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Science 5/6 – Human Body / Hero In You
Curriculum Requirements
Core Competencies: Communication, Thinking, Personal & Social
Big Ideas:
- Grade 5: Multicellular organisms have organ systems that enable them to survive and interact within their environment
- Grade 6: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment
Content:
- Grade 5: Students are expected to know the following – basic structures and functions of body systems (digestive, excretory, respiratory, circulatory)
- Grade 6: Students are expected to know the following – the basic structures and functions of body systems (musculoskeletal, reproductive, hormonal, nervous)
Learning Standards:
- Questioning and Predicting
o Make observations in familiar or unfamiliar contexts
o Identify questions to answer or problems to solve through scientific inquiry
o
Make predictions about the findings of their inquiry
- Planning and Conducting
o Explore and pose questions that lead to investigations
o Decide which variable should be changed and measured for a fair test
o Choose appropriate data to collect to answer their questions
o Observe, measure, and record data, using appropriate tools, including digital technologies
o Use equipment and materials safely, identifying potential risks
- Processing and analyzing data and information
o Identify patterns and connections in data
o Compare data with predictions and develop explanations for results
- Evaluating
o Evaluate whether their investigations were fair tests
o Identify possible sources of error
o Suggest improvements to their investigative methods
- Communicating
o Communicate ideas, explanations, and processes in a variety of ways
Schedule
Program Length: 2 hours
Tour Content – 30 Minutes
Tour will be question based, getting students to hypothesize based on their understanding of their own bodies what the difference would be for people with disabilities / athletes on professional teams / Olympians, and to communicate some of their ideas.
Tour content will focus on respiratory / circulatory system for grade 5s, musculoskeletal / nervous system for grade 6s when possible.
Possible topics of discussion, using artifacts to illustrate each point, include:
- Aerodynamics of clothing, such as speed skating race suit
- Diet / training regime for an Olympic athlete
- Temperature controlled suit in Rick Hansen Gallery
- Evolution of sports equipment to provide best support to athletes, including padding / aerodynamics / grips / preventing repetitive injuries / shock to the body at knees, wrists, etc.
- Diet / exercise / training program for a professional athlete in the Whitecaps, Lions, or Canucks
- Jim Peters marathon collapse in the 1954 British Empire Games Gallery
Participation Zone Activity Content – 30 Minutes
We are going to do an investigation regarding the change in heart rate before and after exercise.
Students will measure and record their pulse, play in the Participation Zone for 20 minutes, and then record a final pulse. This data will be used to calculate a change in pulse for each student and an average change in pulse for the class. This data will be sent back to the school with the teacher.
Guides will use follow up questions to determine what variables might account for differences amongst the students, whether the test was fair, and how the experiment could be done differently to achieve more accurate results.
*Break for lunch, snack, washroom, etc.*
Hero In You Presentation – 60 minutes
Many of our Honoured Members have a wealth of knowledge that they've amassed through years of intense physical training as to how the human body works. This presentation from one of our Honoured Members will focus on the lifestyle of athletes, and how they trained / overcame physical challenges to achieve success as an athlete.
Please note that we do our best to find an athlete guest speaker, but as their schedules and availability varies, we cannot make any guarantees as to whether we will be able to find a presenter for your group. Please book well in advance to give us the best shot of reaching out to our Honoured Members and finding someone who is available.
Questions that the athlete speaker may use to guide their talk:
- What made this individual interested in pursuing this particular sport?
- What are the physical challenges & risks associated with this sport?
- Did this athlete have any illnesses / injuries / genetic predispositions that altered the way that they were able to use their bodies?
- What modifications did they make to their diet / lifestyle / schedule / mentality when they decided to pursue their sport in a serious way? Was it a slow progression or did one day they just decide to go for it?
- What physical skills did they have to hone to participate in this sport competitively?
- As they trained, how did they keep track of their progress? Did they measure any variables? Did they time themselves? Track how much weight they could lift?
- What strategies did they use to achieve balance between their sport career and the rest of their life?
- What signals did their bodies give them that they needed to train more, or needed to rest?
- How did their training change between the sport season and the off season / leading up to a competition?
- What advice would they give people who are just starting out in a sport? | <urn:uuid:d46c8919-8fd7-4772-b519-62f5d1529c9b> | CC-MAIN-2017-43 | http://www.bcsportshalloffame.com/assets/558/Science_5_6_Program_Description.pdf | 2017-10-24T09:41:06Z | crawl-data/CC-MAIN-2017-43/segments/1508187828356.82/warc/CC-MAIN-20171024090757-20171024110757-00093.warc.gz | 377,643,151 | 1,057 | eng_Latn | eng_Latn | 0.979008 | eng_Latn | 0.995049 | [
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Build
The Future City
Competition
Imagine
Design
In the Future City Competition, teams of middle school students work with an educator and engineer mentor to design a city of the future. They begin by conducting research and writing an essay on an annual theme. Then, using SimCity software, they build a virtual model of their imagined city and a scale model using recycled materials. They create a narrative about their city and present their ideas to judges at regional competitions; winners advance to national finals in Washington, DC. This year, 40,000 students from 1,350 schools participated in the competition. Here, three members of the winning team from St. John Lutheran School in Rochester, Michigan, share their experience.
Justin Judd
The Dremel Master
I joined the team in sixth grade. The theme that year was "Fuel Your Future: Imagine New Ways to Meet Our Energy Needs and Maintain a Healthy Planet." We developed our model city of Mahina Mana on the Hawaiian island of Molokai. Our engineer mentor, Dr. Gerhardt, and our teacher, Mr. Pfund, asked me to be a presenter, but I wasn't comfortable talking in front of large groups. My teammates, Paul and Rebecca, presented. We formatted our presentation like
8
imagine
a spelling bee, which helped them describe our model in an entertaining way. We won the Michigan competition and placed 13 th at nationals. Only presenters attend nationals, and when Paul and Rebecca described the fun they'd had, I signed up again the following year.
In seventh grade, we modeled Nouveau Pierre, the re-imagined city of St. Pierre on the island of Martinique, which was destroyed by a volcano in 1902. We selected this location because it had issues with rainwater runoff—that year's theme—and also because we wanted to build a volcano on our model. I became
May/Jun 2014
the go-to kid for power tools, especially the Dremel. I used it to carve a canal and cut circuit boards for our agricultural zone and sheets of carbon fiber for the engineered wetlands. This time when I was asked to present, I agreed. Using a travel show format, we won the Michigan competition and took sixth at nationals.
The theme this year was transportation. We modeled the Chinese city of GongPing (meaning "fair"). I Dremelled a lot of trophy pieces to make buildings, cut circuit boards to represent crops and farming in the agricultural zone, and mixed the ingredients for "flubber"—fake water—to create the river. Paul, Rebecca, and I used a game show format for our presentation. Playing a contestant who was an electrical engineer, I described our FAIR transportation system (Flexible, Accessible, Integrated, and Renewable) as a total solution for transportation pollution. Not only did we win the regional competition, but we also won first place at nationals!
Although participating in Future City was time consuming, it was a lot of fun. I recommend it to any student who's interested in building and engineer- ing. I also recommend that they try presenting, which
was both the most challenging part of the competition for me and my favorite part.
Paul Rosa
Simulation Specialist
All the team members help plan the city and build the model. Then, depending on their strengths, they work on the research essay, simulation, city narrative, presentation, or some combination of these.
I began participating in sixth grade. As simulation lead for our six-member team, I learned to use SimCity software to build a city from the ground up, terraforming and placing rivers, roads, and other features.
After building our simulated city, we also used SimCity to "run" it: We had to control development, taxes, crime, education, and traffic and balance industry with pollution levels. We earned points for the quality of each element, or metric. In total, there were 30 metrics.
In addition to being simulation lead, I painted the model's background and was a presenter. We made it to nationals, coming in 13 th out of 37 teams from around the country. That first year was a great learning experience. We figured out, for example, that we should spend more time on the essay and less on the narrative, since the essay is worth a lot more points.
The following year, I again worked on the simulation and presented. I focused on preparing for the Q&A portion of the judging, a three-hour session during which special awards judges ask us anything and everything about our city. It was challenging, but I loved it because I got to talk to the engineers and industry leaders who act as judges. We made it to nationals again, but www.cty.jhu.edu/imagine
missed being in the top five by only half a point—out of a possible 400!
This year, we decided to build on a larger scale to show greater detail. With Dr. Gerhardt's encouragement, I improved on each simulation element, receiving a nearly perfect score. The team made improvements in other areas, too. We had a great essay and narrative, and while in previous years I'd painted our models' background, this year, for a more custom look, I used Photoshop to blend several images from photos.
At nationals, when Nate Ball, the MC and host of PBS Kids' Design Squad, announced that we were in the top three, the whole world seemed to stand still. In the end, I couldn't believe we won. Future City is a fantastic way to learn about many things—including art, engineering, and public speaking—and have fun doing it.
Rebecca Oleskie
The Multitasker
I participated in Future City for the thrill of the competition and also for the learning experience. In sixth grade, my first year, we came in a disappointing 13 th at nationals. My mom said she could barely grasp the information we presented because it was like we were spitting out one fact after another. From that, we learned to communicate our ideas more clearly and simply so people could understand them. The following year, we came in sixth.
This year's theme was "Tomorrow's Transit: Design a Way to Move People In and Around Your City." Because we love a challenge, we modeled a city in China—the country with the greatest transportation needs. In addition to presenting, I helped write the narrative and essay, created the citation for our references, and made posters for the presentation. I made sure to include just enough information to get our point across so they wouldn't look too complicated or busy.
For the model, we constructed a wood base and added layers of foam from which we carved our city's landscape. After creating ridges, fissures, and sinkholes, we painted the foam and the river and added "grass" and buildings, which we fashioned from pieces of old trophies, inhaler parts, and SIM cards from phones.
My biggest challenge was finding time to participate, since I also play basketball. We each put in over 200 hours, working during the school day and after school. As the competition neared, we met on Saturdays and holidays, too. But participating in Future City allowed me to see a different side of science than I experience at school. I met people with similar interests, developed great friendships with my teammates, and learned about the different types of engineers it takes to run a city, which helped me decide that I want to be a civil engineer.
imagine
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www.miniHYDROGEN.com
Hydrogen – Facts Sheet
Basics
Hydrogen was discovered in 1766 by the English chemist and physicist H. Cavendish.
Hydrogen is the first element in the periodic table, consisting of one proton and one electron making it the smallest and lightest of all elements. Hydrogen reacts with many different materials and is one of the most abundant elements in the universe, 90% of the atoms in the known universe are hydrogen. Hydrogen therefore can be produced from a various types of sources. The most important source is water, which can be split into hydrogen and oxygen by electrolysis. These can be combined again in a fuel cell, creating power, heat and water as the only emission.
Physical and Chemical properties
Hydrogen density
Hydrogen Properties
Hydrogen density compared to other fuels
All numbers are at lower heating value and at atmospheric pressure and normal temperature.
Production
As the most abundant element in the universe hydrogen can be produced from a various types of sources.
Hydrogen sources and production methods
www.miniHYDROGEN.com
Storage
Hydrogen can be stored in three different ways, as a gas, as liquid, as a material.
Hydrogen volume of the energy content in 1 litre of gasoline
2
6
Data with great inaccuracy due to different data sources, calculations methods and storage technology.
All hydrogen data with lower heating value on 2,79 kWh/m3 at normal temperature and pressure.
Safety
Hydrogen is as dangerous as gasoline, but perhaps safer because of its safety characteristics.
* Hydrogen has a low density and thus a higher buoyancy
* Hydrogen is lighter than all other elements.
* Hydrogen diffuses faster through air than other gas fuels
* Hydrogen is odorless, tasteless, colorless and non toxically
* Hydrogen ignition interval covers large differences in concentration
* Hydrogen burning flame is invisible in day light
* Hydrogen ignition energy at certain concentrations are very low
* Hydrogen ignition temperature are quite higher than gasoline
* Hydrogen flame rate are quite higher than that of other fuels
* Hydrogen is explosive in a large concentration interval when concealed, but in open air difficult to explode
Hydrogen vs. Gasoline Safety properties
Hydrogen did not cause the Hindenburg to blow up. A study of the accident implicates the paint used on the skin of the airship, which contained the same component as rocket fuel. An electrical discharge ignited its skin, and a fire raced over the surface of the airship. The hydrogen burned quickly, upward and away from the people onboard the ship.
Reasons for hydrogen
* Hydrogen holds the potential for a zero emission energy system
* Hydrogen is as safe as gasoline and natural gas
* Hydrogen in long term can be produced competitive with fossil fuels
* Hydrogen can be produced by everybody with access to sun and wind
* Hydrogen can remove the dependency of foreign limited fossil fuels
* Hydrogen in combination with fuel cells can innovate our energy technology thus creating jobs
miniHYDROGEN and H2 Logic ApS , nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights, in this document.
The data will change over time due to research and development progress, the data in this document should therefore only be seen as overall guidelines. miniHYDROGEN and H2 Logic ApS do not necessarily endorse the viewpoint of this document or in no way guarantee its technical correctness. No compensation will be made for personal or company losses, injuries and accidents due to errors in this document. All materials, data and graphics in this document are copyright of miniHYDROGEN™. Any use of the materials is only allowed for noncommercial and educational purposes, when referring to miniHYDROGEN™. | <urn:uuid:73ceeffa-b4a9-4c64-adef-7741225f78a3> | CC-MAIN-2015-18 | http://www.fuelcelleducation.org/wp-content/themes/sandbox/pdf/Hydrogen%20Fact%20Sheet%20-%20mini%20HYDROGEN.com.pdf | 2015-04-22T02:24:16Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00153-ip-10-235-10-82.ec2.internal.warc.gz | 185,024,139 | 833 | eng_Latn | eng_Latn | 0.995167 | eng_Latn | 0.994781 | [
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Picture Books
Absolutely Not
Matthew McElligott 978-0-8027-8934-1 (March 11, 2006)
Two bugs, Frieda and Gloria, green and slightly grasshoppery in appearance, are about as opposite in personality as friends can be. Tall Gloria is brave and adventurous; short Frieda is afraid of everything, real and imagined. When Gloria suggests getting out of the house to take a walk on a lovely fall day, her little friend responds, "Absolutely not."
Frieda is afraid of the big snake she has seen out the window. Gloria says that it's nothing more than a river and urges Frieda to put on her glasses and go outside. Granny glasses perched on her ample nose, Frieda follows her bold buddy. Gloria, upper set of arms in the air, extols the beauty of the day. "Isn't this a perfect morning?" she asks. "Absolutely not!" is Frieda's refrain. She finds the morning frightening, and thinks they are being watched.
Readers can only speculate about what has the young bug worried. It could be anything from the clouds to the trees. No matter what Gloria sees as potentially fun or interesting, Frieda is fearful of it. Her imagination runs wild. She is afraid to jump in some leaves because frogs may be lurking there. An old log seems menacing. Gloria realizes that everything in the world, including a bicycle, looks dark and sinister to poor Frieda. "You find something bad in everything you see," Gloria says.
As it gets late, Gloria suggests taking a shortcut through the woods. Frieda, predictably, is nervous about it, but has to admit that Gloria has been right about everything so far that day. She is even willing to acknowledge that she is a worrier. To prove her point, she explains that sometimes things remind her of other things, such as a certain pair of trees. This time, Frieda is right to be worried. The "trees" turn out to be the legs of a giant bird.
This is an absolutely winning combination of story and illustrations. McElligott has written and illustrated several previous children's books, including Uncle Frank's Pit and The Truth About Cousin Ernie's Head. He illustrated The Spooky Book, and The Phantom Tollbooth. Charming details enhance the pencil-and-watercolor drawings. Frieda clutches a small purse in her lower "hands," as if it offers security. Gloria's posture suggests total self- confidence; Frieda's shows her fears and worries.
The story's resolution is a charming reminder that boldness must be tempered with caution at times, and that even worriers may be right in their assessments of danger. The book is an excellent vehicle for talking with children about their fears.
Linda Salisbury | <urn:uuid:79eb3a1d-de08-4922-8ab0-369a31b70f17> | CC-MAIN-2015-18 | https://www.forewordreviews.com/reviews/absolutely-not/pdf/ | 2015-04-22T01:43:31Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00145-ip-10-235-10-82.ec2.internal.warc.gz | 378,173,683 | 573 | eng_Latn | eng_Latn | 0.999168 | eng_Latn | 0.999499 | [
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General Focus: Violence in Schools
From When will schools take bullying seriously?
By Daniel B Weddle Trial Washington Oct 2003
…When I was a high school teacher, we had a saying: Put out matches, not forest fires. One child making fun of another was a lighted match. A student throwing a punch in the hallway was a forest fire. We worried about the little acts that led to larger acts, and we responded early, while we could still prevent a child from getting hurt….
Unfortunately, too many school officials behave as if little acts of aggression deserve little attention. Compounding the problem, they often underestimate the seriousness of patterns of aggression-bullying-that do real and long-lasting harm to children. Victims are left with three unhealthy options: to continue to suffer, to stay away from school, or to retaliate.
Bullying can destroy victims' desire to learn-and even to live-and can leave them debilitated well into adulthood. The magnitude of the problem and the seriousness of its effects have been thoroughly documented. There is no longer any real debate that bullying is one of the most pervasive and damaging threats that exist in the schools….
Bullying, as it is usually defined in the studies conducted over the past decade, means persistent, pervasive harassment targeting a specific individual. Typically conducted behind teachers' backs, it may include threats and physical assaults. It may consist of daily cruelties designed to make a child appear weak and vulnerable in front of his or her peers. Bullying may be a systematic isolation that strips a child of friends and leaves him or her shunned by everyone in the class. It often involves the acquiescence and even participation of the larger group. It is an ongoing type of abuse that usually requires a seemingly insurmountable imbalance of power….Other bystanders frequently join in the bullying and begin to view the victims as somehow deserving of the treatment. The bullies themselves have a remarkably high probability of a criminal conviction by the time they reach their early 20s….
Unfortunately, school officials have little legal incentive to embrace significant reform because they are seldom held responsible even for serious outbreaks of violence among students, much less for the ongoing harassment that occurs routinely in their halls and classrooms. Courts, hesitant to hold teachers and administrators liable for the intentional acts of third parties, leave most victims of student violence and harassment without remedy against the adults in whose care they were injured….
…For example, a Louisiana court held that despite a virtual absence of supervision in a locker room where a student was violently attacked by three other students, the injuries were not foreseeable. According to one witness, "'[A]lmost every day . . . somebody [was] getting pushed or shoved into lockers, rolled around, thrown around . . . hair being pulled, arms twisted....'"
…the court reasoned that because there was "no prior history of any violence" between the plaintiff and his three attackers and because the school had no knowledge of the daily "roughhousing" in the locker room during that particular class, the school could not have foreseen the injury….
Schools officials must be given real incentives to vigorously confront the problem of bullying and related violence. First should be a new definition of reasonable supervision, one that bases school officials' liability on their failure to take deliberate, research-based action to provide a bullying-free environment for their students….
Victims' advocates should direct courts and legislatures to the substantial body of educational research concerning bullying and its prevention. Once courts and lawmakers align the definition of reasonable supervision with that research, the schools will rethink their own concepts of what is reasonable. Schools will no longer be willing to set the bar so low that children are virtually guaranteed to suffer torment at the hands of their peers, with all of the attendant injuries for the victims, the bystanders, and the bullies….
From Commentary; Silly Laws Are No Way to Fight Bullying
By Kay Hymowitz [HOME EDITION] Los Angeles Times Apr 18, 2004
You know for sure the state of California is serious about school reform when it threatens to withhold money from a district for refusing to institute a policy to protect second-grade boys who want to wear skirts.
That's right. The state may show its deep commitment to education by holding back millions of dollars from Westminster schools in Orange County because three board members voted to reject the state's wording in an antidiscrimination policy designed to protect transgendered students (all .001% of them) in the district's 13 elementary and three middle schools.
This latest example of political correctness run amok may sound like another kooky California story, but in fact the flap, whose origins lie in the lofty-sounding California Student Safety and Violence Prevention Act of 2000, taps into a serious misunderstanding about how to improve school discipline, a misunderstanding that reaches far beyond the Golden State….
In an attempt to address youth violence in the aftermath of the massacre at Columbine, the bill's architects sought to ensure all students "the inalienable right to attend campuses that are safe, secure and peaceful."
To this end, legislators required that schools stop discrimination and harassment of students based on qualities like race, religion, gender, sexual orientation, or -- and this is the sticking point in Westminster -- "perceived" gender.
Problem is, despite the gut instincts of liberal legislators, there's little evidence linking school violence -- or bullying, which educators these days usually see as a prime cause of that violence - with racism, sexism and homophobia.
Sure, there is racial tension in the schools. And there's no question that schoolyard bullies look on gay kids the way hunters look at a grazing deer. A recent study titled "Safe Place to Learn" by the National Center for Lesbian Rights says that 27% of students say they are harassed for not conforming to sexually stereotypical behavior.
But as any 10-year-old knows, all kinds of kids who don't fit into neat, socially acceptable categories get harassed: kids who are short or fat, who wear dorky clothes or geeky glasses, who smell bad or walk funny. What legislators don't seem to grasp is that kids bully -- and turn, in some cases, to more serious forms of violence - - not because they are prejudiced in any familiar adult sense but because they are crude, Darwinian creatures trying to stake out territory and proclaim their dominance.
A UCLA study published in the December issue of Pediatrics found that bullies are usually "cool" kids "high in social status." These are kids who reinforce their social power by lording over their peers who are for whatever reason perceived as weak or vulnerable. This explains why so many bullies are jocks and so many of their victims are 90-pound weaklings.
It also explains why state legislatures, or laws like AB 537, can't solve the problem. In order to deal with bullying, harassment and violence, educators have to smash the peer-driven hierarchy that sets the tone in most middle and high schools. Schools without bullies -- and though rare, there are such things -- are places where dynamic principals build a supportive but serious community whose norms are set by adults.
Instead of promoting the personal touch and adult-driven ethos essential for healthy school communities, laws like AB 537 add to the regulations and paperwork that turn principals into distracted bureaucrats and quasi-police officers….
The truth is that laws, bureaucrats and legalistic, politically correct policies imposed from the top down can't stop harassment and violence in the schools of Orange County or anywhere else. Only front-line educators can do that.
From Foiling a Bully
Jon Marshall Parenting Apr 2004
As many as 50 percent of all grade-schoolers are bullied at some point, but that doesn't make it any easier to know that it's your own child who's being harassed by another kid. Taking the bullying seriously is the first step toward helping him. And as much as you might like to, you can't be there to stand up for him. You can teach him how to deal with his tormentor, though….
Remind your child that it's not his fault he's being hounded, then explain that it might help to find an alternate route home or a different place to sit at lunch, says Michele Borba, the author of Don't Give Me. That Attitude! 24 Rude, Selfish, Insensitive Things Kids Do and How to Stop Them.
Stay calm. Bullies love to see their victims get upset, so help your grade-schooler come up with coolheaded ways to respond. he can simply walk away or offer up a reply like "So?" or "Just stop it." Have him try out his lines on you, and coach him to hold his head high and speak firmly. Advise him not to insult the bully back-it'll only make things worse.
Stick with friends. There's safety in numbers. If your child doesn't have pals he can rely on, sign him up for activities where he can meet other kids with similar interests.
If he's not able to stop the pest, you may have to step in-especially if things get worse or the bullying gets physical. Talk to your child's teacher or principal. Make sure there's always a grown-up around when the kids are on the playground or in the cafeteria and that the school has a policy for dealing with bullies. As angry as you may be about the situation, the best way to help your child is to work with the school staff. That's setting a better example, and protecting your child too.
From In Class and in Prison; By seeking to avoid trouble on high school campuses, Los Angeles school leaders are letting gangs call the shots--a practice that sends the wrong message to the district's students.
[HOME EDITION] Los Angeles Times Apr 11, 2004
…In a sign of the pervasive presence of street gangs in this city, the nation's second-largest school district has been forced to bend to the gangs' mob-like influence. Police officers patrol all 49 high school campuses. Administrators rely on student informants to warn them when gang feuds are brewing. Student transfer plans are color- coded to keep kids from rival neighborhoods apart, whether or not they are gang members. It is no longer just the locked gates, chain- link fences and metal detectors on campuses that evoke a penitentiary comparison, but the machinations required to blunt the effect of gang rivalries in classrooms and schoolyards.
It's youth relations counselor Joel Juntilla escorting a 14-year- old with gang ties around his new school, so the "shot-callers" of a resident rival gang can meet him and let Juntilla know whether the kid's likely to make it through lunch without getting jumped. It's a San Fernando Valley vice principal turning away a transfer student because he hails from a neighborhood that is at war with a gang whose members already attend the school. It is understanding that you can't send a Crip to Fremont High; that Jefferson High is home to the Bloods; that kids crowded out of Manual Arts, considered "mostly blue," will be bused past closer uncrowded schools out to Chatsworth or Taft in Woodland Hills, because Crips are safe on those campuses. It's a dress code that is dictated by danger: no baggy pants, caps or bandannas, no shoelaces that are red or blue -- nothing that might signal gang ties.
And it's not a problem confined to the inner city or to black and Latino kids. "We've got violent Korean youth gangs, and these are kids earning A's in school," said Debbie Leidner, superintendent of the district's northwest Valley region. "The reality is there is no high school that is free of gangs within the [surrounding] community ... so we have to be incredibly careful."
This preoccupation with gang affiliation is not new. School attendance boundaries, and even the dividing lines for the system's governing mini-districts, have been drawn in the past with gang turf claims in mind. But the situation has become more complicated -- and more volatile -- in recent years because of several colliding factors: rapid demographic shifts in the district and accompanying ethnic tensions; overcrowding that sends almost 7,000 high school students to campuses outside their neighborhoods; the territoriality that results from gang control of the narcotics trade; cheap, easy access to guns on the street; and a youth and media culture that glamorizes the gang lifestyle.
Understanding the gang calculus is now part of the equation of being a principal. "You could have a campus of 3,000 kids and you get one or two players [from the wrong gang], and that campus becomes electric," said Bruce Takeguma, who organizes the district's busing program. For students, the threat of gang rivalries complicates the most basic decisions and colors the simplest interactions. A small slight -- stepping on someone's shoe, bumping into a gang member's girlfriend -- can turn into a major conflagration.
School district officials say they are boxed in by competing agendas: the need to maintain campus safety and the responsibility to give gang members a chance at education. "We make these accommodations with a very clear understanding of what we're doing," says Supt. Roy Romer. "We have to run this institution so that every kid has a right to come in this door and get an education."…
We know that the school district didn't create the gang problem. But its make-do attitude of managing the situation allows everyone to avoid dealing with the fact that Los Angeles, with an estimated 100,000 gang members, endures the worst gang violence in the nation. It's a perverse moral argument to suggest that, in the name of keeping kids safe, control be ceded to street gangs to dictate who is allowed to attend which school and who is to be kept away. Sanctioning the segregation only institutionalizes the gangsters' power. What's happening in the public high schools of Los Angeles is a direct reflection of the dangerous climate of gang-controlled streets. What's required from our leaders is not capitulation. What's called for first is outrage.
From A teacher fights back against unruly kids ; As educators face more abuse, some are turning to courts to restore order in classroom
By D.J. Burrough [ALL Edition] Christian Science Monitor
Apr 23, 2004
Elizabeth Anne Moore, a reading teacher at a west Phoenix high school, has a new ending and a new title for the 350-page book she has written about being an educator. She'll call it, "Violated No More."
This week, Ms. Moore won a court injunction against a 15-year- old student who had been harassing her in class - including, by her account, telling her daily to "go [expletive] myself."
In an era when teachers often have little recourse to deal with unruly students, Moore decided to use the legal system to restore order in the classroom - and her life. It worked: A justice of the peace ordered the student not to have any contact with her on or off school grounds.
It's an unusual tale of a teacher fighting back and offers a look into how difficult it can be for educators to protect themselves from abusive students at a time when many schools have "no touch" policies and teachers are afraid to discipline kids for fear of lawsuits.
From 1997 to 2001, teachers were the victims of approximately 1.3 million nonfatal crimes at school, according to a survey published by the National Center for Education Statistics.
…Public school educators around the country are turning to the courts in a final attempt to protect themselves from children who can't be kept in check by the existing disciplinarian rules.
"It shows just how far things have gone," said Nancy Udell, a lawyer with Common Good, a nonprofit group that is lobbying for legislation that would give teachers greater latitude in meting out classroom punishment. "The days when the teacher could give a stern look to a student and have that child sit up and take notice are clearly gone."
…The vast majority of public schools now preclude school employees from touching any students, whether it's to give them a friendly hug or to force them to sit.
In November, Philadelphia teacher David Pitone, established "Teachers and Students for School Civility" after failing to secure a court order to eject unruly students from his classroom. He had sent the students to the principal's office; they were promptly sent back.
Since the mid-1970s, handing out a suspension or expulsion has become difficult. In a landmark case, the Supreme Court ruled that students were protected by the 14th Amendment and couldn't be denied a public education without due process. In the New York school system, the form required to start a suspension is 100 pages long.
In Moore's case, she first complained to school officials on March 18. The student was placed in a three-day after-school detention program, but the behavior continued. On April 7, the same day she filed for the injunction, Moore filed a new complaint with the school and the student received a five-day suspension and was not allowed back into her classroom when he returned to campus.
"I am sexually harassed and abused by his vulgar language and unable to protect my other students from him," Moore wrote in her complaint. "His father tells me he cannot control [his son]."
Teachers who don't have the support of parents, the administration, or the district have nowhere else to turn but the courts, said Alice Finn Gartell, an attorney for the Arizona Education Association - a teacher lobby - and author of "Violence and Threats in the Classroom." "When things become impossible for a teacher they have to count on the administration for support," Ms. Gartell said. "Sometimes it's there and sometimes it's not."
It's not unheard of for school administrators to ask teachers not to report assaults or threats. "There are many instances when school employees were told not to call the police because they didn't want a bad reputation," she said.
Teachers and principals alike are fearful of taking disciplinary action against a student because of legal reprisals from angry parents. A recent Harris Interactive poll found that 77 percent of principals and 61 percent of teachers "avoid decisions that they think are right simply because they might be challenged legally."
Educators had hoped to get help from President Bush in 2002, when he signed, as part of the No Child Left Behind Act, the Teacher Protection Act - which says that K-12 school employees are immune from liability for injuring a student. The immunity only applies if the injury occurs while the employee is engaged in "efforts to control, discipline, expel, or suspend a student or maintain order."
Teachers feel that the law doesn't do enough to shield them from frivolous lawsuits and provides no funding for mounting a legal defense….
Moore has received widespread support from teachers throughout the state.
From Merchants of death: Media violence and American Empire
By David Trend.
Harvard Educational Review.
…Pick up any newspaper or turn on the TV and you will find either violent imagery or a story about violent media. Like the wars on poverty, drugs, and terrorism, campaigns to stem the tide of media violence have failed. By current estimates, a young person will witness 200,000 simulated violent acts and 40,000 dramatized murders by the age of eighteen. Paradoxically, this growth in simulated violence has occurred as the lived experience of physical violence continues to decline in the Western and more privileged parts of the world.…
Significant in contemporary television, movies, and computer games that feature hyperviolence is the extent to which harm strikes outside of suburban America. Violence mostly happens to "someone else." It tells audiences, often inaccurately, that brutality and suffering exist in some far away place, but not at home. This is what has afforded recent sniper attacks, child abductions, and office bombings such emotionalism: the recognition that bad things don't only happen to other people. Yet contrary to speculation following the events of September 11, 2001, that a fearful public would avoid movies and television about "homeland" atrocities, the opposite has occurred. Fed a daily diet of sensationalized news stories and color-coded terrorist attack warnings, the public craving for tales of war and apocalypse has grown, as evidenced by the popularity of recent films like Collateral Damage (2002) and The Sum of All Fears (2002). Connections to the 9/11 events can be quite explicit; currently, a leading computer game among U.S. teenagers is "Counter-Strike," in which players choose roles as terrorists or counterterrorists….
As much as people crave violent media, they still worry about media's effects. To a great extent this concern has been fed by a small number of tragic and highly publicized shootings by teenagers and children. In May 2001, a 15-year-old boy killed two students and injured thirteen at a school in Santee, California. In May 2000, a 13-year-old murdered a teacher at a school in Florida. One of the most publicized of these events occurred in April 1999, when two students used guns and bombs to kill thirteen people at Columbine High School in Littleton, Colorado. Earlier killings by teenagers took place in Arkansas and Mississippi. Accounts of these incidents have offered a variety of explanations for why these shootings occurred. All of the assailants were boys with ready access to guns. Most of the boys had become alienated from school. Like almost every teenager in the country, these boys had consumed copious amounts of violent media.
Many analysts of the school shootings see the media as a background issue at best. But for others, the verisimilitude and timing of the recent shootings is just too close to films like Basketball Diaries (1995), in which students imagine going on a shooting spree similar to what later happened at Columbine. The apparent connection to the film is simply too compelling to resist, despite the lack of evidence to support it. This is how public anxieties are mapped onto the media violence debate - by inference, association, and circumstance, rather than reasoned analysis. Typical of media violence discourse, the concern is greatest for groups perceived as highly impressionable, most often children or teenagers. However, people of color, the undereducated, the mentally ill, and the poor are also targeted. Driven by media-fed anxieties about crime and social decay, America's White middle class readily accepts the idea that these "other" groups need to be protected from the poisoning effects of violent images or music….
From Does Video Game Violence Sow Aggression? Studies Probe Effects of Virtual Violence on Children By Brian Vastag
The Journal of the American Medical Association
Apr 21, 2004
THE TWO COLORADO TEENAGERS who killed 12 students and a teacher at Columbine High School in 1999 spent endless hours blasting opponents in violent video games. Millions of children and adolescents who will never touch an actual firearm continue to do the same….
"Little kids do imitate video games, but the question is whether it leads to realworld violence," said Juliet Van Eenwyk, PhD, who studies the issue for the Washington State Department of Public Health, Seattle. Van Eenwyk and others addressed the topic last month at a roundtable on the topic sponsored by the National Academies (formerly the National Academy of Sciences), in Washington, DC….
A 2001 literature review by Van Eenwyk and colleague Lillian Bensley, PhD, tallied just 28 journal articles on the topic (J Adolesc Health. 2001;29:244-257). The most consistent finding: children younger than 10 years show increased aggression immediately after playing violent video games.
"You'll see an increase in aggressive cognition, aggressive action, a decrease in pro-social behavior," said Susan Calvert, PhD, who studies how children learn from video games at Georgetown University, Washington, DC….
If video games do increase violent tendencies outside the laboratory, the explosion of gaming over the past decade-from $3.2 billion in sales in 1995 to $7 billion in 2003, according to industry figures-would suggest a parallel trend in youth violence. Instead, youth violence has been decreasing. The Centers for Disease Control and Prevention reports that adolescent weapon-carrying and fighting decreased substantially in the 1990s (MMWR Morb Mortal Wkly
Rep. 2000;49(SS-5):1-94). Homicide rates among youths also dropped substantially in the 1990s, from 20.5 to 11.7 per 100 000 for middle and late teenagers, and from 2.5 to 1.5 per 100 000 for early teens.
But between 1998 and 2000, a handful of massively publicized school shootings ratcheted the topic onto the agendas of concerned parents and law-makers. One researcher, Craig Anderson, PhD, a psychologist at Iowa State University in Ames, garnered a large amount of media attention as a "go-to" expert who campaigned against violent video games. In July 2000, a coalition of health groups (including the American Medical Association, the American Academy of Pediatrics, and the American Psychological Association) issued a statement that named all violent media, including video games, as contributing to youth violence (http:
//www.aap.org/advocacy/releases /jstmtevc.htm). At a press briefing, Sen Sam Brownback (R, Kan), who had pushed the medical associations to make the statement, flatly stated that "violent entertainment is a public health hazard."
…Outside of the National Science Foundation project, scattered research is appearing more frequently. The Journal of Adolescence devoted its February 2004 issue to the topic, publishing a handful of new research reports and a meta-analysis from Anderson.
The largest study in the issue comes from Douglas Gentile, PhD, Iowa State University, and colleagues, who studied 600 seventh and eighth-graders at four schools in the Midwest. They found large sex differences: boys reported 13 hours of game play per week while girls reported 5 hours of play; half of all boys named a game with "high violent content" as a favorite, whereas 20% of girls did.
PARENTAL INVOLVEMENT
But the most significant correlation between "trait hostility" and aggressive behavior came not from the amount of time spent playing violent video games, but rather from the level of parental involvement in purchasing and playing games. Children of parents who set limits and monitored game purchases were much less likely to fight or argue with teachers….
New, unpublished research from the Washington State Healthy Youth Survey supports the notion. The 10% of 6th, 8th, 10th, and 12th graders who say they play video games for 4 or more hours each day were more likely to be aggressive than their less thumb-stressed classmates…. | <urn:uuid:f3c84a05-6443-4ce6-9d8f-382580bcdf2d> | CC-MAIN-2015-18 | http://www.glendale.edu/Modules/ShowDocument.aspx?documentid=3227 | 2015-04-22T01:43:34Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00145-ip-10-235-10-82.ec2.internal.warc.gz | 195,952,204 | 5,532 | eng_Latn | eng_Latn | 0.998895 | eng_Latn | 0.999371 | [
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Construction and Demolition Management
Introduction
The California Integrated Waste Management Board has identified construction and demolition (C&D) materials as a top priority under its 2005 Action Plans. Many natural resources are saved by recycling C&D materials which, according to the Board's 2004 Statewide Waste Characterization Study, account for almost 22 percent of the waste stream.
Common C&D materials include lumber, drywall, metals, masonry (brick, concrete, etc.), carpet, plastic, paper, cardboard, or green waste related to land development. Of these, metals are the most commonly recycled material while lumber makes up the majority of debris that still goes to a landfill. However, all of these materials can be recycled into other products.
Anyone constructing or renovating an office building or a home has an opportunity to significantly contribute to resource conservation through the reduction, reuse, and recycling of C&D waste.
Reducing, reusing, and recycling C&D materials is just one component of a larger, holistic practice called "sustainable" or "green" building. More than 80 percent of green buildings certified by the U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED™) program divert at least 50 percent of C&D waste. Sixty percent of the buildings divert 75 percent or more C&D waste.
The key to successful C&D reduction, reuse, and recycling is early planning. Working with an architect can help to avoid sending useful demolition material to the landfill. Another waste reduction practice would be to select a building contractor with a favorable attitude toward C&D
reduction, reuse, and recycling. Here are some resources to help you get started.
Steps to Success
Reduce: Waste Prevention
* Use durable materials.
* Apply dimensional planning to design.
* Avoid unneeded materials.
* Design for deconstruction.
Reuse: Resources and Whole Buildings
* Use salvaged and refurbished products.
* Encourage deconstruction rather than demolition.
Recycle: Divert C&D From Landfills
* Use C&D waste management plans.
*
Require contractors to recycle their waste.
* Allocate space for storage and collection of recyclables.
Buy Recycled: Close the Loop
* Purchase recycled-content products.
* Maximize postconsumer content.
* Ensure products are recyclable at the end of their useful life.
Where to Bring C&D Materials to Be Recycled
C&D Debris Recyclers Database. Access this online database at www.ciwmb.ca.gov/ConDemo /Recyclers/ to find hundreds of sites throughout California that receive construction and/or demolition materials for recycling or reuse. Entries are sorted by county. Material categories include asphalt, concrete, brick, appliances, flooring, glass, drywall, paint, plastic, and wood.
Where to Find Building Materials and Furnishings Made From Recycled Materials
Recycled-Content Product Directory for Construction Materials. Access this online database to find hundreds of manufacturers (and a few distributors) of recycled-content construction products sold in California. Product categories include asphalt and concrete, masonry, flooring, walls, insulation, fixtures, paint, roofing, and wood substitutes such as fiberboard. www.ciwmb.ca.gov/RCP/Product.asp?VW=CAT &CATID=257
Recycled-Content Product Database. This database has thousands of listings of recycledcontent products. It is available on the CIWMB website at www.ciwmb.ca.gov/RCP/. Note: the Recycled-Content Product Directory for Construction Materials is part of this database.
California Materials Exchange (CalMAX). This is a free service designed to help find markets for nonhazardous materials that have been traditionally discarded. Businesses, schools, nonprofit organizations, and individuals benefit by finding free or low-cost materials. To view listings of materials wanted and available, visit us online at www.ciwmb.ca.gov/CalMAX/.
C&D Resources on the Web
For more information, including fact sheets and case studies, visit CIWMB's Construction and Demolition Debris Recycling website at www.ciwmb.ca.gov/ConDemo/.
Information on C&D model ordinances is on CIWMB's website at www.ciwmb.ca.gov /LGLibrary/CandDModel/Instruction/.
National Association of Home Builders (NAHB) has several publications on construction waste management, including fact sheets, available online at www.nahbrc.org, or call NAHB at (301) 249-4000.
The Building Materials Reuse Association provides information to facilitate building deconstruction and the reuse/recycling of recovered building materials.
.
See http://building-reuse.org/
San Mateo County Recycleworks has information on C&D recycling, including waste management plans at www.recycleworks.org/con_dem /index.html.
Alameda County provides information on C&D recycling, including a builder's guide to reuse and recycling. See http://stopwaste.org/home /index.asp?page=292.
King County, Washington, has helpful tools to obtain high recycling rates on C&D projects, including job site waste guidelines. See www.metrokc.gov/dnrp/swd/constructionrecycling/index.asp. | <urn:uuid:ffa85ee5-45eb-4cec-8d14-7d9f8f332953> | CC-MAIN-2015-18 | http://www.placer.ca.gov/Departments/CommunityDevelopment/EnvCoordSvcs/EIR/Homewood/drafteir/~/media/1980AD280D4C4ACC9DD937986782FF92.ashx | 2015-04-22T01:49:09Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00138-ip-10-235-10-82.ec2.internal.warc.gz | 264,440,665 | 1,040 | eng_Latn | eng_Latn | 0.981005 | eng_Latn | 0.986406 | [
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FAQ
Republic of Panama Comptroller General Directorate of Statistics and Census
Sixth National Population Census and Second Housing Census 11th December, 1960
Enumerator's Manual
[pp. 1-16 omitted]
[p. 17]
Instructions for filling out the family form
General Procedural Rules
1. Which persons should be enumerated in the dwelling:
Enumerate all the persons, whether members of the family or not, who slept in the dwelling the night of the 10th to 11th of December.
Enumerate all the persons who live in the dwelling, even if they have not slept there, if they spent the night away from the dwelling because of work, for example: a nurse or police officer who worked a night shift; a night watchman who guarded a building under construction; a driver who traveled all night transporting passengers, livestock or goods; a pharmacist who worked a night shift in a drugstore. all persons who live in the dwelling, even if they have not slept there, if they spent the night away from the dwelling because they attended a dance, a wake or because they were hunting, fishing or
Enumerate for any incidental reason.
Do not enumerate persons who live in the dwelling if they spent the night of the 10th to the 11th of December in another dwelling, tenement (casa de vecindad) or hotel, nor in a hospital, nor imprisoned in a jail etc, because these persons will be enumerated by another enumerator in the place where they slept.
Verify that all those less than one year of age, particularly newborns who have been included because there is a tendency to omit them.
[p. 18 omitted]
[p. 19]
[Point 6. omitted]
7. Description of the family form
For enumerating the members of a family and the dwelling that is occupied, the Family Form, with columns, will be used. That is to say that a column has been assigned to write down the information of every one of the persons who constitutes the family.
The Family Form has been designed to enumerate each family with a separate form and consists of 9 columns. When the number of members of the family is larger than 9, use another form repeating the order number and the information about the locality. On this second form, the column corresponding to the "information about the head of household" should not be used, beginning instead on the second column.
The Family Form includes the following sections:
a) Information about the locality: Where one writes down the name of the province, district, judicial precinct, locality, and the street where the enumerated dwelling is located, as well as the number of the block, the sector, the building and the room or apartment.
[p.20]
b) Information about the dwelling: To write down the information about the characteristics of the
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Login dwelling. c) Information about the population: To write down the corresponding information of each person. d) Special instructions: This contains instructions about aspects of the enumerated person that because of their nature require special attention from the enumerator.
The information relating to the form number, locality, and dwelling should be written down before those corresponding to the population. e) Observations: To provide some explanation with the purpose of giving the most clarity to the information contained in any of the questions.
[p.21]
Content of the Form
Form number
Write down the number which corresponds to the order in which you enumerate the sector. The first form you fill out will be number 1, the second number 2, and so forth. This numbering is applied both to the dwellings with occupants present (occupied), and to the dwellings without occupants and to places not meant for habitation but are used as living quarters the day of the census.
Information about Locality
a) Province, District, Judicial Precinct and Locality:
Carefully write in the corresponding spaces the name of the province, the district, the judicial precinct, and the locality where the dwelling to be enumerated is located.
b) Segment number: Write down the number of the sector which you are assigned to enumerate and that appears in the portfolio that contains the forms. c) Name of the street: Write down the complete name of the street, avenue, highway or road where the building of the dwelling to be enumerated is found.
[p.22]
d) Number of the building: Write down the number of the building where the dwelling to be enumerated is found. If the building is in Panama City, write down the number of the current nomenclature and when the building has a name, write it down also.
In the rest of the cases, write down the number that corresponds to the Official Nomenclature adopted by the respective municipality.
When the Official Municipal Nomenclature does not exist, write down the number corresponding to the nomenclature used by the Office of Health.
If the building does not have a number, write "without number". e) Number of the room or apartment: Write down the number or letter that identifies the dwelling to be enumerated. If the room or apartment has no number, indicate its location within the building. In the cases in which the building and the dwelling coincide, that is to say when the building contains just one dwelling without space meant for other uses, draw a horizontal line in the space meant for the number of the room or apartment. f) Census Sector Number: (Only for the cities of Panama City and Colon). Write down the number of the sector that has been assigned to you that appears in your portfolio. g) Block number: (Only for the cities of Panama City, Colon and David). Write down the number of the block where the dwelling to be enumerated is located that appears in your portfolio and in the map of the city that you have been given to identify your sector.
[p. 23]
Information about the Dwelling
Question 1 Classification of housing units:
Mark box 1 when it is a private house (including shacks) or an apartment or room(s) in a block of tenements with any occupants present at the moment of the Census.
[The instructions refer to a graphic of box 1 of question 1 on the census form.]
Mark box 2 when it is a private house or an apartment or room(s) in a block of tenements without any occupant present at the moment of the Census. It can be without occupants because it is for sale, for rent, being repaired, etc, or because its occupants are absent seasonally (summer houses).
[The instructions refer to a graphic of box 2 of question 1 of the census form.]
Mark box 3 when you have to enumerate persons who live in a doorway, a vessel, a tent, or live in a temporarily arranged enclosure in a building under construction or in a public building. In other words, always mark box 3 when you have to enumerate persons who use, as their living space, a location or space not meant specifically to be lived in.
[The instructions refer to a graphic of box 3 of question 1 of the census form.]
[p.24]
If you mark box 1, proceed to obtain all of the information on the form.
If you mark box 2, the only thing to do is write down the date and sign the form.
If you mark box 3, skip questions 2-14 and proceed to obtain Population information (Chapter III of the Form).
Question 2 Predominant material in the exterior walls of the building:
Mark the corresponding box taking into account:
a) This question refers to the building. The building and the dwelling coincide when it concerns a private house. In the cases of room(s) in a block of tenements and in apartments, the building contains many dwellings.
b) The predominant material is what the greatest part of the walls of the building is made from.
[The instructions refer to a graphic of question 2 of the census form.]
In the case of shacks without walls, mark box 5 and make the corresponding observation.
[p.25]
Question 3 Floor material in the dwelling:
Mark the corresponding box taking into account:
a) This question refers to the material of the majority of the floor in the rooms of the dwelling. b) You shouldn't go by the floor material of the living room exclusively because in some dwellings this floor is made of different material then the rest of the rooms of the house.
[The instructions refer to a graphic of question 3 of the census form.]
Question 4 Toilet facilities:
Mark the corresponding box taking into account that:
a) Toilet facilities can be of private or communal use.
[p.26]
b) It is "private" when one family exclusively uses them.
c) It is communal when two or more families use them.
d) Toilet facilities can be connected to a system of sewers (drains) that serve the whole community or a part of it, or can be connected to a septic tank, generally built in the patio of the dwelling.
[The instructions refer to a graphic of question 4 of the census form.]
Question 5 Drinking water:
Mark box 1 when the water that the occupants of the dwelling drink comes from a public aqueduct, that is, an aqueduct that serves the community or a large part of it. To mark box 1, take into consideration the following:
a) There are dwellings that do not have interior installation of aqueduct pipes, but their inhabitants get the water from a water pump (faucet) installed outside of the dwelling. Consequently, you should always mark box 1 if the occupants of the dwelling drink water from the public aqueduct, it does not matter where they have to look for it.
[p. 27]
b) In cities and villages with a public aqueduct, there are dwellings, especially on the outskirts, whose occupants do not drink water from the public aqueduct. Because of this, in case of doubt you should ask the question.
Mark box 2 when the water that the occupants of the dwelling drink comes from a deep well, public well or private well fit with a pump to extract the water. To mark box 2, take into consideration the following:
a) The pump can be manual (artesian well) or motorized.
[Under the text are 3 pictures: a deep well, a public well and a private well to the right of box 2.]
b) The well can be public (for example, an artesian well installed in the public square) or can be private.
c) The water coming from the well can be distributed in the house through a system of pipes or simply collected and transported in containers.
Mark box 3 when the water that the occupants of the dwelling drink is neither obtained from a public aqueduct nor from a deep well with a pump. [p.28] Box 3 will be marked in the cases of uncovered springs (brocal) or when the water to drink is taken directly from a river, gulch, and natural pool, or when it is rain water.
[The instructions refer to a graphic of question 5 of the census form.]
Question 6 Type:
Mark box 1 if the dwelling to be enumerated is a private house or in other words, if it contains a single dwelling (chalet, shack, house of clay-covered plant fiber (quincha), etc.). At times, the private house has one or more rooms used for purposes distinct from living quarters. For example, the private house that a family occupies but at the same time has a room that is used as a sewing room, office, store, etc.
[To the right of the text is a picture of a private house with the words "Private house" and box 1 above it.]
[p.29]
Mark box 2 if it is an apartment that is to say if the dwelling occupies part of a building and has toilet facilities and a bathroom for private use.
[The instructions refer to a graphic of box 2 of question 6 of the census form.]
Mark box 3 if the dwelling constitutes a room or rooms in a block of tenements, in other words, that which occupies part of a building and has neither toilet facilities nor a private bathroom. The occupants of these dwellings share the use of toilet facilities and bathroom.
[Above the text are the words "Block of tenements", box 3, and a picture of tenement housing.]
Question 7 Number of rooms:
Write down in the corresponding space the number of rooms that the dwelling to be enumerated has. Each room or part of the dwelling whose goal is lodging is considered a room including:
living room, dining room, bedrooms, studies, sewing rooms, recreational rooms and rooms for domestic servants even when they are separated from the principal structure of the building.
[p.30]
The rooms should be separated by walls or panels or by any other type of division that practically divides the distinct rooms.
The kitchen, the bathroom, the halls, terraces, "porches" or doorways will not be counted as rooms. Nor will be counted as rooms those that form part of the dwelling but are used exclusively for commercial, industrial or service means (shop, study, storehouse for grain or other products, elevated storage rooms (jorones), stalls for animals etc.).
Question 8 Ownership:
Mark the box corresponding to how the family occupies the dwelling to be enumerated.
The following are considered "owned":
a) A dwelling occupied by the owner of the building and the land or only the building.
b) A dwelling paid for by using half of the mortgage loans of the Social Security Fund, the National Bank, The Savings Bank and other credit institutions even if they haven't been completely paid off.
If the dwelling is neither owned nor rented, for example "ceded", mark box 3 corresponding to "another form"
[The instructions refer to a graphic of question 8 of the census form.]
[p. 31]
Question 9 Monthly rent (only for rented dwellings):
If the dwelling is rented, write down in balboas, the monthly sum that is paid as rent in the corresponding space. Example: B/.7.50; B/.25.00, etc.
Question 10 Electricity:
Mark the corresponding box according to whether the dwelling has or doesn't have electric lighting. This service can be supplied by a public or private plant.
Keep in mind that although there are cities and villages with an electric plant, dwellings exist that do not have electric lighting.
[The instructions refer to a graphic of question 10 of the census form and a picture of an electric light bulb.]
Question 11 Radio
Mark box 1 if there is any type of radio in the dwelling either electric or battery, separate or combined with a record player, small or big, it doesn't matter if it is temporarily broken. If you don't see the apparatus, ask about it because it could be in a place in the house not visible to you.
[The instructions refer to a graphic of question 11 of the census form.]
[p. 32]
Question 12 Refrigerator
Mark box 1 when there is any type of refrigerator in the dwelling whether electric or kerosene. An ice box is not considered a refrigerator.
[The instructions refer to a graphic of question 12 of the census form.]
Question 13 Stove
Mark the corresponding box.
[The instructions refer to a graphic of question 13 of the census form.]
Question 14 Sale of articles and products made in the dwelling:
Ask if in the dwelling any cottage industry household product is made or produced to be sold and if so, write down the name of the product or products in the corresponding space. It is understood that a "cottage industry household product" is made by the occupants in their own dwelling. Examples: Cheese, honey, earthen jars, bread, sausages, hats, hammocks, brooms, leather bags, mats, crates, skirts, shirts, children's clothing, hackamores, artificial flowers, piñatas, candy, caramel, braids, guitars, etc.
[p.33]
Population Information
A. General characteristics:
(Applicable to persons of all ages)
(Questions 1-10)
Question 1 Name and surname:
Write the name and surname of all of the persons in the dwelling, beginning with the head of household and keeping in mind the rules of procedure that point out exactly which persons should be included or excluded from the enumeration of this dwelling (Page 17 of this manual).
If a newborn has not yet been given a name, write "newborn" in the space that corresponds to the name and surname.
Get the rest of the information (Questions 2-22) in columns, that is, get first all the information of the head of household, next the information of the second person and so on.
Question 2 Relationship to the head of family.
Mark the corresponding box in agreement with the relationship or relation with the Head.
[p.34]
[To the left is a picture of a family with a man seated and holding a child with other family members looking on. The instructions refer to a graphic of question 2 of the census form]
Question 3 Sex:
Mark the corresponding box according to whether the person is male or female. Do not use the name to deduce the sex of the person because there are names common to both sexes like Concepción, Rosario, Gertrudis, Rosa, Carmen, etc.
[The instructions refer to a graphic of question 3 of the census form.]
Question 4 Age in complete years
Write down the person's age in completed years, that is to say, the age at the last birthday. For children less than one year old, write down the birthday. Example: January 10, 1960.
[p. 35]
Some persons have the tendency to reduce or increase their age or round their age to numbers ending in 0 or 5. Example: They say they are 50 when they are actually 49, or that they are 55 when they are actually 56. If any doubt about answering the question is observed, try to obtain the exact age. If the person does not know the current age as happens to older persons who live in the country, estimate the age and write it down followed by the letter E. For example: 54-E, 60-E. In these cases the estimation can be more closely approximated if the likely date of birth is associated with a local, national or international event of great effect on the public. For example: The age of our Independence from Columbia (1903), when World War One began (1914), the year in which Doctor Porras became president for the first time (1912), the time of the earthquakes (1913); etc.
If it is not possible to estimate the age after having made an effort, write "unknown".
Question 5 Marital status:
Mark the corresponding box applying the following definitions:
In Union: A person who lives in marital union without being married, that is to say, is not legally married, by Law or by the Church. Single: A person who has never been married nor lives in marital [consensual] union, that is to say, has no spouse or companion.
[The instructions refer to a graphic of question 5 of the census form.]
[p. 36]
Married: A person who is legally married whether or not the spouse lives with the person. Widowed: A person who has not married again and is not consensually united. Divorced: A person who is legally separated and is not consensually united.
Question 6 Where were you born?
For persons born within the territory of the Republic, write the name of the district and the locality where the person to be enumerated was born. Example: San Félix, Macaracas, Cañazas. For this Census, La Comarca de San Blas is considered a district.
The alphabetic list of the districts that form the Republic has been included as an annex so that one can verify if the name that the person to be enumerated has given really corresponds to one of those districts.
If the person to be enumerated was born in the Panama Canal Zone, write "Canal Zone".
If the person to be enumerated was born outside of the Republic, write the name of the country of birth.
In the case of persons born in colonies or territories of foreign countries, write the names of those countries. Example: Jamaica, Curazao, The Virgin Islands, Martinique, etc.
[p. 37]
Question 7 Since when have you lived in this city, town or hamlet?
Mark this box (Always []X) if the enumerated person has lived in the city, town or hamlet where he/she is being enumerated all his/her life. Mark this box (In transit []Y) when the person does not reside in the place or is in transit through it. In this box also, mark students who only live in the place where they are being enumerated during the period of classes. In both cases, skip question 8.
If the person lived before in another city, town or hamlet, write down in the corresponding space (Since ____ year) the year in which the person moved to the city, town or hamlet where the person currently resides. Example: 1939. If the person does not remember the year well, try to find it out through some references: (the age of the person; marriage dates, when the first child was born, etc.).
Question 8 Where in the country did you live before settling here?
Write in the corresponding space the name of the pertaining city, town or hamlet and its district. If the person lived in the Panama Canal Zone, write "Canal Zone". If directly from a foreign country, write the country of origin.
[p. 38]
Draw a diagonal line if the person has "always" lived in or is "in transit" in the locality of the enumeration.
Question 9 Nationality:
For every person born outside of the Republic, write the nationality that the informant declares. Example: Italian, English, North American [i.e., a citizen of the USA], etc. Keep in mind that persons born abroad can have Panamanian nationality.
Question 10 Social Security:
For those who have paid or have had Social Security fees deducted, write down the last month and year in which the deduction was made. If the person never has made a Social Security payment, draw a diagonal line.
B. Educational characteristics:
```
(Only for persons 7 years old or more) (Questions 11, 12 and 13)
```
Question 11 What is the highest grade or year of schooling completed?
Write down the grade as a number in the line that corresponds to the level of schooling. For example, if the person says [p. 39] that fifth grade in primary school was passed, the annotation will be in the following form: Primary 1 ___5. If the third year of secondary school was passed, it will be written down: Secondary 2 ___3.
[The instructions refer to a graphic of question 11 of the census form.]
Do not use roman numerals. Keep in mind that the highest grade or year completely passed is being sought and consequently half years and grades that have not been finished or completely passed will not be written down.
If the person has received instruction abroad or in schools in the Panama Canal Zone, write down with the closest approximation the equivalent grade in the regular system of education of this country. For example: The 8th grade in schools in the Panama Canal Zone is equal to the 2nd year of secondary education in Panama.
If the person did not pass any grade or year, mark X in box 4.
Keep in mind that the grade or year refers only to that which was passed within the three levels of regular education (primary, secondary and university) that is given in public or private schools (See Annex 2 which refers to the schools of regular secondary education).
Therefore, special studies or vocations that do not require passing from a first cycle such as sewing schools, business schools, cooking schools, confectionary schools, secretary schools, telegraph schools and other such schools including correspondence schools will not be considered courses of regular education. If the person claims to have taken one of these classes of special studies, insist on obtaining the information that refers to the last grade or school year passed in schools of regular education.
[p.40]
Question 12 Are you currently attending school?
If the person is attending, write down as a number on the line corresponding to the class being attended, the grade or school year that the person is attending. So for example: if the person is attending the 4th grade of primary school, the annotation will be made in the following form: Primary 1 ____4.
[The instructions refer to a graphic of question 12 of the census form. Also to the left of the text is a picture of a classroom with students and a teacher.]
Keep in mind that the inquiry regarding school attendance refers to both public and private schools.
Question 13 Do you know how to read and write?
Mark "X" in the corresponding box. If the person only knows how to read, mark box 2. Also box 2 should be marked if the person only knows how to write numbers or his/her name.
[The instructions refer to a graphic of question 13 of the census form.]
[p.41]
C. Economic characteristics
(Only for persons 10 years or older)
(Questions 14-22)
Question 14 General classification:
Mark box 1:
a) If the person has an occupation or a job remunerated in money or in kind the day of the Census. b) If the person regularly works in a business or enterprise that belongs to a family member, even while not drawing a paycheck or salary (contributing family worker).
c) If the person has a steady remunerated occupation, does not work the day of the Census because of a transitory circumstance: due to a sickness or accident; because of a work conflict; from a temporary interruption of the job because of bad weather or a machine breakdown; by being on a https://international.ipums.org/international-action/source_documents/view/enum_instruct_pa1960_tag.xml[3/1/2011 12:58:18 PM]
vacation, justified absence or other absence of leave.
[The instructions refer to a graphic of box 1 of question 14 of the census form.]
Mark box 2:
a) If the person does not have an occupation or job on the day of the Census and is looking for work. b.) If the person is not looking for work because a job has been found that will begin on a previously appointed date.
[The instructions refer to a graphic of box 2 of question 14 of the census form.]
[p.42]
Mark box 3:
If the person is exclusively dedicated to the care of his/her own home and receives no retirement or pension and is not a renter.
[The instructions refer to a graphic of box 3 of question 14 of the census form.]
Mark box 4:
When the enumerated person is not classified in any of the 3 categories listed above. For example: student, minor, retired, pensioned, rentier, a person interned in institutions, etc.
Question 15 For one who is working: Did you worked all of the 1960?
Mark box 01 if the person has worked all of 1960. The information should refer to the occupation that the person had the day of the Census, if it was the same job all of 1960 or if there were different jobs, always worked in succession, that is to say, without having an extended period of unemployment.
Mark box 02 if the person only has worked part of the year either continuously or in occasional or seasonal jobs.
[The instructions refer to a graphic of question 15 of the census form.]
[p.43]
Question 16 For one who is looking for work:
Write down in the corresponding space the total number of months that the person was without a job and looking for employment, starting with the date in which unemployment began the last time. If the person never has worked and is looking for a first job, draw a diagonal line.
Question 17 Occupation:
For the person who is working, write the profession, craft, trade or kind of job on the day of the Census.
For the person who is not working, but worked before and is looking for employment, write the last occupation or class of job that was worked.
The occupation should be written down in a precise form using its specific designations, example: automobile mechanic, agronomist-engineer, secretary-stenographer, movie theater operator, fruit vender, doctor-surgeon, industrial chemist, travel agent, sales manager, financial administrator, car washer, patio cleaner, hardware seller, etc. Do not use, therefore, vague or generic terms like mechanic, engineer, worker, operator, vender, industrialist, agent, etc.
For the person who works in agriculture or with livestock, write the specific job that is done, like for example: harvester of coffee, milkier, agricultural laborer, vaccinator, blacksmith, foreman, agricultural producer [farmer] (who works [p. 44] exclusively, alone or with the help of others in agriculture or cattle farming), etc. In the majority of the cases of the professional activities, the occupation corresponds to the profession of the enumerated person. Nevertheless, persons with professional specialization work jobs of a different nature than their specialization, in which case the occupation that they have at the date of the Census will be written down. If a doctor does not execute his profession and instead works as a professor, "professor" should be written down.
For the employees of the National or Municipal Government who are responsible for legislative, executive, administrative or managerial functions, write the position for which they have been elected or named. Example: Deputy, Governor, Mayor, Minister of State, Head of Department, Head of Section, Treasurer, https://international.ipums.org/international-action/source_documents/view/enum_instruct_pa1960_tag.xml[3/1/2011 12:58:18 PM]
Port Inspector, General Comptroller, Education Inspector, Director of Primary School, Captain of the National Guard, etc.
For the other employees of the government get, when possible, the specific occupation. Example: Architect, Engineer, Agronomist, Pharmacist, Veterinarian, Zoologist, Doctor, Surgeon, Dentist, Nurse, Midwife, Professor, School Teacher, Lawyer, Municipal Judge, Circuit District Attorney, Municipal Representative, Clerk, Typist, Auditor, Accountant, Draftsman, Cashier, Archivist, Telegraphist, Chauffeur, Tractor Driver, Stoker/Fireman, Bricklayer, Carpenter, Painter, Electrician, Agricultural Laborer, Day Laborer, Wholesaler, Cook, National Guardsman, etc.
For Government employees, whose specific occupation is difficult to determine, write: Public Employee.
[p.45]
Question 18 For one who has never worked before and is looking for employment
Write the degree, diploma or certificate received. For example: Bachelor of Science, Master of Primary Education, Primary Certificate, Professor of Geography, Agricultural Expert, etc. If there is no degree, write "no degree".
Question 19 Where do you work (for those who are working)? Where did you work last (for those who are looking for employment)
Get the information about where the person who answered question 17 works or has worked. Apply the following rules to carry out the annotations:
If the person is working or has worked before:
a) in a business, establishment, company, agricultural farm or livestock ranch, or private office, write the complete name of this business, establishment, company, agricultural farm or cattle ranch, or private office, according to what it is.
Example:
The Arboleda farm, Atlas Gas Station National Mattress Factory, La suerte Department Store El Tamarindo Bar, Internacional Hotel Central Pharmacy, Balboa Brewery La Mariposa S.A. Grocery Store, Central Clinic Panama America Printers
[p.46]
b) in the Government, the Municipality, or in an Official Institution, write the specific name of the
Department or Institution. Example:
Santo Tomás Hospital, National Assembly
Post Office and Telecommunications, First Circuit Court
Municipal Treasury, General Accounting Inspector
Social Security Fund, National Bank
Transportation and Workshops, National Guard
c) in the agricultural farm or cattle ranch without name, write "agricultural farm" or "cattle ranch".
d) in a family house, with jobs like cook, servants, nannies, presser, etc. write "family house".
e) in his/her own house, as for example: seamstress, washerwoman, those who prepare and sell food, tailors, etc. write "in his/her own house".
f) in the street on their own account, as for example: car washer, patio or garden cleaner, commission agent, traveling salesperson, drivers, etc. write "in the street".
g) in the sea as fishermen or women who work on their own, sailors, etc. write "in the sea".
h) in the Panama Canal Zone, write "Canal Zone".
In cases that are unforeseen in these instructions, write what the person says, in a way that is clear where the person works or has worked.
When the person works (for those who work) or had worked (for those who look for employment) simultaneously the same occupation in more than one business, establishment, company or office, write the name of the business, establishment, company of office in which the person receives the most income. For example: An accountant who keeps the books at the same time for a factory and a department store, if this person receives more income from the work at for the factory, the name of the factory should be written and not the name of the department store.
[p.47]
Question 20 What does this business, establishment or company do?
Write precisely the class of activity which the business, establishment, company, agricultural farm, cattle ranch, or private office whose name is written down in question 19 does. If we use as an example the cases in point "a" of the instructions, for each question the annotations about the class of activity would be in the following form:
a. Name of the Business, establishment/Class of activity that is done company etc.
The Arboleda Farm/Agriculture
The National Mattress Factory/Manufacture of mattresses
El Tamarindo Bar/Bar
Central Pharmacy/Sale of medicine
Panama America Printers/Printing of newspapers
Atlas Gas Station/Sale of gasoline
La Suerte Department Store/Sale of clothes and footwear
International Hotel/Accommodations
Balboa Brewery/Production of beer
La Mariposa Grocery Store/Groceries
Central Clinic/Medical consulting
[p.48]
Draw a diagonal line when a response to question 19 is:
b) The name of a Department of the Government or of the Municipality or of an Official Institution.
c) "Agricultural farm" or "Cattle Ranch".
d) "Family house."
e) "In his/her own house".
f) "In the street".
g) "In the sea".
h) "Canal Zone".
Question 21 Occupational Category (for those who work):
If the person has a job the day of the Census, mark the corresponding box applicable to the following definitions.
Owner: one who runs their own company or works a profession or office on their own account and always is in charge of one or more enumerated employees. Employee: one who works for a public or private owner and receives remuneration for the work in the form of a salary, wage, commission, tip, paid by the job or in kind.
[The instructions refer to a graphic of question 21 of the census form.]
[p. 49]
Own-account worker: one who runs their own company o private business or works a profession or office on their own account and is not in charge of any remunerated employees. This person can work alone or with an associate. Family worker: one who works an unremunerated job in a company or business run by a member of their own family.
Question 22 Wage or salary: If a wage is received, how much is earned? (Only for the employee)
Write in the corresponding space the amount in Balboas, according to whether the salary is set by the hour, day, week or month.
[The instructions refer to a graphic of question 22 of the census form.]
For example: If the salary is set at 50 cents an hour, write down in the following way: Per hour 1 B/.0.50, even when the wage is received weekly. If the wage is set at 90 balboas monthly, write down the following: Monthly 4 B/.90.00 even when the wage is paid every two weeks. Such is the case, for example, for government employees whose wage is set in a monthly sum, but receive the wage every two weeks.
For employees who receive their wages based on commission, task, percentage, or in kind, that is, who do https://international.ipums.org/international-action/source_documents/view/enum_instruct_pa1960_tag.xml[3/1/2011 12:58:18 PM]
not receive a previously established wage or salary, draw a diagonal line. Keep in mind that the question refers to the gross wage, that is to say, without deductions of discounts, or Social Security fees, or Income Tax, etc.
[p.50]
Summary of the Form:
Match the information of all the persons enumerated in the form, classified as men or women.
Date and Signature:
Once the enumerator has finished filling out the Family Form, the date that the Form was filled out and the signature of the enumerator will be written down.
Instructions to Enumerate Non-Family Groups
Two types of forms will be used:
A. Group Form: has spaces on both sides to write down information for up to 60 persons and contains the following questions:
a) Name and Surname.
b) Sex.
c) Age in complete years.
d) Marital status.
e) Birth place.
f) Nationality.
g) Social Security.
h) Highest passed grade or school year.
i) School attendance (Does not apply to those detained in penal institutions, nor to the sick shutins in "Nicolás Solano Hospital" or the "Psychiatric Hospital).
j) Do you know how to read and write?
[p.51]
1. Which persons should be enumerated with the Group Form.
a) Students in boarding schools.
b) Detainees in penal institutions.
c) Shut-ins in institutions, orphanages, reformatories, and children's homes.
d) Sick persons shut-in in children's hospitals and the "Nicolás Solano Hospital" and the Psychiatric Hospital.
2. Who will fill out the Group Form?
The Group Form will be filled out by a civil servant at the service of the Department of Censuses; in special cases the annotation of the information will be the job of the person who has the responsibility of the direction of the establishment or who has been charged to do it.
B. Individual Form [for non-family groups]: It contains the same questions as the Family Form, except those that refer to the "Relationship with the Head of Household", which does not apply in this case. It will be used according to the following instructions:
[p. 52]
1. Which persons should be enumerated with the Individual Form
a) Lodgers in hotels and tenements. The persons "in transit" through the country or those who will only be in that place for less than 48 hours should only answer the following questions:
Name and Surname.
Sex.
Age.
b) Sick shut-ins in hospitals and clinics (except those interred in Nicolás Solano Hospital, the Children's Hospital, and the Psychiatric Hospital)
c) Directors, Administrators, Managers and Proprietors of an establishment or institution and the members of their families who always live in the said establishment or institution.
d) Persons in the service of an establishment or institution and the members of their family who always live in it. For example: Supervisors and Security guards in a hospital for shut-ins; doctors;
```
nurses; sick persons; waiters; cooks; cleaners; etc. e) Members of religious communities.
```
2. When the Individual Form should be used
When some of the persons mentioned in point 1 of these instructions slept in the establishment or institution the night of the 10th to the 11th of December.
[p. 53]
3. Procedure for using the Individual Form
a) A civil servant at the service of the Department of Censuses will give the individual forms required to carry out the enumeration to the person responsible for the management of the establishment or institution in a timely manner.
b) The person in charge of the management of the establishment or institution will decide who needs an individual form.
c) Each person under the conditions indicated in point 1 of these instructions must fill out the individual form personally. Therefore, the responsibility for the information belongs to the enumerator who, with perseverance for the truthfulness of the information, will sign the questionnaire when it has been finished. In the cases of serious illnesses and of children, the form will be filled out by the person in charge of the management of the establishment or institution or by a member of the family of the boarder.
d) Once the Individual Form has been filled out, the person should return it to the Administration of the establishment or institution. If desired, the form may be given in a sealed envelope.
e) The civil servant at the service of the Department of Censuses that gave out the forms will go to collect them in the course of the day of the census and carry out the verifications that are deemed necessary with each enumerator.
f) For those planning to travel away from the establishment, every person who has been enumerated will receive [p. 54] an emblem that will permit them to travel freely. It will be given by the person who receives the form completely filled out.
The instructions for filling out both the Group Form and the Individual Form are the same that are used to fill out the Family Form, when the same instructions are applicable.
Description of the Form for Indigenous Regions
The same Form with the questions for the Population Census and the Agricultural and Livestock Census will be used for the enumeration of the population that lives in indigenous regions. Regarding the Population Census questions, they are in the form of columns, that is to say, there are columns on the form meant for each one of the persons that is part of the family. This form is meant to enumerate a family on each form and consists of 14 columns.
The Indigenous Form has the following sections:
a) Locality Information
Where the name of the province, district, judicial precinct, locality and sector where the dwelling is located will be written down.
b) Part I Population:
It contains the following questions:
1. Name and Surname.
2. Relationship with the Head of Household.
3. Sex.
[p. 55]
4. Age in completed years.
5. In what locality of the country were you born in?
6. Do you speak Spanish?
7. How many children have you had that were born alive?
8. How many children died before they began to walk?
9. Do you know how to read or write?
10. Occupation or economic condition
11. Are you vaccinated against smallpox?
c) Part II. Agriculture and Livestock
It contains the following questions:
1. Seasonal Crops:
What did you plant in 1960? (Rice, corn, and liana bean).
What did you harvest? (Rice, corn and liana bean).
2. Permanent Crops:
What trees or plants that produce something do you have? (Plantain trees, banana trees, coffee trees, cocoa plants, coconut trees, avocado plants, orange trees.) 3. Animals How many do you have today? (cows-bovine cattle-horses, pigs, hens, roosters, chickens)
[p. 56]
4. Domestic Industry:
What did you make in 1960? (Hats, hammocks, change purses or regular purses, crates or carrying baskets [motetes], reverse appliqués [molas] and dry coconut kernel [libras de copra]) What did you sell in 1960? (Hats, hammocks, change purses or regular purses, crates or carrying baskets [motetes], reverse appliqués [molas] and dry coconut kernel [libras de copra])
d) Observations
To give some explanation with the purpose of giving more clarity to the information contained in any of the questions.
[p.57]
Annex Number 1
Definitions
Some of the definitions to be used for carrying out the census.
1. Zone of Supervision: Set of segments assigned to the Supervisor for reasons of control.
2. Segment: Set of dwellings located in a previously marked space that are separate from each other and easily recognized that can be enumerated by one person in one day, or in a relatively short time. The segment is the smallest census unit that the territory of the Republic is divided into and is assigned to an enumerator.
3. Block: Portion of a plot of land with or without dwellings, totally or mostly restricted by streets.
4. Building: All construction of whatever size, structurally independent, used totally or mostly for lodging, offices, businesses, industries, workshops, schools, etc.
5. Dwelling: All places or buildings structurally separate and independent, that have been built made or converted for permanent or temporary housing of persons or also any class of lodging, fixed or mobile, occupied as a living space at the date of the census.
[p. 58]
The dwelling can be consists of:
a) a set of rooms or one room, apartment or house meant to house a group of persons or only one person.
b) a vessel, vehicle, tent, or any other type of lodging occupied as a living space on the date of the census.
The dwelling can form part of a building constructed only for residential use like an apartment building or it can form part of a building constructed for other uses, as for example: the dwelling of a teacher that lives in the school building, the dwelling of the guard that lives in the establishment that he guards, the dwelling of the superintendent who lives in the office, etc.
6. Private dwelling: Is one used or meant for use as a separate or independent living space or domicile, for a family or a group of persons with or without family ties but that live together as a family, https://international.ipums.org/international-action/source_documents/view/enum_instruct_pa1960_tag.xml[3/1/2011 12:58:18 PM]
or for a person who lives alone.
7. Collective dwelling: is one used or meant to be used as a special living space for a group of persons, generally without family ties and that live together for reasons of discipline, of health, of education, of religion, of work and of others such as reformatories, jails, penal colonies, hospitals, sanatoriums, nursing homes, boarding schools, convents, orphanages, hotels, tenements, hospices, and other places of similar lodging.
8. Owned dwelling: The dwelling occupied by the owner of the building and land or only the building. It is considered to be owned when the dwelling [p. 59] is built with mortgage loans from the Social Security Fund, the National Bank, the Bank of Savings or any other credit institution even if it has not been totally paid for.
9. Family: It is all of the occupants of a private dwelling. The household can consist of a person who lives alone or a group of persons that includes the Head of household, the relatives of this person, boarders, tenants, domestic servants, and any other occupant. When the number of boarders and/or tenants is 6 or more, it constitutes a "non-family group".
10. Non-family group: It is all the occupants of a collective dwelling. The non-family group consists of a group of persons, generally without family ties and who live together for reasons of discipline, of health, of education, etc. such as those who live in convents, penal establishments, asylums, institutions dedicated to the care and rehabilitation of the sick, hotels, tenements, etc.
11. Private house: One that contains one single dwelling. Example: a chalet, a shack, a house built from quincha, etc. At times, the private house has one of more rooms used for reasons other than housing (sewing room, office, store, etc.)
12. Apartment: A dwelling that occupies part of a building and has toilet facilities and use of a private bathroom.
13. Rooms in tenement buildings: Dwelling that occupies part of a building and that does not have toilet facilities or a private bathroom. That is to say, the family that lives in this dwelling shares the use of toilet facilities and the bathroom.
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Interview with Lisa Gada Norton
Interviewed by Polly Sonifer November 7, 1997
PS: This is Polly Sonifer interviewing Lisa Gada on November 7, 1997. How are you doing? LG: Good. PS: Good. Thanks for this. LG: No problem. PS: First of all, tell me about yourself, your name, where you were born, the date of your birth, general information about how your family was when you were born. LG: My full name is Lisa Ram Gada. I was born in St. Paul. My parents lived in an apartment when I was born, 2-24-69. My mom had just come here. She'd only been here two years when she had me, so she was new to the United States. My dad had been here probably four or five years more, with school. PS: What do you know about how your parents met, how they came to get married? LG: As most Indians, they were arranged. Very typical in India, really the only way, especially back then. My dad was here for school, and when he felt it was the right time, and a lot of that, obviously, had to do with how much school he had left or financial and that kind of thing because he was still sending money back to his family. He went back to India and went through the arrangement process, eventually picked my mom, and they got married. PS: When you think about your parents having an arranged marriage, what does that bring to your mind? LG: Well, it's funny because it's so much a part of my parents' history that I don't look at as "Oh, my God." But I know that, with the way I was raised and that kind of thing, that is not something that would have to happen to me. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: It wouldn't have to happen?
LG: No. Unless I wanted it to, unless I told my parents, "You can find some suitors for me, and then I will take the ball." But, from a very young age, I can always remember
them just always giving me the choice, because my mom, even back then--she was the youngest of five; her parents were older because she was the youngest--they gave her a choice. And for women, that wasn't something that they were given back then. My mom could say no or yes to whoever she wanted. She was not forced to marry whoever her father wanted. So, with that being the case for her, there was no way she'd ever force me to do anything like that. I was lucky.
PS: How do you see your parents marriage? They've been married how many years now? LG: Gosh, it's been thirty years now. 1967, so I'm twenty-eight. Thirty years, yes. It was just thirty years this year, as a matter of fact. I'm really lucky because I saw not the most typical relationship. I don't know other Indian couples, their marriage, you know, to detail. But the one thing from the surface you can see is there's a lot more equality in that relationship. My mother was never forced to have to be a housemother; it was her choice to stay home and raise us. It was very important to her to have our Indian culture, and so that's why she chose to stay home. She was educated. She had degrees. I mean, she could have done all that. They're very equal. I've grown up in a very equal, friendly--they're friends. They really enjoy each other. They're not the same by any means. They have their--you know, as any couple does, but they balanced each other very well, and I came from a very secure, balanced good relationship, and that was my role model. PS: So, from your perspective, you see that their arranged marriage worked for them. LG: Absolutely. PS: Can you tell me about what you know and understand about your parents' background in India? LG: Because that kind of stuff was so important to my mother, I grew up with stories of their pasts as if they were my own. Stories were definitely handed down to me. I know about my dad. He grew up in a small town. They were very poor. My grandfather was sick. My dad was the eldest of my grandmother. He had a first wife and they had a first son, but he was quite a bit older. So he was kind of already out of the household. So my father was the oldest of all his siblings, and very poor. My grandmother pretty much had to raise that family because my grandfather was sick. My dad and my uncle were sent to boarding school, and they noticed and realized that my father was very intelligent, very smart, so the family made the sacrifice to send him to continue with school, and everyone else went back to the family and helped support the family. So my dad's been on his own most of his life. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
So then he went, obviously, to boarding school, high school. In their small town, I think
it only went up to sixth grade, so at sixth grade, my dad and his brother were sent to boarding school. My uncle finished, I believe, high school, and then he went back. My dad went further, went to college, went to engineering school in India and then came here for his master's.
My mom lived in Bombay proper. She was the youngest of four, so she was the fifth, quite a bit younger, didn't expect her. But she was the princess. She was always very special to my grandparents because they were a lot more relaxed by the time she came. When the other kids were little, my grandfather's brother died, and he promised him that he'd take care of his family. So they had a total of ten kids in his house. So before my mom, and then when she was really little, it was a houseful. My grandmother was always working. Had my mother been born at that time, she probably wouldn't have had as much attention, the kind like she did have by the time she was born. So, by the time she was born, everyone was kind of older and that kind of thing, and so she was really was very close to her parents and was basically alone with them in the house for most of her life. So she had a very different lifestyle than my father, a lot more money. There were lean times, but she was a lot more comfortable and that kind of thing than my father. She went to school, college, and then a couple years later got married to my father and came here. PS: What did your mother major in or study in college? LG: I believe it was sociology. I believe she started law school, but then she got married and came here and decided not to pursue that. PS: That was fairly unusual in her generation for a woman to go to law school. LG: Oh, absolutely. I love this part about my history. My grandparents were married-gosh, at twelve, whatever, second-grade level of high school, my grandparents. But they were the most--they are. My grandmother's passed away. My grandfather's still alive. They're the most forward people. They gave my mother freedom, not the extent we have in this country, but freedom for India, for a woman, is a really big deal, and she was given every freedom. She was taught, if you want to go to school, you get to go to school. Her other siblings didn't get that, different times. You know, different. They all got married young. So my mom really was special, and she really got a different life than her siblings. So, yes, she got to go to school, and educated, absolutely. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: It's neat that you know all that.
LG: Yes, it was really important to my mom. I grew up with these stories. I could, in my sleep, just regurgitate it all for you.
PS: When you were growing up, did you like hearing them?
LG: Oh, I loved it. It really meant a lot to me, because I was always sad in that I didn't have my big "Brady Bunch" family here. I really loved going to India for that fact that all my relatives are there, and there's only the four of us here. So, for me, it was like a story from far away. It was really our life, our history. PS: Tell me about what it was like for you when you were very, very young, before you went to school. What language did you speak at home? What was life like? You were the first-born. LG: I'm the oldest. I picked up languages very quickly. My parents always spoke actually Kutchi, which is a dialect. Kutchi is a dialect, so you speak it, but there's no script for it. And so therefore we write Gujarati. And we're part of the state of Gujarat. Technically we are Gujarati, but we're from a part of Gujarat in the north that's called Kutch, and therefore that's where the dialect came from. So growing up, when I was very little, my mom spoke Kutchi, and I picked it up at about a year and a half. She took me to India when I was a year and a half, and I was fluent. PS: You were also speaking English at a year and a half? LG: Yes. So I kind of picked it up really quickly. I mean, probably not full sentences at the age of two, but I've been speaking since I can remember. The stories my mother tells me is at year and a half, two-years old, that trip really helped it even more. So I've been bilingual most all my life, basically. PS: Did you learn how to write? LG: Yes. My mom was part of a bunch of people who started a school here called SILC, School of Indian Languages and Culture. I was one of the first kids there, and so I'd been learning. I already knew how to speak, so I learned to read and write, I think as young as like ten. So I'm still probably in a fifth-, sixth-grade level in writing, but I can still at least write letters to my relatives, and I can read if I need to. So, yes, that's something both my brother and I were part of growing up. PS: When you said that Gujarati is a different language from Kutchi, if you hear someone speaking Gujarati, can you understand them? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: I understand Gujarati as well, and I was going to tell you part of the thing is I mix Gujarati and Kutchi together. A lot of our Gujarati friends, they'll hear my mom and dad speak, and they can kind of make out what they're saying because they're related. But it's still a dialect. You know how you have dialects and it changes. So, actually, I know
Kutchi, Gujarati, and English.
PS: There are some New Yorkers that I can't understand. [Laughter]
LG: 621, Mounds View. I think it's called Mounds View District. I can't even remember anymore. I think it is Mounds View, 621.
LG: Exactly. Or Jersey. Exactly, exactly. PS: You have a sibling, right? LG: Yes, a younger brother. PS: And how much younger is he? LG: He's five and a half years younger than me. PS: And his name is? LG: Ketan. He was born in '74, so five and a half years younger. So I was really an only child for a long, long time. It was a little unusual. He is graduating this December from St. Thomas. PS: Pretty exciting. LG: Yes. PS: You said your mother took you to India when you were a year and a half old. Did you make other trips to India? LG: Yes. When I was younger, before I got to high school, we went about every two years, every year and a half. We made very frequent trips. As I said, it was very important to my mother that we know what India was, we knew our relatives, we could communicate with them, we felt a part of our heritage. Those were important to her, so when I was younger, we'd go for three months at a time, every two years. My mom would just talk to the school and take all my books, and my uncle would teach me while we were in India. I'd still get the schooling, but they always thought the experience was more educational. So I was always able to leave when we were younger. PS: What school did you attend? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: That's separate from St. Paul?
LG: Yes, New Brighton.
PS: Tell me about what life was like when you were really a little kid, in your household. What kind of food did you eat?
PS: What values did you see your family stressing throughout your childhood? What, either verbally or nonverbally, did they communicate to you as important?
LG: Indian food. Mom always made Indian food. It's funny, because I don't remember much up to five and a half. I see pictures, and I can kind of piece it together, but I really remember everything starting when my little brother was born. Before that, the feeling was always I was a happy child. I was very mischievous. I always hear the stories about that, very playful, outgoing. I'd walk up to people and just talk away. Yes, I was a happy child, active. And then all of a sudden, I think I feel like I grew up at five and a half, because I had this little doll that I could play with. I was old enough to, you know, a child that I understood that this was a baby, and I was excited about it. He was like my little baby. My mom and I and Ketan, my brother, always say, I was like his second mother. And I was. I mean, those first years, I was so protective, and it was like I felt like his mom. So I really remember actual things happening at five and a half. Before that, I have feelings, I knew I was happy and that kind of stuff, very fun, and I had all the attention. They adored me. I was one of the only kids in our community. I was one of the older ones, and everyone else was a bachelor, so I got a ton of attention--all the Indian men that were here now all live here, a lot of them. They were all bachelors. So I was always just the entertainment everywhere, lots of attention, just lots of love and, you know, happy childhood. PS: Do you think you were spoiled? LG: I'm sure I was. I mean even now my fiancé will tell me, "You're spoiled." But I think what he means by spoiled is that life's been good. We had a great life. My dad and mom are able to provide us with everything we ever needed, or even more than what we needed. But they also taught us the value. My dad, coming from such poor beginnings, he's never gone away from his simpleness. Even though he's financially just fine, he's worked really hard to do so. You'd never know that he's a man who's monetarily successful. He's a very simple person, and, hence, that's how we grew up. So I was never, you know, given a car at sixteen, or I didn't have designer clothes and stuff. So, that way I don't feel I was spoiled. I was very well taken care of, and I never felt I didn't have things. But as far as quality of life, I was definitely spoiled. I had a great life and still do. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: I would say the most important was probably honesty and integrity. It's funny what you mentioned this. Our culture, the Indian culture, my mom really stressed a lot, and
through that, through the life of India and how India is influenced by its religion, that's really how I was taught. Morality was very strict. Honesty, integrity. You don't lie. Parts of Jainism were really incorporated into how we were brought up, very strict. Compared to the standards of where we lived in this country, my parents were very strict. But comparing to other Indian people as I got older, they were strict, but yet they allowed me to have the freedom to make mistakes and learn from them, as well as use my mind to make choices and figure out solutions.
So they were strict because it was different from this outside world where we lived in the Western world, but they still really empowered me to be an independent thinker. It's not very typical for women, daughters, or whatever in the Indian heritage. There's definite standards, or there was, that kind of thing. They never made me think that I wasn't equal to my brother. They never treated us differently. PS: So you see the Indian culture as making women somehow less than men? LG: I just think it was the socialization. I mean, you got married. You didn't necessarily have an education. You went and got married, and you did all the domestic things. They didn't put any parameters on me. If I was interested in baseball, they let me play, but if I also wanted to bake cookies, they'd let me do that. They didn't put any gender roles on us. I just think they're a little stronger. I think there are gender roles in every society. I think our culture, it's older, so, a little more predominant. But my dad just was never like that. He never imposed it on my mother. So I grew up with a lot of choice to be who I wanted to be and what came naturally to me. PS: When you went to school, how did that go for you? What was grade school like? LG: It was tough. PS: In what way? LG: Back then, segregation was still happening, and the myths were just coming to an end, you know, early seventies. There were still a lot of racial things. Day to day, I didn't feel too much. As I got older, it was easier. When I was younger, I had problems with the neighborhood kids. They called attention to my race, and made me feel bad. It was probably the toughest time of my life, not understanding it and going home crying. Why are they making fun of me? Why am I different? I don't want to be different. Why are we a problem? You know, things like that, that I don't know how my parents even got through it. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
But, unfortunately, it was brought to my attention with my neighborhood kids, what they didn't know, what their parents didn't understand. "Different" wasn't embraced back then.
PS: So what kind of things did they taunt you with?
LG: "Blackie," or, "You're not like us."
PS: Those were the words they'd say? LG: "Blackie." You bet. Gosh, what else? "Oh, your color of your skin is the color of poop." You know, I mean, just really hurtful things just because I'm different. It was hard, because, for the longest time, we all played very nicely before we knew about that kind of stuff. And then all of a sudden, after years of playing with these kids and never having problems, all of a sudden we got to school age, which is like first, second grade or whatever, it got that way. I just couldn't understand it. I was a very outgoing child, very sensitive, very giving. It really, really tore me apart. I didn't understand it. PS: How did you make sense of it? LG: I didn't. Instead, I was a very insecure young child. Then I got glasses right away. So, all these things, my early years, unfortunately, I didn't feel like I completely fit in to school and stuff, you know, and that's why my parents really had us heavily involved in the Indian community. I was a star with the Indian community. I really dug into my heritage and really that's where I found my strength and kind of got over the insecurities, just being really good and being a part of the Indian community where I fit in. PS: Who were your friends? Did you have any friends? LG: I had friends. I definitely had friends. A couple of neighborhood girls that didn't fall into it, but it was a love/hate relationship. One day they'd be my friend; the next day they'd give me a hard time. They'd exclude me from things. So it was real up and down. I had like three or four friends I think, four, five--three or four friends growing up. So I still played and had fun. It's like I knew that I was unhappy and it was a tough time, but I don't feel unhappy completely. I don't look back at that time and remember it being just awful. I got through school. I had fun in school. I had no problem making friends. But it was those few people that--so I disassociated myself with them and made new friends at school and stayed away from the neighborhood, where I found people that didn't find that to be a problem. PS: Did friends come over to your house sometimes? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: Yes. They actually loved it. My mom would make puri, which is Indian bread. I mean, yes, they did. They appreciate--I had friends who actually liked my Indian things. I'd take them to Diwali, and they'd dress up in my clothes. Yes. So I did find what I needed, and I disassociated myself with the bad element. But it left an imprint.
PS: It's hard stuff for a little kid to understand.
LG: Absolutely. PS: Not to even make sense of it. I'm assuming then most of the other kids where you went to school were white. LG: Yes. PS: Were there any other kids of color? LG: Oh, gosh, I'm trying to think. There were probably, throughout the whole K through six, probably maybe a handful, not even. PS: And mostly who did you hang out with? LG: It was all Caucasian. PS: So you didn't find yourself seeking out the other children of color to make friends with? LG: Now looking back, I don't remember who was there. I don't remember there being any. PS: They just weren't there. LG: I was older. New Brighton has a lot of Indian people, but at the time I was in school, I was one of the older ones, and so there weren't none of them now, as I went into high school. My brother went through the system, and a lot more Indian kids were there, or other ethnic groups. But as far as our community, I don't remember any being there. I don't even remember other ethnic people. I'm sure there was, but I don't remember. PS: Were there any advantages to being Indian that you found while you were in school? LG: As far as when I was in school with those people? PS: Yes. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: No, it's something that kept me from being in a popular group. Part of that was my choice. I couldn't live that lifestyle. My parents were too strict. I couldn't do some of the things that the popular kids got to do, because my parents were a lot stricter. So I just didn't even rebel, even, because the little freedom I had, I didn't want to lose it. So I hung
with people in the not-so-popular group. As most kids in high school will say, you feel better about yourself if you know guys like you and things like that. I don't feel that, in our high school, the non-Caucasian people even thought to look to me. I was friends with many girls and boys, but I was never girlfriend or like material.
LG: I think they had said, like, you know, "You really need to concentrate on school. You can't go on dates." Yes, I guess they did. I knew it without a doubt in my mind that it's not something they understood, or wanted. So I did my share of sneaking around, meeting boys out, which we all laugh about now. But back then it was, I think, part of my process of feeling good about myself, too, to know that people did like me that way. But
So, a lot of insecurity. I think growing up as a girl, Indian girl, I was insecure. I was definitely insecure. It carried through to probably my sophomore year. PS: Of high school? LG: High school, you bet. PS: And what changed that? LG: Unfortunately, the first thing was the fact that I got contacts and my appearance changed. I was at that gawky age when my parents were still dressing me, and I had glasses, and that's really tough. Looks are everything when you're young in school, you're judged by that. So, I think, contacts. But then more and more, as soon as I got my license, and I found my niches in school and with people and my personality, I realized people like me. I have a great personality. So I focused on the good things, and I carved out a life for myself and that stuff didn't bother me. A part of it, I think that came through with how important I felt with my Indian community. My family was very, very involved. People thought very highly of me in our community, and I think that helped, too. I just realized, "I don't care what you think. This is who I am, and I kind of like it." So it started there. It just didn't happen overnight. I remember, you know, tenth grade, end of tenth grade, kind of going, "Hmm. I'm okay. Guys do think I'm cute." PS: So then after that, were you "dateable"? LG: I had people ask me out, and I snuck around to go on dates so my parents wouldn't know, but I never really had a boyfriend because it was just too difficult at home. I hadn't broken the barrier yet with my parents. PS: Had they strictly expressly forbid you to date? LG: Never. Never forbid it, but I just knew. PS: That it wasn't okay. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
you hear about people, "Oh, I had a boyfriend when I was in the tenth grade," or ninth grade or in sixth grade. Never did that. I couldn't do that. I couldn't have boys calling me. I couldn't go anywhere. Very supervised, up until I got my license.
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LG: But I had really strong parameters myself. I wasn't ready. I felt so naive because I was so, to a degree, sheltered, that I was just kind of sticking my hands out to kind of see, you know, what it's like in that little bit that I did in high school, which is probably a good thing because I think it would have been culture shock to go to college if I hadn't gotten a little bit.
PS: And then? LG: Then I had freedom. [Laughter] And that's where I really, truly started to develop myself. PS: How did it weigh on your mind that you were deceiving your parents? How did you work that out so that it was okay to sneak around? LG: I felt justified because they don't know. They have no idea how hard it was. They don't know what it means to fit in. They're parents. I'm not doing anything totally bad, you know. It's really easy to justify. I'm sad to say I got good at it, because there were just some things I felt they just didn't get because they didn't grow up here, and they wouldn't know anyway. PS: So, in retrospect, do you think that those things were true? LG: That they didn't know? PS: Yes. LG: Yes. They were pretty shocked when I told them. They didn't grow up here. They didn't know the extent of what kids really do. To them, it was just what they heard as statistics, but they couldn't believe it was really that bad. PS: Or that it would be their daughter doing it. LG: Yes. But it was really harmless. I think about other kids and really what they did. I was responsible enough that I didn't get into drinking at all in high school. Dating, I'd go out here and there, but never a serious person. I never had to worry about sexuality at all. You know, maybe a kiss here and there, but that's part of growing up, I think, is learning how to kiss. [Laughter] PS: Definitely. [Laughter] India Association of Minnesota Oral History Project (Phase 2)
PS: You said that you were involved in SILC. What kind of friendships did you have with the other kids at SILC?
LG: We'd do things, you bet, because by then that next year Bina was the first one to get a license, and so then we got together more often and the friendship truly started.
LG: The community's pretty strong. There was always a group of us that we'd grown up with each other from day one, and I'm still friends with them. Two of them are actually my best friends. PS: Who are these people? LG: Reena Patel and Bina Vachhani. We didn't really hook up with each other truly or we really formed a friendship till ninth grade. But Reena Patel and her family and my family, we've been friends since fourth, fifth grade, you know, third, fourth, our families. We didn't bond really 'til ninth grade, the three of us. And so up until those two, I didn't really have a best friend that was Indian either. We always saw these kids every weekend, and we always played together when our parents got together, but I didn't form deep friendships that, outside of our parents, we'd get together and do anything. I'm not sure why. We'd meet every Friday, Saturday night anyway. There was just always so many kids that I guess we didn't--school friends were enough during the week, and on the weekends I saw them anyway. PS: And then in ninth grade was when you started really feeling connected to these other two girls? LG: Yes. We'd always done Thanksgiving at Bina's parents' house. It was kind of our tradition for Thanksgiving, there'd be like five or six families. They were the same families every year, and we've carried that through until now. All of a sudden, we'd been doing this a year or so already, two years already, and we just were there because we had to be there. We liked each other and stuff, but we didn't bond or anything. It was weird. I remember being in the bedroom, and we were just sitting there, and we just totally started talking about the problems we were having at school. We realized we were all having the same one, the whole racial thing, and it just connected us. Someone understands. Someone's going through the same thing. I'm not the only one. And that is what bonded us right there, and then from that moment on, we were best friends. PS: Then you start talking in the middle of the week and getting together? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: And now you're still friends with them?
LG: Yes. They're both in my wedding.
PS: Oh, great.
LG: Yes. PS: You said that your parents were Jain? LG: Yes. PS: Were they practicing? What was it like growing up in the religious values? LG: I didn't grow up with a lot of ritualistic parts of our religion. For whatever reasons, my parents came here from India and they didn't practice the ritualistic. So when I was growing up, I was taught more the philosophical end of Jainism, which is a lot of our morality. You were asking me what were you raised, what was important. Well, you can check it out as you look at the principles of Jainism, which is everything tied into one: morality, what's right and wrong, how to live your life, God, everything, you know. But I almost feel like it was so philosophical, that it was almost educational. There wasn't a church here. There wasn't a temple. So it's not like I could go and actually pray--you know, unfortunately in this country, we don't have structured religion here because it's the minority. It's a very, very small minority [unclear]. So, for me growing up, everything that most people get from their religion, I got from everything. I got from my heritage, from my culture, which was all tied together through the stories my mother told me. All that taught me my religion and my morality and my how to live my life type of thing. So I don't feel, when I was growing up, we were practicing. It was taught to me, and I was supposed to live by it, but it wasn't going to church, praying to the deity or whatever. PS: So there weren't meditation practices or anything? There was no sacred book that your parents read or shared with you? LG: No. I read Indian stories of the different--I learned about Jainism and Hinduism through the children's books that they gave me. I was an avid reader when I was little. I would read anything I could get my hands on. So I learned more and more about my culture and Hinduism and Jainism through the comic books telling about the epics and Bhagavad Gita and Mahabharata, and all those things. And that's where it even lent itself even more and more to where I came from. But it's also tied together. I don't feel I lacked religious background, because it was so evident in every story and everything I was taught. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: So you did have these little comic books available.
LG: Yes, and it taught me the story of why we believe what we believe.
PS: But they were the Hindu epics? LG: There were Hindu ones and there were also Jain ones. PS: How did your parents come by having those? Were they in English? LG: Yes. We'd go to India and get them. We went so often, and we could always get them. We could get all the stuff we needed. I always had enough Indian things around me that it was never far away. It was a part of my life. PS: When you would go back to India for these three-month spells of time every couple years, then did your parents practice the religious ritual part of it? LG: Then we'd go to temple. My dad's side is very religious. So we'd go to the temple. So I understood what it was, and I knew why we did it. There was actually temples there, and it was really cool. It was all marble, and I just loved it. I would sit there with my grandmother, and we'd pray and meditate. So I knew what it was. I understood when we came here, we didn't have that here to do that. I didn't question it. PS: So it was pretty special to be able to go over to the temples. LG: Yes, it made me feel even more and more like I fit in there, you know, that I truly fit in in India. PS: Was there always a question when you went back to India whether you fit? LG: Well people always knew just walking down the street that we weren't living there, just by the way we walked, or whatever. I didn't even have to open my mouth, and people knew I was from America, or from somewhere not in India. PS: And how would they know that? LG: I don't know. Whenever I went to India, I'd always dress in Indian clothes. I'd act Indian. I'd talk. I could talk. I don't know if it was the way we carried ourselves, or we're a lighter skin, or the style of my hair. But people still, to this day, they'll know that I'm not Indian. I mean, I'm not living in India. It is the weirdest thing. They just know. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: When you see Indian people here in the United States, can you pick out which ones were raised here and which ones are here fresh?
LG: Yes.
PS: And what is it for you that gives that away?
Minnesota Historical Society
Then as far as schooling, there was never a question that I wouldn't go to school. There was never a question I wouldn't get higher education. It wasn't even an option. Education is the highest thing in our household. In most Indian's households, education is number one.
LG: I think kids who've grown up here are very Westernized, especially in Minnesota, our Indian culture has very much embraced our Minnesotaness as well. We don't live in pockets of people. We don't just hang with each other. We're very integrated into our wider community. And so we're very Westernized. I'm an American, and if you were to talk to me on the phone or see me dressed, you would have no doubt that I'm American. Yes, the hair color and the skin color's different, but I don't have an accent or whatever. But even just by appearance alone, they don't look like they've grown up in the Western world. The fashion's a little bit different. The hairstyle's a little bit different. I just can tell. I can tell who's from here and who's not. PS: Even if they were wearing Western clothes? LG: Yes. The guys are really easy to tell. Sometimes the girls can be tougher. PS: And what is so easy about the men? LG: I think the women just tend to be a little bit more fashionable. Even if they've only been here a couple months, fashion is just something that they get into, and they're just a little more in tune with what's going on. And sometimes the men don't. PS: So they'll get the haircut sooner. LG: Exactly. They'll try to assimilate quicker. PS: What was it like when you were a teenager in high school? What kinds of things were you involved with? What was your thinking about schooling, friendships? LG: In high school, I played volleyball as a sport. It's the only sport I did. Then I was also involved with choir. There was a special pops group that was with that, that we had performances, and we'd travel around, and we had costumes and things like that. I did that, and that took up a lot of my time. A lot of my peer group in high school was through the choir, through the musical end of it. India Association of Minnesota Oral History Project (Phase 2)
PS: At least to the Indians that have emigrated here?
LG: Absolutely.
PS: Is it the same in India? LG: Probably not. Most people, like most of my family, they had businesses. So the minute the kids got out of high school, a lot of them went right into the business, didn't even go to college. PS: Of your relatives in India? LG: Yes. A lot of them would go to college, but they wouldn't use it. They'd just go right into the family business. So it's still very much family-oriented there. PS: Do you see some tradeoffs that they're making? LG: In India? PS: Yes. LG: I don't think so. I don't think they know. My family, they're not worldly, in India, so I don't think they know the extent of what other opportunities are out there. The family's the most important unit there, and they're very bound together, and you have the whole joint-family-system thing. They're very happy and they're living a good life. Not one of our relatives have said, "Oh, we want to come to America. Sponsor us." We've been trying to get them to come here. They have a great life in India, and they just don't want to come here. PS: That's on both sides, your mother and your father's sides? LG: My mom's side's older. All her siblings are older, and so their kids are already married and have kids. So, no, they've already left. They've already had their life there. My dad's side's got more kids my age and my brother's age, so they're the ones that probably could have come over, and they just have no desire to. They're doing very well there. They're successful. They have businesses in India. PS: What kind of businesses are they running? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: My uncle, my dad's brother, most of the family is in the garment district. They have shops where they sell clothing and fabric and saris and things like that, both sides.
PS: So they make them and sell them?
LG: My mom's side, they have factories where they actually make them, and they sell them to the retail end. My dad's side is a retail shop. They have a sari shop. They have a fabric shop, because tailoring is still very big in India. So you pick out your fabric, and then you go get it stitched. So they're both in the industry, but they're two ends of it. One's the factory; one's the retail end.
LG: Oh, I'm a tomboy through and through. My mom tried to get me in that kitchen so many times, and I refused, because I was fighting that. No one's going to expect me to do women's work if I don't want to do it, because I was brought up and taught that I can do whatever I want. If I don't want to play with dolls, I don't have to. So I was a handful. My poor parents.
PS: So they're into clothes. LG: Yes, I get a lot of great clothes, absolutely. PS: Tell me more about what it was like when you would go to India to visit. Who did you stay with? How did you pick up on the rules about how to act? What was it like? LG: Growing up, I think, no matter how Western our parents are or our mothers who raise us, we still underlying understand, at least I did, that along with going to India a lot, that there's a certain level of submissive of women. You can see it blatantly in India. The wives feed their husbands. If they want water, they go get it for them. Unfortunately, that's the way it is. When I went to India, I never questioned. I never made fun of their rituals or their traditions. I did it. I became an Indian. I became an Indian girl. If my father asked for water, I'd go get it. If my grandfather asked for water, I'd go get it. I didn't separate myself. PS: Even though here you wouldn't do that. LG: Not necessarily. Out of consideration, of course, if my dad asked for water, I'm going to. But I know he doesn't expect it. In India, there's a respect level for the men that you just know. You just know. I mean, to this day, as independent as I am right now, I would still go back and do that same lifestyle because I have respect for their traditions. It's not something I live by here. I would never expect my fiancé to--you know, I would never be with someone who expected me to be in the kitchen. That's something I have fought my whole life, is that domesticity. PS: You fought it? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: So when you would go to India and start acting like an Indian girl, how did that feel
inside for you?
LG: It didn't feel wrong. I respect and loved my culture too much. Just empathy. "This is the way they do things. I'm not here to judge how they do things. And I'm just here for a little bit. It'll make my grandparents very happy that I blend in so well." Then I'd go home and live my life. I blended in very well. It was my goal to be one with them, because I loved going there, and I loved being part of the family, and I craved it and I loved it. So, there's no point in being a sore thumb and being a brat about it. I loved the fact that there's ten people living in a two-bedroom place. I loved that we were all on top of each other. I loved having my family around. I loved it. It's what I didn't have here. PS: So when it was bedtime and there were ten of you there, it was just kids in one room, grownups in the other? LG: Actually, you just spread they're like sleeping bags. They're a little thicker. They're like little mattresses, futon mattresses, and you just spread them all out on the floor. It could be [arranged so that] it's my grandfather here one day. The next day my mom could be next to me, my dad. We just wherever you slept, you slept. It was such a feeling of family togetherness for me. I loved it. A lot of other kids would tell me, "You did that? You went to the bathroom in the Indian style of sundas [phonetic]?" I'm like, "Yes." PS: Tell me what that is. LG: In India, they didn't have toilets and plumbing in the olden days--I mean, when I was little. It's tiled all around, but it's like a peanut-shaped hole, and you had to squat to go to the bathroom. You had to squat to go. My grandmother lived in a building earlier on, an old building that my mother grew up in, it's called the chali [phonetic] system. Chali system means you all have apartments on the floor, but there's one main bathroom. And it got dirty with all those people. It'd be brown, and it smells a little bad. PS: So people would miss the little hole sometimes. LG: Yes. PS: And there wasn't any water to wash it away. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: Well, you'd have a bucket, and people kind of did it, but just from people walking around and not constant cleaning of it, it was just muddy water on the tiles so it looked like BM, and, as a little kid, I used to hate it. Up until I was very old, I'd take my mother with me because I was afraid I'd fall in. And as I'd squat, she'd stand there, I'd hang onto her. I'd sink my head into her sari so I couldn't smell anything. It was awful. And other
kids would never stay at that grandparents' house. Other friends I knew never would because they couldn't stand it. Well, I would never do that to my grandparents. This is their home, and I will live there. I was very much that way. I loved everything about it. That's who I was. That's where I came from, and that's all I had growing up, because I didn't quite fit in here. I felt bad here sometimes that that's where I came from. Yes, it wasn't the greatest. And, yes, I'd groan about it. For the longest time, when I was little, I would not go to the bathroom for days until we went to my uncle's house, you know, so it wasn't always the greatest, but I wouldn't complain about it. I wouldn't say, "I refuse to stay at my grandmother's house."
PS: So when you were holding onto your mother's arms and crying into her sari, you never let on to Grandma that that was how you were feeling when you went to the bathroom?
I lived like them because I wanted to be with them, you know. My brother and I were both very adjusting kids. We didn't make stinks about it. A lot of kids went. They'd make their parents stay in a hotel, you know. When you're with your family, why? And I give a lot of that credit to my mother. She didn't make it a foreign thing to us. She made it as normal as our life as we lived here. PS: What a trip. LG: Yes. I don't even feel like it's different. It's just another aspect of my life. It's not anything weird to me. It never has been, even as a kid. It's never been weird. It's just other type of my life that every now and then I have to live. But it's not weird. It's just a part of me. PS: Were there any other aspects of going there? How did your cousins receive you, or how did your aunts and uncles receive you? Were there any particular memories that stand out as particularly sweet time? LG: They were all sweet, never bad memories. No one ever made me feel bad. They just loved the fact that Ketan and I could go there and communicate, and we wanted to be like them and be with them and didn't compare it to the United States and complain about how gross it was there or how dirty or the poverty or anything. We went there, and we wanted to be there. If anything, they always bragged about us to other people they knew who had family from the U.S., and how they'd tell them horror stories about how that family came from America to there and just turned their lives upside down. And my relatives were always like, "Gosh, I can't imagine that. Ours comes, and life as usual. They blend right in." So it's a feeling of accomplishment for me that I wasn't like that, that I loved it, that it was just part of my life. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: They knew I didn't like it. They knew it was hard for us. First couple times we had
to do it, I was just so grossed out, and I would dry-heave a little bit, that we made another solution, you know. Mother and the mother instinct took care of it for us. We got to go to the bathroom in a pot in our area, and then she would take it over and dump it out. That's a mother for you. We'd do whatever, but I would never not stay there.
PS: And that was an okay compromise with Grandma? She was all right with that? LG: Oh, yes. Grandma was fine. Grandma didn't like it either. They all didn't like the challa system, but it just is what it is. I didn't have too many years. I think, growing up, we were only there maybe two, three times when we went she was there. But then by the time I was old enough, they had moved to the suburbs anyway, and so they weren't in that house anyway. PS: And this is on your father's side of the family? LG: My mom's side. The challa system, my grandmother, yes, my maternal grandmother. PS: Did you ever go to Indian movies? LG: Yes, when we were younger, in India, we always did. My parents never used to bring them home here. They weren't big Hindi movie people. When I was little, we used to go quite a bit. Hindi I didn't quite understand, so it was really hard. I was like, "Okay, what did they say?" Everyone hated taking me, you know. But as we got older, we just never did it. I haven't seen a Hindi movie in probably twenty years. And no loss. [Laughter] The same triangle over and over again. I don't need to spend three hours watching it. PS: The singing is what always gets to me in all the Hindi movies. LG: I know. It's pretty interesting. PS: You said that when you were little, kids would tease you, they would call you "Blackie." Were there any other cases or instances that you recall that you would now, in looking back, say, "That was discrimination. I was experiencing discrimination"? LG: I think it was very indirect. Other than that little time when I was little, never blatantly have I had it. I was very lucky. As I got older, the things I did and the people I was with, never blatant, ever. Indirectly every now and then, I've been like, "I wonder if that had anything to do with it." But I don't know. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: Can you describe a situation where you wonder whether you were being discriminated against?
LG: I think, in school, trying out for certain parts and stuff in plays and stuff. A couple of times, I was more qualified, I thought, and everyone thought so. And because usually the roles are white roles, at that time we weren't very visionary that other people can play parts, you know. So, indirectly here and there. Nothing that I, as an older person, I let get to me. It was so indirect. It floated into my head, and I'm like, hey, whatever. I was secure enough by then that I'm just like "Whatever. It wasn't meant to be."
PS: So then you went to college. LG: Yes. PS: Was that right after high school? LG: Yes. PS: What was that like? LG: That was Lisa in a candy store going, "Oh, my God, I have no parents around me. I can do whatever I want." I do want to mention, though, like my junior and senior year, I started telling my parents, "I'm going to a dance." Guys would come pick me up, and I broke them in a little bit because they trusted me. So they became a little more lenient, and I could do more things. I went to prom. I went to dances. I went to parties all the time. You know, weekends I got to do a lot more. It was great. I didn't feel as confined as I did in my early years. So, by the time I went to college, I had had more freedom. So it wasn't like I was going nuts and I just couldn't wait to dive in and go nuts. I think college is where I grew up and where Lisa became Lisa. Everything I am today was formed in 1987 when I went to college. PS: Where did you go? LG: I went to University of Wisconsin-Madison. I was unique. I was beautiful. I was getting a lot of attention because I wasn't like everyone else. People are educated. People enjoyed learning about new cultures. I was interesting. I have a very outgoing personality, too, and just the whole package. The security just became more confirmed and more stable, and I started forming who I was, and I had strong opinions, and that strength of character came in in college. It's really where I found myself. It was really enlightening, really. That's where I just reaffirmed my culture even more so. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: Were there any other Indian people?
LG: Oh, Madison was filled with ethnic people. It was fabulous.
PS: How did you form friendships there? Who were your friends there? How did you get connected?
LG: First, when you first go, it's usually your dorm people. Those were the people I partied with or went out with. Once you kind of got used to the scene and you were kind of accepted, and you got groups of people you hung out with and stuff. Then I started actually going and choosing my friends, you know. So I had a ton of people. Everyone knew me. I'd walk anywhere, and I was just a really outgoing person. For the first time in my life, I was well known. I was popular, in a sense, had a good time. I let my social wings kind of--you know, it was just a new beginning. I could be everything I was, and I didn't have to worry about the color of my skin or people judging me. It was accepted. It was okay. People who didn't, who still had problems with that, you'd never encounter. You'd never be friends with them. It was like a bigger world, not stuck by the parameters of high school. PS: What did you study? LG: Marketing and advertising. PS: How was that? LG: It was good. I did have a little too much fun. PS: What does that mean? LG: It means my grades slipped. Absolutely. I had my fun. And then I decided to transfer to Marquette my last two years. So I took five years. I went three years to Madison, two years to Marquette, because I wanted a smaller atmosphere, and I really wanted to hone down into it and finish the actual school of the school you're in, the business school where marketing is, get a better education, because I was still one of, you know, 500 in a classroom. I was realizing, yes, the social part of Madison was fabulous, but I'd had two years of it, three years of it by the time I left. I'm ready to really concentrate on school now. So I went to Marquette and finished up there and really became a bookworm, because I'd had my fun, you know. Probably wasn't the smartest thing to do, but at least I recovered from it. Too many people, a lot of people don't recover from having a great time in college, you know. I came to my senses. I didn't have to change my major. A lot of people were dropping their business or their whatever and going into sociology or psychology or something easy to get through at the undergrad level. I knew I didn't want to do that. I wanted to be in marketing. I knew that was where I needed to be. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: How did you come to know that as your career?
LG: Well, in the Indian community, I'm sure you've heard most people are either engineers, doctors, lawyers, something professional or in the sciences. I didn't have math or science aptitude at all. I wasn't a typical Indian child. That was part of my insecurity growing up. I knew wasn't smart in the Indian standard. That was something really tough, because my two best friends, Reena and Bina, were both going to go into engineering. That's part of why I chose Madison. Nothing against them, but I just needed to find myself away from these ingredients of what is an Indian person, and I had to find who I was. So I always knew it would be something more people-oriented, and I found I'm fairly creative. I can't draw, so I couldn't be an artist. But I loved commercials. And I just knew marketing and advertising was the right way to go.
PS: So there you were finally settled in the fourth year of college. LG: At Marquette. PS: Are there other things about college that made a big impression on you? Did you date a lot? LG: I had a serious boyfriend through most of my college. I met him when I was twenty, and we dated 'til I was twenty-five. He was at Madison with me, and then we both--part of it was when I chose Marquette and didn't come back here to St. Thomas or something because he was in Milwaukee. We both thought we'd marry each other and, you know, one of those relationships. And then I graduated, and I came back here because this is where we wanted to settle, and he still had a year left. That's just where it didn't work out. We just grew kind of apart and then moved on. So, before I met him, yes, I dated a lot. Nothing more than a date here and there, nothing serious. Then I met him, and that was my really serious boyfriend. PS: And you were with him for five years. LG: Yes. PS: Was he American, or was he white? LG: Yes. PS: How did that go over with your parents? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: As I said, my parents never said I had to have an arranged marriage. I was scared to tell them. We started dating, and I didn't tell them 'til six months later because I wanted to make sure, too. Back then we knew that we wanted to be with each other, so we knew I had to do it.
Once they got over the initial shock--and they're very open-minded people, they're very educated in their thinking and how they raised us--they accepted it. They did. From that point on, our families would get together. We'd come visit my family. He'd stay with us at our house. I mean, our families became families. That was hard with the breakup. It was really hard, because our families had known each other, too. His family was like mine, and mine was like his.
LG: For the first time in my life, I feel like--we both feel like adults. We're getting married. We're talking about kids. We're talking about our cultures. This is all stuff we've always worked out before we got to the serious moment in our relationship, but it's great. He fits me. He understands my culture and knows that's a huge part of me. A lot of my thinking process and a lot of how I come to conclusions and the liberal that I am is because of my background, because of my culture, part of my dad. It's who I am: the very giving, the very welfarish type of thing. I'm a liberal. I know I am. And he's a conservative. [Laughter] But I guess opposites attract. He said he's always dated liberal women, and I've gone for more conservative men as well. It's just one of those things. We're just a really good team.
So my parents' bottom-line criteria is they want me to be happy. Of course, they'd love it to be an Indian person. But obviously it still hasn't happened. PS: So you're getting married fairly soon now. Tell me about that. LG: December. PS: Tell me about how you met this fellow. LG: I came back from college, and I got involved with a sport and recreation group here in town, in Minneapolis, where you play co-ed sports, and then afterwards it's like a social thing, too. So you meet a lot of people that are post-college that live here, that you can still have a big friend group and meet people without having to do the bar scene, basically, is what it is, you know, to meet people. I was involved with that, and we had mutual friends and eventually we met, and we were friends for about a year, and then we started dating. PS: What's his name? LG: His name is Thomas Norton, and he grew up in Minnetonka. He's from here as well. We got engaged last December, and we're getting married this December. PS: And how is it with him? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
We're having an Indian ceremony only, his choice not to have a Christian ceremony. We're going to go to India soon, and he accepts my culture wholeheartedly. I couldn't be with someone that didn't accept, because it's like not accepting a part of me. That's always been the part that my parents feel good about, that they know I would never be with someone that wasn't right, that didn't accept that. It's not something I'm willing to compromise on. Indian culture is going to be just as strong for my kids as it was for me.
LG: Well, like in the Christian tradition, you have an altar, we're up on a stage, and there's a mandap. It's like four posts that are connected together. The four posts represent the earth, the four directions of the Earth. There's a fire in the middle that signifies the purity. I actually didn't know 100 percent of what the ceremony meant until I started writing the program, and it's very significant. It's very cool. It's not a religious ceremony that much, like a Christian ceremony is. It's all about being one and committing yourself to each other, which is very similar, but it's completely different than a Christian ceremony.
[Tape interruption] PS: You were saying that your culture is such a part of you. LG: Yes, it's not something I'd ever give up, and so when Thomas and I started getting serious--we were friends first, so that really helped, because you talk freely with each other and you let each other know, not pertaining to him, but, "Oh, I would never put up with that." You learn about each other and you respect each other, and you don't have any walls. So we got to know each other on no pretenses. It was honest, and it was because we were friends and we liked being with each other. He knew how important my culture was. I mean, he'd come to things with me. So when we started dating, actually, the hard part was over, I mean in the sense of having to tell him about, "This is what I expect," because we already knew from each other. So it was meant to be. We fought it a lot just because of not being sure, whatever, and crossing over that friendship line. We know without a doubt we're right for each other. PS: Congratulations. LG: Thank you. PS: Tell me about what's planned for the wedding. It's coming up real soon. LG: Coming very soon. It's going to be at the First Trust Center, an Indian ceremony, traditional. PS: Describe for me the qualities that are going to be part of the traditional Indian ceremony. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS:
Say more about that.
LG: You make rounds around the fire. Thomas and I will take seven steps around the fire together, and it signifies different stages for the future, and how you come in together, and you're one with the Earth, and your commitment to each other. There is a little religion. You do pray for blessings and things like that, and forgiveness for things you might have done that might not have been right, but other than as blatant as can be, I mean, the Christian ceremony is very based on the Bible. Ours is not. It's more secularbased than anything. There is elements of religious things in there. Eastern religions are more about the elements around you and being one with the universe versus the Christian tradition, and so it's very much about your place in the Earth and the two of you and how you are a part of that. I'm not sure I'm saying it's one hundred percent right, but it's pretty cool. PS: Will it be conducted in English? LG: Yes. PS: Would you say that this is a Hindu ceremony or Jain? LG: Hindu. PS: Hindu and Jain are close enough? LG: Yes. They all come from the same--they're all vines off of the same tradition, basically. Jainism is more strict and conservative than Hinduism. PS: Part of what I understand about Hindu ceremonies is that the women get their fingers painted with henna. LG: Yes, mehendi. PS: What's that called? LG: Mehendi. PS: Are you going to have that done? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: Yes.
PS:
Are there particular clothes that you'll wear?
LG: Yes. My mom and my dad went to India this last spring and got all my wedding clothes, all Thomas' wedding clothes, all the different ceremonial things we'll need. So we have everything straight from India. It's going to be very traditional, with a little flair to it. We're going to do a reading from the Bible there to incorporate. We're going to do the unity candle to incorporate some of the Christian things as well.
PS: How does Thomas's family feel about that? LG: I think they're a little sad. His grandmother and mother are pretty strong in Catholicism, but Thomas made the decision and they respect that. They have a very cool relationship. His mother is his friend now. She's no longer the mother role because he's an adult, and she accepted that he didn't want one. PS: You said earlier that you've been talking about children and things like that. When you think about how to raise your children together, how will you do the religious tradition part with them? LG: It seems to be the hot topic of the time right now. I by no means am kidding myself. It's not going to be easy. It's going to be very tough. But fundamentally, when Thomas and I talk about what religion means to us and how it affects our daily life, and how we use it and what it means to us, we're exactly the same. It is the structures of the religions that the humans have kind of put to it that divide us, because it's the structures that are saying this and that. But how each of us have used religion in our lives and what it means to us and all that, we're exactly the same. So at least our fundamental beliefs are the same. Now, obviously, he does believe in Jesus and the Bible and things like that, and I don't believe it in the same way he does. So there's going to be that problem. But I think, as I was raised with the philosophical end of religion, I think you can teach that, too, because if you get back to the original message of what religion tries to tell you, Jesus, Mohammed, Mahavira, Buddha, what all these people tried to say is kind of the same thing: love, respect, honesty, love thy neighbor, love yourself. Everyone's saying the same darn thing. And I'm hoping that that's what we can teach our children and still let them enjoy both traditions. I know it's going to be difficult. It's really difficult because the Western religions, the Christian religions have such a strong structure. Unfortunately, the Indian ones here don't have that. So it's really easy for the kids to fall into Christianity, not Jainism, but Thomas and I are committed that that won't happen. He's committed to me that it will not be one-sided, and I'm committed to him that it won't be one-sided. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
We're going to take the good and positive of both and bring them together, because I'm a product of East and West. As much as I wasn't raised in a Christian background, living in this country, you can't help but not understand and see that around you, and a lot of my
belief system has been taken, little bits from the Christian tradition, from here, you know. That's what I mean, it's a personal relationship that I have with God, and no religion can tell me that that's wrong, because it keeps me going. It's one that allowed me to have a faith, you know. So I'm really strong in my convictions of what's important, but someone might say that I'm not strong in my religion.
PS: So on Sunday morning, you don't go to Hindu mandir or Kadash [phonetic]. You just have no purpose in being there. LG: I don't. PS: But what's inside is what counts for you? LG: Yes. PS: So on Sunday mornings with Thomas, what do you do? LG: We've gone to church. I've gone to church with him a couple of times. I do go to the one there on occasion. It's not like I absolutely will not go, but I was never raised to do something every Sunday. Instead, my thinking is very much every day. PS: When you think about your personal future, which of the values that your parents had do you think you'll just continue to embrace wholeheartedly? LG: I think a lot of them. I think the thing that has been taught to me most through my culture and my parents and our heritage and just in general is the consideration of life and the respect. I think it's really easy to get caught up in yourself and forget about everything else, and just live your life every day realizing that, even in your thoughts, you shouldn't think bad thoughts. I know that sounds really righteous. We all have bad thoughts about people. But that's the hardest thing. That is the test. That is "hear no evil, see no evil, do no evil." That, really kind of quickly in a very, very generic way, sums up Jainism. I try to live my life every day, and that is to be true to myself and to everyone around me. Things like jealousy and anger and all that doesn't do anything, and those are the vices you need to get away from and to live your life, a pure life. It's good because it's healthy for you and the people around you. And with that comes honesty and integrity and morality, but it's also tied together. If I were to say just honesty is the most important thing, but honesty is tied to so many other things, and it's kind of a domino effect. It's a lifestyle. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
I want to teach my kids that my parents taught me, is to respect and love everything around you. And that's very, very much Jainism, I guess. But that's the thing they taught me, sensitivity to others and never get so caught up in your own life that you deserve
anything. No one deserves anything; you earn it.
PS: There's a lot of other strictures in Jainism about what you eat.
LG: Yes, vegetarianism is a very big one. PS: Do you practice vegetarian eating? LG: Not one hundred percent. PS: But some? And how do you do that? LG: It's really hard. It's something only now in the adult life that I struggle with, because growing up because of the way things were back then, vegetarian wasn't a big thing. There wasn't a lot to eat. My parents didn't want us to feel different. We were allowed to eat meat when we were younger, because school lunches were such a problem. Because I was going through all those difficult times and feeling so ostracized already, my parents didn't want to add to it by making me even more different by packing Indian food. So, unfortunately, I grew up at a very young age eating meat, and I didn't develop the true beliefs behind it at all. PS: The true beliefs behind what? LG: Why people are vegetarian, why Jains are vegetarian, and that is to respect all life forms. It's something that I struggle with. PS: Is Thomas a vegetarian? LG: No. PS: So when you cook and eat now, what kinds of foods do you have now? LG: We eat both. We have Indian food, we have American food. PS: Who cooks the Indian food? LG: I do. PS: You do? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: Little bit. I'm still working on it. I'm still not a master chef at all, by any means. But, slowly and surely, I'm starting to cook. On the whole, in general, I'm starting to cook. That's the difference. I fought that for a long time. So in the last year, you become more
domestic, get married, start thinking about that kind of stuff. He loves Indian food, too, and so we go to Indian restaurants all the time, and it's definitely going to be part of our household, both traditions. I guess when you marry someone of not your background, you have to accept it's 50-50 with everything. Not one is more important unless the other one doesn't care. So, unfortunately with me, I never grew up vegetarian.
Minnesota Historical Society
PS: Fortunately, did you say? Unfortunately? LG: I'm not sure if it's unfortunate or fortunate. Of course my parents would like me to be a vegetarian. PS: Have they communicated that directly? LG: Oh, absolutely. PS: And how do they say it? LG: "You should be a vegetarian." PS: Just real straightforward. LG: You bet. PS: And how do you respond? LG: "I've never been a vegetarian. I've never been strictly vegetarian. I'm sorry." PS: And then she leaves you alone? LG: Sure. PS: After a while. LG: It's there. It's there. This is a major belief system of Jainism, so it's a difficult situation. PS: And your parents practice it? LG: Yes, they do. India Association of Minnesota Oral History Project (Phase 2)
PS: Very strictly?
LG: Yes, they do.
PS: Tell me about what you're doing for work now. You graduated with a degree in marketing.
At the time I was in between--it was when Strategy Four had gone bankrupt, and I was out of a job. We were at each other's apartments all the time anyway, and I didn't have any money or anything. His solution was, "Why pay two rents when we're together all the time anyway, and one's just going to waste? I'll be able to help you out." We were over at each other's house all the time anyway. They didn't know that. I don't know, because with my boyfriend in college, I don't know if they just didn't think about it, or they didn't want to, they didn't understand or realize. But I just came out and told them, and they weren't happy about it, but my parents are wonderful because they have not probably agreed with a lot of my decisions, but, no matter what, they support me. They voice their opinion.
LG: Marketing. Advertising. PS: What was your first job? LG: My first job was with a creative agency, an advertising agency, as an assistant account executive. PS: Which agency is that? LG: It was called Ultra Creative. And after six months they lost an account, and I was laid off. Very rude awakening to my industry, unfortunately. Then I got a job as a marketing assistant with Life Touch Portrait Studios. So I went to the corporate world, loved that job. Then I got an opportunity to be in new business development, in new products, for a company called Cy DeCosse Inc, in marketing. Then I worked for another agency. PS: For which one? LG: Another agency called Strategy Four. And that one went bankrupt. [Laughter] Agencies are a tough business. As we all know, clients come in and out. These were small ones, and that's why it was a little worse. Then after that, I was at McCracken Brooks, which is where I was at until I moved to Salt Lake City with Thomas. PS: How is it you went to Salt Lake City? LG: He got a job offer from a customer of his to come out to Salt Lake. It was a very generous offer. It was a very big career move, and he wanted to take it. That was last year, and that's where we discussed our future. We realized we wanted to be together, and I had to make a decision, do I go. We got engaged, and I went. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
They may even stay mad at me for a period of time, but they will never cut me off. They will never walk away from me. They will love me unconditionally with no strings attached. And I knew I hurt them. It was the hardest thing I've ever had to do is to see my dad's face. But I also have to be true to myself.
That is, I would say, one of the biggest struggles I think first-generation kids of any ethnic group have, because being of a generation, of your parents being the first ones from a very strong culture base, which a lot of these people are when they come, we live this duality. We live this strong duality that's it's so hard. I don't think I'm a bad person because I lived with my boyfriend, but the way they make it sound, they make you feel that way. It is a struggle, but I've learned that I have to be true to myself because I get pulled in too many directions. I'm not making me or my boyfriend happy, and I'm not making my parents happy. So in the long run, what's the most important thing? My future. I explained that to them, and they agreed with me. They're just still like, "We just...ah!" I'm like, "I know. I'm sorry, but--" PS: Did it help when you became formally engaged? LG: Oh, yes. Oh, yes. You know, then everything's okay. [Laughter] PS: Was it really okay? LG: No, it probably wasn't, but it's just it's done, and it's been this way for such a long time. They don't even question it now. Everyone's comfortable here. They come here all the time. It's not a big deal anymore. It was just the first month or so it was tough. But then, see, we went to Salt Lake City right away, so it wasn't in their face. My parents are very--in their minds, there was no point in making the situation tense when there's nothing they can do about it. They're wonderful people that way. I know I've upset them. I know it wasn't what they would want. But I also love the fact that they realize that, too, and they know that I'm going to do what I'm going to do. And it's better to have a wonderful relationship with each other because I'm still the same person, and we still have our strong relationship. They're just happy everything worked out that I did get engaged. I think that's the biggest thing is, you know, living with all these people, and what if you break up again? They don't understand that "more than one boyfriend" type of thing. PS: So did you live with your other boyfriend, too? LG: No. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
PS: But you were intimate with him? Did they understand that?
LG: I don't think they understand that, no. I don't think sexuality is anything we'll ever
talk intimately about.
PS: So they just don't know that part.
So, quality of life is really important, and with that I really believe in giving my kids every opportunity, and with our situation, every opportunity means both sides of the coin. Indian culture, you have to be very interactive with it. That's how you're going to learn it. I'd like to be able to take my kids to India every three, four years. That's really important to me. I want them to be able to read and write and talk. I want them to go to India and not be totally so Americanized, so many generations removed already, that they're like,
LG: I think they follow this, what they don't know doesn't hurt them. PS: When you think about your future here, your personal future, what kinds of things do you see for yourself? What's your vision of your career path, your marriage, your home, your kids, and your whatever? What's your spirituality? What are your friendships like? What's your life like as you look five or ten years into the future? LG: Family is the most important, and, therefore, we want kids. Quality of life is very important. The lesson we learned the most in Salt Lake City is it's not how much money you have, it's not how many things you have; it's the quality of life, and quality of life has to do with your friends and family, really. We have learned that lesson. The main thing we've learned from this thing, the strongest thing in our lives. Therefore, our family life and our life outside of work is the most important thing. We work in order to have this. We're both very motivated people. We're very driven. I'm a very independent woman. I consider myself a Nineties woman, but--and this is where my culture comes into play--when I have my kids, if I can financially, I would stay home with them their first three years of life. And my career's not that important--I mean, my kids come first. Now, if that's going to happen or not, I don't know. We're both in agreement that that's what we'd love to do. Family comes first. Career-wise, my dad's an entrepreneur. I've always had it in me. In five years, I hope to own my own business. That's something I've always had. My dad and I have always talked about it. So that's something that we're both striving for. My relationships are really important to me, friendships. It's really what makes life. We're entering such a wonderful time in our life. It's like what we all strive for is to find that mate, to find that family, have some good nights with friends, you know, dinner and a nice bottle of wine. We just did that last night. It was fabulous. That's really important to me. Life. Living life to the fullest and not taking advantage of things, and not getting hung up on the stress and the money. It's going to happen. We know that, but make the best of it. India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
"Oh, yeah, this is where my relatives are from, but I don't know anybody." It's something that's really important that's been passed down from my mother to me that I want to pass down, because I can't control the generations after.
I know our line, my line, the Gada, Lisa Gada line is going to eventually fall into the melting pot, and they might just go, "Yeah, my ancestors a long time ago are from India." There's nothing I can do about that. But I can do my part and at least pass it on. PS: You're one link in the chain, and you're conscious of being a link. LG: Yes. Then I can only do my best and hope my kids find it just as important. PS: How will you teach them the language? LG: We have SILC still. PS: So would you speak to them in Gujarati? LG: I will do my best. I'm at such a sixth-grade level that I'm not 100 percent kosher either, and that's the grandparents' role My parents are going to play a very important role in the socialization of them understanding Indian. I'm hoping my mom will even do day-care with them, and that she will teach them. They need to be with them, and they need to hear it constantly. When they're babies is when it happens, because I picked it up, you know, at a year and a half. So my parents are going to play a very, very important role. PS: What was your purpose in moving back to the Twin Cities? LG: The job didn't turn out. They misrepresented the job. We never would have moved with the little bit that it became, versus what they told us. But, secondly, we just didn't like it either. So it worked out well that his old company hired him back and promoted him and that kind of stuff. So it worked out perfect for us. PS: And you're starting a new job. LG: I will be soon, yes. PS: And where is that? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: Probably McCracken Brooks. It hasn't been signed, sealed, and delivered yet, but we're still negotiating. It's my old company.
PS: So they were happy to have you back as well?
LG: Yes. Unfortunately, it's a numbers game with the end of the year coming around. They might have a freeze 'til January because of the bottom line. So we're still kind of negotiating. They have to get an approval from corporate. They just got bought out by a bigger company, so it's not just them making the decisions anymore. So kind of on hold a little bit.
Minnesota Historical Society
PS: Might be kind of a nice space while you're getting married. LG: It's really the best timing, because I can concentrate on the wedding and stuff, but financially it's a little bit of a strain right now with the new house and everything. So I'm looking at other options right now to do some temp things and things like that. I don't think I'll find a job 'til the beginning of the year. I think right now everyone's kind of showing them their books and trying to make as much of a profit as they can. Adding a salary isn't going to do that. PS: Would you ever consider living in India? LG: Once upon a time I would have for sure, when I was younger. But as I've gotten older, I've become the woman that I am, I don't think so. The opportunities just aren't there that I'm used to and what I want out of my life. It's just a different lifestyle. PS: Has Thomas been to India with you? LG: No. We're going to hopefully take him this next year. PS: Where are you going on your honeymoon? LG: Don't know yet. PS: India? LG: Well, that's originally what the plan was, but it doesn't look like it's going to work out that way. So we're going to book something else. PS: You can get bonus frequent flyer miles now. LG: I know. It's fabulous. India Association of Minnesota Oral History Project (Phase 2)
PS: I'd like to go. I don't think I'll make it either.
Here's some reflective questions, as if nothing I've asked you so far is reflective, right. But are there any aspects of being the first-born-U.S. generation which you find, both
sides, particularly difficult or particularly pleasant? You could address this in kind of a general way, but I just want you to reflect specifically on that question.
LG: I think it was difficult. I think it was difficult being the oldest first generation, as well as a girl. My parents were much stricter, I mean especially with a girl. They were just so strict. Then by the time my brother came along five and a half years later, and then once I was done and he went through high school, they were different parents. They were more laid back. As with any second child, I think parents are more relaxed. But the fact that he was a boy, too. They didn't treat us differently as far as what we could do and all that. But you worry more about a girl. And now that I'm hitting that point where I'm going to be a parent eventually, I understand that. You shouldn't hinder them from the opportunities because of the sex, but you do worry about your daughter more, you know. They're so much more laid back. I saw him going through high school. They had to know where I was every second, whereas I call up on a Friday night, "Where's Ketan?" "I don't know." Not that they didn't care, but they're just so much more relaxed. They realized being that way doesn't help them or their child. But that's with any second child. I know that. But I think being a girl first, too, and then my mom just being new to this country, it was very different. PS: Were there any things that were particularly pleasant or any gifts or benefits that you feel you got out of being the first generation? LG: I got the best of both worlds. As difficult as it was growing up, it's because our country was going through turmoil as well with the whole ethnic, segregation thing. But I'm unique. I know my heritage. So many people here don't know. They know generations ago they were English and Scottish and Scandinavian and this and that, but they don't know. They don't have any ties. I still have that. My life is, I feel, enriched because I have both. I just am so lucky. I feel very lucky. PS: Yes. So you've got a gift. LG: Yes. PS: Are there any other observations or thoughts, as we've been talking here, that have come for you that I haven't asked you about yet or any things you wanted to tell those future generations who might be reading this someday? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: I think the biggest thing is, and I see a difference now with the kids growing up, they're more sure of themselves. They're not having some of those gawky problems we had or discrimination issues now, because the world is getting more educated. So I think it's going to get better and better. Especially Indians have a different light than some other ethnic groups.
PS: In what way?
LG: Well, in Minnesota, most Indians are professionals. It's a socioeconomic. It's the education level. If anyone makes a snide or prejudiced remark, it's usually, "Oh, [unclear]," or, "Oh, yes, my doctor's Indian. There's a shock." You know. But even though they're still stereotypes, they're positive ones. We're not holding up people. I don't even want to get real judgmental like that or stereotypical, but, on the whole, in Minnesota, we're very lucky. I see it getting easier for other kids, and I'm really glad. The only thing I'd say is, being different is good. It makes you unique. You're unique in a mass of just sameness. And if you're having trouble with your identity and who you are, and you're starting to hate things, look to it because you'll find it. It gives you strength of character to have that and to accept it than fight it, because you're only denying yourself. That's the biggest hump I got over. I embraced it instead of fought it and ignored it and didn't want to do anything Indian. PS: And it made you-LG: It made me stronger. It made me who I am. PS: And you came to have pride. LG: Definite pride, and pride is so important, I think. PS: If somebody says, "Describe yourself. Who are you?" what's your reply? What's your response? LG: I would describe myself with descriptive words as a strong, assertive IndianAmerican woman. And I feel Indian-American. I don't feel just American. I don't feel just Indian. I'm really, really two halves sewn together, because a lot of my thinking and a lot of my ways of thinking and doing things is very much a root of my Indian heritage through my parents, but a lot of my other ways of growing up here and other thinking is very liberal and very American, you know, very Western. I'm Indo-American. I just feel very half and half. I'm strong, and I feel like I've taken positive from both sides and meshed them pretty well. PS: If you were going to give advice to some other young person like yourself who's maybe ten years younger about how to do that meshing, what would you encourage them to do so that they could get to the place where they feel that pride that you feel? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: I think the most important thing is to listen to your parents and their opinions, but they're opinions. Too many of us are pressured by our parents because we want to please them and we know they'd be really disappointed. But you really need to look inside you
and find out what is important to you. Is religion important, is culture? Where are your convictions of both worlds? Then let them form together, and that's who you are. You can't be your mom's opinion. You can't be your dad's opinion. You can't be what you think the society thinks. Can't be anything. It's got to be truly what you believe. So much of us just try too much to please everyone. I have always tried to please everyone, and part of that was losing myself. So, I really looked, and what was important to me? What are my convictions? What do I want out of my life? And that's where I formed me. I knew what to look for in a mate, in my life, in my future, in everything. Just be brutally honest with yourself. And it's okay if you feel a certain way about something. That's okay. But be honest with yourself.
PS: About whether you like or don't like it? LG: Yes. PS: You were referring earlier to when you would go there and you would start fetching water for the men when they asked for it and things like that. If you went back there now, you would still do that, even though that's not a value-LG: It's out of respect. It's not so much a value. I don't look at it as them not being treated with equality. I look at it as this is out of respect of my elders. And that's a really important trait that we've always been taught in Indian culture, respect for your elders. If my grandmother or my grandfather asked my brother to get water, he'd have to do it, too. It's out of respect of your elders. There is more men, too. The wives tend to serve their husbands. Okay. But, for me, it is accepting their culture and their way of life. This is their way of life. I have my way of life, and I'd hope when they come to my home, they'd respect my way of life. So I've never taken offense to it. It's my way of showing them I love them and respect them and accept them, even though I may not agree with them. I can do it. It doesn't take away anything from me to do something nice for someone. PS: Have any of your relatives from India visited you here? LG: Yes, both sets of grandparents did many years ago when I was really little, in the seventies. My dad's two brothers and their wives came when I was in high school. Most recently I have now a first cousin who's in Boston with his wife. But other than that, everyone's still out there. PS: They just don't come to visit? India Association of Minnesota Oral History Project (Phase 2) Minnesota Historical Society
LG: They haven't visited. It's really expensive, too.
PS: Is it more expensive for them to come here?
LG: Yes, because the conversion of rupees to dollars is more than dollars to rupees. And so for them, it's double expensive.
Minnesota Historical Society
PS: And you don't think any of them will ever emigrate? LG: I don't think anyone will emigrate. I know my cousins my age will probably come eventually and visit me in my house like my parents' siblings did in their house. PS: And do you keep in touch with them, you write to them, or call them? LG: I haven't been as good at writing, but I still talk. Whenever my parents talk to them on the phone, I'm usually home, and I'll usually try to make it home, and we'll talk. It's not a day-to-day keep in touch. It's too difficult that far away. PS: Anything else that you want to talk about that I haven't asked you about? LG: I don't think so. PS: Thank you so much for your time today. LG: Thank you. This has been fun. PS: Good. Great. India Association of Minnesota Oral History Project (Phase 2) | <urn:uuid:cbcdcc00-0e41-4cec-a8ee-14757ee2aec5> | CC-MAIN-2015-18 | http://collections.mnhs.org/cms/web5/media.php?pdf=1&irn=10040267 | 2015-04-22T01:45:44Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00160-ip-10-235-10-82.ec2.internal.warc.gz | 19,011,565 | 21,365 | eng_Latn | eng_Latn | 0.999582 | eng_Latn | 0.99971 | [
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Fatigue
Side Effects – Symptoms & Solutions
What is asthenia?
The most common complaint reported by cancer patients is a condition known as asthenia (as-THEE-nee-uh), which is a medical term for fatigue. However, this condition may feel different from the fatigue you experienced before developing cancer. Some patients may experience physical, mental, or emotional fatigue that is not relieved by rest for days, weeks, or months. The fatigue will go away gradually after treatment is complete.
What causes asthenia/fatigue?
Fatigue may result from cancer treatments or from the disease itself; however, the cause is not fully understood. Poor sleep, pain or pain medications, stress, poor diet, or a low blood count (anemia) may also lead to fatigue.
How can I cope with asthenia/fatigue?
- Plan to rest a little each day with breaks or short naps that will not disturb your sleep at night.
- Keep a daily diary and note your energy levels after your cancer treatments. This can help you with scheduling important activities.
- Allow others to help you with your daily errands, and save your energy for the important things.
- Discuss any sleep problems with your doctor or nurse.
- Limit your intake of caffeine and alcoholic drinks.
- Balance your diet and drink plenty of water, unless given other instructions by your doctor or nurse.
- Exercise lightly or take short walks, if your doctor approves.
- Consider doing activities you enjoy, but do them more easily or for less time.
- Activities that may help fatigue include meditation, prayer, yoga, guided imagery, and visualization.
The information contained herein is not comprehensive and is intended only as a guide.
Talk to your doctor or nurse about appropriate ways to deal with your fatigue, and inform them of any worsening in your energy level.
Other suggestions from your healthcare providers:
Fatigue
Side Effects – Symptoms & Solutions
Suggested Strategies for Energy Conservation
Activities of Daily Living
Meal Preparation
- Sit down to bathe and dry off.
- Use a shower/bath organizer to decrease leaning and reaching
- Install grab rails in the bathroom.
- Use extension handles on sponges and brushes.
- Use an elevated toilet seat.
- Organize time to avoid rushing.
- Lay out clothes and toiletries before dressing.
- Minimize leaning over to put on clothes and shoes.
- Modify the home environment to maximize efficient use of energy.
- Wear comfortable clothes and low-heeled shoes.
Housekeeping
- Schedule household tasks throughout the week.
- Do housework sitting down when possible.
- Delegate housework, shopping, laundry, and child care when possible.
Shopping
- Organize list by aisle.
- Use a grocery cart for support.
- Shop at less-busy times.
- Use convenience foods/easy-to-prepare foods.
- Use small appliances (they take less effort to use.)
- Arrange the preparation environment for easy access to frequently used items.
- Prepare meals sitting down.
- Soak dishes instead of scrubbing and let dishes air dry.
- Prepare double portions and freeze half.
Child Care
- Plan activities to allow for sitting down (e.g., drawing pictures, playing games, reading, computer games.)
- Teach children to climb up on the lap or into the highchair instead of being lifted.
Workplace
- Plan workload to take advantage of peak energy times.
- Arrange work environment for easy access to commonly used equipment and supplies.
Leisure
- Do activities with a companion
- Select activities that match energy level.
- Request assistance in getting to the car.
- Balance activity and rest (don't get overtired.)
Note: Based on information from Donovan, E. (1995, October 25). "Energy conservation." In Fatigue Initiative through Research and Education (FIRE) course. Educational program sponsored by Oncology Nursing Society and Ortho Biotech IN., Phoenix, AZ. | <urn:uuid:9b6da772-20f2-41bd-ab38-b0101c3a7af4> | CC-MAIN-2015-18 | https://www.whidbeygen.org/cancer-care/patient-instructions/fatigue/at_download/file | 2015-04-22T01:43:46Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00171-ip-10-235-10-82.ec2.internal.warc.gz | 379,501,220 | 805 | eng_Latn | eng_Latn | 0.995824 | eng_Latn | 0.997548 | [
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Conducting a Board of Review
```
Troop 34 New Hope – Solebury Jim Peshek – Assistant Scoutmaster
```
Where does the Board of Review Fit Into Scouting?
* 8 Methods of Scouting
* Four Steps to Advancement
– Ideals (Scout Oath, Law, Motto and Slogan)
– Patrol Method
– Outdoors
– Advancement
– Association with Adults
–
Personal Growth
– Leadership Development
– Uniform
– Scout learns
– Scout is tested
– Scout is reviewed
– Scout is recognized
* Scout is Reviewed
– Scoutmaster conference
– Board of Review
Purpose of the Board of Review
* Make sure the Scout has completed the requirements for the rank
* Review the quality of the experience the Scout is having in the Troop/Patrol
* Encourage the Scout to progress further
* Opportunity to review the Scout's attitudes, accomplishments and acceptance of Scouting ideals
* Board of Review is not a retest of skills or requirements
Mechanics of the Board of Review
* 3 to 6 members of the troop committee
* Advancement Chairman chairs the BOR
* Relatives/guardians may not participate
* Scoutmaster and Assistant Scoutmasters do not participate
* During or after a Troop meeting
* 15 to 30 minutes depending upon rank
* Eagle rank is a separate process
Prior to the Board of Review
* Scout has been signed off on rank requirements by Scoutmaster or Assistant Scoutmaster
* Scout has completed a Scoutmaster conference
* Scoutmaster or Advancement Chair will schedule the BOR or request parent participation at the Troop meeting
* Scout will have prepared for the BOR
What is expected of the Scout?
* Scout is wearing his Class A uniform
– Scout shirt
– Scout pants
– Neckerchief
* Scout handbook with all information filled out is brought to the BOR
* Scout is equipped to take notes
* Scout is prepared to answer questions
What is expected of the BOR members?
* Review Scout's accomplishments prior to meeting
* Be familiar with BOR procedures and questions prior to the BOR
* Positive attitude of encouragement and sincere interest in the Scout's success
Conducting the Board of Review
* Chairman introduces the Scout to the Board
* Chairman asks the Scout to come to attention and recite one or more of the Scout Oath, Law, Motto and Slogan
* Make every effort to put the Scout at ease
* Create a friendly, non-threatening mood - smile
* Ask open-ended questions about the Scout's recent Scouting adventures
* The BOR offers the Scout an opportunity to express his opinions, experiences, accomplishments, plans and goals
Conducting the Board of Review (continued)
* Every BOR should cover how the Scout sees himself living the Scout Oath and Law in his daily life
* Ask about his non-Scouting school and family activities and how Scouting has influenced those experiences
* Early ranks will focus more on factual issues
* Higher ranks will seek out more meaningful discussions of how Scouting is part of the Scout's life
* Higher ranks will focus on growing leadership roles of the Scout
Conducting the Board of Review (continued)
* Once all members have had an opportunity to question the Scout, the Scout is dismissed from the room
* Members consider whether the Scout is ready to advance – decision must be unanimous
* If ready to advance – the Scout is asked to return to the room where he is immediately congratulated on his accomplishment
* If not ready to advance – the Scout is informed of the specific deficiencies and what is necessary to achieve success. Written documentation is subsequently provided to the Scout and Scoutmaster
Tenderfoot Rank
This is the Scout's first experience with a Board of Review. The process may require some explanation on the part of the Board of Review Chairperson.
The first few questions in the Board of Review should be simple. The Board of Review should try to gain a sense of how the Scout is fitting in to the Troop, and the Scout's level of enjoyment of the Troop and Patrol activities.
Encourage advancement to 2nd Class. Point out that the Scout may have already completed many of the requirements for 2nd Class.
The approximate time for this Board of Review should be 15-20 minutes.
Sample Questions:
1. When did you join our Troop?
2. How many Troop meetings have you attended in the last two months?
3. What did you do at your last patrol meeting?
4. Tell us about your last Troop campout.
5. How would the first aid skills you must know for Tenderfoot help on a campout?
6. Where did you learn how to fold the American flag? Tell us about your first experience with this skill.
7. How would you avoid poison oak (poison ivy, sumac)?
8. Where did you go on your hike? How did you choose the location?
9. If you were on a hike and got lost, what would you do?
10. Why do we whip or fuse the ends of a rope?
11. What is the "Buddy System" that we use in Scouting? When do we use it?
12. Why do you think there are physical fitness requirements (push-ups, pull-ups, etc.), and a retest after 30 days, for the Tenderfoot rank?
13. What does it mean to a Tenderfoot Scout to "Be Prepared"?
14. Do you feel that you have done your best to complete the requirements for Tenderfoot? Why?
15. What "good turn" have you done today?
16. Please give us an example of how you obey the Scout Law at home (school, church)?
17. What do you like best about our Troop?
18. What does it mean for a Scout to be "Kind"?
19. Do you have any special plans for this summer? The Holidays?
20. When do you plan to have the requirements completed for 2nd Class?
2 nd Class Rank
This is the Scout's second Board of Review. The process should be familiar, unless it has been some time since the Board of Review for Tenderfoot.
Questions should focus on the use of the Scout skills learned for this rank, without retesting these skills. The Board of Review should try to perceive how the Scout's patrol is functioning, and how this Scout is functioning within his patrol.
Encourage work on the remaining requirements for 1st Class; many of the easier ones may have already been completed.
The approximate time for this Board of Review should be 15-20 minutes.
Sample Questions:
1. How many patrol meetings have you attended in the last 3 months?
2. What did your patrol do at its last meeting?
3. Tell us about a service project in which you participated.
4. Where did you go on your last Troop campout? Did you have a good time? Why?
5. Why is it important to be able to identify animals found in your community?
6. Tell us about the flag ceremony in which you participated.
7. What is in your personal first aid kit?
8. What have you learned about handling woods tools (axes, saws, etc.)?
9. How are a map of the area and a compass useful on a campout?
10. Have you ever done more than one "good turn" in a day? Ask for details.
11. Have you earned any merit badges? If "Yes": Which ones? Why did you choose them? Who was your counselor? If "No": Encourage getting started, and suggest one or two of the easier ones.
12. Did you attend summer camp with our Troop last summer? If "Yes": What was your best (worst) experience at summer camp? If "No": Why not?
13. Do you plan to attend summer camp with our Troop next summer? If "Yes": What are you looking forward to doing at summer camp? If "No": Why not?
14. What suggestions do you have for improving our Troop?
15. How do you help out at home, church, school?
16. What class in school is most challenging for you? Why?
17. One of the requirements for Tenderfoot is to participate in a program regarding drug, alcohol and tobacco abuse. Tell us about the program in which you participated.
18. How is it possible to live the Scout Oath and Law in your daily life?
19. What does it mean to say, "A Scout is Trustworthy"?
20. When do you expect to complete the requirements for 1st Class?
1 st Class Rank
By this point the Scout should be comfortable with the Board of Review process.
The Scout should be praised for his accomplishment in achieving 1st Class (particularly if he joined Boy Scouts less than a year ago). In achieving the rank of 1st Class, the Scout should feel an additional sense of responsibility to the troop and to his patrol.
The 1st Class rank will produce additional opportunities for the Scout (Order of the Arrow, leadership, etc.).
Merit badges will begin to play a role in future advancement to the Star and Life ranks. Encourage merit badge work if it has not already begun.
The approximate time for this Board of Review should be 20 minutes.
Sample Questions:
1. On average, how many Troop meetings do you attend each month?
2. What part of Troop meetings are most rewarding to you?
3. What is the Scout Slogan? What does it mean for a 1st Class Scout?
4. Tell us about your last campout with the Troop. Where did you go? How did you help with meal preparation? Did you have a good time? (If "No", why not?)
5. If you were in charge of planning and preparing a dinner for your next campout, what would you select?
6. As a 1st Class Scout, what do you think the Star, Life, and Eagle Scouts will expect from you on an outing?
7. Does your family do any camping? What have you learned in Scouts, that you have been able to share with your family to improve their camping experiences?
8. Why do you think that swimming is emphasized in Scouting?
9. Why is it important for you to know how to transport a person who has a broken leg?
10. Why is it important for you to be able to recognize local plant life?
11. What did you learn about using a compass while completing the orienteering requirement?
12. What does it mean to say, "A Scout is Courteous"?
13. Why are merit badges a part of Scouting?
14. How frequently do you attend religious services? Does your whole family attend?
15. What is your most favorite part of Scouting? Least favorite?
16. How does a Scout fulfill his "Duty to Country"?
17. How do you define "Scout Spirit"?
18. What is the Order of the Arrow? What is the primary function of OA?
19. Who was Lord Baden-Powell?
20. When do you think you might be ready for Star Scout?
Star Rank
With the Star rank, emphasis is placed upon service to others, merit badges, and leadership. Scout skills remain an important element for the Star Scout; however, the emphasis should be on teaching other Scouts these skills.
Explore how the Star scout can assist with leading his patrol and troop. Attempt to understand how the Scouting philosophy is becoming part of the Scout's life.
Often the Star rank is a place where Scouts "stall out". Encourage the Scout to remain active, and participate fully in his patrol and troop. If the Scout appears to be looking for additional opportunities, suggest leadership positions such as Den Chief or Troop Guide.
Sample Questions:
The approximate time for this Board of Review should be 20 minutes.
1. How many Troop outings have you attended in the last three months?
2. Tell us about the last service project in which you participated.
3. What does it mean for a Star Scout to "Be Prepared" on a daily basis?
4. How have the Scout skills that you have learned helped you in a non-Scouting activity?
5. How many merit badges have you earned? What was the most difficult (fun, challenging, expensive, etc.)?
6. Which is more important: Becoming a Star Scout, or learning the skills prescribed for a Star Scout?
7. Why do you think a Scoutmaster's Conference is required for advancement in rank?
8. What is the most important part of a Troop Court of Honor? Why?
9. What leadership positions have you held outside of your patrol? What challenges did they present? What are your personal leadership goals and objectives?
10. How would you get a Scout to do an unpleasant task?
11. What extracurricular activities do you participate in at school?
12. What responsibilities do you have at home?
13. What is our "Duty to God"?
14. What does it mean to say "A Scout is Loyal"?
15. How are the Scout Oath and Law part of your daily life?
16. What is the Outdoor Code? Why is it important?
17. If the Scout is a member of the Order of the Arrow: When did you complete your "Ordeal", "Brotherhood"? What does membership in the OA signify?
18. Have you received any special awards or accomplishments in school, athletics, or church?
19. Baden-Powell's first Scout outing was located on an island off the coast of Great Britain; what was the name of that island? [Answer: Brownsea Island]
20. When do you plan on achieving the Life rank?
Life Rank
The Life rank is the final rank before Eagle. The Life Scout should be fully participating in the Troop, with emphasis being placed on leadership in the unit, as well as teaching skills and leadership to the younger Scouts.
Merit Badge work should be a regular part of the Scout's career. Scouting values and concepts should be an integral part of the Scout's daily life.
At this point, the Scout is starting to "give back to Scouting" through leadership, training of other Scouts, recruiting, keeping Scouts active in the program, etc.
Explore suggestions for improving the program.
The approximate time for this Board of Review should be 20 - 30 minutes.
Sample Questions:
1. What is the most ambitious pioneering project with which you have assisted? Where?
2. What has been your worst camping experience in Scouting?
3. How many patrol meetings has your patrol held in the last three months? How many of them have you attended?
4. Have any of the merit badges you have earned lead to hobbies or possible careers?
5. What are your hobbies?
6. Of the merit badges you have earned, which one do you think will be of greatest value to you as an adult? Why?
7. Why do you think that the three "Citizenship" merit badges are required for the Eagle Rank?
8. What is your current (most recent) leadership position within the Troop? How long have you held that position? What particular challenges does it present? What is Leadership?
9. Do you have any brothers or sisters who are in Scouts (any level)? What can you do to encourage them to continue with Scouts, and to move forward along the Scouting Trail?
10. How do you choose between a school activity, a Scout activity, and a family activity?
11. Why do you think that Star and Life Scouts are required to contribute so much time to service projects? What service projects are most rewarding to you? Why?
12. Why do you think that a Board of Review is required for rank advancement?
13. How has Scouting prepared you for the future?
14. What does it mean to say, "A Scout is Reverent"?
15. What does "Scout Spirit" mean to a Life Scout?
16. Why do you think that Scouting for Food is referred to as a "National Good Turn".
17. The Scout Oath refers to "Duty to Self"; what duty do we have to ourselves?
Helpful Information
* Scout Oath
– On my honor I will do my best to do my duty to God and my country and obey the Scout Law; To help other people at all times; To keep myself physically strong; mentally awake and morally straight.
* Scout Law
– A Scout is trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean and reverent.
* Scout Motto – Be Prepared
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Call 911 EMERGENCY IN PROGRESS
NON-EMERGENCY
Fire (916) 774-5800 Police (916)-774-5000 Extension 1
Police Department
1051 Junction Blvd. Roseville C A 95678 (916) 774-5000 www.roseville.ca.us/ police
Fire Headquarters
401 Oak Street, Fire Station #1 Roseville, CA 95678 (916) 774-5800 www.roseville.ca.us/fire
Abandoned Vehicle Hotline (916) 746-1022
Alarms/Alarm Permits (916) 774-5093
Animal Control (916)774-5090
Community Events & Neighborhood Watch (916) 774-5050
Graffiti Abatement (916) 746-1021
Police news & crime alert emails: www.roseville.ca.us/ enotify
RCONA
(Roseville Coalition of Neighborhood Associations) www.RCONA.org
Public Safety News and Tips
Fire Exit Plan
Fire Safety Tips
Governor Brown declared the drought a State of Emergency on January 17, 2014. Grassy areas and vegetation are brown and dry. These dry conditions make the possibility of a fire occurring in rural and urban areas higher than normal. We all remember the fire at Maidu Regional Park last summer that quickly spread to neighboring homes. It is every homeowner's responsibility to prepare their family for a fire emergency.
Are You Prepared?
In the event of a fire, remember every second counts. In less than 30 seconds a small flame can become a major fire.
* Have an escape plan. Draw a map of each level of your home and show all doors and windows.
* Find two ways out of each room.
* Make sure all doors and windows that lead outside open and that everyone knows how to open them.
* If you have a multi-level house, purchase a collapsible escape ladder which has been tested by a recognized testing laboratory. Use the ladder only for an emergency. Teach children how to escape on their own in case you cannot help them.
* Make sure you have a plan for everyone including the elderly, disabled, or the very young.
* Practice your plan at night and during the day.
* Make sure your house number can be seen during the day and at night.
Immediately Leave the Home
When fire occurs, get out fast. You may only have seconds to escape safely. Make sure to review these safety tips annually with your family, more often with young children.
* Take the safest exit route.
* If you must escape through smoke crawl low under the smoke and keep your mouth covered. The smoke contains toxic gases, which can disorient you or, at worst, overcome you.
* Never open doors that are hot to the touch. When you come to a closed door, feel the doorknob and door to make sure that fire is not on the other side. If either is hot, leave the door closed and use your secondary escape route. If the door feels cool, open it slowly. Be ready to shut it quickly if heavy smoke or fire is present.
* If you can't get out, close the door and cover vents and cracks around doors to keep the smoke out. If a phone is available call 9-1-1. Explain where you are and signal for help at the window with a light colored cloth.
* Designate a meeting location a safe distance in front of your home so firefighters know that you are out.
* Once out, stay out. Remember to escape first and then call 9-1-1. Never go back into a burning building for any reason.
*
Teach children not to hide from fire fighters.
Fireplace Safety Tips
* Never discard hot ashes inside or near the home. Place them in a metal container outside and well away from the home.
* Never close your damper with hot ashes in the fireplace. A closed damper will help the fire to heat up again and will force toxic carbon monoxide in the home.
* If synthetic logs are used, follow the directions on the package. Never break a synthetic log apart to quicken the fire or use more than one log at a time. They often burn unevenly, releasing higher levels of carbon monoxide.
* Don't use excessive amounts of paper to build soaring fires in fireplaces. It is possible to ignite creosote in the c h i m n e y b y overbuilding the fire.
* Never burn charcoal indoors. Burning charcoal can give off lethal amounts of carbon monoxide.
Identity theft happens when someone steals your personal information and uses it without your permission, according to the Federal Trade Commission (FTC). It's a serious crime that can ruin your finances, credit history, and reputation. Once the criminals have your personal information, they can drain your bank account, run up charges on your credit cards, open new credit card and utility accounts, or get medical treatment on your health insurance. So how do you know if you are a victim of identity theft?
Clues that your personal information has been stolen:
Be Careful Online
* You see withdrawals from your bank account that you can't explain.
* You don't get your bill(s) and/or other mail.
* Merchants refuse your checks.
* Debt collectors call you about debts that aren't yours.
* You find unfamiliar accounts or charges on your credit report.
* Medical providers bill you for services you didn't use.
* The IRS notifies you that more than one tax return was filed in your name, or that you have income from an employer you don't work for.
* You get notice that your information was compromised by a data breach at a company where you do business or have an account.
Keep Your Personal Information Secure:
Protecting your personal information can help you reduce your risk of identity theft.
* Lock your financial documents and records in a safe place at home, and lock your purse in a safe place at work.
* Limit what cards you carry. Take only the identification, credit, and debit cards that you need..
* Destroy the labels on prescription bottles before you throw them out.
* Take outgoing mail to the post office collection box. Promptly remove mail that arrives in your mailbox. If you won't be home for several days, request a vacation hold on your mail or have a trusted neighbor collect your mail and any packages that may be delivered in your absence.
* When you order new checks, don't have them mailed to your home, unless you have a secure mailbox with a lock. You can pick them up at the bank.
* Review your credit reports for warning signs of fraudulent activities. You are entitled to one free credit report from each of the nation's three major credit bureaus* a year. Some experts suggest spreading out your requests through the year.
* Encrypt your data. Only enter passwords on secure web pages with "https" in the address bar and a padlock symbol at the bottom of the browser window.
* Keep passwords private. Use strong passwords with at least eight characters, with a mix of letters, numbers, and symbols. Use different passwords for all your accounts.
* Be mysterious on social networks. What you share is what tech-savvy thieves use for scams, phishing, and account theft. Don't over share.
* Use security software. I n s t a l l a n t i - v i r u s software, anti-spyware, and a firewall. Set your preferences to update these protections often.
* Avoid Phishing Emails. Don't open files, click on links, or download programs sent by strangers.
To request your free report, go to www.AnnualCreditReport.com.
Immediate Steps to Repair Identity Theft:
If you act quickly you can limit the damage from an identity thief. Here are three steps from the Federal Trade Commission (FTC) that you can take immediately.
1. Place a Fraud Alert with one of the three credit reporting companies*. They then must tell the other two companies. An initial fraud alert can make it harder for an identity thief to open more accounts in your name. The alert lasts 90 days, but you can renew it.
2. Order your credit reports. Identity theft victims are entitled to a free credit report from each of the three credit reporting companies*. When you order the report ask the company to show only the last four digits of your Social Security number on your report. If you find fraudulent charges, contact the related business. Then follow up in writing. Send all letters by certified mail and ask for a return receipt.
3. Create an identity theft report. To create one, file a complaint with the FTC (online at www.ftccomplaintassistant.gov or by phone at 1-877-438-4338). Then print your Identity Theft Affidavit. Use that to file a police report. Your FTC Identity Theft Affidavit and your police report make an Identity Theft Report.
*Equifax 1-800-525-6285 Experian 1-888-397-3742 TransUnion 1-800-680-7289
Opt Out
You can choose to "opt out" from mailings from credit card companies. Identity thieves won't be able to steal credit card applications mailed to you. You will have to disclose your Social Security number, because that's how the credit bureaus track you.
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Geospatial Environmental Project
ENGAGE EXPLORE INVESTIGATE
Collegiate High School At Northwest Florida State College 100 College Boulevard In Cooperation with Florida's Great Northwest
"This product was partially funded by a grant awarded under the Workforce Innovation in Regional Economic Development (WIRED) Initiative as implemented by the U.S. Department of Labor's Employment & Training Administration. The information contained in this product was created by a grantee organization and does not necessarily reflect the official position of the U.S. Department of Labor. All references to non-governmental companies or organizations, their services, products, or resources are offered for informational purposes and should not be construed as an endorsement by the Department of Labor. This product is copyrighted by the institution that created it and is intended for individual organizational, non-commercial use only."
Project C 2 Goals and Overview
Project Goals:
[x] To increase the number of high school students who will major in engineering, science and/or mathematics at the high school and college/university levels
[x] To provide a curriculum enhancement program in engineering, science and mathematics that is replicable at other high schools
[x] To develop a curriculum enhancement program in engineering, science and mathematics which supports the expansion of Florida's school choice options through the Northwest Florida State College model
[x] To demonstrate the commitment of Great Northwest Florida higher education to promoting and supporting college majors in engineering, mathematics and science.
[x] To involve local business and industry leaders in the development and support of local students interested in science, math or engineering careers.
Overview and Project Summary
The students who participated in the pilot phase of Project C2 during the three year program experienced a variety of learning experiences designed to support the objectives of the program. The following learning activities were incorporated in the curriculum in the pilot phase:
* Five feld trips related to the four felds of study—environmental science, medical science, engineering, and mathematics
* Interviews with experts-in-feld of research or career interest
* Seven "Science Friday" labs/interactive demonstrations or lectures by experts in targeted felds
* Development of a portfolio incorporating learning logs from labs, feld trips, and lectures/demonstrations, a research paper on career interests in targeted felds, transcripts of 2
* Interaction with state and local community and industry leaders who are employed in the targeted career felds.
interviews with experts in feld, and a refection of Project C learning experiences
Replicable Learning Activities for Geospatial Environmental Mapping Project
Geospatial Technology is included as a signifcant part of the overall project experiences focusing particularly on the use of Global Positioning System (GPS) technology in environmental issues and workplace application. The GPS activities presented are suitable for:
* Small group special collaborative experiences
* General classroom strategies in comprehensive science and mathematics classes
* Survey of careers in science, mathematics, and engineering
* Co-curricular activities/clubs/special interest community groups
* Focused units in technology education application
UNIT OBJECTIVES:
* Describe the basic operating principles of GIS and GPS technology
* Demonstrate use of basic GPS technology in local environmental settings
* Explain the uses of GIS and GPS technology in personal and commercial use
* Construct meaning from a variety of data collection points to solve environmental problems
* Manipulate data and resources to communicate and collaborate in addressing local and global environmental issues
* Collect environmental data as baseline for future monitoring studies
* Identify career felds where GPS and GIS technology is used
EQUIPMENT NEEDED:
* Basic GPS Receivers with Digital Maps
* ArcGIS Mapping Computer Software
* Waterproof Notebooks if doing field water sampling
DESCRIPTION OF GPS AND GIS MAPPING PROJECT
We involved students enrolled in the Project C2 (Career Connections) in a variety of units involving project-based experiences using mathematics, science and engineering concepts including forensics science, robotics, environmental science, and geospatial technology. The geospatial environmental component of Project C 2 (Career Connections) involved three layers of experience: Engage, Explore, Investigate. Any of the learning strategies at each level could be used as an isolated activity or as an ongoing project. The project involved real time collection of data that had a pre-disposed use and authentic end results. The Engage level concentrated on basic skills using GPS equipment including reading and plotting collected data. The Explore level involved identifying mapping invasive/exotic plant species along the shoreline of Camp Creek Lake in Walton County, Florida. The students used GPS/GIS technology to create a layered map indicating the location of invasive plant species. The map will be used by the Florida Department of Environmental Protection to control and monitor the effectiveness of measures to eradicate destructive invasive plants in South Walton County dune lakes. The project is the beginning of an ongoing cooperative community project involving local and state agencies including Choctawhatchee Basin Alliance, Florida Department of Environmental Protection, Walton County Extension Service (University of Florida Institute of Food and Agricultural Sciences), Nokuse Plantation, a private environmental preserve, Eglin Air Force Base, and the Collegiate High School at Northwest Florida State College. The project offered an opportunity for students to collaborate with a variety of community resources on a project of common interest. It also exposed students to a first-hand view of a diverse number of careers connected by a common project, but diversified in primary focus and available resources. The project brought together private, public, post-secondary, secondary, and professional resources to solve a problem of common interest, but with unique missions.
Additional projects involving identifying species, plotting location, and monitoring movement were conducted on a smaller scale at the Explore level including wetland sampling and identification, relocation and tracking of gopher tortoise habitats at Nokuse Plantation. At the Northwest Florida Campus of the Collegiate High School, students erected tubes for frogs to inhabit, plotted the locations of the tubes and monitored the census at various times of the year and under varying conditions. Such small projects may be replicated in any habitat available for the purpose of learning to apply GPS and GIS technology.
The project suitably supports project-based learning, portfolio development, community service and volunteer goals, career inquiry, development of higher level skills of spatial organization, reflection, analysis, and problem solving. Further, the project helps to develop and reinforce "soft skills" identified by the SCANS Competencies and the 21 st Century Skills needed by students in order to adequately apply the core knowledge that K-12 education has traditionally provided.
SUGGESTED RESOURCES FOR LOCAL PROJECT SUPPORT:
* Colleges and Universities (Science, Mathematics, and Technology Departments)
* County and Municipal Planning Departments
* State Park Services
* State Land Grant University Local Extension Departments
* Private Environmental Groups
* State Environmental Protection Agencies
* Military Base Personnel
FOR ADDITIONAL INFORMATION:
www.nwfcollegiatehigh.org www.nokuse.org www.basinalliance.org www.waltoncounty.gov firstname.lastname@example.org
APPENDIX
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Let's Talk Literacy – June 2013
Summer offers many unique opportunities to weave literacy into everyday activities with your child. Beach trips, swimming in a pool, or family barbecues provide ideal opportunities for conversation, book reading, and looking at letters, skills that will help your child become a reader and writer later in life. Try some of these tips for making your young child's summer full of literacy fun.
Be a reader yourself. When you read newspapers and books and write letters and lists, you show your young child how reading and writing are useful. By demonstrating why reading and writing are important, you will motivate your child to become a reader and writer.
Set aside a consistent time each day for reading aloud. Choose a read-aloud time that fits your family's summer schedule and stick to it every day. Your baby, toddler, or young child will look forward to this special time together.
Connect read-aloud choices to summer activities. Read your child a book about the beach, such as Sea, Sand, Me!, before or after a beach trip, or read The Very Lonely Firefly after your child discovers fireflies at a family cookout. When you read and discuss books about things your child has experienced, you help him learn important vocabulary and extend his understanding of experiences.
Check out summer programs at your local public library. Many feature special story times, singalongs, and puppet shows during the summer. These programs offer fun opportunities for your child to expand his language-and literacy-related skills.
Look at letters and words as you enjoy summer activities. As you walk to the park, point out stop signs and letters in street signs. When you visit the local pool, point out the list of pool rules and read them with out loud. Let your child draw and write with chalk on the sidewalk. By drawing your child's attention to print and letters, you teach her about specific letters and words while pointing out the many uses of print.
Take books along on outings. Pack some board books in your beach bag or picnic basket, and bring a stack of books on long car rides. You and your child can enjoy books together anywhere you go this summer.
Adapted from My PBS Parents, Reading and Language articles.
Summer Reading Resources
For great summer books, please read "The 2013 Big Summer Booklist from Reading Rockets".
For other summer reading lists and literacy resources, you can visit the following websites:
www.readingroackets.org www.pbs.org/parents www.scholastic.com/summer www.education.com/seasonal/summer-reading www.thechildrensbookreview.com/books-by-age | <urn:uuid:7286edd0-1f74-4a4b-a22b-01be15a04927> | CC-MAIN-2015-18 | http://www.hallmarkhealth.org/doc_download/436-juneliteracy2013 | 2015-04-22T01:43:03Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00187-ip-10-235-10-82.ec2.internal.warc.gz | 199,954,379 | 533 | eng_Latn | eng_Latn | 0.99868 | eng_Latn | 0.99868 | [
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Dharma Suffers in US Schools
Category : August 1987
Published by Anonymous on Aug. 01, 1987
Dharma Suffers in US Schools
Peruman, Markandeya; Peruman, Sundari A battle for dharma rages inside the brains and bodies, inside the hearts and minds, of the Hindu youth of America. On the one hand, with youthful valor, many really want to obey their parents, stand strong for the Hindu heritage, to be shining examples of purity. Yet puberty's passions, peer pressure, subtle propaganda, minority status, Christian influence and racism assail our children daily on the school campus. What may be a crisis of enormous emotional proportions in the mind of a 15-year old girl, often goes unseen by parents. Most of them are unaware of the "realities of teen society" and just look on helplessly. Outside the purview of parents and teachers, with confidentiality guaranteed, through hundreds of candid group and personal interviews, our children told us of their struggle:
Food, Sex and Drugs: The ancient values of brahmachariya (continence) are deeply embedded in the Hindu psyche. Purity in all dimensions of life is still the expectation of most Hindu parents.
But Hindu youth see most of their fellow students eating meat, and those that don't are considered out of step with the main stream. Those that do not date are considered completely out of step. At least 90% of their fellow classmates date. It is the accepted thing to do. This is particularly true at prom (main school dance) time. Without a date they stay at home. Unfortunately, in this sex-oriented society, most of the boys seem to have one thing on their mind. Drugs are prevalent on the campus. Many Students smoke cigarettes, a lot of them have smoked pot and some are into hard drugs. There are very few they know who haven't at least tried beer and/or wine. There is a lot or pressure exerted in this particular area of their lives.
Those who stand up for traditional values are often called old-fashioned, queer, priggish etc. Often they are faced with the remark, "You are now in America and you are expected to do what the others do, or else." Or, "If you don't do such and page 1 / 2
such you won't be considered one of the group." Constant peer pressure is the catalyst, turning simple adherence to purity into traumatic confrontation.
Christian Influence: Most fellow students and teachers are Christians. The influence is subtle but thorough. Most holidays have some Christian religious connotation. Most textbooks are colored by the writer's religious persuasions. Music students, especially voice students, are expected to sing Christmas carols.
Cultural Alienation and Racism: Cultural events are frequently based on American history. In most cases our children feel completely left out of things. "White" Americans often project superiority. "Colored" Hindus of Asian descent are relegated to the Mexican, Black or Filipino group. Being ignored by the white students, they feel more comfortable with the minority groups. But these minorities do not uphold traditional Hindu values and are mostly Christian.
Parental Guidance: Hindu youth feel that their parents are not "hip" to what is expected of parents in America. They feel their parents want to raise them as they themselves had been raised in their home country. But conditions are different here in America. The youth want intelligent guidance, not just rules. Children feel parents are too strict in most cases. A few of those interviewed felt quite comfortable with their parents guidance, but the majority said parents were not understanding enough and certainly not aware of what really takes place on campus.
Hindu Schools Needed: Academically, our Hindu youth shine. However, they must be constantly appraised of the ever-present pitfalls. Most students thought that Hindu parochial schools could solve the problems, harmonizing education and religion, giving a sound knowledge of Hinduism. Then, as adults, they felt they could stand strong on the foundation of understanding and talk intelligently with their Christian and Jewish peers in a pluralistic society.
Article copyright Himalayan Academy.
page 2 / 2 | <urn:uuid:48cabdcd-81cd-4a56-9afe-8537484cbd44> | CC-MAIN-2015-18 | http://www.hinduismtoday.com/modules/smartsection/makepdf.php?itemid=437 | 2015-04-22T01:44:01Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00230-ip-10-235-10-82.ec2.internal.warc.gz | 200,488,037 | 898 | eng_Latn | eng_Latn | 0.998406 | eng_Latn | 0.998599 | [
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Heart Healthy Tips for February
Many people know that 20 minutes of exercise 5 days a week is a great way to stay healthy. However, if you can't do that amount every day, some exercise is better than none at all. The major benefits of exercise on the heart is increased oxygenation of the muscle which is an important "nutrient" for muscle function, decreased blood pressure so that the work load of the heart pumping blood out into the body is lessened, and decreased stress which leads to less cortisol (stress hormone) production. Elevated cortisol levels lead to increased belly fat, increased fat in the arteries of the heart, and increased blood pressure.
Eating right is also important. Dieting is not always the answer if you are yo-yo dieting. A steady diet of the right foods, in the right amount and at the right time of day will automatically help you lose weight and feel healthier; which in turn will make you feel like adding the benefits of exercise. Eating the right foods in the right amount is one of the most important things people of all ages can do.
Hints on proper eating for better heart health:
- Don't overload your plate. It is better to eat six small meals a day than overeat during three meals.
- Eat until you are satisfied. With "biggie-sized" meals and drinks, we've become accustom to feeling full, rather than recognizing that you only need to feel that you've taken care of the hungry feeling.
- Cut down on processed foods and high-sodium foods (lunchmeat, chips, French fries)
- Increase your Omega-3 fatty acids by eating more fish (salmon, tuna, herring, mackerel), beans & nuts (walnuts, soybeans), and use canola or olive oil.
- Limit fats that are solid at room temperature (butter, Crisco, lard, meat fat)
- Increase your intake of fruits and vegetables. Peas, beans and lentils can be an excellent replacement for meat.
- Choose meats that are only 10% fat. Read the label; you will likely pay a few cents a pound more because it is healthier, but meats that say they are 90% lean are your best choice.
- Limit sodium to one teaspoon a day (2300 mg). Salt retains body water making you feel bloated, increases your blood pressure and contributes to hardening of the arteries and/or kidney stones.
Resources for Heart Healthy Living and Recipes can be found at the following websites:
1. American Heart Association: http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HealthyCooking /Simple-Cooking-with-Heart-Home-Page_UCM_430043_SubHomePage.jsp
2. Mayo Clinic: http://www.mayoclinic.com/health/heart-healthy-recipes/RE00098
3. National Institutes of Health: http://www.nhlbi.nih.gov/contact/index.htm | <urn:uuid:1ae34832-7f1e-4f83-95da-0ecf0f1fd347> | CC-MAIN-2015-18 | http://www.portal.state.pa.us/portal/server.pt/document/1321259/heart_healthy_tips_for_february_pdf | 2015-04-22T01:53:31Z | crawl-data/CC-MAIN-2015-18/segments/1429246644083.49/warc/CC-MAIN-20150417045724-00209-ip-10-235-10-82.ec2.internal.warc.gz | 270,391,778 | 604 | eng_Latn | eng_Latn | 0.997389 | eng_Latn | 0.997389 | [
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A Study on Mining Industry Pollution in Chapagaon, Nepal
Deshar Bashu Dev 1
1 Environmental Economic System, Rissho University, Tokyo, Japan
Correspondence: Deshar Bashu Dev, 5-13-3, Nishi Kamata, Ogawasou 202, Ota-ku, Tokyo, Japan. Tel: 80-3963-0626. E-mail: email@example.com
Received: July 29, 2013 Accepted: August 31, 2013 Online Published: September 9, 2013
doi:10.5539/ep.v2n4p88 URL: http://dx.doi.org/10.5539/ep.v2n4p88
Abstract
Stone mining industries in Chapagaon, Lalitpur area is in regular operation since more than 35 years. In this long period, the operators of mines and stone crushing have cleared up the vast area of forest for the purpose of stone mining. As a result the fragile forest ecology, biodiversity and scenery beauty of this area have been widely devastated. Environment of Chapagaon indicates that the destruction of forest area has already affected the local population in terms of declining fresh water sources; drying of wells, reduction on ground water level, livestock productivity and loss of scenic beauty of the place. The agriculture crop yield has also decreased vastly and the area is gradually converting into dry land, the top soils have been eroding and crop plants are being covered with pollutants which are effecting directly or indirectly to the local people.
In this paper, health impact of local people, environmental and economic impact of locality by mining industries are examined and evaluated considering questionnaire and available data from several sources such as government publications, related researches, websites and other references.
This paper concludes with recommendations in order to control environment pollution, to reduce the impact of gravel, sand and stone mines.
Keywords: stone mining, stone-crushing, biodiversity, scenic beauty, pollutants
1. Introduction
Chapagaon is located in the outlying area of the south part of Kathmandu Valley. It is dense traditional settlement area inhabited predominantly by the Newars. The area of Chapagaon VDC (Note 1) is 6.76 km 2 with total population of 12789, out of this 6516 male and 6273 female. It is taken one of the fastest growing VDC in Kathmandu Valley. The development prospect of proposed outer ring road of Kathmandu Valley and closeness to the city center of Kathmandu, this area has been an attractive residential location for many migrants (CBS, 2011).
In this VDC no proper considerations are made for settlement planning, mining, crushing and management of these. The mining industries of this area are taken problematic not only because of the lack of proper considerations about the environment but also because of the narrow road networks of this area. The hauling trucks of this area create the sound whole the day and pollute the air. Mining industries in Chapagaon are concentrated in Ward no. 6 which is adjoining Ward with Lele VDC. This ward is taken as the best for crushing and stone mines because of lots of open spaces and availability of stones. Streams of Chapagaon; Nakhu and Karmanasa are disturbing by stone mines and crushing industries, the volume of drinking water has been reduced gradually because of the extraction of upper layer stones and soil of spring catchment area. In the past years (2010/11) there were more than 30 stone and crushing industries but in 2012 gradually these reduced below No. 9 in Chapagaon and shifted in other neighboring VDCs like Lele, Nallu, Bhardeu etc. (VDC Profile, 2010).
2. Objective of the Study
The general objective of the study is to show environmental, social and health impacts of the disordered natural resource exploitation, the specific objectives are as follows:
i. To find out the consequences of mining industries in study area;
ii. To assess the condition of natural resources; and
iii. To recommend some of the ways of natural resources conservation to the concern agencies
3. Justification
The criteria adopted for categorizing the mines units as small, medium and large scale, differ from country to country and there exists no universal yardstick (Ghose & Roy, 2007). Recognition of the fact that small-scale mining can make a significant contribution to development objectives, which has been one of the principal motives for this persistent interest (Noetstaller, 1994).
Mining was a flourishing activity in the remote past. But it was conducted with crude technique and to a limited scale. Iron ore, copper, slate, mica, marble, lead, lignite, etc. were the chief minerals exploited and utilized in those days. Subsequently, it was gradually abandoned due to three basic reasons: (a) Exhaustion of easily accessible top deposits (b) Lack of improved techniques (c) Negligence of the then ruling classes (Shrestha, 2004).
Rapid development has been spurring the mining industry in Nepal. Until the early 1990s, there were just few mining sites producing gravel for house and road construction. During the 1990s the population in Nepal`s cities grew rapidly and building construction techniques changed requiring greater quantities of gravel (CLSR, 2009) (Note 2). At the same time the road network was expanding in many districts which increased demand for gravel. As well as mining industries are taken as the main sources of building materials. Stone crushers are small scale industries in the unorganized sector. They provide basic material for road and building construction. They are highly labor intensive. The various unit operations involved in stone crushing viz., size reduction, size classification and transfer operations have the potential to emit process and fugitive dust (Sivacoumar, Jayabalu, Subrahmanyam, Jothikumar, & Swarnalatha, 2012). The three stages of mineral development, viz exploration, mining and processing, have caused different types of environmental damages, which include ecological disturbance, destruction of natural flora and fauna, pollution of air, land and water, instability of soil and rock masses, landscape degradation and radiation hazards (Aigbedion & Iyayi, 2007).
The industries in and around large and small urban areas are increasing day by day. In Nepal, The Mines and Mineral Act, 1985 A.D., its amendment, 1993 A.D. and Regulation 1999 A.D. introduced for the management of mines and mineral industries of the country. After this time the mines and mineral industries are regulated by the Department of Mines and Geology under the Ministry of Industry, Commerce and Supplies. The responsibility of regulation of established mines and mineral industries in Nepal remains on the hand of government with its several local bodies but the proper follow-up and regulation seems very weak.
The case of Chapagaon remains the same; the mining industries established are found not within the parameters of government's approval, these are out of the limitations because of which the local environmental resources are degraded on greater extent. Mainly the mining industries are responsible to decrease the scenic beauty of the place, degradation of the productivity of land, dust and smoke pollution etc. So this study attempts to find out such impacts which are related to the consequences of mining industries in this area.
4. Study Area
Chapagaon is the village which is spread in 68 km 2 with the shape of conch shell. It is very close to Mangal Bazar (palace area of Malla Kings) which is just 10 km 2 away from Chapagon. Chapagon can also be known as "Wadey", "Champapu". However the presence of Bajarnarahi temple helps to identify the village more easily. Historically, the village was full of forest with Chanp trees. At first, the village was named as Champapur, as it was developed by demolishing the forest of Chanp tree and later the name was revolted into Chapagaon, Similarly, the name Wadey was assigned from Newari Wa which means rice and Dey means state. Thus, the name Wadey means state of rice. This name was specifically selected as the village has large number of rice production with better quality as compared with other areas of Patan. In various manuscripts, this village was generally indicated with the names of Wadey, Chapagon and Champapur. However, the village is commonly familiar with the name Chapagaon in all government sectors. In order to retain its traditionalist, the municipality of this village is named as Champapur. During the period of Shivadev the Lichhavi king, the village was found to be well development and act as an important business center. For instance, business man from other areas had to pay tax for selling their fish in Chapagaon. Till now, the village has specific plans like Bhansar Tole to execute their implications. This has been evident from the script written on the statue of Jalahari situated near Brahma (Note 3) statue in the ear of Basantadev. From this, it is understood that Chapagon is a well-developed and planned village as of the ancient times. Several historical evidences indicated that Chapagon was highly developed during the period of Malla kings. The culture and religious values are higher in Chapagaon. The most important function of this village is Jatra. This function is celebrated twice a year, one on the Astami (Note 4) of Kartic and other on full Moon Day of Chaitra. At present, Jatra on Astami of Kartic is not celebrated because of the mislaid of idol in 2046 B.S. Bulu and Pyangaun has their own Jatra of Chandra Bhairav and Jatra of
Mahadev. Apart from this, there are other ceremonies also conducted such as Dipankar Walk, Samaydhyo Bwayagu, Ganesh and Saraswati Jatra of Jhyalipati (Note 5), Bhairab Jatra (Note 6), Juga Chareor Samyak Dan (Note 7), Pond Fair of Khasimar and Tika Bhairab Jatra (Note 8).
5. Mine and Mineral Acts and Regulations in Nepal
There are two acts and regulations concerning mines and minerals in Nepal, they are as follows:
i. The Mines and Mineral Act, 2042 B.S. (1985 A.D.) and its amendment, 2050 B.S. (1993 A.D.).
ii. Mines and Mineral Regulation 2056 B. S. (1999 A. D.).
Source: Ministry of Industry, Department of Mines and Geology, 2066 B.S. (2009 A.D.).
These two mines and mineral acts and regulations encompass with policies for handling, monitoring, and administrating the mineral department of Nepal. These policies are open to all qualified aspirant. The main intention of promulgating such policies is to regulate, manage, and operate mining of all minerals excluding natural gas and petroleum. The license system for mining minerals is of two stages. Such license can be obtained by any person having technical and financial competency to perform mining operation. Two kinds of license are provided include:
* To target mineral source, Prospecting licenses are provided wherein volume and grade of mineral has not been identified and
* Mining licenses are provided to perform mining operation wherein amount and quality has been previously determined by corresponding department.
Mining license holders are allowed to do mineral exploration not more than 25 km 2 and not less than 0.25 km 2 in the first 10 to 30 years based on the level of minerals. This period may extend up to 1 to 10 years. Mining license can be provided by Department of Mines and Geology by identifying the mineral deposits of applicants through exploration activities (Pradhan, 2011). The expense encounter by the department in exploration activities can be either converted into share or it can be retrieved from qualified aspirants.
Similarly, prospecting license holders are not allowed to perform mining operation more than 25 km 2 and below 0.25 km 2 for the first 2 to 4 years of operation. This is with a provision of extension up to 1 to 2 years. Eligible candidate must complete the exploration activity within 2 years for ordinary nonmetallic minerals and 4 years for valuable nonmetallic and metallic minerals. Further, the Mines, and Mineral Act and Regulation of Nepal provide the subsequent provision with reference to:
* Improve safe and secure of mine and miners' workers.
* Proper usage of land.
* Undertake mining activities in an environmental responsible manner.
* Get approval from corresponding department through sending sample for lab testing and exploring outside the country.
* The Government of Nepal has all rights to conduct the mining activities either directly or by selecting eligible persons to conduct activities. They also have rights to participate in the mineral developing activities directly or by any form of contribution.
The Mining Act and Regulation also provide several offers and rights for lessee while performing mining operations. It includes:
* Right to access the land and materials for mining operations.
* Right to trade and export the mining products.
* Payment renewed on the basis of minerals productions and commodities.
* Right to import equipment and machines for mining activities.
The expense for perceiving Prospecting and Mining license is very cheap in Nepal when compared with other countries. The Government provides royalty of mineral products based on the quality, its type, and volume of mineral production. Consequently, the minerals are categorized into non-metallic, fuel, metallic and construction minerals. For metallic minerals, the royalty can be fixed based on metal production. For others, it can be fixed based on the minerals production. At present, 25% income tax is amended for corporate governance. Further, extra charges are not imposed on the interest on foreign loans. The Government also provides tax deduction from corporate income. In addition to this, the Government of Nepal also regulates some legal policies to prevent double taxation on FDI during agreement or providing license for investment (MOI, 2009).
6. Methodology
This section deals briefly with the research methodology applied in the study. This is purely academic research based on social science.
6.1 Rationale for the Selection Study Area
The selection of the study area is one of the critical issues while undertaking research work. I admit that my study site is pro-urban area, considered to be one of the famous mining industries site. The rationale for the selection of study area includes:
i. The mining industries were operated in this site before 35 years.
ii. The mining industries in this site are operated in forest areas.
iii. The mining industries in this site are operated out of the limit of government's approval.
iv. The researcher is familiar with the ecology and environment of this site.
6.2 Research Design
i. The research design is based on descriptive and exploratory.
ii. It is descriptive as it is based on detailed investigation and record of the mining industries in this area.
iii. It is exploratory in the sense that analysis focused on exploring whether mining industries in this site are rationale to the environment or not. An attempt has been made to make the mining industries more responsible to the local environment.
6.3 Nature and Source of Data
Both primary and secondary data have been collected for the purpose of study.
i. Primary data are based on household survey, observation, and interview.
ii. Both published and unpublished documents, records, books and relevant materials related to the subject matters have been incorporated as secondary data.
6.4 Universe and Sampling Procedure
This study has been confined within Chapagaon VDC of Lalitpur District, Nepal. This VDC contains 12789 as total population of the VDC. Among these the 100 households of Ward no. 6 were selected for the survey and 6 mining industries were assessed for the purpose of this study. There are all together 10 mining industries in Chapagaon VDC but 6 mining industries were operating in this field visit period.
6.5 Data Collection Technique and Instruments
For the collection of primary data, the following techniques were adopted.
Household Survey: Household survey was conducted to gather more information about the impacts of mining industries. Various information regarding to the pollution and other impact was collected from structured questionnaire.
Observation: Non-participatory observation was applied during research to study the location, and concerning environmental impacts of mining industries.
Interview with Key Informants: Some knowledgeable persons such as elderly persons, members of forest-user group, community based representative personnel, teachers and local leaders were selected as key informants to carryout research. Checklist and guidelines were prepared for key informant's interview.
6.6 Method of Data Analysis
The collected data were edited, coded, classified and tabulated for data organization. The quantitative data have been presented in tabular form and suitable statistical tools like percentage, ratio, mean etc. has been adopted for data analysis. Bar-diagram and trend analysis have been presented to make figure attractive. The quantitative data have been interpreted and analyzed in descriptive way based on their numerical characteristics.
7. Results
7.1 Increased Trend of Mining Industries in Chapagaon VDC
The following figures show the increasing trend of mining industries in Chapagaon VDC in 5 years period of time (2007 to 2012):
Figure 2 and Figure 3 show that the income of Chapagaon VDC in the year 2007 by 8 mining industries is Rs. 49000 (about 500 US$-in the rate, 1 US $ = Rs. 98), in 2008 by 15 mining industries is Rs. 95000 (970 US$), in 2009 by 19 mining industries is Rs. 127000 (1296 US$), in 2010 by 24 mining industries is Rs. 167000 (1704 US$), in 2011 by 30 mining industries is Rs. 209000 (2132 US$), and in 2012 by 9 mining industries is Rs. 100000 (1020 US$). The fluctuation of income amount of the VDC symbolizes the increasing rate of tax and the system of tax pay of the VDC. Sometimes, because of the disturbances over mining industries the tax amount were not paid by the mine owners.
But Figure 2 doesn't represent the regulation of mining industries whole the year, this only represents the establishment of mining industries in Chapagaon in year basis. Some of the industries established there but production activities remained very less because of the disturbances of workers and local people too, so the income is not as equal to the number of mining industries.
7.2 Positive and Negative Impact Assessment of Mining Industries in Chapagaon
In Chapagaon 100 households of mining area (Ward No. 6) were survived, the responses of them about negative and positive impacts of mining industries are mentioned in the table below:
Table 1. Positive and negative impact of mining industries in Chapagagon
Table 1 shows that majority of the respondents of Chapagaon respond negative impacts of Mining industries in their area. Out of 100 respondents 41 percent only respond the positive impacts of these industries rest of these respond the negative impacts. They were also asked about the aspects of negative impacts too, most of them were agreed on dust, smoke, vehicular congestion, sound pollution and loss of scenic beauty of the place. At the time of survey, about 50 percent respondents were unknown about the tax payment system of mining industries in this area.
7.2.1 Positive Impacts
- Income generation for the VDC.
- Employment generation for the local people.
- Frequent maintenance of local roads by mining industries owners.
- Construction materials on their site on cheap price.
- Use of local resources/mobilization of local resources.
7.2.2 Negative Impacts
- Disturbance: Sound pollution, water pollution, land pollution.
- Degradation of scenic beauty of the area and degradation of tourism resources.
- Extinction of flora and fauna (plants and animals).
- Extinction of aquatic diversity (water species).
- Gradual drying of drinking water bodies causes the scarcity of drinking water.
- Loss of grazing land for the cattle.
7.3 Demographic and Land Use Features of Chapagaon
Table 2. Demographic and land use features of Chapagaon
Ward-wise Households and Population
Area Coverage
Land Use
Source: CBS (2011).
Table 2 shows the total population and land area of Chapagaon VDC according to the preliminary results of census survey, 2011. As per this report this VDC contains 12789 total populations and 7.22 km 2 total land area. Out of this settlement area covers 0.12 km 2 area, bushes, 1.22 km 2 , cultivable land 4.76 km 2 , forest area 0.99 km 2 , useless land 0.02 km 2 , sandy land 0.09 km 2 and land covered by water 0.02 km 2 area. This further indicates that the large amount of land area in this VDC is cultivable. The mining industries which have been established on the useless land (means out of human use) are not disturbed by the local people but which have been established on cultivable land, bushes area and pasture land are being disturbed frequently by the local people.
7.4 Concentration of Mining Industries in Chapagaon and Their Production
Mining industries in Chapagaon are concentrated in Ward no. 6 which is adjoining Ward with Lele VDC (Village Development Committee). This ward is taken as the best for crushing and stone mines because of lots of open spaces and availability of stones. Streams of Chapagaon; Nakhu and Karmanasa are disturbing by stone mines and crushing industries, the volume of drinking water has been reduced gradually because of the extraction of upper layer stones and soil of spring catchment area. In the past years (2010/011) there were more than 30 stone and crushing industries but in 2012 gradually these reduced in Chapagaon and shifted in other neighboring VDCs like Lele, Nallu, Bhardeu etc. (Field Survey, 2012).
The following table shows the Crushing and Stone Mines currently existed in Chapagaon VDC with production capacity of these:
Table 3. Crushing and stone mines existed in Chapagaon VDC
Source: Field Survey, 2012.
These Mining industries of Chapagaon produce mainly 5 types of stones which use in buildings and road construction such as a large stone for the basement of building, small stones for the flooring, and gravel for the road construction, next product has been used for the wall painting dust.
7.5 Tax Payment by Mining Industries in Chapagaon
The mining industries of Chapagaon pay the tax to the VDC as according to their volume of export of mine products, the tax has been approved by DDC and VDC has taken the tax on the following manner:
i. Large Truck per trip Rs. 400 (about 4.08US$-in the rate, 1 US$=Rs. 98).
ii. Mini Truck per trip Rs. 150 (about 1.53US$-in the rate, 1 US$=Rs. 98).
Above tax payment system further symbolizes the contribution of mining industries for the development of this VDC. Chapagaon VDC's record shows that yearly in average 100,000 taxes has been collected, this tax has mainly used for the maintenance of road and environmental cleanliness.
7.6 Pollution from Mining Industries in Chapagaon
Mining and mineral activities generally affect the outside environment. In the process of making products pollution and waste are produced which ultimately threaten the human health and the surrounding environment. The similar cases are found in Chapagaon area especially from the production and transport of gravel, sand and stones. Different types of impacts of these productions and transport are analyzed below:
7.6.1 Health Impact to Local People
Exposure to heavy dust concentration from stone crushers may produce several diseases, chief among them being pneumoconiosis (Zenz et al., 1994). Silicosis, caused by inhalation of dust containing silica, is an important form of this disease. The impact caused by gravel, sands and stone mines in in Chapagaon area is air pollution and its associated health impacts to the local people those located in nearby mine area. In open areas of
Chapagaon, the impact of such mines on human health is not likely to be significant. But in the residential areas, when one truckloads of sand and gravel from its excavation and starts transport to its destination mostly in Lalitpur Sub-Metropolitan City and Kathmandu Metropolitan City it fills dirt, smoke, and sound pollution. The following are the main impacts caused by sand, gravel and stone mines.
* Increased air pollution which directly impacts the health of surrounding people
* Dissemination of dust and fumes from gravel and sand at the mining area
* Dispersion of dust due to lack of proper monitoring and lethargic operations
* Fleeting of dust and fumes from exposed or opened dump trucks
* Contamination of ground water due to mixing of waste water from mines.
Each of the impacts listed above produces greater impact to the human health but these are hard to measure. In earlier times, minimal populations and establishment of few mines in Chapagaon made these impacts less noticeable. But now these are observed further serious most of the local people who are on the side of narrow black-topped road area like Pyanggaon, Chapakot, Bajrabarahi etc. are facing several health problems such as headache, dry nose, eye dimming problem, asthmas, respiratory diseases and lungs problems. The field survey has revealed that about 30 people per month directly or indirectly are affected by the cause of pollution from stone and stone-crushing industries in this area. In a day 1264 times the hauling trucks inter and exit from this site which produce the large amount of pollution not only smoke and dust but also sound.
7.6.2 Pollution on Agricultural Land
The stone and sand extraction process entails the removal of large amounts of waste too, which becomes pollution for the agricultural land. The deposits and wastes from the stone and stone-crushing mines disturb the general flow of streams and rivers that causes river and stream bank cutting in the rainy season. Most of the agricultural lands especially paddy fields are on the side of Nakhu and Karmanasha streams in Chapagaon which are under the threat of stone mine and crushing industries. The field survey of this area has recorded that about 5 Ropani paddy field of this VDC has been destroyed in average per year especially in rainy season. Moreover, the local people are agree on the fact that the vegetables farmed on about 11 Ropani of land of this VDC are also destroying per month by the dropping sand, gravel and stones on the side of road because of the unsafe coverage of hauling trucks.
7.6.3 Impact on Soil Quality
In Chapagaon, soils over large area are destroyed by mining activities. Moreover, agricultural lands near mining and crushing site are particularly affected. The fugitive dust has created significant impact over the agriculture land of Chapakot, Pyanggaon and Bajrabarahi area. Erosion of exposed soils, wind-blown dust, dropped pieces of sand, gravel and stone are usually posing the greatest risk over the soil quality.
7.6.4 Water Pollution
In most mines, the soil potential and sedimentation get contaminate and thereby affecting quality of water. As the mining activities occupy large area of land and hence large amount of ground materials exposed at site generate soil erosion, which is the major concern at hard-rocking mining sites. Due to erosion, considerable loading of sediments to nearby water bodies, especially during severe storm events and rainy season. In rainy season, excess of contaminated particles are mixed with rain water and drained in rills, natural channels or gullies.
In Chapagaon VDC, two streams namely Nakhu and Karmanasa are polluted through the flow of mine waste. The main factors influencing water bodies pollution includes the volume and velocity of runoff from precipitation events. The stone mines are located on upper slope area of Karmanasa stream and the mine depositions of dry season slip down with the volume of wind and runoff. The heavy rainfall in rainy season sweeps down all deposited items of mines, it causes several floods to the stream and full of sedimentation on Karmanasa stream. The case of Nakhu stream is different than that of Karmanasa. Nakhu stream is affected by the quarrying practices on the sides of it. Due to the cause of heavy quarrying, the paddy field of both sides of this stream has converted as a water flowing area of stream, this stream is widening year by year. The water of both of these streams is polluted so the people of adjoining areas are facing the problem of drinking water and the use for secondary purposes.
Some cumulative impacts of mining in Chapagaon area on water bodies and water species are mentioned below:
* Lost access of locals to the clean water;
* Deposition of mining waste on the water bodies;
* Extinction of water diversity i.e. fishes, frogs, snakes, leaches, worms etc.
* Lost access of locals to the secondary use of water such as irrigating, swimming, washing, fishing etc.
7.6.5 Erosion/Sediment of Mining Industries
Major sources of erosion/sediment loading at mining sites can include open pit areas, heap and dump leaches, waste rock and overburden piles etc. A further concern is that exposed materials from mining operations may contribute sediments with pollutants, principally heavy deposits of gravel. The types of impacts associated with erosion and sedimentation are numerous, typically producing both short-term and long-term impacts. In surface water the erosion and waste rock of mines fills up the depth of water level which causes toxic effects in fish. Sometimes the waste materials especially from mines flow to the stream with huge chunks and these make the heavy sediment and the fishes displace from their original dwells. With these chunks of rock and other materials flow the topsoil chemicals as used by miners.
Sediments deposited in layers in flood plains or terrestrial ecosystems can produce many impacts associated with surface waters, ground water, and terrestrial ecosystems. In Chapagaon area erosion/sediment from the upper slope areas of Nakhu and Karmanasa Streams causes the several impacts on water aquatic fish and other species. Field survey has recorded that due to the cause of erosion/sediment the streams of this area are now out of indigenous fish species and other water species, but in past years several fish species were available such as before 3 years in Karmanasha and 15 years in Nakhu Stream.
7.6.6 Socio-Cultural Impact
Gravel, sand and stone mining in Chapagaon area has increased traffic congestion and safety hazards. When operating these mines, several trucks run via Chapagaon for more than 10 hours each day. As a result of this, there has been increase in air pollution due to dust, diesel fumes and so on. In Ward no. 6 of Chapagaon VDC, where many crushing and stone mines are located, so heavy traffic hazards like trucks and other heavy vehicles are transported several times per day. In spite of this, the aesthetic degradation due to stone mining and crushing altered land mass of Chapagaon area and vanished green vegetation. Public nuisance is another important impact created by these mines. The state has not been formulated essential regulations for the operation of stone, sand and gravel mines in this area. The conversion of open spaces into built form has degraded the balance of built and non-built spaces that existed in traditional settlement planning and made the place more congested and traffic jam for the longer time. The single lane road of Chapagaon area has been carried 1262 times of transactions of hauling tracks per day. Cumulative impacts of ripping, drilling, blasting Overall, the local residents are highly affected by mining, blasting, transport, drilling, grinding and ripping. All types of above mentioned equipment produced vibration but vibration from blasting drastically affect building structure, people of local residents in a large manner. In Chapagaon area the traditional buildings are gradually disappearing because of the easy access of construction materials of new buildings. And the traditional buildings which are existed at present time are covered with thick dust flying from hauling trucks on the narrow road existed almost at the center of traditional settlements. The traditional identity of Chapagaon area and the great influence of Bajrabarahi Temple has found now on crisis.
7.6.7 Economic Impact
The social impact of large scale mining is controversial and complex to describe. Though the mining operation can create employment, roads, and schools, the profit from such operation cannot be uniformly distributed among people. The Chapagaon Village Development Committee fines only 200 rupees per month from a mining industry and takes Rs. 400/trip (about 4.08US$-in the rate, 1 US$=Rs. 98) from large truck and 150 Rs. (about 1.53US$-in the rate, 1 US$=Rs. 98) from mini truck but in reality it has not found paid by each and every. The mining entrepreneurs of Chapagaon VDC are found stronger than locals, the response and social demands of locals are not found fulfilled by industry owners. The perception of inhabitants of this area is that the community has not got any social contributions from mines. But at the time of observation, only 2 mine owners were not paid the monthly tax to the VDC office. Three mines were not operated because of the disturbance of local people. In conclusion, mining industries are not fully negative, these are contributed Rs.100, 000 (about 1,020.40 US$-in the rate, 1 US$=Rs. 98) per month. Respondents (57%) insisted that the amount paid by them is not sufficient only for the maintenance of road and environment, so the mines are not beneficial for them. Local people have taken mines as the major causes of pollution. Economic contribution of mining industries to the local has found not visible, Village Development Committee fines and takes the money from them but allocates as the total income of VDC, so the contribution of mining industries has found contradictory.
7.6.8 Impacts on Flora and Fauna
Generally, the term Wildlife refers to non-domesticated vertebrates, but in broader terms it refers to all plants and animals. By degrading green vegetation and top soil, dissemination of pollution, dislodgment of fauna, the mining operation disrupted the life of flora and fauna. Some of the cumulative impacts of mining on wildlife in Chapagaon area are mentioned below:
188.8.131.52 Loss of Habitats
The living pattern of wildlife species depends on conditions such as local weather, soil, altitude, and other local features. The existence of wildlife is directly or indirectly affected by mining operation. Influences of mining to wildlife are primarily from dislocating animals from its place of origin due to pilling of mining wastage. Moreover, the alteration created by land distribution disturbed the living pattern of wildlife and thereby reduced the survival of such species. In Chapagaon area wildlife species like bird species, reptiles, small mammals, amphibians etc. are found disappeared.
184.108.40.206 Habitat Fragmentation
Habitat fragmentation has found in Chapagaon area wherein the habitats are dispersed in to smaller groups which resulted in the increased isolation of habitat patches. Due to this, majority of the species are found disappearing from its native places.
8. Discussion
Gravel, sand, and stone mines are common across Chapagaon. Although these mines are not regulated under the Mines and Minerals Acts and Regulations of Nepal, they are registered with District Development Committee and some on Village Development Committee only. The primary environmental impact from gravel, sand and stone mines in Chapagaon area are degraded air quality from blowing dust particles, smoke, and dropping sands. Deposition of mine on the side of Karmanas and NakahLake contaminate the surface water quality of Chapagaon. Other impacts of mining operation on environment includes aesthetic degradation, gravel deposition, increased traffics on roads creates high level dust, diesel fumes which impacts the quality life of local residents.
Moreover, current environmental laws in Chapagaon area also not so effective in regulating gravel, stone crushing and mining operations. As compared with smaller minim, larger mines are considered as minor determinant for air pollution and hence these mines are allowed to work with minimal quantity of emission. This may create nuisances to local communities. However the state government did not consider the influence of these impacts. Prevailing regulations failed to consider the location of these mines near residential areas.
Modifications in existing rules and regulations may reduce the impact of gravel, sand and stone minim on environment.
9. Conclusion
Mining operations are considered one of the main sources of environmental degradation. Depletion of available land due to mining, waste from industries, conversion of land to industry and pollution of land, water and air by industrial wastes, are environmental side effects of the use of these non-renewable resources. The environmental damage has in turn resulted in waste of arable land, as well as economic crops and trees.
The number of mining industries in Chapagaon has found decreased in 2012, but the environmental impacts have found rather increased. Chapagaon is an adjoining VDC of Lele, Bhardeu and Nallu VDCs, especially the gravel, sand and stone productions of Lele VDC are to be passed through the way of Chapagaon, so the environment of Chapagaon has degraded even after shifting the mining industries from Chapagaon. The income of Chapagaon VDC in the year 2012has found Rs. 100000 (about 1,020.40US$-in the rate, 1 US$=Rs. 98); this symbolizes the reduction of income of Chapagaon VDC. The tax from gravel, sand and stones in Chapagaon remains less while the productions are not existed in Chapagaon. The productions of other VDCs just pay the tax to Chapagaon on large and small truck basis. The impacts regarding to environment of Chapagaon are related to the degradation over the scenic beauty of Chapagaon, loss of soil quality, reduction on agricultural production, air pollution, drying the source of drinking water, soil erosion, sedimentation on local streams, habitat loss and fragmentation of wild life, health impacts on local people etc.
Economic impacts of mining industries in Chapagaon have found some positive too. The collected taxes from mining industries in Chapagaon VDC have utilized for the maintenance of local roads and local environment, the tax has also been utilized for the infrastructures development too. In gist, it can be said that mining industries of Chapagaon are detrimental to the environment but beneficial to the local people. But the perception of local people has found just partially positive.
10. Recommendation
In order to control environment pollution, the following recommendation will be useful to reduce the impact of gravel, sand and stone mines.
a. Refuse to provide permission to start new mines or reject permission to re-open the mines. Permission should be given only if the required materials are not existed in given area. This would be appropriate where the damage has already occurred and prevention of incoherent and random accumulation of sand, gravel and stone mines is required.
b. Enforcing existed emission permits strongly and consistently. To obtain this, the state would recruit more competent inspectors to take more appropriate actions against mining operations.
c. Refuse to give permission for operating mining in unsuitable locations. It should be ensured that the permission should not for mines to be operated in historical area of Chapagaon, residential area, rural communities as the mining will destroy charming of such areas.
d. Motivate to use re-processed materials such as recycled stones, gravels etc. This would definitely reduce the beginning of new mines and aids to resolve the overloading problems in mining areas.
e. The historical and natural sites of Chapagaon are to be protected for the prospects of tourism in this area, so the mining industries are essential to be shifted to the other places than presently existed.
f. The areas which are far from the local area, these kinds of areas should be managed for the mining.
g. Miners need to use environmentally friendly equipments.
h. People awareness programme should be conducted from the Miners and from government about the impact of mining industries.
i. Tree planting programme should be conducted from Miners and local people.
References
Aigbedion. I., & Iyayi, S. E. (2007). Environmental effect of mineral exploitation in Nigeria. International Journal of Physical Sciences, 2(2), 33-38.
CBS. (2011). Preliminary Results of National Population Census. Government of Nepal: National Planning Commission Secretariat.
Child Labour report. (2009). Children Working in Mining Industry. World Education and its Ngo partners, Kathmandu.
MOI. (2009). Mines and Minerals Acts and Regulations. Government of Nepal: Ministry of Industry, Department of Mines and Geology.
Ghose, M. K., & Roy, S. (2007). Contribution of small-scale mining to employment, development and sustainability–an Indian scenario. Environment, Development and Sustainability, 9(3), 283-303. http://dx.doi.org/10.1007/s10668-006-9024-9
Noetstaller, R. (1994). Small-scale mining, practices, policies, perspectives, In: Small-scale Mining–A Global Overview (pp. 3-10). In A. K. Ghose (Ed.). New Delhi: Oxford & IBH Publishing Co.
Shrestha, S. H. (2004). Economic Geography of Nepal (2nd ed.). Kathmandu: Educational Publishing House.
Sivacoumar, R., Jayabalu, R., Subrahmanyam, Y. V., Jothikumar, N., & Swarnalatha, S. (2012). Air pollution in stone crushing industry, and associated health effects. National Environmental Engineering Research Institute. CSIR, Taramani–600 113, INDIA.
Zenz, C., Dickerson, B., & Horvath, E. B. (1994). Occupational medicine, Mosby, St. Louis, 167–236.Gavin Hilson, Pollution prevention and cleaner production in the mining industry: an analysis of current issues. Journal of Cleaner Production, 8(2), 119-126.
Notes
Note 1. Village Development Committee (A VDC has a status as an autonomous institution and authority for interacting with the more centralized institutions of governance in Nepal).
Note 2. Child Labour Status Report
Note 3. Brahmā) is the Hindu god (deva) of creation and one of the Trimūrti, the others being Vishņu and Śiva.
Environment and Pollution
Note 4. Astami is the eighth day (Tithi) of Hindu lunar calendar.
Note 5. SaraswatiJatra (Puja) or Shree Panchami is the day to celebrate the birthday of Saraswati (the Goddess of Learning).
Note 6. A festival of Bhairab, Bhairava, sometimes known as Bhairo or Bhairon, is the fierce manifestation of Shiva associated with annihilation. He is one of the most important deities of Nepal, sacred to Hindus and Buddhists alike. Bhairava is invoked in prayers to destroy enemies.
Note 7. The Newari Festival of Samyak Mahadan occurs once every five years.
Note 8. A local festival of Tika Bhairab; Lele, Nepal.
Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
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Forestry, Trees, and Timber
UT Extension Publications
6-2006
SP678 Forest management Strategies to Minimize the Impact of the Gypsy Moth
The University of Tennessee Agricultural Extension Service
Follow this and additional works at: http://trace.tennessee.edu/utk_agexfores
Part of the Entomology Commons, and the Forest Sciences Commons
Recommended Citation
"SP678 Forest management Strategies to Minimize the Impact of the Gypsy Moth," The University of Tennessee Agricultural Extension Service, R12-4910-026-004-06 SP678-1.5M-6/06 06-0331, http://trace.tennessee.edu/utk_agexfores/24
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Forest Management Strategies to Minimize the Impact of Gypsy Moth
Bruce W. Kauffman, USDA Forest Service, Forest Health Protection, Nashville, TN Wayne K. Clatterbuck, Associate Professor, Forest Management and Silviculture, University of Tennessee, Knoxville
Gypsy Moth Spread
Gypsy moth (Lymantria dispar L.) is an exotic insect that was introduced into the United States (Boston, MA) in 1869 from Europe as part of a silkmaking experiment. Some larvae escaped and the moth spread throughout New England. Today the moth has migrated west and south to the Midwest (Ohio), the Lake states (Michigan and Wisconsin), the Mid-Atlantic states and through the southern Appalachians in Virginia and North Carolina.
Gypsy moths extend the areas of infestation by "ballooning." Newly hatched caterpillars climb to tree crowns, where they hang from strands of their spun silk until the wind carries them to other trees. Female moths are flightless, so infestations rarely spread more than a few miles each year. However, the host range (oak-dominated forests) is extensive and the artificial spread of the insect has increased the rate of dispersion. Gypsy moths make longdistance moves by "hitchhiking" – laying their eggs on portable objects such as vehicles, nursery stock, firewood, mobile homes or lawn furniture that carry them miles away (McManus et al. 1989).
Gypsy Moth Hosts
Gypsy moth is a devastating defoliating insect affecting many hardwood trees in the eastern United
Wayne Clatterbuck
A summer scene of gypsy moth defoliation of an oakdominated forest on a highly vulnerable site on a southern aspect. The individual green crowns remaining are yellow-poplar.
States. The caterpillars feed on the leaves of many woody plants. Susceptible forest stands are those most likely to experience defoliation from a large buildup of gypsy moths. Some tree species are more susceptible to gypsy moth than others. The major factor associated with susceptibility is the presence of tree species most favored by the gypsy
moth. Table 1 lists tree species and their susceptibility to gypsy moth defoliation in each of the three categories: favored, not favored and avoided. Trees listed as favored are highly vulnerable. Vulnerability refers to the likelihood of tree mortality if a population buildup occurs. The condition or health of the trees in the forest affects vulnerability. Trees not favored are those fed upon when favored foliage is not available. Those trees that are rarely fed upon by gypsy moths are known as avoided species. Generally, white oaks followed by other oaks are among the most favored by gypsy moths and those species rarely fed upon include ash and yellow-poplar.
Effects of Gypsy Moth on Trees
One complete defoliation normally will not kill healthy hardwood trees. Leaves produce the food required for the growth and development of a tree. Most trees normally produce more food than they need. The excess is stored in the roots as starch. The loss of as much as 50 percent of the foliage usually results in a small reduction of growth. However, when more than half of the leaves are consumed, not enough food and other substances required for growth are produced. The tree must subsist on its stored reserves until new leaves are formed. Gypsy moth defoliation is especially detrimental because it occurs when growth is most active (May and June) and when food reserves are at their lowest levels (Abrahamson and Klass 1985).
Refoliation following defoliation reduces the amount of food reserves that the tree needs to maintain itself during the winter dormant season and to produce buds and twigs the following spring. The refoliation process puts a tremendous strain on the tree and usually results in death of buds, twigs, branches and feeder roots during the winter months. If no defoliation occurs the following year or two, most trees, except those in poor condition, should survive and regain their former growth and appearance. Defoliation, even at low levels, can be harmful if repeated for several years. Even healthy trees may become stressed and die if they go through the defoliation-refoliation process for two or more years in succession (Abrahamson and Klass 1985).
Gypsy moth outbreaks are cyclic and can last one to five years in oak-dominated stands. Outbreak populations then decline and collapse because of the buildup of disease, natural enemies and starvation. Populations then remain low for four to 12 years before increasing again (McCullough et al. 1995).
Table 1. Gypsy moth host preferences (adapted from Gottschalk 1993).
Favored:
Species readily eaten or preferred by gypsy moth larvae during all larval stages.
Apple, basswood, river and white birch, hawthorn, hazelnut, hophornbeam, hornbeam, most oaks, serviceberry, sweetgum, willows, witch-hazel
Not Favored:
Species fed upon by some larval stages when favored or preferred foliage is not available.
American beech, sweet and yellow birch, blackgum, boxelder, buckeyes, butternut, black cherry, chestnut, elms, cottonwood, cucumbertree, elms, hackberry, hemlock, most hickories, most maples, pawpaw, pear, persimmon, most spruces, most pines, redbud, sassafras, sourwood, black walnut
Avoided:
Species rarely fed upon by gypsy moth larvae.
Most ash, most azaleas, baldcypress, catalpa, dogwood, eastern redcedar, American holly, horsechestnut, Kentucky coffee-tree, black and honeylocust, mountain laurel, mulberry, rhododendrons, sycamore, yellow-poplar
Ridgetops and steep south- and west-facing slopes are sites favored by gypsy moth. Many of the tree species preferred by gypsy moth occur on these sites. These are the poorer productivity sites where moisture stress is common. In contrast, lower slopes and those with northerly and easterly aspects are the better productivity sites. These sites contain more tree species that are not as highly favored by gypsy moth. Even the species favored by gypsy moth stand a higher chance of surviving because they are usually healthier and more vigorous on these better sites (fertile soils and little drought stress).
Potential Gypsy Moth Damage
A major variable in determining the susceptibility to defoliation is the species composition of the stand, particularly the percentage of oaks in
the stand that are highly favored by gypsy moths (Figure 1) (USDA Forest Service 1990). Stands that have high percentages of species favored by gypsy moths are much more likely to undergo some degree of defoliation. Figure 2 shows forest types in the eastern United States with species that are favored by gypsy moths: oaks, sweetgum, elms, aspen and birch. Although Figure 2 is not a gypsy moth risk assessment map because it does not take into account different stand ages and site conditions and productivities, it is apparent that southern Appalachian Mountains and Cumberland and Allegheny Plateaus are areas with substantial gypsy moth habitats due to favorable species composition.
The severity of gypsy moth outbreaks will determine defoliation levels. Defoliation levels will vary from light to severe during outbreaks. Highly favored species with poor crowns (small size and less dense), dead branches, low vigor and advanced ages will likely experience heavy mortality. Species not favored by gypsy moth are moderately affected during outbreaks when mixed with favored species, although the mortality rates are relatively low. Gypsy moth defoliation and mortality of favored and non-favored species on sites that are overstocked are usually severe if measures are not taken to improve tree health.
Trees can survive heavy gypsy moth defoliation if they have healthy crowns. Trees with crowns in good condition (less than 25 percent dead branches) have the lowest mortality rates after gypsy moth defoliation. In contrast, trees with more than 50 percent dead branches (poor crowns) are more likely to succumb and suffer the greatest mortality.
Good, fair and poor crowns (left to right) of northern red oak used in determining susceptibility to mortality from gypsy moth defoliation.
Older-aged stands are more susceptible to mortality from repeated gypsy moth defoliation than are younger, thrifty stands. There also appears to be strong relationships between age, drought, oak decline and gypsy moth defoliation (USDA Forest Service 1990). As trees age, they are more likely to exhibit the crown symptoms of decline. Oaks expressing decline are more likely to die from gypsy moth defoliation than trees with relatively healthy crowns. In Pennsylvania, drought coupled with gypsy moth defoliation increased oak mortality (Fosbroke and Hicks 1989). Thus, these underlying factors of oak drought, decline and advanced ages tend to increase the susceptibility of the stand to gypsy moth defoliation. Often, one defoliation from gypsy moth in these declining and stressed stands is enough for trees to succumb.
The effects of gypsy moth defoliation weaken the tree by depleting food reserves, making it more susceptible to attack from other pests such as two-lined chestnut oak borer, red oak borer and Armillaria root rot. Healthy trees can tolerate these secondary attacks better than trees that are in poor health.
Significant changes in the vegetation composition and structure of the stand may occur, depending on the amount of tree mortality, size of opening and site productivity. Oaks may be replaced by red maple, yellow-poplar, blackgum, white pine and other species. However, research in Pennsylvania (Feicht et al. 1993) indicated that after two gypsy moth defoliations, mixed oak forests remained intact, but the amount (basal area) of oak declined. Non-oak species were replacing dead oaks and increasing in frequency within the stands. These changes in species composition usually result in reduced hard mast production (fewer oaks) that may have impacts on wildlife populations.
Management Options
Three options are available to manage stands that are susceptible to gypsy moth.
* No Active Forest Management – Allows the natural selection process and the resilience of the forest stand to determine the outcome of gypsy moth infestations.
* Insecticide Application – Used in areas of high recreational value and occasionally in stands that have high-value timber.
* Active Forest Management – Decreases the likelihood and severity of defoliation and improves the health of forest stands, thereby increasing tree survival following gypsy moth defoliation.
The most effective control for gypsy moth is active forest management before the gypsy moth arrives. Otherwise, all prescriptions and treatments are reactionary after gypsy moth infestations. The remainder of this publication is in two sections. The first section is the potential silvicultural options associated with forests susceptible to gypsy moth or where gypsy moth defoliation has already occurred. The second section describes various forest management options to make forest stands less susceptible to gypsy moth and reduce the risk of gypsy moth damage in a proactive manner. These guidelines are adapted for Tennessee and Kentucky following recommendations from Brooks and Hall (1997) and Gottschalk (1993).
Silvicultural Alternatives
(adapted from McCullough et al. 1995)
Timber: In high-hazard stands nearing financial maturity, log harvestable trees or stands before gypsy moth defoliation occurs. Harvesting can realize economic benefits while reducing stand susceptibility and vulnerability to gypsy moth defoliation. Regeneration after harvesting is usually plentiful from stump sprouts, advance regeneration and seeds.
Remove suppressed and low-vigor trees that will be highly vulnerable to damage from gypsy moth. Leave healthy trees with large crowns that are likely to survive defoliation.
Tree damage in stands can be reduced by diversifying the composition of trees to species that the gypsy moth does not prefer. Harvest favored trees, leaving a greater proportion of not-favored or avoided trees.
Thinnings and TSI (Timber Stand Improve-
ment): Thinning to reduce stand density can improve the health of residual trees and reduce stand risk and hazard. Thinning is most appropriate on medium- to high-quality sites where costs are justified. Thinning is rarely justified or practical on poor-quality sites. Consider managing
Thinning and TSI harvest in a gypsy moth-infected stand.
Kurt Gottschalk
for conifers or conifer-hardwood mixtures after harvest on poor sites.
To reduce stand hazard, cut suppressed, wounded, diseased or low-vigor trees with poor crowns. Thin to stocking levels appropriate for the species composition and the quality of the site. Consult stocking guides to determine residual stocking level (Gingrich 1967).
Prevent soil compaction, wounds and other injuries during the harvest operation to reduce the amount of stress of residual trees.
Following defoliation, increased exposure to sun and wind may cause residual trees to be stressed for several years after thinning. Allow trees to recover from defoliation, severe drought or other stress before beginning TSI activities.
Convert to Less-Favored Species: Selecting
against tree species that are favored by gypsy moth will reduce long-term risk of defoliation. Altering the species mix can result in healthier hardwood stands. Favoring ash, yellow-poplar and maple on the more mesic sites and conifers on the poor sites will increase stand diversity while reducing the risk of defoliation. Oaks can still be a component of the stand, but at a much lower levels (< 30 percent basal area).
Do Nothing: Sometimes, taking no action is a good alternative. No action may also be the best option when stands are at or near optimal stocking. Young, vigorous growing stands are likely to tolerate even severe defoliation for two to three years. Gypsy moth may also act to "thin from below," eliminating suppressed and other low-vigor trees that would have eventually died. Stands with a mixture of species are less likely to sustain severe, repeated defoliation.
Salvage: Salvage stands damaged during gypsy moth outbreaks. Salvage logging should occur within six to 12 months after tree death before wood value is substantially reduced by stain or decay. Salvage cutting can be used to modify species composition. Avoid damage to residual trees and advance regeneration.
Management Prescriptions
1. On Poor Sites (Site index less than 60 feet at 50 years)
a. Rarely are forest operations cost-effective on poor sites. If possible, reduce stocking and/or stand density to improve the health of residual trees and increase their ability to withstand gypsy moth defoliation.
b. Convert to a conifer (shortleaf pine), a conifer-hardwood mixture or a non-forest cover-type such as a pasture.
c. Increase the proportion of non-preferred or non-favored species during forest operations.
2. On Poor to Medium Sites (Site index from 60 to 75 feet)
a. Reduce basal area (stand stocking) in gypsy moth-favored species to less than 50 percent.
3. On Medium to Higher-Quality Sites
(Site index greater than 75 feet)
a. Conduct intermediate thinnings, such as crop tree release, to enlarge crowns and improve the health of highly favored and non-favored species, therefore improving their ability to survive defoliation. Favor dominant and codominant trees.
b. Maintain a mixture of healthy gypsy moth-favored and non-favored tree species when harvesting to limit gypsy moth population increases.
4. All Sites
a. Remove gypsy moth-highly favored species that are small in diameter or larger trees that are degraded or of poor quality. These trees can be girdled to create wildlife snags, if needed.
b. Remove trees that could create habitat favorable for gypsy moth, such as trees with a large number of dead branches, trunk cavities and rough and peeling bark.
c. In oak-dominated stands, increase the proportion and health of non-favored species such as maples, yellow-poplar, black cherry and ash.
d. Encourage regeneration of non-favored species.
e. Create age diversity. Consider two-aged stands and patch clearcuts to invigorate older oak stands.
5. Timing of Thinnings
a. In stands that are degraded or of poor quality, overstocked and/or contain overmature favored species, a thinning may be performed to reduce the vulnerability of the stand to gypsy moth. The resulting stand should be in a healthier condition that can better survive an outbreak.
b. In stands that are healthy and approaching an overstocked condition, a thinning should
be conducted to alter composition toward non-favored species and to ensure maintenance of stand health before or just after a gypsy moth outbreak.
c. Thinning treatments are especially useful in stands with a high composition of favored species and whose susceptibility to gypsy moth cannot be changed quickly. Thinning generally increases the vigor and improves the health of residual trees.
6. Regeneration Considerations
a. Seedlings and saplings of oak and other favored species will have the highest defoliation and mortality rates during outbreaks. Large oak advance reproduction (> 4 feet) will resprout several times and will probably survive several defoliation events.
b. Stump sprouts of gypsy moth-favored species should be thinned to one stem per stump to improve health and resistance.
c. Gypsy moth usually has little impact on young pines.
d. Most silvicultural intermediate treatments in stands susceptible to gypsy moth preserve some seed production, encourage advance regeneration and allow stump-sprouting potential.
Regional Concerns
The woodlots in Kentucky and Tennessee are often isolated by agricultural land as well as developed land. This isolation should reduce gypsy moth populations. During the dispersal stage, if the larvae are blown onto non-forest land rather than a woodlot, their likelihood of survival is extremely low since their favored food is not available. Isolation can also lead to a wide variation in gypsy moth defoliation levels. For example, one woodlot may be severely defoliated, while another nearby woodlot may have little or no defoliation.
The Cumberland Plateau, southern Appalachians and the Western Highland Rim/Pennyroyal regions are considered favorable for supporting large gypsy moth populations: favored species with a majority of oaks; ridgetops with shallow, rocky soils; and steep south- and west-facing slopes and frequent stress (primarily droughts) that weaken trees. These
Gypsy moth caterpillars can be identified by their long hairs and red and blue spots.
USDA Forest Service
factors are expected to promote heavy gypsy moth defoliation if and when gypsy moths become established in the area. With increases in population, the moth will disperse and affect favored trees on the better sites (lower north- and east-facing slopes).
Wildlife Considerations
1. Favored species on ridgetops and steep south- and west-facing slopes can be maintained if management practices are implemented to improve tree conditions such as reducing stand stocking or density to encourage widely spaced, large tree crowns.
2. Reduce the percentage of favored species and create and maintain agricultural crop openings.
3. Within high-risk stands, increase the proportion of non-favored species that will benefit wildlife and minimize defoliation, i.e., hickory, walnut, ash, pine and redcedar.
4. Create a stratified structure for wildlife forage and cover. For example, increase the pine component on ridgetops, increase the non-favored conifer and hardwood species on mid-slopes and increase non-favored hardwood species on the lower slopes and stream valleys. Generally, gypsy moth susceptibility decreases with an increasing
soil moisture gradient from the ridgetops to the stream valleys.
Landscape Considerations
1. The fragmentation of forests in Tennessee and Kentucky may assist in the management of gypsy moth populations. During the dispersal stage, the caterpillars are unlikely to survive in openings where favored species are not available.
2. Where a single habitat type exists over large areas, a diverse arrangement of oak with nonfavored species such as hickory, ash, yellow-poplar and pine can reduce the likelihood of damage from gypsy moth and other defoliators.
3. Take advantage of the available diversity of habitat types and current cover types across the landscape to reduce short-term and long-term pest threats.
4. Decrease the oak component and increase the conifer component on ridgetops and other susceptible sites.
5. Increase the percentage of non-favored species over the landscape to decrease the probability of gypsy moth population increases.
Summary
Use of silviculture to manage gypsy moth effects gives foresters additional tools for developing integrated pest management programs. Silvicultural actions should be taken prior to gypsy moth outbreaks to reduce or minimize the potential damage that arises in stands vulnerable to gypsy moth. Three approaches to reduce stand susceptibility to gypsy moth are applicable. First, change the stand composition by reducing the proportion of favored species and increasing the number of non-favored species in the stand. This can be accomplished through intermediate thinning treatments. The percentage of favored species that remain should be less than 30 percent of total composition.
Second, improve the growing conditions for residual trees. The more vigorous the tree, usually indicated by crown condition (size and density), the more likely it is to survive defoliation whether a favored or non-favored species. Intermediate thinnings create more space for crown expansion of residual trees. The released trees will grow larger with more vigorous crowns.
Third, between gypsy moth outbreaks, in situations where defoliation and mortality have already occurred, salvage dead trees and thin live trees as needed. The increased growing space for the remaining trees should create a healthier stand that can better withstand the next outbreak of gypsy moth.
References
Abrahamson, L. and C. Klass, compilers. 1985. Gypsy moth. Publication 1153. Knoxville, TN: University of Tennessee, Agricultural Extension Service. 13 p.
Brooks, C. and D. Hall. 1997. Gypsy moth silvicultural guidelines for Wisconsin. PUB-FR-123 97. Madison, WI: Wisconsin Dept. of Natural Resources. 11 p.
Feicht, D.L., S.L.C. Fosbroke, M.J. Twery. 1993. Forest stand conditions after 13 years of gypsy moth infestation. Proceedings, 9th Central Hardwood Forest Conference (A.R. Gillespie, G.R. Parker, P.E. Pope, G. Rink, eds.). Gen. Tech. Rep. NC-161. St. Paul, MN: U.S. Dept. of Agriculture, Forest Service, North Central Experiment Station: 130-144.
Gingrich, S.F. 1967. Measuring and evaluating stocking and stand density in upland hardwood forests in the central states. Forest Science 13(1): 38-53.
Gottschalk, K.W. 1993. Silvicultural guidelines for forest stands threatened by gypsy moth. General Technical Report NE-171. Radnor, PA: U.S. Department of Agriculture, Forest Service, Northeastern Forest Experiment Station. 50 p.
Liebhold, S. and G. Luzader. 2003. How gypsy moth risk map was constructed. Morgantown, WV: U.S. Dept. of Agriculture, Forest Service, Northeastern Forest Experiment Station: (http://www. fs.fed.us/ne/morgantown/4557/gmoth/risk).
McCullough, D.G., R.A. Haack, D.J. Hall, J. Niese. 1995. Gypsy moth and oak silviculture in the North Central Region. Northern Hardwood Notes 7.12. St. Paul, MN: U.S. Department of Agriculture, Forest Service, North Central Forest Experiment Station. 6 p.
McManus, M., N Schneeberger, R. Reardon, G. Mason. 1989. Gypsy moth. Forest Insect & Disease Leaflet 162. Washington, DC: U.S. Department of Agriculture, Forest Service. 13 p.
Fosbroke, D.E. and R.R. Hicks, Jr. 1989. Tree mortality following gypsy moth defoliation in southwestern Pennsylvania. Proceedings, 7th Central Hardwood Forest Conference (G. Rink and C.A. Budelsky, eds.). Gen. Tech. Rep. NC-132. St. Paul, MN: U.S. Dept. of Agriculture, Forest Service, North Central Experiment Station: 74-80.
USDA Forest Service. 1990. Gypsy moth research and development program. Radnor, PA: U.S. Dept. of Agriculture, Forest Service, Northeastern Forest Experiment Station. 29 p.
A Regional Peer-Reviewed Technology Extension Publication
Professional Hardwood Note #4 for Tennessee and Kentucky Published as University of Kentucky's Cooperative Extension publication FOR-102 Published as Southern Regional Extension Forestry publication SREF-FM-007 Partial funding of this publication provided by Tennessee Department of Agriculture, Division of Forestry
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Beaufort Gyre Exploration Project: Dispatch 11: Chemistry From the Surface to the Bottom
August 28-30, 2003
Andrey Proshutinsky
Related Multimedia
Throughout the cruise, our chemistry team (from the Institute of Ocean Science in Canada and the International Arctic Research Center in the USA) has been measuring seawater properties and obtaining seawater samples for chemical analysis, most recently along 75°N latitude. In the following text, Fiona Mclaughlin (who communicates with us every day from Sidney, B.C.) and Valerie Forsland explain the major goals and methods of water analysis being conducted on this expedition:
We are using a 24-bottle CTD/rosette to collect water column samples to investigate the origin and age of waters found in the Canada Basin. The rosette is lowered to the seafloor and then, as it is pulled upward, each 10 L bottle is closed individually to provide a sample from 24 different depths – reaching from the surface to as deep as 3800 m. When the rosette is brought back onboard the ship, a team of scientists from IOS and IARC are at-the-ready, anxious to get started with the sub-sampling.
Water chemistry slideshow
View Slideshow
»
At a typical station there may be as many as 20 different sample containers to be filled from each 10 L bottle, ranging in size from a 10 ml test tube to a 10 L carboy. The water from each rosette bottle is analyzed for a number of geochemical constituents and each tells a different story and helps us to understand how the large scale atmosphereocean system works. Some of the geochemical tracers are being analyzed onboard ship and some are returned to laboratories in Canada, Japan and the US.
One of the many questions we are asking on this expedition is whether the strength and location of the Beaufort Gyre affects the storage of freshwater. And, from an oceanographic point of view, freshwater refers to more than river or ice-melt water. For example we will be calculating the freshwater content at every station by integrating the difference in salinity we measure by comparing it to a reference salinity of S=34.8. In addition to salinity, we are also collecting samples for barium and oxygen isotope (? 18 O) analysis. Barium tells us whether surface waters originate from the Mackenzie River, the largest Canadian river that flows into the Arctic Ocean; ? 18 O tells us how much of the freshwater is due to the melting of ice; and it is important to distinguish between these two different sources of freshwater when investigating questions about climate change.
We are also investigating the carbon cycle and how greenhouse gases such as carbon dioxide are dissolved in the ocean and buried for periods of time. We are collecting alkalinity and total carbon dioxide samples from 4 different regions of the Canada Basin and ? 13 C in surface waters at all stations to investigate the role that the Canada Basin is playing in the global climate system. Plankton are also another part of the carbon cycle – the organic part – and we are filtering waters of the upper ocean to find out how much life is present.
We are interested in knowing how old waters of the Canada Basin are – and by old we mean how long it has been since they were last in contact with the atmosphere. Samples for CFC (freon 11,12 refrigerant), helium, tritium ( 3 H) and ? 14 C measurements provide information on different timescales – 2- 65 years for CFCs and He/ 3 H and hundreds of years for ? 14 C. Waters of the deep Canada Basin are believed to be 400-600 years old, dating back to the time of Columbus. We are curious to discover if deep waters in the Canada Basin are all this old.
Geochemical tracers help us identify the source and circulation pathways of the two principal water masses found in the Canada Basin. Pacific-origin waters are fresher and contain more nutrients - silicate, nitrate, and phosphate - than the warmer and saltier Atlantic-origin waters. Atlantic-origin waters also carry higher values of radionuclides such as 129 I and 137 Cs than Pacific-origin waters. These radionuclides are by-products of nuclear re-processing plants in France and England and enter the Canada Basin via the Norwegian Coastal Current and Fram Strait. We are interested in where the boundaries between Pacific and Atlantic-origin waters are situated and how these locations vary over time.
Various phytoplankton species coexist in the ocean but they are roughly characterized by size. We are investigating the vertical distribution of the phytoplankton in 3 size fractions (0.7-2um, 2-10um and >10um) in the Canadian Basin. As well, bongo net sampling – vertical tows - provides information regarding population density, species composition and DNA and molecular structure of Arctic zooplankton.
Dissolved organic carbon (DOC), categorized into humic substance, carbohydrates, lipids, proteins and other minor components, is also important in the carbon cycle. A portion of total DOC, which absorbs light (CDOM), is used as a tracer for land/shelf interaction. CDOM and DOC are measured to track freshwater in the Beaufort Gyre.
firstname.lastname@example.org
; press relations:
email@example.com
, tel. (508) 457-2000
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Driving in a Disaster
Safety Tips for Motorists
MINUTES when left in a closed car. NEVER leave anyone in a parked car during periods of high summer heat.
After almost every disaster, search and rescue teams find victims who might have survived if they had known whether to stay with or leave their cars. The following are safety tips for drivers in various types of emergencies. This information should be kept in the glove compartment of your car. In any situation, the most important rule is — Don't panic!
Listen to radio or television for the latest National Weather Service bulletins on severe weather for the area in which you will drive. In times of developing emergencies, keep a radio or television on and await instructions. If evacuation is recommended, move quickly but calmly, following instructions as to which route to be used, evacuation shelter to be sought, and other directions.
HURRICANES —EVACUATE EARLY
Flooding can begin well before a hurricane nears land. Plan to evacuate early, and keep a full tank of gas during the hurricane season. Learn the best evacuation route before a storm forms, and make arrangements with friends or relatives inland to stay with them until the storm has passed. Never attempt to drive during a hurricane, and wait until the "all clear" is given after the storm. Flash flooding can occur after a hurricane has passed. Avoid driving on coastal and low-lying roads. Storm surge and hurricane-caused flooding are erratic and may occur with little or no warning – and in some locations, such as Wellfleet Harbor, can occur hours after the storms appears to have passed.
FLOOD —GET OUT OF THE CAR
Never attempt to drive through water on a road. Water can be deeper than it appears and water levels can rise very quickly. Most cars will float for at least a short while. A car can be buoyed by
ALWAYS KEEP EMERGENCY SUPPLIES IN YOUR VEHICLE
Cars should be equipped with supplies that could be useful in any emergency. The supplies in the kit should include, at a minimum:
❑ blanket/sleeping bag
floodwaters and then swept downstream during a flood. Floodwaters also can erode roadways, and a missing section of road-even a missing bridge-will not be visible with water running over the area. Wade through floodwaters only if the water is not flowing rapidly and only in waters no higher than the knees. If a car stalls in floodwater, get out quickly and move to higher ground. The floodwaters may still be rising, and the car could get swept away at any moment.
TORNADO —GET OUT OF THE CAR
A car is the least safe place to be in a tornado. When a warning is issued, do not try to leave the area by car. If you are in a car, leave it and find shelter in a building. If a tornado approaches and there are no safe structures nearby, lie flat in a ditch or other ground depression with your arms over your head.
SUMMER HEAT —STAY OUT OF A PARKED CAR
❑ jumper cables and tools
❑ bottled water
❑ canned fruits and nuts and manual can opener
❑ first aid kit
❑ flashlight and extra batteries
❑ rain gear and extra clothes
❑ necessary medication
❑ matches and candles
❑ shovel (not just for winter travel)
During hot weather, heat build-up in a closed or nearly closed car can occur quickly and intensely. Children and pets can die from heat stroke in a matter of
Sources:
The American Red Cross.
Photos courtesy of the NASA Project at Prescott College, AZ.
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Environment (Indoor & Outdoor)
UT Extension Publications
2-2006
SP605-A-What Do You Know About Lead Poisoning? Common Myths, Misunderstandings and the Facts
The University of Tennessee Agricultural Extension Service
Follow this and additional works at: http://trace.tennessee.edu/utk_agexenvi
Recommended Citation
"SP605-A-What Do You Know About Lead Poisoning? Common Myths, Misunderstandings and the Facts," The University of Tennessee Agricultural Extension Service, 06-0186 SP605A-5M-2/06(Rep) R12-5310-013-001-06, http://trace.tennessee.edu/ utk_agexenvi/6
The publications in this collection represent the historical publishing record of the UT Agricultural Experiment Station and do not necessarily reflect current scientific knowledge or recommendations. Current information about UT Ag Research can be found at the UT Ag Research website. This Indoor Environmental Concerns - Lead Poisoning is brought to you for free and open access by the UT Extension Publications at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Environment (Indoor & Outdoor) by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact firstname.lastname@example.org.
What Do You Know About Lead Poisoning?
Common Myths, Misunderstandings and the Facts
Tennessee Department
of Health
Prepared by Martha Keel, Professor and Janice McCoy, former Research Associate, Family and Consumer Sciences
You cannot prevent your child from being poisoned by lead.
Extension
SP 605-A
Lead poisoning can be totally prevented. Ask your local health department or Extension agent for tips about how to remove lead safely from your home.
Fact
Lead poisoning is not really a problem anymore. I know a lot of people who grew up around lead paint and they are perfectly healthy.
Myth
Lead paint that was in homes 20 years ago is even more of a health hazard now. As paint gets older it will peel and chip. This creates lead dust that is harmful to everyone.
Fact
Only children are at risk from lead poisoning.
Myth
Fact
Adults can also suffer from hypertension (high blood pressure) when they have elevated blood lead levels.
My child will not get lead poisoning if he or she does not eat paint chips or chew on things that have lead paint.
Fact
While these are ways a child can be poisoned by lead, he or she only has to breathe lead dust to become poisoned. Toys and fingers that have come into contact with lead dust can also poison a child when put in the mouth.
My child will not be hurt by lead unless he or she has very high blood lead levels.
Myth
Even very low levels of lead in a child's blood can create long-term problems and can even affect learning and behavior permanently.
Fact
My home would be better if I just leave the lead paint where it is. Having my home de-leaded only creates more lead paint dust.
Myth
Fact
If lead removal is done by someone who has been trained and licensed to do the job in a safe manner, he or she will clean up properly and prevent lead dust from being spread in the home.
My child lives in the country. Only children who live in the inner city get lead poisoning.
Fact
Lead poisoning only comes from a child living in a house or apartment built before 1978.
It does not matter if your child lives in the country or in the city. Any child can get lead poisoning. Lead paint can be found in any home built before 1978.
Fact
While lead-based paint is one of the major ways to become lead-poisoned, there are other sources, such as certain home remedies, lead crystal and soil contaminated by leaded fuel in cars or other vehicles.
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Introduction
concursoescolaronce.es/material-secundaria/introduccion
Welcome to the 38th edition of the Grupo Social ONCE School Competition, the educational action programme that helps you to promote values such as solidarity and critical thinking, an active role for students and collaborative work to achieve equal opportunities for everyone.
At Grupo Social ONCE we know that the road to inclusion can only be travelled in one way: ALL TOGETHER.
Education is a powerful tool to create a fairer, better society. With this contest we are certain that, with you, teachers, students and families, we are creating a more inclusive future.
That is why the Grupo Social ONCE has organised this 38th contest, inviting you to work together for inclusion and to make students into agents of change, encouraging them to take action inside and outside the classroom, to make the environment more inclusive. Because we can all take steps on the path to equality.
This year, with our slogan "THE PATH THAT MAKES US EQUALS"", we are urging you to move from awareness to action, through a pedagogically attractive, modern proposal, based on the LOMLOE.
All this with Oncelio, our iconic isotype, who we have filled with colour so that we can travel the path with him and add walk kilometres of enthusiasm.
ABOUT GRUPO SOCIAL ONCE?
Grupo Social ONCE is a collaboration between ONCE, Fundación ONCE and Ilunion with a shared identity and a clearly established priority: total inclusion and access to independent living for blind people and people with other disabilities in Spain and around the world.
Education, lifelong learning, employment and accessibility are ever-present objectives, based on social innovation and the drive towards more inclusive societies by strengthening associations working in the area of disability, the third sector and the social economy. A unique model that hinges on solidarity with people at risk of exclusion and focused on those who have a disability, based on the fulfilment of their citizenship rights.
A group whose goal to fully include blind and disabled people sets a unique example in the world for creating social value for all citizens. A leader in the social economy that constantly proves that social and economic profitability are perfect partners, based on the convergence of three areas of action that, together, complement each other:
1/2
ONCE
World leader in inclusion and overall independence of blind and severely visually impaired people. It is financed according to a responsible, secure and supportive management model for the sale of lottery products, under public control, and with the full reinvestment of all its income to benefit society.
Fundación ONCE
An instrument created by the Organisation in 1988 to extend the solidarity of the ONCE social model to other people with disabilities and to advocate for their inclusion, acting on the levers of training, employment and universal accessibility, intrinsically linked as a path to the future.
Ilunion
Brand of joint business initiatives by ONCE and Fundación ONCE, which have joined forces to lead the social economy. The organisation has six different areas: services, hotel and hospitality, consultancy, social and healthcare, marketing, and circular economy. Its aims are sustainability and the employment of people with disabilities.
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Nepal
Overview
Nepal faces many challenges as it seeks to develop its economy while consolidating its relatively new democracy. Nepal's status as a poor, relatively small, landlocked buffer state between China and India largely defines the context of its foreign policy. U.S. policy objectives with respect to Nepal include supporting democratic institutions, promoting regional stability and security, alleviating poverty, promoting human rights and sustainable economic growth, and helping build resilience to deal with climate change and natural disasters.
Background
Nepal is a poor country of an estimated 28 million people that has undergone a significant political transformation since 2006, when a 10-year armed struggle by Maoist insurgents ended after claiming at least 13,000 lives. Rising democratic sentiment curbed the king's powers in 2006. Following the Maoists joining the political process and their electoral success in 2008, Nepal declared itself a republic and the Constituent Assembly (CA) was directed to write a new constitution. A subsequent CA elected in 2013 ended years of political deadlock by agreeing to a new constitution in September 2015. Local, provincial, and national elections were held in 2017 and 2018. Nepal now has a bicameral legislature with 275 Members in the House of Representatives and 59 Members in the National Assembly, the body's upper house. Though the process of democratization begun in 2006 has not been smooth, Nepal's government has brought former insurgents into the political system, conducted peaceful elections, and, in a broad sense, has taken large steps toward establishing a functioning democracy. Ethnic, religious and caste identities are important for many in Nepal, where 81% are Hindu and 9% Buddhist. Nepali is the official language, though many regional and indigenous languages are also spoken. The three main geographic divisions of the country include the low-lying and agriculturally productive Terai region, which borders India, an intermediate central hill zone and more mountainous parts of the country. Never colonized, Nepal was largely isolated until the early 1950s.
Figure 1. Nepal in Brief
U.S. Relations & Assistance
The United States and Nepal established diplomatic ties in 1948, and relations between the two countries are generally friendly. There appears to be a lack of clarity with regard to Nepal's approach to the United States' Indo-Pacific strategy. Co-chair of the ruling Nepal Communist Party and former leader of the Maoist insurgency, Pushpa Kamal Dahal, reportedly stated, "If the Indo-Pacific strategy is to target China, we cannot accept it." Dahal has also urged that Nepal's projects under China's Belt and Road Initiative should not be delayed. Nepal's Foreign Minister Gyawali has also reportedly refuted assertions that Nepal is part of the U.S. Indo-Pacific initiative. The U.S. Department of Defense Indo-Pacific Strategy Report states, "Within South Asia, we are … pursuing emerging partnerships with Sri Lanka, the Maldives, Bangladesh, and Nepal." Nepal may continue to find itself pressed by China to distance itself from the U.S. Indo-Pacific strategy.
Environmental factors are a key challenge for Nepal. A 7.8 magnitude earthquake struck Nepal in 2015. By some estimates, 9,000 people were killed, 22,000 were injured, and 755,000 homes were destroyed. Nepal was criticized for its slow response to the crisis. Temporary Protected Status (TPS) for Nepal, which had been granted following earthquakes there, was scheduled to expire in June 2019. The June expiration date was suspended until further notice in May 2019. Nepal is particularly vulnerable to rising risks brought on by climate change. The need to build climate resilience is growing due to the impact that rising temperatures, shifting rainfall, and drought are having on the two-thirds of Nepal's workforce that rely on agriculture for their livelihood.
Nepal has significant need for economic development and foreign assistance. The United States has provided over $1.6 billion in assistance to Nepal since 1951. U.S.-Nepal cooperative efforts include the Peace Corps. U.S. assistance programs focus on agriculture and food security; democracy, human rights and governance; education; environment and global climate change; gender equality and social inclusion; global health; and working in crisis and conflict. H.R. 2740, pending before the Senate, would appropriate $6 million "for programs to promote and preserve Tibetan culture, development, and the resilience of Tibetan communities in India and Nepal, and to assist in the education and development of the next generation of Tibetan leaders from such communities." The Millennium Challenge Corporation's Compact with Nepal, signed in www.crs.gov | 7-5700
Updated October 10, 2019
September 2017, includes $500 million to "spur economic growth and reduce poverty in Nepal." The compact's $398 million electricity transmission component "will expand and strengthen the high voltage electricity transmission network to support new investments in generation." A bilateral Trade and Investment Framework Agreement entered into force on April 15, 2011. Agreement objectives include the expansion of trade, investment, and technical cooperation, and strengthening economic relations between the two countries.
Recent Political Developments
Nepal's continuing democratic development was demonstrated by successful local, provincial, and national elections in 2017 and 2018. The "Left Alliance" of the Communist Party of Nepal United Marxist Leninist (CPNUML) and the Communist Party of Nepal Maoist Centre (CPN-MC) won parliamentary elections held between November 2017 and February 2018. As a result, the new Left Alliance now has a majority in both the House of Representatives and the National Assembly. It has also formed governments in six of the seven provincial assemblies. Pushpa Kamal Dahal (a.k.a. Prachanda) of the CPN-MC and Prime Minister Khadga Prasad Sharma Oli of the CPN-UML reportedly have a power-sharing agreement under which Oli is to serve three years as prime minister and Prachanda is to serve for two years. While some observers are optimistic that Nepal could be entering a period of political stability, the potential for political rivalry remains. The next elections are due in 2022. Potential agitation by the Madhese ethnic group of the southern Terai region may be a potential source of instability.
Nepal's Relations with India and China
Nepal's ties with India historically have been closer than its ties with China largely due to geography and shared Hindu traditions, but Nepal is expanding ties with China as it seeks to reduce its overreliance on India. Nepal is experiencing more diplomatic and economic engagement from both India and China than in past years, as its neighbors seek to protect their interests and expand their ties to Nepal. While the Himalayan mountain range along Nepal's northern border has historically limited interactions with China, the 500-mile southern plains border with India is relatively open. India and Nepal have had a tradition of close coordination in the areas of defense and foreign affairs. The India-Nepal Treaty of Peace and Friendship, signed in 1950, has served as a basis of the relationship. Nepal also depends on India as its primary source of imports and its main market for exports, and for access to the sea through the port of Kolkata. An estimated 32,000 Nepalese Gurkha troops serve in the Indian Army.
trade with Nepal. As a result, Oli was seen as tilting towards China.
Indian Prime Minister Narendra Modi has sought to mend ties and restore India's influence with Nepal. During a May 2018 visit to Kathmandu, Modi spoke of "initiatives in agriculture, inland waterways and railways [that would] increase mutual connectivity of people and businesses of both the countries," and added that a "survey for new railway link between Raxaul and Kathmandu will start soon." Modi reiterated his commitment to "work with Nepal to further strengthen the traditionally close and multifaceted partnership between India and Nepal" during Prime Minister Oli's May 2019 New Delhi visit.
China has in recent years made significant inroads in developing ties with Nepal. This appears to have been made possible by the unofficial 2015 blockade of Nepal by India and significant Chinese investment in infrastructure in Nepal as part of its Belt and Road Initiative. China and Nepal also held their first-ever military exercises in April 2017 and China reportedly constructed a $350 million facility for the Nepal Armed Police Force. Nepal and China signed a Memorandum of Understanding on the Belt and Road Initiative in May 2017. Beijing has pledged to invest $8.3 billion in road and hydropower projects in Nepal and has proposed building an $8 billion railway from Lhasa to Kathmandu. Chinese President Xi Jinping reportedly will visit Nepal in mid-October 2019 and inaugurate the JhorGurjebhanjyang tunnel that will connect Nepal's capital Kathmandu and Kerung in Tibet. Nepal and China reportedly have been having talks aimed at expanding BRI projects between the two countries. The CPN and the Communist Party of China signed a Memoranda of Understanding establishing fraternal relations between the parties, and a Symposium on Xi Jinping Thought was held for NCP leaders in Khatmandhu in September 2019.
HRs, Trafficking & Migrant Workers
Relations between Nepal and India cooled after India unofficially blockaded Nepal in 2015 in response to Nepal's adoption of a constitution that India asserted did not adequately take into account the interests of ethnic Madhese of the Terai, who have close ties to India. Prime Minister Oli (2015-2016 and 2018-present) was critical of the New Delhi government's decision to become involved in Nepal's domestic constitutional debate and its imposition of the blockade. Oli signed a trade and transit agreement with China in 2016 in an effort to end India's monopoly over
The State Department's 2018 Country Report on Human Rights Practices: Nepal found reports of "unlawful or arbitrary killings; torture; cruel, inhuman or degrading treatment, and arbitrary detention." The State Department's 2019 Trafficking in Persons report found that Nepal, a Tier 2 country, "does not fully meet the minimum standards for the elimination of trafficking but is making significant efforts to do so." Over 7,000 women and girls are reportedly trafficked to India each year, where they are forced to become prostitutes. Nepal also has the thirdhighest rate of child marriage, with 37% of girls marrying before age 18 and 10% by age 15. Many Nepalis go abroad in search of work. Many of those working in the Middle East and Southeast Asia labor under harsh conditions and some are subject to abuse and exploitation. Remittance inflows to Nepal were estimated to be the equivalent of 28% of Nepal's GDP in 2018. Approximately 10% of Nepal's population works abroad.
Bruce Vaughn, email@example.com, 7-3144
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Electing a President (ESL Lesson)
Objective (s): The student will be able to:
- Identify some of the roles of the President of the United States.
- Explain voting as a method for electing the President of the United States.
- Decide on the qualities that a president should posses.
- Participate in a mock election in order to demonstrate an understanding of the election process.
- Utilize creative and critical thinking skills.
TEKS:
Social Studies (1.12) (B); (13) (A)
ESL 128.3 (b)(1)E(i); 128.3 (b)(18)(C)
Vocabulary:
- Candidate
- Election
- Duties
- Mock
- President
- Privilege
-
- Vote
Democrat
- Republican
Materials:
- A social studies box in the form of a ballot box (shoe box) which includes: a small donkey, a small elephant, If I were President book by Catherine Stier, a U.S. flag, a picture of Barack Obama, a voter registration card, number 4, number 18.
- Ballots for Mock Candy Election (see attached)
- Cutouts of the graphics for the political parties (see attached)
- "Wanted President" sheet for each student (see attached)
- Candy: Sour Punch Twist and Tootsie Pops
Learning strategies:
1. Begin the lesson by asking students if they know what is important about the second Tuesday of November, every 4 years. It is a special day for citizens of
our country who are eighteen years of age, or older, to go and vote for a leader, or president. It only happens once every four years. That would make 2012 an election year, 2016, 2020, etc.
2. Ask the students and write responses on the board to the question, Why do you think our country has a president? Why do you think we only elect a president once every four years? What do you think are some of the presidents duties/responsibilities or special privileges?
3. Read the book If I Were President by Catherine Stier to the class. Direct attention to the list of duties/responsibilities or special privileges students thought the president might have. Discuss which assumptions were correct and those that were incorrect. Then have students share any additional presidential duties/responsibilities and special privileges that they learned from the book.
4. Ask students to brainstorm a list of qualities they think the President of the United States should posses and record answers on the board. Give each student a "Wanted for President" sheet and instruct the students to complete the sheet by composing three sentences that include the three qualities that they think are the most important when choosing a president. Students should refer to the brainstorm list of qualities and defend each choice. For example, "I think a president should be honest because…".
5. Then ask students what it means to vote. Discuss the questions: Who is allowed to vote for the President of the United States? Why can't people under the age of 18 vote in elections? Do you think the voting age should be changed? Why or why not?
6. Tell the students that they are going to participate in a mock Sour Punch Twist (Republican) vs. Tootsie Pops (Democrats) election. Give each student a ballot and explain how they should mark an "X" in the box opposite the name of the candy they like better. Then have students insert their ballot in the "ballot box".
7. Tally up the votes for the candidates. To visually represent the voting results, the teacher should make a graph on the board. The number of votes for Sour Punch Twist should be depicted by elephants and the votes for Tootsie Pops should be depicted by donkeys. Then explain the symbols for each political party and display the poster.
Parent/family/community inclusion:
The students will interview their parents on voting. They will ask questions related to their parents' voting beliefs and habits. For example:
- Did you vote?
- Why did you vote?
- What qualities do you look for in a presidential candidate?
- What are the benefits of voting?
The students are to bring this information back to school the next day in order to have a class discussion.
Academic reinforcement/extension:
Using the qualities they talked about in class, students are to write a paragraph about what makes them a good presidential candidate, and why, and what kind of policies would they implement if they were president.
Social Studies Box (Images)
.
Ballots for Mock Candy Election
OFFICIAL CLASS Candy BALLOT
Please place an "X" in the box beside the candidate of your choice.
Sour Punch Twist (REPUBLICAN PARTY)
Tootsie Pops (DEMOCRATIC PARTY)
OFFICIAL CLASS Candy BALLOT
Please place an "X" in the box beside the candidate of your choice.
Sour Punch Twist (REPUBLICAN PARTY)
Tootsie Pops (DEMOCRATIC PARTY)
OFFICIAL CLASS Candy BALLOT
Please place an "X" in the box beside the candidate of your choice.
Sour Punch Twist (REPUBLICAN PARTY)
Tootsie Pops (DEMOCRATIC PARTY)
WANTED: FOR PRESIDENT
I think a president should be _____________________ because ____________________________ ____________________________.
I think a president should also be _____________ because ____________________________ ____________________________.
And I think a president should be __________________ because ____________________________ ____________________________.
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Paper Teddy Bear Split Pin Template
A special edition of twelve enchanting tales from the nursery which are perfect for bedtime reading. Meet lots of new toys from the nursery on their day-to-day adventures. Kind Sarah Elizabeth shows Old Bear, Bramwell Brown and Rabbit how, with a bit of nifty needlework, they can be saved from the jumble sale; Monkey helps Teddy No-nose find a nose and Polly Bear makes a smashing snowman that won't melt. Delightful stories that children will enjoy again and again. Plan for six weeks of learning covering all six areas of learning and development of the EYFS through the topic of farms. The Planning for Learning series is a series of topic books written around the Early Years Foundation Stage designed to make planning easy. This book takes you through six weeks of activities on the theme of farms. Each activity is linked to a specific Early Learning Goal, and the book contains a skills overview so that practitioners can keep track of which areas of learning and development they are promoting. This book also includes a photocopiable page to give to parents with ideas for them to get involved with their children's topic, as well as ideas for bringing the six weeks of learning together. The weekly themes in this book include: making up a new version of 'The farmer's in his den', play at ploughing in the sand tray and dressing up as scarecrows - just some of the activities you could plan for your 'Farms' topic. We start in week 1 with a look at farmers then go on to cover what farmers grow, life on the farm, farm vehicles, machines and tools and farm
animals. The activities and learning all build up to the grand finale in week six, a children's farmers market. Donald Woods Winnicott (1896-1971) was one of Britain's leading psychoanalysts and pediatricians. The author of some of the most enduring theories of the child and of child analysis, he coined terms such as the "good enough mother" and the "transitional object" (known to most as the security blanket). Winnicott's work is still used today by child and family therapists, social workers, teachers, and psychologists, and his papers and clinical observations are routinely studied by trainees in psychiatry and clinical psychology. Beyond the expected audiences of psychoanalysts and psychoanalytic psychotherapists, Winnicott also wrote for parents, teachers, social workers, childcare specialists, pediatricians, psychologists, art and play therapists, and others in the field of child development. Now, for the first time, virtually all of Winnicott's writings are presented chronologically in 12 volumes, edited and annotated by leading Winnicott scholars. The Collected Works of D. W. Winnicott brings together letters, clinical case reports, child consultations, psychoanalytic articles, and papers, including previously unpublished works on topics of continuing interest to contemporary readers (such as delinquency, antisocial behavior, corporal punishment, and child care). The Collected Works begins with an authoritative General Introduction by editors Lesley Caldwell and Helen Taylor Robinson, while each of the volumes features an original introduction examining that volume's major themes and written by an international Winnicott scholar and psychoanalyst. Throughout The
Collected Works, editorial annotations provide historical context and background information of scholarly and clinical value. The final volume contains new and illuminating appendices, comprehensive bibliographies of Winnicott's publications and letters, documentation of his lectures and broadcasts, and a selection of his drawings. This extraordinary publication will be an essential resource for Winnicott admirers the world over and those interested in the history and origins of the fields of child development and psychoanalysis.
In its 114th year, Billboard remains the world's premier weekly music publication and a diverse digital, events, brand, content and data licensing platform. Billboard publishes the most trusted charts and offers unrivaled reporting about the latest music, video, gaming, media, digital and mobile entertainment issues and trends. A heartwarming picture book from award-winning authorillustrator Caroline Magerl about two unlikely loners who forge a forever friendship. Nop is a scruffy kind of bear. He sits on a dusty armchair in Oddmint's Dumporeum surrounded and ignored by the other heaping heaps of goods. At night, they are magically transformed by the beaders, knitters, patchers and stitchers and the next day go on to 'someplace wonderful'. Nop watches the heap tumble until, armed with a new bow tie, he has an idea that will change his life forever. A tale about finding the magic that lives inside even the scruffiest of bears. Plan for six weeks of learning covering all six areas of learning and development of the EYFS through the topic of shapes. The Planning for Learning series is a series of topic books written around the Early Years Foundation
Stage designed to make planning easy. This book takes you through six weeks of activities on the theme of shapes. Each activity is linked to a specific Early Learning Goal, and the book contains a skills overview so that practitioners can keep track of which areas of learning and development they are promoting. The weekly themes in this book include: shapes and sizes, patterns, holes, tubes and boxes.
Special edition slipcase edition of John Green's Paper Towns, with pop-up paper town. From the bestselling author of The Fault in our Stars. Quentin Jacobsen has always loved Margo Roth Spiegelman, for Margo (and her adventures) are the stuff of legend at their high school. So when she one day climbs through his window and summons him on an all-night road trip of revenge he cannot help but follow. But the next day Margo doesn't come to school and a week later she is still missing. Q soon learns that there are clues in her disappearance . . .
"The Targeting Maths for Victoria scheme is VELS compliant. It has been written for CSF II and provides complete coverage of the course with student books that are clear, fun and easy to use. The teaching guides (Prep - 6) include the following features: Outcomes and indicators clearly stated; Key vocabulary and material requirements; Detailed guidance on introducing and teaching the mathematical concepts and skills; Two photocopiable activity cards for each unit; The Activity Bank supplies a range of differentiated activities for consolidation, practice and extension; Easy-to-manage assessment with an assessment work sheet for each unit." -- Back cover.
and they are for him. But as he gets deeper into the mystery - culminating in another awesome road trip across America - he becomes less sure of who and what he is looking for. Masterfully written by John Green, this is a thoughtful, insightful and hilarious coming-of-age story.
Features an audio read-along! A creative spirit learns that thinking "ish-ly" is far more wonderful than "getting it right" in this gentle new fable from the creator of the award-winning picture book The Dot. Ramon loved to draw. Anytime. Anything. Anywhere. Drawing is what Ramon does. It¹s what makes him happy. But in one split second, all that changes. A single reckless remark by Ramon's older brother, Leon, turns Ramon's carefree sketches into joyless struggles. Luckily for Ramon, though, his little sister, Marisol, sees the world differently. She opens his eyes to something a lot more valuable than getting things just "right." Combining the spareness of fable with the potency of parable, Peter Reynolds shines a bright beam of light on the need to kindle and tend our creative flames with care.
A descriptive listing of the films produced during this decade is presented together with credit and subject indices
Instructions for 10 traditional bears.
Children will revel in the exciting and colorful activities in this series. The 50 step-by-step projects in each book provide creative fun for both indoors and out.
Shows students working together to take care of a class's stuffed animal
Teaching Science and Technology in the Early
Years (3–7) celebrates young children's amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning. By identifying the scientific and technological concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This third edition has been thoroughly updated and features: fresh insights into young children's learning from neuroscience and 'new-materialist' perspectives; a UK-wide perspective on Early Years curricula and how they support the inclusion of science and technology as an entitlement for young children; new case studies of successful, evidence-based Early Years practice, alongside new examples of practical planning for learning, and advice on documenting children's learning stories; an updated chapter on assessing and documenting children's learning, drawing upon findings from the Teacher Assessment in Primary Science (TAPS) project at Bath Spa University. Based on the latest research and first-hand experience, this practical and accessible book is essential reading for Early Years and Primary
students on undergraduate, PGCE and Masterslevel courses.
Oracy is a subject currently undergoing examination, due to the emphasis placed upon it by the National Curriculum. With an emphasis on practice, but embracing the major theoretical issues involved, this book contains numerous exercises, examining the issues surrounding oracy in schools. It describes the many ways in which teachers can encourage pupils to talk, using picture books, media-based discussions and English as a second language.
An illustrated compendium of stories, games, quizzes, crafts, recipes, and general information relating to Teddy bears their history and their personalities.
The magazine that helps career moms balance their personal and professional lives.
DIVThe distinguished educator and philosopher discusses his revolutionary vision of education, stressing growth, experience, and activity as factors that promote a democratic character in students and lead to the advancement of self and society. /div The Really Practical Guide to Primary ScienceNelson Thornes
Accompanying the 2001 exhibition that made its debut at a shop in Oxford Street, London, this title is in effect an inventory of the possessions that were broken down into their component parts during the installation.
What are the origins of creativity and how can we develop it - whether within ourselves or in others? Not only does Playing and Reality address these questions, it also tackles many more that surround the fundamental issue of the individual self and its relationship with the outside world. In this landmark book of twentieth-century psychology, Winnicott shows the reader how, through the attentive nurturing of creativity from the earliest years, every individual has the opportunity to enjoy a rich and rewarding cultural life. Today, as the 'hothousing' and testing of children begins at an ever-younger age, Winnicott's classic text is a more urgent and topical read than ever before.
Bobo the baby chimp is walking through the jungle. Everyone seems to be taller than he is! So he climbs on top of a lizard, a lion cub, an elephant and even a giraffe in his attempt to be tallest... until he wobbles, and wobbles... and slips! Luckily, mummy is there to rescue him. Bobo realizes that sometimes the size you are is the size you're meant to be! A guide to teaching science in primary schools. Its topics include understanding the National Curriculum and developing an effective scheme of work, and this second edition has been revised to take account of National Curriculum developments Clear instructions and illustrations show youngsters and adults how to create 38 delightful novelties: jumping jack, kaleidoscope, boomerang, pinwheel,
parachute, bubble blowers, and much more. Each toy can be made with inexpensive materials found around the home, from cardboard and tape to string, scissors, and pins.
Were you under the impression that leading a healthy lifestyle means swearing off sweets forever or suffering through dry, tasteless cardboard disguised as cookies? Well, Baked with Love is here to dispel that myth. This book serves up wholesome recipes for a wide range of dietary preferences that taste so delicious they'll have you and your loved ones coming back for seconds (and thirds, let's be honest), proving once and for all that you can have your cake and eat it, too. Brittany Berlin, the food blogger behind The Banana Diaries, dishes up a yummy batch of simple and fun vegan twists on classic treats, a feat that has consistently surprised and delighted her readers. Need to whip up an allergy-friendly birthday cake for your child's party that they and their friends will truly love? (We won't tell them it's refined-sugar-free if you don't!) Want to prepare a gluten-free pumpkin pie that will satisfy even the pickiest of uncles at Thanksgiving dinner? How about grain-free, vegan chocolate chip cookies that remind you of Grandma's beloved specialty? Baked with Love has you covered. With easy-tofollow recipes illustrated with rich photography, along with handy tips and tricks for healthy baking, Britt provides all the how-tos. All you need to do is bake
with love. Brittany flawlessly brings together the healthiest and most delicious aspects of many popular dietary choices. Baked with Love features only the highest-quality ingredients and offers many gluten-free, grain-free, nut-free, and allergy-friendly options. All of the recipes are vegan, which means that they are free of dairy and eggs. Sample Recipes Include: S'mores Brownies Caramel Stuffed Chocolate Chip Cookies Red Velvet Cupcakes Chocolate Hazelnut Cake Brownie "Cheesecake" A classic Kipper picture book, perfect for sharing together. Kipper has one, two, three, four, five, six favourite toys. But he's worried. Someone or something has been nibbling a hole in his toybox. What can it be? And are his toys safe? If you look very closely at the pictures you might just spot the answer... it's a little mouse! Kipper has been a muchloved picture book character for over 25 years. "The charmingly comical Inkpen, as always, hits the spot." Guardian "You simply cannot fail to win smiles with a new book about Kipper." Daily Mail Create This Book is the ultimate outlet for creativity. Includes 242 pages of unique and inspiring prompts to get you in the creative zone! Whether you are trying to get past an artist's block, wanting to become more creative, or just looking to have some fun, you will love this interactive journal! Want to learn more? Check out "Create This Book" on Youtube! You can watch Moriah Elizabeth's "Create This Book" Series!
Copyright : commonspace.scot
Online Library Paper Teddy Bear Split Pin Template
Great for inspiration and guidance on your creative journey! Go to MoriahElizabeth.com for more information.
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The States and the Ratification Process: Using Geography To Teach the Ratification of the Constitution
Steven Stary Notre Dame Academy Green Bay, Wisconsin
Links to Primary Sources to Support the Lesson:
1. A packets of maps illustrating the votes in each state's convention.
2. A web page containing essays relating to the states and the ratification process.
Lesson Objectives:
* Students will interpret maps
* Students will make connections between geography and politics
* Students will analyze maps in the context of support or opposition to the Constitution
Procedures:
1) Using one of the maps as an example (New York would work well for this) have the whole class contribute to a discussion about where support for the Constitution was strongest and where it was weakest. Invite speculation about why it seems to break down along geographical lines.
2) Form smaller groups and give each group a different map of a state where the vote was somewhat close: New Hampshire, Virginia, Massachusetts, and Pennsylvania. (Save Rhode Island for later, since they do not ratify until last. Use as a follow up.) Encourage students to talk about what the maps can tell them. Possible questions:
* What patterns are there in the areas that support or don't support the Constitution in each state? Do they tend to be near each other or scattered? What geographical features unite or divide them?
* Does proximity to a port city have an effect? Why or why not?
* Does an area's proximity to a city have an effect on its support for the Constitution? Why?
* Is an area more likely to support the Constitution if it is closer to the ocean? Why or why not?
3) Connecticut, Maryland, South Carolina can be added to the list for small group work, or be examined by the class as a whole later. Do these states follow the same pattern as the others? What could be the reasons for support for/opposition to the Constitution to be concentrated in the areas where it is?
Extending the lesson:
* Consider the case of Rhode Island, but in the context of its late ratification and the pressure of being "outside" the union for a short time. Do the same geographical influences hold true for Rhode Island? Where does support for the Constitution seem strongest? Where weakest? Why?
* What geographical issues might lie behind the ratification in Delaware, New Jersey, and Georgia?
* Use supporting primary source material from the CSAC website (see link above) to look at the stated issues of the time regarding support or opposition to the Constitution in a chosen state. Are issues of commerce and banking linked to geography? Where is political power concentrated in the state? What occupations or even social classes were more likely to support the Constitution and why?
*Note: Map and introductory essay for North Carolina were not yet available when this lesson was created. Feel free to add North Carolina to the Rhode Island extension idea when it is available.
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>> What product results from this alpha bombardment? OK, you might be given a problem that says this, and then you'll be given an equation. You don't have to come up with your own equation for a bombardment, usually. OK, some things I really would recommend you do is to memorize these. Because you're going to need to know these for a test. A proton is always 1 over 1. An electron is always 0 over -1. A neutron is always 1 over 0. And, of course, that alpha particle will always be 4 over 2. OK? So let's take a look at what we have here. We're going to handle this the same way we've been handling everything: we're going to balance mass, we're going to balance charge. So let's just work on mass first. We have 10 plus 1 plus x. 1 plus x. Oh, OK, so now we have an algebra equation. 10 plus 4 is 14, so 14 equals 1 plus x. To get rid of that 1 and get the x by itself, we're going to subtract both sides by – with a -1. OK, so 1 minus 1, we'll get rid of that. 14 minus 1 is 13. Now the top number is going to be 13. So I'm going to go ahead and put that right up here. OK. Now let's do the charge. Charge, remember, are those bottom numbers. So we have 5 plus 2 – well, that's 7 – equals – here's my equals – 0 plus – whoops, 0 plus y. And so 0 plus y. 7 then, get rid of that 0. 7 equals y. So we can put the 7 down here. When we look on the periodic table, we find that the number 7 corresponds to nitrogen. And so go back and look and see if you answered the question. It says, what product results? Yeah, this product is nitrogen 13, it is the result of the alpha bombardment of boron 10. One thing I want to point out to you is that this is a bombardment, it's not a decay. Remember what I kept saying before. When you have a decay, if you have a decay of boron, that's the only thing on this side of the equation. But when you're bombarding something, you're throwing something in there hard enough to actually knock a particle out of this boron. And so by hitting it so strongly with this particle, you knock out a neutron, you're also taking this and putting in two neutrons and two electrons. And so these are actually combining. So in a bombardment, you're going to have more than one item on the left of your equation. But in a decay, you'll only have the one. So if I were to have not given you this right here and I just gave you this equation – first off, and I said solve it and then tell me, is this a bombardment or is this a decay? First off, you would go ahead and balance it and solve it, and then you would look at it and go, aha, this is not alone; it's a bombardment. OK, so that would be another question you might get, and that would be how you would answer that question. | <urn:uuid:8e37a9be-df32-4c7b-aec5-75e6cc1d9d61> | CC-MAIN-2021-49 | https://podcast.avc.edu/sites/podcast.avc.edu/files/Chem101/03.2.g.BombardmentWithAlpha.pdf | 2021-11-28T05:54:58+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00096.warc.gz | 532,174,731 | 724 | eng_Latn | eng_Latn | 0.998475 | eng_Latn | 0.998475 | [
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8 GLOSSARY
A
Abiotic: Absence of living organisms, includes chemical and physical environments and processes.
Aboriginal: The first or earliest known of its kind present in a region.
Above mean sea level (AMSL): Elevation or altitude of any object relative to the average sea level.
Acre-foot: Volume of water, 43,560 cubic feet (ft 3 ) (1,233 cubic meters [m 3 ], 325,851 gallons), that would cover 1 acre to a depth of 1 foot.
Active capacity: Reservoir capacity normally available to store and regulate reservoir inflows to meet established reservoir operating requirements. For Lake Powell, this reservoir storage capacity is nearly 21 million acre-feet (maf).
Active conservation capacity: Reservoir capacity assigned to regulate reservoir inflow for irrigation, power generation, municipal and industrial use, fish and wildlife, navigation, recreation water quality, and other purposes. Also referred to as active storage. For Lake Powell, this is the reservoir storage above the penstock openings at an elevation of 3,490 feet (ft) (1,064 meters [m]).
Active storage: See active conservation capacity.
Adaptive management: Method or system for examining alternative strategies for meeting measurable goals and objectives and then, if necessary and in response to new information and/or changing circumstances, adjusting actions according to what is learned.
Adaptive Management Work Group (AMWG): Federal advisory committee to the Secretary of the Interior. Incorporates those stakeholders with interest in the operation of Glen Canyon Dam and downstream resources and continues public involvement in the decision-making process.
Advection: The typically horizontal movement of a mass of fluid, such as water.
Adverse impact: Abnormal, harmful, or undesirable effect that results from taking a particular action.
Aeolian processes: Erosion, transport, and deposition of sediment by the wind. Commonly occurs in areas with sparse or nonexistent vegetation, a supply of fine sediment, and strong winds.
Aerate: To supply or impregnate with gas, usually air.
Affected environment: Existing biological, physical, social, and economic conditions of an area subject to change, both directly and indirectly, as the result of a proposed human action. Also, the chapter in an environmental impact statement (EIS) describing current environmental conditions. A description of the affected environment must include information necessary to assess or understand impacts, must contain enough detail to support the impact analyses, and must highlight environmentally sensitive resources.
Aggradation: Process of filling and raising the level of a streambed, floodplain, or sandbar by deposition of sediment. The opposite of degradation.
Aggregation: A consistent and disjunct group of fish that has no significant exchange of individuals with other aggregations, as indicated by recapture of tagged juveniles and adults and movement of radio-tagged adults.
Air quality: Measure of the condition, including health-related and visual characteristics, of the air. Often derived from quantitative measurements of the concentrations of specific injurious or contaminating substances (i.e., air pollutants).
Air Quality Control Region (AQCR): An interstate or intrastate area designated by the U.S. Environmental Protection Agency for the attainment and maintenance of National Ambient Air Quality Standards.
Albedo (effects): The fraction of solar radiation reflected by a surface or object, often expressed as a percentage. Snow-covered surfaces have a high albedo; the albedo of soils ranges from high to low; vegetation-covered surfaces and oceans have a low albedo. The Earth's albedo varies mainly through varying cloudiness, snow, ice, leaf area, and land-cover changes.
Algae: Simple plants containing chlorophyll; most live submerged in water.
Algal bloom: Rapid and flourishing growth of algae.
Allocation, allotment: Refers to a distribution of water through which specific persons or legal entities are assigned individual rights to consume pro-rata shares of a specific quantity of water under legal entitlements. For example, a specific quantity of Colorado River water is distributed for use within each Lower Division state through an apportionment. Water available for consumptive use in that state is further distributed among water users in that state through the allocation. An allocation does not establish an entitlement; the entitlement is normally established by a written contract with the U.S. government.
Alluvial: Formed by the action of running water, such as that related to river and stream deposits.
Alluvium: Sedimentary material (e.g., clay, silt, sand, gravel, or other particulates) transported and deposited by the action of flowing water.
Alternatives: Courses of action that may meet the specific goals and objectives of a proposed action, often by different means and at varying levels of accomplishment, including the most likely future conditions without the project (i.e., no action).
Ambient: Surrounding environment or natural conditions in a given place and time.
American Indian: The indigenous peoples in North America within the boundaries of the present-day continental United States, Alaska, and the island state of Hawaii.
American Indian Tribe: Any extant or historical clan, Tribe, band, nation, or other group or community of indigenous peoples in the United States.
American Indian Religious Freedom Act (P.L. 95-341) (AIRFA): Act requiring federal agencies to consult with Tribal officials to ensure protection of religious cultural rights and practices.
Amphibian: Cold-blooded, smooth-skinned vertebrate animal that has a life stage in water (e.g., hatches as an aquatic larva with gills) and a life stage on land (e.g., transforms into an adult with air-breathing lungs). Includes salamanders, frogs, and toads.
Amphipod: An order of crustacean that is found in almost all aquatic environments.
AMSL: See above mean sea level.
AMWG: See Adaptive Management Work Group.
Anaerobic bacteria: Bacteria that survive and grow in environments with little or no oxygen.
Ancillary services: Those services necessary to support the transmission of electric power from seller to purchaser given the obligations of control areas and transmitting utilities within those control areas to maintain reliable operations of the interconnected transmission system. See regulation and spinning reserves.
Anions: Ions that carry a negative charge (e.g., chloride, nitrate, sulfate, and phosphate).
Anoxic: Areas of water that are depleted of dissolved oxygen.
Antecedent: Prior or preceding event, condition, or cause.
Anthropogenic: Created, caused, or produced by humans.
Apportionment: Refers to the distribution of Colorado River water available to each Lower Division state in normal, surplus, or shortage condition years, as set forth, respectively, in Articles II(B)(1), II(B)(2), and II(B)(3) of the 1964 Supreme Court Decree in the case of Arizona v. California.
Appropriation: Amount of water legally set apart or assigned to a particular purpose or use.
Aquatic: Living or growing in or on the water.
Aquatic biota: Collective term describing the organisms living in or depending on the aquatic environment.
Aquatic habitat: Bodies of water that provide food, cover, and other elements critical to the completion of an organism's life cycle (e.g., streams, rivers, and lakes).
Aquifer: Permeable water-bearing underground rock formation that readily yields usable amounts of water to a well or spring. The formation could be sand, gravel, limestone, and/or sandstone.
Archaeological and Historic Preservation Act (AHPA): Legislation that amended the Reservoir Salvage Act of 1960, requiring federal agencies to provide for the preservation of historical and archeological data that might otherwise be lost or destroyed as the result of any federally licensed activity or program causing an alteration of terrain.
Archaeological resource: Any material remains or physical evidence of past human life or activities that are of archeological interest, including the record of the effects of human activities on the environment. An archeological resource is capable of revealing scientific or humanistic information through archeological research.
Archaeological Resources Protection Act of 1979 (ARPA): Legislation establishing requirements to protect archaeological resources and sites on public lands and Indian lands and to foster increased cooperation and exchange of information between governmental authorities, the professional archaeological community, and private individuals.
Archaeological site: A place (or group of physical sites) in which evidence of past activity is preserved (either prehistoric, historic, or contemporary); that has been, or may be, investigated using the discipline of archaeology; and that represents a part of the archaeological record.
Archaic: In American archeology, a cultural stage following the earliest known human occupation in the Americas (about 5500 BC to AD 100). This stage was characterized by a hunting and gathering lifestyle and seasonal movement to take advantage of a variety of resources.
Archaeology: Study of human cultures through the recovery and analysis of their material remains.
Arid: A region that receives too little water to support agriculture without irrigation. Less than 10 in. of rainfall a year in a region is typically considered arid.
Arroyo: Gully or channel cut by an ephemeral stream.
Arthropod: Any of the invertebrate animals (such as insects, spiders, or crustaceans) having an exoskeleton, a segmented body, and jointed limbs.
Artifact: Object produced or shaped by human beings and of archaeological or historical interest.
Aspect: The direction in which a feature faces.
Assemblage: A collection or community of plants or animals characteristically associated with a particular environment, which can be used as an indicator of that environment.
Attainment Area: An area considered to have air quality as good as or better than the National Ambient Air Quality Standards for a given pollutant. An area may be in attainment for one pollutant and in nonattainment for others.
Attenuation: Gradual loss of strength or intensity.
Authorization: Act by the Congress of the United States that sanctions the use of public funds to carry out a prescribed action.
Automatic generation control (AGC): Computerized power system regulation to maintain scheduled generation within a prescribed area in response to changes in transmission system operational characteristics.
Available hydropower (AHP): The monthly capacity and energy that is actually available based on prevailing water release conditions.
Average peak annual discharge: Found by generating a list of the single highest value of discharge from each year and calculating the mean.
B
Backwater: A relatively small, generally shallow area of a river with little or no current. See return-current channel.
Bald and Golden Eagle Protection Act: Law passed in 1940 that prohibits anyone without a permit issued by the Secretary of the Interior from taking bald or golden eagles, including their parts, nests, or eggs.
Bank storage: Water absorbed and stored in the banks of a stream, lake, or reservoir, and returned in whole or in part as the level of the water body surface falls.
Base flow: Portion of stream or river discharge that is derived from a natural storage source (i.e., groundwater recharge).
Baseline: Information identified or found at the beginning of a study or experiment that serves as a basis against which subsequent findings are measured or compared.
Baseload: Minimum load in a power system over a given period of time.
Baseload plant: Energy plant or powerplant normally operated to produce the minimum amount of power required to meet some or all of a given region's continuous energy demands. Consequently, it operates essentially at a constant load.
Basin: Area of land that drains to a particular stream, river, pond, or lake.
Basin States: In accordance with the Colorado River Compact of 1922, the Colorado River Basin is comprised of those parts of Arizona, California, Colorado, Nevada, New Mexico, Utah, and Wyoming within and from which waters drain naturally into the Colorado River. These seven states are referred to as the Basin States. See Colorado River Compact of 1922.
Bathymetric: Pertains to the study of the underwater depth of a lake, ocean, or reservoir floor.
Beach: Sandbar that generally is considered to have recreational value. See sandbar.
Bed elevation: Height of streambed above a specified level. Change in bed elevation in pools of the Colorado River commonly is used as a measure of change in the amount of sediment stored on the riverbed.
Bedload: Sediment moving on or near the streambed and frequently in contact with it.
Bed material: Unconsolidated material of which a streambed is composed.
Bedrock: Native consolidated, solid rock foundation underlying the surface. Above it is usually an area of loose, broken, and weathered unconsolidated deposits of soil, sand, clay, or gravel.
Benthic: Living in or occurring at the bottom of a body of water.
Biodiversity: Number and kinds of organisms per unit area or volume; the composition of species in a given area at a given time.
Biological Assessment: Document prepared for the Endangered Species Act of 1973 (ESA) Section 7 process to determine whether a proposed major construction activity under the authority of a federal action agency is likely to adversely affect listed species, proposed species, or designated critical habitat.
Biological control: The use of living organisms, such as predators, parasitoids, and pathogens, to control pest insects, weeds, or diseases. Typically involves some human activity.
Biological Opinion (BO): Document stating opinion of the U.S. Fish and Wildlife Service (FWS) and the National Marine Fisheries Service (NMFS) as to whether a federal action is likely to jeopardize the continued existence of a threatened or endangered species or result in the destruction or adverse modification of critical habitat.
Biological response: Reactions or changes in cells, tissues, organs, and/or entire organisms resulting from chemical, physical, or environmental agents and stressors.
Biomass: Total amount of combustible solid, liquid, or gas derived from biological processes (e.g., living organisms) in a particular area or environment.
Biota: Living organisms (e.g., plants and animals) in a given region.
Blue-ribbon fishery: Designation made by the U.S. government and other authorities to identify recreational fisheries of extremely high quality. The designation is typically based on water quality, quantity, and accessibility; natural reproduction capacity; angling pressure; and the specific species present.
Bryophytes: Group of non-vascular, seedless plants including mosses, liverworts, and hornworts.
Bypass tube: Conduits that are used to release water in addition to the releases made through the powerplant. See jet tube.
C
Campable area: Areas suitable for recreational camping.
Candidate species: Plant or animal species about which sufficient information on biological status and threats is known to propose them as endangered or threatened. Undergoing status review by the FWS, but not yet officially listed as threatened or endangered under the ESA.
Capacity: In power terminology, the load for which a generator, transmission line, or system is rated; expressed in kilowatts. In this document, also refers to powerplant generation capability under specific operating conditions and the amount of marketable resource under such conditions.
Carbon dioxide (CO2): A colorless, odorless, nonpoisonous gas that is a normal part of the Earth's atmosphere. Carbon dioxide is a product of fossil fuel combustion, but is also exhaled by humans and animals and absorbed by green growing things and by the sea. It is the most prominent greenhouse gas that traps heat radiated into the atmosphere.
Carbon monoxide (CO): Colorless, odorless gas that is toxic if breathed in high concentrations over an extended period. Listed as a criteria air pollutant under Title I of the Clean Air Act (CAA).
Carnivore: Any flesh-eating or predatory organism.
Carrying capacity: Maximum density of wildlife or population of a specific species that a particular region can sustain without deterioration of the habitat or hindering future generations' ability to maintain the same population.
Catch and release: Practice within recreational fishing intended as a conservation measure in which captured fish are unhooked and returned to the water before experiencing serious exhaustion or injury.
Cations: Ions that carry a positive charge (e.g., sodium, magnesium, calcium, iron, and aluminum).
Cenozoic age: Era extending from about 65 million years ago to the present.
Census block group: Geographic entities consisting of groups of individual census blocks. Census blocks are grouped together so that they contain between 250 and 550 housing units.
Channel: Natural or artificial watercourse with a definite bed and banks to confine and conduct continuously or periodically flowing water.
Channel margin bar: Narrow sand deposits that continuously or discontinuously line the riverbank.
Chemocline: Boundary or gradient between water masses of different chemical composition (e.g., salinity).
Chironomid: Group of two-winged flying insects that live their larval stage underwater and emerge to fly about as adults.
Cladocera: An order of small crustaceans commonly called water fleas.
Cladophora: Filamentous green alga that is very important to the food chain in the Colorado River below Glen Canyon Dam.
Class I scenic resource: Classification of areas within Glen Canyon that have outstanding scenic quality such as intricately carved landscapes, unique canyons, and unique geological features.
Class II scenic resource: Classification of an area within Glen Canyon that has superior quality or a diversity of form and color.
Clay: Fine-grained soil, rock, or mineral fragment that has a diameter of less than 0.002 millimeters (mm). Clay is often made up of one or more minerals (e.g., hydrous aluminum phyllosilicates, sometimes with iron, magnesium, alkali metals, alkaline earths, and other cations) with traces of metal oxides and organic matter.
Clean Air Act (CAA): Comprehensive federal law that regulates air emissions. This act establishes national ambient air quality standards (NAAQS) that protect public health and the environment. Under this act, construction and operating permits, as well as reviews of new stationary emissions sources and major modifications to existing sources, are required. It further requires facilities to comply with emission limits or reduction limits stipulated in State Implementation Plans (SIPs) and prohibits the federal government from approving actions that do not conform to SIPs. Originally passed in 1963, the national air pollution control program is actually based on the 1970 version of the law. The 1990 CAA amendments, in large part, were intended to deal with previously unaddressed or under-addressed problems such as acid rain, ground level ozone, ozone depletion, and air toxics.
Clean Water Act (CWA): Establishes the basic structure for regulating discharges of pollutants into the waters of the United States and regulating quality standards for surface waters. Under the CWA, the U.S. Environmental Protection Agency (EPA) has implemented several pollution control programs, such as setting wastewater standards for industry and requiring National Pollutant Discharge Elimination System (NPDES) permits for discharges of effluents to surface waters. The basis of the CWA was enacted in 1948 and was called the Federal Water Pollution Control Act, but the Act was significantly reorganized and expanded in 1972. "Clean Water Act" became the Act's common name with amendments in 1972.
Climate change: Significant and lasting change in the statistical distribution of weather conditions and patterns over periods of years, ranging from decades to millions of years.
Clovis technological complex: A widespread, distinctive early Paleoindian culture defined by a distinct form of fluted stone projectile points named for Clovis, New Mexico, the city near which they were found. Clovis technology dates to around 13,500 years ago.
Cobble: Loose particles of rock or mineral (sediment) that range in size from 64 to 256 mm in diameter. Cobbles are larger than gravel, but smaller than boulders.
Code of Federal Regulations (CFR): Codification and compilation of the general and permanent rules published in the Federal Register by the departments and agencies of the United States Federal Government. It is divided into 50 subject matter titles that represent broad areas subject to federal regulation. Each title contains one or more individual volumes, which are updated once each calendar year, on a staggered basis.
Cohort: A group of fish that were generated in the same spawning season and are born at the same time.
Coldwater fish: Species of fish that require relatively cold water (50–60°F, or 10–15°C) to survive. Cold water can hold more dissolved oxygen than warm water, so these species generally inhabit deeper lakes and ponds in northern regions, spring-fed streams and lakes with a constant cold water supply, or lakes in high altitudes that are cold. Rainbow trout is an example of a coldwater species.
Colorado River Basin: All areas that drain to the Colorado River and its tributaries.
Colorado River Basin Project Act of 1968 (CRBPA): Act that authorized construction of a number of water development projects, including the Central Arizona Project (CAP), and required the Secretary of Interior to develop the Criteria for Coordinated Long-Range Operation of Colorado River Reservoirs, or Long-Range Operating Criteria (LROC).
Colorado River Basin Salinity Control Act: Law enacted by Congress in 1974 that directed the Secretary of the Interior to proceed with a program to enhance and protect the quality of water available in the Colorado River for use in the United States and Republic of Mexico.
Colorado River Compact of 1922: Provides for the equitable division and apportionment of the use of the waters of the Colorado River System between the Upper Basin and Lower Basin states.
Colorado River Ecosystem: Community of aquatic, riparian, and terrestrial fauna and flora of the Colorado River mainstream corridor and its tributaries, along with that system's processes and environments. In general, the CRE encompasses the Colorado River primarily from the forebay of Glen Canyon Dam to the western boundary of Grand Canyon National Park and includes the area where the Glen Canyon Dam operations impact physical, biological, recreational, cultural, and other resources.
Colorado River Simulation System (CRSS): Operational model of the Colorado River Basin based on a monthly time step.
Colorado River Storage Project Act (CRSPA) of 1956: Authorized comprehensive development of the water resources of the Upper Basin states (Colorado, New Mexico, Utah, and Wyoming) by providing for long-term regulatory storage of water, including construction of Glen Canyon Dam, to meet the entitlements of the Lower Basin states (Arizona, California, and Nevada).
Commercial river trip: Trip organized by a boating company that conducts tours and recreational outings for paying passengers.
Community: All members of a specified group of species present in a specific area at a specific time; a group of people who see themselves as a unit.
Compact: Agreement between states apportioning the water of a river basin to each of the signatory states.
Compact point: Lee Ferry, Arizona, the reference point designated by the Colorado River Compact dividing the Colorado River into two sub-basins, the Upper Basin and the Lower Basin.
Concentration: Amount of a chemical in a particular volume or weight of air, water, soil, or other medium.
Concrete-arch dam: Dam design often used in a narrow, steep-sided rock canyon with curvatures in both horizontal and vertical directions. The safety of an arch dam is dependent on the strength of the side wall abutments and the strength and elasticity of the concrete used in its construction.
Conductivity: Measure of the ability of water to pass an electrical current. Conductivity is an indicator of the amount of dissolved salts in a stream, and is often used to estimate the amount of total dissolved solids (TDS) rather than measuring each dissolved constituent separately. Conductivity in water is also affected by temperature.
Confluence: Meeting point of two or more rivers.
Consolidated Decree: Entered by the United States Supreme Court on March 27, 2006, in the case of Arizona v. California, 547 U.S. 150 (2006). In 1963, the Supreme Court reached a Decision in the case of Arizona v. California. The 1964 Supreme Court Decree in the case of Arizona v. California implemented the 1963 Decision. This 1964 Supreme Court Decree was supplemented over time after its adoption and the Supreme Court entered a Consolidated Decree in 2006 incorporating all applicable provisions of the earlier-issued Decisions and Decrees.
Consumptive water use: Total amount of water used by vegetation, human activities, and natural cycling processes (e.g., evaporation, transpiration, incorporation) that is not available for other uses within the system.
Continental climate: A climate lacking marine influence and characterized by more extreme temperatures than marine climates; therefore, it has a relatively high annual temperature range for its latitude.
Continental Divide: Drainage divide that separates the Atlantic and Pacific watersheds of North America.
Contingent valuation: Survey method asking for the maximum values that users would pay for access to a particular activity.
Control area: Part of a power system, or a combination of systems, to which a common electrical generation control scheme is applied.
Convection: Motions in a fluid that result in the transport and mixing of the fluid's properties.
Cooperating Agency: With respect to the National Environmental Policy Act of 1969, as amended (NEPA), process, an agency that has jurisdiction by law or special expertise concerning an aspect of a proposed federal action, and that is requested by the lead agency to participate in the preparation of an Environmental Impact Statement.
Coordinated operation: Generally, the operation of two or more interconnected electrical systems to achieve greater reliability and economy. As applied to hydropower resources, the operation of a group of hydropower plants to obtain optimal power benefits with due consideration for all other uses.
Copepods: Small crustaceans that live in virtually all marine and freshwater habitats.
Cosmology: Set of beliefs regarding the origin and structure of the universe.
Council on Environmental Quality (CEQ): Established by NEPA, CEQ regulations (40 CFR Parts 1500–1508) describe the process for implementing NEPA, including preparation of Environmental Assessments and EISs, and the timing and extent of public participation.
Cover: Vegetation, rocks, or other materials used by wildlife for protection from predators or weather.
Creel census: Angler survey to collect data on the harvest, size, and distribution of various species of fish.
Criteria air pollutants: Six common air pollutants for which NAAQS have been established by the EPA under Title I of the CAA. Included are sulfur dioxide (SO2), nitrogen oxides (NOx), carbon monoxide (CO), ozone (O3), particulate matter (PM2.5 and PM10), and lead (Pb). Standards were developed for these pollutants on the basis of scientific knowledge about their health effects.
Critical habitat: Specific areas within the geographical area occupied by the species that have physical or biological features essential to the conservation of a listed endangered or threatened species and may require special management considerations or protection. These areas are legally designated via Federal Register notices.
Cross-sectional area: Area of a stream, channel, or waterway, usually measured perpendicular to the flow.
Crustacean: Aquatic animals with hard external skeletons and segmented limbs, belonging to the class Crustacea; includes cladocerans, shrimp, crayfish, fairy shrimp, isopods, amphipods, lobsters, and crabs.
Cubic foot per second (cfs): As a rate of streamflow, a cubic foot of water passing a reference section in 1 second. A measure of a moving volume of water (1 cfs = 0.0283 m 3 /s).
Cultural modification: Any human-caused change in the land form, water form, or vegetation, or the addition of a structure that creates a visual contrast in the basic elements (e.g., form, line, color, or texture) of the naturalistic character of a landscape.
Cultural property: The tangible evidence or expression of cultural heritage such as works of art, buildings, or their ruins.
Cultural resource: Any sites, districts, buildings, structures, objects, or features significant in history, architecture, archeology, culture, or science. Also, Native American sacred sites or special use areas that provide evidence of the prehistory and history of a community.
Cumulative impact: Impact assessed in an EIS that results from the incremental impacts of the action when added to other past, present, and reasonably foreseeable future actions, regardless of what agency (federal or nonfederal), private industry, or individual undertakes such other actions. Cumulative impacts can result from individually minor but collectively significant actions taking place over a period of time.
Cyanobacteria: Blue-green algae, prokaryotic, photosynthetic organisms that generally have a blue-green tint and lack chloroplasts.
Cyprinids: Largest family of freshwater fish, commonly called the carp family or minnow family.
D
Daily fluctuation: Difference between daily maximum and minimum releases from the dam. These scheduled fluctuations are used to maximize efficiency of power generation.
Dead capacity: Reservoir capacity from which stored water cannot be evacuated by gravity. At Glen Canyon Dam, this is the Lake Powell storage below the river outlet works openings at an elevation of 3,374 ft (1,028 m).
Debris fan: Sloping mass of water and debris, including boulders, cobbles, gravel, sand, silt, clay, and organic material (e.g., tree limbs), formed by debris flows at the mouth of a tributary.
Debris flow: Mixture of rocks, sediment, and organic material containing less than 40% water by volume that flows downslope under the force of gravity (e.g., flash flood).
Defoliation: Process by which a plant, shrub, or tree loses its leaves. Possible causes include insect activity, disease, chemicals, or the coming of autumn.
Degradation: Process wherein elevation of streambeds, floodplains, and sandbars is lowered by erosion. The opposite of aggradation.
Delivery: The amount of water delivered to the point of use.
Delta: Flat alluvial area formed at the mouth of some rivers and streams (e.g., Colorado River) where the mainstream flows into a body of standing water, such as a sea or lake (e.g., Lake Powell or Lake Mead), and deposits large quantities of sediment.
Depletion: Loss of water from a stream, river, or basin resulting from consumptive use.
Deposition: Settlement of material out of the water column and on to the streambed or flooded areas. Occurs when the energy of flowing water is unable to support the load of suspended sediment.
Desiccation: Process of drying out.
Desired future condition (DFC): Measurable target or value, established for any resource area that is of interest to managers; provides a reference point for evaluating treatment effectiveness and the need to implement additional treatments or management actions.
Detritivore: An organism that feeds on dead and decomposing matter.
Detritus: Loose natural materials, such as rock fragments or organic particles, that result directly from disintegration of rocks or organisms.
Diatom: Microscopic, single-celled, or colonial algae having cell walls of silica.
Diel fluctuations: Changes or fluctuations that occur in a 24-hour period that usually includes a day and the adjoining night.
Diptera: Order of insects that includes all true flies.
Direct effect (impact): Effect on the environment caused by an action; occurs at the same time and place as the initial action.
Direct impact: See direct effect.
Discharge (flow): Volume of water that is released from the dam at any given time or that passes a given point within a given period of time. Usually expressed in cubic feet per second (cfs).
Dispatch: The operating control of an integrated electric system whose job it is to (1) assign generation to specific generating plants and other sources of electric supply to effect the most reliable and economical supply as the total of the significant area loads rises or falls; (2) control operations and maintenance of high-voltage lines, substations, and equipment, including administration of safety procedures; (3) operate the interconnection; and (4) schedule energy transactions with other interconnected electric utilities.
Dissolved oxygen (DO): Amount of free oxygen found in water expressed as a concentration, milligrams per liter (mg/L), or as percent saturation (the amount of oxygen the water holds compared to the maximum amount it could absorb at that temperature). Low DO levels adversely affect fish and other aquatic life. The ideal dissolved oxygen for fish life is between 7 and 9 mg/L; most fish cannot survive when DO falls below 3 mg/L.
Dissolved solids: See total dissolved solids (TDS).
Divert: To direct a flow away from its natural course.
Downstream: Situated or moving in the direction of a stream or river's current.
Drainage: Process of removing surface or subsurface water from a soil or area.
Drawdown: Lowering of a reservoir's water level; process of depleting reservoir or groundwater storage.
Drift: Food organisms dislodged and moved by river current. Can include algae, plankton, invertebrates, and larval fish.
Driftwood: Remains of trees that have been washed onto a shoreline by the action of winds, tides, or waves.
Drought: Period of unusually persistent dry weather that persists long enough to cause serious problems such as crop damage and/or water supply shortages.
Dune: Wind-deposited sand body, usually a rounded hill, ridge, or mound.
E
Ecological resource: Animals, plants, and the habitats in which they live, which may be land, air, or water.
Ecological restoration: Process of assisting in the recovery of an ecosystem that has been degraded, damaged, or destroyed.
Ecology: The relationship between living organisms and their environments.
Ecoregion: A geographically distinct area of land that is characterized by a distinctive climate, ecological features, and plant and animal communities.
Ecosystem: Complex system composed of a community of fauna and flora and that system's chemical and physical processes and environment.
Ecosystem management: Approach to natural resource management that seeks an understanding of the interrelationships among important physical, chemical, biological, cultural, political, and social processes in order to conserve resources and sustain ecosystems to meet both ecological and human needs of current and future generations.
Ectoparasitic: Living on the exterior of another organism, the host, obtaining nourishment from the latter.
Eddy: Current of water moving against the main current in a circular pattern. See recirculation zone.
Effect: Environmental consequences (the scientific and analytical basis for comparison of alternatives) that occur as a result of a proposed action. See direct effect and indirect effect.
Efficiency: Ratio of useful energy output to total energy input, usually expressed as a percentage.
Electric power system: Physically connected electric power generating, transmission, and distribution facilities operated as a unit under one control.
Electrical demand: Energy requirement placed upon a utility's generation at a given instant or averaged over any designated period of time.
Electrofishing: Application of a direct electric current to attract and temporarily immobilize fish for easy capture. See mechanical removal.
Embayment: a recess or an indentation in a shore line that forms an area with low flow.
Emergent marsh plants: Plants that are rooted in soil with basal portions that typically grow beneath the surface of the water but whose leaves, stems, and reproductive organs are above the water.
Emissions: Substances that are discharged into the air from industrial processes, vehicles, and living organisms.
Empirical: Based on experimental data rather than theory.
Encroachment: Act of advancing, intruding, or extending beyond established, usual, or proper limits.
Endangered species: Species or subspecies (plant or animal) whose survival is at risk of extinction throughout all or a significant portion of its range because it is either few in numbers or threatened by changing environmental or predation parameters. Requirements for declaring a species endangered are found in the ESA.
Endangered Species Act of 1973 (ESA): Provides a federal program for the conservation of threatened and endangered plants and animals and the habitats in which they are found. Requires consultation with the FWS and/or the National Oceanic and Atmospheric Administration (NOAA) Fisheries Service to determine whether endangered or threatened species or their habitats will be affected by a proposed activity and what, if any, mitigation measures are needed to address the impacts.
Endemic: Native to and restricted to a particular geographic region.
Energy: Electric capacity generated and/or delivered over time; usually measured in kilowatthours.
Environmental Assessment (EA): Concise public document that a federal agency prepares under NEPA to provide sufficient evidence and analysis to determine whether a proposed action, or its alternatives, may have significant environmental effects on the human environment. In general, an EA must include brief discussions on the need for the proposal, the alternatives, the environmental impacts of the proposed action and alternatives, and a list of agencies and persons consulted. If significant effects may occur, an EIS is prepared instead of an EA.
Environmental Impact Statement (EIS): Detailed document required of federal agencies under NEPA for major proposals or legislation that will or could significantly affect the environment. An EIS is prepared with public participation and must disclose significant issues and impacts on the human environment that may result from the proposed action or its alternatives. An EIS includes the following: the environmental impact of the proposed action; any adverse impacts that cannot be avoided by the proposed action; alternative courses of action; relationships between local short-term use of the human environment and the maintenance and enhancement of long-term productivity; and a description of the irreversible and irretrievable commitment of resources that would occur if the action were accomplished.
Environmental justice: Fair treatment of people of all races, cultures, incomes, and educational levels with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies.
Ephemeral stream: Stream that flows briefly only in direct response to precipitation and whose channel is, at all times, above the water table.
Epilimnion: Top layer of a thermally stratified lake or reservoir that exhibits essentially uniform warmer temperature. See stratification.
Epiphyte: A plant that derives its moisture and nutrients from the air and rain and grows on another plant for support.
Equalization flow: Dam releases made to balance water storage between Lake Powell and Lake Mead. Pursuant to the Interim Guidelines, these flow events are carried out if (1) the end of the water year storage forecast for Lake Powell is greater than that of Lake Mead; and (2) the storage forecast for the end of the water year in the Upper Basin reservoirs is greater than the quantity of storage required by Section 602(a) of the CRBPA (602[a] storage) for that same date.
Equalization tier: Operation elevation that applies when Lake Powell's projected January 1 elevation is above the elevation in the equalization table of the Interim Guidelines. The tier provides for Lake Powell releases of more than 8.23 maf during the water year until the content of the lakes equalizes or certain elevations are attained.
Erosion: Gradual destruction or wearing away of a material (e.g., rock or sand) or object (e.g., beach) by water, wind, or other natural agents.
Ethnobotany (ethnobotanical): The plant lore and agricultural customs of a people; the study of such lore and customs.
Ethnohistory: The use of both historical and ethnographic data such as maps, music, paintings, photography, folklore, and oral tradition to understand a culture on its own terms and according to its own cultural code.
Euphotic zone: The superficial layer of a water body within the range of effective light penetration for photosynthesis.
Eutrophication: Enrichment of a body of water as a result of high concentrations of minerals and organic nutrients (especially nitrogen and phosphorus) that stimulate and promote the proliferation of aquatic plant life, thus reducing the dissolved oxygen content of the water.
Evaporation: Water vapor losses to the atmosphere from land areas, bodies of water, and all other moist surfaces.
Evapotranspiration: Sum of water transpired or used by plants and evaporated from surfaces (e.g., water bodies and soils) in a specific time period; usually expressed in depth of water per unit area.
Exceedance: Measured level of an air pollutant that is higher than the national or state ambient air quality standards. Also applies to water volume, flow, or energy generation that is above a particular percentage (exceedance level).
Excess capacity: Power generation capacity available on a short-term basis in excess of the firm capacity available through long-term contracts.
Executive Order (EO): President's or governor's directive or declaration that implements or interprets a federal statute, a constitutional provision, or a treaty. It has the force of law and is usually based on existing statutory powers; requires no action by Congress or a state legislature.
Existence value: Value people place on simply knowing an area or feature continues to exist in a particular condition.
Exotic species: Nonnative plant or animal deliberately or accidentally introduced into a new habitat where it is able to reproduce and survive.
Experimental flow: Investigational releases (e.g., high-flow experiments) that are designed to explore, test, and assess the relationships between dam operations and downstream resources in and along the Colorado River within the Grand Canyon National Park (GCNP) and Glen Canyon National Recreation Area (GCNRA).
Experimental population: Specific reintroduced populations of listed species under the ESA. The FWS determines whether an experimental population is "essential" or "nonessential" to the continued existence of the species.
Exposure: Contact of an organism with a chemical, radiological, or physical agent.
Extinct species: Species having no living members, such that it is no longer in existence.
Extirpated species: Species that no longer exists in a given region or area.
Extirpation: Elimination of a species or subspecies from a particular area, but not from its entire range.
F
Fan-eddy complex: An assemblage of geomorphic features created by a debris fan that projects into a stream or river and creates an area of recirculation (eddy) just downstream of the debris fan.
Fauna: Animals in a specific region or habitat, considered as a group.
Feature: Large, complex artifact, or part of a site, such as a hearth, cairn, housepit, rock alignment, or activity area.
Fecal coliform bacteria: Group of organisms common to the intestinal tracts of humans and animals. The presence of fecal coliform bacteria in water is an indicator of pollution and of potentially dangerous bacterial contamination.
Fecundity: Number of produced eggs or offspring; reproductive capability.
Federal Register: Official daily publication for rules, proposed rules, and notices of federal agencies and organizations, as well as executive orders and other presidential documents; published by the Office of the Federal Register, National Archives and Records Administration (NARA).
Filamentous algae: Plant that forms a greenish mat on the water surface.
Finding of No Significant Impact (FONSI): NEPA document issued by a federal agency briefly presenting the reasons why an action, not otherwise excluded, will not have a significant effect on the human environment if implemented. This finding is based on the results of an EA and other factors in the public planning record for a proposed action.
Fine sediment: Soil particles, typically defined as less than 1–2 mm in diameter (e.g., clay and silt), that are naturally filtered from coarser fractions and carried by water.
Firm energy or power: Uninterruptible energy and power guaranteed by the supplier to be available at all times except for reasons of uncontrollable forces or continuity of service provisions.
Fishery: Specified waters or area where fish or other aquatic animals are reared and caught.
Flash flood: Sudden high-flow event through a valley, canyon, or wash, following a shortduration, high-intensity rainfall.
Flatwater boating: Form of low-speed boating (e.g., canoeing or kayaking) that relies on flat waters (e.g., lakes, gorges, or slow-moving rivers), as opposed to rapids or white water.
Flood: Relatively high flow or inundation of water, as measured by either gage height or discharge quantity, that overtops the natural or artificial banks in any reach of a river and threatens or causes damage.
Flood Control Act of 1944: Act authorizing the construction of certain public works on rivers and harbors for flood control and other purposes.
Flood control capacity: Reservoir capacity assigned for the sole purpose of regulating flood inflows to reduce flood damage downstream.
Flood control pool: Reservoir volume above the active conservation and joint-use pool that is reserved for flood runoff and then evacuated as soon as possible to keep that space in readiness for the next flood. See reservoir capacity.
Flood flows: In this report, water releases from Glen Canyon Dam in excess of powerplant capacity (i.e., 31,500 cfs).
Floodplain: Mostly level, low-lying land adjacent to a water body that is subjected to inundation and submersion during high flow or rainfall events. The relative elevations of floodplain areas determine their frequency of flooding, which ranges from rare, severe, storm events to flows experienced several times a year.
Flora: Community of plants in a specific region or habitat, considered as a group.
Flow: Volume of water passing a given point per unit of time. See instream flow requirements minimum flow, peak flow, ponding flow, spike flow, and steady flow.
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Flow regime: Flow variation through time resulting from operations of the Glen Canyon Dam.
Fluctuating flows: Water released from Glen Canyon Dam that varies in volume, usually within a given range (e.g., 1,000 to 31,500 cfs), over a 24-hour period.
Fluctuation zone: Area of a sandbar or vegetation zone that is within the range of fluctuating flow.
Fluvial: Pertaining to a river or stream; indicates the presence or interaction of a river within an area or landform.
Fluvial geomorphology: Study and examination of stream and river channels, both in their natural setting and their response to human-induced changes in a watershed. Includes the processes that operate in river systems and the landforms they create or have created.
Folsom technological complex: A widespread, distinctive early Paleoindian culture defined by a distinct form of fluted stone projectile points named for Folsom, New Mexico, the city near which they were found. Folsom technology dates to between 11,500 and 10,000 years ago.
FONSI: See Finding of No Significant Impact.
Food chain: Succession of organisms in a community in which food energy is transferred from one organism to another as each consumes a lower member and in turn is consumed by a higher member.
Food web: Complex system or network of interrelated and interdependent food chains that describes how food energy is passed throughout an ecological community.
Food base: Substances or materials that provide living things with the nutrients they need to provide energy, grow, and sustain overall life.
Forage fish: Generally, small fish that produce prolifically and are consumed by predators.
Forced outage: Nonscheduled shutting down of a generating unit or other facility for emergency or other unforeseen reasons.
Forebay: Impoundment immediately above a dam or hydroelectric powerplant intake structure.
Fossil fuel: An energy source formed in the Earth's crust from decayed organic material. Common fossil fuels are petroleum, coal, and natural gas.
Fragmentation: Process by which habitats are increasingly subdivided into smaller units, resulting in their increased insularity as well as losses of total habitat area.
Fry: Life stage of fish between the egg and fingerling stages.
Fugitive dust: The dust released from any source other than a definable point source such as a stack, chimney, or vent. Sources include construction activities, storage piles, and roadways.
Full pool: Volume of water in a reservoir at maximum design elevation. At Lake Powell this is at an elevation of 3,700 ft (1,130 m). Total volume is 27 maf; this volume is decreasing as the lake fills with sediment.
G
Gage: Device or instrument used for measuring or testing.
Gated spillway: Overflow section of dam restricted by use of gates that can be operated to control releases from the reservoir to ensure the safety of the dam.
Gaging station: Specific location on a river or stream where systematic observations and measurements of hydrologic data are obtained through mechanical or electrical means.
Generation (power): Process of producing electrical energy by transforming other forms of energy. Also, the amount of electric energy produced.
Generator: Machine that converts mechanical energy into electrical energy.
Geology: Science that deals with the study of the materials, processes, environments, and history of the Earth, including rocks and their formation and structure.
Geomorphology: Geological study of the configuration and evolution of landforms and earth features.
Gigawatt-hour (GWh): One billion watt-hours of electrical energy.
Glen Canyon Dam: Second highest concrete arch dam in the United States. Constructed to harness the power of the Colorado River to provide for the water and power needs for people in the western United States.
Glen Canyon Dam Adaptive Management Program (GCDAMP): Provides an organization and process for cooperative integration of dam operations, downstream resource protection and management, and monitoring and research information, as well as to improve the values for which the GCNP and GCNRA were established.
Glen Canyon Environmental Studies (GCES): Program started by the Bureau of Reclamation in 1982 to collect scientific evidence on the positive and negative impacts on downstream environmental and cultural resources as a result of daily fluctuating releases from the dam.
Glen Canyon National Recreation Area (GCNRA): Area that encompasses hundreds of square miles from Lees Ferry in Arizona to the Orange Cliffs of southern Utah for water-based and backcountry recreation.
Global warming: Increase in the near-surface temperature of the Earth. Global warming has occurred in the distant past as the result of natural influences, but the term is today most often used to refer to the warming that many scientists predict will occur as a result of increased anthropogenic emissions of greenhouse gases.
Gradient: See slope.
Grand Canyon Monitoring and Research Center (GCMRC): Science provider for the GCDAMP. Operated by the U.S. Geological Survey, the GCMRC provides relevant scientific information about the status and trends of natural, cultural, and recreational resources found in those portions of the GCNP and GCNRA affected by Glen Canyon Dam operations.
Grand Canyon National Park (GCNP): A National Park since 1919, the area contains unique combinations of erosional forms. It is 277 river miles long and up to 18 miles wide. The area encompasses 1,218,375 acres and lies on the Colorado Plateau in northwestern Arizona, with land that is semiarid and consists of raised plateaus and structural basins.
Grand Canyon National Park Enlargement Act: An act of Congress enacted in 1975 to further protect the Grand Canyon by enlarging the park in the state of Arizona.
Grand Canyon Protection Act of 1992 (GCPA): Directs the operation of Glen Canyon Dam in compliance with existing law to protect, mitigate adverse impacts on, and improve the values for which the GCNP and GCNRA were established, including, but not limited to, natural and cultural resources and visitor use.
Green algae: Members of the plant phylum Chlorophyta, which possess the green pigment chlorophyll that they use to capture light energy to fuel the manufacture of sugars. This diverse group of algae consists primarily of freshwater eukaryotic organisms, which serve as food and oxygen sources for other aquatic organisms.
Greenhouse effect: Increasing mean global surface temperature of the Earth caused by gases in the atmosphere (including carbon dioxide, methane, nitrous oxide, ozone, and chlorofluorocarbon). The greenhouse effect allows solar radiation to penetrate, but also absorbs infrared radiation returning to space.
Greenhouse gases (GHGs): Heat-trapping gases in the atmosphere that contribute to global warming and temperature gain near the Earth's surface. Natural and human-made GHGs include water vapor, carbon dioxide, methane, nitrogen oxides, ozone, and fluorinated gases (e.g., chlorofluorocarbons).
Gross generation: Total amount of electrical energy produced by a generating station or stations, measured at generator terminals.
Groundwater: Supply of water found beneath the Earth's surface, usually in porous rock formations (i.e., aquifers), which may supply wells and springs.
Gully: Landform that erodes sharply into soil, typically on a hillside; caused by running water. Gullies are similar to ditches or small valleys, but they are typically only 3 to 30 ft (0.9 to 9 m) wide and deep.
H
Habitat: Area or place, including physical and biotic conditions, where a plant or animal lives.
Hanging garden: Unique biological feature formed when spring water flows through cracks in the sandstone and seeps out through the canyon walls, allowing plants to grow vertically.
Harvest: In a recreational fishery, refers to numbers of fish that are caught and kept.
Head: Height of water above a specified point.
Headwater: Source and upper part of a stream or lake inflow.
Heavy metal: Metallic elements with high atomic weights (e.g., lead, mercury, cadmium, chromium, and arsenic) that are generally toxic in relatively low concentrations to plant and animal life.
Herbaceous: The plant strata that contain soft, not woody, stemmed plants that die to the ground in winter.
Herbivore: Animal that feeds on plants.
Herpetofauna: General grouping for reptiles and amphibians.
High flow: Pulses or temporary influxes of water that typically occur after periods of precipitation and are contained within the natural banks of the river (i.e., do not cause flooding). In a river, these events can lead to a temporary reduction in downstream temperature and increases in salinity, dissolved oxygen, and turbidity. High flows suspend and deliver large amounts of sediment and organic matter downstream, which can redeposit on sandbars and beaches. They can also restore and enhance riparian vegetation and can prevent undesirable vegetation from invading river channels. In addition, high-flow events can work to reshape and maintain native fish habitats, stimulate food base production, and suppress numbers of nonnative fish.
High-flow experiment (HFE): High-volume test releases (31,500 to 45,000 cfs) from the Glen Canyon Dam that are performed under sediment-enriched conditions. HFEs are specifically designed to benefit downstream resources; this includes maintaining and rebuilding sandbars and beaches in downstream reaches. Also referred to as a high-flow test.
High-flow test: See high-flow experiment.
Historic: The time period after the appearance of written records. In the New World, this generally refers to the time period after the beginning of European settlement at approximately 1600 AD.
Historic property: Any prehistoric or historic district, site, building, structure, or object included in, or eligible for inclusion in, the National Register of Historic Places maintained by the Secretary of the Interior. They include artifacts, records, and remains that are related to and located within such properties.
Historic resource: In the United States, material remains and the landscape alterations that have occurred since the arrival of Europeans.
Human environment: Natural and physical environment and the relationship of people with that environment including all combinations of physical, biological, cultural, social, and economic factors in a given area.
Hydraulic: Powered by water.
Hydroelectric plant: Electric powerplant using falling water as its motive force.
Hydroelectric power: Electricity produced by water.
Hydrogen sulfide (H2S): A colorless, flammable, and extremely hazardous gas that occurs naturally in crude petroleum, natural gas, and hot springs.
Hydrograph: Graph showing, for a given point in a stream, the discharge, stage, velocity, or other property of water with respect to time.
Hydrologic budget: An accounting of the inflow to, outflow from, and storage change in a hydrologic unit such as an aquifer or drainage basin.
Hydrologic cycle: Continuous circulation of water in all of its phases (gas, liquid, solid) from the atmosphere to Earth by precipitation, and from Earth to the atmosphere by evaporation and transpiration. The land phase includes infiltration, runoff, and exchange between surface water and groundwater.
Hydrology: Science dealing with the occurrence, properties, distribution, circulation, and transport of water, including groundwater, surface water, rain, and snow.
Hydropower: See hydroelectric power.
Hypolimnetic: Pertaining to the lower, colder portion of a lake or reservoir, which is separated from the upper, warmer portion (epilimnion) by the thermocline.
Hypolimnion: Non-circulating bottom layer of a thermally stratified lake or reservoir that exhibits essentially uniform colder temperature and low dissolved oxygen.
Hypoxia: depressed levels of dissolved oxygen in water, usually resulting in decreased metabolism.
I
Igneous rock: A crystalline rock formed by the cooling and solidification of molten or partly molten material (magma). Igneous rock includes volcanic rock (rock solidified above the Earth's surface) and plutonic rock (rock solidified at considerable depth).
Impact: Effect, influence, alteration, or imprint caused by an action. See adverse impact cumulative impact, direct impact, and indirect impact.
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Impoundment: Body of water created by a dam, dike, floodgate, or other barrier.
Inactive capacity: Reservoir capacity that can be released from the dam but is normally not available (i.e., for power generation) because of operating agreements or physical restrictions. At Glen Canyon Dam, this is the reservoir storage above the river outlet works openings at elevation 3,374 ft (1,038 m) and below the penstock openings at elevation 3,490 ft (1,064 m), which is about 3.9 maf.
Indian trust assets: Lands, natural resources, or other assets held in trust or restricted against alienation by the United States for Native American Tribes or individual Native Americans.
Indian trust resource: Those natural resources, either on or off Indian lands, retained by or reserved by or for Indian Tribes through treaties, statutes, judicial decisions, and Executive Orders, which are protected by a fiduciary obligation on the part of the United States.
Indigenous: Native to an area.
Indirect effect (impact): Effect that occurs away from the place of action with effects that are related to, but removed from, a proposed action by an intermediate step or process. An example would be changes in surface-water quality resulting from soil erosion at construction sites.
Indirect impact: See indirect effect.
Inflow: Amount or rate of water flowing into a body of water. In this report, the water flowing into Lake Powell from the Colorado River and/or its tributaries; or water entering the Colorado River from tributaries between Glen Canyon Dam and Lake Mead; or water flowing into Lake Mead, mainly from the Colorado River.
Infrastructure: Basic facilities, utilities, services, and transportation framework needed to meet public and administrative needs for the functioning of an organization, system, or community.
In-situ: In its natural position or place; unmoved, unexcavated, remaining at the site or subsurface.
Insolation: Solar energy that is received on a given surface area during a given time.
Instream flow requirements: Amount of water flowing through a stream course needed to sustain instream values.
Intake: Structure in a dam, reservoir, or river through which water can be drawn into an outlet pipe or waterway.
Interconnected systems: System consisting of two or more individual power systems normally operating with connecting tie lines.
Interflow: Lateral movement of water in the upper layer of soil.
Interim shortage criteria/interim guidelines: Operational guidelines and coordinated reservoir management strategies (established in 2007) to address operations of Lake Powell and Lake Mead, particularly under drought and other low reservoir conditions. These criteria also provide a greater degree of certainty to U.S. Colorado River water users and managers of the Colorado River Basin by detailing information on when, and by how much, water deliveries will be reduced under specified reservoir conditions.
Intermittent stream: Stream that flows only at certain times of the year when the ground-water table is high; occasionally is dry or reduced to a pool stage when losses from evaporation or seepage exceed the amount of inflow.
Inundate: To cover with impounded waters or floodwaters.
Invasive species: Nonnative plant or animal, including noxious and exotic species, that is an aggressive colonizer and can out-compete other species. Their introduction causes or is likely to cause economic or environmental harm or harm to human health.
Invertebrate: Animal without a spinal cord, usually replaced by a hard exoskeleton or shell. Examples include insects, spiders, crayfish, snails, or clams.
Ion: Atom or molecule that carries either a positive or negative electrical charge.
Irretrievable commitments of resources: Those resources that are lost or lose value for a period of time and cannot be restored as a result of an action, such as temporary loss of power productivity due to of modified operations.
Irreversible commitments of resources: Those resources that cannot be regained, restored, or returned to their original condition within a reasonable time frame, such as the extinction of a species.
Irrigation district: A cooperative, self-governing public corporation set up as a subdivision of the state government, with definite geographic boundaries; organized and having taxing power to obtain and distribute water for irrigation of lands within the district; created under the authority of a state legislature with the consent of a designated fraction of the landowners or citizens.
J
Jeopardy opinion: FWS or NMFS opinion that an action is likely to jeopardize the continued existence of a listed species or result in the destruction or adverse modification of critical habitat.
Jet tube: A Glen Canyon Dam outlet that releases water below the level of penstocks. Four jet tubes with a combined release capacity of 15,000 cfs are not equipped with generation capability, but allow for a total release of about 45,000 cfs when used in combination with maximum releases from each of the eight penstocks.
Juvenile: Young organism older than 1 year but not having reached reproductive age.
K
Kaibab formation: The rock that makes the canyon rims and is the youngest of the Grand Canyon's geologic layers.
Kilovolt (kV): 1,000 volts (V).
Kilowatt (kW): Unit of electric power capacity equal to 1,000 watts (W), or about 1.34 horsepower (HP).
Kilowatt-hour (kWh): Basic unit of electric energy equaling an average of 1 kW of power applied over 1 hour.
L
Lake Mead National Recreation Area (LMNRA): American's first national recreation area; encompasses Lake Mead and Lake Mohave.
Lake Powell: Reservoir created by the completion of the Glen Canyon Dam on the Colorado River in 1963.
Landform: Any feature of the Earth's surface having a distinct shape and origin. Landforms include major features (such as continents, ocean basins, plains, plateaus, and mountain ranges) and minor features (such as hills, valleys, slopes, drumlins, and dunes).
Landmark (historic): Significant historic places designated by the Secretary of the Interior because they possess exceptional value or quality in illustrating or interpreting the heritage of the United States.
Landmark (visual): Type of reference point external to the observer. Usually a simply defined physical object that can be seen from many angles and distances over the tops of smaller elements and used as a radial reference.
Landscape: Traits, patterns, and structure of a specific geographic area including its biological composition, its physical environment, and its anthropogenic or social patterns.
Larva, larvae (pl.): The immature stage between the egg and pupa of insects having complete metamorphosis where the immature differs radically from the adult (e.g., caterpillars, grubs).
Larval fish: First life stage of fish after hatching. Larvae are not able to feed themselves, and carry a yolk-sac that provides their nutrition.
Latitude: Angular distance north or south of the equator, measured in degrees.
Law of the River: As applied to the Colorado River, the collective set of documents that apportions the Colorado River waters and regulates the use and management of the Colorado River among the seven Basin States and Mexico. It is comprised of numerous operating criteria, regulations, and administrative decisions included in federal and state statutes, interstate compacts, court decisions and decrees, an international treaty, and contracts with the Secretary of the Interior.
Lead (Pb): A gray-white metal that is listed as a criteria air pollutant. Health effects from exposure to lead include brain and kidney damage and learning disabilities. Sources include leaded gasoline and metal refineries.
Lead agency (or agencies): Federal agency (or agencies) either preparing or taking primary responsibility for preparing the NEPA compliance documents.
Lee Ferry: Reference point marking division between the Upper and Lower Colorado River basins. The point is located in the mainstream of the Colorado River 1 mi below the mouth of the Paria River in Arizona.
Lees Ferry: The historic location of Colorado River ferry crossings (1873 to 1928) and the current site of the U.S. Geological Survey stream gage above the Paria River confluence.
Limnology: Scientific study of the physical, chemical, meteorological, and biological aspects of freshwater bodies.
Listed species: Species, subspecies, or distinct population segments that have been added to the federal list of endangered and threatened wildlife and plants and receive legal protection under the ESA.
Load: Amount of electrical power or energy delivered or required at a given point.
Load-following: A pattern of hydropower generation that reacts instantaneously to change in demand for power.
Loam: Soil consisting of an easily crumbled mixture of clay, silt, and sand.
Low flow: Flow releases from the dam at a rate of 8,000 cfs or less.
Lower Basin: Those parts of the states of Arizona, California, Nevada, New Mexico, and Utah, within and from which waters drain naturally into the Colorado River below Lee Ferry, Arizona; defined by the Colorado River Compact of 1922.
Lower Colorado River Multi-Species Conservation Plan (MSCP): 50-year multi-stakeholder federal and non-federal partnership set up to protect the lower Colorado River environment while ensuring the certainty of existing river water rights and power operations; address the needs of threatened and endangered native species and their habitats in compliance with state and federal endangered species laws; and reduce the likelihood of listing additional species along the lower Colorado River.
Lower Division: Division of the Colorado River system that includes the states of Arizona, Nevada, and California; area defined by Article II of the Colorado River Compact of 1922.
Lower-elevation balancing tier: Operation elevation that applies when Lake Powell's projected January 1 elevation is below 3,525 ft (1,074 m) AMSL. The tier provides for attempting to balance the contents of Lake Mead and Lake Powell, if possible, within the constraint that the release from Lake Powell would be not more than 9.5 maf and no less than 7.0 maf.
M
Macroinvertebrate: Animal without vertebrae, usually with a hard exoskeleton or shell, of a size large enough to be seen by the unaided eye.
Macrophyte (aquatic): Aquatic plant that is large enough to be observed with the naked eye. Grows in or near water.
Main channel: Deepest or central part of the bed of a stream or river, containing the main current.
Mainstem: Main course of a stream or river.
Mainstream: Principal or largest stream or river of a given area or drainage basin; in this document, the Colorado River.
Major federal action: Proposed federal undertaking entirely or partly financed, assisted, conducted, regulated, or approved by federal agencies that has the potential for significant impacts on the human environment and is thus subject to federal control and responsibility.
Mammal: Air-breathing animal whose skin is more or less covered with hair or fur and has mammary glands. Young are born alive (except for the platypus and echidna) and are nourished with milk. Mammals include humans, dogs, cats, deer, mice, squirrels, raccoons, bats, opossums, whales, seals, and others.
Management action: Decision-making response carried out to achieve a specific purpose.
Meander: Bends and loops in a river channel as the river snakes through a flat land area.
Mechanical removal (fish): Use of electrofishing, nets, and other gear types to physically remove fish from an ecosystem. See electrofishing.
Median: Middle value in a distribution, above and below which lie an equal number of values.
Megawatt (MW): One million watts of electrical power.
Megawatt-hour (MWh): One million watt-hours of electrical energy.
Memorandum of Understanding (MOU): Document structuring the collaboration among federal agencies and other stakeholders (e.g., Tribes, local governments) and describing an intended common line of action.
Mesa: A broad, flat-topped elevation with one or more steeply sloping to vertical sides.
Mesozoic age: An era of geologic time between the Paleozoic and the Cenozoic eras, spanning the time between 251 and 65 million years ago. The word Mesozoic is from Greek and means "middle life."
Metalimnion: Middle layer of a thermally stratified lake or reservoir where there exists a rapid decrease in temperature with depth. Also called thermocline.
Meteorology: Study of the Earth's atmosphere, particularly its patterns of climate and weather.
Metric ton: Unit of mass equal to 1,000 kilograms.
Microclimate: The climate of a small area, particularly that of the living space of a certain species, group, or community.
Mid-elevation tier: Operation elevation that applies when Lake Powell's projected January 1 elevation is below 3,575 ft (1,090 m) AMSL and at or above 3,525 ft (1,074 m) AMSL. The annual releases in this tier are either 7.48 maf or 8.23 maf, depending upon the projected elevation of Lake Mead being above or below 1,025 ft (312 m) AMSL, respectively.
Midge: A very small, non-biting, two-winged insect, related to deer flies, mosquitos, and craneflies.
Mill: Monetary cost and billing unit used by utilities; equal to 1/1,000 of a U.S. dollar (equivalent to 1/10 of one cent).
Milligram per liter: Equivalent to one part per million.
Million acre-feet (maf): Unit of volume; the volume of water that would cover 1 million acres to a depth of 1 foot.
Mineral: Naturally occurring inorganic element or compound having an orderly internal structure and characteristic chemical composition, crystal morphology, and physical properties such as density and hardness. Minerals are the fundamental units from which most rocks are made.
Minimum flow: The lowest flow that occurs during the day, month, or year.
Mitigation: Action implemented to eliminate, avoid, minimize, or reduce the severity of an adverse impact on a particular resource resulting from the proposed action or its alternatives. Mitigation can include one or more of the following: (1) avoiding impacts; (2) minimizing impacts by limiting the degree or magnitude of an action; (3) rectifying impacts by restoration, rehabilitation, or repair of the affected environment; (4) reducing or eliminating impacts over time; and (5) compensating for the impact by replacing or providing substitute resources or environments to offset the loss.
Modified low fluctuating flow (MLFF): Current operating flow regime for the Glen Canyon Dam. The MLFF regime was established as the preferred alternative in the 1995 EIS and subsequent 1996 Record of Decision (ROD). In general, MLFF combines reduced daily flow fluctuations below the historic pattern of releases with high steady releases of short duration, intended to protect or enhance downstream resources while allowing limited flexibility for power operations. Established flows included minimum flows of no less than 8,000 cfs between 7 a.m. and 7 p.m., and 5,000 cfs at night; maximum rate of release limited to 25,000 cfs during fluctuating hourly releases; and releases of greater than 25,000 cfs (other than for emergencies) made steady on a daily basis in response to high inflow and storage conditions.
Monoculture: the cultivation or growth of a single crop or organism, especially on agricultural or forest land.
Monsoon: Rain event caused by a change in atmospheric circulation (e.g., wind direction) that results in stormy conditions, including excessive rainfall.
Morphology: Form and structure of an object (e.g., biological organism or rock formation) or any of its parts.
Mortality: Relative incidence or prevalence of death in a population.
Mouth (river): Natural opening, as the part of a stream or river, that empties into a larger body of water (e.g., another river, lake, bay, or ocean).
Myxozoa: Group of small parasitic animals that live in aquatic environments; one species in this group, Myxobolus cerebralis, is the parasite that causes whirling disease in rainbow trout.
N
National Ambient Air Quality Standards (NAAQS): Air quality standards established by the CAA, as amended. The primary NAAQS specify maximum outdoor air concentrations of criteria pollutants that would protect the public health within an adequate margin of safety. The secondary NAAQS specify maximum concentrations that would protect the public welfare from any known or anticipated adverse effects of a pollutant.
National Environmental Policy Act of 1969 (NEPA): Act passed by Congress in 1969 that sets national policy, procedures, tools, and compliance measures to support environmental protection, including encouraging productive harmony between people and their environment; promoting efforts that will prevent or eliminate damage to the environment and the biosphere and simulate the health and welfare of people; enriching the understanding of the ecological systems and natural resources important to the nation; and establishing a Council on Environmental Quality. It requires federal agencies to integrate environmental values into their decision-making processes by considering the environmental impacts of their proposed actions and reasonable alternatives to those actions. To meet this requirement, federal agencies prepare one of the following: a categorical exclusion, an EA, or an EIS.
National Historic Preservation Act (NHPA): Federal law providing that property resources with significant national historic value be placed on the National Register of Historic Places. It does not require permits; rather, it mandates consultation with the proper agencies whenever it is determined that a proposed action might affect a historic property.
National Register of Historic Places (NRHP): Official list of the nation's cultural resources worthy of preservation. Authorized under the NHPA, the NRHP is part of a national program to coordinate and support public and private efforts to identify, evaluate, and protect historic and archeological resources. Properties listed in the NRHP include districts, sites, buildings, structures, and objects that are significant in American history, architecture, archeology, engineering, and culture.
Native: Species of plants or wildlife that originated in the particular area or region in which they are growing or living.
Native American: See American Indian.
Native American Graves Protection and Repatriation Act (NAGPRA): Act that established the priority for ownership or control of Native American cultural items excavated or discovered on federal or Tribal land after 1990 and the procedures for repatriation of items in federal possession. The act allows for the intentional removal or excavation of Native American cultural items from federal or Tribal lands only with a permit or upon consultation with the appropriate Tribe.
Natural condition: State or status of resources that would occur (to the extent practicable) in the absence of human activities and/or dominance over the landscape.
Natural flow: The flow of any stream or river as it would be if unaltered by upstream diversion, storage, import, export, or change in upstream consumptive use caused by human activities.
Natural resource: Features and values that are inherently supplied by nature and considered to have value, including plants and animals, water, air, soils, topographic features, geologic features, and paleontological resources.
Natural Zone: An area managed for the conservation of natural resources and ecological processes while providing for their use by the public, as established by the National Park Service.
Nearshore: Area located between the boundary of the mainstem current and the shoreline. These regions are typically characterized by low water velocities (compared to the mainstem) and reduced turbulent mixing.
Nematode: An elongated, cylindrical worm parasitic in animals, insects, or plants, or free-living in soil or water.
Neotropical migratory bird: Bird that breeds in North America (i.e., Canada and the United States) during the spring and summer months and spends the winter months in Mexico, Central America, South America, or the Caribbean islands.
New High Water Zone (NHWZ): The area located next to the river, corresponding to river flows of 25,000 to 40,500 cfs, colonized with vegetation since the construction of Glen Canyon Dam; typically composed of riparian species, both native and nonnative.
Nitrate (NO3): Naturally occurring plant nutrient that is essential to all life. It commonly enters water supply sources from decaying plants, manures, fertilizers, or other organic residues.
Nitrogen dioxide (NO2): Toxic reddish brown gas that is a strong oxidizing agent, produced by combustion (as of fossil fuels). It is the most abundant of the oxides of nitrogen in the atmosphere and plays a major role in the formation of ozone. NO2 is one of the six criteria air pollutants specified under Title I of the CAA. See nitrogen oxides.
Nitrogen oxides (NOx): Includes various nitrogen compounds, primarily nitrogen dioxide and nitric oxide. They form when fossil fuels are burned at high temperatures and react with volatile organic compounds to form ozone, the main component of urban smog. They are also precursor pollutants that contribute to the formation of acid rain.
No action alternative: An alternative required by CEQ to be included in all EAs and EISs, representing conditions that would occur if the agency did not take the proposed action being considered. The environmental effects resulting from taking no action are compared to the effects of permitting the proposed action or any other action alternative to go forward.
Nonattainment area: The EPA's designation for an air quality control region (or portion thereof) in which ambient air concentrations of one or more criteria pollutants exceed NAAQS.
Non-firm power: Power that is not available continuously and may be interruptible; may be marketed on a short-term basis.
Nonnative: Species of plants or wildlife that did not originate in the particular area in which they are growing or living and that often interfere with natural biological systems.
Non-use valuation: The process of assigning a non-use value to a resource.
Non-use value: The economic benefit that arises from the knowledge that a resource exists (existence value), has been preserved for potential use in the future (option value), and will be available for use by one's heirs (bequest value). Non-use value is theoretically and conceptually distinct from use value. Contingent valuation is the only technique currently available for estimating non-use value.
Normal condition: As it relates to the Colorado River, when the Secretary of the Interior has determined that there is available water for annual releases totaling 7.5 maf to satisfy consumptive use in the Lower Division states pursuant to Article II(B)(1) of the Consolidated Decree.
Notice of Intent (NOI): Announcement published in the Federal Register that an EIS will be prepared and considered. Includes description of the proposed action and alternatives; provides time, place, and descriptive details of the proposed scoping process; and identifies the lead agency (or agencies) contact person.
NPS-28, Cultural Resource Management Guidelines: National Park Service guidelines that elaborate on policies and standards and offer guidance in applying them to establish, maintain, and refine park cultural resource programs.
Nutrients: Chemical elements or compounds that are essential to plant and animal growth and development, such as nitrogen and phosphorus. Nutrients are measured in milligrams per liter (mg/L).
O
Obligate species: Restricted to a particular condition of life; for example, dependent on a particular habitat to be able to breed.
Off-peak energy: Electric energy supplied during periods of relatively low system demand.
Old High Water Zone (OHWZ): Area of vegetation above the level corresponding to flood flows of about 120,000 to 125,000 cfs; typically composed of native tree species.
On-peak energy: Electric energy supplied during periods of relatively high system demand.
Operating tier: Pursuant to the Interim Guidelines established in 2007, coordinated operations of Lake Powell and Lake Mead defined four operation tiers: (1) Equalization Tier, (2) Upper Elevation Balancing Tier, (3) Mid-Elevation Tier, and (4) Lower Elevation Balancing Tier. See specific tiers for additional information.
Organic matter: Material derived from living plant or animal organisms.
Organochlorine pesticide: Pesticide containing a compound of carbon, chlorine, and hydrogen that does not break down easily and is stored in fatty tissues of any animal ingesting it. Accumulates in animals in higher trophic levels.
Oscillatoria: Genus of benthic (bottom-dwelling) cyanobacteria or plankton (blue-green algae) occurring in blooms in fresh water.
Ostracod: Group of small crustaceans with a bivalved carapace that can be closed to completely cover the body; important planktonic fish food.
Outage (power): Period during which a generating unit, transmission line, or other facility is out of service and power is not available.
Outflow (hydrology): Amount or rate of water flowing out of or from a body of water. In this report it refers to water leaving Lake Powell by way of Glen Canyon Dam.
Outlet works: Device, usually consisting of one or more bypass pipes or tunnels through the embankment of the dam, used to release and regulate water flow from a dam. These structures are similar in purpose to spillways, but outlet works can provide a lower volume and more controlled release. See jet tube.
Ozone (O3): Strong-smelling, reactive, toxic gas consisting of three oxygen atoms chemically attached to each other. Ozone is formed in the atmosphere by chemical reactions involving NOx and volatile organic compounds (VOCs) in the presence of sunlight. Ozone is one of the six criteria air pollutants under the CAA and is a major constituent of smog.
P
Paleoclimate: a climate prevalent at a particular time in the geologic past.
Paleoindian period: A late Pleistocene stage of cultural evolution in the Americas at the end of the last ice age, when the first traces of human activity begin to appear in the archaeological record characterized by big-game hunting and the use of fluted projectile points.
Paleozoic: An era of geologic time, from the end of the Precambrian to the beginning of the Mesozoic, or from about 542 to 251 million years ago; also, the rocks deposited during this time.
Parasite: Organism that lives on or in an organism of another species (i.e., host) in a way that harms or is of no advantage to the host. Parasites rarely kill their hosts, instead, they obtain nutriment from the host body to live, grow, and multiply.
Particulate matter (PM): Fine solid or liquid particles such as dust, smoke, mist, fumes, or smog, found in air or emissions that stick to lung tissue when inhaled. The size of the particulates is measured in micrometers (μm), which is 1 millionth of a meter (0.000039 in.). Particle size is important because the EPA has set standards for PM2.5 and PM10 particulates, both of which are criteria air pollutants under the CAA. See PM2.5 and PM10.
Pathogen: Bacterium, virus, or other microorganism that can cause disease in other living microorganisms or in humans, animals, and plants.
Peak demand: See peak load.
Peak flow: Maximum instantaneous flow in a specified period of time.
Peak load: Maximum electrical demand in a stated period of time.
Peak load plant: Powerplant that normally is operated to provide power during maximum load periods.
Peaking power: Powerplant capacity typically used to meet the highest levels of demand in a utility's load or demand profile.
Penstock: Conduit pipe used to convey water under pressure from a storage reservoir to the turbines of a hydroelectric powerplant.
Per capita income: The average income per person in a given group.
Perennial stream: Stream that flows continuously throughout the year because it lies at or below the groundwater table, which constantly replenishes it.
Periphyton: Complex mixture of algae, cyanobacteria, other microbes, and detritus that is attached to submerged surfaces in most aquatic ecosystems. It serves as an important food source for invertebrates, tadpoles, and some fish.
pH: A measure of the relative acidity or alkalinity of a solution, expressed in a scale of 0 to 14, with a neutral point at 7. Acid solutions have pH values lower than 7, and basic (i.e., alkaline) solutions have pH values higher than 7.
Phantom Ranch: Constructed in 1922, the Phantom Ranch is the only accommodation for hikers in the inner Grand Canyon. It consists of a cluster of guest houses and a canteen lying between Bright Angel Creek and the Colorado River in GCNP.
Phosphorous: Essential chemical food element that can contribute to the eutrophication of lakes and other water bodies. Increased phosphorus levels result from discharge of phosphoruscontaining materials into surface waters.
Photosynthesis: Process in which chlorophyll-containing cells convert light into chemical energy, forming organic compounds from inorganic compounds.
Phreatophyte: Any plant, typically living in the desert, that obtains its water from long taproots that reach the water table.
Physiography: The physical geography of an area or the description of its physical features.
Phytoplankton: Microscopic, single-celled photosynthetic organisms that live suspended in water.
Piscivorous: Habitually feeding on fish.
Plankton: Tiny plant (phytoplankton) and animal (zooplankton) organisms with limited powers of locomotion usually living free in the water away from substrates.
Plano technological complex: Distinctive early Paleoindian culture defined by a range of unfluted stone projectile points. Plano technology dates to 11,000 to 8,000 years ago.
PM10: Particulate matter with a mean aerodynamic diameter of 10 μm (0.0004 in.) or less. Particles with diameters smaller than this can be inhaled and accumulate in the respiratory system. PM10 is one of the six criteria pollutants specified under Title I of the CAA.
PM2.5: Particulate matter with a mean aerodynamic diameter of 2.5 μm (0.0001 in.) or less. Particles with diameters smaller than this can lodge deeply in the lungs. PM2.5 is one of the six criteria pollutants specified under Title I of the CAA.
Pollinator: Agent, such as an insect or bird, that moves pollen from the male anthers of a flower to the female stigma of a flower to accomplish fertilization.
Pollutant: Any material entering the environment that has undesired effects.
Ponding flow: Relatively high flows that produce warm low-velocity slackwater areas at tributary mouths that provide thermal refuges for drifting larvae and young warmwater fish (e.g., humpback chub).
Pool: Deep area of a stream or river between rapids or where the current is slow.
Post-dam: Period of time after the completion of Glen Canyon Dam in 1963.
Power demand: Rate at which electric energy is required and delivered to or by a system over any designated period of time.
Power marketing: Process by which Western Area Power Administration sells power generated at Glen Canyon Dam and other Colorado River Storage Project facilities. Subject to a number of requirements established under statutory criteria.
Power operations: Physical operations of a large electrical power system, including hydropower generation, control (operational flexibility, scheduling, load following, and reserves), and transmission.
Power pool: Two or more interconnected electric systems that operate on a coordinated basis to achieve economy and reliability in supplying their combined loads.
Powerplant: Structure that houses turbines, generators, and associated control equipment related to the generation of electrical power.
Powerplant capacity: For Glen Canyon Dam, maximum flow that can pass through the turbines when Lake Powell is full (33,200 cfs). Also refers to the electrical capacity of the generators; total nameplate generating capacity for the powerplant is 1,021,248 kilowatts.
Pre-dam: Period of time before the completion of the Glen Canyon Dam in 1963.
Predation: Act of preying or plundering, specifically the interaction between species when one animal (predator) captures and eats another animal (prey).
Predatory: Relating to or characteristic of organisms that survive by preying on other organisms for food.
Preference customer: In accordance with congressional directives, publicly owned systems, and nonprofit cooperatives that have preference over investor-owned systems for purchase of power from federal projects.
Preferred alternative: Alternative the lead agency (or agencies) believes would fulfill its statutory mission and responsibilities under NEPA, giving consideration to economic, environmental, technical, and other factors.
Prescribed fires: Application of fire (by planned or unplanned ignitions) to fuels in either their natural or modified states, under specified conditions, to allow the fire to burn in a predetermined area while producing the fire behavior required to achieve certain management objectives.
Prevention of significant deterioration (PSD): A federal air pollution permitting program intended to ensure that air quality does not diminish in attainment areas that meet NAAQS.
Primitive: Belonging to or characteristic of an early age of development.
Productivity (ecology): Rate of biomass generation by an individual, population, or community within an ecosystem. Also, the fertility or capacity of a given habitat or area.
Programmatic Agreement (PA): Document that records the terms and conditions agreed upon to resolve the potential adverse effects of a federal agency program, complex undertaking, or other situations in accordance with Section 800.14(b), "Programmatic Agreements," of 36 CFR Part 800, "Protection of Historic Properties."
Project area: Area in which a proposed action would occur and directly affect the environment. The project area for the LTEMP EIS is Lake Powell, Lake Mead, and the Colorado River and its corridor in between.
Proliferation: Rapid growth or increase in production of new parts or offspring.
Proposed action: An action proposed by an agency, subject to a NEPA analysis.
Proterozoic era: Final era of the Precambrian, spanning the time between 2.5 billion and 544 million years ago. Fossils of both primitive single-celled and more advanced multicellular organisms begin to appear in abundance in rocks from this era. Its name means "early life."
Protohistoric: Period between prehistory and history, during which a culture or civilization has not yet developed writing but other cultures have already noted its existence in their own writings. The protohistoric culture may also be in the process of developing its own writing techniques and creating its own written record.
Public involvement: Process of obtaining public input into each stage of development of planning documents. Required as a major input into any EIS.
R
Radionuclide: Unstable nuclide that undergoes radioactive decay.
Ramp rate: Rate of change (cfs/hr) in instantaneous dam releases. The ramp rate is established to prevent undesirable effects due to rapid changes in loading or, in the case of hydroelectric powerplants, discharge.
Range: Geographic region in which a given plant or animal normally lives or grows.
Rapid: Turbulent section of a river. Fast-flowing current typically is caused by a relatively steep descent in the riverbed or a constriction of the main channel.
Reach: Any specified length of a stream or river.
Rearing: Bringing up from the early stages of life, through maturity, until fully grown.
Reattachment bar: Sandbar located where downstream flow meets the riverbank at the downstream end of a recirculation zone. An element of a fan-eddy complex.
Recirculation zone: Area of flow composed of one or more eddies immediately downstream from a constriction in the channel, such as a debris fan or rock outcrop. An element of a fan-eddy complex.
Reclamation Project Act of 1939: This act provides a comprehensive plan for the variable payment of construction charges on U.S. reclamation projects.
Record of Decision (ROD): Document separate from but associated with an EIS that publicly and officially discloses the responsible agency's decision on the EIS alternative to be implemented.
Recovery: Return to or regaining of any former and better state or condition. As it relates to ESA, recovery is the process by which the decline of an endangered or threatened species is arrested or reversed, and threats to its survival (including the ecosystem upon which they depend) are neutralized, so that its long-term survival in nature can be ensured.
Recruitment: Survival of young plants and animals from birth to reproductive age or a life stage less vulnerable to environmental change.
Redd: Depression, or spawning nest, dug by fish (especially trout or salmon) in river- or lakebed for the deposition of eggs.
Redeposition: Formation into a new accumulation, such as the settlement of sedimentary material that has been picked up and moved (reworked) from the place of its original deposition.
Refuge: Protection or shelter, as from something dangerous, threatening, harmful, or unpleasant.
Refugia: Locations or areas where conditions remain suitable to allow a species or a community of species to survive following extinction in surrounding areas. Plural of refugium.
Region of influence (ROI): Area occupied by affected resources and the distances at which impacts associated with a proposed action may occur.
Regulation: Capacity devoted to providing the minute-by-minute change in generation above and below a generator's operating set point. It is needed to maintain a constant voltage within a power control area given variation in generator units. Regulation results in instantaneous deviations above and below the mean hourly flow within each hour that do not affect the mean hourly flow over a full hour. In the United States, regulating capacity is controlled by computers (via automatic generation control).
Reptile: Cold-blooded vertebrate of the class Reptilia whose skin is usually covered in scales or scutes. Reptiles include snakes, lizards, turtles, crocodiles, and alligators.
Reserve generating capacity: Extra generating capacity available to meet unanticipated capacity demand for power in the event of generation loss due to scheduled or unscheduled outages of regularly used generating capacity.
Reservoir: Natural or artificially impounded body of water, commonly created by the building of a dam, that is used for the storage, regulation, and control of water.
Reservoir capacity: Total or gross storage capacity of the reservoir at full supply level.
Restoration: Manipulation of the physical, chemical, or biological characteristics of a resource or site with the goal of improving or returning its natural/historic functions to any former and better state or condition.
Return-current channel: Channel excavated by upstream eddy flow that forms behind a reattachment bar. See backwater.
Riffle: Stretch of choppy water caused by an underlying rock shoal or sandbar.
Riparian: Along a river, pond, lake, or tidewater.
Riparian zone: Area encompassing the alluvial sediment deposits where river and alluvial groundwater supplement that available from local precipitation.
Risk: Likelihood of suffering a detrimental effect as a result of exposure to a hazard.
River basin: Land area surrounding one river from its headwaters to its mouth. The area drained by a river and its tributaries.
River corridor: River and the area of land adjacent to it, including the talus slopes at the bases of cliffs, but not the cliffs themselves.
River mile (RM): Unit of measurement (in miles) that quantifies distance (or length) in miles along a river from its mouth or other reference point. On the Colorado River, River Mile 0 is located at the U.S. Geological Survey gage at Lees Ferry, Arizona; points downstream are positive values while those upstream are negative.
River runner: Individual who recreationally navigates a moving body of water, typically a whitewater river, using a raft, kayak, or other type of boat. See whitewater rafting.
River stage: Water surface elevation of a river above a reference datum.
Riverine: Of, resembling, relating to, or situated on a river or riverbank.
RiverWare: Commercial river system simulation computer program that was configured to simulate operation of the Colorado River for this EIS.
Rotifer: Microscopic, multicellular invertebrates from the class Rotifera; common in freshwater.
Runoff: Portion of the precipitation, melted snow, or irrigation water that flows across ground surface and eventually is returned to surface water sources. Runoff can pick up pollutants from the air or land and carry them to the receiving waters.
S
Sacred landscape: Natural places recognized by a cultural group as having spiritual or religious significance.
Sacred site: Any specific, discrete, narrowly delineated location on federal land that is identified by an Indian Tribe, or Indian individual determined to be an appropriately authoritative representative of an Indian religion, as sacred by virtue of its established religious significance to, or ceremonial use by, an Indian religion; provided that the Tribe or appropriate authoritative representative of an Indian religion has informed the agency of the existence of such a site.
Salinity: Degree of dissolved minerals (e.g., salts) in water. Also commonly referred to as total dissolved solids (TDS). See total dissolved solids.
Salmonid: Of, belonging to, or characteristic of fish belonging to the Salmonidae family, which includes salmon, trout, and whitefish.
Salt Lake City Area Integrated Projects (SLCA/IP): Part of an interconnected generation and transmission system that includes federal, public, and private power-generating facilities.
Sand: Rock or mineral fragment of any composition that has a diameter ranging from 0.5 to 2.0 mm. Sand has a gritty feel.
Sand budget: Management tool used to analyze and describe the various sand and sediment inputs (sources) and outputs (sinks) within a defined system; can be used to predict morphological change over time.
Sand load: See sediment load.
Sand mass balance: Difference between the mass of sand being transported into an area and the mass of sand being transported out of the area. A positive sand mass balance indicates that sand is accumulating in the area, whereas a negative sand mass balance indicates that the mass of sand is decreasing in the area.
Sandbar: Any of the fine-grained alluvial deposits that intermittently form the riverbank. These fine-grained deposits are in contrast to the rocky surfaces predominately found throughout the Grand Canyon. See beach.
Sandstone: Sedimentary rock composed primarily of sand-sized (0.0025 to 0.08 in.) grains.
Scheduled outage: Shutdown of a generating unit or other facility for inspection or maintenance, in accordance with an advance schedule.
Scheduling: Matching of daily system energy and capacity needs with available generation.
Schist: Metamorphic rock formed from many types of rocks. Minerals in the rocks include micas, chlorite, talc, hornblende, and garnets. The minerals are characteristically platey and foliated (layered), indicating they were subjected to intense compression.
Scope: Range of actions, alternatives (including no action), and impacts to be considered in an EIS.
Scoping: Process required by NEPA to solicit input, issues, and information from within the agency, other agencies, and the public related to the proposed action prior to preparation of an EIS. Scoping assists the preparers of an EIS in defining the proposed action, identifying alternatives, and developing preliminary issues to be addressed in an EIS.
Scour: Erosion in or along a stream bed caused by high flow velocities.
Secretary: Secretary of the Department of the Interior (DOI) and duly appointed successors, representatives, and others with properly delegated authority.
Sediment: Unconsolidated solid material that is washed from land (e.g., from weathering of rock) and is carried by, suspended in, or deposited by water or wind. Sediment varies in size and includes clay, silt, sand, gravel, and cobble.
Sediment augmentation: Adding sand-, silt-, or clay-size sediments to the Colorado River to increase turbidity or sediment supply.
Sediment load: Mass of sediment passing through a stream cross-section in a specified period of time.
Sediment transport: Movement of sediment in a downstream direction caused by flowing water.
Sedimentary rock: Rock formed at or near the Earth's surface from the consolidation of loose sediment that has accumulated in layers through deposition by water, wind, or ice, or organisms. Examples are sandstone and limestone.
Sedimentation: Removal, transport, and deposition of sediment particles by wind or water.
Seep: Moist or wet place where groundwater slowly exits through soil or rock.
Seepage: Relatively slow movement of water through a medium such as sand.
Semi-arid: Moderately dry region or climate where moisture is normally greater than under arid conditions but still limits the production of vegetation.
Sensitive species: Plant or animal species listed by the state or federal government as threatened, endangered, or a species of special concern. The list of sensitive species typically varies from state to state, and the same species can be considered sensitive in one state but not in another. Also, a species that is adversely affected by disturbance or altered environmental conditions. See also special status species.
Separation bar: Sandbar located at the upstream end of a recirculation zone, where downstream flow becomes separated from the riverbank, creating an eddy.
Shoal: Shallow area in a body of water.
Shortage condition: When the Secretary has determined that there is available for annual release less than 7.5 maf to satisfy consumptive use in the Lower Division states pursuant to Article II(B)(3) of the Consolidated Decree.
Silt: Fine rock fragments or mineral particles of any composition between sand and clay in size that have diameters ranging from 0.002 to 0.05 mm.
Simulid: Group of two-winged flying insects who live their larval stage underwater and emerge to fly about as adults.
Sinuous: Ratio of the length of a river's thalweg to the length of the valley proper. A measure of a river's meandering.
Site: In archeology, any location of past human activity.
Slope: Change in elevation per unit of horizontal distance.
Socioeconomic: Social and economic conditions in the study area.
Solar radiation: Electromagnetic radiation emitted by the sun.
Soundscapes: Sound or combination of sounds that forms or arises from an immersive environment.
Spawn: To lay eggs, especially fish.
Spawning beds: Places where eggs of aquatic animals lodge or are placed during or after fertilization.
Special status species: Any plant or animal species that is listed or proposed for listing as threatened or endangered by the FWS or NMFS under the provisions of the ESA. Also any species designated by the FWS as "candidate," "sensitive," or a "species of concern"; or a species listed by a state in a category implying potential endangerment or extinction (e.g., sensitive or rare).
Species of special concern: Species that may have a declining population, a limited occurrence, or low numbers for any of a variety of reasons.
Spike flow: Natural or experimental increase in the flow of water for a short duration.
Spills: Water releases from Glen Canyon Dam that do not pass through the turbines for the generation of electricity.
Spillway: Overflow channel of a dam to provide a controlled release.
Spinning reserves: Extra generating capacity that is available for immediate use in response to system problems or sudden load changes by increasing the power output of generators that are already connected to the power system. Within minutes or less, reserves allow for increases in the water release rates at Glen Canyon Dam to increase power generation, up to a limit known as the spinning reserve requirement, to compensate for the loss in generation elsewhere in the grid.
Spring: Point at which groundwater meets the Earth's surface, causing water to flow from the ground.
Stage: See water-surface elevation.
Stakeholder: Person, group, or organization that has direct or indirect investment, share, or interest in an organization or project because it can affect or be affected by related actions, objectives, and/or policies.
State Historic Preservation Office(r) (SHPO): The state officer charged with the identification and protection of prehistoric and historic resources in accordance with the NHPA.
Steady flow: Flow released from the dam at any volume that does not vary beyond a small percentage over a 24-hour period.
Stewardship: Conducting, supervising, managing, or protecting something considered of value or worth caring for and preserving. The concept of stewardship has been applied in diverse areas, including the environment, economics, health, property, information, and religion.
Strata: Single, distinct layers of sediment or sedimentary rock.
Stratification: Thermal layering of water in lakes and streams. Lakes usually have three zones of varying temperature: epilimnion—top layer with essentially uniform warmer temperature; metalimnion—middle layer of rapid temperature decrease with depth; and hypolimnion—bottom layer with essentially uniform colder temperatures.
Stratigraphy: Layers of sediments and rocks that reflect the geologic history of an area. With respect to cultural resources and archaeological sites, the relative stratigraphic locations of human artifacts help determine the sequence in which past human activities took place.
Stream: Natural water course. See ephemeral stream, intermittent stream, and perennial stream.
Stream flow: Volume or rate, expressed in cubic feet per second (cfs), of water moving in a stream or river, at any given time.
Stream gage: Active, continuously functioning field measuring device for which stream flow is computed or estimated.
Subadult: Fish that are less than 3 years of age.
Subsistence: The practices by which a group or individual acquires food, such as through hunting and gathering, fishing, and agriculture.
Substrate: Surface on which a plant or animal grows or is attached.
Sulfur dioxide (SO2): Colorless gas released from many sources, especially burning fossil fuels. Sulfur dioxide is one of the six criteria air pollutants specified under Title I of the CAA.
Sulfur oxides (SOx): Compounds containing sulfur and oxygen, such as sulfur dioxide (SO2) and sulfur trioxide (SO3). Pungent, colorless gases that are formed primarily by fossil fuel combustion, notably from coal-fired powerplants. Sulfur oxides may damage the respiratory tract, as well as plants and trees.
Surface water: Water on the Earth's surface that is directly exposed to the atmosphere, as distinguished from water in the ground (groundwater).
Surplus condition: When the Secretary has determined that there is available for annual release more than 7.5 maf to satisfy consumptive use in the Lower Division states pursuant to Article II(B)(2) of the Consolidated Decree.
Surplus energy: Energy greater than that of contracted firm load that may be available for a short-term period to serve additional load; usually attributed to favorable, but unanticipated, hydrologic conditions.
Suspended solids: Small particles of sand, silt, clay, and organic material moving with the water or along the bed of the stream that are not in true solution (i.e., can be removed by filtration or settling).
Suspension: Heterogeneous mixture of fine solid particles in a liquid or gas, such as sand in water. The suspended particles will settle over time, if left undisturbed, or can be removable by filtration.
Sustainable hydropower (SHP): Fixed level of long-term capacity and energy available from SLCA/IP facilities during summer and winter seasons; this amount is the minimum commitment level for capacity that Western will provide to all SLCA/IP customers.
Sweat lodge: In Native American culture, a ceremonial event of traditional prayers and songs that are held in a lodge constructed of a wood frame covered with blankets, with hot stones that release steam when water is poured on them.
T
Tailwater: Reach of river immediately downstream of a dam, where the water is more similar to that in the reservoir than farther downstream.
Talus: Sloping accumulation of rock debris; also, rock fragments at the base of a cliff as the result of sliding or falling.
Taxa: Taxonomic unit or category within the biological system of classification to which organisms are assigned, including species, genus, family, order, class, and phylum.
Technical Work Group (TWG): Subcommittee comprised of technical representatives of the Adaptive Management Work Group (AMWG) to develop criteria and standards for monitoring and research programs.
Temperate: Moderate climate that lacks extremes in temperature.
Temperature control device (TCD): Apparatus used to modify the dam's penstocks to allow for selective withdrawal from the reservoir, as to influence the temperature of the release water (e.g., warm surface water versus cold deep water).
Temporal: Of, relating to, or limited by time.
Temporary structure: Any structure that can be readily and completely dismantled and removed from the site between periods of actual use. It may or may not be authorized at the same site from season to season or from year to year.
Terrace: Surface form of a high sediment deposit having a relatively flat surface and steep slope facing the river.
Terrain: Topographic layout and features of a tract of land or ground.
Terrestrial: Pertaining to plants or animals living on land rather than in water.
Texture: Visual manifestations of light and shadow created by the variations in the surface of an object or landscape.
Thalweg: Line connecting the deepest points along the length of a valley or riverbed.
Thermal: Of, relating to, affected by, or producing heat.
Thermocline: Zone of maximum change in temperature in a water body, separating upper (epilimnetic) from lower (hypolimnetic) zones.
Threatened species: Any species or subspecies that is likely to become an endangered species within the foreseeable future throughout all or a significant portion of its range. Requirements for declaring a species threatened are contained in the ESA of 1973.
Toe: Point at which the bottom of a slope or embankment intersects the natural ground, such as the upstream or downstream toe of the dam or the downstream toe of a landslide or debris fan.
Topography: Physical shape of the ground surface; the relative position and elevations of natural and human-made features of an area.
Total dissolved solids (TDS): Dissolved materials in the water including ions such as potassium, sodium, chloride, carbonate, sulfate, calcium, and magnesium. In many instances, the term TDS is used to reflect salinity, since these ions are typically in the form of salts. See salinity.
Toxicity: Harmful effects on an organism caused by exposure to a hazardous substance. Environmental exposures are primarily through inhalation, ingestion, or contact with the skin.
Trace (hydrology): Sequence of flows over a specified period of time.
Traditional Cultural Property (TCP): Site or resource that is eligible for inclusion in the NRHP because of its association with cultural practices or beliefs of a living community that are (1) rooted in that community's history, and (2) important in maintaining the continuing cultural identity of the community.
Traditional use area: Broad landscapes over which contemporary people and their ancestors have hunted, fished, and gathered.
Translocation: Intentional capture, movement, and release of individuals of a species from one location or area to another. This type of transfer is typically done to prevent harm to the individuals or to establish additional populations elsewhere.
Transmission line: Facility for transmitting electrical energy at high voltage from one point to another point.
Travertine: Sedimentary rock formed by the precipitation of carbonate minerals from solution in ground and surface waters, and/or geothermal hot springs.
Tribal land: In the NAGPRA, tribal land is defined as: (1) all lands within the exterior boundaries of any Indian reservation; (2) all dependent Indian communities; and (3) any lands administered for the benefit of Native Hawaiians pursuant to the Hawaiian Homes Commission Act, 1920, and section 4 of Public Law 86-3. In the NHPA, Tribal land is defined as (1) all lands within the exterior boundaries of any Indian reservation, and (2) all dependent Indian communities.
Tribe: Term used to designate a federally recognized group of American Indians and their governing body. Tribes may be comprised of more than one band.
Tributary: River or stream that flows into another stream, river, or lake.
Trigger: Condition-dependent or environmental cues that determine management actions.
Trophic: Of, relating to, or pertaining to nutrition, food, or feeding. For example, the feeding habits or food relationship of different organisms in a food chain.
Trout: Prized game fish native to the Northern Hemisphere, that has been widely introduced (i.e., it is nonnative) across the globe, including the Colorado River below Glen Canyon Dam (with exception of the native cutthroat trout). These fishes feature a streamlined, speckled body with small scales and soft fins, although their individual coloring and appearance can change depending on the specific surroundings and environment in which they live. Typically smaller than the related salmon, trout are usually found in cool (50–60°F, 10–16°C), clear freshwater streams and lakes. Trout are an important food source for humans and wildlife including brown bears, birds of prey (e.g., eagles), and other animals. However, their existence threatens many native fish species and their habitats owing to competition, displacement, and predation.
Trout management flow (TMF): Special type of fluctuating flow designed to reduce the recruitment of trout by disadvantaging young-of-the-year (YOY) trout.
Turbidity: Measure of the water clarity or the ability of light to pass through water. Affected by the amount of suspended particles, dissolved solids, and colloidal materials that are suspended in water.
Turbine: Device or machine for generating rotary mechanical power from the energy of a stream of fluid (such as water, steam, hot gas, or wind). Turbines convert the kinetic energy of fluids to mechanical energy through the principles of impulse and reaction, or a mixture of the two. Turbines are considered the most economical means of turning large electrical generators.
Turbulent: Marked or characterized by disturbances, changes, and unrest, such as unsteady motion and agitation of water.
U
Upper Basin: Those parts of the states of Arizona, Colorado, New Mexico, Utah, and Wyoming, within and from which waters drain naturally into the Colorado River above Lee Ferry, Arizona; defined by the Colorado River Compact of 1922.
Upper Colorado River Commission: Commission established by the Upper Colorado River Basin Compact with five appointed members, one from each of the Upper Division States (Colorado, New Mexico, Utah, Wyoming) and one representing the United States of America. Its purpose is to administer the Upper Colorado River Basin Compact.
Upper Division: Division of the Colorado River system that includes the states of Colorado, New Mexico, Utah, and Wyoming; area defined by Article II of the Colorado River Compact of 1922.
Upper-elevation balancing tier: Operation elevation that applies when Lake Powell's projected January 1 elevation is below the elevation in the equalization table of the Interim Guidelines, but above 3,575 ft (1,090 m) AMSL. The tier defines several different operations for attempting to balance the contents of Lake Mead and Lake Powell, if possible, that may occur based on the projected elevations of each lake, within the constraint that the release from Lake Powell would be not more than 9.0 maf and no less than 7.0 maf.
Upstream: Toward the source of a stream or river, against the normal direction of water flow.
Use value: Economic benefit associated with the physical use of a resource, usually measured by the consumer surplus or net economic value associated with such use. The contingent value method is one technique used to estimate use value.
V
Varial zone: Portion of the river bottom that is alternately flooded and dewatered.
Velocity: Rate of flow of water or water-sediment mixture.
Vertebrate: Animal species with a backbone. Includes fish, amphibians, reptiles, birds, and mammals.
Visibility degradation: Scattering and absorption of light by fine particles with a secondary contribution by gases; cumulative emissions of air pollutants from a myriad of sources.
Visitor day: Use of a site or area for 12 visitor hours, which may be aggregated by one or more persons for a single continuous or intermittent use (e.g., multiple visits).
Visitor use: Usage of recreation and wilderness resources by people for inspiration, stimulation, solitude, relaxation, education, pleasure, or satisfaction.
Visual contrast: Opposition or unlikeness of different forms, lines, colors, or textures in a landscape.
Visual impact: Any modification in land forms, water bodies, or vegetation, or any introduction of structures that negatively or positively affect the visual character or quality of a landscape through the introduction of visual contrasts in the basic elements of form, line, color, and texture.
Visual resource: Refers to all objects (manmade and natural, moving and stationary) and features such as landforms and water bodies that are visible on a landscape.
Volatile organic compound (VOC): Broad range of organic compounds that readily evaporate at normal temperatures and pressures. Sources include certain solvents (e.g., acetone), degreasers (e.g., benzene), and fuels (e.g., gasoline). VOCs also react with other substances (primarily nitrogen oxides) to form ozone. They contribute significantly to photochemical smog production and certain health problems.
W
Warmwater fish: Species of fish that grow best in water at least 80°F (27°). Warm water holds less DO than cool or cold water, so warmwater species, such as largemouth bass, catfish, and bluegill, require less oxygen to survive.
Wash: Normally dry streambed that occasionally conveys flowing water.
Water column: Hypothetical "cylinder" of water from the surface of a water body to the bottom, within which physical and chemical properties can be measured.
Water quality: Term used to describe the chemical, physical, and biological characteristics of water, usually with respect to its suitability for a particular purpose.
Water right: Legal entitlement of an individual or entity to extract water from a water source (surface water or groundwater) for a beneficial use (e.g., potable water supply, irrigation, mining, livestock).
Water table: Upper level of groundwater below which soil and rock are saturated with water.
Water year: Period of time beginning October 1 of one year and ending September 30 of the following year and designated by the calendar year in which it ends.
Waterfowl: Water birds, usually referring to ducks, geese, and swans.
Watershed: Region or area from which all water entering a particular water body drains. Also known as a basin.
Water-surface elevation (stage): Height, or elevation, of a water surface above or below an established reference level, such as sea level.
Weed: Plant considered undesirable, unattractive, or troublesome, usually introduced and growing without intentional cultivation.
Western Area Power Administration (WAPA): One of four power marketing administrations of the U.S. Department of Energy that markets and delivers reliable, renewable, cost-based hydroelectric power and related services within a 15-state region of the central and western United States.
Western Electricity Coordinating Council (WECC): Regional entity responsible for coordinating and promoting bulk electric system reliability in the Western Interconnection.
Wetlands: Federally protected areas that are saturated or flooded by surface or groundwater frequently enough or long enough to support plants, birds, and animals adapted to live in wet environments. Generally include swamps, marshes, bogs, estuaries, wet meadows, river overflows, mud flats, natural ponds, and other inland and coastal areas.
Wheeling: Occurs when two indirectly connected utilities agree to purchase or sell power to each other.
Whirling disease: Disease caused by a parasite; results in neurological damage to young fish, causing them to swim in a corkscrew pattern. Affected fish are unable to feed properly and are vulnerable to predators.
Whirlpool: Water moving rapidly in a circle so as to produce a depression.
Whitewater boating: See whitewater rafting.
Whitewater rafting: Recreational navigation of a moving body of water (e.g., river) characterized by fast-flowing rough water or rapids, using a raft, kayak, or other type of boat.
Wild and Scenic Rivers Act: Primary river conservation law enacted in 1968. The Act was specifically intended by Congress to balance the existing policy of building dams on rivers for water supply, power, and other benefits with a new policy of protecting the free-flowing character and outstanding values of other rivers.
Wilderness: Undeveloped land retaining its primeval character without permanent improvements or human habitation, and that generally appears to have been affected primarily by the forces of nature, with the imprint of man's work substantially unnoticeable.
Wilderness Act of 1964: Legislation enacted in 1964 to designate wilderness areas, with Congressional approval, to ensure that these lands are preserved and protected in their natural condition.
Wilderness areas: Areas and lands designated by Congress and defined by the Wilderness Act of 1964 as places "where the earth and its community are untrammeled by man, where man himself is a visitor who does not remain." Designation is aimed at ensuring that these lands are preserved and protected in their natural condition.
Wilderness characteristics: Wilderness characteristics include (1) naturalness: the area generally appears to have been affected primarily by the forces of nature, with the imprint of man's work substantially unnoticeable; (2) outstanding opportunities: the area has either outstanding opportunities for solitude, or outstanding opportunities for primitive and unconfined types of recreation; (3) size: the area is at least 5,000 acres (20 km 2 ) of land, or is of sufficient size to make practicable its preservation and use in an unimpaired condition; and (4) values: the area may also contain ecological, geological, or other features of scientific, educational, scenic, or historical value.
Willingness to pay: Method of estimating the value of activities, services, or other goods, where value is defined as the maximum amount a consumer would be willing to pay for the opportunity rather than do without. The total willingness to pay, minus the user's costs of participating in the opportunity, defines the consumer surplus and benefits.
Wind rose: Circular diagram, for a given locality or area, showing the frequency and strength of the wind from various directions over a specified period of record.
World Heritage Site: Area identified by the World Heritage Committee of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) as having outstanding universal value for cultural and natural heritage.
X
Xeric: Low in moisture. Dry environmental conditions. Habitats or sites characterized by their limited water availability.
Y
Young-of-year (YOY): Young (usually fish) produced in the current calendar year. Also referred to as age 0.
Z
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First Encounters, 1861 Politics
By Emil Posey
As January 1 of 1861 dawned over Washington, DC, the storm so long forming was no longer on the horizon. It was upon us. Feelings were intense yet mixed on both sides of the Mason Dixon line. Many in the South believed in the righteousness and Constitutionality of their cause; many saw it as immoral and undesirable. Many in the North were quite willing to let the South secede and good riddance to them; many saw the danger and irrationality in such a path. All were being swept along by overpowering political and cultural forces. They were caught in the storm.
The late 1850s had been raucous in Congress. The partisan divide in the nation was becoming ever so stark. President Buchanan's cabinet had rotted, with some members actively preparing for (i.e., enabling) secession. 1 He himself, a one-term president, had a weak anti-secession position – against secession, but did nothing to prevent it.
President James Buchanan March 4, 1857 –March 4, 1861
Secession of slave-holding states in the Lower South was triggered by Abraham Lincoln's election as the sixteenth President of the United States. South Carolina, the cradle of secession, went first on December 20, 1860. It was quickly followed by Mississippi, Florida, Alabama, Georgia and Louisiana in January 1861 and Texas in February. The newlyformed Arizona Territory followed in March, Virginia in April, and Arkansas, Tennessee, and North
Carolina in May. Secession was effected by formal resolutions written and voted upon by delegates sent to the various state secession conventions.
Despite their acceptance of slavery, Delaware, Kentucky, Maryland, and
Missouri did not secede due to divided loyalties and a combination of political maneuvering and Union military pressure. Kentucky and Missouri, however, were later accepted into the Confederacy and represented in the Confederate Congress (as well as in the US Congress). 2
The Confederate States of America was formed in February by a constitutional convention in Montgomery, Alabama comprised of delegates from the six states that had seceded at that point. 3 (Texas had not yet officially seceded but would send delegates when it did.) Jefferson Davis was elected
The Indian Territory was an unorganized territory comprising much of modern Oklahoma. Ten tribes located therein, acting more or less independently, signed treaties of alliance with the Confederacy, some even allowing themselves to be annexed by the Confederacy. Other Native American groups remained loyal to the Union. The Territory was not a discrete political entity and thus was not represented in either Congress.
President and Alexander Hamilton Stephen became Vice President (both positions being Provisional for the time being).
Both governments faced stiff challenges in the face of powerful opposition. Secession took place over several months, with the status and prospects of remaining border states shaky. For secession to be successful, the Confederacy had to establish itself as a separate republic, which meant it had both to defeat the North's invading armies and to establish its legitimacy in the world and among his own people. For President Lincoln to succeed, he had to maintain the integrity of the nation, which meant defeating militarily the secessionist effort, and the federal government had to reconcile the gaps in various agencies and Congress occasioned by Southern sympathizers having vacated their positions. And the Union, too, had to organize for and prosecute a war, all the while swamped with political and social frictions. Meanwhile, the Confederacy had to build a viable government from scratch. Its Constitution was adopted on March 11, although it did not go into effect until February 22, 1862. It adapted the US Constitution and government structure. During this period, the Confederate capital was moved from Montgomery, Alabama to Richmond, Virginia. 4
The Executive Branches
By resume, Jefferson Davis had the huge advantage. A West Point graduate, he served with the Army for 13 years before marrying, resigning his commission, and becoming a Mississippi planter. There he became involved in politics, being elected as one of Mississippi's at-large representatives to the US House of Representatives
We are about to be deprived in the Union of the rights which our fathers bequeathed to us. Senator Jefferson Davis, when quitting the US Senate on January 21, 1861
in 1845. He served for a term before re-entering the military during the War with Mexico. After the war he returned to Congress as a Senator from Mississippi. His Senate service was punctuated by four years as Secretary of War under President Franklin Pierce, and then back in the Senate again. All in all, he had 15 years prominently placed on the national stage as a pro-slavery and states' rights advocate.
Abraham Lincoln's qualifications were not so prominent. He was a self-taught lawyer and served a single term in Congress prior to being the fledgling Republican Party's candidate for President in 1860. What national recognition he had prior to his nomination was driven essentially by his legal career and his failed campaign to challenge Illinois Senator Stephen A. Douglas' reelection bid.
Ironically, both had centrist attitudes. Lincoln was not an abolitionist and said so many times. Davis was not a secessionist and said so many times. Both felt strongly for the Union, although Davis believed it was constitutionally possible for a state to secede. Lincoln was against slavery, but he believed it should be contained where it was; Davis believed it was essential to the southern economy.
When it came to presidential leadership, Feather Schwartz Foster captures it well. "The balance…lies in the intangible qualities: the ones that no one notices until they are tested. Lincoln's fifty years of self-education had provided him with a capacity for broad conceptual thinking and the ability to learn from all sources. He could and would change his mind if he saw the error. He could and would be able to work with most people. He could and would grow. It would be because of his rare and elusive qualities rather than paper credentials that he ranks as our foremost president. Davis, perhaps from a lifetime of being in command, was not flexible. He would remain rigid in his philosophies and attitudes throughout his life. He had favorites, and he had implacable enemies. He would never change. His leadership was flawed, and he pales in comparison." 5
This is well demonstrated in the selection and management of their cabinets. 6 President Lincoln's cabinet was more stable than President Jefferson's. President Lincoln included political adversaries, molding them into an effective team (what Doris Kearns Goodwin labeled a Team of Rivals). While President Davis' crew was no less cantankerous, he had an overbearing micro-management style that chaffed. Moreover, with his military background, he virtually ran the military affairs side of the government, relegating his Secretary of War to little more than a "high clerk".
Both had their hands full with their congresses, but President Lincoln's skills were better; he was more adept at getting his way albeit it was often a difficult task. President Jefferson had two particular problems that hampered what abilities he had. The idea of states' rights played a much stronger role in the South and often got in the way of practicality in dealing with national problems. Along with this, President Davis had to contend with state governors that were caught up in the same mindset. In the Confederacy, political loyalties were aligned around the states, with state governors taking the lead in dealings with President Davis. Note that The Preamble to the US Constitution reads "We the People of the United States, in Order to form a more perfect Union..." whereas The Preamble to the Confederate Constitution reads, "We, the people of the Confederate States, each state acting in its sovereign and independent character, in order to form a permanent federal government..." [emphasis added in each]. None of the Confederacy's three federal branches—President, Congress and Judiciary—were intended to have final authority over the rights reserved for the states. The tenor of this relationship – its underlying philosophy – would be an ongoing problem for President Davis as he worked to form his government while in the middle of prosecuting a general war.
The Legislative Branches
The 37th Congress of the United States met in Washington, DC, from March 4, 1861, to March 4, 1863. By early summer of 1861 approximately one-quarter of the seats in both chambers of the US Congress in Washington, DC, were empty, abandoned by members who had defected to the Confederacy. 7 There was much discussion early on as to what would constitute a quorum in Congress. The House could change its rules; the Senate was more tradition bound and less prone to change. As to what constituted quorums in the Senate, essentially there was tacit agreement to pragmatically pretend they had it and not discuss it.
Both chambers determined how to best disposition the delegations that absented themselves. On March 14, 1861, after much heated debate, the Senate declared the seats of six of their departed colleagues "vacant" and authorized the Secretary of the Senate to strike their names from the Senate roll. In July the Senate debated the fate of Southern members whose terms had not expired and who had not formally notified the Senate of their withdrawal, and another heated debate followed. On July 11 the Senate approved a resolution put forth by New Hampshire's Daniel Clark (R) to "deny here, on the floor of the Senate, the right of any State to secede" by expelling ten absent Southern members "from the councils of the nation." 8 A few states, such as Missouri and Kentucky, elected new members to replace those who were expelled. The Unionist government in Virginia sent two senators to Capitol Hill. Many desks remained unoccupied in the Senate Chamber throughout the war years and into the Reconstruction era. The Senate continued to admit Southern members from reconstructed states through the early 1870s. The House of Representatives had more absentees to deal with, of course, but handled the matter in much the same way as the Senate.
In the Union party affiliations were numerous and shifted virtually from election cycle to election cycle. That can be seen clearly in the changes in voting strength in both chambers of Congress. 9 Political parties were fractious, with shifting subgroups and alliances. A thumbnail survey of the more pertinent parties—
* American Party, formed in 1844 by the Know-Nothings, initially led by Lewis Charles Levin; an American nativist party, anti-Catholic, and opposed to the great wave of immigrants who entered the United States after 1846. Served as a vehicle for politicians opposed to the Democratic Party. Nominated former-President Millard Fillmore for president in 1856. Dissolved in 1860.
* Constitutional Union Party was formed by remnants of the defunct American and Whig Parties who were unwilling to join either the Republicans or the Democrats. Its members hoped to stave off Southern secession by avoiding the slavery issue
* Democratic Party, formed in 1828. The Democratic-Republican Party split over the choice of a successor to President James Monroe. The faction that supported many of the old Jeffersonian principles, led by Andrew Jackson and Martin Van Buren, became the Democratic Party. At its inception, it was the party of the "common man" and opposed the abolition of slavery. At the Democratic National Convention in 1860, the party split into two factions, thus allowing the Republican presidential candidate, Abraham Lincoln, to win the national election.
o Northern Democrats, led by Stephen Douglas of Illinois, believed in popular sovereignty – letting the people of the territories vote on slavery. Douglas was their presidential candidate in 1860.
o Southern (or Conservative) Democrats, led by "Fire-Eater" William Lowndes Yancey of Alabama, insisted slavery was national. John C. Breckinridge of Kentucky was their presidential candidate in 1860.
o Anti-Lecompton Democrats, an offshoot of eight elected representatives from Indiana, New Jersey, New York, and Pennsylvania in the 36th Congress who opposed the "Lecompton" constitution--one of the constitutions proposed for governing Kansas upon its admission to the union. In contrast to the Topeka, Leavenworth, and Wyandotte constitutions, the Lecompton constitution would have enshrined slavery.
o Independent Democrats, an offshoot of seven Democrats, six of which represented districts in Southern states, who publicly defied their "Democrat" label.
* Republican Party, formed in 1854 by opponents of the Kansas-Nebraska Act, which allowed for expansion of slavery into certain US territories (discussed below) and abolitionists; known briefly as the Know Nothing Party. The party called for economic and social modernization and denounced the expansion of slavery as a great evil but did not call for ending it in the Southern states. It nominated John C. Frémont for president in 1856 (he lost to James Buchanan, Democratic Party) and Abraham Lincoln in 1860.
* Union Party, formed in 1860 from remnants of the defunct Free Soil Party, they were also called the Radical Abolitionists. They called for an immediate end to slavery nationwide; some of its members believed that violence was a suitable means of achieving this.
Political parties didn't form in the Confederacy, but there were political factions in and among the various states. And there were the governors of each state, some of whom would prove quite difficult to deal with for President Davis.
Joseph Emerson Brown Governor of Georgia November 1857 to June 1865 Brown was a powerful Georgian politician who appealed more to the working class than the planter elite. He was an ardent Secessionist and a passionate supporter of states' right. He spoke out against the expansion of national powers at the expense of states and became a staunch opponent of President Davis – a real thorn in his side, as it were.
On July 25, 1861, just days after the First Battle of Bull Run demonstrated that the war would not end quickly, the 37 th Congress jointly enacted the War Aims Resolution (a.k.a. the CrittendenJohnson Resolution, so named for its authors Representative John Crittenden (Unionist, KY-8) and Senator Andrew Johnson (D, TN). The resolution aimed at keeping the pivotal states of Missouri, Kentucky, and Maryland in the Union. The resolution said the war was being fought not for "overthrowing or interfering with the rights or established institutions of those states," but to "defend and maintain the supremacy of the Constitution and to preserve the Union." The war, it further stated, would end when the seceding states returned to the Union. Some of the practical effect of the resolution was undermined two weeks later when Lincoln signed a confiscation act calling for the seizure of property -- including slaves -- from the rebels. Nevertheless, until September 1862, when Lincoln signed the Emancipation Proclamation, reunification of the United States -- not the abolition of slavery -- remained the official goal of the North. Representative Thaddeus Stevens (R, PA-9) and three others voted against the measure. Stevens led the way to its repeal in December 1861.
During its full tenure, the 37th Congress passed some eighteen significant pieces of legislation. Two of these were passed in 1861: the Revenue Act of 1861 on August 5, which levied the first federal income tax (explicitly temporary with a sunset date of 1866) at a flat rate of 3% on all incomes above $800, and the Confiscation Act of 1861 on August 6, which permitted confiscation of any property used for insurrectionary purposes, including slaves. Most of its efforts in 1861 involved transitioning the nation to a war footing and overseeing the military's conduct of the war, although there was never an official declaration of war since the Union never recognized the Confederacy's legitimacy as a separate nation or government. (The Confederacy never received international recognition either despite ongoing attempts to get it, particularly from Great Britain and France.)
The Joint Committee on the Conduct of the War was established on December 9, 1861 to investigate the progress of the war. Since it was formed so late in 1861, we will hold discussion of it until the next segment of this series.
The legislative branch in the Confederacy was different. It started as a Provisional Confederate Congress. A unicameral governing body, it convened February 4, 1861, in Montgomery, sitting until May 21, 1861, whereupon it moved to Richmond. It convened there on July 20. In February 1862 it was succeeded by Confederate States Congress, which would remain in existence until March 18, 1865.
The 1st and 2nd Sessions of the Provisional Congress met in Montgomery; the remaining three sessions met in Richmond. In its 1st
What is a "Civil War"?
Typically, a civil war is fought between two factions vying for control of the same government to rule the same territory. This was not the case with the American Civil War. It was fought because one region of the country declared political independence. Rather than claiming to have legitimate authority over the territories of the entire United States, the Confederate government claimed only to have legitimate authority over the seceding states – a new government, establishing itself as a separate country. The war between the North and the South was fought over the matter of independence versus unionism. (For a fuller discussion, see "Was the American Civil War a 'Civil War'?", Chris Calton, Mises Institute, 05/23/2018, https://mises.org/wire/was-american-civil-warcivil-war.) Moreover, it does not fit neatly into the definition of either rebellion or insurrection in that the Secessionists were not attempting to overthrow an existing government or seize power.
Session, which ran through March 16, the Provisional Congress drafted a Provisional Constitution and set up a provisional government until a permanent government was installed. It also hosted a Constitutional Convention to develop a permanent Constitution that would provide the Confederacy with a permanent form of government "organized on the principles of the United States." The new Constitution would go into effect on February 22, 1862. A permanent government was elected by popular election on November 6,1861.
The Provisional Congress initially contained Deputies drawn from the original seven Southern states to secede: 9 from Alabama, 3 from Florida, 10 from Georgia, 6 from Louisiana, 7 from Mississippi, 8 from South Carolina, and 7 from Texas. It added Delegates, eventually totaling 59, drawn from other states as they seceded or from provisional governments representing border states that did not secede (in alphabetical order): 5 from Arkansas, 10 from Kentucky, 9 from Missouri, 10 from North Carolina, 7 from Tennessee, 17 from Virginia, and 1 from the Arizona territory.
Throughout all five sessions, the Provisional Congress concerned itself with putting into place government agencies and authorities necessary to bring the Confederacy into operation and prosecute the war. This involved the passage of almost 70 public acts. 10
The Judicial Branches
1861 was not a busy year for the Supreme Court of the United States (SCOTUS). It issued only two rulings: Jefferson Branch Bank v. Skelly (December
1861) – a trespass case, and The St. Lawrence (December 1861) – a libel case. 11
The most important issue in 1861 involving SCOTUS was Ex parte Merryman (17 F. Cas. 144, 148, C.C.D. Md. 1861). It was not a Supreme Court case, but rather a Circuit Court of Appeals case heard by Chief Justice Roger Taney (author of the Dred Scot decision of 1857) while riding circuit. Chief Justice Taney protested President Lincoln's April 27 suspension of habeas corpus from Washington, DC to Philadelphia based on the threat to the capital posed by Confederate sympathizers in Maryland in their
Under the Judiciary Act of 1789 and subsequent Acts, SCOTUS justices had the responsibility of "riding circuit" and personally hearing intermediate appeals, in addition to their caseload back in the capitol. This duty was abolished by Congress with the Judiciary Act of 1891. Wiki.
attempts to hamper the passage of troops through Maryland to reinforce and protect the nation's capital. Note that Congress was not in session at this time.
When a person is detained by police or other (as in this case, military) authority, a court can issue a writ of habeas corpus compelling the detaining authority either to show proper cause for detaining the person (e.g., by filing criminal charges) or to release the detainee. Article I, Section 9 of the Constitution says, "The privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." (A casual reading of this codicil looks to provide a bit of wriggle room in its implementation.)
In this instance, habeas corpus had been suspended by one Major General George Cadwalader per President Lincoln's order. Taney ordered the arrested person, one John Merryman, a Maryland militiaman, brought before him in Baltimore for a hearing. Cadwalader refused. Taney held Cadwalader in contempt of court and issued a writ of attachment ordering a US Marshal to seize him and bring him before the court. The Army refused the writ; neither Cadwalader nor Merryman were produced to Taney. Taney filed a written opinion on June 1, 1861, with the US Circuit Court for the District of Maryland, in which he argued against Lincoln for granting himself easily abused powers. Taney asserted that the President was not authorized to suspend habeas corpus.
Taney's opinion quoted an earlier opinion by Chief Justice John Marshall in Ex parte Bolman (8 U.S. 75, 1807), "If at any time the public safety should require the suspension of the powers vested by this act in the courts of the United States, it is for the Legislature to say so. That question depends on political considerations, on which the Legislature is to decide. Until the legislative will be expressed, this court can only see its duty, and must obey the laws." Note that Taney's final order in Merryman never actually ordered Cadwalader (the actual defendant), the Army, Lincoln or his administration, or anyone else to release Merryman. Because the US Marshal had been unable to serve the attachment, the citation for contempt was never adjudicated. At the end of the Merryman litigation, it became a nullity, as do all civil contempt orders at the termination of litigation. 12
Both President Lincoln's suspension of habeas corpus and Taney's judgment remain controversial. Merryman was not the last of such incidents. There were more arrests, shutdowns of newspapers, and confinements without charges or trial. Meanwhile, SCOTUS has never squarely determined if the President has any independent authority to suspend habeas corpus.
One who understood what was coming—
You people of the South don't know what you are doing. This country will be drenched in blood, and God only knows how it will end. It is all folly, madness, a crime against civilization! You people speak so lightly of war; you don't know what you're talking about. War is a terrible thing! You mistake, too, the people of the North. They are a peaceable people but an earnest people, and they will fight, too. They are not going to let this country be destroyed without a mighty effort to save it … Besides, where are your men and appliances of war to contend against them? The North can make a steam engine, locomotive, or railway car; hardly a yard of cloth or pair of shoes can you make. You are rushing into war with one of the most powerful, ingeniously mechanical, and determined people on Earth — right at your doors. You are bound to fail. Only in your spirit and determination are you prepared for war. In all else you are totally unprepared, with a bad cause to start with. At first you will make headway, but as your limited resources begin to fail, shut out from the markets of Europe as you will be, your cause will begin to wane. If your people will but stop and think, they must see in the end that you will surely fail.
Although the Confederate States Supreme Court was never constituted, the supreme courts of the various Confederate states issued numerous decisions interpreting the Confederate Constitution. Unsurprisingly, since the Confederate Constitution was based on the United States Constitution, the Confederate State Supreme Courts often used United States Supreme Court precedents. The jurisprudence of the Marshall Court thus influenced the interpretation of the Confederate Constitution. The state courts repeatedly upheld robust powers of the Confederate Congress, especially on matters of military necessity. 13
William Tecumseh Sherman (still a civilian) to Prof. David F. Boyd at the Louisiana State Seminary, December 24, 1860
As 1861 came to a close, most realized that the war was going to be a long and bloody business. Few had expected war; fewer still had foreseen the conflagration to come. Certainly, none of the Southern leadership did — none in their right mind anyway. When the end did come, the hopes and expectations associated with secession not only would be crushed, the South would be physically and economically devastated for decades to come. The storm was upon them indeed.
Notes
1
2 Although secessionist factions passed resolutions of secession in Missouri October 31, 1861, and in Kentucky November 20, 1861, their state
delegations in the U.S. Congress remained in place, seven from Missouri and ten from Kentucky. Louisiana Congressional Districts LA 1 and 2, two of its four representatives remained seated in the 37th Congress. [https://en.wikipedia.org/wiki/37th_United_States_Congress]
3 The Provisional Congress, the first governing body of the Provisional Government of the Confederate States, was founded in Montgomery, Alabama on February 4.
4 A detailed comparison of the two Constitutions can be found at https://jjmccullough.com/CSA.htm. See "A Tale of Two Cities" in this website's Nooks & Crannies section for a discussion of the issues surrounding the decision to move the Confederate capital (https://tvcwrt.org/nooks-crannies/).
5 "Lincoln vs. Davis: A Paper Debate", Feather Schwartz Foster, Presidential History Blog, https://featherfoster.wordpress.com/2013/10/11/lincoln-vsdavis-a-paper-debate/
6
7
Congress.
Scanning these two charts give you a picture of the North-South imbalance in
8
https://www.senate.gov/artandhistory/history/common/expulsion_cases/Civil War_Expulsion.htm
9
https://en.wikipedia.org/wiki/36th_United_States_Congress and https://en.wikipedia.org/wiki/37th_United_States_Congress#Changes_in_mem bership
10 For a full listing, see "The Statutes At Large of the Provisional Government of the Confederate States of America, from the Institution of the Government, February 8, 1861, to Its Termination, February 18, 1862, Inclusive; Part I, Lists of Acts and Resolutions, Proclamations and Treaties," https://docsouth.unc.edu/imls/19conf/19conf.html.
11 https://caselaw.findlaw.com/court/us-supreme-court/years/1861
12 https://en.wikipedia.org/wiki/Ex_parte_Merryman
13
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3
How your baby develops and grows
Week 3
Fertilised egg divides and travels down fallopian tube 4
Uterus 6
Measuring your pregnancy
Week 3
Doctors and midwives in the UK measure the duration of pregnancy from the first day of your last menstrual period, not from the day you conceive. So when you are 'four weeks pregnant', it is actually about two weeks after you conceived. Pregnancy normally lasts for 37–42 weeks from the first day of your last period. The average is 40 weeks. If you are not sure about the date of your last period, then your early scan will give a good indication of when your baby will be due.
In the very early weeks, the developing baby is called an embryo. From about eight weeks, it is called a fetus.
This is three weeks from the first day of your last period. The fertilised egg moves slowly along your fallopian tube towards your uterus. It begins as one single cell, which divides again and again. By the time the fertilised egg reaches your uterus, it has become a mass of over 100 cells, called an embryo. It is still growing. Once in your uterus, the embryo attaches itself into your uterus lining. This is called implantation.
3
How your baby develops and grows
23
24
Weeks 4–5
The embryo now settles into your uterus lining. The outer cells reach out like roots to link with your blood supply. The inner cells form two – and then later three – layers. Each of these layers will grow to be different parts of your baby's body. One layer becomes their brain and nervous system, skin, eyes and ears. Another layer becomes their lungs, stomach and gut. The third layer becomes their heart, blood, muscles and bones.
Week 4
The actual size of the embryo is about 5mm
The fifth week is when you will miss your period. At this time, most women are only just beginning to think they may be pregnant.
Already your baby's nervous system is starting to develop. A groove forms in the top layer of cells. The cells fold up and round to make a hollow tube called the neural tube. This will become your baby's brain and spinal cord, so the tube has a 'head end' and a 'tail end'. Defects in this tube are the cause of spina bifida. The heart is also forming and your baby already has some blood vessels. A string of these blood vessels connects your baby to you – this will become the umbilical cord.
Weeks 6–7
There is now a large bulge where your baby's heart is and a bump for the head because the
2 months
The umbilical cord 1
The umbilical cord is a baby's lifeline. It is the link between you and your baby. Blood circulates through the cord, carrying oxygen and food to the baby and carrying waste away again.
The placenta 2
The placenta is attached to the lining of the uterus and separates your baby's circulation from your circulation. In the placenta, oxygen and food from your bloodstream pass into your baby's bloodstream and are carried to your baby along the umbilical cord. Antibodies that give resistance to infection pass to your baby in the same way. Alcohol, nicotine and other drugs can also pass to your baby this way.
The amniotic sac 3
Inside the uterus, the baby floats in a bag of fluid called the amniotic sac. Before or during labour the sac, or 'membranes', break and the fluid drains out. This is known as the 'waters breaking'.
brain is developing. The heart begins to beat and can be seen beating on an ultrasound scan.
Week 6
The actual size from head to bottom is about 8mm
Dimples on the side of the head will become the ears and there are thickenings where the eyes will be. On the body, bumps are forming that will become muscles and bones. Small swellings (called 'limb buds') show where the arms and legs are growing. At seven weeks, the embryo has grown to about 10mm long from head to bottom. This measurement is called the 'crown–rump length'.
Weeks 8–9
Your baby's face is slowly forming. The eyes are more obvious and have some colour in them. The fetus has a mouth
Week 9
The actual size from head to bottom is about 22mm
with a tongue. There are the beginnings of hands and feet, with ridges where the fingers and toes will be. The major internal organs – the heart, brain, lungs, kidneys, liver and gut – are all developing. At nine weeks, the baby has grown to about 22mm long from head to bottom.
Weeks 10–14
Just 12 weeks after conception, the fetus is fully formed. Your baby has all of their organs, muscles, limbs and bones, and their sex organs are developed. From now on your baby will grow and mature. Your baby is already moving about, but you will not be able to feel movements yet. By about 14 weeks, your baby's heartbeat is strong and can be heard by an ultrasound scanner.
The heartbeat is very fast – about twice as fast as a normal adult's heartbeat. At 14 weeks, the baby
3
How your baby develops and grows
25
26
is about 85mm long from head to bottom. Your pregnancy may start to show, but this varies a lot from woman to woman.
Week 14
The actual size from head to bottom is about 85mm
Weeks 15–22
Your baby is growing faster than at any other time in their life. Their body grows bigger so that their head and body are more in proportion, and they don't look so 'top heavy'. The face becomes much more defined and the hair, eyebrows and eyelashes are beginning to grow. Their eyelids stay closed
over their eyes. Your baby already has their own individual fingerprints, as the lines on the skin of their fingers are now formed. Their fingernails and toenails are growing and their hands can grip.
At about 22 weeks, your baby becomes covered in a very fine, soft hair called lanugo. We don't know what this hair is for, but it is thought that it may keep the baby at the right temperature. The lanugo disappears before birth or soon after.
Week 22
The actual size from head to bottom is about 27cm
Between 16 and 22 weeks, you will usually feel your baby move for the first time. If this is your second baby, you may feel it earlier – at about 16–18 weeks. At first, you feel a fluttering or bubbling, or a very slight shifting movement. This can feel a bit like indigestion. Later, you will be able to tell that it is the baby's movements and you may even see the baby kicking about.
Sometimes you will see a bump that is clearly a hand or a foot.
Weeks 23–30
Your baby is now moving about vigorously, and responds to touch and sound. A very loud noise close by may make them jump and kick.
They are also swallowing small amounts of the amniotic fluid in which they are floating, and are passing tiny amounts of urine
back into the fluid. Sometimes your baby may get hiccups, and you can feel the jerk of each hiccup. Your baby may also begin to follow a pattern for waking and sleeping. Very often this is a different pattern from yours. So when you go to bed at night, your baby may wake up and start kicking.
Your baby's heartbeat can be heard through a stethoscope. Later, your partner may be able to hear the heartbeat by putting their ear to your abdomen, but it can be difficult to find the right place. Your baby is now covered in a white, greasy substance called vernix. It is thought that this may be to protect its skin as it floats in the amniotic fluid. The vernix mostly disappears before the birth.
Most babies born before this time cannot live because their lungs and other vital organs are not developed well enough. The care that can now be given in neonatal units means that more and more babies born this early do survive. Babies born at around this time have increased risks of disability. At around 26 weeks your baby's eyelids open for the first time.
The actual size from head to
From 24 weeks, your baby has a chance of survival if it is born.
A baby's eyes are almost always blue or dark blue, although some babies do have brown
eyes at birth. It is not until some weeks after they are born that your baby's eyes will become the colour that they will stay. The head-to-bottom length at 30 weeks is about 33cm.
Weeks 31–40
Your baby continues to grow. Their skin, which was quite wrinkled before, becomes smoother, and both the vernix and the lanugo begin to disappear.
By about 32 weeks, the baby is usually lying with its head pointing downwards, ready for birth. The baby's head can 'engage', or move down into the pelvis, before birth.
Sometimes the head doesn't engage until labour has started.
3
How your baby develops and grows
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Computer-based Programs in Speech Therapy of Dyslalia and DyslexiaDysgraphia
Iolanda Tobolcea
Faculty of Psychology and Education Sciences, "Al.I.Cuza"University of Iaşi Toma Cozma, 3, 700554, Iaşi, Romania email@example.com
Mirela Danubianu
Faculty of Economics and Public Administration, "Ştefan cel Mare" University of Suceava Universităţii, 13, 720229, Suceava, Romania firstname.lastname@example.org
Abstract:
During the last years, the researchers and therapists in speech therapy have been more and more concerned with the elaboration and use of computer programs in the therapy of speech disorders. The main objective of this study was to evaluate the therapeutic effectiveness of computer-based programs for the Romanian language in speech therapy. Throughout the study, we will present the experimental research through assessing the effectiveness of computer programs in the speech therapy for speech disorders: dyslalia, dyslexia and dysgraphia. Methodologically, the use of the computer in the therapeutic phases was carried out with the help of some computer-based programs (Logomon, Dislex-Test etc.) that we elaborated and experimented with during several years of therapeutic activity. The sample used in our experiments was comprised of 120 subjects; two groups of 60 children with speech disorders were selected for both speech disorders: 30 where in the experimental ('computer-based') group and 30 where in the control ('classical method') group. The study verified whether the results, obtained by the subjects within the experimental group, improved significantly after using the computer-based program, compared to the subjects within the control group, who did not use this program but got a classical therapy. The hypotheses were confirmed for the speech disorders included in this research. The conclusions of the study confirm the advantages of using computer-based programs within speech therapy by correcting these disorders, as well as the positive influence these programs have on the development of children's personality.
Keywords: computer-based program, speech therapy, children, dyslalia, dyslexia, dysgraphia.
1. Introduction
During the last decade, the technological progresses influenced speech therapy in two major ways: firstly, the use of computers and other communication tools facilitated communication among persons with speech disorders; secondly, computers were used in speech therapy, contributing to the acquisition of written and verbal language with help of various computer-based programs and software [10]. The use of computers contributes to the learning process by increasing the attention focus, developing the use of language and social skills. It is well-known that the use of computers increases the subjects' curiosity and their interest in the activities involved in the therapy, as it stimulates strong feelings and affective states. Through its nature, an image is a synthesis of affectation and knowledge. At the same time, we should not neglect a better knowledge of speech and personality particularities of these children, the age particularities and the level of mental processes and of the development of child language. We should also take into account the character of representations, the attention to details, the generalization and conceptualization possibilities, their capacity to receive and interpret auditory and visual stimuli [9], in order to ensure the individualization and effectiveness of the therapeutic program.
The specialists [6] came to the conclusion that the use of software in speech therapy:
– contributes to the diagnosis of speech disorders,
– produces audiovisual feedback during the treatment,
BRAIN. Broad Research in Artificial Intelligence and Neuroscience Volume 1, Issue 2 , April 2010, "Happy Spring 2010!", ISSN 2067-3957
– monitors and assesses the therapeutic progress,
– provides various types of practical exercises for children with speech disorders.
2. Computer-based aids in the context of special psycho-pedagogy
In speech therapy, the use of instructive computer-based programs increases the subjects' curiosity and their interest in therapy and it stimulates strong feelings and affective states [2]. The current priorities in speech therapy consist of developing computer-based systems capable to personalize therapeutic guides according to the child's evolution and to assess their progress. The audiovisual techniques should be used with caution, finding each time their justification within a clearly-stated psycho-pedagogical approach [11]. We underline the fact that audiovisual techniques, whose virtues have been stated by several educators, may lead to a sort of image verbalisation, when they only favour associations with no connection to authentic activities. Therefore, in order to prevent shortcomings in improper use of audiovisual techniques, the therapist, through his knowledge and inventiveness, manages to acquire an important help in his therapeutic activity [4].
The Romanian speech therapy registered research and experiments contributing to an improvement in the therapeutic progress of speech disorders. Thus, we can exemplify:
1. Speech re-education in the stuttering therapy by means of the "delay auditory feedback" (DAF) was experimented after the publication of the works of Lee [5]. The delay of the auditory feedback calls for the use of some electronic devices that allow the modification of the delay for the perception degree of one's own speech, according to the requirements of each particular case; therefore, stuttering patients can hear their own speech with a delayed feedback. Starting from such results, and after various experiments, the electronic device called "ecophone" was elaborated and improved in Romania [9].
2. The use of computer-based programs does not eliminate the therapist, but they become effective partners in reaching the therapeutic objectives; they represent an effective support in speech therapy exercises, as well as a particular action method upon the psyche of the child [3].
3. Starting from the classical therapeutic exercises, we note the elaboration of Logoped 1.0 [9] which includes methods to eliminate breathing dysfunctions, spasms and intonation monotony.
4. There are also computer-based applications used to correct dyslexia-dysgraphia which aim to reduce/eliminate the optical-spatial confusions between the graphemes, and, implicitly, to improve the lexicographic performances of the subjects.
5. The CEEX project [8], "System for the personalized therapy of linguistic disorders TERAPERS", is the result of the collaborative work of the "Al. I. Cuza" University at Iaşi, "Ştefan cel Mare" University at Suceava, and "Gh. Asachi" University at Iaşi; its purpose was to elaborate and implement an intelligent therapy system for speech disorders, specific to the Romanian language (computer-based speech therapy), as an additional, personalized and subject-centred speech therapy method. The software includes a computer-based systematization of the speech therapy, contributing to the elaboration of comparative analyses among various users of the program and opening new perspectives for international research, by processing an impressive amount of data within the therapy of dyslalia for the Romanian language.
3. Experimental Design
In order to evaluate the therapeutic effectiveness of computer-based programs in speech therapy, we carried out an experimental research in order to assess the effectiveness of computer programs in the speech therapy for various speech disorders: dyslalia, dyslexia-dysgraphia.
The objective of research was to compare the results of the complex language evaluation for the group who used computer-based programs with the results obtained by the group who used classical therapeutic methods.
Methodology. From the methodological point of view, the computer-based programs—that we elaborated and we experimented with during several years of therapeutic activity—replaced the tables and drawings used in the classical therapy. In establishing the speech therapy diagnosis, we
used examination tests characteristic to the language disorder and aiming at the essential aspects of the respective disorder. In order to increase the therapy efficiency, we carried out a complex evaluation of dyslalia, consisting of: a Test for establishing the speech psychological age (adaptation of the model of A. Descoudres), a Reflected speech test (the child repeats after the speech therapist 20 words in which the defective sounds are placed at the beginning, in the middle and at the end of the words), and an Independent Speech Test (the child is shown 20 images that (s)he is supposed to word independently, without the help of the speech therapist. The words contain the defective sounds at the beginning, in the middle and at the end of the words) [12]. Also, in order to increase the therapeutic efficiency of dyslexia and dysgraphia, we applied: the Test for establishing the language psychological age, the Test for evaluating the reading/writing ability [12]. The children included in this study were selected according to their age, the type of their speech disorder, its degree, as well as the degree of intellectual development.
Research sample. For the research, for each speech disorder (dyslalia, dyslexia-dysgraphia) we selected each 60 children: 30 subjects for the experimental ('computer-based' therapy) group and 30 subjects for the control (classical therapy) group. The subjects selected are 8-9 years old and they have a normal level of intelligence (Raven test was used). We took into account the homogeneity criterion in order to select the children for the four groups; also, the average scores were equivalent for the complex evaluation tests for each speech disorder, demonstrated by applying in each case the Anova One Way and Bonferroni tests upon the scores.
4. Results and discussions
After the logopedic evaluation of the subjects investigated, we started the statistic processing of the data obtained and the analysis of the results of the tests administered to both groups for each speech disorder (dyslalia, dyslexia-dysgraphia) during one year of speech therapy. This analysis regarded both the speech therapy effectiveness overall, and the influence of strategies used to stimulate and develop the language, based on the use of computer-assisted Logomon software.
1. Analysis of the results using the computer-based program Logomon for dyslalia.
The research project aimed at elaborating and implementing a computer-based intelligent therapy system for pronunciation disorders (dyslalia), specific to the Romanian language, as an additional, personalized and subject-centred speech therapy [3]. The interdisciplinary collaboration in the elaboration and the implementation of this system was materialised in the electronic transposition of the speech therapy methods (speech therapy observation charts, speech therapy records, medical histories, questionnaires for patients, lists of sounds, syllables, words, sentences).
The computer-based system proposed and used in the experiments had two main components:
a) The calculation system of the speech therapist, which includes:
* an audio component monitoring children's evolution, with exemplifications;
* a 3D virtual model of the phono-articulatory system;
* an expert system which produces inferences by taking into account the audio data evolution, provided by the monitoring system.
b) The mobile device, used by the speech therapist, including home practice.
The PDA (Personal Digital Assistant) S for this application comprises 3 components:
1. audio component (recording, processing, feed-back)
2. graphic component ( appropriate interface)
3. calculation facilities necessary for the evaluation procedures and for the communication with the PC of the speech therapist.
BRAIN. Broad Research in Artificial Intelligence and Neuroscience Volume 1, Issue 2 , April 2010, "Happy Spring 2010!", ISSN 2067-3957
The examination part of the software includes all types of information necessary to understand each case [9]:
1. Personal data (last name, first name, date of birth, address, telephone etc.)
2. The medical history is recorded following the discussions with one of the parents (preferably with the mother) and consulting the child medical record. At this stage, the hereditary diseases, malformations, the information on the pregnancy (Rh compatibility), the birth (APGAR score – the very first test given to newborns - Activity, Pulse, Grimace, Appearance, and Respiration), infectious diseases that left traces, affectivity development, psycho-physical progress, trauma and accidents suffered, apparition and evolution of language (when and how did the child begin to talk, the first words, the first sentences), etc. should all be mentioned.
3. The initial evaluation may include all sounds, but it is compulsory to evaluate the sounds of the letters s - voiceless alveolar fricative [s], ş - voiceless postalveolar fricative [ʃ], ţ - voiceless alveolar affricate [ts], r - apico-alveolar [r], based upon a logic algorithm of the tests.
The complex speech therapy evaluation aims at the reflected and independent pronunciation of the sounds, both independently, and within syllables, words and sentences. It records the distortions, the replacements, the inversions, the omissions of sounds, as well as the prosodic elements (modulation, intonation, accent, speech pauses). Moreover, the speech therapy examination monitors the functional integrity of the phono-articulatory apparatus (occlusion, dentition, tongue, lips, soft palate, and larynx), aspects of the facial, lingual, labial, velar motricity, body scheme, and breathing apparatus. The electronic speech therapy record filled in extensively gives an ample image of the speech disorders of each child.
4. The speech therapy examination comprises all the important evaluation fields:
a) Reflected and independent pronunciation.
The elaboration and administration of an inventory of tests for examining the independent and reflected speech in the evaluation of each sound constituted important elements in realising the files within the Logomon program.
In the evaluation of the independent and the reflected speech, 9 tests were created for the speech pronunciation evaluation. The tests were structured as follows:
- isolated sound pronunciation (3 times);
- sound pronunciation test within direct and reverted syllables;
- sound pronunciation test within words in which the sound is placed in initial, median, and final position;
- sound pronunciation within paronyms;
- sound pronunciation within sentences.
b) Examination of the phono-articulator system.
c) Examination of the body structure.
d) Examination of the breathing system.
e) Examination of the personality.
5. The computer, supervised by the speech therapist, sets a presumptive and a final diagnosis (but not the differential diagnosis).
6. The computer monitors each child's pronunciation evolution, by recording and comparing the data from the beginning to the end of the therapy. The length of the treatment depends on the evolution of each child during the impostation, consolidation and automation stages of the sound defectively pronounced.
7. The speech therapist makes a series of therapeutic suggestions which represent a preparation phase before the therapeutic intervention itself.
8. The program for the general and the specific therapy includes various and rich programs which maintain the children's motivation and interest in the therapy [4].
9. The 3D system is a useful material which constitutes the visual support for understanding the position of the various components of the phono-articulatory system while pronouncing different altered sounds. The possibility of a visual interaction with the correct pronunciation model proposed by the 3D graphical model contributes to a faster impostation of the sound defectively pronounced. Compared to the classical speech therapy, sound impostation is significantly improved, since the child is able to understand the positioning of the phono-articulatory apparatus during sound emission. The 3D model presented interactively determines an easier intuition of the correct verbal model; in the classical therapy, the child is required to imitate the movements presented by the speech therapist. In the new circumstances, the child is able to visualise the correct verbal model, acquiring thus the correct positioning of the tongue and the teeth, as well as the direction of the air flow during sound emission, etc.
These programs aim at a computer-based systematization of the speech therapists' activity, which has the advantage of eliminating the traditional way of evaluating and making speech therapy records ("paper and pencil"). It also opens new perspectives for international research, through processing an impressive amount of data within the dyslalia therapy for the Romanian language. The Logomon program also includes the homework management system (installed on the child's PC or PDA), the management system of the therapeutic tasks accomplished in the cabinet, and an expert system which has the role of making decisions regarding the best therapeutic activities that each child should apply (number of sessions, contents of therapeutic exercises etc.) [8]. Nevertheless, we underline the fact that the main decision factor is the speech therapist.
In the classical therapy of dyslalia, a series of general methods and procedures are applied at the beginning, according to the severity of the disorder. These aim at preparing and facilitating the application of the specific speech therapy methods and procedures, particularised to each case and according to the nature of dyslalia. In the category of general methods and procedures are comprised: gymnastics and myo-gymnastics of the body and the organs participating in pronunciation; breathing training and training of the balance between inspiration and expiration; phonematic hearing training; personality training; eliminating negativism towards speech and some behavioural disorders.
Specific therapy is carried out by taking the following steps: sound emission and impostation, consolidation and automation. In the stage of sound emission and impostation, the following methods are used: demonstration and practicing the sound articulation in front of the logopedic mirror, deriving the new sound from the correctly emitted sounds that are similar by the motor-kinestesic execution and phonetic form. In the stage of sound consolidation, various exercises are carried out, and in the most diversified articulatory combinations: direct, indirect, intermediary syllables, consonantal groups, monosyllabic, disyllabic, and polysyllabic words. In these exercises, the defective sound is placed at the beginning, in the middle and at the end of the word. In the sound automation stage, the corrected sound is used in building sentences, simple at the beginning, and then more and more complex (developed sentences, stories, riddles, proverbs). This stage aims at the following exercises: creating simple sentences in which the defective sound is present at the beginning, in the middle and at the end of the words used; sentences with constant beginning, end, or in which the defective sound is highly present; exercises for memorising poems, riddles, proverbs, storytelling starting from images, movies, drawing boards; essays on given themes, or free essays.
In carrying out the Romanian computer-based system (Logomon), for the evaluation, diagnosis and speech therapy of dyslalic forms, the classical therapy of dyslalia was algorithmically transposed for each consonant in the Romanian language, translating into pseudocode and logograms each stage of the speech therapy as well as the specific sub-stages. The pseudocode is a series of logograms, connected to each other by decision trees, which allowed for a greater flexibility and customisation of the speech therapy.
Hypothesis 1
The results obtained by the dyslalic children (with pronunciation disorders) within the experimental group are significantly improved following the computer-based therapeutic program Logomon, in comparison to children in the control group, who did not benefit from the program but of a 'classical' therapy.
Table 1. Mean, mean standard deviations and mean standard errors for the independent speech variable in dyslalic children (control group and experimental group)
Table 2. Independent Samples Test for the independent speech variable in the two groups of dyslalic children
The difference between the two means is statistically significant t(58) = -5,25; p < 0,01; therefore, the performance in the independent sample test for the children from the group that used the computer in the automation stage is significantly better than in the case of patients who followed the classical treatment of dyslalia. The hypothesis was confirmed. The difference between the two groups is given in Figures 6:
The qualitative analysis of the data demonstrates the main factors determining the speech therapy effectiveness of the computer-based program: the great interest shown by the subjects, the
fact that children pay attention to the computer, makes the task of the speech therapist much easier; (s)he no longer has to be looking for papers or pencils, but (s)he only has to move the mouse.
The results of the dyslalia treatment are the following:
a) an increase in the effectiveness of therapeutic interventions within the language disorders treatment as a result of diversifying the therapy by using computer-based programs;
b) the quantification of the progresses;
c) the precise error discrimination and identification.
The Logomon program turned out to be a real help in the therapeutic activity, by providing various exercises that children can do both in the test cabinet and at home. The program is also very useful with respect to the organization of the therapeutic process, as it helps the therapist in selecting and organizing the therapy, the schedule and keeping record of children's presence at therapeutic sessions. The Logomon program allows printing various documents that the speech therapist may need (list of children with disorders, statistical data centralizer, individual activity reports etc.). We also find very useful the exercises which include a concrete support (images), as we know very well that pre-school children work best with concrete images [4]. The programs can also file the current data, update useful data and initialize new databases.
2. Analysis of the results using the computer-based program Dislex-Test for dyslexiadysgraphia
We believe that some of the objectives of the dyslexia-dysgraphia therapy could be more effective if the treatment also included a computer [2]. The use of the computer in the dyslexiadysgraphia therapy may be conceived on two coordinates: in order to produce electronic "work sheets" with all the advantages (especially for visual perception) involved in this manner of presenting the letter stimuli: luminosity, contrast, colours, movement etc., and also as it allows a great volume of lexicographic material to be used during each therapy session. We all know how important it is to form and develop the orientation and spatial-temporal structuring capacity for children to read and write, especially children with intellectual problems. Observing that practicing the differences between the graphemes that are similar from an optical point of view has positive effects on the lexicographic act in general, we believe that such a computer-based program would be useful in treating the dyslexia-dysgraphia [1]. Therefore, the elaboration and application of the Dislex-Test program aimed primarily at dissociating among the similar graphemes from an optical point of view m-n; u-n; p-b; b-d; independently, in words, and in sentences. The working hypothesis stated that by training the pupils in making these dissociations, the visual and spatial confusions among graphemes could be reduced/eliminated and, implicitely, the patients' lexicographic performances could be improved. The program comprises four modules with several sets of exercises for differentiating the letters: "m"-"n"; "u"-"n"; "p"-"b"; "b"-"d", that can be accessed directly from the menu. The text of the program was displayed as clearly as possible on the screen, with a visible and coloured font, favourable for the visual perception, essential in eliminating the confusions among the various letters in writing and reading. For each working sequence, the task is displayed in the right-hand side of the screen. After using the program several times, the pupils learned how to access it, how to enter the menu and solve various exercises. Obtaining immediate results, the children felt better about themselves, which is crucial for the future learning process. Even though the teacher's intervention cannot be replaced by a computer, it does help to improve children's reading and writing capacity. Therefore, the patient is first required to choose the word containing the letter aimed at, considering that in the sentence there are no other words containing letters that could determine optical confusions; then, the sentences get more difficult, containing both types of letters that could be confused (for example, in the first case, the pupil is asked to find in the given sentences the words containing the letter "m"; in this case, the sentences do not contain words with the letter "n". Then, the pupil is asked to identify the words containing the letter "m" in sentences that include both words composed of the letters "m" and "n"). The position of the affected letters differs within the word: at the beginning, in the middle, at the end, in order to familiarise the patient with all the possible situations. The patient is trained to dissociate between
the problematic letters presented first within letters diagrams, then in mono- and polysyllabic words, and finally within sentences. The dissociation at the level of letters was first complicated by the different writing styles (normal, bold, italic), aiming thus at preventing rigidity and stereotypy, and determining the child to adapt to various situations. Moreover, the structure of the letters diagrams was diversified, in order to avoid the memorisation of the correct answer. For each model of the program, the items must be solved in the order in which they are given, determining the child to go through all the stages in solving the task. The passage from one sequence to another of each model is possible only if the previous sequence is correctly solved. The therapeutic intervention consisted of solving the exercises to make the difference among the optical and spatial similar graphemes, for 15 minutes per therapy session, twice a week for a semester: the pupils within the control group did their exercises on work sheets, and the pupils within the experimental group did the same exercises assisted by a computer. The exercises on work sheets had the same design and structure as those on the computer, but, unlike the computer-based therapy, in the classical therapy the feedback is done at the end of every session, after correcting the papers and encouraging the pupils who improved their performances, or drawing attention to their mistakes.
Hypothesis 2
The results obtained by children suffering from dyslexia-dysgraphia (reading-writing disorders) within the experimental group are significantly improved after following the computerbased therapeutic program, in comparison to children within the control group, who did not benefit from the program but had been treated with a classical method therapy.
Table 3. Mean, standard deviation and mean standard errors for the sentences writing/reading variable in the children from the control group and the experimental group
Table 4. Independent Samples Test for sentences writing/reading variables in the children from the control group and the experimental group
The difference between the two means is statistically significant t(53) = -6,29; p < 0,01; therefore, the performance in sentence writing/reading for the children from the group that used the computer is significantly better than in the case of patients who followed the classical treatment. The hypothesis was confirmed. The difference between the two groups is given in Figures 7:
Generally, we notice an increase in the performance for each pupil within the experimental group, which means that, statistically, each pupil managed to learn better than the pupils who followed the classical therapy. The results obtained in the initial and in the final evaluation demonstrate the performance of the pupils within the experimental group, regarding the number of correct answers. This is due to the fact that children got used to the words and that they began to understand the proper meaning of words presented during the experimental program, as well as to the fact that this program stimulated the pupils' motivation to accomplish the tasks given; thus, both the number of correct answers, and the execution time improved.
The qualitative interpretations of the tests show that they may constitute the basis for speech development programs, teaching frontal or individual, at primary school level. The teaching structure should include a comprehensive initial evaluation of the semantic vocabulary for each pupil when starting school, then teaching should continue by introducing the child to a specific verbal stimulation program and it should end with a final evaluation of the results [7]. The corrective methods for dyslexo-dysgraphia which include computer-assisted instruction software stimulate the children's interest and motivation in the activity, and also in cooperation in order to accomplish all the tasks given.
The improvement of the reading-writing capacity could be explained by the advantages of the program:
– it allows the individualization of tasks;
– the progressive increase in the difficulty of the exercises;
– the access to the next exercise is conditioned by the correct solving of the current one;
– the use of various editing styles for letters requires the pupils' adaptive skills;
– there is an immediate feedback, and, for every correct answer, there are visual rewards, that is bright coloured images (pictures of flowers), increasing thus the pupils' self-esteem;
– it develops the eye-hand coordination and the precision of movements;
– it stimulates the focus;
– it develops the capacity of analysis and synthesis;
– it stimulates the visual perception and the observation capacity;
– once pupils get familiarized with the tasks within the program, there are very few cases when the speech therapist has to train them in order to solve the exercises;
– it allows the cooperation and competition among pupils, with strong motivational values.
5. Conclusion
All the statistically processed results underline the significant progresses made by the experimental groups after applying computer-based programs, in comparison to the control groups, which demonstrates the fact that the therapeutic programs elaborated and applied influenced positively the proper pronunciation and reading-writing acquisition.
The computer-based therapeutic methods stimulated the pupils' interest and motivation in their activity and in accomplishing all the tasks given.
The overall results show that the methods using a computer-based program determine a faster progress in correcting the speech disorders within speech therapy.
The use of such computer-based methods during various phases of the speech therapy determines a new psychological and pedagogical situation by creating a special learning environment, and by facilitating a new, superior method for correcting and developing speech.
6. References
[1] Blankenship, T., Ayres, K, Langone, J. (2005). Effects of computer based cognitive mapping on reading compresension for pupil with emotional behavior disorders. Journal of Special Education Technology, 20, 15-23.
[2] Castellani, J., Jeffs, T. (2007). Emerging reading and writing strategies using technology, Teaching Exceptional Children, 33(5), 60-67.
[3] Danubianu, M., Tobolcea, I., Pentiuc, Gh. (2009). Advanced Technology in Speech Disorder Therapy of Romanian Language, Journal of Computing, 1, 61-66.
[4] Danubianu, M., Pentiuc, Gh., Tobolcea, I., Socaciu, T. (2009). Model of a data mining system for personalied therapy of speech disorders. Journal of Applied Computer Science & Mathematics, 6, 28-32.
[5] Lee, S. I. (1951). Artificial stutter. Journal of speech and hearing disorders,16, 53-59.
[6] Murray, T.G., Parker, V. (2004). Integration of Computer-based Technology into Speech Language Therapy. Educational Technology, 31, 53-59.
[7] Paolucci, R., Atallah, A. (2006). Evidence based speech, language and hearing therapy. Cochrane Library's Systematic Reviews. Sao Paolo Medical Jurnal, 124(2), 51-54.
[8] Pentiuc, St. Gh, Danubianu, M, Schipor, O, Tobolcea, I, Zaharia, M (2008). Computers in the Treatment of Speech Disorder. In Perspectives and Present in the Treatment of Speech Disorders (pp.215-234), Iaşi: Al.I Cuza University Press.
[9] Tobolcea, I. (2001) .Tehnici audiovizuale moderne în terapia logonevrozei. Iaşi: Ed. Spanda.
[10] Tobolcea, I. (2002). Intervenţii logo-terapeutice pentru corectarea formelor dislalice la copilul normal. Iaşi: Ed. Spanda, Iaşi.
[11] Tobolcea, I., Pentiuc, Gh., Danubianu, M. (2009). Folosirea tehnologiei informatiei si comunicarii in procesul de invatare al copiilor cu cerinte educationale speciale. In Sisteme Distribuite, Suceava [Electronic version] (pp.105-109).
[12] Vrăşmaş, E, Stănică, C (1997). Terapia tulburărilor de limbaj, Bucharest: Ed. Didactică şi Pedagogică. | <urn:uuid:68de877f-4871-4061-a8e2-46537973e0cc> | CC-MAIN-2021-49 | https://brain.edusoft.ro/index.php/brain/article/download/42/140 | 2021-11-28T05:28:07+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358469.34/warc/CC-MAIN-20211128043743-20211128073743-00098.warc.gz | 246,094,660 | 6,737 | eng_Latn | eng_Latn | 0.974184 | eng_Latn | 0.996159 | [
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CTOM SPON ZONE Problem Look Around
Judge: Preparation:
* Set a table with five chars for competing team members.
* Provide a copy of the problem instructions on the table for the team members.
Judge Instructions:
(Judge: When team members enter the room, tell them
)
This is a verbal challenge. You have 1 minute to select the five team members who will compete. The others must sit in these seats and watch or be escorted from the room. They may not assist in solving the problem and may not talk.
(Judge: After 5 Team Members Chosen and seated, Read all the instructions, repeat, then Start the Time
)
1. You will have 1 minute to think and 3 minutes to respond. You may ask questions; however, time will continue. Do not talk to each other at any time
2. Once time begins, it will not be stopped, even if a judge asks you to repeat a response, clarify it, or give a more appropriate response. Speak loudly and clearly.
3. Your team will respond in the order that you are seated. You may not skip your turn, repeat an answer or pass. If one member of your team is stuck, then the others must wait for that team member to answer.
4. You will receive 1 point for each common response. Highly creative or humorous responses will receive 5 points. This will be a subjective decision of the judges and the judges' decision is final.
5. Your challenge is to respond to the question: "How would your life be different or what couldn't you do if you had only one eye which was on the top of your head?" For example you might say: "Eating with a knife and fork would take a long time"
(Judge: Repeat all the instructions, then Start the Time)
CTOM SPON ZONE Problem Look Around
Team Copy
1. You will have 1 minute to think and 3 minutes to respond. You may ask questions; however, time will continue. Do not talk to each other at any time
2. Once time begins, it will not be stopped, even if a judge asks you to repeat a response, clarify it, or give a more appropriate response. Speak loudly and clearly.
3. Your team will respond in the order that you are seated. You may not skip your turn, repeat an answer or pass. If one member of your team is stuck, then the others must wait for that team member to answer.
4. You will receive 1 point for each common response. Highly creative or humorous responses will receive 5 points. This will be a subjective decision of the judges and the judges' decision is final.
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Percentage: Teacher Guide
Overview
Students will use Sphero to explore percentages using speed and color. The speed experiments are quantitative and the color experiments are qualitative. They will program the Sphero to move at 100% speed for a particular amount of time, and then measure how far it has gone. Then they will repeat the experiment with 50% and 30% speeds. They will calculate the speeds based on distance and time, and then they will perform division to show that the smaller speeds are (roughly) the expected percentages of the 100% speed. Then they will be given a challenge to figure out what percentage of 100% speed is required to move Sphero to a certain position.
For the color experiments, students will make Sphero turn different colors. They will explore what happens when percentages less than 100% are used, for both single primary colors and mixtures of primary colors. For their challenge, they will make the Sphero turn gray and purple.
Read through the student guide. At the start of the lesson, go over the concepts of percentage and how the Sphero uses percentages.
Objective
Students will:
* Create a one-line program that moves the Sphero at a steady speed for a specified amount of time
* Perform measurements to determine the distance traveled.
* Perform division to calculate speeds
* Perform division to calculate percentages
*
Create a two-line program to display a color for a certain length of time.
* Have Sphero light up in primary colors (red)
* Have Sphero light up in colors that involve two primary colors (yellow and orange)
* Have Sphero light up in colors that involve two or three primary colors (gray and purple).
Common Core Math Standards
The following Common Core Math Standards for 4 th and 5 th grade apply to this lesson:
* CCSS.MATH.CONTENT.4.OA.C.5: Generate and analyze patterns
* CCSS.MATH.CONTENT.4.NBT.A.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
* CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, etc.
* CCSS.MATH.CONTENT.5.OA.B.3: Analyze patterns and relationships
* CCSS.MATH.CONTENT.5.NBT.A.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
* CCSS.MATH.CONTENT.5.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
* CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
* CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.
* CCSS.MATH.PRACTICE.MP4: Model with mathematics.
* CCSS.MATH.PRACTICE.MP8: Look for and express regularity in repeated reasoning.
Materials Needed
Spheros are controlled via Bluetooth on either Apple (iPod, IPhone, or iPad) or Android devices. Ideally, you would do this lesson in groups of 3 or 4 students, each with their own Sphero and device. This lesson is designed for iPad, but other devices could be used. Here is what each group would need:
* IPad with Sphero MacroLab loaded. You can get Sphero MacroLab for free from the iTunes app store.
* Sphero that has been fully charged
* Masking tape
* Tape measure
* Print-out of the worksheet (last page of teacher's guide)
* A flat clear path of at least 25 feet. (Preferably not very slippery.)
Part 1: Connect Sphero
In part 1, students need to connect each iPad with Sphero. They will:
1. Wake up the Sphero
2. Turn on Bluetooth
3. Connect the correct Sphero to the iPad, using the colors that it flashes as a way to tell which Sphero has which name
Part 2: Aim Sphero
In part 2, students need to set the orientation, which is the direction of the 0 degrees heading for the Sphero. This is called "aiming". It's important that they get this right so that the Sphero will follow the path and not bump into anything. To do this, they need to adjust the blue "taillight" so that it is pointing directly at them. If they do this correctly, then the Sphero will roll directly away from them. Students will:
1. Open up MacroLab on the iPad
2. Hold the Sphero in front of them as they look down the path
3. Tap and hold an icon at the bottom of the screen and adjust the taillight so that it is pointing directly at them.
Part 3: Speed
In Part 3, students will create a macro (computer program for the Sphero) and modify it in order to do an experiment. They will play the macro, measure how far the Sphero goes each time, record the values in on their worksheet, and calculate speed values and percentages.
To create a macro to roll Sphero, they will:
1. Create a new macro
2. Add a Roll command
3. Set the Roll command to move at 100% speed for 3000 milliseconds (3 seconds).
Note that at 100% speed, the Sphero will go quite far in 3 seconds. Make sure you have room for it.
To run the experiment, they will:
1. Put a small piece of masking tape on the floor and put the Sphero on the tape.
2. Tap Play in MacroLab
3. Watch for where the ball stops rolling and starts sliding and place a piece of masking tape there. Then they will use the measuring tape to measure from the ball to the masking tape. They only need to be accurate within 1 inch or 2cm.
4. They will write the number down in the worksheet.
5. They will calculate the actual speed by dividing the distance by the time (3 seconds).
6. Then they will modify the macro so that the speed is 50% and they will repeat the experiment, recording the result in the worksheet, and calculating the speed.
7. Finally, they will modify the macro so that the speed is 30% and they will repeat the experiment, recording the result in the worksheet.
8. At the end they will divide the distance from the 50% experiment by the 100% experiment, and also the distance from the 30% experiment by the 100% experiment. They should have values close to 0.5 and 0.3, and they should be able to translate those into percentages.
Why won't their results be exactly 50% and 30%? The reason is that the Sphero (or any real object) takes time to speed up. This little bit of time at the beginning makes it so that it doesn't exactly travel the distance we would expect it to. They should especially be able to see how the Sphero takes time to speed up when running it at 100% speed.
Part 4: Speed Challenge
For part 4, the students will:
1. Place a piece of masking tape along the path of the Sphero, closer to where the 100% speed Sphero stopped rolling. (Preferably around 75% of the way.)
2. They will measure how far that distance is.
3. They will use their worksheets to calculate the speed percentage they would expect to have the Sphero stop rolling at that point.
4. They will run the macro and see how close they get.
Part 5: Color
Students will experiment with mixing colors to light up the Sphero. Note that mixing colors with light is different than mixing colors with paint. When you mix red and green paint, you get brown; when you mix red and green light, you get yellow. Similarly, mixing all colors creates black for paint, but creates white for light. Note that the Sphero shell has some color, so that they colors that show up on the Sphero won't exactly match what's shown in MacroLab.
For part 5, the students will:
1. Create a new macro, adding a color (RGB) command and a delay command. The color will be set to 100% red and the delay will be set to 3000 msec (3 seconds).
2. Modify the macro to see what happens if they only use 50% red. (It's a darker red.)
3. Modify the macro to make yellow with 100% red and 100% green.
4. Modify the macro to make orange (100% red, 50% green).
Part 6: Color Challenge
Students will experiment with creating two colors that use all three primary colors: red, green, and blue. First they will create white, which is 100% red, 100% green, and 100% blue. Then they are challenged to create gray, and hopefully they will realize equal parts of red, green, and blue, less than 100%, will create gray. (For example, 50% red, 50% green, and 50% blue.)
Lastly, they are challenged to create purple. This will take some playing around with percentages. In the end, they will hopefully end up with something like 70% red, 0% green, and 100% blue. | <urn:uuid:d5774f2c-227a-463c-b22a-0d88542456ab> | CC-MAIN-2019-26 | https://www.tricialouis.com/uploads/1/5/1/1/15112734/teacher_guide_percentage.pdf | 2019-06-27T08:16:32Z | crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00523.warc.gz | 919,798,150 | 2,054 | eng_Latn | eng_Latn | 0.996545 | eng_Latn | 0.998588 | [
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OrbBasic 2: Student Guide
In this lesson, you're going to create a new program with OrbBasic that makes the Sphero go in a circle. You'll be using variables again, and you'll also learn about the if/then statement, where Sphero will do something, but only if a statement is true.
Here are the Sphero commands you'll be using for this lesson:
* goroll – Makes Sphero roll at a given speed and heading. Also makes it stop.
* delay – Makes Sphero wait an amount of time before doing the next command
* goto – Makes Sphero go to a certain place in the program
* variables – Used to store a number
* if/then – Used to make the Sphero do something if a statement is true
* if/then/else – Like if/then, but also does something else if the statement is false
* LEDC – Makes the Sphero light up a color
First you have to connect Sphero to the iPad (Part 1), then you'll aim Sphero (Part 2), then you'll write an OrbBasic program to make Sphero roll in a circle (Part 3) and then you'll make it light up with two different colors (Part 4), and then you'll control the distance it rolls with a variable (Part 4). Finally, you'll have a challenge to use the variable to make Sphero roll in bigger and bigger circles (Part 5).
How can we make the Sphero roll in a circle?
There's no "roll in a circle" command in OrbBasic. Instead, we have to create the circle out of small line segments. We'll start with a goroll command to roll the Sphero forward just a little bit at heading 0 degrees. Then we'll do another short goroll, but this time increase the heading just a tiny bit to 5 degrees. You can see in the diagram below that the top arrow is just slightly bent to the right of the bottom arrow, which is totally straight up and down.
Next, we increase it to 10 degrees and roll a little more. Then 15 degrees. Then 20 degrees. We add 5 degrees to the heading each time.
Once the heading goes all the way to 360 degrees, the Sphero will have moved in a full circle.
if/then and if/then/else statements
Sometimes you'll want to make Sphero do something, but only when certain conditions happen. For this, Sphero has an if/then statement. The if/then statement looks like this:
This line is saying that if the variable x is greater than 100, then Sphero should stop. (A goroll command with all zeros will stop the Sphero.) The part after if usually involves a variable. The part after then can be anything you want Sphero to do.
You can also add an else to an if/then statement. This will allow you to tell Sphero to do something if a statement is true, but to do something else if it is not true. The if/then/else statement looks like this:
This line is saying that if the variable b is 0, then the Sphero should delay for 1000 milliseconds (1 second), but if b is not 0, then it should delay for 2000 milliseconds (2 seconds).
Let's try these out!
Part 1: Connect the Sphero
First thing you need to do is to connect the iPad to Sphero. Here's how:
1. Pick up Sphero from its charging station and tap it twice on the logo to wake it up. You may have to tap it hard. It will start flashing colors when it is awakened out of its "sleep" state.
2. On your device, make sure Bluetooth is enabled. From the home page, click on Settings at the bottom. Then choose Bluetooth.
3. You will be shown a list of Spheros. Connect to the appropriate Sphero by tapping it. You can tell which Sphero is which by the names, which relate to the colors the ball is flashing. For example, if it flashes purple, then yellow, then green, then that is ball PYG. Select the one you want. Once successfully connected, it will say "Connected".
Part 2: Aiming Sphero
Sphero has a direction built into it that it thinks of as "straight ahead". This is called the orientation. The first thing we want to do is to aim the Sphero so that the orientation is on the path we want it to go. Each Sphero has a blue light inside of it called the "taillight", which is
always on the exact opposite side of the straight ahead direction. You are going to set the taillight so that it's pointing right at you when you look down the path you want Sphero to go. Then, when it goes straight ahead, it will be on that path.
Follow these steps to aim the Sphero:
1. Go to the home screen and open OrbBasic.
2. Have one of you hold the Sphero and stand at the beginning of the path you will use for your experiments.
3. Now, you will aim the Sphero in that direction. Have a second member of the group use the iPad. In OrbBasic, you will see a circle with two arrows at the bottom center of the screen. Tap on it and hold it.
4. A white circle will appear. Move your finger slightly to rotate the insides of the Sphero. You will see a blue light inside the ball. Move it around until the blue light is directly facing the person holding the Sphero. This is the "taillight", and shows the direction opposite where the Sphero will move when moving straight ahead.
Important: For these experiments, the Sphero will travel a long distance, so be sure to aim the Sphero as accurately as you can to keep it on track. You can also re-aim Sphero anytime!
Part 3: Making Sphero roll in a circle
Now that we have the Sphero going in the right direction, let's get it going in a circle. As explained above, we want to increase the heading by 5 degrees each time. We'll need a variable called h (for heading) that starts at 0, and then we'll add 5 to it after each small roll. Follow these steps:
1. Tap the + button at the bottom to create a new program.
2. In the space where it says Program Name, give your program a name, then click the '+ New Program' button under it.
3. Tap in the big white space. A keyboard will appear at the bottom of the screen.
4. Start typing code. You'll first need to set the variable h to zero.
10 h=0
5. Next, you'll want to roll at that heading (variable h) at speed 50, type 2 (turns quickly).
20 goroll h,50,2
6. Then, you'll want a very short delay so that it only rolls a little bit. Use 50 milliseconds.
30 delay 50
7. The next line will increase the heading variable h by 5 degrees.
40 h=h+5
8. The last line jumps back to the line to make the Sphero roll.
50 goto 20
Your full program should look like this:
10 h=0
20 goroll h,50,2
30 delay 50
40 h=h+5
50 goto 20
9. Tap the Done button and then the Play button to see what happens. But be ready to tap the Stop button.
Did it go in a circle? What happened when it came back to where it started? You probably had to tap the Stop button. Clearly something went wrong, and if you look in the black area, you'll see an error:
What could be going wrong at line 20? Well, h started at zero, and then went to 5, 10, 15, etc. When it got back to the starting point, h had a value of 360. The first number in the goroll command can only be between 0 and 359. So Sphero stopped the program and just kept doing the last command, which was to roll forward.
How can we fix this? We need to check if h is 360, and if it is, set it back to 0 so that it can keep going in circles. That's where the if/then statement comes in.
10. Add this line between 40 and 50:
45 if h=360 then h=0
11. Tap the Done button and then the Play button to see what happens. Is Sphero going in circles?
Part 4: Adding Color
Let's make your program a little fancier. It needs some color. OrbBasic has an RGB command, similar to what MacroLab has, but it also has an LEDC command that lets you choose a color
from a table. (The type of lights that Sphero uses are called LEDs, for light emitting diodes. That's why the command has that name.)
Here are the colors that you can use with LEDC:
For example, a command to light the Sphero orange would be:
50 LEDC 4
Let's add a line to our program that makes the Sphero one color when the heading is 0 to 180 degrees (the first half of the circle) and another color when it's 180 to 360 degrees (the second half of the circle). This is a great place to use the if/then/else command.
1. Add a line in between lines 45 and 50 to check if the heading is less than 180 degrees. If it is, then light up one color. If it's not, light up another color. You get to choose the colors. (Use the table above to figure out what numbers to use.) In the example below, it will be red for the first half, and green for the second half.
Important: OrbBasic is a case-sensitive programming language. This means that whether a letter is capital or not is important. LEDC must be made with all capital letters.
47 if h<180 then LEDC 1 else LEDC 2
2. Tap the Done button and then the Play button to see what happens. Tap the Stop button when you've seen enough.
Part 5: Challenge
Let's take what we learned in OrbBasic lesson 1 and apply it here. Remember how we had the Sphero going farther and farther each time? Now you'll modify your program so that it makes bigger and bigger circles. Each time it makes a circle; it should increase the size of the circle by a little bit.
Here are some hints:
1. The way to make the circle bigger is to make the delay bigger.
2. You'll need a variable to use for the delay. Take a look at your OrbBasic 1 program to see how you did this before.
3. You'll only want to increase the delay when the Sphero has gone around a full circle. That means the line to increase it should be an if/then statement, where you are checking to see if the heading (the variable h) is at zero.
4. You'll only want to increase the delay a little bit each time. Try starting at 50 and then increasing by 10 each time it has gone full circle.
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The Steroid-free Choice
Given all of the negative aspects of steroid use, it just doesn't make sense for anyone to condone steroid use or remain silent if they suspect a young person is using anabolic steroids. A number of measures can be taken by coaches and parents to deter steroid use. Consider some of these.
* Talk with your son, daughter or athlete about any frustrations they might have about how they look or how they are performing in their sport. Help them to establish healthy expectations of their body.
* Help young athletes to set realistic short-term and long-term goals. Keep sports fun and centered on the athlete's needs, not yours.
* Teach them not to trust gimmicks or quick-fix approaches to enhancing their bodies. Practice what you preach.
* Promote hard work, good nutrition and hydration, rest and good coaching as the tools of performance enhancement – not pills, powders and other dietary supplements.
* Restrict athletes' access to environments where steroid use might occur and to people who you believe are involved with steroid use.
* Monitor your son's or daughter's Internet usage and restrict their access to Web sites that advertise anabolic steroids or other performance-enhancing substances.
* As a coach, lead a team discussion about steroid abuse and ensure that your athletes understand your strong objection to steroids.
* Do not provide funds for or subscribe to publications such as muscle magazines that feature unrealistic images of men and women.
* Help the athlete access the advice of a registered dietician to develop a plan for weight gain or fat loss.
Additional Help to make the Right Choice
There are many resources available to young people to help them achieve their athletic and personal goals – resources geared specifically to athletes who want to succeed without using anabolic steroids. A listing of excellent online resources is available at www.nfhs.org.
References
"Hormone Abuse." The Hormone Foundation.
"Steroid Abuse by School Age Children." U.S. Department of Justice, Drug Enforcement Administration.
"Through a Child's Eyes ... A Parent's Guide to Improving Youth Sports." Citizenship Through Sports Alliance.
"Use of Performance-Enhancing Substances." American Academy of Pediatrics.
Special thanks to the Clell Wade Coaches Directory.
* This brochure, in a pdf format, can be downloaded from the NFHS Web site at www.nfhs.org.
National Federation of State High School Associations
PO Box 690 | Indianapolis, Indiana 46206 317-972-6900| Fax 317.822.5700
Parents
CHOICE ISN'T ALWAYS EASY. Young athletes make choices every day that can determine if they succeed or fail.
Athletes learn to make split-second decisions during competition that can immediately affect whether they win or lose. Over time, they learn that other choices – such as how hard they practice, what they eat and how much sleep they get – influence how well they perform on any given day. Decisions they make about the number of sports they play, who they work with as their coach and how they deal with injury and defeat have more long-term consequences. Many of these choices require adult guidance.
but generally not for purposes related to gaining mass and strength.
Another choice athletes must make involves the use of drugs to enhance athletic performance or appearance. And like all other choices, their decision to use drugs such as anabolic steroids will have both immediate and long-term consequences. All choices have consequences, yet those that affect their health require adult involvement. Adults have a responsibility to guide young people to make the right choices.
Anabolic Steroids
The hormones used by some athletes to increase muscle mass and strength are anabolic, androgenic steroids. Anabolic, androgenic steroids are synthetic forms of the male hormone testosterone. Like testosterone, these steroids have anabolic effects – primarily the increase in muscle tissue – and androgenic effects – the masculinizing effects boys experience during puberty. No anabolic, androgenic steroid is purely anabolic. In other words, the use of the steroids won't lead to muscle growth without also leading to other unintended, undesirable side effects.
Anabolic, androgenic steroids are different from steroids doctors prescribe to treat asthma and inflammation. These steroids are corticosteroids. Corticosteroids might be abused by athletes too,
The temptation to use anabolic steroids is understandable. There is a lot of pressure on young people to excel in athletics or to have a certain type of body. Research shows that athletes use steroids for one of two reasons: to gain strength or to recover more quickly from injury. In addition, studies show that nearly one third of high-school age steroid users do not participate in organized athletics and are taking the drugs primarily to modify their appearance.
Facts about Anabolic Steroids
These are facts that should be known to parents, coaches and other adults working with young athletes.
* Steroids are powerful drugs. Doctors prescribe them only for specific wasting diseases and for men who don't produce testosterone.
* The possession or sale of anabolic steroids in the United States without a prescription is illegal.
* The vast majority of high school and college athletes compete steroid free.
* Athletes who use injectable anabolic steroids in high school have tested positive in collegiate drug tests – months after they stop injecting steroids.
* Drug users who inject steroids are at greater risk for infections, including HIV and hepatitis.
* Coaches and parents can reduce steroid abuse by speaking out against their use.
* Androstenedione and other similar hormonal substances are controlled substances and are no longer available in dietary supplements.
Side Effects from use of Anabolic Steroids
All professional and amateur sports organizations ban the use of steroids because of their dangerous side effects and because steroids give competitors an unfair advantage.
* The use of steroids by young people whose bones are still growing will result in stunted growth.
* Girls, like boys, use steroids to excel at their sport, recover from injury and modify their appearance.
* Girls who use steroids can grow body and facial hair and experience permanent voice lowering.
* Boys who use steroids can form breast tissue, begin to lose their hair (go bald) and have their testicles shrink.
* Boys and girls who use steroids can have thick, oily skin, which often leads to severe acne on the face and body.
* Steroid users report an initial feeling of well being that is later replaced by mood swings, loss of sleep and paranoia. Reports of depression are common in people who stop using steroids.
* Some athletes have died from steroid use either because of the effects of the steroids on their body or the effects of discontinuing steroid use without a doctor's help.
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JOHNE'S DISEASE – DAIRY
Volume 3, Number 3
Spring 2011
A cooperative effort of the National Institute for Animal Agriculture, USDA, APHIS, Veterinary Services, in association with the National Johne's Working Group & United States Animal Heath Association
Ingraham Dairy Farm— Education Key to Combatting Johne's Disease
Beth Ingraham and her husband, Tim, didn't know much about Johne's disease when it was fi rst detected in their herd, but they did know it was something they did not want in their herd of registered Jerseys. Within a year of participating in the Johne's Disease Control Demonstration Project, the Ingrahams reduced the Johne's disease prevalence in half. By the end of the study, they had virtually eliminated Johne's disease from the herd.
"We culled real heavily at fi rst. Anything testing positive was culled" Beth says. "We wanted to get rid of it as fast as possible. It is a terrible disease."
The Ingrahams operate a certifi ed organic dairy in Ionia County, Michigan. Keeping their herd of 100 registered Jerseys healthy and productive, without compromising their organic status, is very important to the owners.
The Ingraham's fi rst encounter with Johne's disease was in 2002 when they were having some overall herd health issues and their veterinarian Dr. Tony Ellis suspected Johne's disease. When the test came back positive the Ingrahams set in motion a series of management changes to eliminate any further spread of the disease.
"We really didn't know much about Johne's," Beth says. "We have learned
so much being involved in this project. Who knew that a small speck of manure could have such an effect on herd health."
In 2003 the Ingraham herd prevalence was greater than 10 percent. At that time, there were multiple areas on the farm at high risk for Johne's disease transmission. The maternity pen was overcrowded and also housed sick animals.
the maternity pen with direct fence line contact with adult cows. Adding to the management risk factors was the fact the herd had been assembled from multiple sources in 1995.
Because the Ingraham herd was kept on pasture for the majority of
the year, the calves were often left to nurse the dam for up to a week.
Calves were fed unpasteurized whole
The Ingrahams have made a number of changes since their fi rst encounter with Johne's disease. The fi rst step was testing all animals to determine the prevalence of the disease. Then they focused on the calves, separating them from the dams within 6 to 10 hours. They also put in place management practices that keep the manure cleaned up and out of the traffi c fl ow of cows and machinery.
"We have become very diligent milk and housed in a pen adjacent to
(Continued on Page 4)
Johne's Disease 101: Helping You See What's Happening Inside & Out
Johne's disease experts agree that the more you know about Johne's disease, the better you can prevent and/or control the disease. Thus, here's the start of "Johne's Disease 101" presented in a question-andanswer format.
Q: What is Johne's disease and what causes it?
The internal wall of the ileum contains Peyer's patches that are covered with a layer of M cells. As the M cells are exposed to the food and nutrients passing through the ileum, they ingest bacteria, including MAP. Once absorbed into the Peyer's patches, MAP finds an ideal place for growth.
A: Johne's (pronounced "Yohnees") disease is a contagious fatal gastrointestinal disease that was fi rst clearly described in a dairy cow in 1895.
Another name for Johne's disease is paratuberculosis.
Johne's disease is caused by a Mycobacterium avium ss. Paratuberculosis, a bacterium that is frequently abbreviated to "MAP.")
Q: What are the clinical signs of Johne's disease in dairy animals?
A: A dairy animal will typically exhibit only two clinical signs of Johne's disease: rapid weight loss and diarrhea. That said, cows infected with MAP will often have lower milk production and can be less fertile.
While almost all animals are infected when they are extremely young—in the fi rst months of life, signs of disease usually do not appear until the animals are adults. Then, despite continuing to eat well, older infected animals showing clinical signs become emaciated and weak.
It is not understood what causes a clinically normal animal that has been infected by MAP for months or years to suddenly become sick from the infection.
Q: What is happening inside an animal infected with MAP?
A: When an animal becomes infected with MAP, the bacteria grow slowly in the last part of the small intestine called the ileum.
At some point, the MAP that have been lying quiet within cells of the ileum start to replicate and take over more and more of the tissue. The animal's immune system responds to all these organisms with what is called granulomatous inflammation.
(Continued on Page 3)
Top ileum: Infl ammatory response to MAP. Bottom: Thin, pliable, normal intestine. Photo source: The late B.J.Jorgensen, Denmark.
Johne's Infection (Malabsorption)
Late infection
(Granulomatous response)
Initial infection
This infl ammation thickens the intestinal wall, preventing it from functioning normally. As a result, along with other factors, the infected animal cannot absorb the nutrition it needs and thus begins to lose body condition, milk production drops off and diarrhea may occur. In effect, an animal with Johne's disease is starving in spite of having a good appetite and eating well.
Since the signs of Johne's disease are similar to those for several other diseases, laboratory tests are needed to confi rm a diagnosis.
"If a case of Johne's disease occurs, it is very likely that other infected animals—those that may still appear healthy—are in the herd," states Dr. Elisabeth Patton, chairman of the U.S. Animal Health Association Johne's Disease Committee. "I would highly suggest that a Johne's disease testing program be implemented."
Q: How is Johne's disease transmitted?
A: Infected animals shed large numbers of bacteria in their feces, leading to contamination of feed and water sources.
Dr. Bob Whitlock, University of Pennsylvania and former co-chair of the National Johne's Working Group for 12 years, stresses that the single most signifi cant hazard of maintenance and spread of infection are the subclinical animals—those that have the bacterium but have yet to exhibit clinical signs. As infected animals progress through the disease, shedding of the bacterium increases.
Researchers have found that only fi ve percent of animals progress to the critical stages of the disease—waste away despite a normal appetite— where producers might just say "Hey, she must have Johne's disease." By then, numerous animals in the herd have been infected and may not be reaching their genetic potential, which have a negative infl uence on a producer's bottom line.
The most common method of infection is fecal-oral: animals, particularly calves under the age of three months ingest the bacteria via manure-contaminated udders, milk, water or feed. If there's fecal material around anywhere, the opportunity for the organism's presence is there—and it's a risk.
Researchers have found that it takes only a tiny bit of contaminated feces to infect herdmates and newborn and young calves. In fact, a calf can become infected from simply sucking on a contaminated teat.
Although MAP can replicate only when it is in animals, the bacterium can survive in contaminated soil or water for more than a year. MAP is an extremely hardy bacterium and is resistant to heat, cold and drying. One Agricultural Research Service/USDA study shows that MAP survives well in biofi lms present on livestock watering trough materials.
Q: Can Johne's disease be cured with antibiotics?
A: No.
In the few studies that attempted to treat Johne's disease with antibiotics, symptoms appeared to subside but animals relapsed after therapy was halted.
As with other mycobacterial infections—such as human tuberculosis, multiple antibiotics must be injected or given orally daily for months. For most animals, this is cost-prohibitive as well as infeasible. For more detailed information visit http://www.johnes.org/antimicro/ index.html.
Q: How can you prevent your animals from getting Johne's disease?
A: Because Johne's disease usually enters a herd when healthy but infected animals are introduced to a herd, the most effective way to help prevent your animals from getting Johne's disease is to not introduce the bacteria to your herd. Thus, it is wise to purchase animals only from a source herd that has tested negative for Johne's disease.
Second best is to purchase animals only from producers who have tested for Johne's disease, know the level of Johne's disease in his or her herd—or are confident via testing that Johne's disease is not a problem—and follow good infection control practices. In this situation you would be wise to only purchase test-negative animals from testnegative dams.
If animals from test-negative herds are not available, herd additions should be tested before purchasing. Remember that Johne's disease is a herd problem, and that knowing the test-status of numerous adults in the source herd will give you a much better sense of the risk of purchasing an infected animal than the one test result you might get on the one animal you wish to buy.
Evaluating a source herd is not always easy but keeping the infection out of your herd is much less cost and trouble than controlling it once it gets in.
Q: Where can you go for additional information about Johne's disease?
A: Your veterinarian and state Designated Johne's Coordinator (DJC) are great sources of information. The contact information for the state DJC is available online at www.johnesdisease.org and/or is contained in this newsletter. Call today and start learning more about how to prevent and control Johne's disease.
For information about Johne's disease, contact your Designated Johne's Coordinator Jesse L. Vollmer, DVM, firstname.lastname@example.org, Ph (701) 328-2655 or visit www.johnesdisease.org
Johne's Disease Newsletter
about manure," Beth says.
The management changes and heavy culling are paying off for the Ingrahams. They hope to reach a point where they can list their cattle as Johne's disease test-negative, and in turn command a higher price for the replacement animals they routinely sell.
However, by changing management practices focusing on preweaned calves, the prevalence of Johne's disease has dropped signifi cantly over time allowing the owners to move toward their goal of being Johne's disease free.
What They Learned
The Ingraham Dairy Farm is a small organic Jersey farm that began experiencing problems with Johne's disease soon after being assembled from multiple sources.
Management practices that increased the risk of disease transmission included a common calving area where sick cows were often housed too. Calves were left with their mother in this calving area for multiple days; and once removed, they were fed unpasteurized whole milk. Both of these practices signifi cantly increased the risk of Johne's disease transmission.
Additionally, weaned calves were housed in pens that had fence line contact with adult cows. Because control of Johne's disease at this dairy was a high priority, signifi cant management changes were made. Management of the maternity pen was changed. It is used for calving cows only, and time spent in the pen is minimized.
Calves are removed from the cow immediately, and following colostrum, all calves are fed milk from Johne's disease test-negative dams. Also, all test positive cows are put on a "do not breed" list and eventually culled. Because of facility limitations, housing of weaned calves in contact with adult cows has not been addressed.
Reprinted from the Michigan Johne's Disease Control Program booklet available online at www. johnesdisease.org or at http://cvm. msu.edu/alumni-friends/continuingeducation/extension/johnesdisease-1/JDSummary%20v3.pdf
Lessons Learned by Other Michigan Demo Herds
Buning Dairy Farm, Falmouth, Mich.
Purchasing animals increases risk of Johne's disease entering an operation.
Cleanliness in the maternity pen is crucial for decreasing Johne's disease transmission.
Housing susceptible calves near maternity pens or other adult cow housing can lead to MAP contamination of the heifer environment and transmission of Johne's disease.
Feeding waste feed to non-replacement cattle is a costeffective use of this valuable resource.
Brock Dairy Farm, Menominee County, Mich.
Management of the calving area, colostrum and milk fed to calves to control Johne's disease can also help reduce other neonatal calf diseases.
Standing surface water can serve as a source of MAP transmission to young cattle.
MSU Dairy Cattle Teaching and Research Center
Complete disease elimination is diffi cult despite aggressive control programs.
Relying on a test and cull strategy can certainly help reduce Johne's disease prevalence, but is unlikely to lead to its elimination.
Continuous evaluation and refi nement of the Johne's disease control plan is necessary. | <urn:uuid:27c9690b-f791-4db8-88ab-2e999f6e84a3> | CC-MAIN-2019-26 | https://www.nd.gov/ndda/sites/default/files/legacy/resource/NDJohnesNewsletterDairySpring2011.pdf | 2019-06-27T08:19:26Z | crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00524.warc.gz | 833,331,276 | 2,872 | eng_Latn | eng_Latn | 0.998928 | eng_Latn | 0.99896 | [
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Register of Significant Twentieth Century Architecture
Other/Former Names:
Address/Location:
DUNTROON ACT 2600
Block
Section of
Statement of Significance
See individual citations.
General Background/History
After the formation of the Commonwealth of Australia, its Department of Defence activities included planning for a military college. In 1910 the Federal Government instructed Colonel (later Major General Sir) William Throsby Bridges to investigate military colleges overseas with a view of setting up a college suited to Australian requirements. Colonel Bridges' recommendation for a college to be located at Duntroon was accepted and he was given the task of founding the new college. Canberra had been recommended for the site of the Federal Capital in 1909 and this influenced Bridges in his choice of a site for the college. On 30 May 1910 he was appointed as its first Commandant with the rank of Brigadier General. On 1 July 1910 Duntroon was confirmed as the preferred site for the college and on 1 October 1910 it was officially approved whereupon a lease of the Campbell homestead and 374 acres was obtained.
By the time the college was opened by the Governor General, Lord Dudley on 27 June 1911, many buildings were in the course of erection. The sites for the quarters for officers were chosen so that they would be conveniently situated when the permanent buildings were to be erected. Many of the early classroom and other buildings erected from this period were considered temporary, but the quarters for officers were to be part of the permanent college. 1
At the onset of the Depression, in December 1930, the College was transferred to Victoria Barracks in Sydney, ostensibly as an economy measure. The principal economy was the loss of
seventy jobs. The cheaper houses were allocated, as part of normal housing control, to families from Molonglo and the Causeway, while the officers' houses were leased to suitable tenants. 2
Early in 1935 the Defence Department responded at last to appeals from the Canberra business community for the return of the Royal Military College from its exile in Sydney. The College reopened at Duntroon in 1937 in newly-built barracks, classrooms and administration buildings of the Corps of Staff Cadets. As it had done during the First World War, the College shortened its course for cadets during the Second World War. It also launched a special school for temporary officers of the AIF and absorbed various specialist schools such as the Staff and Command School, hitherto in Victoria Barracks, Sydney. 2
The ANZAC Memorial Chapel of St Paul was constructed in 1966 and the Changi Chapel was reconstructed near the ANZAC Chapel in 1987. In the 1980s the Australian Defence Force was established just north of Duntroon and major architectural development commenced on Duntroon. The 1920s gymnasium was demolished and new buildings were integrated with the earlier RMC buildings.
A new masterplan for Duntroon was adopted in the 1990s, which led to numerous changes including a new entry to the College off Moreshead Drive. 3
Analysis against the Criteria specified in Schedule 2 of the Land (Planning and Environment) Act 1991
(i) a place which demonstrates a high degree of technical and/or creative achievement, by showing qualities of innovation or departure or representing a new achievement of its time
(ii) a place which exhibits outstanding design or aesthetic qualities valued by the community or a cultural group
(iii) a place which demonstrates a distinctive way of life, taste, tradition, religion, land use, custom, process, design or function which is no longer practised, is in danger or being lost, or is of exceptional interest
(iv) a place which is highly valued by the community or a cultural group for reasons of strong or special religious, spiritual, cultural, educational or social associations
(v) a place which is the only known or only comparatively intact example of its type
(vi) a place which is a notable example of a class of natural or cultural places or landscapes and which demonstrates the principal characteristics of that class
(vii) a place which has strong or special associations with person, group, event, development or cultural phase which played a significant part in local or national history
(xi) a place which demonstrates a likelihood of providing information which will contribute significantly to a wider understanding of natural or cultural history, by virtue of its use as a research site, teaching site, type locality or benchmark site
References
1. Philip Cox & Partners. Royal Military College of Australia Duntroon, Conservation & Management Plan, for Department of Housing & Construction,1986.
3. Australian Heritage Commission, RMC Conservation Area Place Details 13375, Register of the National Estate, 2003.
2. Jim Gibbney. Canberra 1913-1953, Canberra, AGPS, 1988.
Other Information Sources | <urn:uuid:12f1b0fb-c574-4898-a865-ea5e94e4ed92> | CC-MAIN-2019-26 | http://sitefinity.architecture.com.au/docs/default-source/act-notable-buildings/r055_royal_military_college_precinct.pdf?sfvrsn=2 | 2019-06-27T08:04:11Z | crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00526.warc.gz | 158,020,657 | 1,024 | eng_Latn | eng_Latn | 0.995945 | eng_Latn | 0.996269 | [
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HOW TO: RESEARCH PAPERS
CREATING A TOPIC
1. Find something that interests you and look closer into it. This may require some extra reading to determine if your topic has been researched before or not. If not, then you may be entering into groundbreaking work, and that's cool! But make sure you're up for the challenge, as you may not always find sources related to your ideas.
2. Name your topic and be specific about what you want to study in relation to the assignment, as specificity relates to scope, which can help determine or fulfill length requirements for your paper.
3. Ask an indirect question. For example, "I want to study this because I want to find out who / what / when / where / whether / why / how…" *Note that the indirect question is oftentimes why you are researching this topic.
4. Now that you know why you're researching this topic, ask, so what? Or why does this matter to others?
*Note, this is important regarding the scope or relevance of a paper, and this can be helpful when writing larger research papers that require incorporating more outside sources and analyzing a broader topic.
5. From here, you can develop a question around your topic that research can help to answer.
FINDING & USING SOURCES
These three types of sources are most commonly used in research papers:
1. Primary sources. The direct subject or material of your investigation. Oftentimes these sources offer the best evidence for you to question, analyze, and use to advance your argument.
2. Secondary sources. Critical commentary, oftentimes on primary sources. These sources are also useful if these help to solve a problem or to create new questions and evidence to support your argument.
3. Tertiary sources. These sources primarily are summaries of primary and secondary sources, and therefore are not the most useful in your argument if you rely heavily on these.
The PC library has great resources for research papers, such as PASCAL, access to many online databases, and the librarians are always accessible and provide great resources. The key to generating a great pool of resources is in the key terms of your research topic, such as certain ideologies involved or persons or historical information, to name a few. Once you've completed a search, you can select the resources most relevant to your research and begin an immersion into what these resources have to offer. Key questions to keep in mind are:
* How does this source inform my research? Does it offer anything new that I haven't considered before?
* What argument is being presented in the text? Does this support or negate my own argument?
CREATING A THESIS
Perhaps one of the trickiest and most difficult parts to writing any paper is the thesis: a quick, tothe-point, broad, yet specific summarization of the whole of the paper. This is the sentence that says, "Here is my interpretation and I'm going to show you why in this way." While this may be a simplification of the structure of a thesis, as it can take many various forms, a thesis still
functions in a similar way. Essentially, the thesis is the key to your whole argument. It is your connecting thread, your backbone to your argument, from which your body paragraphs branch off of and depend on.
The UNC Chapel Hill Writing Center developed a wonderful handout that illustrates what a thesis statement does and what a strong thesis statement answers, which will be paraphrased below. A thesis statement:
* Tells the reader how you will interpret the significance of the subject matter under discussion
* Is a road map for the paper, telling the reader what to expect from the rest of the paper
* Directly answers the question asked of you, meaning a thesis is an interpretation of a question or a subject, not the subject itself. A thesis offers a way to understand the text or subject.
* Makes a claim that others might dispute
To know whether your thesis statement is strong, ask yourself these questions:
* Is usually a single sentence somewhere in your first paragraph
* Do I answer the question?
* Is my thesis statement specific enough? Here, specificity can mean answering the question of why something is "good" or "successful."
* Have I taken a position others might challenge or oppose?
* Does my thesis pass the "So what?" test? If not, then you may need to clarify, develop new relationships, or connect to a larger issue.
* Does my essay support my thesis specifically and without wandering? If this is the case, then perhaps your thesis needs reconsideration, as it is easier to change a thesis than it is to write an entirely new paper.
* Does my thesis pass the "how and why" test?
If this is overwhelming, think SAS: Specificity, Argumentative, Significance. If your thesis checks off each of these points, then you have a great thesis.
PLANNING THE PAPER
Before beginning a paper, especially a larger research paper, you can use outlines of the main points of your argument to help keep track of where you want your paper to go and to remain focused on the central argument. Outlines and plans can take many forms, such as lists, brainwebs, storyboards, or maps. An important thing to note about planning your paper is the relationships between your ideas, as they are your way of understanding your topic and show your process as you go from one idea to the next. In the beginning, you can make broad leaps between your ideas that later you can connect and draw more complex relationships as you come to understand your research topic more. Below are both poor organizational plans and effective organizational plans for you to consider as you begin your paper.
Poor Organizational Plans
1. Do not organize your paper as a narrative of your thoughts. This means the paper follows your thought process and how you came to your ideas, rather than simply stating your ideas. If your writing features language like "The first issue was…; Then I compared…; Finally I conclude," then you most likely are using this type of organizational plan for your paper.
2. Do not "quilt" your sources into a patchwork of other authors' ideas that overshadow your own. This often leads to a paper criticized as "all summary" rather than analysis.
3. Do not reword the assignment question into your main argument. This shows a lack of originality or creativity with the assignment, and a research paper should be fun and insightful from a new perspective, not a rehash of the same ideas.
Effective Organizational Plans:
1. Free-writing just to get your ideas down. Broad leaps between ideas can happen here, or you can further develop the relationship between your ideas. There is no pressure to make this sound like "an essay"—you are writing for you and your own understanding.
2. Write your ideas on notecards—big ideas, smaller ones, questions, epiphanies—and spread them out and play with the order that you think makes the most sense when going from one idea to another. One thing teachers like is grouping subjects (think, authors or works) under one idea, so one tactic for organizing your paper is to pair multiple works or authors together because they share a similar message, theme, or whatever else connects these works together. You can get pretty creative with the connections, just so long as you make them clear in the final draft!
3. Draw pictures or storyboard your ideas. Similar to the notecards method, this can help in visualizing how the paper will come together. A well-organized research paper should flow like a story or a film, with the ideas following each other in a natural progression. Likewise, a brain-web can function like a map of where your ideas begin and where they move as you consider different ideas throughout your process.
DRAFTING THE PAPER
Introductions
* Most teachers recommend writing an introduction last, once all your ideas have been put together. But it can also be helpful to write down those main ideas up front before you dive into some nitty-gritty detailed analysis. However, this early introduction acts only as a first draft, and once you have written your paper, it is always best to go back and edit and determine if a better introduction would serve your paper better on the whole.
* Some helpful organizing methods for your introduction:
1. Contextualizing background
2. Statement of the problem
3. Response to the problem
Body Paragraphs
* Organization of information is key to the body paragraphs, and, as this is the meat of your paper, is the best part of it. Some helpful methods for organizing your central ideas in a way that lets your reader easily follow along are as follows:
o Part-by-part
o Short to long, simple to complex; such as identifying key terms and concepts that are relevant and important to your research
o Chronological
o More familiar to less familiar
o More important to less important (or vice versa)
o Less contestable to more contestable
o Earlier understanding to prepare for later understanding
o General analysis followed by specific applications
Conclusions
* Similar to introductions, these summarize the research and findings within your paper and can even lead to a broader application of the significance of your research. In a way, the conclusion is a mirror to the introduction, as the conclusion begins with specifics and opens these ideas to a wider understanding.
* A strategy to structure your conclusion:
1. Start with your main point, but do not repeat it word-for-word
2. Add new significance or application; a new "so what?" answer to your question
3. Call for more research
OTHER HELPFUL TIPS
Deadlines
* Check to see what deadlines, if any, your instructor has laid out for you in the syllabus. Sometimes research papers have one ultimate deadline or many deadlines for smaller portions of your project. Either way, beginning the process and knowing when certain deadlines are coming up can help you keep track and stay relatively stress-free during dreaded finals.
* Start thinking about your topic early. A few weeks, if possible, is a good time to start brainstorming or thinking about a topic or text you would like to work with some more.
* Once you feel ready to start drafting, the best thing to do it is to start. Writing a paper over the course of several days or weeks, writing a page or a paragraph or a topic at a time, is a helpful way to manage a large paper on a deadline.
Resources
* Knowing the right amount of resources for a research paper can be tough. Depending on the assignment and the scope of your paper, resources for papers of certain lengths can vary. Your professor most likely will let you know how many resources they expect, and always refer back to your professor's expectations. But as a general guideline, this list may help. For papers of:
o 4-5 pages: 1-3 sources
o 8-10 pages: 5-8 sources
o 5-7 pages: 3-5 sources
o For larger papers, such as Capstones or Honors Research, 12-15 sources, or as required by your professor
CITATIONS
Depending on what academic area your research falls under, citations can range from MLA to APA to Chicago/Turabian style. For more help with these, please consult the handouts available at the Writing Center or Purdue OWL.
**Resources used to create this guide include:
Booth, Wayne C. and Gregory G. Colomb. The Craft of Research. Chicago: U of Chicago P, 2008. Print.
The Writing Center, University of North Carolina at Chapel Hill. "Thesis Statements." The Writing Center, The Writing Center at UNC Chapel Hill, 2014. 26 March 2015. | <urn:uuid:249c8f0c-739c-4cbb-8592-82419ba33e58> | CC-MAIN-2019-26 | https://www.presby.edu/doc/academicresources/Research-Paper-How-To.pdf | 2019-06-27T08:40:29Z | crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00526.warc.gz | 867,031,370 | 2,402 | eng_Latn | eng_Latn | 0.99712 | eng_Latn | 0.998303 | [
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General Study Skills:
* Study Skills Checklist This is a checklist students can use to provide them with a basic self assessment of their current study habits, so they can identify the study skill areas they need to improve upon.
* Using Studying Groups This resource lists the advantages of study groups and the strategies for making them effective.
* Using Effective Time Management to Optimize Your Studying These are time management strategies to help students better manage their study time on a daily, weekly and semester basis.
* Finding a Good Study Location This resource provides general guidelines for selecting a study location.
* Study Skills Package This is a three-step intervention that will help students: organize an assignment notebook, maintain a school calendar and prepare neatly completed assignments.
* Short Videos on Study Skills This is a website that provides short ten minute video sessions on ways to help improve study skills.
Note Taking:
* The Cornell System for Simple Note Taking This resource walks students through the steps of the Cornell System for Simple Note Taking which will enable students to save time and maximize the effectiveness of their note taking.
* Improving Your Note Taking This resource provides students with simple tips to improve their note taking skills immediately.
Reading Strategies:
* Strategies for Reading Textbooks This resource will provide students with strategies on how to read and use their textbooks effectively.
* Improving Reading Comprehension This is a resource that provides tips and strategies for students who struggle with reading comprehension.
* SQ3R Strategy This resource helps students better understand the SQ3R method to help strengthen their reading muscles.
Studying for Math:
* A Guide for Studying Math This resource provides students with tips and study skills they need to know in order to do well in math.
* Solving Math Word Problems This resource will walk students through the SQRQCQ method to help them better solve math word problems and how to make these types of problems easier and less intimidating.
Goal Setting:
* Setting and Achieving Goals This is a resource to help students set and achieve goals by following "The Three W's of Goals."
Improving Listening Skills:
* Listening Skills This is a resource that will provide tips and strategies to help students become more attentive listeners.
* Help Signal This is a flexible procedure that the struggling student can use to get teacher assistance during independent seatwork without disrupting others in the process.
Test Anxiety:
* Test Anxiety: Classroom Tips This is a 4 step approach to help students become better test takers.
Organization:
* Developing Kids' Organizational Skills This is a list of strategies put together by the Coordinated Campaign for Learning Disabilities that provides strategies that parents can use to help their child develop good organizational skills.
* Guide Sheet This is the H.O.W. Guide to heading a paper correctly at the middle school level (and beyond).
Group Work Checklist
Points:
2 points: Most of the time
1 point: Sometimes
0 points: Not at all
Success Card
Place the following symbol that corresponds to how well you completed each task during each period.
+ Fully Completed ~ Partially Completed --- Not at all | <urn:uuid:3dd5f95c-18f1-4698-b511-9db95c6b6cfd> | CC-MAIN-2019-26 | https://mjhs.morton709.org/file/149/Student-Resources-All.pdf | 2019-06-27T08:35:37Z | crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00529.warc.gz | 514,077,142 | 612 | eng_Latn | eng_Latn | 0.995682 | eng_Latn | 0.996351 | [
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RPC Summer Newsletter
WEAR YOUR SUNSCREEN
Be safe this summer with these WATER SAFETY tips!
NEVER leave children alone while near or in pools, wading pools or open bodies of water.
Drowning is the leading cause of death among children, including infants and toddlers.
Children can drown in even just one inch of water!
Home swimming pools should be surrounded by a fence that prevents a child from getting to the pool from the house.
The American Academy of Pediatrics recommends swimming lessons for most children at age 4.
Even children who know how to swim should be supervised at all times.
Use a sunscreen that is labeled "broad spectrum" with an SPF of at least 30.
Use enough sunscreen to cover all exposed areas and rub it in well at least 30 minutes before exposure to sun and water.
Reapply sunscreen every 2 hours after swimming, sweating or drying off with a towel.
Infants younger than 6 months should be kept out of direct sunlight. Use shade from an umbrella or canopy as well as a hat with a brim to help protect your baby's skin from harmful rays and burns.
Call our office if your child is under the age of 1 and gets sunburn, or if your child is older and there is blistering of the skin or a fever. Otherwise offer water to rehydrate and apply cool rags to the affected skin.
MAKE YOUR CHILD'S APPOINTMENT FOR SPORTS AND CAMP PHYSICALS TODAY...DON'T DELAY
Remember that children entering pre-k and 7 th grade will need required vaccines prior to beginning school.
Zika virus, travel and prevention!
-The Zika virus is spread through the bite of an infected mosquito. It can also be sexually transmitted or passed from mother to child during pregnancy.
- Infection causes symptoms of fever, rash, joint pain, and conjunctivitis. Most cases are very mild, and most people will not become very ill from the virus. However, ZIka virus during pregnancy can cause serious birth defects, like microcephaly.
-Treatment for Zika virus infection is supportive. There is no vaccine for Zika virus at this time.
-Currently, Zika virus infections have been limited to the territories of Puerto Rico, U.S. Virgin Islands and American Samoa but not in the continental United States. The CDC will continue to monitor new cases.
-Pregnant women should avoid travel to areas where Zika infections have been identified, including areas such as:
Cape Verde, any area in Mexico below 6,500 feet, certain countries in the Caribbean, Central America, The Pacific Islands and South America. VISIT www.cdc.gov.zika/index.html FOR THE MOST UP –TO- DATE ZIKA TRAVEL INFORMATION
-There is no evidence that Zika virus can be spread through breastfeeding.
-If you are traveling to an area at risk for Zika virus:
Use EPA registered insect repellants that contain 20% DEET. The CDC recommends continued use of bug spray three weeks after travel.
Consider using clothing or gear (boots, tents, pants, socks) that are treated with permethrin. If possible, wear long sleeves and pants. | <urn:uuid:8d3dec5e-2550-47c4-8000-7d107c8952be> | CC-MAIN-2019-26 | https://www.roswellpediatrics.com/client_files/file/newsletters/RPCSummer2016.pdf | 2019-06-27T08:39:48Z | crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00532.warc.gz | 854,765,153 | 666 | eng_Latn | eng_Latn | 0.998063 | eng_Latn | 0.998063 | [
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How will you feed your baby?
In this fact sheet
Breastfeeding or formula feeding
Why breastfeeding is ideal
For your baby
For you
When formula feeding is necessary
Using a dummy
Before the birth of your baby, you need to consider how you are going to feed your baby. To be able to make the best decision for you and your baby it is a good idea to find out as much as you can during your pregnancy. Your midwife, doctor, hospital and the Australian Breastfeeding Association can provide you with information about feeding your baby.
Breastfeeding or formula feeding
Breastfeeding will give your baby the healthiest start in life.
Medical research is finding out more • and more about how beneficial breastfeeding is for you and your baby.
Almost all women can breastfeed • their babies.
In fact it is rare that a mother does • not produce breast milk.
It is normal to have some ups and downs with breastfeeding, especially during the first few weeks. Some women take longer to establish a milk supply that meets their baby's needs. But with the right support and advice, you can usually overcome any problems so that you and your baby can enjoy all the benefits of breastfeeding.
Some women will have breastfeeding difficulties that are hard to overcome and they may choose to feed their baby with formula. Sometimes formula feeding provides an alternative that works well for a mother and her family.
Whatever the reasons, if you have chosen to feed your baby formula the midwives will provide support and information. Generally your hospital will encourage you to breastfeed, but will support and help you whichever way you feed your baby.
Why breastfeeding is ideal
When you are pregnant, your body makes milk for your baby. It is the perfect food as soon as your baby is born, even if your baby is born prematurely.
Up to 6 months breast milk is all the • nourishment your growing baby needs.
Between 6 and 12 months of age, • your milk is still able to provide your baby with most of the ingredients they need, as you introduce other foods.
Breastfeeding is good for you and your • baby, even if you are unwell, pregnant, playing sport or menstruating (having your monthly periods).
Breast milk is always fresh, the •
For more information on this topic or any issues related to pregnancy, birth or babies, call the free 24 hour helpline:
1800 882 436
Remember, the information on this fact sheet should not be used or relied on as an alternative to professional care. If you have a particular problem, see your health care professional.
perfect drinking temperature, satisfies your baby's thirst and hunger, is convenient, portable and ready for your baby.
In fact, the more your baby • breastfeeds, the more milk you make.
For your baby
Breastfeeding is the ideal way to feed your baby because:
Breast milk is a complete food for • your baby's growth and development for the first 6 months
Breast milk contains antibodies that • help to protect your baby from germs and illnesses, like diarrhoea, chest and ear infections
Breast milk contains long chain • fatty acids that help your baby's brain develop
It is a great way to calm and comfort • an upset baby
It develops a special closeness • between you and your baby
Breast milk is easier to digest than • infant formula or cows' milk
It helps the baby's jaw and tooth • development.
For you
Breastfeeding is great for you because:
Breast milk is always ready to give • to your baby; you don't have to do anything to get it ready.
Breast milk is free - don't have to buy it! •
You have a chance to rest when you • sit or lie down to breastfeed.
How will you feed your baby? – continued
Breastfeeding gives you a chance to • have a quiet time with your baby.
Not all babies need or want a dummy. •
Your periods may take longer to • return while you are breastfeeding.
Breastfeeding helps make your uterus • (womb) return to normal size soon after your baby is born.
Breastfeeding may help you to lose • extra fat you have stored from your pregnancy.
You gain some protection against • pre-menopausal breast cancer, ovarian cancer and osteoporosis.
When formula feeding is necessary
It may be necessary to feed your baby formula:
When you cannot overcome • problems with breastfeeding.
If your baby has a special reason to • have formula, such as a metabolic disease, and cannot have breast milk.
In some cases if you are very ill. •
If you are HIV positive (have the virus • that causes AIDS).
If you do choose to feed your baby formula, no matter what the reasons, you should be reassured that your baby will thrive and that you will receive help and support from your midwife or child health nurse.
For more information, have a look at the topic Bottle Feeding all About formula feeding.
Using a dummy
Some babies find dummies comforting, but there a few things to watch if you wish to give your baby a dummy:
It is best not to give your baby a • dummy before he or she has learnt to breastfeed well (usually not until about 6 weeks old).
The Pregnancy, Birth & Baby Helpline is a service provided by the National Health Call Centre Network, operating as healthdirect Australia.
A dummy should not be given instead • of a breastfeed or love and attention.
Some research suggests that using • a dummy helps protect a baby from sudden infant death syndrome (SIDS).
Make sure your baby's dummy is • always kept clean by washing it in warm soapy water and rinsing it. Do not 'clean' it by putting it into your mouth.
Check your baby's dummy regularly • for signs of wear - babies can choke on pieces that break off their dummy.
Do not put honey, glycerine or any • other type of sweetener on your baby's dummy, as these can cause tooth decay when your baby's teeth come through.
Never tie the dummy around your • baby's neck because it could choke your baby. If you want to, you can attach the dummy to the front of your baby's clothing using a short cord.
The information contained in, or accessed through, this Website is for your general information and use only and is not intended to be used as medical advice and should not be used to diagnose, treat, cure or prevent any medical condition, nor should it be used for therapeutic purposes. The information is not a substitute for independent professional advice and should not be used as an alternative to professional health care. If you have a particular medical problem, please consult a healthcare professional.
The content of this fact sheet was provided by the South Australian Government's Children, Youth and Women's Health Service. The South Australian Government does not accept responsibility for the accuracy of this reproduction. | <urn:uuid:566aad80-10a2-4431-adc1-b441b6b089c1> | CC-MAIN-2019-26 | https://www.dralexpolyakov.com.au/assets/Uploads/7c653cbc5d/how-will-you-feed-your-baby.pdf | 2019-06-27T09:09:27Z | crawl-data/CC-MAIN-2019-26/segments/1560628001014.85/warc/CC-MAIN-20190627075525-20190627101525-00534.warc.gz | 734,378,229 | 1,409 | eng_Latn | eng_Latn | 0.998282 | eng_Latn | 0.9983 | [
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0. Irish Potato Famine - The Great Hunger Story Preface
1. THE BACKDROP
2. IRISH POTATOES
3. THE POTATO BLIGHT
4. A NATIONAL CATASTROPHE
5. THE POOR LAWS
6. EJECTED, STARVING PEOPLE in IRELAND
7. FROM COTTAGES to BOG HOVELS
8. DEATH AND DYING
9. MASS EXODUS
This sign, along a road in Belfast (Northern Ireland), reminds viewers of the Irish Potato Famine, which the Irish people refer to as An Gorta Mór ("The Great Hunger"). Image, by Miossec, online via Wikimedia Commons. License: CC BY-SA 3.0
What, in the name of Heaven, we to do? The country is gone!
is to become of us? What are The Times May 23, 1849
The country wasn't gone but many people were. They had either died or fled when the effects of the "Great Potato Famine" dragged on for five years.
The wounds still run deep. The Irish people say there wasn't a famine in Ireland ... there was The Great Hunger. Famines result when all crops fail. Only the potato crop had "the blight."
During the blight, other crops were still produced in abundance on the Emerald Isle. It's just that much of the food (too expensive for penniless people to buy) was shipped elsewhere.
The Irish-grown food was shipped elsewhere because British laws, imposed on Ireland, required it. Those requirements led to a famine of catastrophic proportions.
See Alignments to State and Common Core standards for this story online at:
http://www.awesomestories.com/asset/AcademicAlignment/Irish-Potato-Famine-The-Great-Hunger
See Learning Tasks for this story online at:
http://www.awesomestories.com/asset/AcademicActivities/Irish-Potato-Famine-The-Great-Hunger
Questions 2 Ponder
If Only One Crop Fails, How Can There Be a Famine?
In the mid-19th century, when potatoes in Ireland had the "potato blight," a massive famine followed, forever changing Irish history.
It was only the potato crop which had failed, however. During the time of the "potato famine" - between 1845-1849 - other crops were thriving. How could it be that people were starving when other crops had not failed?
Even after the potato crop no-longer had "the blight," Irish peasants were starving and dying (if they were not leaving their homes because of evictions or emmigration). What caused this ongoing stress and disruption in their lives?
If people in a country are starving, is it likely - or not likely - that others living in that same country would turn away from the desperate needs of their countrymen? Explain your answer.
Irish Potato Famine - The Great Hunger
Media Stream
The Great Hunger: Ireland 1845-1849 - by Cecil Woodham-Smith
Image online, courtesy the amazon.com website.
View this asset at:
http://www.awesomestories.com/asset/view/The-Great-Hunger-Ireland-1845-1849-by-Cecil-Woodham-Smith
Penniless People and Food Riots in Dungarvan
Image and article, referenced above, online courtesy Steve Taylor via the Vassar College website.
PD
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Irish Potato Famine - The Great Hunger
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The Safe Food Handler, Page 4-6
Can They Handle It? - For each situation, should the worker be working?
No Sue has developed a sore throat with fever since coming to work. Sore throat with a fever is one of the five symptoms of foodborne illness and so the worker should be excluded from working in the establishment.
Yes Cindy has itchy eyes and a runny nose. Itchy eyes and a runny nose are not symptoms of foodborne illness so Cindy would be able to work. However, each time Cindy wipes her eyes or her nose, she must properly wash her hands for 20 seconds using warm water, soap, and drying with a paper towel.
No Tom vomited several times before coming to work. Tom cannot work because vomiting is a symptom of foodborne illness. Tom can return to work once the vomiting has stopped. If a medical professional determines that there is another reason for Tom's vomiting that is not related to foodborne illness, Tom can work as long as he presents proper medical documentation. If the worker was a pregnant female, the vomiting would be determined to be due to morning sickness and so she could work. After each episode of vomiting, hands must be properly washed for 20 seconds using warm water, soap, and drying with a paper towel.
No Juanita has had a sore throat for several days but still came to work today. Juanita cannot work because she has had a sore throat for several days and so the cause of the sore throat might be an infection. Juanita can return to work she no longer has a sore throat. If a medical professional determines that there is another reason for Juanita's sore throat that is not related to foodborne illness, she can work as long as she presents proper medical documentation.
No Rhonda has made several trips to the bathroom because she has diarrhea. Rhonda cannot work because diarrhea is a symptom of foodborne illness. Rhonda can return to work once the diarrhea has stopped. If a medical professional determines that there is another reason for her diarrhea that is not related to foodborne illness, Rhonda can work as long as she presents proper medical documentation. After each episode of diarrhea, hands must be properly washed for 20 seconds using warm water, soap, and drying with a paper towel.
Yes Paul has been coughing all morning. Paul can work because coughing is not a symptom of foodborne illness. Each time Paul coughs he must be sure to not contaminate food. If he should touch his mouth, his hands must be properly washed for at least 20 seconds using warm water, soap, and dried with a paper towel.
HACCP In Your School
Answer Key
What Did Karen Do Wrong? - Karen is washing her hands after handling raw chicken. Mark an "X" next to each step that Karen did not properly follow.
For each step that Karen did not properly follow, what should she have done?
Karen should have washed her hands in a handwash sink and not the produce sink. Washing hands in the produce sink could contaminate the sink with harmful microorganisms and so subsequently contaminate any food that is prepared in that sink. Produce sinks must be washed, rinsed, and sanitized after each use as they are food-contact surfaces.
Karen must use handsoap to wash her hands rather than detergent. Dish detergent is harsher than is handsoap and so could result in excessive drying of the skin. When washing dishes with detergent, rubber gloves should be worn to protect the hands.
Check Their Hands - What must each of the following workers do before they begin handling food?
Maria – she has polished nails
Maria cannot work until she removes the polish from her nails. Nail polish could serve as a physical hazard.
Janine – she has long nails
Janine cannot work until she trims her nails. All workers must have short, unpolished nails. Broken nails could serve as a physical hazard.
Samantha – she has short nails
She can work as short nails are easy to clean.
Bob –he has a sore on the top of his hand
Bob must bandage his sore and then wear single-use, non-latex plastic gloves while he is handling exposed food, single-use articles, cleaned and sanitized dishware, and clean linens.
What Did Sue Do Right? - Before going to work, Sue took a shower, trimmed her fingernails, and put on a fresh coat of nail polish. She then put on her bracelet, a watch, and her clean clothes, and went to work. What did Sue do right and what did she do wrong?
Right
Wrong
Sue took a shower Sue trimmed her nails Sue put on her clean clothes
Sue put on a fresh coat of nail polish Sue put on her bracelet and a watch
Test Your Knowledge - True or False
True
Jewelry should not be worn when handling food. Jewelry cannot be worn on hands and forearms. The only exception is that a plain wedding band can be worn. Plain wedding bands cannot include gemstones. Some school districts prohibit wearing earrings and necklaces. **If a medical alert bracelet is worn around the neck, the chain onto which it is attached must be long enough to tuck it into the shirt. Earrings and necklaces can fall off into food and serve as a physical hazard. They also could get caught in equipment during work and cause a physical injury to the wearer.
False
True
False
True
True
True
Nail polish and false fingernails can be worn when handling food if single-use gloves are worn.
Nail polish and false fingernails can serve as a physical hazard so cannot be worn when handling food, cleaned and sanitized dishware, clean linens, and single-use articles.
Bathe or shower before coming to work each day. Workers must be clean before coming to work.
After washing your hands, rinse them under cool water.
Workers must rinse their hands under water that is at 100 o F or hotter. Water at this temperature allows for better lathering of soap and so better washing of hands. Hot water should not be used to wash hands as it can cause hands to dry out.
You can contaminate food if you touch it after sneezing into your hands.
Wash your hands each time you touch your face or hair.
A dirty apron could be a source of harmful microorganisms.
Purchasing and Receiving, Page 9
Accept Or Reject - Mark with a "✔" which of the following foods should be accepted and with an "✖" if the food should be rejected.
Ground beef must be cherry red in color. Gray beef is a sign that the meat is old
Reject Ten pound package of ground beef that is gray in color. or possibly has been temperature-abused.
Reject Two cartons of shell eggs that are at 50 o F. Shell eggs must be at 45 o F or colder when received. Liquid pasteurized eggs must be at 41 o F or colder when received.
Reject
25-pound bag of flour with a small tear in the bottom corner A small tear in a bag could serve as an opening for insects or rodents to enter the product. Insects and rodents carry pathogens on their bodies and so could contaminate the food. Foods that are in paper-type packaging should be stored in a durable, food-grade container to prevent tearing or contamination during storage. If food is removed from its original packaging and stored in a container, the container must be labeled with the common name of the food on the side as to the contents inside the container.
Accept Case of canned corn, one can is slightly dented but the dent is not on the seam Cans can be accepted if the dent is shallow and not on a seam. There are usually three seams for most canned foods – one on the sidewall, one where the lid meets the sidewall, and one where the bottom meets the sidewall. Sharp dents or dents on seams can create small pin holes. Bacteria and other contaminants can enter the food through these small pinholes.
Reject Two, one-gallon containers of milk that have a sell-by date of yesterday Foods cannot be served in school foodservice past the expiration date that is stamped on the side on the packaging.
Reject Frozen pizzas that have thawed completely. All frozen food must come in frozen. Frozen foods that are thawed cannot be accepted because thawing is a sign of temperature abuse. While the temperature might never have increased to above 41 o F, one cannot be certain of this so all thawed frozen foods must be rejected.
Accept
Packaged lettuce that is in a clean bag that is labeled
HACCP In Your School
Answer Key
Test Your Knowledge - True or False
True
Shell eggs that are at 45
False
False
False
True
o
F are safe to accept.
You can accept dented cans as long as the dent is only on the seam. Dents can only be on the body of the can, not the seam or where the top or bottom meets the sidewall. Also, the dent must be shallow and not sharp. Sharp dents can have pinholes, which will allow bacteria and other external contaminants to get into the food and contaminate it.
Meat that is brown in color is okay to accept because it will be cooked. Food must be cherry red in color and must be at 41oF or colder. Brown meat is a sign that the meat is old or possibly temperature-abused.
Check the temperature of every carton of milk before putting into storage. It is not practical to check the temperature of every carton of milk, therefore, one should randomly select one carton of milk that is on the outside of the delivery crate. The carton must be opened and the temperature measured. This milk does not need to be thrown out. It cannot be served as a beverage but it can be used in cooking.
If a frozen food is rock hard, it can be put in the freezer.
True
Watermarks on a container of frozen food is a sign of temperature-abuse.
Storage, Page 15-18
What Is the Correct Storage Temperature? - Record the proper storage temperature (°F) for each food item in the space provided.
41 o F Individual cartons of milk
Once displayed on a serving line, the milk must be used within three days. However, if stored unopened, in the kitchen, can be saved until the sell-by date.
41 o F
Fresh chicken pieces
41 o F
Chopped lettuce
All cut produce must be stored at 41 o F or colder
0 o F Precooked frozen beef patties
50-70 o F Cans of soup
Once opened must be used within three days because opened cans of soup are classified as a leftover.
HACCP In Your School
Answer Key
41 o F Fresh ground turkey
Shell eggs can be stored at 45 o F or colder
50-70 o F Bag of flour
Once received put into a food-grade container to prevent exposure to moisture, dirt, and insects. Opened bags of flour and other dry goods do not need to be used within three days, they can be used within a timeframe outlined on a storage shelf-life chart.
50-70 o F Whole apples
Uncut produce can be stored at room temperature or below
0 o F Frozen pizza
Frozen foods must be kept frozen until before preparation. If pizza thaws it can be refrozen as long as the temperature is not more than 41 o F. However, each time a food is thawed and refrozen, the quality of the food decreases.
50-70 o F Commercially processed brownies
Once the package is opened, all of the brownies must be used within three days. The only exception would be if each brownie was individual packaged then they would not need to be used within three days.
50-70 o F Canned fruit cocktail
Once opened, store at 41 o F or colder
41 o F Cut bananas
Cut produce must be stored at 41 o F or colder
41 o F Tuna salad made in-house
Must be used within three days of preparation
What's Wrong? - Describe what Janet did wrong.
A shipment was delivered to Hilltop Elementary in early May. Janet, who was in charge of receiving, inspected the shipment and immediately began storing the items. She loaded a case of sour cream on the dolly and wheeled it over to the reach-in refrigerator. When she opened the refrigerator, she noticed that it was full; however, she did find a place for the sour cream on the top shelf next to several packages of fresh ground beef.
Next, she put several cases of fresh ground turkey in the walk-in refrigerator. She noticed that the temperature on the outside of the walk-in was 39°F. As Janet moved inside, she bumped into a hot stockpot of chili that was on the floor. She moved the chili over and made a space on the floor next to the door for the ground turkey.
Janet returned to the receiving area and loaded several cases of pasta on the dolly. She stacked the boxes on shelves in the dry storeroom and gave a quick glance at the thermometer in the dry storage room, which was 90°F. When she was finished stacking the boxes, Janet returned the dolly to the receiving area.
Janet stored the sour cream next to the fresh ground beef – ready-to-eat (RTE) foods should always be stored above raw, non RTE foods. It must be moved to another shelf so that it is below the sour cream.
Stockpot of chili was cooling on the floor – the chili should have been transferred to shallow containers, loosely covered, and put on a shelf at least six inches off the floor. The stockpot should also be stored above raw, non RTE foods. Cooling foods must be chilled to 41 o F or colder within four hours.
Janet stored the ground turkey on the floor – food must be stored at least six inches off the floor. If the ground turkey cannot be stored below other raw, non RTE foods then it must be stored in a deep container (to catch drip) and completely separated from other foods. She put food in the storage room that was at 90 o F. The dry storeroom must be between 50 o F and 70 o F. The temperature of the dry storeroom must be checked once a month and recorded on one of the weekly inspection forms.
Organize this Refrigerator - Organize your refrigerator so that each food is protected from crosscontamination. To help you do so, identify which of the following foods are "RAW" or ready-toeat "RTE". Then organize all foods in the refrigerator.
* Ready-to-eat (RTE) foods can be stored in any way in the refrigerator as long as they are always stored above raw, non RTE foods.
* Raw, non RTE foods that have different endpoint cooking temperatures must be physically separated so that there is no possibility of cross-contamination. Therefore, one needs to identify the endpoint cooking temperature of the raw foods:
o Ground turkey (165 o F)
o Shell eggs (155 o F because all foods in schools are hot-held)
o Raw chicken (165 o F)
* All of these can be stored on the same shelf but must be stored in deep containers that will contain any drip.
* It would be best to store the shell eggs over the chicken and turkey as shell eggs usually come in open pallets.
Test Your Knowledge - True or False
True
You must store deliveries immediately after you have inspected them.
True
You must check the temperatures of all refrigerators each day. The temperature of all refrigerators must be checked seven days a week and the results recorded on the Daily Refrigeration Inspection form. If the temperature is
not checked on Saturday or Sunday, a line must be drawn through the form to indicate that the temperature was not checked.
True
False
True
False
False
False
True
You must store foods that are the oldest in the front and the newer foods in the back.
Old must be stored in the front and the new in the back. During a class ask what method of first-in, first-out (FIFO) is being used as there are many variations.
Leftover chili must be used within four days.
Leftovers must be cooled to 41 o F within four hours, properly labeled, and used within three days of preparation. If the chili was prepared on a Friday and Monday is a holiday then the chili must be thrown out.
Bread that was prepared on January 6 and that is frozen must be used before February 6.
Pre-prepared bread can be frozen for up to four weeks if bread is listed on the pre-prepared food list that is filed in Binder 1: Menu and Recipes.
All produce must be washed before storage.
Uncut produce must be washed under cool water before preparation but not before storage. Never use sanitizer or soap. Precut produce does not need to be washed before preparation/service as it has already been cleaned. However, if one opts to wash it that is an acceptable practice.
Freezer temperatures need to be checked at least once per week.
The temperature of all freezers must be checked seven days a week and the results recorded on the Daily Freezer Inspection form. If the temperature is not checked on Saturday or Sunday, a line must be drawn through the form to indicate that the temperature was not checked.
You can store cleaning supplies with food as long as the container is properly labeled.
Chemicals must always be stored separately from food so that there is no accidental misuse of the chemical.
Foods must be stored at least six inches above the floor.
True
Raw meat must always be stored below cooked or ready-to-eat food.
Unopened cartons of milk that are on the serving line at the end of the day must
True be used by the date that is stamped on the package.
Thermometers, Page 20
What's Wrong? - Describe what Samantha did wrong.
Samantha is responsible for checking the accuracy of the five metal-stem thermometers that are used to check food temperatures. She gets all of the metal-stem thermometers from their storage location. She then gets a large drinking cup and fills it with ice cubes and then cold water. She lets it get cold. She then puts all of the thermometers into the ice water. Three of the thermometers were at 32ºF. Two were not. Samantha records on the Daily Production Plan that she has checked the accuracy of the thermometers. She puts the thermometers back into their storage place so that they can be used later in the day.
Samantha used ice cubes – she should have used crushed ice.
She puts all thermometers into the ice water – if she does this, she needs to make sure that the thermometers are inserted at least two inches and do not touch the side or the bottom of the cup.
Samantha did not calibrate the two thermometers that were not correct. If the thermometer is not accurate, it must be properly calibrated before using. If it cannot be calibrated, it must be thrown out.
Test Your Knowledge - True or False
True
If measuring the temperature of ready-to-eat foods, clean but do not sanitize the probe or stem of the thermometer between each use.
Ready-to-eat foods (RTE) are generally not viewed as sources of cross- contamination as they are ready-to-eat and so should not need a heat treatment to
reduce the numbers of pathogens on the food.
Food is in the temperature danger zone when it is between 41°F and 145°F. According to the School HACCP Plan, the temperature danger zone is between 41 o F and 140 o F. The temperature danger zone is between 41 o F and 135 o F according to the 2009 Food Code.
Check the accuracy of all food thermometers each day before they are used. All food thermometers must be checked for accuracy each day using either the boiling point or ice point method. If the thermometer is not accurate, then it must be calibrated to be accurate before it is used. The HACCP Plan requires that this be noted on the Daily Production Plan.
The correct reading of a thermometer must be 45
o
F when using the ice-point method to calibrate a thermometer.
The correct reading on the thermometer must be 32
o
F when using the ice-point method.
To accurately check the temperature, fill a container with crushed ice and then cold water. Insert the thermometer probe into the container and then check
False
True
False
True
HACCP In Your School Answer Key the temperature.
Preparation, Page 24 - 25
Let's Get Cooking - Record the safe cooking temperature (°F) for each food item.
What's Wrong? - Describe what Sharonda did wrong.
At 12:30 p.m., Sharonda checked the temperature of a pan of spaghetti with meat sauce that had been on the serving line. It was at 140°F. She loosely covered it before putting it into the refrigerator. At 2:45 p.m., she checked the temperature and found that the pan of spaghetti with meat sauce was at 86 o F. The next day, Sharonda pulled out the pan of spaghetti and reheated it to 165 o F before putting it onto the serving line.
Sharonda needed to throw out the spaghetti sauce because it was not at 70 o F within two hours. Most school foodservice workers will leave within one to two hours after the last child is served, therefore, cooled food must be at 70 o F before they leave. If it is not at this temperature, it must be discarded. Also, Sharonda should have divided the spaghetti sauce into smaller containers so that it would cool faster or she could have put the pan in an ice water bath.
Sharonda reheated the spaghetti with meat sauce even though it had not been properly cooled. The spaghetti should have been thrown out.
What's Wrong? - Describe what Ann did wrong.
Ann is responsible for taking the temperature of all foods before they are put on the serving line. Lasagna is being served that day. At 10:30 a.m. before she removes the lasagna from the oven, she checks its temperature using an oven thermometer. The reading is over 150 o F so Ann pulls it out of the oven and puts it into a hot cabinet. She notes 150 o F on the daily production sheet. At 11:00 a.m. she checks the temperature of the lasagna with a metal-stemmed thermometer before putting it on the serving line. It is at 132 o F. Ann figures that only thirty minutes has passed so she puts the lasagna on the serving line.
Ann used an oven thermometer to check the temperature. She should have used a metal-stem or other thermometer that could read temperatures between 0 o F and 220 o F.
HACCP In Your School
Answer Key
Lasagna must be cooked to at least 165 o F or hotter, because it is a casserole-type food. Ann should not have put it into the hot cabinet until it had reached 165 o F or hotter.
The lasagna is at 132 o F and no food that is not at proper temperature can be put onto the serving line. She should have reheated it or thrown it out. The corrective action for foods that are being hot-held is: hot foods that are not at proper temperatures, must be reheated to 165 o F or hotter for fifteen seconds if the temperature is below 140 o F and the last temperature measurement was 140 o F or higher and taken within the last two hours.
Test Your Knowledge - True or False
Service, Page 28 - 29
To Re-serve or Not to Re-serve? - Which of the following foods can be safely re-served?
No Ice cream bar sold to a student but then returned to the cashier after leaving the serving line. Once the student is past the cashier, food cannot be recovered or re-served.
Yes Carton of milk served to an elementary school child who says that they do not want it before leaving the serving line If the milk has not passed the cashier, it can be recovered but not re-served.
Yes Bag of chips that a student puts on his tray but has no money to pay for it so gives it back to the cashier before leaving the serving line. Commercially packaged food can be recovered as long as the food is recovered while the student is at the serving line and only non-potentially hazardous foods can be re-served. If the student has passed the cashier, no food can be recovered or re-served.
No Uncovered bowl of salad that a student put on the tray but decides they do not want it when they get to the cashier If the salad is not commercially packaged, then it cannot be recovered and reserved. If it is commercially packaged, it can be recovered as long as the student has not gone past the cashier. It cannot be re-served if classified as a potentially hazardous food.
No Bag of pretzels that a student bought but returned to the cashier cashier after leaving the serving line. No food can be recovered and re-served once the student has past the cashier.
No Brownies baked in the operation that a student buys but then wants to return to the cashier in exchange for cookies. Only commercially packaged foods can be recovered and re-served, if the student has not passed the cashier.
What's Wrong? - Describe what Mary and Sharon did wrong.
Mary and Sharon are working the serving line at Haysbrook Middle School. Mary is responsible for the cash register and Sharon for serving food. Two students came through the line and Sharon gave them the meal of the day – baked chicken, mashed potatoes, and green beans. One of the students decided that he did not want it and wanted a hamburger instead so he gave his food back to Sharon. She took it and served it to the student who was behind him. At the cash register, one student decided that he did not want the chips that he put on his tray and Mary let him return the chips. Later on a student came back up to Mary and said that they were not going to drink their milk so that she could give it to somebody else. Mary took it and threw it out.
Sharon should not have re-reserved the meal of the day (baked chicken, mashed potatoes, and green beans) because it was not packaged. Only commercially packaged foods that are in good condition can be re-reserved.
Test Your Knowledge - True or False
True
If food is not held at the proper temperature, those who eat it could get sick.
True Food being held at room temperature is in the temperature danger zone.
True
A intact bag of chips that a student puts on their tray can be returned if they have not passed the cashier
False
Once milk is served and the student goes to the dining area, it cannot be returned to the cashier or collected for service to others.
Commercially packaged food can be recovered and re-served as long as the food is recovered while the student is at the serving line. If the student has passed the cashier, then the milk can be recovered but not re-served.
False
Tongs or hands can be used to dispense ice.
Using tongs or hands could contaminate ice so an ice scoop must be used to dispense ice.
Sanitation, Page 32 - 33
Food Contact Surface or Not? - Identify items that are food-contact surfaces "FCS" and place an "X" next to items that are non-food contact surfaces "non-FCS". FCS items need to be both cleaned and sanitized.,
FCS stockpots
FCS plates
FCS cutting boards
X walls
FCS forks
X floors
X gaskets on the refrigerator
X trashcans
FCS tables in the dining area
X base of the mixer
FCSbaking sheets
Food-contact surfaces must be washed, rinsed, and sanitized between uses. Non-food-contact surfaces only need to be washed and rinsed.
What's Wrong? - Describe what Sarah did wrong.
Sarah is cutting up raw chicken before cooking them today for lunch. After finishing, she rinses the knife in the hand sink and dries it with a dishtowel. Sarah's manager tells her that Sue is not coming in because she is sick so she will have to chop up lettuce for salads. Sarah takes the knife she used with the chicken dips it into a sanitizing solution and then uses it to chop lettuce for salads. While making salads, the manager tells Sarah that the chicken needs to be cut into small pieces so she stops chopping lettuce and cubes the chicken. After finishing, she returns to chopping the lettuce for the day.
Sarah rinsed the knife in the handsink. It should have been washed, rinsed, and sanitized in a three-compartment sink or put into a dish machine to clean.
Sarah did not wash, rinse, and sanitized the knife after cutting the chicken and before chopping lettuce – both times. The knife is a food-contact surface.
Sarah used a dish towel to dry the knife – she should have let the knife air-dry. A dish towel could be contaminated.
Sarah did not wash the knife before dipping it into sanitizing solution – sanitizers do not work on unclean surfaces.
Test Your Knowledge - True or False
False
Surfaces must be sanitized before they can be cleaned.
Sanitizer only works on a properly cleaned and rinsed surface. All food-contact surfaces must be washed, rinsed, and sanitized, whereas, non-food-contact
surfaces only need to be washed and rinsed.
Cleaning reduces the number of microorganisms on a surface to a safe level. Cleaning removes dirt and debris; proper sanitizing reduces the number of microorganisms on a surface. Sanitizing is only effective on a properly cleaned and rinsed surface.
The exterior of a refrigerator is a non-food contact surface so it needs to be cleaned but not sanitized.
A chlorine sanitizing solution must be at least 100 ppm to be safe to use.
A chlorine sanitizing solution must be at least 50 ppm.
After cleaning and sanitizing items, dry with a clean cloth.
Items should be air-dried and not dried with a clean cloth towel. Items must also be completely dried before putting them into storage. All cleaned and sanitized items must be stored at least six inches from the floor.
Use a test kit to check the concentration of chemical sanitizer in a threecompartment sink.
The proper test kit must be used – a chlorine test kit to measure chlorine; a quat kit to measure quats; and an iodine kit to measure iodine.
False
True
False
False
True
HACCP In Your School
Answer Key
True
Material Safety Data Sheets (MSDS) provide information about hazardous chemicals.
True A slicer is a food-contact surface so it must be cleaned and sanitized.
Integrated Pest Management, Page 36
What's Wrong? – Describe what Ken did wrong.
Ken opened up the kitchen on Monday and noticed what looked like mouse droppings in the storeroom. He also noticed a few cockroaches near the garbage can, which was not removed for the weekend. Ken calls maintenance to have them put in mouse traps but decides to treat the cockroaches himself. He takes a can of Raid and sprays it all over the garbage can and in the area.
Ken sprayed with Raid. He should not be applying any pesticides. Only professionals should spray the area. There also needs to be a 72-hour notice to parents and guardians specifying that spraying will take place.
What's Wrong? – Describe what likely caused this problem. How should it be corrected? How can Ken prevent it from occurring again?
While Ken was taking inventory of supplies in the storeroom, he finds beetles crawling on the floor near one storage rack. He traces them back to nearby bags of flour stacked of the floor. The two bottom bags have holes and they heavily infested with beetles.
Most likely this problem was caused because Ken did not inspect the items when they were delivered. Discarding the infested bags in the trash and cleaning up the storage area can correct the problem. This can be prevented by placing items in storage containers and routinely checking the area for signs of pest activity (like spotting the beetles).
HACCP In Your School
Answer Key
Test Your Knowledge - True or False
T
Food items such as flour should be stored in their original containers.
Food items such as flour may also be stored in properly labeled bulk containers.
T Garbage cans in work areas should have their lids on at all times during work hours.
T Never store pesticides in anything other than their original containers.
F The best control for stored food pests is monthly spraying of storage areas. The best control is prevention. Inspect all incoming items for the presence of pests, throw away and clean up all spilled or contaminated items properly, and keep the grounds clean.
F Bags of flour and rice that are passed their expiration date should be mixed with new stocks when they arrive.
Foods that are past-dated should be thrown out. All incoming product should be inspected for pests.
Prepared by:
Angela M. Fraser, Ph.D., Associate Professor/Food Safety Specialist, 2006
Updated, Benjamin Chapman, Ph.D., Assistant Professor/Food Safety Specialist and
Audrey Kreske, Ph.D., Extension Associate, 2012
Department of 4-H Youth Development and Family & Consumer Sciences
Michael Waldvogel, Ph.D., Extension Assoc. Professor/Specialist
Patricia Alder, Structural Pest Management Training Coordinator
Department of Entomology
NC State University, Raleigh, NC 27695-7605
The material in this workbook is based upon work supported by the NC Department of Public Instruction. For more information, contact Dr. Benjamin Chapman at 919-515-8099 or at email@example.com.
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® Health Letter Vol. 35 • No.6 JUNE 2015
"An ounce of prevention is worth a pound of cure."
A distraction-free dose of nature can do you some
When is the last time you immersed yourself in nature — not just a walk around the neighborhood with your phone glued to your ear?
good
Spending time in nature — without distractions — may help awaken your senses, renew your spirit, boost your creativity, and improve your physical health.
* Pick a place that doesn't get many visitors.
* Study up on the area beforehand. Learn about the plants and animals, what is approachable and what, if anything, you should be cautious about. Also, familiarize yourself with the lay of the land so you won't get lost.
* Don't use scented soap, perfume, or cologne ahead of time. The smell could attract insects and scare away other animals.
* Let someone know where you're headed and when you plan to be back in case something happens.
* Bring both binoculars and a magnifying glass for better viewing.
* Consider going in the morning or early evening, when wildlife might be most active.
* Walk quietly and don't talk.
* Pause frequently to look and listen. Find a comfy place and sit down for a bit.
* Never feed the animals.
* Take any trash with you.
For more information on getting in touch with nature, go to Jun.HopeHealth.com
Quick-Read!
The easy way to clean eating
Small steps toward eating less processed foods can make a big difference. Pg. 2
Health habits to help you stay fit for good
Discover four simple strategies for lifelong fitness. Pg. 3
Think before you ink
What you need to know before you get a tattoo. Pg. 4
Conversation courtesies
Are you minding your manners, or are you a motor mouth? Find out. Pg. 5
How to hold a budget-friendly backyard bash
Be the host or hostess with the 'mostest' without breaking the bank. Pg. 6
What's for dinner?
It can be a mundane task to think up new and healthful dinners each night. Get help by going online. Pg. 7
Make carbs count
When you have diabetes, foods containing carbohydrates can be a friend or a foe. Choose wisely so foods work for you, not against you. Pg. 8
"Never does Nature say one thing and Wisdom another."
— Juvenal
Outer Aisle Fresh:
Making sense of seaweed
Seaweed has long been a staple in Asian and South Pacific diets, but it's emerging in Western cultures as a new superfood.
You may recognize the dark-green nori seaweed wrapped around sushi rolls, but did you know there are several edible seaweed types, ranging in color, texture, and flavor?
* Seaweed is considered algae, and there are more than 30 recognized kinds.
* Seaweed comes in three colors: red, green, and brown.
* Miso soup, broths, sushi, and salads are just a few ways seaweed is used in foods.
* All varieties are rich in calcium, copper, iodine, iron, magnesium, manganese, molybdenum, phosphorus, potassium, selenium, vanadium, and zinc.
* One serving of seaweed has about 20% of the daily recommended amount of vitamin K.
* Seaweed is low in calories. Depending on the type, a cup of raw seaweed has between 25 and 40 calories.
Source: Food & Nutrition Magazine, published by the Academy of Nutrition and Dietetics
*
*
avocado, peeled and sliced
1 slice whole-grain bread • 1/2 Clean Eating Power-Up Toast
*
*
chia seeds
Salt and pepper to taste
1 hard-boiled egg, sliced
Directions:
*
2 slices tomato
1/2
mash them slightly with a fork. Season the avocado with salt, pepper, and as lemon
*
1/4
tsp.
Toast bread. Place the avocado slices onto the toast and with chia seeds.
240 calories, 13 g fat (3 g saturated much lemon juice as desired. Arrange tomato and egg slices on top. Garnish
Serves 1.
Per serving:
fat), 186 mg cholesterol,
161 mg sodium, 21 g carbohydrates,
12 g protein
The easy way to clean eating
Clean eating isn't some new fad diet; it's a lifestyle based on cutting out processed products and consuming foods in their whole and intended state.
Almost all processed foods contain flavor enhancers, which have been extracted and isolated from their natural state, refined, and added to these manufactured foods. Ingredients such as monosodium glutamate (MSG) and high fructose corn syrup are two examples.
The idea of clean eating is to stick to foods with few ingredients and focus on low-fat proteins, fruits, and vegetables; and fermented foods, such as yogurt and sauerkraut. Many clean eating plans also include complex carbohydrates, such as brown rice, quinoa, buckwheat, sweet potatoes, and whole-grain pastas and breads.
Things to avoid include refined sugar, high-fat meats, processed foods, candy, soft drinks, and trans and saturated fats.
The possible benefit of clean eating? Your blood sugar levels may remain on a more even keel, which may cause less strain on your body's systems and help you to feel fuller longer.
Small steps toward clean eating can make a big impact. Choose:
* A fresh apple instead of juice or sodas
* A salad with avocado, nuts, and vinaigrette instead of a sandwich on white bread
* Sweet potatoes instead of white potatoes
Sources: HealthyWomen; Academy of Nutrition and Dietetics
Wash fresh produce just before cooking or serving, not before storing.
GetMoving:
Health habits to help you stay fit for good
1. Exercise every day if you can — even if you only have a few minutes. A short stint of activity is better than none at all. Five or 10 minutes of walking can make a difference for your physical and mental health.
2. Variety is the spice of life — and fitness. Keep yourself from getting bored (and giving up) by mixing up activities. Do yoga one day and walk or jog the next. Throw in some strength training.
3. Don't wait for a special occasion to get in shape. Many people take up physical activity to lose weight or tone certain areas to look good for a special occasion, such as a wedding or reunion. Once the day has passed, so do their exercise efforts. Make fitness a lifestyle habit.
4.
Focus on how you feel, not necessarily on how
you look.
Think of physical activity as a way to help you to have
increased energy, to sleep better, and to feel more positive, not to fit into a certain
clothing size. Having the proper mindset may make it easier to stick to your fitness routine and not become discouraged when
you don't see physical changes.
School is out, now what?
If you're a parent, it's only a matter of time before your darlings drop the "I'm bored" bomb… unless you find creative, active ways to keep your kiddos entertained.
Here are some suggestions:
* Take a family bike ride
* Go for a hike
* Swim laps at the pool
* Run around the track at a nearby school
* Compete in relay races (think frog jumps, crab walks, wheelbarrows, etc.)
* Play freeze tag
* Hold a dance party
* Create a backyard obstacle course
* Play a game of HORSE basketball
* Put together a game of backyard soccer or kickball
Be sure your kids get at least 60 minutes of physical activity daily.
Take the kids for a walk. If their pace is too slow, add lunges, jumping jacks, or running in place to make yourself work harder while they keep up.
Bring the gym to your home, office, or even hotel room
Can't make a group fitness class because of weather, travel, or some other reason? No problem. Stream a group fitness class right to your computer or TV (if it has Internet access).
A quick online search of "live stream fitness classes" will give you several options from which to choose, depending on your interests, time, and budget. Most programs offer subscription-based access to view live classes. You can either participate wherever you happen to be during the actual live class or, in many cases, up to 24 hours afterward, which can come in handy if your daily schedule changes for some reason and you can't make the class time.
3
The Whole You PhysicalHealth:
Think before you
Have you been toying with the idea of a tattoo or permanent makeup? Before you go under the needle, make sure you think through all that's involved.
Here are some of the potential risks:
* Infection — Dirty needles can pass infections, such as hepatitis and HIV, from one person to another.
* Allergies — Allergies to some ink pigments have been reported and can cause problems.
* Scarring — Unwanted scar tissue may form when getting or removing a tattoo.
* Granulomas — These small knots or bumps may form around material that the body views as foreign, such as tattoo pigment particles.
Be sure to check with your local health department about the reputation of any tattoo provider you are considering.
Although you may be able to get reassurance as to the cleanliness of the provider and instruments used, you may not get much information about the inks or pigments. That's because there has been little research into the long-term effects on the body of inks and pigments used in tattooing and permanent makeup. The Food and Drug
(FDA)
is currently investigating inks and pigments to find out more.
Don't drive off without checking for children
Always check around your vehicle and driveway for kids — even if you don't have children of your own. You never know when a neighbor's child may have wandered into your yard.
* Walk completely around your parked car before getting in and starting the engine. Look for children and anything that could attract a child (such as a pet, bike, or toy). Be sure to check under your vehicle, too.
Administration
Source: U.S. Food and Drug Administration
Designing your bedroom for better sleep
To help get the best rest possible for overall health, create conducive conditions so your bedroom becomes your sleep sanctuary.
* Dim lights an hour before bed so your body begins to realize it's time to shift into sleep mode.
* Choose relaxing, peaceful wall colors and decorations.
* Make sure your room is uncluttered.
* Keep the temperature cool. Typically between 60 and 67°F is best.
* Reduce jarring noises, such as sound from a TV or radio, and create
a consistent, calming background sound using a fan or sound conditioner.
* Surround yourself with soothing scents, such as lavender or eucalyptus, using linen sprays.
Source:
National Sleep Foundation
* If children are in the area, ask an adult to supervise and find a safe spot for children to wait when vehicles are about to move.
Try to limit kid time in driveways.
* Pick up any toys, bikes, chalk, or other items that may entice kids to play there.
* Never allow children to play unattended in a driveway — even when cars aren't present.
* Encourage children to use the backyard instead.
Source: SafeKids.org
The Whole You EmotionalHealth:
Let Fido or Fluffy stay at home while you're away; it will be OK
Many people are opting to let furry family members stay at home and hiring a pet sitter to care for them.
A pet sitter likely will:
* Feed the pets and change water bowls
* Clean litter boxes and other messes
* Provide exercise and playtime
* Give any needed medications
Some pet sitters also bring in mail or newspapers, and alternate blinds and lights to provide a "lived-in" look to deter burglars.
For a pet sitter locator and interview questions for a potential pet sitter, go to
Jun.HopeHealth.com
Source:
Pet Sitters International
Before mom or dad moves in
More and more adult children are opening their homes to aging parents.
If you're considering having your mom and/or dad live with you, be sure to think through everything ahead of the move-in date to prevent as many potential problems as possible.
* Evaluate accommodations. Do you have room for your parents? Will you need to build an addition or renovate an existing space to meet your parents' living needs? How else might you need to modify your home to make it safe?
* Tackle the issue of time commitment. How much time will you need to devote to your parents' care? Will you need to adjust your current work schedule? If so, will your employer be understanding and flexible? If you need to reduce your work hours, how will that affect your own finances, career advancement possibilities, etc.?
* Prepare yourself for the power shift. Likely, the last time you lived with your parents, they were the authoritative figures and you were the dependent. Talk through any changes in family roles. Will you have direction or control of certain aspects of your parents' lives? How much autonomy will they have?
Conversation courtesies
How you talk to other people can either help or hurt relationships. It's true at work and at home.
* Check your volume — If you speak too loudly, people might think you're an attention seeker. If you speak too quietly, people might think you lack confidence.
* Limit laughter — Loud laughing can become annoying. Even a normaltoned, habitual laugh as you speak can be a distraction.
* Avoid interruptions — Allow people to finish thoughts before jumping in with your response or starting a new topic.
* Listen — Focus on what other people are saying so you can ask meaningful questions or provide specific feedback, which will show you care.
* Don't whisper — In a group setting, never whisper to one or two people. If you have something to say, share it with everyone. If you don't want to share it with everyone, wait until later to talk with specific people.
* Beware of body language — Maintain eye contact, and don't clench your fists, shake your leg(s), or tap your fingers or feet.
5
Source:
Family
Caregiver Alliance,
National Center on
Caregiving
FiscalFitness:
A crash course in credit insurance When you apply for a mortgage or personal loan, you likely will be asked if you want to buy credit insurance.
Putting graduation money to good use
Money or gift cards are popular, practical, and much-appreciated gifts when kids are graduating from high school or college and headed out into the "real world." Help your young adult to start his or her future on the right financial foot by giving wise advice on what to do with all that money.
* Stash some of the cash in savings.
* Set aside some of the financial gifts for books and supplies (including technology) if your child is headed to college or trade school.
* Devote some of the money to deposits on housing, utilities, etc., if your child is moving into his or her own place.
To save energy, draw curtains to keep heat out of rooms on hot days.
This insurance is optional and cannot be made a condition for loan approval. Credit insurance is designed to protect the loan — and your credit — if, for some reason, you can't make your payments.
There are four main types:
* Credit life insurance pays all or some of your loan if you die.
* Credit disability insurance, or accident and health insurance, makes payments on the loan if you become ill or injured and can't work.
* Involuntary unemployment insurance, or involuntary loss of income insurance, makes loan payments if you lose your job due to no fault of your own, such as a layoff.
* Credit property insurance protects personal property used to secure the loan if destroyed by acts such as theft, accident, or natural disasters.
Before you decide to buy credit insurance, figure out if it makes financial sense for you. For a list of some questions to ask yourself, go to Jun.HopeHealth.com
How to hold a budget-friendly backyard bash
Summertime is a fun time to host outdoor get-togethers with family and friends. If you want your guests to have a great time, but not break your bank account in the process, try some of these tricks:
* Send paperless invitations via email.You won't have to worry about purchasing paper cards and postage.
* Use seasonal produce. Fresh fruits and vegetables are plentiful during summer, and, as a result, often cheaper.
* Stick with simple, colorful décor. Think paper bunting and homemade lanterns. Check out the dollar store for supplies and get creative. You also could take out and string up holiday lights for evening shindigs.
Other ways to save money:
* Say yes to guests who offer to bring something.
* Throw a potluck. As the host, you can take care of the main dish and drinks. Your guests can bring the sides, salads, and desserts.
6
IssueInsight: What's for dinner?
Jennie Schuman is probably a lot like you. She juggles work and family commitments, and tries to squeeze healthy living into her hectic schedule when she can. Follow along on Jennie's Health Journey.
If you are the main chef in the family, some days hearing, "What's for dinner?" is like listening to fingernails on a chalkboard.Thinking up new and healthful items for dinner each night can be a mundane task.I have found a list of Websites that may be helpful with this process. Some of these even allow you to type in the ingredients you have on hand and will compile a recipe that will work for you.
Go to Jun.HopeHealth.com for the list of Websites, along with some helpful hints on selecting recipes.
ACROSS
1. How many minutes of daily physical activity kids should get (number spelled out)
2. An item to bring with you on a nature outing
3. Embracing clean eating means cutting out this type of food
10. Think about this commitment before having aging parents move in with you
11. An item that could entice kids to play in a driveway
12. A soothing scent to help with sleep
For the crossword puzzle answer key, go to Jun.HopeHealth.com
Crossword Workout—
Find out how well you know the health topics covered in this issue of the newsletter.
DOWN
1. A form of edible algae
3. An alternative to kenneling your pet while you're away (two words, no space)
4. A potential risk of getting a tattoo
5. This type of credit insurance pays all or some of your loan if you die
6. Where graduating children should put some of their gift money
7. As a conversation courtesy, don't do this
8. Save money on parties by sending this type of invitation
9.
To keep carbohydrates in check, fill half your plate with these types
of vegetables
Go to Jun.HopeHealth.com to find:
* More information on getting in touch with nature, aging parents moving in with you, and credit insurance
* A link to healthy recipes if you have diabetes
* A pet sitter locator
* Pet sitter interview questions
* The rest of Jennie's story
* This issue's crossword puzzle answer key
Scan the QuickResponse Code with your smartphone.
find us on Facebook
Facebook.com/HopeHealthToolbox
If you have a question or comment on a story, or a suggestion for topics you'd like to see covered in a future issue of the newsletter, leave a comment on our Facebook page.
The information in this publication is meant to complement the advice of your healthcare pro viders, not to replace it. Before making any major changes in your medications, diet, or exercise, talk to your doctor.
© 2015 by the Hope Heart Institute, Seattle, WA
Institute Founder: Lester R. Sauvage, MD
Material may not be used without permission. To view or make comments on this publication, visit HopeHealth.com/comments.asp
For subscription information, or reprint permission, contact: Hope Health, 5937 West Main Street Kalamazoo, MI 49009
Phone: 269-343-0770 • E-mail: email@example.com Website: HopeHealth.com
Printed with soybean ink. Please recycle.
Medical Editor:
William Mayer, MD, MPH
Managing Editor:
Jennifer Cronin
Medical Advisory Board:
Victor J. Barry, DDS
*
Renee Belfor, RD
*
Patricia C. Buchsel, RN, MSN, FAAN
*
Kenneth Holtyn, MS
* Reed Humphrey, PhD • Gary B. Kushner, SPHR, CBP
* Patrick J.M. Murphy, PhD • Barbara O'Neill, CFP
* Wallace Wilkins, PhD
Arrange your office so that you must get up and out of your chair frequently throughout the day.
7
YourHealthMatters: Focus on fruits and veggies
Consuming a variety of fruits and vegetables is a great way to fuel your body and keep it as healthy as possible. Summertime is a perfect time to add more produce to your meals because it's so plentiful. Take the month of June to enjoy fruits and vegetables to their fullest. Here are some ideas to consider.
June 1 – 7: Enjoy a simple smoothie for breakfast. Throw some berries and a banana into a blender, add some ice and milk and/or yogurt, and blend until smooth.
June 8 – 14: Eat a salad at lunch — either as the main component by adding a good, low-fat protein to it or as a side to a sandwich.
June 15 – 21: Swap out chips or a candy bar at snack time for a piece of fruit or vegetables with a dipping sauce made with low-fat, plain yogurt and herbs or spices.
June 22 – 30: Grilling outside for dinner? Don't forget to toss some fruits and vegetables onto the grill along with your meat. Grilled produce can be quite delicious.
HealthLetter
Make carbs count
Dealing with diabetes
When you have diabetes, foods containing carbohydrates can be a friend or a foe. Carbs don't need to be totally off limits; you just need to choose wisely so the foods work for you and not against you.
Here are some suggestions to get the most from your carb foods:
* Eat whole fruit instead of drinking juice.
* Opt for sweet potatoes instead of white potatoes.
* Select whole-grain breads and whole-wheat pasta instead of white bread and regular pasta.
* Eat whole-grain oatmeal instead of processed cereals.
* Swap out white rice for brown rice or barley.
Keeping the portion of carbs in check also is key.
* Make sure only about one-fourth of your plate includes starchy foods, such as starchy vegetables or grains, such as rice.
* Fill half of your plate with nonstarchy vegetables.
* Use the last quarter for your protein foods, such as fish or chicken.
* To keep portions smaller, make sure the food is a depth about the thickness of your palm.
"There are three kinds of memory: good, bad, and convenient."
— Author Unknown
"My favorite animal is the turtle. For the turtle to move, it has to stick its neck out."
— Dr. Ruth Westheimer
"Friends are like walls. Sometimes you lean on them, and sometimes it's good just knowing they are there."
— Author Unknown
"Never let a computer know you're in a hurry."
— Author Unknown
"Today, there are three kinds of people: the have's, the have-not's, and the have-not-paid-for-whatthey-have's."
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Biotech's Sparse Harvest; A Gap Between the Lab And the Dining Table By ANDREW POLLACK (NewYorkTimes)
Published: February 14, 2006
At the dawn of the era of genetically engineered crops, scientists were envisioning all sorts of healthier and tastier foods, including cancer-fighting tomatoes, rot-resistant fruits, potatoes that would produce healthier French fries and even beans that would not cause flatulence.
But so far, most of the genetically modified crops have provided benefits mainly to farmers, by making it easier for them to control weeds and insects.
Now, millions of dollars later, the next generation of biotech crops -- the first with direct benefits for consumers -- is finally on the horizon. But the list does not include many of the products once envisioned.
Developing such crops has proved to be far from easy. Resistance to genetically modified foods, technical difficulties, legal and business obstacles and the ability to develop improved foods without genetic engineering have winnowed the pipeline.
''A lot of companies went into shell shock, I would say, in the past three, four years,'' said C. S. Prakash, director of plant biotechnology research at Tuskegee University. ''Because of so much opposition, they've had to put a lot of projects on the shelf.''
Developing nonallergenic products and other healthful crops has also proved to be difficult technically. ''Changing the food composition is going to be far trickier than just introducing one gene to provide insect resistance,'' said Mr. Prakash, who has promoted agricultural biotechnology on behalf of the industry and the United States government.
In 2002, Eliot Herman and his colleagues got some attention when they engineered a soybean to make it less likely to cause an allergic reaction. But the soybean project was put aside because baby food companies, which he thought would want the soybeans for infant formula, instead are avoiding biotech crops, said Mr. Herman, a scientist with the Department of Agriculture.
In addition, he said, food companies feared lawsuits if some consumers developed allergic reactions to a product labeled as nonallergenic.
The next generation of these crops -- particularly those that provide healthier or tastier food -- could be important for gaining consumer acceptance of genetic engineering. The industry won a victory last week when a panel of the World Trade Organization ruled that the European Union had violated trade rules by halting approvals of new biotech crops. But the ruling is not expected to overcome the wariness of European consumers over biotech foods.
New crops are also important for the industry, which has been peddling the same two advantages -- herbicide tolerance and insect resistance -- for 10 years. ''We haven't seen any fundamentally new traits in a while,'' said Michael Fernandez, executive director of the Pew Initiative on Food and Biotechnology, a nonprofit group.
Now, some new types of crops are appearing. Monsanto just won federal approval for a type of genetically engineered corn promoted as having greater nutritional value -- albeit only for pigs and poultry. The corn, possessing a bacterial gene, contains increased levels of lysine, an amino acid that is often provided to farm animals as a supplement.
Coming next, industry executives say, are soybean oils intended to yield healthier baked goods and fried foods. To keep soybean oil from turning rancid, the oil typically undergoes a process called hydrogenation. The process produces trans fatty acids, which are harmful and must be disclosed in food labels under new regulations.
Both Monsanto and DuPont, which owns the Pioneer Hi-Bred seed company, have developed soybeans with altered oil composition that, in some cases, do not require hydrogenation. Kellogg said in December that it would use the products, particularly Monsanto's, to remove trans fats from some of its products.
Monsanto's product, Vistive, and DuPont's, which is called Nutrium, were developed by conventional breeding. They are genetically engineered only in the sense that they have the gene that allows them to grow even when sprayed with the widely used herbicide Roundup.
But Monsanto and DuPont say the next generation of soybean, which would be able to eliminate trans fats in more foods, would probably require genetic engineering. Those products are expected in three to six years.
Beyond that, both companies said, would be soybeans high in omega-3 fatty acids, which are good for the heart and the brain. These are now derived largely from eating fish, which in turn get them by eating algae. Putting algae genes into soybeans could allow for soy oil that is rich in the fatty acids.
''Our hope is it is easier to formulate into food without it smelling or tasting fishy,'' said David M. Stark, vice president for consumer traits at Monsanto.
Other second-generation crops are also on the way. DuPont is trying to develop better tasting soy for use in products like protein bars.
Some efforts are under way to develop more nutritious crops for the world's least developed countries, led by what is termed golden rice, which contains the precursor of vitamin A. Vitamin A deficiency is a leading cause of blindness in certain poor countries.
There has been progress in crops able to withstand drought. While those would mainly benefit farmers, it would also help consumers in regions like Africa, where droughts bring famine.
Mr. Stark said Monsanto had not anticipated that use of genetic engineering would discourage food companies from using the company's soybeans. ''I don't get many requests for 'Is this a G.M.O. or not?' '' he said, using the abbreviation for genetically modified organism. ''It's more 'Does the oil work?'''
Still, opposition by consumers and food companies has clearly forced big companies like Monsanto and DuPont to choose their projects carefully. It has also made it difficult for academic scientists and small start-ups, which typically provide much of the innovation in other fields, to obtain financing.
Avtar K. Handa, a professor at Purdue, said he had stopped work on a tomato he helped develop a few years ago that was rich in lycopene, a cancer-fighting substance. Genetically modified crops are not being brought to market and research funds have diminished, he said.
Still, opposition is not the only problem. Alan McHughen, a professor at the University of California, Riverside, said that for small companies and university researchers, the main obstacles were patent rights held by the big companies and the cost of taking a biotech crop through regulatory review. That has made it particularly difficult to apply genetic engineering to crops like fruits and vegetables, which have smaller sales than the major grain and oil crops.
Technical issues are another obstacle. While a single bacterial gene can provide herbicide resistance or insect resistance, changing the nutritional composition of crops sometimes requires several genes to alter the metabolism within a cell. That raises a greater risk of unintended effects, some experts say.
Enhanced crops must also meet the demands of farmers for high yields and of food companies for good taste and handling properties.
DuPont won approval for a soybean high in oleic acid, which could produce healthier oils, back in 1997. But instead of becoming a showcase of the consumer health benefits of genetic engineering, the crop is now used only to make industrial lubricants.
Erik Fyrwald, group vice president of DuPont's agriculture and nutrition division, said one reason the crop was not sold for use in food was that demand for healthier oils was not as great then as it is now. But other experts say there was another problem -- foods made with the oil did not tastegood.
''The high-oleic oils are not very well received by the consumer,'' said Pamela White, a professor of food science and human nutrition at Iowa State University. Further, she predicted that soy oils containing the omega-3 fatty acids would be unstable, making them hard to use in fried foods.
William Freese, a research analyst at Friends of the Earth, which opposes genetically engineered crops, said genetic engineering had been oversold. ''The facts show that conventional breeding is more successful at delivering crops with 'healthy traits' than genetic manipulation, despite all the hype from Monsanto and other biotech companies,'' he wrote in an e-mail message.
Scientists at the International Maize and Wheat Improvement Center in Mexico have already used conventional breeding to develop corn rich in lysine, similar to the new Monsanto product, he said.
The biotech companies concede that if improvements can be made conventionally, results would come quicker because such crops do not face regulatory scrutiny. Mr. Stark of Monsanto said that if his company could develop high-oleic soybeans using breeding, the product could reach the market in three years, rather than six for the genetically engineered version.
But in some cases, scientists and executives say, it is not possible to get a trait, like the omega-3 fatty acids, without using genes from another species. ''With genetic engineering you can go further,'' said Mr. Fyrwald of DuPont.
Mr. Fernandez of the Pew Initiative said polls have shown that consumers seem to be receptive to genetically modified products that have direct benefits for them. But whether that would be enough to win wide acceptance of genetically engineered foods remains to be seen.
One issue is whether consumers would even know what they are eating. Right now, in the United States, genetically modified and conventional crops are typically mixed together, and food made from biotech crops is not labeled. But it is likely that crops with consumer benefits would be segregated so farmers could charge more for them. And food companies are probably going to want to label them. But the labeling is likely to proclaim that the food has healthier oil or is better for the heart, rather than mention it was the product of genetic engineering.
In Europe, food containing genetically modified ingredients has to be labeled to that effect, but it is not clear whether the health aspects would be linked to genetic engineering on the label.
Chris Somerville, chief executive of Mendel Biotechnology, a small company developing drought-resistant crops, said acceptance would depend more on big food companies than consumers. Companies, he said, would not want to risk their brands by using biotech crops if they thought there was even a slight chance of consumer rejection.
''Really, they're the gatekeepers,'' said Mr. Somerville, who is also head of the plant biology department at the Carnegie Institution. ''The consumers aren't going to have any choice before the brand companies think it's safe to go out.''
HEALTHIER SOYBEAN OILS -- Soy oil is being modified to increase its stability and eliminate the need for hydrogenation -- the process that produces unhealthy trans fats. Foods made with the modified oils would have reduced trans fats or none. Both Monsanto and DuPont recently introduced soybeans with healthier oils made by conventional breeding, which Kellogg plans to use for several products. In three to six years, similar products created by genetic engineering may be on the market.
IMPROVED SOY PROTEIN -- DuPont is working on improving the taste of soy protein used in protein bars and other products.
INCREASED OMEGA-3 FATTY ACIDS -- These chemicals, healthy for the heart and brain, come from fish, who get theirs from eating algae. Both Monsanto and DuPont are developing soybeans with the omega-3 fatty acid gene from algae.
MORE DIGESTIBLE AND NUTRITIOUS SORGHUM -- This product is being developed by DuPont with nonprofit groups. Sorghum is a staple food for many people in Africa, but it is hard to digest and not very nutritious.
NONALLERGENIC CROPS -- Genetic engineering might be used to make soy, wheat, peanuts and other crops that do not cause allergic reactions. Still in the early research phase.
ENHANCED RICE -- Vitamin A-enhanced rice, also known as golden rice, may prevent blindness caused by vitamin A deficiency, found in developing countries.
CANCER-FIGHTING TOMATO -- Research on tomatoes with higher levels of lycopene, an antioxidant, has slowed.
BETTER-TASTING PRODUCE -- Hardier tomatoes can ripen on the vine longer, producing superior taste. | <urn:uuid:d8b7bb9a-2878-4cea-9d12-94896318cdf1> | CC-MAIN-2024-18 | https://fire.biol.wwu.edu//trent/trent/NYTbiotechharvest.pdf | 2024-04-15T00:31:06+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00209.warc.gz | 235,249,021 | 2,468 | eng_Latn | eng_Latn | 0.99889 | eng_Latn | 0.999044 | [
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Photo courtesy of U.S. National Park Service
I got gophers!
Those little, furry brown varmints in the backyard…they've got more names than you can imagine. Some are printable, some aren't.
There are three important kinds of rodents that are problem makers in home landscapes. They include voles, ground squirrels, and pocket gophers. There are several species within each of these groupings, but we'll refer to them generally with these names.
Pocket gopher
The most reclusive of the three is the pocket gopher (Geomys spp.) The animal properly called a pocket gopher spends 99 percent of its time underground. They grow to 6 to 12 inches in length. Their front teeth rest outside of their lips. They have small eyes, big digging claws, cheek pouches (pockets), and a short tail.
Pocket gophers spend most of their lives underground but occasionally are seen excavating their burrow or grabbing a quick bite of your favorite flower growing near their hole. Pocket gophers are easy to detect by the mounds of fresh soil they create.
Pocket gophers eat plants in three ways: 1) they feed on roots they encounter when digging; 2) they may go to the surface, venturing only a body length or so from their tunnel opening to feed on aboveground vegetation; and 3) they pull vegetation into their tunnel from below. Pocket gophers eat broad-leaved plants. They are strict herbivores.
BARNYARDS and BACKYARD S
i've got
Voles
Voles, also called meadow mice or field mice, belong to the genus Microtus. Voles are compact rodents with stocky bodies, short legs, and short tails. Their eyes are small and their ears partially hidden.
Wyoming hosts several different species of voles. They are similar in size and color to a mouse, but they generally are a bit larger and certainly stockier than mice, and their tails are short – less than a third of
their total length. Measured from end to end, they are between 4 and 8 inches long from nose tip to end of tail.
Voles occupy a wide variety of habitats. They prefer areas with heavy ground cover of grasses, grass-like plants, or litter. Voles eat a variety of plants – most frequently grasses and forbs. In late summer and fall, they store seeds, tubers, bulbs, and rhizomes. They eat bark at times primarily in fall and winter, and will eat crops, especially when their populations are high.
gophers!
Voles are active day and night, year-round. They do not hibernate. Voles spend a lot of time underground and construct many tunnels and surface runways with numerous burrow entrances. Large population fluctuations are characteristic of voles with a peak every two to five years.
Others
Voles may cause extensive damage to landscape plantings due to their girdling of seedlings and mature shrubs and trees and feeding on herbaceous plants. Vole girdling can be differentiated from girdling by other animals by the non-uniform gnaw marks. They occur at various angles and in irregular patches. Marks are about 1/8-inch wide, 3/8-inch long, and 1/16-inch or more deep. Girdling damage usually occurs in fall and winter. The tunnel systems developed in lawns under the snow often are unsightly after snow melt.
Ground squirrels
Wyoming hosts several species of ground squirrels (Spermophilus spp). These are the most noticed of our backyard rodents. They also have the greatest number of common names. A few include chisler, picket pin, pot-gut, gopher, squeekies, whistle-pig, and varmint. All descriptive names!
The ground squirrel's body measures about 8 inches with a tail from 2 to 4 inches long. Ground squirrels eat a variety of food. Most prefer succulent green vegetation (grasses, forbs, and even brush) when available, switching to dry foods, such as seeds, later in the year.
Ground squirrels construct and live in extensive underground burrows, sometimes up to 6 feet deep, with many entrances. They hibernate during the coldest part of the winter. High populations of ground squirrels may pose a serious pest problem.
Gophers, voles, and ground squirrels are the most often-noted landscape rodent pests. There are others, however, which can cause problems. Depending upon location, other problem rodents include beaver, muskrat, shrews, mice, prairie dogs, and moles. Each of them has particular adaptations and habits and maybe, just maybe, a weakness to exploit if they are causing problems.
A local University of Wyoming Cooperative Extension Service office can help in identifying the varmint and an appropriate course of action.
Effective control methods:
Pocket gophers Trap or bait?
When setting traps, it isn't absolutely necessary to bait, but bait can be fruit or veggies. Traps should be set in the main burrow facing in either direction to nab the pesky critter coming or going. Poison baiting is another method of control but carefully follow instructions on the product label. Be especially careful if kids, pets, or desirable wildlife frequent the area as these materials can be fatal to other organisms besides gophers.
Fumigation isn't usually effective because the gopher will seal off its burrow to protect itself. Noise devices on the market do not scare gophers. And, no, the researchers tell us that using bubble gum, an urban legend of sorts, won't kill them, either.
f a l l 2 0 0 6
Voles
Pocket gopher tunnels
The first step to reducing vole nuisance is to eliminate weeds, ground cover, and litter in and around lawns and landscapes to reduce the attractiveness of these areas to voles. Lawn and turf should be mowed regularly, with a concerted mowing and litter cleanup effort late in the fall. Voles can live in dense populations in ditch banks, rights-of-way, and unmanaged waterways. Adjacent areas can be cost-effectively protected by controlling vegetation through mowing, spraying, or grazing.
Hardware cloth will exclude voles from seedlings and young trees if used to make a "fence" around the trees. The mesh should be 1/4 inch or less in size. Bury a portion of the wire 6 inches to keep voles from burrowing under the fence.
Traps and baits
Mouse snap traps can be used to control a small population by placing the trap perpendicular to a runway with the trigger end in the runway. A peanut butter-oatmeal mixture or apple slices make good baits. Voles are easiest to trap in fall and late winter.
Ground squirrels
Exclusion is impractical in most cases because ground squirrels are able to dig under or climb over most simple barriers.
Traps and baits
Traps are well suited for removal of small populations of ground squirrels where other control methods are unsatisfactory or undesirable. Anticoagulant baits must be consumed for a one- to twoweek period. If baiting is interrupted, the toxic effects of the chemicals wear off and the animal will recover. Bait placement is critical. Ground squirrels are accustomed to foraging aboveground for their food and are suspicious of anything placed in their tunnel systems. Bait should be scattered adjacent to each active burrow in the amount and manner specified on the label. For safety, baits can be placed in spill-proof containers. Plastic pipe cut into 18- to 24-inch lengths provides a useful bait station
Follow all label instructions if fumigants are used. Shooting on a regular basis may provide relief from ground squirrels living in very small colonies. It is, however, an expensive and time-consuming practice.
The bulk of information used to compile this article comes from "Prevention and Control of Wildlife Damage." The manual contains wonderfully detailed and informative articles about nearly every animal which ever created a problem. It can be accessed online at: http://wildlifedamage.unl.edu/handbook/ handbook/.
Repellents utilizing thiram (also a fungicide) or capsaicin (the "hot" in chilis) as an active ingredient may give short-term protection.
Eric Peterson is a University of Wyoming Cooperative Extension Service educator for Teton, Sublette, and Lincoln counties. He can be reached at (307) 367-4380 or email@example.com.
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EARTH DAY COLLECTION
April 1, 2024
Earth Day Collection
Most people understand the idea of earth-keeping. We have been taught to recycle and have heard about our carbon footprint. For Christians, the earth-keeping responsibility is a command. The writer of Genesis says "And God saw everything that he had made, and it was very good" (1:31). Then God gives to people a daunting task when He calls us to be stewards, caretakers, or gardeners of all of creation (Genesis 1:28). God created the world and he gives us the opportunity to "manage" it on his behalf.
Check out all the great Kids Corner resources that you can share and explore together with your family—all about caring for God's world.
Signs of Life Scavenger Hunt Together as a family, look out of your window, or go for a spring or summer nature hunt outside! As you go through the scavenger hunt activities, read Psalm 100, all about praising God for the life he has given us.
Kids in Action videos
Horses Kids in Action spends a day on a farm that's a sanctuary for rescued and retired horses. Hosts Jessica and Malachi demonstrate how they care for horses here and talk about how these horses care for them too.
CN Tower Climb for World Wildlife Fund Kids In Action host Maya meets Mikayla climbs up one of the tallest buildings in the world to raise funds to help nature and wildlife thrive.
Sorting Our Garbage Kids in Action host Simone interviews a bunch of kids who decided that the best place to start to care for God's creation was at their school, and the best thing to do was to sort their garbage.
God's Blessing in the Barn Cross country runner Dally raises livestock on his family's farm in Gallup, New Mexico. What does it take to showcase livestock in 4 H competitions at the county, state, and national levels?
Devotions and Parent Blogs
Wow! Creation Which of God's creations amaze you most?
Care for God's World Think of things you can do to take care of God's world.
Your Smallest and Biggest Teachers Take time today to find something new in nature.
Wonderful Creation, from Lions to Leviathans All parts of creation give glory to God.
Earth Day: God's Gift of Trees God takes care of the land and all things that grow.
We need to think back to Eden and learn how to care for all things with respect: the environment, water, animals, plants, farmland, and all resources. Earth-keeping also calls for us to teach our children to sort out our wants from our needs, so that we can share God's created planet with other people living in other areas of the world and share it with those yet to be born. By doing this, we respond to God's command to be his servants.
written by Ron VandenBurg https://kidscorner.net/parent-blog/earth-day-collection
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Biology Lab Mitosis And Cancer Answer Key
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Investigation: Mitosis and Cancer Cells One of the basic tenets of biology is that all new cells come from living cells. New cells are formed by the process of cell division which includes both the division of the cell's nucleus, mitosis, and the division of the cell's cytoplasm, cytokinesis.
Mitosis and Cancer - Biology Wise
Cell division and cancer
In previous years, biology students would view slides in the lab and analyze data on cancer and mitotic index. ( Investigation: Mitosis and Cancer) This at-home activity only looks at the mitosis of onion cells and I plan to add cancer and mitotic index as a separate activity. I used a microscope camera to take photos of onion root slides where students can count the number of cells in each phase and use those numbers to calculate the amount of time spent in each.
The Cell Cycle & Cancer Online Lab
The Cell Cycle (and cancer) [Updated] Cancer cell mitosis Mitosis: Splitting Up is Complicated - Crash Course Biology #12 Biology Lab || Mitosis Mitosis: The Amazing Cell Process that Uses Division to Multiply! (Updated) Mitosis vs. Meiosis: Side by Side Comparison Meiosis (Updated) BIOLOGY LAB; THE CELL CYCLE \u0026 MITOSIS by Professor Fink CANCER A-level Biology: Benign and malignant tumours and how tumours develop. What is Cancer? Mitosis - The Cell Cycle \u0026 Cancer Cell Cycle Checkpoints (FL-Cancer/02) Cancer: from a healthy cell to a cancer cell
Animated Introduction to Cancer Biology (Full Documentary)Mitosis Rap: Mr. W's Cell Division Song Mitosis and Meiosis Simulation How Cells Divide and How Chemotherapy Works Why We Haven't Cured Cancer Onion Root Tip Mitosis Observations MEIOSIS MADE SUPER EASY - ANIMATION
Onion Root Tip Mitosismitosis 3d animation |Phases of mitosis|cell division
Cell Cycle and Cancer: Phases, Hallmarks, and DevelopmentMitosis in Cancer SNC2D1 / BIOLOGY / Cell Division, Mitosis, and Cancer FSc Biology Book2, CH 21, LEC 3: Significance of Mitosis and Cancer
BIOL101 - Mitosis \u0026 Meiosis Lab: Mitosis Slide Tour(OLD VIDEO) The Cell Cycle and Cancer Mitosis in Onion Root tip Experiment #TomorrowsDiscoveries: When Cell Division Goes Wrong—Dr. Andrew Holland microlesson 4 mitosis lab and cancer.docx - Mitosis ...
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LAB . MITOSIS AND CANCER
View mitosis virtual lab and cancer activity.pdf from BIOLOGY 10 at North Oconee High School. Mitosis Timeline Virtual Lab Lab Directions This lab activity is a virtual lab, meaning you will conduct
Biology Lab Mitosis And Cancer Answer Key
The Cell Cycle & Cancer – Online Lab Name: _____ In this internet lesson, you will review the steps of the cell cycle, view a video simulations of cell division, and view an onion root tip and calculate the percentage of cells at each of the stages of cell division.
Mitosis Worksheet Answer Key Biology - Joomlaxe.com
LAB MITOSIS AND CANCER - Explore Biology. LAB ____. MITOSIS AND CANCER ... total time for mitosis in onion root tip cells is 720 minutes (12. Filesize: 1,763 KB
MITOSIS AND CANCER A-LEVEL BIOLOGY Flashcards | Quizlet
Start studying MITOSIS AND CANCER A-LEVEL BIOLOGY. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Mitosis And Cancer Lab Answer Key - Joomlaxe.com
Mitosis is the process via which cells divide, producing copies of themselves. Cancer is essentially mitosis that is out of control. Cancer cells do not operate in the same way as other cells in the system they occupy, so they replicate and damage surrounding tissues. Advertisement. When cells divide, the result is generally two identical copies of the original cell.
Biology Lab Mitosis And Cancer
Mitosis is the process by which genetic matter gets identically replicated many times over. Since cancer is caused by a damage or mutation to cellular DNA, mitosis plays an active role in spreading cancer in the body by making exact copies of these damaged and mutated cellular genetic materials.
AP Biology Lab 3: Mitosis and Meiosis - YouTube
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Biology Lab Mitosis And Cancer Answer Key
April, 15 2024
The artifice is by getting biology lab mitosis and cancer answer key as one of the reading material. You can be appropriately relieved to edit it because it will find the money for more chances and help for forward- looking life. This is not solitary not quite the perfections that we will offer. Biology Lab Mitosis And Cancer Answer Key They continue to replicate rapidly without the control systems that normal cells have.
Lab Mitosis And Cancer Answers - Joomlaxe.com
LAB MITOSIS AND CANCER - Explore Biology. LAB ____. MITOSIS AND CANCER ... total time for mitosis in onion root tip cells is 720 minutes (12. Filesize: 1,763 KB
Lab Mitosis And Cancer - Explore Biology - Joomlaxe.com
Paul Andersen compares and contrasts mitosis and meiosis. He shows how you can count cells in various phases of mitosis to construct a cell cycle pie chart. ...
What Is the Relationship Between Mitosis and Cancer?
MITOSIS AND CANCER One of the basic tenets of biology is that all new cells come from living cells. New cells are formed by the process of cell division which includes both the division of the cell's nucleus (mitosis) and the division of the cells cytoplasm (cytokinesis). Mitotic nuclear division typically rests in new somatic(body) cells.
Cell Cycle and Cancer Lab - 4-Liz-Andrea's Biology Portfolio
LAB MITOSIS AND CANCER - Explore Biology. LAB ____. MITOSIS AND CANCER ... total time for mitosis in onion root tip cells is 720 minutes (12. Filesize: 1,763 KB Investigation: Mitosis (remote)
Cancerous tissue is found more in the cells that undergo mitosis. This is the ratio between the number of cells in mitosis and the total number of cells, the cancerous tissue keeps dividing and dividing and dividing, which happens to cause the percentage of the cells that are rest which are cancerous. Investigation: Mitosis and Cancer Cells - Biology LibreTexts
Mitosis Timeline Virtual Lab Lab Directions This lab activity is a virtual lab, meaning you will conduct all of it online. Read through all the directions before beginning. Submit your lab report according to the directions and grading rubric below. Overview: In this activity, you will examine a photograph of cells from the growing tip of an onion root and predict the duration of each stage of ...
Mitosis And Cancer Ap Biology Lab Answers - Joomlaxe.com
LAB MITOSIS AND CANCER - Explore Biology. LAB ____. MITOSIS AND CANCER ... total time for mitosis in onion root tip cells is 720 minutes (12. Filesize: 1,763 KB
The Cell Cycle (and cancer) [Updated] Cancer cell mitosis Mitosis: Splitting Up is Complicated - Crash Course Biology #12 Biology Lab || Mitosis Mitosis: The Amazing Cell Process that Uses Division to Multiply! (Updated) Mitosis vs. Meiosis: Side by Side Comparison Meiosis (Updated) BIOLOGY LAB; THE CELL CYCLE \u0026 MITOSIS by Professor Fink CANCER A-level Biology: Benign and malignant tumours and how tumours develop. What is Cancer? Mitosis - The Cell Cycle \u0026 Cancer Cell Cycle Checkpoints (FL-Cancer/02) Cancer: from a healthy cell to a cancer cell
Animated Introduction to Cancer Biology (Full Documentary)Mitosis Rap: Mr. W's Cell Division Song Mitosis and Meiosis Simulation How Cells Divide and How Chemotherapy Works Why We Haven't Cured Cancer Onion Root Tip Mitosis Observations MEIOSIS - MADE SUPER EASY - ANIMATION Onion Root Tip Mitosismitosis 3d animation |Phases of mitosis|cell division
Cell Cycle and Cancer: Phases, Hallmarks, and DevelopmentMitosis in Cancer SNC2D1 / BIOLOGY / Cell Division, Mitosis, and Cancer FSc Biology Book2, CH 21, LEC 3: Significance of Mitosis and Cancer BIOL101 - Mitosis \u0026 Meiosis Lab: Mitosis Slide Tour(OLD VIDEO) The Cell Cycle and Cancer Mitosis in Onion Root tip Experiment #TomorrowsDiscoveries: When Cell Division Goes Wrong—Dr. Andrew Holland
Mitosis is closely controlled by the genes inside every cell. Sometimes this control can go wrong. If that happens in just a single cell, it can replicate itself to make new cells that are also out of control. These are cancer cells.
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Biology Lab Mitosis And Cancer Answer Key
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Does Fertilizer Harm Soil Microbes?
Microbes in the soil are important to the nourishment of plants. Many of them facilitate the chemical conversions and physical transport needed to make nutrients available. Some people claim that soil microbes should supply all the nutrients needed by plants. Some also claim that applying soluble forms of plant nutrients harms the biology in the soil and reduces its capacity to make the native soil nutrients available. Let's look at the evidence.
The microbes that supply nitrogen (N) are from two categories—symbiotic and freeliving. The symbiotic types are mainly rhizobial bacteria that infect the roots of legumes, such as alfalfa and soybeans. These bacteria supply the bulk of the N needs of legumes. However, even genetic engineering has not yet been able to coax the non-legume crops—corn, wheat, canola, potatoes, and many others—to fix N. Most crops depend on N applications in the form of fertilizer, manure, or organic materials.
The free-living bacteria in the soil supply some N as well, but the amounts are limited and are not influenced by fertilizer. A paper published in the journal Nature in 1998 compared nutrient dynamics in three Pennsylvania crop rotations: one fertilized, one manured, and one legume-based. The study found that the free-living bacteria supplied less than 5 lb/A/year, an amount that did not differ between the three rotations. No evidence of harm.
Microbes that help supply phosphorus (P) form an association with plant roots. The association is called "mycorrhizae", a term that means "fungus-root." Fungi explore the soil better than roots, because their hyphae are narrower. They can bring P to the root from as far as 4 in. away.
Mycorrhizal fungi depend on the plant for energy in the form of sugar. It is well known that they are more active when P is deficient. But sugar used to feed the mycorrhizae is sugar taken away from grain yield. For example, in a recent field experiment in Quebec, corn depending on mycorrhizae yielded 14% less than when fertilized with P. The fertilizer—even though it was applied at twice the recommended rate—reduced the density of fungal hyphae by 24%, but certainly did not eliminate it. When soil test levels are low, P additions can actually increase mycorrhizal development.
Scientists have recently discovered that mycorrhizae produce a unique substance called glomalin. It may form as much as 30% of the organic matter in soil, and it seems to help maintain soil structure. Dr. Sara Wright, a noted expert on glomalin, recently stated that the best field-scale management for the production of glomalin is to "use minimal disturbance, add no more phosphorus than is required for crop production, and use cover crops."
Soil microbes depend on plants for their nourishment. Fertilizers that nourish plants also nourish the biology of the soil. EB
References
Drinkwater, L.E., P. Wagner, and M. Sarrantonio. 1998. Legume-based cropping systems have reduced carbon and nitrogen losses. Nature, vol. 396, 19 Nov.
Ellis, J.R. 1995. Mycorrhiza—An essential part of most plant root systems. Better Crops 79(1): 10-11.
Wright, S.F. 2003. The importance of soil microorganisms in aggregate stability. Proc. northcentral extension-industry soil fertility conf. 19:93-98.
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THE BIG STORY
Liz digs up a time capsule left by the founders of Terrene. Everyone's excited until a valuable item goes missing. Can Liz solve this mystery before Granny goes to jail?
Let's Get Started
Episode Theme: Tell God's Big Picture story
1. Deuteronomy 6:7 talks about how the word of God needs to be in your heart. What are some ways that you can make sure the word of God is in your heart?
2. Genesis 1 introduces us to God and his Big Story. "In the beginning, God created…" Using his creativity, he made all creation. Our world belongs to God. The next part of the story introduces the saddest part. Things go wrong and need to be fixed. The serpent tempts Adam and Eve to eat from the tree of the knowledge of good and evil. This is the opposite of what God had told them to do. Today, sin has broken how we see ourselves, how we see others, how we see the world, and how we see God. The good news is that God made a promise to Adam and Eve. Before they left the garden, God told Adam and Eve that humanity would struggle with Satan, but that one day a Rescuer would crush Satan's head and win. This is the beginning of God's rescue plan for all his people. As you listen to today's episode, remember that God is the main character of the Big Story.
Memory Verse
"Impress them [God's commandments] on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up"
Deuteronomy 6:7
After You Listen
In this episode, Granny, Liz, and Lucille share the gospel story with Sierra and her mom and give them a Bible. The Bible tells God's Big Story and shares his rescue plan for all people. God is the main character of the story. But throughout the story, God calls his people to play parts in the story. God calls different people to do different jobs, and in the Bible, you can read how people like Ruth, Moses, Esther, David, Mary, Paul, and many others play their parts in God's rescue plan. As you read the Bible, notice how God is calling you to play your part in God's story.
Challenge
What is God calling you to do? Write down or share with a family member a list of your God-given talents. Choose at least one talent and think about a way you can use that talent to make a positive difference in God's world. How can you help God restore his creation?
For example, if one of your talents is playing music, learn a song from a Christian artist or write one of your own. Explore how you can share your song to bless your family, friends, neighbors, church, or someone in need. Or, if you are good at fixing or cleaning things, ask your parent if there is a job that you can do around the house. Maybe there's a neighbour, family member, or church friend you can bless by your service.
Take the Episode Quiz
Question 1: Why are Granny, Liz, and Lucille digging up the ground?
Answer: They're creating a community garden.
Question 2: Name some of the founding families of Terrene.
Answer: The Clumptoes, the Trollscales, the Terrenes, the Geckos, and the Anoles.
Question 3: Name some of the time capsule items shown at the Founders' Festival.
Answer: A pair of shoes, some wheat and corn, and a Bible.
Question 4: What were the two words in the letter addressed to the descendants of Mortimer Zephaniah
Clumptoes?
Answer: "Wowie, kazowie!"
Question 5: What story does Liz first read to Sierra?
Answer: The story of Jesus's resurrection.
https://kidscorner.net/liz-and-friends/episodes/the-big-story
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Mathlinks 9 Chapter 7 Practice Test Answers
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KENDRICK BRAUN
Middle School Math, Course 1 McGraw-Hill Ryerson You had better not monkey around when it comes to place value. The monkeys in this book can tell you why! As they bake the biggest banana cupcake ever, they need to get the amounts in the recipe correct. There's a big difference between 216 eggs and 621 eggs. Place value is the key to keeping the numbers straight. Using humorous art, easy-to-follow charts and clear explanations, this book presents the basic facts about place value while inserting some amusing monkey business.
Helping Children Learn Mathematics WWW.MathNotion.com Get the Targeted Practice You Need to Excel on the Math Section of the Mathematics Test Grade 7! Mathematics Practice Workbook Grade 7 is an excellent investment in your future and the best solution for students who want to maximize their score and minimize study time. Practice is an essential part of preparing for a test and improving a test taker's chance of success. The best way to practice taking a test is by going through lots of math questions. High-quality mathematics instruction ensures that students become problem solvers. We believe all students can develop deep conceptual understanding and procedural fluency in mathematics. In doing so, through this math workbook we help our students grapple with real problems, think mathematically, and create solutions. Mathematics Practice Workbook allows you to: Reinforce your strengths and improve your weaknesses Practice 2500+ realistic math practice questions math problems in a variety of formats that provide intensive practice and study Two Full-length Practice Tests with detailed explanations ...and much more! This Comprehensive Math Practice Book is carefully designed to provide only that clear and concise information you need. Published By: The Math Notion www.mathnotion.com Introduction to Counting and Probability Wiley bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie's synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Support fifth-grade students with 180 daily practice activities to build their mathematical fluency. Each problem is tied to a specific mathematical concept to help students gain regular practice of key grade-level skills. This book features quick, diagnostic-based activities that are correlated to College and Career Readiness and other state standards, and includes datadriven assessment tips. Digital resources include assessment analysis tools and pdfs of the activity sheets. With these daily practice activities, teachers and parents will be helping fifth graders improve their math skills in no time!
Beast Academy Guide 4D University of Chicago Press " ... offer[s] a challenging exploration of problem solving mathematics and preparation for programs such as MATHCOUNTS and the American Mathematics Competition."--Back cover MathLinks 8 John Wiley & Sons
A thinking student is an engaged student Teachers often find it difficult to implement lessons that help students go beyond rote memorization and repetitive calculations. In fact, institutional norms and habits that permeate all classrooms can actually be enabling "non-thinking" student behavior. Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into this practical guide on how to move toward a thinking classroom. Building Thinking Classrooms in Mathematics, Grades K–12 helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. This guide Provides the what, why, and how of each practice and answers teachers' most frequently asked questions Includes firsthand accounts of how these practices foster thinking through teacher and student interviews and student work samples Offers a plethora of macro moves, micro moves, and rich tasks to get started Organizes the 14 practices into four toolkits that can be implemented in order and built on throughout the year When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.
McGraw-Hill Ryerson MathLinks Nine McGraw-Hill Education Rich tasks, collaborative work, number talks, problem-based learning, direct instruction…with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it's not about which one—it's about when—and show you how to design high-impact instruction so all students demonstrate more than a year's worth of mathematics learning for a year spent in school. That's a high
Middle School Math, Course 1 Holiday House About "Competitive Mathematics for Gifted Students" This series provides practice materials and short theory reminders for students who aim to excel at problem solving. Material is introduced in a structured manner: each new concept is followed by a problem set that explores the content in detail. Each book ends with a problem set that reviews both concepts presented in the current volume and related topics from previous volumes. The series forms a learning continuum that explores strategies specific to competitive mathematics in depth and breadth. Full solutions explain both reasoning and execution. Often, several solutions are contrasted. The problem selection emphasizes comprehension, critical thinking, observation, and avoiding repetitive and mechanical procedures. Ready to participate in a math competition such as AMC-8, AMC-10, Math Kangaroo in USA, Math Leagues, USAMTS, or AIME? This series will open the doors to consistent performance. About Level 3 This level of the series is designed for students who can solve linear equations, are fluent with fractions, and can factor into primes. The problem sets are designed to strengthen specific areas where we know students have difficulty on AMC-8 and AMC-10. The level 2 books are a strong preparation for AMC-8 and a partial preparation for AMC-10 and AIME. Level 2 consists of: Word Problems (volume 9), Arithmetic and Number Theory (volume 10), Operations and Algebra (volume 11), Geometry (volume 12), and Combinatorics (volume 13). On the contest list for this level: MATHCOUNTS, Math Kangaroo levels 5-6 and 7-8, MOEMS-M, Purple Comet, AMC-8, AMC-10. The computational complexity makes these problem sets useful for preparing the AIME in the long run. About Volume 10 Arithmetic and Number Theory The problem sets reflect the use of the most elementary facts of number theory in challenging ways. Instead of imitating contest problems, we have focused on presenting questions that explore the nuts and bolts used to create problems. This volume is particularly suitable for young students who aim to do well on AIME in later years and have the patience to explore the elementary facts of number theory in depth. We continue in level 4 with more advanced number theory. Fluency with order of operations and the ability to handle simple algebraic expressions are pre-requisites. Introduction to Algebra Corwin Press
Now in its ninety-eighth year of publication, this standard Canadian reference source contains the most comprehensive and authoritative biographical information on notable living Canadians. Those listed are carefully selected because of the positions they hold in Canadian society, or because of the contribution they have made to life in Canada. The volume is updated annually to ensure accuracy, and 600 new entries are added each year to keep current with developing trends and issues in Canadian society. Included are outstanding Canadians from all walks of life: politics, media, academia, business, sports and the arts, from every area of human activity. Each entry details birth date and place, education, family, career history, memberships, creative works, honours and awards, and full addresses. Indispensable to researchers, students, media, business, government and schools, Canadian Who's Who is an invaluable source of general knowledge. The complete text of Canadian Who's Who is also available on CD-ROM, in a comprehensively indexed and fully searchable format. Search 'astronaut' or 'entrepreneur of the year,' 'aboriginal achievement award' and 'Order of Canada' and discover a wealth of information. Fast, easy and more accessible than ever, the Canadian Who's Who on CD-ROM is an essential addition to your electronic library.
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Beast Academy Guide 4D and its companion Practice 4D (sold separately) are the fourth part in the planned four-part series aligned to the Common Core State Standards for 4th grade mathematics. Level 4D includes chapters on fractions, decimals, and probability.
Go Math!: Units of measure Corwin Press As part of the Teacher's Toy Box, Elizabeth Hlavaty provides a collection of Internet resources pertaining to the study and teaching of mathematics. These resources include lesson plans, thematic units, games, and other curriculum enrichment materials. Although there are materials for all grade levels, most of the materials are intended for use with elementary classes. Daily Math Practice Grade 6+ Student Book Tabletop Academy Press
The Everyday Mathematics (EM) program was developed by the University of Chicago School Mathematics Project (UCSMP) and is now used in more than 185,000 classrooms by almost three million students. Its research-based learning delivers the kinds of results that all school districts aspire to. Yet despite that tremendous success, EMoften leaves parents perplexed. Learning is accomplished not through rote memorization, but by actually engaging in real-life math tasks. The curriculum isn't linear, but rather spirals back and forth, weaving concepts in and out of lessons that build overall understanding and long-term retention. It's no wonder that many parents have difficulty navigating this innovative mathematical and pedagogic terrain. Now help is here. Inspired by UCSMP's firsthand experiences with parents and teachers, Everyday Mathematics for Parents will equip parents with an understanding of EM and enable them to help their children with homework—the heart of the great parental adventure of ensuring that children become mathematically proficient. Featuring accessible explanations of the researchbased philosophy and design of the program, and insights into the strengths of EM, this little book provides the big-picture information that parents need. Clear descriptions of how and why this approach is different are paired with illustrative tables that underscore the unique attributes of EM. Detailed guidance for assisting students with homework includes explanations of the key EM concepts that underlie each assignment. Resources for helping students practice math more at home also provide an understanding of the long-term utility of EM. Easy to use, yet jampacked with knowledge and helpful tips, Everyday Mathematics for Parents will become a pocket mentor to parents and teachers new to EM who are ready to step up and help children succeed. With this book in hand, you'll finally understand that while this may not be the way that you learned math, it's actually much better.
Math Practice, Grades 7 - 8 Shell Education The skills practiced in Daily Math Practice, Grade 6+ include: Computation, Number, Patterns / Algebra, Geometry / Spacial, Measurement, Data / Probability.
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College Algebra provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a typical introductory algebra course. The modular approach and richness of content ensure that the book meets the needs of a variety of courses. College Algebra offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they've learned. Coverage and Scope In determining the concepts, skills, and topics to cover, we engaged dozens of highly experienced instructors with a range of student audiences. The resulting scope and sequence proceeds logically while allowing for a significant amount of flexibility in instruction. Chapters 1 and 2 provide both a review and foundation for study of Functions that begins in Chapter 3. The authors recognize that while some institutions may find this material a prerequisite, other institutions have told us that they have a cohort that need the prerequisite skills built into the course. Chapter 1: Prerequisites Chapter 2: Equations and Inequalities Chapters 3-6: The Algebraic Functions Chapter 3: Functions Chapter 4: Linear Functions Chapter 5: Polynomial and Rational Functions Chapter 6: Exponential and
1
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MathLinks 9 Instructional Fair
GET THE ALL-IN-ONE SOLUTION FOR YOUR HIGHEST POSSIBLE MATH GRADE 7 SCORE (Including 2 full-length practice tests). This authoritative Mathematics Workbook makes learning math simple and fun. This updated Exercises reflects the latest updates to help you achieve the next level of professional achievement. This prep exercise book and features gives you that edge you need to be successful on Math Exam. The Math Workbook covers: Number operations/number sense Algebra, functions, and patterns Equations and Polynomials Geometry, Probability, and Statistics This user-friendly resource includes simple explanations: Review thorough breakdown questions of the math test 2,000+ Realistic Math Grade 7 Practice Questions with answers The Most Feared Subject Made Easier Detailed subjects review, an extensive subject list to help you build your math knowledge Two Full-length Grade 7 Practice Tests with detailed explanations for review and study Help test-taker recognize and pinpoint areas to produce better results in less time 7th Grade Math Prep Exams to hone your test-taking techniques Anyone who wants to realize the major subjects and subtle guidelines of Math Grade 7, The Math Workbook Grade 7 offers comprehensive, straightforward instruction. Published By: The Math Notion www.mathnotion.com Math Makes Sense 7 Mitchell Beazley
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The system won't do it for us. But we have each other. In The Imperfect and Unfinished Math Teacher: A Journey to Reclaim Our Professional Growth, master storyteller Chase Orton offers a vulnerable and courageous grassroots guide that leads K-12 math teachers through a journey to cultivate a more equitable, inclusive, and cohesive culture of professionalism for themselves...what he calls professional flourishment. The book builds from two bold premises. First, that as educators, we are all naturally imperfect and unfinished, and growth should be our constant goal. Second, that the last 40 years of top-down PD efforts in mathematics have rarely supplied teachers with what they need to equitably grow their practice and foster classrooms that are likewise empowered, inclusive, and cohesive. With gentle humanity, this book inspires teachers to break down silos, observe each others' classrooms, interrogate their own biases, and put students at the center of everything they do in the math classroom. This book: Weaves raw and authentic stories—both personal and those from other educators—into a relatable and validating narrative Offers interactive opportunities to self-reflect, build relationships, seek new vantage on our teaching by observing others' classrooms and students, and share and listen to other's stories and experiences Asks teachers to give and accept grace as they work collaboratively to better themselves and the system from within, so that they can truly serve each of their students authentically and equitably Implementing the beliefs and actions in this book will position teachers to become more active partners in each other's professional growth so that
Mathlinks 9 Chapter 7 Practice Test Answers they can navigate the obstacles in their professional landscape with renewed focus and a greater sense of individual and collective efficacy. It equips teachers—and by extension, their students—to chart their own course and author their own equitable and joyful mathematical and professional stories. Math Workbook Grade 7
In this volume they present innumerable beautiful results, intriguing problems, and ingenious solutions. The problems range from elementary gems to deep truths.
Algebra 2, Homework Practice Workbook
"The ninth edition of this best-selling elementary math methods textbook continues the rich history of this book with a dash of new breath and a new contemporary design. It has been updated to reflect current recommendations, readings, and practices while maintaining the characteristics and features that have made it a popular choice of instructors. This new edition remains an invaluable text for students who are being introduced to teaching elementary mathematics. In addition, its depth also makes it appropriate for teachers to use as they continue to learn about teaching mathematics."--Publsiher's website. MathLinks 7
A top-selling teacher resource line, The 100+ Series(TM) features over 100 reproducible activities in each book! --This book provides hundreds of reproducible practice problems and addresses one basic skill on each page. The activities in the 128 page book become progressively more difficult, ensuring that your students are always being challenged. This title reviews reading, writing, and place value through trillions, powers and roots, scientific notation, rational and real numbers, reading, writing, and place value of decimals, fractions, sales tax, integers, equations, and more. This book is a great resource to use if you want to give your students plenty of practice with their math skills. An answer key is also included.
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INSPECTION REPORT
Harewood C. E. (VC) Primary School Leeds
LEA area : Leeds
Unique Reference Number : 107989
Headteacher : Mrs A. Desmond
Reporting inspector : Mrs A. Soper OIN 18148
Dates of inspection : 4th – 7 th October 1999
© Crown Copyright 1999
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 Education (Schools) Act 1992 and the Education Act 1993, 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 :
Junior and Infant
Type of control :
Voluntary Controlled
Age range of pupils :
5 – 11
Gender of pupils :
Mixed
School address :
Harrogate Road
Harewood
Leeds
LS17 9LH
Telephone number :
0113 288 6394
Fax number :
0113 288 6758
Appropriate authority :
Governing Body
Name of chair of governors :
Miss S. Dunne
Date of previous inspection :
April 1996
INFORMATION ABOUT THE INSPECTION TEAM
The inspection contractor was:
Pennine Inspection Services
6 Bridle Dene Shelf Halifax HX3 7NR
01274 602139
Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints which are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:
The Registrar The Office for Standards in Education Alexandra House
33 Kingsway London WC2B 6SE
REPORT CONTENTS
MAIN FINDINGS
MAIN FINDINGS
What the school does well
♦ . Good standards are achieved in most subjects of the National Curriculum by the time pupils are 11.
♦ . The quality of teaching is good overall.
♦ . There are good relationships between teachers, pupils and all people who work in the school.
♦ . There is good support and guidance for pupils.
♦ . Relationships with parents and the community are good.
♦ . Pupils' personal development is good.
♦ . Financial control and school administration are very good.
♦ . There is very good provision for pupils' social and cultural development.
Where the school has weaknesses
I. The indoor and outside accommodation is very limited for the number of pupils in the school.
II. There are insufficient opportunities for teachers with subject responsibilities to monitor and evaluate classroom practice.
III. Job descriptions are in need of review to ensure responsibilities and roles are clear.
IV. Short term planning and the use of assessment to inform planning are underdeveloped.
V. There is inconsistent progress in handwriting.
VI. There is a lack of books for younger pupils in the school library.
VII.The literacy policy is followed inconsistently in the school.
The weaknesses are far outweighed by what the school does well, but they will form the basis of the governors' action plan, which will be sent to all parents and guardians of pupils at the school.
How the school has improved since the last inspection
Most of the key issues from the previous inspection report have been addressed. The governing body is now effective and plays an important part in the management of the school. Whole curriculum planning has been developed and there are good long and medium term plans for all subjects. Systems for assessing and recording pupils' attainment are now in place, though the school has yet to use assessment to plan work for all pupils and to show this in its short term planning. However, the school is working well towards achieving this. The school development plan provides a clear lead for the school and shows appropriate detail about how its aims will be achieved. The headteacher monitors and evaluates work regularly and staff have had some opportunities for monitoring and evaluating classroom practice. However, these roles are insufficiently clear in co-ordinators' job descriptions, which require review. Statutory requirements regarding child protection procedures and the completion of registers are fully complied with. Information provided for parents is generally good, though the governors' annual report has a few minor omissions, which have been reported to the school. Since the previous inspection, there have been significant improvements in pupils' attainment in science, information technology and religious education, following the school's priorities in developing appropriate schemes of work for these subjects. Pupils attain well in all aspects of these subjects. They attain very good standards in science by the time they are 11. The school has the potential to make further improvements, supported by the effective partnership
168
between the headteacher, staff and governors.
Standards in subjects
The table shows the standards achieved by 11 year olds in 1998 based on the National Curriculum tests:
The information from the 1998 National Curriculum assessments shows that by the age of 11 standards were well above the national average in English, mathematics and science. When compared with similar schools, standards were above average in English and science and well above average in mathematics. Inspection observations confirm that standards are above average in English and mathematics and well above average in science, by the time pupils are 11. The improvement in science, since the last inspection, largely reflects the school's improved provision for the subject, which ensures pupils have good opportunities to investigate, experiment and evaluate their results.
Standards attained in reading and writing by pupils aged 7 in the 1998 National Curriculum assessments were average in relation to the national average. In comparison with similar schools, pupils' performance in reading and writing was well below average in 1998. However, national data shows that pupils' performance over the last three years in reading, writing and mathematics was well above the national average. The 1998 results reflect pupils' prior levels of attainment and do not indicate a downward trend in performance. Numbers of pupils who undertake assessments vary from year to year and the school has a higher than average number of pupils with special educational needs. Inspection observations show that pupils' attainment on entry is broadly average. Children have variable pre-school experience and they make satisfactory progress in the areas of learning for their age. They continue to make sound progress in Key Stage 1, by the end of which they achieve satisfactory standards in reading, writing and mathematics.
Pupils attain well in information technology by the time they are 11. There is clear evidence of improvement in information technology since the last inspection. Pupils achieve high standards in religious education, by the time they are 11, which also reflects an improvement since the last inspection.
Quality of teaching
The quality of teaching is good, overall. It was very good in 17 per cent of lessons, good in 33 per cent and satisfactory in the remainder. Teaching was particularly good for older Key Stage 2 pupils, in English, mathematics and science, and in the reception class physical education lesson. Music and religious education are taught well throughout the school.
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. 'Satisfactory' means that strengths outweigh any weaknesses.
Other aspects of the school
* Ethos is the climate for learning: attitudes to work, relationships and the commitment to high standards.
The parents' views of the school
Responses to the questionnaire sent to parents prior to the inspection and at a meeting held in the school indicate a high level of satisfaction with the standards achieved. Inspectors support parents' positive views. Information provided for parents is good and the school is very willing to provide additional information at any time.
¨ KEY ISSUES FOR ACTION
In order to further raise standards and the quality of education, the governing body, headteacher and staff should:
XIV. improve the procedures for monitoring and evaluating subject development by:
-. providing regular opportunities for teachers with subject leadership responsibilities to visit classrooms;
-. reviewing staff job descriptions, to ensure roles and responsibilities are clear;
(paragraphs 27, 55, 60, 104, 113, 120, 128 and 145)
♦ . improve the quality of short-term planning by:
-. continuing to develop the work begun on planning and the use of assessment to inform plans;
-. ensuring plans are consistent in showing details about work planned for pupils with differing prior attainment;
(paragraphs 25, 28, 31, 34, 93, 104, 112, 140, 146, 152 and 165)
♦ . improve the provision for developing literacy throughout the school by:
-. establishing a handwriting policy and programme which can be used progressively throughout the school;
-. ensuring the literacy policy is followed consistently;
-. increasing the range of library books for younger pupils.
♦ . continue to seek ways to improve the accommodation.
(paragraphs 62, 63, 105, 113, 128, 135, 141, 147, 153, 159 and 166)
In addition to the key issues above, the following less important weaknesses should be considered for inclusion in the action plan. These can be found in paragraphs 80 and 90:
♦ . training for one support assistant in the areas of learning for children under five
¨ INTRODUCTION
Characteristics of the school
1. Harewood C. E. Primary School is situated in the village of Harewood, eight miles north of Leeds. The school serves a wide catchment area, with over two thirds of pupils attending from beyond the village. At the time of their admission, most children's levels of attainment are average. The school operates an annual admissions policy for children to start school in the September of the year in which they are five. Children have little and varied pre-school experience. At the time of the inspection, there were 78 pupils on roll, with eight children under five. The school has identified 26 pupils as having special educational needs and two pupils have a Statement of Special Educational Need, which is above the national average. Twelve pupils come from homes where English is not the first language, which is high in comparison to the national average. Four pupils are eligible for free school meals, which is below the national average.
2. The roll has been increasing over recent years and accommodation is a major issue for the school. As part of the Harewood estate, the school was built in 1765 and has had various additions and extensions. There is a temporary classroom on site, but accommodation overall is limited for the number of pupils. Negotiations are currently being held with the local education authority to address this problem.
3. The school aims to provide a broad and balanced curriculum and to help pupils to develop lively, enquiring minds, to prepare them fully for adult life. It aims to help pupils develop moral values, respect for other religions, races and cultures and to understand and appreciate the world in which they live. As a major aim, the school seeks to foster in the pupils a respect for themselves and others and to have a high regard for Christian virtues.
4. The school has identified its priorities as implementing the National Literacy and Numeracy Strategies, along with improving provision for information and communications technology. The development of assessment strategies is also an immediate priority.
Key Indicators
5. Attainment at Key Stage 1 1
Number of registered pupils in final year of Key Stage 1 for latest reporting year:
Attainment at Key Stage 2 2
Number of registered pupils in final year of Key Stage
2
for latest reporting year:
The 1999 national comparative data at the time of publication was currently unavailable.
Attendance
1 Percentages in parentheses refer to the year before the latest reporting year
Percentages in parentheses refer to the year before the latest reporting year
2
Percentage of half days (sessions) missed through absence for the latest complete reporting year
Exclusions
Number of exclusions of pupils (of statutory school age)
during the previous year:
Quality of teaching
Percentage of teaching observed which is :
¨
PART A: ASPECTS OF THE SCHOOL
EDUCATIONAL STANDARDS ACHIEVED BY PUPILS AT THE SCHOOL
Attainment and progress
6. In the 1998 National Curriculum assessments at the end of Key Stage 1, pupils' attainment in reading and writing was in line with the national average. The number attaining higher levels in reading was close to the national average, but, in writing, no pupils attained higher than average levels. In mathematics, pupils attained average levels. In the same year, at the end of Key Stage 2, pupils' attainment in English, mathematics and science was well above the national average. In comparison with similar schools, pupils' performance in 1998, at the end of Key Stage 1, was well below average for reading and writing and broadly average in mathematics. It was above average in English and science and well above average in mathematics, compared to similar schools, by the end of Key Stage 2. However, taking the three years 1996 to 1998 together, results in all of these subjects were well above the national average at the end of both key stages. The below average results attained at the end of Key Stage 1 do not reflect a downward trend, but indicate the varying prior levels of attainment of the group of pupils who were assessed in 1998.
7. Standards seen during the inspection broadly reflect the results of 1998. By the end of Key Stage 1, pupils attain satisfactory standards in reading, writing and mathematics, which are in line with the national average. By the end of Key Stage 2, pupils' attainment in English and mathematics is good and above the national average. Their attainment in science is very good and is well above the national average. Standards in information technology are good by the end of both key stages. In religious education, pupils throughout the school achieve well, in relation to the locally agreed syllabus.
8. By the end of both key stages, pupils listen attentively and talk clearly. They ask and answer questions, contribute to discussions and develop the use of a good range of vocabulary. By the end of Key Stage 2, pupils are fluent speakers, who understand and use various forms of language in different situations. By the end of key Stage 1, pupils have appropriate knowledge and understanding of letter patterns, recognise familiar vocabulary and can retell the main events in a story. They read aloud with appropriate fluency and expression. By the end of Key Stage 2, pupils are fluent readers, showing appreciation of authors' style. They have secure understanding of strategies used for locating information from books and show enjoyment of fiction. By the end of Key Stage 1, pupils write simple sentences that are accurately punctuated. Their spelling is sound, but few have developed an appropriate joined handwriting script. However, by the end of Key Stage 2, handwriting is joined and fluent. Pupils write for a wide range of purposes and show good awareness of the intended audience by the end of Key Stage 2 and work is well presented.
9. In mathematics, by the end of Key Stage 1, pupils have a good mental recall of addition and a good knowledge of number bases. They have sound understanding of odd and even numbers, but are less secure in some aspects of measurement, such as time. By the end of Key Stage 2, pupils have a good understanding of place value, shape and space. Their mental recall is good and they have a very good knowledge and understanding of decimals and fractions.
10. By the end of Key Stage 1, pupils show sound understanding of life and living processes. They recognise that things grow and reproduce and have good understanding of the importance of their senses. They record their results well. Older pupils identify and group
living things, learn to use a classification system and develop good use of scientific vocabulary when explaining their work. By the end of the key stage, pupils have very good knowledge and understanding of life processes. They record their work well.
11. These standards reflect an improvement in science since the last inspection, where some aspects of the subject were seen to have weaknesses, largely due to the limited opportunities provided at that time for investigative work. The school has successfully addressed this issue and has established a progressive scheme of work to ensure all aspects of the subject are taught. Similarly, standards have improved in information technology, supported by the school's focus on improving opportunities for pupils to use information technology, both for control and for word processing. The sensitivity shown towards valuing different faiths in the school remains a strong feature and has a positive impact on pupils' understanding of religion. Planning shows a clear focus on specific concepts and issues and pupils achieve well. Their knowledge and understanding is good.
12. In information technology, pupils' attainment at the end of both key stages is good. By the end of Key Stage 1, they use the computers well for word processing, use the mouse competently and can edit their work by using various keys. Pupils understand how to control a programmable robot and can produce simple charts and graphs. By the end of Key Stage 2, pupils are adept at communicating and handling information and combining text and graphics. They use the computers well to support their learning in other subjects.
13. Pupils make good progress in speaking and listening, from the time they begin school, where they quickly learn to listen to the teacher. They listen and respond appropriately during class discussions and, by the time they are 7, pupils have good speaking and listening skills. Pupils continue to develop an increasing range of vocabulary, are willing to contribute to discussions and to ask and answer questions. By the end of Key Stage 2, they are confident, fluent speakers. Pupils listen very attentively in lessons and respond well. Satisfactory progress is made in reading and writing at Key Stage 1, where the youngest pupils learn to handle books and develop appropriate reading skills. They make sound progress in letter formation, spelling and in writing simple sentences. Their rate of progress increases towards the end of Key Stage 1, supported by the good opportunities provided for pupils to read and write from a range of formats, for a variety of purposes. However, progress in handwriting is slower, with few pupils being able to join letters by the end of Key Stage 1. In the lower stages of Key Stage 2, pupils develop fluency in reading and their writing shows the use of more complex structures, a widening range of vocabulary and awareness of the reader. However, standards in handwriting vary in this key stage. By the end of Key Stage 2, pupils have made good progress in reading and writing, overall.
14. In mathematics, pupils make satisfactory progress at Key Stage 1 and, by the end of the key stage, begin to make good progress in their numeracy skills and mental arithmetic. They attain sound standards in their measurement skills, including the measurement of time, by the end of Key Stage 1. At Key Stage 2, pupils continue to make good progress in all aspects of the subject, applying their mathematical knowledge and skills well in other activities, such as in weighing and calculating the ingredients needed for baking bread. By the end of the key stage, pupils have made good progress.
15. Pupils make good progress in science throughout the school, attaining very good standards by the end of Key Stage 2. They confidently explain their experiments, using a good range of scientific vocabulary. They can predict and hypothesise, observe and measure and record their work well.
16. Progress throughout the school is good in information technology. All pupils quickly learn to use computers for routine tasks. They learn to enter and retrieve data and are confident in experimenting with different shaped and sized fonts, with graphics and, by the end of Key Stage 2, can present data in spreadsheet form.
17. Throughout the school, pupils make good progress in religious education. They make good progress in music, which is supported by visiting specialists and instructors. Pupils make good progress in history and physical education at both key stages. They make sound progress in art, design and technology and geography at Key Stage 1. Good progress is made in geography and sound progress is made in art and design and technology at Key Stage 2. Pupils with special educational needs make good progress in most subjects, supported by individual education plans which show clear targets and by well qualified support staff. Pupils with higher prior attainment receive appropriate additional challenge in most work. The youngest children in the school make particularly good progress in physical education, where they quickly learn how to develop an awareness of space, control and balance.
Attitudes, behaviour and personal development
18. Pupils' attitudes are good overall. All pupils show a positive approach to learning, sustain concentration and work well in lessons. They respond well to encouragement to offer their own ideas and opinions and, by the time pupils leave the school, they show confidence in undertaking independent and collaborative work.
19. Behaviour is good. The behaviour policy clearly states that bullying is not acceptable and there are clear rules and sanctions. Pupils know the classroom and playground rules and some classes award stars and other reward symbols for good behaviour and attitudes. Teachers give praise for good work and behaviour. Pupils work well in individual tasks and they collaborate well together, in activities such as baking bread.
20. Since the last inspection, behaviour has improved. There is a comprehensive behaviour policy and pupils know and understand the rules of expected behaviour. All staff are aware of the appropriate expectations. No instances of bullying were seen during the inspection. There have been no exclusions.
21. Relationships in the school are good. Pupils play well together and the family atmosphere developed in the school supports the youngest children when settling into school life. The pupils are very willing to take responsibility when offered the opportunity to do so. They act as monitors for a wide variety of jobs, including preparing for assemblies and acting as library monitors. Older pupils act as agents for the school bank, which provides them with opportunities to show their initiative, such as in making decisions about how to organise the collection and recording of pupils' savings. Homework is regularly set throughout the school. A home-school agreement is in place.
Attendance
22. The attendance levels at the school are well above the national average and this contributes well to pupils' attainment and progress. Pupils generally arrive punctually to school, though a few are sometimes late due to the severe local traffic conditions. Lessons usually begin on time, though, during the inspection, on a small number of occasions, teachers
were not prompt in returning to collect their classes after break and lunchtimes.
QUALITY OF EDUCATION PROVIDED
Teaching
23. The quality of teaching is good overall. It was very good in 17 per cent of lessons, good in 33 per cent and satisfactory in the remainder. Teaching is most effective in the Year 5 and 6 class, where most lessons were very good.
24. In the good and very good lessons, teachers ensure that work is well matched to pupils' prior attainment. Lessons are well organised and teachers use a variety of teaching methods to maintain interest. Questioning is very skilful in the very good lessons, which sensitively guides pupils in their learning and provides suitable challenge. Pupils are encouraged to offer their ideas and hypotheses and to become independent learners. Good examples were seen in lessons such as the study of Sikhism, in Year 2, where drama was used to reinforce pupils' knowledge and understanding and in a Year 6 mathematics lesson about equivalent fractions and decimals, which skilfully incorporated prior work with new learning.
25. Where teaching is satisfactory, lessons are suitably planned to ensure progression in subjects. Teachers give clear instructions and explanations and lesson objectives are usually appropriate. Resources are well organised and accessible. At times, however, there are insufficient opportunities provided for pupils to discuss and question, or to subsequently evaluate their work. Overall, in the satisfactory lessons, planning insufficiently indicates work for pupils with different prior attainment, which sometimes results in inappropriate challenge for some pupils.
26. The teaching of children under five is satisfactory overall. The teacher provides a caring environment and plans effectively to provide a range of experiences in all areas of learning. A very good lesson seen in physical education reflected the teacher's good knowledge and understanding of children's prior attainment. Activities were well matched to children's needs and the classroom assistant's contributory role was well planned. Children's progress is well monitored and recorded to inform future teaching. Overall, teaching in the area of language and literacy is good. Pupils have good opportunities to develop their speaking and listening skills and their early reading and writing skills. A good range of books is provided for early reading and suitable designated areas are provided for activities, such as writing, role-play, counting and using sand and water. The teaching of early mathematics, creative skills and knowledge and understanding of the world is satisfactory. The teacher is well supported by classroom assistants, one of whom has good understanding of the provision required for children under five.
27. In both key stages, teaching is at least satisfactory and examples of good and very good teaching were seen. Teaching in the Years 5 and 6 class is consistently of a high quality. The teacher has very good subject knowledge and provides stimulating lessons in most subjects. Very good links are made across subjects, class management and organisation are very good and there are effective relationships between pupils and the teacher. Pupils show enthusiasm and are encouraged to extend their learning. Throughout the school, teachers give clear
introductions and explanations. They encourage pupils to listen attentively and to complete tasks. At Key Stage 2, in particular, lessons are usually brisk and time is used well. On occasion, however, some lessons do not begin promptly, such as in some following assembly or those being held in the hall. Teachers have worked hard to develop consistency in the delivery of subjects and they follow schemes of work appropriately. This is reflected in the improvements seen in science, which now has appropriate focus on developing pupils' investigative skills. Teachers collaborate in planning and willingly support colleagues, though co-ordinators have little opportunity to monitor and evaluate classroom practice.
28. Teaching is good overall, at Key Stage 2. Class teaching is used effectively at the beginning of lessons and many lessons conclude with discussions about what has been learned. A brisk pace is maintained and pupils are managed well. Discipline is very good and pupils are managed well. Teachers have high expectations and pupils' work is marked constructively. Planning is detailed and work is generally well matched to pupils' needs. At Key Stage 1, teaching is good overall in English and religious education and satisfactory in other subjects. Many good features were seen, including the organisation and management of resources, clear introductions and explanations. However, pace is not always brisk and expectations do not always ensure sufficient challenge. The quality of planning varies, but generally lacks detail of work for pupils with differing prior attainment.
The curriculum and assessment
29. The curriculum provided at both key stages is good. It is broad and balanced and statutory requirements are met in providing for all subjects of the National Curriculum, religious education and health and sex education. Personal safety and an awareness of the dangers of the misuse of medicines as drugs is taught when appropriate. There are policies and schemes of work for each subject, with further guidance and detail of the programmes of study provided by some national schemes of work. The allocation of time for the teaching of each subject is realistic and sensible. The issue from the last inspection, of the under-representation of particular attainment targets, has been fully addressed by the writing of schemes of work, the implementation of the literacy and numeracy hours and the provision of nationally agreed subject documents. There are appropriate experiences in all areas of learning for children under five.
30. There is equality of access and opportunity to the National Curriculum for all pupils. Pupils with special educational needs have good provision and procedures fully meet the requirements of the Code of Practice. All pupils with special educational needs are well supported by a good number of qualified and experienced support staff. Their individual education plans have detailed and achievable targets and support is almost always given within the classroom, thereby enabling pupils to have their full entitlement to the curriculum and ensuring continuity in their learning.
31. The planning for progression and continuity in all subjects is good throughout the school. The method used for long term planning is a flexible model, showing complete coverage of the National Curriculum across both key stages and groupings of subject areas for effective cross curricular work. Continuity and progression through the school is achieved by the careful planning of subject content. Medium term plans suitably follow the long term plan and include learning objectives, areas of the programme of study, teaching and learning activities, resources and assessment. The work undertaken in long and medium term curriculum planning addresses the identified areas of weakness in the previous inspection. Teachers' short term planning also makes use of information from national subject documents,
focusing accurately on appropriate levels of work to be taught. However, these insufficiently indicate work planned for pupils with differing prior attainment.
32. Extra-curricular provision is very good. The school provides many interesting and educational activities for the pupils, including sport. Pupils can take part in dance classes, have tuition in French, play football and netball, take part in inter-school tournaments and learn the violin and guitar. There are also three groups of recorder players. Older pupils have opportunities to take part in adventurous activities whilst at an outdoor residential centre. The school has traditionally strong links with the community, such as the excellent link with Harewood Estate and its study centre, the use of Ripon Cathedral for a variety of studies, visits to museums and the production of concerts for the benefit of the local community. Three pupils appeared with the Northern Ballet Theatre at the Grand Theatre in Leeds. Another three appeared in the same ballet, "Giselle," in Temple Newsam Park.
33. Procedures for assessing pupils' attainment are good. A baseline assessment is undertaken as children enter school and children under five are regularly assessed to evaluate progress in the six areas of learning. Detailed records are kept. In Key Stages 1 and 2, teachers' ongoing classroom assessment procedures and marking of pupils' work are good. The school makes use of end of year assessments in core subjects, using annual reading test results and national assessment test materials. Records of progress and attainment are kept in pupil profiles, which are started in the reception year and also include samples of levelled work in core subjects each term.
34. Good use is made of assessment records of children under five to inform future planning and teaching. Procedures are satisfactory in Key Stage 1 and 2, though the school has identified the need to further improve its common approach to planning and to indicate opportunities to assess pupils, in relation to learning objectives. At present, the use of assessment to inform future planning of work for pupils with differing prior attainment is underdeveloped. The school aims to continue to improve its planning for pupils of differing prior attainment by the use of these assessment results.
35. Homework provision is satisfactory and pupils take home reading books, spellings and numeracy work. They are well supported by their parents, who generally appreciate the levels of homework provided. Reports on children's progress are provided through annual reports and consultation evenings twice a year and parents are encouraged to visit the school to discuss progress or learn about new initiatives.
Pupils' spiritual, moral, social and cultural development
36. The school makes very good provision for pupils' social and cultural development and good provision for their spiritual and moral development. The school's aims are to promote pupils' understanding of other peoples' beliefs, values and practices and to develop respect and sensitivity. These are successfully achieved and lead to the very good ethos of the school.
37. The provision for spiritual development throughout the school is good. Pupils learn in some depth about Christianity in their religious education lessons and acts of collective worship. They appreciate the traditions and beliefs of other faiths, such as Sikhism and Judaism, by learning in practical ways about the similarities and differences of the various festivals, celebrations and prayers. The well delivered assemblies, which are mainly Christian in content, are enjoyed by all pupils of the school, regardless of their faith. There are good opportunities for pupils to explore the personal significance of religious and moral beliefs, when
learning how to make choices and relating this to the life and teachings of Jesus. Pupils also learn to appreciate the strong spiritual bond of Sikh and Jewish families and the importance of prayer, the blessing of meals and the principle of equality of peoples. They are encouraged to consider the feelings of others when they reflect upon the plight of families caught up in natural disasters, for example, the Sudan where many people, young and old, die of disease.
38. The provision for pupils' moral development is good. Pupils have a clear understanding of the difference between right and wrong. They are consistently polite and courteous to visitors and relate well to each other. Parents fully agree that the school's values and attitudes have a positive effect on pupils' moral development. The implementation of the discipline policy is effective and the pupils are managed well. There is a very caring ethos throughout the school and this is exemplified by the good behaviour in the school, with older pupils often helping younger ones, such as at playtimes. The school arranges for outside speakers and organisations, such as the NSPCC and a teacher from a local school to talk to the pupils about Martin Luther King and his struggle for equality. Children are also made aware of the moral issues and dangers posed by smoking and the misuse of drugs. Older pupils attend the 'Crucial Crew' event in Ripon which is organised by North Yorkshire Police.
39. There is very good provision for pupils' social development. The school aims to provide a welcoming, supportive environment to nurture friendly and caring relationships and to encourage pupils to develop social skills. Pupils willingly accept responsibilities within the school and work for the good of the outside community. Older pupils act as milk monitors and help to prepare the hall for activities. They provided good support for the visiting Yorkshire Bank staff, by politely reminding teachers of the presence of the bank representatives in school. They act as friends and helpers to the children in the reception class. Pupils attend ballet clubs, modern foreign language lessons three times a week, violin and guitar tuition and athletics coaching. These activities instil co-operation, personal responsibility, an appreciation of rules and the importance of being part of a team. There are many educational visits, including a residential visit. Pupils take part in activities and competitions in the wider locality, such as designing a garden for the Leeds Civic Centre. The staff and other adults, such as parents who help in school, are friendly and welcoming and are good role models for pupils. This creates an environment in which all pupils feel safe and is exemplified by the manner in
which all pupils integrate well with each other.
40. The provision for pupils' cultural development is very good. The school makes very good use of its human resources by welcoming parents and pupils of all faiths and backgrounds. They in turn contribute willingly and enthusiastically to the school's programme of multicultural education. In work in different subjects, such as history, geography, art and music, pupils learn about cultures from other periods of history and from other parts of the world. When studying localities in continents such as Africa and India, pupils consider the lifestyles, food, homes, school and religion of the different peoples and compare them with their own way of life. In music and art, pupils are able to appraise and appreciate artefacts, instruments and music. In religious education lessons, pupils are able to study Christianity, Sikhism and Judaism in some depth and are able to handle artefacts from those religions. The school maintains strong links with an inner-city school in Leeds and with its local community, including Harewood House and the local church.
Support, guidance and pupils' welfare
41. The support, guidance and pupils' welfare offered at the school is good. Pupils with special educational need are given good support. The secure and caring environment described in the last inspection report has been maintained. Pupils feel safe and secure within
the family atmosphere generated at the school. Attendance levels are well above the national average.
42. Pupils' attainment and progress is carefully monitored and suitable records are kept, including records kept throughout their school life. Teachers know the pupils very well and provide good role models.
43. Young children feel welcomed when beginning school and settle well into school life. Similarly, pupils are well prepared for their move to secondary education. Pupils visit secondary schools and are visited by staff before they leave the primary school.
44. The behaviour policy has clear guidance for behaviour and the use of appropriate sanctions. Pupils know the rules indicated on classroom notices and rules stated for the playground. Following the last inspection, the school has ensured that all staff have clear expectations. There were no incidents of bullying or of unacceptable behaviour during the period of inspection.
45. The school maintains good links with all support agencies, including the speech therapist, the educational psychologist and the local authority adviser for personal and social education, who supports the teaching of the sex education programme to Year 5 and 6 pupils.
46. Child protection procedures are known and understood. A member of the governing body has been appointed to give added strength to this requirement and this represents a good improvement since the last inspection.
47. Appropriate health and safety policies are in place and good attention is paid to most matters of health and safety, including fire fighting equipment and electrical testing. Minor injuries are dealt with in a calm and efficient manner. Two members of staff have appropriate first aid qualifications.
Partnership with parents and the community
48. The school has a good partnership with parents and the community. It plays an active part in the community and has supportive parents' association, which provides a range of social and fund-raising events to benefit the school. For example, money is provided for school visits and recently, a major contribution provided the school with a new piano.
49. Parents are welcome to help in school and a good number of parents regularly help in classes and with swimming. During the inspection, several parents gave good support in lessons, such as history, where they talked about their own experiences in the past. The school provides good information to parents and intends to start a system of writing regular newsletters. A few parents would appreciate more information about work such as topics. There are suitable open evenings in the autumn and summer terms.
50. Strong links are maintained with two local churches and pupils attend celebrations such as those held at Easter and Christmas. The clergy are regular speakers at assemblies. There are well developed links with two other schools outside the area, where pupils collaborate on topic work.
51. Strong links are maintained with the Harewood Estate, which is used effectively to enhance pupils' experiences in subjects such as science, geography and history. Pupils enjoy
curriculum visits to the estate. A local firm of accountants has provided sponsorship for football shirts, while some links have been held with a local doctor, who has contributed to pupils' work in science.
52. Parents are supportive of the school. They appreciate its aims and values. Parents have welcomed the recent introduction of the home-school agreement. Pupils are encouraged to take part in a range of extra-curricular activities, including French and ballet and some pupils of the school have appeared in a production with the Northern Ballet Theatre. The parents' association supports the school well, such as in providing sizeable amounts of money to classes for resources. A violinist gave a free concert in Harewood House to support resources for information technology.
53. There are a small number of minor statutory details missed from the governors' annual report to parents. The school has been notified about these.
THE MANAGEMENT AND EFFICIENCY OF THE SCHOOL
Leadership and management
54. The leadership and management of the school are good. The headteacher, supported by the staff and the governing body, has developed a clear sense of direction for the school. This promotes a very good ethos, which is respected by parents, as shown in the responses at a meeting prior to the inspection and in a questionnaire.
55. Since the last inspection, the school has produced a clear action plan, which is successfully addressing most of the issues raised. Progress in these is monitored carefully. The school continues to provide a caring ethos with a clear equality of opportunity for all pupils, which is appreciated by parents. The governing body, which was seen to lack understanding of its role and responsibilities, now takes a strategic role in the management of the school, acting as a critical friend and being involved in development planning. Classroom monitoring is undertaken by the headteacher and some teachers with subject responsibilities have had opportunities to evaluate work in classrooms. However, the school has yet to establish regular opportunities for subject co-ordinators to develop their monitoring roles. The skills and experience of staff are used effectively to support developments, for example, by leading school in-service meetings and by sharing teaching in some subjects such as physical education and religious education.
56. The governing body operates effectively, showing an improvement since the last inspection, where governors were found to be unsure about their roles and responsibilities. Minutes of the governing body meetings show that governors play a full role in the management of the school. Staff and governors are appropriately involved in establishing needs for inclusion in the school development plan. The school has worked hard to devise an appropriate system and format for development planning, which includes priorities, costs, time scales and systems for monitoring and evaluating its success. This reflects a good improvement since the last inspection, where development plans were seen to be unclear and did not provide a manageable strategic lead for the school.
57. The leadership and management of the provision for pupils with special educational needs are good. The Code of Practice is fully complied with and pupils' individual education plans are evaluated regularly. Effective systems are used to identify and provide suitable provision for pupils with special educational needs. There is a designated governor for special
educational need, who takes an active interest in the school's provision. Governors meet their statutory reporting obligations about the success of the special educational needs provision.
58. The school's aims and values suitably influence the work of all staff, who share a sense of care and commitment. Parents fully support the school's aims and their views are valued. The school meets statutory requirements for the recording and publication of National Curriculum assessment results. Statutory requirements are generally met, though there are some minor omissions in the governors' annual report. These concern the inclusion of the name and address of the chair of governors, the name of the clerk and information about the next election of parent governors.
59. Effective systems are in place for development, day-to-day management and administration. The school is committed to providing a high quality of education, within a very good ethos.
Staffing, accommodation and learning resources
60. There are a suitable number of qualified and experienced teachers. Teachers share responsibilities for subjects of the curriculum and collaborate well. Good training has been received to fully develop the literacy and numeracy initiatives. The appraisal cycle has been completed. Job descriptions are in place, but are in need of review to more clearly reflect staff roles and responsibilities.
61. An appropriate number of additional staff are employed and they give good support to pupils with special educational needs. Parents contribute well, by supporting small groups and individuals in lessons such as bread making and supervising at the swimming pool.
62. The accommodation is unsatisfactory. Discussion with the relevant authority is taking place for improvements. The very limited accommodation restricts the quality of education provided, such as in the use of the hall for physical education. There is restricted space in classrooms for pupils to move around and little storage space. The narrow corridors and small number of toilet areas do not provide adequate facilities for the numbers of pupils at the school.
63. Some areas have poor facilities. The portable classroom and the staff room lack water facilities. The staff room is not adequate to meet social needs. A small playground and lack of playground markings, together with only a small amount of playground furniture does not provide good facilities for pupils.
64. Resources such as books and equipment are generally good. There is appropriate provision for information technology and all classrooms have computers, some with a CDROM. There are an appropriate number of books in the school library, though insufficient for younger pupils. Staff at the school work hard to keep all areas tidy in the cramped and limited space available.
The efficiency of the school
65. The financial planning of the school is good. The headteacher, school secretary and convenor of the governors' finance sub-committee exercise very effective budgetary control,
with the support of data provided by the education authority's financial services. The school has secure systems for financial control and has put into practice minor recommendations of the recent audit. The effective governing body carries out its role effectively as a critical friend to the school. There are appropriate sub-committees, which report to full governing body meetings and governors are actively involved in monitoring and evaluating the school's development plan.
66. The development plan is realistically linked to the budget and includes curriculum, pastoral matters, personnel, resources, governors, the community and buildings. There are cost implications, time limits and success criteria. Although the school has had to plan for the implementation of recent national initiatives, it has continued to focus on particular needs of the school and has used the budget wisely for the benefit of its pupils and staff. Examples of this have been the creation, over several years, of a contingency surplus in the budget to cushion the school from the effects of a falling roll. Other priorities have been to provide better than average resource funding and to choose another option for staffing insurance, to enable a more efficient use of funds. The latter has been carefully monitored and has proved to be a successful decision.
67. The school's use of the teaching and support staff is good, leading to high standards of work and good behaviour by the pupils. The school is suitably staffed with qualified and experienced teachers, who have had recent training in national initiatives. There is good support for pupils with special educational needs, with experienced special educational needs assistants. The teaching, assessment and resource needs of children under five are generally well catered for.
68. The use of learning resources and the accommodation is good. The school makes full and effective use of the limited available space within the building. The storage space is organised well, despite the difficulties of the building. A small library area has been created in the school entrance hall, funded by the local education authority and book collections are sited in each classroom. Efficient use is made of computers, which are networked.
69. The efficiency of financial control and school administration is very good. Routine procedures operate smoothly and unobtrusively and care is taken when placing orders to obtain good value for money. The administrative assistant also provides regular printed information to the governors' finance committee and gives good advice and support in all matters relating to the school. Various other funds, for which the school has responsibility, are collected, recorded and banked by the administrative assistant, who gives very efficient and effective support to the headteacher, staff and governing body.
70. Taking into account the small size of the school, its budget and costs, the pupils' average attainment on entry, the high standards achieved, the very good provision for pupils' social and cultural development, the good teaching and improvements since the last inspection, the school provides good value for money.
PART B: CURRICULUM AREAS AND SUBJECTS
AREAS OF LEARNING FOR CHILDREN UNDER FIVE
71. Children under five are taught in the mixed reception and Year 1 class. At the time of the inspection there were eight children who had not reached their fifth birthday. Their experience of pre-school education is varied. Children's attainment on entry to the reception class is broadly average, although there are wide variations within each intake. All pre-school children are visited by their class teacher in the term before entry to school and an 'All about me' sheet is provided for the parent and child to complete. There is a one-entry intake in the September term for all children, who are admitted to school over a period of days. A baseline assessment is undertaken within a few weeks of children's entry to the reception and Year 1 class, to assess their attainment in terms of language and literacy, mathematics and personal and social development.
72. By the age of five, most pupils have made sound progress and meet the desirable outcomes for their age in most areas of learning. Children's personal and social development is good overall. Most children are able to share areas, such as when working together in the home corner or in the sandpit. They are eager to explore new learning and willingly discuss the issues of right and wrong with the classroom assistant. They learn to take turns and share resources, such as jigsaws and small toys. They can work as part of a group, but also demonstrate developing independence, such as when changing their clothes for drama and physical activities. They have good opportunities to select an activity or resources and take pride in developing self-sufficiency.
73. In language and literacy, children are encouraged to take part in discussions, such as when deciding who should stay in the home corner and the reasons why. They listen attentively and respond well to the teacher. They show developing ability to organise their thoughts and speak with increasing confidence to adults. Their speech is clear when discussing a story they have heard and when involved in role-play.
74. Children enjoy handling reading books and can talk about the characters and the plot, with help from the classroom assistant. They know that words and pictures tell a story and they can explain the difference between the print and illustrations. Children begin to recognise familiar words and letters and make a sound start to reading. Many children can recognise lower case letters and begin to recall other words that start with this letter. They recognise their names and are encouraged to learn from a variety of labels displayed around the classroom. Regular storytelling and reading from big books enhances their enjoyment of fiction.
75. In their early writing, children can use pictures and symbols to communicate meaning and they begin to include familiar words and letters. Most pupils recognise some letters of the alphabet and practise copying their correct form and size. Not all children form letters correctly, but most have a correct pencil hold. They show interest in writing and are encouraged to make their early marks in such activities as writing letters and shopping lists.
76. Children's mathematical development is sound. They are able to describe shape, position, size and quantity by using terms such as 'in front of', 'bigger than' and 'more'. Most can count to five and recognise numbers to 10. They can name cubes and cuboids, with some help and are learning 'cylinder'. Children join in number songs and begin to solve practical problems.
77. Children's knowledge and understanding of the world is good. They are able to talk about their homes, families and local environment and talk about past and present events in their lives. Most can recognise a photograph as a source of evidence, to learn about the past and to understand the sequence of growth from baby to adult. Children's learning is reinforced by activities such as painting or model making, for example, in painting pictures of their families and making cardboard box models of houses. They use art straws, material and card to make pictures and use the skills of cutting and joining for a variety of purposes.
78. In their physical development, children show increasing control of their movements. They move confidently around the classroom and in the hall, where they can use large equipment to illustrate ways of travelling. In the sandpit, they manipulate small tools and objects and are aware of the space around themselves and each other. Children are able to tidy up their work areas and move quietly to their seats. In manipulating scissors, glue and pencils, children show increasing control and confidence. They use containers in the sand and water trays and practise mark making.
79. Children's creative development is satisfactory. They listen appreciatively to music, join in with singing and express their creative ideas in art and music. Children experiment with paint, mixing colours, make pictures and use boxes to represent houses. They are able to draw and use collage material and make shapes out of malleable substances, such as play dough. They have good imaginations and play different roles in the home corner. They investigate sounds made by different percussion instruments and co-operate in making a series of musical effects. They learn a variety of songs, including nursery rhymes and special songs that enable them to learn numbers and the days of the week.
80. The quality of teaching is sound overall for children under five. Very good teaching was seen in a physical education lesson, where activities and teaching methods ensured pupils made good progress. There is a pleasant and caring environment. The teaching plans appropriately for experiences within all areas of learning. Regular assessment and recording is carried out. Baseline assessments are used well to identify children's needs. Support staff are usually effectively deployed and those with good understanding of learning objectives for children under five make a good contribution to the provision. Good use is made of the accommodation, which is attractively arranged to provide an appropriate range of learning activities.
ENGLISH, MATHEMATICS AND SCIENCE
English
81. In the 1998 National Curriculum assessments at the end of Key Stage 1, the proportion of pupils attaining average levels in reading and writing was broadly in line with the national average. The proportion attaining higher levels was average in reading, but below average in writing, when compared to national averages. In the same year, at the end of Key Stage 2, pupils' performance in English was well above the national average. The proportion attaining higher levels was well above the national average.
82. At the end of Key Stage 1, pupils' performance in 1998 in reading and writing was well below average in comparison with schools with pupils from similar backgrounds. At the end of Key Stage 2, pupils' performance in English was above average in comparison with similar schools. However, taking the three years 1996 to 1998 together, pupils' performance was well above the national average by the end of both key stages. The results vary from year to year
and the school has a higher than average numbers of pupils with special educational needs and with English as a second language. Inspection observations show that pupils attain well in speaking and listening by the end of both key stages. Pupils' attainment in reading and writing is satisfactory and in line with the national average by the end of Key Stage 1. Pupils make good progress and attain above average levels in reading and writing by the end of Key Stage 2.
83. At Key Stage 1, pupils listen attentively and talk clearly. They enjoy good opportunities to take part in discussions, such as when talking about their work, stories and events. The youngest children ask and answer questions, with growing confidence. Their good listening skills were particularly evident during their physical education lesson, where they responded promptly to the teacher and followed instructions well. By the end of the key stage, pupils talk enthusiastically about their work and their experiences and their views are equally valued. In designing a dinner menu, for example, Year 2 pupils imaginatively created a range of interesting dishes, which were described in detail.
84. At Key Stage 2, pupils develop fluency in discussions, using an increasing range of vocabulary. They listen well to instructions and explanations and willingly answer questions. Pupils are encouraged to question, predict and hypothesise. They are encouraged to express their feelings, such as in religious education, where, for example, Year 4 pupils discuss reasons for the ways in which people react towards each other. The strong ethos of the school supports pupils' personal development and is reflected in the good opportunities provided for them to develop their speaking and listening skills. Pupils in Year 6 respond well in speaking and listening tasks, such as when talking about a play script, where they appreciate each other's views, take turns to respond and use mature vocabulary to express their thoughts and ideas. By the end of the key stage, pupils speak confidently in all situations. They understand and can use various forms of language in different situations.
85. In reading, pupils at Key Stage 1 develop appropriate skills in learning to recognise words and letter patterns. They learn to predict what might happen next in a story and to anticipate unfamiliar words by making use of the surrounding context. During the literacy hour, pupils show sound understanding of the main ideas in a story and can read to find out information. They can retell the main events and talk about the plot and characters in a story. By the end of the key stage, pupils read aloud with appropriate accuracy and expression.
86. At Key Stage 2, pupils continue to read from a range of sources, including the computer, information books, worksheets and fiction. They enjoy fiction, including stories told within the literacy hour and develop good reading skills. They begin to appreciate authors' styles, discuss their favourite authors and express their opinions about what they have read, such as in producing book reports for others to read. Pupils develop good strategies for locating information, having secure understanding of the use of the contents, index and glossary pages. They can locate books in the library, using the classification system and can search information well to find answers to more complex questions. Pupils read for detail and can collect, reorganise and assimilate information from a range of sources by the end of the key stage.
87. Pupils develop appropriate writing skills at Key Stage 1. Their early development is sound, with appropriate opportunities provided for the youngest children to make marks, learn letter formation and develop appropriate control of writing tools. In Year 1, pupils can write words, paying increasing attention to the spacing and positioning of letters. Those with higher prior attainment begin to develop independence in writing simple sentences. By Year 2, pupils
write sentences with appropriate punctuation, using a full stop and capital letter. They spell commonly used words accurately and make good use of their wordbooks to help them spell unfamiliar words. However, pupils have yet to learn how to join letters to improve their handwriting fluency and a few pupils hold their pencils incorrectly.
88. At Key Stage 2, younger pupils write increasingly at length, with appropriate understanding of the sequence of a story. They punctuate sentences and begin to use more varied sentence structures, which include the use of adjectives and more complex conjunctions. Stories contain dialogue, which is often accurately represented with inverted commas. However, many pupils have yet to join their handwriting by Year 4. As they progress through the key stage, pupils
develop understanding of story drafting and ways in which they can engage the reader's interest, such as in using varied vocabulary, description and by creating interesting events within a story. By the end of the key stage, pupils' writing shows good awareness of the intended audience. Research tasks within their topic studies are well presented. Pupils make good progress by the end of the key stage in handwriting, where they write with a legible, fluent style, in different formats, for a range of purposes, such as in writing letters, lists, accounts, descriptions and arguments.
89. Progress in speaking and listening is good throughout the school. Progress in reading and writing is satisfactory by the end of Key Stage 1, by which time the rate of progress in these skills improves. During the inspection, some examples of writing undertaken by pupils in Year 1 showed considerable improvement in the rate of progress. Similarly, some examples of writing seen in Year 2 were of a higher than average standard. Progress in Key Stage 2 is good, overall.
90. Pupils with special educational needs make sound progress in literacy, supported by detailed individual plans, which inform teaching. Pupils have good support from special educational needs support staff. On occasion, however, some pupils lack support, such as in the reception class, where individual support is sometimes restricted by the lack of qualified support staff.
91. Pupils respond well, overall, though the youngest children in the school show limited interest in looking at books. However, they have had variable pre-school experience and receive suitable experiences in pre-reading skills. A good range of books is provided for early reading and parents contribute well by reading at home with their children. As they move through the key stages, pupils develop an enjoyment of fiction, read factual information with interest and become avid readers by the time they are 11. Pupils enjoy the literacy programme, particularly where good links are made with topics being studied. For example, several older pupils have selected novels that are related to their study of World War II, to enhance their understanding of that period in history.
92. The school has identified writing as an area requiring improvement, particularly at Key Stage 1. During the inspection, observations showed that the introduction of the literacy hour is beginning to effect improvement in pupils' writing, though the school has yet to effectively address the consistent development of handwriting. At present, handwriting is taught inconsistently in the school.
93. The quality of teaching is good overall. The literacy hour has been soundly established and provides a sound framework for lessons. In the very good lessons, which were seen at Key Stage 2, time was used efficiently and effectively to encompass all elements suggested
within the National Literacy Framework. In the Year 6 class, for example, pupils were skilfully guided in methods used for sentence construction and were able to adapt texts for different purposes, such as in devising a play script from a poem. Teachers have good subject knowledge and understanding and expectations are usually high. Lessons are clearly introduced and explained. In the satisfactory lessons, whilst planned appropriately, objectives do not always include a sufficient range of activities to meet the needs of all pupils. The overall planning for the literacy hour is satisfactory, but the school has yet to develop short term plans, which show work for pupils with differing prior attainment. Pupils' work is marked regularly and the best examples provide constructive comments to help pupils to improve.
94. There has been some time given to the co-ordinator to monitor and evaluate the development of literacy in the school. There have been regular meetings between staff and the school has maintained a detailed literacy action plan programme. However, there are some inconsistencies in the organisation and delivery and some aspects, such as handwriting development, have yet to be fully addressed. The literacy policy is sound, but is not fully implemented in some aspects. For example, the policy states that pupils should be encouraged to produce clear and joined handwriting by the end of Year 2. The co-ordinator lacks regular opportunities to monitor and evaluate class lessons. Resources are generally good. Classrooms have a good range of books, to support teaching and learning in English. However, the school library lacks a suitable range of books for younger pupils. Good use is made of computer programs to support learning.
95. The accommodation is adequate for teaching English, though space is very limited for activities such as independent research and pupils have difficulty in accessing resources in the classrooms. Despite the lack of space, the school makes the best use of the available accommodation.
Mathematics
96. In the 1998 National Curriculum assessments, pupils' performance at the end of Key Stage 1 was close to the national average. The number of pupils reaching above average levels of attainment was well above the national average. Taking the three years 1996 to1998 together, pupils' performance in mathematics was well above the national average. In comparison with schools in similar contexts, pupils' performance in mathematics was close to the average.
97. The proportion of pupils aged 11 who attained the average in mathematics, was well above the national average. Numbers of pupils reaching above this level were close to the national average. Taking the three years 1996 to 1998 together, pupils' performance in mathematics was well above the national average. In comparison with schools in similar contexts, pupils' performance was well above average.
98. Attainment on entry to the school is broadly average, although the percentage of pupils with special needs and with Statements of Special Educational Need is above the national average. Evidence gained from lesson observations, from the scrutiny of work, display and teachers' plans, indicates that attainment is satisfactory by the end of Key Stage 1 and good by the end of Key Stage 2. There is clear evidence of sustained improvement through the school, with particularly good progress in Key Stage 2. Pupils with special educational needs also make good progress throughout the school, in relation to their prior attainment.
99. By the end of Key Stage 1, pupils have good mental recall when adding 20 to two digit
numbers. They have a good knowledge of number bases, such as the number of days in a week, months in a year, hours in a day and the number of minutes in an hour. Most pupils show a higher than average attainment in their knowledge and understanding of number. They have quick mental recall of number bonds to 10 and have good knowledge of the five times table. They are less secure, however, in their ability to use an analogue clock face to tell times past the hour. Pupils are able to transfer their knowledge of number facts to problems involving money and can give change up to 99 pence. They have sound understanding of odd and even numbers and of simple fractions. Higher attaining pupils know and can use metric units in length and can communicate findings by means of tables and block graphs, showing higher than average attainment.
100. At Key Stage 2, pupils continue to improve their knowledge and recall of multiplication facts of the two and five times tables. They are able to use their knowledge of multiples of five to find alternative ways of calculating large numbers. In their work in shape and space, pupils reinforce their knowledge of quarter turns, learn that these are called right angles and find practical ways to identify and measure them. They can find right angles in a variety of two-dimensional shapes. Higher attaining pupils know there are 90 degrees in a right angle and understand the terms, 'obtuse' and 'acute'. By the end of Key Stage 2, pupils have a thorough understanding of place value and use their knowledge to perform calculations with large numbers and percentages related to decimal fractions. They begin their mathematics lessons with brisk mental recall sessions, such as knowing that 0.01 is one hundredth and also represents one centimetre in one metre. Pupils have a very good knowledge of the comparison of decimals with fractions and of equivalent fractions. Pupils with special educational needs attain sound standards in mathematics, due to the able and effective support from the special educational needs assistants.
101. Progress is sound overall in mathematics in Key Stage 1 and good by the end of Key Stage 2. At Key Stage 1 there is steady progress in most attainment targets, with good progress in number. By the end of Key Stage 2, pupils' attainment is often above average and reflects the good progress made by most junior pupils, including those with special educational needs. Older and higher attaining pupils make good progress in their use of data handling and in their application of information technology to enhance their mathematical work. They are accurate with long multiplication and division of two and three digit numbers and can identify all lines of symmetry in two-dimensional shapes.
102. Children have good attitudes to learning in mathematics. They enjoy their work and are enthusiastic. They are keen to show what they know and can do. Older pupils behave very well, sustaining enthusiasm and concentration. They respond well to challenge and concentrate well. Their work is of good quality. Pupils work co-operatively and independently and can explain their tasks clearly and succinctly.
103. The quality of teaching is at least sound in Key Stage 1 and good in Key Stage 2. All teachers plan lessons carefully, showing clear learning objectives based on the National Numeracy Strategy. Teachers have effective class control and good relationships with their pupils. There is always a strong element of class teaching, in the brisk mental recall sessions and in the introductions to the learning objectives to be covered. However, some lessons contain lengthy class teaching periods, leading to shorter group sessions and an absence of plenary time. However, the teaching in the numeracy hour is at an early stage and teachers are still adapting to the methodology. Some very good lessons exhibit strengths in the teachers' effective questioning techniques and the use of pupils to explain or illustrate their reasoning to the class. Other strengths include the planning of appropriate work for pupils with differing prior attainment and the consistent aim to ensure good standards.
104. The school's long and medium term planning is good, ensuring complete coverage of the National Curriculum. Short term planning varies in quality. Some adaptation has been made to meet the requirements of the National Numeracy Strategy. The effectiveness of the programme will be reviewed in the summer term of the year 2000. Subject leadership is good, with practical advice and support given to colleagues, including a presentation on the numeracy hour. Levelled assessments are undertaken each year from Year 2 onwards, using the materials from national assessment documents. Results are included in the individual pupil profiles to assist in tracking pupils' attainment and progress and to provide information on transition to other schools. However, formal monitoring and evaluation of the subject are, as yet, underdeveloped.
105. The accommodation is barely adequate for the effective teaching of mathematics, but staff make the best use of the buildings and good quality resources, including computers and software.
Science
106. In 1998, at the end of Key Stage 1, teacher assessments in science showed that pupils' attainment was broadly in line with the national average. In the same year, at the end of Key Stage 2, pupils' attainment was well above the national average. In comparison with schools with pupils from similar backgrounds, pupils' performance at the end of Key Stage 2 was above average, though pupils attend the school from a wide area and such comparisons may not be reliable. Taking the three years 1996 to 1998 together, pupils' performance in science, at the end of Key Stage 2, was well above the national average. Evidence gained from the lessons observed, from the scrutiny of pupils' work, discussions with staff and pupils, teachers' plans and displayed work shows that pupils' attainment is good and well above the national average by the end of both key stages.
107. Pupils in Year 1 recognise the main external parts of the human body, such as arm, elbow, knee, shoulder and ankle. Most can write these labels on a diagram, on worksheets and on the computer program. They recognise similarities and differences between themselves and others and can sort these into simple groups. They recognise that living things grow and reproduce and can identify things that have lived. For example, they know that some creatures have lived within protective shells, as seen in their display about things that have lived and those that have never lived. In Year 2, pupils understand the importance of their senses, which are used to see, hear, smell, touch and taste. They have written about things that they like to see, identified sounds heard on a tape recorder and drawn and written about six things they can smell. Pupils make good suggestions about tastes, during a lesson where they are offered a variety of foods to sample. They use good vocabulary to describe foods as 'spicy, salty, savoury and sweet'. Pupils record their results well. By the end of the key stage, pupils readily suggest and put forward their own ideas and begin to make realistic predictions, showing good investigative skills.
108. At Key Stage 2, younger pupils learn to use keys to help them identify and group living things systematically. In the lesson seen, pupils were able to create a key together, showing good understanding of the idea of classification. They could successfully differentiate features, which distinguish living things from one another. By the end of the key stage, pupils understand the workings of the heart, knowing that arteries take blood to the body and veins take blood and oxygen back to the heart. They understand the pulse rate and can describe the main functions of human organs. In their descriptions, pupils use a range of scientific
vocabulary. They record their investigations well in a variety of ways, including the use of charts and graphs and understand the principle of a fair test. By the end of the key stage, pupils' attainment is very good.
109. Pupils make good progress throughout the school. Those with special educational needs make sound progress and generally receive suitable support when recording their work. All pupils develop good investigative skills and learn to record their work in a variety of ways. Their learning is carefully consolidated and most can use their prior learning as a basis for learning new information. For example, good progress is seen in their understanding of life and living processes, where pupils use their previous knowledge of basic life processes to develop their understanding of relationships that exist between plants and animals in a habitat. Similarly, older pupils use their knowledge of the heart to design a poster to promote healthy hearts.
110 Pupils' attitudes to science are good throughout the school. They listen attentively, concentrate and have positive attitudes. Pupils co-operate well, communicate effectively and their behaviour is good.
111 The quality of teaching is good overall. Lessons are well organised, with clear aims and objectives. n the best lessons, the teacher uses very effective questioning to encourage pupils to predict and make hypotheses. Good links are made between science and other subjects, such as information technology and design and technology. A good example of this was seen in the Year 5 and 6 class, where pupils designed a poster or leaflet to promote healthy hearts and where they used information about healthy hearts and exercise to make a spreadsheet. In the satisfactory lessons, whilst introductions were clear and lessons were well managed, some subsequent recording tasks caused some difficulty for pupils with lower prior attainment, who were unable to read the worksheets. In a very few lessons, pupils had limited opportunities to take responsibility for their investigations and to learn to become independent.
112. There is a good policy and scheme of work, which have been carefully developed to ensure continuity and progression throughout the school. Since the last inspection, the school has successfully ensured that pupils are provided with suitable opportunities to build upon previous learning. Lessons are suitably based on medium term plans, though there is inconsistency in the quality of short term planning, in terms of identifying work for pupils with differing prior attainment. Procedures for assessment are satisfactory. At the time of the previous inspection, a key issue for action was to develop systems for assessing and recording pupils' attainment and to use these assessments to plan learning objectives for future work. There has been suitable progress in this area. The school is appropriately developing its assessment and recording systems, in line with recent developments in planning, to ensure appropriate assessment criteria are used as part of the ongoing assessment of pupils' progress. Results of assessment are suitably being used to help teachers to plan future work. Individual profiles showing progress throughout the school have recently been established.
113. Leadership of science is good. The co-ordinator has good expertise and supports colleagues when planning. However, the school has yet to provide opportunities for the monitoring and evaluation of teaching and learning by the co-ordinator. Resources are good. The accommodation places restrictions on space available for experiments, though staff make best possible use of the available accommodation, including areas outside the school.
OTHER SUBJECTS OR COURSES
¨
Information technology
114. At the time of the last inspection, standards in information technology were judged to be broadly in line with standards expected nationally. During the week of the present inspection, one lesson in information technology was seen and pupils were observed using computers to support their learning in different subjects. Evidence was also gained from the scrutiny of samples of work, teachers' planning and discussions with pupils and teachers. From the evidence provided, attainment by the end of both key stages is good.
115. By the end of Key Stage 1, pupils can name the keyboard and monitor, switch the computer on and off and select icons using the mouse, to enable them to use a variety of programs. Pupils can write accounts of their work in other subjects using word processing software. They can use the mouse competently and can edit their work by using the letter keys, shift and delete keys and space bar. They punctuate sentences appropriately. Pupils know that entering a series of instructions into a programmable robot will cause it to move and turn. Pupils use the computer to enter data, to produce simple charts and graphs and good use is made of the computer to support pupils' learning in other subjects such as English, mathematics and science.
116. By the end of Key Stage 2, pupils exceed the levels expected for them in some aspects of the subject. They are able to choose and use information gathered from activities in other subjects and enter and present the data in spreadsheet form. Pupils have the ability to input formulae to gain mathematical outcomes which can be used for other purposes. Pupils are adept at communicating and handling information and combining text and graphics, using a desktop publishing package. They are confident in experimenting with different shaped and sized fonts with 'Textease' and in the addition of graphics using 'Clipart'. Pupils can interpret, question findings and understand that unreliable information can lead to misleading results.
117. Pupils, including those with special educational needs, make good progress. Computers are used frequently in cross-curricular work. All pupils quickly learn to use computers for routine tasks, such as word recognition and simple skills practice, whilst higher attaining pupils are confident users of databases and desktop publishing software.
118. Pupils' attitudes to learning, their behaviour and quality of their relationships are good. They are enthusiastic and share the equipment properly and sensibly. Whenever they are given the opportunity, pupils enjoy working together. More confident pupils co-operate in small groups and often give help and assistance to others.
119. Teachers are confident and make good use of the range of computers and software available. Each classroom teacher has good knowledge of the software available for their pupils and makes good use of the technology in appropriate situations across the curriculum. Suitable opportunities are provided for pupils to develop their skills and this leads to efficient and frequent use of machines. Some direct teaching is built in to the timetable to enable introductions to new software or to update skills as appropriate. Teachers assess pupils' progress by producing an end of year achievement profile about pupils' success in all aspects of information technology.
120. The co-ordinator gives good leadership. She has written a policy and scheme of work, which is supported by the detailed content of the national document. Presentations are given to staff and governors on the school's progress on the National Grid for Learning strategy. Demonstrations and in-service training are also provided on new software. However, there are no opportunities provided for the co-ordinator to monitor and evaluate classroom practice.
Each classroom is provided with two computers. These are upgraded where necessary and networked. One machine in the school is connected to the Internet, although, in the near future, the school will use the local education authority as its provider. Resources are satisfactory and are readily accessible in all classrooms. Accommodation for this subject is adequate.
¨ Religious education
121. At the time of the last inspection, an issue for the school was to ensure continuity, progression and coverage of the subject, by adhering to the locally agreed syllabus. The policy and scheme of work now in place, are clear and detailed and provide broad and balanced coverage of the locally agreed syllabus.
122. During the week of the inspection, two lessons of religious education were observed. Through a scrutiny of samples of children's work, of display, of teachers' planning and observations of acts of collective worship, it is judged that pupils' attainment by the end of both key stages exceeds the expectations of the locally agreed syllabus.
123. Throughout the school, pupils show good understanding of festivals and celebrations in Christianity and other major faiths. In Key Stage 1, younger pupils reflect on themselves and others, appreciating that each is unique. They understand that as human beings they have the ability to make choices. They relate this to stories of the Bible and the life and teachings of Jesus. Older Key Stage 1 pupils focus on themselves as part of a group, looking at festivals such as harvest and Christmas and consider ways of giving to others. All children study Sikhism alongside Christianity and school makes good use of its human resources, such as parents and pupils, who come to school to explain and demonstrate aspects of their faith.
124. In Key Stage 2, pupils also reflect upon people's ability to make choices and about the consequences of such choices, such as their effect upon the group, its accepted rules and behaviour. They also discuss sensibly their perceptions of people, based on their dress or appearance and appreciate that it is within their own ability, whatever their race or creed, to be tolerant of others. The study of Sikhism is continued in Key Stage 2, together with Judaism and includes learning about family life, the importance of prayer, blessing of meals and equality of all people. The school has strong contacts with its local church and the vicar regularly leads an assembly. Children also visit St. Wilfred's Cathedral in Ripon, in order to further their studies of the place of Christianity in English society.
125. Pupils, including those with special educational needs, make good progress in their knowledge of Christianity, Sikhism and Judaism and willingly express their ideas and opinions. Younger pupils write interesting accounts of fieldwork visits to Ripon Cathedral. Their detailed and well presented work reflects good understanding. Progress is especially good where use is made of stimulating visits to places of interest, such as churches, cathedrals and mosques and of a variety of visitors into school. Speakers from other parts of the world explain the plight of others less fortunate than themselves, such as in the Sudan, where people regularly die from disease. They understand the value of regular fund-raising to help relieve the suffering of people throughout the world who are affected by natural disasters, such as earthquakes, floods and famine.
126. Pupils respond well to religious education lessons and enjoy stories about the major faiths. They understand the characters, events and emotions involved, often using drama to relive the stories. Pupils are enthusiastic and motivated and listen and watch attentively. Work is well presented.
127. The quality of teaching in the lessons seen was good. Teachers used a range of good teaching and learning strategies, including role-play, discussion and effective questioning. Good organisation of the subject includes provision of various religious artefacts, visitors to school, including adults of other faiths, and stimulating studies of areas beyond the school. All teachers have good relationships with children and with parents, resulting in religious education lessons being pleasant learning experiences.
128. Religious education lessons are provided each week and there are daily acts of collective worship, which together make a valuable contribution to pupils' spiritual, moral and cultural development. The co-ordinator has written the policies for religious education and acts of collective worship and organises artefacts to support teaching. However, regular opportunities for monitoring and evaluating work in classes are not in place. The locally agreed syllabus and the detailed medium term plans guide teachers' short term planning. Pupils' attainment is assessed informally. Accommodation for the teaching of the subject is barely adequate, with space at a minimum for grouping pupils, but the buildings and resources are used well.
¨ Art
129. Pupils make satisfactory progress in art throughout the school, reflecting the findings of the previous inspection. Pupils with special educational needs make the same satisfactory progress. Art is generally taught as an integral part of topic work.
130. At Key Stage 1, pupils develop sound observational skills, for example, through looking at the similarities and differences between each other, as part of their topic about living things. They recognise shape and colour, such as when they study faces, using photographs as a stimulus for their work. Pupils learn how to mix colours and can explain which colours are used to make a new colour, such as purple, orange and green. Pupils use brushes and crayons with suitable control and develop sound understanding of a range of techniques, including collage, printing and the use of malleable materials to produce two and three-dimensional work.
131. At Key Stage 2, pupils continue to use a range of resources for a variety of purposes. For example, younger pupils design a building, using paints and felt pens and use these pictures as a basis for producing three-dimensional models of their chosen buildings. Detail is included and pupils show good observational skills. Year 2 pupils make clay pots, using tools appropriately to produce imaginative designs. Older pupils continue to develop good observational skills, such as when applying their knowledge of the human heart to produce drawings and posters, as part of their science topic.
132. Throughout the school, pupils learn to appreciate different artists' work. Pupils in Key Stage 1 study the work of such artists as Vincent van Gogh and Salvador Dali, whilst older pupils appreciate the styles of Picasso, Lowry and Holbein. They learn a variety of techniques, including painting, printing, dyeing and collage and working with textiles and clay. Observational and imaginative skills are suitably developed. For example, pupils observe and sketch plants and learn to mix colours to reproduce the effects of light and shade.
133. Pupils respond well. Some of the older pupils expressed a wish for more lessons in art, during a conversation with inspectors. In the lessons seen, pupils listened carefully, followed instructions and used materials well. They concentrate and behave well.
134. The quality of teaching is satisfactory overall. Despite the restrictions of space, teachers organise lessons well, ensuring resources are readily available for pupils. Work is linked well to topics and pupils are given appropriate encouragement. The range of experiences provided contributes well to pupils' cultural development. However, on occasion, pupils do not have time to contribute their own ideas or to evaluate their own and others' work. Little use is made of sketchbooks.
135. Leadership of art has recently been delegated and the co-ordinator has yet to have opportunities for monitoring and evaluating work undertaken in the school. The co-ordinator has a useful commercial guide, which provides guidance on expectations of pupils' work. Staff have collaborated in planning for progression and continuity and regularly discuss their plans. There is an appropriate policy. There are good quality resources for the subject. The accommodation is limited, with few classes having easy access to water, but teachers make the best possible use of the available space. Pupils' work is displayed well in some parts of the building, but space is limited. ¨
¨ Design and technology
136. Design and technology is taught within topic work. One design and technology topic is taught each term. Few lessons were seen during the inspection, but plans, discussions and observations of lessons indicate that pupils make satisfactory progress at both key stages, in most aspects of the subject.
137. At Key Stage 1, pupils have designed and made cards for their family and friends. They have designed a healthy salad and understand the need for good hygiene. Pupils have learned how to choose, clean and cut salad ingredients. In the lesson seen in the Year 2 class, pupils followed instructions appropriately to cut out a paper puppet, using a template. They selected their own chosen methods of joining the parts and decorating the puppets. Plans show that pupils have designed and made model playgrounds and that they work with construction kits.
138. At Key Stage 2, pupils have designed and made supports for picture frames. In lessons seen, a group of older pupils made bread, as part of their science topic. They understood the reaction caused between sugar and yeast and the importance of kneading dough. The lesson contributed to pupils' numeracy skills, such as weighing and measuring accurately. Plans show that pupils continue to develop design and making skills to make such products as moving toys, a fairground model and shelters. However, discussions with Year 6 pupils showed that they have had no experience in the disassembly of products or in making motorised models.
139. From discussions and observations, pupils show interest in the subject. Their learning is reinforced by the links between design and technology and other subjects, such as science, where older pupils designed a poster to promote healthy hearts.
140. The quality of teaching in the few lessons seen was satisfactory. Instructions were clear and resources were appropriate for the tasks. However, limited use is made of sketchbooks for design and there were limited opportunities provided for pupils to evaluate their own and others' work. The scheme of work has been carefully established, and proposed work shows a good balance between developing pupils' knowledge and understanding and their investigating and making skills. Planning is sound, though short term plans insufficiently show work planned for pupils with differing prior attainment. Assessment procedures are sound and pupils' progress is monitored.
141. Resources for lessons are good and the school benefits from voluntary support from friends and parents, who work with small groups of pupils. The accommodation is restrictive but good use is made of available space. However, there is limited room for constructing large models and pupils lack use of furniture such as workbenches for building their models.
¨
Geography ¨
¨ 142. No lessons were seen in geography during the week of the inspection. However, evidence was gained from scrutinising pupils' work, displays and photographs, teachers' plans and by discussions with staff and pupils. These indicate that progress is generally sound, with some better progress in Key Stage 2. Pupils with special educational needs make good progress in relation to their prior attainment.
143. At Key Stage 1, pupils learn about journeys, directions, natural and man-made features, during their visit to a seaside town. Pupils recognise that there are similarities and differences between their own locality and others, including the nearby locality of an inner-city school. Using their skills in art, pupils make collage pictures of buildings they see in their own area, during a history activity and incorporate map work into their visit. They understand the symbols for buildings and roads and can indicate the directions they use when travelling to school.
144. At Key Stage 2, younger pupils study the world's weather and understand the effect of rainfall and extremes of heat or cold on different climatic regions of the world. They learn about polar lands, the Sahara desert and the people who inhabit them. They appreciate the devastation caused to the wet regions, such as Bangladesh and the effect of monsoons. Older pupils improve their knowledge of maps and map work during their residential visit to an outdoor education centre. They undertake orienteering, using large-scale plans and become familiar with symbols and the topography of the area. They use a range of geographical skills to study themes and places, such as an imaginative study of a future development and its possible impact on the environment and its occupants. Comparisons are made between places around the world, such as Kenya in Africa and Bombay in India, where pupils study housing, occupations, the physical landscape, diet and climate.
145. Pupils enjoy geography and examples of their work are always well presented. As pupils move through the school, their work becomes more varied and begins to show evidence of individual research and development. Pupils use a range of geographical skills and describe their work using appropriate vocabulary.
146. There is a useful policy, which has recently been reviewed. The school makes use of a national scheme for the subject, which gives good guidance for planning and continuity. Pupils in the mixed age classes generally undertake the same work, although older pupils often have opportunities for extension studies. Formal monitoring and evaluation of the effectiveness and standards of geography in the school has yet to be established. Frequent and informal assessments are undertaken, but the use of assessment to inform future planning is underdeveloped.
147. The building provides limited space for the teaching of geography, but the school makes good use of its immediate surroundings, in particular the Harewood Estate and its study centre. Good use is made of visitors to the school and pupils make regular visits to places of interest to undertake field study activities. Older pupils have opportunities for extended geography studies through their residential visits.
¨
History
148. Only two lessons of history were seen during the inspection. Evidence gained from the scrutiny of pupils' work, displays, discussions and teachers' planning, shows that progress throughout the school is good. Pupils with special educational needs make good progress in their knowledge and understanding of the past.
149. At Key Stage 1, pupils understand that things change over time and can recognise reasons for this. Younger pupils learn about the past through topics such as, 'All about me', where they use photographs and drawings of themselves and members of their families to illustrate change in people's appearances as they grow. Older pupils, in their visit to a former ribbon factory in the village, can recall the shapes of windows in the old factory and understand that the design and use of materials for buildings change, depending on their function. In their studies of the past, pupils have studied many aspects of the Tudor and Stuart reigns, have written interesting accounts of their activities at Clarke Hall and have produced impressive and attractively illustrated project books.
150. At Key Stage 2, pupils have studied the lives of the Ancient Egyptians, recognising their religious beliefs, customs and many aspects of their culture. They recognise that sources of evidence can vary and begin to distinguish fact from opinion. They have developed a good knowledge and understanding of Tudor England, including the start of the dynasty, by learning about the events leading up to and including, the Battle of Bosworth Field. They can discuss opposing points of view of the time, such as those expressed by King Philip of Spain and Elizabeth I of England. Older pupils make good progress in their studies of the period from the 1930s to modern times. By the imaginative use of a variety of sources, including first hand recollections from people who lived at that time, pupils increase their knowledge of the reality of life in wartime Britain. They understand the disruption caused to the lives of ordinary people, who spent much of their time in air raid shelters and the consequences of the bombing to children who were evacuated. Pupils' skills in literacy are improved in all aspects by their developing ability to discuss and research information and to present their findings in interesting and informative ways.
151. Pupils' response to their work in history is good in Key Stage 2 and satisfactory in Key Stage 1 in those lessons seen. They concentrate, persevere with tasks and work cooperatively with each other. Some children are less motivated where tasks lack sufficient challenge. Most pupils are interested and curious about life in different periods of history and many ask pertinent and thoughtful questions of visitors to school. Older children particularly enjoy finding out facts for themselves and take a pride in presenting their work in attractively written and illustrated project folders.
152. The quality of teaching observed was sound in Key Stage 1 and good in Key Stage 2. A feature of good teaching is the effective and directed questioning, appropriate to pupils' prior attainment. The use of resources to inform and consolidate learning is very effective. In a good lesson, visitors were used well to enhance pupils' understanding of life in the recent past. Teachers' expectations are good, especially in Key Stage 2. Work is developed progressively throughout the school. Teachers have good subject knowledge and the subject is well resourced. Good use is made of the surrounding area, especially the Harewood Estate and good links are made between history and other subjects. Work is marked regularly and consistently. However, the use of assessment to inform planning is underdeveloped.
¨ 153. Leadership of the subject is satisfactory. The co-ordinator gives support to colleagues, but has no opportunity to monitor the effectiveness of the teaching and standards attained.
¨
Music
154. Three lessons of music were observed during the week of the inspection. Music is taught by class teachers and a visiting music specialist. Visiting instructors provide instrumental tuition and the schools' peripatetic music teacher assists with assemblies and hymn practice. Evidence from observations of these lessons, discussions with staff and pupils and the scrutiny of teachers' planning indicates that progress is good throughout the school. Pupils with special educational needs make good progress.
155. In the hymn practice seen and assemblies, pupils sing a wide repertoire of songs and hymns with good diction, tunefully and with enthusiasm. They refine their singing and good progress is made. In one assembly, the teacher led singing well and pupils contributed an accompaniment with descant and tenor recorders.
156. Younger pupils, in their lesson with the visiting music teacher, practise using the scales to sing responses to questions. They listen to and repeat complex rhythm patterns, which are clapped by the teacher. Children investigate sounds and can identify high and low sounds produced from a variety of sources. They are able to read simple notation for a clapping and marching rhythm. During their lesson with the visiting specialist, older pupils show good progression in their use of untuned percussion instruments. They play tambourine, maracas, cymbals and drums and form an 'orchestra' to accompany songs. Pupils play with precision, follow the rhythm and are able to sing and accompany simultaneously. Singing is in tune, with clear diction and appropriate breath control. Pupils learn to conduct and to follow the conductor's instructions and recognise the similarity of form between two songs.
157. Pupils make good progress in their ability to follow and play rhythms by use of clapping, marching and playing percussion instruments. They can co-operate with others to produce a performance, using singers, 'orchestra' and conductor. They practise and improve their skills to perform Christmas concerts and musical productions for parents and other members of the community. All pupils are able to improve and consolidate their singing skills. There are many opportunities provided for them to learn to play tuned instruments, supported by the school's good provision of instruments and peripatetic musicians.
158. Pupils respond well to music lessons, showing a mature desire to co-operate with others to produce good performances. They enjoy their music and take a delight in working hard to practise composing and performing. Many pupils involve themselves in other music related interests, such as ballet, the playing of tuned instruments and singing. Pupils take part in organised events out of school, such as the Angel Fest in the Leeds Parish Church and Northern Ballet's production of 'Giselle' at Temple Newsam.
159. Teaching in the lessons observed and in the leading of the hymn practice is sound. Class teachers and the visiting music specialist share the music teaching and have secure knowledge of what they wish to achieve. They use resources well to assist pupils to learn new ideas and skills and to consolidate previous ones. The teaching of the music specialist is generally good throughout the school and she liaises closely with the music co-ordinator to discuss planning. The policy and scheme of work are suited to the organisation of music teaching in the school and aid the school staff in their planning. Resources, including
instruments and a new piano, are good. The accommodation is very limited for the teaching of music but the school makes good use of the available space.
¨ Physical education
160. During the inspection, no lessons were seen in physical education in the Year 5 and 6 class. However, discussions with pupils in the class show that they have an appropriate curriculum and that they have good knowledge and understanding of gymnastics, dance, athletics, games and outdoor adventurous pursuits. Lessons were observed in Key Stage 1 and in the lower stages of Key Stage 2. Pupils from Years 3, 4 and 5 were observed swimming. Overall, pupils make good progress in most aspects of the subject, by the end of both key stages.
161. At Key Stage 1, pupils in the reception class develop good skills in gymnastics. They travel on the floor and on large apparatus in different ways, showing good imaginative skills, with increasing balance and control. They respond promptly to the teacher and have good listening skills. Pupils are aware of space and understand safety rules. In their dance lesson, pupils were able to interpret the mood and story of the Giant's Garden, which was told effectively by the teacher.
162. At Key Stage 2, pupils in Years 3 and 4 reinforced their understanding of Tutankhamun's tomb, by enacting the entry to the antechamber. They curled and stretched and interpreted the mood, following the teacher's instructions and description of the event. For example, pupils travelled "through a tunnel" and varied their movements accordingly as the story progressed. Pupils' swimming progress is good. Most can swim unaided, whilst the younger pupils show confidence in the water and are beginning to swim, with support. Almost one third of pupils are developing proficiency in swimming and have developed good leg and arm strokes.
163. Pupils enjoy physical education and work hard to improve their performance. Most behave well, though a few younger Key Stage 2 pupils are not immediately attentive to the teacher. Pupils have positive attitudes and work well together. They appreciate others' performance and show good understanding of safety rules, particularly in the limited space available in the school hall. The response of the youngest children in the school was particularly good. They have quickly learned to listen and follow instructions and most can already change their clothes independently for lessons.
164. The quality of teaching in the lessons seen was good overall. Teachers have established careful safety routines to ensure pupils make good progress in gymnastics. Methods used include demonstrating safe practice and organising pupils into manageable sized groups. Within the restrictions of the accommodation, pupils are able to undertake all aspects of the subject. Good use is made of the outside playing field, though this is also small in size. In the very good lesson led by the reception class teacher, the organisation and management ensured pupils with differing prior attainment received appropriate challenge. The non-teaching assistant gave good support for the youngest children in the class. The teacher's use of
language was good, instructions were clear and effective use was made of demonstration to help pupils to improve their performance. The conclusion to the lesson ensured all were able to evaluate their performance.
165. The school has an appropriate scheme of work, which is supported by the co-ordinator's advice for colleagues and help provided with their planning. Dance is often linked to topic work, though there is no systematic scheme. Most plans show appropriate development in dance. However, in one lesson seen, dance was not clearly defined from drama and plans for the current term showed that these pupils will have limited opportunities to respond to music through dance.
166. The school participates in a national gymnastics award scheme and pupils have very good opportunities to take part in extra-curricular sports, such as football, netball and dance. The annual residential visit to Robinwood provides a wide range of outdoor activities, including canoeing and walking. Additionally, pupils benefit from specialist coaching in such sports as basketball, football and ballet. Resources for physical education, in terms of apparatus and equipment are satisfactory, overall. There is climbing apparatus in the hall, but limited space available to provide a variety of group activities in gymnastics. The outside play areas, including the field, are small and the playground lacks markings for games. There is large equipment for children under five, though this has to be put away after use to ensure there is sufficient space for other pupils. Nevertheless, despite the restrictions of the building, the school works hard to ensure pupils receive suitable experiences in physical education.
PART C: INSPECTION DATA
SUMMARY OF INSPECTION EVIDENCE
167. The school was inspected over four days by three inspectors. A preliminary visit was made to the school. In total, 10 inspector days were spent making observations of 37 lessons or parts of lessons and assemblies. All classes were seen, a sample of pupils' work was examined, discussions were held with pupils and a representative group of pupils were heard to read aloud from their work and their reading books. Discussions were held with governors, the headteacher and class teachers. Fourteen parents contributed their views at a meeting held prior to the inspection and 16 responded to a questionnaire.
DATA AND INDICATORS
168. Pupil data
Teachers and classes
Qualified teachers (YR – Y6)
Total number of qualified teachers (full-time equivalent) Number of pupils per qualified teacher
Education support staff (YR – Y6)
Total number of education support staff Total aggregate hours worked each week
¨ Primary schools
Average class size:
4.6
16.9 : 1
5
64
19.5
Financial data
PARENTAL SURVEY
Responses (percentage of answers in each category):
I feel the school encourages parents to play an active part in the life of the school I would find it easy to approach the school with questions or problems to do with my child(ren) The school handles complaints from parents well
The school gives me a clear understanding of what is taught
The school keeps me well informed about my child(ren)'s progress
The school enables my child(ren) to achieve a good standard of work
The school encourages children to get involved in more than just their daily lessons
I am satisfied with the work that my child(ren) is/are expected to do at home
The school's values and attitudes have a positive effect on my child(ren)
The school achieves high standards of good behaviour
My child(ren) like(s) school
Financial year:
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Marsh Lane Day Nursery
Inspection report for early years provision
142873
Unique Reference Number
14 May 2008
Inspection date
Elaine Douglas
Inspector
64 Marsh Lane, Yeovil, Somerset, BA21 3BX
Setting Address
01935 410563
Telephone number
firstname.lastname@example.org
E-mail
Marsh Lane Day Nursery Ltd
Registered person
Integrated
Type of inspection
Full day care
Type of care
ABOUT THIS INSPECTION
The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.
The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.
The key inspection judgements and what they mean
Outstanding: this aspect of the provision is of exceptionally high quality
Good: this aspect of the provision is strong
Satisfactory: this aspect of the provision is sound
Inadequate: this aspect of the provision is not good enough
For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
WHAT SORT OF SETTING IS IT?
Marsh Lane Day Nursery opened in 1995. It is privately owned and operates from a converted house which is located on the outskirts of Yeovil, Somerset. Children aged from two to five years are cared for in the ground floor accommodation, which consists of three play rooms, with a separate kitchen and toilet facilities. The first floor is dedicated as a unit for children aged from three months to 24 months. There are three enclosed outside play areas. Children attending come from Yeovil and the surrounding areas.
The nursery is registered to care for up to 34 children aged under eight years and there are currently 71 children on roll, of whom 23 receive funding for nursery education. The nursery has experience of supporting children who have learning difficulties or disabilities and for whom English is an additional language.
The nursery is open from Monday to Friday 08.00 to 18.00, throughout the year except public holidays. There are 16 members of staff who work with the children. The manager holds a Level 5 qualification, eight staff hold a Level 3 and two hold a Level 2. Two staff are working towards
a Level 4 qualification, three are working towards a level 3, and three are working towards a Level 2. The setting receives support from the local authority.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is good.
All children have regular opportunities to enjoy being outside and develop large muscle skills. Babies enjoy sitting in the shade and exploring textures, while those more adventurous are closely supervised as they try to use the equipment. Toddlers push prams, propel sit on toys with their feet and even push each other on wheeled toys. Staff plan activities outside which include exploring foam and ice. The preschool children benefit from direct access to a separate outside area, where they can access resources to promote their all-round development. Children use a range of large and small equipment to develop their physical skills. For example, one child runs around the track, while others play skittles and some watch the movements of the ribbons as they wave them in the air.
Children develop a good awareness of healthy practices through their activities and daily routines. They engage in conversations about what is good for them, and as they put on their hats and sunscreen they demonstrate their understanding that too much sun could make them ill. They wash their hands before eating and after using the toilet, and comment that they do not want to get germs. All children have their own drinks or access to fresh drinking water and staff ensure these are available when they go outside. Children enjoy healthy snacks and home cooked nutritional meals. The cooks have had food hygiene training and there are good diet and food hygiene procedures in place. Babies' bottles and food are labelled and stored appropriately. Parents provide good information to ensure babies only receive suitable food when weaning.
Children are protected from illness by good sick child and medication procedures. Staff clean tables with antibacterial spray and try to keep the floors clean. Some staff wear slippers in the baby and toddler rooms to keep the carpets clean. However, this is not consistently followed. The outdoor sandpit is covered to prevent animals using it. Younger children are protected from cross contamination by staff following good nappy changing procedures and by having their own bedding to sleep on. Dummies are kept clean and on named hooks when not in use. Staff follow good routines to keep toys and equipment clean. A first aid qualification is held by six of the staff, including the manager and deputy. First aid equipment is available on both floors and a smaller pack is available for outdoor use. Parents are informed of any accidents and given good information on what signs to look for in the event of any head injuries. Parental consent is obtained for seeking emergency advice or treatment.
Protecting children from harm or neglect and helping them stay safe
The provision is good.
Children are kept safe through the good deployment of staff and supervision. Regular risk assessments are carried out and daily visual checks are used to ensure that all necessary equipment is in place. Good security ensures children cannot leave the premises unsupervised and strangers cannot gain access. The gardens are secure and the gates to the car park area are locked before children access it. Children of different ages have their own base rooms but have good opportunities to spend time together. They access a good range of developmentally appropriate resources and equipment, such as, small slides and climbing frames in the garden
used by the children under three years. These are regularly checked to ensure they remain safe. Telephones in each room enable staff to communicate and seek help in an emergency.
Children learn to help with their own safety through regularly practising the emergency evacuation procedures. Good fire equipment is installed and regularly checked. Older children engage in conversations about road safety and toddlers automatically turn around to go down the stairs on their front. Staff place themselves at the top, bottom and middle of the stairs to provide close supervision. Babies sleep safely in travel cots in an adjacent area to the baby room, which is regularly monitored by staff.
Children's welfare is safeguarded through the staff's good knowledge of child protection procedures. All staff have received current child protection training and good documentation is in each room for further guidance. Staff are aware of the procedures to follow in keeping confidential records and reporting any concerns. A record is kept of any existing injuries. Good safety policies and procedures are in place, such as, in the event of a lost or uncollected child, to ensure staff can act quickly in the interest of the child.
Helping children achieve well and enjoy what they do
The provision is good.
Children under three years benefit from the staff having a good awareness of the Birth to three matters framework. They have been proactive in transferring this knowledge to the new Early Years Foundation Stage and provide resources and activities which effectively support the youngest children in becoming competent learners. They gain a positive self-image as they see photographs of themselves with their family members and pets. Toddlers join in enthusiastically with familiar songs and babies in the adjacent room join in with the actions. Treasure baskets and low-level containers of resources enable them to make choices and explore a range of natural resources using all their senses. All children enjoy books, role play, musical instruments, large construction toys, and art and craft. Staff make regular observations and record examples of children's progress, a summary of which is discussed with parents and the next stages for their development is identified.
Nursery Education.
The quality of teaching and learning is good. Staff have a good knowledge of the Foundation Stage curriculum and work directly with the children at all times providing good interaction and encouraging communication. Children benefit from the 'free flow' sessions where they are able to access the resources supporting each area of development both inside and outside. Children are given excellent opportunities to ask questions and contribute their own ideas. Staff encourage children to engage in conversations which increases their vocabulary, helps them review their learning and promotes self-esteem as they learn from each other. For example, a conversation about walking to school prompts one child to remember finding an acorn, this leads to children recalling the story of Chicken Licken and then discussing their favourite stories.
Children's development is promoted through planned experiences and activities which are interesting and motivate them to learn. Staff have a good awareness of the benefit of using children's interests and ideas to encourage their disposition to learn. For example, one child's interest in a television character is extended by staff until all the children join in with the theme of eating healthy foods and taking exercise. Children remain at activities until they have completed them to their own satisfaction and they demonstrate their interest. For example,
when the youngest children make their own passports, one child excitedly shows another who is just arriving and they then also want to take part.
Children's mathematical skills are encouraged through their routines and activities, for example, counting how many skittles they have knocked down. Staff use the available space well to allow children to access resources independently to develop their creativity and practise new skills. For example, children use string, glue and/or tape to join their constructions together, which enables them to work out which is the best technique for different types of materials. Children independently access the computer and are able to use the mouse to complete tasks and to move between programs.
Children build good relationships with each other and with the staff. They take care of their personal belongings and work together well. For example, one child shows another how to turn off the computer when it is time to tidy up. They help take care of their own environment and put relevant items in different bins for recycling. Staff make regular observations of the children's achievements and have a good understanding of each child stages of development. However, there is currently no record kept of the children's next stages of development. Overall, children make good progress towards the early learning goals, considering their abilities and starting points.
Helping children make a positive contribution
The provision is good.
Children are confident, settled and happy within the setting. Their behaviour is generally good. Staff use consistent, appropriate behaviour management strategies, consequently children develop a good awareness of the expectations staff have of them. Babies and toddlers have a key person who they go to for cuddles and reassurance. Good information is sought from parents to enable children's individual needs to be met. For example, staff are aware of babies' routines and any individual care needs. Communication books are used to ensure parents are kept informed and children receive consistent care. The manager has an 'open door' policy and parents are kept informed of the procedures to follow should they have a complaint.
Children develop a good awareness of people's differences through celebrating a range of festivals, such as, Zimbabwe Independence Day and St George's Day. They access cultural resources and some positive images of disabilities. There are currently no children with learning difficulties and/or disabilities. However, staff are all experienced in providing appropriate support and working closely with parents and outside agencies. Three senior staff are trained as Special Educational Needs Coordinators to provide good support throughout the nursery. All children are included and their individual choices respected. For example, when one child is offered a real apple as part of their game, staff ensure that all children are made aware they can have an apple if they wish and cut them up for those who do not want to eat it whole. Spiritual, moral, social and cultural development is fostered.
The partnership with parents and carers is good. They receive good information on the provision and the Foundation Stage curriculum. Parents' evenings provide good opportunities for parents to find out how the curriculum is implemented and their child's learning is promoted. Meetings are also used for parents to meet their child's key person and discuss their child's development. Regular newsletters provide additional information and any updates to policies. The planning for each room is displayed. Parents' feedback and suggestions are readily sought and acted upon. For example, one parent requested a copy of the menu and this is now sent out to all parents each month.
Organisation
The organisation is satisfactory.
Children's care and welfare is effectively promoted through the satisfactory organisation of the premises, routines and documentation. Staff are well deployed to ensure children are kept safe and receive good supervision. However, the organisation of some daily routines such as mealtimes and hand washing takes too long and occasionally starts to impact on children's behaviour, causing staff to have to intervene. Children's personal files are kept in the appropriate rooms for easy access and all documentation is well organised. The operational plan is set out under the five outcomes for children and provides an effective working document. Policies and procedures are regularly reviewed and the majority provide all necessary information. However, the behaviour management policy does not reflect the procedures for children under two years.
Children and staff's attendance is accurately recorded and records are kept on the deployment of staff. However, when staff change rooms, for example, to cover lunch breaks, this is not recorded. Children are cared for by experienced, mostly qualified staff, who work well as a team. All necessary checks are carried out to ensure children are only cared for by suitable personnel. The setting meets the needs of the range of children for whom it provides.
The leadership and management of the nursery education is good. The manager works closely with the deputy manager who leads the planning and implementation of the Foundation Stage curriculum. The deputy meets with the junior room supervisor to ensure all funded children receive good opportunities to work towards the early learning goals. Staff have good opportunities to attend training and to continue updating their knowledge. The manager meets with staff every six months to review their personal development. Staff have regular team meetings, planning meetings and full review meetings to continually look at practice and future development. Actions from the previous inspection and advice from the local authority have been acted upon which reflects the commitment to ongoing improvements.
Improvements since the last inspection
At the last inspection the group was set actions to improve. They were asked to ensure the correct adult to child ratio is maintained and to revise the procedures for complaints.
Since that inspection the staff's working hours have been reviewed and adjusted. A visual system has been put in place to monitor the ratios at the beginning and end of the day. This ensures that correct ratios are maintained and children receive appropriate supervision to keep them safe. A new complaints policy is in place which meets current requirements and a system has been devised for keeping records in the event of a complaint. Parents are informed of the procedures and Ofsted contact details. This enables parents to protect their children's welfare and contact the regulator if necessary.
The group were also given two recommendations to improve the nursery education. They were asked to review the system for assessing and recording the children's progress, and to plan and provide more opportunities for children to explore and investigate materials.
The assessment system has been reviewed and now shows children's clear progress towards the early learning goals. Staff are now in the process of implementing a new system which will track children's development in line with the Early Years Foundation Stage. Children now have greater opportunities to explore and investigate materials so that they can find out how things work.
Complaints since the last inspection
Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take action in order to meet the National Standards.
The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
THE QUALITY AND STANDARDS OF THE CARE AND NURSERY EDUCATION
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
The quality and standards of the nursery education are good.
WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
* ensure the procedures for protecting the younger children from cross contamination from carpets is consistently implemented
* review the organisation of some of the daily routines to ensure they do not impact on behaviour
* include the procedures for behaviour management of children under two years in the policy and ensure the deployment records for staff clearly identifies any changes
The quality and standards of the nursery education
To improve the quality and standards of nursery education further the registered person should take account of the following recommendation(s):
* improve the assessment records by identifying children's next stages of development in conjunction with their parents
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk | <urn:uuid:293ce1b6-030c-428a-9d76-09bf93dac50a> | CC-MAIN-2024-18 | https://files.ofsted.gov.uk/v1/file/1202629 | 2024-04-15T00:22:28+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00210.warc.gz | 229,604,073 | 3,671 | eng_Latn | eng_Latn | 0.9628 | eng_Latn | 0.99874 | [
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About
Prior to the arrival in 1900 of the mass-produced camera, watercolour was the medium we used to record the world we encountered. A consequent legacy is hundreds of thousands of watercolour paintings from the years 1750 to 1900 that together constitute a unique and extraordinary visual record of the birth of the modern world. The Watercolour World's mission is to collect together all these documentary works — from private and public collections from across the globe — into a free, geolocated online database, for the whole World to see.
With the arrival of the mass-produced camera, the watercolour era came to an abrupt end and the record it had created, where it survived, went largely into storage. Rarely publicly displayed, it disappeared and was forgotten.
Perversely, their being stored away in darkness means that thousands of these paintings have survived, often in excellent condition.
In parallel, the technical world changed. Today, digitising allows us to record these images electronically and display them on screens, without any physical risk to the original, and with a clarity and access to detail significantly beyond the reach of the normal eye. As importantly, digitising conserves this record and allows it to be available to to the public without interfering with its ownership.
The Watercolour World (TWW) is a registered UK charity that is supported by the patronage of the former Prince of Wales and Duchess of Cornwall. Though UK-originated, the project is entirely global and our hope is that this record will help Mankind to gain a clearer understanding of the origins of the modern world, how to conserve the virtues of our past and how to remedy those errors that so concern us today.
The Documentary Watercolour
Humans all over the world have used watercolours to paint what they have seen since the beginnings of Time. The exact purpose of these paintings can now only be guessed at but for us they are a record of our past. These paintings are Documentary.
In the UK and Europe generally, oil painting's association with the Church, the Aristocracy and the Wealthy led to the view that watercolour was an inferior form of painting. In terms of skill, that was never true. But its military origins and its escape from the sanctuary of the studio allowed the documentary watercolour to become a popular art form, with its own purpose — to make an accurate visual record. This purpose was far more significant than the glorification of the rich and the powerful, oil painting's enduring habitat.
For documentary watercolour in the UK, the period 1750-1900 begins essentially with the formal decision by the Army leadership after 1746 to set up a school of military drawing at Stirling Castle to meet the intelligence needs of the Georgian military, army and navy. This decision and the widespread popularity of watercolour that followed ended almost exactly 150 years later in 1900 with the arrival of the pocket camera. By that time a vast visual record of the world had been created.
By chance, this period happened to coincide with the end of the Agrarian period in the West, the expansion of the British and many other empires across the globe, and the whole of the first Industrial Revolution. In so doing, it includes the beginnings of environmental pollution and climate change, the culture clash between the Industrial powers and the societies and peoples of an unexplored world, and the height of the slave trade. The consequences of all this, good and bad, are with us today just as, by chance, is much of that watercolour record.
The Documentary Watercolour
The formal military origins of the documentary watercolour would not alone have generated the popularity of watercolour witnessed in the 19th C. Towards the end of the 18thC, technical advances led to the manufacture of ready-made watercolour paint (which quickly led to the pocket-size black tin paint box with which we remain familiar today), as well as the the invention of Whatman paper for watercolour artists. These were key inventions that allowed watercolour painting to escape from the studio into the outside world. Painting was democratised. This new freedom inspired the widespread training in watercolour of non-military professionals and amateur artists, particularly women. Huge numbers of watercolours resulted, some skilfully done, others less so.
Many of these images still exist in public and private collections around the world. Global in its reach, this record can provide us today with accurate and reliable visual information essential for the informed conservation and restoration of our natural and man-made environments. It is this unique legacy that TWW now seeks to recover.
In 1900, Eastman Kodak's spooled film and cheap camera killed the documentary watercolour. Its role was reduced virtually to that of a leisurely pastime. Gradually, the accumulated watercolours of the past 150 years were donated to public collections, stored away in folios, and boxes, pasted into scrapbooks or framed and hung in private houses till they faded away to nothing.
Over the past few decades, though, the threats of environmental pollution and global warming have compelled the world to attempt to define on good evidence what has been lost, how and why. The visual record seemed only to date back to the camera, and the majority of those images were in black and white. Then scientists like Robin McInnes, appointed by the Crown Estate to create an evidence-based record of coastal erosion in the UK, discovered that watercolours took the visual record, unevenly but uniquely, back a further 150 years.
Recognising the enormous importance to Human society today of this source material, and to help conserve it for future generations, The Watercolour World project was set up to rediscover and aggregate the pre-1900 global watercolour collection, and make this unique resource freely available to all.
Passage d'une Crevasse du Glacier de la Côte (c.1800), print after Johann Philipp Linck, British Museum
Digitising Private and Public Collections
* In partnership with PFU, a Fujitsu Company, TWW offers a digitisation service for both public and private collections of watercolours, on site and in high resolution. TWW uses PFU's ScanSnap SV600 to digitise all watercolour paintings in a collection on site in high resolution. A complete set of digital images is returned to the owners to use as they wish.
* We use portable scanners that emit no heat or UV and can scan through glass. Images glued into albums can be scanned safely, without straining bindings.
* The digitisation of private collections can be anonymous, if preferred.
* TWW is a charity. It has no plans to monetise its website, nor does it seek any copyright of images it digitises or loads onto its website.
* For public collections that have already digitised their watercolours, we can work with their teams to compile all relevant metadata to share the images on the TWW site.
* Images on TWW website are non-downloadable.
Bombax heptaphylla Willd (1795-1804) by unknown artist. Royal Botanic Gardens, Kew: The Roxburgh Collection
Fred Hohler
Who We Are
TM King Charles III and Queen Camilla
Founders
Javad Marandi, OBE
Trustees
Fred Hohler (Founder Chairman)
Bendor Grosvenor
Algernon Percy
Janice Sacher
Partners
Dr Brian Allen
Patrons
Chairman's Panel
Huon Mallalieu
Amy Meyers
Sir Andrew Morritt, CVO
Sir Roy Strong, CH, FRSL
The Team
Oliver Wooley - Data and Technology
Adrian Gibbs- Project Development Director
Fujitsu - Technology Partner (Digitisation)
Ambrose Robertson - Volunteers and Digitisation
Prasanna Ramachandran - Chief Finance Officer
Get In Touch
If you would like to participate in the TWW project by sharing your own watercolours, by volunteering or by donating funds please contact our founder, Fred Hohler, at firstname.lastname@example.org
Visit www.watercolourworld.org to find out more.
Design by Jess Kelham-Hohler | <urn:uuid:81b4ba79-51b9-4092-8b62-0c381e6f719a> | CC-MAIN-2024-18 | https://www.watercolourworld.org/wp-content/uploads/2023/03/TWW-Brochure.pdf | 2024-04-14T22:56:45+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00209.warc.gz | 994,097,045 | 1,672 | eng_Latn | eng_Latn | 0.981436 | eng_Latn | 0.998621 | [
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Lesson Plan for Exploring Equity: Teaching Commonalities of Ethnic Studies Standards
Ethnic Studies Standards (Chapter 501, Oregon Laws 2017)
https://youtu.be/GfBQ-MkvaA8
This Equity Learning Module was made possible by Grow Your Own funding from the Educator Advancement Council awarded to the Willamette Education Service District in 2021.
Exploring Equity: Ethnic Studies
Overview
This Equity Learning Module, spotlighting an Oregon Equity Initiative developed by the Department of Education is designed to:
* Inspire and motivate aspiring teachers (high school students, classified employees, college students, and other career changers)
* Help aspiring teachers imagine how they can help change the world as teachers.
* Introduce aspiring teachers to resources they'll be able to use as teachers to address equity and social justice.
Instructor Notes
* Timeframe for lesson: 1 hour to 3 class periods
* Link to video: https://youtu.be/GfBQ-MkvaA8
* Delivery model: Individual, small group, or whole class
* Relevance for: Social Justice, Communications, and Current Events
* Age appropriateness: Middle School through College
* Resources needed: None
* Culturally Relevant Education (Ladsden-Billings, G. 2009): The facilitation of a sociopolitical/critical consciousness that facilitates students' understandings and critique of inequities within educational and social institutions.
* Career connections: Teachers need to be aware of their implicit biases and help their recognize the danger of stereotypes. This lesson can also help students become more aware of their own subjectivities as well as the diversity of the increasingly diverse global community.
Introducing the Module to Students
* What are some aspects of identity?
* What are some aspects of your identity?
* What is your understanding of ethnic studies?
* Why might it be important to require the teaching of equity studies in public schools?
LEARN
In 2017, Oregon passed HB 2845 which required the Oregon Department of Education to convene advisory groups to develop ethnic-studies standards into existing statewide socialstudies standards. The standards focus on racial and ethnic minorities, as well as Jewish and LGBTQ communities, different genders and people with disabilities.
In order to review the intent and scope of the new Ethnic Studies Standards visit this site and review the Frequently Asked Questions: https://www.oregon.gov/ode/educatorresources/standards/socialsciences/Pages/Ethnic-Studies-HB2845.aspx
Try using the Racial Justice Text Tool on one of your current texts. What did you learn? How would you change the text or supplement the information with additional resources?
In this video, Dr. Ken Carano from Western Oregon University introduces aspects of a teaching framework focused on Oregon's Ethnic Standards. Participants in the video are students at Western Oregon University and participate in the lesson facilitated by Dr. Carano. The commonalities and sub-themes highlighted in this video are listed below:
1. Identities (stereotypes, discrimination, intersectionalities)
2. Histories (perspectives, counternarratives, traditionally underrepresented voices)
3. Legacy of Oppression (systemic inequality, legal structures, impacts)
4. Resistance (resilience and survivance)
5. Taking Action for Justice (injustice, student-centered inquiry, opportunities to develop skills with an informed voice)
Activity: Develop your own Intersectional Identity Map and answer some of the questions provided by Dr. Carano.
ENGAGE
Questions to ponder:
* What were your first impressions from the video? What do you think of the description of the five ethnic studies themes of resistance, histories, taking actions and justice, legacy of oppression, and identity?
* How might someone's intersectionality influence their personal and professional lives? How might someone's intersectionality influence their educational pathway?
* In what situations do one or more of your identities provide you a sense of privilege?
* How might privilege change if one or more of those identifiers would no longer apply?
As you learn in the video, Dr. Carano explains ethnic studies and privilege or lack thereof.
* Fill in the blank: I used to think __________ and now I wonder __________.
REFLECT
* Reflect on your earlier memory. How does this video help you think about ethnicity?
* How might taking an ethnic studies approach to teaching influence students from all ethnic backgrounds? How might you incorporate ethnic studies into your own classrooms?
WANT TO LEARN MORE?
* Visit the ODE website to learn more about Ethnic Studies Non-Textbooks useful for teaching:
https://www.oregon.gov/ode/educator- resources/standards/socialsciences/Documents/April%202021%20Recommended%2
0Non%20Textbooks%20Ethnic%20Studies.pdf
* Book: An African America and Latinx History in the United States Paul Ortiz
* Documentary: Precious Knowledge: https://www.amazon.com/PreciousKnowledge/dp/0979410738 | <urn:uuid:a7677cc3-ea04-4bb9-a02e-c1a1a5aa03c6> | CC-MAIN-2024-18 | https://becomeanoregoneducator.org/wp-content/uploads/2023/05/Lesson-Plan-for-Ethnic-Studies.pdf | 2024-04-14T23:38:49+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00215.warc.gz | 108,620,530 | 1,033 | eng_Latn | eng_Latn | 0.976493 | eng_Latn | 0.989678 | [
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U S Constitution Study Guide
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Downloaded from process.ogleschool.edu by guest
SUMMERS ANTWAN
Constitution Study Guide Google Sites U S Constitution Study GuideConstitution Study Guide of the United States and the State of Illinois Published by the Illinois Community College Board. Table of ConTenTs Part One: The Declaration of Independence..... 1. Declaring.Independence ...Constitution Study
Guide - ICCBT or F - The Constitution was signed on September 17, 1987. False - 1787 T or F - To win an election, a Presidential candidate must get at least 270 Electoral votes.U.S. CONSTITUTION STUDY GUIDE Flashcards | QuizletThis study guide and infographic for Various Authors's United States Constitution offer summary and analysis on themes, symbols, and other literary devices found in the text. Explore Course Hero's library of literature materials, including documents and Q&A pairs.United States Constitution Study Guide | Course HeroThis is a study guide for a high school course in the U.S. Constitution. Throughout it are Exercises, some you can do alone but others are designed for classroom participation. Synopsis By dictionary definition, a constitution is "the way something is set
up." The U.S. Constitution is more than a document.The Constitution of the United States: A Study Guide (PDF ...A website for GED students in Illinois who need to take the Constitution test. Includes U.S. Constitution, the Illinois Constitution, the declaration of Independence and the proper use of the U.S. flag.Constitution Study Guide - Google SitesThis interactive guide to the U.S. Constitution provides the original text and an explanation of the meaning of each article and amendment. The guide is an excellent research tool for students to use to gain a deeper understanding of one of our nation's founding documents and the establishment of the federal government.The Annenberg Guide to the United States ConstitutionStart studying U.S. Constitution Study Guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.U.S. Constitution Study Guide Flashcards | Quizlet1.
When ____ 9____ states had ratified the Constitution it would go into effect. Study all of the Amendment with your flashcards and you can study online. Go to www.schoolnotes.com and enter 60927 and go to Mr. McGill's Web Site. One of the links on the page is for Constitution Study Material and Notes.Constitution Study Guide Federal COMPLETE ANSWERSU.S. CONSTITUTION TEST PREPARATION GUIDE This is only a study guide with some examples. The
Education Department strongly recommends that you utilize the following sources to study for this exam: 1. The Constitution of the United States of America, including full texts of all Amendments (see attached copy from the National Constitution Center inU.S. CONSTITUTION TEST PREPARATION GUIDEUnited States Constitution Study Guide; yeelena f. • 75 cards. How many articles are the main body of the Constitution. 7. How many amendments were there to the constitution. 27. Both houses of Congress is necessary to propose an amendment. 2/3 ...United States Constitution Study Guide US History with ...The Heritage Guide to the Constitution is intended to provide a brief and accurate explanation of each clause of the Constitution.The Heritage Guide to the ConstitutionU.S. Constitution Study Guide . Division of the Constitution. Preamble"We the People" The Preamble states the broad
purposes of the Constitutions is intended to serve. – promote the general welfare, common defense, more perfect union, establish justice, ensure domestic tranquility, secure the blessing of liberty.U.S. Constitution Study Guide Thunderbird High SchoolThe U.S. Constitution was written and signed by men who craved independence from Britain but who were nonetheless steeped in its history and ideals. The U.S. Constitution starts with some basic precepts
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Download and complete the Framers of the Constitution Crossword Puzzle ; Constitution worksheetsUS Constitution Unit Study | TheHomeSchoolMomCour se Summary Learn all aspects of the U.S. Constitution using this Constitution Study Guide. Engaging video lessons discuss facts about what the Constitution covers and its amendments so you can ...The Constitution Study Guide Course - Online Video Lessons ...SSCG3 Demonstrate knowledge of the framing and structure of the United States Constitution. Using a word document, students will type all questions. Students will answer questions in full complete sentences. All responses will be typed in RED font. Study Guide 1. According to this theory, deity or deities chose certain people to rule society The theory is the Divine Right Theory 2.Study Guide SSCG3 (Constitution).docx SSCG3 Demonstrate ...Subarea I–U.S. Constitution Objective
0001: Understand major constitutional principles as defined in the preamble and in the articles of the U.S. Constitution. For example: the structure, functions, and powers of the legislative, judicial, and executive branches of government; relationships among the three branchesAEPA Study GuideBasically, the Constitution is the highest law in the United States. All other laws come from the Constitution in some way. The Constitution also provides the framework for the government of the United States. It creates things like the Presidency, the Congress, and the Supreme Court.The Constitution for Kids (8th-12th Grade) - The U.S ...The US Constitution is the oldest constitution in the world that is still in effect at the national level. I think that's a pretty big deal. How did this constitution work? Well, let's look a little bit more closely at these first three articles and the branches of government they created. Course Summary Learn all
aspects of the U.S. Constitution using this Constitution Study Guide. Engaging video lessons discuss facts about what the Constitution covers and its amendments so you can ...
The Constitution of the United States: A Study Guide (PDF ...
U.S. CONSTITUTION TEST PREPARATION GUIDE This is only a study guide with some examples. The Education Department strongly recommends that you utilize the following sources to study for this exam: 1. The Constitution
of the United States of America, including full texts of all Amendments (see attached copy from the National Constitution Center in
Study Guide SSCG3 (Constitution).docx SSCG3 Demonstrate ... Start studying U.S. Constitution Study Guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Constitution Study Guide ICCB
SSCG3 Demonstrate knowledge of the framing and structure of the
United States Constitution. Using a word document, students will type all questions. Students will answer questions in full complete sentences. All responses will be typed in RED font. Study Guide 1. According to this theory, deity or deities chose certain people to rule society The theory is the Divine Right
Theory 2.
United States Constitution Study Guide - US History with
...
The U.S. Constitution was written and signed by men who craved independence from Britain but who were nonetheless steeped in its history and ideals. The U.S. Constitution starts with some basic precepts of English governance, but then adds some uniquely American twists — three branches of government that act to check and balance each other, […]
The Constitution for Kids (8th-12th Grade) - The U.S ...
United States Constitution Study Guide; yeelena f. • 75 cards. How many
articles are the main body of the Constitution. 7. How many amendments were there to the constitution. 27. Both houses of Congress is necessary to propose an amendment. 2/3 ...
U.S. Constitution For Dummies Cheat Sheet dummies
U.S. Constitution Study Guide . Division of the Constitution. Preamble"We the People" The Preamble states the broad purposes of the Constitutions is intended to serve. – promote the general welfare, common defense, more perfect union, establish justice, ensure domestic tranquility, secure the blessing of liberty. US Constitution Unit Study | TheHomeSchoolMom The authors of the U.S. Constitution. Look into the lives of the men who created the Constitution. Do a biography report on one of the signers, there are 55 man to chose from (only 39 signed) Find out who the 40th signature on the Constitution was. Download and complete the Framers of the Constitution Crossword
Puzzle ; Constitution worksheets
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A website for GED students in Illinois who need to take the Constitution test. Includes U.S. Constitution, the Illinois Constitution, the declaration of Independence and the proper use of the U.S. flag.
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The US Constitution is the oldest constitution in the world that is still in effect at the national level. I think that's a pretty big deal. How did this constitution work? Well, let's look a little bit more closely at these first three articles and the branches of government they created.
U.S. Constitution Study Guide - Thunderbird High School
This study guide and infographic for Various Authors's United States Constitution offer summary and analysis on themes, symbols, and other literary devices found in the text. Explore Course Hero's library of literature materials, including documents and Q&A pairs.
The Constitution Study Guide Course - Online Video Lessons ... This is a study guide for a participation. Synopsis By high school course in the U.S. Constitution. Throughout it are Exercises, some you can do alone but others are designed for classroom dictionary definition, a constitution is "the way
something is set up." The
U.S. Constitution is more than a document. U.S. Constitution Study Guide Flashcards | Quizlet T or F - The Constitution was signed on September 17, 1987. False - 1787 T or F - To win an election, a Presidential candidate must get at least 270 Electoral votes. Basically, the Constitution is the highest law in the United States. All other laws come from the Constitution in some way. The Constitution also provides the framework for the government of the
United States. It creates things like the Presidency, the Congress, and the Supreme Court. U.S. CONSTITUTION TEST PREPARATION GUIDE The Heritage Guide to the Constitution is intended to provide a brief and accurate explanation of each clause of the Constitution.
U.S. CONSTITUTION STUDY GUIDE Flashcards | Quizlet Constitution Study Guide of the United States and the State of Illinois Published by the Illinois Community College
Board. Table of ConTenTs Part One: The Declaration of Independence..... 1. Declaring.Independence
...
U S Constitution Study Guide
1. When ____ 9____ states had ratified the Constitution it would go into effect. Study all of the Amendment with your flashcards and you can study online. Go to www.schoolnotes.com and enter 60927 and go to Mr. McGill's Web Site. One of the links on the page is for Constitution Study Material and Notes.
The Heritage Guide to the Constitution
Subarea I–U.S. Constitution Objective 0001: Understand major constitutional principles as defined in the preamble and in the articles of the U.S. Constitution. For example: the structure, functions, and powers of the legislative, judicial, and executive branches of government; relationships among the three branches The Annenberg Guide to the United States Constitution This interactive guide to
the U.S. Constitution provides the original text and an explanation of the meaning of each article and amendment. The guide is an excellent research tool for students to use to gain a deeper understanding of one of
our nation's founding documents and the establishment of the federal government.
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HOW TO DO AN ENERGY AUDIT
Unfortunately your energy bill isn't itemised like your mobile phone bill or a shopping receipt, so it can be hard to tell how much energy you are using in your home, and which appliances may be using it.
Doing a home energy audit can help you to:
Find ways to reduce your energy use
Here are some tips to get you started.
Get to know your energy bill
Make your home more comfortable to live in
It's important to understand your energy bill including all the fine print. This will help you to assess your energy use patterns so you can begin to make changes and savings around your home.
Start by comparing your use from the same period in the previous year. You can get a picture of your energy consumption in different seasons. If your use is higher in winter or summer, you might want to look at the reasons and some options for reducing it.
Next, consider the times of day when you use the most energy. This will be an important guide in selecting the right energy contract. Are you home during the day or does your family arrive home together in the afternoon? Change when you consume energy away from peak times when energy can be more expensive. For example, by running your washing machine late at night you may be able to choose a contract that rewards this change.
How does your home's energy use compare to your neighbours?
Compare your home's energy use, in kilowatts per hour (KWh), to the average home energy use in your area. You can find average KWh readings for postcode area here – https://www.energymadeeasy.gov.au/ benchmark
Check for air leaks
Up to 25% of heat loss during winter can be caused by draughts caused by air leaks. Check windows, junctions of the floor and ceiling, doors and lighting, as well as plumbing fixtures. If you find a crack or gap, seal it up.
Heavy curtains and door snakes can assist in preventing heat loss. Make sure you also close doors to prevent heating or cooling escaping to other rooms not being used.
How much energy does your household use?
Check your insulation 4
Insulation in your ceiling and walls acts as a barrier to keep your home warm in winter and cool in summer. Having inadequate insulation means that you need to run your heating or cooling for longer.
You can find out more about insulation here - https:// www.yourhome.gov.au/passive-design/insulation
Check your heating and cooling equipment 5
It's important to check your heating and cooling equipment annually, or as recommended by the manufacturer. Make sure you check filters and replace them as needed. Also, check your ductwork for dirt streaks, especially near seams as these may indicate air leaks.
Most people will find a temperature between 18°C and 21°C comfortable for heating, and a temperature between 24°C and 27°C comfortable for cooling. Every 1°C higher adds 10% to the running costs of your appliance.
Use the sun to your advantage - open blinds early to help heat up your home, or keep blinds closed to help keep your home cool.
Reversible ceiling fans can also create cool breezes in summer and can redirect warm air down in winter.
Compared to traditional incandescents, energy-efficient lightbulbs, typically use about 25%-80% less energy than traditional incandescents, saving you money, they can also last 3-25 times longer.
to
=
Check your lighting 6
Lighting can account for around 10% of your electricity bill.
Replace inefficient halogen lights with energy-saving Light-Emitting Diodes (LED) lights. When shopping for new light bulbs, consider the brightness of the light and how you can use controls such as sensors, dimmers, or timers to reduce lighting use. This is especially helpful if outdoor lights are often left on.
Check out the Light Bulb Saver App (found here https://www.energyrating.gov.au/apps#toc1) to find out how much you could save by changing your light bulbs. The app also provides handy tips about choosing the right lighting for each room in your house.
Identify energy guzzling appliances 7
Old fridges, pool filters and small fan heaters can use lots of energy. One simple trick (if you don't have a smart meter) is to multiply the wattage of the appliance (often found on the base) by the number of hours used per day. Divide this by 1000 to obtain your daily kWh and then multiply by the rate per kWh on your energy bill to find out how much the appliance is costing you each day.
When purchasing appliances, remember that lowercost appliances may end up costing you more in energy costs over the lifetime of the product. Choose appliances that suit your needs and use the lowest number of watts or megajoules.
Unplug an item when it is not in use 8
Standby power can account for more than 10% of your household electricity use.
Any items with a little light on or clock are using power, and your mobile phone charger is drawing power even when your phone is not plugged in. Turn off appliances at the wall when you're not using them—it's a very easy way to save energy. | <urn:uuid:5ffc8211-f7fd-4ab4-8a83-75bb62cb2c26> | CC-MAIN-2024-18 | https://www.campbelltown.nsw.gov.au/files/sharedassets/public/v/1/local-environment/documents/energy-fact-sheet.pdf | 2024-04-15T00:41:49+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00214.warc.gz | 642,462,273 | 1,076 | eng_Latn | eng_Latn | 0.998486 | eng_Latn | 0.998658 | [
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CORNERSTONE 2022 RESOURCE
Let's Spend Some Time Alone... Together , Fellow Elective 2
Created for Foundation for Jewish Camp for Educational Use
CORNERSTONE 2022 RESOURCE
SESSION TIMELINE
* 00:00-00:05 - Introductions, setting group norms
* 00:10-00:25- Group Discussion
* 00:05-10:00 - Explanations around differences of needs (alone time, social time, quiet time, energizing time)
* 00:25-00:50 - Alone time activities
* 00:50-00:60 - Debrief and closing
SESSION OUTLINE:
00:00-00:05 - Facilitator introduces session topic and leads group in a round of introductions (name, pronouns, camp). The facilitator shares group guidelines and norms and offers space for participants to add any additional items.
00:05-10:00 - Facilitator provides framing for purpose of today's session:
* Language around definition of alone. The word alone can often be associated with the word lonely – for the purpose of this session, we're talking about alone as spending time on one's own, acknowledging that alone time can bring up feelings of loneliness for people but that is not mutually exclusive.
* Explanations around differences of needs (alone time, social time, quiet time, energizing time).
* Community is a staple of camp culture.
* That being said, the highly social nature of camp can at times not provide the alone/quiet time many (if not most) people need to recharge.
* Camp is a very social and fast paced environment which can bring connection, joy and playfulness.
* There are moments in camp schedule where alone time may exist (rest hour, individual activities).
* It's important that there are opportunities to honor other's needs. Introverts are often adapting to an extrovert's world - creating opportunities to show up for alone time needs at camp is emphasizing community mindedness and could be beneficial for individual and communal wellbeing of the camp community.
00:10-00:25– Facilitator leads the group through discussion.
Start with individual reflection questions (have these questions written out for participants to see, participants can you personal notebooks or lined paper):
* How do you like to recharge? Alone? By being with others? Both?
* What is your relationship with spending time alone?
* Have you ever experienced a time at camp when you needed time to be alone but it felt challenging to achieve that? What was that like for you?
* Can you think of campers in your experience who needed more quiet time than what was in the daily schedule? How do you think that impacted them?
CORNERSTONE 2022 RESOURCE
Group discussion (written out for participants to see):
* What are times in the schedule or programs at your camp when quiet and individual time currently exists?
* What are your thoughts on offering more programming that emphasizes quiet and alone time could benefit your camp community?
* When do you think you could build in more structured alone time into the camp schedule?
* What are challenges that you anticipate could come up with offering this type of program?
* What are ways you think you could work through those challenges?
o Notes: Supporting folks during group activities when someone needs some quiet/alone time. Rotations during programming that offer more dynamic. Not forcing while also supporting.
o Community mindedness and taking care of one another. Staff assessment of needs for campers – checking in. Doing this informally as well in creating culture of community care. Nuance of experience and needs and how those can change day to day.
00:25-00:50 – Participants will have an opportunity to experience collective alone time. Facilitator will offer different activities that participants can use during this alone time. The intention of this time is for each participant to spend time alone, spread out and quietly. Before heading into community alone time, read the following prayer to the group:
Reb Nachman's Prayer
Grant me the ability to be alone;
may it be my custom to go outdoors each day among the trees and grass - among all growing things and there may I be alone, and enter into prayer, to talk with the One to whom I belong.
May I express there everything in my heart, and may all the foliage of the eld -
all grasses, trees, and plants - awake at my coming,
to send the powers of their life into the words of my prayer so that my prayer and speech are made whole through the life and spirit of all growing things, which are made as one by their transcendent Source. May I then pour out the words of my heart before your Presence like water, O L-rd,
and lift up my hands to You in worship, on my behalf, and that of my children!
Likutei Tellah, 2:11
Now share with participants activity offerings, they are welcome to spread out and go wherever they feel comfortable. Participants are welcome to engage with one activity the
CORNERSTONE 2022 RESOURCE
entire 25 minutes or to explore multiple activities. They are also welcome to do something else that feels restorative for them. Encourage participants to use this time for themselves as solo time and if they have phones, to not use that as texting/emailing time. Give participants time allotment and a time they should return to the group.
Have materials set up in an area for participants to approach and choose what they want to use. Offer a brief explanation of the options. Activity offerings:
Crosswords
*
*
* Guided walk – set a timer to come back (see handout)
Journaling (see handout)
* Hitbodedut (see handout)
* Listen to music
* Coloring books
* letter writing
00:50-00:60 - Debrief and closing
Welcome participants back to the space together as a group. Have everyone get into a circle seated. Take a collective deep breath. Acknowledge that we've spent the last 25 minutes having our own personal time and are now together back in a group. Share the following quote:
"But many of us seek community solely to escape the fear of being alone. Knowing how to be solitary is central to the art of loving. When we can be alone, we can be with others without using them as a means of escape." – bell hooks
Lead participants through a group discussion of the following questions (depending on group size, think, pair, share may be a good option here):
* What felt natural for you about this time?
* What was this time like for you?
* What felt unnatural for you about this time?
* How can you incorporate more intention around alone time at camp?
* Where could you imagine a program like this fitting into your camp schedule?
In closing, have every participant share 1 word to describe what they're feeling at the end of this session.
BRINGING IT TO YOUR CAMP:
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OBJECTIVES:
- To implement the python programming features in practical applications.
- To write, test, and debug simple Python programs.
- Use functions for structuring Python programs.
- To implement Python programs with conditionals and loops.
- Represent compound data using Python lists, tuples, dictionaries , turtles, Files and modules.
OUTCOMES:
- Understand the numeric or real life application problems and solve them.
- Apply a solution clearly and accurately in a program using Python.
- Apply the best features available in Python to solve the situational problems.
LIST OF EXERCISES:
1. Program to convert the given temperature from Fahrenheit to Celsius and vice versa depending upon user's choice.
2. Program to calculate total marks, percentage and grade of a student. Marks obtained in each of the five subjects are to be input by user. Assign grades according to the following criteria:
Grade A: Percentage >=80
Grade C: Percentage >=60 and <70
Grade B: Percentage >=70 and <80
Grade D: Percentage >=40 and <60
Grade E: Percentage <40
3. Program, to find the area of rectangle, square, circle and triangle by accepting suitable input parameters from user.
4. Program to display the first n terms of Fibonacci series.
5. Program to find factorial of the given number using recursive function.
6. Write a Python program to count the number of even and odd numbers from array of N numbers.
7. Python function that accepts a string and calculate the number of upper case letters and lower case letters.
8. Python program to reverse a given string and check whether the give string is palindrome or not.
9. Write a program to find sum of all items in a dictionary.
UNIVERSITY OF MADRAS
B.Sc. DEGREE COURSE IN COMPUTER SCIENCE SYLLABUS WITH EFFECT FROM 2020-2021
BCE-CSC02
PRACTICAL: PROBLEM SOLVING USING PYTHON LAB
(Common paper to B.Sc.Software Applications, B.Sc. Computer Science with AI & B.C.A.)
I YEAR
I / II SEM
UNIVERSITY OF MADRAS
B.Sc. DEGREE COURSE IN COMPUTER SCIENCE SYLLABUS WITH EFFECT FROM 2020-2021
10. Write a Python program to construct the following pattern, using a nested loop
1
22
333
4444
55555
666666
7777777
88888888
999999999
11. Read a file content and copy only the contents at odd lines into a new file.
12. Create a Turtle graphics window with specific size.
13. Write a Python program for Towers of Hanoi using recursion
14. Create a menu driven Python program with a dictionary for words and their meanings.
15. Devise a Python program to implement the Hangman Game.
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Marital Communication
In recent years marriage has been getting "bad press." That once permanent bastion of security and "until death do us part" commitment has become for too many an impermanent gamble lasting "until divorce seems convenient."
There is a decline in understanding within marriage as the communication gap grows wider and wider. Many couples lack the elementary communication skills needed to produce the understanding necessary for a marriage to grow strong, or even exist, in these times "swapping, swinging and shacking."
What can be done? Is there a way to make marriage work better—or work at all? What about the ideal called "Christian marriage?" Is a Christian marriage possible today?
There are three major changes taking place within the marriage institution today:
1. A decline in understanding between marriage partners
2. The loss of determination to stay married
3. The development of unrealistic marriage expectations
The decline of understanding and lack of communication go together. Many couples today lack the kind of communication skills that produce the understanding necessary for a marriage to grow strong, or even exist. Understanding in marriage does not mean that there are no differences, it does mean that you and your mate are able to talk about the differences and come to an understanding of each other's views.
"Someone has likened the communication adjustment in marriage to two porcupines who lived in Alaska. When the deep and heavy snows came they felt the cold and began to draw close together. However, when they drew close they began to stick one another with their quills. When they drew apart they felt the cold once again. In order to keep warm they had to learn how to adjust to one another.
Lack of determination to stay married is seen today on every hand. Many enter marriage today with the attitude that if they do not get along they can break the relationship and try again. Many people are too impatient with their marriages. They do not want to live "happily ever after." They want to live "happily right away" and when this does not happen they bail out.
Too many young couples enter marriage blinded by unrealistic expectations. They believe a high level of continuous romantic love should characterize the relationship. One lady commented, "I wanted marriage to fulfill all my desires. I needed security, someone to take care of me, intellectual stimulation, economic security immediately—but it just wasn't like that!"
Charles Shedd in his book, Letters to Philip, tells the story of two rivers flowing smoothly and quietly along until they came together and joined. When this happened they clashed and hurled themselves at one another. As the newly formed river flowed downstream, however, it gradually quieted down and flowed smoothly again. But now it was much broader, more majestic and had much more power.
Dr. Shedd suggests, "A good marriage is often like that, when two independent streams of existence come together, there will probably be some dashing of life against life at the juncture. Personalities rush against each other, preferences clash, ideas contend for power and habits vie for position. Sometimes like the waves, they throw up a spray that leaves you breathless and makes you wonder where has the loveliness gone. But that's all right. Just like the two rivers, what comes out of their struggle may be something deeper, more powerful than what they were on their own.
Communication Guidelines
Gary Collins "Christian Counseling"
1. Remember that actions speak louder than words; nonverbal communication usually is more powerful than verbal communication. Avoid double messages in which the verbal and nonverbal messages convey something contradictory.
2. Define what is important and stress it; define what is unimportant and deemphasize or ignore it. Avoid faultfinding.
3. Communicate in ways that show respect for the other person's worth as a human being. Avoid statements which begin with the words "You never. . . "
4. Be clear and specific in your communication. Avoid vagueness.
5. Be realistic and reasonable in your statements. Avoid exaggeration and sentences which begin with the words "You always. . ."
6. Test all your assumptions verbally by asking if they are accurate. Avoid acting until this is done.
7. Recognize that each event can be seen from different points of view. Avoid assuming that other people see things like you do.
8. Recognize that your family members and close friends are experts on you and your behavior. Avoid the tendency to deny their observations about you —especially if you are not sure.
9. Recognize that disagreement can be a meaningful form of communication. Avoid destructive arguments.
10. Be honest and open about your feelings and viewpoints. Bring up all significant problems even if you are afraid that doing so will disturb another person. Speak the truth in live. Avoid sullen silence.
11. Do not put down and/or manipulate the other person with tactics such as ridicule, interrupting, name-calling, changing the subject, blaming, bugging, sarcasm, criticism, pouting, guilt-inducing, etc. Avoid the one-upmanship game.
12. Be more concerned about how your communication affected others than about what you intended. Avoid getting bitter if you are misunderstood.
13. Accept all feelings and try to understand why others feel and act as they do. Avoid the tendency to say "you shouldn't feel like that."
14. Be tactful, considerate, and courteous. Avoid taking advantage of the other person's feelings.
15. Ask questions and listen carefully. Avoid preaching or lecturing.
16. Do not use excuses. Avoid falling for the excuses of others.
17. Speak kindly, politely, and softly. Avoid nagging, yelling, or whining.
18. Recognize the value of humor and seriousness. Avoid destructive teasing. | <urn:uuid:7fbedab2-02af-4e29-b5a0-9d47a0e4b3aa> | CC-MAIN-2024-18 | https://praetorianproject.org/wp-content/uploads/sites/12/2021/02/Marital-Communication.pdf | 2024-04-14T23:39:24+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00217.warc.gz | 439,094,249 | 1,205 | eng_Latn | eng_Latn | 0.998758 | eng_Latn | 0.998806 | [
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GRADE: 1 UNIT OF STUDY: Solar System (science)
# WEEKS: 3-4 Quarter: 3 Specifically: start after winter break
STAGE 1: DESIRED RESULTS
UNIT QUESTIONS
1 What makes up the solar system?
2 How are the parts of the solar system the same or different?
3 How does questioning help us understand the story?
4 How does recalling help us understand the story?
5 How does synthesizing help us understand a topic?
6 How does evaluating help us understand the topic?
CC READING #: RL2, RL3, RI4, RI5, RI6
WRITING FOCUS
* Informative: Solar System research writing
* Individual or partner project
* Research, write, present
CC WRITING #: 2
LANGUAGE #: 1b, 1c, 1f 2b, 2c, 2d, 2e
CC SPEAKING/LISTENING #: L1.1e, L1.6
CC READING FOUNDATION #: 2a-d (Haggerty), 3c-g (word wall/sight word work), 4a-c
STAGE 2: ASSESSMENT EVIDENCE
Formative focus:
1) Students will create "I wonder" questions prior to reading. (KWL) Summative Unit-
1) Fry Sight word test 71-100.
2) Research project (Informative/Presentation Rubric) Choose 1 from 3 rd or 4 th quarter project.
3) AimsWeb and Fountas and Pinnell Benchmarking Assessments.
STAGE 3: TEACHING & LEARNING PLAN
TOPICS:
* Planets
* Sun, moon, stars
* Orbit
ACADEMIC VOCABULARY:
RL2- central message, *retell, key details*
RI6- illustrations, text
*RL3- characters, setting, major events, key details*
*RL4- phrases*
*RI5- heading, table of contents, glossaries, electronic menus, icon*
COMPREHENSION STRATEGY #1: Questioning: creating "I wonder" questions prior to reading (KWL)
COMPREHENSION STRATEGY #2: Recalling: facts about solar system
COMPREHENSION STRATEGY #3: Synthesizing: research project
COMPREHENSION STRATEGY #4: Evaluating: determining importance-research project
READING RESPONSE FOCUS: Recalling-writing/drawing an object from the solar system and write three facts about it
POSSIBLE FICTION TEXTS: Space Jam, Magic School Bus; Lost in Space, How Stars Came to Be
POSSIBLE NONFICTION TEXTS: Scholastic planet titles, The Night Sky, Our Stars
GRADE: 1 UNIT OF STUDY: Historical Studies (social studies)
# WEEKS: 1
Quarter: 3 Specifically: in February
STAGE 1: DESIRED RESULTS
UNIT QUESTIONS
1. Why are these people or events in history important?
2. How does questioning help us understand the story?
3. How does recalling help us understand the story?
CC READING #: RL2, RL3, RI4, RI5, RI6
WRITING FOCUS:
1. Informative- Write three facts about an important person in history.
CC WRITING #: 2
LANGUAGE #: 1b, 1c, 1f 2b, 2c, 2d, 2e
CC SPEAKING/LISTENING #: 4, L1.1e
CC READING FOUNDATION #: 2a-d (Haggerty), 3c-g (word wall/sight word work), 4a-c
STAGE 2: ASSESSMENT EVIDENCE
Formative focus:
1) Students will be able to create "I wonder" questions prior to reading. (KWL)
Summative:
1) Fry Sight word test 71-100.
2) Students will write three facts about an important person in history. (Informative Rubric)
STAGE 3: TEACHING & LEARNING PLAN
TOPICS:
* MLK
* Presidents
* Black history
ACADEMIC VOCABULARY:
RL2- central message, *retell, key details*
RI6- illustrations, text
*RL3- characters, setting, major events, key details*
*RL4- phrases*
*RI5- heading, table of contents, glossaries, electronic menus, icon*
COMPREHENSION STRATEGY #1: Questioning: creating "I wonder" questions prior to reading (KWL)
COMPREHENSION STRATEGY #2: Recalling: facts about people/events in history
READING RESPONSE FOCUS: Recalling-complete the KWL
POSSIBLE FICTION TEXTS: George Washington and the General's Dog, Abe Lincoln's Hat
POSSIBLE NONFICTION TEXTS: Rosa Parks, Ruby Bridges, Follow the Drinking Gourd
GRADE: 1 UNIT OF STUDY: Author's Study
# WEEKS: 4
Quarter: 3 Specifically: around Dr. Suess Day
STAGE 1: DESIRED RESULTS
UNIT QUESTIONS
1 How are author's books alike or different?
2 How does the author's message help us learn?
3 How do you know who is speaking in a story?
4 How does analyzing help us understand the story?
CC READING #: RL2, RL3, RL6
WRITING FOCUS: Opinion: Favorite story from chosen author
CC WRITING #: 1
LANGUAGE #: 1b, 1c, 1f
2b, 2c, 2d, 2e
CC SPEAKING/LISTENING #: 2, 3, 4
CC READING FOUNDATION #: 2a-d (Haggerty), 3c-g (word wall/sight word work), 4a-c
STAGE 2: ASSESSMENT EVIDENCE
Formative focus:
1) Fry Sight word test 71-100.
2) Students will write the author's message.
Summative:
Students will write an opinion piece from their favorite author.
STAGE 3: TEACHING & LEARNING PLAN
TOPICS:
* Dr. Suess
* Authors
ACADEMIC VOCABULARY:
*RL2- central message, retell, key details*
*RL6- illustrations, text*
*RL3- characters, setting, major events, key details*
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GET OUT OF LINE
Grandpa tells the Parable of the Raft—and Liz and Julia not only learn the story, but a much more valuable lesson: That we were born to create.
Let's Get Started
Episode Theme: Be a creator, not just a consumer.
1. Ephesians 2:10 says that we are created by God in his image to do good works. How does doing good works imitate God? What good things has God done for you?
2. God had a job for Noah. God was going to destroy the evil things in the world with a flood, but he wanted Noah to make a giant boat in which to save his family and two of every animal. God could have just told Noah and his family to go onto a high mountain with all the animals and kept them all safe there, but he wanted Noah to spend months building something no one had ever seen before. Building the ark would be an act of faith that showed how much Noah trusted God. Noah did everything that God asked (Genesis 6:922). Through that creative act, Noah became a blessing to others. As you listen to this episode, think about things that you create that could bless others.
Memory Verse
"For we are His workmanship, created in Christ Jesus for good works, which God prepared in advance for us to do"
Ephesians 2:10
After You Listen
In this episode Liz and Julia learn to be creators, and not just consumers.
Psalm 8 describes the beauty of God's creation and how amazing it is that he made people to be in charge of it. Consider how many varieties there are of flowers… trees… colors… stars… and every last one of them is not only known by God, but was created by God! You are just one of billions of people—but God created you to be special. You are unique in our vast universe because God made you one of a kind!
How do we respond to our uniqueness? By enjoying and taking care of what God created. By creating things ourselves. When we make or do or save something, we are acting creatively…just like God! And God delights in our creativity as much as he delights in our uniqueness.
Want to dig deeper and learn more about creating things? Check out Exodus 31:3-5, Isaiah 43:7, and 1 Chronicles 22:15-16.
Challenge
"How wonderful it is that nobody need wait a single moment before starting to improve the world." - Anne Frank, March 26, 1944
Your challenge is to follow God's example and create something! Liz and Julia's song was full of ideas about things to do: build a kite, dig a hole, write a story, write a song, build a fort, plant a pine tree, bake a cake for a man who's lonely, go to somebody's house and pick up all the trash in their yard, write a note, write your life, write a letter, paint a wall, ride a horse, nail some lumber, run a race, give a smile, grab a number, take a walk, or make a movie about a gila monster named Lurleena! What will you create? How could it benefit others?
Take the Episode Quiz
Question 1: Julia is a big fan of which musician?
Answer: Lurleena.
Question 2: How does Liz hope to make some extra money?
Answer: Do some work for Grandpa Anole.
Question 3: Who made the raft that saved Pastor Dan?
Answer: Grandpa Anole.
Question 4: What does it seem like Liz will do next?
Answer: Make another video
https://kidscorner.net/liz-and-friends/episodes/get-out-of-line
Printed on April 14, 2024 | <urn:uuid:074bc3ff-980e-40f5-9ddc-41affea45a38> | CC-MAIN-2024-18 | https://kidscorner.net/pdf/episode-discussion/get-out-of-line | 2024-04-15T00:21:42+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00218.warc.gz | 314,748,714 | 783 | eng_Latn | eng_Latn | 0.993743 | eng_Latn | 0.997043 | [
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______________________
SID:____
______________________
Your Best Time of the Day
** This assignment is to be turned in during the fourth lecture on Tuesday, October 28 th **
1. What time would you get up if you were entirely free to plan your day?
a) 5:00 – 6:30 am
(4 points)
b) 6:30 – 7:45 am
(3)
c) 7:45 – 9:45 am
(2)
d) 9:45 – Noon
(1)
2. At what time in the evening do you feel tired and in need of sleep?
a) 8:00 – 9:00 pm
(4)
b) 9: 00 – 10:15 pm
(3)
c) 10:15 - Midnight
(2)
d) Midnight – 3:00 am
(1)
3. To what extent are you dependent on an alarm clock?
a) Not at all.
(4)
b) Slightly
(3)
c) Quite a bit.
(2)
d) Very.
(1)
4. How alert do you feel for the first half-hour after you get up in the morning?
a) Not at all.
(4)
b) Slightly
(3)
c) Quite a bit.
(2)
d) Very.
(1)
5. If you have a demanding test to take, what time of day would you be at your best to take it?
a) 8- 10:00 am
(4)
b) 11:00 am – 1:00 pm
(3)
c) 3:00 – 5:00 pm
(2)
d) 7:00 – 9:00 pm
(1)
6. At what time of day do you think that you reach your 'feeling best' peak?
a) Midnight – 5:00 am
(6)
b) 5:00 am – 8:00 am
(5)
c) 8:00 am – Noon
(4)
d) Noon – 4:00 pm
(3)
e) 4:00 pm – 9:00 pm (2)
f) 9:00 pm – Midnight (1)
: _____________
Total Points
*Please see next page for interpretation of your Best Time of Day Score and some helpful strategies for getting the most out of your day.
Name:____
______________________
SID:____
______________________
Score Guide:
Strategies to Help You All Day
Morning
* Get plenty of full-intensity light.
* Have a high-protein snack as soon as you get up. Such as: yogurt, low-fat milk or soy milk or piece of cheese, one egg, protein powder 'smoothie'
* Eat breakfast – be sure to include high fiber cereal and/or fruit
Afternoon
* Take a 15 minute nap, if possible.
* Have a high protein lunch – limit carbohydrates, they relax and make you drowsy.
* Take a 10-15 minutes walk or exercise break.
* Don't eat junk food.
Evening
Protein – small amounts to help keep you alert and awake.
* Eat a small, balanced dinner – adjust according to your plans for the evening.
Carbohydrates – help you relax and calm down after a busy day.
* Plan your To-Do list for the next day.
* Exercise between 5 – 7:00 pm, if you exercise later it will interfere with your sleep.
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Global Recycling Day 2020 Localised Activity Suggestions
After the extraordinary success of Global Recycling Day in 2018 and 2019, thanks in no small part to the tireless support from people and organisations like your own, we are delighted to announce the theme for 2020 as #RecyclingHeroes.
Global Recycling Day 2020 will take place, as usual, on 18 th March and will use the theme to look at a diverse range of topics - from #RecyclingHeroes cities where communities are pioneering innovative recycling practices, to schools or businesses that are #RecyclingHeroes.
We would love it if you could help us spread the word far and wide again in 2020. We have highlighted some suggestions below, but as ever, we know how creative the recycling and sustainability teams are across the globe, and we look forward to hearing about any ideas you might have (and of course, we would love to see you join in on #RecyclingHeroes across social media too!).
There is also the option for you to use your activations as a way to help fundraise for the Global Recycling Foundation. Any funding collected would be put towards educational programmes for the next Global Recycling Day in 2021. If you are interested in fundraising please contact email@example.com.
Suggested in-country activities for Recycling Heroes
Host a local #RecyclingHeroes social media competition
Nominate your local heroes using the hashtag #RecyclingHeroes or #RecyclingHeroesPLACENAME (e.g. #RecyclingHeroesMumbai). This could be a child, local business, teacher/school, a professional working in an area related to recycling and sustainability and/or a community.
We encourage you to tweet your nominated #RecyclingHeroes on social media (e.g. Twitter, Instagram and LinkedIn) and then the Global Recycling Foundation will invite a shortlist of five people for each category to complete a longer-form application with the winners being announced on 18th March.
Litter pick-ups
Global Recycling Day 2020 provides the perfect day for a local litter pick up. Children and adults can get involved in cleaning up their local areas by organising a specific meeting time for those wanting to attend, and then making their way around specific public spaces to collect as much litter as possible. For those that live near the coast, event organisers can host beach clean ups.
To link the litter pick up with the #RecyclingHeroes theme, event organisers could get participants to dress up as superheroes or even make a large superhero sign out of all the litter that has been
collected. For this, a public space will need to be sought out, such as a park, where the litter can be displayed and then cleared up.
Recycled clothing superhero fashion show
Hosting a recycled clothing fashion show is a good way to attract people interested in recycling as well as those interested in fashion, and why not give it a super hero twist in 2020.If you can find a suitable venue in your city to host a fashion show or event at a local school, we would recommend asking those wishing to participate to design their own outfits using recycled materials or even recycled clothing they have bought from charity shops/second-hand clothing shops. This type of event is perfect for fashion colleges and universities, schools and local clubs.
#RecyclingHeroes art exhibition
Why not host a recycled art exhibition featuring creations made from recycled materials that contributors have submitted. This could even be set up as a competition, with people encouraged to enter their handmade recycled sculptures/creations. Then on 18 th March 2020 (or another suitable date around that time) an exhibition showcasing all artwork submitted can take place, with members of the public invited. The winner could then be announced at the end of the exhibition.
Awareness raising walks/runs
In order to create buzz on Global Recycling Day in specific cities, event organisers could gather members of the public together for an awareness raising walk/marathon. T-shirts with the Global Recycling Day logo and the hashtag #RecyclingHeroes can be made and handed out to participants to wear during the walk/run. This would help to create a buzz in the city and would get other members of the public intrigued as to what participants are promoting.
3
Schools competition to create recycling superhero mascots
For schools wanting to get involved in Global Recycling Day, a competition could be organised for school children to create their own recycling superhero mascots. This can be a competition between children in each class or a school-wide competition with classes competing against each other. Once all entries have been received, a school judging panel can decide on the overall winner. This is again another fun and engaging way to get young people thinking about recycling.
We encourage you to be creative in what kind of activities you'd like to organise. Please hashtag #GlobalRecyclingDay and #RecyclingHeroes in your social media posts so that we can see all of the amazing activations as they occur.
Become a supporter or partner of Global Recycling Day
Global Recycling Day Supporter
You will support the mission of Global Recycling Day, by working to bring the #RecyclingHeroes events to fruition (including coordination, staging activity and media liaison).
In return you will be recognised as a Supporter on the Global Recycling Day website, act as core spokespeople on the day, feature in all communications regarding the day, and be included in five official social media posts in the lead up to the 18 th March 2020.
Global Recycling Day Partner
Partners will be expected to undertake the same commitment as Supporters. However, for a €5,000 donation to the Global Recycling Foundation you will receive additional benefits.
These include having your logo included on the Global Recycling Foundation website, a dedicated blog post detailing your involvement, 10 social media posts and media partnership benefits.
Please contact us on firstname.lastname@example.org for more information.
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Instructor's Guide for Learn Java in N Games
Motivation and Relevance
Games provide a nice stepping-stone between shorter exercises and messier "real-world" projects. Game rules provide well-defined specifications, but there are often a few subtleties that create opportunities for problem-solving and discussion. For example, what should a program do if a player tries to make an illegal move? What if a player doesn't have a legal move?
A few students may go on after graduation to work in the computer game industry. Some very successful games, such as Words with Friends, 2048, and Flappy Bird, are on the scale of Learn Java in N Games (LJING) projects.
Wherever students end up in industry or academia, they will be able to make use of the skills they gain via LJING. This includes both technical skills (Java coding, data structures, algorithms, unit testing, etc.) and equally important "soft skills" (teamwork, communication, problem solving, etc.).
Lastly, games are fun! Almost all students have grown up playing games on their tabletops and on various devices. Games are inclusive of students who may not have a background in, e.g., physics or finance. When they have completed a project, students have a working program that they can immediately use in their everyday lives (and show off to friends and potential employers).
Process Oriented Guided Inquiry Learning (POGIL)
Many of the LJING activities are meant to be tackled in class by teams of three or four students using the POGIL technique. POGIL is briefly summarized in another document in this folder, which you may wish to copy and hand out to students. Much more detail on POGIL can be found at pogil.org and (specifically for computer science) cspogil.org.
Ideally a POGIL instructor acts as a facilitator and has read material from pogil.org or attended a POGIL training session (e.g., at SIGCSE). Barring that, here's a whirlwind guide:
1. Divide the students into teams of four. It is better to assign teams randomly than to allow students to pick their own teams. If the class size does not divide evenly, have one or more teams of three. It is best if students stay in the same teams for the entire term.
2. For each activity, assign each student a role. (Alternately, they can choose their own roles.) In a team of three, one person might serve as both Analyst and Recorder. Students should rotate roles from one activity to the next.
3. Give each team's Recorder a copy of the activity and let the teams start working. All team members have access to the document if they've downloaded the LJING materials, but only the Recorder will write on the paper.
4. Circulate around the room observing the teams. Avoid the temptation to answer questions; instead, answer with leading questions: "What do you think the answer is?" "Can you think of any other answers?" "How would you determine which answer is better?" Also observe the teams' process, nudging them to work together, get input from all team members, etc.
5. When most teams have reached a stopping point (marked in the activity), get the class' attention and ask some teams' Presenters to share their answers to some question. This is an opportunity for a very brief class-wide discussion to ensure that everyone is on the same page (metaphorically).
6. At the end of the class, collect all of the papers. It's best to grade on earnest participation, not on correctness; this allows students to focus more on the process without too much stress on getting the right answers.
Each POGIL activity in LJING is intended to fill a one hour class period. Getting the timing right can take some practice; see where each team is at the halfway point in the class, speeding up or slowing down if necessary. Some teams will inevitably work faster than others; the open-ended questions after each stopping point are meant to give these faster teams something to do.
Pair Programming
The non-POGIL projects in LJING can be completed by individual student or pairs. An excellent introductory video on pair programming can be found here:
https://www.youtube.com/watch?v=rG_U12uqRhE
Feedback
If you have comments, questions, or errata, or would like to see the results of the user survey mentioned at the end of each activity, feel free to contact the author at email@example.com. | <urn:uuid:24d82915-fb72-4bb5-8dfc-c63201faf0bb> | CC-MAIN-2024-18 | https://www.engage-csedu.org/sites/default/files/Instructor%27s%20Guide_final_4.pdf | 2024-04-15T00:34:22+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816904.18/warc/CC-MAIN-20240414223349-20240415013349-00220.warc.gz | 688,395,485 | 933 | eng_Latn | eng_Latn | 0.999271 | eng_Latn | 0.999298 | [
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PRINT
Are All Carbs Created Equal?
There is a lot of information on topics regarding nutrition and sometimes it can be confusing to navigate and understand what you should be eating. This can be especially true when it comes to understanding carbohydrates. Some people group all carbohydrates into the same category, whether they come from white rice, cookies, quinoa or an apple. There are ways you can make better choices in regards to the carbohydrates you choose because some will have more nutritional value than others. This Carb Corner will help you to take a look at specific carbohydrates and what some of the better choices are when it comes to picking quality carbohydrates for your diet.
Navigating the Carbohydrate Terms
Many terms are used when talking about carbohydrates this can make it difficult to understand if you are picking a good carbohydrate choice especially when it comes to managing your diabetes.
Simple Carbohydrates vs. Complex Carbohydrates
Both simple and complex carbohydrates are broken down by the body and used as energy. The key difference is how quickly they are broken down by the body; simple carbohydrates break down more quickly whereas complex carbohydrates tend to digest more slowly which can help regulate your blood sugar.
* Simple carbohydrate foods: fruit, milk and many processed foods such as candy, syrups and soft drinks.
* Complex carbohydrate foods: breads, beans, pasta, quinoa, and starch vegetables (potatoes, corn, peas, etc.).
It can be confusing because some people will say that all simple carbohydrates are "bad" and all complex carbohydrates are "good". An apple is a very healthy simple carbohydrate and white bread is a complex carbohydrate but may not be as nutritious as the choice of the apple. It is more important to pay attention to the actual food and the nutritional value.
Whole Grains vs. Refined Grains
Foods made from wheat, rice, oats or barley are considered grains. Dietary recommendations often state that half of the grains we eat should be whole grains but what are whole grains vs. refined grains?
According to USDA a whole grain item will contain the entire grain kernel which provides sources of fiber and important vitamins and minerals. A refined grain will have parts of the kernel removed - taking away the fiber and natural vitamin and mineral sources. Some of these products will be enriched to add back the vitamins and minerals but will still be missing the fiber component.
* Whole grain foods: whole wheat flour, oatmeal, corn meal or brown rice
* Refined grain foods: white flour, white bread, or white rice
It is important to pay attention to foods that have been processed to help understand if they are whole grains or refined grains. Try to stick to the whole grain items when they are available for the healthier choice.
Myth:
Myth:
Eating too much pasta or potatoes gave me diabetes.
Fact:
Eating too much of a specific carbohydrate is not what causes diabetes. Type 2 diabetes is caused by genetics and lifestyle choices so too much of any one food alone will not cause diabetes. Eating too much in general can contribute to being overweight which is a risk factor for diabetes.
Myth:
I am not allowed to eat any desserts if I have diabetes.
Fact:
Regardless of whether you have diabetes or not, desserts should be enjoyed in moderation. You can still enjoy a dessert if you have diabetes but it is extra important to monitor portion control. Be mindful of the total carbohydrate amount of your whole meal. Often times it is best to have a half portion of the dessert to help control the amount of carbohydrates you are getting in a sitting.
I can't east pasta, potatoes, rice and bread if I have diabetes.
Fact:
You can eat pasta, potatoes, rice and bread if you have diabetes. As mentioned above try to stick with the healthier choices such as whole wheat pasta vs. white pasta or brown rice vs. white rice. It is also important to watch portion control. As a good visual is no more than ¼ of your plate should have a starchy grain or vegetable.
Myth:
I can only drink sugar-free drinks if I have diabetes.
Fact:
Many people forget to count their liquids when thinking of calories or carbohydrates if they are counting carbs. You can have non-sugar free drinks such as milk or juice, but just as with other foods, it is important to check the total carbohydrate amount in a serving and pay attention to how many carbohydrates that drink is contributing to your meal.
Myths and Facts
Myth:
People with diabetes shouldn't be eating the same meals or foods as non-diabetic individuals.
Fact:
A healthy diet for people with diabetes or without diabetes is similar. It should be a diet based on non-starchy vegetables, whole grains, fruit, healthy fats and lean proteins. If you have diabetes, it is important to understand your eating habits so you can work with your doctor or dietitian on dietary recommendations to help regulate your blood sugar.
It is important to remember that this information should be used as a guideline but every person has individual needs so always consult a doctor or registered dietitian about your specific dietary concerns.
Understanding carbohydrates can be confusing and is one of the most common questions our dietitians receive. The Carb Corner was created to help our blog visitors learn about the importance of carbohydrates to maintain good health!
We will continue to add to Carb Corner throughout the year. Carbohydrate counting, understanding serving sizes, recipes, snacks, what to eat in a resturant and menu ideas.
Learn More
Balance, HCR ManorCare's comprehensive health and wellness blog, supplies readers with healthy ideas throughout the year. The blog is designed to serve as a resource, not only for patients, residents and families, but for anyone who strives to live a healthy, "balanced" life. For more information and help in making healthy choices, go to balance.hcr-manorcare.com and sign up to receive our newsletters. If you need help making a health care decision, visit our care finder and live chat.
References:
http://www.todaysdietitian.com/newarchives/0416p30.shtml https://medlineplus.gov/
https://www.choosemyplate.gov/grains
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FROM THE AMERICAN COLLEGE OF NURSE-MIDWIVES
Giving Birth "In Place": A Guide to Emergency Preparedness for Childbirth
Deanne Williams, CNM, MSN
EDITOR'S NOTE
What can midwives do to help women who are at risk of giving birth without a trained attendant? The following document from the American College of Nurse-Midwives is available on the ACNM web site at http://www.midwife.org/focus/inplace.cfm, and although written for families in developed countries, the content can be adapted to any setting. This document can be used as a patient handout or it can be used by health care providers who are not experienced in attending births.
Although most women do not go into labor during emergencies and most of those who do can get to a hospital or birth center, recent events have raised concerns about what to do if travel is not possible. Being prepared can help. The information here includes a list of supplies (Table 1) and directions for managing a normal labor and delivery while taking shelter in place.
This is not a "do-it-yourself"guide for a planned home birth, nor is it all the information you need for every emergency. It is not meant to replace the knowledge and skills of a doctor or midwife. The information is a basic guide for parents-to-be who want to be ready in case they have to give birth before they can get to a hospital or birth center.
CALL FOR HELP
If you think you are in labor, try to get to a hospital, birth center, or clinic. If you are alone or travel seems unwise, call the emergency number in your community and ask for help. After you have called for help, keep your front door unlocked so that rescue workers can get in if you are unable to come to the door. Call a neighbor to come and help the family. If the phones are working, keep talking to emergency services or your health care provider who can "talk you through" a labor and birth.
If your labor is going fast and birth seems near, stay at home and have your baby in a safe place rather than in the back seat of the car. Fast labors are usually very normal, and the mothers and babies can both do well. Slow labors will give you time to get to a hospital or birth center, or for
Address correspondence to Deanne Williams, CNM, MSN, Executive Director, ACNM, 8403 Colesville Rd., Suite 1550, Silver Spring, MD 20910-6374. E-mail: email@example.com a health care provider to get to you. Get out your supply kit and put the supplies where you can easily reach them.
As the helper, your job is to
Keep mom comfortable. It is good for her to walk, take a shower, get a massage, and move even if she is in bed.
Be sure she drinks lots of fluids. Water, tea, and juice are the best.
Be sure she goes to the bathroom every hour.
Say and do things that create a calm feeling, even if you are very nervous.
Wear gloves if you are going to be touching blood.
Wash your hands or gloves often.
Do not let pets into the labor and birth room.
Talk to mom about the sounds of childbirth. Making groaning or crying noise during labor is ok and can help the mom-to-be. It can scare the helpers. So mom has to try to not scream and lose control, and the helpers have to let mom make the noise that helps her cope.
Decide how to help other members of the family. Will they be present for the birth? What do they need to feel safe?
PREPARE THE BED
To keep the mattress from getting wet, cover it and the sheets with a shower curtain and then cover the shower curtain with another clean sheet, plastic-backed under pads and lots of pillows for comfort. The mother may want to spend a lot of time in bed, or she may prefer to be on her feet or in a chair. Whatever feels best is okay.
WHEN THE BABY'S HEAD IS COMING FIRST
If you know your baby has been head down during the last weeks of pregnancy, chances are good that the baby will be head first at birth. This is the most common position for a baby. First labors can last for 12 hours or more, whereas the next babies can come much faster.
The Urge to Push
The longest part of labor is the time it takes for the cervix to open wide enough for the baby to pass into the birth canal or vagina (first stage). You can tell the cervix has
Table 1. Supplies for Giving Birth "In Place"
The following list is not a "do-it-yourself" list of supplies for a planned home birth, nor is it all the information you need for every emergency.
The following supplies can be found at most drugstores, cost about $70, and should be kept in a waterproof bag away from children and pets. Keep them in a tote bag in case you leave home.
1. Baby size bulb syringe (made of soft plastic, often called an ear syringe; should not be a nasal syringe as the plastic tip does not fit into a baby-sized nose).
2. A bag of large-sized under pads with plastic backing to protect sheets from messy fluids
3. Small bottle of isopropyl alcohol
4. Package of large cotton balls
5. Box of disposable plastic or latex gloves
6. White shoe laces (to tie umbilical cord)
7. Sharp scissors (to cut umbilical cord)
8. Twelve large sanitary pads
9. Chemical cold pack (the kind you squeeze to get it cold)
10. Hot water bottle (to help keep baby warm)
11. Six disposable diapers
12. Pain pills such as Tylenol or Advil
13. Small bar of antibacterial soap or liquid antibacterial hand sanitizer
Additional items you will use
1. Shower curtain
2. Four cotton baby blankets
3. Newborn cap
4. Medium-sized mixing bowl
5. Four towels
6. Wash cloth
7. Blankets to keep mom warm
8. Pillows
9. Five large trash bags for dirty laundry
10. Two medium-sized trash bags for the placenta
11. Instructions for CPR for adults and babies
12. Emergency contact information
If you think you are going to have to give birth at home, put the scissors and shoe laces in a pan of boiling water for 20 minutes. When done, pour off the water but do not touch the items until needed. If there is no way to boil water, wash the scissors and laces with soap and water and soak them in alcohol during the labor.
opened all the way (fully dilated) when the mother has a very strong need to push (second stage). She cannot hold back that urge and may make sounds like she is going to the bathroom. Once she starts pushing, the baby can be born in a few minutes or a couple of hours. As birth gets closer, the area around the vagina begins to bulge out until the top of the baby's head can be seen at the vaginal opening. The mother should be encouraged to push the baby's head out gently in any position that is comfortable for her. She does not have to lie on her back in bed, but you will feel safer if she is lying down or squatting so the baby can slip gently onto a soft surface.
Put on your gloves and get in a place where you can see the baby come out. Remind mom to push gently even when she wants to push hard. As the baby comes out, mom will feel a lot of burning around the vagina and this is when she may make a lot of noise. After the head is born, look and feel with your fingers to find out if the cord is around the baby's neck. If you find a cord around the neck, this is not an emergency! Gently lift the cord over the baby's head, or loosen it so there is room for the body to slip through the loop of cord.
The baby's head will turn to one side and with the next contraction the mother should push to deliver the body. If the body does not come out, push on the side of the baby's head to move the head toward the mother's back. The shoulder will be born. The rest of the body slips out easily followed by a lot of blood-colored water.
If the Head Is Born but the Body Does Not Come Out After Three Pushes
The mom must lie down on her back, put two pillows under her bottom, bring her knees up to her chest, grab her knees, and push hard with each contraction. After the baby is born, place her or him on the mother's chest and tummy, skin to skin, and cover both with towels. If the baby is not crying, rub her back firmly. If she still does not cry, lay her down so that she is looking up at the ceiling, tilt her head back to straighten her airway, and keep rubbing. Not every baby has to cry, but this is the best way to be sure the baby is getting the air she needs.
If the Baby Is Gagging on Fluids in Her Mouth and Turning Blue
Use the baby blanket to wipe the fluids out of her mouth and nose. If this does not help, use the bulb syringe to help clear things out. Just squeeze the bulb, place the tip in the nose or mouth, and release the squeeze. This will suck fluid into the bulb. Move the bulb away from the baby and squeeze again to empty the bulb. Repeat until the fluid is removed.
If the baby is still not breathing, follow the CPR directions.
THE UMBILICAL CORD
There is no rush to cut the cord. All you have to do is keep the baby close to the mom so the cord is not pulled tight. If you pick the cord up between your fingers, you can feel the baby's pulse. Within about 10 minutes the pulse will stop. At that time you can tie and cut the cord. Remember the cord is connected to the placenta (afterbirth) which is still inside the mother.
THE BABY
At the time of birth, most babies are blue or dusky. Some cry right away and others do not. Do not spank the baby, but rub up and down her back until you know she is taking deep breaths. Once the baby starts to cry, her color will be more like her mom, but her hands and feet will still be blue. Now is the time to keep the baby warm. Remove the wet towel that is over the baby and put another dry towel and
49
blanket over the mother and baby. Put a hat on the baby. The mother can help keep the baby warm with her body heat.
Put the baby to breast. Even if you did not plan to breastfeed, one of the safest things you can do for mom and baby is put the baby to breast. A breastfeeding baby helps keep the mother from bleeding too much and gets the food it needs right away. If the cord is too short to allow the baby to reach the breast, it is ok to wait until you cut the cord.
CUTTING THE CORD
There are no nerve endings in the cord so it does not hurt either the baby or the mother when it is cut. It is very slippery so take your time because there is no rush. Wash your hands, put on gloves and then get the container with the scissors and shoelace. Tie one of the laces around the cord very tightly with a double knot about 3 inches from the baby's tummy. The baby will cry when she is uncovered because she is cold, not because it hurts. Tie the other shoelace around the cord about 2 inches from the first knot.
Pick up the scissors by the handle without touching the blades. Cut between the knots you have tied. It is rubbery and tough to cut especially if you have dull scissors. After it is cut, place the end of the cord that is still connected to the mother's placenta into the mixing bowl. Cover the baby again to keep her warm.
THE PLACENTA OR AFTERBIRTH (THIRD STAGE)
The placenta looks like a big piece of raw meat with a shiny film on one side. On the other side it has membranes that are attached to the placenta (the membranes look like skin that has been peeled off). When the placenta is ready to come, you will see a gush of blood from the vagina and the cord will get a little longer. Put the bowl close to the mother's vagina and put more waterproof pads under her bottom. Ask the mother to sit up and push out the placenta into the bowl.
Mom's bottom and her uterus may be sore. You may see places where the mother's skin has torn around her vagina. Most of these tears will heal without any problems. Mom will feel better when you put an ice pack on her bottom where the baby came out and then put the sanitary pad on top of the ice pack. She may want to take a couple of pain pills at this time.
There will be a lot of blood and water coming after the placenta. Firmly rub the mother's stomach below her belly button until most of the bleeding stops. This will hurt but needs to be done. The heaviest bleeding should stop in a minute and then the bleeding will be more like a heavy period. If the bleeding increases again, very firmly rub the mother's lower belly until the bleeding slows. When it is firm, you will be able to feel the uterus (womb), which is the size of a large grapefruit, in the lower belly. A firm uterus is a good thing because it will stop the mom from bleeding too much (see Figure 1).
Put the placenta in a medium-sized trash bag and wipe off any blood on the outside of the bag. Put this bag into a second trash bag. Take the placenta with you to the hospital or birth center. If you cannot leave the house for more than 4 hours, put the bagged placenta in a container with a lid and put it in the freezer.
CLEAN UP
After the mother has delivered the placenta and the bleeding has slowed down, give her a drink of juice, soup, or milk and something to eat like crackers and cheese or a peanut butter and jelly sandwich. Put on gloves to clean up the bed. Roll up the sheet and pads inside the shower curtain and put in a large plastic bag. Have clean under pads ready to cover the sheets and a sanitary pad for the mother.
The dirty sheets and towels can be washed in cold water with bleach or ammonia added. Wear gloves when touching items that are bloody. Put a diaper on the baby or you will be sorry!
BREASTFEEDING
It is important for the mother to breastfeed the baby in the first hour after birth and at least every 2 hours until her milk comes in.
* Breastfeeding will keep the uterus firm and decrease bleeding.
* Even if the emergency situation continues for days, weeks, or months, there will always be a ready supply of safe and perfect food for the baby.
* Colostrum, the liquid that is in the breasts right after birth until the milk comes in, will give the baby all of the food she needs and it will help prevent infection.
Getting Started With Breastfeeding
A newborn will nurse best in the first hour after birth when she is awake and alert. The mother may be more comfortable if she lies on her side with pillows under her head. The mother and baby should be face-to-face and belly-to-belly.
The baby will also nurse better if they are skin-to-skin (see Figure 2).
If the baby sucks a few times and then lets go and the mom has large breasts, mom may need to help the baby breathe by using her finger to hold some breast tissue away from the baby's nose.
The mother should place her nipple and breast against the baby's lips. The baby will lick and try to nurse. The mother needs to help out by placing her nipple into the baby's open mouth. It may take a few tries before the baby can start sucking. If the baby is sleepy, rub her belly and back firmly to wake her up. If the baby is too sleepy, try uncovering her for a short time and rubbing the mother's nipple against the baby's lips. If the mother gets tired, take short breaks and start again. Once the baby nurses for the first time it gets easier.
What to Avoid
* Don't use a pacifier or a bottle to start the baby sucking. It confuses some babies because they do not suck the same on the mother's breast and a bottle or pacifier.
* Do not separate the mother and baby for very long. The more they stay together, including when they sleep, the sooner breastfeeding will be well established.
CARE OF THE MOTHER
If you still cannot get to the hospital or birth center to be checked, the mother should go to the bathroom within an hour after the baby is born.
If the room is cold, you can use the hot water bottle to help keep the baby warm. Just wrap the warm bottle in a blanket and place it next to the baby's back.
After birth in a hospital, women are usually offered Tylenol or Advil for pain every 3 to 4 hours as needed. This would be a good choice at home if the mother does not have an allergy to this medication.
When a new mother gets out of bed for the first time, she may feel dizzy. It is important to have her leave the baby on the center of the bed and get up slowly:
* Sit up on the side of the bed to see how she feels.
* If she says she is going to faint, believe her and have her lie down on the floor. Do not attempt to walk her back to bed. You have about 10 seconds to get her down on the floor before she passes out and bangs her head on the way down! Once she is down flat, she will wake up and feel better. Just wait a few minutes and then carefully help her back to bed.
* Have an adult take her to the bathroom and wait to be sure that she is not feeling faint.
In a couple of hours the mom may want to take a shower. Be sure she has had something to eat and is not dizzy when she gets up. It is good to have someone close by because dizziness can return quickly.
WHAT TO DO FOR THE MOTHER AND BABY IN THE FIRST 2 to 3 DAYS
If you still are unable to get professional health care for several days, you can take care of yourself and your baby during this time by remembering the basic needs: eat, drink fluids, rest, and feed and care for the baby.
Keep someone with you as a helper so you can rest most of the time. The helper should see that you always have plenty of fluids at your bedside and something to eat each time you breastfeed the baby.
Keep ice on the vagina where the baby came out for the first 24 hours. To keep the area extra clean, pour warm water over the vagina every time you go to the bathroom.
Check the uterus for firmness every few hours until the gushes of blood and/or clots stop and the baby is breastfeeding every 2 to 3 hours.
Change the baby's diaper every few hours. The baby's first bowel movements will be black and sticky (meconium), so be sure that the diaper is snug! The baby needs to wet at least once every 24 hours until the mother's milk comes in. After the milk is in, the baby will wet six to eight diapers a day. If the baby is not wetting, nurse the baby more often.
Each time you change the diaper, clean off the umbilical cord with cotton balls soaked with alcohol. The diaper should be placed below the umbilical cord to help keep it clean and dry (it turns dark as it dries). If the cord has a bad smell, a sign of infection, clean it with alcohol until the smell is gone.
51
WHAT IF THE BABY IS COMING BOTTOM FIRST?
A few babies are born bottom first. You will probably not know this is the case until mom pushes and you see a bottom or feet and not a head coming out. At that time you must
Bring the mom's bottom to the edge of the bed and have her legs pulled up to her chest.
Prepare a soft landing spot for the baby on the floor.
Let the baby's body (arms too) come out without touching the baby. You will be looking at the baby's back. Yes, you have to let her little bottom hang down toward the floor even if you are afraid she will fall. If you have to touch something, grab another pillow for the landing zone.
When the head slips out, grab the baby under the arms and bring her up to the mom.
If the baby's arms are out but the head does not come with the next contraction, you should have the mother get out of bed, squat, and push.
KEY POINTS
All parents-to-be should go to
* Childbirth education classes
* Breastfeeding classes
* Infant/child CPR (cardiopulmonary resuscitation) classes
Parents-to-be should keep the family car
* In good repair
* Filled with gas
If you have to labor at home during a terrorist attack or other emergency
* Call your midwife or physician
* Call a neighbor to help you
* Call for an ambulance
* Unlock the front door
* Keep these instructions and the birth supplies handy!
Women in labor need lots of encouragement and need helpers who are calm, positive, and caring. No matter what is happening in the rest of the world, it is important to keep the room peaceful and to focus on the mother's needs. She needs support and reassurance to do the hard work of labor. Be there for her and her baby.
DISCLAIMER
The information provided in this document is not a do-it-yourself guide for a planned home birth, nor is it all the information you need for every emergency. Following these directions will not replace the knowledge and skills of a doctor or midwife and cannot ensure a safe outcome. The information is a basic guide for parents-to-be who want to be ready in case they have to give birth before they can get to a hospital or birth center. In all cases, it is critical that you attempt to make contact with a trained health care professional.
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CIRCLE OF FRIENDS
Julia thought she and Lucille were best friends forever, so why has Lucille been ignoring her lately?
Let's Get Started
Episode Theme: Needing community.
1. Ecclesiastes 4:12 says, "A cord of three strands is not quickly broken." This can be good thing! It can make a friend group strong in hard times. But it can also be dangerous. That is because it is harder to leave of a group of bad friends than to leave just one. What kind of friends do you have?
2. Jesus had many friends. Some, like his disciples, went everywhere with him. Some of Jesus' best friends, Martha, Lazarus, and Mary, had Jesus and his disciples stay at their house (Luke 10:38-45). As you listen to this episode, think about why Jesus had different kinds of friends. How do you think all the friends got along?
Memory Verse
"Someone might be able to beat up one of you, but not both of you. As the saying goes, 'A rope made from three strands of cord is hard to break.'"
Ecclesiastes 4:12
After You Listen
The New Testament often talks about the importance of the community of believers (or church) and how much we need each other to grow in our faith.
The book of Acts says the early church met together often. They talked, ate and prayed together. They praised God together in every place they met. (Acts 2:42, 46-47). What was the result of all this fellowshipping? "And the LORD added to their number daily those who were being saved" (Acts 2:47).
That was the early Christian church. What about now? Even today we can rejoice with each other, cry with each other, bear each other's heavy burdens, and worship God together. When we are connected to other Christians, Satan cannot easily break us. When we are in community with other Christians, we grow—in more ways than we can count!
Dig deeper into living in community in Psalm 133:1, John 17:20-23, and Colossians 3:14.
Challenge
Show that cords of three (or more) strands are not easily broken: make some friendship bracelets! There are lots of how-to videos and ideas online. Make some for yourself and for your friends to remind you of your strength together.
Take the Episode Quiz
Question 1: Where did Julia plan on going with Lucille?
Answer:
The mall.
Question 2:
Why did Lucille decide not to go with her?
Answer:
She had to help another friend.
Question 3:
Who did Julia meet at the mall?
Answer:
Cindy.
Question 4:
What did Julia do when she learned that Lucille was planning a party and didn't tell her?
Answer:
She changed Lucille's order at the party shop and the bakery.
Question 5:
Who helped Julia see that it's better to have a group of friends instead of just one?
Answer:
Granny.
https://kidscorner.net/liz-and-friends/episodes/circle-of-friends
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INSPIRING POSSIBILITIES
College or Training Programs: How to Decide Tips for Youth
Your high school diploma opens the door to many exciting, new options. These might include your first full-time job, or part-time or full-time attendance at a technical school, community college, or university. You might want to obtain a certificate, an associate or bachelor's degree, or another type of credential. With so many choices, it can be challenging to decide which path to take. Here are some ideas you may want to consider before you graduate.
few colleges do not require a high school diploma or GED. In general, open colleges require applicants to take a placement exam to determine at which level to begin college course work. Students may be required to take remedial courses at the college. Two-year associate degrees are generally available along with four-year degrees. A two-year degree can be applied toward a four-year degree in the future.
Choosing Your Path
It is important to explore all of the work and education options available to you when you graduate. Remember, you can return to school many times as your interests and goals change or as new employment opportunities become available.
Other colleges and universities require applicants to meet certain criteria. These schools tend to look for students with higher grade-point averages, rigorous academic preparation, high scores on the standardized college admissions tests such as the ACT or SAT, and personal qualities shown by volunteer and community work, in a personal essay, and sometimes in an interview.
Here are some choices you might want to discuss with family members and your Individualized Education Program (IEP) team.
* Working for a few years to save money or gain work experience before going to college or another training program. This option might be attractive if you already have an interesting job you can continue in after high school graduation or if you have limited or no work experience.
* Enrolling in a certificate program. A certificate usually takes less than one or two years to complete. It can lead to job opportunities with higher pay than most first jobs or be a step toward a future degree. Some examples include carpenter, chef, cosmetologist, dental assistant, and nursing assistant. If you enter a certificate program, you can still decide to complete a degree program later.
* Entering a technical school, community college, or university degree program. These schools have a variety of admission requirements. Those with open admission typically accept anyone with a high school diploma or general educational development (GED) diploma. A
Taking the First Steps
You have many choices to explore within each of these options. It is important to think about how the path you choose after high school will help you reach your future goals.
For some students, the path will be direct. For example, perhaps you want to work with animals and decide to complete a veterinary assistant certificate. Maybe you have already volunteered at a veterinary clinic, or worked part-time at a clinic while in high school, so you know that this career interests you. You can do an Internet search for veterinary assistant programs and learn about schools that offer this program, the entry requirements, the program cost and length, and facts about any financial support that might be available.
For others, the path will be indirect. For example, perhaps you want to do computer programming. You have taken high school computer classes and a community education class on computer programming. You are not sure, however,
1
if you want a two-year or four-year degree. You might start your exploration of college and university programs by doing an Internet search or receiving information from your guidance counselor or someone in the industry.
From there, you might make a list of the schools that interest you. Ask a family member to review your list with you and help you request more information.
Choosing a Program
As you collect the information, you will likely discover two or three schools with programs that especially appeal to you. If possible, arrange to visit your top three colleges and meet with a specialist at the college's Disability Resource Center. (It may be called the Disability Support Office or other similar name.) Bring your most recent special education evaluation and a list of all the accommodations you are using in high school or think you may require in college. Find out what types of academic accommodations are typically provided to students with disabilities on this campus. You may also want to ask whether this college will provide the specific accommodations that you will most likely need. Not all colleges provide the same types of accommodations.
For example, if you are using audiobooks and the college you are interested in only provides e-books, you might want to check if e-books will work for you. If they don't, ask if the school would be willing to provide your books in an audio format? Is a learning center available to all students for tutoring help? Ask the specialist other questions to help you determine if this is the right school for you.
You will also want to explore the campus. Can you reach the buildings efficiently, including when it is snowy and icy? Will you require special parking considerations? Will you be living in student housing? If so, will the housing meet your needs? What types of social activities are available on campus? Make a list of other questions you want to explore during your visit.
When you visit the Disability Resource Center, be able to describe the accommodations that work best for you in different learning situations:
* Lecture-based learning
* Reading-based learning
* Group or collaborative learning
* Experiential or lab-based learning
* Evaluation formats (such as papers, essay tests, multiple choice tests, etc.)
Paving the Way
You can use your IEP to help you prepare for college or other training programs. For example, your IEP could include activities such as:
* Taking an evening or weekend course that interests you at a community college or in an adult continuing education program. Doing so might help you try out transportation ideas, experience a new learning environment, use accommodations in a new setting, or explore your future career goals.
* Taking courses in high school that will help prepare you for college. If appropriate, you might take a foreign language, computer training, or additional science classes.
* Considering internships, part-time jobs, or volunteer and community service opportunities.
* Enrolling in a pre-college program specifically designed for high school students the summer before or after their senior year. You might ask your special education teacher for ideas, check out high school programs at local colleges, look for specialized summer camps, or do an Internet search for programs that interest you.
* Working on your writing and math skills while still in high school with a tutor or family member. You could keep a personal journal and practice writing essays about your life experiences, current events, or topics of interest.
* Researching and applying for scholarships. Libraries, your guidance counselor, and the Internet should all have resources on scholarship options.
Summary
After you graduate, there will be many paths you can take to explore careers, further your education, and to gain skills you will need to become employed. Some youth may choose to attend a college or training program right away while others may take time to explore what interests them. Whatever path you choose, make sure that you set your goals, research your options for programs that can help you get there, and take the time to visit the programs you may be interested in.
For more information and national resources, visit PACER's National Parent Center on Transition and Employment at PACER.org/transition.
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Analyze data
Analyze Data
Possible Tools
Understanding what it means to be data literate
Assessing our data literacy
Finding data sources and developing a data plan
Teams examine student and educator learning challenges.
Crafting data summary statements
Understanding root causes learningforward.org
Potential Artifact Produced During This Stage:
Data Analysis Chart Organized by School and Team
Outcome for Stage: Draft summary statements learningforward.org
Key actions
Identify and collect essential data
Organize and display data for analysis
Examine data for trends, issues, and opportunities
Summarize the data
Set Goals
Possible Tools
Deciding on a team focus
Preparing to write SMART student learning goals
Writing student and team learning goals
Checking student and team learning goals learningforward.org
Teams identify shared goals for student and educator learning.
Potential Artifact Produced During This Stage:
Goal alignment checklist
Outcome for Stage: Develop student and teacher learning goals learningforward.org
Key actions
Review summary statements and set priorities
Write student goals
Write educator goals
Review with others
Learn Individually and Collaboratively
Possible Tools
Studying learning theories for students
Reviewing summary of evidence on effective professional learning
Understanding principles of adult learning
Examining learning designs
Designing an action plan learningforward.org
Teams gain new knowledge and skills; examine assumptions, aspirations, and beliefs.
Potential Artifact Produced During This Stage:
Calendar distinguishing between learning meetings and data meetings
Outcome for Stage:
Develop a plan to put learning into action learningforward.org
Key actions
Review goals and clarify critical content
Write team and individual learning agendas
Schedule the learning
Engage in learning to inform application
Implement New Learning
Possible Tools
Digging deeper into design and implementation
Recognizing and responding to colleagues' concerns
Understanding the Levels of Use diagnostic tool
Giving and receiving feedback
Teams implement new lessons and assessments with local support in the classroom.
learningforward.org
Potential Artifact Produced During This Stage:
A levels of use chart to review where team members are in their learning journey
Outcome for Stage:
Put the learning plan into action learningforward.org
Key actions
Develop plan for instruction and use of new strategies
Use tools or resources to guide implementation and support adaptation as necessary
Enlist job-embedded support
Engage in feedback process with evidence from others to inform continuous improvement
Monitor, Assess, and Adjust Practice
Teams use evidence to assess and refine implementation and impact.
learningforward.org
Monitor, assess, and adjust practice Potential Artifact Produced During This Stage:
A team reflection template that outlines next steps based on how this cycle went
Outcome for Stage:
Use feedback to adjust practice learningforward.org
Key actions
Collect formative and summative data
Monitor progress toward goals
Analyze data and reflect on outcomes
Refine and determine next actions
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New Testament Lesson #197
In the previous chapter of this first letter by the Apostle John, he stressed the greatness of God's love in providing His one and only Son. John continues this focus as he starts in the fifth chapter. In particular John now emphasizes the importance of having faith in the Son of God. First, this faith is seen by having love for Jesus, just as we do for God. If we love God, we will love his child, who is the Lord Jesus Christ.
What is a great way to show our love for God? John gives us the answer. He writes: "This is love for God: to obey his commands" (1 John 5:3). That is a pretty basic way to show our love for God. We should obey His commands. John also teaches that this is a great way to demonstrate our love towards others. "This is how we know that we love the children of God: by loving God and carrying out his commands" (1 John 5:2).
John goes on to say that our faith in the Son of God is also very important to overcoming the world. When someone believes in God and His promises, it puts them in a position that is often not well received by the world at large. Early in his letter John had said: "Do not love the world or anything in the world. If anyone loves the world, the love of the Father is not in him. For everything in the world – the cravings of sinful man, the lust of his eyes and the boasting of what he has and does – comes not from the Father but from the world" (1 John 2:15-16). The natural tendencies of the world are the ways of sin and stand in opposition to God.
However, when we love the Father and have faith in the Son of God, then we are in a position to win victory over the world. In fact John says: "Who is it that overcomes the world? Only he who believes that Jesus is the Son of God" (1 John 5:5). John wrote earlier: "The world and its desires pass away, but the man who does the will of God lives forever" (1 John 2:17), and the will of God that is important is belief in Jesus as the Son of God.
John stresses to his readers that it is faith in the Son of God that brings victory over the world. It is faith in the Son of God that gives eternal life. John writes:"God has given us eternal life, and this life is in his Son. He who has the Son has life; he who does not have the Son of God does not have life" (1 John 5:11-12).
John wanted his readers to be confident of this great principle. Salvation was available through the Son of God. So, he encourages them to have faith in the Son of God. They are to believe in what God has accomplished through His Son, and to put their trust in him. If they do this, then as John indicated, they can know that they have eternal life.
POINTS TO CONSIDER:
* When John earlier wrote his Gospel, he summarizes the purpose God had in providing His Son, Jesus. He also stresses here the importance of faith in the Son of God. He writes: "For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life. For God did not send his Son into the world to condemn the world, but to save the world through him" (John 3:16-17).
* Just before his arrest and death, Jesus warned his apostles they would be scattered like sheep without a shepherd. Yet, in the end, Jesus was going to be victorious through God's help. He warns them to encourage them, even though it was going to be difficult for them in the world. He says to them: "I have told you these things, so that in me you may have peace. In this world you will have trouble. But take heart! I have overcome the world" (John 16:33).
* John recorded Jesus' teaching about obeying the Father's commands in his gospel in John 15. Jesus beautifully teaches how because of his love for the Father, he obeys His commands. In the same way he encourages his apostles to keep his commands. Jesus said: "As the Father has loved me, so have I loved you. Now remain in my love. If you obey my commands, you remain in my love, just as I have obeyed my Father's commands and remain in his love. I have told you this so that my joy may be in you and that your joy may be complete" (John 15:9-11).
ANSWER KEY:
Obey His commands.
God has given us eternal life, and this life is in His son. He who has the son has life; he who does not have the son of God does not have life.
knee, calf, shin, thigh
If we ask anything according to His will, He hears us.
e show our love for God by loving one another.
ohn tells us how to show our love for God.
In each pair of words, circle the letter that appears in the first word, but not in the second. Write the letters at the bottom of each column to learn how we show our love for God.
MARCH — HARM
SOUGHT — THUGS
CAMPER — CRAPE
DREAM — READ
RAISE — SIRE
SANDAL — SALAD
CANDLE — LANCE
CRASH — CHAR
–– –– –– ––
–– –– ––
–– –– –– –– –– –– –– ––
Why should we approach God with confidence?
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International Journal of Instruction
January
2020
*
Vol.13, No.1
e-ISSN: 1308-1470
*
www.e-iji.net p-ISSN: 1694-609X
pp. 463-474
Received: 18/12/2018
Revision: 22/08/2019
Accepted: 27/08/2019
OnlineFirst:10/11/2019
The Effect of Problem-Based Learning on Lateral Thinking Skills
Romy Faisal Mustofa
Faculty of Educational Sciences and Teachers' Training, Siliwangi University, Indonesia, email@example.com
Yeni Ratna Hidayah
Faculty of Educational Sciences and Teachers' Training, Siliwangi University, Indonesia, firstname.lastname@example.org
This study explores the effect of problem-based learning on students' lateral thinking skills in biology subjects, the concept of environmental change. This quantitative research uses a quasi-experimental model with a pre-test post-test control group design. The population in this study were students of class X MIPA Integrated High School Riyadlul Ulum academic year 2018/2019. The sample used was 2 classes consisting of 64 students taken using the cluster random sampling technique. The lateral thinking skills test includes four lateral thinking factors, namely recognizing the dominant ideas of the problem, looking for different ways of looking at things looking for different ways of looking at things, loosening rigid ways of thinking and using random ideas to generate new ideas. Test is organized in essay consisting of 20 items. Data on lateral thinking skills were obtained from the pre-test and post-test scores. Result of the research concludes that there is a significant influence of PBL model on students' lateral thinking ability. Of the four lateral thinking factors that was studied, the factor recognizes the dominant idea of the problem became the factor whose average score is the most different between the PBL group and the non-PBL group.
Keywords: problem-based learning, lateral thinking, learning process, collaborative, biology
INTRODUCTION
Learning that is needed in this time is learning that is not only repeats the ideas, but learning that is able to explore the new ideas from students. The exploration of this new idea can be done by students through processing the new information that is received and solving the problems they face during the learning process takes place. This is closely related to the methods and strategies applied by the teachers in the teaching and learning process.
Citation: Mustofa, R. F., & Hidayah, Y. R. (2020). The Effect of Problem-Based Learning on Lateral Thinking Skills. International Journal of Instruction, 13(1), 463-474. https://doi.org/10.29333/iji.2020.13130a
At present teaching and learning activities tend to be still oriented to the ability to test students' memory, so that they are unable to think in a pluralistic manner. Teachers should not only teach factual knowledge to students, but also skills for thinking and learning. Thinking skills must be an integral part of the school curriculum and should not be considered an aspect of isolated learning. Therefore, thinking skills must be integrated in subjects and at various levels.
Thinking according to Edwards, (2007) is "looking for meaning ... thinking is a mental process in which something is returned in the mind to make sense from experience", then according to Bono, (1970) the purpose of thinking is to gather information and use it to determine the best. Meanwhile, thinking skills according to Moseley et al., (2005) are mental processes that we use to do things such as: solving problems, making decisions, asking questions, planning, evaluating ideas, arranging information, and making objects. Thinking skills allow us to integrate every new experience into the scheme that we build. These skills are needed to give others more understanding of what they see and understand.
One of the thinking skills that students must have is lateral thinking skills. Lateral thinking is a kind of creative thinking (Fisher, 2005). Lateral thinking is a dimension of creative thinking. Those who have lateral thinking, at the same time, think creatively. Lateral thinking, is a way of handling information, provides a means to restructure thought patterns, to pave the way for new ideas to develop, which in turn may be needed in the future. Lateral thinking deals with the generation of ideas and approaches—order and sequence does not matter, whilst vertical thinking develops them in selective and hierarchical manners (Waks, 1997). Bono, (1994) defines lateral thinking as a series of processes about systematic and creative ways of thinking that produce innovative thinking repeatedly. Lateral thinking is one way of thinking that replaces conventional vertical thinking that only uses the logic of traditional thinking. This way of thinking, can demand students' thinking in solving problems critically and creatively. The condition of students actually wants learning that requires the use of their thinking to solve problems with diverse solutions. Edward de Bono originated the concepts of lateral thinking (literally sideways thinking) and parallel thinking to distinguish the many techniques for deliberative creative thinking that he has developed from what he considers to be normal perceptions regarding creativity and innovation (Burgh, 2016). Lateral thinking has positive relation with academic achievement, it fits More & Jagadesh, (2017) with the conclusion that all the five dimensions of lateral thinking ability is positively correlated with academic achievement. Therefore, it can be concluded that efforts are made by teachers to develop lateral thinking ability of students along with teaching of academic subjects.
The teaching and learning process that has taken place so far especially at the high school level has not been as expected. Learning done in class should require students to think in a more creative direction in understanding a concept. Students are emphasized to be active in learning and the teacher places himself as a facilitator by preparing strategies, approaches and appropriate learning models. Often times students succeed in solving certain problems, but failure may occur if the concept is changed. Another
description of the final outcome of the learning process that often occurs is the lack of ability of students to understand the concept contextually. This is possible because they have not trained their thinking skills during the learning process. The teacher as a facilitator can improve learning patterns such as by applying and varying learning models that are more student-centered.
Problem-based learning is one learning model that is student centered. This learning utilizes a constructivist approach, students strive to solve everyday problems in a collaborative environment. Through Problem-based learning, students can develop problem solving skills and critical thinking skills by generating information based on real life experiences and gaining knowledge about their own learning (al Wadani & Khan, 2014). As White, (2001) notes, in the term "ill-structured" problem-based learning literature is used to describe open-ended problems that have many solutions and require students to choose various problem-solving methods before deciding on a particular solution (Shelton & Smith, 1998). Unstructured problems can help students learn important concepts, ideas, and techniques (Galagher, 1997), because they can provoke them to discuss groups while providing their own experience in solving problems like researchers in the field. Students are given significant opportunities for creativity and flexibility in solving problem-based learning problems. This process will also foster students' assumption that the knowledge they get by thinking about the problems they face in learning will be useful in the future (White, 2001).
Various studies have been conducted which show the effect of problem-based learning in training and developing some thinking skills. Bashith & Amin, (2017) in his study concluded that the problem-based learning model influences critical thinking skills and student learning outcomes in Malang 6 Public High School. Critical thinking skills and learning outcomes from the experimental group were higher than the control group. Another study conducted by Sihaloho, Sahyar, & Ginting, (2017) shows that problembased learning has a significant influence on students' creative thinking and problemsolving abilities in physics learning. The value of student's creative thinking and problem-solving abilities of students taught with the problem-based learning model is better than conventional learning. This shows that the problem-based learning model has a better effect on student's creative thinking and problem-solving students' abilities. The results of the study of Kumar & Refaei, (2017) concluded that problem-based learning in intermediate compositions can help students think more critically in their work as writers. Similarly, the results of Birgili's study (2015) concluded that with problembased learning students have the opportunity to discover new knowledge in solving problems they face, because problem-based learning exercises their creative and critical thinking skills.
Some research results that have been revealed show that problem-based learning is one of the learning models that can improve thinking skills. Therefore, the authors have an interest in conducting research on the effect of problem-based learning on one thinking skill, namely lateral thinking skills. This research is devoted to biology subjects in the concept of environmental change taught at the high school level.
METHOD
Research Design
This research is a quantitative study using a quasi-experimental model with pre-test post-test control group design. The population in this study were students of class X MIPA Integrated High School Riyadlul Ulum 2018/2019 academic year spread in 7 classes. The sample used was 2 classes consisting of 64 students taken using the cluster random sampling technique. Class X MIPA-4 as an experimental class taught with problem-based learning and class X MIPA-3 as a control class taught by conventional models. Selection of cluster random sampling in determining the sample in this study because the population in this study does not consist of individuals, but consists of groups of individuals or classes.
Learning process in PBL class and non-PBL class was conducted in 4 meetings. In PBL class, students are taught to use PBL syntax namely (1) clarifying unknown terms, (2) problem definition, (3) brainstorming, (4) analyzing problems, (5) formulating learning objectives, (6) independent learning and (7) report the results of problem solving (Camp, van Het Kaar, van der Molen, & Schmidt, 2014). Meanwhile, in PBL class and non PBL class, students conducted learning process as they used to do with using speech method, discussion and question and answer.
Data Collection and Analysis
The variables in this study consisted of independent variables and dependent variables. The independent variable is the problem-based learning model, while the dependent variable is lateral thinking skills. The instrument used in the research is a description test on the concept of environmental change that has met the criteria of validity and reliability. Before applying the instrument, validity test and reliability test are passed. Validity test level is between 0,485-0,722 and its reliability 0,84. The lateral thinking skills test includes four lateral thinking factors, namely recognizing the dominant ideas of the problem, looking for different ways of looking at things, loosening rigid ways of thinking and using random ideas to generate new ideas. Data on lateral thinking skills were obtained from the pre-test and post-test scores. The calculation results are derived from the reduction of the post-test and pre-test scores in the form of a gain score used to test the hypothesis. Data were analyzed using prerequisites and hypothesis testing. The normality test analyzed by Kolmogorov-Smirnov Test and homogeneity test were analyzed by Levene's Test of equality error variance. The hypothesis was analyzed using the t-test with a significance level of 0.05 with the help of SPSS Version 23 for Windows.
FINDINGS
The results of the study in the experimental class were taught with a problem-based learning model and in the control class taught by conventional models, presented in Table 1.
Table 1 Pre-Test, Post-Test and Lateral Skill Gain Score
Table 1 shows that there are differences in the average pre-test score of the experimental class with the control class, as well as the average post-test and gain scores. The experimental class has a greater average score than the control class. While based on the gain, the control class is low. Next is the difference in average pre-test, post-test and gain for each lateral skill indicator in the experimental class and the control class. As explained earlier that in this study, lateral skills used 4 indicators, namely recognizing the dominant ideas of the problem, looking for different ways of looking at things, loosening rigid ways of thinking and using random ideas to generate new ideas.
Table 2 Differences in Pre-Test, Post-Test and Gain Average Scores in Experimental Classes and Control Classes on Each Lateral Skill Indicator
Based on the table. 2, in all lateral skills factors, the class taught with the problem-based learning model is superior to the class taught with conventional models. Among the 4 careful factors, the most obvious difference in the average score of the factor recognizes the domain idea of the problem. In this factor the average pre-test score is 2.29, the posttest is 3.59 and the gain is 0.76 (high categorized). While in the control class, the average pre-test score was 1.79, the post-test was 2.84 and the gain was 0.47 (medium categorized). Meanwhile, the factors use random ideas to bring new ideas into factors whose differences are not too far away. Before the hypothesis is tested, the analysis prerequisites are tested, namely the test for normality and homogeneity. The results of the normality test data are presented in Table. 3.
Table 3 Results of Normality Test Analysis in the Control Class and Expansion Class
Based on the analysis of the normality test in Table. 3, it can be seen that the significance = 0.200 greater than 0.05 (coefficient). This means that both groups of data (control class and experiment class) are from populations that are normally distributed. The test results of the homogeneity of the variance of the two groups of data are presented in Table. 4.
Table 4
Analysis of Variance Homogeneity Test Results
Based on the results of the homogeneity test, it shows that significance = 0.514 greater than 0.05 (coefficient). So, it can be concluded that the data on lateral thinking skills are homogeneous. Lateral skill score data proved normal and homogeneous, then tested using the t-test. An independent t-sample test was used to determine the significance of specific differences between the two groups analyzed partially. The results of the t-test can be seen in Table 5.
Table 5 Independent Sample T-Test Analysis Results
Table 5 shows that there are significant differences in lateral skills of students between the experimental group and the control group. This is evidenced by the results of the ttest analysis with a significant value (2 tailed) = 0,000 less than 0.05 (coefficient). Based on the results of the test it can be concluded that the lateral thinking skills of students taught using problem-based learning are higher than conventional models.
DISCUSSION
In general, the results of this study indicate that there is an effect of problem-based learning on thinking skills. The results of this study are in line with the opinion of Arends, (2012) that the application of problem-based learning as a learning model has proven to be effective in improving high-level thinking skills. Strobel & van Barneveld, (2009) provide the same review that problem-based learning is an ideal learning approach that can be used by teachers to assist students in determining solutions to "illstructured" problems. Furthermore, it was explained that, normally students are faced
with problems that are "ill-structured" that will help students improve their thinking skills. This research is also in line with the conclusions of the study by Azaniar, (2017) that by using the problem-based learning model students can be more independent to get used to identifying, analyzing, and finding solutions to problems.
Problem-based learning in the learning process uses seven steps, namely (1) clarifying unknown terms, (2) problem definition, (3) brainstorming, (4) analyzing problems, (5) formulating learning objectives, (6) independent learning and (7) report the results of problem solving (Camp, van Het Kaar, van der Molen, & Schmidt, 2014). The problembased learning model steps are enough to stimulate students' thinking critically on each topic of the problem that requires a solution that is in accordance with the material being taught. Problem-based learning facilitates the delivery of messages to students through the use of observation and identification techniques. This technique trains students to find solutions to broader and more comprehensive problems. The ability to observe and identify also helps students to understand the experience of involving themselves in the problem-solving process, this process can indirectly improve the ability to think laterally.
Jurkovic (2005) explained that brainstorming in PBL can train and develop students' lateral thinking skills. Brainstorming is a lateral thinking process that helps students decide on a problem by using a mindset that comes from various perspectives. In this process students are required to produce ideas spontaneously, quickly, broader and more varied. Furthermore, Bono (1970) explained that brainstorming is a formal rule used in practicing lateral thinking. Brainstorming is not a special technique but only a special rule to encourage the application of principles and techniques of lateral thinking in avoiding the vertical rigidity of thinking that has been used so far.
The four lateral thinking factors measured in this study include recognizing the dominant ideas of the problem, looking for different ways of looking at things, loosening rigid ways of thinking, using random ideas to generate new ideas (Bono, 1970). Factors recognizing the dominant idea of the problem in the experimental class showed a greater pretest score compared to the secondary class. The greater the score obtained is caused by learning with problem-based learning which exposes students to authentic problems. The findings of this study are in line with the opinion of Herrington, (2006) which states that authentic learning can develop students' thinking skills, because students will think more comprehensively in solving authentic problems. Yuliati, Fauziah, & Hidayat, (2018) in her research stated that one of the learning models that can train thinking skills is a problem-based learning, because in this model students are faced with authentic problems. Problem-based learning choices have been widely adopted in various fields and educational contexts to enhance critical thinking and problem solving in authentic learning situations (Yew & Goh, 2016). Setty, (2010) states that sharpening lateral thinking skills will open up new opportunities, because by lateral thinking, the solution found is really obtained from the situation in a totally new perspective. This is obtained from skills in recognizing the main idea of the problem at hand.
Tan, (2004) explains that the problem presented in problem-based learning requires a lot of perspective in solving it. The use of cross-disciplinary knowledge is a key feature of problem-based learning. In any case, problem-based learning encourages solutions to problems by considering knowledge from various subjects and topics. The character of PBL described above is in line with the second factor in lateral thinking, which is looking for different ways of looking at things. This means that problem-based learning can train and develop lateral thinking skills in determining solutions to problems faced based on different perspectives. Major & Palmer, (2001) found that students trained in problem-based learning tended to use a variety of versatile and meaningful approaches to learning, compared to non- problem-based learning students. Through PBL, students learn to connect newly received information with prior knowledge, previous experience, theories, new facts and ideas, other people's perspectives and real-world contexts (Tan, 2004). The results of the study and some of the opinions above are in accordance with the results of the research that has been conducted, that the lateral thinking skills of students in the experimental class are better than those in the control class.
Problem-based learning can loosen rigid thinking. This method is generated from the learning process that is student centered, requires active students, collaborative and cooperative activities during the learning process. This is explained by Wirkala & Kuhn, (2011) that problem-based learning ensures the learning process takes place in an interesting atmosphere, because students can take part in learning activities without being limited in their ability to determine various ideas for the problems they face. Classes are more dynamic through learning discussions, questioning each other, producing creative ideas in finding solutions. The same thing was conveyed by Apriyani, Nurlaelah, & Setiawati (2017), that problem-based learning encourages students to recognize ways of learning and collaborating in groups to solve contextual problems involving high-level thinking skills. The process of discussion that requires students to be active in arguing makes students not feel bored when they find a deadlock in finding ideas related to the problems presented.
The fourth factor of lateral thinking according to Bono, (1970) is to use random ideas to generate new ideas. Learning with the problem-based learning model does not only memorize facts, but students get the opportunity to present their ideas to a group, defend and revise them when needed. This shows that problem-based learning demands a diversity of ideas in finding solutions to the problems being discussed. The results of this study show that the diversity of ideas in problem-based learning classes is better than those in non- problem-based learning classes. Chen, (2011) revealed that PBL has the potential to increase students' responsibility in controlling their own learning. Students who are allowed to organize their own learning will be more involved in learning. Their involvement in problem-based learning involves framing problems; data collection; Different thoughts ideas or ideas vary in evaluating alternative solutions to problems and finding various solutions (Hmelo & Ferrari, 1997). Through PBL, students learn a variety of new skills, new ways and new ideas to find alternative solutions to problem solving based on the knowledge they have before (Harland, 2002). Furthermore, Glaser (1991) revealed that students involved in problem-based learning would be accustomed to generating their problem-solving methods and conceptual
knowledge. They express their new ideas to be applied in new situations and share responsibility in managing the problem situation in group work.
CONCLUSION
Problem-based learning is one of the student-centered learning models. Its use is intended to develop a variety of advanced cognitive abilities such as problem solving and communication skills and various student thinking skills including lateral thinking skills. This study aims to determine the effect of problem-based learning on students' lateral thinking abilities, especially in Biology subjects, the concept of environmental change. The results showed that there was a significant effect of the problem-based learning model on students' lateral thinking skills. Of the four factors of lateral thinking skills studied, the factor recognizing the dominant idea of the problem became the factor whose average score was the most different between the PBL group and the non-PBL group.
Lateral thinking skills become one of the important thinking skills for students. These skills train students to think creatively and systematically to produce innovative thinking. Students or someone who uses lateral thinking will create new ideas from ideas that were already known in solving problems. These skills are needed by students during their studies and when they graduate and work professionally. This research has a weakness that its sample used along with its research process; therefore, the next researcher is hoped to use sample more to add its significance of the research.
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Wirkala, C., & Kuhn, D. (2011). Problem-based learning in k-12 education: is it effective and how does it achieve its effects? American Educational Research Journal, 48(5), 1157-1186. doi: 10.3102/0002831211419491.
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Yuliati, L., Fauziah, R., & Hidayat, A. (2018). Student's critical thinking skills in authentic problem based learning. Journal of Physics: Conference Series, 1013(1), 0-6. doi: 10.1088/1742-6596/1013/1/012025. | <urn:uuid:a9d2bada-4f72-4252-b55f-79468f40b2c5> | CC-MAIN-2020-16 | http://e-iji.net/dosyalar/iji_2020_1_30.pdf | 2020-04-01T22:11:12+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00506.warc.gz | 62,089,829 | 6,831 | eng_Latn | eng_Latn | 0.926203 | eng_Latn | 0.994109 | [
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The Academy of Coastal Studies provides five pathways for students to empower themselves with the knowledge and skills needed to protect and preserve the environment and the livelihood of the beautiful Gulf Coast. Students may choose from Coastal Environmental Studies, Environmental Management – Plant Systems,
Fisheries Management & Aquaculture, Maritime & Industrial Technologies, and Recreation, Travel, & Tourism, and given the close connection between the pathways, students will be given the option to enroll in courses in multiple pathways. These five pathways are designed to provide a platform for collegiate and/or career opportunities.
Pathway Overview:
Coastal Environmental Sciences
Offering courses such as Marine Biology I and II, Environmental Science, and Geology, the Coastal Environmental Sciences pathway provides students an opportunity to focus on the coastal environment surrounding them. Through classroom and hands-on learning experiences, students will study the various aquatic ecosystems within the marine environment. They will clarify their understanding of the water planet and the dynamic processes that have shaped and continue to shape the Earth, and they will study the impact of man's interaction with the environment. Students will also be exposed to a wide variety of career opportunities for varying post-secondary plans.
Course Sequence
Marine Biology I (Regular/Honors)
This course is intended to provide students with advanced studies in biology within the context of the marine environment. While emphasis is primarily on living systems, oceanography and aspects of marine water chemistry are important components of the course. Also studied are the anatomy and physiology of saltwater organisms' classification, biodiversity, interdependence within marine biomes, and human and natural impacts on marine systems.
Marine Biology II
This course is designed to introduce and apply recent scientific research in Marine Sciences, with an emphasis on marine and estuarine flora and fauna endemic to the north central Gulf of Mexico and adjacent waters. Local organisms will be collected in the field and analyzed anatomically and ecologically for comparative analysis of the Mobile Delta, Mobile Bay and Gulf of Mexico ecosystems. In addition, students will prepare a touch lab and present it to visit various elementary and middle schools within the high school's vicinity to educate students about marine life.
Environmental Science (Regular/AP)
This course provides students with a study of man's interaction with the coastal environment. The content includes but is not limited to forms of pollution, conservation, and environmental planning and policy.
Geology CP
This course helps students clarify their understanding of the Earth and the dynamic processes that have shaped and continue to shape it. The topics to be covered include plate tectonics, the Earth's materials, geologic dating, internal and external geological processes, and hydrology. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions based on critical thinking and problem solving. | <urn:uuid:13068c3c-5657-4214-b13e-38dcf5615c2b> | CC-MAIN-2020-16 | https://content.schoolinsites.com/api/documents/8a640ebba33b427283cdd4b14c1f409f.pdf | 2020-04-01T20:32:35+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00508.warc.gz | 421,322,345 | 552 | eng_Latn | eng_Latn | 0.995864 | eng_Latn | 0.995998 | [
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Autumn Term
Global theme(s):
Peace and Conflict
Focus:
Wider causes and effects of conflicts at all levels
Autumn 1
World War 2
Core text: Friend or
Foe
School values curriculum
Integrity,
Autumn 2
Contemporary conflicts
Core text: Oranges in
No Man's Land
School values curriculum
Responsibility,
Curriculum Framework - Year 6
Spring Term
Global theme(s):
Sustainable Development
Focus:
Ocean conservation and responsibility
Spring 1
Spring 2
The ocean's impact on us
Core text: Floodland
Our impact on the ocean
Core text: Unplugged
School values curriculum
School values curriculum
School values curriculum
Responsibility,
Curiosity, Effort,
Summer Term
Global theme(s):
Human Rights
Focus:
Moments that changed the world
Summer 1
Protests and movements
Summer 2 How can we change the world?
Core text: Pig Heart Boy
School values curriculum
Responsibility,
School values curriculum
Effort, Resilience,
Science
explanations of and
a degree of trust in
results, in oral and
written forms such
as displays and
other presentations
-
identifying scientific
evidence that has
been used to
support or refute
ideas or arguments
RE
PE
Gymnastics
Demonstrate
precision, control and
fluency.
Sustain movements
over a longer period
of time.Convey
expression and
emotion in
performance.
Use changes in and
combinations of
Hockey and Football
Use appropriate passing styles with variety,
accuracy and power to achieve given goals.
Combine, vary and choose appropriate
strategies and tactics.
Choose and use the most appropriate skills,
tactics and actions to cause problems.
Know how to keep possession
Work within a team with less focus on self.
Understand that a winning team has not
always been the best one.
Demonstrate precision, control and fluency.
Team building
Combine, vary and
choose appropriate
strategies and tactics.
Choose and use the
most appropriate
skills, tactics and
actions to solve
problems.
Work within a team
with less focus on
self.
Athletics
Select appropriate
times to change pace
within running for
maximum effect.
Throw a javelin from
running start with
increased accuracy
and power.
Throw a shot putt
from standing,
creating power
Rounders
Work within a team
with less focus on
self.
Real PE - Building
cognition,
collaboration,
personal; drive and
self-regulation
through PE
Art & DT
evaluating the
process
History
To understand the role of opinion and
Speculate – what if?
Interpret the past using a range of concepts
Explain when they have experienced conflicting emotions and how they dealt with the situation.
Assess risks in different situations and explain how to manage them responsibly.
Understand when and how to help others if they feel they are at risk.
Understand the importance of resisting pressure from others and who they can go to for help with this.
Explain and understand the need to respect the differing ideas of a range of people in society.
Recognise a wide range of emotions in others and know when to support them or to seek help
Understand the nature and consequences of discrimination, teasing, bullying and aggressive behaviours
Understand that different people will respond to the same situation in different ways
PSHE
Explain how the media can have positive and negative impacts upon health including dental health.
Understand the risks of not maintaining good levels of personal hygiene
Understand that rules and laws differ in different parts of the world.
Understand reasons why the media may present information in different ways.
Recognise and challenge stereotypes.
Describe the different cultural, ethnic and religious groups that make up the world. | <urn:uuid:2f4def7c-a8c5-43c8-bc63-61ed5c6d7574> | CC-MAIN-2020-16 | https://www.pontelandprimary.co.uk/wp-content/uploads/2020/01/Curriculum-Framework-Year-6-2019_20.pdf | 2020-04-01T21:08:36+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00506.warc.gz | 1,098,910,419 | 800 | eng_Latn | eng_Latn | 0.955355 | eng_Latn | 0.991846 | [
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STUDENT WELLBEING AND ENGAGEMENT POLICY WHITFIELD DISTRICT PRIMARY SCHOOL
PURPOSE
The purpose of this policy is to ensure that all students and members of our school community understand:
(a) our commitment to providing a safe and supportive learning environment for students
(b) expectations for positive student behaviour
(c) support available to students and families
(d) our school's policies and procedures for responding to inappropriate student behaviour.
Whitfield District Primary School is committed to providing a safe, secure and stimulating learning environment for all students. We understand that students reach their full potential only when they are happy, healthy and safe, and that a positive school culture helps to engage students and support them in their learning. Our school acknowledges that student wellbeing and student learning outcomes are closely linked.
The objective of this policy is to support our school to create and maintain a safe, supportive and inclusive school environment consistent with our school's values.
SCOPE
This policy applies to all school activities, including camps and excursions.
CONTENTS
1. School profile
2. School values, philosophy and vision
3. Engagement strategies
4. Identifying students in need of support
5. Student rights and responsibilities
6. Student behavioural expectations
7. Engaging with families
8. Evaluation
POLICY
1. School profile
'Exceptional Educational Experiences' is the vision at Whitfield District Primary School. It is a small rural school located in the beautiful King Valley and services children and their families from the locations of Cheshunt, Cheshunt South, Rose River, Whitfield and King Valley. Families derive their incomes from farming and skilled or semi-skilled employment in Wangaratta and the local community.
The school enjoys overwhelming support from these families. They support classroom programs, maintain grounds, and actively participate in camps, excursions and our large gardening and cooking programs.
The school has 35 students enrolled in 2020. It is currently staffed by two highly experienced full time teachers. The school prides itself in providing 'exceptional educational experiences' to all students. 'Authentic' and 'integrated' learning activities provide the stimulus, engagement and opportunities to develop a lifelong love of learning. The school has a great music program and private instrumental lessons in 5 disciplines are offered at the school. Italian language, Library and Art are supported by visiting teachers. The school is part of the Rights, Resilience and Respectful Relationships program, extensive camps program and Social Enterprise program. The school derives value adding from its active participation in The King Valley Cluster of schools. Cluster initiatives include the Stephanie Alexander Kitchen Garden and Cooking program, a shared Italian teacher, a range of sporting activities including Personal Best athletic sports, cultural days and professional learning initiatives. The school was established in 1875 and many of the families have historic links with the school. The school is the focal point of much community activity.
2. School values, philosophy and vision
Vision
Exceptional Educational Experiences
Purpose
To provide a caring, stimulating and safe environment which guides students toward their full potential, in a dynamic learning environment, with a particular emphasis placed on the importance of English and Mathematics.
Values
The values which form the basis of the actions of the Whitfield School community are:
Respect
* Recognising and accepting the differences in ability, race, age, religion and beliefs of others.
* For our environment.
Learning
* Developing and acquiring knowledge, skills, values and attitudes focusing on our personal best at all times.
Goal setting
* Awareness and development of personal goals, both academically and socially.
Teamwork
* Learning together to achieve the best possible outcomes for all.
Honesty
* Truthfulness and open communication in everything we do.
Communication
* Developing and practicing good communication and social skills.
3. Engagement strategies
Whitfield District Primary School has developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn.
A summary of the universal (whole of school), targeted (year group specific) and individual engagement strategies used by our school is included below:
Universal
- high and consistent expectations of all staff, students and parents and carers
- prioritise positive relationships between staff and students, recognising the fundamental role this plays in building and sustaining student wellbeing
- creating a culture that is inclusive, engaging and supportive
- welcoming all parents/carers and being responsive to them as partners in learning
- analysing and being responsive to a range of school data such as attendance, Attitudes to School Survey, parent survey data, student management data and school level assessment data
- deliver a broad curriculum to ensure that students are able to develop their interests, strengths and aspirations
- teachers at Whitfield District Primary School adopt a broad range of teaching and assessment approaches to effectively respond to the diverse learning styles, strengths and needs of our students and follow the standards set by the Victorian Institute of Teaching
- our school's Statement of Values are incorporated into our curriculum and promoted to students, staff and parents so that they are shared and celebrated as the foundation of our school community
- carefully planned transition programs to support students moving into different stages of their schooling
- positive behaviour and student achievement is acknowledged in the classroom, and formally in school assemblies and communication to parents
- students have the opportunity to contribute to and provide feedback on decisions and encouraged to speak with their teachers and Principal whenever they have any questions or concerns.
- create opportunities for cross—age connections amongst students through a buddy program, school plays, athletics, music programs and class activities such as gardening and cup-day.
- All students are welcome to self-refer to the Principal if they would like to discuss a particular issue or feel as though they may need support of any kind. We are proud to have an 'open door' policy where students and staff are partners in learning
- we engage in school wide positive behaviour support with our staff and students, which includes programs such as:
o Resilience, Rights and Respectful Relationships
o Better Buddies
o eSmart
- programs, incursions and excursions developed to address issue specific behaviour (i.e. anger management programs)
- opportunities for student inclusion through sports teams, buddy program, leadership camps and daily morning games.
Targeted
- each classroom has a teacher responsible to monitor the health and wellbeing of students in their class, and act as a point of contact for students who may need additional support
- connect all Koorie students with a Koorie Engagement Supports and develop an Individual Education Plan
- all students in Out of Home Care will be appointed a Learning Mentor, have an Individual Learning Plan and will be referred to Student Support Services for an Educational Needs Assessment
- the Principal will respond to needs identified by student wellbeing data, classroom teachers or other school staff each year and access SSSO support and advice as required
- staff will apply a trauma-informed approach to working with students who have experienced trauma and access SSSO support and advice as required
Individual
- Student Support Groups, see: http://www.education.vic.gov.au/school/principals/spag/participation/pages/supportgroup s.aspx
- Individual Learning Plan and Behaviour Support Plan
- Program for Students with Disabilities
- referral to Student Support Services
- referral to ChildFirst, Headspace
- Lookout - Lookout centres are an additional resource to support schools, child protection practitioners and case workers to meet their obligations under the out-of-home care education commitment and to improve educational outcomes for children and young people living in out of home care
Whitfield District Primary School implements a range of strategies that support and promote individual engagement. These can include:
- building constructive relationships with students at risk or students who are vulnerable due to complex individual circumstances
- meeting with student and their parent/carer to talk about how best to help the student engage with school
- developing an Individual Learning Plan and/or a Behaviour Support Plan
- considering if any environmental changes need to be made, for example changing the classroom set up
- referring the student to:
o Student Support Services
o Appropriate external supports such as council based youth and family services, other allied health professionals, headspace, child and adolescent mental health services or ChildFirst
Where necessary the school will support the student's family to engage by:
- being responsive and sensitive to changes in the student's circumstances and health and wellbeing
- collaborating, where appropriate and with the support of the student and their family, with any external allied health professionals, services or agencies that are supporting the student
- monitoring individual student attendance and developing an Attendance Improvement Plans in collaboration with the student and their family
- running regular Student Support Group meetings for all students:
o with a disability
o in Out of Home Care
o and with other complex needs that require ongoing support and monitoring.
4. Identifying students in need of support
Whitfield District Primary School is committed to providing the necessary support to ensure our students are supported intellectually, emotionally and socially. The Staff team plays a significant role in developing and implementing strategies help identify students in need of support and enhance student wellbeing. Whitfield District primary School will utilise the following information and tools to identify students in need of extra emotional, social or educational support:
- personal, health and learning information gathered upon enrolment and while the student is enrolled
- attendance records
- academic performance
- observations by school staff such as changes in engagement, behaviour, self-care, social connectedness and motivation
- attendance, detention and suspension data
- engagement with families
- self-referrals or referrals from peers
5. Student rights and responsibilities
All members of the Whitfield District Primary School community have a right to experience a safe, supportive and inclusive school environment. We expect that all students, staff, parents and carers treat each other with respect and dignity at all times. We value and promote the rights and responsibilities of students, staff and parents.
Students have the right to:
- participate fully in their education
- feel safe, secure and happy at school
- learn in an environment free from bullying, harassment, violence, discrimination or intimidation
- express their ideas, feelings and concerns.
- value and accept the right of all people to live in a free, just and peaceful society
- treat everyone with respect, including self.
- Take responsibility for self and contribute to a culture of community.
Students can expect and are expected to contribute to
- participate fully in their educational program
- respect the right of others to learn.
- safe behaviour and an inclusive school
- attend regularly and participate
- manage their own behaviour
- display positive behaviours the show respect themselves, the community and the rights of others
- their own safety, with the support of the whole school community, to protect them from bullying behaviours, cyber bullying and any unsafe practices.
Students who may have a complaint or concern about something that has happened at school are encouraged to speak to their parents or carers and approach a trusted teacher or a member of the school staff.
6. Student behavioural expectations
Relationship based, whole school and classroom practices are the best way to support positive behaviours. Some students require additional support to develop pro-social, positive behaviours. A staged response, with reinforcement is sometimes required. This is best supported with calm, consistent and predictable school classrooms and environments that recognise all children's individual needs and provide appropriate support.
At Whitfield District Primary School children are supported by caring and astute staff. Classroom behaviour, playground activities, school data and parent communication are all valuable insights into social and learning behaviours. Staff seek appropriate professional advice and when required will implement a staged response. Some interventions and prevention strategies are applied as needed; such as Individual Learning Plans, eSmart curriculum, student designed classroom norms.
Behavioural expectations of students, staff and families are grounded in our school's Statement of Values. Student bullying behaviour will be responded to consistently with Whitfield District Primary School's Bullying Prevention policy.
When a student acts in breach of the behaviour standards of our school community, Whitfield District primary School will institute a staged response, consistent with the Department's Student Engagement and Inclusion Guidelines. Where appropriate, parents will be informed about the inappropriate behaviour and the disciplinary action taken by teachers and other school staff.
Disciplinary measures may be used as part of a staged response to inappropriate behaviour in combination with other engagement and support strategies to ensure that factors that may have contributed to the student's behaviour are identified and addressed. Disciplinary measures at our school will be applied fairly and consistently. Students will always be provided with an opportunity to be heard.
Disciplinary measures that may be applied include:
- warning a student that their behaviour is inappropriate
- teacher controlled consequences such as moving a student in a classroom or other reasonable and proportionate responses to misbehaviour
- withdrawal of privileges
- referral to the Principal
- restorative practices
- detentions
- behaviour reviews
- suspension
- expulsion
Suspension and expulsion are measures of last resort and may only be used in particular situations consistent with Department policy, available at:
http://www.education.vic.gov.au/school/principals/spag/participation/pages/engagement.aspx
Corporal punishment is prohibited in our school and will NOT be used in any circumstance.
7. Engaging with families
Whitfield District Primary School values the input of parents and carers, and we will strive to support families to engage in their child's learning and build their capacity as active learners. We aim to be partners in learning with parents and carers in our school community.
We work hard to create successful partnerships with parents and carers by:
- ensuring that all parents have access to our school policies and procedures, available on our school website
- maintaining an open, respectful line of communication between parents and staff, supported by our Communicating with School Staff policy.
- providing parent volunteer opportunities so that families can contribute to school activities
- involving families with homework and other curriculum-related activities
- involving families in school decision making
- coordinating resources and services from the community for families
- including families in Student Support Groups, and developing individual plans for students.
Parents and carers can promote positive educational outcomes by
*taking an active interest in their child's educational progress
*cooperating and communicating regularly with the school
*actively supporting their child's engagement in the school environment
*supporting the school in maintaining a safe, respectful learning environment.
*Positively promote and supervise the use of digital technologies out of school hours
8. Evaluation
Whitfield District Primary School will collect data each year to understand the frequency and types of wellbeing issues that are experienced by our students so that we can measure the success or otherwise of our school based strategies and identify emerging trends or needs.
Sources of data that will be assessed on an annual basis include:
- student survey data
- incidents data
-
school reports
- parent survey
- case management
- CASES21
- SOCS
FURTHER INFORMATION AND RESOURCES
Statement of Values and School Philosophy,
Bullying Prevention,
Statement of Commitment to Child Safety
Child Safe Policy
Child Safety Code of Conduct
REVIEW CYCLE
This policy was last updated on 18 th February, 2020 and is scheduled for review in 2022. | <urn:uuid:08d7730d-caf2-406d-949e-4530c6e37abb> | CC-MAIN-2020-16 | http://whitfieldps.vic.edu.au/Policies/Student%20Wellbeing%20and%20Engagement%20Policy.pdf | 2020-04-01T21:13:25+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00508.warc.gz | 189,863,793 | 3,160 | eng_Latn | eng_Latn | 0.982243 | eng_Latn | 0.997592 | [
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Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document
Grade 5
5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
GRADE 5
Operations and Algebraic Thinking (OA)
Write and interpret numerical expressions
Desired Student Performance
A student should know
* The mathematics symbols for operations of addition, subtraction, multiplication, and division.
* Parentheses are often used when working with multiplication and can be used to illustrate the Associative Property of Multiplication and the
* There are numerous ways to write the different operations and some situations require different mathematical symbols.
A student should understand
* Mathematic symbols help keep numeric expressions organized.
* How to attend to precision.
* Parentheses group a set of numbers and operation symbols together and can also represent the operation of multiplication.
A student should be able to do
* Evaluate expressions by solving within parentheses first, within brackets second, and finally within the braces.
* Use mathematical symbols appropriately to organize numerical expressions.
* Recognize that not all problems will contain all the mathematical symbols, but when they are present, an order of operations must be followed to complete the problem.
September 2016 Page 3 of 65
5.OA.3
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the
GRADE 5
Operations and Algebraic Thinking (OA)
Analyze patterns and relationships
Desired Student Performance
A student should know
* How to generate a number pattern that follows a given rule. For example: given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.
A student should understand
* What an ordered pair is and the relationship between the coordinates and the coordinate plane.
* How to look for and express regularity in repeated reasoning.
* Patterns and finding relationships between numbers.
* How to look for and make use of structure.
September 2016 Page 4 of 65
A student should be able to do
* Create real-world and mathematical problems that require graphing points in Quadrant I of a coordinate plane.
* Calculate terms of an ordered pair given a rule that must be followed.
* Interpret coordinate values of points in the context of the situation.
* Explain the relationship between two sets of patterns, i.e., Given the rule "Add 2" and a starting number 0, and given
5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left (e.g., "In the number 3.33, the underlined digit represents 3/10, which is 10 times the amount represented by the digit to its right (3/100) and is 1/10 the amount represented by the digit to its left (3)).
GRADE 5
Number and Operations in Base Ten (NBT)
Understand the Place Value System
Desired Student Performance
A student should know
* The names of the place value columns for whole numbers.
* The value of a digit located in the tenths or hundredths place.
A student should understand
* A nine in the tens position has a different value than a nine in the hundred's position.
* Multiples of 10.
* Ten ones compose a ten, ten different tens compose a hundred, and ten different hundreds compose a thousand.
* Columns located to the left of a given column have a greater value than columns located to the right of that column.
* The Base Ten System has place value because it is a positional notation system. The numerals 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 can represent
* How to find the decimal equivalents for fractions of 1/10, 1/100, 1/1000, etc.
* A fraction bar represents division.
* Multiplying by the fraction 1/10 is the same as dividing by 10,
A student should be able to do
* For a multi-digit number, tell what value each digit holds. For example, in 245, the 2 is in the hundreds place and has a value of 200.
* Write an expression for a multi-digit number to show the quantity of each digit. For example: 345.67 is equivalent
* Explain the patterns of the Base Ten System (each position is 10 times the position to its right and 1/10 of the position to its left).
GRADE 5
Number and Operations in Base Ten (NBT)
Understand the Place Value System
September 2016 Page 8 of 65
5.NBT.3a
Read, write, and compare decimals to thousandths. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).
GRADE 5
Number and Operations in Base Ten (NBT)
Understand the Place Value System
Desired Student Performance
A student should know
* How to read and write whole numbers using base-ten numerals, number names, and expanded form.
* Equivalent decimal values. For example: 0.6 is equivalent to 0.60.
* The relationship between fractions and their base ten decimal equivalents.
A student should understand
* The patterns in the place value system can be extended beyond hundredths.
* There are multiple ways to represent any given amount.
* Thousandths are 1/10 the value of a hundredth, 1/100 the value of a tenth, and 1/1000 the value of one whole.
* How to compare decimals to the hundredths.
* How to represent tenths and hundredths using modeling.
* There is no comma to separate hundredths and thousandths.
A student should be able to do
* Read and write decimals to thousandths using base-ten numerals, number names, and expanded form.
* Compare the decimal amount in the various forms and with varying decimal place values.
* Convert numbers to word form and expanded form.
5.NBT.3b
Read, write, and compare decimals to thousandths. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
GRADE 5
Number and Operations in Base Ten (NBT)
Understand the Place Value System
Desired Student Performance
A student should know
* How to read and write whole numbers using base-ten numerals, number names, and expanded form.
* The relationship between fractions and their base ten decimal equivalents.
* How to compare whole numbers based on the meanings of the digits in each place.
A student should understand
* The patterns in the place value system can be extended beyond hundredths.
* There are multiple ways to represent any given amount.
* Thousandths are 1/10 the value of a hundredth, 1/100 the value of a tenth, and 1/1000 the value of one whole.
* Equivalent decimal values. For example: 0.6 is equivalent to 0.60
* There is no comma to separate hundredths and thousandths.
* The number of digits in a base-ten decimal number does not determine its value.
September 2016 Page 11 of 65
A student should be able to do
* Compare decimals to the thousandths place by using the symbols >, =, and <.
* Explain decimal equivalence by using visual models and/or fractional equivalence.
* Use visual models to show the value of each digit in a baseten decimal number.
* Place decimals on a number line to demonstrate an understanding of value. Use number lines that show tenths, hundredths, and thousandths.
GRADE 5
Number and Operations in Base Ten (NBT)
Understand the Place Value System
September 2016 Page 13 of 65
GRADE 5
Number and Operations in Base Ten (NBT)
Perform operations with multi-digit whole numbers and decimals to the hundredths
5.NBT.5 Fluently multiply multidigit whole numbers using the standard algorithm.
Desired Student Performance
A student should know
* How to fluently recall basic multiplication facts.
* The standard algorithm applies the same concepts of the Distributive Property of Multiplication. Every digit of the multiplicand must be multiplied by every digit in the multiplier.
* Multiplication using strategies based on place value. These strategies could include partial products algorithms, distributive property, rectangular arrays, and area models.
A student should understand
* The standard algorithm of multiplication is a "short cut" for other visual and written models.
* The partial products in the standard algorithm are the
September 2016 Page 14 of 65
A student should be able to do
* Explain each of the steps in the standard multiplication algorithm and how place value plays an important role in each step.
* Complete all of steps in the standard algorithm with the
* Explain how the partial products in the standard algorithm relate to the place value of the digits being multiplied.
GRADE 5
Number and Operations in Base Ten (NBT)
Perform operations with multi-digit whole numbers and decimals to the hundredths
5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Desired Student Performance
A student should know
* A conceptual knowledge of division and division models.
* Division is the inverse of multiplication.
* How to find whole-number quotients and remainders of up to four-digit dividends and one-digit divisors.
* How to use visual models to divide whole numbers.
* How to make sense of problems and persevere in solving them.
A student should understand
* Dividing with two-digit divisors is conceptually the same as dividing with a single-digit divisor.
* The relationship between multiplication and division.
* One visual model may be more appropriate than another depending on the problem context.
A student should be able to do
* Divide a whole number dividend with up to four digits by a two-digit divisor using any appropriate strategy.
* Use multiple strategies for multi-digit division. Area models illustrate a connection to multiplication, partial quotients make a connection to place value, and concrete models (base- ten blocks) demonstrate the decomposition needed in the standard algorithm.
* Illustrate and explain the solution strategy using equations, rectangular arrays, and/or area models.
* Reason with the value of the dividend and the value of the divisor to determine if a quotient is reasonable.
GRADE 5
Number and Operations in Base Ten (NBT)
Perform operations with multi-digit whole numbers and decimals to the hundredths
5.NBT.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models (to include, but not limited to: base ten blocks, decimal tiles, etc.) or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Desired Student Performance
A student should know
* How to add, subtract, multiply, and divide whole numbers using strategies based on place value and the properties of operations.
* Multiplication and division are inverse operations.
* Addition and subtraction are inverse operations.
* Place value is extremely important when performing operations.
A student should understand
* The concept of adding and subtracting decimals is conceptually the same as it is for whole numbers.
* Number lines, concrete models, and algorithms can all be used to solve addition, subtraction, multiplication, and division problems with decimal numbers as well as with whole numbers.
* The relationship between performing operations with fractions and with decimal numbers.
September 2016 Page 18 of 65
A student should be able to do
* Use number lines, concrete models (base-ten blocks or decimal grids) or visual models to illustrate addition, subtraction, multiplication, or division of decimal numbers.
* Use reasoning to place the decimal in a sum, difference, product, or quotient.
* Apply knowledge of fraction multiplication and division to perform decimal operations.
* Explain how the placement of the decimal in an answer is
related to the value of the numbers calculated.
* Determine which method or strategy is appropriate for the given problem.
GRADE 5
Number and Operations – Fractions (NF)
Use equivalent fractions as a strategy to add and subtract fractions
September 2016 Page 20 of 65
5.NF.2
For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
GRADE 5
Number and Operations – Fractions (NF)
Use equivalent fractions as a strategy to add and subtract fractions
Desired Student Performance
A student should know
* Adding fractions is joining separate parts referring to the same whole.
* How to use bar models, visual models, a number line, and equations to solve addition and subtraction problems involving fractions with like denominators and fractions with unlike denominators.
A student should understand
* Equivalent fractions represent the same part of a whole. They make it easier to perform operations with fractions.
* Multiples and factors are important and help in finding equivalent fractions.
* How to compare fractions with like and unlike denominators.
* Mixed numbers also can be estimated to benchmarks.
* Fractions can be estimated to the nearest benchmark 0, ½, or 1 whole.
* Fractions with different size denominators can be placed on the same number line.
A student should be able to do
* Create equivalent fractions for given fractions or mixed numbers.
* Solve word problems involving addition and subtraction of fractions with like or unlike denominators.
* Find a common denominator for given fractions or mixed numbers.
* Use bar models, equations, or a number line to represent adding or subtracting of fractions with unlike denominators.
* How to estimate a fraction to the nearest benchmark 0, ½, and 1.
* Improper fractions are fractions that represent an amount greater than one whole.
* Relate fractions to benchmark fractions (0, ½, 1) to determine if a solution is reasonable.
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
September 2016 Page 24 of 65
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
5.NF.4a
(c/d) = ac/bd.)
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) ×
Desired Student Performance
A student should know
* A strong conceptual understanding of multiplication as an operation.
A student should understand
* There are many different multiplication models that can be used. The model used depends on the context of the problem.
* Multiplication by a number greater than 1 yields a product greater than the factors.
* Multiplication can be viewed as repeated addition, equalsized groups, or using an area model.
* Multiplying by a number that is less than one whole will yield a product that is less than one of the factors.
* Multiplication by 1 yields a product that is equal to one of the factors.
September 2016 Page 26 of 65
A student should be able to do
* Multiply a fraction or whole number by a fraction and interpret the product.
* Use benchmarks to estimate the product and determine if the solution is reasonable.
* Use visual fraction models and number lines to show the steps used in solving a problem involving multiplication by a fraction.
* Contextualize and decontextualize problems by creating word problems and/or equations that
* Multiplication is a commutative operation.
represent different multiplication situations and models.
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
5.NF.4b
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction
Desired Student Performance
A student should know
* How to find the area of a given rectangle with wholenumber side lengths using square units (tiling square units and finding the total number of square units).
* How to find the area of a given rectangle with wholenumber side lengths using multiplication and addition.
A student should understand
* Rectangles can have fractional side lengths.
* The total number of square units used to tile a rectangle represents the area of that rectangle.
* Finding the area of a rectangle with fractional side lengths is similar to finding the area of a rectangle with whole number side lengths (the same process is used for both).
* Multiplication is a more efficient process for finding the area of a rectangle.
A student should be able to do
* Find the area of a rectangle with fractional side lengths using unit squares of the appropriate unit fraction side lengths.
* Show that counting the square units used to tile the rectangle and multiplying the side lengths of the rectangle produce the same answer
* Find and explain the relationship between the fractional side lengths of the square unit and the fractional side lengths of the rectangle.
products as rectangular areas.
(similar to finding the area of a rectangle with whole number side lengths).
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
5.NF.5a
Interpret multiplication as scaling (resizing), by: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
Desired Student Performance
A student should know
* The Identity Property of Multiplication means that any number multiplied by 1 equals the original number. For example: 6 x 1 = 6 or 126 x 1 = 126.
* Multiplication is used for resizing (scaling).
* How to compare fractions to benchmarks 0, ½, and 1.
A student should understand
* Multiplying by a fraction less than 1 will yield a product less than one of the factors.
* Multiplying by a fraction less than 1 will result in an answer less than 6.
* When multiplying by 1 2 , the product is half the value of that factor times 1. For example, 6 × 1 2 = 3.
* Multiplication can produce an answer less than one or both of the factors.
* When multiplying two proper fractions, the product is a part of a part of a whole. This
September 2016 Page 30 of 65
A student should be able to do
* Compare the size of a product of two fractions to the size of one of the factors, without performing the indicated multiplication,
* Make use of the structure of multiplication with whole numbers, and apply this knowledge to predict an outcome for multiplication of fractions. (For example, 4x2=8 and 4x1=4; therefore, multiplying 4 by a fraction less than 1 will produce an answer less than 4)
yields a product that is less than both factors.
* Use benchmark fractions to determine if a solution is reasonable.
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
5.NF.5b
Interpret multiplication as scaling (resizing), by: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the
Desired Student Performance
A student should know
* Multiplication can be shown using repeated addition, equal-sized groups, or using an area model.
* Multiplying a number by a second number greater than 1 equals a product greater than the original number.
* Multiplication is commutative.
* The Identity Property of Multiplication means that any number multiplied by 1 equals the original number. i.e., 6 x 1 = 6 or b x 1 = b.
A student should understand
* There is pattern in multiplying whole numbers.
6 x 3 = 18
For example:
6 x 2 = 12
6 x 0 = 0 (Zero Prop.)
6 x 1 = 6 (Identity Prop.)
* A whole number multiplied by 1 will always result in a product equal to the original whole number.
* A whole number multiplied by zero will always result in a product of zero.
A student should be able to do
* Predict the relative size of the product for a given multiplication problem based on the two factors in the problem.
* Use patterns to reason/ justify about the size of the product when multiplying a fraction by a fraction.
* Use patterns to reason/ justify about the size of the product when multiplying a whole number by a fraction. For example: 6 x a/b = must be less than 6 but greater than 0, because a/b < 1 and a/b > 0.
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
5.NF.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Desired Student Performance
A student should know
* Multiplication can be shown using repeated addition, equal-sized groups, or using an area model.
A student should understand
* Mixed numbers can be written as improper fractions.
* The concepts learned for multiplying whole numbers and fractions can be applied when multiplying by mixed numbers.
* The Identity Property of Multiplication means that any number multiplied by 1 equals the original number. i.e., 6 x 1 = 6 or b x 1 = b.
* Multiplying a number by a second number greater than 1 equals a product greater than the original number.
* How to look for and make use of structure.
* Mixed numbers represent a value greater than 1; therefore, multiplying a number by a mixed number will yield an answer that is greater than the given number.
September 2016 Page 34 of 65
A student should be able to do
* Solve real-world multiplication problems involving fractions and mixed numbers by creating a visual model or equation to solve.
* Use prior knowledge of multiplying by fractions (proper or improper) to solve problems such as the following:
* Make use of patterns to solve problems.
6
x 4 ½ =
So, 6 x 9/2 = 54/2 = 27
4 ½ = 9/2
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
5.NF.7a
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 1 Interpret division of a unit fraction by a nonzero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that
Desired Student Performance
A student should know
* How to divide whole numbers and what it means to divide using the partitioning and repeated subtraction models.
* How to use visual models to divide whole numbers with and without remainders.
* Division is the inverse of multiplication.
* How to contextualize division problems using whole numbers.
* Division is not a commutative operation.
A student should understand
* Creating a visual model to represent problems helps give meaning to the problem and what is happening in the problem.
* The role of the dividend, divisor, and quotient.
* The division model used to solve a problem depends on the context of the problem.
* A fraction can be divided by a whole number and the result will be less than the original fraction because it was partitioned into pieces.
A student should be able to do
* Create visual models and divide unit fractions by whole numbers.
* Interpret division of a unit fraction by a non-zero whole number and compute quotients. Create a word problem to represent division
* Reason through a division problem (i.e., For ¼ ÷ 3, ask, "Can ¼ be shared with three groups?" Explain that if ¼ is shared with three groups the quotient will be smaller in size than ¼).
(1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
* Unit fractions have a numerator of one and can be combined to create non-unit fractions.
of a unit fraction by a non-zero whole number.
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
5.NF.7b
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 1 Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
Desired Student Performance
A student should know
* How to divide whole numbers and what it means to divide using the partitioning and repeated subtraction models.
* How to use visual models to divide whole numbers with and without remainders.
A student should understand
* Creating a visual model to represent problems helps to give meaning to the problem and what is happening in the problem.
* Division is the inverse of multiplication.
* The division model used to solve a problem depends on the context of the problem.
* Unit fractions have a numerator of one.
* The role of the dividend, divisor, and quotient.
* Division is not a commutative operation.
* A whole number can be divided by a fraction and the result will be greater than the original whole number.
September 2016 Page 38 of 65
A student should be able to do
* Create visual models to divide a whole number by a unit fraction. Make meaning of a problem, such as 6 ÷ ½ by asking, "How many ½ are in 6?" (The quotient will be greater than 6 because each whole is composed of two halves.)
* Draw visual fraction models (bar/circles) using the appropriate number of wholes to find out how many of the
* Create word problems to represent division problems.
given unit fraction are found in the wholes.
GRADE 5
Number and Operations – Fractions (NF)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
GRADE 5
Measurement and Data (MD)
Convert like measurement units within a given measurement system
September 2016 Page 42 of 65
height, capacity, length and so on.
* Basic concepts of whole numbers, fractions, and decimals.
* Apply knowledge of base-ten place value to conceptually understand the conversion of metric units.
* Use measurement tools appropriately.
5.MD.2
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
GRADE 5
Measurement and Data (MD)
Represent and interpret data
Desired Student Performance
A student should know
* How to partition a line into halves, fourths, and eighths.
* How to interpret and solve problems with a line plot using whole numbers and the unit fractions of 1/2, 1/4, and 1/8.
A student should understand
* A line plot is used to organize data.
* How to use a line or line segment to make a line plot.
* Every piece of data in a data set is displayed on the line plot with a symbol. Intervals on the line plot that do not have a symbol do not contain data.
* How to make sense of problems and persevere in solving them.
* Real-world problems can be represented using a line plot.
* How to add and subtract unit fractions.
A student should be able to do
* Collect real-world data using fractions 1/2, 1/4, and 1/8, and create a line plot to display the results visually.
* Answer questions using a line plot that has already been created.
* Use the results of the line plot to make observations and/or inferences about the data.
* Use fraction operations of addition, subtraction, multiplication, and division to solve real-world problems using line plots.
* How to multiply unit fractions by whole numbers.
* Find the mean (average) of a set of data by leveling off the line plot and redistributing the data equally.
GRADE 5
Measurement and Data (MD)
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
September 2016 Page 46 of 65
GRADE 5
Measurement and Data (MD)
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
September 2016 Page 48 of 65
GRADE 5
Measurement and Data (MD)
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
September 2016 Page 50 of 65
GRADE 5
Measurement and Data (MD)
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
5.MD.5a
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to
Desired Student Performance
A student should know
* Volume is the space in a three-dimensional figure.
A student should understand
* Unit cubes must be packed into a prism or cube with no gaps or overlays to accurately measure volume.
* A cubic unit is similar to a square unit. The difference is that it has a third dimension, height.
* Volume can be "packed" or "filled." These two different ideas can be problematic for students. Packing with unit cubes versus filling with liquid/gas.
* Volume can be measured with cubic units that are improvised or standardized. The improvised unit will be referred to solely as a cubic unit and has a length, width, and height of 1 unit.
* Exponents are used to describe square units and cubic units.
* A unit cube with 1in. side lengths is referred to as a cubic inch, a unit cube with 1 cm. side lengths is referred to
September 2016 Page 52 of 65
A student should be able to do
* Pack real-world prisms/cubes with unit cubes such as inch cubes, centimeter cubes, and improvised cubes. State the volume of a given prism/cube based on how many unit cubes it holds.
* Calculate the volume of realworld rectangular prisms by counting the unit cubes used for the length, width, and height and multiplying them to get the total number of unit cubes in the volume.
GRADE 5
Measurement and Data (MD)
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
5.MD.5b
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
Desired Student Performance
A student should know
* Volume space inside a threedimensional figure.
A student should understand
* Unit cubes must be packed into a prism or cube with no gaps or overlays to accurately measure volume.
* A cubic unit is similar to a square unit. The difference is that it has a third dimension, height.
* Volume can be "packed" or "filled." These two different ideas can be problematic for students. Packing with unit cubes versus filling with liquid/gas.
* It is possible to calculate the volume of rectangular prisms/cubes without counting every unit cube.
* Exponents are used to describe cubic units.
* Volume of rectangular prisms can be found by multiplying the total number of unit cubes needed to form the length of the prism by the total number of unit cubes needed to form the width of the prism by the
A student should be able to do
* Discover the formulas for volume (l x w x h and b x h) based on their knowledge of packing unit cubes into threedimensional figures and counting the cubes.
* Find the volume for real- world problems using rectangular
* Explain the different formulas V=l x w x h and V = b x h (l represents length, w represents width, h represents height, and b represents the area of the base).
number of unit cubes needed for the height of the prism.
* The total number of unit cubes in each layer is equivalent to the area of the base.
prisms with whole number side lengths.
GRADE 5
Measurement and Data (MD)
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
5.MD.5c
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Desired Student Performance
A student should know
* Volume is the space that can be filled in a threedimensional figure.
A student should understand
* Unit cubes must be packed into a prism or cube with no gaps or overlays to accurately measure volume.
* A cubic unit is similar to a square unit. The difference is that it has a third dimension, height.
* Volume can be "packed" or "filled." These two different ideas can be problematic for students. Packing with unit cubes vs. filling with liquid/gas.
* It is possible to calculate the volume of rectangular prisms/cubes without counting every unit cube by applying the formulas V= l x w x h or V = b x h.
* Exponents are used to describe cubic units.
* The total number of unit cubes in each layer of a rectangular prism is equivalent to the area of the base.
A student should be able to do
* Find the volume of different rectangular prism/cubes by counting unit cubes and applying the formulas for volume.
* Find the volume of combined rectangular prisms by
* Combine two different rectangular prisms/cubes and determine the total volume of the combined prisms. Explain that if two prisms are combined, the total volume of one prism is added to the volume of the second prism.
decomposing them into separate figures, finding the volume of each, and then composing the figures back together.
GRADE 5
Geometry (G)
Graph points on the coordinate plane to solve real-world and mathematical problems
5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of
Desired Student Performance
A student should know
* How to use a number line.
* Two lines that cross at a 90degree angle are perpendicular lines.
* Basic geometric concepts of points, lines, line segments, rays, perpendicular lines, and parallel lines.
A student should understand
* When two lines cross they form an intersection.
* The meaning of the words vertical and horizontal.
* When perpendicular lines exist, a plane has been partitioned by those lines into fourths. The fourths are also referred to as quarters. In the case of coordinate planes, each quarter is referred to as a quadrant.
* Each line forming the perpendicular line set is labeled for identification. The horizontal line is known as the
September 2016 Page 58 of 65
A student should be able to do
* Identify the different parts of the coordinate grid. Know and understand the following: Origin x-axis y-axis Ordered Pair Quadrant I Point/Coordinate
* Given a point in Quadrant I, identify the correct ordered pair.
* Given an ordered pair, place a point on the correct coordinate.
GRADE 5
Geometry (G)
Graph points on the coordinate plane to solve real-world and mathematical problems
5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Desired Student Performance
A student should know
* Coordinate planes are created when two perpendicular lines cross and a mathematical grid is placed upon them.
A student should understand
* Coordinate grids are a mathematical concept that can be applied to the real world.
* Points within a plane can be located using an ordered pair which consists of an xcoordinate and a ycoordinate.
* Coordinates are used in the real world to help with locating and direction. Lines of latitude and longitude are an example of how mathematical structure is applied to the real world.
* These perpendicular lines are labeled as the x-axis and the y-axis.
* Quadrant I can also be useful when representing real-world data. This quadrant can allow us to look for trends in data or changes in data over time.
September 2016 Page 60 of 65
A student should be able to do
* Locate points (coordinates) and follow directions on a coordinate grid that has been contextualized using a realworld example.
* Create Quadrant I using an xaxis and y-axis and graph points within Quadrant I that relate to real-world data.
* Use maps, pictures, or drawings with a coordinate grid imposed upon it to create real-world math problems that involve locating and graphing points within Quadrant I.
* Movement begins at the origin, follows the x-axis first, and the y-axis second.
Connect the points to look for structure/patterns in the data. This leads to the creation and interpretation of line graphs.
September 2016 Page 62 of 65
September 2016 Page 64 of 65
1Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction is not a requirement at this grade. | <urn:uuid:7a10aa98-0e2d-4e52-a5b3-b29380fd2bd3> | CC-MAIN-2020-16 | https://content.schoolinsites.com/api/documents/f7aefce125eb4b639330ab055378e0f4.pdf | 2020-04-01T21:47:35+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00508.warc.gz | 421,629,229 | 8,577 | eng_Latn | eng_Latn | 0.916422 | eng_Latn | 0.996258 | [
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Principal's Message – week ending 06 03 20
Dear Families
How do we learn best? Part 1
As a teacher, this question has always fascinated me and although I have spent a lot of time thinking about it, reading about it and discussing it, I know that there is still a lot more to learn about it.
Here are some of the things I have heard people say over the 30 years I have been in education:
1. 'We all learn in different ways.'
2. 'I learn best when listening to music!'
3. 'I can easily multi-task: I can do my homework whilst doing Instagram and watching Youtube!'
4. I'm a visual learner. If you want me to learn anything, don't ask me to read about it, show me a picture!'
5. 'I'm a left-brain person. Don't expect me to understand Maths!'
6. 'I'm just no good at writing. Never have been and never will be!'
7. 'You've either got it or you haven't. Some people are born smart and they're lucky!'
I don't believe any of these are true.
In fact, we all learn in remarkably similar ways. We learn some things by doing: babies will copy their parents' behaviour long before they understand what they are doing, and with much of the activity that involves the application of basic skills, it's practising that counts – how many people have ever learned to ride a bike by reading a book? We learn many things, including much of the learning of subjects at school, though a combination of words and images that in various ways, we are invited to think about. Clearly, thinking is key to learning, which is why questioning is amongst the most common teaching techniques in the world – questions encourage us to think. What is the capital city of France? What is the name of the river that runs through London? See? I bet your mind jumped to the answers for those two questions when you read them.
Statements 2 and 3 above are about multi-tasking. We may prefer to listen to music whilst we are trying to learn something, but the music is not helping the learning. In fact, what we are doing is not multi-tasking when we are sending messages on Instagram whilst keeping an eye on Youtube whilst doing that Maths homework - in these situations, what we are actually doing is switching rapidly between tasks. Task-switching does NOT improve the Maths learning. The best we can probably say about task-switching is that if the music on helps our child to stay on task for an extra 30 minutes when otherwise she would have stopped, then maybe that's a price worth paying? However, with complex activities such as those involved in learning new things, the brain likes to focus on one task at a time.
The visual learner, left-brain/right-brain issue goes back to statement 1. It IS true that some, perhaps many, people have preferred ways of learning. We know this because when surveyed, people will often express a preference for learning in a particular way. However, that does not mean that we learn best in that way. We learn best by thinking hard, by engaging with words and images, through lots of practice, through asking and answering questions and by retrieving our knowledge regularly (i.e. trying to remember things we have tried to learn). Those things are true for everyone.
Statements 6 and 7 bring to mind the nature-versus-nurture debate: you are either born smart or you aren't and if you aren't there's nothing you can do about it; and some people are just better at things than other people… Well, the last statement is unequivocally true: I play football on Sunday mornings but by any objective measure of performance, Lionel Messi is a far better footballer than I am. My own view on the nature versus nurture debate is that no one truly knows, at the point when a baby is born, whether they are or will be any good at football/Maths/singing/selling/writing/engineering and so on. And even if we did, as a teacher and school leader I would have no control over that. What we DO know, and can measure and prove, is that you get better at things if you practise them. Lionel Messi got to where he is through a combination of things, including motivation, but surely a key thing was his deliberate practice: hours and hours and hours, over years and years. As a school leader and as a parent, the key message for young people must be: you get better at things you work hard at over time. Practice probably doesn't make perfect, but it certainly makes better.
Next week, more on how we learn best: specific strategies everyone can use to learn well.
Kind regards
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Autumn Term
Global Theme:
Identity and Diversity
Focus:
Belonging
Autumn 2
Our Class Community
Core text:
This is Our House
Hook:
Reception Long Term Map
Spring Term
Global Theme:
Sustainable Development
Focus:
Preserving the Environment
Spring 1
Spring 2
Climate Change and
Animal Habitats
Core text:
The Polar Bear‟s Home
Hook:
Have footprints from each of the animals leading to different parts of the classroom where the children find small world toy or puppet of each animal.
Minibeast
Conservation
Core text:
Christopher Nibble
Hook:
Summer Term
Global Theme:
Social Justice and Equity
Focus:
Helping Others
Summer 1
Sharing with Others
Summer 2
Problem Solving
Core text:
Yummy
Hook:
Have a surprise new „toy‟ (or role play area) and explain that only certain adults (e.g. Only Mrs. Ramsay is allowed to play in here!) and/or children can play in it – discuss rules around this and how it makes us feel. Find the new book inside.
Have Zoolab minibeasts
OR
Can someone bring in a pet guinea pig??
OR Have a selection of flowers in the classroom but
all of the buds picked off –
Oh no! What happened to our flowers? Can we enjoy
Core text:
Dear Mother Goose
Hook:
Have a picnic basket left in the middle of the classroom with different foods from around the world for all of the children to find. Also have the book and other objects for them to explore from the text inside the picnic basket.
Have a mailbox appear in the classroom – children find letters posted to them from children and/or adults around the school with questions. Do you think we could answer these letters?
these anymore?? Etc.
All of our topics cover the broad areas of our curriculum and also focus upon the learning required to meet our Early Learning Goals.
ELG1: Listening
ELG2: Speaking
ELG10: Writing
ELG3: Gross Motor Skills
ELG4: Fine Motor Skills
ELG5: Self-Regulation
ELG6: Managing Self
ELG7: Building Relationships
ELG8: Comprehension
ELG9: Word Reading
ELG11: Number
ELG12: Numerical Patterns
ELG13: Past and Present
ELG14: People, Cultures and Communities
ELG15: The Natural World
ELG16: Creating with Materials
ELG17: Performing
Whilst delivering a broad and balanced range of activities for the children during both child-led and adult-directed, the core texts will have a particular focus in the following areas, supporting knowledge, understanding and skills, with learning towards:
Past and Present(a): Talk about the lives of the people around them and their roles in society Past and Present(b): Know some similarities and
People, Cultures and Communities(c): Explain some similarities and differences between life in this country and life in other countries, drawing on
Comprehension(a): Demonstrate an understanding of what they have read and has been read to them by retelling stories and narratives using
Comprehension(a):
Comprehension(a):
Self-Regulation(a): Show an understanding of their own feelings and those of others, and regulate their behaviour accordingly
Demonstrate an understanding of what they have read and has been read to them by retelling stories and narratives using
Demonstrate an understanding of what they have read and has been read to them by retelling stories and narratives using
Autumn 1 All About Me
Core text:
It‟s Okay to be Different
Hook:
Have familiar adults from around the school (e.g. Mrs. Blain, Mrs. Johnson)
Self-Regulation
(b): Have a positive sense of self and
show resilience and perseverance in the face of
challenge
Self-Regulation
(c): Pay attention to their teacher
and follow multi-step instructions.
Building Relationships
Work and play cooperatively and take
turns with others
Building Relationships(b):
Form positive attachments and friendships
Building Relationships
(c):
Show sensitivities to others‟
needs.
The Natural World(a): Explore the natural world around them, making observations and drawing pictures of animals and plants
The Natural World(c): Understand the effect of the changing seasons on the natural world around them.
(a):
differences between things in the past and now,
drawing on their experiences and what has
been read in class
Past and Present
(c):
Recall some important narratives, characters and
figures from the past encountered in books read
in class
People, Cultures and Communities(c): 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.
knowledge from stories, non-fiction texts and – when appropriate – maps.
The Natural World
(a):
Explore the natural world around them, making observations and drawing pictures of animals and plants
The Natural World
(b):
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
The Natural World
(c):
Understand the effect of the changing seasons on the
natural world around them.
Creating with Materials
(a):
Draw and paint using a range of materials, tools
and techniques, experimenting with colour,
design, texture, form and function
Creating with Materials
(b):
Share their creations, explaining the process they
have used
Creating with Materials
(c):
Make use of props and materials when role-playing
characters in narratives and stories.
Phonics - Children have a daily phonics session in groups that at their skill level and regularly reviewed. Each phonic lesson supports the following goals:
(a): Say a sound for each letter in the alphabet and at least 10 digraphs
(b): Read words consistent with their phonic knowledge by sound-blending
(c): Read aloud simple sentences and books that are consistent with their phonic knowledge, including common exception words.
(d): Write recognisable letters, most of which are correctly formed
(e): Spell words by identifying sounds in them and representing the sounds with a letter or letters
(f): Write simple phrases and sentences that can be read by others.
Values:
Values:
Values:
Respect
To know it‟s alright to be different
To recognise differences in others
Respect
To show appreciation for people who help us
Collaboration
To share ideas, help each
Integrity
To do the right thing without expecting praise
Curiosity
To wonder why?
Responsibility their own words and new vocabulary
Comprehension
(b):
Anticipate – where appropriate – key events in
stories, non-fiction, rhymes and poems
Comprehension(c): Use new vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play Writing(c): Write simple phrases and sentences that can be read by others.
The Natural World(a): Explore the natural world around them, making observations and drawing pictures of animals and plants
The Natural World(b): 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;
their own words and new vocabulary
Comprehension(b):
Anticipate – where appropriate – key events in
stories, non-fiction, rhymes and poems
Comprehension
(c): Use new vocabulary during
discussions about stories, non-fiction, rhymes and
poems and during role-play
Past and Present
(b): Know some similarities and
differences between things in the past and now,
drawing on their experiences and what has
been read in class
Past and Present
(c):
Recall some important narratives, characters and
figures from the past encountered in books read
in class
People, Cultures and
Communities
(c): 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.
their own words and new vocabulary
Comprehension
(b):
Anticipate – where appropriate – key events in
stories, non-fiction, rhymes and poems
Comprehension
(c): Use new vocabulary during
discussions about stories, non-fiction, rhymes and
poems and during role-play
Writing
(c): Write simple phrases and sentences that
can be read by others.
Past and Present
(b): Know some similarities and
differences between things in the past and now,
drawing on their experiences and what has
been read in class
Performing
(a): Sing a range of well-known
nursery rhymes and songs
Performing
(b): Perform songs, rhymes, poems and
stories with others, and –
when appropriate – move in time with music
Performing
(c): Co- construct, invent, adapt and
recount narratives and stories with peers and their
teacher.
Mathematics - Children will have a daily discrete number/mathematics session as a whole class. This will help the children work towards the following goals:
(a): Have an understanding of number to 10, linking names of numbers, numerals, their value, and their position in the counting order
(b): Subitise (recognise quantities without counting) up to 5
(c): Automatically recall number bonds for numbers 0-5 and for 10, including corresponding partitioning facts
(d): Automatically recall double facts up to 5+5
(e): Compare sets of objects up to 10 in different contexts, considering size and difference
(f): Explore patterns of numbers within numbers up to 10, including evens and odds
Values:
Kindness
Creativity
Values: Curiosity Responsibility
Values: Bravery Responsibility Resilience Gratitude
Kindness
To help a friend who is upset or having difficulties
other and to listen to each other
Gratitude
To show thanks
To care about what is happening to our planet
Gratitude
To show thanks for what we have
others, including families. E.g. community walks, selfportraits, photography
Digital Literacy and Communication
Children will experience listening to audio recordings e.g. audiobooks and podcasts and use iPads to develop their own Children to use cameras to take self-portraits and portraits of their friends
STEAM
Children will explore using mark making tools to make controlled lines, and circles. Apply these skills to make self-portraits.
Curriculum Skills
Literacy
Word Reading
* Identify the initial sound in a word when given a choice.
* Hear and say the initial sound in words.
* Blend the onset then rime to identify an object e.g. d-og.
* Hear the final sound at the end of a CVC word.
* Hear the sound in the middle of a CVC word (medial sound).
* Orally blend CVC words, e.g. "b-a-t", "bat".
* Orally blend the sounds in CCVC/CVCC words.
* Recognise some* letters to read some CVC words.
* Recognise all letters to read some CVC words.
Curriculum Skills Literacy Comprehension
* Anticipate key events in rhymes, poems and stories.
* Sequence a story/recount using visual prompts.
* Talk about key features of favourite stories including character and setting.
* Know that stories have a title.
model effective feedback. Managing own feelings and behaviour and supporting others to make positive choices and find a compromise. Identifying own feelings and the feelings of others.
Digital Literacy and Communication
Children to use cameras to document evidence of their learning and behaviour in the classroom.
STEAM
Construction, building inclusive spaces e.g. dens and homes. Exploring different textiles and techniques.
questions and explain what they have found out.
Children will use their knowledge of 3D shapes and collage materials to design and create animal habitats
Enquiry
Children will use their observations about habitats and animals to talk about our own actions and the impact it has on living things.
Finance and Enterprise Children will look at how to raise money for the WWF.
Curriculum Skills Literacy Word Reading
* Recognise all letters to read some CCVC/CVCC/VCVC words.
* Recognise some* split digraphs to read some CVC words.
* Recognise all digraphs to read some CVC words.
* Attempt to read unfamiliar words using a phonics strategy.
* Know that print is read (in English) top to bottom, left to right.
* Read a simple sentence.
Curriculum Skills Literacy
Comprehension
* Know that the role of the author is to write the words in the book and the illustrator creates the images.
* Apply new language from books to first hand situations.
* Know the difference between fiction and non-fiction books.
* Recall and applies information from non-fiction books to real life situations.
these observations to form questions and explain what they have found out.
Children will research, plan and create a home for the minibeasts and reflect on their design choices and processes.
Enquiry
Children will use their observations about habitats and animals to talk about our own actions and the impact it has on living things.
Enquiry
Children will recall times in their lives when they experienced injustice and talk about how this was solved.
Digital Literacy and Communication: Children will use ICT software, e.g. cameras to capture their observations and examples of positive behaviour.
Physical Health and Well Being:
Children will learn about the different food groups and the importance of a healthy diet. They will learn about food preparation including following a recipe, using tools effectively and safely etc.
resolution from last half term by writing their own solutions.
Curriculum Drivers: Physical Health and Wellbeing:
The children will explore their own feelings, actions, and the feelings and actions of others. They will look at how to negotiate familiar problems and solve them without aggression. The children will look at what it means to be a good role model and how to teach others to solve problems.
Digital Literacy and Communication: Children will use ICT software, e.g. cameras or iPad to interview and record younger and elder pupils.
Curriculum Skills Literacy Word Reading
* Sight read all CVC common exception words.
* Read some* common exception words by sight.
* Read all 45 common exception words by sight.
* Reads simple sentences with increasing fluency.
Curriculum Skills
Literacy
Comprehension
* Follow a story without pictures or prompts.
* Know that books include different elements such as a cover, contents page, blurb, etc.
* Share ideas and feelings about a story from their own point of view.
* Share ideas and feelings about a story from the point of view of a character.
* Answer simple questions about a story which has just been read.
* Retell familiar stories.
Curriculum Skills Literacy Writing - Spelling
* Hear and say the initial sound in words
* Orally segment simple words.
* Link known sounds to their phoneme.
* Write own name using a capital letter.
* Link all single letter graphemes to their phoneme.
* Write initial sounds in words
* Write end sounds in words
* Write CVC words
* Attempt to spell unfamiliar words using a phonics strategy.
* Write short captions
Curriculum Skills Literacy
Writing - Handwriting
* Form clearly identifiable letters to communicate meaning.
* Hold pencil with dynamic tripod grip with good control.
* Use precursive conventions in writing.
* Form the letters in my name correctly.
Curriculum Skills
Literacy Writing - Composition
* Mark makes in a variety of forms for different purposes e.g. shopping list, label
* Retell familiar stories within imaginative play (small world or role play).
* Uses newly introduced vocabulary within their play.
* Plan what they will draw, paint and write linked to a particular theme.
* Make links between familiar stories.
* Answer questions about a story including characters or/and events.
* Orally retell a simple 5 part story
* Read and talk about what they have just read.
* Make a prediction about what happens next
Curriculum Skills Literacy Writing - Spelling
* Write CVCC words
* Write a simple sentence
* Write simple sentences which can be read by myself and others
* Use phase 3 digraphs in writing.
Curriculum Skills Literacy Writing - Handwriting
* Form the vast majority of letters correctly.
* Control the size of my writing.
* Write all letters using a correct sequence of movements
* Begin to join letters
Curriculum Skills Literacy Writing - Composition
* Talk about the characters, settings and events in a story I am creating.
* Add verbs to dictated stories to describe what characters are doing
* Begin to use some story language e.g. once upon a time…
*
Speak using compound sentences ready for
* Answers why and how questions about a book.
Curriculum Skills
Literacy
Writing - Spelling
* Write 3 linked sentences
* Spell at least 35 out of 45 Reception key words correctly
* Consistently use finger spaces.
* Begin to use capital letters and full stops.
* Name the letters of the alphabet matched to their grapheme.
Curriculum Skills
Literacy
Writing - Handwriting
Consolidate all skills
Curriculum Skills Literacy
Writing - Composition
* Dictate and invent own compositions.
* Use adjectives within my story to describe objects, characters and settings my stories.
* Think about what to write ahead of writing.
* Include newly introduced vocabulary when formulating ideas for writing.
* Dictate a simple sentence.
* Talk about real life events in the correct order.
* Break sentences down into the individual words they contain or will use.
* Create own storylines which they act out within their play.
* Develop and acts narratives as part of a small group.
Curriculum Skills Art
* Experiment with different materials when making with a product in mind
* Interpret an object through drawing
* Express their feelings through drawing e.g. happy or sad
* Make choices when experiment with a range of painting equipment
* Use found objects to build with a design in mind
* Select and use appropriate 3D shapes to build and recreate models
* Cut and tear paper and card for their collages
* Use a simple painting program to create a picture
* Begin to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
Curriculum Skills Computing
* Explore and interact with their environment using a range of equipment. (e.g. using an iPad to record videos and photos)
* Recognise and use simple icons, buttons or shortcuts
* Use available applications and software to create original content sometimes for a planned outcome
* Collect information using ICT. (e.g. take photographs, voice recordings, text, share tapestry)
Curriculum Skills Design Technology
* Use their senses to explore and describe objects
* Make models of their own choosing
* Explore making, with different equipment including new ways of joining (e.g. split pins, staples, tags, string)
transcription, beginning to connectives such as "and, then, so, but, next".
* Talk about what happens at the beginning, middle and end of a story.
* Make up simple stories when given a visual prompt e.g. a character, object and place.
Curriculum Skills Art
* Draw controlled lines and use the skill to make different shapes
* Paint controlled lines and use the skill to make different shapes
* Mix colours and describe how they change
* Use different tools through printing to create marks
* Create a simple pattern
* Use their senses to make observations about the different types of textiles
* Experiment using different tools in an application
* Explain the process that they have used
Curriculum Skills Computing
* Develop familiarity with the letters of the keyboard so that they are able to type their name
* Recognise and use simple keyboard commands (space bar, enter, delete and backspace)
* Understand the appropriate vocabulary according to equipment available
Curriculum Skills Design Technology
* Talk about what they want to make
* Think of some ideas of their own
* Explain what they are making
*
Use tools safely
* Understand the purposes of different genres for writing and uses them appropriately e.g. lists, messages, labels, stories, instructions etc.
* Use titles within my writing to name my stories.
* Use a range of openers/endings within my storytelling
Curriculum Skills Art
* Repeat a print to make a simple pattern
* Manipulate fabric to achieve a desired effect? (e.g. weaving, costume making, paper making)
* Weave a pattern
* Build layers of materials to create an image with support
* Say what they liked about their artwork or what they did well
* Describe what they can see and like in the work of another artist/craft maker/designer
Curriculum Skills Computing
* Use the functions of a simple programming tool (e.g. Ozobot)
* Begin to plan and test instructions
* Understand that some content is not appropriate for their age
* Know what to do if they find something they are unsure of (including identifying people who can help)
Curriculum Skills Design Technology
* Make observations about the features of objects
* Plan how best to approach a task
* Select appropriate resources and tools
*
Explain which tools they are using and why
* Be proud of what they have made
* Be aware that ingredients are available from a range of sources (shops, markets, grown at home)
* Complete basic hygiene tasks (e.g. wash hands)
* Talk about foods they like and dislike with reasons
* Discuss the food that they eat during special occasions or cultural celebrations
* (e.g. birthday, Eid, etc.)
* Be willing to try new foods
* Understand the importance of healthy food choices
Curriculum Skills Geography
* Talk about and describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
* Discuss the weather and the changes within it
* Know the immediate surroundings of the school
* Describe the local environment using simple geographical vocabulary - e.g. street, house, forest, school
Curriculum Skills History
* Recall information from stories, pictures and artefacts from the past
* Makes comments about what they have heard or seen.
* Recall events from stories from the past.
* Talk about the lives of people around them and their roles in society
* Understand that they have had more than one birthday
* Know that the days and months change
Curriculum Skills MFL
Not taught
Curriculum Skills Music
* Perform their own songs and chants
* Perform songs and rhymes with others
* Share their creations, explaining the process they have used
Curriculum Skills Geography
* Explore books about the world
* Look at and recognise places on maps, globes and atlases.
* Use a given map to plan a route e.g. walk around Northumberlandia, walk to the park
* Know some similarities and differences between contrasting environments, drawing on their experiences and what has been read in class;
* Know that Ponteland is in England/UK
Curriculum Skills History
* Recall and talk about old and new items within their home and school environment
* Use simple words and phrases to describe the past – then and now
* To make comparisons about when they were a baby and now
Curriculum Skills MFL
* Show the beginning of interest and participation.
* Begin to maintain attention to words in other languages.
Curriculum Skills Music
* Move in time with the music
*
Make a range of sounds with their voice
* Use tools to manipulate materials
* Identify success and next steps
* Change their strategy as needed
* Select and use appropriate tools needed for a recipe
* Use tools effectively and safely
* Identify and use the appropriate ingredients for a recipe
Curriculum Skills Geography
* Draw simple plans and maps of a known area/made up place and talk about them
* 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
Curriculum Skills History
* Observe and handle artefacts and use this to begin to ask and answer questions.
* Talk about significant events in their own past
* Recall some important narratives, characters and figures from the past
Curriculum Skills MFL
* Repeat simple vocabulary for common nouns and verbs.
* Repeat simple phrases, sometimes without understanding.
Curriculum Skills
Music
* Sing a range of well-known nursery rhymes and songs;
*
Begin to sequence sounds to create a rhythm or beat
RE
*
Learning songs to perform by heart
* Children clap short rhythmic patterns
*
Begin to describe the sounds? (e.g. loud, soft, high, low,
*
Experiment with creating sounds with different fast, slow)
*
Make a range of sounds with instruments
*
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How Telephones Work
byMarshall Brain
Browse the article
How Telephones Work
Telephones are actually one of the simplest devices in your house.
Howstuffworks.com
MORE ON PHONES
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
A simple telephone
Howstuffworks.com
MORE ON PHONES
electronics.howstuffworks.com/telephone.htm/printable
Inside a Telephone
The very simplest working telephone would look like this inside.
As you can see, it only contains three parts and they are all simple:
Aswitchto connect and disconnect the phone from the network This switch is generally called thehook switch. It connects when you lift the handset.
Aspeaker This is generally a little 50cent, 8ohmspeakerof some sort.
Amicrophone In the past, telephone microphones have been as simple as carbon granules compressed between two thin metal plates. Sound waves from your voice compress and decompress the granules, changing the resistance of the granules and modulating the current flowing through themicrophone.
That's it! You can dial this simple phone by rapidly tapping the hook switch all telephone switches still recognize "pulse dialing." If you pick the phone up and rapidly tap the switch hook four times, the phone company's switch will understand that you have dialed a "4."
The only problem with the phone shown above is that when you talk, you will hear your voice through the speaker.
Most people find that annoying, so any "real" phone contains a device called aduplex coil or something functionally equivalent to block the sound of your own voice from reaching your ear. A modern telephone also includes abellso it can ring and atouchtone keypadand frequency generator. A "real" phone looks like this.
Still, it's pretty simple. In a modern phone there is an electronic microphone,amplifierand circuit to replace the carbon granules and loading coil. The mechanical bell is often replaced by a speaker and a circuit to generate a pleasant ringing tone. But a regular $6.95 telephone remains one of the simplest devices ever.
Introduction to How Telephones Work
Although most of us take it completely for granted, the telephone you have in your house is one of the most amazing devices ever created. If you want to talk to someone, all you have to do is pick up the phone and dial a few digits. You are instantly connected to that person, and you can have a twoway conversation.
The telephone network extends worldwide, so you can reach nearly anyone on the planet. When you compare that to the state of the world just 100 years ago, when it might have taken several weeks to get a oneway written message to someone, you realize just how amazing the telephone is!
Surprisingly, a telephone is one of the simplest devices you have in your house. It is so simple because the telephone connection to your house has not changed in nearly a century. If you have an antique phone from the 1920s, you could connect it to the wall jack in your house and it would work fine!
In this article, we will look at the telephone device that you have in your house as well as the telephone network it connects to so you can make and receive calls. See the next page to get started.
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
Telephone wires and cables connect your home phone to a huge communications web. Howstuffworks.com
MORE ON PHONES
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
HAND GENERATED!
Telephones: Wires and Cables
The telephone network starts in your house. Apair of copper wiresruns from abox at the roadto a box (often called an entrance bridge) at your house. From there, the pair of wires is connected to each phone jack in your house (usually using red and green wires). If your house has two phone lines, then two separate pairs of copper wires run from the road to your house. The second pair is usually colored yellow and black inside your house. (SeeWhat do the little boxes that the phone company has around our neighborhood do?for a description of the telephone boxes and wires that you see by the road.)
Along the road runs a thick cable packed with 100 or more copper pairs. Depending on where you are located, this thick cable will run directly to the phone company's switch in your area or it will run to a box about the size of arefrigeratorthat acts as a digital concentrator.
Telephones: Digitizing and Delivering
You know thehand crankon those oldfashioned telephones? It was used to generate the ring
electronics.howstuffworks.com/telephone.htm/printable
The concentrator digitizes your voice at a sample rate of 8,000 samples per second and 8bit resolution (see
signal AC wave and sound the bell at the other end!
MORE ON PHONES
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
How Analog and Digital Recording Worksfor information on digitizing sounds). It then combines your voice with dozens of others and sends them all down a single wire (usually a coax cable or afiberoptic cable) to the phone company office. Either way, your line connects into aline cardat the switch so you can hear the dial tone when you pick up your phone.
If you are calling someone connected to the same office, then the switch simply creates a loop between your phone and the phone of the person you called. If it's a longdistance call, then your voice is digitized and combined with millions of other voices on the longdistance network. Your voice normally travels over a fiber optic line to the office of the receiving party, but it may also be transmitted bysatelliteor by microwave towers.
(SeeHow does a longdistance call work?for a more detailed description.)
Creating your own telephone network is a rather simple process. Learn about creating your own telephone network or a private intercom. Howstuffworks.com
MORE ON PHONES
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
Creating Your Own Telephone Network
Not only is a telephone a simple device, but the connection between you and the phone company is even simpler. In fact, you can easily create your own intercom system using two telephones, a 9voltbattery(or some other simple power supply) and a 300ohm resistor that you can get for a dollar at Radio Shack. You can wire it up like this:
Your connection to the phone company consists of two copper wires. Usually they are red and green. The green wire is common, and the red wire supplies your phone with 6 to 12 volts DC at about 30 milliamps. If you think about a simple carbon granule microphone, all it is doing is modulating that current (letting more or less current through depending on how the sound waves compress and relax the granules), and thespeakerat the other end "plays" that modulated signal. That's all there is to it!
The easiest way to wire up a private intercom like this is to go to a hardware or discount store and buy a 100foot phone cord. Cut it, strip the wires and hook in the battery and resistor as shown. (Most cheap phone cords contain only two wires, but if the one you buy happens to have four, then use the center two.) When two people pick up the phones together, they can talk to each other just fine. This sort of arrangement will work at distances of up to several miles apart.
The only thing your little intercom cannot do is ring the phone to tell the person at the other end to pick up. The "ring" signal is a 90volt AC wave at 20 hertz (Hz).
electronics.howstuffworks.com/telephone.htm/printable
CALLING SOMEONE
If you go back to the days of the manual switchboard, it is easy to understand how the larger phone system works. In the days of the manual switchboard, there was a pair of copper wires running from every house to a central office in the middle of town. The switchboard operator sat in front of a board with one jack for every pair of wires entering the office.
Above each jack was a small light. A largebatterysupplied current through a resistor to each wire pair (in the same way you saw in the previous section). When someone picked up the handset on his or her telephone, the hook switch would complete the circuit and let current flow through wires between the house and the office. This would light thelight bulbabove that person's jack on the switchboard. The operator would connect his/her headset into that jack and ask who the person would like to talk to. The operator would then send a ring signal to the receiving party and wait for the party to pick up the phone. Once the receiving party picked up, the operator would connect the two people together in exactly the same way the simple intercom is connected! It is that simple!
MORE ON PHONES
Telephones: Tones
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
In a modern phone system, the operator has been replaced by an electronicswitch. When you pick up the phone, the switch senses the completion of your loop and it plays adial tonesound so you know that the switch and your phone are working. (For more information on tones, seeHow Guitars Work.) The dial tone sound is simply a combination of 350hertz tone and a 440hertz tone, and it sounds like this.
Click here to hear a dial tone.
You then dial the number using a touchtone keypad. The differentdialing soundsare made of pairs of tones:
1 = 697 Hz + 1,209 Hz
2 = 697 Hz + 1,336 Hz
3 = 697 Hz + 1,477 Hz
4 = 770 Hz + 1,209 Hz
5 = 770 Hz + 1,336 Hz
6 = 770 Hz + 1,477 Hz
7 = 852 Hz + 1,209 Hz
8 = 852 Hz + 1,336 Hz
9 = 852 Hz + 1,477 Hz
* = 941 Hz + 1,209 Hz
0 = 941 Hz + 1,336 Hz
# = 941 Hz + 1,477 Hz
A typical number that you dial sounds like this:
Click here to listen to a touchtone number.
If the number is busy, you hear a busy signal that is made up of a 480hertz and a 620hertz tone, with a cycle of onehalf second on and onehalf second off, like this:
Click here to listen a busy signal.
MORE ON PHONES
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
Telephones: Bandwidth
In order to allow more longdistance calls to be transmitted, the frequencies transmitted are limited to a bandwidthof about 3,000 hertz. All of the frequencies in your voice below 400 hertz and above 3,400 hertz are eliminated. That's why someone's voice on a phone has a distinctive sound. Compare these two voices:
Click here to hear a normal voice.
Click here to hear the same voice on the telephone.
You can prove that this sort of filtering actually happens by using the following sound files:
electronics.howstuffworks.com/telephone.htm/printable
1,000hertz tone
2,000hertz tone
3,000hertz tone
4,000hertz tone
5,000hertz tone
6,000hertz tone
Call up someone you know and play the 1,000hertz sound file on yourcomputer. The person will be able to hear the tone clearly. The person will also be able to hear the 2,000 and 3,000hertz tones. However, the person will have trouble hearing the 4,000hertz tone, and will not hear the 5,000 or 6,000hertz tones at all! That's because the phone company clips them off completely.
For lots more information on telephones, telephone networks and related technologies, check out the links on the next page.
MORE ON PHONES
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
How Cell Phones Work
How Reverse Phone Lookup Works
How to Clear Phone Line Noise
Lots More Information
Related HowStuffWorks Articles
How Cordless Telephones Work
How Wiretapping Works
How VoIP Works
How Cell Phones Work
Why does the phone still work when the electricity goes out?
How does Caller ID work?
More Great Links
Alexander Graham Bell's Path to the Telephone
Claremont Internet Press: Telecom Terms
FCC: A Glossary of Telecommunications Terms
Cisco: Voiceover IP
Telephone ringing circuits
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Father-Daughter Relationships Strengthening Father-Daughter Relationships
by Linda Nielsen
Why should teachers, counselors, and parents pay more attention to father-daughter relationships? Because, throughout her lifetime, a daughter is profoundly affected by the kind of relationship she has with her father—often more so than by her relationship with her mother. The girl who grows up having a comfortable, communicative, supportive relationship with her father generally has advantages over other girls when it comes to
Spread the word: Stop demeaning or dismissing dads 1.
* Academic achievement and future jobs and incomes— especially in areas related to science, math, and technology;
* Avoiding teenage pregnancy and early marriage;
* Being self-confident and self-reliant;
* Setting long-term goals;
* Avoiding emotionally or physically abusive relationships;
* Resisting peer pressure to have premature sex, smoke, drink alcohol, or take drugs;
* Not being overly dependent on boys in order to feel good about herself;
* Asserting her opinions and standing up for her beliefs;
* Dealing well with people in authority (teachers, employers, etc.);
* A willingness to try new things and accept challenging tasks; and
* Having less chance of becoming depressed or developing an eating disorder.
So what can parents, teachers, and counselors do to help fathers and daughters create more meaningful, more personal, more communicative relationships?
Our first step is to get the message across to everyone in the school and in the family that the father-daughter relationship is vital and needs to be appreciated and strengthened. We need to help others recognize the many demeaning, demoralizing beliefs they hold about fathers—beliefs that hurt father-daughter relationships. One way to raise awareness is to distribute the quiz below—especially to fathers and to daughters.
Fathers and Daughters: Fact and Fiction
Are the following statements true or false?
___ Daughters raised mainly by their fathers are just as well-adjusted and happy as daughters raised mainly by their mothers.
___ Most dads wish they could spend more time with their kids and less time at work.
___ Employed fathers, like employed mothers, find it stressful to balance work and family time.
___ Fathers have as much wisdom as mothers about what is best for their daughters.
___ Fathers are just as loving and just as concerned about their kids as mothers, although men and women may show their concern in different ways.
Encourage more father-daughter time 2.
We can also help daughters and fathers strengthen their relationships by seeing to it that they spend more time alone with each other—time without other family members around.As fathers and daughters spend more private time with one another, they have more opportunities to communicate honestly and comfortably about meaningful, personal matters. Not only mothers and stepmothers must be helped to feel more comfortable with this idea; teachers and counselors must also realize that it's not weird or strange or inappropriate for a father and daughter to spend time alone with each other, even during the daughter's teenage years.
Here is one way fathers and daughters can become more comfortable spending time alone with each other and get to know one another on a more personal level. As a daughter, ask your father to choose 10 pictures of himself from different times in his life—especially his childhood and teenage years.Be sure to ask him to include a picture of his father. Then ask him to spend an hour telling you stories about the pictures—in a quiet place where the two of you can talk privately.
Help daughters develop positive relationships with their fathers 3.
As a parent, teacher, or counselor, you are in a position to help daughters understand how important their relationships with their fathers are and to help them recognize the ways in which they may be pushing their fathers away. Suggest that daughters take the quiz on the right in order to see how they may or may not be sharing those parts of themselves that will encourage more open and communicative relationships with their fathers.
continued on page 6
___ Many fathers are made to feel that they are not supposed to be as involved in their daughters' lives as the mothers are, especially during their daughters' teenage years.
___ In several areas of a daughter's life, dad has more impact than mom.
___ Most adult daughters wish they had spent more time with their fathers while they were growing up.
___ If the parents are divorced, the daughter benefits most by spending as much time as possible with her father.
___ A daughter benefits most when she has as comfortable, as open, and as personal a relationship with her father as she has with her mother.
___ Total number of true
answers (score out of 10)
5
*See references cited in Embracing Your Father: How to Build the Relationship You've
Always Wanted with Your Dad, by Linda Nielsen.
OurChildren March 2005
A Quiz for Daughters
Rate the frequency of the actions below using the following scale: 0=never, 1=rarely, 2=usually, and 3=almost always.
___ I spend as much time alone with my father as I spend alone with my mother.
___ I talk directly to my dad instead of going through other people to communicate with him.
___ I go to my father for advice and for comfort about personal matters.
___ I ask my father questions about his life the way I ask my mother.
___ I share important parts of my life as much with my father as with my mother.
___ I make as much effort to get to know my father as I do my mother.
___ I encourage my father to ask me questions about my life instead of acting as if he is prying or interfering.
___ I am as open and honest with my dad as I am with my mom.
___ I invite my father to do things alone with me so that we have time to talk privately.
___ I show my father how much I appreciate him as a parent.
___ I let my father know that he has as much impact on me as my mother does.
___ Score out of 33
The higher her score, the easier a daughter makes it for her father to create a meaningful, relaxed relationship with her. As parents, teachers, or counselors, we can teach these kinds of behaviors to daughters, encouraging them to embrace their relationships with their fathers to the fullest.
If your score is a 10, you answered correctly. According to recent research and national statistics,* each of these statements is true for the majority of people in our country today. Sadly, though, many people have beliefs about fathers that weaken or limit father-daughter relationships. By helping others separate the facts from the fiction about fathers, we help them recognize the ways in which they are limiting, or even damaging, father-daughter relationships.
Feature
Is Your School Strengthening Father-Daughter Relationships?
The following quiz can help you see how effective your school is in promoting the father-daughter bond.
Rate the frequency of the activities below using the following scale: 0=never, 1=rarely, 2=usually, and 3=almost always.
___ We have pictures of fathers interacting with daughters on our bulletin boards.
___ We mail information about students to the divorced dads, not only to the mothers.
___ Our library books are as much about dads as they are about moms.
___ We design certain events only for dads and daughters.
___ We offer special meetings or workshops just for fathers.
___ Our counselors gather as much information from fathers as they do from mothers.
___ Our counselors include dads as often as they include moms in discussions about their children.
___ We invite dads to classes as often as we invite moms.
___ We include photos of, or directly address, fathers and daughters in our print materials.
___ We include both parents in communications/ reminders to students, e.g.,"Tell your parents," not "tell your mom."
___ Score out of 30
The higher your school's score, the better job your faculty and counselors are doing of strengthening fatherdaughter relationships and making fathers feel welcome and appreciated.
Parents in particular—both moms and dads—can strengthen father-daughter relationships in the following ways:
* Be sure dad spends at least two hours a week alone with his daughter.
* Watch movies together about positive father-daughter relationships: Fly Away Home, To Kill a Mockingbird, A Soldier's Daughter Never Cries, etc.
* Read books that show fathers being just as competent as mothers in parenting their daughters. Books may include I Live with Daddy, by Judith Vigna; Night Shift Daddy, by Eileen Spinelli; and Two Old Potatoes and Me, by John Coy.
* Watch commercials together with your daughter and talk about the ones that make the father look stupid or incompetent.
* Visit the following fatherhood websites for more ideas:
—Center for Successful Fathering, www.fathering.org
—Dads and Daughters, www.dadsanddaughters.org
—Divorced Fathers Network, www.divorcedfathers.com
—Mensight Magazine, www.mensightmagazine.com
—Menstuff, of the National Men's Resource Center, www.menstuff.org
—MenWeb/Men's Voices magazine, www.menweb.org
—National Center for Fathering, www.fathers.com
—National Fatherhood Initiative, www.fatherhood.org
—National Fathers' Resource Center, www.fathers4kids.org
—National PTA, www.pta.org/getmeninvolved
Using these tools can do a lot to raise awareness of the importance of father-daughter relationships and help families create these loving and powerful bonds. OC
Linda Nielsen, Ed.D., is a nationally recognized expert on father-daughter relationships. An adolescent psychologist and college professor for more than 30 years, she has been teaching the only college course in the country devoted exclusively to father-daughter relationships for 15 years. Through her course, media interviews, and website (www.wfu.edu/~nielsen), she helps fathers and daughters strengthen or reestablish their relationships, especially when parents are divorced. Her work has been widely cited in The Christian Science Monitor, on National Public Radio with Frank Stasio, and in a public television documentary on fathers and daughters to be released in June 2005. Nielsen is the author of Embracing Your Father: How to Build the Relationship You've Always Wanted with Your Dad (McGraw-Hill, 2004) and writes monthly columns for the websites of the Stepfamily Association of America, Parenting Bookmark, and the National Men's Resource Center.
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Grace Sightings
One day, Jesus told a story.
"A farmer went out to sow some seeds. He put all his seeds into a sack and went out to the field. He walked all through that field, scattering seeds everywhere. Finally, there were none left in his bag, so he came home and waited for the seeds to grow.
"Now some of those seeds fell on the pathways, but they didn't have a chance to grow. The birds came and ate them up.
"Some seeds fell on rocky ground. The seeds started to grow. Then the sun came out, and the plants dried up and died because they could not put down deep roots.
"Some seeds fell among the weeds. The seeds started to grow, but the weeds grew faster. The seeds were too crowded and couldn't develop properly.
"Some seeds fell on the good soil. The seeds put down deep roots and began to grow. Soon they grew into hardy plants. They grew and grew and grew until they produced lots of grain."
The disciples were puzzled. "What does this story mean?" they asked Jesus.
E
Sow a Seed
(based on Matthew 13:1–9, 18–23)
"The seed is the message of God's love," Jesus explained. "God joyfully plants the seeds of love everywhere. You are like the soil.
"Sometimes you are like the hard ground. God's message of love doesn't make sense. You are not ready to hear it yet. Don't worry, God still loves you. God keeps on planting.
"Other times you are like the rocky soil. God's message of love starts growing in you. Maybe some bad things happen to you, and God's love seems far away. Don't worry, God still loves you. God keeps on planting.
"Sometimes you will be like the weedy soil. At first, God's message of love starts growing in you. Then all kinds of worries come along and confuse you. When that happens, God's love seems to disappear. Don't worry, God still loves you. God keeps on planting.
"And sometimes you are ready to hear about God's love. The message of love grows deep down inside of you. It grows and grows and grows. Other people see God's love in you too. When that happens, God rejoices and keeps on planting."
3
E
Sow a Seed
(based on Matthew 13:1–9, 18–23)
Use one or more activities from each section to explore grace and gratitude with your children this week.
Recognizing God's Grace
Responding to God's Grace
Z If your family is not familiar with the term parables, describe them as stories that use word pictures to help people understand an idea. Jesus' parables were always about things that are familiar to the people, but the stories had a deeper meaning. Jesus told parables to help people think deeply about God and living in God's grace.
Z Read and enjoy the story with your children— imagine and wonder.
Z Act out the story. First be the birds, swooping down to eat their seeds on the road. Then crouch on the floor as seeds and stretch upward when it's time to grow; then wilt back down in the sun. Be weeds, choking out the good plants. Finally, be the seeds on good ground, growing up straight and tall.
Z Wonder together:
Z What did Jesus want to learn from this parable? What can happen when Jesus' message is "planted" in us?
Z Why didn't the farmer know in what kind of soil the seeds would grow best?
Z After Jesus told the parable, the disciples asked him to explain what it meant. Jesus said the parable was about how open the people and their hearts were to hearing and acting on God's word. Consider what type of soil you are today. Are you different soils at different times?
Z Divide a sheet of paper into four columns—"Dry Path," "Rocky Soil," "Weedy Soil," "Good Soil." List things in your lives that feel as if they fit in these categories. Consider what makes following God's ways hard (dry path), obstacles that get in the way (rocky soil), people or activities that distract you (weedy soil), and what supports you (good soil). Go through the categories that need help, and brainstorm together some "fertilizers" that might improve conditions.
Celebrating in Gratitude
Z Use play dough or other materials to create a sculpture or diorama of this parable.
Z Consider planting some seeds or beans to illustrate this parable at home.
Z Pray this prayer each day this week: Loving God, thank you for the stories Jesus told that help us understand more about your way of grace. Amen.
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JGEEBILS GS2019
Section A: General
1.
Ontario, a province in Canada, is nearly 6 times larger than the state of Karnataka, yet it houses fewer species of plants and animals than its Indian counterpart. This is most likely because:
a. Karnataka has a higher human population
b. Karnataka is closer to the equator
c. Ontario is west of Karnataka
d. Ontario gets more precipitation per year
2.
You have been asked to measure the wingspans of a set of birds of the same species. As your sample size (the number of wingspans you measure) increases, what will a graph of standard deviation vs. sample size look like?
a. Increasing
b. Decreasing
c. Constant (flat)
d. Fluctuating (sometimes increasing, sometimes decreasing)
3.
When you are writing a paper, which of the following actions does not require you to cite the source?
a. Reusing a standard abbreviation from a published paper
b. Reusing a sentence from a published paper
c. Reusing a paragraph from the methods section of a published paper
d. Reusing a paragraph from Wikipedia
4.
When viewed in sunlight, a flower has red petals and a green stalk. You pluck the flower and take it to a room illuminated with a red lamp. What colours does the flower now appear to be?
a. Black petals and a green stalk
b. Black petals and a black stalk
c. Red petals and a black stalk
d. Red petals and a green stalk
5.
India faced heavy floods this year in Uttarakhand and Kerala. This is most likely due to:
a. Pollution
b. Land use change
c. El Niño
d. Seismic activity
The speed of the Earth orbiting the sun is
a. the same at all points along its orbit
b. fastest at a single fixed point on its orbit
c. fastest at two fixed points on its orbit
d. slowest at two fixed points on its orbit
7.
What is the output range of the function 𝑦= 1 −exp (𝑥) for input values in the interval −∞< 𝑥< ∞?
a. −∞< 𝑦< ∞
b. 0 < 𝑦< ∞
c. −∞< 𝑦< 1
d. 0 < 𝑦< 1
8.
We say a shape has more symmetries if there are more ways it can be rotated, flipped or moved to get back the same shape. Below are images of four different macromolecules labelled A to D. Order them from low to high symmetry.
a. D, C, A, B
b. B, A, D, C
c. D, B, C, A
d. A, D, C, B
Identify the three measures of central tendency in the following distributions:
A1
a. A1 and B1= mode, A2 and B2 = median, A3 and B3 = mean
b. A1 and B3= mode, A2 and B2 = median, A3 and B1 = mean
c. A3 and B1= mode, A2 and B2 = median, A1 and B3 = mean
d. A1 and B1= median, A2 and B2 = mode, A3 and B3 = mean
10.
Observe the curves numbered 1, 2, 3 and 4 in this plot. For each of these curves at several evenly-spaced values of X, you measure the slope dY/dX. For which curve will you observe the largest variance in measured values of dY/dX?
a. Curve 1
b. Curve 2
c. Curve 3
d. Curve 4
Consider the following statements.
I. Some fairies are pixies
II. All pixies are magicians
III. No magicians are trolls
Based on the above statements, which of the following is correct:
a. Some trolls are pixies
b. Some fairies are magicians
c. All magicians are pixies
d. All pixies are fairies
12.
The following line graph gives the ratio of the amount of entry to the amount of exit of a specific molecule from a cell, over the time period 1-7 hours. If the entry at 4 hours was 250 units and the total exit at 4 hours and 5 hours together was 500 units, then the entry at 5 hours was:
a. 250 units
b. 300 units
c.
357 units d.
420 units
Which of the following is the largest?
a.
100
!/!""
b. 100 !/!"!
c. 10 !/!"
d. 10 !/!"
14.
Scientists marked and released 100 lizards on 4 islands. Each island is home to predators. After a month they trapped and counted all surviving marked lizards. They then repeated the experiment, but after removing all predators from each island. Their results are summarised below. Which of the following inferences can you make from this plot?
a. Predators have no impact on lizard survival
Predators have a bigger impact on female survival than male survival
c. Some islands did not have any predators to begin with
d. Females survival is twice that of males, but only in the presence of predators
What is the output of the following pseudocode program, which first defines a function 'whoosh' and then calls it from a for-loop?
```
define whoosh(n) if n is equal to 1 return 1 else return n + whoosh(n-1) endif end define for i = 1 to 5 print whoosh(i) endfor a. 1, 2, 3, 4, 5 b. 1, 1, 2, 3, 5 c. 1, 3, 6, 10, 15 d. 1, 2, 6, 24, 120
```
Section B: Physics
1.
You are running up a spiral staircase. The associated angular momentum points in which direction?
a. Upwards
b. Downwards
c. The net displacement is linear, so there is no angular momentum
d. The answer cannot be determined from the information given
2.
Which of the following best explains why the refractive index of water changes with temperature?
a.
Due to change in density
b. Due to change in surface tension
c. Due to change in viscosity
d. Due to evaporation
3.
A particle is constrained to move in a circle with a 10-metre radius. At one instant, the particle speed is 10 m/s and its speed is increasing with a rate of 10 m/s 2 . What is the angle between the particle velocity and acceleration vectors?
a. 0 degrees
b. 30 degrees
c. 45 degrees
d. 90 degrees
A charged particle is released from rest in a region where there is a constant electric field and a constant magnetic field. If the two fields are parallel to each other, the path of the particle is a
a. circle
b. straight line
c. helix
d. parabola
5.
A ray of light is incident on a mirror and the light travels in the direction 𝑥+ 3 𝑦 and after reflection, travels in the direction 𝑥. What is the angle of incidence with respect to the normal to the mirror?
a. 30 degrees
```
b. 60 degrees c. 90 degrees d. 120 degrees 6.
```
You have a system of non-interacting particles that can exist in three possible states, with energy 0, E, 2E (E > 0). At a temperature T = E/kB (where kB = Boltzmann's constant) the energy states are occupied in approximately the ratio
```
a. 1 : 1 : 1 b. 1 : 0.5 : 0.25 c. 1 : 2.72 : 7.39 d. 1 : 0.37 : 0.14
```
The voltage measured across a metal bar is plotted as a function of applied current, at two different temperatures (T1 and T2). Which of the following statements is correct?
a. T1 is greater than T2
b. T2 is less than T1
c. T1 is equal to T2
d. T1 could be less than or greater than T2 depending on which metal it is
8.
Two identical bi-convex lenses L1 and L2 are arranged 10 cm apart. A collimated, parallel beam of light strikes L1 from the left and converges 4.3 cm from the left lens. The emergent rays on the right of L2 will be
a. parallel
b. convergent
c. divergent
d. polarised
Standing waves are excited in a 1 m long pipe open at one end, closed at the other. Take the speed of the wave as 340 m/s and calculate the frequency of the first overtone (i.e. the first harmonic above the fundamental frequency).
a.
128 Hz b.
170 Hz
d.
510 Hz
10.
In a certain process 1.5×10 5 Joules of heat is added to an ideal gas to keep the pressure at 2.0×10 5 Pa while the volume expands from 6.3m 3 to 7.1m 3 . What is the change in internal energy for the gas?
a. It decreases by 2.0×10 5 J
b. It increases by 1.0×10 5 J
c. It increases by 1.0×10 3 J
d. It decreases by 1.0×10 4 J
11.
Consider the following "logistic" equation that describes the growth of a population of organisms: 𝑑𝑥/𝑑𝑡= 𝑥(1 −𝑥). The stabilities of the fixed (equilibrium) points are:
Note the spring-and-mass arrangement below. With no mass the spring has a rest length x0. Now a mass m is introduced as shown. Which curve in the gray box best represents the variation in TOTAL energy of this system?
a. Curve number 1
b. Curve number 2
c. Curve number 3
d. Curve number 4
13.
A particle of mass m undergoes harmonic oscillations with period T, about x = 0. Now a force F is applied to the particle, acting opposite in direction to its instantaneous velocity: F = - kv. What happens when the particle is released from rest from some x > 0:
a. It undergoes a steady oscillation with a period larger than T
b. It undergoes a decaying oscillation
c. It no longer oscillates, it moves in one direction with decreasing speed
d. It could oscillate or not, depending on parameter values
Which one of the following quantities is invariant under Lorentz transformation?
a. Charge density
b. Charge
c. Current
d. Electric field
15.
If |0 and |1 represent an orthonormal basis for the states of a single qubit, which of the following represents an entangled state of two qubits A and B? (The subscript labels the state of the respective subsystem A or B.)
a. |0 ! + |1 !
b. (|0 ! + |1 !)/ 2
c. |0 !⨂|1 !
Section C: Chemistry
1.
Element Y has a nucleon number of 19 and a proton number of 9. Which group in the Periodic Table does it belong to?
a. Group I
b. Group III
c. Group VII
d. Group VIII
2.
Which statement is true for the following chemical reactions?
```
CuCO3 + heat à CuO + CO2 CuO + SnO à Cu + SnO2
```
a. CO2 is oxidized and SnO2 is reduced
b. CuCO3 is oxidized and CuO is reduced
c. CuO is oxidized and SnO is reduced
d. SnO is oxidized and CuO is reduced
3.
Dinitrogen tetroxide (N2O4) breaks down into nitrogen dioxide (NO2). If the reaction is reversible and endothermic, which condition will give the largest yield of NO2?
a. High temperature and high pressure
b. High temperature and low pressure
c. Low temperature and high pressure
d. Low temperature and low pressure
4.
Which of the following molecules will have a dipole moment?
a. CH4
b. NH3
c. CCl4
d. CO2
5.
When a non-volatile solute is dissolved in a pure solvent, the difference between the freezing points of the solvent alone and the solution is
a. positive
b. negative
c. zero
d. none of the above
6.
A helium atom is heavier than a hydrogen molecule. At 298 K, the average kinetic energy of a helium atom is
a. twice that of a hydrogen molecule
b. equal to that of a hydrogen molecule
c. four times that of a hydrogen molecule
d. half that of a hydrogen molecule
Among the following, the one that gives positive Iodoform test upon reaction with I2 and NaOH is:
a. Molecule (A)
b. Molecule (B)
c. Molecule (C)
d. Molecule (D)
8.
For an endothermic reaction, where 𝛥𝐻 represents the enthalpy of the reaction in kJ/mol, the minimum value for the energy of activation will be:
a. Less than 𝛥𝐻
b. Zero
c. More than 𝛥𝐻
d. Equal to 𝛥𝐻
9.
Which of the following amino acids is commonly used in catalysis by enzyme?
a. Alanine
b. Arginine
c. Serine
d. Methionine
Which of the following compounds does not undergo ozonolysis reaction?
a. 3-methyl-1-butene
b.
2,3-dimethyl-butane
c. 2-methyl-2-butene
d. 2-methyl-1-butene
11.
4.8g of gas at 27°C occupied the same volume as 1g of hydrogen at 17°C and at the same pressure. What is the molecular weight of the gas?
a. 0.1 g
b. 0.48 g
c.
5.2 g d.
9.9 g
12.
Consider a reversible reaction 𝐴⇌𝐵 with forward and backward rate constants 𝑘! = 𝑘! = 1 sec !! . Suppose we start with a 1 molar solution of A. How long will the concentration of A take to reach 0.75 molar?
a. 0.25 sec
b. ln (4/3) ~ 0.29 sec
d. It will never reach that concentration
13.
Which compound is most acidic?
a.
H
2
O
b. H
2
S
c.
H
2
Se
d. NH
3
14.
Labelling of proteins with iodine is used for tracing. Which amino acid does iodine react with.
a. Alanine
b. Aspartate
c. Lysine
d. Tyrosine
15.
You are given an oligonucleotide whose molecular weight is 10000 Daltons. Assuming you want to make 100 µl of 100 µM stock how much oligonucleotide would you need?
a. 10 µg
b. 1 µg
c.
100 µg
d. 1000 µg
Section D: Biology
1.
Glucokinase phosphorylates glucose in liver only when glucose levels are higher than normal. What property of glucokinase is responsible for this?
a. High molecular weight
b. High Km
c. High Vmax
d. Ability to act equally on D- and L-glucose
2.
Platelets contain
a. Both genomic and mitochondrial DNA
b. Only mitochondrial DNA
c. Only genomic DNA
d. No DNA
3.
Protein X is composed of 700 amino acids. When resolved on denaturing PAGE it shows a band corresponding to 130 kDa. The probable reason for such discrepancy is
a. Dimerization of the protein
b. Glycosylation of the protein
c. Phosphorylation of the protein
d. Acetylation of the protein
4.
A geneticist crossed two pure-bred (homozygous) tall and short plants. In the F1 generation she observed that all the offspring were of intermediate height. If she crosses one of the offspring with the short parent what kind of progeny would you expect? Assume that plant height is dictated by a single locus.
a. All short
b. 50 % tall and 50 % short
c. 50 % intermediate and 50 % short
d. 50 % intermediate, 25 % tall and 25 % short
5.
How would you test whether a phenotypic difference between two populations of a plant is due to environmentally induced plasticity or evolutionary adaptation?
a. DNA sequencing
b. RNA sequencing
c. Grow both populations in different greenhouses
d. Grow both populations in the same greenhouse
6.
In an experiment, two fly populations are separately maintained for many generations. Population A contains closely-related individuals. Population B contains a set of unrelated individuals. Over many generations it is observed that the fitness of individuals in population A is lower than the fitness of those in population B. Why?
a. Close relatives will not mate with one another
b. Close relatives compete for common resources more than unrelated individuals
c. The offspring of close relatives harbour more deleterious recessive mutations
d. Unrelated individuals are likely to contain new high-fitness genes
Of the graphs shown below, which is most representative of the kinetics of ion transport through a membrane channel?
a. Graph (A)
b. Graph (B)
c. Graph (C)
d. Graph (D)
8.
Galvani discovered in the 1700s that frog's legs jerked when touched with a piece of copper and a piece of iron, simultaneously. This happens because action potentials are triggered due to which of the following properties of the metals:
a. Metals conduct charge away from cell membranes
b. Soluble metal ions mimic neurotransmitters
c. The temperature difference between metals and tissues
d. The electrochemical potential difference between the two metals
9.
Human red blood cells (RBCs) cannot be grown in cultures because
a. RBCs require a steady oxygen supply
b. RBCs are extremely fragile
c.
RBCs are terminally differentiated cells
d. RBCs are biconcave
10.
Which one of the following cannot form a bilayer by itself?
a. Glycerophospholipids
b. Cholesterol
c. Phosphatidic acid
d. Glycerolipids
11.
The poison dart frog, or poison arrow frog in the family Dendrobatidae carry Batrachotoxin, among other agents. The toxin irreversibly binds to voltage-gated sodium channels and keeps them open. Why does this paralyze and kill you?
a. The ionic gradient gets lost and the nerve cells die
b. Synapses remain active so muscles cannot relax
c. The metabolic cost of pumping sodium ions exhausts the ATP reserves of cells
d. All pain-conducting nerves become active simultaneously
The monoamine serotonin is synthesized mainly by enterochromaffin cells in the intestine. A mouse was treated with broad range of antibiotics for a week. After a week, both the diversity of gut microbiota and serum serotonin levels was reduced. In another independent study, a co-culture of Lactobacillus and enterochromaffin cells induced serotonin synthesis. Based on these observations, the reason for decreased serum serotonin in antibiotic treated mouse would most likely be
a. Antibiotics inhibit serotonin synthesis
b. Gut microbiota play an important role in serotonin biosynthesis
c. Antibiotics make the mouse depressed and hence reduce the levels of serotonin
d. Antibiotics degrade serum serotonin
13.
Konopka and Benzer isolated mutant fruit flies that had abnormal daily (circadian) rhythms. The graph below shows the number of fruitflies that eclose each hour of the day (eclosion means emergence from the pupal case). Which of these statements can be reasonably deduced from the given data?
a. The wildtype has a 24 hour rhythm
b. The mutation in Mutant 1 causes lethality
c. The rhythm is abolished in Mutant 2
d. Mutant 2 and Mutant 3 have mutations on different protein-coding genes
How many bacteria were there in the initial 1 ml sample based on the dilution series shown below? The labels below the tube show the amount of liquid before the transfer. Assume no cell death, and assume that all bacteria successfully form colonies when plated.
a.
b.
d.
6.5 x 10
8
6.5 x 10
6.5 x 10
6.5 x 10
9
10
11
Thyroxin is the major hormone produced by the thyroid gland. Rats may be thyroidectomised (THX) either surgically or chemically. In an experiment designed to investigate the relationship of the thyroid gland to metabolism (i.e. oxygen consumption) and protein synthesis, following data were recorded. Experimental and control animals were tested by measuring oxygen consumption in a respirometer for 1 hour and by measuring incorporation of injected tritiated leucine ( 3 H-Leu) in the liver. Post-injection, rats were sacrificed at various time points and radioactivity in the liver was measured.
Based on the above description, which of the following control experiment should also be performed to confirm the relationship of thyroxin to respiration and protein synthesis?
a. Inject untritiated leucine in the THX rats and take the measurements again
b. Inject untritiated leucine in the normal rats and take the measurements again
c. Inject Thyroxin in the THX rats and take the measurements again
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Expressive Arts and Design (Specific Area)
Introduction
Creativity is fundamental to successful learning. Being creative enables children to make connections between one area of learning and another and so extend their understanding through the following aspects:
Aspects
Exploring and using media and materials Being imaginative
Aim
To enable children to express their ideas and feelings and to promote the development of their imagination
Objectives
- To provide a stimulating environment and to value originality, creativity and expressiveness.
- To provide a wide range of activities that children can respond to by using their senses, developing ideas and expressing those ideas in a wide variety of settings.
- To use resources from a variety of cultures to stimulate different ways of thinking.
- To accommodate children's cultural or religious beliefs relating to forms of art or methods of representation.
- To provide children with sensory impairment opportunities to experience and respond to different stimuli (e.g. sounds, objects) in a variety of ways wherever possible.
- The children will have opportunity to explore a wide range of materials and media which will enable them to begin to appreciate and understand the many different forms and purposes that creativity covers, enabling them to extend using their own initiative.
Operating Policy
Programmes of work will be planned for each area of creative development, but children are also given the opportunity to think for themselves and select what they would like to do from a wide range of choices around them.
The children will have access to, and opportunity to handle, equipment covering a variety of techniques and interpretations.
They will be encouraged to explore freely by themselves, with peers, and with sensitive adult input, in order to extend the knowledge and skills required to make informed choices and develop personal interpretation.
Programme of Work
The programme of work will be based upon a mixture of children's interests and adult enhancements. These will be planned to ensure a broad and varied experience is provided for the children.
The children will have the opportunity to explore in an open-ended manner the properties of a wide range of materials/media. The staff will bear in mind that it is the process, and not always the end product, which aids creative development.
Exploring media and materials
- Activities allowing children to explore and make objects using a wide variety of materials including: playdough, clay, plasticene corn flour mix, wet and dry sand.
- Collage activities such as: collaged shapes, texture collage, paper collage, paper sculpture, paper bag puppets, paper plate faces, kites, hats, snakes, glass painting, sand collage, cardboard, badges, glasses, junk models.
- Drawing activities using chalk, charcoal, pastels, rubbings, felt-tips, crayon and wax resist, templates, and carbon copies.
- Painting activities using a variety of techniques including: finger painting, powder paint in shakers, spray paints, squeeze bottle paints, paint and scrape, block painting, butterfly pictures, roller bottle painting, stencilling, marbling, bubble painting, brush painting, dyeing.
- Printing activities including: foot prints, hand prints, clay prints, hand and knuckle prints, fruit and vegetables, balloons, roller prints, car prints, ball prints, leaf prints, sponge prints, marble rolling.
Music
- Individual free-play with musical instruments.
- Group free-play with musical instruments.
- Moving to music.
- Listening to live musicians.
- Listening to recorded music.
- Listening to music from a variety of cultures.
- Discussion of feelings which result from different types of music.
- Singing.
- Musical accompaniment to stories.
- Specialising teaching of duration, tempo, timber and texture.
Imagination
- Dressing-up games.
- Home corner.
- Role play with shops, post offices, doctor's surgery etc.
- Imaginative play with dolls and models.
- Acting out and expanding on stories.
- Individual and group discussion about what happened next at the end of a story.
Responding to experiences/expressing and communicating ideas
- Individual discussion.
- Group discussion.
- Painting and drawing.
- Model making.
- Role play.
- Playing musical instruments and singing.
Planning, recording and assessment
Individual targets and activity planning occurs on a daily, weekly or half termly basis. Weekly plans and activity planning sheets used by the setting are laid out
to identify each of the areas of learning in the EYFS Principles. This ensures that Expressive Arts and Design (EAD) is considered whenever a topic or activity is planned or spontaneously chosen.
Staff are able to observe the children and records of such observations can be made on the children's personal profile sheets or on activity record sheets.
Samples of the children's work which relate to EAD are kept in the child's individual folder as appropriate.
Assessment is carried out through a mixture of informal observation, interaction with the child, the use of the information on record sheets and discussion during regular staff meetings. The information gathered during the assessment process is then used for future planning of activities for each child.
Information gained through recording and assessment will be shared with parents, other school staff and outside agencies as appropriate.
The children in Nursery benefit from the options of being able to partake in ballet, music and movement and fun music sessions which are provided by visiting Specialist/Peripatetic teachers.
The children in the Reception class benefit from a weekly session with Mrs Hipwell, the school's specialist art teacher and Mrs Carnell, visiting Peripatetic music teacher.
Resources
It should be remembered that EAD embraces all areas of learning and therefore all resource lists need to be referred to.
Resources available are located in the Resources file.
Documentation
This is a working document, which was written in March 2001. Is it available to any person who wishes to read it and pass a comment. The policy is to review and amend the above as and when appropriate, minimum period two years.
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Beast Academy 3 Chapter 1: Shapes
Sequence:
BA5, Chapter 1 3D Solids
The Shapes chapter can be difficult for students, particularly if this is their first time using Beast Academy. It can be moved to any point in the BA3 sequence. It does not need to come first.
Overview
This chapter is primarily about classifying shapes.
We introduce lots of new terms with rigorous mathematical definitions. It is fine for students to use a reference sheet to organize new terms and definitions.
Classifying Angles
Angles are classified by how "open" they are (the size of an angle has nothing to do with the lengths of its "sides"). Lines that meet at a perfect "L" form a right angle. An angle that is less open than a right angle is acute, and an angle that is more open than a right angle is called obtuse.
Angle Classifications
Acute
Right
Obtuse
Classifying Triangles
Triangles are classified by both their angles and their sides.
Angles:
If the angles are all acute, the triangle is an acute triangle. A triangle that has a right angle is a right triangle. A triangle that has an obtuse triangle is an obtuse triangle.
Sides:
If the sides are all different lengths, the triangle is scalene. If at least two sides are equal, the triangle is isosceles. If all three sides are equal, the triangle is equilateral.
Triangle Classifications
Acute
Right
Obtuse
Scalene
Isosceles
Equilateral
X
X
Teaching:
Students should not use measuring tools. For angles, it's enough to compare to the corner of an index card or other right angle. For isosceles triangles, students should look for symmetry. "If you fold the triangle in half, will the sides match?" Students should rotate the triangles to get different views.
Ask students why there are two "missing" triangle types in the chart above. Every equilateral triangle looks the same (ignoring size), with three acute angles. So, all equilateral triangles are acute.
Consider the definition of isosceles triangles. Ask students whether an equilateral triangle is also isosceles. (Yes, since an equilateral triangle has at least two equal sides, it is also isosceles.)
Beast Academy 3 Chapter 1: Shapes
Classifying Quadrilaterals
We can use a Venn diagram to help students see the relationships between different types of shapes.
Shapes that have straight sides are called polygons.
A polygon with four sides is called a quadrilateral.
A quadrilateral with four right angles is a rectangle.
A quadrilateral with four equal sides is a rhombus.
A quadrilateral that is both a rectangle and a rhombus (four right angles and four equal sides) is called a square.
It may be hard to convince students that this shape ( ) is a rectangle. Every square is a special kind of rectangle (one with four equal sides). Every square is also a special kind of rhombus (one with four right angles).
Quadrilateral Classifications
Quadrilaterals
Rectangles
Rhombuses
Squares
Give students examples of classification systems they are familiar with. For example, all pigeons are birds, and all birds are animals. In the same way, all squares are rectangles, and all rectangles are quadrilaterals.
Ask classification questions like, "Is every rectangle a quadrilateral?" (Yes.) Students who answer "No" should try to give examples. "Is every rectangle a square?" (No. )
Play with shapes in unexpected orientations. "What words describe this shape: ?" (Rectangle, quadrilateral, polygon, and shape.)
Counting Shapes
We ask students to count shapes. These can be very difficult for students and require careful organization as described in BA2 Chapter 12.
Students also get practice recognizing shapes that are made from smaller shapes. Understanding how shapes can be built from smaller pieces is key to solving many geometry problems.
There are 4 small triangles,
4 medium triangles,
and 2 large triangles.
So, there are a total of 4+4+2=10 triangles.
Other Shapes and Puzzles
Polyominoes are included in this chapter to give students some fun spatial reasoning practice. The puzzles towards the end of the chapter can take a lot of time and fiddling. A goal of puzzles like these is to give students opportunities to try and fail. Students are usually more comfortable failing at problems with simple manipulatives like polyominoes or toothpicks, where trial-and-error experimentation are necessary and easily encouraged.
An important trait for all good problem solvers is resilience and a willingness to fail.
Beast Academy 3 Chapter 2: Skip-Counting
Overview
This chapter focuses on skip-counting and patterns that will help students transition to multiplication. Students who practice skip-counting learn to recognize useful patterns and gain number sense (for example, recognizing that certain numbers come up a lot, like 12, 30, and 42, and others never come up, like 19, 23, and 41.)
Before learning multiplication, skip-counting helps students develop strategies for moving quickly between multiples of a number. For example, by recognizing that ten 7's is 70, students can jump to nearby multiples of 7 by skip-counting.
...
This is also useful for helping students practice multiplication facts. For example, students who know 6×6=36 can quickly get to 7×6, 8×6, or 9×6 by completing a known skip-counting pattern.
Patterns
Encourage students to recognize patterns when skipcounting. The hundreds chart can help students see these patterns.
For example, when skip-counting by a number that is close to 10, students can add 10, then compensate. Adding 9 is the same as adding 10 then taking away 1. Adding 12 is the same as adding 10 then adding 2.
Commutativity
In this chapter, we lay the foundation for the commutative property of multiplication (5×8=8×5). Students should see that adding five 8's gives the same result as adding eight 5's.
This allows students to quickly add fifty 3's, for example, by adding three 50's.
Skip-counting by 12 on the hundreds chart.
Chapter 2: Skip-Counting
Starting at Different Numbers
Standard skip-counting by 6's begins with 6 and continues with the multiples of 6: 6, 12, 18, 24, 30, 36, and so on.
We also encourage students to begin at other numbers. For example, students may be asked to count by 6's starting at 180. When they later multiply 33×6 (or 6×33), they can start at 30×6=180, then add three more 6's to get 198.
Eventually, they will do this without skip-counting. This repeated-addition model of multiplication helps students see that multiplication is distributive: 6×33=(6×30)+(6×3).
Balance Scale Problems
This section is optional. It is based on a classic problem, which asks for the largest number of chicken nuggets that cannot be ordered if they are sold in boxes of 6, 9, and 20. In other words, what is the largest number you cannot get by adding 6's, 9's, and 20's.
It is an example of a difficult problem that can be solved with organized reasoning and has a surprising result. The table on the right shades all of the numbers you can get by adding 5's and 7's. You can get every number past 23!
It is useful to note that this doesn't work if the numbers you are adding share a common factor. For example, if both are even (like 4 and 6), it is impossible to get any odd results.
Numbers you can get by adding 5's and 7's.
Beast Academy 3 Chapter 3: Perimeter & Area
Sequence:
Overview
This chapter introduces perimeter and area as two ways to measure a shape's size, then present a variety of problems to help students build a deep understanding of these concepts.
Units: To keep things simple, we do not include units in this chapter. Feel free to include units if your students are ready, but we don't recommend requiring them in student answers at this level.
Multiplication: Multiplication is not introduced until BA3, Chapter 4, and we purposefully avoid perimeter and area formulas in this chapter. However, it's fine if students multiply to compute areas.
Finding areas helps to motivate multiplication, and gives student an excellent visual model for later multiplication strategies.
Perimeter
Perimeter is the distance around a shape, and can be found by adding all of a shape's side lengths. Quickly move to problems where not all of the side lengths are labeled.
For example, in a regular polygon (where all sides are equal), knowing just one side length is enough.
In a rectangle, opposite sides are the same length. So, you only need two side lengths to find its perimeter.
3+7+3+7=20
Rectilinear Shapes
Rectilinear shapes have sides that meet at right angles. Encourage students to use the relationships between sides to find missing side lengths.
Find the missing side length in the rectilinear shape below.
Once students are comfortable, challenge students to find the perimeter of a rectilinear shape without finding all of its side lengths.
Find the perimeter of the rectilinear shape below.
4
12
7
The total perimeter is the same as a 7-by-8 rectangle: 7+8+7+8=15.
8
Chapter 3: Perimeter & Area
Triangle Inequality
This is an accessible topic that helps students think carefully about the relationships of side lengths in a triangle. Help students discover that in a triangle, the lengths of the two short sides must add up to more than the length of the long side.
Guide students with questions about concrete examples. "Can you attach sticks that are 3, 5, and 9 inches long to make a triangle? Why or why not?" Once students can recognize which examples are impossible, ask, "If two of the sticks are 4 and 7 inches, what are the possible lengths of the third stick?"
Area
Area is the amount of space a flat shape takes up. We can divide shapes into equal-sized squares to find and compare areas.
For rectangles, the side lengths give us the number of squares tall and wide a shape is. We can use these to count the number of squares needed to cover the rectangle (by skip-counting, or multiplying for students who have already learned their basic multiplication facts).
Students then learn to split complicated rectilinear shapes into rectangles, adding partial areas to find the total area of a shape.
Breaking shapes into parts is an essential skill in geometry. As students encounter more difficult shapes (triangles, trapezoids, parallelograms, etc.), they will be able to split them into familiar parts to help them recognize properties, find areas, and discover formulas on their own.
A triangle has sides that are 4 and 7 inches long. What are the possible lengths of its third side?
What is the area of the rectilinear shape below?
3
3
The total area is 30 squares (square units).
Area and Perimeter Relationships
A common misconception is that a shape with more area will always have more perimeter (and vice-versa).
The two shapes on the left have the same area, but very different perimeters. The two shapes on the right have the same perimeter, but very different areas.
Encourage students to draw shapes with the same perimeter, then compare their areas.
Draw shapes with the same area and compare their perimeters.
Help students discover that more area does not always mean more perimeter.
Perimeter:
Area:
20
9 sq
20
25 sq
Perimeter:
Area:
Beast Academy 3 Chapter 4: Multiplication
Sequence:
BA3, Chapter 4 This Chapter
BA4, Chapter 2 Multiplication
BA3, Chapter 2 Skip-Counting
BA3, Chapter 6 The Distributive Property
Multiplication can be used as a shortcut for repeated addition. This chapter transitions students from skip-counting to memorizing multiplication facts.
Overview
This is one time when memorization is critical.
Students who can quickly recall every basic multiplication fact (to at least 10×10) will have a significant advantage over those who can't. For example, a student who does not recognize that both 45 and 63 are divisible by 9 will have no idea how to simplify 45 63 .
Students will memorize multiplications facts at different rates. We recommend including extra drill as needed to help all students memorize their multiplication facts, and continuing to supplementing with multiplication practice for students who need it.
The Times Table
Memorizing 121 multiplication facts may seem daunting. Help students recognize that there isn't much to memorize.
If we remove the ×0, ×1, ×2, and ×10 facts, and one of each pair of "twin" facts (like 3×7 and 7×3), there are just 28 facts to memorize.
Start with a basic times table (0×0 through 10×10). This can be filled by skip-counting. Students should have had significant practice with skip-counting.
Review the chart with your students. Students should notice some helpful patterns. Practice multiplying by 0, 1, 2, and 10. We will learn some quick ways to multiply by 4 and 5 later.
Help students see that almost every fact has a "twin" (3×7=7×3). If you know one, you know the other.
Memorizing perfect squares is useful. If you know 7×7=49, it is easy to get to 8×7 and 9×7 by counting up by 7's. Almost all of the hardest facts to memorize are within 1 or 2 steps of a perfect square.
With practice, students should eventually move away from skipcounting methods to recalling facts.
Memorizing multiplication facts early will provide huge benefits. Students will use them for the rest of their life, both in school and outside the classroom.
Memorizing perfect squares will help students quickly compute nearperfect-squares by counting up.
Chapter 4: Multiplication
Multiples of 10
In our number system, each place value is ten times the place value to its right. So, multiplying a number by 10 shifts each digit one place to the left. In other words, multiplying a whole number by 10 puts a 0 at the end of the number. For example, 3×10=30, and 222×10=2,220.
Since 100=10×10, multiplying by 100 is the same as multiplying by 10 twice. So, multiplying a whole number by 100 puts two 0's at the end of the number.
We can use the same logic to multiply two numbers that have zeros at the end.
With practice, students will learn to ignore the zeros at the end of numbers, multiply, then write the correct number of zeros at the end of the product.
Careful, though. The number of zeros in the numbers you are multiplying doesn't always match the number of zeros in their product, as shown in the 50×600 example on the right.
Strategies
Reordering
The Commutative and Associative properties of multiplication let us reorder and group the numbers in a multiplication expression however we want. A good strategy is pairing numbers that make 10's or multiples of 10.
Multiplying by 4 (and 8)
Similarly, since 8=2×2×2, to multiply a number by 8, students can double the number three times.
Many students have an easy time doubling numbers. Since 4=2×2, to multiply by 4, students can double twice. For example, 13×4=13×2×2. Doubling 13 gives 26, and doubling 26 gives 52.
Multiplying by 5
Students have not been introduced to division yet, but can still often find half of a number. Since 5 is half of 10, multiplying by 5 gives a result that is half as much as multiplying by 10.
Combining Strategies
Students can combine strategies and make up their own. For example, to multiply by 50, students can multiply by 100 and find half. Encourage students to explain why their strategies work.
Multiplying a number by 10 adds a zero to the end of the number. Multiplying by more than one 10 adds more zeros.
222×100 =222×10×10
=22,200
500×3,000
=(5×10×10)×(3×10×10×10)
=(5×3)×10×10×10×10×10
=1,500,000
50×600
=(5×10)×(6×10×10)
=(5×6)×10×10×10
=30,000
2×7×5×3
=21×10
=(7×3)×(2×5)
=210
13×4
=26×2
=13×2×2
=52
28×5 is half of 28×10=280. Half of 280 is 140. So, 28×5=140.
62×50 is half of 62×100=6,200. Half of 6,200 is 3,100. So, 62×50=3,100.
Beast Academy 3 Chapter 5: Perfect Squares
Sequence:
Overview
This chapter gives students an opportunity to practice multiplication. We place an emphasis on area models that give students some clever computation strategies. Perfect squares help students improve their number sense and estimation skills, and offer a foothold towards working with exponents.
We do not use any exponent notation (x 2 ) in this chapter.
Basics
Squaring a number means multiplying the number by itself.
We call the result of squaring a whole number a perfect square For example, 0, 25, and 81 are all perfect squares.
.
Memorizing the first 10 to 15 perfect squares will help students later with other computations and estimation.
Area and Perimeter
We focus on an area model of multiplication. Students relate squaring a number to finding the area of a square.
Students can compare the areas of rectilinear shapes (shapes that have only right angles) that have the same perimeter.
Students should discover that for a given perimeter, a square is the rectilinear shape with the largest area.
Visual Models of Computation Strategies
Squares Ending in 5
Encourage students to understand the math behind any "trick" you present. In this case, we use an area model to explain a quick way to square any number that ends in 5. For example, to square 65, we can multiply 60×70 and add 25, as shown by the area model below.
We can use the same reasoning to square 45 (which is 40×50+25), or 95 (90×100+25), or any other number ending in 5.
After 0, what are the five smallest perfect squares?
The five perfect squares after 0 are 1×1=1, 2×2=4, 3×3=9, 4×4=16, and 5×5=25.
Perimeter=20
Area=16
Perimeter=20
Area=9
Perimeter=20
Area=25ü
Which shape below with perimeter 20 has the largest area?
Chapter 5: Perfect Squares
Visual Models of Computation Strategies (cont.)
Finding Nearby Perfect Squares
We can get from a known perfect square to a nearby perfect square by adding or subtracting.
Compute 11×11.
Multiplying Nearby Numbers
There is a useful relationship between the product of numbers that are two apart (like 4×6) and the square of the number between them (5×5).
Playing with some easy examples (like 8×10 vs 9×9), students should see a pattern. The product of the two numbers is always 1 less than the square of the number between them. For example, 19×21 is one less than 20×20.
A visual model can help students understand why this is always true. If we start with a 19-by-21 square, we can rearrange the unit squares to make a 20-by-20 square with 1 unit missing, as shown on the right.
Compute 19×21.
In Algebra, students will encounter special products like (x−1)(x+1)=x 2 −1 and can use the same visual model to understand them.
Extras
Perfect squares are fun and show up all over the place. In this chapter, we include a few cute topics and curiosities.
* The sum of the first n odd numbers equals n 2 (discussed by R&G in the Guide).
* Every whole number can be written as the sum of four or fewer perfect squares (Practice pg 65).
* We explore dissecting a square into the smallest number of smaller squares possible, sometimes called a Mrs. Perkins' Quilt problem (discussed in the Lab section of the Guide).
These problems are easy for young students to explore and give fun opportunities for enrichment.
Beast Academy 3 Chapter 6: The Distributive Property
Sequence:
Overview
The distributive property is the foundation of every common multiplication algorithm. It allows students to split multiplication into parts, and then add those parts to get a final product.
Many students apply it intuitively to problems like, "How many days are there in 52 weeks?" Students find ways to break the multiplication into parts that are easy to multiply. "In 50 weeks there are 50×7=350 days, so two more weeks gives us 350+14=364 days." Students learn to write this mathematically as 7×(50+2)=(7×50)+(7×2).
Later, in algebra, students will use the distributive property to expand expressions like x(x+7) to get x 2 +7x. Students who have used the distributive property for multi-digit multiplication will have a much easier time understanding how to apply it with more abstract expressions in algebra.
Order of Operations
The order of operations tells us how to evaluate an expression so that everyone gets the same result.
To evaluate an expression, start with what's in parentheses. Multiplication is done before addition and subtraction. Add and subtract from left to right.
The distributive property gives us a way to rewrite an expression that includes parentheses without changing its value. For example, (60+7)×3 can be rewritten as 60×3+7×3.
Evaluate 60×3+7×3.
We don't just work from left to right. We multiply before we add.
60×3+7×3
= 180 + 21
= 201
The Area Model
Area models give students a great way to visualize multiplication and the distributive property.
When finding the area of a rectangle, it is often easiest to split the rectangle into parts with sides that are easy to multiply. The total area of the rectangle is the sum of its parts.
Find the area of an 8-by-13 rectangle.
Students may find other ways to split the rectangle to get the same answer.
Chapter 6: The Distributive Property
Distributing
Encourage students to mentally compute products of 1-digit numbers times 2- or 3-digit numbers. For example, to multiply 106×4, guide students to think about how many 4's they are adding.
106 fours is the same as 100 fours plus 6 fours. So, students can add 100×4 plus 6×4 to get 400+24=424. Students then learn to show their work by applying the distributive property more formally. Guide them initially with arrows and blanks to fill in. With practice, students should be able to write the work on their own.
Expressions should include multiplication both left and right of the parentheses.
Students should also learn to distribute multiplication over subtraction. (40−3)×7 can be rewritten as 40×7−3×7. Again, this makes sense. (40−3) sevens is the same as 40 sevens minus 3 sevens.
Factoring
Students should also use the distributive property "in reverse" to rewrite expressions. This is called factoring.
For example, to compute 19×7+31×7, students can combine these products into one. Ask, "How many 7's are there all together?"
Explain this in words (as above), using the distributive property (on the right), and using area models (below).
Evaluate 19×7+31×7.
Since both of the products we're adding include a 7, we can factor a 7, then compute:
19×7+31×7 = (19+31)×7
= 50 × 7 = 350
7
=
Students should gain fluency changing the order of two terms that are added or multiplied. For example, students should recognize that all of the expressions below are equal.
7×31+7×19=7×19+7×31
Beast Academy 3 Chapter 7: Variables
Sequence:
BA3, Chapter 7 This Chapter
BA5, Chapter 3 Expressions & Equations
We recommend that students complete Chapter 5 in BA2 before beginning this chapter. It introduces students to expressions, using symbols like , , and , as variables.
Overview
This chapter introduces students to the traditional use of variables (letters that stand for numbers). Introducing variables early reduces the intimidation factor that comes if students see them for the first time in prealgebra and helps students explain and generalize relationships and patterns.
Basics
A variable is a symbol (usually a letter) that stands for a number.
Students have used symbols like , , and , or empty boxes that stand for numbers (as in 16+ =58). Encourage students to think of letters the same way they think of shapes or empty boxes.
Figuring out what x is in 16+x=58 is no different than filling in the empty box in 16+ =58, or figuring out what stands for in 16+ =58.
Expressions
An expression uses numbers, variables, and math symbols (like +,−, ( ), and later ×,÷, and more) to stand for a value. For example, 14, a−b, and 2×n are examples of expressions. Expressions don't have equals signs (equations do).
Evaluating an expression means finding its value. If an expression includes a variable, the value of an expression can change, depending on the value of the variable.
Simplifying an expression means writing it in a way that makes it easier to use without changing its value. For example, students can see that adding a number and then subtracting the same number is the same as doing nothing.
Students can see that 14+n−n can be simplified to 14, and x+79−79 can be simplified to x. Similarly, x+15−16 is simpler as x−1.
We also explore how expressions can be used to describe patterns and create formulas. For example, the perimeter of a square with side length s is always 4×s, and its area is always s×s.
Solving for x is similar to problems students have done before.
16+
=58
16+
=58
16+
x
=58
Evaluate 16+
x
if
x
=20.
16+
=16+20
x
=36
Write an expression for the area and perimeter of a square with side length s.
Perimeter:
s
Area:
s
×
s
4×
s
Beast Academy 3 Chapter 7: Variables
Equations
An equation is a mathematical statement in which two expressions are equal. Put simply, equations have equals signs. For example, 14+6=20, a−b=7, and 16=2×n are all equations.
Solving Equations (Guess-and-Check)
Solving an equation means finding the value of the variable. We encourage students to solve equations like 16+x=58 the same way they solve 16+ =58. Students can see that 16+42 is 58, so x must stand for 42.
Sometimes, it helps to simplify part of an equation before solving it. Students who can guess and check should be allowed to. Don't discourage guessing and checking.
Solve for
x
if
16+
x
+11=50.
First, 16+
x
+11 is
So, the same as
x
+27.
x
+27=50.
Since 23+27=50,
x
=23.
Solving Equations ("Balance Scale" Methods)
Whatever is done on one side of a balance must also be done on the other for the two sides to stay equal. Similarly, subtracting or adding the same amount on both sides of an equation can help you find the value of a variable.
We can remove 13 grams from both sides of the balance scale on the left, and the h-gram weight will balance the remaining 53−13=40 grams on the left side.
Similarly, we can subtract 13 from both sides of the equation on the right, leaving us with the equation 40=h.
Balance scale strategies can be helpful when equations are difficult to guess-and-check. Presenting this as an advanced strategy used in algebra may help motivate bright students to learn another useful method for solving more complex equations.
Translating
Translating words into math is not necessary at this level, but helps prepare students for the more complicated problems they will solve using expressions and equations later on.
Encourage students to use meaningful variables (s for the number of cookies Sam made, for example) and always test that their expressions and equations match the words.
Tom made 5 more cookies than Sam. Together, they made 33 cookies. How many cookies did Tom make?
If Sam made
s
cookies,
Together, they made s+(s+5) cookies. So, then Tom made
s
+5 cookies.
Solving for s, we get s=14. So, Sam made 14 cookies and Tom made 14+5=19 cookies.
Beast Academy 3 Chapter 8: Division
Sequence:
Students must have a solid understanding of multiplication and must know their basic multiplication facts from BA3, Chapter 4, including products of multiples of 10.
Overview
Division is splitting an amount into equal parts. We explore several ways to think about division.
Most importantly, students must understand the relationship between division and multiplication. To compute 63÷7 efficiently, a student must know that 9×7 is 63.
Since 9 groups of 7 make 63, splitting 63 items into groups of 7 makes 9 groups.
A student who doesn't know 9×7 is 63 will have a tough time with 63÷7.
Understanding multiplication is critical to understanding division.
Basics
Division is used to answer two types of questions:
How many groups?
If we know the total number of items and we know how many items we want in each group, we can figure out how many equal groups there will be.
How many are in each group?
If we know the total number of items and we know how many equal groups there will be, we can figure out how many items are in each group.
30 students are split into groups of 5. How many groups are there?
We can divide 30
So, 30÷5=6.
into 6 groups of 5.
30 students are split into 5 equal groups. How many are in each group?
```
We can divide 30 into 5 equal groups of 6. So, 30÷5=6.
```
Students who understand both models above can think about division problems whichever way is easiest for them.
For example, to solve 90÷18, it's easier to imagine 90 split into groups of 18 than splitting 90 into 18 groups. A student reasons, "I can add 18's until I get 90. It takes five 18's to make 90, so 90÷18=5."
To solve 96÷3, it's easier to imagine 96 items split into 3 equal groups than counting how many 3's are in 96. A student may reason, "To split 96 into 3 equal groups, I first put 30 in each group. That leaves 6 more to split up. I can put 2 more in each group to get 3 groups of 32. So, 96÷3=32."
Relating Multiplication and Division
Multiplication is taking a number of equal amounts and finding a total. For example, 3 groups with 5 in each group makes 15 all together: 3×5=15.
Division is splitting a total into equal amounts. For example, dividing 15 objects into groups of 5 makes 3 groups: 15÷5=3. Or, dividing 15 objects into 3 equal groups makes groups of 5: 15÷3=5.
Chapter 8: Division
Relating Multiplication and Division (continued)
We can use any known multiplication fact to help us divide. For example, knowing 4×7=28 can help us solve two division problems as shown below.
4 groups of 7 makes 28: 4×7=28.
So, 28 divided into 4 groups makes 7 in each group:
And 28 divided into groups of 7 makes 4 groups:
28÷4=7.
28÷7=4.
It can be useful to think of division as finding a missing number in a product. This is especially true when computing with multiples of 10.
To solve 20,000÷40, we can find the number that fills the blank in 40× =20,000. Since 40×500=20,000, we know that 20,000÷40=500.
Long Division and Remainders
Before teaching any long division algorithms, help students reason their way through some division problems with larger numbers using concrete examples.
"If I divide 102 apples equally into 7 equal baskets, how many will be in each basket? Will there be any extra apples? How many?"
Encourage students to discuss their strategies. For example, "We can put at least 10 apples in each basket. That's 70 apples, so we'll have 102−70=32 left. Then, we can put 3 more in each basket. That leaves 32−21=11 apples. Then, if we put 1 more apple in each basket, there will be 11−7=4 apples left. We can't put another whole apple in each basket. So, each basket gets 10+3+1=14 apples, with 4 left over."
The long division algorithm we encourage is just a way for students to organize this thought process. Note that using 10, 3, and 1 is one of many ways students can complete the division with this algorithm. Its flexibility is another advantage our algorithm has over the traditional algorithm.
We don't suggest teaching the standard long division algorithm on the right. It turns an intuitive process into a set of mysterious steps that are difficult to explain.
"Why does this work? Why do we divide 7 into 10, not 102? Why do we 'bring down' the 2? What is going on!? This doesn't make any sense!"
Both methods give 102÷7=14 with 4 left over.
The method on the right looks shorter, but it's unclear what happened.
The method on the right may take more writing, but it relates to an intuitive process that students understand and can talk through.
Many students become frustrated with math around the time long division is introduced. Teaching an algorithm that students can't make sense of causes math to lose meaning. We urge you to teach an algorithm that helps build conceptual understanding.
Please read the Guide and the BA4 Chapter 5 overview for more.
Beast Academy 3 Chapter 9: Measurement
Sequence:
BA3, Chapter 9 This Chapter
This chapter can be used at any time with students who are comfortable with multiplication and division and can even be sprinkled throughout BA level 3. There are even some short projects that can be used independently to give students hands-on practice with measurement.
Overview
In this chapter, the Guide book and practice problems do not correspond directly. The Guide covers broad measurement concepts and is organized by measurement system (Customary and Metric). The practice is organized by measurement type (length, weight, volume, temperature, price, and time.) We recommend reading the entire chapter in the Guide first before beginning the practice.
Measurements give us ways to describe physical properties with numbers. Units make these measurements meaningful. Measurements without units are not useful.
"How long is it?" "It's 5!" "Five what? Inches? Miles? Hours?"
The goal in this chapter is to give students a broad overview of the various types of measurements, measurement systems, and the units within these systems. Students learn important practical skills such as how to measure, estimate, and make basic computations and conversions.
Units
A unit is a specific amount that can be used to describe a physical property like length, weight, or temperature.
Measurement Systems
Beast Academy includes units from two different systems of measurement: the Customary and Metric systems (apologies to our overseas readers who undoubtedly find customary units absurd).
Each system has its own sets of standardized units that allow people around the world to measure and describe things accurately.
Students do not need to memorize conversion factors, but should have a general sense of the size of common units. For example, a gram is about the weight of a paperclip, and a kilogram is about the weight of a textbook. Students should also be able to choose an appropriate unit when measuring.
Generally, big units are used to measure big things (the drive is best described as 19 kilometers, not 1,900,000 centimeters), and small units are used to measure small things (the pencil is best described as 19 cm long, not 0.00019 kilometers long).
Addition and Subtraction
To add or subtract two measurements, they must use the same units. To add 3 hours to 120 minutes, we can't simply add 3+120. We need to convert the measurements into the same units, as described in the next section. (180+120=300 minutes, or 3+2=5 hours.)
Beast Academy 3 Chapter 9: Measurement
Unit Conversions
We can convert between units in each measurement system (we do not convert between units in different systems at this level). For example, below are some common units of volume and capacity and their conversions. Again, students should not be expected to memorize these.
Large to Small
Converting a large unit into a smaller one like cups into fluid ounces is similar to reasoning students have used before. If there are 8 apples in each basket, 3 baskets hold 3×8=24 apples. Similarly, since there are 8 fluid ounces in each cup, 3 cups equals 3×8=24 fluid ounces.
Small to Large
Converting from a small unit to a large one is often more difficult for students, and it helps to start with familiar units like seconds and minutes (or feet and inches for U.S. students). Students can use a variety of strategies to answer, "How many minutes are in 180 seconds?"
Students may make a table, count up, divide, or think of this as regrouping seconds into minutes. "Since there are 60 seconds in 1 minute, 120 seconds is 2 minutes, and 180 seconds is 3 minutes."
Mixed Measures
Some measurements are commonly given with two different units. For example, lengths in feet and inches, weights in pounds and ounces, or time in hours and minutes. Students can convert from a small unit to a mixed measure. For example, students can write 30 inches as 2 ft 6 in, or 200 minutes as 3 hrs 20 mins. (The number of small units must always be too small to regroup into a large unit. For example, we never write 2 hrs 80 mins.)
How many ounces are in 3 pints?
We can use the table above.
1 pint is 2 cups, so 3 pints is 6 cups.
1 cup is 8 ounces, so 6 cups is 48 fl oz.
3 pints=48 fl oz.
Write 50 ounces in pounds and ounces.
1 pound is 16 oz.
2 pounds is 32 oz.
3 pounds is 48 oz.
So, 50 oz is 2 oz more than 3 pounds.
50 oz = 3 lb 2 oz.
Types of Measurements
The problems in the Practice book include measurements of length, weight, volume, temperature, price, and time. These can be done in any order.
Several projects are included in the chapter that give students opportunities for hands-on measurement, experimentation, and practical applications.
Beast Academy 3 Chapter 10: Fractions
Sequence:
Students must have a solid understanding of multiplication and division before beginning this chapter.
Overview
This chapter introduces fractions. Establish early that fractions are numbers on the number line. Fractions are often introduced as parts of a whole. This can lead to confusion. For example, thinking of 3 7 as "three out of seven" makes it hard to see why 3 7 + 3 7 equals 6 7 . In the context of free throws, three out of seven plus three out of seven is six out of fourteen!
Using the model of fractions as numbers on the number line helps students connect them to the numbers that they already understand.
Fractions on the Number Line
Fractions are another way to write division. For example, 1÷2 can be written as 1 2 .
1 2 The number being divided is called the numerator. The number you are dividing by is called the denominator.
If we divide the number line between 0 and 1 into 2 pieces of equal length, each piece has a length of 1 2 . Similarly, if we divide the number line between 0 and 1 into 5 pieces of equal length, each piece has length 1 5 . If we divide it into 8 pieces, each piece has length 1 8 .
.
Fractions with 1's in their numerators are called unit fractions
The more pieces you split something into, the smaller those pieces are. So, the larger the denominator, the smaller the unit fraction. For example, 1 9 is a little bit smaller than 1 8 .
We can build other fractions from unit fractions just by counting up on the number line. For example, we can start at 0 and count 3 pieces of length 1 7 to find 3 7 . We can mark all of the sevenths from 0 to 1 as shown on the right. Make sure students are counting pieces, not tick marks.
It makes sense that 7 =1, since 7 means the same thing as 7÷7!
For example,
Fractions can be greater than 1.
28
equals 28÷7=4.
Other fractions are between whole numbers. For example, 16 7 is a fraction that is a little more than 14 7 (which equals 2), but less than 21 7 (which equals 3).
7
Chapter 10: Fractions
Mixed Numbers
A mixed number is a way to write a fraction that is greater than 1. For example, 3 1 6 is a mixed number that means 3+ 1 6 .
We can use whole numbers to help us write fractions that are greater than 1 as mixed numbers. For example, we can compare 19 4 to some nearby whole-numbers.
19 4 is between 16 4 =4 and 20 4 =5. We can label 19 4 on the number line as shown below.
4
4
4
4
4
4
So, 19 4 is 4+ 3 4 . As a mixed number, we write 19 4 as 4 3 4 . Avoid algorithms with conversion "tricks." Read the BA4 Chapter 8 overview for more on converting between fractions and mixed numbers.
Parts of a Whole
Fractions can be used to represent a part of any whole. We recommend saving this approach until students fully understand fractions as numbers on the number line.
Have students practice shading fractions of shapes by splitting them into equal parts (given by the denominator) and shading some of the parts (given by the numerator).
Equivalent Fractions
Fractions that stand for the same point on the number line are called equivalent fractions. Fractions that are equaivalent look different, but are equal. For example, 3 4 and 6 8 are equivalent.
If we take three fourths and split each fourth into two pieces, we get six eighths. This is the same as multiplying both the numerator and denominator by 2. Multiplying or dividing the numerator and denominator of a fraction by the same number converts it into an equivalent fraction.
When we divide, it is called simplifying the fraction. A fraction is in simplest form when 1 is the only whole number that divides both the numerator and denominator with no remainder. Two fractions are equivalent (and therefore equal) if they have the same simplest form.
Comparing and Ordering
We can compare two fractions that have the same numerator or denominator.
Sixsevenths is more than
fivesevenths because there are more sevenths.
Five eighths is less than five sevenths because eighths are smaller than sevenths.
6
7
5
7
>
5
8
5
7
<
Sometimes, you need to convert one or both fractions to compare them.
6 11 of the shape is shaded.
Beast Academy 3 Chapter 11: Estimation
Sequence:
BA3, Chapter 4
Multiplication
Students must have a solid understanding of multiplication, division, and fractions before beginning.
Overview
Estimation is a practical skill that helps build number sense. We estimate when we don't need an exact answer (How many apples are in an orchard?), to make a prediction (How long will the drive take?), when an exact answer is impossible (How many planets are there in the galaxy?), or to make sure an amount is reasonable (Did I pay the right amount?). An estimate is a thoughtful guess.
Some students will be reluctant to estimate when they can find an exact answer. This is one area when time constraints can help emphasize the value of estimation skills.
Rounding
For rounding to a place value, emphasize a common-sense approach.
Round 6,971 to the nearest hundred.
Encourage This
6,971 is between 6,900 and 7,000. Since 6,971 is closer to 7,000,
6,971 rounds to 7,000.
Not This
The hundreds digit is 9. To the right of the 9 is a 7. When the digit to the right is 5 or more, we round up. But, since there is not a digit that is bigger than 9, we turn the 9 into a 0, and the thousands digit goes up by 1 to 7.
The digits to the right of the hundreds place become 0's.
6,971 rounds to 7,000.
Numbers that are exactly in the middle round up. For example, 7,550 rounds to 7,600 when rounded to the nearest hundred, and 8,500 rounds to 9,000 when rounded to the nearest thousand.
Fractions work the same way. 3 5 11 rounds down to 3, while both 3 5 10 and 3 5 9 round up to 4.
Goals of Estimation
There are no strict rules for estimating computations. Don't simply round. There are two main goals:
1. The estimate should be much easier to compute than the exact value.
2. The estimate should be reasonably close to the exact value.
Any estimate that meets both goals is good. When estimating, most or all of the math should be mental, and the amount the estimate is off by should be small compared to the actual value.
Estimate 378×590.
380×590=224,200
Easy
Close
400×600=240,000
Easy
Close
378×1,000=378,000
Easy
Close
Beast Academy 3 Chapter 11: Estimation
Computing Estimates
There are usually many good ways to estimate. Encourage a variety of methods as long as they meet the goals of being easy to compute and reasonably close to the actual value.
Be careful when rounding.
To estimate 6×172, a student might round 6 up to 10 and compute 10×170=1,700. Rounding 6 to 10 in a multiplication problem almost doubles the product! The actual value of 6×172 is 1,032. Help students recognize that rounding 6 up by 4 to 10 gives a bad estimate, since 4 is nearly as big as 6.
Instead, we can use 6×200=1,200 to get a much better estimate. Rounding 172 up by 28 to 200 still gives a good estimate, since 28 is small compared to 178.
Similarly, to divide 172÷6, a student might try 170÷6 or 200÷6 (which are hard to divide), or 170÷10 (which gives a bad estimate, since 10 is almost double 6). One good estimate would be 180÷6=30. In this case, changing 172 to 180 makes the division easy.
Especially when estimating products and quotients, the amount you change each number by should be small compared to the number. Find numbers that are close to the original numbers and easy to compute with. Be flexible. Sometimes it's better not to round.
Over- and Under-estimating
It can be helpful to know whether an estimate is more or less than the actual value. Maybe you're buying paint and you want to make sure you have enough, or loading a cart that has a weight limit you don't want to exceed.
Addition and Multiplication
When estimating a sum or product, if both numbers round up, we get an overestimate. For example, estimating 17×88 20×90=1,800 gives an overestimate. (The means "is approximately.") For addition and multiplication, if both numbers round down, we get an underestimate.
If one number rounds up, and the other rounds down, it's not easy to tell whether the estimate is more or less than the actual value.
Subtraction
When estimating subtraction, it helps to think of the distance between numbers on the number line. If rounding the numbers brings them closer together, we get an underestimate. If rounding the numbers makes them farther apart, we get an overestimate.
Beast Academy 3 Chapter 12: Area
Sequence:
BA3, Chapter 3
Perimeter & Area
Students should have a basic understanding of area from BA3 Chapter 3 and a solid understanding of multiplication before beginning this chapter.
Overview
In this chapter, students learn to find the areas of triangles and compound shapes (shapes made by piecing together shapes whose areas they can find).
Avoid teaching area as a set of formulas for students to memorize and apply. Students who learn formulas without understanding them will have trouble remembering them and will have difficulty finding areas of more complex shapes where a formula is unavailable. Instead, make sure students understand the concepts behind these formulas, or, better yet, come up with them on their own.
Measuring Area
Area is the amount of space a shape takes up on a flat surface. Area is measured in square units. For example, a square centimeter is the area of a square with sides that are 1 cm long. So, if we say that a shape has an area of 4 square centimeters, it takes up the same space as four 1-by-1 cm squares.
Rectangles
It's easy to split a rectangle with whole-number side lengths into square units. For example, a rectangle that is 20 feet wide and 12 feet tall covers 20×12=240 square feet. We can find the area of any rectangle this way.
Area
20×12=240 sq ft
Rectilinear Shapes
We can also find the areas of many rectilinear shapes (shapes that only have right angles) by splitting them into rectangles and adding or subtracting rectangle areas.
Addition:
Subtraction:
Shaded Area
Shaded Area
=(5×7)+(4×4)
=51 sq ft
=(9×7)−(4×3)
=51 sq ft
4 ft
9 ft
Chapter 12: Area
Triangles
We can arrange two copies of any right triangle to make a rectangle. So, every right triangle is half the area of a rectangle. If a triangle is not right, we can still copy it and cut it into right triangles that can be arranged to make a rectangle that has twice its area, as shown below.
So, to find the area of any triangle, we multiply the length of its base by its height and divide by 2. The base isn't always the side on the bottom. The base is the side of the triangle we measure its height from. The height is always measured at a right angle to the base. Help students recognize which side is the base when finding the areas of triangles that are rotated.
The height is measured from the side that is 9 yards. So, the base is 9 yards and the height is 8 yards. The area is (9×8)÷2=36 sq yds.
Adding and Subtracting Areas
Many shapes can be split into triangles and rectangles that can then be used to find their areas. Problems like these help ensure students can do more than apply formulas to basic shapes.
Find the area of the shaded triangle in square units.
We can find the area of three triangles and add them.
#1: (4×2)÷2=4 sq units
#3: (1×2)÷2=1 sq unit
#2: (3×2)÷2=3 sq units
Shaded Area=4+3+1=8 sq units.
Or, we can find the area of the surrounding rectangle and subtract the areas of the three white triangles.
Rectangle: 4×5=20 sq units
#1: (5×2)÷2=5 sq units #2: (3×2)÷2=3 sq units #3: (2×4)÷2=4 sq units
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A Literate Citizenry and Public Schools: A New Vision for Assessment in Louisiana
Case for Change in Literacy Assessment
Being a literate adult necessitates not only strong reading skills but also background knowledge on the world and how it works. Adult readers comprehend and evaluate news articles, workplace documents, novels, biographies, web pages, and social media posts not only because they know what individual words mean. They must also know something about the topic each text contains. Without that knowledge, readers are lost. In an age of media overload, bots, and fictional news stories, this imperative for literate citizens becomes all the more evident and all the more important.
While Louisiana and other states have made strong gains in elementary school reading over the last decade, adolescent and adult reading in the U.S. has made minimal progress. In light of evidence that background knowledge is essential to improving reading among older students, English language arts curriculum in Louisiana has knowledge domains as its foundation. Students in Louisiana read texts organized around general themes and "anchor texts," bringing to each read an increasingly robust base of background knowledge derived from reading.
ELA formative and summative assessments in Louisiana, however, continue to measure specific reading skills, such as summarizing passages and locating main ideas, without measuring whether students have developed a deep base of knowledge. Consequently, in many schools a focus on discrete reading skills predominates the English classroom, with minimal attention paid to knowledge.
To improve this situation, Louisiana will pilot an innovative English and history assessment that assesses student understanding of pre-identified knowledge and pre-identified texts. Rather than being tested on texts with which students have no familiarity, students taking the pilot assessment will draw on deep knowledge of content and books they knew would be on the test already.
The benefits of this new assessment will include:
* Equity: All students have the opportunity to develop background knowledge, rather than advantaged students accessing knowledge never made available to others.
* Integration: Social studies knowledge and literacy proficiency can be measured in one instrument, building knowledge of the world and blending non-fictional and fictional texts.
* Focus: Rather than drilling individual skills, teachers can focus on background knowledge and making meaning of full texts.
Design Components
The following design principles will guide the development of the work and may be incorporated into the end product, contingent on the success of the pilot process.
* The pilots will blend social studies and science, allowing for the reduction of one statewide test.
* LEAs may have an option to choose texts and knowledge domains; there may be some ability to select some units over others.
* Assessments will identify and incorporate a specific set of knowledge and texts; teachers and students will know the sources of knowledge and texts before the tests.
* Assessments will involve short tasks throughout the school year as students complete units of study rather than one long process at the end of the year.
Pilot Assessment Structure Overview
Pilot districts are those using the Louisiana ELA Guidebooks. These specifications remain in draft form, but they serve as a frame for the project.
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Welcome back!
We hope you had a lovely Christmas break! All the children looked very refreshed which is great as we have a busy term of learning and activities ahead of us!
Thank you to all of those parents who have contributed to their child's learning by uploading an observation onto Tapestry or completed an 'Owl Tummy'. Please send them in once completed. The children have really enjoyed sharing their achievements with us! Additional 'Owl Tummies' are available; please ask if you need any more tummies or guidance.
Learning at home
Please ensure that you continue to read with your child at home, every day if possible and record this in their reading diary. Reading five times during the week ensures that children are entered into the Reading Raffle and get a chance to win a prize. If you have any questions regarding reading please do not hesitate to speak to me.
Weekly Newsletter
Each Friday (from 17.1.2020) we will be sending home a weekly newsletter to update you about the children's learning for the following week. On the reverse of the newsletter you will find 'Learning at Home Opportunities' to complete and return to school.
Topic
This half term's theme is 'Out of this World' The children's learning will be based around the books Peace at Last, Man on the Moon, Alien's Love Underpants and non-fiction information books about Chinese New Year. Children will be learning about the traditions of Chinese New Year, The First Moon Landing and life in space. The will be taught the names of the planets and about life as an astronaut.
P.E
P.E. is held on a Tuesday and Wednesday afternoons. If your child has pierced ears please remove the earrings as staff are not permitted to remove them from your child's ears. Please ensure that long hair is tied up.
If you have any questions please do not hesitate to ask.
Thank you for your continued support,
Mrs Moulam, Mrs McClean, Ms Wilde and Ms Forscutt
Titchmarsh
Church of England Primary School
Reception
Curriculum Newsletter
Mrs Moulam, Mrs McClean, Ms Wilde and Ms Forscutt
Out of this World!
Spring Term 2020
Communication and Language (listening and attention, understanding, speaking)
Each morning we will continue to discuss the days of the week, the weather and share news. The children will continue to sit quietly during whole class and smaller group led activities. The children will be given the chance to listen and respond to ideas expressed by other and ask questions. In their role play, the children will use talk to imagine and recreate different roles.
Physical Development (moving and handling/ health and self-care)
This term Owlets will be focusing on throwing and catching a ball safely. Through partner work they will develop more control when throwing and caching. Children will continue to develop their gross and fine motor skills in their everyday play and when cutting, writing and when creating art work. The children will continue to have access to the outdoor play equipment to develop their gross motor skills.
Personal, Social and Emotional Development (Self-confidence and selfawareness, managing relationships, managing feelings and behaviour)
Children will continue to think about our class room rules and building upon the friendships within the class. They will be focusing on upon their own actions and the feelings of other children. The children will get the opportunity to reflect upon the journey they have to go to achieve a target and learn to h thi d t t l fi t ti d
Understanding the World (People and Communities, World, Technology)
Mathematics (number, shape and space)
Children will be introduced to zero as they further develop their knowledge of place value. They will begin to explore numbers bonds to five such as 2+3 and 4 +1. The children will explore counting to 10 forwards and backwards. They will use their growing mathematical knowledge to compare sets of objects to 10. Throughout this half term children will be given lots of opportunities to explore practical resources to support their mathematical understanding and help to reinforce the new vocabulary being taught to them.
Children will learn the names of the different planets, what it is like to be an astronaut and what the moon is like. The children will explore ICT using different software and programmable robots during this half term. The children will learn about the traditions of Chinese New Year and Pancake Day.
Mind Map
Spring 1- 2020 Out of this World!
Expressive Arts and Design (Exploring Media and Materials and Being Imaginative)
Using different media and materials children will explore colour and shape. They will make junk model rockets, collage planets and aliens.
Literacy (writing, reading and phonics)
Writing
Children will focus on how we form sentences when writing using a capital letter, fingers spaces and a full stop at the end. The children will be encouraged to form their letters correctly and neatly. The children will explore writing, instructions, explanations, creating their own non-fiction books, explanations, letters, rhyme and alliteration.
Reading
Children will take part in individual and guided reading with the teacher or teaching assistant. As a whole class we will be reading lots of stories together, some that link into our topic and others for enjoyment.
Phonics
In our daily phonics lessons the children will continue to learn new sounds and practise segmenting to read and to spell new words. See the weekly newsletter for more information.
Religious Education
In our R.E lessons we will be exploring 'What times and stories are special and why?' The children will explore stories from Christianity, Islam and Judaism this half term. | <urn:uuid:6a497cc7-d009-4ed6-b8cc-65617ed36fda> | CC-MAIN-2020-16 | https://titchmarshprimaryschool.com/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=97&id=258&Itemid=1000000000000 | 2020-04-01T21:02:37+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00514.warc.gz | 731,519,321 | 1,160 | eng_Latn | eng_Latn | 0.998331 | eng_Latn | 0.998575 | [
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TAKE A STEP: ILLUSTRATION OF ADVANTAGES, DISADVANTAGES AND FACTORS LEADING TO POVERTY
Instructions for the facilitator:
This is an example of an effort to help participants reflect on the "unequal playing field" that benefits some while making it more likely that others will be left behind.
What you will need:
[x] tape
[x] 3 colors of index cards, such as red, yellow, and blue. There should be more yellow (or whatever color you are substituting for yellow) cards than any other color and only a few blue (or the substitution) cards. For example, if there are 30 participants, have 3 blue cards, 20 yellow, and 8 red.[1]
Place a piece of tape on the floor in the center of a large room. Then ask participants to line up shoulder‐to‐shoulder across the room. The participants in the middle of the line should be standing on the taped line on the floor so that the group is shoulder‐to‐shoulder in a line across the center of the room. Ask participants to listen carefully and to follow the instructions given.
For a shorter version (ideal for younger grades, if pressed for time, or if in a small room), only read the prompts with * in front of them.
Instructions for participants:
If you have a blue card you grew up speaking English as your first language—take two steps forward. If you have a yellow card you grew up speaking English as a second language, but eventually learned English well—take one step forward. If you have a red card you never really learned English until you were an adult—take one step backwards.
*If you have a yellow card your family owned a car when you were growing up—take one step forward. If you have a blue card your family owned two or more cars simultaneously—take two steps forward. If you have a red card your family didn't own a car and you were dependent on public transportation or rides from others—take a step back.
If you have a red card you had to go through winters without heat and summers without air conditioning—take a step back. If you have a blue or yellow card you did have these things—take a step forward.
If you have a blue or yellow card you had your own bed growing up and didn't have to share with your siblings or parents—take a step forward.
If you have a blue card you were able to travel on an airplane as a child to go on a trip, see new places, visit relatives, etc.—take one step forward.
*If you have a red card you lived in an unsafe area plagued by violence—take three steps back. If you have a yellow card you sometimes had to worry about your safety growing up—take one step back. If you have a blue card you never had to worry about safety growing up—take a step forward.
*If you have a yellow or blue card you had health insurance and access to a doctor or hospital if needed when you were growing up—take a step forward. If you have a red card you didn't have these things—take a step back.
If you have a blue or yellow card you breathed clean air growing up—take a step forward. If you have a red card you lived, played, and went to school in a place where the air was very polluted—take a step back.
Every fourth person with a red card, you or your parent was disabled—take a step back.
*If you have a blue or yellow card you were able to go to school every day as a child and had a decent education growing up—take a step forward.
*If you have a blue card you were also able to go to a four-year college—take two steps forward. If you have a yellow card, you went to technical school or perhaps received your associate's degree from a community college. Take a half a step forward. If you have a red card, you did not have any further education after graduating from high school. Take one step back.
*If you have a red card and are standing to the left of the middle line, take another step back. You didn't receive a good education in grade school or high school. You may have lived in an area with a failing school system, or your school may have had very limited resources and students did not have access to the materials or education needed to succeed—take another step back. Or, perhaps you did not have regular access to education because of money, sickness, or another reason at some point in your life.
If you have a red card your family didn't have access to a phone or television when you were growing up—take one step back.
*If you have a blue or yellow card you always had access to a computer and the internet when you needed it—take two steps forward. If you have a red card you didn't have this access—take a step back.
Every fifth person with a red card you or your family members have been denied the opportunity to vote despite being of voting age—take a step back.
*If you have a yellow or blue card you always knew where you next meal would come from—take a step forward. If you have a red card you sometimes had to skip meals because your family didn't have enough money—take a step back.
If you have a red card and are standing to the right of the middle line, the community where you grew up experienced severe drought which limited your access to food, or flooding which destroyed homes—take a step back.
Every fourth person with a red card, your family migrated as a result of poverty or conflict—take two steps back.
If you have a blue or yellow card you went on vacation growing up—meaning that you went somewhere new and enjoyed or learned about another place or culture—take one step forward.
*If you have a red card you were homeless as a child or had to live with relatives, another family, or in a shelter—take three steps back.
*If you have a blue card you had a bank account, savings account, or some other financial savings created for you as a child—take two steps forward. If you have a yellow card your family saved some money for you in a college fund— take one step forward.
If you have a red card your family did not have a checking account or paid cash for large and small purchases—take three steps back.
*If you have a red card your family was affected by high levels of debt growing up, such as credit card debt, difficulty making mortgage payments, or fear of (or actual) foreclosure on a home—take two steps back.
*If you have a blue or yellow card you made visits to the public library to check out books, borrowed or bought books from elsewhere, or had a habit of reading regularly as a child—take two steps forward.
If you have a blue card you had a stable family and grew up with both parents present—take two steps forward. If you have a yellow card you had one parent present, but a stable and loving home life—take one step forward.
*If you have a red card you grew up in a poor community where industrial pollution from factories or chemical plants caused sickness or disease in your community—take one step back.
After the statements are read, have the participants stay in place and ask them to reflect upon the activity. Use the following prompts:
- Take a look around you. Take a moment to process the experience. (give everyone 30 seconds to just pause and think and reflect)
- As you are reflecting, think about the following: Who is behind you or in front of you? How does that make you feel? How did you feel when you took steps (Forward or Back ) that others didn't?
Now that you've silently reflected and processed…….let's discuss the following:
Now ask participants the following questions:
[x] ″What thoughts or reactions do you have to this activity? What surprised you?
[x] ″Did your perspective about your own or others' privilege (or lack of) change as a result of the activity?
[x] ″Which "step backwards" statements were most memorable for you? Why?
[x] ″How might some of the "step backwards" experiences be connected to poverty?
[x] ″If you were someone who mostly stepped forward rather than backward, what responsibilities go along with the privileges you have received?
[x] ″If you mostly stepped forward during this activity, how did you feel while moving ahead of the pack?
[x] ″If you mostly stepped backward during this activity, how did you feel about slipping behind the pack?
[x] ″Does this activity help you to identify some of the "root causes" of poverty? Which ones?
[x] ″Which causes of poverty are missing from this activity?
[x] Other thoughts or feelings?
[x] How can you use this experience back in your community?
[1] The suggested proportion of the cards of each color are based on the U.S. Census Bureau, 2011 American Community Survey 1-Year Estimates, which estimates that 8.7% of households in the U.S. make $150,000 or more per year (the blue cards), 66.3% of households make $25,000-$149,999 per year (the yellow cards), and 25% of households make less than $25,000 a year (the red cards). | <urn:uuid:d8993899-eba1-4a22-bea1-ef47d3478551> | CC-MAIN-2020-16 | https://lfp.learningforward.org/handouts/St.%20Louis2019/9088/Poverty%20and%20disadvantage%20walk%20the%20line%20activity.pdf | 2020-04-01T20:30:18+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370506121.24/warc/CC-MAIN-20200401192839-20200401222839-00514.warc.gz | 552,618,537 | 1,939 | eng_Latn | eng_Latn | 0.999086 | eng_Latn | 0.999302 | [
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Introduction
0 The Internet is a global system of interconnected computer networks that use the standard Internet protocol suite (TCP/IP) to serve billions of users worldwide.
0 It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies.
0 The Internet carries an extensive range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web (WWW) and the infrastructure to support email.
0 As of 2015, more than 3.2 billion people — almost half of the world's population — use the services of the Internet.
0 The largest network of the networks is called the Internet. The Internet is a globally distributed network comprising many voluntarily interconnected autonomous networks. It operates without a central governing body.
Father of the Internet
SERVICES PROVIDED BY THE INTERNET
0 Electronic Mail (e-mail)
0 World Wide Web
0 File Transfer Protocol (FTP)
0 Chat Rooms
0 Mailing list
0 Instant Messaging
0 News Groups
Electronic Mail
0 Electronic mail, commonly known as email or e-mail, is a method of exchanging digital messages from a sender to one or more recipients. Modern email operates across the Internet or other computer networks.
0 Email servers accept, forward, deliver and store messages.
0 An email message consists of three components, the message envelope, the message header, and the message body. The message header contains control information, including attachment option, reason box, email address and one or more recipient addresses. Message can consist of attachments, graphic or video/audio clips.
Examples
0 Examples of e-mail addresses
0 email@example.com
0 firstname.lastname@example.org
0 Some popular E-mail service providers are:
0 Gmail
0 Yahoo
0 Rediffmail
0 Hotmail
World Wide Web (WWW)
0 The World Wide Web, commonly known as the Web, is an information system where documents and other web resources are identified by Uniform Resource Locators, which may be interlinked by hypertext, and are accessible over the Internet.
0 The World Wide Web (WWW) is combination of all resources and users on the Internet that are using the Hypertext Transfer Protocol (HTTP). A broader definition comes from the World Wide Web Consortium (W3C): "The World Wide Web is the universe of network-accessible information, an embodiment of human knowledge."
Features of WWW
Important features of the world wide web (www) are listed below:
0 Most important service provided by Internet.
0 An internet-based hypermedia initiative for global information sharing.
0 Developed in 1989 by Tim Berners-Lee of the European Particle Physics Lab (CERN) in Switzerland.
Search Engines
0 A web search engine or Internet search engine is a software system that is designed to carry out web search, which means to search the World Wide Web in a systematic way for particular information specified in a textual web search query.
0 Search engines are used for searching information on the Internet. Some of the popular ones are:
0 Google
0 Yahoo
0 Bing
Father of the Search Engine
0 Jonathon
Fletcher invented the first web crawling search engine 26 years ago, at the University of Stirling in Scotland, – JumpStation
File Transfer Protocol (FTP)
0 File Transfer Protocol (FTP) is a standard network protocol used to transfer files from one host to another host over a TCP-based network, such as the Internet.
0 FTP users may authenticate themselves using a cleartext sign-in protocol but can connect anonymously if the server is configured to allow it.
Mailing List
0 A mailing list is a collection of names and addresses used by an individual or an organization to send material to multiple recipients. The term is often extended to include the people subscribed to such a list, so the group of subscribers is referred to as "the mailing list", or simply "the list".
0 Group of e-mail address given a single name.
0 When a message is sent to the mailing list everyone on the list receive the message.
0 To add your name to a mailing list you must subscribe to it; to remove your name you must unsubscribe.
News Groups
0 A news group is called as forum, an on-line discussion group. On the Internet, there are literally thousands of newsgroups covering every conceivable interest. To view and post messages to a newsgroup, you need a news reader, a program that runs on your computer and connects you to a news server on the Internet.
0 Online area in which users conduct written discussion about a particular subject.
0 Usenet (collection of all internet news groups).
0 Newsreader (program used to access newsgroups).
0 News server (computer storing newsgroups messages).
0 Articles (a previously entered message).
0 Message board (discussion board; easier to use).
0 Posting (adding an article to the newspaper).
0 Blog (short for the web log; regularly updated)
Chat Rooms
0 Real time typed conversation via computers.
0 Chat rooms (the channel or medium ).
0 Chat clients (program used to connect to a chat server)
0 Normally included on a browser
0 Freely downloaded from the web
0 Some are text only; others support voice & video
Instant Messaging
0 Instant messaging (IM) is a type of online chat which offers real-time text transmission over the Internet. A LAN messenger operates in a similar way over a local area network.
0 Notifies you when one or more people are online allow exchange of messages and files
0 It allows you to join a private chat rooms.
0 Real time conversation that takes place on a computer
0 Chat room is location on server that permits users to discuss topics of interest
0 Some are the text only others support voice and video
Features of Internet
0 Accessibility
0 An Internet is a global service and accessible to all. Today, people located in a remote part of an island or interior of Africa can also use Internet.
0 Easy to Use
0 The software, which is used to access the Internet (web browser), is designed very simple; therefore, it can be easily learned and used. It is easy to develop.
0 Interaction with Other Media
0 Internet service has a high degree of interaction with other media. For example, News and other magazine, publishing houses have extended their business with the help of Internet services.
0 Low Cost
0 The development and maintenance cost of Internet service are comparatively low.
0 Extension of Existing IT Technology
0 This facilitates the sharing of IT technology by multiple users in organizations and even facilitates other trading partners to use.
0 Flexibility of Communication
0 Communication through Internet is flexible enough. It facilitates communication through text, voice, and video too. These services can be availed at both organizational and individual levels.
0 Security
0 Last but not the least, Internet facility has to a certain extent helped the security system both at the individual and national level with components such as CCTV camera, etc.
Advantages of Internet
E-mail: Electronic Mail
0 Email is now an essential communication tools in business. With e-mail you can send and receive instant electronic messages, which works like writing letters. Your messages are delivered instantly to people anywhere in the world, unlike traditional mail that takes a lot of time. Email is free, fast and very cheap when compared to telephone, fax and postal services.
0 24 hours a day - 7 days a week: Internet is available, 24x7 days for usage.
Information
0 Information is probably the biggest advantage internet is offering.
0 There is a huge amount of information available on the internet for just about every subject, ranging from government law and services, trade fairs and conferences, market information, new ideas and technical support.
0 You can almost find any type of data on almost any kind of subject that you are looking for by using search engines like google, yahoo, msn, etc.
Online Chat
0 We can access many 'chat rooms' on the web that can be used to meet new people, make new friends, as well as to stay in touch with old friends. You can chat in MSN and yahoo websites.
Services
0 Many services are provided on the internet like net banking, job searching, purchasing tickets, hotel reservations, guidance services on array of topics engulfing every aspect of life.
Communities
0 Communities of all types have sprung up on the internet. Its a great way to meet up with people of similar interest and discuss common issues.
E-commerce
0 There are many online stores and sites that can be used to look for products as well as buy them using the credit card.
0 You do not need to leave your house and can do all your shopping from the convenience of your home.
0 It has got a real amazing and wide range of products from household needs, electronics to entertainment.
Entertainment
0 Internet provides facility to access wide range of Audio/Video songs, plays films. Many of which can be downloaded.
0 One such popular website is YouTube.
Software Downloads
0 You can freely download innumerable, software like utilities, games, music, videos, movies, etc from the Internet.
Disadvantages of Internet
Theft of Personal information
0 Electronic messages sent over the Internet can be easily snooped and tracked, revealing who is talking to whom and what they are talking about. If you use the Internet, your personal information such as your name, address, credit card, bank details and other information can be accessed by unauthorized persons. If you use a credit card or internet banking for online shopping, then your details can also be 'stolen'.
Negative effects on family communication
0 It is generally observed that due to more time spent on Internet, there is a decrease in communication and feeling of togetherness among the family members.
Children using the Internet
0 Children using the Internet has become a big concern. Most parents do not realize the dangers involved when their children log onto the Internet.
0 When children talk to others online, they do not realize they could actually be talking to a harmful person.
0 Moreover, pornography is also a very serious issue concerning the Internet, especially when it comes to young children. There are thousands of pornographic sites on the Internet that can be easily found and can be a detriment to letting children use the Internet.
Virus threat
0 Virus is a program which disrupts the normal functioning of your computer systems.
0 Computers attached to internet are more prone to virus attacks and they can end up into crashing your whole hard disk.
Spamming
0 It is often viewed as the act of sending unsolicited email. This multiple or vast emailing is often compared to mass junk mailings. It needlessly obstruct the entire system. Most spam is commercial advertising, often for dubious products, get-rich-quick schemes, or quasi-legal services.
0 Spam costs the sender very little to send — most of the costs are paid for by the recipient or the carriers rather than by the sender
References
0 http://www.webopedia.com/TERM/N/newsgroup.html
0 http://www.internetsociety.org/history?gclid=CJTHzcLP pboCFW964godYxUAjw
0 http://en.wikipedia.org/wiki/History_of_the_Internet
0 http://www.internetsociety.org/internet/whatinternet/
0 history-internet/brief-history-internet
0 https://www.slideshare.net/sahilnagpal79025/servicesprovided-by-the-internet-46923539?qid=3f322c11-05194cfb-84e1-a71d84b4865d&v=&b=&from_search=1
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By Dinky the ranch squirrel
I'm a squirrel!
Always check information for accuracy.
www.feantm.com is where I ive
The CERT TEAM – Coummunity Emergency Response and Critter Emergency Response Teams
CERT
Critter Emergency Response Team
Table Of Contents
Bulletin Board - Engineering is an important part of safety before, during & after a disaster. Alan, from a neighboring town, is helping FEANTM establish a CERT.
Town Supervisor - The steps to boop Dinky on the nose
I'm getting ready for the winter
Luckily the Squirrel CERT Team was on watch – Mom created a disaster & Don't boop a baby duck!
Aunt Sabyl had to get a nose boop fine!
Squirrel team realized from a class how important it is to learn self-sufficiency
Feb - Sam is my cousin and the proud leader of the ranch CERT, Critter Emergency Response Team
March - Kai – Our very own town Coyote teaching first aid
April - Asher, a brave and dedicated firefighter
Our volunteer team to date – we are always recruiting new members and happy when one of ours gets promoted to a global job helping with disasters in other countries!
As editors we try to make the stories fun but also a learning experience. We want to note a reference made by Alan of Livermore, CA who has a Public Group on Facebook - CERT Volunteers in Your Own Neighborhoods: We feel below is for any country, town, community, village We try to make the stories fun to read, but also a learning experience from information we have gathered. Whatever country you're in always check information how to be prepared with your country agencies.
* Go Out Today and get Paper Maps for Each County all around the County that You Live in, and Mark In some Potential Escape Routes. • Your Pets are Part of the Statewide Emergency Preparedness Plan, and just like any Family We found, on Facebook, information by Alan of Livermore, CA who has a Public Group on Facebook – "CERT Volunteers in Your Own Neighborhood." We paraphrased a few notations to incorporate it for any country, town, community, village.
Google or locate information from your "Community Emergency Response Team Near Me," and Be Prepared to Help your Neighbors when the Next Event instantly Happens. • Your pets are part of the emergency preparedness plan, and like any family member, animals can experience significant stress, fear of separation, and threats to their survival when disaster strikes. Check locally for your areas evacuation and safety planning.
Member, Animals can Experience Significant Stress, Fear of Separation, and Threats to Their Survival when Disaster Strikes. • Please Remember, Essential Workers Don't Always Wear Badges. It is my Hope that You will • Find and draw or print maps for roads and locations where you live. Mark your map with potential escape routes.
* Essential Workers Don't Always Wear Badges. Locate information from your country or local emergency response teams - be prepared to help your neighbors when the next event instantly happens. All countries need to be ready – you can be part of the solution.
By Dinky the ranch squirrel
I'm a squirrel!
Always check information for accuracy.
Bulletin Board - Engineering is an important part of safety before, during & after a disaster. Alan, from a neighboring town, Livermore, CA, is helping FEANTM establish a CERT. The Community Emergency Response Team (CERT) Program educates people about disaster preparedness for hazards that may impact their area and trains them in basic disaster response skills, such as fire safety, light search and rescue, team organization, and disaster medical operations.
Using the training learned in the classroom and during exercises, CERT members can assist others in their neighborhood or workplace following an event when professional responders are not immediately available to help. CERT members also are encouraged to support emergency response agencies by taking a more active role in emergency preparedness projects in their community.
related to the immediate response and the medium to long-term reconstruction needs of the population. For natural disasters, they design and construct buildings meant to protect people during a disaster. For example, they design buildings that can withstand an earthquake.
Engineers Without Borders' Disaster Response Program responds to recovery and reconstruction needs of communities affected by disasters. At the request of our in-country clients, our volunteers conduct engineering assessments and provide technical advisory services
ARUP UK - Lessons learned in an earthquake's aftermath, Kelsey Eichhorn: Disasters are never entirely natural; the risks inherent in our environment can be amplified or diminished by any number of factors, from culture to politics and economics. Similarly, building back effectively after events like hurricanes and earthquakes is never a simple construction exercise. … Two Arup staff members traveled to Ecuador in the wake of April's 7.8-magnitude earthquake.
National disaster management system - Italy - Italy is one of the most exposed countries to natural risks in the world (seismic, volcanic, tsunami, hydrogeological, hydraulic, and forest fires are the most relevant). Specific emergency plans are necessary to prepare the civil protection structures to face and manage an emergency…
I'm a squirrel!
Always check information for accuracy.
Town Supervisor - The steps to boop Dinky on the nose. Dinky finally let me boop his nose, or her nose. Either way it's a squirrel nose. Yep, you can tell someone is retired and living to many years out in the county when they feel accomplishment because they can boop a squirrel on its nose.
First, I fed Dinky sunflower seeds. He now has something he can research and concentrate on. He thinks, "hmmmmm, sunflower seeds!"
Slowly you add more food so your hand is moving and since he is an engineer squirrel he is thinking about optimization of his food, "HMMMMM, MOM has more food!"
NOW, here is where it gets tricky – You don't want Dinky to think you are getting close to steal his food. You don't want him to think, "hmmm Mom is going to take my sunflower seeds?"
I just keep speaking to him while he thinks, "Hmmm, I wish Mom would stop speaking so I can concentrate on eating. She's always speaking!" AND, we go in for the nose boop!!!!
WARNING! DO not try this at home – you need to be a highly skilled Squirrel Nose Booper! Yes, I have just proved that I need a new hobby
NEWS IN A NUTSHELL By Dinky the ranch squirrel I'm a squirrel! Always check information for accuracy.
I'm getting ready for the winter – I've been storing sunflower seeds. Mom puts sunflower seeds on the ground and I stuff them in my mouth and store them. Then she yells about a budget and is not putting more sunflower seeds down. Then she says terrible words, but she gets me more sunflower seeds.
Taylor is helping exercise Quincy & Dusty. Mom is putting the miniature horses on a lowstarch diet! I hope my sunflower seeds are low in starch - I'm not giving them up! I wonder if Mom is going to give up her cookies!
Alan advised, "When Your New Rescue Dog is Former Infantry...He loves digging holes. And then sitting in them staring at everybody," I wanted to hire the dog to dig a hole. Mom said that we do enough damage. Wrong – he dug a lookout! I wanted a lookout.
Mom screamed, "SNAKE!" The Squirrel CERT team raced to assist. I yelled, "DON'T kill it, it has little legs!" Mom was looking at it's tail then thought the body rings were a snake! Our job isn't easy – time for sunflower seeds! Another disaster averted!
.
Mom said, "Look at the next pasture & strive to be different like the one cow." I didn't want to hurt her feelings and explain that the squirrels on the ranch are one color! Moooooo Moooooo – We squirrels have no idea what that means – I looked on my google translator and told Mom it means give the squirrels more sunflower seeds!
NEWS IN A NUTSHELL By Dinky the ranch squirrel I'm a squirrel! Always check information for accuracy.
Mom yelled at me that she already put out a 2-quart scoop of sunflower seeds. I'm a squirrel - I don't measure quarts –I do squirrel measuring - fill your cheeks measuring. When I can't fit any more sunflower seeds in my mouth then I know it's enough. Easier than trying to measure it like Mom does!
Chester decided to stay very still and keep eating. He was pretending he didn't hear Mom tell us what we call, "WHAT is Mom trying to give advice about?" Mom is babbling something about you don't have to follow the line just because they're in front of you. I tried to explain to her that we're squirrels, we don't walk in a line - those are cattle that is what cows and cattle do! Mom was then going to go talk to them about walking in a line! It's not an easy job for the CERT Squirrel team keeping Mom safe from disasters.
WHAT is with humans and nose booping! Our CERT Squirrel team teaches that noses are for breathing and not nose booping! We need Alan to teach a nose boop disaster course: "Don't Boop, Save A Finger." Geordan nose booped Quincy and last month Mom nose booped me. Do. Not. Nose. BOOP!
NEWS IN A NUTSHELL By Dinky the ranch squirrel I'm a squirrel! Always check information for accuracy.
Alan from the neighboring town taught us to always be prepared (CERT training) for a potential disaster. We had to run and save Quincy. First mistake - Mom walked Quincy right past an open road gate. Did Mom stop and shut the gate? NO, she kept walking! That's a disaster waiting to happen!
Luckily the Squirrel CERT Team was on watch! Mom was walking Quincy to the arena. Quincy is a miniature horse built like a small tank! We heard Mom yell, "OH NO, BOBCAT!" Bob was racing home to our ranch from across the road, to avoid a car. He ran by Mom and Quincy and screamed, "OH NO HORSE!" Quincy panicked, reared up, and started bucking and kicking at anything. Mom had to jump out of the way and drop the lead line. Quincy went running. ENTER the Squirrel CERT Team – we raced toward the gate and waved at Quincy while yelling, "Quincy, run this way to the barn – follow us!" He raced right past that gate and followed us to the barn! We gave Mom a safety lecture, a citation and a fine of a pound of sunflower seeds!
Do NOT BOOP NOSES! Alan taught us that last month! What does Taylor do? She tried to nose boop a baby duck. How do you even find its little nose to boop? She first gave Ducky a treat so it was already thinking – Taylor gives treats. I call below a Nose Boop Fail. Score: Taylor boop 0 – Ducky bite 1
NEWS IN A NUTSHELL By Dinky the ranch squirrel I'm a squirrel! Always check information for accuracy.
My Aunt Sabyl is a Veterinarian Tech and FEANTM Editor. Aunt Sabyl rescues animals. I'm the head of the CERT Squirrel team. I explained not to nose boop! Aunt Sabyl then showed me her nose boop pictures. I had to issue her a Dinky Citation! Why do humans Nose Boop? Did you ever boop a nose?
CERT - Community Emergency Response Team Dinky the ranch lead CERT Squirrel
I'm a squirrel! Always check information for accuracy.
We asked Alan from the neighboring town to continue our town training for our CERT. Every country needs a plan. We should all do our part – civilians, trained professionals, volunteers, and even engineers! Did you know that among the first engineers to respond to a disaster are civil engineers? They assist by identifying safe zones for rescue operations, assessing buildings' structural integrity, and determining transportation network usability.
This month, the Squirrel team realized from a class how important it is to learn self-sufficiency during a disaster. We learned skills so we can provide emergency assistance to our human neighbors. Mom, in particular, has to learn to keep calm and think of her plan. Mom tends to run around and needs to remember the plan. Not what you are supposed to do in a disaster – that's why it's called a plan!
Alan is helping us put a new program in place! It's an online information course. We are putting a copy of Alameda County's new Hybrid basic CERT training program in place. Does your country have one?
Our town training will be a copy of theirs - they introduce you to the Alameda CERT program, local hazards, and city preparedness, all from the comfort of your home via a Zoom meeting.
The entire squirrel team will take it, and they say once we complete the online curriculum, we will be invited to participate in a whole weekend of in-person, hands-on skills training and a final exercise.
The Alameda Community Emergency Response Team (CERT) program is the organizational umbrella for neighborhood teams of trained volunteers who live and/or work in the City of Alameda.
Our Town Fire Department will follow their procedures. We have FEANTM Supervisor permissions to put in place what they have – "Under the guidance of the Alameda Fire Department, with oversight from the Alameda CERT Executive Committee (ACEC), volunteers receive basic emergency response training, practice skills during neighborhood drills, and advocate neighborhood preparedness. Following a disaster, CERT volunteers provide aid and assistance to the limit of their training within coordinated relief operations to reduce the impact on their community. Alameda CERT responds to community needs with urgency, care, impartiality, and humane treatment for all inhabitants."
We need to be ready to help the global community - Early last year, we went to Turkey! Okay, we didn't go to Turkey, but we did cheer on the USAID Urban Search and Rescue teams from Fairfax and Los Angeles County Fire Departments who went to Turkey.
These two teams were part of the USAID DART that helped Turkey. They traveled to Turkey from California, the US, to assess the situation, identify priority humanitarian needs, and work to provide search and rescue.
Global help is needed in disasters. As The Squirrel CERT Team, we are learning how to deal with it locally to help our neighbors.
We are the Squirrel CERT TEAM!
NEWS IN A NUTSHELL By Dinky the ranch squirrel I'm a squirrel! Always check the information.
Sam is my cousin and the proud leader of the ranch CERT, Critter Emergency Response Team
Sam educates the ranch critters about disaster preparedness for hazards that may impact their area and trains them in basic disaster response skills, such as fire safety, light search and rescue, team organization, and disaster medical operations. CERT members can assist other critters in their neighborhood following an event when professional human responders are not immediately available to help.
Sam is an extraordinary squirrel running the ranch for RheKen, the town AI reporter.
Not your average forager, Sam is the proud leader of the Critter Emergency Response Team (CERT), a squad dedicated to ensuring the safety and well-being of all farm inhabitants and training.
He also works closely with Alan, from the neighboring town, and the Alameda County CERT training us for disasters and planning strategies.
Sam takes his responsibilities seriously, with a sharp eye and an even sharper mind, patrolling the fields and documenting the seismic counters and river heights from dawn to dusk. Clipboard in paw, Sam meticulously checks off the safety protocols listed there. Sam enlisted his ranch friends to help keep the ranch animals and environment safe from disasters and emergencies.
They all voted in Fluffy the Bunny as the Second Commanding Critter. Fluffy has a degree in civil engineering and specializes in disaster relief. She helps on the ranch and other ranches needing help during a disaster. She hops right in to establish temporary shelters for the animals, develop alternative transportation routes to get the cattle and other farm animals to safety and facilitates the movement of emergency supplies.
The ranch is a tapestry of interdependent lives, and Sam is the thread that weaves them together. He dashes along fences, scampers up trees, and leaps across the barn roof, always looking for anything amiss. Sam's diligence is not just a job; it is his calling. Whether it is guiding ducklings across the pond, alerting the farmhands to a breach in the fence, or organizing a shelter-in-place drill for the field mice during stormy flood weather, Sam does it with a commander's grace and a guardian's heart.
The ranch has yet to experience a single mishap since Sam took over the CERT squad with the assistance of Fluffy. The animals feel safer knowing Sam and Fluffy are around. Even the farmers have come to rely on his morning reports and her disaster planning strategies.
As the sun dips behind the distant hills, casting long shadows over the ranch, Sam always takes one final look around, ensuring all is calm. Then, with a nod of satisfaction beneath his cowboy hat, he tucks away his clipboard and pencil, signaling the end of another day safe and sound, thanks to the vigilant efforts of a tiny squirrel with a big mission and a fluffy hopping bunny. I'm proud of Sam and Fluffy.
NEWS IN A NUTSHELL By Dinky the ranch squirrel I'm a squirrel! Always check the information.
Coming soon I will introduce you to the rest of my team
Kai teaches first aid emergency preparedness.
Kai - a wise and resourceful coyote. Kai is not your ordinary coyote; he is an esteemed member of the (CERT) Critter Emergency Response Team, dedicated to ensuring the safety of his fellow creatures on the ranch and humans in town. This particular morning Kai gathered the inhabitants of the ranch for an important lesson. The animals, from horses to rabbits, gathered around as Kai cleared his throat and began to share information on emergency kits.
March you will meet Kai and his mate Yote
We have no budget - our critter emergency response team and had to borrow helmets and uniforms from the neighboring Fire Dept. Coming soon the Critter fire dept. and police department
February
NEWS IN A NUTSHELL By Dinky the ranch squirrel I'm a squirrel! Always check the information.
March
Kai - a wise and resourceful coyote. Kai is not your ordinary coyote; he is an esteemed member of the (CERT) Critter Emergency Response Team, dedicated to ensuring the safety of his fellow creatures on the ranch and humans in town.
This particular morning Kai gathered the inhabitants of the ranch for an important lesson. The animals, from horses to rabbits, gathered around as Kai cleared his throat and began to share information on emergency kits.
"Good morning Y'all. I'm the ranch coyote. My name is Kai, and my mate's name is Yote."
"First, it's important to be prepared for any kind of emergency that might come our way. I just returned from visiting The Alameda County Sheriff's Office and found out that they provide a checklist of supplies in a printer-friendly format. Yeehaw you need to print it out – Here is the link: pdf!"
"And a crucial part of being prepared is having a well-stocked first aid kit."
Kai then explained the contents of a proper first aid kit, his keen eyes scanning the attentive audience.
"First and foremost, we need bandages of different sizes. You never know when a scratch or a more significant injury might occur, and having bandages can make all the difference. Alan reminded me to add gauze on rolls and different sizes of gauze pads, paper tape since adhesive allergies are common, non-latex gloves due to latex allergies.
He continued, "Antiseptic wipes are a must. Keeping wounds clean is vital to prevent infections. And of course, we can't forget about tweezers and scissors – they come in handy for removing splinters or cutting bandages to the right size." Alan added, "Topical Ointments such as Aloe Vera for skin rashes for biological, chemical or radiation irritations (ABC) after you scrub down, Steri-Strip Stitches that are really small packing tape strips that the hospitals still use."
The animals nodded in agreement, realizing the importance of these items.
Kai's lessons continued as he pulled out a small flashlight and said, "In case of emergencies at night, a flashlight is essential. It helps us see and assess the situation more clearly."
He also emphasized the significance of including medications in the first aid kit, tailored to the specific needs of each creature. "Whether it's pain relievers or allergy medication, having the right medicine can be a lifesaver. And, although I don't approve of them at times a muzzle for those of you who like to bite the paw or hand that is helping you."
The sun dipped below the horizon, casting a warm glow over the town of FEANTM and on the ranch the gathered animals. It was time to end the information meeting and for the gathered animals to stop uploading what they saw and heard to YouTube, LinkedIn, their own blogs, and their rural road neighbors/animal group.
By Dinky the ranch squirrel
I'm a squirrel!
Always check the information.
Kai concluded, "Remember, friends, being part of the Critter and Community Emergency Response Team means looking out for each other. A well-prepared first aid kit is a small but crucial step in ensuring the safety and well-being of our ranch family. Call your local CERT in your town for your location/country specific emergency kit suggestions."
From that day forward, the animals of the ranch took Kai's teachings to heart. They each assembled their first aid kits, knowing that being prepared for emergencies was not just a responsibility but a testament to the strength of their community. And so, under the watchful eyes of Kai the Ranch Coyote, the Ranch became a safer and more resilient place for all its inhabitants.
Fluffy has a small. Alan has his "Pelican Kit" for Field Emergencies if he can't get to the Bunny Kit Fire Station to set up a Minor Injury Treatment and Receiving Center in the Field. Check with your local country team for what you need.
We try to make the stories fun to read, but also a learning experience from information we have gathered. Whatever country you're in always check information how to be prepared with your country agencies.
We found, on Facebook, information by Alan of Livermore, CA who has a Public Group on Facebook – "CERT Volunteers in Your Own Neighborhood." We paraphrased a few notations to incorporate it for any country, town, community, village.
* Find and draw, or print maps for roads and locations where you live. Mark your map with potential escape routes.
* Essential Workers Don't Always Wear Badges. Locate information from your country or local emergency response teams - be prepared to help your neighbors when the next event instantly happens. All countries need to be ready – you can be part of the solution.
* Your pets are part of the emergency preparedness plan, and like any family member, animals can experience significant stress, fear of separation, and threats to their survival when disaster strikes. Check locally for your areas evacuation and safety planning.
March
April
By Dinky the ranch squirrel I'm a squirrel! Always check the information.
Once upon a time, in the quiet and picturesque town of FEANTM, nestled between rolling hills and surrounded by vast open fields, a unique team known as CERT, the Critter Emergency Response Team, played a vital role in ensuring the safety of both human and animal residents.
At the forefront of this team was Asher, a brave and dedicated firefighter mouse. Asher worked closely with Alan of the neighboring town, Livermore, on CERT and with the Livermore/Pleasanton Fire Department on new techniques, safety, and rescue.
Asher was an amazing little mouse, and Dinky was proud of Asher. Asher, known affectionately as "Firefighter Mouse," was not your average woodland creature. He had a passion for firefighting and had undergone special training to become an integral part of CERT. Recently, Asher received a state-of-the-art uniform that could withstand intense heat, allowing him to enter burning buildings and rescue animals needy animals. The uniform and helmet were gifts from the Livermore/Pleasanton firefighters because Dinky has no uniform budget! They keep spending the budget on sunflower seeds!
One sunny afternoon, the CERT team received an urgent call about a house fire. Asher, donning his new flame-resistant uniform, wasted no time. With a determined look in his eyes, he jumped onto the fire truck and held onto the side, ready for action.
The firetruck screeched to a halt in front of a two-story house engulfed in flames. With his tiny firefighter helmet firmly in place, Asher leaped off the truck and scampered towards the entrance. The fire roared, and the heat was intense, but Asher's special uniform protected him from harm.
Inside the house, a distressed family had managed to escape, but their beloved cat, Whiskers, was still trapped. Despite the natural aversion mice typically have for cats, Asher focused on his duty as a firefighter. He knew that every life, regardless of species, was worth saving.
Bounding through the smoke-filled rooms with agility and determination, Asher reached the spot where Whiskers was hiding. The frightened cat, eyes wide with fear, crouched beneath a piece of furniture. Asher, unafraid, approached calmly and extended his tiny hand. With a gentle touch, he reassured Whiskers and guided the terrified feline toward the exit.
As they emerged from the burning building, Asher handed Whiskers to the grateful family. The cheers of the onlookers and the relieved expressions on the faces of the family members were all the reward Asher needed. Firefighter Mouse had once again proven that firefighters come in all shapes and sizes, and bravery knows no bounds.
The town of FEANTM celebrated Asher's heroic act, recognizing the importance of having a diverse and dedicated emergency response team. Asher, with his newfound fame, continued to inspire others. He reminded the residents that in times of crisis, the courage and selflessness of individuals like him make a community stronger and safer for all its residents, big and small.
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Welcome back!
We hope you have had a lovely half-term. During this half term, our topic is based on Earth and Space. As well as Science, many of our other lessons across the curriculum will be linked to this topic. This is includes an exciting and ambitious DT projects with pulleys and levers!
We hope you all enjoy the learning journey in this short– but very busy- half term.
Mrs Doe and Mr Clyne
Dates for your diary
Parents Evenings: Monday 6th and Thursday 9th November. You should have received information about booking a slot on parentmail.
Homework
Thank you for your ongoing support with your child's learning at home. It is always nice to share things they have made or written in class.
During this half term we will again be using the homework grid.
The weekly Maths and spellings homework will continue. Children also need to be reading at least 4 times each week and bringing in their signed Reading Records, please. In addition, it would really benefit the children to make sure that times tables facts are very secure. Using Hit the Button or Timestables Rockstars 4 times a week (just for 10 minutes each time) would really help with this and make all of the Maths work we do far more accessible.
English
Our writing this half term will be linked to our topic, where our main focus is news reports, with plenty of drama to support this exciting space-themed work. We will also be looking at space themed poetry.
Reading will again be a mix of whole-class and group reading sessions. Grammar will be taught once a week separately, and consolidated in our reading and writing. Spelling tests will continue on Mondays.
Brave New World
Maths
We begin the term with looking at methods for multiplication and division, including multiples, factors and prime numbers, as well as multiplying and dividing by 10, 100 and 1000. Work will also involve problem solving and understanding the inverse link between these two operations.
Science
Our whole topic this half term is science based, therefore there will be learning across the curriculum about Earth and Space. We will learn about the planets in the solar system, what they are like, how they move and the scientists who studied them. We will also explore why the moon appears to change shape and why night and day occur.
Art & Design Technology
This half term the children will use a range of media to create artwork linked to our topic. We will also design and build a 'Pulley Transportational Device' to be used to collect rocks and samples from 'Planet X'
Music
We will be listening and responding to Holst's The Planets. We will use this as inspiration for our own space-themed composition.
Computing
We will begin our coding work in Purple Mash, as well as using our chromebooks to research our topic of Space.
PE
Indoor PE takes place on Mondays. This term we will be working on dance. Outdoor games takes place on Thursdays. Please ensure your child has the correct kit.
RE and PSHE
RE this half term will continue our work on Judaism, before turning to Christianity and the values of Jesus.
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Hazard Incidents in Bangladesh, October 2017
Overview of Hazard Incidents in October 2017
In October, 5 disasters occurred in the country. Among those lightning, storm, riverbank erosion, cyclone and flood were natural hazards and fire was the only manmade hazard. Flood was the most hazardous incident of October. It affected two districts namely Moulvibazar and Patuakhali's 80 villages and inundated 5000 acres crops land. More than 3000 families were waterlogged and 300 families lost their shelter. Due to the other hazards of lighting, storm, riverbank erosion and fire, total 9 people died, 46 injured, 750 households and 58 shops damaged and 2 primary school disappeared.
Description of the Incidents in October 2017
Lightning
There were 04 lightning incidents in October, 2017. 03 districts namely Rajshahi, Jamalpur and Kurigram had experienced lightning. These incidents caused death of 07 people and 05 people were injured. The impact scenario of lightning is given in the table below:
Storm
On October 10 & 21 three storms incidents originated in Rajshani, Natore and Barguna. It caused death of 01 people, 25 people injured and 650 houses were damaged. The impact scenario of storm is given in the table below:
Riverbank Erosion
02 Government primary schools of 2 upazilas (Naria, Janjira) have been disappeared in the Padma River in Shariatpur district on October 10 & 18 due to riverbank erosion. The impact scenario of riverbank erosion is given in the below table:
Fire
05 fire incidents took place in October, 2017. As for geographic spread, 04 districts (Rajshahi, Dhaka, Gazipur and Rangamati) experienced fire. Among the 05 incidents, 02 occurred in Dhaka. These incidents caused death of 01 people and 16 people were injured. The overall impact scenario of fire is in the table below:
Cyclone
On October 20 a cyclone originated in Jessore. It caused damage of almost 100 houses and a number of trees were uprooted. The impact scenario of Cyclone is given in the table below:
Flood
Responses in October 2017
GoB Response in Storm
The Government of Bangladesh also announced though District Administration to assist to the victims of 10 th October's incident of Natore. (Bdnews24.com, October 10, 2017)
The Government of Bangladesh announced though District Administration to assist to the victims of 21 th October's incident with 10 kg rice and 500 BDT to family of each victim in Barguna. (Bdnews24.com, October 21, 2017)
Conclusion
Flood was the most devastating hazard of this month. It impacts people normal of affected areas. As well as there were low intensity hazards in different parts of the country e.g. lightning, storm, riverbank erosion, cyclone and fire. Those incidents also stuck affected areas people life's. The Government of Bangladesh only response in Storm which was affected in Natore and Barguna through District Administration. | <urn:uuid:6d7896c2-c407-4263-9a12-022d356a9c6b> | CC-MAIN-2024-18 | http://www.nirapad.org.bd/home/stroage/file/public/assets/resource/monthlyHazard/1515913253_Monthly%20Hazard%20Incident%20Report%20_%20October%202017.pdf | 2024-04-13T09:38:29+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00338.warc.gz | 58,324,325 | 675 | eng_Latn | eng_Latn | 0.997292 | eng_Latn | 0.99775 | [
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White shark population is small but healthy off the coast of Central California
May 19 2021
Researchers use a camera on a pole to document the unique dorsal fin markings of a white shark off the California coast. Credit: Scot Anderson
The population of white sharks that call the Central California coast their primary home is holding steady at about 300 animals and shows some signs of growth, a new long-term study of the species has shown.
Between 2011 and 2018, researchers were able to identify hundreds of individual adult and subadult white sharks, which are not fully mature but are old enough to prey on marine mammals. They used that information to develop estimates of the sharks' abundance.
"The finding, a result of eight years of photographing and identifying individual sharks in the group, is an important indicator of the overall health of the marine environment in which the sharks live," said Taylor Chapple of the Coastal Oregon Marine Experiment Station at Oregon State University's Hatfield Marine Science Center and a co-author of the study.
White sharks, sometimes referred to as "great" white sharks, are apex predators, meaning they are the top animal of the food chain, preying on large marine mammals such as elephant seals, harbor seals and sea lions. As apex predators, they play an important role in the health of the marine ecosystem, said Chapple, who is an assistant professor in Department of Fisheries, Wildlife, and Conservation Sciences in OSU's College of Agricultural Sciences.
"Robust populations of large predators are critical to the health of our coastal marine ecosystem," said Chapple, a marine ecologist who specializes in the study of marine predators. "So our findings are not only good news for white sharks, but also for the rich waters just off our shores here."
The findings were just published in the journal Biological Conservation. The study's lead author is Paul Kanive of Montana State University. Additional co-authors are Jay Rotella of Montana State University; Scot Anderson of the Monterey Bay Aquarium; Timothy White and Barbara Block of Stanford University; and Salvador Jorgensen of University of California, Santa Cruz and the Monterey Bay Aquarium.
White sharks live in all of the world's oceans. They can grow to 20 feet in length, weigh more than 2,000 pounds and live up to 70 years. They are listed as a vulnerable species due to threats such as fishing, because they can be caught up in commercial fishing gear, and poaching due to trade interest for their fins and teeth.
White sharks' main aggregation in the California Current, the span of waters off the West Coast of North America, is off the coast of Central California in an area that stretches from Bodega Bay, north of San Francisco, south to Monterey Bay.
Through more than 20 years of study, researchers have learned this group of white sharks spends about half of the year in offshore waters of the northeast Pacific about halfway between Hawaii and Baja, Mexico, and about half the year along the Pacific Coast. They may travel as far north as Washington and as far south as Mexico, but tend to aggregate around islands and shores off the central California coast and Guadalupe Island in Mexico.
The dorsal fin of a white shark carries unique identifying markers. Credit: Scot Anderson
Monitoring animal populations and determining trends is important to understanding the health of the population and making decisions about population management and protections. In 2011, Chapple, working with Jorgensen and Block, published the first estimate of population size for the California sharks. The new study provides a longer term of observation of the population's size and growth trends.
From 2011 through 2018, researchers collected photographs from above the water and underwater video recordings of white sharks during peak periods of their residency in the fall and early winter in the waters off the California coast. The data was collected from more than 2,500 hours of observation at three sites: Southeast Farallon Island; Año Nuevo Island; and Tomales Point.
They lured white sharks to their research boat with a seal decoy and captured more than 1,500 photographs that they used to identify individual sharks, focusing on adults and subadults.
"Every white shark has a unique dorsal fin. It's like a fingerprint or a bar code. It's very distinct," Chapple said. "We were able to identify every individual over that eight-year period. With that information, we were able to estimate the population as a whole and establish a trend over time."
Researchers often can also use the underwater video to identify whether a shark is male or female. Following the same sharks year over year allows them to gain insight into the sharks' age and survival differences between males and females. About half of the sharks they saw each year were sharks they had seen previously, and about half were new sightings.
Overall, the researchers found that the population of white sharks numbers about 300, and evidence suggests that the adult population showed a modest uptick in numbers, while the subadult population held steady over the course of the study. The findings applied to both male and female sharks, though the estimate of the adult female population showed only about 60 sharks in this region.
"That underscores the need for continued monitoring of white sharks, as there are relatively few reproductively active females supplying the population with additional sharks," said Kanive, the study's lead author.
Powered by TCPDF (www.tcpdf.org)
"Losing just a few animals can be really critical to the larger population," he said. "It's important that we continue to protect them and their surroundings."
The Marine Mammal Protection Act, which protects many of the prey that are critical to white sharks' survival, and restrictions on the use of gillnets in the California coastal region are likely factors helping the white shark population, Chapple said. But once white sharks leave U.S. waters, they continue to face threats.
"We can provide as much protection as possible while they are in coastal waters, but these sharks are highly migratory animals," he said. "It will take international cooperation, agreement and enforcement to protect them."
More information: Paul E. Kanive et al, Estimates of regional annual abundance and population growth rates of white sharks off central California, Biological Conservation (2021). DOI: 10.1016/j.biocon.2021.109104
Provided by Oregon State University
Citation: White shark population is small but healthy off the coast of Central California (2021, May 19) retrieved 13 April 2024 from https://phys.org/news/2021-05-white-shark-populationsmall-healthy.html
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National Scenic Byways Program: SOUTH DAKOTA
About the National Scenic Byways Program
The National Scenic Byways Program, established by Congress in 1991, recognizes historic, scenic, and culturally important roads, all of which promote economic development and tourism in communities around the U.S. There are more than 1,200 byways in all 50 states.
South Dakota is home to two national scenic byways, the Native American Scenic Byway and Peter Norbeck Scenic Byway, which offer breathtaking views of the most historically, culturally, and archaeologically important places in the state. Points of interest along each route include Mount Rushmore, Sylvan Lake, the site of Wounded Knee, and the resting place of Sioux Chief Sitting Bull – which are some of the most revered sites in our nation. Scenic byways play a vital role in delivering visitors to these sites and have become integral to the travel experience.
Key Points
* South Dakota is home to six scenic byways, including two national scenic byways and four state scenic byways.
* In 2019, 14.5 million visitors traveled to South Dakota and spent $4.1 billion.
* Travel and tourism activity in the state generated $308 million in state and local taxes, saving each South Dakota household $890.
Images: Peter Norbeck Scenic Byway credit: National Archives (top), Native American Scenic Byway credit: National Archives (right column)
6
South Dakota is home to
6 scenic byways
South Dakota Travel Industry Facts
> Supports 55,157 jobs (8.8% of all South Dakota jobs)
> $4.1 billion in visitor spending
Scenic Byways in South Dakota
NATIONAL SCENIC BYWAYS
STATE SCENIC BYWAYS
1. NATIVE AMERICAN SCENIC BYWAY
2. PETER NORBECK SCENIC BYWAY
3. BADLANDS LOOP SCENIC BYWAY
4. SKYLINE DRIVE SCENIC BYWAY
5. SPEARFISH CANYON SCENIC BYWAY
6. WILDLIFE LOOP ROAD SCENIC BYWAY
All scenic byways exhibit one or more of six core intrinsic qualities — scenic, historic, recreational, cultural, archaeological, or natural. For a road to be named a national scenic byway, it must first be designated a state, tribal, or federal agency scenic byway. Once achieving that, a road may apply for national scenic byway designation, but its intrinsic quality must be of regional significance. AllAmerican Roads are the very best of the national scenic byways, demonstrating at least two intrinsic qualities of national significance.
South Dakota byways provide access to the state's most spectacular public lands including:
> 6 National Parks
> 63 State Parks
> 1 National Trail
> 1 Wild And Scenic River
> 2 National Grasslands
> 1 National Forest | <urn:uuid:d681a51f-015e-43a1-85ab-2cd83a2fdd4f> | CC-MAIN-2024-18 | https://www.scenic.org/wp-content/uploads/2023/02/SD-Official-One-Pager_2023_2.pdf | 2024-04-13T10:10:17+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00340.warc.gz | 908,998,961 | 608 | eng_Latn | eng_Latn | 0.987214 | eng_Latn | 0.994482 | [
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Exodus & Freedom Week 3 / Pre-School
Session plan Core value: When God is with us, we are never stuck.
Page 1
The Story:
There are several ways to explain or watch the story of the Exodus:
* On YouTube, do a search for 'The Israelites Escape Egypt' and many videos will come up – the God Story videos are excellent
* Alternatively, download the 'Superbook' app. This is an online children's Bible with a host of extras such as games and activities
* Read 'The Red Sea' from The Beginner's Bible and use basic props to retell the story. Props and ideas to bring the story to life could include:
- Paper cloud that the children can get in a line behind and follow
- Paper fire flame
- A few leaders could pretend to be Egyptians on chariots and chase the children
* Use two pieces of blue fabric that part as 'Moses' raises his staff and have the children walk through
Zoom Tweaks
If on Zoom, prepare a PowerPoint using relevant images and read the story OR use props as you read the story to the screen
Application:
* Use a soft, cute puppet to illustrate the story below. This script lends itself to a small black mole with a Welsh accent but any puppet or accent can work. Just amend the script so that the puppet ends up stuck in the mud
* Actions for children to follow are in brackets
Adult:
Adult: Moley, last night I was in bed and I felt really stuck – like this! (Freeze on spot. Allow children to wriggle and freeze when you say stuck a few times). I wanted to play with my Paw Patrol toys but Mum said I had to sleep. I felt really stuck and I didn't like it!
Adult:
Adult:
Adult:
Moley:
Moley: Well I am a mole and I am always under the ground in mud! I get stuck LOTS of times (get children again to wriggle and freeze on your mark)
Moley:
Moley:
Hey everyone. Can I introduce you to my friend, Moley? He is really soft and really helpful. He is a mole.
Hello everyone (allow children to stroke him, gently smooth the cheeks of babies or reticent children)
URGH! You live in mud?!
I do!
Did you ever get REALLY stuck?
Oh yes. One day I popped out of the ground but found myself stuck between two stones (prime two other people to wedge themselves either side of you. Zoom Tweak: wedge your puppet between two objects you have to hand in the house). I was so stuck. I couldn't go up (allow children to stand) and I couldn't go down (bend).
How did you get unstuck?
Page 2
The Story: (continued)
Adult:
Adult:
Adult:
Moley:
Moley:
Moley:
Well, I remembered that my best friend Jesus is always with me. Then I remembered that with Jesus I am NEVER stuck.
So, what did you do?
I said 'Jesus can you help me? I am never stuck with you.' Next thing I know, Badger came along and bumped one of the rocks with his bottom and it fell out of the way! (Leader to the left of you falls. Zoom Tweak: discard the object to the left). I wasn't stuck any more.
Wow! You are never stuck with Jesus.
Never!
Thanks, Moley – I won't forget that. Shall we all say goodbye to Moley? (encourage children to say 'bye')
Game
Encourage the children to run away from you. Once tagged by a leader, they must freeze as if stuck. Another leader wears a sign that says 'Jesus' – when they touch the child, the child is unstuck and free to run again.
Zoom Tweaks – If playing this via Zoom, tweak as follows:
* Nominate a child or leader who is 'on it'
* Other children can move around very quickly in their space on the screen
* The 'on it' child watches and calls a name and follows it with 'FREEZE' (e.g. 'Sally, freeze')
* Sally must then freeze and stop moving
* The leader facilitating the session can then call 'Sally, Jesus says un-freeze'
* The game can continue for as long as you need
Prayer
Ask children to do five star jumps. Encourage them to throw their arms and legs as wide as they can. As they star jump, each time say to God …
'Thank you Jesus for setting us free. Amen'
A prayer to pray together at the end of this session
Dear Jesus, thank you so much that we are never stuck when we are with you. Thank you that even if we are scared or sad, you can do amazing things to make sure we are free. Thank you for even parting a whole sea in two to save your people. You are an amazing God. Amen.
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Name:
Invasive Propagation Model Worksheet
Using this worksheet, you will develop a propagation model using facts about the Himalayan blackberry plant. To do this, you will calculate the number of seeds a Himalayan blackberry plant will generate in a year and draw a bar graph. Then, you'll calculate how far the seeds will be distributed and draw a diagram.
Part I
Facts about the Himalayan blackberry:
G 75 drupelets per berry
G One (1) seed per drupelet
G 8 canes (vines) per entire plant
G Only second year canes bear fruit
G Half the canes are new growth and half the canes are second year growth
G Canes on average are 20 feet long
G 10 berries per foot of cane
1. How many seeds does each berry have? Show an equation to calculate seeds per berry without evaluating:
2. How many berries does each cane have? Show an equation for berries per cane without evaluating:
3. How many seeds does each entire plant have? Show an equation for the number of seeds per plant without evaluating:
4. Evaluate the equation to solve how many seeds an entire plant has:
5. How many seeds will the plant generate if only half of each second-year cane produces fruit?
6. How many seeds will the plant produce if there are 10 canes rather than 8?
© 2020 Ecology in Classrooms & Outdoors. All Rights Reserved.
16
Part II
Facts about the Himalayan blackberry seeds:
G 1 seed per drupelet
G 8 canes (vines) per plant
G 75 drupelets per berry
G Half the canes are new growth and half the canes are second year growth
G Canes on average are 20 feet long; only half the length productive
G Only second year canes bear fruit
G
10 berries per foot of cane
Facts about how seeds are distributed:
G 25% (25/100) fall to the ground around the plant by gravity
G 20% (20/100) are eaten by elk, who travel 3 miles
G 40% (40/100) are eaten by songbirds, who travel ¼ of a mile
G 10% (10/100) are eaten by coyotes, who travel 1 mile
G 5% (5/100) are eaten by rabbits who live in the blackberry thicket
1. How many seeds does this plant generate in a year (show equation and result)?
2. How many seeds are:
distributed by song birds?
_______________
distributed by elk?
_______________
distributed by coyotes?
_______________
distributed by rabbits?
_______________
distributed by gravity?
_______________
© 2020 Ecology in Classrooms & Outdoors. All Rights Reserved.
Part III
Draw a bar graph to represent seed distribution by pathway
Number of Seeds
© 2020 Ecology in Classrooms & Outdoors. All Rights Reserved.
18
Part IV
Draw a diagram on the arrow below, showing where the seeds end up (in feet) away from the plant.
Remember:
G 25% (25/100) fall to the ground around the plant by gravity
G 40% (40/100) eaten by songbirds + travel ¼ mile
G 20% (20/100) eaten by elk + travel 3 miles
G 10% (10/100) eaten by coyotes + travel 1 mile
G 5% (5/100) eaten by rabbits who live in the blackberry thicket
Mark the scale along the path, where the seeds end up, and the number of seeds at each spot.
Distance from the plant (ft)
Number of Seeds
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Sliding-Coin Puzzles
Erik D. Demaine
Martin L. Demaine ∗
In what ways can an arrangement of coins be reconfigured by a sequence of moves where each move slides one coin and places it next to at least two other coins? Martin Gardner publicized this family of sliding-coin puzzles (among others) in 1966. Recently, a general form of such puzzles was solved both mathematically and algorithmically. We describe the known results on this problem, and show several examples in honor of Martin Gardner for the 5th Gathering for Gardner.
1 Puzzles
Sliding-coin puzzles ask you to re-arrange a collection of coins from one configuration to another using the fewest possible moves. Coins are identical in size, but may be distinguished by labels; in some of our examples, the coins are labeled with the letters G, A, R, D, N, E, R. For our purposes, a move involves sliding any coin to a new position that touches at least two other coins, without disturbing any other coins during the motion.
The rest of this section presents several sliding-coin puzzles.
1.1 Triangular Lattice
We start with some basic puzzles that are on the triangular lattice in the sense that the center of every coin is at a vertex of the planar lattice of equilateral triangles. The restriction that a move must bring a coin to a new position that touches at least two other coins forces a puzzle to stay on the triangular lattice if it is originally on it.
Triangular Lattice Puzzles
Classic Puzzles
Puzzle 2: Turn the pyramid upside-down (3 moves)
∗ The Demaines are a father-and-son team. Erik D. Demaine, the father, is an assistant professor of computer science at MIT who likes anything algorithmic or geometric. Martin L. Demaine, the son, is a researcher in computer science at MIT who likes anything mathematical and artistic.
1.2 Square Lattice
Next we give a few puzzles on the square lattice. Here the centers of the coins are at vertices of the planar lattice of squares, and we make the additional constraint that every move brings a coin to such a position. The restriction that a move must bring a coin to a new position that touches at least two other coins does not force the puzzle to stay on the square lattice, but this additional constraint does.
Square Lattice Puzzles
Penta Puzzles
Puzzle 6: Rotate the L by 90 ◦ (8 moves)
Puzzle 7: Fix the spelling of GRAND (8 moves)
Hard Puzzles
2 History
Sliding-coin puzzles have long been popular. For example, the classic Puzzle 1 is described in Martin Gardner's Scientific American article on "Penny Puzzles" [8], in Winning Ways [1], in Tokyo Puzzles [7], in Moscow Puzzles [9], and in The Penguin Book of Curious and Interesting
Puzzles [12]. Langman [10] shows all 24 ways to solve this puzzle in three moves. Puzzle 2 is another classic [2, 7, 8, 12]. Other puzzles are presented by Dudeney [6], Fujimura [7], and Brooke [4].
The historical puzzles described so far are all on the triangular lattice. Puzzles on the square lattice appear less often in the literature but have significantly more structure and can be more difficult. The only published example we are aware of is given by Langman [11], which is also described by Brooke [4], Bolt [3], and Wells [12]; see Puzzle 10. However, the second of these puzzles does not remain on the square lattice; it only starts on the square lattice, and the only restriction on moves is that the new position of a coin is adjacent to at least two other coins.
Puzzle 10: Re-arrange the H into the O in four moves while staying on the square lattice (and always moving adjacent to two other coins), and return to the H in six moves using both the triangular and square lattices.
3 Mathematics
A paper by Helena Verrill and the present authors [5] solves a large portion of the general sliding-coin puzzle-solving problem: given two configuration of coins, is it possible to rearrange the first configuration into the second via a sequence of moves? One catch is that, for the results to apply, a move must be redefined to allow a coin to be picked up and placed instead of just slid on the table. another catch is that the solution does not say anything about the minimum number of moves required to solve a specific puzzle, though it does provide a polynomial upper bound on the number of moves required. (From this information we can also determine which puzzle requires roughly the most moves, among all puzzles.) Despite these catches, the results often apply directly to sliding-coin puzzles and tell us whether a given puzzle is solvable, and if so, how to solve it. The ability to tell whether a puzzle is solvable is ideal for puzzle design.
A surprising aspect of this work is that there is an efficient algorithm to solve most sliding-coin puzzles, which runs fast even for very large puzzles. In contrast, most other games and puzzles, when scaled up sufficiently large, are computationally intractable.
3.1 Triangular Lattice
It turns out to be fairly easy to characterize which triangular-lattice puzzles are solvable. Part of what makes this characterization easy is that most puzzles are solvable. Consider a puzzle with an initial configuration that differs from the goal configuration. There are a few basic restrictions for this puzzle to be solvable:
1. There must be at least one valid move from the initial configuration.
2. The number of coins must be the same for the initial and goal configurations.
3. At least one of the following four conditions must hold:
(a) The final configuration contains a triangle of three mutually touching coins.
(b) The final configuration contains four connected coins.
(c) The final configuration contains three connected coins and two different touching coins (as in Puzzle 4).
(d) The puzzle is solvable by a single move.
4. If the coins are labeled and there are only three coins (a rather boring situation), then the goal configuration must follow the same 3-coloring of the triangular lattice.
After some thought, you will probably see why each of these conditions must hold for a puzzle to be solvable. What is more surprising, but beyond the scope of this article, is that these conditions are enough to guarantee that the puzzle is solvable. Interested readers are referred to [5] for the proof.
3.2 Square Lattice
Solvable square-lattice puzzles are trickier to characterize. Much more stringent conditions must hold. For example, it is impossible for a configuration of coins to get outside its enclosing box. This property is quite different from the triangular lattice, where coins can travel arbitrary distances.
A notion that turns out to be particularly important with square lattices is the span of a configuration. Figure 1 shows an example. Suppose we had a bag full of extra coins, and we could place them onto the lattice at any empty position adjacent to at least two other coins. If we repeat this process for as long as possible, we obtain the span of the configuration.
A key property of span is that it can never get larger by a sequence of moves. The span effectively represents all the possibly reachable positions in a configuration. So if you are to move the coins from one configuration to another, the span of the first configuration better contain the span of the second configuration.
This condition is not quite enough, though. In fact, the exact conditions are not known for when a square-lattice puzzle can be solved. However, most solvable configurations have some extra coins whose removal would not change the span of the configuration. The main
result of [5] says that if a configuration has at least two extra coins, then it can reach any other configuration with the same or smaller span.
This result is complicated, leading to some puzzles with intricate solutions, as in Puzzles 8 and 9, for example. To work your way up to these difficult puzzles, we have provided some "warm up" puzzles that involve 5 coins, in the spirit of the "penta" theme of the Fifth Gathering for Gardner.
References
[1] Elwyn R. Berlekamp, John H. Conway, and Richard K. Guy. A solitaire-like puzzle and some coin-sliding problems. In Winning Ways, volume 2, pages 755–756. Academic Press, London, 1982.
[2] Brian Bolt. Invert the triangle. In The Amazing Mathematical Amusement Arcade, amusement 53, page 30. Cambridge University Press, Cambridge, 1984.
[3] Brian Bolt. A two touching transformation. In Mathematical Cavalcade, puzzle 20, page 10. Cambridge University Press, Cambridge, 1991.
[4] Maxey Brooke. Fun for the Money. Charles Scriber's Sons, New York, 1963. Reprinted as Coin Games and Puzzles by Dover Publications, 1973.
[5] Erik D. Demaine, Martin L. Demaine, and Helena Verrill. Coin-moving puzzles. In R. J. Nowakowski, editor, More Games of No Chance, pages 405–431. Cambridge University Press, 2002. Collection of papers from the MSRI Combinatorial Game Theory Research Workshop, Berkeley, California, July 24–28, 2000. http://www.arXiv.org/abs/cs.DM/0204002.
[6] Henry Ernest Dudeney. "The four pennies" and "The six pennies". In 536 Puzzles & Curious Problems, problems 382–383, page 138. Charles Scribner's Sons, New York, 1967.
[7] Kobon Fujimura. "Coin pyramids," "Four pennies," "Six pennies," and "Five coins". In The Tokyo Puzzles, puzzles 23 and 25–27, pages 29–33. Charles Scribner's Sons, New York, 1978.
[8] Martin Gardner. Penny puzzles. In Mathematical Carnival, chapter 2, pages 12–26. Alfred A. Knopf, New York, 1975. Appeared in Scientific American, 214(2):112–118, February 1966, with solutions in 214(3):116–117, March 1966.
[9] Boris A. Kordemsky. A ring of disks. In The Moscow Puzzles, problem 117, page 47. Charles Scribner's Sons, New York, 1972.
[10] Harry Langman. Curiosa 261: A disc puzzle. Scripta Mathematica, 17(1–2):144, March–June 1951.
[11] Harry Langman. Curiosa 342: Easy but not obvious. Scripta Mathematica, 19(4):242, December 1953.
[12] David Wells. "Six pennies," "OH-HO," and "Inverted triangle". In The Penguin Book of Curious and Interesting Puzzles, puzzle 305, 375, and 376, pages 101–102 and 125. Penguin Books, 1992.
A Solutions
Solutions to Puzzles 1, 2, 3, 5, 6, and 7 were found by an exhaustive breadth-first search, and as a result we are sure that the solutions use the fewest possible moves. For Puzzle 4, it is conceivable that using more than two "rows" leads to a shorter solution; the solution below is the best among all two-row solutions. Puzzles 8 and 9 are left as challenges to the reader; we do not know the minimum number of moves required to solve them. The second half of Puzzle 10 was solved by hand, but the number of moves is minimum: the maximum overlap between the H and the O is four coins, three moves are necessary to enter the triangular lattice and return to the square lattice, and every move starting with Move 3 puts a coin in its final position.
Solution to Puzzle 1: Three moves.
Solution to Puzzle 2: Three moves.
Solution to Puzzle 5: Four moves.
Solution to Puzzle 6: Eight moves. | <urn:uuid:7c897302-ad22-42ed-b741-5bddf941ccb7> | CC-MAIN-2024-18 | https://erikdemaine.org/papers/SlidingCoins_G4G5/paper.pdf | 2024-04-13T09:07:15+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00340.warc.gz | 216,814,226 | 2,755 | eng_Latn | eng_Latn | 0.969664 | eng_Latn | 0.996991 | [
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Palmer Raids Lesson
Central Historical Question: What caused the Palmer Raids?
California State Standard(s)
11.5.2 - Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey's "back-toAfrica" movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.
Common Core State Standard(s):
Reading
2. Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
9. Analyze the relationship between a primary and secondary source on the same topic.
10. By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.
Writing
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g.,
articulating implications or the significance of the topic).
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
9. Draw evidence from informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | <urn:uuid:8aed5a89-60db-47b4-b9de-453f33654660> | CC-MAIN-2024-18 | https://www.lausd.org/cms/lib/CA01000043/Centricity/Domain/226/Grade%2011%20Semester%201/11.5.2%20Palmer%20Raids%20Cover%20Page%20.pdf | 2024-04-13T09:18:26+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00339.warc.gz | 785,621,841 | 703 | eng_Latn | eng_Latn | 0.989037 | eng_Latn | 0.991535 | [
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What are Climbers?
Climbers are plants that produce long, flexible stems that twine around trellises or hook onto other plants for support.
Climbers take up little ground space and can be trained to grow on trellises, walls, fences, and other garden structures.
A wall trellis is typically placed against a wall for climbers with aerial roots, hooks or thorns to grow upwards on. Besides adding vertical greenery to your garden's landscape, a wall trellis also prevents root damage to your wall.
About Community in Bloom
Community in Bloom (CIB) is a programme that was launched by the National Parks Board (NParks) in 2005. It aims to nurture a gardening culture among Singaporeans by encouraging and facilitating community gardening efforts. It is also an opportunity to build community bonds and strengthen social resilience in our City in Nature.
In support of:
For more information, visit our website at www.nparks.gov.sg/cib or email us at firstname.lastname@example.org
For more gardening resources and tips, visit go.gov.sg/gardening-resources
To learn more about our City in Nature, scan the QR code or visit www.nparks.gov.sg/about-us/city-in-nature
How do plants climb?
* Different climbers use different climbing strategies such as twining stems, spring-like tendrils, aerial roots, hooks, thorns and adhesive pads to hoist themselves up onto external support systems.
* Knowing the growing habit of your plant will help you understand the support system they require.
A teepee trellis can be anchored in garden soil or even in your plant pot. It is beneficial for climbers with spring-like tendrils or twining stems to cling onto for support as they grow.
This brochure features 10 fruiting climbers that are commonly cultivated in Singapore. These are plants that naturally scramble to grow upwards or outwards and require a structure like a garden stake, netting or trellis to climb on.
We hope this brochure will encourage you to try growing these plants at home or in your community garden!
Choosing the right support for your climber
Climbers that produce light-weight fruits can be grown on simple structures such as a wall or teepee trellis, while climbers which produce heavy fruits should be grown on stronger structures such as an arch trellis.
Scan the QR code to watch our video guide on how to grow fruiting climbers and build a simple trellis
An arch trellis is one of the bigger types of trellises, typically placed in a planter box or directly on your garden soil. The structure can support a larger number of climbers and is beneficial to climbers with spring-like tendrils or twining stems.
Bottle Gourd
Scientific Name
Lagenaria siceraria
Plant Characteristics
The Bottle Gourd is a herbaceous perennial climber that climbs with spring-like tendrils and twining stems. It takes about
5 to 7 days to germinate, and 60 to 90 days to produce mature fruits.
Cultivation and Plant Care
Bottle Gourds grow best in soil that drains well. This plant thrives in full sun and requires moderate watering. It can be propagated by seeds and requires an arch trellis for support.
Uses
The young fruits and seeds of the Bottle Gourd are edible. Its fruit has a mild, dulcet taste and can be boiled, stir-fried or cooked in a stew. Interestingly, the dried, mature fruit can be used as a container, made into musical instruments or decorated and displayed as ornaments.
Difficulty Level
Intermediate
Smooth Loofah
Scientific Name
Luffa aegyptiaca
Plant Characteristics
The Smooth Loofah is a herbaceous annual climber that climbs with spring-like tendrils and can grow up to 15 m long.
It takes 4 to 7 days to germinate, and 63 to 91 days to produce mature fruits.
Cultivation and Plant Care
The Smooth Loofah grows well in fertile, loamy soil that drains well. This plant thrives in full sun and requires moderate watering. It can be propagated by seeds and requires an arch trellis for support.
Uses
The young fruits, leaves and flower buds of the Smooth Loofah are edible. Its fruit has a lightly sweet and mild taste similar to zucchini and is commonly eaten as a vegetable when boiled in soup or stew. Interestingly, the inedible mature fruit is extremely fibrous and bitter but can be dried and used as a natural exfoliator.
Difficulty Level
Easy
Common Pepper
Scientific Name
Piper nigrum
Plant Characteristics
The Common Pepper is a woody perennial climber that climbs with short aerial roots and can grow up to 4.5 m long. It takes 14 to
21 days to germinate, and 244 to 274 days to produce mature fruits.
Cultivation and Plant Care
The Common Pepper grows best in moist, fertile, loamy soil that drains well. This plant thrives in both full sun and semi-shaded environments and requires moderate watering. It can be propagated by seeds, stem cuttings, or runners and requires the support of a wall or teepee trellis.
Uses
The dried fruits of the Common Pepper, more commonly known as peppercorns, are edible. They have a peppery, piquant taste and can be used to flavour and preserve food.
Difficulty Level
Intermediate
Snake Gourd
Scientific Name
Trichosanthes anguina
Plant Characteristics
The Snake Gourd is a herbaceous annual climber that climbs with spring-like tendrils and can grow up to
6 m long. It takes about 7 days to germinate, and 49 to 105 days to produce mature fruits.
Cultivation and Plant Care
Snake Gourds grow best in moist soil that drains well. Avoid growing them in dry or waterlogged soil. This plant thrives in full sun and requires moderate watering. It can be propagated by seeds and requires an arch trellis for support.
Uses
The immature fruits, young shoots and leaves of the Snake Gourd are edible. Its fruit has a lightly sweet, mild taste and is commonly boiled and eaten as a vegetable in curries or sambal.
Difficulty Level
Intermediate
Hyacinth Bean
Scientific Name
Lablab purpureus
Plant Characteristics
The Hyacinth Bean is a purplish herbaceous annual climber that climbs with trailing, twining stems and can grow up to 6 m long.
It takes 5 days to germinate, and 75 to 300 days to produce mature fruits.
Cultivation and Plant Care
The Hyacinth Bean grows best in heavy clay soil that drains well. This plant thrives in full sun and requires moderate watering. It can be propagated by seeds and requires a wall or teepee trellis for support.
Uses
The leaves, flowers, young fruits and immature seed pods of the Hyacinth Bean are edible and commonly eaten as a vegetable when boiled in curries and dhals.
Difficulty Level
Intermediate
Watermelon
Scientific Name
Citrullus lanatus
Plant Characteristics
The Watermelon is a herbaceous annual climber that climbs with spring-like tendrils and twining stems. It can grow up to 5 m long.
It takes 5 to 12 days to germinate, and 147 to 182 days to produce mature fruits (depending on the variety grown).
Cultivation and Plant Care
Watermelons grow best in slightly acidic, fertile loamy soil that drains well. To prevent fruit rot, avoid growing it in places with high humidity and heavy rainfall. This plant thrives in full sun and requires moderate watering. It can be propagated by seeds and requires an arch trellis for support. Building a hammock-like structure on the trellis would be beneficial to hold the fruit as it develops.
Uses
Watermelon is a commonly consumed fruit that is sweet and refreshing. It can be eaten raw, juiced, or incorporated into desserts.
Difficulty Level
Difficult
Marrow Green
Scientific Name
Cucurbita pepo
Plant Characteristics
The Marrow Green is a herbaceous annual climber that climbs with spring-like tendrils and can grow up to 15 m long. It takes 7 days
to germinate, and 49 to 56 days to produce mature fruits.
Cultivation and Plant Care
The Marrow Green grows best in soil that drains well. This plant thrives in full sun and requires moderate watering. It can be propagated by seeds and requires the support of an arch trellis.
Uses
The edible fruits of the Marrow Green has a mild flavour similar to a cucumber and is commonly eaten as a vegetable in soup or stew.
Difficulty Level
Intermediate
Sword Bean
Scientific Name
Canavalia gladiata
Plant Characteristics
The Sword Bean is a herbaceous perennial
climber that climbs with trailing, twining stems and
can grow up to 10 m long.
The seeds germinate readily and it takes 150 to 300 days to produce mature fruits.
Cultivation and Plant Care
The Sword Bean grows best in fertile, loamy soil that drains well. It thrives in both full sun and semi-shaded environments and requires moderate watering. It can be propagated by seeds and requires a wall or teepee trellis for support.
Use
The stems, young leaves and pods of the Sword Bean are edible, and are commonly eaten as a vegetable when boiled or steamed. The seeds of the Sword Bean cannot be eaten raw as they contain a toxic protein. They are only safe to eat after they have been boiled three times, with the tough seed coat removed. Water used for detoxification must be changed between each boil.
Difficulty Level
Easy
Passion Fruit
Scientific Name
Passiflora edulis
Plant Characteristics
The Passion Fruit is a herbaceous perennial climber that climbs with spring-like tendrils and can grow up to 15 m long. It takes
14 to 28 days to germinate, and 60 to 90 days to produce mature fruits. This plant has a lifespan of 5 to 7 years but becomes less productive after its fifth year.
Cultivation and Plant Care
The Passion Fruit grows best in fertile, loamy soil that drains well. This plant thrives in full sun and requires moderate watering. It can be propagated by seeds, stem cuttings, grafting or air-layering and requires an arch or wall trellis for support.
Uses
The leaves, flowers and fruits of the Passion Fruit are edible. The pulp of the fruit is tart and sweet and can be eaten raw or used as flavouring for desserts and beverages.
Difficulty Level
Easy
Winged Bean
Scientific Name
Psophocarpus tetragonolobus
Plant Characteristics
The Winged Bean is a herbaceous perennial climber that is usually grown as an annual. It climbs with spring-like tendrils and twining
stems and can grow up to 4 m long. It takes 5 to 7 days to germinate, and 70 to 84 days to produce mature seeds.
Cultivation and Plant Care
The Winged Bean grows best in dry soils or drought condition. Avoid growing it in acidic soils with a pH less than 5.5. It thrives in both full sun and semishaded environments and requires moderate watering. It can be propagated by seeds and requires a wall or teepee trellis for support.
Uses
Young shoots, leaves, flowers and immature seed pods of the Winged Bean are edible, and are commonly eaten raw or cooked as a vegetable. The flowers can also be used as a natural food dye in rice and pastries.
Difficulty Level
Easy | <urn:uuid:6f8b441c-2ddf-43d0-b1b7-8c7358166e34> | CC-MAIN-2024-18 | https://gardeningsg.nparks.gov.sg/files/know%2010%20fruiting%20climbers.pdf | 2024-04-13T09:12:16+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00341.warc.gz | 254,572,752 | 2,449 | eng_Latn | eng_Latn | 0.997471 | eng_Latn | 0.997198 | [
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HOMEWORK POLICY FOR KINGSLAND NS
This Policy was formulated by the Staff of Kingsland NS in consultation with Parents and is updated and Reviewed on a regular basis.
Aims:
1. To provide pupils with the opportunity to revise and reinforce work undertaken in class
2. To expand on work already undertaken in a particular subject
3. To develop independent study skills
4. To develop good work habits
5. To provide a link between teacher and parent
6. Testing the child's understanding of work covered or competence in skills
GUIDELINES (Content of Policy)
How often is Homework given?
1. Homework is given Monday to Friday.
2. No Homework at weekends unless the teacher deems necessary, (catch up with work, sanctions, children being absent, project work).
Content of Homework:
1. Homework can vary from day to day.
2. It should be noted that homework time devoted to reading and learning is as important as written work, in all classes.
3. Parents can play an important role in listening to reading and items to be learned, ensuring this work is done well, from infants to sixth class.
4. Paired reading is an important part of Homework and should be enjoyed.
Duration of Homework (Guide only):
Different children will complete the same homework in different lengths of time.
If you feel your child needs extra homework, encourage: extra reading, spelling, tables, revise school work, practice handwriting, letter formation...
ROLES AND RESPONSIBILITIES:
Parents:
1. Parents should help their children by;
* Providing them with a suitable place and time to do their homework.
* To prevent interruptions or distractions like TV or other children.
* Homework should be done early in the evening to ensure that children are not too tired.
* Parents should check and sign the Homework Journal.
Teachers:
* Ideally teachers like to check homework on a daily basis. However it is not always possible to check each child's work and homework journal every day.
* The Teacher may not deem it necessary to correct every mistake in the child's work.
Children:
* It is vital that children would enter all homework in the Journal.
* That it is completed correctly, neatly, clearly, in the given time.
* That the Journal is signed and checked by parent.
* That all necessary textbooks and copies are brought home and returned to school the next day. (Note, if a copy is left in school, written homework can be done in the journal or on a sheet).
REVIEW:
Last reviewed in 2008 through Parent-Teacher meeting.
Next review due in 2011.
RESPONSIBILITY FOR REVIEW:
Teachers/staff in consultation with parents.
RATIFICATION AND COMMUNICATION:
* B.O.M for ratification
* Copy of policy to be sent to parents and sign agreement. | <urn:uuid:04d25fe8-4db6-4617-8658-a522a4d7453f> | CC-MAIN-2024-18 | https://www.kingslandns.ie/media/download_gallery/HOMEWORK%20POLICY%20FOR%20KINGSLAND%20NS.pdf | 2024-04-13T10:35:42+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00344.warc.gz | 803,606,923 | 568 | eng_Latn | eng_Latn | 0.998234 | eng_Latn | 0.998273 | [
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Week 26 - Mon
Date_______________ Name____________________________
conduct contact
constant
Vocabulary Building Activity
contrast consequences
complex
SKILL 1: Examples
Review word from previous day
Read examples below and match with words from list. Use a dictionary to help with word definition.
1. The sun always keeps on shining. It never stops: ___________________
2. You will get burned severely if you touch the chemicals in the laboratory: __________________
3. His behavior irritates everyone since he calls out in a loud voice to get attention: ____________
4. If I work hard and be nice to others then good things will come my way: ___________________
5. The test question asked us to find differences in the two paragraphs: __________________
6. Finding an inexpensive way to separate hydrogen from water is very difficult: ______________
SKILL 2: Definition Matching
Read the definition below and fill-in-the-blank with the best matching word from the list.
1. The way a person acts, especially from the standpoint of morality and ethics: _________________
2. Continually occurring; persistent: _________________________
3. A coming together or touching, as of objects or surfaces: _________________________
4. To show differences when comparing: _________________________
5. Something complicated – often difficult to understand for most people: ___________________
6. Something that logically or naturally happens after an action or condition: __________________
SKILL 3: Sentence Writing
Write a meaningful sentence using at least 7 words. Sentence should show meaning of the list word.
1. conduct:
2. contact:
3. constant:
4. contrast:
5. consequences:
6. complex:
Week 26 - Tue
Date_______________ Name____________________________
Vocabulary Building Activity
SKILL 1: Examples
Review word from previous day
Read examples below and match with words from list. Use a dictionary to help with word definition.
1. We put our faith in those who debate issues that affect our society: __________________
2. Africa, Antarctica, Asia, Australia, Europe, North America, and South America: _____________
3. We must beat any army that attempts to overpower weaker countries: __________________
4. Making vehicles operate on electric power is a good idea, but how do we do it?: _____________
5. If the adults use up all our resources there will be none left for the children: ________________
6. Survival depends upon our ability to understand what happens after our actions: _____________
SKILL 2: Definition Matching
Read the definition below and fill-in-the-blank with the best matching word from the list.
1. To defeat or subdue by force, especially by force of arms: _________________________
2. One of the principal land masses of the earth: _________________________
3. A formal assembly of representatives, as of various nations, to discuss problems: ____________
4. A general idea formed in the mind - thought or notion that is not specific: __________________
5. Something that logically happens after something else: _________________________
6. Protecting or preserving from loss, damage, or neglect: _________________________
SKILL 3: Sentence Writing
Write a meaningful sentence using at least 7 words. Sentence should show meaning of the list word.
1. congress:
2. conquer:
3. continent:
4. concept:
5. conservation:
6. consequences:
Week 26 - Wed
Date_______________ Name____________________________
Vocabulary Building Activity
SKILL 1: Examples
Review word from previous day
Read examples below and match with words from list. Use a dictionary to help with word definition.
1. After the tremendous rainstorm I was worried if the dam could hold back the water: __________
2. The robber admitted to police that he was the one who committed the crime: _______________
3. Our annual ceremony today will end with a 15 minute display of fireworks: ________________
4. If you think carefully about the health consequences you won't take those drugs: _____________
5. He was told to serve an uninterrupted sentence of 3 years in jail for the fight: ________________
6. The growing of "organic" foods is said to reduce pollution to air and water: _______________
SKILL 2: Definition Matching
Read the definition below and fill-in-the-blank with the best matching word from the list.
1. To hold something – also to hold within set limits – to restrain: _____________________
2. To admit (usually something damaging or inconvenient to oneself): _____________________
3. To bring to an end; close: _________________________
4. Going on without interruption in either time or sequence: _________________________
5. To think about very carefully: _________________________
6. The protection of wildlife or natural resources such as forests, soil, and water: _______________
SKILL 3: Sentence Writing
Write a meaningful sentence using at least 7 words. Sentence should show meaning of the list word.
1. confess:
2. contain:
3. conclude:
4. consider:
5. continuous:
6. conservation:
Date_______________
Name____________________________
Vocabulary Building Activity
SKILL 1: Examples
Review word from previous day
Read examples below and match with words from list.
1. The concert was entertaining but the traffic afterwards was bumper to bumper: ______________
2. Understanding organ physiology will help students to turn down drugs: ___________
3. A carnivore eats meat while a herbivore eats mainly plants: _________________________
4. Heat typically makes metal expand while cold makes metal shrink: ____________________
5. Every year the scientists meet in Europe to discuss advances in immunology: ______________
6. They always end their convention by singing a patriotic song: _________________________
SKILL 2: Definition Matching
Read the definition below and fill-in-the-blank with the best matching word from the list.
1. To take in as food; eat or drink up: _________________________
2. To change the views of someone else by argument or evidence - persuade: _________________
3. To overfill or overcrowd – too much of something: _________________________
4. A formal meeting of people who belong to a similar group or business: ____________________
5. To reduce in size – to shrink: _________________________
6. To bring to an end something that has been going on for awhile: _______________________
SKILL 3: Sentence Writing
Write a meaningful sentence using at least 7 words. Sentence should show meaning of the list word.
1. consume:
2. congested:
3. convince:
4. contract:
5. convention:
6. conclude: | <urn:uuid:28172620-94bc-4a23-95e1-a53ec21bb982> | CC-MAIN-2024-18 | http://www.readingkey.com/cd-files/Files/CD-5/ws-5/5-26week.pdf | 2024-04-13T10:27:23+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00344.warc.gz | 60,256,787 | 1,375 | eng_Latn | eng_Latn | 0.998973 | eng_Latn | 0.99906 | [
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Potential sources of asbestos in the home
Roof felt and shingles 1
Loose, blown-in insulation, such as vermiculite 2
Main panel and fuse box; each fuse wire has an individual asbestos flash guard 10
Incandescent light fixture backing 3
Roof gutters can be made of asbestos cement 4
Artificial fireplace logs and ashes 5
Acoustic tiles 6
Deck under-sheeting 7
Asbestos pad under the fireplace hearth 8
Pipe insulation 9
Asbestos cement (transite) board siding and undersheeting 17
Door and gasket covers 11
Backing behind recessed lighting 12
Boiler and furnace insulation 13
Asbestos can be found in stucco 14
Soffit boards can be made of asbestos cement or asbestos insulating board 15
Textured or stipple-coated walls and ceilings 16
Outlets and switches 18
Gypsum board filling compound, and patching and joint compound for walls and ceilings 19
Window putty 20
Flooring: vinyl tiles and linoleum sheet flooring; flooring adhesive 21
Downpipes can be made of asbestos cement 22
Insulation on electrical wires 23
Heat reflector for wood stove 24
More information for homeowners
Homeowners can contact the following for information on preventing exposure to asbestos when doing home renovations on an older home:
Canada Mortgage and Housing Corporation (CMHC)
Phone: 1.800.668.2642
Website: www.cmhc.ca
On the website, search for "asbestos." The online publication 'Asbestos' is also available free in print as part of the 'About Your House' series.
Health Canada
Phone: 604.666.2083
Website: www.hc-sc.gc.ca
On the website, look for "asbestos" and
"vermiculite" in the A–Z index.
thinkasbestos.com
R01/19
PH71
Asbestos hazards when renovating older homes
What is asbestos?
Asbestos is a strong, fire-resistant mineral fibre. In the past, asbestos was used as insulation against heat or noise and for fire protection. It was also added to materials such as cement and plaster to give them more structural strength.
Where was asbestos used in older homes?
Until the early 1980s, many products containing asbestos were used in house construction. Some products, such as asbestos-containing vermiculite insulation, were used in homes right up until the late 1980s. The drawing in this pamphlet shows many possible sources of asbestos in older homes. When you are renovating or demolishing an older house, there is a high probability of encountering asbestoscontaining materials.
If asbestos-containing materials are in good condition and left intact, they do not pose a significant danger of releasing asbestos fibres into the air you breathe. However, these materials are hazardous when they deteriorate or are disturbed, such as when they are handled, sanded, drilled into, or broken up so that they crumble. To avoid disturbing asbestoscontaining materials, you must know where they are before you begin renovations.
What are the hazards of asbestos?
Renovating or demolishing houses containing asbestos products can release asbestos fibres, which are extremely fine and can stay in the air for hours. Breathing in asbestos fibres may cause serious health problems, including lung disease and cancer.
Asbestosis is the name given to scarring and stiffening of the lungs caused by inhaling asbestos dust over many years. It makes breathing difficult and may lead to fatal diseases such as pneumonia and heart disease. Exposure to asbestos can also cause lung cancer and mesothelioma, which is a rare cancer of the linings of the lungs and abdomen.
Asbestos-related diseases usually develop many years after a person has been exposed to asbestos. The risk of developing these diseases increases with the amount of asbestos in the air you inhale and the length of time you are exposed. Smokers are at an increased risk.
As a minimum, a respirator fitted with a NIOSH 100 (HEPA) filter should be worn to provide a basic level of protection. In some situations, other types of respirators may be required.
What can homeowners do?
If you are a homeowner doing your own renovations and not employing other workers, you will want to take precautions to avoid inhaling asbestos fibres and contaminating your home. Asbestos-containing materials should be identified and removed by someone trained in asbestos removal and wearing protective clothing and a respirator. Contact your municipality to find out how to dispose of asbestos-containing materials so that they do not contaminate landfills.
Contact the Canada Mortgage and Housing Corporation at 1.800.668.2642 or Health Canada at 604.666.2083 for information for homeowners.
What must employers and workers do before beginning renovation or demolition work?
Employers and owners/builders are responsible for the health and safety of workers employed on the site. They must have a qualified person inspect the site to identify any asbestos that may be handled, disturbed, or removed. For more information on acceptable credentials for asbestos consultants, refer to OHS Guideline G6.6-3: Qualifications, part of the Occupational Health and Safety Regulation materials at worksafebc.com.
The removal must be done by trained and qualified workers using the proper protective equipment.
For more information on working safely around asbestos, please call our Prevention Information Line at 604.276.3100, or toll-free at 1.888.621.7233.
Where can I find qualified help?
Asbestos survey and removal companies can be found in the Yellow Pages, or online, by searching Asbestos Abatement and Removal, Health and Safety Consultants, or Environmental Consultants.
More information for employers and workers
If you have additional questions about the safe removal of asbestos, please call our Prevention Information Line at 604.276.3100 or toll-free 1.888.621.7233.
Visit worksafebc.com for these helpful resources on asbestos abatement:
* Safe Work Practices for Handling Asbestos
* Safety at Work Centre for Construction
* Occupational Health and Safety Regulation, Part 6 (asbestos)
* Occupational Health and Safety Regulation, Part 20 (demolition)
* OHS Guideline G6.8: Procedures for abatement of asbestos-containing material (ACM) during house and building demolition/renovation
* OHS Guideline G20.112: Hazardous materials - Asbestos
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