under the new Constitution would bring Egypt in to line with many modern democracies. But the current draft of the Constitution does not sufficiently spell out what future role the Shura Council should have in the governance of Egypt and without a clearer statement there is a risk that
Egypt becomes, to all intents and purposes, a unicameral Parliament with legislative power exercised by a parliamentary chamber which may also be dominated by a single political party.
Annex (1): Parliamentary oversight of government and the Rules of procedure of the Egyptian People's Assembly (PA)
According to law no. 38 of 1972 on the PA and its Rules of Procedure published in 1979 and its amendments, the latest of which was issued in 2010, Parliamentary oversight over government activities is defined through the following PA bodies, methods and procedures:
I. Parliamentary bodies
1. The Council Speaker
The PA's method of working is to divide the roles and functions of the council among seven parliamentary bodies, each of which undertakes a role in the study and monitoring of issues debated by the council or the General Assembly or issues related to the implementation of the rules of procedure. These bodies are:
2. The Council Office
4. The Ethics Committee
3. The Council General Committee
5. Specialized Committees
7. Parliamentary Division
6. Special and Joint Committees
These bodies facilitate the work of the council administratively and executively, manage sessions, develop council and committee action plans, supervise the activities of the council and its committees, support its members in performing their parliamentary duties and consider draft laws and important current issues.
Council bodies, that is the General Committee, Specialized Committees and Special and Joint Committees, are responsible for the relationship between the PA and the government.
1) The General Committee
The general Committee undertakes the following:
Its members are the Council Speaker, both deputy Speakers, representatives of parliamentary bodies of Political Parties and five members selected by the Council Office.
1. Discussion of general issues and important matters which the President of the Republic, the Council Speaker or the Prime Minister (PM) wish to discuss with the Committee.
3. Studying Central Audit Organization (CAO) reports and the reports of oversight bodies and agencies referred to them by the Council Office.
2. Studying periodic reports presented by the Council Committees on the implementation of laws and decisions and important complaints which represent general social, economic or political phenomena or issues referred to them by the Ethics Committee.
4. Selection of 7 members at the beginning of every parliament session to represent the PA in a Joint Committee with the Shura Council to discuss any dispute around drafting of constitutional laws.
5. The General Committee may invite the PM, Ministers or the CAO president to hear their views.
2) Specialized Committees
These committees support the Council in its legislative role and in overseeing government activities. All Specialized committees investigate the effects of implementation of laws that affect the public interest. The PA Speaker is responsible for informing the government of the
recommendations of specialized committees submitted to the government. The PM takes the opinion of specialized committees on issues relevant to drafting policies and the state budget. Ministers may demand a meeting with a specialized committee to consult them on a specific urgent matter. The members of any committee may ask the Council Speaker to call a meeting with any of the Ministers in order to discuss issues relevant to its scope of work. Specialized Committees have several mandates; including legislative, technical and other issues related to the role of the Council in overseeing the government.
1- Constitutional and Legislative Affairs Committee
There are 19 PA Specialized Committees as follows:
2- Budget and Planning Committee
4- Foreign Relations Committee
3- Economic Affairs Committee
5- Arab Affairs Committee
7- Proposals and Complaints Committee
6- Defense, National Security and Mobilization Committee
8- Manpower Committee
10- Agriculture and Irrigation Committee
9- Industry and Energy Committee
11- Education and Scientific Research Committee
13- Religious, Social and Religious Endowments Affairs Committee
12- Transportation and Telecommunications Committee
14- Youth Committee
16- Health and Environmental Affairs Committee
15- Culture, Information and Tourism Committee
17- Housing, Public Utilities and Reconstruction Committee
19- Local Government and Public Organizations Committee
18- Human Rights Committee
3) Joint and Special Committees
Joint Committees are composed of several committees that meet to study issues referred to them or combine one or more committees with other committees. In order for Joint Committees meetings to be valid; at least one third of the members of each committee must attend and their resolutions are invalid unless they have the approval of the majority of their members.
Special Committees are among the bodies that support the PA in performing its legislative and oversight functions. They are ad hoc committees that expire at the end of the purpose for which they were established by a Council resolution. They are created as the result of a request from the Council Speaker or from the government. A Special Committee is formed of a group of members selected by the Speaker and who are often not members of the same specialized committee; they are members with special qualities and a spread of party affiliations to ensure the representation of parties in these committees.
II. Parliamentary Oversight Procedures and Methods:
1- Questions
In Egypt, parliamentary oversight methods vary and include questioning and briefing requests and requirements for accountability and political responsibility, and may lead to criminal charges against members of government. The PA rules of procedure define 12 oversight tools used by members for the purpose of overseeing government activities, as follows:
2- Request for briefing
3- Interrogation
4- General debate requests
6- Fact-finding committees
5- Proposals for motions or resolutions
7- Survey and scrutiny committees
9- Withdrawal of Confidence from the Deputies of the PM and Ministers
8- Petitions and Complaints
10- Withdrawal of Confidence from the PM
12- Council monitoring of local administration
11- Accusation of Ministers
1) Questions:
A question is an inquiry about a matter a member wishes to investigate and can be about the government's previous actions or what the government intends to do about a certain matter.
Submitting questions is one method of parliamentary oversight over government activities. Each member of PA (Member of Parliament - MP) directs questions to the PM, any of his deputies or one of his Ministers or any of their deputies regarding any issue in the scope of their mandate. The PM or his deputies or whoever they deputize should answer MPs' questions. The member may withdraw the question at any time, which shall not be transferred into an interrogation in the same session. The question falls if its submitter is no longer in parliament or the Minister to whom it was asked leaves their post.
The answer is written in the following cases:
ii) If the purpose of the question is to have purely statistical data or information,
i) Member's request,
iii) If the local nature of the question requires the answer of the relevant Minister,
v) Remaining questions with no answer at the end of the council parliamentary session.
iv) If the question was tabled during the adjournment between council parliamentary sessions, and
These Questions are published with their answers in the annex of the council minutes.
A member may not have more than one question in one session, or more than three questions in one month. In the case of absence of the member asking the question, the answer is postponed to the next session, if it was not a written question. Then, the question and its answer are registered in the Council minutes.
The PA Speaker may refuse the question if it does not meet parliamentary requirements and informs the member who has the right to object within a week. The member should inform the Speaker of his objection, who presents it to the General Committee in the next session.
A Minister may request the postponement of an answer until the next session. This is also the case if the Minister is absent and if another Minister does not wish to answer (as the Cabinet has collective responsibility before the PA).
Only the MP asking the question may request clarification from the Minister, and may comment once briefly. The Speaker may allow the relevant committee or another member to briefly comment on the answer of the Minister, if the issue is of public concern and sufficient importance.
2) Requests for briefing
Each member may request briefing from the PM or another member of the government about an issue of public and urgent importance that is within their remit.
The Council office may refuse the request, if it is not written, does not include something of public importance or is motivated by personal interest on the part of whoever presented it. A request for briefing is listed in the agenda of the council and takes place immediately before questions. The MP who submitted it presents a statement and the Minister responds briefly. The council, then, decides whether to refer the request to the relevant committee and require an urgent report about it.
The MP, the Chair of one of these committees or the representative of one of the parties' parliamentary bodies may call for the Speaker to agree to schedule a statement on an issue not listed in the agenda if it is an urgent public matter.
3) Interrogation
Each member may direct interrogations to the PM, his Deputies or Ministers to hold them accountable for the affairs relevant to their remit.
Interrogations are the most important parliamentary oversight method. Their importance is derived from the fact that they can lead to withdrawal of confidence from the interrogated Minister or even the PM. They can also hold Ministers to account effectively by exposing evidence accumulated by the interrogator which may include proof of wrongdoing.
Interrogations can cover any behavior related to public affairs and could be related to personal affairs, concerning the behavior of government or one of its members.
An interrogation may not include matters which are unconstitutional or unlawful, inappropriate phrases or issues that are not within the government's mandate and should not arise from the personal or private interest of the interrogator.
The interrogation is debated at least seven days after its submission, unless the Council perceives it as urgent and it has government approval. It is submitted in writing to the PA Speaker with a general description of the subject of the interrogation and is accompanied by an explanatory note including a list of the interrogation issues.
An interrogation on an issue previously discussed and concluded in the council may not be submitted again in the same parliamentary session unless new events occur to justify this. Interrogations about similar issues or several closely linked issues are gathered and are included in the agenda to be debated at the same time. Interrogation has priority over all other subjects in the agenda after briefing requests and questions. In addition, questions and briefing requests related to the interrogation are included in the same session in which the interrogation is debated. The member who submitted the interrogation waives any previously submitted questions or briefing requests on the same subject.
On the day allocated to debate of the interrogation subject, the interrogator starts by explaining the interrogation then the interrogated comments on it. Then, debate on the subject for all members begins; even if the owner of the interrogation withdraws it after it has begun being debated. Related motions are then submitted in writing to the Speaker who presents them at the end of debate. However, if there is a motion to include the interrogation on the agenda, it is given priority. If no motion about the interrogation is submitted, the Speaker announces the end of debate and moves to the agenda.
If there are a number of different interrogations, priority is given to the first interrogation submitter; then to the submitter of the next interrogation in the interrogation register and then to the submitters of questions and briefing requests related to the interrogation.
The interrogator has the right to dismiss the interrogation at any time either by written request presented to the Speaker or verbally in session. In this case, it is removed completely from the agenda and is not debated by the council. Moreover, the absence of the interrogation submitter in the session identified for discussion is considered dismissal of the interrogation, unless this absence is for a reason that is accepted by the council. The council adjourns deliberation of the interrogation for the next session and only once after hearing government
opinion. The interrogation is considered void if the interrogator or the interrogated leave their post or at the end of the parliamentary session in which it was submitted.
4) Requests for general debate
Requests are submitted in writing including a description of the issue and the grounds for addressing it in general debate in the council. The council may decide to remove the request from the agenda without debate if the topic is rejected for debate after hearing the opinion of one of the supporters of and another opinion from one of its opponents. The council may decide, based upon a government request, to debate the issue in the same session.
At least 20 members may request debate of an issue in the council for the purposes of clarification of government policy and exchange of opinion on it. Requests for general debate can only be listed after the presentation of the government program before the council.
5) Proposals for motions or resolutions
The Speaker refers proposals to the Proposals and Complaints Committee or the relevant Committee. This Committee may request the Speaker to refer them to relevant Ministries and agencies before preparing its report and submitting it to the council.
Each member may table a motion related to an issue of public interest for the council to express its views on to the government or a draft motion that s/he wishes the council to issue. The proposal is submitted in writing supported by an explanatory note. It must be signed by no more than 10 MPs.
The proposal may not include anything unconstitutional or unlawful, inappropriate phrases, or be about people or agencies outside the council's remit.
6) Fact-finding committees
a) To find facts about the general financial, administrative and economic conditions regarding the topic or the agency for which the committee was formed.
The council may form a special committee or assign one of its specialized committees to find facts about a general matter with particular importance or to investigate one of the public authorities or bodies, local administration units, public sector, any executive or administrative body or any of the public projects over which the council has oversight. This is in order to do the following:
b) To conduct investigations related to any subject relevant to previous work.
A fact-finding committee is formulated by a decree from the Speaker based upon a request from the General Committee or any of its other committees or based upon a written proposal submitted to the Speaker from at least 20 members. The number of members in the factfinding committee should not be less than 7 members or more than 25 members; selected by the council based upon suggestions from the Speaker taking into account the specialization and experience in the issue for which the committee is formed. The representation of opposition parties' parliamentary bodies and members without party affiliation is taken into consideration if their number in the council is not less than 10 members.
c) To monitor the commitment of any of the previously mentioned agencies to the rule of law or the plan or the State budget.
Fact-finding committees' working methods:
* The committee may conduct field visits, investigations or interviews to find facts about the subject of its work.
* Fact-finding committees use all necessary procedures to access data, information and papers relevant to the topics referred to them.
* All relevant agencies shall cooperate with fact-finding committees in performing their role and should enable them to access what they need; reports, data, documents, registers; from any official or public agency.
7) Survey and scrutiny committees
The committee is formed of no less than 3 members or more than 10 members taking into account specialization, experience and representation of opposition parties' parliamentary bodies.
Based on the suggestion of the Speaker or at least 20 members, the council may decide to establish a poll and scrutiny committee on an important issue within the council's remit or on the occasion of considering a draft bill, a suggestion for a draft bill or investigating a public issue.
The sessions of these committees are public and their timing is announced in all media outlets. Representatives of relevant state bodies, specialists and technical persons, experienced and specialized persons in economic, social and cultural matters are invited. This is in addition to legal bodies and persons from whom the committee decides to hear opinions and make use of their data, information and statements.
The purposes of Survey and scrutiny committees
b) Clarification of public political facts in the country in different fields.
a) Collect data to analyze deficiencies in the presented legislation so that it complies with the basic characteristics of society as defined in the constitution.
c) Hearing citizens' suggestions in matters and issues of concern to the public opinion.
e) Highlighting facts about a specific issue under the council's mandate.
d) Listening to Egyptian or international public figures' opinions on public and international issues and problems.
8) Petitions and Complaints
Every citizen, representatives of statutory bodies and legal persons may present written petitions with a complaint about specific procedures or behaviors that represent a violation of the constitution or law, their proposal for the amendment of laws and regulations or development of procedures or administrative, financial or economic systems to be adopted by state bodies, local administration or the public sector. The proposals and complaints committee reviews these petitions; it may listen to the submitter of the petition and request the relevant Minister to co-operate to enable it to clarify the facts. It submits a report of the results of this review to the Speaker who may request that the report is referred to the relevant committee or to the government to take measures about its findings.
9) Withdrawal of Confidence from the Deputies of the PM and Ministers or their deputies
The request may not be submitted until after the council completes the discussion of an interrogation directed at the person against whom there is a request for withdrawal of confidence.
Requests to withdraw confidence are submitted in writing signed by at least 10 members.
The Speaker presents the request to withdraw confidence immediately following its submission after ensuring the presence of its submitters in the session; as absence of one of them is considered a waiver of the request.
Permission to speak is granted to two of the request submitters then debate on the request is conducted if the council deems it appropriate. The council may adjourn the debate on the request until a date that it sets.
The council issues its resolution to withdraw confidence at least three days after the end of debate.
The council issues its resolution to withdraw confidence on the approval of the majority of its members.
10) Withdrawal of confidence from the PM
o If the council approves debate on a resolution to withdraw confidence from the PM, the Council Office Body prepares a report that includes the matters relating to the subject and states its decision and the reasons on which it was based. It then presents this report to the council.
o The council may decide to use the withdrawal of confidence procedure for the PM according to the same procedures taken as regards withdrawal of confidence (point (9) above). This requires the approval of the majority of its members.
o The Speaker presents the report to the president of the Republic who has the right to reject the decision of the council within 10 days. In this case, the council office presents the situation to the general committee.
o If the council rejects a motion to withdraw confidence from the PM, and confidence cannot be withdrawn on an issue that has been previously discussed and finalized during the same parliamentary session.
o The General Committee prepares a report about its opinion on the subject to the council in a resolution which is approved by the majority of its members. It is presented to the council 10 days after the date of rejection of the President. If the council supports withdrawal of confidence from the PM with a two thirds majority of its members, the President shall accept the government's resignation.
11) Accusation of Ministers
o The Speaker refers the accusation request to the General Committee to consider and present a report in a maximum period of 1 month from the date of referral.
o A proposal for accusation of a minister is submitted to the Speaker in a written request signed by at least 5 members describing the actions on which the accusation and its reasons were based supported by data and documents.
o The General Committee summons the Minister, through the Speaker, and listens to his/her testimony and the committee takes a majority decision whether to approve the suggestion of accusing the Minister.
o Finally, the council issues a decree to form two committees for investigation and trial according to the law of trying Ministers no. 79 of 1956.
o The council issues a decision following debate of the General Committee report in a special session with the approval of at least two thirds majority of its members. The Speaker informs the President of the Republic of the decision to accuse a Minister, supported by a statement of the evidence about him/her, the procedures followed by the council and reasons and grounds upon which the decision was based.
12) Council monitoring of local administration
The Minister of local administration affairs must inform the council of decisions related to the following matters:
The council debates anything related to local administration bodies and local community councils in order to support democracy and decentralization and achieve coherence and correlation among these bodies and their councils in the pursuit of public policy objectives and the state public plan.
a) Dissolution of community councils and formation of temporary councils.
b) Imposing fees and loans upon which local community councils agreed.
d) Decrees of a public nature issued by the Council of Governors.
c) Suggestions from local community councils to amend laws or decrees.
Annex (2): The Development of Representative and Parliamentary life in Egypt
The history of Egyptian representative life began in 1824. Since then, there have been several successive parliamentary systems with different oversight and legislative powers reflecting the history and struggle of the people to achieve a healthy representative life and of the relentless desire of Egyptians to establish a democratic society aiming for justice and equality for more than 180 years of parliamentary history.
The High Council (1824 – 1837)
In January 1825, the High Council issued a basic statute. It defined its function: "to discuss whatever Mohammad Ali suggested or proposed with regard to his domestic policy…". The statute also stipulated session dates and procedures.
The beginning of the organization of Egypt's representative life was the High Council, established by Muhammad Ali Pasha on 27 th November 1824. It is the first parliamentary council with partly elected members and the representation of all classes of people. At first, it was formed of 24 members and then it increased into 48 members as 24 sheikhs and scholars were added. Hence, it consisted of Ministers, heads of Authorities, two scholars selected by the Al-Azhar Sheikh, two merchants chosen by the Chief of the capital, two accountants, and two notables from each province who were elected by the populace.
Consultation council (1829)
In 1837, Mohammad Ali enacted the State Basic Law which ended the Consultation Council and replaced it with the Special Legislative Council, to enact laws, and The General Legislative Council, to discuss the matters referred to it by the government. Then, the Cabinet was made up of seven basic Portfolios.
In 1829, Muhammad Ali Pasha established the "Consultation Council". It was composed of 156 members (57 appointed, 99 elected). The presidency of this Council was granted to his son Ibrahim following the success of the High Council as an important initial step in the Shura (consultation) system. It consisted of high-ranking government employees, Ulama (scholars), and dignitaries. This Council was like a general assembly consisting of 156 members, 33 of whom were elected Egyptian dignitaries. The Consultation Council held its sessions to consult in the fields of education, administration, and public works. In 1830, the Council's rules of procedure, including its basic methods of work, were issued. In 1833, the Council enacted a special law to complement its rules of procedure, addressing the way it convened and the procedures for its debates and resolutions.
Advisory Council of Representatives (1866 – 1882):
The Council's term was defined as three years, in which it convened for two months in each year. The Advisory Council of Representatives convened for 9 legislative terms during the period from November 1866 and until July 1879. It consisted of 76 members, elected by the Umdas (Village Chiefs), the Sheikhs in the districts and the Dignitaries from Cairo, Alexandria and Damietta. In addition, the Khedive appointed its Speaker (Chair) and his Deputy. The law on the Advisory Council of Representatives regulated its work and the management of its sessions and discussion of the issues presented to it.
Khedive Ismail issued a decree to Ismail Ragheb Pasha to establish the Advisory Council of Representatives on 25 th October 1866 and appointed him as Chair. This Council was the real beginning for representative life in Egypt. The Standing Orders of the Advisory Council of Representatives, which established election of its members, election system and candidate eligibility requirements, were issued.
In time, the Council's competences gradually expanded, and opposition trends started to appear. This development emanated from the beacon schools spread by a group of leading intellectuals and writers, as well as newspapers, which stressed the need to establish a representative council with wider competences in legislation as much as in oversight.
In June 1879, the new standing order of the Advisory Council of Representatives was prepared to be presented to the Khedive (Head of State) for issue. It stipulated that the Council consisted of 120 members for Egypt and the Sudan. The most important provision of the standing order was the "accountability of ministers". It gave the council more influence in financial matters. However, Khedive Tawfiq, who was crowned on 26 th June 1879, derogated the standing order and abolished the Council; even though the Council remained in session until July 1879.
In 1878, these demands resulted in the establishment of the first cabinet of ministers, and the parliament was reformed and given more powers; although some matters, like financial affairs, remained outside its competences.
Egyptian Representative Council (9 th September 1881):
The Standing Orders, which were approved by the Egyptian Council of Representatives, stipulated who retained the right to vote, who could be elected and how.
The Orabi Revolution broke out calling for the formation of a Council of Representatives. Elections in the Advisory Council of Representatives were held according to the standing order issued in 1866, pending government preparation of a new basic law to be presented to the council for adoption. The new council, called the Egyptian Council of Representatives, was inaugurated in September 26 th 1881; whereby the government presented the draft basic law with which a Topkapi Palace decree was issued on 7 th February 1882. That basic law held the Cabinet accountable to the Representative Council elected by the people, which had the authority to legislate and scrutinize the minister. Its term was five years, and each session was three months.
Thus, the basis of democratic practices was gradually established. However, this did not last long, as the Egyptian Council of Representatives had held one ordinary session from December 26 th , 1881 until March 26 th , 1882 when Britain occupied Egypt and repealed the basic law. In 1883, the so-called Regular Law was issued which constituted a setback to representative life in Egypt.
The Advisory Council of Laws (1883 – 1913)
The Advisory Council of Laws consisted of 30 members: 14 permanent members, appointed
The Regular Law and the decree from Topkapi Palace stipulated the formulation of (1) Provincial Councils (a council in each province), (2) Advisory Council of Laws, (3) General Assembly and (4) Government Consultative Council. The sessions of the Advisory Council of Laws were convened 6 times a year on the first of February, April, June, August, October and December; this was amended in 1909 to convene on 15 th of November of each year and September till the end May of the next year. Its main responsibility was to enact laws and request draft bills from the government or decrees from Topkapi Palace related to public matters.
by the Khedive, including the Speaker and one of his two deputies, as the other was elected. On the other hand, the General Assembly, which undertook the accountability of government and scrutiny of it and giving its views on projects, convened at least once every two years.
The Egyptian Regular Law was followed by the Law on Elections (1 st May 1883).
Legislative Assembly (1913 – 1923)
Khedive Abbas Hilmi II issued the Regular Law of the Legislative Assembly on 1 st July 1913 following the abolition of the Advisory Council of Laws and the General Assembly. It consisted of members according to the positions they held; that is Ministers in addition to 17 appointed members and 66 elected ones. The term of membership was for 6 years. The mandate of the Legislative Assembly was summarized in the requirement to take its opinion before the enactment of any law, with no obligation to implement this opinion. In fact, the Legislative Assembly convened for one session from January 22 nd , 1914 until June 17 th , 1914 and no more sessions were held as representative life terminated in Egypt due to World War I and until the Legislative Assembly was dissolved on 28 th April, 1923.
Parliamentary and representative councils under the 1923 Constitution:
However, the 1923 constitution failed in terms of practical application. The House of Representatives was dissolved more than once under it; all the councils formed under this constitution did not complete their constitutional terms. Moreover, the council that started its session on 23 rd March 1925 was dissolved on the same day, and its parliamentary term was only 9 hours. Thus, this was the shortest parliamentary term ever. In addition, during the time of Mohamed Mahmud Pasha's government and under the 1923 constitution, Royal decree Number 46/1928 was issued to dissolve both Senate and House and suspend articles 15, 89, 155 and 157 of the constitution for 3 renewable years with the King retaining legislative powers through royal decrees that have the power of law. Nevertheless, that royal decree was annulled on 31 st October 1929 after inviting people to elect members of the House of Representatives and the return of the previous Senate. The parliament was invited to convene on 11 th January 1930.
A new phase started upon the declaration of the new constitution on 19 th April 1923 in a climate of party plurality. The constitution granted legislative rights to parliament while the King maintained the right to veto. Meanwhile, the right to oversee the executive was granted to parliament which was at that time, in this constitution, divided into the House of Representatives and the Senate. The House of Representatives was formed of 214 members, and this number increased to 232 and then to 319 members due to population increase. The Senate was formed of 120 members of which 72 were elected and 48 were appointed. This number increased to 147 members of which 88 were elected and 59 were appointed. Then, it increased for the second time to 180 members of which 108 were elected and 72 were appointed. On 15 th March 1924, the first session of the two councils was held. The reason behind the expansion in members' numbers of both House and Senate was that articles 74 and 83 of the 1923 constitution stipulated that each constituency should be represented by one member of its inhabitants.
Parliamentary councils under the 1930 constitution:
On 19 th December 1935, royal decree number 118/1935 was issued to restore the 1923 constitution headed by the sentence: "the nation's will to restore the 1923 constitution was flagrantly apparent".
Upon the announcement of the 1930 constitution on 22 nd October 1930 during the time of Isma'il Sidqi Pasha's government, the 1923 constitution was annulled. This constitution limited the number of House of Representatives to 150 members to be elected on two ways and the number of Senate to 100 members, of which 60 were appointed by the king and 40 were elected. However, the 1930 constitution did not last for long due to growing public pressure and Egypt's rejection of it and the political regime upon which it was built. Hence, royal decree number 67/1934 was issued to invalidate the 1930 constitution and dissolve the two chambers of parliament that were formed under and based upon its provisions.
Even though the parliamentary councils formed under the 1923 constitution were dissolved more than once, it lasted until January 1952 when parliament was dissolved after the Cairo Fire, and Egypt remained without a parliament until the revolution on 23 rd July 1952. In December 1952, the Egyptian Revolutionary Command Council announced the annulment of the 1923 constitution, and the intention of the government to form a committee to draft a new constitution that should be totally free of the defects of the annulled constitution.
Parliamentary councils since the revolution of 23 rd July 1952:
After unity with Syria, a temporary constitution was issued and a joint Assembly Council was formed of 400 Egyptians and 200 Syrians. Its first session was held on 21 st July 1960, and it remained in place till 22 nd June 1961.
On 10 th February 1953, the Egyptian Revolutionary Command Council issued a resolution stipulating the procedures for a three year transition. On 16 th January 1956, the 1956 constitution was declared, and it was put to referendum on 23 rd June 1956. Based on this constitution, the first parliamentary council was formed, and the first parliamentary session held on 22 nd July 1957. This council was entitled the "National Assembly" and consisted of 350 members; and remained in effect till 10 th February 1958.
In March 1964, a temporary constitution was issued; under it, a national assembly was formed from 350 elected members in addition to 10 others appointed by the president of the republic.
On 19 th April 1979, the people agreed to the establishment of the Shura Council, in a referendum; it held its first session on 1 st November 1980.
On 11 th September 1971, a new constitution was drafted, and based upon it the PA was elected and its first session was held on 11 th November 1971. It was the first council to complete its five years constitutional term. In 1976, new elections were conducted under the political platforms system that later became political parties based on President Sadat's announcement at the beginning of parliamentary session on 11 th November 1976 followed by the law on political parties no. 40/1977 in Egypt. | <urn:uuid:31582463-554a-4502-be17-152f4660f7bd> | CC-MAIN-2020-40 | https://gpg-wp-media.s3.eu-west-1.amazonaws.com/wp-content/uploads/2013/02/09132114/Publication-1-Full-EN.pdf | 2020-09-20T11:38:37+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00065.warc.gz | 427,897,267 | 36,891 | eng_Latn | eng_Latn | 0.995865 | eng_Latn | 0.998194 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"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 | [
51,
622,
4080,
6288,
9718,
13109,
16310,
19417,
22821,
23971,
26873,
30283,
33553,
36578,
40120,
43689,
44872,
47489,
50378,
53505,
55968,
59542,
63152,
63500,
66809,
70203,
73555,
76659,
80376,
83894,
86817,
90136,
93500,
96709,
100138,
103532,
106957,
110324,
113847,
116100,
118713,
121746,
124813,
127674,
129484,
133078,
136523,
139741,
142690,
145779,
148733,
151870,
152952,
156514,
160143,
160329,
163150,
166072,
169021,
173170,
176615,
179972,
183285,
183494,
187148,
190792,
194741,
196924
] | [
1.0625,
2.25
] | 2 | 1 |
The Great Tit
During spring, one of the most strident bird songs to be heard is that of the Great Tit. It is a persistent and metallic 'teacher-teacher' sound which can even be heard above the sound of heavy traffic. This isn't the only sound it makes and it has been revealed that a single male Great Tit may have a repertoire of any number between one to eight different songs. It is said by birdwatchers that if you hear a song you don't recognise, then it is probably a Great Tit.
The Great Tit is a rather handsome and colourful bird, and is the largest member of the Tit family. Its back is green, turning blue-grey towards the rump and wings. The crown, nape and throat are black and the cheeks are white. The crown is quite glossy in the male of the species. The breast and belly are yellow with a black stripe running down the centre. Both sexes are similar but the black stripe of the male is broader than that of the female and reaches all the way down to the legs. It is believed the broader the stripe of the male, the better parent he will be and this, of course, makes him more attractive to prospective mates.
Primarily a woodland bird, this species has adapted well to gardens and parkland. It nests in the holes of trees or walls and will quite readily take to nest boxes. Only the female constructs the nest while the male will defend his territory from other males. The female incubates the eggs alone but the male will help by feeding her and the chicks.
Because of its size, the Great Tit can be a bit of a bully towards smaller birds and may dominate at bird feeders. Also, because of its larger size, it is more likely to forage on the ground than other members of the Tit family. In spring and summer it is principally an insectivorous bird, its main diet consisting of insects and spiders. However, it feeds its young on caterpillars which are higher in protein. It will also take seed, peanuts and suet from bird feeders especially during the winter months. The Great Tit is considered to be an intelligent bird and will learn tasks quite easily. Some of you may remember the time when milk was more regularly delivered to the door. The Great Tit was one species which soon recognised this was an excellent food source and consequently it learnt to peck the foil cap and sip the cream from the top of the bottle. It is also known to follow Coal Tits and steal seed from their caches. There is obviously more to this bird than we think.
Jean Parrott
Jean is a voluntary British Trust for Ornithology (BTO) Garden BirdWatch Ambassador for Nott's. If you would like to help the BTO by recording birds and other wildlife which visit your garden, please contact Jean at email@example.com
Great Tit photo by John Harding | <urn:uuid:9d6b2c73-c818-48b9-8169-dc34b80d56da> | CC-MAIN-2020-40 | https://www.bto.org/sites/default/files/u23/images/Ambassadors/jean_parrott_articles/The%20Great%20Tit.pdf | 2020-09-20T12:03:24+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00066.warc.gz | 787,354,394 | 591 | eng_Latn | eng_Latn | 0.99929 | eng_Latn | 0.99929 | [
"eng_Latn"
] | false | docling | [
2752
] | [
2.828125
] | 1 | 0 |
VOLUME 2, ISSUE 4
What is serious about a serious educational game?
Written by Lawrence M. Scheier, Ph.D. and William B. Hansen, Ph.D.
Today's millennial generation or the "gamer generation" * is immersed in technology and digital innovation that is changing the way we teach and learn. This includes the use of videogames and what are called "serious educational games" (SEGs). The goal of SEGs is to improve knowledge and skill. SEGs are part of the multi-billion dollar digital game industry encompassing mobile, PC and tablet applications designed for military, government, business, education, healthcare, and professional training applications.
* The term Millennial generation was first coined by 'Howe and Strauss (1991). Tapscott (1998) coined the term "Net Generation." The terms 'digital native' and
As early as 2013, Nolan Bushnell, founder of Atari, Inc. predicted there would be a massive change in the educational arena with the introduction of digital games. He foresaw the impressive reliance on digital games as formidable learning tools, their ability to accommodate learning styles, simulate realworld complexity, and promote complex decision-making and problem-solving skills.
Given the now apparent heavy reliance on digital games for learning, does this mean the classroom blackboard will be replaced with the tablet? Will students abandon their Texas digital immigrant' was coined by Presnky (2001) and the term "IM Generation" was coined by Lenhart, Rainie, and Lewis (2001).
LARS eNews eHealth Current Events
IN THIS ISSUE
Health alert: Digital Games
Instrument calculators for game consoles? As we witness the transformation of learning † with educational games, we need to ask whether the evidence supports their rapid adoption and whether the effects of digital games are as positive (and long lasting) as acclaimed.
Three key considerations come to mind as we address the value of the digital education movement. First, what makes digital games "serious" and how do they differ from consolebased videogames? Cheng and Annetta 1 suggested that serious games provide "authentic learning experiences" whereas videogames only involve imaginative (fantasy
† This topic is thoughtfully covered in a book by Maloy et al. (2013) called Transforming learning with new technologies.
interfaces) and superficial play ‡ . In this respect, SEGs contain an intrinsic motivational property. Game rules and actions foster learning through pedagogy whereas videogames (VGs) only lead to superficial learning designed around play skill 2 . In addition to engaging users for a defined purpose (goals), SEGs also help users overcome a problem or eliminate deficiencies. This stands in contrast to VGs that focus more on the 'rich experience' of the user and maintaining their interest in play for fun alone.
A second consideration is do they work? In other words, have studies shown that SEGs improve learning (knowledge and skill acquisition), reduce negative behaviors, advance health promotion goals, or achieve favorable outcomes where intended? For this we can turn to several meta-analyses and systematic reviews that synthesize the performance of SEGs as learning instruments.
Third, what criteria are used to evaluate these games; does the industry rely on scientifically valid benchmarks? § In other words, what is it about game mechanics (i.e., rules of play) that facilitates learning in ways that either mimics the didactic methods we encounter in the traditional classroom or that augments teachers' instructional capabilities?
What the Experts Say. Baranowski and colleagues 3 defined a VG as "any game played on a digital device and encompasses a wide range of games played at arcades, over the Internet on personal computers, or on dedicated game consoles …" Simply stated, VGs are a form of entertainment that involve a game, and are qualified by play, interactivity, and a narrative, but may or may not have learning value.
‡ Piaget (1962) has written the classic opus on the role of play in child development.
DeSmet and colleagues 4 suggested that "serious games differ from mere entertainment games in their aim to educate or promote behavior change." Along these same lines, Ke suggested that "learning games" provide structured and immersive problem-solving experiences that enable the development of both knowledge and "ways of knowing" to be transferred to the situations outside of the original context of gaming or learning 5 . Serious games have "epistemic value" and may involve puzzle solving (spatial cues), exploration and memory retention, strategic planning, decision-making, and social interaction in novel or simulated settings (i.e., collaboration and negotiation). In all of these cases, repetitive drill-and-practice type games certainly enable learning.
In his now classic book "What video games have to teach us about learning and literacy" James Paul Gee argued that all games (video and serious) contain potential "learning" value because the user is pressed to figure out the design grammars or production rules that make the game challenging. Videogames (first-person shooter game, real-time strategy games, or simulation games) are all examples of multimodal literacy and through "stealth learning" users acquire a sense of the game's internal logic (i.e., design grammars outlining what is and what is not possible in the game play). This contributes to engagement and continued play but also produces a form of knowledge 6 . Gee talks about "semiotic domains" as collections of signs, symbols, and representations, however, they teach people how to think and act. This knowledge can be social by nature (negotiating social interactions between the player and non-playing characters) or based on skills acquired during exposure to the game. Regardless, Gee felt that learning even in stealth format (exercising learning muscles without knowing it), should be considered a fundamental part of every digital game.
Marsh 7 wrote that "serious games are digital games, simulations, virtual environments and mixed reality-media that provide opportunities to engage in activities through responsive narrative/story, gameplay or encounters to inform, influence, for well-being, and/or experience to convey meaning" (p. 63). Unfortunately, this definition bears little on the role of SEGs in education or even hints of the learning component that makes a game have educational value.
Distinguishing Features. There are other factors that distinguish SEGs from VGs. When utilizing SEGs, youths author their own
experience. In other words, they choose their own pace, stop the game and return to earlier steps, and in many cases seek support from the game to master certain elements before they move on. This latter form of guided 'scaffolding' or in-game learning support is not available in a VG, which unfolds regardless of user inputs. SEGs can also be personalized using learner supports including pop-up notifications that give advice or help with additional narration that can be tied to performance, all features that improve learning and are not available in VGs 8 .
Several other features of SEGs may create a basis for distinction including the focus on mastery, autonomy, and the challenge within the SEG that does not appear in VGs. Early learning theorists highlighted the need for "challenge, fantasy, and curiosity" as requisite parts of intrinsic motivation for learning 9 . Children or youth playing SEGs are given game rules that challenge them to acquire new skills; they must master these skills to some level of proficiency in order to advance in the game. VGs, on the other hand, do not have intrinsic challenges and are utilized more passively, unless a game console is used to manipulate scenes in the game. However, other than dexterity and hand-eye coordination, there is no direct "knowledge' gained from exposure nor any anticipated change to intrinsic motivational factors that comes with repeated exposure.
beyond the scope of this eNEWS to explore in detail this pressing question.
Assessing Efficacy of SEGs. The second question addresses the issue of what criteria are being used to evaluate SEGs and demonstrate their effect on learning? Here we encounter a wide swath of endpoints depending on the focus. Some researchers examine visual perceptual benefits, task switching capabilities, selective attentional processes, implicit learning and speed of processing. Other game studies focus on fluid intelligence tasks including problem-solving skills, analogical reasoning, memory and executive functions ** . This latter focus can be called meta-cognition and there is evidence that SEGs do improve meta-cognitive functions 10 .
Studies of learning in classroom situations readily support the value of engagement and motivation for achievement 11-12 . Part of the premise for this linkage is that students paying attention and motivated to acquire new skills or knowledge will "learn more" and retain this information for later recall. The same should hold for SEGs as long as the student is engaged in the game and motivated to play 13-14 . This is perhaps why so many studies of SEGs focus on immersion or presence and the ability of the game to induce a state of "flow" marked by deep concentration and enjoyment 15-16 .
Reviews of game design and learning have not been entirely supportive of this claim 17 . For instance, Boyle et al. 18 updated an earlier literature review by Connolly and colleagues 19 who had examined the efficacy of SEGs and games through 2014 and reported that evidence for the efficacy of 'games for learning' and serious games was inconclusive. This stands in contrast to findings based on studies of game-based learning emphasizing acquisition of domain-specific knowledge (i.e., science, mathematics, and engineering). For instance, Sedig 20 showed that middle school
** There are also studies that examine the effect of active videogames or "exergames" on physical functioning including balance, nutrition, and exercise
youth could both enjoy and learn geometry using a SEG format. Spires et al. 21 showed that middle school youths could learn hypothesis formulation in a science problem-solving task framed by a digital game mystery narrative (discover the virus or disease pathogen).
SEGs and Health Promotion. Studies of health-related SEGs complicates the scenery. This is because the "targets" that exemplify "learning" are so different from the traditional STEM outcomes. For instance, evidence is accumulating that several health-related games that target youth with asthma, diabetes, medication adherence and treatment compliance, and even those focused on nutrition and exercise produce change in knowledge, attitudes and behavior 3,22 . In these cases, the definition of learning has to be flexible and consistent with the program goals of effecting health-related behavior change. Examples of valid endpoints include reductions in hospitalization, change in diet and physical activity (increased consumption of fruits and vegetables), fewer ER or urgent care visits, use of inhalers for asthmatics, and for psychosocial (cognitive) measures greater confidence (i.e., self-efficacy), self-management, knowledge of disease characteristics, and health locus of control (for chronically ill children).
Two studies in particular shed some light on the role of digital games in promoting health. First, a meta-analysis by DeSmet and colleagues 4 canvassing 54 qualifying studies showed small positive effects on healthy lifestyles (behavior) with knowledge showing the largest change. No long-term effects were obtained for behavior and effects on clinical outcomes (i.e., depression) were relatively small.
Second, a systematic review by Johnson and colleagues 23 also showed small effects across 19 health promotion studies; with effects strongest for health behaviors and smaller for cognitive outcomes. Both sets of findings should not deter continued research on the efficacy of digital learning games, because these reviews comport with findings from studies that use non-digital approaches as well. For one thing, it is hard to change intransigent behaviors and it is even more difficult to sustain these changes (e.g., weight loss in obese individuals). The target of most of these programs is motivational and there is as well as studies of game experience on affect, arousal, and neural activity.
considerable evidence reinforcing how hard it is to change a person's motivational state †† .
Caveats & Considerations. Missing from these studies is elaboration of the precise mechanism(s) that leads to behavior change. Many of the game design grammars are tied to social cognitive and social learning theory or the health belief model; some rely on the transtheoretical model of change, selfdetermination theory or even reasoned action theories like the theory of planned behavior. Regardless of theoretical backdrop, what is not examined closely is how the game narrative (story) and the game dynamics (game mechanics or rules) influence adoption of new behaviors (i.e. the "black box" mechanisms).
Strengthening the theoretical foundations of game design requires elucidation of the syntax, axioms, and postulates encompassed by the game mechanics. For example, is behavior changed through emotion-evoked responses that arise from engaging the game, or emotions lead to increased attention to the game story and retention of the material in a sensitized state? When this occurs, do emotions lead to elicitation or inhibition of behavior? The fact that a child is "immersed" in a game, enjoying the story narrative and identifying with the main protagonist, does not ensure that their behavior will change, particularly if it means taking a medication that makes them feel sick (i.e., treating cancer). This is perhaps what prompted Ke to write that the "account of what, how, where, and when domain-specific learning is integrated into gameplay during the game design process remains murky" (p. 220) 5 .
One possible route to find out answers to these questions is to include in the game play periodic user learning assessments that ask specific questions about the level of "identification" with primary characters, what
†† Several additional meta-analysis papers reinforce these findings including one by Sitzmann (2011) and one by Wouters et al. (2013).
expectations the individual has about various outcomes (will the protagonist increase fruit and vegetable intake?), and whether the player feels attached to the protagonist or selfidentifies with an avatar (i.e., emoting by proxy) 24 . This has become the mantra of several instructional technology experts that have investigated "game user experience." 25
Game-Based Learning. Ke 5 strikes a chord between the gamer mode and the learning mode, the former representing just playing but not learning and the latter representing playing while learning (or learning while playing) from the core game mechanics. When players "play to learn" they become involved conceptually through interactions that build knowledge, exercising hypothetico-deductive reasoning, and through the context by being immersed in the narrative, game characters and role-plays they learn content. Learning occurs in a myriad of ways depending on the content (the narrative transports the learner), but includes memorization (memory retrieval procedures), understanding (identify rules), application (solving a problem), analysis (breakdown and differentiate), evaluation (compare and contrast), and creation (translate to a new setting). Through activity and enactment with other people the learner constructs the world, solves the problem, and gains (situated) meaning. This route involves sharing tasks, using game tools, and producing knowledge through social relationships. A third component involves offloading working memory demands and building cognitive schemata that become automated with time. This allows the user to "learn" while efficiently building long-term repositories of knowledge (i.e., the cycle of expertise). Problem-solving worksheets and guided scaffolds are instrumental toward this goal.
Concerns about Research Methods. There are several methodological concerns with studies
‡‡ Rubin (1974) has written about the stable unit treatment value assumption (SUTVA) as a requirement for RCTs and for making causal inference. Brown and Lia0 (1999) highlight the
that examine SEGs. Boyle and colleagues 18 point out that the randomized controlled trial (RCT) is not the main choice for evaluating the efficacy of many games. Indeed, of 143 game publications they reviewed, only 18 used the RCT design whereas 72 used a quasiexperimental design. RCTs go a long way to ruling out confounding and also provide a stronger foundation to make causal inferences. In other words, preexisting differences, like gaming experience, SES, or anything that might be related to the outcome (access to computers), is equally distributed between conditions. ‡‡
Girard et al. 17 point out that another major concern is the lack of effective control groups in efficacy trials for SEGs and VGs. Consider that control groups could consist of a no training condition, or a condition exposed to normal classroom instructional methods with a teacher or even an innocuous game that avoids teaching the same core curriculum (with the same active ingredients) to control for time on task in a computer-mediated environment.
The lack of a clear-cut comparison group when evaluating technology-based instruction raises the question what is being tested? Is it the interactivity of an SEG or is the content of the game in addition to the instructional modality? Which design feature creates the biggest effect and why? SEGs appeal to different sensory and 'implicit' memory processes compared to faceto-face teaching because of the former's heavy reliance on graphical representation §§ . In addition, some SEGs use avatars, and this raises concern that social identification and vicarious learning processes are at work that may not exist or be replicated in the classroom.
Another overriding concern regards the persistence of effects following exposure to a SEG. If a student is given the opportunity to learn a new skill or acquire new knowledge regarding science, for example, do the effects of the SEG persist through the school year? Very few studies of SEGs have addressed this issue, so we don't know if the knowledge learned was transferred to long-term storage and became accessible for future use. Most rigorous evaluations of SEGs use a short time frame to assess persistent effects, with posttests ranging anywhere from a few days to a few weeks. Examination of these "durable effects" using a much more extended time importance of RCTs in prevention studies and the associated rigor with this design for internal validity and producing unbiased estimates of the treatment.
frame would go a long way toward clarifying the pedagogical value of SEGs and more clearly distinguish them from VGs.
Summary. Digital games are fun, as many game players will attest. Learning biology or geometry is not always fun, as many school children will attest. However, if we make learning biology, geometry or history "fun" we can improve learning in the context of "serious educational games." We can also teach young children how to navigate social relationships without resorting to aggression or bullying, and we can educate young minds to the pitfalls of drug use. We can also teach chronically ill children alternative ways to build self-esteem and develop self-management and coping skills that help them deal with the psychological brunt of their health issues.
These examples, representing only a handful of the thousands of opportunities that await our attention, represent the future of serious educational games. Digital games are technological "learning tools" and rather than impose learning theory on game design, it may be prudent to shift the paradigm to include a new field of educational game design that incorporates instructional principles. This means blending learning theory with educational research to improve game design.
This paradigm shift will help address the "what, how, where, and when" Ke suggested was so crucial to understand how serious educational games work. In this way, game designers can create situated learning environments that speak to a child's curiosity, intrinsic motivation, and social needs. At the same time, they can also address the child's motivation to demonstrate competencies while engaged in play. This approach should speak to the digital natives and Net Generation who, in light of the limited attraction of traditional instructional
§§ There is considerable research on the role of gaming and activated brain processes that should also be considered, see for example, Bailey and West (2013).
methods (drill and kill), strive for alternative and engaging forms of learning.
References.
1Cheng, M-T., & Annetta, L. (2012). Students' learning outcomes and learning experiences through playing a serious educational game. Journal of Biological Education, 46(4), 201-213.
2Egenfeldt-Nielsen, S. (2007). Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia, 16(3), 263-281.
3Baranowski, T, Buday, R., Thompson, D. I., & Baranowski, J. (2008). Playing for real: Video games and stories for health-related behavior change. American Journal of Preventive Medicine, 34(1), 74-82.
4DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G, … De Bourdeaudhuij, I. (2014). A metaanalysis of serious digital games for healthy lifestyle promotion. Preventive Medicine, 69, 95-107.
5Ke, F. (2016). Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64, 219-244.
6Gee, J. P. (2007). What video games have to teach us about learning and literacy (2nd Ed.). New York, NY: Palgrave Macmillan.
7
Marsh, T. (2011). Serious games continuum: Between games for purpose and experiential environments for purpose. Entertainment Computing, 2, 61-68.
8Wouters, P., & van Oosterndorp, H. (2013). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60, 412-425.
9Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333-369.
10Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52, 800-810.
11Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649-1660.
12Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712.
13Boyle, E. A., Connolly, T. M., Hainey, T., & Boyle, J. M. (2012). Engagement in digital entertainment games: A systematic review. Computers in Human Behavior, 28(3), 771-780.
14Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
15Csikszentmihalyi, M. (1991). Flow: the psychology of optimal experience (Vol. 41). New York, NY: Harper Perennial.
16
Pilke, E. M. (2004). Flow experiences in information technology use.
International Journal of Human-Computer Studies, 61
, 347-357.
17Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29, 207-219.
18Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp. J., Ott, M., … Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94, 178-192.
19Connolly, T. C., Boyle, E. A., Hainey, T., McArthur, E., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59, 661-686.
20Sedig, K. (2008). From play to thoughtful learning: A design strategy to engage children with mathematical representations. Journal of Computers in Mathematics and Science Teaching, 27(1), 65-101.
21Spires, H. A., Rowe, J. P., Mott, B. W., & Lester, J. C. (2011). Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on learning outcomes. Journal of Educational Computing Research, 44(4), 453-472.
22Charlier, N., Zupancic, N., Fleuws, S., Denhaerynck, K., Zaman, B., & Moons, P. (2016). Serious games for improving knowledge and self-management in young people with chronic conditions: A systematic review and meta-analysis. Journal of the American Medical Informatics Association, 23, 230-239.
23Johnson, D., Deterding, S., Kuhn, K-A., Staneva, A., Stoyanov, S., & Hides, L. (2016). Gamification for health and wellbeing: A systematic review of the literature. Internet Interventions, 6, 89-106.
24Deslandes, J. (204). A philosophy of emoting. Journal of Narrative Theory, 34(3), 335-372.
25Lameras, P., Arnab, S., Dunwell, I., Steward, C., Clarke, S., & Petridis, P. (2017). Essential features of serious game design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology, 48(4), 972-994.
Footnote References.
Bailey, K., & West, R. (2013). The effects of an action video game on visual and affective information processing. Brain Research, 1504 35-46.
,
Brown, C. H., & Laio, J. (1999). Principles for designing randomized preventive trials in mental health: An emerging developmental epidemiology paradigm. American Journal of Community Psychology, 27(5), 673-710.
Howe, N., & Strauss, W. (1991). Generations: The History of America's future, 1584 to 2069. New York, NY: William Morrow & Company.
Lenhart, A., Rainie, L., & Lewis, O. (2001). Teenage life online: The rise of instant-message generation and the Internet's impact on friendship and family relationships. Washington, DC: Pew Internet and American Life Project.
Maloy, R. W., Verock-O'Loughlin, R. E., Edwards, S. A., et al. (2013). Transforming learning with new technologies. (2 nd ed.). Upper Saddle River, NJ: Pearson.
Piaget, J. (1962). Play, dreams and imitation in childhood. New York, NY: W. W. Norton & Co.
Presnky, M. (2001). Digital natives, digital immigrants, Part 1.
On the Horizon, 9
(5), 1-6.
Rubin, D. (1974). Estimating causal effects of treatments in randomized and nonrandomized studies. Journal of Educational Psychology, 66(5), 688–701.
Sitzman, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489-528.
Tapscott, D. (1998). Growing up digital: The rise of the Net generation. New York, NY: McGraw-Hill.
Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2103). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265.
William B. Hansen is Senior Research Scientist at Prevention Strategies, a Greensboro, NC health promotion company. He is author of over 40 health promotion and drug prevention interventions including the evidence-based All Stars program. He can be reached by email at email@example.com.
Lawrence M. Scheier is Senior Research Scientist at Prevention Strategies, and also Visiting Scholar in the Department of Public Health Education at the University of North Carolina, Greensboro. He is also President of LARS Research Institute. He can be reached at firstname.lastname@example.org.
LARS Research Institute is dedicated to assisting members of the scientific community develop, implement, and evaluate comprehensive, evidenced-based Internet, clinic, school- and communitybased behavioral interventions. Our portfolio includes offering methodological and consulting services in the fields of drug and violence prevention, chronic disease self-management, and professional development/training for healthcare professionals and community health workers. We strive to improve our nation's healthcare systems by disseminating proven, evidence-based programs using rigorous scientific methods, applying state-of-the-art implementation methods, and adhering to industry standards supporting high quality program evaluation using advanced research methods and state-of-the-art statistical techniques. Our goal is to create positive health outcomes and psychological benefits for individuals experiencing health disparities, and at the same time reducing the financial burden on our healthcare systems.
15029 N. Thompson Peak Parkway
Suite B111-443
Scottsdale, AZ 85260 | <urn:uuid:93c94883-d643-4893-b806-ba32d53b373e> | CC-MAIN-2020-40 | http://wordpress.larsri.org/wp-content/uploads/LARS-eNews-Issue-4-2018.pdf | 2020-09-20T11:32:39+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00065.warc.gz | 143,679,351 | 6,140 | eng_Latn | eng_Latn | 0.953027 | eng_Latn | 0.994639 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
2315,
8085,
14425,
20950,
26166,
28953,
29023
] | [
2.078125,
1.3515625
] | 3 | 0 |
THURSDAY 2 ND APRIL
9AM – 9.30: PE
[x]Log onto Joe Wicks (YouTube) at 9am for your live workout to start the day.
[x] Remember to have a glass of water after you finish.
KEY QUESTIONS: VOCABULARY (ANSWERS)
1) Find and copy a word that means 'sadness.'
sorrow
2) What does the magpie rhyme 'one for sorrow, two for joy' mean?
One magpie = sadness. Two magpies = happiness.
Better not to be alone.
3) What does the phrase 'must be off' mean?
Need to go/leave.
4) What does the author mean by a 'fleeting smile?'
The smile didn't last long.
5) 'Return customers are very rare.' What does the man mean by this?
It is not often that customers come back. Rare means – it hardly happens at all.
6) What was the colour when Daniel looked out of the window?
Sepia – the colour of an old photograph.
PREDICTION: What was the sound that Daniel could hear do you think?
A fluttering sound suggests it might be a bird. Because Daniel said his favourite bird was a magpie, I think it might be a magpie (or tow).
He edged forward, his heart racing. When he was close enough, he reached out a trembling hand and slowly…gently…touched the material.
They were magpies. But they were like no magpies Daniel had ever seen.
A burst of red velvet, the sound of flapping wings, and two silver birds exploded from behind the curtain. Daniel ducked and spun, and the birds flew across the store and landed on a column of stacked books.
They were made of brilliant, gleaming silver.
The silver magpies fixed him with shining ruby eyes, twitched their heads to one side.
Every feather, delicate as a shaving of ice, reflected the flames of the coal fire.
"How?" whispered Daniel, treading softly towards them, though they did not shy away as he advanced.
His fingers touched upon the cool silver of one of the magpie's wings. The bird let out an indignant call and flapped away, leading its twin back towards the curtain. But when they reached the rich, red velvet. Instead they exploded with a flash and a shower of rubies rained down on the shop floor. Daniel's mouth was hung open.
When he was close enough, he reached out a hand. "Are you real?"
"What's going on out there?" came the shop owner's voice from behind the curtain. "What was that sound? Nothing had better be damaged!"
Suddenly unsure of exactly what he had seen, or what kind of place he had stumbled upon, Daniel made for the door. A little bell sang as he dashed out into the rain and down the street.
KEY QUESTIONS:
1) How was Daniel feeling in the first two sentences? How do you know?
2) Why has the author used ellipsis (…) in the second sentence?
3) What verb shows how the birds appear from behind the curtain?
4) Here is a picture of a magpie. Sketch the magpie from the story to show how it is different. Label the magpie, using the text.
5) What happened to the birds when they reached the red velvet curtain?
6) Can you find an example of personification in the text?
10.00 – 10.30: BREAK TIME
Well done for all of your hard work so far this morning.
Wash your hands, eat your HEALTHY snack.
10.30 – 11.15. MATHS
SEE THE SEPARATE PPT FOR MATHS.
REMEMBER TO CLICK ON THE CORRECT YEAR GROUP.
ENGLISH: 11.15 – 12.00
Task 1: Watch the animation La Luna from 1.41 – 2.20. Here is a link:
https://www.bing.com/videos/search?q=la+luna+animation+video&&view=detail& mid=4C7C5ED1D8F4229485D44C7C5ED1D8F4229485D4&&FORM=VRDGAR&ru =%2Fvideos%2Fsearch%3Fq%3Dla%2Bluna%2Banimation%2Bvideo%26%26FOR M%3DVDVVXX
INDEPENDENT WRITE:
- Today we are going to write the fourth chunk of the film clip. I will provide a model still, and a success criteria, but I'd like you to have the freedom to put your own spin on it.
- See the next slide for the model.
INDEPENDENT WRITE: MODEL
Before Luca had even had time to gaze at the moon, Papa passed him the boat's anchor. He was about to throw it overboard when his Papa stopped him, pulling a long ladder from beneath his seat. Luca's eyes widened. Dumbstruck, Luca strapped the heavy anchor to his back and started to climb. '
"Where am I going and why do I need this anchor?" the bewildered boy whispered to himself.
Glancing down at his family, the dazzling reflection on the water comforted him as he climbed higher and higher. When he reached the top, he gulped and stared in amazement, at the surface of the moon: golden, gleaming, glittering.
SUCCESS CRITERIA
-Time adverbials Recap: Speech punctuation Feelings Ing clause
Deepen: List of 3 adjectives introduced by a colon. Modelled Could you personify the water? Not modelled.
REREAD YOUR WORK TO ENSURE THAT IT MAKES SENSE.
Edit:
- Basic spelling and punctuation errors
-Make sure it makes sense
-Against success criteria, making sure you add in the features that you are trying to include, if they are not already there.
12.00 -1.00. LUNCHTIME
Enjoy your healthy lunch
Try your best to get some fresh air.
1.00 – 1.15. WORD OF THE DAY
STEP 1. RECAP: Begin by recapping one or two words that you are still not secure on. Practise these every day in this recap section until you know them inside out! My group – think how long we recapped 'believe' and 'exercise' until we cracked these…
STEP 2. WEEKLY RECALL: Recap previous day's word
STEP 3: LEARN NEW WORD
My group: Revise words with a ch (making a ck sound). E.g. stomach, character, echo
If you want to, you could make a wordsearch for these words.
See following slides for example and blank wordsearch template)
STEP 4: APPLY NEW WORD TO A SENTENCE
Can you find the 5 hidden 'ch' as 'ck' words in the wordsearch?
1.15 – 2.45. TOPIC (DT)
Today we are going to MAKE THE PURSE, using the material and thread in your pack.
STEP 1: Look over your plans, and draw out your shapes on the material (remember to check the sizes from your plan).
STEP 2: Cut out your shapes carefully.
STEP 3: Sew your design onto the material first
STEP 4: Sew your shapes together.
NOTE: If you don't want your stitches to show, you can sew then turn the purse/wallet inside out. However, if you do this, then your design will need to be facing inside before you sew your shapes together.
STEP 5: Sew on a button, if you like, to finish it off.
2.45 – 3.00. TIMES TABLE ROCKSTARS
Have a go on Studio and see how many you can get right in the time set.
Can you reach the following levels?
LEVEL 1: Bronze (10+correct)
LEVEL 2: Silver (20+correct)
LEVEL 3: Gold (30+correct)
LEVEL 4: Platinum (40+ correct)
LEVEL 5: Beat Miss Holland level! Beat my top score of 47!
3:00 – 3:15 KENSUKE'S KINGDOM!
Vocabulary:
Find out the meaning of these words.
- Tanker
- Rudder
- Gannets | <urn:uuid:77c9f062-f6b8-4ffa-8c85-d0ea23172af9> | CC-MAIN-2020-40 | https://www.kislingbury-ce-primary.co.uk/attachments/download.asp?file=480&type=pdf | 2020-09-20T11:45:26+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00065.warc.gz | 941,510,130 | 1,733 | eng_Latn | eng_Latn | 0.918151 | eng_Latn | 0.998172 | [
"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",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
19,
171,
1015,
2473,
2951,
3078,
3179,
3487,
3728,
4561,
4810,
4898,
5504,
5569,
6184,
6511,
6623
] | [
3.515625
] | 1 | 0 |
"Les 2 Présents et les Futurs" : Exercices CORRIGE
1) We aren't working for school now, we are playing football in the garden.
2) You don't need ( to need -> toujours au présent simple) your raincoat; it isn't raining outside.
-> Tu n'as pas besoin de ton imperméable; il ne pleut pas dehors (sous-entendu: en ce moment)
3) – Do they go to the theatre every month - No, they don't.
?
4) Tomorrow it will rain in the North of the country. (Météo au Futur: toujours "Will")
5) I'm sure this top model will be rich and famous in five years' time.
6) You sometimes help your mum with the cooking but at the moment you are studying for your English test.
7) I think my cousin won't come to my father's party next Saturday.
8) – Does your little sister take the bus every afternoon after school ?
- No, she doesn't.
9) - Are ( to be-> toujours au présent simple) those flowers fresh ? - Yes, they are.
10) He doesn't want ( to want-> toujours au présent simple) a glass of coke now, he isn't ( to be-> toujours au présent simple) thirsty.
He wants a piece of chocolate cake because he is hungry.
11) Do you believe your little brother will pass his driving licence the day after tomorrow?
12) I listen to music every morning on my way to school.
13) Peter will be 15 next Wednesday.
-> Peter aura 15 ans mercredi prochain (= Certitude inevitable)
14) Do they often watch TV in the evening or do they surf the web?
15) We never get up early, we like ( to like-> toujours au présent simple) sleeping late.
16) I hope my best friend will come to the cinema with me next Friday.
17) The boss and his secretary go to London three times a year. They are very lucky!
18) My sister is helping my mum next weekend: she is doing the shopping and she is tidying up the house.
19) I usually finish work at 5.30 p.m. but today I'm working to 6.00 p.m.
20) I promise I won't tell your secret to anybody.
-> Je promets que je ne raconterai ton secret à personne (sous-entendu: dans le futur) | <urn:uuid:f7906b04-04e8-4343-8344-73b3b0c063ee> | CC-MAIN-2020-40 | http://flone.be/secondaire_crise/langues_di/labeye/II/2ANdoc39.pdf | 2020-09-20T10:16:35+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00065.warc.gz | 51,232,311 | 523 | eng_Latn | eng_Latn | 0.994425 | eng_Latn | 0.996062 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1094,
1981
] | [
2.265625
] | 1 | 0 |
Learning Project WEEK 6 - Food
Age Range:
Y5/6
Weekly Maths Tasks (Aim to do 1 per day)
Weekly Reading Tasks (Aim to do 1 per day)
* Get your child to play on Times Table Rockstars. If your child works on Numbots in school they can access this with the same login.
* Get your child to play these games on identifying angles and measuring angles. ● Play on Hit the Button - focus on times
* Ask your child to show everything they know about angles on a piece of paper. This could be pictures, diagrams, explanations, methods etc. Get them to be as creative as they want to be.
tables, division facts and squared numbers.
* Arithmetic practise on Maths Frame.
* Look at a recipe with your child. Ask them how much of each ingredient would be needed if the amount of people it was cooked for was halved, doubled, tripled etc. Talk to them about what maths they might need to think about to do this.
* Get your child to work on their reasoning and problem solving by practising past SATs questions that are broken down into topic areas and have videos linked to them that can be watched if needed. As these are older papers these are suitable for both years 5 and 6. Click on one of the topic areas listed to gain access to the questions.
Weekly Spelling Tasks (Aim to do 1 per day)
* Encourage your child to practise the Year 5/ 6 Common Exception Words (see list)
* Practise spellings on Spelling Frame.
* Then ask your child to choose 5 Common Exception words. They can then write a synonym, antonym, the meaning and an example of how to use the word in a sentence.
* Most rap songs contain a rhyme scheme. Your child can create a word bank of rhyming words associated with food and its taste. They will then use this to help them with their rap writing task.
* Get your child to proofread their writing from the day. They can use a dictionary to check the spelling of any words that they found challenging. This will also enable them to check that the meaning of the word is suitable for the sentence.
* Ask your child to read a chapter from their home reading book or a book that they have borrowed from the library.
* Encourage your child to note down any unfamiliar words from the chapter they have read. Explore the meanings of these words by using a dictionary, reading around the sentence or using print conventions.
* Following this, ask your child to create a list of questions to interview the main character. They can test out the questions by answering in role as the character. Encourage your child to think about the traits of the character and how this will influence the answers.
* Why not ask your child to read to you. Get them to identify somewhere in the home that they don't usually read and listen to them read a chapter or two. Your child may wish to ask you questions about what was read.
* Your child can log on to Bug Club/Oxford Owl and read a book that matches their book band. After this, direct your child to review the text and justify their opinion with examples from the text.
Weekly Writing Tasks (Aim to do 1 per day)
* Ask your child to continue to write a diary entry/newspaper report summarising the events from the day/week.
* How does the human digestive system work? Get your child to write an explanation describing this and include diagrams to represent their explanations.
* Your child can write a recipe to make a healthier option for making a pizza. Think about which ingredients they could switch so that this delicious treat is better for them. Test the recipe out!
* There are lots of different types of food available for people to eat in the UK. Ask your child to write a rap about food. This could be about a particular food group or their favourite meal.
* Story Task: Your child may be coming towards the end of their story. Ask them to start to think about how to conclude their story. Will the problem be solved? How has their main character changed and how will
* Fast food establishments should not be within one mile of schools. Do you agree/disagree with the above statement? Your child will debate both sides of the argument.
they show this through their language choice?
Learning Project - to be done throughout the week
The project this week aims to provide opportunities for your child to learn more food. Learning may focus on where different foods originate from, what makes a healthy meal, opportunities to cook etc.
Which Foods Contain the Most Sugar? Your child must choose a selection of food items from the food cupboard, fridge and freezer. They will then identify the nutritional label and record the amount of sugar that each food contains. Once they have gathered the information, ask them to record the sugar contents on a pie chart and evaluate the data. How will their findings change what they eat?
Plough to Plate- Ask your child to choose a food from any of the 6 main food groups.They will then locate the country/countries of origin on a world map and work out how far the food item travels to get to their plate. Following this, ask them to sketch a diagram detailing the journey the food has taken and add captions and timeframes. What could we do to reduce how many miles our food travels?
Creative Creations- Cadburys are launching a new chocolate bar. Your child will create a criteria for Cadbury chocolate packaging by researching current Cadbury products. Once they have a criteria, they will use this to design their own packaging (they may want to do this on a computer if they have access to one). Finally, ask them to gather some feedback from the family about the design. They will use the feedback to adapt and refine the design. After creating the chocolate bar, your child can then compose a jingle that could be used in an advert. This could be created by using household items such as pots and pans or by using these virtual instruments.
Come Dine with Me - Your child is responsible for creating a three course meal for four family members. They need to create the recipes for a starter, main meal and dessert. Ask them to think about what ingredients they will need to make your recipe and write a shopping list of items. They will then research how much the ingredients will cost using a supermarket website of their choice. Where is the most cost effective place to buy the ingredients? They could then test out a recipe by making it for dinner that evening. Family members may even wish to score each course!
A Balanced Diet - Ask your child to think about the food a toddler might eat compared to an adult athlete. They will then choose five different types of people (e.g. a child, teenager, athlete, teacher etc.) and draw a plate of food that will ensure they are eating a healthy, balanced diet. Underneath each plate, they must justify why they have chosen these foods. Get them to think about the calorie intake each of these individuals might need. Can some people have more of one type of food group? If yes, why can they?
Additional learning resources parents may wish to engage with
Classroom Secrets Learning Packs - These packs are split into different year groups and include activities linked to reading, writing, maths and practical ideas you can do around the home.
Twinkl - to access these resources click on the link and sign up using your own email address and creating your own password. Use the offer code UKTWINKLHELPS. Headteacherchat - This is a blog that has links to various learning platforms. Lots of these are free to access.
#TheLearningProjects | <urn:uuid:ad314c60-dd6e-41d5-b5bd-bb9fc9081a9b> | CC-MAIN-2020-40 | http://clipstonprimaryschool.org/parentinfo/learningprojects/upperks2/wk6.pdf | 2020-09-20T10:02:49+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00067.warc.gz | 27,151,580 | 1,566 | eng_Latn | eng_Latn | 0.999037 | eng_Latn | 0.999086 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
4097,
7483,
7505
] | [
4.3125
] | 35 | 0 |
www.haitihealthinitiative.org
October 2011 Mission to Timo, Haiti Agriculture Report
INTRODUCTION
Haiti Health Initiative (HHI) invited Dawn Gatherum, professor of botany at Weber State University, to accompany them to Timo in October 2011 and address some of the unique agricultural issues the people of Timo face. While there, HHI planned to help the community set up drip irrigation systems, which would enable families to produce small amounts of fruits and vegetables during the dry season, increasing food production over the entire year instead of limiting it to the rainy season, as it was currently. In addition, the team hoped to introduce new, better quality seed varieties and demonstrate the art of composting. Dr. Gatherum also wanted to explore the possibility of solar cooking, which would help reduce the use of wood and charcoal as the people's main source of cooking materials, and would help combat the dangers involved with breathing the fumes from cooking fires. There is also extensive inbreeding among the livestock in Timo, to the point that little production of milk takes place among the population. The team have also explored possible solutions for this problem that will likely be implemented during later trips.
REVIEW OF ACTIVITIES/RESULTS
The team is preparing the ground before setting up a demonstration garden with a drip irrigation system.
We sent a total of seven drip irrigation systems to Haiti. Three of these were installed in locations that would act as demonstration gardens, and we taught three prominent locals how to set the systems up so that they could help others in the community implement the systems. We encouraged the people to keep the weeds out of the garden plots, and Rémy Charles, president of the local organization (Fond Paysans Fond'Oies) suggested
we fence the area so that free-ranging livestock and chickens would not destroy the plots. After some discussion, we agreed to supply funds for the cost of fencing and inorganic fertilizer in hopes that the people would have a good harvest.
However, it was clear that the compost pit they had prepared was way too large and deep to do what needed to be done. Dr. Gatherum suggested building a smaller pit or one above ground that they would more easily be able to get in and turn the compost on a periodic basic to hasten its decomposition. Additionally, he discussed implementing a system of layering compost and soil, which would provide the innoculum for the bacteria and fungi that would do the decomposing.
Dr. Gatherum also showed some of the citizens how to set up a solar cooking system, and on the two days, the second meal turned out very well. A number of youth were interested, and after teaching the group how to set up the system and watching them demonstrate back to him what they learned, he distributed nine cooking systems. One of the systems went to a student in the local school, who said he would teach his classmates how to use the system, too. HHI left a number of materials in Haiti so that the group could make more systems as needed.
FURTHER NEEDS
As previously stated, the livestock in Timo are all inbred to the point that little production takes place. Every male animal was considered a breeding animal, a problem that needs to be addressed should we hope to help increase milk production in the community. Additionally, the livestock feed among the hillsides, which has become highly deforested, which will cause severe erosion and possible mudslides. Finally, Dr. Gatherum noticed that much of the corn in the community is planted too far away from other corn plants that proper pollination could not occur. In his words, "If the corn is being used only as fodder for their livestock, then that is fine; but if the community is looking for corn ear production, a change will need to be made to plant corn much closer together so proper and full pollination of the corn can take place."
RECOMMENDATIONS FOR SOLUTIONS
To address the livestock problem, Dr. Gatherum suggested that some system be worked out to bring new breeding stock into the community. After some discussion, the idea of a micro-loan was presented, which would be made available to a member of the community with livestock experience. This micro-loan would be used to purchase new breeding stock that could be used throughout the community to increase the success of their livestock. A small fee might be charged for each service in hopes that the money would be used in the future to pay for more breeding stock. This introduction of new stock would greatly increase the genetic variability of the livestock population in Timo, thereby increasing the livestock's overall health and productivity.
Additionally, HHI hopes to set up a plant nursery in Timo, whose stock could be used to reforest the hillsides around the areas where the livestock feed. This would help retain moisture and prevent erosion. And orchards could be developed from this stock with various domesticated plants that the people of Timo use as food sources, like avocado, mango, banana, breadfruit, oranges, grapefruit, and others.
PERSONAL REFLECTIONS
Dawn Gatherum, Ph.D:
Corn is growing in Timo during the dry season.
"There were a number of great experiences I had in Haiti… like seeing the children dressed so well and happy. The coming together of everyone for a common purpose, and seeing the needs of the people and knowing that we can and did make a difference in their lives was fantastic. The acceptance and implementation of drip irrigation systems and the excitement resulting from the demonstration of solar cooking was rewarding. I thoroughly enjoyed my time in Timo. I appreciate the fact that I was well accepted by the medical group. I feel that my time was well spent and hope that what I did will make a difference in the lives of these good people… I am grateful to have been part of the team."
Dawn Gatherum, PhD, is a professor of Botany at Weber State University. He has served on the Faculty Senate and Executive committees, the Scholarship Department and College of Science committees, and the Chair College of Science Graduation committee, all at Weber State. He has also served as WSU Community Horticulture consultant, and the Chairman of the Weber County Weed Board and Weber River Cooperative Weed Management Area.
For more information, please visit our website:
www.haitihealthinitiative.org | <urn:uuid:c8e3b506-e2ab-42c0-84ed-548956876eb5> | CC-MAIN-2020-40 | https://www.haitihealthinitiative.org/wp-content/uploads/2019/10/Agriculture_Report_October_2011.pdf | 2020-09-20T10:47:28+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00067.warc.gz | 895,084,218 | 1,289 | eng_Latn | eng_Latn | 0.998388 | eng_Latn | 0.998645 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1816,
5130,
6429
] | [
2.34375
] | 1 | 4 |
Wisconsin Christmas Tree Producers Association
W9833 Hogan Road Portage, WI 53901 http://www.christmastrees-wi.org email@example.com Ph/fax 608-742-8663
Interesting Facts About Wisconsin Christmas Trees
* Over 657,000 Christmas trees were sold in 2014 (2)
* Over 600,000 wreaths made each year in Wisconsin (estimated)
* 23,651 Acres of Christmas trees in Wisconsin (1)
* $16.2 million Annual Wisconsin Christmas tree sales (2)
* 383 Licensed Christmas tree farms in Wisconsin (DATCP license list, Nov. 2018)
* Principal trees grown in Wisconsin: Balsam Fir, Fraser Fir, Canaan Fir, Scotch Pine, White Pine and Spruce
* White House Christmas Tree for the Blue Room came from Wisconsin in 2017, 2016, 2011, 2003, 1998, 1988, 1976, 1970, 1966.
* Rank 5 th in Number of Trees Cut (1)
* Rank 5 th in Sales of Christmas Trees in the U.S. (2)
* Rank 5 th in Acres in Production (1)
* Size of farms (1) : 51% of farms (441) have less than 10 acres
* Rank 7 th in Farms in Production (1)
20% (176) have 10-19 acres
19% (167) have 20-49 acres
10% (84) have 50 or more acres
Christmas trees are grown as a crop for you, just like pumpkins and flowers, with the intention to cut them. They are grown in rows with six foot spacing between the trees.
Christmas tree farming is sustainable – 1 to 3 trees are planted for every one that is cut.
Trees are locally grown, providing jobs each and every year of growth (planting, digging, re-planting, shearing, picking cones, mowing, harvesting, delivery, sales, machine maintenance, wreath making, office personnel).
Tree farms provide green space and habitat for wildlife. These farms are maintained in an early succession forest with young trees and plenty of ground covers. This provides habitat for deer and bear, ground birds such as turkey and quail, rodents which bring in predators such as hawks, foxes, and bobcats, and flowering plants that help feed butterflies, bees and all manner of insects.
Real trees are good for us – they utilize carbon dioxide, produce oxygen, and are recyclable through decomposition.
Celebrating the holiday season with a real Christmas tree is a long-standing tradition. In 1856, Franklin Pierce, our 14 th President, brought the first Christmas Tree into the White House. | <urn:uuid:67172a37-fcde-4a0a-bfac-dcd631a2c72c> | CC-MAIN-2020-40 | https://www.christmastrees-wi.org/uploads/content_files/files/Facts_About_Wisconsin_Christmas_Trees.pdf | 2020-09-20T09:59:00+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00067.warc.gz | 802,306,321 | 579 | eng_Latn | eng_Latn | 0.986423 | eng_Latn | 0.986423 | [
"eng_Latn"
] | false | docling | [
2268
] | [
2.265625
] | 1 | 2 |
INSPECTION REPORT
MARSHLANDS SCHOOL
Wildwood, Stafford
LEA area: Staffordshire
Unique reference number: 124518
Headteacher: Mr J Kirkby
Reporting inspector: Adrian Simm 21138
Dates of inspection: 6 – 10 March 2000
Inspection number: 192439
Inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2000
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
INFORMATION ABOUT THE SCHOOL
Type of school:
Special (SLD)
School category:
Community Special
Age range of pupils:
3-19 years
Gender of pupils:
Mixed
School address:
Lansdowne Way
Wildwood
Stafford
Postcode:
ST17 4RD
Telephone number:
01785 356385
Fax number:
01785 356387
Appropriate authority:
Governing Body
Name of chair of governors: Mr Phil Richards
Date of previous inspection: 2 – 5 December 1996
INFORMATION ABOUT THE INSPECTION TEAM
The inspection contractor was:
Cambridge Education Associates Ltd Demeter House Station Road Cambridge CB1 2RS
Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:
The Registrar Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE
REPORT CONTENTS
PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
Marshlands School is a maintained special school for pupils aged between 3 and 19 years who have either severe (SLD) or profound and multiple (PMLD) learning difficulties. The school is funded for 49 pupils. Currently 31 boys and 18 girls are on roll between the ages of 5 and 19 years; only a small number with PMLD. The admission of pupils with additional and more challenging needs is increasingly including pupils who are autistic or have behavioural difficulties. Pupils attend the school from a wide rural area surrounding Stafford and increasingly, from some urban areas of Stafford with high social deprivation. Twenty one pupils are eligible for free school meals which has remained steady since the last inspection. A very small number of pupils come from homes where the first language is not English. All pupils have Statements of Special Educational Needs. The school has been affected during the last two years by much staff absence. The current governing body has been in place fully since September 1999.
HOW GOOD THE SCHOOL IS
The school is effective in developing pupils' attitudes, values and personal development. Teaching and learning were good during the week of the inspection. However, despite the lack of satisfactory and consistent development since the last inspection, recent improvements in the curriculum and teaching, and satisfactory pupils' achievement ensure the school has recently become effective and as such, is currently offering satisfactory value for money.
What the school does well
* The quality of teaching and learning is good; teachers are well supported by learning support staff;
* Relationships within the school between pupils, and between pupils and staff are good. Pupils' personal development is good. They respect their school and the feelings of others very well, and behaviour is good;
* It promotes very good attitudes from pupils towards school and learning. Pupils are very enthusiastic, interested and involved in their work, particularly at Key Stage 1;
* Provision for pupils' spiritual, social and cultural development is good; for moral development it is very good;
* It achieves its aims and values well and ensures equality and access of opportunities for all pupils.
What could be improved
* Prioritising and costing areas for development for the school which can be evaluated for their success;
* Greater rigour in monitoring and evaluating the quality of teaching and pupils' progress in order to ensure consistency;
* Appraisal of the performance of the school's leadership and management;
* Consistency of assessment and the collection and analysis of information to inform planning and to raise standards in all subjects;
* Letting parents know annually how the school is developing;
* More precise setting of pupils' targets in Individual Education Plans against which pupils' progress can be measured;
* Better planning to meet the needs of all pupils whom the Local Education Authority expects the school to admit.
The areas for improvement will form the basis of the action plan prepared by the appropriate authority.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
The school was last inspected in December 1996. For much of the time since the last inspection, the headteacher and other senior staff have been ineffective in improving the school. The headteacher has been distracted by differences with members of the former governing body. Whilst introduced in response to the last inspection, school development planning has faltered which impedes the
strategic development of the school. The new governing body has not yet been in place long enough to fully come to terms with the needs of the school and put in place procedures to monitor and evaluate developments to ensure greater success. However, the new governing body now fulfils its major statutory responsibilities and has systems for monitoring the school's finances. Recently, the headteacher asked for support from the Local Education Authority in getting the development of schemes of work back on track. This has resulted in improved planning for the curriculum and the school has introduced a more consistent approach to assessing pupils' progress. However, these improvements have not been in place long enough yet to provide useful information to inform planning further and improve pupils' achievement. Parents now receive an Annual Report about the work their children have been involved in but these do not yet consistently report pupils' progress in personal development or the curriculum. Some developments have been made by the school since the last inspection but most of these have been introduced recently and as such, overall school improvement since the last inspection is unsatisfactory. In the last two terms, everyone has worked very hard to improve the school. It has the capacity for further improvement providing that it continues now to be led purposefully, and monitored and evaluated more closely by the new governing body.
STANDARDS
The table summarises inspectors' judgements about how well pupils achieve in relation to their individual targets by the time they leave the school.
The school sets statutory targets. It is in the second year of setting appropriate non-statutory targets in Makaton, but only in the first year for speaking and listening, reading, writing and mathematics. As such, there is no evidence against which to make judgements on pupils' progress against these targets. In pupils' and students' work, achievement is good in English and history by the age of 7, and in information and communications technology(ICT) by the age of 11 and 14 years. Elsewhere, achievement is satisfactory in all subjects except in design and technology and geography where there is insufficient evidence to make a judgement.
PUPILS' ATTITUDES AND VALUES
Most pupils display very positive attitudes in their learning. They are eager to learn and show interest in everything they do. This results in good concentration with all pupils regardless of ability. The higher attainers frequently help the others in their groups. Pupils show very clear respect for staff and other pupils.
TEACHING AND LEARNING
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that the teaching is adequate and strengths outweigh weaknesses
Overall the quality of teaching and learning was good for all pupils during the week of the inspection. They have improved since the last inspection and is a strength of the school. It are satisfactory or better in 98 per cent of lessons, good or better in 75 per cent of lessons and very good in 25 per cent. Overall, teaching and learning are good in all subjects and at all key stages except in ICT at Key Stage 4 and for post-16 pupils with profound and multiple learning difficulties, where they are satisfactory. During the inspection, one lesson in mathematics at Key Stage 2 was unsatisfactory because implementation of the school's 'positive behaviour management' approach did not work sufficiently in maintaining control of three pupils who severely distracted others from their work. The best teaching is consistently evident at Key Stage 1 where it is good or better in 88 per cent of lessons and very good in 41 per cent. Overall, lessons are clearly planned and interesting in order to encourage pupils to concentrate and to learn new skills and knowledge. An example of this was pupils' wholehearted participation in a range of ball control exercises in physical education. The teaching of literacy and numeracy follows the style of the National Literacy and Numeracy Strategies and is structured to enable all pupils to be successful. Teaching encourages consistently all pupils to answer questions willingly and enter into discussion.
OTHER ASPECTS OF THE SCHOOL
The partnership between the school and parents is satisfactory and parents are pleased with the school's provision and achievements. Schemes of work are in place for this academic year, but their development has been slow and unsatisfactory progress has been made since the last inspection. The science programme of study at Key Stage 4 and resistant materials in design and technology are not yet developed sufficiently. Those pupils with profound and multiple learning difficulties have a sensory curriculum appropriate to their needs and in line with their Statements. Extra-curricular activities are curtailed by the transport requirements of the pupils, but the school has a satisfactory number of lunchtime activities and residential opportunities. The school's aim that pupils should have equality of access and opportunity is paramount and all staff strive successfully to meet this aim. The school has a detailed and clear health and safety policy that is well implemented in the main. However, the implementation is not sufficiently robust to trigger all necessary checks or ensure that practice always follows policy.
HOW WELL THE SCHOOL IS LED AND MANAGED
The school deliberately has a high level of support staff compared to similar schools. This helps to meet the variety of pupils' needs and ensures the school achieves its declared aim of providing equality of opportunity and access for all pupils, and that the quality of teaching and learning is good. The school has satisfactory accommodation and the building is clean and well presented. The increase in learning resources this year has helped to raise the range and quality of resources to a satisfactory level in all subjects. The school has responded to the relatively minor issues raised in the last audit report and now some of the principles of best value are applied.
PARENTS' AND CARERS' VIEWS OF THE SCHOOL
In general, the inspectors' judgements support parents' views about the school. However, inspectors consider that higher attainers at Key Stages 3 and 4, and post-16 could be more independent. The broad range of extra-curricular activities carried out by the school and the amount of work pupils do at home are satisfactory for this type of school.
PART B: COMMENTARY
HOW HIGH ARE STANDARDS?
The school's results and achievements
1. The school is only in the first year of setting targets for speaking and listening, reading, writing and mathematics. As such, whilst these are appropriate, there is no evidence yet against which to make judgements on pupils' progress against these targets. Pupils' Individual Education Plans (IEPs), Annual Reports to parents or Annual Reviews of Statements of Special Educational Needs lack detail and provide insufficient evidence of progress. In addition, the school decided not to keep most of the pupils' work prior to the current year. Therefore, little evidence was available against which to judge pupils' progress and to interpret trends in results over time. For much of the period since the last inspection, the headteacher and senior staff have been ineffective in seeking to improve the school. Recently, the headteacher asked for support from the Local Education Authority in getting the development of schemes of work back on track. This has resulted in improved planning for the curriculum and the school has introduced a more consistent approach to assessing pupils' progress. Whilst this has resulted in teaching now being a strength of the school, until recently, the school has lacked a clear educational direction and has relied on the day-to-day efforts of individual members of staff to maintain standards. However, these improvements have not been in place long enough yet to provide useful information to further inform planning or to measure pupils' achievement. The pupils' attainment levels and the size of year groups makes it inappropriate to draw comparisons with other schools.
2. Given the very limited evidence available, satisfactory improvement in pupils' achievement has been made since the last inspection in all subjects where comparisons can be drawn. Owing to insufficient evidence at the time of the last inspection, judgements were not made on pupils' achievement in art, history, ICT and religious education. On this inspection, judgements could not be made in design and technology, and geography.
3. Overall, achievement in English is satisfactory. Pupils' achievements are good by the age of 7. They make particularly good progress in speaking and listening, and reading. Pupils' achievements at 11, 14 and 16 are satisfactory. Post-16 students make satisfactory progress.
4. At 7, pupils' achievements in speaking and listening are good. Pupils coming into school often lack confidence in expressing themselves but after a short time, they respond to simple instructions and understand key words in speech, such as remembering characters from stories like the 'Three Little Pigs'. Most pupils understand some basic Makaton signs and answer questions with a relevant reply. Most pupils speak in short phrases; higher attainers use whole sentences with a content which shows some sense of the listener's requirements. Lower attainers realise that gesture or signing can help them to convey meaning. Pupils achieve well in reading. Within two years of starting at school, the majority recognise some individual letters, but not whole words. Pupils handle books correctly, holding them the right way up, turning the pages and looking with interest at the pictures. Higher attainers know that title pages give an idea of the content of a book and express choices about which book they are likely to find interesting. Pupils writing is satisfactory. The majority copy-write a few letters, although not in an even size. Higher attainers use a correct pencil grip and remember how to write a few letters without adult prompting. Lower attaining pupils show an increasing ability to shade within picture outlines.
5. By 11, pupils' achievements are satisfactory in speaking, listening, reading and writing. The majority follow instructions to the whole class and recall a few of the main aspects of a story read to them. For example in history, they link the 'g' sound well to words such as Greece and gold in the story of King Midas. Higher attainers speak in whole sentences, but usually prefer to use short phrases. There is a tendency to shorten words in speech and not include clear endings. All pupils can indicate yes and no clearly by speech, gesture or signing. Pupils handle books correctly and now gain more meaning from the pictures. Higher attainers recognise the letters of their own name and most of the letters on a computer keyboard. Most pupils have
developed an adequate pencil grip, although a few need adult support to sustain their drawing. Higher attaining pupils remember how to write some letters, especially if they are related to their own name.
6. By 14, pupils' achievements in speaking, listening, reading and writing remain satisfactory. There is a wide range of achievement in speaking; higher attainers can frame whole sentence responses such as describing pattern sequences from the work of William Morris in their art lesson. Lower attainers, and those with profound and multiple learning difficulties indicate their meaning by vocalisation and gesture. The majority cannot read text, but recall the main elements of a story. They know several single letter sounds, but cannot sound out combinations of letters. Higher attainers read familiar words especially if set in an easy-tounderstand context. Most pupils copy-write letters and begin to understand the need to leave spaces between words. Higher attainers produce short sentences on a computer keyboard. Pupils with profound and multiple learning difficulties reach out and hold an object and show some capacity to explore it with their fingers, especially when encouraged by an adult.
7. By 16, and during post-16 studies, pupils and students achievement remains satisfactory in speaking, listening, reading and writing. Pupils are better able to adjust their speech to the needs of the listener, especially when they are explaining what they are doing. Most pupils describe a few events in sequence and include sufficient detail to explain their meaning. Higher attainers, especially those who are post-16, understand the importance of making eye contact when engaged in conversation. The majority are able to speak in whole sentences, but prefer to use short phrases. Lower attainers with little or no speech can sign hello, please and thank you. Most pupils and students select the right words from a small range of choices to complete a sentence, mainly by correctly identifying the first letters. They become confused if words seem to be too similar. Some students have to concentrate so hard on reading individual words that it is difficult for them to develop comprehension. Higher attainers read all the words from simple sentences. Literacy is included satisfactorily across the curriculum and is extending pupils' opportunities for learning.
8. Pupils' achievement in mathematics is satisfactory. Most pupils have few or no number skills on entry. By 7, lower attainers join in 'banging' songs and show 'up' and 'down' when 'The Grand Old Duke of York' is sung. Higher attainers build up number sequences such as, knowing that 7 follows 6 and 15 follows 14, and which are the biggest and smallest numbers in a number line. By 11, pupils count to ten and recognise some of the numbers whilst by 14, lower attainers form spheres from clay and recognise some similar shapes and higher attainers recognise and name shapes such as triangle, circle, square, rectangle and cube and can count on by up to five accurately. By 16 and during post-16 studies, lower attainers have progressed and count to four whilst higher attainers count to fifty, match coins, recognise the missing number from a hundred number square and count in tens in unison with the teacher. Pupils complete successfully some of the mathematical modules in the Youth Award Scheme. Activities are provided which require pupils to use mathematics across the whole curriculum. Mathematical concepts and language are appropriately reinforced in other lessons such as recognising sequences and counting the number of times a ball has bounced in physical education and recognising sequences of colour in fabric patterns in art.
9. Pupils' achievements in science are satisfactory across the school. When pupils start at the school, their scientific concepts are at a very early stage. However, by 7, pupils develop a clear understanding of how plants grow through a combination of sensory work, by handling their roots, and by seeing how they grow. By 11, pupils carry out more formal experiments. They consider differences in materials such as hard and soft and observe the effects of water on materials, and of forces such as pulling and pressing. This is built on so that by the age of 14, pupils consider the experimental effects of light and heat on plant development. Pupils achieve a good understanding of the developmental and ageing process of both plants and animals. By 16 and during post-16 studies, work is closely linked to the Youth Award Scheme course. Pupils apply science to every day life in areas such as personal hygiene and how materials change during cooking. Higher attainers consider the implications well of further adding water to a solution or the implications of the exposure of a plant to sunlight.
10. Overall, pupils' achievement in information and communications technology (ICT) is good.
Pupils enter school with varying levels of achievement and experience. By 7, pupils use satisfactorily equipment such as audio and video recorders, and photocopiers. Higher attainers know how to operate their basic functions. They word process words spelt for them in order to update their Records of Achievement. The very highest attaining pupils recognise most of the letters of their names on the keyboard. By 11, pupils achievements are good. Most pupils operate a mouse and click on icons or symbols. There is good progress in developing the speed and proficiency of these skills. Higher attainers recognise the print icon and print out their own work. They know how to use the shift function to create capitals and, with some adult prompting, use the back space and delete keys to correct their own work. This progress is maintained and by the age of 14, achievement is still good. Most pupils manipulate the mouse to change colours in a painting programme. Higher attainers write their own names and use the enter function to complete a task. They load simple programmes and access E-mail and the Internet with adult help. The majority of pupils and students progress well at Key Stage 4 and post-16. They use the Internet to carry out simple research. Pupils with profound and multiple learning difficulties make satisfactory progress in developing their ICT skills. Those who are more physically able reach out and grasp a switch ball. They are aware that operation of the switch creates movement from a toy. The least able show some response to movement, sound or light and occasionally show a small degree of anticipation. Pupils throughout the school make good use of their ICT skills in English lessons, which enhance their skills in the recognition of keyboard letters and functions. Many are able to follow an on-screen story by its pictures and click on when one sequence has finished. ICT is not used regularly in other subjects.
11. Overall pupils' and students' achievement is satisfactory in religious education at the ages of 7, 14 and post 16. No lessons were observed with the 8 – 11 year olds but discussions with staff, evidence from photographs and pupils' attitudes support the overall judgement. By 7, pupils listen attentively to the story of Jesus 'calming the waters' and remember an experience or object that frightens them. By 14, pupils have progressed onto connecting Lent with Shrove Tuesday and pancakes whilst by 16 and with post-16 students, they understand and discuss death and bereavement, and empathise with the sense of loss.
12. Overall, achievement is satisfactory in art, history, music and physical education. In art by 7, pupils develop their co-ordination skills to use scissors and glue spreaders, and paint with brushes and natural materials such as straw and sticks when relevant to a story such as the 'three little pigs'. Higher attainers develop sufficient control to increasingly paint within set boundaries, often with little adult help. Lower attainers carry out the same activities with adult support. By 11, higher attainers work more independently. Their manipulative skills have developed so that they cut, paint, print and stick various materials together with a greater degree of accuracy. They also show a developing understanding of the effects of mixing colours and of different design and paint techniques in the style of different artists such as Van Gogh and Seurat. By 14, with some adult support and signing, higher attainers know that William Morris was famous for designing wallpapers and fabrics. They recognise pattern sequences within his work or in similar designs, and subsequently choose colours by name and decide how to replicate his work.
13. In history, from limited evidence, achievement is good by the age of 7, and satisfactory by 11 and 14. At the beginning of their topic, 5 to 7 year olds had little experience and knowledge of famous people such as Brunel, Florence Nightingale and Alexander Graham Bell. By the time of the inspection, pupils knew and signed that Brunel built tunnels, bridges and ships and that Florence Nightingale worked in hospitals. By 11, pupils work well practically towards an understanding that clothes can be different in different countries, and between now and the past. Pupils dress in 'Greek chitons' and subsequently decorate them with geometric borders. In music, by 7, pupils' experience of listening to music covers a range of musical forms such as classical and jazz. The pupils use a range of musical instruments and generate percussion sounds. By 11, these early experiences result in pupils developing skills through the use of more complex instruments such as hand chimes, and performing English folk music. By 14 and post 16, pupils build on these skills and have confidence to sing in public productions. Pupils know number songs in numeracy and nursery rhymes in literacy and this helps pupils to appreciate the importance of music in everyday life. Pupils of all ages combined to make a CD of Christmas songs.
14. In physical education, most pupils start school experiencing difficulties in co-ordination, memory and, spatial and body awareness, However, by 11, pupils develop hand eye coordination through the practice of ball control and balancing activities. Co-ordination and confidence are developed through a range of activities. In swimming, they improve stamina and muscle tone and in horse riding, they improve their balance and ability to work in unison with both animal and adults. These early experiences enable older pupils by 14 to undertake more sophisticated activities which lead them to awards in swimming and horse riding as well as the ability to play team games in football and boccia.
15. Geography was not timetabled during the inspection, and there is insufficient evidence available to make a judgement on achievement. There is also insufficient evidence to make a judgement on achievement in design and technology.
Pupils' attitudes, values and personal development
16. As at the time of the previous inspection, the attitudes, values and personal development of pupils are good. Throughout the school, pupils display very positive attitudes to their learning. They show pleasure on entering the classroom, an interest in what is happening and are usually co-operative. In lessons, pupils are eager to contribute and concentrate well at all levels of ability. Across all areas of the curriculum higher attaining pupils help and support others within their group.
17. Behaviour throughout the school is good. Pupils relate well to adults, including visitors, and are generally co-operative although there are some pupils who display challenging and inappropriate behaviour. When this happens, they invariably respond positively to staff who almost always deal with it in an effective manner according to the school's behaviour policy. However, strategies specified by this policy focus on the management of the misbehaving pupil which on occasions, interferes with the educational experience for the majority of pupils in the group. One pupil was permanently excluded from school during the last year but this is a rare occurrence.
18. The pupils show very clear respect for each others' feelings. Examples of this were seen when a post-16 pupil waited to escort a pupil in a wheelchair back to their classroom after assembly and in Key Stage 1 when one pupil shared his 'special' break-time snack when requested by another.
19. There are very good relationships between all adults and pupils and good relationships between the pupils. This contributes to a caring, positive ethos within the school and a supportive environment in the classrooms. Personal development of pupils throughout the school is satisfactory. The younger pupils have high levels of social skill and become increasingly independent in the social aspects of their work. However, as they progress through the school this level of skill is not sufficiently built on or extended into increasing independence in learning. The introduction of the Youth Award Scheme is going some way to redress this in Key Stage 4 and post-16.
20. Attendance at the school is satisfactory. Parents report their children to be enthusiastic to attend school and this is evident in pupils' attitudes in school.
HOW WELL ARE PUPILS OR STUDENTS TAUGHT?
21. Overall the quality of teaching and learning is good for all pupils and has improved since the last inspection. It is a strength of the school. During the inspection, teaching was satisfactory or better in 98 per cent of lessons, good or better in 75 per cent of lessons and very good in 25 per cent. One lesson in mathematics at Key Stage 2 was unsatisfactory when implementation of the school's 'positive behaviour management' approach did not work sufficiently in maintaining control of three pupils who severely distracted others from their work. The best teaching is consistently evident at Key Stage 1, where it was good or better in 88 per cent of
lessons and very good in 41 per cent.
22. Overall, teaching is good in all subjects and key stages except in ICT at Key Stage 4 and post16 with profound and multiple learning difficulty pupils where it is satisfactory. The quality of lesson planning has benefited from the recent introduction of schemes of work and provides teachers with a clear framework for their subject teaching. Lessons have a clear structure which enables pupils to effectively acquire new skills and knowledge The teaching of literacy and numeracy is also structured in such a way that pupils are enabled to be successful. Pupils respond well to teachers' expectations in literacy and numeracy with confidence and display a willingness to answer questions as well as enter into discussion. Teachers' expectations in other subjects are equally good. The range of activities involves the pupils in exercises which develop their skills of observation and discussion as well as extending their subject knowledge. Exemplary examples of very good lesson planning were seen in Key Stage 1 which result in pupils showing very high levels of interest and concentration, such as their wholehearted participation in a range of ball control exercises in a physical education lesson.
23. Teaching methods place an appropriate emphasis on discussion and good use of open-ended questions which encourage pupils to discover answers and solutions for themselves whilst also helping to maintain their concentration. Resources, such as the big books in literacy lessons, tactile methods in science and those of the wider community, such as visits to the swimming baths, are used well and play a significant part in both maintaining pupils' interest and enabling them to make progress. A noteworthy feature of the teaching is the effective way in which teachers' engage pupils attention through using their voices well so that pupils are read to in a way that they enjoy. Similarly, teachers' knowledge of signing is used well to support the development of pupils' communication skills. Teachers' awareness of the wide spread of abilities within each class is an important factor in the setting of work which is matched to the pupils' needs. This clear differentiation of work ensures that all pupils, including those with English as an additional language(EAL) and additional learning needs, are challenged by, and involved in all aspects of the class work. All pupils who have EAL come from families who also speak English. Usually lessons move at a brisk pace but their are occasions when classes, particularly those with a high proportion of pupils with challenging behaviour, when the start of lessons is disorganised which results in a late start. The support staff make a significant contribution to the work in lessons through direct teaching, such as in food technology, and the support of small groups of pupils, such as in physical education and literacy.
24. Pupils are well managed. Lessons are characterised by good relationships between staff and pupils. A mutual regard exists which enables teachers to develop pupils' social skills and give them the confidence to attempt new tasks. Pupils enjoy their lessons and participate with an enthusiasm which reflects that enjoyment. A further consequence is that behaviour in lessons is good. However, there are some occasions when the pace of lessons is slowed, despite the best efforts of the teacher, because the school's behaviour management planning lacks sufficient detail to ensure its effective application. Whilst teachers' do record the work that pupils have covered, there is frequently a lack of detail of what pupils have achieved which makes it difficult for teachers to monitor pupils' progress and learning in detail. The level of work carried out by pupils at home is comparable to other similar types of school but the potential for this is largely unexplored and does not yet fully form a part of teachers' planning. A consequence of this is that the interest that pupils develop in lessons is not further enhanced by developing links with parents.
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS OR STUDENTS?
25. The curriculum has satisfactory breadth, balance and relevance to the needs of pupils, including those at post-16. At Key Stages 1 to 4, pupils now study all subjects of the National Curriculum and religious education, except for a modern foreign language. Pupils are disapplied from this by using appropriate procedures through the Code of Practice Annual Review process. The few pupils with profound and multiple learning difficulties (PMLD) have a sensory curriculum appropriate to their needs and in line with their Statements.
26. Appropriate schemes of work are in place for this academic year, but their development has
been slow. As a result, unsatisfactory progress has been made in developing the curriculum since the last inspection. The science programme of study at Key Stage 4 is not yet fully developed and the study of resistant materials is not yet fully included in design technology. 'Desirable learning outcomes' are planned well for pupils who are under five years of age. Although pupils currently in the school are all aged over 5, when appropriate, this continues into Key Stage 1 until pupils are ready to move onto the National Curriculum. The school is following the guidelines for the National Literacy Strategy and developing its approach to the National Numeracy Strategy satisfactorily. Planning for ICT has improved since the last inspection, particularly to support English but it is not yet included sufficiently in curriculum planning in other subjects. In physical education, pupils make good use of off-site facilities such as swimming and hydrotherapy pools, and the gymnasium at Drake Hall to supplement the inadequate provision available within the school for pupils at Key Stages 3 and 4.
27. Pupils at Key Stage 4 and post-16, appropriately study programmes from the 'Transition Challenge' and 'Towards Independence' modules of the Youth Award Scheme and have vocational education taught as part of the introduction to college. Whilst post-16 students have some opportunities for work experience, organise the school shop and study horticulture in the school's sensory garden, overall, the provision for work related education does not sufficiently extend pupils' capabilities and is unsatisfactory.
28. Overall, the provision and emphasis that the school gives to personal, social and health education, (PSHE) including sex education, is appropriate. However, the length of the taught day is only sufficient at Key Stages 3, 4 and post-16 with the inclusion of PSHE as taught time at lunchtime. Currently there are no planned teaching schemes or assessment criteria used at this time and as such, the benefits for most older pupils except PMLD pupils, is unsatisfactory. A further weakness of the current scheme of work is that the awareness of illegal drug misuse is not yet fully included for older pupils.
29. The local community plays an important part in the learning opportunities of the pupils. There are good links with a local food supermarket, Drake Hall open prison, Stoke City football club and Riding for the Disabled Association. There are also good integration links with the nearby primary school, which is attended by some pupils on a regular basis. Pupils involved in this are socially and intellectually challenged, and on rare occasions, this results in pupils transferring full time to the primary school. A few primary school pupils visit Marshlands on a weekly basis to take part in a joint mathematics lesson. Older pupils attend the further education college. Extra-curricular activities are curtailed by the transport requirements of the pupils, but the school has a satisfactory number of lunchtime activities and residential opportunities. The school's aim that pupils should have equality of access and opportunity is paramount and all staff strive successfully to meet this aim.
30. The provision for developing pupils' spirituality is good. The main world faiths are covered in religious education and through displays. Daily assemblies include an act of collective worship and opportunities are taken to celebrate the main religious festivals of the Christian, Hindu, Muslim and Jewish faiths. Visits to a range of places of worship give opportunities for pupils to appreciate and understand the beliefs and traditions of other peoples. Pupils present an assembly on a weekly basis. Most lessons have a plenary or review session in which pupils can reflect on their performance and progress.
31. The provision for moral development is very good. Pupils are reminded of the need for good behaviour on a frequent basis. Many of the daily assemblies have a time for 'mentions', when good work and behaviour is acknowledged by all and where moral and social standards are promoted. The personal, social and health education curriculum appropriately stresses this aspect of life. Pupils are given opportunities to help others such as by regular collections for different charities and the current and very evident recycling project. The school's annual prize-giving day is always very well attended and appreciated by pupils and parents.
32. The provision for pupils' social development is good. Even very young children are given small responsibilities, such as collecting and returning the attendance register to the office and pouring the mid morning drink into glasses. The school shop and café give opportunities for older pupils to serve younger ones and gain responsibility in handling money and keeping a
check of stock. Visitors, such as the football coaches for lunchtime practice, give pupils opportunities to converse and communicate with people from outside school. All staff have good relationships with the pupils and present good examples by extending courtesy and respect.
33. The provision for pupils' cultural development is also good, including both local and world culture. There are examples of famous artists' work on display in the school and a wide range of music can be heard. Celebrations include Chinese New Year, Divali, Hanukkah and Ramadan. During the last school year, an Indian art and drama team spent a week in school, presenting the Hindu story.
HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?
34. The school places high priority on the welfare of its pupils and has created an environment where pupils feel safe and secure. Relationships between all staff and pupils are very good and the school has very good relationships with physiotherapists and speech therapists, all of which contributes to the pupils' welfare and development. At times, the provision of speech therapy is reduced due to illness and staffing difficulties within the local Health Trust. The second in a series of workshops organised by speech therapists for those parents wanting to study Makaton signing, has not yet taken place.
35. The school has a good health and safety policy that is well implemented in the main. However, the implementation is not sufficiently robust to trigger all necessary checks or ensure that practice always follows policy. For example, at the time of the inspection, the school had not ordered the check of its portable electrical equipment in accordance with its service level agreement with the Local Education Authority. Consistent, effective attention is paid to health and safety during lessons. Child protection procedures are in place and follow locally agreed practice. However, as at the time of the previous inspection not all staff are fully aware of their responsibilities in this area and it is a number of years since any training has been undertaken. Pupils' good attendance is a high priority and absences without explanation are immediately investigated by the school.
36. Throughout the school there are high expectations of behaviour and even pupils with behavioural difficulties generally respond well to the teaching they receive. On occasions when this does not happen in the classrooms, the school has a policy for dealing with these incidents which is adhered to by all staff. Some staff have received training in non-aversive techniques of handling pupils with behaviour difficulties. However an appropriate strategy has not been implemented to support those staff who have not yet been trained and this is unsatisfactory. The recording of incidents is informal, as is the wider spectrum of monitoring pupils' personal development. Opportunities for personal development are not consistently identified within pupils' IEPs. This makes it difficult for teachers to evaluate effectively the speed at which pupils are making progress in developing skills. As a result, the procedures for monitoring and supporting pupils' personal development are unsatisfactory due to the lack of rigorous, formal recording and monitoring of detailed, specific needs. Pupils have Records of Achievement, which are a useful vehicle for raising pupils' self-esteem, but these are not yet consistently dated or annotated to support judgements on pupils' progress.
37. The school has a satisfactory assessment, recording and reporting policy. However, the implementation of this policy is not yet fully effective and, as at the time of the previous inspection, the school still lacks an effective means of assessing pupils' academic progress. Annual reviews of pupils' Statements of Special Educational Needs are held but the records of these reviews show no review of past targets or present achievement but simply outline the teaching plan for the coming year. They also do not record any participation from the pupil or any indication of their wishes. All pupils in the school have IEPs. However, although reviewed and amended regularly, they are insufficiently detailed to support good assessment in subjects and areas of personal development. This is due to the poor quality of the objectives set for the pupils. In the worst cases they are not objectives at all, but simply outline planned experiences. Where there are objectives they are not specific, measurable, achievable, relevant and challenging. As a result of their lack of precision, IEP's do not provide specific information that
can fully inform teachers' planning and as such are unsatisfactory.
HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?
38. The partnership between the school and parents is satisfactory; parents are pleased with the school's provision and achievements. Parents consider Marshlands to be a good school. The questionnaires completed for the inspection reveal that parents are particularly at ease when approaching the school with questions or a problem and are very pleased with their children's enthusiasm for school. They consider the school helps pupils to become mature and responsible and are pleased with the school's expectations that pupils will behave well and work hard. A majority of parents either do not know if their children are getting the right amount of work to do at home or are dissatisfied with the amount. A significant minority feel the school does not work closely with them and that they are not well informed about pupils' progress and what is happening in school. In general, the inspectors' judgements support parents' views about the school. However, inspectors consider that higher attainers at Key Stages 3 and 4, and post-16 could be more independent and that parents are insufficiently informed about their children's progress. The broad range of extra-curricular activities carried out by the school and the amount of work pupils do at home are satisfactory for this type of school.
39. Across the school the home/school books ensure contact and good exchange of information with parents who do not come to school daily because their children are transported to school by the Local Education Authority. This contact ensures parents have a comfortable and mutually supportive relationship with the school, and both school and home have the opportunity to exchange behavioural and medical information about the child. Occasionally a teacher will use this book to convey progress information to a parent. The school is very supportive of parents in particular situations and will make individual arrangements to accommodate the needs of the parent and child.
40. There is a Parent, Teacher and Friends Association which, despite dwindling numbers attending meetings, receives very good support from parents when fund-raising, and makes significant financial contributions to the school. The number of parents who help in the school is very low, however, a significant number of parents regularly accompany the school when riding or swimming. It is the involvement of parents in these activities that ensures equality of access to these elements of the curriculum for all pupils.
41. Information to parents, particularly about pupils' progress is unsatisfactory. The report which accompanies the Annual Review, contains no element of review. It looks twelve months ahead and sets a teaching programme, but without any specific targets. It contains no measure of progress against any previous targets. IEPs are not shared with parents on a regular basis. Pupils' work in all subjects is reported annually to parents and in the best cases they contain detailed, specific information about what their child can do. However, this is inconsistent across the school and across subjects and some reporting, even of core subjects, is just a list of experiences. Whole school information for parents contained in the prospectus and the Governors' Annual Report for Parents is pleasantly presented and informative but some statutory information is omitted. For example, the school currently has no Special Educational Needs policy.
42. The contribution of parents to children's learning at school and at home is satisfactory. Most have signed a home/school contract but as this is a recent initiative it is too early to assess its impact. Due to the lack of specific targets in IEPs and the lack of curriculum information in newsletters, it is not possible for parents to be fully involved in their children's learning at home. However, some pupils do take reading books home regularly. In addition, the school and parents work closely together in matters of social education and co-operating to provide the children with a consistent approach to the acquisition of certain skills.
43. Overall, the schools partnership with parents is similar to that at the time of the previous inspection, with improvements in some aspects of the partnership and decline in other aspects.
HOW WELL IS THE SCHOOL LED AND MANAGED?
44. For much of the period since the last inspection, the headteacher and key staff have been ineffective in seeking to improve the school. The headteacher has been distracted by differences with members of the former governing body and has failed to provide clear leadership. This has led to a poor response to the key issues from the last inspection and slow progress in implementing the school's development priorities. Until recently, the school has lacked a clear educational direction and has relied on the day-to-day efforts of individual members of staff to maintain standards. Substantial periods of staff absence, most notably those of some members of the senior management team, have weakened the school's ability to improve.
45. Only in the last year have firm actions been taken to enable the school to make substantial progress. Closer relations have been established with the governing body, which has led to a good level of co-operation with the headteacher. Advice has been sought from the Local Education Authority, which has given priority to the school's needs. The headteacher, deputy head and subject co-ordinators have benefited from this advice and the improved level of training which has taken place. Subject co-ordinators are now more aware of areas for improvement and better planning is taken place, including in literacy and numeracy.
46. The quality of teachers' planning is now monitored by co-ordinators and the deputy head to ensure a balanced curriculum is being provided. However, there is an unsatisfactory level of monitoring of pupils' progress in all areas except English. Co-ordinators do not yet have sufficient information on areas of weakness within their subjects so are not able to direct planning and resources to meeting these shortfalls. Formal monitoring of teaching does not take place. The headteacher and governors rely on occasional, informal visits to classes. The school does not have an induction policy for new staff, although there is considerable informal support from colleagues which new staff value. The appraisal system has been suspended. In the interim, the deputy head conducts occasional professional discussions with teachers, and proposed actions are recorded, but this does not provide a satisfactory level of appraisal of teachers' performance.
47. The governing body is supportive of the headteacher and individuals show an interest in the school. New governors have taken advantage of local training schemes to increase their awareness of governors' responsibilities. A suitable range of committees has been created. These meet regularly and help the governing body to fulfil its basic statutory responsibilities in areas such as health and safety and financial control. However, governors do not monitor the performance of the headteacher and deputy headteacher, and have not evaluated the school's pace of improvement with sufficient rigour. They are not sufficiently clear about the strengths and weaknesses of the school and their current approach does not enable them to identify these. They are over-reliant on information and guidance from the headteacher.
48. The school's strategic planning is unsatisfactory. The previous development plan came to an end in 1999, but a new plan has not yet been written. Subject action plans are only slowly being implemented. The headteacher has written a brief proposed development plan which has been discussed but not yet built upon by the governing body. The headteacher and key governors have an informal understanding of some of the priorities for future development. However, this does not provide a sufficiently rigorous method for making the best strategic use of resources, or for monitoring the progress towards targets set. The school does not yet plan strategically for the breadth of special needs for which the Local Education Authority expects it to cater.
49. The headteacher and governors maintain satisfactory levels of financial control. Regular information is available about budget spending and care is taken to avoid overspends. The governors' financial committee has reliable methods for monitoring spending. There has been a positive response to the relatively minor issues raised in the last audit report. Some of the principles of best value are applied. The services which can be supplied by a variety of providers are compared on the grounds of cost and quality. Current budget planning procedures are unsatisfactory and lead to uncertainty and inaccuracy in predicting the extent of annual budget surpluses, particularly when budgeting for extensive staff absences. In 1998/99
this amounted to 16% of the budget, which is unsatisfactory. However, there has been sensible use of the surplus from last year's budget to improve the quality and range of educational resources, and strengthen staffing for information and communications technology (ICT) and library skills. This has had a beneficial effect on staff knowledge and pupils' achievements in ICT and English. The school has not yet fully evaluated these procedures to ensure more precise strategic planning.
50. The headteacher and governors deliberately direct financial resources to provide a high level of support staff, when compared to similar schools. This helps to meet the variety of pupils' needs and ensures the school's declared aim of providing equality of opportunity and access for all pupils is well met, and that the quality of teaching and learning is good. The high expenditure on staffing has tended to lead to underspending on learning resources in past years. The increased allocation this year has helped to raise the range and quality of resources to a satisfactory level in all subjects. Particular improvements are noticeable in the number of big books and picture books to support literacy and in the range of software in ICT. However, the headteacher and governors have not yet analysed the school's expenditure to find out if best value is achieved by high expenditure on staffing and relatively low expenditure on learning resources.
51. The school has satisfactory accommodation. The building is clean and well presented. The rooms for the Early Years and Key Stages 1 and 2 offer a good amount of space, which can be used for a variety of purposes especially when classes are divided into groups. Recent modifications have ensured that the Key Stage 3 class has sufficient space. Accommodation for the Key Stage 4 and post-16 group is inadequate. It does not allow for a sufficient variety of activities for pupils and students and there is not enough separation from the remainder of the school to create a more adult atmosphere. There is a good amount of outside space, which includes a variety of hard surface and grassed playground areas as well as an extensive cycle path. The school has regular access to additional outside facilities, such as the nature area, at the neighbouring primary school.
52. WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
* Put in place school development planning with short, medium and long term targets which are clearly prioritised and costed so that the governing body can plan strategically and all staff can plan coherently and efficiently; (Paragraphs 46, 48, 50, 78 and 83)
* Introduce procedures by which the governing body can monitor and measure the performance of the school's leadership and senior management team in meeting agreed targets;
(Paragraphs 46 and 47)
* Collect and analyse data from the school's recently introduced assessment procedures to i) inform planning further and raise standards
(Paragraphs 37, 71, 74, 78, and 83)
ii) measure progress which can be reported to parents; (Paragraphs 41, 74 and 83)
* Set more precise targets in pupils' Individual Education Plans, to enable progress to be measured and analysed to inform planning further; (Paragraphs 37, 42 and 68)
* Put in place formal procedures to monitor and develop the quality of teaching; (Paragraphs 46, 50, 68, 74, 83 and 106)
* Introduce a Special Educational Needs policy for the school which includes success criteria which can be measured and reported to parents annually in the governors' report (Paragraph 41)
* Ensure that the school's strategic planning takes into account the Local Education Authority's admissions criteria for pupils so that the school can plan appropriately and consistently to meet pupils' special educational needs; (Paragraph 48)
In addition to the Key Issues above, the following less important weaknesses should be considered for inclusion in the school action plan:
* ensure ICT is included in curriculum planning for all appropriate subjects; (Paragraphs 26 and 92)
* ensure that the school's strategies in non-aversive techniques of handling pupils with behaviour difficulties are fully understood and implemented by all staff; (Paragraph 36)
* ensure that portable electrical equipment is tested annually in accordance with the school's procedures for implementing service level agreements; (Paragraph 35)
* review the use of lunchtime as taught time for higher attainers at Key Stages 3, 4 and post16 and ensure that sufficient taught time is offered for these pupils; (Paragraph 28)
* ensure the opportunities for vocational education and personal development for higher attainers at Key Stage 4 and Post 16 are challenging. (Paragraph 19, 27, 28 and 108)
PART C: SCHOOL DATA AND INDICATORS
Summary of the sources of evidence for the inspection
Number of lessons observed
Number of discussions with staff, governors, other adults and pupils
Summary of teaching observed during the inspection
The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.
Information about the school's pupils
Attendance
Authorised absence
Unauthorised absence
Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Attainment at the end of Key Stages
The pupils' attainment levels and the size of year groups makes it inappropriate to report comparisons.
Ethnic background of pupils
Teachers and classes
Qualified teachers and classes: YR – Y14
Education support staff: YR – Y14
FTE means full-time equivalent.
Exclusions in the last school year
This table gives the number of exclusions, which may be different from the number of pupils excluded.
Financial information
Results of the survey of parents and carers
Questionnaire return rate
Percentage of responses in each category
My child likes school.
My child is making good progress in school.
Behaviour in the school is good.
My child gets the right amount of work to do at home.
The teaching is good.
I am kept well informed about how my child is getting on.
I would feel comfortable about approaching the school with questions or a problem.
The school expects my child to work hard and achieve his or her best.
The school works closely with parents.
The school is well led and managed.
The school is helping my child become mature and responsible.
The school provides an interesting range of activities outside lessons.
PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS
OF THE CURRICULUM, SUBJECTS AND COURSES
ENGLISH
53. Pupils' achievements are good by the age of 7. They make particularly good progress in speaking and listening, and reading and use these skills well in other subjects. In history at Key Stage 1, pupils recognise and discuss pictures and issues connected with famous people such as Brunel and Alexander Graham Bell. Pupils' achievements at 11, 14 and 16 are satisfactory. post-16 students make satisfactory progress.
54. At 7, pupils' achievements in listening are good. Pupils coming into school often lack confidence in expressing themselves but after a short time, they respond to simple instructions and understand key words in speech, such as remembering characters from stories like the 'Three Little Pigs'. Most pupils understand some basic Makaton signs and answer questions with a relevant reply, sometimes incorporating signing in their response. Pupils make good progress in developing their vocabulary. The majority know that two words can have the same meaning such as nap meaning to sleep. They are starting to incorporate new words in their speech. Most pupils speak in short phrases; higher attainers use whole sentences with a content which shows some sense of the listener's requirements. Lower attainers vocalise with increasing accuracy, although pronunciation is often indistinct. They realise that gesture or signing can help them to convey meaning.
55. Pupils age 7 achieve well in reading. Within two years of starting at school, the majority recognise some individual letters, but not whole words. Pupils handle books correctly, holding them the right way up, turning the pages and looking with interest at the pictures. Most pupils recognise significant characters, such as 'Spot the Dog', from pictures. They know where there are words on a page and know that they have meaning. Higher attainers know that title pages give an idea of the content of a book and express choices about which book they are likely to find interesting.
56. Pupils age 7 achieve at a satisfactory level in writing. The majority copy-write a few letters, although not in an even size. Higher attainers use a correct pencil grip and remember how to write a few letters without adult prompting. Lower attaining pupils show an increasing ability to shade within picture outlines and, with some adult help, draw reasonably straight horizontal and vertical lines.
57. By the age of 11, pupils' achievements are satisfactory in speaking, listening, reading and writing. The majority are able to follow instructions to the whole class and recall a few of the main aspects of a story read to them. For example in history, they link the 'g' sound well to words such as Greece and gold in the story of King Midas. A few need one-to-one reinforcement to emphasise meaning. Higher attainers speak in whole sentences, but usually prefer to use short phrases. There is a tendency to shorten words in speech and not include clear endings. All pupils indicate yes and no clearly by speech, gesture or signing. Pupils handle books correctly and gain meaning from the pictures. Higher attainers recognise the letters of their own name and most of the letters on a computer keyboard. They guess at some common monosyllabic words. Most pupils have developed an adequate pencil grip, although a few need adult support to sustain their drawing. Higher attaining pupils remember how to write some letters, especially if they are related to their own name.
58. By the age of 14, pupils' achievements in speaking, listening, reading and writing are satisfactory. There is a wide range of achievement in speaking; higher attainers frame whole sentence responses such as describing pattern sequences from the work of William Morris in their art lesson. Lower attainers, and those with profound and multiple learning difficulties, indicate their meaning by vocalisation and gesture. The majority cannot read text, but recall the main elements of a story. They know several single letter sounds, but cannot sound out combinations of letters. They guess at the content of a book by its cover and describe what a big picture character is doing. Higher attainers read familiar words especially if set in an easyto-understand context, where they can use pictures to help them. Most pupils copy-write letters and begin to understand the need to leave spaces between words. Higher attainers produce
short sentences on a computer keyboard. Pupils with profound and multiple learning difficulties reach out and hold an object and show some capacity to explore it with their fingers, especially when encouraged by an adult.
59. By the age of 16, and during post-16 studies, pupils and students make satisfactory progress in speaking, listening, reading and writing. Pupils are better able to adjust their speech to the needs of the listener, especially when they are explaining what they are doing. Most pupils describe a few events in sequence and include sufficient detail to explain their meaning. A few will become muddled if they try to recall too much information. Higher attainers, especially those who are post-16, understand the importance of making eye contact when engaged in conversation. The majority speak in whole sentences, but prefer to use short phrases. Lower attainers with little or no speech sign hello, please and thank you. Most pupils and students select the right words from a small range of choices to complete a sentence, mainly by correctly identifying the first letters. They become confused if words seem to be too similar. They gain the general meaning from a book, but sometimes have difficulty in explaining what is meant by a particular sentence. Some students have to concentrate so hard on reading individual words that it is difficult for them to develop comprehension. Higher attainers read all the words from simple sentences, such as from Level 1 of their reading scheme.
60. There has been satisfactory improvement since the last inspection. The standards achieved by pupils are similar, although the implementation of the Literacy Strategy is having an effect on pupils' achievements, especially in reading both in English and in other subjects. Pupils at Key Stage 1 are achieving at a more consistently high level.
61. Teaching and learning is good. Throughout the school, teachers and classroom assistants have a good knowledge of how to teach the basic skills of English. There is a good emphasis on the key words when reading a story or the rhyming words when reading a poem. This leads to good levels of concentration and an enthusiasm for learning from most pupils who often start to mimic words and gain a sense of their sound and rhythm. Pupils are asked relevant, direct questions to test their memory of plot and character, which helps them to listen more carefully. They are encouraged to pronounce words more clearly and there is particular emphasis on distinguishing between similar sounding letters, such as b and d.
62. Staff know the pupils well and have a good appreciation of their strengths and weaknesses, which leads to a clear focus on the acquisition of skills which are of particular relevance to individual pupils. All staff have a good understanding of the need for a structured approach to pre-reading and pre-writing and have developed regular tasks which help pupils to progress towards reading and writing. Pupils with profound and multiple learning difficulties are encouraged to focus on objects and reach for them as a necessary precursor to developing a pencil grip. Expectations are usually high and persistent prompting encourages pupils to overcome any temporary lapses in attention. At Key Stage 2, some lack of attention is tolerated as part of a means of managing complex needs and, as a result, a few pupils only make a very small amount of progress in lessons.
63. Teachers have a good knowledge of how to make the best use of Literacy Strategy techniques. A full hour is seldom used but there are longer sessions which focus on whole class and group work. These are supplemented by shorter lessons which emphasise speaking, listening or reading, and are often closely related to pupils' learning in personal and social education. The good stock of big books are well used to demonstrate the narrative of a story. Teachers point out important elements of pictures and relate them to particular words, enabling pupils to develop a better word memory. Classroom assistants are well deployed to support group work and have a good understanding of the level of support needed. They make good judgements about when to intervene and prompt pupils. Group work is well managed with careful decisions being made about groupings, which are organised on ability, social or mixed ability basis depending on the circumstances and the teacher's intentions. Of notable benefit are the mixed ability pairings at the computer when higher attainers help lower attainers to identify particular letters.
64. There are good arrangements to help pupils understand the importance of books. Staff allow pupils of all levels of ability to handle books regularly. As a result, pupils' curiosity is well
developed and they handle the books with care. Additional sessions in the library are well organised. Pupils know where to look for books and know the basics of borrowing, such as returning the books on time and the significance of the library ticket inside the book. ICT is well incorporated into lessons, especially to encourage those whose handwriting skills are weak to write longer words and short sentences.
65. Formal homework is rarely set but most pupils are encouraged to take a suitable reading book home. The planning of the subject is well balanced, with appropriate elements of speaking, listening, reading and writing. Teachers' planning is regularly monitored by the co-ordinator to ensure content and balance, although there is less awareness of strengths and weaknesses in pupils' achievements. The subject has benefited from increased expenditure on big books, and more up-to-date reading and reference books.
MATHEMATICS
66. Pupils' achievement in relation to their prior knowledge and understanding in mathematics is satisfactory. Most pupils have few or no number skills on entry to school. By 7, lower attainers join in 'banging' songs and show 'up' and 'down' when singing 'The Grand Old Duke of York'. Higher attainers tell the class that 7 follows 6 and that 15 follows 14. They also know which are the biggest and smallest numbers in a number line. By 11, pupils count to ten and recognise some of the numbers whilst by 14, lower attainers form spheres from clay and recognise some similar shapes and higher attainers recognise and name simple shapes such as triangle, circle, square, rectangle and cube. They count on by up to five accurately in number lessons and put this knowledge to use well in other subjects such as in 'circuit training' in physical education. By 16 and during post-16, lower attainers count to four and higher attaining pupils count to fifty and match coins up to fifty pence piece. They recognise which number is missing from a hundred number square and count in tens in unison with the teacher. Pupils complete some of the mathematical modules in the Youth Award Scheme.
67. The quality of teaching and learning is almost always good, but ranges between good and unsatisfactory. Teachers' knowledge of mathematics is at least secure and combines well with the very good knowledge that both they and the learning support assistants have of the pupils. This ensures pupils settle quickly to their lessons and enables a range of appropriate learning opportunities to be presented to the pupils. Pupils enjoy the short mental session that begins most lessons. Planning is generally in line with the National Numeracy Strategy and at its best, carefully details objectives and activities. However, the targets in Individual Education Plans are often insufficiently specific for the lesson objectives to be readily linked to the individual targets. Teachers have high expectations of both work rate and behaviour which enables lessons to move along well, with little time wasted. Pupils are generally keen to learn are respond well to the continual challenge offered by the introduction of increasingly demanding exercises. Much of the teaching is oral with the pupils having to respond after completing the necessary calculation using supporting apparatus such as coins when adding money and working out change. Written exercises are also enjoyed by the pupils' who are pleased to show their skills. They are keen for others as well as themselves to do well. As pupils progress through the school they take greater pride in the presentation of their work and many files are well maintained. Although teachers make frequent oral assessments of an individual's learning any progress made is not noted and often only general half-termly evaluations are recorded. In the rare unsatisfactory lesson the implementation of the school's positive behaviour management approach did not work sufficiently in maintaining control of three pupils who severely distracted others from their work.
68. There has been a satisfactory improvement in mathematics since the last inspection, including its use in subjects across the curriculum. However, further development is essential. The subject is soundly led and teachers are now working to a whole school scheme of work, which is supported by a published scheme. However, at the time of the inspection, the assessment and recording schedule which accompanies the scheme and which would make gains in achievement more identifiable, has not been introduced and implemented into lessons. Individual Education Plans are not yet sufficiently specific and measurable to enable progress to be monitored or in relation to the Annual Review targets. The curriculum co-ordinator is aware that monitoring and evaluation of teaching is not yet in place. In-service training has been used well to enable the adoption of the National Numeracy Strategy throughout the school, though designated lessons are not yet timetabled on a daily basis. Both resources and accommodation are satisfactory overall.
SCIENCE
69. Pupils' achievements are satisfactory across all key stages. When pupils start at the school, their scientific concepts are at a very early stage. However, by 7, pupils develop a clear understanding of how plants grow through a combination of sensory work; by handling their roots and by observation through seeing how they grow. By 11, work with materials leads pupils to consider such differences as hard and soft and enables them to carry out more formal experiments. These enable pupils to observe the effects on materials of water and of forces such as pulling and pressing. By 14, these experiences of observation form the basis for work on plant growth where pupils consider the experimental effects of light and heat on plant development. Pupils thus achieve a good understanding of the developmental and ageing process of both plants and animals. By 16 and during post-16, the work of pupils is closely linked to the Youth Award Scheme. The emphasis on the application of science to everyday life in areas such as personal hygiene and the change of materials through cooking is appropriate for this age group. During these lessons the teacher's use of focused and openended questions allows pupils to think about their observations and to formulate ideas about possible consequences. Well thought out activities enable the higher attaining pupils to think further, such as the implications of adding more water to a solution or the implications of the exposure of a plant to sunlight.
70. The quality of teaching and learning is good overall, with some examples of very good teaching at Key Stages 2 and 3. Where it is very good, teaching has certain consistencies across the full range of topics taught. The very effective use of introductory sessions combined with the very good relationships with pupils, ensures that pupils undertake lessons with confidence and use resources safely, such as during the study of human pregnancy. Work on materials is helping pupils to develop good skills of systematic enquiry and to make links with their own experiences to understand the importance of science in their daily lives. Pupils work well. Their good behaviour is a reflection of the enthusiasm and careful planning of the teacher which encourages a questioning approach on the part of the pupils. The purposeful atmosphere of lessons gives pupils the confidence to contribute to discussion and carefully observe their work.
71. The recent schemes of work are detailed and have clear objectives. Despite this, because Key Stage 4 and post-16 pupils are taught in the same class, and the work is very much focused on the Youth Award Scheme, Key Stage 4 pupils do not have full access to the National Curriculum. The current structure for the recording and assessment of pupils' achievements is insufficiently developed to ensure that the items recorded reflect the achievements of individual pupils and avoid generalisations. Although resources are satisfactory, the need to rely on "windfalls" of money from other sources is inappropriate. The money allocated by the school to the development of science is insufficient to meet its long term needs. Science has made satisfactory progress since the last inspection. Teaching is now good and linked to an effective scheme of work.
ART
72. Achievement in art is satisfactory. Owing to the constraints of the school timetable, art was only observed in one lesson at each of Key Stages 1 and 3. Judgements have been substantiated with evidence of pupils' work on display and minimal information in portfolios of pupils' work, and in the school's Annual Reports to parents. Comparisons cannot be made with the last inspection when no judgement could be made because of insufficient evidence. During the early years, pupils develop the co-ordination skills to use scissors, glue spreaders and paint with brushes and natural materials such as straw and sticks when relevant to a story such as the 'Three Little Pigs'. By the 6 or 7, higher attainers develop sufficient control to cut, glue given shapes and increasingly paint within set boundaries, often with little adult help. Lower attainers carry out the same activities with adult support. By 11, some pupils work more independently. Their manipulative skills have developed so that they cut, paint, print and stick various materials together with a greater degree of accuracy. They also show a developing understanding of the effects of mixing colours and of different design and paint techniques in producing paintings in the style of Van Gogh and Seurat. By 14, with some adult support and signing, higher attainers know that William Morris was famous for designing wallpapers and fabrics. They recognise pattern sequences within his work or in similar designs, and subsequently choose colours by name and decide how to replicate his work. They print on fabrics mostly without adult support although some pupils still need help with their coordination and hand movement to be successful.
73. Teaching and learning are good and particularly effective on occasions at Key Stage 1 where pupils are constantly challenged to remember facts from previous lessons and to make relevant choices about current lessons. Throughout school, staff and pupils discuss work constantly. This is often related to knowledge of colours, different shapes and counting requirements in the work which encourages pupils' speaking, listening, signing and numeracy skills. Teachers and support staff manage the pupils well, have good relationships with them and enthuse about the pupils' work and progress. This encourages the pupils to think more deeply about their work and enhances their spiritual development greatly. Younger pupils are exceptional in the way they offer ideas and make choices, and await their turn such as when two pupils decided they wanted to help each other complete a painting of the 'straw house'. Short term planning is linked well to the subjects' four-year plan and extends the pupils' cultural development well through clear historical links to famous artists and designers. The use of resources is well planned including those provided by staff themselves. They are readily accessible for independent use by the pupils. For pupils with additional needs, resources and techniques are suitably modified. Across school, those pupils able to show initiative and control their behaviour relate well to each other and help organise and tidy away resources for their lessons.
74. The subject is not co-ordinated at the present time but there is oversight of the subject by the deputy headteacher. Whilst full planning is in place for the subject, monitoring of planning, teaching and pupils' progress is not currently carried out. The school is aware of the need to review the subject policy in the light of the new National Curriculum which becomes statutory in August 2000. Assessment procedures are in place but not yet effective in measuring or monitoring pupils' progress, and in subsequently reporting that progress to parents. Appropriate portfolios of pupils' work are kept but these are not yet dated or annotated consistently to support the monitoring of progress. No strategic approach is currently evident for developing or funding the subject in relation to school priorities. Art has a high profile in school and is linked well to other subjects such as the current history topics on 'Stories'. Artists in residence are employed on occasions to extend pupils' work very well and the 'picture of the month' award and subsequent 'picture of the year' award are celebrated and culminate on the Annual PrizeGiving Day which is very good in recognising the pupils' successes throughout the year.
DESIGN AND TECHNOLOGY
72. It was not possible to form a judgement on pupils' achievement due to insufficient information on pupils' prior work, particularly in the resistant materials element. However, pupils' progress in lessons is good. During Key Stage 1 pupils investigate the use of a range of materials which involves the skills of tracing, cutting and jointing to produce moving figures. Pupils apply these skills to their work in art. They also prepare food such as biscuits based on their story, 'Three Little Pigs'. Food technology skills are further developed in Key Stages 2 and 3, so that by 14, pupils prepare a range of foods including a simple meal. By 16, pupils apply making and jointing skills to the production of 3D models. Well planned lessons and a positive learning atmosphere encourage pupils to think about their work, such as the examination of the effectiveness of different types of jointing to make moving figures and to form judgements on their effectiveness. The good relationships between staff and pupils encourage discussion and give pupils the confidence to share their observations and to answer questions.
73. The pupils' work in design technology also enables them to make progress in other areas. Working with jointing materials to produce human figures enhances their knowledge of the human body and enables them to practise skills of observation and decryption. Lessons in food technology, where support staff play an effective role, are used well to broaden the pupils' vocabulary by the use of specialist words.
74. Pupils collaborate well and, because lessons often provide interesting and challenging tasks, pupils behave well. Lessons are characterised by enthusiasm and good humour. The provision for older pupils to complete Youth Award Scheme modules based on food preparation is a further motivation to pupils and is relevant to their needs.
75. The recently introduced schemes of work, aided by good teaching, means that pupils are achieving well in lessons. Similarly, the recently introduced assessment and recording system will enable teachers to measure pupils' progress more effectively and to monitor their acquisition of skills. The school has accommodation for food technology but the resources for work on resistant materials require further development. The current financial provision made for design technology is inadequate and requires review and only the provision of resources by the Local Authority makes it possible to teach resistant materials.
76. The previous report drew attention to the lack of schemes of work and the over-emphasis on food preparation. An improved scheme of work, which covers the full curriculum, has been introduced recently by the newly appointed co-ordinator. Senior management has yet to address the shortage of resources identified in the previous report.
HUMANITIES (GEOGRAPHY and HISTORY)
Geography
77. Geography was not the focus of the school's topic during the inspection and did not feature at all on the timetable. From evidence in Annual Reports to parents and teachers' planning, by 7, pupils have focused on work such as food and farming and the weather. All pupils experience feeding animals, holding chicks and collecting eggs. Higher attainers know that food comes from animals, such as milk from cows and meat from pigs. They recognise weather symbols and use speech and signing in developing an awareness of hot and cold days. They select the appropriate clothes for different types of weather. By 11, higher attainers follow simple directions in the classroom and around the school. This is extended appropriately in physical education lessons. They become aware that their world extends beyond home and the school. This is developed so that by 14, pupils begin to compare similarities and differences between Stafford and other places such as Brewood, and between England and another country such as the Northern USA. All pupils experience Indian festivals and try foods and clothes native to other countries. Throughout the school, the work is always linked well to 'first-hand' experiences for the pupils by fieldwork. Pupils at Key Stage 4 and post-16 do not study geography formally but develop satisfactorily their independence and awareness of their
locality. Much of this work is appropriately carried out both verbally and by signing, and by tactile experiences for the least able. As little written response is expected of pupils, individual pupils' progress over time is not clearly evident from school documents. Whilst some evidence from teachers' records confirms what pupils knew and understood of their work at the time, assessment and recording procedures are not yet fully effective in showing clearly pupils' progress over time. As such, there is insufficient evidence to make a judgement on pupils' achievement and thus to compare this with the previous inspection in which pupils' progress was judged satisfactory from limited observations.
History
78. Given the time constraints of the school timetable, and evidence from the limited amount of pupils' work and information in teachers' records, achievement in history is at least satisfactory. This cannot be compared with the last inspection when no judgement could be made because of insufficient evidence. History is the focus of the current humanities topic but only two lessons could be inspected at Key Stages 1 and 2 during the week of the inspection. However, from this limited evidence, by 7, achievement is good and is satisfactory by 11. At the beginning of the topic in Key Stage 1, pupils had little experience and knowledge of famous people such as Brunel, Florence Nightingale and Alexander Graham Bell. By the time of the inspection, pupils know and sign that Brunel built tunnels, bridges and ships and that Florence Nightingale worked in hospitals. They show good understanding of the concept of 'poorly' and why cleanliness is so important to a hospital environment. When the class is questioned, one pupil signs spontaneously that a telephone is something invented in the past. Pupils recognise pictures of these famous people on a 'poem/timeline' poster, and help suggest with some adult support, where these people should be placed on their classes own timeline. Those pupils who require significantly more adult support with their work also achieve well. By 11, pupils work well practically towards an understanding that clothes can be different in different countries and between now and the past. Pupils dress in 'Greek chitons' and subsequently decorate them with geometric borders. They know the colours blue and green, and one pupil knows that the 'yellow' colour being used is really 'gold'. One label written independently by a higher attainer for a classroom collage of the Trojan Horse, shows his understanding that soldiers hid in the horse. Comparison cannot be made with the last inspection when no judgement could be made through insufficient evidence.
79. Teaching and learning are good overall and particularly effective at Key Stage 1 where the staff team links very successfully their comprehensive knowledge of the range of the pupils' special educational needs to their clear intentions of what they want the pupils to learn. This results in most pupils knowing exactly what is expected of them and no time is wasted during the lesson. Teaching is exciting and follows a set style, which incorporates initial recaps, development of lesson objectives, simple investigation and a final evaluation. This provides a structured routine in which very good use is made of discussion and questioning, involving good signing, to probe and assess the ideas and understanding of the pupils. The lessons are carefully managed to ensure that the small minority of pupils with behavioural difficulties are involved, but supervised in a way which does not impede the majority. Humorous and very supportive teamwork also provides pupils with the initiative and self-esteem to work confidently. Pupils' attitudes and behaviour are very good. They are excited by their work for most of the time. They try very hard and are very keen to show what they know by verbal response and signing. Pupils generally react well to each other, behave appropriately and take turns when required. On occasions at Key Stage 2, teaching is less effective when lessons do not always get off to a prompt start. However, resources are generally ready for use and additional staff support those pupils with additional needs. Teaching is well linked to literacy work such as the letter 'g' given prominence in words such as Greece, grapes, gold and geometric. Much interaction between staff and pupils ensures a constant refocussing of attention. Supportive targeting of particular pupils who find it very difficult to relate appropriately to each other maintains a good focus to learning for the majority of pupils. Teaching in history was not inspected at the last inspection to allow current comparisons to be drawn.
80. The co-ordinator of humanities is aware of the need to review the policies for geography and history in the light of the new National Curriculum, which becomes statutory in August 2000. Long term planning is in place but medium term planning is still being developed in order to ensure schemes of work are in place by September 2002. Much work has been carried out on this in the last two terms but overall progress in planning and co-ordinating humanities is unsatisfactory since the last inspection. Whilst time is available to advise staff on their planning for lessons, the co-ordinator has insufficient time to monitor teaching and pupils' learning in the subjects across the school. Assessment procedures are in place but not yet fully effective in measuring or monitoring pupils' progress in the subjects, and in subsequently reporting that progress to parents. Whilst the co-ordinator and deputy headteacher have developed a detailed subject action plan for humanities, particularly until September 2000, no strategic approach is currently evident for developing or funding the subjects in relation to school priorities.
81. Every opportunity is taken to broaden pupils' geographical and historical understanding in visits to places of interest such as Shugborough Hall, Jodrell Bank, Severn Valley Railway and in regular fieldwork. Work in humanities is linked excellently to other subjects such as art and literacy which allows pupils to gain knowledge and skills in a broad and natural context and thus perceive the links between different strands of the same topic. As a result, the subject contributes very well to pupils' personal and social development. The subject also provides pupils with greater understanding of themselves and what they think, and to their knowledge of their current lives in the context of past events.
INFORMATION and COMMUNICATIONS TECHNOLOGY (ICT)
82. Pupils enter school with varying levels of achievement and experience and by 7, satisfactory progress is made. Higher attainers know how to operate the basic functions of common electrical equipment, such as audio and video recorders and photocopiers. They type words which are spelt out to them in order to update their Records of Achievement. The very highest attaining pupils recognise most of the letters of their names on the computer keyboard.
83. However, by 11, pupils' achievements are good. Most pupils operate a mouse and click on icons or symbols. There is good progress in developing the speed and proficiency of their mouse skills. Several pupils operate the mouse while maintaining a focus on the screen. They choose a favourite game from pictures on screen. Higher attainers recognise the print icon and print their own work. They copy-type simple sentences with accuracy, and know how to use the shift function to create capitals and, with some adult prompting, how to use the back space and delete to correct their own work.
84. Pupils' achievements remain good by 14. Most manipulate the mouse to change colours in a painting programme. They choose symbols for their favourite responses from 'Smart Alex'. Higher attainers write their own names and know of the use of the enter function to complete a task. They load simple programmes and, with adult help, access E-mail and the Internet.
85. By 16 and during post-16, the majority of pupils use the Internet to carry out simple research. They enter the names of items they wish to search for, such as favourite pop groups. With adult help, they centre their titles and create space for photographs in their work records.
86. Pupils with profound and multiple learning difficulties make satisfactory progress in developing their ICT skills. Those who are more physically able reach out and grasp a switch ball. They are aware that operation of the switch creates movement from a toy. The least able show some response to movement, sound or light and occasionally show a small degree of anticipation.
87. Pupils throughout the school make good use of their ICT skills in English lessons, which enhance their skills in the recognition of keyboard letters and functions. Many follow an onscreen story by its pictures and 'click-on' when one sequence has finished.
88. There has been satisfactory development of pupils' skills since the last inspection and the
increasing use of ICT, particularly to support English indicates that there will be sustained improvement in the future. ICT is not yet included sufficiently in curriculum planning in other subjects.
89. Teaching and learning in ICT sessions and in English lessons where computers are used to support learning, is good at Key Stages 1, 2 and 3. Teaching of ICT was not observed at Key Stage 4 and post-16, except for pupils with profound and multiple learning difficulties, where teaching is satisfactory. Staff have a good knowledge of basic keyboard skills. This knowledge has been enhanced by the support of a classroom assistant with special responsibility for ICT, and who has provided basic training. This has increased staff confidence in the use of a good range of computer programmes, which in turn has encouraged pupils to be enthusiastic about ICT and as a result, they are keen to investigate their functions. Some pupils who are not fully motivated by other types of work, sustain their concentration very well when working on computers. Teachers and support staff use ICT well to support literacy, and English planning includes arrangements for group and individual ICT work. Planning in other subjects rarely includes ICT. Teachers, classroom assistants and the ICT specialist have high expectations of pupils' work. They expect pupils to concentrate for extended periods at the computer, which helps to foster good learning skills, especially the ability to work through a programme in a logical manner. When in difficulty, pupils request adult help and continue working once they have been helped to overcome their problem.
90. Arrangements for individual, paired and group work at the computer, are well managed with a suitable amount of time devoted to ICT activities. Higher attaining pupils are keen to achieve a degree of independence in their computer work and will explore unfamiliar functions. Some higher attainers help those with lesser ability by guiding them in the use of the mouse. At Key Stages 1, 2 and 3, ICT is well incorporated into the normal course of English lessons and helps pupils to develop a good awareness of the importance of clear presentation of their written work. Praise for pupils' achievements and frequent prompting helps to develop pupils' independence skills. An ICT skills-recording form is well used at Key Stages 2 and 3 to record pupils' progress, and often includes appended work to illustrate the skills that have been mastered. There are good arrangements to ensure that pupils with profound and multiple learning difficulties have access to ICT. Staff know that it is important to encourage an awareness that the operation of a switch results in noise or movement, and good efforts are made to encourage pupils to focus carefully on what is happening.
91. In the absence of a teacher to co-ordinate the subject, the headteacher and deputy headteacher have overseen developments, but much of the recent improvement has been as the result of the efforts of a classroom assistant, who has provided suitable training for staff and teaches individual pupils and groups. A scheme of work has not yet been developed, which makes it difficult to ensure pupils' progress during and between key stages. An existing member of the teaching staff is about to be appointed as ICT co-ordinator.
MUSIC
92. Pupils' achievements in music are satisfactory. During Key Stage 1 the pupils' experience of listening to music covers a range of musical forms such as classical and jazz. The pupils use a range of musical instruments and are aware of how to generate percussion sounds. These early experiences result in pupils by 11, developing these skills through the use of more complex instruments such as hand chimes and performing English folk music. Older pupils build on these skills to the point where they have the confidence to sing in public productions. The effective use of music in other areas of the curriculum, such as number songs in numeracy, nursery rhymes in literacy and performing in assembly encourage pupils to develop their musical skills and to appreciate the importance of music in everyday life. Pupils of all ages combined to make a CD of Christmas songs.
93. Pupils make good progress in the limited number of lessons seen. They consider how to generate sound from a range of extemporary materials such as metal plates and a shopping trolley. They also progress in their understanding of related topics such as an appreciation of pitch and volume. Similarly, in performing a pop song in the school assembly using signing,
they develop their communication skills and self-confidence.
94. The quality of teaching and learning in lessons is good and consequently, pupils progress well in lessons. Schemes of work contain clear objectives and teachers' planning for music provides challenges, such as the production of a CD-Rom or for school performances. This enthuses and motivates pupils well. Teaching does take account of individual needs through well planned support both by staff and other pupils. This sensitive approach is characterised by the involvement of a PMLD pupil as the centre point of a performance in the school assembly. Resources are satisfactory for current needs and, whilst the budget provided for music is small, the school management is sympathetic to requests for the purchase of equipment. Pupils collaborate well and are prepared to work together effectively in groups.
95. Pupils' behaviour is good, and sometimes very good, because teachers are both enthusiastic and encouraging of the pupils to perform. Older pupils show a maturity and self- confidence that is praiseworthy. During the integration lessons with a local primary school, Key Stage 2 pupils perform confidently and collaborate well.
96. The previous report was positive in its judgement of music. Provision of music has maintained these strengths and the introduction of a clear and effective assessment policy will improve the ability to record pupils' achievements.
PHYSICAL EDUCATION
97. In physical education, most pupils start school experiencing difficulties in co-ordination, memory, and spatial and body awareness. During Key Stage 1 and 2, pupils make good progress in developing hand eye co-ordination through the practice of ball control and balancing activities. Co-ordination, and confidence are developed through a range of swimming and horse riding experiences. These early experiences enable older pupils in Key Stages 3 and 4 to undertake more sophisticated activities which lead them to awards in swimming and horse riding as well as the ability to play team games in football and boccia. In swimming, pupils develop stamina and muscle tone whilst on horse-back, pupils come to terms well in working in unison with both the animal and the supporting adults. Cross-curricular links with mathematics are well established. Counting and social skills are also enhanced by the opportunity to work in groups and in a range of situations such as the local swimming centre and the gymnasium at Drake Hall. Additional activities are available to pupils through clubs held at lunchtime and through the opportunity to play competitively against other schools in football.
98. The quality of teaching and learning in lessons is good. Teaching is well structured to take account of individual pupils' needs and often this is achieved through sensitive and wellfocused support, to which the support staff make a positive contribution. Because teachers are enthusiastic and encouraging in their approach, pupils work well and their behaviour is good. Expectations are high and pupils respond accordingly. Pupils display good ability to work individually and together in a range of gymnastic and swimming exercises.
99. The recently introduced schemes of work are detailed and include clear objectives across the curriculum. However, assessment and recording procedures do not yet give a sufficiently clear picture of the progress and achievements of each pupil. The school's facilities for physical education are satisfactory for Key Stages 1 and 2 but their shortcomings at Key Stages 3 and 4 are effectively addressed through the usage of community facilities. School's resources are adequate for their current use although the funds allocated to the subject are currently low.
103. The previous report was critical of the lack of schemes of work. Teaching was judged to be satisfactory. Since then good progress has been made recently in the provision of a detailed scheme of work and in improving the quality of teaching which is good overall with some examples of very good teaching being observed.
RELIGIOUS EDUCATION
104. Overall achievement is satisfactory. No lessons were observed at Key Stage 2, but discussions with teachers, evidence from photographs and pupils' attitudes support the overall judgement. By 7, pupils listen attentively to the story of Jesus 'calming the waters'. In response to this, they remember an experience or object that frightens them. By 14, pupils connect Lent with Shrove Tuesday and pancakes whilst by 16 and during post-16, pupils understand and discuss death and bereavement and empathise with the sense of loss. The quality of the discussion shows that pupils have both a good sense of self-worth and respect for others. Daily assemblies generally have a Christian focus and always have some time for prayer and reflection.
105. Teaching and learning is satisfactory. Teachers have a secure grasp of the subject. Planning is generally effective, with the main points of the lesson clearly specified, though planned assessment for lessons is frequently missing. Most teachers have high expectations of good behaviour and pupils are able to meet them. Teachers usually manage behaviour well and all have a good relationship with pupils, allowing them to express their opinions and treating their views with respect. This encourages pupils and they are keen to answer questions and communicate their knowledge. Concentration can be sustained in the older classes for long periods and discussion is at a mature level. They listen to each others' answers politely, showing good skills in speaking and listening, and demonstrate a growing independence of thought. Older pupils complete written work in a competent manner. In all lessons there is a realistic balance between oral, recorded and reviewed work.
106. The previous inspection reported that the subject did not meet statutory requirements and that improvements in the provision for religious education were needed. These are now in place, and further development is planned to ensure that the subject builds progressively across the school in a systematic way. Monitoring of the curriculum and teaching in this subject is not yet fully established, but the subject co-ordinator is aware of the shortcomings. Accommodation is satisfactory. The library provision and other resources and artefacts which support the teaching of this subject are good.
POST-16
107. Students' achievement is satisfactory. Progress in speaking and listening skills continue to improve. 'Hello' and 'thank you' sessions are used frequently and correctly. Higher attainers know the importance of eye contact and politeness. Lower attainers tend to use one word or very short sentences as answers, but sign many frequently used words as well. In number the more able find missing numbers in the one hundred number square and count on from any starting point. They handle and use money up to one pound confidently in the school shop and café. In a food technology lesson one student was able to purchase, prepare and cook ingredients, lay the table, serve and eat with a friend with little support from the class teacher.
108. Teaching at post-16 is good. It is always at least satisfactory and occasionally very good. Targets are generally relevant to the students' capabilities, but expectations are insufficiently high for the most able students. Teaching literacy and numeracy through life skills is satisfactory. Lessons have clear objectives and are planned effectively. Teachers and support staff, know the students well and have established a good rapport with them. This encourages the pupils to respond with enthusiasm such as, when discussing their opinions of the work of John Cage. Their answers show imagination in the way they feel they could emulate his ideas. They are willing to help one another and are very sensitive to the needs of others. The management of pupil behaviour is good, with good relationships firmly established within clearly defined boundaries. The overall breadth, balance and relevance of the curriculum is satisfactory. However, the school has a wide range of abilities and, by using only the Youth Award Scheme, does not have a sufficiently broad range of accreditation for all students. The range of independence opportunities through work simulation, work experience and the work related curriculum is restricted for higher attainers. Support staff make an effective contribution to the overall quality of education especially for the least able.
109. Overall leadership for post-16 education is satisfactory, but there are weaknesses. The coordinator is also responsible for the co-ordination of literacy and numeracy throughout the
school and this workload is very heavy. There is no long term plan for development in the light of the pupils' needs as young adults in the wider world outside school. Although the school has a sound link with the local college few students take the opportunities it offers when the time comes to leave school.
110. The teaching area is shared with pupils at Key Stage 4 and although warm and friendly, does not give the students the opportunity for small privileges appropriate to the senior students in the school. For example, a room to use in breaks and lunchtime over which they ownership. | <urn:uuid:4baa5fd0-efb8-43b5-b8e8-c066455a55a5> | CC-MAIN-2020-40 | https://files.ofsted.gov.uk/v1/file/767399 | 2020-09-20T12:01:41+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00067.warc.gz | 408,485,794 | 20,794 | eng_Latn | eng_Latn | 0.982656 | eng_Latn | 0.999067 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"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"
] | false | docling | [
323,
891,
1319,
1358,
1819,
1836,
5444,
7744,
9793,
11684,
12034,
16530,
21445,
26493,
30471,
35273,
40131,
44758,
49162,
53829,
56458,
58572,
59292,
59617,
60396,
64816,
69578,
73612,
77960,
82382,
86662,
91402,
95728,
100322,
104425,
109052,
109649
] | [
0.94140625,
2.359375
] | 1 | 1 |
PEDAL PLAY - MOBILE BIKE RODEO
Route and Station Activities
Kanata North, Sunday 04 June, 2017
Start time: 13:00, Finish time: 17:00
Event Purpose:
To provide an opportunity for participants to learn, practice, and demonstrate their bicycle handling skills in a fun, non-competitive atmosphere. The event is targeted at the following three demographics through participation in various interactive learning activities:
- Younger children; (primary school), to be capable of biking to school or their community park, safely with increased competence and confidence;
- Older children; (secondary school), to learn that when on their bike, they are a vehicle under the Highway Traffic Act, and to gain the knowledge to cycle accordingly; and
- Adults; to become familiar with basic cycling competencies and:
o the applicable portions of the Highway Traffic Act (incorporating the legislative changes to Bill 31; Transportation Statute Law Amendment Act (Making Ontario's Roads Safer), which are directed at encouraging cycling, promoting road safety, and sharing the road); and
o the set fines.
Event Format:
- Participants will start at W. Erskine Johnston Public School, 50 Varley Drive;
- They will register, collect their passport, participate in interactive learning activities (related to biking, bike safety, driver education and/or the environment), get their passport stamped; and
- Proceed to the next station.
Event Registration
- A 'free event' registration system will be used (to obtain a guestimate list and number of people attending);
- 'Walk ins' will be accepted; and
- Participants will receive their passport at the initial station.
STATION #1, W. Erskine Johnston Public School: Check-in, Helmet Check, Bike Fit & Mechanical Check (ABC Quick Check), Hand Signals, "Mini-Main Street", Balance, Straight Line Riding, Slolam, Rock Dodge and Figure 8s
Layout/location
- 'Check-in/Finish', 'Helmet Check' and 'Bike Check', to be immediately in front of school;
- When facing the school, 'Check-in/Finish' to be on fair left, 'Bike Check' to be on far right and 'Helmet Check' in the middle;
- Signage to be taped high on school wall;
- 'Hand Signals' to be immediately around corner from 'Bike Check' (in front of door E-1);
- 'Figure 8's' to be around the back 2 basket ball posts
- 'Mini-Main Street' (activities 5, 6 and 7), to be in parking lot in front of school; and
- Fire Truck (if available) to be at far end of parking lot closest to 'Check-in/Finish'
Equipment
- tables qty: 4
- chairs qty: 6
Activity #1 - Check-in/Finish:
- Participants will receive their passport at the initial station;
- Ideally groups will be keep small and be split by age/demographics;
- Groups may be assigned to a 'Bike Leader Volunteer';
- Groups to proceed to next activity at the same station.
- groups will follow the 'well marked' route with a parent or designated adult.
- Group to go to "meeting place" to wait for guide before proceeding to next station, or
Notes for Check-in:
- appropriate group assignments (by age and ability, or family), vital to management of overall event flow; and
- station volunteers need to be notified of last group's check-in (a call, text, or actual 'sweep').
Activity #2 - Helmet Check: to confirm and/or help participants adjust helmets to insure a proper fit: Helmet Fit - What to Look for:
o To protect your forehead in case of a fall - there should only be the size/space of two fingers above your eyebrows, to the base of the helmet. This also positions the helmet, so that should you fall to one side, the sides of your head are protected;
o The space of 'four fingers' should make a "V" shape around the bottom of the ears;
o Check the side 'V-clips' – they may need adjusting;
o Check the under-the-chin attachment clips. With some slippery strap material, the attachment clips actually slide down with use, rendering the helmet too loose;
o 'One finger space' only, under the strap beneath the chin. Keep the chin strap taut so the helmet doesn't slide forwards or backwards on the head; and
o All straps should be straight and taut, so the helmet sits level and snug.
NOTE:
- A helmet is only good for one crash – and, due to sun degradation, needs to be replaced every 5 years;
- 75% of fatal collisions are due to head injuries – wear your helmet!
HTA REGULATORY SIGN: to be posted and clearly visible at this activity location:
- HTA 104 - Helmets:
o Every cyclist must wear an approved helmet;
o Fines only issued for persons under the age of 18;
o Parents or guardians shall not knowingly permit cyclists under sixteen to ride without a helmet;
o Set fine: $60.00.
Activity #3 - Bike Fit and Mechanical Check:
MobiVelo to confirm bikes fit the rider, and are safe to ride
- Bikes Fit
o No one should ride a bicycle that is too big or too small;
o Seat height: For beginners, it's best to have at least an inch of clearance above the top tube, when seated on the bike with feet flat on the ground;
o The rider must be able to adequately reach the pedals;
o As confidence and skills develop, the seat should be raised so the knee is just slightly bent when the foot is on the pedal;
o If the bike is outfitted with hand brakes, check that the cyclist can properly grasp the brake; and
o that they know which is the front brake? Rear brake?
- 'ABC Quick Check': What to Look for:
o Air - where to look on tire to find PSI, and how to pump;
o How to differentiate between Presta and Schrader valves, to know your type of tire, tube and your pump.
o Brakes - properly mounted, working with proper clearance and no frayed cables.
o Chain - clean, lubricated, and properly attached.
o 'Quick check' " is for Quick Release Check to confirm the following:
o all quick releases (tires, panniers, seats etc), are sufficiently tight and properly closed;
o all accessories (kickstands, racks, panniers, etc.) are securely fastened;
o confirm nothing is hanging loose (including clothing), that could become tangled in the gears, brakes or wheels;
o confirm you have a working bell, as required by law; and
o confirm you have lights and or reflectors as required by law.
Procedure:
- Look over the bike, checking: security and height of seat and handlebars, adequate brakes, loose or rusty chain, and tire inflation;
- Lift the bike several inches off the ground and drop it;
- Listen for loose parts;
- Use a hanging tag inspection form as a guide, making notes as you go along;
- Tighten as necessary;
- This is an opportunity for the participant and volunteer to work together in a hands on experience;
- Encourage the participant (if time allows) to go through the inspection with the volunteer so he or she can be able to identify an unsafe bicycle.
Props/Equipment:
- tire pump, rags, lubricants, wrenches, pliers, screwdrivers and
- HTA Regulatory signs
HTA REGULATORY SIGNS: to be posted and clearly visible at this activity location:
- HTA s62(17) - Lights and Reflectors:
o Section 62 of the Act requires cyclists to have proper lights, and reflectors on their bicycles and mopeds. When on a roadway from 1/2 hr before sunset to 1/2 hr after sunrise, and at any other time with insufficient light or unfavourable conditions, every bicycle shall have a white light on the front and a red light or reflector on the rear.
o
Set fine: $110
- HTA 75 (5) - Bell:
o A bike must have a bell or horn in good working order.
o Set fine is $85.00.
- HTA 64(3) - Brakes:
o A bike must have at least one brake system on the rear wheel. When you apply the brakes, you should be able to skid on dry, level pavement.
o Set fine is $85.00.
Activity #4 - Hand Signals:
Hand Signals Goal - to learn, understand and practice hand signals:
- It is imperative to communicate your intention to stop, change lanes, turn, and generally manoeuvre around traffic, obstacles, construction etc.;
- Hand signals are turn signals and brake lights for cyclists;
- They help motorists know what you will do next;
Hand Signals - Actual Method:
- Use an open palm with spread fingers for maximum visibility. Shoulder check BEFORE signalling, while maintaining straight line riding.
- Return your hands to your handlebars when crossing or turning at an intersection.
- As shown below, there are two methods to signal right-hand turns. The decision of which to use is situational: Ask yourself, "On what side of me is the intended audience?" (i.e. is there traffic merging from the right) and signal accordingly.
- DO NOT signal however if it is too dangerous to take your hands off the handle bars (i.e. railway tracks).
- When passing other cyclists, always pass on their left side, and call out "On your left", so they know that you are coming and are not startled.
Hand Signals Exercise 1:
- Have them practice all the signals, off their bikes (ie in a circle)
Hand Signals Exercise 2:
Signalling while riding (ENSURE THERE IS SUFFICIENT ROOM)
- Using a line made with chalk, half tennis balls or cones, have the participants ride on an 'imaginary straight line' parallel to your marker, and with a volunteer standing on the end - shout the signals out; ie 'turn left' / 'turn right'; and
- Test if they can execute making the signal, while not deviating from their path of intended travel; going straight, without a wobble or having to put their foot down.
Hand Signals
Activity #5 - Straight Line Riding:
Straight Line Riding - Goal:
- To always ride predictably, maintaining a consistently straight line within 3 feet or 1 m from the edge of the road (OR PARKED CARS);
- DO NOT meander, swerve or weave in and out, which can be annoying or dangerous to both cyclists and motorists behind;
- Riding predictably enables any cyclists behind you to follow you more safely without having to constantly readjust their speed and position to make room for you to come back in;
Straight Line Riding - Exercise:
- Using the side of a building, or make a line with chalk, half tennis balls or cones, have the participants try to ride perfectly straight on an 'imaginary straight line' parallel to your marker or wall; and
- Have them try to shoulder check or even signal a turn to practice executing without a wobble.
- Should you need to suddenly swerve to avoid an obstacle on the road, both shout it out (i.e. "hole!") and point to the problem;
- Shoulder check first - to confirm the manoeuvre is safe, alerting cyclists and motorists behind you;
- Should you need to slow, turn or stop, SIGNAL accordingly to alert cyclists and motorists behind and avoid collisions.
Activity #6 - Slalom or Serpentine:
Slalom or Serpentine - Goal:
- to develop and maintain coordination, control and balance.
Slalom or Serpentine - Exercise:
- Using half tennis balls or cones, set up four to six feet apart;
- Coach them to look forward, NOT down, which will actually be easier and more effective.
- Have the participants maneuver through and around them "slalom fashion", like 'skiing around gates';
Activity #7 - Rock Dodge - Teach cyclists control and balance, and how to avoid hazards while riding:
Rock Dodge - Goal:
- to avoid hazards while riding, and maintain control and balance;
- to understand the consequences (to avoid falls, flat tires, or ending up in the path of a car);
- to recognize the kinds of hazards to avoid (glass, rocks, drain grates, pot holes, etc.);
Rock Dodge - Exercise:
- Using a half tennis ball or an actually rock, have the participants try to execute a 'quick turn' to avoid it, while maintaining their balance.
Activity #8 - Figure 8s:
Figure 8s Goal:
- To understand where the inside foot (and pedal) should be, when executing a fast turn (especially when descending), and, encourage verbal communication.
- The purpose is to learn:
o
the importance of keeping the inside foot and pedal up (or in a nuetral position), when leaning into a turn.
o If your foot and pedal are down, when leaning and executing a fast turn, and it so much as touches the ashphalt - you will immediatly crash. It is a tough way to learn a hard lesson - much better to know and understand the 'what' and the 'why'; and.
o the use and importance of verbal (as well as hand signals), when on a bike. Some times it is just not safe to take your hands off the handle bars.
Figure 8s Exercise:
- Participants cycle around a large figure 8 (marked with chalk on the ashphalt). The participants actually (just like in figure skating), make a figure 8 with their bikes;
- Multiply participants should be doing the 'course' at the same time (so make sure it is big enough); and
- Participants NEED TO COMMUNICATE WITH EACH OTHER, when crossing through the middle to avoid crashing - ie 'coming through', or 'my turn', or 'after you' etc.
Note - prior to travel - meet at "Meeting" sign by pathway, and be put in 'travel groups':
Travel:
Bike Leader to use proper hand signals
Teaching point - How to use multiuse pathways: (to be delivered PRIOR to starting out)
o Be aware that sections of multiuse pathways simply can't safely accommodate the volume of eclectic traffic: pedestrians, baby strollers, toddlers, senior citizens, dog walkers, joggers, roller-bladers, wheelchairs, Canada geese and, especially, speeding cyclists;
o Cyclists must respect the speed limit of 20 kilometres per hour, ride in single file, and ring their bell and call out "passing on your left" as they pass other pathway users; and
o If cyclist wish to go faster than 20 kilometres per hour - they are to go on the road.
- Head west on pathway by play structure; and
- Continue straight ahead at T-junction to crossing guard at Varley Crossing:
Teaching points
- Walk bike on short sidewalk as a pedestrian; and
- Turn right on Carr Crescent.
Teaching point
Passing parked car - treat as the curb and keep 1m away, and always watch out for potential of movement
- Follow Carr Crescent to pathway adjacent to Carmichael Court Condos;
- Pathway ends at 3-way stop at Weslock and Walden Drive
- Follow multi-use pathway keeping straight (do not turn right onto forested path); and
Teaching point - Stop sign and surface change hazard:
- Follow Walden north to parking lot for Beaver pond (notice change in surface and adjust speed accordingly)
- At Beaver pond, take the pathway to the south of the pond and stop at 1st Willow Tree.
STATION #2, Beaver Pond A (by 1st Willow Tree): Environmental Presentation Activity #9 - Environmental presentation on the Beaver Pond:
Layout/location
- Well off path, on grass by first clump of willow trees
Equipment
- Table - qty 1
- Chair - qty 1
Travel: to show way to STATION #3
- continue along pathway and stop at 2nd bunch of Willow trees for gear changing lesson.
STATION #3, Beaver Pond B (by 2nd Willow tree): Changing Gears and Climbing Activity #10 - How to change gears when climbing:
Layout/location
-
Well off path, on grass by second clump of willow trees
Equipment
- The 'Drivetrain' pictured below, enlarged and printed as a poster, to be used to explain the 'order of shifting' (and what NOT to do)
Teaching point/Goal: To learn how to properly change gears when climbing:
- When travelling uphill (or downhill), leave lots of space between bikes to prevent crashes;
- Don't wait until you run out of momentum or feel pain in your legs before you shift;
- When riding up a hill, shift to lower (smaller), gears early;
- Shift down one gear at a time to keep cadence constant and avoid losing momentum;
- you want to use a low gear (small Chainring, large cog) to climb more efficiently (spinning vs mashing or aerobic vs anaerobic), to avoid breaking your chain;
- Sitting with a fast cadence is more efficient than standing with a lower one;
- Standing may be faster - but is only good for short climbs; and
- Ineffective use of gears will result on you tiring out sooner, breaking chains or being unable to pedal up hills.
Exercise:
- To successfully climb the upcoming hill on the pathway.
Note - also include following Teaching Points:
- Traffic calming post - located just after the path going to Walden; and
- Change in terrain - and need to cross the curb at 90 degrees, to avoid falling.
Travel: practicing changing gears when climbing:
- As the path heads away from the Beaverpond, follow it up the hill (staying to left at the fork);
- Continue straight at the next crossroads in the path; and
- The path will end at Walden Drive;
Teaching point - switching from pathway to bike lane and note the Traffic calming post:
- Turn right and follow bike lane; and
- As you approach St-Remi School, at Ironside Crt intersection, switch to sidewalk and walk bike as a pedestrian on Walden
Teaching point - walk bike as you approach school zone
- Opposite St-Remi school, walk bike across Walden Drive at Witherspoon Cres to STATION #4, StRemi School, 100 Walden Drive
STATION #4, St-Remi School: HTA Regs and Large Truck Blind Spots Activity #11 - HTA Regs "One Meter Rule" and "Dooring":
Goal: To learn and understand the changes to the HTA, directed at drivers; both the rules and the applicable fines.
Layout/location
- OPP to be at side of school;
- Signage to be taped high on school wall;
- Lafarge truck to be positioned in front of flagpole at school front entrance;
- all entrances/exits of parking lot to be blocked.
Equipment
- HTA signs to be posted by OPP activity.
- One or two cardboard cut-outs of life-size vehicles (both a car and a truck; truck to include width of mirrors);
- A measuring tape, metre stick or sonar (if Ottawa Police or OPP); and
HTA REGULATORY SIGNS: to promote HTA Regs
- HTA Bill 31 - "Dooring":
o "Dooring", commonly refers to someone opening a parked motor vehicle door into the path of a cyclist or other traffic;
o Set fine has recently been increased to $365 (includes victim fine surcharge and court fees) PLUS three (3) demerit points;
o Drivers who choose to contest the charge, could be subject to a fine up to $1,000 PLUS three demerit points, upon conviction.
- HTA Bill 31 - "One-metre" Rule:
o Drivers must keep a one-metre (3 feet) distance from cyclist when passing;
o Set fine: $110.
One-metre" Rule Goal:
- To see if participants and especially parents can successfully perceive/gauge both the width of their vehicle and one-metre
One-metre" Rule Exercise:
- If a curb or side of wall is not available - draw 'an imaginary side-of-the-road;
- Have one participant walk their bike along this imaginary side-of-the-road - up to one metre from the edge;
- Have other participants, walking with the 'cut-outs' around their waists, safely pass the 'cyclist'; and
- Measure the distance from the side of the 'cut-outs' to the 'cyclist.
Activity #12 - Truck Blind Spots Awareness:
Participants to actually sit in the driver's seat of a large truck to actually experience the vastness of visual blind spots.
Travel: now practicing proper hand signaling and straight line riding:
- Retrace steps and cross back over Walden with crossing guard, heading left on Waldon and follow bike lane to Kanata Avenue 3-way stop sign;
- At Walden and Kanata Avenue - dismount and cross as a pedestrian - being mindful of traffic;
- Cross Kanata Avenue and switch to pathway which leads into the parking lot for STATION #5, All Saints High School;
- Be careful of curb when exiting path to parking lot.
STATION #5, All Saints High School: Round-Abouts, Cross-walk and Speed Bumps Activity #13, roundabouts, crosswalk and speed bumps:
Layout/location
- Simulated round-about to be positioned around the traffic circle in east parking lot;
- Cross walks and speed bumps are in adjacent parking lot.
Roundabouts Goal:
- to learn, understand and practice (on a 'chalk marked simulation' in the parking lot), how to enter and exit a roundabout as a 'vehicle';
- to understand a bicycle is a vehicle according to The Ontario Highway Traffic Act (HTA) - and, you need to manoeuver a Roundabout as a driver of a vehicle:
o Approach the roundabout 1 m from the curb;
o Shoulder check and signal left;
o Yield to roundabout traffic;
o Proceed when clear;
o TAKE THE LANE;
o To leave roundabout - shoulder check and signal right;
o Exit intersection keeping the lane;
Annex A: Route and Station Activities
o Shoulder check and move back to 1 m from the curb.
- to understand however; that if you lack the confidence and/or ability to stay on the road in the roundabout, (ie smaller children), then, you must walk your bike on the side walk and cross like a pedestrian; all the while walking your bike;
- For speed bumps - note necessity to cross them with your wheels straight, and with both pedals in a neutral position (to prevent a 'down pedal' catching on the bump and causing a fall).
Speed Bump - Goal:
- to understand how to cross a speed bump safely.
Speed Bump - Exercise:
- Cross speed bump always at right angles to the speed bump, with pedals in neutral position to avoid catching a pedal.
Note: Speed bumps are actually in parking lot, close the circle (to be used for practice round-abouts).
Travel: now practicing proper hand signaling and straight line riding:
- Exit parking lot and left onto Kanata Ave (on bike) heading towards light; or
- Exit parking lot and left onto sidewalk on the side of the school (walking bike) heading towards lights;
- Take first right onto Keyrock;
- Cross Kanata Avenue at traffic light and head west on Kanata Avenue to traffic circle;
- Take second right onto Brunskill Way;
- Cross speed bump with proper technique - right angle with pedals in neutral position;
- Turn left on Badgeley Ave and cycle to the traffic circle on Goulbourn Forced Road;
- Just before first turn on Brunskill Way, take pathway on the right to Badgeley Ave;
- At traffic circle - turn right on Goulbourn Forced Road;
- Continue on to Kanata Avenue;
- At Kanata Avenue intersection turn left at traffic light (as a pedestrian (walking bike), or cyclist - depending on ability);
- Turn left at 3-way stop sign at Walden; (pass St Remi and Walden park on the right)
- Dismount and Cross Weslock Way as a pedestrian and switch to pathway (on right by fire hydrant);
- Travel along Walden to 3-way stop sign at Weslock Way;
- Follow pathway to Carr Crescent;
- Turn right at fork in pathway;
- Turn left on Carr Crescent and continue to Varley;
- Be careful of surface transition - path to road;
- Note parked car on Carr - and pass appropriately (1 metre);
At Carr and Varley cross with the Crossing guard and turn left onto Varley; and
- Stay on Varley Drive, turn right into entrance of parking lot back to STATION #1, W Erskine Johnston Public School.
-
Station #1, Finish back at W Erskine Johnston Public School
Activity #14 - Check-out:
Participants to hand in Passport and fill out participant feedback questionnaire. | <urn:uuid:c59cbc4d-5be2-4073-b610-361ccf779cf4> | CC-MAIN-2020-40 | https://www.kanatanorthtc.ca/wp-content/uploads/2017/11/tb-annex-a-route-and-activity-plan-2.pdf | 2020-09-20T11:33:44+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00067.warc.gz | 938,245,951 | 5,240 | eng_Latn | eng_Latn | 0.992433 | eng_Latn | 0.99421 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1194,
4144,
6839,
9328,
10419,
13533,
16143,
17527,
20167,
22763
] | [
2.546875,
2.09375
] | 1 | 3 |
Active Listening as the Core Method in Teaching the Elements of Music
Leujim C. Martinez
Abstract
This paper suggests the art of activelistening as the main pedagogical tool for teaching the elements of music in the high school. Aside from using the traditional audio recordings as educational media materials, the researcher augments the listening materials with video footages of actual concerts as well as live musical performances in the classroom. The researcher emphasizes on the importance of active-listening on the part of the students, and the utilization of proper listening materials on the part of the music teacher. This study is conceived from the various works and researches from different music educators, pedagogues and scholars, which stressed the importance of developing the listening skill of the students. The methodologies presented in this action research are applied and executed by the researcher in his music literature classes in a laboratory school of a state university.
Introduction
The music curriculum in the laboratory school of a state university is basically a music literature course, therefore, different ways and approaches may be used by a music teacher to teach the subject. The researcher used two source-guides for this, the 1990 National Curriculum Council (NCC) report, and the book "Music in Our World: An Active-Listening Approach" by David Stuart and Gary White (1999). In the NCC (1990a) report, The Arts 5-16: A Curriculum Framework (as cited in Plummeridge, 2001), four types of combined arts were presented for exploring the various approaches to collaborative arts teaching. First is the mixed media approach which focuses on the use of more than one medium such as the combination of musical performance, dance and
lighting. Second is the multi-disciplinary approach wherein teachers of the separate disciplines pursue a common theme. Third is the interdisciplinary approach that shows work involving close interaction between disciplines and possible overlapping of subject activities. Fourth is the integration approach, which is, working in a way that leads to the fusion of the disciplines into a new form as may be found in some nonEuropean arts practices. Stuart and White (1999) on the other hand, published a book on the active-listening approach, in which extensive, repetitive, active-listening, through various music recordings are required from the students in the music learning process. The last approach mentioned is what the researcher would like to focus on. Although the researcher highly recommends the use of the different approaches mentioned, the active-listening approach has, for some time now, proven its worth as a main pedagogical tool, in most music classes. The researcher would like to expand this method further by adding video concerts and actual live performances in the music classroom, thus, making this action research study unique in itself.
Background of the Study
As previously mentioned, the music curriculum in this particular high school is a music literature course. Inherent to the nature of the course are the study of different musical concepts-specially the elements of music, familiarity with the in digenous and native terminologies of musical instruments, knowing the diverse music traditions of the world, biography of influential music composers, chronological time-line of musical events in history, geographic location of musical influences, and discourses on the impact of music to society.
Given these parameters in the scope of the course, the researcher believes that there is a need for a systematic musical learning. The presentation of musical facts and learning the songs, are not sufficient for a complete learning experience in a music literature course. Different studies by Patricia
Shehan Campbell and Carol Scott-Kassner (2010), Jiwon Chang (2009), Carlos R. Abril and Patricia J. Flowers (2007), Patrcia Shehan Campbell (2005), Joyce Eastlund Gromko and Christine Russel (2002), Chris Philpott (2001), C. Victor Fung and Joyce Eastlund Gromko (2001), David Stuart and Gary White (1999), Patricia Hackett and Carolyn A. Lindeman (1997), John Blacking (1976), Sinichi Suzuki (1973), and Alan P. Merriam (1964), have shown the importance of listening in the music learning process. This prompted the researcher to consider the need for a revitalized system in music instruction by reinforcing the teaching materials with music recordings and live performances.
Statement of the Problem
The objective of the study was to determine the use of the active-listening approach in a music class. It aimed to answer the following questions:
1. What are the uses of active-listening in teaching the elements of music?
2. What changes in the students' behaviour were observed when active-listening was used as a core method?
Significance of the Study
This study would revitalize the teaching of music in a classroom instruction setting. By using a variety of listening materials such as audio recordings, videos, and actual live performances, it would hopefully enhance the students' listening skill and at the same time, reinforce their understanding of musical concepts and their relationship with the other disciplines. This would also hopefully broaden their knowledge and appreciation in music and its related arts.
Review of Related Literature
The role of listening in music learning
Musicians devote most of their time practicing their musical instrument and listening to music. Practicing without listening to oneself is pointless and useless. In fact, listening is the basic skill required not only for learning music, but for developing good musicianship as well. Unlike the other subjects, music is considered primarily as an auditory discipline. No matter how much information and data are taken up in music class, what matters most is the end result, and that is, the actual sound of the music being heard. In other words, students in the music class would be hearing sonic frequencies known as "sound waves". As Patricia Shehan Campbell and Carol Scott-Kassner (2010) would put it, "music is an aural art that stimulates ears and challenges minds, usually bringing a pleasure and satisfaction that transcends much of what is experienced in life." Most music is received through the ear, not the eye. And most music performed throughout the world is aurally transmitted and will never be written down. Development of the ear is crucial to development of musicianship (Campbell & Scott-Kassner, 2010). It is only through intuitive listening that they get to understand how music affects their bodies and how they feel thus, these sound waves become meaningful (Taylor, 1997). A wellknown pedagogue, Sinichi Suzuki (1973) equated learning the mother tongue with that of learning music. He stressed that an ear for music is acquired by listening and the sooner this is begun, the more effective it will be (Suzuki, 1973). Thus, listening plays a major part in the learning process. It goes beyond the textbooks, manuals, and modules. It should be heard and experienced to be able to fully grasp and understand its true meaning and concept. Learning music only through books without listening and handson experience is like learning sports only through instructional books and immediately joining a competition with no actual training. This only means that education is not complete since sports involve a lot of physical training and conditioning, which is different from learning music. Learning music involves a lot of practice on a musical instrument, ear training, and listening. According to Patricia Shehan Campbell (2005), "listening always has been and will continue to be the core of the musical experience. At its various levels of intensity and in its various guises, it is the most direct route to music, the only fully aural form of artistic expression. To be sure, a thorough understanding of music also entails a study of cultural values, contexts, functions, and human behaviour, but music is nothing if it is not known for its sonic self" (Campbell, 2005).
Patricia Hackett and Carolyn Lindeman (1997) believes that children learn by doing and learning is more effective when the concept is experienced through several modes: aural, motor, visual, tactile, and verbal. She further notes that listening, or the aural mode, is the means through which music is learned and experienced, and is central in every aspect of music making, and that "pure" listening or listening for its own sake should be the focus of many musicmaking experiences. Through listening, students expand their musical understanding and increase their enjoyment of music, and because music moves through time, she said that "children need to develop specific listening skills to become perceptive, critical, and successful music learners." She also adds that "teaching students to listen to music involves gradually expanding their attention span" (Hackett & Lindeman, 1997).
Music educator Chris Philpott (2001) also considers listening as crucial in the music learning process. He notes that immersion is a basic principle of music education which consists of listening, composing and performing. He points out that, "although listening is part of the immersion process, it should be considered as the main and central activity in music learning" (Philpott, 2001).
Taking these into account, educators should seek an understanding of their students' current state of affairs. Are today's students ready for this kind of class instruction based
on active-listening? Are the students provided with the necessary materials to fulfill this pedagogical task? Are the students willing to sit down and listen to music to learn music? With these in consideration, the teacher must see to it that his/her students should learn to develop the skill in listening actively and not passively. Music educator Jiwon Chang (2009) suggested that educators need to know what young children are hearing when they listen to music, and to understand how they express what they are hearing, since listening is a vital aspect of music education" (Chang, 2009).
affective domain.
Listening or simply hearing music may be considered as a "life experience". As Labuta and Smith (1997) would say, "people learn constantly- intentionally, incidentally, or accidently, whether they want to or not, I nside or outside of school." They believe that formal schooling and instruction are intended to offer skills and additional information that they cannot get from "life experience" (Labuta & Smith, 1997). Such is the importance of the active-listening approach. This is a skill that students learn in a formal schooling environment. Here, they would experience and understand the difference between hearing music and listening to music. The fine line between listening and hearing, must be clearly defined to them, through a direct learning experience, as initiated and mediated by the music teacher.
John Blacking (1976), a musician and social anthropologist, also stresses the importance of listening as fundamental to learning music and language. His example on child prodigies presents that part of their success lies not so much on their exceptional musical gifts since birth, but, on how a child can respond to the organized sound of music before they were even taught to recognize it. He also mentions that some societies do not have a written musical tradition or notation. His studies shows that informed and accurate listening is an important skill in learning music. "Music cannot exist in any cultural tradition without man's capacity for structured listening" (Blacking, 1976).
Alan P. Merriam (1964) would describe learning music through imitation as part of the socialization process. It may be compared to a father teaching his son how to play a musical instrument, and the school as an operative in an apprentice system. All these are part of the enculturative process, and imitation is perhaps the simplest and most undifferentiated form of learning (Merriam, 1964). Thus, learning music through imitation can only be made possible by listening.
Music Professor Charles R. Hoffer (2001) defines a musical experience as a "complex, unitary one in which most of the categories are involved at the same time. When students sing or play a piece of music, they are usually strengthening their concept about music, gaining some information about it, improving their skill at performing it, and affecting how they feel about the piece in particular and music in general. The extent to which each of these results is achieved depends partly on what the teacher chooses to emphasize at that particular time" (Hoffer, 2001). Hoffer lays out the musical experience as a complete development of a child, from the cognitive, psycho-motor, and
To some cultures, active-listening, by nature, is contemplative. According to Abeles, Hoffer, and Klotman (1984), "the idea of listening to music in a contemplative way, is largely a product of Western civilization, with its objective manner of thinking" (Abeles, Hoffer, & Klotman, 1984). This is synonymous with active-listening, wherein the person listens actively, paying close attention to detail. With this in mind, the music teacher must be able to think of ways to capture the attention of the students in the listening materials, and be able to adjust from time to time, in keeping the students interested in the listening activity. Here now lies the challenge of the music teacher in keeping the students focused in listening to music. Considering all these, it is suggested that aside from the traditional audio recording, video and live performance as
additional listening tools can be used. These will make music learning more interesting and will help the students focus more because today's students are visual in orientation, that is, they belong to the computer generation.
Theories in listening to music
People have different reasons and purposes for listening to music. Some listen for relaxation, while others listen for motivation before doing any activity for the day. Others listen for entertainment, while a few listen to music for art's sake. What is important is for the music teacher to know the reasons why people listen to music, and how the music affects them individually, and apply it to his/ her music classes.
According to Abeles et al. (1984), people listen to music in three categories: referentialism, expressionism, and formalism. Referentialism theory holds that the value of music lies in its "references" to things beyond the music itself. This teaches students the correct association between musical stimulus and non-musical referent. While this is useful for associating text and music, in vocal music and for programmatic works, the problem with this is, instead of focusing on what is happening in terms of sound, the listener tries to fit the right nonmusical referent to the work resulting to a misappropriation of a musical work. An example given was, in one school, a music teacher used the music of a Russian composer, Shostakovich's Symphony No.5, to teach his students about war. The problem was that the work was composed in 1937, four years before Russia's involvement in World War II (Abeles et al., 1984). The music may have inherent properties that would qualify it as a source material for teaching the history of World War II, such as heavy instrumentation, very loud musical passages, and other qualities. But, the teacher focused only on the musical stimulus, and failed to research on the history or nature of the musical material, which is the non-musical referent. In other words, there was a misappropriation on selecting the musical material because the music does not have anything to do with World War II, hence, the musical selection is not a good material. This would mislead a lot of students into thinking that Symphony No. 5 by Shostakovich was composed for the war, during the war, or as a result of the war.
Expressionism on the other hand simply shows that music expresses generalized and unidentifiable states of feeling. It teaches the students to become more sensitive and responsive to the ebb and flow and similar aspects of music. Thus, it encourages the listener to be responsive to music, which makes listening to music more meaningful and enjoyable. However, whether the music can refer to anything beyond itself is debatable, and the existence of unidentified states of feeling can be questioned (Abeles et al., 1984).
The third theory is formalism, wherein "the artworks should be considered for their inherent properties without reference to any other matters. It teaches students to become more aware of the formal qualities in music or its elements- melody, timbre, harmony, rhythm, and others. It concentrates listeners' attention on the musical properties found in a work, which is its biggest strength. However, it is still debatable whether people can segment feeling and intellect. The sole attention to formal properties encourages listener to ignore the effect of music on feelings" (Abeles et al., 1984).
Although this is the case, it is also pointed out that a listener can shift from one listening mode to another in a span of a few seconds. "The human mind has a great capacity for flitting rapidly from one listening category to another. Virtually no one is a formalist all the time, or even for a few minutes, without also appreciating the qualities of a particular chord or the emotional qualities of a particular passage" (Abeles et al., 1984).
Music and the related arts
Active-listening to music can also be supplemented by works from the other disciplines known as the inter-disciplinary approach. For example, to effectively present the characteristics of Impressionism, it is best to show the different Impressionist paintings made by the master painters themselves like Claude Monet (1840-1926), Auguste Renoir (1841- 1919), and Camille Pissarro (1830-1903), and run them side by side with the music of Claude Debussy (1862 -1918), which was inspired directly by their paintings. Roger Kamien (2008) wrote, "literary and pictorial ideas often inspired Debussy, and most of his compositions have descriptive titles". Similarly, literature can also be used in parallel with the music. Poems of symbolist writers, Stéphen Mallarmé, Paul Verlaine, and Charles Baudelaire were inspired by the music of Debussy. The works of these Impressionist French writers, painters, and composers have similar characteristics (Kamien, 2008).
According to music theorists Michael Zinn and Robert Hogenson (1987), music is one of the more abstract art forms because it is aural and therefore must exist within a specific time span. In this respect, it is similar to dance and dramatic arts theatre, because it requires what might be termed "durational memory". It is necessary to hold in ones' consciousness the events in the art-form, the transition into and out of each of these events, and the interrelationships which exist between each of these events in order to fully appreciate the performance. The visual arts can be viewed and appreciated in their entirety, and at one time, and therefore do not require this unique element of time, although one can concentrate on textures, brush strokes, blending of colors, and other characteristics. Music, as an artform, might also be analogous in live performance to sculpture. Both forms express themselves as existing in space; both arts are limited by the space in which they exist; and both are perceived by their respective audiences differently depending upon the physical location and position of those audiences. Music utilizes space by means of the actual, physical location of its sound source, that is, the location of the various instruments and groups of instruments within an ensemble (Zinn & Hogenson, 1987). Music then, is a kinetic art form as opposed to the visual arts that are predominantly static in nature. As sound waves travel, the element of time should be considered as a major factor in studying music. Music is not like a piece of specimen that can be observed, frozen in time, but an active, and moving invisible object. To capture that moment, listening is a very important skill to develop in studying music.
The active listening approach
Today's students do multi-tasking in a very casual manner. An example is doing several tasks on a single computer. A common scenario of this is: students doing their homework on-line while playing video games, tagging photos, down loading videos, reading e-mails, chatting on-line, and listening to music usually all at the same time. This "multi-tasking" is now possible because of the availability of inexpensive but very powerful processors found in personal computers on the market today. This explains why for them, listening to music merely becomes a passive activity. The "active-listening" approach basically addresses the issue of listening as a past time event or a passive activity. Most students listen to music on a daily basis in their mobile phones and other portable media player. But basically, they are listening to music passively, and not actively. The active-listening approach would change the way they listen to music, by repeatedly listening and focusing on a specific element or concept in music. That listening to music is not for entertainment only, but more importantly, for study and critical analysis of music concepts. Thus, it is very important to develop the skill for active-listening to achieve this goal. Technology plays a crucial role in this method. Simon Frith (1996) said that technology not just affected when, where and how people listen to music, but also what they hear. And because of
technology, people can hear music in a much clearer detail in sound quality, cue the sounds accurately, listen to them repeatedly, and break them up into parts for analysis (Frith, 1996). Modern audio technology now allows people to do these things, and is therefore considered as one of the most important tool and crucial method in activelistening.
It is unthinkable for a music class to be without any form of a listening session. The researcher uses what Stuart and White (1999) would call the "active-listening" approach. David Stuart and Gary White defines the "active-listening approach" as "a method for repeatedly focusing the students' attention on specific elements of the works being listened to." They adds that "emphasis on the elements of music has proven highly successful in developing musicianship skills in music education methods such as the Orff Schulwerk." They also stress that, "The elements approach is an effective way to organize a course in active listening because each of the elements in turn becomes the focus for listening. Students learn to listen to these elements in a wide variety of musical styles." In fact, they say that "reading about the elements of music will increase your intellectual understanding, but unless you take the additional step of activelistening, you won't improve your musical perception" (Stuart & White, 1999).
Similar to this was the study by Patricia Shehan Campbell (2005) which she calls "Deep Listening", wherein, listening can be divided into three phases. "The first of the three phases, Attentive Listening (Att-L ), is a teacher-directed approach to listening that focuses on musical structures. Att-L uses specified points of focus, often provided on diagrams that the teacher selects or creates to draw students' attention to specific musical elements and events. In Engaged Listening (N-Gage ), the second phase, listeners actively participate to some extent in music making (such as singing a melody, patting a rhythm, playing a percussion part, or moving eurhythmically or in an actual dance pattern to recorded or live music).
N-Gage is related to participatory listening and the belief that listening becomes more thorough as listeners follow along in the music and help contribute to it. Enactive Listening (N-Act), listening with the eventual aim of performing a musical work, is the third phase in a pedagogy of listening. N-Act requires intense listening to every musical nuance of a recorded selection, whether or not the music is also preserved in notated form, for the purpose of re-creating the music in performance in as stylistically accurate a way as possible. Alone or in combination, these phases of a listening pedagogy are musically enriching to students of all ages and stages" (Campbell, 2005).
According to Gualtiero Volpe and Antonio Camurri (2011), listening to music then was very different, and that is, either play an instrument or listen to musicians perform live. "Music listening was a clear example of interactive, embodied, and social activity" (Volpe and Camurrri, 2011). But nowadays, because of technology's capability to reproduce music mechanically through recordings, music listening becomes a passive activity. With these in mind, Volpe and Camurri came up with a study that introduces a model for active listening to sound and music content, and a system for "embodied social active listening to sound and music content". The model is based on the simultaneous navigation/exploration of multiple maps, starting from a low-level physical map, up to a high-level emotional, affective map. The result shows that an active listening paradigm deeply changes the way music is experienced, and that the concept of active listening will characterize future devices and paradigms for music experience, that "will allow active listening to music at home or in other personal environments" (Volpe and Camurri, 2011).
Live music as an active classroom experience
David Stuart and Gary White (1999) used the "active-listening approach" in instruction. "It is a repetitive method of listening to a music recording, which focuses on a specific
concept" (Stuart & White, 1999). It would also sharpen the students' listening skill, increase their awareness, and enhance their attention span. This approach can be further expanded in the classroom. Aside from using recorded audio or video performances, a live performance can be included as part of the active-listening process. It would give the students interactivity, and critical listening experience as the subtle nuances from the acoustic instruments, bounce off the walls of the room, an aesthetic experience that is lost in a recorded piece of music, coming out through a pair of speakers. John Blacking (1976) once said that, music is concerned with human feelings and experiences in society. "Many, if not all, of music's essential processes can be found in the constitution of the human body and in patterns of interaction of human bodies in society" (Blacking, 1976). In fact, Edward Said (1991) stated in one of his lectures, "…the study of music can be more, and not less, interesting if we situate music as taking place, so to speak, in a social and cultural setting" (Said, 1991). The most important thing is, to always use a listening example as a guide, preferably played "live" as much as possible, and with students' participation through playing music. This is in relation to what John Blacking (1976) said; "the value of music is, I believe, to be found in terms of the human experiences involved in its creation" (Blacking, 1976). Such is the importance of a live performance in a musical classroom setting. It gives students something to think about the music, and at the same time, something to feel, like the emotions associated with the music itself.
Also, the live performance establishes the connection between the performer and the listener, which, the researcher believes, is very important.
In the active-listening approach, students are also encouraged to play live in the classroom. This is learning through direct experience which according to Brenda Laurel (1993), becomes more effective and enjoyable than learning through "information communicated as facts", as one would in a typical lecture-type of environment (Laurel, 1993).
C. Victor Fung and Joyce Eastlund Gromko (2001) used the "active-listening" approach in a more and engaging physical activity. Their study allows the students to create spontaneous movements while listening to unfamiliar Korean music. The results showed that the approach enhanced the students' perception of rhythm and phrasing, as reflected in the quality of their invented notations (Fung and Gromko, 2001).
Conceptual Framework
Music should be heard and experienced, and listening materials are crucial for the study and critical analysis of music concepts. The active-listening approach, when used as a core method, would probably change the way students learn music. By focusing on specific musical elements and concepts through active-listening, this process would help the students learn and gain a better understanding of the music subject.
Acve-listening as a
core method
Observed Student
Behavior
The Elements of Music
Melody and pitch
Harmony
Rhythm and beat
Dynamics
Timbre or tone-color
The action research done by the teacherresearcher looked into the uses of active listening as a core method in teaching the elements of music. It also took note of the changes in the students' behaviour that were observed when active-listening was used as a core method in teaching the music elements.
Methodology
Subjects, data collection procedure and research instruments
The researcher conducted this action research in a laboratory school of a state university, during the school year 2010-2011. This involved the music classes of Grades 7 (109 students), 8 (94 students), and 9 (88 students), with themes on Philippine Music, Asian and African Music, and Western Music respectively. The teacher-researcher taught the music classes during the first quarter following the eclecticism of the more conventional approaches- lecture based lessons, (mostly written on manila paper, and a few pictures as visual aids), with no listening examples. During the second quarter sessions, active-listening was used, so the lessons were supplemented with audio recordings. This was followed by video clips (supplemented by a Microsoft Power-Point presentation), and finally, live performances.
The uses of active-listening in teaching the elements of music were gathered from observations done by the teacher-researcher during the conduct of the study. Observation sheets and student evaluation sheets were used to collect these data. In addition, an interview schedule was also prepared to get pertinent information from randomly selected students who were participants of this research. These same instruments were also utilized to acquire data regarding changes in the students' behavior when active-listening was used as a core method.
Validated classroom observation forms were used (e.g. Maria Landy) in constructing the Likert survey questionnaire. Modifications and revisions were done to include specific characteristics of active-music listening. As a follow-up instrument, the researcher made questionnaires and interview tools. These three instruments were pilot-tested using one Grade 9 class of twenty five students (although all the three levels of Grades 7-9 were subjected to the study), because the Grade 9 students were able to experience more "minimal approach" to active-listening, thus making them more adept in comparing the two methods used. Minimal revisions and changes were done after the pilottesting.
Teaching the elements of music
One of the most effective ways of analysing music is through its basic component: the elements of music. The students at this time should be very familiar with the elements since they were taken up during their elementary years. This is basically an amalgamation of the music theories and concepts that they have learned during their elementary years and the new concepts that they will learn in high school. Learning music then becomes an incremental process.
Here is an example of focusing on a specific musical element: pitch and melody. The New Grove Dictionary of Music and Musicians defines pitch as "the particular quality of a sound (e.g. an individual note) that fixes its position in the scale. Pitch is determined by what the ear judges to be the most fundamental wave-frequency of the sound" (Sadie, 2001, 2002). While melody is defined as "pitched sounds arranged in musical time in accordance with given cultural conventions and constraints, represents a universal human phenomenon, traceable to prehistoric times" (Sadie, 2001, 2002). In teaching a new song for the first time for instance, that the students should listen and pay close attention to the pitch and melody. The whole music must be played first, either by live playing or through a recording. The students must be instructed to always listen to the melody. They are to be discouraged to sing along the first time the music is played so as not to miss a note, sing a wrong note or worse, sing out of pitch. If that
The next musical element, harmony, deals with the vertical aspect of the music. Harmony is defined as "the combining of notes simultaneously, to produce chords, and successively, to produce chord progressions" (Sadie, 2001, 2002). One of the common practices is to present a choral score and have the students sing it. Choral music, especially the hymn, is a perfect material to use in teaching harmony. Harmony is another musical element that involves a lot of listening. One does not focus on the melody alone, but on the collective sound of the ensemble. A typical choral score has several staffs, where every voicing (soprano, alto, tenor, bass) is mapped-out to its own staff. This is a perfect visual representation for the students, as the music is dissected to its own individual voicing. Each student can be assigned to a specific voice range (i.e. soprano, alto tenor, bass). The students learn their part through active-listening, in which the individual notes are played by the teacher-researcher.
happens, it would be very difficult to correct them later on, as it will now become a bad habit. Listening is crucial in learning a piece of music, as one would in learning a language, especially the mother tongue. In fact, this is the primary skill used in the "Suzuki Method", as developed by music pedagogue, Sinichi Suzuki (1973). This method stresses the importance of listening, in which according to him, the world's best educational method is found in the method of teaching the mother tongue, and learning music should have a similar method. He believes that every child has the talent and ability to learn music, and with that, he formulated two principles. First, the child must be helped to develop an ear for music. Second, from the very beginning, every step must by all means be thoroughly mastered. Suzuki emphasizes that cultural sensitivity is not inherited, it is learned. "An ear for music is something which can be acquired by listening, and the sooner this is begun, the more effective it will be. An ear for music is not innate, it is a human aptitude which can only be developed by listening" (Suzuki, 1973).
Another thing that can be helpful in teaching melody and pitch is, as much as possible, the music is played together with the music score which is flashed on the board. This is similar to the studies conducted by Joyce Eastlund Gromko and Christine Russel (2002) which stresses that the effectiveness of children's ability and aural perception in reading a listening map supports the idea that, "symbols must follow experiences with sound and that music reading must be developmentally appropriate to be effective" (Gromko & Russel, 2002). The whole piece may then be repeated twice, before the students can hum along. Finally, they are to sing the whole song together with the text. This is no different from what Alan P. Merriam (1964) would describe as "learning music through imitation". Again, repetition is the key element, which is why the students would have to get used to this kind of method.
Rhythm is also a challenging element to teach. Rhythm is defined as "patterns of duration; or duration of single notes, then proceeds to the organization of successive durations into coherent groups, the emergence of metre and metric listening, and so forth" (Sadie, 2001, 2002). While a beat, is defined as, "the basic pulse underlying mensural music, that is, the temporal unit of a composition" (Sadie, 2001, 2002). Students usually equate rhythm with beat. Although this is true, rhythm does not necessarily need to have a beat. Rhythm is internal while a beat is external in nature. One can feel the rhythm, even without the aid of a beat, like a classical sonata, or a baroque concerto, as it has a regular rhythm.
One of the best listening examples to teach the concept of rhythm is the music from the 16 th Century Baroque Period, which has a regular rhythm. Music teachers should be encouraged to know the time signature of the piece beforehand, so that they can conduct the piece while the class listens to the musical example. It is very important for
the students to feel the rhythm so as to have a better understanding of their musical experience. Now as the students sing, the music teacher' hands must conduct in a regular, almost "metrical" fashion, to illustrate the rhythmic patterns correctly. Any student who sings before or after the cues is considered singing "out-of-rhythm". Rhythm is also related to tempo, which is "time" of a musical composition, but more commonly used to describe musical speed or pacing (Sadie, 2001, 2002). Tempo markings are usually indicated at the beginning of the music score written in Italian (i.e. Allegro). The tempo at the start gives the speed and over-all pacing of the music, unless indicated otherwise. At this point, students are also encouraged to move with the music, such as swaying to the rhythm, tapping their feet, etc. Incidentally, studies conducted by C. Victor Fung and Joyce Eastlund Gromko (2001) have a similar vein in the natural rhythmic patterns of the body. The result of their study shows that "the natural locomotor rhythms of the body may be the source of children's perception of the movement, nuance and patterns in music" (Fung & Gromko, 2001).
The beat is what human beings hear, as with respect to its rhythm. There is a wide variety of music materials to choose from, in exposing the students to the different kinds of beats. It could be the beat of the drum set in a rock band, the beat of the gongs in a Javanese gamelan, the beats from a drum machine in a dance club, or the beat of the hands clapping in a gospel choir. The beat is dependent on the rhythmic pattern of a specific piece of music, whether it may be written, oral or improvisatory. The beat is also dependent on the meter of the music, whether it may be regular, irregular or odd-meter pieces. Modern pop music may be used for the regular beats and experimental music for the irregular beats, simply to compare and contrast the two concepts. Beats can also be heard with respect to the tempo of the music, or how fast or slow the music is. A faster beat means a faster tempo marking (i.e., Presto) and a slower beat means a slower tempo marking (i.e., Presto ) and a slower beat means a slower tempo marking (i.e., Adagio ). The music of a military marching band may be used as an example to illustrate fast beats and the music of a funeral march to illustrate slow beats. Beats can also have their own dynamics, or softness and loudness of sound. Music from the drum solos of jazz drummers are good examples because they pay close attention to the dynamics with respect to playing the drums.
Dynamics is another element of music that also affects the other elements, as it addresses the softness and loudness of sound or volume. Dynamics is defined as "the intensity of volume with which notes and sounds are expressed" (Sadie, 2001, 2002). This is one element that can be seen on printed music scores, through symbols and its Italian terms such as crescendo, or gradually getting loud, diminuendo, or gradually getting soft, pianissimo (pp) or very soft, forte (f) or loud, etc. To experience fully the dynamics, it is essential to apply the active-listening approach. Music materials composed during the 19th Century Romantic Period are suitable materials, as composers in that era tried to experiment on the whole dynamic range of the individual instruments, as well as the whole orchestra. Again, repeated playback of the recording or live playing must be done, in order for the students to fully experience and understand the concept better. Another material that may be used are videos of performances, recitals, and concerts. With video, the students not only hear, but also see the body movement of the performers as they interpret the dynamics of the musical piece. Big movements, like swaying of the body and large arm gestures, usually speak of very loud musical passages, while small and restraint motion means soft passages. Facial expressions from some performers are also reflective of the dynamics of the music.
For crucial dynamic changes, a live performance in the classroom is an ideal choice. Excerpts from musical pieces may be played, either from an acoustic piano or guitar. Acoustic instruments can bring out even the
subtle nuances of a musical tone more than its electronic counterparts. Songs that have a wider range of dynamics may also be sung. In one occasion, the teacher-researcher invited a cellist, just to have a better presentation of the concept of dynamics, because of the subtle nuances a bowed stringed instrument (such as a cello), can produce. Students must also be encouraged to experience the music live through hands-on playing, just like in a music master-class, which made learning more inter-active. The different treatment of dynamics also depends on the specific musical era or period. In studying different musical characteristics of different musical periods, the dynamic treatment employed during a specific era must be considered. For example, the constant dynamic treatment during the Renaissance Period is very different from the drastic dynamic changes employed during the Romantic Period.
Finally, timbre or tone color is defined as "a term describing the tonal quality of a sound; or the frequency spectrum of a sound" (Sadie, 2001, 2002). One of the most effective ways of teaching timbre or tone-color is through the use of a mixture of the listening and the inter-disciplinary approach, like the visual arts for instance. Aside from playing the musical example to the class, it is most effective to run it in parallel with its related arts and to present the relationship with the other art forms to reinforce certain musical concepts. The close interaction of the Impressionist writers, painters and composers during the early part of the Twentieth Century brought about the close resemblances of the outcome of their respective works. This relationship inspired the teacher-researcher to apply the interdisciplinary approach in teaching the concept of timbre or tone-color. In teaching the characteristics of 17 th Century Baroque music for example, the characteristics of Baroque visual arts like sculpture, painting, and architecture must also be presented, to show their parallelism. The students must be able to distinguish the similarities of the two art forms in terms of movement, curvilinear motifs, elaborate ornamentations and unity of mood. To further emphasize on this, the students may be asked to compare and contrast the music of 17 th Century Baroque Period with the music of 19th Century Romantic Period. If the two eras are to be compared side by side, the drastic change in timbre or tone-color is noticeable. Another method is to let the students distinguish a familiar piece on the piano, but played and re-interpreted both in the Baroque Period style and Romantic Period style. Again, the differences in timbre or tone-color is noticeable. As a closure the characteristics of the music are recalled and stressed and compared with the characteristics of their counterpart in the visual arts. Even though there are parallelisms between music and the other art disciplines, music has also its own unique properties and characteristics, which makes it very different from the other arts.
It is also very important to consider the background of the students, and choose the appropriate music listening material carefully, in order to maximize music learning. According to Carlos R. Abril and Patricia J. Flowers (2007), "listeners approach music from their unique cultural purview and make judgments about it based on both musical and extramusical elements. Understanding the ways musical and the sociocultural dimensions affect listeners can help music educators make curricular decisions that are meaningful and responsive to their learners" (Abril & Flowers, 2007). They emphasize that it is crucial for music teachers to know their students' musical tastes, identities, and thoughts (Abril & Flowers, 2007). These are some of the challenges for the music educator, and that which he/she must prepare, for the music learning to be fun and effective.
Results
Observations done by the researcher in his music classes were the initial source of data in getting the different results of applying the active-listening method (Table 1). Results of the student evaluation are found in Table 2. The responses gathered from students during interviews were presented in random
order in Table 3. Finally, the two methods used (before active listening and activelistening as core method) were presented in parallel format. It showed a side-by-side comparison of musical instruction/activities/ learning experiences, student responses and evaluation, and teacher observations as indicated in Table 4.
Observed students' behaviour
During the first few months, the researcher utilized a very minimal approach to listening, which employed the active-listening approach as an auxiliary method. Lectures in the music class consisted mostly of lengthy discussions in music concepts, which were usually accompanied by musical jargons and terms. Students were brought into an abstract world of music consisting of an interpolation of musical words, terms, concepts, and information that were alien to them. As a result, the students were oftentimes confused and clueless as to what was really transpiring in the musical sense. Hence, they would either be inattentive or passive during class discussions (Table 1). These were recorded in the observation sheets used by the researcher. Student evaluation sheets and interviews with students collaborated these observations.
It was only after the researcher used the active-listening approach as a core method, and presented audio listening examples, that the students were able to get a firmer grasp of the musical concepts and ideas (Table 1).
Table 1 Summary of Class Observation
As the class sessions progressed, the researcher added video to the instructional materials. Students' attention improved, as they listened and participated more during class discussions. Students who were once very passive began to listen intently to the musical examples (Table 1). Finally, the researcher included live playing either by playing the musical examples himself, asked for student volunteers, or invited some musician friends to play for the class. This proved to be an added attraction to them as they were awe-inspired by the virtuosity of the players, and had the joy of watching their classmates play a musical instrument in class.
The approach was well received by the students. The students were no longer passive during class discussions as they had a clearer view of the music concepts, because of the different listening examples and methods presented to them (Table 1). This reinforced their learning and greatly improved their understanding and appreciation of the subject, which later on manifested in their actual performances during the Music Culminating Program, which can be considered as an application of "Enactive Listening" by Campbell (2005).
Uses of active-listening in teaching the elements of music
This study shows that active-listening enhances students' understanding on the elements of music, which reinforces the studies made by Stuart and White (1999). This is specifically true in teaching the melody and pitch of a song or music (Table 2). By repetitive listening, the students became more familiar with the music and its underlying concepts. Furthermore, by showing the music score, it not only gave the students aural feedback, but visual feedback as well. They saw the immediate relationship of the melody being heard, and the melodic contour in relation to the texts that they saw on the music score. Since not all of them are music-readers, this method gave them an easier way of learning and "reading" the music through listening, which was similar to the studies conducted by Gromko and Russel (2002). The use of active listening also gave them time to listen while humming the tune, thus doing it in a more balanced perspective. Consequently, this helped develop their "inner-hearing", which is very crucial in singing the correct pitch. Furthermore, this contributed to their learning of the song gradually, as the text usually "gets in the way" in the learning process. The students then had an easier time singing the actual song with the text because they are now very familiar with the melody.
This study shows that treating the class as a choir is an effective way to teach the concept of harmony (Table 2). It gave the students immediate feedback as to what notes are being harmonized. As the class progressed along to each section of the vocal score, every student heard what each vocal line is doing. It also helped them develop their "inner hearing", as well as giving them instant feedback in teaching the concept of harmony. And when the students were ready to "harmonize" and sing together, they not only learned the individual parts, but also the concept behind the element harmony" (Table 2). The challenging part was for them to be able to maintain their individual lines and pitches so they would not drift apart from the rest of the voicing. That is where the "inner hearing" would be helpful, in which again, listening plays a crucial role. This method is similar to the concept of "Engaged Listening" by Campbell (2005). This exercise also helped the students acquire a better understanding of the history of choral music.
Table 2 Summary of Student Evaluation
In teaching the concept of rhythm, activelistening of carefully selected musical material and conducting it, helped the students feel, identify, and move to the rhythm of the music, even without hearing an actual sound of the beat (Table 3). This method can be attributed to the studies on effects of active versus passive listening conducted by Fung and Gromko (2001). Likewise, listening to the beat of certain pieces of music (i.e. African drumming) helped the students create and imitate the different kinds of beats. This way, the students can experience rhythm and differentiate it with the concept of a beat (Table 3).
In teaching dynamics, using a variety of musical styles for active-listening made the students' hearing sensitive to the nuances and to the different dynamic levels, and when some of them were asked to play an instrument, live. The good thing about this was that, the students felt the music more and understood the concepts better, when they themselves did it (Table 3).
Table 3 Sample Results of the Interview (continued from previous page)
Table 3 Sample Results of the Interview (continued from previous page)
Finally, as presented in the 1990 National Curriculum Council (NCC) report, the interdisciplinary approach is also an effective way of music instruction. Combining activelistening with the inter-disciplinary arts such as paintings, helped the students see and hear the close relationship between the two art-forms, thus supplementing the teaching of the concept of timbre or tone-color
(Table 4). Also, comparing a couple of music of different eras, and playing a piece of music in two different musical styles and era helped the students spot the differences of timbre or tone-color between the two musical styles, playing the same music. This method also improved the students' sonic perspectives and sensitivity to various musical styles (Table 4).
Table 4 Parallel Comparison Between the Two Methods Used
Table 4 Parallel Comparison Between the Two Methods Used continued from previous page)
Table 4 Parallel Comparison Between the Two Methods Used (continued from page 27)
Conclusion
The art of active-listening is integral and crucial to the learning process in music. The teacher should be creative enough in discerning which type of approach is appropriate for a particular situation, from mixed-media, multi-disciplinary, interdisciplinary, integration (as presented in the 1990 National Curriculum Council or NCC report), to the active-listening approach. The teacher must also use a variety of methods in the active- listening approach such as using the traditional recording, videos, live playing/ listening, and many more. Each activelistening method has its own strengths and weaknesses. It is therefore a challenge for the music teacher which ones to employ.
The effectiveness of the lesson, and the success of the students would still depend on the chosen material and delivery by the music teacher, and active-listening should always be the core method during the class session. Active listening in music provided an opportunity for the students to actively listen, watch, move, conduct, and perform different types of musical selections which are essential and integral to the lesson. This in turn, gave the students a better understanding of the different elements and concepts in music. It also helped the students become more focused and attentive in class. They were also very dynamic and participative during class discussions. With these, it is strongly suggested that activelistening should be the core pedagogical tool in music instruction for it reinforces the teaching of the elements of music.
References
Abeles, H. F., Hoffer, C.R., & Klotman, R.H. (1984). Foundations of Music Education . New York: Schirmer Books.
Abril, C.R. & Flowers, P.J. (2007). Attention, preference, and identity in music listening By middle school students of different linguistic backgrounds. Journal of Research in Music Education , 55 (3), 204219. Retrieved from http://www.jstor.org/ stable/4543121
Blacking, J. (1976). How Musical is Man ? London: Faber and Faber Limited.
Campbell, P.S. (2005). Deep listening to the musical world. Music Educators Journal , 92 (1), 30-36. Retrieved from http://www.jstor.org/stable/3400224
Campbell, P.S., Scott-Kassner, C. & Kassner, K. (2010). Music in childhood: From preschool through the elementary grades (3 rd ed.) . Boston, MA: SchirmerCengage Learning.
Chang, J. (2009). The Effect of active and passive listening condition on young children's musical understanding of familiar and unfamiliar melody through researcher-invented notation , Unpublished Doctoral Dissertation, University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/ compoundobject/collection/p15799coll127/ id/15536/rec/4170
Frith, S. (1996). Performing Rites: On the value of popular music . Cambridge Massachusetts: Harvard University Press.
Fung, C.V. & Gromko, J.E. (2001). Effects of active versus passive listening on the quality of children's invented notations and preferences for two pieces from an unfamiliar culture. Psychology of Music , 29(2), 128-138.
doi: 10.1177/0305735601292003
Gromko, J.E. & Russel, C. (2002). Relationships among young children's aural perception, listening condition, and accurate reading of graphic listening maps. Journal of Research in Music Education, 50(4), 333-342. Retrieved from http://www.jstor.org/stable/3345359
Hackett, P. & Lindeman, C.A. (1997). The musical classroom: Backgrounds, models, and skills for elementary teaching (4th ed). New Jersey: Prentice Hall, Inc.
Hoffer, C.R. (2001). Teaching music in the secondary schools (5th ed). Belmont, CA: Wadsworth-Thomson Learning, Inc.
Kamien, R. (2008). Music: An Appreciation (9th ed). New York: McGraw-Hill, Inc.
Labuta, J.A. & Smith, D.A. (1997). Music education: Historical contexts and perspectives. New Jersey: Prentice-Hall, Inc.
Laurel, B. (1993). Computers as theatre. Massachusetts: Addison-Wesley Publishing Company.
Merriam, A.P. (1964). The Anthropology of music. Indiana: Northwestern University Press.
Philpott, C. (2001). Learning to teach music in the secondary school: A companion to school experience. In C. Philpott (Ed.), Strategies for teaching and learning in the music classroom: approaches to listening, composing, performing and appraising (pp. 83-103). London: RoutledgeFalmer.
Plummeridge, C. (2001). Learning to teach music in the secondary school: A companion to school experience. In C. Philpott (Ed.), The place of music in the school curriculum (pp. 5-18). London: RoutledgeFalmer.
Sadie, S. (Ed.). (2002). The New Grove dictionary of music and musicians, (2 nd ed.). (Vols. 1-29). London: Macmillan Publishers Limited.
Said, E. (1991). Musical Elaborations . New York: Columbia University Press.
Stuart, D. & White, G. (1999). Music in our world: An active-listening approach . New York: The McGraw-Hill Companies, Inc.
Suzuki, S. (1973). The Suzuki Concept: An introduction to a successful method for early music education. In E. Mills & Sr. T. C. Murphy (Eds. ), Children Can Develop Their Ability To The Highest Standard (pp. 9-16). Berkeley, CA: Diablo Press, Inc.
Taylor, T.D. (1997). Global pop: World music, world markets . New York: Routledge.
Volpe, G. & Camurri, A. (2011). A system for embodied social active listening to sound and music content. ACM Journal on Computing and Cultural Heritage , 4 (1), 1-23. doi: 10.1145/2001416.2001418 http://doi.acm.org/10.1145/2001416.2001418
Zinn, M. & Hogenson, R. (1987). Basics of music: Opus 1 . New York: Schirmer Books Macmillan, Inc. | <urn:uuid:6307dd26-9735-4f1b-b4d4-130668ffd5bb> | CC-MAIN-2017-43 | http://ovcrd.upd.edu.ph/ali/article/download/4542/4092 | 2017-10-24T09:46:17Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00077.warc.gz | 259,833,577 | 12,320 | eng_Latn | eng_Latn | 0.961975 | eng_Latn | 0.99871 | [
"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",
"eng_Latn"
] | false | docling | [
1781,
5364,
9616,
13784,
17698,
21922,
26090,
29283,
33259,
37400,
41663,
45895,
47348,
50969,
51008,
52082,
52154,
52969,
53057,
53140,
56222,
58655
] | [
2.140625,
3.140625
] | 3 | 3 |
Shakespeare and More Spelling Scheme
What does the scheme consist of?
There are 32 lists of words for children to learn. The words are taken from the 2014 National Curriculum. The lists get progressively more challenging, matching the content of the new NC. It is likely that the school will choose to use the lists flexibly, but the table below shows how the lists align to the demands of different year groups drawn from the 2014 National Curriculum.
The demands for spelling in the 2014 National Curriculum are challenging and it may take a number of years for children to 'catch up' with the programme. Across each year group, the word list contain a mixture of new words and words previously learnt. This should give children the opportunity to revise words they know already, ensuring children do not simply learn them for the test and then forget them.
How should it be used?
Children move through the lists, with a new list each half term or when they have mastered the spelling rules/sounds on the list.
Spelling, especially in KS1, is taught through a phonetic approach. Schools may wish to rearrange the order of word lists so they match the phonics scheme of work followed by the school. This moves to learning words organised by specific spelling rules. In addition, there are common exception words that do not fit with spelling patterns on each list. This means children would benefit from spelling being explicitly taught, as well as children taking lists home to learn. It should be noted that apart from the common exception words and statutory spelling words, children are learning the letter string, sound or spelling rule, not the specific word.
Teachers should give regular spelling tests (the number of words and frequency depends on the age of the children). Where spellings are built around a particular sound or letter string, children should be given one or two words that are not on the list but fit with the rule or sound to see if there are able to generalise. For example, when learning words with the -ay letter string (and they are given day, play, say, way, stay) the teacher might also test to see if can they also spell may and bay.
In addition to teaching the rule/sound, children will benefit from being taught the meanings of words and how they can be used, supporting the development of their vocabulary. Spelling should also be corrected in children's writing.
Where does the scheme start?
The scheme begins at the start of Y1. Before children can begin on the first sheet, they need to be familiar with:
* all letters of the alphabet and the sounds which they most commonly represent
* consonant digraphs and the sounds which they represent
* vowel digraphs which have been taught through the phonics scheme and the sounds which they represent
* words with adjacent consonants
* the process of segmenting words into sounds before choosing graphemes to represent the sounds
Where does the scheme end?
If children work at the rate of one wordlist per half term they should finish the scheme at the end of term 1 of Y6. This would give two terms to return to any areas of that still need development. | <urn:uuid:152984fd-f35e-4ee5-ae5b-c802f55e91d9> | CC-MAIN-2020-40 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/266792/user/zSvHAV2UQj?response-content-disposition=attachment%3Bfilename=Shakespeare_and_More_Spelling_Overview.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1600642253&Signature=AEXF%2BZgauAnIWM1IVBabFiL%2FBTQ%3D | 2020-09-20T10:50:54+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00069.warc.gz | 635,534,148 | 640 | eng_Latn | eng_Latn | 0.998586 | eng_Latn | 0.998607 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2409,
3152
] | [
4.28125
] | 4 | 2 |
The Greenfinch
The Greenfinch is a familiar bird seen in both rural and urban gardens. The male is a dull olive-green colour with a yellowish breast, grey cheeks and distinctive yellow wing flashes. Females are duller with less yellow and juveniles are paler and streakier. Females and juveniles are often confused with female House Sparrows. The Greenfinch is a gregarious species which tends to nest in loose flocks, especially in conifers. It is, however, often aggressive towards its own kind and other birds at feeding stations.
Once settled on a feeder, it will nibble away contentedly for ages. Having a thick bill, it can eat most types of seed and peanuts, but it favours black sunflower seeds and sunflower hearts.
Over the past few decades the Greenfinch has experienced a few peaks and troughs in its population. Research has shown that in the 1970's and 1980's the species declined but then dramatically increased during the 1990's. Unfortunately, it is now in decline again and this is mainly due to a parasitic disease called Trichomonosis.
It was in 2005 that people began reporting that Greenfinches were being found sick or dead. The disease is also found in other species such as pigeons, doves, House Sparrows and Chaffinches but Greenfinches seem particularly prone. The disease affects the upper digestive tract and causes lesions at the back of the throat. As they worsen, the throat becomes blocked and the bird is then unable to eat or drink, eventually dying of starvation or dehydration.
Symptoms of Trichomonosis: It is easy to recognise the symptoms, which incidentally are similar to salmonellosis, as the bird behaves in a lethargic manner and will sit in one spot for a long time. Its plumage is fluffed up and it has difficulty swallowing. The disease is spread through regurgitated food and saliva, possibly during the breeding season, when breeding birds pass food to each other or at feeding stations from infected birds. If you happen to find a dead Greenfinch, visit www.gardenwildlifehealth.org which explains how you can help in the research of disease in wild birds by sending a record plus the carcass to them for a post mortem. It should be noted that Trichomonosis does not affect humans or domestic animals.
Preventative measures: You should maintain a good standard of hygiene around feeding stations and bird baths, and if possible, rotate feeders to different parts of the garden. Feeders should be cleaned with a specially-designed commercial product or a weak solution of bleach, then thoroughly rinsed and left to dry before re-using. If you find many birds are affected, you may have to stop putting food out for two to four weeks. The birds will move on and hopefully disperse thus avoiding crowded feeders. If you follow this advice, you will have done all you can to keep Greenfinches and other garden birds healthy.
Jean Parrott
Jean is a voluntary Ambassador for the British Trust for Ornithology's (BTO) Garden BirdWatch scheme in Nottinghamshire. If you enjoy watching birds and other wildlife which visit your garden, Garden BirdWatch may be perfect for you. If you would like a free information pack about the scheme, contact Jean at email@example.com or visit www.bto.org/gbw | <urn:uuid:52d16ab7-7122-4208-89de-39d7a0dc5438> | CC-MAIN-2020-40 | https://www.bto.org/sites/default/files/jan_greenfinch.pdf | 2020-09-20T11:47:36+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00069.warc.gz | 798,309,798 | 702 | eng_Latn | eng_Latn | 0.997251 | eng_Latn | 0.998428 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2258,
3249
] | [
2.890625
] | 1 | 0 |
Mathematics Grade 4 Summary
In Grade 4, instructional time should focus on four critical areas: (1) developing understanding and fluency with multi‐digit multiplication including familiarity with patterns, factors and multiples, and developing understanding of dividing to find quotients involving multi‐digit dividends; (2) developing an understanding of fraction/ decimal equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry; and (4) solving problems involving length, weight, liquid, mass, volume, time, area, and perimeter.
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Algebraic Concepts
- Represent verbal statements of multiplicative comparisons as multiplication equations (e.g. 42 = 6 × 7 means that 42 is 6 times as many as 7).
- Multiply or divide to solve word problems involving multiplicative comparison (e.g. Diego has 3 times as many marbles as Stacy. Stacy has 17 marbles. How many marbles does Diego have?).
- Solve multi‐step word problems posed with whole numbers using the four operations.
- Identify the missing symbol that makes a number sentence true.
- Find all factor pairs for a whole number in the interval 1 through 100.
- Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself (e.g. given the rule "add 5" and the starting number 1, generate terms and observe that the ones digit will always be 1 or 6).
- Determine the missing element in a function table.
- Determine the rule for a function table.
Geometry
- Draw and identify points, lines, line segments, rays, angles, perpendicular lines, and parallel lines.
- Classify two‐dimensional figures based on the presence or absence of parallel lines, perpendicular lines, or angles of a specified size.
- Recognize and draw lines of symmetry in two‐dimensional figures.
Measurement, Data, and Probability
- Know relative sizes of measurement units within one system and express measurements in a larger unit in terms of a smaller unit.
- Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.
- Apply the area and perimeter formulas for rectangles.
- Identify time as the amount of minutes before or after the hour.
- Make a line plot to display a data set of measurements in fractions of a unit and use these line plots to solve problems.
- Translate information from one type of display to another.
- Measure angles with a protractor and use angle measures to solve addition and subtraction problems.
Diagnos stic Category Sk kills List
Number rs and Operatio ons
- Conv form (8,07 seven vert between nu (8 × 1,000 + 7 × 70), and word fo nty). umbers in expan × 10), standard f orm (eight thous nded form sand,
- Use p numb 604,0 place value to co bers. For examp 000 < 630,000. ompare whole ple,
- Use p the n 100,0 place value to ro nearest 10, 100, 000. ound numbers t 1,000, 10,000, to or
- Quick whol 1,000 kly and accurate e numbers up t 0,000. ely add or subtr o a sum of act
- Mult a 1‐d 9,870 neces iply and divide a igit number, su 0÷ 4. Use rema ssary. a 4‐digit numbe ch as 9,870 × 4 inders when er by or
- Mult 2‐dig iply a 2‐digit nu git number, such mber by anothe h as 32 × 51. er
- Findequivalent fract tions.
- Comp nume Add t deno pare fractions w erators and diff two fractions w ominators 10 an with different erent denomina ith respective d 100. ators.
- Use d deno decimal notatio ominators 10 or n for fractions w 100. with
- Comp place pare two decim e using the symb als to the hund bols >, =, <. redths
Materials&
Resources
Safe and
Supportive
Schools
Student
Achievement
Standards
Instruction
Assessment
Curriculum
Framework
Additional M can be foun Materials and R nd at: esources http: ://www.pdesas s.org/
or https: ://pa.drcedirect t.com/
July 2014
Mathem Grade matics e 4
Grad for Diagn de Level Summ Mathematical nostic Category mary, Standard Practice, an y Skills List ds d
The M descr that s demo mathe that s grade Diagn descr expec Diagn Classr Math includ may e provid diagn mathe addre incorp mathe integr Mathematics sum ibes the perform students in grade onstrate. The stan ematical practice students should d es in their study o nostic Category Sk iptions of skills th cted to demonstr nostic Category w room Diagnostic T ematics. While th de every possible encounter within de a representati ostic category. A ematics instructio ess these as discre porate them with ematical practice rated curriculum. mmary for grade 4 ance in mathema 4 are expected t ndards for e describe practic develop across of mathematics. T kills List provides hat students can rate within each while taking the Tools for his list does not skill that student the CDT, it does ive sample for ea dditionally, on should not ete skills but rath h the standards fo e as a part of an . 4 atics to ces The be ts ch her or | <urn:uuid:db33e609-95f5-4bbc-acd7-9c71d11d5a93> | CC-MAIN-2020-40 | https://static.pdesas.org/content/documents/CDT_DiagnosticCategorySkillsList_Mathematics_G4.pdf | 2020-09-20T11:05:06+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00070.warc.gz | 652,298,130 | 1,919 | eng_Latn | eng_Latn | 0.955881 | eng_Latn | 0.982734 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3161,
5509
] | [
4.0625
] | 1 | 6 |
Foods 4-H Project Newsletter
This Foods Project Newsletter contains information specific to the FOODS Project. Please use it in conjunction with the General 4-H Information Bulletin, so that you are aware of Achievement Day completion requirements as well as general opportunities and information pertaining to all 4-H members. This Project Newsletter, as well as the General 4-H Information Bulletin, will be updated in December of each year, if necessary, based on changes made at the 4-H Nova Scotia Annual General Meeting.
Welcome to the 4-H Foods Project. This project newsletter is designed to update you on project requirements and rules and to answer any questions you may have. Please read it carefully because it is your guide to the project year. Foods Leaders will be provided with a link to leader's resource which includes a Leader Guide, Activity Guide and Recipe Book as well as this newsletter. 4-H members will receive a copy of this newsletter and a record sheet. The 4-H Foods Leader Resource is available online and has a great deal of information in it. A 4-H member can continue to explore and grow in the Foods Project for any number of years.
The focus of the Foods Project for 2019 - 2020 is Meat and Alternates. Junior Foods Members are now required to complete any six (6) lessons and Senior Foods Members will be required to complete any nine (9) lessons. Lessons can include Food Education/ Preparation lessons as well as cooking lessons. Information on these lessons need to be recorded in the Foods Project Record Sheet. For each lesson the required activity is the preparation of a food article. There are a number of activities at the end of each lesson leaders can use to enhance their meetings.
The foods project rotates on the following schedule:
Foods Project Work Requirements
The Project Work requirements for the Foods Project are:
* One (1) article of the following: A poster, report, experiment, gift item or baked product that fits in the class list for exhibition and 4-H NS Show. The project article should reflect the area of focus for the current year. NOTE: If members require computer/video equipment to display their project they must provide their own equipment at Achievement Day, Exhibition and 4-H Show. All reports, posters or displays must include a bibliography for information taken from a source other than the 4-H member. (i.e., downloaded from the internet, etc.)
Last Revised: January 2020
* A RECIPE CARD MUST ACCOMPANY THE FOOD ARTICLE at Achievement Day, Exhibition and 4-H Show.
* RECIPE BINDER: containing a minimum of six recipes that members have prepared in the current foods project year, will be REQUIRED ONLY FOR ACHIEVEMENT DAY and is an optional item for Exhibition. At exhibition, the binder could be entered in: CLASS 4: Foods - SECTION 3: Reports, Posters, Experiments and Recipe Binders.
Sample Page for Recipe Binder
Note: This sample Recipe Page for your Recipe Binder is provided to give you an idea to get started. You can use your own format but be sure all the elements below are provided in each recipe:
Date the Recipe was prepared ___________________ Binder Section for Recipe __________
Lemon Buttered Chicken
4
Boneless, skinless chicken breasts 4
3 tbsp.
Flour
45 ml
3 tbsp.
Butter
45 ml
1 tbsp.
Water
15ml
3 tbsp.
Maple syrup
45 ml
1
Fresh Lemon
juice of 1
1 ½ tsp
Chicken Bouillon
7 ml
Chopped Parsley
Lemon Slices
Pound chicken lightly to flatten. Coat with flour and shake to remove excess. In a large frying pan melt butter. Add chicken breasts and sauté until golden brown on both sides.
Add to chicken mixture and bring to a boil over medium-high heat. Reduce heat, cover and
In a small bowl combine water, maple syrup, lemon juice and chicken bouillon until dissolved.
simmer 5 minutes - or until chicken is no longer pink in the center.
Makes 4 servings
Remove chicken from pan, keep warm. Cook and stir pan juices over high heat until thickened and syrupy, about 1 to 2 minutes. Pour glaze over chicken, sprinkle with parsley and garnish with lemon slices.
Recipe Evaluation: Changes you would make if preparing this recipe again, how it turned out, how you liked it, etc.
OTHER IMPORTANT NOTES FOR ACHIEVEMENT DAY:
Recipe Binders will be evaluated on:
* Completeness of individual recipes; Neatness; Cover page; Diversity of recipes and Filing system (i.e., Main Course; Appetizers, Desserts, etc.)
* Recipes from previous years would be filed in the appropriate section at the back of their recipe binder.
* The members will include dividers to separate their recipes into sections for easy reference. In the second and subsequent year, the current year's recipes would be placed together at the front of the binder to make it easier for evaluation and judging.
* The recipes may be handwritten, typed or photocopied. On each recipe members would include the date they prepared the recipe and an evaluation of the recipe including changes they would make if preparing it again. See a sample at the end of the newsletter.
Personal Hygiene: Cleanliness is very important since you are working with food. Remember to tie hair back, wear an apron, have a clean work area and wash hands before you begin preparation and cooking with food.
Community Service Projects:
Leaders may encourage members to do a group activity at events during the year to demonstrate the skills they've learned in the Foods project. Maybe prepare a lunch for seniors, a Christmas party for 4-H club members or gift baskets for new people in the community.
FOOD SAFETY
Food Safety must be of concern when members are preparing food. No one wants to make family members or a foods judge ill so members need to be aware of and practice food safety when preparing, transporting, and storing all foods.
At Achievement Days, County Competitions and the 4-H Nova Scotia Provincial Show, judges will taste your food articles. The taste of a food product is a significant factor in judging a food article. As a foods member, it is your responsibility to follow safe preparation practices when making the food and when transporting the food to Achievement Day or exhibition competition.
THE FOOD SAFETY RULE - Keeping Hot Foods Hot and Cold Foods Cold is important! Temperature is especially important if a member is making a food article that has ingredients that could spoil easily (e.g., A casserole that contains a meat product or a dessert that contains eggs or whipping cream.)
Members must keep their food articles at the appropriate temperature at 4-H shows until the judge arrives to judge the food product. If a judge doubts the safety of a food product, he or she may choose not to taste the article which, for the most part means the product will go to the bottom of the class.
ENTERING YOUR FOOD AT ACHIEVEMENT DAY, EXHIBITION AND 4-H SHOW
The following provides ideas that members may choose to make for Achievement Day, Exhibitions, County Shows and 4- H Nova Scotia Provincial Show. PLEASE NOTE If a 4-H member has completed the foods project they may exhibit up to three (3) articles at the county 4-H Show or local exhibition. (as of the 2009 annual Nova Scotia 4-H Council Meeting)
NOTE: Members - MUST INCLUDE A RECIPE CARD WITH THEIR FOOD ARTICLE submitted on Achievement Day, Exhibition and at the 4-H Nova Scotia Provincial Show.
1. The project article should reflect the food group focus for the current year and incorporate as many Nova Scotia food products as possible, (e.g., blueberry loaf, apple crisp, cake, various quick breads or muffins, etc.) Does the article reflect a reasonable degree of preparation difficulty based on your age and food experience?
2. Check to be sure you exhibit the required amounts for the class. Make sure the product is properly displayed on a clean serviceable plate and well-wrapped or covered to ensure freshness.
3. FOOD SAFETY - There are several articles in the class list that are perishable, therefore, should not be sitting at room temperature for more than two hours in total unless the proper conditions can be provided. Use a thermos or ice pack, etc. to keep hot foods hot (above 60°C (140°F)) or cold foods cold (below 4°C (40°F)). Avoid perishable foods if the proper conditions are not available. If a judge cannot be assured that the food has been safely kept hot or cold, they will make by a visual placement of the article only.
4. After the food article has been judged, only a piece or portion of the finished product needs to be displayed in sections 2, 6, 7, 11, 12, 13, 14 and 15.
REMINDER: Members are reminded of the recommendation that only the foods project requirements are to be included for judging at the 4-H Nova Scotia Provincial Show. Judging space is very limited and it is not necessary that foods projects are placed in the judging area with extra items such as utensils for tasting, plates, etc. These items can be included with the foods project in the county display. The foods judge will bring all the necessary utensils needed for judging the foods projects therefore members don't need to bring utensils, extra plates, etc.
4-H Nova Scotia Provincial Show Class & Sections: Each county is eligible to send the top two junior and top two senior articles to the 4-H Nova Scotia Provincial Show. The classes are as follows:
CLASS #4: FOODS
Section 1:
SNACKS (3 pieces of individual articles such as potato skins, a single serving of drinks, salads, etc.) - Canapes and appetizers, pretzels, pizza, breakfast bars, nachos, etc.
Competitions at County Level and the 4-H Nova Scotia Provincial Show
NOTE: As of the 2013 annual 4-H Nova Scotia AGM, the "Bake-Off Competition" will now be called the "Food Preparation Competition" because this competition does not always include baked foods. Food Preparation Competition - This is a competition at local exhibitions/county shows and the 4-H Nova Scotia Provincial Show. It is open to the top foods Junior and Senior 4H member from each county.
CLASS 63: FOOD PREPARATION COMPETITION (at the 4-H Nova Scotia Provincial Show)
* Competitors are required to register Saturday morning to receive the recipe. Refer to the program for the time and location.
* Open to the Top Junior and Top Senior member of the County Food Preparation Competition (4-H NS AGM, 2011).
* A number of contestants will work simultaneously and the event repeated until all contestants have participated.
* Contestants will be supplied with ingredients, metric recipes, aprons, and baker hats.
* Contestants will be neat in appearance. Because they will be handling food, clean hands are a must and long hair should be tied back.
* Please bring the following to the Food Preparation Competition: 2 mixing bowls, measuring spoons, spatula, measuring cups (dry), measuring cup (wet), hair net, 1 butter knife, 2 mixing spoons and a paring knife.
* The proficiency of the competitor and the quality of the finished product will be judged.
* Contestants are responsible for their own measurements, preparations, combining ingredients, baking, timing, and cleaning up.
* Prizes will be awarded to the top junior and top senior members.
It is suggested there be two judges - one judge each for the junior and senior competitions. (4-H NS AGM 2011)
* The Senior Food Preparation Competition will be one hour and the Junior Food Preparation Competition will be 45 minutes long (4-H NS AGM, 2011). | <urn:uuid:4c396009-fdb1-46ce-b6c3-8609254a5f65> | CC-MAIN-2020-40 | https://4hnovascotia.ca/wp-content/uploads/dlm_uploads/2019/03/2020-Foods-Newsletter.pdf | 2020-09-20T11:07:19+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400197946.27/warc/CC-MAIN-20200920094130-20200920124130-00069.warc.gz | 257,068,487 | 2,460 | eng_Latn | eng_Latn | 0.974642 | eng_Latn | 0.997069 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2464,
4222,
6815,
9356,
9562,
11448
] | [
2.5
] | 2 | 0 |
The Early Putnam Lineage in England
The following section gives a very rough outline of the early English ancestral line of Puttenham. This line descends from the keepers or tenants of the estate of Puttenham in the 900s. Prior to about 1400 there were no last names unless you were of royal bloodlines. People simply had given names attached to where they were from.
As surnames came into existence, these people took the name Puttenham and as time went on, the name was spelled as pronounced, Putnam. The name is still found in England today, and where it is found it is now spelled Putman as well as Putnam. The Puttenham variation is now extremely rare.
Please keep in mind that early records, if found at all, are tenuous at best. Certain lines are accepted by genealogists, but may or may not be exact. Early ancestors are listed as they are the only known folks holding titles to certain lands, but we must assume that they were not the only folks living on the lands. Just like many American blacks took the surnames of their masters, many tenants were associated with the names of their lords. A great many relationships prior to about 1300 are circumspect.
For what it is worth, the following section on the early Putnam history is included in this genealogical history. This is an important part of my Putman history and to all others descending from the two English immigrants, John Putnam and Thomas Putnam. Accepted or not, do not hang your hat on much before about the middle 1300s or so.
THE PUTTENHAM FAMILY
The following information on the Puttenham and Putnam/Putman early history is taken primarily from the works and research of Eben Putnam of Boston, Norman Graham of Kent, England, Vere Woodman, Read Putnam, Gloria Washburn and others. I have had current day assistance from Norman Graham in England, Read Putnam in Wyoming and Jack Puttenham of Hamilton, Ontario whose family still retains the early spelling of the name.
Like a great many old names, the name Putnam takes its origins from the town or area where the first people of that name lived. In the case of the Putnam family, the name came from Puttenham.
The name Puttenham comes from the Flemish PUTTE (PUTTEN plural) for well and HAM for hamlet or village. In other words the lands were a village by a well.
The current day parish of Puttenham lies some 40 miles north of London near the ancient town of Tring. The original lands lay in Hertfordshire and Buckinghamshire to the north and west of London. Aston Abbots, where John Putnam came from, is north of London and Chesham, where Thomas Putnam came from, is somewhat northwest of London.
As far back into the Middle Ages as we can trace, the lands were held by Edwin of Caddington and his son Leofwin. It later came to Earl Lewin or Leuium, the brother of King Harold. After the Norman conquest in 1066, the lands were granted to Odo, the bishop of Bayeux. Odo was a half brother of William the Conqueror and the lands were held by a tenant, Roger.
In 1085-1086, William took a census of all lands to determine ownership and taxability. This huge undertaking resulted in the Doomsday Book of 1088. The description of the lands in this book read:
The manor (of Puttenham) answers for four hides, Roger holds it for the Bishop. There is land to four ploughs. There is one in the demesne and another may be made. Four villanes with two borders there have two ploughs. There are four cottages and two bondmen, and two mills of ten shillings and eight pence. Meadow for four ploughs, and four shillings. Pasture for the cattle. It is worth sixty shillings, when the Bishop received it forty shillings. In King Edward's time four pounds.
Puttenham was later given to the Earls of Leicester in the 1200s and to the Honor of Wallingford under King Edward I in the 1300s. In the 1300s, the lands were held by the Wale-Fitz Wale family. By the 1400s, the holders of Puttenham were granted their own Coat of Arms and were knights in their own rights. The Puttenham Manor remained in possession of the Puttenham family through the middle of the sixteenth century.
The manor was sold in 1690 by Thomas Saunders, a descendant in the female line. It was subsequently sold to Francis Duncombe, whose descendants sold it in 1800 to John William Edgerton, 7th Earl of Bridgewater. From him it passed to Earl Brownlow who conveyed the estate to Baron Lional Nathan de Rothschild in exchange for lands in the Parish of Northaw.
Eben Putnam in his several works indicated that the Chesham branch split out from Henry Puttnam in the middle 1500s. Norman Graham and later researchers have shown it to be a separate branch established there prior to 1400. In the following lineage descent, I will show the common lines, and then show the two separate descents leading to both Thomas Putnam of Virginia and John Putnam of Massachusetts.
The following is an attempt to show the main lines of male descent of the Puttenham-Putnam family from as far back as records exist up through the middle 1600s, at which time our ancestors first came to America.
ANACHITIL
Anachitil was born in Normandy and in 1066 was a companion of William the Conqueror at the Battle of Hastings.
ROGER
Roger was the son of Anachitil, a tenant recorded as holder of the lands of Puttenham in 1088. He was an overlord and holder of the lands for Odo the Bishop of Bayeaux.
GEOFREY de TOURVILLE
Geofrey was the holder of the lands after the death of the Bishop Odo in 1099.
William was mentioned in the 1154 to 1184 period. His daughter, Matilda married Richard FitzWale of Puttenham.
JOHN & RICHARD FITZ-WALE
John and his brother Richard, held the lands during the 1200s with various knights.
SIMON de PUTTENHAM
Simon and his son Roger, were knights mentioned on the rolls at Herts in 1199.
RALPH de PUTTENHAM
Ralph de Puttenham, held the manor in Knight's fee of the Honor of Leicester in 1210-1212.
RALPH de PUTTENHAM II
Another Ralph, probably a son, held the manor 1250-1270.
JOHN de PUTTENHAM
John de Puttenham was named on the patent rolls of 1252 and 1281. His wife was named Agnes.
JOHN de PUTTENHAM
John de Puttenham, son of John de `Pottenham' held the manor and is styled as Lord of Puttenham in a deed dated 1288. His wife, Alice, is listed as Lady of Puttenham in 1303. He is also referred to as John Filius Wale.
John and Alice had at least four sons: Roger, John, James and William. The eldest son Roger, seems to be the direct line and he is listed later. John was a priest in 1346 in London. James was a bailiff of Southwark in 1323. He apparently was killed by a man named Robert de Middleton, who was pardoned for the offense in 1327. William was also mentioned as living in Southwark with his brother James.
THOMAS de PUTTENHAM
Thomas was named as Knight Templer to King Edward I, 1272 to 1307. He was more than likely the brother of John de Puttenham mentioned above.
ROGER de PUTTENHAM
Roger was the eldest son of John and Alice. He was granted the manor in 1304/5 from Sir Thomas Wale to be held in knight's fee. He was the High Sheriff of Hertfordshire, a very important position, in 1322. Roger was the first to acquire lands in Penn, Bucks in 1315. He died sometime around 1330.
Their children were Roger, Thomas, John and William. William and John lived in London.
Upon Roger's death, his wife, Alina, married Thomas de Hay and they jointly ruled the manor from 1340 for her lifetime.
ROGER de PUTTENHAM II
Roger was Roger and Alina's son and was born about 1320 and died before 1380. He served as Knight of the Shire for Bucks from 1355 to 1374. The Arms of the Puttenham Family were first used by him.
His wife, Margaret or Margery, then remarried to Thomas de Berkley. She held the manor until Roger's son, Robert, was of age.
The sons of Roger and Margaret were Roger, Robert, William, Richard and Thomas. Roger was a priest and in 1400 was appointed to the Church in Danbury, Essex. Robert was married to Margaret de Warbleton. The direct line is covered next through William. William was in Hertford in the 1370s and 1380s. Richard was in Eddlesborough, Bucks. Thomas was the Vicar of Bisham, Berks.
After about this period, there were several separate Puttenham lines that led to several different families. Sir Roger de Puttenham II, by most researchers' opinion, was the last common ancestor of John Putnam of Massachusetts and Thomas Putnam of Virginia. The following sections trace these two branches separately.
As the Puttenham families grew and new lands were acquired, several distinct branches began to form in the late 1300s. The main branches were located in Puttenham (Hertfordshire County), Penn (Buckinghamshire County), Edlesborough (Buckinghamshire) and the Chesham, Hawridge and Cholesbury branch (Buckinghamshire.)
The New England line that descended from John Putnam came from Penn and the Virginia line that descended from Thomas Putnam came from Chesham, Hawridge and Cholesbury.
There were many other branches and more detail can be gleaned from the writings of Eben Putnam, Vere Woodman, G. Andrews Moriarty and Norman Graham in their various studies.
THE PUTNAMS OF CHOLESBURY
The Branch of Thomas Putnam of Virginia
This branch of the family moved into County Buckinghamshire in the 1300s and remained there for several hundred years. They settled in the towns or parishes of Hawridge, Chesham and Cholesbury. It was here that the Thomas Putnam who immigrated to America was born and married.
WILLIAM PUTTENHAM
William junior was born probably around 1340-1345. He followed his grand father's profession in the law. He was listed as the constable of Chesham in 1376, 1382, 1385 and 1400. His wife was named Edith (possibly Smyth). She died in 1423. They had at least two sons. John Puttenham, wife Agnes, died about 1423 and Thomas Puttenham, our ancestor.
THOMAS PUTTENHAM
Thomas Puttenham was the Constable of Chesham in 1422 and died shortly thereafter. His wife was Sara or Sarra. Thomas was born in Chesham Parish in 1380 and died in 1423. Sara died later. They had at least one child, Thomas.
THOMAS PUTTENHAM II
Thomas was born in about 1410 in Chesham and died there in 1474. Thomas Puttenham was listed as a tanner in the 1445 to 1455 time period. His death was presented in 1474. Mention was made of a daughter, Joan, who married John Southend. The next generation was from a son, John Puttenham.
JOHN PUTTENHAM
John Puttenham of Hawridge was born about 1450 and may have been a grandson of the above Thomas. Not much is known about him except he had two sons; John and William. William is our line, and his life is covered next.
William Putnam of Cholesbury, Bucks was either the eldest son of John Putnam or more than likely the younger brother of John. The brother relationship is endorsed by both G. Andrew Moriarty and Norman H. Graham. His will was made April 14, 1575 and proved on August 5, 1579. His eldest living son, Thomas Putnam, was executor and inherited the home and lands in Cholesbury. Another son, Henry, received lands in Wilstone. His wife was named Jayne, but her last name is not recorded.
His children were:
JOHN PUTNAM
ROBERT PUTNAM
HENRY PUTNAM This is our line and covered in the next section.
ANNES PUTNAM married to Thomas Cocke.
ELLEN PUTNAM who first married William Gregory and then married Robert Duncombe.
AMYE PUTNAM married to John Harding.
JANE PUTNAM married to Richard Birch.
JANE PUTNAM (another one) married to Richard Feyld.
THOMAS PUTNAM who had two sons Mark and Mathew (Will 1598).
The children mentioned in the will were: Thomas of Cholesbury, John of Tring, Henry of Cholesbury, and daughters Annis Cocke, Amye Harding, Ellen Duncombe, Jane Byrche and Jane Feyld. It is the son, Henry of Cholesbury, who is our ancestor.
HENRY PUTNAM
Henry Putnam of Cholesbury was probably born in the 1550s in Cholesbury in Bucks, and was the youngest son of William Putnam. He married Agnes Duncombe of Tring on November 26, 1570.
They had the following children:
WILLIAM PUTNAM of Cholesbury. This is our line.
ROBERT PUTNAM
HENRY PUTNAM of Hawridge.
JANE PUTNAM who married Richard Daucer on June 18, 1599.
ELLEN PUTNAM
AGNES PUTNAM
His will was made on April 1, 1589 and was proved on May 22, 1598. He made his wife Agnes and son William executors. He left his lands in Cholesbury to his eldest son, William. Robert was under twenty-one at the time and the youngest was Henry. Both received lands as well.
He left twenty pounds to his eldest daughter, Jane, on the condition that she 'does not marry Daumser.' Other bequests were also included.
Jane Putnam must have been willing to forego the twenty pounds, as on June 18, 1599 she married a Richard Daucer whom I assume was the Daumser that Henry didn't particularly like.
It was the eldest son, William Putnam, who was our predecessor.
WILLIAM PUTNAM
William Putnam of Hawridge and Cholesbury, yeoman, was the eldest son of Henry. He was born in 1579, as he was listed as being twenty years old in 1599, in Cholesbury.
On October 28, 1605, he married Jane Salter at Cholesbury. They had the following children:
HENRY PUTNAM of Chesham and Bellingdon. He married Mary Whitney in 1646. His will was proved in 1679. Their children were:
William Putnam
Henry Putnam
Francis Putnam
Joyce Putnam
Mary Putnam
Sarah Putnam
Jane Putnam
FRANCES PUTNAM of Barkhampstead Herts. His will was recorded in 1673.
THOMAS PUTNAM baptized December 3, 1623, of Chesham who is our line. His life is told in my main history.
MARY PUTNAM
JANE PUTNAM baptized on September 20, 1618. She married John Wright.
JOYCE PUTNAM baptized July 5, 1621.
His will was dated May 11, 1647 and was proved by his relict Jane Putnam on July 4, 1648 in the Archdeaconry of Bucks. I have a copy of the Will. It mentions he is to be buried in the churchyard at Hawridge. He lists bequests to his sons Frances, Henry and Thomas and daughters Mary, Joyce and Jane and his brother Henry Putnam.
Thomas Putnam of Chesham, Bucks, his eldest son, was baptized in Cholesbury on December 3, 1623. He is the Thomas Putnam who went to Virginia in 1647 aboard the sailing ship Increase and who fathered the Putnams and Putmans of Virginia. His wife was named Dorothy. They had one young child, Thomas Putnam Junior.
He died in Virginia in the late 1640s. His will was written aboard ship on December 29, 1647.
It is with this Thomas Putnam that I began my Putman Family History.
THE PUTNAMS OF PENN
The Branch of John Putnam of Salem
The branch of the Puttenham family that led to John Putnam who came to Massachusetts was centered in Penn of County Buckinghamshire. It was here in Aston Abbots that this John was born. This is a genealogy leading up to the Putnams of New England.
The most recent common ancestor of both John Putnam of Massachusetts and Thomas Putnam of Virginia was Sir Roger de Puttenham. This section continues forward from that family up to the parents of John Putnam, Nicholas Putnam and Margaret Goodspeed. The descent forward from John Putman is contained in another section in this work.
ROBERT PUTTENHAM
Robert, when he came of age, inherited his father's estates. He held them from about 1414. Robert married Margaret de Warblington. This marriage added the Warblington estates to those of the Puttenhams. Robert died before 1444, as in that year the Warblington estate was passed to his son and heir, Henry Puttenham.
Robert and Margaret had two children:
JOHN PUTNAM who was a priest in Herts.
HENRY PUTNAM who carried the line forward.
HENRY PUTTENHAM
Henry Puttenham, the son of Robert de Puttenham and Margaret de Warblington, was born about 1408 and died July 6, 1473. He married Elizabeth Wylands, the widow of Geoffrey Goodluck. Her will was dated December 25, 1485 and proved October 9, 1486 and is on record in Somerset House, London. This was probably the second marriage for Henry.
They had the following children:
WILLIAM PUTTENHAM subject of the next section.
NICHOLAS PUTTENHAM of Penn, County Buckinghamshire, was born about 1445 to 1450. He married Margaret and possessed Putnam Place in Penn, Buckinghamshire, now a farmhouse which was probably first held by the family in 1315 and remained in Putnam hands until about 1600. He was living in Penn in 1480. In 1513 he was in Eddlesborough, in the County of Buckinghamshire. He had two sons, John of Penn the eldest and heir and Henry of Eddlesborough and Woughton.
WILLIAM PUTTENHAM
William Puttenham, the eldest son of Henry, was born in the late 1420s or early 1430s and died in 1492. William married Anne Hampton. Anne's family was related to the English and German Crowns on her father's side and to the French kings all the way back to Charlemagne on her mother's side.
They had three sons, George, Edmond and Nicholas.
Sir GEORGE PUTNAM was the eldest and son in heir. He was 1460 and made Knight of the Bath in 1501. He married first Alice Wyndesore and then Rose Gainsford. He died in Sherfield and his will was dated January 26, 1534/5. His heir was:
Robert Putnam
Other children were:
Edward Putnam who had only one child, a daughter, Elizabeth who married John Saunders.
Frideswide Putnam
Elizabeth Putnam
Alienore Putnam
Brigade Putnam
Agnes Putnam
The last five girls were all unmarried daughters and were mentioned in their father's will. They may have married later, I don't know.
At this point the `chain' becomes rather confusing. Read Putnam is the most current authority on the line and he questions the William Puttenham/Anne Hampton `link' in the chain. Read feels the descent was directly from SIR ROGER and MARGARET de PUTTENHAM to a son RICHARD PUTTENHAM of Edlesborough.
As Read has the benefit of all earlier studies plus new information I am taking his descent for the time being.
RICHARD PUTTENHAM
I know virtually nothing about Richard. This is what makes this line a little tenuous. Based on Read Putnam's work, Richard did have one son, John.
All I find on Richard is that he was convicted on slaying William Agas in self defense in 1387/8.
JOHN PUTTENHAM
John Puttenham of Edlesborough was born about 1450 to 1460. He is listed as a tenant at Edlesborough in 1477. He was named as `the late John Puttenham' in 1522 in Eddlesborough.
He had three sons:
JOHN PUTTENAM
NICHOLAS PUTTENAM
RICHARD PUTTENAM the one who carries on the line.
RICHARD PUTNAM
Richard was born about 1490. He was in Slapton, Bucks in 1538. His wife was named Joan. He wrote his will on December 12, 1556 and it was proved on February 25, 1556/7. He is buried in the Churchyard in Woughton.
Richard and Joan Putnam had three children that I have records of.
JOHN PUTNAM the subject of the next section.
HENRY or HARRY PUTNAM of Woughton born about 1518.
JOAN PUTNAM born about 1520 and married before 1556. She and her children were mentioned in her father's will.
JOHN PUTNAM
John was born about 1515 and lived in Wingrave, Buckinghamshire. His wife was Margaret or Margery Gillam. They were married in 1538 In Wingrave.
John's will was dated in 1573 and proved on November 14, 1573. He was buried on October 2, 1573 at Wingrave. Margery died January 27, 1567/8.
They had seven children:
NICHOLAS PUTNAM of Wingrave who is covered in the next section.
RICHARD PUTNAM of Rowsham, born in 1542. He died in 1576.
THOMAS PUTNAM of Rowsham, born in 1544. He married Agnes Britnell on November 16, 1574 and died in June of 1576 as did his brother, Richard.
MARGARET PUTNAM born in about 1546. She married Godfrey Johnson on June 14, 1573.
JOHN PUTNAM of Slapton. His will is dated March 5, 1594.
JOAN PUTNAM who married a Meecham.
DAUGHTER PUTNAM who married a Duncombe.
NICHOLAS PUTNAM
Nicholas was born in Wingrave about 1540. On July 30, 1577, he married Margaret Goodspeed. His will is dated January 1, 1597 and was proved on September 27, 1598. After his death, Margaret remarried on December 8, 1614 to William Huxley at Aston Abbots. She died January 8, 1618/19.
The children of Nicholas and Margaret Putnam were:
ANNE PUTNAM who was christened on October 12, 1578. She married William Arnold on January 26, 1604/05.
JOHN PUTNAM who was christened on January 17, 1579/80 and died December 30, 1662. John married Priscilla Gould. This is the John Putnam of Aston Abbots who came to America and settled in Salem Village (now Danvers) Massachusetts. His life is contained in a separate chapter later on in this work.
ELIZABETH PUTNAM who was christened on February 1, 1581. She married Edward Betham on October 22, 1612.
THOMAS PUTNAM who was christened on September 20, 1584.
RICHARD PUTNAM
who was christened on July 16, 1590.
WILLIAM PUTNAM who was christened on November 12, 1592. | <urn:uuid:3fc8f771-a59c-4e7d-ad1d-5f03ab52521b> | CC-MAIN-2017-43 | http://www.billputman.com/Early%20Putnam%20Family.pdf | 2017-10-24T09:12:32Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00078.warc.gz | 392,362,211 | 5,399 | eng_Latn | eng_Latn | 0.998939 | eng_Latn | 0.999205 | [
"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 | [
2999,
5483,
7321,
9147,
10648,
12193,
13998,
14477,
16472,
18312,
19717,
20745
] | [
2.140625,
1.3359375
] | 2 | 5 |
Allamakee Community School Wellness Policy
Table of Contents
School Wellness Policy Team
Karen Burke
School Nurse
Kathy Wood
School Nurse
Dave Herold
District Superintendent
Tim Waters
School Board Member
Dr. Mike Hardy
High School Principal
Brian Hilsabeck
Athletic Director
Jennifer Garin
Middle School Principal
Julie Askelson
Waterville Elementary Principal
Joe Griffith
Elementary Principal
Deb Tweedy, Ted Snitker, Don Thies, & Tara Stein
Physical Education Instructors
Julie Magner
District Food Service Director
Jane Sivesind
Food Service/Community Member
Stef Perkins
Community Member
Barb Winters
21 st Century Grant Director
Jessica O'Connor
Ag Teacher/FFA Advisor
Jeremy Strub
Waukon Wellness Center
Andrew Blair
FFI Resource Contact
DJ Sholtes
21 st Century Grant Site Coordinator Students
Caitlin Shelton, Laynee Benson
Legislative Mandate
In 2004, President George Bush signed legislation mandating school districts have wellness polices by the 2006-07 school year. During the 2004-05 school year, the Allamakee Community School District (ACSD), in compliance with this mandate, established a local school wellness policy updated October 2012 in accordance with the Healthy Kids Act content and activity standards. These include the following:
1. Goals for nutrition education
3. Goals for school-based activities promoting wellness
2. Goals for physical activity
4. Goals for all foods available within the ACSD
5. Review and assess implementation of the policy
I. Goals for Nutrition Education
A. The Allamakee Community School District will provide nutrition education that will meet the following goals
b. Reinforce classroom nutrition education through cafeteria and other school-related activities, promotions, and through parent involvement
a. Offer sequential, comprehensive, and standards-based nutrition education designed to provide students with the knowledge and skills necessary to promote and protect their health
c. Teach students a healthy attitude about treats, for example when we are hungry and thirsty, it is best to choose healthy items to satisfy that hunger and thirst
B. The Allamakee Community School District will provide other school-related activities and promotions
b. Nutritional information will be provided by Iowa State Extension Service, Waukon Food & Fitness Youth Team, and other resources through cross-age teaching
a. Nutritional information will be provided to students and staff members promoting wellness education
C. The Allamakee Community School District will provide parent involvement in nutrition education
b. Include nutrition activities and information in the parent newsletters or flyers that go home (Building Principals)
a. The school district will work in cooperation with the local hospital to provide a Wellness Fair for all students and parents
c. Use of PowerSchool to send notes home to serve as incentives for parents to followup on classroom nutrition education (Building Principals)
II. Goals for Physical Activity
A. The Allamakee Community School District will provide physical education for all students taught by a certified physical education instructor
b. Physical education classes will be cooperative rather than competitive
a. The current physical education curriculum at all grade levels will be enhanced to increase the level of vigorous physical activity and student engagement
c. Physical education instructors will encourage the practice of physical fitness skills and the involvement of family
e. The district will continue to offer a wellness course at the junior and senior high levels
d. High school staff will explore the offering of an early bird physical education class at the high school level
B. The Allamakee Elementary Schools will provide recess for all elementary grades
a. Encourage moderate to vigorous physical activity, the provision of space and equipment, and playground supervisors, who will direct activities and teach selfresponsibility so that recess can be productive, safe, and enjoyable (Elementary Principal)
b. Provide for indoor recess (due to inclement weather) with moderate to vigorous activity through the use of CD's and games (Elementary Principal)
C. The Allamakee Elementary Schools will provide access to physical activity, encourage opportunities and educate healthy life styles with strong academic performance
D. The Allamakee Elementary Schools will provide after-school physical activity enrichment programs
b. Partnership with Allamakee Community Connections Programs, Waukon Wellness Center, and Waukon Park and Recreation
a. Provision of space, equipment, and activities
III. Goals for School-Based Activities Promoting Student Wellness
A. The Allamakee Community School District will provide the integration of physical activity into classroom settings
b. Offer classroom health education that complements physical education by reinforcing the knowledge and self-management skills needed to maintain a physically active lifestyle and to reduce time spent on sedentary lifestyles (Classroom and physical education instructors)
a. Encourage students to meet the nationally recommended amount of daily physical activity, fully embrace regular physical activity as a personal behavior, and provide opportunities for physical activity beyond the physical education class
B. The Allamakee Community School District will provide support for parents' efforts to maintain a healthy diet and daily physical activity for their children
a. Offer healthy eating/nutrition information through newsletters, school website, Parent/Teacher conferences and student registration
b. Offer physical activity information through newsletters, school website, Parent/Teacher conferences and student registration
C. The Allamakee Community School District will provide encouragement and support of personal efforts by the staff to maintain a healthy lifestyle
a. Encourage staff to be wellness role models for the students of this district and to bring treats/snacks that are healthy when they are sharing with other staff members and with students
b. Encourage staff to be involved in independent activities such as healthy eating, circuit training, aerobics, walking, jogging, and dancing
c. Conduct annual health screenings in conjunction with the local hospital and district insurance carrier
IV. Goals for All Foods Available within the ACSD
A. The Allamakee Community School District will provide food service entrees/meals for lunch to ensure that all children have the opportunity to meet their nutritional needs and enhance their ability to learn
b. Encourage students to take at least twenty minutes after sitting down for lunch (Teachers)
a. Full meal program follows the U. S. Government's Healthy, Hunger-Free Kids Act of 2010
c. Provide students access to hand-washing/sanitizing in the classrooms or bathrooms before they eat meals (Teacher)
e. Fresh fruits and vegetables offered daily
d. All Ala Carte items meet the Healthy Kids act standards
f. Fat, sugar, and sodium content meet nutrition standards
h. Garden bar is offered in August 2012 at the Middle and High Schools
g. Bottled water is offered in the Ala Carte
i. Whole grain flour is used in baking per guidelines
j. During lunch modes no restaurant labeled foods or carbonated beverages are allowed
B. The Allamakee Community School District will provide breakfast to ensure that all children have the opportunity to meet their nutritional needs and enhance their ability to learn
b. Encourage students to take at least ten minutes to eat after sitting down for breakfast (Teachers)
a. Healthy breakfast will be available at all centers
c. Provide students access to hand-washing/sanitizing in the classrooms or bathrooms before they eat meals (Teacher)
C. The Allamakee Community School District will provide Free and ReducedPriced Meals eliminating any social stigma by preventing the overt identification of eligible students
b. Promote the availability of meals to all students (Food Service Director)
a. Utilize electronic identification and payment systems (Food Service Personnel)
D. The Allamakee Community School District will provide vending machines in which all food and beverages will be sold individually outside the reimbursable meal programs during the school day or through programs/events for students after the school day (Building Principals)
a. Food should include a variety of healthy choices
b. Beverages should include milk, juices, and water
E. The Allamakee Community School District will provide encouragement of healthy snacks
b. Snacks served during after school activities will make a positive contribution to children's diet and health while emphasizing fruits and vegetables as the primary snacks and water as a beverage
a. Snacks served during the day will make a positive contribution to children's diet and health while emphasizing fruits and vegetables as the primary snacks and water as a beverage
c. Snacks served during the day or in after school activities will make a positive contribution to children's diet and health while emphasizing fruits and vegetables as the primary snacks and water as a beverage
F. The Allamakee Community School District will provide encouragement to teachers in finding other methods than the use of foods to reward students for academic performance or good behavior
G. The Allamakee Community School District will provide encouragement of healthy food items (low in fat, sugar, and salt) to be served for celebrations
b. The school will disseminate a list of healthy party ideas to parents (Teachers)
a. The school will disseminate a list of healthy party ideas to teachers (Building Principals)
H. Food Procurement for the Allamakee Community School District
b. If the cost of unprocessed locally grown or raised agricultural food products is at or below 15% of comparably sourced foods, the district may use geographic preference for the procurement of local foods.
a. The District shall source unprocessed locally grown or raised agricultural foods, within 150 miles, to the greatest extent possible, including school grown products (from school gardens), and menus will be developed to compliment local growing seasons and availability of foods.
V. Review and Assess Implementation of Policy
A. The Allamakee Community School District will provide compliance with established school district-wide nutrition and physical activity wellness policies
a. The Allamakee Community School Wellness Committee will review and ensure compliance with the policies outlined in this plan (Superintendent and Food Service Director)
c. District personnel and any other person that is significant to the implementation of this policy will ensure compliance
b. Food service staff, at the district level, will ensure compliance with nutrition
d. Recommendations will be made each year by the School Wellness Committee
f. The school district will report on the most recent USDA School Meals Initiative (SMI), review findings, and implement any resulting changes
e. Changes in the ACSD Wellness Policy will be communicated to the district staff
g. If the school district has not received a SMI review from the state agency within the past five years, the school district will request from the state agency that a SMI review be scheduled as soon as possible | <urn:uuid:9a4ffea5-0d75-4bc7-b8d2-7e32d6ce8dcf> | CC-MAIN-2017-43 | http://allamakee.k12.ia.us/Siteforms/ACSDWellnessPolicy2016.17.pdf | 2017-10-24T09:18:52Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00079.warc.gz | 14,337,770 | 2,200 | eng_Latn | eng_Latn | 0.978688 | eng_Latn | 0.993347 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
42,
61,
1520,
3823,
6113,
8407,
10471,
11361
] | [
2.640625
] | 6 | 3 |
http://www.dawn.net/wps/wcm/connect/Dawn%20Content%20Library/dawn/news/pakistan/si ndh/calamitous+decline+of+birds+at+keenjhar
Calamitous decline of birds at Keenjhar Lake
By M. Iqbal Khwaja Saturday, 24 Jan, 2009
THATTA: The number of birds in and around Keenjhar Lake has dropped to a mere 1,750 from 50,000-150,000 in 1970, according to a recent survey. Authorities point to unabated hunting as the major cause of the decline.
According to surveys conducted by the WWF, there were 13,000 birds residing in the area during the winter of 2007. In January 2008, the figure dropped to 7,000, in November and December the figure declined further to 4,000 and 2,200 birds, respectively and the latest figure of January 2009 was 1,750, said the survey.
The survey stated that unabated hunting, particularly through hanging nets and shooting, loss of habitat, loss of feeding grounds, an increase in the water level, unrestricted boat traffic and unsustainable fishing practices were behind the problem.
'If not addressed immediately, the situation will lead us to a point when we will be searching for catching a glimpse of beautiful birds in the area but will not find any,' said the programme coordinator of the Indus for All Programme, Nasir Ali Panhwar.
Dr Ghulam Akbar, Regional Director of WWF said the KeenjharLake was an important breeding, wintering and staging area for a wide variety of terrestrial and migratory birds.
Around 65 species of waterfowl besides many other species, including night heron, cotton teal, pheasant tailed jacana, purple moor hen and some passerines were found on the lake, he said.
The lake which once used to be famous for birds had lost this status. The cotton teal had disappeared in recent years and had not been seen on the lake for a few years while the population of many other birds was on fast decline for the past many years due to a number of reasons, he said.
'Gone are the days when there used to be hundreds of thousands of birds in the lake during winter,' said Jehangir Durrani who is working in the area with Indus for All Programme as natural resource management officer.
He emphasised that the situation could be improved with collective efforts by concerned government departments and non-governmental organisations.
Keenjhar Lake, situated at a distance of 113km from Karachi and about 20km to the north and north-east of Thatta, is a freshwater lake, spread over 145 square km.
The lake was formed by the union of two lakes, Sonehri and Keenjhar, through construction of an embankment on their eastern side in 1950.
The lake, a wetland area of great ecological, biological and economic significance, was declared a Wildlife Sanctuary in 1977 under the Sindh Wildlife Protection Ordinance 1972 and designated as Ramsar site in 1976. | <urn:uuid:4bae29b8-bfd7-4451-820c-97df2f9ddb2f> | CC-MAIN-2017-43 | http://foreverindus.org/pdf/newsnevents/inpress/dawn240108.pdf | 2017-10-24T09:59:12Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00078.warc.gz | 121,462,770 | 660 | eng_Latn | eng_Latn | 0.998034 | eng_Latn | 0.998034 | [
"eng_Latn"
] | false | docling | [
2800
] | [
2.046875
] | 1 | 4 |
Interview
September 26, 2017 / KHRG #16-110-A6-I1
Nyaunglebin Interview: Naw C---, December 2016
This Interview with Naw C--- was conducted as part of KHRG's research for the report 'Foundation of Fear: 25 years of villagers' voices from southeast Myanmar' and describes events occurring in Kyaukkyi Township, Nyaunglebin District from 1991 to 2016. Topics addressed in the interview include education, the rule of law and justice system, education, forced displacement, healthcare, development, villagers' livelihoods, land disputes, religion and the peace process.
Interview | Naw C--- (female, 24), B--- village, Kyaukkyi Township, Nyaunglebin District (December 2016)
The following Interview was conducted by a community member trained by KHRG to monitor local human rights conditions. It was conducted in Nyaunglebin District on December 5 th 2016 and is presented below translated exactly as it was received, save for minor edits for clarity and security. 1 This interview was received along with other information from Nyaunglebin District, including five other interviews, six incident reports and 106 photographs. 2
Ethnicity: Karen
Religion: Christian
Marital Status: -
Occupation: Student
Position: Villager
On December 5 th 2016 I came to meet with a young female villager in B--- village and interviewed her about the future for young people like her.
1 KHRG trains community members in southeastern Burma/Myanmar to document individual human rights abuses using a standardised reporting format; conduct interviews with other villagers; and write general updates on the situation in areas with which they are familiar. When conducting interviews, community members are trained to use loose question guidelines, but also to encourage interviewees to speak freely about recent events, raise issues that they consider to be important and share their opinions or perspectives on abuse and other local dynamics.
2 In order to increase the transparency of KHRG methodology and more directly communicate the experiences and perspectives of villagers in southeastern Burma/Myanmar, KHRG aims to make all field information received available on the KHRG website once it has been processed and translated, subject only to security considerations. For additional reports categorised by Type, Issue, Location and Year, please see the Related Readings component following each report on KHRG's website.
What is your name?
My name is Naw 3 C---.
How old are you?
I am 24 years old.
Where do you live?
I live in B--- village, Khel Ken Koh village tract.
In which township do you live?
Ler Doh [Kyaukkyi] Township [Nyaunglebin District].
What ethnicity are you?
I am Karen.
What is your religion?
I am a Christian.
What do you do?
I am a student.
What is the most important human right for you? For example, health, education, freedom of movement and security?
I cannot say that only one human right is most important but I also cannot say that every right [is the most important].
No. You can talk about every human right [that is important for you].
I want to have the freedom of movement and the freedom of work. Every right is important to me but as I am a student the most important human right for me is the right to education. This is just my opinion. I do not know what to say.
Yes. I mean what is the most important human right for you?
Every right is important but you have to be healthy if you want to gain education. Therefore, the right to education can [only] come after the right to healthcare. Things are like that. You must be healthy if you want to study. If you are healthy, you can work to earn a living. To be able to earn a living, you need to [also] have freedom of movement and the right to work. Thus, [if you have these] there is no barrier to block your rights. As a human, we have to use our rights in an appropriate way. Nobody should disturb [take away] our rights. We have to take our rights fully [not one right without another] and we have to do our best. If we can work, we can get [enough] food. If we get food, we are healthy. As long as we are healthy, we can study. If we can study, we will be educated. If we are educated, we can improve our community.
What do you know or think about the rule of law and justice system in your local area or in your village?
My village community has not improved a lot. Regarding the rule of law and justice system [in my village], I am dissatisfied and personally cannot accept it yet because it is not fully practiced.
In the past, my village was not a peaceful place. My village was both a black area [rebel-labelled area] and a mixed control area [between Tatmadaw and ethnic armed groups]. That is why we
3 Naw is a S'gaw Karen female honorific title used before a person's name.
do not have a proper justice system in our village. We rely on ourselves to solve problems between different ethnic groups but we do not currently have a proper justice system yet. We are now trying step by step to develop a proper justice system. We want to improve the justice system in our village but there are other important issues or concerns that we need to address first.
Freedom of movement is [also] very important for us. If we were to go back to our village there would not be the proper and official laws in place that would allow us to manage our affairs and lead others. We can currently travel slightly more freely [than before] but we cannot go everywhere [we want to go]. We are able to travel freely in order to earn our livings so it has become easier to support our livelihoods even though we still do not get enough food when we work. This has improved our lives and will prevent disagreements or arguments from breaking out and social conflicts and friction from spreading. There are still disagreements between villagers but we are now trying to address them [social conflicts between villagers]. In the past, nobody would confront you if you got drunk in the village because the alcohol would have been bought with your money. Now, village elders have become open-minded [changed their perspectives] after the ceasefire agreement. They [elders] now understand that education is essential for everyone. Therefore, the number of students has increased in the village. In the past, we only had a primary school but we have recently added a middle school so many more students can go and study at school. The education situation in the village has improved. In the past, village elders did not think that education was important. However, those who believed in the importance of education convinced the elderly of its importance. Therefore, they [village elders] came to understand the importance of education.
In the past, they [village elders] would not speak up if other people [in the village] were too loud. Even if they wanted to speak out [complain] they just kept silent. Now, however, they talk openly and explain that if it is too noisy, it will disrupt their children's studies when they [their children] have to read books. If some people want to use loudspeakers, they [village elders] will stop them because they think education is more important. That is why [it is important for] our leaders who are lawyers to improve the justice system in the village. In the past, we did not have any rules for using loudspeakers in the village but we now have rules for using loudspeakers. In the past you could use loudspeakers whenever you wanted to. Now, villagers can only use loudspeakers until 9 pm. Similar changes have taken place in the village. In the past, there were a few instances of theft but because such cases were rare we did not care much about this issue. However, there [is now] a lot of cases of theft in the village so we have had to try and reduce these problems by making [our rules] stricter. Therefore, the past situation is different from the current situation in the village.
So villagers must solve the problems in their village on their own? Or do they work together with the village head to solve problems?
Yes. They solve the problems in the village and also work together with the village head to address issues.
Were there human rights abuses in your area in the past?
Yes. Human rights abuses happened in our area. Do you mean human rights [abuses] related to land or [human rights abuses] related to individual villagers?
I mean human rights abuses related to individual villagers. I am asking about everything related to human rights abuses.
Villagers were unsatisfied with the human rights situation in the past because of the conflict. Even if we wanted to go and work on our hills [hill plantations] we would not go because we did not feel safe due to the fact that Tatmadaw soldiers were active around the village. That is why we cannot know exactly where they [the villagers] are. Villagers were afraid to go outside because if Tatmadaw soldiers saw villagers outside of the village, they would call the villagers over and ask them many questions. Because we were not able to work on our hill farms, it seemed as if they [the Tatmadaw] had taken away our right to livelihood. That is one thing [human rights abuse]. In the past, if we finished primary school in the village, we had to move to the Myanmar government's middle school in the town to study. However, unpleasant things happened during that time. Sometimes the Tatmadaw closed the route [to the school]. At other times, the KNU [Karen National Union] closed the route [to the school]. Consequently, we were not able to return home when we had summer holidays. After we came back and stayed at home we were not able to go back to our schools. Therefore, we were unable to follow [continue our] school lessons and classes. When we were students we lost our opportunities to study.
When did this start to happen?
It started when I was studying at Standard Three. 4 When we studied, it [fighting] happened. Thus, we were afraid and we had to stop our studies for one month. Later on, we were forced to flee and return home to our village. Our school had to close because our school teachers also were afraid of staying there. None of our teachers lived in B--- village; they lived in Ler Doh Town so they went back home there. Our education was delayed because teachers were afraid of the fighting and were unwilling to come and teach at the school. And then… what were you asking me about?
I was asking you about the incident date.
Yes. The fighting happened when I was studying at Standard Three. At that time, I was just nine years old. Therefore, the fighting broke out in 2004. Other people probably faced difficulties during the fighting. As for me, I started to face difficulties in 2004. In 2007, I came back to visit my home and then the fighting broke out again. As a result, I was not able to go back and study in the town, which caused my studies to be delayed. Then, I asked the leaders whether I could go and study in the town. In 2008, I was not allowed to take this opportunity to study in the town because the road was closed. That is why I could not study at the school again. In the end, I had to work in my village. Actually, I did not want to work. I just wanted to continue my studies. We lost our chances to study. Our studies were delayed because of the fighting.
Which government closed the road? Did the Tatmadaw close the road?
At that time the Tatmadaw closed the road because they thought that the villagers were involved with the fighting and they would shoot anyone who travelled on the road. They did not want to shoot villagers if they travelled on the road. That is why they closed the road and did not let any villagers cross through. As a result, I lost my right to education.
Did you or your family ever have to flee your village?
We have never fled our village but we did have to hide secretly. What I mean by this is that the fighting happened near our village. Tatmadaw soldiers shot in B--- area. We were not sure whether they were shooting at us. We did not know whether they were shooting at the people. We were afraid of their gunfire and we hid underneath our houses. Tatmadaw soldiers said that they shot people on sight. Other people also probably had to flee [from the village]. As for me, I have never fled my village; we just hid under our house in order to avoid the fighting.
4 A standard refers to a school year in the education system of Burma/Myanmar. The basic education system has a 5-4-2 structure. Primary school runs from Standard 1 to Standard 5, lower secondary school is Standard 6 to Standard 9, and upper secondary school is Standard 10 to Standard 11.
Have any of the human rights abuses been solved?
No. I mean some human rights abuses have been solved and some human rights abuses have not been solved. I was very young at that time so I did not know what happened. I cannot remember the exact date as [more than] six years have already passed. At that time, the Tatmadaw leader did not let villagers work on their farms. He stayed at his army camp and tried to oversee the village with binoculars but it was not very clear to him what was going on in the village. Because he was not able to see with binoculars what villagers were doing in their huts, he ordered the villagers to dismantle all of their huts in order to clearly see what condition the villagers were living in on their farms. Therefore, if villagers wanted to go to work on their farms, they had to get a permission letter from the Tatmadaw. Villagers nicknamed the Tatmadaw leader "Par Ghoe Del" [which means Mr. Hut Destroyer] because he ordered villagers to destroy all of their huts.
Do you know the name of that leader?
No. I cannot remember his name because it happened when I was young. I just remember what older people called him: "Par Ghoe Del". I do not know what his real name was. In addition, our father had to take his children if he wanted to go out because he [Par Ghoe Del] was more likely to give you permission [to go out] if you took your children with you. If you were alone, he would doubt you and would not believe that you were a local villager. The Tatmadaw would not call on [disrupt] villagers who were accompanied by their children. They only let villagers who were with their children travel freely. Therefore, if village elders wanted to go out, they had to bring their children alongside them. If their children were not able to go and work, they had to go and walk with their parents. The children did not have any choice. Thus, it created barriers for the children.
You said that the leader was known as "Par Ghoe Del" because he ordered villagers to destroy all of their huts. Did their leaders punish those who committed human rights abuses?
No, but not all of the soldiers were doing inappropriate things. In the black area 5 where we live, if we reported the information to their leaders, their leaders would punish the soldiers who made mistakes. Some leaders did not act like that. If the head [army leader] is not good then the bottom [soldiers] will also not be good. Even if the bottom is not good, it would be slightly better for us if the head is good. We will suffer a lot if both the head and the bottom are not good.
Can you give me any examples of punishment for those who committed human rights abuses?
Tatmadaw soldiers arrested Karen villagers who visited us in the village. They [the Karen villagers] were just guests and were not coming to fight. Their leader said that there would not be any problems so long as they were not holding any weapons or guns and not causing any trouble because the guests were only trading things in the village to earn income. People
5 Tatmadaw expert Maung Aung Myoe explains that the three-phased Tatmadaw counter-insurgency plan, developed in the 1960s, designates a territory as black, brown or white according to the extent of ethic armed group (EAG) activity. Phase one transforms a 'black area' into a 'brown area,' meaning it transforms from an area controlled by EAGs where the Tatmadaw operates, to a Tatmadaw-controlled area where EAGs operate. The second phase is to transform the area from a 'brown area' into a 'white area,' where the area is cleared of insurgent activities. The final phase is to transform a white area into a 'hard-core area,' during which more organisational works are necessary and the government forms pro-government military units for overall national defence. See Maung Aung Myo, Building the Tatmadaw: Myanmar Armed Forced Since 1948, Singapore: Institute of Southeast Asian Studies, 2009, p. 31-32; see also Neither Friend Nor Foe: Myanmar's Relations with Thailand Since 1988, Singapore: Institute of Defence and Strategic Studies Nanyang Technological University, 2002, p.71.
outside the village heard about [what was happening] and came to visit their friends' houses. Tatmadaw soldiers arrested both the outside people and the house owners. The soldiers also confiscated their [the guests'] gold and their money. In addition, they slapped the guests' faces and beat the guests. Villagers reported what happened to their leaders in order to resolve the case. Then, their [Tatmadaw] leader ordered the soldiers to return the money and gold to the guests and punished the soldiers. I only saw this happen once but I cannot remember on what date it took place.
What do you think should be done about the people who commit human rights abuses during the conflict? For example, if a Tatmadaw officer beat and hit a villager what do you think should be done? What kind of punishment should he [the Tatmadaw officer] face?
The type of punishment he [the Tatmadaw officer] receives should depend on the type of abuse he commits. It is like the saying 'you will have a big footprint if you have a big body.' It does not matter whether he makes a small mistake or not. He should be given a big punishment because he is a Tatmadaw officer. Therefore, he should be more responsible than other people. He should act according to a higher standard than other people because he is an officer. He should think critically about whether he should make a mistake or not and should be a role model for his followers. Therefore, he should be given a big punishment even if he only makes a small mistake because he is a leader. However, if his soldiers make a small mistake, they should only be given a small punishment. If they make a big mistake, they should be given a big punishment. For the leaders, they have to think wisely and carefully before they make any mistakes because they are regarded as honourable role models. Therefore, because they are leaders they must be given big punishments even if they only make small mistakes.
Do you have any examples of [appropriate] punishments such as prison sentences, paying compensation or loss of power?
For example, if there is a leader and his soldiers steal our chicken and ducks that leader should punish his soldiers. We do not [only] want compensation [in this case] as the leader who is responsible should punish his soldiers properly so that they will not steal again; also, they should repay [the owner] more than double the original cost [of the chicken]. If the chicken is priced at 5,000 kyat [US$3.62], they should repay 15,000 kyat [US$10.88] as compensation. That way, the [soldiers] will know that they will have to pay 45,000 kyat [as compensation] if they steal 15,000 kyat [US$10.88]. They will then fear [the punishment] and will not steal again. In addition, they [the soldiers] should pay 800,000 kyat [US$580.49] if they steal 400,000 kyat [US$290.24] which is equal to the price of the animals]. Therefore, they will be afraid [of the consequences] if they keep stealing. If they continue to steal our animals, they should have to pay a compensation of double or triple the original price of the animals. In addition, their leader should also be removed from his leadership position and should be demoted to a lower position because leaders must be held accountable for their poor management or leadership. As I previously said, you will have a big footprint if you have a big body. The [leader's] mistake is bigger than his soldiers' mistakes because if he cannot lead or manage his soldiers or if he supports his soldiers [in that situation], he will not be a good leader in the future. That is why he [the leader] should be demoted if he makes a mistake; [he should be demoted] because it will be better for us if he [and his soldiers] do not commit further [human rights] abuses again.
What do you think should be done for people who were victims of human rights abuses during the conflict? How should we support or heal them?
It is natural for humans to be greedy. Even if they already have land, they will want more. As a citizen, they will probably want support. What I mean by this is, some people have suffered desperately from the war but the situation has improved. However, we should support or help them [those who suffered from the war]. Helping them and supporting them does not require a big commitment. We are all human and we all have the same human rights. Some people cannot use their rights so they cannot improve their lives. Other people can use their rights so they can improve their lives. However, even if they are able to use their rights now, they are at a disadvantage compared to those who have been able to use their rights for a long time. Therefore, we should support them. If they want to work on the garden, we have to help them by buying vegetable seeds for them to grow. If they want to work on the farm but they do not have any tools to work with, we have to help them by providing tools or materials for them to work with even if we cannot buy a buffalo for them. Or we can help them by lending other people's buffalos to them. If they can work, they will improve their lives step by step. If we cannot help them, we have to give them rights or chances [to improve]. We should not prevent them from accessing their rights. If their rights are taken away, they will never see the light in their lives [achieve their potential].
Do you think they should be supported with donations of money or should they be provided with machines that they can use to work on the farm?
Regarding the issue of livelihoods, in the past I was not able to access the same rights as others so I was not able to improve my life like other people. I can now use my rights like others so I have to take advantage of this opportunity and try and improve my life. If I am able to do this I will be satisfied. Furthermore, we also have to reflect on whether the new generation is able to go to school or not. If the new generation cannot access their rights they will not be able to improve their lives and may not send their children to school. However, we have a responsibility to support those who have had their rights taken away from them. We should help these people find employment or make them work as daily workers [in order to meet their livelihood needs]. In the past, oppression took many different forms and so it was difficult for these people to improve their lives. Recently, the educational situation has improved a lot, but maybe they cannot send their children to school even if they want to because they do not have money. Even if this is the case, we have to help their children attend school. This will help heal the new generation's suffering.
What is the root cause of human rights abuses in your area?
The root cause of human rights abuse is the fighting; many different issues and problems emerged as a result of the fighting. As citizens, we live under the management and leadership of the government and our leaders, but they also have to rely on us citizens. Therefore, we are related and connected. They [government and leaders] say that if fighting breaks out their goal will be to protect citizens. That may be their goal but that does not reflect the reality in which our rights [as citizens] are abused. It is true that they [KNU and Myanmar government] do not fight with civilians but with each other. Yet as I previously discussed, [this fighting] caused them to close the road which civilians travel on. Actually, they did not close the road [directly] but because they did not stop fighting [it became too dangerous to travel on the road]. I do not know what the political purpose of their [government and leaders] fighting was or who the soldiers are. We civilians are not involved in the fighting and only want to travel freely. Yet even if they did not want to fight the civilians they both [Karen soldiers and Tatmadaw soldiers] said that if they saw villagers outside, they would act as if they [the villagers] were the enemy and shoot at them. Therefore, the fighting prevented villagers from going outside; that is why the fighting is the root cause of human rights abuses [in our area]. If there was no more fighting, even if we were not able to access all of our [human] rights we would at least be able to access half of our [human] rights.
What kind of future do you want for the other young people in the community? For example, do you want improved education for children, improved employment options
for young people, a safer community, a stronger Karen society and increased access to land? What do you want in the future?
There are many things that I want in the future. Education, healthcare and development are very important for me. As a Karen person, we want our [Karen] people to lead us. To be able to lead and manage people, we should have education and knowledge. If we do not have education, we will not be able to improve our people. We want to travel freely. Personally, I want my [Karen] people to lead me but in order to lead people they should first receive an education. That is why education is very important. To get an education, we have to be healthy. There are many things that we need but education and healthcare are very important. We also want our [Karen] people to lead us. The other important thing [that we want in the future] is for there to not be any more conflict or fighting [in our area].
What are the biggest challenges your community, and in particular young people, will have to face in the future?
I think the biggest challenge facing our community is war. If war breaks out again, our community will be forced to relocate, our families will be separated and some people will be killed. There are no bigger challenges than war. If war breaks out, we will be forced to flee and we will suffer from hunger in the jungle. This is what will happen if there is war. If there is peace we will be able to travel and work freely.
However, in my village small land issues and arguments may arise between villagers regarding the right to land possession. These land issues need to be resolved by those who are arguing with each other. It would be good if land issues were resolved. If we have peace, another important challenge is healthcare. There is no real doctor who will give us medical treatment if we are sick in our village so we have to travel, with difficulty, to [the hospital] in Ler Doh [Kyaukkyi] Township. Healthcare is very important in our village. Another challenge is education. As the situation improves, we will have to compete with each other regarding education. Another challenge is that people from other villages will migrate to our village as the situation improves so there will be a lot of people in our village. This will cause a lot of conflict and arguments regarding land and materials between people. Moreover, wealthy individuals will enter our village to pursue business activities. If our leaders are willing to support us, I hope they [business people] will not take our ability to secure our livelihoods away and destroy our lands. If our leaders are not willing to support us or if they do whatever they want to do, it will cause big problems for us because then the business people will cooperate with our leaders to take away and work on our lands. Our leaders will probably justify it [business activities] by saying that [their activities] will benefit the people but I do not foresee that it [business activities] will actually benefit our villagers.
What should the government (KNU or Myanmar) do to make the best situation for people at your age?
The people at my age who are between 20 and 25 years old are the future bright stars [of our community]. Even though some of these people are not educated, they should still be considered the future bright stars because they are still young and because they have their own natural abilities. We cannot know what special talents they might have. We have to give them a chance to work. If they have the potential to improve their community, they should be considered the future bright stars. That is why we have to show them the way to be useful for their community. In order to improve their lives, we have to find them jobs and make them follow the community rules. Some young people are very bad and their behaviours are not good. Some young people want to try bad things; therefore, we have to punish them if they do bad things. If we do that, young children will learn lessons from their lives and experiences. Some young people think that because the situation has improved and they are now able to access their rights, they should be able to do whatever they want to do. They should use their rights appropriately and should be punished if they misuse their rights. We need to find jobs for the young people who are educated and qualified. We should guide them, train them and show them the right way [to live]. We should not ignore them because they can do many amazing things in their lives. They are neither too old nor too young. That is why our leaders and the Myanmar government should find them jobs that they deserve or [other jobs] for them to do if they cannot find any jobs.
Are young people interested in leadership roles? What do you think of it [leadership roles]?
I am personally interested in leadership roles but this does not mean that I just want to be a leader who takes power. For now, I am not a leader. I am just a follower. I do not know when I will become a leader. I will just try to do the best I can as a follower. Even though some of the current leaders now are not educated I just do what they [the current leaders] ask me to do. I follow them because I want to be a good follower. You have to be a good follower if you want to be a good and respectful leader. I want to be a leader but I do not want to take power over people. This is not because I do not want to lead my people. It is because I have to wait for the right time and place to lead my people. If some people are smarter than me, I will let them be my leaders and I will follow them. If there is no leader, I will take a stand for my people as a graceful and respectful leader. For other young people, they are also interested in leadership roles but they are not very eager to be active. I heard that they [other young people] said they will act differently because they saw some people [young leaders] acting wrongly. In reality, I do not see them [other young people] taking on leadership roles. This is just the word [rumours I hear]. They [young people] have a desire to take on leadership roles but not all of them want to take on leadership roles. Some young people do not say that they want to take leadership roles but actually they are energetic about becoming leaders. This is what I see [regarding young people who are interested in leadership roles].
What do you hope to be doing in five years' time?
In five years' time, I will be trying to secure my livelihood. Even though I will be trying to support my livelihood, I will also try to help the people in the environment around me. I will not only consider how my business will benefit myself but I will also try to help the people that live around me if they need help. I am currently trying to help the people around me and have not yet started my own business. I have been prioritising the people [around me] rather than myself. I have not married yet as I am young. Thus, it is not hard to secure my livelihood. As I am single, I have many opportunities to help my people. If I get married or if I get a family one day, it will not be as easy to give my time to my people. At that point in time, I will work to support my family's future but also I will try to help the people as much as I can if it is necessary to do so. As a human, I will try to fulfil all my duties and responsibilities. All people should be responsible for helping [other] people's health, religious and social needs. I will help people regarding these three things [health, religious and social needs] as a young person in the future. This is what I am thinking [planning] but I will definitely do it. It would be better if I am healthy. If I was to die an early death, I would have to let it [my plans and desires] go.
What are you most worried about for your individual/personal future?
As a citizen, I am most worried about the fighting. If there is no fighting, we can improve our community with our own abilities even if the leaders do not support us. If they [leaders] cannot support us, they should at least let us access our rights and give us opportunities. If we are able to use our rights in the right way, our lives will be improved. If fighting breaks out, we will not be able to do what we hope to do. We will not be able to access our human rights and our future will be bleak. It will not be possible [for us young people] to become future bright stars. I do not want war. For example, there are some people who have not passed Standard Ten and [other] people think that they are not smart, but they do not understand the situation. Everyone may have rights but not everyone has a chance to use their rights. My siblings and I had to live in [several] different places during the fighting period. I lived in B--- area so I was not able to access all of my rights due to the fighting. My brother, on the other hand, was able to access all of his rights because there was no fighting in the place where he lived so he was able to travel freely in his area. Thus, he was able to work and improve his life. As for me, I was not able to travel freely to school or to work. That is why [I believe that] everyone is naturally smart but we do not all have a chance or right to use it [our natural abilities]. I was not able to improve my life a lot [due to the surrounding circumstances]. That is why I do not want the war. Some people think that villagers in B--- area are very lazy and that they therefore cannot improve their village. It is not like that [those beliefs are incorrect]. Our village was not improved because we did not have a chance to use our rights. During the fighting, we dared not go [outside] to study or work. So how would it be possible for us to improve our village? If we went outside, we would be shot and killed. That is why it was very difficult to support our livelihood. If there is no fighting, we would be able to use our abilities to improve our lives. If our [individual] lives are improved, we can improve our village.
What do you want to say to the Karen youth about how they can improve their community in the future?
I want to tell the Karen youth to keep their hearts beautiful. There are a lot of people whose hearts are not beautiful even though they are educated. Personally, I feel that a beautiful heart is a person's most important characteristic. If you have a beautiful heart, your thoughts and attitudes will be good and the work that you do will also be good. That is why good things will happen to those who have beautiful hearts. How do I explain this? I just want to encourage educated people by emphasising the importance of having a beautiful heart. Currently, the situation has improved and education has become essential for everyone. Due to these changes, we have become educated and can now access more of our rights than other people. We should not only use our rights to benefit ourselves and our families. For example, when we finish school we might only want to teach if we get a salary. We are not supposed to act like that. Even if we do not receive a salary, we should be satisfied with what we already have. We should keep our hearts beautiful so that we can share our education and knowledge with the community. If we do this, our community will be improved and we will also receive merit. If you have a chance to donate your education and knowledge, you should just donate it [without demanding a salary]. Do not hide it [your education and knowledge]. You should not avoid teaching or sharing your education with others just because you do not receive a salary and believe that without a salary you will be unable to improve your life. You should not only teach in order to receive a salary. You may believe that if you receive a salary then you can buy whatever you want and your life condition will improve. But that is not what should happen. You should instead keep your heart beautiful because even if you do not receive a salary if you teach the children [properly], then they will become literate. If they [children] are well-educated, then they will become future bright stars. As they grow older, they will become smarter than you. If we do not teach them when they are young, their lives will not improve when they grow up. How can I explain this? If we teach them while they are still young, then when they grow up they will be smarter than us. Therefore, the future will be bright. But if we do not teach them, their [bright] futures will fade away. That is why I do not want young people to behave or think like that [only working to receive a salary]. Just keep your heart beautiful.
Some people have had opportunities to study medicine and healthcare so they should advise village elders how to take care of their health. They should educate young children and guide them so that they can take care of their health such as by teaching them how to keep their body clean and how to maintain their hygiene. If these children are healthy then they will get a chance to study and their lives will improve. We should explain [healthcare issues] to village elders clearly if they do not understand healthcare. We should not blame them for lacking knowledge about healthcare because they did not have any chance to learn or study when they were young. We should explain [healthcare issues] to them with love and with kindness. We have to explain [healthcare issues] to them until they understand and accept our thoughts; we have to be patient.
Some people do not want to send their children to school because they do not understand [the importance of] education; however, we have to explain to them clearly the importance of education. For example, we should explain to them, "You have to send your children to school. If your children do not study at school, their lives will not improve. Also, you should not ignore them after you send them to school. You have to guide them towards the right path and you have to be with them." This is what teachers have to do [explain to the elders].
As for those people who were not educated, they should not be lazy as the situation improves. They should learn as much as they can. They should not believe that just because they were unable to attend school when they were young and do not know how to read and write that they should live like this [a simple life]. Actually, they should not think like that. How can I explain this? As the situation improves, we have to also improve ourselves. Even if we cannot improve at the same rate, we should know what is going on. We have to find out [what is happening]. If we do not understand [what is happening], we need to ask people who understand it [what is happening]. Some people think that people who understand things [because of education] are younger than them so they do not want to ask younger people [to explain what is happening]. That is not the attitude they should maintain. We should adopt an attitude in which we acknowledge that we are not educated and do not understand some things so we have to ask others to explain to us what is happening, even if they are younger than us. We have to study things around us. If we see that something [that we study] is good, we have to follow and do it [the good thing we have studied]. If we do not learn or if we stay in our own place, we will never know [learn] anything [new].
There is a saying, "You will never become a good person if you never move to another village." According to this saying, we should not close our eyes and just stay in our village. We should learn and study as much as we can. We should go and study in other towns and cities if we are given the opportunity to do so. If we only stay in our village and work here, we will never know [learn] what is going on in other towns and cities. We will never know [learn] how they were able to improve and develop their cities and towns. So we should know [learn] how they improved. I do not mean to say that our lives will [only] be improved if we go to work in foreign countries. We can also improve our lives in our village but we have to recognise that we need to study and learn in order to improve. We should not close our eyes and ears. We should not think that we will be fine if we do not study or that our brothers and sisters will be fine if we do not send them to school to study. We should not have that kind of attitude. We need to explain to our sisters and brothers the importance of education by providing different examples to them. If we give them opportunities to study they will be able to improve their lives and communities.
What do you know about the ceasefire in 2015? 6
6 On October 15th 2015, after a negotiation process marred with controversy over the notable non-inclusion of several ethnic armed groups and on-going conflicts in ethnic regions, a Nationwide Ceasefire Agreement (NCA) was signed between the Burma/Myanmar government and eight of the fifteen ethnic armed groups originally invited to the negotiation table, including the KNU, see "Myanmar signs ceasefire with eight armed groups," Reuters,
I just know that it was an agreement to stop fighting. I think even though we cannot fight with our guns, we can fight with our words or pens.
What do people call that ceasefire?
I heard that people called it the NCA [Nationwide Ceasefire Agreement]. This is just the name of the ceasefire. The leaders call it the NCA.
What do you think about it [NCA]? How is the ceasefire relevant to you?
I think that the NCA is supposed to signal the end of fighting throughout the country because they have already signed an agreement to stop the fighting. However, a lot of fighting is still ongoing. This is how I understand the NCA. This NCA is relevant to me because I am a [Myanmar] citizen. Regarding the [risk of] fighting between the Myanmar government [Tatmadaw] and Karen armed groups, my concerns for my [Karen] people have been reduced. Prior to the NCA, there was fighting between the Myanmar government [Tatmadaw] and ethnic armed groups including Karen armed groups. Therefore, I always wondered and worried about my Karen people who had been killed and shot. Now, since they [the KNU] have already signed the NCA the fighting between the Tatmadaw and Karen soldiers has decreased but at the same time, fighting has increased between the Tatmadaw and other ethnic armed groups. Thus, my concerns for my Karen people have decreased. Because of that, I am happy and satisfied. This happiness and satisfaction will [hopefully] last until I die. I hope it [lasts]. It [happiness] should not only last for a short time. This happiness and satisfaction about the NCA will continue until our new generations see and taste it [peace after the NCA]. I do not want our new generations to see [experience] fighting.
What is your perspective and feeling about the peace process between the Myanmar government and the ethnic armed groups?
As I am a young citizen, I do not completely understand the peace process. I do not know how successfully it is being implemented. I only know about the NCA that they signed and I do not want any more fighting in this country. I do not want them [the Myanmar government] to ignore the voices and demands of the people. The people suffered from the fighting prior to the NCA but this suffering may disappear after the NCA was signed. Therefore, the people will make demands and requests to the Myanmar government. The Myanmar government should not blame or criticise the people. They should instead discuss and negotiate with the peoples' requests and desires. I do not want anyone to start a war. If somebody makes a mistake, he or she should be punished based on that mistake. If we can forgive the mistake he or she makes, we should also forgive him or her. If they make a big mistake, they should be punished in accordance with the law in a fair and just way. Even though the NCA was signed, there may still be a lot of conflict among the people as the population increases. These conflicts can be about anything but should not lead to fighting with guns. That is why the local Myanmar government should try their best to solve these issues. I do not want non-violent conflict to become violent conflict.
October 15 th 2015. Despite the signing of the NCA prompting a positive response from the international community, see "Myanmar: UN chief welcomes 'milestone' signing of ceasefire agreement," UN News Centre, October 15 th 2015, KNU Chairman General Saw Mutu Say Poe's decision to sign has been met with strong opposition from other members of the Karen armed resistance and civil society groups alike, who believe the decision to be undemocratic and the NCA itself to be a superficial agreement that risks undermining a genuine peace process, see "Without Real Political Roadmap, Nationwide Ceasefire Agreement Leads Nowhere...," Karen News, September 1 st 2015. The signing of the NCA followed the January 12 th 2012 preliminary ceasefire agreement between the KNU and Burma/Myanmar government in Hpa-an. For KHRG's analysis of changes in human rights conditions since the preliminary ceasefire, see Truce or Transition? Trends in human rights abuse and local response since the 2012 ceasefire, KHRG, May 2014.
Do you mean they are still fighting even though they have agreed to the NCA?
What I mean is that the biggest solution [to prevent further fighting] now is the Myanmar government. There are no issues with the Kachin, Shan and Kayah armed groups. We only have to deal with the Myanmar government. When we signed the NCA, we only had to deal with the Myanmar government. It [the fate of the peace process] depends primarily on the Myanmar government. Other ethnic groups like the Shan and the Kachin have suffered from the fighting prior to the NCA. In order to sustain the peace process, the Myanmar government has to stop the fighting and agree to a ceasefire. Therefore, before they can sustain the peace process, they have to first make sure that the fighting has completely stopped. After the NCA was signed suddenly, the people probably were unable to forget how they suffered during the fighting and also may have still had concerns in their mind. When they [ethnic armed groups] spoke to the Myanmar government, maybe they sometimes said the wrong things. If they have conflicts or disagreements during the discussion, they should not let it [disagreement] turn into a war or into fighting. We have to solve it [the conflicts] step by step.
Do you mean that other ethnic armed groups have agreed to a ceasefire with the Myanmar government for a long time but that our Karen armed group has only agreed to a ceasefire recently? Is that right?
In the past, the Karen armed groups agreed to a ceasefire but the fighting still continued afterwards. You know that. Do you not understand what I am saying? The Karen armed groups signed a ceasefire agreement with Myanmar government in the past but they both argued and disagreed with each other when they later discussed what they wanted to do next. This disagreement caused the fighting to restart. Now they have signed a ceasefire agreement again. They will probably have disagreements when they negotiate with each other. It would be better if they do not have any disagreements, but if they do I do not want those disagreements to lead to fighting. They should try to figure it out step by step. I do not want war. I do not love war. If we have issues, we must try and solve them. Small issues should not escalate into war.
Are there people in your village who went to other countries or cities to find jobs?
There are a lot of people in our village who go to other cities to find jobs. Some people really wanted to go to other countries but they did not have any opportunity to leave [the village]. As for me, I want to go to other countries but I do not have any opportunity to leave [the village]. There are many reasons why we are unable to go to other countries. Some people do not have enough money to leave. Some peoples' parents prevent them from leaving. Some people cannot go because of their bad health conditions. While there are a lot of people in our village who go to other cities to find a job no one from our village has gone to another country.
Do you think your community is developed in terms of health, education, communication, transportation, living standards and administration?
There are no big improvements to our community but we are still trying to develop it. We have only just started to improve our community. In the past, we only had a primary school with a few teachers in our village. After our headmistress reported it to Myanmar government, more schools and more classrooms were constructed and the number of school teachers increased. Although our educational situation is not perfect, we can say nonetheless that it has improved slightly. Regarding transportation, in the past a lot of people did not travel to our village because of the fighting and only travelled from their places to our village once a month because of transportation difficulties. After the ceasefire, a lot of people travelled to our village so we can conclude that the transportation situation has slightly improved. Regarding administration, it is not very effective but people are still trying to improve it. Regarding healthcare, in the past it was difficult to call Myanmar government doctors if we were sick but recently Myanmar government doctors have entered our village. Since our Karen people are usually only health workers, if we get serious illnesses, we have to call for Myanmar government doctors. In the past, when we became sick we did not feel safe calling for a doctor at night. This caused some sick people to suffer until they died. After the ceasefire, we were able to call for the doctors to come and provide medical treatment any time we needed it. These changes are due to the decrease in fighting. In the past, people would only come to our village by motorbike. Now, cars are used to travel to our village. This has made it easier to send sick people to the hospital in the town. In the past, in order to send sick people to the clinics we had to carry the sick people [on foot]. So the situation has improved slightly even though it still has not changed dramatically.
In which years, from 1992 until now, do you think the most human rights abuses were committed in your area?
The most human rights abuses happened… I think it happened because of the fighting.
In what year [were the most human rights abuses committed in your area]?
When the most furious fighting happened, other people suffered more than I did. I suffered due to the war for two years. We villagers did not suffer a lot from human rights abuses during the fighting because soldiers killing one another are not human rights abuses; they have to kill each other because they both willingly chose to fight.
I did experience a human rights abuse, however, in 2010. In 2010, I was sitting for my exam. I took the exam in the summer of 2010 and fighting broke out next to the village during Thingyan festival [in April]. We therefore had to cancel the Thingyan festival and so it seemed to us that we had lost our rights. This was the only time I saw this happen with my own eyes. We put Thanaka [traditional makeup] 7 on our faces and we were ready to celebrate Thingyan festival but suddenly fighting broke out and we heard the sound of gunfire. We had to flee. During that time, we were not able to travel or work freely. This made it difficult for villagers to support their livelihoods. I clearly remember this. At that time, [Infantry Battalion 8 ] #53 [from Tatmadaw] was active around our village. They [Tatmadaw] said that the Karen soldiers shot at them first and so they shot back at them [the Karen soldiers]. As we are villagers, we did not feel safe speaking up. When we were preparing to celebrate Thingyan, the Tatmadaw saw Karen soldiers on the way [road] and they started to shoot. The fighting happened because they did not inform or notify each other about their traveling plans. Although villagers directly witnessed the fighting they dared not say anything.
You mean the Tatmadaw fought [with the Karen soldiers] by accident? Not [because of the activities] of Karen soldiers?
Yes. We knew that Karen soldiers did not come to our village. The Tatmadaw said that they saw Karen soldiers and so they started shooting. Actually, this is not true. They [Tatmadaw] just shot without justification. We wanted to speak the truth but we dared not speak out. It seemed that our rights had been taken away.
7 Thanaka is a yellow-white paste applied to the face and sometimes arms by Burmese women (and less commonly men). It comes from grinding the bark, wood or roots of a thanaka tree with a little water. The paste is believed to protect and cool the skin in the sun, as well as to improve one's complexion. See "Beauty That's More Than Skin Deep," The Irrawaddy Magazine, August 5th 2011.
8 An Infantry Battalion (Tatmadaw) comprises 500 soldiers. However, most Infantry Battalions in the Tatmadaw are under-strength with less than 200 soldiers. Yet up to date information regarding the size of battalions is hard to come by, particularly following the signing of the NCA. They are primarily used for garrison duty but are sometimes used in offensive operations.
Are there any development projects happening in your village/community/areas?
Yes, there are development projects underway in our village. Our village head is trying to work with villagers to improve the water system to get easier access to water. If we get water easily, it would be a small improvement for our village. Villagers are also starting to raise goats for the village charity. Also, we are growing cardamom plantation for sale to raise money. All of the money we raise will be spent on community development projects such as education, healthcare and so on.
Who came to organise those projects?
CIDKP (Committee for Internally Displaced Karen People).
Do they benefit the community? I mean do these projects benefit the villagers?
We cannot say whether it will benefit [the villagers] or not. We will have to wait and see. You will not be able to know the result [of the projects] right away. However, I can say that these projects are good for our community. For instance, let us examine our water system [project]. It benefits villagers because we do not need to carry water from faraway places. However, with regards to the issue of raising goats and growing the cardamom plantations, we cannot know when we will profit. We have to take actions step by step and we have to wait for months [before we can find out if we have benefited from the projects]. Therefore, we cannot say for the certain whether it [the projects] will benefit [the villagers] or not. However, I personally believe that it will benefit [the villagers].
Did they [CIDKP] inform and discuss with the villagers [the details of the development projects]?
Yes. They [CIDKP] informed and discussed with the villagers [the details of the development projects]. They told the villagers that community development should be according to the villagers' desires. If villagers do not approve, then they should not do it [community development projects].They only gave advice to the villagers about what they should do. They work together with villagers and request permission from the villages before doing anything.
So they [CIDKP] will act if villagers think that [the development projects] are good and villagers will also act if they think [the development projects] are good for villagers? Yes.
So it [the situation in terms of development projects] is good. What kind of development do you want to see in your community? How do you want it [the development projects] to be carried out?
If any development project is implemented, it should be clearly marked whose lands belongs to whom. [People] must measure the lands [beforehand] to identify which land belongs to whom and then land grants should be given [to those who own their land]. The lands should be measured systematically and land grants should be provided to those who own land. For example, if somebody knows the area of his lands, he or she would be responsible for cleaning the trash on his or her lands. This is not what currently happens. Trash and garbage are left on the land and nobody takes any responsibility to clean or get rid of the garbage because nobody knows which area of land belongs to whom. This is just an example. If they knew [who owned the land on] their land area, it would be easier for the local authorities who take care of the environment because people would not throw garbage on the land and not clean it [afterwards]. This would affect the environment so people should be punished if they harm the environment.
Also, education and religion are important for basic community improvements. Regarding religion, religious buildings should be properly constructed in the village. Education, religion and the economy are very important for village development. We cannot only improve the education situation. We cannot only improve the economic situation. We should improve all of them [education, religion and economy]. That is why we should also improve the religious situation. Honourable religious leaders should be in the village and schools should also be repaired. The school we have now is not very good. School buildings should be firmly constructed. School teachers should know how to run the school and how to keep it clean. The image or structure of a school should be decorated with beautiful flowers. I think that the school should have a compound and should be fenced. It would be better for teachers and students to teach in the school. Teachers should not only teach children with schoolbooks but also other different things [about the world]. The school building is essential. It would be good for students if we have a good school building. For example, if we do not have a good school building and the roof is poor, the students will not be able to concentrate on what teachers are teaching when it rains. To be able to improve the village, lands should be measured systematically and schools should be firmly constructed in order to have a good and safe class. Also, religious buildings should be constructed better. Religious leaders should be educated and honourable. If the education, religion, economic and healthcare situations are improved, the village community will improve.
OK. Do you want to report anything that I have not asked you?
What do you mean 'I want to report'? What kind of case would I want to report?
You can report what you want to report. It can be anything that I have not asked you. What are your views and feelings? Anything you want.
I want to report many things. Will you listen to me?
As you are a citizen, you can report what you want to report.
You mean what do I want to report as a citizen or as a woman?
You can report what you want to report as a woman.
As a youth, I want to report that we have to improve our community. If some people do not know how to improve, we have to train and educate them. If we train and guide them properly, they will know how to improve their community. This applies to the people who want to help and support [us villagers]. Some people [donors] said that they give support [fund] to [the villagers] but [villagers] did not do anything [for community development] and so they said they will stop supporting and helping them. If that is how you act, then you do not really want to help people with your heart. You are acting as if you want to test people. If you really want to improve the community, you have to help people with your whole heart. You also have to come and check whether it [the situation] has improved or not. If things do not go well, you have to discuss with the people how it should be improved. This applies for any organisation [who wants to help people].
There is something [else] that I do not feel happy about. In March [2016], Karen social workers came to donate rice to villagers that were funded by Japanese donors. However, they [Japanese donors] had to get permission [from the Myanmar government] before they came to donate rice to villagers which took a long time. People had to wait until 4 pm [to receive the donated rice]. When I went there by car and saw the situation like that and I did not feel happy.
I also want to say that the Myanmar government and ethnic groups have already signed the ceasefire agreement and started the peace process. Burmese people [in the city] can have freedom and rights if they report [something to the Myanmar government] but as for the Karen people in rural areas, they do not have rights and freedom because they have to get permission [from the Myanmar government] if rice is donated to them. I am not happy about that.
Oh, are you saying that if Japan donors want to donate rice to villagers the Myanmar government will disturb them?
Yes. The local Myanmar government said that they will have to report it to their leaders [if Japan donors want to donate rice to villagers]. This is what they report but I think that this is a means of disturbance.
So you mean anyone who has power should not disturb people who want to help and support communities?
Yes. If it is fine for them [people who have power] to not provide help or support but they should not disturb us. I am not happy if they do disturb us. As a citizen, I do not want any actor to disturb the people who want to help or support communities. I do not want anyone to disturb these people, not even for one minute.
What time did it happen?
Maybe in March or May [2016] but I am sure it did not happen in June [2016]. If you want to know more details [about what happened], you can ask the leaders in the village.
OK. Do you have other things to say?
How can I explain this? I do not like the leadership of our Karen people. It [administration] does not work systematically. I do not mean that I want to blame and criticise them. It does not mean that I look down them. I just want to say that the leadership is weak. If possible, I wish that it would be strengthened. If the leadership is weak, our people will not be able to improve. As we are Karen people, we want to rely on Karen leaders. If our leaders are weak in leadership, our dignity will be degraded. If other [ethnic] people want to say bad comments about us, they will say them. Also, our punishment system should be improved. For example, people fight with each other and report the case in court but [the legal system] does not solve the problem and does not punish people. I am not sure but I want to say that people who have power [judges] should give fair and just punishments if people make a mistake. If we go to the court, the [judge] does not want to properly solve the problem. It seems other people want to look down our people. For people who make a mistake, if they should be punished; our leaders should punish them properly. If they should not be punished, they should be forgiven and our leaders should solve the problem [diplomatically]. People who have rights or the power to judge should do the best [they can]. If they do not want to solve their problem, people will not be willing to do anything [go to court and report their cases]. We should respect each other. Otherwise, people will not want to rely on them [leaders or judges].
Thank you.
Is that it? Thank you too.
Further background reading on the situation in Nyaunglebin District can be found in the following KHRG reports:
* "Nyaunglebin Interview: Naw A---, November 2016," (September 2017)
* "Nyaunglebin Interview: Naw I---, November 2015," (October 2016
* "Nyaunglebin Interview: Saw P---, December 2015," (December 2016)
* "Nyaunglebin Interview: U A---, January 2016" (September 2016)
* "Two separate landmine incidents happened in Hpapun and Nyaunglebin districts, March and April 2016," (August 2016) | <urn:uuid:cc1200f9-2f93-4202-b378-3a2217a0698f> | CC-MAIN-2017-43 | http://khrg.org/sites/default/files/16-110-a6-i1.pdf | 2017-10-24T09:17:40Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00078.warc.gz | 179,510,570 | 13,920 | eng_Latn | eng_Latn | 0.999147 | eng_Latn | 0.999455 | [
"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 | [
2415,
4791,
9808,
12652,
16781,
22133,
25235,
29956,
35277,
38747,
42356,
46514,
51582,
54666,
59851,
62238,
65344
] | [
1.359375,
2.21875
] | 1 | 0 |
"Show Me" What You Mean: Learning and Design Implications of Eliciting Gesture in Student Explanations
Robb Lindgren, University of Illinois Urbana-Champaign, email@example.com Robert C. Wallon, University of Illinois Urbana-Champaign, firstname.lastname@example.org David E. Brown, University of Illinois Urbana-Champaign, email@example.com Nitasha Mathayas, University of Illinois Urbana-Champaign, firstname.lastname@example.org Nathan Kimball, Concord Consortium, email@example.com
Abstract: This paper describes preliminary research conducted on how gestures affect the construction of student explanations of science phenomena. We examine the effect of asking middle school students to "show me" while they construct explanations of critical science topics such as heat transfer and the causes of seasons. Specifically we were interested in whether there were any apparent changes in students' inclusion of unobservable causal mechanisms (e.g., molecular interactions) that underlie observable phenomena such as how heat moves through a metal spoon. To understand these effects, we coded for whether explanations were more mechanistic following the "show me" prompts compared to their previous explanations. Results showed that elicitation of gesturing frequently led to increased attention to, and specification of, the critical mechanisms. We describe a few specific cases to illustrate the ways in which gesturing appeared to alter student reasoning.
Keywords: gestures, explanations, science reasoning, embodied learning
Introduction
Previous research in psychology and the learning sciences has described the critical role that gestures play in thinking and reasoning (e.g., Goldin-Meadow, 2005; McNeill, 1992; Roth, 2001). Frequently studies of gesture and learning have examined how gestures occur naturally in the context of students' reasoning and constructing meaning in areas such as geometry (Kim, Roth, & Thom, 2011), making sense of Cartesian graphs (Radford, 2009), and geology (Singer, Radinsky, & Goldman, 2008). Among other findings, these studies have demonstrated that spontaneous gestures frequently capture a learner's emerging understanding of complex concepts, and that they often precede coherent verbal articulation of canonical ideas. In this preliminary study, we are interested in what happens when explicit attention is given to student gestures through interviewer requests to "show me" as they are in the midst of explaining observable science phenomena (e.g., gas pressure). Leveraging a large corpus of student interviews on three different science topics, we describe how explanations were impacted by gesture prompting. We extracted excerpts of these interviews where gestures were elicited, and we coded these excerpts for whether or not explanations changed from their previous attempt to explain the science phenomenon. Some of the ways that gesturing appeared to impact student reasoning are highlighted through a few illustrative cases.
Gestures and learning
Theories of embodied cognition and embodied learning posit that the composition and activities of our bodies are central to processes of thinking and reasoning (e.g., Glenberg, 2010; Wilson, 2002) and that cognition is "grounded" in simulations of sensorimotor activity (Barsalou, 2008). Gestures are embodied acts that frequently accompany reasoning and problem solving, and several recent studies have shown how gestures play a mediating role in the knowledge-building discourse in authentic learning environments such as classrooms (Alibali & Nathan, 2012; Carter, Wiebe, & Reid-Griffin, 2006; Roth, 2001). Yoon, Thomas, & Dreyfus (2011) describe how gestures performed within a dyad can give rise to new mathematical insights through a space of "virtual constructs," and the authors encourage raising students' awareness of gestures as a learning resource. While studies of gesture and learning are quite prevalent, relatively few studies have examined the effects of explicitly encouraging students to perform gestures while conversing or constructing explanations. In one such study, children who were asked to gesture while working on novel math problems showed stronger performance than their non-gesturing peers (Broaders, Cook, Mitchell, & Goldin-Meadow, 2007). While there seems to be affordances for making student gesturing an explicit component of reasoning and constructing explanations, the different ways that this can occur, and their specific effects on learning, require further exploration.
Study methods and design
This investigation of student gesturing was conducted in the context of a larger project looking at embodied expressions and interactions with science education simulations. The dataset used for this study was a set of individual interviews that were conducted with 37 middle school students from several different schools located in the Midwestern United States. The primary objective of conducting these interviews was to gain insights on student explanations of phenomena related to three science topics: gas pressure, heat transfer, and the causes of seasons. Most students were interviewed about two topics, for a total of 24 interviews on each of the three topics that lasted approximately 25 minutes each. In these interviews students were asked to give explanations multiple times, including an explanation at the beginning of the interview and one at the very end. Over the course of the interviews, students were also asked to make predictions, view computer simulations, and represent their ideas with drawings and gestures. Students were prompted to use gestures in several ways, including being asked to repeat a gesture that they had used previously, or being asked to use a specific gesture (e.g., "let your fingers be the molecules…"). The most common way that gestures were prompted, however, was by the interviewer asking the participant to "show me" while they were in the midst of giving an explanation. Students almost always understood the "show me" prompt as a request to use hand gestures, but if any confusion was expressed the interviewer would follow-up by asking if they could use their hands. The "show me" prompt typically came when students were attempting to describe, or were hinting at the core causal mechanism of the phenomenon. For example, in the gas pressure interviews students were asked to explain why a plastic syringe with the end blocked off could only be pushed down partially, and that when one lets go the plunger pushes back out again to its starting point. Students frequently understood that the air inside the syringe consisted of molecules, but they often struggled with describing what those molecules were doing that led to the pressure that pushes out the syringe.
Interviews were video recorded, and audio from the interviews was transcribed. Transcripts were divided into explanatory segments, which were portions of the interview when students were asked for explanations or when they offered explanations without being prompted. A subset of the explanatory segments were used as the unit of analysis in this study. Specifically, we selected explanatory instances (a) near the end of the interview when students had been exposed to some resources that may have helped them develop their explanation, and (b) when they were asked to "show" the interviewer what they were trying to convey, or an otherwise explicit request to utilize gestures in their explanations. This resulted in 14 explanatory instances for the gas pressure interviews, 16 instances for the heat transfer interviews, and 17 instances for the seasons interviews. Each of these 47 instances were reviewed on video and independently coded by two members of the research team. Because we were particularly interested in the inclusion of causal mechanisms, explanatory segments were coded for whether or not the explanations were "more mechanistic", "less mechanistic", or if there was no change compared to the most previous explanation that the student had given. By mechanistic, we refer to whether the explanation explicitly describes the causal mechanisms for the phenomenon they are engaged with. For example, with the causes of seasons, we were interested in the degree to which the students described how the Sun's rays came into contact with the surface of the Earth (straight on, at an angle, etc.) at various points in its revolution around the Sun. We took note of the degree to which they discussed how the angle of contact affects the density of the light rays and subsequently the amount of heat transmitted to a given part of the Earth. If this mechanism was made more explicit and stated more clearly relative to the last time they gave an explanation of the same phenomenon, then the instance was coded as "more mechanistic." In their first pass of coding the instances, the two coders had 61% agreement. Discrepancies in coding were resolved through discussion until consensus was reached and all 47 instances were assigned a single code.
Results: Gesture prompting and types of mechanistic changes
The precise reasons why gesture leads to more focus on mechanism is not readily apparent and will require further study, but a few examples provides some insights about the kinds of changes the gesture prompts elicited. In our first example, prompting a student to use gesture seems to lead him to be explicit about the mechanism of heat transfer in a metal spoon (i.e., fast moving molecules speeding up slower moving molecules via collisions). In this example, Harun has just given an explanation of why one end of a metal spoon gets hot
In order to get a general sense of whether or not prompting students to use gesture had an impact on their explanations, we tallied how many of these instances resulted in improved focus on mechanism. Table 1 shows the breakdown by interview topic area. Looking across all the interviews a total of 28 or 59.6% of the instances of gesture prompting were deemed to have more mechanistic reasoning compared to their previous explanation. A total of 18 or 38.2% were judged not to have changed, and only one instance was coded as being less mechanistic than the previous explanation. The basic finding from this analysis is that across multiple topics in science, simply prompting a learner to "show me", or to incorporate gesture into their reasoning, frequently led to higher engagement with the core mechanism in their explanations.
Table 1: Changes in the number of mechanistic elements in explanations after being prompted to gesture
when the other end has been submerged in boiling water. He talks about molecules vibrating and that heat moves through the spoon, but does not say specifically how the heat moves. Later in the interview the following exchange occurs:
Interviewer: So, can you show me with your hands how the heat is going from the hot to the cold [side]?
Student: Okay. This is the … hot side. And this is the cold water. And the hot side vibrates starting to travel to the spoon. And then, on the cold tip, when the hot side collides it's starting to get hot.
I: So when you were doing this, was this, was your hand a molecule? Or was it, was it something else?
S: It was molecules. And when it starts to vibrate because it's heating up then the other ones in the middle start to vibrate too. And then it starts to vibrate until it's completely warm.
When asked to show the spoon, Harun held his hands out in front of him with his right hand representing the hot side of the spoon and his left hand representing the cold side (see Figure 1). As he explained how the hot side vibrated and collided, he shook his left hand and brought it closer to his right hand until they were pressed together and shaking simultaneously. Involving the body in the reasoning process seemed to allow Harun to test his own hypothesis about how changes in the speed of vibration of molecules can propagate over a larger area of molecules. He seemed able to think through the implications of his own prior statements by running a physical, body-based simulation through gesture, and it let him to include the specific causal mechanism in his explanation.
In our second example, the student appeared to already have the basic causal mechanism of air pressure. Myrna states that the reason that the plunger in a syringe with a closed off end pushes back after it is pressed in, is because the air molecules are "pushing" against the wall of the syringe. However, it is not clear from her initial explanation why the molecules push more when there is less space in the syringe. Later in the interview when she was trying to explain it again, the interviewer used the "show me" prompt, and she says the following:
S: When they have a really big space, and this is the plunger, then they're just occasionally hitting it and then hitting this wall and this wall, and hitting it again. And then when you try to push it in, they're hitting it, like, more often like this. Until they're all just hitting it at once, like that. And then, they're all hitting it and then when you let go now it's like that. Until they're just barely hitting it.
As Myrna is saying this, her hands are flailing all over when she describes the syringe as having a "big space", but her movements are quicker and more compact when it is "pushed in." Unlike her initial explanation, she is conveying that the frequency in which the molecules are hitting the plunger has increased, which strengthens her explanation for why the plunger pushes more when it is compressed.
In our final example, both of Lisa's initial and final explanations of why we have seasons are basically correct. What is interesting, however, is that using gestures changes the perspective that she takes in her
explanation. Initially her explanation is focused on what is happening in a particular place on Earth, but when asked to gesture she takes a more holistic view, representing the Earth in relation to the Sun with her hands (see Figure 2). Here is Lisa's initial explanation, and then the one she gives in response to the "show me" prompt:
S: The way that the Earth is tilted in the summertime where we are gets more direct sunlight even though we get sunlight every day, but the Sun's rays are a…they come from a different angle in the winter so we get the light and heat less intensely.
S: Like so this fist is the Earth and upright is like this, but it's kind of tilted normally so the Sun is always shining like this, but it's flowing out like a spotlight that is stronger in the center and gets the light...it fades more when it gets towards the outer sides of the circle…it goes around the Earth like this and the angle that it's at doesn't change, so if it's here and we're here it would be less intense
In this case the gesture prompting seemed to switch Lisa's explanation from a "ground" view to a "space" view, which may have different affordances for communication and for solidifying her own understanding.
Conclusion
We have shown in this preliminary study that requesting students to use gestures in the explanations of science phenomena frequently alters the degree to which the student engages with the causal mechanism. Often the gestures seems to lead to more mechanistic explanations, or they change the perspective from which the mechanism is described. These findings suggest that both classrooms and new technologies may find success in improving student explanations through explicit elicitations of gestures.
References
Barsalou, L.W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645.
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286.
Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539– 550.
Glenberg, A. (2010). Embodiment as a unifying perspective for psychology. Wiley Interdisciplinary Reviews: Cognitive Science, 1(4), 586–596.
Carter, G., Wiebe, E. N., & Reid-Griffin, A. (2006). Gestures: Silent scaffolding within small groups. Journal of Classroom Interaction, 41(1), 15-21.
Goldin-Meadow, S. (2005). Hearing gesture: How our hands help us think. Cambridge: Harvard University Press.
International Journal of Science and Mathematics Education, 9
Kim, M., Roth, W., & Thom, J. (2011). Children's gestures and the embodied knowledge of geometry.
McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press. Radford, L. (2009). Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings. Educational Studies in Mathematics, 70(2), 111-126.
(1), 207-238.
Roth, W. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71(3), 365-92. Singer, M., Radinsky, J., & Goldman, S. R. (2008). The role of gesture in meaning construction. Discourse Processes: A Multidisciplinary Journal, 45(4-5), 365-386.
Yoon, C., Thomas, M. J., & Dreyfus, T. (2011). Gestures and insight in advanced mathematical thinking. International Journal of Mathematical Education in Science and Technology, 42(7), 891-901.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636.
Acknowledgments
Funding for this work was provided by the National Science Foundation (DUE-1432424). | <urn:uuid:6d1e8d04-b483-4c48-a21c-4c90d9d6c5f5> | CC-MAIN-2017-43 | http://grasp.education.illinois.edu/files/2016/11/Lindgren-et-al-2016-ICLS-Show-Me-What-You-Mean.pdf | 2017-10-24T09:12:39Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00080.warc.gz | 152,217,306 | 3,611 | eng_Latn | eng_Latn | 0.996509 | eng_Latn | 0.998867 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4542,
10461,
13788,
17550
] | [
2.171875
] | 3 | 0 |
2) I can explain what a numerator is
4) I can order mixed fractions
To put fractions in order
Steps to Success:
1)I can explain what a denominator is
2)I can explain what a numerator is
3)I can order proper fractions
4)I can order mixed fractions
2) I can explain what a numerator is 4) I can order mixed fractions
2) I can explain what a numerator is
4) I can order mixed fractions
How many whole Pizzas are there?
2) I can explain what a numerator is 4) I can order mixed fractions
How many whole Pizzas are there?
Is it in 1 part?
2) I can explain what a numerator is 4) I can order mixed fractions
Is there still 1 whole pizza?
2) I can explain what a numerator is 4) I can order mixed fractions
How many equal parts are there now?
2) I can explain what a numerator is 4) I can order mixed fractions
How many equal parts are there now?
2) I can explain what a numerator is
4) I can order mixed fractions
How many equal parts are there now?
2 Denominator
This tells us how many parts make the whole.
2) I can explain what a numerator is
4) I can order mixed fractions
2) I can explain what a numerator is 4) I can order mixed fractions
How many parts of the whole do we have now?
2 Denominator
This tells us how many equal parts make the whole.
2) I can explain what a numerator is
4) I can order mixed fractions
1
Numerator
This tells us how many parts we have.
Denominator
This tells us how many equal parts make the whole.
2
2) I can explain what a numerator is 4) I can order mixed fractions
Denominators
Which number is bigger?
2
8
2) I can explain what a numerator is 4) I can order mixed fractions
Denominators
With denominators we need to be careful...
2) I can explain what a numerator is 4) I can order mixed fractions
Denominators
With denominators we need to be careful...
1
2) I can explain what a numerator is 4) I can order mixed fractions
Denominators
1
2) I can explain what a numerator is 4) I can order mixed fractions
Denominators
2) I can explain what a numerator is 4) I can order mixed fractions
Denominators
1
Bigger
Smaller
2) I can explain what a numerator is 4) I can order mixed fractions
Denominators
The bigger the denominator, the smaller the parts.
2) I can explain what a numerator is 4) I can order mixed fractions
Numerators
What are the denominators for these 'pizzas'?
2) I can explain what a numerator is
4) I can order mixed fractions
Numerators
What are the denominators for these 'pizzas'?
2) I can explain what a numerator is
4) I can order mixed fractions
Numerators
How many parts do we have?
2) I can explain what a numerator is 4) I can order mixed fractions
Numerators
How many parts do we have?
2) I can explain what a numerator is 4) I can order mixed fractions
Numerators
How many parts do we have?
2) I can explain what a numerator is 4) I can order mixed fractions
Numerators
How many parts do we have?
2) I can explain what a numerator is 4) I can order mixed fractions
Numerators
How many parts do we have?
2) I can explain what a numerator is 4) I can order mixed fractions
Numerators
How many parts do we have?
2) I can explain what a numerator is 4) I can order mixed fractions
Numerators and Denominators
7
2) I can explain what a numerator is
4) I can order mixed fractions
Numerators and Denominators
2) I can explain what a numerator is 4) I can order mixed fractions
Mixed Fractions
A mixed fraction is when we have a whole number and a fraction.
2) I can explain what a numerator is 4) I can order mixed fractions
Mixed Fractions
A mixed fraction is when we have a whole number and a fraction.
2) I can explain what a numerator is 4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
4
7
2
2) I can explain what a numerator is 4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
2) I can explain what a numerator is 4) I can order mixed fractions
Ordering Fractions With your partner, put these fractions in order.
2) I can explain what a numerator is 4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
2) I can explain what a numerator is
4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
16
3
2) I can explain what a numerator is
4) I can order mixed fractions
Ordering Fractions
With your partner, put these fractions in order.
16
3
2) I can explain what a numerator is
4) I can order mixed fractions
Ordering Fractions
1
2
1
2) I can explain what a numerator is
4) I can order mixed fractions
5/1/09: To put fractions in order
Steps to Success:
1) I can explain what a denominator is 3) I can order proper fractions
2) I can explain what a numerator is
4) I can order mixed fractions
7
16 | <urn:uuid:633d0f1b-0803-45b0-aa92-ca8b5898627a> | CC-MAIN-2017-43 | http://primaryclass.co.uk/files/WorksheetResources/Maths/maths31_7_13/m0108orderingfractions_ks2-PrimaryClass.co.uk.pdf | 2017-10-24T09:17:57Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00082.warc.gz | 282,788,392 | 1,283 | eng_Latn | eng_Latn | 0.997237 | eng_Latn | 0.995539 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
250,
320,
424,
546,
647,
754,
861,
1029,
1099,
1281,
1472,
1587,
1715,
1846,
1933,
2017,
2121,
2257,
2386,
2515,
2625,
2735,
2845,
2955,
3065,
3175,
3277,
3376,
3528,
3680,
3829,
3969,
4108,
4248,
4395,
4542,
4641,
4711,
4914
] | [
3.234375
] | 1 | 1 |
Right-Size Your Portions
Q: What in the world does a hamburger have to do with a yo-yo?
A: When a hamburger is a healthy portion size, it's about the same size as a yo-yo!
Today's oversized portions often lead to overeating. Keep that from happening in your family with these simple tips for recognizing and enjoying healthy serving sizes. Then, share the illustrated guide on the back with your youngster for a fun reminder of what healthy portions look like.
Recognize a serving
Play the "How big is a serving?" game. Set out measuring cups and spoons, and choose an item from your refrigerator or pantry (say, a tub of cream cheese or a box of crackers). Each person measures or counts out what he thinks is one serving. Together, check the label. Whoever came closest picks another food to play again. Over time, your child will learn to "eyeball" the appropriate amount.
Downsize plates
Did you know that dinner plates are actually 3"–4" larger than they were a generation ago? Try instantly reducing portions by bringing plates back down to size. For instance, serve dinner on salad plates. Or use cups instead of bowls.
Cook—and serve—smart
Cut back on how much food everyone eats before the meal even begins. You might bake macaroni and cheese in individual ramekins, one per person. Or plate food before bringing it to the table. Your youngster will get used to enjoying reasonably sized meals.
Portion out leftovers
Store leftovers in sectioned plates or containers. Your child can place individual servings of entrees and side dishes in separate sections. When she's ready to heat up a meal, her portions will be just right.
Single-size your snacks
Eating from a bag or box makes it hard for your youngster to know how many servings he consumes. Instead, help him count or measure single servings into snack-size bags. Examples: 20 mini pretzels, 1 cup popcorn.
© 2017 Resources for Educators, a division of CCH Incorporated
Dining out
Restaurants often serve extra-large portions. Try these strategies to help your family trim them to a healthy size.
Go small
At fast-food or fast-casual places, encourage your youngster to avoid "super-size" items. In a sit-down restaurant, suggest that she order an appetizer or two side dishes for her meal.
Share food
Rather than ordering a full-sized meal for each person, get one meal for every two people. Then, add side salads or extra servings of healthy vegetables.
Bring home a doggie bag
a to-go box with your meal. Let your child help you scoop half the food in the box before you even put a fork in it. You'll not only avoid overeating, you'll have dinner tonight and lunch tomorrow—for the price of one meal.
Doggie bags aren't just for dogs! Ask the server to bring
continued
This institution is an equal opportunity provider.
Here's a fun way
to serve up healthy portion sizes: Have your youngster use familiar items to visualize how big her servings should be. Post this chart as a handy reference for comparisons between some favorite foods and everyday objects.
Fruits
1 cup grapes: a baseball
1 cup strawberries: a doorknob
1 cup diced watermelon: a lightbulb
Vegetables
1 cup raw, leafy greens like lettuce or spinach: rolled-up ankle socks
1 cup baby carrots: a tennis ball
1 cup peas: a child's closed fist
Grains
1 cup dry cereal: a medium pinecone
1 bagel or hamburger bun: a hockey puck
1 – 2 cup cooked pasta or rice:
2 ice-cream scoops
Protein
1 – 2 cup cooked beans: a computer mouse
3-oz. serving of meat, chicken, or turkey: a yo-yo
2 tbsp. peanut butter or other nut butter: a golf ball
Dairy
1 oz. cheese: 4 dice
1 tsp. butter: a Scrabble tile
1 cup yogurt: a cupcake wrapper
Editor's Note: Nutrition Nuggets™ is reviewed by a registered dietitian. Consult a physician before beginning any major change in diet or exercise.
Nutrition NuggetsTM
NN17xx529E
Best Recipes 2017 Edition
Need inspiration in the kitchen? Choose a recipe, and enjoy making and eating it with the whole family!
Squash pancakes
1 medium zucchini
1–2 tsp. baking powder
1 medium yellow squash
1 tsp. salt
1–2 cup shredded carrot
1 egg, beaten
1 medium onion, chopped
Nonstick spray
1–2 cup whole-wheat flour
Grate zucchini and yellow squash. Sprinkle on salt, and set in a colander for 20 minutes (to remove moisture). Rinse well. Combine with egg, flour, baking powder, onion, and
carrot. Put large spoonfuls into a hot skillet (coated with nonstick spray), and saute the pancakes until brown on both sides. Serves 4.
Egg dog
Nonstick spray
1–4 cup chopped asparagus
1–4 cup chopped red onion
2 eggs
1 tbsp. fat-free milk
1 tbsp. tomato salsa
1 whole-wheat hot dog bun
Coat skillet with cooking spray, and saute diced vegetables until tender. Whisk eggs with milk, and add to the pan. Stir quickly until the eggs are set. Place in a bun, and drizzle on salsa. Serves 1.
Chili-roasted chickpeas
2 15-oz. cans chickpeas (drained, rinsed)
1 tbsp. olive oil
1–2 tsp. salt
Use a paper towel or clean cloth to dry the chickpeas. In a bowl, combine the chickpeas with olive oil, salt, and chili powder. Spread on a baking sheet, and cook at 400° for 20–30 minutes, stirring every 10 minutes. Makes 4 servings.
1 tsp. chili powder
© 2017 Resources for Educators, a division of CCH Incorporated
Mini meat loaves
1 lb. lean ground turkey
1–4 cup quick-cooking oats, uncooked
1 egg, beaten
1 tbsp. ketchup
1 tsp. Worcestershire sauce
1–8 tsp. ground pepper
With clean hands or a spoon, combine all ingredients in a bowl. Divide the mixture into 8 muffin cups, and bake at 375° for 30 minutes. Serves 4.
Bell pepper "pizzas"
4 bell peppers (any color)
1–2 cup marinara sauce
2 tbsp. olive oil
1 cup shredded mozzarella cheese
Slice each bell pepper into 4 quarters, removing the tops, bottoms, and seeds. Lightly brush the inside of each piece with olive oil. Spoon on marinara sauce, and sprinkle with mozzarella and basil. Bake at 350° for 15 minutes. Serves 4.
1 tsp. dried basil
Quinoa taco bowl
1 lb. lean ground beef
1 15-oz. can kidney beans, drained
2 tbsp. low-sodium taco seasoning
4 cups cooked quinoa
1–4 cup low-fat sour cream
1–4 cup cheddar cheese, shredded
1–2 cup salsa
Brown the meat in a skillet. Add taco seasoning and beans, and cook until liquid evaporates. In 4 bowls, add quinoa and then the meat and bean mix. Top with cheese, sour cream, and salsa. Serves 4. Variation: Leave out the beef and add avocado for a vegetarian version.
continued
This institution is an equal opportunity provider.
Salmon burgers
2 cans salmon (6 oz. each), drained 1 egg, beaten 1–2 cup whole-wheat breadcrumbs 1–4 cup diced celery 1–4 cup diced onion Ground pepper Whole-grain buns
Mix salmon with egg, breadcrumbs, celery, onion, and ground pepper. Form into 4 burgers, and put on a nonstick baking sheet. Bake at 375° for 10 minutes per side. Serve on whole-grain buns. Makes 4 servings. Variation: Make with canned tuna.
Watermelon salad
6 cups baby spinach
1 cup diced feta cheese
2 cups seedless watermelon chunks
1–2 cup low-fat balsamic vinaigrette
In a large bowl, combine spinach (or another leafy green), watermelon, and feta. Toss lightly with dressing. Serves 4.
Overnight oat yogurt parfait
6 oz. nonfat plain Greek yogurt 1–3 cup old-fashioned oats, uncooked 1 cup frozen or fresh fruit, such as
mango or berries
Mix the yogurt and oats together in a bowl. In a jar, layer the yogurt-oat mixture and fruit. Cover the jar with a lid and refrigerate overnight. Serves 1.
Brussels sprout–sweet potato hash
1 tbsp. olive oil
1 large, diced sweet potato, unpeeled
8 sliced brussels sprouts, with the ends cut off
1–4 tsp. salt
Teriyaki shrimp kebabs
1 lb. uncooked shrimp, peeled and deveined
1–2 cup low-sodium teriyaki sauce
1 crushed garlic clove
Brown rice or large lettuce leaves
Marinate shrimp for 10–15 minutes in a mixture of teriyaki sauce and garlic. Thread
the shrimp onto skewers. Grill 2 minutes on
each side until just cooked through. Serve with rice, or put the shrimp onto lettuce leaves and fold into wraps. Serves 4.
Chicken-apple slaw
1 rotisserie chicken
1 cup broccoli slaw
1 apple, diced
1 celery stalk, thinly sliced
1 head lettuce, shredded
1 8-oz. can water chestnut slices, drained
1–4 cup low-fat ranch dressing Shred the meat from the chicken and toss with broccoli slaw, apple, celery, water chestnuts, lettuce, and dressing. Serves 8.
DIY trail mix
Skip the premade trail mix at the store, and help your youngster come up with her own combinations instead. For example, she might toss together cereal, sunflower seeds, and dried apricots. Or she could combine pretzels, banana chips, dried cherries, and cashews. Get started by shopping together for items like these:
* raisins and other dried fruits like apricots, cranberries, and cherries
* whole-grain cereals
* different kinds of unsalted nuts (peanuts, cashews, almonds)
* popcorn
* mini unsalted pretzels or pretzel sticks
* banana chips
1–4 tsp. pepper
* rice cakes, granola bars, cereal bars, or pita chips (broken into pieces)
Heat olive oil in a pan, add brussels sprouts and potatoes, and season with salt and pepper. Saute 10–15 minutes over medium heat until cooked through. Serve as a side dish. Idea: Put fresh greens into a bowl. Top with the hash and a fried egg. Serves 2.
* unsalted sunflower and pumpkin seeds
* mini marshmallows
Editor's Note: Nutrition Nuggets™ is reviewed by a registered dietitian. Consult a physician before beginning any major change in diet or exercise.
NN17xx530E
Active Kids = Healthier Kids
When your youngster gets plenty of physical activity, she not only will be healthier, she'll also be more likely to stay focused and behave well in school. Encourage your child to get at least an hour of exercise a day with these fun games and activities.
Zigzag hopscotch
Have your youngster use sidewalk chalk to draw a staircase-shaped hopscotch board on a sidewalk, driveway, or blacktop. To play, she should hop on one foot from start to finish, landing on one square at a time. If she makes it without putting her other foot down, she writes her initials in any square. On your turn, you must hop over the square she initialed. If you get to the end, you initial any empty square. Keep taking turns, hopping only on empty squares or ones with your own initials, until every square is claimed or no one can hop across. The player with the most initials wins.
Kick and block
Form a garden hose into a large circle, and place a soccer ball in the center. Two players stand in the circle. One person is the "kicker," and the other is the "blocker." The kicker attempts to kick the ball out of the circle—kicking in the direction of the blocker. The blocker uses his feet to try to keep the ball in. When the ball goes out of the circle, swap roles, and play again.
Fish or fowl
You can play this game on sidewalks or grass. One player is the caller. If the caller names a fish (bass, perch, tuna), the other players jump backward. If she names a bird (robin, woodpecker, seagull), players jump forward. The caller keeps naming fish or fowl, trying to trick the jumpers. If you jump in the wrong direction, you're out. The last person in the game becomes the new caller. Play until everyone has had a turn being the caller.
© 2017 Resources for Educators, a division of CCH Incorporated
Slow-motion race
When you take a walk, try this race where the slowpoke wins. Challenge your family to walk in s-l-o-w m-o-t-i-o-n from one end of a block to the other. Your children will build balance and muscle control as they try to make each step last as long as possible. There's only one rule to follow: Everyone must keep moving—no stopping allowed. The last person to reach the end wins.
Penny hunt
Ask your youngster to count out 15 pennies. Then, have her cover her eyes while you hide them around the house. Set a timer for two minutes, and let her race to find the pennies before the buzzer rings. Next game, she can hide the pennies, and you hunt. Help each other find the pennies by saying "You're hot" when someone gets close to a hiding place and "You're cold" if she's moving away from one. Idea: Move the game outdoors, and hide pennies in bushes, under rocks, or in sidewalk cracks.
continued
This institution is an equal opportunity provider.
Beanbag tag
The object of this game is to tag the other person's feet with a beanbag. Choose an open space with a wood or tile floor, such as a hall or basement. Have your child stand at one end of the room while you stand at the other. Now, take turns sliding the beanbag across the floor at the other person's feet. Try to dodge the beanbag by jumping over it. Score a point each time you tag your opponent with the beanbag. The first one to score 10 points wins. Variation: To make the game more challenging, slide the beanbags toward each other's feet at the same time.
This way or that
There are lots of ways to cross a playground. Let your youngster start this game by saying, "Come across the playground like this…" and then crossing in a funny way (spinning like a top, walking on her heels). All the other players must cross in the same way. Then, the next leader says, "No, no, no. Come across like this…" and leads players across the playground a different way, perhaps walking sideways. How many ways can everyone think of?
Fitness island
Turn a sidewalk or driveway into an island. With sidewalk chalk, your child can draw a landscape full of fitness challenges. He might create a stream, a bridge, and stepping-stones, for instance. Then, he can pretend to wade through the stream, walk heel-to-toe on the narrow bridge, and jump from stepping-stone to stepping-stone across a make-believe swamp. When he finishes, it's your turn to take the island challenge.
Rainbow walk
Walk laps up and down a shopping strip or around a mall until you've spotted one item for every color of the rainbow. For example, you may find red shoes, an orange safety cone, a yellow sundress, green shampoo, blue jeans, indigo earrings, and a violet rug. Or take a rainbow walk in the neighborhood, and see who can find a red flag on a mailbox, an orange flower, and so on.
Five-minute ideas
Here are everyday ideas for short bursts of activity.
Inside
* Put on music, and lip-sync while doing your best dance moves.
* Play with a pet.
* Do a "routine" like five forward rolls, five push-ups, and five backward rolls.
* Stand in a line, and have each person put his hands on the shoulders of the person in front of him. See how fast you can snake your way through the house without breaking the chain.
Outside
* Practice basketball free throws.
* Play a game of catch.
* Take turns throwing a Frisbee and measuring the distance you tossed it.
* Pick a starting point and a finish line. Have a race.
Editor's Note: Nutrition Nuggets™ is reviewed by a registered dietitian. Consult a physician before beginning any major change in diet or exercise.
NN17xx531E | <urn:uuid:fa06299a-ab37-4ba4-af2a-0098d50cc370> | CC-MAIN-2017-43 | http://sdpcnutrition.com/Portals/1/Docs/NutritionNuggets2015/Fun%20Nutritonal%20Information.pdf | 2017-10-24T09:43:27Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00082.warc.gz | 308,496,566 | 3,639 | eng_Latn | eng_Latn | 0.994941 | eng_Latn | 0.997722 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2813,
3885,
6541,
9574,
12369,
15034
] | [
3.5
] | 9 | 1 |
Wahkiakum School District #200 Wahkiakum High School 2016-18 School Improvement Plan
Superintendent: W. Robert Garrett
Principal: Stephanie Leitz
Phone: 360-795-3271
Fax: 360-795-0545
Home of the Mules
Today's decisions create tomorrow's successes!
Students will graduate from Wahkiakum High School with the tools and skills necessary to persevere in their pursuit of a successful life.
Being Different, Belonging Together
Mission Statement
We believe that education is a partnership with responsibility shared by all: school, family, students and community. All individuals shall be provided a safe, positive environment where they may reach their fullest potential as responsible citizens.
Vision Statement
Vision goals:
Learning is the mutual responsibility of the student, staff and parents.
* To provide and maintain a positive school environment that enhances the learning experience for students.
* To create, model and maintain a school climate that develops acceptable social interaction and behavior.
* To provide an equal education opportunity for all.
* To incorporate technology into the educational environment to assist in meeting educational goals.
Wahkiakum High School serves 9th through 12th grade students in Wahkiakum County and is located on a bluff in Cathlamet, Washington, overlooking the Lower Columbia River.
"Some people want it to happen, some wish it would, and others make it happen." — M. Jordan
At Wahkiakum High School we want to support students as they "Make it Happen!" We want every day to count. We want our students to have goals, passion and a vision to believe in. We are excited and look forward to helping all students succeed!
We want to improve the overall success of WHS students. To provide every opportunity possible for growth, improvement and success, we have implemented the following:
* Mule Success Time (Core/Flex model for intervention)
* Bi-Weekly Club Time (Increase extracurricular involvement)
* Mentors and/or Peer Tutors for all Students with D's or F's
* After School Tutoring
* Student Led Conferences
* AVID School Wide
* Increased Parent Communication
* Focus on College & Career Readiness
* Bi-Weekly Advisory
* Senior Projects w/ Community Service Component
* Common Core State Standards
* 100% of our teachers on TPEP – 5D+ Framework
* Regular Progress Monitoring through Formative & Summative Assessments
* Focus on Learning Targets, Purpose, Real World Application
* Increase in Cross-Curricular Project Based Learning
* Vocabulary development
Goals: Improve students' college readiness skills in reading and writing with a school wide approach to
* Effective strategies for reading informational text
* Implementation of ELA Common Core Standards across disciplines
* Common, rigorous expectations for writing projects and presentations
Strategic Action
Evidence of Implementation
1. Applying vocabulary strategies across disciplines.
Instruction and Curriculum:
2. Developing metacognitive and organizational skills – especially questioning strategies that enable students to build and assess their learning.
1. Daily vocabulary lessons in English using Membean
3. Use common rubrics to assess student work and encourage self-assessment.
5. Use texts that adhere to Common Core Standards.
4. Build student familiarity of the CCSS and language used to ensure college and career readiness.
6. Increase Dual Credit Options
7. Explicit Curriculum Mapping with English/SS Staff
Assessment:
2. Students generate questions from readings using strategies such as Costa's Questions, AVID note taking.
1. Application and assessment of vocabulary through vocabulary tests and writing samples.
3. Students Demonstrate familiarity with standards and terms through use of common rubrics and language
5. ELA – SBA and Interim Assessments
4. Report Card Grades
6. PSAT/SAT
1. Structured local in-service time dedicated to ELA Common Core implementation including strategies for vocabulary development, development of common rubrics and common strategies for informational texts.
Staff Development:
2. Look into AVID strategies/training
4. CCSS, Scaffolding, Differentiation
3. Continue HS weekly collaboration and vertical teaming
5. Training when appropriate on strategies for increasing vocab development.
6. TPEP training for implementation of 5D+ Rubric
3. Explicitly teaching a variety of strategies to build content specific Habits of Mind.
2. Increased vocabulary instruction across content areas.
4. Common Rubrics developed during collaboration time.
6. Several recommended novels have been purchased and taught.
5. Through a variety of tests (novels, magazines, online sources) students are becoming more familiar with CCSS.
7. Upfront/Science magazines purchased
1. Teacher monitoring strategies.
3. Student work collected regularly and assessed by teacher as needed.
2. Student work reflective of key vocab.
4. Effective opportunities that address vocab through sound writing instruction.
6. PLC Notes
5. Collaborative effort on state testing.
7. Google Docs/Google Classroom
1. Participation of all staff in collaboration.
3. Participation of English staff across district.
2. Common understanding of student need based on RTI/test results.
4. Staff participation in applicable training and sharing back with staff, TPEP, Common Core, AVID (100% trained!), GEAR UP
5. In-Service training on differentiation and RTI and ongoing discussion around what this looks like at the high school level.
Evidence of Impact
1. Students demonstrate increased understanding of vocabulary strategies – application in everyday work.
3. Students have become more self-directed and able to apply strategies across content areas – evidence they are noticing similarities.
2. Implementation of Membean – students identify "Membean words" across the curriculum
4. Students are reading rigorous texts.
6. Increased number of students taking honors/AP
5. Increased number of students taking the PSAT
7. Implementation of College in the High School
8. Bridge English Implemented
1. Students demonstrating understanding of key vocab in everyday dialogue.
3. Students better connect ideas within readings by increased understanding of vocab.
2. Improved scoring on daily assignments related to vocab.
4. Improved writing skills across the variety of writing contexts, e.g. narrative, argumentative
5. 100% seniors have passed state assessments needed to graduate.
1. Increased alignment of reading concepts
3. Students implement new and/or improved strategies for accessing selections.
2. Students transition better from MS & HS classes. (Peer Tutors & Link Leaders)
4. Decrease in the number of failing students.
6. Increase in honors/AP classes/CHS
5. Formal process for supporting all failing students to ensure increase in success.
* Increase number of successful math students at Wahkiakum High School by reducing the number of students receiving Ds/Fs.
Goals:
* Increase student understanding of data representation both algebraically and graphically as measured by local formative and state summative assessments.
* Increase collaboration in regards to effective instruction as defined by TPEP / 5D+ Instructional Rubric/Math Fellows
* Increase cross-curricular application of math
Staff Development:
2. CCSS, NGSS, State Instructional Rubric
1. District will continue to provide weekly collaboration time
3. Analyze Assessment Data as a staff to inform instruction
5. Gear Up Staff Development
4. RTI Approach
6. College in the High School – Dual Credit
8. Math Fellow
7. Staff development on best practice for math instruction.
Technology
2. Increase available technology (Goal of 1:1)
1. Teacher and student-directed technology integration within the classroom
3. Use of cell phones responsibly to positively impact instruction/learning
5. Implementing Robotics
4. Graphing Calculators
6. Use of computers in physics
7. Technology sites
Communication:
2. Weekly Bulletin highlights goals, progress and resources for improved instruction
1. Collaboration notes and projects are shared with staff
3. Increase communication with parents
4. Pre/Post Conferences to discuss teacher growth and teacher selected areas of improvement
1. Weekly high school staff collaboration mtgs. & vertical team meetings..
3. Assessment data discussed during collaboration.
2. TPEP trainings for admin and staff during inservice days – focus on assessment, differentiation, purpose
4. Implement Interim Assessments
6. Book Study around Math Mindset
5. Math Fellow – Focus on Number Talks
1. Technology is used within classroom instruction
3. Robotics and other science classes use technology to support learning
2. Students use videos that accompany math curriculum to improve understanding of concepts or review missed lessons
4. Increase availability and use of graphing calculators
5. Individualized Homework on Computer
1. 1 st semester data communicated to staff
3. Held Student conferences
2. Bulletins available every Monday
4. Planning for student portfolio sharing in spring
6. Implementing 4-tier evaluation system
5. Newsletters/Emails/Postcards sent to parents
1. TPEP – use of effective strategies
3.
2. Implementing Common Core
4. Mule Success/Peer Tutoring
Differentiation Evident
5. Increased number of students taking upper level math
6. Engineering Field Trips/Job Shadow
1. Improved conceptual understanding on daily work and embedded formative assessments.
3. Holding a Competition Spring 2018
2. A group of students compete in Robotics Competition
4. Purchased additional graphing calculators, chrome books, laptops and observable increase in student use
6. 1:1 Chromebooks
5. Google Classroom, Online Math Homework
1. Over 50% attendance at parent conferences
3. Teachers are willing to try new things, implement ideas shared during collaboration – focus on curriculum mapping
2. Newsletters/Postcards sent by staff – positive feedback
4. All teachers on 5D+ Evaluation Rubric
Teacher Perceptual Data—updated for HS Sept 2016
"Nine Characteristics of High Performing Schools" framework
Research has suggested that there is no silver bullet for how schools increase student achievement, but that there are number of characteristics of schools that have been shown to help in this cause. One such framework that the WSD has incorporated over time is in asking teachers to reflect on their perceptions of the nine traits as defined by the OSPI released document. The survey polled staff across the district in 2004, 2008, 2011 and 2016. The scale surveyed teachers on their perception of their school's current status means of the following scale:
1—little or no extent 2—some extent 3—moderate extent 4—great extent 5—very great extent
Scores reported: 2008/2011/2016 | <urn:uuid:c92de6d4-613d-474b-81de-64f7514f9c2f> | CC-MAIN-2017-43 | http://wahksd.k12.wa.us/wsd-files/document-school-improvement-plan.pdf | 2017-10-24T09:32:18Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00082.warc.gz | 372,979,222 | 2,227 | eng_Latn | eng_Latn | 0.972495 | eng_Latn | 0.990758 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
434,
1692,
2538,
6938,
7270,
9978,
10778
] | [
2.03125
] | 1 | 0 |
torontoeschool
2250A Bloor Street West Toronto Ontario M6S 1N6 torontoeschool.com 416 533 6186
Course Name/Grade/Type: Issues in Canadian Geography, 9 Academic
Course Code:
CGC1D
Credit Value:
1.0
Prerequisite:
None
Curriculum Policy :
Growing Success: Assessment, Evaluation, and Reporting In Ontario Schools, 2010.
The Ontario Curriculum, Grades 9 and 10 Canadian and World Studies, 2013 (Revised); Growing Success; Financial Literacy (www.edugains.ca)
Department:
Canadian and World Studies
Developed By/Date:
Toronto Eschool, 2016
Revised By/Date:
Toronto Eschool, 2016
Text:
Clark, B., Wallace, J. & Earle, K. (2006). Making Connections: Canada's Geography. Scarborough, ON: Prentice Hall.
This course explores Canada's distinct and changing character and the geographic systems and relationships that shape it. Students will investigate the interactions of natural and human systems within Canada, as well as Canada's economic, cultural, and environmental connections to other countries. Students will use a variety of geotechnologies and inquiry and communication methods to analyse and evaluate geographic issues and present their findings.
OVERALL CURRICULUM EXPECTATIONS
Strand A – Geographic Inquiry and Skill Development
Geographic Inquiry: use the geographic inquiry process and the concepts of geographic thinking when investigating issues relating to Canadian geography
Developing Transferable Skills: apply in everyday contexts skills, including spatial technology skills, developed through the investigation of Canadian geography, and identify some careers in which a background in geography might be an asset
Strand B – Interactions in the Physical Environment
* analyse various interactions between physical processes, phenomena, and events and human activities in Canada
* analyse characteristics of various physical processes, phenomena, and events affecting Canada and their interrelationship with global physical systems
* describe various characteristics of the natural environment and the spatial distribution of physical features in Canada, and explain the role of physical processes, phenomena, and events in shaping them
Strand C – Managing Canada's Resources and Industries
* analyse impacts of resource policy, resource management, and consumer choices on resource sustainability in Canada
* analyse issues related to the distribution, availability, and development of natural resources in Canada from a geographic perspective
* assess the relative importance of different industrial sectors to the Canadian economy and Canada's place in the global economy, and analyse factors that influence the location of industries in these sectors
Strand D – Changing Populations
* analyse selected national and global population issues and their implications for Canada
* describe the diversity of Canada's population, and assess some social, economic, political, and environmental implications of immigration and diversity for Canada
* analyse patterns of population settlement and various demographic characteristics of the Canadian population
Strand E – Liveable Communities
* analyse issues relating to the sustainability of human systems in Canada
* analyse impacts of urban growth in Canada
* analyse characteristics of land use in various Canadian communities, and explain how some factors influence land-use patterns
OUTLINE OF COURSE CONTENT
TEACHING AND LEARNING STRATEGIES
* Direct Instruction/Note Taking
* Reading
* Case Studies
* Structured Discussion
* Brainstorming
* Role-Play
* Group Work/Pair Work
* Independent Study/Research
* Self-Analysis
* Think-Pair-Share
* Jigsaw/Expert Groups
* Conference
ASSESSMENT, EVALUATION AND REPORTING:
Assessment: The process of gathering information that accurately reflects how well a student is achieving the identified curriculum expectations. Teachers provide students with descriptive feedback that guides their efforts towards improved performance.
Evaluation: Assessment of Learning focuses on evaluation, which is the process of making a judgment about the quality of student work on the basis of established criteria over a limited, reasonable period of time.
Reporting: Involves communicating student achievement of the curriculum expectations and learning skills and work habits in the form of marks and comments as determined by the teacher's use of professional judgement.
CONSIDERATION FOR PROGRAM PLANNING:
Instructional Approaches
Instructional approaches should be informed by the findings of current research on instructional practices that have proved effective in the classroom. For example, research has provided compelling evidence about the benefits of the explicit teaching of strategies that can help students develop a deeper understanding of concepts. Strategies such as "compare and contrast" (e.g., through Venn diagrams and comparison matrices) and the use of analogy give students opportunities to examine concepts in ways that help them see what the concepts are and what they are not. Although such strategies are simple to use, teaching them explicitly is important in order to ensure that all students use them effectively.
A well-planned instructional program should always be at the student's level, but it should also push the student towards his or her optimal level of challenge for learning, while providing the support and anticipating and directly teaching the skills that are required for success.
Accommodations
Accommodations will be based on meeting with parent, teachers, administration and external educational assessment report. The following three types of accommodations may be provided:
Instructional accommodations: such as changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia; Environmental accommodations: such as preferential seating or special lighting; Assessment accommodations: such as allowing additional time to complete tests/assignments or permitting oral responses to test questions.
Other examples of modifications and aids, which may be used in this course, are:
* Provide step-by-step instructions
* Help students create organizers for planning writing tasks
* Record key words on the board or overhead when students are expected to make their own notes
* Allow students to report verbally to a scribe (teacher or student) who can then help in note taking
* Permit students a range of options for reading and writing tasks
* Where an activity requires reading, provide it in advance
* Provide opportunities for enrichment
A Differentiated Approach to Teaching and Learning
An understanding of students' strengths and needs, as well as of their backgrounds and life experiences, can help teachers plan effective instruction and assessment. Teachers continually build their awareness of students' learning strengths and needs by observing and assessing their readiness to learn, their interests, and their learning styles and preferences. As teachers develop and deepen their understanding of individual students, they can respond more effectively to the students' needs by differentiating instructional approaches – adjusting the method or pace of instruction, using different types of resources, allowing a wider choice of topics, even adjusting the learning environment, if appropriate, to suit the way their students learn and how they are best able to demonstrate their learning. Unless students have an Individual Education Plan with modified curriculum expectations, what they learn continues to be guided by the curriculum expectations and remains the same for all students.
Connections to Current Events and Issues
Teachers need to integrate current events and issues within the curriculum expectations, and not treat them as separate topics. The integration of current events and issues into the curriculum will help students make connections between what they are learning in class and past and present-day local, national, and global events, developments, and issues. Examining current events helps students analyse controversial issues, understand diverse perspectives, develop informed opinions, and build a deeper understanding of the world in which they live. In addition, investigating current events will stimulate students' interest in and curiosity about the world around them. The inclusion of current events in Canadian and world studies will help keep the curriculum a relevant, living document.
Financial Literacy in Canadian and World Studies
The document A Sound Investment: Financial Literacy Education in Ontario Schools, 2010 (p. 4) sets out the vision that:
Ontario students will have the skills and knowledge to take responsibility for managing their personal financial well being with confidence, competence, and a compassionate awareness of the world around them.
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
One of the elements of the vision for the social studies, history, geography, and Canadian and world studies programs is to enable students to become responsible, active citizens who are informed and critically thoughtful. Financial literacy is connected to this element. In the Canadian and world studies program, students have multiple opportunities to investigate and study financial literacy concepts related to the course expectations.
For example, in Economic Industries (CGC1D) in Grade 9, students develop their understanding of economic goal setting for various stakeholders in the economy, including the government, firms, and consumers and how it is impacts through the mismanagement of natural resources. Students may also be enabled to connect personal finances to global issues. A resource document – The Ontario Curriculum, Grades 9–12: Financial Literacy Scope and Sequence of Expectations, 2011 – has been prepared to assist teachers in bringing financial literacy into the classroom. This document identifies the curriculum expectations and related examples and prompts, in disciplines across the Ontario curriculum, through which students can acquire skills and knowledge related to financial literacy. The document can also be used to make curriculum connections to school-wide initiatives that support financial literacy. This publication is available on the Ministry of Education's website, at www.edu.gov.on.ca/eng/document/policy/FinLitGr9to12.pdf.
The Role of Information and Communications Technology in the Canadian and World Studies Program
Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers' instructional strategies and support student learning. ICT tools include multimedia resources, databases, websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. ICT can also be
used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom.
Environmental Education and Canadian and World Studies
Ontario's education system will prepare students with the knowledge, skills, perspectives, and practices they need to be environmentally responsible citizens. Students will understand our fundamental connections to each other and to the world around us through our relationship to food, water, energy, air, and land, and our interaction with all living things. The education system will provide opportunities within the classroom and the community for students to engage in actions that deepen this understanding.
Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools, 2009, p. 6
Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools outlines an approach to environmental education that recognizes the needs of
all Ontario students and promotes environmental responsibility in the operations of all levels of the education system.
There are many opportunities to integrate environmental education into the teaching of Canadian and world studies. In all subjects of this program, students can be encouraged to explore a range of environmental issues. In Geography, students learn that the responsibilities of citizenship include the protection and stewardship of the global commons, such as air and water, on a local, national, and global scale. This course also provides opportunities for students to explore various environmental issues of geographical importance.
Career Education in Canadian and World Studies
The knowledge and skills students acquire in courses will be useful in a variety of careers. For example, the study of economics increases students' awareness of the ways in which local and global events and trends affect not only the economy but also their own career opportunities. A background in geography, history, politics, or law can lead to employment in fields such as law, politics, resource management, information technology, teaching, recreation, hospitality and tourism, and journalism. Students should be made aware of these possibilities and encouraged to explore areas of interest to them.
Antidiscrimination Education in Canadian and World Studies
Antidiscrimination education promotes a school climate and classroom practice that encourage all students to work to high standards, ensure that they are given a variety of opportunities to be successful, affirm their self-worth, and help them strengthen their sense of identity and positive selfimage.
The curriculum is designed to help students acquire the habits of mind that are essential in a complex democratic society characterized by rapid technological, economic, political, and social change. These include respect and understanding with regard to individuals, groups, and cultures in Canada and the global community, including an appreciation and valuing of the contributions of Aboriginal people to the richness and diversity of Canadian life. Learning the importance of protecting human rights and of taking a stand against racism and other expressions of hatred and discrimination is also part of the foundation for responsible citizenship and ethical business practice.
Resources
Websites:
http://google.com/maps http://nationalgeographic.com | <urn:uuid:c8f20dd4-3cf3-4576-8100-4c40e4c79a6d> | CC-MAIN-2017-43 | http://torontoeschool.com/courseoutlines/CGC1D.pdf | 2017-10-24T09:44:44Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00082.warc.gz | 350,611,667 | 2,636 | eng_Latn | eng_Latn | 0.979226 | eng_Latn | 0.99524 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
1169,
3378,
3405,
4402,
7651,
11263,
14626,
14680
] | [
3.5625
] | 3 | 0 |
WELLNESS POLICY
POLICY INTENT/RATIONALE
Acushnet Public Schools promotes healthy schools by supporting wellness, good nutrition, and regular physical activity as part of the total learning environment where children learn and participate in positive dietary and lifestyle practices.
Schools contribute to the basic health status of children by facilitating learning through the support and promotion of good nutrition and physical activity. Improved health optimizes student performance potential and ensures that no child is left behind.
GUIDELINES FOR FOODS AND BEVERAGES SERVED, OFFERED, OR SOLD
The school lunch program will continue to follow the USDA requirements for Federal School Meals Programs. In addition, all competitive foods and beverages sold or provided in the public schools shall comply with the Massachusetts School Nutrition Standards for Competitive Foods and Beverages. Competitive foods are defined as foods and beverages provided in:
a) school cafeterias offered as a la carte items;
b) school buildings, including classrooms and hallways;
c) school stores;
d) school snack bars;
e) vending machines
f) concession stands
g) booster sales;
h) fundraising activities;
i) school-sponsored or school-related events; and
j) any other location on school property.
The regulations apply to foods and beverages sold or provided to students at least 30 minutes before the beginning of the school day or until 30 minutes after the end of the school day.
The regulations do not apply to food or beverages sold or provided on school grounds up to 30 minutes before the beginning of the school day or 30 minutes after the end of the school day. In addition, the regulations do not apply to competitive foods or beverages sold or provided at booster sales, concession stands, and other school-sponsored or school-related fundraisers and events. However, the school committee encourages these standards to be followed during these time periods and activities. It is important to note that the approval of all fundraising and the sale of goods must comply with policies KHA Solicitations/Selling and Fundraising and KG Use of Facilities.
Only milk (8 oz.) and 100% juice (4 oz.) or water will be offered. Milk is offered for all lunches. 100% juice (4 oz.) or water may be offered for sale on an a la carte basis.
Soda and sports drinks shall not be sold to students during the instructional day. The consumption of soda and sports drinks by students is discouraged during the instructional day. Students are prohibited from consuming high caffeine energy drinks such as Red Bull, Amp, 5Hour Energy, etc.
JLB
Sales of candy will not be permitted on school grounds during the instructional day with the exception of approved fundraisers. Candy used in the classroom as a reward or incentive is prohibited.
Food will not be used as a teaching aide unless food is integral to the concept being taught.
Classroom celebrations and/or birthday parties shall be limited to once per month. If food is provided at these parties, then it must be pre-packaged with the nutrition label clearly evident for the health and safety of all students and staff, especially those with food allergies. Healthy food or non-food options are preferable.
For further information on the state nutritional standards, one should access the "Healthy Students, Healthy Schools" document at:
http://www.mass.gov/eohhs/docs/dph/mass-in-motion/school-nutrition-guide.pdf
CAFETERIA ENVIRONMENT
The cafeteria environment shall provide students with a relaxed, enjoyable climate. The cafeteria shall have adequate space to eat, clean, pleasant surroundings; adequate time to eat meals, and convenient access to hand washing or hand sanitizing facilities before meals.
Children will be encouraged to make healthy food choices during snack and lunchtime. Parents are encouraged to send foods that are healthy and nutritious. Children should not share their food or beverage with one another during meal or snack times.
STUDENT NUTRITION EDUCATION GOAL
The school district will provide to students health and wellness education aligned with the curriculum standards established by the Massachusetts Department of Elementary and Secondary Education.
The Wellness Committee will ensure this goal is met by mapping out the district health curriculum so it is aligned to the curriculum standards.
STUDENT & PARENT NUTRITION PROMOTION & EDUCATION GOAL
Nutrition education will promote nutrition through the provision of at least four informational newsletters or postings to the District website.
STAFF NUTRITION & PHYSICAL ACTIVITY EDUCATION
Nutrition and physical activity education opportunities may be provided to all school staff. These educational opportunities may include, but are not limited to, the distribution of educational and informational materials, the scheduling of presentations and workshops that focus on nutritional value and healthy lifestyles, health assessments, fitness activities, and other appropriate nutrition and physical activity-related topics.
STUDENT PHYSICAL ACTIVITY GOAL
The District's Wellness Committee will provide an opportunity for each student to engage in physical activity for at least one hour per week at the middle school and, on average, 30 minutes per day for elementary school students.
STUDENT PHYSICAL ACTIVITY
Acushnet Public Schools shall provide physical activity and physical education opportunities aligned with the Massachusetts Education Framework that provides students with the knowledge and skill to lead a physically active lifestyle.
Acushnet Public Schools shall utilize the following Implementation Strategies:
1. Physical education classes and physical activity opportunities will be available for all students.
2. As recommended by the National Association of Sport and Physical Education (NASPE), school leaders of physical activity and physical education shall guide students through a process that will enable them to achieve and maintain a high level of personal fitness through the following:
- Expose youngsters to a wide variety of physical activities
- Teach physical skills to help maintain a lifetime of health and fitness
- Encourage appropriate intensity of activity and individual goal setting so students can monitor their progress
- Focus feedback on effort and improvement
3. Students will engage in recess or short physical breaks as scheduled or as agreed to by school administration.
ESTABLISH AND MAINTAIN A DISTRICT-WIDE WELLNESS COMMITTEE
The Wellness Committee shall develop guidance to explicate this policy, monitor the implementation of this policy, evaluate policy progress, serve as a resource to school sites, and offer revisions to the policy as necessary. In accordance with the Reauthorization Act of 2004 and the Healthy, Hunger-Free Kids Act of 2010, this policy shall be reviewed annually by the Wellness Committee. By the end of each school year, the Wellness Committee will provide an evaluation report to the Superintendent describing the implementation of this policy. The report will include, but is not limited to:
*A review of membership participation over the past school year
*An evaluation of the progress made in reaching the annual goals (which are included in this document)
*Specific actions taken for improving nutrition and wellness over the past school year
*Successes and challenges of implementing the policy
*Recommendations for revisions to this policy
*Goals and objectives for the subsequent school year
*Available statistics about the health and wellness status of students (such information may include results of BMI screening data, food consumption patterns or lunch program participation, the amount of time and the quality of the opportunities provided for physical activity, status of school health and behavioral health services and health education programs, etc.)
The Superintendent and/or Wellness Committee shall present the findings in the report to the School Committee and the general public. Per 105 CMR 215.100 this report, along with minutes of meetings (including the names of the attendees), shall be provided to the Department of Public Health or Department of Elementary and Secondary Education upon request.
Responsibilities of the Wellness Committee may include, but are not limited to, oversight of the implementation of district nutrition and physical activity standards, integration of nutrition and physical activity in the overall curriculum, assurance that staff professional development includes nutrition and physical activity issues, assurance that students receive nutrition education and engage in vigorous physical activity, pursuance of contracts with outside vendors that encourage healthful eating and reduction of school / district dependence on profits from foods of minimal nutritional value, and consistent healthful choices among all school venues that involve the sale of food.
The Wellness Committee will meet no less than quarterly to keep abreast of changing events. The Wellness Committee shall consist of at least one of the following: Food Service Director, Business Manager, assistant principal/principal, physical education or health teacher, guidance counselor, school nurse, parent, School Committee member.
LEGAL REFS: 105 CMR 215 and 105 CMR 225
Section 204 of the Healthy, Hunger-Free Kids Act of 2010 Child Nutrition and Special Supplemental Nutrition Program for Women, Infants, and Children Reauthorization Act of 2004
CROSS REFS: KG Use of Facilities; KHA Solicitations/Selling and Fundraising
RESOURCES
USDA:
www.fns.usda.gov/fns/nutrition.htm
MASS Action for Healthy Kids:
www.actionforhealthykids.org/
MA Education Framework:
www.doe.ma.edu/frameworks/health/1999
NASPE:
www.aahperd.org/naspe
Fuel Up to Play 60:
www.fueluptoplay60.com
Adopted:
6/6/06
Revised:
4/3/12; 5/15/12; 10/2/12 | <urn:uuid:4c022bb7-e37c-4200-94e9-bea074f7e059> | CC-MAIN-2017-43 | http://apswildcatcafe.com/schools/1466124258830/WellnessPolicy.pdf | 2017-10-24T09:34:05Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00088.warc.gz | 25,742,697 | 1,903 | eng_Latn | eng_Latn | 0.986354 | eng_Latn | 0.994794 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2634,
5342,
8274,
9915
] | [
2.375
] | 1 | 3 |
9-12 On Stage Questions * Girls draw their questions form a bowl at their last X on stage.
1. What is your favorite thing to do with your family
2. What is your favorite movie and why
3.
4. Who is your favorite Disney character of all time
5. If you could make up a new princess for Disney World, what would her name be
6. What's your favorite thing about school
7. What's your favorite subject and why
8. Who has been your favorite teacher so far, and why
9. What's your favorite sport and why
10.Who is your best friend and what makes them special
11.What is your favorite song and why
12.If you could go anywhere in the whole world where would you go
13.What is the best gift you ever received
14.If you could be anyone in the world who would you want to be
15.What is something nice you have done for someone else lately
16.What is your favorite food or meal
17.What is your favorite restaurant
18.If you could be any animal which would you choose and why
19.If you could have a magic power what would it be
20.If you were a superhero , which one would you want to be
21.What do you like most about pageants
22.What is your favorite book and why
23.What do you want for Christmas this year
24.If you could have any magic power, what would it be
25.What makes your best friend – your best friend ?
26.What do you love most about your state?
27.If you met someone who didn't know anything about America, what would you tell them
28.If you were to invent a desert, name 3 ingredients it would have
29.What do you want to be when you grow up
30.What can you do to be a positive role model to girls younger than you
31.Why is community service or volunteering important to you
32.What is an embarrassing moment that has happened to you
33.If you wrote a book about your life , what would it be called
34.Who is someone you look up to and why 35.If you could invent something to make school easier , what would it be 36.If you could be your principal for a day, what is the first thing you would do -why did you enter this pageant ? -what are the five most important things to you? -what's your favorite thing or place about your home state? -which Disney princess would you be and why? -what do you want to be when you grow up? -if you could meet anyone who would it be and why? -who is a celebrity that's a good role for young girls today? -why do you want this title? -what would be the first thing you'd do if you won this title? -what did you do to prepare for this pageant ? -what's the strangest food you ever ate? -what's the craziest/funniest thing you've ever done ? -if you could be an animal, what would it be? -what's your favorite slang word? | <urn:uuid:814e9f91-892c-4e18-a741-6c287975fe31> | CC-MAIN-2017-43 | http://nebula.wsimg.com/f62793e8258cb50f5edca3b138f215a2?AccessKeyId=2A763EE8FF15C6710FBB&disposition=0&alloworigin=1 | 2017-10-24T09:17:44Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00087.warc.gz | 237,615,828 | 640 | eng_Latn | eng_Latn | 0.984556 | eng_Latn | 0.988741 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
599,
1172,
1767,
2688
] | [
2.875
] | 2 | 0 |
Date of Birth: xx/xx/xxxx ID: xxxx Grade: 3
SCHOOL
DISTRICT
NAME
NAME
GRADE 3 ELA
English Language Arts/Literacy Assessment Report, 2015–2016
This report shows whether xxxx met grade-level expectations and is on track for the next grade level. This assessment is just one measure of how well your child is performing academically.
Ask your child's teachers:
How Can You Use This Report?
* What do you see as my child's academic strengths and areas for improvement?
To learn more about the test and to view sample questions and practice tests, visit UnderstandTheScore.org.
* How will you use these test results to help my child make progress this school year?
See side 2 of this report for specific information on your child's performance in reading and writing.
How Did xxxx Perform Overall?
Performance Level 3
Level 5 Exceeded Expectations
Level 4
Met Expectations
Level 3 Approached Expectations
Level 2
Partially Met Expectations
Level 1
Did Not Yet Meet Expectations
Your child's score 745
q
Page 1 of 2
How Did Your Child Perform in Reading and Writing?
Date of Birth: XX/XX/XXXX ID: XXXX
Grade:
11
DISTRICT NAME
SCHOOL NAME
GRADE 11 ELA
English Language Arts/Literacy Assessment Report, 2015–2016
This report shows whether XXXX met grade-level expectations and is on track to be college and career ready. This assessment is just one measure of how well your child is performing academically.
Ask your child's teachers:
How Can You Use This Report?
* What do you see as my child's academic strengths and areas for improvement?
To learn more about the test and to view sample questions and practice tests, visit UnderstandTheScore.org.
* How will you use these test results to help my child make progress this school year?
See side 2 of this report for specific information on your child's performance in reading and writing.
The probable range in the student's overall score on this test is plus or minus 7.3 points. This is the amount of change that would be expected in your child's score if he/she were to take the test many times. Small differences in scores should not be overinterpreted.
Page 1 of 2
How Did Your Child Perform in Reading and Writing?
Date of Birth: xx/xx/xxxx ID: xxxx
GRADE 5 MATH
Mathematics Assessment Report, 2015–2016
This report shows whether xxxx met grade-level expectations and is on track for the next grade level. This assessment is just one measure of how well your child is performing academically.
Ask your child's teachers:
How Can You Use This Report?
* What do you see as my child's academic strengths and areas for improvement?
To learn more about the test and to view sample questions and practice tests, visit UnderstandTheScore.org.
* How will you use these test results to help my child make progress this school year?
See side 2 of this report for specific information on your child's performance in mathematics.
How Did xxxx Perform Overall?
Performance Level 2
Grade: 5 DISTRICT NAME SCHOOL NAME
Level 5 Exceeded Expectations
Level 4
Met Expectations
Level 3
Approached Expectations
Level 2 Partially Met Expectations
Level 1
Did Not Yet Meet Expectations
Your child's score
q
715
(Too few students to report school average)
How
Students in
Your State
Performed
15%
15%
Level 1
Level 4
Percentage of students at each performance level
The probable range in the student's overall score on this test is plus or minus 5.3 points. This is the amount of change that would be expected in your child's score if he/she were to take the test many times. Small differences in scores should not be overinterpreted.
Page 1 of 2
SAMPLE SCORE REPORT
How Did Your Child Perform in Areas of Mathematics?
MAJOR CONTENT
EXPRESSING MATHEMATICAL REASONING
Your child performed about the same as students who approached expectations. Students meet expectations by solving problems involving volume of prisms, adding, subtracting, multiplying and dividing with multi-digit whole numbers, decimals, and fractions.
ADDITIONAL & SUPPORTING CONTENT
Your child performed about the same as students who met or exceeded expectations. Students meet expectations by solving problems involving writing and interpreting numerical expressions, converting measurements, graphing points, classifying geometric shapes, and representing data.
Your child performed about the same as students who met or exceeded expectations. Students meet expectations by creating and justifying logical mathematical solutions and analyzing and correcting the reasoning of others.
MODELING & APPLICATION
Your child performed about the same as students who did not yet meet or partially met expectations. Students meet expectations by solving real-world problems, representing and solving problems with symbols, reasoning quantitatively, and strategically using appropriate tools.
LEGEND
Your child performed about the same as students who:
Met or Exceeded Expectations
Approached Expectations
Did Not Yet Meet or Partially Met Expectations
Level 5
Level 4
Level 3
Level 2
Exceeded Expectations
Met Expectations
Approached Expectations
Partially Met Expectations
Level 1
Did Not Yet Meet Expectations
Your child's score
Page 1 of 2
How
Students in
Your State
Performed
15%
25%
15%
10%
Level 1
Level 2
Level 4
Level 5
Percentage of students at each performance level
Grade:
6
Date of Birth: xx/xx/xxxx ID: xxxx
SAMPLE
DISTRICT NAME
SCHOOL NAME
GRADE 6 MATH
Mathematics Assessment Report, 2015–2016
This report shows whether xxxx met grade-level expectations and is on track for the next grade level. This assessment is just one measure of how well your child is performing academically.
Ask your child's teachers:
How Can You Use This Report?
* What do you see as my child's academic strengths and areas for improvement?
To learn more about the test and to view sample questions and practice tests, visit UnderstandTheScore.org.
* How will you use these test results to help my child make progress this school year?
See side 2 of this report for specific information on your child's performance in mathematics.
How Did xxxx Perform Overall?
Performance Level 2
How Did Your Child Perform in Areas of Mathematics?
MAJOR CONTENT
EXPRESSING MATHEMATICAL REASONING
Your child performed about the same as students who did not yet meet or partially met expectations. Students meet expectations by solving problems involving ratios, rates, percentages, an understanding of negative numbers, graphing points and simple linear functions, linear expressions, and linear equations.
ADDITIONAL & SUPPORTING CONTENT
Your child performed about the same as students who did not yet meet or partially met expectations. Students meet expectations by solving problems involving area, volume, and statistics.
Your child performed about the same as students who approached expectations. Students meet expectations by creating and justifying logical mathematical solutions and analyzing and correcting the reasoning of others.
MODELING & APPLICATION
Your child performed about the same as students who met or exceeded expectations. Students meet expectations by solving real-world problems, representing and solving problems with symbols, reasoning quantitatively, and strategically using appropriate tools.
LEGEND
Your child performed about the same as students who:
Met or Exceeded Expectations
Approached Expectations
Did Not Yet Meet or Partially Met Expectations
Date of Birth:xx/xx/xxxx ID: xxxx Grade: 9
SCHOOL
NAME
ALGEBRA II
Mathematics Assessment Report, 2015–2016
This report shows whether xxxx met course-level expectations and is on track to be college and career ready. This assessment is just one measure of how well your child is performing academically.
Ask your child's teachers:
How Can You Use This Report?
* What do you see as my child's academic strengths and areas for improvement?
To learn more about the test and to view sample questions and practice tests, visit UnderstandTheScore.org.
* How will you use these test results to help my child make progress this school year?
See side 2 of this report for specific information on your child's performance in mathematics.
How Did xxxx Perform Overall?
Performance Level 5
Level 5
Level 4
Exceeded Expectations
Met Expectations
Level 3
Approached Expectations
Level 2 Partially Met Expectations
Level 1
Did Not Yet Meet Expectations
Your child's score 839
q
729
15% 25% 35% 15% 10%
Level 1 Level 2 Level 3 Level 4 Level 5
650
Level 1
700
Level 2
725
Level 3
750
Level 4
808
Level 5
850
May need additional support to be college and career ready
College and career ready
724
714
714
State Average
Percentage of students at each performance level
School Average
How Students in Your State Performed
District Average
Cross-State Average
650
700
725
750
808 850
Page 1 of 2
DISTRICT
NAME
SAMPLE SCORE REPORT
How Did Your Child Perform in Areas of Mathematics?
MAJOR CONTENT
EXPRESSING MATHEMATICAL REASONING
Your child performed about the same as students who met or exceeded expectations. Students meet expectations by solving problems involving rational exponents, writing and interpreting algebraic expressions, rational and radical equations, graphs of functions, creating linear, quadratic, and exponential functions, and making inferences and justifying conclusions from data.
ADDITIONAL & SUPPORTING CONTENT
Your child performed about the same as students who approached expectations. Students meet expectations by solving problems involving the complex number system, rational expressions and functions, systems of equations, trigonometric functions, interpreting data, and probability.
Your child performed about the same as students who met or exceeded expectations. Students meet expectations by creating and justifying logical mathematical solutions and analyzing and correcting the reasoning of others.
MODELING & APPLICATION
Your child performed about the same as students who met or exceeded expectations. Students meet expectations by solving real-world problems, representing and solving problems with symbols, reasoning quantitatively, and strategically using appropriate tools.
LEGEND
Your child performed about the same as students who:
Met or Exceeded Expectations
Approached Expectations
Did Not Yet Meet or Partially Met Expectations | <urn:uuid:03e8aad0-18d2-4a47-9d66-ee9306d1b352> | CC-MAIN-2017-43 | http://images.pcmac.org/Uploads/MilltownPublic/MilltownPublic/Sites/DocumentsCategories/Documents/PARCC_Sample_Score_Report_15-16.pdf | 2017-10-24T09:54:09Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00087.warc.gz | 161,636,755 | 2,217 | eng_Latn | eng_Latn | 0.991298 | eng_Latn | 0.993541 | [
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1035,
1087,
2155,
2207,
3650,
5034,
6195,
7495,
8941,
10425
] | [
2.109375
] | 25 | 2 |
Illinois
Contraband camps took different forms in different places. For instance, while in Memphis camps were created, often from the ground up, along or in the Mississippi River, in South Carolina many camps existed on the same plantations where blacks had been slaves. Still other camps simply consisted of a number of blacks resident at Union encampments. Especially in the case of newly-built camps, the populations were ever-changing since fugitives arrived daily, men were recruited into service, and women were often sent to work on abandoned farms or plantations. Some of what is known about these makeshift communities comes from official record while important details have been provided through the writings of various people—often associated with religious groups or benevolent organizations--who visited them. The most remarkable of these first-hand accounts is provided by Quaker Levi Coffin, who transitioned from his work on the Underground Railroad directly to fundraising for the contraband. Two other witnesses to camp life were Michigan Quaker and Underground Railroad operative Laura Haviland and John Eaton, Jr. General Superintendent of Freedmen.
Cairo
One of the most well-known camps was located in Cairo, Illinois, in the southern-most part of the state. By June of 1861, the Union controlled this important area located at the confluence of the Ohio and Mississippi rivers. One contraband camp existed at Fort Defiance, also a Union base under Grant's command. 1 Some contraband who found themselves at Cairo had been for a time living in Ohio, taken there, with Grant's approval, by the Chaplain of the 7 th Illinois. According to Coffin, some blacks were taken to and nearly abandoned in Cincinnati. 2 Some, but possibly not all, of these fugitives were sent (back) to Cairo by order of the Secretary of War (reversing Grant's approval). In Cairo, contraband were under the superintendence of J.B. Rogers, Chaplain of the 14 th Wisconsin Volunteers. When Eaton first toured the camp in the winter of 1862, he visited blacks housed in "the old barracks." Coffin described the contraband as destitute, having inadequate shelter and clothing, and suffering from various illnesses including small pox. Food was offered at a merely subsistence level. In spite of these horrible conditions, the contraband had organized religious services, which Coffin attended. A school also was opened, by a Mr. and Mrs. Job Hadley of Indiana, acquaintances of Coffin.
According to a member of the 35 th Ohio, stationed for a time at Cairo, the contraband camp was to be moved to Island No. 10 (Missouri). 3 Coffin confirmed this as he commented on his second visit, adding that at the new location, blacks were farming. According to General Superintendent of Contraband John Eaton, Jr. Cairo also became a refuge for poor whites. 4
1 This was separate from the Fort Defiance constructed at Clarksville, Tennessee.
2 Levi Coffin, Reminiscences, (http://books.google.com/books
3 Ichabody Frisbie to his wife, April 6, 1863. Ichabod Frisbie Papers, 1862-1865, Marbl Collection (http://marbl.library.emory.edu/findingaids/content.php?id=frisbie396_100191)
4 John Eaton, Jr., Grant, Lincoln, and the Freedmen, Reminiscences of the Civil War, Longman, Green, and Co., New York, 1907.
Mound City
Quaker Laura Haviland refers to a freedmen camp near the hospital at Mound City, a few miles up the Ohio River from Cairo. She wrote that freedmen there were encouraged to go to Island No. 10; however, they resisted, preferring to remain in the free state of Illinois. 5
5 Haviland, http://www.gutenberg.org/dirs/etext05/wlwrk10.txt. | <urn:uuid:de26ddfd-7d24-4459-9200-b317b5a07f6a> | CC-MAIN-2017-43 | http://lastroadtofreedom.org/uploads/3/5/0/6/35062819/illinois.pdf | 2017-10-24T09:36:01Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00088.warc.gz | 210,556,737 | 830 | eng_Latn | eng_Latn | 0.997573 | eng_Latn | 0.997892 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3298,
3646
] | [
3.046875
] | 1 | 4 |
FREQUENTLY ASKED QUESTIONS
What is a Southern Cassowary?
The Southern Cassowary is a large, distinctive flightless rainforest bird, with black, hairlike feathers, large powerful feet and legs, a colourful neck and a helmet-like structure called a casque atop its head. Its scientific name (species binomial) is Casuarius casuarius johnsonii. Cassowaries are members of the ratite family, like their closest relative the emu. Ratites are flightless, mostly largebodied birds that are found on the southern continents of Australia (and New Zealand), Africa and South America. Other ratites include the African ostrich and kiwis of New Zealand.
Where do Southern Cassowaries live?
Southern Cassowaries live in the tropical rainforests of Far North Queensland. Two populations live in the north of Cape York, and a larger population lives further south in the Wet Tropics, between Cooktown and Townsville.
Are there any other types of cassowaries?
There are two other species of cassowary, the Dwarf Cassowary (Casuarius bennetti) and the Northern Cassowary (Casuarius unappendiculatus). These two species live on the large island of New Guinea, to the north of Australia. They are both smaller than the Southern Cassowary.
What do Southern Cassowaries eat?
Southern Cassowaries are frugivores, which means that they mainly eat fruit. The majority of their diet is made up of fleshy rainforest fruits. Cassowaries do not have a tongue and must toss food with their beaks to back of their throats. Cassowaries prefer fallen fruits but have also been observed eating low-hanging fruits from shrubs and trees.
Southern Cassowaries eat the fruit of at least 238 rainforest trees and plants, such as the blue quandong, and cassowary and Davidson plums. Cassowaries don't just eat fruits and also consume other foods such as plant leaf matter, fungi, carrion, as well as insects, snails and small animals such as lizards and rodents.
Do cassowaries live in groups or families? How do they breed?
Adult cassowaries are solitary for most of the year and tend to avoid each other. However, during the breeding season males and females will form courting pairs. Female cassowaries are larger than males and are the dominant sex. As in many ratites, the male bird is the sole care provider for the eggs and chicks. After mating, the female will lay an average of four eggs which she will leave in the care of the father. The female may then seek another mate. The male bird will incubate the eggs for around 50 days, and then look after his chicks for around 9 months, when the next breeding season
has arrived.
Cassowaries may also be seen in groups at times of food abundance or scarcity, to take advantage of available food sources.
What is that thing on top of a cassowary's head?
The helmet-like structure on a cassowary's head is called a casque. The inside of the casque is spongy and connected to ear canals, while the outer layer is usually light to dark brown in colour and resembles the material found on a turtle shell.
Each cassowary has a unique casque which can be used to identify individual birds. Some scientists believe that the casque is a receptor of sound for low frequency vocalisations, which allow cassowaries to communicate over long distances in their dense rainforest homes.
How many Southern Cassowaries are there in Australia?
In 1988 the Wet Tropics cassowary population was estimated at between 2500 – 4000 adults but in 2001, it was assessed at less than 1500 adults. It is unknown how many cassowaries remain but it is believed that there could be fewer than 1000 individuals remaining in the wild.
What kind of noises do cassowaries make?
Cassowaries make a range of noises, including hissing, rumbling, coughing and booming noises. Cassowaries may not vocalise frequently, when they do the main purposes are probably to attract and court a mate during the breeding season, to warn other cassowaries of their presence, and for family communication between fathers and chicks. Like most young birds, cassowary chicks are known to chirp or whistle to communicate with Dad.
Cassowaries have been recorded making very low-frequency, booming calls, at the lowest end of human hearing. These low frequency noises are referred to as infrasound and are thought to allow communication over long distances through the dense rainforest foliage (Mack & Jones, 2003). These booming calls have been described as strange and unsettling by humans who have been lucky enough to witness them. These are the lowest known vocalisations of all birds. Elephants are also known to communicate with infrasound. Emus, the closest relatives of the cassowaries, make similar booming calls that can be heard over long distances. The cassowary's casque may assist the birds by acting as an amplifier or receiver for this infrasound communications.
Why are Southern Cassowaries important?
Southern Cassowaries play a very important ecological role in the tropical rainforests of Far North Queensland. It is the "Rainforest Gardener", the most important seed dispersing species in these ecosystems. Their main food is rainforest fruits, and the gentle treatment of these fruits in the cassowary's digestive system means that the seeds are passed unharmed and ready for germination in their own "compost heap" of dung.
Southern Cassowaries are the only native animal capable of dispersing the seeds of large-fruited plants and trees over long distances, ensuring the continued balance and biodiversity of the rainforest plant community. Without cassowaries assisting with seed dispersal, these plants and trees would only occur in concentrated pockets around parent trees or in places where dispersal by gravity can occur, such as gullies or the bottom of slopes. The Southern Cassowary ensures the continued balance and biodiversity of the rainforest for all the animals that live there.
Where does the cassowary's name come from?
The name cassowary is derived from two Papuan words, kasu (meaning 'horned') and weri (meaning 'head), in reference to the bird's distinctive casque.
Is the cassowary dangerous to humans?
Cassowaries have a perhaps undeserved reputation as a dangerous bird. Due to their large size and the dagger-like claw on their inner toes, they have the ability to cause injury if provoked and – like all wild animals – should be treated with caution and respect and not approached.
75% of all attacks on humans by cassowaries in Australia involved birds that had previously been fed by humans. Hand-feeding wild animals can alter their behaviour and reduce their natural cautiousness towards humans, increasing risk to both the animals and people. 22% of incidents involved cassowaries acting either in self-defence or defence of chicks.
Are cassowaries related to dinosaurs?
Yes! All modern birds are descended from a group of bipedal (walking on two legs), mainly carnivorous dinosaurs known as 'theropods'. Many features we associate with modern birds, such as feathers, hollow bones, nesting, egg-brooding and care for young first appeared in this group of dinosaurs. Ratites are one of the oldest lineages of modern birds, and cassowaries share similarities with some theropod dinosaurs such as the structure of their feet and respiratory systems. The male parental care common to most ratites is also thought to have originated in theropods.
Why can't cassowaries fly?
Cassowaries lack some anatomical structures associated with bird flight, such as a keelbone to which flight muscles attach. While they do have wings, they are small and rudimentary. Their feathers are also not suitable for flying and their large size makes it extremely unlikely that they would be able to fly anyway. Losing the ability to fly allowed cassowaries and their ratite relatives such as ostriches and emus to attain the large size they now have, as flying is the most energy-expensive form of movement which prevents most flighted birds from growing as large as the ratites.
Why are Southern Cassowaries endangered?
Unfortunately, an increasing human population in the Southern Cassowary's home has had a serious impact on these magnificent birds. Habitat loss and fragmentation due to human activities are the main threats to Queensland's cassowaries as they can separate cassowary populations, reduce food availability and increase their exposure to other threats.
Roads divide cassowary home ranges and lead to injury and death due to vehicle strikes. Roads can also increase the distance cassowaries must travel for fresh water and fruits. Vehicle strikes are the leading cause of mortality for cassowaries in Australia.
Attacks on cassowaries by uncontrolled domestic and feral dogs are the second leading cause of death after car accidents. Hand-feeding alters the natural behaviour of cassowaries and can lead to dangerous inter-species interactions. Disease and natural disasters such as cyclones affect cassowaries at an individual and population level.
Why is the Southern Cassowary the focus of this campaign?
Save The Cassowary is not a single-species conservation campaign but aims to continue Rainforest Rescue's important work in preserving and protecting rainforests forever. The Southern Cassowary has been chosen as an ambassador species to represent the tropical rainforest ecosystems of Far North Queensland. It is an umbrella species,
What could happen if Southern Cassowaries become extinct?
Due to the vital role Southern Cassowaries play in maintaining the balance and diversity of rainforest vegetation, their extinction could have devastating effects for other rainforest animals (such as the endangered northern quoll and mahogany glider). Many rainforest trees are entirely dependent upon the Southern Cassowary for seed dispersal. Without the cassowary performing this important task, the balance of Queensland's tropical rainforests would be disrupted with potentially devastating consequences. | <urn:uuid:dca39040-f764-4c82-a5c1-0ddd93117bf3> | CC-MAIN-2017-43 | http://savethecassowary.org.au/wp-content/uploads/2014/03/FAQs.pdf | 2017-10-24T09:18:59Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00088.warc.gz | 315,283,359 | 2,087 | eng_Latn | eng_Latn | 0.997579 | eng_Latn | 0.998259 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2594,
5332,
8400,
9964
] | [
3.765625
] | 1 | 1 |
THE ART OF UNDERSTANDING
Active listening, or showing others that you understand them, is the most important step in the dance of communication. Generally, during an emotional moment, two people are desperately trying to get their points across to each other and neither is actually listening. Or one person is going on and the other is tuning him or her out. The way out of this dilemma is the listening paradox:
When you most want someone to hear you, it helps to listen first!
ACTIVE LISTENING TOOLS
True listening is a form of meditation in which you clear your mind of your own thoughts and put your attention entirely on another person. The following steps help build the concentration necessary for active listening:
* Make eye contact, nods of understanding, and listening noises: "Uh huh. . . . hmm. . . ." When you appear disinterested, people talk on and on, desperately trying to gain your attention. Focusing on the speaker shortens monologues by helping the speaker realize you are listening.
* Rephrase: "Are you saying . . . ?" It is better to restate in other words what has been said than to simply repeat. This helps clarify the other person's point. Ask questions if you don't fully understand what has been said: "What do you mean by . . . ?" Your paraphrases don't have to be 100% correct as long as you ask, "What percent of that did I understand?" Keep rephrasing until the other person feels completely understood. This is often signified by a nod.
* Label feelings: "Do you feel . . . ? You seem to feel. . . ." Until emotions are recognized, people tend to hang on to them. Once feelings are identified, people can let them go. Highly accurate responses can draw out tears. Releasing such emotions deepens the connection between two people and takes communication to an intimate level (especially when accompanied by a touch, pat, or hug). When people are mad, identify any hurt their anger may be masking. It is generally better to overstate distress than to minimize it.
* Validate feelings: "It makes sense that you feel . . . because. . . ." Validating the factors that contribute to a feeling requires curiosity. The more irrational an emotion seems, the more fascinating it is to discover the cause. When you understand the "emotional logic" behind a feeling, it starts to make sense: "I can see why you are disappointed in me, since you don't approve of women wearing short skirts." Feelings are not right or wrong, but are the result of helpful or harmful beliefs. Validating shows that you are not making judgments and helps others be less defensive or attacking.
It is far easier to make judgments and sneak in your own viewpoint than to listen. Examine the following comments carefully to find their hidden agenda: "You wanted to run away instead of trying"; "You think I can't ever change even though I'm listening now"; "You shouldn't feel so responsible."
The examples in the following table show that in an emotional moment either person can turn conflict into true communication:
Although these examples demonstrate the tremendous improvement that can take place in communication with active listening, they may bring up some concerns:
* Active listening sounds so artificial! This is true. Feeding back, labeling feelings, and validating are learned responses. Reassuring, explaining, and insulting come from animal instinct and do not have to be taught. They are generally the worst thing to do during an emotional moment.
* Am I supposed to start repeating everything I hear? You do not have to use active listening every time someone talks to you. Disagreeing and advising can make everyday banter fun and challenging. It is only during emotional moments, when you notice tension, that it is essential to switch gears and become an active listener.
* Will I ever get a chance to speak? When you carefully listen without inserting your views, other people become curious about where you stand. Surprisingly, you will remember your own issues even though you've just put them out of your mind. However, your concerns may diminish when you thoroughly understand others.
Trying to get your point across without thoroughly understanding other people is like venturing into enemy territory without first doing reconnaissance work. Your power comes from understanding others—not from being understood! | <urn:uuid:c77d42e1-03dc-4be4-aec3-61f67b65eb47> | CC-MAIN-2017-43 | http://www.achangeinthinking.com/PDF/artofunderstanding.pdf | 2017-10-24T09:21:53Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00085.warc.gz | 388,581,538 | 878 | eng_Latn | eng_Latn | 0.998193 | eng_Latn | 0.999088 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3029,
4351
] | [
3.109375
] | 2 | 5 |
General Orchard Maintenance
SOIL TESTING
Taking a "Soil test" after harvest indicates the level of soil nutrients that may be available for the next cropping cycle. These levels can be enhanced through the addition of soil conditioners, fertilisers, trace elements and mulching.
Attention to nutrition prior to flowering is essential for all crops. Poor growth caused by lack of Phosphorus, Calcium and Boron during this period will lead to poor pollen quality, poor fruit set and small fruit.
Pollen quality is not often addressed. Earthlife contends that pH levels above 6.3 should be maintained to provide the optimum availability of nutrients required for good pollination. Soil pH between 5.0 – 5.5 induces the uptake of potentially toxic levels of Iron, Manganese and Aluminium for both tree and bees. Bees are affected by these toxins to the point where it may kill the hive. At these pH levels Calcium and Phosphorus uptake is also reduced further impairing pollination.
It is the ratios between nutrients in the soil that determines the status of availability of a particular nutrient to the plant. Certain elements have a positive influence on each other, this is called SYNERGISM. Other elements have a negative influence, this is called ANTAGONISM.
Not only does the effect of synergism and antagonism play an important role when interpreting soil analytical data, but even more important is this understanding when analysing tissue data (leaf testing). Earthlife' range of horticultural products have a proven record of reducing the effects of imbalances and toxicities in the soil.
Fruit quality is very dependant on the growers ability to manage nitrogen levels and other nutrient balances during fruit growth.
Foliar Sprays
It is important to determine whether any trace elements, particularly boron is required to enhance flower set. Previous fruit set, taking in to account weather conditions, leaf tests and soil levels are determining factors for this decision. Boron, calcium and phosphorus play major roles in determining the quality of flowering. This in turn provides the basis for fruit quality as the cell structure of fruit is determined at flowering.
Pruning
The pruning of trees is necessary from time to time to maintain the height of the tree to a manageable level and to allow traffic between the rows. The productivity of orchard can also be increased through selective pruning to allow light into the centre of the tree. Spraying Buddy over the internal branches at this time will encourage more sideways growth, resulting in more flowering points inside the tree and therefore more fruit set.
Disease Controls
Diseases such as Phytophthora is a constant threat to orchards. It is far more important to determine the correct timing for a particular remedy than which remedy should be employed. Stem injection and foliar treatments require the sap flow going towards the roots, while soil drenching requires the sap flow towards the leaf. One application of any treatment will rarely control Phytophthora.
Mulching
Most orchard trees will respond to the utilisation of mulch as this maintains a moist environment in which the roots will thrive. Their feeder roots are better insulated from the variances of temperature near the surface of the soil. It is important to maintain a reasonable depth of mulch over the root area
The use of Earthlife's minerals and Stubble Mate ensures additional nutrients from the mulch becomes plant available and is beneficial to the soil structure. Often, high organic matter levels in the soil can contribute to the acidification of the soil, as it is unable to break down to plant availability.
It should be noted that large amounts of carbon dioxide and nitrogen are utilised to convert organic matter to plant available humus. Therefore, it is most important to schedule mulch applications and it's breakdown to match specific stages of plant growth.
Organic matter is unable to convert to humus, where there is a lack of moisture, minerals, microbes and/or earthworms. The use of Stubble Mate at the correct stage of development of the crop ensures that the nitrogen production coincides with the plants requirements.
Irrigation
After harvest a thorough check and maintenance of all irrigation equipment including drippers, sprays, lines, filters and pumps should be carried out. Pressure testing of the pumps and comparing flow rates for each block will provide further information and allow better uniformity of irrigation to be undertaken through out the coming season.
Please contact Alex or Ian through our contact us page or phone 1800 819 003 to enable us assist you in your future endeavours. | <urn:uuid:f523eedf-cb91-4676-9e8b-f9a8203e404a> | CC-MAIN-2017-43 | http://earthlife.com.au/wp-content/uploads/2015/09/general-orchard-maintenance.pdf | 2017-10-24T09:12:35Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz | 93,580,984 | 918 | eng_Latn | eng_Latn | 0.996678 | eng_Latn | 0.996596 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3051,
4692
] | [
2.859375
] | 1 | 0 |
Social Impact Research Experience (SIRE)
Wharton School
2016
The Conditions and Needs of China's Children's Welfare Institutes: A Testimony of Significant Progress
Aillen You Wharton, UPenn
Follow this and additional works at: http://repository.upenn.edu/sire
Part of the Business Commons
You, Aillen, "The Conditions and Needs of China's Children's Welfare Institutes: A Testimony of Significant Progress" (2016). Social Impact Research Experience (SIRE). 42.
http://repository.upenn.edu/sire/42
The Conditions and Needs of China's Children's Welfare Institutes: A Testimony of Significant Progress
Abstract
While Western reports have previously casted shadows over China's children's welfare institutes, this study conducts interviews as well as on-site visits for five geographically dispersed institutes and finds that they have undergone major change since the late 1990s. Influenced by new government policies and programs as well as social changes, China's orphanages no longer fill with female inmates but with children of both genders abandoned for their disabilities. Despite challenges associated with heavy disability statistics, participating orphanages boast excellent facilities and provide excellent nutrition, treatment, education, and postorphanage services. Ensuing challenges include the need for additional medical specialists and more dynamic adoption and foster care systems.
Keywords
orphanage, children's welfare institute, China, demographics, conditions, needs
Disciplines
Business
The Conditions and Needs of China's Children's Welfare Institutes A Testimony of Significant Progress
Author: Aillen You Candidate for Bachelor of Science in Economics, 2018 The Wharton School of the University of Pennsylvania firstname.lastname@example.org
Faculty Advisor: Kent Smetters Boettner Professor of Business Economics and Public Policy The Wharton School of the University of Pennsylvania email@example.com
Social Impact Research Experience January 2017
Abstract
While Western reports have previously casted shadows over China's children's welfare institutes, this study conducts interviews as well as on-site visits for five geographically dispersed institutes and finds that they have undergone major change since the late 1990s. Influenced by new government policies and programs as well as social changes, China's orphanages no longer fill with female inmates but with children of both genders abandoned for their disabilities. Despite challenges associated with heavy disability statistics, participating orphanages boast excellent facilities and provide excellent nutrition, treatment, education, and post-orphanage services. Ensuing challenges include the need for additional medical specialists and more dynamic adoption and foster care systems.
Keywords: orphanage, children's welfare institute, China, demographics, conditions, needs
Introduction
Western researchers and reporters have speculated the conditions of China's orphanages since the late 1990s. The publication of Death by Default (1996) - which accused orphanages of intentionally neglecting children - raised public concern and casted a shadow over the orphanage system (Mosher 1996). The authors' claims of intentionality, however, are difficult to validate and blur in the context of the nation's historical, social, and economic situation.
In the late 1980s, continued enforcement of the one-child policy rendered female infant abandonment an all-time high. Orphanages experienced significant increases in the number of female infants as well as mortality rates (Johnson 1993). Mortality statistics showed that, indeed, nearly half the infants - primarily female - died within the first few months of admittance to the system (Johnson, Huang, and Wang 1998). Despite these statistics, claims of intentionality blur in the context of circumstance. The under-funded and under-staffed orphanages lacked the means to treat disabilities and combat over-crowded conditions (Johnson, Huang, and Wang 1998; High 2013). Thus, there were, unsurprisingly, many cases of malnutrition, untreated disabilities, and "failure to thrive" syndrome. But who is responsible? Is there inherent fault in attitude or effort?
To better understand the attitude of the Chinese government and citizens toward abandoned children, this study focuses less on the conditions of orphanages in a time of extreme national poverty and more on the progress and conditions of Chinese orphanages today. As the economy has improved, the government has implemented many policies to spearhead positive change in the orphanage system. The Tomorrow Plan (2004) and the Blue Sky Implementation Plan (2006), for example, provide free surgery for disabled orphans and encourage construction of new welfare institutes, respectively (High 2013). These policies aim not only to create tangible change through increased resources but also to lead positive change in societal attitude toward abandoned children and the orphanage system.
Thus, this study aims to provide a holistic view of the current conditions and needs of Chinese orphanages. These findings are prefaced by information on the current demographics (i.e. disability statistics) of orphanage children – an important driver of orphanage operations and needs. Names of orphanages are replaced with descriptions between "urban" to "semi-rural" to provide insight into the areas' developments as well as to protect orphanages' identities. The terms "children's welfare institute" and "orphanage" are used interchangeably.
Research Methodology
To understand both the historical and current nature of Chinese orphanages, literature review as well as on-site visits and interviews were conducted, respectively. Existing research provided insight into the historical conditions of China's orphanages. Both Western and Chinese literature were reviewed to minimize domestic or international perspective biases. On-site visits and twohour-long interviews provided insight into the current demographics, conditions, and needs of China's orphanages. These visits and interviews were conducted at five state-run children's welfare institutes, spanning an urban, semi-urban, suburban, and two semi-rural areas between northeast and southeast China. The geographic dispersion of these sites allowed for a more nuanced understanding of orphanages in areas endowed with different resources.
Results and Discussion
Current Demographics
Capacity and Usage
Maximum capacities of participating orphanages range from fewer than 100 children to greater than 500 children. Table 1 shows the current count and the maximum capacity of each orphanage. As shown, relatively urban orphanages tend to be at or exceed maximum capacity, while relatively rural orphanages tend to be well below maximum capacity. As related by the urban orphanage, rural orphanages often channel severely disabled children to urban areas for treatment unavailable in those former areas. The process generally guarantees full usage of resources at urban orphanages. Meanwhile, underutilization of rural orphanages reflects social changes that render fewer child abandonments.
Table 1: Count of Children and Staff at Each Orphanage
*The semi-urban orphanage plans to move to a new, larger facility by the end of year 2016.
Children's Demographics and Health - Overview
The trailing effects of the one-child policy (orphanages with 90% female inmates) are weak (Johnson, Huang, and Wang 1998; "Shift in Orphanage Demographics", n.d.). China's orphanages are not nearly as female-heavy as in the late 20th century. The reported and observed boy-to-girl gender ratios at the urban and semi-rural-1 orphanages lie close to 1:1, and the gender ratio at the semi-rural-2 orphanage lies close to 1:1.5. Other participating orphanages did not disclose gender ratios but did not appear female-heavy either.
The health states of children in China's orphanages are poor. In fact, no participating orphanage claimed to have a single completely healthy child. Social changes render it unlikely for families now to abandon healthy, female children, and any healthy children are immediately adopted. Consequently, orphanages fill with children with sicknesses and disabilities.
The Chinese government's Tomorrow and Blue Sky Implementation plans contribute to the ~100% "disabled and abandoned" statistic. While the plans aim to improve children's welfare, they actually incentivize abandonment – to an extent. As the plans cover children's surgery fees and medical costs and help construct new welfare institutes, respectively, families who may otherwise choose to raise a child with disabilities - despite financial and temporal limitations may now choose abandonment, in hopes that someone will find and bring the child to a wellresourced orphanage.
In short, with increased resources at the orphanage, more families abandon, believing that it leads to a greater chance of survival for the disabled child. An urban orphanage administrator relates a similar effect: "Every time we appear on the news, more 'disabled and abandoned' children appear at our front door the next morning." That is, new coverage directly correlates with the number of children local police find on nearby streets. The publicity informs parents the location, resources, and overall attractiveness of the orphanage, incentivizing abandonment.
Children's Demographics and Health - Observations
The children have a wide array of disabilities. At a physical level, many have severe mobility impairments and confine to beds and wheelchairs. At an intellectual level, many have Down syndrome or other conditions that lead to severe cognitive delay. That said, with many conditions, such as Down syndrome, children experience both physical and intellectual delay. The following table generalizes and categorizes these disabilities and provides anecdotal and true observations of each case:
Table 2: Generalized Descriptions of Children with Physical and / or Intellectual Disabilities Note: ID = Intellectual Disability | PD = Physical Disability
*The vegetative state can be defined as "absence of responsiveness and awareness due to overwhelming dysfunction of the cerebral hemispheres" (Maiese, n.d.).
Conditions and Services
The reported and observed conditions and services of participating children's welfare institutes are generally excellent. Each participating orphanage is equipped with administrators, doctors, nurses, special education teachers, and care-givers. Table 1 details the number of staff at each orphanage. Conditions and services of children's welfare institutes are further broken down and analyzed by physical environment, medical treatment, education, and special events.
Environment - Space, Equipment, and Toys
The living and playing quarters of all five participating orphanages are clean, spacious, and colorful. Equipment includes rows of new-looking baby seats, clean-looking cribs, and covered surfaces for medical treatment. At the urban orphanage, as a testament to the amount of consideration that goes into designing the play space, different textured carpets line the floor so as to give children the feeling that they are moving through different territory.
At the suburban orphanage, there are, unfortunately, perhaps more specialized spaces for playing and learning than there are children healthy enough to enjoy these spaces. The facilities include an auditorium, mini gym, therapy center, dance studio, computer lab, music classroom, traditional classroom, and a playroom with "mini societies," some of which are shown in Figure X. The "mini societies" play room, shown in Figure Y, contains fun-size buildings, representing hospitals, libraries, post-offices, and kitchens, such that the children can learn about and explore real society. Although not every orphanage has these specialized spaces, all participating orphanages have clean, spacious, and colorful environments equipped with toys well suited to the children's learning and growth.
Food
All participating orphanages reported adequate or more-than-adequate government funding for food. Hired nutritionists ensure that the food served is healthy and tailored to the children's various disabilities and diets. Children who suffer a disability such that they cannot swallow, for example, consume special formulas injected through the nose. Those who eat solid food consume well-balanced diets. The suburban orphanage, for example, provides children three meals as well as one fruit, one egg, and one carton of milk each day. Semi-rural-1 and semirural-2 orphanages provide a similar service and ensure three meals and two snacks each day.
Medical Treatment
Medical treatment may be the most importance service China's children's welfare institutes provide, as ~100% of children have some form of disability. Of the participating orphanages, the urban and semi-urban orphanages are able to perform some small surgeries in-house, and the suburban and semi-rural orphanages outsource surgeries to nearby hospitals. All orphanages provide physical therapy services. The suburban orphanage details that it uses li liao (infrared methods), shui liao (water pressure methods), and physical exercise, for example, to counter diseased cells and correct averse bone and muscle tissue conditions, respectively. Anecdotes of successful physical therapy treatment include transformations from inability to ability to sit up to correction of inverted limbs.
There are many cases that illustrate the perseverant mentality of doctors and specialists at the orphanage. For an abandoned girl with a flipped reproductive system, for example, the semirural-1 orphanage applied for and supported seven surgeries before full recovery. The girl is now healthy-looking and able to walk and participate in orphanage-organized activities. Other cases that illustrate perseverance include a case of leukemia, for which the government has provided over 200,000 Yuan for treatment - and for which the orphanage continues to support; as well as a case of Jaundice, for which hospitals could not treat but the orphanage continues to treat. Thus is the nature of the persistence orphanage staff have for treating disabled children.
As for common sicknesses, treatment includes administration of prescribed drugs. Doctors and nurses are on-site and on-call 24/7.
Education
For children who are of elementary school age, the orphanage provides a variety of formal and informal education opportunities. For children with IQs of 50 or above, the orphanage provides transportation services to and from nearby elementary schools. The semi-urban and suburban orphanages relate that a few children also go to schools specific for the blind and deaf. Those with IQs of below 50 - the large majority - accept special education if they are able.
The special education curriculum at the suburban orphanage includes the following: selfreflection, emotional health, interaction with nature, interaction with society, and life skills. The life skills course teaches day-to-day activities, such as how to catch buses and how to shop, for example. The goal is to help the children integrate with society upon leaving the orphanage.
In addition to personal and interpersonal skills, the orphanage also teaches many skills necessary for and specific to children with disabilities. As perhaps less discussed, the orphanage teaches users of wheelchairs how to safely get into a wheelchair, how to wheel up and down ramps, how to safely maneuver through a revolving door, etc. The orphanage team makes a large number of considerations in providing a comprehensive education for the children.
Special Events
All participating orphanages organize special events to enhance children's learning and growth. As the semi-rural-2 orphanage relates, they organize field trips once or twice a month. These field trips include but are not limited to fruit picking, ocean viewing, or site seeing.
In addition to group outings, orphanages also organize on-campus activities. All participating orphanages celebrate International Children's Day, for example. As the urban orphanage relates, they treat June 1st as every child's birthday and celebrate with cake and other festivities. The suburban orphanage's Children's Day celebration was perhaps the largest - held in a balloonand-confetti-decorated gym space and hosted by the city's most notable news anchor. They invited award-winning dance and music groups from nearby elementary schools to perform for the children at the orphanage.
Next Stop: Life After the Orphanage
The care of the orphanage extends well beyond children's leave. As the suburban orphanage explains, they have partnerships with employers and can help young adults with disabilities find employment at printing presses, grocery stores, coffee shops, and bakeries. "One young adult even went to Su Da (university) and now works at a bank," the administrator mentioned. The orphanage's career services help young adults integrate with society and find stability in life after the orphanage.
In addition to career services, the orphanage also helps with wedding planning and housing. Wedding services that partner with the orphanage often provide free services; and orphanage caregivers often serve the roles of the bride or groom's mother and father. Later on, the orphanage also provides counseling and helps settle marriage disputes. As for housing, the orphanage applies, through the government, for qualified free housing for couples who grew up in the orphanage. The orphanage's role in the wedding, marriage, and housing processes illustrates the familial role the orphanage has and always will serve in the life of the adult.
Ensuing Challenges and Needs
Given the ~100% disability statistic, orphanages' overarching need is more medical specialists and physical therapists to treat various diseases and disabilities. Four of five orphanages suggested that additional specialists and therapists was their most pressing need. While participating orphanages already employ such specialists, the varied disabilities and need for treatment on a case-by-case basis create an even higher demand. Shortages also stem from challenges in providing competitive position and pay to attract enough such professionals.
Another challenge within the orphanage system is the stagnancy, or un-adoptability, of severely disabled children. This stems in part from the constant medical treatment these children require; and in part from a culture that places emphasis on the health and success of children. The suburban and semi-rural-1 orphanages explain that few Chinese families have the financial capacity and willingness to adopt children with severe disabilities; instead, the handful of adoptions is largely international. Thus, Chinese natives' qualified capacity to adopt children with disabilities renders stagnancy in the orphanage.
Moving Forward
While the orphanage provides exceptional services, it cannot truly substitute families and homes. At the orphanage, many children fall short in developing a full set of communication and life skills. Thus, as the suburban orphanage explains, they are trying to place more children in foster care - a suitable alternative for families who can only commit to guardianship for a limited period. The movement toward foster care can help more children integrate with family and society.
Conclusion
China's children welfare institutes have undergone major change since the late 1990s. Demographically, orphanages no long fill with female inmates but with children abandoned for their disabilities. The severity of these physical and intellectual disabilities vary greatly, but a majority of the inmates, especially those with Down syndrome, experience both types of disabilities.
Despite challenges associated with heavy disability statistics, the orphanage provides excellent conditions and services. The living and playing quarters are vibrantly colored, and there are many specialized spaces for activities; hired nutritionists ensure that the food served is tailored to different diets; doctors and nurses are always on-site and on-call and provide varied treatments; education options are available, and the special education curriculum teaches many life skills; special events enhance children's learning and growth; and finally, the care of the orphanage extends well beyond the orphanage.
As for ensuing challenges, overarching needs include additional medical specialists and more dynamic adoption and foster care systems. Participating orphanages are conscious of these challenges and are doing their best to move forward.
References
"Shift in Orphanage Demographics Brings New Challenges for China." Developments, October 2009. Accessed August 25, 2016. http://www.ocd.pitt.edu/Files/PDF/dev2009-10.pdf.
Done: Johnson, Kay, Huang Banghan, and Wang Liyao. "Infant Abandonment and Adoption in China." Population and Development Review 24, no. 3 (September 1998): 469-510. Accessed August 25, 2016. doi:10.2307/2808152
Johnson, Kay. 1993. "Chinese orphanages: Saving China's abandoned girls," The Australian Journal of Chinese Affairs, No. 30 (July): 61-87.
Mosher, Steven. "The Dying Rooms: Chinese Orphanages Adopt a 'zero Population Growth Policy'" Population Research Institute. 1996. Accessed August 25, 2016. https://www.pop.org/content/dying-rooms-chinese-orphanages-adopt-zero-population-growthpolicy.
High, Anna. "With One Eye Closed: Illegal Orphanages in Rural China." The Diplomat, 2013.
High, Anna. "China's Orphan Welfare System: Laws, Policies And Filled Gaps." University of Pennsylvania East Asia Law Review 8 (2013): 126-76.
-Maiese, Kenneth. "Vegetative State and Minimally Conscious State." Merck Manuals Professional Edition. Accessed August 26, 2016.
http://www.merckmanuals.com/professional/neurologic-disorders/coma-and-impairedconsciousness/vegetative-state-and-minimally-conscious-state. | <urn:uuid:dafd6b63-391a-446b-81f9-6d2a2981077a> | CC-MAIN-2017-43 | https://repository.upenn.edu/cgi/viewcontent.cgi?article=1044&context=sire | 2017-10-24T09:24:14Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00092.warc.gz | 825,943,771 | 4,258 | eng_Latn | eng_Latn | 0.945656 | eng_Latn | 0.998205 | [
"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 | [
504,
1523,
1995,
2888,
6415,
8836,
9947,
10264,
13517,
16604,
19473,
20722,
22020
] | [
1.1484375,
2.34375
] | 5 | 0 |
GEOMETRY COURSEWARE DG AS A STEP FROM CLASSIC TO NEW EDUCATIONAL TECHNOLOGY
Rakov S.A., Kharkov State Pedagogical University,firstname.lastname@example.org
Gorokh V.P., Kharkov State Pedagogical University,email@example.com
Nowadays the educational paradigm is rapidly changes enriching by the ideas of democratization and humanization, constructivism and implementing ICT. ICT play a very special role because of it is mainly not the aim but a tool for almost all these revolutionary changes. What is the key problem at this way? It is very important to look at the classic problems of the classic courses in a new way, transform routine exercises into learning research problems. This is the matter of the paper – new view at the classic geometry course, classic geometric problems. ICT, in particular an original package DG, gives a powerful handicap for that. All the discussed examples are excerpts from the courseware DG developed by the grant of the Ministry of education and science of Ukraine, which is in use now in the Ukrainian schools.
Introduction. The modern geometry course paradigm for school
Up to last time the educational tradition emphasizes the two main aims of the geometry course in school:
♦ Applied problems solving – develop as great as possible amount of skills for solving as wide as possible variety of applied (real life) problems;
♦ Developing of logical thinking – in the context of geometry the formal (logical) thinking in a form of axiomatic or deductive method was developed and only the geometry course in school follows it rather consistently.
The both of these two aims of the geometry course became the target for deep critic in the fall of 20 th century. Really, the traditional applied problems are not very interesting for pupils (constructing and measuring on the earth). Mathematicians understood that there is no strict deducing at all and everybody chooses for himself/herself the proper level of strictness. As a consequence in many countries the geometry course was shrunk, in some of them – even avoided as an independent and selfsufficient course.
Nevertheless, "The God is excel but doesn't cruel" - by the Albert Einstein's words. The computer age has come and the traditional applied geometric problems became sound as a new ones – how to construct the picture at the computer display with traditional geometric primitives (constructing geometrical figures with a ruler and compass), how to animate them (geometrical transformations of figures), how to do it more efficient? In other words it was understood that in a matter of fact the Euclid geometry (constructing with a ruler and compass) is a brunch of the theory of algorithms (algorithms for specialized "geometric" automat) with analyzing all the aspects and properties of the algorithms. Thus the first aim of the geometry course do not "disappeared in the wind" but moreover became even more deep, interesting and important.
The new computer (information) age catalyzed the process of developing education practice. A lot of new metaphors were born, such as "learning during life", "constructivism", the mankind understood the main aim of school is to teach how to learn (more correctly – the school should create the conditions for self learning and self developing strategies of learning). "The role of a teacher nowadays was dramatically changed: from the sage at the stage to the guide by the side" as says the educational folklore. For good specialist it is not very important now to do something follow given algorithms. All the algorithmically formalized activities can and consequently should be carried out by computers. How to find suitable algorithm, how to choose the algorithm with the best characteristics, how to create new algorithm – these are more important skills for a modern specialist. The process of creating new algorithms in any subject area is not the algorithmically solvable problem – it is the really creative problem. Thus the school should to present "the real life" of the main branches of modern science in the process from approximate, "misty" knowledge to more strict and adequate knowledge. The spirit of modern school should be the spirit of projects, the spirit of explorations. The ICT gives a powerful handicap for the "constructive approach in education" for supporting constructing and explorations of computer models in any subject area. Computer models in geometry are not only important tool for studying the geometry itself in new way but as well a tool for developing geometric intuition. The second is crucially important because of geometrical intuition is the base for the cognitive modeling in any other subject area for majority of people. Thus the second aim of the school geometry course does not fail, moreover its role only spread from the logical thinking to the thinking.
But what kind the modern geometry course should be? It is a very complex and important question. In the light of two modern modified and improved up to date sounds of the main aims of the geometry course it should be (on our mind):
♦ Constructive - based on different kind explorations for conceptualizing, insights, reflecting the historical way of creating geometry and modern methods of professional math work;
♦ Real life - it should reflects as many as possible real life problems which are interesting and challenged for pupil and could be solved with geometry, in particular on computer with use of computer graphics;
♦ Computerized – closely integrated with specialized packages first of all for supporting conceptualizing, explorations, problem solving etc.
How to create such a new course? Such a course should be the result of an evolution and not only the new course will be created in this process but the new teachers and new pupils as well 1 .
We think that one of the natural steps on this way should be the courseware develops mentioned above approaches at the base of current courses. The team consists of educators (scientists, teachers, programmers) prepared such a courseware "PMC DG" for
1 Metaphorically not only the Chinese Civilization built the Great Wall but also the Chinese Civilization itself was built in the process of the Great Wall constructing.
supporting of a current geometry course based on the textbook by the academic A.Pogorelov.
Courseware in geometry "PMC DG"
Courseware "PMC DG" consists of the following components.
♦ The original dynamic geometry package DG (scientific adviser – Sergey Rakov, programmer – Cyril Osenkov, mathematical support – Victor Gorokh).
♦ DGF - Library – library of about 1000 of dynamic drawings devoted to different math courses from primary school level up to the university level and research problems.
♦ Guidebook for teachers "Discovering geometry through the computer experiments in DG environment" – developed by 9 authors, including teachers of schools and scientists, programmers and discussing variety of problems - methodological, technological, pedagogical etc. aspects concerning the implementation of ICT (in particular DG) in geometry course.
♦ Guidebook for students "Discovering geometry with DG" (7 th – 9 th grade) systematical discussions of beneficial use of DG in geometry which step by step follows the classic geometry course in new way – way of constructivism, modeling, experiments, explorations. Guidebook is the electronic course with implemented screen copies of correspondent dynamic drawings, which "revive" by the mouse click, loading DG with loaded correspondent dynamic drawing.
♦ "Explorations in geometry" – guidebook for students which consists of worksheets for learning explorations (2 explorations for each of 6 semesters).
1500 copies of DG will be shared among the schools involved in a project "Pilot School – 2000/Computarisation of a rural school" in shortest time. It is a great problem now to prepare teachers for its usage. The special courses "Courseware DG" for the pre-service and in-service teachers do not solve all the problems arising before teachers. Our next project is an educational site in Geometry for teachers and students. We give below some excerptions from the student guide as illustrations of a way for transformation of a classic geometric course in constructive way.
Pythagorean and Egypt triangles
Pythagorean theorem tells us that in rectangular triangle the square of the hypotenuse length equals to the sum of squares of its cathetuses lengths. Does it right the inverse: if in a triangle the square of one side length equals to the sum of squares of the lengths the two other sides then the triangle is rectangular triangle and its first side is its hypotenuse? This is really right assertion and it follows from the discussed above in the textbook solution of the problem. The inverse to the Pythagorean theorem yields methods for constructing right angle: we can use for that the circle rope with knots which divide the rope pieces in given ratio, the components of which satisfy the equation 2 2 2 b a c + = , for example 5:4:3.
Problem
Find the method for constructing the right angle with a rope with knots. Does the triangle with the ratio of peaces 5:4:3 is the best one for that? Why do or why not?
The rectangular triangle with ratio of the side lengths 5:4:3 is called the Egypt Triangle.
Do the other rectangular triangles with the natural ratio of the side lengths exist (naturally, except of the triangles with the side lengths multiples to the lengths of the sides of the Egypt triangle, such as 6 meters, 8 meters and 10 meters)? Such a triangles are called the Pythagorean Triangles. Those for whom this question is interesting can search the literature on the Defiant equations (such name have equations, for which the integer solutions are searched). The equation 2 2 2 z y x = + is an example of the Defiant equation, if we are looking for the integer solutions.
You can search for the other integer solutions for this equation in DG environment .
Problem
Construct a dynamic drawing in DG environment for automatical (not automatic) search for the Pythagorean Triangles (integer solutions of the equation 2 2 2 z y x = + ). A variant of the screen for such dynamic drawing is given below.
At the picture the candidate for the Pythagorean Triangle is given. You should check by exact calculation that given triangle is really Pythagorean Triangle. How do you think, why such checking you should make?
5
Pic.1 DGF "Pythagorean Triangles"
Problem
1. Find as much as possible of Pythagorean Triangles with the help of constructed dynamic drawing 2 .
2. Propose the common method for searching the solutions of the Defiant equation with two variables in DG environment.
3. Propose the method for searching the solutions of Defiant equations with three variables in DG environment in some particular cases which generalize the case 2 2 2 z y x = + .
2 If drag the mouse with pressed key Shift it changes its place in discrete way over the knots of the coordinate net.
Geometric Transformations, DG and Linkages
It is a very interesting and productive work to construct linkages, play with them and explore properties of geometric transformations with appropriate electronic linkage. The following copies of the screens illustrate constructions and activities in DG environment at these topics.
Pic. 5 Linkage Dilator
The DG – realization of geometric primitives and transformation offer the user to construct simpler but more powerful "electronic linkages". Such possibilities are in the main the result of one internal property of a point at the DG - segment to divide the segment at the invariant ratio under the transformations of a segment. Such property inspired a special type of electronic linkages, which can be called the "gum linkages" (because of the mentioned above property of an "electronic segment" can be modeled with homogeneous gum strip or gum stick). For example the simplest "Gum Dilator " is a segment with a point at them. It is interesting that "Gum Tools" can have the entire plane as a domain 3 (obviously, real tools have bounded domains).
Problem
1. Construct the possibly simplest "Gum Symmetrisator", "Gum Reflector", "Gum Translator", "Gum Rotator", "Gum Dilator" with entire plane as a domain.
2. Find as much as possible real life problems, which can be solved approximately with the help of linkages.
3. Construct your own linkage and explore its properties.
Magic curves and DG
All the curves at the pictures 1-6 are built with the same dynamic drawing (DD), moreover this DD has only one parameter. Really magic variety and magic beauty. To explore this variety and beauty, to understand their background are interesting topics for variety of projects.
This is a description of correspondent dynamic drawing constructing.
* Build a point O – the origin of the coordinate system (command Figures\Analytic\Point).
* Build a point A at the abscise coordinate axe (tool Point on figure).
* Build a point M at the circle (tool Point on figure).
* Build a circle with the center O, which pass through the point A (tool Circle).
* Build a point D, with coordinates analytically expressed through the coordinates of a point M in such a way: ) sin( ), sin( M D M D y y x x = = (command Figures\Analytic\Point).
* Build the dynamic locus of a point D when point M runs over the circle (tool Dynamic locus).
The result is shown at the picture 12. By dragging the point A, we can receive all the mentioned above variety of curves and a lot of other ones. By the tool Point properties we can easy find parametric equations of these curves.
Problem
1. Construct the dynamic drawing for the sketch of the 6 – parametric curve given by the system of equations: ] ,0 [ , ) sin( ) ( ) sin( ) ( 2 2 2 1 1 1 T t m t k A t y m t k A t x ∈ + = + = .
2. Explore, how the sketch of a curve depends from its parameters.
3. Propose real life processes, which can be described by such analytic and graphical model.
Problem
2. Explore, how the sketch of a graph depends from its parameters.
3. Propose real life process, which can be described by such analytic and graphical model.
Literature
1. A.Pogorelov, « Geometry», textbook for students of the 7 th – 9 th grade, Kijv, «Osvita», 1999, 224p.
2. S.Rakov, V.Gorokh, « Discovering geometry with DG», guidebook for students of the 7 th – 9 th grade, 2002, electronic course. | <urn:uuid:76ae81d8-a127-4d14-838c-c28377b623e5> | CC-MAIN-2017-43 | http://dg.osenkov.com/publications/en/dg_ict.pdf | 2017-10-24T09:19:38Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz | 85,611,288 | 3,012 | eng_Latn | eng_Latn | 0.994199 | eng_Latn | 0.997512 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2931,
6222,
9036,
10990,
11342,
12719,
14378
] | [
2.828125
] | 1 | 0 |
A local community response regarding Communities and Ecology.
Thunder Bay Christian Life Communities collectively do the following and have taken on a project of Community Gardening and the distribution of Spring Water to members.
Environment and Ecology
After prayer and reflection the answer to Part 1 of Thunder Bay communities are as follows:
1) Collect and compost
2) Recycle and pick up garbage on the street
3) Limit bathing water or hand wash water
4) Gather almost all amounts of paper for recycle
5) Wash clothes in cold water and ¼ load for smaller amounts
6) Cook in the evening to limit electricity
7) Keep dishwater all day to wash dishes throughout the day by just adding a bit of water
8) Buy recycled clothes
9) Garden fresh vegetables
10) Try to help keep environment natural to bring the bees in the yard.
11) Use detergents and cleaning agents that are environmentally friendly
12) Do not use pesticides in the garden, Use natural fertilizers such as fish and compost
13) Keep furnace at a set temp: lower if possible:
14) Try to limit air conditioning to the few hottest days of summer
15) Help with Community Garden for St. Anne's Church and preparation of vegetables.
16) Try to buy local produce.
17) Educate myself more on Monsanto and what he proposes to do with our food and alternating the original dna or gno of wheat etc.
18) Educate myself on how pervasive this is in the world.
19) Disposing needles, batteries, Freon properly as dictated by government.
20) Don't fly
22) Air dry my clothes
21) Small car
23) Stick to speed limit (most of time)
24) Take used electronics to dealer
25) Take unused medications back to drugstore(3)
26) Bring own bags for groceries and recycle the ones I do use (plastic)
27) We compost food and vegetable waste and use Australian red worms to help break it down
28) We grow vegetables and lawn without using pesticides or fertilizers except compost
29) We do not use antibacterial dish detergent or hand soap
30) We grow milk weed for monarch butterfly reproduction
31) We have signed petitions against the use of nicitinoids which kill bees
32) I do not purchase any cosmetics, soap, etc that contain the little plastic beads
33) I watch for any thing that contains parabens to avoid purchasing
34) We do not use bottled water
36) Thunder Bay on the whole has gone green and programs involved is included in this link
35) We purchase much food from bulk stores
Part 11
Overall everyone felt they would continue to do what they are doing but felt they could do more:
Our failures:
Not paying attention to excessive packaging .
Not trying to buy environmentally friendly materials in clothing, etc
Not speaking up to those in government to promote the formulation and passing of laws that promote respect and care for creation.
Project as Community: Thunder Bay CLC: Joshua Tree and Oramus : Fr. Larry Kroker S.J.
Community Garden: As a Thunder Bay Community we would like to collaborate with Kateri Church, Fr. Larry Kroker s.j. to help maintain a garden at St. Anne's Parish. Fruits of garden would go to Kateri Church to feed the people, for soups on Sun. and Mon. and for special prayer days where the Native Peoples gather.
Fr. Larry Kroker s.j. has also offered to bring spring water from a spring for anyone who would like some to help stop buying bottled water and to avoid all additives in our own drinking water.
Respectfully: Penny Fitzpatrick – Thunder Bay CLC | <urn:uuid:5941760d-7fa1-4c09-bedd-8a065ff59ab1> | CC-MAIN-2017-43 | http://christianlifecommunity.ca/media/17029/A-local-community-response-Environment-and-Ecology.pdf | 2017-10-24T09:14:19Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz | 65,406,712 | 758 | eng_Latn | eng_Latn | 0.993204 | eng_Latn | 0.99321 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2430,
3451
] | [
2.6875
] | 1 | 0 |
Introducing the Bedford Flag
on April 19, 1775, by Nathaniel Page, cornet of the Bedford, Massachusetts Minutemen. The flag remained in the Page family for many years and now resides in the Bedford Free Public Library in its own climate controlled case for preservation.
The Bedford Flag is probably the oldest existing flag in the United States. It dates to the early 1700s. Legend has it that this flag was carried into the Battle of Concord at the beginning of the Revolutionary War
Bedford Flag: The Bedford Flag is a red piece of silk damask approximately 27" by 29". It's square shape indicates it was a cavalry flag. A mail covered arm protrudes from a cloud holding a sword, while a banner with the Latin words "Vince aut Morire" (Conquer or Die) furls down the other side. Three cannon balls float in the air by the arm.
Bedford Flag Legend: The Bedford Flag was allegedly carried into the first battle of the American Revolution at Concord on April 19, 1775 by minuteman Nathaniel Page of Bedford, Massachusetts. Page was the Bedford Minutemen's elected cornet. The cornet in colonial militia carried the flag for the unit. This was an important position. The cornet would stand next to the captain at all times so he could accurately convey the captain's messages to the troops.
shouting, "Up, Mr. Page, the regulars are out!"
Fitch. The Minutemen gathered around the fireplace in the tap room and Lydia Fitch served them cold cornmeal mush and hot buttered rum. The men then marched toward Concord, joining with 50 others on their way.
Nathaniel Page and the other 25 members of the Bedford Minutemen gathered at Fitch Tavern, a tavern still located in the center of the town, that was owned by Bedford Militia Sergeant Jeremiah
According to Cyrus Page, Nathaniel's grandson, who is also the primary source for the legend, when the Bedford Minutemen arrived in Concord they assisted others in removing the remaining military supplies from their storage place to greater safety. Nathaniel said he laid the flag down to help in moving the supplies. Page then took the flag and the company marched to the Olde North Bridge to engage the British Regulars.
Some historians discount the story because of the lack of corroborating accounts. There are, however, some facts that at least indicate that the story might be true.
Early on the morning of April 19, 1775, before the first shots were fired at Lexington, Captain John Parker sent out couriers to towns around the area to call their minutemen to arms. Benjamin Todd and Nathaniel Monroe went into Bedford as couriers. They knocked on the door of Nathaniel Page early that morning
Shortly before his death, Cyrus Page gave the Bedford Flag to the Bedford Free Public Library and asked them to keep it as a "relic of by-gone days" to be "kept for the inspection of the public at all proper times."
Today you can visit the Bedford Free Public Library and see the original Bedford Flag in its climate controlled vault.
Sons of Liberty Aleworks • Norco, CA • www.solaleworks.com | <urn:uuid:c7054720-63da-41b5-8e6e-8ebc1740db31> | CC-MAIN-2017-43 | http://solaleworks.com/flags/Bedford_Flag_02.pdf | 2017-10-24T09:32:25Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00089.warc.gz | 318,020,046 | 670 | eng_Latn | eng_Latn | 0.998232 | eng_Latn | 0.998232 | [
"eng_Latn"
] | false | docling | [
3055
] | [
2.71875
] | 2 | 1 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.