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World Pulses Day: Let's get back to basics for sustainable agriculture and nutrition 10 February 2024 (Canberra) – The key to sustainable eating lies within our pantries however, Australians consume less than a third of a serving of pulses per week on average. World Pulses Day is the perfect opportunity to highlight the ways pulses contribute to conservation agriculture and nutritious diets. "We know that Australians are looking for ways to eat more sustainably and for more plant-based sources of protein, which the farming sector has been positively responding to. Fortunately, the solution is simpler than it seems," said Chief Executive Officer of CropLife Australia, the national peak industry organisation for the plant science sector, Mr Matthew Cossey. "Pulses like lentils, chickpeas, beans and peas are one of the best examples of how the Australian Dietary Guidelines align with sustainable agriculture practices. While pulses are still relative newcomers in large-scale Australian cropping systems, they are having a resurgence as farming practices become increasingly tailored to local environmental conditions. "With Australia's shallow, dry and nutrient-poor soils, Australian farmers are excellent adopters of conservation agriculture techniques like cover cropping, crop rotation and chemical fallow. Pulses are a key crop that farmers are incorporating into these management techniques to prevent erosion, maintain soil moisture, improve soil carbon and prevent pesticide resistance. "Although tailored approaches are necessary for different crops and environmental contexts, there is increasing evidence that incorporating pulses into crop rotation is an important tool in integrated pest management strategies. This prevents the same pest or disease from returning, hence reducing the need for pesticides and encourages the use of products with different modes of action which prevents resistance against these crucial tools. "It's a great to see more Australians becoming interested in food production systems and the impact of their food choices on their health and the environment, however no one has time to calculate environmental impact scores when trying to feed their family on a budget. "Opting for a diet based on whole and fresh foods is not only more environmentally sustainable, but also offers significant cost savings for Australian families, amounting to up to $78 per week, according to recent data released by The University of Wollongong. "Pulses are not just for vegetarians. Pulses are a versatile, inexpensive and important source of protein, micronutrients and prebiotic fibre supporting healthy gut microbiome. Experiment with new recipes and add pulses into a broad range of other vegetables in your weekly meal planning. "Australian farmers, supported by the plant science sector, use the most advanced technology and equipment to produce pulses of the highest quality. Combined with our favourable growing environments, good crop management and care in handling, pulses should rightfully become a staple in Australian diets," Mr Cossey concluded. - ENDS Contact: Elyse Denman \| 0459 550 010\| firstname.lastname@example.org CropLife Australia is the national peak industry organisation representing the plant science sector in Australia. CropLife's members are the world-leading innovators, developers, manufacturers and formulators of crop protection and crop biotechnology products. The plant science industry, worth more than $31.6 billion a year to Australian agricultural production, provides products to protect crops against pests, weeds and diseases, as well as developing crop biotechnologies key to the nation's agricultural productivity, profitability and sustainability. CropLife is a part of the plant science industry's 91 country international federation. CropLife Australia is the national peak industry organisation representing the plant science sector in Australia. CropLife's members are the worldleading innovators, developers, manufacturers and formulators of crop protection and crop biotechnology products. The plant science industry, worth more than $31.6 billion a year to Australian agricultural production, provides products to protect crops against pests, weeds and diseases, as well as developing crop biotechnologies key to the nation's agricultural productivity, profitability and sustainability. CropLife is a part of the plant science industry's 91 country international federation.	<urn:uuid:669644bf-b8b2-47b7-a658-09595421e244>	CC-MAIN-2024-42	https://www.croplife.org.au/wp-content/uploads/2024/02/World-Pulses-Day.pdf	2024-10-10T11:37:46+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253676.10/warc/CC-MAIN-20241010094047-20241010124047-00019.warc.gz	637,485,848	804	eng_Latn	eng_Latn	0.997007	eng_Latn	0.997007	[ "eng_Latn" ]	false	docling	[ 4477 ]	[ 2.03125 ]	1	0
Lesson 7: Lot and His Family Objectives: Students will… 1) Study Genesis Chapter 19: The destruction of Sodom and Gomorrah 2) Learn that God can do amazing things 3) Learn of the consequences of living near sinful people. Supplies: Teacher Materials (provided in classroom) ‐ Bible(s) ‐ Markers/Pencil Crayons ‐ Pens/Pencils ‐ Attendance Chart (See Template) ‐ Stickers for Attendance ‐ Sodom and Gomorrah Cross Word Sheet – one per older student ‐ Lot's Family Flees Color Page – one per younger student ‐ Lot's Descendants Activity Sheet – one per student ‐ Lot's Descendants Answer Key – one for teacher Optional: ‐ Real tent or blanket to use as tent ‐ Storybook or visual aid of the life of Abraham with pictures to show kids (if available) Snack: Lesson: 1) Introduction to lesson 2‐5 minutes As students enter, welcome them and help find a chair to sit at. Thank them for coming. Take attendance. Once children are seated say: "Last week what did we learn about? That Abraham was visited by three men who told him of God's plan to destroy Sodom and Gomorrah. Abraham pled with God to save the righteous people in Sodom and Gomorrah and God did. This week we will continue to study about Lot, we will see the consequences of sin and how it destroyed Lot's family and caused problems. 2) Sodom and Gomorrah Chapter 19 15‐20 minutes Note: Optional – Abraham and his family lived in tents. Let the kids help you set up a tent as you tell the story, or if you don't have a tent, use a sheet or two and drape them over a table and crawl inside while you share the story of Abraham. Optional: if you have a book or visual aids showing this story you can show the pictures as you read from the Bible. Read Genesis 19:1‐29 then ask the children to get out of the tent and go to the table to do an activity. 3) Sodom and Gomorrah – Crossword Activity/Color Page 10 minutes Hand out one crossword sheet per child or color page with pencils and crayons. Older students can do the crossword, younger can do the color page. Read the instructions allowed for the crossword. If there are any students who have trouble reading, say aloud each statement down or across and then have them fill it in – you may need to help with spelling. Go through each statement until the crossword is finished. When done, discuss the answers. Once students are done ask the following: What two things did Abraham's wife last week and Lot's wife do this week that was wrong? 1) Sarah lied 2) Lot's wife disobeyed and looked back. Based on this, are there consequences or problems that arise from our disobedience to God? Yes! 4) Lot's Descendants Activity Sheet and Color Page 10‐15 minutes Ask students to open their Bibles to Genesis 19:30‐38. Read the story aloud. Then say: When Lot left Sodom he only brought his two daughters and his wife, but because his wife disobeyed, she was turned to salt and only the two daughters remained. For whatever reason, the influence of the sins of Sodom crept into Lot's family – he not only lost his wife, his possessions, his land, he also had deceiving and lying daughters who tricked him. The two sons that were born became the ancestors of the Ammonites and Moabites. We are going to do an activity that will show us what happened to the Ammonites and Moabites and how they never did get any better – the sins of Sodom continued to influence and dominate their lives and they continued to follow sinful ways and were destroyed! Hand out the Lot's Descendants Fill in Sheet to each child along with a pencil. Read the directions and have children fill in the blanks with the right word. For children that write slow or have trouble, tell them they can use the first letter only so Sodom – write S –fill in the blanks as you all go, ask children to raise their hands with answers, if no one is sure, look up the verse to check what it should be, use the answer key below. Answers: See Answer Key Have students clean up before moving on to the next activities. 5) Memory Verse 1‐2 minutes Recite the Memory VerseGenesis 15:6as a group. You can choose from one of the following: Abraham believed God, and He (God) accounted it to him for righteousness. (NKJV) Abram believed the Lord, and He (God) credited it to him as righteousness. (NIV) Remind students that this means because Abram was a good, faithful man who obeyed God, God said Abraham was righteous or made right before God. Abraham was right for believing God and that belief led him to obey and be faithful. 6) Optional – Snack: Build a Tent 5 minutes Hand out 2 graham crackers and 4 mini marshmallows to each child along with a glass of water or juice to each child. Explain that, "As we have been studying about the people from the Bible we have learned that Abraham and is family lived in tents. To help us remember we are going to make tents out of our crackers. Lean the 2 crackers together to make the tent then put a marshmallow at each corner as tent pegs. Once you have it standing – eat it! Provide a napkin for children to clean their hands. Discuss questions while snacking! 7) Optional – Songs 5 minutes Have children sing songs with you. Some examples: 1) Old Testament Books of the Bible – Sung to the Alphabet song 2) This is my Father's World (Should be in church song book) 3) Father Abraham Song with Actions – see lyrics from lesson 3. 8) Close in prayer If desired, ask the children if they have any prayer requests and write them down to help you remember. Then ask all children to bow their heads and fold their hands to pray. Pray for those who are sick or weak and that they are able to return quickly. Pray for us as we live in a sinful world like Lot and his family. Help us to keep from temptations and sins that the world provides and instead focus on the joy, peace and blessing we can get from following You Lord instead! 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English Martyrs RC Primary School Mental Health and Wellbeing Policy 2024-2025 Introduction At English Martyrs', we believe that our children need to develop academically, socially and emotionally in order to develop into happy and healthy members of the community. We want our children to grow in confidence and happiness throughout their time here, and beyond. We aspire to promote positive mental health and wellbeing for all members of our school community, and recognise that mental health and wellbeing is just as important in our lives as physical health. Why mental health and wellbeing is important Children's mental health is a vital factor in their overall wellbeing and influences their cognitive development and learning, as well as their physical and social health and their mental wellbeing in adulthood. In 2020, mental health problems affect around 1 in 10 children, including depression, anxiety and conduct order. This is often a direct response to what is going on in their lives and can affect their learning and achievement. It is recognised by the Department of Education that in order to help their pupils succeed: schools have a role to play in supporting them to be resilient and mentally healthy. Our role At English Martyrs', it is our role to ensure that children are able to manage times of change and stress, and that they are supported to reach their potential or access help when they need it. We also have a responsibility to ensure that children learn about what they can do to maintain positive mental health, what affects their mental health, how they can help reduce the stigma surrounding mental health issues, and where they can go if they need help and support. Aims Our aim is to help develop the protective factors which build resilience to mental health problems and to be a school where: * All children know they are valued. * Children have a sense of belonging and feel safe. * There is a pleasant school environment which is clean, comfortable and engaging. * Children feel able to talk openly with trusted adults about their problems without feeling any stigma. * Pupils can concentrate and learn well, are engaged in the learning process and enjoy contributing to school life. * Positive mental health is promoted and valued. * Bullying is not tolerated. * Children have high self-esteem and confidence * In addition to children's wellbeing, we recognise the importance of promoting staff mental health and wellbeing. Staff Confidence and Development * Excellent morale * Positive pupil relationships * Excellent and effective teaching * High attendance Support for Mental Health and Wellbeing We provide a range of support to our pupils: * Our own pastoral worker with experience in nurture and behaviour support. * Welcome days and transition events. * Brilliant Schools workshops which uses positive psychology, wellbeing, strengths, character education, growth mindsets, mindfulness, CBT, resilience and human flourishing to develop Children's Mental Health . * Staff have a focus on emotional wellbeing and resilience. * Support from external organisations such as CAMHS, CYPS, NSPCC, Operation Encompass, Kooth, Brilliant Schools. * An RE curriculum which focuses on moral and spiritual growth. * Collective Worship, assemblies, Sacraments and Mass. * Circle time and PSHE lessons. * Mindfulness opportunities. * Whole school activities such as workshops, pantomimes and Rock Band. * Extra-curricular activities such as football, gardening, booster, etc. * The school promotes an anti-bullying culture through: * An Anti-Bullying team who are made up of a cross section of the school, with the responsibility of being Friendship Buddies during school. * A strong school ethos which emphasises tolerance and respect for all pupils. * School assemblies which praise 'Star of the Week, good friends etc. * High profile of anti-bullying procedures and policy through assemblies, AntiBullying team, displays, PHSE lessons and events such as Anti-Bullying Week, workshops and pantomimes, Good to be Me Day. * School staff are active listeners. * Kooth (Year 6) We encourage and respect pupil voice through: * A democratic election of class representatives such as School Council, AntiBullying reps. * School Council meetings with SLT. * Pupil voice meetings and questionnaires. We encourage the involvement of parents/carers in the life and learning of the school through: * Class liturgies * Creative Curriculum days * Sports and Theme Weeks * Concerts/Music Events * Class assemblies and performances * Parent questionnaires * Curriculum meetings for SATS etc. * Regular communication and involvement over pupil progress, behaviour and pastoral issues. We encourage staff wellbeing and motivation with: * Planning, preparation and assessment time within the school week * Team structure so that staff work in phase partnerships. * Mental Health Lead who is trained in Mental Health First Aid. * An approachable SLT who listen to staff ideas and worries. * Whole school training events and INSET days. * Access to appropriate external training. * Encouraging staff to spend time together eat lunch together and support one another's achievements. Staff Responsibilities All staff have a responsibility to promote the mental health and emotional wellbeing of pupils. Staff with a specific, relevant responsibility include: Mrs P. Cornell – Designated Leader for Safeguarding Mrs A. Pescod-Nominated Deputy for Safeguarding, School Council Lead Mrs D. Minnican- Safeguarding Governor Miss A. McMahon- Mental Health and Wellbeing Lead, Mental Health First Aider Miss K. Clarke- SENCO Child Protection Procedures This element of mental health and wellbeing refers to the school's policies which are in place to protect our children from physical and emotional neglect. It also refers to the need for the school to ensure that our curriculum covers how children can get relevant help and stay safe. If we think it is necessary for us to pass our concerns about a pupil on then we will discuss with the child: * Who we are going to talk to. * What we are going to tell them. * Why we need to tell them. Staff will then record any concerns on CPOMS and refer to the Safeguarding Lead. Relevant Policies The above aspects of mental health and wellbeing are developed in a wide range of school policies. This policy should therefore be read in conjunction with the following policies: * Attendance Policy * Anti-Bullying Policy * Behaviour and Discipline Policy * Cyber Bullying and eSafety Policy * Safeguarding Policy * Special Education Needs Policy	<urn:uuid:c72d42d6-2de2-4078-b3f6-b83dd2556fc0>	CC-MAIN-2025-08	https://www.englishmartyrssunderland.org.uk/wp-content/uploads/2024/11/Mental-Health-and-Wellbeing-Policy-2024-25.pdf	2025-02-13T02:53:47+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00095.warc.gz	689,604,296	1,318	eng_Latn	eng_Latn	0.975625	eng_Latn	0.996332	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 81, 1717, 3527, 4728, 5663, 6634 ]	[ 2.625 ]	3	0
Child Care Menu Planning with Canada's Food Guide Tips for Menu Planning Early Learning and Child Care programs can help children meet their nutrition needs by using Canada's food guide plate to plan meals and snacks. Use the food guide plate to offer foods that provide important vitamins and minerals: * ½ vegetables and fruits * ¼ whole grain foods * ¼ protein foods Visit Make healthy meals with Canada's food guide plate for videos and tips that show you how to do this. Vegetables and Fruits Offer a variety of vegetables and fruits at meals and snacks. Fresh, frozen, or canned vegetables and fruits can all be offered. They all offer equal nutrition. Include dark green and orange vegetables throughout the week. Tips * Prepare dark green vegetables like green peas, broccoli, and spinach. Add frozen peas to a baked pasta dish or stew. Try adding broccoli to a soup or a stir-fry dish. * Prepare orange vegetables like carrots, sweet potato, bell peppers, or butternut squash. Carrots, squash, or sweet potato can be diced, roasted, and offered on the side. Peppers can be chopped and added to an omelet or scrambled eggs. * Add fresh or frozen mixed vegetables to spaghetti sauce, soups, stews, chili, curries, or casseroles. * Add sliced fresh, frozen, or canned fruit to hot or cold cereal, smoothies, yogurt, or mix into pancake batter. * When using canned fruit, drain before serving to lower the amount of added sugar. Fruit canned in water has sugar substitutes, which are not advised for young children. * Choose canned vegetables with little to no added salt. Drain and rinse those that are not labeled as low salt. * Drain canned vegetables and rinse with water before serving to lower the salt content or choose low-salt options. * Offer vegetables and fruits instead of juice. They have fibre and less sugar. Dried fruit is higher in sugar - it can stick to teeth and increase risk for cavities. Hard, small, and sticky dried fruit can be a choking hazard for children under 4 years. Page1 of 3 Whole Grain Foods Offer whole grain foods at meals and snacks to provide fibre and other important nutrients. Tips * Choose grain foods that have "whole wheat" or "whole grain" listed as the first ingredient, such as whole grain flour. * Some grains like oats, oatmeal and quinoa are whole grain foods so they won't have the word "whole" or "whole grain" in front of their name. * Use ingredients like whole wheat flour, oats, oat flour, wheat bran, or oat bran to add fibre to baked goods. Protein Foods Offer protein foods at meals and snacks to provide important vitamins and minerals. Fresh, frozen, or canned options can be prepared. Include a variety of protein foods on your menu. Plant-based proteins are higher in fibre and lower in saturated fats. on your menu. Try beans, chickpeas, lentils, tofu, or nut or seed butters. Choose a variety of plant-based proteins such as: * Add beans to a taco or burrito filling. * Try lentils for a protein in a pasta sauce. * Use chickpeas are to make hummus. * For older children, oven roast cooked or canned chickpeas with oil and seasonings for a crunchy, high fibre snack. * Stir-fry tofu with veggies, rice, or noodles. * Blend soft tofu with fruit, milk, or an unsweetened fortified beverage to make a fruit smoothie. Choose tofu that has calcium in the ingredient list. Animal-based proteins provide other important nutrients like iron, calcium, and vitamin D. Choose a variety of animal-based proteins, such as: * Eggs * Fish and shellfish that are lower in salt. Choose "light" canned tuna, it is lower in mercury. * Inspected farm raised meat such as elk or bison, beef, pork, chicken, turkey, and duck. * Yogurt or kefir, without added sugar substitute sweeteners. * Pasteurized cheeses like mozzarella and cheddar. Page 2 of 3 © Drinks Offer water throughout the day and offer milk at meals or snacks. Tips * If parents are providing breastmilk or infant formula for their child, continue to provide it. If a child is drinking soy infant formula continue to offer it. Offer homogenized 3.25% M.F. (milk fat) milk for children 9 months to 2 years. * For children 2 years of age and older, 2% or 1% milk or an unsweetened fortified soy beverage can be offered. These options are not recommended for children under 2 as they don't contain enough fat. * If offering smoothies, use fruit with yogurt and plain milk or unsweetened fortified soy beverage, instead of fruit juice. Unsaturated Fats and Oils Choose and prepare foods with unsaturated fats. These are healthy fats that help children meet their needs for energy and fat. Choose * Vegetable oils like canola and olive oil * Spreads made with unsaturated oils like soft margarine * Nut and seed butters * Fatty fish like herring, salmon, or sardines For more information Visit Canada's Food Guide.ca. 2024 Alberta Health Services, Nutrition Services This work is licensed under aCreative Commons Attribution-Non-commercial Share Alike 4.0 International license . The licence does not apply to AHS trademarks, logos or content for which Alberta Health Services is not the copyright owner. This material is intended for general information only and is provided on an "as is", "where is" basis. Although reasonable efforts were made to confirm the accuracy of the information, Alberta Health Services does not make any representation or warranty, express, implied or statutory, as to the accuracy, reliability, completeness, applicability or fitness for a particular purpose of such information. This material is not a substitute for the advice of a qualified health professional. Alberta Health Services expressly disclaims all liability for the use of these materials, and for any claims, actions, demands or suits arising from such use.	<urn:uuid:c18bd2f1-3295-49fd-a6df-f6ff950259db>	CC-MAIN-2025-08	https://www.albertahealthservices.ca/assets/info/nutrition/if-nfs-cc-tips-for-menu-planning.pdf	2025-02-13T04:09:52+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00092.warc.gz	600,387,838	1,276	eng_Latn	eng_Latn	0.995779	eng_Latn	0.997209	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2024, 3824, 5804 ]	[ 3.75 ]	1	0
COTTON 1. Introduction Cotton is one of the most important commercial crops cultivated in India and accounts for around 24% of the total global cotton production. It plays a major role in sustaining the livelihood of an estimated 6 million cotton farmers and 40-50 million people engaged in related activity such as cotton processing & trade. The Indian Textile Industry consumes a diverse range of fibres and yarns and the ratio of use of cotton to non - cotton fibres in India is around 60:40 whereas it is 30:70 in the rest of the world. Apart from being the provider of a basic necessity of life i.e. clothing which is next only to food, cotton is also one of the largest contributor to India's net foreign exchange by way of exports in the form of raw cotton, intermediate products such as yarn and fabrics to ultimate finished products in the form of garments, made ups and knitwear. Due to its economic importance in India, it is also termed as "White-Gold". 2. National Scenario 2.1 Acreage under cotton and yield: India got 1 st place in the world in cotton acreage with 126.80 lakh hectares area under cotton cultivation i.e. around 40% of world area of 313.30 lakh hectares. Approximately 67% of Indian's cotton is produced on rain-fed areas and 33% on irrigated lands. In terms of productivity, India is on 36 th rank with yield of 436 kg/ha. Table-1: Cotton Acreage and yield in last 5 years \| \| \| Cotton Acreage \| Cotton Yield (Lint in Kg/ha) \| \|---\|---\|---\|---\| \| \| \| (in lakh \| \| \| \| \| hectares) \| \| \| 2017-18 \| 125.86 \| \| 500 \| \| 2018-19 \| 126.14 \| \| 449 \| \| 2019-20 \| 134.77 \| \| 460 \| \| 2020-21 \| 132.85 \| \| 451 \| \| 2021-22 \| 123.71 \| \| 428 \| \| 2022-23 \| 129.27 \| \| 443 \| \| 2023-24(P) \| 126.80 \| \| 436 \| Source: As per Meeting of the Committee on Cotton Production and Consumption (COCPC) held on 24.06.2024. P-Provisional. 2.2 Production and consumption of cotton: India is the only country which grows all four species of cotton G. Arboreum & G. Herbaceum (Asian cotton), G. Barbadense (Egyptian cotton) and G. Hirsutum (American Upland cotton). G. Hirsutum represents 90% of the hybrid cotton production in India and all the current Bt cotton hybrids are G. Hirsutuim. In India, majority of cotton production comes from 9 major cotton growing states, which are grouped into three diverse agro-ecological zones, as under:- i) Northern Zone - Punjab, Haryana and Rajasthan ii) Central Zone - Gujarat, Maharashtra and Madhya Pradesh iii) Southern Zone - Telangana, Andhra Pradesh and Karnataka. Apart from the above the cotton is also grown in the state of Odisha and Tamil Nadu. India is having 2nd place in the world with estimated production of 325.22 lakh bales (5.53 Million Metric Tonnes) during cotton season 2023-24 i.e. 22.96% of world cotton production of 1418 lakh bales (24.12 Million Metric Tonnes). India is also the 2nd largest consumer of cotton in the world with estimated consumption of 323 lakh bales (5.49 Million Metric Tonnes i.e. 21.96% of world cotton consumption of 1469 lakh bales (24.98 Million Metric Tonnes). Table-2: Production and consumption of cotton in last 7 years \| 2017-18 \| 370.00 \| \| 319.06 \| \|---\|---\|---\|---\| \| 2018-19 \| 333 \| 311.21 \| \| \| 2019-20 \| 365 \| 269.19 \| \| \| 2020-21 \| 352.48 \| 334.87 \| \| \| 2021-22 \| 311.17 \| 322.41 \| \| \| 2022-23 \| 336.6 \| 313.63 \| \| \| 2023-24 (P) \| 325.22 \| 323 \| \| Source: As per Meeting of the Committee on Cotton Production and Consumption (COCPC) held on 24.06.2024. P-Provisional. 2.3 Import and Export of cotton: One of the largest exporter of cotton with estimated export of 28 lakh bales (0.48 Million Metric Tonnes) i.e. 4.85% of world export of 577 lakh bales (9.82 Million Metric Tonnes) in 2023-24. Although India is a leading producer and exporter of cotton, some quantity i.e. less than 10% of the total consumption of cotton in India is imported by the textile industry to meet their specific requirement. Table-3: Import and export of cotton during last 7 years \| Cotton season \| \| \| Import \| Export \| \|---\|---\|---\|---\|---\| \| \| \| \| (in lakh bales) \| (in lakh bales) \| \| \| 2017-18 \| 15.80 \| \| 67.59 \| \| \| 2018-19 \| 35.37 \| \| 43.55 \| \| \| 2019-20 \| 15.50 \| \| 47.04 \| \| \| 2020-21 \| 11.03 \| \| 77.59 \| \| \| 2021-22 \| 21.13 \| \| 42.25 \| \| \| 2022-23 \| 14.60 \| \| 15.89 \| \| \| 2023-24* \| 6.73 \| \| 26.24 \| Source: DGCIS, Kolkata * Position upto 30.06.2024 2.4 Balance Sheet of cotton for last 7 years is given below: Table-4: Cotton balance sheet for last 7 years (Quantity in lakh bales of 170kgs) Source: As per Meeting of the Committee on Cotton Production and Consumption (COCPC) held on 24.06.2024. P-Provisional. 3. International Scenario: 3.1 As per ICAC Journal 'Cotton This Month' – 4 th September 2024", Global production for 2023-24 is projected at 24.12 million tonnes (1418 lakh bales) which is 1.27% lesser in comparison to previous year's production of 24.43 million tonnes (1437 lakh bales). Global cotton consumption is projected at 24.98 million tonnes (1469 lakh bales) which is 5.67% higher in comparison to previous year's consumption of 23.64 million tonnes (1390 lakh bales). Global cotton export is projected at 9.87 million tonnes (580 lakh bales) which is 18.6% higher in comparison to previous year's export of 8.35 million tonnes (491 lakh bales). Global cotton import is estimated at 9.82 million tonnes (577 lakh bales) which is 19.3% higher in comparison to previous year's import of 8.23 million tonnes (484 lakh bales). Global ending stocks is estimated at 18.56 million tonnes (1091 lakh bales) which is lesser by 4.23% in comparison to previous year's ending stock of 19.38 million tonnes (1140 lakh bales). 3.2 Details of major country-wise area & productivity, production, consumption, export and import are as under:- Area & Productivity (Yield) Table-5: Area & Productivity –Global Scenario for last 7 years (Area in Thousand Hectare and productivity in Kgs/Hectare) \| Countries \| 2017-18 \| \| 2018-19 \| \| 2019-20 \| \| 2020-21 \| \| 2021-22 \| \| 2022-23 \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Area \| Yield \| Area \| Yield \| Area \| Yield \| Area \| Yield \| Area \| Yield \| Area \| Yield \| Area \| \| World \| 33283 \| 811 \| 33041 \| 786 \| 34495 \| 758 \| 31751 \| 775 \| 32709 \| 766 \| 31936 \| 765 \| 31330 \| \| India \| 12586 \| 500 \| 12614 \| 449 \| 13477 \| 460 \| 13285 \| 451 \| 12371 \| 428 \| 12927 \| 443 \| 12680 \| \| USA \| 4492 \| 1014 \| 4043 \| 989 \| 4654 \| 931 \| 3323 \| 957 \| 4153 \| 919 \| 2950 \| 1068 \| 2606 \| \| China \| 3350 \| 1758 \| 3367 \| 1794 \| 3300 \| 1758 \| 3170 \| 1864 \| 3028 \| 1892 \| 3000 \| 1993 \| 2872 \| \| Pakistan \| 2700 \| 665 \| 2373 \| 704 \| 2527 \| 522 \| 2000 \| 480 \| 2110 \| 600 \| 2065 \| 405 \| 2370 \| \| Brazil \| 1175 \| 1707 \| 1618 \| 1717 \| 1666 \| 1802 \| 1666 \| 1802 \| 1371 \| 1719 \| 1373 \| 1859 \| 1650 \| Production: Table-6: Production of cotton –Global Scenario for last 7 years (Quantity in Million Metric Tonnes) \| Countries \| 2017-18 \| 2018-19 \| 2019-20 \| 2020-21 \| 2021-22 \| 2022-23 \| \|---\|---\|---\|---\|---\|---\|---\| \| World \| 27 \| 25.21 \| 26.04 \| 24.61 \| 25.06 \| 24.43 \| \| India \| 6.29 \| 5.66 \| 6.21 \| 5.99 \| 5.29 \| 5.72 \| \| China \| 5.89 \| 6.04 \| 5.8 \| 5.91 \| 5.73 \| 5.98 \| \| USA \| 4.56 \| 4 \| 4.34 \| 3.18 \| 3.82 \| 3.15 \| \| Brazil \| 2 \| 2.01 \| 2.78 \| 3 \| 2.36 \| 2.55 \| \| Pakistan \| 1.8 \| 1.67 \| 1.46 \| 0.96 \| 1.27 \| 0.84 \| Consumption: Table-7: Consumption of Cotton –Global Scenario for last 7 years (Quantity in Million Metric Tonnes) \| Countries \| 2017-18 \| 2018-19 \| 2019-20 \| 2020-21 \| 2021-22 \| 2022-23 \| \|---\|---\|---\|---\|---\|---\|---\| \| World \| 26.35 \| 26.03 \| 23.05 \| 25.71 \| 25.84 \| 23.64 \| \| China \| 8.5 \| 8.25 \| 7.23 \| 8.4 \| 8.31 \| 7.5 \| \| India \| 5.43 \| 5.29 \| 4.58 \| 5.7 \| 5.48 \| 5.33 \| \| Pakistan \| 2.35 \| 2.36 \| 2.34 \| 2.15 \| 2.45 \| 1.9 \| \| Brazil \| 0.68 \| 0.73 \| 0.57 \| 0.69 \| 0.7 \| 0.7 \| \| USA \| 0.7 \| 0.65 \| 0.47 \| 0.52 \| 0.56 \| 0.45 \| Exports: Table-8: Export of Cotton –Global Scenario for last 7 years (Quantity in Million Metric Tonnes) \| Countries \| 2017-18 \| 2018-19 \| 2019-20 \| 2020-21 \| 2021-22 \| 2022-23 \| \|---\|---\|---\|---\|---\|---\|---\| \| World Total \| 9.14 \| 9.15 \| 9.12 \| 10.76 \| 9.7 \| 8.35 \| \| USA \| 3.64 \| 3.23 \| 3.38 \| 3.56 \| 3.15 \| 2.78 \| \| India \| 1.15 \| 0.74 \| 0.8 \| 1.32 \| 0.72 \| 0.27 \| \| CFA Zone \| 1.06 \| 1.16 \| 1.07 \| 1.19 \| 1.31 \| 0.88 \| \| Brazil \| 0.91 \| 1.31 \| 1.95 \| 2.42 \| 1.74 \| 1.45 \| \| Uzbekistan \| 0.22 \| 0.16 \| 0.1 \| 0.1 \| 0.03 \| 0.01 \| Imports: Table-9: Import of Cotton –Global Scenario for last 7 years (Quantity in Million Metric Tonnes) \| Countries \| 2017-18 \| 2018-19 \| 2019-20 \| 2020-21 \| 2021-22 \| 2022-23 \| \|---\|---\|---\|---\|---\|---\|---\| \| World Total \| 9.04 \| 9.22 \| 8.78 \| 10.66 \| 9.61 \| 8.23 \| \| China \| 1.32 \| 2.1 \| 1.6 \| 2.84 \| 1.85 \| 1.38 \| \| Bangladesh \| 1.67 \| 1.54 \| 1.5 \| 1.69 \| 1.7 \| 1.4 \| \| Vietnam \| 1.52 \| 1.51 \| 1.41 \| 1.55 \| 1.36 \| 1.35 \| \| Turkey \| 0.96 \| 0.79 \| 1.02 \| 1.19 \| 1.24 \| 0.95 \| \| Indonesia \| 0.77 \| 0.66 \| 0.55 \| 0.55 \| 0.58 \| 0.38 \| \| India \| 0.27 \| 0.6 \| 0.26 \| 0.19 \| 0.36 \| 0.25 \| 4. Minimum Support Price (MSP) Operation 4.1 The Cotton Corporation of India Limited (CCI) has been nominated by the Government of India for undertaking MSP operations in the event when prices of seed cotton (kapas) fall below the MSP level for procuring kapas offered by the cotton farmers as per MSP guidelines in various APMC market yards at MSP rates. 4.2 Before commencement of the Cotton Year (Oct. to Sept.), every year MSP is recommended by the Commission for Agricultural Costs and Prices (CACP) based on the formula of 1.5 times of cost of production (A2+FL) so as to ensure reasonably fair remuneration i.e. at least 50% over cost of production to farmers. 4.3 Accordingly, taking into consideration the recommendation of CACP, Ministry of Agriculture declares MSP for two basic varieties of cotton viz. Medium Staple length (staple length of 24.5 mm to 25.5 mm & micronaire value of 4.3 to 5.1) and long staple length (staple length of 29.5 to 30.5 mm & micronaire of 3.5 to 4.3). Based on the Support Price of these two basic varieties of Seed cotton (Kapas) and taking into account the quality differential, normal price differential and other relevant factors, the MSP for other classes of Seed cotton (Kapas) is fixed by the Office of Textile Commissioner. 4.4 For cotton season 2024-25, Government of India has increased MSP of cotton by about 7.5% as under: Table-10: MSP fixed by Ministry of Agriculture during last 7 years \| Cotton Season \| \| Medium Staple (Staple length 24.5 mm -25.5 mm & Miconaire 4.3 - 5.1) \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| MSP rate (Rs./Quintal) \| Increase in MSP \| \| MSP rate (Rs./Quintal) \| \| \| \| \| \| Rs./Quintal \| % \| \| Rs./Quintal \| \| \| 2017-18 \| 4020 \| 160 \| 4.15% \| 4320 \| 160 \| \| \| 2018-19 \| 5150 \| 1130 \| 28.11% \| 5450 \| 1130 \| \| \| 2019-20 \| 5255 \| 105 \| 2.04% \| 5550 \| 100 \| \| \| 2020-21 \| 5515 \| 260 \| 4.95% \| 5825 \| 275 \| \| 2021-22 \| \| 5726 \| 211 \| 3.83% \| 6025 \| 200 \| \| 2022-23 \| \| 6080 \| 354 \| 6.18% \| 6380 \| 355 \| \| 2023-24 \| \| 6620 \| 540 \| 8.88% \| 7020 \| 640 \| Table -11: Procurement under MSP during last 7 years \| \| Cotton \| Production \| \| Procurement under MSP Operations \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| Season \| (Lakh Bales) \| Qty. in Lakh Bales \| \| %age of Production \| \| \| 2017-18 \| \| 370.00 \| 03.91 \| \| \| 01.06 \| \| 2018-19 \| \| 333.00 \| 10.78 \| \| \| 03.24 \| \| 2019-20 \| \| 365.00 \| 124.61 \| \| \| 34.14 \| \| 2020-21 \| \| 352.48 \| 99.33 \| \| \| 28.18 \| \| 2021-22 \| \| 311.17 \| 00.01 \| \| \| - \| \| 2022-23 \| \| 336.60 \| - \| \| \| - \| \| 2023-24 \| \| 325.22 \| 32.84 \| \| \| 10.10 \| In 2021-22 & 2022-23, cotton prices were ruling above MSP. Hence, no MSP support required by farmers. 5. Steps taken for development of cotton sector: 5.1 Supporting the cotton farmers by procuring cotton under Minimum Support Price (MSP) Operations: The main objective of MSP is to ensure remunerative prices to cotton farmers by providing them an alternate price at which cotton can be sold by them. MSP system ensures remunerative price to cotton farmers and saves them from distress sales in any eventuality of cotton prices falling below MSP. During cotton season 2019-20, due to lockdown caused by COVID-19 pandemic in India and across the globe from mid of March 2020 had created an unprecedented crisis. In such situation when there were no buyers for farmers' cotton, CCI supported them under MSP operation by operating 423 procurement centres in 11 cotton growing states. CCI made a record procurement of 105.15 lakh bales (equivalent to around 546.80 lakh quintals kapas) valuing around Rs. 28,500 crores. Besides this, 19.46 lakh bales valuing Rs. 5,055 crore were procured from 3.45 lakh cotton farmers by Maharashtra State Coop. Cotton Growers Marketing Fed. Ltd as sub agent of CCI in Maharashtra. Thus, an amount of Rs. 33,555 crores were disbursed to around 25 lakh cotton farmers directly into their bank accounts. During cotton season 2020-21, when India was at a critical stage in COVID-19 pandemic due to its' deadly second wave, CCI was functioning in 11 cotton growing states with 450 procurement centres to safeguard the cotton farmers and to avoid the eventuality of distress sale by them. With this intervention, CCI procured 91.89 lakh bales (equivalent to around 482 lakh quintals kapas) valuing around Rs. 26,700 crores under MSP operations directly from the farmers. Besides this, 7.44 lakh bales valuing Rs.2102 crore were procured from 1.37 lakh cotton farmers by Maharashtra State Coop. Cotton Growers Marketing Fed. Ltd as sub agent of CCI in Maharashtra. Thus, an amount of Rs. 28,800 crores were disbursed to around 20 lakh cotton farmers directly into their bank account. During Cotton season 2023-24 also, CCI has immensely supported the cotton farmers and procured 32.84 lakh bales valuing Rs. 11,712 crore under MSP operations, benefitting about 7.25 lakh cotton farmers in all cotton growing States. 5.2 Developed a Farmer Friendly Mobile App "Cott-Ally": Developed "Cott-Ally" mobile app in nine regional languages to enhance awareness among cotton farmers about MSP rates, nearest procurement centers, and additional features such as payment tracking, videos on best farming practices, weather reports, latest cotton-related news, grievance redressal and live chat support. 5.3 On-the-spot Aadhar-based farmer registration: CCI has implemented an on-the-spot Aadhar-based farmer registration from 1st October 2023 onwards and payments through National Automated Clearing House (NACH) of National Payments Corporation of India (NPCI) directly in their Aadhar linked bank account which enables the benefit of MSP scheme only to genuine cotton farmers. 5.4 E-auction: CCI is selling its entire stock through online independent e-auction managed by a PSU. This ensures complete transparency, proper price discovery and realization without any manual intervention. 5.5 Efforts for traceability of cotton from processing till sale: CCI is implementing QR code using Block Chain Technology for traceability from processing of cotton and warehousing till its e-auction sale to the buyers since October 2023. This will create a benchmark to the textile industry by giving assurance of the quality of cotton and will be a milestone for development of brand image of Indian cotton. 5.6 Branding of Indian Cotton: Kasturi Cotton Bharat programme of Ministry of Textiles is a first of its kind branding, traceability and certification exercise carried out jointly by the Government of India, Trade Bodies and Industry to promote Indian Cotton. Stakeholders across the supply chain including farmers, Ginning Units, Spinning Mills, Processing Houses, Weaving Units, Garmenting Units, Home Textile manufacturers and even Retailers and Brands will be involved in a collaborative effort to promote and enhance the value of Indian Cotton across the domestic and overseas markets. To encourage the Trade and Industry to work on the principle of self-regulation by owning complete responsibility of Traceability, Certification and Branding of Kasturi Cotton Bharat, MoU has been signed between CCI on behalf of Govt. of India, Ministry of Textiles and TEXPROCIL. The Ministry of Textiles is driving this initiative in a mission-oriented approach, allocating budgetary support matching with the contribution of Rs.15 crores from Trade & Industry Bodies. Spanning three years from 2022-23 to 2024-25, this collaborative effort anticipates a positive impact on the entire Indian Textile Industry, fostering an elevated global perception and value for Indian Cotton. So far, Rs. 10 crores have already been released by Ministry of Textiles towards this initiative. This initiative will help in reduction in import dependency due to availability of quality cotton within India. Authentic quality of cotton will enhance quality of finished product i.e. yarn, fabric, suiting, shirting, garments, sarees, etc and will help the industry in capturing more export opportunities for foreign exchange earnings. This will also motivate the cotton farmers to adopt best farm practices and fetching better price for their quality cotton. Milestones achieved in this initiative are as under: * Certification protocol has been finalized for standardization of quality for 29 mm and 30 mm cotton, which is under long staple cotton category. The sampling and testing are being carried out through authorized National Accreditation Board for Certification Bodies and NABL-accredited agencies/labs. * All the ginners in the country have been empowered to produce Kasturi Cotton Bharat brand as per stipulated protocol. Leading companies and associated Ginning units are being registered for participating Kasturi Cotton initiative and 392 units on-boarded including 330 Ginners & 62 supply chain members. * To provide complete traceability of Kasturi Cotton Bharat across the supply chain, QR based certification technology are being used at each stage of the processing and a blockchain based software platform will provide end to end traceability and transaction certificate. In this regard, Microsite with QR code verification and Block Chain technology has been developed. * Kasturi Cotton Bharat website has been launched and provide a digital platform for necessary information and updates on this initiatives. It also highlights the registration process for ginners to produce Kasturi Cotton Bharat Brand and its processes that make the branded Indian cotton unique. * Kasturi Cotton Bharat launched at International level at 81st Plenary Meeting of the International Cotton Advisory Committee (ICAC) held in Mumbai during 2nd to 5th Dec.2023. During this event, Hon'ble Union Minister of Textile also unveiled Kasturi Cotton My Stamp. * As on 31.08.2024, 47,100 bales certified as Kasturi Cotton Bharat including 43,400 bales of CCI. ****	<urn:uuid:6e5a2219-b236-4a1a-8824-e12822c2b060>	CC-MAIN-2025-08	https://www.texmin.nic.in/sites/default/files/Note%20on%20Cotton%20Sector_0.pdf	2025-02-13T04:03:47+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00095.warc.gz	921,359,097	5,894	eng_Latn	eng_Latn	0.97744	eng_Latn	0.987073	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3086, 4680, 7888, 10391, 13960, 17535, 18885 ]	[ 2.109375 ]	2	0
IMPACT OF KEY DETERMINANTS ON THE INCORRECT ENGLISH PRONUNCIATION OF HIGH SCHOOL STUDENTS Princy Star. E* & G. Rexlin Jose** Abstract In this study, the investigator made an attempt to study on the Impact of Key determinants of the Incorrect English Pronunciation of High School Students in Eight High Schools in Kanyakumari district. The objectives of the study were, to find out whether there exists any significant difference in the mean scores of Pronunciation skills of High School Students with regard to their gender, locality, Schools, Parents Education, Habit of Listening to English News or Talks, Habit of Reading Newspapers or Books, Habit of Speaking in English, the Knowledge of Phonetics, Learning Pronunciation through Mass Media, through Social Media, the home language and the learning process in L2. Normative Survey Method was used to select the sample. The sample for the study consisted of 600 students, in Eight Different High Schools in Kanyakumari District. Survey method was adopted for the present study. Stratified Random Sampling technique was used to select the sample. The findings revealed that majority of the high school students seem to have problems in pronouncing the language, It was also found that there exists significant difference between Masculine and Feminine, Rural and Urban, Government and Aided, Parents Education, Habit of Listening to English News or Talks, Habit of Reading Newspapers or Books, Habit of Speaking in English, the Knowledge of Phonetics, Learning Pronunciation through Mass Media, through Social Media ,the home language and the learning process in L2 of High School Students in their Incorrect Pronunciation Skills. Key words: Impact, Key Determinants, Incorrect, English Pronunciation, High School Students ______________________________________________________________________________ * Research Scholar, Reg No: 19234011042005, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India. ** Assistant Professor, Department of Education, (DD&CE – B.Ed.), Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India. Introduction Language is the system of words that people used to express their feelings and thoughts to one another. The ability to speak a language is an attribute that distinguishes us from animals (Adam Szcegielniak 2015). It is a means of communication. More than 19,500 mother tongues are spoken in India according to the census by Indian Express, 121 languages are spoken by 10,000 people in India. Two hundred thousand people claimed English as their first language and 125 million people claimed it as a second language (India Today 2018). English is used as the official language of the Indian government. Many people in our country speak English. According to our Indian constitution, the rules and regulations of our country must be written in English. The English language has become familiar to almost all the people in India. The most important is how the language is being pronounced. Pronunciation plays an important role in speaking English and to express our ideas, English is not our native language for everyone and hence the pronunciation of Indian speakers of English is different from that of the native speaker. Some speakers of the English language attract us with their good command of English language. It is an essential part of every speaker to speak with the right pronunciation. Since we are not native speakers of English, there exists a very serious problem with regard to the pronunciation of the Indian speaker's English. English is widespread language, Because of a variety of English spoken in different parts of the world; there is no purity of pronunciation. Therefore, we often come across alternate pronunciation; people always need to strive to acquire correct pronunciation. Many people learning and speaking English language often do not pay any attention in their pronunciation. Some of them underestimate it and ignore it. They think that pronunciation is not as important as speaking and pronunciation is less important than grammar and vocabulary. But the fact is that pronunciation is extremely important. For example, if someone pronounces the words fog for fox, see and she, sick and six. Another example when one pronounces the word present with stress in the first syllable. It is very much essential to learn correct English and to perform every job in the social sphere. It is very much clear that communication is nothing but the correct pronunciation. (Pandya Disha Prashant.2018). Hence correct pronunciation must be given stress. In order to achieve in life, one has to speak the English language fluently and with correct pronunciation. It is very important to know the importance of speaking correct English with correct pronunciation. IMPORTANCE OF ENGLISH PRONUNCIATION English is the language of International communication. Although English is not the most spoken language in the world, it is the official language in 53 countries and is spoken as a first language by around 400 million people worldwide. But that's not all; it is also the most common second language in the world. English Language is becoming more and more common in the world. As a result, increasingly people are dedicating time to study .English as their second language; In fact, many countries include it in their school syllabus to teach children this language from a young age. However, the true value of this language is that it helps remove many barriers from our life. Whether it is to find a new job or travel the world. In other words, it helps to progress in life on a personal and professional level. English has been regarded as the first global lingua Franca. It has become part and parcel of almost every existing field. We use it as the international Language to communicate and in many fields ranging from business to entertainment. The English language opens an ocean of career opportunities to those who speak this language anywhere in the world. Similarly, it has turned into an inevitable requirement for various fields and professions like medicine, computing and more. With the fast-evolving world, it is essential to have a common language which we can understand to make the best use of the data and information available. As a result, the English Language has become a storehouse of various knowledge ranging from social to political fields. NEED AND SIGNIFICANCE OF THE STUDY High School Student needs excellent pronunciation skills to succeed in their studies. Pronunciation skills are required to students this will help them in the future. A common mistake made by students who are studying English as their second language is they are not paying enough attention to English Pronunciation. This underestimation of the importance of pronunciation is because the student considers the other aspects of the English Language such as grammar, lexicology and vocabulary are important but not pronunciation. Pronunciation plays a vital role in proper communication because incorrect use of pronunciation will lead to the message being misunderstood by the person who listens. Pronunciation of the letter sounds in words as well as syllable emphasis on parts of words will often not change the words meaning and context drastically thereby irreversibly altering the meaning of the sentence being communicated. Students whose grammar and vocabulary are good he or she may write good English, but if the same student lacks fundamental knowledge in pronunciation it is very difficult for the student to communicate effectively. However, those who wish to excel at the English language will always have to give the knowledge of pronunciation a higher priority. The researcher wanted to identify how students are acquiring the wrong pronunciation. They are acquiring wrong pronunciation because of their teachers, as they take whatever they teach them, Students believe whatever the words come from the mouth of their teacher's stands as gospel for them. They believe in their pronunciation and speak accordingly. Even after learning for 14 years of English the students are not able to speak correct pronunciation of each and every word in English. The key factors, for this kind of wrong pronunciation rest on the irresponsibility of the teachers irrespective of their disciplines. The researcher wanted to do justice to the student community in doing a piece of research on what are the reasons which are hindering the students from acquiring correct pronunciation. As far as high school students are concerned, they are hailing from various backgrounds, they come from homes where the parents are uneducated. The school they learn, the social background, friends influence etc. make a lot of impact of the student's spoken language. Mother tongue influence to play a great role in speaking, wrong pronunciation. The present study is an attempt to find out the impact of the key determinants on the English pronunciation of high school students. OPERATIONAL DEFINITIONS OF KEY TERMS One of the keys to successful research, in addition to careful planning, is the use of operational definitions in measuring the concepts and variables we are studying or the terms we are using in our research documents. The specific way in which a variable is measured in a particular study is called the operational definition. a) Impact The impact that something has on a situation, process, or person is a sudden and powerful effect that it has on them. b) Key Determinants A determinant of something causes it to be of a particular kind or to happen in a particular way. Key determinants, refers to the major causes which makes an impact (Collins Dictionary). c) Incorrect Incorrect means, not in accordance with fact; wrong. d) English Pronunciation Like many other languages, English has wide variation in pronunciation, both historically and from dialect to dialect. In general, however, the regional dialects of English share a largely similar (but not identical) phonological system. Among other things, most dialects have vowel reduction in unstressed syllables and a complex set of phonological features that distinguish for this and consonants (stops, affricates, and fricatives). Good pronunciation means being understood; not necessarily sounding like you were born in London. Good pronunciation is not just 'how words and letters sound'; there are equally important features to consider, like intonation (how the tone of voice changes during a sentence, going or down), stress etc. e) High School Students The school system in India has four levels: lower primary (age 6 to 10), upper primary (11 and 12), high (13 to 15) and Higher Secondary (17 and 18). The lower primary school is divided into five "standards", upper primary school into two, high school into three and higher secondary into two (Kumar 2021). OBJECTIVES OF THE STUDY The investigator formed the following objectives for the study they are: 1. To find out whether there is any significant difference between the Masculine and Feminine Gender of High School Students with regard to their level of English Pronunciation. 2. To find out whether there is any significant difference between the students of Rural and Urban localities with regard to their level of English Pronunciation. 3. To find out whether there is any significant difference between the Aided and Government Schools of High School Students with regard to their level of English Pronunciation. 4. To find out whether there is any significant difference between the Literate and Illiterate Parents of High School Students with regard to their level of English Pronunciation. 5. To find out whether the students are significantly different in the Habit of Listening to English News or Talks with regard to their Pronunciation. 6. To find out whether the students are significantly different in the Habit of Reading Newspapers or Books with regard to their Pronunciation. 7. To find out whether the students are significantly different in the Habit of Speaking in English with regard to their Pronunciation. 8. To find out whether the students are significantly different in the Knowledge of Phonetics with regard to their Pronunciation. 9. To find out whether the students are significantly different in the Learning Pronunciation through Mass Media with regard to their Pronunciation. 10. To find out whether the students are significantly different in the Learning Pronunciation through Social Media with regard to their Pronunciation. 11. To find out whether the students are significantly different in the Home Language with regard to their Pronunciation. 12. There is no significant difference between the Teaching and Learning Processes in L2with regard to their level of English Pronunciation of High School Students. HYPOTHESES OF THE STUDY A hypothesis is a statement that introduces a research question and proposes an expected result. It is an integral part of the scientific method that forms the basis of scientific experiments. On the basis of the objectives, the following hypotheses were formulated by the investigator for the present study. Ho1. There is no significant difference between the Masculine and Feminine Gender of High School Students in their level of English Pronunciation. Ho2. There is no significant difference between the students of Rural and Urban localities in their level of English Pronunciation. Ho3. There is no significant difference between the Aided and Government Schools of High School Students in their level of English Pronunciation. Ho4. There is no significant difference in the level of English Pronunciation with regard to Literate and Illiterate Parents of High School Students. Ho5. There is no significant difference in the level English Pronunciation with regard to Habit of Listening to English News or Talks of High School Students. Ho6. There is no significant difference in the level of English Pronunciation with regard to Habit of Reading of High School Students. Ho7. There is no significant difference in the level of English Pronunciation with regard to Habit of Speaking of High School Students. Ho8. There is no significant difference in the level of English Pronunciation with regard to Knowledge of Phonetics of High School Students. Ho9. There is no significant difference in the level of English Pronunciation with regard to English Pronunciation of High School Students. Ho10. There is no significant difference in the level of English Pronunciation with regard to English Pronunciation of High School Students. Ho11. There is no significant difference in the level of English Pronunciation with regard to of High School Students in their Home Language. Ho12. There is no significant difference in the level of English Pronunciation with regard to Teaching and Learning processes in L2 of High School Students. Method Normative Survey Method was adopted for the study. Sample The sample size for this study consists of 300 Male and 300 Female students in Eight High Schools in Kanyakumari District. Stratified Random Sampling technique was used to select the sample. Tool Used The tool used for this study was i) Personal Data Sheet ii) Questionnaire on Pronunciation test (constructed and validated by the investigator). Statistical Techniques Used For analysis of data the following statistical techniques were used: 1. Mean 2. Standard Deviation 3. Percentage Analysis 4. T-test Results and Discussion Table 1 . Details Regarding the Sample of Schools Selected for the Present Study is given below School Wise Distribution of Sample \| S. NO \| Name of Schools \| No of Sample Boys \| No of Sample Girls \| \|---\|---\|---\|---\| \| 1 \| Government High School, Villunnikonam, Attoor \| 25 \| 25 \| \| 2 \| Yettacode Higher Secondary School \| 100 \| 100 \| \| 3 \| Government Higher Secondary School, Kulasekaram \| 25 \| 25 \| \| 4 \| Government High School, Kottar \| 25 \| 25 \| \| 5 \| Government Higher Secondary School, Sundapattivilai \| 25 \| 25 \| \| 6 \| Government Higher Secondary School, Eathamozhi \| 25 \| 25 \| \| 7 \| Duthie Higher Secondary School for Girls \| 25 \| 25 \| \| 8 \| Scott Christian Higher Secondary School, Nagercoil \| 50 \| 50 \| Distribution of Sample The distribution of the sample was done according to the various background variables and category. The sampling was done in such a way that an adequate proportion of the sample was included in each category of the variable and the important categories were presented in the following table: Table 2 Background Variables – Wise Distribution of the Whole Sample \| S. No \| Variables \| Sub Category \| Count \| Total \| \|---\|---\|---\|---\|---\| \| 1 \| Gender \| Male/Female \| 300/300 \| 600 \| \| 2 \| Locality of the school \| Urban/Rural \| 300/300 \| 600 \| \| 3 \| Type of School \| Govt./Aided \| 312/288 \| 600 \| \| 4 \| Parents Education \| Literate/illiterate \| 545/55 \| 600 \| \| 5 \| Habit of Listening to English News or Talks \| Yes/No \| 149/451 \| 600 \| \| 6 \| Habit of Reading Newspaper or Books \| Yes/No \| 514/86 \| 600 \| \| 7 \| Habit of Speaking in English \| Yes/No \| 392/208 \| 600 \| \| 8 \| Knowledge of Phonetics \| Yes/No \| 177/423 \| 600 \| \| 9 \| Learning Pronunciation through Mass Media \| Yes/No \| 93/507 \| 600 \| \| 10 \| Learning Pronunciation through Social Media \| Yes/No \| 133/497 \| 600 \| \| 11 \| Home Language \| English/Vernacular \| 14/586 \| 600 \| \| 12 \| Teaching - Learning Process in L2 \| English/Tamil \| 529/71 \| 600 \| Table 3 Gender Wise Distribution of the Sample \| Masculine \| 300 \| \|---\|---\| \| Feminine \| 300 \| \| Total \| 600 \| Source: Field Survey It is inferred from the above table that the sample consists of 50% of Masculine Gender High School Students of Standard Nine and 50% of Feminine Gender High School Students of Standard Nine. RESEARCH TOOLS USED Research tool may be defined as: Anything that becomes a means of collecting information for your study is called a research tool or a research instrument. For example, observation forms, interview schedules, questionnaires, and interview guides are all classified as research tools. Research tools are used to collect relevant information of a research problem. They can be used for gathering both quantitative and qualitative data. Personal Data Sheet The personal data sheet is used to get general information of the nine standard high school students. The investigator has prepared the personal data sheet by keeping all the background variables of the study in mind which included the following categories such as, Gender, Locality, Type of School, Parental educational status, Habit of listening to English News or Talks, Habit of Reading English Newspaper or Books, Habit of Speaking in English, Knowledge of Phonetics, Learning Pronunciation through Mass Media , Learning Pronunciation through Social Media , Home Language , Teaching and Learning Process in L2. The investigator has used two tools for her study. They are i). Personal Data Sheet ii). Questionnaire on Pronunciation test Questionnaire on Pronunciation Test In the present investigation, is to know about the pronunciation of High School Students especially of class 9, the researcher has prepared a tool called Questionnaire on Pronunciation Test which is also validated by the investigator. PREPARATION OF THE TOOL The researcher selected 50 difficult words from the Prose, Poetry and Drama books of Standard Nine of High School Students. The tool is prepared in such a way that the students have to pronounce all the 50 words one by one. If they pronounce the word correctly then they will be given a score of one mark, if they pronounce the word wrongly, then they will be marked zero. Thus, each and every student was given chance to pronounce all the words. All the students cooperated when the tool was used. STASTISTICAL TECHNIQUES USED In this study, the following statistical techniques used. They are: Mean, Standard Deviation, Percentage Analysis & t-test. DELIMITATIONS OF THE STUDY Delimitations are the restrictions imposed on the study by the researcher. It is the statement which determines the boundaries of the problem. The following are the delimitations of the study: 1. The study was limited to High School Students of Standard Nine. 2. The study was limited to Kanyakumari District only. LIMITATIONS OF THE STUDY Limitations are the difficulties and problems faced by the researcher in scientific method of investigation. The following are the limitations of the study. 1. The investigator felt difficult to visit the institutions in interior places. 2. The investigator find difficulty in finding the equal number of Masculine and Feminine Gender Students. 3. The study has been limited by using only two tools. 4. The investigator has to visit some schools twice or thrice. Analysis of data means studying the tabulated material in order to determine the inherent factors of meaning. In the present study, the investigator analyzed the data by using the statistical techniques such as descriptive, differential and correlation analysis. The data have been collected with the help of the tools. The next step in the research process is the analysis of data. Analysis of data means processing and studying the collected data and organizing material and thereby discovering the inherent facts. The data are studied from as many angles as possible to explore the facts. The gathered scores are assessed, operated, statistically evaluated, interpreted and reported. The percentage analysis and 't' test, executed in this study construct the results of the study. It is a pre requisite of any successful research, for it enables researchers to get rid of vague approaches and meaningless interpretations ( Garret 1955). LEVEL OF SIGNIFICANCE This is a very important concept in the context of hypothesis testing. It is always some percentage (usually 5%) which should be chosen with great care, thought and reason. In case, we take implies that the null hypotheses will be rejected when the sampling result has less than 0.05 probability of occurring if the null hypotheses is true (Kothari, 2008). PERCENTAGE ANALYSIS Table 4 Level of English Pronunciation of High School Students with regard to Gender \| \| \| \| \| Low \| \| \| \| Average \| \| \| \| High \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Gender \| \| N \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| No. \| \| % \| \| No. \| \| % \| \| No. \| \| % \| \| Masculine \| \| 300 \| \| 72 \| \| 24.0 \| \| 204 \| \| 68.0 \| \| 24 \| \| 8.0 \| \| \| Feminine \| \| 300 \| \| 28 \| \| 9.3 \| \| 209 \| \| 69.7 \| \| 63 \| \| 21.0 \| \| It is inferred from the above table that 24.0% of the Masculine Gender High School Students have Low Level of English Pronunciation, 68.0% of them have Average Level of English Pronunciation and 8.0% of them have a High Level of English Pronunciation. It is also inferred that 9.3% of the Feminine Gender High School Students have Low Level of English Pronunciation 69.7% of them have Average Level of English Pronunciation and 21.0% of them have High Level of English Pronunciation. DIFFERENTIAL ANALYSIS Ho1. There is no significant difference between the Masculine and Feminine Gender of High School Students in their level of English Pronunciation. Table 5 Difference between Masculine and Feminine Gender of High School Students in their English Pronunciation \| Gender \| N \| Mean \| SD \| t – Value \| P-value \| \|---\|---\|---\|---\|---\|---\| \| Masculine \| 300 \| 14.18 \| 6.558 \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| 6.855 \| 0.000 \| S \| \| Feminine \| 300 \| 18.00 \| 7.071 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, S – Significant) It is inferred from the above table that the calculated 't' value (6.855) is greater than the table value (1.96) for df 598 at 0.05 level of significance. The p - value is 0.00. Hence the null hypothesis is rejected. This shows that there is significant difference between Masculine gender and Feminine Gender High School Students in their English Pronunciation.While comparing the mean scores of Masculine Gender (14.18) and Feminine Gender (18.00) students, the Feminine Gender students have higher level of English Pronunciation. Ho2. There is no significant difference between the students of Rural and Urban localities in their level of English Pronunciation. Table 6 Difference between Rural and Urban High School Students in their English Pronunciation \| \| \| \| \| \| \| Remarks 5% \| \|---\|---\|---\|---\|---\|---\|---\| \| Locality \| N \| Mean \| SD \| t – Value \| P-value \| \| \| \| \| \| \| \| \| level \| \| Rural \| 300 \| 15.83 \| 7.910 \| \| \| \| \| \| \| \| \| 0.917 \| 0.359 \| NS \| \| Urban \| 300 \| 16.36 \| 6.132 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, NS – Not Significant) It is inferred from the above table that the calculated 't' value (0.917) is lesser than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.359 (p>0.05). Hence the null hypothesis is accepted. This shows that there is no significant difference between Rural and Urban High School Students in their English Pronunciation. Ho3. There is no significant difference between the Aided and Government Schools of High School Students in their level of English Pronunciation. Table 7 Difference between Govt. and Aided High School Students in their English Pronunciation \| \| \| \| \| \| \| Remarks 5% \| \|---\|---\|---\|---\|---\|---\|---\| \| Type of School \| N \| Mean \| SD \| t – Value \| P-value \| \| \| \| \| \| \| \| \| level \| \| Govt. \| 312 \| 14.24 \| 4.764 \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| 6.927 \| 0.000 \| S \| \| Aided \| 288 \| 18.10 \| 8.495 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, S – Significant) It is inferred from the above table that the calculated 't' value (6.927) is greater than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.000. Hence the null hypothesis is rejected. This shows that there is significant difference between Government and Aided High School Students in their English Pronunciation. While comparing the mean scores of Government (14.24) and Aided (18.10) School Students, the Aided School Students have Higher Level of English Pronunciation. Ho4. There is no significant difference in the level of English Pronunciation with regard to Literate and Illiterate Parents of High School Students. Table 8 Difference in English Pronunciation of High School Students with Literate and Illiterate Parents \| Parents \| \| \| \| \| \| Remarks \| \|---\|---\|---\|---\|---\|---\|---\| \| \| N \| Mean \| SD \| t – Value \| P-value \| \| \| Education \| \| \| \| \| \| 5% level \| \| Literate \| 545 \| 16.07 \| 6.852 \| \| \| \| \| \| \| \| \| 0.279 \| 0.780 \| NS \| \| Illiterate \| 55 \| 16.35 \| 9.074 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, NS – Not Significant) It is inferred from the above table that the calculated 't' value (0.279) is lesser than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.780 (p >0.05). Hence the null hypothesis is accepted. This shows that there is no significant difference in English Pronunciation of High School Students with Literate and Illiterate Parents. Ho5. There is no significant difference in the level English Pronunciation with regard to Habit of Listening to English News or Talks of High School Students. Table 9 Difference in English Pronunciation of High School Students with regard to Habit of Listening to English News or Talks \| Habit of \| \| \| \| \| \| Remarks 5% \| \|---\|---\|---\|---\|---\|---\|---\| \| \| N \| Mean \| SD \| t – Value \| P-value \| \| \| Listening \| \| \| \| \| \| level \| \| Yes \| 149 \| 20.08 \| 8.301 \| \| \| \| \| \| \| \| \| 8.383 \| 0.000 \| S \| \| No \| 451 \| 14.77 \| 6.081 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, S – Significant) It is inferred from the above table that the calculated 't' value (8.383) is greater than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.000. Hence the null hypothesis is rejected. This shows that there is significant difference in English Pronunciation of High School Students with regard to Habit of Listening. While comparing the mean scores of listening (20.08) and non-listening (14.77) High School Students, the High School Students who have the Habit of Listening Possess Higher Level of English Pronunciation. Ho6. There is no significant difference in the level of English Pronunciation with regard to Habit of Reading of High School Students. Table 10 Difference in English Pronunciation of High School Students with regard to Habit of Reading \| Habit of \| \| \| \| \| \| Remarks 5% \| \|---\|---\|---\|---\|---\|---\|---\| \| \| N \| Mean \| SD \| t - Value \| P-value \| \| \| Reading \| \| \| \| \| \| level \| \| Yes \| 514 \| 16.19 \| 6.886 \| \| \| \| \| \| \| \| \| 0.854 \| 0.393 \| NS \| \| No \| 86 \| 15.49 \| 8.142 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, NS – Not Significant) It is inferred from the above table that the calculated 't' value (0.854) is lesser than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.393 (p >0.05). Hence the null hypothesis is accepted. This shows that there is no significant difference in English Pronunciation of High School Students with Regard to Habit of Reading. Ho7. There is no significant difference in the level of English Pronunciation with regard to Habit of Speaking of High School Students. Table 11 Difference in English Pronunciation of High School Students with regard to Habit of Speaking \| \| N \| Mean \| SD \| t – Value \| P-value \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Yes \| 392 \| 16.77 \| 7.489 \| \| \| \| \| \| \| \| \| 3.264 \| 0.001 \| S \| \| No \| 208 \| 14.81 \| 6.036 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, S – Significant It is inferred from the above table that the calculated 't' value (3.264) is greater than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.001. Hence the null hypothesis is rejected. This shows that there is significant difference in English Pronunciation of High School Students with Regard to Habit of Speaking. While comparing the mean scores of Speaking (16.77) and Non-Speaking (14.81) High School Students. Hence the High School students who have the Habit of Speaking Possess Higher Level of English Pronunciation. Ho8. There is no significant difference in the level of English Pronunciation with regard to Knowledge of Phonetics of High School Students. Table 12 Difference in English Pronunciation of High School Students with regard to Knowledge of Phonetics \| Knowledge of \| \| \| \| \| \| Remarks \| \|---\|---\|---\|---\|---\|---\|---\| \| \| N \| Mean \| SD \| t - Value \| P-value \| \| \| Phonetics \| \| \| \| \| \| 5% level \| \| Yes \| 177 \| 20.31 \| 8.647 \| \| \| \| \| \| \| \| \| 10.232 \| 0.000 \| S \| \| No \| 423 \| 14.33 \| 5.413 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, S – Significant) It is inferred from the above table that the calculated 't' value (10.232) is greater than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.000. Hence the null hypothesis is rejected. This shows that there is significant difference in English Pronunciation of High School Students with regard to Knowledge of Phonetics. While comparing the mean scores of the high school students who have the Knowledge of Phonetics (20.31) and who do not have the Knowledge of Phonetics (14.33) the High School Students who have the Knowledge of Phonetics possess Higher Level of English Pronunciation Ho9. There is no significant difference in the level of English Pronunciation with regard to English Pronunciation of High School Students. Table 13 Difference in English Pronunciation of High School Students with regard to learning Pronunciation Through Mass Media \| Learning \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| \| Remarks \| \| Pronunciation through \| N \| Mean \| SD \| t – Value \| P-value \| \| \| \| \| \| \| \| \| 5% level \| \| Mass Media \| \| \| \| \| \| \| \| Yes \| 93 \| 16.53 \| 8.375 \| \| \| \| \| \| \| \| \| 0.645 \| 0.519 \| NS \| \| No \| 507 \| 16.01 \| 6.818 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, NS – Not Significant) It is inferred from the above table that the calculated 't' value (0.645) is lesser than the table value (1.96) for df 598 at 0.05 level of significance. The p- value 0.519 (p > o 0.05). Hence the null hypothesis is accepted. This shows that there is no significant difference in English Pronunciation of High School Students with Regard to Learning Pronunciation through Mass Media. Ho10. There is no significant difference in the level of English Pronunciation with regard to English Pronunciation of High School Students. Table 14 Difference in English Pronunciation of High School Students with regard to learning Pronunciation through Social Media \| Learning \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Pronunciation \| \| \| \| \| \| Remarks \| \| \| N \| Mean \| SD \| t - Value \| P-value \| \| \| through Social \| \| \| \| \| \| 5% level \| \| Media \| \| \| \| \| \| \| \| Yes \| 133 \| 19.35 \| 8.869 \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| 6.196 \| 0.000 \| S \| \| No \| 467 \| 15.16 \| 6.181 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, S – Significant) It is inferred from the above table that the calculated 't' value (6.196) is greater than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.000. Hence the null hypothesis is rejected. This shows that there is significant difference in English Pronunciation of High School Students with regard to Learning Pronunciation through social media. While comparing the mean scores of the High School Students who learn Pronunciation through social media (19.35) and who do not learn through social media (15.16), Hence, the High School Students who learn Pronunciation through social media Possess Higher Level of English Pronunciation. Ho11. There is no significant difference in the level of English Pronunciation with regard to of High School Students in their Home Language. Table 15 Difference in English Pronunciation of High School Students with regard to Home Language \| Home \| \| \| \| \| \| Remarks \| \|---\|---\|---\|---\|---\|---\|---\| \| \| N \| Mean \| SD \| t - Value \| P-value \| \| \| Language \| \| \| \| \| \| 5% level \| \| English \| 14 \| 19.29 \| 11.228 \| \| \| \| \| \| \| \| \| 1.712 \| 0.087 \| NS \| \| Vernacular \| 586 \| 16.02 \| 6.944 \| \| \| \| (Table value for df 600 at 0.05 level =1.96, NS – Not Significant It is inferred from the above table that the calculated 't' value (1.712) is lesser than the table value (1.96) for df 598 at 0.05 Level of Significance. The p- value is 0.087. Hence the null hypothesis is accepted. This shows that there is no significant difference in English Pronunciation of High School Students with regard to Home Language Ho12. There is no significant difference in the level of English Pronunciation with regard to Teaching and Learning processes in L2 of High School Students. Table 16 Difference in English Pronunciation of High School Students with regard to Teaching and Learning Process in L2 (Table value for df 600 at 0.05 level =1.96, S – Significant) It is inferred from the above table that the calculated 't' value (2.123) is greater than the table value (1.96) for df 598 at 0.05 level of significance. The p- value is 0.034. Hence the null hypothesis is rejected. This shows that there is significant difference in English Pronunciation of High School Students with regard to Teaching and Learning Process in L2. While comparing the mean scores of the High School Students whose teaching Learning Process in L2 is English (16.32) and Tamil (14.42), Hence, the High School Students whose Teaching Learning Process in L2 is English Possess Higher Level of English Pronunciation. Findings and Conclusions 1. There is significant difference in English There is significant difference between male and female high school students in their English Pronunciation. The mean scores show that the female students have higher level of English pronunciation. 2. There is no significant difference between Rural and Urban High School Students in their English Pronunciation. 3. There is significant difference between Government and Aided High School Students in their English Pronunciation. The mean scores show that the aided school students have Higher Level of English pronunciation. 4. There is no significant difference in English Pronunciation of High School Students with Literate and Illiterate parents. 5. There is significant difference in English Pronunciation of High School Students with regard to Habit of Listening. The mean scores show that the High School Students who have the Habit of Listening possess Higher Level of English Pronunciation. 6. There is no significant difference in English Pronunciation of High School Students with regard to Habit of Reading. 7. There is significant difference in English Pronunciation of High School Students with regard to Habit of Speaking. The mean scores show that the High School Students who have the Habit of Speaking possess Higher Level of English Pronunciation. 8. There is significant difference in English Pronunciation of High School Students with regard to Knowledge of Phonetics. The mean scores show that the High School Students who have the Knowledge of Phonetics possess Higher Level of English Pronunciation. 9. There is no significant difference in English Pronunciation of High School Students with regard to Learning Pronunciation through Mass Media. 10. There is significant difference in English Pronunciation of High School Students with regard to Learning Pronunciation through Social Media. The mean scores show that the High School Students who learn pronunciation through Social Media possess Higher Level of English pronunciation. 11. There is no significant difference in English Pronunciation of High School Students with regard to Home Language. 12. Pronunciation of high school students with regard to Teaching & Learning Process in L2. The mean scores show that the High School Students whose Teaching Learning Process in L2 is English possess Higher Level of English pronunciation. RECOMMENDATIONS To Teachers * Teachers must encourage and motivate the students to learn the skill of speaking English. * English teachers must make it mandatory to use pocket dictionary during Language class. * Teachers must encourage the students to read story books, autobiographies etc. * Language teachers must teach phonetics; this will help them to speak correct pronunciation. * English teachers must give language games, drills exercises to students which will help them practice the language and minimize the pronunciation problems. * Teachers must avoid use of vernacular language while teaching English Language. * Teachers can teach pronunciation using language lab. * Teachers can motivate the students to participate in Co-curricular activities such as debates, spell bee, speech, elocution competition, poetry recitation, essay writing can help the children to learn their language. * Teachers should be trained to improve their English language potency and pronunciation to enhance their teaching in classrooms. To Parents * Parents must encourage their children to communicate in English even at home. * They must buy story books, autobiographies and encourage them to read them at home. * Even though the parents can't speak complete English they can try to converse with them in English. * They can ask the younger siblings to converse with their elder ones in English at home. * They can encourage their children to listen to B.B.C News. * They can ask them to learn ten new words every day. * They can ask them to read books and newspapers loudly. * They can encourage their children to participate in all the competitions related to English. To Students * Students can listen to native speakers talks, * They can practice saying tongue twisters. * They must stand in front of the mirror and try to speak English. * They must read English language newspapers, including broadsheets as well as magazines and tabloids, Story books, biographies which will help them to speak correct English. * They must avoid using vernacular language both in school and home. * They must try to speak loudly and clearly. * They must converse in English with their friends while talking in telephone. * They can watch English movies and listen to great peoples talks. * They must update with current affairs which will also expand their vocabulary. * They can listen to British and American music, watch films, news, entertainments, the radio, and TV shows, will help in improving the language. * Purchase a good bilingual dictionary; it will be your best friend while learning the language. * They can have a diary and write regularly; it is a great way to use new vocabulary. * Audio-visual aids should be used in teaching to improve English pronunciation among school students. * Teachers should be trained to improve their English language potency and pronunciation to enhance their teaching in classrooms. Works Cited Collins Dictionary, https://www.collinsdictionary.com/ Garret, AE (1955), 'Statistics in Psychology and Education', Longmans Green and Company, New York. India Today, (2018), Press Trust of India July 1, 2018, update 13.32 IST. Kothari, CR (1985), Research Methodology and Techniques (2 nd Ed) New Delhi, New Age International Publishers. Kothari, CR (2008), Research Methodology, Methods and Techniques, New Age International (P) Limited, Publishers, New Delhi. Pandya Disha Prashant, (2018), 'Importance of Pronunciation in English Language Communication," Pronunciation and Communication, vol.7, no. 2, pp. 15-20. Szczegieiniak A (2015). 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Year 4 overview plan Term Topic Statutory requirements Non statutory guidance focus Autumn Electricity identify Pupils should construct simple series \| 1 \| \| common \| \|---\|---\|---\| \| \| \| appliances that \| \| \| \| run on electricity \| \| \| \| construct a simple \| \| \| \| series electrical circuit, \| \| \| \| identifying and naming \| \| \| \| its basic parts, including \| \| \| \| cells, wires, bulbs, \| \| \| \| switches and buzzers \| \| \| \| identify whether or \| \| \| \| not a lamp will light in a \| \| \| \| simple series circuit, \| \| \| \| based on whether or not \| \| \| \| the lamp is part of a \| \| \| \| complete loop with a \| \| \| \| battery \| \| \| \| recognise that a \| \| \| \| switch opens and \| \| \| \| closes a circuit and \| \| \| \| associate this with \| \| \| \| whether or not a lamp \| \| \| \| lights in a simple \| \| \| \| series circuit \| \| \| \| recognise some \| \| \| \| common conductors \| \| \| \| and insulators, and \| \| \| \| associate metals with \| \| \| \| being good conductors. \| \| Autumn 2 \| Living \| recognise that living \| \| \| things \| things can be grouped \| \| \| and their \| in a variety of ways \| \| \| habitats \| explore and use \| \| \| \| classification keys to \| \| \| \| help group, identify and \| \| \| \| name a variety of living \| \| \| \| things in their local and \| \| \| \| wider environment \| \| \| \| recognise that \| \| \| \| environments can \| \| \| \| change and that this can \| \| \| \| sometimes pose \| \| \| \| dangers to living things. \| Spring 1 Living things Pupils should explore examples of [x] recognise that environments can human impact (both positive and and their change and that this negative) on environments, for \| \| habitats \| can sometimes pose \| \|---\|---\|---\| \| \| \| dangers to living \| \| \| \| things. \| \| Spring 2 \| States of \| compare and group \| \| \| matter \| materials together, \| \| \| \| according to whether \| \| \| \| they are solids, liquids \| \| \| \| or gases \| \| \| \| observe that some \| \| \| \| materials change \| \| \| \| state when they are \| \| \| \| heated or cooled, and \| \| \| \| measure or research \| \| \| \| the temperature at \| \| \| \| which this happens in \| \| \| \| degrees Celsius (°C) \| \| \| \| identify the part played \| \| \| \| by evaporation and \| \| \| \| condensation in the water \| \| \| \| cycle and associate the \| \| \| \| rate of evaporation with \| \| \| \| temperature. \| Summer 1 Digestion Pupils should be introduced to the main body parts associated with the [x] describe the simple functions of the basic parts of the digestive \| \| \| system in humans \| \|---\|---\|---\| \| \| \| identify the different \| \| \| \| types of teeth in \| \| \| \| humans and their \| \| \| \| simple functions \| \| \| \| construct and interpret \| \| \| \| a variety of food chains, \| \| \| \| identifying producers, \| \| \| \| predators and prey. \| \| Summer \| Sound \| identify how sounds \| \| 2 \| \| are made, associating \| \| \| \| some of them with \| \| \| \| something vibrating \| \| \| \| recognise that \| \| \| \| vibrations from sounds \| \| \| \| travel through a medium \| \| \| \| to the ear \| \| \| \| find patterns \| \| \| \| between the pitch of a \| \| \| \| sound and features of \| \| \| \| the object that \| \| \| \| produced it \| \| \| \| find patterns \| \| \| \| between the volume of \| \| \| \| a sound and the \| \| \| \| strength of the \| \| \| \| vibrations that produced \| \| \| \| it \| \| \| \| recognise that \| \| \| \| sounds get fainter as \| \| \| \| the distance from the \| \| \| \| sound source \| \| \| \| increases. \| digestive system, for example, mouth,	<urn:uuid:99ae3487-9c93-4b00-a63c-e2057fa1e3af>	CC-MAIN-2025-08	https://oakview.herts.sch.uk/download/year-4-science-overview-plan-1/?tmstv=1737607781	2025-02-13T02:44:07+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00099.warc.gz	399,673,038	1,130	eng_Latn	eng_Latn	0.968998	eng_Latn	0.992225	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1484, 2376, 3548 ]	[ 3.6875 ]	1	0
Diagnostic Imaging Glossary Read through the glossary below. Put a check mark next to the terms that are important for you memorize, and then use a pronunciation application to ensure you know how to say them correctly. allergic reaction The hypersensitive response of the immune system of an allergic individual to a substance. anaphylactic shock A sudden, severe allergic reaction characterized by a sharp drop in blood pressure, urticaria, and breathing difficulties that is caused by exposure to a foreign substance. anatomical landmarks An anatomical structure used as a point of orientation in locating other structures. angiography An examination by X-ray of blood or lymph vessels, carried out after introduction of a radiopaque substance, highlighting the presence and extent of obstruction to the vessel, if any. anode The positively charged electrode by which the electrons leave a device. artery The muscular-walled tube forming part of the circulation system that conveys blood from the heart to all parts of the body. aseptic Free from contamination caused by harmful bacteria, viruses, or other microorganisms. benign Not cancerous. biopsy The removal and examination of a sample of tissue from a living body for diagnostic purposes. bladder A membranous sac for temporary retention of urine. bone The dense, semi-rigid, porous, calcified connective tissue forming the major portion of the skeleton of most vertebrates. brain The portion of the vertebrate central nervous system that is enclosed within the cranium, continuous with the spinal cord, and composed of gray matter breast feed Feed a baby from a mother's breast. bruise An injury appearing as an area of discolored skin on the body, caused by a blow or impact rupturing underlying blood vessels. cancellous bone Another name for trabecular bone or spongy bone. catheter A thin tube that can be inserted in the body to treat diseases or perform a surgical procedure. cathode The negatively charged electrode by which electrons enter an electrical device central ray The central portion of the primary beam of radiation. cervical collar A neck brace used to support a patient's neck and head. colonoscopy Visual examination of the colon from the cecum to the rectum. coronarography An exam requiring the puncture of an artery in order to introduce a hose through which a product impervious to X-rays will be injected, directly into the coronary arteries. compensating filter A device, such as a wedge of aluminum, clay, or plastic that is placed over a body area during radiography to compensate for differences in radiopacity. computed tomography A method of examining body organs by scanning them with X rays and using a computer to construct a series of cross-sectional scans along a single axis. contrast medium A radiopaque substance used in radiography to permit visualization of internal body structures. cortical bone Another name for compact bone. delivery The process of giving birth. diagnosis The identification of the nature and cause of a certain phenomenon. diagnostic radiography The examination of internal organs, bones, cavities and foreign objects; includes cardiovascular imaging and interventional radiography. diaphysis The shaft or central part of a long bone. disease A disorder of structure or function in a human, animal, or plant that affects a specific location and is not simply a direct result of physical injury. drug Substance which may have medicinal, intoxicating, performance enhancing or other effects when taken Diagnostic Imaging Glossary (continued) electromagnetic radiation It's a form of radiant energy, propagating through space via electromagnetic waves and/or particles called photons enema A procedure in which a liquid is injected into the rectum to introduce drugs or to permit X-ray imaging. epiphysis The end part of a long bone, initially growing separately from the shaft. examination table A table used to support patients during medical examinations. false positive A test result that shows a disease is present when it is not. fast To abstain from all or some kinds of food or drink. fluoroscopy A technique where a fluorescent screen or image intensifying tube is connected to a closed-circuit television system to image internal structures of the body. fracture A complete or incomplete break in a bone resulting from the application of excessive force. Functional magnetic resonance imaging (fMRI) A neuro-imaging procedure using that measures brain activity by detecting changes associated with blood flow. gamma camera A device used to image gamma radiation emitting radioisotopes. gonadal shielding A specially designed contact or shadow shield used to protect the gonadal area of a patient from the primary radiation beam during radiographic procedures. heart A vital organ that functions as a pump, providing a continuous circulation of blood through the body. image intensifier An imaging component which converts x-rays into a visible image. infectious disease Disorders caused by organisms such as bacteria, viruses, fungi or parasites. inject To introduce (a drug or vaccine, for example) into a body part interventional radiology A medical sub-specialty of radiology which utilizes minimally-invasive image-guided procedures to diagnose and treat diseases in nearly every organ system. intravenous tubing Plastic conduit used to administer various fluids to patients through a needle inserted into one of the patient's veins. ionizing radiation A radiation composed of particles that individually carry enough kinetic energy to liberate an electron from an atom or molecule, ionizing it. kidney A pair of organs that are found on either side of the spine, just below the rib cage in the back. laxative A medicine or agent for relieving constipation. lead apron Lead shielding refers to the use of lead as a form of radiation protection to shield people or objects from radiation so as to reduce the effective dose. liver An important organ in the body , located under the ribs in the right upper part of the abdomen. lumbar puncture Insertion of a needle into the arachnoid membrane of the spinal cord, in the lumbar region. lung Each of the pair of organs situated within the rib cage, consisting of elastic sacs with branching passages into which air is drawn, so that oxygen can pass into the blood and carbon dioxide be removed. magnetic field A region around a magnetic material or a moving electric charge within which the force of magnetism acts. magnetic resonance imaging (MRI) A non-invasive medical diagnostic technique that uses high-frequency radio-waves and a strong magnetic field to see inside body tissues. malignant Of a tumor, tending to invade normal tissue or to recur after removal; cancerous. mammography Uses low dose x-ray systems to produce images of the human breasts medical contraindication A symptom or condition that makes a particular treatment or procedure impossible. medical file, medical record A chronological written account of a patient's examination and treatment that includes the patient's medical history and complaints... Diagnostic Imaging Glossary (continued) medical imaging The technique and process used to create images of the human body for clinical purposes or medical science. medicine An agent, such as a drug, used to treat disease or injury. needle A very thin, pointed steel tube that is pushed through the skin so that something (such as a drug) can be put into your body or so that blood or other fluids can be taken from it. nodule A small lump, swelling, or collection of tissue. Nuclear Medicine A medical specialty involving the application of radioactive substances in the diagnosis and treatment of disease. nurse A person who is trained to care for sick or injured people and who usually works in a hospital or doctor's office. obstetrician A doctor specializing in the care of women during pregnancy, childbirth, and the recuperative period following delivery. orderly An attendant in a hospital responsible for the nonmedical care of patients and the maintenance of order and cleanliness. operating room The room in which surgery takes place at a hospital. pad A thin, cushion like mass of soft material used to fill, to give shape, or to protect against jarring, scraping, or other injury Pathology The science of the causes and effects of diseases, especially the branch of medicine that deals with the laboratory examination of samples of body tissue for diagnostic or forensic purposes. photoelectric effect The observation that many metals emit electrons when light shines upon them. pregnant Carrying a fetus or fetuses within the womb. prescription An instruction written by a medical practitioner that authorizes a patient to be provided a medicine or treatment. prosthesis An artificial body part, such as a leg, a heart, or a breast implant. pulse To take the pulse of the heart of someone, at his wrist. radiation It's a process in which electromagnetic waves (EMR) travel through a vacuum or through mattercontaining media; the existence of a media to propagate the waves is not required. radio wave A type of electromagnetic radiation with wavelengths in the electromagnetic spectrum longer than infrared light. radioactive The process by which an unstable atom emits radiation. radioactive dye A dye which gives off a small amount of radiation and used in some types of scan. radiological file A chronological account of all the radiological images that the patient did. radiologist A medical specialist who uses radioactive substances and X-rays in the treatment of disease. radiographer A person trainer to operate a scanner and who looks after patients during their appointment. radiolucent cushion Almost entirely transparent to radiation; almost entirely invisible in x-ray photographs and under fluoroscopy. Radio-pharmacology The study and preparation of radioactive pharmaceuticals. radioprotection Protection against harmful effects of radiation. radioscopy Examination of the inner structure of optically opaque objects by x-rays or other penetrating radiation; radiology. radiotherapy Uses radiation to shrink, and sometimes eradicate, cancerous cells/growths in and on the body. raise To move to a higher position; elevate. restraints An instrument or a means of restraining the patient to prevent movement move. resolution The degree of detail visible in a photographic or computer image. Diagnostic Imaging Glossary (continued) sedative A drug taken for its calming or sleep-inducing effect. skeleton An internal or external framework of bone, cartilage, or other rigid material supporting or containing the body of an animal or plant. skull A framework of bone or cartilage enclosing the brain of a vertebrate; the skeleton of a person's or animal's head. sonogram An image of a body organ or fetus created with reflected high-frequency sound waves. sonography An imaging procedure using the reflections of high-frequency sound waves to construct an image of a body organ; commonly used to observe fetal growth or study bodily organs. spleen A large, highly vascular lymphoid organ, lying in the human body to the left of the stomach below the diaphragm, serving to store blood, disintegrate old blood. stenosis The abnormal narrowing of a passage in the body. sterile field A specified area, such as within a tray or on a sterile towel, that is considered free of microorganisms. stretcher A litter, usually of canvas stretched over a frame, used to transport the sick, wounded, or dead. stretcher-bearer A person who helps to carry a stretcher, esp in wartime. swallow To cause food or drink to pass through the mouth and throat into the stomach. swelling An abnormal enlargement of a part of the body, typically as a result of an accumulation of fluid. syringe A medical instrument used to inject fluids into the body or draw them from it. thorax The area of the body that is located between the abdomen and the neck. thyroid A gland that makes and stores hormones that help regulate the heart rate, blood pressure, body temperature, and the rate at which food is converted into energy. tumor A swelling of a part of the body, generally without inflammation, caused by an abnormal growth of tissue, whether benign or malignant. ultrasonography A technique using echoes of ultrasound pulses to delineate objects or areas of different density in the body. ultrasound An oscillating sound pressure wave with a frequency greater than the upper limit of the human hearing range. urinary bladder A membranous sac for temporary retention of urine. urinate To excrete or void urine. urography An X-ray technique for producing an image of the renal pelvis and urinary tract by the introduction of a radiopaque fluid. vein A blood vessel that carries blood toward the heart. vertebral column The series of articulated vertebrae, separated by intervertebral disks and held together by muscles and tendons, that extends from the cranium to the coccyx visible spectrum The portion of the electromagnetic spectrum that is visible to the human eye. waiting room A part of a building where people sit or stand until the event they are waiting for occurs wheelchair A device used for mobility by people for whom walking is difficult or impossible, due to illnes or disability. x-ray A form of electromagnetic radiation, similar to light but of shorter wavelength and capable of penetrating solids and of ionizing gases x-ray computed tomography A technology that uses computer-processed x-rays to produce tomographic images in virtual slices of specific areas of the scanned object, allowing the user to see what is inside it without cutting it open.	<urn:uuid:8199b365-b62b-4172-ac8b-d90191e642a0>	CC-MAIN-2025-08	https://blog.virtualwritingtutor.com/wp-content/uploads/2018/10/diagnostic-imaging-glossary-from-virtual-writing-tutor.pdf	2025-02-13T03:45:24+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00106.warc.gz	120,714,586	2,813	eng_Latn	eng_Latn	0.996474	eng_Latn	0.996716	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1868, 3587, 5425, 7233, 8935, 10614, 12491, 13921 ]	[ 2.65625 ]	1	1
5 Little goats jumping on the bed. 1 fell off and bumped his head. Mummy phoned the doctor and the doctor said, "No more goats, jumping on the bed" 4 little goats …………………… 3 little goats……………………… etc The Three Billy Goats Gruf St cky Knowledge Organiser i Once upon a time there were three billy goats gruff who wanted some fresh green grass. They came to a bridge, but under the bridge lived a wicked troll who ate anyone who tried to cross the bridge. The littlest billy goat gruff started to cross the bridge……trip trap, trip trap. The troll jumped up and said, "Who's that triptrapping over my bridge?" "It's only me," said the littlest billy goat gruff. "Please let me pass to eat the green grass." The troll said, "No, I'm going to eat you". "Oh, please don't," said the littlest billy goat gruff, "the second billy goat is much bigger and fatter than I". The troll thought: "Mmmmm that's worth a try." So, the littlest billy goat gruff skipped over the bridge. Soon the middle-sized billy goat gruff started to cross the bridge…. Trip trap, trip trap. The troll jumped up and said "Who's that trip trapping over my bridge?" "It's only me," said the middle-sized billy goat gruff. "Please let me pass to eat the green grass!" The troll said, "NO, I'm going to eat you!" "Oh, please don't," said the middle-sized billy goat gruff. "the third billy goat is much bigger and fatter than I." The troll thought: "Mmmmm that's worth a try." So, the middle-sized billy goat gruff skipped over the bridge. Soon the big billy goat gruff started to cross the bridge …trip trap, trip trap. The troll jumped up and said, "Who's that trip trapping over my bridge?" "It's me," said the big billy goat gruff. "I'm going past to eat the green grass." The troll said, "No, I'm going to eat you!" The third billy goat said in a voice like thunder "OH NO YOU'RE NOT!" Down went the billy goats head and up went the troll up into the air and over the bridge, into the river with a splash. Then the big billy goat skipped over the bridge to join his brothers. The three billy goats munched happily in pastures new saying "Mmmm this grass is so good to chew". Key Words Three Billy Goats Gruff Trip trap Troll Bridge Green grass	<urn:uuid:96210e5c-0dec-45c4-872f-cd1ba52e239d>	CC-MAIN-2025-08	https://www.st-meriadoc-inf.cornwall.sch.uk/attachments/download.asp?file=890&type=pdf	2025-02-13T03:47:21+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00101.warc.gz	914,900,251	567	eng_Latn	eng_Latn	0.999684	eng_Latn	0.999684	[ "eng_Latn" ]	false	docling	[ 2246 ]	[ 2 ]	1	0
. INTIMATE CARE POLICY School Mission Statement Northbourne CEP School VISION STATEMENT: Together we gather and grow to bring life to our rural school community. Everyone is welcomed, known, valued and treasured as individuals. God's countryside is our classroom, where we live, breathe and connect with our evolving natural world. Through our curriculum we nurture pupils to be resilient, inquisitive and compassionate. By embracing stewardship, we recognise our shared responsibility for each other and the world. We empower each other to act and make a difference to our neighbour. To grow in: Faith, Love, Compassion, Kindness, Respect & Forgiveness Our six Christian Values are at the heart of our vision. Every day we aspire to grow in Faith, Love, Compassion, Kindness, Respect and Forgiveness, so that our school family may experience the joy and hope of "life in all its fullness" (John: 10 v10) Intimate Care Policy This school is committed to safeguarding and promoting the wellbeing of all our children, and expects our staff and volunteers to share this commitment. 1. Introduction 1.1 Intimate care is any care, which is associated with invasive procedures relating to bodily functions, bodily products and personal hygiene, which demands direct or indirect contact with or exposure of intimate parts of the body, such as cleaning up after a child who has soiled themselves. In addition, some children may need help with dressing/undressing or using the toilet. Most children can carry out these functions themselves but it is recognised that some are unable to due to physical disability, learning difficulties, medical needs or needs arising from the child's stage of development. 1.2 This Intimate Care Policy has been developed to safeguard children, support staff and ensure good practice is followed. At Northbourne CEP School all staff are checked with the Disclosure and Barring Service (DBS) and we are committed to ensuring that all staff responsible for the intimate care of children will undertake their duties in a professional manner at all times. We believe that the intimate care of children cannot be separated from other aspects of their learning and development and we believe that every child has the right to feel safe and secure. We do not discriminate against children who have not reached a stage where they can manage their own personal hygiene and as such welcome all children to participate in our school and provide appropriate support for each child on an individual basis. We recognise the need to treat all children with respect and dignity when intimate care is given. No child should be attended to in a way that causes distress, embarrassment or pain 1.3 We aim to: - Safeguard the rights and promote the welfare of all children and young people including those who may be more vulnerable to abuse. - Provide guidance and reassurance to staff whose duties may include intimate care. - Assure parents and carers that staff are knowledgeable about personal care and that their individual needs and concerns are taken into consideration. - Remove barriers to learning and participation, protect from discrimination and ensure inclusion for all children and young people within our setting. 2. Our approach to Best Practice 2.1 Individual intimate care plans (see Appendix A) will be drawn up for particular children as appropriate to suit the circumstances of the child. 2.2 Any child who requires intimate care is treated with respect at all times; we recognise that the child's welfare and dignity is of paramount importance. We will work with parents and children to establish a preferred procedure for supporting the child in our care with their personal and intimate needs. 2.3 Where these procedures may require specialist training, we will seek out training for the staff who will be involved in a child's care, ensuring that the child's key-person and at least one other member of staff accesses the training. 2.4 Where possible the child's key-person is responsible for undertaking their care, with support from another member of staff. When this is not possible, a staff member who is known to the child will take on that responsibility. The staff member involved will always ask the child for permission to assist them. The child will be supported to achieve the highest level of autonomy that is possible given their age and abilities and staff will encourage them to do as much for him/herself as he/she can. Children will be cared for with dignity and respect for their privacy. Careful consideration will be given to each child's situation to determine how many carers might need to be present when a child is toileted. Where possible, one child will be catered for by two adults. The adult supporting your child could be male or female. 3. Working with Parents 3.1 We believe that our partnership with parents is an essential principle in our school and is particularly necessary in relation to children needing intimate care. We recognise that the information required to carry out intimate care is available from parents and prior permission must be obtained from parents before intimate care procedures are undertaken (see Appendix B). We acknowledge that cultural and diversity influences may affect what is deemed 'intimate' and ensure we pay regard to social, ethnic and cultural perspectives through open dialogue with parents. 3.2 Parents should be encouraged and empowered to work with staff to ensure that their child's needs are identified, understood and met. This may include Health Care plans and any other plans, which identify the support of intimate care where appropriate. Exchanging information with parents is essential through personal contact, telephone or correspondence. 3.3 When any intimate care is carried out on children with individual care plans, it will be recorded on their own personal record (see Appendix C). All information concerning intimate care procedures is recorded and stored securely. 3.4 We appreciate that sometimes children have toileting 'accidents' which are out of character for them. In the event of this, and in the absence of a personal intimate care plan, the child would be fully encouraged and supported to achieve the highest level of autonomy that is possible given their age and ability. Staff will encourage the child to do as much for his/herself as possible and parents will be informed the same day. The parents/carers will be contacted confidentially either in person, by telephone or in a sealed letter, not through the home/school reading/contact book. On the rare occasion that a child is soiled to a point where they are unable to clean themselves to a comfortable state, parents would be contacted immediately so that the child could be taken home for bathing. 4. The Protection of Children 4.1 Child Protection procedures will be adhered to. 4.2 All children will be taught personal safety skills carefully matched to their level of development and understanding to build their confidence and assertiveness about their own body and its worth. Confident and assertive children who feel their body belongs to them are less vulnerable to abuse. 4.3 If a member of staff has a concern about physical changes in a child's presentation, e.g. marks, bruises, soreness etc. s/he will immediately report concerns to the appropriate designated person for child protection. 4.4 If a child becomes distressed or unhappy about being cared for by a particular member of staff, the matter will be looked into and outcomes recorded. Parents/carers will be contacted at the earliest opportunity as part of this process in order to reach a resolution. 4.5 Where possible one child will be catered for by two adults 4.6 If a child makes an allegation against a member of staff, all necessary procedures will be followed. (See Child Protection Policy and Procedures) 6. Health and Safety 6.1 Staff should always wear gloves and apron when dealing with a child who is bleeding or soiled or when changing a soiled nappy/pull-ups. The school will provide gloves, apron, a bin and liners to dispose of any waste (see Appendix D) 6.2 Any soiled waste should be placed in a polythene waste disposal bag, which can be sealed. This bag should then be placed in a bin (complete with liner) which is specifically designated for the disposal of such waste. The bin should be emptied on a daily basis and it can be collected as part of the usual refuse collection service as this is not classed as clinical waste (see Appendix E) 7. Policies 7.1 These guidelines should be read in conjunction with policies: - Health and Safety Policy - Child Protection Policy - Safeguarding Policy - Administering Medicine Policy - Confidentiality Policy - Complaints Policy 7.2 The governing body reviews this policy every year. The governors may however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved. Care Plans Where a pupil has particular needs (e.g. wearing nappies or pull-ups regularly, or has difficulties which are more frequent than the odd 'accident', staff will work with parents/carers (and health visitors/school nurse, if appropriate) to set out a care plan to ensure that the child is able to attend daily. The written care plan (Appendix A) will include: * Who will change the child including back-up arrangements in case of staff absence of turnover * Where changing will take place * What resources and equipment will be used (cleansing agents used or cream to be applied?) and clarification of who is responsible (parent or school) for the provision of the resources and equipment. * How the product, if used will be disposed of, or how wet or soiled clothes will be kept until they can be returned to the parent/carer * What infection control measures are in place * What the staff member will do if the child is unduly distressed by the experience or if the staff member notices marks or injuries * Training requirements for staff * Arrangements for school trips and outings * Care plan review arrangements Care Plan Agreements In these circumstances, it may be appropriate for the school to set up an agreement that defines the responsibilities that each partner has, and the expectations each has for the other (see Appendix B). This will include: The parent: * agreeing to ensure that the child is changed at the latest possible time before being brought to the setting/school * providing the setting/school with spare nappies or pull ups and a change of clothing * understanding and agreeing the procedures that will be followed when their child is changed at school –including the use of any cleanser or wipes * agreeing to inform the setting/school should the child have any marks/rash * agreeing to a 'minimum change' policy i.e. the setting/school would not undertake to change the child more frequently than if s/he were at home. * Agreeing to review arrangements should this be necessary The school: * agreeing to change the child during a single session should the child soil themselves or become uncomfortably wet * agreeing how often the child would be changed should the child be staying for the full day * agreeing to monitor the number of times the child is changed in order to identify progress made * agreeing to report should the child be distressed, or if marks/rashes are seen * agreeing to review arrangements should this be necessary. This kind of agreement should help to avoid misunderstandings that might otherwise arise, and help parents feel confident that the setting/school is taking a holistic view of the child's needs. Should a child with complex continence needs be admitted, the school will consider the possibility of special circumstances and/or provision being made. In such circumstances, an appropriate health care professional (School Nurse or Family Health Visitor) will be closely involved in forward planning. Child Protection The normal process of changing continence or wet/soiled clothes should not raise child protection concerns, and there are no regulations that indicate that a second member of staff must be available to supervise the changing process to ensure that abuse does not take place; however, we will endeavour to ensure that 2 members of staff are involved in the intimate care process. Few settings/schools will have the staffing resources to provide two members of staff for changing and DBS checks are carried out to ensure the safety of children with staff employed in our school. Wherever possible, the same members of staff will be allowed to change named children. This reduces the risk to the child and promotes their dignity. The care plan will outline back up or contingency measures in the event that the named member of staff is not available Monitoring and Review * The SENCO will take responsibility for monitoring that agreed procedures are being followed and are meeting the needs of children and families. * It is the SENCO's responsibility to ensure that all practitioners follow the school policy. * Any concerns that staff have about child protection issues will be reported to the Designated Safeguarding Lead (DSL) and subsequently the Head Teacher for further referral if appropriate. * This policy runs alongside other school policies, particularly Safeguarding Children, SEND, and Health and Safety. 6 APPENDIX A Northbourne C E Primary School Intimate Care Plan Name of child: Name of person(s) to change the child: Name of person(s) to change the child if main adult unavailable: Where changing will take place: What resources and equipment will be used: Who will provide the resources and equipment that will be used: Training requirements for staff: Disposal of product in: Infection control measures: Special arrangements for trips/ outings: When will the plan be reviewed: Review comments: If the child is unduly distressed, a member of staff will contact the parent/carer. If the above named member of staff is not available due to illness or staff training, then another person, familiar to the child will attend to the child’s needs. SENCO: Date: Parent: Date: APPENDIX B Northbourne C E Primary School Intimate Care Plan Agreements The parent: I agree to ensure that the child is changed at the latest possible time before being brought to the setting/school * I will provide the setting/school with spare nappies or pull ups and a change of clothing * I understand and agree the procedures that will be followed when my child is changed at school – including the use of any cleanser or wipes * I agree to inform the setting/school should the child have any marks/rash * I agree to a 'minimum change' policy i.e. the school will not undertake to change the child more frequently than if s/he were at home. * I agree to review arrangements should this be necessary Signed: .................................................................................... (parent/carer) The school: * We agree to change the child during a single session should the child soil themselves or become uncomfortably wet. * We agree to monitor the number of times the child is changed in order to identify progress made. * We agree to report should the child be distressed, or if marks/rashes are seen * We agree to review arrangements should this be necessary. Signed: ........................................................................................ (school member of staff) Name: ........................................................................................ (school member of staff) Date: .................................................................................... APPENDIX C Child's name: Names of staff: \| Date \| Time \| Procedure (wet/ soiled) \| Signature of staff member 1 \| \|---\|---\|---\|---\| 9 Record of Intimate Care. APPENDIX D Personal Care Procedures The staff at Northbourne C E Primary will follow agreed procedures: * Change the child's clothing as appropriate, as soon as possible * Use appropriate cleaning products and adhere to health and safety procedures (see Appendix D) * Report any marks or rashes to parents and Head Teacher if appropriate * Inform parent/carer that a continence issue has arisen during the session * Contact a parent/carer only where soiling is severe and/or linked to illness e.g. sickness and diarrhoea or, when a child refuses to let a member of staff help change their clothing. * Place a 'Do not enter' sign (visually illustrated) on the toilet door to ensure that privacy and dignity are maintained during the time taken to change the child. APPENDIX E Health and Safety Procedures When dealing with personal care and continence issues, staff will follow agreed health and safety procedures: * Staff to wear disposable gloves and aprons while dealing with the incident * Soiled continence product used to be double wrapped, or placed in a hygienic disposal unit (identified bin in ambulatory toilet) if the number produced each week exceeds that allowed by Health and Safety Executive's limit. * Changing area to be cleaned after use * Hot water and liquid soap available to wash hands as soon as the task is completed * Paper towels available for drying hands.	<urn:uuid:dcf9bc17-d503-4752-94d2-a4aba7a67866>	CC-MAIN-2025-08	https://www.northbourne-cep.kent.sch.uk/attachments/download.asp?file=1253&type=pdf	2025-02-13T03:18:12+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00102.warc.gz	826,517,511	3,421	eng_Latn	eng_Latn	0.98953	eng_Latn	0.998118	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 910, 3976, 7684, 10166, 13461, 13464, 14365, 15893, 16057, 17449 ]	[ 2.03125 ]	2	0
MEDWIN PUBLISHERS Committed to Create Value for Researchers Indian Space Exploration: Economic Missions and Global Comparisons Chandra S 1,2 * 1Department of Physics, Government General Degree College at Kushmandi, India 2Institute of Natural Sciences and Applied Technology, India Editorial *Corresponding author: Swarniv Chandra, Department of Physics, Government General Degree College at Kushmandi, West Bengal, India and Institute of Natural Sciences and Applied Technology, Kolkata, Pin: 700032, West Bengal, India, Email: firstname.lastname@example.org August 13, 2024 August 22, 2024 Volume 2 Issue 2 Received Date: Published Date: DOI: 10.23880/oaja-16000126 Keywords Chandrayaan-3; ISRO; Economic Missions; Global Comparisons cemented its position as a major player in space exploration. In recent years, ISRO has undertaken several high-profile missions that have garnered international attention: Abbreviations ISRO: Indian Space Research Organisation; CNSA: China National Space Administration; ESA: European Space Agency; PSLV: Polar Satellite Launch Vehicle. Chandrayaan-2: Launched in July 2019, this mission aimed to explore the Moon's south pole region. Although the lander, Vikram, did not achieve a soft landing, the orbiter continues to provide valuable data. Editorial India's journey in space exploration, spearheaded by the Indian Space Research Organisation (ISRO), has been a remarkable story of innovation, resilience, and ambition. From launching its first satellite, Aryabhata, in 1975 to the recent successes of missions like Chandrayaan-3 and the Mars Orbiter Mission (Mangalyaan), ISRO has made significant strides in space technology. This article delves into India's recent space explorations, focusing on their economic missions, comparing them with other leading space agencies like NASA, ESA, and CNSA, and highlighting the contributions of ISRO's scientists and engineers. Gaganyaan: Set to be India's first manned mission to space, Gaganyaan aims to send Indian astronauts, known as vyomanauts, into space by 2024. Mangalyaan (Mars Orbiter Mission): Launched in November 2013, Mangalyaan made India the first country to reach Mars orbit in its maiden attempt and at a fraction of the cost of similar missions by other space agencies. Aditya-L1: Scheduled for launch in 2024, this mission aims to study the Sun, particularly its outermost layer, and the corona. Chandrayaan-3: Launched in July 2023, this mission aims to achieve a successful landing on the Moon, building on the lessons learned from Chandrayaan-2. Economic Missions and Their Impact One of ISRO's most notable achievements has been its ability to conduct cost-effective missions. The Mars Orbiter Mission, for instance, cost approximately $74 million, significantly lower than similar missions by NASA or the European Space Agency (ESA). This cost-effectiveness has positioned ISRO as a competitive player in the global space market. ISRO's economic missions have several implications: Commercial Satellite Launches: ISRO's Polar Satellite Historical Context and Recent Achievements ISRO's journey began in the 1960s with Dr. Vikram Sarabhai, the father of the Indian space program, who envisioned the benefits of space technology for a developing country like India. Over the decades, ISRO has grown from strength to strength, achieving several milestones that have Launch Vehicle (PSLV) has become a reliable and costeffective option for launching commercial satellites. By 2024, ISRO had launched over 300 foreign satellites from 33 countries, generating significant revenue. Technology Development and Innovation: The frugality and ingenuity in ISRO's missions have led to technological advancements that can be applied in other sectors, fostering innovation and economic growth. Space-Based Applications: ISRO's satellites provide crucial data for weather forecasting, disaster management, agriculture, and navigation. These applications have direct economic benefits, enhancing productivity and mitigating risks. Global Collaboration: ISRO's partnerships with other space agencies and commercial entities have opened avenues for collaboration and knowledge exchange, further enhancing its capabilities and market presence. NASA (National Aeronautics and Space Administration) Budget and Scale: NASA's annual budget is approximately $25 billion, significantly higher than ISRO's. This allows NASA to undertake more extensive and ambitious missions. Comparisons with Other Space Agencies While ISRO has made significant progress, it operates in a highly competitive global environment. Comparing ISRO with other leading space agencies provides insight into its achievements and areas for growth. Technological Prowess: NASA's missions, such as the Mars rovers, the James Webb Space Telescope, and the Artemis program (aiming to return humans to the Moon), showcase advanced technology and large-scale international collaboration. Scientific Missions: ESA focuses on scientific missions that push the boundaries of knowledge, such as the ExoMars mission and the upcoming Jupiter Icy Moons Explorer (JUICE). Scientific Contributions: NASA's research contributions in astrophysics, planetary science, and human spaceflight are unparalleled, making it a leader in space exploration. ESA (European Space Agency) Collaborative Approach: ESA operates on a collaborative model with contributions from 22 member states. This approach enables sharing of resources and expertise, resulting in missions like the Rosetta comet mission and the Galileo navigation system. Commercial Ventures: ESA also supports commercial ventures, fostering a vibrant space industry in Europe. CNSA (China National Space Administration) Rapid Advancements: CNSA has made rapid advancements in space exploration, marked by the Chang'e lunar missions, the Tianwen-1 Mars mission, and the construction of the Tiangong space station. Strategic Ambitions: China's space program is part of its broader strategic ambitions, focusing on scientific discovery, military applications, and international prestige. Contributions of ISRO Scientists and Engineers The success of ISRO's missions can be attributed to the dedication and ingenuity of its scientists and engineers. Several individuals have made significant contributions in recent years: Budget and Resources: CNSA benefits from substantial government support, allowing for sustained investment in advanced technologies and large-scale missions. Dr. K. Sivan: As the former Chairman of ISRO, Dr. Sivan oversaw key missions like Chandrayaan-2 and the development of the Gaganyaan project. His leadership and vision have been instrumental in advancing India's space program. Ritu Karidhal: Often referred to as the "Rocket Woman of India," Karidhal was the deputy operations director for Mangalyaan and played a key role in Chandrayaan-2. Her work in mission planning and execution has been widely recognized. Mylswamy Annadurai: Known as the "Moon Man of India," Annadurai was the project director for Chandrayaan-1 and Mangalyaan. His expertise in satellite technology has been crucial for ISRO's successes. Dr. V.R. Lalithambika: Heading the Gaganyaan project, Dr. Lalithambika is leading India's first human spaceflight mission. Her expertise in space robotics and mission design is pivotal for this ambitious endeavor. Challenges and Future Prospects S. Somnath: The current Chairman of ISRO, Somnath has been instrumental in developing the GSLV Mk III, the launch vehicle for the Gaganyaan mission. His contributions in launch vehicle technology have been crucial for ISRO's growth. Despite its achievements, ISRO faces several challenges: Technological Advancements: To compete with other space agencies, ISRO needs to invest in advanced technologies, such as reusable launch vehicles, deep space exploration, and human spaceflight capabilities. Budget Constraints: ISRO operates with a relatively modest budget compared to NASA or CNSA. While this has led to innovative and cost-effective solutions, it also limits the scale and frequency of missions. International Collaboration: Expanding international collaborations can enhance ISRO's capabilities and provide access to advanced technologies and expertise. Copyright© Chandra S. Looking ahead, ISRO has an ambitious roadmap Gaganyaan: Successfully executing India's first manned mission will be a significant milestone, showcasing ISRO's capabilities in human spaceflight. Chandrayaan-3 and Beyond: Continuing lunar exploration with Chandrayaan-3 and potential future missions will enhance India's presence in lunar science and exploration. Commercial Ventures: ISRO aims to expand its commercial satellite launch services, leveraging its cost-effective launch capabilities to capture a larger share of the global market. Space-Based Applications: Developing and deploying more satellites for applications like communication, navigation, and earth observation will have direct economic benefits for India. Interplanetary Missions: Building on the success of Mangalyaan, ISRO plans more interplanetary missions, including potential missions to Venus and an asteroid mission. Conclusion India's space exploration journey, led by ISRO, is a testament to the country's scientific and technological prowess. Despite operating with a modest budget, ISRO has achieved remarkable success in space exploration and economic missions. Comparing ISRO with NASA, ESA, and CNSA highlights its achievements and the potential for future growth. The contributions of ISRO's scientists and engineers have been pivotal in these successes, driving innovation and excellence. As ISRO continues to push the boundaries of space exploration, it holds the promise of further enhancing India's stature in the global space community and delivering significant economic benefits. The future of India's space program looks bright, with ambitious missions on the horizon and a legacy of cost-effective innovation that sets it apart on the world stage. Copyright© Chandra S.	<urn:uuid:c9edad65-dace-4836-916b-c66bfb358d03>	CC-MAIN-2025-08	https://medwinpublishers.com/OAJA/indian-space-exploration-economic-missions-and-global-comparisons.pdf	2025-02-13T04:15:56+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00102.warc.gz	347,923,927	2,008	eng_Latn	eng_Latn	0.990079	eng_Latn	0.990449	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3381, 8298, 10071 ]	[ 2.140625 ]	1	0
RE curriculum at Brownhills Ormiston Academy The department's vision * Religious Education at Brownhills Ormiston Academy enables pupils to explore Christianity alongside the other major world religions. Pupils will also explore secular views and Humanist views as we consider approaches to ethical issues. At our academy, RE makes a major contribution to pupils' awareness, appreciation, and exploration of the British Values. * We encourage all learners to be thoughtful about their own beliefs and worldviews, learning to express their ideas and disagree respectfully. * RE is not about making pupils into believers but tries to help them become literate and articulate about religions and beliefs, and to be thoughtful members of society, so that in learning from religion they are able to make informed choices about how they want to live their lives whilst also understanding more about the faith of other people they meet. * We aim to equip students to meet these challenges of life in 21 st century Britain, so they can contribute towards a cohesive local community and can promote values that enable all within the local and wider community to live and work together harmoniously. Sequencing of lessons In year 7 pupils will study, 'what is belief?' The unit looks at what it means to be a theist, atheist or agnostic. They will learn to articulate what they believe and learn more about what it means to live a life of faith. This sets them up to explore the origins and evolution of the Abrahamic faiths - Judaism, Christianity and Islam. We will bring this together by exploring worship and celebration across faiths to finish the year. Year 8 begins with a study of the range of beliefs held about life after death. We will explore the Abrahamic view to supplement learning from year 7 and introduce the concept of reincarnation ready for the Sikhism unit that follows. This is a key distinction between the two schools of faith and will equip pupils with a wide range of knowledge to draw on during their first ethical units, poverty and wealth and evil and suffering. Year 9 topics of study focus on good and evil and the ethics surrounding human rights. Students learn about crime and punishment comparing punishment in the UK with methods of punishment in Scandinavian countries as well as religious attitudes to corporal and capital punishment. Unit two addresses the theme of applied ethics. Students learn about euthanasia, abortion; the ethical treatment of animals and the value of the natural world. They will finish year 9 by exploring the religious approach to achieving peace and critically evaluate the concepts of Just and Holy war. KS4 non-GCSE will begin by further developing their understanding of core religious beliefs, such as the sanctity of life and stewardship. This will support and exploration of relationships and family and social justice. Year 11 sees students consider medical ethics including organ donation and genetic engineering. Their religious education at Ormiston RE curriculum at Brownhills Ormiston Academy Brownhills Academy concludes with a unit on the existence (or non-existence) of God, which they will be able to apply their learning throughout their time with us to answer with articulation and reason. This is the ultimate end goal after the first unit on 'what is belief?', where students will be able to see the progress they have made. Please note, this is our new curriculum model and some units are covered in a slightly different order academic year 23-24 to ensure no learning is duplicated. Assessment Asking students to demonstrate their understanding of the subject matter is critical to the learning process in RE. Students will receive regular formative assessment. Lessons will begin with a 'Do now' activity recapping previous learning to develop recall skills. Peer and self-assessment are embedded into schemes of learning, it helps to foster a number of skills, such as reflection, critical thinking and self-awareness to help students reach their full potential. At the end of each unit students will sit a summative assessment focusing on the core knowledge and understanding taught during the most recent topic of study alongside elements previously taught. Students will have the opportunity to complete RTM (response to marking) and complete mastery tasks on target areas before moving onto new content.	<urn:uuid:73b2b3dd-154c-4b0b-a5df-90660c11b415>	CC-MAIN-2025-08	https://brownhillsoa.co.uk/admin/wp-content/uploads/sites/33/2023/09/RE-Curriculum-Statement-.pdf	2025-02-13T03:22:39+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00112.warc.gz	118,588,110	843	eng_Latn	eng_Latn	0.998488	eng_Latn	0.998538	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3023, 4401 ]	[ 3.65625 ]	1	0
Should We Teach Scientific Criticisms of Neo-Darwinism? Many Authorities Say YES! 1. Various States and School Districts have successfully implemented such a policy: Minnesota: "Explain how scientific and technological innovations—as well as new evidence—can challenge portions of, or entire accepted theories and models including ... [the] theory of evolution..." 1 South Carolina: "Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory." 2 Texas: Science standards require that students "analyze, evaluate and critique scientific explanations…". Texas also requires students to "analyze and evaluate" core evolutionary claims including "common ancestry," "natural selection," and "adaptation," and also to "compare and contrast scientific explanations for cellular complexity." Additionally, teachers must help students to "examine scientific explanations" for both "the origin of DNA" and "abrupt appearance and stasis in the fossil record." 3 New Mexico: Students will "critically analyze the data and observations supporting the conclusion that the species living on Earth today are related by descent from the ancestral one-celled organisms." 4 Alabama: "[E]volution by natural selection is a controversial theory. ... Instructional material associated with controversy should be approached with an open mind, studied carefully, and critically considered." 5 1 Minnesota Academic Standards Science K-12 2009 version, standard 220.127.116.11.7, available at http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=005263&RevisionSelectionMeth od=latestReleased&Rendition=primary 2 South Carolina High School Biology Science Standards, indicator B-5.6, https://ed.sc.gov/agency/programsservices/41/documents/BiologyStandards.pdf 3 Streamlined Science TEKS Adopted by State Board of Education, Texas Education Agency website, http://tea.texas.gov/Academics/Curriculum_Standards/TEKS_Texas_Essential_Knowledge_and_Skills_(T EKS)_Review/Science_TEKS_Streamlining/ 4 New Mexico Science Content Standards, Benchmarks and Performance Standards, Standard II (Life Science) (Biological Evolution) (9), available at http://sde.state.nm.us/MathScience/standards/science_standards.pdf 5 Alabama State Board of Education, Resolution (Nov. 8, 2001), available at http://www.alsde.edu/sites/boe/_bdc/alsdeboe/boe%20-%20resolutions_4.aspx?id=309 This policy is stated on a sticker placed in textbooks. Mississippi: "No local school board, school superintendent or school principal shall prohibit a public school classroom teacher from discussing and answering questions from individual students on the origin of life." 6 Virginia: "In order to meet this standard, it is expected that students will…compare and contrast punctuated equilibrium with gradual change over time." [This is in the Biology Curriculum Framework, which the DOE says is a document which "amplifies the Science Standards of Learning for Virginia Public Schools and defines the content knowledge, skills, and understandings that are measured by the Standards of Learning tests… This supplemental framework delineates in greater specificity the minimum content that all teachers should teach and all students should learn")] 7 Mississippi: Critique data (e.g., comparative anatomy, Biogeography, molecular biology, fossil record, etc.) used by scientists (e.g., Redi, Needham, Spallanzani, Pasteur) to develop an understanding of evolutionary processes and patterns. 8 Grantsburg, Wisconsin: "Students shall be able to explain the scientific strengths and weaknesses of evolutionary theory. This policy does not call for the teaching of Creationism or Intelligent Design." Ouachita Parish, Louisiana: "[T]he teaching of some scientific subjects, such as biological evolution, the chemical origins of life, global warming, and human cloning, can cause controversy … [T]eachers shall be permitted to help students understand, analyze, critique, and review in an objective manner the scientific strengths and weaknesses of existing scientific theories pertinent to the course being taught." 9 Louisiana Science Education Act: Louisiana schools shall "create and foster an environment...that promotes critical thinking skills, logical analysis, and open and objective discussion of scientific theories being studied including, but not limited to, evolution, the origins of life, global warming, and human cloning." 10 Tennessee Academic Freedom Law: Students may "understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught" such as topics "including, but not limited to, biological evolution, the chemical origins of life, global warming, and human cloning." 11 6 Mississippi Code, § 37-11-63, House Bill 214 enacted into law in 2006, http://billstatus.ls.state.ms.us/documents/2006/pdf/HB/0200-0299/HB0214SG.pdf. 7 Biology, Science Standards of Learning, Curriculum Framework 2010, http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framewk/biology.pdf 8 2010 Mississippi Science Framework, http://www.mde.k12.ms.us/docs/curriculum-and-instructions-library/2010science-framework.pdf?sfvrsn=4 9 Instructional Program, Curriculum Development, http://www.opsb.net/UserFiles/Servers/Server_102796/CAPS/OuachitaCAPS.htm 10 Louisiana Science Education Act, enacted in June 2008, RS 17:285.1, §285.1, Science education, development of critical thinking skills, http://www.legis.state.la.us/lss/lss.asp?doc=631000 Tennessee Code, § 49-6-1030, House Bill 368, enacted into law in 2012, 11 http://state.tn.us/sos/acts/107/pub/pc0670.pdf. Alabama Academic Freedom Resolution: "WHEREAS, the teaching of some scientific subjects required to be taught under the curriculum framework developed by the State Board of Education may cause controversy including, but not limited to, biological evolution, the chemical origins of life, global warming, and human cloning…" educational leadership, districts and teachers "should endeavor to create an environment within public elementary and secondary schools that encourages students to explore scientific questions, develop critical thinking skills, analyze the scientific strengths and weaknesses of scientific explanations, and respond appropriately and respectfully to differences of opinion about scientific subjects required to be taught under the curriculum framework developed by the State Board of Education." 12 2. The United States Supreme Court has sanctioned such a policy: "We do not imply that a legislature could never require that scientific critiques of prevailing scientific theories be taught." 13 3. The US Congress said in 2001 No Child Left Behind Act Conference Report: "[A] quality science education should prepare students to distinguish the data and testable theories of science from religious or philosophical claims that are made in the name of science. Where topics are taught that may generate controversy (such as biological evolution), the curriculum should help students to understand the full range of scientific views that exist…" 14 Science Education Theorists: A Science paper reflected the consensus by observing students learn science best when they "discriminate between evidence that supports (inclusive) or does not support (exclusive)" a concept. 15 4. Charles Darwin himself would have supported such a policy: "A fair result can be obtained only by fully stating and balancing the facts and arguments on both sides of each question." 16 12 HJR 78, 2017, https://www.discovery.org/scripts/viewDB/filesDBdownload.php?command=download&id=12119 13 Edwards v. Aguillard, 482 U.S. 578, 593 (1987). 14 Conference Report to No Child Left Behind Act; House Committee of Conference, Report to Accompany H.R. 1 107th Cong. 1st sess., 78 (2001) H. Rept. 334, 78 (emphasis added). 15 Jonathan Osborne, "Arguing to Learn in Science: The Role of Collaborative, Critical Discourse," Science, 328 (5977):463-466 (April 23, 2010) (emphases added). 16 Charles Darwin, Origin of Species (1859). ,	<urn:uuid:3464d429-4ceb-430c-9a6a-34505853d019>	CC-MAIN-2023-06	https://www.discovery.org/m/securepdfs/2021/03/Should-We-Teach-Scientific-Criticisms-of-Neo-Darwinism.pdf	2023-02-03T07:03:14+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00790.warc.gz	756,159,203	1,779	eng_Latn	eng_Latn	0.969155	eng_Latn	0.972282	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2495, 5757, 8191 ]	[ 3.140625 ]	3	1
Introduction LIFE CAN BE OVERWHELMING FOR TEENS as they go through the process of becoming full-fledged adults. There is so much for them to think about every day, including education, relationships, work, and money. Each choice they have to make becomes even more important at this crucial time in their lives. That's where InJoy Videos' Life Skills for Teens program comes in. As a main lesson or as supplementary material, this series helps teens learn the skills they need to make good decisions, finish high school, create and choose healthy relationships, and set achievable goals to create a bright future. Contents volume 1: Healthy Relationships volume 2: Building Your Future 3 • Suggested Uses 3 • Program Overview 4 • Discussion Questions 4 • Follow-Up Activities 5 • Cycle of Love Handout 6 • Communication Handout Suggested Uses • 7 Program Overview • 7 Discussion Questions • 8 Follow-Up Activities • 8 Setting Goals Handout • 9 Budget Exercise Handout • 10 800-326-2082 7107 La Vista Place Longmont, CO 80503 injoyvideos.com © 2007 InJoy Productions, Inc. All rights reserved. 800-326-2082 injoyvideos.com LIFE SKILLS FOR TEENS volume 1: Healthy Relationships IntendedAudience This video is specifically intended to help teens make good relationship choices. It can be shown in high school family and consumer science classes, relationship courses, life skills classes, health education classes, and social studies classes. It is also valuable in places frequented by teens, such as teen-specific programs, community colleges, health clinics or offices, career centers, and counseling offices. AudienceObjectives * To raise awareness about the importance of good self-esteem * To understand the different stages of romantic relationships * To recognize the difference between healthy and unhealthy relationships * To learn ways to deal with anger and conflict * To avoid date rape situations * To be able to walk away from an abusive relationship * To think about the consequences of teen sex, including parenthood and STIs * To consider the benefits of having a healthy marriage in the future SuggestedFacilitatorPresentation * Review the video and facilitator's guide * Decide if you would like to see the video in its entirety or spread out over several lessons * Decide which activities you would like your participants to do after viewing the video * Gather materials for those activities * Make copies of the handouts for viewers * Open your discussion by asking the "Prior to Viewing" questions on page 4 * Show the video * Either pause at the end of each section and ask the corresponding questions, or wait until the end of the program before starting the discussion * Distribute the handouts and complete activities ProgramOverview 1. Introduction 2. Start With Yourself – including positive thinking, realistic expectations, and self-awareness 3. Relationship Basics – including stages of relationships and how to break up respectfully 4. Fair Fighting – including managing anger, resolving conflict, signs of an unhealthy relationship, and partner abuse 5. Relationship Realities – including STIs, teen pregnancy and parenthood, and healthy marriages © 2007 InJoy Productions, Inc. All rights reserved. 800-326-2082 injoyvideos.com Discussion Topics PriortoViewing"HealthyRelationships" Ask participants to answer the following questions. You can break participants into smaller groups, ask them to list their answers on a piece of paper, or engage in a group discussion. 1. What makes a relationship healthy? 2. What are the benefits of being in a healthy relationship? 3. How can you recognize an unhealthy relationship? 4. What are the signs of an escalating situation between two people? 5. What are some benefits of getting to know someone before becoming physically involved? AfterViewing"HealthyRelationships" Ask the following questions to assess how the program affected your participants: 1. What are some things you can do to accept yourself for who you are? 2. What are some activities you can do to get to know someone before becoming physically involved? 3. How can you break up with respect? 4. What are the signs of an unhealthy relationship? (yelling, threats, put-downs, violence, consistent lying, jealousy, controlling behavior, drug or alcohol abuse) 5. What are the signs that you are getting upset or angry? 6. What are some ways you can cool down when you're angry? 7. What are the signs of a controlling relationship? 8. What is an abusive relationship, and what should you do if you are in one? 9. What are some ways to say "no" to sex? (use direct and firm words, don't make excuses, ask them why they are pressuring you, change the subject, walk away) Follow-UpActivities * Have participants collect images from the media that send messages about who they should be. Have them create a collage about how they are different from those messages. (Supplies: magazines, newspapers, comics, glue, scissors, crayons/markers/colored pencils, and cardstock.) * Have separate groups design advertisements for the different stages in the Cycle of Love: Attraction, Connection, and Trust. (Supplies: Cycle of Love handout, paper, markers/colored pencils/crayons, scissors, glue, and images from different media.) * Divide participants into groups. Ask each group to choose a subject for a couple's argument. Have them write a scene that includes the signs of anger, ways to calm down, when to talk, and how to talk about the problem calmly. Play can be performed, if desired. (Supplies: Communication handout and writing materials.) © 2007 InJoy Productions, Inc. All rights reserved. 800-326-2082 injoyvideos.com Attraction How it Feels: * High from body's chemical reaction * Like you are in a constant state of bliss Green Light: Do . . . * spend time together talking about work, school, likes and dislikes, beliefs, and dreams * have fun together going to movies, eating together, and hanging out Red Light: Don't . . . * have sex – you could get pregnant and have to deal with that person for the rest of your life * share all of your secrets, since the relationship may not last Move forward if: * You have many things in common (especially values) * You have fun together * There are no signs of an unhealthy relationship, like yelling, put-downs, threats, violence, lies, controlling behavior, jealousy, broken promises, or a drug or alcohol problem Cycle of Love Connection How it Feels: * You continue to feel the attraction, but you also feel more connected to each other * You appreciate each other's feelings about work, hobbies, family, and the future * You are good friends and have a lot to talk about Green Light: Do . . . * meet each other's friends and family * notice how they treat each other Red Light: Don't . . . * put up with the signs of an unhealthy relationship * let your partner keep you from your hobbies, friends, and family Move forward if: * You respect each other's boundaries around sex, money, and drugs and alcohol * You support each other's dreams for the future * You still want to be in the relationship Trust How it Feels: * The connection and fun are still there, but loyalty and trust are developing * Your partner's needs are as important as yours, and vice versa * You can depend on your partner Green Light: Do . . . * be truthful * learn and practice ways to communicate your needs and feelings without blaming the other person Red Light: Don't . . . * avoid trying to work on relationship problems * put up with lying or deceit, especially when it happens consistently Move forward if: * You respect each other's values about school, working, and marriage and families * You can resolve conflict and come to workable solutions together * There are no signs of an unhealthy relationship BreakingUpWithRespect 1. Break up as soon as you know that's what you want to do. 2. Break up in person, unless you think it might be unsafe. In that case, do it over the phone or by email. 3. Allow some privacy and time for a response, but don't beat around the bush. Putting it off makes it more painful for both of you. 4. Be direct, but respectful ("I've had fun getting to know you, but this relationship isn't going to work for me"). 5. Walk away if it gets ugly. It may be sad, but it shouldn't be abusive. Communication Good communication is the key to a healthy relationship. You can build a strong relationship by learning to recognize when tempers are rising, taking the time to cool down, and resolving conflicts respectfully. If you find yourself in an abusive relationship, get out immediately. RECOGNIZINGANGER WAY S T O C O O L D O W N If you experience these signs, you or your partner are probably getting angry: * Loud, angry voice * Rising heartbeat * You want to hit or throw something * You want to cry or run away Try to calm yourself down before talking it out: * Take several deep breaths * Take a time out, saying when you'll return * Exercise or clean the house * Think soothing thoughts * Write in a journal * Pray or meditate TALKING TIPS These tips help you talk about what's really going on after you've cooled down. TIP 1: Choose a good time to talk. Wait until after everyone's had a chance to cool down, but do it within 24 hours of an incident, if possible. TIP 2: Keep your request or statement short and to the point. TIP 3: Speak for yourself, using "I" statements. This way, you are taking responsibility for how you feel without blaming the other person. How to make an "I" statement: ``` I feel _____________________ (emotion such as sad, lonely, upset, frustrated, scared) when _______________________________________________ (state a specific incident). ``` TIP 4: Listen respectfully when the other person is talking – don't interrupt or disagree. TIP 5: Sum up what the other person said without criticizing. The idea is to understand the other's feelings – this is called empathy. It doesn't mean you have to agree with what they are saying. TIP 6: Everyone should have a chance to respond and clear up misunderstandings. TIP 7: After both parties have had a chance to speak and listen, find some possible solutions that you can both agree on. It may take a few conversations to get to the underlying problem, but don't give up! Any steps you take to solve your problems together will make things better in the end. If you ignore the problem, it won't go away – it will only grow. LIFE SKILLS FOR TEENS volume 2: Building Your Future IntendedAudience This video is specifically intended to help teens set goals, finish school, learn to manage their money, and understand how life changes once they turn 18. It can be shown to students in family and consumer science classes, life skills classes, social studies classes, business classes, and health education classes. It is also valuable in places frequented by teens, such as teen-specific programs, community colleges, health clinics or offices, career centers, and counseling offices. AudienceObjectives * To learn how to set goals and stick to them * To realize that education equals earning power * To find solutions to the problems of finishing school and continuing their education * To match individual interests and abilities with career options * To consider non-traditional, better-paying work for women * To know how to find a job and keep it * To try different strategies to save money and avoid going into debt * To realize the rights, responsibilities, and legal implications of turning 18 * To understand the process of renting a place to live SuggestedFacilitatorPresentation * Review the video and facilitator's guide * Decide if you would like to show the video in its entirety, or spread it out over several lessons * Decide which activities you would like your participants to do to do after viewing the video * Gather materials for those activities * Make copies of the handouts for viewers to take home * Open your discussion by asking the "Prior to Viewing" questions on page 8 * Show the video * Either pause at the end of each section and ask the corresponding questions, or wait until the end of the program before starting the discussion * Distribute the handouts and complete activities ProgramOverview 1. Introduction 2. Setting Goals – including lifestyle choices, setting goals, time management, and organization 3. School – including finishing high school, higher education, and financial aid 4. Jobs – including choosing a career direction, résumés and cover letters, researching the job market, interviewing, and keeping a job 5. Money – including Spend What You Make, money traps, credit rating, and credit cards 6. Becoming an Adult – including citizens' duties, legal issues, and rental leases Discussion Topics PriortoViewing"Building Yo u r F u t u r e " Ask participants to answer the following questions. You can break participants into smaller groups, ask them to list their answers on a piece of paper, or engage in a group discussion. 1. What are some of the different lifestyles adults can choose to live? 2. What are some obstacles to finishing high school and continuing your education? 3. What are some common money traps that you encounter? 4. How does life change once you turn 18? AfterViewing"Building Yo u r F u t u r e " Ask the following questions to assess how the program affected your participants: 1. What are the steps to setting a goal? (be specific and realistic, explore your options, break your goal into small, doable actions, be organized) 2. How can you continue and pay for your education after high school? 3. What are some examples of non-traditional jobs for women? 4. What are some ways to find a job? (well-written résumé and cover letter, research, give a good interview, follow up) 5. What money traps affect you? How can you avoid them? 6. What are the legal ramifications of turning 18? (voting, jury duty, registering with the military, can enter into contracts, can sue and be sued, permanent criminal record, statutory rape laws) Follow-UpActivities * Setting Goals – Have each student fill out the Setting Goals handout. DAY 1: Ask them to research three options or ideas about how they can reach their goal. Suggest that they talk to a teacher, social worker or parent, go to a library, or do some online research. DAY 2: Based on their research, have each student write in their journal, calendar, or planner three small actions they will take and when they will do them. DAY 3: Check in with your students to acknowledge any actions that were completed, and have them choose another date to complete unfinished actions. Rewrite the plan if necessary. Encourage them to choose a new goal at the end of this exercise. * Job Interview – Bring in and practice filling out copies of a job application from a nearby retail store. Ask each student to write important personal information on an index card that they can refer to later, and remind them to use very neat handwriting on their applications. Coach them about smiling, being honest, dress codes, and mobile phone etiquette. Have students brainstorm about questions that may be asked at a job interview, writing them down on a board and adding others that may have been missed. Pair up the students and ask them to practice answering the sample questions. * Live Within Your Means – Make copies of the Budget exercise. Ask students to fill it out to the best of their abilities. Afterwards, discuss the differences between necessary ("Do you need it to survive?") and unnecessary spending ("Can you wait to buy it another day? Can you use what you Setting Goals Set a specific, realistic goal. * What is my goal? __________________________________________________________ __________________________________________________________________________ * When will I achieve it? _____________________________________________________ Research your goal. * Where can I find out more information? Person: __________________________________________________________________ Website: _________________________________________________________________ Phone book: ______________________________________________________________ Book: ___________________________________________________________________ * When will I be finished with my research? __________________________________________________________________________ * When will I reach my original goal? (Note: if you want, you can change your Step 1 time frame based on your research) _____________________________________________ __________________________________________________________________________ Break your goal into small, doable actions. * ACTION 1: What? __________________________________________________________________ By When? _______________________________________________________________ * ACTION 2: What? __________________________________________________________________ By When? _______________________________________________________________ * ACTION 3: What? __________________________________________________________________ By When? _______________________________________________________________ What is my next goal? __________________________________________________________ ___________________________________________________________________________ 1 2 3 4 Budget Exercise Budgeting will give you an idea of where all that money goes so you can curb your expenses to meet your needs. Be sure to mark whether you need or just want each expense. If you don't have expense or income in a category, leave it blank. MONTHLY INCOME AMOUNT Job income Parental support Public assistance Other income (from: ___________________________________________ ) TOTAL INCOME Ideas on how to curb spending next month:	<urn:uuid:d2e9e85a-6160-4b91-af2c-c850ee8ca46a>	CC-MAIN-2023-06	https://injoyhealtheducation.com/media/wysiwyg/pdfs/guidesandhandouts/Life_Skills_for_Teens_FacilitatorsGuide.pdf	2023-02-03T07:33:11+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00790.warc.gz	341,661,737	4,006	eng_Latn	eng_Latn	0.912063	eng_Latn	0.998747	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "hau_Latn", "eng_Latn" ]	false	docling	[ 1140, 3289, 5698, 8364, 10497, 12808, 15670, 17381, 17835 ]	[ 3.625 ]	3	0
Activity Type Vocabulary Exercises: forming words, matching gap-fill Speaking Activity: describing things from prompts (pair work) Focus Compound adjectives Aim To learn how to form and use compound adjectives. Preparation Make one copy of the two-page worksheet for each student. Level Intermediate (B1) Time 30 minutes Introduction This compound adjectives worksheet helps you to teach your students how to form and use compound adjectives. Procedure Give each student a copy of the two-page worksheet. Read through the introduction and review the different ways to form compound adjectives together as a class. Students then describe the nouns in the first exercise using compound adjectives. Go through the first one as an example, i.e. a ten-minute walk. Exercise A - Answer key 1. a ten-minute walk 11. a mouth-watering dessert 2. a twelve-story building 12. a strong-willed woman 3. a five-year-old boy 13. slow-moving traffic 4. a thirty-page report 14. a good-looking man 5. high-spirited students 15. long-lasting medicine 6. well-behaved children 16. an open-minded person 7. a green-eyed monster 17. a brightly-lit room 8. a short-haired man 18. a thought-provoking documentary 9. a kind-hearted lady 19. a world-famous museum 10. a time-saving app 20. fat-free cookies Students then move on to match words together to form 12 compound adjectives. Exercise B - Answer key 1 h. part-time 7 i. five-star 2 j. well-known 8 a. far-reaching 3 k. middle-aged 9 g. forward-thinking 4 f. English-speaking 10 b. ice-cold 5 l. narrow-minded 11 e. last-minute 6 d. old-fashioned 12 c. home-made Next, students use the compound adjectives to complete sentences. Exercise C - Answer key 1. ice-cold 3. far-reaching 2. old-fashioned 4. forward-thinking 7. home-made 9. last-minute 8. part-time 5. middle-aged 11. English-speaking 10. well-known 6. narrow-minded 12. five-star Afterward, in pairs, students practice describing themselves and others using compound adjectives. Finally, review the students' descriptions together as a class and give feedback. Teach-This.com © 2021 Permission granted to reproduce for classroom use. A compound adjective is an adjective that contains two or more words. Generally, we put a hyphen between the words when we want them to act as a single adjective before a noun. A. Describe the nouns using compound adjectives. 1. a walk that takes ten minutes .......................................................... 2. a building that has twelve stories .......................................................... 3. a boy who is five years old .......................................................... 4. a report that is thirty pages long .......................................................... 5. students in high spirits .......................................................... 6. children who behave well .......................................................... 7. a monster with green eyes .......................................................... 8. a man who has short hair .......................................................... 9. a lady with a kind heart .......................................................... 10. an app that saves time .......................................................... 11. a dessert that makes your mouth water .......................................................... 12. a woman who has a strong will .......................................................... 13. traffic that moves slowly .......................................................... 14. a man who looks good .......................................................... 15. medicine that lasts a long time .......................................................... 16. a person who has an open mind .......................................................... 17. a room that has bright lights .......................................................... 18. a documentary that provokes thinking .......................................................... 19 a museum that is famous throughout the world .......................................................... 20. cookies that are free from fat .......................................................... a ten-minute walk Teach-This.com © 2021 Permission granted to reproduce for classroom use. B. Match the words together to form 12 compound adjectives. 1. part ...... a. reaching 2. well ...... b. cold 3. middle ...... c. made 4. English ...... d. fashioned 5. narrow ...... e. minute 6. old ...... f. speaking 7. five ...... g. thinking 8. far ...... h. time 9. forward ...... i. star 10. ice ...... j. known 11. last ...... k. aged 12. home ...... l. minded C. Use the compound adjectives in Exercise B to complete the sentences. 1. There's nothing better than drinking an ...................... beer on a hot summer day. 2. There are some traditional farmers left who still make cheese the ...................... way. 3. Tourism has had ...................... effects on Thailand's economy. 4. Some ...................... politicians are proposing reforms to the educational system. 5. A ...................... person is between 45 and 65 years old. 6. I don't like ...................... people who are intolerant of new ideas. 7. ...................... jam is usually better than the kinds you buy in the shops. 8. Many students get a ...................... job if they are not eligible for a loan. 9. A ...................... goal by England put them through to the World Cup Final. 10. It's a ...................... fact that smoking can cause lung cancer. 11. Lessons with ...................... instructors can be booked in the language school. 12. Sydney has many ...................... hotels and luxurious resorts. D. Now, work with a partner. Talk about the following things: 1. Describe yourself using compound adjectives. Does your partner agree with you? 2. Use compound adjectives to describe someone in the class. Can your partner guess who it is? 3. Discuss which compound adjectives you would use to describe a good and bad friend. 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English Martyrs' Catholic Primary School – English Curriculum \| ENGLISH – YEAR 5 \| \| \| \| \|---\|---\|---\|---\| \| Texts \| \| Summer 1 \| Summer 2 \| \| \| • Narrative - Plan and write a non-linear story e.g. flashbacks, parallel narrators. Experiment with different formalities for different shifts • Persuasion, Local Area – Plan, compose, edit and refine a piece of persuasive writing for different audiences, shifting levels of formality embedded within it by focussing on use of vocabulary or adding quotes or references. \| \| \| \| Beyond the \| \| \| \| \| Lines \| \| \| \| \| Stimulus \| \| \| \| \| letter from \| \| \| \| \| Local \| \| \| \| \| Authority \| \| \| \| \| about the \| \| \| \| \| possibility \| \| \| \| \| of the \| \| \| \| \| Washington \| \| \| \| \| Wetlands \| \| \| \| \| being \| \| \| \| \| transformed \| \| \| \| \| to a skate \| \| \| \| \| park \| \| \| \| \| The Giants \| \| \| \| \| Necklace \| \| \| \| \| What do \| \| \| \| \| you want to \| \| \| \| \| be? \| \| \| \| English Martyrs' Catholic Primary School – English Curriculum * Use the non-linear structure to show changes in atmosphere and mood * Add an additional voice demonstrating a change in formality * Consider how another genre can be placed within the text with a shift of formality e.g. instructions or explanation embedded within the report * Change to a non-linear structure with choices for the reader to refer to different sections. Interweave the use of diagrams and illustrations to show shifts in formality. Independently choose to use apt structural, vocabulary and grammar choices based on the form and audience. * Choose to combine text types to support overall effectiveness of the writing * Write effectively for multiple audiences selecting appropriate levels of formality and vocabulary choices * Select precise vocabulary and grammatical structures * Make writing succinct by using all grammar and punctuation taught so far precisely to engage the reader * Use the full range of punctuation taught correctly and appropriately * Evaluate and edit by proposing changes to vocabulary for meaning, effect and emphasis * Develop own success criteria and make choices on audience and form of writing	<urn:uuid:51b76d84-20cc-45db-8756-c720e92d148b>	CC-MAIN-2025-08	https://www.englishmartyrssunderland.org.uk/wp-content/uploads/2025/01/Year-5-English-Curriculum-Summer.pdf	2025-02-13T03:47:45+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00107.warc.gz	696,790,357	550	eng_Latn	eng_Latn	0.934802	eng_Latn	0.992726	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 970, 2178 ]	[ 3.5 ]	1	0
Study of anatomical effects of Yogasana in Osteoarthritis Dr Manasi Ranjit Nimbalkar M.D., Ph.D.(Kriyasharir) HOD and Assistant Professor Ashtang Ayurved Mahavidyalaya, 2062, Sadashiv Peth, Pune 30 Address- Raghunandan, Vikas nagar, Navi peth, Pune 30 Abstract Osteoarthritis is greatly affecting to people of this era. It is the most common form of arthritis and leading cause of disability and loss of functions in the elderly population. It can affect any joint but the knee is one of the most affected parts of the body in humans. Besides medicine, Yogasana is preventive and therapeutic measure for the problem caused by wrong lifestyle. Yogasanas are our ancient master processes needful for healthy life which also help to maintain sound state of body and mind. Osteoarthritis is the most common arthropathy and is a leading cause of pain and disability. As an example, symptomatic knee OA occurs in around 15% of adults >55 years old, with a radiographic incidence of >80% in those over 75 years old. It is a condition characterized by the progressive loss of articular cartilage and remodeling of the underlying bone. It is seen that regular practice of some yogasanas such as Marjarasana, Vrikshasana, Setubandhasana, Tikonasana, Veerbhadrasana help in improvement in joint movements, initiate healing process, achieve alignment and stability, strengthen the surrounding musculature so that osteoarthritis will be avoided and treated. Keywords Yogasana, Osteoarthritis, Knee joint 1. Introduction OA is the most prevalent joint disease associated with pain and disability. OA is the second most common musculoskeletal problem and it is the most frequent joint disease with a prevalence of 22% to 39% in India. OA is more common in women than men, but the prevalence increases dramatically with age. Approximately 41.1% of males and 56.5% of females suffer from OA. Nearly 45% of women over the age of 65 years have symptoms while radiological evidence is found in 70% of those over 65 years. OA was estimated to be the 10 th leading cause of nonfatal burden. Major clinical symptoms include chronic pain in joints, joint instability, stiffness and radiographic joint space narrowing, restricted range of joint movements associated with muscle weakness. Although OA primarily affects the elderly population, sports related traumatic injuries at all ages can also lead to post traumatic OA. Currently, apart from pain management and end stage surgical intervention, there are no effective therapeutic treatments for OA. Yogasana is the non pharmaceutical intervention therapy other than medicine and surgery which can initiate the healing process and strengthens the joints. Yoga is very ancient Indian science which includes yogasana which are perfect for managing the knee pain, improving flexibility, strengthen the muscles and healing alignments. 2. Aims and objectives 1 Study the anatomy of Knee joint 2 Study the pathophysiology of Osteoarthritis 3 Study the mechanism of Yogasana 3. Anatomy of knee joint The knee joint is a hinge type synovial joint, which mainly allows flexion and extension (and a small degree of medial and lateral rotation). It is formed by articulations between the patella, femur and tibia. 3.1.Articulating surfaces The knee joint consists of two articulations- Tibio-femoral and patella-femoral. The joint surfaces are lined with hyaline cartilage and are enclosed within a single joint cavity. Tibio-femoral- Medial and lateral condyles of the femur articulate with the corresponding tibial condyles. It is the weight bearing component of the knee joint. Patello-femoral- Anterior aspect of the distal femur articulates with the patella. It allows the tendon of the Quadriceps femoris (knee extensor) to be inserted directly over the knee increasing the efficiency of the muscle. As the patella is both formed and resides within the Quadriceps femoris tendon, it provides a fulcrum to increase power of the knee extensor and serves as a stabilising structure that reduces frictional forces placed on femoral condyles. 3.2.Neurovascular supply The blood supply to the Knee joint is through the genicular anastomoses around the knee, which are supplied by the genicular branches of the femoral and popliteal arteries. The nerve supply according to Hilton's law,is by the nerves which supply the muscles which cross the joint. These are the Femoral,Tibial and Common fibular nerves. 3.3.Menisci The medial and lateral menisci are fibrocartilage structures in the knee that serves two functions 1. To deepen the articular surface of the tibia, thus increasing stability of the joint. 2. To act as shock absorbers by increasing surface area to further dissipate forces. They are C shaped and attached at both ends to the intercondylar area of the tibia. In addition to the intercondylar attachment, the medial meniscus is fixed to the tibial collateral ligament and the joint capsule. Damage to the collateral ligament usually results in a medial meniscal tear. The lateral meniscus is smaller and does not have any extra attachments, rendering it fairly mobile. 3.4.Bursae A bursa is a synovial fluid filled sac found between moving structure in a joint with the aim of reducing wear and tear on those structures. There are four bursae found in the knee joint: 1. Suprapatellar bursa- an extension of the synovial cavity of the knee located between the quadriceps femoris and the femur. 2. Prepatellar bursa- found between the apex of the patella and the skin. 3. Infrapatellar bursa- split into deep and superficial. The deep bursa lies between the tibia and the patella ligament and the skin. 4. Semimembranousus bursa- located posteriorly in the knee joint, between the semimemranosus muscle and the medial head of the gastrocnemius. 3.5.Ligaments The major ligaments in the knee joint are 1. Patellar ligament- A continuation of the quadriceps femoris tendon distal to the patella. It is attached to the tibial tuberosity. 2. Collateral ligament- These are two strap like ligaments. They act to stabilize the hinge motion of the knee, preventing excessive medial or lateral movement. a. Tibial or medial collateral ligament- wide and flat ligament, found on the medial side of the joint. Proximally, it attaches to the medial epicondyle of the femur, distally it attaches to the medial condyle of the tibia. b. Fibular or Lateral collateral ligament- Thinner and rounder than the tibial collateral, this attaches proximally to the lateral epicondyle of the femur, distally it attaches to a depression on the lateral surface of the fibular head. C. Cruciate Ligament- These two ligaments connect the femur and the tibia. In doing so they cross each other, hence the term 'Cruciate'.(cross) 1 Anterior cruciate ligament- attaches at the anterior intercondylar region of the tibia where it blends with the medial meniscus. It ascends posteriorly to attach to the femur to the interconylar fossa. It prevents anterior dislocation of the tibia onto the femur. 2 Posterior cruciate ligament- Attached at the posterior intercondylar region of the tibia and ascends anteriorly to attach to the anteromedial femoral condyle. It prevents posterior dislocation of the tibia onto the femur. Movements- There are four main movements that the knee joint permits 1. Extension- Produced by the Quadriceps femoris which inserts into the tibial tuberosity. 2. Flexion- Produced by the Hamstrings, Gracillis, Sartorius and Popliteus. 3. Lateral rotation- Produced by the Biceps femoris. 4. Medial rotation- Produced by five muscles ,Semimembranosus, Semitendinosus, Gracillis, Sartorius and Popliteus. 4. Pathophysiology of Osteoarthritis The pathogenesis of OA involves a degradation of cartilage and remodeling of bone due to an active response of chondrocytes in the articular cartilage and the inflammatory cells in the surrounding tissues. Release of enzymes from these cells, break down collagen and proteoglycans destroying the articular cartilage. The exposure of the underlying subchondral bone results in sclerosis followed by reactive remodeling changes that lead to the formation of osteophytes and subchondral bone cysts. The joint space is progressively lost over time. 5. Risk factors: OA can be primary (with no obvious cause) or secondary (due to trauma, infiltrative disease or connective tissue diseases). Risk factor for primary OA includes obesity, advancing age, female gender and manual labour occupations, smoking, intra-articular fractures, chondrocalcinosis, crystals in joint fluid/cartilage, prolonged immobilization, joint hypermobility, instability, peripheral neuropathy. Clinical feature include pain and stiffness in joints, worsened with activity and relieved by rest, restricted joint movements associated with muscle weakness. Knee OA is associated with disrupted sleep, depression, increased sedentary behavior, less physical activity, obesity and decreased quality of life. Prolonged OA results in deformity and a reduced range of movements. 6. Management 6.1.Conservative Patients should be educated about their condition and its progression, including advice on joint protection and emphasizing the importance of strengthening and exercise. Non-pharmacological interventions such as exercise, yoga, physiotherapy etc. showed improvement in quality of life along with a reduction in pain, improved physical functions, psychological balance in patients with knee OA. Depending on the symptoms, medicines and surgical intervention can be advised. Exercise is one of the most important treatments for people with OA whatever your age or level of fitness. Regular exercise builds up muscles and strengthens the joints usually helps to improve symptoms. Yogasanas are our ancient master postures needful for healthy life which also maintains sound state of body and mind. It is seen that regular use of Yogasana, helps in improvement of motions, initiate healing process, achieve alignment and stability and strengthen the muscles and makes the body more flexible so that osteoarthritis will be avoided and treated. These yoga postures will help you to manage the symptoms of arthritis 1. Vrikshasana or tree pose 2. Veerbhadrasana or warrior pose 3. Marjarasana or cat pose 4. Setubanhasana or bridge pose 5. Tikonasana or triangle pose Let's consider one by one. 1. Vrikshasana- It Is one of the standing balancing yoga posture. Vriksha means tree in Sanskrit. Steps Benefits 1. Stand erect. Keep a distance of one foot between the legs. 2. Raise your arms up keeping the palm closer in Anjali mudra. Inner sides of the upper arms should touch the ears. 3. Raise the right leg up and place it on the left thigh. 4. Breathe normally. Keep the position as long as it is comfortable. 5. Release the right leg down. Repeat the above steps with the left leg. Muscles involved- When you lift the arch of your foot, quadriceps and gluteaus is engaged. When you pressed back the knee in a locked position, hamstring is legthen. Engaging your core muscles mainly rectus abdominis and transverse abdominis, helps you balance in tree pose. For keeping the arm upwards, main arm adductors, lattisimus dorsi, the pectoralis major and the teres major are being used. So, it benefits the following muscles - 1. Gluteus 2. Hamstrings 3. Hips 4. Hips External 5. Knees 6. Quadriceps 1. Stretches, Strengthens, lengthens-the muscles of legs, hips, back, core, arms and shoulders. 2. This balancing pose which involves the joints of the hips, knees, ankles and shoulders are all engaged together helping in keeping the body stable. Thus, with time, the practice of this pose helps to gain better mobility in the joints and muscles involved. 2. Veerbhadrasana - Veer means warrior in sanksrit. 3. Steps 1. Stand in Tadasana with your hands on your waist. Move your left leg at the back. The gap between your feet should be 4.5 to 5 feet apart. 2. Inhale and while inhaling, slowly raise your arms above your head. Your arms are perpendicular to the floor. 3. Exhale and bend your right knee so that your right knee is standing on your right ankle and your right thigh is parallel to the floor. 4. Inhale, start stretching from your tailbone to your spine to your upper back to your neck and slowly drop your head at the back. You are looking at the ceiling now. Hold the posture with normal breathing for 10-20 sec 5. Slowly release the posture in reverse order and repeat with the other leg. Muscles involved - From this pose, one can get a good stretch of both the front and rear thigh (quadriceps and hamstrings), hips and chest as well as a back extension of the erector spine muscle. It stretches the hip flexors, calf muscles and the inner groin and strengthens the quads, glutes, shoulders and the muscles of the spine and ankles. Benefits 1. Stretches, strengthens the gluteus maximus, the quadriceps, the hamstrings and the adductors of the inner thighs. 2. Regular practice of this pose increases flexibility in the hips and strengths and tones the legs, ankles, knees and feet. 3. Setubandhasana - Bridge pose as the name suggests the pose resembles a bridge. 4. 5. Steps 1. Inhale- bend the knees, raise the hips up and bring the arms to rest on the floor. 2. Exhale- lift as high as you can grounding the feet firm on the floor. Inhale/exhale to stay for 6 breaths in bridge pose. Muscles involved - Strengthens Hamstrings, Quadriceps, Back muscles- the erector spinae, Transverse abdominus and Rectus abdominus, Glutes , leg adductors, Latissimus dorsi, Pectoralis minor, Trapezius, Serratus anterior . Stretches Hip flexors, especially Psoas and iIiacus, Pectoralis major Setubandhasana benefits the following muscles. 1. Lower back 2. Upper back 3. Core 4. Gluteus 5. Chest 6. Hips 7. Pelvic psoas 8. Quadriceps Benefits Bridge pose strengthens the Quadriceps, Hamstrings, Glutes and the Pelvic muscles. Bridge pose is energizing by releasing the muscular stress in the back and the strain on the neck. The toning of the legs strengthens the knee joint and removes fatigue of the legs. 6. Tikonasana – Tikona means three corners in sanskrit that is triangle pose. 8. Steps Start by standing with your feet wide apart. Stretch your arms out to the sides, stretch your right leg out (90 degrees) and turn your left toes (45 Degres) Now, place your right hand on your right ankle/ knee and lift your left arm up to the ceiling. Look up towards your left hand and hold for 7-8 breathes Release and switch to the opposite side. It stretches and strengthens the thighs, knees, hips, groin hamstrings, shoulders, chest, spine and ankles. While maintaining the perfect posture largely influences the lateral spine mobility, elongates the leg muscles, and removes stiffness in the legs and hips. It stretches the hamstrings, groins, glutes, hips and ankles. The quadriceps of the legs are active, lifting the knees and lengthening the lower hamstrings of both legs. Flexing the hip stretches the upper hamstring of the back leg and the anterior gluteus maximus muscles. Triangle pose benefits the following muscles 1. Arms and shoulders 2. Lower back 3. Core 4. Hamstrings 5. Chest 6. Hips external 7. Psoas 8. Quadriceps Triangle Pose Benefits 1. Stretches and strengthens the thighs, knees, hips, groin, Hamstrings ,shoulders, chest spine and ankles 9. Marjarasana - This name comes as the body resembles the cat, while it stretches rounding the back. Marjara means cat in Sanskrit. 11. 12. 13. Steps 1. Get on all focus, like a cat. Shoulder over wrists and hips over knees, with your weight evenly distributed along with your hands and knees. 2. Start with a neutral spine. Inhale expand the belly towards the floor. Raise your chin and tilt your head backwards toward the spine. Point the tailbone up as you stretch like a cat. 3. Then exhale and pull the belly button in, towards the spine. The chin should rest on the chest and direct your vision towards the nose. Your back should be rounded. 4. Complete as many rounds as possible. It benefits the following muscles 1. Lower back 2. Middle back 3. Neck 4. core muscle 1. Improves the flexibility of spine, hips, knees, shoulders and wrists. 2. Relieves the tension around the lower back, middle back, neck and shoulders 3. Strengthens the arms, shoulders and the wrists 4. Strengthens the hip joints, the knee joints and shoulder joints. 5. It engages core muscles which support the spine. 6. it stretches the back muscles, strengthens the stabilizer muscles in the spine and abdomen. 7. Discussion Yoga is a practice that comes in many different forms and includes poses, breathing techniques and meditation. It started in ancient India and has been touted as a way to boost physical and mental health for 5000 years. In fact, yoga is proven to help people with arthritis improve many physical symptoms like pain and stiffness, and psychological issues like stress and anxiety. People with various types of arthritis who practice yoga regularly can reduce joint pain, improve joint flexibility and function and lower stress and tension to promote better sleep. Yoga also can help a person with arthritis build muscle strength and improve balance. So Yogasanas can help in following way 1. Improve physical function- It can enhance pain management thereby improving function. 2. Improves flexibilty – Stretching exercise in general help improve range of motion, so the fact that stretching in yoga will help flexibility. 3. Create a mind body connection- Yoga emphasis on pinpointing the sources of pain or anxiety and learning to relax them. It is very useful in patients with osteoarthritis. The multifactorial approach of yoga therapy includes physical postures(asanas), breathing practices ( pranayama), meditation( dhyana) may help to the amelioration of OA symptoms. Practice of above mentioned asanas i.e. Vrikhasana, Veerbhadrasana, Setubandhasana, Tikonasana, Marjarasana daily will benefit the OA patient in following way JETIR2212546 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org f384 Benefits 1. Yoga therapy intervention may increase cartilage proteoglycan content and prevent cartilage degeneration. This is helpful for the strengthening of periarticular muscles (i.e.quads and hamstrings) that normally contract to stabilize the knee joint pain. 2. Yoga practice may prevent synovial fluid volume deterioration by stretching and strengthen different parts of the body, massaging and bringing fresh blood to the internal organs while rejuvenating the nervous system and lubricating the joints, muscles and ligaments. 3. Yoga provides the local structure strengthening to reduce physical pain by increasing joint stability. 4. It is purported to have different effects on the nervous and circulatory systems, coordination and concentration and calming effect on the body. 5. It also suggests that yoga practice helps in reducing several psychological factors such as stress, anxiety, depression and enhance self esteem and quality of life in individuals with chronic pain and arthritic conditions. 8. Conclusion Yoga is an acceptable and safe intervention, which may result in clinically relevant improvements in pain and functional outcome in OA patients. The mentioned asanas plays a major role in reducing the inflammation and strengthening the knee muscles and initiating the healing process so that one can prevent and easily treat the OA patients besides other medications. 9. References- 1. Effect of yoga based lifestyle intervention on patients with knee osteoarthritis: A Randomized Controlled Trial, By S Deepeshwar, monika tanwar, vijaya kavuri and rana budhi Front psychiatry ,2018;9;180 2. TeachMesurgery, https.//teachmesurgery.com 3. Chourasiya B.D.,Human Anatomy, 5 th edition, CBC, Publishers and distributors, New Delhi, 2010,p140 4. Arthritis foundation ,https//www arthritis.org, Yoga benefits for arthritis by Susan Bernstein 5. Osteoarthritis Wikipedia https://en.m.wikipedia.org 6. Epidemiology of Knee Osteoarthritis in India and related factors- Chandraprakash pal, Pulkesh Singh, Asok vij-, Indian journal of orthopaedics,2016 SEPT 7 Yogasana https;//www.tumee.com/yoga poses https:nl.pinterest.com/search/pin/vrikshasana https:nl.pinterest.com/search/pin/setubandhasana https:nl.pinterest.com/search/pin/marjarasana https:nl.pinterest.com/search/pin/tikonasana	<urn:uuid:8a99d4fa-abe8-480d-80ed-6f7fe6ab91c6>	CC-MAIN-2025-08	https://www.jetir.org/papers/JETIR2212546.pdf	2025-02-13T03:11:54+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951768.65/warc/CC-MAIN-20250213014327-20250213044327-00110.warc.gz	777,843,595	4,675	eng_Latn	eng_Latn	0.994182	eng_Latn	0.996712	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1841, 3038, 5332, 7666, 9884, 10480, 11800, 13102, 13707, 14206, 14263, 15531, 16091, 18158, 20467 ]	[ 1.1953125, 2.140625 ]	1	0
June 18, 2020 What are some ideas to help companions, counselors, and support staff effectively interact with children while wearing masks and limiting touch? As in all things inclusion- much of the anxiety children feel when facing change or new experiences can be lessened by preparing the child for the environment and preparing the environment for the child. Using roleplay, picture stories, and social scripts are great tools to explain the nuances of camp this summer. There are tons or great resources out there to use as templates or springboards to develop these for your camp—don't reinvent the wheel! Among the great examples, consider checking out the work of children's author & inclusion specialist Meredith Polsky. Be sure to follow your local/state/camp guidelines for mask wearing, interactive touch, physical distancing etc. For example, some suggest that masks be worn indoors but are not required for outdoor physically distanced activities. Or, that interactions between campers & staff within each small group can be mask free but individuals outside of that cohort should wear masks. Play "show me" type activities during which staff & children take turns showing what their different feelings/expressions look like when masked or from a distance using facial expressions, body movements, sounds, etc. Use feelings/disposition charts, puppets etc. with drawings or photographs of campers and staff to show facial expressions. If masks are required when in close proximity, schedule time to briefly unmask at safe distances to catch glimpses of familiar faces to promote comfort, recognition, connection, and communication. If guidelines suggest limiting physical touch even within camp groups consider using providing campers with individual supplies rather than shared materials. And if hand-over-hand assistance or 1:1 touch is needed for staff to support a child's experience, discuss those needs and procedures with camp leadership, the child's family, and the child. Creatively use pool noodles, hoola hoops, dance scarves, beach towels, ribbons, bands, etc. to visibly show what 6 ft looks like and promote physical activity and interaction at safe distances. Ask yourself—what did we do Pre-COVID19 to support the needs of children who normally aren't comfortable with touch or eye contact? Can we universally implement those interaction strategies for everyone this summer? How can we promote and sustain interaction and communication with children who need to see facial expressions, lip reading, etc.? Consider using masks with see-through or transparent panels. Some resources suggested by participants can be found at: The Clear Mask, Safe 'N' Clear, and Etsy. Proximity control is still possible even at a distance. For children who see, hear, or learn best when close to an instructor, position materials and orient instruction to promote good sight lines, vocal projection, cues/signals, and positive reinforcement. inclusionproject.org. What are strategies for positive behavior support and intervention that can be implemented when physically or socially distanced? Consistently modeling, teaching, practicing, and reinforcing behavioral expectations, procedures, interaction & engagement strategies will help diminish some of the challenging behaviors you might see grow from children's anxiety, frustration, or curiosity related to change. Using cues or signals help ease transitions, keep order, and create predictable routines. Establish a safe space or place campers (and staff) can visit to decompress, deescalate, or take a break when needed. It may look a little different than in the past and that's ok! Just introduce the space and its purpose to campers as you would any other time. Model, teach, practice & reinforce effective problem solving, self-control, conflict resolution, and self-calm strategies with all campers- especially those who may need more emotional, social, or behavioral support. Remember that behavior is communication. Children may exhibit intense or escalated behaviors at camp this summer to communicate they are having difficulty coping with the ways the pandemic has impacted and changed their camp experience, school life, or home environment. Develop a plan for how you will create opportunities for children to communicate these feelings in appropriate ways. Giving campers "fidgets" is a great way to keep active hands & bodies busy (away from faces and each other), racing minds focused, and heightened sensory needs calm—they're also great camp souvenirs to remember how awesome Summer 2020 camp was! Remember to teach, model, practice and reinforce only what you want children "to do" instead of drawing attention to what you "don't". Again, physical interaction between children & program staff is not prohibited this summer- there are simply guidelines in place to make it as safe as possible. Work closely with staff and families to get to know your campers' needs and develop a plan for how and when to intervene, provide support, and redirect. Often, disruptive and distracting behaviors stem from a need for attention. Be creative in how you will keep children engaged in activities. The small group configurations at camp this summer provide a wonderful opportunity to connect with, give attention to, and tailor activities to your campers more than ever! What about meeting the needs of children who need more extensive physical care, feeding, etc.? Be open, honest & transparent with families about the resources, support, and services you can offer within your camp guidelines this summer. Brainstorm & work together. If your camp traditionally offers 1:1 support or aides to children, those individuals are counted in small group numbers. EX. A group of 10 might include 1 counselor, 1 child & support staff, & 7 other campers. inclusionproject.org. How do we redesign our camp activities to meet distancing guidelines but still be accessible and inclusive? Before redesigning or developing new activities, review the ones you have! They may already align with guidelines or require only a few adjustments. Inclusive camps adapt, innovate, modify, and embrace change, all the time—do what you do best! Remember that inclusion doesn't just apply to one activity. It's a mindset, a belief, a methodology that applies to all activities. Coffee Talk panelist Lisa Drennan from MERGE Consulting shared a terrific tip sheet of inclusive practices. NIP has also developed a guide for developing inclusive activities titled "Creating Inclusive Activities...This Summer (and ALWAYS!)" to help camps apply the principles of inclusion to both inperson and virtual activities this summer. Practical Reopening tips from Panelist Bill Hinton @ Camp Manitou Lin What do your staff to children ratios look like for your trail groups? Do you have a plan or protocol place for group make-up? in 1 staff 9 Campers max. Michigan has a 10 person group rule. Our Trail groups are mixed gender and done by grade. The older campers are a bit more of a gap in age due to numbers. You mentioned each trail group would be pretty much self-contained- are there any large/whole camp activities at all- what do those look like with physical distancing? We do have one large group game a week. It is theme based and set up as a groups running around working together to figure things out (social distancing guidelines enforced). "Gold Rush" or "Scavenger Hunt" type thing. How have you handled staff hiring and training? For example, mostly returning staff or new hires? Mixed new and returning. We are following precautions, using social distancing, and wear mask when we are together for staff sessions and trainings. It has been very difficult. We could not require all staff to get COVID-19 test. If you would suggest top 3 supplies/resources important to have this summer what would they be? Sanitization wipes, garden sprayer for large sanitation with approved chemical or bleach mix, extra masks if someone forgets (staff or campers) Have you eliminated any traditional activities this summer due to restrictions? What have you replaced them with? Only our High Ropes and Climbing Wall where eliminated. All other activities we were able to be modified and to include an appropriate sanitation process. Some hands-on activities where modified (ex; fewer in depth crafts. Sticking to things like Tie Die, friendship bracelets, and leatherwork.) What do you think some of your most innovative ideas are for this summer so far? We have purchased standalone hand washing stations that we found on the internet that where developed for 3rd world countries that struggle with sanitation. Made with a bowl and 2, 5 gallon buckets. Do you think you'll keep any of your new procedures of activities in place even when things return to "normal"? Some of them yes. Specifically some of our new waterfront procedures. We will evaluate at the end of the summer. What are you most excited about for camp this summer? Having campers on site again! It has been too long. We are usually 7 days a week from Mid-March to Mid Nov. I am going through withdrawal. LOL Do you have a good resource list or any companies you'd recommend for cleaning supplies, masks, special materials, etc.? We use trusted local vendors. We also have a standing procedure for anyone going to the store to buy the max allowable amount of "Clorox" Sanitizing wipes, then we reimburse and stockpile. How many campers with special needs do you anticipate participating this summer? Are you offering any at home or virtual services to campers who have declined to attend due to health concerns? We have 12 to 15 a week out of 60 to 100 campers. No virtual offerings as this point. Although, we are doing Zoom meetings with families before they bring their child to camp so everyone understands and preps for procedures to plan for things that may seem different. inclusionproject.org. PLEASE NOTE: Responses listed here represent information provided by NIP partners and participants contributing to the Coffee Talk series—lists are not exhaustive or exclusive. COFFEE TALK 2 PANELISTS: Lisa Drennan - MERGE Consulting - email@example.com Bill Hinton - YMCA Camp Manitou-Lin - firstname.lastname@example.org COFFEE TALK HOSTS: Dr. Amanda Kloo - email@example.com Director of Standards and Accreditation - National Inclusion Project Aron Hall - firstname.lastname@example.org Director of Education and Training - National Inclusion Project REMEMBER YOU CAN DO THIS! Summer camps dedicated to inclusion have been the BEST at making adaptations for years. This summer is no different in this regard. You are just uniquely positioned to make a bigger difference this summer than ever before- and we're here to support you. inclusionproject.org.	<urn:uuid:9e3d3056-9891-4696-beec-96e74787978b>	CC-MAIN-2023-06	https://www.inclusionproject.org/wp-content/uploads/2020/06/Coffee-Talk-2_-Inclusion-and-Reopening-FAQ-4.pdf	2023-02-03T07:15:02+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00794.warc.gz	837,241,754	2,160	eng_Latn	eng_Latn	0.99439	eng_Latn	0.9984	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2980, 5854, 8026, 9944, 10828 ]	[ 2.46875 ]	2	0
Democracy and sovereignty Introduction Much of the referendum campaign has focused on the practical consequences of the UK leaving the European Union, such as whether we would be richer or poorer following a Brexit. But EU membership is also important because it affects the way in which political decisions are made. The choice on 23 June is not only about whether the UK would be better off inside or outside the EU. It is also a question about how the country should be governed: who should make decisions, how should they be appointed, and how can we make sure the views of British citizens are represented? When answering these questions, we usually focus on whether the EU is democratic and how EU membership affects the control the UK government has over important policy areas. Unsurprisingly, both sides of the referendum campaign have expressed very different views on what EU membership means for these issues. What do we mean by democracy and sovereignty? There is widespread agreement in the UK that political decisions should be made in a democratic way. But the term 'democracy' can mean different things to different people. In Britain, we often think of democracy in terms of representation. We have an elected parliament where we appoint MPs to make decisions on our behalf. However, this type of representative democracy is very different from other democratic systems. In a direct democracy, important decisions are usually made directly by the people using referendums. In practice there is frequently a trade-off between these two different forms of democracy. What MPs in Westminster want may be very different from what the people support in a referendum. In international organisations, such as the European Union and the United Nations, this picture becomes more complex. International agreements are usually negotiated by governments, who act on behalf of their citizens in discussions. These agreements are important for tackling global problems like climate change. But they are also negotiated at a greater distance from ordinary voters and this raises a new set of democratic challenges in ensuring citizens can make their voices heard. International decision-making also has an impact on how countries control their own affairs. The term we often use to describe this is 'sovereignty'. This simply means that for a country to be 'sovereign' it should be able to control the big decisions that affect the lives of its citizens. Some people see international organisations as having a negative effect on sovereignty if they mean a country has to implement agreements it would not have otherwise supported. But international organisations can also have a positive effect on sovereignty if they allow a country to have a greater say over decisions that affect its interests. How does the EU affect democracy and sovereignty? Fundamentally, the EU is a way for countries to cooperate with each other and reach joint decisions. There are advantages to this type of cooperation. If the EU agrees on a shared set of rules for trade, for instance, then it becomes easier for businesses to sell their products in other EU countries. But the disadvantage is that countries might not always agree on the best way forward and some may have to accept rules they disagree with. Most of the important EU decisions are made by national governments sitting around a table and negotiating an agreement. In many cases the European Parliament, which is elected by citizens in European elections every five years, also has to agree to a decision before it comes into force. This is intended to give EU citizens direct representation in decision-making. The European Parliament and the national governments are helped in this process by the European Commission. The Commission drafts proposals for governments and the members of the Parliament to discuss. The Commission also has the power to monitor countries to make sure they are sticking to what they have previously agreed. The Commission is not elected by EU citizens: it is appointed by the national governments and the European Parliament. What do the leave campaign say? Many leave campaigners have argued that the way the EU makes decisions is undemocratic. They claim that the Commission has too much of a say over how decisions are made, that national governments often make important decisions behind closed doors, and that the European Parliament is too weak to provide real democratic legitimacy. This is a particular problem given that many British citizens do not turn out to vote in European elections. More broadly they suggest that too many important issues are now decided in the EU's institutions and they think that these powers should stay in Westminster. They have highlighted cases where the British government has had to accept EU laws which it opposed and they argue that these cases mean the UK has lost control over key issues that affect British citizens. Some campaigners also criticise the Commission's power to monitor compliance with agreements and the role of the European Court of Justice, which assesses how EU law is being applied. Ultimately they believe that the best way for the UK to have full control over its affairs is to leave the EU. What do the remain campaign say? The remain campaign have argued that the only way for British citizens to be represented in important decisions that affect them is to be part of the European Union. They highlight that EU decisions on important issues, such as the rules that govern trade in Europe, efforts to combat terrorism, foreign policy, and shared problems like climate change, will continue to affect the UK even if it leaves the European Union. They believe that keeping the UK's seat at the table in the EU gives the country a stronger voice over these issues, by shaping the policy of the EU as a whole. They argue that, by acting through the EU, the UK can leverage and increase its power. Some of those campaigning for a remain vote have also emphasised that the UK has veto power over many controversial areas, which protects the country's sovereignty. This includes the euro, where the UK has opted out of taking part, the Schengen Agreement on border controls, and most areas of foreign policy cooperation. Moreover, the UK can stop new members from joining the EU. Thus, the remain camp states that most of the big decisions affecting people's lives are still made in Westminster and that the limited areas where the EU does have powers are necessary to enable fair trade across Europe.	<urn:uuid:e35d549f-2b58-40f3-93e7-64a142fb2fcf>	CC-MAIN-2023-06	https://ukandeu.ac.uk/wp-content/uploads/2016/06/Democracy-and-Sovereignty-factsheet.pdf	2023-02-03T07:03:22+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00793.warc.gz	607,322,578	1,209	eng_Latn	eng_Latn	0.999596	eng_Latn	0.999668	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3173, 6566 ]	[ 2.53125 ]	1	0
SUMMER SURVIVAL SCOOP Ohio Guidestone: How to Survive Summer 2020 How to Acknowledge the State of the World As many of us have seen, COVID-19 is not the only thing affecting our world right now, we are also facing a time of unrest and political change within communities all across the nation. We have been shown the racism and unfair treatment of our Black and African American friends and family and the demand for necessary change. In this edition we are going to look at how to practice self-care, the need to show love and compassion toward each other and how we can create change for a better future. The Need for Self-Care "Just don't give up what you are trying to do. Where there is love and inspiration, I don't think you can go wrong." In this issue: - How to Acknowledge the State of the World - The Need for Self-Care - Parent Tip: Having the Tough Conversations - How to Get Involved - Ella Fitzgerald In times of great unrest, staying engaged can be really overwhelming for everyone. Seeing and hearing about so much violence can cause not only secondary trauma, but it can also re-traumatize those who have gone through such struggles. While it is beyond important to stay informed and participate in this movement, it is also just as important to take care of ourselves during this emotionally charged time. We are going to look at ways to practice self-care while also maintaining engagement in the conversation. No matter whether you are on the frontlines participating at protests, doing self-education at home, having tough conversations with friends and family, or checking in and showing extra love towards your Black and African American friends, we all need to take the time to re-charge and take care of ourselves. Here are some ways you can do that! - Taking a walk or run - Journaling - Take a nap - Watching an episode of your favorite show. - Crafting - Listening/Writing Music - Unplugging from social media I look at the world BY LANGSTON HUGHES I look at the world From awakening eyes in a black face— And this is what I see: This fenced off narrow space Assigned to me. - Play sports I look at my own body With eyes no longer blind— And I see that my own hands can make The world that's in my mind. Then let us hurry, comrades, The road to find. I look then at the silly walls Through dark eyes in a dark face— And this is what I know: That all these walls oppression builds Will have to go! Parent Tip: Having the Tough Conversations Conversations of racism and police brutality can bring up difficult to answer questions from our children. It can be uncomfortable and hard to try and answer these, especially when we don't have clear answers or understandings of it ourselves. Books on Racism - White Fragility: Why its so Hard for White People to talk about Racism by Robin DiAngelo - So You Want to Talk About Race by Ijeoma Oluo - How to be an AntiRacist by Ibram X. Kendi - Hair Love by Matthew A. Cherry - Last Stop on Market Street by Matt De La Pena - Whoever You Are by Mem Fox I encourage you to lean into those uncomfortable feelings. Be honest with your children about what is going on in the world in age appropriate ways. Racism is a difficult topic to talk about, but it's a necessary conversation to have. It's important for us to teach our children to have love and compassion for all people in all walks of life. This website may spark some ideas for how to talk to your kids. https://www.dcareaeducators4socialjustice.org/ black-lives-matter/resources/early-childhoodelementary#videos Fun Fact: How to Get Involved The world is undergoing such a massive, historical change. There are so many ways to get involved with this movement! However you decide to get involved, be aware of how much you are able to do. If you overextend yourself you will be unable to be of help to anyone. Check out the suggestions below and find one that best suits your capacity! Shirley Chisholm was the first African American woman elected to the House of Representatives in 1968 to represent New York. Then in 1972 she was the first African American mayor and female party candidate for President of the Untied States. - Participate and Support Peaceful Protests - Donate & Support African American Businesses, Organizations, & Resources - Showing Black and African American Friends & Family Extra Love & Support - Exercising Your Right to Vote & Contacting Your Government - Educate Yourself on Racism & Black History - Challenge Micro-Aggressions & Have Difficult Conversations Resources - lovelandfoundation.org - blacklivesmatter.com - www.naacp.org - m4bl.org Ohio Guidestone Newsletter Ohio Guidestone: 888-522-9174 Karissa Brenneman, Prevention Services Supervisor email@example.com Taylor Crider, Prevention Specialist & Editor firstname.lastname@example.org - beam.community/bvtn - blackgirlssmile.org/ resources Here is a list of resources to not only help get you involved, but also mental health agencies dedicated specifically to help African Americans during this time.	<urn:uuid:385b66e5-b930-4c07-afb5-328bf5dd3ec3>	CC-MAIN-2023-06	https://www.hamilton-local.k12.oh.us/Downloads/Newsletter%2033pdf.pdf	2023-02-03T07:19:33+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00795.warc.gz	815,500,440	1,137	eng_Latn	eng_Latn	0.993102	eng_Latn	0.995752	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2441, 5076 ]	[ 2.234375 ]	1	0
Flirt English – Fitness and Flirting Reconstructing the dialogue This script is a complete mess. Read the sentences and then watch the scene from 06:44 to 07:51. Reconstruct the dialogue. Number the sentences to show the correct order. Afterwards, compare with your partner. Nino: Hi! Can I help you? Nino: Do I have to clean the toilets? Nino: Yes I am. Well, German and Serbian. Nino: Excuse me for one second. Nino: And the toilets? Nino: There. It was on … "hold" Nino: You're welcome. What speed? Girl: Oh hi. I want it to go faster, but it's sort of stuck. Girl: Oh OK. Girl: 10ks please. You sound German. Girl: Interesting. Girl: Oh thanks. Manager: Oh no, mate. We already have someone who does that. Manager: What about the toilets? Manager: towels and stuff – keeping the equipment clean… So, the crucial part of the job is the tidying up – you know, collecting up dirty Manager: Excuse me, Miss. Great that the speed is sorted, but this chap needs to show me what else he can do before the end of his interview. Flirt English – Fitness and Flirting Flirt English – Fitness and Flirting solution Nino: Hi! Can I help you? 7 Nino: Do I have to clean the toilets? 4 Nino: Yes I am. Well, German and Serbian. 13 Nino: Excuse me for one second. 6 Nino: And the toilets? 2 Nino: There. It was on … "hold" 9 Nino: You're welcome. What speed? 11 Girl: Oh hi. I want it to go faster, but it's sort of stuck. 8 Girl: Oh OK. Girl: 10ks please. You sound German. 12 Girl: Interesting. 14 Girl: Oh thanks. 10 Manager: Oh no, mate. We already have someone who does that. 5 Manager: What about the toilets? 3 Manager: So, the crucial part of the job is the tidying up – you know, collecting up dirty towels and stuff – keeping the equipment clean… 1 Manager: Excuse me, Miss. Great that the speed is sorted, but this chap needs to show me what else he can do before the end of his interview. 15 16 Flirt English – Fitness and Flirting	<urn:uuid:2ef86d58-0d50-4c16-b62c-5d0233857206>	CC-MAIN-2023-06	https://www.planet-schule.de/schwerpunkt/flirt-english/fitness-flirting-unterricht-112.pdf	2023-02-03T06:29:14+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00800.warc.gz	967,221,802	546	eng_Latn	eng_Latn	0.999135	eng_Latn	0.99912	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1080, 1971 ]	[ 2.15625 ]	2	0
THE COMIC BOOK MOUSE A LUCKY MATCH (T3) In focus: * Graphomotor skills (D2) Task1: How can you communicate with someone who does not understand you? S10 T3 D2 L1 P3 Idea Bazaar – some ideas: Students talk about communication and languages. How do you feel when you feel excluded/have been excluded from a group? Students talk about inclusion and exclusion and their experience about this situation (possible reasons, reactions, solutions). They dramatize and act out the given situation. You can use the Act it out! cards from the Idea Bazaar. Task2: How would you communicate in a country where you don't know the language? Students collect what they would need in a foreign country. They create their own sign language for these needs. Every solution is good! Any kind of tool and material can be used! You can use the ideas and list of materials from the Idea Bazaar, come up with your own ideas or just let the children be creative. For details of the different solutions, see the Idea sheets! Cut out the situation cards! Choose the focus that you want the children to deal with! Give them the appropriate situation card! Help them to build the situation if needed! Developmental fields: strategies In focus: * Social skills * Inclusion strategies * Communication How to manage output: Take a video/audio record of the dramatized situation! Idea Bazaar – some ideas: * Brainstorming about needs in a new environment * Collecting types of sign languages * Making the props For details of the different solutions, see the Idea sheets! Developmental fields: In focus: In addition: * All skills * Life skills * Algorithmic thinking * Attention * Creativity * Subject concentration – Arts, IT * Talent development * Empathy * Text comprehension In addition: * Life skills THE COMIC BOOK MOUSE A LUCKY MATCH (T3) In focus: * Graphomotor skills (D2) Task3: Build a maze: S10 T3 D2 L1 P4 Idea Bazaar – some ideas: Build a maze, play an orienteering game in the maze! Every solution is good! Any kind of tool and material can be used! You can use the ideas and list of materials from the Idea Bazaar, come up with your own ideas or just let the children be creative. * They can use cardboard boxes, wooden boards. Nail, spatula, yarn, rubber, glue, etc. (I2) * They can build a maze in the classroom, e.g. using furniture, boxes, or in the yard, using branches, sand, stones For details of the different solutions, see the Idea sheets! Take photos of buildings while they are being built and when they are finished. Developmental fields: In addition: In focus: * Spatial orientation * Fine motor skills * Creativity * Social skills How to manage output: Organise the completed photos either in an online repository or printed on a notice board. If the children have made notes, or have any additional ideas left over, attach them as well. * Life skills * Subject – Arts and crafts * Talent development THE COMIC BOOK MOUSE A LUCKY MATCH (T3) In focus: * Graphomotor skills (D2) Goals of the lesson: * text comprehension * problem solving * decision making * organizing group work Suggestions * Discuss how movements are made. Make some movements together and the children should perceive the phases of their own movements. * Have the children try out different ways to hug each other. * Discuss why the mouse and the cat could understand each other. What are the basics of communication? * Discuss what can be a good bases for a friendship. * Discuss how one can find way in the dark * Build a simple figure of a mouse with movable legs, arms or mouth from ArTeC Blocks How to use the character card: Each student fills in their own Character card: • writes the name of the character • their features, movements, reactions, etc. • collects the elements of the environment, other accessories, things to be built • thinks over the phases, tools and materials of the robot's building Students can use more pieces of each part of the Character card if needed! Mouse Cat Falling asleep Interact Mill Sacks of flour Outdoor places The main actions of the story Media files needed Divide the text segment into pieces Make a list about things needed • writes the name of the character • their features, movements, reactions, etc. • collects the elements of the environment, other accessories, things to be built • thinks over the phases, tools and materials of the robot's building For a while the mouse continued to chew. When he finally realized that he was alone, it was already too dark to look for the road and decided to spend the night at the mill. He was about to fall asleep, when in the darkness two yellow traffic lights came on, there was the sinister rustle of four paws of a hunter. A cat! "Squash!" said the little mouse, with a shudder. "Gragrragnau!" replied the cat. My goodness, it was a comic book cat! The real cat tribe had kicked him out because he couldn't meow properly. The two derelicts hugged each other, swearing eternal friendship and spent the whole night conversing in the strange language of comics. They understood each other wonderfully. Main features and interactions of the characters Character Features Interactions Mouse The cat eats, interacts Walks,, interacts Talk to each other S10 T3 D2 L2 P5 Suggested materials * ArTeC Blocks (at least the 112 pcs set) and ArTeC robotics set (2 Studuino motherboards, 4 Touch Sensors, 2 LEDs, 2 Buzzer, 3 IR Photoreflectors, 3 servo motors, 4 DC motors) * Mindmap or Chart draft, Storyline * Character cards and Robotic task card template * Pencil * Video of hedgehog movements How to fill in the Robotic card? THE COMIC BOOK MOUSE A LUCKY MATCH (T3) In focus: * Graphomotor skills (D2) Goals of the lesson: * text comprehension * problem solving * decision making * expressing movement Suggestions Walking * Discuss how movements are made Choose the robot's „activity" and its programming complexity according to the Character task card, the developmental aim and the programming level that fits the child's skills. More Robotic cards can be filled in if needed (for clarification or for differentiation). * Make some movements together to imitate a mouse and a cat * Show movable anatomical models to the children * Build a simple figure with movable legs, arms or mouth from ArTeC Blocks Eating * Imitate the movements of moving the mouth so that it seems real. • Programming DC motor (2.a, 2.b) • Programming servo motor • Moving elements mounted on a servo motor to a given angle (3.a) • Programming waving movement (3.b) • Testing and programming Touch sensor • Starting and stopping DC motors by pressing the same or different buttons or Touch Sensors (4.b, 4.c) • Using LED (5.a) • Flashing (5.b) • Using Buzzer (6.a) • Using IR Photoreflector • Testing IR photoreflector (7.a) • Detecting obstacles (7.b) • Avoiding obstacles, (7.c,d) • Moving forward until the black line is found (7.e) S10 T3 D2 L3-4 P6 The Comic Mouse is a motor-driven device. The Comic Cat can be moved by axes. PROG1 The coming together P1 Puppeteering a.) The directly driven, DC motor-driven Comic Mouse rolls to the Comic Cat. b) Build a Comic Book Mouse mounted on a robot trolley. * The programmed Cartoon Mouse starts automatically on switch-on and moves forward for 5 seconds until it reaches the Comic Cat. P2 Characters controlled by Touch sensors * Build the Comic Mouse as in P1 b), 2 Touch sensors, 1 Buzzer attached. * The Comic Mouse starts when one Touch sensor is pressed and stops when the other Touch sensor is pressed, and the Buzzer sounds a highpitched tone. * Build a Comic Cat mounted on a robot trolley, 1 push button, 1 servo motor, 2 LEDs and 1 Buzzer attached. * The Comic Cat starts when you press the push button and moves forward for a fixed time. * Then it stops and the servo motor mounted in its neck moves its head left and right, while the 2 LEDs in its eyes light up and the Buzzer sounds briefly. P3 Infrared Sensor Guided Robot * Build the comic mouse as in P1 b), 2 IR photoreflectors, 1 push button, 1 servo motor, 1 Buzzer are attached. * The IR Photoreflector is placed on both sides of the mouse to guide it to the Comic Cat. * The robot will stop when the Touch sensor is pressed, then the servo motor in the tail and the Buzzer will turn on. * Build the Comic Cat according to P2. 1 IR photoreflector, 1 push button, 1 servo motor, 2 LEDs and 1 Buzzer are connected. * The Comic Cat detects the Comic Mouse with an IR sensor. When this happens, it turns on the servo motor built into the cat's tail, the 2 LEDs in its eyes, which start flashing, and the Buzzer. THE COMIC BOOK MOUSE A LUCKY MATCH (T3) Ideas for robots on different programming levels The Comic Mouse and Comic Cat can also be controlled with Touch sensors. Both robots have a Buzzer. The Comic Mouse goes as far as the Comic Cat. The cat turns on the mouse button to display their hug. The Comic Mouse approaches the Comic Cat and they switch on each other's programmes. PROG2 PROG3 S10 T3 D4 L3-4 P7 PROG4 P4 Comic Cat slapping with paws * The Comic Mouse has the same structure and function as the one in P3, but its Touch sensor is pressed by the Comic Cat. * Build the Comic Cat mounted on a carriage. 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Lincoln Highway Heritage Byway Corridor Management Plan Meeting Mount Vernon/Lisbon July16, 2015 Lisbon History Center Meeting Notes and Community Member Input How has the Lincoln Highway enhanced your community up until now? - Lincoln Fest was once held together with Mt Vernon and Lisbon- could they partner more? - Cross country races held. One guy stopped in at the Lisbon History Center - Used to be lots of 1 lane bridges. People would need to wait their turn to cross the bridge What could the Lincoln Highway mean to your community in the future? What ideas do you have? - Could commission the Cornell staff to do plein air landscaping or have a high school class take it on as a project - Develop oral histories - Mt Vernon/Lisbon has a great website and could use it as a model for the country- link Lincoln Highway sites to it. - Develop strategies to replace volunteers as they age out. - Takes inordinate amount of time to scan documents, catalogue items. Knowledge is lost. How to mitigate challenges? - Use self-driving cars on the highway - Use segues as mode of transportation- perhaps for a tour. - When a bypass happens to Lisbon/Mt Vernon- how to attract visitors to stop into town? More signage from other roads? - How to brand nationally? - Expand merchandising - Promote small businesses like Sleep Inn – Mt Vernon - Get Lincoln Highway history into the schools - Could be the next "first" road to use new material for road construction ( like ground up recycled tires) - Put more recharging stations on Lincoln Highway (one just installed by building with Grant Wood Mural) Intrinsic Qualities Identified Historic: - Abbe Creek School - Bridge over Railroad tracks (had picture of it) - Dale Weeks house was a gas station- it is a virtual museum. - Cornell College and commercial district - Two old gas stations in Lisbon (one for sale) - Gettysburg boulder in cemetery - Historic interpretive panels around Lisbon - Old concrete markers in Lisbon and Mt Vernon - Opera House- used to make surgical tables - Downtown could qualify for National Register of Historic Places - Seedling Mile- Hills were steeper and area was very muddy. People would charge high rates to pull you out. Robbed by the "mule skinners" and their horses and that is one reason they picked that area for the "seedling mile". - Happy Valley gas station at end of the Mile with a restaurant. - Cabins in Lisbon- Dick Moore - Old Military Road (now #1) - Bank in Lisbon with old doors, safe. Donated doors to Cornell, but not sure where they are today. - Audio tour – cell phone - Cabins between Abbe School and Seedling Mile Natural: - Big Creek - Area looks like a Grant Wood painting - Hill north of town on Springville Rd is the highest point in the county. - Palisades Park - In the drift plain of glacier - Norton Museum at Cornell College has a map in geological department Cultural: - Sauerkraut Days - Mark Benesh (artist) – barn east of Palisade Park is a replication of Grant Wood Building - Landscaping along Lincoln HighwayPlein air concept - Marion sculpture - Lincoln Highway Arts Festival - Chalk the Walk - Antique Fest - Heritage Days - Murder Mystery - Grimes Poznikov ("Human Jukebox" got his start at Cornell College) - Benny the Bat- thought she was a vampire - Grant Wood - Cornell College collections-Thomas Nast, Phoenician glass, Indian Artifacts - Scale Model of the Solar System - Working Artist - Best Chicken in state in Lisbon - Bill's – 1976 painting on inside wall - Tiffany window in Methodist Church - Heritage Hall brings in top flight groups- poetry readings, string quartets. Has great acoustics. - Cornell College has best theatre building for a college - Finest example of steamboat gothic at Cornell College by Frank Lloyd Wright - Bowman-Carter Hall is prime example of 1880 women's dormitory architecture - Two art galleries in Mt Vernon Scenic: - Views from Mt Vernon - Seedling Mile where state fair award winning photo taken Archaeological: - Mills south of Lisbon - Quarry- now a nature park - Bricks made at Mt Vernon/Lisbon- book about it at Historical Center Recreational: - Mt Vernon Road- need to share with bicyclists (possible hazard) - Parks - 2 Disc golf courses - Dog Park - Nature park	<urn:uuid:43154b7c-ebe5-45e5-8ee4-a1d1fb88ac31>	CC-MAIN-2023-06	https://www.prrcd.org/wp-content/uploads/2020/06/Mount-Vernon-Lisbon-Story-County-7-16-15.pdf	2023-02-03T06:45:15+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00800.warc.gz	977,806,308	971	eng_Latn	eng_Latn	0.993954	eng_Latn	0.994606	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1603, 4256 ]	[ 2 ]	1	0
Policy and Procedure on Anti-Bullying Tyldesley School Contents 1. Monitoring and Review The Proprietor will undertake a formal review of this policy for the purpose of monitoring and of the efficiency with which the related duties have been discharged, by no later than one year from the date of approval shown above, or earlier if significant changes to the systems and arrangements take place, or if legislation, regulatory requirements or best practice guidelines so require. 1.1. This policy will be subject to continuous monitoring, refinement and audit by the Head of Service. – move to procedure Signed: Signed Andrew Sutherland Representative, Proprietor- Cambian Group August 2021 Jemma Westby Head Teacher September 2022 2. Terminology and Definitions Our aim is to use consistent terminology throughout this policy and all supporting documentation as follows: 3. Definitions Definition of Bullying Print Date: Page 2 of 10 Approved by: Andrew Sutherland Date: June 2019 Bullying is an interaction between an individual or group of people with a more powerful individual or group which is perceived or intended to cause hurt, pain, suffering, humiliation or degradation. Bullying can be defined as a deliberate, unprovoked and a repeated (over time) action to intentionally humiliate, threaten, frighten or hurt an individual or group physically or emotionally. It is often motivated by prejudice against particular groups, for example, on grounds of race, religion and belief, culture, sex, gender, homophobia, special educational needs and disability (as defined in the Equality Act 2010), or because a child is adopted or is a carer. It may occur directly or through cyber-technology such as social websites, mobile phones, text messages, photographs and email. Bullying can occur through several types of anti-social behaviour. A feature of bullying in schools is that its existence is not always immediately known or suspected by those in authority. The school recognises the seriousness of both physical and emotional bullying in causing psychological damage and even suicide. Although bullying in itself is not a specific criminal act in the UK, some types of harassing or threatening behaviour or communications could be a criminal offence; for example, under the Protection from Harassment Act 1997, the Malicious Communications Act 1988, the Communications Act 2003 and the Public Order Act 1986. If our staff consider that an offence may have been committed, we will seek assistance from the police. As part of our Behaviour Policy insert name of school believes that all children and adults have the right to live in a supportive, caring environment in which pupils feel safe and free from bullying and harassment that may include cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability (as defined in the Equality Act 2010), and the use of discriminatory language. Bullying can be direct or indirect: 3.3.1. Direct forms include physical violence or threats; verbal assaults and taunts; the destruction of property; extortion and unwanted sexual interest or contact. Examples of indirect forms of bullying include ignoring and withdrawal of friendships; excluding and isolating young people; malicious gossip; offensive and threatening texting; spreading rumours and abusive or offensive graffiti. Bullying may also include being forced to become involved in criminal or anti-social behaviour. 3.3.2. Emotional (indirect bullying) including isolation of others by a refusal to co-operate with them and exclusion being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures), deliberately excluding from social groups or an activity by refusal to sit next to/ talk to/ work/ co-operate with others and refusal to follow staff instructions to do the above, or malicious rumours, e-mails or text messages, and also exclusion from play/discussions etc. with those whom they believe to be their friends. 3.3.3. Physical harm or its threat including the abuse of personal property – jostling, serious fighting, pushing, kicking, hitting, taking or hiding belongings, punching or any use of violence; deliberately destroying or damaging work or possessions or removing personal property, use of weapons/threatening use of weapon (or any object which could be used as a weapon), intimidation through physical gestures and actions. 3.3.4. Cyber – not occurring face to face but rather through electronic means including, but not limited to, social networking sites, internet and intranet sites, email, instant messaging, by mobile phone including through text messages and phone calls, photographs both real and manipulated and so on. * Increasingly, bullying is happening through new technology. This can involve sending inappropriate or hurtful text messages, emails or instant messages, posting malicious material online (e.g. on social networking websites) or sending or posting offensive or degrading images and videos. 'Cyberbullying' as it is often called, night take the form of 'real world' bullying being played out online. Situations may be deliberately engineered in order to photograph someone in a humiliating way and circulate this online. It can be particularly insidious because of the potential to follow children wherever they are, including in the home. * "Cyber-bullying is an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly over time against a victim who cannot easily defend him or herself." We recognise that the advent of cyber-bullying adds a new and worrying dimension to the problem of bullying as there no safe haven for the person being bullied. Unlike other forms of bullying, cyber-bullying can follow children and young people into their private spaces and outside school hours. Cyber-bullies can communicate their messages to a wide Print Date: audience with remarkable speed, and can often remain unidentifiable and unseen. ICT may be used to send threatening pictures or messages to others. * Seven categories of cyber-bullying have been identified: o Text message bullying involves sending unwelcome texts that are threatening or cause discomfort; o Picture/video-clip bullying via mobile phone cameras is used to make the person being bullied feel threatened or embarrassed, with images usually sent to other people. 'Happy slapping' involves filming and sharing physical attacks; o Phone call bullying via mobile phone uses silent calls or abusive messages. Sometimes the bullied person's phone is stolen and used to harass others, who then think the phone owner is responsible. As with all mobile phone bullying, the perpetrators often disguise their numbers, sometimes using someone else's phone to avoid being identified; o Email bullying uses email to send bullying or threatening messages, often using a pseudonym for anonymity or using someone else's name to pin the blame on them. o Online grooming, Chat room and Social Networking Site abuse involves sending menacing or upsetting responses to children or young people. o Bullying through instant messaging (IM) is an Internet-based form of bullying where children and young people are sent unpleasant messages as they conduct real-time conversations online; o Bullying via websites includes the use of defamatory blogs (web logs), personal websites and online personal polling sites. There has also been a significant increase in social networking sites for young people, which can provide new opportunities for cyber-bullying. * Because of the anonymity that new communications technologies offer, anyone with a mobile phone or Internet connection can be a target for cyber-bullying. Furthermore, bullies can reach much larger numbers within a peer group than they can with conventional bullying. Vindictive comments posted on a website, for instance, can be seen by a large audience, as can video clips sent by mobile phone. Most cyber-bullying is done by children of the same age. Although it leaves no visible scars, cyber-bullying of all types can be extremely destructive. Research has found that: o Between a fifth and a quarter of children have been cyber-bullied at least once over the previous few months; o Phone calls, text messages and email are the most common forms of cyber-bullying; o There is more cyber-bullying outside school than in; o Girls are more likely than boys to be involved in cyber-bullying in school, usually by phone; o For boys, text messaging is the most usual form of cyber-bullying, followed by picture/video clip or website bullying; o Picture/video clip and phone call bullying are perceived as the most harmful forms of cyber-bullying; o Website and text bullying are equated in impact to other forms of bullying; o Around a third of those being cyber-bullied tell no one about the bullying. Cambian Children's Services takes all form of bullying seriously and is particularly concerned to take action in relation to incidents which include racist, sexist, disability or homophobic elements. In these cases such issues will be specifically addressed with the bully (and his / her parent / carer / staff as appropriate) in the course of incident management. * Racist - Bullying directed at individuals of a certain race, culture, ethnicity, language, faith, community, national origin or national status. The distinctive feature of racist bullying is that the victim is attacked not as an individual but as the representative of a family, community or group. This is an area where schools are required to keep statistics about incidents. * Cultural – focusing on and/or playing off perceived cultural differences or similar. Sexist – covers a wide range of behaviour from name calling to physical sexual assault. It is the use of sexual language or negative stereotyping on the basis of gender. Sexual - is unwanted or inappropriate physical contact or sexual innuendo. * Homophobic - This is bullying which is directed towards people who are openly gay, bisexual, are perceived as gay, or show characteristics. Heterosexual young people subject to homophobic bullying are less reluctant to ® Cambian Group PLC 2014 SAFEGUARDING Approved by: Andrew Sutherland Date: June 2019 Print Date: -: Anti-Bullying Policy report it as this may enforce the stereotypical way that they are already viewed by others so sensitivity and positive support is required for victims. * Religious – Attacking faith, belief, religious practice or custom. Special Educational Needs and Disability – remarking upon, drawing attention to, or discriminating against persons with physical disabilities or learning difficulties or other identified special educational needs such as emotional and behavioural disabilities (EBD) and Specific Learning Difficulties (SLD) - (Dyslexia, Dyscalculia and Dyspraxia. Verbal - Name-calling, sarcasm, spreading rumours, making snide comments, teasing, humiliating others, threatening others, inciting others to humiliate and threaten others. Written – Spreading rumours, writing or printing unkind or malicious on paper. 4. Legal Status: Complies with Part 3, paragraph 10 of The Education (Independent School Standards Compliance Record) (England) (Amendment) Regulations. Cambian Group complies with legislation / regulations and requirements under the Quality Standards 2015 Social Care, England Children and Young Persons, England The Children's Homes (England) Regulations 2015. The Health and Social Care Act 2008 (Regulated Activities) Regulations 2015. Care Home (Wales) Regulation 2002 Preventing and Tackling Bullying: Advice for Headteacher, staff and governing bodies: DfE Guidance (October 2014): and the relevant aspects of Safe to Learn, embedding anti-bullying work in schools. Supporting children and young people who are bullied: advice for schools: DfE Guidance (March 2014). Cyberbullying: advice for Headteacher and school staff: (November 2014). Advice for parents and carers on cyberbullying: (November 2014) along with having regard for the guidance set out in the DfE (Don't Suffer in Silence booklet). Has regard to the Equality Act 2010 and the Public Sector Equality Duty. 5. Purpose - Aims and Objectives To seek to create a culture in which bullying of any kind is not accepted by anyone. To enable all staff to understand what constitutes bullying. We make it clear to Individuals, staff and parents that bullying is completely unacceptable. We strongly believe, as part of our behaviour policy, that Individuals have the right to study in a safe, supportive and secure environment, free from physical threats, verbal taunts and any form of harassment. Incidents of bullying threaten this and cause enormous stress to victims. We are therefore strongly committed to the avoidance of bullying in all its forms. To provide a clear framework for dealing with incidents of bullying, ensuring that bullies are dealt with swiftly and firmly. Our straightforward procedures make it easy to report bullying, including cyber bullying and bullying outside of school. Therefore if bullying does occur, Individuals should be able to tell, and know that incidents will be dealt with promptly and effectively. For all staff to be vigilant in recognising if bullying is taking place, and deal with it thoroughly and with sensitivity. Our aim is to promote positive relationships amongst all and to develop a culture in which individuals are listened to and their concerns taken seriously. We believe that the principle means of prevention is through the maintenance of conditions where bullying is less likely to flourish and is more easily detected. All Individuals are known to us personally and it is therefore easier for us to detect signs of possible distress. Moreover, we feel that it is important that they have free and informal access to the Head of Service and other staff. This can be seen in the procedures we adopt. However, a formal anti-bullying policy is -: Anti-Bullying Policy Approved by: Andrew Sutherland Date: June 2019 Print Date: of utmost importance. We aim to promote a transparency in human relationships so that children and young people, by default, are held to account for the feelings they may evoke in others. This policy applies to all activities both on and away from the location. In the event of bullying taking place among the staff, the Head of Service should be informed and appropriate decisions made with possible reference to the relevant Employment Policies and Procedures. Accusations of bullying of an Individual by members of staff will be investigated thoroughly. Members of staff to whom disclosures are made should initiate the following procedures themselves and/or consult with the relevant staff as appropriate. All disclosures, whether from an Individual, a parent, a member of staff or a SAFEGUARDING Approved by: Andrew Sutherland Date: June 2019 Print Date: volunteer should be taken seriously and treated with sensitivity. The victim(s) should be made aware that their safety is considered to be of paramount importance. 6. Policy To proactively work to prevent and eliminate any form of bullying by: 6.1.1. promoting good behaviour and positive relationships based on mutual respect. making pupils fully aware of the school's policy through, for example, a list of expectations; 6.1.2. ensuring pupils understand that if they have been bullied or have witnessed bullying, they should tell a member of staff, their parents or any helpful adult or friend; 6.1.3. promoting anti-bullying using educational elements such as our scheme for Personal, Social, Health, Economic education (PSHE)education assemblies, circle time, projects, drama, stories, literature, with discussion of differences between people and the importance of avoiding prejudice based language; 6.1.4. developing Social and Emotional Aspects of Learning (SEAL) throughout insert name of school and the curriculum; 6.1.5. informing parents by various means of the school's anti-bullying policy whilst encouraging them to support it; 6.1.6. providing counselling and help for victims of bullies and for bullies themselves ; 6.1.7. imposing reasonable, proportionate and consistent sanctions as and when necessary; 6.1.8. developing initiatives to raise awareness of the negative impact of bullying by any member of our community such as an anti-bullying assembly and peer mentoring; 6.1.9. familiarising all staff with the anti-bullying policy through In-Service training and Professional Development to ensure it is applied consistently and fairly and by showing respect for all, that they act as good role models for Individuals. For all Cambian Children's Services staff / carers to address issues of bullying in a consistent manner To make young people, parents / carers and staff aware of what steps to take when an incident of bullying has occurred. To demonstrate to bullies that their behaviour is unacceptable and to reassure victims that action will be taken to keep them safe, which includes strategies to address bullies' problematic behaviour in a fair, firm, non-oppressive manner and to provide them with support to enable them to change their behaviour. To clarify issues of responsibility for responding to incidents of bullying and to emphasise to staff, young people, parents and other interested parties the company's 'zero tolerance' attitudes towards bullying behaviour. To eliminate intimidating behaviour and promote an ethos in which each young person is safe and able to realise their full potential. To reassure parents / carers and placing social workers that the company takes the issue of bullying seriously and will take the necessary action to minimise its impact on the young people who live and are educated there in. To ensure records are kept to evaluate the effectiveness of the approach or to enable patterns to be identified. To ensure that each Individual is treated fairly and with respect. Bullying can take place between pupil and pupil, staff and staff and staff and pupil. We consider the pastoral care of the pupils and staff to be of prime importance. In class, this role largely rests with the class teacher. It is school policy that any misdemeanour will be dealt with by the member of staff present when it occurs, whether in the playground, classroom, cloakroom or any part of the school. A common code of behaviour is expected from everyone at Insert name of School (see Behaviour Policy). All staff and volunteers at Insert name of School are expected to treat each other with a professional level of respect. The term 'bullying' is commonly associated with acts of violence but non-physical 1 Approved by: Andrew Sutherland Date: June 2019 2022 27-Sep-22 Print Date: bullying is experienced by many pupils at some period during their school career. We believe that all children and staff should be able to work and play without any fear of being bullied by any other person. Bullying is not tolerated and all accusations are to be taken seriously and dealt with. Bullying can take place between pupil and pupil, staff and staff and staff and pupil. We consider the pastoral care of the staff and children to be of prime importance. In class this role largely rests with the class teacher. It is school policy that any misdemeanour will be dealt with by the member of staff present when it occurs, whether in the playground, classroom, cloakroom or any part of the school. A common code of behaviour is expected from everyone in the school (see Behaviour Policy). All staff and volunteers at our school are expected to treat each other with a professional level of respect. 7. Scope The policy applies to all incidents of bullying between young people whether they occur within or outside the setting including cyber bullying. If there are concerns about young people being bullied by staff / carers, these will be addressed through the Whistle-blowing / Safeguarding Policies. If a young person is being bullied by another young person with whom they attend School or who lives in another establishment the same procedures apply. If a young person is bullied or bullies others while on contact visits this Approved by: Andrew Sutherland Date: June 2019 Print Date: information will be shared with the young person's Social Worker and a strategy agreed to manage / prevent further incidents. Where there are concerns around staff on staff bullying, these will be addressed through the Harassment & Bullying Policy, Whistle Blowing policy and Code of Conduct. 8. Procedures Heads of Service for all Cambian locations are responsible for ensuring that clear local procedure is in place to support this policy for preventing and managing bullying incidents and that the procedure is routinely reviewed to reflect current and up to date local procedures and protocols. Procedures for the prevention and management of bullying incidents are underpinned by this policy and are set out in localised procedures using templates for each of our service types. 9. Availability: This policy and supporting procedure for each location is made available to parents, carers, staff and Individuals at the location office and where appropriate on the location's website. 10. Accountability All Heads of Service have day-to-day operational responsibility for this policy, and ensuring that all staff who may deal with concerns or investigations under this policy receive regular and appropriate guidance on its use. All colleagues are responsible for the success of this policy and should ensure that they use it to disclose any suspected danger or wrongdoing. 11. Standard Forms, Relevant Documents, Letters & References This policy supporting Documents Anti-Bullying Procedures Bullying Report Form ICT-Based Forms of Abuse (including Cyber-Bullying) Policy Anti-Bullying: Parents and Pupils Information Sheets, Anti-Bullying Code The School Rules, What to do if you are Worried Relevant Cambian Policy (other) Equality And Diversity including Equal Opportunities and Racial Harassment e-Safety Policy including ICT Acceptable Use Harassment and Bullying Policy- GHR 02 Positive Behaviour Management Policy (including Sanctions, Rewards, and Exclusions) Safeguarding Policy And Procedures including Child Protection Staff Code of Conduct 1 2022 27-Sep-22 Print Date: Page 9 of 10 Approved by: Andrew Sutherland Whistleblowing Policy External Guidance Child Line Pack: Dealing with Bullying and the importance of friends https://www.gov.uk/government/publications/preventing-and-tackling-bullying http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingD ownload/DCSF-01141-2009.pdf ® Cambian Group PLC 2014 SAFEGUARDING Approved by: Andrew Sutherland Date: June 2019 Print Date: -: Anti-Bullying Policy Page 10 of 10	<urn:uuid:ccdf499f-6704-4262-81e8-0656da23bd9e>	CC-MAIN-2023-06	https://www.cambiangroup.com/media/2655213/Tyldsley-School-Anti-Bullying-policy-Sept-2022.pdf	2023-02-03T07:25:33+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00797.warc.gz	699,342,445	4,638	eng_Latn	eng_Latn	0.962747	eng_Latn	0.996823	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 326, 1001, 6016, 10400, 14184, 15051, 18898, 20410, 22559, 23028 ]	[ 3.296875, 2.359375 ]	59	0
Indiana Academic Standards Social Studies: Grade 4 Introduction The Indiana Academic Standards for grade 4 social studies are the result of a process designed to identify, evaluate, synthesize, and create the most high-quality, rigorous standards for Indiana students. The standards are designed to ensure that all Indiana students, upon graduation, are prepared for both college and career opportunities. In alignment with Indiana's Every Student Succeeds Act (ESSA) plan, the academic standards reflect the core belief that all students can achieve at a high level. What are the Indiana Academic Standards? The Indiana Academic Standards are designed to help educators, parents, students, and community members understand what students need to know and be able to do at each grade level, and within each content strand, in order to exit high school college and career ready. The academic standards should form the basis for strong Tier 1 instruction at each grade level and for each content area for all students, in alignment with Indiana's vision for Multi-Tiered Systems of Supports (MTSS). While the standards have identified the academic content or skills that Indiana students need in order to be prepared for both college and career, they are not an exhaustive list. Students require a wide range of physical, social, and emotional support in order to be successful. This leads to a second core belief outlined in Indiana's ESSA plan that learning requires an emphasis on the whole child. While the standards may be used as the basis for curriculum, the Indiana Academic Standards are not a curriculum. Curricular tools, including textbooks, are selected by the district/school and adopted through the local school board. However, a strong standards-based approach to instruction is encouraged, as most curricula will not align perfectly with the Indiana Academic Standards. Additionally, attention should be given at the district and school level to the instructional sequence of the standards as well as to the length of time needed to teach each standard. Every standard has a unique place in the continuum of learning omitting one will certainly create gaps - but each standard will not require the same amount of time and attention. A deep understanding of the vertical articulation of the standards will enable educators to make the best instructional decisions. The Indiana Academic Standards must also be complemented by robust, evidencebased instructional practices, geared to the development of the whole child. By utilizing well-chosen instructional practices, social-emotional competencies and employability skills can be developed in conjunction with the content standards. Acknowledgments The Indiana Academic Standards have been developed through the time, dedication, and expertise of Indiana's K-12 teachers, higher education professors, and other representatives. We wish to specially acknowledge the committee members who dedicated many hours to the review and evaluation of these standards designed to prepare Indiana students for college and careers. Social Studies: Grade 4 / Indiana in the Nation and the World Students in grade 4 apply their growing academic skills and knowledge to an exploration of Indiana and its relationships with regional, national, and world communities. Students are beginning to develop a more refined concept of time and can begin to deal with causeand-effect relationships and decision-making processes, such as identifying problems and considering alternative solutions and their subsequent consequences. These skills and concepts must be related to students' lives and should be presented in a wide variety of resources and hands-on-activities, which include: (1) collecting and analyzing data, primary documents and artifacts, (2) making models and maps, (3) talking with community resource persons, and (4) visiting historic sites and buildings. In grade 4, students identify key people, places and events that have shaped their state and region. They learn to explain how changes have affected people and communities. Students identify major landforms, water features and resources, and explain how they have influenced state and regional development. They learn to describe the basic structure of state government and explain its purpose. Students have opportunities to actively explore and appreciate the diverse cultures which have contributed to Indiana's heritage. Students also learn to develop proficiency in working cooperatively in groups to: (1) collect data from a variety of resources, including electronic and print media; (2) organize data using a variety of texts (written text, graphs, charts, maps, time lines, data, audio, visual); and (3) develop conclusions. Indiana academic standards for grade 4 social studies are organized around four content areas. The content area standards and the types of learning experiences they provide to students in grade 4 are described below. On the pages that follow, age-appropriate concepts are listed for each standard. Skills for thinking, inquiry and participation are integrated throughout. Please Note: Examples, when provided, are intended to help illustrate what is meant by the standards. They are only a starting point and are not exclusive. Many additional possibilities exist. History Standard 1: Students trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. American Indians and the Arrival of Europeans to 1770 4.1.1 4.1.2 Identify and compare the major early cultures that lived in the region of Indiana before the arrival of the Europeans, and before Indiana became a state. * Examples: Paleo-Indians such as the Hopewell, Adena, and the Mississippian cultures Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. * Examples: Miami, Shawnee, Potawatomi, and Lenape (Delaware); Resource: Conner Prairie Native Americans in Indiana The American Revolution and the Indiana Territory: 1770 to 1816 Explain the importance of the Revolutionary War and other key events and people that influenced the development of Indiana as a state. 4.1.3 * Examples: George Rogers Clark and the Fall of Vincennes (1779), development of the Northwest Territory, Indiana becoming a U.S. Territory, Chief Little Turtle, Tecumseh, Tenskwatawa (the Prophet), William Henry Harrison, and the Battle of Tippecanoe (1811) 4.1.4 Summarize and explain the significance of key documents in Indiana's development from a United States territory to statehood. Give examples of Indiana's increasing agricultural, industrial, political, and business development in the nineteenth century. 4.1.9 4.1.10 4.1.11 4.1.12 * Examples: Growth of railroads and urban centers, such as Indianapolis, South Bend, Evansville, Fort Wayne, and Gary; President Benjamin Harrison; expansion of the educational system and universities; the growth of labor unions; and the start of Eli Lilly's pharmaceutical business Growth and Development: 1900 to 1950 Describe the participation of Indiana citizens in World War I and World War II. * Examples: Home front activities such as planting victory gardens, air raid drills and rationing; the use of Indiana steel mills to manufacture weapons; the contribution of troops; and the war reports of Ernie Pyle Identify and describe important events and movements that changed life in Indiana in the early twentieth century. * Examples: Women's suffrage, the Great Depression, World War I, African-American migration from the South, and World War II Describe the transformation of Indiana through immigration and through developments in agriculture, industry, and transportation. * Examples: The impact of improved farming methods on Indiana agriculture; the development of Indiana's automobile industry such as the Studebaker and the Duesenberg; the glass industry; the Ball Brothers; the growth of the steel industry in northern Indiana; and immigrant influence on cities and coal mining regions of the state Contemporary Indiana: 1950 to Present Civics and Government Standard 2: Students describe the components and characteristics of Indiana's constitutional form of government; explain the levels and three branches of Indiana's government; understand citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. Geography Standard 3: Students explain how the Earth/sun relationship influences the climate of Indiana; identify the components of Earth's physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how people have adapted to and modified their environment, past and present; identify regions of Indiana, and compare the geographic characteristics of Indiana with states and regions in other parts of the world/country. Terminology is listed in the order it appears in standards. primary source: developed by people who experienced the events being studied (i.e., autobiographies, diaries, letters and government documents). secondary source: developed by people who have researched events but did not experience them directly (i.e., articles, biographies, Internet resources and nonfiction books). civic virtues: behaviors that contribute to the healthy functioning of a democracy. lithosphere: the soil and rock that form Earth's surface hydrosphere: all the water on Earth's surface, including the hydrologic cycle (precipitation, evaporation, and condensation biosphere: all plants and animals (flora and fauna) goods: tangible objects, such as food or toys, that can satisfy people's wants and needs services: actions that someone does for someone else, such as dental care or trash removal productivity: the amount of goods and services produced in a period of time divided by the productive resources used trade: the voluntary exchange of goods or services supply: what producers are willing and able to sell at various prices demand: what consumers are willing and able to buy at various prices functions of money: helps people trade, measures the value of items, facilitates saving entrepreneur: a person who takes a risk to start a business profit: revenues from selling a good or service minus the costs of producing the good or service	<urn:uuid:9403aca8-3160-4eda-8a48-39cb5aae0eaf>	CC-MAIN-2023-06	https://www.in.gov/doe/files/Grade-4-SS-Standards-2020-v2.pdf	2023-02-03T07:09:45+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00796.warc.gz	837,330,291	2,045	eng_Latn	eng_Latn	0.990458	eng_Latn	0.995987	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 50, 3087, 5328, 6723, 8245, 8745, 9212, 10652 ]	[ 4.5 ]	2	0
Objectives In this activity, students will: 2. Find the pores, called stomata, that let gasses in/out of a leaf. 1. Observe the structures that make up the surface of a leaf. 3. Explore the ways that plants gain mass. Materials * Student Data Sheets (1 per person) * Computer and Projector for video clips (optional) * Preparing Your Specimen Sheet (1 per lab team) * Plant Leaves (Ferns, or any leaf with a smooth surface, work well) * Clear Nail polish (Sally Hansen InstaDri "Quickly Clear" color works well) * Clear tape (Packing tape or transparent tape, not scotch tape) * Microscope slides * Trays (to hold the materials, optional) * Microscopes Vocabulary Stoma (singlular)/Stomata (plural): a structure on the surface of a leaf that modulates gas exchange between the plant and its environment. Carbon Dioxide: a colorless, odorless gas that is present in the atmosphere, breathed out during animal respiration, produced by decaying plants, used by plants in photosynthesis, and formed when any fuel containing carbon is burned. Teacher Background Information Stomata Stomata are responsible for allowing gas exchange between the inside of the leaf and the atmosphere. Stoma is the singular and stomata is the plural form. When viewed with a microscope, they often look like coffee beans. There are more than 32 stomata in the image of the Western Sword Fern leaf, to the right. Carbon dioxide (CO₂), oxygen (O₂) and water (H₂0) commonly move in or out via the stomata. While gas exchange occurs, carbon (C) stays inside the leaf as a building block for the plant. Often, stomata are open during the day when photosynthesis is taking place and closed at night when it stops. By doing so, plants don't lose too much water. If the stomata are open, gasses diffuse from areas of higher concentration to lower concentration. If photosynthesis is occurring the CO₂ higher concentration is outside the leaf. For H₂0 and O₂ the area of higher concentration is inside the leaf. This process is depicted in an animated clip prepared by Carnegie Institute for Science at http://www.youtube.com/watch?v=TuwAtfBk6NI. A common misconception that students have is that the stoma's size can keep out large molecules and just let in the little molecules like CO₂ and H₂0. A stoma is on the order of 10 -6 m, while a CO₂ molecule is on the order of 10 -10 m. If we pretend that a stoma opening is one meter across, then the CO₂ molecule would be one tenth of a millimeter in size. Each stoma is made of two guard cells. When these guard cells are swollen with water, they create an opening between them, the stomatal pore. Gas exchange occurs via the pore. When the guard cells are flaccid they lay close together, thus closing the stomatal pore. Plants that are "dicots" have kidney shaped guard cells and plants that are "monocots" have dumbbell shaped guard cells. Stomata structure of dicots Images from: http://www.tutorvista.com/content/biology/biology-iv/plant-water-relations/stomatal-mechanism.php Stomata structure of monocots Normally stomata open in the morning and close during the night. However, not all plants open their stomata during the day. Some plants such as cacti and succulent plants open their stomata at night and close them during the day, in order to prevent losing too much water. Stomata are usually found on both the top and the bottom of a leaf. Many plants have more stomata on the underside of the leaf. However there are exceptions, monocots, like grasses, have similar numbers on both the top and the bottom. Plants whose leaves rest on the surface of the water, like water lilies, often have very few stomata on the wet underside of their leaves. Lenticels Stomata are not the only way for plants to exchanges gases with the air. Plant roots, stems, bark, and fruits have lenticels on their outer surface. These allow oxygen in and carbon dioxide out, as the plant respires. They do not open and close, the way that stomata do. Examples of lenticels are the little spots on pears and the horizontal stripes on cherry tree bark. Stomata Printing Scientists make prints of stomata in order to easily see the surface of a leaf under the microscope. This video, http://www.youtube.com/watch?v=XcLhuLONQZg , shows the process that we outline below. If you want to make the stomata or the locations of the stomata a surprise for your students, do not show it to the students before they begin, as it contains spoilers. The video also incorrectly states that the cells from the surface of the leaf are pulled off. Instead the nail polish is removed from the surface of the leaf. It is an impression of the leaf surface. The nail polish is just like plaster poured into a footprint in sand. Some leaves work better than others for making prints. We find that smooth, sturdy leaves work well. We run into difficulty if leaves are very delicate or are covered by lots of hair. For this reason we suggest that you try your leaves out first or let students know that the method may not work for every leaf. You can also try this method with dried leaves. Activity Introduction Begin by showing students a time-lapse video of plants growing, and asking them to think of how plants grow, and gain mass. After giving them time to think and discuss let them know that this lab will involve looking close at the surface of plants' leaves to examine ways carbon dioxide enters a leaf. Ask students, "what do you think the surface of a leaf will look like, when you look at it with a microscope?" Have them examine leaves up close and brainstorm where they think most of the carbon dioxide will enter the leaf. Procedure 1. Students can work singly or in pairs. Pass out the data sheets first and have students answer questions 1 and 2 on their own, or in small groups. 2. Then, pass out the instruction sheets or display it on an overhead. Have students complete the first two steps, and then wait for the nail polish to dry. If you are using the Sally Hansen InstraDri the nail polish will need 5 minutes to dry. If you are using other nail polish it can take up to 15 minutes to dry. 3. While the nail polish is drying have students watch the NASA video: Watching the Earth breathe: http://svs.gsfc.nasa.gov/goto?3947 , and have students discuss their observations. Ask questions such as: What patterns do you notice? Why do you think those patterns exist? 4. If this is the first time students will be using microscopes, introduce students to the parts of a microscope, and how to use them. If you are on a time crunch, you can speed things up by prefocusing the scopes ahead of time. 5. Finish preparing the specimens by completing the rest of the steps. Then, have students complete the rest of the investigation. 6. Have the students draw the structures that they see. Then circle the structure that they think might let air in/out of a leaf. They should be prepared to share their reasoning for their choice. Note: some leaves are quite large and can take a lot of time to try and see the whole leaf. To speed things up, have students examine only what appears in one frame of the microscope. Discussion As a class, have students bring up their sketches and show the class the structures that they believe might let air in/out of a leaf and their reasons for making that choice. Then, show them the pictures of the stomata and reveal the ways that these structures work. On average, how many stomata were found on the topsides of leaves? How many were found on the bottom sides of leaves? Why do you think the results show this? Were the stomata open, or closed? Why do you think that is? If you used multiple types of plants, were there any similarities or differences? What other questions do you have about stomata? Extension Keep a parking lot with questions that arise during the discussion. Then as a class, see if you can answer some of those questions with further investigation using the microscopes, leaves and nail polish. References "Convenient method for studying grass leaf epidermis." Khidir W.H. and J.L. Randall. Taxon. 33(3): 413-415. August 1984. Retrieved on July 22, 2013 from http://www.jstor.org/stable/1220980 Lenticels. Retrieved on July 22, 2013 from http://www.botgard.ucla.edu/html/botanytextbooks/generalbotany/barkfeatures/lenticels.html Correlated California State Content Standards Grade Five 2a. Students know many multicellular organisms have specialized structures to support the transport of materials. Life Sciences 2f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen. Grade Six 5b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. Ecology Grade Seven 1. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only through a microscope. Cell Biology Next Generation Science Standards Grade Five 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. Performance Expectation 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Organization for Matter and Energy Flow in Organisms LS1.C DCI Cycles of Matter and Energy Transfer in Ecosystems LS2.B Middle School MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. Performance Expectation MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. 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Emily Reute When we think of Germany, we do not think of a princess from Zanzibar who lived, married and raised her children here. Who was this princess, and what did she bring to this country and why is she not taught in schools? Is it because of the history of the German colonial power which misused her situation, or was it that she was conveniently forgotten or ignored? Many questions remain open and for some, she is the princess from Africa, from East Africa, and for others, she remains a unique woman who came to Germany and had to sort out her life in a new, hostile and strange world where she was seen as the exotic, the other, and not as the woman who came of her own choice to marry and live with Heinrich Rudolph Ruete, her husband. Her life became dedicated to the education and rearing of her children, so in her memoirs, we learn about a mother struggling from privilege, impoverished by both her family and the German states views on widows. More about this later. If you happen to walk around Uhlenhorst-Hamburg, you'll find a brief entry written about her at the square named after her. If you don't know about Emily Ruete, you may just pass it by and not see the relevance of what foreign women artists today encounter in Germany. It is not so different. So, even though her book has been often reprinted in German, it has often been forgotten, including the French and English reprints that came out during her lifetime. The fact that she lived here, plays and musicals were written about her, books about Zanzibar as an exotic colony that got traded by Germany, to the British were spun, and none of this is to be seen in the square that was recently named after her in Uhlenhorst-Hamburg. It is close to a playground on the Wandse. Additionally, if you ask most German youth attending lower and upper schools if they have heard about her in their history classes, they shrug and say no. They are not told her story and few go to the Ohlsdorf cemetery to find her grave on the Ruete family plot. The curiosity comes and goes. Her father had a large harem and his children were multiracial which is still normal in Arab cultures. Her mother had been Circassian, and she grew up well-educated with her many brothers and sisters. As a sultan with a Syrian background, her father had the power to rule Oman, Zanzibar. In her memoirs, she has tried to bring that life to us—where the well-off people of Zanzibar had self-confidence, believed that they were civilized and did not have to look up to Europe for culture. When her husband met her, he was her neighbour and had come from Hamburg, Germany to trade cloves and purchase them for Europe and Persia. Cloves had made Zanzibar quite wealthy, and it was viewed as a paradise for Germans and British people as well. From time to time, there has been renewed interest in Emily/Sayyida Salme's story, and her choice to come to Hamburg and give up being the daughter of a sultan occurred when she became involved with a German merchant and became pregnant. Her family had wanted her to marry a prince of their choosing and her choice banished her from ever returning to Zanzibar. Even though she was to inherit from her mother, her brother vetoed this and refused to meet her in England to resolve their differences and inheritance. Her choice for love and being pregnant, severed her ties from her previous life. So, with a heavy heart, in 1887, she chose to follow Rudolph Heinrich Ruete, who became her husband. They married in Aden where her firstborn son was born. Unfortunately, this son died en route to Germany on the train. Once she came to Germany, she was simply viewed as the wife of a well-known merchant but was not regarded as an important person. Her value as a person changed for the worse in Germany who viewed her as foreign, exotic, suspect and not an individual with merit, worth and education. It must be noted that Rudolph could not help her in her cultural transition and that somehow the sacrifice for love was not acknowledged by the high-society, in Hamburg, who could not fathom that she gave up her privileged life in Zanzibar to follow her German merchant husband when she was four months pregnant. So that she could marry Rudolph, she became a Christian and assumed the name of Emily Ruete. In this religious ambiguity as well as her OmanZanzibar background, many people have not known how to place her and this remains a dilemma. When I became curious about her, I walked around Uhlenhorst, which is incidentally the neighbourhood where her husband died. While walking through this district to find the square, I asked young students in this area which is full of art schools and colleges, if they knew who she was and what her contribution to Hamburg is. They shrugged and said that they had never heard about her, nor had they known that this brown woman in Hamburg who was a force to be reckoned with had navigated the systems she came from as well as this one here in Germany. These well-informed students added that they had not heard about other foreigners or Germans of different backgrounds, and definitely not women of colour, who were writers and teachers. Some said that they were surprised and thought that German men marrying foreign women was a modern phenomenon. This was very telling and sad to hear. I hope that by offering a glimpse of Emily Ruete/ Sayyida Salme Said, Princess of Zanzibar, she will be remembered for her love of humanity and her desire to bring all people together. She wrote her autobiography, which was published as, "Memoiren einer arabischen Prinzessin" (Memoirs of an Arabian Princess),. to make us aware that all immigrants enrich German society and should have their rights protected by the law, particularly women, inclusive of inheritance issues. This is evident in certain online presentations as well as in her memoir where her talents as a great storyteller can be appreciated. Although it was an open secret that she had this affair, the consequences of leaving her religion and her land, placed her on bad terms with her nation. Her brothers who became sultans did not answer her letters over the years. When she left Zanzibar for love and expected that her lover would look after her, she left with the openness for newness and possibility that Heinrich, her now-husband had promised, even though it took him 9 months to arrive in Aden where she quickly was converted to Christianity, they hastily married, and the family set off for Germany by train. Sadly, her newborn son died en-route to Hamburg and she did not know how to deal with this loss. She did not understand how she could find comfort in the new religion that her husband had not prepared her for. Nothing in her life prepared her for life as the wife of a merchant in Hamburg. Her husband changed once they arrived in Germany where she was treated as if she were an exotic attraction, and not as a person. Even though her German was broken, she tried to engage with her surroundings which she soon afterwards gave up as people stared and smiled at her. Heinrich did not understand her frustrations enough to give her the aid she needed in living in a new world where a brown-skinned woman, was not usually seen as being the wife of a man who lived on the Alster, in a mansion. She had expected more equality from Christians and found Germans not practising this religion that she, herself, could not understand, which is why she later wrote that she was neither Christian nor Muslim, as Christianity was not explained to her. When Salma Sayeeda/Emily arrived in Germany, she came alone with Her husband, Heinrich, as her baby had died. The family of her husband was distant and did little to make her feel comfortable in her new country. There was talk that she must be fat or have black feet that could not walk well like Chinese women. She was confronted with this annoying, nonsensical rubbish and she became quite irritated as to how she was treated. She was not used to such rudeness, even though the upper-class in Hamburg thought that they treated her well. I can well imagine her story and it is not so different than today. I would have loved to have had her as a friend to discuss our difference and view of this country as interactive observers. The people she encountered could not comprehend that even though she was from the far-off continent of Africa, that this princess was as royal as any European royalty. She was a writer, a feminist, and an activist who was very involved with the rights of German women, foreigners and poor people. After her husband died, she went from being well-off to having officials who prevented her from having her inheritance, thus impoverishing her and her children. She ended up impoverished, due to loss of inheritance, both in her homeland and in Germany. So, I am on the quest to know who was Sayyida Salme Said, princess of Zanzibar and how did she become Emily Ruete and how did she become a citizen of Hamburg? What was it like to have brown skin and have lived in luxury where you were looked up to and respected, to come to a country where was seen as an outsider who was to be treated with suspicion? Was she an exotic anomaly or was she a force to be reckoned with? As a writer, she was an artist, as a woman who lost her status in Germany when her husband died in an accident, she became a resourceful woman. Even though she mastered German, she had to support her family by teaching Arabic and Swahili after the death of her husband from a streetcar accident in Hamburg-Uhlenhorst. As her inheritance in both Hamburg and Zanzibar were withheld, she became the bread-winner of her family and was forced to look for more affordable areas in Germany to raise her three remaining children who were born one after the other, so she went to look for work for temporarily in Dresden, Berlin, Rudolphstadt and Cologne. This status and income for foreign language teachers continues today, and more often for women. Free-lance teachers are not legally given the status to look after their families as employed people are. She was able to use her talents and skills resourcefully, as she had an excellent education to raise her children, to write and find creative means to support them. She finally settled in Berlin as she wanted to live in a more cosmopolitan area. I have learned much about her life by viewing the documentary with her great-great-granddaughter, Andrea Stumpf, a lawyer and a mother who has done a lot of research on her ancestress, Salma Sayeeda/Emily, who she is proud to discuss. Due to her continual financial issues, as well as her inheritance in both Germany and Zanzibar being withheld from her, she emigrated from Germany in 1888 with her daughters Antonie Thawka Ruete (born in 1868) and her younger daughter, Rosalie Guza Ruete (born in 1870), to join her son Rudolph,( born in 1869), in Beirut. Her son Rudolph had become a German official at the consulate there and was able to accommodate his mother and sisters. Earlier, in an attempt to get her inheritance and reconcile with her family, she had travelled to London to meet her brother Bargash, who had become the sultan of Zanzibar. He simply refused to grant her an audience. Bargash was in London for an official state meeting but he refused all contact with his sister and was completely against giving her, her inheritance. When she had fled Zanzibar, she lost her inheritance, which had been hers from her parents, so she was completely without means due to the death of her husband and her choice to emigrate. Later on, in 1922, her nephew Khalifa Ben Bargash, who was the son of her half-sister granted her a small pension. It seems that although the British had been influential in her flight from her homeland, they lost all interest when Helgoland was swapped for Zanzibar. The Bismarck even used this issue nineteen years later to obtain the interior lands in East Africa bypassing previous agreements with the sultan of Zanzibar and his supporters. Emily Ruete/Sayyida Salma, whose religious ambivalence was pronounced, died in Jena, in 1924 and was buried in Hamburg in the Ruete family plot where she is honoured in the Garden of Women in 2007, at the Ohlsdorf cemetery on plot U27. There, a plaque was placed where she was finally honoured in 2007 for the European Year of Equal Rights for All. Magnificently, it stated that her life story should remind us that all immigrants should not be discriminated against. In her life, this was often what she had to deal with, as well as her daughters. Most of her letters are housed in Leyden, in Holland at that university as her son donated them there due to some interest in Arabic culture in East Africa. In her last years, she lived with the parents of her son-in-law in Jena. I am curious as to how her life was there and how she was treated. It is noted that her daughter, Rosalie divorced her husband, so there may have been a strain. Even though she was buried on the Ruete family plot, U27, she became viewed as a prominent person in the Ohlsdorf cemetery in 2007. Curiously, in some books about German women, she is mentioned but they stray from dealing with her story. This is probably why she initially published her story and told it as she saw and experienced life, in Zanzibar, Germany, Beirut and East Germany. Her book, published in 1886, called "Memoiren einer arabischen Prinzessin.", "Memories of an Arabian Princess", was her attempt to make the public aware of different types of foreign women. living in Hamburg. She wanted the world to know about life in her country of birth and the way that a well-received girl-child born in 1845 developed with love and attention in Zanzibar, as a thinker and writer. In 1886, a Berlin publisher brought out her book, which was soon afterwards made available in English. As she needed to support herself and to tell her story from her perspective, she hoped that other foreigners in Hamburg would gain respect and understanding once her book was made available in English, French and German. Because of who she was, she learned to speak and write German fluently when she was an adult and her parents in law insisted that she speak fluently. She was under great pressure to adapt to the culture of Hamburg and support groups at that time did not exist. Salma Sayeeda/Emily had to deal with the consequences that marrying a foreigner and a non-Muslim, as well as converting to Christianity brought her which breached her life as an Arab princess from Zanzibar from that of other Muslims in Germany. Yesterday, I spoke with some Lebanese Arab Christian women who fondly told her story to me that they learned about in school in Beirut and Tripoli. It would have been great for people growing up in Germany where she spent most of her life to have known about her as a role model. For Emily/Sayeeda, it was vital that she actively advocates for other people of colour, here in Germany, so she wanted to tell her story to encourage others to know about diversity in Hamburg, and Germany. Her own experience in Germany was the motivation that she had to advocate for foreigners, in particular foreign women and their rights, should they lose their spouse to death or divorce. Unfortunately, her book of memoirs did not get much attention due to historical issues, and it went out of print. Colonial Germany and the rest of the colonies did not want to hear her story as it jarred with how women of colour were presented. Her book confronted these myths and so it was comfortably forgotten. To conclude, if you read her book, you will note that she was neither completely Christian nor Muslim, which is revealed in the online documentary on youtube, where her descendants speak in German about her life and quote from her memoirs which were published in two volumes by a Berlin firm in 1886. As she came from a privileged background her book is the first known book written in German by an Arabian Muslim woman in the history of Europe. Her literary contribution was reprinted after her death, but once again fell into obscurity. In the documentary with her greatgrandchildren and others who spoke about her contributions, there is speculation as to why there was not enough attention given to her book or her life. Emily/Sayyida and her book were both treated as if she were merely an oddity, without perceiving her achievements as a teacher and a writer who had to support her children and herself at a time when most women in Germany were not allowed to work. Posthumously, she was discussed from time to time, but has often forgotten or purposely "ignored" Her interest in double consciousness which Du Bois spoke about was uncomfortable for the colonial powers who only wanted to use her to get access to East Africa or trade it off at the Congo conference. Perhaps the historical discrepancy is due to the fact that it seems as if when these memoirs appeared, Germany's colonial ambitions were strong and British East Africa which was a protectorate including Zanzibar was still being "negotiated." Helgoland was traded for Zanzibar. Is this a case of trading paradise for stormy weather, it is up to you to decide. Source material: - Ruete, Emily. Memoirs of an Arabian Princess from Zanzibar (p. 5). Stone Town Press. Kindle Edition. - Film and Discussion about Emily Ruete, (Sayyida Salme Said Princess of Zanzibar) von GITA HASHEMI - Passages II: Inhabiting the North, 1h 26m, 2015, in English. This is a work by Gita Hashemi, with Sarah Abu-Sharar, Zainab Amdahy, Salma Al-Atassi, Claude Awad, Azar Masoumi and Nicole Tanguay. This is a collaborative performance video that shows women with varied backgrounds in Germany which takes a deep look at food, gender, heritage and colonialism, regarding the life of Emily Ruete, who married and followed the German merchant Rudolph Heinrich Ruete to Germany. In this exploration, she evolves into a force of brilliancy. - Wikipedia, German and English, Emily Ruete - Emily Ruete in 1886 the book, the Autobiography, „Memoiren einer arabischen Prinzessin"; Memoirs of an Arabian Princess. In the year her work was published, it was republished four times due to massive interest. Briefly, during that time many contemporary magazines published full reports about her which often ran into exaggerated reports. This may be because her work, her memoir was the first published autobiography by an Arabian woman to be published in the Western world. - In 1887, the first anonymous translation from German into English appeared, with the original title in English," Memoirs of an Arabian Princess" which appeared in two volumes. Le Cour Grandmaison.[1 - In 19891, memoirs of Emily Ruetes were published by the ethnologist and Islam Specialist, Annegret Nippa as a reworked piece on her life and contributions under the title „Life in the Sultan's palace which was reprinted 2011. - In 1993 her work was re-translated and re-published with the title „An Arabian Princess Between Two Worlds" by the Dutch Islamist Emeri Johannes van Donzel (1925–2017, who was able to get a lot of material and letters as well as pictures from her son, Heinrich Rudolph Ruete, at the Oosters Institute, in Leiden, Netherlands - In 1999 the diplomat and historian, Heinz Schneppen published her letters in German about and to people in her home country through the Philo Publishers. It is called „Emily Ruete: Letters Home." - Additionally, there are two short texts which deal with her return home to Zanzibar in 1888 which details more memoirs and the traditions of Syrians as well as items from her estate - https://www.youtube.com/watch?v=X286PV5XKk0&t=1156s, The Princess of Zanzibar, with her great-great granddaughter, Andrea Stumpf - Musical about her life by - Georgia Charlotte Hoppe: Project Salme – a poetic, musical approach to her life. . Der Klavierauszug hat 108 Seiten incl. eines achtseitigen Librettos mit Regievorschlägen. Verlag Edition Meisel & Co (2017), ISMN 979-0-50072-614-2 (Suche im DNB-Portal). Zari Harat Von Essen Str 55 22081 Hamburg firstname.lastname@example.org 0171/53 93 140 www.zariharat.com -	<urn:uuid:1169f328-0a69-409a-8d92-7b23b9a21d66>	CC-MAIN-2023-06	https://xn--afropa-fua.de/wp-content/uploads/2022/04/emily-reute_core.pdf	2023-02-03T08:02:48+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00801.warc.gz	1,119,058,666	4,397	eng_Latn	eng_Latn	0.995972	eng_Latn	0.99871	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4435, 8831, 12969, 17211, 20146 ]	[ 2.015625, 1.6328125 ]	2	0
World Ozone Day for the Preservation of the Ozone Layer Today, 16 September, the world is celebrating the World Ozone Day 2022. This year we celebrate 35 years of the Montreal Protocol. The theme for this year's celebration, 'Montreal Protocol@35: global cooperation protecting life on earth', has been retained to acknowledge the importance of multilateralism and effective international cooperation in addressing the depletion of the ozone layer implying that human life and vital ecosystems will be able to survive and thrive while shielded from harmful UV radiation. Ozone layer protection also contributed to slow climate change: if ozone-depleting chemicals had not been banned, we would be looking at a global temperature rise of an additional 2.5°C by the end of this century. This would have been a catastrophe. The ozone layer is in fact a region of the earth's atmosphere known as the stratosphere, that absorbs most of the sun's ultraviolet radiation, which otherwise would have had a detrimental effect on the health of living things of the planet in particular humans and plants. Without the ozone layer, it would be nearly impossible for anything to survive on the planet. Trade in ozone depleting substances is regulated under the Vienna Convention and the Montreal Protocol. Ozone depleting substances are substances used as refrigerants in air conditioners, refrigerators, aerosols, fire extinguishers etc. Examples of Ozone Depleting Substances include Chlorofluorocarbons (CFCs), Hydrochlorofluorocarbons (HCFCs), Halons, Carbon tetrachloride, Methyl bromide, Carbon tetrachloride and Methyl chloroform. Mauritius joined the Montreal Protocol in 1992 and has since then, complied with all of its provisions. After successful banning of CFCs in 2005 (five years ahead of the schedule for developing countries), Mauritius embarked in 2011 on the implementation of the Hydrochlorofluorocarbons Phase out Management Plan. The objective is to phase out import and use of Hydrochlorofluorocarbons by 2025, again five years ahead of the date scheduled for developing countries. However, the interim alternatives to CFCs and HCFCs, mainly the use of Hydrofluorocarbons (HFCs) have proved to be potent greenhouse gases. Studies have shown that the increasing trend in the use of HFCs could rise by 30% by 2030. It is projected that, by reducing the use of HFCs, a global temperature rise of 0.4 o C could be avoided. Along this line, the Montreal Protocol has been accordingly amended to phasedown the use of HFCs through the Kigali Amendment which was adopted in 2016. Mauritius has ratified the Kigali Amendment on 1 st October 2019. It has started its implementation namely through awareness raising campaigns and training of technicians in the refrigeration and air conditioning sector on natural refrigerants. A Hydrofluorocarbons Phase down Management Plan will be prepared and will include mainly technology transfer to both ozone and climate friendly technologies. Under the Kigali Amendment, Mauritius, being a developing country, will be required to freeze the import of HFCs as from 2024. In Mauritius, HCFCs and HFCs are used mainly in the refrigeration and air-conditioning sector at both domestic and industrial levels. These include ozone and climate friendly refrigerators which are already available on the local market. The public in general are encouraged to use ozone and climate friendly appliances and help protect the ozone layer as well as contribute in the reduction of green-house gases emission. We wish you all a happy International Ozone Day.	<urn:uuid:a6d1dce7-9c02-4287-96e0-470db042f63b>	CC-MAIN-2023-06	https://environment.govmu.org/Documents/events/Message%20to%20GES%20users%2015%2009%2022.pdf	2023-02-03T06:04:48+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00803.warc.gz	256,338,747	779	eng_Latn	eng_Latn	0.994364	eng_Latn	0.994364	[ "eng_Latn" ]	false	docling	[ 3594 ]	[ 2.578125 ]	1	0
Freezer Surprise My family considers our freezer unorganized. There is a system (only known to me) but I admit there are several unlabeled items. Unfortunately, my family doesn't share my excitement for freezer surprises. One of my memorable freezer surprises happened when I was thawing refried beans. I used the microwave to thaw the brown mixture. After stirring, I realized it was not refried beans but beef stroganoff. I had used a container that would have required labeling with tape. I didn't have tape in a convenient location and I thought "I'll remember what is in this container." Unfortunately, it was a freezer surprise. Using a freezer is a great method of food preservation. Food kept at 0 ºF will keep safe indeﬁnitely but quality will reduce over time. Some foods (lettuce, cream sauce, and mayonnaise) do not freeze well. Raw meat and poultry maintain quality longer than cooked items because moisture is lost during cooking. If you ﬁnd a freezer surprise, check the odor. Some foods will develop a rancid or off odor when frozen too long and should be discarded. Some foods may not look picture perfect or be of high enough quality to serve alone but may be edible; use them to make soups or stews. Freezer burn is a disappointing freezer surprise. It may occur when air comes in contact with the surface of the food. Options include cutting away freezer-burned portions before or after cooking. Sometimes, the food might have to be discarded for quality reasons. It is safe to freeze meat or poultry directly in its original packaging. This type of wrap is permeable to air, so quality may diminish over time. For longer storage, overwrap these packages and label with contents and date. To maintain quality, freeze food as fast as possible. Slow freezing creates large, disruptive ice crystals. Rapid freezing is preferred. Avoid stacking packages to be frozen; instead, spread them out. Ideally, a food (2-inches thick) should freeze completely in about 2 hours. Packages can be stacked once frozen solid. My favorite items to freeze include peeled ginger, peeled bananas, breadcrumbs, cheese, and leftovers. After using my food processor to grate cheese, I will spread it out on a pan and freeze. After about an hour, the cheese is frozen and can be transferred to a zip bag or other container. (If possible, use a pan with a lid so the cheese doesn't spill for an unnecessary freezer surprise). For food safety tips and ideas, follow @CowleyCountyExtension on Facebook or visit cowley.k-state.edu. Phone calls are always welcome - 221-5450 or 441-4565. I like hearing about freezer surprises and other food adventures. Source: www.fsis.usda.gov -30- K-State Research and Extension is a short name for the Kansas State University Agricultural Experiment Station and Cooperative Extension Service, a program designed to generate and distribute useful knowledge for the well-being of Kansans. Supported by county, state, federal and private funds, the program has county Extension ofﬁces, experiment ﬁelds, area Extension ofﬁces and regional research centers statewide. Its headquarters is on the K-State campus in Manhattan.	<urn:uuid:88e8b15f-8eb2-4962-949b-6d515e58e1e7>	CC-MAIN-2023-06	https://www.cowley.k-state.edu/news-articles/reidfcscolumns/2020%20column%2012%209%20Freezer%20Surprise.pdf	2023-02-03T06:07:43+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00803.warc.gz	745,738,067	664	eng_Latn	eng_Latn	0.99899	eng_Latn	0.99899	[ "eng_Latn" ]	false	docling	[ 3159 ]	[ 2.109375 ]	1	0
Grade 7 Ancient World Civilizations Curriculum Board Approved: Curriculum 2.0 9/16/14 Revised: Francis Howell School District Mission Statement The mission of the Francis Howell School District is to prepare students today for success tomorrow. Vision Statement Every student will graduate with college and career readiness skills. Values Francis Howell School District is committed to: * Providing a consistent and comprehensive education that fosters high levels of academic achievement * Operating safe and well-maintained facilities * Providing a safe learning environment for all students * Promoting parent, community, student, and business involvement in support of the school district * Ensuring fiscal responsibility * Developing responsible citizens * Operating as a professional learning community * Making appropriate use of technology Francis Howell School District Graduate Goals Upon completion of their academic study in the Francis Howell School District, students will be able to: 1. Gather, analyze and apply information and ideas. 2. Communicate effectively within and beyond the classroom. 3. Recognize and solve problems. 4. Make decisions and act as responsible members of society. Curriculum 2.0 9/16/14 Revised: Page 2 7th Grade Ancient World Civilizations Graduate Goals Course Rationale Students understand the present more thoroughly when they understand the roots of today's world in light of their knowledge of the past. World History explores the development of civilizations over time and the relationships between the past and events taking place today. Focusing on significant social, economic, and political movements of the past and their relationship to the world today, Ancient World Civilizations provides an overview of major ideals, attitudes, values, beliefs, and expectations that characterize areas and eras of the world throughout history. Course Description Seventh Grade Ancient World Civilizations explores the development of civilizations over time and studies the relationships between the past events to present day. Students will study history from the beginnings of ancient civilizations through the Medieval Ages. Attention is given to the civilizations of Western River Civilizations, Eastern River Civilizations, Classical Civilizations, Feudal Civilizations and Tribal Civilizations. This introductory course provides an overview of major ideals, attitudes, values, beliefs, and expectations that characterize areas and eras of the world. Curriculum 2.0 9/16/14 Revised: Page 3 7th Grade Ancient World Civilizations Curriculum Team Curriculum Committee Secondary ELA/SS Content Leader Director of Student Learning Chief Academic Officer Superintendent Jason Becker Dr. Chris Greiner Nicole Whitesell Dr. Mary Hendricks-Harris Curriculum 2.0 9/16/14 Revised: Page 4 Curriculum Notes All FHSD performance tasks and sample learning activities are aligned not only to understandings and standards, but also the Rigor and Relevance Framework and 21st Century Skills. Information on these two things is provided below or by clicking on the hyperlinks. Rigor and Relevance Framework The Rigor/Relevance Framework is a tool developed by the International Center to examine curriculum, instruction, and assessment along the two dimensions of higher standards and student achievement. The Rigor/Relevance Framework has four quadrants. Quadrant A represents simple recall and basic understanding of knowledge for its own sake. Examples of Quadrant A knowledge are knowing that the world is round and that Shakespeare wrote Hamlet. Quadrant C represents more complex thinking but still knowledge for its own sake. Quadrant C embraces higher levels of knowledge, such as knowing how the U.S. political system works and analyzing the benefits and challenges of the cultural diversity of this nation versus other nations. Quadrants B and D represent action or high degrees of application. Quadrant B would include knowing how to use math skills to make purchases and count change. The ability to access information in wide‐area network systems and the ability to gather knowledge from a variety of sources to solve a complex problem in the workplace are types of Quadrant D knowledge. Curriculum 2.0 9/16/14 Revised: Page 5 21st Century Skills These skills have been pared down from 18 skills to what are now called the 4Cs. The components include critical thinking, communication, collaboration, and creativity. Critical thinking is focused, careful analysis of something to better understand and includes skills such as arguing, classifying, comparing, and problem solving. Communication is the process of transferring a thought from one mind to others and receiving thoughts back and includes skills such as choosing a medium (and/or technology tool), speaking, listening, reading, writing, evaluating messages. Collaboration is working together with others to achieve a common goal and includes skills such as delegating, goal setting, resolving conflicts, team building, decision-making, and managing time. Creativity is expansive, open-ended invention and discovery of possibilities and includes skills such as brainstorming, creating, designing, imagining, improvising, and problem-solving. Standards Standards aligned to this course can be found: Missouri Social Studies Course Level Expectations Standards https://dese.mo.gov/sites/default/files/curr-mls-standards-ss-6-12-sboe-2016.pdf Missouri Learning Standards for Literacy http://www.corestandards.org/ELA-Literacy/ National Educational Technology Standards http://www.iste.org/standards/standards/for-students-2016 Curriculum 2.0 9/16/14 Revised: Page 6 Units & Standards Overview Semester 1 Semester 2 To conserve space in this document, the grade-level and course prefix ("6-8.WH") has been omitted from each standard's code. Curriculum 2.0 9/16/14 Revised: Page 7 Course Map Curriculum 2.0 9/16/14 Revised: Page 8 Semester 2 Classical Civilizations - This unit focuses on the origins, Unit Timeline - 8 Students are provided 1.GS.A Curriculum 2.0 9/16/14 Revised: Page 9 Curriculum 2.0 9/16/14 Revised: Unit 1: Western River Civilizations Unit Description: Western Civilizations includes the study of two of the main Ancient River Civilizations: Mesopotamia and Egypt. Students will analyze and create timelines using BC/BCE. Students will learn about characteristics of these civilizations through GPERSIA and categorizing relevant examples for each civilizations. The focus shifts from early man (hunter-gatherers) to the Evolution of Agriculture. This shift describes how physical characteristics of river valleys support permanent settlement and the rise of early civilizations. This evolution of hunter-gatherers to early farming explains the economic surplus that led to trade and the emergence of specialization of labor. Unit Timeline: 8 weeks * Mesopotamia - 4 weeks * Egypt - 4 weeks DESIRED Results Transfer Goal - Students will be able to independently use their learning to……develop the ability to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Understandings – Students will understand that… (Big Ideas) 1. in order to avoid simplified generalizations that one must understand the complexity of historical cause-effect relationships. 2. as a context for events, one must understand the relationship between geography and history. 3. in order to recognize the difference between fact and opinion, between evidence and assertion; and thereby frame useful questions one must read widely and critically. 4. history is interpretive. People construct different accounts of the same event, which are shaped by their perspectives-their ideas, attitudes and beliefs. 5. ideologies, availability of resources and technological change affect economic decisions. 6. demographic patterns and processes of growth and decline, migration, and settlement change over time though always exhibit some form of continuity as well. 7. conflict and cooperation shape and transform culture, society, and political institutions. 8. democratic societies must balance the rights and responsibilities of individuals with the common good. Essential Questions: Students will keep considering… * How did geography determine where early people settle? * How did agriculture and domestication lead to permanent settlements? * What is law and why is it needed in civilizations? * What characteristics define a civilization? Curriculum 2.0 9/16/14 Revised: early peoples adapted to it. relation to the development of new and more complex societies Asia, Curriculum 2.0 9/16/14 Revised: Unit 1: Assessment EVIDENCE of LEARNING Curriculum 2.0 9/16/14 Revised: Unit 1: Sample Activities SAMPLE LEARNING PLAN Curriculum 2.0 9/16/14 Revised: - Begin with the line "If you give a man a seed…" should have a sheet with case #3 on one side and Hammurabi's Laws on Curriculum 2.0 9/16/14 Revised: Page 17 Critical * We will be able to create a claim and argue for it. Curriculum 2.0 9/16/14 Revised: Unit 1: Resources UNIT RESOURCES Teacher Resources: Textbook * Pearson My World History 2012 Chapters 2-5 * Hot Air Balloon Debate * Brainpop * United Streaming General Resources * If You Give a Mouse a Cookie (Youtube) * Hammurabi's Code Information DVD * Ancient civilizations for children: Ancient Mesopotamia. Schlessinger Media * Ancient civilizations for children: Ancient Egypt. Schlessinger Media * Understanding World Religions: Judaism. Schlessinger Media Student Resources: * Pearson My World History 2012 Chapters 2-5 Vocabulary: https://dese.mo.gov/sites/default/files/glossary-social-studies.pdf If you need to define words not on the DESE website, please use dictionary.com Primary Source- A first hand account of an event, such as a journal entry Secondary Source- A second hand account based on primary sources. Curriculum 2.0 9/16/14 Revised: Hunter Gatherer- A member of a group of people who subsist by hunting, fishing, or foraging Prehistory- Human history before recorded events, mainly through archaeological discoveries. Domesticate- To tame an animal to live in close association with humans as a pet or work animal. Surplus- Something that remains above what is used or needed. Civilization- A complex society that has cities, a well organized government, and workers with specialized job skills. Religion- A set of beliefs concerning the cause, nature, and purpose of the universe Social Class- A broad group in society having common economic, cultural, or political status. Monotheism- The belief in a single god or goddess. Polytheism- The belief in multiple gods or goddesses. City-State- An independent state that includes a city and its surrounding territory. Mesopotamia- An ancient region in W Asia between the Tigris and Euphrates rivers: now part of Iraq. Pharaoh- An ancient Egyptian king. Pyramid- A massive structure with triangular sides. Torah- The first five books of the Hebrew Bible. Covenant- An agreement, usually formal, between two or more persons to do or not to do something specified. Prophet- A person who speaks for God or a deity, or by divine inspiration. Diaspora- The scattering of the Jewish people to countries outside of Palestine after the babylonian captivity. Curriculum 2.0 9/16/14 Revised: Unit 2: Eastern River Civilizations Unit Description: Eastern Civilizations includes the study of two additional Ancient River Civilizations: India and China. Students will learn about characteristics of these civilizations through GPERSIA and categorizing relevant examples for each civilizations and continue to discuss how physical characteristics of river civilizations support permanent settlements of early man. Students will describe the origins and structure of significant beliefs such as Hinduism and Buddhism. This unit begins to focus on the expansion of economics in early civilization via trade routes such as the Silk Road. Unit Timeline: 8 weeks * India - 4 weeks * China - 4 weeks DESIRED Results Transfer Goal - Students will be able to independently use their learning to….develop the ability to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Understandings – Students will understand that… (Big Ideas) 1. in order to avoid simplified generalizations that one must understand the complexity of historical cause-effect relationships. 2. as a context for events, one must understand the relationship between geography and history. 3. in order to recognize the difference between fact and opinion, between evidence and assertion; and thereby frame useful questions one must read widely and critically. 4. history is interpretive. People construct different accounts of the same event, which are shaped by their perspectives-their ideas, attitudes and beliefs. 5. ideologies, availability of resources and technological change affect economic decisions. 6. demographic patterns and processes of growth and decline, migration, and settlement change over time though always exhibit some form of continuity as well. 7. conflict and cooperation shape and transform culture, society, and political institutions. 8. democratic societies must balance the rights and responsibilities of individuals with the common good. Curriculum 2.0 9/16/14 Revised: Essential Questions: Students will keep considering… * How are religion and culture connected? * Did the technology of ancient people help them to prosper? * What were the economic advantages of trade among the early civilizations? Curriculum 2.0 9/16/14 Revised: Curriculum 2.0 9/16/14 Revised: Unit 2: Assessment EVIDENCE of LEARNING Curriculum 2.0 9/16/14 Revised: Unit 2: Sample Activities SAMPLE LEARNING PLAN Curriculum 2.0 9/16/14 Revised: * Exit Slip - Have the students answer this question at the end of class or Curriculum 2.0 9/16/14 Revised: forth. Until eventually, those at the bottom, were forced to receive task and could Curriculum 2.0 9/16/14 Revised: Page 27 Collaborati Unit 2: Resources Curriculum 2.0 9/16/14 Revised: Teacher Resources: * Pearson My World History 2012 Chapters 6-9 * Mankind:Story of Us * Islam * United Streaming * Brainpop DVD: * Understanding World Religions: Hinduism Schlessinger Media * Understanding World Religions: Buddhism. Schlessinger Media Student Resources: * Pearson My World History 2012 Chapters 6-9 Vocabulary: https://dese.mo.gov/sites/default/files/glossary-social-studies.pdf If you need to define words not on the DESE website, please use dictionary.com Vedas- The entire body of Hindu writings, chief among which are four books, the Rig-Veda, the Sama-Veda, the Atharva-Veda, and the Yajur-Veda. Caste System- The rigid Hindu system of hereditary social distinctions based on castes. Brahman- On supreme cosmic consciousness, spiritual force, or God. Reincarnation- The belief that the soul, upon death of the body, comes back to Earth in another body or form. Karma- The good or bad actions that someone commits in their life that impact their next life. Dharma- A person's duty or what is right for him or her to do. Moksha- The liberation or separation from reincarnation. Enlightenment- A state of perfect wisdom. Nirvana- A state of blissful peace without desire or suffering. Mandate of Heaven- A political theory of ancient China in which those in power were given the right to rule from a divine source. Warlord- A military leader, especially of a warlike nation. Confucianism- The teachings of the thinker Confucius, is one of the most important philosophies that developed in China. Legalism- A strong leader and a strong legal system that are needed to create social order. Daoism- A Chinese way of life that emphasizes a simple and natural existence. Ancestor Worship- Practices of honoring the spirits of the dead. Great Wall- A long wall running east and west along the empire's northern border. Silk Road- A network of trade routes that crossed Asia, connecting China to Central and Southwest Asia. Curriculum 2.0 9/16/14 Revised: Page 29 UNIT RESOURCES Unit 3: Classical Civilizations Unit Description: This unit focuses on the origins, functions, and structure of governmental systems. These governments include monarchy, oligarchy, tyranny and the emergence of democracy. Students will explain how the rule of law developed as governments changed. This unit introduces the idea of mythology, culminating with the beginnings of Christianity. This period explores the rise and fall of classical civilizations and their significance on future societies. Unit Timeline: 8 weeks * Greece - 4 weeks * Rome - 4 weeks DESIRED Results Transfer Goal - Students will be able to independently use their learning to……develop the ability to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Understandings – Students will understand that… (Big Ideas) 1. in order to avoid simplified generalizations that one must understand the complexity of historical cause-effect relationships. 2. as a context for events, one must understand the relationship between geography and history. 3. in order to recognize the difference between fact and opinion, between evidence and assertion; and thereby frame useful questions one must read widely and critically. 4. history is interpretive. People construct different accounts of the same event, which are shaped by their perspectives-their ideas, attitudes and beliefs. 5. ideologies, availability of resources and technological change affect economic decisions. 6. demographic patterns and processes of growth and decline, migration, and settlement change over time though always exhibit some form of continuity as well. 7. conflict and cooperation shape and transform culture, society, and political institutions. 8. democratic societies must balance the rights and responsibilities of individuals with the common good. Essential Questions: Students will keep considering… * What is power and who should have it? Curriculum 2.0 9/16/14 Revised: * What is conflict and how should we handle it? * What should governments do? * Why do people move? Curriculum 2.0 9/16/14 Revised: Curriculum 2.0 9/16/14 Revised: Curriculum 2.0 9/16/14 Revised: Unit 3: Assessment EVIDENCE of LEARNING Curriculum 2.0 9/16/14 Revised: Unit 3: Sample Activities SAMPLE LEARNING PLAN Curriculum 2.0 9/16/14 Revised: * Analyze photographs of democratic participation. Students will look at Cooperative Curriculum 2.0 9/16/14 Revised: students will use the Patrician and Plebeian POV graphic organizer in order Curriculum 2.0 9/16/14 Revised: - We will understand how the Romans used these laws to keep order Curriculum 2.0 9/16/14 Revised: Unit 3: Resources UNIT RESOURCES Teacher Resources: * Pearson My World History 2012 Chapters 10-13 * United Streaming * Brainpop DVD: * Ancient civilizations for children: Ancient Greece. Schlessinger Media * Ancient civilizations for children: Ancient Rome. Schlessinger Media * Understanding World Religions: Christianity Schlessinger Media Student Resources: * Pearson My World History 2012 Chapters 10-13 Vocabulary: https://dese.mo.gov/sites/default/files/glossary-social-studies.pdf Curriculum 2.0 9/16/14 Revised: If you need to define words not on the DESE website, please use dictionary.com Polis- A Greek city state. Citizen- A native or naturalized member of a state or nation who owes allegiance to its government and is entitled to its protection. Monarchy- A government with a single ruler, usually a king or queen. Oligarchy- Political power is held by a small group of wealthy people. Tyranny- A government run by a strong ruler. Direct Democracy- A political system in which citizens participate directly in decision making. Representative Democracy- Citizens elect others to represent them in government. Hellenistic- Of or relating to the Greeks, their language and culture. Mythology- The collection of myths or stories that people tell about their gods and heroes. Republic- A government in which citizens have the right to vote and elect officials. Veto- To stop or cancel the action of a government official or body. Empire- A state containing several countries or territories, usually ruled by a single ruler or emperor. Civil War- A war between groups from the same country. Pax Romana- A long period of peace and prosperity in Rome. Gladiator- Men who fought each other for public entertainment. Martyr- People who die for their beliefs. Crucifixion- A slow and painful Roman method of execution that involved the victim being tied to a large wooden cross. Resurrection- Coming back to life after death. Gospel- The first four books of the New Testament of the Bible. Barbarian- The word that Romans used to describe all people that did not share their culture. Curriculum 2.0 9/16/14 Revised: Unit 4: Feudalism Unit Description: This unit describes the collapse of governments resulting in the development of kingdoms and the rise of feudalism in Europe and Japan. Rule of law is further developed by the Magna Carta and other documents. The Middle Ages were defined by the impact of Christianity in all areas of people's lives. Students will understand the origin, structure, spread and significance of Islam during this time period. This period explores how the Crusades and the Black Death affected the Europeans and Asian societies, as well as how intellectual, technological, and artistic advancements helped determine the legacy of European countries. Unit Timeline: 4 weeks DESIRED Results Transfer Goal - Students will be able to independently use their learning to……develop the ability to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Understandings – Students will understand that… (Big Ideas) 1. in order to avoid simplified generalizations that one must understand the complexity of historical cause-effect relationships. 2. as a context for events, one must understand the relationship between geography and history. 3. in order to recognize the difference between fact and opinion, between evidence and assertion; and thereby frame useful questions one must read widely and critically. 4. history is interpretive. People construct different accounts of the same event, which are shaped by their perspectives-their ideas, attitudes and beliefs. 5. ideologies, availability of resources and technological change affect economic decisions. 6. demographic patterns and processes of growth and decline, migration, and settlement change over time though always exhibit some form of continuity as well. 7. conflict and cooperation shape and transform culture, society, and political institutions. 8. democratic societies must balance the rights and responsibilities of individuals with the common good. Curriculum 2.0 9/16/14 Revised: Essential Questions: Students will keep considering… * What distinguishes one culture from another? * Why do government structures change according to the needs of a society? * How does religion play a major role in shaping a culture? * What is power and who should have it? Curriculum 2.0 9/16/14 Revised: on the limited number of workers available after the Black Death. Curriculum 2.0 9/16/14 Revised: Unit 4: Assessment EVIDENCE OF LEARNING Curriculum 2.0 9/16/14 Revised: Unit 4: Sample Activities SAMPLE LEARNING PLAN Curriculum 2.0 9/16/14 Revised: science and the spread of infectious disease as well! Curriculum 2.0 9/16/14 Revised: compare and contrast Samurai and Knights. Curriculum 2.0 9/16/14 Revised: system by asking the following questions: What need would the nobles and Curriculum 2.0 9/16/14 Revised: Unit 4: Resources UNIT RESOURCES Teacher Resources: * Pearson My World History 2012 Chapters 15; 18; 21-23 * United Streaming * Brainpop DVD: * Understanding World Religions: Islam Schlessinger Media Student Resources: * Pearson My World History 2012 Chapters 15; 18; 21-23 Vocabulary: https://dese.mo.gov/sites/default/files/glossary-social-studies.pdf If you need to define words not on the DESE website, please use dictionary.com Hijra- The Arabic word for migration. Kaaba- A cube-shaped building in Mecca, the most sacred Muslim pilgrim shrine, into which is built the black stone given by Gabriel to Abraham. Quran- The holy book of the Islamic faith. Curriculum 2.0 9/16/14 Revised: Hajj- The Muslim pilgrimage to Mecca. Mosque- A Muslim house of worship. Feudalism- A social system in which landowners granted people land or other rewards in exchange for military service or labor. Shogun- In Japan, a supreme military commander. Daimyo- Local landowning lords in Japan. Samurai- Highly trained warriors in Japan. Bushido- The code, or set of laws that guided the actions of the samurai. Pagan- A follower of a polytheistic religion, or a religion with more than one god. Vassal- In feudalism, the lesser lords. Fief- Estate, or land of a vassal. Knight- A man, usually of noble birth, who after an apprenticeship as page and squire was raised to honorable military rank and bound to chivalry. Chivalry- Code of conduct of knights which required them to be brave, loyal, and generous. Manor- The agricultural estate of a medieval lord. Serf- Peasants who were legally bound to the lord's land. Pilgrimage- A journey to a holy place. Crusades- A series of military campaigns to establish Christian control over the Holy Land, Jerusalem. Curriculum 2.0 9/16/14 Revised: Unit 5: Tribal Civilizations Unit Description: The continuation of economic growth through Trans-Saharan Trade routes and spread of Islam to northern Africa. Students will analyze the diverse Indigenous cultures in both North, Central and South America to explain the ways they adapted to their various environments. This unit will also link the introduction of Europeans to the Americas and the impact that had on the Indigenous peoples. Unit Timeline: 4 weeks * African Tribes - 1 week * North/South American Indian Tribes - 3 weeks DESIRED Results Transfer Goal - Students will be able to independently use their learning to……develop the ability to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Understandings – Students will understand that… (Big Ideas) 1. in order to avoid simplified generalizations that one must understand the complexity of historical cause-effect relationships. 2. as a context for events, one must understand the relationship between geography and history. 3. in order to recognize the difference between fact and opinion, between evidence and assertion; and thereby frame useful questions one must read widely and critically. 4. history is interpretive. People construct different accounts of the same event, which are shaped by their perspectives-their ideas, attitudes and beliefs. 5. ideologies, availability of resources and technological change affect economic decisions. 6. demographic patterns and processes of growth and decline, migration, and settlement change over time though always exhibit some form of continuity as well. 7. conflict and cooperation shape and transform culture, society, and political institutions. 8. democratic societies must balance the rights and responsibilities of individuals with the common good. Essential Questions: Students will keep considering… Curriculum 2.0 9/16/14 Revised: * Why successful trade is key to societal prosperity? * Why the struggle for power among societies is ongoing over time? * Which factors, such as language, leisure, affluence, social systems, and government, combine to define a society's culture? Curriculum 2.0 9/16/14 Revised: Curriculum 2.0 9/16/14 Revised: Unit 5: Assessment EVIDENCE of LEARNING Curriculum 2.0 9/16/14 Revised: Unit 5: Sample Activities SAMPLE LEARNING PLAN Curriculum 2.0 9/16/14 Revised: - We will be able to create a museum display to teach our peers Curriculum 2.0 9/16/14 Revised: Unit 5: Resources UNIT RESOURCES Teacher Resources: * Pearson My World History 2012 Chapters 16; 19-20 * United Streaming * Brainpop DVD: * Ancient civilizations for children: Ancient Maya. Schlessinger Media * Ancient civilizations for children: Ancient Inca. Schlessinger Media Student Resources: * Pearson My World History 2012 Chapters 16; 19-20 Vocabulary: https://dese.mo.gov/sites/default/files/glossary-social-studies.pdf If you need to define words not on the DESE website, please use dictionary.com Obsidian- A natural volcanic glass, a rock used in the past to make very sharp blades for spears and arrows. Curriculum 2.0 9/16/14 Revised: Absolute Monarchy- A system in which one person from a ruling family has unlimited powers. Wigwam- A home formed by bending the trunks of young trees and tying them together to make a round frame. Longhouse- Similar to the wigwam, but rectangular. Tepee- Portable, cone shaped homes. Igloo- Domed houses made from blocks of snow. Bison- Also called buffalo, were hunted by many indigenous peoples, and used for many different purposes such as clothing, blankets, boats and teepees. 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Information for Reception Class The Brilliant Blue Whales Contact Information Telephone: 0114 288 3300 E-mail: email@example.com Website: www.thurgolandprimary.org Twitter: @ThurgolandPS * For data protection we will need to accept you as a follower – if you have a unique username, please let the office know it and we will make sure that we accept you as a follower* Newsletters: Newsletters are emailed each week on a Friday. They are also posted on the school website and can be printed from there. This booklet aims to introduce our Class and includes initial information which we hope you will find useful. Should you have any further questions, staff will be happy to discuss these with you. We hope you find it helpful. For further details please refer to the school prospectus, look on the school's website or speak directly to the class teacher or other adults. Ethos At Thurgoland CE Primary, we respect the uniqueness of each child and nurture their personal and individual gifts to prepare them for a successful adulthood. Our children have Christian values at the heart of everything they do: caring for others; welcoming everyone regardless of differences; and working together to contribute to a thriving class, school and local community. We strive to provide a learning environment that promotes and develops each child to their 'BEST SELF'. Literacy (L) Welcome to Reception Class aka The Brilliant Blue Whales. The Reception team is made up of Mrs Mackie (teacher), Mrs Bamforth (teaching assistant) and Mrs Eynon (teaching assistant). The classroom is located at the top of the corridor on the right-hand side. Our Aim Our aim in Class R is to help your child to be their BEST SELF. Children are offered a broad and exciting curriculum where we foster their love of learning. We encourage and support them to take increased personal responsibility for their learning behaviours while supporting them to become more independent learners as they prepare for their transition to Key Stage 1, Class 1. Learning and development follow areas of the Early Years Curriculum known as Early Years Foundation Stage (EYFS) which supports children from birth to the end of their reception year at school. We began implementing the revised EYFS curriculum in September 2021. The curriculum is planned around four main themes: There are 7 areas of learning and development: 3 Prime Areas Personal, Social and Emotional Development (PSED) Communication and Language (C&L) Physical Development (PD) 4 Specific Areas Mathematics (M) Understanding the World (UtW) Expressive Arts and Design (EAD) Alongside these areas of development there are also the Characteristics of Effective Teaching and Learning which describe how your child learns best. The 3 Characteristics of Effective Learning are: 1. Playing and Exploring - Engagement - Finding out and exploring, playing with what they know and being willing to 'have a go'. 2. Active Learning - Motivation - Being involved and concentrating, keep trying, enjoying achieving what they set out to do. 3. Creating and thinking critically - Thinking - Having their own ideas, making links, choosing ways to do things. Assessment From September 2021 Reception Baseline Assessment (RBA) became statutory for all children. It is a short and simple check of a child's early literacy, communication, language and maths skills when they begin school. The assessment forms the start of how schools are helping their pupils to progress between reception and year 6. Our school and families do not receive any 'results' or feedback; it is for the department of education purposes. Your child does not need to prepare. There is no pass mark or score and your child should not realise they're doing an assessment. It is a sequence of activities. More information is here: https://rba.campaign.gov.uk Reading Reading is at the heart of all we do at Thurgoland School because it opens the door to learning. Everything else depends on it, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who reads challenging material will learn. The more a child learns, the more they will want to find out. We want your child to love to listen to stories, love reading and want to read themselves. This is why we work hard throughout school from Class R to Class 6, to make sure our children develop a love of books as well as simply learning to read. In The Brilliant Blue Whales Class At Thurgoland School, we waste no time at all to ensure our passion for reading is shared by giving every child starting in Class R a book. On home visits and the information welcome meeting, we explain what support and engagement is expected at home and from the liaison diary. We start teaching phonics using the Read, Write Inc. programme straight away to get the children off to a flying start with both reading and writing. Children learn how to 'read' the sounds in words and how these sounds can be written down. This is essential for reading, but it also helps children to learn to spell well. As part of this programme, children also practise reading and spelling 'tricky words, such as 'the', 'have' and 'said'. At Thurgoland, we insist that children learn to decode words effortlessly so that all their energy can be put into understanding what they read. It allows them to spell effortlessly so that they can put all their energy into composing what they write. Once children can blend sounds together to read words, they practise reading books that match the phonics and the 'tricky words' they know. They start to believe they can read and this does wonders for their confidence. Early readers are taught: * Grapheme‒phoneme correspondences (the sound that is made by the written version of a letter or group of letters) in a clearly defined sequence. * To blend sounds in order all through a word to read it. * To segment words into individual sounds for spelling. Teachers follow a carefully designed curriculum which teaches all word knowledge and skills in the Alphabetic Code. Children are taught in groups according to their phonic knowledge and their ability to read words. The groups are flexible and led by both Teachers and Teaching Assistants. All lessons follow a defined structure using Read Write Inc. planning. All staff undertake training to deliver phonics. Phonics Assessments are undertaken by the Phonics Coordinator on a 7 weekly basis. All staff in Class R regularly read to the children so that the children get to know and love all sort of stories, poems and information books. Two daily story times help to extend children's vocabulary and comprehension, as well as supporting their writing. Children read 1:1 with teachers, teaching assistants, trained reading volunteers, and sometimes to reading partners. What can parents/carers do to help? Every child is provided with a reading book which they will be able to decode using their current level of phonic knowledge. We encourage this to read and re-read at home to develop their reading fluency. Fluency is vital. Below is a link to a video clip which shows the programme in action and explains everything, including 'Fred talk'! http://www.oup.com/oxed/primary/rwi/aboutrwi/video/ We ask that the children regularly share their reading books with a grown up at home. Our expectation is four times per week at least. This regular practise is invaluable and enables children to progress more quickly and confidently. Each child has a reading diary where parents, teachers and children can make comments on their reading. Make reading fun! Remember to keep reading to your child. They will then come across far more adventurous words than in their own first reading books and you will be helping them to grow a vast vocabulary and develop a deeper understanding of different stories. Most of all, it will encourage them to love books and want to read more. If a child sees and hears an adult reading, they are inspired by them! If you have any further queries about how we teach reading, please don't hesitate to get in touch with your child's class teacher. Spelling in The Brilliant Blue Whales Class Children in The Brilliant Blue Whales Class bring home a key word list/bookmark. Please encourage them to read the words and see if you can find the words within their reading books, your books/magazines and in print in the environment. Then progress to learning to spell the words. Daily Routine Our morning bell goes at 8:45 am. The children should be brought to the class side door from 8:40am. Please be aware that the school site will be locked until 8:40am, therefore we request that families do not arrive too early. Children arriving late to school - after 8:55am - should be brought in through the main entrance as the pupil entrance door will be locked at 8:55am. Any child arriving after the register has been taken is marked as late in the class register. At the end of the day, children will be collected from their classroom side doors at 3:15pm. The school site will be open from 3:10pm. If you are running late, please telephone to office to inform us – note a member of office staff will be available from 8:15am. Likewise, if it is a different adult collecting, please can you inform the school. Before and After School Club (TOOSC) Situated in the youth centre, Thurgoland Out of School Club (OFSTED Outstanding 2018), provides affordable childcare. Run by qualified staff offering both breakfast and after school club as well as holiday club. Breakfast club opening times are 7:30-8:45am costing £4.50. After School sessions are 3:15 - 6pm costing £7.50. Holiday sessions are either 5.5 hours @ £14.00 or 10.5 hours @ £22.00. Children play like a home from home setting both indoor (wide range of toys/crafts and games) and outside (weather permitting). Please call 07748 177686, or email firstname.lastname@example.org. PPA Time All teachers have a statutory entitlement to 10% non-contact time to enable them to plan lessons and assess pupils' work. This is PPA (plan, preparation and assessment). We are fortunate in that Mrs Bamforth covers PPA Time. Planning for these lessons is done in consultation with the class teacher and is within the school's schemes of work. PPA works out at a half day per week. Mrs Mackie has her PPA on a Thursday afternoon. Absence from School Please let the office know before 9.30am if your child is going to be absent on a particular day. The school office staff will be available from 8:15am to answer any calls and a message can be left on the answer machine at any time. This avoids us worrying that your child may not have arrived at school safely. The school office will contact you at home if a message has not been received. Please avoid taking holidays in term time. In particular, please avoid taking children out of school during statutory assessment periods: Class R= The Brilliant Blue Whales Class – Baseline assessments during the first 6 weeks of the academic year. Class 1 – Phonics screening week commencing Monday 12 June 2023 Class 2 – KS1 SATs week commencing Monday 15 th May 2023 Class 4 – Year 4 Multiplication Check week commencing Monday 12 th June 2023 Class 6 – KS2 SATs week commencing Monday 8 th May 2022 Uniform Please ensure that all clothing worn or brought into school is named! We encourage all children to wear school uniform. This consists of: Navy sweatshirts / cardigans White or navy polo shirts Grey or navy skirts / trousers Navy / white t-shirts Blue and white checked dresses (not available from school) The above items, plus navy waterproof jackets and fleeces can be purchased at: http://thurgolandprimary.org/wp-content/uploads/2018/11/Uniform-Order2018.pdf We ask children to make sensible choices with regard to jewellery, shoes or hairstyles, ensuring that they are appropriately dressed for a school environment to be safe. P.E. Kit PE in Brilliant Blue Whale class is on a Thursday and Friday morning. Pupils in Class R (The Brilliant Blue Whales Class), 1 and 2 will keep their PE kit in school and change for lessons in the classroom so that they learn how to undress/dress themselves. The new official PE uniform consists of: * The new PE Team T-Shirt in navy blue * Plain navy or dark coloured jogging bottoms or leggings * Plain, dark shorts * 'Lightweight' Trainers i.e. not boot like trainers (these need to be suitable for outdoor physical activity. Black plimsolls will no longer be suitable as these are not waterproof or as practical to walk to school in/wear all day) * Pupils can wear outdoor coats, school jumpers, a plain navy sweatshirt or a fleece over their PE uniform to travel to school/play outside. Indoor P.E. is carried out in bare feet for safety reasons, but trainers will be required for activities outside for the summer term (after Easter). Please make sure that you clearly label all pieces of your child's clothing, as they are very easily lost if not labelled. Please ensure that all clothing school is named! Pupils are not allowed to wear jewellery (this includes earrings) in P.E. lessons. Children need to be able to remove their own earrings as well as put them back in. Children in The Brilliant Blue Whales Class require a P.E. kit. Initially, this should consist of a t-shirt and shorts. In the summer term, a pair of pumps or trainers for outdoor PE and Sports Day. We enjoy P.E. twice a week (Thursday and Friday). We ask for P.E. kits to remain in school for the week, so that we always have them available. No earrings are allowed to be worn for PE and long hair must be tied back. Water Children need to bring their own NAMED water bottle. The school has filtered tap water in the classroom, from which refills can be made. Children are encouraged and allowed to drink at appropriate times throughout the day. Please do not put water bottles in book bags-for soggy reasons! Milk Children can be provided daily with a carton of milk daily. Children are provided free school milk until the term they are 5. If your child is 5 years old in the Autumn Term and you wish them to have milk, please see the enclosed leaflets about how to order and pay online. www.schoolmilkuk.co.uk Snacks Snacks from home are not allowed in school. Children are provided with fresh fruit or vegetables daily for a snack. Sometimes we offer breadsticks, rice cakes or the children make their own sandwiches. We are a NUT free school. Newsletters Newsletters are emailed each week on a Friday. They are also posted on the school website and can be printed from there. School Dinners-There is NO cost. At school we manage our own kitchen. The meals are sourced locally, of good quality and well balanced. Children have a choice of two main meals or a jacket potato plus salad bar. Menus are shared electronically. Children in Class R choose their meal on a daily basis. Lost Property Please could you ensure that all items of clothing are marked with your child's name. We endeavour to return items of lost property directly to the owner. Each class has a lost property box which is located in the classroom. At the end of each half term, all lost property is put on the playground for parents to claim. Contact Details We would be most grateful if you could ensure that emergency contact details are kept up to date. You must inform the office of any change in phone numbers so that records are always up to date. Children taken ill during the school day If children are taken ill during the school day, we endeavour to contact parents and make suitable arrangements for your child to be collected from school. We recognise how inconvenient this can be and therefore only send for parents if we feel it is necessary. Accidents and Medication If a child needs medical treatment, parents are contacted immediately. If they have a minor injury at school, they are given first aid and recorded in a "Mr Bump" book. A copy needs to be signed by the adult collecting your child. If it is necessary for a child to be given a prescribed medicine at school because the dose has to be administered four times a day, please complete a medicine form which can be collected from the school office. Health Staff need to be aware of your child's medical background, in particular, any allergies (e.g., bee stings, dairy food), any dietary restrictions (e.g. vegetarian or Halal) and any medical conditions that are important for us to know (e.g. asthma or eczema). LEARNING ENVIRONMENTS We offer continuous provision in the following areas inside- * Role play * Large touch screen computer * Maths * Reading * Writing * Creative workshop * Construction * Storytelling with small world toys, puppets Outside learning areas match the inside as much as possible with additional areas- * Bikes, scooters * Sand and water play * Large construction * Mud kitchen We follow the childrens' interests and in addition we have half termly learning themes, favouring those which the children can see in context to their world. These are on the website, EYFS curriculum overview. Daily worship is attended in the school hall with classes 1 (The Peaceful Pandas) and 2 (The Spectacular Sea Otters) In the summer term, to prepare for your child moving to class 1 (The Peaceful Pandas) and begin Key Stage 1 National Curriculum requirements, your child is introduced to the ICT suite and learns to log on to a computer. They also join Key Stage 1 for outside play in an afternoon with adults from Team R supervising them. Working together Learning Journey Throughout the year staff record your child's learning in a book called a "Learning Journey". This forms a unique record of your child's learning and development throughout the year. These books enable staff to track your child's progress and attainment, as well as plan future activities. We also value your comments about your child's progress and attainment and are aware that the children also do a lot of learning at home, and we would love to hear from you when you see them doing something that makes you proud. You will receive "WOW" moments to complete in due course along with some examples and an explanation letter. When you run out, please just ask for more! Reading Liaison Book Please write to us about any reading your child enjoys -it doesn't have to only be their school book. It is a school expectation that this liaison book comes daily with your child and that they read at least 4 times per week. What can parents/carers do to help? Every child is provided with a reading book which they will be able to decode using their current level of phonic knowledge. We encourage this to read and re-read at home to develop their reading fluency. Fluency is vital. Below is a link to a video clip which shows the programme in action and explains everything, including 'Fred talk'! http://www.oup.com/oxed/primary/rwi/aboutrwi/video/ We ask that the children regularly share their reading books with a grown up at home. Regular practise is invaluable and enables children to progress more quickly and confidently. Make reading fun! Remember to keep reading to your child. They will then come across far more adventurous words than in their own first reading books and you will be helping them to grow a vast vocabulary and develop a deeper understanding of different stories. Your child's second and library book are for reading together; to promote a love and enjoyment of reading. If a child sees and hears an adult reading, they are inspired by them and want to read more and more! Reading homework. At whatever age this is the greatest support you can give to your children. For children in The Brilliant Blue Whales Class we ask that you: * Share both picture and story books with your child so that they begin to develop a love of books and reading. * Look at print in the environment. * Share books at least 4 times per week and tell us about it using the reading diary and Seesaw platform. * Help learn to read and spell high frequency words (keywords) on a bookmark when sent home. Twitter Please follow us on Twitter @ThurgolandPS to see all the wonderful things happening in school. For data protection we will need to accept you as a follower – if you have a unique username, please let the office know it and we will make sure that we accept you as a follower. We hope that this is useful – should you have any questions please feel free to speak to a member of staff. We aim to ensure that your child's experience in Thurgoland School is a happy and rewarding one where they can be their 'best self'. We look forward to working with both you and your child.	<urn:uuid:bb853847-295e-43d2-83ae-9d9c18aa1c69>	CC-MAIN-2023-06	http://thurgolandprimary.org/wp-content/uploads/2022/07/2.-Parent-Information-Booklet-2022-23.pdf	2023-02-03T07:57:05+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00804.warc.gz	44,089,172	4,438	eng_Latn	eng_Latn	0.997782	eng_Latn	0.998911	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 893, 1383, 2640, 5632, 8647, 11468, 13830, 16432, 18459, 20886 ]	[ 2.703125, 1.484375 ]	1	0
National Geographic Readers Bats BatsNational Geographic Books Describes the physical characteristics and behaviors of spiders, sharks, tigers, and wolves, and reveals how these predatory creatures catch their prey. "Did you know that the first stop signs were black and white? Or that a litter of kittens is called a kindle? There's a lot to know and we bet you'll have fun learning these fun, far-out facts in the next super series from National Geographic Kids! Based on a favorite department in Nat Geo Kids magazine, this book is chock-full of fascinating facts, silly stats, and catchy little knowledge nuggets in all kinds of cool categories, from astronomy and dinosaurs to revolutions and breakfast. Special features include Extreme Weirdness, Strange Places, Wacky World, and more"--Provided by publisher. Young readers are invited along on an African safari where they can see elephants spraying, lions playing, and hippos soaking. Provides facts about wolves, including their habitat, packs, and feeding habits. We Need Bats See More Readers Level 1 Saving Animal Babies Prickly Porcupines Killer Whale Describes the characteristics, diet, behavior, and life cycle of killer whales. Presents facts and comparisons about the physical characteristics, senses, eating habits, and behavior of cats and dogs. Get ready for a walk on the wild side in this image-packed book all about bears! Kids will learn about different kinds of bears, where they live, and what they do. This level 3 reader is written in an easy-to-grasp style to encourage the animal lovers of today and scientists of tomorrow! "will give toddlers a happy Halloween" – The Sunday Times This eye-poppingly colourful, hilarious book is an instant winner with children and adults alike. Starring an adorably grumpy bat and animal friends, I Am Bat is perfect for fans of Superbat and Oi Frog! Bat's cherries keep going missing. One by one, they are whisked away by mischievous animal tricksters behind Bat's back. Super-talent Morag Hood cleverly draws the reader into this interactive story: as Bat attempts to track down the guilty cherry thief everyone's a suspect – including you! From the illustrator of Sophie Johnson: Unicorn Expert and creator of The Steves, Aalfred and Aalbert and Colin and Lee, Carrot and Pea. Describes the life cycle and behavior of sharks. Meerkats It's a Vampire Bat! Safari National Geographic Readers: Ponies Bats at the Beach Introduces sperm whales, including their different body parts, how they travel in groups, what they eat, and how they care for their young. Introduces readers to the roles of bats in world ecosystems, as well as threats to bat populations and conservation efforts. Eye-catching infographics, clear text, and a "That's Amazing!" feature make this book an engaging exploration of the importance of bats. In this book with simple rhyming text, Boo Bat flys through the night on Halloween. On a night when the moon can grow no fatter, bats pack their moon-tan lotion, blankets, banjos, and baskets of treats and fly off for some fun where the foamy sea and soft sand meet. 15,000 first printing. Introduces coral reefs, including how they are made, where they are in the world, and why the world's coral reefs are in danger. Time For Kids: Bats! Bears Ants My Adventures with the World's Most Misunderstood Mammals Animal Pollinators Bats: An Illustrated Guide to All Species looks in detail at the more than 1,300 species known today. Nocturnal, fast-flying and secretive, they are endlessly fascinating, yet extremely difficult to observe and catalogue. The diversity of bats is both rich and underestimated and the threats they face from humans are very real. This guide illuminates the world of bats and reveals their true nature as intelligent, social and deeply misunderstood creatures. This extravagantly illustrated handbook features the work of famed nature photographer Merlin D. Tuttle and in-depth profiles of 288 bats, from the Large Flying Fox, which has a wingspan of more than five feet, to the Bumblebee Bat, contender for the world's smallest mammal. Bats includes close-up images of these animals' delicate and intricate forms and faces, each shaped by evolution to meet the demands of an extraordinarily specialized life, and a thorough introduction which explores their natural history and unique adaptations to life on the wing. Take a tour around the world to meet all kinds of bears in this delightful pre-reader. Kids love bears and in this book they'll be introduced to them all: Grizzly, polar, sun, sloth, black, and brown. Great full-colour photos reveal details about how and where they live. Perfect for beginning and young readers, National Geographic Pre-readers include simple, expertvetted text and large, engaging photos on every page. A vocabulary tree at the beginning of the book introduces kids to key words in concept groups, helping kids make connections between words. Plus, a wrap-up activity gives kids a chance to use what they've learned, while expanding their understanding of the world. Describes the habitat, food habits, and social behaviors of meerkats, and explains how they protect themselves from predators. Explores the world of manatees, including their habitats, physical characteristics, diet, behavior, and threats to their environment. A lifetime of adventures with bats around the world reveals why these special and imperiled creatures should be protected rather than feared. From menacing moonshiners and armed Page 5/15 bandits to charging elephants and man-eating tigers, Merlin Tuttle has stopped at nothing to find and protect bats on every continent they inhabit. Enamored of bats ever since discovering a colony in a cave as a boy, Tuttle saw how effective photography could be in persuading people not to fear bats, and he has spent his career traveling the world to document them. Few people realize how sophisticated and intelligent bats are. Tuttle shares research showing that frog-eating bats can identify frogs by their calls, that vampire bats have a social order similar to that of primates, and that bats have remarkable memories. Bats also provide enormous benefits by eating crop pests, pollinating plants, and carrying seeds needed for reforestation. They save farmers billions of dollars annually and are essential to a healthy planet. Sharing highlights from a lifetime of adventure and discovery, Tuttle takes us to the frontiers of bat research and conservation and forever changes the way we see these poorly understood yet fascinating creatures. Bats All About Bears (Pre-reader): National Geographic Readers Manatees Bats at the Library National Geographic Readers: Bats Developed by National Geographic in consultation with literacy education experts, a series of high-interest, exciting and easy-to-read books contain simple text, National Geographic photography and kid-friendly design, as well as loads of information about subjects that really matter to kids. Simultaneous. Introduces the differing characteristics of megabats and microbats, describing appearance, behavior, and food consumption. Presents an introduction to bats, discussing their physical characteristics, habitat, feeding habits, and predators. Yikes, it's a vampire bat! Find out if vampire bats are really the stuff of legends or just another creature of the night in this carefully leveled text. High-quality photographs get readers up close and personal with these furry flying creatures, while critical thinking questions and a photo glossary introduce kids to nonfiction texts. Presents an introduction to penguins, discussing their physical characteristics, mating habits, migration behaviors, predators, and different species. Animals That Change Color (L2) (National Geographic Readers) Whales Fascinating, Far-Out, Fun-tastic Facts Wolves Penguins! Provides information about owls, including different types of owls, their habitats, diet, physical characteristics, and behaviors. Many plants depend on animals to help move pollen around so that the plants can reproduce. Readers will see how hummingbirds, mice, bats, and other animals play a big role in pollination. Simple text and supportive photos and diagrams help readers understand key ideas and details about this important science concept. Describes the physical characteristics, behavior, and natural defenses of the porcupine. Ponies is replete with brilliant photographs and catchy content that will both teach and entertain. Children will be captivated as they watch a brand new baby foal walk within minutes of being born then quickly turn into one of the most graceful animals on Earth. Like all of our level 1 readers written by skilled children's books authors, this title invites kids to learn more about their favorite topics in a familiar format that instills success. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. From the Trade Paperback edition. Why is the world of bats so varied? The littlest bat is as light as a penny. The biggest bat can have a wingspan as long as a bathtub. Some bats have little flaps on their noses. Others have huge ears. The unique traits of each species help it survive in its special place in nature . . . but how? Using eye-popping photographs of strange bats from around the world, Bats: Biggest! Littlest! feeds young readers' curiosity and is certain to prompt stimulating discussions for days. The Bat Book An Illustrated Guide to All Species The Secret Lives of Bats Boo Bat Describes different types of ants and their behavior. The Caldecott Honor winner and New York Times bestselling author of Bats at the Beach "pays homage to the pleasures to be found within libraries and books" (School Library Journal). Another inky evening's here—the air is cool and calm and clear. Can it be true? Oh, can it be? Yes!—Bat Night at the library! Join the free-for-all fun at the public library with these book-loving bats! Shape shadows on walls, frolic in the water fountain, and roam the bookfilled halls until it's time for everyone, young and old, to settle down into the enchantment of story time. Brian Lies's joyful critters and their nocturnal celebration cast library visits in a new light. Even the youngest of readers will want to join the batty book-fest! "As with its predecessor, this book's richly detailed chiaroscuro paintings find considerable humor at the intersection where bat and human behavior meet. But the author/artist outdoes himself: the library-after-dark setting works a magic all its own, taking Lies and his audience to a an intensely personal place."—Publishers Weekly (starred review) "The rhymed narrative serves primarily as the vehicle for the appealing acrylic illustrations that teem with bats so charming they will even win over chiroptophobes."—Booklist "There is enough merriness here to keep the story bubbling . . . Pictures light-handedly capture the Cheshire Bat, Winnie the Bat and Little Red Riding Bat."—Kirkus Reviews All titles in this collection are by Laura Marsh and previously copyrighted in A2014, A2012, and A2011, by the National Geographic Society. Go on an adventure in the shadows with award-winning author and illustrator Charlotte Milner. Discover why these mammals are essential to the world we live in, learn just how much they matter, why they are under threat, and what we can do to help. Bright, bold, and beautiful illustrations accompany fascinating fun facts about these furry flying mammals in this adorable kids' book. Did you know that there are two main groupings of bats, or that the bat is the only mammal that can fly? Children will be fascinated by the beautiful illustrations and learn plenty of bat facts on every page. From the way they fly, to how they communicate with each other, how bats hunt, and why they sleep upside-down, each of the world's 1,300 types of bat is unique and utterly fascinating. Bats are also incredibly important to the environment, from gobbling up pests to spreading seeds through the forests. They also pollinate over 500 different species of plants throughout the world, including fruits such as mangoes and bananas. A beautiful educational book with an important message. While learning about these elusive creatures, there are also fun activities for kids so they can learn how to support bats, including growing a batfriendly garden to help them thrive. Bats make the world a better place, making this nature book for kids an essential tool in encouraging the protection of bats for generations to come. Following on from The Bee Book and The Sea Book, Charlotte Milner continues to highlight critical environmental issues faced by our planet. The Bat Book is perfect for teaching little animal-lovers all about these clever creatures who do so much for our world. Explore The Upside-Down World Of Bats! Discover how much they matter, why they are declining, and what we can do to help. This charming celebration of bats shows children just how extraordinary these animals are and is a reminder that it is up to us to care for our planet and its creatures. It's perfect for school projects about bats, mammals, ecology, or endangered animals. It also cleverly uses the subject to cover broader topics such as plant reproduction, ecosystems, and more. The Bat Book may be small, but it is mighty. Find out more about natures secret friends, like: - Where bats live - What bats look like - Why bats are important Growing a bat-friendly garden - Myths about bats and much, much more! This delightful book is one of three children's books on conservation and includes The Sea Book and The Bee Book for your little ones to enjoy. Coral Reefs They live in spooky caves, in forests, even in the dark reaches of ordinary attics and bridges. They flock by the hundreds, and they sleep while hanging upside down! In this beautifully photographed Level 2 Reader, kids learn about one of the most interesting creatures around—and discover the bat's unique place in the wild and in the world. The high-interest topic, expertly written text, and bonus learning activity lay the groundwork for a successful and rewarding reading experience. National Geographic supports K-12 educators with ELA Common Core Resources. Visit www.natgeoed.org/commoncore for more information. From the Trade Paperback edition. Explore the World of Bats! Biggest! Littlest! Amazing Bats Owls Fly through the spectacular, nocturnal world of bats with All About Bats. From leathery wings to echolocation, this nonfiction reader is an exciting look at these creatures of the night, and includes fantastic photography that will amaze kids as they read. Perfect for 3-5 year olds learning to read, Level 1 titles contain short, simple sentences with an emphasis on frequently used words. Crisp photographic images with labels provide visual clues to introduce and reinforce vocabulary. They're SSSSLITHERY! SLIPPERY! They creep us out! But get to know them and you'll find snakes private, quiet types who just want a cool, shady place to call home. From the tip of their forked tongues, to skin that sheds, to the rattles on certain tails, these creatures have secrets all kids will love. Cool photos and fun facts slip us inside their surprising world. "Packed with beautiful and engaging photos, this new leveled reader dives into the amazing world of animals that change their appearance based on environment, the need to blend in to hunt or stay safe, and even their mood! Kids will learn all about the how and why of these amazing animal transformations"-- Discusses the kinds of food, water, and shelter that a variety of animals need Page 14/15 Copyright : lsamp.coas.howard.edu Get Free National Geographic Readers Bats to live. Discusses physical characteristics, behavior, habitats, and life cycle of wild cats. Bet You Didn't Know I Am Bat Cats Vs. Dogs Animal Needs Sharks! Presents the characteristics, behavior, eating habits, and enemies of bats. National Geographic Readers: Snakes! National Geographic Readers: Ocean Animals Collection DK Readers L1: All About Bats The World's Largest Dolphin Wild Cats	<urn:uuid:c545b2e8-2729-4f79-bb6d-4dfb670a5cc0>	CC-MAIN-2023-06	http://lsamp.coas.howard.edu/pharmative/opini/sql.php?keyword=national-geographic-readers-bats-pdf&isbn=b162698bbb568c5cdbb60f4a811b8abb	2023-02-03T06:14:24+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00805.warc.gz	28,585,127	3,359	eng_Latn	eng_Latn	0.992227	eng_Latn	0.998048	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1027, 1931, 2804, 3763, 5545, 7036, 8108, 9459, 10378, 11434, 12538, 13633, 14520, 15785, 16269 ]	[ 3.109375 ]	1	0
Virtual School Guidance Fall 2014 Administration Ohio's new Kindergarten Readiness Assessment consists of three different item types. These item types are selected response, performance task and observational rubric. There are specific administration procedures for completing each item type. The purpose of this document is to provide virtual schools with a description of item types and guidance on alternative formats for administration. Administration of Selected Response and Performance Task Items * For selected response items, the teacher reads a scripted prompt that could include a story or pictures and asks the student to respond to a question by selecting one of three answer choices. Selected response and performance task items require the teacher and the student to interact directly. These are contained in the language and literacy and mathematics/science sections of the Kindergarten Readiness Assessment. * For performance task items, the teacher reads a scripted prompt that could include a story or pictures. The teacher asks the student to respond to a question through an action or verbal response, such as producing a rhyming word. The area should be prepared before testing begins. Any visual aids that could assist the student while testing (e.g., an alphabet chart with picture cues for letter sounds) must be removed from the room or covered completely. The student should sit or stand in a position that allows the teacher to easily view the student and that allows the student to easily view the test item images. The teacher must follow the directions exactly as written in the teacher administration manual. Virtual School Considerations * In-person, individual appointments - More than one appointment for each child may be required to allow for sufficient time to allow numerous breaks for the student Direct assessment items may be administered in the following ways: * In-person in a simulated classroom experience, social activity/play group, or field trip experience with intermittent direct assessment A qualified test administrator must be physically in the same room as the student during administration of direct assessment items. Administration of Observational Rubric Items Observational rubric items, contained in the observational section of the Kindergarten Readiness Assessment, do not require the teacher and the student to interact directly. Observations occur in the classroom and other educational settings. Descriptions in the rubric determine scores. For rubric items, the teacher observes the student engaged in everyday routines and activities. The teacher rates the student on a demonstrated set of skills. A rubric contains three description levels for each skill. Video Evidence Evidence of skills and behaviors may include video recordings of everyday activities. Evidence is scored in the observational rubric. Prior to any recording, the school should obtain family/parent permission to collect, store and distribute any video evidence. The school is responsible for obtaining family/parent permission prior to videotaping. This includes recording storage and distribution of video evidence, as applicable. Recording video of any Kindergarten Readiness Assessment items or materials is not permitted. Virtual School Considerations * Family collection of evidence with teacher scoring Observational items may be completed in one or both of the following ways: o Provide a modified observational item planning grid to families that they can use to gather evidence of the child's skill level related to each item. o The teacher who completed the Kindergarten Readiness Assessment training uses the anecdotal evidence to rate the child's skill level for each item. o Evidence can be anecdotal, video, audio or photo. * Teacher collection of evidence and scoring o Play group, social meeting or field trip activity o Simulate a classroom experience (Using church, library or other community spaces set up like early childhood classrooms)	<urn:uuid:afa1a472-c6c6-4930-a333-0259315525dc>	CC-MAIN-2015-06	http://education.ohio.gov/getattachment/Topics/Early-Learning/Guidance-About-Kindergarten/Ohios-New-Kindergarten-Readiness-Assessment/Virtual-School-Guidance.pdf.aspx	2015-01-25T03:50:02Z	crawl-data/CC-MAIN-2015-06/segments/1422118059355.87/warc/CC-MAIN-20150124164739-00026-ip-10-180-212-252.ec2.internal.warc.gz	114,204,124	710	eng_Latn	eng_Latn	0.99505	eng_Latn	0.995803	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2186, 4017 ]	[ 2.296875 ]	2	0
Mark making Handprints, scribbles, and messy splodges are all part of learning to write. It will really help if you encourage all of these – and more – right from your child's first few months. First marks The first marks that babies and toddlers make are often a result of exploring food with their fingers. You may have noticed your child making handprints, smearing food or perhaps leaving finger trails in a spilt drink. While this is sometimes messy, it can be helpful to know that these marks are your child's first steps to becoming a writer. Using their hands and fingers in this way is really important for developing the muscles they will need to hold and control anything that they want to make a mark with. Later, this will be a pen or pencil for writing – and they need lots of practice! Try giving your baby the opportunity to explore and make patterns in spilt food or drink before you wipe it up – even if it's a bit messy! Making marks Early marks are often the result of movements and gestures made with arms, hands and fingers – perhaps a yoghurty handprint on a highchair, or a finger trail on a steamed-up window or mirror. As your child grows and develops, they'll learn that they can use other things to make marks too. They will enjoy making marks in lots of different ways: - wet or muddy footprints v1 1 of 4 - using objects to make prints in playdough - brush marks with paint or water - using sticks to make trails in sand or mud - a scribble from a crayon or felt tip pen To start with, toddlers will find chunky mark-making tools such as big crayons and brushes easier to grasp using their whole hand/fist. They'll need lots of practice to develop the strength and control to be able to hold and use a pencil later on. Choosing mark making activities The things you provide for your baby or child to make marks with will depend on their age and stage of development – and your preferences too. Your Peep Practitioner will be able to give you some suitable ideas. Whatever you choose, always stay with your baby or young child when they are mark making – that way you can make sure they stay safe and you can join in the fun too! Encouraging mark making When you respond positively to the marks that your child makes they will want to continue exploring. Your encouragement will help them develop the skills they will use later when they draw and write recognisable pictures and letters. When babies and children feel that their efforts in making marks are valued, they are likely to want to continue exploring. v1 2 of 4 Some children can be a little unsure when exploring new things. They may need time to build their confidence and get used to new textures, smells, colours etc. You can help by modelling ways of exploring mark making materials and by gently encouraging your child to have a go. If it's enjoyable, they will soon discover that mark making can be a fun and happy time. Mark making muscles Physical activities are an important part of learning to write. Before children can make small, controlled marks on paper, they need to build up the muscles in the centre of the body (trunk), their shoulders and arms. These muscles support their balance and give them upper body strength so they can sit up and control their arm movements. You can help your child to build these muscles by giving them opportunities to crawl, pull themselves up, climb, swing and do other physical activities. A trip to the park is ideal – you could take along some plastic squirty bottles filled with water (e.g. sports drink bottles) and brushes to explore outdoor mark making too! When children get control of their big muscles, they can concentrate on strengthening and developing the smaller muscles in their hands and fingers. Mark making activities gives children opportunities to: - move and control their wrists - move their fingers separately as well as use their thumb and index finger to pick up small items v1 3 of 4 - develop hand-eye coordination - practise the little movements that they will use when they start to write. Mark making activities help babies and young children to develop the physical strength, skills and co-ordination that they need to manipulate tools for mark making, and later for writing. Meaningful marks and significant scribbles Babies and young children are often very interested in the marks they make. These early marks sometimes simply mean 'I was here!' When toddlers begin to grasp chunky crayons or paint brushes and realise that their movements can make marks, they often stop, look and try to change them. In this way, they are letting us know that their marks mean something. As their strength and control of the tools they are using grow, their marks get more complex – from blobs, wavy lines and dots to the curves and other shapes that they will use later to form letters. What adults often think of as scribbles are often meaningful to young children. Try talking to your child when they are making marks and asking them about the marks they have made – you may get an interesting response! As babies and young children realise that their actions can leave marks, they begin to develop the understanding and the skills they will need to become writers. 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SWS HTSP South West Schools Healthier Tuck Shops Project How to set up and sustain your healthier tuck shop SWS HTSP South West Schools Healthier Tuck Shops Project Contacting the SWSHTSP team Chris Fox Project Manager Public Health Observatory Government Office for the SouthWest 2 Rivergate Temple Quay Bristol BS1 6ED T: 0117 900 3502 E: cfox.gosw@ go-regions.gsi.gov.uk Contents Introduction Section 1 Preparing for your healthier tuck shop 1.1 What is an healthier tuck shop? 1.2 Setting up a planning group 1.3 Assessing demand 1.4 What to sell – fruit and vegetables only or healthier snacks 1.5 Using the Balance of Good Health 1.6 Choosing healthier snacks 1.7 Funding and support 1.8 Finding volunteers Section 2 Day-to-day management of your healthier tuck shop 2.1 Facilities and equipment 2.1.1 Storage 2.1.2 Preparation 2.1.3 Distribution 2.2 Hygiene matters 2.3 Financial considerations 2.4 Supplies 2.4.1 Ordering 2.4.2 How to reduce and manage waste Troubleshooting 2.5.1 Queuing 2.5.2 Staffing 2.5.3 Litter 2.5.4 Other nuisances Section 3 Keeping your healthier tuck shop going 3.1 Sustainability 3.2 Promoting your tuck shop 3.3 Measuring your success Summary APPENDICES 1 Further help and information Local contacts Suggested resources Other useful contacts and websites 2 Checklist of things needed to start your healthier tuck shop 3 Hygiene matters 2.5 Most children today eat a diet which is high in fat, sugar and salt and lacking in fruit and vegetables. Children from lower income families often have the poorest diets of all, eating more sweet foods, soft drinks and crisps and less fruit and vegetables than those from higher income households. A recent survey found that the average child eats only two of the recommended five portions of fruit and vegetables each day, and one in five has no fruit or vegetables at all. In comparison 80% of children regularly eat snack foods such as biscuits, chocolate and chips. Combined with the fact that children today lead relatively inactive lives it is no surprise then that rates of obesity in children are increasing rapidly – currently 1 in 5 boys and 1 in 4 girls are either overweight or obese. It is also of concern that a poor diet in childhood contributes to the development of dental decay and diseases of adulthood such as coronary heart disease and certain types of cancer. The increasing availability of snacks over the years has been blamed for encouraging poor eating habits. But there is some good news – it's not snacking itself that is bad for you it's what you snack on. Children (especially younger children) have high energy and nutrient requirements for their size. Because of this they need to eat regularly, and nutritious snacks between Introduction meals are an important part of the day. Tuck shops have traditionally offered a selection of high fat and high sugar foods, and as such have been criticised for encouraging poor eating habits. However, they need not be unhealthy, and with a little bit of thought can be an important vehicle through which healthy eating habits are established. In 2001 the Department of Health and the Department for Education and Skills launched the 'Food in Schools' programme with the aim of finding ways to enable schools to develop and implement sustainable strategies to improve the diets of children. As part of the programme, one of the projects is focussing on how schools can make healthier tuck shops a reality. This pack has been put together for the South West Schools' Healthier Tuck Shops Project (part of the Food in Schools programme). It is based on survey results from over 1400 schools in the South West Region and indepth focus group work in schools that already run a tuck shop, as well as information from other parts of the country. All the advice relates to operations selling food and drink at morning break. Schools have found there are many benefits in running a healthier tuck shop. A big positive factor is that pupils get a nutritional 'boost' in the morning – especially important for those who miss breakfast before school. Running a healthier tuck shop also: * Encourages healthy eating habits in early life * Supports a whole school approach to healthy eating * Contributes to the future health of children * Is included in the criteria of the National Healthy Schools Award * Shows parents you consider the health of their children to be important A healthier tuck shop can also generate a small amount of additional income for the school. However, you still need to keep costs fairly low so that all children, regardless of family income, can use the tuck shop. It has also been suggested that providing healthier alternatives in the morning: * Improves performance and behaviour and reduces truancy * Improves dental health due to a reduction in the amount and frequency of sugar eaten * Contributes to a healthy immune system, reduces illness and hence absenteeism So whether you are thinking of starting up a tuck shop from scratch or wanting to convert an existing tuck shop to a healthier one, this pack will make sure your project is successful, sustainable and stress-free. Preparing for your healthier tuck shop "We had a backlash from a few parents at the beginning because they felt they hadn't been informed about what was happening and were being told how to feed their children. But we got through, and the staff supported me. Now we make sure all new parents know the policy" Headteacher, primary school. 1.1 What is a healthier tuck shop? Healthier tuck shops are a way for schools to promote healthy eating as part of a whole school approach to food. Healthier options can be provided at breaktime, so schools provide consistent health messages in the classroom and at all school eating occasions. Making healthier snacks and drinks available to children in tuck shops encourages them to try new foods and makes it more likely that they will continue to make healthier choices for the rest of their lives. Tuck shops can support other related activities, which fit in with the National Curriculum and the National Healthy Schools Standard, such as numeracy and literacy. 1.2 Setting up a planning group A keen planning group is a necessary part of setting up and keeping a tuck shop going. It is important to have a named person leading the project, so that someone has ultimate responsibility. It's up to you to decide who is represented on your group – pupils should always be included (perhaps via the school council), and parents, teachers, governors, catering staff, school nurses can also provide useful input. Senior management support and involvement will help the project along and ensure its success. In addition it is always wise to keep your inhouse caterer on side as they may be able to help you with equipment, storage etc. If they are to run the tuck shop for you a good relationship is essential to enable you to keep some control over what is sold and at what price. 1.3 Assessing demand Before you go ahead with your tuck shop you need to make sure that it is something people want – otherwise there is little chance it will succeed. Make sure you have talked with the school community (pupils, parents, staff and governors) before you set up yours. A simple survey to assess their views will be time well spent. This doesn't have to be very difficult and could be done at an assembly, parents evening or through the school newsletter. It could even be carried out by pupils as part of a maths activity. A survey gives you the chance to find out what people would like to see the tuck shop selling, how much they would be willing to pay, estimate the number of potential customers and perhaps identify some willing helpers. If you plan to change what your existing tuck shop sells or impose new restrictions on food brought into school at break time, you may meet some resistance. Discussion with key people early on can help prevent this. Determining what the tuck shop should offer 1.4 What to sell – fruit and vegetables only or healthier snacks of venture (see table above). In 2000 the government launched the National School Fruit Scheme, which entitles every 4–6 year old school child to a piece of fruit each school day. With the drive to increase fruit and vegetable consumption many schools have set up their own tuck shops selling fruit and vegetables only. Other schools, however, have chosen to offer a wider range of healthier snacks either in place of, or alongside the more usual 'tuck'. Ultimately, the choice of what to sell should be decided by the planning group after consultation with the school community. It will also depend on a variety of factors such as time and staff available for ordering, preparation, service and clearing up, storage and preparation facilities and available equipment. There are advantages and disadvantages to both types In practice, demand, cost and nutritional content are the main determinants of what is sold at tuck shops. The demand for 'unhealthy' products is the main reason for tuck shops closing down and will ultimately undermine your attempts to make your healthier tuck shop a successful venture. This highlights the need for good promotion and marketing of the healthier products (see Section 3.2), as well as a change of culture to encourage children to start thinking of certain foods and drinks as suitable snacks, eg vegetables. Cost is also a strong tool for influencing purchasing decisions and competitive pricing of healthier products should also be considered. 1.5 Using the Balance of Good Health The best way to ensure a healthy balanced diet is to eat a wide range of foods from the five different food groups. The trick comes in knowing how much to eat. The Balance of Good Health plate model can help you with this – simply eat a variety of foods from each group in the proportions shown overleaf. It is important to remember that there are no 'healthy' or 'unhealthy' foods. It is the overall balance of the diet that is important. However to achieve a balanced diet in practice this generally means: * Basing your meals on bread, cereals, rice, pasta, noodles etc – preferably wholemeal. * Choosing moderate amounts of lean meat, fish, beans and pulses. * Eating more fruit and vegetables – aim for at least five portions of different fruit and vegetables each day. * Having reduced fat dairy foods, eg milk, yogurts and cheese three times a day. * Cutting down on foods that are high in fat and/or sugar. 1.6 Choosing healthier snacks Tuck shops have traditionally sold an array of high fat and/ or high sugar foods such as crisps, sweets, chocolate bars and fizzy drinks. However, in recent years there has been a move to provide healthier options, as schools recognise the need to adopt a whole school approach to healthy eating. It is difficult to say what constitutes a 'healthy' snack as there are many considerations to take into GREEN These are the healthiest snacks to choose. All contain no added sugar or salt and are low in fat. * Fruit and vegetables * Sandwiches, without mayonnaise or fatty meat * Toast, pitta bread, chapatti * Crumpets, English muffins * Crackers and crispbreads * Plain popcorn or rice cakes * Breadsticks * Plain water * Semi skimmed milk account. Seemingly healthy items labelled as 'low fat' may actually contain a lot of sugar and vice versa. This confusion is evident in schools as when asked to name 'healthy' and 'unhealthy' products there was some degree of overlap between the two lists. In particular, homemade items such as biscuits and cakes were considered much healthier than shop bought ones. AMBER These may contain a little sugar, salt or fat or damage the teeth, but contain other nutrients that have health benefits. * Dried fruit * Teacakes, scones or currant buns * Plain biscuits, eg digestive, rich tea * Low fat/low sugar cakes and biscuits * Low fat fruit yogurts or fromage frais * Salted popcorn * Reduced fat crisps, eg twiglets * Cheese & tomato pizza * Pure fruit juice * Sugar free squash * Flavoured water * Diet fizzy drinks * Smoothies or milkshakes * Low calorie hot chocolate In general terms, the healthiest snacks are low in fat, sugar and salt and high in fibre. To help you decide what to offer in your tuck shop, the following lists categorise snacks based on their fat, sugar and salt content. In practice it is best to offer most foods from the green list, some from the amber list and none (or veryfew) from the red list. * Chocolate bars * Chewy or boiled sweets * Ordinary crisps and corn snacks * Mints * Meat based pizza with lots of cheese * Hot dogs * Ordinary squash * Ordinary fizzy drinks 1.7 Funding and support Often the hardest part of setting up a tuck shop is finding the initial funds and support to get it up and running. After this, most schools find their tuck shops easily become self-funding. Here are some suggestions to help you find your feet: * Approach your school's Parent Teachers Association to see if they have any funds available or can arrange a special fund raising event. * Hold a 'Bring and Buy' sale or a coffee morning to raise some money to start you off. * Contact local shops, supermarkets, markets etc to see if they would be willing to donate the first month's supplies free of charge – if the tuck shop takes off and you shop with them regularly this will be to their advantage. * Many people can help give you advice, information, training and resources – see appendices for some useful contacts. At the start of the project you need to decide whether you want to make a small profit from your tuck shop or not. Obviously this will affect your pricing policy and may affect the ability of some children to buy certain produce. Even if you are not intending to make a profit you will need to sell your 'tuck' a little above cost price to allow for wastage etc. If you do make a profit, you will have to decide what to do with the extra money. You may want to fund other healthy eating projects, purchase sports equipment or other resources, eg books. Your decisions are best made by asking the school community for their ideas. Remember if you charge too much you may be disadvantaging children from lower income families. 1.8 Finding volunteers The key to a successful tuck shop is to find willing volunteers to organise its day-to day-running, eg ordering, preparation, service and clearing up. There are a number of ways of attracting volunteers: * Notices in the school newsletter * Offering food hygiene training as an incentive * Asking for help in school assemblies, parent evenings and PTA meetings * Offering a free item of 'tuck' for each volunteer! Your school may have a policy on who can work with children in school which you need to check out first. Usual volunteers are: * parents * teachers * grandparents * school nurses * local youth workers. * learning support assistants And don't forget the pupils themselves. Many schools have a rota of children who help out and some tuck shops are run almost entirely by pupils. It is a good idea to make one person responsible overall – ideally an adult. Research has shown that an enthusiastic and willing adult in charge is vital to the success of a tuck shop. As the loss of key volunteers can lead to the closure of tuck shops try also to have a list of standby volunteers in case one of your regulars drops out, or develop a rota to share the work out. Make sure any procedures are well documented in case your main volunteer is unavailable. You may decide to ask your in-house caterer to run the tuck shop. This means their staff take care of all the ordering, preparation, service and clearing up. It also means you won't have to worry about recruiting any staff, storage issues or buying any necessary equipment. However, if you choose this route you need to make sure that you lay down some rules regarding pricing and choice of 'tuck' to be sold. Otherwise you may find you have little control of either. "It's mostly the children who run the tuck shop for us. They get so much out of it and it's a privilege to be a volunteer. It has worked well to team a quieter child with someone more outgoing." Teaching assistant, junior school. 2 Day-to-day management of your healthier tuck shop 2.1 Facilities and equipment If you are selling fruit and vegetables: These will depend on the types of food and drink you choose to sell in your tuck shop. It is important that everything meets with the appropriate health and safety requirements. This may sound daunting, but a chat with your local Environmental Health Department or school health and safety representative will sort out any potential problems. 2.1.1 Storage Ideally your storage area should be close to your preparation and distribution area. For dry goods a cool, dry area or cupboard is all that is needed. If you choose to sell chilled and perishable items, e.g. yogurts and smoothies you will need a fridge. Many schools store their supplies in the school kitchen, and have a cupboard or shelf clearly marked for the use of the tuck shop. Other schools keep supplies in the staff room or in classrooms, often on a trolley for ease of transport. * Store in a cool place, preferably off the ground. * Remove any plastic wrappings before storage as they encourage the growth of moulds. * Discard any damaged items on delivery. * Remember that bananas ripen quicker in the dark. 2.1.2 Preparation Preparation time will depend on what you choose to sell in your tuck shop. Consider how long it will take you to set up shop at your chosen venue, as well as the time needed to wash and chop fruits and vegetables, make sandwiches, etc. You may be able to prepare things in the school kitchen. If not, a table covered with a plastic cloth should be sufficient. Make sure you wipe it with an anti-bacterial spray before and after use. You will also need the use of a sink for washing your hands, and a separate one for washing any fruit or vegetables and washing up. Other useful equipment includes: * Aprons * Knives * Chopping boards * Scissors * Paper bags • Tea towels * Paper towels or napkins * Plastic cups * Blender * Tin for money * Toaster 2.1.3Distribution As most tuck shops operate in the same place each day, it makes sense for this to be somewhere close to your storage and preparation areas and easily accessible to the pupils. In many cases this may simply be a table or trolley placed in a convenient location – somewhere where there is adequate room for queuing and where it will not cause an obstruction, eg to fire exits. Above all your chosen venue for the tuck shop should be warm and welcoming. There are a number of ways you can achieve this: * Using brightly coloured plastic tablecloths. * Having music playing in the background. * Displaying items in wicker baskets or coloured bowls. * Displaying colourful posters. Some schools choose to have a mobile tuck shop on a trolley which can be wheeled around each classroom in turn at break time. A mobile shop has the advantage of being able to go outside when the weather is good. 2.2 Hygiene matters Even though you may only be selling a small range of foods and drinks it is important to follow the simple hygiene tips below. In addition, remember that the main person responsible for the tuck shop should have a basic (Level 1) food hygiene certificate. You may be able to team up with other schools to have a joint training session – contact your local Environmental Health Department for information. Personal hygiene * Tie back long hair. * Always wash your hands thoroughly before you prepare food and after going to the toilet. * Keep jewellery to a minimum. * Cover up cuts or grazes with a waterproof plaster – coloured plasters will be more easily seen if they fall into food. * Don't cough or sneeze over food. * Always wear a clean apron. * Don't handle food if you feel unwell or have any skin, nose, throat or bowel complaint. It is also worth reminding pupils to wash their hands before they eat at the tuck shop. Food safety * Keep your preparation area clean and tidy as you go along. * Spray work tables with anti-bacterial spray before and after use. * Clean everything thoroughly after use. * Young children should never be left alone with sharp knives and older children should be supervised if using them. * Always wash fruit and vegetables and peel carrots. * Do not use any utensils used for preparing food for anything else. * Keep the coldest part of your fridge at 0-5 o C. * If you are using chilled goods, e.g. milk, yogurts, remember to put them in the fridge soon after purchase. * Check use-by dates and best-before dates. * Put newly bought goods to the back of your storage cupboard or fridge and use the older ones first. How to set up and sustain your healthier tuck shop 10 "We haven't really had a problem with children bringing in money. We try not to encourage them to bring lots of money into school. A maximum of 40p is suggested. Some children will buy a piece for a friend but our staff always check it is a gift and that they aren't being forced into buying it for someone." Teacher, primary school. 2.3 Financial considerations It is important to keep records of money taken and money spent on supplies. This is best done on a weekly basis, and can be done by pupils themselves and double checked by an adult. Encouraging pupils to be involved in this gives them a chance to improve their maths skills. In secondary schools there should be no problem with children bringing money into school to use at the tuck shop. However a small number of primary schools report this may be an issue with younger children. Many schools have got around this problem by collecting money daily, weekly or even half termly from children and in some cases issuing vouchers which can be swapped for items at the tuck shop. In practice this will only work if things are similarly priced (a set price) and if you have someone who is willing to collect the money, eg teacher, office staff or parent. 2.4 Supplies 2.4.1 Ordering There are a number of different options to consider when thinking about where to order your supplies from: * Local greengrocer - one of the main advantages of using your local greengrocer is that you will be able to strike up a good relationship to allow you better deals in the future. Produce is usually of good quality and you may be able to arrange delivery. You may also be able to purchase local produce and take advantage of buying products in season. * Market stall - prices tend to be lower on market stalls, although the quality of produce may vary. You will easily be able to get products that are in season. Delivery may be possible, but if not you will have to arrange for someone to go shopping, possibly quite early in the morning to get the best choice. This may cause problems in terms of transportation, especially if buying large quantities of fruit and/or vegetables. * Local supermarkets - these are often keen to work with the local community, and many of the big names may have links with local schools already. Supermarkets have a wide range of products, usually of good quality and at reasonable prices. However they may not deliver and so you will need a volunteer to go shopping regularly. How to set up and sustain your healthier tuck shop 11 "At the start of the first week of the tuck shop we ordered as many pieces of fruit as we had children in the school, and we made sure we chose the ones that lasted well." Headteacher, infant school. * Local grower, producer or farm shop – building links with local producers may be possible. Seasonal produce will be relatively cheap and might be delivered to you if the school is nearby or on a delivery route. Some producers will also be happy to visit the school to deliver assemblies or taster sessions and some will be happy for children to visit their farm or orchard. This allows for further educational work to support the tuck shop. * School meals contractor – you may be able to order what you need through the school meal contract suppliers. This may not be the cheapest option but it will be convenient as they will be delivering to the school anyway. * Discount wholesaler – useful for low cost bulk buying, but remember to consider how much storage space you have first! Think about teaming up with other schools so that you can share out the products – and the cost. You may of course decide to get your supplies from more than one place. This will increase your workload, but you may be able to get better deals by doing so. Whichever supplier you choose, remember to think about back up should your usual supplier let you down. Also remember that if you get your supplies delivered someone will have to be around to receive them. 2.4.2 How to reduce and manage wastage Factors such as the size of your school, storage facilities and the number of customers you expect make managing stock a very individual matter. If you have promoted and advertised your tuck shop well beforehand you can expect a high level of interest in the first few weeks. After this, customer numbers usually drop slightly. In general it is better to under order at first, but do have a back up plan if sales are much higher than expected, eg discuss extra deliveries with your supplier. Most schools get used to knowing how much and how often to order very quickly. Whether you decide to shop or receive deliveries daily, weekly or on demand is up to you. However, there are a number of general issues to consider: * Try to go shopping or arrange for deliveries at the start of the week. * Any perishable items left at the end of the week can be sold off cheaply to pupils, staff or parents. Some schools have an after school stall in the playground on Friday to catch parents picking up their children. * Run down your stocks before school holidays. * Keeping records of what you sell will make it easier to judge your ordering needs in the future. * There may be seasonal variation in the demand for certain products. * Some products are available wrapped in individual portions, which will reduce wastage but may cost more initially. How to set up and sustain your healthier tuck shop 12 "We hit a bit of a problem when we realised that the children were queuing up in front of a fire exit. We had to find another site quickly." Teacher, junior school. 2.5 Troubleshooting 2.5.1Queuing This can be a big problem if your tuck shop is very popular and is one thing that children hate! However there are a few ways in which this problem can be managed effectively: * Make sure you have everything ready before you open, e.g. fruit chopped up, sandwiches made. * Consider splitting break times for different classes. * You may be able to have more than one queue to enable you to serve more people in the same amount of time. 2.5.2Staffing Finding (and keeping) people to run your tuck shop can be a big problem. As volunteers are usually unpaid you need to maintain a good relationship to be sure of their continued support. Consider the following: * Advertise regularly for new volunteers – make use of school newsletters, assemblies, parent evenings etc. * Encourage pupils to be involved as this gives you a very large potential pool of staff! * Try to have a list of things available and prices clearly displayed where children queue so that they have made their mind up and have the money ready by the time they reach the front of the queue. * Look to the wider school community for potential volunteers too – secretaries, janitors, classroom assistants may all be willing to help – not everything has to be organised by parents and/ or teachers. * Remember that your tuck shop could be a mobile one – many smaller schools have a trolley that visits the different classrooms before break. How to set up and sustain your healthier tuck shop 13 "Litter is not an issue. In fact the complete opposite has happened. We used to have crisp and chocolate wrappers everywhere. We have a recycling programme too and the apple cores and other waste are composted or taken for the guinea pigs." Caretaker, primary school 2.5.3 Litter Many schools that have replaced a tuck shop selling chocolates, crisps etc. with a fruit and vegetable tuck shop have found litter problems are reduced. However you still have to make sure that there are adequate bins available for waste. Some schools have introduced special bins to allow for recycling and composting. If you are collecting and storing organic matter for composting be sure to only use uncooked, unprocessed waste such as fruit, vegetables and eggshells. DO NOT include processed foods, meat or fat or you will almost certainly attract vermin. Free compost bins are available from some local councils, and special bins are available to keep compostable kitchen waste indoors so that you don't have to visit the compost heap constantly. 2.5.4 Other nuisances In coastal regions particularly, there have been problems with seagulls scavenging for food in the playground. If this is an issue in your area you should consider an indoor site for your tuck shop and provide hard, covered bins in the playground for waste. How to set up and sustain your healthier tuck shop 14 3 Keeping your healthier tuck shop going 3.1 Sustainability As well as advertising and promoting your tuck shop at the beginning it is important to consider how to keep the interest going once the initial novelty has worn off: 3.2 Promoting your tuck shop * Review your progress regularly (see Section 3.3). * Introduce new products routinely – try to get ideas from pupils about what other healthier items they would like to see in the tuck shop. * Remember that willing volunteers may become less willing as time goes on! Make sure you regularly advertise for new volunteers, eg in school assemblies, parent evenings, on noticeboards, in newsletters etc. * If you are selling fruit and vegetables consider what is in season – this will keep costs down. * Keep trying new marketing ideas (see below) to refresh interest in the tuck shop. In order to encourage people to use the tuck shop and increase the demand for healthier products you need to consider employing a few simple marketing ideas: * Write regular articles for the school newsletter, and promote the tuck shop at school council meetings and school assemblies. * Think about presentation – maybe invest in a few brightly coloured bowls or baskets and arrange things neatly on your table/ trolley. * Display posters advertising the tuck shop around the school - these can be designed by pupils. * Make the prices of items obvious and consider making healthier products cheaper than less healthy ones to increase uptake. * Encourage visitors to the school to visit the tuck shop – you could even invite local celebrities to see what you are up to. * Start up a loyalty card scheme, eg for every four pieces of fruit bought a free piece is received. * Link and promote with other events if possible, eg Harvest Festival, Food First Month, National Apple Day, National Sandwich Week. * If you can, try to offer pupils the chance to taste new or unfamiliar products before they buy. * Special offers can work really well, especially if you are introducing a new product. How to set up and sustain your healthier tuck shop 15 * Consider highlighting the nutritional benefits of healthier products, e.g. produce signs indicating low fat, high fibre, low sugar items. * Consider sending an information pack home to parents highlighting the benefits of the tuck shop. Give them information about what you sell and prices too. * Promote the tuck shop where possible in class, e.g. during lessons about healthy eating. * A healthier tuck shop can be a good tool to entice parents to send their child to your school – don't forget to publicise the fact in the school prospectus. You may need to review any existing policy on snack foods in order for a healthy tuck shop to operate to maximum effect. For example if you still allow pupils to bring in whatever they like at break time this may undermine any attempt to encourage healthy eating via your tuck shop. "Our school has done assemblies on how cool it is to eat fruit and vegetables. We've had visits from our local orchard and we got to taste some different fruits. I think this made children more likely to choose their favourite in the tuck shop afterwards." Pupil, junior school. 3.3 Measuring your success Starting up a tuck shop and keeping it going can be a lot of hard work and it is easy to get a bit bogged down in the day-to-day running. Don't forget to keep a check on your progress so that you can look back and see what you have achieved. Keeping records along the way can help with this: * Notes from planning group meetings. * Money taken/profit made. * Numbers of people using the tuck shop. * The type and amount of produce sold to identify best sellers. * Records of mistakes made and lessons learnt along the way. * Attitudes of pupils, staff and parents towards the tuck shop – this can be done by carrying out a simple survey designed and administered by the pupils as part of classroom activities, eg numeracy, literacy, PSHE. * Changes in the food choices of children, eg at lunch time. * Articles in school newsletters, etc. * Improvements in the school environment, pupil behaviour and school attendance rates. Summary Schools provide an excellent opportunity to influence the eating habits of young people. If encouraged to enjoy attractive and healthy food early on, it is much more likely that these positive behaviours will remain with a child throughout life. Setting up a healthier tuck shop is one of a number of initiatives that contributes to a whole school approach to food, and gives schools the chance to affect and improve children's eating habits. By involving a wide range of people a healthier tuck shop project can help the whole school community. Pupil involvement is vital, and encouraging those involved to manage aspects of the project such as ordering, marketing and publicity offers the chance for them to learn new skills. Parents too are very important partners in any tuck shop venture, as it is essential that healthy eating messages learnt at school are backed up at home. Setting up a healthier tuck shop is not only a positive step towards improving the long term health of pupils, but can prove a highly rewarding and beneficial experience for all involved. How to set up and sustain your healthier tuck shop 16 APPENDIX 1 Further help and information Local contacts There may be a variety of people in your local area that can help provide help and/or information for your tuck shop venture: Environmental Health Department – offers advice on health and hygiene issues. Health Promotion Department – offers advice in all aspects of health promotion and may also be able to give guidance and suggestions for obtaining funding. Can often supply you with leaflets, posters and teaching packs on healthy eating. Community Dietetic Department – offers advice, support and sometimes training on nutrition related issues. Can often supply you with leaflets, posters and teaching packs on healthy eating. School nurses – can give advice and information on healthy lifestyle issues. Healthy Schools Co-ordinator or Link Worker – provides advice and guidance on the local Healthy Schools Award Scheme. Contact your local education department to find out your coordinator. Suggested resources * The South West Schools' Healthier Tuck Shops Project website – has been set up to provide schools with advice and information on setting up healthier tuck shops. www.food.gov.uk/multimedia/pdfs/fruittuckwales • 'Snack Attack Pack'. Aimed at promoting the eating and enjoyment of fruit in primary schools. Available from the Edinburgh Community Food Initiative. www.swpho.org.uk/tuckshops • 'Fruit tuck shops in primary schools – a practical guide to planning and running a fruit tuck shop'. Produced by the Food Standards Agency Wales and the National Assembly for Wales. Available to download from: Tel: 0131 467 7326 email@example.com www.doh.gov.uk/fiveaday/communications.htm * 'Five a day' resources from the Department of Health to encourage 5 portions of fruit and vegetables each day. Leaflets, posters and postcard available to download from website. Order form also available on line. How to set up and sustain your healthier tuck shop 17 * 'Give me 5' and 'Weight Wise' resources produced by the British Dietetic Association to encourage a healthy diet with plenty of fruit and vegetables. Available from the Comic Company * 'Grab 5 Pack' produced by the charity Sustain and looks at ways primary schools can encourage increased consumption of fruit and vegetables at school, at home and in the community. Contact Sustain Tel: 0208 675 1007. www.comiccompany.co.uk Tel: 0207 837 1141 www.sustainweb.org * 'Eat your words'. A teaching resource for 7–11 year olds looking at healthy eating and the way food messages are disseminated. Available from the National Heart Forum Tel: 0207 383 7638 www.heartforum.org.uk Other useful contacts and websites * The British Nutrition Foundation provides a wide range of education materials including posters and leaflets. Tel: 020 7404 6504 www.nutrition.org.uk www.bda.uk.com * The British Dietetic Association website provides a series of Food Facts – downloadable information sheets giving advice on general aspects of healthy eating. * Wired for Health is a website which provides health information for teachers and pupils. It includes information on the National Healthy Schools Standard, and contains four interactive sites for young people aged 5–16. www.doh.gov.uk/publich.htm • The Food Standards Agency provides leaflets and posters based around the Balance of Good Health and a CD-ROM 'Dish it up' aimed at giving a healthy eating message to 11– 12 year olds. The website provides advice and information about various aspects of healthy eating. Tel: 0845 606 0667 www.foodstandards.gov.uk www.wiredforhealth.gov.uk • The Department of Health website provides information on the Food in Schools project, the Five a Day programme and the National School Fruit Scheme. * The Health Education Trust runs a network to support schools with School Nutrition Action groups (SNAGs). Produces a free quarterly newsletter. Tel 01786 773 915 www.healthedtrust.com www.milkforschools.org.uk • The National Dairy Council produces information on milk and dairy produce and their role within a balanced diet. It also provides information on school milk. * Milk for Schools charity aims to educate the public in the field of school-based nutrition particularly with regard to school milk legislation and schemes. Tel: 0207 499 7822 www.milk.co.uk How to set up and sustain your healthier tuck shop APPENDIX 2 Checklist of things needed to start your healthier tuck shop Planning group in place Consider the demand for a healthier tuck shop Funds available Venue identified Storage and preparation areas identified Necessary equipment available/purchased List of volunteers drawn up Health & safety issues drawn up Food and drink choices decided Suppliers identified Strategy for promoting tuck shop in place Start date agreed How to set up and sustain your healthier tuck shop 19 APPENDIX 3 Hygiene matters Personal hygiene * Always wash your hands thoroughly before you prepare food and after going to the toilet. * Keep jewellery to a minimum. * Tie back long hair. * Don't cough or sneeze over food. * Always wear a clean apron. * Cover up cuts or grazes with a waterproof plaster coloured plasters will be more easily seen if they fall into food. * Don't handle food if you feel unwell or have any skin, nose, throat or bowel complaint. Food safety * Spray work tables with anti-bacterial spray before and after use. * Clean everything thoroughly after use. * Keep your preparation area clean and tidy as you go along. * Always wash fruit and vegetables and peel carrots. * Do not use any utensils used for preparing food for anything else. * Young children should never be left alone with sharp knives and older children should be supervised if using them. * If you are using chilled goods, eg milk, yogurts, remember to put them in your fridge soon after purchase. * Check use-by dates and best-before dates. * Keep the coldest part of your fridge at 0-5 o C * Put newly bought goods to the back of your storage cupboard or fridge and use the older ones first.	<urn:uuid:5cbc4f5a-a10f-4c64-87f1-3ac502a11a66>	CC-MAIN-2015-06	http://www.swpho.nhs.uk/resource/view.aspx?RID=9007	2015-01-25T03:46:43Z	crawl-data/CC-MAIN-2015-06/segments/1422118059355.87/warc/CC-MAIN-20150124164739-00029-ip-10-180-212-252.ec2.internal.warc.gz	1,111,273,022	8,619	eng_Latn	eng_Latn	0.993056	eng_Latn	0.998753	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 108, 1401, 5194, 8001, 10561, 12749, 14321, 16315, 18295, 20948, 23473, 26369, 28037, 29413, 31506, 34717, 36656, 39063, 39561, 40753 ]	[ 3.15625, 3.140625 ]	4	1
Getting your kids to trade screen time for physical activity may be the most challenging — and the most important — item on your to-do list. Walking is a great start, but there are other ways to get your whole family moving together. Be a good role model. You don't have to be perfect all the time, but if your kids see you getting physically active and trying to eat right, they'll notice your efforts. Get the whole family moving. Don't just send your kids out to play. Plan times for everyone to get moving together. Take walks, ride bikes, go swimming, garden or just play hide-and-seek. Everyone will benefit from the exercise and the time together. Break it up. The American Heart Association recommends 150 minutes a week of exercise, but if that sounds overwhelming, try three 10-minute workout sessions a day. Don't make exercise a punishment. Forcing your child to go out and play may increase resentment and resistance. Try using physical activity to counter something your child doesn't want to do. For example, let your kids ride bikes for 30 minutes before starting homework after school. Your child will beg for 20 more minutes outside just to put off the homework! Build confidence and find an activity they love. Some kids are embarrassed to participate in sports because they don't think they're good enough. Find time to practice together and boost their confidence. Try swimming, dancing, cycling, skateboarding, yoga, walking or jumping rope. Encourage your child to explore multiple activities to find one they really enjoy. Get your kids active while doing housework. Put a sticky note on all the items that need cleaning or tidying (like the kitchen table, the sofa, the bed). Ask your child to collect each sticky note after they clean the item. Make it a friendly competition to see who collects the most stickies. You could even offer a prize (like a Frisbee or jump rope from the dollar store) for the winner. Your kids will be physically active, helping with household chores and having fun! Be realistic. Setting realistic goals and limits are key to adopting any new behavior. Small steps and gradual changes can make a big difference in your health over time, so start small and build up. The more active your family gets, the more inspired you may feel to tackle other areas. Need tips for dealing with a picky eater? We've got 'em. Want to learn how to make fast food healthier when you're on the go? We can help. On a budget and need quick ideas for healthy foods that are under $1? Check out this list. And remember: Something is always better than nothing! Physical activity is anything that makes you move your body and burns calories, even raking leaves, walking the dog or climbing stairs.	<urn:uuid:23c7c443-fc42-48c3-bd4f-40da4a822466>	CC-MAIN-2015-06	http://www.lemoyne.edu/LinkClick.aspx?fileticket=S-0iO92yyJ8%3D&tabid=556	2015-01-25T03:50:29Z	crawl-data/CC-MAIN-2015-06/segments/1422118059355.87/warc/CC-MAIN-20150124164739-00020-ip-10-180-212-252.ec2.internal.warc.gz	846,092,014	566	eng_Latn	eng_Latn	0.99876	eng_Latn	0.99876	[ "eng_Latn" ]	false	docling	[ 2738 ]	[ 2.484375 ]	1	0
Monitoring pollution exposure on your smart phone UCSD Jacobs School of Engineering Small, portable sensors allow users to monitor exposure to pollution on their smart phones San Diego, Calif., Dec. 18, 2012 -- Computer scientists at the University of California, San Diego have built a small fleet of portable pollution sensors that allow users to monitor air quality in real time on their smart phones. The sensors could be particularly useful to people suffering from chronic conditions, such as asthma, who need to avoid exposure to pollutants. CitiSense is the only air-quality monitoring system capable of delivering real-time data to users' cell phones and home computers—at any time. Data from the sensors can also be used to estimate air quality throughout the area where the devices are deployed, providing information to everyone—not just those carrying sensors. Just 100 of the sensors deployed in a fairly large area could generate a wealth of data—well beyond what a small number of EPA-mandated air-quality monitoring stations can provide. For example, San Diego County has 3.1 million residents, 4,000 square miles—and only about 10 stations. "We want to get more data and better data, which we can provide to the public," said William Griswold, a computer science professor at the Jacobs School of Engineering at UC San Diego and the lead investigator on the project. "We are making the invisible visible." Page 1 of 4 Monitoring pollution exposure on your smart phone Published on Electronic Component News (http://www.ecnmag.com) The CitiSense sensors detect ozone, nitrogen dioxide and carbon monoxide, the most common pollutants emitted by cars and trucks. The user interface displays the sensor's readings on a smart phone by using a color-coded scale for air quality based on the EPA's air quality ratings, from green (good) to purple (hazardous). Researchers provided the sensors for four weeks to a total of 30 users, including commuters at UC San Diego and faculty, students and staff members in the computer science department at the Jacobs School of Engineering. Computer scientists presented findings from these field tests at the Wireless Health 2012 conference in San Diego earlier this year. The sensors turned out to be great educational tools for their users. Many people assume that pollution diffuses equally in the air. But that's not true. It actually remains concentrated in hot spots, along main roads, at intersections and so on. The sensors made this clear for users. Wendy Chapman, an associate professor at the UC San Diego School of Medicine, was one of them. She often bikes to work and discovered that pollution on her route varies widely. She was exposed to the most pollution when she used the bike path along State Route 56. But when she drov e home on that same road, she had virtually no exposure. "The people who are doing the most to reduce emissions, by biking or taking the bus, were the people who experienced the highest levels of exposure to pollutants," said Griswold. Users discovered that pollution varied not only based on location, but also on the time of the day. When Charles Elkan, a professor in the Department of Computer Science and Engineering, drove into work in mid-morning, the readings on his sensor were low. But when he drove back home in rush hour in the afternoon, readings were sometimes very high. Elkan said being part of the study allowed him to gauge how worried about pollution he should actually be. Air quality in San Diego is fairly good, he added. "It's a valuable study," Elkan said. "I think it's going to have a big impact in the future." Elkan added that he could envision a day in the near future when the sensors used by CitiSense would be built into smart phones, allowing virtually everyone to keep tabs on the levels of pollution they encounter every day. Of course, that means people might start worrying more about pollution as something they can see and measure. Many of the users in the study did take action to limit their most severe exposure to pollutants. For example, bicyclists found out that they could avoid a great deal of exposure by simply biking one block away from a busy street. Commuters who took the bus avoided waiting near the vehicle's tail pipe, where the air quality was poor. One user convinced his supervisor to install new air filters in the office after registering poor air quality readings on his sensor. Page 2 of 4 Monitoring pollution exposure on your smart phone Published on Electronic Component News (http://www.ecnmag.com) Researchers also noticed that the users were sharing the information they collected, not only with family, friends and colleagues but also with strangers who asked them about the sensors during their commute or in public places. In other words, the sensors turned cell phones into a conversation starter, rather than devices that isolate their users from those around them. The future of the project So what's next? Some of the sensors are currently on loan to researchers at San Diego State University who are gauging air quality in San Ysidro, a community right on the border between the United States and Mexico, and one of the most polluted areas in San Diego County. Researchers hope to secure a grant from the National Institutes of Health to monitor air quality for school-age asthmatic children in that area and to determine what can be done to limit their exposure to pollutants. The ultimate goal of CitiSense is to build and deploy a wireless network in which hundreds of small environmental sensors carried by the public rely on cell phones to shuttle information to central computers where it will be analyzed, anonymized and delivered to individuals, public health agencies and the community at large. The sensors currently cost $1,000 per unit, but could easily be mass-produced at an affordable price. So far, Griswold's team has built and deployed 20 of them in the field. Technical challenges CitiSense would not be possible without the expertise of computer science faculty members and graduate students at the Jacobs School of Engineering. In addition to principal investigator Griswold, the team includes School of Medicine and Calit2 professor Kevin Patrick; computer science professors Ingolf Krueger, Tajana Simunic Rosing, Hovav Shacham and Sanjoy Dasgupta; as well as graduate students and postdoctoral researchers Piero Zappi, Nima Nikzad, Elizabeth Bales, Celal Ziftci, Nichole Quick and Nakul Verma. A key factor in the project's success was a breakthrough made by a group led by Dasgupta. Computer scientists used an artificial intelligence method, called Latent Variable Gaussian Regression, to capture high-quality data from the sensors in an uncontrolled environment. The method allowed researchers to remove noise from the data. "Sensors will differ. Sensors will fail," Griswold explained. "People will breathe on them. We wanted to make sure we got good data in these conditions." Technical challenges remain. The data exchanges between smart phones and sensors use up a great deal of the phones' batteries. During field tests, researchers provided users with two chargers—one for home and one for work—to ensure that their phones were not going to run out of power. To extend battery life, researchers are experimenting with uploading data from the sensors to the phones every 15 minutes or only when the user wants to retrieve the information. Computer scientists also have developed methods to turn off a phone's Page 3 of 4 Monitoring pollution exposure on your smart phone Published on Electronic Component News (http://www.ecnmag.com) GPS—a huge drain of the devices' batteries—when the device is immobile. These innovations to extend battery life were made possible by Krueger's previous work in service-oriented architecture, which can keep various components—like machine learning, power management and security code—much more separate than in traditional software systems, where functional elements are often so woven into the source code that it is difficult to quickly update any one aspect of the software. CitiSense is funded by a $1.5 million grant from the National Science Foundation. Qualcomm, Inc. donated funds for the cell phones used for the project. Source: http://www.jacobsschool.ucsd.edu/news/news_releases/release.sfe?id=1295 [1] Source URL (retrieved on 01/24/2015 - 11:26pm): http://www.ecnmag.com/news/2012/12/monitoring-pollution-exposure-your-smartphone?qt-video_of_the_day=0 Links: [1] http://www.jacobsschool.ucsd.edu/news/news_releases/release.sfe?id=1295 Page 4 of 4	<urn:uuid:1f148fec-6f86-4bf5-9d9f-51597a61da8f>	CC-MAIN-2015-06	http://www.ecnmag.com/printpdf/news/2012/12/monitoring-pollution-exposure-your-smart-phone?qt-video_of_the_day=0	2015-01-25T04:26:36Z	crawl-data/CC-MAIN-2015-06/segments/1422118059355.87/warc/CC-MAIN-20150124164739-00017-ip-10-180-212-252.ec2.internal.warc.gz	627,852,344	1,778	eng_Latn	eng_Latn	0.997636	eng_Latn	0.999018	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1443, 4465, 7555, 8641 ]	[ 2.796875 ]	12	0
Third Grade Curriculum Mathematics Board Approved: 04/03/2014 Francis Howell School District Third Grade Curriculum – Mathematics Mission Francis Howell School District is dedicated to preparing students today for success tomorrow. Vision Every student will graduate with college and career readiness skills. Values Francis Howell School District is committed to: * Provide a consistent and comprehensive education that fosters high levels of academic achievement * Operate a safe learning environment for all students * Recruit and retain a high-quality staff * Promote parent, community, student, and business involvement in support of the school district * Ensure fiscal responsibility * Develop responsible citizens * Operate as a professional learning community * Make appropriate use of technology Francis Howell School District Graduate Goals Upon completion of their academic study in the Francis Howell School District, students will be able to: * gather, analyze and apply information and ideas * communicate effectively within and beyond the classroom * recognize and solve problems * make decisions and act as responsible members of society Rationale for Elementary Mathematics Using the Missouri Learning Standards as a base, the Francis Howell K-5 mathematics curriculum emphasizes conceptual understanding, procedural skill and fluency and application of concepts in real-world, problem-solving situations to address rigor as defined in the Missouri Learning Standards. Teachers will emphasize the use of the 8 mathematical practices outlined in the Standards to bring students to a deeper understanding of the focal points for each grade level. These eight mathematical practices, which should be embedded into math daily and are applicable for Grades K-12, are: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Course Description for Third Grade Math In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. 1) Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division. 2) Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators. 3) Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle. 4) Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole. Elementary Math Curriculum Contributors (positions 2013-2014) Susan Bayne, first grade teacher Harvest Ridge Elementary Christine Brawley, kindergarten teacher Nancy Coacher, first grade teacher Tricia Cooper, fifth grade teacher Stacy Garner, kindergarten teacher Mary Grosch, third grade teacher Lisa Haffer, kindergarten teacher Dr. Tracey McAllister, fourth grade teacher Kelsey Mueller, fifth grade teacher Jacque Murphy, second grade teacher Karen Ruzicka, third grade teacher Jennifer Smith, teacher of ELLs Lauren Stephens, resource teacher Joanne Tirpak, fifth grade teacher Corrine Thomsen, fifth grade teacher Vicki Wagner, fifth grade teacher Dr. Pam Sloan Dr. Mary Hendricks-Harris Dr. Chris Greiner Dr. Sherri Lorton Henderson Elementary Warren Elementary John Weldon Elementary Fairmount Elementary Castlio Elementary Castlio Elementary Harvest Ridge Elementary Fairmount Elementary John Weldon Elementary Warren Elementary Becky-David Elementary Warren Elementary Becky-David Elementary Independence Elementary Warren Elementary Superintendent Chief Academic Officer Director of Student Learning Elementary Content Leader Scope and Sequence for Third Grade Mathematics Qtr 1: 42 days Qtr 2: 42 days Qtr 3: 42 days Qtr 4: 43 days To ensure all grade level standards are met, all topics must be completed. While teachers and PLCs should take into account student progress and make decisions based on their individual classes, the expectation is that all students will be taught all material in the standards/topics. If teams/teachers are struggling with pacing, they should work with their administration and content leader to develop a plan to ensure students are taught all content in their grade level. DESIRED RESULTS Transfer Goals: Students will be able to… * Recognize when to use multiplication and division in unfamiliar situations. * Use multiplication and division to solve problems. * Use patterns to find multiples. * Explain division in own words and draw a picture that shows partitioning objects into equal groups. * Use understanding of the columns and rows of multiplication table to explore the steps used to find answers to division problems. * Use drawings to show different ways a number can be divided into equal groups. * Apply patterns in multiplication and division to suggest ways to solve a difficult division fact. * Write and solve an equation to represent the situation in a word problem. * Draw a picture to solve a multiple-step problem, then label and explain their solution. * Analyze a multiple-step problem to determine the two questions to answer. * Explain a solution plan and include the operations needed to find the solution. * Analyze the Associative Properties of Addition and Multiplication to determine similarities. * Draw and write explanations of arrays and area models that represent the Commutative, Associative and Distributive properties. * Evaluate a statement and provide examples of Zero Properties of Multiplication and Identity Property of Multiplication. * Analyze a multi-step problem to determine the hidden question. Then, explain their solution plan, including the operations needed to find the solution. * Make sense of problems and persevere in solving them. * Reason abstractly and quantitatively. * Construct viable arguments and critique the reasoning of others. * Model with mathematics. * Use appropriate tools strategically. * Attend to precision. * Look for and make use of structure. * Look for and express regularity in repeated reasoning. Understandings: Students will understand that… 1. Repeated addition involves joining equal groups and is one way to think about multiplication. 2. An array involves joining equal groups and is one way to think about multiplication. 3. Some real-world problems involving joining or separating equal groups or comparison can be solved using multiplication. 4. Two numbers can be multiplied in any order and the product remains the same. 5. Mathematical explanations can be given using words, pictures, numbers, or symbols. A good explanation should be correct, simple, complete, and easy to understand. 6. There are patterns in the products for multiplication facts with many factors. 7. Sometimes the answer to one problem / question is needed to find the answer to another problem / question. 8. The Distributive Property can be used to break a large array into two smaller arrays. 9. Three or more numbers can be grouped and multiplied in any order. 10. Patterns and known facts can be used to find unknown multiplication facts. 11. Some problems can be solved by first finding and solving a sub-problem(s) and then using that answer(s) to solve the original problem. 12. Any division problem can be thought of as a multiplication fact with a missing factor. Then, an answer can be found using a multiplication table. 13. Sharing and repeated subtraction both involve separating equal groups and are two ways think about division. 14. Information in a problem can often be shown by using objects to act it out or by using a picture or diagram in order to understand and solve the problem. 15. Multiplication and division have an inverse relationship. This inverse relationship can be used to find division facts; every division fact has a related multiplication fact. 16. An equation shows a balance between what is on the right side and what is on the left side of the equal sign. Essential Questions: Students will keep considering… * What are different meanings of multiplication? (Revisit the question throughout the topic.) * How are addition and multiplication related? (Revisit the question throughout the topic.) * How can you find the total number of objects in equal groups? * What are the arrays, and how do they show multiplication? * What happens when you multiply two numbers and then switch the order of the factors? * How can you write a story to describe a multiplication fact? * How do you write a good mathematical explanation? * What patterns can be used to find certain multiplication facts? (Revisit the question throughout the topic. * How can you use patterns to multiply by 2 and 5? * How can patterns be used to find 9's facts? * What are the patterns in multiples of 1 and 0? * What patterns can help you remember multiplication facts for 2s and 5s? * What are the patterns in multiples of 10? * How can basic facts help us when we multiply a single-digit number by a multiple of 10? * How can you tell when you need to answer more than one question to solve a problem? * How can unknown multiplication facts be found using known facts? (Revisit the question throughout the topic. * How can the Distributive Property help you break apart an array to multiply with other facts? * How can you break apart arrays to multiply by 3? * How can you break apart arrays to multiply by 4? * How can you break apart arrays to multiply with 6 and 7 as factors? * How can you break apart arrays and use known facts to multiply with 8? * How can you multiply three numbers? * How can you use strategies to multiply? * How can you find all the possible combinations? * How can you figure out what question needs to be answered first in a multiple-step problem? * What are different meanings of division? (Revisit the question throughout the topic. * How can you think of division as sharing? * How can you think of division as repeated addition? * How can you use a multiplication table to solve division problems? * How can you describe a problem situation using an equation? * What kinds of stories involve division situations? * How can you use objects and draw a picture to solve a problem? * How can an unknown division fact be found by thinking of a related multiplication fact? (Revisit the question throughout the topic. * How are multiplication and division facts related? * How can you use multiplication to help you divide by 2, 3, 4, and 5? * How can you use multiplication to help you divide by 6 and 7? * How can you use multiplication to help you divide by 8 and 9? * How can you write equations with variables to solve two-question problems? * How can a pan balance help you think about multiplication and division equations? * What happens when you divide by 0 and 1? * How can you use multiplication and division facts to solve problems? * How can you solve word problems by drawing and writing a number sentence? Teacher Resources: * Envisions Teacher Manual * Pearson Realize * Manipulative kit Student Resources: * Envisions Student Book * Two-color counters (Teaching Tool 17) use for 4.1, 4.2, 4.3 * Math Journal Vocabulary multiplication – a quick way to add the same quantity many times factors – numbers that are multiplied together product – the answer in multiplication array – shows items arranged in equal rows commutative property – when you multiply numbers in any order and the product is the same multiples - a number that can be divided by another number without a remainder Identity property of multiplication - If you multiply a number by one, the product is the same as that number. Example: 20 x 1= 20. zero property of multiplication – if you multiply a number and zero, the product is zero distributive property - multiply a sum by multiplying each addend separately and then add the products associative (grouping) property of multiplication – The property that states that when multiplying three or more real numbers, the product is always the same regardless of their grouping. division – an operation you can use to find how many groups and how many there are in each group dividend – the number of objects to be divided divisor – the number by which another number is divided quotient – the answer to a division problem variable – a letter or symbol that you can use to represent an unknown amount FHSD Academics SAL Grade 3 Math Page UNIT RESOURCES DESIRED RESULTS Transfer Goals- Students will be able to independently use their learning to… * Show a thorough understanding of place-value concepts and use appropriate math vocabulary when explaining his or her reasoning. * Use data to represent some addition & subtraction situations with drawings, to use mental math to subtract, & to estimate sums & differences. * Use place-value blocks and diagrams to model subtraction situations. Also, review 2-digit and 3-digit subtraction. * Make sense of problems and persevere in solving them. * Reason abstractly and quantitatively. * Construct viable arguments and critique the reasoning of others. * Model with mathematics. * Use appropriate tools strategically. * Attend to precision. * Look for and make use of structure. * Look for and express regularity in repeated reasoning. Understandings: Students will understand that… 1. Our number system is based on groups of ten. A ten in one place value is equivalent to a one in the next greater place value. 2. Each whole number can be associated with a unique point on the number line. Zero is the least whole number on the number line and there is no greatest number. The distance between any two consecutive whole numbers on a given number line is the same. 3. Equal distances on the number line must correspond to equal differences in the numbers. The scale on some graphs is a number line. 4. The rounding process is based on knowing the number halfway between multiples of 10, 100, and so on. 5. Rounding is a process for finding the multiple of 10, 100, and so on, closest to a given number. 6. Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for. 7. Some real-world problems involving joining, separating, part-part-whole, or comparison can be solved using addition or subtraction. Fact families show addition and subtraction relationships. 8. For a given set of numbers there are relationships that are always true called properties, and these are the rules that govern arithmetic and algebra. 9. There is more than one way to do a mental calculation. Techniques for doing addition or subtraction calculations mentally involve changing the numbers or the expressions so the calculation is easy to do mentally. 10. There is more than one way to estimate a sum or difference. Rounding and substituting compatible numbers are two ways to estimate sums and differences. 11. Answers to problems should always be checked for reasonableness, and this can be done in different ways. Two ways are to use estimation when appropriate and to check the answer against the question and conditions in the problem. 12. The expanded algorithm for adding 3-digit numbers breaks the addition problem into a series of easier problems based on the place value. Answers to the simpler problems are added together to determine the final sum. 13. Models and the standard algorithm for adding 3-digit numbers are just an extension to the hundreds place of models and standard algorithm for adding 2-digit numbers. 14. The expanded algorithm for subtracting 3-digit numbers breaks the subtraction problem into a series of easier problems based on place value. Answers to the simpler problems are used to find the final difference. 15. Models and the standard algorithm for subtracting 3-digit numbers are just an extension to the hundreds place of the models and standard algorithm for subtracting 2-digit numbers. 16. Place-value relationships can help simplify subtracting across zero. 17. Sums and differences can be estimated and calculated using a variety of procedures. 18. Three or more whole numbers can be grouped and added in any order. 19. An equation shows a balance between what is on the right side and what is on the left side of the equal sign. 20. Information in a problem can often be shown using a picture or diagram and used to understand and solve the problem. Some problem can be solved by writing and completing a number sentence or equation. Essential Questions: Students will keep considering… * How are numbers read and written? * How can whole numbers be rounded? * How can you read and write 3-digit numbers? * How can you locate and write numbers on a number line? * How can you complete the pattern on a number line? * How can you find the number halfway between two numbers? * How can you round numbers? * How can you round 4-digit numbers to the nearest ten and hundred? * How can you solve problems by making an organized list? * How can sums and differences be found mentally? * How can sum and differences be estimated? * How can the addition properties be used to show relationships that always hold true? * When do you subtract? * How can you break apart numbers or make a ten to add 2-digit numbers using mental math? * When do you subtract with mental math? * How can you estimate sums? * How can you estimate differences? * How can you use reasonableness to justify an answer? * What are standard procedures for adding and subtracting whole numbers? * How can you break a large addition problem into smaller ones? * How can you add 3-digit numbers? * How can you use addition to solve problems? * How can you solve a problem by drawing a picture? * How can you break a large subtraction problem into smaller, simpler ones? * How can you use models to subtract 3-digit numbers with regrouping? * How can you subtract 3-digit numbers using paper and pencil? * How can you subtract from a 3-digit number with zeros? * How can a pan balance help you think about addition equations? * How can a pan balance help you think about subtraction equations? * How can you use addition to check subtraction? * How can a picture help you write a number sentence? Teacher Resources: * Envisions Teacher Manual * Pearson Realize * Manipulative kit Student Resources: * Envisions Student Book Vocabulary: * Digits: a single number. For example: 0,1,2,3,4,5,6,7,8, and 9. * Place value: tells you the value of each digit in a number according to its position in the number * Standard form: a number written in a way that shows on its digits. For example: 350 * Expanded form: a number written as the sum of the values of its digits. For example: 300+50+0 * Word form: a number written in words. For example: three hundred fifty * Round: to replace a number that tells about how many * Addends: numbers being added together * Sum: answer when adding * Commutative (Order) Property of Addition: * Associative (Grouping) Property of Addition: when you group addends differently the sum will remain the same * Identify (Zero) Property of Addition: the sum of any number plus zero is the number itself * Difference: the answer when subtracting two numbers * Fact family: a group of related facts using the same numbers * Estimate: find out about how much * Compatible Numbers: numbers that are close to the addends, but easy to add mentally. * Equation: a number sentence that uses an equal sign (=) to show that the value to its left is the same as the value to its right * Inverse Operations: operations that undo each other FHSD Academics SAL Grade 3 Math Page UNIT RESOURCES DESIRED RESULTS Transfer Goals: Students will be able to… * Complete a number line by writing missing fractions, whole numbers, and mixed numbers and identify points on the same number line. * Draw fractional parts, name them, and identify the unit fraction that represents an equal part of a design. * Draw and label number lines, order and compare fractions. * Identify equivalent fractions. * Solve problems involving fractions. * Make sense of problems and persevere in solving them. * Reason abstractly and quantitatively. * Construct viable arguments and critique the reasoning of others. * Model with mathematics. * Use appropriate tools strategically. * Attend to precision. * Look for and make use of structure. * Look for and express regularity in repeated reasoning. Understandings : Students will understand that… 1. A region can be divided into equal-sized parts in different ways. Equal-sized parts have the same area but not necessarily the same shape. 2. A fraction describes the division of a whole (region, set, segment) into equal parts. A fraction is relative to size of the whole. 3. The denominator (bottom number) in a fraction tells how many equal parts in the whole. The numerator (top number) in a fraction tells how many of those parts we have. 4. Finding the unit fractional part of a whole is the same as dividing the whole by the denominator of the fraction. 5. Points between whole numbers on a number line can be labeled with fractions or mixed numbers. The denominator can be determined by counting the number of equal parts between 2 consecutive whole numbers. 6. If two fractions have the same denominator, the fraction with the greatest numerator is the greatest fraction. 7. If two fractions have the same numerator, the fraction with the lesser denominator is the greatest fraction. 8. A fraction is relative to a whole. Models can be used to compare fractions. 9. Number lines can be used to compare fractions with like denominators or like numerators. 10. Equivalent fractions name the same point on a number line. 11. If a fraction aligns with a whole number on a number line, or to a whole number fraction strip, the whole number is equivalent. 12. The same fractional amount can be represented by an infinite set of different but equivalent fractions. Essential Questions: Students will keep considering… * What are different interpretations of a fraction? * How can you divide a region into equal parts? * How can you write a fraction to name part of a whole? * How can you write a fraction to name a part of a set? * How can you find a fraction of a set? * How can you locate and write fractions on a number line? * How can you find fractions on a number line? * How can you write a fraction to name part of a length? * What are different ways to compare fractions? * How can you compare fractions with the same denominator? * How can you compare fractions with the same numerator? * How can we compare and order fractions? * How can we compare fractions on a number line? * How can different fractions name the same number? * What do equivalent fractions look like on a number line? * How can whole numbers be described using a fraction? * How do you write a good math explanation? * How can you solve a problem by drawing a picture? UNIT RESOURCES Teacher Resources: * Envisions Teacher Manual topic 9 & 10 * Teacher tools – 1, 45, 17, 11, 10, 22, * Pearson Realize * Manipulative kit - Student Resources: * Envisions Student Book Vocabulary: * Halves - When something is divided into 2 equal parts. * Thirds - When something is divided into 3 equal parts. * Fourths - When something is divided into 4 equal parts. * Fifths - When something is divided into 5 equal parts. * Sixths When something is divided into 6 equal parts. * Eights - When something is divided into 8 equal parts. * Tenths - When something is divided into 10 equal parts. * Twelfths - When something is divided into 12 equal parts. * Fraction – tells equal part of a whole * Unit Fraction – A fraction with a numerator of 1. * Numerator – Shows how many equal parts are described. * Denominator – Shows the total of equal parts in a whole. * Mixed Numbers – Numbers that have a whole number part and a fraction part. * Equivalent Fractions – Fractions that name the same part of a fraction. * Simplest Form – A fraction with a numerator and denominator that cannot be divided by the same divisor, except 1. DESIRED RESULTS Transfer Goals: Students will be able to… * Work backwards from the end time to find start times. Also, to find elapsed time. * Calculate perimeter using the measured length. Use reasoning to decide which tools and units to use to measure. * Determine measurements and calculate the area. * Measure using metric units. Use reasoning to decide which unit to use. * Carry out a survey, record response using tally marks, and make a bar graph, and a line plot. * Make sense of problems and persevere in solving them. * Reason abstractly and quantitatively. * Construct viable arguments and critique the reasoning of others. * Model with mathematics. * Use appropriate tools strategically. * Attend to precision. * Look for and make use of structure. * Look for and express regularity in repeated reasoning. Understandings: Students will understand that… 1. Time can be expressed using different units that are related to each other, A.M. and P.M are used to designate certain time periods. 2. The minute hand takes 5 minutes to move from one number to the next on a typical clock face. The minute hand takes 1 minute to move from one mark to the next on a typical clock face. 3. Elapsed time can be found by finding the total amount of time that passes between a starting time and an ending time. 4. Some problems with the initial data point unknown can be solved by starting with the end result, reversing the step and process and working backwards to find the initial data point. 5. The distance around a figure is its perimeter. To find the perimeter of a polygon, add the lengths of the sides. 6. To find the perimeter of a polygon, add the lengths of the side. 7. Shapes can be made with a given perimeter. Different shapes can have the same perimeter. 8. Some problems can be solved by breaking apart or changing the problem into simpler ones, solving simpler ones, and using the original problem. 9. The amount of space inside a shape is its area, and the area can be estimated or found using square units. 10. Square units can be used to create shapes with given areas? 11. Standard measurement units are used for consistency in finding and communicating measurement. 12. Formulas exist to find the area of some polygons. 13. The area of a rectangle can be used to model the Distributive Property. 14. Some problems can be solved by breaking apart or changing the problem into simpler ones, solving the simpler ones, and using those solutions to solve the original problem. 15. The area of some irregular shapes can be found by breaking apart the original shape into other shapes for which the area can be found. Area can be estimated in square units. 16. There are relationships between the perimeter and area of a polygon. 17. There are relationships between perimeter and area of a polygon. 18. The area of a figure is the number of the square units that cover the figure. Equal-area parts of a figure can be used to model unit fractions. 19. In a given measurement situation, the type of measuring tool and the measurement units it contains determined the appropriateness of the tool. 20. Capacity is a measure of the amount of liquid a container can hold. 21. Mass is a measure of the quantity of matter in an object. Weight and mass are different. 22. Information in a problem can often be shown using a picture or diagram and used to understand and solve the problem. Some problems can be solved by writing and completing a number sentence or equation. 23. Line plots allow data to be compared more easily than in a list or a table. 24. Line plots can be used to organize and represent data generated by measuring lengths. 25. Each type of graph is most appropriate for certain kinds of data. 26. Pictographs and bar graphs make it easy to compare data. 27. The key to a pictograph determines the number of pictures needed to represent each number in a set of data. 28. In a bar graph, the scale determines how long the bar needs to be to represent each number in a set. 29. Some problems can be solved by making, reading and analyzing a graph. Essential Questions: Students will keep considering… * How can lengths of time be measured? * How do you tell time to the nearest quarter hour or half? * How do you tell time to the nearest minute? * How can you find elapsed time? * How can you work backwards to solve a problem? * How can perimeter be measured and found? * How do you find the perimeter of a shape? * How can you find the perimeter of a common shape? * How can you use the perimeter of a polygon to find the length of an unknown shape? * What shapes can you make when you know the perimeter? * How can you solve a simpler problem and make a table? * What does area mean? What are different ways to find the area of a shape? * How can you measure the area? * What type of unit describes an area? * How can you measure an area using standard units? * How do you measure the amount of space a figure covers? * How can you break apart rectangles to represent the Distributive Property? * How can you solve simpler problems to solve a problem? * How can you find the area of an irregular shape? * How can rectangles with different areas have the same perimeter? * How can rectangles with the same area have different perimeters? * How can you use equal areas to model unit fractions? * How can you select appropriate measurement units and tools? * What are metric units for measuring capacity and mass? * What metric unit describes how much a container holds? * How do you measure capacity? * What metric unit describes mass? * How do you measure mass? * How can you solve a problem by drawing a picture? * How can data be represented, interpreted and analyzed? * How can you make line plots to organize and represent data you have collected? * How can you read a graph? * How can you determine how much a symbol in a pictograph represents? * How can you choose a scale to make a bar graph? * What conclusions can you draw from tables and graphs? UNIT RESOURCES Teacher Resources: * Envisions Teacher Manual * Pearson Realize * Manipulative kit Student Resources: * Envisions Student Book Vocabulary Hour – 60 minutes Half-hour – 30 minutes Quarter hour – 15 minutes Minute – 60 seconds Seconds – a unit of time. 60 seconds equals 1 minute. A.M. - the hours between midnight and noon P.M. – the hours between noon and midnight Elapsed time - the total amount of time that passes from beginning time to the ending time. Perimeter – the distance around a figure Area – the number of square units needed to cover a region. Square Unit – a square with sides that are each 1 unit long. Capacity – the measurement of what a container holds. Milliliter – thousandth of liter Liter – a unit of capacity Mass – the measurement of matter in an object Gram – a unit of weight Kilogram – 1000 grams Line plot – when you record the results by making an x above each number as it is drawn Pictograph – a graph using pictures or symbols to show data. Key – explains what the pictures or symbols stand for. Bar graph – uses bars to compare information Scale – shows the units used DESIRED RESULTS Transfer Goals: Students will be able to… * Draw polygons on a grid and show an understanding of how shapes can be combined and separated. * Know a right angle can be an isosceles * Identify the new shape they created. * Make sense of problems and persevere in solving them. * Reason abstractly and quantitatively. * Construct viable arguments and critique the reasoning of others. * Model with mathematics. * Use appropriate tools strategically. * Attend to precision. * Look for and make use of structure. * Look for and express regularity in repeated reasoning. Understandings: Students will understand that… 1. Plane shapes have many properties that make them different from one another. 2. Polygons can be described and classified by their sides and angles. 3. Commonalities in attributes of objects or situations can be found and used to make and test generations about relationships. 4. Some problems can be solved by breaking apart or changing the problem into simpler ones, solving the simpler ones, and using those solutions to solve the original problem. Essential Questions: Students will keep considering… * How can 2 dimensional shapes be described, analyzed, and classified? * What is the polygon? * How can you describe a quadrilateral? * What are some ways to describe groups of polygons? * What generalizations can be made from a group of polygons? * How can you solve a simpler problem in order to solve a give problem? 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Inspection under Section 28 of the Education Act 2005 A Report on the Quality of Education in Bodnant Junior School Nant Hall Road Prestatyn Denbighshire LL19 9NW School Number: 6632079 Date of Inspection: 19 November 2007 by Merfyn Douglas Jones 78185 Date of Publication: 24 January 2008 Under Estyn contract number: 1100907 © Queens Printer and Controller of HMSO 2007: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The copyright in the material must be acknowledged as aforementioned and the title of the report specified. Copies of this report are available from the school. Under the Education Act 2005, the school must provide copies of the report free of charge to certain categories of people. A charge not exceeding the cost of reproduction may be made to others requesting a copy of the report. Bodnant Junior School was inspected as part of a national programme of school inspection. The purpose of inspection is to identify good features and shortcomings in schools in order that they may improve the quality of education offered and raise the standards achieved by their pupils. The inspection of all schools within a six-year cycle is also designed to give parents information about the performance of their child's school. The inspection of Bodnant Junior School took place between 19/11/07 and 22/11/07. An independent team of inspectors, led by Merfyn Douglas Jones undertook the inspection. Estyn, a statutory body independent of, but funded by, the National Assembly for Wales, commissioned the inspection. The team was required to report on the standards achieved by pupils, the quality of education provided by the school, the quality of leadership and management and the contribution made by the school to its pupils' spiritual, moral, social and cultural development. The five-point scale used to represent all inspection judgements in this report is as follows: There are three types of inspection. For all inspections, there is a written report on seven key questions. For short inspections, there are no subject reports. For standard inspections, there are also reports on six subjects. For full inspections, there are also reports on all subjects. Estyn decides the kind of inspection that a school receives, mainly on the basis of its past performance. Most schools receive a standard inspection. All nursery schools, special schools, pupil referral units and any new or amalgamated schools receive a full inspection. This school received a full inspection. Year groups and key stages Schools use a common system of numbering year groups from the start of compulsory schooling to 18 years of age. This system emphasises the importance of continuity and eases communication among schools, governing bodies, parents and LEAs. The term 'Reception' (R) refers to the year group of pupils in a primary school who reach the age of 5 during the academic year. Year 1 refers to the year group of pupils who reach the age of 6 during the academic year and so on. Year 13 is the year group of students who reach the age of 18 during the academic year. Primary phase: Secondary phase: The National Curriculum covers four key stages as follows: Context The nature of the provider 1. Bodnant Junior School is situated in the sea-side town of Prestatyn on the North Wales coast. 2. The school caters for pupils between the ages of seven and eleven years. Most pupils live in the local catchment area which is neither prosperous nor economically disadvantaged. Ten percent of pupils are eligible to free school meals. This is well below the national average. 3. Currently, there are 356 pupils on roll, the majority of whom have previously attended Bodnant Infants School, which is situated about a mile away. The intake of pupils has the full range of ability, both academically and socially. 4. Eighteen percent of pupils are identified as having special educational needs (SEN). Six have statements for SEN, with 16 on 'school action' and 41 on 'school action plus' stages. 5. Four pupils receive support teaching in English as an additional language (EAL). One pupil is 'looked after' by the local authority. 6. Nearly all the pupils come from English speaking homes. None speak Welsh as a first language. Six percent are from an ethnic minority background. 7. Including the head teacher, there are 14 full-time teachers and six full-time classroom assistants. 8. The present head teacher was appointed in January 1989. The deputy head teacher is a comparatively recent appointment. 9. The school was last inspected in October 2001. 10. The school was awarded the Bronze and Silver Eco-schools Award in 2006 – 2007, Investors in People award was retained in 2005 and the Basic Skills Quality Mark awarded. Report by Merfyn Douglas Jones Bodnant Junior School, 19/11/07 The school's priorities and targets 11. The school's main aims are to help pupils to: * Develop lively, enquiring minds; * Use language and numeracy effectively; * Acquire knowledge and skills relevant to adult life; * Respect religious and moral values and tolerance of other races, religions and ways of life; * Understand the world in which they live; * Develop a sense of self-respect. * Appreciate human achievements and aspirations; 12. The school's priorities and targets outlined in the SDP for 2007 – 2008: * Continue the process of monitoring and self-evaluation to include lesson observations by subject leaders * Improve Core Subject Indicator (CSI) * Monitoring effectiveness of new technology on standards * Curriculum review * Sustainable energy and global citizenship * Responding to parental questionnaire * Developing role of the lunchtime staff * Developing nurture groups Summary 13. Bodnant Junior is an improving school, where enthusiastic and highly trained staff work hard to provide a rich, broad and exciting curriculum. It is an inclusive school which provides a caring and supportive environment. Table of grades awarded The inspection team judged the school's work as follows: Standards 14. The pupils' standards of achievement in the subjects during lessons observed are as follows: Grades for standards in subjects inspected 15. Pupils' standards and progress in the key skills of speaking, listening, reading, writing and numeracy are good overall. In the use of information and communication technology across the curriculum, standards are outstanding. 16. Pupils with special educational needs (SEN) make good progress and achieve targets set in their individual education plans (IEPs). Pupils learning English as an additional language (EAL) make good and sometimes very good progress. 17. Pupils' creative and problem solving skills are good but their bilingual and independent learning skills are underdeveloped. Their knowledge and understanding of the heritage and culture of Wales is good. 18. Pupils understand how well they are doing and what they need to do to improve in English but less so in the other subject areas. They are starting to take responsibility for improving their own learning, but this is in the very early stages of development. 19. Average attendance for the three terms prior to the inspection was 93 per cent. This is above the most recent published Wales figures and the LEA average. Almost all pupils arrive on time at the start of the day. 20. Over the last few years, the percentage of pupils achieving the Core Subject Indicator i.e. those who achieved the expected level 4 in the three core subjects, was consistently below local and national averages. However, there has been a gradual improvement recently with pupils achieving close to national standards. 21. In 2007, the Core Subject Indicator in English was 81.8 per cent compared to 74.1 per cent nationally, in mathematics it was 78.9 per cent compared to 80.4 per cent nationally and in science it was 92.2 per cent compared to 84.9 nationally. The average for all three subjects was 73.3 per cent compared to 74.1 per cent nationally. 22. Compared to similar schools (those schools with a similar proportion of pupils entitled to receive free school meals), the Core Subject Indicator has generally been in the bottom 50 per cent but in 2007 it was close to the median in English and mathematics and in the top 50 per cent in science. 23. Pupils make good progress in their personal, social, moral and wider development and succeed regardless of their ability, gender or social background. They show respect and concern for others, share their views openly and listen well. They appreciate that individuals may hold different opinions from themselves. They collaborate very well in pairs and in groups. Most pupils are polite, friendly and courteous towards adults, visitors and each other. However, outside at break and lunchtime their behaviour is sometimes over-boisterous because pupils have little to occupy them 24. Whilst pupils have a good understanding of other cultural traditions their knowledge of life within a multi-ethnic society is underdeveloped. As they move through the school pupils develop a good understanding of their place in the community and of the working world. The quality of education and training Grades for teaching 25. In the 61 lessons observed, the quality of teaching was judged as follows: 26. These figures equal those reported in the Chief Inspector of Schools Annual Report for 2005 -06 when the quality of teaching throughout Wales was a grade 2 or better in 79 percent of lessons. 27. In all lessons, pupils are made aware of the learning objectives and tasks are clearly explained. All teachers have good relationships with their pupils and most demonstrate good pupil management and control. They actively address the issues of gender, race and ability and promote equality of opportunity for all. 28. Outstanding features in lessons include very good use of open-ended questioning, tasks and activities that are challenging and well matched to pupils' abilities, good pace and high expectations. 29. Shortcomings in teaching include lack of pupil management and pace or challenge and over-long introductions. 30. Throughout the school, teachers plan together well in year groups to ensure consistency. Classroom support assistants are deployed and used effectively. They make a significant impact on pupils' academic and social progress. 31. Planning for the delivery of the key skills, including creative and problem solving skills, is consistent across the school. However, the promotion of pupils' bilingual and independent learning skills is underdeveloped. Teachers' use of incidental Welsh is inconsistent. 32. The school meets statutory requirements for assessing, recording and reporting pupils' progress. The school's systems and procedures have good features that outweigh shortcomings. 33. The recent formalisation of whole school assessment procedures is firmly embedded in all core subjects. However, assessment of pupils' knowledge and understanding in the foundation subjects is less well developed. The quality of the oral feedback to pupils is helpful and marking is supportive, and, in the best practice, indicates the next step that the pupil has to take in order to improve. 34. Parents have regular formal and informal opportunities to visit the school to discuss their child's progress and review work. The written annual school reports fully meet statutory requirements. 35. The school provides a broad and balanced curriculum which meets the needs and abilities of all its pupils. It systematically builds upon pupils' previous learning. It is rich and varied and sustains the interests of pupils. 36. The school's provision for personal and social education (PSE) reflects national recommendations and includes appropriate reference to sex education, drug and substance awareness. Planning for the delivery of basic and key skills is good overall. 37. The provision the school makes to promote pupils' learning experience through extra curricular activities and off-site visits is outstanding. Teachers give of their time generously in order to run an impressive range of cultural and sporting clubs for the benefit of pupils. 38. The school successfully promotes learners' personal development, including spiritual, moral, social and cultural development. 39. Partnerships with parents and the wider community are good. 40. The quality of provision for health education is good. 41. The school's provision for the promotion of pupils' bilingual skills is underdeveloped. However, pupils' understanding of the cultural heritage of Wales is enhanced well through the Cwricwlwm Cymreig 42. The school's arrangements to tackle social disadvantage and ensure equality of opportunity and access for pupils to the curriculum are good. The development of pupils' entrepreneurial skills is promoted well through various activities. However, the school does not currently enable pupils to take enough responsibility for their own learning. 43. Arrangements to develop pupils' understanding of the world of work are good. 44. The personal support and guidance provided at the school through its structured Personal and Social Education programme is good. Appropriate attention is given to sex education, healthy lifestyles and environmental care. The school has good links with support services, such as the Educational Psychologist and the Speech and Language specialists. 45. The quality of provision for pupils with additional learning needs is very good. There are ample training opportunities for all staff made available in and out of school to help and support pupils with a wide range of difficulties. Additional support provided in classrooms is of high quality. Support for pupils with behavioural difficulties is good. 46. Boys and girls have equal access to all areas of the curriculum. The school promotes equal opportunities well. Racial harmony is promoted both through policy and practice. Good relationships are promoted between all pupils and adults within the school community, regardless of individual backgrounds or diversity. 47. Arrangements to monitor and address any concerns related to pupils' behaviour, attendance, punctuality or performance are good. There are suitable policies and procedures to ensure everyone's well being and welfare within the school building and during educational visits. Child protection arrangements are well known to all that work in the school. Leadership and management 48. The head teacher ensures that there is a common sense of purpose amongst the staff and governors to provide the best opportunities and experiences for pupils in the school. Effective management systems have been established. The school takes good account of local and national priorities. 49. Curriculum leaders manage their roles conscientiously and demonstrate a strong commitment to the raising of standards within the time and opportunities made available for them. 50. Individual targets have been recently introduced for pupils in English, but the school has not yet extended the process to include realistic and challenging targets based on results and individual capabilities in other core subjects. 51. The governing body is supportive of the school and acts appropriately as a "critical friend". Whilst the governing body meets most of their statutory responsibilities, neither the school prospectus nor the Governors' Annual Report to Parents contains all the required information. 52. The school has set up a self-evaluation process that involves the teaching staff and governors. However, the views of non-teaching staff, parents and pupils were not taken into account for the production of the school's selfevaluation report. 53. The full implementation of the recently reviewed monitoring and evaluating procedures lacks clarity and focus in order to give a clear and positive strategic direction to the school that sustains and promotes improvements. This has been identified by the school in its development plan. 54. Co-ordinators monitor the standards in their subject areas through scrutiny of samples of pupils' work and teachers' planning. Although there has been some monitoring of teaching, this is neither formalised nor regular. Teachers know their pupils well and are fully aware of the self-evaluation findings which are used to inform priorities in the school development plan. 55. Recent marked improvements in standards in a range of subject areas, including English, information communications technology (ICT), music and design technology, are as a direct result of previous plans and actions in the School Development Plan. Overall, the school has made good progress since the last inspection. 56. The school has sufficient qualified, specialist and experienced teachers and support staff who are well deployed. However, adults are not always well deployed outside during break and lunchtimes to ensure that all pupils are in their full view at all times. 57. Learning resources are good. Recent investment in ICT equipment, such as interactive whiteboards and computers, has enhanced pupils' learning. Accommodation is adequate. Every effort is made to enhance the building by school staff. 58. There is regular evaluation of expenditure to provide good value for money. This has had a direct impact on improving standards in most subjects. Recommendations 59. In order to improve, the school needs to: R1 Continue to raise standards in subjects where shortcomings have been identified and further develop strategies to improve pupils' bilingual and independent learning skills; R2 Use assessment data effectively to raise standards and enable pupils to develop appropriate targets for improvement; R3 Ensure that leaders and managers including subject leaders have a more detailed overview of standards in teaching and learning in all areas of the curriculum across the school; R4 Review the format and structure of the school's self-evaluation process to involve all stakeholders and to include all aspects of school life, and R5 Ensure that the governing body meets all regulatory and legal requirements. The governing body is responsible for amending its current development plan to incorporate action in response to the recommendations within 45 working days of receiving the report, showing what the school is going to do about the recommendations. This plan, or a summary of it, will be circulated to all parents at the school. Standards Key Question 1: How well do learners achieve? Grade 3: Good features outweigh shortcomings 60. The findings of the inspection team differ from those made by the school in its self-evaluation because standards in the core subjects are not yet on a par with similar schools and have only recently moved out of the bottom 25 per cent. 61. The pupils' standards of achievement in the subjects during lessons observed are as follows: 62. This is above the current national target of 65 percent of lessons to be graded 1 or 2. Grades for standards in subjects inspected 63. On-entry standards, as identified by the end of key stage 1 teachers' assessment in the feeder Infant School, are generally average compared to local, national and similar schools. 64. Pupils' standards and progress in the key skills of speaking, listening, reading, writing and numeracy are good overall. In the use of information and communication technology across the curriculum, standards are outstanding. 65. Pupils, including those with special educational needs (SEN), make good progress in gaining knowledge, understanding and skills. Pupils with EAL make good and sometimes very good progress. 66. Their knowledge and understanding of the heritage and culture of Wales is good. 67. Pupils succeed regardless of their ability, gender or social background. They are well aware that everybody is treated the same and given the same opportunities. 68. Over the last few years, the percentage of pupils achieving the Core Subject Indicator i.e. those who achieved the expected level 4 in the three core subjects, was consistently below local and national averages. However, there has been a gradual improvement recently with pupils achieving close to national standards. 69. In 2007, the Core Subject Indicator i.e. those who achieved the expected level 4 in the three core subjects, in English was 81.8 per cent compared to 74.1 per cent nationally, in mathematics it was 78.9 per cent compared to 80.4 per cent nationally and in science it was 92.2 per cent compared to 84.9 nationally. The average for all three subjects was 73.3 per cent compared to 74.1 per cent nationally. 70. Compared to similar schools (those schools with a similar proportion of pupils entitled to receive free school meals), the Core Subject Indicator i.e. those who achieved the expected level 4 in the three core subjects, has generally been in the bottom 50 per cent but in 2007 it was close to the median in English and mathematics and in the top 50 per cent in science. 71. The pupils achieved the targets set by the school and LEA. 72. There has been a steady and measurable improvement over the last few years due to the school's initiatives and efforts to improve pupils' knowledge and skills as part of the development plan. 73. Generally, there is little difference between standards achieved by boys and those achieved by girls. 74. Pupils understand how well they are doing and what they need to do to improve in English but less so in the other subject areas. 75. Pupils make good progress in their personal, social, moral and wider development. Pupils are fully involved in the life and work of the school and, through the School Council and Environment Club, participate in the decisionmaking process about identified issues. Older pupils are good role models for the youngest children. 76. Pupils show respect and concern for others, share their views openly and listen well. They appreciate that individuals may hold different opinions from themselves. They collaborate very well in pairs and in groups. 77. The mutual respect between adults and pupils is evident and relationships throughout the school are good. This contributes to creating a happy, caring and supportive learning environment. 78. Most pupils are polite, friendly and courteous towards adults, visitors and each other. However, outside at break and lunchtime their behaviour is sometimes over boisterous because pupils have little to occupy them and because supervision by adults is not always sufficiently pro active. 79. Average attendance for the three terms prior to the inspection was 93 per cent. This is above the most recent published Wales figures and the LEA average. Almost all pupils arrive on time at the start of the day. 80. Pupils enjoy school life and their lessons and are generally able to selforganise their work and activities. They are starting to take responsibility for improving their own learning, but this is in the very early stages of development. They do not always show initiative or independence in lessons because teachers sometimes do too much for them. 81. Pupils' creative and problem solving skills are good but their bilingual and independent learning skills are underdeveloped. 82. Pupils recognise the need to treat every person fairly and without discrimination. They have a good, realistic understanding of equal opportunities. Whilst they have a good understanding of other cultural traditions their knowledge of life within a multi-ethnic society is underdeveloped. 83. As they move through the school pupils develop a good understanding of their place in the community and of the working world. The quality of education and training Key Question 2: How effective are teaching, training and assessment? Grade 2: Good features and no important shortcomings 84. The findings of the inspection team match the judgements made by the school in its self-evaluation. 85. In the 61 lessons observed, the quality of teaching was judged as follows: 86. These figures equal those reported in the Chief Inspector of Schools Annual Report for 2005-06 when the quality of teaching throughout Wales was a grade 2 or better in 79 percent of lessons. 87. In all lessons, pupils are made aware of the learning objectives and tasks are clearly explained. All teachers have good relationships with their pupils and most demonstrate good pupil management and control. 88. They actively address the issues of gender, race and ability and promote equality of opportunity for all. 89. In the lessons judged to have outstanding features, these include: * very good use of open-ended questioning to develop pupils' thinking, observational and investigative skills; * tasks and activities that are challenging within a set time-scale and well matched to pupils' abilities; * high expectations and opportunities for independent learning, and * very good pace. 90. In the lessons judged to have shortcomings in important areas, these include: * lack of pupil management and control; * overlong introduction. * lack of pace and challenge, and 91. Throughout the school, teachers plan together well in year groups to ensure consistency. 92. Classroom support assistants are deployed and used effectively. They are capable and knowledgeable and make a significant impact on pupils' academic and social progress. 93. The Special Education Needs Co-ordinator (SENCO) works closely with the class teachers to provide well-structured activities, based on the targets in pupils' Individual Education Plans (IEPs), and to give positive support. 94. Teachers and support staff regularly attend in-service training to improve their knowledge and skills. 95. Planning for the delivery of the key skills, including creative and problem solving skills, is consistent across the school. However, the promotion of pupils' bilingual and independent learning skills is underdeveloped. Teachers' use of incidental Welsh is inconsistent. 96. The school meets statutory requirements for assessing, recording and reporting pupils' progress. The school's systems and procedures have good features that outweigh shortcomings. 97. The comprehensive and recently updated procedures for regularly assessing pupils' achievements in the core subjects are based on published tests and completion of units of work. This facilitates the tracking of pupils' progress from entry until the end of year 6. 98. The recent formalisation of whole school assessment procedures is firmly embedded in all core subjects. However, assessment of pupils' knowledge and understanding in the non-core subjects is less well developed. This limits the usefulness of assessment information as an aid to the planning and continuity of pupils' progress in these subjects. 99. Assessment information is used effectively in English to identify additional learning needs and to plan for the progression of pupils' work as they move through the school. The progress of pupils with special educational needs and those pupils who are learning English as an additional language is carefully monitored in relation to targets in their Individual Education Plans. 100. The school has produced portfolios of work which have been levelled in all core subjects. This allows teachers to have a better understanding of the standards expected at different stages in pupils' development. The provision of levelled portfolios of work has not been extended to the majority of the foundation subjects. 101. The quality of the oral feedback to pupils is helpful and teachers work closely with pupils to ensure that they understand how well they are doing and what they need to do to progress. Marking is supportive, and, in the best practice, indicates the next step that the pupil has to take in order to improve. 102. The opportunities given to pupils to be involved in the evaluation their own learning are inconsistent in different subjects. Some opportunities are given during plenary sessions for pupils to demonstrate what they have learnt and what they need to do to progress. End of year personal evaluations allow pupils to identify what they have learnt and those areas that sustained their motivation and interest. 103. Parents have regular formal and informal opportunities to visit the school to discuss their child's progress and review work. The written annual school reports fully meet statutory requirements. They provide informative summaries of pupils' achievements but do not always contain sufficient detail as to the next step pupils have to take in order to improve the standard of work. Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? Grade 2: Good features and no important shortcomings 104. The findings of the inspection team match the judgements made by the school in its self-evaluation report. 105. The school provides a broad and balanced curriculum that meets the needs and abilities of pupils well. It systematically builds upon pupils' previous learning. It meets the statutory requirements of the National Curriculum and the locally agreed syllabus for religious education. It is rich and varied and sustains the interests of pupils and their positive attitudes towards learning. 106. The school's provision for Personal and Social Education reflects national recommendations and includes appropriate reference to sex education, drug and substance awareness. The contribution made by the North Wales Police Liaison Officer has a powerful and positive impact upon pupils' attitudes towards substance abuse. The school nurse plays a valuable part in preparing pupils, both girls and boys, well for the advent of puberty. 107. The curriculum is well supported by comprehensive schemes of work that provide clear progression and continuity in the development of pupils' learning. 108. Planning for the delivery of basic and key skills is good overall. Arrangements for the development of pupils' language, literacy and numeracy skills are good. The arrangement the school makes for the development of pupils' ICT skills is outstanding and enhances the standards pupils achieve across all curriculum areas. 109. The provision the school makes to promote pupils' learning experience through extra curricular activities and off site visits is outstanding. Teachers give of their time generously in order to run an impressive range of cultural and sporting clubs for the benefit of pupils and the enrichment of the curriculum. 110. Educational visits organised by the school, enliven pupils' attitudes towards and interest in learning. The development of their co-operative, independent and social skills are well promoted during residential visits to outdoor pursuit centres, locally and further afield in Snowdonia. 111. Pupils in years 5 and 6 undertake many physical activities that are challenging and character forming. Through the auspices of the environment club the school makes good use of the locality to provide rich learning experiences for the development of pupils' understanding of environmental issues. 112. The school further advances pupils' learning experiences through the invitation of interesting visitors to the school to work with them. They include Welsh artists, authors, actors and musicians. It is the overall breadth of opportunities for pupils to enhance their learning that is an outstanding feature. 113. The arrangements for the development of pupils' spiritual, moral, social and cultural development are good in all four areas. Acts of collective worship make an important contribution to pupils' spiritual development. Pupils have sufficient opportunities for quiet reflection. There is a good range of opportunities for promoting their sense of awe and wonder through the curriculum and during visits. 114. Teachers are patient with and show respect for pupils and as such provide good models for pupils to emulate. The school enables pupils to focus well on a good range of moral and social values, through support for an impressive number of charitable ventures and worthy causes. 115. The opportunities provided to enable pupils to exercise responsibility are well valued by pupils. They take their responsibilities seriously. Those who are elected are proud to belong to school council and Eco committees. The "Bully Busters" and buddies consider that they play an important role in enabling social cohesion within the school. 116. Pupils' awareness of cultural diversity is enhanced through work in religious education. It is further advanced through the opportunities pupils and parents from ethnic minorities have to share their culture with other pupils. 117. The links established by the school with schools in other parts of the world, including those in the European Union over the last six years, enable pupils to gain a better understanding of belonging to a world community. 118. Partnerships with parents and the wider community are good. Through formal and informal consultation with teachers, annual reports and newsletters, parents are kept well informed of their children's progress and events in school. 119. Links with the community are good. Pupils take part in a good range of community events including carol services at Christmas in a number of churches and in community homes for the elderly. Pupils thereby gain a good insight into community responsibility. 120. The school maintains good links with local primary schools and the local high school. Transition from year 6 to year 7 for most pupils is smooth and relatively trouble free. There is a strong partnership between the school and Bangor University. This arrangement enlarges pupils' experience of learning and provides students with an overview of the reality of working in a school. 121. The quality of provision for health education is good. A healthy eating policy is well established and pupils are comfortable with the healthy snack provision at morning break times. 122. The school's provision for the promotion of pupils' bilingual skills is under developed. However, pupils' understanding of the cultural heritage of Wales is enhanced well through the Cwricwlwm Cymreig. There is some limited use of incidental Welsh during school routines, but this is not used consistently throughout the school to increase and develop pupils' knowledge and competence in the use of the language. 123. The school's arrangements to tackle social disadvantage and ensure equality of opportunity and access for pupils to the curriculum are good. Pupils spoken to during the inspection indicated that none of their peers are excluded from anything the school offers. The school, they feel, is fully inclusive for the benefit of all. 124. The school makes good provision for the development of pupils' understanding of sustainability issues. An Eco Club is well established and members are active in promoting recycling schemes, including composting, and regenerating areas in the school grounds to provide habitats for plants and birds. 125. The development of pupils' entrepreneurial skills is promoted well through various activities. Annually, pupils make calendars to sell to parents. The proceeds from the sale of discarded aluminium cans and spent printer cartridges for recycling are given to the Eco Club for it to use on projects to benefit the school community. 126. The school council also benefits from a £500 grant from the governors. Following discussion during their meetings, school councillors decide upon how to use the money effectively. 127. Arrangements to develop pupils' understanding of the world of work are not systematically planned for throughout the school. Nevertheless pupils have a good range of opportunities to gain an insight into work practice through well planned visits and visitors that are carefully linked to the topics they study. Several staff placements to business or industry have taken place as part of the school continuing professional development program. 128. Arrangements to develop pupils' skills for life long learning are good. Key Question 4: How well are learners cared for, guided and supported? Grade 2: Good features and no important shortcomings 129. The school, in its self-evaluation, judged this key question as a grade 1. However, the findings of the inspection team differ from the school's selfevaluation. There are good features in the way that the school cares for, guides and supports pupils, and these outweigh the shortcomings in the school's overall monitoring of pupils' progress. 130. There are suitable policies and procedures to ensure everyone's well being and welfare within the school building and during educational visits. Appropriate day to day systems are in place to deal with any pupils who have specific medical needs, and to deal with those who become unwell or who hurt themselves during the school day. 131. Child protection arrangements are well known to all who work in the school. The child protection policy reflects current guidelines. The head teacher is the designated person responsible for child protection and he has received basic level training. However, the named deputy responsible for this area has not received formal training for this role. 132. The school has appropriate arrangements to teach pupils about the steps to follow if they are unhappy or concerned that they might be being bullied or facing any form of oppressive behaviour. In discussions pupils state they understand these and know who to turn to if they need help. They particularly appreciate the recently introduced 'Bodnant Bully Busters' scheme. 133. Every effort is made to ensure equal treatment for disabled learners. Assessments are in place to meet the criteria within the Disability Action planning. School buildings have been adapted well, although outside ramps leading to mobile classrooms can be hazardous when wet, despite valiant efforts to maintain accessibility at all times. 134. Nurture Groups and Seasons for Growth (supporting pupils who have suffered loss) are extremely beneficial and provided by well trained, caring and effective staff. 135. The personal support and guidance provided at the school through its structured Personal and Social Education programme is good. This has a positive impact on pupils' emotional and general well being, helping them to become mature and responsible. 136. Pupils' decision-making opportunities within the School Council and Environment Committee are helpful in making pupils aware that their contributions are valued. 137. Appropriate attention is given to sex education, healthy lifestyles and environmental care. The school has good links with support services, such as the Educational Psychologist and the Speech and Language specialists. 138. The quality of provision for pupils with additional learning needs is very good. Pupils' individual needs are assessed through a range of procedures, including observation, discussion and relevant testing. Professionals involved in this early diagnosis range from education, health, psychological and other specialist services. 139. The individual plans produced are available to all adults working with identified pupils. They are of good quality and evaluated regularly to ensure that pupils are challenged and move onto the next step of learning as soon as it is appropriate. 140. A well-co-ordinated, professional approach exists in meeting the needs of those pupils with SEN. Additional support provided in classrooms is of high quality. 141. There is particularly effective additional support provided in small groups, out of class, for identified pupils to help improve their literacy skills. Improvements in the standards they are achieving show that the benefits of this support outweigh the time they may miss in their classrooms. There is good liaison between the special needs teacher and class teachers. 142. Support for pupils with behavioural difficulties is good, in the main. Whole school developments in behaviour management are beginning to have a positive impact on low level incidents of disruption in school. 143. The school prides itself on being an inclusive community. Support for pupils with English as an Additional Language (EAL) is outstanding. The school fully includes pupils, whatever their difficulties and diversity of need. 144. Boys and girls have equal access to all areas of the curriculum. The school promotes equal opportunities and, when asked, pupils are bemused by the fact that visitors might even consider the question that boys and girls might be treated differently! Gender equality is central to the choices available to all pupils, whether in class or during activities outside the classroom. 145. Racial harmony is promoted both through policy and practice. Good relationships are promoted between all pupils and adults within the school community, regardless of individual backgrounds or diversity. There is now clear action planning in place to ensure this policy is practised across the school. 146. The school plans and manages care and support arrangements well. As a result of these good arrangements, pupils are well supported by all adults who work in the school as well as by a good range of external agencies. 147. Parents are consulted about the care and support needed for their children. Care plans are drawn up when required and these are appropriate to the age and need of the pupils. 148. Arrangements to help pupils settle into the junior school when they transfer from the nearby infant school are well organised. As a result, pupils settle into new routines quickly. Year 3 children confirm that they have settled well and made new friends. Arrangements to ensure pupils settle into school life at a later stage are equally well managed. 149. Arrangements to monitor and address any concerns related to pupils' behaviour, attendance, punctuality or performance are good. The schools systems ensure that all these areas are closely monitored and swift and effective action taken if there are any concerns. Leadership and management Key Question 5: How effective are leadership and strategic management? Grade 3: Good features outweigh shortcomings 150. The findings of the inspection team match the school's judgement in the selfevaluation report. 151. The head teacher ensures that there is a common sense of purpose amongst the staff and governors to provide the best opportunities and experiences for pupils in the school. 152. The school has values and policies which guide the work of adults and pupils alike. Equality for all is promoted and all members of staff are encouraged to contribute to the life and work of the school. 153. Effective management systems have been established. The deputy head teacher undertakes his leadership tasks positively but is not allocated time to undertake specific management responsibilities. 154. Curriculum leaders manage their roles conscientiously and demonstrate a strong commitment to the raising of standards within the time and opportunities made available for them. 155. The full implementation of the recently reviewed monitoring and evaluating procedures lacks clarity and focus in order to give a clear and positive strategic direction to the school that sustains and promotes improvements. Monitoring of teaching and learning has been a key issue in the last two inspection reports. 156. Staff and senior management team meetings are held on a weekly basis and minutes are kept of decisions taken. 157. The school takes good account of local and national priorities. It has worked hard for example, to promote awareness of sustainability and of the importance of Healthy Living. Good links have been established with other schools including neighbouring primary schools and the local secondary school. 158. The school, in conjunction with the Local Education Authority, agrees targets for end of key stage assessments. Individual pupil targets have been recently introduced in English, but the school has not yet extended the process to include realistic and challenging targets based on results and individual capabilities in other core subjects. 159. Other goals for development are outlined in the school development plan and are appropriate to the needs of the school. The development plan for the current school year outlines specific objectives, staff responsibilities, time scales, monitoring and evaluation, financial obligation and success criteria. The plan does not, however, provide a long-term strategy for the continuing development of the school. 160. Good, effective performance management systems are used for all staff, including ancillary staff. The head teacher, deputy head teacher and members of the senior management team undertake staff appraisal in order to identify training needs. 161. Continuing professional development for teachers, learning support assistants, dinner support assistants and caretakers regularly takes place and is linked to the school development plan. 162. The governing body is supportive of the school and acts appropriately as a "critical friend". Individual governors support the school during trips and residential visits. 163. Governors monitor the curriculum and, in their meetings, are kept wellinformed of the standards in the school through the regular and detailed reports provided by the head teacher, deputy head and curriculum leaders. 164. A financial overview is an important aspect of the governors' work and they continually endeavour to obtain best value for money. 165. Whilst the governing body meets most of their statutory responsibilities, neither the school prospectus nor the Governors' Annual Report to Parents contains all the required information. Key Question 6: How well do leaders and managers evaluate and improve quality and standards? Grade 3: Good features outweigh shortcomings 166. The findings of the inspection team match the judgements made by the school in its self-evaluation report. 167. The school has set up a self-evaluation process that involves the teaching staff and governors. However, the views of non-teaching staff, parents and pupils were not taken into account for the production of the school's selfevaluation report. 168. The subject co-ordinators evaluated their own subject areas and identified strengths and areas for development. However, these findings were not included in the report. Other aspects, including bilingualism and independent learning skills, were also missed. 169. Co-ordinators monitor the standards in their subject areas through scrutiny of samples of pupils' work and teachers' planning. Although there has been some monitoring of teaching, this is neither formalised nor regular. 170. Teachers know their pupils well and are fully aware of the self-evaluation findings which are used to inform priorities in the school development plan. They are fully committed to school improvement and, along with the governors, ensure that priorities are supported through adequate allocation of resources. 171. The analysis of assessment results, including end of key stage teacher assessments, helps to identify trends and weaknesses which are then addressed in future planning. Recent marked improvements in standards in a range of subject areas, including ICT, music and design technology, are as a direct result of previous plans and actions in the School Development Plan. 172. Overall, the school has made good progress since the last inspection. Two of the key issues identified in the previous inspection report have been well addressed. The third, regarding the monitoring of teaching and learning, has been partly addressed. 173. The inspection team agrees with the judgements made by the school on five of the seven key questions. Where there is a difference in judgements, the inspection team identified shortcomings and awarded one grade lower. Key Question 7: How efficient are leaders and managers in using resources? Grade 2: Good features and no important shortcomings 174. The findings of the inspection team match the grade made by the school in the self-evaluation report. 175. There are sufficient qualified, specialist and experienced teachers and support staff in the school. In addition, pupils benefit from the expertise of visiting staff from the psychology, learning, language and behaviour support services and the police and other services. There are other visitors who contribute to pupils learning such as local library staff, local artisans and historians, parents and volunteers. 176. Appropriate and successful arrangements are in place for teachers to plan, prepare and assess their work in year groups. 177. Newly qualified teachers, students and new members of staff are well supported by their assigned mentors. 178. Adults are not always well deployed outside during break and lunchtimes to ensure that all pupils are in their full view at all times. The school is particularly well served by the caretaker and his team and all the administration staff. A number of these personnel have undertaken additional training to enhance the provision for pupils. 179. The good support provided by the administrative staff ensures that the day to day running of the school is smooth and efficient. Learning support staff are valued, know what is expected of them and are effective in their roles. 180. Learning resources are good. Recent investment in ICT equipment, such as interactive whiteboards and computers, has enhanced pupils' learning. Laptops for every teacher ensure the shared responsibility for recording pupils' attainments and achievements. 181. The quality of resources is generally good. Shared equipment and books in some classes can occasionally hamper learning, but, in the main, pupils benefit from good resources which match the demands of the curriculum and used effectively. 182. Accommodation is adequate. The use of mobile classrooms has created other difficulties such as access in bad weather. Every effort is made to enhance these areas by school staff. 183. Where there is space, such as the ICT area and library, these areas are under-used because of restrictions imposed by health and safety regulations. There are long standing concerns about unfinished work on outside walls which has now caused damp to penetrate inside. There are good sized play areas and a wildlife area surrounding the school both of which are used well to enhance learning. 184. Resources are chosen carefully to match the abilities and needs of pupils. Regular audits by subject co-ordinators and school development planning ensure that purchases are prioritised to enhance learning. There is regular evaluation of expenditure to provide good value for money. This has had a direct impact on improving standards in most subjects. 185. Overall, the school offers good value for money. Standards achieved in subjects and areas of learning English Grade 2: Good features and no important shortcomings Good features 186. Standards in speaking and listening are good throughout the school. The attentiveness with which pupils listen to their teachers and to one another in most lessons is a strength of the school. Pupils are able to follow closely what is said and this has good impact upon their understanding of what they hear. Because they listen well pupils nearly always make appropriate responses when they speak. 187. Many, particularly the able and more able pupils, consider carefully how to respond to questions and how to enlarge upon the contributions made by others. Such pupils often use their well developed speaking skills to ask pertinent and searching questions clearly, in order to satisfy their sharpening sense of curiosity. 188. During guided reading sessions and in focus groups pupils read correctly with developing fluency and good understanding of the text. 189. Many show real interest in the characters and plot in story books. Others revel in the information they gain from non fiction. In the best quiet reading sessions, such pupils respond very well to challenges set them, sharing reading outcomes with their peers enthusiastically. These pupils make good progress in their interlinking skills of reading for meaning and reading for enjoyment. They are developing positive interests in books that are likely to last a life time. 190. Less able pupils, reading appropriately leveled books, use their word attack skills confidently to identify words in their texts, which are not immediately recognised. These pupils make good progress in their response to reading. 191. Standards in writing are good across the school. Pupils use word processing skills well to enhance the presentation of their work in English. 192. Pupils in lower key stage 2 build upon the writing skills they have learnt in the infant school. Many show good understanding of the importance of correct punctuation in their writing so that those who read their work understand what it is about. 193. They are beginning to write for a wide range of audiences and recognise that the stories they write have to have a structure for development. They are aware that writing for different purposes demands changes in style and emphasis. Pupils show interest and, at time, some amusement in features such as alliteration and rhyme in texts and are often successful in creating their own. 194. In the upper part of the school, the writing skills of pupils of all abilities are developing well. In general, pupils of lower ability express meaning by writing texts with relatively short sentences and simple clauses. Able and more able pupils write using a wide range of textual features to create the greatest impact to maintain interest with the reader in mind. They successfully write for a wide range of purposes and show some skill in being able to convert text from one form into another. An example of this is a lesson where pupils in one year 6 class were able to convert successfully an episode from "Stig of the Dump" into a newspaper report. Shortcomings 195. Some pupils in the upper part of the school do not develop sufficiently correct letter formation, spacing and fluency in their handwriting. 196. In less well-focused quiet reading sessions, pupils do not show a sense of purpose and do not use their time profitably. Welsh second language Grade 3: good features outweigh shortcomings Good features 197. Pupils across the key stage listen to classroom instructions and respond using simple vocabulary. They are developing an understanding of common and frequently used greetings and instructions. 198. At the lower end of key stage 2, pupils count up to twenty easily, with some identifying larger numbers. They use an appropriate range of vocabulary when asking and responding to positive and negative questions about how they are feeling and about the weather. 199. With the help of a teacher, pupils read familiar words and phrases correctly from worksheets or from the interactive whiteboard. 200. When given an appropriate sentence framework, pupils are beginning to have an awareness of phrases relating to the routine of different times of the day. 201. More able pupils write independently using appropriate vocabulary and sentence patterns to describe the physical features of characters such as Babs or Siwan Silff. They are able to describe the weather and note the relevant clothing to be worn. 202. Older key stage 2 pupils use an appropriate range of vocabulary and phrases when participating in question and answer sessions using predictable patterns. Most pupils have a grasp of vocabulary relating to personal details about their hobbies or their likes and dislikes. 203. A few pupils display good reading skills when reading worksheets, their own interpretation of a poem "Parti" or from simple Welsh reading books. They develop an appropriate understanding of what they have read and show awareness of the need for appropriate expression and intonation. They read familiar words and notices around the school with increasing confidence. 204. Pupils correctly use given formats when writing to reinforce patterns and vocabulary. They confidently write short dialogues about preferences for attending a sports club, personal profiles or location directions using a range of relevant words and sentences. Pupils produce imaginative pieces of descriptive writing about such characters as Wncwl Em o America. Shortcomings 205. The oral contributions of pupils are short and they lack confidence in sustaining a simple conversation. 206. Pupils' skills as independent readers are insufficiently developed. Mathematics Grade 3: Good features outweigh shortcomings Good features 207. Pupils reinforce their work in numeracy with an increasing understanding of patterns and relations. Good use is made of appropriate language and terminology. 208. Their understanding of place value is good and older pupils are beginning to master more complex calculations, including the use of negative numbers. They quickly calculate the mode, mean and range of a list of numbers. 209. They are confident with fractions and decimals and the more-able understand the relationship between them and percentages. 210. Most pupils confidently collate data, create different forms of graphs and correctly answer questions based on their findings. 211. Pupils deal effectively with tasks appertaining to number, shape and measurement. 212. They measure the perimeter and area of regular and irregular shapes correctly, use standard measures confidently and use co-ordinates to find or fix a position accurately. 213. They are developing a wide range of problem-solving strategies, identifying and using the appropriate operations. Shortcomings 214. Pupils' ability to calculate mentally is often slow and uncertain. Their recall and use of mental strategies are underdeveloped. Science Grade 2: Good features and no important shortcomings Good features 215. Pupils throughout the key stage show positive attitudes towards science and work enthusiastically in lessons. They listen attentively and show good levels of curiosity and interest in topics on insulation, elasticity of materials and plant life. They volunteer information with eagerness when asked to contribute ideas and possibilities when discussing recent experiments. 216. Most pupils have an extensive scientific vocabulary which they use with very little prompting. When recording their work, they take care and display their results well, using tables and graphs, where appropriate. Work seen is of a good standard, showing good progress, particularly by boys, which is an improvement since the last inspection. 217. Most pupils understand what constitutes a fair test. They identify what needs to be maintained and then the variables under investigation when they compare and contrast insulating properties using ice cubes and a range of insulators. The majority of pupils completed their investigations well and recorded their results with care and precision. 218. All pupils take part and make very good progress in a stimulating visual presentation, punctuated by pertinent questions which prompt clear, scientific responses. Pupils evaluate their own progress very well. They complete their work on the different conditions needed for growth very accurately and name relevant plant parts as the cycle progresses. 219. Pupils with SEN contribute very well to sharing of ideas. 220. Older pupils know the conditions necessary for seed growth and order and record their results very well, using interactive white boards as well as verbal presentations to the class. Experiments conducted are of a very high standard. 221. Relevant questioning and the virtual creation of a laboratory contribute to the very good use of scientific vocabulary. 222. Pupils are using their ICT skills well across classes to collect data and record their findings. Shortcomings 223. Pupils' ability to design their own investigations independently is underdeveloped. Information technology Grade 2: Good features and no important shortcomings Good features 224. Pupils make good progress in all aspects of the subject as they progress through the school. They demonstrate a high degree of competence and a variety of skills as they make full use of the opportunities of the good resources available. 225. Across the key stage, pupils develop the ability to use appropriate information technology terminology. They use these terms effectively and with assurance when discussing and evaluating their work. 226. At the lower end of the key stage, pupils use graphic programmes to generate ideas, organise and present information. They study commercial birthday cards before combining text and graphics to enhance the presentation of their work. 227. They confidently make changes to their work by over typing and editing the original text. Many pupils save and retrieve data independently and create databases as when storing information about Wales. They competently introduce text simulation into their work and save and retrieve their work independently. 228. Pupils use computer technology well to combine different forms of information. They create effective images by manipulating and combining objects and by rotating and resizing graphic elements to create attractive wrapping paper designs. Pupils understand the importance of accuracy in giving information and instructions as when using a repeat command to create intricate Logo patterns and shapes. 229. Older pupils show good understanding of how visual models can be used to identify patterns and relationships, for example, when graphically modelling a "dream" playground. 230. Pupils confidently use the Internet to research and investigate information to support their tasks. They are competent when selecting and using a search engine to obtain information related to their topic. 231. Pupils in both year 5 and year 6 confidently use spreadsheets and datahandling programmes to conduct investigations, process information and filter results in mathematics and science. Such processes were used during a costing exercise based on the provision of food for a party and when calculating cost of a combination of items for a class packed lunch. 232. Year 6 pupils use the refined tools within text programmes and hyperlink their work effectively. Pupils are able to create high quality power point presentations linked to their studies. They give careful consideration to font size, style, background, colour combinations and volume of text when animating a joke. 233. They create linear presentations combining text and graphics to tell a story. Pupils demonstrate good awareness of creating slides, inserting text and graphics and resizing and moving text to enhance the presentation. Shortcomings 234. There are no important shortcomings. Design technology Grade 3: Good features outweigh shortcomings Good features 235. At the lower end of key stage 2 pupils accurately use different joining and cutting methods to construct their own nets and are aware of how complex 3D shapes can be made. They investigate, disassemble and evaluate commercial packaging and use a range of measuring and marking techniques confidently. They begin to realise the importance of accuracy in constructing an effective product. 236. When designing and making a picture frame, pupils use a variety of materials and components utilising a range of cutting and joining techniques. They design their product, giving appropriate attention to their design brief. 237. Pupils gain a good understanding of the ways structures can be made stable and are aware of how to strengthen paper and card in different ways. After researching a variety of commercial products, pupils gain good awareness of how simple mechanisms such as hinges and sliders can be used when making a book with moving parts and how a cam mechanism can be incorporated into the design of a simple toy. 238. Pupils carefully consider the features and appropriateness of a range of materials and fasteners and their suitability for the task in hand when designing a small purse to hold money. They use this information effectively to generate ideas for their own designs. Pupils evaluate their work by identifying the most pleasing features and offering sensible suggestions as to how the finished design could be improved and made more reliable. 239. Pupils develop an appropriate understanding of health and safety issues. They are aware of the importance of personal hygiene when preparing and selecting fillings for sandwiches. 240. They evaluate a variety of prepared products commenting on aspects such as taste, appearance, smell and texture. Pupils realise that eating certain categories of food is beneficial to their healthy development. They gain a good understanding of appropriate terminology used in food preparation. 241. Older pupils in key stage 2 generate good ideas for designing shelters by considering the needs and purpose of the design. They make models of their structures, list their resources and make clear evaluative suggestions for modifications and improvements before embarking on their final construction. They correctly evaluate the final product against their design criteria. 242. Pupils use control technology well and apply their knowledge of electrical circuits when designing a torch. They demonstrate a good understanding of how simple battery –operated circuits work and how to place a switch in a circuit to control a bulb. Pupils confidently name electric components and are aware of safety implications when handling electricity. Shortcomings 243. Pupils' awareness of the use of construction kits is under-developed. 244. Pupils do not take sufficient care when designing and do not always critically evaluate their work. History Grade 2: Good features and no important shortcomings Good features 245. All pupils show a good awareness of local history and events of life in the past. 246. Younger pupils handle good quality artefacts as they ponder what life was like in Roman times. They can experience what a Roman amphitheatre is like as it is reconstructed on the interactive white board. These experiences enable them to sequence events and develop a good sense of chronology as they witness the concept of changes over time. 247. As they handle artefacts, some pupils offer good suggestions as to what they are and what they might have been used for. They are careful with the pieces, appreciating they are fragile and irreplaceable. 248. Older pupils compare and contrast their lives and leisure opportunities with Victorian children. Their accurate understanding of the differences between attitudes, advertisements and leisure pursuits produces good understanding, and responses, both verbal and written. 249. Pupils' research and recording skills are good and they demonstrate a good knowledge and understanding of the Victorian period. 250. Pupils' use of ICT enhances all aspects of history, both to research and present historical findings. Shortcomings 251. Some younger pupils lack independence in verbal sessions. Geography Grade 2: Good features and no important shortcomings Good features 252. Younger pupils have a good knowledge of the geographical features of their own locality. They recognise that the sea is a powerful force and that in conjunction with other factors is responsible for the formation of different types of beach such as shingle, stone and sand. 253. They use their geographical and mathematical skills well to gather information about Prestatyn town centre and draw appropriate conclusions from their research. 254. They demonstrate good understanding of the climatic conditions to be found in different parts of the world. They identify climatic zones and correctly indicate the position of the Equator on a globe. They understand what is meant by temperate and tropical when talking about climate and describe the impact of drought upon the lives of peoples who inhabit the hottest parts of the world. 255. Older pupils develop good understanding of how rivers over time shape the landscape, including the process of erosion in their field work at Aber Falls. They are aware of the environmental issues relating to the use and abuse of water, including pollution. They accurately compare the quality and use of water in the UK with that in certain parts of Africa. 256. Pupils make good use of four figure grid references and demonstrate a good understanding of contour lines as they focus on natural features on maps of Wales and the United Kingdom. 257. By the end of the key stage, pupils have a good understanding of the geographical conditions needed for settlement and research the derivation of place names effectively. They understand the purpose of keys and use them well when creating settlement maps. They develop the skills associated with geographical enquiry well as they compare and contrast life in the UK with that in India. 258. Pupils have a good awareness of sustainable development issues and formulate their own ideas and opinions on the best way forward as part of the school's eco-council activities. Older pupils develop a good understanding of wider environmental issues when they focus upon man made disasters such as the oil spillage at Milford Haven. Shortcomings 259. There are no significant shortcomings. Art Grade 2: Good features and no important shortcomings Good features 260. Younger pupils study and appraise Celtic design upon artefacts they research in books. They observe and draw designs that please them. They develop their understanding of Celtic design through skilfully creating their own artefacts such as torcs using modelling material. They decorate them with their own Celtic designs inspired by those they researched, and finish them in appropriate and well chosen colours 261. From year 4 onwards, pupils use sketchbooks well to record images and information for future use in their artwork and to try out various art techniques. Pupils in year 4, for example, following study of the work of L.S. Lowry, create figures in the style of this artist in their sketch books and explore effectively the many poses adopted by figures in his paintings. These pupils make good sometimes very good use of ICT to explore and further develop their response to the work of this artist. 262. Pupils' observational skills are developing well. Many capture in their sketches, significant differences between the designs of houses built during the Victorian period with those built today. They are starting to use shading techniques appropriately to create three dimensional effects in their drawings. 263. Older pupils use natural materials imaginatively. With the help of Welsh artist Tim Pugh on their trip to the beach, pupils create attractive arrangements and sculptures using pebbles and driftwood, applying designs to the large pebbles they find, with charcoal and chalk. 264. Pupils extend their knowledge and understanding of patterns by studying the work of William Morris and using this as an inspiration when producing their own effective and original designs. 265. By the end of the key stage, pupils are able to use a wide range of media in their artwork. Following study of the work of Darren Hughes and Sir Kyffin Williams, both Welsh artists, pupils create poignant landscape pictures. A significant number of pupils are highly successful in creating powerful mood and atmosphere in their charcoal work. Shortcomings 266. There are no important shortcomings. Music Grade 2: Good features and no important shortcomings Good features 267. The quality of singing is good. Pupils display enjoyment when they sing their songs in morning assembly and acts of collective worship, often in the medium of Welsh. They sing accurately with good pitch, diction and dynamics. A particularly good feature of their singing is the effectiveness of their breath control. This enables them to maintain pitch when notes are long and, when applied, this adds a pleasing dimension to their performance. 268. Throughout the school, pupils have a good knowledge of musical terms and use them appropriately when describing music to which they listen. 269. In the lower part of the school pupils recognise the link between the tempo of music and its mood. In the upper part of the school pupils are more articulate in describing mood in music and how their sensitivities respond to it. 270. Pupils in lower key stage 2 approach their composing and performing activities enthusiastically. They are good at appraising music and use the knowledge and ideas gained through this activity to compose often sensitive passages of music for themselves. 271. They work well in groups, sharing musical ideas and shaping them into a complete form. In performance they listen carefully to each other playing and respond well to the directions of their elected conductor. In appraising each other's performances, pupils recognise and praise the good features and are tactful when suggesting ideas for improvement. 272. The youngest pupils listen to music with enjoyment and when using their bodies are uninhibited in their response. They work well in groups when planning movement for music to which they are listening. In performance pupils are careful not to inhibit the work of others in their group. 273. Older pupils in key stage 2 are skilful in performing rhythms with complex beat formations. They use body parts appropriately and sometimes in innovatory ways to produce different effects. 274. Pupils are able to distinguish between the speed, duration and tempo of different types of music and suggest the relationships between different passages in the same piece of music. 275. They have a good knowledge of the different instruments played in brass bands, the sounds they make and the particular features that enable them to make those sounds. They can name the different sections in an orchestra and accurately ascribe musical instruments to each. 276. Throughout the school, pupils listen to a wide variety of music including the works of famous composers. They are familiar with the music from different times and from different parts of the world. They enjoy the music of Wales and, during assemblies, appraise the work of well-known Welsh composers such as Dr Karl Jenkins. Shortcomings 277. There are no important shortcomings. Physical education Grade 2: Good features and no important shortcomings Good features 278. All pupils are developing good control of their body movements. They are enthusiastic and work hard to improve their performance. 279. They have a wide range of ideas for moving in different ways and for creating different shapes. Their awareness and use of space is good. 280. They demonstrate good hand and eye co-ordination when passing and receiving balls with a hockey stick. Their control of the ball when moving and dribbling is also good. 281. They listen and follow instructions extremely well and sustain energetic activities over a long period. 282. Pupils plan and evaluate movements very well and make adjustments to refine and improve their performance. 283. In creative dance, pupils respond well to musical stimuli and use their imagination to create a sequence of movements. They work on several levels and move with increasing sensitivity o the music. 284. Pupils increase their skills in a broad range of competitive sports in and out of school hours, and are successful in local competitions. This has a direct impact on their standards in lessons. 285. Records show that standards in swimming are good, with many pupils confident in the water. 286. All pupils are very aware of the benefit of regular exercise and understand the effect of exercise on the body. Shortcomings 287. There are no important shortcomings. Religious education Grade 2: Good features and no important shortcomings 288. Pupils display a good awareness of Christian values and beliefs, such as sharing and caring for others. By collecting money for charities they become aware that they are a part of a world-wide community and that they have a responsibility to their fellow human beings. 289. Pupils are well aware of the Bible as a sacred text and of the significance of the Old and the New Testament. They also know that other religions also have religious texts which should be treated with respect. 290. Pupils across the key stage have a good knowledge of the main stories of both the Old and New Testaments. 291. They sensibly discuss the necessity for rules in our society. After studying the story of Moses and the Ten Commandments, pupils interpreted their relevance in the context of modern everyday scenarios. 292. Pupils demonstrate a sound understanding of signs and symbols both within their own lives and within the Christian faith. They are aware of the significance of places of worship and the value of special events within a family, such as a christening. 293. Through visiting a local church and chapel, pupils develop a good understanding of the significance of the main features of religious buildings such as a font and the pulpit. They understand the importance of the key events in the Christian calendar, such as Easter and Christmas. 294. Pupils are developing a good understanding of the meaning of worship and prayer. They know a variety of prayers and compose their own simple offerings and successfully compare the Lord's Prayer with a Sikh prayer. 295. Pupils learn about a variety of world religions and they sensitively compare aspects of the beliefs and practices of Christians and Sikhs. They show good awareness of the importance of places of pilgrimage to followers of different faiths. 296. Year 6 pupils have an appropriate awareness of the contribution of Christian leaders, such as William Booth and the work of the Salvation Army. During discussions pupils showed empathy with issues such as poverty and homelessness. Shortcomings 297. Pupils do not sufficiently develop an ability to reflect, express personal opinions and share feelings on religious issues. School's response to the inspection The Head teacher and staff of the school would like to thank the Evenlode Team for the manner in which they conducted the inspection. Their willingness to offer support and advice was much appreciated by the teaching staff. As the nominee, I wish to express my gratitude to the team for involving me in the deliberations and for ensuring that the process kept disruption to the school's daily routines to a minimum. We are extremely pleased with the findings of the inspection team, confirming that we have made good progress since the last inspection. We are also satisfied that the inspection team has reported significant improvement in standards, particularly in those subjects which were unsatisfactory or poor in 2001. IT which was failing in the previous inspection, has seen a dramatic change and the team recognised that standards are now outstanding. We pride ourselves on the care shown towards pupils and the positive ethos of the school, as quoted in the school's aims. It is satisfying to note that this has been recognised, and is reported in the document's opening paragraphs. We welcome the report. It supports and confirms the issues in our school's Self Evaluation and Development Plans. We will also address the issues which the inspection has raised, with confidence, knowing that we have a dedicated and supportive team of staff who will ensure that Ysgol Bodnant maintains the previous rate of progress. The staff at the school and governors will work in partnership in formulating the action plan, which will be incorporated into the school Development Plan for 2008-9. Appendix 1 Basic information about the school Appendix 2 School data and indicators Appendix 3 National Curriculum Assessment Results End of key stage 2: D Pupils who are excepted under statutory arrangements from part or all of the National Curriculum A Pupils who have failed to register a level because of absence F W Pupils who have failed to register a level for reasons other than absence Pupils who are working towards level 1 Appendix 4 Evidence base of the inspection A team of five inspectors, including a lay inspector, inspected the school over four days. The head teacher was the nominee and played a supportive and active role during the inspection. Pre-inspection meetings were held with staff, the governing body and parents to discuss the life and work of the school. Forty-five questionnaires were completed and returned by parents, and carefully analysed by the inspection team. During the inspection, discussions were held with the head teacher, teachers, support staff and pupils about their work and the life of the school. Sixty-one lessons were observed over the four days. Samples of pupils' work, practical and written, from across the ability range in each year group, were examined. Pupils' behaviour was observed at various times during the school day. Inspectors attended acts of daily worship. Any documentation presented by the school prior to, and during the inspection, was analysed. Post-inspection meetings were held with the staff and the governing body to discuss the outcomes of the inspection. Appendix 5 Composition and responsibilities of the inspection team The contractor was: Evenlode Education Ltd Little Garth St John's Close Hawarden Flintshire CH5 3QJ Acknowledgement The inspection team would like to thank the head teacher, staff, governors, pupils and parents of the school for their co-operation and courtesy throughout the inspection.	<urn:uuid:7d8b6488-d704-4500-865e-81799cccbc19>	CC-MAIN-2015-06	http://www.estyn.gov.uk/download/publication/22358.7/inspection-reportbodnant-junior-schooleng2008/	2015-01-25T03:44:53Z	crawl-data/CC-MAIN-2015-06/segments/1422118059355.87/warc/CC-MAIN-20150124164739-00031-ip-10-180-212-252.ec2.internal.warc.gz	632,920,893	15,568	eng_Latn	eng_Latn	0.987324	eng_Latn	0.999106	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 334, 915, 2611, 3295, 4929, 5825, 6297, 9155, 11335, 13897, 16665, 17491, 18589, 19779, 22187, 23801, 25716, 28573, 31252, 33958, 36612, 39298, 41991, 42260, 44599, 46939, 49353, 51089, 53599, 56082, 58125, 60276, 62762, 65175, 67432, 69694, 71...	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Sourdough Manual Klondike Derby 2015 Camp Marin Sierra Marin Council, B.S.A. Talako Lodge Feb. 27-March 1, 2015 Table of Contents General Information Water Supply The winter water supply at Marin Sierra is limited, and we're not yet sure if troops will be able to draw water from the lodge, so plan to melt the cold white stuff or bring a supply to last you the weekend. To make a water machine, stuff a clean burlap sack with snow and suspend it over a pot near the fire. As the snow melts it drips into the pot. Near a warm fire this arrangement will supply a whole patrol if kept constantly full of snow. Fires and Fuel We recommend white gas stoves for cooking. They burn hot in cold weather and don't use large volumes of fuel. Liquid propane bottles may also be used, but they put out less heat in cold weather, so cooking may take forever. Don't forget a few small squares of plywood to set the stoves on. Fires for cooking and warmth may be built in your campsite. Bring your own wood! The stores of wood at the lodge are to be used only by the units renting the lodge throughout the winter. If you wish to forage for wood around the camp, you may. Starting fires Winter camping offers scouts a chance to really test their fire starting skill. When you really need the fire, don't be caught without a few tricks up your sleeve. The camp rules prohibit the use of liquid fire starters, but there are lots of other options that will get you a rip roaring fire in a short time. Some people call the use of fire starting aids cheating, but if it gets the job done, call it Yankee ingenuity. For an example of a failed fire starting attempt, see the Jack London short story "To Build a Fire." Simple paraffin wax fire starters can be made with string and newspaper, see the Scout handbook. Small pieces of Duraflame logs also work well. Experiment in a safe area at home to make sure your fire aids work. Light them first and build your fire on top. No fire starter works well without plenty of dry kindling. Keep a supply of tinder and kindling in plastic bags. Cedar shingles are great if you have them. If you have no dry wood, split open a log. Water does not usually penetrate wood more than 1/2 inch. Warning! Root Fires! Remember, much of the ground around the camp is burnable, even under snow. Open fires will burn through the snow and may light the ground beneath. These fires can burn for weeks and come to the surface hundreds of feet away when the woods are dry. Plan your fire in a safe place and make sure it is out when you leave. Note: This is what caused the Mt. Vision fire in Marin County a few years ago! Camp Marin Sierra rules for fires. Remember, stoves and lanterns are also open fires. * Cooking fires may be built in any safe campsite area that has no limbs within 10 feet overhead and is cleared to mineral earth in a 10 foot radius. * Fires require separation from the ground. This can be done with a 55 gallon drum or other Camp Ranger approved device. * At least one bucket of water and one shovel shall be present at each campsite. * A fire shall never be left unattended unless property banked in a sheepherder stove. * All campfires shall be approved by the Camp Director, Camp Ranger or staff member. * No liquid fuel type heaters are allowed in camp. LPG and liquid fuel type stoves are permitted when used in accordance with the clearing instructions at the beginning of this section. * An adult (at least 18 years of age) or staff member shall be in direct supervision of a stove. * LPG and liquid fuel lanterns are permitted only when used on top of a sturdy table or hung in accordance with the clearing instructions at the beginning of this section. A lantern shall not be moved when lit or hot. An adult (at least 18 years of age) or a staff member shall be in direct supervision of a lantern. * All liquid fuel except that contained within a liquid fuel type stove or lantern or within approved backpack type fuel bottles shall be deposited with the camp director or camp ranger for proper storage. No other liquid fuel shall be stored in campsites or vehicles. * No open flames are allowed in tents. Use only battery operated lanterns and/or flashlights. * No fireworks are allowed on B.S.A. property. * Smoking is only allowed in designated areas which shall conform to the clearing instructions at the beginning of this section when out-of-doors. (Smoking is considered to be an open fire.) * Campfire permits shall be obtained by the Camp Ranger or Camp Director annually or as required. * Flares and torches are not normally allowed in camp and shall be used only as a part of a ceremony as approved by the Camp Director or Camp Ranger. Use of liquid fuel for starting any type of fire is prohibited. PATROL or TROOP EQUIPMENT (Use this list as a guide. You can add as you please.) Duty roster Food Food (normal menu) Emergency food Menu Condiments - sugar, salt, pepper, etc. Food Preparation Equipment 2 stoves, white gas is best, with windscreens Liquid fuel in approved bottles (see the attached camp rules for fires and stoves) 2-3 pots, 2-4 quart size, with lids (water boils 3 times faster when covered) Water container, filled (5 gallon insulated is best) Water purification tablets, filter etc. Coffee pot Can Opener 2 large spoons 1 pair pot tongs Cloth pot holders Clean-up Scouring pads and other cleanup stuff Toilet paper COMPETITION EQUIPMENT Each patrol competing should have a sledge and the following equipment. This list is not final; it may be changed or added to at the whim of the Patrol. Refer to the event descriptions to determine what else you might need. Sledge must be at least 6 feet long and weigh 50 pounds. Patrol flag Ice rescue materials Firewood Troop number and patrol name on sledge Rope Matches Rain gear for each scout 6 foot poles or staves Tinder Notebook and pen or pencil Can Opener Compass Scout handbook Tin can or pot, 1 quart+ First aid kit 2 blankets Spade shovel or trowel THE WELL DRESSED SOURDOUGH Do you want to stay warm in the snow? Just remember C.O.L.D. Keep CLEAN. Keep yourself and your clothes clean. Dirt and body oils which build up on clothing destroy its insulating properties. Avoid OVERHEATING. Clothing is designed to be taken off or added in layers to maintain an even body heat. Increased activity produces more heat and perspiration. Don't let yourself get damp, see below. Wear clothes LOOSE and in LAYERS. You can peel or add a layer or two depending on air temperature or your activity. Keep DRY. Wet clothing removes body heat 240 times faster than it will dissipate through dry clothing. Wet is trouble! Staying Warm by Rick Curtis The essence of staying warm in the winter is having the proper clothing layers and knowing how to use them effectively. Heat Loss The body basically acts as a furnace, producing heat through chemical reactions and activity. This heat is lost through conduction, convection, evaporation, radiation, and respiration. As physical activity increases so does heat production and conversely as activity decreases so does heat production. The key to keeping warm is to add insulation to the body. Fire Fire starting kit (matches, paraffin starters, steel wool, etc.) Firewood, kindling and cover Fire buckets (required) Light Lantern (it gets dark early in winter) Tents & Equipment Tents and ground sheets (see Shelter) Tarps (lots) Group first aid kit Trash bags (bring lots, they are good for many things besides trash) 1 folding saw (avoid axes, the blades become brittle in cold and campsites are crowded) Shovel (several if you plan to build snow shelters) Rope, cord etc. (this is another thing you should have plenty of) Repair kit (wire, pliers, tape, string, needle, thread, safety pins, file, etc.) Whisk brooms (for brushing off snow) American flag and Troop flag on pole Insulation The thermal insulation of clothing is proportional to the thickness of the dead air space enclosed. Dead air is defined as any enclosed unit of air that is small enough that natural convection currents would not arise in it. Such currents have been detected in units as small as 2 millimeters in diameter. The dead air next to the skin is heated up by the body and provides a layer of warmth around the body. The clothing is not what is keeping you warm it is the dead air. This is because the denser a material the faster it can transfer heat through conduction, the density of air is obviously minuscule compared to a piece of a fabric. The "clo" unit was developed to provide a measurement of insulating effectiveness. One clo is roughly equal to the insulating value of an ordinary wool business suit. Each inch of thickness of conventional insulating materials (wool, pile, down) provides a theoretical value of about 4.7 clo or a practical "in use" value of 4.0 clo. The Layering Principle The key to providing this dead air space is through having a number of layers of clothing. Each layer provides a certain clo value of dead air space. This allows you to add or shed layers to increase or decrease your accumulated dead air space as the temperature changes and/or as your activity level changes. Remember, your body is the heat source, the clothing layers only serve to trap the heat and slow down your heat loss to the cold environment. If you have too much clothing on, you will overheat and start to sweat. You need to find the proper heat balance between the number and types of layers and your activity level. Why not just have lots of layers on and sweat? Heat loss from a wet surface can be up to 25 times greater than a dry surface (due to the higher density of water). If you sweat and get soaked, you will lose heat much more quickly through evaporation of the water. Also you are loosing an incredible amount of water through sweating since the air is so dry. Too much water loss leads to dehydration which significantly increases the risk of hypothermia. So you want to control your layers so as to be warm at the activity level you are in but not sweating profusely. Thus, traveling in the winter is a constant process of adjusting your layers to keep comfortable. This means having a number of layers you can add or subtract and allowing for versatility within layers. Convection may account for the greatest amount of heat loss under most conditions. In order to properly insulate, you need to have an outer layer that is windproof. Another convective factor is the "bellows action" of clothing. As you move a bellows action occurs which tends to pump your accumulated warm air out through openings in your clothing and sucks the cooler air in. In some conditions this action can reduce your body's personal insulation by 50% or more. Thus, it is important that all layers have effective methods of being "sealed" (i.e. buttons, zippers etc.) Openings in layers allow you to ventilate, to open the "chimney damper" if you are beginning to overheat, without having to actually remove a layer. So opening and closing zippers on a jacket, or armpit zips will allow you to either ventilate if you are getting too hot or seal up if you are getting chilly, all without having to add or take off a layer. With clothes that are too loose, the bellows action pumps warm air out through the openings. You need to have clothes that fit properly but not tightly. Too tight, and the clothes compress and actually reduce dead air space in layers below as well as restricting body movement. Another general rule is that the efficiency of clothing is proportional to the diameter of the body part it covers. Thus a given thickness of insulation added to your trunk will be more thermally efficient than the same thickness added to your arm or leg. It will also help maintain that body core temperature. This is why vests work well to maintain body heat. There is an optimal thickness of insulation for each body part. Beyond that the added bulk tends to be more of a hindrance in movement than the added insulation is worth. Have you ever noticed that your hands feel colder after putting on a thin pair of gloves? This is because when insulation is wrapped around a curved surface, the cross-sectional area of the insulation through which the heat may flow is greater as is the surface area from which the heat may be lost. This means that the total insulation efficiency of a given thickness progressively decreases as curvature sharpens over a surface. In addition, small cylinders, such as fingers, show a paradoxical effect. The addition of a thin layer of insulation actually increases heat loss until a thickness of about 1/4 inch is reached. This heat resistance gains as additional thickness is added. However, added thickness beyond 1/4 inch increases warmth very little in proportion to its thickness. This is one reason that thin gloves don't keep your hands particularly warm. Clothing Materials Some of the different types of materials for winter clothing and insulation are discussed below. 1. Wool - derives its insulating quality from the elastic, three-dimensional wavy crimp in the fiber that traps air between fibers. Depending on the texture and thickness of the fabric, as much as 60-80% of wool cloth can be air. Wool can absorb a fair amount of moisture without imparting a damp feeling because the water "disappears" into the fiber spaces. Even with water in the fabric wool still retains dead air space and will still insulate you. The disadvantage to wool is that it can absorb so much water (maximum absorption can be as much as 1/3 third the garment weight) making wet wool clothing very heavy. Wool releases moisture slowly, with minimum chilling effect. Wool can be woven in very tight weaves that are quite wind resistant. An advantage to wool is that it is relatively inexpensive (if purchased at surplus stores). However, it can be itchy against the skin and some people are allergic to it. 2. Pile or Fleece fabrics - is a synthetic material often made of a plastic (polyester, polyolefin, polypropylene, etc.). This material has a similar insulative capacity as wool. Its advantages are that it holds less water (than wool) and dries more quickly. Pile is manufactured in a variety of different weights (thicknesses) offering different amounts of loft and insulation. This allows for numerous layering possibilities. The disadvantage of pile is that it has very poor wind resistance and hence a wind shell on top is almost always required. Versions of pile are available that have a middle windproof layer. 3. Polypropylene and other Hydrophobic fabrics - polypropylene is a synthetic, plastic fiber which offers dead air space and a fiber which cannot absorb water. The fiber is hydrophobic so it moves the water vapor away from the source (the body). Polypropylene layers are extremely effective worn directly against the skin as a way of keeping the skin from being wet and reducing evaporative heat loss. As the water moves away from the body it will evaporate, but each additional millimeter of distance between your skin and the point of evaporation decreases the amount of body heat lost in the evaporative process. Some fabrics rely on the chemical nature of the fiber to be hydrophobic. Others fabrics use a molecular coating the achieve the same end. 4. Vapor Barrier Systems - another way to stay warm in the winter is through vapor barriers. The body is always losing water through the skin even when we are not active. This loss is known as insensible perspiration and occurs unless the air humidity is 70%. This insensible perspiration goes on at the rate of nearly half a quart every 24 hours. Since it takes 580 calories per gram to turn liquid water into water vapor, heat is continually lost through insensible perspiration as well as through sweat from any activity. A vapor barrier is a clothing item which is impervious to water thereby serving as a barrier to the transportation of water vapor. When worn near the skin it keeps water vapor near the skin. Eventually the humidity level rises to the point where the body senses a high humidity level and shuts off insensible perspiration. This prevents evaporative heat loss and slows dehydration. Vapor barriers should not be used directly against the skin because any evaporation of moisture directly at the skin surface leads to heat loss. Wearing polypropylene or some other hydrophobic layer between the skin and the vapor barrier allows the moisture to be transported away from direct skin contact. There is no doubt that vapor barrier systems are effective for some people in some conditions. The issues you must consider before using a vapor barrier are activity level, amount you naturally sweat, and "moisture comfort." If you are not active, such as when using a vapor barrier liner at night in a sleeping bag, the system will work well. A vapor barrier sleeping bag liner will typically permit you to sleep comfortably in temperatures 10 - 15 degrees colder than in the bag alone. However, some people find that they are not comfortable with the level of moisture in the bag and fell clammy. If this interferes with sleeping it may be a problem, better to have a better insulated sleeping bag. Vapor barrier liners for sleeping bags also help in another way. In cold conditions, the moisture from your body escapes upward through the bag, when reaching the cold outside of the bag it condenses into liquid or event frost. Over a number of days this moisture level in your bag increases. If you can't dry out the bag it will slowly get heavier and heavier as it holds more water. With a down bag, this moisture can actually soak the feathers and cause the bag to loose significant amounts of loft (dead air space), thereby reducing it's effectiveness. When you are active, like snowshoeing, and you are wearing a vapor barrier such as a vapor barrier sock, you must carefully monitor how you sweat. If you are someone who sweats a lot with activity, your foot and polypropylene liner sock may be totally soaked before the body shuts down sweating. Having this liquid water next to the skin is going to lead to increased heat loss. If you don't sweat much, your body may shut down perspiration at the foot before it gets actually wet. This is when the vapor barrier system is working. The important point is that heat loss comes from water changing state from a liquid to a gas. Liquid water next to the skin leads to significant heat loss. Water vapor next to the skin does not. You must experiment to determine if vapor barrier systems will work for you. 5. Polarguard, Hollofil, Quallofil and others - these are synthetic fibers which are primarily used in sleeping bags and heavy outer garments like parkas. The fibers are fairly efficient at providing dead air space (though not nearly as efficient as down). Their advantages are that they do not absorb water and dry fairly quickly. Polarguard is made in large sheets. Hollofil is a fiber similar to Polarguard but hollow. This increases the dead air space and makes the fiber more thermally efficient. Quallofil took Hollofil one step further by creating four "holes" running through the fiber. 6. "Superthin" fibers - Primaloft, Microloft, Thinsulate and others - the principal behind these synthetic fibers is that by making the fiber thinner you can increase the amount of dead air space. For example, take an enclosed space 5 inches wide and place 2 dividers into that space, each 1 inch thick. You have an effective air layer of 3 inches. If you take the same 5 inch space and divide it with 4 dividers, each 1/4 inch thick you now have an effective air layer of 4 inches. You have gained one inch. Under laboratory conditions a given thickness of Thinsulate is almost twice as warm as the same thickness of down, however, the Thinsulate is 40% heavier. Thinsulate is made in sheets and therefore tends to be used primarily for outer layers, parkas and pants. New materials such as Primaloft and Microloft are superthin fibers that are close to the weight of down for an equivalent fiber volume. They are now being used in parkas and sleeping bags as an alternative to down. They stuff down to a small size and have similar warmth to weight ratios as down without the worries about getting wet. 7. Down - feathers are a very efficient insulator. They provide excellent dead air space for very little weight. The major problem with down (and it can be a major problem) in the winter is that down absorbs water. Once the feathers get wet they tend to clump, and lose dead air space. Using down items in the winter takes special care to prevent them from getting wet. For example, a vapor barrier sleeping bag liner in a down bag will help the bag stay dry. Down is useful in sleeping bags since it tends to conform to the shape of the occupant and prevents convection areas. Down is very compressible, which is an advantage when putting it into your pack but also realize that your body weight compresses the feathers beneath you and you need good insulation (foam pad, etc.) underneath you, more so than with a synthetic bag. Some people are allergic to down. The effectiveness of a down bag is directly related to the quality of the feathers used. Since down is made of individual feathers, sleeping bags are garments must have baffles sewn in to prevent the down from shifting in the bag which would create cold spots. 8. Radiant Barriers - some portion of body heat is lost through radiation. One method of retaining this heat is through use of a reflective barrier such as aluminum. This is the principal used in "Space Blankets" and is also used in some bivy sacks and sleeping bags. Note: Cotton is basically useless in winter time. It wicks water, but unlike polypropylene, cotton absorbs this moisture and the water occupies the space previously occupied by dead air. This means a loss in dead air space, high evaporative cooling, and a garment that is almost impossible to dry out. The Body and Clothing 1. Head - because the head has a very high surface to volume ratio and the head is heavily vascularized, you can lose a great deal of heat (up to 70%) from the head. Therefore, hats are essential in winter camping. The adage - if your toes are cold, put on a hat - is true. A balaclava is particularly effective and versatile. A facemask may be required if there are high wind conditions due to the susceptibility of the face to frostbite. 2. Hands - mittens are warmer that gloves because you don't contend with the curvature problem described above. Also the fingers tend to keep each other warm, rather than being isolated as in gloves. It is useful to have an inner mitten with an outer shell to give you layering capabilities. Also "idiot strings" are important to keep you from losing mittens in the snow. However, gloves are always essential as well in winter because of the need for dexterity in various operations. 3. Feet - finding the right footgear depends a great deal on the activity you are involved in as well as temperature and environment. The two general modes of travel are skiing or snowshoeing (in areas with only a few inches of snow you can hike in just boots). Insulated Boots - such as Sorels or "Mickey Mouse" boots. These are rubber or leather and rubber boots that use a layer of wool felt to provide dead air space. The Mouse boots can be Army surplus or modern copies (avoid the copies since they are often poorly made). With the true Army boots, the black boots are rated to -20 degrees and the white ones to -40 degrees. The one drawback with Sorels is that the wool felt liner is exposed. Breaking through a frozen stream may soak the liner which will be difficult to dry. They can be used with snowshoes, crampons and skis (with special bindings). Plastic Mountaineering Boots - plastic shell mountaineering boots use inner boots made with wool felt or a closed cell foam insulation. These can be very warm and easily used with ski bindings, crampons, and snowshoes. Depending on the inner boot, you may need insulated overboots to add enough insulation to keep your feet warm. Mukluks - one piece moccasins which reach to the knee. They are used with felt liners and wool socks. The Mukluk itself serves as a high gaiter. They are flexible and breathable. They work with snowshoe bindings and can be used on cross-country skis with special bindings (Berwin Bindings) and with hinged crampons (not for technical ice). They are extremely comfortable, but since they are not waterproof they are best used in dry cold winter settings where water and rain are not a problem (e.g. stream crossings, possibility of rain, etc.) Heavy leather mountaineering boots with an insulated overboot - this can be effective but the system still is not very thermally efficient and may lead to frostbite of the feet (not recommended). 1. Socks - one of the best systems for keeping feet warm is using multiple layers. Start with a thin polypropylene liner sock next to the skin to wick moisture away followed by 1 - 2 pairs of wool or wool/nylon blend socks. Make sure the outer socks are big enough that they can fit comfortably over the inner layers. If they are too tight, they will constrict circulation and increase the chances of frostbite. Keeping your feet dry is essential to keeping your feet warm you may need to change your socks during the day. Foot powder with aluminum hydroxide can help. High altitude mountaineers will put antiperspirant on their feet for a week before the trip. The active ingredient, aluminum hydroxide will keep your feet from sweating for up to a month. (Some medical research has suggested a link between aluminum and Alzheimer's Disease but small exposure [as of the original writing of this article] does not appear to be a problem). 2. High Gaiters - are essential for winter activity. They keep snow from getting into your boots and keep your socks and pants legs free from snow. 3. Insulated Booties - these are booties insulated with a synthetic fill that typically have a foam sole to insulate you from the ground. They are very nice to have to wear in your sleeping bag at night. 4. Camp Overboots - are shells with an insulated bottom. These can be worn over insulated booties for traipsing around in camp. Also for those middle of the night visits to the woods. 4. Outer Layer - it is essential to have an outer layer that is windproof and at least water resistant. In some cases it may be best to have the garment waterproof. It also needs to be able to be ventilated. There is a big trade off between waterproofness and ability to ventilate. A completely waterproof item will keep the water that is moving through your other layers trapped, adding to weight and causing some heat loss. However, in wet snow conditions, if the garment is not waterproof it can get wet and freeze. Gore-tex and other similar fabrics provide one solution. These fabrics have a thin polymer coating which has pores that are large enough to allow water vapor to pass through but too small to allow water droplets through. Nothing is perfect, however, and although Gore-tex does breathe, it doesn't breath as well as straight cotton/nylon blends. If you opt for a straight wind garment, 65/35 blends of cotton and nylon work well. The other approach is to have a waterproof garment with sufficient ventilation openings to allow water vapor to escape. This provides the ability to work in wet snow without worrying about getting the garment soaked. Part of the basis for making the decision is the area and you are traveling in. If you are in the dry snow of the Rockies you needn't worry so much about waterproofness. If you are in the northeastern mountains where freezing rain is a possibility or very wet snow, you need to be prepared to be wet. 5. Zippers - are wonderful accessories for winter clothing. Having underarm zippers on jackets can greatly increase your ability to ventilate. Having side zippers on pants can allow you to ventilate and to add or subtract a layer without taking off skis or snowshoes. 6. Miscellaneous - knickers with knicker socks can make a good combination. You have the option of ventilating by opening up the bottom of the knickers and/or rolling down your socks. Also bibs are helpful (both pile and outer waterproof layer) because they prevent cold spots at the junction between tops and bottoms. Underwear is also available in the traditional union suit design which accomplishes the same thing. Snaps on jackets etc. can be a problem because they fill with snow and ice and fail to work. Velcro works much better as a closure. Clothing Techniques 1. When you first get up in the morning (and at the end of the day in camp), your activity level will be low as will be the temperature. You will need to have many, if not all, of your layers on at this point until breakfast is over and you have started to become active. 2. When you get ready to be active, you will need to take off layers since you will begin generating heat. A good rule of thumb is to strip down until you feel just cool, not chilled just before activity. Failure to do this will mean overheating, sweating, losing heat and you will have to stop in 10 minutes down the trail anyway to take layers off. Open or closing zippers, rolling sleeves up or down, taking a hat off or putting one on will all help with temperature regulation. 3. If you stop for more that a few minutes, you will need to put on another layer to keep from getting chilled. Keep a layer close at hand. 4. Whenever you get covered with snow, either from a fall or from dislodged snow from a tree, it is essential to brush yourself off to keep your clothing free of snow. Failure to do this often results in the snow melting into your clothing and refreezing as ice. 5. At the end of the day, as activity decreases and temperature drops, you will need to add layers. Once you start to cool down it takes a lot of the body's resources (calories) to heat up again so layer up ASAP before you get chilled. It may be good to put on more that you think you need; it will only get colder. If you are too warm, you can open up layers and ventilate to reach the proper temperature. Sleeping Bags Sleeping bags for winter camping should be rated to temperatures below what you will likely experience if you want to be comfortable. If the nighttime temperature can drop to -15o Fahrenheit, then your bag should be rated to -30o Fahrenheit. There are a variety of different fills for sleeping bags: down, Primaloft, Microloft, Qualofill, Polarguard, etc. The bag itself should be a mummy style bag with a hood. It should also have a draft tube along the zipper and a draft collar at the neck. In sleeping bags, you want the bag to snugly conform to your body. If the bag is too big, you will have large spaces for convection currents and you will be cold. In a bag that has too much space, you may need to wear clothing layers to help fill up the space. You can opt for the expedition bag which is rated to -30o Fahrenheit or you can use a three season bag rate rated to 0o Fahrenheit and augment it with a vapor barrier liner (adds 5-10 degrees), a bivy sack (adds 5-10 degrees), and/or an overbag (a summer weight bag that fits over your mummy bag - adds 15 - 20 degrees make sure it is big enough to fit over the mummy without compressing it). Keep in mind that each of these options has advantages and disadvantages in terms of price, weight, and volume taken up in your pack. Foam Pads You also need to insulate yourself from the underlying snow. Foam pads (Ensolite) or inflatables (Thermarest) work well. Your insulation should be a least 1/2" thick (two 3/8 " summer pads work well, or use a Thermarest on top of a 3/8 " foam pad). It best to use full length pads so that all of your body is insulated. Winter Clothing The clothing you pack should be your own combination of the several options available. You should be prepared for the worst weather anticipated, but not over packed. The use of the layer principle allows you to stay warm without a lot of extras. For weekend trips you need only change the lower layers to keep clean. In the coldest conditions you will need 2-4 layers on your legs and 4-6 layers on your upper body. Pay close attention to the places where clothes come together, wrists, ankles, neck and 6 waist. Make sure they're not exposed while you're moving around. Don't forget to waterproof your boots. For more information on winter clothing see the Boy Scout Handbook and Fieldbook. The clothing list that follows is an example only. It lists options, not absolute necessities. Use the illustration on the "Well Dressed Sourdough" page to plan, and lay out your clothing on the floor to make sure you have it all. Remember, avoid cotton and try to use wool. Don't bring denim jeans or jackets! On your head and neck Number to pack Wool cap or ski mask 2 On your legs (2-4 layers) Underwear 2 Full brim hat (felt or canvas) Scarf Sunglasses Sunscreen Lip balm Rain gear Poncho (this is best) Rain slicker Trash bags (for your clothes or as emergency poncho) On your body (4-6 layers) T-shirt 2-3 Long sleeve shirt (wool) 1-2 Fleece jacket, synthetic or wool sweaters (I or 2) 2 Insulated vest Jacket (wool, nylon, gore-tex, leather) Parka with hood Nylon windbreaker On your hands Insulated gloves (vinyl, gore-tex, waterproofed fabric) 1-2 pair Wool gloves Longjohns 1-2 Fleece pants (must bring waterproof/breathable shell) Trousers (wool army pants are great) Powder pants Nylon rain pants or snow chaps For bedding down Wool cap Thermal shirt (fleece or polypropylene is best) Pants or long johns (fleece or polypropylene is best) On your feet and ankles Wool or wool/polypropylene socks 6 pair (recommended) 3 pair (minimum) All the leather surfaces of hiking boots must be waterproofed (nylon won't keep water out) Insulated rubber boots After ski boots (moon boots) Gaiters Mittens (oversized-can be worn over gloves for added warmth) (Leave your tennis shoes & 1 pair socks in the car for the trip home) More socks HAT - Always carry a head covering. Wool caps are best, they insulate well and cover the ears. Ski masks are great too. Baseball type caps are only good for warm weather. EYE PROTECTION - Goggles are best, but sunglasses will also reduce glare from the sun off the snow, a situation which will cause painful problems, even snow blindness. Lenses should be polarized and have UV protection SCARF - Keeps cold air and snow off your neck and out of your shirt. GLOVES OR MITTENS - Bring 2 pair: one for snowball fights, the other for the rest of the time. Breathable wool stays dryer than vinyl. PANTS, 2 TO 4 LAYERS - Start with long johns, finish with water resistant chaps or nylon rain pants. In between you can wear layers of fleece pants, or wool. Powder pants or wool army pants are great for an outer layer. Suspenders are useful because they don't cinch like a belt to make breathing tough. GAITERS - These are sleeves of water resistant fabric that lace up in back and tie at the top, below your knee. They keep snow out of your boots. BELT PACK - This is for all those things that would normally go in your pockets, knife, sunscreen, etc. When you're wearing over pants, you can't reach your pockets. 6 LAYERS ON TOP - Start with a T-shirt or long johns and add layers of loose fitting wool or synthetic sweaters or sweat shirts. Top it all off with a loose, water resistant jacket (maybe borrow Dad's nylon windbreaker). Take a poncho too. It keeps falling snow away from your clothes so you stay warmer. SOCKS - Wear two pair if they'll fit in your boots. Use wool or fluffy synthetics. Polypropylene blends and boot liners will keep your feet dryer. Change your socks often to stay warm and prevent blisters. BOOTS - Proper footgear is essential; you're standing on ice. Keep your feet dry. A boot should fit somewhat loose for warmth, but the adage "cool is comfortable" is true: the feet should not sweat profusely. Avoid rubber boots without insulation, they'll turn your toes to ice cubes. Moon boots are great, but if they're too loose, you may lose them in deep snow. Leather hiking boots work well when treated with Sno Seal, silicone, or shoe grease. Fabric sided hiking boots can be treated with silicone sprays but can't be completely waterproofed. MATERIAL COMPARISONS PLASTICS RULE! - Your best bet for staying warm at the Klondike Derby is to wear some of the new "miracle" man made fibers. They are light, warm, and they dry quickly. This family of materials include Nylon, Polyester, Fiberfill, Holofill, Qualofill and a whole range of other synthetic fibers. This is what almost all skiing and snowboarding clothing is made out of today. Even down (feather) jackets and sleeping bags usually have synthetic shells. SPEAKING OF DOWN… Duck or goose down clothes and sleeping bags are some of the warmest pieces of equipment that you could own, but THEY DON'T WORK WHEN THEY ARE WET! This doesn't mean that they can't be used successfully, but you must be very careful to keep them dry. If you have a down sleeping bag, it is critical that you have a good waterproof groundcloth under it and a good tent above it. If you have a down jacket or vest, it should either be waterproof (such as Gore-Tex) or it should be used as one of the inner layers of clothing under a waterproof shell. A WORD ABOUT WOOL Your best bet for staying warm at the Klondike Derby is to wear wool. Wool is thin for its warmth value, stays warm when its wet, dries fast, breathes to allow perspiration to evaporate and the fuzz keeps snow from sticking. AVOID COTTON LIKE THE PLAGUE !!!!! Cotton is a popular fabric because it is light and cool. IT HAS NO PLACE IN THE SNOW. Denim is the worst. It takes two minutes to get wet and two weeks to dry. Let's review that last item one more time. . . . Cotton is DANGEROUS for the snow. Don't bring it, don't wear it, and don't pretend you weren't warned about this. SLEEPING SYSTEMS These are items that you will need IN ADDITION to your sleeping bag. Ground cloth purpose: to keep ground moisture out and to help protect your tent and sleeping bag and keep them clean qualifications: large enough to cover your sleeping area, but not too large. Thick enough to prevent punctures and rips. Bottom Insulation purpose: your body compresses the sleeping bag and loses all of the loft below you. It also prevents conduction. good materials to use alone: * any closed-cell foam pad - (doesn't soak up water, doesn't let air pass through it, prevents convection) * Therm-A-Rest - (waterproof, prevents heat loss through conduction, convection and radiation below you) bad materials to use alone (but may be used in combination of two or more) * cots - (lets air circulate beneath you) * open cell foam pads - (soaks up water just like a sponge and lets air circulate) * newspaper - (soaks up water) bad materials to use anytime: * air mattresses - (your body doesn't have enough energy to heat up the air in it) Avoid Dehydration -- You Need Water in Winter Your body requires water in winter just as it does in summer. Under normal winter conditions the average adult loses 2 to 3 quarts of water per day through sweating, respiration, and elimination. Cold, dry winter air can cause you to dehydrate quickly, especially with windy and/or sunny conditions. Dehydration upsets your body's metabolism making you less hungry and increasing your susceptibility to hypothermia. Unfortunately, cold temperatures tend to suppress thirst. You can become dehydrated without being thirsty which is not usually true in summer. To get adequate quantities of water in winter you may need to force yourself to drink liquids. The need to remove clothing to eliminate body wastes and the lack of readily available water, as well as suppressed thirst, are factors that tend to inhibit your intake of water. Many people have a pronounced tendency to put off consuming water unless they are thirsty. In normal living situations we depend on our thirst system to maintain an adequate intake of water, but this cannot be relied upon in cold weather. An alternative water machine can be contrived using a large sheet of black plastic on a sunny day. Position it on a slope, sprinkle powder snow on top and direct the flow of water to your pot or No.10 can. On a cloudy or severely cold day this method will not work so avoid relying on it exclusively. FIRST AID - COLD-WEATHER PROBLEMS Condition, Cause, Symptoms, and Treatment Condition : Hypothermia Cause : Cooling of the inner body core to below normal temperature, inadequate clothing, inadequate shelter, prolonged exposure to high winds, dampness, or cool temperatures, insufficient generation of body heat overexerting oneself. Slim athletic persons are more susceptible because their bodies lack resources of fat to produce energy. Symptoms: Uncontrollable shivering, difficulty in speaking, loss of muscle coordination, exhaustion, ability to reason impaired, slowing of pulse and respiration, cannot stand or walk, eventually unconsciousness and death. Treatment:Prevent further heat loss. Replace wet clothing with dry. Shelter from wind and weather. Give hot, sugary drinks, or warm food, if subject is conscious. Warm subject from inside out if possible. Keep subject awake until his body has been warmed. For severe hypothermia apply warm objects to subject's ribs, head and neck and groin areas. Handle with extreme care--do not rub or massage extremities. Get subject to a doctor as soon as possible. Condition: Windburn Cause: Excessive exposure of skin to wind. Symptoms: Burning irritation and reddening of affected skin. Treatment:Apply ointment designed to treat windburn or sunburn. Prevent further exposure of flesh to wind. Condition: Frostbite Cause: Freezing of portion of the body. Usually an exposed part of the face or extremity. Most often occurs in cold, windy conditions. Can also occur from grabbing metal items with bare hands, spilling of gasoline or fuel on the body, or restriction of blood circulation. Symptoms: Grayish or yellow-white spots on the skin, numbness in affected part, sometimes painful. Frost-nip, the first sign of frostbite, will cause a tingling sensation as part is warmed. Treatment:Do not rub the affected part. Do not forcibly remove clothing adhering to affected part, thaw it loose. Warm frozen part on bare flesh under armpits or stomach of person not having problems or re-warm in 108-110 degree F. water. Walk out on frozen feet; once they've been warmed, further travel is impossible. Do not allow part to refreeze. Condition: Snow blindness Cause: Excessive exposure of unprotected eye to extreme light, usually on snow, sand, or water. Symptoms: Burning and reddening of eyes, eyes may water and swell shut, throbbing pain around eyeballs, forehead, flashes of light cause pain. Halo seen when looking at lights. Treatment: Apply cold compresses over eyelids. Give aspirin to subject. Place light-proof bandage over eyes, or put subject in dark room with minimal light. Do not use eyedroppers or ointment. Use caution to prevent reoccurrence. Condition: Trench Foot Cause: Prolonged exposure (usually 48 hours or longer) of feet or flesh to moisture at temperatures just above freezing, causing death to affected tissue. Symptoms: Feet and toes or other affected flesh, are pale and feel cold, numb, and stiff. Treatment:Remove constrictive clothing and warm affected part at 70 to 80 degrees F. If water is used, it should feel slightly cool to forearm. Protect injured part with dry dressings. Litter patient if necessary. Condition: Dehydration Cause: Loss of body fluids from sweating and/or insufficient intake of water. Symptoms: Body temperature rises, subject feels less need to drink. Greater water loss from sweating, dark urine. Treatment:Regular intake of water at frequent intervals. Pace work. Replace body salt loss also by eating salty foods. Condition: Carbon Monoxide Poisoning Cause: Fire burning in an unventilated shelter or incomplete combustion in a ventilated, shelter. Carbon monoxide is freely generated by a yellow flame stove; flame should be blue. Avoid using flames inside shelters. Symptoms: There may be none. Unconsciousness and death may occur without warning. Some times there may be pressure at temples, burning of eyes, headache, pounding pulse, drowsiness, or nausea. Treatment:Get subject into fresh air at once. Keep warm and at rest. If necessary, apply artificial respiration. Give oxygen if available. Condition: Sunburn Cause: Excessive exposure of skin to sun's ultraviolet radiation. Symptoms: Reddish skin, burns, blisters, swelling, or puffiness of extremities, insufficient sweating. Treatment:Cool the skin, cover exposed areas, treat for burns and shock. Prevent further exposure to sun. SNOWSHOES & SNOWSHOEING While the exact origin of snowshoes is unknown, foot extension devices originated in Central Asia as early as 4000 BC. Much later, the North American Indians became great innovators in designing snowshoes. In the 1600's, the French who moved into the St. Lawrence River area intermingled with the Algonquin Indians and quickly learned how to use snowshoes in winter. Today, this winter sport still has plenty of practical application as well as being fun. Even if you prefer cross-country skiing, you need to know how to snowshoe when the snow is too powdery, where a slope is too steep to negotiate on skis, or in heavy timber where skis are not sufficiently maneuverable. It may also be more practical to don snowshoes to go outside for an arm load of wood to burn in your fireplace or wood burning stove. There are times when a bit of snowshoeing can save a lot of back breaking snow shoveling. The purpose of snowshoes is to permit the wearer to travel atop snow instead of plunging through powder or crust with virtually every step and quickly becoming overheated and/or exhausted. Stepping out of a hole requires great effort since it requires lifting the foot and leg upward against gravity and forward against the snow. Snowshoes spread your weight over a greater surface of the snow providing various degrees of flotation - the ability to stay on or near the surface of the snow. The amount of flotation provided depends upon three factors: (1) the snow conditions (powdery, crusted, slushy, etc.), (2) the weight of the snowshoes including pack and (3) the amount of surface over which that weight is distributed. The area covered by the bottoms of the snowshoes determines the distribution of weight. You have no control over snow conditions, limited control over your weight including pack, but considerable control of the amount of area over which your weight is distributed. A large pair of boots cover about 50 square inches of surface on the bottom. If you weigh, let us say, 150 lb. including your pack, you will exert a pressure of 3 lb. per square inch. This concentrated pressure on a relatively small area usually will cause your boot to plunge into the depths of the snow. Snowshoes on the other hand, vary from about 300 to as much as 600 square inches of surface area. Thus, with small snowshoes such as bearpaws, you will exert a pressure of only 1/2 lb. per square inch and with large snowshoes, such as the trail type, you will exert as little as 1/4 lb. per square inch of surface. Most snow conditions will support you rather well in large snowshoes because your weight will be widely distributed over the surface of your snowshoes. In fresh, powdery snow, you may sink in several inches even with large snowshoes, but it will be far easier to walk with snowshoes than without them. In other words, you will have a lot more flotation with snowshoes. Klondike Derby Sled Plans The following plan is for a sled that has minimum and maximum dimensions as shown. There is no absolute requirement for these dimensions, but these are typical of those used in most areas. The sled below is show as a guide. Your own design may be used if it conforms to the minimum and maximum dimensions. Make sure the sled is strong enough to bear the weight of your equipment and will hold together for a long trip. It is best to use screws rather than nails. Drill first to avoid splitting wood. Varnish bottom of runners and wax before using. Wire netting or a canvas snow curtain may be added to prevent items from falling off of the sled. Secure a towing rope at the front and secure a brake rope at the rear. Materials: Dimensions Japeechen District Klondike Derby Approximate Dimensions: HEIGHT = 40 inches, LENGTH = 6 feet, WIDTH = 18 inches. Paint your sled bright colors -- varnish the bottom of the runners -- then wax before use! You can add a canvas snow curtain to keep equipment dry. Lace the sides with nylon rope to keep equipment from falling off the sled. Use screws instead of nails and pre-drill pilot holes to prevent splitting. Use glue in addition to screws. An old set of downhill skis or pvc pipe works well as runners. Make your sled strong, but light! Mount a pole on your sled to fly your patrol flag! Use hardwoods such as maple, oak or ash to make your sled. Pine is too soft! Bill of Materials * 2 pcs. 4" x 1/2" x 6'6" - for Runners (use skis!!) * 6 pcs. 1" x 1" x 18" - Cross Supports * 8 pcs. 1" x 2" x 6" - Upright Supports * 4 pcs. 1/2" x 4" x 5' - Floor Cover * 2 pcs. 1" x 2" x 12" - Front Upright * 2 pcs. 1" x 2" x 26" - 2nd Upright * 2 pcs. 1" x 2" x 38" - 3rd Upright * 2 pcs. 1" x 2" x 40" - Rear Upright * 2 pcs. 1/2" x 2" x 6' - Hand Rail - sand smooth! * 1 pc. 1/2" x 2" x 30" - Front Curved Snow/Ankle Guard * 1 pc. 2" x 2" x 18" - Tow Bar * Rope for Towing Bridle - 1/2" Dia. minimum * Wood Screws * Wood Glue * Paint & Varnish SHELTERS During winter, shelter is very important. At night temperatures can drop far below freezing. If you have the right kind of shelter you won't even notice the change. You must be prepared for rain, snow, and wind. Think of what happens when a foot of snow falls on top of your tent or snow cave. Does it collapse? If it's wet out, will you be dry? Can you move around enough to change clothes? Also pay close attention to the pad you sleep on. Its the only thing between you and the snow. Plan carefully! When choosing a tent to use you should think of space, warmth, and stability. Try to get a tent that is rated for more people than will be in it. When the label says "four man tent" it usually means four stunted nine-year-olds. You need room for packs and for changing. Big dome tents are good for this, so are tents with a "boot" at the rear for storage. When the air is cold outside the tent, it makes water vapor on the inside condense on the walls. In the morning you'll be swimming in your own breath if your tent is sealed tight. To avoid this, use a tent with a net top and a rain fly, or leave the door open a bit. Be sure the tent is waterproofed top and bottom, and always use a ground cloth. If you have one, spread a blanket on the floor to keep off the chill of cold nylon. Some tents are not made to be snowed on. A-frame tents often sag towards the center when loaded, but they can be used if you are careful to occasionally take the snow off. Dome tents and arch tents may fare a bit better, but you should never leave more than a few inches on the roof. Snow on the tent can be helpful, it traps air and acts as an insulator, so you stay warmer. After you pick your tent site, prepare the snow to sleep on. Pack it down flat with skis, snowshoes, or boots. As soon as your tent is up, crawl inside and smooth the floor. By nighttime the snow will be hard as a rock, so do a good job. Tent stakes won't hold in snow, and even dome tents should be anchored for wind. To make a "deadman" anchor, tie a short cord around a few foot-long sticks. Dig a hole about a foot deep where you want the anchor. Fan out the sticks at the bottom and bury them. Then just tie your tent rope to the cord. Always use a separate anchor cord. The knots may freeze, and you may have to cut the cord. NATURAL SHELTERS Here are some descriptions of shelters that can be built from natural materials. Diagrams of some of these structures are also included. SHELTER TYPE:Snow Dome - Quinzhee Hut 15-20 man hours TIME: HOW TO CONSTRUCT: * Trample out a circle in the snow and all the snow within that circle. This will be the size of your quinzhee hut. Pile up mound of snow 68 feet high and 12 feet in diameter. * http://www.geocities.com/Yosemite/Gorge/1613 /ar00/arbuildquincy.jpgUse your shovels, snowshoes or your hands to throw snow from the outside of your circle into the middle and create a mound. Throw as much snow into the center as you want your snow shelter to be big. * Whack at the mound with skis, shovels or body, as it becomes bigger. The more you disturb the snow the stronger it will set up. * Once you are satisfied with the pile of snow you have created let it rest for at least three to four hours. * "Pin-cushion" the hut with sticks 8-12" long in various areas around the dome * To begin hollowing out your quinzhee dig down and then in. Make sure the entrance is facing away from the wind. As you form a tunnel entrance to your shelter, make sure someone on the outside to help shovel away the snow as it comes out. (Also it's safer should something goes wrong and your structure falls in on you!). * Scoop out the ceiling. Use arcing strokes to create a dome shape inside. This will keep your snow structure strong. As you arch out the roof watch for the sticks to tell you when to stop digging. The more you shave snow away from the walls more light will come in. This is your key to know when to stop shoveling * Use the interior snow to reinforce the sides of the hut or build up the entrance walls * Important: carve in small air holes in the sides to ventilation * Have a set of dry clothes to put on once you are done. * Get spray bottles containing water with food coloring and paint your quinzhee * Destroy the quinzhee when you are finished with it. It could be a danger to others or to wildlife ADVANTAGES: This provides more permanent long-term shelter. Shelter will be tall enough to stand inside. A single candle will provide plenty of heat, if the entrance is kept closed. PRECAUTIONS:Stay as dry as possible. Avoid overheating while building shelter. Keep digging tool inside in case shelter becomes drifted over. Make several ventilation holes in case one closes. Do not build fire or use stove inside. The danger of carbon monoxide poisoning is too great. In a selected spot, place an upright marker (ski pole, ice axe, etc.) to mark the center. Tie a cord to the marker and scribe a circle in the snow to indicate the pile size. The rule of thumb for size: if the snow in place is not to be dug out, the radius should be the interior size plus about 2 feet; if the snow in place is to be dug out, about 1 foot can be subtracted from the radius for each foot of in-place snow. Piling the snow for a two person shelter will take two people about an hour. Pile loose snow within the marked circle with shovels, tarp etc. Don't compact the snow. When the mound is the right size and shape, do not disturb it; allow it to compact naturally - minimum time one hour. Chances of collapse are greatly reduced if you let it settle for two hours. Thirty-five degrees is the natural angle at which loose snow rests. Be sure to allow the snow to settle at this angle. Otherwise you will have thin spots or a buckling roof when you excavate the interior. After compaction you are ready for digging. The entrance direction should be away from the prevailing incoming weather. From the entrance point start digging toward the marker. Pass the snow out to helpers. As soon as you reach the marker, do no not disturb it. This is your guide for excavating the interior. Clear out the inside to the intended radius. To check on wall and roof thickness, measure with a stick poked through. When the dimensions check, remove the marker and trim the interior. Then install a vent in the roof. Get rid of waste snow promptly before it hardens. The process is a wet one so make sure you have waterproof gear on and good shovels for making the mound and digging out. SHELTER TYPE:Snow Cave TIME:3-4 man hours HOW TO CONSTRUCT: Find drift 6-8 feet high on the side of hill or ridge. Tunnel into drift with a T-shaped entrance. Use your arms to push snow out of arms of "T". Once inside is large enough, close top arms of "T" with snow blocks. Pack down one arm of "T" and sleep on this higher bench. Walk in and out of shelter along trunk of "T". ADVANTAGES: End result is large enough for 3 persons, one across back of "T", and one on each side. Horizontal bar of "T" permits quick removal of snow from this interior. Provides "long-term" type of shelter. PRECAUTIONS:Avoid overheating while building shelter. Stay as dry as possible. Make several ventilation holes in case one closes. Keep digging tools inside in case shelter gets drifted over. Do not build fire inside the danger of carbon monoxide poisoning is too great. A snow cave can be dug into a hillside. Dig the entrance up so that the door is below the sitting level. Also there are natural snow caves formed by the overhanging branches of trees covered with snow. By digging down you can get into the cave beneath the branches. In both cases you should poke a ventilation hole and keep it clear. SHELTER TYPE:Snow Pit TIME:1/2 man hour HOW TO CONSTRUCT:Deep snow is required. Simply dig out a pit large enough to sit and/or lie in. If you have a tarp or other large piece of material, place it over the top. Weight down the edges with branches and cover with snow. Tunnel into one end of the shelter for access. Entry way can be filled, keep out cold once you are inside. ADVANTAGES: Shelter is easy to build and gets you out of the wind quickly. PRECAUTIONS: Select area out of wind for shelter so the tarp will not be apt to bIow away. Put some type of insulation under you to keep warm and dry. Be sure you have several ventilation holes. Check them frequently to avoid clogging. This structure can be created by digging a trench in the snow down to ground level (if possible). The structure should be a little longer than your body and 3 - 4 feet wide. Line the bottom with insulative material to insulate you from the cold ground (in an emergency you can use 5-6 inches of evergreen boughs). A roof can be made of skis and poles or overlapping boughs and sticks then covered with a tarp and then loose snow or blocks of hard pack snow. The doorway will be a tunnel in from the side. This can be plugged with a door of hard pack snow. A ventilation hole must be poked into the roof for air flow. Keeping a stick in this hole and shaking it every so often will keep the hole open. If possible, the entrance should be lower than the level of the trench, this keeps the coldest air in the entrance rather than in the trench. SHELTER TYPE: Igloo TIME: 15-25 man hours Building an Igloo SHELTER TYPE:Snow Trench TIME:2 -4 Man hours HOW TO CONSTRUCT:Snow must be firm enough to cut blocks. Cut blocks to form trench just large enough to lie in. Lean ends of blocks together over trench forming a pup tent like top. ADVANTAGES: Shelter provides excellent wind break and provides good insulation against cold. PRECAUTIONS: Handle blocks with care so they do not crumble. Put insulation around you to keep warm and dry. The following is reprinted from "The Complete Wildnerness Training Guide" written by Hugh McManners and published by Dorling Kindersley. Provided temperatures remain below 32 degrees F, constructing snow shelters is relatively easy. Sheltering from the wind is the first priority, since the wind can drastically decrease the air temperature. Temperatures below 14 degrees F become increasingly unpleasant, so that it becomes necessary to construct shelters in which heat can be retained extremely well. These can range from a simple, hollowed-out heap of snow to an igloo, which can take a few hours to construct. In a long-term shelter, such as an igloo, heavy, cold air can be diverted away from the occupants by digging a cold sink to channel the air down and away from the shelter. It is important to allow for adequate ventilation in all snow shelters in order to prevent suffocation. 1. Cut blocks from dry, hard, hard snow, using a snow saw or large knife. Each block should be about 3 ft. (1m) long, 15 in. (40cm) high, and 8 in. (20cm) deep. 2. Form a circle with blocks around the hole created where you cut the blocks. Cut the circle in a spiral from the top of the last block to the ground ahead of the first block. This will make it easy to construct a dome. 3. Build up walls, overlapping the blocks and shaping them so that they lean inward. Cut a hole under the wall for the cold sink and entrance. Put several blocks along one wall as a sleeping platform 4. The last block must initially be larger than the hole. Place the block on top of the igloo, then, from inside, shape and wiggle it to slot exactly into the hole. 5. Hot air from your body and stove rises and is trapped inside the dome. Cold air falls into the sink and flows away to the outside. It is essential to cut ventilation holes in the walls with an ice ax. Finished Igloo. With warmth inside the igloo, the surface of the walls will melt and freeze over, to form a smooth, airtight ice surface. The roof over entrance tunnel prevents snow from blowing into igloo. WARNING! It is vital to make at least one airhole in the roof to avoid suffocation. The igloo will get very warm inside with heat from your body, even if it is cold and windy outside. Without ventilation, lethal carbon dioxide will build up. Also, the use of stoves in an enclosed shelter is not recommended due to dangerous build-up of carbon monoxide. How to Build an Igloo by Gene Leach (1/10/03) The following tips are provided for constructing an igloo with blocks of snow. Two or three people ease the work and speed construction. One snow shovel, a snow saw per person and a pair of heavy duty rubber gloves per person are all that is needed for construction. For comfort, put on a wind breaker or gortex parka and pants to keep the loose snow off your clothes. Finding the right type of snow for cutting snow blocks is critical. Snow texture and consistency is important. The best snow is usually found on a north facing slope. Snow melted by the sun during the day and refrozen at night, contains ice and will not bond well. The size of the igloo is mentioned for it is easy to initially plan an igloo larger than needed, invoking too much work. Pack out an area where you plan to build the igloo. Draw a circle with the radius equal to the length of a ski pole. For more than two, a slightly larger radius is suggested. The snow blocks, dimension two feet long with a one foot by one foot cross section, are laid around the circle. After completing the first row of snow blocks around the base of the igloo, use a snow saw to create a circular ramp that starts flush with the ground and curves around the entire first row of snow blocks. This ramp starts at ground level and finishes one block high adjacent to the starting point. Start the second row by placing the first block on the lowest point of the circular ramp and continue placing snow blocks around the second row. With the second row, start sloping the top of the blocks with the snow saw so that an imaginary line, from the top of the block, passes through the center of the circle. The next round of blocks are laid, again making sure the slope of the top block points to the center of the circle. When bonding a snow block to its neighbor, it may be necessary to make a small fresh cut for the ends of the blocks tend to ice up quickly preventing a good bond from forming. Each new block is supported both by the blocks beneath and by its neighbor to one side. It's the support of the block to one side that allows you to lean each row of blocks in a little further. One member of the group should stay inside to support and trim each block while the other member(s) cut, carry and place the blocks. All of this takes about to two hours but is rewarding when you come to the last few blocks, which are laid close to horizontal overhead. Carve an entrance in the side. Fill the cracks with snow. If the bonding has been good, a very strong structure now exists. 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HOUSEHOLD ECONOMY ASSESSMENT Nyaminyami (Kariba Rural) District, Mashonaland West Province, Zimbabwe May 2002 Draft Report Date: 21 June 2002 ACKNOWLEDGEMENTS Save the Children (UK) greatly appreciates the support of the local authorities in Siakobvu and Kariba in assisting with the preparation for this assessment, and in providing staff to participate in the information collection. The participation of the following departments and organisations was vital for the success of the assessment: * Kariba District Administrator's Office * Nyaminyami Rural District Council (Drought Relief Office) * Ministry of Health and Child Welfare * Agritex * Department of Social Welfare * Department of Veterinary Services Our thanks also go to the Department of Social Welfare in Hwange for seconding an officer trained in the Household Economy Approach to participating the assessment. The assessment could not have taken place without the participation of the Chiefs, Councillors, headmasters and teachers, and especially the communities in Nyaminyami in interviews. EXECUTIVE SUMMARY * Nyaminyami (or Kariba Rural) district is ranked as the least developed district in all of Zimbabwe. The communal lands are mainly classified as natural regions IV and V, and agriculture also suffers from destruction of produce by wildlife from Matusadona Game Park within the district. As of February 2002, 5.9% of children were acutely malnourished, while 34.1% were chronically malnourished. * This assessment first examined access to food and income and expenditure patterns of different socio-economic groups within 3 "food economy zones" within the district in the year from April 2001 to March 2002, which was a relatively bad year. Food security and the coping strategies employed provide pointers to how people will cope with the serious drought and other problems in 2002-03. The second part of the assessment focused on the likely food security situation in 2002-03 and the need for food aid and other interventions. * In 2001-02, the main problems faced were reduced food and cash crop production, heavy losses of cattle and donkeys to tsetse-borne trypanosomiasis, and problems with grain availability on the market. These in turn impacted on parallel market prices for maize, on livestock prices and on payment rates for agricultural labour. * Households adopted a variety of coping mechanisms which enabled them to meet 90%100% of their minimum food needs. The main coping strategies included: * Undertaking more piecework and casual labouring. Due to reduced payment rates, this required that more family members - including young children - participate in the work so that the same or more total income could be earned * Switching expenditure from non-staple foods, non-food items and services to the purchase of maize * Livestock were sold, and a substantial reduction in livestock holdings was witnessed because of this and because of losses due to disease * Households in Kasvisva/ Msambakaruma increased their production and sale of crafts * Consumption of wild foods increased significantly * Overall, communities became more impoverished over the year, reducing their capacity to cope with a second year of problems. Households affected by HIV/ AIDS are amongst the most vulnerable. * The harvest in 2002 was greatly reduced by drought, with grain production falling to 26% of the average for the 1990s. Cotton was also affected, and this will reduce incomes in the district. Because the drought was not confined to Nyaminyami, the availability of labouring opportunities on farms in neighbouring districts will be greatly reduced, while competition for such work will increase. The limited livestock holdings after last year's problems will also negatively affect households' capacity to cope on their own. * Further interventions are required to support rehabilitation of agricultural production and prevention of animal diseases. * Food aid needs to be provided to the poor group for a 10-month period from June 2002 to March 2003, and for the middle group from September 2002 to March 2003. The food aid could be discontinued if there is a reasonable harvest in 2003. A ration rate equivalent to 1,575 kcal per person per day (75% of minimum needs) is recommended due to the existence of some other coping mechanisms. A 100% ration may be required if GMB deliveries of food to the market prove to be inadequate. INTRODUCTION Kariba rural or Nyaminyami district is ranked as the least developed district in all of Zimbabwe. 1 It is bordered to the west by Lake Kariba, to the south by Binga district, by Gokwe North to the east, and by Hurungwe to the north and north-east. There are no tarred roads in the district, and the unsurfaced roads are subject to serious deterioration during the rainy season. The centre for the district is Siakobvu, where the Nyaminyami Rural District Council offices are housed. The nearest major towns are Karoi and Gokwe, both approximately 3 hours drive away. Due to the state of the roads, it takes 4-5 hours to reach Kariba town. The poor infrastructure makes Nyaminyami one of the most isolated parts of the country. The district is comprised of one large communal area (CA), Omay, within which the majority of the population live, and two smaller CAs, GacheGache and Kanyati. There is a large game area in the centre of the district, Matusadona Game Park. Those areas closest to the park are particularly prone to crop loss due to wildlife. The district is divided into 15 administrative wards. In Omay, the majority of the population is Tonga, while Kanyati and GacheGache have a mixture of Tonga and Shona. Most of the land of Nyaminymami is categorised as Natural Regions IV and V, i.e. suitable for semi-extensive and extensive farming only, with low levels of rainfall. Parts of Kanyati fall under NR III, making it the most agriculturally productive part of the district. Generally in Nyaminyami, households rely upon a combination of food and cash crop cultivation, and casual employment in and out of the district. Nyaminyami is a grain-importing area on balance, and local production that is marketed tends to be sold on the local market rather than to external traders. The same principle is true for livestock, which are generally imported into the area and are sold to local buyers on a small scale. For both the crop and livestock markets, Kanyati benefits from higher production and better integration into regional markets than the more remote parts of the district. Previous research by Save the Children has divided the district into 5 food economy zones. These zones are areas where households obtain their food and cash income through roughly the same combination of means. Two of these zones – Omay AgroFishers and GacheGache Agro-Fishers – are mainly dependent on fishing on Lake Kariba, and have not been included in this assessment due to their small populations, and because they tend to be food secure even in drought years. The three other zones – Mola/ Negande, Nebiri/ Msambakaruma/ Kasvisva and Kanyati – are distinguished mainly by levels of agricultural productivity, and by livestock holdings. Tsetse fly is still prevalent in Mola/ Negande, and increasingly in other parts of the district, but this has contributed to keeping Mola and Negande the poorest parts of the district. Since early 2002, Save the Children (UK) has been distributing food aid on a monthly basis to vulnerable households, including orphans, child-headed households, femaleheaded households, the elderly and disabled. As of April 2002 the district was included in the WFP programme, with Christian Care targeting most of the rest of the population. The government has also been operating a public works programme on a cash-for-work basis. 1 UNDP Zimbabwe Human Development Report, 2000 A nutrition survey carried out in the district by SC in February 2002 found a global acute malnutrition (wasting) level of 5.8%, and a chronic malnutrition (stunting) level of 34.1%. Within the district, Mola and Negande were found to be the worst off areas with acute and chronic malnutrition levels of 7.4% and 47.6% respectively. Objectives of the Current Research Save the Children has collected baseline household economy data for Nyaminyami in 1997, and this was updated in July 2001. The current research is being carried out in response to the severe drought that affected Nyaminyami and much of the rest of the country during the 2001-02 agricultural season. The objective therefore is to assess the likely ability of households in Nyaminyami to access food and income in the marketing year from April 2002 to March 2003, and thereby to assess the need for food aid or other interventions in support of household livelihood security. METHODOLOGY The overall research process followed the standard sequence as described elsewhere for the Household Economy Approach. Briefly, the process began with a review of secondary data for Nyaminyami and preliminary visits to key informants at Siakobvu and Kariba. Subsequently, 3 assessment teams carried out fieldwork between the 16 th and 25 th of May in each of the 3 food economy zones in Nyaminyami. Each team was led by a trained HEA practitioner from Save the Children, with 2 additional HEAtrained team members participating from Agritex Kariba, and the Department of Social Welfare in Hwange. The remaining team members were from the Kariba District Administrator's office, Nyaminyami Rural District Council (Drought Relief Programme) and the Ministry of Health. 2 wards were visited in each of the three FEZs covered. Initial meetings were held with community leaders (traditional chiefs and councillors), during which an overview of the situation in that area was covered, and a revised wealth breakdown was compiled. Leaders then arranged for focus group interviews with households from each of the identified wealth groups during which sources of food and income and expenditure patterns were discussed in detail. The process mainly involved semistructured interviews based around checklists of subjects, with a variety of PRA-style tools such as ranking, scoring, proportional piling and seasonal calendars being used to assist with quantification and cross-checking of information. As a baseline for the district was already available, this assessment was concerned with monitoring changes to the baseline, detailing the problems being faced in 200203, and assessing households' capacity to cope with those problems. Interviews focused on the year from April 2001 to March 2002, and then on harvests and other expected changes in the current year. 2001-02 will be presented to indicate how people have coped over the past year, and then an analysis will be given of the effects of drought and other problems this year on households' ability to access food and income and on the availability of various coping strategies. MAIN FINDINGS – FOOD SECURITY IN 2001-02 Wealth Breakdown A wealth breakdown is an exercise carried out with community leaders and key informants to understand socio-economic differences between households with a given food economy zone. It provides a rough outline of livelihood patterns and asset holdings. In the current context, it is important also for understanding the types of households that may need to be targeted by food aid and other interventions. Wealth Breakdown – Mola/ Negande With the problems experienced in 2001-02, there has been a marked impoverishment of communities in the Mola/Negande area, and in the other zones of Nyaminyami. Some of the households in the higher wealth groups have joined the lower wealth groups as they have sold off livestock and lost some of their capacity to cultivate. The poor who normally make 45-55% of the population were now said to account for 70–80%. The numbers in the middle and better off groups dropped correspondingly. Wealth Breakdown – Kasvisva/ Msambakaruma The wealth breakdown for Kasvisva/ Msambakaruma differed from the other zones in that a fourth wealth group was identified – the "social welfare" category. Otherwise, similar trends to the other zones were found, i.e. increasing numbers of people were falling into lower wealth groups, and the livestock holdings of each group had declined due to disease and de-stocking last year. The "Social Welfare" category could arguably be labelled the "HIV/ AIDS -affected". The majority of those included under this category are orphans living on their own (child-headed households, or households of siblings with the eldest being an adult), children living with grandparents, widows and elderly people living on their own. Households headed by disabled people are included here. The group is quite heterogenous in this respect, but the common thread is having either only one or no able-bodied adults within the household. Livestock holdings are largely dependent upon inheritance, and therefore vary significantly. Although separate interviews were held with this group, it was found that these households' sources of food and income and their expenditure patterns were not sufficiently similar to one another's to be presented separately in the sections that follow. Different households had livelihood patterns very similar to any one of the other groups, apparently depending on the group in which they were before the loss of either or both adult. A recently-deceased man may have left his family with many livestock, and that family may be able to continue cultivating a relatively large amount of land as they can afford to employ additional labour. However, the key differentiating factor between HIV/AIDS-affected households and others within a particular category is that their capacity to cope with any shock is severely compromised by not having additional labour of their own to rely on. Most of the coping strategies discussed further on in this report are dependent on being able to call on additional members of the family to take on extra tasks, either productive or domestic, but this is often not possible when an adult has been lost. Wealth Breakdown - Kanyati Kanyati is considered the wealthiest zone in Nyaminyami. However, the wealth breakdown for Kanyati for the year 2002 has seen a shift in terms of the numbers of people in each of the three wealth groups, in comparison to the baseline year. Kanyati experienced two consecutive bad agricultural seasons (2000-01 and 2001–02). However, the 2001-2002 season has been described as even worse than the previous one. During average agricultural seasons in Kanyati, the middle and better off farmers have surplus yields. Kanyati used to enjoy larger livestock holding than the other FEZs. However since early last year, cattle have been succumbing to trypanosomiasis (caused by tsetse fly) and this trend continued up to the time of the current assessment. Most farmers lost nearly 80% of their cattle herds while others especially those near the game area have lost all their cattle. This in turn affected crop harvests, as draught power was lacking. The changes in crop yields and animal holding have meant that some households have slipped from the middle or better off groups down to the poor group. The poor group now accounts for 70–85% of the total population, compared to 55-65% in the baseline year. This has always been the largest group and the most vulnerable to food insecurity. The middle group has decreased from the range of 25–35% to 10–15%, as some of the households have moved to the poor wealth group. The same applies to the better off group as it also decreased in size as some of the households have shifted to the middle group. The better off are now about 2-5% of the total population instead of 5–15% previously. Sources of Food Each of the graphs below shows the percentage of minimum household food needs (defined as 2,100 kcal per person per day) that each of the wealth groups was able to meet in the twelve months between April 2001 and March 2002. Mola/ Negande Sources of Food, 2001-02: Mola/ Negande All of the wealth groups were able to source only 90-95% of their minimum food needs over the last year. This was in part due to the relatively poor harvests, but other shocks that affected access to food last year included a 350% - 400% increase in the price of maize on the parallel market, and reductions in the payment rates for casual labour/ piecework and in the relative price of livestock. In other bad years, the most important coping strategies have been increasing the amount of piecework undertaken on other people's farms (mainly for the poor, but also for the middle), and selling livestock to raise cash to buy food (mainly for the better off and middle, who own more animals). Last year, there was increased reliance mainly on wild foods, bartering and purchase. Crop Production Harvests in 2001 were substantially reduced by erratic weather, with a mid-season dry spell being followed by very heavy rains in February and March. The lost crop production accounted for approximately 20% of minimum food needs for all groups, hence for example the middle got 30-35% of their food last year from their own crops, compared to 50-55% of their food in a normal or average year. Purchase Purchasing food using income from various sources was the single most important way of accessing food for the poor and middle groups, accounting for roughly 40% and 35% of minimum food needs respectively. Although more food was purchased than in an average year, there were significant changes in the types of food purchased. Maize grain dominated food purchases, with very few other types of food being purchased. All groups – even the better off - had to cut back on their purchases of items such as cooking oil, sugar, flour, fish and meat, which were already extremely limited for the poor. This has led to a marked lack of diversity in people's diets. The poor maize harvest was exacerbated later in the year by the effects of national food shortages. In Mola there were some problems with maize availability, but for most of the time the main problem was the very high prices rather than a lack of maize on the market. The GMB only opened a sales point in Mola in April 2002, therefore most maize had to be purchased at parallel market prices. Wild Foods & Hunting The collection of wild foods and the hunting of game are normally important ways of getting food for the poor. Quantifying this source of food is difficult, as nutritional values are not available for all types of wild foods consumed, and also because hunting/ poaching is an illegal activity and therefore people are reluctant to provide details on it. However, in 2001-02, the importance of this source for the poor was reported to have increased, and we would estimate that it accounted for up to 15% of food needs. The middle and better off also expanded on the use of wild foods as a coping strategy. Both the quantity and types of wild foods consumed differed last year. Where they were available, people gathered more of wild foods that are normally consumed, such as busika (tamarind) and chisyungwa. However, they also consumed more roots, tubers and wild grasses as substitutes for staple grains. The consumption of some of these is considered as a distress strategy, as they require repeated boiling to stop them from being poisonous. Normally, wild leaves and fruits are consumed mainly as relish or as snacks, rather than forming main meals as they did last year. Bartering In Mola, most bartering was in the form of livestock, especially goats and chickens, for grain. In a normal year goats would mainly be sold for cash, and the cash earned could purchase the equivalent of 60kg of maize (3 buckets). This year, there was a greater emphasis on direct exchange for maize. However, because of the shortages and the high price of maize, the exchange value of 1 goat dropped to 20kg (1 bucket). Just under 5% of minimum food needs were accessed by all groups through this mechanism. Labour Exchange Agricultural piecework and local casual labouring can be both a source of food and a source of cash for households in Mola and elsewhere in Nyaminyami. The peak seasons for agricultural work are during the cotton picking months (May to July) and during the weeding period (December/ January – late February). In Mola, working on others' farms is less important than in other parts of the district, partly because low production even in normal years means little work is available locally, but also because of the long distances to more productive areas in Gokwe where employment opportunities are usually more common. This year there was only a marginal increase in the value of labouring both as a source of food and as a source of income for the poor and middle groups in Mola. This was less to do with the limited availability of such work in the area, than to do with the reduction in payment rates. In relatively poor agricultural years, such as 2001-02, more people tend to seek this type of work, while opportunities for employment at best remain unchanged but often decrease. This pushes payment rates down, with the rate in early 2002 falling to as low as 5kg for 1 day's work, down from a normal level of up to 20kg. Hence for the contribution of labour exchange to have increased marginally actually meant a significant increase in the amount of time spent doing this work and/ or an increase in the number of household members getting involved in it. Whereas 1 person could earn 1 bucket of maize in 1 day in 2000-01, in early 2002 it took up to 4 days for 1 person to earn the same amount, or alternatively it took 4 people working together 1 day to earn that bucket of maize. Cash payments were more common during the cotton picking season, when most families had some grain stocks of their own and therefore preferred to receive cash. But there was a marked shift towards payment in food in early 2002, as maize became very scarce on the open market and it became more convenient to work directly for food from those households who still had some stocks left. Own Animals The products of households' animal holdings were only significant for the better off group. This group slaughtered a number of goats, the meat from which contributed up to 5% of minimum food needs. As there are very few cattle in this part of the district, milk production was not significant. Food Aid Save the Children (UK) provided rations of maize meal, cooking oil and beans to 5,000 people on a monthly basis from December 2001 onwards. These rations were targeted at "Social Welfare cases" (i.e. orphans, widows, elderly and disabled). As the number targeted was relatively small, food aid did not contribute more than 5% of food needs for any wealth group. It was interesting to note that some interviewees in all wealth groups reported that they or their family members received food from SC. It appears that although the Social Welfare registers are supposed to include only those within households that are poor, some elderly people and widows who were better off or had support from able-bodied family members were also included. The larger WFP-supported food aid programme by Christian Care only began in April 2002, and therefore was not considered in last year's food sources. Sources of Food – Kasvisva/ Msambakaruma Households in Kasvisva and Msambakaruma were found to have met 90-95% of their minimum food needs last year. The means of accessing food were largely the same as in Mola, though the relative contributions of each source is somewhat different. Consistent with its status as a relatively more agriculturally productive area, households in all but the poor group produced more from their own fields than corresponding households in Mola. The poor, middle and better off produced enough to meet approximately 20-25%, 40% and 65-70% of their needs respectively. Another significant difference with Mola and with the situation during the baseline year, is the large contribution made by labour exchange. In this area, many people were able to undertake piecework on farms in nearby Gokwe district, where agricultural production in 2001 was quite good and therefore there were many employment opportunities. This contributed almost 25% of minimum food needs for both the poor (who would normally undertake this type of work) and the middle (who only do this work in bad years). This is only a small increase over the 15-20% that piecework contributed to the poor's needs in the baseline year, but is more than double the 10-15% contribution to the middle group's needs during the baseline year. This would be consistent with the poor not having much extra time or labour to enable them to expand this type of work in a bad year. Due to the maize shortages, payments were mainly in the form of grain rather than cash. As in Mola, payment rates dropped very significantly during the year, reaching the same low levels as in Mola (as low as 5kg for an average day's work). The low payment rate meant that many families brought extra household members to the fields to work, with children as young as 6 years old being reported to have gone to work with their parents. Although the children could contribute relatively little, all those who worked were provided with lunch on the farm on which they were employed, and this was often the main meal of the day for the children. There were some other small differences with Mola. For example, the contribution of own animal products to food needs for the better off came partly from milk, in addition to slaughtered goats. Bartering was less important in Kasvisva than in Mola, and the commodity bartered was mainly a wild tuber called manyeme, which was available around July/ August. Food aid was quite insignificant for all groups, with the poor only getting less than 5% of their needs from Save the Children's programme. The increased consumption of wild foods last year compared to the baseline year was very noticeable in this zone, and similar foods were consumed as were described for Mola. A concerning factor, not brought out by the figures so far, is the decreasing diversity in the food basket being consumed by all groups, but especially by the poor. Maize is by far the most important foodstuff in terms of contributions to energy requirements. Wild foods and the produce from gardens add micronutrients and palatability to meals, but there is now a real lack of high-protein foods such as fish, beans and groundnuts in diets. More expensive foodstuffs such as cooking oil, sugar, meat, milk and bread are almost completely absent from food baskets. Sources of Food - Kanyati Detailed interviews were only held with the poor and middle groups in Kanyati, as the "better off" population was so small (approximately 200 people). Both of those groups were able to access slightly in excess of 100% of their minimum food needs last year. Own crop production accounted for a similar proportion of needs for both groups as in Kasvisva, but was roughly half of the level of the baseline year. In Kanyati, households also produced a more diverse range of crops. Maize and other grains were still the most significant in terms of energy provided, but there were also significant amounts of sweet potatoes and groundnuts produced. For the poor, bridging the deficit caused by reduced crop production meant mainly increasing wild food consumption – though not to the same extent as in other zones and receiving gifts of food from relatives, while food aid and the consumption of animal products also added to the food basket. The latter, however, was due to very negative reasons. Due to the devastating effect of tsetse fly on cattle herds in this area, many people pre-emptively slaughtered cattle and consumed the meat. This is something that the poor and middle would ordinarily never do, and the contribution of the meat to food needs was at a very high cost. As with the other zones, the contribution of purchased food to minimum needs increased particularly for the middle, and maize was the dominant commodity in the purchased food basket. This is in contrast to average or normal years, when a more diverse range of goods is bought. Sources of Income The graph below shows the total amount of cash (in Z$) earned by each of the wealth groups between April 2001 and March 2002 in the 3 food economy zones assessed. Total Incomes by FEZ and Wealth Group, 2001-02 As with the baseline year, there are clear trends in terms of income differences between wealth groups and between the 3 food economy zones. Within each zone, incomes increase from the poor to the middle to the better off. Meanwhile, the poor in Kanyati earn more than the poor in Kasvisva, who in turn earn more than the poor in Mola. It is interesting to note that although the Z$ income levels are consistently higher than in the baseline years of 1997/98 and 1998/99, they have not even come close to keeping pace with inflation, which reached 122.5% in the twelve months to the end of May 2002 alone. The table below shows the percentages of total income earned from various sources for each wealth group in each zone. Crop Sales The contribution of food crop sales to total income dropped to zero for almost all groups last year. In an average year, the better off in all areas normally produce a small surplus of maize or groundnuts for sale. However, with the drop in production last year this proved not to be possible. Cash crop sales were much more significant across the district, and cotton accounts for almost all of this income. Cotton was less affected by the climatic conditions in 2001 than food crops, and so the contribution to total income was not significantly reduced. The poor and the middle tended to produce 1-2 bales, while the better off could produce an average of 5-7 bales. The middle and better off tend to benefit from access to input credit schemes from Cottco, which enables them to get fertiliser and chemicals that they would not be able to afford on their own. The sale of vegetables from gardens is undertaken by households from almost all wealth groups across the district. The vegetables, cultivated in gardens near water points or on streambanks, are mainly sold from June to August. However, because so many people grow vegetables either for consumption or for sale, the market is very limited and therefore this activity contributes only a small amount to total income. Livestock Sales The sale of livestock – particularly goats and cattle – normally contributes in the region of 10-20% of household income for the middle and better off households in all three zones. Last year, the figures were roughly unchanged. In some ways this is surprising as livestock sales are often cited as an important coping strategy in difficult times. There are two main reasons for this. First, the loss of cattle due to trypanosomiasis and tick-borne diseases during the year was reported to have been substantial, and therefore there were fewer animals to sell. Second, the cash prices for animals decreased marginally, but the real prices relative to the price of maize fell to between 20% and 33% of normal levels due to the maize shortage. This encouraged many people to barter their livestock directly for maize, rather than selling them for cash. Hence this source of income must be viewed in conjunction with the bartering of livestock referred to under "Sources of Food". Agricultural and Casual Labour There was a lot of variation in the contribution of different labouring activities to income across wealth groups and across food economy zones. As in a normal year, the better off do not engage in labouring. However, the middle group use labouring as a coping strategy in bad years, hence the contribution of this source to total income was much higher last year compared to the baseline year. For the poor, labouring is a normal part of their livelihoods, but they often try to expand on it in a bad year. Agricultural labour has been described under "sources of food", and it is worth noting again that many people chose to be paid directly in food rather than in cash for this type of work, particularly in the early months of 2002. Casual labouring involves a variety of activities such as hut construction, brickmaking and fencing. It is mainly undertaken by men during the dry season. In parts of Kanyati and Mola, the data for income from casual labour is unusually high because a number of substantial construction projects were undertaken in the wards assessed in the last year, for example school and clinic construction. These caused a large number of people to be able to earn money through brick-making (which paid about Z$650 for 1,000 bricks)and other related work. However it is unlikely that similar work would be available every year, and therefore this may not be a coping strategy that could be regularly relied upon. Other Sources of Income A variety of other means of earning income were employed during the last year. Brewing normally provides 10-20% of the income for the poor in Mola and Kasvisva, and smaller amounts for other wealth groups. But this year because grain was in short supply and because the price made it so valuable, there was little used in brewing. Petty trade and remittances were also largely insignificant across the district, as was the case in the baseline year. It should be noted, however, that the tourist industry in Nyaminyami suffered over the last year from declining business and a number of lodges (such as Bumi Hills) ceased business. Nonetheless, contrary to what might be expected, there was a definite improvement in the market for Tonga crafts, apparently unrelated to tourism. Buyers have been coming from Harare and as far as South Africa to purchase baskets, mats and pots on quite a regular basis over the last year. Kasvisva, Msambakaruma and parts of Kanyati (which are on the main road from Karoi) benefited most from this. The traders apparently also travelled through neighbouring Binga district, which also reported an increase in demand for crafts this year. Expenditure Patterns How people earned their total income last year has been described in the previous section. This section discusses how that income was spent. In referring to expenditure on basic services such as education and healthcare, changes in households' abilities to access these services will also be discussed. Expenditure in Mola The graphs below show the proportions of total household income spent on various food and non-food items and services. Expenditure by Category, Mola, 2001-02 It is clear that spending on food dominated total expenditure for all groups. Just under 80%, 65% and 50% of the income of the poor, middle and better off respectively was spent on food. The breakdown between staple (i.e. maize) and non-staple foods (such as oil, sugar, bread) is also important to note. For the poor and middle, maize was very dominant, whereas the better off bought a more varied food basket. These trends are similar to the baseline year, but in that year spending on food accounted for roughly half the amount that it did last year. This illustrates two important points in the sequencing of coping strategies. First, as food production and income declines, more money is spent initially on foodstuffs at the expense of other goods and services. Second, more money is spent on maize at the expense of other foodstuffs. In comparison with the baseline year, the items on which expenditure was cut were mainly clothing, household items (blankets, utensils, etc.), soap, fuel, beer and tobacco. Households were either willing to forego these items entirely or defer expenditure on them (for example by using the same clothes for another year), or they cut them down to a bare minimum. In the case of soap, for example, many poor households in all three zones reported purchasing one bar of soap per week to cover all bathing and laundry requirements. Spending on services such as healthcare and education did not seem to change significantly between the baseline year and last year. However it must be remembered that such spending was very limited initially anyway. As there are no fees for consultations, most healthcare costs relate to transport to the clinics or hospitals for referral. It is only in very serious cases that people will spend the necessary money to send people to hospital. Furthermore, the lack of drugs and other basic supplies available in many clinics meant that many people felt it was not worthwhile to seek treatment there. For education, many primary school children received support from the BEAM programme (Basic Education Assistance Module), which is important in enabling them to afford to go to school. Other costs relating to stationery and sports/ building levies still had to be paid by parents, however. Expenditure on education increases substantially when a family sends a child to secondary school, where there are fees, uniforms, stationery and transport or boarding costs to bear. Only the middle and the better off households could afford to send one or more children to secondary school. Expenditure - Kasvisva In keeping with its somewhat better agricultural position, spending in Kasvisva/ Msambakaruma was less dominated by food, with a greater portion being spent on basic households items such as soap and fuel. Foodstuffs accounted for approximately 60% of total spending for the poor, and 25-30% for the middle and better off. In this area, people earned more food directly through agricultural labouring, which may also account in part for the lower food expenditure in comparison with Mola. There was an increase in the proportions spent on maize by all groups compared to the baseline year, and a decrease in the amount spent on non-staple foods. For the poor, the two main items on which expenditure was cut because of the increased need to buy food were transport and agricultural inputs. Many people reported that they were unable to afford to purchase certified seed last year. This had a negative impact on production this year, and is something that must be addressed in the coming season also. "Transport" expenditure was mainly accounted for by visits to relative, or by visits to towns like Karoi; all households had cut back on this. Among the middle and better off, there were also cuts made in spending on beer and tobacco. Spending on agricultural inputs, healthcare and education did not change significantly. Expenditure - Kanyati Expenditure by Category, Kanyati, 2001-02 The effect of the decline in agricultural production in 2001 was very visible in the changing expenditure patterns of households in Kanyati. In a normal year, only the poor have to purchase maize, and even then they only spend 10-15% of their income on maize, with an additional 20-25% spent on non-staple foods. In 2001-02, maize purchases accounted for almost 55% of total spending, while non-staple foods accounted for only 5%. The other items on which cutbacks were made to facilitate increased spending on food were household items, clothing, agricultural inputs, transport and beer/ tobacco. For the middle, total food expenditure as a proportion of income doubled compared to the baseline year, with the purchase of maize grain accounting for the increase. The main cutbacks were in spending on agricultural inputs (mainly certified seed and fertiliser) and on beer/ tobacco. PROBLEMS IN 2002/03 AND CAPACITY TO COPE 2001-02 was undoubtedly a below average year for food security in Nyaminyami, mainly due to the relatively poor harvests, the death of livestock due to tsetse-borne disease and due to the maize shortages and prices rises that occurred in the early months of 2002. All of these factors look set to be present again in 2002-03 to a greater or lesser extent. In year-ranking exercises carried out in the current assessment, interviewees consistently ranked 2002-03 as being as bad as, if not worse than 1992. Agricultural production levels are not unlike those of 1992, however there are the additional problems this year of neighbouring districts also being affected (reducing migrational labour opportunities), of livestock dying from disease, and of limited amounts of food being available on the market. This section describes what we already know of the situation in 2002, and then based on experience in previous years we can examine the likely implications for food security in the period until the next harvest in April 2003. Grain Production As in much of the rest of Zimbabwe, agricultural production in Nyaminyami was severely affected by the drought which occurred between January and March 2002. Total production of grain (maize, sorghum and millet) in Nyaminyami was estimated in the national 2 nd round crop forecast to have been 1,077 MT. Given a population estimate for Nyaminyami for 2002 of 40,827 2 , this translates into 26.4 kg per person for the year, or 12.5% of minimum energy requirements. The graph below places grain production this year in context by comparing with other years: Total Grain Production, Nyaminyami District, 1990s - 2002 This year's grain harvest, therefore, is only 26% of the average level of the 1990s. The perennial problem of crop destruction by wild animals, particularly in wards around Matusadona Game Park, also negatively affected production this year. These figures were verified by the primary data collected for this assessment. There were some differences within the district. Mola/ Negande was the worst affected area, with most households harvesting nothing at all, and some with plots on streambanks only harvesting one 50kg sack. In Kasvisva/ Msambakaruma, the poor harvested an average of 50-100kg of grain, while the better off harvested 300-400kg. Kanyati was slightly less affected than other parts of the district, having received higher rainfall levels. Production by poor households in Kanyati was also 50-100kg, while the better off produced up to 750kg Cash Crop Production Cotton is very important as a source of income in Nyaminyami. At an estimated of total output of 2,448 MT this year, production was at 70% of last year's level. Although this is not as bad as the situation for food crops, it is still a substantial decline. It is also important to note that this drop in output occurred as a result of an increase in hectarage planted combined with a substantial decline in yields per hectare. As there are relatively fixed input costs per hectare (estimated at around Z$8,000 last season), the profitability of cotton declined more than would be suggested by the output figures. Cargill Cotton was offering prices of between Z$39/ kg and Z$42/ kg for Grade C to A quality cotton. Grade C was said to be the most common quality this year. This means that 1 bale (roughly 200kg) of cotton would have to be produced per hectare for cotton farmers just to break even. Most of the middle and better-off households who produced cotton estimated that they had harvested 1 to 3 bales. This would give a net income of Z$0 to Z$15,600. With the high cost of maize, this will be totally inadequate to buy the household's maize requirements, let alone pay for other goods and services. At parallel market prices this could buy a maximum of 3 months' worth of maize, or 7 months' worth at controlled prices (though very limited amounts are available at controlled prices). Livestock The drop in livestock holdings was discussed earlier in the wealth breakdown. There are two main reasons for the reduction in livestock holdings. The first is the increase in cases of trypanosomiasis, which is related to a breakdown in tsetse fly control measures. Although the tsetse traps observed along the main road through Kasvisva were observed to have been reasonably well maintained over the past year, there were no traps to be seen anywhere off the main road. Cattle and donkeys were affected by this, with deaths peaking in mid-2001. Even the control herd kept by the 2 This population estimate is provided by FEWS-NET, and is based on the 1992 census figures with a derived population growth rate. FEWS-NET's estimates are the most widely used figures, including by WFP and the UN. government's Tsetse Control Unit died. The situation improved towards the end of 2001, partly due to the use of stronger medication. Tick-borne diseases such as gull sickness and red-water were also reported by the Veterinary Services department to be common. The loss of cattle and donkeys to disease has greatly reduced the availability of draught power in the district, which will limit agricultural production in the next season. It has also reduced the number of animals available to households for sale as a coping strategy. Sales or exchange of animals, particularly goats, as a means of coping with the food problems in 2001-02 has also meant that there are limited holdings available for sale in 2002-03. Goats are also affected by internal parasites and by a disease locally known as "chikwekwe". Owners of small animals are less likely to seek treatment for these animals mainly due to the expense involved. There is a downward spiral affecting livestock and livelihoods. Livestock sales and death from disease mean less income from sales and less draught power in future, which means lower production and less ability to pay for veterinary treatment, which leads to more deaths and a need to sell more animals to cope. Animal prices relative to maize prices have also fallen sharply compared to normal years. A goat can now be exchanged for only 1 bucket of maize (20kg), while a bull can raise enough cash to buy 300-400kg. Only the better off groups in all three zones have enough livestock to bridge their maize deficit at these terms of trade, and even then only if they sold their draught animals. Agricultural Labour Unlike in some other bad years, agricultural production in 2002 has also been affected in the parts of neighbouring Gokwe North district, where many of those in Nyaminyami go to seek piecework employment. As was seen earlier, there were real limits to how expandable this option was last year, even though last year was significantly better than the current year. Payment rates plummeted to anything from 16-33% of normal levels, and almost every available family member in some households, including children, was required to participate in this work. It appears unlikely that payment rates could decline much further, but the availability of this type of work will be much less while more people will compete for what is available. It was said that those who do agricultural labour every year are better positioned to get what little work will be available, as employers will know and trust them from their previous experience. The middle group, which only seeks this work in bad years, therefore, may not be able to use this as a coping strategy. Food Availability During the assessment period (May 2002), the availability of maize grain was not as serious a problem as in some other parts of the country. 3 The GMB has made efforts to increase the number of selling points in the district, and the combination of GMB supplies and much more expensive private supplies seems to be meeting demand at present. However, in the month after the harvest this should be the case anyway. What is questionable is how long that situation can continue for. Nyaminyami will certainly benefit until July or August from the supplies available in Gokwe and Hurungwe districts, but after that availability will depend on the GMB's ability to import grain. Given the very limited total amounts imported into the country in early 2002 (100,000 MT during a 3-month period when requirements were 450,000 MT), and the government's precarious financial situation, it must be assumed that absolute food shortages will occur again later this year. Any targeted food aid programmes will need to make contingency plans for a situation where even those with purchasing power will not be able to access grain. Main Coping Strategies, Availability and Costs Already it has been possible to illustrate some of the coping mechanisms used by households in Nyaminyami by comparing their access to food and income and their expenditure patterns last year with the baseline year. The main methods of coping were: * To reduce spending on and consumption of non-staple foods and non-food items * To increase the number of household members involved in agricultural labour, and to do more such labour when it is available * To increase consumption of wild foods, including "famine foods" * To increase the sale or slaughter of livestock The limitation to the expansion of livestock sales and agricultural labour have been detailed already in the sections above. The consumption of wild foods could continue to be important. However it is unlikely to be able to provide a significantly greater portion of household food requirements than it did last year. There are a number of reasons for this. First, more households and more wild animals will be competing for the available stock of wild foods. This may not result in less being collected per household, but will certainly have costs in terms of greater amounts of time being spent by household members to find the foods. Second, drought also affects the availability of many wild foods, which again will make it harder to find such foods. In addition to these, many households last year also took advantage of the improved opportunities for casual labouring and for selling crafts. These are not strictly coping strategies, as their availability and use was not very related to the food security situation in the district and the needs of the households. Crafts may be important again in the coming year, and there is no reason to believe that the value of this source of income should change. The importance of casual labouring, however, was mainly linked to once-off construction projects last year, and therefore is unlikely to be as important in 2002-03. 3 There was a marked contrast in the situation between Nyaminyami and neighbouring Binga district, for example. The latter still receives very limited supplies from the GMB. Fishing along Lake Kariba was mentioned in Mola as a possible coping strategy, and it is certainly one that was used in neighbouring Binga district last year. There does seem to be scope for increasing income from this activity, although the cost of fishing equipment, the illegal nature of the activity, and the sometimes limited access to the lakeshore all hinder its use. It is clear that there will be very few options available for expanding access to food or income in the coming year. Experience from 1992 corroborates this. In that year people spent more time doing things like gathering wild foods and doing agricultural labour, but for the same reasons mentioned above (limited availability and declining payment rates), the total amount of food or income accessed by these means did not increase; people had to do more to get the same amounts. School-teachers reported that a number of older girls had resorted either to prostitution, or had been married off at an early age so that their families could get lobola. Both of these are very harmful for the children involved, especially prostitution with the high risk of exposure to HIV. In the absence of an ability to cope positively, households are likely to try to stretch their existing resources, and re-prioritise spending. A detailed investigation was made into what food and non-food items would be sequentially cut out of households' consumption baskets as resources became more and more limited. The rough sequence of cutbacks (which, as can be seen from the discussion on 2001-02, has already started happening for many), is as follows: 1. Sugar and cooking oil (other purchased foods such as meat and bread had already been cut out of diets) 2. Beer and tobacco 3. Clothing and blankets (old items are simply not replaced, and people keep warm by burning firewood) 4. School Fees (see below for more discussion) 5. Visiting relatives ("we don't visit people when we or they are hungry") There was a lot of agreement between and within interviews on the sequence so far. There was also agreement on certain essentials which could not be cut out of expenditure, namely maize, salt and soap. However, there was a lot of debate about a number of other items: * Grinding: some argued that it was better to save money by pounding maize rather than bringing it to the grinding mill, but others argued that pounding by hand results in too much wastage in comparison to milling. * Seed and agricultural inputs: some felt that these were essential for future productivity, but others felt that in hard times they have to worry about current needs now, and future needs later, and that therefore they would just use retained seeds instead of purchased, certified seed. * Healthcare: some felt that healthcare was essential, while others felt that they would just have to cope with illness on their own, or would try to use traditional remedies. Overall it is clear that without outside support the current crisis could have very high costs not only in terms of food access, but also in terms of reduced future productivity (from sale or death of draught power, inability to purchase inputs, and the need to sacrifice work on own fields to earn food or income elsewhere), reduced access to education, reduced access to healthcare, and increased abuse of children. Interactions between Food Security and HIV/ AIDS There are a number of key points to be highlighted relating to the specific problems of HIV/AIDS-affected families, and relating to how food security and HIV/AIDS interact in other ways. For HIV/AIDS-affected families, the main problem this year will be that their capacity to cope with problems will be limited by the loss of able-bodied family members. In the first place, their problems may be worse anyway because an incomeearner may have been lost, or because the number of dependants being supported has increased. But given that situation, when things are worsened by additional shocks such as drought, those households cannot take advantage of many coping strategies available to other households because they simply do not have the time to do extra activities. The livelihoods of the few HIV/AIDS-affected households interviewed for this assessment appeared in a normal year to very much resemble the livelihoods of an unaffected family in a bad year; they do not have additional coping capacity. Food insecurity and poor nutrition within a household with HIV+ members tends to speed up the progression from HIV to AIDS, while malnutrition combined with HIV/ AIDS can lead to an increase in the incidence and severity of opportunistic infection. HIV+ people have greater energy requirements (10-15% above normal) and also require a somewhat different diet, with an emphasis on micronutrients that help strengthen the immune system and fight infections. 4 As has been shown, in Nyaminyami there has been a marked decrease in the diversity of diets, and as food insecurity worsens, the total amount of food access is likely to decline further. Increasing food insecurity may also increase the spread of HIV/AIDS, as a number of important coping strategies involve high-risk behaviour. This is most obvious in the case of prostitution, but a less obvious case is agricultural labour and other migratory activities. As people move farther afield in search of employment opportunities, adults may spend more time away from their families and this is often associated with an increase in HIV transmission. Impact of the Current Crisis on Children It is clear that children will be among the worst affected by the current crisis, with their rights in a number of areas likely to be disregarded. In terms of access to food, it is true that children are physiologically more vulnerable to malnutrition and diseases in hard times. The assessment could not conclude on whether children would be specifically disadvantaged in terms of access to food 4 FANTA Project: "HIV/ AIDS & Nutrition: A Guide for Care and Support", 2001, p15 within the household. Most interviewees said that children were prioritised when food was limited, and there was disagreement with the common assertion that men are prioritised. This was only discussed in brief and therefore cannot be confirmed. However, it is very clear that children will be affected in a number of other ways. Children are already contributing to food- and income-earning activities, and their roles increase as food shortages worsen. All children normally assist in cultivation, particularly in activities such as weeding, bird/ wildlife-scaring and harvesting. Children of both sexes from as young as 6 were reported to be taking part in piecework employment. Boys and girls are also required to assist in the collection of wild foods. Young boys assist with the herding of cattle, while young girls also play an important role in the sale of vegetables and other petty trading activities. In addition, girls have many responsibilities in the home. Younger girls look after infants, sweep around the household, fetch water and firewood and wash up plates and dishes, while older girls do additional tasks such as cooking and taking maize for grinding. The burden on girls increases in turn as mothers are required to spend more time labouring and doing other activities to earn food and income. This has implications for the quality of care given to young children. Regarding education, although there were limited drop-outs reported over the last year (which was attributed by teachers and parents to the assistance from BEAM and from food aid programmes), it is likely that as hunger increases and as the demands on children increase, that reduced attendance and drop-outs will increase. Parents were asked about how they decide which children to withdraw from school first in hard times. Three types of explanations, all with underlying economic rationales, were given by different parents: 1. Those who are further advanced either in primary or secondary education will be removed last, as a greater investment had been made and their parents wanted them to complete their exams. 2. Those who perform poorly academically will be removed first, as it is less worthwhile spending money on their education 3. Girls would be removed before boys (irrespective of their Grade or academic performance), because "a boy's learning benefits the whole family, but a girl will soon get married and so her education will only benefit another family". CONCLUSIONS Most of the people of Nyaminyami were livelihood insecure, if not food insecure, in 2001-02. Some were able to meet their minimum food needs, but this was at the expense of selling off many assets and foregoing other basic goods. There was also a sharp decline in the diversity of diets, as households focused on accessing maize. The reduced harvest was a problem in itself, but it was exacerbated by the loss of many animals to disease and later by the massive increase in maize prices. An earlier and greater supply of food aid would have assisted people to meet their minimum food and non-food needs. In the year to April 2003, the problems look set to be much worse than those in 200102. Harvests of food crops have declined to approximately 26% of the average level of the 1990s, and cotton production dropped by 30% compared to last year. The drought that was the main cause of these losses in Nyaminyami has also affected neighbouring areas of Gokwe North and Hurungwe district, albeit to a lesser extent, and this will limit the availability of agricultural labouring opportunities. Livestock – especially cattle – have been devastated by disease, and many animals were also sold off last year as a means of raising cash to buy food. Therefore the main means that people in Nyaminyami have of accessing food and income in a normal year, as well as some of their most important coping mechanisms, have all been very adversely affected by two years in a row of problems. People will be able to access some of their food needs through the collection of wild foods and a variety of other limited coping strategies. However, these strategies will definitely not enable them to meet their minimum needs. The better off are likely to be self sufficient for the whole year, but this assumes that maize will be available for purchase. The middle group in Kasvisva and Kanyati should be self-sufficient for approximately 5 months (2 months' harvest; 2 months' worth from the sale of cotton; 1 months' worth from livestock sales). The middle in Mola/ Negande and the poor in all 3 zones are only likely to be self–sufficient for a maximum of two months. Other coping strategies may enable households to meet a maximum of 25% of their food needs during the remaining months of the year. If food aid and other interventions are not carried out to bridge these deficits, the result will be a very substantial increase in rates of acute malnutrition and mortality. Medium-term interventions will also be vital to enable the community to become more productive again. This will require support for agricultural inputs, as well as moves to reduce the prevalence of tsetse fly and subsequently to assist with the restocking of animals. RECOMMENDATIONS The following recommendations are in line with the discussion above, and are also consistent with recommendations made by community members themselves during the assessment: * Food aid needs to be provided to the poor group for a 10-month period from June 2002 to March 2003, and for the middle group from September 2002 to March 2003. The food aid could be discontinued if there is a reasonable harvest in 2003. A ration rate equivalent to 1,575 kcal per person per day (75% of minimum needs) is recommended due to the existence of some other coping mechanisms. This means feeding approximately 30,000 people from June, and 36,000 from September. This translates to 3,420 MT of grain, and an additional 812 MT of beans and oil. * If GMB deliveries of food for sale on the market are inadequate, it may be necessary to increase the ration rate to 100% of minimum needs. * The current food aid interventions by Save the Children and Christian Care need to continue, therefore. Further coordination is required to minimise overlaps and gaps in coverage. * Consideration should be given to blanket feeding of the community from September, as the better off constitute a small proportion of the population, and therefore the costs of targeting may not make such an exercise worthwhile. * As far as possible, food-for-work interventions should be considered as a means of delivering food, except during the planting season when people will need to work on their farms. The scale of needs and the relative cost of FFW over free distributions, however, means that it is unlikely to be feasible to use FFW on a large scale. FFW projects should prioritise rehabilitation of agricultural production. * The GMB will need to ensure the continued availability of maize in the markets. * The Government's public works project should either be converted to a food-forwork project (as food availability is a problem), or else it should be considered complementary to food aid interventions, enabling households to meet other nonfood needs. Payments for public works should be made promptly. * Additional support for agricultural rehabilitation will need to be provided in terms of input support. This will include seeds and fertiliser. Further consideration will need to be given to how the issue of draught power can be addressed. Input packs should also be sensitive to the needs of HIV/AIDS affected households, whose ability to cultivate will be constrained by labour shortages. * Tsetse control needs to be improved urgently so that further livestock deaths are limited. Once control has been strengthened, some form of re-stocking programme will need to be undertaken. * The perennial damage to crops caused by wildlife needs to be addressed by the construction of an appropriate fence around Matusadona Game Park. Depending on materials required and resources available, this may be an option for a FFW project. This survey report is published by Save the Children (UK). SC (UK), in collaboration with partner organisations and with funding from DFID, has published a series of food security and livelihood assessment and nutrition survey reports over the last 12 months: * Binga Household Economy Assessment – June 2001 * Chihwiti & Gambuli Informal Settlements (with FCTZ) – September 2001 * Kariba (Nyaminyami) Household Economy Assessment – July 2001 * Shackleton Mine Compound, Chinhoyi (with IPA) – November 2001 * Ingozi Mine, Bulawayo (with IPA) – November 2001 * Binga District Nutrition Survey – December 2001 * Kariba (Nyaminyami) District Nutrition Survey – February 2002 * The Livelihoods of Commercial Sex Workers in Binga – April 2002 * Vulnerability in Zimbabwe, 2002-03 – May 2002 * Binga District Household Economy Assessment – June 2002 * Binga District Nutrition Survey #2 – June 2002 These reports are available from Save the Children UK, 10 Natal Road, Belgravia, or by e-mail from email@example.com.	<urn:uuid:a3b35295-eb51-4a54-ace7-26297ea18da3>	CC-MAIN-2023-06	https://sarpn.org/documents/d0000087/P84_SCF_HEA_report.pdf	2023-02-03T06:20:17+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00805.warc.gz	526,930,424	13,562	eng_Latn	eng_Latn	0.963496	eng_Latn	0.999118	[ "swe_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 144, 1067, 4427, 7849, 10942, 11973, 14400, 16256, 19136, 22157, 23810, 26716, 28301, 29258, 32089, 34221, 36100, 37955, 39585, 41295, 44382, 47095, 50384, 53477, 56405, 59493, 62690, 65558 ]	[ 1.5078125, 2 ]	2	0
Program Focus Team Action Plan: Kansas Natural Resource and Environmental Management Strategic Opportunities Addressed: Sustain Profitable Agricultural Production Systems Ensure an Abundant and Safe Food Supply for All Identify Pathways for Efficient and Sustainable Energy Use Enhance Effective Decision-Making Regarding Environmental Stewardship Assist Communities in Becoming Sustainable and Resilient to the Uncertainties of Economics, Weather, Health, and Security Situation: GRASSLAND Kansas is a prairie state noted for its native grasslands, streams and wetlands, abundant blue skies and green grassland vistas. The native grasslands that exist throughout Kansas are one of the state's most important renewable natural resources. These grasslands help maintain the landscape and its watersheds and aid in maintaining the water quality in our streams and lakes. Grassland habitats are home to many of the state's rich diversity of native plants and wildlife species. These landscapes also provide scenic beauty, recreation, tourism, and contribute to cultural values. For now and the future, Kansas grasslands encompass a host of rich natural resource opportunities and provide an equal number of resource management challenges. Numerous natural resource issues face our grassland managers which warrant the development and dissemination of sound research-based information. To meet the evolving needs of these managers, it is essential to provide access to a vast, rapidly expanding knowledge base to address topics such as invasive species, water quality, ecology and biodiversity, climate, and other emerging issues. Kansas grasslands are of prime economic importance to not only the state, but the entire nation. The state nationally ranks 12 th in acres of pasture and rangeland. Of North America's 140 million presettlement tallgrass prairie acres, only 4% survives to this day and 80% is located in Kansas. Kansas presently has about 15.8 million total acres of native grasslands or rangelands, 2.5 million acres of pastureland, and at any given time, 3 to 6 million acres of annual forages. These grasslands are vital in supporting the state's largest agricultural commodity, beef cattle production. In 2009 cattle generated $5.55 billion in cash receipts for the state. Drought is a recurring issue in various parts of the state, with serious impacts on grassland health and grazing profitability. Managers must consider the effects of drought on both the grassland and livestock when implementing or adjusting plans for stocking rates and duration of grazing. WATER In terms of quality, assessments from the Kansas Department of Health and Environment (KDHE) found many Kansas streams to be impaired by pollutants such as fecal coliform bacteria, herbicides, nitrogen, phosphorus and/or sediments. Pollutants come from a variety of sources including: substances discharged from factories, runoff from agricultural land or storm drains and yards in urban areas. Furthermore, bacteria, sediment, and excess nutrients from livestock and poultry waste have been shown to contaminate surface and groundwater and soils. Water affects every facet of our lives, from drinking supplies to recreation. Its quality and quantity determines how and if it can be used. In Kansas, nearly 500 square miles are covered in water. In addition, there are more than 10,000 miles of streams and river in Kansas, most of which are privately owned. A primary source of this groundwater is the High Plains/Ogallala aquifer, which spans 225,000 square miles through portions of Kansas, Nebraska, Oklahoma, Texas, Colorado, South Dakota, Wyoming and New Mexico. Irrigation consumes more than 90 percent of the groundwater used in Kansas. In recent years, drawdown or depletion of the aquifer has greatly surpassed the rate of natural recharge, which illustrates the limitations of what was once thought to be a boundless resource. A number of management practices are recognized to preserve or improve water quality including riparian buffer 2012-2013 strips, reduced pesticide/herbicide use, vegetative filter strips, reduced tillage, fertilizer placement, and pesticide timing. Waste management projects have included research on the effects of land application of animal waste, wastewater recycling through irrigation systems, lagoons evaluations, filter strips to reduce water contamination and wetland cells constructed to treat dairy runoff. In addition, tools that reduce water usage such as irrigation management/scheduling and subsurface drip irrigation have gained momentum. The need has never been greater for technical information and assistance. Producers will continue to face new and unprecedented challenges as water continues to be one of the most debated and sought-after resources. Timely results and recommendations from research projects and practice implementation will be important to the survival of agricultural operations. FORESTRY Although the Great Plains is not thought of as a forested region, Kansas' woodlands play an integral role in the environmental and economic well-being of the state. Approximately 2.2 million acres of the Kansas landscape are classified as forestland by the USDA. An additional 2.9 million acres are in the form of agroforestry resources (i.e. riparian forests, windbreaks, isolated trees). These acres, combined with the canopy found in urban and community settings, account for 10% of the total land area in the state. Kansas forests are steadily increasing in area. Since the first official inventory in 1936, Kansas forests have increased by 3.9 million acres (includes non-FIA forestland). Collectively, 95 percent of Kansas rural forestland is privately owned, which poses a defined need for programming and services that target the ownership and management of the majority of our woodland resources. These should address the threats that create wildfire risk, threaten Kansas forest health, and loss of Kansas forestland. At the same time, these programs and services should promote the benefits of sustaining water quality and quantity, protecting and restoring forest biodiversity and wildlife habitat, sustaining and protecting forest and agroforestry ecosystem, and maintaining and promoting livelihoods and the economic benefits of woodlands. The economic value of Kansas forest products will continue to grow along with size, quality and volume of forests. Ecosystem services are non-priced amenities or market goods. They may include water quality and quantity, carbon sequestration, forest certification, energy conservation or recreation. Deadly threats to Kansas forests are found in adjacent states, such as the Emerald Ash Borer in Missouri, and Thousand Cankers Disease of walnuts in Colorado. FISHERIES AND WILDLIFE When Kansas was settled by Europeans, we had an abundance of fish and wildlife. As the state has become more populated it has had an effect on the fisheries and wildlife resources. The methods of farming, ranching, and other land utilization practices have caused some wildlife populations to diminish and others to thrive. Lack of understanding what causes those changes creates misinformation and dissatisfaction. Wildlife and outdoor recreation are important to the quality of life for most Kansans. Kansas is noted for its quality populations of bobwhite quail, ring-necked pheasants and white-tailed deer. Many of the issues that fish and wildlife face on private lands are related to habitat management. The management of rangeland, woodlands, water and cropland varies greatly depending upon the ultimate purpose for that habitat. Many landowners are starting to purchase lands for the primary purpose of recreation and are not concerned about economic returns from that land. Information, research and outreach efforts need to be developed that assist those land managers in Kansas who value outdoor recreation. Fisheries and wildlife associated activities in Kansas provides values for recreation as well as economic returns to landowners. A recent survey found that 1.1 million Kansas residents and nonresidents 16 years of age or older fished, hunted or watched wildlife in Kansas. In 2006, state residents and nonresidents spent $839 million on fisheries and wildlife recreation in Kansas. Public Value: The economic and physical health of all Kansans is dependent on understanding and wise management of our natural resources. Outcomes: Short-Term: Target audiences will become aware of both existing and emerging natural resource issues. Participants will gain an understanding of: - why environmental issues are of interest or concern - who/what is impacted by these environmental issues - to what degree stakeholders are impacted - which protocols should be employed to address and ultimately resolve the issues. Audiences will increase their knowledge base regarding economically and environmentally sustainable practices that will prevent future problems. Stakeholders will recognize and appreciate the importance of their role in the process of collaboration and resolution of natural resource issues. Improving grassland health is the focus of this year's plan, and evaluation tools are being developed to improve the reporting of program impacts in this area. Evaluation Questions: Do you have a written management plan for your grassland? (Before event) What is the range or pasture condition of your grassland? After participating in this program, I gained increased understanding about _____________ . Medium-Term: Stakeholders and participants will develop long-range strategic plans and implement best management practices as they relate to the sustainable management of grasslands, water, forestry, energy, wildlife, and air. Partnerships will be made among stakeholders to work collaboratively to alleviate and prevent environmental concerns throughout Kansas. Evaluation Questions: What changes in grassland management, if any, do you plan to make based on what you have learned at this meeting? What is the trend in range condition? What is the trend in pasture condition? Long-Term: Target audiences will benefit from measurable improvements in existing natural resource concerns and mitigation of emerging threats. Kansas citizenry will be environmentally literate and will make sound decisions regarding natural resources. Participants and their associated interests will become economically viable and environmentally sustainable. Evaluation Questions: Was grazing plan developed? Have you implemented BMP's related to the Extension program? Were goals from grazing plan met? What economic impact (Dollars saved or increased dollars earned) on a per head or per acre basis can you attribute to your participation in this program? Outputs: ACTIVITIES Support existing resources as well as develop, implement, and evaluate new programs, services, publications, and decision-making tools that bolster long-term sustainable management practices for natural resources and the environment. These may include, but are not limited to invasive species management, wildlife habitat development, nutrient management, riparian and forestland preservation and enhancement, irrigation management, soil conservation, and air quality enhancement. PARTICIPANTS & STAKEHOLDERS - Producers, Operators, and Land Managers - Landowners - Local, State, and Federal Government Agency Personnel - Agricultural and Environmental Advisors and Consultants - Local, State, and National Media - Agricultural, Natural Resource, Environmental, and Industry Organizations - Local, State, and Federal Government Officials - Other key stakeholders yet to be identified Plan Contacts: Barden, Charles - Professor , Horticulture, Forestry, and Recreation Resources Lekie, Dan - Extension Agent , Johnson County Extension	<urn:uuid:bc943469-4534-4ae0-ae7a-57b6454c53dc>	CC-MAIN-2015-06	http://www.ksre.ksu.edu/programming/doc14268.ashx	2015-01-25T03:49:10Z	crawl-data/CC-MAIN-2015-06/segments/1422118059355.87/warc/CC-MAIN-20150124164739-00037-ip-10-180-212-252.ec2.internal.warc.gz	832,014,900	2,252	eng_Latn	eng_Latn	0.967697	eng_Latn	0.99519	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4063, 8487, 10823, 11885 ]	[ 2.15625 ]	7	0
EdRugby Online Educational Resource LESSON: Writing about players 1 THEME: Rugby heritage Lower secondary DESCRIPTION: Students are introduced to the form of various player profiles. They explore the elements of the texts and compare with a short biographical text. An ideal follow up to this lesson is Writing about players 2. OUTCOMES This lesson contributes to the achievement of the following unit outcomes: English With teacher guidance, identifies and discusses how linguistic structures and features work to shape readers' and viewers' understanding of texts. Uses writing to develop familiar ideas, events and information. Controls most distinguishing linguistic structures and features of basic text types such as stories, procedures, reports and arguments. SUGGESTED TIME: 2 x 50 minutes WHAT YOU NEED: – class copies of student handouts (at the end of this lesson plan) – highlighters or coloured pencils Lesson: Writing about players 1 Part 1: text about players a. Distribute student handouts Selena Worsely, Matt Giteau and Tom Richards. Ask students to scan the handouts and note that all three texts give information about Rugby Union players. Ask students if they have heard of any of the players. b. Ask some of the following questions: Where might the three texts have come from? Could any of the texts be found in books and if so what kind of book? Could they be published in newspapers or magazines or could they be found on the Internet for example. What sort of person might have written them? Have they been written by, for instance, journalists, sports writers, academics or the players themselves? Which texts are player profiles and which is an extract from a biography? Which texts are more likely to be found on the Rugby website? Why were the texts written? Who might read these texts and why might they read them? c. Question students about their knowledge of profiles and biographies. Ask if they have read these types of texts before. Explain that player profiles are information texts that can include a recount of the sporting highlights of a player's career. These profiles were both written in 2007. Matt Giteau's profile was published in the Wallabies 2007 Media Guide. Selena Worsely's profile has also been written for release to the media and fans. Explain that a biography is the written story of a person's life. Biographies are usually written towards the end of a person's life or when he or she is dead. For example, Tom Richards was a famous Rugby player who played for Australia in Test matches in the early twentieth century and in the 1908 Olympics and died in 1935. His biography was written in 2001. Part 2: player profiles a. Ask students to read Selena Worsely's player profile and answer the following questions about it: What is the profile composed of? Students should note that it includes visual as well as written text, the written text giving information about the player and recounting some of her career highlights. How is the information structured (ie what order is the information in)? Is the text entirely factual? Is there any information there that is not directly related to football? Does the extract mention feelings or opinions? Why hasn't the writer included more information about Selena Worsely's life or her football career? What is the purpose of this text and who might find it useful? Is the language formal or informal? Ask students to give reasons for their answer. b. Explain that the purpose of this text has influenced its form. It is a short text, part information report and part factual recount, and it would be of interest to the media and to sports fans. It could be published in a magazine or official booklet or on the Rugby Union website. Students might mention that all members of the Wallaroos, the Australian Women's Rugby team, would have players' profiles written about them. c. Ask students to re-read the profile for Matt Giteau and think about its structure. Ask students to label its main features. d. Ask students to draw up a profile of the student next to them. The profile could be a sporting one, giving details of the student's sporting achievements, or it could give details about the student's hobby or other interest. Students should include the following features in their profile: – the student's name – an appropriate photograph or drawing – details such as the student's date of birth, height and weight – details of their sports club or hobby – their school and state – their best achievements. Students should finish their profile with a short description, three to five sentences long, of the student's sporting career or the highlights of his or her hobby. Remind students to use the jargon or special terms related to the student's sport or hobby in their profile. Part 3: extract from a biography a. Ask students to read the Student handout – Tom Richards and comment on its structure and language features. They should note that the extract: – is about a football game and it gives a full description of a try scored by one particular player, Tom Richards – is part of a much longer text – includes long quotations about the try – doesn't give the type of information included in player profiles – uses more colourful language than the profiles. b. Compare the extract with the player profiles, noting its similarities and differences. Ask students to write a short report about their findings. Part 4: reflection Reflect on the contributions made by the players profiled in the lesson. Explore the significance of player profiles and biographies in recording the contributions of players and the heritage and tradition of the game. Part 5: extension Explore www.rugby.com.au or another sporting website and see if you can find any other player profiles. Write a short report describing the structure of a player profile, pointing out its similarities and differences to Selena Worsely's player profile. Visit your library and find a biography of a significant Australian. student handout Selena Worsely Player's official team photograph is included. Notice she is in uniform and posing for the camera Player's name comes first. The first fact given is her position Selena has represented the Wallaroo's in every one of their 22 tests since they played their first international encounter in 1994. A senior member of the team, she was captain in 2002 and again for the 2006 Womens Rugby World Cup in Canada. Selena plays openside flanker, and is a strong tackler and skillful ball runner. Currently in the 2007 Wallaroo shadow squad, she may still be selected for the Australian tour of New Zealand later this year. Fuller information about her Rugby career is given, starting with Selena's importance as a senior player to the Wallaroos, the strength of her play, her possible selection this year and some other past international Rugby highlights. Facts about her physical details come next (eg height, weight and date of birth). Facts about her club and state of origin come next. Selena's international Rugby achievements are mentioned. student handout matt giteau Blessed with supreme talent, MATT GITEAU has become a genuine superstar of the game and at just 24 is on the verge of his 50th Test cap. Rated among the world's best in his preferred No.12 jersey, he has also shone at flyhalf and scrumhalf at the Test level. 2001 Represented the Australian Sevens and Under 21s teams and won a Colts Premiership with Easts in Canberra. 2002 Was a surprise selection on the Spring Tour, having never played a Super 12 game and made his Test debut as a replacement against England at Twickenham. 2003 Scored a hat trick of tries in his first Test start against Namibia and came on as a replacement in the Rugby World Cup Final. Also made his Super 12 debut for the Brumbies. 2004 Established a place in the Wallaby starting XV, running on in the Number 12 jersey in 11 of the 12 matches and was also a key member of the victorious Brumbies Super 12 team. 2005 Started the Test season with two man of the match performances against Samoa and Italy and played two matches in the Number 10 jersey. 2006 Missed the opening three Tests of the winter with a knee injury, but announced his return with a two-try haul and man of the match performance in the record win over the Springboks in Brisbane. Made an experimental switch to scrumhalf during the Wallabies Spring Tour, starting all four Tests in the Number 9. 2007 Played eight matches at flyhalf and four at inside centre for the Western Force, celebrated his 50th cap and went past 200 provincial points. He started in six Tests, the first of the year at scrumhalf before reverting to the Number 12. student handout tom richards In a one-sided romp, only interrupted by balls flying into the swimming pool, Australia scored seven tries to win 32-3 … The entire extract is written about one game played. There was one highlight. As F.B. Wilson of the Daily Mail reported: "Richard's try was a beauty. Coming along at full speed he jumped some four feet high, took the ball high above Jackett's head, and raced on between the posts, with no one, except three of his own side, within twenty yards of him. That was the plumb bit of work of the day …" Booth was as impressed. "Richard's try was positively brilliant, and in it he showed his aptitude and speed. McCabe, being blocked in the running, punted to midfield over the opposing line of backs and the fiery Queenslander, racing up at top pace, took the ball on the full, and distancing all and sundry, scored under the cross-bar. It was rare football, and brought the house down. Cooees echoed across through the fog as the Blue score totted up"... The extract concentrates on the try scored in the game by famous Australian Rugby player Tom Richards. Other writers' opinions about the try are quoted. The author uses football jargon. 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Test your knowledge of centrifugal pumps Sidney Innerebner 1. Match the labels below to the correct piece of the pump on the diagram above. ■ Impeller ■ Wear ring ■ Thrust bearing ■ Shaft ■ Volute ■ Radial bearing Match the labels above to the function they perform. 2. Connects impeller to motor: ___________ 3. Prime mover of water: ___________ 4. Ensures stuffing box is air-tight: ___________ 5. Adjusts leakage rate from stuffing box: ___________ 6. Channels water to impeller: ___________ 7. Rotates impeller: ___________ 8. Prevents fluid from reaching bearings: ___________ 9. Sacrificial metal – protects pump housing: ___________ 10. Connection point for seal water: ___________ 11. Stabilizes shaft: ___________ See answer key on p. 58. Sidney Innerebner is principal and owner of Indigo Water Group LLC (Littleton, Colo.). Adapted from Workshop 15: Practical Operation and Maintenance of Pumps: Centrifugal and Rotary Lobe Pumps presented at WEFTEC ® 2015. l WWW.WEF.ORG/MAGAZINE JANUARY 2016 l WE& T ■ Lantern ring ■ Packing ■ Gland ■ Slinger ■ Suction/inlet ■ Discharge ■ Case/housing ■ Seal water ■ Motor 57 Certification quiz answer key (See quiz on p. 57.) 1. Match the labels below to the correct piece of the pump on the diagram. Match the labels above to the function they perform. 2. Connects impeller to motor: Shaft 3. Prime mover of water: Impeller 4. Ensures stuffing box is air-tight: Seal water 5. Adjusts leakage rate from stuffing box: Gland 6. Channels water to impeller: Suction/inlet OR Volute 7. Rotates impeller: Motor OR Shaft 8. Prevents fluid from reaching bearings: Slinger 9. Sacrificial metal – protects pump housing: Wear ring 10. Connection point for seal water: Lantern ring 11. Stabilizes shaft: Radial bearing and/or Thrust bearing 58 WE& T l JANUARY 2016 l WWW.WEF.ORG/MAGAZINE	<urn:uuid:627b6bee-0265-4e24-870f-08ee24e87ea4>	CC-MAIN-2021-17	https://www.wef.org/globalassets/assets-wef/3---resources/publications/magazines/wet/wet-january-2016/wet-certification-quiz---centrifual-pumps---jan16.pdf	2021-04-11T03:47:36+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038060927.2/warc/CC-MAIN-20210411030031-20210411060031-00547.warc.gz	1,201,174,467	519	eng_Latn	eng_Latn	0.970759	eng_Latn	0.975145	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1141, 1854 ]	[ 2.078125 ]	1	0
Research: Blueberry Leaf Substance Can Extend Shelf-Life Oregon State University CORVALLIS, Ore. — An Oregon State University researcher has helped discover a substance in blueberry leaves – which are usually wasted – that can be added to berry coatings, extending their shelf life while adding antioxidants. Working with an international team of scientists in China, OSU food scientist Yanyun Zhao found that an edible coating containing blueberry leaf extracts helped delay decay and retain water, which slowed down their natural deterioration. The extra weight could also mean extra cash for growers, because blueberries are often sold by volume. The natural coatings can allow fresh blueberries to be washed and prepared as ready-to-eat products. Most blueberries in stores are unwashed because rinsing them removes their natural waxy coating that preserves the fruit. "Normally, blueberry leaves fall to the ground as waste," said Zhao, a food science and technology professor in OSU's College of Agricultural Sciences. "We've discovered a use that can change how the berries are stored, sold, as well as increasing their nutritional value." Blueberry leaves, which have been used as an herbal remedy, contain high levels of antioxidant phenolics – chemical compounds with antimicrobial properties that protect against fungi and bacteria, such as E. coli and Salmonella. To create the coatings, researchers mixed these phenolic extracts with chitosan, a natural preservative that comes from crustacean shells. OSU tested coatings made from leaves that were picked at different stages of berry maturity, and leaf extracts were formulated into five different coating treatments based on varying levels of phenols. Blueberries were dipped in the liquid coating and then dried at room temperature to form dried coatings. Nozzles can also spray the coatings on the surface of the berries as they pass by on a conveyor belt, according to Zhao, a value-added food products specialist with the OSU Extension Service. Coating the blueberries will add to their cost, she said, although it's unclear how much. The research was conducted in collaboration with scientists in China, including Yun Deng, at Shanghai Jiao Tong University at the school's Bor Luh Food Safety Center, and published in the journals of Food Control and Postharvest Biology and Technology. Page 1 of 2 Research: Blueberry Leaf Substance Can Extend Shelf-Life Published on Food Manufacturing (http://www.foodmanufacturing.com) About the OSU College of Agricultural Sciences: The college contributes in many ways to the economic and environmental sustainability of Oregon and the Pacific Northwest. The college's faculty are leaders in agriculture and food systems, natural resources management, life sciences and rural economic development research. Source URL (retrieved on 01/24/2015 - 10:56pm): http://www.foodmanufacturing.com/news/2014/06/research-blueberry-leafsubstance-can-extend-shelf-life Page 2 of 2	<urn:uuid:0823776a-7daf-4c05-80a4-f78d267a1b60>	CC-MAIN-2015-06	http://www.foodmanufacturing.com/printpdf/news/2014/06/research-blueberry-leaf-substance-can-extend-shelf-life	2015-01-25T03:56:06Z	crawl-data/CC-MAIN-2015-06/segments/1422118059355.87/warc/CC-MAIN-20150124164739-00035-ip-10-180-212-252.ec2.internal.warc.gz	679,084,068	592	eng_Latn	eng_Latn	0.981974	eng_Latn	0.997225	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2379, 2994 ]	[ 2.375 ]	13	0
This booklet was developed by the park rangers at Manzanar National Historic Site in partnership with the individuals proﬁ led and their families. The National Park Service cares for special places saved by the American people so that all may experience our heritage. To learn more about your national parks, visit the National Park Service website at www.nps.gov. To learn more about Manzanar National Historic Site, please visit our website at www.nps.gov/manz. Manzanar National Historic Site P.O. Box 426, Independence, CA 93526 Tel. 760-878-2194 E-mail: firstname.lastname@example.org Printing was made possible by a grant from the California Civil Liberties Public Education Program. Manzanar In 1942 the United States Government ordered over 110,000 men, women, and children to leave their homes and detained them in remote, military-style camps. Two-thirds of them were born in America. Not one was convicted of espionage or sabotage. In this booklet, you will read the story of a person who lived this history, in his or her own words. Wind and Dust This wind and dust I have to bear How hard it blows I do not care. My morale is pretty low. But when the wind begins to blow -I know that I can see it through Because others have to bear it too. So I will bear it with the rest And hope the outcome is the best. MANZANAR Location: Inyo County, California, at the eastern base of the Sierra Nevada. Environmental Conditions: Temperatures can be over 100 degrees in summer and below freezing in winter. Strong winds & dust storms are frequent. Acreage: 6,000 Opened: March 21, 1942 as a Reception Center and June 1, 1942 as a War Relocation Center. Closed: November 21, 1945 Max. Population: 10,046 (September 1942) Demographics: Most internees were from the Los Angeles area, Terminal Island, and the San Fernando Valley. Others came from the San Joaquin Valley and Bainbridge Island. SHINO BANNAI Family # 1107 Camp: Manzanar, CA Address: 5-5-1 I was a 43 year old housewife with a husband and ﬁ ve children living in Los Angeles when the unbelievable news of war exploded the life of our family with drastic anxiety and uncertainty that would last for the next six years. Prior to leaving for the desert camp we had only a few days to dispose of a lifetime's possessions at ridiculous prices set by merchants who knew we had no choice. The only items I would not sell were the china pieces we had used to share meals together as a family. These I shattered piece by piece in the backyard so none could violate what had been our personal ritual of being a family. The pain I felt in the shameful experience of camp was for my children rather than for myself. The laws of the U.S. prevented us from The pain I felt in the shameful experience of camp was for my children rather than for myself. becoming citizens, but my children had been born and raised here and were always told to be good Americans. I knew they had no future staying in the desert behind barbed wire, and despite my reluctance to lose them and break up the family, I encouraged them to apply for schooling through the help of the American Friends (Quakers) whose caring support was a rare beacon. When my son, Paul, volunteered for the Army I was ostracized by my neighbors and questioned as to how I could allow such a thing. I could only reply that we had always told him since childhood that he owed America his patriotism. He was our ﬁ rstborn, and being born on the 4th of July we had named him for Paul Revere, a great patriot. My three daughters left, one by one, and while I had fearful concerns on how they would When my son, Paul, volunteered for the Army I was ostracized by my neighbors and questioned as to how I could allow such a thing. be treated, and how they would manage. I knew I could not keep them with me, limiting their future. At the time I was losing my eyesight, but the presence of my last child, 7 year old Ted, was my help and consolation. My son spent the war years serving in the U.S. Military Intelligence in the jungles of New Guinea, Borneo, Philippines, and loaned to the Australian Army. I worried about what could happen to him if he became a prisoner of the Japanese, being seen as a "traitor" because he looked Japanese. My daughters returned one by one to California in the years 1946 to 1948. I studied for my citizenship papers when the laws were changed to allow it, and though blind by this time, I was allowed to answer orally, and proudly passed the test. On the day that my husband and I attended the induction of our son, Paul, as the ﬁ rst JapaneseAmerican to sit in the California State Legislature I felt rewarded for the way I had always told him to serve his country as the ﬁ rst son of the ﬁ rst son, recorded for 43 generations of Bannais but the ﬁ rst born in America.	<urn:uuid:defc1e4b-aac9-4e4d-8e85-cc184db5ece1>	CC-MAIN-2015-06	http://www.nps.gov/manz/forteachers/loader.cfm?csModule=security/getfile&PageID=428480	2015-01-25T04:30:58Z	crawl-data/CC-MAIN-2015-06/segments/1422118059355.87/warc/CC-MAIN-20150124164739-00040-ip-10-180-212-252.ec2.internal.warc.gz	936,452,952	1,113	eng_Latn	eng_Latn	0.993517	eng_Latn	0.998577	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 701, 1327, 2937, 4842 ]	[ 3.109375 ]	2	0
GREEN BIZ IS PART OF CORPORATE SOCIAL RESPONSIBILITIES (CSR) Keys to success A. Introduction - Climate change has already happened and represents one of the greatest environmental, social and economic threats facing our planet. The fight against climate change has become one of today's most challenging tasks. UN and many nations have put forward number of proposals, legislations etc., to combat climate change and promote renewable energy; that will help transform them into a low-carbon economy and increase their energy security. Many have also set themselves the target of increasing the share of renewable energy. These efforts are also shared by Global business houses and private sectors who have designed and implemented initiatives to cut greenhouse gas emissions, improve energy efficiency and increase use of renewable energy. These companies have their own environmental policies that play an important role in the fight against climate change. Their efforts have far-reaching influence on their internal operations, suppliers as well as their customers both within and outside of their country. B. Importance of Green Businesses – 'Going Green' is all the buzz these days. Operating a green business is not only good for the environment but good for your business's bottom line because conserving resources and cutting down on waste saves money. The good news is that whether you run a homebased business or an off-site enterprise, there are simple things you can do to run an environmentally friendly business. Many large corporations have their own "Green" policies and seem to out "Green" their competition. From small business to small manufacturing companies, any company can easily compete with big business when "Going Green". Business leaders today are responding to growing concern about pollution, renewable energy etc. These "Green" policies by a company have become key success factor when doing businesses with most of the companies in developed and emerging economic countries. These business sectors can create and develop a competitive edge by being ahead of competition "Going Green" – "Green Business" as one of their key marketing strategies (part of the Corporate Social Responsibilities). These companies encourage their suppliers and others in the industry to accept "Going Green" as a business practice. "Going Green" create a good corporate image and build credibility for businesses in international arena. C. Corporate Social Responsibility (CSR) - Corporate sustainability encompasses strategies and practices that aim to meet the needs of stakeholders today while seeking to protect, support and enhance the human and natural resources that will be needed in the future. CSR is a way of thinking about and doing businesses, which needs to be 'mainstreamed' across business operations and into company strategy. It is not just a task for the public relations department but needs to permeate across the company. csr In other words, CSR means different things to individuals, governments and businesses. For some individuals, it simply refers to how 'good' or ethical a company is. For governments, it can be about the contribution that the corporate sector can make to a government's own policies, for example, on urban regeneration or sustainable development. For businesses themselves it can mean anything from ensuring that their global workforce is treated in accordance with rigorous ethical guidelines, to ensuring that office supplies are recycled. Its meaning will vary according to size, sector, country and the views of management and other stakeholders. What is increasingly clear is that despite the differing interpretations, CSR does and will increasingly matter to all companies. Now, at least four themes are increasingly common across sectors and countries – Environment, Community, People, and Ethics/Governance, each of which relates to areas such as: * Environment – waste management, use of office space, energy and water use and travel * Community – charity, sponsorship, education and community development * People – reward/recognition, work-life balance, health & well-being, diversity & equality and development * Ethics/ Governance – ethical decision-making, transparency, business conduct, and quality control Clearly, whilst CSR does include "Green issues", that are at the forefront of consumer consciousness, it covers a broader range of issues that are of concern to diverse stakeholders such as investors, supplychain partners, regulators, employees, special interest groups and government Source : http://saferenvironment.wordpress.com/2009/10/01/green-business-is-part-ofcorporate-social-responsibilities-csr-%E2%80%93-keys-to-success/	<urn:uuid:63105c2d-4bc8-4fda-91e9-2b6f406a3235>	CC-MAIN-2021-17	http://www.idc-online.com/technical_references/pdfs/civil_engineering/Green_Biz_is_part_of_Corporate_Social_Responsibilities.pdf	2021-04-11T04:10:20+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038060927.2/warc/CC-MAIN-20210411030031-20210411060031-00556.warc.gz	143,095,114	864	eng_Latn	eng_Latn	0.997971	eng_Latn	0.998247	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2719, 4724 ]	[ 2.15625 ]	2	0
INTEGRATED LESSONS Collection from the National Curriculum Integration Project LANGUAGE ARTS Lesson 1 - Language Arts: Conflict Resolution Short Stories Lesson 2 - Communication, Understanding Conflict, and the Dynamics of Power in "The Pearl" and "Of Mice and Men" by John Steinbeck Lesson 3 - Emotional Intelligence, Diverse Perspectivesand Community Building with Poetry Lesson 4 - Integrating Conflict Resolution into English Literature "Downriver" by Will Hobbs SOCIAL STUDIES Lesson 1 - Social Studies: The Conflict in Northern Ireland Lesson 2 - U.S. History: The American Revolution Considered Anew Lesson 3 - Cultural Conflict in the Iroquois Land Cession Treaties, 16451791 Lesson 4 - Walking the Talk Collaborative Car Pooling: It's the Law INTEGRATED CLASSROOM ACTIVITIES Classroom Infusion Activity #1 Classroom Infusion Activity #2 Classroom Infusion Activity #3 INTEGRATED LESSONS Language Arts - LESSON #1 Conflict Resolution Short Stories by Colleen Conrad 7th Grade Teacher, Lincoln Junior High School Fort Collins, Colorado Introduction The following lessons can be taught as a single unit or as a series of activities over several days. Since many secondary language arts classes spend a number of days on short stories, it is likely that these lessons will encompass a minimum of 5 days. A list of possible short stories has been attached for the teacher's reference. All stories in this list have been taken from anthologies, so they should be available to most teachers. Other short stories can certainly be substituted for the titles given. Objective The student will examine conflict in literature, explore positive options for solving conflict between characters and examine how issues of culture and bias, social and emotional learning and law related education impact conflict and its resolution. Teacher Preparation: . 1 Copies of all short stories to be used in this unit should be located. (See attached bibliography for suggestions.) . 2 Teachers need to be familiar with a variety of strategies and activities used to integrate conflict resolution into lessons. (Please refer to summary of strategies at the end of this lesson for further explanation.) . 3 It might be advantageous to divide the stories into "categories" that would adapt to different conflict resolution activities. Suggested categories will be provided in the procedure section, but adjustments should be made for each group of students. Procedure: . 1 Most short stories require one class period (40-45 minutes) to complete. In order to facilitate the activities, stories may be assigned as homework or they may be read together in class; however, if the reading takes place in class, many of these activities will require 1 1/2 - 2 class periods. . 2 Certain general questions should be discussed with each short story that is used. These questions all deal with conflict and how it is handled positively or negatively in each story: Describe the main conflict(s) in each story. What conflict resolution strategies (mediation, negotiation, arbitration, "I" messages, active listening, reframing, brainstorming, etc.) could have been used to reduce or resolve the conflict? Predict the outcome if several of these strategies had been employed or if they were employed, why they did or didn't work. Does conflict caused by ethical or emotional questions require a different kind of resolution skill than physical or legal conflicts? 3. Other questions can be used to further study the issues of a) culture and bias, b) rules and laws, and c) social and emotional intelligence. For example, have students ask: What are the main issues of culture and bias in the story? How do they impact the conflict? What are the main law related issues in the story, such as fairness and justice and how do they impact the conflict? What are the main social and emotional issues in the story and how do they impact the conflict? 4. The following suggested stories can be read and discussed in any order. For organizational purposes, they will be grouped according to type of activity here. Feelings Sculpture, Painting, or Collage "Stop the Sun" Students make two sculptures, paintings, and/or collages, one for Terry and one for his father. The art work should demonstrate the range of feelings being experienced by each character. Using the art work as visual aids, the class can discuss possible strategies that might have reduced the negative feelings and opened communication between Terry and his father. "Foul Shots" Using the author's statement that the behavior of the rich white boys on the opposing basketball team "confirmed that...we saw ourselves as negatively as they did", depict the negative feelings experienced by the Chicano boys in this story. Follow this activity with an intrapersonal journal (see explanation below). Music "Stop the Sun" Find music that depicts the various feelings experienced by the two main characters in this story. Consider fear, sadness, embarrassment, guilt, anger, love, understanding, acceptance. Next, write a "class poem" in which each student contributes one line that addresses one of the emotions. Those lines are organized so that the sentences flow together in some sort of order that communicates ideas. Then the "poem" can be read with the chosen music as background accompaniment. This is a higher level activity that would be most appropriate for high school or advanced middle school students. Also, this activity takes more than one class period, and may work best as an enrichment activity or a group activity that would encourage cooperative learning. "The Mustache" Have one group find music which illustrates Mike's feelings about his grandmother before he visits her, while he is there, and after the visit. Another group finds music that expresses his grandmother's thoughts and feelings when she thinks Mike is her husband and when she is no longer aware of her surroundings. Put the two sets of music together. Do they reflect sounds of dissonance or harmony? Discuss the feelings created for the students as they listen and reflect. Conflict Web or Map "Petty Larceny" This story addresses both internal and external conflicts. Make one web that shows the internal conflict experienced by Tamako. Then make a second web that illustrates the conflict between Tamako and Sheila (although Sheila may not even be aware of the conflict) and the larger conflict between the "have's" and "have not's" in our society. "Getting the Facts of Life" Begin with individual maps showing the internal conflicts experienced by Momma, Daddy, Minerva, and the welfare lady. Then create a larger map that shows how all of these characters are involved in a shared conflict. Finally, make a "solutions map" that shows various ways the conflict(s) could be resolved. Intrapersonal Journal "Foul Shots" If you had been one of the Chicano boys who was present when the white boys threw a bag of Fritos across the floor and made a degrading remark, how would you have felt? How would you have reacted? Would there have been a positive way to resolve this conflict? In such a situation is "violence a choice"? "Mother and Daughter" Yollie is angry about the dress her mother can provide for the dance. Have you ever felt that way? What did you do about those feelings? What are some possible ways to handle those feelings? What would you have done if you had been in Yollie's situation? Was it good that she and her mother did not discuss the problem and just waited for it to "go away"? Write a New Ending to the Story "Checkouts" Write an ending in which the girl and the boy in this story actually talk to each other and work on building a relationship. "The Necklace" Rewrite the ending of the story so that Mme. Loisel deals with the conflict with Madame Forestier openly and honestly. How would such behavior change the outcome? Then, rewrite the entire story so that the main conflicts are avoided from the beginning. Incorporate into the story the kinds of communication skills that help people avoid conflict. Interpersonal "Checkouts" Act out the scene between the boy and girl when she finally returns to the store while he is working. What kinds of communication skills might the two characters use in order to begin talking and getting to know each other? How would positive communication have changed the outcome? "The Long Winter" Act out the scene between Dan and his father when Dan is sent to find the bull. Use "I" messages and active listening in order to try to end with better understanding between the two. Next, act out the scene between Dan's father and Gus when they are discussing the need everyone has sometimes to be helped. If Dan's father had practiced active listening and negotiation, how would his understanding of Dan been improved? Duet Poetry: "Getting the Facts of Life" Create several duet poems that describe the attitudes and feelings of the two sides in the various conflicts: white side of town vs. colored side of town; welfare lady vs. Momma; men vs. women as Momma and Minerva walk through the "bad" section of town. Be sure to include lines where each side is communicating similar interests, needs, and/or attitudes. Write a duet poem between Benjy and his mother in which they are each expressing their feelings about Sheryl and the conflicts her disability causes for the family. Are there places where the feelings are shared? Logical/Mathematical: "Say It With Flowers" Discuss the conflict created by each character communicating in "you" statements. Now change the discussion to one in which the characters communicate using "I" messages, active listening, reframing, brainstorming, and negotiation. Discuss how using conflict resolution skills would have changed the outcome of the story. Bibliography and Summary of Short Stories "Checkouts" by Cynthia Rylant Teenage boy and girl notice each other but are too shy to talk to each other and try to develop a relationship. "The Flight of the Snowbird" by Jean Lively Boy resents the time and energy his mother has to give to his mentally disabled sister. "Foul Shots" by Rogelio R. Gomez Chicano boys' basketball team faces racism and degrading remarks when they are matched with an all-white basketball team in order to build communication between the two groups. "Getting the Facts of Life" by Paulette Childress White Poor Black girl accompanies her mother to the welfare office to collect the welfare check and witnesses an embarrassing interaction between her mother and the welfare lady. "The Long Winter" by Walter Havighurst Young boy struggles with his mother's death and tries to prove he's a "man" by meeting his father's stern expectations. "Mother and Daughter" by Gary Soto Teenage girl is embarrassed and upset when her mother cannot afford to buy her a dress for the school dance and instead dyes an old dress which "runs" in the rain. "The Mustache" by Robert Cormier Teenage boy goes to visit his grandmother in a nursing home and is distressed when she mistakes him for his grandfather, who has been dead for a number of years. "The Necklace" by Guy de Maupassant Woman is afraid to admit to her friend that she has lost a necklace she borrowed. "Petty Larceny" by Jessica Saiki Young girl steals a beautiful dress from a wealthy classmate and then has to deal with her guilt. "Say It With Flowers" by Toshio Mori Young man must choose between obeying the orders of his boss which require lying to customers or following his conscience which will result in losing his job. "Stop the Sun" by Gary Paulsen Boy faces the mental and psychological damage experienced by his father who fought in the Vietnam War even though his father is not able to share his feelings with his family. Strategies and Activities Based, in part, on materials prepared by the Colorado School Mediation Project Feelings Sculpture, Painting, or Collage Create an artistic expression of the feelings, attitudes, interests, etc. found in one or more characters. Music Find music that illustrates the moods, feelings, or conflicts in a story. (Poetry can also be used in a similar activity.) Conflict Web Map or web an internal conflict experienced by a character or an external conflict taking place between characters. Intrapersonal Journal In a journal, describe experiences you've had which are similar to a character's. Explain how you handled the conflict, whether your strategy was effective, and what you might have done differently. Write a New Ending Write a new ending to a story in which the characters use conflict resolution skills that enable the problem to be resolved in a positive way. Interpersonal Role Playing Act out a scene or scenes from a story using good listening skills in order to try to understand the various points of view represented by the characters. Logical/Mathematical Using "you" messages and then "I" messages, discuss the various outcomes to a conflict. Duet Poetry Write a poem that has two voices - each voice representing one of the characters involved in a conflict. Write the poem as a conversation between the two parties, with one side making a statement which is then answered by the other side. Try to create lines in which similar needs and interests are expressed so that a positive solution can be reached. Communication, Understanding Conflict, and the Dynamics of Power in John Steinbeck INTEGRATED LESSONS Language Arts - LESSON #2 Communication, Understanding Conflict, and the Dynamics of Power in "The Pearl" and "Of Mice and Men" by John Steinbeck by Colleen Conrad 7th Grade Teacher, Lincoln Junior High School Fort Collins, Colorado Lesson Goals Read and understand the novels by examining conflict between characters, conflict cycles in the stories and their possible outcomes. Employ understanding of the dynamics of power and win-win bargaining to gain deeper understanding of works of literature, as well as the period in history during which the novels are written. Concepts Positions and interests, dynamics of power, win-win bargaining, tolerance and diversity of abilities, stereotypes and bias. Introduction John Steinbeck was a writer who created characters who were in conflict with the dominant society through no overt action or fault of their own. Steinbeck's sympathies were primarily with these characters who were generally poor, illiterate and/or disabled. Because of lack of education and low socioeconomic conditions, these powerless characters were often subjected to mistreatment by those members of society who had power. These two novels, Steinbeck's best known and most accessible are appropriate for readers grades 7-12. The activities provided can take up to 2-3 weeks for completion and discussion. Objective The student will examine the conflicts in the two novels and participate in discussions and activities which will explore: ways in which these conflicts could have been resolved so as to avoid tragedy conflict resolution strategies such as Win-Win bargaining positions, interests and the dynamics of power tolerance and diversity of abilities, stereotypes and bias Teacher Preparation 1. Familiarize students with the following historical events and people: Great Depression Migrant workers Dust Bowl Cesar Chavez Franklin Roosevelt New Deal These topics and others can be assigned to groups of students for research and sharing as a pre-reading activity. 2. While reading the two Steinbeck novels, keep a list of external and internal conflicts that occur between characters or between cultural/social groups. These may be mapped as well. Note also styles of conflict and characters' skills in dealing with conflict (listening, reflecting, questioning, assertiveness, managing emotions, working cooperatively, etc.). Map these skills and compare as you progress through the novel. Procedure . 1 Read "The Pearl," emphasizing the circumstances that cause, mitigate and resolve/don't resolve various conflicts: Kino vs. the doctor, the pearl buyers, the village, Juana, etc. Evaluate the conflicts in terms of possible solutions and predictions for what will happen next. Students may keep a journal expressing what they would do to solve the conflict if they were in the character's situation. . 2 Each student should choose one major conflict-event from the book. Activities for extending understanding of the situation and the text include: Dramatizing the crucial scene as well as an imagined resolution. Students may also integrate their knowledge of Civics by performing a mock arbitration/reconciliation session for the two characters. Characters may also present interior monologues. Rewriting the scene showing resolution of conflict, illustrating the dynamics of power, the group dynamic, I-messages, or rewrite the scene from the perspective of a different character. Write a scene in which the characters forgive, reconcile and make restitution Create Open Mind Portraits for the characters involved in the conflict at the moment of conflict. Illustrate what they are thinking and feeling, their wants and needs, motives, etc. as well as their actions. Share these two portraits with the rest of the class. 3. Cumulative Activity: students work as a class or in cooperative learning groups to create a multimedia expression of the book's main ideas and/or characters. This may be a mural, a video presentation, musical/reader's theater experience, dramatization, group story, etc. The overall point of this activity is to a. work together to reach a common goal, and b. illustrate/further knowledge of the conflicts, communities, emotions and perspectives of the story and its characters. Of course, sharing with the community will follow. 4. Read "Of Mice and Men." Make special note of the vocabulary used in the novel, and create a glossary if necessary. Difficult passages can be explored as a class via reader's theater of buddy reading strategies. Follow the above steps for exploration used with "The Pearl." 5. Cumulative Activity: have students begin work on stories or plays in which the story is continued-a sequel which may start from the end of the existing novel, or from an imaginary point at which the tragedy stemming from conflict is averted. These stories, once completed, may be put together with illustrations in a class book and shared with other students. Follow-Up . 1 Considering the tragedies which resulted in each of these stories because individuals and groups were unwilling or unable to resolve their conflicts in productive ways, discuss ways in which the dominant classes of society utilize conflict to prevent the less empowered classes of society from accessing power. How do you see this happening around you in our world today? Brainstorm ways to organize for social change and disrupt this cycle of powerlessness. . 2 Conflict is inevitable, but violence is a choice. Discuss this idea in relation to these two stories. Was violence the only option for any of these characters? Are there any circumstances which legitimate violence? Can it be justified in any circumstances in the present day society? Even in the worst of circumstances, what other options might people consider before using violence? Illustrate options, pros and cons. If time allows, have students journal their feelings about this issue and connecting ideas. Emotional Intelligence, Diverse Perspectives and Community Building with Poetry INTEGRATED LESSONS Language Arts - LESSON #3 Emotional Intelligence, Diverse Perspectivesand Community Building with Poetry by Colleen Conrad 7th Grade Teacher, Lincoln Junior High School Fort Collins, Colorado Lesson Goals Read and discuss poetry to understand the diverse perspectives of the writers, engage in writing one's own poetry and appreciating the poetry of others, and work together to come to a fuller understanding of the diverse voices and sentiments expressed in poetic forms. Concepts Emotional intelligence, diversity of perspectives, community building, selfexpression Introduction Poetry often presents human experiences in short, succinct "snapshots". It appeals to emotions while addressing the multiple levels of knowing in our world and society. Poetry is for everyone, and can aid in helping students to address their own social and emotional growth and experiences as well as to gain a deeper understanding of the feelings of others. Objectives . 1 The student will read and discuss the poetry of a diverse group of poets in an attempt to understand the experiences (unique and shared) of these writers. . 2 The students will crate a journal of his or her original poetry as well as personally meaningful poems by other authors. . 3 The classroom community will work together to create a Class Book of poems which reflect their sense of belonging, community, their shared interests and their diversity. Preparation . 1 Stress and emphasize the classroom climate of appreciation of the individual as well as the acceptance of diversity. This environment of belonging will be crucial component to creating a safe space for students to share their emotions and their poetry with others. A classroom discussion about the dynamics of personal sharing, vulnerability and mutual respect may be a nice piece to include before the lessons begin. Everyone is a poet. . 2 Read together the short story, "Geraldine Moore the Poet" by Toni Cade. Discuss the teacher's definition of a poem: "a poem is your own special way of saying what you feel and what you see." Students can build upon this definition or create their own. Post the list of definitions in the classroom. . 3 Select a diverse group of poems to be included in your lessons. (See attached list for suggestions.) . 4 Discuss and post a list of literary terms used to discuss poetry: rhyme, rhythm, symbolism, figurative language, metaphor, simile, personification, onomatopoeia, stanza, mood, alliteration, etc. Procedure 1. Poetry is meant to be heard and read. Practice listening skills and respect by listening to others read the poems as they are selected for class discussion. Participate in reciprocal discussion in small and large groups to "take apart" the poems. Use this as an opportunity to practice agreeing to disagree about meaning, as well as to practice class participation and community building. Be sure to have students who are comfortable discuss personal relevance of any poem. Make discussion authentic to students' lives! 2. Have students keep a journal of reactions to poems, golden lines, lines they don't understand or things the do/don't like. Note poet's exterior and interior conflicts as evidenced in the poem. At the end of a period of discussing a poem, have students dedicate a page in their journal to doing an Open Mind Portrait of a character from the poem, or a central voice from the poem. If time allows, choose a poem to rewrite as prose, from a different point of view, or as an internal monologue. This provides students an opportunity to manipulate literature as well as to practice thinking from different perspectives. 3. After going through the set of poems selected, have students choose three or four that they felt a connection to and write a brief evaluation of the poem, what they felt while reading it, what they learned, what feelings were present, how is the author/voice's experience similar to and different from their own, etc. Students may work independently or in cooperative learning groups to complete a thorough evaluation, depending on poetry selections. 4. These cooperative learning groups can extend their exploration of the socioemotional impact of the poems by engaging in the following multimedia projects: Work together to create a sculpture, painting or collage (mural?) to illustrate the emotions or general sentiment of one of the poems they are doing an indepth study of. Find and share music (or compose!) that communicates the mood of the poems. Additionally, a video presentation or reader's theater can be presented in conjunction with this music. Interpretive dance, while sometimes difficult for middle school students, is another mode of interpretation which can be made available for interested students, as can pantomime. These capitalize on kinesthetic aspects of meaning-making. 5. Students may begin composing original poetry after the different models presented (free verse, sonnet, Haiku, etc.) and providing illustrations in their poetry journals. Themes which may have been introduced in the poems the class studied, such as diversity, acceptance, belonging, power, emotions, individuality, justice, equality and conflict, may be extended upon here from a more personal perspective. Students will share their poems aloud or in written form (see Preparation for pointers here). Selections can go into the class book. 6. Cumulative Activity: once multimedia projects, journals and the class book, students will participate in a Coffee House Poetry Reading. Everyone will read poems, either their own or favorites by other authors (or other students!). Turn the classroom into a dimly lit, jazz-enhanced coffee house space, make invitations and posters to announce the happening and be sure to schedule the coffee house day so that other classes in the building can come and hear the poetry, experience the coffee house! This will bring the feeling of community you have created in your classroom to the entire school community. Video tape a session or two so that parents who are unable to attend can experience the event (as well as keeping a copy in the school library, with the class book.) Integrating Conflict Resolution into English Literature "Downriver" INTEGRATED LESSONS Language Arts - LESSON #4 Integrating Conflict Resolution into English Literature"Downriver" by Will Hobbs by Colleen Conrad 7th Grade Teacher, Lincoln Junior High School Fort Collins, Colorado Lesson Goal Read Hobbs' novel and gain deeper understanding of story and characters, as well as real life resonance, through exploring elements of conflict which drive the plot. Concepts Different conflict resolution styles and alternatives to violence. Introduction "Downriver" is a novel that is especially appropriate for students in grades 710. It is the story of seven teenagers who are attending a "wilderness camp" because they have been in trouble with the law. They are there to learn survival skills and teamwork while developing a better self concept. Instead, they decide to steal the equipment and head down the Colorado River without their camp supervisor or any other adult. During the several days they spend on the river, the young people face numerous conflicts. Many of these are handled in negative ways that result in more trouble for the group. This is an excellent book for discussing teamwork, risk taking, and conflict resolution skills. This novel generally takes about 2 weeks to read and discuss, although it is an excellent read-along book for reluctant or lowskilled readers. Objective The student will examine various styles of conflict resolution (both negative and positive) and explore alternatives to violence when there is a conflict among people. Preparation . 1 1. Before beginning reading, have students define "risk. Then have each student write a journal entry in which he/she records 2 or 3 "good" risks he/she sometimes takes (e.g., trying out for a sports or academic team at school or meeting new people) and 2 or 3 "bad" risks he/she sometimes takes (e.g., trying drugs or not studying for an important test). . 2 2. Study the material on productive and unproductive conflict styles. . 3 3. Prepare a "character log" which will be kept during the reading. This log should include the following categories: character's name character's strengths and weaknesses character's conflict style (give specific examples) results of character's conflict style Procedure . 1 Make a conflict map that summarizes the conflicts in the book. Make a second map that shows the strategies used for dealing with conflict in the book. . 2 Have each student identify the character whose conflict style is most like his/hers. In a journal entry, write about the positive and negative results of such a style. Also, write about alternative styles that might be more effective. Give specific examples. . 3 Divide students into groups of 5 or 6. Each group should choose a scene from the book that involved conflict that was handled in a negative or destructive way. Each group should discuss more positive ways the conflict could have been resolved, then act out the scene for the class, using an alternative, positive way of resolving the conflict. . 4 In journals, have each student write a different ending to the book. Then allow students to work with 2 or 3 others to create a "group" ending to the book. These endings should emphasize positive resolution to the conflicts and demonstrate the characters' use of conflict resolution skills. Have each group share its ending with the class. . 5 Optional projects: The following activities can supplement or replace a final exam, while allowing each student to use his/her own learning style for assessment purposes. Create a collage, mobile, or drawing that depicts the various conflicts and the results of dealing with those conflicts. Write a composition comparing a character who generally dealt with conflict in a productive way with one who generally used unproductive methods. Give specific examples of each, and include a discussion of why one method is more helpful than the other. Prepare a mediation or negotiation between two or more of the characters. Act this out for the entire class. Find music or songs that represent each character and his personality. Arrange the music and tape it in such a way that it can be presented as a single unit to the class. Be sure to include enough of each piece for the audience to get a "feel" for the character. Follow-Up . 1 In a journal entry, have students record what they learned about risk-taking, teamwork, and conflict resolution skills from this book. They should include both positive and negative examples. . 2 Discuss as a class how the problems created in this book could have been avoided and how the conflicts could have resulted in win/win situations each time. Social Studies: The Conflict in Northern Ireland INTEGRATED LESSONS Social Studies - LESSON #1 Social Studies: The Conflict in Northern Ireland Written and reprinted with permission of William Galloway Charbonneau and Galloway Brunswick, ME. (Note: Given the recent breakthrough in negotiations resulting in a peace accord, this activity will need to be modified. Ask students to research and discuss how they reached the agreement, what the terms are, etc.) Lesson Goal Examine the historical origins of the Northern Ireland conflict. Activity Explore options that recognize the underlying needs of parties involved, assess the conflict situation and possible outcomes based on these expressed needs, and follow with role play demonstrating active listening. Introduction The conflicts in Northern Ireland are complex and deeply rooted in the history of the Irish people. In order to understand and explore the origins and possible outcomes of such conflicts one must learn and practice such techniques of active listening. Active listening can be defined as the process of seeking to understand both what the speaker is saying as well as the feelings behind what is being said. Paraphrasing back to the speaker the content of his or her message as well as the perceived feelings behind it is one way of practicing active listening skills. Objectives Students will understand the historical basis of conflicts in Northern Ireland and the deep-rooted feelings behind them, identifying the causes and effects of British military actions, etc. Procedure Students need to have background knowledge on the occupation of Northern Ireland by British forces, as well as the relationship between the English and the Irish throughout history. Additional understanding of current political events and groups surrounding the violence, such as the Irish Republican Army, Sinn Fein, and peacemaking groups, can be provided by textbooks and other library materials, as well as newspapers and web sites. . 1 Assign students or let them pick a role as a Catholic or Protestant Northern Irish citizen, or a British occupational force member/British politician. Have the students research their role and position, as well as propensity for negotiation. Students should construct an "open mind portrait" of their role, demonstrating an understanding of the needs, priorities and motives for that character's position in the Northern Ireland conflict. British persons can be broken down into moderate and conservative groups. The addition of other roles-nonaffiliated Irish citizens, British citizens in England, etc.-can add to the complexity of the conflict. . 2 Students are to pair up with someone who is not in the same group. . 3 One student in each pair is to state their opinion on the "troubles" in Northern Ireland. They should also provide their rationale (in character, of course). The partner should be practicing Active Listening. The partner will then paraphrase what was said and state his/her opinion. . 4 The students will continue to dialogue in this pattern until they comprehend the other person's point of view and demonstrate the ability to actively listen. Then, referring to the open mind portrait constructed in the beginning of the lesson, both students should work together to create a Venn diagram, illustrating their characters' similarities and differences, worked out in the course of the active listening activity. Comprehension Activities When this exercise is complete, students will work with their active listening partner to do one of the following comprehension activities: write a double entry journal together-on one side of the page, the sentiments of one partner are expressed, on the other side, the other. From the journal create a script for a dual monologue or role play to present to the class. write a play/role play to present to the class which portrays one scene in Northern Ireland from the point of view of each partner, or side, of the conflict. (if there are more than two characters, then feel free to recruit "extras" from other groups!) write a short story about the conflict in Northern Ireland, including multiple perspectives write a two-voices poem, interspersing the feelings of one partner with the other. create a Conflict Collage together present an interpretive dance or music presentation to illustrate one's perception of the conflict discussed. make a sociogram of the conflict including the perspectives of all persons represented in the partnering. Evaluation Students pretend they are residents of Northern Ireland. They are to write a letter to a local government official proposing a forum for dialogue. In the letter they are to describe the format and rationale of the proposed program. Their letter should highlight the reasons for such a long-standing conflict in Northern Island, the lack of opportunity for both sides of the conflicts to sit down and attempt to discuss, understand, and respect one another's positions. End Note This type of activity could also be designed to explore settler/American Indian issues, women's rights suffrage, famous American debates, MexicanAmerican war, etc.) INTEGRATED LESSONS Social Studies - LESSON #3 Cultural Conflict in the Iroquois Land Cession Treaties, 16451791 Written and reprinted with permission of William Galloway Charonneau and Galloway Brunswick, ME. In an effort to understand the differing perspectives of Colonial and Iroquois leaders, restate the following excerpts in your own words, focusing on the underlying needs or interests of the speaker. The transfer of title to large areas is of itself always an important event in the Civil History of a country because it involves a change in policy with regard to settlements, and may determine the future character of the population. But when the change has in express view the substitution of Civilization for Barbarism-a dense agricultural population in the place of a thinly scattered and half-tainted race of savages, earning a precarious subsistence by the chase of by fishing, the event becomes one of unusual importance, and claims of the historian a full and ample record. Introductory statement to collection of Proceedings of the Commissioner of Indian Affairs I am pleased to find so many disposed to insure, by the cultivation of the Earth, a plentiful subsistence to their families, and to improve their minds by education; but I do not blame those who, having been brought up from their infancy to the pursuit of game, desire still to follow it to distant conditions. I know how difficult it is for men to change the habits in which they have been raised. -Thomas Jefferson The game which the Great Spirit sent into our country for us to eat is going from among us. We thought he intended that we should till the ground with the plough, as the white people do, and we talked to one another about it. But before we speak to you concerning this, we must know whether you mean to leave us and our children any land to till. Speak plainly to us concerning this great business. -Iroquois Plea When you gave us peace, we called you Father because you promised to secure us in the possession of lands. Our chiefs had felt your power, and were unable to contend against you, and therefore gave up that country. Were the terms dictated to us by your commissioners reasonable and just? -Seneca chiefs calling on President Washington Brothers! You will remember We told you last summer that no individual had a right to purchase land from you and cautioned you against any bargain or agreement for the sale of any of your lands, unless the person applying to purchase could produce a license in writing from the Government of this State property authenticated. -Commissioner of Indian Affairs Brother, you promised that you would keep this fire place clean from all filth and that no snake would come into this Council Room. That man sitting there (pointing to Col. Lydius) is a Devil and has stolen our Lands, he takes Indians slyly by the blanket, one at a time, and when they are drunk, puts some money in their bosoms, and persuades them to sign deeds. -Oneida Chief reporting John Henry Lydius The editor was informed by the Rev. Eleazer Williams of the St. Regis that Esiade signified "Upright Ice," and that it was probably applied to the mountain from the rock having at a distance the appearance of ice. This mountain, being only a traditional landmark, was of course never located by actual survey, and there may be some doubt as to its present name or actual location. -Footnote to Iroquois treaty in collection of Indian Affairs documents Collaborative Car Pooling: It's the Law INTEGRATED LESSONS Social Studies - LESSON #4 Walking the Talk Collaborative Car Pooling: It's the Law Written and reprinted with permission of Gayle Mertz, Law Related Education Network Boulder, CO. Topic Developing strategies to obey a new environmental pollution reduction act by reducing driving through mandated car-pooling. Objectives . 1 1. Students will analyze environmental issues in terms of legal and ethical values. . 2 Students will develop strategies to obey a new law, which promotes peace health and safety through restricting driving privileges. . 3 Students will use active listening and negotiation skills to find solutions to interpersonal problems related to complying with a new law. . 4 Students will practice using active listening skills to identify cultural issues as they relate to complying with a new law. Suggested Grade Levels: 5th to 9th Materials Class set of copies of A BILL FOR AN ACT student handout Procedure . 1 Explain to students that in response to severe air pollution problems the State of Colorado has passed a law restricting the right of residents to drive their automobiles (THIS IS NOT A REAL LAW). Distribute copies of the law and lead a discussion about what problems this law would pose for their own families. Discuss the conflicting values of working together as a community to reduce air pollution and the right of families and individuals to control their personal lives as it relates to transportation. Discuss how they feel about the legal and ethical issues related to this law. Brainstorm strategies that their families would use to comply with the law. . 2 Explain to students that they will be playing the role of people who are setting up car pooling partners to help them comply with the new law. Each student will receive a profile of what they perceive to be their driving needs. Members of the class should then circulate within the classroom to locate one or more people who they think are most compatible with them personally and who's transportation 'needs' are similar. Tell students that each of the people live within a block of each other. Explain that they can negotiate the terms of their car pooling agreement. Give each student one role to play for this activity and ask them to consider the following issues when selecting car pool partners: a. To what extent will car pooling with this person help promote the health and safety of everyone in my community? To what extent do I value this goal? b. To what extent will selecting this person make my commute to work convenient or inconvenient. c. To what extent am I willing to be inconvenienced to help a neighbor? d. In what ways will l personally benefit from this experience? 3. After each student has selected car pool partners lead a classroom discussion about the ease or difficulty they experienced. Ask if they think the selection of car pool partners and the agreements they negotiated will work. 4. Explain to students that the car pooling partnerships are experiencing problems and they are all going to work on resolving conflict that has arisen. Explain that all parties involved realize that they must comply with the new law and make the situation work, or find a new one. 5. Distribute student handout De-escalating Conflict through Active Listening and discuss skills with students. 6. Distribute student handout De-escalating Conflict through Active Listening Part B. Ask students to assemble in groups of two or more reflecting the groups that they selected to car pool with. Working in their small groups, ask students to role play each of the two conflict situations and rotate playing the roles of Person A, Person B. and Observer. 7. Ask some groups to demonstrate their role plays in front of the class 8. Facilitate a discussion critiquing the success of apply active listing skills, and of resolving the conflict. Ask students how the role of the new law and individual concern for the environment influenced their feelings and attitudes in this activity. Choosing Car Pool Partners (Handout) Your name is Lee and you live five miles from where you work. You must be at work at 9:00 a.m. You have three children that attend the neighborhood elementary and middle schools. You have always driven you children to school on your way to work and want to continue to do so. The schools are only two miles out of the way and you only have to leave home 20 minutes early to drop them off. Your work is South of your house. You support car pooling and want to set a good example for your children. Your name is Foster and you work out of your home repairing small appliances.. You have always delivered the repaired appliances to customers once they are ready. You are sure you will loose business of you are unable to continue to provide this service. You are looking for someone to help with your deliveries. You are concerned about your business and think that the car pooling law is unfair. Your work is Southwest of your home. Your name is Frank. You are a teacher and must be at work at 8:00 a.m. You are ready to go home at 3:30, and live 4 miles from the school. After school you are hungry and like to stop at a fast food restaurant to quickly eat a burger. This daily snack is important to you, and you do not want to give up this daily habit. Your school is West of your home. Your name is Tomas. You are a student at the University six miles from your home. On Monday, Wednesday and Friday you fist class starts at 8:00 a.m. and on Tuesday and Thursday you don't have to be at school until 10:00 a.m. On most days you come home from school at about 3:00, but if you have an assignment due you sometimes work at the library until evening. Your schedule changes every four months and you will graduate in two years. The University is West of your home. Your name is Margaret. You work 7 miles from your home from 8:00 a.m. to 5:00 p.m. You have three children and a babysitter to takes care of them after school until you get home. You want to get home from work as soon as possible so you don't have to pay the babysitter any more than necessary. Sometimes if need to stop at the grocery store on the way home from work to get something to fix for dinner. Your work is Northwest of your home. Your name is Jamal. You work 5 miles from your home and must be at work at 7:30 a.m. You are done with work between 3:00 and 4:30 p.m. depending on what time you finish your daily work. You take great pleasure in listening to loud rock music when you drive, and have lots of good tapes that you can bring to play in other peoples' cars. You want to ride with someone with a good sound system. Your work is West of your home. Your name is Lorenzo. You are a music teacher at a school 6 miles from your home. You need to be at school at 8:00 a.m. and leave at 3:00, unless you are practicing for a concert and have to stay until about 5:00. You like to take different musical instruments home with you to practice. You must drive in a car large enough to hold different size instruments. Your school is North of your home. You like to listen to big band music when it is on the radio. Your name is Janet. You work 3 miles from your home. On the way to work each morning you drive by the home of your elderly mother to make sure she is O.K.. Your mother's house is only 2 miles out of the way and you only stay for five or ten minutes to talk to her, if everything is all right. You worry about the new car pool law because you will not be able to drive to your mother's house as often as you like in the future. You like to listen to classical music in the car. You have to be at work by 9:00 and can leave at 4:00. Your work is West of your home. Your name is Connie. You live 8 miles from your place of employment. You don't like to drive and would be happy to have someone else drive you to work. You would like to use commuting time to meditate in total silence. Meditation relaxes you before going to a demanding job. You have to be at work at 8:30 and are ready to leave at 5:00. Your work is North of you home. Your name is Juan. You live 7 miles from your place of work. You hate getting up in the morning and wait until the last minute. If you if aren't stopped by any red lights and drive just a little bit fast you can drive to work in 12 minutes. Lately your plan has not worked out too well. You have received two speeding tickets. You like to listen to rock music when you are driving. It helps wake you up. You have to be at work at 9:00, and are ready to leave at 5:00, except on Tuesdays when you have a staff meeting that usually doesn't end until about 5:30 or 6:00. Your work is South of your home. Your name is Amanda. You live alone and would welcome the opportunity to car pool because it would give to the opportunity to meet new people and have someone to talk to about your problems. You don't like your job and argue a lot with your boyfriend. You work 4 miles from your home (but you may quit your job soon), and have to be at work at 8:30. You are ready to leave work at 6:00 p.m. Your work is South of your home. Your name is Martha. You are a veterinarian and go to work at 7:00 in the morning. You return home at 5:00. Sometimes when you are caring for a sick animal you take it home for the evening and back to your clinic in the morning. Your car pool partner(s) must like animals and be willing to keep the car windows closed to avoid creating a draft on her sick animals. You like to listen to classical music when you are in a car. Your clinic is North of your home. Your name is Truman. You live 6 miles from work and have to be there at 7:00 on Monday - Thursday, and you leave at 7:00 p.m. You do not go to work on Friday. You have a German Shepherd named Max. Max goes to work with you each day. You think he is a well behaved dog. You enjoy football and always want to listen to sports programs on the radio. Your place of employment is Northwest of your home. Your work is South of your home. Your name is Betsy. You work 10 miles from your home and should be at work at about 8:30, but your supervisor doesn't mind if you are a little late. You are ready to go home at 5:00. You like having people to work talk to on the way to work, but because of your allergies you cannot be in a car with anyone who wears perfume or any scented cosmetics. You consider yourself an environmentalist and see car pooling as an opportunity to share your vast knowledge about environmental issues with new people. Your place of employment if North of you house. Your name is Micee you work 9 miles from your home and need to be at work at 8:00, you are ready to go home at 5:00 and your work is North of your home. Because you are an unmarried woman your religion restricts you from traveling with unmarried men. Your name is Brooke. You work six miles North of you home and have to be at work by 10:00 a.m. You are ready to leave work at 6:00 p.m. You drop your two young children off at day care on the way to and from work. The day care facility is one mile South of your home. Your name is George. You work 10 miles North of your home. You are blind so you wife had driven you, and your guide dog Silver, to work in the past. It took twice as much gasoline for her to drive back and forth twice a day. You are looking for someone who can do all of the driving, but they can use your car sometimes. You have to be at work at 8:00 and leave at 4:30. Your name is Theresa. You work 6 miles South of your home and must be at work at 7:00 a.m. You like to get to work early and want to drive with a very careful driver. Being in a car makes you nervous. You are ready to return home at 5:00. You hope to drive with someone who likes to discuss religion while driving to work. Your name is Joseph. You work in a auto repair shop 9 miles from your home. You start work at 8:00 in the morning and leave at 5:00. Your work clothes get pretty greasy and dirty when you work and you want to make sure that you car pool with people who don't get up tight about getting a little dirt on their seats. You have a large collection of Rock C.D.'s and would be happy to bring them for everyone to listen to. Your shop is North of your home. Your name is Addie. Your job is 3 miles Southwest of your home. On your way to work you drop your infant son off at your mother's home. She takes care of him during the day, and lives right on the way to work. Your car pool partners will have to either have baby car seats in their car or wait a couple minutes each day for you to secure her infant seat in their car. You have a favorite jazz station you like to listen to on the car radio. Your name is Ralph. You work as a substitute teacher at several schools. You do not know until early each morning if you will be working, or where you will be working. Most of the schools that you work at are within 10 miles of your home. You must be at the school by 8:00 in the morning and are ready to leave about 3:30. Because you always find out at the last minute if you are going to work or not you must get ready in a hurry and don't have time for breakfast. You are in the habit of eating your breakfast in the car on the way to work. You are very supportive of this law and want to do your part to make it work. Your name is Sarah. You work in an office 3 miles Southwest of your home. You must arrive at the office before 9:00 and leave at 5:00. You are Jewish land must be home before sundown on Fridays. You are allow to leave work early on Fridays, in the winter, when the sun sets by 5:00. You are willing to support this law, but will not compromise your religious practices. Your name is Tom. You work 7 miles from home and have to travel in a Northern direction to get to work. You are very religious and do not want to be in a car with people who do not share your values. You can not tolerate crude and rude jokes or taking the Lords name in vain. It would be perfect if you could car pool with people who would like to listen to religious tapes with you on the was to work and back. You do want to be a good neighbor and a good environmentalist. Your name is Nan. You live 9 miles from your place of work which is West of your home. You must be at work at 6:00 a.m. and work until 3:00. You would like to car pool with someone who can pick up your babysitter on the way to your house in the morning and drop him off at his house on their way home. The babysitter only lives one mile West of your house. You do not support this law and think it is too great a burden for people with small children. Your name is Pablo. You work 5 miles Northwest of your home. You are a professional and dress very formally and will only ride in a car that is perfectly neat and clean. Otherwise you feel you are easy to get along with. You would prefer to drive with people with whom you can discuss the stock market. Your name is Washington. Your place of employment is 8 miles from your home. It is North of your house. You always listen to the news on the radio on the way to work and do not want to change this habit. You want to ride with people who will be quiet and let you listen to the news. Your name is Felix. Your business is 9 miles South of your home. You have three teen age children you attend the high school 5 miles Southeast of your home. You have always driven you children to school and want to continue to offer them a ride each morning. Your children have to be at school at 8:00 and you have to be at your office at 8:30. You are ready to return home at 4:30, and you do not pick up your children after school. De-escalating Conflict through Active Listening When the other person is angry, frustrated, or upset... Listen attentively while the other person expresses his/her anger, frustration, or upsetness. Listen for the feelings and the emotional intensity. Restate and reflect their feelings. Don't get defensive. Stay calm. Keep your focus on the other person. Encourage them to tell you more In you first response ask questions that can help clarify their thoughts and feelings. De-escalating Conflict through Active Listening SITUATION 1 Person A Expressing their problem You are upset because your car pooling arrangement is not working out the way you expected it to. The people that you car pool with are not punctual and it has caused you to be late to work. You are worried that your occasional tardiness will hurt your good reputation at work. You thought that times and responsibilities were agreed upon before you started car pooling together. You have been late a couple of times, but it has always been for a very good reason. You are upset and demanding an immediate change in their behavior. Person B Active Listening and Responding You feel that the car pooling arrangement is working out pretty well but it will take more time for each of you to learn to work better together. Everyone has been inconvenienced at one time or another, but no one has experienced serious consequences. You feel that Person A is exaggerating the problem and overly emotional. You want to prove that the problems can be worked out and you don't want to make Person A angrier Look for: Non verbal attending skills Interested silence Reflecting feelings Encouraging the other person to tell more Open-ended/clarifying questioning Restating/summarizing Staying calm-not becoming defensive De-escalating Conflict through Active Listening SITUATION 2 Person A Expressing their problem You are very angry. You dread getting into a car with people you have nothing in common with every day. They talk about the same things every day and are boring and they listen to terrible music. You feel that they were not honest about how they would all work towards getting along together and respecting each others needs. You don't know what to do because the law requires you to car pool on some days and if you drive to work alone you will not have enough gasoline left to ever go anywhere but to work. You are angry with the government for passing the law and the people you have been commuting with every day. Person B Active Listening and Responding Most of the people you car pool with get along pretty well and try to made conversation with one another. But Person A has nothing in common with you and does not appear to make any effort to compromise. You don't want to make the person angry and understand that you would not be very happy if you had to ride with people you did not like. You want to work it out, but don't think you are really to blame for Person A's anger. You want to calm the person down and try to work it out. Person C Observer Look for: Non verbal attending skills Interested silence Reflective feelings Encouraging the other person to tell more Open-ended/clarifying questioning Restating/summarizing Staying calm Not becoming defensive INTEGRATED LESSONS CLASSROOM INFUSION ACTIVITY #1 Classroom Conduct: Laws, Rules, Agreements, and Norms by Gayle Mertz Law Related Education Network Boulder, CO. (This statement can be read or explained to students before embarking on a unit on rules and laws, or prior to development of classroom rules of conduct.) We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquillity, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. -The Preamble of the United States Constitution 1787 The statement above explains what the founders of this nation though were the most important values that should guide the people who lived here when the nation was founded, and those people who would become citizens and residents of the United States in the future. The preamble is not a law, but a set of principles upon which the laws of this nation are formed. All groups of people have rules, laws, or norms that they use to regulate or guide the behavior of members of their group, and sometimes people who are not members of the group. Families, clubs, businesses, sports teams, schools, religious organizations and nation all operate under a variety of rules, laws, and norms. Sometimes they are formal laws, and sometimes rules that are written down and agreed upon by the group. Norms are not written down but usually understood by members of a group because they have been taught what is expected of them since they were young children. A norm is something that is normal behavior. For example everyone should know that you don't interrupt someone when they are talking, or you help someone who is trying to carry something that is too heavy for them to carry alone. Norms often refer to what we consider courteous behavior. Some rules are made up by a person, or group of people in authority, without the consent of the people who will be expected to follow the rules. We all make decisions about how to behave based on our knowledge of how others expect us to behave and what we think the consequences will be if we behave differently. For example, formal laws tell us that if someone is walking to work or school and they come to a busy street corner where there is a red light facing them they are expected to obey the law that states that everyone must wait for a green light before they cross the street. Not only are they risking getting hit by a car and injured if they do not obey the law, they also risk getting in trouble for violating a law. They may have to go to court and might be punished by a judge. Even if you are not injured or caught by a police officer you may be breaking a family rule by crossing a busy street that your parents have told you not to cross. If your family does not have a rule restricting you from crossing that particular street, they still expect you to always follow safety rules when crossing the street. Families often discuss safety and agree that everyone will always be very responsible and cautious when they are in a parking lot of street where cars are being driven. Perhaps older children in the family agree to always hold a younger brother or sister's hand when crossing the street. Similarly, if a busy or dangerous intersection must be crossed for some students to get to school, the school may have a rule that all students who have to cross that intersection to get to school are required to go to and from school on a school bus. So, something as simple as crossing the street at a busy intersection can involve rules, laws, norms, or an agreement. In the situation I just described the government has passed a law that is intended to avoid accidents, and protect pedestrians. Everyone, no matter what group they belong to is expected to obey the law, and can be punished for violating the law. The penalty, is known in advance. It is part of the law. If parents tell their children not to cross the street at a certain busy intersection that is a rule. It only applies to certain people . . . in this case certain children in certain families. If a child breaks the rule, or doesn't comply with an agreement, and is found out, they may not know what type of reaction or punishment to expect. In fact, parents may react differently depending on their mood, which child has broken the rule, or whether or not a child was injured as a result of crossing the street. Groups make rules for a variety of reasons. Sometimes it is to make sure that everyone is safe. For instance, if a group of people is camping and light a campfire they may make a rule that someone must always be watching the fire. Some rules are made to make sure that work gets done on time. The same campers may have a rule that no one can go on a hike until their chores are done. Other rules are made to maintain order and insure that people treat each other respectfully. The campers may have a rule that everyone is quiet after a certain time at night so that people who what to sleep will not be disturbed. Classroom rules serve each of these purposes. They make sure that the classroom is safe for everyone, that everyone gets their work done, and that everyone treats each other with respect. The best rules create basic standards of behavior that everyone agrees upon and are not too detailed. If groups have a lot of rules with a lot of details they are difficult to understand and they take a lot of time to interpret and enforce. School rules should serve as a reminded of how a class or school wants to operate so that they can safely and respectfully get their work done. They should not be so complicated that they interfere with the class running smoothly. Rules and laws should be well thought out so that they have lasting value. However, sometimes situations change and new or revised rules become necessary. For instance, if a classroom gets new computers for the room the class may want to add a new rule about not eating food near the computer, or how to sign up to use the computer. The best rules, however, are those that are well thought out, easily understood, and don't need to be changed unless the environment or situation changes. INTEGRATED LESSONS CLASSROOM INFUSION ACTIVITY #2 Pack Your Past by Rachael Kessler Institute for Social and Emotional Learning Boulder, CO. This activity was taught to me as a children's game to use with middle school students. Like many children's games, it works with repetition and rhythm. At its simplest level, it is an excellent prompt for developing essential skills for learning: attentive listening memory multiple perspective-taking. But I have found that it also has a more profound impact on both teachers and students. Knowing that it can evoke powerful emotions, I am careful to bring an especially warm and caring presence to this activity. In working with teachers, I discovered that it was an excellent process for: 1) helping teachers reconnect with their own childhood, increasing their sensitivity and awareness to the feelings and issues of their students; 2) supporting teachers in making a deep and meaningful connection to their colleagues; 3) creating a climate among colleagues for safe sharing feelings in a vulnerable way without confusing this openness and caring with inappropriate, therapeutic styles of communication. With students, this activity can have a similar community building effect. It is also useful for students in transition from childhood to adolescence (i.e. 6th grade, 8th grade or high school freshmen) or in transition from adolescence to adulthood (i.e. high school seniors). I introduce it by saying that before we can leave childish ways behind, it helps to really honor what is precious about childhood that we always want to take with us. For children, this game also helps build a bank of positive memories and images about childhood which is known to strengthen resilience and foster hope. With students, it is best to wait until there is a safe and respectful environment before doing this game. For teachers, it is useful early in a training to build bonds, remind us about the vulnerability of childhood and the depth of feeling that children may bring into the classroom. The instructions are as follows: We're going to share with one another something positive and precious from our own childhood. Take a moment to scan your memory bank for a time, place, person or thing that was very special to you in childhood. (Pause) It may be a person - like a grandparent or cousin; it may be a thing - like your first baseball glove or ballet slippers; it might be a place - like an empty lot you used to play in or a summer place your family always went to; or it might be a special moment you had - alone or with someone, where you realized something that has always been important to you. (I'm just curious - did some of you think of sad memories when I asked you to think of happy ones? If people nod, I respond by saying: that's quite natural; our mind works that way. So some of you may find that as we share our positive experiences, sad feelings may come up for you and that's okay. It's part of the whole picture when we allow ourselves to give attention and honor to childhood. ) Now, we're going to share these memories in an unusual way; we're going to pretend that other people's memories are our own and we're going to take all the stories shared here - our own and others - into our own memory bank. Here's how it goes: The first person (i.e. John) says: If I could pack my past in a trunk, I would take with me.........(i.e. my grandmother's back porch....) (They mention the person, place, thing or time and then speak briefly (under two minutes) about what made that memory meaningful for them.) The second person says: if I could pack my past in a trunk, I would take with me....... (This person tells their own memory) Then this person looks person one in the eyes and says, "And I would take my grandmother's back porch." (If people say, I would take John's grandmother's back porch, gently correct them, so the momentum builds early of people claiming the memories of others as their own. The third person, and so on and so forth, will tell their memory first and then, looking each person before them in the eyes, will claim as their own the memories shared by that person. In the repetition, they do not need to explain why the memory was important, though they may want to briefly share their interpretation of that memory. I give the group a hint - you are most likely to forget the story that went just before you. So pay extra attention then - and if you forget, we are all here to help each other out. Just ask for help and it's there. The last person - or the first person- will gather all the memories in their trunk. When the circle is complete, encourage an open dialogue where people acknowledge what other's have said that was particularly meaningful to them. Ten minutes of "connections" can be very valuable here. In the interest of time and patience, fifteen people is about the limit for this exercise. If you have a larger group, break it into smaller groups. In a classroom, you might want to do this on a day when you can have an aide or parent volunteer present or colleague who wants to learn some of your new activities. You would give the main instructions to the whole group and then have your assistant facilitate the other group. "Facilitate" in this case means to model caring and respectful listening, remind people gently if necessary to claim memories as their own, to look others in the eyes as they honor their memory, and go first to model sharing a story that is brief, to the point, and meaningful to you. (Some More) Gatherings Compiled by NCIP Teachers INTEGRATED LESSONS CLASSROOM INFUSION ACTIVITY #3 (Some More) Gatherings Compiled by NCIP Teachers Lincoln Junior High Ft. Collins, CO. Describe one of the best and worst presents you have ever received Talk about your grandparents and what kind of relationship you have with them, especially anything you really like about it If you were stranded on an island and could only take one CD, which one would you bring? What is your favorite sport and why? Try to be specific. How do you feel about homework? What is the best and worst parts of it for you? 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Taking Stock of Progress Board of Education March 5, 2018 \| Strategy: Learning Tactic: Transforming Student Task \| Tactic Leader: Jef Fugita \| Conversation Structure What are we trying to do? 1 How are we trying to do it? 2 At any given moment, how will we know if we're on track? 3 If we're not on track, what are we going to do about it? 4 \| Keeping Learning at the center \| System Indicators \| System Indicators \| Conversation Structure What are we trying to do? 1 How are we trying to do it? 2 At any given moment, how will we know if we're on track? 3 4 If we're not on track, what are we going to do about it? \| Theory of Action IF teachers are supported with models, resources, and learning opportunities to change student tasks incorporating high standards and Jeffco Generations skills THEN students will apply and use content knowledge and essential skills through relevant, engaging, and real world learning experiences. \| SMART Goals 1. By 2022 the transform the task elementary index (MYVH) will be at least 3.18 (4 point scale) 2. By 2022 the transform the task secondary index (MYVH) will be at least 3.00 (4 point scale) \| SMART Goals 1. By 2022 the transform the task elementary index (MYVH) will be at least 3.18 (4 point scale) 2. By 2022 the transform the task secondary index (MYVH) will be at least 3.00 (4 point scale) \| The Make Your Voice Heard Indices Elementary (12 questions) Secondary (14 questions) My teachers ask difficult questions in class. My teachers give me a chance to answer questions. My math work is challenging. The things my teacher asks me to write are challenging. The things I read in school are challenging. In my classes, teachers ask me to explain my thinking. What I learn in this class is useful to me in my real life. My teacher tells us what we are learning and why. My classes are very interesting My school work is meaningful to me My teachers make it fun to be in class. I just pretend that I am working in class. My teachers ask difficult questions in class. What I learn in this class is useful to me in real life. My math work is challenging. My writing assignments are challenging. The reading materials in my classes are challenging. My teachers know when the class understands, and when we do not. In my classes, teachers give students time to explain our ideas. In my classes, teachers ask me to explain my thinking. My teacher checks to make sure we understand what he/she is teaching us. My teacher tells us what we are learning and why. My teachers encourage me to do my best. When I am in class, I just pretend that I am working. My classes are very interesting My school work is meaningful to me \| Theory of Action IF teachers are supported with models, resources, and learning opportunities to change student tasks incorporating high standards and Jeffco Generations skills THEN students will apply and use content knowledge and essential skills through relevant, engaging, and real world learning experiences. \| Milestones * Bright spot identification and documentation * Monthly professional learning for instructional coaches * Teacher outreach and input (500 teachers) * Learning Lab classrooms in all schools "Gathering ideas from other teachers, professional development, observations" "Time to observe other teachers who have been successful in a transformation" \| Leading Indicators * Number of schools sharing examples of "transformed tasks" * Number of teachers sharing resources in Bridge to Curriculum * Number of schools participating in Learning Labs \| Conversation Structure What are we trying to do? 1 How are we trying to do it? 2 At any given moment, how will we know if we're on track? 3 If we're not on track, what are we going to do about it? 4 \| SMART Goal By 2022 the transform the task elementary index (MYVH) will be at least 3.18 (4 point scale) \| SMART Goal By 2022 the transform the task secondary index (MYVH) will be at least 3.0 (4 point scale) \| Implementation Heat Map Transform the Student Task \| Conversation Structure What are we trying to do? 1 How are we trying to do it? 2 At any given moment, how will we know if we're on track? 3 If we're not on track, what are we going to do about it? 4 \| Successes * There is evidence of transforming the task happening in schools * Professional learning around transforming the task is happening * Videos of teachers who are demonstrating entrepreneurial spirit in transforming the student task are being created * Over 70% of the Innovation Fund Applications identified the transforming student task tactic * We had 126 responses on the teacher input * We have 29 schools with bright spots identified in padlet \| Transform Task Video \| Challenges * Building an infrastructure at scale to sustain transforming the student task * Continuing to build the mindset to share resources and learning * Building coherence across all tactics \| Resources Required * Funding to support growth of learning labs in all schools * Funding to add functionality to Bridge to Curriculum "Make no mistake - the changes proposed here are deep and meaningful in scope and will take years of focused intensity to execute fully. " - Dr. Jason Glass \| Board of Education Ends Alignment Ends 1- Engaging Climate and Culture Every school and the district will have an engaging climate and culture that: * Ensures a safe, caring and engaging environment for students, staff and families. With the expectation that: * Every student will develop life skills and a continuous learning mindset to succeed in post-secondary aspirations (Self-Direction and Personal Responsibility competency). Ends 2- Career, College and Life Aspiration and Connections Every school and the district will ensure that every student has the opportunity to work towards being connected to career, college and/or life aspirations through systems and practices that: * Provide effective teaching and measurement of rigorous student learning expectations With the expectation that: * Every student will be able to apply and transfer learning across disciplines and real world contexts (Critical Thinking and Creativity competency). Ends 3- Learning Systems and Leadership Every school and the district will have effective learning systems and shared leadership that: * Provide high quality core instructional practices, interventions and enrichments. * Provide high quality professional development and professional growth support structures. * Utilize continuous improvement processes that incorporate problem-solving approaches to reduce or eliminate root causes of student performance challenges. With the expectation that: * Every student will receive the skills, support and educational opportunities needed to achieve his or her full potential. \| Questions? 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Harmonic things Transcript Date: Thursday, 11 December 2008 - 12:00AM HARMONIC THINGS Professor John Barrow What we are going to do today is to look at a particular mathematical series which has an unusual property. First, we will have a little look at the mathematical background to that series, and then we will look at some of the unexpected applications of the properties of that series to a collection of relatively everyday things, such as records, recruiting people for jobs, planning expeditions over long distances and other things like that. But let us start off by having a look at a few equations. We are going to look at two sorts of series. A series is a sum of different terms; each term is generated by doing something to the previous term. The first idea to get straight is that some series, when you add them up in a never-ending sequence of terms - so an infinite number of terms - the sum you get is a finite number, such as three or five. There are other series where the sum is not finite, and if you keep on adding terms, you can make the sum of the terms as big as you please. The first sort of series, we call a convergent series, because the sum converges to take a particular value; and the second sort, we call a divergent series, because it does the opposite and it just gets larger and larger, or we say that its sum is infinite. This series here, which, if you think back to your school days, or if you like to work out your compound interest on your savings account, looks a bit like this: So we have a first term, which we'll call a, and then the next term, we just multiply that by some quantity, the ratio r, and then we multiply that term by r again, and then by r again, and so on forever. This is typically called a geometric series. You can see how it relates to the compounding interest in your savings account. You start off with a certain amount. After one year of interest at rate r, the amount you have got is a + ar, and so on. How do we work out what the sum of this term would be if we have some particular number of terms - if there are 'n' terms here? The formulaic answer to this looks something like this: This means that you simply multiply the series by that ratio, and you notice that what happens is that you get an ar, an ar 2 each term just shifts along one. So you can see that this formula is the same as the one see looked at just before, except that you are missing the first term, call it zero, but you have got a new term on the end, ar n-1 x r which is ar n . All these terms will cancel out, leaving the first term, ar, minus the last one, ar n . So, if we want to know the sum, we can just divide by one minus r and take out the a: So the sum is a rather simple manipulation that you met at school, and you can see, because this ratio, if we specify that it has to be less than one but bigger than minus one, so it is a quantity like a half, say, if you raise it to a larger and larger and larger power, ½ n goes to zero. So if you had an infinite number of terms, the sum of this series will just approach the first term divided by one minus r. Which, in this instance of both n and r equalling ½, would make the result 1: If a = ½ and r = ½ S(n → ∞) = ½ / (1 - ½) S(n → ∞) = 1 So it is a very simple formula that tells you what is the sum of any number of these terms will add up to, and this is the same sum even if it is an infinite number of those terms? To give a simple illustration of this, suppose that the first term of your sequence is ½, and the ratio is ½. This would make the series you are concerned with look like this: ``` 1/2 + 1/4 + 1/8 + 1/16 + 1/32 + ... = 1 ``` Having put it into our formula we can see that ½ over one minus ½ is a ½ over ½, which is one. So that's a simple example of a convergent series. But you can intuitively see the correctness of this result just by drawing a picture. Suppose that we have a piece of square paper - it is one unit along the sides, and one unit along the top and bottom, so the area is one times one, which is one square unit. But now, suppose we cut that paper up: first we cut it in half, and then we cut those halves in half again, making the original paper into quarters, and so on, making the paper into eights and sixteenths and so on forever. Now, you know that the total area is one times one. Also, if you add together the area of all your pieces - 1/2 plus a 1/4 plus an 1/8 plus 1/16 plus 1/32 and so on forever - you cannot have any more than the whole sheet of one by one paper, and you won't have any less. Therefore, we know that the sum of all that halving will be a piece of paper of area one unit area. This can be seen very easily with a picture: This is something of a pictorial proof of what we just saw; that the sum of that series is equal to one. It is the demonstration of the equation which says the total area is equal to the sum of the areas of all the pieces that you get by halving the large sheet. There is a nice example of these sorts of series in VAT (Value Added Tax). If you have to do look after VAT accounts, you will know that it is always a rather awkward number, such as 17.5%. But it is not quite as awkward as it looks, because it enables you to work out VAT in your head. Suppose there is something which costs £80, how do you work out 17.5%? Well, you notice that 17.5 is 10 plus 5 plus 2.5. So your 10% of 80 is 8, halve it and you have got 4, which is the 5%, halve it again and you have got 2, which is the 2.5%. Now that you have the value for 10%, 5% and 2.5%, you can just add those three numbers together to make it up to the 17.5% you were looking for. So you have got your 8 + 4 + 2, which is 14 - that is the total VAT. So, despite initial appearances, the choice of 17/5% is rather a nice choice. A while ago, I wrote a little article which shows up again in my 100 Essential Things You Didn't Know You Didn't Know book. You could try and predict what will the VAT rate be in the infinite future. Well, there were two possibilities of the next possible steps in the VAT if you want to maintain this simple pattern which is easy to work it out: ``` Present rate: 17.5% = 10% + 5% + 2.5% Change to either, 18.75 = 10% + 5% + 2.5% + 1.25% or, 15% = 10% + 5% ``` But what will happen ultimately? You can see that, if you kept on adding terms, the pattern is going to be of the same type as the one we have already met? So the VAT series is one where the first term will be 10% multiplied by one, 10% multiplied by ½, 10% multiplied by ¼ and so on: ``` 10% x (1 + 1/2 + 1/4 + 1/8 + 1/16 + 1/32 + ...) ``` So, in the infinite future, you would expect the VAT rate to be the sum of this infinite series times 10%: ``` 10% x (1 + 1/2 + 1/4 + 1/8 + 1/16 + 1/32 + ...) ``` We can see that the infinite series within the brackets is the same one as we met before (whose sum was one) with an extra one at the start, therefore, the sum is one plus one. So the sum in the brackets is 2. Therefore, you would expect the VAT rate in the infinite future to be 20%, if it followed this nice, computationally attractive pattern: ``` 10% x (1 + 1/2 + 1/4 + 1/8 + 1/16 + 1/32 + ...) = 20% i.e. 10% x 1/(1-½) = 20% ``` But let us look at a different sort of series now. Not all series converge and have these nice properties, and it is a series like this that we are going to focus upon now. This is the harmonic series: This series was studied very closely back in the 1300s by people like Nicolas Oresme, who was the counsellor of Charles V in France, a great polymath, one of the pioneers of musicology, the first person to use graphs and calculational diagrams in doing mechanics, and he was also an expert on astronomy and many other areas of mathematics. He was much interested in infinite series, series like this, and also ones where the signs alternated, plus and minus. Well, on first sight this harmonic series looks a bit like the last one. It has got terms that go on forever, and each term gets smaller than the previous one, so you tend to think that the same type of thing is going to happen: if you keep on adding them up indefinitely, eventually it is all going to peter out and we are going to get closer and closer to some number. But in fact, that is not the case. If you keep on adding terms to this series, you can make the sum as big as you like. So if you specify any large number, eventually you will be able to add enough terms to this series to surpass that number. So that is what we mean by saying it is divergent: its sum is bigger than any number you care to choose beforehand. This series is a particular case of a situation, which is there is many series: if we were to look at a series where, instead of having a 2, a 3 and a 4 as the denominator, but something else - let us represent it with 2 p and 3 p and so on forever - then if p is smaller than one or equal to one, then that series is going to diverge; but when p is bigger than one, like it was for the last series we looked at, then there is a finite value for the sum: So 'p is one' is a critical dividing line between series which are going to diverge and those which are going to converge, and, for a mathematician, this is closely related to the properties of these integrals. If you integrate one over x up to infinity (which is log x) and it diverges to infinity, but if you integrate 'one over x p' , where p is bigger than one, the answer is finite. But, how do you get that proof? It is a beautiful and very simple proof, and everyone should know it. If we look at our series again, we can imagine that there are a lot of terms: ``` H = 1 + 1/2 + 1/3 + 1/4 + 1/5 + 1/6 + 1/7 + 1/8 + 1/9 + 1/10 + 1/11 ... ``` The proof is simply to notice that, if we group the terms in the right way, its properties become obvious and transparent. So it is a good example of how, in mathematics, just looking at a problem in the right way can avoid an awful lot of time and trouble and work. So, what we can do is bracket the first two terms, and then the next four terms, and then the next eight terms, then the next sixteen terms and so on in that pattern: ``` H = 1 + (1/2 + 1/3) + (1/4 + 1/5 + 1/6 + 1/7) + (1/8 + 1/9 + 1/10 + 1/11... 1/15) + ... ``` It should now be clear that, in the first bracket, you have got ½ and ¼, so if we replace them by ¼ and a ¼, we would always have a smaller sum, because ¼ is less than ½ and it is less than 1/3. Similarly, for the next one of four, we can replace every term by 1/8, and for the next one we can replace every term by 1/16, and so on. ``` H = 1 + (1/4 + 1/4) + (1/8 + 1/8 + 1/8 + 1/8) + (1/16 + 1/16 + 1/16 + 1/16... 1/16) + ... ``` So we are replacing it by what is the next term in the series. So the result is that we have got something which is smaller than our original sum, because we have made sure that every bracket is smaller. Now, if you look closely at the brackets, they have a very simple property: each of them is equal to ½. The first bracket is adds up to 2/4, the next bracket adds up to 4/8, the third to 8/16, the fourth to 16/32, and so on. So, every bracket has been arranged so that it is equal to ½. The number of them is infinite, there is a never-ending number of those halves, and so the sum of this series is bigger than an infinite number of halves, which is obviously infinite. So the technique is: show that the series you are interested in is bigger than another series which is easier to handle; show that that other series diverges, so your first series must diverge as well, because it is bigger. So this is an interesting manipulation. There was a great prejudice against dealing with divergent series historically in mathematics. Niels Abel really captures this with this statement of his: Divergent series are the invention of the devil, and it is a shame to base on them any demonstration whatsoever. The idea that there are 'an invention of the devil' meant that people were always worried that it was possible to make some illegal move by manipulating these infinite quantities. That is a serious worry. A real proof starts with this idea, but does something much more rigorous on paper. The thing about 'H' is that it may be infinite, it may diverge in the way we have proved, but the key point about it is that the sum takes an awfully long time to get to infinity, so it grows very slowly. To look at some examples, suppose we label it in this way: ``` H(n) = 1 + 1/2 + 1/3 + 1/4 + 1/5 + ... + 1/n ``` So after we have got n terms, we will call it H(n). So after two terms, its value is 1.5; after four, it has got to a bit over two; by the time you have got to ten, it is only at 2.9; after 100 terms, it is only 5.19. So it is growing very slowly. After 1000 terms, it is only 7.5; after a million terms, it is only 14. ``` H(1) = 1 H(2) = 1.5 H(3) = 1.833 H(4) = 2.083 H(10) = 2.93 H(100) = 5.19 H(1000) = 7.49 H(1,000,000) = 14.39 ``` So you can see this might be of some practical significance. Although the series is going off to infinity, it does so very slowly, and so parts of this sequence might be very practically useful. In fact, as Euler first showed, there is a very good approximation as to what this sum is over a long period of runs. It looks like a particular constant that we usually call Euler's Constant, which begins 0.577. It is one of these mysterious numbers of mathematics, like pi and e, and I think it is especially mysterious. I think there is not even a proof that this number is irrational or transcendental as yet. But the other part of the answer is the natural logarithm of n. ``` H(n) = 0.577 + logen ``` So this quantity grows just as the logarithm of the number of terms. Let us now have a look at what that means in practice, to bring these bare numbers to life a little. If you are a philosopher, you might be a bit shocked by this series. For instance, suppose you thought that human progress was always going to be diminishing, so in each year or century in the future of human existence, the amount that we would learn would always be smaller than what went before. The average person thinks, therefore, that it must all die out and tend to a constant value, and there will eventually be no progress. But from this series you see that this is not really the case. If the amount that we added to our knowledge every century of human existence followed this pattern, even though the increase was forever diminishing, there would still be no limit to the sum of knowledge after a very large amount of time. Perhaps a more practical application of this series is in records, and in particular, let us focus on rainfall records. So if you are interested in any problem where you are focusing on 'Is this year a record performance? Is it a record rainfall? Is a record temperature?', where you believe the process to be a random one, that is there is no systematic process by which this year's rainfall is determined by last year's rainfall, then that may be something you want to test. So one of the things this would not apply to would be sporting records, because they are not random. People train systematically, they improve in a systematic way, so the performance of 100 metre sprinter is targeted on being better than the existing record. In contrast, the rainfall high in each year is just a random event. So let us see how this works. Suppose, in year one - the first year we keep our rainfall record - we measure the rainfall and, obviously, in the year one, we have only got one rainfall datum, and so it must be a record. So the number of record years after the first year of record keeping is one. In the second year, you have got a second year of rainfall information. We are assuming it is independent of the first year. So there is a 50/50 change it could, with 50% probability, beat year one, so it would be a new record. But it could, with 50% probability, be less than year one and so not be a record. So the expected number of record years after two years is 1 + 1/2. If you go to year three, there are six ways in which the rainfall values could come out: there are six ways to write down the numbers 1, 2, and 3 in different orderings. I have highlighted, in bold, the only two cases where the third year rainfall is the highest. This is shown in the sequence because they are listed in the order of volume: the lowest rainfall, to the middle rainfall level, to the highest. So there are just two cases, 123 and 213, where year three comes out at the top. So if they are random and independent, if there were six ways for things to turn out, only two of them produced a record in year three, so there is a 2/6, or 1/3, chance of a record in year three. So the expected number of record years after three years is 1 + 1/2 + 1/3. You should hopefully be able to see the way this is going: we can carry out the same argument and write down four numbers in different orders and we will see that there is going to be a 1 in 4 chance of a record year after four years, and the number of record years expected after four years is going to be 1 + 1/2 + 1/3 + 1/4. So we see that a harmonic series is gradually emerging here. If you carry on this argument, after n years of record keeping, assuming the rainfall levels are independent in each year, the expected number of record years for the rainfall is given by our harmonic series: Let us try this out. If you look at the Kew Gardens records, which have been kept from 1748, which makes over about 256 years of UK rainfall data. So what is the value of H(256)? How many records should you find over that period? Well, that value of H is around 6.124, which means that you should only find about six record rainfall years. To find even eight record rainfall years, you are really looking at more than 1,000 years you have got to go to before you are going to find that number of records. So if the rainfall is really random, the values are independent year-on-year, and there is not some systematic process like global warming creating a new record every year because of external, non-independent factors, records really are rare. So, to look at some pictures of long time runs, we can look at Australia and its run of records from about 1900 up to the present: If we only look at the data until the year 2000, making it a period of 100 years, you would expect there to be five or six record years. If we look at the graph, we can see that this is confirmed from what was found - there are six record rainfall years. To look at an Indian plot, where the values are plotted around the mean, we can see the same thing. So if you just look at the maxima, here you go from 1870 or so up to the present, so you would expect about six. If we look at the data we can see that there are indeed six record years. Here is the so-called Central England Temperature Record, so this is the standard way to calibrate temperatures in the UK because it is taken from some place in the heart of the country, far from the sea: Again, you can look at how many record high temperatures there have been over this period of about 350 years. You would expect there to be around six and a bit. It is quite good because there are six, and then recently, all sorts of things have been happening. There is a significant departure from these statistical trends in rather recent years, with almost every year becoming a record - which is rather alarming. Of course, I have talked about records, and I have talked about highest temperatures, highest rainfalls; but everything I have said applies to record lows as well. If you turn any of these pictures upside down, you can apply the same reasoning to the lows in the temperature or the lows in the rainfall and find the same types of predictions confirmed in the data. Another application of records is bunched traffic. It does not sound as though it has got anything to do with the harmonic series, and nothing to do with rainfall records, but bunched traffic is very like it once you look into it. So if you go on a long car journey you get rather used to the phenomena of bunches of cars forming on motorways and other dual carriageways, where some driver will be going rather more slowly than people behind, and you will create this bunch that is created by the slowest driver. Some distance in front of that slow driver, there will be another bunch behind another slow driver. So what is creating the bunch, or the bunching effect, are a series of record drivers - they are the record slowest drivers on the road. So you can now apply the same reasoning to asking, if you have a certain number of cars on the road how many bunches of traffic do you expect there to be forming in this way? The answer is exactly the same as applied to the rainfall records. You are asking how many record low speeds are you going to encounter as your run through the traffic. Each time you get a record low speed driver, there will be a bunch behind that driver. The answer we have seen, is exactly the harmonic series: So if your n cars of traffic is 1,000, then you would expect there to be about 7.5 of these bunches, with gaps between them. You will see this phenomena if you go through a long tunnel. You notice how the spacing tends to alter. You enter the tunnel with a certain amount of space between cars, and then when you go out at the other end, the spacing has changed so the faster cars are going in smaller, more widely separated bunches than the cars that are near the beginning of the tunnel. Once you start thinking in this way of simple examples of records, you can soon imagine other simple applications. Another one we may thin of which, again, at first sight seems to have nothing to do with harmonic series, is testing components. Suppose you have a business and you have thousands of components that in some sense are rather precious, that is you do not want to smash them all up. Maybe they are glass tubes, or pieces of metal which are going to bear some load. What you want to know is what the tolerance is, what the strength is, of these components. So you want to get an idea of what the weakest link is, as it were; what is the minimal tolerance. Well, the bad way to do it is to test every single one of them, and odds on, you will break them all except one, maybe the last one, so you do not want to do that. You want to figure out how it is possible to get a very good idea of the breaking strength by having a particular strategy of testing only some of them. Again, we are interested in a certain sort of record. We are interested in the record weakest component. So let us call the strength of one of these bars Br, and what we are going to do is pick the first one, and we will add a stress to it until it breaks. So we know the breaking strength of the first one, and we will call that B1. Now we will pick up the second one and we will apply a stress to it equal to that breaking stress B1. If it does not break, we will know that the strength of number two is greater than number one. If it breaks first, we will note B1 because it is the weaker, so it is giving you a guide to the weakest beam. Let us now move on to the third component and stress it to a stress level equal to the smaller of B1 and B2. If it breaks, then it is weaker and we will make a note of it; otherwise, move on to the fourth one. Stress that to a level equal to the minimum of one and two and three. If it breaks, make a note of B4; otherwise, move on. So keep on going, we are attacking this record for the weakest component, and after we have taken n of these bars, the expected number of ones that we will have broken will be the harmonic series. Since we can imagine that we have 1,000 of these components, you are only going to expect to break about 7.5 of them to get your estimate of what the breaking strength is. There is another curious application, for those of a suitable age, who used to collect things as a child. I think this is more a little boys' hobby ground, but when I was a child, everybody collected things - football cards, cigarette cards, team cards, models, things out of breakfast cereals, etc. Everything you bought had an object in it that you could collect to accumulate a set, so your mother ended up with fifty packets of Cornflakes in the kitchen at home so that you could collect all the cards that you had to get to complete the set. The challenge here is, suppose you know there's a set of fifty of these collecting cards. How many should you expect to have to buy in order to collect the whole set? On the other hand, suppose you are a businessman and you are making these objects, you want to be able to work out how many people are likely to have to buy of your cards, your bubble gum or whatever, in order to get their set. So you can manipulate the situation so that they buy a nice, large number before they get the set. (Of course, if you are unscrupulous, you simply do not make so many of the Bobby Charltons - that was the one that nobody could ever get! - But let us ignore this possibility, so that it really is random what cards you get). So, what happens when you are trying to collect sets of things? Well, it is a bit like the last two problems. For the first card you buy, you will certainly need it for your collection. You have not got any cards, so you always need that first one. If you then buy a second packet of bubble gum, what is the chance that you have not got the card in there? Well, if we suppose there is a set of fifty, there is a 49/50 chance that you have not already got that card. If the cards are independent, equal numbers, if you buy the third packet, there is going to be a 48/50 chance that you have not got that card already, and a 2/50 chance that you have, and so on. So you can see how the pattern is going to go. To jump on, suppose you have got forty cards, for the next one you buy, there is going to be a 10/50 chance that the next one is one you have not got, and you are going to have to buy on average another 50/10, or five cards, to have a better than even chance of getting one that you still need. So you can see the pattern is rather straightforward: the number of cards you are going to need in order to get the whole set, with a 50% probability, looks like this series: ``` 50/50 + 50/49 + 50/48 + 50/47 + ... + 50/3 + 50/2 + 50/1 ``` So for the first card, there is a chance of one, for the second card it is the inverse of that probability, inverse for the third card, and so on, and the last card, you will have a 1 in 50 chance of completing the set. So this series is the answer you want for the number of cards you will need to buy to complete the fifty-card set. You will notice that every term has got a fifty as the numerator, so we can take out the factor of fifty, and what we are left with then is fifty multiplied by 1 + 1/2 + 1/3 and so forth, plus 1/50: ``` 50 x (1 + 1/2 + 1/3 + 1/4 + 1/5 + ... + 1/50) = 50 H(50) ≈ 225 ``` I have reversed the order - 1 + 1/2 + 1/3, and so on, up to 1/50. So there is our friend, the harmonic series, all over again, and the number of cards that you are going to have to buy is 50 times the sum of that series, to 50 terms, and that number is about equal to 225. So that is how many you should expect to buy. You can see, if you change the number of cards in the series, this number is going to get bigger, and roughly, you see what the pattern is: the sum, the number of cards you need if there are n cards in the series, is just ntimes the harmonic series to n terms. So, same argument, if there are ncards in the series, there is the pattern: ``` N/N + N/(N-1) + N/(N-2) + N/(N-3) + ... N(½N + 1) ≈ N × (ln(N) + 0.58 - ln(N/2) -0.58) = Nln(2) = 0.7N ``` So you can always work out pretty exactly how much you are going to have to spend to accumulate your set. One of the things you will notice about this is that there is a peculiar asymmetry. You do not need to buy that many cards to accumulate the first half of the set. All the effort starts to come later on, because you have got more of the cards. Each time you buy another one, it is harder and harder to get those last few cards. So, suppose we just wanted to accumulate half of the set, so we ended this series at n/2, then the total number of cards you would have to buy is just 0.7 times the total, so it is really not that many. For a set of fifty cards, you only need to buy 35 cards to get half the set, but, more than likely, you will have to buy another 190 cards to get the rest of the set. So this is one of the magnetic appeals of the collector: in the early days, you think things are going swimmingly and your little sticker book is filling up, but it is an enticement to keep on buying more and it becomes harder and harder to complete the set. The standard deviation, the variance, as it were, on this answer, N(log(N)), is about 1.3N, so there is quite a big fluctuation around the average. Another thing that you can do, if you collect things, is to try and cheat the manufacturers, in a sense, by swapping. So the calculations I have just talked about tell you how many cards you are going to have to buy if there is just you buying cards, but if you and your friend are both buying cards, then you can swap the duplicates and considerably reduce the amount of time and money that you will have to invest in getting the whole set. This is because, in effect, if you have got, say, some number of friends, F, then the number of cards you are trying to accumulate between you is the total number of cards in the collection multiplied by the number of people there are collecting them, NF. Therefore, you are not necessarily wanting to accumulate all NF for yourself, but just the first N. As we have seen, that is much easier to do than to accumulate the whole lot. In fact, you just apply the same logic, again, to what we have looked at: So, if you have got F friends, you are looking at a number like F+1 multiplied by N log N to be how many cards you would have to buy to complete your set and your F friends' sets if you did not swap; but if you do swap, the number is much smaller. So swapping, as is obvious, saves you from having to buy a great many unneeded cards, but this formula effectively tells you how much you economise by. The next example of this that I want to look at is again related even though it is not obviously so. Traditionally, it is known as the 'Secretary Problem'. It is really the recruitment problem, but it is called the 'Secretary Problem' because the first time it was set out in this way. It was about the recruitment of a secretary from an enormous number of job applicants. So if you just have five applicants for a job, then it is fairly straightforward to see that you will be able to interview each of them, make a judgement, and compare each with all the others to see which is the best one. But if you have an awful lot of applicants, it will not be so easy; it is not so obvious what you should do. Once the number of applicants becomes too large, it is not cost effective or practical to interview everybody. You might take the view you are not going to interview anybody and you are just going to pick the person at random for the job. Suppose there are N applicants and that there is a best candidate out there. What is your chance of getting the best applicant if you pick at random? Well, it is just 1/N, and when N is big - suppose N is 1,000 or 100 - that gives pretty slim odds that you will get the best person. This means that you are pretty much giving up any hope of getting the best person. So that is almost the worst strategy. The best strategy is spending months and months interviewing absolutely everybody, but that is expensive, on time and money, and goodness knows what else. Is there an in-between strategy, a sort of Goldilocks strategy - one that is not too long and not too random? What is that strategy? Well, the idea is to again think of this as one of these record problems. You are interested in the best person. You keep a check of what the best is for a while, test the next person, then the next person. Is there a strategy which does this in the following way? You decide we are not going to see all the candidates; we are going to see, say, the first C of them. Suppose there are 100 candidates, you might see the first fifty or the first twenty, and as you see that first number of candidates, you keep a check on who is the best candidate that you have seen. Then, you see the next candidate, and if that candidate is better than any of the first C that you have seen, you hire them and do not interview anyone else. If they are not better, then you interview the next person, and so on until you find one that is better than that first group. The big question is: is there a way of choosing the size of C here so that you have the best possible chance of getting the best candidate? You can see the approximation relation of this to the problem of testing the beams. Testing the beams, you did not break every beam, you did not test every beam individually, and likewise, here, you are not going to interview every single candidate one by one. First of all, just consider the situation where we have got three candidates, so that we can get grip on everything that is going on. Let us suppose that the actual state of affairs is that Three is actually the best candidate, Two is the second best, and number One is the third best, and let us see how different strategies would or would not arrive at the best candidate. So if we picked at random, we would have a 1 in 3 chance of hitting on candidate number three, who is really the best. So that is what would happen if we picked at random. Suppose we saw these candidates in various different orders when we interviewed them, and these are all the possible orders of those numbers: We could apply a strategy where we suppose that we say we are always going to take the first candidate we see. So we will just pick the first candidate that we see. In the first instance in our list of possible orders of candidates, we would be picking number one, it would be the same in the second ordering, then it would be Two for the next two and then Three in the last two orderings. So in two of the six cases, we would actually end up with the best candidate, by simply having a rule that says we will pick the first candidate we see. So there is a two in six, or one in three, chance of getting the best candidate if we do that. A slightly more sophisticated version is where we in effect have C as two. So we will always let the first candidate go, but we will note how good they are, and we will pick the next one who has a higher rating. So if we take it that Two is better One, and Three is better than Two, we can see than in the second ordering in our list (132), we would let One go and then we would pick Three and we would make the right decision. In the first ordering (123), we would let One go and we would pick Two which would not be the right decision. With the order 213, we would let Two go, we would let One go, and then we would pick Three. So these three cases, 132, 132 and 213, are the three cases where we would get the best candidate, so our chance would be 3 in 6, 1 in 2, of getting. So we have gone up to a half in our chance of getting the best candidate. If you move on, we can imagine that we have got some very large number of candidates that we are going to call N, and rather than use the specific numbers like we just did, we are going to imagine that the best candidate is going to be sitting in the R+1 position, so our C, as it were, is going to be R. We are going to skip the first R candidates and take the next best one that we see. If the best candidates in the R+2 position, we will pick them with this chance, 1/N (that is the random chance) multiplied by R over (R + 1), which is the chance that we let them go in the R + 1 st position: We can also work out what the probabilities are of their coming in any of the positions after R+1 by this same method. Therefore, our probability of getting the best candidate out of N, if the real candidate is in the R + 1 st position, is just this series of terms. So each term gives us the chance that we will pick out the best candidate after letting one larger number of candidates go. So working out the sum of this is not too difficult: It is one over the number of interview candidates, and R is this critical place where we are going to stop seeing people. It is a finite series of terms, it looks a bit messy, but we can tidy it up because what is inside the brackets looks very much like the logarithm for a series, the log of N-1 over R times R: The interesting thing about this quantity is that, if you were to plot its graph, it goes up to a maximum and then it comes down. That maximum value occurs at a place where this logarithm, N-(1/R), is equal to E. This picture is upside down because it is where 1 over E is the maximum value of xlogx. So there is a maximum value for this probability when we choose this logarithm term here to be equal to E. What that means is that this is when E is equal to (N1)/R. But when N is big, (N-1)/R looks like N/R because N-1 is relatively very close to N in the series. So, when N is large, this thing has this rather simple structure - its maximum value occurs when N/R is roughly E, or when R is N/E. What does that mean? R is the number of people that you should let go by; N is the total number; E is 2.7, it is just a number. So what we see is that the maximum value in our problem will occur when this quantity N/R is equal to E. We plug that back in - the actual value of the maximum is about 0.37. So what we should do in this problem is reject the first N/E, that is N over 2.7, candidates, so the first 0.37 x N candidates, the first 37% of them, let them go by, take a note of who is the best, and then you take the next one that comes along that is better. If you do that, your chance of getting the best candidate will be 37%. So it is a rather remarkable result. So if you have 100 candidates: you pick at random, you would have a 1 in 100 chance of getting the best candidate; here, if see 37 of them, pick the next one who is better than any of those, and see nobody else, you will have a 37% chance of getting the best candidate. This has a sort of application of a quasi-sociological and sort of philosophical nature. In all sorts of areas of life we make choices about things based on seeing lots of examples. It might be choosing a house or it might be choosing a husband or a wife. In practice, if we think about this, we tend not to see many examples of these very important things before we choose one, and this example highlights this; that we have a tendency to stop searching too soon. In terms of our workings, this means that we choose our value of C to be very small. So we look at half a dozen houses, we get fed with looking, and we choose the next one that we see that we like more than those, but we would not dream of looking at 1,000 houses. Maybe it is the same with husbands and wives and jobs and venues for meetings and things like that. We tend not to apply the logic of this example. We never allow N to get big enough. But that is just a philosophical interlude about that. The last of these problems I am going to show you are sometimes called the Exploration Problem, and it is about using vehicles to search over a large distance. It is a problem that has a long history, because it was much discussed in different forms during the Second World War, and it was finally solved, in print at least, in 1947, but I think lots of people solved it in different ways for strategic purposes during World War II. The idea is that you want to go from A to B, where B is as far away as possible. So you might be an explorer, and you want to cross a desert, and what you have got at the outset are lots of vehicles and lots of fuel, and you have to figure out how to make use of them in such a way that you can get as far across the desert as you can. So there is no point just taking one jeep with loads of fuel on it - there is a limit to how much fuel you can carry on one jeep - so in one jeep, you will eventually run out of fuel and you will not go any further. So what should you do? We will measure the distances according to how far on one full tank of petrol, so that one unit of distance is the distance that a jeep goes with one tank full of petrol. So, let us suppose that we try and use two jeeps. So one jeep can go distance one unit, but what about two jeeps? The subtlety here is to be able to swap fuel from one jeep to another. What we do is that you go one third of a unit with the two jeeps, so they have both used one third of a tank; then you switch one third from jeep two to jeep one, so that tops up the first jeep's fuel to two-thirds, and drops the first jeep down to one third which is enough for it to go back home, but it allows the first jeep to go on the distance two-thirds. So what is happening, if we do that little trade between two jeeps, you have found a way to get the first jeep out to a distance of 1 + 1/3 distance units. So let us now start with three jeeps now, and instead of switching a one-third of a tank between the jeeps, let us have three jeeps stop after they have gone a distance one-fifth, and then jeep Three puts a fifth of a tank of fuel into jeeps One and Two, and jeep Three stays there. So jeeps One and Two are now just in the situation they were in our first example, and they go on as before. Then, after another third, they switch a third from jeep Two to jeep One, and jeep Two then goes back to join jeep Three. By the time it reaches jeep Three it is empty because it has used its third of a tank to get back there - but jeep Three has got enough fuel left to get them both back to base. So by this recipe, jeep One is now able to get a distance 1 + 1/3 + 1/5 from base. And you should be able to see how this is going to go now from the pattern that is emerging. You have four jeeps next, and they stop after using a seventh of their fuel, and they then switch one-seventh of the fuel into the other jeeps, allowing jeep One to go a distance 1 + 1/3 + 1/5 + 1/7, and three of the other jeeps to return to the other one, refuel and go back to base. So by following this recipe, you can see, if you start with N jeeps, you can get them out to a distance that looks like the sum of 1/(2N-1) and all the other jeeps get back to base to refuel, so there is no limit to how far you are able to go. Here is the N jeep situation: So if you have some number N jeeps that you are coordinating in this way, then this is the total distance that you can get one of your jeeps with all the others returning to base. You can see that it is the harmonic series with the even terms missing. If you put the even terms in, it is equal to the harmonic series, but as it is, it is just half the harmonic series. So if you think about it, what happens to this series when it gets very large is that it just looks like ½log(N). So you have got an unlimited supply chain if you want it. You have a way of making one of the jeeps go as far as you want in this exploratory purpose, with all the others returning to base, using a minimum amount of fuel. Well, that's a good place to end. I hope that I have given you some sort of introduction to the harmonic series, and to show how it pops up in all sorts of places. There are many other problems I have not had time to talk about: indefinitely piling up books or playing cards - you can make them get as far overhanging the table as you wish by using the same idea. So divergent series are not necessarily an abomination of the devil, but can be extremely useful in all sorts of practical purposes.	<urn:uuid:ad63e751-dd0c-4023-85ce-f6835c212bab>	CC-MAIN-2021-17	https://www.gresham.ac.uk/lecture/transcript/download/harmonic-things/	2021-04-11T04:52:41+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038060927.2/warc/CC-MAIN-20210411030031-20210411060031-00560.warc.gz	888,167,508	10,942	eng_Latn	eng_Latn	0.998904	eng_Latn	0.9992	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 70, 3273, 7502, 11683, 15783, 19962, 25327, 30138, 35649, 40083, 44189 ]	[ 2.609375, 0.97265625 ]	1	0
CHAPTER I INTRODUCTION A. Background Language is an important means for communication in daily activity. Moreover, in this era English has become a primary need due to it is the high demand of English fluency to communicate with other people from various countries. For many years students from many places around the world learn English. Since it is considered as an international language, learning English has become a necessity for everyone who wants to engage in international interaction. Mastering English is not a simple thing to do. There are some skills that should be learnt and practiced, such as listening, speaking, reading, and writing. They are the basic language skills especially in teaching English as a foreign language at schools, courses or other educational places whether they are formal or informal. In order to make good communication, people must have enough words, which people understand and use. Considering this need, English as foreign language is taught in the early age, hence in Indonesia, English generally taught since Kindergarten. Richards and Renandya (2002: 81) state that vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write. It also states that vocabulary is a sum or stock words employed by a language, group, individual, work or in field of knowledge. Moreover, Oxford learner‟s pocket dictionary states that vocabulary is: (1) all the words that a person knows or uses; (2) all the words in a language; (3) list of words with their meanings, especially is a book for learning a foreign language. From the definitions above, vocabulary becomes such an important part in learning language especially English. Why? Because vocabulary is the basic essential component in learning English which makes someone able to speak, write, read, and listen. In relation to this case, Tarigan (1985: 2) states that language skill mostly depends on the mastery vocabulary. Thus, the more vocabulary mastered, the bigger possibility someone can skillfully use the language. While, Nation (2008: 66) says that vocabulary is central to language. Without an extensive vocabulary, one will be unable to use the language communicatively. Good mastery of vocabulary is important for anyone who learns the language used in listening, speaking, writing and reading. A learner of a foreign language will speak fluently and accurately, write easily, or understand what he or she reads and hears if he or she has enough vocabulary and has the capability of using it accurately. Mastering vocabulary is the ability to get or to receive lots of words. By having and mastering vocabulary students will know the meaning of vocabulary in the context. It can also help to avoid making mistakes in understanding a written or spoken text. On the other hand, students who learn English face a classical problem dealing with English text, lack of vocabulary is the major one, whereas in fact vocabulary is the most important thing in comprehend the English text. Learning a foreign language means learning about another language beside native language of a country. It means we learn how to translate our native language into foreign language or on the contrary. Translation is one of the most important skills that should be learned and developed by the students. Pinhhuck as quoted by Suryawinata (2003: 13) said translation is a process of finding a TL (Target Language) equivalent for an SL (Source Language) utterance. It is important to have the translation skill because translation is ultimately a human activity which enables human beings to exchange ideas and thoughts regardless of the different language used. Basically translation is transferring the meaning from one text into another text with the change of the form, form of Source Language (SL) is replaced by the form of Target Language (TL). Descriptive text is one of the genres in text that is learnt by the students in senior high school. Bachtiar Bima M and Cicik Kurniawan in Let`s Talk, (2005: 15) state descriptive text is a text which says what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing. Descriptive text stretch out many information about certain people, things, and place clearly and detail. It is taught by teacher as one of learning topics in order to make students know how to describe themselves and their surrounding although it is still in a simple way. In order to be able to translate well, a student should master vocabulary and fully understand and be familiar with the subject matter that will be translated. The more a student has stock of words used in a language, the better it will make their performance in translating English words in a text. Because of that, vocabulary mastery will affect the student‟s understanding and how they will translate the words in a text. The syllabus items for senior high school in Arif Rahman Hakim (2011:1) showed that the students should have around 3000 words and the passing grade for English test is 79. In fact, what students got is below what they have to achieve. It is supported by Arif Rahman Hakim (2011) in his research entitled "The Correlation Between Vocabulary Mastery and The Ability of Translation Among The Tenth Grade Students of SMAN 4 Martapura in Academic Year 2010/2011". The research showed that the vocabulary mastery of the eleventh grade students of SMA Negeri 4 Martapura classified into category fair, because the students got the vocabulary knowledge below 3000 words and the average scores of Translation test was under the passing grade. Based on writer‟s experience in teaching English at senior high school during the teaching practice, the writer has an interest to conduct a research entitled "The Impact of Vocabulary Mastery on The Student‟s Translation Ability of Eleventh Grade Students of SMA Negeri 1 Sampang in 2013/2014 Academic Year". B. Reasons for Choosing the Topic Based on the title of this study is "The Impact of Vocabulary Mastery on The Student‟s Translation Ability of Eleventh Grade Students of SMA Negeri 1 Sampang in 2013/2014 Academic Year", there are some reasons in choosing the topic, such as: 1. Vocabulary is very important to teach to the students for the purpose of helping them in communicating with others and mastering the language as well. 2. Mastering vocabulary is the ability to get or to receive lots of words. 3. Vocabulary mastery affect the student‟s understanding and how they will translate the text. 4. Translation is one of the most important skills that should be learned and developed by the students. 5. The more vocabulary mastered, the better translation ability of the students will be. C. Research Problems In order to make the research brief, the problem of research can be formulated as follows: 1. How is the vocabulary mastery of the students to the grade XI of SMA Negeri 1 Sampang in 2013/2014 Academic Year? 2. How is the translation ability of the students to the grade XI of SMA Negeri 1 Sampang in 2013/2014 Academic Year? 3. Is there any significant impact of vocabulary mastery on translation ability of the grade XI students of SMA Negeri 1 Sampang in 2013/2014 Academic Year? D. Aims of the Study Based on the problems formulation above, the research is aimed at finding out: 1. To know how is vocabulary mastery of the students to the grade XI of SMA Negeri 1 Sampang in 2013/2014 Academic Year. 2. To know how is translation abilty of the students to the grade XI of SMA Negeri 1 Sampang in 2013/2014 Academic Year. 3. Whether any significant impact of vocabulary mastery on translation ability of the grade XI students of SMA Negeri 1 Sampang in 2013/2014 Academic Year or not. E. Clarification of Key Terms The title of this research is "The Impact of Vocabulary Mastery on The Student‟s Translation Ability of Eleventh Grade Students of SMA Negeri 1 Sampang in 2013/2014 Academic Year". To make the study clear, the writer wants to clarify the key terms as follow: 1. Impact Impact means the striking of one body against another; a collision or impinging; effect or influence; the force of a collision or impingement (Webster, 2003: 479). 2. Vocabulary Mastery Vocabulary mastery is a having complete knowledge of sum of words that are used in any language skill (Hornby, 2005) 3. Translation Ability Translation ability is someone‟s basic (power, potential and skill) which it can bring someone to the progress and safety in translating. F. Research Contribution The result of the research entitles "The Impact of Vocabulary Mastery on Students‟ Translation Ability" is expected to contribute to the English Department students and other researchers. The finding of this study can be used by other researcher as the basic consideration to conduct the further study. The result of this study also hopefully can give benefit and contribution to the educational development in SMA Negeri 1 Sampang. It is also hopefully can give actual information about the achievement of vocabulary mastery and translation ability for the XI grade students of SMA Negeri 1 Sampang in academic year 2013/2014.	<urn:uuid:fe3889ec-1306-4719-b750-7230692a0eab>	CC-MAIN-2021-17	http://repository.ump.ac.id/6370/2/Yuliana%20Syifaul%20Jannah_CHAPTER%20I.pdf	2021-04-11T03:11:13+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038060927.2/warc/CC-MAIN-20210411030031-20210411060031-00561.warc.gz	81,932,693	1,940	eng_Latn	eng_Latn	0.992354	eng_Latn	0.996924	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1442, 2958, 4515, 5988, 7136, 8016, 9230 ]	[ 3.859375 ]	1	0
2 6 Absolute Value Equations And Inequalities Right here, we have countless books 2 6 absolute value equations and inequalities and collections to check out. We additionally have the funds for variant types and also type of the books to browse. The pleasing book, fiction, history, novel, scientific research, as competently as various extra sorts of books are readily easy to get to here. As this 2 6 absolute value equations and Read PDF 2 6 Absolute Value Equations And Inequalities inequalities, it ends in the works swine one of the favored books 2 6 absolute value equations and inequalities collections that we have. This is why you remain in the best website to see the incredible ebook to have. Project Gutenberg is one of the largest sources for free books on the web, with over 30,000 downloadable free books available in a wide variety of formats. Project Gutenberg is the oldest (and quite possibly the largest) library on the web, with literally hundreds of thousands free books available for download. The vast majority of books at Project Gutenberg are released in English, but there are other languages available. How to Solve an Absolute Value Equation We're asked to solve for x. Let me just rewrite this equation so that the absolute values really pop out. So this is 8 times the absolute value of x plus 7 plus 4-- in that same color-- is equal to negative 6 times the absolute value of x plus 7 plus 6. Now the key here-- at first it looks kind of daunting. It's this complex equation. ``` Solving Absolute Value Equations - Return to School Solving Absolute Value Equations Date_____ Period____ Solve each equation. 1) 3 x = 9 2) −3r = 9 3) b 5 = 1 4) −6m = 30 5) n 3 = 2 6) −4 + 5x = 16 7) −2r − 1 = 11 8) 1 − 5a = 29 9) −2n + 6 = 6 10) v + 8 − 5 = 2-1- ©7 J280 X142D ... ``` I'm working on Lesson 6: Absolute Value Equations and ... Free absolute value equation calculator - solve absolute value equations with all the steps. Type in any equation to get the solution, steps and graph. This website uses cookies to ensure Read PDF 2 6 Absolute Value Equations And Inequalities you get the best experience. By using this website, you agree to our Cookie Policy. Learn more Accept. Solutions Graphing Practice; 2.5 Absolute Value Equations – Intermediate Algebra (6.3.1) – Solve equations containing absolute values. Next, we will learn how to solve an absolute value equation.To solve an equation such as [latex]\|2x - 6\|=8[/latex], we notice that the absolute value will be equal to 8 if the quantity inside the absolute value bars is [latex]8[/latex] or [latex]-8[/latex]. 2.6 ABSOLUTE VALUE EQUATIONS AND INEQUALITIES Solving Absolute Value Equations. Solving absolute value equations is as easy as working with regular linear equations. The only additional key step that you need to remember is to separate the original absolute value equation into two parts: positive and negative (±) components.Below is the general approach on how to break them down into two equations: Solve Equations with Absolute Value Warm Up Solve. 1. A=lw for w 2. 3. 4. -3v + 6 = 4v – 1 5. 3(2x – 4) = 4x + 4 Answers Lesson 3.4 Page 6/16 Solving Absolute Value Equations 1.1.3 Exploration Determine the solution for each equation. Absolute Value Equation Calculator - MathPapa Absolute value equations are equations where the variable is within an absolute value operator, like \|x-5\|=9. The challenge is that the absolute value of a number depends on the number's sign: if it's positive, it's equal to the number: \|9\|=9. If the number is negative, then the absolute value is its opposite: \|-9\|=9. So when we're dealing with a variable, we need to consider both cases. \|a-6\|=\|6-a\| - Absolute Value Equation Calculator - Symbolab Absolute value equalitiy entered -3\|2x+6\| = -12 To make the absolute value term positive, both sides are multiplied by (-1). 3\|2x+6\| = 12 . Step 2 : Clear the Absolute Value Bars. Clear the absolute-value bars by splitting the equation into its two cases, one for the Positive case and the other for the Negative case. The Absolute Value term is ... Solve Absolute value equations -3\|2x+6\|=-12= Tiger Algebra ... 6. 9 —x—2 +7—7 Explain 2 Absolute Value Equations with Fewer than Two Solutions You have seen that absolute value equations have two solutions when the isolated absolute value expression is equal to a positive number. When the absolute value is equal to zero, there is a single solution because Worked example: absolute value equation with two solutions ... Algebra 2. I'm working on Lesson 6: Absolute Value Equations and Inequalities Algebra 2 A Unit 2: Expressions, Equations, and Inequalities and feel confident in my first few answers, but Page 9/16 Read PDF 2 6 Absolute Value Equations And Inequalities beyond that am lost. May I have some help? **=the answer I believe to be true 1.) The sides of a triangle are in the ratio 3:4:5. Absolute Value Equations: How to solve absolute value ... For most absolute value equations, you will write two different equations to solve. The value inside of the absolute value can be positive or negative. If the answer to an absolute value equation is negative, then the answer is the empty set. No absolute value can be a negative number. Algebra - Absolute Value Equations Solve Equations with Absolute Value. Solve equations with absolute value; including examples and questions with detailed solutions and explanations. Review of Absolute Value The rules you need to know in order to be able to solve the question in this tutorial. 1) \| x \| = 0 if x = 0 2) \| x \| = x if x > 0 3) \| x \| = - x if x < 0 Solving Absolute Value Equations 2 - Cool Math 2.5 Absolute Value Equations When solving equations with absolute values, there can be more than one possible answer. This is because the variable whose absolute value is being Read PDF 2 6 Absolute Value Equations And Inequalities taken can be either negative or positive, and both possibilities must be accounted for when solving equations. Solving Absolute Value Equations - Kuta Solving Absolute Value Equations 2 - Cool Math has free online cool math lessons, cool math games and fun math activities. Really clear math lessons (pre-algebra, algebra, precalculus), cool math games, online graphing calculators, geometry art, fractals, polyhedra, parents and teachers areas too. Solving Absolute Value Equations - ChiliMath Page 12/16 Solve the following absolute value equation: \| X \| + 3 = 2X. This first set of problems involves absolute values with x on just 1 side of the equation (like problem 2). Problem 5. Solve the following absolute value equation: \|3X −6 \| = 21. Absolute Value Equations Worksheet (25 question worksheet with answer key) 2 6 Absolute Value Equations Absolute Value Equations. Recall that the absolute value 63 of a real number $a$, denoted $\|a\|$, is defined as the distance between zero (the origin) and the graph of that Page 13/16 Read PDF 2 6 Absolute Value Equations And Inequalities real number on the number line. For example, $\|−3\|=3$ and $\|3\|=3$. Figure $\PageIndex{1}$ In addition, the absolute value of a real number can be defined algebraically as a piecewise function. 2.6: Solving Absolute Value Equations and Inequalities ... Solve an absolute value equation using the following steps: Get the absolve value expression by itself. Set up two equations and solve them separately. Absolute Value Equation Video Lesson. Khan Academy Video: Absolute Value Equations; Need more problem types? Try ... H 2.2 Solving Absolute Value Equations.notebook The only way the two absolute values can be equal is if the quantities inside them are the same value or the same value except for opposite signs. Doing this gives, \[\frac{1}{2}z + 4 = - \left( {4z - 6} \right) = 6 - 4z\hspace{0.2 5in}{\mbox{or}}\hspace{0.25in}\frac{1}{2}z + 4 = 4z - 6\] Intro to absolute value equations and graphs (video ... Copyright : www.visualnews.com Read PDF 2 6 Absolute Value Equations And Inequalities 2.6 Absolute Value Equations and Inequalities (2-53) 105 EXAMPLE 2 Absolute value equal to zero Solve 2(x 6) 7 0. Solution Since 0 is the only number whose absolute value is 0, the expression within the absolute value bars must be 0. 2(x 6) 7 0 Equivalent equation 2x 12 7 0 2x 5 0 2x 5 x 5 2 The solution set is 5 2 . Copyright code : 16981e87a08156691c294352a267fb96	<urn:uuid:6e840d2d-05b2-4a26-a43f-e9698b87936b>	CC-MAIN-2021-17	http://www.visualnews.com/cgi-bin/open/file.php?title=2+6+absolute+value+equations+and+inequalities+pdf&id=16981e87a08156691c294352a267fb96	2021-04-11T03:42:42+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038060927.2/warc/CC-MAIN-20210411030031-20210411060031-00561.warc.gz	181,242,374	2,120	eng_Latn	eng_Latn	0.918928	eng_Latn	0.99033	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 433, 1021, 1514, 2055, 2609, 3156, 3688, 4164, 4722, 5256, 5846, 6410, 6943, 7524, 7926, 8386 ]	[ 2.953125 ]	1	0
Educational ladder of student participation Tool on Student Voice SLO • Netherlands Institute for Curriculum Development Colophon 2018 SLO (Netherlands Institute for Curriculum Development), Enschede Developed for the ERASMUS PLUS Programme: Student voice - the bridge to learning (BRIDGE) This material reflects only the author's view: The Commission is not responsible for any use that may be made of the information it contains. Authors: Annette van der Laan and Jeroen Bron Information Internet: www.slo.nl SLO, Netherlands Institute for Curriculum Development PO box 2041, 7500 CA Enschede, The Netherlands Telephone (053) 4840 840 E-mail: email@example.com Context Roger Hart (1992) developed a ladder of young people`s participation. The ladders consists of eight steps, implying a certain level of participation in decision-making. The ladder starts with a minimal engagement of students in decision-making, moving upwards towards a greater influence. And ranges from non-participation to full participation of students in the process of decision-making. Marianne den Otter (2015) used this ladder of youth participation as input for the development of an educational tool on participation, to be used by teachers. The purpose of this so-called educational ladder of student participation is therefore to determine the level of student participation in education. The eight steps of the ladder of Roger Hart are combined with the following educational activities: educational content, pedagogy, school and social events and physical aspects of the school. Each of these activities will be assessed by teachers concerning the extent to which students are allowed to talk about educational issues and have the possibility, freedom and autonomy to influence them (student voice). "Student voice" is defined as a right for learners to express opinions, access people who influence decisions and exercise active participation in educational decision-making processes (Thomson, 2011). The concept is related to encourage democracy in action and empower students to have a voice in their education. Students have a unique perspective on learning, teaching and schooling; that their insights justifies not only the attention but also the responses of adults; and that they should be afforded opportunities to actively shape their education (CookSather, 2006: 359-360)". The central aspects of student voice are therefore "sound, presence and power", indicating that students have a voice in the sense that they can speak up and share their thoughts, opinions and experiences. The students are given a platform to speak up from and to be heard to and that they actually can change their situation, possessing an active role in decision-making. Summary of the tool The tool consists of a worksheet that enables teachers to assess the current and desired level of student participation in education. The teacher fills in the worksheet (appendix 1) indicating the relevant level of student participation combined with a specific educational activity (step 1). The activities are related to educational content, pedagogy, school and social events or physical aspects of the school. The important question to answer is: what is the current level of student participation in which students are allowed to talk about their education and enables them to influence the educational activities? This is followed by filling in the same worksheet again, but then from the perspective of the desired situation: what is the ideal level of student participation? The results of the current and desired situation can be transferred to the educational ladder using the worksheet (appendix 2). Put the 'x' and the 'o' that was filled in in appendix 1, on the corresponding rung of the ladder. Write on the right side of the corresponding rung the relevant educational activity it refers to. This provides input for the group discussion that follows (step 2): the results of the current and desired situation of the different teachers are compared, analyzed and subsequently used as input to develop a plan of improvement (step 3). Table 1 outlines the different steps to be taken. The process the teachers go through develops their awareness on student participation at classroom and school level. The underlying question is: where does the learner stand on the ladder of participation and what does the teacher (or school) strive for? Table 1 Steps in identifying the level of student participation in education education * Pedagogy: * * * of students row Appendix 1: Worksheet `Where do students stand on the educational participation ladder?' Fill in: 1. put first an `x` in the relevant steps/level of the participation ladder 2. then put an `o` stating the desired situation of student participation in educational activities Appendix 2: Worksheet 'The educational ladder' - Put the 'x' and the 'o' that was filled in in appendix 1, on the corresponding rung of the ladder. - Write also the relevant educational activity it refers to. Discuss the outcomes. ---------------------------------------------------- ---------------------------------------------------- ---------------------------------------------------- ---------------------------------------------------- ---------------------------------------------------- ---------------------------------------------------- ---------------------------------------------------- ---------------------------------------------------- Adapted from Hart, R. (1992). Children's Participation from Tokenism to Citizenship. Florence: UNICEF Innocenti Research Centre SLO is the Netherlands institute for curriculum development in primary, secondary and special education. We work with teachers, school leadership and other stakeholders in designing the national curriculum framework, enabling individual schools to implement their own curriculum. As a national institute SLO is in a position to combine educational practices with policy guidelines, societal trends and academic research. 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Changing the Habits of an Entire Generation Acknowledgements This report was written by Margo Pedroso, policy manager for the Safe Routes to School National Partnership, with support from Deb Hubsmith, director. Additional colleagues who provided peer review and editing support include Andy Clarke of the League of American Bicyclists and Risa Wilkerson of Active Living by Design. The Safe Routes to School National Partnership is a fast-growing network of more than 400 organizations and professional groups working to set goals, share best practices, secure funding and inform agencies that implement Safe Routes to School programs. The Safe Routes to School National Partnership's mission is to serve a diverse national community of organizations that advocates for and promotes the practice of safe bicycling and walking to and from schools throughout the United States. The Partnership is hosted by Bikes Belong Foundation, a 501(c)(3) non-profit which is a sister organization to Bikes Belong Coalition. For more information visit www.saferoutespartnership.org. Support for this document was provided by the Robert Wood Johnson Foundation, based in Princeton, New Jersey. The Robert Wood Johnson Foundation focuses on the pressing health and health care issues facing our country. As the nation's largest philanthropy devoted exclusively to improving the health and health care of all Americans, the Foundation works with a diverse group of organizations and individuals to identify solutions and achieve comprehensive, meaningful and timely change. For more information visit www.rwjf.org. Table of Contents 2 Safe Routes to School: A Federal Program with Broad Benefits 2 The Genesis of Concern 3 Congress Steps In 4 Off to a Quick Start 4 Impacting the Lives of Children 6 Observations on Implementation: Challenges and Opportunities 6 Demand Exceeds Available Funds 8 Local SRTS Program Managers Are Key 9 Regulatory Burden Slows Implementation 11 Existing Research and Evaluation Are Insufficient 13High-School Students Currently Left Out 14 Building a Supportive Environment for Safe Routes to School 14 Siting Schools in Neighborhoods 15Building Complete Streets 16Addressing School Bus Route Cuts 17 Connecting to School Health and Wellness Initiatives 17 Using Safety Funds to Protect Children 20 Conclusion: A Choice Between Two Futures Appendices 22 Appendix 1: January 2009 State of the States 24 Appendix 2: Safe Routes to School Authorizing Legislation 26 Appendix 3: Safe Routes to School Web Resources 27 Appendix 4: National Affiliates of the Safe Routes to School National Partnership 28 Endnotes 1 2 Safe Routes to School: A Federal Program with Broad Benefits The Genesis of Concern Early in the new millennium, a number of important studies were published that ultimately linked the increasingly smaller percentage of children who walk and bicycle to school to larger public health concerns associated with physical inactivity, childhood obesity and poor air quality. separately provided strong evidence linking air pollution produced by traffic to public health problems in children like asthma, chronic respiratory illnesses and certain cancers. 4 Around the same time, the Federal Highway Administration (FHWA) released the results of its 2001 National Household Travel Survey, which showed a continued dramatic slide in the number of children walking and bicycling to school—down from nearly half of students in 1969 1 to just about 15 percent in 2001 2 —and a related jump in parents driving their children to school. These trends are being felt at the local level, and some communities throughout the United States have documented that parents driving their children to schools can constitute 20 to 30 percent of the morning rush hour traffic. 3 And in 2002, researchers documented that the percentage of overweight children more than doubled in just 20 years' time, 5 putting children at significant risk of developing serious health problems while young like diabetes, high blood pressure, and asthma and with a greater likelihood of further health complications later in life. A related study documented an important contributing factor—just one-third of children were engaging in the U.S. Department of Health and Human Services' recommended level of 60 minutes of moderate to vigorous physical activity per day. 6 Researchers have also shown that children who walk to school are more physically active throughout the day. 7 In 2003, the Environmental Protection Agency (EPA) published an influential report called "Travel and Environmental Implications of School Siting," which revealed that schools designed to facilitate students walking and bicycling to school had measurably better air quality. Researchers have Considered as a whole, the downturn in children walking and bicycling to school could be viewed as a symptom of a growing crisis of physical inactivity—with detrimental effects on the rise of childhood obesity and health problems related to poor air quality. The Five "E's" of a Safe Routes to School Program The Federal Highway Administration (FHWA) recommends that SRTS efforts in the United States incorporate—directly or indirectly—five components, often referred to as the Five E's, outlined below: The Federal Highway Administration (FHWA) recommends that SRTS efforts in the United States incorporate—directly or indirectly—five components, 8 often referred to as the Five E's, outlined below: 1 Engineering—Creating operational and physical improvements to the infrastructure surrounding schools that reduce speeds and potential conflicts with motor vehicle traffic, and establish safer and fully accessible crossings, walkways, trails and bikeways. 1 Engineering—Creating operational and physical improvements to the infrastructure surrounding schools that reduce speeds and potential conflicts with motor vehicle traffic, and establish safer and fully accessible crossings, walkways, trails and bikeways. 2 Education—Teaching children about the broad range of transportation choices, instructing them in important lifelong bicycling and walking safety skills and launching driver safety campaigns in the vicinity of schools. 2 Education—Teaching children about the broad range of transportation choices, instructing them in important lifelong bicycling and walking safety skills and launching driver safety campaigns in the vicinity of schools. SAFE ROUTES TO SCHOOL 2009 POLICY REPORT 3 Enforcement—Partnering with local law enforcement to ensure traffic laws are obeyed in the vicinity of schools (this includes enforcement of speeds, yielding to pedestrians in crosswalks and proper walking and bicycling behaviors) and initiating community enforcement such as crossing guard programs. 3 Enforcement—Partnering with local law enforcement to ensure traffic laws are obeyed in the vicinity of schools (this includes enforcement of speeds, yielding to pedestrians in crosswalks and proper walking and bicycling behaviors) and initiating community enforcement such as crossing guard programs. 4 Encouragement—Using events and activities to promote walking and bicycling. 4 Encouragement—Using events and activities to promote walking and bicycling. 5 Evaluation—Monitoring and documenting outcomes and trends through the collection of data, including the collection of data before and after the intervention (s). 5 Evaluation—Monitoring and documenting outcomes and trends through the collection of data, including the collection of data before and after the intervention(s). Congress Steps In In the midst of all these warnings, grassroots programs were starting to emerge throughout the country, focused on increasing the safety and prevalence of children walking and bicycling to school. Congress took note of these promising community initiatives—in places like the Bronx, N.Y. and Marin County, Calif.—and created the federal Safe Routes to School (SRTS) program in August 2005 through Section 1404 of SAFETEA-LU, the surface transportation bill (see Appendix 2 for the text of the law). Congress authorized a total of $612 million in funding to states over five years, beginning with $54 million for fiscal year 2005 and concluding with $183 million for fiscal year 2009. Congress envisioned Safe Routes to School as a multi-faceted program with an overall goal of encouraging more children to walk and bicycle to school. To accomplish that goal, several related purposes were identified, including improving safety for child pedestrians and bicyclists, encouraging children to lead healthy and active lifestyles, and facilitating projects that reduced traffic congestion, fuel consumption and air pollution near schools. The legislation set out parameters for the implementation of the SRTS program, including the following provisions: Requires each state Department of Transportation (DOT) appoint a full-time SRTS coordinator to administer the program; Provides an annual apportionment of federal funds based on the state's share of the overall population of children in grades K-8; Charges states with awarding the funds to local elementary and middle schools and communities; Creates a SRTS Clearinghouse to disseminate best practices and provide technical assistance and support to state agencies and local projects; and Forms a National Safe Routes to School Task Force to develop recommendations for a strategy to advance the program nationwide. The majority of each state's funding must be spent on grants to schools and communities to retrofit roads and build sidewalks, bike lanes and pathways to allow children to more safely walk and bicycle to school. A smaller percentage of funding (10% to 30%) supports non-infrastructure activities, including walking and bicycling safety education, driver awareness campaigns, more robust enforcement of speed limits and traffic safety rules, promotional events to encourage more children to walk and bicycle and more. The types of activities supported by Safe Routes to School are often called the "Five E's." Fast Facts on Safe Routes to School: Then and Now In 1969: Nearly half of all children overall walked or bicycled to school. Eighty-five percent of children living within a mile of school walked or bicycled. Fifty percent of children living within one to two miles walked or bicycled. In 2001: Less than 15% of children—or 5.7 million children— walked or bicycled to school. Half of children attending school in the U.S. were dropped off in the family car. Fifty percent of children living within a mile of school walked or bicycled. Twelve percent of those living within one to two miles walked or bicycled to school. To the Future: Safe Routes to School programs can increase walking and bicycling by 20 to 200%. Neighborhood schools produce a 13% increase in walking and bicycling. Returning to 1969 levels of walking and bicycling would mean an additional 5.9 million children living within two miles of school would walk or bicycle. Individuals are 65% more likely to walk in a neighborhood with sidewalks. Approximately 65.5 million people living near a school could benefit from Safe Routes to School projects that improve the environment for walking and bicycling. 3 4 Off to a Quick Start After Congress created the federal SRTS program in August 2005, a number of steps had to be taken by state DOTs before grants could be awarded to local schools and communities. In September 2005, the FHWA took the first step and formally requested that each state DOT move forward with hiring or assigning a full-time SRTS coordinator to manage the program. At the beginning of 2006, the FHWA issued guidance to the states on how to interpret the federal statute and making recommendations for processes to administer the program. At that point, states could begin to develop their own application guidelines and procedures for implementing the program. The majority of states also engaged a range of stakeholders—including health and education officials, law enforcement, bicycle and pedestrian advocates, parents and others—on State Advisory Committees to craft the application process, promote the program to communities and review grant applications to ensure a responsible and effective use of the federal funds. Now, just about three years after the law was originally signed, all states have their state SRTS coordinators in place and each state has issued at least one round of application guidelines. Many states have already awarded all of their available money through fiscal year 2009, generally through multiple grant cycles. Across all states, as of December 2008, approximately 90 percent of federal funds from fiscal years 2005 through 2008 have been awarded and more than 4,400 local schools are benefiting from the federal program and are implementing their SRTS programs and initiatives. (Please see Appendix 1 for state-specific information on the implementation.) SAFE ROUTES TO SCHOOL 2009 POLICY REPORT Impacting the Lives of Children In communities all across the country, federal Safe Routes to School dollars are already at work, helping schools and cities to encourage more children to be safe, healthy and active on their way to and from school, and helping communities find solutions to traffic congestion, safety concerns, poor air quality and high rates of childhood obesity and related diseases. Examples of just a few of these Safe Routes to School programs are included in sidebars throughout this report. Saving the Lives of Student Pedestrians— Miami, Florida Miami-Dade County has long struggled with one of the highest rates of pedestrian injuries and fatalities in Florida. In 2001 leaders at the University of Miami-Miller School of Medicine and Jackson Memorial Hospital's Ryder Trauma Center convened a team of experts to develop WalkSafe TM , which seeks to increase traffic safety knowledge among children to reduce the number of injuries and fatalities. The program was mandated as a part of the Miami-Dade County school district curriculum in 2003, and reaches all 232 elementary schools. Federal Safe Routes to School funds have allowed for implementation of the WalkSafe TM curriculum in highrisk school districts, paired with encouragement activities, to get more children walking and bicycling. Safe Routes to School funds have also supported engineering modifications in dozens of elementary schools to make the sidewalks and streets safer for children. As a result of this district-wide focus on safe walking, there has been a 41% decrease since 2001 in the number of child pedestrians injured in Miami Dade County, and crash rates continue to decline at a faster rate than in neighboring counties. Leaders in the Safe Routes to School Movement Federal Highway Administration The federal agency, part of the U.S. Department of Transportation, that oversees the federal Safe Routes to School program and other federally-funded road, bicycle and pedestrian projects. www.fhwa.dot.gov State Departments of Transportation Each state administers its portion of Safe Routes to School dollars, and selects local communities and schools for grants or projects. Each state must have a full-time Safe Routes to School coordinator associated with the Department of Transportation to administer the program. www.transportation.org National Safe Routes to School Task Force Created by Congress and now sunsetted, the Task Force included leaders in health, transportation and education as well as representatives from state government, local agencies and non-profit organizations including the Safe Routes to School National Partnership. It was charged with making recommendations for strategies to advance the program, which were captured in a report to Congress published in July 2008. www.saferoutesinfo.org/task_force National Center for Safe Routes to School The National Center serves as a national clearinghouse and is the training and technical assistance resource for local Safe Routes to School programs and state coordinators. Funded by the Federal Highway Administration, it is operated by the University of North Carolina Highway Safety Research Center in partnership with the American Association of State Highway and Transportation Officials, America Walks, the Governors Highway Safety Association, the Institute of Transportation Engineers and Toole Design Group. www.saferoutesinfo.org Safe Routes to School National Partnership (SRTSNP) The Partnership is a network of more than 400 non-profit organizations, government agencies, schools and professionals working together to advance Safe Routes to School nationwide. As an independent nonprofit organization, the Partnership provides advocacy, research, information, best practices and leadership on federal, state and local policies and practices affecting Safe Routes to School initiatives. A key program is the Safe Routes to School State Network Project, which brings together state leaders to affect policy changes and to leverage resources that improve the safety and ability for children to walk and bicycle to and from schools. www.saferoutespartnership.org 6 Observations on Program Implementation: Challenges and Opportunities While the federal SRTS program is still early in its existence, enough grant cycles and projects have been initiated to allow for an analysis of the program's initial implementation challenges and opportunities. federal investment in transportation, and just 1 percent of what our country spends on school bus transportation. 9 This section focuses on five key policy issues that are slowing successful implementation of initiatives to encourage more children to safely walk and bicycle to school. These observations are based on consultations and input from current and prospective local SRTS grant recipients, state SRTS coordinators and other stakeholders at national, state and local levels. Their experiences in implementing the federal SRTS program and accessing and utilizing the funds are an essential barometer of what is working well and what could work better. If these implementation challenges can be addressed, it will exponentially expand the benefits that Safe Routes to School provides for public health, safety, reducing traffic and decreasing pollution. Addressing these issues will also increase the opportunity for the program to become fully integrated at schools throughout the country, providing improved safety and opportunities for children to engage in healthy and active lifestyles. Demand Exceeds Available Funds: More Funding Needed to Address Childhood Obesity and Traffic Safety While $612 million for Safe Routes to School over five years may seem, on its surface, to be a significant investment, those funds are divided among 50 states and the District of Columbia over five years. To put that figure in perspective, it represents just 0.2 percent of the overall Across the country, state after state is finding that the federal SRTS program is oversubscribed. As of December 2008 state DOTs reported they had received a total of 5,890 requests for funding, and were only able to award funds to 2,363 projects 10 —meaning there are 2.5 applicants for every grant awarded. And, grantees are often funded for less than they had requested. In many states, the ratio of applicants to awards or amount requested to amount awarded is much greater, as the chart below demonstrates. Some states have adjusted their implementation to react to the demand from local schools and communities. The Ohio DOT received such an overwhelming response from applicants seeking infrastructure funds that they had to rework the engineering parameters to restrict the amount of funds each school could receive, allowing funds to be distributed to a greater percentage of applicants. In Massachusetts, the Executive Office of Transportation wanted to avoid turning down many times more applicants than they could fund, so they chose a process to allow more schools to participate in the SRTS program at some level. Approximately 150 schools around the state have signed as partners, allowing them to receive services and resources from a statewide contractor to help them implement educational and encouragement programs. Schools must participate for at least a year and demonstrate community interest to qualify for infrastructure assistance. Massachusetts anticipates being able Need for Funding Outweighs Availability: State Examples SAFE ROUTES TO SCHOOL 2009 POLICY REPORT to provide infrastructure support to approximately 40 schools with their full five years of funding—a fraction of the 1,504 elementary and middle schools in Massachusetts. While all states face challenges meeting the demand, small states have a particularly difficult time in stretching their dollars to fund improvements at more than a few schools. As the apportionment is based on the population of school-age children, low-population states receive a minimum allotment of $1 million each per year. For fiscal year 2009, 14 states fall into that category. The million dollars has to support the state's SRTS coordinator, administration expenses, and the local grant awards. Even when small states limit grantees to $50,000 or $100,000 per award, just a handful of schools can be supported each year in these states. As infrastructure projects can be costly—it takes on average $100,000 to construct one mile of sidewalks 11 —these maximum grant sizes will likely only allow for a small part of a school's needed improvements. There are also signs that the demand in the future could continue to grow beyond the already-high levels of requests for funding. Several states— including Oklahoma as one example—have noted an increase in calls from school personnel looking to SRTS funding for help as they are forced to cut back bus routes to help balance school budgets in times of high fuel prices and a difficult economy. Other states have seen the demand grow from the first grant cycle to the second as word spreads about Safe Routes to School and more schools and communities consider adding initiatives to make walking and bicycling safer for children. Some states, notably Michigan and New Jersey, have concerns that schools in low-income urban areas have not applied for funding even when it's badly needed due to limited staff time and because the schools and communities cannot absorb the costs while they wait for reimbursement by the state. These two states have implemented special procedures and pilots to facilitate participation from underserved urban communities. If these initiatives are successful, requests for funding and support could grow even further from these types of schools. In addition to the demonstrated demand from the state application processes, there are other indicators that the need is not being met through the available funding. Across all states, the average grant size as of December 2008 is approximately $154,000. As there are approximately 100,000 elementary and middle schools across the country, it would take more than $15 billion in additional SRTS funds to ensure that the most basic safety upgrades and educational and encouragement curriculums are provided at all K-8 schools. Given the previously cited figure of an average cost of $100,000 to construct one mile of sidewalks, it is likely that the $154,000 average grant will only allow for some of the needed safety improvements around each school. A similar conclusion was reached by the National Safe Routes to School Task Force, which was created by Congress to develop recommendations to advance Safe Routes to School. In its report, Safe Routes to School: A Transportation Legacy, the Task Force noted that, based on the amount of funding awarded as of summer 2008 and the number of schools that have benefited, the $612 million will likely only benefit 7.5 percent of schools around the country 12 over the course of the five-year authorization, and that those fortunate schools would likely only receive a portion of what is needed to make all needed infrastructure improvements and non-infrastructure activities. While communities and schools wait for the availability of SRTS funding and support, they continue to struggle with neighborhoods that are not safe for walking and bicycling and the resulting negative health impacts in terms of pedestrian and cyclist safety, physical inactivity and obesity, and diseases associated with air pollution. Nationally, Americans spend $76 billion a year on health care costs related to physical 7 8 inactivity, 13 $164 billion a year on health care costs associated with traffic injuries and deaths, 14 and between $40 billion and $64 billion a year on health care costs associated with asthma and other health conditions related to high rates of air pollution. 15 At the current rate of funding, it would take several decades before every school in the United States could receive a SRTS grant. By significantly increasing the funding level for the SRTS program, many more schools will be able to create school transportation options for children that are safe, healthy and less polluting. Making neighborhoods safer and more accessible for bicyclists and pedestrians of all ages will help make progress on rates of obesity and physical activity. Local SRTS Program Managers Are Key: Allowing Their Use is an Important Factor in Local Success Local SRTS managers are often employed by individual schools and communities to oversee and coordinate implementation of a school or school district's SRTS efforts. These local SRTS managers organize parents and community volunteers to carry out encouragement events and activities such as walking school buses, where groups of neighborhood students walk to school supervised by parents. Developing and carrying out an effective SRTS plan and program also necessitates involvement from a wide range of community stakeholders, including law enforcement, school transportation officials, city engineers, health advocates, elected officials, area businesses and community advocates. The staff time and commitment of local SRTS managers keeps the wide range of participants moving forward towards a common goal. Also of considerable importance, the local SRTS manager provides consistency and longevity to the program that may not be provided by a parent volunteer, who is likely to leave the position once their child gets older and moves on to another school. Local SRTS managers can also be employed by a school district or the city and SAFE ROUTES TO SCHOOL 2009 POLICY REPORT Fast Facts on Safe Routes to School: Funding Levels The $612 million available to Safe Routes to School over five years is just 0.2% of the overall federal investment in transportation. Americans spend 100 times as much on school bus transportation each year as they do on Safe Routes to School. States have awarded approximately 90% of available federal funds, with an average grant size of $154,000. More than 4,400 schools are benefiting from Safe Routes to School funding. It would take an additional $15 billion in funding to provide just one grant to every K-8 school in the country. charged with coordinating numerous SRTS efforts at a variety of individual schools throughout the entire community, increasing cost-effectiveness and amplifying coordination efforts. Section 1404(f) of the legislation creating Safe Routes to School allows grant funds to be used to support local SRTS program managers. At the same time, the legislation also restricts the use of SRTS funds for "reoccurring costs," such as crossing guard salaries, unless explicitly authorized in the legislation. While local SRTS managers are an allowed expense in the federal law, a few states—including Illinois—have ruled that their salaries are reoccurring expenses and cannot therefore be reimbursed with federal SRTS funds. The experiences of SRTS programs around the country demonstrate the important role that a SRTS program manager plays in a successful SRTS program. In Las Cruces, N.M., for example, the regional transportation planning authority, Las Cruces Metropolitan Planning Organization (MPO), embarked upon a SRTS pilot at one local elementary school for the 2006 –2007 school year. An employee of the planning authority was permitted to dedicate a portion of his time to coordinate the Safe Routes to School effort. The pilot was successful, and the school board and the MPO are now working together to expand the project to two additional schools, and ultimately all schools in the district. However, the effort cannot proceed without additional staff time and resources, so the Las Cruces MPO is currently in negotiations with the New Mexico DOT to secure funding for a full-time SRTS manager to coordinate programs for the 31 elementary and middle schools in the district. The SRTS program in Windsor, Vt. makes the case for a SRTS manager from the opposite perspective. State Street School received a small planning grant from the Vermont Agency of Transportation— equivalent to approximately $1,000 per year for two years plus assistance from a statewide planning consultant—to help them plan and carry out a SRTS program. Through Walking Wednesdays and other encouragement activities, impressive shifts were documented in just one school year—an increase of 14 percentage points in children walking and bicycling and a decrease of 10 percentage points in drop-offs by the family car. The initial grant also helped the school apply for and obtain a $204,000 infrastructure grant. However, now that funding for the non-infrastructure activities has ended, the school's physical education teacher has to volunteer her personal time after school—instead of a block of time during the school day as in previous years— to coordinate the Safe Routes to School program, making it very challenging to maintain the school's previous level of success and placing the future of the program in the hands of a volunteer. Given the impact a local SRTS manager can have on the longevity and ultimate success of a Safe Routes to School program, it would be extremely beneficial to clarify that this expense is allowable, and to require states to permit reimbursement of these expenses as part of SRTS grants. Regulatory Burden Slows Implementation: Simplification Necessary to Ensure Improvements Are Made Quickly In creating Safe Routes to School, Congress subjected the funds to the same rules and regulations as large-scale, complex, federallyfunded highway projects. In effect, this means that SRTS grantees must go through several layers of approval and processes with the state DOT and the FHWA before a project is authorized to begin. And, although it is a federal statute, state implementation and interpretations of what the regulations require varies widely. After going through the application process and being selected by the state for funding, grantees must first sign project agreements or contracts with the state DOT, which can take several months and in some cases more than a year. After receiving a signed contract, the school or city can embark upon fulfilling the regulatory and federal paperwork requirements. One of the numerous regulatory processes that projects must comply with is the National Environmental Policy Act (NEPA). The environmental review process includes an assessment of whether the project will have a positive, negative or no impact on parks or recreational property, historic sites or features, threatened and endangered species, and water resources like wetlands, floodplains or bodies of water. While simpler bicycle and pedestrian projects qualify for a categorical exclusion from the environmental review process, states still often require these projects to submit a 17-page form with sign-offs from various agencies to document they qualify for the exclusion. Federal regulations also require the use of free and open competitive bidding for any consultants, and limit the use of city or county employees to carry out projects except in specific circumstances. So while many municipalities may already have employees on staff charged with constructing sidewalks, for example, they would usually have to go through a competitive bid process to hire a firm to construct the SRTS project. 9 Regulations also require that all SRTS projects are funded on a reimbursement basis, which creates financial challenges for many schools and communities that must absorb the costs of carrying out a SRTS project and then wait for the state to pay them back. These regulations were originally created to safeguard important environmental and labor protections for multi-million dollar highway projects with a significant potential impact on property and the environment. In the SRTS program, these regulations are being applied to small-scale local infrastructure projects with minimal impacts on property and the environment. And, many states require that non-infrastructure projects—which do not include any construction at all—go through the same layers of paperwork and processes. The impact of these regulations is wide-ranging. Regulatory compliance adds greatly to the expense of a project due to the staff time needed to complete the paperwork and to seek the various levels of required approvals and sign-offs; this makes the projects much more expensive and dilutes the impact and efficiency of the muchneeded federal dollars. These regulations also affect which communities can benefit from Safe Routes to School, as a high level of expertise is needed to manage the federal process. In Maryland, two grantees returned their SRTS awards once they fully understood the time and effort it would take to comply with the regulations. In Oregon, many communities have opted to not even apply for SRTS funding, preferring to find funds locally, which will allow them to complete the project for less money and with less staff burden. And while the SRTS grant awards fund 100 percent of project costs, the federal regulatory processes serve as deterrents to low-income, underserved communities, which often do not have engineering staff available to wade through these requirements. The regulatory process is also causing significant delays in projects. Few infrastructure projects have broken ground around the country due to the length SAFE ROUTES TO SCHOOL 2009 POLICY REPORT of time it takes to get the approval to proceed with bidding and construction. For example, New Hampshire awarded infrastructure grants in December 2007. Nine months later, the first of their grantees received the notice to proceed with the bidding process, which adds another few months before the project can break ground. Oklahoma estimates it will take two years from when an infrastructure grant is awarded to when it will be completed. In Michigan, it has taken nine months to get the first three of their infrastructure grantees ready to bid out their project; the rest are still working through the compliance process. Even non-infrastructure projects are affected— Minnesota estimates it takes five to seven months from the time a non-infrastructure project is announced before the grantee will be given the authorization to proceed. "Regulatory compliance adds greatly to the expense of a project due to the staff time needed to complete the paperwork and to seek the various levels of required approvals and signoffs; this makes the projects much more expensive and dilutes the impact and efficiency of the much-needed federal dollars." While the federal legislation permits funding to be awarded to a wide range of grantees including schools and non-profit organizations, the regulatory compliance issues effectively limit most applicants to cities and counties. Due to the intense requirements and high level of expertise needed to comply, many states now require schools and non-profits to have a sponsoring agency from the city or county government to apply, as they are more familiar with federal regulatory compliance. The impact of these regulatory delays and burdens can also affect the ultimate success of a SRTS project. These projects are often driven by local advocates and parent volunteers, and it is difficult to maintain their enthusiasm throughout the long process, which can last years from the time a project is first submitted for funding. But, most importantly, while these infrastructure projects wait to be implemented, many children—especially those in low-income urban areas—continue to walk and bicycle to school in unsafe conditions. Other children who live within a short distance of their school may be prohibited from walking or bicycling due to traffic and safety concerns, increasing school bus transportation costs for the school district. And, while non-infrastructure projects are delayed, children continue their habits of physical inactivity, potentially putting them on a path towards overweight and obesity. Solving this complex problem would require Congress, the FHWA, and state DOTs to work together to develop a simplified and expedited regulatory process that is more appropriate for smaller-scale projects like Safe Routes to School. Another potential option would be to have state DOTs provide staff or consultants to "nontraditional" grantees like schools or non-profit organizations to help them understand and get through the regulatory and approval processes. Existing Research and Evaluation Are Insufficient: Stronger Data Collection Needed to Measure Success and Identify Challenges The Safe Routes to School legislative language does not require any data collection or evaluation of the program's implementation and effectiveness. The FHWA requests—but does not require—that states evaluate the safety benefits and behavioral changes that SRTS programs generate. No standardized methods are required for states to collect and report this information, creating difficulties in comparing results from state to state and in drawing overall conclusions about the national impact of the federal SRTS program. Eliminating Hazards for Walking and Bicycling—Buffalo, New York Hamlin Park School #74 is located in a low-income community in the Hamlin Park Historic District in Buffalo, N.Y. The Buffalo Public School District and the City of Buffalo are partnering together to improve the quality of life for students by revitalizing communities. The initiative includes restoring schools, strengthening neighborhoods and implementing SRTS programs. With a $550,000 federal SRTS grant awarded by the New York State Department of Transportation, the Hamlin Park Taxpayers Association has created a committee to develop the program and priorities. Infrastructure funds will allow for the complete reconstruction of three key intersections, identified due to their high risk of crashes along the main route to Hamlin Park School. Two are intersections on arterial roads leading to the school that need major upgrades and the third is an intersection considered a safety hazard by the neighborhood. These three intersections will receive new curb ramps, marked crosswalks with enhanced treatments, pedestrian-scale lighting, curb extensions, new signage and pedestrian countdown timers. These improvements tie in perfectly with an already-planned rehabilitation of a pedestrian bridge over the Kensington Expressway that connects to the Hamlin Park School. Once complete, these projects will significantly increase the safety for children who want to walk and bicycle to Hamlin Park School. There are also nearly 1,000 children that live within a half-mile of Hamlin Park School that attend one of the seven other elementary schools in the area that will benefit from the infrastructure upgrades and safety improvements. The National Center for Safe Routes to School, which is under contract to the FHWA to support SRTS programs and state coordinators, has developed standardized parent surveys and student tallies for use by local grant recipients. If grant recipients use these forms before their project begins and again at the conclusion of their project, they can demonstrate changes in school transportation habits and parental attitudes about walking and bicycling to school. The National Center collects the data and processes it for local grantees, and is compiling a database of the responses. Even so, some states do not require their grantees to use these tallies and surveys, resulting in a lack of comprehensive data from the thousands of schools utilizing federal dollars for SRTS programs. And, since the data collection forms were developed and tested in the fall of 2007 and rolled out nationwide in January 2008, most programs will not be able to submit datasets from both the beginning of a school year and the end of a school year until spring 2009. In addition to measuring increases in walking and bicycling to school, the purposes of the program outlined in the SRTS legislation include efforts to increase physical activity and the health of children and to reduce traffic congestion and air pollution near schools. At this point, there is no comprehensive evaluation plan or process in place that would allow for the assessment of these outcomes. The FHWA guidance for the implementation of Safe Routes to School says that states "may choose to evaluate their programs" for these additional outcomes, but the currently available parent surveys and students tallies are not tailored to collect information that allows for the evaluation of health and environmental benefits. While it does take time to put effective and thoroughly tested data collection measures and evaluation plans in place, evaluation is critical to new initiatives. Data collection and evaluation allows a local program to assess its own success and, if necessary, redirect efforts from less successful activities to those that have a stronger SAFE ROUTES TO SCHOOL 2009 POLICY REPORT impact on addressing local concerns. Evaluation at the state and national level, across the range of grantees, is also absolutely essential for understanding the ultimate impact of federal dollars, for evaluating specific outcomes, and for determining whether, how, and in what circumstances funds are most effectively used under varying conditions. For example, a more robust and comprehensive evaluation would allow for an examination of which types of noninfrastructure projects have the most significant impacts on increasing levels of physical activity. These concerns are echoed by the federal government's own investigative and audit authority. In a report on Safe Routes to School issued in July 2008, the U.S. Government Accountability Office (GAO) recommended that the Federal Highway Administration "develop a comprehensive plan to monitor and evaluate the Safe Routes to School program, and formalize its efforts to work jointly with the clearinghouse, CDC and EPA to explore the feasibility of developing health and environmental outcome measures." It would be in the best interests of the future of the SRTS program to require the FHWA to develop and carry out a comprehensive evaluation plan that is able to measure all of the various potential outcomes, including safety, health and environment. Requiring such evaluation would also ensure that data is collected from the states and individual grantees in similar ways, allowing for comparisons of grantee and state performance. Providing dedicated funding for research and evaluation will allow for more robust and scholarly analysis of the data and identification of promising trends and best practices. High-School Students Currently Left Out: Expanding to Grades 9-12 Important to Address Adolescent Physical Inactivity The 2005 Safe Routes to School legislation is limited to serving elementary and middle schools, covering K-8 grades—preventing high schools from participating. It is understandable that the limited initial outlay in funds provided by Congress would be focused to create a higher impact on a smaller segment of the student population, but logistically, there are fewer issues with highschool age children walking and bicycling. Parents generally have fewer concerns about high schoolers walking or bicycling independently, and older children are more physically capable of walking or bicycling longer distances. Plus, as SRTS programs become more prevalent in elementary and middle schools, children will increasingly develop new habits of active and healthy behaviors. If high schools are not able to participate in SRTS programs, older children and adolescents may shift back into their old habits of passively getting rides or driving to school. New research confirms that a backslide in physical activity already takes place during the transition from childhood to adolescence. In July 2008, the National Institutes of Health released a new study 16 —one of the largest and most comprehensive of its kind—to assess changes in levels of physical activity as children grow. The activity levels of more than 1,000 children were tracked from ages 9 to 15, and the study showed that activity levels dropped sharply as children age—from an average of three hours of activity per day at age 9 to an average of just 49 minutes per weekday and 35 minutes per weekend day at age 15. The U.S. Department of Health and Human Services recommends that children and adolescents get a minimum of 60 minutes per day of moderate to vigorous physical activity. But, by age 15, just 31 percent of the study participants were meeting the recommended level of physical activity on weekdays, and even fewer—17 percent—were meeting the recommended level on weekends. The study authors wrote, "There is a need for program and policy action as early as possible at the family, community, school, health care and governmental levels to address the problem of decreasing physical activity with increasing age." The lead author, Philip R. Nader, M.D., professor emeritus, Department of Pediatrics, University of California San Diego School of Medicine, encouraged local governments to provide safe walking and bicycling routes around schools. Following the advice of Dr. Nader and providing high schools with eligibility to compete for federal Safe Routes to School funds would add a financial burden on an already oversubscribed program. There are approximately 24,000 high schools across the country. Assuming the current average Safe Routes to School grant of $147,000 per school, it would require approximately an additional $3.5 billion to make some initial infrastructure improvements and to carry out educational and encouragement activities at high schools nationwide. However, given the serious risks and costs of adolescent obesity and physical inactivity, the health risks and potential health care costs outweigh the financial implications of expanding the program to high schools. Adding high schools as eligible recipients of Safe Routes to School funding will help ensure that walking and bicycling habits continue into adolescence. This expansion would also require at least a 25 percent increase in funding levels to allow high schools to compete for grants without decreasing the rate of funding for elementary and middle schools. Building a Supportive Environment for Safe Routes to School Federally-funded Safe Routes to School programs do not operate in a vacuum. Because so many elements are required to make walking and bicycling to school safe and more prevalent, it takes a concerted, ongoing and committed effort from leaders in local government, the school, law enforcement and the community. Safe Routes to School efforts are more likely to be successful when they take place in a supportive community environment, and this is often determined by state and local policies. There are a number of "big-picture" policies and practices that affect—positively or negatively— the ability of children to walk and bicycle to school or that can help institutionalize SRTS programs in a larger context. Proactive communities can utilize these tools to create a stable, long-term funding stream for their SRTS programs and ensure the program is viewed as an essential part of the solution to community concerns about traffic congestion, childhood obesity, safety and pollution. Siting Schools in Neighborhoods: Community-Centered Schools Are More Walkable and Bikeable Children will only be able to walk and bicycle to a school if it is located within a reasonable distance from their homes. Unfortunately, the trend over the last few decades has been towards larger schools serving wider swaths of a community, and away from walkable, neighborhood schools. The National Household Travel Survey documents that the number of elementary school students living within two miles of their school decreased from 50 percent in 1969 to approximately 33 percent in 2001. Decisions about where to locate a school and the enrollment size it will serve are affected by a range of state and local policies and practices. One such policy is "minimum acreage standards," instituted by many states, requiring that to receive state funding, schools must be built on plot of land that is of a certain size. In effect, this often pushes new schools to the outskirts of communities due to lack of available land of a sufficient size SAFE ROUTES TO SCHOOL 2009 POLICY REPORT Fast Facts on Safe Routes to School: Air Quality and Greenhouse Gases Air pollution produced by traffic is linked to children's health issues like asthma, chronic respiratory illnesses and certain cancers. One-third of schools are in "air pollution danger zones" due to proximity to high-traffic areas. Nearly one in 10 children suffer from asthma, missing 14-million school days per year. It is estimated that air pollution costs Americans between $40 billion and $64 billion a year on health care costs for asthma and related conditions. The transportation sector produces nearly one-third of all U.S. greenhouse gas emissions. Schools designed so children can walk and bicycle to school have measurably better air quality. A 5% increase in a neighborhood's "walkability" reduces vehicle miles traveled by 6%. Returning to 1969 levels of walking and bicycling to school would save 3.2 billion vehicle miles, 1.5 million tons of carbon dioxide and 89,000 tons of other pollutants—equivalent to keeping 250,000 cars off the road for a year. within the community that the school is intended to serve. At the request of the Environmental Protection Agency, the Council of Educational Facility Planners International (CEFPI) examined this issue and ultimately revised its facilities guide 17 in 2004 to remove these minimum acreage standards and encourage communities to select sites appropriate to their community and educational goals. While some states have changed their policies in recent years, over half the states—27 in all—still have state policies setting minimum acreage standards for new schools. Another challenge is that some states have funding formulas and policies in place that encourage communities to build new schools rather than renovate and maintain older school buildings which are often located in neighborhoods. Generally, these formulas limit state funding for renovation and modernization of old schools to a certain percentage of the cost of building a new school (a common ratio is two-thirds). In effect, a community can receive greater state support for a more expensive new school than they could to maintain and expand an older school, even if the renovation project is less costly. Another problem with these calculations is that the cost of building the new school often does not factor in expenses such as constructing roads, installing utilities to access the school and the costs of busing or driving children to the school. As older schools are more likely to be located in neighborhoods and new schools are more likely to be located on the outskirts of communities, these formula-based policies often result in a decrease in the number of children who can walk and bicycle to school. experiences of these six states will identify new strategies for tackling the complex—and often competing—goals surrounding school siting policies and practices. Building Complete Streets: Addressing Bicycle and Pedestrian Safety Up Front Saves Future Retrofitting The National Trust for Historic Preservation has drawn an increasing amount of attention to the impact that school siting has on walkability, neighborhood sprawl and preservation of historic school buildings. 18 The Trust recently awarded grants to organizations in six states—California, Illinois, New Hampshire, Oregon, Pennsylvania and South Carolina—to allow them to research existing state policies on school siting and make policy recommendations that encourage communitycentered schools within the state. Hopefully, the Cities and counties build many miles of new streets and roads each year, and reconfigure existing road networks—at a cost of billions of dollars. When jurisdictions are building new roads or reconstructing existing roads, it presents an opportune time to ensure that the roads are safe and accessible for bicyclists and pedestrians, as well as automobiles. It is much more costly to go back and retrofit a road with sidewalks, pedestrian crossings and bicycle lanes than it is to build the roads with these features the first time. According to the National Complete Streets Coalition, six states and several dozen local jurisdictions around the country have adopted "complete streets" policies, which require that the planning, design, construction and maintenance of road and transit facilities address the needs of all transportation users, including pedestrians, bicyclists, the disabled, transit users and motorists. When these policies are in place, people have more choices about how to get to work, school Walking and Rolling to Cleaner Air and a Greener Planet— Boulder and Longmont, Colorado The Freiker (Frequent Biker) program uses innovative technology to inspire more children to walk and bicycle to school. Children are outfitted with radio-frequency ID tags, and walk or ride underneath a "Freikometer" when they arrive each day, which logs their participation for the day. Children earn prizes based on how frequently they walk and bicycle to school, building excitement and enthusiasm among students. At the same time, school officials have access to real-time data tracking participation levels and estimates of mileage, minutes of physical activity and reductions of carbon dioxide emissions. The Freiker program is currently implemented in eight schools throughout Longmont and Boulder, using a portion of five federal SRTS grants totaling over $270,000 awarded by the Colorado Department of Transportation. Since the beginning of the 2008 –2009 school year, the three participating schools in Longmont collectively are averaging a total of 414 children walking or bicycling to and from school each day—one-third of the student population—generating 22,430 "people-powered" trips to school in just six weeks time. Over the course of the year, assuming a similar level of participation, this will save parents approximately 149,040 miles of driving. This equates to a savings of 68 tons of carbon dioxide and four tons of other pollutants including carbon monoxide, hydrocarbons and nitrogen dioxide. and shopping—and walking and bicycling becomes more prevalent and safer. Research studies have shown that individuals are 65 percent more likely to walk in a neighborhood with sidewalks, 19 and that as the number of people walking and bicycling increases, deaths and injuries actually decline. 20 Complete streets policies can ensure that new roads and road improvements are built right the first time, with attention to the needs of pedestrians and bicyclists. As these policies become more widespread, it will allow limited SRTS funding to focus on retrofitting existing roads and paths, rather than having to fix roads that have not yet even been built. Addressing School Bus Route Cuts: Additional Safe Routes to School Funds Could Help Schools with Budget Challenges As fuel costs spiked during the summer of 2008, school districts all across the country struggled with how to absorb significant increases in school transportation costs. Even with fuel costs easing in the fall, transportation costs have still risen significantly over the past several years. Many school districts were forced to eliminate or consolidate bus routes or restrict busing to children only outside a certain distance from the school. A July 2008 survey conducted by the American Association of School Administrators 21 found that a third of those surveyed had already moved to consolidate bus routes for the 2008–2009 school year, and that another third were considering eliminating bus routes or bus stops close to school sites for the 2008 –2009 school year. In many of these communities experiencing bus cuts, parents responded with concern for the safety of their children walking or bicycling to school, or anger over their own increased gas usage if they planned to drive their children. Parents losing access to school bus service need reassurance that it is safe for their children to walk and bicycle. Otherwise, they will likely choose to drive children in the family car—worsening traffic congestion and SAFE ROUTES TO SCHOOL 2009 POLICY REPORT air quality around schools, and creating more safety hazards for those children who do walk and bicycle. Children from low-income families without the means to drive will likely face increased traffic and unsafe conditions on their walk to school. As school bus routes are consolidated, children that no longer have the option of riding the bus could instead be getting a much-needed dose of physical activity each morning and afternoon. This situation creates an opportunity for parents, school administrators and school transportation personnel to work together in a collaborative manner to identify safety concerns and develop short-term and long-term solutions that make it safer for children to walk and bicycle to school. It is worth noting, however, that with schools consolidating or eliminating bus routes, pressure on the federal SRTS program for grants and support will likely increase. As a point of comparison, for Making Healthy Habits the Norm— Flagstaff, Arizona The Coconino County Health Department is a strong advocate for fit and healthy lifestyles. In partnership with two elementary schools in Flagstaff, the Department was awarded a $39,000 federal SRTS grant to roll out its Walk. Bike. Get Fit. program. The program combines pedestrian and bicycle safety education, monthly punchcard incentive programs and personal fitness goals to encourage more children to walk and bicycle to school. It even includes a classroom curriculum for kids in grades 3 to 6 that integrates concepts related to the benefits of walking and bicycling into health, science, math and geography lessons. To allow children that lived too far from the school to walk or bicycle to get active, the school implemented a walking program on school grounds. Through these varied approaches to Safe Routes to School, the Walk. Bike. Get Fit. program has generated important progress. At the start of the program, just 45 children at one elementary school walked or bicycled to school. At the end of the 2007–2008 school year, that number had jumped to 110 children—a 144% increase. Coconino County Health Department staff monitor student progress throughout the school year, and have recorded an exponential increase in physical activity before and after school, helping children develop healthy habits. the 2004–2005 school year, public expenditures on school busing totaled $18.6 billion 22 —and at that time, gas averaged less than two dollars per gallon—while funding for Safe Routes to School is approximately, 1 percent of that, at less than $200 million annually. Regardless, it is important that any school bus route cuts be accompanied by a deliberate effort to improve safety for children walking and bicycling in order to avoid increased drop-offs by family vehicles and achieve greater rates of children walking and bicycling to school. Connecting to School Health and Wellness Initiatives: Safe Routes to School Should be Integral to School Health Efforts In June 2004, Congress passed the Child Nutrition and Women, Infants, and Children (WIC) Reauthorization Act. A new requirement embedded in the law required all local school districts participating in the Federal School Meal Program to create a wellness policy no later than July 2006. Given that children spend a significant portion of their day at school, schools have an important role to play in safeguarding the health and wellness of their students. Schools are required to work with communities to develop the wellness policies, which must include a focus both on nutrition and physical activity. In response, the National Alliance for Nutrition and Activity developed Model School Wellness Policies to help guide schools and school districts. Their model policy recommends the inclusion of Safe Routes to School as a strategy to increase physical activity levels among students. As schools develop and update their wellness policies, it provides an opportunity to create a supportive environment for Safe Routes to School programs and to link the initiative to pressing community concerns about childhood inactivity and obesity. Many schools and school districts have created wellness teams or councils to promote healthy eating and physical activity and engage local stakeholders. These wellness councils can be an ideal body for institutionalizing Safe Routes to Fast Facts on Safe Routes to School: Health The percentage of overweight children has doubled in 20 years' time; nearly one-third of children today are either overweight, obese or at risk of becoming so. Overweight adolescents have a 70% chance of becoming an overweight or obese adult. Overweight children are at significant risk for diabetes, high blood pressure and asthma. Just one-third of children get the recommended level of 60 minutes of physical activity per day, and approximately one-quarter of children get no physical activity a day at all. Each extra hour a day spent riding in a car increases obesity risk by 6%. Health care costs related to physical inactivity cost Americans $76 billion a year, and obesity-related health care costs total $117 billion a year. Walking one mile to and from school each day generates two-thirds of the recommended level of physical activity per day. Children who walk to school are more physically active throughout the day. School as an ongoing part of a school's initiatives. Wellness councils can also be a source of active and engaged leadership to help drive the SRTS program and ensure that needed safety upgrades are made and that as many children as possible are walking and bicycling to school. Using Safety Funds to Protect Children: Traffic Safety Funding Should Address Child Pedestrian and Cyclist Safety As discussed elsewhere in this report, states have experienced a great deal of demand for the limited federal Safe Routes to School dollars, which represented only 0.2 percent of the entire $286.5-billion federal transportation bill. Schools and communities may need to look to other funding sources to start and sustain their Safe Routes to School initiatives—and safety funds are a good place to start. These initiatives, however, require state and local policies that are supportive of directing safety dollars to SRTS programs. At the local level, traffic fines are one option. Communities all across the country have implemented increased fines for drivers that speed or commit moving violations in school zones, as they are endangering vulnerable children. In some states—notably Arizona and Washington— state legislation doubled the fines for school zone violations, and a portion of the proceeds is used to support SRTS programs throughout the state. Portland, Ore. implemented a similar measure, which has generated $1.2 million in two years to support comprehensive SRTS programs at 25 elementary schools. These policies ensure that traffic violators are helping underwrite safety solutions that protect children. Federal safety funds that are managed at the state level are another option for funding. Each state is required to have a Strategic Highway Safety Plan (SHSP) to guide its investments in projects that reduce traffic crashes fatalities and injuries. Each state receives millions of dollars in federal safety funding each year to carry out its plan; on average the amounts are more than 10 times the available SRTS funds. The state's Strategic Highway Safety Plan is required to be updated periodically, and must be a collaborative process with multiple opportunities for public input. It establishes statewide goals and objectives and selects key areas for emphasis in how funds will be allocated. This process provides an opportunity to direct state-managed federal safety funds to supplement federal SRTS dollars. SAFE ROUTES TO SCHOOL 2009 POLICY REPORT Fast Facts on Safe Routes to School: Safety Approximately 23,000 children age 14 and under were injured and 429 children killed while walking and bicycling in 2006. Half of children struck by cars near schools are hit by parents driving other children to school. Nationally, Americans spend $164 billion a year on health care costs associated with traffic injuries and fatalities. Studies of existing SRTS programs show approximately a 50% decrease in child cyclist and pedestrian accidents. As the number of people walking and bicycling increases, deaths and injuries actually decline. Conclusion: A Choice Between Two Futures Right now, America's children are on the path to an unhealthy future. Nearly one-third of all children are either overweight or obese or at risk of becoming so. 23 Approximately one-quarter of children get no physical activity a day at all. 24 Nearly one in 10 children suffer from asthma, causing them to miss 14-million school days a year, 25 and one in three schools is located in an "air pollution danger zone." 26 as well. Researchers have found that a 5 percent increase in a neighborhood's walkability leads to a 6 percent reduction in vehicle miles traveled. 34 These unhealthy habits and situations are likely to negatively affect these children well into adulthood. Overweight adolescents have a 70 percent chance of becoming an overweight or obese adult. 27 Obesity has a range of health consequences, including type 2 diabetes, heart disease, stroke, cancer and arthritis. And, there is strong evidence showing that children living in high-traffic areas are more likely to have asthma and reductions in lung function, which is a risk factor for respiratory and cardiovascular diseases later in life. 28 The costs of these choices are already exponential. It is worth repeating how expensive these choices are: the federal Centers for Disease Control and Prevention estimated that obesity cost America $117 billion in the year 2000, 29 and another study showed that physical inactivity results in $76 billion in direct medical costs annually in the United States. 30 The public health costs of pollution—including asthma and respiratory diseases—from cars and trucks have been estimated at between $40 billion and $64 billion per year. 31 As obesity rates and traffic congestion continue to rise, these figures will certainly continue to increase in years to come. But, we do have a choice for a different future. Children who walk to school have higher levels of physical activity throughout the day. 32 The U.S. Environmental Protection Agency documented that neighborhood schools reduce traffic, produce a 13 percent increase in walking and bicycling, and a 15 percent reduction in emissions that contribute to poor air quality. 33 The same infrastructure improvements that make walking and bicycling safer for children are making communities more walkable and bikeable—which will compound the health, community and environmental benefits for adults SAFE ROUTES TO SCHOOL 2009 POLICY REPORT If the policy observations identified in this report were put into place, SRTS programs would be positioned to impact more children and communities throughout the nation. Approximately 9.9 million children (25%) currently live within one mile of their school, and only half of them currently walk or bicycle. Another 6.3 million children (16%) live within one to two miles of school, and just 12 percent of them currently walk or bicycle to school. 35 If SRTS programs could reverse our trends over the past 40 years and return to the 1969 levels of walking and bicycling to school, in which 85 percent of children living within one mile and 50 percent of those living within one to two miles of schools walked or bicycled, 36 the health and environmental benefits would be dramatic. It would mean an additional 5.9 million children—who are now currently being bused or driven—would walk or bicycle to and from school, getting at least twothirds of the daily recommended level of physical activity. On the environmental side, those children— plus the 5.7 million children who already walk or bicycle today—would represent a savings of 3.2 billion miles of car travel per school year, 1.5-million tons of carbon dioxide and 89,000 tons of other smog-forming pollutants each year. The simple act of getting more children to walk and bicycle to and from school provides an important tool in the efforts to address the very large problems of physical inactivity, obesity and poor air quality. Safe Routes to School initiatives are popular in communities of all shapes and sizes across the country and it is a proven strategy. Safe Routes to School is no longer just a good idea—it is a transformative program that is changing the habits of a generation of children to make healthier choices that are better for themselves and the environment. Safe Routes to School is a big step in the right direction. And, it's our choice as to which future we prefer. Appendix 1: January 2009 State of the States The following chart details each state's progress on implementing the federal Safe Routes to School program. All dollar figures cited are as of December 31, 2008. The first column indicates whether the required state SRTS coordinator is in place or is an interim – – official. State coordinators are responsible for administering the program and provide important leadership in how the program is implemented. The second column indicates whether the state uses a State Advisory Committee. Committees – – often help craft the application process, promote the program to communities and review grant applications to ensure a responsible and effective use of the federal funds. The third column shows how much funding it is anticipated the state will receive once FY2009 – – funds are allocated by Congress, and the fourth column represents the funding made available to date by the Federal Highway Administration for each state to spend. The total awarded column measures the amount of funding that the state has announced for – – local grants and statewide spending—not including administrative expenses. These are the funds that will ultimately help local communities create safer routes to school. The total obligated column reflects the amount that the state has expended or contracted – – to spend on Safe Routes to School, including local grants, statewide spending and administrative expenses. Obligation is important as it demonstrates what level of funding has been spent or will soon be spent to date to build infrastructure projects, support non-infrastructure activities and implement the program. Projected SAFE ROUTES TO SCHOOL 2009 POLICY REPORT Projected 1 From the Federal Highway Administration. Available at http://safety.fhwa.dot.gov/saferoutes/fy08table.pdf. 2 From the National Center for Safe Routes to Schools Winter 2008 Program Tracking Brief. Available at www.saferoutesinfo.org/resources/collateral/status_report/TrackBriefOct-Dec08Revised.pdf 3 Provided by the Federal Highway Administration. Appendix 2: Safe Routes to School Authorizing Legislation P.L. 109-59—The Safe, Accountable, Flexible, Efficient Transportation Equity Act: A Legacy for Users (SAFETEA-LU) Excerpts pertaining to Safe Routes to School Sec. 1101. Authorization of Appropriations. (a) In General The following sums are authorized to be appropriated out of the Highway Trust Fund (other than the Mass Transit Account): (17) Safe Routes to School Program-For the safe routes to school program under section 1404 of this Act: (A) $54,000,000 for fiscal year 2005; (B) $100,000,000 for fiscal year 2006; (C) $125,000,000 for fiscal year 2007; (D) $150,000,000 for fiscal year 2008; and (E) $183,000,000 for fiscal year 2009. Sec. 1404. Safe Routes to School Program. (a) Establishment Subject to the requirements of this section, the Secretary shall establish and carry out a safe routes to school program for the benefit of children in primary and middle schools. (b) Purposes The purposes of the program shall be: (1) to enable and encourage children, including those with disabilities, to walk and bicycle to school; (2) to make bicycling and walking to school a safer and more appealing transportation alternative, thereby encouraging a healthy and active lifestyle from an early age; and (3) to facilitate the planning, development and implementation of projects and activities that will improve safety and reduce traffic, fuel consumption and air pollution in the vicinity of schools. (c) Apportionment Of Funds (1) In General—Subject to paragraphs (2), (3) and (4), amounts made available to carry out this section for a fiscal year shall be apportioned among the States in the ratio that: (A) the total student enrollment in primary and middle schools in each State; bears to (B) the total student enrollment in primary and middle schools in all States. (2) Minimum Apportionment—No State shall receive an apportionment under this section for a fiscal year of less than $1,000,000. (3) Set-Aside For Administrative Expenses—Before apportioning under this subsection amounts made available to carry out this section for a fiscal year, the Secretary shall set aside not more than $3,000,000 of such amounts for the administrative expenses of the Secretary in carrying out this subsection. (4) Determination Of Student Enrollments— Determinations under this subsection concerning student enrollments shall be made by the Secretary. SAFE ROUTES TO SCHOOL 2009 POLICY REPORT (d) Administration Of Amounts Amounts apportioned to a State under this section shall be administered by the State's department of transportation. (e) Eligible Recipients Amounts apportioned to a State under this section shall be used by the State to provide financial assistance to State, local, and regional agencies, including nonprofit organizations, that demonstrate an ability to meet the requirements of this section. (f) Eligible Projects And Activities (1) Infrastructure-Related Projects (A) In General—Amounts apportioned to a State under this section may be used for the planning, design, and construction of infrastructure-related projects that will substantially improve the ability of students to walk and bicycle to school, including sidewalk improvements, traffic calming and speed reduction improvements, pedestrian and bicycle crossing improvements, on-street bicycle facilities, off-street bicycle and pedestrian facilities, secure bicycle parking facilities, and traffic diversion improvements in the vicinity of schools. (B) Location of Projects—Infrastructure-related projects under subparagraph (A) may be carried out on any public road or any bicycle or pedestrian pathway or trail in the vicinity of schools. (2) Non-infrastructure-Related Activities (A) In General—In addition to projects described in paragraph (1), amounts apportioned to a State under this section may be used for non-infrastructurerelated activities to encourage walking and bicycling to school, including public awareness campaigns and outreach to press and community leaders, traffic education and enforcement in the vicinity of schools, student sessions on bicycle and pedestrian safety, health and environment, and funding for training, volunteers and managers of safe routes to school programs. (B) Allocation—Not less than 10% and not more than 30% of the amount apportioned to a State under this section for a fiscal year shall be used for non-infrastructure-related activities under this subparagraph. (3) Safe Routes To School Coordinator—Each State receiving an apportionment under this section for a fiscal year shall use a sufficient amount of the apportionment to fund a full-time position of coordinator of the State's safe routes to school program. (g) Clearinghouse (1) In General—The Secretary shall make grants to a national nonprofit organization engaged in promoting safe routes to schools to: (A) operate a national safe routes to school clearinghouse; (B) develop information and educational programs on safe routes to school; and (C) provide technical assistance and disseminate techniques and strategies used for successful safe routes to school programs. (2) Funding—The Secretary shall carry out this subsection using amounts set aside for administrative expenses under subsection (c)(3). (h) Task Force (1) In General—The Secretary shall establish a national safe routes to school task force composed of leaders in health, transportation and education, including representatives of appropriate Federal agencies, to study and develop a strategy for advancing safe routes to school programs nationwide. (2) Report—Not later than March 31, 2006, the Secretary shall submit to Congress a report containing the results of the study conducted, and a description of the strategy developed, under paragraph (1) and information regarding the use of funds for infrastructure-related and non-infrastructure-related activities under paragraphs (1) and (2) of subsection (f). (3) Funding—The Secretary shall carry out this subsection using amounts set aside for administrative expenses under subsection (c)(3). (i) Applicability Of Title 23 Funds made available to carry out this section shall be available for obligation in the same manner as if such funds were apportioned under chapter 1 of title 23, United States Code; except that such funds shall not be transferable and shall remain available until expended, and the Federal share of the cost of a project or activity under this section shall be 100%. (j) Treatment Of Projects Notwithstanding any other provision of law, projects assisted under this subsection shall be treated as projects on a Federalaid system under chapter 1 of title 23, United States Code. (k) Definitions In this section, the following definitions apply: (1) In The Vicinity Of Schools—The term `in the vicinity of schools' means, with respect to a school, the area within bicycling and walking distance of the school (approximately 2 miles). (2) Primary And Middle Schools—The term `primary and middle schools' means schools providing education from kindergarten through eighth grade. Appendix 3: Safe Routes to School Web Resources Active Living Resource Center www.activelivingresources.org/saferoutestoschool.php The Active Living Resource Center is funded by the Robert Wood Johnson Foundation and includes a City Safe Routes to School program and other resources. Bikes Belong Coalition www.bikesbelong.org The Coalition's Web site includes a photo library with Safe Routes to School images and other information about the benefits of bicycling. U.S. Centers for Disease Control and Prevention www.cdc.gov/nccdphp/dnpa/kidswalk CDC's Kids Walk-to-School program aims to increase opportunities for daily physical activity by encouraging children to walk to and from school in groups accompanied by adults. Federal Highway Administration http://safety.fhwa.dot.gov/saferoutes FHWA is responsible for administering federal Safe Routes to School program funds to state DOTs. The FHWA's Safe Routes to School Web site includes program guidance for state DOTs, funding allocation amounts for five federal fiscal years for each state and other resources. League of American Bicyclists www.bikeleague.org/programs/saferoutes The League's Web site includes a four-minute video on Safe Routes to School, as well as bicycling curricula and other resources. SAFE ROUTES TO SCHOOL 2009 POLICY REPORT National Center for Safe Routes to School www.saferoutesinfo.org Funded by the Federal Highway Administration as the national SRTS Clearinghouse, the National Center for Safe Routes to School Web site includes contacts for state SRTS coordinators, a guide, training opportunities, program tracking and evaluation resources, and information about International Walk to School Day. Rails-to-Trails Conservancy (RTC) www.railstotrails.org RTC's Web site includes resources such as their 2008 report Active Transportation for America which quantifies how investment in walking, bicycling and Safe Routes to School saves America billions through improvement health, decreased oil use and reduced carbon emissions. Safe Routes to School National Partnership www.saferoutespartnership.org The Safe Routes to School National Partnership, which authored this report, is a network of more than 400 organizations, government agencies and professional groups that are working to advance the Safe Routes to School national movement. Its Web site includes an interactive U.S. map that allows users to access SRTS-specific information for all 50 states and the District of Columbia, a robust search function, updated national Safe Routes to School news, in-depth policy pages, event listings, resources, links to hundreds of organizations implementing SRTS programs and a submit-a-story form. The site also includes Safe Routes to School case studies, success stories, best practices, reports and research studies. Appendix 4: National Affiliates of the Safe Routes to School National Partnership More than 400 national, state and local groups have pledged their support for the Safe Routes to School National Partnership by signing our consensus statement and memorandum of understanding. Below is a listing of national non-profit organizations that have joined as partner affiliates as of January 15, 2009. A complete list of our partner affiliates, including state and local groups, is available at www.saferoutespartnership.org. AARP Active Living by Design Active Living Resource Center Alan M. Voorhees Transportation Center America Bikes American Academy of Pediatrics American Association of School Administrators American Cancer Society Cancer Action Network American Diabetes Association American Heart Association American Public Health Association American Society of Landscape Architects American Trails America Walks Association of Pedestrian and Bicycle Professionals Bikes Belong Coalition Campaign to End Obesity Center for Health and Learning Center for Health Training Child Safety Solutions Cool the Earth EcoMom Alliance The Green Zone Foundation Institute of Transportation Engineers Keep Kids Alive Drive 25 League of American Bicyclists Local Government Commission The Mobility Education Foundation National Association for Health and Fitness National Association for Sport and Physical Education National Association of Chronic Disease Directors National Association of Regional Councils National Center for Bicycling & Walking National Coalition for Promoting Physical Activity National Complete Streets Coalition National Park Service—Rivers, Trails and Conservation Assistance National Recreation and Park Association National Wildlife Federation PTA Rails-to-Trails Conservancy SafeKids Worldwide Smart Growth America Smart Schools, Smart Growth Initiative Sprockids State and Territorial Injury Prevention Directors Association Surface Transportation Policy Partnership Thunderhead Alliance Traffic Intersection Awareness Foundation (T.I.A. Foundation) Trailnet YMCA of the USA Endnotes "Transportation Characteristics of School Children, Report no. 4." 1 Washington, DC: Nationwide Personal Transportation Study, Federal Highway Administration, July 1972. "Travel and environmental implications of school siting." 2 U.S. Environmental Protection Agency, EPA 231-R-03-004, October 2003. Available at http://epa.gov/smartgrowth/pdf/school_travel.pdf Data from local communities, example available at the 3 Transportation Authority of Marin at http://co.marin.ca.us/depts/pw/main/MarinTraffic/facts.htm. McCubbin D and Delucchi M. "Health Effects of Motor Vehicle Air Pollution," 4 Institute of Transportation Studies, University of California-Davis, 1995. Ogden C, Flegal K, Carroll M, et al. "Prevalence and Trends in Overweight 5 Among U.S. Children and Adolescents, 1999-2000," Journal of the American Medical Association, 288 (14): 1728-1732, October 2002. "Trends in the Prevalence of Physical Activity, National YRBS 6 1991-2007." Centers for Disease Control and Prevention. Available at http://cdc.gov/HealthyYouth/yrbs/pdf/yrbs07_us_physical_activity_trend.pdf Cooper A, Page S, Foster L, et al. "Commuting to school: Are children who 7 walk more physically active?" American Journal of Preventative Medicine, 25 (4):273-6, November 2003. Program Guidance Safe Routes to School. Federal Highway Administration, 8 2005. Available at http://safety.fhwa.dot.gov/saferoutes/srtsguidance.htm. "Digest of Education Statistics, 2007." U.S. Department of Education, 9 National Center for Education Statistics, 2008. Available at http://nces. ed.gov/programs/digest/d07/tables/dt07_176.asp?referrer=list. "Fall 2008 SRTS Program Tracking Brief," National Center for Safe Routes to 10 School, November 2008. Available at http://saferoutesinfo.org/resources/collateral/status_report/TrackingBriefJulySept2008.pdf. Gotschi T and Mills K, "Active Transportation for America: The Case for 11 Increased Federal Investment in Bicycling and Walking," Rails-to-Trails Conservancy, October 2008. Available at www.railstotrails.org/whatwedo/index.html. "Safe Routes to School: A Transportation Legacy. A National Strategy to 12 Increase Safety and Physical Activity among American Youth." National Safe Routes to School Task Force, July 2008, p. 38. Pratt M, Macera C, and Wang G. "Higher Direct Medical Costs 13 Associated with Physical Inactivity." The Physician and Sportsmedicine, 28(10):63-70, October 2000. "Crashes vs. Congestion: What's the Cost to Society?," American Automobile 14 Association, March 2008. Available at www.aaanewsroom.net/Assets/ Files/20083591910.CrashesVsCongestionFullReport2.28.08.pdf. Ostro B and Chestnut L. "Assessing the Health Benefits of Reducing 15 Particulate Matter Air Pollution in the United States." Environmental Research 76:94-106, 1998; AND McCubbin D and Delucchi M "Health Costs of MotorVehicle-Related Air Pollution," Journal of Transport Economics and Policy, 33(3): 253-286, September 1999. Nader P, Bradley R, Houts R, et al. "Moderate-to-Vigorous Physical Activity 16 From Ages 9 to 15 Years," Journal of the American Medical Association, 300 (3): 295-305, July 2008. "Creating Connections: CEFPI Guide for Educational Facility 17 Planning/2004 Edition." Council of Educational Facility Planners International, 2004. Beaumont C and Pianca E. "Why Johnny Can't Walk to School: Historic 18 Neighborhood Schools in the Age of Sprawl" National Trust for Historic Preservation, October 2002. SAFE ROUTES TO SCHOOL 2009 POLICY REPORT Giles-Corti B and Donovan R. "The relative influence of individual, 19 social, and physical environment determinants of physical activity." Social Science & Medicine, 54(12): 1793-812, June 2002. Jacobsen P. "Safety in numbers: More walkers and bicyclists, safer walking 20 and biking." Injury Prevention 9: 205-209, 2003. "AASA Fuel and Energy Snapshot Survey," American Association of School 21 Administrators, July 2008. Available at www.aasa.org/newsroom/pressdetail.cfm?ItemNumber=10637. "Digest of Education Statistics, 2007." U.S. Department of Education, 22 National Center for Education Statistics, 2008. Ogden C, Carroll M, Curtin L, et al. "Prevalence of Overweight and Obesity in 23 the United States, 1999-2004." Journal of the American Medical Association, 295(13)April 2006. Available at http://jama.ama-assn.org/cgi/content/full/295/13/1549#JOC60036T2. "Physical activity levels among children aged 9-13 years—United States, 24 2002." Morbidity and Mortality Weekly Report 2003; 52[33]: 785-8. National Health Interview Survey, National Center for Health Statistics, CDC. 25 Available at http://cdc.gov/nchs/products/pubs/pubd/hestats/asthma/asthma.htm. Appatova A, Ryan P, LeMasters G, et al. "Proximal exposure of public 26 schools and students to major roadways: a nationwide US survey," Journal of Environmental Planning and Management, 51(5): 631-646, September 2008. Torgan C. "Childhood Obesity on the Rise," 27 The NIH Word on Health, National Institutes of Health, June 2002. Available at http://nih.gov/news/WordonHealth/jun2002/childhoodobesity.htm. Gauderman W, Avol E, Lurmann F, et al, "Childhood Asthma and Exposure 28 to Traffic and Nitrogen Dioxide," Epidemiology, 16(6): 737-743, November 2005. AND Gauderman, Vora H, McConnell R, et.al. "Effect of exposure to traffic on lung development from 10 to 18 years of age: a cohort study," The Lancet, 369(9561): 571-7, February 2007. "Preventing Chronic Diseases: Investing Wisely in Health. Preventing Obesity 29 and Chronic Diseases Through Good Nutrition and Physical Activity," Centers for Disease Control and Prevention, August 2008. Available at http://cdc.gov/nccdphp/publications/factsheets/Prevention/pdf/obesity.pdf. Pratt M, Macera C, and Wang, G. "Higher Direct Medical Costs 30 Associated with Physical Inactivity." The Physician and Sportsmedicine 200(28): 63-70, October 2000. Ostro B and Chestnut L. "Assessing the Health Benefits of Reducing 31 Particulate Matter Air Pollution in the United States." Environmental Research 76 (2):94-106, February 1998 AND McCubbin D and Delucchi M. "The Health Costs of Motor-Vehicle-Related Air Pollution." Journal of Transport Economics and Policy 33 (3): 253-286, September 1999. Cooper et al. (see citation #7) 32 "Travel and environmental implications of school siting." U.S. Environmental 33 Protection Agency, EPA 231-R-03-004, October 2003. Available at http://epa.gov/smartgrowth/pdf/school_travel.pdf Frank L, Sallis J, Conway T, et al. "Many Pathways from Land Use to Health" 34 Journal of the American Planning Association, 72(1): 75-87, Winter 2006 McDonald N. "Active Transportation to School: Trends among U.S. 35 Schoolchildren, 1969-2001," American Journal of Preventive Medicine, 32(6): 506-16, June 2007. 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Group Aims to Improve Food at Pa. Corner Stores Group Aims to Improve Food at Pa. Corner Stores KATHY MATHESON, Associated Press Fresh produce is displayed at the Indiana Food Market, Wednesday, Jan. 15, 2014, in Philadelphia. Mom-and-pop convenience stores in socioeconomically disadvantaged neighborhoods in Philadelphia have been getting healthier through the "Fresh Corner" initiative, an effort designed to help residents eat better in places considered to be food deserts. Now, a handful of corner stores are going even further by constructing special display kiosks, offering recipe cards and even holding cooking demonstrations.(AP Photo/Matt Rourke) PHILADELPHIA (AP) — From the outside, Carmen Medina's convenience store appears to be an oasis in the food desert of gritty north Philadelphia, from its bright yellow-and-white striped awnings to the fake palm tree sculptures on the sidewalk. A glimpse inside proves the image is no mirage. The Indiana Food Market is part of the Healthy Corner Stores Network, which aims to teach residents about nutritious eating through grocery promotions and outreach efforts like cooking demonstrations. Customers were recently offered slices of pizza made on-site with store-bought ingredients: whole-wheat tortillas, tomato sauce, part-skim mozzarella cheese and diced green peppers and onions. "We try to get people to try a sample, and in that process we talk to them about eating whole grains, and trying out new things, and showing them where healthy items are in their corner store," said program educator Maria Vanegas. Led by the Philadelphia health department and The Food Trust, the corner store initiative has enlisted about 650 of the city's 2,000 or so corner stores to broaden their inventory of fresh produce, whole grains and low-fat dairy. The healthy products appear to be selling. Data collected by The Food Trust, a Philadelphia-based nonprofit dedicated to ensuring access to healthy affordable food, indicates store owners have reported profits on those items and expanded Page 1 of 3 Group Aims to Improve Food at Pa. Corner Stores Published on Food Manufacturing (http://www.foodmanufacturing.com) their supply. Corner groceries are a critical source of food in many poor urban neighborhoods without full-service supermarkets. About 21 percent of Philadelphians have limited supermarket access, compared with 8 percent of the U.S. population overall, according to a 2012 study by The Reinvestment Fund, a nonprofit that finances neighborhood revitalization in the Mid-Atlantic region. Experts say many purchases made in corner stores — like chips, candy and soda — are calorie-rich and nutrient-poor, contributing to higher rates of obesity and related chronic diseases among low-income residents. Yet people's food choices are influenced by what is available, said Dr. Giridhar Mallya, the health department's director of policy and planning. What if stores carried healthier options? The Food Trust began working with the city in 2010 to find corner store owners willing to sell more wholesome fare. Some feared they'd end up losing money on unsold, spoiled produce; others said they wanted to offer better food but didn't know where to start, program senior associate Brianna Almaguer Sandoval said. The corner store initiative offers four levels of participation. At the lowest tier, a store owner could get a $100 incentive to introduce four healthy items and receive training on how to buy, price and promote fresh produce. Higher-level stores get free mini-refrigeration units, special shelving and signage. Last summer, Indiana Food Market became one of five stores at the top tier. Medina, the manager, got the colorful new exterior awnings, an eye-catching refrigerated produce case and a special display for whole grains. English and Spanish signs steer the mostly Latino clientele to healthier choices. And the market got a "Fresh Corner" kiosk for pamphlets, recipe cards and cooking demonstrations, where Vanegas made pizza in a toaster oven. The program has been well received by customers, Medina said, noting they often ask when the food lessons are scheduled. Oatmeal, fruit and whole-grain rice have become big sellers, she added. "People have started to buy new things and healthy things, and it's really great," Medina said in Spanish, according to a translation by Vanegas. Shopper Sarita Falu said it's important for the market to sell fruits and vegetables, since many residents don't have the means to get to a supermarket regularly. But she didn't expect Medina to have people like Vanegas interacting personally with customers. "I was very surprised that she'd actually have somebody here giving us that knowledge of nutrition," Falu said. Mallya cautioned that it's too early to know whether the marketing effort is affecting Page 2 of 3 Group Aims to Improve Food at Pa. Corner Stores Published on Food Manufacturing (http://www.foodmanufacturing.com) consumer buying habits. But early data from two top-tier stores shows produce sales up 50 percent and bottled water sales up 76 percent compared with lowerlevel stores, according to The Food Trust. The city has invested about $1.5 million in the program since 2010. The Food Trust could not provide exact numbers on its budget; several foundations and government agencies have paid for various aspects of the initiative, which has expanded to Camden, N.J., and the Philadelphia suburbs of Norristown and Chester. Similar, smaller-scale interventions at corner stores in Baltimore have been studied by Johns Hopkins University nutrition professor Joel Gittelsohn, who found significant increases in the purchase of healthy foods. He said the ideal solution would be to put more supermarkets in these communities, which are sometimes referred to as food deserts. "But we're a long away off from that," Gittelsohn said. "Why not work with the existing infrastructure and improve it?" 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Food, Nutrition and Food Safety University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange UT Extension Publications 9-1-2009 SP603 Fight BAC! Four Simple Steps to Food Safety The University of Tennessee Agricultural Extension Service Follow this and additional works at: http://trace.tennessee.edu/utk_agexfood Recommended Citation "SP603 Fight BAC! Four Simple Steps to Food Safety," The University of Tennessee Agricultural Extension Service, SP603-10M-9/ 09(Rep) E12-5315-00-022-10 10-0065, http://trace.tennessee.edu/utk_agexfood/47 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 Food Safety 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 Food, Nutrition and Food Safety by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact firstname.lastname@example.org. Visit the UT Extension Web site at http://www.utextension.utk.edu/ This project funded under an agreement with the Department of Human Services and Food and Nutrition Service, USDA. SP603-10M-9/09(Rep) E12-5315-00-022-10 10-0065 Copyright 2008 The University of Tennessee. All rights reserved. This document may be reproduced and distributed for nonprofit educational purposes providing that credit is given to University of Tennessee Extension. Programs in agriculture and natural resources, 4-H youth development, fam- ily and consumer sciences, and resource development. University of Tennessee Institute of Agriculture, U.S. Department of Agriculture and county governments cooperating. UT Extension provides equal opportunities in programs and employment. SP603 Fight BAC! Four Simple Steps to Food Safety Fight Janie Burney Professor Family and Consumer Sciences Do you need to worry about food safety? Our food supply is one of the safest in the world. However, illness due to harmful bacteria in food is an important health concern. According to the Centers for Disease Control and Prevention, about 76 million people get sick, more than 300,000 are hospitalized and 5,000 die each year from foodborne illness. While everyone should be concerned about food safety, certain people are more likely to become sick. Pregnant women, young children, the elderly and individuals with weakened immune systems that make them more susceptible to infection are more likely to become seriously ill than other people. You don't have to be afraid of becoming sick from food. It can be prevented by following some simple steps. Step One Clean: Wash hands and surfaces often * Wash your hands with warm water and soap before and after handling food. Wash for 20 seconds, rinse well and dry with a clean towel. Use paper towels when you can. * Prepare foods only for yourself, not others, if you are ill with diarrhea. * Bandage cuts and burns on hands properly before handling food. Use clean bandages and gloves. * Wash towels and cloths in the hot cycle of your washing machine. Wash them often. Step Two Separate: Don't crosscontaminate Cross-contamination happens when bacteria spread from one food to another or from a food contact surface to food. Keep raw meat, poultry, seafood and their juices away from foods that will not be cooked, such as fruits and vegetables. * Separate raw meat, poultry and seafood from other foods in your grocery shopping cart and in your refrigerator. * Use one cutting board for raw meat, poultry and seafood and one cutting board for fruit and vegetables. If you do not have two cutting boards, wash the cutting board in hot water with soap after cutting raw meats and then sanitize. Boards can be sanitized with chlorine bleach and water (one teaspoon bleach per quart of water). * Wash hands, dishes and utensils with hot water and soap after they come in contact with raw meat, poultry and seafood. * Use clean plates to serve cooked meat, poultry and seafood — not the same plate you used for raw foods. Step Three Cook: Cook to proper temperatures * Heat food to the internal temperatures shown in the table in this publication. * Use a clean food thermometer to check the temperature inside cooked food. You can buy an inexpensive thermometer at your local discount store. * Reheat leftovers to at least 165 degrees Fahrenheit. Bring sauces, soups and gravy to a boil when reheating. Step Four Chill: Refrigerate promptly * Refrigerate or freeze perishable foods, such as meats and dairy foods, within two hours of serving. * Keep your refrigerator at 40 F or below and your freezer at 0 F or below. Use a thermometer designed for your refrigerator and freezer to check temperatures. You can find these displayed with food thermometers at your local discount stores. * Defrost foods in the refrigerator, microwave or under cold water. If thawing under water, change the water every half hour to keep it cold. * Marinate foods in the refrigerator. * Divide large amounts of leftovers into small, shallow containers for quick cooling in the refrigerator. * Leave enough room in your refrigerator so that cool air can circulate. Recommended Internal Temperatures for Meat, Poultry, Seafood and Eggs Source: This chart has been adapted for home use and is consistent with consumer guidelines from the U.S. Department of Agriculture (USDA) and U.S. Food & Drug Administration (FDA). Avoid foods from unsafe sources Following the steps described in this publication will reduce your risk for foodborne illness. In addition, there are some foods you should avoid or eat with caution. Don't drink unpasteurized milk or juices. Don't eat yogurt or cheese made from unpasteurized milk. Don't use water unless you are sure it is safe for drinking and food preparation. Avoid raw sprouts. Avoid soft cheeses (feta, Brie, Camembert, blueveined, Mexican-style) if you are pregnant, have a poor immune system or are elderly in poor health. Avoid hot dogs and deli meats if you are pregnant, have a poor immune system or are elderly in poor health. If you choose to eat them, cook them until steaming hot. Don't eat shellfish unless it comes from approved sources. For more information about food safety, contact any of the following: Your county Extension office USDA's Meat and Poultry Hotline 1-888-674-6854 email@example.com FDA Food Safety Information 1-888-723-3366 Fight BAC! is a registered trademark of the Partnership for Food Safety Education.	<urn:uuid:804f1d05-900e-455f-8de4-0b2baeac363a>	CC-MAIN-2014-23	http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1046&context=utk_agexfood	2014-07-28T22:34:34Z	crawl-data/CC-MAIN-2014-23/segments/1406510263423.17/warc/CC-MAIN-20140728011743-00011-ip-10-146-231-18.ec2.internal.warc.gz	300,531,122	1,407	eng_Latn	eng_Latn	0.979031	eng_Latn	0.996159	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1206, 2027, 4266, 5395, 6730 ]	[ 3.53125 ]	5	0
Utah State University DigitalCommons@USU All Current Publications Current USU Extension Publications 8-1-2008 Basic Parliamentary Procedure for 4-H Clubs Donna Carter Utah State University Extension Recommended Citation Carter, Donna, "Basic Parliamentary Procedure for 4-H Clubs" (2008). All Current Publications. Paper 22. http://digitalcommons.usu.edu/extension_curall/22 This Factsheet is brought to you for free and open access by the Current USU Extension Publications at DigitalCommons@USU. It has been accepted for inclusion in All Current Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact firstname.lastname@example.org. extension.usu.edu August 2008 4-H/Leadership/2008-01pr Basic Parliamentary Procedure for 4-H Clubs Donna Carter, 4-H Extension Agent The 4-H club model provides an excellent forum for youths to experience, practice, and effectively use life skills that will allow them to be successful in living productive and satisfying lives. Leading or participating in a club business meeting gives members an opportunity to plan, evaluate, discuss ideas, and set goals—all important life skills. However, for these skills to be gained, the club leader needs to foster an inclusive environment, where all members have a voice in their club and adult leaders support members in choosing, rather than dictating, the club's direction. Parliamentary procedure provides a framework that encourages all members to have an equal voice in their club. Robert's Rules of Order is the standard reference for business meetings and is commonly used in both small and large organizations. Taken to the extreme, strict adherence to Robert's Rules of Order in a 4-H club setting can be used more as a tool to intimidate and silence those less skilled in its use. However, at its most fundamental level, parliamentary procedure is a valuable resource to ensure each member has a say and to make certain the meeting is conducted efficiently. Responses from surveys conducted in 2004 and 2007 indicated that most Salt Lake and Weber County 4-H clubs did not conduct club business meetings, and consequently missed a key opportunity to help children develop important life skills. One common reason cited was that club leaders had not been trained on how to lead a club business meeting. The following fill-in-the-blank meeting script has been used extensively by the author to teach club members and their adult leaders the basic steps in conducting a club business meeting. Equipped with this easy to use script, and following basic orientation for the club as a whole, most youth officers become quite adept in conducting a business meeting in just a few sessions. Keep in mind that the business meeting should be short and appropriate for the age of the club members (10 to15 minutes is typical). Also keep in mind that fostering youth involvement in the decision making process is much more important than strictly adhering to proper parliamentary procedure language and format. \| Basic Parliamentary Procedure Terms \| \| \|---\|---\| \| Agenda \| The order of the business meeting. The typical order for a 4-H meeting is: • Call to Order • Pledges • Welcome Guests • Roll Call • Minutes • Treasurer’s Report • Committee Reports • Old Business • New Business • Announcements • Adjourn Business Meeting • Educational Program or Project Experience • Social Time (Songs, Games and/or Refreshments) \| \| Aye \| When a vote is called, the members who agree with the motion will say, “Aye.” \| \| Floor \| Only one person is allowed to speak at a time during the meeting. The person who has been given permission to speak by the presiding officer “has the floor” or the right to speak. To obtain the floor, a member raises their hand and the presiding officer will call on that member. \| \| Majority \| One more than half of the voting members. This is the minimum number of votes needed to pass most motions. \| \| Motion \| A suggestion that a member wants the group to consider. A motion is stated in the form, “I move that …” \| \| Nay \| When a vote is called, the members who disagree with the motion will say, “Nay.” \| \| Parliamentary Procedure \| A set of guidelines that describes the proper way to conduct a business meeting. \| \| Presiding Officer \| The person in charge of conducting the business meeting, typically the president or the chairperson. \| A motion is an idea or a suggestion that a member or committee wants the group to consider. In most instances, there are five steps in bringing a motion to the floor and having it voted upon by the group. \| Steps \| Who Speaks After being recognized by the presiding officer. \| What Is Said In this example the club is considering participating in a parade. \| \|---\|---\|---\| \| 1. A member makes a motion. \| Any Member \| “I move that our club enters a float in this year’s Thanksgiving parade.” \| \| 2. Another member seconds that motion. \| Any Other Member \| “I second that motion.” \| \| 3. The presiding officer states the motion and it is discussed. \| Presiding Officer Member 1 Member 2 Member 3 Member 4 Presiding Officer \| “It has been moved and properly seconded that our club enters a float in this year’s Thanksgiving parade. Is there any discussion?” “I think this would be a great way to promote 4-H.” “In the past my grandfather has been willing to let our club use his trailer for the float. I would be willing to ask him again.” “We still have lots of supplies left over from last year’s float, so it would not cost a lot of money to make a float.” “I don’t think we have enough time to get a float ready for the parade.” “Is there any further discussion?” \| \| 4. A vote is taken. A voice vote is most commonly used; however, a vote can also be taken by a show of hands, standing up, or by ballot. \| Presiding Officer \| “All in favor say ‘Aye’. All opposed say ‘Nay’.” \| \| 5. The outcome is announced. \| Presiding Officer \| “The motion carries. Our club will enter a float in this year’s Thanksgiving parade.” \| Teaching youth officers to lead a business meeting is quite easy by providing them with a basic script that explains what to say and what to do, such as the one below. \| TREASURER’S REPORT \| \| \|---\|---\| \| President \| “Will the treasurer give the treasurer’s report?” \| \| Treasurer \| Reports on the balance on hand and explains any money paid out or received since the last club business meeting. \| \| President \| “Are there any questions regarding the treasurer's report?” PAUSE. If a member has a question about the report, he or she will raise his/her hand, and when recognized by the president, will ask the question. If questions: The treasurer will answer any questions about the report. After all questions have been answered say, “If there are no further questions, the treasurer’s report will be filed for audit.” If no questions: “If not, the treasurer’s report will be filed for audit.” \| \| COMMITTEE REPORTS \| \| \| Committee Chairperson \| Committees are small groups that have been appointed or elected to discuss or investigate a specific topic and make a recommendation to the group. Some of the committees your 4-H club might have are: activity committee, community service committee, fund raising committee, parade committee, etc. Committee chairman should report back to the club to inform them of what their committee has been working on and their suggestions for the club. The club may have to vote on something that the committee suggests. \| \| OLD BUSINESS \| \| \| President \| As the agenda is prepared before the meeting, the president will refer to the minutes of the last meeting to list unfinished business, which is business that was discussed at a previous meeting that still has unfinished details or decisions to be made. “Our first item of unfinished business is...” The president, leader, or another member will help lead the discussion about each business item. Who will lead the discussion is generally identified on the agenda. \| This concludes the business portion of the 4-H club meeting, which is typically followed by educational activities, then social activities and refreshments. By incorporating a youth led business meeting into each 4-H club meeting and equipping members with the basic skills needed to actively participate in making decisions, children gain valuable life skills. They learn to plan and make sound decisions, improve their public speaking skills, and take greater ownership of their club. Resources: Hendricks, Patricia A. (1996). Developing Youth Curriculum Using the Targeting Life Skills Model. Iowa State University Extension. Robert III, Henry M. (2000). Robert's Rules of Order Newly Revised, 10 th edition. Utah State University is committed to providing an environment free from harassment and other forms of illegal discrimination based on race, color, religion, sex, national origin, age (40 and older), disability, and veteran's status. USU's policy also prohibits discrimination on the basis of sexual orientation in employment and academic related practices and decisions. Utah State University employees and students cannot, because of race, color, religion, sex, national origin, age, disability, or veteran's status, refuse to hire; discharge; promote; demote; terminate; discriminate in compensation; or discriminate regarding terms, privileges, or conditions of employment, against any person otherwise qualified. Employees and students also cannot discriminate in the classroom, residence halls, or in on/off campus, USUsponsored events and activities. This publication is issued in furtherance of Cooperative Extension work. Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Noelle E. Cockett, Vice President for Extension and Agriculture, Utah State University.	<urn:uuid:0d418d4a-949d-4d03-b909-363b093e1ecb>	CC-MAIN-2014-23	http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1021&context=extension_curall	2014-07-28T22:43:59Z	crawl-data/CC-MAIN-2014-23/segments/1406510263423.17/warc/CC-MAIN-20140728011743-00003-ip-10-146-231-18.ec2.internal.warc.gz	76,019,707	2,093	eng_Latn	eng_Latn	0.977773	eng_Latn	0.99677	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 680, 3147, 4507, 6131, 6300, 8094, 9926 ]	[ 2.484375 ]	1	0
Example 1. Solution : Example 2. Solution : SOLVED EXAMPLES A simple pendulum is oscillating with an angular amplitude of 90° as shown in figure. The value of for which the resultant acceleration of the bob is directed horizonally is (1) 0° (2) 90° (3) 1 sin 1/ 3 (4) As, t a gsin (4) 1 cos 1/ 3 1 cos 1/ 3 . A particle is moving along a circular path of radius 5 m and with uniform speed 5 m/s. What will be the average acceleration when the particle completes half revolution (1) zero (2) 10 m/s 2 (3) 2 10 m /s (4) 10/ m/s 2 (4) The change in velocity when the particle completes, half revolution is given by Time taken to complete half revolution Average acceleration Example 3. Solution : Example 4. Solution : A particle hanging by a light string of length l is projected horizontally from its lowest point with velocity 7g / 2 . l The string slackens after swinging through (1) 45° (2) 60° (3) 120° (4) 145° (3) Suppose the velocity at point C be v. Then Applying the law of conservation of energy at A and C Using T = 0 and substituting the value of v 2 from eq.(2) in eq. (1), we get l 3g sin 3g / 2 or sin 1/ 2 l So, the angle at which the particle leaves is 90 + 30 = 120°. A particle is moving in a circle of radius R in such a way that at any instant the normal and tangential components of its acceleration are equal. If its speed at t = 0 is v 0 . The time taken to complete the first revolution is (1) 0 R / v (2) 0 v / R (3) Give that a n = a t Integrating this expression, we get Example 5. Solution : Example 6. Solution : Further integrating, we get Solving we get 2 0 1 T e A uniform chain of length L and mass M overhangs a horizontal table with its two third part on the table. The friction coefficient between the table and the chain is . The work done by the friction during the period the chain slips off the table is A 1 kg block is attached (and held at rest with outside support) to the free end of a vertically hanging spring of force constant 10 N cm –1 . When the block is released, what maximum extension does it cause when it comes to rest instantaneously? [g = 10 ms –2 ] (1) 1 cm (2) 2 cm (3) 3 cm (4) 4 cm (2) Equating gain of elastic poential energy with loss of gravitational potential energy, we get 2 1 kx mgx; 2 x is the maximum extension in vertical direction downward. Example 7. Solution : Example 8. Solution : Example 9. A man throws a piece of stone to a height of 12 m where it reaches with a speed of 12 ms –1 . If he throws the same stone such that it just reaches this height, the percentage of energy saved is nearly (1) 19% (2) 38% (3) 57% (4) 76% (2) Percentage of energy saved is or 14400 144 240 or 37.5. Consider the situation shown in figure. Initially the spring is unstretched when the system is released from rest. Assuming no friction in the pulley, the maximum elongation of the spring is (1) mg k (2) 2mg k (3) 3mg k (4) 4mg k (2) Equating gain of elastic energy with loss of gravitational potential energy, we get x is the extension in spring = distance by which mass m comes down. One end of a spring of natural length h and spring constant k is fixed at the ground and the other is fitted with a smooth ring of mass m which is allowed to slide on a horizontal rod fixed at a height h. Initially, the spring makes an angle of 37° with the vertical when the system is released from rest. The Solution : Example 10. Solution : Example 11. Solution : Example 12. speed of the ring when the spring becomes vertical is h k h k 2 (2) (1) k m (4) cos 37° = h l or or l = 1.25h l – Extension = h = 1.25h – h = 0.25 h Equating kinetic energy with potential energy, m (3) l = h cos37 3 m (4) h k 4 m A mass 2 m is tied to one end of a light rod of length l. What horizontal velocity should be imparted to the lower end so that it may just take up the horizontal position? Water is drawn from a well in a 5 kg drum of capacity 55 litre by two ropes connected to the top of the drum. The linear mass density of each rope is 0.5 kg m –1 . The work done in lifting water to the ground from the surface of water in the well 20 m below is [g = 10 m s –2 ] (1) Work done in lifting water and drum = 60 × 10 × 20 J = 12000 J, mass of (water + drum) = 60 kg. Total mass of ropes = 40 × 0.5 kg = 20 kg Work done in the case of ropes = 20 × 10 × 10 = 2000 J Total work done = 14000 J. A rope ladder with a length l carryng a man with a mass m at its end is attached to the basket of balloon with a mass M. The entire system is in equilibrium in the air. As the man climbs up the ladder into the ablloon, the balloon descends by a height h. Then the potential energy of the man Solution : Example 13. Solution : Example 14. Solution : Example 15. Solution : Example 16. Solution : Example 17. Solution : (1) increases by mg (l – h) (2) increases by mgl (3) increases by mgh (4) increases by mg(2l – h) (1) Effective height through which man moves up = l – h Gain in potential energy = mg(l – h). The velocity of the bob of an oscillating simple pendulum of length 1 m is 2 ms –1 at the lowest position. When the bob is at the extreme position, the angle made by the string of the pendulum with the vertical is [g = 10 ms –2 ] (1) cos –1 (0.4) (2) cos –1 (0.6) (3) cos –1 (0.8) (4) 30° (3) mgh or cos h mv v 2 2g 0.8 1 or 1 cos 0.8 2 1 2 2 2 2 10 At a certain instant, a 0.3 kg body has a velocity of 1 ˆ ˆ 4i 3j ms . The kinetic energy of the body is A block of mass m slides down along the surface of the bowl (radius R) from the rim to the bottom. The velocity of the block at the bottom will be (1) g R (2) 2R g (3) 2 R g (4) R g A man 1.5 m tall raises a load of 80 kg in 2 second from the ground to his head and then walks a distance of 40 m in another 2 second. The power developed by the man is [g = 10 ms –2 ] (1) 0.2 kW (2) 0.4 kW (3) 0.6 kW (4) 0.8 kW A 10 m long iron chain of linear mass density 0.8 kg m –1 is hanging freely from a rigid support. If g = 10 ms –2 , then the power required to lift the chain upto the point of support in 10 second is (1) 10 W (2) 20 W (3) 30 W (4) 40 W (4) m = 10 × 0.8 kg = 8 kg, h = 5 m 0.2m MULTIPLE CHOICE QUESTIONS 1. Two inclined friction less tracks, one gradual and other steep meet at 'A' from where two stones are allowed to slide down from rest, one on each track as shown in figure. The speed of two stones on reaching at bottom are v 1 and v 2 respectively. v 1 & v 2 are related as (1) v 1 > v 2 (2) v 1 < v 2 (3) v = v 1 2 (4) Data insufficient 2. A block of mass 25g is connected with spring as shown in figure. It is compressed by 5cm and released. Horizontal range (x) on the ground is (g = 10 m/s 2 ) (1) 25 m (2) 23 m (3) 20 m (4) 19 m 3. A body of mass m = 2kg is moving in straight line . Its distance time graphs is shown in figure. Its kinetic energy v/s time graphs is given by 4. A 1kg block situated on a rough incline is connected to a spring of spring constant 100 N/m as shown in figure. The block is released from rest with the spring in the unstretched position. The block moves 10 cm down the incline before coming to rest. The coefficient of friction between the block and the incline is (spring is massless and pulley is frictionless) (4) 0.125 5. A particle is projected from top of tower (height h = 20m) with initial velocity 15 m/s making an angle ' ' with the horizontal. The velocity of the particle when it strikes the ground is (air friction is neglegted) (g = 10 m/s 2 ) u=15m/s (1) 15 m/s (2) 25 m/s (3) 30 m/s (4) 10 m/s 6. A block of mass m is pulled by a constant power 'P' placed on a rough horizontal plane. The friction coefficient between the block and the surface is µ. Maximum velocity of the block will be (1) P µmg (3) µP m g (2) µmg P (4) P m g 7. A particle is moved from (0,0) to (a,a) under a force ˆ ˆ (3 4 ) F i j by two different paths. Path 1 is OP and path 2 is OQP. Let W 1 and W 2 be the work done by this force in these two paths. Then 8. Acceleration versus time graph of a particle moving in a straight line is as shown in figure. If initially particle was at rest, the corresponding kinetic energy versus time graph will be (1) 0.3 (2) 0.5 (3) 0.7 (1) W = W 1 2 (2) W 1 = 2W 2 (3) W 2 = 2W (4) W 1 = 4W 2 a 9. Velocity-time graph of particle of mass 2 kg moving in a straight line is as shown in figure. Work done by all the forces on the particle is (1) 400 J v (m/s) (2) –400 J (3) –200 J (4) 200 J 10. A force F acting on a body depends on its displacement S as 1/3 F S . The power delivered will depend on displacement as (1) S 2/3 (2) S –5/3 (3) S 1/2 (4) S 0 11. Velocity-time graph of particle moving in a straight line is as shown in figure. Mass of the particle is 2 kg. Work done by the all the forces acting on the particle in time interval between t = 0 to t = 10s is (1) 300 J (2) –300 J (3) 400 J (4) –400 J 12. Figure shows force-distance graph of a particle moving along a straight line due north. The kinetic energy of the particle at a distance of 3 m from the starting point is F (1) 3.25 J (2) 5.75 J (3) 8.0 J (4) 9.0 J 13. A man is holding a uniform rod of mass m and length L in the vertical direction keeping the lower end fixed at ground, he slowly allows the rod to become inclined at 30° wrt to horizontal. Work done by man and gravity are respectively. (1) , mgL (3) , mgL mgL (4) , mgL mgL 14. The graph between k E and 1 P is ( k E kinetic energy and momentum P ) 15. The graph between E k (Kinetic energy) and V (Velocity) is 16. A particle is given an initial speed u inside and at the bottom of a smooth spherical shell of radius R = 1 m such that it is just able to complete a circular path inside it. Acceleration of the particle when its velocity is vertical is (1) 10 g (2) g (3) 2 g (4) 6 g 17. A cannon of mass 2 m located at the base of an inclined plane shoots a shell of mass m in horizontal direction with velocity v 0 . The angle of inclination of plane is 45° and the coefficient of friction between the cannon and the plane is 0.5. The height to which cannon ascends the plane as a result of recoil is (1) g 2 2 0 (2) g 12 2 0 (3) g 6 2 0 (4) g 2 0 18. Two blocks P and Q of mass m and 2m are connected by a massless spring of force constant k. They are placed on a smooth horizontal plane. Spring is stretched by an amount x and then released. The relative velocity of the blocks when the spring comes to its natural length is 19. The spring shown in the figure has a force constant of 24N/m. The mass of the block attached to the spring is 4kg. Initially, the block is at rest and spring is unstretched. The horizontal surface is frictionless. If a constant horizontal force of 10N is applied on the block, then what is the speed of the block when it has been moved through a distance of 2 1 meter? (1) 2 m/s (3) zero 20. An elastic string of unstretched length l and force constant k is stretched by a small amount x. It is further stretched by another small length y. What is the work done in second stretching? (1) ky (3) 2 2 1 ( ) 2 k y x 21. A particle of mass 0.1 kg is subjected to a force which varies with distance as shown in figure. If it starts its journey from rest at x = 0, its velocity at x = 12 m is (1) zero (3) 20 3 m/s (4) 40 m/s 22. System shown in figure is released from rest. Pulley and spring is massless and friction is absent everywhere. The speed of 5 kg block when 2 kg block leaves the contact with ground is (Take force constant of spring k = 40 N/m and g = 10 m/s 2 ) (1) 2 m/s (2) 2 2 m/s (3) 2 m/s (4) 4 2 m/s 23. The graph below represents the relation between displacement x and force F. The work done in displacing an object from x = 8 m to x = 16 m is approximately : 24. A motor drives a body along a straight line with a constant force. The power P developed by the motor must vary with time t according to [] 25. A chain is held on a frictionless table with onethird of its length hanging over the edge. If the chain has a length L and mass M, how much work is required to pull the hanging part back on the table (1) MgL (2) MgL/3 (3) MgL/9 (4) MgL/18 26. A long spring is stretched by x cm its PE is U. If the spring is stretched by Nx cm the PE stored in it will be : (1) U/N (2) NU (3) N 2 U (4) U/N 3 27. A particle moves along the x-axis from x = 5m under the influence of a force given by F = 7 – 2x + 3x 2 . The work done in the process is : (1) 70 (2) 20 2 m/s (1) 24 J (2) 40 J (3) 8 J (4) 16 J (2) 270 (3) 35 (4) 135 28. A body is moved along a straight line by a machine delivering constant power. The distance moved by the body in time t is proportional to : (1) t 1/2 (2) t 3/4 (3) t 3/2 29. A force i+ j F K y x (where K is a positive constant) acts on a particle moving in the xyplane. Starting from the origin, the particle is taken along the positive x-axis to the point (a, 0), and then parallel to the y-axis to the point (a,a). The total work done by the force F on the particle is : (1) –2ka (4) t 2 2 2 (3) –ka 2 (2) 2ka (4) ka 2 30. The elastic potential energy of a spring (1) increases only when it is stretched (2) decreases only when it is stretched (3) decreases only when it is compressed (4) increases whether stretched or compressed 31. A stone tied to a string of length L is whirled in a vertical circle with the other end of the string at the centre. At a certain instant of time, the stone is at its lowest position, and has a speed u. The magnitude of the change in its velocity as it reaches a position where the string is horizontal is : (1) 2 2 u gL (2) 2gL (3) 2 u gL (4) 2 2 u gL 32. A particle is displaced from a position ˆ ˆ ˆ 2i j k to another position ˆ ˆ ˆ 3 2 2 i j k under the action of a force ˆ ˆ ˆ 2 . i j k The work done by the force (in arbitrary units) is (1) 8 (2) 10 (3) 12 (4) 36 33. Power applied to a particle varies with time as p = (3t 2 –2t +1) watt, where 't' is in second. find the change in its K.E. between time interval t = 2 sec to t = 4 sec [ (1) 32 J (2) 46 J (3) 61 J (4) 102 J 34. A force F acting on a body depends on its displacement S as F S –1/3 . The power delivered by F will depend on displacement as (1) S 2/3 (2) S 1/2 (3) S (4) S 0 35. The upper half of an inclined plane with inclination is perfectly smooth while the lower half is rough. A body starting from rest at the top will again come to rest at the bottom if the coefficient of friction for the lower half is given by ] (1) 2 sin (2) 2 cos (3) 2 tan (4) tan 36. A bullet fired into a fixed target loses half of its velocity after penetrating 3 cm. How much further it will penetrate before coming to rest assuming that it faces constant resistance to motion ? (1) 3.0 cm (2) 2.0 cm (3) 1.5 cm (4) 1.0 cm 37. A body of mass m is accelerated uniformly from rest to a speed v in a time T. The instantaneous power delivered to the body as a function of time is given by 41. (1) t. T mv 2 2 (3) t. T mv 2 1 2 2 (2) 2 2 2 t. T mv (4) 2 2 2 t. T mv 2 1 38. A bomb of mass 30 kg at rest explodes into two pieces of masses 18 kg and 12 kg. The velocity of 18 kg mass is 6 ms –1 . The kinetic energy of the other mass is (1) 486 J (2) 524 J (3) 256 J (4) 324 J 39. A force F acting on an object varies with distance x as shown here. The force is in N and x in m. The work done by the force in moving the object from x = 0 to x = 6 m is (1) 4.5 J (2) 18.0 J (3) 13.5 J (4) 9.0 J 40. A block of mass 10 kg is moving in x-direction with a constant speed of 10 m/s. It is subjected to a retarding force F = 0.1 x joule/metre during its travel from x = 20 m to x = 30 m. Its final K.E. will be (1) 475 J (2) 450 J (3) 275 J (4) 250 J A body of mass 3 kg is under a constant force which causes a displacement s in metres in it, given by the relation s 1 2 3 t , where t is in seconds. Work done by the force in 2 seconds is [CBSE 2006] (1) 3 8 J (2) 8 3 J (3) 19 5 J (4) 5 19 J 42. 300 J of work is done in sliding a 2 kg block up an inclined plane of height 10 m. Taking g = 10 m/s 2 , work done against friction is (1) 100 J (2) Zero (3) 1000 J (4) 200 43. A person used force (F), shown in figure to move a load with constant velocity on given surface. Identify the correct surface profile. L 44. A vertical spring with force constant K is fixed on a table. A ball of mass m at a height h above the free upper end of the spring falls vertically on the spring so that the spring is compressed by a distance d. The net work done in the process is : [ 45. A 2 kg block slides on a horizontal floor with a speed of 4 m/s. It strikes a uncompressed spring, and compresses it till the block is motionless. The kinetic friction force is 15 N and spring constant is 10,000 N/m. The spring compresses by (1) 11.0 cm (2) 8.5 cm (3) 5.5 cm (4) 2.5 cm 46. A body of mas 1 kg is thrown upwards with a velocity 20 m/s. It momentarily comes to rest after attaining a height of 18 m. How much energy is lost due to air friction? (g = 1 m/s 2 ) (1) 20 J (2) 30 J (3) 40 J (4) 10 J 47. An engine pumps water continuously through a hose. Water leaves the hose with a velocity v and m is the mass per unit length of the water jet. What is the rate at which kinetic energy is imparted to water? (1) 3 1 mv 2 (2) mv 3 (3) 2 1 mv 2 48. A block of mass M is attached to the lower end of a vertical spring. The spring is hung from a ceiling and has force constant value k. The mass is released from rest with the spring initially unstretched. The maximum extension produced in the length of the spring will be (1) Mg/k (4) 2 2 1 m v 2 (2) 2 Mg/k (3) 4 Mg/k (4) Mg /2k 49. A rain drop with radius 1.5 mm falls from a cloud at a height 1200 m from ground. The density of water is 1000 kg/m 3 and density of water is 1.2 kg/m 3 (It should have been air instead of water). Assume the drop was spherical throughout the fall and there is no air drag. The impact speed of the drop will be: (1) 27 km/h (2) 550 km/h (3) Zero (4) 129 km/h 50. A ball moves in a frictionless inclined table without slipping. The work done by the table surface on the ball is (1) Positive (2) Negative (3) Zero (4) None of these 51. The string of a pendulum is of length l. It is made horizontal and then left. A nail is located at a distance d below the point of suspension. For the ball to completely swing around in a circle centred on the nail, the value of d in terms of length l is (1) 0.5l (2) 0.6 l (3) 0.4l (4) 0.25l 52. A mass m moving horizontaly with velocity v 0 strikes a pendulum of mass m. If the two masses stick together after the collision, then the maximum height reached by the pendulum is (1) 2 0 v /8g (2) 2 0 v / 2g (3) 0 2v g (4) 0 v g 53. A bike of mass 200 kg (with rider) is running on the road with constant speed 5 m/s, the reaction exerted on the bike by the road at the lowest point will be (g = 10 m/s 2 ) (1) 200 N (2) 2050 N (3) 1950 N (4) None of these 54. A particle tied to one end of a string is being rotated in a vertical circle with constant frequency. The tension in the string at points , A, B, C and D are T 1 , T 2 , T 3 and T 4 respectively. Then A (1) T 1 + T 2 = T 3 + T 4 (2) T 1 + T 3 = T 2 + = T 4 (3) T 1 > T 2 > T 3 , T 2 = T 4 (4) T 1 < T 2 < T 3 , T 2 = T 4 55. A cord is tied to pail of water and the pail is swung in a vertical circle of radius 1 m. What must be the minimum velocity of the pail at the highest point of the circle if no water is to spill from the pail (1) 3.13 ms -1 (2) 5 ms -1 (3) 9.2 ms -1 (4) None of these 56. A body is moving in a circular path of radius r with uniform speed of V m/s. The average acceleration during on quarter of the motion is. (1) 2 (v 2 /r) (3) zero 57. An insect crawls up a hemispherical surface very slowly, as shown in the figure. The coefficient of friction between the insect and the surface is 1/3. If the line joining the centre of the hemispherical surface to the insect makes an angle with the vertical, the maximum possible value of is given by (1) cot = 3 (2) sec = 3 (3) cosec =3 (4) None of these 58. A particle of mass m 1 is moving with a velocity v 1 and another particle of mass m 2 is moving with a velocity v 2 . Both of them have the same momentum but their different kinetic energies are E 1 and E 2 respectively. If m 1 > m 2 , then (1) E 1 > E 2 (2) E 1 = E 2 (3) E 1 < E 2 E m 1 1 E m (4) 2 2 59. A particle moves in a circular parth with decreasing speed. Choose the correct statements. (1) Angular momentum remains constant. (2) Acceleration ( d ) is towards the centre (3) Particle moves in a spiral path with decreasing radius (4) The direction of angular momentum remains constant 60. A tube of length L is filled completely with an incompressible liquid of mass M and closed at both, the ends. The tube is then rotated in a horizontal plane about one of its ends with a uniform angular velocity . The force exerted by the liquid at the other end is (1) ML 2 (2) ML 2 (3) ML 2 2 2 (4) ML 2 2 61. A body projected vertically from the earth reaches a height equal to earth's radius before returning to the earth. The power exerted by the gravitational force is greatest: (1) It remains constant all through (2) at the instant just after the body is projected (3) at the highest position of the body (4) at the instant just before the body hits the earth 62. The potential energy of a system increases work is done: (1) by the system against a nonconservative force. (2) upon the system by a conservative force. (3) upon the system by a nonconservative force. 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FAMILY STYLE MEALS Rather than considering how to deliver meal service that is easy and efficient for adults, snacks and meals in GSRP are part of the curriculum. Snack and mealtimes provide daily opportunities to demonstrate the program philosophy in a visible way through the practices of participatory learning and authentic conversations that build relationships between children and adults. This document describes quality features of family style meals, where adults and children eat together in the classroom. Planning Plan enough time for meals and snacks. When children assist with set-up, passing and clean-up, expect meals to take 40 - 45 minutes. Snacks will take 15 – 20 minutes. Center-based programs must follow guidelines of the Department of Human Services (DHS) Bureau of Children and Adult Licensing: http://www.michigan.gov/documents/dhs/BCAL-PUB-0008_241660_7.pdf. Assure that there is enough food. See the CACFP meal pattern: http://www.fns.usda.gov/cnd/care/ProgramBasics/Meals/Meal_Patterns.htm. A sufficient amount of food must be available to provide the full required portions of each of the food components for all children, and to accommodate adult(s). Foods served should reflect the home and community cultures and be high in nutrients and low in fat, sugar, and salt. Children may have never experienced a meal served family style. Preschoolers love to serve themselves and will easily succeed with some guidance and encouragement. Be prepared to offer intentional support at the start of each school year, with newlyenrolled children and after breaks from school, such as long weekends and holidays. Using real food service materials to set up "meal" provisions in the house area, water table and sand table so that children can practice. The Eating Environment Meals take place in the classroom, away from high traffic areas. Noises and distractions are minimized or eliminated. A non-carpeted surface provides for easier clean-up. Children have enough space at the table for serving, passing and eating comfortably. Serving utensils are child-size with comfortable handles. Small scoops, tongs, and spoons may work best. One-quarter and one-half cup measuring cups with handles are the ideal size and also help control portions. Use small pitchers with handles and pouring spouts for serving beverages. Bowls with wide lips are most easily handled by young children. Plastic serving bowls are light-weight and don't conduct heat. Plates, bowls, glasses, cups and eating utensils are child-sized. Consider using plates with limited patterns and designs so that the focus remains on the food. Consider using smaller lunch or salad plates because dinner plates can be difficult for children to handle. A gallon ice-cream container or sand-pail, along with cleaning cloths, make fine clean-up materials for child use. Characteristics of Family Style Meals Children assist to prepare for snack or mealtime by assisting with washing and setting tables. At the beginning of the meal, children bring food to the table in serving bowls, plates, or baskets that children can use comfortably. There are serving utensils for all food. Children choose where they will sit. At least one adult sits at each table where children eat and eat the same foods children do. Adults typically position themselves in a mid-position, to more easily provide support and have rich conversation with all children. Food is passed from one person to another. Typically, an adult begins passing each food item, modeling with action and words as they serve themselves. For example, "Today we have yellow string beans. I am taking one spoonful of beans and then I'll pass them to my friend Tamilla. Tamilla, here you go! You might want one or two spoonfulls of beans." Adults provide verbal description as they model how to pass bowls and show children how to use two hands while holding a bowl on the outside so that their fingers do not touch the food. Adults model how to pour and scoop using appropriate utensils. Adults model conventional table manners, such as waiting for turns, passing foods and saying "please" and "thank you". Children should initially be offered the full required portion of each meal component. This may be accomplished by carefully selecting the serving utensil. For example, a half-cup measure can be used to serve vegetables at lunchtime. Rather than acting as servers, adults sit at the tables with children throughout the snack or meal, unless more food is needed from larger or high-temperature containers. Everyone serves themselves. Children are encouraged to take a portion of each food component. Family style meal service affords some latitude in the size of initial servings because replenishment is immediately available. Adults offer minimal assistance as needed. In the rare instance where one child needs more help than others, the adult can encourage peer support and/or the child can be encouraged to sit near an adult at the start of the meal. Children choose whether to eat, what to eat, and how much to eat. Have enough food available to meet meal pattern requirements and to allow for seconds. Some food will spill as children serve themselves. Be prepared for this with a nearby pail of soapy water and paper toweling. The adult remains seated as the child (and sometimes peers) is calmly supported to clean up spills, wash hands and return to the meal. Adults participate in child-initiated conversation. Children help clean-up by clearing their places at the table, disposing of their leftovers, washing the table, and pushing in their own chairs. Be prepared for this with a nearby pail of soapy water and small cloths. Adults do final cleaning/sanitizing after the meal has ended and children have left the table.	<urn:uuid:c8e3fad1-fad9-4b80-990d-fdaab01f5fdc>	CC-MAIN-2019-22	http://inghamgreatstart.org/wp-content/uploads/2012/11/Family-Style-Meals.pdf	2019-05-19T22:43:05Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00404.warc.gz	92,064,082	1,188	eng_Latn	eng_Latn	0.997813	eng_Latn	0.997898	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2862, 5802 ]	[ 3.859375 ]	1	1
Core practical 1: Determine the acceleration of a freely-falling object Objectives * To measure the acceleration due to gravity g of an object falling freely and consider the following alternative methods: (a) object falling through a trap door (b) object falling through a light gate Safety * Ensure security of any apparatus that might topple over. * Be aware of falling objects. * Turn off electromagnet when not in use as it will get hot. Procedure 1. Drop the object from rest and record the time taken t for: (a) the sphere to fall to the trap door (b) the dowel to pass through the light gate. 2. Repeat the measurement for (a) and (b) twice more and take the mean value. 3. Measure and record the height h fallen by the object. 4. Repeat the timing of the drop as you vary the height; you should take at least 6 readings. 5. Use half the range in your readings for t as the uncertainty in t. Calculate the percentage uncertainty in t. 6. For method (b) you should measure the length of the dowel. Answers to questions 1. There should be less uncertainty in the measurement of time but this will be of interest particularly if the class have used both methods. 2. Students' value for g will have been reduced by air resistance. They should use the %D in their remarks. 3. A straight line has a constant gradient. The line should be straight because the gradient depends only on g, which is constant. Specification links * Practical techniques 1, 4, 2 or 11 dependent on method * CPAC 2a, 2b, 2d, 4b Notes on procedure * It may be interesting to have two groups of students using the two methods separately to see if different results are produced. * This would be a good experiment to practise handling the uncertainties, especially in the square of a quantity. Offering students a choice of methods will start their path towards mastery of practical physics, and use of investigative techniques (CPAC 2). Sample data This data was obtained using a 100 mm object falling through a light gate. The datalogger calculated the speed. This gives a value for g of 9.48 ms –2 . The graph does have an intercept. Practical activities have been safety checked but not trialled by CLEAPSS. Users may need to adapt the risk assessment information to local circumstances. © Pearson Education Ltd 2015 This document may have been altered from the original Core practical 1: Determine the acceleration of a freely-falling object Objectives * To measure the acceleration due to gravity g of an object falling freely and consider the following alternative methods: (a) object falling through a trap door (b) object falling through a light gate Safety * Ensure that any apparatus that might topple over is secure. * Be aware of falling objects. * Turn off electromagnet when not in use as it will get hot. All the maths you need * Use ratios, fractions and percentages (k here is the measurement students make). * Find arithmetic means. * Translate information between graphical, numerical and algebraic forms. * Plot two variables from experimental or other data. * Understand that y = mx + c represents a linear relationship. * Determine the slope and intercept of a linear graph. Equipment * metre ruler or tape measure with millimetre resolution For (a): * steel sphere * electronic timer * electromagnet to retain steel sphere * trap door For (b): * falling object, such as a 2 cm dowel, 10 cm long * means to guide dowel through light gate * light gate and datalogger Procedure 1. Drop the object from rest and record the time taken t for: (a) the sphere to fall to the trap door (b) the dowel to pass through the light gate. 2. Repeat the measurement for (a) and (b) twice more and work out the mean value. 3. Measure and record the height h fallen by the object. 4. Repeat the timing of the drop as you vary the height; you should take at least 6 readings. 5. Use half the range in your readings for t as the uncertainty in t. Calculate the percentage uncertainty in t. 6. For method (b) you should measure the length of the dowel. Practical activities have been safety checked but not trialled by CLEAPSS. Users may need to adapt the risk assessment information to local circumstances. Analysis of results 1. Plot a graph of t 2 (y-axis) against h (x-axis) and work out the gradient m of the line of best fit. 2. Calculate a value for g where g = 2 m . 3. Use your value for the length of the dowel to calculate the mean speed v of the dowel as it passes through the light gate. 4. Plot a graph of v 2 against h and work out the gradient m of the line of best fit. 5. Calculate a value for g, where g = 2 m. 6. The percentage uncertainty (%U) in t 2 is twice that in t. Use this to draw on your plot's error bars – in the y direction only. You can use a typical mid-range value for calculating uncertainties and need not work out a separate error bar for each value. Draw further lines of fit to calculate the %U in your value for g. 7. Calculate the percentage difference (%D) between your value and the accepted value of 9.81 ms –2 and comment on the accuracy of your method. Learning tips * Ensure that points plotted on a graph take up more than half of the available space on both scales. You do not always need the origin on a graph. * Keep scales simple, one big square as 5, 10 or 20 is ideal. One big square as 3 or 7 is very difficult to plot on and often leads to errors. * Always consider whether or not the graph line should go through the origin. Straight lines should be drawn with aid of a ruler – one long enough to cover the full length of the line. * Since the object is falling at constant acceleration, use the appropriate SUVAT equation. straight line passing through the origin with gradient 2 g (b) v 2 = u 2 + 2as where u = 0, a = g, and s is h. * v 2 = 2gh and comparison with y = mx + c shows that plotting v 2 against h should be a straight line passing through the origin with gradient 2g. Questions 1. Describe any advantage in using light gates in this experiment. 2. Discuss the effect of air resistance on your value for g. 3. Explain why the graph should be a straight line. Core practical 1: Determine the acceleration of a freely-falling object Objectives * To measure the acceleration due to gravity g of an object falling freely and consider the following alternative methods: (a) object falling through a trap door (b) object falling through a light gate Notes Practical activities have been safety checked but not trialled by CLEAPSS. Users may need to adapt the risk assessment information to local circumstances.	<urn:uuid:c0b0ad52-c07f-4409-a873-7ab607a9ec08>	CC-MAIN-2019-22	https://qualifications.pearson.com/content/dam/pdf/A%20Level/Physics/2015/teaching-and-learning-materials/AS-and-A-level-Physics-Core-Practical-1---Acceleration-(Student,-Teacher-and-Technician-Worksheets).pdf	2019-05-19T22:53:04Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00403.warc.gz	620,582,719	1,519	eng_Latn	eng_Latn	0.990205	eng_Latn	0.99504	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1924, 2367, 4221, 6156, 6608 ]	[ 4.5625 ]	4	0
Kindergarten Chronicles March 29, 2018 In Fundations, the children worked on segmenting sounds in words in order to write them. The children also worked on blending sounds together when reading words. Additionally, the children worked on putting all of the letters of the alphabet in alphabetical order, using their magnetic letter tiles. Lastly, the children continued to work on reviewing all of the letters, their sounds, and how to correctly write all uppercase and lowercase letters. In Writer's Workshop the students published their favorite narrative story this week. The children did an amazing job this term working on their narrative stories. We will start our final opinion unit next week. We added the words, little, said, was and his to our word wall this week. Please make sure you are practicing the new words with your child each week. These words are in our Reader's Workshop books and it is so much easier to read the books if they can read these words in a snap! Thank you for your support! In Reader's Workshop, they continued their work with non-fiction texts. They continued to find wow parts and parts they were wondering about. They are working so hard to read these difficult texts and share them with their partners. They are continuing to amaze us with their growing reading and comprehension skills! In math we started a new unit, How Many Noses? How Many Eyes? In this unit, the students will work more with data collection. This week, the students discussed attributes of attribute blocks and buttons. They worked with a partner to play attribute and button match up. They also grabbed one or two handfuls of pattern blocks, sorted them, recorded how many of each they had, and the total. We also recorded our favorite part of lunch, grouped the data and analyzed the graph. Have a great long weekend and Happy Easter and/or Passover if you celebrate either holiday! The Kindergarten Team High Frequency Words we have learned thus far: am, a, an, and, at, as, are, can, come, do, for, go, his, has, have, I, is, it, little, like, no, on, play, so, see, said, the, this, to, up, we, was, went, you *Flip over for updates and reminders Updates and Reminders: -Wednesday, April 11 from 5:30-6:30 pm is our spring open house. It is a great time for you to come in with your child and see all of his/her hard work in kindergarten. Looking forward to seeing you all! -Wednesday, April 4th is an early release day, dismissal is a 1:15 -School vacation week is the week of April 16-20.	<urn:uuid:440881c6-af2a-416a-a7a4-32bf2b39e598>	CC-MAIN-2019-22	https://danverspublicschools.org/highlands/wp-content/uploads/sites/13/2019/03/3-29-K-Chronicles.pdf	2019-05-19T22:17:55Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00403.warc.gz	456,790,838	580	eng_Latn	eng_Latn	0.999288	eng_Latn	0.99942	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2187, 2535 ]	[ 2.96875 ]	2	0
TRICARE Healthy Living Tips Mental Health Awareness Month May 2018 What is Mental Health? - * Mental health is as critical as physical health to mission readiness. * Mental health being of mind, body and spirit, and contributes to overall health and resilience. , or psychological health, encompasses the well * Similar to physical health, mental health requires regular care. * You can maintain your mental health with: – Regular exercise – Nutritious foods – Good sleep – Social connections – Healthy coping skills Tip #1: Exercise Regularly * Aerobic exercise reduces anxiety and depression, creates new brain cells and sharpens memory. * Aerobic exercise includes: – Jogging – Swimming – Cycling – Walking – Gardening – Dancing Source: National Center for Biotechnology Information. U.S. National Library of Medicine. "Exercise for Mental Health." Accessed April 18, 2018. www.ncbi.nlm.nih.gov/pmc/articles/PMC1470658 Tip #2: Eat Nutritious Foods * Studies link unhealthy diets and lack of exercise with depression. * A diet rich in nutrients and healthy fats can aid in brain development, helping you think clearly and stay alert. * Try eating more: – Fruits and vegetables in a variety of colors – Whole grains (at least half of your grains) – Fat-free or low-fat dairy – Variety of proteins (seafood, lean meat and poultry, eggs, beans, nuts and seeds) * Try eating less: – Sodium – Cholesterol – Saturated fats – Sugary drinks – Refined grains Source: National Center for Biotechnology Information. U.S. National Library of Medicine. "Understanding Nutrition, Depression and Mental Illnesses." Accessed April 18, 2018. www.ncbi.nlm.nih.gov/pmc/articles/PMC2738337 Tip #3: Make Sleep a Priority * A third of U.S. adults report that they usually get less than the recommended amount of sleep. * Not getting enough sleep is linked with depression. * Some habits that can improve your sleep include: – Keep a consistent sleep schedule. Go to bed and get up at the same time every day, even on weekends. – Make your bedroom quiet, dark, relaxing and at a comfortable temperature. – Remove electronic devices (TVs, computers, smartphones) from the bedroom, or turn off devices at least 30 minutes before bedtime. – Avoid a large meal, caffeine and alcohol before bedtime. – Exercise regularly and maintain a healthy diet. Source: Centers for Disease Control and Prevention. "Tips for Better Sleep." Accessed April 18, 2018. www.cdc.gov/sleep/about_sleep/sleep_hygiene.html Tip #4: Reach Out * Building and maintaining healthy social connections with family members, friends and others is important for maintaining your mental health. – Tell your friends and family if you're feeling stressed. They may be able to help. – Seek help from mental health professionals. * To help build and strengthen relationships with friends and family: – Get involved with activities in your community. – Stay connected with people who can provide emotional and other support. – Volunteer for a charity, mentoring program, or other community organization. Source: National Center for Biotechnology Information. U.S. National Library of Medicine. "Social Support and Resilience to Stress." Accessed April 18, 2018. www.ncbi.nlm.nih.gov/pmc/articles/PMC2921311 Tip #5: Make Time to Destress * Try a to cope with stress. Research shows that practicing mindfulness and yoga can help improve mental wellbeing. relaxing activity * Practicing meditation may reduce blood pressure, anxiety, depression and insomnia. * Relaxation techniques are recommended as a part of treatment approaches for acute stress disorder or posttraumatic stress disorder. Source: National Center for Complementary and Integrative Health. "Meditation: In Depth." Accessed April 18, 2018. https://nccih.nih.gov/health/meditation/overview.htm Resources * TRICARE mental health services are available for you and your family during times of stress, depression, grief, anxiety and mental health crisis. – TRICARE covers medically and psychologically necessary mental health and substance use disorder care. This includes both inpatient and outpatient care. The variety of services include psychotherapy, prescription medication, psychiatric treatment and more. – Learn about the TRICARE mental health coverage at www.tricare.mil/mentalhealth. – Download the "Mental Health and Substance Use Disorder Services" fact sheet at www.tricare.mil/publications. * Seek help if mental health concerns start to interfere with daily life. – Pursuing mental health support shows strength, not weakness. – Getting help will not end your career. – Mental health treatment works; recovery is possible. If you or someone you know has suicidal thoughts, call the Military Crisis Line at 1-800-273-8255 and press 1, text 838255, or confidentially chat online with a Military Crisis Line counselor. TRICARE HEALTHY LIVING TIPS For more tips on healthy living, visit www.tricare.mil/healthwellness.	<urn:uuid:8e9c46e1-9539-4f6f-8bda-f904f2ec51a0>	CC-MAIN-2019-22	https://tricare.mil/-/media/Files/TRICARE/Publications/PubsNotOnPubsPage/TRICARE_MayMonthlyHealthyLivingTips_FINAL_043018.ashx	2019-05-19T23:36:14Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00406.warc.gz	659,579,016	1,068	eng_Latn	eng_Latn	0.919924	eng_Latn	0.991297	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 66, 519, 927, 1684, 2490, 3261, 3815, 4853, 4953 ]	[ 2.609375 ]	2	0
La Planta Carnívora LA PLANTA CARNÍVORA Por Radha Weaver, Periódico Bilingüe La Voz Traducción de Odacir Bolaño Unos atrapan las ruidosas moscas con papel pegajoso Otros con un matamoscas las aplastan ¡Qué asqueroso! Pero yo hago algo diferente; conseguí un exterminador Es la carnívora o Venus atrapamoscas, mortal con su esplendor Tiene el nombre de una diosa de la mitología romana Venus, que amaba la ecología y la vida vegetal gobernaba Sus rápidos movimientos son de un grupo único en el mundo Junto a la Lentibularia y la Drosera, un revuelto nauseabundo The Venus Flytrap Además tiene mandíbulas para devorar insectos desprevenidos Como una almeja mortal con restos de los insectos ingeridos Pobrecitos los insectos que a dicha trampa se acercan Basta mover un pelo y las mandíbulas crujen y se cierran Si la Atrapamoscas es una planta ¿Por qué come moscas? Si no obtiene nutrientes del suelo, se muere la Atrapamoscas Así que a condiciones bastante extremas se tuvo que adaptar Entre pantanos costeros, vitaminas y minerales debía hallar Esta planta es nativa de Carolina del Norte y del Sur Para tener una en casa, muy creativo debes ser tú Se necesita humedad en la raíz y el aire y un área soleada El suelo debe ser arenoso y tener una acidez elevada ¿Tener una como mascota? Bien lo puedes intentar Porque no son una amenaza, eso lo debo confesar Durante toda su vida, sólo tres moscas podrían atrapar Pero es divertido contar su historia haciéndola rimar HASTA AHORA NO ME SIENTO MUY IMPRESIONADO POR HACER EXPERIMENTOS DE INGENIERÍA GENÉTICA CON LA PLANTA CARNÍVORA. SO FAR I'M NOT SO IMPRESSED BY THESE GENETIC ENGINEERING EXPERIMENTS ON VENUS FLYTRAPS. THE VENUS FLYTRAP By Radha Weaver, La Voz Bilingual Newspaper Some catch buzzing flies with paper that's sticky Some use a fly swatter to swat flies, that's icky But I do it different; no I don't use a zapper I use disarmingly cute, deadly Venus Flytrap(er) Named after a goddess from Roman mythology (Venus ruled plant life, she was into ecology) The Flytrap's quick movements put it in a group With Bladderwort & Sundew (a foul tasting soup) This carnivorous plant has bug-eating jaws A deadly clamshell rimmed with nectar it draws Poor little bugs to land in its trap When they trigger two hairs the jaws close with a snap If the Flytrap's a plant, why does it eat flies? Without nutrient soil, the Flytrap it dies So it learned to adapt to conditions so harsh To catch vitamins and minerals in a southeast-coast marsh In the Carolinas this plant is a native To keep one in your house you must get creative It needs lots of sun, wet roots, high humidity Its' soil should be sandy and high in acidity You can be just like me and keep one as a pet Though I really must warn you they're not much of a threat They might only catch three flies in their entire lifetime But they are good fun to research and more fun to rhyme EVER NOTICE THAT THE BEST SPOT IN THE SWAMP TO CATCH FLIES IS OUT BY VENUS FLYTRAPS? Dionaea Muscipula Makoto Honda MAKE PARENT INVOLVEMENT YOUR NEW YEAR'S RESOLUTION CONTINUED FROM PREVIOUS PAGE In recognition of this important idea and in celebration of the New Year, I offer the following suggestions on how you can support your child's academic success both at home and at school. efforts, as well as accomplishments, but don't use money or other material incentives as payment for academic efforts. Help your child feel the satisfaction of having worked hard and accomplished an assignment or task. PARENT INVOLVEMENT BEGINS AT HOME * Stay informed about what is going on at school. Check your child's backpack daily and read everything the teacher sends home. By being informed, you'll be in a better position to advocate for your children's academic needs and support their learning. * Establish routines that provide an environment for learning. Morning routines will get your child off to a good start, while afternoon routines provide structure for completing homework and talking about the school day. Bedtime routines ensure that your child is well-rested and ready for active learning the following morning. * Be attentive to your children's academic needs. Spend time with your children as they are doing homework. Help them with it, watch them do it, or ask them questions about it. If your child struggles with homework regularly, don't hesitate to make an appointment with the teacher. * Be aware of the teacher's expectations in terms of homework, tests, quizzes, and projects. With this information, you can help guide and support your child in meeting those expectations. * Motivate your child. When your children work hard on an assignment, let them know that you've noticed. Reward * Volunteer in the office, school library, or copy center. Here, you can shelve library books, make copies, or hand out late passes in the morning. If you are bilingual, you're help is especially valuable! PARENT INVOLVEMENT CONTINUES AT SCHOOL * Attend special school events, including class field trips, back-to-school nights, open houses, talent shows, sports events, and concerts. These are great opportunities for parents who may not feel comfortable in a school setting. The events are usually well attended, making it easy to blend in with the crowd. * Volunteer in the classroom. Once a week, once a month, or once a year—help is always welcome. Remember, you don't have to be a teacher type; you simply need to be willing to assist. * Contribute to the classroom in other ways. If you can't volunteer during school hours or you don't feel comfortable being a class volunteer, let the teacher know about your special talents or hobbies—gardening, sewing, woodwork, etc. Teachers are always looking for people to make things that can be used for classroom activities. * Contribute to class parties or other special events. Respond to the call for juice or cookies or volunteer to set up, serve, or clean up. * Join the PTA or ELAC. Through these organizations, you can have a substantial impact on school climate and student learning. PTAs raise funds for special activities and needed resources. Parents serving on ELACs can provide input for improving the educational experience for students who are learning English. Take it one step further and run for a position on the school site council or school board if you're interested in having a say on policy and budget issues. With the renewed energy and motivation that the New Year brings, I challenge all of us to turn our commitment to our children's education into action. By taking on the role of "partner in education," we can make a big difference in their success. So, start today and set a goal ! Take one step at a time and focus on just one area of improvement. I'm certain that any continuous effort you make will benefit both you and your children. * Talk to your children about their hopes and dreams, then relate them to the importance of education. Guide your children in understanding how education plays a vital part in everything they do in life. * Make reading a habit and part of the daily routine in your household. By modeling good reading habits yourself, you encourage your child to find enjoyment and knowledge in reading. Over and over, studies indicate that children who read and/or are read to on a regular basis perform better in school. * Provide your child with learning opportunities at home. This may include something as simple as writing a letter to a distant relative or counting beans as they "help" you with the cooking. * Attend community events that give your child with new experiences. For example, a visit to a museum or an event at the local library is an educational activity that far outweighs the benefits of staying home and watching television or playing video games.	<urn:uuid:8cfcdccb-97b6-49ba-830c-3d4d495d3fc9>	CC-MAIN-2019-22	http://www.lavoz.us.com/01_2011_Venus%20Fly-Trap.pdf	2019-05-19T23:25:49Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00408.warc.gz	294,401,309	1,788	eng_Latn	eng_Latn	0.988738	eng_Latn	0.988738	[ "eng_Latn" ]	false	docling	[ 7808 ]	[ 2.46875 ]	2	0
Speakers' Corner Dr Martin Luther King Jr CONTENT: - PART A: Listening Comprehension and the key to the Listening Comprehension - PART C: Rhetoric, the anaphora - PART B: Further materials and links for inspiration and themes - PART D: Discuss/Debate - Lgr11 and Speakers' Corner A. Listening Comprehension 1. Who was Martin Luther King Jr? a. A politician b. A leader of the civil rights movement in the USA c. A teacher 2. How does King talk, according to Nick Turnbull? a. Like a king b. Like a teacher c. Like a preacher 3. What is the speech about? a. Civil rights, equal rights for coloured people b. Political rights for coloured people c. Rights for coloured children to go to school 4. What is the idea of King's speech? a. To move the emotions of the audience b. To comfort the audience c. To reveal unknown facts to the audience K O N T A K T: UR:s Kundtjänst, firstname.lastname@example.org R O G R A M N U M M E R: 5. King illustrates his speech with phrases and ideas from a. Politics b. The Bible and the Declaration of Independence c. The American Constitution 6. In his speech King repeats a phrase over and over again. Which phrase is that? ______________________________________________________________________ 7. What is King's dream? _______________________________________________________________________ _______________________________________________________________________ 8. Why does King improvise at the end of his speech? _______________________________________________________________________ _______________________________________________________________________ 9. In what way is King's speech in 1963 a beginning of a new society? a. After this black men could become preachers b. After this the American society started to become more tolerant and more equal than before c. After this slavery was abolished 10. Why is it a good idea to also improvise parts of your speech? _______________________________________________________________________ _______________________________________________________________________ Key to Listening Comprehension: 1.b 2.c 3.a 4.a 5.b 6.I have a dream 7.That people will be treated equally, that blacks and whites will be treated the same, that people of all colors will be able to live together in peace 8.To be able to interact with his audience 9.b 10.So you can adjust your message to your audience, so that you sound more natural B. Further materials and links for inspiration and themes - Biography, American History: For more on Dr Martin Luther King jr http://www.nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html Watch I Have A Dream delivered at the Lincoln Memorial, Washington on August 28 1963: http://www.youtube.com/watch?v=smEqnnklfYs - Music History: Mahalia Jackson on YouTube http://www.youtube.com/watch?v=X6xpEwmxhkg&feature=related - Civil Rights, Women's Rights Biography of Rosa Parks, "mother of the Civil Rights movement" and her organization Rosa and Raymond Parks Institute for Self Development http://www.rosaparks.org/index.php?option=com_content&view=article&id=118&Itemid=60 Rosa Parks in Women's Hall of Fame http://www.greatwomen.org/women-of-the-hall/search-the-hall/details/2/116-Parks C. Rhetoric The anaphora is mentioned as a figure of speech used by Martin Luther King. Anaphora is a rhetorical term for the repetition of a word or a phrase at the beginning of successive clauses/sentences in a speech. They are often building up to a climax in the speech, creating a strong emotional effect. King's I Have a Dream Speech is an example of this figure of speech. Here are some further examples to illustrate an anaphora: - "We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender." (Winston Churchill, speech to the House of Commons, June 4, 1940) - "Let both sides explore what problems unite us instead of belabouring those problems which divide us. Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms, and bring the absolute power to destroy other nations under the absolute control of all nations. PROGRAMNUMMER: - "Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths, and encourage the arts and commerce. "Let both sides unite to heed, in all corners of the earth, the command of Isaiah--to 'undo the heavy burdens, and to let the oppressed go free.'" (President John Kennedy, Inaugural Address, January 20, 1961) - "It's the hope of slaves sitting around a fire singing freedom songs; the hope of immigrants setting out for distant shores; the hope of a young naval lieutenant bravely patrolling the Mekong Delta; the hope of a millworker's son who dares to defy the odds; the hope of a skinny kid with a funny name who believes that America has a place for him, too." (Barack Obama, "The Audacity of Hope," July 27, 2004) - "But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate-filled policemen curse, kick, brutalize and even kill your black brothers and sisters with impunity; when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six-year-old daughter why she can't go to the public amusement park that has just been advertised on television, and see tears welling up in her little eyes when she is told that Funtown is closed to colored children, and see the depressing cloud of inferiority begin to form in her little mental sky, and see her begin to distort her little personality by unconsciously developing a bitterness toward white people; when you have to concoct an answer for a five-year-old son asking in agonizing pathos: 'Daddy, why do white people treat colored people so mean?'; when you take a cross-country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you; when you are humiliated day in and day out by nagging signs reading 'white' and 'colored'; when your first name becomes 'nigger' and your middle name becomes 'boy' (however old you are) and your last name becomes 'John,' and when your wife and mother are never given the respected title 'Mrs.'; when you are harried by day and haunted by night by the fact that you are a Negro, living constantly at tiptoe stance never quite knowing what to expect next, and plagued with inner fears and outer resentments; when you are forever fighting a degenerating sense of 'nobodiness'; then you will understand why we find it difficult to wait." (Dr. Martin Luther King, Jr., "Letter From a Birmingham Jail," April 16, 1963. I Have a Dream: Writings and Speeches That Changed the World, ed. by James M. Washington. HarperCollins, 1992) D. Discuss/Debate Talk about a topic using anaphora! Try to use emotion to move your audience to agree with you. Choose a topic you feel strongly about. When you deliver your speech, keep an eye on the audience and try to adjust to the reactions you get. Some examples of topics: a. Do women get an equal chance in today's society? b. Are people of all origins treated equally in Sweden today? c. Is Flash Mob a modern way of protesting? PROGRAMNUMMER: Lgr11 and Speakers' Corner In Lgr11 it is said that: Teaching of English should aim at helping the pupils to develop knowledge of the English language and of the areas and contexts where English is used, and also pupils' confidence in their ability to use the language in different situations and for different purposes. It is further pointed out that the teaching of English:… should essentially give pupils the opportunities to develop their ability to: * understand and interpret the content of spoken English and in different types of texts, * express themselves and communicate in speech and writing, * use language strategies to understand and make themselves understood, * adapt language for different purposes, recipients and contexts, and * reflect over living conditions, social and cultural phenomena in different contexts and parts of the world where English is used. Basically all of the above points are touched upon in "Speaker's Corner". Part A is a listening comprehension for the pupils to hear conversational English as well as English in more formal speeches. In part B they have a chance to learn about and reflect on living conditions as well as social and cultural phenomena today and in history, in England and the USA. In part C the pupils will get tips and framework for giving a speech and arguing an opinion and thereby adapting the language for the purpose and the audience. In part D they practise trying to convince an audience of their views or ideas. Thereby also some of the points of the Content of Communication are covered. For instance: In years 7–9 Content of communication * Interests, daily situations, activities, sequences of events, relations and ethical questions. * Views, experiences, feelings and future plans. * Living conditions, traditions, social relations and cultural phenomena in various contexts and areas where English is used. Listening and reading – reception * Spoken English and texts from various media. * Spoken English with some regional and social variants. * Oral and written instructions and descriptions. * Different types of conversations, dialogues, interviews and oral communications. * Oral and written information, as well as discussions and argumentation for different purposes, such as news, reports and newspaper articles. * How texts and spoken language can be varied for different purposes and contexts. Speaking, writing and discussing – production and interaction * Different ways of working on personal communications to vary, clarify, specify and adapt them for different purposes. * Conversations, discussions and argumentation. * Language strategies to understand and be understood when language skills are lacking, such as reformulations, questions and explanations. * Language phenomena to clarify, vary and enrich communication such as pronunciation, intonation and fixed language expressions, grammatical structures and sentence structures. When working with the materials in Speaker's Corner the pupils are given the possibility to reach the knowledge requirements for E (or higher) according to the following specification in Lgr11: Knowledge requirements for grade E at the end of year 9 Pupils can understand the main content and basic details in English spoken at a moderate pace and in basic texts in various genres. Pupils show their understanding by presenting an overview with discussion and comments on content and details and also with acceptable results act on the basis of the message and instructions in the content. In oral and written production, pupils can express themselves simply, understandably and relatively coherently. To clarify and vary their communication, pupils can work on and make simple improvements to their communications. In oral and written interaction in different contexts, pupils can express themselves simply and understandably and also to some extent adapted to purpose, recipient and situation. In addition, pupils can choose and apply basically functional strategies which to some extent solve problems and improve their interaction. Pupils discuss in overall terms some phenomena in different contexts and areas where English is used, and can also make simple comparisons with their own experiences and knowledge. 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Teacher's Guide: Ages 8-9 Prophets & Promises Part 2: Elijah through Malachi Unit 8, Lesson 38 The Prophet Isaiah Lesson Aim: To know we all need the Savior whom God gave us in Jesus. THE WORSHIP Who God is: The God Who Is Faithful Bible Story: THE WORD What He has done: God gave Isaiah the message of hope about the coming Savior. Isaiah 53:6; 45:22-23; 9:2, 6-7; 40:31 Key Verse: Isaiah 9:2 THE WAY Christ Connection: John 8:12 BIBLE MEMORY VERSE "He humbled Himself and became obedient to death—even death on a cross! Therefore God exalted Him to the highest place and gave Him the name that is above every name, that at the name of Jesus every knee should bow, in heaven and on earth and under the earth, and every tongue confess that Jesus Christ is Lord." Philippians 2:8b-11a TEACHER'S ENCOURAGEMENT This week, read Psalm 57. Please join us in praying, "Thank You, Lord, for Your faithfulness in helping us turn back to You when we stray and for sending Your Son to rescue us. Amen." RESOURCES: Supplemental materials are available at ResourceWell.org. To spark anticipation, encourage arriving children to meet and greet one another with today's question. Meet & Greet Question: What sounds do you think we will hear in heaven? GAME: SHEEP GONE ASTRAY Prepare: Mark two lines with floor tape or chalk a foot or two from the wall on opposite ends of the room. The area between the wall and the line are the sheep pens. Scatter many cotton balls (sheep) on the floor between the two sheep pens. Purpose: Children will herd cotton ball "sheep" to introduce them to God's warning through Isaiah. Supplies: Cotton balls, floor tape or chalk Option: Use crumbled white paper balls instead of cotton balls. The cotton balls stand for sheep. They are scattered because they have wandered away. You are the shepherds. In this game, you will gather the sheep into their pens. Directions: 2. Assign each team a sheep pen. Teams gather in their sheep pens. 1. Divide the children into two teams. 3. On your signal, the children get on their hands and knees and, one at a time, blow the sheep (cotton balls) into their team's sheep pen. Children may not touch the sheep with any part of their bodies. 4. After all the sheep are in the pens, each team counts their sheep. The goal is to be the team with the most sheep. As shepherds, you had to help the wandering sheep return to their pens. God says we are like sheep that have gone our own way. He gave a message to Isaiah about people being like wandering sheep. Let's read the warning, choice, and promise God gave to us through the prophet Isaiah. Limited space? Crumble two colors of paper for sheep. Pile all the sheep in the center of the play area. Divide the children into two teams. Each team sits in a line starting in the center of the play area. Place a bucket next to the last child on each team. Assign a sheep color to each team. On your signal, teams race to pass (with their hands) the correct color sheep to their team buckets. The goal is to be the first team to get all their sheep in their bucket. Teacher Tip: To help children identify time set aside for worship, designate a special corner or area for singing, collecting offering, and watching the worship illustration. Play music as children move to the designated area. Today, we worship the God who is faithful. That means He keeps all of His promises. God gave Isaiah visions to help us understand who our faithful God is and who we are as His people. As we worship Him, let's picture Isaiah's vision of God's throne in heaven. Read Isaiah 6:1-3. Together, let's say what the creatures said around the throne. Divide the children into four groups. Lead the groups in quietly chanting, "Holy, holy, holy is the Lord God Almighty; the whole earth is full of His glory" at different times. Lead groups in increasing their volume with each repetition. When all the groups are at a strong volume, have them boldly chant the passage once together. Isaiah tells us that every knee will bow before the Lord. Paul describes that in our new Bible Memory Verse. How wonderful it will be to see everyone worship God! Sing the Unit 8 Bible Memory Verse Song, "At the Name of Jesus." One way we can worship Him is to give our offering to the church. Sing: "To Him Who Sits on the Throne" as the offering is collected. You may also choose to sing songs that focus on God in heaven. Perform The Love Sub script or read storybook: Prophets & Promises Unit 8, Lesson 38. Teacher Tip: As you move from worship to instruction, change rooms or locations within a room to help redirect the children's focus to the Bible story. During this transition time, have each child write their name on a card and place it in the Golden Bowl. Before we read God's Word, let's go over our Class Covenant. A covenant is an agreement. Just as God made a covenant with His people, I ask each of you to make this covenant promise with me today. Listen as I read our Class Covenant: "I will keep my eyes on my teacher, my mouth in control, my ears on God's Word—knowing God is my goal." Last time, we learned the prophet Amos warned the people to "prepare to meet your God." Today, we will learn about the prophet Isaiah who lived near Jerusalem. If a map is available, point to Jerusalem, Israel. God gave Isaiah visions and messages of hope about the coming Savior. If a Bible Timeline is available, point to Isaiah (Circa 710 B.C.). We find them in the Bible in the book of Isaiah. It was written in two parts over a period of many years. For a Bible Timeline Review activity, see the GOT TIME? segment of this lesson. God gave Isaiah a vision of six-winged seraphs worshiping a holy God around His throne (Isaiah 6:1-4). He also gave Isaiah messages that were easy for the people to understand and remember. By using examples of sheep and shepherds, darkness and light, and even familiar wildlife, God's warnings, choices, and promises are easy for us to remember today, too. Let's play Find It First! Bring out your Bible; keep it right in front of you. Hand out spare Bibles. Today's Scripture verse is behind the curtain (or secret door, secret window, etc.). Child reveals the Bible Story Scripture reference: Isaiah 53:6; 45:22-23; 9:2, 6-7; 40:31. Let's see who can Find It First. Ready? Set? Go! Children race to find it first. The winner helps others find it. Let's highlight our Key Verse: Isaiah 9:2. Before we read, let's stand and ask God to open our eyes, ears, hearts, and minds to His Word today. Who would like to pray that for us? Child prays aloud. Be seated. Let's begin with the warning and the choice Isaiah gives us as he compares us to sheep. You will hear the word "iniquity" which means sin or doing wrong in God's eyes. Read Isaiah 53:6, 45:22-23. Isaiah knew the Savior had not yet come. He compared people without a savior to sheep wandering astray without a shepherd and to people walking about in darkness without a light. Check out the promise God gave those people in Isaiah 9. Read Isaiah 9:2, 6-7. This promise gave the people hope. Let's read the promise God gave to those who put their hope in the Lord and who wait for His promises to come true. Read Isaiah 40:31. Teacher Tip: If possible, make the room as dark as possible and read the Christ Connection scripture using a flashlight or a candle. Use of the flashlight or candle may also be effective during the GOLDEN BOWL prayer time. Return to normal lighting for the FINAL FIVE. What was the WARNING from Isaiah? (We have strayed or wandered away like sheep.) What are some of the ways we wander from the Lord? (Children respond.) Sometimes we wander away from God when we are tempted, discouraged, or disappointed. Have you ever wandered away from God for any of these reasons? (Children respond.) What are the ways a good shepherd cares for his sheep? (He feeds his sheep, rescues them from danger, helps them stay together, finds them when they wander away, gives them a place to rest, calms their fears.) When has Jesus cared for you in any of those ways? (Children respond.) What was the CHOICE we read in Isaiah? (Turn to the Lord.) If you have been wandering away from doing things God's way lately, imagine Jesus is your shepherd and He is calling you to stop wandering and to turn and follow Him. It can be very difficult to make a change and turn to God. Encourage the children to discuss and share ways they have strayed and then turned to God. God wants us to turn to Him in our thoughts, words, and actions. To bow on our knees is a sign of humble heartfelt prayer and worship. How might a habit of praying to God help us turn to Him and not wander away? (Children respond.) How does this passage connect to our Bible Memory Verse which was written by Paul over 700 years later? (Both promise every knee will bow and every tongue will confess He is the Lord.) What was the PROMISE we read in Isaiah? (God will send His Son as the Savior and King.) Connecting the Old Testament, the New Testament, and Us CHRIST CONNECTION How does the "great light" Isaiah spoke about point to Jesus? (Children respond.) Listen to what Jesus said about that great light for the people. FIND IT FIRST> Everyone, place your Bible closed on your lap. Choose a child to reveal the Christ Connection Scripture reference: John 8:12. Let's see who can Find It First! Ready? Set? Go! Find it and highlight it. Read John 8:12. Isaiah uses the word "darkness" to mean life without God. Who is the Light of the World? (Jesus.) How is Jesus like a light to you? (Children respond.) It takes strength to keep our hope that God will keep every promise. What is the promise Isaiah gives those who put their hope in the Lord? (He will renew their strength.) Let's take seven seconds of silence to picture Jesus shining a light to lead you down godly right paths and to help you make godly choices. Picture your life now and as you grow older as an exciting journey walking in this light. Allow seven seconds of silence for this prayer. THE WAYcontinued… Teacher Tip: Write the names of classmates, local church leaders, and children in other nations or others who need prayer on small pieces of paper. Place the papers in a golden bowl. Revelation 5:8 says our prayers are like sweet smelling incense in the golden bowls at God's throne. I'm going to lift each one of your names to God's throne as you pray for each person silently. Then, we will pray the Lord's Prayer (Matthew 6:9-13) aloud together. Let's pray. Lord God, we lift up to Your throne the name of each child here. We trust You to watch over us and our needs, the ones we say aloud and the ones hidden in our hearts. First, we lift up to You ___, ___, ___. Read names in Golden Bowl. Now, we pray the prayer Your Son taught us: Our Father, who art in heaven, hallowed be Your name. Your kingdom come, Your will be done on earth as it is in heaven. Give us this day our daily bread. Forgive us our sins, as we forgive those who sin against us. And lead us not into temptation, but deliver us from the evil one. For Yours is the kingdom and the power and the glory forever. Amen. When only 5 minutes remain, begin this segment. FINAL FIVE MINUTES TREASURE TREAT: Today, your Treasure Treat is a piece of sheep wool. Tell your family how we have all strayed like sheep. Let it remind you to make the choice to turn to God and to do things His way. DAILY WAY CHALLENGE: Did anyone bring in a completed Daily Way from last time? Praise or reward those who return a Daily Way. Distribute Lesson 38 Daily Way 5-day Bible study. Complete this week's Daily Way at home and let God speak to you through His own words in the Bible. Join the Daily Way Challenge by returning your completed Daily Way. Teacher Tip: Collect Daily Ways in a basket or other container and periodically reward children as a group for completing the challenge. OFFERING OF ART: Until it is time to be dismissed, make an Offering of Art. For your offering, draw one of Isaiah's visions: a wandering sheep, a light in the darkness, or the six-winged seraphs worshiping at God's throne. PRAYER REQUESTS: As children work on their Offering of Art, ask how you can pray for them this week. Write requests in a prayer notebook. BIBLE MEMORY VERSE SONG: Play the Unit 8 Bible Memory Verse Song, "At the Name of Jesus," in the background as children wait to be dismissed. SNACK: ENERGY SNACK Purpose: Children eat an energy snack while discussing the energy God promises us in Isaiah 40:31. Supplies: Bible, energy snack such as granola or snack bars Isaiah knew God's people would get discouraged or tired sometimes as they waited for His promises to come true. As we enjoy our energy snack today, let's listen to what Isaiah wrote about the special energy God gives to those who put their hope in the Lord. Read Isaiah 40:31. If we choose to hope in the Lord, what will He do? (Give us strength.) Choosing to do what God wants us to do can be hard, but God gives us a special energy. What is one way Isaiah describes that strength and energy? (Like soaring on eagle's wings, running and not getting tired, walking and not feeling faint.) Directions: 2. Child prays to thank God for the snack. 1. Distribute the snack and drink. 3. Ask the Snack Discussion Question: "What good thing do you need the most energy to do in your life?" GAME: STICK THE SHEEP TO THE SHEPHERD Supplies: Blindfold, cotton balls, tape, poster of a shepherd with an open hand or draw a shepherd on a dry erase board Purpose: In this version of "Pin the Tail on the Donkey," children experience walking in darkness. What did Isaiah say the people walking in darkness would see? (A great light.) Who was that promised great light? (Jesus.) In this game, we will put on a blindfold and try walking in darkness to see what it is like. Each cotton ball stands for a sheep that needs to find its way through the darkness to the shepherd. Let's see who can get their sheep closest to the hand of the shepherd. Directions: 2. Ask for a volunteer. Blindfold the child. 1. Hang a poster of a shepherd (or draw a shepherd on a dry erase board) at a height where all the children can reach the top of it. 3. The blindfolded child holds a sheep (cotton ball) and a piece of tape. 5. The blindfolded child walks toward the poster to attach the sheep to the hand of the shepherd. 4. Briefly spin the child in a circle and then aim him or her toward the poster. 6. Repeat steps 2-4 with each child. 7. The child with the sheep closest to the shepherd's hand is the winner. What was it like to walk blindfolded? (Children respond.) How is walking in darkness similar to a life without Jesus? (Children respond.) Page 8 of 11 GOT TIME?continued… CRAFT: "JESUS IS COMING" KALEIDOSCOPE Supplies: Paper towel tubes, tissue paper, assorted craft supplies, pencils, scissors, tape, crayons or markers Purpose: Children will make a kaleidoscope to remind them that, through Isaiah, God sent the promise that He would send a Savior. Prepare: Create several star templates that are small enough to fit in the end of the tube. Create several circle templates that are two to three inches larger in diameter than the star. Optional: Roll a sheet of sturdy paper into a tube shape and secure with tape. Instead of coloring the star, cut the star out of a different color of tissue paper and use a glue stick to glue it onto the tissue paper circle. Which prophet did we learn about today that delivered God's message? (Isaiah.) What was the promise God gave to the people? (He would send a Savior.) Who did God send many years later to be our Savior? (Jesus.) Let's make a kaleidoscope to help us remember God's promise to send Jesus as our Savior. A kaleidoscope is a tube that you look through to see light shine through pictures or designs. The star at the end of our tubes will remind us of the star that showed the way to the newborn Savior; baby Jesus. The light will remind us that Jesus is the Light of the World. He shows us how to know God and be forgiven of our sins. The long tube will remind us of the long wait between the time when Isaiah told the people about God's promise and the time when Jesus was born. Directions: 2. Using a star template, trace the star onto the middle of the circle with a crayon and carefully color it as to not tear the tissue paper. 1. Using a circle template, trace the circle onto tissue paper and cut it out. 3. Tape the circle onto one end of the tube so the star can be seen when you look through the tube. 5. Hold the open end of the tube to one eye. Look toward a light source to see the star. 4. Decorate the outside of the tube. GOT TIME?continued… BIBLE MEMORY VERSE ACTIVITIES "He humbled Himself and became obedient to death—even death on a cross! Therefore God exalted Him to the highest place and gave Him the name that is above every name, that at the name of Jesus every knee should bow, in heaven and on earth and under the earth, and every tongue confess that Jesus Christ is Lord." Philippians 2:8b-11a GAME: PASSING THE LIGHT Purpose: Children learn the meaning of the Unit 8 Bible Memory Verse. Supplies: Unit 8 Bible Memory Verse poster, extra large paper, tape or tacks, marker, flashlight Prepare: Write "Jesus" in large letters and hang it as high as possible in your classroom. Seat children in a circle. Read the Bible Memory Verse. What did Jesus do when He humbled Himself? (He obeyed God and died on the cross for us.) God exalted Jesus. That means He gave Him the highest praise. He gave Him the highest place of honor—a seat on the heavenly throne. What should we do to honor our Lord Jesus? (Bow to Him, say aloud that He is Lord, and praise His name.) One way to honor His name is to remember His Word, the Bible. In this game, when the light is passed to you, it is your turn to shine the light on Jesus' name and say the next phrase of the Bible Memory Verse. Directions: 2. Give the flashlight to one of the children. 1. If possible, dim or turn off the lights. Shine the flashlight on the Bible Memory Verse poster. Lead the children in reciting the scripture together. 3. That child shines the flashlight on Jesus' name and says the first few words of the Bible Memory Verse. (Children may shine the flashlight on the Bible Memory Verse poster and read the phrase from there.) The child quickly passes the flashlight to the child on his or her right. 4. Repeat step 3 until each child has a turn holding the flashlight and reciting the next few words. You may need to repeat the passage so everyone may have a turn. GAME: KNEEL & SAY Purpose: Children memorize the Unit 8 Bible Memory Verse. Supplies: Kneeling pad (small cushion or pillow), Unit 8 Bible Memory Verse Song "At the Name of Jesus," CD player In Isaiah 45:23, God promised that every knee would bow to Him. Then, over 700 years later, Paul wrote more about that promise in our new Bible Memory Verse. Because God is faithful to keep all His promises, we can trust that one day everyone will worship Jesus by bowing down on their knees. In this game, when the music stops, the person with the kneeling pad is to kneel on it and say the next few words of the Bible Memory Verse. Directions: 2. Lead the children in reciting the scripture together. 1. Children stand in a circle. 3. Play and sing the Bible Memory Verse Song as children pass the kneeling pad around the circle. 5. Start the music and play again. Play several rounds. 4. Stop the music. The child holding the kneeling pad is to kneel on the pad and say the next few words of the verse. If the child does not know the verse, encourage others to help. Page 10 of 11 GOT TIME?continued… BIBLE TIMELINE REVIEW Prophets & Promises Part Two studies the miracles and stories of the Bible from Elijah through Malachi. Review recent Bible stories to see the continuing story of who God is and He has done. Jonah (Circa 781 B.C.) God sent Jonah to warn the Ninevites. Jonah disobeyed and sailed away to Tarshish. God sent a storm. When the sailors threw Jonah overboard, what did God send to rescue Jonah from the sea? (A big fish.) God gave Jonah a second chance to obey. Jonah obeyed and warned the Ninevites. They turned from evil, so God gave them a second chance, too. Jonah was angry that God took pity on the Ninevites. God used a vine to show Jonah he had no right to be angry with Him for giving the Ninevites a second chance. Amos (Circa 760 B.C.) God sent Amos, a shepherd and fig farmer, to warn Israel and say, "Prepare to meet your God." God gave Amos visions and messages telling the people that God saw they would not return to Him. What did Amos' vision of God holding a plumb line show him? (God's Word is like a plumb line for our lives, showing us that we are not perfect and we need to return to God.) Isaiah (Circa 710 B.C.) God gave Isaiah a vision of worship around God's throne. What creatures were praising God in that vision? (Six-winged seraphs.) How did Isaiah compare all of us to wandering sheep? (We are all like sheep who have strayed from God.) What did the great light in the darkness stand for? (The coming of Jesus.) How did God promise the Savior would come? (As a child.) How to create a Bible Timeline from Elijah through Malachi: 2. Choose a wall or other visible location to display the timeline. 1. Print each scroll on sturdy paper. 3. Before each lesson, add the scroll for that lesson to the Bible Timeline using the list below. Add the Unit 10 cards for Prophets & Promises Lessons 48-52. 4. To review, ask the corresponding questions as you point to the associated scroll. Elijah – Malachi: Elijah (Circa 870-845 B.C.) > Elisha (Circa 845-800 B.C.) > Joel (Circa 830 B.C.) > Jonah (Circa 781 B.C.) > Amos (Circa 760 B.C.) > Isaiah (Circa 710 B.C.) > Micah (Circa 700 B.C.) > Zephaniah (Circa 630 B.C.) > Jeremiah (Circa 626 B.C.) > Habakkuk (Circa 603 B.C.) > Ezekiel (Circa 593 B.C.) > Shadrach, Meshach, and Abednego (Circa 580 B.C.) > Daniel (Circa 580 B.C.) > Haggai and Zechariah (Circa 530 B.C.) > Malachi (Circa 430 B.C.) Unit 10: 400 Years of Silence (Circa 400-2 B.C.) > The Birth of Jesus (Circa 7-2 B.C.) .	<urn:uuid:bc5ac7aa-77d4-4c23-bf15-bc1d3ecc4dbf>	CC-MAIN-2019-22	https://resourcewell.s3.amazonaws.com/children/prophetsandpromises/PP.U8.L38-Ages8-9_TeachersGuide.pdf	2019-05-19T23:10:58Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00407.warc.gz	612,628,924	5,294	eng_Latn	eng_Latn	0.975585	eng_Latn	0.994226	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1012, 1082, 3098, 4516, 7239, 10056, 12427, 14753, 16708, 19718, 22221 ]	[ 4.21875, 4.34375 ]	4	0
PONDER! Read 2 Samuel 9:1-11 with your family. Talk about how David showed kindness to Mephibosheth. What did David invite Mephibosheth to do? You can show kindness, too! Who can you show kindness to? How can you show kindness to them? PRAY! Pray this prayer each day this week: "Thank You, God, for showing kindness to us. Help us to show kindness to each other. Amen." PLAY! Make a snack to show kindness to your family or friends. Invite them to eat at the table with you. Tell them about how David invited Mephibosheth to eat with him at his table. Teach them how to say the name Mephibosheth: Meff + hibbo + sheth. K&K Ages 4-K U8L42 PONDER! Read 2 Samuel 9:1-11 with your family. Talk about how David showed kindness to Mephibosheth. What did David invite Mephibosheth to do? You can show kindness, too! Who can you show kindness to? How can you show kindness to them? PRAY! Pray this prayer each day this week: "Thank You, God, for showing kindness to us. Help us to show kindness to each other. Amen." PLAY! Make a snack to show kindness to your family or friends. Invite them to eat at the table with you. Tell them about how David invited Mephibosheth to eat with him at his table. Teach them how to say the name Mephibosheth: Meff + hibbo + sheth. K&K Ages 4-K U8L42 PONDER! Read 2 Samuel 9:1-11 with your family. Talk about how David showed kindness to Mephibosheth. What did David invite Mephibosheth to do? You can show kindness, too! Who can you show kindness to? How can you show kindness to them? PRAY! Pray this prayer each day this week: "Thank You, God, for showing kindness to us. Help us to show kindness to each other. Amen." PLAY! Make a snack to show kindness to your family or friends. Invite them to eat at the table with you. Tell them about how David invited Mephibosheth to eat with him at his table. Teach them how to say the name Mephibosheth: Meff + hibbo + sheth. K&K Ages 4-K U8L42 PONDER! Read 2 Samuel 9:1-11 with your family. Talk about how David showed kindness to Mephibosheth. What did David invite Mephibosheth to do? You can show kindness, too! Who can you show kindness to? How can you show kindness to them? PRAY! Pray this prayer each day this week: "Thank You, God, for showing kindness to us. Help us to show kindness to each other. Amen." PLAY! Make a snack to show kindness to your family or friends. Invite them to eat at the table with you. Tell them about how David invited Mephibosheth to eat with him at his table. Teach them how to say the name Mephibosheth: Meff + hibbo + sheth. K&K Ages 4-K U8L42	<urn:uuid:36b9c1ee-d763-4c35-8b48-4c149c1e2818>	CC-MAIN-2019-22	https://resourcewell.s3.amazonaws.com/children/kingsandkingdoms/KK.U8.L42-Ages4-5_PonderPrayPlay.pdf	2019-05-19T22:41:51Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00406.warc.gz	605,465,224	712	eng_Latn	eng_Latn	0.958351	eng_Latn	0.958351	[ "eng_Latn" ]	false	docling	[ 2572 ]	[ 3.328125 ]	1	0
Kindergarten Chronicles January 25, 2019 Our kindergarteners had a fabulous four-day week in Kindergarten! In Reader's Workshop the children had "Reading Playdates". The children learned that when they are reading with their reading partner they can go on a sight word hunt, make predictions about what will come next in the story, pretend to be the characters in their books, etc. The children loved reading different books in their book bags and then acting out the story like it was a play. Please continue to encourage your child to read at home! We also encourage you to read a story to your child, and talk about what is happening in the story, in order to continue to boost their comprehension skills. In Fundations, we worked on uppercase letters I, J, K, L, M, N, O, and P. The children also worked on tapping out the sounds of simple three letter words. For example, when reading the word 'lip', the children tapped out the three individual sounds, l - i - p, and then blended those three sounds together to read the word 'lip'. The children also worked on putting their magnetic letter tiles in alphabetical order. We also learned two new sight words this week: here and are. In Writer's Workshop, the children continued to work on their new informational writing unit. The children loved brainstorming ideas of what they could write about in thier "How To" books. For one lesson, we wrote a book as a class called, "How To Do a Somersault". We talked about checking our writing to make sure that all of the steps in our book were clear, and made sense. We then practiced acting out the steps in book. We also talked about the importance of including labels and diagrams in our "How To" books. This week we also sent home a class list for Valentine's Day. Please encourage your child to try to write their classmates' names on their valentines. This is an excellent way for your child to practice writing! We wanted to give a class list ahead of time so your child would have time to write one or two names a day instead of all of their friends' names at once! We are slowly building our students' writing stamina! In math we started Unit 6, "How Many Now?". This past week, the children played the game "Collect 20". To play this game, the children rolled a dice with numbers 1-3 and had to put the corresponding amount of pennies on their ten frames until they reached 20. The children also recorded what was inside of their inventory bags by using pictures, words, and addition notation to represent that quantity. The Kindergarten Team High Frequency Words: I, can, the, a, to, is, my, go, me, like, on, in, so, we, it, and, up, at, see, he, do, you, an, no,am, said, went, come, here, are Updates and Reminders: - If you send an e-mail about a change to your child's dismissal, please make sure to also send it to our secretary, Mrs. Halloran (email@example.com). That way, if your child's teacher is absent from school that day, Mrs. Halloran will also have a record of your child's dismissal change. * Dismissal Changes: * Our first field trip is planned for Thursday, March 28th to the Boston Children's Museum. If you would like to chaperone, please let your child's teacher know and double check that your CORI is up to date with the front office. Each child is allowed to have one parent chaperone and we would like as many parents to come as possible! * Don't forget the school calendar as well as other important information can be found on the school website: danverspublicschools.org/Highlands.	<urn:uuid:c73412d4-2781-4de0-962c-f0a5d0f5abd0>	CC-MAIN-2019-22	https://danverspublicschools.org/highlands/wp-content/uploads/sites/13/2019/01/New-Kindergarten-Chronicles-1_25_19.pdf	2019-05-19T23:19:34Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00406.warc.gz	438,718,381	807	eng_Latn	eng_Latn	0.999169	eng_Latn	0.999288	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2537, 3543 ]	[ 3.1875 ]	2	0
Class 2 Newsletter 4 February 2019 Welcome back to the second part of the Spring term. Here's hoping the warmer weather from the half term break continues so we can enjoy the outdoor environment more often. Thank you for your support in helping the children to learn their words and for coming to Class Assembly this morning. Our new topics We have exciting new topics to focus on this half term, the main one being 'Fly Me To The Moon', where we learn about the Last half term was busy! The children settled well after the Christmas holidays and continued their learning and progress with interest and enthusiasm. Although brief, I hope the Interim Report which you received before half term gave you useful information about your child's progress. We can discuss this further at Parents' Evenings on Monday 1st and Tuesday 2nd April. For arrangements for signing up for an appointment later this half term, please see the main school newsletter. landing on the moon as a key historical event and Neil Armstrong, Buzz Aldrin and Michael Collins as 'significant people from the past'. In addition to this, in Science we will learn about plants and their growth and also animals and their habitats. We will use the school grounds for this topic so fingers crossed for good weather as we get out and about and explore! In RE, after learning about Judaism last half term, we will focus on the Christian celebration of Easter, learning about Shrove Tuesday, Lent, Ash Wednesday, Mothering Sunday, Maundy Thursday, Good Friday and Easter Sunday as we work through the half term. Computing lessons this half term will focus on learning to code so the children can write their own simple programs. PSHCE focuses identifying our feelings, likes and dislikes and 'Daring To Be Different'. Maths Vocabulary Some parents asked about the Maths vocabulary used by Year 1 last term, and while there isn't an 'official' list to distribute, the vocabulary taught to and used by the children has been collated in a free booklet from an educational publisher. If you are interested, it can be found at the bottom of the list on: https:// www.primarysupportteam.co.uk/resources/maths-resources . Extreme Reading I hope your child has enjoyed some 'Extreme Reading' during the half term break. If you haven't already, please send their photo or written information in their homework book as soon as possible so Class 2 can contribute to the whole school display. Feel free to share photos with us on Twitter too. Follow us on Twitter to see what we are up to throughout each week. We are @Class2BEFS. Curriculum Information for English and Maths. Please note that these are the outcomes expected at the end of Year 1. English Maths This half term will be reading and writing stories, information texts and recounts. When reading, these are some of objectives the children will be aiming to: - Predict and discuss events. - Link reading to own experience. - Join in with stories or poems. - Check that reading makes sense and self-correct. - Infer what characters are like from actions. - Ask and answer questions about texts. - Apply phonic knowledge and skills as the route to decode words. - Read accurately by blending sounds in unfamiliar words containing phonemes that have been taught. - Read aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words. - Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. - Re-read books to build up fluency and confidence in word reading. When writing, these are some of objectives the children will be aiming to achieve: - Say first and then write to tell others about ideas. - Write for a variety of purposes. - Plan by talking about ideas and writing notes. - Use some of the characteristic features of the type of writing used. - Write, review and improve. - Use adjectives to add detail. - Use names of people, places and things. - Use nouns and pronouns for variety. - Re-read writing to check it makes sense. - Use the correct tenses. - Organise writing in line with its purpose. - Write about more than one idea. - Group related information. - Write so that other people can understand the meaning of sentences. - Sequence sentences to form a short narrative. In Maths this half term, the children will be learning about Place Value, Length & Height, and Weight & Volume. They will be aiming to: PLACE VALUE: - Count to ten, forwards and backwards, beginning with 0 or 1, or from any given number. - Count, read and write numbers to 50 in numerals and words. - Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. - Given a number, identify one more or one less. - Count in multiples of two. LENGTH AND HEIGHT: - Compare and describe practical problems for: lengths and heights (for examples, long/short, longer/shorter, tall/short. WEIGHT & VOLUME: - Compare, describe and solve practical problems for mass/weight: for example, how heavy/light, heavier than, lighter than, and capacity and volume: for example how full/empty, more than, less than.	<urn:uuid:2ed64414-f74a-407b-8ecd-c2d94ce7a1eb>	CC-MAIN-2019-22	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1293020/user/SpwSTWmS9T?response-content-disposition=attachment%3Bfilename=Class_2_Letter_-_Spring_Term_2.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1558350180&Signature=FhXFvVMHQf5yXjZaWUIwkgP2auk%3D	2019-05-19T23:03:01Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00408.warc.gz	611,423,599	1,114	eng_Latn	eng_Latn	0.998525	eng_Latn	0.998877	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2606, 5318 ]	[ 3.421875 ]	2	0
DR. SRI KRISHNA SINHA MEMORIAL LECTURE 2012 DELIVERED ON 9TH OCTOBER, 2012 AT BIHAR VIDHAN PARISHAD BHAVAN, PATNA. I I consider it a great honour to be invited to speak in memory of Dr. Sri Krishna Sinha, the first Chief Minister of Bihar who was not only an iconic figure but also an inspiration for the youth of my generation. I was very happy when Mahachandra ji came over and requested me to address this august gathering on the occasion of the 125 th birth anniversary of Sri Babu. Thank you also for inviting me to speak from the podium of Bihar Vidhan Parishad Hall. This is the campus which played a pioneering role in building of modern democratic institutions of Bihar. This place has also been witness to several landmark speeches of and policy pronouncements by Sri Babu. In our recorded history, two events particularly stand out: the establishment of the famed Mauryan empire in the fourth century BC by Chandragupta Maurya inspired by his mentor Chanakya; and the emergence of India as a sovereign democratic nation-state in 1947. 1 The Mauryan empire which unified India, secured a pan-Indian (of sub-continental size) administrative system and followed policies of strong defence and welfare of the people was mostly Bihar's contribution to nation-building. Second, in the independence of India from British rule on 15 th August, 1947 under the leadership of Mahatma Gandhi that led to the establishment of the new Indian democratic Republic, Bihar made impressive contributions both to the freedom movement and nation-building thereafter. Among the stalwarts of the new Republic, Rajendra Prasad played a significant role alongside Jawaharlal Nehru, Vallabhbhai Patel, Maulana Abul Kalam Azad, and B.R. Ambedkar. Rajen Babu, as he was affectionately called, provided moral and constitutional leadership to the Indian nation-state as the first President of India and Sri Babu, the statesman-administrator gave Bihar sound policies and a responsive administration as its first Chief Minister. Sri Babu belonged to that rare group of statesman-administrators who possessed creative imagination and strong will to achieve welfare of the people through a responsive administrative system. Normally, a statesman has ideas and vision, and understanding of the country's historical, social and religious forces but may not have a sound strategy and action plan. Sri Babu was, however, a unique leader who ably combined statesmanship with genius of governance. II As is widely known, Dr. Sri Krishna Sinha (popularly known as Sri Babu) was born on 21 st October, 1887 in Maur village in Munger. He obtained his early education in his village school and thereafter at Zila School in Munger. It was at Munger that the urge to liberate the motherland from colonial rule entered his blood-stream; and on the bank of the Ganga on which Munger is located, he took a vow to work for freedom until it was secured. Sri Babu later moved to Patna University and completed his education. He started practising law in 1915, but gave it up in 1921 to take active part in Mahatma Gandhi's non-cooperation movement. Sri Babu was a forceful speaker. As the echoes of his voice resonated across Bihar, people began calling him Bihar Kesari, an epithet that has come to have natural association with him. Sri Babu first went to jail in 1922. He underwent different terms of imprisonment for a total of about eight years. Impressed by the courage of Sri Babu, Mahatma Gandhi named him 'the first Satyagrahi of Bihar'. The Indian National Congress too made him the leader of the State Congress of Bihar. Sri Babu formed Bihar's first Cabinet at Patna on 20 th July, 1937. He resigned in 1939, as did all Congress Premiers of the Provinces over the question of involving India in the Second World War without the consent of the Indian people. He again formed the Cabinet in 1946. He remained Chief Minister continuously till his death on 31 st January, 1961. Sri Babu was a staunch opponent of casteism and always rose in defence of the oppressed, the backward and the minority community. He will be long remembered for his quest for freedom. It may be recalled that at the Lahore Congress session in 1929, a resolution was passed for full independence (Poorna Swaraj). The Congress President of the Session, Pandit Jawaharlal Nehru and Sri Babu were among the prominent leaders who danced on the dais itself, which had the image of Bharat Mata painted as its background. One could only imagine the depth of longing for freedom that was in the heart of Sri Babu. Sri Babu resolutely supported the creation of All-India Services. It was Sardar Patel who in October, 1946 got a resolution adopted at the conference of the Congress Chief Ministers which authorised setting up of the Indian Administrative Service and the Indian Police Service to succeed ICS and IP. Sri Babu strongly supported this move along with Jawaharlal Nehru. Sri Babu was always interested in self-study and his ideas and speeches were noted for their wisdom. He was a voracious reader and very fond of books. Instead of spending time on idle gossip, he preferred to read books. He had a personal collection of nearly 20,000 books which are now housed in a campus in Munger. I don't have to refer to the popular myth associated with Paul Hansen Appleby (1891-1963) who visited India in 1952, 1954 and 1956 and submitted two reports on public administration in India to say that Bihar was a well-administered State during Sri Babu's time. For I had experienced this as a student, as a lecturer and as a citizen of Bihar. I understood it even better while serving in Assam as a civilian. It may be mentioned that I joined the IAS three years after Sri Babu's death, and I had fresh memories of the type of governance that he had established in Bihar. Sri Babu left an inspiring legacy for civil servants. He believed that a multi-religious, multi-ethnic and multi-linguistic polity like ours needed impartial civil servants who prided themselves as being servants of the Constitution and not of any individual, group or party. Accordingly, he encouraged civil servants and police officers to do their duty with dedication and transparency. The spirit of public service that was such a characteristic feature among leaders of the early Republic has started declining. Unfortunately, this continues despite some outstanding public-spirited and honest leaders and civil servants both at the Centre and in the States. The civil society and the Government need to pay urgent attention in order to arrest this decline. The environment in the 1960's was, however, different. As a young member of the IAS, I was told and I believed that it was one's district-charge and one's performance that would make or mar one's prospects in the civil service. Even more was the belief that as a civil servant, one was expected to know his district or department thoroughly; to maintain the highest levels of integrity; and to nurture and sustain one's intellect in a manner that one acquired the ability to elevate the level of dialogue at any meeting or discussion. We were also told and we believed that in a conflict of interest between the peasant and the landlord, between the deprived and the rich, other things being equal in law, one should be on the side of the peasant and the deprived as opposed to the landlord and the rich. The enduring legacy of Sri Babu would demand that the services should act to regain the trust of the poor and the downtrodden, of the women and the minorities, of tribals and the backward classes. The success of building an inclusive society is both challenging and a satisfying journey for civil servants, social workers and political leaders. III I grew up in a family of freedom fighters. My father Shri Harbansh Narayan Singh, was a revolutionary freedom fighter who went underground. He was finally arrested on 26 th January, 1943 while hoisting the national flag in the court compound of Begusarai. My grandfather, Shri Hriday Narayan Singh, also participated in the freedom struggle. He, however, was an educationist and became famous by becoming the founder-Principal of the National School which was set up in our village – Bihat- in the 1920s under the guidance of Mahatma Gandhi and Dr. Rajendra Prasad. My village had several leaders who belonged to the Indian National Congress, the Communist Party of India, and the Socialist Party. In fact, Bihat was well-known as a place for revolutionary freedom fighters during the Quit India Movement, and several of India's top leaders had, at one point or the other, come to the village. The other stream in my village was that of culture and literature. Bihat was famous for Ramlila troupes. A person who earned national acclaim was from the adjacent village of Simaria, Shri Ramdhari Singh Dinkar. He was a student of the National School and whenever he visited Simaria, he would invariably come to Bihat to receive my grandfather's blessings. Having grown up in this environment, I always entertained the idea of becoming a poet or a political leader. However, my migration to Patna for higher studies and later as a lecturer at Patna University inspired me to opt for the Indian Administrative Service. As a result, I became a member of the IAS and served in Assam, New Delhi and later at Washington DC. Public service and poetry, however, continue to fascinate me. As children, besides the slokas of Ramcharitramanas and Bhagvad Gita, we used to listen to stories about the freedom movement, agriculture, monsoon and also about musicians, poets, teachers, vaidyas and sadhus from our elders. Later, we started reading newspapers and listened to news and songs every evening for one hour on All India Radio. By sheer coincidence, I was admitted along with my uncle and cousin to Mahatma Gandhi High School in my village at the age of eight. Four years later, I moved to Begusarai and got enrolled in Ganesh Dutt College. This was a big change in my life. I was under the care of my mother who used to stay in the village. I now started living away from her for the first time and with my father who was a lawyer at Begusarai. We were housed in a large compound belonging to Bade Babu of Naokothi whose wife was a niece of Sri Babu. We had a number of rooms and servants as well. Bade Babu and his family stayed in the main building which was a fine piece of colonial architecture that had a large compound with a nice courtyard in the front and a comfortable varandah at the back. One day, Bade Babu informed my father that Sri Babu was coming to stay with them for three days. There was a kind of commotion in the campus. It was decided that Indu, Bade Babu's daughter who was slightly younger than me, and I were to give company to Sri Babu as and when required. It was made clear that I would not be required to curtail my attendance in the college for this purpose. I do not exactly remember the date but it was sometime in March-April, 1955 that I was with this great leader one evening. After brief enquiries, we parted company. Sri Babu's niece told me that I would not be required at night. The next day was a holiday in the college so I had plenty of time to spend with Sri Babu. Sri Babu had an impressive physical presence. That morning, however, he had had a massage and his chest was covered by a towel. He was seated on a chair. As and when the towel slipped, I could see a lot of scars on his chest. I was intrigued. Later, I learnt from my father that Sri Babu had sustained severe burns on his hands and on his chest during the Gandhiji- led Namak Satyagraha Andolan. While trying to protect the huge vessel (Kadaha) atop the fire place at Garhpura, which the police were trying to overturn, Sri Babu had decided to shield it with his own body. Ramdhari Singh Dinkar composed a memorable poem to describe this event. I went again that morning after Sri Babu had bathed and had had breakfast. I vividly recall Sri Babu sitting on a large cot with a table next to it which had several books on it. There were many pillows on the cot. When he learnt that I was a student of political science and economics, his face lit up. I faced a lot of questions. He mentioned about books and authors with whom I was not familiar. I also had no clue at that time as to what the job of a Chief Minister was. I wondered if the Chief Minister of the State was the Teacher Superior or a great administrator of the realm? In those very brief meetings, Sri Babu, like my father, encouraged me to speak in English. I was lucky to have two good English teachers. The first was Banarsilal Gupta in Mahatma Gandhi High School at Bihat, and second was Prof. M.N. Bose at Ganesh Dutt College in Begusarai. I still remember the advice of Prof. Bose that one is entitled to commit a mistake but a good student never repeats the mistake that he has once committed. This not only applies to class-rooms but also to all things in life. The following day was the day of his departure. He lavished much affection on both Indu and me, wished us good health and exhorted us to become responsible citizens of this great country. It was a few years later that there was a flutter of activity in the College as the news had spread that Sri Babu was coming the following day at 9 am. I had, by then, moved to BA (Hons) Political Science class. We were made to sit on durees on the lawns of the College. Sri Babu and the Principal came and sat on the designated chairs. For the next 45 minutes, Sri Babu talked about the freedom struggle, political philosophy of democracy and non-violence. He outlined the manner in which Bihar and the country were going to be rebuilt. That morning I understood him better as I had, by this time, acquired more information on Indian polity as well as economy. One of the most memorable meetings I had with Sri Babu was in 1960 when I passed my MA examination in Political Science from Patna University, and had almost simultaneously become a lecturer there. I had made some news for being the youngest and having obtained record marks. I went to seek his blessings. He was initially irritated as I had not seen him for quite some time. Then he smiled and called me near. He embraced me and said that he felt very proud of my achievement. He wanted me to fetch two copies of a book from the almirah in front of his table in the office room. I brought the two copies of the book. He kept one copy that he had read and used, and the other unused copy was given to me. He also ordered that I had to meet him every month and instructed R.C. Sinha, IAS who worked as his Secretary accordingly. When I went back to Shri Sinha's room, he enquired about the book in my hand. He was surprised that Sri Babu has given a book to me from his personal collection as he did not recall any similar incident during his long tenure. It was my good fortune to meet him once again after two weeks in the company of Prof. P.S. Muhar, Head of Department of Political Science, Patna University. We had gone to invite Sri Babu to inaugurate the All India Conference of Political Scientists in 1960 at Patna. Sri Babu was reluctant as he did not have sufficient time to prepare his speech. He also enquired about ideas that he should cover in his speech. He then asked Prof. Muhar to lend him some books, suggesting 5-6 titles. He was happy to see me and patted me fondly. Sri Babu inaugurated the All India Political Science Congress in December, 1960. This was his last public address. I remember the words of the Secretary General of the Congress, Prof. S.N. Das of Orissa who said that this was the best speech that he had heard in his entire academic life. The speech of Sri Babu had indeed, he declared, "bridged the gap between the philosopher and the king". It may be recalled that Sri Babu felt that in independent India, the Governor had to play only a constitutional role and must not interfere in the day-to-day governance of the State as that was within the domain of the Council of Ministers. He had some differences of opinion with the then Governor of Bihar in this matter. In a communication of 25 th December, 1947 Sri Babu wrote to the Prime Minister Pandit Jawaharlal Nehru : 'As an humble colleague of yours I will only advise that in evolving any constitutional practice we should not be guided by the fact that a Governor is a talented man of the same party affiliation as we. Only that constitutional practice should be evolved which will work well inspite of the party affiliations of the Governors and the Governments'. Much later, Jawaharlal Nehru in consultation with Sri Babu, appointed Shri R.R. Diwakar, Minister of Information and Broadcasting of the Union as the new Governor of Bihar. I also got a glimpse of the cordiality between the Chief Minister and the Governor. In 1959, I was invited by my colleagues in Patna University to join the annual event of Anjuman Islamia meet at its campus which was in front of Patna market. A shamiana was erected and sitting arrangements were tastefully made. Dr. Zakir Hussain, Governor of Bihar was the Chief Guest and he reached at the appointed time in the evening. Sri Babu was the Guest of Honour and had not turned up until then. It was learnt that Sri Babu was not keeping well and a scheduled Cabinet meeting was taking place at his residence. There was uncertainty as to whether the Chief Minister would come at all. When Sri Babu learnt that the Governor had already arrived, he rushed to the spot but was late by about 40 minutes. Sri Babu apologised to the Governor and, in his address, kept on apologising to Zakir Saheb and delivered a moving speech. Dr. Zakir Hussain, who spoke in beautiful Urdu on the subject and impressed us all, also mentioned that he did not mind that Sri Babu arrived late as he wanted to hear him. At the time of departure, Zakir Saheb wanted Sri Babu to leave early as he was not well. Sri Babu again apologized and said "by coming after you and late to this event, I have already erred. Please do not make me commit another mistake by leaving before you". Such was the mutual respect and admiration that they had for each other. We knew that Sri Babu was critically ill and yet one hoped that he would recover. In the early afternoon of 31 st January, 1961, the news spread in the college that Sri Babu had passed away. Students and teachers melted away from their class rooms. Prof. V.P. Verma and I were lucky to get a rickshaw at Ashok Rajpath outside the college campus to go to Sri Babu's residence. There was a memorable sight on the road. All vehicles were moving in only one direction at Ashok Rajpath, towards Sri Babu's residence. I had never seen such a thing happening. He was cremated on the bank of the Ganga at Banse Ghat. I was in the crowd with moist eyes. Sri Babu bequeathed no house, no bank account and no jewellery; his books had already been moved to Munger. He left behind the legacy of a well-disciplined life dedicated to the cause of freedom and public welfare for posterity to admire and emulate. IV Lord Buddha warned that Bihar must guard itself against flood, fire and feud. The colonial administration added three more to the list: abject poverty, widespread illiteracy and dismal healthcare facilities. It also expanded the nature of feud to include communal hatred and caste animosities. The new State of Bihar led by Sri Babu faced these challenges with determination and fairness. The task of every State is to maintain peace and allow the rule of law to prevail; to take quick decisions that could help in improving the living conditions of the people; and to always remain accountable to them. Sri Babu acted as a colossus and garnered high points on every score. He was above caste prejudices. He worked tirelessly for harmony between Hindus and Muslims. He led from the front in the eradication of age-old scourges like untouchability and prejudices of high and low caste and other forms of discrimination. Sri Babu was a compassionate person and he could naturally feel the pain of the oppressed and the poor. Sri Babu pioneered land reform in Bihar and gave Bihar an administration that was worthy of respect. . Sri Babu had a vision of progressive and prosperous Bihar. He wanted that there should be harmony in development of north Bihar and Chotanagpur region of the State in a manner that manpower of north Bihar and mineral resources of Chotanagpur (now Jharkhand State) could be well integrated. Towards this, he worked tirelessly for setting up of industries and educational institutions at Ranchi, Jamshedpur, Hazaribagh, Bokaro, Sindri and Dhanbad all now in Jharkhand. He also wanted that mutually beneficial economic programmes should be undertaken between Bihar and Orissa in order that Bihar could have access to the port facilities of Orissa. Today, Bihar, Jharkhand and Orissa are three different States. Statesmanship requires that leaders of politics and market should think in a manner that would ensure progress of the entire region. Sri Babu always felt accountable to the people. In fact, he prescribed a talisman in electoral politics for himself. He went from constituency to constituency, canvassing support for Congress candidates, but never visited his own constituency during or on the date of polls. He used to say, " if people have not judged me by my action, will they judge me by my speech during election?" In retrospect, it is difficult to believe that Sri Babu achieved so much in his lifetime. He was indeed a historic person. Sri Babu emerged from almost nowhere to accomplish goals that were not defined. He set up new standards of public service and went ahead to provide them. Such people are seldom born but when they are, they change the course of history. In the first Ramcharitra Singh Memorial Lecture that I delivered at Gandhi Sanghralaya, Patna on June 12, 2007, I had posed : "Can Bihar make its claim on the national scene in the 21 st Century?" I went on to state : "it is for the people of Bihar, their democratic institutions, their social, economic and cultural formations to work unitedly on development programme and to secure for Bihar a place of pride in the Indian Union in the 21 st Century. Mere wish is going to take us nowhere as it did not prevent us from rapid decline in the last quarter of the twentieth century nor it will help us achieve anything substantial in the 21 st Century. Let us live up to Lord Buddha's last words, "strive with earnestness". Today, Bihar's democratic governance system and political leadership give us hope that Bihar can. A great gift bestowed by our freedom leaders was to generate positive ideology of hope among the people. Today, this could be seen again in villages and towns of Bihar. It gives me confidence that in coming years Bihar will again be a centre of good governance and of creative ideas which are prerequisites of a good society and polity. And that alone would be a fitting tribute to the memory of Bihar Kesri Dr. Sri Krishna Sinha. ******	<urn:uuid:56a3eb8e-9ad6-440b-b2fd-fea952077d61>	CC-MAIN-2019-22	http://balmikiprasadsingh.com/Articles/Sri_Krishna_Sinha_Memorial_Lecture.pdf	2019-05-19T23:20:11Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00409.warc.gz	21,252,308	5,079	eng_Latn	eng_Latn	0.998879	eng_Latn	0.999398	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1053, 2288, 3306, 4488, 5662, 6860, 7743, 8534, 9674, 10790, 11904, 12993, 14237, 15436, 16700, 17856, 18976, 20150, 21348, 22584, 23097 ]	[ 2.171875, 1.3828125 ]	2	0
The Five Essential Components to Inquiry * Learners are engaged by scientifically oriented questions. * Learners give priority to evidence allowing them to develop and evaluate explanations that address scientifically-oriented questions. * Learners formulate explanations from evidence to address scientificallyoriented questions. * Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding. * Learners communicate and justify their proposed explanations. Adapted from the article: The Five Essential Components to Inquiry Making Sense of Density Florida Sunshine State Standard Benchmark: SC.A.1.2.1 – The student determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers). Overview: The following set of activities helps students begin to make sense of the concept of density, mass and volume. An understanding of these concepts begins with defining the property of a substance. Properties are characteristics of a substance that can be observed or measured. Density is the concentration of matter within an object. It is the amount of matter in a certain volume. Density is calculated by using the following formula: Density = Mass/Volume. Mass is the amount of material in an object, it is easily confused with weight. Weight is the measure of the pull of gravity on an object. Weight is measured on a spring scale, mass is measure on a balance. Volume is the amount of space that an object takes up, it can be measured in several ways. Volume of a liquid can be measured by using a graduated cylinder. Volume of a solid can be calculated by using the following formula: Volume = Length x Width x Height. Students will role play, use prior knowledge in guided imagery, and observe layers of different materials remaining separated in the same container. Time Frame: Two 30 minute lessons Part A: Filling a Square Meter Material: 1 Meter stick 1 roll of masking tape Procedure 1. Create three separate square meters on the floor using a meter stick and masking tape. 2. Place three learners in the first square meter. Ask them to move around. Have the peers observe that it is easy for the three to move around in space. "These are gas molecules. There is lots of space between them." 4. Place nine learners in the third square meter (more if necessary to fill the meter completely). Ask the group to move around. Have peers observe that it is very difficult to move. "These are solid molecules. There is very little room between them. They are very tightly packed." 3. Place six learners in the next square meter. Ask them to move around. Have the peers observe that it is not as easy for the six to move around in the same space as the gas molecules, but they can "slide" past each other fairly easily. "These are liquid molecules. There is not as much space between them as there is for the gas molecules." Assessment * If the word density means how many of something is packed in a space, which group is the most dense? (The solid group) * Which group is the least densely packed? (The gas molecules) Part B: Layered Liquids Material: 250 ml graduated cylinder 50 ml cooking oil 50 ml water with blue food coloring 50 ml corn syrup 50 ml rubbing alcohol 1 small cork 1 glass marble 1 small rock 1 wood cube 1 metal nut Procedure 1. Add the food coloring to the water. 2. Pour the liquids in the graduated cylinder in this order: corn syrup, colored water, oil and rubbing alcohol. 3. Predict which layers the cork, marble, rock, wood, and metal will settle above. 4. Gently drop in the cork, marble, rock, wood, and metal and observe. 5. Discuss and record observations and draw conclusions. Assessment: * Why do liquids separate into four layers? * In which liquid does each of the objects end up? * How does this match your predictions? * Why do some objects sink, while others float? Florida Sunshine State Standard Benchmark: SC.A.1.2.4 – The student knows that different materials are made by physically combining substances and that different objects can be made by combining different materials. Overview: A mixture is two or more substances that are mixed together but can be easily separated because each substance keeps its own physical properties. In some mixtures it's easy to tell that each type of matter keeps its own physical properties because you can still see the parts of the mixture. One example of this is a salad. A solution is a mixture in which the particles two substances are evenly mixed. Solutions cannot be easily separated. An example would be sugar and water. The sugar dissolves into the water. A solution does not always have to be a solid and a liquid. Two liquids or two metals can also mix together to produce a solution. Rubbing alcohol is a solution of water and alcohol, while brass is a solution of zinc and copper. In this lesson students will produce both a mixture and a solution to be able to identify the similarities and differences between the two. Time Frame Materials: (per group) : 45 – 60 minutes Mixture Solution 1 head of lettuce 1 pack of powered drink mix 1 tomato 1 cup of water 1 cucumber 1 spoon 10 croutons 1 coffee filter 1 carrot 1 bowl Procedure: 1. Break students into groups of four and have materials manager materials. 2. In a bowl, combine all mixture materials and note the new substance 3. Have students then separate all the mixture materials into their 4. Have materials manager collect the materials for the solution. 5. Fill the clear glass with water. 6. Using the spoon, add two scoops of drink mix to the glass of water. 7. Observe and record changes in the solution created. 8. Pour the solution through the filter and note that the materials can't collect all of the mixture that has been created. original piles. be separated. Assessment: Create a Venn diagram comparing and contrasting mixtures and solutions. Write a brief summary of the activity using vocabulary covered in the lesson. Beach Erosion Florida Sunshine State Standard Benchmark: SC.D.1.2.4 – The student knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. Overview: The earth is in a constant state of change. There are many variables that contribute to this continuous evolution. An example of this change is weathering. Weathering is the breaking up or the wearing away of rocks. Another example of this change is erosion. Erosion is the process of moving sediment from one place to another. Erosion can come from weathering, shifting of the earth's surface, and waves. The goal of this activity is to demonstrate the process of erosion caused by waves. Time Frame: 45-60 minutes Materials: (per group) 2 books Rectangular baking pan Sand (enough to tightly pack 1/3 of the pan) 1 cup of pebbles 1 quart of water 1 sponge Soil (enough to tightly pack 1/3 of the pan) Procedure: 1. Put books under one side of the baking pan so that one side is raised 6 centimeters. 2. Put sand and pebbles on the raised side of the pan to form a beach. 3. Pour enough water into the bottom of the pan so that it reaches the beach. 4. Put a sponge into the end of the pan with the water. 5. Push down on the sponge repeatedly to make small waves. 6. Observe and record the effect that the waves have on the sand and pebbles. 7. Repeat this activity using soil. Assessment: * Describe the effect of the simulated waves on the sand. * Describe the relationship between this activity and actual beach erosion. * Compare and contrast the effects that the water had on the sand versus the soil. * Why are most waterfront areas made of sand and gravel instead of soil? Note: A variation of this activity is to use colored sand in place of standard white sand. This will allow an easier observation of the process of erosion on the sand. Home learning: Have students bury rocks under a mound of sand or dirt and slowly pour water over the mound. Write up their observations. The Gravity of It All Newton's Laws Florida Sunshine State Standard Benchmark: SC.C.2.2.4 – The student knows that the motion of an object is determined by the overall effect of all of the forces acting on the object. Overview: This activity involves Newton's second law of motion: An object's acceleration depends on the size and direction of the force acting on it and on the mass of the object. A large force will cause more acceleration than a smaller force. A force has more effect on an object with less mass than it has on an object with more mass. Friction is one force that has an effect on the motion of an object. Friction is a force that opposes, or acts against, motion when two surfaces rub against each other. Gravity is another force that has an effect on an objects motion. Gravity is the force that holds all objects on Earth. In this activity learners will investigate the effects of gravity and friction on different masses (different size balls) by measuring the distance each travels down a desk top ramp. This investigation can be broken up in to several activities but is best offered in one extended experience. Time Frame: 90 minute integrate math/science block Materials: (per group) 2 grooved metric rulers, 1 small marble 1 large marble 1 washer 1 steel ball 1 meter tape 1 small paper cup (cut in ½ lengthwise) Masking tape Books (to support ramps) Ramps data sheet Procedure: 1. Assemble the ruler/ramp using several books. Place the cup with the open end covering the bottom of the ruler so that the marbles will collide with the bottom of the cup. Tape a washer to the top of the cup to add mass (weight). 2. Ask the learners to tell you what they think will happen when the marble you roll down the ruler/ramp hits the cup/slider at the bottom. Ask the learners what would happen to the slider if you used a large marble, a smaller marble. 3. Mark how far your cup travels. Use the masking tape to mark the distance and label the tape 'marble A'". (Instruct the learners to leave the tape marks if you plan to continue by changing a variable in the next set of trials). 4. As the teams are assembling their lab, circulate through the classroom and make sure all teams have a data table and a recorder and a data collector. They could use a two column data table to record the distance the cup traveled for three trails and calculate the average. 5. Allow time for each group to investigate. When it appears that most teams are finished, encourage the others to wrap up their investigations. Have them stop and report out what they discovered. Use visuals and labeling to record their findings. 6. Introduce a new size marble (the weight will change as well). Ask the learners to predict how this new size will react in comparison to the first size marble. (If it is a larger marble the cup rolls further because it is heavier too! If it is smaller, it will not roll as far as the first marble.) 7. You will need to mark how far your marble travels so label these distances with masking tape. These we will call 'marble B'. Run three trials and record your data. 8. Continue the investigation by trying another size marble. 9. Once you have a class set of data for three size marbles you can instruct the class to calculate the average distance each size cup traveled. This data of the averages can then be graphed. Conclusions should be included on the graph paper so that you can assess the learners' understanding of the benchmark- the more mass the more force. Assessment The teacher may use daily data sheets, averages, paperwork, graphs of the large and small-sized marbles, and conclusions. Sample Data Sheet Earth and Seasons Florida Sunshine State Standard Benchmark: SC.E.1.2.1 – The student knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day and energy available. Overview: The path Earth takes as it revolves around the sun is called its orbit. Earth's orbit is an ellipse, a shape that is not quite circular. As Earth orbits the sun, it rotates or spins on its axis. The axis is an imaginary line that passes through Earth's center and its North and South Poles. Earth's rotation results in day and night. As Earth revolves around the sun, its axis is always tilted in the same orientation. During the year, the part of Earth tilted toward the sun gets more direct sunlight. The part of Earth tilted away from the sun gets less direct sunlight. It is the tilt of Earth's axis and Earth's revolutions that causes the seasons. A season lasts about three months. The following activity models Earth's position to the Sun as it relates to the change in seasons. Time Frame: Two 30 minute sessions Materials: 5 plastic foam balls 4 narrow sticks (15 cm long) 5 paper cups Large sheet of paper Box of tooth picks Markers or crayons Colored stars Globe Procedures: 1. Place the sheet of paper on a tabletop. Place one cup in the center of the paper. 2. Color one plastic-foam ball yellow. It will represent the Sun. Place it on the cup in the center of the paper. 3. Draw a circle representing an orbit around the Sun on the paper. Place a cup on each side of the Sun in a North, East, South and West position along the orbit. Label each position using A – D. 4. Position the four narrow sticks around an imaginary orbit in the Sun, one on each of the labeled sides. The sticks represent the Sun's direct rays. 5. Use a crayon or a marker and draw a colored band around the middle of each of the other four balls. The colored bands represent the equator. 6. Find the top and the bottom of each ball. Place a dot at each spot. Push a toothpick into the dot at each end. Let most of each toothpick stick out. The toothpick represents Earth's axis. 7. Place each ball on top of one the cup. Make sure that all the balls are tilted in the same direction which is a model of the Earth's tilt. 8. On the globe find the spot where you live. Find a similar spot on each plastic-foam ball. Place a colored star on the spot. Make sure that all the stars are facing the Sun. 9. Discuss the various seasons represented on the globes at each starred location and possible reasons for the seasonal differences. Assessment: * Have the students describe and explain how the Earth's position as it revolves around the Sun causes the changes in seasons. Home Learning: Choose a country that is opposite from Florida, describe and explain how the seasons differ from yours. Extensions: Pick a different place on the globe and based on its location currently, describe how the people might dress. Florida Sunshine State Standard Benchmark: SC.G.1.2.2 – The student knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. Overview: Every organism has adaptations that help it compete for resources. For example, a cheetah's speed allows it to hunt and capture prey such as zebras and antelopes. Models of bird beaks are used to show structural adaptations within this lesson. For example, representations for birds such as wading birds (toothpicks), parrots and cockatoos (clothes pin) and flamingos or pelicans (fishnet) will be utilized by the students. This activity will allow students a chance to see how the adaptation of bird beaks assists in their ability to hunt for food. Time Frame: 60 minutes Materials: 1 tablecloth ½ cup of beans ½ cup of rice Pan of water ½ cup of macaroni ½ cup of Gummy Worms ½ cup of cooked spaghetti 6 clothes pins 6 toothpicks 6 spoons 6 chopsticks 6 small fish nets Paper cup (1 per student) Procedure: 1. Discuss the concept of animal adaptations with your students. 2. Show the students the bird adaptation sheet and discuss the different features that help them survive. 3. Take the students outside and have them gather around the tablecloth. 4. Give each child in the group a tool to represent a beak. Demonstrate how each tool represents a bird's beak and how they use that beak to feed (ex. Toothpick, clothespin, chopstick, spoon, and a small fishing net). 5. Explain to the students that you are going to put down a variety of food that represents the different types of foods that birds might eat (ex. Macaroni, beans, gummy worms, cooked spaghetti, and rice). 6. Place the same items in the pan of water to represent the water birds. 7. Give the students a cup to put the food in that they will catch with their simulated beaks. 8. Give the students one minute to catch as many food items as they can. 9. Have the students examine the food that they caught. Discuss the different adaptations that allowed each type of beak to catch that type of food. 10. Discuss what possible type of bird each simulated beak represented and how this adaptation enables birds to eat certain types of food (or the teacher may choose to have students research and determine which type of bird each beak represented on their own). Assessment: Have the students write up a conclusion statement about the relationship between the bird beak adaptations and the food they are able to consume. Home Learning: Pick an animal and give it a new adaptation. Name it and tell how it would help the animal to survive better. Additional Lessons Aligned to Benchmarks Assessment Grade 5 Annually-Assessed Benchmarks for the Science FCAT The following lists the fifteen Annually-Assessed Benchmarks that will be tested each year of the Grade 5 Science FCAT. It should be noted that within specific benchmarks other benchmarks are embedded and could be tested annually. SC.A.1.2.1- Determines that the properties of materials (e.g., density and volume) can be compared and measured (e.g., using rulers, balances, and thermometers). SC.A.1.2.4- Knows that different materials are made by physically combining substances and that different objects can be made by combining different materials. SC.B.1.2.1- Knows how to trace the flow of energy in a system (e.g., as in an ecosystem). SC.B.1.2.2- Recognizes various forms of energy (e.g., heat, light, and electricity). SC.C.2.2.4- Knows that the motion of an object is determined by the overall effect of all of the forces acting on the object. (Also Assesses SC.C.2.2.2) SC.D.1.2.4- Knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. (Also Assesses SC.D.1.2.1; SC.D.1.2.2; SC.D.1.2.5) SC.E.1.2.1-Knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day, and energy available. SC.F.1.2.3-Knows that living things are different but share similar structures. SC.G.1.2.2-Knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment. SC.G.1.2.3-Knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals and nutrients into food for growth, maintenance, and reproduction. SC.G.2.2.1-Knows that all living things must compete for Earth's limited resources; organisms best adapted to compete for the available resources will be successful and pass their adaptations (traits) to their offspring. (Also Assesses SC.B.2.2.2; SC.B.2.2.3) SC.H.1.2.1-Knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments. SC.H.1.2.2-Knows that a successful method to explore the natural world is to observe and record, and then analyze and communicate the results. (Also Assesses SC.H.1.2.4; SC.H.3.2.2) SC.H.3.2.1-Understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science. (Also Assesses SC.H.3.2.3) SC.H.3.2.4-Knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas. The chart below represents the annually assessed-AA and content sample- CS benchmarks for elementary science grade five. constant speed, speed up, slow down, or change direction dependent on SC.F.2.2.1 The student knows that many characteristics of an organism are Here are some hints to help you do your best when you take the FCAT science test. Keep these hints in mind when you answer the sample questions. Learn how to answer each kind of question. The FCAT Science Test will have three types of questions: → Multiple-choice, → Short-response, and → Extended-response. Read each question carefully. Check each answer to make sure it is the best answer for the question asked. Answer the questions you are sure about first. If a question seems too difficult, skip it and go back to it later. Be sure to fill in the answer bubbles correctly. Do not make any stray marks around answer spaces. Think positively. Some questions may seem hard to you, but you may be able to figure out what to do if you reread the question carefully. When you have finished each question, reread it to make sure your answer is reasonable. Relax. Some people get nervous about tests. It's natural. Just do your best. Use questions that require students to explain their answers. Make sure when responding that the answer is concise and scientifically sound. Use open-ended question formats that are similar to the Science FCAT format. Most classroomdeveloped questions should be Cognitive Level II. Rate and grade students' work using the Science FCAT rubrics. If you actually use the FCAT rubrics to score papers, reports, test questions, projects, etc., then students will develop a clear understanding of the levels of performance expected of them on FCAT. Use and develop questions for class discussions and tests that are of the same cognitive rigor as those on FCAT. Require students to collect, analyze and interpret data frequently and incorporate the Nature of Science in all activities. Whenever possible, include graphics on classroom-developed assessments, such as illustrations, flow charts, data tables, and graphs. Science FCAT How to Answer the "Read, Inquire, Explain" Questions Answers to the short- and extended-response problems can receive full or partial credit. You should try to answer these questions even if you are not sure of the correct answer. If a portion of the answer is correct, you may get a portion of the points. Allow about 5 minutes to answer the short "Read, Inquire, Explain" questions and about 10 to 15 minutes to answer the long ones. Read each question carefully. If you do not understand the question, read it again and try to answer one part at a time. Be sure to answer every part of the question. Use the information provided to answer the question. Write your explanations in clear, concise language. Use only the space provided. Reread your explanation to make sure it says what you want it to say. Science FCAT Rubric for Short-Response Questions 2 points A score of two indicates that the student has demonstrated a thorough understanding of the scientific concepts and/or procedures embodied in the task. The student has completed the task correctly, in a scientifically sound manner. When required, student explanations and/or interpretations are clear and complete. The response may contain minor flaws that do not detract from the demonstration of a thorough understanding. 1 point A score of one indicates that the student has provided a response that is only partially correct. For example, the student may arrive at an acceptable conclusion or provide an adequate interpretation, but may demonstrate some misunderstanding of the underlying scientific concepts and/or procedures. Conversely a student may arrive at an unacceptable conclusion or provide a faulty interpretation, but could have applied appropriate and scientifically sound concepts and/or procedures. 0 points A score of zero indicates that the student has provided a completely incorrect or un-interpretable response, or no response at all. Rubric for Extended-Response Questions 4 points A score of four indicates that the student has demonstrated a thorough understanding of the scientific concepts and/or procedures embodied in the task. The student has completed the task correctly, used scientifically sound procedures, and provided clear and complete explanations and interpretations. The response may contain minor flaws that do not detract from a demonstration of a thorough understanding. 3 points A score of three indicates that the student has demonstrated an understanding of the scientific concepts and/or procedures embodied in the task. The student's response to the task is essentially correct, but the scientific procedures, explanations, and/or interpretations provided are not thorough. The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying scientific concepts and/or procedures. 2 points A score of two indicates that the student has demonstrated only a partial understanding of the scientific concepts and/or procedures embodied in the task. Although the student may have arrived at an acceptable conclusion or provided an adequate interpretation of the task, the student's work lacks an essential understanding of the underlying scientific concepts and/or procedures. The response may contain errors related to misunderstanding important aspects of the task, misuse of scientific procedures/processes, or faulty interpretations of results. 1 point A score of one indicates that the student has demonstrated a very limited understanding of the scientific concepts and/or procedures embodied in the task. The student's response is incomplete and exhibits many flaws. Although the student's response has addressed some of the conditions of the task, the student has reached an inadequate conclusion and/or provided reasoning that is faulty or incomplete. The response exhibits many flaws or may be incomplete. 0 points A score of zero indicates that the student has provided a completely incorrect solution or un-interpretable response, or no response at all. Science FCAT Glossary by Grade Level This vocabulary list is a resource to assist teachers in the development of science concepts. These concepts and words can be introduced at the specified grade level initially and each subsequent grade thereafter. Complete understanding of scientific concepts may require more than one year of study. These concepts spiral throughout the curriculum to enhance understanding and learning. Starting the use of key terminology as early as Kindergarten will support the acquisition of the terms and concepts by grade five. * conductor	<urn:uuid:87ff701b-6ab1-478f-94f3-ac0cbd58e31a>	CC-MAIN-2019-22	http://sanchezclass.com/curriculum/Science%20Aligned%20Lesson%20Resources%203-5.pdf	2019-05-19T23:03:17Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00411.warc.gz	180,119,011	5,798	eng_Latn	eng_Latn	0.995889	eng_Latn	0.998251	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn"...	false	docling	[ 599, 2057, 3386, 3815, 4012, 5353, 6130, 7581, 8196, 9602, 11737, 11891, 14493, 14879, 15869, 17537, 17579, 17591, 20248, 20370, 20441, 20517, 22378, 23208, 24330, 26155, 26442, 27017 ]	[ 4.78125, 4.40625 ]	1	0
Mark Scheme (Results) January 2014 International GCSE English Language (4EA0) Paper 1 Level 1/Level 2 Certificate in English Language (KEA0) Paper 1 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the world‟s leading learning company. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our website at www.edexcel.com. Our website subject pages hold useful resources, support material and live feeds from our subject advisors giving you access to a portal of information. If you have any subject specific questions about this specification that require the help of a subject specialist, you may find our Ask The Expert email service helpful. www.edexcel.com/contactus Pearson: helping people progress, everywhere Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We‟ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: www.pearson.com/uk January 2014 Publications Code UG037726 *All the material in this publication is copyright © Pearson Education Ltd 2013 2 General Marking Guidance - All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. - Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. - Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. - There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. - All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate‟s response is not worthy of credit according to the mark scheme. - Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. - When examiners are in doubt regarding the application of the mark scheme to a candidate‟s response, the team leader must be consulted. - Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. Paper 1 Section A AO2 (i) read and understand texts with insight and engagement (ii) develop and sustain interpretations of writers‟ ideas and perspectives (iii) understand and make some evaluation of how writers use linguistic and structural devices to achieve their effects. Question number Indicative content Mark noise and confusion by describing it as "bedlam" (madness) - the final sentence sees the sounds fall away as the boy focuses only on the beast in front of him. How the writer describes Hercules and the pigs Hercules: - Hercules is initially described as "static" and is quite literally statuesque - Hercules is a character, with a name, that of a Greek hero renowned for his strength and stature - Hercules adopts a resigned, philosophical attitude to events in the docks, a superior being who regards the noise and activity of mankind with a gentle form of acceptance - despite his huge size Hercules is described as "elegant" in his movement - Hercules is presented as cultured, understanding, a beast who thinks deeply - the writer is "enraptured" by Hercules - Hercules is presented as a creature who is refined and "choosy" in whom he chooses to „talk‟ to, suggesting an intelligent urbanity. - Hercules is a very special horse in that he enjoys conversing with people Pigs: - the pigs are initially plural – "Suddenly the gangplank was alive with dozens of pigs", with the exception of the final pig who confronts the writer - the pigs lack identity and are reduced to being described as "pig flesh" - the pigs are first described as "an explosion" and arrive, "skidding and stumbling" - the pigs are primal in their desire to escape - the pigs are "inarticulate" - the pigs are chaotic in their movement - the pigs only squeal or produce an "appalling din". - his response to the pigs is to feel "sick and nervous" - the final pig produces a sound that is "terrifying and unearthly" - there is a similarity in size between Hercules and the escaping pig who is the size of a "baby rhinoceros" - the escaping pig bellows an "unearthly sound". Particular words, phrases and techniques: - some short sentences for effect, used to draw the reader in at the start, "But Robert was fascinating" - use of simile, "like dogs waiting to attack", reducing the humans to the level of animals - simile used to describe Hercules compares him to homely objects and those familiar to a young boy. "Its eye was as big as a cricket ball and its coarse eyelashes looked like the bristles on a yard brush" - use of imagery – "It was as if a giant broom had swept them there", "The deranged rhinoceros had chosen to savage me to escape" - use of dialogue at key points to give the piece vitality and urgency, "Are you two frozen or what? Move, come on!" - some use of emotive language –" Paralysed with fear", "I gagged, and felt sick" - use of sense of smell – "I gagged, and felt sick" - use of alliteration for emphasis, "brazen bravado", "squeaking and swearing" - use of powerful and emotive language to describe the docks, "deafening pandemonium … chaotic babble" - powerful and emotive language indicates the profound effect that Hercules has on the writer, "awe", "hypnotised", "enraptured", "I was momentarily caught up in a whirlpool of fascination" - use of a variety of sentences: Robert frequently uses imperatives to command the writer; short sentences for impact such as "It was bulky and inanimate"; the long rambling sentence joined by dashes and ellipsis adds to the relaxed feel of meeting Hercules, "He likes you to talk to him … and after a while, when he gets to know you, and like you – he‟s very choosy, you know – he even talks back to you!" - use of exclamation mark for emphasis in the above example …". - use of subordination to foreground feelings rather than action, "Paralysed with fear, I watched as the Total for Section A: 20 Marks Section B, part 1 AO2 (i) read and understand texts with insight and engagement (iii) understand and make some evaluation of how writers use linguistic and structural devices to achieve their effects. (ii) develop and sustain interpretations of writers‟ ideas and perspectives comes as a surprise to the writer, suggesting a lack of understanding on her part - incongruously the father is in bathrobe and slippers, suggesting perhaps that her perceptions and the reality are not one and the same - her suspicion at her father‟s kindness is indicative of a lack of warmth and trust between them - clearly she is desperate to please her father and her reaction to his pleasure is overwhelming – "My whole being vibrated with all the joy in the world" - her timidity is emphasised by the fact that to ask him is considered bold - despite being refused the opportunity and being told what her future career will be she is very grateful, further emphasising her distant relationship with her father in whom she is desperate to please but also scared and wary of him. support ideas. - Where response requires consideration of two or more features, a perceptive balanced approach is evident. Section B, part 2 Range of writing: explore, imagine, entertain; argue, persuade, advise; inform, explain, describe. AO3 (ii) organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features (i) communicate clearly and appropriately, using and adapting forms for different readers and purposes (iii) use a range of sentence structures effectively, with accurate punctuation and spelling. Section C: Writing Range of writing: inform, explain, describe. AO3 (i) communicate clearly and appropriately, using and adapting forms for different readers and purposes (ii) organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features (iii) use a range of sentence structures effectively, with accurate punctuation and spelling. 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Seasonal Color...Care and Management Don C. Wilkerson, Ph.D., Professor & Extension Horticulturist Texas A&M University System, College Station, Texas Using Color Annual flowers can provide landscaped areas with more seasonal variety and colorful accents than most other plants. The key to success with annuals is to plant only the area that can be adequately cared for. Remember, color can have more impact on the landscape than any other design element. However, nothing has a more nega tive impact than a poorly maintained color area. Soil Preparation A soil analysis can be useful in determining the overall chemical characteristics of the medium. Most annuals and perennials prefer a pH in the range of 5.5-6.5 for optimum growth. This may require the addition of dolo mitic lime to raise pH or sulfur to lower it. You county extension office can provide additional details on how to collect and submit a soil sample for analysis. Soil preparation is perhaps the most important aspect in maintaining seasonal color areas. This begins with the addition of large quantities of organic matter to obtain optimum aeration, drainage and water holding character istics. Generally speaking, beds should consist of at least 50% organic matter for best results. In addition, bed areas should be raised to a minimum of 4-6 inches to avoid "drowning" during wet, rainy weather. Since organ ic matter can be difficult to re-wet after excessive drying, a wetting agent can be used to achieve uniform water distribution throughout the soil. Adding Fertilizer Fertilizer should also be incorporated into new beds. Select one where the ratio of N-P-K is 1:1:1 or 1:2:1 and apply according to label directions. Normal rate of application on new beds is generally 1 to 2 pounds per 100 square feet. On established beds, a soil test is recommended; normally, 1 pound per 100 square feet would be sufficient. Spade, rototill or otherwise mix well until uniform and level off. Pre-Plant Weed Control Other methods of weed prevention include the use of a physical barrier such as a film of black plastic which may be covered with a thin layer of decorative mulch. Be sure to punch numerous holes into the plastic with a garden rake to ensure adequate water penetration. Other weed barrier materials may also be used. To reduce weeding maintenance rototill one of the commercially available soil sterilants, such as Roundup, into the soil about three weeks before planting. Then just before or immediately after planting, apply a pre-emergent herbicide labeled for ornamental use, such as Treflan, and leave it undisturbed on the surface. (Refer to the chart on plant sensitivity to various pre-emergent herbicides.) When to Plant Wait...don't try to jump the gun on planting! Most spring annuals can't be planted until after the danger of kill ing frost has passed; refer to the chart on hardiness for more details. Many warm season plants, such as periwin kles and caladiums, can not tolerate cool soil temperature. Delay planting until the medium reaches 70 degrees. Discard any plants that may have reseeded themselves from last season. They'll be less vigorous and may not resemble their hybrid parents. If it's not possible for you to plant right away, keep plants in a lightly shaded spot and be sure to water them as needed. If possible, it is best to plant on a cloudy or over cast day or late in the day to reduce transplanting shock. Handling Transplants When planting time has come, mark the beds based on specified planting distance. Pack material is generally placed on 4-8 inch centers. Jumbo packs and 4-inch materials are most frequently planted on 12-14 inch centers. The spacing selected will be determined by species, plant size, time of year and cost. Just prior to planting, water the plants in their containers. Plants in peat pots should be soaked in a bucket for 10-15 minutes to ensure thorough wetting. Ideally, the garden bed should be moist, too. If the soil is dry, be certain to water the plants thoroughly, immediately after planting. Lift plants from cell packs or pots carefully, keeping the root ball intact. If the container is pliable, gently squeeze or push up the bottom of the container; otherwise turn it upside down to let the plant fall into your hand. If the plant does not slide out easily, tap the bottom of the container with a trowel. Moist plants are easier to remove from a container without disturbing the root ball. If roots are extremely compacted, loosen them gen tly before planting. Occasionally you will find plants in a tray without individual cells. If this is the case, separate the plants gently by hand or with a knife. Do this just prior to planting so the roots don't dry out. For plants in individual peat pots, either peel most of the pot away or be sure the top of the pot is below soil level after planting. Planting An application of soluble fertilizer, high in phosphorus, should be made after planting. A fertilizer such as 2010-20 mixed at the rate of 0.5 pounds per 100 gallons of water will cover 400 square feet. Do not apply fertilizer to dry soil. When planting, dig a hole slightly larger than the root ball, set the plant in place at the same level at which it was growing, and carefully firm soil around the roots. New plants will need to be watered well after planting and frequently thereafter until they are established and new growth has started. Mulching You can mechanize planting thousands of annuals along driveways and walks with a large scale "plant dib bler". Have appropriate size dibbles (about the size and shape of an inverted styrofoam coffee cup) welded to an empty turf roller or the wheel of a hand-operated cultivator. Adding a 2- to 3-inch layer of mulch is optional-but it does add a decorative "finished" look as it reduces weeds and conserves soil moisture for better growth. The best mulches are organic, such as bark chips, pine needles, shredded leaves, peat moss or hulls. The following year, mix in the mulch to enrich the soil before planting. Additional mulch can be added each spring, improving soil structure as years pass. Apply additional high nitrogen fertilizer such as ammonium nitrate at the rate of 1 to 2 pounds per 100 square feet when adding fresh mulch. This will compensate for the nitrogen used during decomposition of the mulch. Mass Plantings To speed up the hand planting process, position the "planters" on a very slow moving tractor-towed platform as has been developed for similar requirements in commercial agriculture. Mark spacing intervals on a large piece of paper; wrap it around the roller and transfer the interval markings to the roller as a guide for the welder. For interchangeable spacing requirements, weld the dibbles to cylindrical sleeves that slip around the roller- a different sleeve for each spacing need. Fertilizing Too much fertilizer can cause a build-up of soluble salts in the media which can damage plant roots. Check soluble salt levels regularly to make sure you are not overfertilizing. Your county extension agent or grower can tell you how. Most annuals do not require high levels of fertilizer, but will do much better if adequate nutrients are available. Application of a 1:2:1 ratio fertilizer once or twice during the growing season is recommended. A rate of 1 to 2 pounds per 100 square feet is sufficient. As an alternative, you may use a soluble fertilizer such as 20-20-20 mixed at a rate of 1 pound per 100 gallons and applied every three to six weeks. Watering Water annuals about as often as turf. Refer to the individual plant descriptions to see which plants like more or less moisture than average. When annuals need less water than the surrounding turf, using raised flower beds will improve drainage and reduce the chance of overwatering. Deep, infrequent watering is generally better than frequent, light watering, since the former encourages deep root growth. Don't allow plants to remain for extended periods in puddles of standing water. This situation en courages root diseases and overwatering symptoms such as yellow leaves. Foliage should be kept dry if at all possible during watering. Soaker hoses work best. However, if you must use overhead sprinklers, water disease-prone annuals (zinnias, calendula, grandiflora petunias and stock in particu lar) as early as possible in the day so the foliage will dry off before night, lessening the chance of disease. Professionals have been very innovative in creating "mechanized" watering equipment. Water tank trucks can be adapted from used vehicles available from fire departments or from fuel oil distributors. (Be sure to thor oughly clean the interior of fuel tanks before use.) Manicuring Others, such as marigolds, geraniums, zinnias, calendula and dahlias will need to have faded flowers removed. This is known as "deadheading" and not only keeps plants attractive but also discourages disease and keeps plants from going to seed so the plants will produce more flowers and look tidier. Deadheading can be done with pruning shears or sometimes with the fingers. Many annuals, chiefly begonias, impatiens, coleus, alyssum, ageratum, lobelia, vinca, salvia and others, require little additional care. Their flowers fall cleanly from the plant after fading and do not need to be manually re moved. A few annuals, primarily petunias, snapdragons and pansies, may need to be pinched back after planting or after the first flush of bloom to keep them compact and freely flowering. As new hybrids are created, this is becoming less of a maintenance requirement. Annuals are generally trouble free under proper cultural conditions. However, there are some common pests to be on the lookout for. Diseases Plant disease-prone species (zinnias, calendula, grandiflora petunias and stock) where air circula tion is good, and keep the foliage dry. When this can't be done, fungicide treatment may be necessary. Insects Slugs and Snails- These pests can feast on young bedding plants, especially marigolds, petunias and salvia. Place slug bait near new plantings in late afternoon and replenish as needed. Take care to prevent children or wild or domestic animals from eating bait. The most common are aphids, white fly or spider mites which are easily controlled by various pesticides. Mites and white fly are less of a problem when plants are frequently watered. High temperatures increase insect popu lations necessitating more frequent pesticide treatment. Use extreme caution with pesticides. Be sure to READ THE LABEL before use. Weeds Weeds may appear, even though you used mulch and pre-emergent herbicide. Be sure to remove weeds as soon as possible so they do not compete for water and nutrients. Remove them carefully especially when the annuals are young, so as not to disturb their roots. Color Rotation In most of Texas and the southwest, color areas can be changed out 2-3 times per year. Spring planted annuals are usually set out from late February through the first of June. A second planting of heat tolerant annuals, such as verbena, periwinkle or portulaca, is frequently used from June through the hot summer months. Fall planted annuals, like pansies and dianthus, are generally set out when temperatures begin to cool off in late SeptemberOctober. Managing color change outs is an important part of keeping plant materials looking their best. Recommended Varieties Selecting a well adapted variety is the most critical element for success with seasonal color in the landscape. There are literally hundreds of varieties available but few will thrive in our stressful en vironment. Be sure to consult your county extension office for current recommendations. Fall planted, spring flowering annuals* Spring planted, summer flowering annuals *This list represents the most commonly used annuals.	<urn:uuid:038758d7-8ebe-4e61-959b-a916b5f35feb>	CC-MAIN-2019-22	https://www.rainbowgardens.biz/wp-content/uploads/2013/09/seasonal-color.pdf	2019-05-19T22:39:59Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00411.warc.gz	905,194,771	2,545	eng_Latn	eng_Latn	0.997166	eng_Latn	0.998235	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2712, 6368, 9628, 11754, 11892 ]	[ 2.046875 ]	2	0
ANCIENT GREECE History/Geography- Ancient Greece Through the topic the children will… investigate and interpret the past build an overview of world history understand chronology communicate historically * use evidence to ask questions and find answers to questions about the past. * suggest suitable sources of evidence for historical enquiries. * use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. * describe the social, ethnic, cultural or religious diversity of past society. * describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. * place events, artefacts and historical figures on a time line using dates. * understand the concept of change over time, representing this, along with evidence, on a time line. * use dates and terms to describe events. * use appropriate historical vocabulary to communicate, including: dates, time period, era, change, chronology. * use literacy, numeracy and computing skills to a good standard in order to communicate information about the past. Science- Helping plants grow well Through the topic the children will… * children will understand that plants can provide food * make accurate measurements * explain how to compare measurements * describe the differences in the way the plants grow * relate the differences in how plants grow to difference in leaves * children can explain roots need more room so they can take in more water * children will plan and carry out complete experiment of own making and feedback their answers to the class. * children will make drawings showing red dye part way up stem and explain what has happened and how they know this. * measure specified amounts of water * measure the height of a plant * state that plants need water to grow, but that too much water may kill them * describe what grass or plant looks like * explain that this is because it didn't have light * make a generalisation from the results * identify warmth as a factor affecting growth of plant * recognise what is an unfair test * suggest ways to carry out a fair test Modern Foreign Languages - Spanish Through the topic the children will… * listen attentively to spoken language and show understanding by joining in and responding * explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words * engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help * speak in sentences, using familiar vocabulary, phrases and basic language structures * develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases * present ideas and information orally to a range of audiences * read carefully and show understanding of words, phrases and simple writing * appreciate stories, songs, poems and rhymes in the language * broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material RE – Understanding Islam PE – Athletics and Striking and Fielding	<urn:uuid:9c287304-377d-4cd3-884e-59bb1aefd8dc>	CC-MAIN-2019-22	https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1293020/user/pWDS6cE3Lk?response-content-disposition=attachment%3Bfilename=KS2_Topic_overview_-_Ancient_Greece.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1558351388&Signature=1%2B080PNn5q4RChX1yKLi2m7k5%2Bw%3D	2019-05-19T23:23:09Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00412.warc.gz	607,466,461	618	eng_Latn	eng_Latn	0.968533	eng_Latn	0.997357	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3140, 3209 ]	[ 4.25 ]	1	0
God of Wonders Part 1: Miracles of Jesus Unit 3, Lesson 16 Jesus Goes Up to Heaven Lesson Aim: To know where Jesus is. THE WORSHIP Who God Is: Jesus as Lord THE WORD What He Has Done: Jesus told blessed His disciples and was lifted up to heaven. Bible Story: Luke 24:50-53 BIBLE MEMORY VERSE "Love the Lord your God with all your heart." Matthew 22:37a TEACHER'S ENCOURAGEMENT This week, read Revelation 5:1-14. Please join us in praying, "Lord Jesus, affirm in the children's hearts that You are indeed on Your throne now in heaven, hearing their prayers and watching over them. Amen." TEACHER'S TIP Before class, pray for the children, your helpers, and for God's direction in teaching the lesson. Page 1 of 11 RESOURCES: Supplemental materials are available at ResourceWell.org. WELCOME Welcome each child as they arrive. Hello _____. I'm glad you are here! Come open the Treasure Chest to find today's treasure. Child unlocks the Treasure Chest to receive a stamp or sticker of a cloud. Let this stamp (or sticker) of a cloud remind you that Jesus was lifted up through the clouds to heaven. Teacher's Note: These activity centers are designed to reinforce the lesson through hands-on learning experiences either individually or in small groups with the guidance of the teacher. Choose the Bible Activity Centers that best suit the children in your class. Set up the activity centers around the room before children arrive. Allow children to move freely among them. COLORING CENTER: JESUS GOES UP TO HEAVEN Coloring pages of Jesus going up to heaven, crayons SUPPLIES DO Children color while talking about the story. TALK ABOUT Where does Jesus live? (Heaven.) After God raised Jesus to life, Jesus spent time with His friends. Then, one day, it was time for Him to return to heaven. The Bible tells us Jesus was lifted up to heaven. What do you think it was like to see that happen? (Children respond.) The Bible tells us Jesus' friends were filled with great joy. They worshiped and praised Him. PLAY-DOUGH CENTER: LAND, WATER, AND SKY Play-dough, cookie cutters, play-dough tools, landscape play mat (laminated picture of land, water, and sky) SUPPLIES DO Children identify whether cookie cutter shapes are found on land, in the water, or in the sky and make playdough shapes to put on the landscape play mat while discussing the lesson aim. TALK ABOUT * What is this animal (or object)? (Children respond.) God created a world for us to live in with land, water, and sky. Let's see if we can find some of the other things God created that belong on the land, in the water, or in the sky. Choose a cookie cutter of an animal or object that can be found on land, in the water, or in the sky. * Do you find a name of animal or object on the land, in the water, or in the sky? (Children respond.) * Let's use our play mat to place the name of animal or object where it belongs. Show children how to place the cookie cutter on the play mat where it belongs. Repeat with several cookie cutters or for as long as children remain interested. THE WELCOMEcontinued… ACTIVITY CENTER: CLOUDS IN THE SKY Cotton balls, cups, spoons SUPPLIES DO * Count: Grab several cotton balls and have the children count the cotton balls with you. Use the cotton balls in a variety of activities: * Cotton Explosion: Give children 3-4 cotton balls. Show children how to stuff their cotton balls in a tight fist, then open the fist to watch the cotton balls "explode." * Free Play: Place several cotton balls on the table and allow children to to scoop up the cotton balls with the cups and spoons. * Pull-Apart: Give children 1-2 cotton balls and show them how to pull the cotton balls apart. TALK ABOUT If there is a window in the room, look outside with the children and see if there are any clouds in the sky. Who made the clouds? (God.) These cotton balls remind me of the fluffy clouds in the sky. When Jesus was ready to return to heaven, He was lifted up into the sky. Jesus is in heaven now. He sees and hears all things and we know He watches over us. He loves each one of you very much. BLOCK CENTER: JESUS IS WITH US Blocks SUPPLIES DO As children build, talk about all the places they go where Jesus is with them. TALK ABOUT Where are some of the places you go with your family? (Children respond.) Is Jesus with you when you're at name of place? (Children respond.) Repeat question with several of the places the children have mentioned or make up your own. Is there anywhere you go that Jesus is not with you? (No.) Jesus is always with us. Can you build some of those places Jesus is with you using the blocks? PREPARE FOR WORSHIP Clean up! Clean up! Everybody, everywhere! Clean up! Clean up! Everybody do your share! It's time for Praise Time. Let's sing a "Clean Up Song" as we put things away. Praise children as they help clean. BIBLE MEMORY VERSE SIGN LANGUAGE (For visual demonstrations, see www.signingsavvy.com) "Love (love) Fists closed, arms move to the body and cross in front of the chest. the Lord your God (Lord) Make "L" shape with right index finger and thumb. Move "L" from left shoulder to right hip as a royal sash. with all your heart." The middle (touch) finger taps the chest over the heart. Matthew 22:37a Hold hands open, as if holding a Bible. Adding sign language or motions to the Bible Memory Verse helps children recall what they are learning. Supplies: Praise music, optional: musical instruments Teacher Tip: To help children identify time set aside for worship, designate a special corner or area for singing, collecting offering, and watching the worship illustration. Play "Praise Time: Love the Lord Your God" as children move to that designated area. "Love the Lord your God with all your heart." When we pray, we show God we love Him. Let's pray right now. Have the children bow their heads and close their eyes. Dear God, thank You for loving us. Help us to love You with all our heart. Help us love our neighbors, too. Amen. In today's story, we will learn Jesus' friends watched Him go up to heaven. Then, they praised Him with great joy. Joy is the greatest kind of happiness. Let's praise Him with great joy right now! Sing: "Praise Time: Love the Lord Your God." What's our Bible Memory Verse? Let individual children respond or say the verse together. Let's say our Bible Memory Verse together with the motions. Practice a few times with the sign language. "Love the Lord your God (love) Fists closed, arms move to the body and cross in front of the chest. (Lord) Make "L" shape with right index finger and thumb. Move "L" from left shoulder to right hip as a royal sash. with all your heart." Matthew 22:37a The middle (touch) finger taps the chest over the heart. Hold hands open, as if holding a Bible. The last thing Jesus did before He went up to heaven was to bless His followers. He blesses us, too. Blessings are good gifts which Jesus gives us because He loves us. Let's thank Jesus for our many blessings by giving our offering to His church. Let's remember that He loves everyone. Sing: "Jesus Loves the Little Children" or "I Will Remember" while collecting the offering. I wonder if Delbert and Lello know Jesus is in heaven. Let's see! Perform The Adventures of Delbert and Lello puppet script or read storybook: God of Wonders Unit 3, Lesson 16. Jesus is living in heaven today. He sees and hears all things and we know He watches over us. He loves each one of you very much. Sing: "We Love." Supplies: Teacher's Bible with bookmark at Luke 24:51, picture of the Bible story, inflated balloon (preferably filled with helium) on a string or ribbon Before we begin our Bible Time, let's say our Classroom Promise with the motions. With my eyes on my teacher; Point to eyes. My mouth quiet as can be, Place index finger over mouth as quiet sign. I will listen to hear, Cup hand around ear. How God loves you and me. Hug self, point to others, and then self. Let's reach deep in our pockets and pull out our listening ears. Reach in your pocket and cup your hands behind your ears as if listening. Show children the balloon. Who can tell me what I brought today? (A balloon.) I love balloons. They come in so many fun shapes and colors. What's your favorite color? (Children respond.) If your balloon is filled with air, add this line: This balloon is filled with air. If I let go of it, it falls. Let go of the balloon and let it fall. Pick it back up and hold it again. When a balloon is filled with helium, we have to hold onto it because it will float. If we are outside, it will go up, up, up into the air, higher and higher into the heavens until it disappears. After Jesus was raised to life and spent some time with His friends, it was time for Him to return to heaven. He was raised up, up, up into the air, higher and higher until He was taken up into heaven. Next time you see a balloon floating in the air, you can remember the story of Jesus being taken up into heaven. Let's listen to our story. Handle Bible as a special treasure, leaving it open to Luke 24:51. WATCH THE WORD: LUKE 24:50-53 Read the story below or retell the passage in your own words. To illustrate the story, show a picture of the Bible story from a children's Bible, the coloring page, or other source. Jesus went to a special place; Then He stopped to bless them, He brought along His friends. And He lifted up His hands. While Jesus was blessing them, They worshiped Him and went to stay To heaven He was raised. In the temple where God was praised. What happened while Jesus was blessing His friends? (He was lifted up into heaven.) Where is Jesus now? (Heaven.) Page 6 of 11 Teacher Tip: Craft and games can be presented at the same time in different areas or one at a time depending on class size and teaching style. CRAFT: I SEE JESUS "Jesus was taken up into heaven." Luke 24:51 Purpose: To remind the children of the story of Jesus being taken up to heaven. Supplies: Small paper plate, yarn, sturdy white and red paper, cotton balls, glue, tape, crayons or markers Prepare: On sturdy white paper, draw a picture of Jesus in the clouds. On the clouds, print: Cut a piece of yarn twice the length of the paper plate. Punch a hole in the center of the small paper plate and thread the yarn through the hole. Cut a small heart shape from sturdy red paper. As we make our "I See Jesus" craft, I will ask each of you a very important question: "Where is Jesus?" When I ask you, answer by saying, "Jesus is in heaven." While the children are working, ask each child, "Where is Jesus?" With the child say, "Jesus is in heaven." Directions: 2. Pull apart some cotton balls and glue them to the front of the paper plate. Leave the piece of yarn free to move. 1. Color the picture of Jesus in the clouds. 3. Hang the plate so the cotton balls are facing down. Tape the cutout of Jesus in the clouds on the piece of yarn hanging down. 4. On the end of the yarn above the plate, tape the paper heart. Craft Discussion: The heart reminds us that Jesus loves us and is always watching over us. Show children how to hold the plate and pull the string so Jesus is lifted up into the clouds. Where is Jesus? (In heaven.) THE WAY continued… GAME: TWO WAYS TO PRAISE Purpose: To understand and participate in sharing of individual praises to God. Supplies: Ball for rolling, Unit 3 Bible Memory Verse Song "Praise Time: Love the Lord Your God" There are many ways to praise God. Let's try two of them now: speaking praises and singing praises. Directions: * Children sit in a circle. 1. Speaking Praise: Teacher's Note: * Child 1 holds ball and says: "I praise You God for blessing or answer to prayer ." sunshine, food, healing, lost pet found, etc. You may need to make suggestions to children such as Mom, Dad, pets, flowers, * Child 1 rolls ball across circle to child 2. * Pattern repeats until each child has held the ball and praised God. * Child 2 receives, holds ball, and says: "I praise You God for blessing or answer to prayer." 2. Singing Praise: Sing the Bible Memory Verse Song: "Praise Time: Love the Lord Your God" GAME: WHERE IS JESUS? Purpose: For children to remember Jesus is in heaven. Supplies: None Teacher Tip: This game uses a question/answer poem which can be chanted or sung to the tune "Frere Jacques" used in our Blessing Song (See Snack Time.). Our Bible story shows us where Jesus is now. Let's see if you each can answer the question when I ask you, "Where is Jesus?" Directions: 2. Before starting, demonstrate steps 3-5 with a helper. 1. Seat children in a circle. 3. Choose a child to stand in the middle of the circle. Tell us, child's name! Tell us, child's name! 4. Sing or say: Where is Jesus? Where is Jesus? 5. Have class join in as the child answers: This I know! Jesus is in heaven! (Point up.) Jesus is in heaven! (Point up.) 6. Repeat with each child in the circle. (Point to self.) This I know! (Point to self.) 7. Close with the children asking the teacher the question. Page 8 of 11 THE WAYcontinued… SNACK: MARSHMALLOW CLOUDS Purpose: Children will eat a marshmallow snack to remember Jesus was lifted up into the clouds. Snack Suggestion: Marshmallow snack Directions: 2. Let's sing the "Blessing Song." Sing to the tune of "Frere Jacques" or another familiar tune. 1. Serve the snacks and drinks. God our Father, God our Father. Once again, once again, 3. Pray. Lead discussion below while children enjoy their snack. Thank You for our blessings. Thank You for our blessings. Amen. Amen. Where is Jesus now? (Jesus is in heaven.) Imagine you had been there. How do you think it felt to watch Him be lifted up to heaven? (Children respond.) Afterward, they praised Jesus with great joy. Would you have praised Him, too? (Children respond.) How did Jesus get to heaven? (He was lifted up to heaven in front of His friends.) When only 5 minutes remain, begin this segment. FINAL FIVE MINUTES BIBLE MEMORY VERSE Gather children in a circle sitting or standing and practice the words and motions. "Love (love) Fists closed, arms move to the body and cross in front of the chest. the Lord your God (Lord) Make "L" shape with right index finger and thumb. Move "L" from left shoulder to right hip as a royal sash. with all your heart." The middle (touch) finger taps the chest over the heart. Matthew 22:37a Hold hands open, as if holding a Bible. PRAY Let's pray together. Say a closing prayer with the children. PLAY Allow children to play with selected toys or centers or choose a book to read to them. DISMISSAL Have children take home their coloring page, craft, and a copy of the Ponder, Pray & Play for 2-3's. If time remains, choose from the connected activities below. ? SAY & DO: LUKE 24:50-53 Purpose: This pantomime version of the Bible Story helps children remember the story details. Supplies: None Directions: With each phrase, the teacher says the phrase and leads the children in doing the hand motions. Jesus went to a special place; (Walk in place.) Then He stopped to bless them, (Fold hands in prayer.) He brought along His friends. (Beckoning motion.) And He lifted up His hands. (Lift hands.) While Jesus was blessing them, (Fold hands in prayer.) They worshiped Him and went to stay (Walk in place.) To heaven He was raised. (Point to heaven.) In the temple where God was praised. (Raise palms to praise God.) BIBLE MEMORY VERSE ACTIVITIES "Love the Lord your God with all your heart." Matthew 22:37a GAME: MEMORY VERSE CIRCLE Purpose: To help children memorize and review the Unit 3 Bible Memory Verse. Supplies: None You are important to Jesus and He loves you very much. He wants you to love Him with all your heart (your feelings), and with all your soul (the part of you that will live forever), and with all your mind (your thoughts). Directions: 2. Walk in a circle as you say the verse together, taking one step with each word. 1. Stand in a circle with the children and hold hands. "Love the Lord your God with all your heart." 4. Play several times, doing different motions each time. Motions may include: jumping in place, clapping, hopping, etc. 3. Play again, but walk in the opposite direction. GOT TIME?continued… GAME: I SEE SOMEONE JESUS LOVES Purpose: To see Jesus loves everyone. Supplies: Binoculars (toy or real) or spy glass (paper rolled into a tube) You are important to Jesus; He loves each and every one of you. I'm going to use my binoculars (or spy glass) to see who Jesus loves. Let's see if you can guess who I see. Directions: 2. Say, "I spy with my little eye someone Jesus loves. It's a girl wearing a pink dress. Do you know who it is? Allow the children guess until they guess correctly. You may choose to give a second hint, if needed. 1. Scan the room with the binoculars. In your mind, choose one of the children without revealing who you have chosen to the children. 3. That's right! Jesus loves child's name. 4. Play several times. STORY TIME Gather the children and read a favorite story. This can be a Bible Story, a chapter from The Adventures of Delbert & Lello, or a story about Jesus in heaven. PONDER, PRAY & PLAY Unit 3, Lesson 16: Jesus Goes Up to Heaven PONDER! Imagine you were there when it was time for Jesus to return to heaven (Luke 24:50-53). How do you think it felt to watch Him be lifted up to heaven? PRAY! Pray this prayer each day this week: "Lord Jesus, thank You for blessing Your followers before going to heaven. Thank You for blessing us and showing us that You are in heaven. Amen." PLAY! The Bible says angels, believers, and creatures praise Jesus as He sits on His throne in heaven. Invite your family outside, lie down on the ground, and look up at the sky. Say your Bible Memory Verse and sing a song of Praise together. Imagine Jesus smiling at you from heaven. BIBLE MEMORY VERSE "Love the Lord your God (love) Fists closed, arms move to the body and cross in front of the chest. (Lord) Make "L" shape with right index finger and thumb. Move "L" from left shoulder to right hip as a royal sash. with all your heart." Matthew 22:37a The middle (touch) finger taps the chest over the heart. 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Case Study: Independence School District Reduces Emissions, Cuts Costs with Propane Autogas School Buses District: Independence School District Industry: Education Location: Independence, Missouri Vehicles: Blue Bird Vision Propane school buses (11) Fueling: On-site propane autogas station Challenge To address cost savings while achieving emissions reductions. Although diesel prices were low at the time, Independence School District decided the long-term benefits of purchasing propane autogas buses and installing propane fueling infrastructure won out, aiding the community's air quality and the district's costs. By the Numbers * 11 propane autogas school buses (out of fleet of 128 buses). * 10,000 to 12,000 miles traveled per bus per year. * Approximately 3,000 gallons of propane autogas per vehicle per school year. * $2,000 estimated annual reduction in fuel costs per bus per year. Migrating to a Cleaner Fuel Rather than continuing to invest in diesel engine buses, leaders at the Independence School District, near Kansas City, Missouri, decided to move toward adopting an alternative fuel. "I think cost and emissions both certainly played a role in our looking at propane," said Daryl Huddleston, director of transportation. "Although at the time, the price of diesel was pretty low, the clean energy was intriguing and we thought it was a good thing to look at for the community and district as well." District and Fleet Background With 30 buildings in the district, and approximately 9,500 students, Independence School District runs about 100 routes per day, which includes special needs and early childhood. The district covers the city of Independence as well as a portion of East Kansas City. Its school bus fleet of 128 buses includes 11 Blue Bird propane buses. District officials started looking at propane and alternative fuels for health and environmental benefits thanks to events held by Kansas City Regional Clean Cities and nearby school districts. "I started in 2013 attending alternative fuel-related events," said Dr. Lance Stout, deputy superintendent of operations. "I'd attend a few each year and had a couple of school districts nearby that were going down the CNG route. So, my interest continued to build." Affordable infrastructure cost was a key to the adoption of propane. "When we decided to transition to some propane buses, the low infrastructure costs really helped make that decision. We did not have to retrofit the shop like you would with CNG," said Huddleston. Independence School District chose local propane company Ferrellgas to build the fueling infrastructure and provide the fuel. The district now has one station with two fuel pumps and an 18,000-gallon tank at its transportation facility. The buses are fueled every other day based on a schedule. Affecting Change in Kansas City Why did Independence School District choose to start using an environmentally friendly fuel? "It wasn't a mandate, but it was a direction we decided we wanted to go in, and the cleaner fuel makes a difference," said Dr. Stout. Independence School District's new propane buses replaced diesel buses that were 15 to 18 years old. The district received multiple funding sources to purchase the propane buses, including a $20,000 rebate from the Missouri Propane Education & Research Council and a grant from the charitable nonprofit organization Leonardo Academy. There are many local, state and federal funding programs available to help offset the cost of propane school buses and infrastructure. Benefits So Far Closing out the first year using propane buses, district leaders repeatedly heard about the quieter operation and cleaner air. The economics also look good. Compared to the current cost of diesel at $2.25 per gallon along with gasoline at $2.10, the district locked in propane at 68 cents per gallon through the end of the school year, according to Huddleston. The district estimates $2,000 savings in fuel cost per bus each year, leaving more dollars for school, not fuel. Jeff Putnam, fleet supervisor, says he and staff have already noticed differences. "Besides the fuel being less expensive, the time it takes to fuel is about the same timeframe of diesel buses," he said. "I love how clean the propane buses are now, too." ROUSH CleanTech, the propane fuel system manufacturer, provided a one-day in-house training for technicians. "The technicians say the buses have a very straightforward system with the lack of aftertreatment and fuel injection systems, and exhaust components that the diesels have," Putnam said. "Working on the buses is so much cleaner due to the negligible emissions." Missouri students, bus drivers and personnel who ride propane autogas school buses have significantly reduced exposure to harmful nitrogen oxides, carbon monoxide, soot and particulate matter. Driving the Change The district's drivers say the performance is similar to diesel models, and their response has been extremely positive. "When I touch base, our drivers certainly mention the noise level being lower, and the exhaust fumes — not having them — has been significant as well," Huddleston said. "They like the style and comfort level of the propane bus. Drivers even say these buses warm up more quickly. And the only training the drivers really needed was that the starting mechanisms are a bit different." Future Plans These are only the first propane buses for Independence School District. "We plan to add 10 more propane buses hopefully very shortly, and to add as the budget allows us," Huddleston said. "Our hope is to add 10 per year over the next five to six years." He said that right now the propane buses are assigned for routes, but they plan on ordering a special needs propane bus, too. And what about the students and their families? "What the parents notice is the lack of emissions, and as we continue to go forward we'll see some cost reductions that will be funneled back into the classroom," Huddleston said. Propane not only can transport more healthily, but add to students' learning through the district's healthy bottom line. # # # About MOPERC: The Missouri Propane Education & Research Council is a not-for-profit organization authorized by the Missouri Legislature. Dedicated to propane education and public awareness, MOPERC provides industry training, consumer safety, appliance rebates and market development programs. The council is composed of 15 volunteer directors and administered by an executive staff. Visit PropaneMissouri.com. 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Numbers English answers for apex quiz english second semester, english vocabulary in use elementary 3rd edition 4 / 5, Powered by TCPDF (www.tcpdf.org) english grammar aptitude test questions and answers, english mcq with answers, english literature by trivedi, a guide to english irregular verbs for esl learners using english irregular verbs correctly every time, hsc english 1st paper rajshahi board, 4th std scholarship exam english question paper, al mawrid english arabic arabic english pocket dictionary, interview questions for functional test analyst including agile testing questionstesting java microservicestesting ks3 english skills and practice year 7, the clear quran a thematic english translation allah edition, typewriting english lower grade speed papers, an a z of english grammar and usage geoffrey leech, english grammar in use elementary, international travel documents passport schengen agreement schengen area identity document permanent residence visapassport do the right thing work with ethics honesty integritypassport plus english for international communication student bookpassport, cambridge global english stage 7 workbook by chris barker, berlitz hungarian english dictionary, diccionario de terminos del calzado e industrias afines ingles espanol spanish english spanish edition, first aid in english reader b ali baba readers book b, langenscheidt picture dictionary ukrainian english 5 / 5	<urn:uuid:d8572c02-b80a-443e-bfda-afa86af41e6b>	CC-MAIN-2019-22	http://crownmob.com/numbers_english.pdf	2019-05-19T22:41:40Z	crawl-data/CC-MAIN-2019-22/segments/1558232255182.37/warc/CC-MAIN-20190519221616-20190520003616-00413.warc.gz	52,205,113	1,659	eng_Latn	eng_Latn	0.978151	eng_Latn	0.996863	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 22, 527, 3901, 6409, 7721 ]	[ 2.484375 ]	1	0
HOW TO PUT ON AND TAKE OFF A FACE MASK How to put on a face mask (medical facemasks, cloth face coverings, or personal masks) 1. Clean your hands with soap and water or hand sanitizer before touching the mask. 2. Check mask for any defects such as tear or missing tie or ear loop. 3. Determine which side of the mask is the top. The side of the mask that has a stiff bendable edge is the top and is meant to mold to the shape of your nose. 4. Make sure the exterior (usually yellow or blue) side of the mask is facing out, away from your face. 5. Follow the instructions below for the type of mask you are using. * Face Mask with Ear Loops: Hold the mask by the ear loops. Place a loop around each ear. * Face Mask with Ties: Bring the mask to your nose level and place the top tie over the crown of your head to secure with a bow and secure the bottom tie at the nape of your neck. * Face Mask with Bands: Hold the mask in your hand with the nosepiece or top of the mask at fingertips, allowing the headbands to hang freely below hands. Bring the mask to your nose level and pull the top strap over your head so that it rests over the crown of your head. Pull the bottom strap over your head so that it rests at the nape of your neck. 6. Mold or pinch the stiff edge to the shape of your nose. 7. Pull the bottom of the mask over your mouth and chin. How to remove a face mask 1. Clean your hands with soap and water or hand sanitizer before touching the mask. Avoid touching the inside of the mask. It may be contaminated from your breathing, coughing or sneezing. Only touch the ear loops/ties/ band. Follow the instructions below for the type of mask you are using. * Face Mask with Ear Loops: Hold both of the ear loops and gently lift and remove the mask. * Face Mask with Ties: Untie the bottom bow first then untie the top bow and pull the mask away from you as the ties are loosened. * Face Mask with Bands: Lift the bottom strap over your head first then pull the top strap over your head. 2. Discard mask appropriately based on type of mask (below). * Cloth mask coverings or personal masks brought from home: Take mask off per user discretion and discard or launder appropriately. Do hand hygiene after taking mask off. * If using a cloth face covering borrowed from OMC, please take masks off upon leaving facility and place in designated deposit location. Do hand hygiene after taking mask off. * If using a medical mask provided by OMC, take mask off upon exiting facility and discard appropriately. Do hand hygiene after taking mask off.	<urn:uuid:58783872-c800-4bc5-bb37-ca80abb10917>	CC-MAIN-2021-31	https://www.olympicmedical.org/wp-content/uploads/2020/05/Face-Mask.pdf	2021-08-03T18:50:27+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00188.warc.gz	932,876,863	578	eng_Latn	eng_Latn	0.998301	eng_Latn	0.998301	[ "eng_Latn" ]	false	docling	[ 2557 ]	[ 2.28125 ]	1	0
The Science of Wellness: Why Your Doctor Continues to Insist You Sleep and Exercise to be Well Nicole Rausch, DO Sleep Cycle O Spend 1/3 of our time in sleep O Two types of Sleep O Non-rapid eye movement (NREM) O 75-80% of sleep O Stages 1-4 O Rapid eye movement (REM) O 20-25% of sleep O Stage 5 O Cycle between NREM and REM several times a night, lasting 70-100mins initially, then 90120mins Stage 1 O 2-5% total sleep O Rhythmic alpha waves to low-voltage frequency seen in wakefulness O Transitional stage, easily interrupted O Lasts only 1-7 minutes in the initial cycle Stage 2 O 45-55% of sleep O Lasts 10-25 mins initially and lengthens with each successive cycle O Deeper sleep, requiring more intense stimuli to waken O Relatively low voltage, mixed frequency with sleep spindles and k-complexes O Spindles thought to be important for memory formation O Suppress cortisol arousal in response to stimuli Stages 3 and 4 O "slow wave" or deep sleep occurring in the first third of the night O Stage 3 O lasts only a few minutes making up 3-8% of sleep O Increased high voltage, slow wave activity O Stage 4 O Lasts approx. 20-40mins in the first cycle, making up 10-15% of sleep O Highest arousal threshold O Increased amounts of high-voltage, slow wave activity Stage 5 (REM) O 20-25% of sleep (longest in last 1/3 of night) O Length increases as the night progresses O Initial lasts 1-5 mins, becomes progressively longer O Desynchronized (low voltage, mixed frequency) brain wave activity, muscle atonia, bursts of rapid eye movements "saw-tooth" wave forms with the theta activity and O slow alpha activity O Dreaming occurs during this stage Loss of muscle tone and reflexes prevents one from O acting out dreams O May also be important for memory formation Physiology During Sleep O Cardiovascular O Autonomic nervous system regulates blood pressure and heart rate O Both are typically higher prior to awakening O Sympathetic nervous system: decreases as NREM progresses O Cerebral blood flow O Reduction of blood flow and metabolism occurs during NREM O Total blood flow and metabolism during REM is comparable to wakefulness, includes limbic system and visual association areas Physiology During Sleep O Respiratory O Increased rate of respiration and ventilation (REM) O Hypoventilation due to reduced pharyngeal muscle tone (NREM) O Suppressed cough reflex (REM and NREM) O Decreased rib cage movement/increased upper airway muscled (REM) O Arousal response to respiratory resistance is lowest in stage 3 and 4 Physiology During Sleep O Renal O decreased excretion of sodium, potassium, chloride, and calcium to concentrate urine O Involved with changes in renal blood flow, glomerular filtration, hormone secretion and sympathetic neural stimulation O Endocrine O Growth hormone secretion takes place in the first few hours after sleep onset, occurring during slow wave sleep O Thyroid hormone secretion takes place late evening O Melatonin induces sleepiness, reducing an altering effect from the suprachasmatic nucleus, influenced by the light-dark cycle Sleep-Wake Cycle O Promotion of sleep (Process S) and maintaining wakefulness (Process C) O Process S accumulates across the day, peaks before bedtime and dissipates throughout the night O Regulated by neurons in the hypothalamus that shut down the arousal system, allowing for sleep O Loss of these nerves causes insomnia O Process C is wake promoting and is regulated by the circadian system O Builds across the day O Declines at bedtime, serving to enhance sleep consolidation O In the absence, total sleep time remains the same, but is randomly distributed over the day and night Sleep Wake Cycle O Enough sleep reduces the homeostatic drive for sleep, increases the circadian waking drive, restarting the cycle O Also receive input from lower brainstem that relay info about the state of the body, including emotional and cognitive areas of the forebrain O Neurons in the pons switch between NREM and REM O Neurons send output to the lower brainstem and spinal cord causing muscle atonia, rapid eye movements, and chaotic autonomic activity Circadian Rhythm O Daily rhythm in physiology and behavior O Controls sleep-wake cycle, modulates physical activity, food consumption, body temp, heart rate, muscle tone and hormone secretion O Generated by neural structures in the hypothalamus (biological clock) O Regulated by the suprachiasmatic nucleus (SCN) O Receives direct input from brightness detectors in the retina (resets the clock genes in the SCN daily) O SCN transmits to the rest of the brain and body signals that synchronize daily cycles with external day-night cycle Influence of SCN on Sleep O Series of relays through the dorsomedial nucleus (DMN) in the hypothalamus O Signals the wake-sleep system to coordinate activity with the day-night cycle O Coordinates cycles of feeding, locomotor activities, and hormones (cortisol) O Influenced by external environment changes (temperature, stress, limited food) Biological Clock Function O 3 components O Input from the Zeitgebers in the retina to act on the SCN circadian pacemaker cells O Pacemaker cells release neurotransmitters and peptides that act on the pineal gland O Pineal gland secretes melatonin, thermoregulation hormones and other hormones O The above interact with the sleep-wake cycle to modulate sleep propensity and sleep architecture influence behavior, performance and hormonal output (i.e. cortisol) Effects of Age on Sleep Patterns O Sleep provides different needs at different times in your life O Sleep architecture changes O Sleep efficiency declines with age Birth to 3 months O Circadian rhythm hasn't fully developed O Sleep time is distributed evenly across the day and nights without regular rhythm or concentration of sleeping/waking O No true NREM and REM sleep O Quiet sleep (similar to NREM) O Active sleep (similar to REM) O Indeterminate sleep O Need 16-18 hours of sleep a day, discontinuous, about 2.5-4 hours at a time O Sleep onset occurs through active sleep (REM) and each sleep episode consists of only one or two cycles 2-3 months O Circadian rhythm emerges sleep consolidation that resembles adult sleep, including cycling of melatonin and cortisol O Responsive to social cues O Sleep starts with NREM O REM decreases and shifts to the later part of the cycle O Cycles last about 50 minutes O Muscle paralysis of REM replaces the propensity for movement in "active sleep" Young Children O Amount of sleep decreases as children get older (decreased from 13 to 11 hours) O Reduction influenced by physiological, cultural and social environment O Sleep routines O Less frequent napping O Sleep difficulties start; difficulties initiating or maintaining sleep O Nightmares discontinuous sleep O Start spending greater time in Stage 3 and 4 with longer REM sleep latencies Adolescents O Complex and bidirectional relationship between pubertal development and sleep (? related to hormone changes) O Midpuberty there is greater daytime sleepiness O Total time spent sleeping decreases as age increases O Require 9-10 hours of sleep, only average between 7-8 hours O REM sleep remains constant if bedtime is fixed Young Adults O Sleep remains consolidated O Brief awakenings, close to REM, often where arousal occurs, as opposed to occurring in NREM as it does with older adults Adults O Begin to see an earlier wake time with reduced sleep consolidation O SWS declines by 2% every decade O Reduction in homeostatic sleep pressure and circadian pacemaker O Increased sensitivity to light? Elderly Adults O Sleep 36% less than children (age 5) O Ability to sleep decreases, but need for sleep does not O Increase in disturbed sleep that negatively affects quality of life, mood, and alertness O 43% of individuals have difficulty initiating and maintaining sleep Elderly Adults O Increased stage 1 and decreased REM O Decreased melatonin levels O Decreased homeostasis leads to inability to maintain long sleep episodes and bouts of wakefulness O Increased sleep latency, nighttime wakening and inconsistency of external cues (light exposure), irregular mealtimes, nocturia, and decreased mobility often leading to reduced exercise O Affects males and females differently Older Females O Maintain SWS longer O Spend 15-20% of sleep in stages 3 and 4 O Tend to go to bed and wake earlier; ? Body temp rhythms may be more advanced in women O Harder time falling asleep and maintaining sleep Older Males O Spend only 5% of sleep in stages 3 and 4 O Decreased SWS O Spend more time in stage 1 sleep and experience more frequent awakenings O More likely to complain of daytime sleepiness Hypothalamic-Pituitary-Adrenal (HPA) Axis Effects of Stress on Sleep and Cortisol Production HPA Role in Sleep and Stress O Modulates sleep-wake cycle O Follows a distinct 24 hour pattern O Influenced by sleep loss, resulting in hyperactivation HPA Axis O Hypothalamus resides in the base of the brain O Produces a hormone called CRH, which acts on the pituitary gland O Pituitary gland resides at the base of the brain O Produces several hormones that act on various organs O Produces ACTH, which acts on the adrenal cortex of the adrenal glands O Adrenal glands reside above the kidneys and produce several hormones, including cortisol and epinephrine (adrenaline) Cortisol, Sleep Deprivation, and Stress O Increased cortisol levels during the nighttime period during sleep deprivation and prolonged wakefulness of the following day O Likely the results of efforts of maintaining wakefulness O Elevated cortisol impairment of HPA axis glucocorticoid overload deleterious effects on body (obesity, DM2, metabolic syndrome) O Elevated glucocorticoids increased time spent awake less time in REM Sleep Duration and Obesity O Short sleep duration may be a predictor of weight gain and increase risk for insulin resistance, diabetes, and cardiovascular disease O Each reduction of 1 hour of sleep per day is associated with an increase of 0.35 in BMI O Imbalance between food intake and energy expenditure O Sleep is a period of fasting O Glucose utilization by the brain is increased in REM and at the end of the night O Sleep "resets" metabolism and energy expenditure in the brain Appetite and Sleep O Appetite promoting neuropeptide Y (NPY) and agouti-related protein (AGRP) neurons mutually inhibit the appetite suppressing pro-opiomelanocortin (POMC) and amphetamine related transcript (CART) neuron O Works as sensors of the circulating hormones leptin and ghrelin Leptin O Produced by adipose tissues O Promotes satiety by inhibiting NYP/AGRP and activating POMC/CART O Higher levels during sleep O May reduce REM sleep and modulate SWS Ghrelin O Appetite stimulating hormone produced in the gut O Inhibits POMC/CART and activates NYP/AGRP O Higher during sleep O Decreased in AM before breakfast O Sleep promoting by inducing SWS and stimulating growth hormone (GH) overnight Affects of Sleep on Leptin and Ghrelin O Decreased sleep decreased leptin + increased ghrelin increased food intake O Two consecutive nights (4 hours of sleep) in young men were associated with a 28% increase in ghrelin and 18% reduction of leptin, leading to increased hunger and appetite, mostly for energy rich foods (high carbs, salty, sweet, starch) O Six consecutive nights increased sympathetic nervous system activity, evening cortisol levels and growth hormone, decreased glucose effectiveness and acute insulin response by 30% (comparable to a non-insulin dependent diabetic) O Restriction in energy expenditure O Less sleep promotes fatigue and sleepiness during the day, which may reduce daytime activities and promote sedentary lifestyle Stress and Metabolism O Prolonged activation of the HPA axis results in maladaptive changes, affecting puberty, stature, body composition, which can lead to obesity, metabolic syndrome and type 2 diabetes O Increased glucocorticoids increase glucose and insulin and decrease adiponectin levels O Alters food intake (stimulated appetite by steroids), rewards based eating (to decrease stress response) O Unclear how cortisol affects pathology of obesity, but has been shown to contribute to the development of metabolic syndrome Physiological Effects of Exercise on Your Body O Reduces causes of mortality by up to 30% O Seen consistently across all age groups and racial/ethnic minorities O Lowers prevalence of chronic disease O Improves one's self-esteem and sense of wellbeing O Slows rate of age-related memory and cognitive decline O Fewer depressive and anxiety symptoms O Effects are dependent on the type of training and exercise you do O Changes take time, typically 4-8 weeks O Adaptive changes disappear when you stop exercising How the Heart Adapts O Increase in cardiac output by increasing heart rate and stroke volume O Increased force of contraction O Greater emptying of the heart chamber O Enlargement of the left ventricle O More blood, more oxygen available to exercising muscles O As muscles train they become better able to extract and use oxygen to produce more work How the Circulatory System Adapts O Blood flow is redistributed O Less blood to all major organs except the heart and brain O More blood flow to muscles and skin O Arteries dilate in the working muscles and blood flow increases through capillaries O Increases the exchange of oxygen, the release of heat and removal of metabolic waste (lactic acid, carbon dioxide) How the Circulatory System Adapts O Secretion of hormones and signaling dilation of blood vessels in the heart and working muscles O Secretion of hormones in inactive tissues for constriction of blood vessels O Increase redistribution of blood O Increase in the number of capillaries in muscles O Blood becomes thinner, allowing better flow through capillaries O More water and dissolved proteins are added to the plasma volume How Muscles Adapt O Muscle oxygen consumption increases up to 70 times above resting volumes O Capillary density increases up to 40%, allowing more oxygen, nutrients, and hormones to be delivered, stimulating better removal of heat O Better use of oxygen to produce work and improves ability to store glycogen O Converted to ATP (energy) Effects on the HPA Axis O Acute stress leads to alterations in ACTH and excess levels of glucocorticoids O Chronic stress has been associated with lower concentrations of peripheral cortisol and upregulation of the glucocorticoid receptors resulting in increased feedback sensitivities O Voluntary exercise alters the release of CRF from the hypothalamus and ACTH from the anterior pituitary Effects on Serotonin Levels and Endorphins O Increases serotonergic and noradrenergic levels in the brain O Through serotonin synthesis, metabolism and release O Increases endogenous opioid activity in the CNS and PNS, releasing endorphins and reducing pain O Lifts mood and decreases anxiety References O https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC4688585/#bib3 O https://www.ncbi.nlm.nih.gov/books/NBK1 9956/ O https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC3632802/ O http://www.sportsdoctor.com/articles/physi 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A) significant advances have been made towards safer driving B) many people now know that driving is a skilled task requiring constant care and concentration C) drivers are warned to take extra care on the roads D) drivers have finally learned how to behave 100 Reading Comprehension Activity - GrammarBank Read Free 100 Comprehension Passages Read Online 100 Comprehension Passages GeeksforGeeks Reading Comprehension (RC) is a common section in all management entrance exams like CAT, XAT, IIFT, SNAP, NMAT, CMAT, and MAT. 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Free Reading Comprehension Worksheets A large collection of fifth grade fiction passages, non-fiction articles, and poems. 6th Grade Reading Comprehension. STW has a variety of biographical articles, non-fiction articles, and poems specially written for for 6th graders. Middle School Reading Comprehension. Passages for students who are reading above the fifth grade level. Reading Comprehension Worksheets Oct 21, 2020 - Explore Terri L's board "Reading Comprehension Passages" on Pinterest. See more ideas about reading comprehension, comprehension passage, reading comprehension passages. 200+ Reading Comprehension Passages ideas in 2020 ... 100 Sight Words Reading PassagesLearning sight words has never been so much fun with these engaging practice pages! Students will read a short passage, find and count the sight words, write the sight word and draw a picture to demonstrate comprehension. 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Inculcate a love for reading, hone vocabulary and a few aspects of grammar as well. Reading Comprehension for ... Copyright : northshoresunday.com Read Free 100 Comprehension Passages Over most of our 3rd Grade reading comprehension worksheets students will read a short, one-page passage, such as a fun short story or informative piece, and be asked to answer multiple-choice questions about it. There are three sheets for each separate reading passage, so be sure to print them all (we have numbered them to help out). 3rd Grade Reading Comprehension Worksheets Bundle Description. This bundle contains 100 passages to teach students key comprehension skills. Each passage was specifically written to teach a specific skill. You will receive ten passages for each comprehension skill. Ten skills are covered in this pack. Each single page story features a response sheet in which students will demonstrate their ability to utilize a nonfiction text feature. Reading Comprehension 100 Passage Bundle - Printable ... We provide reading comprehension exercises with answers. Go through reading comprehension passages with multiple choice questions will help you in reading comprehension questions. We provide simple comprehension passages with questions and answers which have value based questions. These unseen comprehension passages are really helpful to all. COMPREHENSION \| EDUMANTRA Free printable reading comprehension worksheets for grade 5. These reading worksheets will help kids practice their comprehension skills. Worksheets include 5th grade level fiction and non-fiction texts followed by exercises. Stories include leveled stories, children's stories and fables. Additional worksheets to practice specific comprehension skills. 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Little Saints Language Development 1. Develop memorization skills A. Memorize and recite independently a simple nursery rhyme, poem, or song 2. Listen to nursery rhymes, poems, fingerplays and songs and respond with appropriate gestures A. Interpret and act out through pantomime a nursery rhyme, poem or fingerplay, using one's own gestures and movements (as compared to those which have been previously demonstrated and taught) 3. Develop a sense of rhyme A. Using familiar rhymes, poems or songs, finish a recitation that has been begun with the correct rhyming word B. Using familiar rhymes, poems or songs, indicate several possible rhyming word choices, other than those contained in the actual rhyme, to finish the recitation (nonsense words and meanings are acceptable) Note: The rhymes noted below represent a core selection for young children. A Hunting We Will Go Bat, Bat Bobby Shafto Diddle, Diddle Dumpling, My Son John Doctor Fostor Here We Go Round the Mulberry Bush Hickety, Pickety, My Black Hen Lucy Locket Once I Saw a Little Bird One for the Money One Misty, Moisty Morning Pat-a-Cake Pease Porridge Hot Peter, Peter Pumpkin Eater Polly Put the Kettle On Pussy Cat, Pussy Cat Rain, Rain Go Away Ride a Cock Horse Ring Around the Rosey Rock-a-bye, Baby The Old Woman Must Stand at the Tub, Tub, Tub There was a Crooked Man This is the Way the Ladies Ride This Little Piggy Went to Market To Market, To Market Tom, Tom the Piper's Son Two Little Blackbirds Wee Willie Winkie In addition to the Mother Goose rhymes listed above, young children should have many other opportunities to listen To poetry, old and new. The selected poems particularly lend themselves to pantomime and/or rhyming activities: An Old Person From Ware (Edward Lear) At the Seaside (Robert Lois Stevenson) Higglety, Pigglety, Pop! (Samuel Goodrich) Jack-o-Lantern (Aileen Fisher) January (Maurice Sendak) Jump or Jiggle (Evelyn Beyer) Raindrops (Aileen Fischer) Singing Time (Rose Fyleman) The Pancake (Christine Rossetti) The Worm (Ralph Bergengren) There Was a Fat Pig (Arnold Lobel) The following titles represent a core of traditional songs and fingerplays for young children: A Tisket, A Tasket Are You Sleeping? Bingo Blue-Tail Fly (Jimmie Crack Corn0 Do Your Ears Hang Low? Did You Ever See a Lassie? Eensy, Weensy Spider Five Little Ducks That I Once Knew Five Little Monkeys Jumping on the Bed Happy Birthday to You Head and Shoulders, Knees and Toes Here is the Beehive Hush Little Baby I Know an Old Lady If You're Happy and You Know It I'm a Little Teapot John Jacob Jingleheimer Schmidt Kookaburra Lazy Mary Looby Loo Oats, Peas, Beans and Barley Grow Oh, Dear What Can the Matter Be? Oh, Do You Know the Muffin Man? Oh, Where, Oh Where, Has My Little Dog Gone? Old MacDonald One Potato, Two Potato Open, Shut Them Pop Goes the Weasel Row, Row, Row Your Boat Teddy Bear, Teddy Bear, Turn Around Teddy Bear Picnic Twinkle, Twinkle Little Star The Wheels on the Bus Where is Thumbkin? Who Stole the Cookie from the Cookie Jar? Yankee Doodle Your Are My Sunshine Other: Pledge of Allegiance Storybook Reading & Storytelling 1. Listen to stories read aloud A. Attend and listen to picture books with storylines (30 minutes), as well as books of other genres, such as informational books (15 minutes) B. Attend and listen to books with minimal or no illustrations during a 15 minute reading 2. Develop a notion of "story schema" A. Retell a story that has been read aloud: include character(s), setting (time, place), the plot (central idea) of the story, the sequential events and an ending B. Sequence 5 illustrations of events from a story C. Predict events in a story, i.e., what will happen next? D. Provide a story ending consistent with other given story events E. "Read"/tell a story based on the illustrations of a book with text that has not been read aloud previously F. Make up and tell a story. 3. Demonstrate an awareness of book and print (written language) organization A. Point to: * The title of a book * The top, bottom or middle of a page * Where to start reading a book (first word on the first page) * The beginning of the book (first page) * The order that words are read on a page (left to right, line to line) * The end of the book (last page0 * A letter * A word B. Using cover and illustration cues, locate those books in a collection of books that pertain to a general topic or might answer a question C. Point to words that begin with the same letter as own name Little Saints Emerging Literacy Skills in Reading & Writing 1. Develop an awareness of written matter/print in everyday surroundings and its many uses A. Dictate a simple letter, invitation or thank you note B. Use a simplified schedule of daily activities, depicted in words and pictures * Example of a simple schedule: photos of children engaged in daily activities (opening exercises, center time, snack time, etc.) arranged and listed in order on a bulletin board C. Use a simplified telephone listing, depicted in words and pictures D. Depict and represent "in writing": people, objects, events or activities, derived from his or her own experience or imagination * A variety of methods may be used for "written expression," including the child's own drawings, other pictures, photos, rebuses, timelines, charts, invented spelling, etc. E. Dictate a description to accompany one's own drawings of people, objects, events or activities, based on his or her own experience or imagination F. Follow a recipe depicted in words and pictures G. Assemble a simple object or craft following illustrated directions H. Depict "in writing": recipe or craft directions, scientific explanations of observed events or experiments * Examples of "scientific explanations" include observation and recording of animal or plant development, properties of air or light. 2. Develop an awareness of the structure of print A. Sing the "Alphabet Song" B. Read the first names of other family members or classmates C. Develop an understanding of the relationship between spoken and written language by associating written word units on word labels and signs with spoken words * The goal in preschool is not to read or memorize flash cards of individual words, but to convey the understanding that a spoken word can be represented in writing. This association may be facilitated by attaching word labels to everyday objects in the classroom, and by helping children learn to recognize signs in the everyday environment D. Isolate and point to individual words as distinct units on a page of print * The goal is for the child to recognize how words are organized on a page, taking into account spacing within and between words E. Make attempts at using invented (phonetic) spelling to communicate in writing. 3. Develop phonemic awareness A. Segment a spoken sentence into separate, distinct words B. Indicate the number of phonemes (1-3) heard in a real or nonsense word by representing each phoneme heard with a token or object C. Blend spoken parts of a compound word and say a whole word; such as, "bill" – "board" – "billboard" D. Blend two spoken syllables and say whole word; such as, "pic" – "nic" = "picnic" E. Given a sound and a choice of two spoken words/pictures, identify the word that begins with the given sound • Example: Which starts with "ssss" – soap or cup? F. Given a spoken word/picture, give the beginning sound * Child is to produce sound, not letter sound G. Develop an understanding of the relationship between written letters and spoken sounds, identifying by name all letters in his or her first name and also identifying the sound made by at least three letters in his or her first name. 4. Develop the fine motor skills and strokes used in writing A. Hold a writing instrument correctly between the thumb and index finger, resting against the middle finger B. Trace and ten draw independently the outlines of geometric shapes (circle, triangle, rectangle) and irregular figures C. Draw on paper and use a motifs in designs: horizontal line, vertical line, point, diagonal line, zigzag line, circle, spiral, noon, cross, can, hook, bowl, bridge, wave, x, star, single loop, connected loops D. Write his or her first name * Variations in letter size and orientation, spacing, etc., are characteristic of preschool writing, The focus is on sufficient legibility so that the written name can generally be recognized by other children and adults Language activities that will incorporate the above goals include: 1. Picture cards 2. Matching games with objects and with cards 3. Opposite cards 4. Name cards 5. Alphabet cards (both upper and lower case) 6. Labels around the classroom 7. Alphabet puzzles 8. Different types of books 9. Rhyming cards 10. Alphabet letter/picture matching games 11. Calendar 12. Picture sequencing cards 13. Alphabet letters on wall 14. Puppets 15. Flannelboard 16. Dollhouse, farm, castle, etc. for vocabulary development Teacher resource books used for supplementation: 1. Alphatales by Scholastic 2. Alphabet Connections by Monday Morning 3. Treasury of Year-Round Preschool Activities by Teacher Created Materials 4. Alphabet Around the Year by Teacher Created Materials 5. Jumbo Book of Preschool Activities by Teacher Created Materials 6. Holiday Piggyback Songs by Totline 7. Letter of the Week by The Education Center 8. Reading Connections by Monday Morning Language development in children is amazing. And at 0-8 years, lots of talking and listening together is the secret to helping your child learn language. Language development in children is amazing, and it’s a development that many parents really look forward to. The secret to helping children learn language is very simple: talk together lots and listen lots. On this page: Language development in children: what you need to know. How to encourage early language development in children. Language Development in Children Introduction. At the age of 18 months children begin to use two-word sentences to communicate their ideas, and by 24-30 months these children are avid language users. The process by which children acquire language is a complex process that is still not completely understood.	<urn:uuid:b27c9d01-d75a-4437-a427-796e86619097>	CC-MAIN-2021-31	https://aueo.org/xduwgu7xjct.pdf	2021-08-03T16:02:44+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00199.warc.gz	122,897,589	2,400	eng_Latn	eng_Latn	0.97877	eng_Latn	0.994997	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 5185, 6602, 11093, 11542, 12343 ]	[ 4.71875 ]	3	0
Inverse Proportion "The light that burns twice as bright burns half as long – and you have burned so very, very brightly, Roy." BLADE RUNNER Two quantities are in inverse proportion if, when one quantity gets multiplied by any factor, then the other quantity gets divided by the same factor. For example if one quantity is doubled then the other quantity is halved. We say that y ∝ 1 x . Questions 1. The variables x and y vary in inverse proportion. Copy and complete the following table. 39, 18 13 , 5 , 120 11 2. The variables x and y vary in inverse proportion. Copy and complete the following table. 15 300, 16 125 , 2800 , 12 125 3. The variables x and y vary in inverse proportion. Copy and complete the following table. , 10 9 4. The variables x and y vary in inverse proportion. Copy and complete the following table. 6984 437 , 7926 437 , 17 vary in inverse proportion. Copy and complete the following table. 3 81xy 6. A and B are positive. A is inversely proportional to B. When A = 48, B = 147. Find the value of A when A = B. A = 84 7. The variables x and y vary in inverse proportion. Copy and complete the following table. 5. The variables p and q, 11 b 2 a , b 2 a 3 , b 2 , b a 8. The variables x and y vary in inverse proportion. Copy and complete the following table. pq 2 , 7 q 2 p , 7 , 7 q p 2 9. The variables p and q vary in inverse proportion. Copy and complete the following table. x − 1 x, x − 10. The variables M and t vary in inverse proportion. Copy and complete the following table. y 2 x , 2 x 2 11. The variables x and y vary in inverse proportion. Copy and complete the following table. n(n + 1), 10n(n + 2), 1 2 12. The variables x and y vary in inverse proportion. Copy and complete the following table. r (r+2) 3(r 2 +2) 13. The variables v and w vary in inverse proportion. Copy and complete the following table. 7 q, q x + y, 1 x 7 ( x 14. The variables p and q vary in inverse proportion. Copy and complete the following table. + y 1 ) 5 x + 15. The variables L and M vary in inverse proportion. Copy and complete the following table. 16. The variables x and y vary in inverse proportion. Copy and complete the following table. , 3 17. The variables x and y vary in inverse proportion. Copy and complete the following table. 2 abc 2 b + c, 2 c 2, 2 abc a − b, abc ( a + b + 18. The variables x and y vary in inverse proportion. Copy and complete the following table. n ( n + 1 ) , 1 1 x n 3 2 c ) 2 m, m n 19. The variables P and Q vary in inverse proportion. Copy and complete the following table. xy 2 ( x + 2 ) , x ( x + 2 ) , x + 4 2, 1 x + 20. The variables r and s vary in inverse proportion. Copy and complete the following table. 21. The variables x and y vary in inverse proportion. Copy and complete the following table. π 22. The variables x and y vary in inverse proportion. Copy and complete the following table. + 1, 2 1 49 − 6 x √ a a 2 1 y b 2 − 23. The variables x and y vary in inverse proportion. Copy and complete the following table. √ 24. The variables P and Q vary in inverse proportion. Copy and complete the following table. P 3 9 5 16 3 x x x + + + 2 Q 5 1 x + 25. The variables x and y vary in inverse proportion. Copy and complete the following table. x r 2 − r r 2 − 1 y r − 1 r ( r − r + 26. The variables p and q vary in inverse proportion. Copy and complete the following table. p 6 9 x x x + + 2 5 3 √ √ q 2 x x 2 2 3 2 ( x + 27. The variables x and y vary in inverse proportion. Copy and complete the following table. x 2 4 2 a b a ab b + + − 2 2 2 2 y ( ) ( ) a b a b + − 1 1 − − ( 2 ( a ) a b + , 2 1 28. The variables p and q vary in inverse proportion. Copy and complete the following table. p x x x x + − 3 6 2 q 1 x x − 2 x 4 − 1 29. The variables x and y vary in inverse proportion. Copy and complete the following table. x r 2 r 4 − r 2 y r 2 + 1 1 b 4 a b 3 1 3 ) + ) 2 b, ) 1 x − 1 2 b r 4	<urn:uuid:abdded15-75a4-4f1e-8ef7-90a374ea0487>	CC-MAIN-2021-31	https://mathshelper.co.uk/gcse_docs/Inverse%20Proportion.pdf	2021-08-03T18:17:26+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00192.warc.gz	383,461,294	1,285	eng_Latn	eng_Latn	0.96854	eng_Latn	0.988357	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1190, 2032, 3018, 4173 ]	[ 2.859375 ]	1	0
Chapman University Chapman University Digital Commons Theatre Faculty Articles and Research Department of Theatre 2-12-2011 A Museum in a Book: Analyzing Culture Through Decolonizing Arts-Based Methodologies Sharon Verner Chappell Drew Chappell Follow this and additional works at: https://digitalcommons.chapman.edu/theatre_articles Part of the Indigenous Studies Commons, Museum Studies Commons, and the United States History Commons A Museum in a Book: Analyzing Culture Through Decolonizing Arts-Based Methodologies Comments This article was originally published in International Journal of Education and the Arts, volume 12, issue 1, in 2011. http://www.ijea.org/v12lai1/ Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Copyright The authors International Journal of Education & the Arts Editors Margaret Macintyre Latta University of Nebraska-Lincoln, U.S.A. Christine Marmé Thompson Pennsylvania State University, U.S.A. http://www.ijea.org/ ISSN 1529-8094 Volume 11 Lived Aesthetic Inquiry 1 February 12, 2011 A Museum in a Book: Teaching Culture through Decolonizing, Arts-based Methodologies Sharon Verner Chappell Drew Chappell California State University Fullerton, U.S.A. Citation: Chappell, S. V., & Chappell, D. (2011). A Museum in a Book: Teaching Culture through Decolonizing, Arts-based Methodologies. International Journal of Education & the Arts, 12(LAI 1). Retrieved [date] from http://www.ijea.org/v12lai1/. Abstract This paper explores the positivist, museum-based, and touristic constructions of indigenous cultures in the Americas, as represented in the DK Eyewitness series, and then overturns these constructions using an artist book created by the authors. In our analysis of the nonfiction series, we identified three trajectories: cataloguing, consignment to the past, and pleasurable display. Using techniques borrowed from "new historiography" and the decolonizing methodologies of Linda Tuhiwai Smith (1999), we suggest ways in which adults and young people might "speak back" to these positivist paradigms. Visual Abstract Introduction Recently, our family visited the La Habra Children's Museum in La Habra, California. Traveling down a series of corridors, past a space exhibit and an electric train set, we reached a room labeled "Nanny's Travels." A cabinet of curiosities housing "multicultural" artifacts donated to the museum, the exhibit simulates a grandmother's collection of objects from her travels, and constructs a tourist's world view. "Nanny's Travels" is organized by geographic region and contains masks, prints, and objects for guests to handle, as well as other artifacts shelved behind glass doors. While we looked around the room, two grade school girls tried on kimonos. Their father exclaimed, "You look like geishas!" One girl took off her robe, tossed it back in a basket on the floor, and announced: "There must be more to the museum than this." When introducing history to young people, in order to create a material link with the past, teachers often rely on historical artifacts housed in museums, reproductions of these artifacts in textbooks and reference materials, as well as real or simulated cultural objects for young people to encounter, as in the "Nanny's Travels" exhibit described above. Through contact with these cultural traces, students gain a vocabulary for and story of the past, making concrete abstract notions of historical people and places. In this paper, we investigate the positivist, colonial, and touristic underpinnings of such an exhibitionary approach to understanding cultures in their past and present incarnations, as represented in a popular reference series by the publisher Dorling Kindersley (DK). We juxtapose this analysis with images from an artist book we created in response to the series and its pedagogical strategies; we hope this book will raise questions about how readers might speak back to and problematize the constructions of cultural knowledge about self and Other presented in such "authoritative" texts for young people. Before describing our project, we wish to recognize our problematic subject positions as two White, middle class university researchers interested in the ways that popular Western texts understand indigenous peoples, historically and today. We are conscious of our backgrounds as representatives of the institution that historically contributed to the colonial project; and, we hope to undertake methods of analysis that decolonize this set of practices. Colonialized research contained, objectified, and physically scarred groups of non-White peoples across the world for centuries. Such research included measuring native bodies, displaying native peoples in medical and entertainment settings, preserving their remains, and stealing their tools and resources for university or museum use. As Linda Tuhiwai Smith (1999), a Ngati Awa and Ngati Porou activist and researcher from New Zealand, writes, "The word itself, 'research,' is probably one of the dirtiest words in the indigenous world's vocabulary" (p. 1). Through the research described in this paper, we hope to create counternarratives about the purposes of research in university and popular education settings for use with, for and by young people. Yet, we recognize the inherent problems in conducting such a study: can we as nonindigenous people talk back to colonizing research? Even if we can construct new narratives that problematize the history of Western imperialism, how might our research still further colonial projects, and how can we be aware of the scripts that we maintain rather than work to dismantle? We address these questions explicitly throughout this paper, and have insisted on self-reflexivity throughout our research process. This reflexivity included a constant reexamination of claims and assumptions we were making, as well as positioning ourselves within critical race discourses (JanMohammed, 1985; Ladson-Billings & Tate, 1994; Tuhiwai Smith, 1999). For our project, we analyzed two texts from a popular non-fiction visual encyclopedia series for youth called the DK Eyewitness series. In Aztec, Inca and Maya (Baquedano, 2005) and North American Indian (Murdoch, 2005), we identified three trajectories for analysis: 1) the ways the books catalog (collect, order, and label) ethnographic objects, 2) the ways the books construct notions of "progress," in relation to consigning these cultures and people to the past, and 3) the ways that display and pleasure interact with the readers' gaze in this storytelling. We argue that these trajectories relate to a broader positivist and colonial epistemology utilized in museums in order to construct and perform the identity development of Western individuals and nations. Such an epistemology, when presented in a non fiction book for young people, constitutes an instance of what Chappell (2010) has termed "colonizing the imaginary," an "ideological process in which adults write their own culturally-bound values, beliefs and ideas onto narrative structures and performances intended for children's consumption" (p. 11). DK and The Eyewitness Series The publisher Dorling Kindersley (DK) aims to expose readers to various subject matter-including history-- through the foregrounding of visual content. The company has built itself on this formula, and hails the books' success on its website: DK's children's reference titles are second to none. The list covers a vast range of children's interests for every age group - dinosaurs, space, nature, history, religion, sport and science. In addition the publishing also includes a number of richly illustrated and highly accessible encyclopedias for learners of every age (DK site, Company Overview). The Eyewitness Books series was one of the company's earliest offerings. Since 1987, these illustrated guides have formed the core of DK's children's reference booklist, covering a range of topics but often focusing on world history and culture. Guides in this vein include: Africa; American Revolution; Ancient China, Ancient Egypt, Ancient Greece, and Ancient Rome; Bible Lands; Explorer; Leonardo [DaVinci] and His Times; Medieval Life; Prehistoric Life; Presidents; Russia; Viking; Wild West; and World War I and II. DK recognizes that it owes its success largely to this series, and its "unique lexigraphic design, an explanatory combination of words and pictures" (DK site, About Us/Children's Books). From our observation as parents, teachers, and childhood studies scholars, the Eyewitness Series has a far reach, appearing in many school and public libraries and bookstores. The books establish a common foundation for children's learning about subject matter in the sciences and social sciences. The series' name, "Eyewitness," implies immediacy, a coexistence--albeit brief--with the culture that produced the artifacts. The wording hints at time travel, at adventure, at the reader's presence during exciting and influential events. Just as museums want to persuade their patrons that there is a simultaneity between contemporary and historical within a bounded space--performing a psychological erasure of the glass cases and velvet ropes that demarcate a museum's displays--the Eyewitness series conjures an e xperience out of photographs and captions. It wants to involve young readers in what Baudrillard (1994) calls the hyperreal, to sell the impossible and disguise learning. In this way, DK's approach differs from traditional reference material publishers, which would likely not promote themselves as leisure reading. Eyewitness books emphasize "fun," from their foregrounding of unfamiliar (to a contemporary middle class US child) artifacts to their use of bright colors in the titles. The book covers promise glimpses into other cultures, as opposed to a series of facts. They imply that the reader will meet historical personages, see events firsthand, and have fascinating experiences. In this regard, they are using stylistic devices reminiscent of graphic novels to teach through entertainment. This simulation of travel and encounter depends on what DK calls its "unique lexigraphic design" (DK site, About Us/Children's Books). Photographs and other reproductions of artifacts dominate the pages, so that the reader encounters primary sources preserved across time and space. These artifacts are interpreted with titles and textual explanations and grouped according to various organizational strategies such as theme or geography. We are interested in the ways that viewers read multiple meanings into the photographs of these indigenous artifacts. Images are ambiguous and produce a surplus of meaning, even when they are presented as artifacts of a culture's "true past." The maker of an image cannot control its connotations, which are dependent on both the viewer's and the image-maker's subject positions. Thus, Barthes' (1977) theory of denoted and connoted meaning is important: "In short, all these 'imitative' arts comprise two messages: a denoted message, which is the analogon itself, and a connoted message, which is the manner in which the society to a certain extent communicates what it thinks of it" (p. 17). For example, in North American Indian, an image of a headdress may denote the artifact itself, but connote a series of (non-native) cultural constructions of that headdress, informed by old Western films, sports mascots, and even "cigar store Indians." Therefore, as we created our own artist book about how children's texts construct indigenous people's stories and cultures, we wanted to engage the potential of this ambiguity and the contradictions that arise when we consider the multiple subject positions (informed by enculturation) of the potential viewers of art objects. Barthes (1977) was also concerned with the relationship of photographs to text. He argued that an image is more precise than a textual description. Text imposes an interpretation, attempting to control the image's connotation. If the artifact or image is available, Barthes suggested, it should stand on its own, or with limited description. When the opposite strategy--one of captioning text--is employed, Barthes wrote: "[I]t is not the image which comes to elucidate or 'realize' the text, but the latter which comes to sublimate, patheticize or rationalize the image" (p. 25). For Barthes, such captioning of images--the fundamental strategy of the Eyewitness series--is negative and misleading. Even proximity makes a difference: "The closer the text to the image, the less it seems to connote it; caught as it were in the iconographic message, the verbal message seems to share in its objectivity, the connotation of language is 'innocented' through the photograph's denotation" (p. 26). Although Barthes does not posit the photograph itself as lacking in subjectivity, he is specifically concerned with how the reader can be drawn in by captioning. When teaching children to read images, Freedman (2003) suggests building on Barthes' denotation/connotation binary. Disregarding text, she formulates three steps in the interpretation of an image: Lower-level interpretive skills include the discernment of a simple, intended message of a symbolic representation or personalizing a situation that one sees represented. Higher-level interpretive skills include: (1) unpacking underlying assumptions; (2) forming multiple, possible associations; and (3) performing self-conscious, critical reflection (pp. 87-8). Through this approach, Freedman introduces the concepts of subjectivity in constructing the image, surplus of meaning, and the effect of situated identity. She sees the ambiguity inherent in the use of image, and knows that this ambiguity is important to bring to children's consciousness, lest they take images at face value and depend on common, uninterrogated, even harmful assumptions. When analyzing the Eyewitness series, our guiding questions were: how are the books constructed? What messages do they convey? How do we subjectively understand them? And, what are the pedagogical and cultural implications of displaying artifacts and constructing knowledge in a way that parallels a traditional museum experience, with icons (photos or artifacts), indexes (explanatory text), and symbols (frames, pointers, glass cases)? We respond to these questions through the construction and display of an artist book. Museums and The Colonial Idea(l) For this project, we were interested in the ways that curatorial practices from anthropology and art history, developed during the European Enlightenment, have often influenced educational curricula, whether in books, museums, or on guided tours. While not all museums shared the same goals, many display practices were influenced by methods of collecting, storing and exhibiting cultural objects dating back to Linneaus' 18th century methods of classifying natural materials. Woodhead and Stansfield (1994) suggest that these collection and display practices, when applied to sociocultural phenomena, explicitly contemplated the meaning of cultural heritage and constructed an understanding of the world relating the (Western) viewer's identity to that of Others. Such naturalistic methods were applied to the study of bodies and sociocultural practices of native peoples encountered and subjugated by Western powers during the colonial projects of the 19th and 20th centuries. These practices have been well documented by researchers such as Michael Taussig (1987), who writes: "...in the book said to be [Eugene] Robuchon's there are many photographs of naked Indian women, scientific-anthropological mugshots with an anterior view, a posterior view, and an accompanying dissecting text" (pp. 112-113). The episteme of positivism, developed by Auguste Comte (1957), exemplified and "justified" such study, which still persists in publications from the Smithsonian and National Geographic. Early modes of display established hierarchical categorizations of people based on race, which framed the exoticization and subjugation of non-white races. The voice of the curator was used to present "expert" views on cultures in order to manage and control difference (Kirshenblatt-Gimblett, 1998 & 2006; Kratz & Karp, 2006). These practices led to the construction of non-White civilizations as static and "primitive," or in a state of "arrested" development before the modern era (Bennett, 2006). In the last twenty years, a "new" museology has responded to postcolonial criticism and the impact of globalization on local and indigenous communities, embracing the roles various publics should have in the construction and interpretation of ethnographic displays (Szwaja & Ybarra-Frausto, 2006) has responded to postcolonial criticism, acknowledging the impact of globalization on local and indigenous communities. Museum administrators and researchers have begun to consider museums as zones of contact for diverse publics (Clifford, 1999). The emphasis on objects has shifted to an emphasis on people, and how they encounter museums and museum knowledge from different perspectives, values and beliefs (Kratz & Karp, 2006). Others began to think about how museum affect communities beyond the physical space of exhibition itself, such as how the institution might contribute to community cultural development and the "transnational imaginary" about migrant and indigenous populations (Szwaja & Ybarra-Frausto, 2006). Indigenous community museums, museums of consciousness, and oral history exhibitions are examples of such response. Revised curatorial practices also developed, such as making visible different agendas in the act of ethnographic display and opening the museum to public dialog, including contestation and collaboration (Kratz & Karp, 2006; Kirshenblatt-Gimblett, 2006). Important to us is how these new curatorial practices make visible what Bennett (2006) calls the "logic of culture" in Western identity development and knowledge construction. As museum visitors look at displays of Other cultures, they are engaging in "a process of critique through which the individual extricates him or herself from unthinking immersion in inherited traditions in order to initiate a process of self-development that will result in new codes of behavior" (p. 53). In a colonial logic of culture, museums displayed the objects on non-White civilizations as "immobilized remnants of redundant pasts" (Bennett, 2006, p. 55). In this sense, the development of White, male and upper class identities required the fixing of marginalized identities and cultures. In contemporary new museology curatorial practices, museums have responded to a positivist "logic of culture" by including the voices of people previously ignored in the curatorial process, promoting intercultural dialog among visitors, and moving away from a seamless presentation of history (normal history) to narratives that focus on rupture, conflict, discontinuity and displacement (effective history), (Hooper-Greenhill, 1992). One example is installation artist Kara Walker's silhouette murals that analyze constructions of history around issues of race, such as her 1997 work, Slavery! Slavery! Presenting a GRAND and LIFELIKE Panoramic Journey into Picturesque South Slavery of "Life at 'Ol' Virginny's Hole' (sketches from Plantation Life)." See the Peculiar Institution as never before! All cut from black paper by the able hand of Kara Elizabeth Walker an Emancipated Negress and leader of her Cause 1997. Her murals ask the audience to engage a relationship between the seamless narrative of slavery to emancipation with the effective history of on-going conflict, discrimination, and oppression of African American people through the legacy of slavery. We are challenged to contribute to such a production of disruptive, conflicting history-telling in order to raise questions about how material artifacts contribute to young people's knowledge construction of Others. Artist Book as Decolonizing Method: Responding through Artmaking The more we looked at the Eyewitness books (Aztec, Inca, and Maya and North American Indian), the more we wanted to talk about the practices of constructing knowledge through authoritative texts and institutions--such as non-fiction resource books and museums--rather than conduct a strict discourse analysis of the Eyewitness books themselves. We decided to use the construction of a collaged artist book to explore how knowledge is constructed through re-experiences rather than paradigmatic explanations (Barone, 2001; Cahnmann & Siegesmund, 2008; Knowles & Cole, 2007). Arts-based research allows for an alternative means of both data analysis and textual presentation that asks the reader to encounter a phenomenon through sensory means, experience it anew, and become unsettled in order to destabilize common place assumptions about that issue. Following Barthes' discussion of the open-ended quality of images, arts-based methods are interested in the embodied responses of researchers and readers, as well as the pursuit of questions rather than certain, "truthful" conclusions about the phenomenon (Barone, 2001; Springgay, 2008). These approaches contrast with traditional patterns of curatorial choices made in the construction of an exhibition (or exhibitionary display). In this case, we have chosen to analyze our data through the construction and display of an artist book that utilizes book arts, collage and performance-based methods. The field of book arts is interested in the function of the book as an object and medium for audience interaction (Bodman, 2008; Judd & Hubert, 1997; Rothenberg & Clay, 2000). The structure of the book, as well as the artistic elements inside inform the meaning that audiences construct as they physically manipulate these books. These books "demand touching" (Smith, 2000, p. 60). Unlike traditionally printed and mass-merchandised books, artist books are interested in experimenting with aesthetic forms, structures, materials and content in order to invoke and produce particular sensory, ethical and cognitive experiences in the reader. Further, book artists are involved in the entirety of the production process, so that as a research method, all of the choices in production become symbolic or in some way reflective of the data being analyzed. The aesthetic choices in our artist book are informed by collage and performance-based methods. Vaughn (2005) and Chappell (2009) both discuss how collage is a borderlands epistemology for understanding social and cultural phenomena. Collage involves the juxtaposition and layering of objects and materials according to particular aesthetic elements and principles rendered in both visual and literary arts. By relating different materials together, collage involves hiding and revealing, emphasizing and deemphasizing. The materiality of the artist book raises questions about ways that different texts interact in the interpretation of material culture, a technique of particular importance when understanding historical objects interpreted in contemporary contexts (Starbuck, 2003). We are also informed by the interactive and political qualities of borderlands performance artists such as Guillermo Gomez-Pena (2005), who says, "when we create objects, they are meant to be handled and utilized without remorse during the performance" (p. 22). His performance art utilizes the strategy of "reverse anthropology: pushing the dominant culture to the margins and treating it as exotic and unfamiliar" (p. 25). For example, at museums and cultural centers around the world, Gomez-Pena and Coco Fusco performed an installation called "Two Undiscovered Amerindians Visit the Americas" (popularly known as The Couple in the Cage due to the documentary by Fusco and Heredia, 1993). Gomez-Pena and Fusco performed pseudo cultural rituals of an invented indigenous culture and asked the audience to interact with them through the cage. Unlike traditional plays that adhere to a script and employ a bounded space between the audience and actors, this performance art confronts the idea of border construction through interaction not only with the performance but also with the objects that mediate the performance and the audience's construction of knowledge about the objects of that performance. It is quite possible, for example, for visitors to think that the "undiscovered Amerindians" are actually indigenous people, based on their own cultural reading of the performance. In our artist book, we used interactive elements in both the book construction and its content in order to heighten the reader's awareness about objectivity and subjectivity related to interpreting displays of indigenous peoples of the Americas. In the book, we included select quotations from Linda Tuhiwai Smith's book, Decolonizing Methodologies: Research and Indigenous Peoples (1999), as she speaks directly to the colonizing process of Western research itself: At a common sense level research was talked about both in terms of its absolute worthlessness to us, the indigenous world, and its absolute usefulness to those who wielded it as an instrument. It told us things already known, suggested things that would not work, and made careers for people who already had jobs (p. 2). Her voice is a felt presence that haunted us in our writing and our book construction: how could we as researchers comment on the colonizing history of Research as a purpose and mode of conducting research ourselves? And, are we in action and consequence inescapably participating in such a history? We intended for both the structural elements of the book and its content to build layers of counternarrative to the curatorial practices utilized by the Eyewitness series. We also felt that the inclusion of one consistent indigenous voice whose context we could illuminate with respect and detail would provide a perspective that is visibly absent in the nonfiction DK texts. The Eyewitness series allows little room for readercentered interpretation of objects or narrative about the historical context surrounding the objects. Our challenge was to raise questions about positivist research paradigms and their relationship to cultural commodification, since to us, the Eyewitness series functions as both. The artist book is contained in a wooden filing box labeled: "Museum in a Book. Chappell and Chappell, 2010." Within this box are three smaller boxes, a magnifying glass, and three collection jars. When the first box is opened, its sides fall apart revealing six "people" (dolls) pinned to the sides like insects collected and labeled by an early naturalist. Unpinning the people and removing them from their collection context reveals text on their backs, quoted from Linda Tuhiwai Smith, relating to concerns of tribal members and researchers about the distribution of the collective memory of imperialism displayed by Western people to themselves and back to indigenous people as well (1999, pp. 1-2). In the second box is a collection of feathers, and underneath these is a sorting tray where the feathers may be placed. At the base of each box in the sorter is more text inspired by Tuhiwai Smith's critique of the West's economic and cultural dependence on trading the Other as a means of knowledge formation and distribution (p. 89). The lid contains a list of feathers and their historical function, as expressed in North American Indian and Aztec, Inca and Maya. When the third box is opened, its sides fall apart, as with the first box, and a group of cards, or labels, fall out. On the lid and base of the box are two geographic maps of the Americas, modified from those included in the Eyewitness series. The cards contain both phrases from the series about the land and beliefs of the people as expressed by the authorial/curatorial voice. The collapsed sides of the box contain a quote from Tuhiwai Smith, this time focusing on issues of place and her relationship to museum practices. Below is a more detailed discussion of the content of our artist book, as we see it through the three epistemological tropes we identified earlier: cataloguing (collecting, ordering, and labeling); "progress" and the consignment of indigenous cultures to the past; and the interaction of the display and the gaze as a politics of pleasure. Cataloguing: Collecting, Ordering, and Labeling As part of the positivist/colonial project, scientists and anthropologists engaged in cataloguing the natural world. When they encountered indigenous societies, their impulse was to treat these people in the same manner as animals or plants; that is, to "study" them with an eye toward defining their differences and establishing mastery over them through knowledge. Tuhiwai Smith (1999) writes: It appalls us that the West can desire, extract, and claim ownership of our ways of knowing, our imagery, the things we create and produce, and then simultaneously reject the people who created and developed those ideas and seek to deny them further opportunities to be creators of their own culture and own nations. (p. 1) Such a methodology might be defined as "cataloguing;" building definitions of objects (or people) under study through collecting, ordering, and labeling. These "objects" might be collected through archeological extraction, sale, trade, or theft. They might be everyday tools such as bowls, knives, or dolls; works of art; items with religious significance such as masks or staffs; or even the remains of people themselves. Yet, how are we to view these traces of the past? Kirshenblatt-Gimblett (1998) writes: "...I want to suggest that ethnographic objects are made, not found, despite claims to the contrary. They did not begin their lives as ethnographic objects. They became ethnographic through processes of detachment and contextualization" (p. 3). Traditionally, this detachment has been part of a strategy of purported objective, rational study; and yet, we have seen how such a strategy affected and continued to affect indigenous people. Performance studies scholar Diana Taylor (2003) establishes two ways of knowing about the past, which she terms "archive" and "repertoire": "Archival" memory exists as documents, maps, literary texts, letters, archaeological remains, bones, videos, films, CDs, all those items supposedly resistant to change. . . . The repertoire, on the other hand, enacts embodied memory: performances, gestures, orality, movement, dance, singing--in short, all those acts usually thought of as ephemeral, nonreproducible knowledge (pp. 19-20). Taylor points out that traditionally historians have relied on tangible, archival sources to learn about the past, as these are theoretically not subject to change or impacted by subjectivity or human memory. The artifacts in the Eyewitness series bear out this traditional notion; the publishers clearly rely on physical historical traces--such as jewelry, tools, and pottery--as a foundation for learning culture. Traces from the repertoire of the cultures focused on in the books are for all intents and purposes, absent. The books consist of archival reproductions and contemporary framing, description, and interpretation of those reproductions. This artifact-based cataloguing strategy is paramount in the Eyewitness books. Chapters are broken up by region or topic: Cities of the Andes, The Spanish Conquest, War and Peace, Land of the Totem Poles. Yet, this strategy is not limited to the Eyewitness books and museum spaces such as Nanny's Travels mentioned at the beginning of the article. Cataloging, ordering and labeling exist in travel brochures, non-fiction films for young people, and guided tours, among other spaces. In order to trouble this specific trajectory, we built the following "encounters" into our artist book. * The dolls pinned to the sides of a box raise questions about the physical and metaphoric deaths occurring through the collection of indigenous peoples and their cultural traces. Tuhiwai Smith's voice on the back of the dolls challenges Eyewitness' emphasis on artifacts as the primary way of "knowing" past and present stories of indigenous peoples and the impact of Western research on their lives. Further, the act of unpinning the people in order to access their voices raises questions about the role of the viewer in complying with objectifying methods of understanding Others in a curatorial setting. * A collection of labels spill out of a box with two maps, one of the cultural regions of American Indians and the other of the geographic regions of the Aztec, Inca and Maya. The maps in this box are in an abstract style to highlight the tension between rationalism and storytelling and magic in geographic categorizing of people. The labels do not have indication of their numerical order or proper location on the maps, and contain language from the Eyewitness books that seek to define the cultures under study. When paired with Tuhiwai Smith's voice on the sides of the box, these disordered labels and maps raise questions about both the expertise and ethics of the curatorial voice in categorizing peoples, and the role of the viewer in constructing narratives through the texts given to them. For example, one label reads, "art second to none." We invite the viewer to wonder, "Whose art?" "Who decides on its excellence?" "Why is the ranking of this art work important to our understanding of a group of indigenous peoples?" * In a third box, feathers are listed by their location on various cultural artifacts as identified in the Eyewitness books, such as, "Feather from Inuit woman's finger mask." The box claims that the feathers are authentic artifacts while obviously being manufactured (bright colors, in newly-made condition). If the viewer lifts the floor holding the feathers, s/he will find a sorting box with Tuhiwai Smith's criticisms of "trading the Other." The quote is segmented and suspended in sections of the sorter. If the viewer would like to sort the feathers into their boxes, s/he would have to push through Tuhiwai Smith's voice, potentially bending the paper her quote is written on in order to make the feathers fit. This raises questions about the ethics of gathering cultural objects for categorizing and display, as well as the role of the viewer in consuming this sorting and segmenting of people. keeping alive the issue of what can and cannot be shown or known" (p. 11). In our implications, we expand on how young people themselves can destabilize the constructed expertise of the curatorial voice in order to understand the impact of Western collection from multiple perspectives (particularly those of indigenous people affected by such "research"). "Progress" and Consignment of Cultures to the Past The "veneration of artifact" described above also concerned sociologist Jean Baudrillard (1994): "In order for ethnology to live, its object must die; by dying, the object takes its revenge for being 'discovered,' and with its death defies the science that wants to grasp it. . . . Like Orpheus, it [the science] always turns around too soon, and, like Eurydice, its object falls back into Hades" (p. 7). For Baudrillard, the more researchers depend on the archive, the more they lose sight of the culture that produced it, consigning it to history. Baudrillard (1994) also warns of the essentialization inherent in holding up pieces of the archive as representative of a culture: "The Indian thus returned to the ghetto, in the glass coffin of the virgin forest, again becomes the model of simulation of all the possible Indians from before ethnology" (p. 8). He posits that looking at artifacts benefits humans as collectors, but not researchers: "Ramses does not signify anything for us, only the mummy is of an inestimable worth because it is what guarantees that accumulation has meaning. Our entire linear and accumulative culture collapses if we cannot stockpile the past in plain view" (pp. 9-10). Baudrillard points out that through their survival and subsequent restoration, artifacts are indeed changed and pushed toward the hyperreal: Everywhere we live in a universe strangely similar to the original--things are doubled by their own scenario. But this doubling does not signify, as it did traditionally, the imminence of their death--they are already purged of their death, and better than when they were alive; more cheerful, more authentic, in the light of their model, like the faces in funeral homes (p. 11). Here he points to the positivist/colonial process of consigning certain cultures to history, of creating a "heritage" or "folklore" from once dominant civilizations forced to the margins by the (enacted) Western conceit of "progress." Kirshenblatt-Gimblett (1998) writes: "The processes whereby errors become anachronisms, objects become ethnographic, and ways of life become heritage test the alienability of what was found at the source. They also test the limits, even the violations, of a second life as heritage, particularly in the presence of the not yet dead" (pp. 8-9). In the case of Native American relations, this idea has further resonance. Social critic DH Lawrence (1924), struggling to understand US American expansion, wrote: "No place exerts its full influence over a newcomer until the old inhabitant is dead or absorbed" (p. 40). Historian Philip Deloria (1998) follows these chilling words with: "These have, in fact, been two familiar options in the history of Indian-American relations, both aimed at making Indians vanish from the landscape" (p. 4). Of course, native peoples--across the Americas--have not vanished; their cultures persist in the face of ongoing cultural and political assault. Thus consigning their existence to the past erases present injustices and inequality. The Eyewitness series' strategy of using the visual artifact/textual caption structure participates in consigning these societies to history instead of addressing their current situation. The books discuss indigenous groups almost exclusively using past tense and covering historical events, with only a two-page section in North American Indian called "Modern Times." Here the authors point to the rich contemporary life of indigenous people, acknowledging, "The 'vanishing Indian' was how Native North Americans were regarded a century ago. They were expected eventually to join white society or simply die out, but they have refused to do either" (Murdoch, 2005, p. 62). We appreciate this section, yet we wish the authors had woven this discussion throughout the book. There is no mention of the contemporary people whose ancestors are Aztec, Inca or Maya. Both North American Indian and Aztec, Inca, and Maya include two page sections called "find out more" which suggests ways in which young people can perform research or visit pre-Columbian sites where these people lived. The section begins: "The cultures of the Aztec, Inca, and Maya may have disappeared, but the wealth of relics and ruins left behind reveal much about these ancient people and their times" (Baquedano, 2005, p. 68). A caption next to a group of musicians reads: "Today, folk musicians keep the sounds of the past alive, performing traditional music on modern replicas of instruments used by Aztec, Inca, and Maya musicians" (p. 68). Presenting indigenous American cultures in this way highlights the museum/touristic nature of the books, and keeps the societies in an arrested state of development. In background research for our artist book, we found multiple sources of contemporary indigenous people's experiences, even other DK series like Children Just Like Me (Kindersley & Kindersley, 1995) and A Life Like Mine (DK Publisher, 2005). Yet, the Eyewitness series chose to exclude any of their perspectives as primary source quotes or stories. We wanted the artist book to trouble the notions of who constructs cultural progress and consigning particular peoples to the past. We constructed the following encounters: * When the viewer first handles the wooden box containing all the small boxes, s/he will see simulated "air holes" along the outside walls suggesting there are "living things" inside. These holes are red, raising the question: are they breathing or bleeding? After taking the smaller boxes out to handle them, the viewer will see a series of words stacked on each other on the floor of the wooden box, simulating a spinal column. The words are the titles of twenty four indigenous research projects that Tuhiwai Smith (1999) describes in her book. * In one of the smaller boxes, the dolls are made by collaging photographs of contemporary--not just indigenous-- people selected from the current National Geographic and National Geographic Traveler magazines. The body parts are deliberately out of proportion, the body parts and skin tones mismatched, the clothing styles and physical actions of the bodies inconsistent. Here, we wanted to raise questions about the Eyewitness construction of indigenous cultures using a seamless, historical narrative in which cultural groups are primarily isolated from contemporary global interconnectedness. We wanted the viewer to wonder about how globalization has impacted our understanding of imperialism as both a force of the past and present in various people's lives. In museums, on tours, and in the Eyewitness series, artifacts do not speak for themselves. They are framed, displayed in particular ways in order to make an author/curator/teacher/tour guide's point. Recall Barthes' mistrust of such connotative speech, his insistence that the objects themselves are changed through such interpretation. Kirshenblatt-Gimblett (1998) expands on this point: When the value of such things has little to do with their appearance, showing them--asking that one look at them--unsettles the certainty that visual interest is a prerequisite for display. The very absence of visual interest (in a conventional sense) points to ways that interest of any kind is created and vested. Particular kinds of interest not only guide the fragmentation and collection of the world and its deposit in museums, but also endow those fragments with their autonomy as artifacts (p. 2). And what of reproductions of artifacts, including photographs? Benjamin (1939/2003) identifies the trouble inherent in removing an artifact from its lived context: In even the most perfect reproduction, one thing is lacking: the here and now of the work of art-its unique existence in a particular place. It is this unique existence-and nothing else-that bears the mark of the history to which the work has been subject (p. 253). Benjamin goes on to describe the intangible connection of artifact to cultural context, calling this connection an "aura." The aura may persist in the cultural artifact, but it disappears when that artifact is reproduced: "By replicating the work many times over, it [the technology of reproduction] substitutes a mass existence for a unique existence" (p. 254). Here, Benjamin is primarily concerned with the tension in claiming authenticity and certainty, particularly in the decontextualization and loss of "life" through reproduction. In the Eyewitness series, every page is white, foregrounding the artifacts and making them the emphasis of discussion. This style/strategy holds the objects up for examination in a sterile, laboratory-like setting. The reader's senses are thus focused, a full body experience is not possible, and knowledge is constructed within a clinical space. Text is used in three ways. First, text establishes the theme of each page and expound briefly on that theme (eg. Medicine and the Spirit World, Life after Death). Text also caption specific artifacts (ex. "AZTEC BOWL. The decoration on this bowl is based on an abstract pattern of zigzag lines. Painted decoration was usually only in two colors, as on this bowl"), (Baquedano, 2005, p. 47). Finally, text calls attention to details within artifacts (ex. "Elaborate decorations [silver crosses and buckles] show strong European influence"), (Murdoch, 2005, p. 18). This use of text again parallels the interpretive voice in a museum or on a guided tour. In this way, the reader's learning about Other cultures is derived from the pleasure of "knowing" exactly what is important to remember about those people. In a way, through the reading of this series, s/he masters the canon of objects, events, major figures, daily life, and geographic locations through the encounter of reading and looking. The reader takes the role of an explorer, an eyewitness, a researcher, and the series asks the reader to consider the pleasure of such roles. The front and back covers to American Indian read: "Discover the rich cultures of American Indians--from pueblo dwellers to Inuit hunters" (front cover); "Be an eyewitness to the rich tradition and culture of the tribes of North America--from hunting techniques and seasonal dwellings to religious rites and rituals." Individual blurbs state: "See a necklace made of bear claws. . . Find out what's stored inside a parfleche. . . Discover how a bowdrill works" (back cover). Aztec, Inca & Maya has similar text: "Here is an original and exciting guide to the Aztecs, Incas, and Mayas--and the people who went before them. Stunning full-color photographs of weapons and tools, sculpture, metalwork, and ceramics offer a unique 'eyewitness' view of these rich and complex civilizations" (back cover). We are troubled that Eyewitness asks the reader to take on the role of a Western explorer/researcher/traveler, implicitly accepting the impact of the actual penetration into the lives of indigenous people as the books (re)perform collection, display and interpretation for and with young (Western) readers. In our artist book, we constructed the following encounters in order to explore the politics of such display: * Rather than behaving as a traditional box containing objects to be viewed, two of the boxes fall open, scattering objects in front of the viewer. We wanted the instability of the boxes to surprise, even startle the viewer in order to raise questions about the ethics of containing people's lives in such a way, and in performing the act of spectator to this containment. * The dolls in box one are pinned in place, like butterflies on display. On the lid of the box reads, "To the recipient, please don't unpin these people." We wanted the viewer to experience discomfort in seeing the figures pinned and to grapple with the decision to unpin and re-pin them in place again. The aura of the dolls might also raise questions about assumptions about the origins of collecting and pinning, such as, Do I think of "voodoo magic", "scientific process," or something else altogether? Why do I make this association? How did I construct this knowledge about people's values, beliefs and experiences, and how will I continue to? * Each inner box is stamped with "property of" and a series of natural history or art museums, with the museum names crossed out (as if they no longer "own" the contents), such as "property of Smithsonian." We wanted to raise questions about ownership and the right to display artifacts (or peoples). * A sorting system for the feathers calls for them to be categorized and displayed, but the lack of information and the fact that the sorting boxes are blocked makes this impossible. The manufactured quality of the feathers, such as their machine-dyed brightness, highlights the tension between the simulated contexts of display and the institution's claims at authenticity and certainty. Further, such claims are destabilized by Tuhiwai Smith's quote in the sorting tray about trading the Other as a contrived means of knowledge construction produced for economic and cultural gain by the West. In this box, we wanted to create a counternarrative for ways the viewer might derive pleasure when encountering the topic of "indigenous peoples" in an exhibition setting. Instead of being the explorer who masters the worlds of the Other through gaining essential knowledge about them, the viewer of our artist book gains pleasure from destabilizing such Western logic, and asking questions that acknowledge both the harm done and the survival and resistance of indigenous peoples to this harm. Implications How can Western ethnographic display occur with consciousness of its tendency to essentialize, romanticize, and mythologize non-dominant cultures? How can museums, non- fiction guides, school curriculum, and even tourism borrow from poststructural and postmodern approaches to de-center the assumed authority of both writer and artifact? With our artist book, we both used an arts-based method for analyzing the data of the children's books and suggested through heuristic example arts-based ways that teachers might work with students to destabilize historical and cultural constructions. As readers encounter texts like the Eyewitness series and museum exhibitions displaying various cultures, we ask them to emancipate themselves from passive consumption (Ranciere, 2009). Instead, an active way of looking involves inviting destabilization, feeling comfortable with not knowing and even resisting the "authority" of the text, and raising key questions about subjectivity and the construction of narratives in both writer and viewer. Initial topics for discussion with young people might include: 1) The subjectivity of the researcher. How does the text explicitly and implicitly situate the writer in relation to the subject matter? What do we know about the researcher? What are the purposes for the writing? Who benefits from the writing? Who does not?). 2) The use of multiple voices. How does the display include polyphony through choice of artifact and interpretation? When are these multiple perspectives included? When are they not? How do the perspectives presented affect what we know? 3) The use of experiences versus objects. How does the display portray or include people's performed actions (such as stories, rites, ceremonies, behaviors), in addition to showing their objects? How does the use of performances change our understanding of the story told? 4) The construction of narrative. How does the display fragment the story by period, location, or theme? Who made those choices? How does that affect our understanding? 5) The role of viewer inquiry. How does the display encourage--or shut down--further scholarship, dialog, and action? How does viewer-initiated action affect the stories told, and the power held by the owners of the display? For example, young people in an instructional unit on "first Americans" might conduct research about the identities of the Eyewitness writers, why they are interested in the culture they wrote about, how they obtained information and artifacts, what these authors are still researching, and so forth. The young people could write self-reflections, in which they answer these same questions about themselves as researchers. They could find photographs of the writers as well as contemporary indigenous researchers in action. This would position and de-center the authority of the "objective" writer and demonstrate the open, living nature of historical scholarship, as well as teach young people to take ethical stances when conducting their own research. Young people could uncover counternarratives absent in the Eyewitness books (or other school curricula). In terms of artifact selection, they might find artifacts or performances that the Eyewitness books did not include, such as political cartoons on both sides of the Native American assimilation/separatism debate, or creative writing by indigenous peoples about their loss in relation to colonialism and imperialism. In addition, young people could create new textual labels and interpretations, opposing those in the text, inviting readers to agree with one, or both, or neither. They might write new introductory text for a theme that includes polyvocal or situated text, or re-theme the book according to the indigenous people's voices that they read through their new research. These counternarratives would help young people learn the importance of multiple points of view around the historical record, as well as its limited, incomplete, and always changing qualities (Postlewait, 1991). Third, young people might search out elements of the repertoire (performed behaviors) to contribute to the enhancement of meaning and understanding (Taylor, 2003). They could find fragments of stories or songs, as well as multiple photographs of dances and dramas rather than a single, frozen moment. By its nature, the repertoire encourages positionality and polyphony; it changes through retelling based on the historical and material circumstances surrounding it. Perhaps young people could research multiple tellings of a particular story along with a description of how and why those tellings changed. Once young people have gathered such primary sources, they can confront the "tyranny of the page" (its flat, rectangular, directional qualities) that often prevents the inclusion of many "ephemeral" or performed pieces of the repertoire. Young people might consider making three-dimensional objects like our artist book, or the creation of a DVD or CD to address such limitations. Fourth, young people might use artist book methods in order to reconsider how to structure one's understanding of another culture. We are interested in ways to create interconnectivity rather than fragmentation, such as the interaction and hybridity between geographic areas, time periods, and aspects of culture. Young people might consider deconstructing the elements of a book: its spine, front and back covers, directionality for reading, as well as other objects that might be "read" like we read books. We used boxes as our structural base and then played with their elements to raise questions. Although some division is useful for tracking the multiple elements covered by in the Eyewitness books, its structural, thematic divisions are grounded in Western science's pursuit of cataloging people in a narrative of progress that structures our gaze and ways of knowing ourselves and others. To counteract this fragmentation, young people could highlight the interrelationships of people in their writing and pose questions to the reader that ask them to make connections between and across topics. Or, young people could learn (in a variety of settings) the skills of an artsbased method that might increase their critical thinking about the impact of people's interconnectivity, and their ability to articulate such impacts beyond the limits of twodimensional paper. Finally, young people might consider the ethical dilemmas of research in their own writing process. Too often students are asked to create a sugar-cube diorama of a California mission or a craft stick teepee and then write a descriptive "report" about it. When teachers discuss what a "reliable" internet source is, they should include author context, such as if the scholarship discloses how information was gathered, as well as if the source makes the historical record sound complete or in process. From here, the teacher could include discussion questions or activities that prompt young people to perform an analysis of multiple sources, pay attention to and highlight gaps or ambiguities in the archive, as well as reflect on how interpretive text is written and how displays affect our understanding. These are not easy questions to ask or processes to conduct with young people. As researchers, artists and educators, we are not claiming that a young person conducting one research project using some of these strategies will accomplish transformative destabilizations of oppressive, objectifying ways of understanding cultural difference. Rather, we make suggestions for a life-long learning trajectory based on our own continually recursive process of decolonizing our own research methods. In future research, we are interested in learning from a variety of arts-based strategies that teachers have used with young people to resist essentializing, romanticizing, mythologizing, and consigning the cultures to history. Such aesthetic pedagogies shift the curricular focus from a transfer of information to critical, constructivist learning and inquiry: how and why do encounters among people create frictions and instabilities? Why are these tensions important to our constructions of knowledge? How can we rupture the trading of the Other, so that (as the girl in Nanny's Travels suggests in the beginning of the article) there is more to a museum (or book, or tour, or...) than this. References About us/Children's books. dk.com. Retrieved April 15, 2005 from http://us.dk.com/static/cs/us/11/about/children.html Baquedano, E. (2005). Eyewitness Aztec, Inca & Maya. New York: Dorling Kindersley. Barone, T. (2001). Touching eternity: The enduring outcomes of teaching. 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Ybarra-Frausto (Eds.), Museum frictions: Public cultures/global transformations, (pp. xixiv). Durham: Duke University Press. Taussig, M. (1987) Shamanism, colonialism, and the wild man: a study in terror and healing. Chicago: University of Chicago Press. Taylor, D. (2003). The archive and the repertoire: Performing cultural memory in the Americas. Durham: Duke University Press. . Tuhiwai Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples London: Zed Books. Vaughn, K. (2005). Pieced together: Collage as an artist's method for interdisciplinary research. International Journal of Qualitative Methods, 4(1). Walker, K. (1997). Slavery! Slavery! Presenting a GRAND and LIFELIKE panoramic journey into picturesque south slavery of "Life at 'ol' Virginny's hole' (sketches from plantation life)" See the peculiar institution as never before! All cut from black paper by the able hand of Kara Elizabeth Walker an emancipated Negress and leader of her cause 1997. Collections of Peter Norton and Eileen Norton, Santa Monica, CA. , Woodhead, P. & Stansfield, G. (1994). Key guide to information sources in museum studies 2nd ed. London: Mansell Publishing. About the Authors Sharon Chappell is in the Department of Elementary and Bilingual Education at California State University Fullerton. She specializes in issues of diversity, curriculum, language learning, and arts-based research. She is trying to teach her four-year old daughter decolonizing methodologies. Drew Chappell is in the Department of Theatre and Dance at California State University Fullerton. He is a performance studies scholar with interests in play, globalization, and constructions of young audiences. He is also an award-winning playwright whose work deals with issues that affect both children and adults.	<urn:uuid:14d94eb2-3926-4374-b877-5032be8f2c0d>	CC-MAIN-2021-31	https://digitalcommons.chapman.edu/cgi/viewcontent.cgi?article=1011&context=theatre_articles	2021-08-03T16:51:14+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00198.warc.gz	209,522,169	13,430	eng_Latn	eng_Latn	0.957699	eng_Latn	0.997184	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 445, 825, 2132, 4134, 5347, 8839, 13030, 14508, 15941, 19469, 23253, 26720, 27146, 27614, 28143, 29255, 33790, 34526, 37973, 40954, 42387, 46063, 48479, 49531, 52516, 56183, 58347, 60228, 62346, 63908 ]	[ 2.296875, 1.171875 ]	1	0
Perimeter And Area Worksheets Answers Perimeter Area And Volume Worksheets With Answers Pdf ... Area & Perimeter - Super Teacher Worksheets ? 24 area and Perimeter Worksheets with Answers Pdf ... 9 Area, Perimeter and Volume MEP Y9 Practice Book B Perimeter, Circumference and Area - Skillsworkshop CHAPTER 9 PRACTICE TEST Perimeter, Area, Volume, and ... Perimeter and area class 7 worksheets with answers pdf ... Area & Perimeter - Super Teacher Worksheets ? 24 area and Perimeter Worksheets with Answers Pdf ... Perimeter, Circumference and Area - Skillsworkshop CHAPTER 9 PRACTICE TEST Perimeter, Area, Volume, and ... Area and Perimeter Worksheets \| Online Printable PDFs Perimeter Worksheets Pdf - Thekidsworksheet Worksheets for Class 7 Perimeter and Area Area and Perimeter Worksheets & Printables \| A to Z ... Area and Perimeter Worksheets Perimeter and area class 7 worksheets with answers pdf ... Perimeter, Circumference and Area - Skillsworkshop Area & Perimeter Worksheet - Homeschool Math Area and Perimeter - WPMU DEV CHAPTER 9 PRACTICE TEST Perimeter, Area, Volume, and ... Perimeter Worksheets Pdf - Thekidsworksheet Area and Perimeter Worksheets & Printables \| A to Z ... Perimeter and area of complex shapes math worksheet for ... Perimeter Worksheets Area and Perimeter Worksheets 19/2/2021 · Related posts of area perimeter volume worksheets pdf also geometry surface area and volume worksheet answers worksheets for the californian s tale worksheet answers worksheet july 15 2018 219 views. What is surface area. To find the area, count the square units. Directions: First, label the length of sides of each polygon. Then, add to find the perimeter. After that, count the squares to find the area. (Be sure you write cm next to each answer for perimeter and cm next to each answer for area.) Perimeter = 12 cm 1 4 2 5 3 6 P = P = P = P = P = P = A = A = A = A ... 29/4/2020 · 24 area and Perimeter Worksheets with Answers Pdf- If you routinely produce the very same types of files, consider creating your own template in excel 2013 or other edition.Rather than inserting the same text, modifying font styles or correcting margins each time you begin a new file, opening a personalized template can let you get directly to work on the content instead of wasting time ... 9 Area, Perimeter and Volume Rectangle All angles are ... Calculate the area of the lid, giving your answer correct to 1 decimal place. 3 cm 2.8 cm 2.8 cm 5 cm 1.2 cm 4 cm 3 cm 10.5 cm 14.2 cm 1 cm 4 cm 1cm 2 cm 5 cm 2 cm 5 cm 2 cm 2 cm 9 cm 6 cm. MEP Y9 Practice Book B 10 11. Each shape in this question has an area of 10 cm 2. MSS1/L2.8 Understand and use given formulae for finding areas and perimeters of composite shapes (a) know that measurements must be in the same units before calculating area (b) know how to break down a composite shape into regular shapes. Perimeter, Circumference & Area - Answers 1. a) area = 32m2 For example: 8 + 24 b) perimeter = 28m Perimeter, Area, Volume, and Surface Area For problems 1 – 4, match each question to its answer. 1. What is perimeter? A. The area of all the surfaces of a 3-D shape. 2. What is area? B. The number of cubes that fit inside a shape. 3. What is volume? C. The length around a shape. 4. What is surface area? D. The number of squares inside a shape. Students can also refer to NCERT Solutions for Class 7 Maths Chapter 11 Perimeter and Area for better exam preparation and score more marks. Perimeter and Area Class 7 MCQs Questions with Answers Question 1. Perimeter of a square = (a) side × side (b) 3 × side (c) 4 × side (d) 2 × side Answer Answer: (c) 4 × side Hint: Formula Question 2. To find the area, count the square units. Directions: First, label the length of sides of each polygon. Then, add to find the perimeter. After that, count the squares to find the area. (Be sure you write cm next to each answer for perimeter and cm next to each answer for area.) Perimeter = 12 cm 1 4 2 5 3 6 P = P = P = P = P = P = A = A = A = A ... 29/4/2020 · 24 area and Perimeter Worksheets with Answers Pdf- If you routinely produce the very same types of files, consider creating your own template in excel 2013 or other edition.Rather than inserting the same text, modifying font styles or correcting margins each time you begin a new file, opening a personalized template can let you get directly to work on the content instead of wasting time ... MSS1/L2.8 Understand and use given formulae for finding areas and perimeters of composite shapes (a) know that measurements must be in the same units before calculating area (b) know how to break down a composite shape into regular shapes. Perimeter, Circumference & Area - Answers 1. a) area = 32m2 For example: 8 + 24 b) perimeter = 28m Perimeter, Area, Volume, and Surface Area For problems 1 – 4, match each question to its answer. 1. What is perimeter? A. The area of all the surfaces of a 3-D shape. 2. What is area? B. The number of cubes that fit inside a shape. 3. What is volume? C. The length around a shape. 4. What is surface area? D. The number of squares inside a shape. Area and perimeter worksheets involve questions on calculating the area and perimeter of different shapes such as square, rectangle, and triangle and complex figures as well like the parallelogram, rhombus, etc. Students learn how to solve questions relating to the same by practicing problems using these worksheets. 23/8/2020 · 9 in 12 m. 72 yd 72 yd. Master Calculating Perimeters With These Worksheets Perimeter Worksheets Area Worksheets Area And Perimeter Add the lengths of the sides of each shape to find the perimeters. Perimeter worksheets pdf. Free printable worksheets for the area and perimeter of rectangles and squares for grades 3 5 including word […] Free Pdf download of Standard 7 Perimeter and Area Worksheets with answers will help in scoring more marks in your class tests and school examinations, click links below for worksheets with important questions for Class 7 Perimeter and Area chapter wise with solutions. Class 7 Perimeter and Area Worksheets Pdf Area and Perimeter Worksheets & Printables. Find a variety of free printable worksheets for practicing both perimeter and area. Various shapes and units of measurement are used. The second section features shapes that must be measured by the student first. Worksheets include answer keys. Area and Perimeter Worksheets. We offer a wide range of printables for this area (no pun intended). You're going to find a many basic printable worksheets and a really fun math lab that you can do with students. In the lab you have students light a school parking lot. Students can also refer to NCERT Solutions for Class 7 Maths Chapter 11 Perimeter and Area for better exam preparation and score more marks. Perimeter and Area Class 7 MCQs Questions with Answers Question 1. Perimeter of a square = (a) side × side (b) 3 × side (c) 4 × side (d) 2 × side Answer Answer: (c) 4 × side Hint: Formula Question 2. MSS1/L2.8 Understand and use given formulae for finding areas and perimeters of composite shapes (a) know that measurements must be in the same units before calculating area (b) know how to break down a composite shape into regular shapes. Perimeter, Circumference & Area - Answers 1. a) area = 32m2 For example: 8 + 24 b) perimeter = 28m Answer Key. 1 a. The area is 50 square units and the perimeter is 30 units. 1 b. The area is 36 square units and the perimeter is 26 units. ... Area & Perimeter Worksheet Author: Maria Miller Subject: Math worksheet Keywords: math, worksheet Created Date: 11/11/2014 7:25:41 PM ... Worksheet by Kuta Software LLC-3-25) 9.4 mi 26) 18 m 27) 9.4 in 28) 4 yd Find the diameter of each circle. Use your calculator's value of p. Round your answer to the nearest tenth. 29) area = 201.1 cm² 30) area = 452.4 mi² 31) area = 113.1 ft² Perimeter, Area, Volume, and Surface Area For problems 1 – 4, match each question to its answer. 1. What is perimeter? A. The area of all the surfaces of a 3-D shape. 2. What is area? B. The number of cubes that fit inside a shape. 3. What is volume? C. The length around a shape. 4. What is surface area? D. The number of squares inside a shape. 23/8/2020 · 9 in 12 m. 72 yd 72 yd. Master Calculating Perimeters With These Worksheets Perimeter Worksheets Area Worksheets Area And Perimeter Add the lengths of the sides of each shape to find the perimeters. Perimeter worksheets pdf. Free printable worksheets for the area and perimeter of rectangles and squares for grades 3 5 including word […] Area and Perimeter Worksheets & Printables. Find a variety of free printable worksheets for practicing both perimeter and area. Various shapes and units of measurement are used. The second section features shapes that must be measured by the student first. Worksheets include answer keys. Perimeter and area of complex shapes worksheet for 6th grade children. This is a math PDF printable activity sheet with several exercises. It has an answer key attached on the second page. This worksheet is a supplementary sixth grade resource to help teachers, parents and children at home and in school. Find the perimeter by adding the length of the sides of each polygon. This worksheet has larger numbers than the worksheet above and not all sides are labeled. Recommended for grades 4 and up. 3rd through 5th Grades. View PDF. Area and Perimeter Worksheets. We offer a wide range of printables for this area (no pun intended). You're going to find a many basic printable worksheets and a really fun math lab that you can do with students. In the lab you have students light a school parking lot. Spend your few moment to entrance a autograph album even lonely few pages. Reading Perimeter And Area Worksheets Answers book is not obligation and force for everybody. considering you dont want to read, you can get punishment from the publisher. open a cassette becomes a other of your rotate characteristics. Many people in the same way as reading craving will always be conventional to read, or on the contrary. For some reasons, this PDF tends to be the representative wedding album in this website. ref_id: 9f45b4239ae4e064a332	<urn:uuid:4775ac43-ac78-49cd-a403-389aff0be74a>	CC-MAIN-2021-31	http://book.charleystaxi.com/downloads/read.php?key=perimeter-and-area-worksheets-answers&ref_id=9f45b4239ae4e064a332	2021-08-03T16:41:22+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00209.warc.gz	10,543,178	2,472	eng_Latn	eng_Latn	0.982954	eng_Latn	0.98764	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3268, 6278, 9383, 10188 ]	[ 3.234375 ]	1	0
Barry Lawrence Ruderman Antique Maps Inc. 7407 La Jolla Boulevard La Jolla, CA 92037 (858) 551-8500 www.raremaps.com firstname.lastname@example.org Carte De La Nle.Zelande visitee en 1769 et 1770 par le Lieutenant J. Cook Commandant De L'Endeavor Vaisseau de la Majeste Stock#: 73437 Map Maker: Cook Date: 1774 Place: Paris Color: Hand Colored Condition: VG Size: 15 x 19 inches Price: $2,200.00 Description: Original French Edition of James Cook's Chart of New Zealand, from the First French Edition of Hawkesworth's Voyages This is the first French edition of the most important single map in New Zealand's history and the first complete map of the two islands' coastlines. It confirmed that New Zealand was not part of a mysterious southern continent and records some of the earliest interactions between Europeans and Maoris. The original survey for the chart was made in 1769 and 1770, during Cook's first voyage, and shows the track of the HMS Endeavour, with dates and soundings, while the interior reflects the mountainous topography as viewed from ship and shore. This French version was converted from the English chart published with the first edition of Hawkesworth's collection in 1773 and published in Paris in 1774. James Cook and the Early Mapping of New Zealand Barry Lawrence Ruderman Antique Maps Inc. 7407 La Jolla Boulevard La Jolla, CA 92037 (858) 551-8500 email@example.com www.raremaps.com Carte De La Nle.Zelande visitee en 1769 et 1770 par le Lieutenant J. Cook Commandant De L'Endeavor Vaisseau de la Majeste New Zealand (or Aotearoa, as the Maori call it) had been first encountered by Europeans in the early 1640s, when Dutch explorer Abel Tasman named the land "Nieuw Zeeland" after the Dutch province. Importantly, Tasman only sailed up the west coast of the North Island and had little notion as to the nature of the islands or their broader geographical context. A small number of Tasman's place names were preserved by Cook (and remain in place to this day), including 'Cape Maria van Diemen' (the northernmost point of the North Island) and the 'Three Kings' islets, where Cook and his men celebrated the Christmas of 1769-the first Europeans to visit the islands for nearly 130 years. Captain James Cook (1728-1779) is considered to be the greatest explorer of the eighteenth century and was the finest maritime cartographer of the Age of Enlightenment. Having first worked on coal colliers and then distinguished himself as a surveyor in Eastern Canada, in 1768 he became the British Admiralty's choice to lead an unprecedented voyage of discovery. The central impetus for the expedition was to observe the Transit of Venus from Tahiti and then to proceed to explore Terra Australis Incognita, the supposedly rich southern continent. Whereas the first part of the voyage was to be conducted under the auspices of international scientific cooperation, the second part was entirely clandestine and was only communicated to Cook via "Secret Instructions" to be opened once at sea. Cook's party left Plymouth in August 1768 aboard the converted coal collier HMS Endeavor and proceeded to Tahiti by way of Cape Horn. They arrived in time to observe the Transit of Venus, which occurred June 3, 1769. Cook then proceeded towards New Zealand, to the coordinates recorded by Tasman. As New Zealand was quite conceivably part of Terra Australis, it was Cook's intention to carefully explore and map the region. On October 6, 1769, the Endeavor sighted the North Island (Te Ika a Maui) at Turanga Nui, which Cook renamed Poverty Bay. He and his crew had arrived on the opposite shore to where Tasman had met the island. Cook proceeded to the South Island (Te Wai Pounamu), carefully mapping both landmasses with a running survey. He used soundings, visual observations, and triangulation regulated by astronomical observations to create his manuscript charts. Despite being constantly buffeted by wind and rain, and after having some hostile relations with the Maori that resulted in Maori deaths, Cook and his crew managed to circumnavigate both the North and South Islands, proving that they were separate islands divided by the Cook Strait. They also proved the islands were not connected to any southern continent. On March 31, 1770, Cook wrote in his journal that the Endeavour's voyage: …must be allowed to have set a side the most, if not all, the arguments and proofs that have been advanced by different Authors to prove that there must be a Southern Continent; I mean to the northward Barry Lawrence Ruderman Antique Maps Inc. 7407 La Jolla Boulevard La Jolla, CA 92037 (858) 551-8500 firstname.lastname@example.org www.raremaps.com Carte De La Nle.Zelande visitee en 1769 et 1770 par le Lieutenant J. Cook Commandant De L'Endeavor Vaisseau de la Majeste of 40 degrees South, for what may lay to the Southward of that Latitude I know not (Cook, Journals I, 290). The Endeavor left New Zealand at Cape Farewell, sailing west towards Australia, where Cook's crew would become the first Europeans to explore that region. In total, they had surveyed over 2,400 miles of New Zealand coastline in six months. Upon the Endeavour's return to England in July 1771, Cook became a national hero. He would go on to lead two further voyages that would succeed in illuminating most of the Pacific Ocean to European eyes. On the second expedition, Cook would put to rest the myth of a southern continent. On the third, he kick started the fur trade in the Pacific Northwest of North America while searching for the Northwest Passage. He was killed by Hawaiians at Kealakekua Bay in 1779. The chart and its publication in England and in France Cook returned to England with over 300 manuscript charts and coastal views. The original manuscript chart of New Zealand is now held by the British Library (Add MS 7085, f. 16-7). The chart was drawn, at least in part, by Isaac Smith (1752-1831), a draftsman of considerable skill who worked with Cook in Newfoundland, sailed on the Endeavour and Cook's second voyage, and was related to Cook's wife. Of the New Zealand chart, Cook wrote: The Chart which I have drawn will best point out the figure and extent of these Islands…beginning at Cape Palliser and proceed round Aehei no mouwe (North Island) by the East Cape &ca. The Coast between these two Capes I believe to be laid down pretty accurate both in its figure and the Course and distance from point to point. The opportunities I had and the methods I made use on to obtain these requisites were such as could hardly admit of an error… some few places however must be excepted and these are very doubtfull …(Cook, Journals I, 275-6) The overall delineation is impressively accurate, correctly capturing many of the bays and promontories, and making insightful observations of the interior. Many of the names given by Cook survive to this day, including the Alps, (the great mountain chain of the South Island), Mount Egmont (the volcano on the North Island, also known as Mount Taranaki), the Bay of Islands, the Bay of Plenty, Hawke's Bay, and most intriguingly, Cape Kidnappers (a point on the North Island where Maori warriors attempted to abduct a member of the Endeavor's crew). There are a few errors, conspicuous only because of the otherwise superb accuracy of the chart. Notably, Cook's "Banke's Island" is in fact a peninsula, part of the South Island. Further south, what looks like a possible peninsula is actually Stewart Island, with the "Isle Solander" to the west. Also, some portions of Drawer Ref: New Zealand Stock#: 73437 Barry Lawrence Ruderman Antique Maps Inc. 7407 La Jolla Boulevard La Jolla, CA 92037 (858) 551-8500 email@example.com www.raremaps.com Carte De La Nle.Zelande visitee en 1769 et 1770 par le Lieutenant J. Cook Commandant De L'Endeavor Vaisseau de la Majeste coast line remain un-surveyed due to adverse conditions or distraction. For example, the portion of coastline near Bankes Island is but a dotted line because Lieutenant Gore had thought he sighted land to the southeast. Upon sailing toward it, the promontory proved to be clouds. Despite such mistakes, the chart is remarkably thorough. The chart was printed as part of the official account of Cook's first voyage, which was edited by the literary critic John Hawkesworth and underwritten by the British Admiralty. An Account of the Voyages undertaken by the order of His Present Majesty for making Discoveries in the Southern Hemisphere… (London: W. Strahan and T. Cadell, 1773) recounted the voyages not only of Cook, but of Byron, Wallis, and Carteret who had also ventured to the Pacific for the Royal Navy earlier in the 1760s. The Hawkesworth account was an instant success and was quickly translated into the other major European languages. The French edition appeared less than a year after the English first edition, in 1774. It was published as Relation des voyages entrepris par ordre de sa Majeste Britannique… by Sailllant and Nyon (rue Saint-Jean-de-Beauvais) and Panckoucke (Hotel de Thou, rue des Poitevins). The illustrations and charts were reproduced with French toponyms. Several French engravers worked on converting the visual materials, but the man responsible for the French New Zealand chart was Robert Bénard (1734-1777 ca.). Bénard's fame as an engraver was sealed when he engraved or directed the production of the over 1,800 plates for Diderot's and d'Alembert's Encyclopedie (1751-1772). Later, he also wrote a monograph on silk and, as seen here, engraved some of the plates for the Hawkesworth translation. In 1816, the British Hydrographic Office began to reprint the map for its vessels. The chart was continuously consulted into the twentieth century. Due to this longevity, its extraordinary origins, and its important place in the founding of New Zealand as a British colony, Cook's chart is considered to be the most important single map in the history of New Zealand. Due to the complexity of the assignment and the great accuracy of the survey, it is also considered to be one of Cook's very finest maps, and one of the truly great achievements of Enlightenment cartography. Detailed Condition: Page 4 of 4	<urn:uuid:5ec04e0e-d303-4f99-9270-4f745c251c65>	CC-MAIN-2021-31	https://www.raremaps.com/gallery/print/73437	2021-08-03T16:14:30+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00209.warc.gz	970,269,594	2,366	eng_Latn	eng_Latn	0.986175	eng_Latn	0.994029	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1287, 4539, 7582, 10196 ]	[ 2.21875 ]	1	0
United Kingdom Mathematics Trust British Mathematical Olympiad Round 2 : Thursday, 31 January 2008 Time allowed Three and a half hours. Each question is worth 10 marks. Full written solutions - not just answers - are required, with complete proofs of any assertions you may make. Marks awarded will depend on the clarity of your mathematical presentation. Work in rough ﬁrst, and then draft your ﬁnal version carefully before writing up your best attempt. Rough work should be handed in, but should be clearly marked. * One or two complete solutions will gain far more credit than partial attempts at all four problems. * The use of rulers and compasses is allowed, but calculators and protractors are forbidden. * Staple all the pages neatly together in the top left hand corner, with questions 1,2,3,4 in order, and the cover sheet at the front. In early March, twenty students will be invited to attend the training session to be held at Trinity College, Cambridge (3-7 April). At the training session, students sit a pair of IMO-style papers and 8 students will be selected for further training. Those selected will be expected to participate in correspondence work and to attend further training. The UK Team of 6 for this summer's International Mathematical Olympiad (to be held in Madrid, Spain 14-22 July) will then be chosen. Do not turn over until told to do so. Instructions * United Kingdom Mathematics Trust 2007/8 British Mathematical Olympiad Round 2 1. Find the minimum value of x 2 + y 2 + z 2 where x, y, z are real numbers such that x 3 + y 3 + z 3 − 3xyz = 1. 2. Let triangle ABC have incentre I and circumcentre O. Suppose that AIO = 90 ◦ and ̸ CIO = 45 ◦ . Find the ratio AB : BC : CA. 3. Adrian has drawn a circle in the xy-plane whose radius is a positive integer at most 2008. The origin lies somewhere inside the circle. You are allowed to ask him questions of the form "Is the point (x, y) inside your circle?" After each question he will answer truthfully "yes" or "no". Show that it is always possible to deduce the radius of the circle after at most sixty questions. [Note: Any point which lies exactly on the circle may be considered to lie inside the circle.] 4. Prove that there are inﬁnitely many pairs of distinct positive integers x, y such that x 2 + y 3 is divisible by x 3 + y 2 .	<urn:uuid:0a227b2b-d560-422d-9df8-c6243168ae95>	CC-MAIN-2021-31	https://mathshelper.co.uk/olympiad_docs/BMO2%202008.pdf	2021-08-03T18:42:17+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00209.warc.gz	380,746,264	566	eng_Latn	eng_Latn	0.997753	eng_Latn	0.997753	[ "eng_Latn" ]	false	docling	[ 2338 ]	[ 2.28125 ]	3	0
THE CONNECTIONS BETWEEN EMOTIONS AND LEARNING By Candy Lawson, Ph.D. WHAT ARE EMOTIONS? Emotions are the feelings that colour our lives and allow us to experience all of the joys and sorrows of life. Never being able to feel the pleasure of eating a hot fudge sundae, the regret of making an unkind comment, the joy of seeing an old friend, the grief of losing a loved one or the awe of seeing the Grand Canyon would make our lives quite bland and meaningless. Dr. Paul Ekman, an expert in the field of emotion, has identified four core emotions that are universally experienced and recognized: fear, anger, sadness and enjoyment. Most researchers believe that there are many families or dimensions of these emotions that result from the myriad blends, variations and nuances that are possible. For example, sorrow, loneliness, grief, dejection and despair are associated with sadness while happiness, joy, delight, contentment and amusement are associated with enjoyment. WHERE DO EMOTIONS COME FROM? Emotions originate in the brain, specifically in the limbic system. The limbic system is a small structure located in the middle of the brain between the lower centre or brainstem and the higher centre or cortex. The brainstem controls alertness and arousal and sends sensory messages to the cortex via the limbic system. Much of our thinking and learning takes place in the cortex. Memory, an important component of learning, involves the limbic system. The limbic system interprets and directs emotion and behaviour. Priscilla Vail, an expert on learning, has described emotion as the "on-off switch to learning". According to Mrs. Vail, when the switch is off, the system is dormant and only the potential for learning is available. When the switch is on, the pathway to learning is open. When the limbic system interprets sensory information and dispatches it to the cortex for processing, it sets the emotional tone of the information before it reaches the cortex. If the limbic system interprets the information as positive, it dispatches a message of purpose and excitement and directs our behaviour toward a goal. When this happens, we become motivated to act; thinking and learning are enhanced. When the interpretation is negative, the switch is turned off and thinking and learning are stifled. The system's interpretation of sensory information is based on the person's memories and immediate reaction to a current event. The more positive the learner's memories and reaction to the event (emotional state), the better the learning will be. Research has shown that happiness has a positive effect on learning, memory and social behaviour. Conversely, negative emotional states, such as anger and sadness, have been shown to have a negative impact on learning and motivation. Because the limbic system is the mediator between thought and feeling, it is easy to see why emotion is so crucial to making good decisions and thinking clearly. Emotions can disrupt thinking and learning. When we are happy we have a "clear mind" but when we are upset we can't "think straight". Positive emotions such as joy, contentment, acceptance, trust and satisfaction can enhance learning. Conversely, prolonged emotional distress can cripple our ability to learn. We all know how hard it is to learn or remember something when we are anxious, angry or depressed. HOW ARE EMOTIONS FORMED? Emotions arise from memories and reactions to current events. Our emotions are formed by how we think about past and present experiences. We all try to explain our own behaviour and that of others. The ways that we attempt to explain the causes of behaviour are call "attributions". Dr. Martin Seligman refers to this as our "explanatory style". According to Dr. Seligman, it's not what happens to us but what we think about what happens to us that counts. Our thoughts and beliefs files without this message by purchasing novaPDF printer ( are our reality. For example, when a father gets angry at his son, the child might think that he did something to anger his father, that his father is just a grouchy person or that his father had a hard day at work. The first explanation may cause the child to blame himself for his father's anger. The second attributes his father's anger to his father's personality. The third explanation sees the anger as his father's reaction to a situation. The boy will react quite differently to each of these attributions. Our explanatory style is part of our personality, develops in childhood and, without intervention, is lifelong. According to Dr. Seligman, there are three dimensions that we typically use to explain why a good or bad event happens: pervasiveness, permanence and personalization. Our attributions can be global or specific, permanent or temporary and internal or external. If a child attributes a failing grade on a math test to the fact that he is not smart, he is making a global, permanent and internal statement about his ability. As a result, he will come to believe that his lack of intelligence will affect his test scores on all tests in all subjects forever and there is nothing he can do to change it. If he attributes his poor test score to the fact that the test was really hard, he is explaining his score by specific, temporary and external factors, which can be changed and controlled. He could study harder or in a different way for the next test and receive a better grade. An explanatory style that is global, permanent and external can, when negative events occur, lead to feelings of helplessness and hopelessness (pessimism). Pessimists see a glass half full of water as "half empty" while optimists see it "half full". The amount of water in the glass is the same; it is how we think about it that makes our experience of it positive or negative. Optimism or positive thinking lies in the way we think about the cause of things that happen. An explanatory style that is global, permanent and internal can, when good things happen, lead to feelings of self-confidence, self-esteem and contentment. Therefore, changing our attributions can change the way we feel. Because negative thoughts lead to negative emotions, we can feel better by thinking better, more positive thoughts. For example, if someone said something that hurt your feelings, you can't control the other person's words but you can control what you think about them and how you react to them. Our thoughts play an important role in how we learn to control our emotions and behaviour. WHY ARE EMOTIONS IMPORTANT? Motivation Our thoughts and emotions can strongly affect motivation. Motivation is a drive or desire that compels us to do something. If we think we are a good singer, we will likely be motivated to become a member of our church choir. If we think we can't sing, we won't. Often students don't seem to be motivated in school. They don't want to do homework or schoolwork and believe that they have no control over their grades. They believe that they are dumb or stupid. Even though they put out effort, they are never successful and fail to achieve their goals. As a result, they begin to feel stressed out by school and start to feel helpless and hopeless. In this situation, their thoughts affected or caused their negative feelings. Other times students seem unmotivated because they are anxious or depressed. As a result, they have trouble concentrating in school and can't keep their mind on their work. They may think too much about personal problems and focus on the negative. In this situation, their emotions affected or caused their negative thoughts. In both situations, a lack of motivation prevents new learning; it "turns off the switch". Emotional Intelligence Dr. Daniel Goleman has written a book about "emotional intelligence". He distinguishes the ability to understand and manage our emotions from general intelligence or IQ. His concept of emotional intelligence helps us understand why people with high IQ's don't always do as well in life as those with more modest intellectual ability. Dr. Goleman has identified five qualities that comprise emotional intelligence: knowing our emotions (self-awareness), managing our emotions files without this message by purchasing novaPDF printer ( (impulse control), motivating ourselves to achieve goals (persistence, zeal and self-motivation), recognizing emotions in others (empathy) and managing relationships with others (social skills). He sees these as the steps necessary to achieve high emotional intelligence. Because emotional intelligence is learned rather than inherited like general intelligence, it can be nurtured and strengthened. Therefore, parents and teacher's play an important role in sculpting a child's emotional intelligence, contentment and success in life. Deficits in emotional intelligence can create serious problems in our relationships and impact our physical health. Emotions influence how we perceive and react to life, which in turn, determines how content and successful we are. We achieve emotional intelligence by attaining our goals and managing negative emotions. Unmanaged, negative emotions take control of life. It is impossible to manage our lives until we can manage our negative emotions. Emotions are largely, but not entirely, controlled by our beliefs. Beliefs are really attributions, which arise from our memories and reactions to events. We can have rational or irrational beliefs. Rational beliefs are positive, constructive and adaptive. For example, if a child believes that he is smart, when it is time to take a math test, he believes that he will do well if he studies for the test. This belief was formed by memories of doing well on previous math tests when he studied. Positive thoughts like these increase his motivation to study and impel him toward his goal of passing the test. Rational beliefs help us to cope more effectively and gain contentment and enjoyment in life. Irrational beliefs are negative, self-defeating and maladaptive. Irrational beliefs lead to negative emotions like anxiety, anger and depression. For example, if the child taking the math test believes that he will fail the test because he is not smart, he may refuse to study for the test, "forget" that he has a test or become very anxious about the test. These behaviours will cause him to do poorly on the test and lead to feelings of anxiety, anger or depression. These irrational patterns of thinking are like bad habits. They are self-defeating and difficult to change. Dr. Albert Ellis, a psychologist, has developed a method for changing the way we think, feel and behave, which he has termed "rational emotive therapy". Rational relates to the thinking, logical part of our brain while emotive relates to the emotional, feeling part of our brain. When we experience an activating event, which can be a current event, situation that we remember or a future event that is of concern to us, the event triggers our thinking and system of rational and irrational beliefs. Using self-talk to access our beliefs, we generate emotions and behaviours. Rational self-talk helps us manage our emotions and behaviour, while irrational self-talk prevents self-control. WHAT HAPPENS WHEN WE CAN'T MANAGE NEGATIVE EMOTIONS? Externalizing Behaviours Some children (and adults) have trouble managing negative emotions. In children, emotional problems are usually manifested as behavioural problems. Some children tend to externalize or under control their emotions and behaviour. They may act out their negative thoughts and feelings by being impulsive or aggressive. Anger is the core emotion associated with externalizing behaviours. Frustration often leads to anger. Frustration occurs when our wants, efforts and plans are blocked. We do not get what we want. Children who have a low tolerance for frustration believe that the world is "too hard" and they can't stand it. Children with learning differences are often easily frustrated because tasks, such as learning to read, are incredibly difficult for them. They try their best but don't succeed regardless of how hard they try. Children also respond with anger in situations that are perceived as threatening to their self-esteem. If a child is being picked on in school because he can't read, he might react with anger. Children who are angry are often unable to correctly identify the source of their anger. Anger is not caused by an event; it is caused by the angry person's thoughts and reaction to that event. files without this message by purchasing novaPDF printer ( Angry children might be disruptive in class, annoy and bully other children or get into fights. They might resent rules and refuse to follow them. They might also refuse to do homework or to do what their parents and teachers tell them to do. Sometimes they might even get suspended or expelled from school or get in trouble with the law. Often children who act in these ways are not very happy and wish that they could be different. Their behaviour problems only serve to make things worse. They feel bad about themselves and lack self-confidence and self-esteem. Expressing anger does not mean getting rid of it. In fact, the more you express anger, the more likely you are to become angry in the future. It becomes another learned habit. Anger usually has a negative impact on relationships and does not lead to contentment and success. Replacing anger with assertiveness is more likely to achieve the desired goal. Internalizing Behaviours Other children who have trouble managing their emotions tend to over control or internalize their feelings. They may feel scared, unhappy, anxious or sad. They may be overly sensitive and get their feelings hurt easily. They might also withdraw from other people and spend a lot of time alone even though they don't like to be alone. They might have trouble concentrating and paying attention in school. These behaviours may lead to poor school performance, which can reinforce feelings of anxiety, sadness and low self-esteem. Anxiety Anxiety is one of the most commonly felt emotions. It has been referred to as the "common cold" of mental health. The core of anxiety is the emotion of fear. People who are anxious may be fearful of specific things such as heights, snakes, lightening, flying or dentists. In school, children may be fearful of tests. The only time the child becomes anxious is when the "target stimulus" is present. Other children become anxious only in social situations. They are extremely uncomfortable in situations where they feel they are being scrutinized or evaluated. They fear they will be humiliated or embarrassed. Some children are more pervasively anxious and worry about general things. They feel that they are unable to control their worry. They may worry about how they did on a test, how they look, whether other people like them or what will happen in the future. Children who are generally anxious are apt to appear "keyed up" or "on edge". Then tend to feel irritable and tense. They may also have trouble sleeping and concentrating and tire easily. Sometimes children that are anxious try to deal with their anxiety by being a perfectionist. Of course, this is not possible and usually only makes them feel worse when they are not perfect. Some anxious children may even obsess about certain things, such as cleanliness, safety, their health or being the best at everything they do. They cannot get these thoughts out of their minds even if they want to or try to. They may attempt to manage their anxiety and prevent feared events from happening by engaging in compulsive behaviours such as hand washing, checking, hoarding or superstitious behaviours. Behaviours such as repeatedly checking to see if a door is locked, being unable to throw anything away or having to repeat a ritual, such as touching a mirror seven times, over and over, can be signs of problems managing anxiety. Although these compulsions are used to reduce obsessive thoughts, they don't work because they too are out of the child's control. Anxious children may also have panic attacks or episodes of intense fear or discomfort that are accompanied by physical symptoms such as palpitations, shortness of breath or trembling and a fear of going crazy or losing control. These attacks may be triggered by an external event (test, elevator, airplane, crowd) or may be unexpected and come out of the blue. Depression files without this message by purchasing novaPDF printer ( Depression is another internalizing problem that is related to the emotion of sadness. Children who are depressed feel sad and blue. They may also be irritable. They may lose interest or pleasure in activities that they previously enjoyed. They may have trouble sleeping or sleep too much. They may lose their appetite or eat more than usual. They are often agitated, tired and have difficulty thinking or concentrating. Depressed children may also feel worthless, hopeless, helpless, and guilty and have low self-esteem. They may even have thoughts of suicide. When a child speaks of suicide, even casually, parents/teachers/adults should never ignore or minimize the statement. Any suicidal thought should be taken seriously and requires prompt professional attention. Some children attempt to keep their emotions under control but they come out anyway. Children who are anxious or sad may complain of physical problems such as headaches or stomach aches when it is time to go to school, take a test or do homework. Often a medical check up fails to find a physical reason for these complaints. Many children miss school because of these complaints, which only serves to reinforce them as ways to avoid something unpleasant and increases school problems because of the time and material missed. Other children become preoccupied with eating as a way to avoid negative feelings and feel better. Some overeat because they are anxious or depressed. When they put on weight, they feel bad about how they look. Others think that they are too fat even when they're not and keep trying to lose weight. They believe that if they are thin, they will be perfect and everyone will like them. Children who focus too much on eating and their body size usually don't feel very good about themselves. In the same way, children who smoke or use alcohol or drugs don't usually feel very good about themselves. Using drugs and alcohol may make them feel better for a while, but when the effects of the drugs and/or alcohol wear off, the negative feelings return. The use of drugs or alcohol to "treat" feelings of anxiety or depression is never successful and usually causes additional problems that increase these negative emotions. CONCLUSIONS Emotions and learning occur in the brain. Learning means acquiring knowledge or skills. Learning requires thinking. Our thoughts influence how we feel. How we feel influences how we think. The connections between emotion and learning are bi-directional and complex. When we think about a happy incident our mood improves. When we think about an angry incident, we are likely to feel angry. Also, being in a happy mood causes us to think happy thoughts; being in a sad mood brings sad and negative memories and images to mind. There is much research to support that our current mood influences the way we think, perceive events, remember and make decisions. Being optimistic makes us think more positively, be more creative and see and remember neutral events as positive. Because we cannot see our emotions directly, we look to our behaviour and that of others to infer how we feel. So our emotions are determined by our interpretation, or what we think about what we see. For example, if someone bumps into us while we are waiting in a line, if we decide that the person who bumped us did this deliberately, we would react with anger. If we conclude that the person tripped on something on the floor, we wouldn't get angry or take defensive action. Also what we expect to happen influences our emotional reaction. If we expect to enjoy a movie, we probably will. If someone told us that we wouldn't like it, we likely won't. Our expectations become our reality and are remembered as such. Emotions are the relay stations between sensory input and thinking. When the input is interpreted positively, we are motivated to act and achieve a goal. When the input is interpreted negatively, we do not act and do not learn. Negative emotions can be the cause or the effect of problems with learning. Anxiety, depression and anger or frustration can interfere with learning and can result from problems with learning, creating a maladaptive and self-defeating pattern of behaviour, which prevents learning and stunts mental/emotional growth. Lack of success or files without this message by purchasing novaPDF printer ( failure to achieve our goals can be externalized as anger, frustration and acting out, or internalized as anxiety and depression. These emotions are toxic to our well-being and colour our world in shades of black and gray. Enjoyment colours our world in bright colours, motivates us to succeed and brings pleasure to life. We cannot become emotionally intelligent if we are unable to learn to think rationally and control our emotions. Dr. Lawson is a clinical psychologist at the Centre for Development and Learning. files without this message by purchasing novaPDF printer ( Emotions drive our attention and perception. We form positive and negative core memories because of the emotional intensity that we've attached to the event or experience. 4. Do students understand the negative role that stress plays in cognitive functioning with regard to learning, memorizing, and retrieving information? 5. How might we begin a class period or day with an emotional check-in? What is the weather in your brain? Could we use laminated notecards with the primary emotions for younger students and the primary and secondary emotions for older students? Students could display the feeling that they are holding as they begin class and note how it changes throughout the day. Questions for Students.	<urn:uuid:e567f205-b5c9-4557-b4b4-08e60d5f9df5>	CC-MAIN-2021-31	https://aueo.org/qyh.pdf	2021-08-03T16:19:11+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00201.warc.gz	124,016,494	4,356	eng_Latn	eng_Latn	0.998036	eng_Latn	0.998375	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3934, 8266, 12590, 16533, 20883, 21463, 22180 ]	[ 3.75, 3.625 ]	1	0
Climate Voices 2021 A Year to Make a Difference The time to act on the climate emergency is right here and now. Greater ambition is urgently needed, and young people are at the fore in calling for change. The UK will host the United Nations COP26 in Glasgow in 2021 and this brings a unique opportunity for young people to influence our response to the climate crisis. Secondary students are already motivated to make a difference. They want to have a say and lead action that has a real impact. InterClimate Network (ICN) will focus our support this year on: resources that work in the classroom and virtually; a series of Climate Conferences for students to combine their own global negotiations with local action; and routes for young people to have a say locally, nationally and at COP26. Here are two new opportunities that will enable you to bring COP26 to school and run a Climate Action Survey to gain insights and allow many students to have a say about positive climate actions for school. The resources were developed in response to student and teacher feedback and have been piloted with schools (we have detailed the learning benefits in the packs). If you would like to hold your own Climate Conference, run a Climate Action Survey, or both, please contact us using the schools email overleaf. 1. Run a UN-style Climate Conference COP26 comes to school In November 2021, the United Nations Climate Conference (COP26) will be hosted by the UK in Glasgow. This COP26 in the Classroom resource brings a UN-style climate conference to school and can be run virtually. Student teams represent a range of countries and have to research, present and debate their country pledges and climate challenges, then collaborate to raise global ambition for action. Activity details This curriculum enrichment resource brings COP26 to life in the classroom via a sequence of three sessions: 1. The Climate Crisis which poses 6 questions for students to critically discuss the climate emergency. 2. From Paris to Glasgow outlines these vital stages of UN decision making and sets out country roles. 3. COP26 comes to school guides you and your students through your own UN-style climate conference. First requiring independent research, students will be fully immersed in the challenges, impact and urgency of the global climate crisis whilst developing soft skills (team work, public speaking and collaboration) in their own conference. A teacher pack explains the detail and notes and film links accompany each of the session powerpoints. The student pack gives an overview of COP26 and separate briefings for 18 countries. Time needed: Sessions can be run in-person or virtually over 3 – 6 lessons or in an off-curriculum session. How to access and run this resource: - ICN will provide access to this free resource via a single electronic link (see this example briefing). - To be run by a teacher with your students either in class or across tutor groups or a year group. - Students use ICN's on-line Pledge Board to say one action they will do as a result of taking part. - Free training is available to help you facilitate a conference, or request a facilitator (see Appendix I). 2. Run an online Climate Action Survey Find out how to make a difference in school Delivering impactful climate action in school really means changing student and staff behaviours. Our new Climate Action Survey is a student-led resource that follows a behaviour change approach* and develops important skills on the way. It will mean students can have a say in climate action to make a difference in school. Activity details 1. A group of students will be tasked with rolling out the online survey across their school. See this COPY of the Climate Action Survey (the actual link will be sent once we receive your students'task sheet). 2. ICN will analyse the data and provide the school with a report. Results will give great insight into student views on the climate emergency, current behaviours, and motivations to do things differently. 3. Students are then supported to share their findings across the school and wider community. 4. ICN can follow-up to help students turn their survey findings into a tailored campaign or initiative based on the approaches most likely to galvanise climate action in school. * A behaviour change approach: This innovative survey was developed with the Applied Sociology Department at the University of Gloucestershire and students in nine schools. At its core is the premise that to change anyone's behaviour, it is vital to understand: * who you are talking with * why some people haven't already made changes * what barriers are preventing them from adopting any new behaviour, and * what would motivate more climate action. Time needed: Ideally to be run over a few weeks, but with current pressures, take as long as is required. How to access and run this resource: Elements of the resource pack will be available on our website (here). Please contact us if you would like to undertake the survey. Keep in touch ICN will let you know of great ways for your students to engage directly with COP26 in 2021, including the opportunity to be part of a Four Nations conference with schools from Wales, Scotland and N.Ireland. We are also partners with organisations from four other countries in an exciting new International Climate Action Network (I-CAN) project supported by the Erasmus+ programme of the European Union. Go to our website, join our mailing list, follow us on Twitter, LinkedIn or contact the team directly to keep in touch with progress on these and other opportunities this year: Email: firstname.lastname@example.org Follow us: @ClimateVoicesUK LinkedIn APPENDIX I Costs to schools InterClimate Network (ICN) works to secure grant funding from statutory funds, charitable trusts and foundations, and is grateful for the support provided by individual donations and in-kind contributions. Project funding means we can offer free of charge to schools conferences in local council chambers, training for teachers, workshops and resources such as the two detailed above. Our work is led by a team of professional associates and draws on volunteers' expertise and time. Support for schools who want to run your own COP26 in school includes free training on how to facilitate a COP26 classroom conference. Contact us using the schools email for more details. Facilitation of a conference in your school The InterClimate Network team of professional associates has more than a decade's experience in delivering model UN-style climate conferences with secondary schools. Contact us if you would like to request a facilitator for your school's conference, beyond the support offered through our projects. The box below outlines an example agenda which would be developed in discussion with your school. A charge will be made at cost for the preparation, delivery and follow-up to your conference: * In-person conference £400 ICN takes seriously our commitment that all students should have the opportunity to participate equally and will respond on a case by case basis if financial difficulties are presented to us. Example agenda: COP26 comes to school Welcome and Introductions 1. COP26 in three parts 1.1 Progress since Paris 2015 1.2 Raising global ambition 1.3 Action on Cities, Energy, Forests & food and Oceans Break 2. Local Action session: suggested Q&A with a selected panel* 3. Closing of Plenary 3.1 Concluding statement 3.2 Observers' comments 3.3 Evaluation and close Time needed: 2.5 hours for delivery, plus student preparation and conference logistics * Local Action session is optional	<urn:uuid:2659605a-a7ec-430a-8067-9f982dc827eb>	CC-MAIN-2021-31	https://interclimate.org/wp-content/uploads/2021/06/Climate-Voices-2021-1.pdf	2021-08-03T17:37:44+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00203.warc.gz	319,086,094	1,532	eng_Latn	eng_Latn	0.9993	eng_Latn	0.999316	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3200, 5722, 7683 ]	[ 2.75 ]	1	0
Circular No. P-22/24 Date: 29/07/2024 DAV PUBLIC SCHOOL BRS NAGAR, LUDHIANA Dear Parents Greetings! This circular is to share a serious concern regarding vaping that is exposing the lives of the young learners to great risk and calls for urgent attention and action by the school authorities and parents. The school is issuing this advisory in order to safe guard the students from this disturbing trend that has serious implications. E-cigarettes, also known as electronic cigarettes or vapes, are devices that heat a liquid to produce an aerosol, or vapor, that users inhale. The liquid usually contains nicotine, flavorings, and other chemicals. While these are often marketed as a safer alternative to traditional cigarettes, these still pose significant health risks being habit forming, particularly for the young people. I. The health risks associated with E-cigarettes include- Nicotine Addiction: Nicotine is a dangerous and highly addictive chemical, it can cause an increase in blood pressure, heart rate, flow of blood to the heart and narrowing or hardening of the arterial walls, which may in turn lead to a heart attack. Chemical Exposure: The aerosol from e-cigarettes can contain harmful substances, including heavy metals like lead, volatile organic compounds, and cancer-causing agents. Lung Damage: There have been reports of severe lung injuries associated with vaping, sometimes leading to hospitalization and further complications. Gateway to Traditional Smoking: Young people who use e-cigarettes are more likely to make transition to traditional cigarettes, further increasing their risk of serious health issues. II. Parents should be aware of the signs that their child might be using e-cigarettes so beware of- Unfamiliar Devices: E-cigarettes come in various forms, including USB sticks, pens, and larger mod devices. Smell: While e-cigarettes produce lesser odour than the traditional cigarettes, they still have distinctive smells from flavourings. Behavioural Changes: Increased secrecy, irritability, staying closed doors or spending more time with new friends might indicate vaping. III. In order to prevent use of vapes by the children the parents must- - Talk to their children about the risks of e-cigarettes. The parents must educate them to make them understand that while vaping might seem less harmful than smoking, it still poses significant health risks. Vaping sends dopamine to brain that gives pleasure and enhances mood. Regular vaping makes brain addictive to this stimulant and does not derive pleasure from any other source. - Avoid using tobacco or e-cigarettes yourself in front of your children. Children are more likely to use these products if they see their parents using them. - Establish a 'no-smoking' and 'no-vaping' rule in your homes and cars to reinforce the message that these behaviors are not acceptable. - Promote engagement in sports, hobbies, and other activities that do not involve smoking or vaping. IV. If you discover that your child is using e-cigarettes then- - Approach the situation calmly. Gather as much information as you can about ecigarettes to have an informed discussion. - Talk to your child about their vaping habit without judgment. Listen to their reasons and concerns, and discuss the health risks involved. - Consider seeking help from healthcare providers or counselors, who can offer support and resources to help your child quit vaping. By staying informed and maintaining open communication with your children, you can help protect them from the risks associated with e-cigarettes. The school is regularly counselling the students about its harmful effects, searching their bags at random for confiscating the vape and informing the parents. In order to protect the physical health of our students and to make them morally strong, we have adopted a 'no tolerance' policy towards it and deal with such cases with utmost priority. Let us work in close association to save our next generation from this menace that has serious social, emotional and health implications. Look forward to your support in tackling this menace. With warm regards	<urn:uuid:52477844-e71c-4fbc-8045-81eae11ebf2e>	CC-MAIN-2024-42	https://davbrsnagar.org/File/279/YTA_DAV%20Circular%20No%2022.pdf	2024-10-14T02:49:31+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00453.warc.gz	164,912,739	792	eng_Latn	eng_Latn	0.997757	eng_Latn	0.997921	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2064, 4227 ]	[ 2.21875 ]	1	0
Why is adolescent health important to Iowans? Good health (physical, emotional and social) provides a foundation for youth to transition into adulthood successfully. In 2019, there were 1,456 births to female teens ages 15-19. Hispanic youth and Black youth become adolescent parents at more than twice the rate of their proportion of the population. Iowa rates among Hispanic, Black, and Asian females are higher than the 2018 National rate of 26.7. This disparity indicates a need for more targeted and culturally relevant interventions. In Iowa, suicide is the second leading cause of death for individuals ages 15-24. Adolescent Health Did you know? Adolescents and young adults are youth between the ages of 10 and 24. They make up 20% of the population of Iowa, which is nearly equivalent to filling Kinnick Stadium 10 times! A focus on health equity The teen pregnancy prevention programs, Personal Responsibility Education Program and Sexual Risk Avoidance Education Program incorporate health equity by utilizing a prioritization process of risk indicators affecting Iowa's youth to determine high-need areas within the state. Indicators include the teen birth rate, child poverty, STI rates, and counties where a high number of African American and Hispanic youth ages 15-19 reside. In addition, the programs promote health equity by implementing programming using a positive youth development (PYD) approach. While PYD can be beneficial for all youth, it can be particularly effective when working with vulnerable and underserved youth. There is evidence that a focus on PYD, including social skills, may foster resilience and improve well-being among maltreated youth. Focus on developing one's identity, discovering strengths, and goal setting has been demonstrated to be effective for youth who are part of racial or ethnic minority groups. What does the department do? * Implements evidence-based curriculum in 13 counties, reaching approximately 1,280 youth. * Implements evidence-based curriculum using a PYD approach to build teens' educational success, life and leadership skills, and promote healthy behaviors and relationships. * Partners with Iowa's school nurses to ensure they have information and resources for the youth they serve. * Partners with other programs within the department that serve adolescents to ensure collaboration. * Provides age-appropriate information and referrals as needed to HPV immunizations, the adolescent well visit and other services. Why is adolescent health important to Iowans? (cont.) In 2019, Iowa had an overall HPV vaccination series completion rate of 44.9% for adolescents ages 13-15. More females (47%) completed the vaccine series than males (43%). For more information, visit the Human Papillomavirus page of the Iowa Public Health Tracking Portal. Adolescent Health How do we measure our progress? What can Iowans do to help? * Learn more about adolescent health by visiting the IDPH Adolescent Health web page. * Share with friends and colleagues how prevention, early intervention and timely treatment improve health status for adolescents, prepare them for healthy adulthood, and decrease the incidence of many chronic diseases in adulthood. * Encourage annual well visits for adolescents to receive recommended immunizations and health education. * Physicians and other health care providers can provide anticipatory guidance during the adolescent well visit. * Advocate for policies and programs that ensure safe communities, adequate housing, adequate nutrition, mental health services and opportunities for recreation. * Ensure that all youth programs provide adequate structure and supervision where youth feel safe, secure and a sense of belonging. * Partner with other organizations to link youth to services that support their health, safety and well-being.	<urn:uuid:b3962175-fef7-4c22-8430-99e8369c80f4>	CC-MAIN-2021-31	https://idph.iowa.gov/Portals/1/About_IDPH/Files/a6367c8a-37d3-4acc-bcc5-f929609b9d89.pdf	2021-08-03T17:27:49+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00217.warc.gz	307,635,754	731	eng_Latn	eng_Latn	0.993744	eng_Latn	0.994759	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2499, 3852 ]	[ 2.703125 ]	1	0
Sunday Club at Home – St Peter's Hi Everyone, Sunday 24 th May Hope you are still well, and hope you have enjoyed the lovely weather we have had this week. Our story today is about how Jesus can help us be the very best we can be. Sometimes we do the wrong thing but this story tells us it's never too late to do the right thing. Let see what the story tells us. Story – from the Bible Luke 19:1-19 Our story is about a man called Zacchaeus, he was a tax collected in a town called Jericho, not a lot of people liked him because he worked for the Romans collecting Taxes. Let's see what a difference meeting Jesus made to him. For everyone – God's Story – Zacchaeus https://www.youtube.com/watch?v=Fe7dTNID6h8 For Younger Children – a bible song https://www.youtube.com/watch?v=T8QqXxE4bok For Younger Children - Up in the Tree - taken from the Play-along bible written by Bob Hartman. This is an interactive story follow the instructions in brackets Up a Tree Nobody liked Zacchaeus, the tax collector (make a mean face) He cheated people and took their money (pretend to pull coins out of a pocket) But when Jesus came to town (smile and wave) Zacchaeus wanted to see him. (put your hand above your eyes, looking) Since Zacchaeus was short, he climbed up a tree to watch for Jesus. (pretend to climb) When Jesus passed by, he saw Zacchaeus and said "Come down! (Wave your hand) I want to go to your house today". So, they talked and ate together, (Pretend to eat and talk) And Zacchaeus changed his bad ways! (Say, "that's better".) Song – this a great new song For everybody – Zacchaeus The Tax Collector. Animated bible songs for children. +++++++++++++++++++++++++++++ Puzzle Sheet – print off the puzzle sheet about today's story. +++++++++++++++++++++++++++++ Time to Pray - Colouring Prayer You will need - Colouring pencils or felt tips / Sheet of paper. Or do a treasure hunt and find items of each colour from around your house and garden. What to do - Each colour is a different prayer Yellow – school or work Green – the environment Animals and the Earth Orange – people around the world Red – Family & friends Purple – the Church Blue – people who are sick Brown – people who are lonely Pink – a thank you prayer. Draw a picture or write a prayer for all these things in the colours above and let us see what you draw or write. Or say a prayer with each item you have collected. Activities – lots of activities to choose from today. Make a Hand Tree - A big part of this story is the tree, because without the tree Zacchaeus would not have seen Jesus. There are several ideas for making trees:- You will need - A Piece of paper that you can place you hand and arm on / Paint or colouring pencils / Pencil / Extra Paper to draw Zacchaeus on / Glue What to do - Take the large piece of paper and place you hand and arm on it and spread your fingers Get an adult to draw round your hand and your arm (this forms the branches with your fingers and your arm becomes the trunk) Then take the other piece of paper and draw a man (Zacchaeus) Now carefully paint or colour the trunk and the branches in a brown paint or pencil. Then with green paint using your finger make leaves on the branches (if you haven't got paint and use pencils you can draw on leaves or make some with the extra paper and stick them on) When it's finished and dry glue Zacchaeus in the tree. ++++++++++++++++++++++++++++++++++++++ A Fluffy Tree You will need - A tube out of a kitchen roll / Paper or tissue paper (Green if possible) / a piece of paper to draw a man / Paint or coloured pencils /felts glue What to do - First paint or colour the tube Brown Then colour the paper or tissue if you haven't got green Then make a ball out of the paper and make the underneath part of the ball into a tube to fit in the top of the brown tube Add some glue to the paper going into the tube and fit it in. Know draw and colour your man and glue him onto the tree. ++++++++++++++++++++++++++++++++++++++ A Plate of Food In the story, Jesus goes home with Zacchaeus and spends the day at his home. What would you give Jesus for his dinner? You will need - A Paper Plate / Paper / Glue Colouring pencils/ felt tips / What to do - First decide what you will give Jesus Then draw the items you want to put on the dinner plate Then colour them in and glue them to the plate. Is this your favourite dinner? +++++++++++++++++++++++++++++++++++++ Build a House You will need - Building blocks, Lego or cardboard boxes, Lego people or something similar / Glue and scissors What to do - Build your house out of the materials you have available, you can use the glue and scissors if you are using cardboard. Then use your figures to play at Jesus coming to your house. Or retell the story ++++++++++++++++++++++++++++++++++++++ Called by Name Jesus knew Zacchaeus before he met him and he called him by his name when he did see him. Jesus knows us all by name and we are special and unique. Let's make sure everyone knows your name make a banner or badge with your name on. Ask your mum or dad who chose your name and why. Ask if you can google if your name has a meaning. Badge You will need - Card / Safety pin / Sticky tape / Colouring Pencils/felt tips Things to decorate with. What to do - Cut out a circle or a rectangle from the card Then write your name on the shape Then using the colouring pencils or the felt tips, colour it in. Then decorate whichever way you want Then when finished tape the safety pin on the back of the badge. For a Banner You will need - A large piece of Card / Colouring pencils/felt tips / Glue Anything in the house to decorate you banner with. What to do - Ask an adult to help write your name on the large Card Then colour in the letters. Then decorate and make it as special as you like. Then put it on the wall in your bedroom or somewhere else in the house that is special and where your whole family with see it. Using the same method you could just use the first letter of your name and make it really big. ++++++++++++++++++++++++++++++++++++++ Food Tree - If you like baking here is your chance. Recipe 12 sticks of Kit Kats 12 gummy bears or jelly babies 1 quarter of a cup of butter 227 grams / 8 ounces of mini marshmallow 4 and half cups of rice Krispies 5 drops of green food colouring Method - First make the rice Krispie leaves of the tree - In a large microwave safe bowl, add marshmallows and butter. - Place in microwave on high for 30 seconds then take out and mix. - Keep doing this in 30 second zaps until marshmallow are just melting - DO NOT overheat the marshmallows. - Stir to combine, while stirring in green food colouring until you have the colour you want. - Add rice Krispies to the green marshmallow goo and mix, keep folding the mixture until all the rice krispies have been covered - Allow to cool while you prepare the trunks. - Break the kit kats into single sticks - Then make the cooled mixture into 12 small golf ball of the mixture - Flatten the balls a little and then stick the trunks in the bottom - Then add Gummy bear/ jelly baby Enjoy!!!	<urn:uuid:1723548d-fb82-4390-a812-60b4ab106bdf>	CC-MAIN-2024-42	https://stpetersformby.co.uk/wp-content/uploads/2020/05/Sunday-Club-at-Home-24th-May-2020.pdf	2024-10-14T01:53:26+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00453.warc.gz	464,381,777	1,666	eng_Latn	eng_Latn	0.996851	eng_Latn	0.997649	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1557, 2433, 3179, 4479, 6103, 7183 ]	[ 3.25 ]	2	0
Andrew Proko, "What is Gerrymandering and Why Does It Matter?" Vox, November 14, 2018 In the US, every state elects a certain number of people to the House of Representatives — a number that's based on the Census count of the state's population. North Carolina, for instance, elects 13 House members. So North Carolina has to be divided into 13 congressional districts with roughly equal populations. The process is called gerrymandering, and in most US states, it is controlled by the majority party in the state legislature. Partisan gerrymandering occurs when this map-drawing process is intentionally used to benefit a particular political party — to help that party win more seats, or more easily protect the ones it has. The goal is to create many districts that will elect members of one party, and only a few that will elect members of the opposite party. You can see North Carolina's Congressional district map below: You'll notice that's not a very clean map. It's full of bizarre shapes, weird outcroppings and sharp turns. That's no accident. The map was drawn by North Carolina's Republicans, and it did its job. Though Democrats won around the same amount of votes Republicans in the state's 2018 House races, the GOP hung on to an unchanged 10-3 majority in the state's congressional delegation. Not a single seat flipped. Gerrymandering can affect any legislative body that has to have districts drawn — which includes both the US House of Representatives, and every state legislature. Both parties have tended to do it when the opportunities arise. And since political power is at stake, fights over redistricting are often quite intense. The term gerrymandering is also sometimes used to describe somewhat different redistricting scenarios. Racial gerrymandering can mean the dilution of the voting power of certain racial or demographic groups, which is usually entangled with seeking partisan advantage. And a bipartisan gerrymander is a redistricting meant to protect incumbents of both parties. How does gerrymandering work? The idea behind gerrymandering is pretty simple: you pack your opponents' supporters together into very few districts. Then you make other districts relatively more balanced — but you place enough of your supporters in most of them to give you an advantage. The hoped-for result is that your party loses a few districts hugely, yet wins a majority of districts comfortably. North Carolina is a particularly illustrative case. To understand why its congressional delegation remained 10-3 Republican despite half the votes being cast for Democrats, look at how some of the state's districts are drawn: Pay particular attention to the long, snakelike districts — the 12th and the 4th. In defiance of geographic logic, these districts cut through most of the state and encompass multiple urban centers that aren't even close to each other. So a great deal of the state's Democratic-voting population is packed into these two districts. In all, North Carolina Republicans created three incredibly Democratic districts, and then a larger number of districts where Republicans had a somewhat smaller advantage. This is a very successful partisan gerrymander: even in a Democratic wave year like 2018, it held up — only one race (in the 9th district) ended up being close, and the Republican even won there. Who actually does the gerrymandering? Every 10 years, after the Census is taken to update population counts in each US state, the boundaries of congressional and state legislative districts are redrawn, in what's known as the redistricting process. In most states, the new maps are drawn by the state legislature and then approved by the governor. So partisan control of each of those three political entities is crucial. If a single party controls all three, that party can usually draw whichever maps they want without giving the opposition party any say. If control is split, a compromise will usually result. Some states, however, have alternative processes set up, instead delegating the process to a commission. The devil is in the details with these commissions — some are essentially just partisan bodies who remain under the parties' de facto control, while others are more independent entities (like California's and Arizona's) . . . Does gerrymandering cause political polarization? Gerrymandering is often blamed for our political system's current polarization. The argument is that incumbents tend to be more extreme if their districts are gerrymandered, because when they're sure to win the general election, they'll focus on appealing to the more extreme members of their base in order to prevent a primary challenge. But political science research indicates that polarization has other causes as well. First of all, the Senate isn't gerrymandered at all, and it is quite polarized, too. Representatives do become somewhat more ideologically extreme in more lopsided districts, and gerrymandering could certainly help explain this. But there's a clear gap between Democrats and Republicans in all districts — and gerrymandering can't explain that basic polarization. What is racial gerrymandering? The US House of Representatives elects only one member from each district. Such a system can potentially make it quite hard for minority groups to gain representation. For instance, if African Americans are spread out throughout a state, they might not have sufficient numbers in any one district to elect any representatives at all. In the past, many US states have brought about this outcome deliberately, drawing their maps to ensure whites would win every district. That's a process known as racial gerrymandering. The federal government addressed this in the Voting Rights Act of 1965, which made it illegal to draw districts that intentionally dilute the voting power of a protected minority. When the courts have assessed whether certain maps do this, they tend to judge the districts by "compactness." In other words, judges assess how geographically logical the districts are, to make sure they aren't unnaturally designed to disenfranchise minority voters. It's also possible to racially gerrymander to benefit minority groups, by drawing districts in unusual ways to ensure certain racial minority groups make up a majority there. Groups such as the NAACP advocate for more minority representation in Congress, and in the past, they've pushed for more majority-minority districts as a way to achieve that goal. But the courts have been skeptical of this too. Are there reforms that can prevent gerrymandering? The main reason for partisan gerrymandering in the US is that in most states, redistricting is handled by selfinterested politicians in state legislatures. The most commonly proposed reform would take gerrymandering out of politicians' hands entirely, and let an independent nonpartisan commission handle the job. Several countries have found this works well. Canada, for instance, used to have a serious gerrymandering problem, but it shifted to independent commissions in the 1960s. Each province has a three-person commission whose members are usually judges, social scientists, or retired public officials. Today, most Canadian ridings [districts] are simple and uncontroversial, chunky and geometric, and usually conform to the vague borders of some existing geographic/civic region knowable to the average citizen who lives there. Commissions elsewhere can be more controversial. Some US states have ostensible redistricting commissions, but let politicians name the appointees. Some countries have avowedly nonpartisan commissions that end up doing the parties' bidding anyway. The specific instructions of these commissions also matter, since some are charged with creating competitive districts that could go either way, while others are charged with ensuring representation of different groups or interests.	<urn:uuid:c8910d31-4b1c-4937-ab6e-f78c2f4bb002>	CC-MAIN-2021-31	https://eschool2.bsd7.org/pluginfile.php/46745/mod_resource/content/1/What%20Is%20Gerrymandering%20and%20Why%20does%20it%20Matter%20%282018%29%3F.pdf	2021-08-03T17:35:27+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046154466.61/warc/CC-MAIN-20210803155731-20210803185731-00211.warc.gz	237,964,990	1,572	eng_Latn	eng_Latn	0.999326	eng_Latn	0.999345	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2427, 5147, 7925 ]	[ 2.0625 ]	1	0
ENGLISH INTENT- KS3 We want young people to engage and be inspired by English Language and embrace our wide range and rich culture of Literature. We want them to enjoy picking up a book and reading for pleasure – to enjoy and feel inspired to write a variety of texts for different purposes and audiences – to be able to listen with empathy and speak confidently with different people in different contexts and on different subjects, both formally and informally. Throughout Key Stage 3 students will develop skills and knowledge in reading and writing a broad selection of fiction and non-fiction texts inspired by a variety of engaging and ambitious texts from a variety of authors from different cultures and times. They will understand the craft of writing for a specific audience and purpose and the ways writing can engage and entertain through specific use of techniques. Students will be introduced to a wide range of texts, extracts and activities adapted and developed for all, including those with special educational needs. We have a large focus on developing oracy skills recognising the importance of effective communication skills as an essential transferable skill. From Year 7 to Year 9, students study a modern text; a selection of non-fiction texts for different purposes and audiences; poetry; a playscript; 19 Century text and the works of William Shakespeare. th The sequence of learning sees the focus in Year 7 on engagement and inspiration. Students develop their own interests in fiction and non-fiction through a broad and balanced series of activities, extracts and texts. For example, students will explore the humour of William Shakespeare before going on to study a full text in Year 8. Skills and knowledge will develop up the Key Stage with students moving on to study a wider section of more challenging and full texts with the end of unit assessments reflecting the progress made. The focus progresses in Year 8 is to explore and interpret and further still in Year 9 to connect and compare. Where possible, we have, 'Real' assessments and outcomes – entering reading, writing and spoken language competitions for example or writing real letters to local papers. SKILLS AND KNOWLEDGE 7 8 9 SKILLS AND KNOWLEDGE Students will develop their KNOWLEDGE of Students will develop their SKILLS in * how to project my voice and actions in performance. * how a writers' background can influence their writing. * how a writer uses language to make a political and social point. * how to recognise a variety of poetic devices in a poem and analyse their effect. * how to use a variety of poetic devices in my own poem for effect. * how to compare two seen and unseen poems * the purpose of the prologue in Shakespeare's plays. * what Melodrama is and how to exaggerate movements for performance. * how to project my voice and actions in performance * how to explore characters in Shakespeare plays. * how to explore Shakespeare's language to understand character ideas and motivation. * how the content of Shakespeare's plays link to the social and historic context. Reading * select essential points and use inference and deduction where appropriate. * identify key features, themes and characters within the text. * select sentences, phrases and relevant information to support my views. * Understand that texts fit into historical and literary traditions. Writing * is varied and interesting, conveying meaning clearly using a more formal approach where appropriate – Newspaper report. * is imaginative through vocabulary choices and precisely chosen words. * uses coherent, clear and well developed sentences and paragraphs. * contains words with complex regular patterns usually spelt correctly. * contains a range of accurately used punctuation including commas, apostrophes and inverted commas. * is clear and fluent and, where appropriate, is adapted to a range of tasks. Speaking and Listening * talk and listen with confidence in an increasing range of contexts. * adapt my talk to a specific purpose: developing ideas thoughtfully, describing events and giving my opinion clearly. * vary my expression and vocabulary. * listen carefully in discussions, making contributions and asking questions that are responsive to others' ideas and views. SKILLS AND KNOWLEDGE Students will develop their KNOWLEDGE of Students will develop their SKILLS in * how to show empathy towards people in difficult situations * how to work in a small group sharing ideas through good communication skills * how to develop my character ideas incorporating information gathered from the play script * how to use drama conventions to develop ideas of character and plot * how to read between the lines and develop character ideas and reactions * the background of a selection of poems and texts from other cultures and traditions * how to analyse poems and other texts, picking out key ideas and themes and supporting my ideas with quotes * That all writing comes from inspiration * the background of some of our most recognised poets – Simon Armitage, Seamus Heaney, Carol Ann Duffy and Pre-1914 Poets * how to recognise symbolism, imagery, ambiguity, chronology, enjambment and extended metaphors in poems and understand their effect INTENT- KS4 At KS4, students further develop their Language and Literature thinking and skills they developed in KS3. We cover the AQA GCSE syllabus for Language and English Literature. At the end of the course, students will achieve two GCSE's. Through the Literature syllabus, students study, 'Macbeth', 'A Christmas Carol', 'An Inspector Calls' and a range of poetry from the Literature Anthology, 'Power and Conflict' With a confidence developed throughout KS3, students will be able to explore the contexts of plays, novels and poems they study at GCSE. They will be able to comment on and analyse language styles, the reasons why texts are written and the intentions of the writer. They will also be able to comment on and compare two previously unseen poems. In English Language, students will be able to analyse the content, purpose and audience of a variety of fiction and non-fiction extracts. They will comment on language techniques and their effects. They will also explore how texts are structured for effect. Through understanding of how texts are created through experience and inspiration, students will create their own fiction andnon-fiction texts for different purposes and audiences Reading * show appreciation of, and comment on a variety of texts * evaluate how writers achieve effect through linguistic, structural and presentational devices. * select and analyse information and ideas and comment on how these are conveyed in texts * explore some of the ways texts influence literature and society Writing * show creativity in the way I select specific features to convey effects and interest the reader * show a clear grasp of the use of punctuation and paragraphing Speaking and Listening * maintain and develop my talk purposefully in a range of contexts * structure what I say clearly using apt vocabulary * make a range of contributions that show I have listened perceptively and am sensitive to the development of discussions * use standard English confidently in a range of situations, adapting as necessary SKILLS AND KNOWLEDGE Students will develop their KNOWLEDGE of Students will develop their SKILLS in 10 & By the end of Year 10, students will have covered the specification of both the Language and English Literature syllabus. 11 They will have secure knowledge of the following assessment objectives: AO1: * Read, understand and respond to texts. * Students should be able to: * maintain a critical style and develop an informed personal response * use textual references, including quotations, to support and illustrate interpretations. AO2: * Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: * Show understanding of the relationships between texts and the contexts in which they were written. AO4: * Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. * Clear, explained response to task and whole text * Effective use of references to support explanation * Clear explanation of writer's methods with appropriate use of relevant subject terminology * Understanding of effects of writer's methods on reader * Clear understanding of ideas/perspectives/ contextual factors shown by specific links between context/text/task Anthology * Clear comparison * Effective use of references to support explanation * Clear explanation of writer's methods with appropriate use of relevant subject terminology * Understanding of effects of writer's methods on reader * Clear understanding of ideas/perspectives/ contextual factors shown by specific links between context/text/task Unseen * Clear, explained response to task and text * Effective use of references to support explanation * Clear explanation of writer's methods with appropriate use of relevant subject terminology * Understanding of effects of writer's methods on reader Year 7 8 Overview Qualification gained by the end of year 11: Whole school vision links developed in this subject * Cultural Capital – Educating our students to appreciate creativity and identity * An English curriculum which is ambitious for all students, including those with SEND * Real assessment outcomes which can contribute to the local community * Working with outside agencies to enrich the curriculum * Through a variety of texts students will understand and respect people from different backgrounds and cultures * Recall of prior knowledge is embedded throughout the KS3 into KS4 curriculum. ENGLISH CURRICULUM THEMES After school destinations linked to this subject * Journalist * Author * Proof Reader * Web content manager * Actor * Tour guide * Public Speaker Cross Curricular links * History – Racism, prejudice in America. Life in Elizabethan/Jacobean England. * Social Injustice in the 1840's and the effects of the Industrial Revolution. * The politics of the 1980's and the influence of Margaret Thatcher * RE – developing empathy and understanding of others * Geography- exploring other cultures and traditions. Issues faced in other countries * PDev Social injustice, first impressions and being accepted. Year 7- English Curriculum 1. Transition and Autobiography We start Year 7 looking at the English expectations at the end of Key Stage 2. You will have the opportunity to show your teacher your literacy knowledge and skills. We will then explore a selection of autobiographical extracts from other cultures. Reading assessment – Analysis of an extract from 'I am Malala'. Writing assessment – Individual piece of autobiographical writing Real outcome – Write letters to Malala Yousafzai. 3. Shakespeare Across Key Stage 3, the focus will be on Universal Themes of gender, gender representation and stereotypes. Will's World – The Comedies Smash the negative perception a lot of students have about Shakespeare. Focus on context – Shakespeare's background and influences. Extracts from, 'The Taming of the Shrew', 'Much Ado About Nothing' and, 'As You Like It' Oracy Assessment Perform an extract from one of the plays with focus on character representation and interpretation of the script. Writing Assessment Exploring the treatment of girls in Shakespeare's times. 5. Drama Our Day Out' By Willy Russell. Through performance we will be studying this engaging, entertaining comedy. We will be looking at character, setting and theme. Reading Assessment How does Willy Russell present the children from the Progress Class? Real oracy outcome – perform scenes for a specific audience. Curriculum theme: Inspire and Engage The focus in Year 7 is to ignite a love of English through a broad and engaging curriculum. We want to share our passion for all things English and inspire our students to read, write and speak for pleasure and with developing confidence. There is a big focus this year on developing skills and knowledge through oracy and real end of unit outcomes. 2. Modern Text 'Murder Most Unladylike' by Robin Stevens. Exploring the writer's craft. Key Words – Content, Audience, Purpose, Structure. Reading Assessment Comprehension on an extract. Writing Assessment Short story based on theme and structure . Best ones read out loud to specific audience. 4. 19 th Century Text This Unit will have non-fiction extracts linked to the theme dovetailed throughout. Focus – An Introduction to 19 th Century Fiction, in particular detective stories. Short stories. Reading Assessment Comprehension task on short story studied. Writing Assessment Students write their own short detective story. Best stories read out loud to audience or in assembly. Real outcome – Story-writing competition, winners story recorded as audiobook. Progressing into Year 8 Summer exams. Year 8- English Curriculum Year 7 recap We will be revisiting all of the skills and knowledge developed in Year 7. Throughout all of the units in Year 8, we will be adding to the layers of prior knowledge and developing our skills and knowledge further. 2. Non-Fiction Exploring Persuasive Writing techniques in a range of non-fiction. texts. Reading Outcome What language techniques have Crisis at Christmas used to persuade people to support the charity? Real outcomes Write a letter to a newspaper or magazine to be published. Organise an in school charity event. 4. 19 th Century Text Introduction to Gothic Literature Themes, imagery, characters and plot. Leading onto studying abridged version of 'Jekyll and Hyde'. Reading Assessment Comprehension task on an extract from Jekyll and Hyde. Writing Assessment Write own short Gothic story to be entered into a competition. The winner of which will have their story recorded. 6. Poetry Exploring a wide range of poets and poems. Focus on Structure. Technique, Language and comparing poems with a similar theme. Reading Assessment Comparing two poems studied. Progressing into Year 9 Summer exams. Curriculum theme: Explore and Interpret Following an inspirational Year 7, students will continue to develop their knowledge and skills through exploration of a wide variety of fiction and non-fiction texts from different times and places. They will be encouraged to develop their personal responses to the written word through group and individual interpretation. 1. Modern Text 'My Swordhand is Singing' by Marcus Sedgwick. Focus on the methods of the writer. Key Words – Structure, Language. Inference, Implicit, Explicit, Evidence. Reading Assessment Language focused extended reading task – In this extract, how has the writer used language to… Writing Assessment Writing in the style of the writer. What happened next? 3. Shakespeare Will's World – 'Romeo and Juliet' Study of whole play – 'Romeo and Juliet' Link to ongoing theme of gender representation and stereotype. Focus on how daughters were treated by their fathers, particularly Juliet and Lord Capulet. Assessment To explore how Juliet or the Nurse changes throughout the play. One extract to focus on. 5. Drama 'Blood Brothers' By Willy Russell. We will be studying a play by the same playwright we studied in Year 7. This play is more challenging and will further develop our performance skills and knowledge of character, setting and theme. We will also explore context. Writing and Oracy Assessment – Write and perform a monologue of a character from the play. Year 9- English Curriculum Year 8 recap We will be revisiting all of the skills and knowledge developed in Year 8. Throughout all of the units in Year 9, we will be adding to the layers of prior knowledge and developing our skills and knowledge further . 2. Poetry Revisiting skills covered in Year 7 and Year 8. Consolidating skills and knowledge with focus on analysing unseen poems. Using sections from 2008 Anthology. Reading Assessment Comparing two poems. Real Outcome Entering poetry writing competition 4. Drama DNA by Dennis Kelly. Oracy Assessment. Small group discussion exploring the influence of characters in the play. Writing Assessment. Character monologues of two contrasting characters from the play. Progressing into Year 10 Summer Exams. Curriculum theme: Connect and Compare The focus in Year 9 is to develop skills in summarising and comparing a selection of texts, themes and views. The content of the Year 9 curriculum is more challenging and students will be focusing on exploring and comparing a selection of whole texts and a variety of poems 1. Modern Text 'Of Mice and Men' by John Steinbeck. Focus on the writer's craft. How has Steinbeck structured the text to engage the reader? This unit will embed various nonfiction elements exploring civil rights, the life of Martin Luther King, America in the 1920/1930's. Reading Assessment Structure focused extended reading task on the whole text. How has Steinbeck structured the text to interest the audience? Oracy Assessment Presentation on an area of civil rights highlighted in the novel. 3. 19 th Century Text An introduction to Charles Dickens – his background and influences. Making links to the influences and politics of Shakespeare and Willy Russell. Focus on a selection of extracts which highlight Dickens' influence and the context of his writing. Include a number of Non-fiction texts. Reading Assessment. Comparing two non-fiction extracts written about the workhouses. Real Outcome – Research into local workhouses. 5. Shakespeare Will's World – The Tragedies. Study of a selection of Shakespeare's tragedies with a focus on universal themes. Julius Caesar, Hamlet, Othello and Macbeth. Reading Assessment. Extract and essay question on the theme of tragedy. How does Shakespeare explore the tragic themes in the extract? Year 10- English Curriculum Year 9 recap. We will be revisiting all of the skills and knowledge developed in Year 9. Throughout all of the units in Year 10, we will be adding to the layers of prior knowledge and developing our skills and knowledge further .We will recognise the importance of our prior knowledge and the links to GCSE. 3. Literature Paper 1. Section B. 19th Century Text. 'A Christmas Carol'. 5. Literature Paper 2. Section B and Section C. Poems - Power and Conflict and Unseen Poetry. 7. EXAMS. – MARCH. Language Paper 2. Full Paper. 80 Marks. 'A Christmas Carol' Poetry. Curriculum theme: Analyse and Expand Starting the GCSE courses in both Language and Literature, students will be well prepared having developed confidence in their knowledge and skills. The aim is to cover all the content of both courses during Year 10 with regular assessed exam practices, feedback and targets for improvement. Focus will be on developing and expanding responses to fit the expectations and marks in the exams. 1. Literature Paper 1. Section A. Shakespeare. 'Macbeth'. 2. Language Paper 1. Reading and Writing Fiction. 4. EXAMS. DECEMBER. Language Paper 1. Full Paper. Literature Paper 1 Section A. Shakespeare. 6. Language Paper 2. Reading and writing Non-Fiction. 8. English Language. Spoken Language Endorsement. Progressing into Year 11. Summer exams. Year 11- English Curriculum Curriculum theme: Revise and refine Students will revise and refine their exam techniques in Year 11 with time to revisit the content covered in Year 10 in preparation for their GCSE exams. Plenty opportunities will be given to exam practices, detailed whole class and individual feedback and focused areas for further progression.	<urn:uuid:7d5a9cd1-46ce-44c2-8e9e-a396929fbcfe>	CC-MAIN-2024-42	https://www.beaconhill.cumbria.sch.uk/wp-content/uploads/2024/09/CFF-Curriculum-Intent-Roadmaps-English-Sept-2024.pdf	2024-10-14T02:47:59+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00453.warc.gz	569,083,084	3,950	eng_Latn	eng_Latn	0.995162	eng_Latn	0.996959	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2231, 7326, 10481, 13091, 15709, 18052, 19435, 19798 ]	[ 4.53125 ]	2	0
Englist.me Vocabulary Builder Reference from... The Intellectual Devotional: Revive Your Mind, Complete Your Education, and Roam Confidently with the Cultured Class Week 14 Day 7, Hasidism \| Rodale Books https://amzn.to/3VftFFx IMPORTANT This material is a commentary and does not contain any copyrighted material of the reference source. We strongly recommend accessing/buying the reference source at the same time. Session 1: Word List movement n. a group of people working together to achieve a shared goal, especially a political, social, or artistic one; the process of moving or being moved, physically or figuratively synonym: motion, progression, action (1) a circular movement, (2) movement of troops The movement of the dancers on stage was graceful and elegant. n. a Jewish religious leader or a Jewish scholar or teacher synonym : clergyman, priest, teacher (1) son of a rabbi, (2) the city's communal rabbi The chief rabbi chanted a prayer. n. the most essential or fundamental part of something synonym : center, basis, heart (1) the core of an apple, (2) core business activity These gas nebulas are merely newborn galactic cores. n. the belief that God is identical with the universe and its natural laws or that the universe and nature constitute the divine reality Page 1 / 27 rabbi core pantheism devekut unrest conflict presence ecstatic synonym : worship of nature, nature worship, belief in all gods (1) pantheism faith, (2) a spiritual pantheism The philosopher Spinoza was a prominent advocate of pantheism, and his ideas significantly impacted later philosophical movements such as German idealism. n. in Jewish mysticism, the state of total devotion and union with God (1) the state of devekut, (2) the experience of devekut The goal of devekut is to achieve a sense of closeness and connection with the divine. n. a state of agitation or disturbance; lack of calm or peace synonym : disturbance, agitation, turmoil (1) unrest in the city, (2) cause unrest The recent political unrest in the country has led to widespread protests and civil disobedience. n. a strong disagreement, argument, or a violent clash between two opposing groups or individuals synonym : clash, discord, competition (1) the conflict between good and evil, (2) the longstanding conflict He and I often had conflicts, not only in personality but also in ideology. n. the fact or state that someone or something exists, occurs, or is present synonym: existence, actuality, fact (1) the evidence of the presence, (2) his majestic presence The path to a solid online presence necessitates a high technical ability. adj. feeling or characterized by intense joy, delight, or enthusiasm synonym: joyful, thrilled, exultant Page 2 / 27 communion emphasize emotional fellow scholarship (1) ecstatic joy, (2) ecstatic dance She was ecstatic to receive the news that she had won the lottery. n. the act or condition of exchanging or sharing thoughts and feelings; (Christianity) the act of participating in the celebration of the Eucharist synonym : affinity, intimacy, camaraderie (1) communion with God, (2) spiritual communion with nature We use this tableware in a communion service. v. to give or show particular importance to something synonym : highlight, accentuate, stress (1) emphasize her words, (2) emphasize a direct relationship Use italics or capitals to emphasize a word in a piece of writing. adj. relating to people's feelings synonym : affecting, impactful, impressive (1) emotional health, (2) emotional distress Human emotional responses vary widely depending on the society to which they belong. adj. someone who has the same job or interests as you, or is in the same class, profession, or situation as you synonym : buddy, mate, affiliate (1) junior fellow , (2) nice fellow He is the kind of fellow who only works for his success. n. a grant or payment made to support a student's education usually awarded based on academic or other achievements synonym: grant, award, stipend (1) a scholarship association, (2) college scholarship Page 3 / 27 heartfelt pray opposed encounter opposition She received a full scholarship to study abroad. adj. genuine, sincere, and expressing deep feelings or emotions synonym: sincere, genuine, heartfelt (1) heartfelt apology, (2) heartfelt condolence The letter was a heartfelt expression of gratitude to her parents. v. to make a request or petition to a higher power, especially in the form of a respectful or humble request synonym : implore, supplicate, entreat (1) pray devoutly, (2) pray for rain She closed her eyes and prayed for strength to overcome difficult times. adj. being completely different from something or disagreeing strongly with something synonym: anti, averse, hostile (1) two opposed characters, (2) absolutely opposed to abortion I'm strongly opposed to that plan. v. to face something, particularly something unpleasant or difficult, while attempting to do something else; to meet, especially unexpectedly synonym : meet, run into, come across (1) encounter a crisis, (2) encounter a storm I'm prepared to encounter challenges throughout this adventure. n. the act of disagreeing or resisting; the state of strong disagreement synonym: resistance, hostility, antagonism (1) opposition campaign, (2) meet with opposition The opposition party strongly disagreed with the Page 4 / 27 sect adhere spiritual thrive holocaust execute government's proposed legislation. n. a group of people who follow a particular religious or philosophical belief system, especially one that is regarded as outside the norm or mainstream synonym: group, faction, cult (1) sect beliefs, (2) secret sect The minority sect believed in a set of unconventional religious practices. v. to stick firmly; to be compatible synonym : comply, stick, cling (1) adhere to their plan, (2) adhere rigidly to the rules Administrators must adhere to the highest standards. adj. relating to or affecting the human spirit or soul as opposed to material or physical things synonym : otherworldly, ethereal, transcendental (1) constant spiritual striving, (2) spiritual leader The meditation class was focused on finding inner peace and cultivating a more spiritual connection with the universe. v. to grow vigorously; to make steady progress synonym : bloom, flourish, prosper (1) thrive in a society, (2) thrive on pressure Without investment, a business cannot thrive. n. the systematic killing of millions of Jews and other minority groups by the Nazis during World War II, or any similar act of mass destruction synonym: genocide, mass murder, devastation (1) nuclear holocaust, (2) the holocaust museum Many holocaust survivors still suffer from the trauma they experienced during that time. v. to kill someone, especially as a legal punishment; to carry out or perform an action, duty, etc. Page 5 / 27 destroy emigrate statistics identify attire synonym : direct, conduct, enforce (1) execute a bold strategy, (2) execute a double play The mafioso who collaborated with the police was executed. v. to ruin or damage severely or completely; to eradicate or eliminate completely synonym: demolish, ruin, obliterate (1) destroy the ecosystem, (2) destroyed evidence The building was destroyed in the fire and had to be rebuilt. v. to leave one's country or region to settle in another synonym : migrate, relocate, move (1) emigrate to a new country, (2) emigrate for better opportunities Many people emigrated from Ireland to America during the Great Famine. n. the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data (1) statistics for cancer, (2) official statistics The statistics demonstrate that poverty and unemployment are genuine problems. v. to recognize someone or something and say or prove who or what they are synonym: determine, specify, recognize (1) identify handwriting, (2) identify gene sequences I will introduce you to how to identify the leading causes of the malfunction. n. clothing, especially for a particular occasion or purpose synonym : clothing, dress, garb (1) businesslike attire, (2) casual attire The formal attire for the wedding was a black tie. Page 6 / 27 differ belt waist addition shave curl v. to be not like someone or something in some way synonym : vary, diverge, disagree (1) differ from the majority, (2) differ according to species The two products differed in their quality and price. v. to sing loudly and forcefully; to hit someone or something hard; (noun) a strip of leather or other material worn to tie or buckle something around the body synonym: sing, hit hard, (noun) strap (1) belt him in the face, (2) leather belt The band was belting out old songs in response to audience requests. n. the part of the human body between the ribs and hips or the corresponding part in other animals synonym: midriff, torso, abdomen (1) waist measurement, (2) a slim waist She cinched her dress at the waist to accentuate her hourglass figure. n. the act or process of adding something to something else; the process of adding numbers synonym: accumulation, expansion, addendum (1) chemical addition , (2) addition of vectors In addition, private corporations provide healthcare services. v. to remove body hair with a razor; to cut the price of something synonym: trim, cut down, prune (1) shave my head, (2) shave cheese That supermarket tried to shave certain costs by saving electricity. v. to form or make something form into a curved or spiral shape; (noun) a round shape formed by a series of concentric circles Page 7 / 27 beard requirement uniform severe conservative synonym : coil, curve, spiral (1) curl around street corners, (2) a curl of smoke The cat curled into a ball and went to sleep. n. hair that grows on a man's face, often around the mouth and chin synonym: facial hair, whiskers, stubble (1) a black beard, (2) shave my beard He grew a thick beard to change his appearance. n. something that is needed or wanted synonym : prerequisite, provision, condition (1) meet requirement , (2) school requirement What is the entry requirement for this course? adj. always the same; showing a single form or character in all occurrences; (noun) the special set of clothes worn by members of a particular group as a means of identification synonym: livery, outfit (1) at a uniform temperature, (2) our school uniform This country has a nationally uniform culture. adj. extremely serious or bad in feeling, manner, or strict and harsh; extremely strong or vigorous synonym : harsh, relentless, powerful (1) severe heat, (2) a severe case of pneumonia The senator received severe criticism from his opponent. adj. holding traditional views and values and opposed to change or innovation synonym: traditional, reactionary, cautious (1) a conservative society, (2) conservative about production He always makes a conservative estimation when predicting future sales. Page 8 / 27 blouse sleeve preserve secular radical advocate n. a loose-fitting upper garment for women, typically having a collar, buttons, and sleeves synonym: shirt, top, tunic (1) a lacy blouse, (2) blouse with sleeves She paired her denim jeans with a delicate floral blouse. n. a part of a garment that covers all or part of an arm synonym : arm covering, armband (1) a wide sleeve , (2) sleeve length He rolled up his sleeves to get ready to work. v. to keep or maintain a particular quality, feature, etc., especially to prevent it from decaying, being damaged, or being destroyed synonym: conserve, care for, maintain (1) preserve my strength, (2) preserve a country's heritage They worked hard to preserve the nature of their native lands. adj. not connected with religious or spiritual matters; worldly synonym: nonreligious, materialistic, temporal (1) secular trends, (2) normal secular life The school was founded as a secular institution with no religious affiliations. adj. relating to the essential aspects of anything; far beyond the norm, mainly used of opinions and actions synonym : extreme, revolutionary (1) a radical flaw in the plan, (2) a radical cure The government established by the coup was more radical than before. n. a person who supports or suggests an idea, development, or way of doing something synonym: proponent, exponent, promoter (1) an advocate of disarmament, (2) public education Page 9 / 27 assimilate Zionism advocates Advocates of abolishing the death penalty often argue that the alternative heaviest sentence should be life in prison. v. to take in and understand information or ideas; to integrate synonym : absorb, incorporate, integrate (1) assimilate into society, (2) assimilate a language The immigrant struggled to assimilate into the new culture. n. a movement for the return of Jews to Zion (Israel) and the resumption of Jewish sovereignty in the Land of Israel synonym: Jewish nationalism, Jewish restorationism (1) Zionism movement, (2) Zionism ideology Theodor Herzl is considered to be the father of modern. Zionism Session 2: Spelling 1. ass_____te a language v. to take in and understand information or ideas; to integrate 2. ad___e to their plan v. to stick firmly; to be compatible 3. the longstanding co____ct n. a strong disagreement, argument, or a violent clash between two opposing groups or individuals 4. cause un___t n. a state of agitation or disturbance; lack of calm or peace 5. a slim wa__t n. the part of the human body between the ribs and hips or the corresponding part in other animals 6. sh__e cheese v. to remove body hair with a razor; to cut the price of something 7. ex____e a double play v. to kill someone, especially as a legal punishment; to carry out or perform an action, duty, etc. 8. ec____ic dance adj. feeling or characterized by intense joy, delight, or enthusiasm 9. a spiritual pa_____sm n. the belief that God is identical with the universe and its natural laws or that the universe and nature constitute the divine reality 10. a c__l of smoke v. to form or make something form into a curved or spiral shape; (noun) a round shape formed by a series of concentric circles ANSWERS: 1. assimilate, 2. adhere, 3. conflict, 4. unrest, 5. waist, 6. shave, 7. execute, 8. ecstatic, 9. pantheism, 10. curl 11. shave my be__d n. hair that grows on a man's face, often around the mouth and chin 12. th___e in a society v. to grow vigorously; to make steady progress 13. a circular mo____nt n. a group of people working together to achieve a shared goal, especially a political, social, or artistic one; the process of moving or being moved, physically or figuratively 14. a lacy bl___e n. a loose-fitting upper garment for women, typically having a collar, buttons, and sleeves 15. de____yed evidence v. to ruin or damage severely or completely; to eradicate or eliminate completely 16. em_____ze a direct relationship v. to give or show particular importance to something 17. p__y devoutly v. to make a request or petition to a higher power, especially in the form of a respectful or humble request 18. nuclear ho_____st n. the systematic killing of millions of Jews and other minority groups by the Nazis during World War II, or any similar act of mass destruction 19. college sch______ip n. a grant or payment made to support a student's education usually awarded based on academic or other achievements 20. c__l around street corners v. to form or make something form into a curved or spiral shape; (noun) a round shape formed by a series of concentric circles ANSWERS: 11. beard, 12. thrive, 13. movement, 14. blouse, 15. destroy, 16. emphasize, 17. pray, 18. holocaust, 19. scholarship, 20. curl 21. ex____e a bold strategy v. to kill someone, especially as a legal punishment; to carry out or perform an action, duty, etc. 22. the evidence of the pr____ce n. the fact or state that someone or something exists, occurs, or is present 23. the co____ct between good and evil n. a strong disagreement, argument, or a violent clash between two opposing groups or individuals 24. sp_____al leader adj. relating to or affecting the human spirit or soul as opposed to material or physical things 25. se___e heat adj. extremely serious or bad in feeling, manner, or strict and harsh; extremely strong or vigorous 26. s__t beliefs n. a group of people who follow a particular religious or philosophical belief system, especially one that is regarded as outside the norm or mainstream 27. constant sp_____al striving adj. relating to or affecting the human spirit or soul as opposed to material or physical things 28. mo____nt of troops n. a group of people working together to achieve a shared goal, especially a political, social, or artistic one; the process of moving or being moved, physically or figuratively 29. chemical ad____on n. the act or process of adding something to something else; the process of adding numbers ANSWERS: 21. execute, 22. presence, 23. conflict, 24. spiritual, 25. severe, 26. sect, 27. spiritual, 28. movement, 29. addition 30. a ra____l cure adj. relating to the essential aspects of anything; far beyond the norm, mainly used of opinions and actions 31. sl___e length n. a part of a garment that covers all or part of an arm 32. meet with opp_____on n. the act of disagreeing or resisting; the state of strong disagreement 33. the c__e of an apple n. the most essential or fundamental part of something 34. th___e on pressure v. to grow vigorously; to make steady progress 35. wa__t measurement n. the part of the human body between the ribs and hips or the corresponding part in other animals 36. a wide sl___e n. a part of a garment that covers all or part of an arm 37. school req______nt n. something that is needed or wanted 38. c__e business activity n. the most essential or fundamental part of something 39. official sta_____cs n. the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data 40. he_____lt apology adj. genuine, sincere, and expressing deep feelings or emotions 41. di___r according to species v. to be not like someone or something in some way 42. businesslike at___e n. clothing, especially for a particular occasion or purpose ANSWERS: 30. radical, 31. sleeve, 32. opposition, 33. core, 34. thrive, 35. waist, 36. sleeve, 37. requirement, 38. core, 39. statistics, 40. heartfelt, 41. differ, 42. attire 43. a black be__d n. hair that grows on a man's face, often around the mouth and chin 44. opp_____on campaign n. the act of disagreeing or resisting; the state of strong disagreement 45. Zi____m ideology n. a movement for the return of Jews to Zion (Israel) and the resumption of Jewish sovereignty in the Land of Israel 46. ad____on of vectors n. the act or process of adding something to something else; the process of adding numbers 47. a se___e case of pneumonia adj. extremely serious or bad in feeling, manner, or strict and harsh; extremely strong or vigorous 48. ec____ic joy adj. feeling or characterized by intense joy, delight, or enthusiasm 49. se____r trends adj. not connected with religious or spiritual matters; worldly 50. meet req______nt n. something that is needed or wanted 51. junior fe___w adj. someone who has the same job or interests as you, or is in the same class, profession, or situation as you 52. di___r from the majority v. to be not like someone or something in some way 53. our school un____m adj. always the same; showing a single form or character in all occurrences; (noun) the special set of clothes worn by members of a particular group as a means of identification ANSWERS: 43. beard, 44. opposition, 45. Zionism, 46. addition, 47. severe, 48. ecstatic, 49. secular, 50. requirement, 51. fellow, 52. differ, 53. uniform 54. a ra____l flaw in the plan adj. relating to the essential aspects of anything; far beyond the norm, mainly used of opinions and actions 55. id____fy gene sequences v. to recognize someone or something and say or prove who or what they are 56. pr____ve my strength v. to keep or maintain a particular quality, feature, etc., especially to prevent it from decaying, being damaged, or being destroyed 57. public education ad____tes n. a person who supports or suggests an idea, development, or way of doing something 58. leather b__t v. to sing loudly and forcefully; to hit someone or something hard; (noun) a strip of leather or other material worn to tie or buckle something around the body 59. em____te for better opportunities v. to leave one's country or region to settle in another 60. em_____al distress adj. relating to people's feelings 61. b__t him in the face v. to sing loudly and forcefully; to hit someone or something hard; (noun) a strip of leather or other material worn to tie or buckle something around the body 62. em_____al health adj. relating to people's feelings 63. con______ive about production adj. holding traditional views and values and opposed to change or innovation 64. en_____er a crisis v. to face something, particularly something unpleasant or difficult, while attempting to do something else; to meet, especially unexpectedly ANSWERS: 54. radical, 55. identify, 56. preserve, 57. advocate, 58. belt, 59. emigrate, 60. emotional, 61. belt, 62. emotional, 63. conservative, 64. encounter 65. an ad____te of disarmament n. a person who supports or suggests an idea, development, or way of doing something 66. a con______ive society adj. holding traditional views and values and opposed to change or innovation 67. ass_____te into society v. to take in and understand information or ideas; to integrate 68. normal se____r life adj. not connected with religious or spiritual matters; worldly 69. casual at___e n. clothing, especially for a particular occasion or purpose 70. son of a ra__i n. a Jewish religious leader or a Jewish scholar or teacher 71. spiritual co_____on with nature n. the act or condition of exchanging or sharing thoughts and feelings; (Christianity) the act of participating in the celebration of the Eucharist 72. two op____d characters adj. being completely different from something or disagreeing strongly with something 73. em_____ze her words v. to give or show particular importance to something 74. the experience of de____t n. in Jewish mysticism, the state of total devotion and union with God 75. co_____on with God n. the act or condition of exchanging or sharing thoughts and feelings; (Christianity) the act of participating in the celebration of the Eucharist 76. a sch______ip association n. a grant or payment made to support a student's education usually awarded based on academic or other achievements ANSWERS: 65. advocate, 66. conservative, 67. assimilate, 68. secular, 69. attire, 70. rabbi, 71. communion, 72. opposed, 73. emphasize, 74. devekut, 75. communion, 76. scholarship 77. un___t in the city n. a state of agitation or disturbance; lack of calm or peace 78. en_____er a storm v. to face something, particularly something unpleasant or difficult, while attempting to do something else; to meet, especially unexpectedly 79. sta_____cs for cancer n. the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data 80. the ho_____st museum n. the systematic killing of millions of Jews and other minority groups by the Nazis during World War II, or any similar act of mass destruction 81. sh__e my head v. to remove body hair with a razor; to cut the price of something 82. he_____lt condolence adj. genuine, sincere, and expressing deep feelings or emotions 83. at a un____m temperature adj. always the same; showing a single form or character in all occurrences; (noun) the special set of clothes worn by members of a particular group as a means of identification 84. the city's communal ra__i n. a Jewish religious leader or a Jewish scholar or teacher 85. Zi____m movement n. a movement for the return of Jews to Zion (Israel) and the resumption of Jewish sovereignty in the Land of Israel 86. p__y for rain v. to make a request or petition to a higher power, especially in the form of a respectful or humble request ANSWERS: 77. unrest, 78. encounter, 79. statistics, 80. holocaust, 81. shave, 82. heartfelt, 83. uniform, 84. rabbi, 85. Zionism, 86. pray 87. the state of de____t n. in Jewish mysticism, the state of total devotion and union with God 88. his majestic pr____ce n. the fact or state that someone or something exists, occurs, or is present 89. pa_____sm faith n. the belief that God is identical with the universe and its natural laws or that the universe and nature constitute the divine reality 90. absolutely op____d to abortion adj. being completely different from something or disagreeing strongly with something 91. ad___e rigidly to the rules v. to stick firmly; to be compatible 92. nice fe___w adj. someone who has the same job or interests as you, or is in the same class, profession, or situation as you 93. em____te to a new country v. to leave one's country or region to settle in another 94. de____y the ecosystem v. to ruin or damage severely or completely; to eradicate or eliminate completely 95. id____fy handwriting v. to recognize someone or something and say or prove who or what they are 96. secret s__t n. a group of people who follow a particular religious or philosophical belief system, especially one that is regarded as outside the norm or mainstream 97. pr____ve a country's heritage v. to keep or maintain a particular quality, feature, etc., especially to prevent it from decaying, being damaged, or being destroyed ANSWERS: 87. devekut, 88. presence, 89. pantheism, 90. opposed, 91. adhere, 92. fellow, 93. emigrate, 94. destroy, 95. identify, 96. sect, 97. preserve 98. bl___e with sleeves ANSWERS: 98. blouse n. a loose-fitting upper garment for women, typically having a collar, buttons, and sleeves Session 3: Fill in the Blanks 1. The school was founded as a _______ institution with no religious affiliations. adj. not connected with religious or spiritual matters; worldly 2. The minority ____ believed in a set of unconventional religious practices. n. a group of people who follow a particular religious or philosophical belief system, especially one that is regarded as outside the norm or mainstream 3. He grew a thick _____ to change his appearance. n. hair that grows on a man's face, often around the mouth and chin 4. The government established by the coup was more _______ than before. adj. relating to the essential aspects of anything; far beyond the norm, mainly used of opinions and actions 5. Administrators must ______ to the highest standards. v. to stick firmly; to be compatible 6. She was ________ to receive the news that she had won the lottery. adj. feeling or characterized by intense joy, delight, or enthusiasm 7. The cat ______ into a ball and went to sleep. v. to form or make something form into a curved or spiral shape; (noun) a round shape formed by a series of concentric circles 8. Theodor Herzl is considered to be the father of modern _______. n. a movement for the return of Jews to Zion (Israel) and the resumption of Jewish sovereignty in the Land of Israel ANSWERS: 1. secular, 2. sect, 3. beard, 4. radical, 5. adhere, 6. ecstatic, 7. curled, 8. Zionism 9. That supermarket tried to _____ certain costs by saving electricity. v. to remove body hair with a razor; to cut the price of something 10. These gas nebulas are merely newborn galactic _____. n. the most essential or fundamental part of something 11. She closed her eyes and ______ for strength to overcome difficult times. v. to make a request or petition to a higher power, especially in the form of a respectful or humble request 12. The __________ party strongly disagreed with the government's proposed legislation. n. the act of disagreeing or resisting; the state of strong disagreement 13. She paired her denim jeans with a delicate floral ______. n. a loose-fitting upper garment for women, typically having a collar, buttons, and sleeves 14. Many people _________ from Ireland to America during the Great Famine. v. to leave one's country or region to settle in another 15. She cinched her dress at the _____ to accentuate her hourglass figure. n. the part of the human body between the ribs and hips or the corresponding part in other animals 16. The meditation class was focused on finding inner peace and cultivating a more _________ connection with the universe. adj. relating to or affecting the human spirit or soul as opposed to material or physical things ANSWERS: 9. shave, 10. cores, 11. prayed, 12. opposition, 13. blouse, 14. emigrated, 15. waist, 16. spiritual 17. The chief _____ chanted a prayer. n. a Jewish religious leader or a Jewish scholar or teacher 18. We use this tableware in a _________ service. n. the act or condition of exchanging or sharing thoughts and feelings; (Christianity) the act of participating in the celebration of the Eucharist 19. Many _________ survivors still suffer from the trauma they experienced during that time. n. the systematic killing of millions of Jews and other minority groups by the Nazis during World War II, or any similar act of mass destruction 20. They worked hard to ________ the nature of their native lands. v. to keep or maintain a particular quality, feature, etc., especially to prevent it from decaying, being damaged, or being destroyed 21. I'm strongly _______ to that plan. adj. being completely different from something or disagreeing strongly with something 22. The band was _______ out old songs in response to audience requests. v. to sing loudly and forcefully; to hit someone or something hard; (noun) a strip of leather or other material worn to tie or buckle something around the body 23. What is the entry ___________ for this course? n. something that is needed or wanted 24. She received a full ___________ to study abroad. n. a grant or payment made to support a student's education usually awarded based on academic or other achievements ANSWERS: 17. rabbi, 18. communion, 19. holocaust, 20. preserve, 21. opposed, 22. belting, 23. requirement, 24. scholarship 25. The building was _________ in the fire and had to be rebuilt. v. to ruin or damage severely or completely; to eradicate or eliminate completely 26. _________ of abolishing the death penalty often argue that the alternative heaviest sentence should be life in prison. n. a person who supports or suggests an idea, development, or way of doing something 27. The path to a solid online ________ necessitates a high technical ability. n. the fact or state that someone or something exists, occurs, or is present 28. In _________ private corporations provide healthcare services. n. the act or process of adding something to something else; the process of adding numbers 29. He and I often had __________ not only in personality but also in ideology. n. a strong disagreement, argument, or a violent clash between two opposing groups or individuals 30. The philosopher Spinoza was a prominent advocate of __________ and his ideas significantly impacted later philosophical movements such as German idealism. n. the belief that God is identical with the universe and its natural laws or that the universe and nature constitute the divine reality 31. I will introduce you to how to ________ the leading causes of the malfunction. v. to recognize someone or something and say or prove who or what they are 32. Human _________ responses vary widely depending on the society to which they belong. adj. relating to people's feelings ANSWERS: 25. destroyed, 26. Advocates, 27. presence, 28. addition, 29. conflicts, 30. pantheism, 31. identify, 32. emotional 33. The goal of _______ is to achieve a sense of closeness and connection with the divine. n. in Jewish mysticism, the state of total devotion and union with God 34. The __________ demonstrate that poverty and unemployment are genuine problems. n. the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data 35. He rolled up his _______ to get ready to work. n. a part of a garment that covers all or part of an arm 36. He is the kind of ______ who only works for his success. adj. someone who has the same job or interests as you, or is in the same class, profession, or situation as you 37. The senator received ______ criticism from his opponent. adj. extremely serious or bad in feeling, manner, or strict and harsh; extremely strong or vigorous 38. I'm prepared to _________ challenges throughout this adventure. v. to face something, particularly something unpleasant or difficult, while attempting to do something else; to meet, especially unexpectedly 39. He always makes a ____________ estimation when predicting future sales. adj. holding traditional views and values and opposed to change or innovation 40. This country has a nationally _______ culture. adj. always the same; showing a single form or character in all occurrences; (noun) the special set of clothes worn by members of a particular group as a means of identification ANSWERS: 33. devekut, 34. statistics, 35. sleeves, 36. fellow, 37. severe, 38. encounter, 39. conservative, 40. uniform 41. The two products ________ in their quality and price. v. to be not like someone or something in some way 42. The immigrant struggled to __________ into the new culture. v. to take in and understand information or ideas; to integrate 43. The letter was a _________ expression of gratitude to her parents. adj. genuine, sincere, and expressing deep feelings or emotions 44. The formal ______ for the wedding was a black tie. n. clothing, especially for a particular occasion or purpose 45. Without investment, a business cannot ______. v. to grow vigorously; to make steady progress 46. Use italics or capitals to _________ a word in a piece of writing. v. to give or show particular importance to something 47. The recent political ______ in the country has led to widespread protests and civil disobedience. n. a state of agitation or disturbance; lack of calm or peace 48. The ________ of the dancers on stage was graceful and elegant. n. a group of people working together to achieve a shared goal, especially a political, social, or artistic one; the process of moving or being moved, physically or figuratively 49. 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Teaching Materials Teaching Strategies This section provides primary sources that document how Indian and European men and one English and one Indian woman have described the practice of sati or the selfimmolation of Hindu widows. Although they are all critical of self-immolation, Francois Bernier, Fanny Parks, Lord William Bentinck, and Rev. England present four different European perspectives on the practice of sati and what it represents about Indian culture in general, and the Hindu religion and Hindu women in particular. They also indicate increasing negativism in European attitudes toward India and the Hindu religion in general. It would be useful to compare the attitudes of Bentinck and England as representing the secular and sacred aspects of British criticism of sati. A comparison of Bentinck's minute with the subsequent legislation also reveals differences in tone between private and public documents of colonial officials. Finally, a comparison between the Fanny Parks and the three men should raise discussion on whether or not the gender and social status of the writer made any difference in his or her appraisal of the practice of self-immolation. The three sources by Indian men and one by an Indian woman illustrate the diversity of their attitudes toward sati. The Marathi source illuminates the material concerns of relatives of the Hindu widow who is urged to adopt a son so as to keep a potentially lucrative office within the extended family. These men are willing to undertake intense and delicate negotiations to secure a suitably related male child who could be adopted. This letter also documents that adoption was a legitimate practice among Hindus and that Hindu women as well as men could adopt an heir. Ram Mohan Roy's argument illustrates a rationalist effort to reform Hindu customs with the assistance of British legislation. Roy illustrates one of the many ways in which Indians collaborate with British political power in order to secure change within Indian society. He also enabled the British to counter arguments of orthodox Hindus about the scriptural basis for the legitimacy of self-immolation of Hindu widows. The petition of the orthodox Hindu community in Calcutta, the capital of the Company's territories in India, documents an early effort of Indians to keep the British colonial power from legislating on matters pertaining to the private sphere of Indian family life. Finally, Pandita Ramabai reflects the ways in which ancient Hindu scriptures and their interpretation continued to dominate debate. Students should consider how Ramabai's effort to raise funds for her future work among child widows in India might have influenced her discussion of sati. Two key issues should be emphasized. First, both Indian supporters and European and Indian opponents of the practice of self-immolation argue their positions on the bodies of Hindu women and all the men involved appeal to Hindu scriptures to legitimate their support or opposition. Second, the voices of Indian women were filtered through the sieve of Indian and European men and a very few British women until the late 19th century. Discussion Questions: * How do the written and visual sources portray the Hindu women who commit self-immolation? Possible aspects range from physical appearance and age, motivation, evidence of physical pain that even the most devoted woman must suffer while burning to death to any evidence of the agency or autonomy of the Hindu widow in deciding to commit sati. Are any differences discernible and if so, do they seem related to gender or nationality of the observer or time period in which they were observed? * How are the brahman priests who preside at the self-immolation portrayed in Indian and European sources? What might account for any similarities and differences? * What reasons are used to deter Hindu widows from committing sati? What do these reasons reveal about the nature of family life in India and the relationships between men and women? * What do the reasons that orthodox Hindus provide to European observers and to Indian reformers reveal about the significance of sati for the practice of the Hindu religion? What do their arguments reveal about orthodox Hindu attitudes toward women and the family? * How are Hindu scriptures used in various ways in the debates before and after the prohibition of sati? * What is the tone of the petition from 800 Hindu to their British governor? Whom do they claim to represent? What is their justification for the ritual of selfimmolation? What is their attitude toward the Mughal empire whose Muslim rulers had preceded the British? What is their characterization of the petitioners toward those Hindus who support the prohibition on sati? How do the petitioners envision the proper relationship between the state and the practice of religion among its subjects? * Who or what factors do European observers, British officials, and Indian opponents of sati hold to be responsible for the continuance of the practice of sati? * What were the reasons that widows gave for committing sati? Were they religious, social or material motives? What is the evidence that the widows were voluntarily committing sati before 1829? What reasons did the opponents of sati give for the decisions of widows to commit self-immolation? What reasons did opponents give for widows who tried to escape from their husbands' pyres? * What are the reasons that Lord Bentinck and his Executive Council cite for their decision to declare the practice of sati illegal? Are the arguments similar to or different from his arguments in his minute a month earlier? What do these reasons reveal about British attitudes toward their role or mission in India? Do they use any of the arguments cited by Ram Mohan Roy or Pandita Ramabai? * What do these sources, both those who oppose sati and those who advocate it, reveal about their attitudes to the Hindu religion in particular and Indian culture in general? Lesson Plan: Perceptions of Sati: A Comparative Analysis Time Estimate Five 50-minute class periods and DBQ as an independent assignment. Objectives After completing this lesson, students will be able to: 1. analyze textual primary sources. 2. analyze visual primary sources. 3. recognize the ways that language reveals point-of-view. 4. analyze how the cultural biases of Europeans and Indians influence their attitudes toward the act of sati. Materials * Sufficient copies of the Sati Introduction * Sufficient copies of the following sources (European viewpoint), stapled together: o Source 1: Letter, Francois Bernier o Source 5: Diary, Fanny Parks o Source 8: Engraving, James Peggs o Source 9: Nonfiction, James Peggs * Sufficient copies of the following sources (Indian viewpoint), stapled together: o Source 4: Nonfiction, Rajah Rammohun Roy o Source 7: Petition, Orthodox Hindus o Source 10: Nonfiction, Pandita Ramabai o Source 11: Object, Sati Handprints * Sufficient copies of Primary Source Analysis Worksheet: Images * Sufficient copies of Primary Source Analysis Worksheet: Texts Strategies * Hook: o Ask students to respond on paper to the following question, "What traditions does your family engage in that other families might think are strange or unusual?" o After students have written down their individual answers, have them share them with the class. o Write the words "cultural bias" on the board and give students the definition: cultural bias is when we judge others according to the standards or norms of our own culture. Lead a discussion linking that definition back to the examples they shared. * Contextualizing the Sources: o Direct students to read the Sati Introduction. o After they have read the selection, have students answer the following questions on paper, then discuss as a class: [x] Define what the word "sati" refers to today. [x] What is the literal translation of the word in Sanskrit? Why might that word have been chosen to refer to the self-immolation ritual of widows? [x] What other restrictions have historically been put on widows? [x] Why might widows as a social group have had restrictions put on them? What about them makes them vulnerable? What about them makes them a possible threat to society? [x] Create a chronology of European views of sati. [x] How did European views of sati change over time? * Interpreting the Sources: o Direct students to read each of the primary sources, being sure to keep the European sources separate from the Indian sources. o Distribute Primary Source Analysis Worksheet: Images and Primary Source Analysis Worksheet: Texts. o Direct students to fill out the worksheets for each of the eight assigned sources. They should complete this individually, either for homework or in class. o Discuss their responses as a class. * Comparing Points-of-View: o Have students go back through the textual sources and circle words used to characterize: the widows, the Brahmins, and the act of sati. Remind them to keep the sources written by Europeans separate from the sources written by Indians. o Divide students into small groups, then ask them to create charts of the words they circled in the documents. They must create two separate charts: the first will list words used by Europeans to describe widows, Brahmins, and sati. The second chart will list words used by Indians to describe widows, Brahmins, and sati. o Instruct students to use their charts to answer the questions below, continuing to work in small groups. [x] How would you characterize the language used by Europeans to describe the widows? The Brahmins? The act of sati? * Students should understand that the Europeans tend to describe the widows as victims, the Brahmins as perpetrators of evil, and the act of sati as a strange, barbaric ritual. Be sure to link these characterizations back to the concept of cultural bias. [x] How would you characterize the language used by Indians to describe the widows? The Brahmins? The act of sati? * Students should see that the language used by Indians allows for more agency on the part of widows. Widows are seen as having a variety of motives for engaging in the act of sati and having some control over the act itself. Brahmins are characterized in multiple ways but are generally not demonized. The act itself is described in more neutral language than the Europeans used. In general, Indians do less stereotyping and generalizing about the act and its participants. o Discuss their answers as a class. o Conclude by discussing why European and Indian perceptions may have differed and what motives the Europeans and the Indians may have had for using the language they did. [x] Students should again connect European and Indian perceptions with the concept of cultural bias. Because the Indians are familiar with sati and see it as part of their cultural standard, their characterizations of it are more complex. Indians are also less likely to characterize women as being victims than are Europeans. Both sides use inflammatory language to try to persuade their audiences to support their argument. * Document-Based Essay Question: o Distribute copies of the Document-Based Essay Question. o Allow students time in class to brainstorm and outline their ideas. o Instruct students to complete the essay outside of class. Collect in the next class period. Differentiation Technology: Teachers in classrooms with SMART Boards, student laptops and access to SMART programs may wish to integrate their technology into the "comparing points-of-view" portion of the lesson. After students circle the language choices made by the Europeans and the Indians, divide them into groups, giving one laptop to each group. Instruct students to use the laptops to create two concept maps in SMART Ideas, one mapping the words used in the European sources, and one mapping the words used in the Indian sources. Then, have the groups e-mail their concept maps to the teacher. Choose the best ones, display them on the SMART Board, and use them as a model for the class discussion about how to characterize the language choices found in both sets of sources. Advanced Students: As a hook, ask students what rituals they can think of that involve the use of fire. Brainstorm a list as a class, then ask students to write down any themes that they see. One theme should be the association of fire with purification or chasteness. Discuss why this is true. Bring this theme up again at the end of the "Comparing Points of View" section of the lesson by asking students to compare European and Indian uses of fire and concepts of what it means to be pure. In the "Interpreting Sources" step, only have students fill out a complete worksheet for visual image and one textual source. Rather than filling out the rest of the worksheets alone, then discussing them, accelerate the lesson by having students fill them out as you discuss the documents. Instruct students to complete the Document-Based Essay at home; do not allow for extra in-class time to complete outlines and do brainstorming around the question. Less Advanced Students: Complete more steps of the lesson as a class rather than asking students to complete them individually. This is particularly necessary for the document interpretations: read the documents out loud as a class, then complete the text worksheets as a class. Add an intermediate step in creating the document-based essay: ask students to hand in an outline of their answer, receive feedback from you, then turn the outline into an essay. Document Based Question (Suggested writing time: 40 minutes) Directions: The following question is based on the documents included in this module. This question is designed to test your ability to work with and understand historical documents. Write an essay that: * Has a relevant thesis and supports that thesis with evidence from the documents. * Uses at least five sources in the module. * Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually. * Takes into account both the sources of the documents and the authors' points of view. You may refer to relevant historical information not mentioned in the documents. Question: Significant differences exist between the European and Indian attitudes toward the act of sati and toward the participants in that act. Account for why those differences exist. Be sure to analyze point of view in at least three documents or images. What additional sources, types of documents, or information would you need to have a more complete view of this topic? Bibliography Anand, Mulk Raj. Sati: A Writeup of Raja Ram Mohan Roy About Burning of Widows Alive. Delhi: B. R. Publishing Corporation, 1989 This volume republishes tracts by Roy arguing against the legitimacy of the practice of self-immolation, related petitions from the 1820s, and articles from newspapers, news magazines, and left journals about the alleged sati of Roop Kanwar in 1987. Banerjee, Pompa. Burning Women: Widows, Wtiches, and Early Modern European Travelers in India. New York: Palgrave Macmillan, 2003. An exploration of how European accounts from the 1500s to the 1700s of the ritualized violence involved in the self-immolation of Hindu widows intersected with the burning of witches and criminal wives in Europe during the same centuries. Hawley, John Stratton, ed. Sati The Blessing and the Curse: The Burning of Wives in India. New York: Oxford University Press, 1994. A collection of essays representing diverse viewpoints from a conference at Columbia University held in 1988 after the alleged sati of Roop Kanwar in 1987. The essays range from theoretical analyses to an intensive dissection of events in Deorala. The bibliography of primary and secondary sources is extensive. Mani, Lata. Contentious Traditions: The Debate on Sati in Colonial India. Berkeley and Los Angeles: University of California Press, 1998. A highly influential analysis of the arguments and eyewitness accounts of British officials, Indian elites, and Christian missionaries about self-immolation that emphasizes how the debates were waged on the bodies of Indian women. Yang, Anand A. Whose Sati? Widow Burning in Early Nineteenth Century India." Journal of Women's History, 1, 2 (1989), 8-33. A landmark analysis based on British district records in Bihar and Bengal from 1815 to 1828 that reveals the limited incidence of sati, the preponderance of low caste widows in most districts who committed self-immolation during this period, and probably the significance of economic motives in determining who committed sati.	<urn:uuid:c2b591a4-595a-4e7f-b0be-4fcd86a01f9c>	CC-MAIN-2024-42	https://chnm.gmu.edu/wwh/modules/lesson5/pdfs/satiteachingmaterials.pdf	2024-10-14T02:41:05+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00453.warc.gz	142,993,012	3,354	eng_Latn	eng_Latn	0.989381	eng_Latn	0.996831	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3156, 5761, 6002, 7639, 11125, 12170, 13582, 14665, 16701 ]	[ 4.875 ]	1	0
Year 1 Curriculum newsletter - Autumn 2 2023 In Reading, fairy tales will be our inspiration during this half term. Our focus is to be able to sequence the events in a story, talk about what we think what might happen, and we liked or did not like about our stories. In Writing, we will be continuing to embed how to use capital letters, finger spaces and full stops in our sentences. We will learn how to extend our sentences using the conjunction 'and' and begin to make our writing more interesting by using adjectives. In handwriting, we will be learning how to join our cursive letters. In History, we will find out about Bonfire Night and think about how Granny would have celebrated it and how the celebration has changed throughout time. Our topic this half-term is "Once upon a time" In Science, we will be learning about classification and how to classify animals by their features. The classifications are mammals, birds, fish, amphibians and reptiles. In Computing, we will remind ourselves of being safe online and how to log on to Purple Mash. We will also learn how to programme a Beebot. In SCARF, we will explore the theme "valuing difference". This will discuss topics such as differences, being unkind compared to bullying and special people. In Art, we will be working with clay and thinking about the 3D form of the face to create the giant's face from the Jack and the Beanstalk. E-mail: email@example.com In RE, we look at the concept of waiting with respect to advent and Christmas in the Christian calendar. In Geography: We will be exploring the weather and creating our own weather forecasts! Website: In Mathematics, we will start off with multiplication and division with regards to the 2x table. We will be counting in 2s to 20. This will feed into sharing equally and finding half of objects, shapes and quantities. We will also be exploring odd and even numbers. Next, we will look at common 2D shapes and be able to recognise and name them. Once confident in our 2s, we will explore counting in 5s and 10s. We will find one more and one less of a given number. Finally, we will partition 6,7,8 and 9 and solve addition and subtraction problems. In PE: In rhythmic gymnastics, we will be applying balances and movements by creating routines. In Cricket, will be practising our ball skills, learning how to control a ball with feet, hands and equipment. We encourage you to come and speak to any member of the team to share your concerns and joys. Please ensure an appointment is made via the school office to speak with your teacher. How you can help your child at home: Reading: Please continue supporting them by providing them opportunities for them to be reading regularly their colour book band book from school. Sharing a story or a rhyme/poem is also a valuable activity, which helps to develop their language and vocabulary. Please continue to sign your child's reading diary each time you read together. We will be swapping reading books every Friday so please ensure these are returned every week. Phonics: Stickers in reading diaries will inform you what phonics the children have been learning that week alongside any "harder to read and spell words" (HRS words). Maths: Go on a number hunt whilst you're out and about looking for double digit numbers (house numbers, price labels, road signs, car registration numbers). Ask your child to identify the number, can they tell you what one more and one less is? Choose a starting number e.g. start at 25 then recite the next ten numbers in the sequence, then choose another number and do the same. Grammar and punctuation: Within our literacy sessions at school we will also be having grammar and punctuation sessions. The link below will explain what you can expect your children to be doing throughout the year. If you have any questions, please speak to your class teacher. https://home.oxfordowl.co.uk/english/primary-grammar/grammar-year-1-age-5-6/ Computing: Every week this half term we will send home different activities through "purple mash". This will allow children to practise their computing skills (being able to log in independently, complete and save activities). It allows them to have screen time in a fun and constructive way. Don't forget to: Send in a water bottle on Monday Bring your book and reading diary every Friday – books will be swapped every Friday. Name all of your child's belongings Check the "Weekly overview" newsletter that is sent by email every Friday. E-mail: firstname.lastname@example.org Dates for your diary November 20th November – School photos 24th November – PTA Dress Down Day 24th November – PTA Neon Disco 30th November – Flu Immunisations December 1st December – Christmas Decoration Making 6th December – Christmas Panto 8th December – Christmas Fayre 11th Santa's Grotto th 11 /12 th /13 th – Christmas performances th 14 – Christmas Dinner 15th – Last day of term Further information will be available closer to the time. Belongings Please ensure your child's name is on all of their clothing, lunch boxes and PE kits. We already have items of unnamed clothing that have gone missing and have wasted valuable learning time looking for clothes. Outdoor learning Children can wear leggings/tracksuit trousers and trainers or wellies. School sweatshirts/cardigans should be worn on top. Please bring a coat in case of poor weather.	<urn:uuid:abcf69df-641c-4010-bd8b-11bb308534d4>	CC-MAIN-2024-42	https://alverstokeinfant.co.uk/wp-content/uploads/Y1-Half-termly-newsletter-aut-2.pdf	2024-10-14T01:54:38+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00456.warc.gz	81,361,454	1,180	eng_Latn	eng_Latn	0.99884	eng_Latn	0.998887	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2423, 5461 ]	[ 3.15625 ]	1	0
! ! ! Sacred Visions for the Himalayan Region : Manang & Mustang Valley Sarosh Pradhan Sarosh Pradhan & Associations! ! Abstract The Manang and Mustang Valley in the Himalayan region has been a space on this planet, where purity of the landscape and the Mountains is connected to spiritual quest of its inhabitants. Where snowpeaked mountains melt into lakes and small tributaries and sacred rivers begin their journey to meet oceans. This landscape has given rise to breathtaking beauty where play of cosmic energy along with simple awareness of human habitat has given rise to unique culture and architecture that is humble, strong yet devoid of monumental or iconic architecture that we witness in urban cities. For centuries this region remained isolated to the outside world due to its challenging terrain, yet evolved unique identity and character that resonated with its beautiful natural landscape. The paper explores a vision for the Manang and Mustang valley, which presently is at the threshold of massive change after the motorable road reaching these remote spaces. Jomsom and Chame are no longer villages but resemble an urban chaos. But smaller villages higher up such as Brakka still resonate 500-yearold Monasteries merging with the Community and landscape. This presentation would explore and delve into a visual reflection reminding all about the Sacred Visions necessary for the Himalayan Region. Background The Manang and Mustang Valley in the Himalayan region has been a space on this planet, where purity of the landscape and the Mountains is connected to spiritual quest of its inhabitants. Where snow-peaked mountains melt into lakes and small tributaries and sacred rivers begin their journey to meet oceans. This landscape has given rise to breathtaking beauty where play of cosmic energy along with simple awareness of human habitat has given rise to unique culture and architecture that is humble, strong yet devoid of monumental or iconic architecture that we witness in urban cities. Being one of the few places in the Himalayan region that has been able to retain its traditional culture and environment, it is significant to shift the main focus in the importance of maintaining the authenticity of its divine culture for further expanding its potentiality of making positive contribution in today's world. The traditions and culture of Manang and Mustang have survived well in its past years, but the potential problems of modernization grow together with the need for connectivity and ease of accessibility with the newly built road linkages. This presentation and paper strives to explore broad range of potentials and considerations necessary for the long-term vision for the Manang and Mustang region to retain the sacredness and beauty, while injecting carefully the authentic cultural and nature-based tourism experiences. 967 SACREDNESS The geomorphology of this terrain is unique. Touching the rim of the Tibetan plateau to the North and folding into the Kali Gandaki Gorge as it slopes south, Mustang bears witness to enormous forces that formed this landscape 65 million years ago when India was separated by the Tethysian Sea from Eurasia. Along the southern edge of Eurasia as the two continents conversed as the thinner ocean boundary of the Indian Land mass was forced under the thicker Eurasian crust. Thrusting along this line, the Himalayas were formed. The continual elevation of the Himalayas started to show substantial variations on the climatic conditions. The Northern stretches were initially as warm as the Southern ones but when the peaks started to rise above twenty thousand feet, the humid air from the plains was no longer able to penetrate the plateau, thus fashioning a vast barren desert landscape. The relevance of Frank Lloyd Wright's quote is echoed coherently when he says 'No house should ever be on a hill or on anything. It should be of the hill. Belonging to it. Hill and house should live together each the happier for the other'.[1] The landscape of this valley fuse imperceptibly almost unnoticed in all the villages and embraces the mountains. Rammed Earth Architecture has been used to create architecture that is a deep reflection of the local context. Survival in this harsh environment is difficult at its best - even for the rugged people of the Himalayas. For centuries this region remained isolated to the outside world due to its challenging terrain and political reasons, but despite these challenge Mustang evolved unique identity and character that resonated with its beautiful natural landscape. Kag Chode Thupten Samphel Ling, a monastery established in 1429, was built on a wall of earth that leans inward as it rises and consists of horizontally laid wooden beams at intervals across the wall, visible from the outside, which could have been used to improve the seismic resistance of the structure and thermal capabilities. It shows the viability of earthen architecture that has stood the tests of time. [2] PAPERS: VOLUME II of III ! ! LANDSCAPE & TRADITIONAL ARCHITECURE : A Source of Inspiration The Geomorphology of this terrain is unique. Touching the rim of the Tibetan plateau to the North and folding into the Kali Gandaki Gorge as it slopes south, Mustang bears witness to the enormous forces that formed this landscape 65 million years ago when India was separated by the Tethysian Sea from Eurasia. Along the southern edge of Eurasia as the two continents conversed as the thinner ocean boundary of the Indian Land mass was forced under the thicker Eurasian crust. But the Indian Plate's continental border was too dense to be suppressed. Thrusting along this line, the Himalayas were formed. The continual elevation of the Himalayas started to show substantial consequences on the climatic conditions. The Northern stretches were initially as warm as the Southern ones but when the peaks started to bolster above twenty thousand feet, the humid air from the plains was no longer able to penetrate the plateau, thus fashioning a vast barren desert landscape. Survival in this harsh environment is difficult at its best - even for the rugged people of the Himalayas. For centuries this region remained isolated to the outside world due to its challenging terrain and political reasons, but despite these challenge Mustang evolved unique identity and character that resonated with its beautiful natural landscape. The relevance of Frank Lloyd Wright's quote is echoed coherently when he says "No house should ever be on a hill or on anything. It should be of the hill. Belonging to it. Hill and house should live together each the happier for the other". The landscape of this valley fuse imperceptibly almost unnoticed in all the villages and embraces the mountains. Rammed Earth Architecture has been used to create an endogenous architecture that is a deep reflection of the local context. MANAGEMENT of RESOURCES The management of precious resources should be at the heart of the vision and planning principles. Considering the fact that the uniqueness and purity of a place such as Manang and Mustang is derived largely from the existence and balance of its resources and utilization so as to sustain and retain its originality. Life of the people living in this region revolves with trade, tourism and animal rearing with the rain shadow of Dhaulagiri. Presently also the house of Mustang is built in the Tibetan style which shows the example of the survival of Tibetan culture in Nepal. Materials used in roofing are the symbols and synonymous of prosperity in Nepali society. In Mustang district many rural houses are constructed by using mud. Even few are the houses that are slate roofed. A traditional house is made from stone and brick walls, roofs made with poplar wooden beams and willow twigs covered with straw, grass, mud and clay; sometimes even with the dung of cows, donkeys or horses to increase its solidness. Three-fourths of people here migrate down to Pokhara and Kathmandu in the harsh winter months. Integration of the buildings and its construction materials into the natural environment is a must to achieve good resource management. Understanding the natural environment is the first step towards achieving a nature integral design. As the basic principles that outline a nature-positive design are all innate in the vernacular design concept; vernacular building design ideas should be encouraged and improved in order to achieve PAPERS: VOLUME II of III ! ! ! sustainable and healthy nature integrated designs, making use of the local landscape, local materials, orientation, sustainable techniques of recycling and permaculture, local climate and the conscious idea of balance with nature. HOLISTIC approach towards ENVIRONMENT, BUILDING AND PEOPLE The arid and rugged landscape of this region has shaped the people for centuries, and the people have respected the landscape even though with the hardships endured. This perfect blend has defined the trans-Himalayan typical and unique way of life. Its buildings make best use of sun, wind and rainfall to supply energy and water needs of occupants. The use of vernacular material reflects the climatic, geographical and social aspect of the region. ! With greater development comes greater expectation and exploitation of natural resources. Local people also want comfort and want the ease and benefit of development, yet the haphazard use of concrete and foreign materials over-riding the natural materials that exist needs a stronger understanding and standard that needs to be addressed at a policy level of management. This remains a challenging factor to initiate a long-term vision planning and implementation to maintain the balance between environment, building and people. Engaging the communities in natural resource management is equally important for the sustainability of the spirit of the place. It is a matter of priority to find a mutual alignment between public aspirations of development and the need for conservation. This is possible by generating awareness and understanding with the local Community instead of imposing laws to make them accept changes in a desired way. APPROPRIATE BUILDING TECHNOLOGIES based on EARTH Compressed Stabilized Earth Block There is a growing interest in stabilized earth building materials development with respect to an energy conscious and ecological design. These materials integrate strength and serviceability requirements for thermal transmittance – relevant to the Himalayan region. The compressed earth block, more commonly known as the adobe block, can be deemed as a modern descendant of the molded earth block. However, the idea of compacting earth to improve the quality and performance of molded earth blocks is far from new and the first compressed earth blocks have been produced with wooden molds. In present, the earth, raw or stabilized, is sporadically moistened, poured into a steel press and then compressed manually or by a motor press - can be compressed in many different shapes and sizes. The compressive strength of compressed stabilized earth building blocks depends on the type of soil, the type and volume of stabilizer, and the compaction force used to shape the block. Compressed stabilized earth blocks are typically more compact than a variety of concrete masonry items, such as aerated and lightweight concrete blocks. Low density compressed earth blocks have the advantage of acting as better thermal insulators over high density ones. Case Study The examples of Auroville, Ladakh and the Sky-caves form an important inspiration to understand earthy materials and its relationship to the built environment in sync with the spirit of a place, and to use this distilled knowledge into developing places in the Himalayan region. Auroville The term Auroville comes from the French Aurora meaning Dawn, and Ville meaning City. In the 1960s, India's fascination and need to consciously promote sustainable development led a small band of people from different countries to unite in a shared vision for the degraded region. From the early days of Auroville, in the 1970's, different experiments have been made with earth building, with mixed results. The creation of the former Auroville Building Centre/ Earth Unit in 1989, and the construction of the Visitors' center, started a new era in Earthen Architecture. [3] Sustainable design requires the integration and use of the natural environment in planning and design. Within Auroville, architects, planners and product designers have 972 PAPERS: VOLUME II of III ! ! ! focused their innovations on sustainable principles. Auroville at present displays a wide range of earthen projects: public buildings, schools, apartments and households. Most of the facilities were built with compressed stabilized earth blocks, as this technology benefits from half a century of research and development around the world. Three other earth methods are also being used in Auroville. Such techniques are utilized very slightly since only eight buildings have been constructed with them. 1. Raw rammed earth, for only two buildings. 2. Adobe blocks the traditional sun-dried mud brick, for two buildings. 3. Wattle and daub, which is mud plastered on a wattle made of split bamboo or palmyra tree, for 4 buildings. Auroville tries to restore the traditional knowledge through Auroville Earth Institute by demonstrating that earth still remains a noble building material that can be used for the manifestation of modern, harmonious and progressive architecture. Ladakh Ladakh landscape is filled with varied colored barren mountains and strong solar radiation. Ladakhi lifestyle in ancient times consisted of sustainable methods of building and living practices. We can see remnants of ancient earth building, and passive solar techniques employed to combat the cold winters of this region. Both earth and timber are natural materials and offer climatic comfort in wide diurnal range of Ladakh. It is due to their high thermal insulating properties that they have ideally been used for centuries not to just construct houses but also the monasteries and places in this region. Rammed earth along with adobe has traditionally been one of the most popular construction techniques in Ladakh. Ladakh's soil type is primarily sandy clay making it perfect for rammed earth construction. (Wangchuck 2012) [4]. Traditionally, rammed earth walls have been constructed using a basic frame. Since the earth is not stable, it crumbles over time in places and has to be either whitewashed regularly or plastered with clayey soil. Earth building presents huge opportunities in Ladakh's resource-scarce area. It could give the region's design and building industry a way of self-reliance. SKY CAVES The Sky Caves of Nepal are cliff dwellings dug into the sides of valleys and is a fascinating feature of the Mustang region. The findings of partially mummified human bodies, skeletons, discovery of valuable Buddhist paintings, sculptures, artifacts, manuscripts together create a story to unravel. As per the sources, scientists have divided cave use in Upper Mustang into three periods. As early as 1,000 BC, the caves were used as burial chambers. During the 10th century, the region was battled over, and consequently, placing safety over convenience. Families moved into the caves, turning them into living quarters. By the 1400s, the caves functioned as meditation chambers, military lookouts or storage units as people moved into villages. [5] Building on a mountainous terrain is challenging in many ways of manpower, technology, finance, ecology but at the same time the flat fertile lands beside the river are better utilized for farming. CHANGE & VISION Manang and Mustang valley, which presently is at the threshold of major change after the motorable road reaching these remote spaces, needs a long-term vision. Jomsom and Chame are no longer villages but resemble an urban chaos. But smaller villages higher up such as Brakka still resonate 500-year-old Monasteries merging with the Community and landscape. As Planners, Architects, Policy makers, Visionaries and leaders - we need to remind ourselves about the Sacred Visions necessary for the Himalayan Region. In the days to come, when the urban jungle expands its boundaries and every city in the world would appear similar - places such as Mustang and Manang if preserved, maintained and allowed to be shaped by spiritual ideals along with the local context of nature, climate and materials. Perhaps we will have a special sacred place in in the mountains that connect us to our spiritual thirst in our life's journey. ! ! Endnotes 1. Frank Lloyd Wright: An Autobiography Page 168 2. Paul Jaquin. A history of rammed earth in asia. International Symposium on Innovation & Sustainability of Structures in Civil Engineering, 2011. 3. Auroville Example of a conference proceedings paper in a book: [Author Name(s), first then last], "[Paper Title]," in [Proceedings Book Name], ed. [Editor Name] ([Publisher City: Publisher Name, Year Published]), [Page Number(s)]. 4. Vernacular Heritage and Earthen Architecture, edited by Mariana Correia, Gilberto Carlos, Sandra Rocha Page 612 5. Mr.Devotor, " The Mysterious Caves of Mustang, Nepal]," www.charismaticplanet.com/mysteriouscaves-mustang-nepal/	<urn:uuid:26933d10-0fa9-43c0-ae6a-f773d531b81a>	CC-MAIN-2024-42	https://www.acsa-arch.org/proceedings/International%20Proceedings/ACSA.Intl.2021/ACSA.Intl.2021.170.pdf?v=2	2024-10-14T02:17:30+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00457.warc.gz	553,067,289	3,409	eng_Latn	eng_Latn	0.948218	eng_Latn	0.997344	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 2879, 5046, 8490, 8516, 12597, 12628, 16736, 17415 ]	[ 2.09375 ]	2	0
Englist.me Vocabulary Builder Reference from... Annie Bosler and Don Greene: How to practice effectively...for just about anything \| TED Talk https://www.ted.com/talks/annie_bosler_and_don_gre ene_how_to_practice_effectively_for_just_about_anyt hing IMPORTANT This material is a commentary and does not contain any copyrighted material of the reference source. We strongly recommend accessing/buying the reference source at the same time. Session 1: Word List mast n. a long pole aboard a boat or ship that holds up the sails (1) mast height, (2) built-up mast The main cabin is located in front of the mast. n. a rapid spin of the body on the toes or the front part of the foot, especially performed by a ballet dancer synonym : gyration, whirl, gyration (1) perform a pirouette, (2) moves into a pirouette She turned a triple pirouette on the ice. n. a long and slender projection of a nerve cell, or neuron, that sends out signals away from the nerve cell (1) an axon of a nerve cell, (2) the axon terminals We are developing a technology to promote the elongation and regeneration of sensory nerve axons. n. a white fatty substance that covers around nerves, helping them to send signals effectively synonym : medulla (1) myelin encasing the axons, (2) myelin protein Myelin sheath allows electrical impulses to travel quickly and Page 1 / 8 pirouette axon myelin sheath insulate superhighway mastery distract efficiently along the nerve cells. n. a close-fitting cover to protect something such as the blade of a knife, sword, or other sharp objects synonym : covering, case (1) a sword sheath, (2) peripheral nerve sheath He had long suffered from inflammation of a tendon sheath. v. to protect something by interposing material that prevents heat, noise, electricity, etc. synonym: isolate, protect, seclude (1) insulate the room from sound, (2) insulate electricity We had our bedroom insulated before winter came. n. a large, wide road designed for high-speed traffic synonym : expressway, motorway, artery (1) six-lane superhighway , (2) a tollgate of a superhighway The University provides a wireless Internet superhighway to its students. n. complete control or power of something to dominate or defeat; great skill or knowledge in a particular subject or activity synonym: proficiency, aptitude, domination (1) mastery of mathematics, (2) strive for mastery The country finally gained mastery over the whole land of its neighbors. v. to draw someone's attention away from what they are trying to do synonym : divert, preoccupy, confuse (1) distract attention from the real issue, (2) distract public opinion Please don't distract me while I'm studying. smartphone allot unravel n. a mobile phone that functions as a computer and connects to the Internet (1) smartphone app developer, (2) smartphone addict Internet traffic volumes have increased significantly with the advent of smartphones. v. to give or apportion something, especially a share of something available, to someone synonym: assign, allocate, apportion (1) allot an important role to him, (2) allot shares I allot two hours early in the morning to my study. v. undo twisted, knitted, or woven threads by separating it synonym : separate, unknot, ravel (1) unravel a knit, (2) unravel a plot Detectives are still attempting to unravel the mystery of his death. Session 2: Spelling 1. in____te electricity v. to protect something by interposing material that prevents heat, noise, electricity, etc. 2. di____ct public opinion v. to draw someone's attention away from what they are trying to do 3. di____ct attention from the real issue v. to draw someone's attention away from what they are trying to do 4. un____l a knit v. undo twisted, knitted, or woven threads by separating it 5. m__t height n. a long pole aboard a boat or ship that holds up the sails 6. ma____y of mathematics n. complete control or power of something to dominate or defeat; great skill or knowledge in a particular subject or activity 7. perform a pi_____te n. a rapid spin of the body on the toes or the front part of the foot, especially performed by a ballet dancer 8. six-lane sup______way n. a large, wide road designed for high-speed traffic 9. my___n encasing the axons n. a white fatty substance that covers around nerves, helping them to send signals effectively 10. un____l a plot v. undo twisted, knitted, or woven threads by separating it 11. al__t an important role to him v. to give or apportion something, especially a share of something available, to someone ANSWERS: 1. insulate, 2. distract, 3. distract, 4. unravel, 5. mast, 6. mastery, 7. pirouette, 8. superhighway, 9. myelin, 10. unravel, 11. allot 12. a tollgate of a sup______way n. a large, wide road designed for high-speed traffic 13. peripheral nerve sh___h n. a close-fitting cover to protect something such as the blade of a knife, sword, or other sharp objects 14. moves into a pi_____te n. a rapid spin of the body on the toes or the front part of the foot, especially performed by a ballet dancer 15. a sword sh___h n. a close-fitting cover to protect something such as the blade of a knife, sword, or other sharp objects 16. an a__n of a nerve cell n. a long and slender projection of a nerve cell, or neuron, that sends out signals away from the nerve cell 17. strive for ma____y n. complete control or power of something to dominate or defeat; great skill or knowledge in a particular subject or activity 18. sma_____ne app developer n. a mobile phone that functions as a computer and connects to the Internet 19. al__t shares v. to give or apportion something, especially a share of something available, to someone 20. sma_____ne addict n. a mobile phone that functions as a computer and connects to the Internet 21. my___n protein n. a white fatty substance that covers around nerves, helping them to send signals effectively 22. built-up m__t n. a long pole aboard a boat or ship that holds up the sails ANSWERS: 12. superhighway, 13. sheath, 14. pirouette, 15. sheath, 16. axon, 17. mastery, 18. smartphone, 19. allot, 20. smartphone, 21. myelin, 22. mast 23. in____te the room from sound v. to protect something by interposing material that prevents heat, noise, electricity, etc. 24. the a__n terminals n. a long and slender projection of a nerve cell, or neuron, that sends out signals away from the nerve cell ANSWERS: 23. insulate, 24. axon Session 3: Fill in the Blanks 1. We had our bedroom _________ before winter came. v. to protect something by interposing material that prevents heat, noise, electricity, etc. 2. The University provides a wireless Internet ____________ to its students. n. a large, wide road designed for high-speed traffic 3. The main cabin is located in front of the ____. n. a long pole aboard a boat or ship that holds up the sails 4. I _____ two hours early in the morning to my study. v. to give or apportion something, especially a share of something available, to someone 5. Please don't ________ me while I'm studying. v. to draw someone's attention away from what they are trying to do 6. Internet traffic volumes have increased significantly with the advent of ___________. n. a mobile phone that functions as a computer and connects to the Internet 7. ______ sheath allows electrical impulses to travel quickly and efficiently along the nerve cells. n. a white fatty substance that covers around nerves, helping them to send signals effectively 8. The country finally gained _______ over the whole land of its neighbors. n. complete control or power of something to dominate or defeat; great skill or knowledge in a particular subject or activity ANSWERS: 1. insulated, 2. superhighway, 3. mast, 4. allot, 5. distract, 6. smartphones, 7. Myelin, 8. mastery 9. He had long suffered from inflammation of a tendon ______. n. a close-fitting cover to protect something such as the blade of a knife, sword, or other sharp objects 10. We are developing a technology to promote the elongation and regeneration of sensory nerve _____. n. a long and slender projection of a nerve cell, or neuron, that sends out signals away from the nerve cell 11. Detectives are still attempting to _______ the mystery of his death. v. undo twisted, knitted, or woven threads by separating it 12. She turned a triple _________ on the ice. n. a rapid spin of the body on the toes or the front part of the foot, especially performed by a ballet dancer ANSWERS: 9. sheath, 10. axons, 11. unravel, 12. pirouette	<urn:uuid:07e04d6e-cb3b-44c0-aa17-304013688e01>	CC-MAIN-2024-42	https://englist.me/wp-content/uploads/2022/10/20221029-110316_1_Advanced-Vocabulary-Builder-from-22Annie-Bosler-and-Don-Greene-How-to-practice-effectively...for-just-about-anything-TED-Talk22.pdf	2024-10-14T03:17:26+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00456.warc.gz	211,883,634	2,139	eng_Latn	eng_Latn	0.994807	eng_Latn	0.996103	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1383, 2706, 3386, 4744, 6192, 6486, 7855, 8591 ]	[ 3.34375 ]	1	0
Questions and Answers Secondary School Mathematics Last update: September 2012 Mathematics Programs 2012 Table of Contents GENERAL QUESTIONS 1. What is a register of semiotic representation? A register of semiotic representation is a representation (a system of recognizable traces) that consists of different rules. Registers of semiotic representation can be divided into the following categories: verbal, figural, graphical, symbolic, etc. A mathematical message (in a newspaper or magazine article, for example) often includes at least two registers (e.g. words and symbols; words and graphs; words, tables and graphs). To interpret a message, students can take different steps: identify the purpose of the message; associate images, objects or concepts with mathematical terms and symbols; express information using a different register of representation; use the appropriate concepts and processes; consult other people or sources of information; synthesize information; reformulate the message, etc. References: Québec Education Program (QEP), Cycle Two, p. 2 (footnote) and p. 120 (Appendix D) 2. There are often several constraints in the situational problems associated with the competency Solves a situational problem. Should these problems involve many different constraints? Won't the problems be less realistic if we keep adding constraints? The number of constraints in a situational problem does not necessarily indicate its level of complexity. Be it a situational problem, a situation involving applications or a situation involving communication, a complex task carried out over one or two class periods is often sufficient for achieving the main goal of competency development: namely the ability to act effectively in a particular context. In the case of a situational problem, the ability to act effectively mainly involves the capacity to deal with new situations and devise a solution for one or more aspects of a given complex of problems. However, the situation must remain mathematical in that it requires drawing on mathematical concepts and processes in order to analyze the situation and suggest solutions for the given complex of problems. References: QEP, Cycle One, pp. 198-199 and Cycle Two, pp. 18-25 3. What exactly is a mathematical model? As defined in the mathematics program (see the footnote under the heading Making Connections: Mathematics and the Other Dimensions of the Québec Education Program), a model is a concrete, "conceptual" or "operational" "representation" of a fragment or aspect of reality. In other words, "representation" includes diagrams, drawings and types of representation; "conceptual" pertains to mathematical concepts; and "operational" refers to processes. Students will choose a model according to the branch of mathematics involved: the model can be algebraic, geometric, probabilistic or statistical. Proportions are models. A table, drawing or graph showing the relationship between data values, a polynomial function of degree x , a metric relation, a formula for area, the algorithm for calculating the mean or the process governing a statistical study can all be regarded as models, depending on the situation. Reference: QEP, Cycle Two, p. 8 (footnote) 4 Part A: Secondary Cycle One Arithmetic 4. Is the concept of factoring covered in the program? "Factoring" means to decompose into factors. Students will have to factor numbers, notably when producing equivalent expressions, including the decomposition of a number into prime factors. They will also learn to factor out the common factor in numerical expressions through the distributive property of multiplication over addition or subtraction. References: Mathematics program, p. 208 ``` Progression of Learning, p. 7, nos. 1 c and 3 d; p. 9, no. 5; p. 10, no. 4; p. 11, no. 13; p. 14 A, nos. 7 and 8; p. 14 B, nos. 2 and 3; p. 15 C, no. 3; p. 16 C, nos. 7and 9 ``` Are the concepts of common divisors (GCD) and common multiples (LCM) covered in Cycle One? The concepts of common divisor (GCD) and common multiple (LCM) are properties used in different contexts to look for or produce equivalent expressions and to perform operations on numbers. References: Mathematics program, p. 208 Progression of Learning, p. 7, nos. 1 c and 2 c; p. 8, no. 15; p. 9, no. 5; p. 10, no. 4 a and b; p. 11, no. 13 5. 6. 7. 8. Do secondary school students continue to build on what they learned about numerical and arithmetic sequences in elementary school? Yes. This learning is outlined under the heading Number Sense With Regard to Decimal Notation and Operation Sense and is acquired by observing and analyzing patterns. Students continue to build on this in algebra by studying the concepts of variable, dependency relationship and generalization by means of a rule. References: Mathematics program, pp. 208-212 Progression of Learning, p. 13; p. 14, nos. 1, 2, 3 and 5 In the Progression of Learning, why are only arrows indicated from Elementary 6 to Secondary II next to the statement Estimates the order of magnitude of a number in different contexts and why is a star indicated only as of Secondary III? This is because of the different numbers studied from Elementary 6 to Secondary III. Students are expected to know all the real numbers only by Secondary III. References: Mathematics program, p. 208 Progression of Learning, p. 8, no. 13 Do the different meanings of fractions have to be explained to students? Which of these meanings were studied in elementary school? Students do not have to know the names for the different meanings of fractions. The important thing is that they encounter the various meanings in the different situations examined. Factors such as the context, the question asked and the type of data involved will determine whether some meanings will be examined more than others. However, different meanings of fractions may have to be considered in the same problem. Reference: Progression of Learning, p. 7, no. 2 b 6 The following tables and diagram illustrate the different meanings of a fraction developed in elementary school as well as those developed in secondary school: 9. 10. When the International System of Units is studied in Cycle One, do only powers of 10 have to be represented and written with a positive integral exponent? No. In Cycle One, students use exponential notation with integral exponents. References: Mathematics program, p. 208 Progression of Learning, p. 8, no. 11 c In the Progression of Learning, why is an arrow indicated under Elementary 6 next to the statement Calculates a certain percentage of a number ? Does this mean that students are introduced to the concept of proportionality in elementary school? In elementary school, student must develop an understanding of the concept of percentage. When they begin using fractional notation and make connections with what they have learned about fractions, students will then be able to start calculating the percentage of a number. The concept of proportionality will be developed in Secondary Cycle One. References: Mathematics program, p. 210 Progression of Learning, p. 12, no. 1 11 Algebra 11. The Progression of Learning indicates that the concept of an unknown was introduced in elementary school. How were elementary school students introduced to this algebraic concept? The concept of an unknown was introduced in elementary school without being named as such when students were asked to find a missing term. The missing term was represented by a symbol, a drawing or an empty box. A letter used to represent an unknown is introduced only in secondary school. References: Mathematics program, p. 211 Progression of Learning, p. 14 A, no. 4 a Statistics 12. Can we say that a table of values and a table are the same thing? No. A table of values is a tool that helps you visualize the dependency relationship between two elements, whereas a table is used to organize data where a dependency relationship is not necessarily involved. Geometry 13. In Cycle One, do students have to draw a circle that passes through three points? The statements listed in the program are examples of principles that can be used to get students to reason in a geometric context. Although the properties studied do not necessarily have to be proven by the students, they should represent conclusions that students will draw during exploration activities that require them to use their spatial sense and their knowledge of the properties of geometric transformations, among other things. These statements help them justify their procedure when solving a situational problem or using mathematical reasoning. 14. When students are introduced to deductive reasoning, they learn how they can deduce properties using rigorous reasoning based on previously established definitions or properties. References: Mathematics program, pp. 218-219 (See principles 17, 19, 24 and 25) Progression of Learning, p. 27; p. 32 G, no. 1 When "geometric constructions" are mentioned in the Cycle One program, what are students expected to construct? Students must learn to construct geometric figures rather than draw them. Geometric constructions carried out using geometry sets or technological tools (e.g. dynamic geometry software) highlight the properties of figures. There are no specific constructions required in the program. However, in studying plane, congruent and similar figures, students must construct figures in a variety of situations. They may be required to do this in developing or applying any one of the competencies. References: Mathematics program, p. 217 (note)-219 Progression of Learning, p. 28 A, nos. 8 and 9 13 15. 16. In elementary school, students describe and name convex polygons. In this regard, what more do they learn in secondary school? In elementary school, students develop their understanding of the concepts of polygons with 3, 4, 5, 6, 8 and 10 sides, whereas the concept of a regular polygon is introduced in secondary school. In addition, there are no restrictions regarding the number of sides in the polygons studied: the polygons chosen are determined by the nature of the activities and the learning situations. References: Mathematics program, p. 216 Progression of Learning, p. 28 A, no. 5 Should we teach how to find the measures of the interior and exterior angles of a convex polygon? In Secondary Cycle One, students must determine the measures of angles in different situations. Although these properties do not appear in the list of principles of Euclidean geometry, students could be asked to discover them by analyzing patterns, making conjectures, establishing connections and applying definitions or others properties such as those outlined below: The sum of the measures of the interior angles of a triangle is 180. Adjacent angles whose external sides are in a straight line are supplementary. In a circle, the degree measure of the central angle is equal to the degree measure of its intercepted arc. References: Mathematics program, p. 216 Progression of Learning, p. 28 A, no. 9; p. 30 C, nos. 4 and 5 17. 18. 19. Is the construction of an angle introduced in elementary or secondary school? In elementary school, students encounter different situations in which they must estimate the measure of a given angle and measure it using a protractor. Only in secondary school will they be required to construct angles with a protractor. Reference: Mathematics program, p. 216 Is it important to teach students how to carry out geometric transformations using geometry sets or should we focus only on properties (e.g. congruent corresponding angles, congruent corresponding sides, parallel corresponding sides, etc.)? In the Cycle One program, constructions and transformations are indicated as part of the compulsory processes. The processes related to geometric transformations and constructions are used to build concepts and identify invariants and properties that can be applied in different situations and for the development of the students' spatial sense. These transformations and constructions can be carried out using geometry sets or softwares in the Euclidean plane. References: Mathematics program, pp. 216-218 Progression of Learning, p. 29 C, nos. 1-6 Students learned Euler's theorem in elementary school. Will this concept be covered in secondary school? This concept will be reinvested in Secondary I, II and III, and in Secondary V for students in the Cultural, Social and Technical Option. References: Elementary School Mathematics program, p. 152; Secondary Cycle Two Mathematics program, p. 124 Progression of Learning, p. 28 B, no. 5 15 20. In the Progression of Learning next to the statements regarding the location of numbers on an axis and in a Cartesian plane, why is a star indicated under Elementary 6, an arrow under Secondary I and a star under Secondary II? This is because of the different numbers studied from Elementary 6 to Secondary II. Students are expected to know all the rational numbers only by Secondary II and the set of real numbers only by Secondary III. References: Mathematics program, p. 208 Progression of Learning, p. 34 A, nos. 1 and 2 Part B: First Year of Secondary Cycle Two Arithmetic 21. Should set-builder notation be used and taught along with interval and roster notation? In Secondary Cycle One, students did not systematically study sets of numbers. notation. In the first year of Secondary Cycle Two, students learn to distinguish The program focused mainly on numbers written in decimal or fractional between rational and irrational numbers and to represent various subsets of real numbers: in interval and roster notation and on the number line. If necessary, set- Science builder notation can be introduced in the Technical and Scientific Option or the Option References: Mathematics program, p. 53 (footnote) Progression of Learning, p. 8, no. 9 One of the processes listed in the program reads as follows: Performing context- related calculations with integral exponents (rational base) and fractional exponents . What exactly does this entail? Do we have to work with fractional exponents other than 1/2 and 1/3, which are indicated in the footnote? Should students also be taught how to simplify the bases? The program also specifies the following aim: to ensure that students can manipulate expressions containing fractional exponents and make connections with radical expressions, mainly (but not exclusively) with respect to the exponents 1/2 and 1/3 because they can be linked to geometric contexts. The exponents 1/2 and 1/3 are essential in this regard. References: Mathematics program, p. 53 Progression of Learning, p. 11, no. 14 a 22. 17 23. With regard to scientific notation, do we only have to cover the notation and the relevant contexts or must student also learn how to perform operations on numbers in scientific notation? Students must be able to understand this notation, interpret it correctly, mentally assign it an order of magnitude and express values using this notation, in accordance with the related standards and conventions. Scientific notation makes it easier to read and write both small and large numbers, and to understand prefixes such as nano, micro, mega and giga. In addition, it can be used to indicate the number of significant digits in a given number when necessary. Student may perform such calculations, but the program calls for scientific notation to be used in appropriate situations. References: Mathematics program, pp. 53-54 Progression of Learning, p. 8, no. 11 d Algebra 24. With regard to systems of equations, do we have to teach students how to manipulate and algebraically transform equations of the form y = ax + b? In Secondary III, students learn to solve systems of equations in studying the concepts of function, relation and inverse (i.e. dependency relationship between the variables studied). Thus, the equations students manipulate are in "functional" form, that is, f(x) = ax + b, which leads directly to the comparison method when a system must be solved algebraically. In Secondary IV, students are introduced to situations that can be represented by other forms of linear equations and that involve learning about other methods and manipulating expressions using the method of their choice. References: Mathematics program, p. 53 Progression of Learning, p. 16 D, no. 1 a; p. 17 D, nos. 2 a and 3 a 25. Do we have to define terms such as domain, range, increasing interval, decreasing interval and extrema? The following additional observation appears in the table outlining the concepts and processes: "Students learn to describe the properties of a function (domain, range, intervals within which the function is increasing or decreasing, extrema, sign and x- and yintercepts). They identify them informally, always in relation with the context." References: Mathematics program, p. 53 Progression of Learning, p. 18 B, no. 5 Part C: Second Year of Secondary Cycle Two Cultural, Social and Technical Option (CST) Algebra 26. How can students go about finding the value of the exponent in the inverse of an exponential function if logarithms are not covered in the CST option? In the CST option, students use a graph, table of values or technology to determine the value of the exponent. Reference: Mathematics program, pp. 67-68 Probability 27. Could you clarify the meaning of "subjective probability?" There are several types of probability: theoretical probability; experimental probability, which is based on the frequency with which past events have actually occurred; and subjective probability, which is based on judgment, perception or experience (whether or not we know the frequency with which an event has actually occurred). Subjective probability is an opinion about the probability of an event occurring. It is used when it is impossible to calculate the theoretical or experimental probability. Such cases call for judgment, perceptiveness or experience. For example, weather reports involve the subjective evaluation of probabilities. References: Mathematics program, p. 70-71 Progression of Learning, p. 22 A, no. 17; p. 23 B, no. 6 Statistics 28. What formula should be used to calculate percentiles? There are several definitions of a percentile. It is up to you to choose the one you feel is most appropriate. In our opinion, however, the definition in the Lexique mathématique – Enseignement secondaire 1 will make this concept meaningful to students. It would also be useful to have students compare different definitions with the one used by Statistics Canada, for example, and to have them examine the distinctions among the formulas. How does each formula affect a given situation? In what types of situations could one formula be more appropriate than another? References: Mathematics program, p. 72 Progression of Learning, p. 25 A, no. 11 c ii Geometry 29. Should previously studied concepts be reviewed (e.g. corresponding, alternate interior and alternate exterior angles)? Previously acquired knowledge is used whenever necessary. A previously studied concept can be reinvested or examined in greater detail. References: Cycle One Mathematics program, p. 216 Progression of Learning, p. 30 C nos. 3 and 4 1. Source: D. de Champlain et al., Lexique mathématique – Enseignement secondaire (Montréal: Modulo, 1996), p. R-12. Technical and Scientific Option (TS) Arithmetic 30. Is the rationalization of the denominator studied in the TS option in Secondary IV? Yes, in the TS option in Secondary IV and V, but also in the Science Option in Secondary V. References: Mathematics program, p. 85 and p.102 Progression of Learning, p. 11, no. 14 b Algebra 31. Should we teach students how to change the base of logarithms in the TS option in Secondary IV? Students manipulate numerical and algebraic expressions. More specially, they write numbers using radicals or in exponential form with rational exponents. They learn to write numbers with the same base and numbers with different bases, in particular by constructing and interpreting tables of values consisting of positive rational numbers written in bases 2 and 10. They also solve exponential and second-degree equations and inequalities. In situations where they must determine the approximate value of the exponent (logarithm), they use a graph, a table of values (base 2 or 10) or a calculator. In calculating this value, they convert these expressions to the same base (e.g. base 10) so as to make the exponents comparable. They can also use the following equivalences: , b c c a log log c log a a c log References: Mathematics program, p. 85-87 Progression of Learning, p. 16, no. 11 b; p. 19, B nos. 1- 9 e, ii b a 32. What is the purpose of graphing the inverse of greatest integer functions? This is to emphasize the idea that the inverse of a function is not always a function. References: Mathematics program, p. 85 Progression of Learning, p. 19 B, no. 3 j Statistics 33. How can you go about drawing up statistical reports based on probabilities? In a statistical report that divides buyers into age groups with respect to certain types of cars, we can calculate the probability that a man will buy a sports car based on the data in the statistical report (table). However, we can also determine the missing data values in a table (or even draw up an entire table) based on known probabilities. Reference: Mathematics program, p. 89 23 Geometry 34. If the sine and cosine laws are not included in the Secondary IV program, how should we go about teaching students to calculate the area of a triangle based on the measurement of one angle and two sides or two angles and one side? The concept to be developed is the concept of measurement, in particular metric and trigonometric relations (sine, cosine and tangent) in a right triangle. Students looking for the area of a triangle given the measurement of one angle and two sides or two angles and one side must apply metric and trigonometric relations in a right triangle. In this situation, they must determine one or more appropriate strategies. They can split these triangles into right triangles. The sine and cosine laws are included in the Secondary V program. References: Mathematics program, p. 93 Progression of Learning, p. 32 G, no. 2 a, i, ii, iii Science Option (S) Analytic Geometry 35. What about the distance between a point and a line and the distance between two parallel lines? In analytic geometry, students develop and investigate the concepts of line and distance between two points. They must also find unknown measurements, in particular using the concept of distance. Their study of lines is concurrent with that of systems of first-degree equations in two variables. Finding the distance from a point to a line or between two parallel lines enables students to make connections between different learning. The formula for calculating the distance from a point to a line is not a compulsory part of the program, but students have all the knowledge needed to calculate this distance (concepts of distance, parallelism, perpendicularity and methods for solving systems of equations). References: Mathematics program, p. 105-106 Progression of Learning, p. 34 B, nos. 1 and 2 Part D: Third Year of Secondary Cycle Two Cultural, Social and Technical Option (CST) Geometry 36. Should we cover dilatations with a negative scale factor? In Secondary Cycle One, students studied only dilatations with a positive scale factor. In Cycle Two, there are no restrictions regarding scale factors. The situations used can also involve negative scale factors. References: Mathematics program, p. 74 Progression of Learning, p. 35 C, no. 1 Technical and Scientific Option (TS) and Science Option (S) Algebra 37. Can you explain the difference between the following statements in the Progression of Learning? Solves the following types of equations or inequalities in one variable: first-degree trigonometric involving a sine, cosine or tangent expression trigonometric that can be expressed as a sine, cosine or tangent The first statement means that students are using an expression containing either a sine, a cosine or a tangent (e.g. when solving an equation such as ). The second statement concerns equations and inequalities that can be manipulated through the use of trigonometric identities, for example, to yield a sine, cosine or tangent. This is the case, for instance, when students solve an equation such as . The equation can be of degree 1, 2 or more, provided it can be solved using the different techniques associated with trigonometric identities or the factorization of polynomials. References: Mathematics program, p. 86 and p. 102 Progression of Learning, p. 16, no. 11 e, f	<urn:uuid:9b5b5ad6-1c16-459b-8fce-02df3a8eeaa1>	CC-MAIN-2024-42	https://domaine.recitmst.qc.ca/wp-content/uploads/2017/07/QuestionsAnswersSecondary_Sept2012-2.pdf	2024-10-14T02:04:31+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00454.warc.gz	177,733,775	5,383	eng_Latn	eng_Latn	0.949551	eng_Latn	0.994666	[ "por_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn...	false	docling	[ 108, 127, 2093, 3261, 4377, 6042, 6203, 7212, 8731, 9760, 11206, 12781, 13314, 14869, 16601, 17140, 18379, 19596, 20980, 21721, 22601, 23546, 24006, 25071 ]	[ 3.90625, 2.921875 ]	1	0
St. Mary's Preparatory School (inc EYFS) Anti-Bullying Policy September 2024 1 Introduction 1.1 We aim to establish a whole school positive culture in which all members of the community feel safe and confident, and treat each other with respect and courtesy, particularly with regard to individual differences. The School prides itself on its respect and mutual tolerance. Parents/guardians have an important role in supporting the School in maintaining high standards of behaviour. It is essential that there are consistent expectations of behaviour both at school, online and at home, and that the School and parents co-operate closely together. 1.2 We believe that pupils should have the right to feel safe, secure and valued and that creating a safe environment and dealing with bullying is everyone's responsibility. 1.3 We support a range of positive strategies to deal with bullying and actively challenge the use of humiliation, fear, ridicule and other similar approaches in an effort to reduce bullying. 1.4 We treat all of our pupils and their parents fairly, and with consideration, and we expect them to respect the staff, the School and each other, in return. All forms of bullying are unacceptable at the School (including cyberbullying, prejudice-based and discriminatory bullying) and any instances of bullying will be recorded and, where appropriate, will result in disciplinary action in accordance with the School's Behaviour Policy. 1.5 This policy should be read and understood in the context of our Behaviour Policy, Equality and Diversity Policy, Safeguarding Policy, Suspension, Expulsion and Removal in Other Circumstances Policy and our approach to personal, social, healthcare and economic education. 1.6 Our policy has been written in the context of our responsibilities under: * The Equality Act 2010. * The Independent School Standards Regulations 2014 (as amended)/British School Overseas Standards. * Keeping Children Safe in Education September 2023 1.7 As a Cognita school, we have signed up to the principles embodied within our group associate membership of the Anti-Bullying Alliance (ABA), linked to the National Children's Bureau, NSPCC, The Diana Award, Online Safety, including access to specialist training of staff to support our best efforts to eradicate bullying in school. 1.8 This policy is available to parents of pupils and prospective pupils on our website and on request. It is also communicated to all staff and pupils. 1.9 This policy applies to all pupils in the School [including those in the Early Years Foundation Stage (EYFS)] and applies to actions undertaken both inside, and outside of the School. 1.10 All bullying incidents should be considered in the context of the Safeguarding Policy and School staff should ensure any response to bullying is aligned with the provisions of this policy. If the staff member is in doubt, they should discuss the matter with the Designated Safeguarding Lead. 2 2 What do we mean by bullying? 2.1 Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. 2.2 Put another way, bullying is the intentional hurting, harming, or humiliating of another person. It may take many forms, including physical (including any threat of or use of violence of any kind), sexual (including the sharing of nudes/semi-nudes), verbal (including cyberbullying via text messages, email, social media, gaming, or other instant messages, and can include the use of images and video), and/or emotional (including by excluding, being sarcastic, namecalling, tormenting or spreading malicious rumours). It can involve manipulating a third party to tease or torment someone, or actions that fall short of direct participation, where someone encourages others to bully, or joins in with laughing at a victim. Bullying is often hidden and subtle. It can also be overt and intimidating, and often involves an imbalance of power between the perpetrator(s) and the victim(s) whether that be a physical, psychological (knowing what upsets someone), or intellectual imbalance, or by the perpetrator(s) having access to the support of a group, or the capacity to socially isolate the victim(s). 2.3 Bullying can sometimes amount to child-on-child abuse, which is defined as abuse by one or more pupils against another pupil. It can be standalone or as part of wider abuse and can happen both inside and outside of school, and online. Further information about child-onchild abuse, including the procedures to follow when an incident of child and child abuse is reported can be found in the School's Safeguarding policy. 2.4 Bullying is often motivated by prejudice against particular groups and may involve actions or comments regarding a person's race, religion, sex, gender, sexual orientation, special education needs or disabilities (SEND) or certain health conditions, or because of a child's familial circumstances, such as they are adopted, in care or that they have caring responsibilities. Bullying may be motivated by actual differences between children, or perceived differences. For example, bullying can still be homophobic if directed towards a child that is perceived to be gay, whether or not this is the case. 2.5 Bullying can happen anywhere and at any time and can involve anyone - pupils, other young people, staff, and parents. School visits are a part of everyday school life and, as such, this policy applies to conduct of our pupils outside School (including online). Bullying incidents occurring off the premises, such as on public transport, school buses or in the local community or online will fall under this policy and be treated accordingly. Teachers will, where appropriate, discipline pupils for misbehaviour online, outside School premises and outside School hours. 2.6 Whilst bullying itself is not a specific criminal offence, there are criminal laws which apply to harassment, sexual violence and assault, sexting, the sharing of nudes/semi-nudes (in certain circumstances), upskirting and to violent and threatening behaviour. If we feel that an offence may have been committed our staff will seek assistance from the police. Where an incident of bullying causes or is likely to cause significant harm to a pupil, the School will follow the procedures set out in the School's Safeguarding Policy. 3 Signs of bullying 3.1 Changes in behaviour that may indicate that a pupil is being bullied include: * Unwillingness to return to school; * Displays of excessive anxiety, becoming withdrawn or unusually quiet; * Failure to produce work, or producing unusually poor work, or work that appears to have been copied, interfered with, or spoilt by others; * Books, bags, money, and other belongings suddenly go "missing", or are damaged; * Diminished levels of self-confidence; * Change to established habits (e.g. giving up music lessons, change to accent or vocabulary); * Frequent visits to the Medical Centre with symptoms which may relate to stress or anxiety, such as stomach pains or headaches; * Unexplained cuts and bruises; * Choosing the company of adults rather than peers; * Frequent absence, erratic attendance, or late arrival to class; * Displaying repressed body language and poor eye contact; * Talking of suicide or running away from home or school. * Difficulty in sleeping or experiencing nightmares; or Although there may be other causes of some of the above symptoms, a repetition or combination of these possible signs of bullying should be investigated by parents and teachers and reported / recorded, as appropriate, in accordance with this policy. 4 Objectives 4.1 Our objectives are to: * Enable pupils to understand clearly what constitutes bullying and to understand that bullying, whatever its form, will not be tolerated by the school community; * Make it easy for pupils to report bullying so that they feel assured that they will be listened to and incidents acted upon; * Enable parents to feel confident that bullying incidents will be firmly dealt with by the School; * Create a safe environment and promote an inclusive ethos in the school where pupils can discuss the cause of bullying without fear of further bullying or discrimination; * Raise staff awareness of the presence of different types of bullying, and an awareness of groups of pupils who are bullied disproportionately; * Establish guidelines for action where bullying is evident; * Ensure pupils are able to explain how we expect them to behave; and * Develop a range of effective strategies for pupils to learn about moral and social issues; * Celebrate success as an important way of creating a positive school ethos around antibullying. 5 The School's Response to Bullying 5.1 At the School, we always treat bullying very seriously. It conflicts sharply with the School's social and moral principles, and potentially with its policy on equal opportunities for pupils, and will not be tolerated. When incidents of bullying do occur, they are dealt with quickly and taken seriously. The School will never dismiss or downplay bullying as banter or horseplay, and all reported incidents of bullying will be dealt with by staff in accordance with this policy. Staff will reassure any victim(s) that they are being taken seriously and that they will be supported and kept safe. 5.2 The School understands that bullying can be so serious that it may cause physical, emotional, and psychological damage, such as eating disorders, self-harm and even suicide. Stopping violence and ensuring the immediate physical safety of pupils is the School's first priority, however, the School acknowledges that emotional bullying can be more damaging than physical bullying, and therefore staff will use their discretion when dealing with an incident of bullying within the parameters of this policy and the Behaviour Policy. 4 5.3 The School recognises that children with SEND or certain health conditions can face additional safeguarding challenges and may be more prone to peer on peer group isolation or bullying (including prejudice-based bullying) than other children. The school also recognises that certain children may face additional barriers to reporting an incident because of their vulnerability, disability, sex, ethnicity and/or sexual orientation. 5.4 Pupils who are victims of bullying will always be supported and will be reassured that they will be kept safe. Pupils who have engaged in bullying behaviour will be subject to appropriate disciplinary sanction and will also, where possible, be supported in learning different ways of behaving and offered support for their own circumstances, where appropriate. 6 Preventative Strategies 6.1 The School's response to bullying does not start at the point in which a pupil has been bullied. We take the following preventative measures in order to create an environment that prevents bullying from becoming a problem at the School in the first place: 6.2 As a successful school, we create an environment that prevents bullying from being a serious problem in the first place. 6.3 We proactively gather intelligence about issues between pupils which might provoke conflict and develop strategies to prevent bullying occurring in the first place. We talk with pupils through the curriculum about issues of difference and use dedicated project time and events such as special assemblies. We keep lines of communication open so pupils feel included. 6.4 We are aware that schools which excel at tackling bullying have created an ethos of good behaviour where pupils treat one another and the school staff with respect because they know this is the right way to behave. Values of respect for staff and other pupils, an understanding of the value of education, British values, and a clear understanding of how our actions affect others permeate the whole school environment. We reinforce these messages through the behaviour and attitudes of our staff, who set a good example. 6.5 Effective staff training is an important aspect of our work to prevent and tackle bullying, including the different types of bullying. All staff have had relevant training and understand the importance of this policy. In particular, our Senior Leadership Team ensures that all staff understand the principles and purpose of the School's policy, the legal responsibilities, how to resolve problems and where to seek support. We use specialised skills to help our staff understand the needs of any pupils, including special educational needs and/or disability and lesbian, gay, bisexual and transgender (LGBTQ+) pupils. 6.6 We all understand that bullying can occur in any school and that we have a responsibility to be vigilant for incidents, especially at times and in places where it is more likely to occur. We ensure that the physical layout of our buildings and our safety mechanisms, such as CCTV, to the extent reasonable and possible, help to discourage and reduce the risk of bullying. 6.7 We aim to ensure staff feel confident to consistently tackle all forms of bullying and that pupils are empowered to say "no" to bullying. 7 Successful Intervention Strategies 7.1 We apply disciplinary measures to pupils who bully in order to show clearly that their behaviour is wrong. In accordance with our Behaviour Policy, we apply sanctions fairly, consistently and reasonably, taking into account of any special educational needs or disabilities that pupils may have and taking into account the needs of vulnerable pupils. 7.2 We also carefully consider the motivating factors which may have affected the bullying behaviour and whether it indicates any concerns for the safety of the perpetrator. Where this is the case, the child engaging in the bullying behaviour may need support themselves. 7.3 We involve parents to ensure that they are clear that the school does not tolerate bullying and that they are aware of the procedures to follow if they believe that their child is being bullied. We make sure that our parents feel confident that we will take any complaint about bullying seriously and resolve the issue in a way which protects the child. 7.4 We involve pupils so they understand our approach towards bullying and so they are clear in the part they have to play to prevent bullying, including when they find themselves as bystanders. 7.5 We regularly evaluate our approach and ensure that our policy and practice is up to date. 7.6 We make sure that the consequences of bullying reflect the seriousness of the incident, so that others see that bullying is unacceptable. 7.7 We teach pupils that using any prejudice-based language is unacceptable and will not be tolerated. 7.8 We work with the wider community, such as the police and children's services, where bullying is particularly serious or persistent and where a criminal offence may have been committed. 7.9 We make it easy for pupils to report bullying so that they feel assured that they will be listened to and incidents acted upon. 7.10 We draw on the expertise of specialist organisations with a proven track record in dealing with bullying to ensure our practices are effective and keep children safe. 7.11 We ensure that notices are placed around school which provide appropriate telephone numbers and email addresses for children to contact organisations such as ChildLine, Kidscape and CEOP. 7.12 We listen to our pupils' voice at all times and act accordingly. 7.13 We aim to use restorative approaches in school which focus on reconciliation with those who have been harmed. This enables all those affected by any incident to play a part in repairing the harm and finding a positive way forward, enabling everyone to prevent conflict and build relationships. 8 Our Procedures 8.1 If a member of staff suspects that bullying is taking place, or a disclosure is made to them about an incident of bullying, they should always consult a senior member of staff. Under the guidance of a senior staff member, an age-appropriate investigation should take place. Separate meetings would usually be arranged with those involved to establish their version of events and assure them that the situation will be dealt with sensitively but firmly and fully. Appropriate notes of the meeting will be taken by the staff member either during or after the conversation, as appropriate. 8.2 Parents of both parties will be kept informed about how the alleged bullying is being handled, as appropriate. 8.3 Bullying behaviour will normally be addressed through the provision of counselling for all parties involved. A proven allegation of serious bullying may be considered under our Suspension, Expulsion or Removal in Other Circumstances policy. Following the incident, a senior staff member oversees the monitoring of the situation, liaising directly with the relevant teacher to check that further bullying is not occurring. 8.4 Parents are asked to keep the School and staff informed of any concerns, and encourage their child to report any incidents immediately to an appropriate staff member. The Headteacher will ensure that the incident and any action taken are formally recorded in the behaviour incident log. 8.5 The immediate priority is to stop the bullying, so instances will be dealt with without delay. The school takes the standpoint that most pupils involved in bullying do not intend to inflict significant harm. As a first recourse, those who bully will be counselled by pastoral staff, an appeal will be made to 'better nature' and a commitment to correct the behaviour will be elicited. The bully should apologise to the victim. 8.6 It is important for the school to understand the motivation behind any bullying and whether it reveals any cause for concern about the safety of the perpetrator. This is because the bully may need support themselves. 8.7 In serious or persistent cases, parents should be informed and may be asked to come into a meeting to discuss the problem and, if necessary and appropriate, police will be consulted. All attempts will be made to help the bully or bullies change their behaviour. This may include referral to outside agencies or specialist programmes of support. 8.8 Our school uses restorative practice, where appropriate, which includes a facilitated meeting being held to enable individuals and groups to work together to improve their mutual understanding of what has taken place and to jointly agree the best solution moving forwards. Sometimes a less formal approach is used with the same principles in place, depending on the nature of the incident. Restorative practice provides an opportunity for everyone to reflect on how they interact with each other and consider how best to prevent harm and conflict, recognising everyone has a part to play and is responsible as such. 8.9 Incidents of bullying will be recorded by relevant pastoral staff. This will enable patterns to be identified, and keeping records of bullying incidents will also enable the school to: * Manage individual cases effectively; * Celebrate the anti-bullying work of the school; and * Monitor and evaluate the effectiveness of strategies; * Respond effectively and swiftly to concerns from parents. 7 8.10 In response to an allegation of cyberbullying, certain staff are permitted to conduct a search for electronic devices, such as a pupil's mobile phone, with the authority of the Head. Staff do not require the consent of the pupil, or their parents to undertake a search, provided they have reasonable grounds for suspecting that the pupil is in possession of a prohibited item, or an item that has been, or is likely to be, used to commit an offence, or to cause personal injury to any person (including the pupil being searched), or cause damage to property, and provided they have the Head's prior consent to undertake a search. 9 Monitoring and Evaluation 9.1 Each Headteacher is responsible for maintaining a behaviour log which includes instances of bullying. The School's leadership team is responsible for the implementation and procedural monitoring of the policy. 9.2 The Headteacher or a designated member of SMT will review all incidents of reported bullying to help identify patterns of behaviour, so that the School can take appropriate steps to address bullying behaviours within the School. Records of bullying incidents will also be used to evaluate the effectiveness of the School's anti-bullying procedures, and to highlight any necessary amendments. 9.3 Headteachers report on behaviour and bullying at governance meetings. This forms the monitoring and evaluation function of the proprietor. 9.4 Where there are concerns regarding the school's approach to dealing with bullying, these will be explored by the European Director of Education.	<urn:uuid:39994346-b092-4b95-a2bb-0cd0fad83aae>	CC-MAIN-2024-42	https://www.stmarys-henley.co.uk/wp-content/uploads/sites/115/2024/09/Anti-Bullying-Policy-2024.pdf	2024-10-14T01:37:02+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00455.warc.gz	850,176,972	3,990	eng_Latn	eng_Latn	0.937983	eng_Latn	0.998279	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 78, 2964, 6620, 9928, 13179, 15791, 19255, 20823 ]	[ 3.25, 3.5 ]	36	0
cs23020 "Introduction to Object−Oriented Programming" QUIZ # 1 9/3/99 each question is worth 1 points 1. Objects are used for all points below BUT a) make the source code (programs) more structured c) make the source code more easy to use b) make the source code easy to understand d) make the source code more safe to use e) make the source code compile with object oriented compiler like g++ 2. An idea that an object should display (make visible and useable by other objects) only the properties that are external to it while hiding the internal properties is called: a) abstraction c) modularity b) encapsulation d) hierarchy e) none of the above 3. code that can be run directly by the computer is called: a) source code c) executable code b) object code d) either b) or c) e) a) and b) 4. a line in the source code where where the debugger suspends the execution of the program is called: a) display c) source b) executable d) variable e) breakpoint 5. a command−line option to be used with g++ compiler so that it produces a file that can be used with the gdb is: a) −o c) −a b) −g d) −d e) −e 6. command "step" in GNU debugger is used to: b) quit the debugger a) advance the program execution one line c) increase the value of the displayed variable one step e) there is no such command d) "step up" (that is increase) the speed of program execution 7. command "display" in GNU debugger is used to: a) run the program being traced c) print the value of a variable every time the execution b) print the value of a variable and continue to run the program of the debugged program is suspended e) none of the above d) display the several lines of the source code (continue on the next page) 8. to start the execution of a program in GNU debugger one needs to type the following command: a) start c) print b) run d) step e) execute 9. the comments are put in the source program a) to aid the compiler in producing the executable code c) to help programmers better understand the source program b) to make the executable code more efficient d) to make tracing the program with a debugger easier e) so that a make file can be used to compile the program 10. all of the following statements about the "make" utility are correct BUT: a) make is used to make working on programming projects easier c) Makefile consists of batches of commands, each name is called a goal b) when started make reads a file called Makefile located in current directory and follows the instructions written there d) there can be only one goal in a Makefile e) all of the above is correct 1/1	<urn:uuid:ff926601-6e85-4a87-8e3f-437179cb5d40>	CC-MAIN-2024-42	https://www.cs.kent.edu/~xlian/course_archive/2017Spring_CS13011_CS13012/exampleQuiz.pdf	2024-10-14T01:08:35+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00462.warc.gz	618,526,272	655	eng_Latn	eng_Latn	0.993179	eng_Latn	0.993179	[ "eng_Latn" ]	false	docling	[ 2583 ]	[ 2.046875 ]	1	0

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