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Alexander Graham Bell and the 1900 Census
By Chris Martin, Historian, Public Information Office
Although Alexander Graham Bell achieved worldwide fame as the first person to patent the telephone on March 7 th , 1876, he was not content to merely be the person who revolutionized human communication. In addition to this groundbreaking legacy, Bell was also a teacher, a speech therapist, and a special agent of the U.S Census Bureau.
One of Alexander Graham Bell's other lifelong interests was helping the deaf and those with speech impediments. This interest came early as his mother, Eliza Grace Symonds, began losing her hearing at age 12 and was completely deaf by the time of Bell's birth. As a result, Bell's father, Alexander Melville Bell, a noted professor of elocution and speech, eventually devoted himself to the education of the deaf using a form of Visible Speech of his own devising. Bell himself became fascinated with the study of acoustics and how it could be used to aid communication with the hearing impaired.
In 1871, the principal of the Boston School for Deaf Mutes (now Horace Mann School for the Deaf), invited the senior Bell to provide training to her instructors. He declined, instead recommending his son, who had long worked with him. This course was such a success that young Bell found himself repeating the course at various schools for the deaf across New England. In 1872, he returned to Boston to set up his "School of Vocal Physiology and Mechanics of Speech" and then taught at the Boston University School of Oratory.
After a year, Bell decided to focus his energy on experimenting with sound, in particular with acoustic telegraphy, which culminated in his signature invention. During this time, he continued his work with just two pupils–Mabel Gardiner Hubbard and six-year-old George Sanders. Bell and Hubbard married in 1877, further entwining him into the world of the hearing impaired.
In 1879, the young family moved to Washington DC, where Bell founded the Volta Laboratory. In 1887, he opened the Volta Bureau (now the Alexander Graham Bell Association for the Deaf and Hard of Hearing), in Georgetown, Washington, DC , dedicated to "the increase and diffusion of knowledge relating to the deaf." One of Bell's pupils, and lifelong friend, Helen Keller, performed the groundbreaking ceremony.
Between this and his experience teaching the deaf and mute, Alexander Graham Bell naturally became one of the preeminent men of his day in the field of hearing and speech disabilities. As early as 1889, Bell made recommendations to the Superintendent of the Census Office, Robert Percival Porter, for proper enumeration of the deaf and blind in the census. He emphasized the need for properly phrased questions in order to discern true levels of disability and the acquisition of these disabilities. The Census
Office did take into account some of Bell's recommendations for the 1890 Census , however it did not fully implement them all.
In light of the previous missteps of the census in counting people with disabilities, on October 10, 1900, Census Director William R. Merriam appointed Alexander Graham Bell "Expert Special Agent of the Census Office, for the preparation of the Report on the Deaf and the Blind." Although the report was not completed until 1906, the 1900 Census data on the blind, deaf and dumb (the common phrasing for people with speech disabilities at the time) was the most comprehensive in census history. In addition to more precise statistics, such as varying levels of blindness, deafness, and speech impediments and age at time of disability, one of the most important changes to the survey was the manner in which enumerators asked the questions. Based on personal experience, Bell knew that people were sensitive to the disabilities of their loved ones, and would more readily answer properly phrased questions. In particular, it was important to differentiate those with hearing, speaking, or sight impairment from those with mental or physical disabilities. For this reason, in 1900, not only did Bell design the supplemental questionnaire, but his name was on the form with the declaration from the director that "he is empowered to conduct in his own name the correspondence relating to this branch of the census inquiry."
Bell's report was a huge leap forward in terms of recognizing various disabilities and tracking causes, but it took its toll on a man in his 50s. In 1904 Mabel Bell wrote to her son-in-law, Gilbert Hovey Grosvenor, "I hate this census with a personal hatred, I feel it is taking from Father time and energy which he cannot spare."
Neither Bell nor any other special expert received an appointment to examine the blind, deaf, and dumb during the 1910 Census, and in 1915, Bell wrote to his friend Fred DeLand that the results were "a perfect fizzle, not at all comparable to any former census." Between 1910 and 2000, coverage of disabilities was piecemeal. Any in-depth collection and analysis focused on the ability of the disabled to work. It was not until the 2000 Census, after the passage of the Americans with Disabilities Act in 1990, that census questions truly began to uncover information on the limitations of people with disabilities outside of their economic input.
Currently the Census Bureau counts Americans with disabilities as part of the ongoing American Community Survey. The different options for disability include: hearing difficulties, vision difficulties, cognitive difficulties, ambulatory difficulties, self-care difficulties, and independent living difficulties. In addition to measuring different levels of disability, some of the changes that Bell influenced are still in effect, such as divisions of disability based on age, and counting the occupation and employment status of those with disabilities.
Here are some more interesting facts relating to Bell's legacy from the U.S. Census Bureau and other federal agencies:
- The impact of the telephone was so profound and immediate that the Census Bureau began collecting data related to the industry in 1876, a practice which continues to today. In 1876, there were 3,000 telephones in the United States. In 1900, there were 356,000 telephones, and by 1970, there were 120,218,000 telephones, of which 87,137,000 were residential.
- In 1880, there was an average of 239,000 phone calls a day, 2,000 of which were toll calls (additional charges). In 1970, there were 485,200,000 daily conversations, of which 26,800,000 were toll calls.
- In 1915, there was $43 million of public telephone and telegraph wire installed, while in 1970 there was $2.97 billion of public line installed.
- In 1880, Alexander Graham Bell's company had 30,000 miles of telephone wire installed. By 1970, the company had 601,912,000 miles of wire installed.
- Between 1920 and 1998, the percentage of American households with telephone service went from 35 percent to 96.2 percent. In 1998, 96.2 percent of households had landlines, while 36.3 percent of households had cell phones. In 2011, 70.5 percent of households had landlines, while 89 percent of households had cell phones. In 2015, only 2.5 percent of households had no type of telephone.
- According to data collected by the American Community Survey (ACS), there were an estimated 39,906,328 Americans with disabilities, or 12.6 percent of the entire population in 2015.
- Of the 39,906,328 Americans with disabilities identified by ACS data, 11,267,453 had a hearing disability. In 2015, the largest concentration of people with hearing disabilities was in the population aged 75 and over, and 22.6 percent of the entire population 75 and over had hearing difficulty.
- There were 7,117,518 workers with disabilities employed in the United States in 2015. Out of those, 2,023,945 had hearing difficulties.
- The Department of Labor found that of the population of people with disabilities that are employed, 31.3 percent work in management, professional and related occupations, which
is the most popular field of employment, while only 0.6 percent work in mining, quarrying and oil and gas extraction occupations.
- In 2012, there were 2,344 translation and interpretation services (NAICS 541930) employing 24,926 people.
- In 2015, California had the largest number of disabled workers at 682,393, while Texas had the most workers with hearing difficulties at 182,807. The District of Columbia has both the fewest number of people working with disabilities at 14,214 and the fewest people working with hearing difficulties at 2,498.
- In 2015, West Virginia had the largest percentage of noninstitutionalized civilians with disabilities at 19.4 percent of the population, while Utah had the least at 9.9 percent.
- In 2015, Owsley County, KY had one of the highest rates of disability with 34.3 percent of the noninstitutionalized population having a disability, while Eagle County, CO, had the lowest rate of noninstitutionalized population with disabilities at 4.5 percent. | <urn:uuid:9ceda740-e49a-4d49-a4b6-fea0aac66a6b> | CC-MAIN-2022-27 | https://www.census.gov/history/pdf/agbellarticle-32017.pdf | 2022-06-30T16:33:19+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103850139.45/warc/CC-MAIN-20220630153307-20220630183307-00576.warc.gz | 756,412,265 | 1,974 | eng_Latn | eng_Latn | 0.997396 | eng_Latn | 0.997689 | [
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Zee's Way Kristin Butcher
Reading level: 4.0 978-1-55143-279-3 pb AR Quiz # 78322
Book Summary
When Zee and his buddies are kicked out of their hangout to provide space for a new shopping center, a war begins between the merchants and this group of teenagers who look scary and intimidating. Discriminated against because of their age and appearance, the boys are not allowed to enter the stores or be on the property. They fight back the only way they know how and the situation spirals out of control. When Zee is caught vandalizing a building in the shopping center, he wisely makes a deal with one of the merchants, which leads to a peaceful resolution for all.
Prereading Idea
Ask students to write a brief paragraph explaining how they or a friend have been discriminated against because of their age or appearance. Ask them to specify who discriminated against them and why, and then explain the outcome of the situation and how they handled it. Students can read their paragraphs to the class.
Connecting to the World—Writing and Research Ideas
* • Teenagers are often discriminated against because of their age and appearance. Mike says, "We got rights, you know!" And Danny says, "We're being persecuted! And it's not fair. It's not right. It's against the law!" Ask students in small groups to first research the laws regarding teenagers and their rights, and then to determine if what Mike and Danny say is true. What actions can teenagers take if they are discriminated against? Have each group of students write a scenario to perform in front of the class to illustrate what they have discovered.
* • Ask half of the class to research the history of graffiti, how it is used in today's society, and the controversy over graffiti art. Ask the other half of the class to research the history of wall murals, how they are used in today's society, and areas in which they are commonly found. Each group should make a display for the class to view as they present the information they discovered. They may find examples in their community and take pictures or find and print examples from online sources. The following websites might be helpful.
www.graffitihurts.org www.trompe-l-oeil-art.com/murals.htm
Have each group of students use a portion of one wall to depict their findings and the pictures of the graffiti and murals they discovered.
Connecting to the Text—Elements of the Novel
Theme
The theme of a book is generally determined by the lesson a character learns and how that lesson affects his or her life. Several of the main characters in Zee's Way change as a result of what they learned from the situation they are in. Focusing on one character at a time, ask students to determine what possible theme emerges based on the change in the character's life. Have students find a famous quote that illustrates the theme for each character discussed. Ask students to write the quotes on poster board to display in the classroom.
Conflict
The war between the merchants and Zee and his friends drives the story forward. Ask students to assume the voice of one of the main characters and write a poem about their feelings from his or her point of view. Have students focus on specific images and memories that add to the conflict and then type or print the poem using colors and/or fonts that convey the tone of the poem.
Point of View
Have students work with a partner and assume the "voice" of one of the main characters. Ask students to prepare a collage of visual and written images that convey the character's feelings and point of view, focusing on specific images and memories that add to the character they have selected. Students should use color, pictures and fonts that convey the tone of the collage.
Connecting to the Students—Discussion Questions
1. Zee describes his friends' appearance and says, "If our money's good, it shouldn't matter what we look like." In the novel, is this reality for Zee and his friends? Does his statement reflect reality? Why or why not?
2. Zee takes exception to his father's remark about graffiti that, "…it doesn't take a whole lot of brains or talent." What are Zee's thoughts about graffiti? Do you agree with Zee or his father? Why?
3. A generation gap is defined as a difference in values and attitudes between one generation and another. The differences often cause misunderstandings and mistrust between the generations. Zee deals with the generation gap between his father and him that mirrors the gap between the merchants and his friends. How are both sides right? Wrong?
4. Why does Mr. Feniuk make the effort to make peace with the boys? What does he gain? What could he have lost?
5. Zee does not want to judge Mr. Feniuk unfairly because he knows how it feels and he doesn't want to prejudice anyone else. What risk is he taking by trying to help end the war? What does he gain?
6. In chapter 10, Zee says, "The situation hadn't really changed, but our way of looking at it had." How does the change in perspective help heal the relationship between Zee and his father? What other characters change the way they look at a situation in order to bring about healing?
Writer's Craft
Vocabulary Enrichment
Challenge students to write variations of any haiku and/or diamonte poems using the following vocabulary words as the title and focus of the poem.
Accrued
Verb Usage
Powerful verbs move the story forward in a way that keeps the reader's attention.
I jogged across the yard and hurdled the hedge.
…I pressed close to a big oak tree and peered up and down the deserted street.
Both of these sentences allow the reader to see the action. Ask students to find other examples of powerful verbs and share them with the class. Then ask students to find sentences in their own writing to rewrite using a more powerful verb. Using sentence strips, have students select their best revision and prepare a "before" and "after" sentence to display in the room.
Author Biography
Kristin Butcher has loved to read since she read her first word, and, for her, being a writer is a natural extension. As a child, she couldn't wait to learn to read because it seemed like magic to her; she wanted to unlock the door to all the wonderful stories her parents had read to her. Dedicated to sharing her love of reading through her writing, classroom visits and workshops, Kristin speaks to both students and teachers—a rewarding practice that charges her with enthusiasm and energy for writing new novels and stories. | <urn:uuid:5d1f69a7-5186-40cb-8986-f3e14175144a> | CC-MAIN-2020-40 | https://www.orcabook.com/Assets/PDFs/Guides/zeesway.pdf | 2020-09-21T09:52:42+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00015.warc.gz | 1,023,927,135 | 1,369 | eng_Latn | eng_Latn | 0.99899 | eng_Latn | 0.999374 | [
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TO SPEAKING CONFIDENTLY ABOUT YOUR SKILLS
Finding comfort in speaking about your skills and the value they can add to a position may take some time, reflection, preparation and planning.
Below are seven steps that will help you be better prepared to speak confidently about the skills, knowledge and experience you have to offer to an employer.
Keep in mind that even though progress may seem slow, every minute you spend completing these steps will strengthen your communication skills and your ability to speak more confidently.
1. Identify and list your skills and abilities. Create a detailed inventory of skills that includes not only the skills and abilities already included in your resume, but also additional skills you may not have thought of yet. Review NOC duties, job postings, and the documents included in this MY SKILLS section.
2. Organize your skills by category. Once you have identified and listed a good number of skills and abilities, create groups of skills under various categories: technical, planning, time-management, problem solving, interpersonal communication, etc.
3. Be prepared to explain why a specific skill is important. For each of your skills, strategize how you could best explain its importance. What are its benefits? What would be the possible negative consequences if you or another employee did not have that skill?
5. Identify your top skills to create a skills-highlights summary. Long lists are good as a background database, but in specific situations such as a job interview or an initial introduction, it is a good idea to have a well prepared summary.
Within each category, reorganize the skills in a priority order (more relevant/important at the top.) Then, highlight the 2 or 3 skills in each category that you believe are the most relevant or that best describe your strengths in that area. Use the highlights from each skills category to create a skills-highlights summary.
6. Include some or all the skills-highlights in your introduction. Your "tell me about yourself" paragraph will be most effective if it reflects not only your background and technical skills, but also how you organize your work, what matters to you, how you relate to others, etc.
7. Think of positive examples for each skill. You will be better prepared for interviews and for informal conversations if you can share concrete examples that illustrate your strengths.
4. Plan what you would respond if asked to explain a skill. Write down the main points as a reminder. Often, an interviewer may say:
" I see that you have experience doing _____, can you tell me more?"
"In your resume, you mention that you are flexible/adaptable, can you expand on this?"
Think of a time when you used a skill successfully and plan how you could tell a brief story about it, if asked. Then, write down the main points of the story as a reminder.
Remember; focus on +positive+ examples: tell what happened, what you did, and how your intervention contributed to the successful resolution of the situation. For each skill/ability/situation, think how you would include an example if you were asked:
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2 nd Class
Mr Grew
- I hope everyone is continuing to keep well & that the work provided last week was of some benefit.
- The 2 nd class girls may continue with their work packs or if by now, they have finished their work, I have again included some additional exercises that could be completed in addition.
- Please do not hesitate to send me an email on firstname.lastname@example.org if you have any questions or if you would like any help or feedback on the girls' work.
- Please be aware that the below are just suggested activities and have been given to assist in structuring the girls' day.
Suggested Activities
1. Maths:
- This week, the girls can take a look at the chapter Spatial Awareness in their Planet Maths Books (p104 & 105)
- Model language such as : behind, in front, on top, underneath, in between, to the left of, to the right of, higher, lower to make sure your child understands their meaning before completing the tasks. For example, where is the fridge? The fridge is beside/to the right of the sink etc.
- Monday 27 th April: p104 (A & B only)
- Tuesday 28 th April: p105
- Wednesday 29 th April: Instruct your child to draw a picture of a house, on a blank page using the following directions:
1.First draw a rectangle in the middle of your page.
2. Put the roof on top of the rectangle. Draw a rectangular chimney on the left side of the roof.
3. Put 3 rectangular windows upstairs and 2 square windows downstairs.
4. Draw 2 lines in each window so you have 4 panes of glass.
5. Draw the rectangular front door in the middle of the house.
6. There is a garage to the right of the house.
7. Next draw an apple tree beside the house. A bird's nest is on top of the tree, draw it in your picture and put 2 birds in the nest.
8. Lastly, draw a dog behind the tree.
- th
Thursday 30 April: p108 – Mental Maths Activities A & B (revision)
- Friday May 1 st : p109 – Addition Tables activities (revision)
2. Geography:
- This week, the children can continue learning about the counties & provinces of Ireland.
Suggested Work: Week April 27 th -May 1 st
- Why not try learn as many counties as you can through this song: https://www.youtube.com/watch?v=tknrcrfceuo
- How many counties did they sing about? (32) Can you write them all down? What county do we live in?(Dublin) What province do we live in? (Leinster) How many provinces are in Ireland? (4) Can you name them? (Connaught, Leinster, Munster, Ulster) How many counties did they sing about in Connaught? (5) Ulster? (9) Leinster? (12) Munster? (6)
- Listen to the rhyme once more-can you sing along with it?
- Try out this quiz from www.sporcle.com . It is an interactive quiz on the Counties of Ireland. Click the link below to access the quiz.
- https://www.sporcle.com/games/funnyboy/counties-of-ireland
3. Art:
- I have included a 40 minute art lesson called "Cute Owl". The art lesson can be found by copying the link below or typing "Cute Owl deep space sparkle" into Youtube. The lesson only requires a pencil & some colouring pencils/markers.
- https://www.youtube.com/watch?v=IggTEGsrGBY
- These drawings will look great beside your "Fancy Fox" sketches from last week's art lesson.
4. English
- Please continue to work on the reading comprehensions that were given out as part of the work packs in March.
- If you have access to an electronic device & internet- the Twinkl website has a wealth of resources aimed at 1 st & 2 nd class level. The girls could access audio books to listen to and there are a range of reading comprehensions & cloze procedures (fill in the blanks) that could be printed off or transcribed.
- To access the site for free, simply follow the steps below:
- Step 1: Go to www.twinkl.ie/offer
- Step 2: Enter the code IRLTWINKLHELPS, along with your email address and a password (as a new user)
- Step 3: Click on the 1 st /2 nd link and then on "English-Reading" from the popup menu. There are a range of additional resources to be accessed there.
5. Gaeilge
Tarraing agus dathaigh phictiúir.
(Draw and colour a picture) of a person. It could be you or a person in your family
Label the following body parts: (The girls should be familiar with the body parts as they have been taught them this year). Ask them to "Taispeain dom do…shrón. " (show me your…nose etc)
```
ceann (head) gualainn (shoulders) glúin (knee) cos (leg) súil (eye) cluas (ear) béal (mouth) srón (nose)
```
Please feel free to send on via email any work, pictures of the girl's work or if you have any questions you might have in general to email@example.com
Remember, the above are suggested activities that I feel would be of benefit to the girls but if you wish to just continue solely with the work packs from March, that is perfectly fine too.
Hope to see you all soon,
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How to Rodent-Proof Your Composter
- Put only vegetable matter in your composter.
- Wrap the bottom of the composter in strong wire mesh (1/4 inch hardware cloth).
- Move your composter out in the open, rather than close to a fence or shed. An open area makes rats more vulnerable to predators.
- Visit your composter more often!
- Give your pets more yard time—dogs and cats make an inhospitable neighbourhood for rats.
- Remove piles of brush or lumber in yard and keep garage and sheds free of clutter.
- Remove bird feeders, or put them in a place where you can clean up spilled seeds daily— this is a major food source for rats.
Composting: Your Backyard Bonus
Follow these simple instructions to turn your kitchen scraps and yard waste into a nutrient-rich fertilizer that your plants will love!
What is Composting?
Getting Started
* Composting is the natural process of decomposition and recycling of organic material into humus, which is a rich soil additive. Compost improves soil quality by providing important nutrients and helps retain moisture, which will improve plant health.
Benefits of Composting
* Composting decreases the amount of garbage you put out for curbside collection which reduces municipal collection and disposal costs.
* Compost is a valuable end product that improves soil and plant health, prevents erosion, retains moisture, and replenishes nutrients in soil. This reduces the need to water gardens and eliminates the need to purchase other fertilizers.
* Landfills are designed to keep air and moisture out, which are necessary for decomposition. Methane gas and leachate are produced when organics break down under these conditions, so putting less organic waste into your household trash will prolong the life of the landfill.
* Compost is FREE!
* Composting can take place in a bin or a pile. Bins help keep the compost neatly contained and can keep animals and pests out. You can purchase a composting bin or build your own from wood or wire mesh.
* Place a layer of sticks at the bottom of your composter to keep the pile aerated, and then alternate layers between browns and greens (see reverse side). Avoid adding thick layers of any one type of waste.
* The best place for your composter is in a convenient, sunny location on level ground with adequate drainage.
* The process requires moisture and oxygen so it's important to keep your pile moist and turn it regularly with a shovel or pitchfork. For finished composter sooner, stir it as often as every 3 to 5 days. Otherwise, turning every couple of weeks in warm weather will be sufficient.
There are three main chemicals used in antibacterial products: triclosan, triclocarbon and quaternary ammonium compounds.
Composting: Your Backyard Bonus
What Can Be Composted?
The "recipe" for successful composting is a ratio between "browns" (carbon sources) and "greens" (nitrogen sources). Remember: the smaller the particles, the quicker they will break down so be sure to chop up larger scraps like corn cobs before placing them in the composter.
Greens (Nitrogen-rich Sources)
Browns (Carbon-rich Sources)
Kitchen scraps such as:
* Fruit & vegetable peels and cores
* Coffee grounds & filters
* Egg shells
* Tea bags
* Cut flowers
Troubleshooting Tips
* Too dry/wet: If your compost mixture is too dry (ie. dust appears when you turn it, it doesn't stick together when you squeeze a handful) then add water. You can also try leaving the lid off when it rains. If it's too wet, add carbon-rich browns to absorb moisture.
* Odours/animals/pest prevention: Odours arise when the pile is too wet or materials are too compacted. Turn the pile to allow it to dry out and to ensure that it is well aerated. When adding new material, make a hole in the top of the pile, stir in the organics, and cover with dry ingredients such as leaves. Always try to have a layer of browns on top of your pile. While critters like worms, centipedes, and other insects should appear in your composter to help the bacteria break down the material, these actions will help make the pile less appealing to animals and prevent flies, which are attracted to the odours of the greens. · You can also add soil at any stage of the and act as an accelerator. A thin layer of soil
layering process. A shovel-full of soil will introduce many soil organisms into your pile added on the top of your pile also helps to discourage pests and prevent odours.
This waste reduction program is funded by the City of Thunder Bay's Infrastructure and Operations Department and delivered by EcoSuperior Environmental Programs.
Li id Yard waste such as:
d b
* Dried leaves
* Straw
* Wood chips or shavings
* Dried cut grass
* Weeds before they go to seed
Using Finished Compost
*Following instructions can produce finished compost in as little as 6 months. Without adding the proper ratios or turning the pile, the process can take up to 2 years. •Finished compost should feel like a wrungout sponge. When you squeeze a handful of it, no more a couple drops of liquid should come out. It should be a dark brown colour, and should have a pleasant earthy smell to it. •Wait until the pile is fully inactive before using the compost. The microbial activity generates heat, so when finished, the centre of the pile should no longer feel hot. •Mix finished compost with garden soil to use in a flower or vegetable garden, no more than 8cm deep. You can also screen out larger items that have not broken down (twigs, etc.), return them to the pile, and spread finished compost on your lawn as a top dressing, no more than 1cm deep.
Winter Composting
* You can continue adding to your composter throughout the winter—the material won't decay until spring, but the freeze/thaw cycles make it break down quickly once spring arrives. When temperatures warm, just add a shovelful of dirt or dried leaves and give it a good mixing.
Do Not Compost
* Meat
* Dairy products
* Bones
* Cooking oil
* Invasive plants (e.g. Himalayan balsam, Japanese knotweed)
* Human or pet wastes
* Charcoal or coal ashes
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Work And Machines Chapter Review Answer Key
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Work And Machines Chapter Review
PS Chapter 5: Work and Machines Review Cards. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. kariathey. Terms in this set (47) compound machine. machine that is a combination of two or more simple machines. efficiency. ratio of the output work done by the machine to the input work done on the machine, expressed ...
Download Ebook Work And Machines Chapter Review Answer Key
PS Chapter 5: Work and Machines Review Cards Flashcards ...
Chapter 6: Work and Machines Work and Machines. Your Results: The correct answer for each question is indicated by a . 1: A _____ is a device that does work with only one movement. Need a Hint? A) ... Home > > Unit 2 > Chapter 6 > Chapter Review Quiz. Science ...
Work and Machines - McGraw-Hill
Chapter Review Work and Simple Machines Part A. Vocabulary Review Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term in the blank at the left. Column I 1. a device that makes work easier by changing the size or direction of the applied force 2. SI unit for work 3. causes the output work of a machine to be less than the input work
R Name Date Class Chapter Work and Simple Machines Review
two tabs. Label them Work without Machines and Work with Machines. 3. List examples of work you do without machines under its tab. As you read the chapter, rate the work you did without machines on a scale of 1 (little force) to 10 (great force). Write it next to the work. FOLDABLES Reading & Study Skills FOLDABLES Reading &Study Skills ork ...
Chapter 5: Work and Machines
Chapter 8: Work and Machines. Terms in this set (16) joule. the unit used to express work and energy; equivalent to the newton-meter (N*m) watt. the unit to express power; equivalent to joules per second; (J/s) work output. the work done by a machine; the product of the output force and the distance through which it is exerted.
Chapter 8: Work and Machines Flashcards | Quizlet
Work and Simple Machines 9 Name Date Class Calculating Work and Power When work is done on an object, energy is transferred to the object. When a force acts on an object and moves that object
Download Ebook Work And Machines Chapter Review Answer Key
a certain distance, work is done on the object. Work (W) is defined by the following equation. W = F d
Work and Simple Machines - Science Class 3000
Work and Machines-Chapter 8. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. djmelgar. Key Concepts: Terms in this set (21) work. the transfer of energy to an object by using a force that causes the object to move in the direction of the force W = F x d. power.
Work and Machines-Chapter 8 Flashcards | Quizlet
Start studying Chapter 7 work and simple machines. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Study 41 Terms | Chapter 7 work and... Flashcards | Quizlet
T12 Work and Machines Teacher Guide & Answers (continued) Teacher Support & Planning 3. Figure 4 W out = 70 N 0.01 m = 0.7 J 4. IMA = F out/F in = 3.5 3.5 = 70N/F in = 20 N W out = W in = 0.7 J 0.7 J = 20 d in d in = 0.035 m Section 3 (page 34) Procedure ISA = 52/34 = 1.5, IMA = 34/52 = 0.65
Teacher Guide & Answers (continued)
Work and Machines-Chapter 8 21 terms. djmelgar. Managing HR 61 terms. tracywilkerson. MGMT Chapter 16 35 terms. tracywilkerson. ... MGMT 363 Chapter 13 56 terms. tracywilkerson. IPC chapter 3 25 terms. tracywilkerson. chapter 14 test review part 2 34 terms. tracywilkerson. ipc chapter 4 31 terms. tracywilkerson. chapter 14 test part 3 33 terms ...
chapter 8 test review part 2 Flashcards | Quizlet
About This Chapter The Work and Machines chapter of this Glencoe Physical Science Companion Course helps students learn the essential physical science lessons of simple machines and work.
Download Ebook Work And Machines Chapter Review Answer Key
Each of...
Glencoe Physical Science Chapter 5: Work and Machines ...
Work Input and Work Output (pages 419–420) 6. The work done by a machine is always less than the work done on a friction machine because of . Physical Science Reading and Study Workbook Chapter 14 163 Name _____ Chapter 14 Class _____ Date _____ Work, Power, and Machines 7.
Section 14.2 Work and Machines - studylib.net
Title: New Title Author: New Author Subject: New Subject Created Date: 10/10/2004 8:15:09 PM
New Title - Lab35
This Work & Machines chapter delves into the core functions and mechanics of fundamental machine operations. It includes lessons that define important terms while exemplifying these concepts in ...
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Machines Like Me manages to combine the dark acidity of McEwan's great early stories with the crowd-pleasing readability of his more recent work. A novel this smart oughtn't to be such fun ...
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14.2 Work and Machines How Do Machines Make Work Easier? How Are Work Input and Work Output Related for a Machine? Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising.
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Chapter 16: Work and Simple Machines Chapter Review Quiz - English. Your Results: The correct
Copyright : wotfun.com
Download Ebook Work And Machines Chapter Review Answer Key
answer for each question is indicated by a . 1: The efficiency of all machines is _____. Need a Hint? A) exactly 100 percent: B) less than 100 percent: C) more than 100 percent: D) ...
Chapter Review Quiz - English
All of the following are ways that simple machines make work easier EXCEPT _____. A) changing the direction in which the force is exerted B) decreasing the amount of force that is exerted C) decreasing the amount of work that is done D) changing the distance over which a force is exerted ... Simple Machines Review Game. Edit • Print ...
Simple Machines Review Game Jeopardy Template
Detailed questions and answers about significant themes, symbols, characters in The Time Machine.
The Time Machine: Study Questions | SparkNotes
Glencoe Physical Science vii Organize each wave characteristic in the Venn diagram to show whether it is a trait of tides, waves created by wind, or both. Model spring and neap tides in the boxes below. •Use the figure in your book to help you.
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Gold bar found in Mexico was Aztec treasure: study
11 January 2020
Mexico's National Institute of Anthropology (INAH) says it has now confirmed that a 1.93-kilogram gold bar was part of looted Aztec treasure
A gold bar found in a Mexico City park in 1981 was part of the Aztec treasure looted by Hernan Cortes and the Spanish conquistadors 500 years ago, a new study says.
The 1.93-kilogram bar was found by a construction worker during excavations for a new building along the Alameda, a picturesque park in the heart of the Mexican capital.
For 39 years, its origins remained a mystery.
But thanks to specialized X-rays, Mexico's National Institute of Anthropology and History (INAH) says it has now confirmed where the bar came from: the Spaniards' hasty, though temporary, retreat during the so-called "Noche Triste," or "Sad Night."
Aztec treasure as they could carry, including, apparently, the gold bar in question.
"The so-called 'Noche Triste' is among the episodes of the conquest that will be remembered this year, and there is only one piece of material evidence from it: a gold bar that sank 500 years ago in the canals of Tenochtitlan, and which recent analysis confirms came from the (Spaniards') flight," INAH said in a statement.
Cortes and his men received a wary welcome from Aztec emperor Moctezuma when they arrived in 1519, but soon became unwanted guests at the palace as they appropriated his treasure and turned him into a virtual hostage.
In June 1520, Cortes—who had launched his expedition in Mexico without official authorization—learned that the Spanish governor in Cuba had sent a party of soldiers to arrest him.
He left his lieutenant Pedro de Alvarado in charge at Tenochtitlan and went with part of his army to fight the arriving soldiers, ultimately defeating them.
While he was gone, however, Alvarado began to fear the Aztecs would attack him, and had their nobles and priests killed.
The Aztecs revolted, and the Spaniards retreated—apparently losing the gold bar along the way.
The study found the bar's composition matched that of other Aztec pieces from the period.
"This bar is a key piece in the puzzle of this historical event," INAH said.
That night—June 30, 1520—the Aztecs, furious over the slaughter of their nobles and priests, drove the Spanish invaders from their capital, Tenochtitlan. © 2020 AFP
The conquistadors escaped with as much looted
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Healthy Eating
YOU EAT. WE'LL FUEL.
Want to lose weight?
Let's start with some nutrition basics.
Just as the right kind of fuel is important for Navy jets, so is the right kind of fuel for the human body to support optimal performance. The Navy and Marine Corps Public Health Center Health Promotion and Wellness Department and Semper Fit Fitness and Health Promotion understand the barriers to eating healthy. We have the educational resources and materials you need to help you select nutrient-dense, healthy food for optimal performance.
The importance of good nutrition.
Food is fuel for the body. To perform at your peak, you have to eat healthy and live a balanced lifestyle. It's important that you maintain a healthy body weight and body fat percentage, get the recommended amount of physical activity and exercise, and consume the recommended nutrients from food. When you and your family members eat nutritious foods, you're on the right path to maintain your health and reduce your risk of heart disease, high blood pressure, high cholesterol, diabetes, osteoporosis, and several types of cancer, as well as maintain a healthy body weight. 1
What exactly is healthy eating?
As described in the Dietary Guidelines for Americans, eating healthy means 2 :
Ð Ð Consuming a variety of nutritious foods and beverages.
Ð Ð Limiting intake of saturated fats, added sugars, and sodium.
Ð Ð Keeping trans fat intake as low as possible.
Ð Ð Balancing caloric intake with calories burned to manage body weight.
How can you eat healthier? 1
Understanding the appropriate portion sizes can help you limit excessive calorie intake, particularly when eating high-calorie foods. You can eat healthier by:
Ð Ð Avoiding oversized portions.
Ð Ð Making half your plate fruits and vegetables.
Ð Ð Making at least half of your grains 100% whole grains.
Ð Ð Switching to fat-free or low-fat milk products.
Ð Ð Choosing low-sodium foods.
Ð Ð Not skipping meals, especially breakfast.
Ð Ð Drinking water instead of soda or sugary drinks.
NAVY AND MARINE CORPS PUBLIC HEALTH CENTER
PREVENTION AND PROTECTION START HERE
Permanent and healthy weight management can be achieved by eating a balanced diet. To help you lose weight, follow the healthy eating tips above while maintaining a daily calorie intake that will result in a 1-2 pound weight loss per week. 3 Start your day with breakfast and eat small meals or snacks every 3-4 hours to limit overeating. Your daily calorie intake should consist of 45-65 percent nutrient-rich carbohydrates, 10-35 percent lean proteins, and 20-35 percent healthy fats. 2 For example, 50 percent of a 2000 calorie diet would be 1000 calories from carbs or 250 grams of carbs; 20 percent proteins would be 400 calories from protein or 100 grams of protein; and 30 percent fats would be 600 calories from fat or 67 grams of fat. Before starting a weight loss program, be sure to contact your Semper Fit Health Promotion Program coordinator, local dietitian, or health care provider to help you safely lose weight.
For more information, resources, and tools on healthy eating:
Ð Ð Visit Semper Fit Fitness and Health Promotion at http://usmc-mccs.org/services/fitness/health-promotion/.
Ð Ð Contact your local Semper Fit Health Promotion Program coordinator, dietitian, or health care provider.
Ð Ð Visit the Navy and Marine Corps Public Health Center at www.med.navy.mil/sites/nmcphc/health-promotion/healthy-eating/ Pages/healthy-eating.aspx.
To learn how our resources and tools can help keep you fit for service and improve your overall health, visit us at WWW.MED.NAVY.MIL/SITES/NMCPHC/HEALTHPROMOTION and HTTPS://WWW.MANPOWER.USMC. MIL/WEBCENTER/PORTAL/MRAHOME.
1 Chronic Disease Prevention and Health Promotion. Centers for Disease Control and Prevention (CDC). http://www.cdc.gov/chronicdisease/resources/publications/aag/nutrition.htm. Published May 2011. Accessed April 2015.
2 Dietary Guidelines for Americans, 2010. United States Department of Agriculture. http://www.fns. usda.gov/dietary-guidelines-americans-2010. Updated February 2014. Accessed March 2015.
3 Healthy Weight – It's not a diet, it's a lifestyle! Centers for Disease Control and Prevention. http:// www.cdc.gov/healthyweight/losing_weight/index.html?s_cid=govD_dnpao_082. Updated August 2011. Accessed March 2015.
For more information on your local resources, contact: | <urn:uuid:61980c86-69a9-4538-bfd3-4c9c4fe19bea> | CC-MAIN-2020-40 | https://www.med.navy.mil/sites/nmcphc/Documents/health-promotion-wellness/healthy-eating/HE_SemperFit_Factsheet_POC-fillable.pdf | 2020-09-21T10:29:29+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00016.warc.gz | 973,611,190 | 974 | eng_Latn | eng_Latn | 0.989178 | eng_Latn | 0.989178 | [
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SCIENTIFIC NOTATION
Scientific notation (also referred to as scientific form or standard index form, or standard form in the UK) is a way of expressing numbers that are too big or too small to be conveniently written in decimal form. It is commonly used by scientists, mathematicians and engineers, in part because it can simplify certain arithmetic operations. On scientific calculators it is usually known as "SCI" display mode.
| Decimal notation | Scientific notation |
|---|---|
| 2 | 2×100 |
| 300 | 3×102 |
| 4321.768 | 4.321768×103 |
| −53000 | −5.3×104 |
| 6720000000 | 6.72×109 |
| 0.2 | 2×10−1 |
| 987 | 9.87×102 |
| 0.00000000751 | 7.51×10−9 |
In scientific notation, all numbers are written in the form
m× 10
n
(m times ten raised to the power of n), where the exponent n is an integer, and the coefficient m is any real number. The integer n is called the order of magnitude and the real number m is called the significand or mantissa. [1] However, the term "mantissa" may cause confusion because it is the name of the fractional part of the common logarithm. If the number is negative then a minus sign precedes m (as in ordinary decimal notation). In normalized notation, the exponent is chosen so that the absolute value (modulus) of the significand m is at least 1 but less than 10.
Decimal floating point is a computer arithmetic system closely related to scientific notation.
Normalized notation
Any given real number can be written in the form m×10 n in many ways: for example, 350 can be written as 3.5×10 2 or 35×10 1 or 350×10 0 .
In normalized scientific notation (called "standard form" in the UK), the exponent n is chosen so that the absolute value of m remains at least one but less than ten (1 ≤ |m| < 10). Thus 350 is written as 3.5×10 2 . This form allows easy comparison of numbers, as the exponent n gives the number's order of magnitude. It is the form that is required when using tables of common logarithms. In normalized notation, the exponent n is negative for a number with absolute value between 0 and 1 (e.g. 0.5 is written as 5×10 −1 ). The 10 and exponent are often omitted when the exponent is 0.
Normalized scientific form is the typical form of expression of large numbers in many fields, unless an unnormalized form, such as engineering notation, is desired. Normalized scientific notation is often called exponential notation— although the latter term is more general and also applies when m is not restricted to the range 1 to 10 (as in engineering notation for instance) and to bases other than 10 (for example, 3.15×2 20 ).
Order of magnitude
Scientific notation also enables simpler order-of-magnitude comparisons. A proton's mass is 0.0000000000000000000000000016726 kg. If written as 1.6726×10 −27 kg, it is easier to compare this mass with that of an electron, given below. The order of magnitude of the ratio of the masses can be obtained by comparing the exponents instead of the more error-prone task of counting the leading zeros. In this case, −27 is larger than −31 and therefore the proton is roughly four orders of magnitude (10,000 times) more massive than the electron.
Scientific notation also avoids misunderstandings due to regional differences in certain quantifiers, such as billion, which might indicate either 10 9 or 10 12 .
In physics and astrophysics, the number of orders of magnitude between two numbers is sometimes referred to as "dex", a contraction of "decimal exponent" (see f.e. Chemical abundance ratios). For instance, if two numbers are within 1 dex of each other, then the ratio of the larger to the smaller number is less than 10. Fractional values can be used, so if within 0.5 dex, the ratio is less than 10 0.5 , and so on.
Further examples of scientific notation
- An electron's mass is about 0.000000000000000000000000000000910938356 kg. [22] In scientific −31
- The Earth's mass is about 5972400000000000000000000 kg. [23] In scientific notation, this is written 5.9724×10 24 kg.
notation, this is written 9.10938356×10 kg (in SI units).
- The Earth's circumference is approximately 40000000 m. [24] In scientific notation, this is 4×10 7 m. In engineering notation, this is written 40×10 6 m. In SI writing style, this may be written 40 Mm (40 megametres).
- An inch is defined as exactly 25.4 mm. Quoting a value of 25.400 mm shows that the value is correct to the nearest micrometre. An approximated value with only two significant digits would be 2.5×10 1 mm instead. As there is no limit to the number of significant digits, the length of an inch could, if required, be written as (say) 2.54000000000×10 1 mm instead.
Converting numbers
Converting a number in these cases means to either convert the number into scientific notation form, convert it back into decimal form or to change the exponent part of the equation. None of these alter the actual number, only how it's expressed.
Decimal to scientific
First, move the decimal separator point sufficient places, n, to put the number's value within a desired range, between 1 and 10 for normalized notation. If the decimal was moved to the left, append × 10 n ; to the right, × 10 −n . To represent the number 1,230,400 in normalized scientific notation, the decimal separator would be moved 6 digits to the left and × 10 6 appended, resulting in 1.2304×10 6 . The number −0.0040321 would have its decimal separator shifted 3 digits to the right instead of the left and yield −4.0321×10 −3 as a result.
Scientific to decimal
Converting a number from scientific notation to decimal notation, first remove the × 10 n on the end, then shift the decimal separator n digits to the right (positive n) or left (negative n). The number 1.2304×10 6 would have its decimal separator shifted 6 digits to the right and become 1,230,400, while −4.0321×10 −3 would have its decimal separator moved 3 digits to the left and be −0.0040321.
Scientific notation is a mathematical expression used to represent a decimal number between 1 and 10 multiplied by ten, so you can write large numbers using less digits.
An example of scientific notation is when you write 4 x 10³ for 4,000.
a mathematical expression used to represent any decimal number as a number between one and ten raised to a specific power of ten (Ex.: 4.1 × 10 for 4.1, 4.1 × 10 for 41, 4.1 × 10 for 410, 4.1 × 10 for 0.41, 4.1 × 10 for 0.041): often used for approximate computations with very large or small numbers
A method of expressing numbers in terms of a decimal number between 1 and 10 multiplied by a power of 10. The scientific notation for 10,492, for example, is 1.0492 × 10 4 . | <urn:uuid:3b40d8e7-0d5f-4320-b939-4471eb547f17> | CC-MAIN-2020-40 | https://asutoshcollege.in/Study_Material/SCIENTIFIC_NOTATION_05042020.pdf | 2020-09-21T09:56:49+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00018.warc.gz | 292,855,738 | 1,707 | eng_Latn | eng_Latn | 0.996572 | eng_Latn | 0.99716 | [
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Schools and COVID-19 RISK COMMUNICATION FAQ
1. There is no risk-free decision about school opening. Opening schools may increase the risk of children and staff contracting the virus; keeping children home may lead to them falling behind academically and other sequelae.
2. The individual risk of the virus to children is unknown.
a. Children in the U.S. have high rates of asthma (8.4%), diabetes (22.3 cases/100,000 for type 1 and 13.8 cases/100,000 for type 2), and obesity (1 in 5 school children), according to the CDC. Because of these factors and others, we do not know if the U.S. experience for students and COVID-19 will follow that of other countries.
b. Multisystem inflammatory illness (MIS) in children is a condition related to COVID-19. On May 29, Children's Hospital of Wisconsin reported seven suspected cases of MIS. MIS can present with many different symptoms, including a persistent high fever, abdominal pain, vomiting, diarrhea, rash, swelling of the hands and feet, and red eyes and tongue.
c. The case rate for children ages 0-19 in Wisconsin is 19% greater than the national case rate for children ages 0-19.
d. We do not know the whether the virus has lasting effects on children as they grow up.
3. Expect there to be transmission of COVID-19 in schools. We currently do not know the extent to which the virus will be transmitted in schools. The U.S. has little experience with mass gatherings of children because schools closed early in the pandemic. Data are still evolving on:
a. How community transmission and disease trajectory impacts school transmission.
b. The extent to which children are asymptomatic shedders. A new CDC estimate says 40% of those infected are asymptomatic (all ages).
c. Whether children are likely to spread virus to other students and teachers.
d. Whether children's return-to-school experience in the U.S will be similar to that of some countries e.g. Denmark and German (fairly safe) versus others e.g. Israel (a spike in cases). A recent South Korean study revealed:
i. Children younger than 10 were half as likely transmit to others than adults, but the risk is not zero. The large number of contacts children may have in the school setting may offset their smaller risk of infecting others.
ii. Middle and high schoolers were more likely to transmit disease than adults.
iii. Children were less like than adults to show symptoms, so the number of children who set off the chain of transmission may be underestimated.
4. Expect there to be children and staff with COVID-like symptoms at school. Even with screening, students and staff may come to school sick or develop symptoms at school. Schools should have a plan to isolate them and send them home.
5. Expect children and staff to miss school, either while isolating (cases) or quarantining (close contacts). Children and staff may be out of school for large periods of time, so schools need to be prepared to provide virtual education to a subset of students and to have substitute teachers at the ready.
6. Know the risks levels for disease transmission with children returning to school. The more people a student or staff member interacts with and the longer that interaction, the higher the risk of COVID-19 spread. The CDC risk levels of COVID-19 spread in school settings are:
a. Lowest Risk: Students and teachers engage in virtual-only classes, activities, and events.
b. More Risk: Small, in-person classes, activities, and events. Groups of students stay together and with the same teacher throughout/across school days and groups do not mix. Students remain at least 6 feet apart and do not share objects (e.g., hybrid virtual and in-person class structures, or staggered/rotated scheduling to accommodate smaller class sizes).
c. Highest Risk: Full sized, in-person classes, activities, and events. Students are not spaced apart, share classroom materials or supplies, and mix between classes and activities.
7. Know that guidance for opening schools includes risk reduction measures, not risk elimination measures. The premise is that measures such as those proposed by the Harvard T.H. Chan School of Public Health can reduce risks to students and staff, if schools adhere to strict control measures and dynamically respond to outbreaks. These strategies include:
a. Healthy Classrooms: Wear masks, wash hands frequently, maximize physical distancing, maximize group distancing (cohort students), disinfect objects.
b. Healthy Buildings: Increase outdoor air ventilation, filter indoor air, supplement with portable air cleaners, verify ventilation and filtration performance, consider advance air quality techniques, utilize plexiglass as a physical barrier, clean surfaces, etc.
c. Healthy Activities: Provide recess, modify physical education, reimagine music and theater classes, continue sports with enhanced controls, add structure to free time
d. Healthy Schedules: Manage transition times and locations, make lunchtime safer, rethink transportation, modify attendance
e. Healthy Policies: Create culture of health/safety/responsibility, stay home when sick, establish plans and a response team, promote testing, support remote learning options, de-densify school building, protect high-risk students and staff.
8. Expect that there may not be testing readily available. A recent New England Journal of Medicine article noted that expanding the capacity, throughput, speed of returning results, analytic performance, and regional placement of diagnostic technologies (testing for disease) is urgently needed to contribute importantly to the current national efforts to curb the pandemic. | <urn:uuid:d66f4b0c-33c9-44f3-82c5-fc293ee8bef0> | CC-MAIN-2020-40 | https://raymond.k12.wi.us/wp-content/uploads/2020/07/Risk-Communication-for-Schools.pdf | 2020-09-21T08:56:38+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00019.warc.gz | 596,060,077 | 1,144 | eng_Latn | eng_Latn | 0.99758 | eng_Latn | 0.998343 | [
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BRITISH GYMNASTICS COACHING QUALIFICATIONS LEVEL 4 COACH
WOMEN'S ARTISTIC GYMNASTICS SAMPLE PAPER WITH ANSWERS
Instructions to candidates:
* Questions will be under the headings shown. Each question will be worth 10 marks
* Available marks will be 60. Pass mark at 60% = 36 marks.
1. Age and stage of Maturation
Show your understanding of the 4 stages of child development from ages 6-8 yrs and how these will impact on the training of gymnastics.
2. Biomechanics
Explain in mechanical terms how rotation is created and how it is controlled in a forward somersault from a run.
3. Method
Describe or draw 5 exercises which may be used to develop awareness in preparation for the blind change on bars.
4. Specific Physical preparation
Describe or draw 5 exercises you would use to develop leg strength relative to the teaching of a double back somersault on the floor.
5. Technique
Describe the technique you would expect to see in the free walkover for beam. Use figurines if possible to aid your description
6. Judging
1. What is the deduction if the gymnast does not start her routine within 30 seconds of the green light being lit or the judge signalling?
2. How many run-up approaches is the gymnast allowed in Competition 1 providing she has not touched the springboard or vaulting table?
3. What is the deduction when an intermediate [extra] swing is performed between two bar elements?
4. A gymnast only has backward acrobatic elements in her beam exercise. What is the penalty?
5. What is the maximum deduction for lack of split in dance elements?
(10 questions will normally be asked in the judging section).
Guidance to candidate:
* If it says technique, then give technique only and not method etc.
* Method means progressions; these should be done in a progressive order; if teaching a tuck back somersault you wouldn't do a supported somersault and then go back to learning the tuck shape.
* If it asks for 5 of something don't do 6 or 7. The extra list etc won't be considered and may even go against you as they may show a weakness in your knowledge.
* When doing drawings try and make as clear as possible.
* Always make you answer specific to the question. ie safety for trampoline. If talking about discipline then it should relate to the trampoline and not just the training of gymnasts generally.
* Time your self so you allow enough time for each question. The examiner expects some depth to each answer.
* Don't use colloquial names for apparatus or practises. Describe or draw.
* Remember you are meant to show the examiner your knowledge, to say 'good' is not sufficient; what is good in the case of a round or back flip? If the question is on technique then the examiner needs to know what good is.
Answers
Q1. Age and stage of maturation. Show your understanding of the 4 stages of child development from ages 6 – 8 yrs and how these will impact on the training of gymnastics.
6 – 8 years
In this time the gymnast is learning coordination patterns . Core gymnastic skills should be taught along with simple stretching and strengthening skills
8 – 10 years.
Speed increases as well as strength and mobility. This is a great time for teaching and refining basic technical skills.
10 – 13years. Early puberty
Some gymnasts will experience accelerated growth. This will affect coordination skills as well as strength & flexibility. The coach should concentrate on adapting the training around these problems. This is a time to improve the aesthetic and kinaesthetic aspects of the work as well as refining skills.
13 years – 15years. Late puberty
With many gymnasts the rate of growth decreases. The work on strength training can then be stabilised as well as maintaining range of movement. More advanced skills and routines can be learned and perfected.
Q2. Biomechanics. Explain in mechanical terms how rotation is created and how it is controlled in a forward somersault from a run.
Rotation for the forward somersault is set up in 2 ways, both acting together. Firstly it is set up about the pivot point.
The gymnast runs forwards, then joins the feet ready to jump into the somersault. As the feet stop moving so the momentum in the top half of the body continues moving forwards. As the feet are fixed, so the body will actually rotate forwards.
Resultant force
When this is coupled with an upward jump so the resultant force is so.
Secondly rotation is set up by eccentric thrust.
The gymnast places the feet in front of the body at take off, creating the type of shape as shown. The centre of mass is outside the body.
The upward force is then away from the centre of mass and this also creates rotation. Having set up rotation for the somersault, the gymnast can control it by firstly extending into the somersault, then by tucking or piking the rotation is speeded up. The gymnast slows down the rotation by extending the body before landing.
3. Method. Describe or draw 5 exercises which may be used to develop awareness in preparation for the blind change on bars.
(i) Dish shape: important prior to the blind change
Gymnast holds dish shape rocking backwards & forwards in dish.
(ii) Dish shape, ½ turn feet leading to dish on forearms.
(iii) Opening the shoulder angle with elastic resistance.
The opening of the last 10 – 14 degrees is crucial for the correct giant action and therefore the blind turn.
(iv) Backward roll to handstand with ½ turn on the floor.
(v) Floor bar or floor beam against wall. Handstand, hands in overgrasp and undergrasp. Change weight to balance on 1 arm then the other.
4. Conditioning. Describe or draw 5 exercises you would use to develop leg strength relative to the teaching of a double back somersault on the floor.
(i) Bounces on the toes keeping body straight.
(ii) Rebound tuck jumps. As above keeping good body shape but tucking at top of jump.
(iii) Heel raises - gymnast stands on bench, holding wall bars or something similar.
20 heel raises with both legs. 10 left leg, 10 right leg. Can also be done with gymnast using additional resistance weight around waist or ankles.
(iv) Plyometric training.
Can be done over blocks or box tops or to stand again on high platform.
(v) Partner sits on gymnast's shoulders. Bends knees slightly for landing preparation (eccentric muscle action).
5. Technique. Describe the technique you would expect to see in the free walkover for beam. Use figurines if possible to aid your description.
The gymnast begins facing down the beam and if possible should approach the skill from one step only. It helps if the gymnast rises up on the toes of support leg before stepping into the skill (with arms high as shown).
She should make a long step into the walkover with the shin vertical and a knee bend of approximately 100º. The chest moves down close to the thigh. At this stage the arms have swung forwards and downwards and beginning to move backwards behind the hips.
This is the trigger point to the free walkover. She must straighten the leg to make a jump and at the same time swing the back leg straight to a split position as well as continuing to circle the arms backwards and upwards. This action of the arms actually helps to lift the body as well as keep the shoulders low. The support leg must be straight before it leaves the floor making a final thrust into the beam by extending the ankle. These three actions must work together to obtain maximum lift and rotation, (rotation around the front foot).
The gymnast rotates forwards with the leg split as shown. The arms should be out to the side horizontal. The height of the gymnast from the beam should be 30 – 50 cms (distance between head & beam).
As the gymnast steps out of the walkover, first foot landing so the arms continue to circle backwards and above the head. The second leg should be high but then come down to join the first or step forwards depending upon the next skill.
Q6. Judging
1. 0.3
2. 2
3. 0.5
4. 0.5
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Give me the Basics
Two carbohydrates that are common are starch and glucose. We recognized starch because we may cook with starch often, and glucose is recognized because it is the sugar our body uses to produce energy. If we had the ability to see the molecules of both starch and glucose, we would actually see that these two sugars are very different from each other.
Starch is a polysaccharide, and "poly" means many. Starch is carbohydrate coming directly from nature, so it is complex, packed with many connected compound chains, and these connected compound chains can also be long. These long chains don't offer much in taste, the compounds are not small enough to bring much sweet flavor to taste buds, and on their texture is heavy enough that a negative connotation for badly cooked foods can be used when called "starchy". But the long chains can flow loosely when heated, and firm up when cooled, allowing starch to be a good kitchen tool for thickening soups and gravies.
I Am Here For The Maltodextrin
Glucose is on the other end of the spectrum, being called a monosaccharide, where "mono" means one. Glucose is a sugar in its smallest single compound form, which is why the body converts our calories into glucose, so that it can then use the energy we have consumed. When we eat simple sugars, they dissolve easier on our tongues, and we immediately taste sweetness.
Many of the carbohydrates that we use in formulations actually fall somewhere in between a starch and a glucose. The complexity of a starch is not ideal for all food applications, but the simplicity of a glucose is not ideal for all food applications either. Instead a formulator will use carbohydrates that fall in a spectrum between starch and glucose, and this is where maltodextrin can be identified.
You Are What You Eat
For years, corn was the most used ingredient to source starch, corn syrup solids, maltodextrin, and dextrose. However, as the push for Non GMO ingredients became recognized as more important to consumers, cassava plants grew as a popular source for carbohydrates, and tapioca based ingredients became a more readily available ingredient.
Dextrose is the same as glucose. Therefore, if you see dextrose used in a formula, you know that this is a powdered form of glucose. Some starch can be simplified, or broken down into smaller compound chains by either using enzymes, or mixing it with an acidic solution. As a certain amount of starch is converted into glucose, the measurement of converted starch is recorded as the Dextrose Equivalent (DE). Starch that has been converted to glucose at levels between 3DE and 20DE are called Maltodextrin.
However, not all starches need to be converted to the same DE levels as maltodextrin. The carbohydrates with DE levels higher than 20DE, but below 100DE are commonly referred to as glucose syrup or solids.
TFS makes efforts to use tapioca as the source for functional carbohydrate ingredients instead of corn when possible. However, given that corn-based ingredients are been used for a significant period of time, and unless otherwise noted, there may be corn based carbohydrates used in some form along the supply chain of a seasonings ingredients.
The Food Source International, Inc 753 Springdale Drive ● Exton, PA ● 19341 484-631-2005 www.foodsourceinc.com firstname.lastname@example.org
Maltodextrin Everywhere
Carbohydrates like maltodextrin are used in seasonings for a number of different reasons. Sometimes spices and flavors are too strong and concentrated for the application, so the maltodextrin helps to reduce the flavor concentration to a more appropriate level, as well as reduce the price impact a seasoning may have on a finished good. Sometimes a seasoning may have high sugar levels which will burn or brown when going through processing, and ingredients like maltodextrin help reduce the likelihood that the seasoning will burn. Some ingredients are naturally hygroscopic (easily absorb water), and adding maltodextrin helps increase the shelf life. But one of the most important uses is when an ingredient is not naturally dry.
Do I have to?
Can't Do Without
Many tasty ingredients are inherently liquids. This includes ingredients like vinegars, flavors, pepper sauces, fats/ oils, and many others. In order to use these ingredients in a seasoning, they need to be dried into solids. Sometimes that liquid ingredient can be mixed into other dry ingredients such as salt or maltodextrin, but this is only an option when the ingredient is fat based, and kept at low levels. Other ingredients are water based, or function best at high levels, and the ingredient would require a drying process before using it within a seasoning. This is accomplished most efficiently by increasing the level of solids in the ingredient (with additional maltodextrin or glucose solids), so that the ingredient has enough solid material that it can be turned into solids after a drying process. Ingredient processors commonly use maltodextrin, for this purpose, and many commonly used dry ingredients are only available in a dry form due to this process.
Many consumers find ingredients like maltodextrin to be concerning. Whether they represent food as a lab experiment, invoke big Pharma, or remind the consumer that this food item was processed, TFS receives a lot of requests to find ways to avoid labeling ingredients like maltodextrin. If that is a concern, please make sure that your TFS representative is aware as your seasoning is being developed. They can review the various options available, as well as advise which ingredients require maltodextrin as a processing aid.
We also receive requests about labeling requirements for maltodextrin. Do I have to label this? TFS has a predetermined labeling policy based on our interpretation of the FDA's CFR (Code of Federal Regulations). Within the CFR, certain food labeling exemptions are allowed depending on the purpose, significance, and nutritional impact of a food substance. However, TFS is developing a seasoning and not a finished food product, so labeling can vary, and what may be important to process a seasoning our ingredient may not be important to process a finished good. We recommend that companies develop their own labeling policy based on their own interpretation.
Foodsourceinc.com/about-us/
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CHAPTER FIVE: ANALYSIS
Photographing Disabilities: Three Photographers Talk about their Experience
Covering Down Syndrome Stories
When it comes to stories regarding people with disabilities, visual journalists often have an advantage because they are able to tell stories with visual proof, as the subjects' lives unfold in front of the readers' eyes. However, while these stories create a strong emotional appeal to the viewer, they may also make the subjects feel victimized. Therefore, one question that arises is how visual journalists cover those stories without victimizing the subjects.
People with disabilities do not want pity. They want to be considered part of society, where they are treated as human beings and contribute to it in their unique ways, according to a principle named normalization pioneered by Bengt Nirje and expanded by Wolf Wolfensberger in the late 1960s and 1970s. According to normalization, people with disabilities should be included in daily activites with their normal peers rather than being segregrated. As a result, an approach to covering stories about people with disabilities was born. The journalistic approach tends to show the subjects as normal human beings while consciously de-emphasizing the disabilities. However, with this approach, the question arises as to how we can still honor journalistic standards if the main point of the story is the disability.
To seek answers to those questions, three photographers who have completed photo projects on subjects with Down syndrome - a well known disability - were interviewed. Amy Kontras made a story about Olive, the four-year-old daughter of Katie and Andy Werth, for her capstone class project at the University of Missouri. Taylor Baucom told the story of brothers Joc and Champ Pederson at a Major League baseball camp. Hilary Camilleri, a commercial photographer in Waterloo, Canada, published multiple portrait series over a five year period for the Waterloo Regional Down Syndrome Society. The amount of time the photographers spent with their subjects was specifically chosen to reflect their time spent with the subjects, from just more than a week to the length of a camp session and, finally, a few years. In addition, the different approaches were also taken into consideration. Kontras followed the traditional observer model, while Baucom told her story from the subject's viewpoint and Camilleri did a survey approach with portrait series.
Previous exposure
The photographers were asked about their motivation to pursue the stories, and to my surprise, all three already had either direct or indirect exposure to people with disabilities and even Down syndrome.
Kontras' mother and aunt work as special education teachers, which exposed her to children with autism. "It's something I've kind of been exposed to my whole life, but not directly," she said.
Baucom, who actually has a sister with Down syndrome, said their relationship sparked her curiosity to get more involved in the Down syndrome community. "Since I grew up with a sister with Down syndrome, I'd always kind of stayed very tuned-in to the Down syndrome community, and my sister and I are very close," Baucom said.
Camilleri, on the other hand, was touched when she witnessed a friend having a baby named Caleb with Down syndrome. "I certainly knew what Down syndrome was, but I didn't have anyone in my close circles in my entire life that has Down syndrome. When I saw the struggle and the challenges that they had when Caleb was born, and I saw how strong her resolve was, how strong her faith was and how badly she wanted Caleb to survive, it really touched me," Camilleri said.
Based on the interview results, it turns out the photographers were not freshly exposed to the subjects of their work but had known about disabilities to a certain degree. This has both pros and cons: the photographers have a better understanding of their subjects, which in turn helps them get closer to their subjects and offers better access. However, at the same time, this might opens the gate for a slight positive bias towards the subjects.
Process of the photographer's work
The photographers were asked how they met the subjects, proposed the stories and persuaded them to grant permission. They were also asked how they proceeded to gather the materials to ensure that the dignity of their subject was respected and if there were any situations that made them consider abandoning their journalistic standards for the sake of respect to the subjects.
None of them experienced any major problems.
Kontras said the Werth family gave her good access. "When I met them, I let them know right off the bat - hey, I'm working on a project for class. I would love for you guys to leave your front door unlocked so I can come and go, like take pictures of you getting ready in the morning, be there when you're brushing your teeth at night, just kind of let myself into your life."
Baucom, on the other hand, took a first-person approach to adhere to her publication's style, as the Player's Tribune allows athletes to tell their own stories. "Because of the way we work with the athletes, some athletes write in their stories and send us their stuff, and then with some, we hook them up with writers, and they're able to work with them and collaborate and tell a story together," she said. She then proceeded: "with Champ, I had seen his journals, and spoke with him, and recorded him, and transcribed him, and put it all together, and then sent it to him and was like, "what do you think? Did I get it right?" You know, I created a story out of it, and with the questions that Joc and him both got."
Camilleri, due to the large volume of subjects, decided to send questionnaires to find out the messages that parents of children with Down syndrome wanted to tell the rest of the world. "I always am listening to what messages they want to put out there. So yeah, each year that I work with the kids I kind of look to see what else we can highlight. I ask the parents, 'What kind of messages do you want to put out into the community?' and that kind of thing always helps," she said.
In addition, the trust between the photographer and the parents helped provide the access needed for a successful story, like in Kontras' case. "The Werth family was amazing," she said. "I photographed bath time with all off - those things when obviously they trusted me to use my judgment as a human being and not photograph anything lewd or publish anything that was revealing."
Camilleri added that patience is her key to success in working with children with Down syndrome. "You have to just make good eye contact and just be yourself around them. People pick up on positive energy and if you've got good energy around these children and adults, then they pick up on that," she said. She also said that since people have a range of emotions, there is no difference in approaching a child with Down syndrome versus a typically developed one.
In general, all three interviewees expressed that they gave the subjects the highest respect, which helped them gain the trust and accommodation to get closer and have a better understanding.
R
eception of work
All interviewees expressed positive attitudes and hoped that their work would help raise awareness of people with Down syndrome.
Kontras mainly photographed sports before her encounter with Olive. The experience has changed her perspective. "I fell in love with Olive, I fell in love with the Werth family. I wanted to make stories about people in their emotions and not to toot my own horn, I think that I accomplished that well and I think that viewing my photographs, you really get a sense of who Olive is and what that family unit meant to each other and means to each other still."
Baucom said covering stories about people with disabilities does not mean showing that they need help to live their lives. "It wasn't about helping or making him seem like, 'Oh, isn't that nice that he's helping his special needs brother', it's like, 'oh, look at that. Two brothers that have two different backgrounds and two different ways of impacting people's lives', she said. "Champ, he's in the late twenties at the time. Seeing someone in their late twenties, speaking to the Dodgers organization and giving a speech before their playoff game, and being so accepted, I think that they'd have really positive thoughts and encouragement that right now there's a big future for people with Down syndrome."
Due to her strong tie with an actual Down syndrome support group, Camilleri has a stronger voice. "People with Down syndrome typically were institutionalized decades ago. They were written off as dumb. They couldn't do anything. Their life expectancies were very short. They were made fun of, they were segregated from society," she said.
"The reason why I think this is so powerful is that we're fighting against some really old stereotypes, old nicknames like the old word "retarded," those kinds of things. There are lots of disabilities out there that don't have these traditional stereotypes around them, but people with Down syndrome really had stigmas around them for a very, very long time," she continued.
"So what we're trying to do is break those stigmas down. It's a new day and age where we can, you know, help people with Down syndrome and support them in our communities along with everyone else that has a disability, whether it'll be visible or not," she said.
Camilleri believes that making photographs of people with disabilities helps to raise society's awareness of underreported communities. "I think it provides a tremendous opportunity for us as photographers to create images that really evoke social change. [...] The photograph still holds a very powerful meaning to people. "
To sum up, all three photographers believe they had helped raise the awareness of society through their work, to show the human side of people with Down syndrome. They all embraced the normalization approach involuntarily, except in Camilleri's case when she intentionally aimed toward the goal of normalizing people with Down syndrome for her projects. This could have resulted from their previous direct or indirect exposure with people with disabilities for a long time, which might be a strong underlying influence that shaped their perspective.
Conclusion
The outcome of the interviews shows that photographers, when covering subjects with disabilities, tend to support the normalization of them, to show that they are just human beings like their typically developed peers. It also comes down to the basic human-to-human interaction between the photographers and their subjects to make the work successful.
In addition, the long term exposure to people with Down syndrome also strengthens the belief that people are just humans and each of them is different.
The interviews provided considerable guidance to photographers who would want to cover stories about people with Down syndrome, as they outlined the thought processes of the interviewees and how they proceeded with their stories.Kontras' story showed that trust is the most important factor that helps open up access and show the intimacy between the subject and her direct family members. Baucom's approach showed a different, uncommon approach of storytelling that helped the subject tell his own story, therefore providing a truthful representation of himself. Camilleri teaches how to treat people with Down syndrome as human beings and how to engage them during the photo sessions. | <urn:uuid:75ce6691-cb4f-4d55-a1d6-e549c08fe9da> | CC-MAIN-2020-40 | https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/73184/Nguyen-Analysis.pdf?sequence=2&isAllowed=y | 2020-09-21T10:25:28+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00022.warc.gz | 513,666,973 | 2,285 | eng_Latn | eng_Latn | 0.998931 | eng_Latn | 0.999263 | [
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IBDP Physics SL/HL Year 2
Teacher: Jay Inman
Email:
firstname.lastname@example.org
Should you wish to learn more about our course or to discuss your learner's progress, please reach out to the email above to schedule a time to meet.
Course Description and Units of Learning:
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies.
Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.
Through studying a science subject student should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis is on a practical approach. In addition, through the overarching theme of the "Nature of Science" this knowledge and skills will be put into the context of the way science and scientists work in the 21st century and the ethical debates and limitations of creative scientific endeavor.
The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.
For a more detailed exploration of this course, the IB Subject Guide is available at this link for Standard Level and at this link for Higher Level.
Electricity and Magnetism (SL/HL)
Electric Fields; Heating Effects of Electric Currents; Electric Cells; Magnetic Effects of
Electric Currents
Fields (HL)
Describing Fields; Fields at Work
Electromagnetic Induction (HL)
Electromagnetic Induction; Power Generation and Transmission; Capacitance
Atomic, Nuclear and Particle Physics (SL/HL)
Quantum and Nuclear Physics (HL)
Relativity; Engineering; Imaging; Astrophysics
This year we have begun planning and implementing units of study based on our Critical Learning Outcomes within the IB MYP and DP frameworks. Please see ManageBac for unit overviews as they are taught throughout the year.
Assessment in the Diploma Programme
Assessment is a key component of the learning process as it allows teachers to respond with targeted feedback to learners for continued growth and to revise their instruction to better meet the needs of their learners. In order to provide learners with the opportunity to reach critical learning outcomes and develop a range of approaches to learning skills, our IB Diploma teachers develop rigorous tasks that embrace a variety of strategies in line with desired learning outcomes and with each course's internal and external assessments.
Working backwards from these assessment components, teachers craft learning experiences which support each learner's mastery of key content, concepts, and skills in every subject. Learners can expect to receive regular feedback on all three elements, with important culminating experiences such as IA drafts and mock examinations in the second year. For culminating tasks, teachers and learners are guided by criteria provided at least one week prior to the due date. DP teachers also work to ensure that learners not only understand but engage in applying evaluation criteria to their own work as well as that of their peers. Core components such as Theory of Knowledge, CAS, and the Extended Essay support each learner's progress across the programme, as learners apply critical thinking, the design cycle, and research skills to each subject.
Families and learners at AISM can expect to receive regular reporting of their performance as they work towards mastery of critical learning outcomes.
Learning Management Systems
Across the Secondary School, we utilize ManageBac for sharing key activities and assessments, as a digital workspace, for communication with learners, and for reporting on learner performance to families. Some teachers may supplement the digital learning environment with Google Classroom, and you can expect an emailed invitation to sign up for regular updates from Google Classroom if so.
Homework
Any learning activity which is expected to take place outside of the classroom will appear as assignments and tasks on ManageBac. Homework is most often an extension of activities or projects either begun or included in the classroom, but may include common activities like reading, reinforcement of content or skills within a unit of study, or distributed practice activities, such as flashcards for example, to support learner recall of low-level content.
Reporting
As a rough guide, learners and families can expect an update on performance every few weeks. These updates, available in ManageBac, represent a check-in on learner performance toward mastering critical course objectives and learning outcomes, prior to each unit's culminating assessment. | <urn:uuid:88c226d6-ccb7-4ad1-9a36-54d75096b1cc> | CC-MAIN-2020-40 | https://resources.finalsite.net/images/v1566886589/aismmozcom/ctusrw5wh5ve5uqblc0u/IBDPPhysicsSL_HLYear2.pdf | 2020-09-21T09:36:10+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00021.warc.gz | 612,628,277 | 974 | eng_Latn | eng_Latn | 0.996178 | eng_Latn | 0.99687 | [
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Speakers:
Summary Notes
McGill University Webinar: Managing Anxiety during a Pandemic
March 26, 2020
Dr. Jason Harley, Faculty of Medicine, McGill University, and Research Institute of the McGill University Health Centre
Dr. Tina Montreuil, Faculty of Education, McGill University, and Director of Childhood Anxiety and Regulation of Emotions Laboratory, C.A.R.E. Research Group and
The webinar was focused on coping with anxiety and social isolation during the COVID-19 pandemic.
The speakers commented on the occurrence of pandemics about every 100 years. A difference now compared to 100 years ago is that today the media connects us all with the result that our awareness of what is happening the world over raises our anxiety. In addition, we now live longer and healthier lives, so that death is less familiar to us. One hundred years ago, people were less reactive to death. Only people who are 102 or more years old have lived through the last pandemic!
Today, there is a vast amount of information available, including misinformation. To discriminate between reliable and unreliable sources of information, people need a reasonable level of media literacy, as well as health literacy about different types of medical treatments.
The speakers discussed research on reversing the effects of anxiety and harnessing emotions to manage stressors. Parents can model resilience so the child learns how to cope with adversity. Training in emotion regulation can help with psychological readiness.
They also discussed the concerns about the wellbeing of healthcare providers, particularly regarding the following items:
1. Burnout, exhaustion that leads to a loss of sense of well-being while the healthcare providers are concerned over their own loved ones, their own families.
3. Visitors of hospital patients should read the visitation rules before going to the hospital.
2. Healthcare workers, like everyone, have emotions and it is normal to be anxious. It is important that clients do not let their own emotions overwhelm communications with the healthcare workers, who are themselves anxious.
4. The public must not hoard resources that healthcare providers need.
Anxiety
Dr. Monteuil commented that anxiety serves a purpose. Feeling no stress and having no anxiety lead to poor decisions, such as gathering on beaches with friends during the pandemic. On the other hand, too much anxiety also leads to poor decisions, as well as to irritability. Parents can model behaviour so that children see how to deal with anxiety.
2
Intolerance to uncertainty
Although many people have an intolerance to uncertainty, it is necessary to be able to sit and live with a certain level of uncertainty. Being mindful and well rested will make one better able to deal with uncertainty. To avoid being overwhelmed by the media, people can set a time each day for consuming media and do other activities at other times.
Control – Emotion Regulation
1. Identify activities that we can do that will align with advice from Health Canada and other government sources
What can we do now?
2. Be strategic and effective in what we do – there is a difference between knowing something and understanding it
4. Ask questions – pay attention to our own understanding
3. Pay attention to our own emotions – headlines can create anxiety
In responding to a question about whether excess fear can lead us to feeling unwell, Dr. Montreuil commented that fear can lead to panic accompanied by chest pain, hyperventilation, increased heart rate, and other symptoms. Anxiety attacks can lead to difficulty breathing. Although we fear the sensation of hyperventilation, we can accept and normalize that we may experience these sensations under the circumstances. Considering that there is a great deal of speculation about what could happen, people need to acknowledge and normalize their emotions. By shifting their attention elsewhere, others will see this as modeling good behaviour.
Media
The media would be helpful if they balanced stories of increased occurrence and death by highlighting recovery and positive stories. Nevertheless, people can live a day-to-day mindful life. There are lots of amazing stories of resilience and hard work, especially in the healthcare system, which is adapting to a new situation, and in government, which is working very hard to put good policies in place.
Self-Isolation and Social Distancing
Self-isolation and social distancing compromise our ability to give (and to receive) any physical sense of comforting. To build resilience, we can find something positive in adversity that we experience. We can connect by telephone. Parents need to deal with their own anxiety with the awareness that too much support of others may be interpreted as intrusiveness and lead to withdrawal so that others can lead their own lives.
Remote Work
In response to questioning about managing remote workers, Dr. Montreuil suggested that remote workers, and their managers, be mindful of how they feel and focus on expectations. Ambiguity can be a source of anxiety. Managers should set goals with employees collaboratively. Remain kind to each other. Being irritable and short-tempered can cause others to be irritable and shorttempered.
Routine
Because unstructured time can lead to increased worry, stress, and anxiety, we need to set up a schedule to the extent that it is possible to do so.
Children especially need routine. They are accustomed to a very structured environment in the school system.
Resources for Children
There are great resources in French and English on how to explain to young children what is happening and actions to take; e.g., why it is important to wash hands frequently, why cough in the arm, and why maintain social distancing. Explaining so that children can understand will help to increase our children's resilience.
Fake News and Dinosaurs, The Hunt for Truth Using Media Literacy, by Jason Harley and Daniel Beaudin, is a book for children with messages on emotions, emotion regulation, and how we consume information in the face of fake news. It is helpful if communications with children are funny.
Healthy Minds, Healthy Schools, Strategies and Activities for Happy and Successful Learners, by Tina Montreuil and Micah Tilley, is a book describing a universal, curriculum-based program for elementary school children aimed at improving children's social, emotional, behavioural, and academic functioning. The book provides elementary school students with practical, everyday strategies to combat stress, anxiety, and depression. The components integrated throughout the book include: emotion regulation and expression; mindfulness; link between thoughts, feelings, and bodily sensations; acceptance and self-compassion; goal-directed behaviours; problem solving; and conflict resolution.
Benefits, Bright Spots of the Present Situation
There are ways for us to look at the present situation through a different lens to see benefits; e.g., loss of control, opportunities to connect with others, and do other activities (such as knitting, hobbies, etc.). Emotions have a role in the biases that we have, rigid patterns of thinking, and difficulties making major changes.
The pandemic is expected to result in future developments that include:
1. Changes in the health care system to include triaging remotely
3. Psychological readiness of the system to deal with future epidemics and pandemics
2. Increased role of telemedicine for physicians and health care workers
4. Increase use of high fidelity actors and mannequins for virtual reality demonstrations and training
6. Increased emphasis on preventive medicine; less reactive, more preventive
5. Preparations for future health care challenges
7. More access to psychotherapy | <urn:uuid:acb2b1af-f505-4a91-bfbb-d2893865c87d> | CC-MAIN-2020-40 | https://on-bpd.ca/fr/system/files/2020_03_26_mcgill_university_anxiety.pdf | 2020-09-21T08:30:33+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00020.warc.gz | 573,020,444 | 1,522 | eng_Latn | eng_Latn | 0.997371 | eng_Latn | 0.997623 | [
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to discover at the San Diego Zoo, the San Diego Zoo Safari Park, and in your backyard.
ready to explore?
If you can't come to the Zoo or Safari Park, you can still explore through our live cams,
Kids website,
YouTube channel, and your own neighborhood. Look for…
1
3
5
8
AN EXHIBIT WITH ONE TYPE OF ANIMAL
How is the animal like you? How is it different?
TWO ANIMALS WITH VERY DIFFERENT FEET
How are the animals' feet different? Do the animals move the same or differently?
2
AN EXHIBIT WITH MANY TYPES OF ANIMALS
How are the animals similar to each other? How are the animals different from each other?
4
TWO ANIMALS THAT ARE MOVING IN DIFFERENT WAYS
How are they moving differently? Which animal would you rather be like? Why?
A BIRD
How many body parts can you name on the bird? What body parts does the bird have that you don't?
A MAMMAL
6
7
A REPTILE
How many parts of the mammal's body can you name? How is the mammal's body different from a bird's body?
AN AMPHIBIAN
What makes this animal an amphibian? How are you like an amphibian?
What makes this animal a reptile? What type of habitat does this reptile like to live in?
9
An animal with spots
What color are the spots? How do the spots help the animal?
A plant
10
How many parts of the plant can you name? How many different types of plants can you see?
18
11
A flower
How many petals does the flower have? How many different colors do you see on the flower?
An animal eating plants
12
Two or more
animals interacting What are they doing? Why do you think they are doing this?
14
What part of the plant is the animal eating? Which plants do you eat?
15
An animal that built a nest with plants
Is the nest on or above the ground? What in your home is made from plants?
16
An animal that lives in the trees
How did the animal get into the tree? What would you like about living in a tree?
An animal that swims
What body parts does this animal use to swim? What body parts do you use to swim?
17
An animal that lives underground
Why do you think this animal lives underground? What are the advantages to living underground?
19
An animal that hops
How do their legs help them to hop? Try hopping like the animal for 30 seconds.
A group of animals
How many are there? Are they all the same size? What are they doing?
A baby animal
What kind of animal is it? What does the baby animal like to eat?
23
A very small animal What animal did you find? How does this animal protect itself from larger animals?
25
Animals in your neighborhood
How many kinds do you see? How many are pets?
How many are wild animals?
Visit our Butterfly Cam
How many butterflies are at the feeder? How many different kinds can you spot?
A group of animals that are siblings
How many siblings are there? Do you have siblings?
Two different types of plants
How are the plants alike? How are they different?
27
29
30
22
A very large animal
What animal is it? Look online to find out how big it is. Find something around your house that is as tall or long as the animal.
24
A group of animals of the same species
How do you know all these animals are the same? If you look closely, what are their differences?
An animal with horns
26
How does the animal use its horns? How are horns different from antlers?
28
An animal that lives on the savanna
What body parts does it have to survive? What body parts are similar to yours?
A tree with flowers
What color are the flowers? What type of tree is it?
33
A bird with webbed feet
Does this bird live on the ground, in the water, or in a tree? How does it use its webbed feet?
32
An animal that lives in the mountains
What body parts does it have to help it survive in the mountains? What body parts does the animal have similar to yours?
34
A group of different kinds of birds
Observe the birds. How do they use their beaks? Compare the beaks. How are they shaped?
35
An animal with big ears
Why do you think hearing is important for this animal? Hearing is a sense. What other senses do animals use?
An animal with bright colors
What colors do you see? How do the bright colors help the animal survive?
An animal with sharp teeth
38
What do you think this animal eats? Why? Do you have any sharp teeth?
40
An animal with a tail
How does this animal use its tail to balance? How do you balance?
37
An animal with dull color
What is the animal and what colors do you see? Why do you think the animal has dull colors?
39
Look for plants in an animal's habitat
How do you see the animal using the plants?
31
36
43
A plant with thorns
How might thorns help a plant survive? What do you imagine the thorns feel like?
A small animal that is a carnivore
Being so small, how does this animal hunt for food? How could its size serve as an advantage?
45
An animal that is prey
What makes this animal a prey animal? How do these animals attempt to avoid their predators?
An animal that is an omnivore
47
What kind of teeth does it have to eat both meat and plants? Are you a carnivore, herbivore, or omnivore?
49
An animal that lives on land and in the water
How does this animal split its time between land and water? Could this animal survive only in water? Why or why not?
50
Find an animal that needs humans to help its species
What animal did you find and why does it need your help? Discuss with your family how you could help this animal.
A carnivorous plant
What does this plant eat? How does it capture its food?
44
A large animal that is a carnivore
What kind of teeth does it have to eat meat? Do you eat meat?
46
An animal that is a herbivore
What kind of teeth does this animal have to eat plants? Do you eat plants?
An animal that uses plants for shelter
48
How does using the plants for shelter help the animal? Can you think of other uses the animal has for the plants?
A flower bed
Do you see any animals or insects eating the flowers? How do animals help plants survive?
53
54
An animal that soars in the sky
What body parts does it have to help it soar? How could you soar through the sky?
A recycling container
52
What can you recycle in this container? Why is this container important?
An animal that stands on one leg
Why do you think it's standing on one leg? Count how many seconds you can stand on one leg.
A venomous animal
55
56
How does this animal inject its venom? How does the venom help this animal?
58
A group of different plants
Look at the leaves. How many different sizes do you see? How many different shapes? Are they all the same color?
An animal with whiskers
57
How does the animal use its whiskers? What do you use instead of whiskers?
59
An animal with stripes
What colors are the stripes? What purpose do you think the animal's stripes have?
60
A bird with a really long neck
How does this animal use its neck to survive? How is having a long neck an advantage?
An animal that moves really fast
How is this animal able to move so quickly? Do you think you could move as fast as this animal?
63
A desert plant
Describe a desert environment. What would you need to survive in a desert environment?
65
An animal that moves really slowly
Does this animal walk, crawl, slither, or fly? How does it protect itself from predators?
64
An animal with a really long tongue
What color is this animal's tongue? How many different ways does the animal use its tongue?
66
An animal with sensitive skin
Why do you think its skin is sensitive? What does the animal do to protect its skin?
69
An animal with a furry mane
What is a mane? Where is the mane located on the animal?
An animal that has a bad odor
Do you think this animal smells bad all the time? What is this bad odor used for?
An animal with spines
What are the spines made out of? What purpose do the spines have?
A bird with colorful feathers
70
Why does the bird want to stand out? What colors do you wear when you want to stand out?
68
67
A nocturnal animal
What does nocturnal mean? What does this animal do at night?
73
An animal from Africa
Is it a mammal, bird, or reptile? How can this animal live here in Southern California?
75
Record some wildlife observations
Choose three set times each day to check our animal cams or look out your window. For each day and time, note how many animals you see and what they are doing.
77
An animal that doesn't have any fur or hair
How does this animal stay warm? Does their skin have any special characteristics?
79
A group of animals that live in a herd
How many animals can you count? What are the animals doing?
An animal with good eyesight
How do you know this animal has good eyesight? Why do you think good eyesight is important?
80
72
Watch our Owl Cam
How many birds are outside? What do you see in the nest burrow?
74
An animal that is resting
Why is it important to rest? How many hours do you sleep at night to feel rested?
76
An animal that is endangered
Where does this animal live in the wild? Why is this animal endangered?
78
An animal with antlers
What are antlers used for? What type of material do you think the antlers are made of?
A terrarium
82
What did you find in the terrarium? What is a terrarium designed to do?
an animal native to California
83
85
86
An animal that looks like the environment where it lives
How does this animal blend into its environment? Why do you think the animal wants to blend in?
93
An animal grooming another animal
Why do animals like to groom each other? Do you groom yourself or do you have help?
94
92
An animal that is grooming itself
Describe what the animal is doing. Why is grooming an important behavior?
An animal with a long trunk
How does the animal use its trunk? What do you have instead of a trunk?
95
An animal with tusks
What does the animal use its tusks for? What do you have instead of tusks?
97
A rock formation
What do rock formations offer to the animals? What animals do you see around this rock formation?
99
96
An animal that uses plants to hide
What color is the animal? How does hiding in the plant help it?
98
Explore a garden
Identify three different plants. Count how many different colors you see.
An animal you especially liked seeing today
A swimming pool only for animals
Who likes to swim here? Is this animal a mammal, bird, or reptile?
100
What makes this animal your favorite? What features does this animal have that makes it special to you?
Take a picture of you doing one of our 101 Things.
Upload the picture to the San Diego Zoo's Facebook page. Check out the other pictures and compare your experience with theirs.
BONUS: Take this list home with you. How many things are you able to find in your own backyard? Keep track of all your findings and revisit your list often.
FINISHED? GOOD JOB!
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First Reading and Writing Units of Instruction 2023-24
At a Glance Units of Study and Pacing for 23-24 school year.
*Prioritized Standards are in black ink; supporting standards are bulleted under the priority standards they support
| Prioritized Standards for 23-24 | | | | | | |
|---|---|---|---|---|---|---|
| Launch Unit: Foundations 29 Days | UNIT 1: I am an Author 14 Days | UNIT 2: Narrative 21 Days | UNIT 3: Informational 21 Days | UNIT 4: Opinion 22 Days | UNIT 5: Narrative B 21 Days | Unit 6 Informational B 23+20 Flex |
| RF standards were revised to reflect explicit phonics instruction throughout the year to support our K-2 Instructional Framework. RF.1.1 RF.1.2 RF.1.3 ● RF.1.4 | | | | | | |
| RL.1.1 ● RL1.10 RI.1.1 ● C.1.2 ● L.1.1 ● HW.1.1 | RL1.1 RL.1.3 ● RI.1.3 RL.1.4 ● RL1.7 ● C.1.1;C.1. 2;C.1.3 ● C.1.6 ● L.1.2 ● HW.1.1 | RL.1.2 RL.1.4 ● RL.1.5 ● C.1.3 ● L.1.2 ● HW.1.1 | RI.1.1 ● RI.1.3 RI.1.4 ● RI.1.5 ● RI.1.6 ● C.1.2 ● L.1.4 ● *HW.1.1 | RI.1.1 RI.1.2 RI.1.4 ● RI.1.7 ● RI.1.8 ● RI.1.9 C.1.1 ● L.1.5 ● *HW.1.1 | RL.1.1 RL1.3 RL.1.4 ● RL.1.6 ● RL.1.9 ● RL1.10 C.1.3 ● L.1.2 ● *HW.1.1 | RF.1.4 RI.1.1 RI.1.4 ● RI.1.9 ● RI.1.10 C.1.2 ● C.1.4 ● C.1.5 ● *HW.1.1 |
Grade 1 Reading and Writing
Prioritized Standards and
Launch Unit: Foundations
1st Grade Reading and Writing
Launch Unit: Foundations
**This unit is designed to...
**Priority Standards will be summatively assessed. All supporting standards are to be formatively assessed, driving reteaching and instructional adjustments to meet the needs of all students.
Multidimensionality
Green (italic) = Comprehension Purple (bold) = Analysis MAROON (CAPS) = CONTENT
questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary texts.
C.K.2
Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and supply information about the topic. ( NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic. c. Supply information to develop the topic. d. Use grade-appropriate conjunctions to develop text structure within sentences. e. Use grade-appropriate transitions to develop text structure across paragraphs. f.
questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of GRADE-LEVEL APPROPRIATE, COMPLEX LITERARY TEXTS.
C.1.2
Compose INFORMATIVE AND/OR EXPLANATORY TEXTS, using a combination of drawing, dictating, writing and digital resources, to establish a topic and provide information about the topic. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic. c. Supply information with detail to develop the topic. d. Use grade-appropriate CONJUNCTIONS to develop text structure within sentences. e. Use grade-appropriate TRANSITIONS to develop text monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade level appropriate, complex literary texts independently and proficiently.
C.2.2
Compose informative and/or explanatory texts, using writing and digital resources, to establish a topic and provide information about the topic. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic. c. Supply information with detail to develop the topic. d. Use grade-appropriate conjunctions to develop text structure within sentences. e. Use grade-appropriate transitions to develop text structure across paragraphs. f. Provide a concluding section.
Supporting Standard
Provide a concluding idea. g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.K.1
When writing or speaking, demonstrate appropriate use of:
a. common nouns and verbs. b.
regular plural nouns by adding /s/
or /es/.
c. interrogative sentences using who, what, where, when, why and how.
d. sentences using common prepositions.
e. complete sentences.
structure across paragraphs.
f. Provide a concluding section.
g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.1.1
L.2.1
When writing or speaking, demonstrate appropriate use of: a. COMMON, PROPER AND POSSESSIVE NOUNS in a sentence. b. SINGULAR AND PLURAL NOUNS WITH MATCHING VERBS in basic sentences.
c. PERSONAL, POSSESSIVE AND INDEFINITE PRONOUNS in a sentence.
d. VERBS TO CONVEY A SENSE OF PAST, PRESENT AND FUTURE in a sentence. e. FREQUENTLY OCCURRING ADJECTIVES in a sentence.
f. FREQUENTLY OCCURRING CONJUNCTIONS in a sentence. g. FREQUENTLY OCCURRING PREPOSITIONS in a sentence.
h. DECLARATIVE, INTERROGATIVE, IMPERATIVE AND EXCLAMATORY SENTENCES in response to prompts.
In writing or speaking, demonstrate appropriate use of: a. collective nouns. b. frequently occurring irregular nouns. c. reflexive pronouns. d. past tense of frequently occurring irregular verbs. e. adjectives and adverbs in sentence formation. f. producing, expanding, and rearranging complete simple and compound sentences.
Supporting Standard
| HW.K.1 | HW.1.1 | HW.2.1 |
|---|---|---|
| Print all upper and lowercase letters and numerals. | Legibly print all upper- and lowercase letters and numerals with correct form | Introduce formation of all upper and lowercase cursive letters. |
Grade 1 Reading and Writing
Priority Standards and Instructional Unit 1
1st Grade Reading and Writing Unit 1: I Am An Author
**This unit is designed to...
**Priority Standards will be summatively assessed. All supporting standards are to be formatively assessed, driving reteaching and instructional adjustments to meet the needs of all students.
Multidimensionality
Green (italic) = Comprehension Purple (bold) = Analysis MAROON (CAPS) = CONTENT
| RF.1.1 Demonstrate understanding of the organization and basic features of print to aid in comprehension. a. Recognize the distinguishing features of a sentence including first word, capitalization, spacing and end-ing punctuation. | Priority Standard |
|---|---|
| RF.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes). | Priority Standard |
| RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final –e and common vowel team conventions for representing long vowel sounds. d. Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. With adult support, decode two-syllable words by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. | Priority Standard |
utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic. c. Provide reasons with details to support the opinion d. Use grade-appropriate transitions.
e. Provide a concluding idea. f. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.K.2
Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and supply information about the topic. ( NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing
every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic.
c. Provide reasons with details to support the opinion.
d. Use grade-appropriate TRANSITIONS.
e. Provide a concluding idea. f. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.1.2
Compose INFORMATIVE AND/OR EXPLANATORY TEXTS, using a combination of drawing, dictating, writing and digital resources, to establish a topic and provide information about the topic. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic, followed by opinion statement and create an organizational structure. c. Provide reasons with details to support the opinion. d. Use grade-appropriate transitions. e. Provide a concluding section.
f. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.2.2
Compose informative and/or explanatory texts, using writing and digital resources, to establish a topic and provide information about the topic. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.
Supporting Standard
and/or pictures as needed.
b. Introduce the topic.
c. Supply information to develop the topic.
d. Use grade-appropriate conjunctions to develop text structure within sentences.
e. Use grade-appropriate transitions to develop text structure across paragraphs. f. Provide a concluding idea. g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.K.3
Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, produce writing in adding details through writing
and/or pictures as needed.
b. Introduce the topic.
c. Supply information with detail to develop the topic.
d. Use grade-appropriate CONJUNCTIONS to develop text structure within sentences.
e. Use grade-appropriate TRANSITIONS to develop text structure across paragraphs. f. Provide a concluding section.
g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.1.3
Compose NARRATIVES, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas using effective technique, descriptive details and clear sequences. (NOTE: Students must have the to utilize digital resources, but not opportunity throughout the year every writing experience must utilize those digital resources.) a. With guidance and support
b. Introduce the topic.
c. Supply information with detail to develop the topic.
d. Use grade-appropriate conjunctions to develop text structure within sentences.
e. Use grade-appropriate transitions to develop text structure across paragraphs. f.
Provide a concluding section.
g. With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising and editing.
C.2.3
Compose narratives, using writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, produce writing in which the development and
Supporting Standard
Grade 1 Reading and Writing
Priority Standards and Instructional Unit 2
1st Grade Reading and Writing
Unit 2: Narrative
**This unit is designed to...
**Priority Standards will be summatively assessed. All supporting standards are to be formatively assessed, driving reteaching and instructional adjustments to meet the needs of all students.
Multidimensionality
Green (italic) = Comprehension Purple (bold) = Analysis MAROON (CAPS) = CONTENT
| RF.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes). | Priority Standard |
|---|---|
| RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final –e and common vowel team conventions for representing long vowel sounds. d. Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. With adult support, decode two-syllable words by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. | Priority Standard |
Grade 1 Reading and Writing
Priority Standards and Instructional Unit 3
1st Grade Reading and Writing
Unit 3: Informational
**This unit is designed to...
**Priority Standards will be summatively assessed. All supporting standards are to be formatively assessed, driving reteaching and instructional adjustments to meet the needs of all students.
Multidimensionality
Green (italic) = Comprehension Purple (bold) = Analysis MAROON (CAPS) = CONTENT
every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.
b. Introduce the topic.
c. Supply information to develop the topic.
d. Use grade-appropriate conjunctions to develop text structure within sentences.
e. Use grade-appropriate transitions to develop text structure across paragraphs. f. Provide a concluding idea. g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.K.4
Determine or clarify the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content. a. Identify homophones.
b. Identify common affixes and how they change the meaning of a word.
c. Use words and phrases acquired through conversations,
digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic. c. Supply information with detail to develop the topic. d. Use grade-appropriate CONJUNCTIONS to develop text structure within sentences. e. Use grade-appropriate TRANSITIONS to develop text structure across paragraphs. f. Provide a concluding section. g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.1.4
utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic. c. Supply information with detail to develop the topic. d. Use grade-appropriate conjunctions to develop text structure within sentences. e. Use grade-appropriate transitions to develop text structure across paragraphs. f. Provide a concluding section. g. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.2.4
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 1 reading
and content, choosing flexibly from
an array of strategies.
a. Use SENTENCE-LEVEL CONTEXT as a clue to the meaning of a word or phrase.
b. Identify COMMON AFFIXES and how they change the meaning of a
Determine or clarify the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content.
a. Identify homophones.
b. Identify common affixes and how they change the meaning of a word.
Supporting Standard
Grade 1 Reading and Writing
Priority Standards and Instructional Unit 4
1st Grade Reading and Writing
Unit 4: Opinion
**This unit is designed to...
**Priority Standards will be summatively assessed. All supporting standards are to be formatively assessed, driving reteaching and instructional adjustments to meet the needs of all students.
Multidimensionality
Green (italic) = Comprehension Purple (bold) = Analysis MAROON (CAPS) = CONTENT
C.K.1
Compose opinion pieces, using a combination of drawing, dictating, writing and digital resources, to state the topic and an opinion. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic. c. Provide reasons with details to
support the opinion d. Use grade-appropriate transitions.
e. Provide a concluding idea. f. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into
C.1.1
ComposeOPINION PIECES,
using a combination of drawing, dictating, writing and digital
resources, to state the topic and
an opinion.
(NOTE: Students must have the opportunity throughout the year to
utilize digital resources, but not every writing experience must
utilize those digital resources.)
a. With guidance and support from adults,
strengthen writing through peer collaboration and
adding details through writing and/or pictures as needed.
b.
Introduce the topic.
c. Provide reasons with details to support the opinion. d. Use grade-appropriate TRANSITIONS.
e. Provide a concluding idea. f. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and nuances in
C.2.1
Compose opinion pieces, using a combination of writing and digital resources, on topics or texts, with supporting reasons. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed. b. Introduce the topic, followed by opinion statement and create an organizational structure. c. Provide reasons with details to support the opinion. d. Use grade-appropriate transitions. e. Provide a concluding section. f. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.2.5
Demonstrate understanding of word relationships and nuances in word meanings. a. Demonstrate understanding of
Priority Standard
Supporting Standard
Grade 1 Reading and Writing
Priority Standards and Instructional Unit 5
1st Grade Reading and Writing
Unit 5: Narrative B
**This unit is designed to...
**Priority Standards will be summatively assessed. All supporting standards are to be formatively assessed, driving reteaching and instructional adjustments to meet the needs of all students.
Multidimensionality
Green (italic) = Comprehension Purple (bold) = Analysis MAROON (CAPS) = CONTENT
| RF.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes). | Priority Standard |
|---|---|
| RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final –e and common vowel team conventions for representing long vowel sounds. d. Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. With adult support, decode two-syllable words by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. | Priority Standard |
grade-level appropriate, complex literary texts.
C.K.3
Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details and clear sequences.
(NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
b. Recount a single event. c. Include details which describe actions, thoughts, emotions.
d. Create a sense of closure. e. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
GRADE-LEVEL APPROPRIATE, COMPLEX LITERARY TEXTS.
C.1.3
Compose NARRATIVES, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas using effective technique, descriptive details and clear sequences.
(NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
b. Recount a single event or multiple events, memories or ideas.
c. Include details which describe actions, thoughts, emotions. d. Use temporal words and phrases to signal event order. e. Create a sense of closure. f. With guidance and support from peers and adults, develop and strengthen writing as needed
appropriate, complex literary texts independently and proficiently.
C.2.3
Compose narratives, using writing and digital resources, to develop
real or imagined experiences or multiple events or ideas, using
effective technique, descriptive details and clear sequences.
(NOTE: Students must have the opportunity throughout the year to
utilize digital resources, but not every writing experience must
utilize those digital resources.)
a. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
b. Recount a single event or multiple events, memories or ideas.
c. Include details which describe actions, thoughts, emotions.
d. Use temporal words and phrases to signal event order. e. Create a sense of closure. f. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
Priority Standard
Grade 1 Reading and Writing
Priority Standards and Instructional Unit 6
1st Grade Reading and Writing Unit 6: Informational B
**This unit is designed to...
**Priority Standards will be summatively assessed. All supporting standards are to be formatively assessed, driving reteaching and instructional adjustments to meet the needs of all students.
Multidimensionality
Green (italic) = Comprehension Purple (bold) = Analysis MAROON (CAPS) = CONTENT
| RF.1.1 Demonstrate understanding of the organization and basic features of print to aid in comprehension. a. Recognize the distinguishing features of a sentence including first word, capitalization, spacing and end-ing punctuation. | Priority Standard |
|---|---|
| RF.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes). | Priority Standard |
| RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final –e and common vowel team conventions for representing long vowel sounds. d. Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. With adult support, decode two-syllable words by breaking the words into syllables. f. Read words with inflectional endings. | Priority Standard |
more texts on similar themes or topics.
RI.K.10
With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary texts.
C.K.2
Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and supply information about the topic. ( NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.)
THEMES OR TOPICS.
RI.1.10
With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of GRADE-LEVEL APPROPRIATE, COMPLEX LITERARY TEXTS.
C.1.2
Compose INFORMATIVE AND/OR EXPLANATORY TEXTS, using a combination of drawing, dictating, writing and digital resources, to establish a topic and provide information about the topic. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support more texts on the same theme or topic.
RI.2.10
By the end of the year, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to read, comprehend and analyze grade level appropriate, complex literary texts independently and proficiently.
C.2.2
Compose informative and/or explanatory texts, using writing and digital resources, to establish a topic and provide information about the topic. (NOTE: Students must have the opportunity throughout the year to utilize digital resources, but not every writing experience must utilize those digital resources.) a. With guidance and support from adults, strengthen writing
Supporting Standard
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Kanas Historical Society Presidential Address 2009
ROY EDWARD FRENCH: Pioneer Oil Man, Philanthropist, and Dog Breeder
by James K. Logan
Sometimes the most important and most interesting Kansans are not well known outside of their local area or a specific interest group. Such a person is R. E. French, of Gridley, Kansas—a pioneer oilman, philanthropist, and dog breeder, who continued to participate in those activities every day until a week before his death at age 106. Roy Edward French was born October 18, 1897, on a farm in Doniphan County, Kansas. He was seven years old when his father died of tuberculosis. In those days before any public relief, his mother kept the family together by doing housework, washing, and ironing for others. As the oldest of four children Roy helped by trapping in season and hunting—many rabbits, he said. 1
At the semester break, when he was in the sixth grade, Roy dropped out of school to take a job for a salary of $13 per month plus lunch with a local truck farmer. After three years of this Roy happened by a crew drilling an oil well, and they asked him to pump water for them. Three days later one of the tool dressers on the job quit and Roy was asked to take that man's place. Thus, at age fourteen French became an oil man, working twelve-hour shifts—midnight to noon or noon to midnight—with "yellow dog" cast iron wicked pots filled with kerosene for illumination after dark. 2
Approximately a year later Roy became a driller. He worked at that until early 1926 when he was hired by the Kansas City, Mexico and Orient Railway (controlled by W. T. Kemper of Kansas City's Commerce Trust Bank) to take a drilling crew to Topolobampo, Mexico, to explore for oil. There, with a Mexican crew and rudimentary equipment, he drilled a well to a 2,800-foot depth, but it was a dry hole. His employer then decided to abandon further exploration attempts in Mexico and transferred Roy to Wichita for a couple of months before sending him to McCamey, Texas, where he drilled four successful wells for his employer on the railroad right-of-way near the giant Yates Field in Pecos County.
James K. Logan, retired judge of the Tenth Circuit United States Court of Appeals and a former dean of the University of Kansas Law School, was president of the Kansas Historical Society in 2008–2009 and was attorney for R. E. French during the later stages of Mr. French's life. Some content in this article is based on his personal knowledge and conversations with his client.
1. R. E. French to Kansas Oil Museum, March 20, 2002, Kansas Oil Museum, El Dorado, Kansas.
2. French to Kansas Oil Museum, March 20, 2002; pamphlet honoring R. E. French's 100th Birthday, containing text provided by Roy French, R. E. French Family Educational Foundation, Gridley, Kansas; John Schlageck, "Investing in the Next Generation," Kansas Living 13 (Fall 2002): 11.
After a few months Roy was transferred to Chandler, Oklahoma, as a district superintendent over oil operations for the Atchison, Topeka and Santa Fe Railway, which had purchased his employer. Three years later the general manager to whom Roy reported was replaced by another who, upon finding that Roy had less than a sixth-grade education, demoted him to gang pusher. 3 This was a major turning point in Roy's life.
While keeping for a time his job as gang pusher, Roy bought his first oil lease after noticing a "for sale" ad in a newspaper. The lease was in Coffey County, Kansas, and had three wells making ten barrels a day—salable at about $1 per barrel. To finance the purchase he had to mortgage his automobile, his insurance policy, and sign a note for the balance.
Soon thereafter he borrowed more and purchased another small lease making two barrels a day. Two or three years later he purchased two much larger leases, again with borrowed funds. After those acquisitions he quit his gang pusher
3. French to Kansas Oil Museum, March 20, 2002; pamphlet honoring R. E. French's 100th Birthday; Schlageck, "Investing in the Next Generation," 11–12.
job and moved back to Kansas. From this beginning he built an empire of stripper and low-production wells, which at its peak had twenty-eight employees, all the wells being in three Kansas counties: Coffey, Woodson, and Greenwood. 4
R. E. French stated that his years working in the oil fields for the railroad gave him all the training he needed to operate and run his own oil business. But he was always engaged in self-education. He taught himself geometry, trigonometry, and calculus that helped him succeed in the oil business. As an employer he inspired loyalty in his employees: his secretary, Sarah Grimm, worked for French for forty-one years before his death and now serves as a trustee of his educational foundation. Robert Winterscheid, his business partner for more than fifty years, is quoted as saying, "he's fair and a good man. Treats everyone with respect. Done a lot of good for the community. People like him and he has a tremendous memory. He knows his business and when he goes after something, he knows how to get it." 5
R. E. French's self-made career from an impoverished childhood to an oil business that made him rich is a great success story, but other things make him worthy of our attention. French met and married Blanche Mundy, another Kansan, in 1919. They had three children: Charlotte, Bernice, and Doris, each of whom married, had children, and have lived most of their lives in Kansas. Roy and Blanche lived in Woodson County for seventeen years before buying a farm in 1951 south of Gridley, in Coffey County, where they built a home and connecting office and lived out their lives. Blanche died in 1976. 6
I became acquainted with R. E. French when I was asked to help with tax and probate matters arising upon Blanche's death. Roy disclaimed the interest he could have taken in Blanche's share of the oil business properties and allowed it to pass to their three daughters. He also made periodic gifts, including shares of his oil business, to these daughters.
Ultimately Mr. French amassed approximately 1,930 acres of land in Coffey and Woodson Counties. He was a conservationist who systematically pursued improvements by reseeding, planting windbreaks, correcting erosion problems, maintaining a balanced habitat for wildlife, and engaging in aggressive pond building (eventually nine ponds, all of which he stocked with a variety of fish he fed daily—seven and one half tons of fish food one season). He worked with the wildlife authorities, including helping to establish Canadian geese populations in Southeast Kansas. He loved to fish and permitted many others to fish his ponds.
During the sugar shortage in World War II he developed a beekeeping hobby that he pursued throughout the rest of his life. He robbed the hives each year and gave away significant amounts of honey. In his very old age, almost to the date of his death at age 106, he would sit on a bench very close to a hive or hives, enjoying observing the bees—even after his eyesight and hearing were nearly gone. He was a woodworker also, and used the wood from walnut trees on his properties to make a large table for his home and many objects, which he gave away to friends. 7
All of the above is worthy of mention, but R. E. French's principal claims as one worthy of inclusion among a panel of great Kansans are his work as a breeder and trainer of English Springer Spaniels and his establishment of the R. E. French Family Educational Foundation. In 1950 Mr. French became interested in English Springer Spaniels, a noted breed of field dogs. He later started his wholly owned Denalisunflo Kennels to breed, raise, and train these dogs, and he devoted much time, energy, and money to this hobby. He became nationally famous for his work with dogs. His dogs won literally hundreds of ribbons and trophies. Three of them became United States National Field Champions: Kansan in 1962, Bandita in 1988, and Ring in 1992. One became Canadian National Field Champion: Tisa in 1995. In 1987 the Kansas legislature honored him for bringing "significant recognition" to the state as a nationally known dog breeder. R. E. French was inducted into the Spaniel Field Trial Hall of Fame in Grand Junction, Tennessee, in 2002. 8 Mr. French loved the animals and walked all of them nearly every day, and in his very old age credited his time with them
4. Zelda Varner, "Education Important to R. E. French Family," Coffey County Today, June 15, 1992; Susan Hess, "Self-Educated Oilman Helps Others Learn," Emporia Gazette, August 10 and 11, 1991, weekend edition.
5. Schlageck, "Investing in the Next Generation," 12.
6. Sarah Grimm, interview with author, October 13, 2009, R. E. French Family Educational Foundation.
7. Bernice French Williamson, "Some Information for Mark Petterson," undated memorandum prepared by the daughter of R. E. French; Hess, "Self-Educated Oilman Helps Others Learn."
8. Schlageck, "Investing in the Next Generation"; Grimm interview.
as giving him a reason for living. He had a favorite dog with him at almost all times he was out of doors. He had an exercise program he followed religiously.
The most lasting contribution R. E. French made to the benefit of his native state and those raised within it, is his establishment of the R. E. French Family Educational Foundation. He formed this entity as a private educational and charitable foundation in 1981. It came about because of his interest in education and his wish to do something to benefit the young people in the three counties where he conducted his oil business. He started the foundation with $200,000 of high-interest United States Treasury Bonds. The first year the foundation awarded college scholarships to a student from one high school in each of the three counties. He continued to add significant amounts to the foundation throughout the rest of his life, and to expand the number of scholarships awarded. 9
Years after its creation the charitable and educational uses to which the foundation contributed were broadened, and the foundation has provided through the years not only a great many college scholarships, but also donated to schools for computers and air conditioning and funded community events and services. Mr. French made major gifts to Emporia State University to help it establish a fouryear degree in nursing. In turn that university made him an honorary alumnus.
R. E. French died on November 10, 2003, after a oneweek illness, at age 106 years and 23 days. He left surviving a second wife, Thurnelda Williams French, a widow he married in 1983, some seven years after Blanche died. One daughter, Bernice, predeceased him. He had provided for his descendants through earlier gifts and interests in the oil business. So after taking care of his widow, making other charitable gifts, and giving relatively small amounts to his surviving children and grandchildren, he gave the great bulk of his estate, nearly $10 million, to his R. E. French Family Educational Foundation. 10
Three trustees currently manage the foundation: French's long-time accountant Max Snodgrass, his long-time secretary Sarah Grimm, and one of his grandsons, Gregory Arnold. It operates from a recently constructed building in Gridley, Kansas, where the trustees carry out the educational and charitable purposes of the Foundation. At latest count, 250 graduates of Kansas high schools are currently receiving university scholarships, renewable every semester they maintain a 3.0 (B) grade point average in their studies. In addition, in the past year the foundation has made technology grants to area schools and a cultural grant to the Coffey County Historical Museum.
By all counts R. E. French was a remarkable man and a memorable Kansan. The gift of an educational foundation— made by a man who dropped out of school in the middle of the sixth grade to work because of his family's poverty— will significantly benefit Kansas students and Kansas institutions for the indefinite future.
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SOCIAL EMOTIONAL LEARNING INITIATIVE
Mission: Organizing and providing resources to develop the social and emotional skills essential for lifelong success of Norwalk's children.
GOALS
* Increase parent engagement opportunities and support
* Increase the number of high quality adult relationships with children and youth
* Increase the number of youth engaging in community activities
/ THE PROBLEM
/ WHY IT MATTERS
Based on a 2018 Search Institute Developmental Assets: Attitudes and Behaviors survey of all Norwalk Public School Students in grades 7, 9, and 11.
70% of our children and youth do not feel school provides a caring, encouraging environment
67% of youth do not feel they are given useful roles in the community
Nationally, approximately 50% of children have had one Adverse Childhood Experience (ACE) and 20% of children have experienced more than two ACEs.
Adverse Childhood Experiences (ACEs) can have lasting, negative effects on health and well-being. The most impactful ways to promote healthy child development and reduce the effects of ACEs is to proactively provide nurturing relationships, create environments where children feel emotionally and physically safe at home, in school and in neighborhoods, and teach children how to be resilient.
Youth with high numbers of developmental assets are less likely to engage in high-risk behaviors (such as substance abuse and self-harming behaviors) and more likely to engage in thriving behaviors (such as doing well in school and helping others).
Per LinkedIn in 2020, the top five interpersonal skills employers are looking for in workers are creativity, persuasion, collaboration, adaptability, and emotional intelligence.
/ WHAT WE ARE DOING
* Increasing the number of adults in Norwalk trained in School Climate, Restorative Practices and Trauma-Informed Care including NPS staff, parents, community based organizations, police, bus drivers etc.
* Establishing two working groups focused on parent and youth engagement strategies, education and empowerment opportunities.
*
Mapping community assets in support of identified needs of youth.
* Creating an easily accessible, centralized social services portal including a social services/mental health provider directory and community calendar with workshops/training for parents, children, youth and social services providers.
* Continually focusing on critical transitions for children and youth.
SOCIAL EMOTIONAL LEARNING TOOLKIT
SOCIAL EMOTIONAL LEARNING (SEL)
A Search Institute survey examining young people's own sense of their strengths, supports, and skills that are essential for success in school and life.
The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills they need to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
ATTITUDES AND BEHAVIORS SURVEY (A&B)
ADVERSE CHILDHOOD EXPERIENCES (ACEs)
ACEs are serious childhood traumas that result in toxic stress that can harm a child's brain and affect overall health. ACEs can include: emotional/ physical/sexual abuse and neglect, domestic violence, household substance abuse and mental illness, separation or divorce, incarcerated household members, homelessness, natural disasters, war, and witnessing violence.
SCHOOL CLIMATE AND RESTORATIVE PRACTICES
TRAUMA INFORMED CARE
This strength-based framework is based on knowledge of the impact of trauma, aimed at ensuring environments and services are welcoming and engaging for service recipients and staff.
School Climate and Restorative Practices is based on principles that emphasize the importance of positive relationships as central to building community and involves processes that restore relationships when harm has occurred.
ABOUT THE SOCIAL EMOTIONAL LEARNING INITIATIVE
The 40 Developmental Assets research-based framework identifies basic building blocks of human development including the positive experiences of young people and their commitments, values, skills, and identity.
Percent of Norwalk youth reporting assets based on a 2018 Developmental Assets: Attitudes and Behaviors survey of all Norwalk Public School Students in grades 7, 9, and 11.
EXTERNAL ASSETS
INTERNAL ASSETS
SUPPORT
1. Family support
76%
32%
35%
3. Other adult relationships 46%
2. Positive family communication
4. Caring neighborhood
6. Parent involvement in schooling
5. Caring school climate
30%
31%
7. Community values youth 23%
9. Service to others
8. Youth as resources
10. Safety
11. Family boundaries
33% 43% 46%
55%
13. Neighborhood boundaries
12. School boundaries
14. Adult role models
16. High expectations
60%
15. Positive peer influence 75%
42% 37% 57%
Young people need to be surrounded by people who love, care for, accept and appreciate them
EMPOWERMENT
Young people need to feel valued and valuable. This happens when youth feel safe and respected
BOUNDARIES AND EXPECTATIONS
Young people need clear rules, consistent consequences for breaking rules, and encouragement to do their best
CONSTRUCTIVE USE OF TIME
17. Creative activities
21% 53% 49% 67%
19. Religious community
18. Youth projects
20. Time at home
Young people need opportunities (outside of school) to learn and develop new skills and interests with other youth and adults
Working Together, Everything Is Achievable.
The mission of Norwalk ACTS is to enrich and improve the lives and futures of all of Norwalk's children and youth, from cradle to career.
Our vision is that Norwalk will be the healthiest city in America for a child to grow academically, social emotionally, and physically.
Norwalk ACTS is a not-for-profit, cross-sector cradle to career partnership. We are made up of over 100 community and civic leaders, educators, organizations, and individuals who are committed to building and sustaining a community infrastructure to support a safe, equitable, and successful pathway for each and every child in Norwalk.
NorwalkACTS.CT
@NorwalkACTS1
May 2020
COMMITMENT TO LEARNING
Young people need to be surrounded by people who love, care for, accept and appreciate them
POSITIVE VALUES
Young people need to develop strong guiding values or principles to help them make healthy life choices
SOCIAL COMPETENCIES
Young people need the skills to interact effectively with others to make difficult decisions and to cope with new situations
POSITIVE IDENTITY
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Wrens Club Child Care Family Handbook
Welcome to Wrens Club!
Wrenshall Public School in conjunction with Community Education, offers the Wrens Club program which is designed to meet the needs of children of working parents. Our primary purpose is to provide high quality care for children in pre-kindergarten through grade six. Wrens Club offers a fun, safe, caring environment that fosters recreational, social, educational and developmentally appropriate experiences that compliment your child's school day. Wrens Club is a state certified child care program allowing us to accept CCAP payments for families using assistance.
Program Standards
Community Education is part of the Wrenshall School District and all district policies apply to and are followed by Community Education personnel. Wrens Club staffing and program standards are approved by the Wrenshall Public School Board. School policies are determined by the school board. The Board of Education is elected by the people of this district and reflects their will and their authority. The determination of school policies rests solely with the school board. The superintendent and administrators execute these policies. The district reserves the right to change policies and procedures at any time. The Wrens Club staff meet the required qualifications and training and they dedicate themselves to making a positive difference in the lives of children. Wrens Club staff are under the direct guidance of the Wrens Club Coordinator and Community Education Coordinator. The Wrens Club program maintains a 1 staff to 15 children ratio in K-5, and 1-10 ratio for Pre-K as recommended by the Minnesota School Age Child Care Alliance.
Staff
In accordance with MN State Statute section 123B.03, all staff are required to have a background study done. Certified centers require 6 hours of study in child development and behavior guidance every year. Coordinators must have 16 hours of training.
The Wrens Club staff consists of experienced and well-trained people who care about children. They provide successful experiences, safety, appropriate developmental tasks, and a caring environment. Staff members attend training throughout the year provided by the school district, community education, and other community resources.
Wrens Club staff always appreciates parental input. Please communicate with the staff about daily concerns, family illnesses, or anything that might affect how your child's day might go.
We also encourage parents to share any special skill, activity or occupation with children and staff. We want to model this program around the children and families. Any suggestions or ideas would be welcomed and appreciated.
According to MN State Statute 245H.14 our staff are required to be trained in...
* First aid and Cardiopulmonary resuscitation annually.
* Abusive head trauma.
* Child development.
* Blood borne pathogens.
* We are required to have in service hours each year.
Abuse Reporting (Mandatory Reporters):
According to MN Statute 626.556, a professional or his or her delegate, who is engaged in the practice of... education, who has knowledge or reasonable cause to believe a child is being neglected or physically or sexually abused, shall immediately report the information to the local welfare agency, liaison officer, or the County Sheriff..." An oral report shall be made immediately by telephone or otherwise...and shall be followed within 72 hours, exclusive of weekends or holidays, by a report in writing. For matters occurring within the family unit, concerned school personnel will contact the Children's Service Intake Worker - Carlton County Human Services at 879-4583.
Staff must promptly inform a building principal of all reports filed and documentation will be kept on file. Principals, counselors, and the school psychologist are available to assist in the process.
Data Privacy:
All staff must be familiar with the Data Privacy Act. No verbal or written information about a student's school performance should be shared except within the school district for educationally relevant reasons. As a rule of thumb, any data arising out of the education of a student which identifies a student, except for directory information, is private data. Directory information is defined as a student's name, date and place of birth, major fields of study, weight and height of athletic team members, etc. Care should be taken to ensure students cannot overhear private data shared in conferences or telephone calls with staff, students, or parents; care should also be taken so that students do not view other students' grades.
Emergency Preparedness
According to MN State Statute 245H.15 Wrens Club has a written safety plan including…
* Fire related emergencies.
* Weather related emergencies.
* Intruder based emergencies.
* We follow the district's guidelines for fire and lockdown drills.
* In the event of an actual emergency, parents would be notified through the District communication site.
Emergency Closing or Dismissal
If Wrenshall schools are closed due to severe weather, or other emergency, Wrens Club will be closed. If there is a 2 hour late start, we will open at 8:30 AM. You must email Wrens Club if your child will not be coming before the late start or you will be charged a No Call/No Show fee of $20. If Wrenshall schools are closed early, parents must pick up 1 hour after school closes. Please tune in to local radio and television stations for this information.
Parent Emergency
You must sign up for the Wrenshall Public schools' electronic notification system, an essential tool for notification and communication. Within minutes of an emergency, school officials can use the system to deliver a single, clear message to the students' parents or guardians by telephone, cell phone, e-mail, pager or PDA in any combination. It can also be used to notify you of a school closing due to inclement weather. Wrens Club does not call parents in case of a school emergency or early release due to weather. We rely on this system to inform parents.
If you need assistance with setting up a profile, please contact Michelle Blanchard at 218-384-4274 Ext 2101 and she will assist you. If you do not have access to a computer please feel free to come to the school to use our facilities.
Medications
According to MN State Statute 245H.13 Health and Safety Requirements…
* Exclusion of sick children and infectious disease outbreak control. We must supervise and isolate a child from other children in the program when a child becomes sick and immediately notify the sick child's parent or legal guardian. We must post or give notice to the parent or legal guardian of an exposed child the same day the program is notified of a child's contagious reportable disease specified in Minnesota Rules, or scabies, impetigo, ringworm, or chicken pox.
* Immunizations. By a child's date of attendance we must maintain or have access to a record detailing the child's current immunizations or applicable exemption.
* Administration of Medicine. We may administer personal prescriptions under the following guidelines:
- We will not administer the first dose of any medication due to possible reactions.
- For long-term medications (prescribed for more than two weeks), a written statement from the family physician indicating the need for such medication to be administered during Wrens Club hours must be on file.
- The medication will be stored in a safe, appropriate place with access restricted to the Wrens Club staff only.
- Under NO circumstances shall Wrens Club personnel give aspirin, Tylenol, cough medicines, etc. without a physician's prescription and signed parent permission.
- NO medication should be sent with the child – parents must deliver it personally. The medication must be in the original bottle, properly labeled. The medication cannot be improperly labeled in containers such as plastic bags or envelopes.
- EPI-Pens must be dropped off by the parent the first week of school.
Illness or Emergency
In an instance of severe illness or injury, the staff will bring your child to the nurse, if it is during school hours, and will notify parents. At other times, staff will make an evaluation and contact parents. PLEASE DO NOT bring a sick child to Wrens Club. A sick child must be fever/vomit-free without medication for 24 hours before returning to child care or preschool programs. The site is not equipped to handle sick children. You must email Wrens Club and also notify the Elementary attendance office when your child is sick and won't be attending the program, or the No call/No Show fee will be billed to you.
Children who receive minor injuries will be given first aid and the parent will be notified when picking up the child.
In the event of an emergency, parents will be notified immediately and, if necessary, the child will be transported to a parent-specified hospital by the local emergency responders for treatment at the parent's expense. Parents are responsible for the child's health insurance/accident coverage.
Food Allergies
If your child has any food allergies, it is VERY IMPORTANT that you indicate these allergies on the Wrens Club Enrollment Form. Please be specific about possible reactions. You should send an Epi-pen for severe reactions. Please consider sending snacks with your child or provide a list of approved snacks so we can accommodate them better.
Breakfast, Lunch & Snacks
* You may send breakfast for your child to eat each morning. We will provide a small morning snack around 9:00 am and afternoon snack around 3:00 pm.
* Cold lunch must be sent from home each day with your child. Provide any napkins, spoons, etc, as well as an ice pack, since we may not have room in the refrigerator. Nutritious beverages are required. Pop will be taken from children and put in the office to be taken home at the end of the day and water or milk will be given. Because of the volume of children, please do not send anything that requires a microwave.
Eligibility
* Children must be three years old by September 1 of the school year and enrolled in one of our School Readiness programs.
* Children must be able to use the toilet and clean themselves independently.
* Children should not be wearing diapers or pull-ups as we do not have adequate facilities or training for changing diapers. Please notify staff regarding any concerns in this area.
* Recurring bathroom accidents will require a parent meeting with Wrens Club Coordinator and Community Education Coordinator and could lead to potential discontinuation of services.
.
Children with Special Needs/IEPs
* Every effort will be made to accommodate children with special needs.
* We can not guarantee one on one care for students.
* Parents must schedule a meeting with the program coordinator to provide information about the child and devise a plan for Wrens Club to meet the needs of the child prior to enrollment.
* If the family expresses a need for accommodations for their child to participate in Wrens Club or Wrens Club staff determines special accommodations are needed for participation, Wrens Club will work with the family to come up with a plan to help the child succeed in the program. Items to consider:
The student's ability to function in an environment of 30-50 kids.
The student's ability to function on the playground without individual supervision.
The student's ability to function with a staff to child ratio of 1:15.
* Accommodations that are agreed upon will be outlined in a document to be shared with the family and entered into the child's record at Wrens Club.
* It is important that our program is assessed to determine if we are able to provide the best care for every child.
Parent's To-Do List…
* Sign your child "In" & "Out" each day. This means walking your child to the Wrens Club room. Parents will need to sign out in our software program each day when they pick up.
* Let your child's classroom teacher know your child's Wrens Club schedule.
* Email Wrens Club and your child's teacher when your child will not attend a scheduled day at child care, by 10:00 am.
* Keep your child's enrollment information up-to-date to ensure your child's safety.
* Make sure your child is picked up by 5:30 pm to avoid a late pick up fee.
* Adequately dress your child for indoor and outdoor play.
* Label your child's personal belongings.
Children's Clothing/Belongings
Children should be adequately dressed each day for indoor and outdoor activities. Wrens Club follows the same policy regarding outerwear as the Elementary School. Outerwear should be labeled with the child's name. The program is not responsible for lost or stolen articles. For younger children, please send an extra set of clothing. Please do not allow your child to bring any toys, games, or electronic toys. For pre-schoolers please remember to send indoor shoes during the wintertime.
Children at any age are NOT allowed to be on any electronic devices while at care. If a child brings a cell phone or electronics to care, it will be kept at the desk until the parent picks up the child.
Registration Process
To register your child for Wrens Club, you will need to read all of the materials in this handbook and complete the following before your child may attend:
* Signed the last page of the Family Handbook.
* Wrens Club Enrollment Form.
* $50 registration fee per family.
* Any past due balances with Community Education are paid in full. (This may include past due balances for School Readiness or Wrens Club bills.)
* ALL registration materials listed above are complete.
Hours of Operation (2024-2025)
Summer 2024
Wrens Club open 6:30 am - 5:30 pm Summer program begins June 3rd 2024
Closed Summer dates:
Wednesday June 19th 2024 Monday - Friday July 1st - 5th Monday - Friday August 26th - 30th Fall/Spring 2024 - 25 Wrens Club is open 6:30 am - 5:30 pm. School Year program begins September 3rd 2024 Closed early or all day Fall/Spring 2024 - 25 dates: October 16th - Close at 12:30 pm October 17th - 18th Closed November 27th - 29th Closed December 23rd - January 3rd 2025 February 14th - Close at 12:30 pm February 17th - Closed March 13th - Closed March 24th - 28th - Closed (Spring Break) April 4th - Closed April 18th - Closed May 2nd - Close at 12:30 pm May 26th - Closed
May 30th - Close at 12:30 pm
Program Fees
Annual registration fee per family: $50
Summer rates:
5 days a week $175
4 days a week $140
3 days a week $105
2 days a week $90 (this is our minimum - you will be charged the weekly rate ALL summer even when not attending, UNLESS - you pick our drop in option)
1 day drop in rate $50 (this must be approved 7 days in advance)
Flat rate for preschool (3 & 4 year olds) care: (School year 2024-25)
$75 for 1-2 days per week.
$125 for 3, 4, & 5 days per week.
Before & After School (K-6) Flat Rates:
AM only $20 per week
PM only $30 per week
Both AM & PM care $40 per week
Schedules need to be entered in the Brightwheel program a minimum of one week prior to care.
Billing will be conducted off the monthly schedule submitted. Cancellations made less than one week in advance for any reason will not be deducted from billing. This will help us maintain our staff numbers.
*No Call/No Show Finders fee
$25
*Show up fee – child here without being scheduled $25
*Late Pick-up/Early drop-off fee (before 6:30 AM/after 6:00 PM)*$10 first minute-$1 per minute after 1 st minute
*Refunds are NOT issued for absences from scheduled days. To avoid No Call/No Show fee, email Wrens Club staff before 10 am when they will not be attending child care for any reason. *Parents who have frequent No Call No Shows or late pick up charges may have their child care suspended
If your payments are not made and you go over 30 days you will be charged a $20.00 late fee. If your payments are not made and you go over 60 days you will be charged a $40.00 late fee. If your payments are not made and you go over 90 days you will automatically be sent to collections and your child care will be discontinued. If you are sent to collections you will be charged an extra 37% to your bill for collection fees.
Invoices will be made available to pay online. A 2% convenience fee is added to all credit card/debit card payments. ACH (checking account transfers) have a .6% fee added to them. Checks or money orders will be accepted during Community Education Office hours. Community Education hours are:
Currently: Monday 12:00 - 3:00 Wednesday 12:00 - 3:00
In the event your schedule changes….
i
Absent Notif cation : - The safety of your child(ren) is our primary concern. Please email Wrens Club before 10:00 am if your child will not be coming after school. We are discontinuing the use of the REMIND app. You may email at any time. If we are not here, we will get the message first thing in the morning. * The elementary off ce cannot call to inform us of absences. The classroom teachers are also unable to call us if your child is absent. If your child is scheduled to be at Wrens Club and does not come to us, we must look for them. This takes time and takes staff away from the other children. Our staff usually has at least 30 kids to check in after school and we need to know where they all are. To avoid a No Call/ No Show fee , please email Wrens Club staff before 10:00 am if your child will not be attending child care for any reason. Email to Wrens Club is the best form of notification so please send us an email if your schedule changes for any reason. firstname.lastname@example.org
In the event that you will not be able to pick up your child on time, notify the Wrens Club staff immediately of the alternate arrangements. A late pick-up fee of $10 for the first minute and $1 each additional minute after 6:00 PM will be assessed. In addition, the following will happen:
Attempt to Contact Time Frame: If you are late in picking up your child, the following procedure will be followed:
After 10 minutes:
Call parent/guardian
After 15 minutes:
Call emergency contacts listed for child
After 30 minutes:
Call the police. If you are more than thirty minutes late and we are unsuccessful in reaching you or an emergency contact person, the police will be called for further assistance.
If you have picked up your child late more than once, or if you cancel your child's schedule on a consistent basis you are subject to discontinuation of child care.
Release of Children
Wrens club will only release children to the parent or person authorized on your emergency pick up list. They must be at least 16 years old to sign out your child. Please email email@example.com to inform us if someone other than you will pick up your child/ren. If a parent or other person appears physically/emotionally impaired to the extent that the staff is concerned that the child is at risk of danger, the staff person will call other people listed on the emergency list. If no one can be reached, we may need to call 911.
Wrens Club offers:
* Educational and Recreational theme-based activities.
* Audio, Visual & Hands-on play and learning experiences.
* Physical Activity – Gym, Outside.
* Manipulative & Sensory Play.
* Quiet/Homework Time.
* Food Service Breakfast and Lunch Program (Summer requires a packed cold lunch).
* Morning and Afternoon snack.
* Technology.
* Skill Building.
* Games.
* Free Choice, Creative Play.
Wrens Club seeks to provide a quality program where:
* Kids can be kids.
* The atmosphere is comfortable, relaxed, happy, and busy.
* The environment is conducive to a wide-range of opportunities both active and passive.
* There are a variety of age-appropriate activities and choices offered.
* The activities offered provide children with educational, social and recreational experiences.
* Individual differences are respected and valued.
* Staff are flexible and responsive to meet the needs of all children enrolled.
* There are clear and consistent rules enforced that ensure safety.
* Kids learn to resolve conflicts in a positive and effective manner.
* Parents are well informed about the program and feel comfortable with their choice of childcare.
* Families find the program to be flexible and affordable.
Behavior
Wrenshall Public Schools Policy 514 expressly prohibits bullying, and outlines the procedures and regulations for bullying prevention and intervention, including:
A person who engages in an act of bullying, reprisal, or false reporting of bullying shall be subject to discipline for the act in accordance with school district's policies and procedures. Consequences for students who commit prohibited acts of bullying may range from positive behavioral interventions up to and including suspension and/or expulsion. The school district may take into account the following factors:
* The developmental and maturity levels of the parties involved.
* The levels of harm, surrounding circumstances, and nature of the behavior.
* Past incidences or past or continuing patterns of behavior.
* The relationship between the parties involved.
* The context in which the alleged incidents occurred.
Wrens Club Behavior Expectations
Please see attached behavior policy plans, one for PreK-2 nd grade and one for grades 3-5. It is the goal of the Wrens Club program to guide children to be happy, responsible, cooperative participants in the program. We use positive, nonthreatening techniques that help the child become responsible for his/her actions. The child should also respect the rights and feelings of others.
* Be prompt and prepared.
* Respect authority.
* Respect the rights of others.
* Respect property.
* Display a concern for learning.
* Display appropriate social skills.
Wrens club Discipline Plan: Grades 3-5
| Step 1 | Step 2 |
|---|---|
| *Staff has a conversation with student about behavior ● Verbal Warning ● Child writes Fix It plan ● Staff documents incident & parents sign ● Staff talks face to face with parent about behavior & goes over Fix It plan and student, staff & parents sign & date | *Staff has conversation with student about behavior ● Time Out 2-5 minutes ● Review Fix It Plan with staff ● Logical consequence (loss of privilege in the activity for the day-going up the slide the wrong way/no slide for the day) ● Staff documents the incident in the binder ● Staff talks face to face with parent about behavior and go over Fix It plan and student, staff, and parent sign & date |
| Anyone with moderate behaviors should have a Fix It plan in place ● Review Fix It plan ● Removal from program for the rest of the day, staff call parents to pick up child ● Letter of apology from child ● Personal Behavior plan developed by student and parent. Return to Coordinator. ● Staff documents in binder ● Staff talks face to face with parents, goes over Fix It plan and all parties sign and date | ● Review Personal Behavior plan ● Removal of program for the rest of the day plus 1 day. Staff call parent to pick up child from program ● Incident reported to Elementary Principal ● Staff documents incident in binder ● Parents and Coordinator must meet before the child can return to the program |
Severe Behaviors
Behaviors that cause injury IE: biting, harassment,(racial, ethnic, gender, or religious), stealing, hitting, kicking, punching, repeated/chronic failure to comply with rules, spitting, vandalizing, verbal or written threats, slapping, grabbing, hair pulling, kneeing, damaging property, and related behaviors.
Student with severe behaviors should have a Personal Behavior Plan in place already
* Review Personal Behavior Plan
* Removal from program for remainder of day plus 3 program days. Staff calls parents to pick up child.
* Report incident to Elementary Principal
* Staff documents incident in binder
Wrenshall Community Education ISD 100
* Removal of program for the rest of the day plus 9 program days. Staff calls parents to pick up child
* Child is removed from program for a minimum of 27 program days
* Staff documents incident in the binder
* Parents, Coordinator, and Director must meet before child can return to the program.
* Parent and coordinator must meet before child can return to program
* Staff documents incident in binder.
* Parents, Coordinator, Director, and Elementary Principal must meet before child returns to program
** Behavior is categorized as mild, moderate, or severe. Each incident in a category requires moving up a step in consequence.
Wrens Club "Individual Behavior Plan"
To be filled out by student & parent the evening of the event
Name____________________________________________________________
Date__________________________________________
I chose a behavior at Wrens Club that violates our behavior policy.
What I did____________________________________________________
Because I have violated the behavior policy multiple times, and I did not follow my Fix It plan, the next time I break behavior rules, I will
_____ Not participate in group play for the rest of the day
_____ Time Out for 10 minutes and verbal apology to all people affected including other kids in the program
_____ Time Out for 20 minutes and write a letter of apology to all people affected including other kids in the program/ The letter will be read aloud to the group.
I will also choose a better behavior when I am feeling ____________________(fill in feeling at time of rule violation)
The behavior I will choose when I feel this way is______________________
Student Signature___________________________________
Parent Signature__________________________________
Staff Signature________________________________(sign when returned)
Date signed by Staff___________________________
Wrens Club "Fix It" Plan
Name _____________________________________________
Date________________________________
I chose a behavior at Wrens Club that violates our behavior policy.
What I did______________________________________________________
In the future I am going to make better choices. When I feel like I am going to break a behavior rule, I will choose to do this instead-
If I continue to violate the behavior rules in Wrens Club, I know I will be put on an individual behavior plan which could lead to suspension from the program.
Student Signature_________________________________________________
Staff Signature____________________________________________________
Parent Signature__________________________________________________
Date Signed (parent)_______________________________________________
Wrens Club Behavior Plan Grades PreK- 2
For students ages 3/4 through grade 2, we will continue to use the Red Choices/Green Choices Pyramid model for handling behavior.
If children bring home a red slip due to making "red" choices, please take time to talk through the behavior with your child and write out thoughtful answers to return the following day that they attend Wrens Club. We appreciate your help!
Behavior Intervention Form
Child's Name: __________________________________________________________________
I broke the rules of behavior at Wrens club today.
What I did: ____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
I believe I made others feel _______________________________________________________
(emotion/physical feeling)
with the way I acted.
In the future, I can stop breaking the behavior rules in Wrens Club by doing this instead
_____________________________________________________________________________ _____________________________________________________________________________
Parent Signature___________________________________ Date________________________
Student Name_____________________________________
(please have students attempt to write their name)
Our door is always open. Feel free to drop by our Wrens Club program any time. If you have concerns, complaints, or problems with our program, please email firstname.lastname@example.org.
Summer Wrens Club Registration Process
To register your child for Summer Wrens Club you will need to read all of the materials in this handbook and complete the following before your child may attend:
* Wrens Club Enrollment Form
* Signed last page of the Family Handbook
* Pay the $50 Registration fee
* Schedule Request
* Must have a minimum of 2 scheduled days per week per child
* Create schedule in the Brightwheel program
Any past due balances with Wrenshall Community Education are paid in full.
Hours of Operation for Summer
Wrens Club is open 6:30 am – 5:30 pm, Monday-Friday
* Wrens Club first day of Summer care will be Monday, June 3rd.
* Wrens Club will be closed July 1-5 for the holiday.
* Wrens Club last day of Summer Care will be Friday, August 23rd.
* We plan occasional Wednesday field trip days. If you attend you must come for a full day, all teachers go on the field trip.
* Please send a cold lunch & water bottle daily. We will provide morning and afternoon snacks.
* Please provide sunscreen for use in the summer program.
Summer Program Fees
* Weekly summer rate, agreement (2-5days)
* Field Trip Fees are extra (MUST sign up for Full Day if attending on Wednesday's Field Trip Days)
* Late pick-up fees are $10.00 for the first minute past 5:30 pm and $1.00 every minute past 5:31 pm
**Parents who have frequent late pick up charges may have their child care discontinued.
If you do not pay your bill, your child's care will be discontinued until the balance due is paid in full. NO REFUNDS for any schedule changes if the child is called off after Wednesday prior to the next week.
PARENTAL HAND BOOK NOTIFICATION FORM
Please sign and date below, indicating that you have read and understand all of the information provided in this Wrens Club Family Handbook.
This form must be returned to Wrens Club staff along with your child's Enrollment Form and schedule, prior to their first day in the Wrens Club Program (one form per family).
Name of Child/Children:
_______________________________________________________________________________________
Print Parent/Guardian Name:
__________________________________________________________________________________________________
Parent/Guardian Signature
Date
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Teaching and Learning Policy
BURNSIDE ACADEMY
Teaching and Learning Policy
Contents
Policy due for review:
BURNSIDE ACADEMY
Teaching and Learning Policy
Our aim within Inspire Multi-academy Trust to ensure that we provide consistency for our children, in terms of approach that is linked to our core principles, vision and values. However, we do maintain individuality within this and each academy also has its own Vision statement.
Inspire Vision
Inspire Multi Academy Trust is committed to providing the highest standards within its family of schools. It has clear aims, clarity of purpose and a vision that is shared by all stakeholders. The major aim is to create and foster a culture of high aspiration within all stakeholders and to enable and empower pupils to achieve to the highest levels regardless of their social or economic background. The Trust will strive for excellence in everything it seeks to achieve across all five of the participating schools, particularly in attainment and progress, the quality of teaching and leadership and management. Lifelong learning is at the heart of the Trust and is reflected by the engagement of all stakeholders in developing and improving learning while providing outstanding progress and achievement for all.
Burnside Vision Statement
Each child is unique and we have a commitment to:
- Ensure everyone feels valued and respected where all stakeholders are open and honest based upon a relationship of mutual trust.
- Foster a positive attitude and enthusiasm for learning
- Provide a safe, caring and nurturing education with children being at the heart of all decisions
- Improve and develop the lives of our children to fulfil their potential in every way
- Deliver inspiring teaching through a broad and balanced curriculum to enable our children to achieve excellent standards.
- Develop empowered and confident children so they become independent thinkers and lifelong learners.
Aims and Principles:
This policy is designed to:
- Set out guidelines for the agreed principles and approaches which underpin teaching for learning in our school
- Promote consistency of approach and expectations, continuity and progression in order to improve the quality of teaching for learning
- Recognise, acknowledge and implement the most effective classroom practices, in order to further children's learning intellectually, socially, emotionally and physically.
At Burnside our aims are to:
- Provide a safe, happy, healthy and friendly environment, which enables children to develop their self-esteem and decision making skills, enabling them to make a positive contribution to school life and beyond.
- Instil a love of learning and promote high expectations, celebrating both success and effort
- Provide an inspiring, fun and engaging curriculum, with both challenge and support, in and
beyond the classroom
- To work hand-in-hand with parents/carers and members of the community to maintain and develop a school of which we can all be proud.
We are committed to delivering high quality education to all children, by providing teaching that:
- Is relevant to the needs and interests of all children, giving them the opportunity to develop knowledge, skills and self-esteem
- Provides children with the essential basic skills
- Promotes high expectations
- Challenges and supports to empower all children including those with special educational needs and of higher abilities
- Enables children to take ownership of their learning with the confidence to question and be resilient in their approach to independence
- Supports families learning together
At Burnside, we believe that children learn best when…
- They are happy, healthy, secure and confident
- They are actively involved in the learning process, whereby their voice is heard
- They are presented with learning tasks and quality skills based learning challenges that are meaningful, relevant and appropriately matched
- Engaged and motivated and are encouraged to take risks
- A variety of resources are used
- They are provided with achievable challenge and questioned to provoke deep and further thinking, and to meet their full potential
-
They have clear boundaries and expectations
- The learning environment goes beyond the classroom
- There is a mixed pedagogy and lesson structures are used for purpose
- They are skilled at self-assessment
At Burnside, we believe that teachers teach most effectively when…
- They feel valued within the school community
- They develop excellent relationships with their children
- They are able to work collaboratively with colleagues (in school and across the Trust), planning and evaluating together
- They are adaptable to change and feel supported to take risks
- They have access to high quality professional development opportunities
- They are well planned, organised and share learning objectives effectively with learners
- Clear boundaries and consistent expectations are set for learners
- They have excellent subject knowledge
- They motivate, enthuse and engage learners
- They develop effective relationships with parents
- They have regular constructive dialogue about learning and self-assessment with individual learners
- They teach to accommodate a range of learning styles
At Burnside, we believe that teaching Assistants support most effectively when…
- They feel valued within the school community
- They know the teacher and pupils well
- They have clear direction, linked to targeted planning
- They have secure subject knowledge and are pro-active in finding out when they don't
- They use initiative with confidence
- They work together to share good practise
- Their strengths are utilised
- They communicate well with the teacher; assessment for learning
- They are enthusiastic and committed
- They are flexible to the needs of the children/school
- They are good role models
Non-negotiable Elements in Practice for all year groups (1-6)
- School agreed planning templates are used
- All classes will have a carpet area – where whole class and focus teaching takes place
- Class questions will be generated at the beginning of each new topic and be displayed All questions will be answered by the end of the topic and displayed
- Differentiation and lesson structure is appropriately decided according to the planned learning – this may alter on a daily basis depending on AfL
- Range of teaching methods used to fit learning purpose
- Variety of learning tasks are planned
-
Range of groupings of pupils according to each new piece of learning
- Learning objectives are identified and shared
- Success criteria is either given/shared by the teacher or built with the children – displayed and made clear throughout the lesson
- All learning is modelled to pupils
- Range of groupings according to learning
- Learning journeys are displayed, showing how knowledge and skills are developing
- Outdoor learning, including trips are frequent
- Relevant end products for all learning are planned for and displayed
- Learning should be achieved through a meaningful context as often as is appropriate
- Adults are actively involved in learning including carpet sessions
- English and Maths are taught every day
- Handwriting is taught discretely every day
- Guided Reading is taught every day
- Phonics in taught every day within Reception, Year 1 and Year 2
Curriculum
Key Stage 1 and 2
a) How is the Curriculum Planned? – Documents and Processes
Plan to Provide a Hook/Stimulus into the topic:
This is to provide a context for learning that is based around topics that will interest your children, whilst following the Curriculum skills for your year group. This can be a topic text (book linked to the topic) or an extract/idea from the book, to enrich learning through vocabulary and topic content.
Generate Questions:
- Children to generate questions, based on the stimulus. Through these questions, and where appropriate with some guidance by the teacher, decide upon a 'big' Key Question to lead the topic.
- Ensure that all of the children's questions are answered in some way before the end of the topic.
Use the Programme of Study:
- Use the programme of study for your year group to plan the relevant objectives/skills.
7
Create a Medium term Topic Plan:
- This will include all subjects to be covered, a list of outcomes and activities, and the objectives that will be covered within these, taken from the National Curriculum.
- This will also include a draft overview of when the foundation subjects will be covered over the topic period.
Create Short Term Plans:
- Create your short term/Weekly planning, following your school's agreed planning formats.
- This will be expected for Reading, English, Maths and Topic, weekly.
b) How is the Curriculum Assessed? – including Marking and Feedback
English and Maths:
The children will be assessed using the Trust IPP (Inspire Pupil Progress) system. These are an overview of the Curriculum and are set out on grids for each year group. The appropriate grids will be stuck in the front of each pupil's English and Maths books, and in the correct file for Reading.
Each IPP system has its own progress weighting system, depending on the subject (See Assessment Policy/subject expectations).
Evidence will include children's outcomes within the books, including photographs and other media, reading dialogue that is recorded and some testing. In some cases, narrative observations will also be appropriate.
Foundation Subjects:
This page can be found at the front of your relevant year groups Programme of Study. It explains how to assess the foundation subjects for your class, indicating how to highlight according to percentage of class to achieve, recording initials of pupils working above or below and also to track coverage through the year.
How is Teaching and Learning Monitored?
Children's work will be monitored and moderated regularly in each of the core curriculum areas by the subject leaders, the Deputy or Headteacher. A termly review of teaching and learning in school is carried out by members of the Trust. The SLT observe each class teacher in a specified curriculum area on a regular basis. Pupil Progress Meetings are carried out which include discussions around progress and attainment and the impact of the interventions that are used.
Parents/Partnerships
Homework is considered to be a valuable element of the learning process. We believe that homework should be set:
- to involve parents in their children's learning
- to help parents keep abreast of what their child can and cannot do
- to take advantage of the home context to apply learning
- to encourage children to talk about their work to their parents and explain what they are doing and how
- to extend the time for learning, thus enabling children to practise and consolidate their skills and knowledge and strategies
- to prepare children for secondary school experiences of homework
- to view learning as a life long process and not just restricted to school hours
The school's agreed practice for homework is that:
- homework is set on a regular basis, for all year groups
- homework will generally follow on from work which has taken place in class but may take many different forms, including reading, learning multiplication facts and spellings
- homework may sometimes consist of preparation for work yet to be done
- children should understand exactly what they are expected to do, how to do it, and how long it should take
- homework should sometimes involve the participation of the parents
- children who have made insufficient effort during class time may occasionally be asked to complete work at home
Behaviour Management ( Please refer to the school's Behaviour Policy)
We believe that excellent standards of behaviour are central to effective learning. Our Behaviour Policy outlines our procedures relating to behaviour both within the class room and in the wider school environment. Outstanding learning behaviours are encouraged, praised and rewarded.
Assessment, Evidence and Reporting (Please refer to the school's Assessment Policy)
Assessment, marking and feedback is done throughout the lesson to effectively support the child and ensure accelerated progress is made. Assessments are used to inform future planning through same day interventions and daily planning.
Inclusion
Inclusion is about every child having educational needs that are special and the school meeting these diverse needs in order to ensure the active participation and progress of all children in their learning. Successful inclusive provision is seen as the responsibility
of the whole school community, permeating all aspects of school life and applicable to all our children. In accordance with the school's Equal Opportunities Policy, all children will be given full access to the National Curriculum, unless their statement of SEND indicates disapplication. Staff will actively support all children to reach their potential regardless of academic ability, race, gender or age. Children who receive additional or extra support, including those with statements of SEND or an EHCP, have learning plans specifically tailored to their needs. These are followed as far as possible as part of the normal classroom teaching but sometimes require specific input involving withdrawal from the main classroom environment for short periods of time.
EYFS Learning and Teaching Policy
EYFS Vision & Values Statement
Across Inspire EYFS we provide a stimulating, creative and inspiring curriculum which captures individual interests and caters for all abilities ensuring achievement and excellence for all.
Our learning environments reflect the child's voice and promotes purposeful independence and high levels of resilience in our confident and motivated children. As a result of this rapid and sustained progress is evident throughout EYFS ensuring all children reach their full potential.
Clear communication and trusting partnerships with parents ensure that children are at the heart of everything we do through challenge and embedding skills to prepare them for lifelong learning.
Rationale
At Inspire we aim to provide the highest quality care and education for all our children thereby giving them a strong foundation for their future learning. We create a safe and happy environment with motivating, purposeful and challenging learning experiences that enable children to become confident and independent. We value the individual child and work alongside parents, Governors and other professionals to meet their needs and help every child to reach their full potential.
Well-being
Well-being focuses on the extent to which children feel at ease, act spontaneously, show vitality and self-confidence. It is a crucial component of emotional intelligence and good mental health. The children's well-being is of upmost importance and we strive for all children to have extremely high levels of involvement and well-being.
Curriculum Aims and Principles
The EYFS principles which guide the effective work of all practitioners are grouped into the Characteristics of Effective Learning
Playing and Exploring
- Finding out and exploring
- Playing with what they know
- Being willing to 'have a go'
Active Learning
- Being involved and concentrating
- Keeping trying
- Enjoying achieving what they set out to do
Creating and thinking critically
- Having their own ideas
- Making links
- Choosing ways to do things
Our curriculum and planning is centred around the Characteristics of effective learning and is tailored to meet the individual needs and interests of the children. It is planned to ensure coverage, continuity and progression in the development of basic skills. Our enabling environments both indoor and outdoor, are well planned, well-resourced and enhanced to promote independent learning.
The seven areas of learning and development are divided into three prime areas
- Communication and Language
- Personal, social and emotional development
- Physical development
These are supported by specific areas that strengthen the prime areas, these areas are
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
All areas of learning are not discrete subjects but are planned for in a holistic cross curricular topic approach, making links throughout all areas of learning.
Staff Development and Support
Across Inspire trust all EYFS staff attend regular meetings, working as a team to develop key documents, principles and values. As a result of this CPD is tailored to meet the needs of the staff. Regular cycles of coaching take place termly to support personalised targets and ensure we have reflective practitioners.
Involving Parents
Our academies ensure that all parents and children are involved in the following:
- New parent meeting for the children in school.
- A home visit before or as the child starts the setting.
- A series of family activity sessions throughout the year to inform and work with parents on how children learn.
- Parents meetings where parents can meet individually with EYFS staff to discuss their child's development.
- Half termly newsletters to inform of topics and learning.
- An end of year report to parents commenting on progress and Characteristics of effective learning.
- We promote an open door policy to ensure effective communication between staff and parents.
Assessment and Record Keeping
Children in EYFS are continuously assessed through observation, in the form of:
- Snapshot observation of learning and development
- Spontaneous written observations
- Learning journeys
- Narratives
- Photographs
Children have individual learning journals to document their progress over the year. In addition to this Reception children have writing and Maths books to record outcomes from focused activities. Displays in EYFS reflect current practice, topics and interests covered and show progression over the year.
Monitoring and Evaluation
Monitoring of the Foundation Stage Includes:
- Lesson observations on teaching staff to ensure effective teaching and learning and provide appropriate support if necessary
- Annual action plan to identify key areas of development within Foundation Stage, monitored and reviewed regularly.
- Children's progress is monitored termly through individual tracking sheets.
- Teachers are accountable for children's progress and attainment and are expected to produce termly class reports.
- Weekly Working Planning scrutiny analyses planning and children's outcomes to ensure coverage and progress.
- Internal and cross trust moderation is carried out termly to ensure accurate judgements are consistent.
Learning Environments
| | Learning environments within Burnside are set up to facilitate the way | | |
|---|---|---|---|
| | that we know our children learn best. Therefore they.. | | |
| Must be: | Must be: | Organised into areas Non-negotiable areas – Maths, Writing, Role-play, Reading, Creative. Areas must be enhanced to allow children to have opportunities to learn independently – at appropriate times Age related EYFS – Specific | Organised into areas |
| | | | Non-negotiable areas – Maths, Writing, Role-play, Reading, |
| | | | Creative. |
| | | | Areas must be enhanced to allow children to have |
| | | | opportunities to learn independently – at appropriate times |
| | | | Age related |
| | | | EYFS – Specific |
| Displays will: | | | Majority child made |
| | | | Backing created and designed by children (matching topic style |
| | | | and age appropriate to yr group skills) |
| | | | Title created by children (matching topic style and age |
| | | | appropriate to yr group skills) |
| | | | A 3d aspect – if appropriate |
| | | | Begin with a ? and post its with questions by children |
| | | | End with ! answering questions |
| | | | A range of subjects |
| | | | Non-negotiable subjects – Writing, maths, the arts and |
| | | | science (where appropriate) |
| | | | Majority age related work – showing some range – MA and |
| | | | SEN |
| | | | Mixed up on the display |
| | | | Range of media (ie photos, handwriting, pictures, 3D, |
| | | | typed) |
| | | | Double backed in appropriate colours, by children, with a |
| | | | guillotine |
| | | | Have ‘blurbs’ explaining what learning has taken place and |
| | | | which skills were used |
| | | | Each piece to have children’s name on (neatly in fine liner |
| | | | on white card at bottom – chn to write where appropriate) |
| | | | A piece from every child displayed |
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Everyone is a Pedestrian
Crossing advice for pedestrians
Most of us cross streets every day. We are all pedestrians at one time or another and we take for granted that we can cross without incident because most of the time we do, but sometimes we aren't so fortunate.
Nationally, each year about 5,000 pedestrians die and 70,000 are injured in traffic accidents. Young children and the elderly are more likely to be killed or injured in a pedestrian crash than any other group. While it's easy to blame drivers, they are not always responsible for these accidents. All too often, pedestrians are the cause of accidents. These senseless tragedies don't have to happen. You can avoid potential injuries and even death by reviewing the advice for safe street crossing.
CROSSING RULES
Always follow these steps when crossing a street:
* Before crossing, stop at the curb, edge of the road, or corner before proceeding.
* Look left-right-left and over your shoulder for turning vehicles. If it's clear, begin crossing.
* Continue to check for traffic while crossing.
TRAFFIC SIGNALS MESSAGES & MEANINGS
At intersections with traffic lights and pedestrian signals, it's important to follow the signals carefully. Wait until you see the WALK signal and follow the rules for crossing.
A flashing DON'T WALK signal indicates you shouldn't start to cross the street. However, if you are in the middle of the street and the DON'T WALK signal starts flashing, continue walking. You have time to complete the crossing. If you see a steady DON'T WALK signal, don't begin to
Everyone is a pedestrian
cross the street! Wait for the next WALK signal. The WALK signal and the GREEN traffic light indicate that it's your turn to cross the street, but they do not mean it is safe to cross. The WALK signal and the GREEN light mean: Look, and then if it's safe, go.
Remember to make eye contact with drivers to ensure they see you. Don't take a walk signal, a green traffic light, or a driver for granted. Crossing safely is your responsibility.
PAVEMENT MARKINGS ARE YOUR ROAD MAP TO A SAFE CROSSING
CROSSWALKS
While they won't protect pedestrians from oncoming traffic, crosswalks do serve to guide pedestrians across the street. Motorists are reminded to look for and to yield to pedestrians in the road when they see the bright, white lines of a crosswalk.
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KINDERGARTEN TWIN RIDGES HOME STUDY
NINTH LEARNING PERIOD PART A By Marguerite Vulfs
Letter to Parents
Circle
Gardening
Science
Mathematics
Physical Education
Story
LETTER TO PARENTS
Dear Parents,
This learning period is full of adventure as Spring Break arrives during it and runs into May as the last day of the learning period is May 3rd. I will divide it up into Part A which is the week before Spring Break and Part B for the weeks after the break.
Part A will continue with early Spring and the unfolding of the season. Part B will be much more dynamic with planting and outside activities. The week of Spring Break can also be used for some activities, ones which you may already do as a family. As always, take pictures for your work samples. The week of Spring Break also looks good for lots of hikes especially locally. Another fun event is the Ananda Tulip Garden in North San Juan. Plan ahead as the Spring Break week can not only be peak blossom time but also bring lots of people. The first tulips are starting to bloom now and the Garden opens April 1st this year. I am planning to go sometime after the 8th.
A fun event to celebrate with the Kindergarten age child is May Day. A little planning ahead can help make this moment especially fun. One event that I hope you all can attend is the 40th year celebration of Twin Ridges Home Study. It will be on May 1st and I plan to attend. Look for the school to send out more information about this.
This is a learning period in which lots of work can be accomplished and every day can really be full of fun learning. Spring is in the air in spite of the cold and chilly moments. Soon our days will be full of sunshine.
Sincerely, Marguerite
CIRCLE
As I write this, the rain is falling and the wild plum blossoms have made their appearance in spite of the weather. In Circle, we feel like optimists, "waking up" the flowers on a daily basis whether the sun shines or not. The children are really starting to notice what is blooming! Continue to use the "waking up" song with each flower that reveals itself.
Circle right now still reflects the season. I enjoy introducing the song "Oats, Peas, Beans and Barley" this time of year. It can be "in the round" meaning you move in a circle with it and stop to perform the different movements. The timing of this can be in conjunction with planting your peas in the garden with sweet peas or green peas. Peas are often more hardy sowing them directly into the ground so the idea of "sowing" a seed works here.
Later in the month we will begin a song for May Day.
"Here's a branch of snowy May, a branch the fairies gave me, Who will come and dance today with a branch the fairies gave me? Dance away, dance away, holding high a branch of May, Dance away, dance away, holding high a branch of May."
As with so many songs, I have learned this by heart and so you will have to phone me to learn the melody. I will be teaching it in enrichment when we get back from the Spring Break. I wanted you to have the words as they also go along with prepping for a May Pole Dance.
GARDENING
Last Autumn we planted spring bulbs at school and the last few weeks we have enjoyed exploring the small crocus flowers and small daffodils. In Circle we have "woken" up different flowers that have begun to bloom in the different elevations. There are reports of roses in Oregon House!
We did not plant a Winter garden this year at the school, rather allowing the soil to rest. But we have started soil prep and you can too. In keeping with trying to use things around us, we have dug compost from the pile and buried it into the garden to further decompose. It is a bit of an experiment and the Kindergarten group on Monday helped with it.
Children love to grow things and planning ahead can make it really fun. I have found what is successful are peas, pumpkins and sunflowers. Carrots, radishes and lettuce as well as some squash can even things out. You can plant all of these in containers if space is limited although the pumpkins and squash may not perform their best.
We will begin peas, pumpkins and sunflowers in the green house soon for the children to take home. The peas will need something to climb on and creating a trellis together can incorporate some mathematics as well. You can also grow sweet peas and they are lovely.
If you already have a beautiful garden, make sure that you set aside a place for your child to plant what they wish as well. It is good for them to see the cycle of planting and the results. Also the daily care of the garden actually helps to create a sense of self care of themselves which is an important early skill to learn.
You can plant starts inside and use egg cartons to begin with. This method also allows composting of the items used to grow in! Sierra Harvest has a program in which they will help you build a garden site on your property and mentor you for two years. Their phone number is (530) 265-2343. We are so fortunate to have this resource available to us.
It is fun to incorporate stories as well during this time, and the public library and school library both have books about growing things. One of my personal favorites is "Miss Rumphius" by Barbara Clooney. Some of you may have even had it read to you as it was created in 1982.
SCIENCE
This moment provides many of opportunities for Science. Already you are in the garden and that can easily provide hours of learning. Another part of the garden which can also be a Science project are worms.
Worms are the perfect creature for the children to study. They can easily hold them for examination. You can also make a worm bin and watch them compost EVERYTHING. There are many DIY YouTube videos available for this. Also you can just examine worms right now as they are everywhere. Worms are the classic child discovery but care needs to be given in the handling of them. Earthworms do not regenerate if you cut them in two so teaching this is important. The head end of the worm can continue to live however. As well, worms and small rattlesnakes can seem to the child to be similar so be sure to teach the care needed when exploring. My third grader thought he found a small pile of large worms once with a friend but soon realized he had discovered rattlesnakes. "Soft Child - How Rattlesnake Got it's Fangs" by Kay Sather is an important book for this time.
MATHEMATICS
With all of the projects suggested, measuring using a tape measure is the primary focus right now for this part of the learning period. Make sure that you take pictures of your child actually measuring for work samples. You can also keep track of what you measure - the garden beds, the trellis, your child's height, your height, etc. This can be another work sample.
If counting is getting tedious, try building again with blocks and whatever is available. A rainy day can be an inside building day. A sunny day can be an outside building day. In addition, you can ask your child to count for you as you plant the garden especially with pea seeds as they are large and easily countable.
Another fun project can be to make an outside loom that your child can weave things into. Try to find a spot that will be protected from the elements. As you string the loom, your child can help you count. Weaving sticks, yarn, feathers, etc. overs a multitude of disciplines. You can Google "Garden Loom" or Outside Loom" for ideas.
PHYSICAL EDUCATION
This is a nice moment to "test" your child in a fun way with what they are able to accomplish physically.
Create a "Test Sheet" of various tasks and during the course of this learning period moment "test" your child. Some of the tasks that can be included are running, skipping & hopping on both feet & each foot, pushing something heavy, climbing, balancing, skipping rope and catching & throwing a ball. Perform this also after the Spring Break. You can make it fun by creating some sort of "Award" for their accomplishments. The more imagination used here the better with this.
Movement at this age is, of course, just about nonstop. Hiking and biking are great ways to be together. The Cascade Trail has recently been opened again for more easy access closer to town. Early habits of hiking help to create lifelong movement enthusiasts!
STORY
During Learning Period #8B, I introduced two stories and mentioned that whichever one you did not choose, you could choose the other for Learning Period #9A. In addition, the classic "The Velveteen Rabbit" by Margery Williams is a perfect story. Also, another classic "The Run Away Bunny" by Margaret Wise Brown will appeal to most of the children. You can carry these stories into the Spring Break time as well.
The story for Learning Period #9B will be "The Twelve Dancing Princesses" by the Brothers Grimm. We will end the year in Learning Period #10 with "The Frog Prince" by the Brothers Grimm. Both stories lend themselves to the "telling" of them, and I hope that, by giving an advance of what the stories are, you might also have a chance to memorize one of them. | <urn:uuid:ce5e4783-d2eb-4c61-960b-8a931a42e98b> | CC-MAIN-2024-33 | https://www.twinridgeshomestudy.org/_files/ugd/a420e6_3c67e1dd5ea4494289d77eb8d948126a.pdf | 2024-08-07T00:36:48+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00591.warc.gz | 822,914,863 | 2,063 | eng_Latn | eng_Latn | 0.923799 | eng_Latn | 0.999361 | [
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Communication
Useful
communication is:
Useless
communication is:
Supportive Resourceful Interested Loving Enthusiastic Confident
Impatient Disrespectful Bored Negative Sarcastic Rude
Listening Skills
Real listening is an active process that has three basic steps:
1 Hearing
Hearing just means listening well enough to catch what the speaker is saying. For example, say you were listening to a report on zebras, and the speaker mentioned that no two are alike. If you can repeat the fact, then you have heard what has been said.
2 Understanding
The next part of listening happens when you take what you have heard and understand it in your own way. Let's go back to that report on zebras. When you hear that no two are alike, you might think, "Maybe this means that the pattern of stripes is different for each zebra."
3 Judging
After you are sure you understand what the speaker has said, think about whether it makes sense. Do you believe what you have heard? You might think, "How could the stripes be different for every zebra? But then again, the fingerprints are different for every person. I think this seems believable."
revision date: 041519
What Makes A Healthy Relationship?
According to research, one of the most important things in a relationship is friendship
People need to be able to have fun in a relationship
A willingness to talk about things, to share openly with each other, to have a safe way to share positive and negative feelings with each other
You and your partner do not need to agree on everything What is important is that the good times together outweigh the bad times
Showing interest in your partner's feelings, concerns, and their dreams for the future
Taking responsibility for your own actions and feelings and encouraging your partner to do the same
Understanding each other's expectations - Where do each of you want the relationship to go?
Knowing and understanding yourself and what you can bring to the relationship - What can I offer? What does your partner bring to the relationship?
Knowing that you are not responsible for your partner's happiness - You are only responsible for your own happiness!
Quick Guide - Patient/Family Readjustment
Military personnel are deeply affected by their war experiences. Adjustment difficulties are common. These are normal reactions to abnormal experiences. This series of brochures deal with issues that are common following deployment. Remember - identifying your problem areas and seeking help is a sign of strength, not weakness. It means you are actively coping with your challenges.
Building Relationships
Relationships are an important part of life. Good relationships help us be happier and healthier.
Good relationships do not just happen. They require time and energy to build and maintain.
There are skills we can learn to develop and further strengthen our relationships.
Family Relationships
Take time to communicate and reconnect with your family and friends. Plan family time to help bring everyone back together. Make time for just you and your partner.
Expect an adjustment period -
There will be challenges, no matter how happy you are to be home and how happy your family is to have you back.
Expect to have some doubts & worries -
Expect some things to be different -
This is a normal part of getting back together.
Recognize that you, your spouse, and your children have all changed to some degree. Everything from tastes and interests to the way the household is run may have changed. Make small, gradual adjustments and ease back into your role in the family. This process can take several weeks or months, depending on how long you and your family were apart and each family member's ability to cope with change and stress.
Be realistic in what you expect -
Forget your fantasies. Let things happen naturally.
Be prepared for the reappearance of old problems -
Be prepared for challenges as you reestablish physical intimacy -
Separation does not erase problems, and problems do not solve themselves. Taking a break from the issue and stepping back may have helped you and your spouse to gain a new perspective, but the issue itself may still exist. There may also be new issues to address.
Take your time getting reacquainted. Do not try to rush sex to make up for lost time!
Share your feelings & accept others' feelings -
Feelings are never right or wrong; they just are. Expect that the deployment has been difficult for everyone, and be prepared for all sorts of feelings - relief, hope, anxiety, and even resentment.
Plan some special time for you and each of your children to get reacquainted. Focus on successes and limit criticism.
Be patient -
Expect it to take some time for your child, especially if young, to get used to having another parent at home. Let your child be the first to renew the bond. Resume old rules and routines slowly.
Be available -
Be there for your child both physically and emotionally. Encourage your child to tell you everything that happened while you were gone, but in their own time. | <urn:uuid:0a43d5b1-8507-4e23-855b-97cc5f7914d9> | CC-MAIN-2024-33 | https://mirecc.va.gov/MIRECC/docs/visn6/Readjustment_brochure_building_relationships_color_generic-041719.pdf | 2024-08-07T00:55:47+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00595.warc.gz | 319,522,767 | 1,001 | eng_Latn | eng_Latn | 0.998681 | eng_Latn | 0.998686 | [
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Hence,
Dr Oliver Mathematics Dr Oliver Mathematics OCR FMSQ Additional Mathematics 2014 Paper
2 hours
The total number of marks available is 100.
Final answers should be given correct to three significant figures where appropriate.
Dr Oliver You must write down all the stages in your working. You are permitted to use a scientific or graphical calculator in this paper.
Section A
Mathematics
1. Solve the following:
Solution
Dr Oliver ´6 ă 2x ´ 1 ă 7.
Mathematics
Dr Oliver
M hematics 2. The gradient function of a curve that passes through the point p 1 , 2 q is given by
Find the equation of the curve.
Solution
for some constant c. Now,
Mathematics
(3)
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Solution
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Solution
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Oliver
Mathematics 4. A train travels from station A to station B. It starts from rest at A and comes to rest again at B. The displacement of the train from A at time t seconds after starting from A is s metres where
Dr Oliver (a) (4) Find the velocity at time t seconds after leaving A and hence find the time taken to reach B. Give the units of your answer.
Solution.
Dr Oliver Hence, the time taken to reach B is 600 s or 10 mins
Mathematics
Dr Oliver Mathematics (b) (2) Find the distance between A and B. Give the units of your answer.
Solution
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Mathematics 5. A ship is moving on a bearing of 025 ˝ at 14 knots. (1 knot = 1 nautical mile per hour). As it passes point A, a lighthouse L is seen on a bearing of 340 ˝ . After 30 minutes, the ship passes point B from where the lighthouse is seen on a bearing of 320 ˝ .
Mathematics
Dr Oliver
(a) Find the angle BAL and the angle ALB.
Solution
Mathematics
Dr Oliver
Mathematics
Dr Oliver
Mathematics
Mathematics (b) Hence, or otherwise, calculate the distance BL in nautical miles.
Solution
Dr Oliver
Mathematics
and
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We use the sine rule:
6. The function
Dr Oliver
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is such that
Mathematics
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* when f pxq is divided by px ´ 1q, there is a remainder of 4.
(a) Find the value of a and the value of b.
Solution
Dr Oliver
Mathematics
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(b) Solve the equation fpxq " 0.
Dr Oliver
Solution
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Mathematics
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Dr Oliver
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7. The points A and B have coordinates p3, 7q and p5, 11q respectively.
(a) Find the exact length of AB.
Dr Oliver
Solution
Mathematics
(3)
Dr Oliver (b) Find the equation of the circle with diameter AB.
Solution
The midpoint of AB is
Mathematics
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and the equation is
Dr Oliver
Mathematics
8. Four points have coordinates Ap´5, ´1q, Bp0, 4q, Cp7, 3q and Dp2, ´2q.
(a) (2) Using gradients of lines, prove that ABCD is a parallelogram.
Solution
Dr Oliver and
hence, AB is parallel to DC which makes ABCD is a parallelogram.
Dr Oliver (b) Using lengths of lines, prove further that ABCD is a rhombus.
Solution
Dr Oliver
Mathematics
(3)
and
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Dr Oliver
Hence, ABCD is a rhombus.
(c) Prove that ABCD is not a square.
Solution
Dr Oliver
now, whereas
Thus, ABCD is not a square.
9. (a) Show that
Mathematics
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Mathematics
Solution as required.
(2)
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for values of x in the range 0 ˝ ď x ď 180 ˝ .
Solution
Now, and
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10. (a) Find the coordinates of the point P on the curve
where the gradient of the curve is 5.
Dr Oliver
Solution
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Mathematics
(4)
and hence, P p 1 , ´ 2 q .
Dr Oliver
Mathematics
(b) Find the equation of the normal to the curve at the point P .
Solution
The gradient of the normal is ´ 1 5 and the equation is
Section B
Mathematics 11. Kala is making an open box out of a rectangular piece of card measuring 30 cm by 14 cm. She cuts squares of side x cm out of each corner and turns up the sides to form the box.
Dr Oliver
Dr Oliver
Mathematics
Dr Oliver
Mathematics
Dr Oliver (a) Find an expression in terms of x for the volume, V cm 3 , of the box and show that this reduces to
Solution
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as required.
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(b) Find the two values of x that give d V dx " 0 .
Solution
Dr Oliver
Dr Oliver (c) (3) Explain why one of these values should be rejected and find the maximum volume of the box using the other value.
Mathematics
(4)
Solution
Mathematics Clearly, x " 11 2 3 should be rejected as we cannot make a box:
Hence, the maximum volume is
Dr Oliver 12. Paul walked from Anytown to Nexttown, a distance of 15 km. When he got there he then walked back. His average speed on the return journey was 2 km per hour less than on the outward journey.
Let Paul's average speed on the outward journey be x km hr ´ 1
Mathematics (a) (2) Write down an expression for the time, in hours, taken for the whole journey.
.
Solution
The whole journey takes
D
Mathematics
The time taken by Paul for the whole journey was 6 hours.
(b) (4) Use your expression in (a) to form an equation in x and show that it simplifies to
Solution
Mathematics
Dr Oliver
Mathematics
Dr Oliver as required.
Mathematics (c) (3) Solve this equation to find Paul's average speed on the outward journey.
Solution
a " 1, b " ´7, and c " 5:
" 0. 807 417 596 4,6. 192 582 404 (FCD).
Now,
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(d) (3) Find the difference in time between the outward and return journeys. Give your answer to the nearest minute.
Solution
Dr Oliver
Mathematics
13. A company needs to buy some storage units. There are two types of unit available,
Dr Oliver Mathematics type X and type Y . The cost of each type of unit, the floor space required and the volume for storage are given in the following table.
Dr Oliver Mathematics The maximum cost allowed for the purchase of the units is £1 200 and the maximum floor space available is 18 m 2 . The company wants to maximise the volume for storage.
Let x and y be the number of each type of unit, X and Y , respectively.
(a) (3) Write down an inequality for the total cost and an inequality for the total floor space required.
(b) (4) Draw the inequalities you gave in (a). Given that x ě 0 and y ě 0, indicate the region for which the inequalities hold by shading the area that is not required.
Solution
Dr Oliver
Mathematics
Dr Oliver
Mathematics
Dr Oliver
Mathematics
Mathematics (c) (5) Write down the objective function for the volume for storage and find the combination of units that should be bought to maximise the volume for storage. Write down this maximum volume.
Solution
P" 3. 5x`3y.
Dr Oliver
Mathematics
Dr Oliver
Mathematics
Mathematics The first is to go around the polygon (integers only) and determine 3.5x ` 3y at its vertices (thus, p1, 9q, p2, 8q, . . . ). The second is to go 3.5x ` 3y "? and translate this line out and upwards: 3.5x`3y "?, 3.5x`3y " 0.5, 3.5x`3y " 1, . . . , until we reach the very last point on its vertices. Hence, it is x " 6, y " 4 and the minimum is
Mathematics 14. Mugs are packed in boxes of 10. On average, 5% of the mugs are imperfect. A box of mugs is classified as "unsatisfactory" if it contains two or more imperfect mugs.
(a) (2) State two conditions that must be satisfied for the number of imperfect mugs in a box to have a binomial distribution.
Dr Oliver Solution E.g., The number of observations is fixed; each observation is independent;
Mathematics
Mathematics each observation represents one of two outcomes ("success" or "failure"); the probability of "success" p is the same for each outcome.
(b) (6) Assuming that these two conditions are satisfied, calculate the probability that a box chosen at random is "unsatisfactory."
Solution
Dr Oliver
Mathematics A shop receives a delivery of a large number of boxes of mugs. The delivery is checked as follows. A box is chosen at random.
* If there are no imperfect mugs in the box then the whole delivery is accepted.
* If the box is "unsatisfactory" then the whole delivery is rejected.
Dr Oliver • If there is exactly one imperfect mug in the box then a second box is chosen at random. The delivery is accepted only if this box contains no imperfect mugs.
Mathematics (c) Calculate the probability that the delivery is accepted.
Solution
„ˆ ˙
M
athem atics
Dr Oliver
Mathematics | <urn:uuid:4d2b1534-a2bc-48c8-831b-cdef836c70c8> | CC-MAIN-2024-33 | https://www.drolivermathematics.com/_files/ugd/0564aa_0a81f0766af14df39320b16f0731aa2e.pdf | 2024-08-06T23:54:46+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00595.warc.gz | 594,987,462 | 2,353 | eng_Latn | eng_Latn | 0.960544 | eng_Latn | 0.990494 | [
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Physical Education Policy
Intent
At Callowell, our curriculum is designed to developing independence and resilience in our learners whilst improving their oracy skills. We provide our learners with a wide range of experiences and activities to broaden their cultural development beyond their own community and promote inclusion.
In Physical Education, our aims are to ensure all of our pupils:
* develop competence to excel in a broad range of physical activities
* engage in competitive sports and activities
* are physically active for sustained periods of time
* lead healthy, active lives.
Implementation
We aim that all the children are active for at least two hours a week which will comprise two P.E. sessions in addition to the Daily Mile.
Our programme of study sees each year group cover a range of different topics to ensure that the requirements of the nation curriculum are met.
In the Early Years and Foundation Stage, they are expected to work on gross and fine motor skills, developing the fundamental skills that they need to access the lessons.
In Key Stage 1, they are taught to master basic movements (including, running, jumping, throwing and catching), participate in team games and perform dances using simple movement patterns.
In Key Stage 2, the children build on their previous work, applying and developing a broader range of skills, learning how to use them in different ways and linking them to make actions and sequences of movements. They develop their flexibility, strength, technique, control and balance and also access competition though team and individual games.
We also ensure that all children have access to swimming lessons in their time at Callowell, including opportunities in both Key Stage 1 and 2.
We are proud of our inclusivity at Callowell and recognise the fact that we have children of differing ability in all our classes, and so we provide suitable opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in Physical Education through a range of strategies including setting tasks of increasing difficulty and challenge with children reaching as far as they are able, group work and the deployment of adults to support and guide individuals or small groups.
Impact
We expect the children to be able to meet the National Curriculum expectations, including the requirement to swim competently, confidently and proficiently over a distance of at least 25 metres.
By the end of the Early Years and Foundation stage, pupils should have begun to acquire their gross and fine motor skills to enable the development of their strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults.
By the end of Key Stage 1, pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
By the end of Key Stage 2, Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
We aim for all the children at Callowell Primary School to live active and healthy lives. Our intention is to expose the children to a wide variety of different active pursuits in order for them to find the one they will want to pursue into adulthood. They also develop the concept of a personal challenge, implementing the will and desire to improve and achieve their own personal best. | <urn:uuid:db96affa-0b04-4896-8831-41de346859f9> | CC-MAIN-2024-33 | https://callowellprimary.eschools.co.uk/storage/secure_download/bWZZWFVJczNYQVBTSFdUa2JoZ1k5Zz09 | 2024-08-06T23:07:21+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00596.warc.gz | 120,907,326 | 737 | eng_Latn | eng_Latn | 0.996363 | eng_Latn | 0.996915 | [
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PISA 2012: How do results for the paper and computer tests compare?
John Jerrim
Department of Quantitative Social Science
Working Paper No. 16-02
February 2016
Disclaimer
Any opinions expressed here are those of the author(s) and not those of the UCL Institute of Education. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions.
DoQSS Workings Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.
PISA 2012: How do results for the paper and computer tests compare?
1
John Jerrim
Abstract
The Programme for International Assessment (PISA) is an important cross-national study of 15 year olds academic achievement. Although it has traditionally been conducted using paper-and-pencil tests, the vast majority of countries will use computer-based assessment from 2015. In this paper we consider how cross-country comparisons of children's skills differ between paper and computer versions of the PISA mathematics test. Using data from PISA 2012, where more than 200,000 children from 32 economies completed both paper and computer versions of the mathematics assessment, we find important and interesting differences between the two sets of results. This includes a substantial drop of more than 50 PISA test points (half a standard deviation) in the average performance of children from ShanghaiChina. Moreover, by considering children's responses to particular test items, we show how differences are unlikely to be solely due to the interactive nature of certain computer test questions. The paper concludes with a discussion of what the findings imply for interpretation of PISA results in 2015 and beyond.
JEL codes: I2
Keywords:
PISA, Computer-based assessment, Shanghai-China, educational inequality.
Contact Details: John Jerrim (firstname.lastname@example.org) Department of Quantitative Social Science, Institute of Education, University of London, 20 Bedford Way London, WC1H 0AL
Acknowledgements: I would like to thank John Micklewright for the helpful comments.
1
Institute of Education, University College London
email@example.com
1. Introduction
The Programme for International Student Assessment (PISA) is an important crossnational study of 15 year olds educational achievement. Conducted every three years by the Organisation for Economic Co-Operation and Development (OECD), the tri-annual update of results is now eagerly awaited by educationalists and policymakers alike. Since its inception in 2000, the main study has been conducted using a traditional paper-and-pencil test. However, this will change from 2015, when the vast majority of countries will move to computer based assessment. Although testing using modern technology is becoming increasingly common (e.g. state-wide computer assessments are set to be delivered in Ontario-Canada from 2015/16 EQAO 2014) there remains some uncertainty regarding the impact this has upon children's test scores (Wang et al 2007). Moreover, little is currently known about how such a change is likely to influence cross-country comparisons of educational achievement, including the PISA summary statistics widely reported by the OECD. The aim of this paper is to start to fill this important gap in the literature.
By moving to computer-based tests, PISA is making an important change to assessment practise. There are a number of reasons why this may have a subsequent influence upon the results (and why the impact may vary by country or demographic group). First, different cognitive processes are needed for reading on paper and computer (Mangen, Walgermo and Bronnick 2013; Jabr 2013) which may influence how children interpret and answer the PISA test questions. Indeed, it has been suggested that even subtle differences such as screen size and resolution can dramatically change the nature of computer-based tasks (McKee and Levinson 1990). Second, schools and teachers have less experience of conducting computerbased assessments, including dealing with the technical challenges involved (e.g. software crashing). Third, computer-based tests require all children to have a basic level of computing skill (e.g. to be able to type using a key board, move the mouse). Despite the widespread use of computers in modern society, such skills may still be lacking in certain countries or amongst certain demographic groups (Platt 2014:17). Fourth, unlike paper tests, most computer assessments do not allow children to review answers to previous questions (Vispoel et al 1992), thus removing this important test-taking strategy (Mueller and Wasser 1977). Fifth, the novelty of computer assessment could improve children's engagement with the test (Johnson and Geen 2006). Conversely, there may be more distractions (particularly if teacher's struggle to enforce examination conditions) causing frustration amongst participants and reduced effort 2 . Finally, computer based tests may use different types of questions (or involve the use of interactive tools) which may advantage or disadvantage certain demographic groups.
Previous work has recognised that many of the factors listed above are test specific (Kolen and Brown 1995), and may vary across test settings. It is therefore difficult to generalise between studies or contexts. This perhaps explains why research investigating the link between test administration mode and children's test scores has produced somewhat inconsistent results. A summary of the evidence for upper secondary school mathematics (the focus of this paper) can be found in Table 1 3 . Most of this previous research has been conducted in the United States, with some studies using a randomised design (considered the 'gold standard in this literature), and have typically found either a null or negative effect of computer-based assessment upon average test scores. Yet the magnitude of the effect report differs widely. For instance, whereas Ito and Sykes (2004) find average test scores to be around 0.24 standard deviations higher on paper than computer tests, Wang et al (2004) report there to be essentially no difference at all.
<< Table 1 >>
Although insightful, there are two notable limitations to the current evidence base (particularly regarding the implications for PISA). First, the studies reviewed in Table 1 almost exclusively focus upon differences in average test scores. In contrast, there is very little evidence on distributional effects (e.g. the spread of achievement or the proportion of children with high or low test scores) or co-variation with important demographic characteristics such as gender, family background and country of birth. Yet these are all examples of widely cited PISA statistics, with further work clearly needed to assess the likely impact of computer assessment upon such results. Second, the existing literature does not investigate how differences between paper and computer test scores vary across countries. For instance, do children in every country obtain lower test scores (on average) on computer based tests? Or is the
2 For instance, students in the study by Fluck, Pullen and Harper (2009) reported that even the noise made by key boards distracted their focus on the test.
3 The studies reviewed focus upon mathematics tests taken by children who were approximately between ages 15 and 18.
use of computers advantageous in some nations but a disadvantage in others? Similarly, do computer-based tests strengthen or weaken the performance of low socio-economic groups, and is this a common pattern found across the developed world?
These questions are addressed in this paper. Specifically, we exploit the fact that children from 32 economies completed both a paper and a computer version of the PISA 2012 mathematics test, allowing us to compare children's achievement across the two modes of assessment. This includes mean sores, the spread of achievement, the distribution of children across PISA proficiency levels and covariation with gender, country-of-birth and socio-economic status. Detailed analysis of two of the computer mathematics test questions follows – one that exploits the increased functionality of computer-based assessment (requiring students to interact with the software to reach the correct answer) and one that does not (such that the question could have been administered within a 'standard' paper-and-pencil PISA test). This provides some insight into whether differences between paper and computer scores can simply be attributed to the interactive nature of some of the computer test items (which will be increasingly used in future PISA assessments) or if significant 'mode effects' are observed even in traditional PISA-style tasks. My analysis complements and extends the work conducted by the OECD in publications such as OECD (2015).
Our results provide evidence of important and interesting differences. Despite a strong cross-country correlation, mean paper and computer test scores differ by at least 10 PISA points in one-in-three economies. There is a particularly notable decline in Shanghai-China, where children score 50 points lower (on average) on the computer-based mathematics test. Moreover, in almost every country, both the spread of achievement and the socio-economic gradient is smaller in the computer test. In contrast, the association between test administration mode and the gender gap varies significantly across countries. Yet we find little evidence that these results are being driven just by the new 'interactive' PISA questions. Rather, substantial differences are observed across groups even upon questions that require minimal interaction with the computer. In other words, the mode of assessment also has an important (and differential) impact on children's performance in 'traditional' PISA mathematics tasks. We therefore conclude that the use of computer administration in
PISA 2015 represents a major change from previous and could lead to important differences in the results (if not properly accounted for).
The paper proceeds as follows. Section 2 provides an overview of the PISA 2012 paper and computer mathematics tests. Our empirical methodology is outlined in section 3, with results presented in section 4. Discussion and conclusions follow in section 5.
2. The PISA sample design and mathematics tests
The Programme for International Student Assessment (PISA) is a cross-national study of 15 year olds skills in three academic domains (reading, maths and science). A total of 65 economies participated in the 2012 round, including all members of the OECD. Within each country, a two-stage sample design was used, with a minimum of 150 schools initially selected (with probability proportional to size) and then 35 children randomly selected from within. Average response rates at the school and pupil level were high (around 90 percent in the median country). To account for the complex survey design, including the clustering of pupils within schools, student and Balance-Repeated-Replication (BRR) weights are provided by the survey organisers. These are applied throughout the analysis.
The main PISA 2012 test, used to create the final country rankings, was conducted via a traditional paper-and-pencil assessment. It took children two hours to complete. Mathematics was the 'major domain', to which the majority of test questions were devoted. Consequently, mathematics is also the focus of this paper. The test required children to demonstrate their skills in four mathematics content areas ('quantity', 'space and shapes', 'change and relationships', 'uncertainty and data') using three different cognitive processes ('employ', 'formulate' and 'process'). Further details on these sub-domains can be found in OECD (2014: Chapter 2). Final proficiency estimates are available for each pupil in each content and process area, along with a score for the mathematics domain overall. These proficiency estimates are recorded as a set of five 'plausible values', created via a complex itemresponse theory (IRT) model (see Von Davier and Sinharay 2013). The intuition is that, as each child only answers a random sub-set of questions, their 'true' ability in mathematics cannot be directly observed, and must therefore be estimated from their answers to the test. Recommended practise is followed throughout this paper (OECD 2005), with all estimates produced five times (once using each plausible value) and then averaged to produce the final results.
In addition to this two hour paper-based assessment, 32 economies also conducted a 40 minute computer-based mathematics test. The paper assessment was typically administered in the morning, with the computer test following in the afternoon (ACER 2011:6). Within most countries, a random sub-sample of 18 children within each participating school were required to complete both versions of the PISA assessment (OECD 2014b:78) 4 . Brazil, Spain and Italy were exceptions, where a probabilistically drawn sub-sample of schools were firstly selected, and then a sub-sample of approximately 18 students from within. In total, 126,126 children from across these 32 economies were assigned to complete both the paper and computer PISA tests. The number of children who skipped the computer test, or could not complete it due to technical problems, was low (approximately 95 percent of children sampled to complete the computer test did so). Appendix A provides further details on the computer test sample sizes and response rates by country.
The PISA computer and paper mathematics tests were designed using the same analytical framework (see OECD 2013). Table 2 provides a summary, illustrating their similarity in terms of mathematics content, question context and cognitive processes. In other words, the two tests were both attempting to capture the same latent mathematics trait. Moreover, the PISA 2012 technical report explicitly states that:
"the computer-based mathematics scale was equated to the paper-based mathematical scale so the results could be compared for the two modes of assessment" (OECD 2014:253).
The issue of comparability was further discussed in a short one-page annex to the official PISA 2012 report (OECD 2014:491). The key point to note is that the two
4 These 18 children were then further randomly assigned one of 24 test forms which contained two out of three possible 'clusters' of questions (mathematics, digital reading and problem solving).
tests have been designed and jointly scaled (equated) so that the paper and computer mathematics scores can be directly compared.
< Table 2 >
It is nevertheless important to discuss how findings from such a comparison should be interpreted. Although both tests were designed to measure the same underlying mathematics skills, there was no direct overlap of questions. (I.e. None of the paper items also appeared in the computer test, or vice-versa). Moreover, some of the computer items presented children with tools and tasks that would not be possible using traditional paper-based methods. (For instance, some of the computer mathematics questions asked children to draw shapes with a tool or use an interactive graph). The PISA mathematics test framework (OECD 2013:44) therefore describes how each of the computer-mathematics test questions has three elements:
- The mathematic competency being tested
- The basic ICT skills required to correctly answer the question
- The extent to which ICT needs to be used to solve the problem
The first element is tested by all PISA mathematics questions, and does not depend upon the mode of assessment (paper or computer). The second element is specific to computer-based testing. It reflects the fact that, in order to provide an answer, children must have a minimum level of computer skill. The test developers state that all computer items were designed to 'keep such skills to a minimum core level in every computer-based item' (OECD 2013:44). It is thus the third and final element that differs substantially between the computer test items. Specifically, whereas some computer items were very similar to 'standard' paper PISA questions, others required more interaction with the software's tools. For instance, children may have to manipulate on-screen instruments such as interactive graphs, or create a chart using data.
Consequently, any difference in overall paper and computer mathematics scores could be due to either:
- Differences across groups (including countries) in children's basic ICT skills
- Differences across groups (including countries) in the extent children can use ICT to solve mathematics problems
- The impact of "mode effects", where questions become easier or harder depending upon whether they are presented in a paper or computer test environment. (Such effects occur even when children do not need to interact with the computer to reach the correct answer). These may also differ between groups (including countries)
- Test fatigue or boredom – as the paper test was always conducted first (in the morning) with the computer test following after lunch.
Unfortunately, when considering differences in overall performance between the paper and computer mathematics tests, it is not possible to distinguish between these completing explanations (at least with the data available). However, indicative evidence can be provided by exploring children's responses to particular test questions. In particular, the OECD has released some of the PISA 2012 mathematics items (see http://erasq.acer.edu.au/) which fundamentally differ in their required level of computer skill.
We consider children's responses to two particular test questions within our analysis. The first asks children to interpret a simple table and graph about Body Mass Index (BMI) in a fictional country. This can be found in Appendix B, with an online version available from http://erasq.acer.edu.au/index.php?cmd=cbaItemPreview&unitId=25&item=2 5 . This question is very similar to a 'standard' PISA paper item, with it possible to directly answer the question from the information presented. No further use of the computer or manipulation of the data is required. In other words, it largely rules out the second bullet point above. It thus represents a good example of a question where 'mode effects' can be explored: do children perform much better or worse on this question than one would anticipate given their scores on the paper-based test (and does this differ between demographic groups)? If so, this will suggest that mode of assessment per se is important, and that overall differences between paper and computer scores is not simply picking up differences in children's ability to solve mathematics problems interactively using ICT.
5 Following the terms used in Table 2, the mathematical content of this question is "uncertainty and data", the process is "interpret" and the context is "societal"
In the second item, children are asked to use an interactive graph and price calculator to derive a formula for CD production. This question can be found at http://erasq.acer.edu.au/index.php?cmd=cbaItemPreview&unitId=23&item=2 and has been reproduced in Appendix C 6 . There are clear differences to the BMI question discussed above. It is not possible to ask children this question using a traditional paper-and-pencil assessment, as the test-taker must use the computer tools (e.g. the interactive graph) to reach the correct answer. It will thus be influenced by all the factors listed above; children's ICT skills, their ability to use computers to address maths questions and mode effects (along with their proficiency in mathematics). It therefore represents a good exemplar for how children perform on computer mathematics questions that are quite different to 'standard' paper PISA items.
3. Empirical methodology
The empirical analysis proceeds in two stages. To begin, cross-country variation in children's computer and paper mathematics test scores are compared. (We remind readers that the published rankings for PISA 2012 were based only upon the paper test, with little attention given by the OECD to children's computer scores). This closely follows the OECD's presentation of PISA results in its widely cited international reports (e.g. OECD 2013b), including a comparison of mean scores, educational inequality (as measured by the standard deviation) and the distribution of children's achievement (as measured by the proportion of children within each proficiency level). Co-variation of scores with key demographic characteristics (gender, socio-economic status and country of birth) is also considered. Socioeconomic status is measured using the PISA Economic, Social and Cultural Status (ESCS) index; this has been derived by the survey organisers from a principal components analysis of parental education, occupation and household possession, and has been standardised to a mean of zero and a standard deviation of one across participating countries (higher values indicate a more advantaged family background). Differences by country-of-birth are summarised as differences between first-generation immigrants and country natives.
6 Following the terms used in Table 2, the mathematical content of this question is "change and relationships", the process is "formulate" and the context is "occupational".
Although such summary statistics are frequently reported by the OECD, there has been no direct comparison of how they differ between the paper and computer mathematics tests at the cross-country level. Our primary interest is therefore threefold. First, how strong is the cross-country correlation between the paper and computer results (i.e. do countries with high scores in the paper mathematics test also achieve high scores on the computer mathematics test)? Second, are there certain countries that buck the trend, with non-trivial differences in achievement scores between the paper and computer tests (whether on average, or at certain points along the proficiency distribution)? Finally, do certain demographic groups perform systematically better or worse on the computer based assessment, and to what extent is this a common pattern found across countries 7 ?
The paper then turns to analysis of the released computer items. Our goal is to provide some indicative evidence as to whether differences between the paper and computer mathematics test can simply be attributed to the different (interactive) nature of some of the computer-based items. Or are substantial mode effects observed (and differ by demographic group) even upon questions that could be administered using either a paper or computer assessment?
We begin by considering the BMI question presented in Appendix B. Recall that this question is not interactive, requires minimal computer skills, and could easily be delivered on either a paper or computer test. The question we ask is, conditional upon children's performance in the paper PISA test, is there still an association between demographic group (e.g. gender, country, SES) and the probability of correct response? If so, we take this as evidence that test administration mode matters per se, and that differences in overall paper and computer scores is unlikely to be solely due to the interactive nature of a sub-set of the computer-based tasks.
This issue is investigated via the following linear probability model 8 :
7 For example, one may be concerned that low SES children do not have access to computing facilities, that this holds true in every country, and therefore the SES gap is always bigger on the computer than paper assessment
8 A linear probability model is used for ease of interpretation and due to the challenges associated with comparing parameter estimates across binary response models – see Mood (2010). We have nevertheless reproduced all estimates using a logit model as well, and obtained similar substantive results.
Where:
𝑌 𝑖𝑗𝑘 = Children's coded response to the BMI test question (0 = incorrect; 1 = correct)
𝐶𝑘= A vector of country dummy variables (Reference: Shanghai-China)
𝑃𝑖𝑗𝑘= Children's overall score on the PISA 2012 mathematics scale
𝑈𝑖𝑗𝑘= Children's score on the 'uncertainty and data' mathematics sub-scale
𝐼𝑖𝑗𝑘 = Children's score on the 'interpret' mathematics sub-scale
𝐴𝑖𝑗𝑘= A vector of variables capturing children's access to computers
𝐹 𝑖𝑗𝑘 = A variable capturing the effort children put into completing the PISA mathematics test
𝜀 = Error terms. (All elements of the PISA complex survey design, including the clustering of children with schools, is account for by application of the BRR replicate weights).
```
i = Student i j = School j k = Country k
```
The parameters of interest are captured in 𝛽 – are there differences across countries in the probability of correct response (conditional upon the other factors included in the model)?
It is important to recognise that model 1 includes an extensive set of controls; estimates are conditional upon children's performance on the paper mathematics test overall (𝑃𝑖𝑗𝑘), along with the 'uncertainty and data' (𝑈𝑖𝑗𝑘) and 'interpret' (𝐼𝑖𝑗𝑘) subdomains 9 . In other words, we are controlling for children's performance on very similar questions administered in the paper version of the test. Moreover, as minimal interaction with the computer is required to reach the correct answer, it is difficult to argue that any remaining differences between countries could be due to variation in children's ability to use computers to address mathematical problems. Nevertheless, we also include controls for children's access to computers and educational software
9 Recall from section 2 that the BMI question belonged to these 'content' and 'process' areas. Hence why we control for these domains in our analysis.
at home (𝐸𝑖𝑗𝑘) to further account for this possibility 10 . Finally, although there was a break between the paper and computer assessments, one may argue that test fatigue may be an issue, or that children may not exert equal effort on the paper and computer tests. We therefore also control for the PISA 'test effort' scale 11 , though a limitation of this study is that we still cannot fully rule the possibility of test fatigue or differential effort out. After conditioning upon the above, we interpret the 𝛽 coefficients as estimates of whether the effect of test administration mode varies across countries.
To explore whether there is also variation in the probability of correct response across demographic groups, we estimate a second set of regression models where gender, socio-economic status and immigrant status are included as covariates (these variables are added one at a time and do not appear in the model simultaneously). Formally, these models can be represented as:
Where
𝐷𝑖𝑗 = A variable capturing the demographic characteristic of interest (e.g. gender)
Note that ∀ 𝐾 refers to the fact that model 2 will be estimated separately for each economy. The estimated parameters (𝛽) will capture differences in the probability of correct response between demographic group (e.g. between males and females) within each country.
The modelling process outlined above is then repeated for the second exemplar computer test item (CD production – see Appendix C). The only change to models 1 and 2 is that the 'change and relationships' and 'formulate' sub-scales are now included as controls (instead of 'uncertainty and data' and 'interpret'). Our goal is to illustrate whether similar patterns hold for a question that requires much more interaction with the computer.
10 As part of the PISA background questionnaire, children were asked whether they had certain household possessions, including a computer, educational software and access to the internet. They were also asked to report the number of computers at home. All these variables are included as controls in the analysis.
11 This scale is based upon children's self-reports of how much effort they put into the PISA test and whether this would change had it contributed to their final school grades. See Jerrm 2014 for further details.
4. Results
Figure 1 illustrates the cross-country correlation between mean paper (x-axis) and mean computer (y-axis) test scores. The 45 degree line is where the two are identical. The association between the two sets of results is strong (Pearson r = 0.96; Spearman's rank = 0.90), with the ranking of most countries stable to whether the paper or computer test results are used. There are, however, some notable exceptions. For instance, children from Shanghai-China score around half a standard deviation lower on the computer-based mathematics test than on the paper based equivalent (562 points versus 613). Thus, although Shanghai is consistently a high-performing jurisdiction, it is only the paper mathematics test where children's scores are truly exceptional.
<< Figure 1 >>
Table 3 formally tests for differences between mean computer and mean paper test scores. Despite the strong correlation observed in Figure 1, differences are typically significant at conventional thresholds. Specifically, average mathematics test scores are significantly lower under the computer based assessment in 11 of the 32 economies at the five percent level (results for a further two countries reach significance at the ten percent level), including four of the seven high-performing East Asian jurisdictions (Shanghai, Chinese-Taipei, Hong Kong and Singapore). In contrast, there are 13 countries where children's test scores are significantly higher for the computer-based PISA test, including each of the three lowest performers (Columbia, Brazil and Chile). Although the magnitude of these differences is often modest (for 19 of the 32 countries the difference is less than 0.10 standard deviations or 10 PISA test points) there are notable exceptions. Some of the world's major economies, such as the United States (498 on computer versus 481 on paper), France (508 versus 495), Sweden (490 versus 478) and Italy (499 versus 488), are prime examples. As differences of this magnitude have previously been highlighted by the OECD as representing an important change (e.g. the OECD 2011:201 described Germany as showing 'rapid improvement' after its PISA maths scores increased from 503 in 2003 to 513 in 2009) we believe this result is of practical importance. In additional analysis (available from the authors upon request) we have investigated the correlation between the results reported in Table 3 and seven scales capturing children's use of ICT at schools and at home (this information is based upon children's self-reports collected as part of the PISA background questionnaires). The cross-country association was generally weak (Spearman's rank was below 0.4 for comparisons with six of the seven scales), although Shanghai did stand out as an economy with comparatively low scores on most scales. Nevertheless, the overall pattern suggested that the cross-country variation observed in Table 3 was largely unrelated to the availability and use of ICT at schools and in homes.
<< Table 3 >>
Figure 2 turns to inequality in educational achievement, as measured by the standard deviation. There are three important points to note. First, 26 of the 32 countries sit below the 45 degree line. This suggests that educational inequality is lower in most countries under the computer-based mathematics assessment. (The standard deviation in the median country declines from 93 PISA points in the paper assessment to 87 points in the computer assessment). Second, there is a positive association in the cross-country inequality rankings (Person r = 0.69, Spearman's rank = 0.73), though this is clearly weaker than the relationship for the mean. Finally, for certain countries the level of educational inequality depends heavily upon whether the computer or paper assessment data are used. For instance, ChineseTaipei is by far the most unequal country in the paper mathematics test (the standard deviation equals 116 test points) but is around the international median in the computer assessment (standard deviation of 89 points). Similar differences occur when drawing pair-wise comparisons between countries. For instance, although the spread of achievement is almost identical in Denmark and the Slovak Republic in the computer-based mathematics assessment, there is a substantial difference (approximately 20 test points) in the paper mathematics test. In additional analysis (available from the authors upon request) we reach similar substantive conclusions when using alternative measures of educational inequality, such as the difference between the 10 th and 90 th percentile. Moreover, we find that the reduction in the standard deviation seems to be driven by there being less inequality in the top half of the achievement distribution in the computer based test 12 . Consequently, in contrast
12 Specifically, we find that the difference between the 90th and the 50th percentile is much smaller in the computer assessment than the paper assessment. In contrast, there is a more varied cross-country pattern for the difference between P50 and P10.
to the strong cross-country correlation found for the mean, the distribution of mathematics achievement seems more sensitive to whether the paper or computer PISA test is used.
<< Figure 2 >>
PISA results are also presented is in terms of 'proficiency levels' – the proportion of children within each country who display a certain level of mathematics competency. How do these results differ between assessment modes? Findings for three purposefully selected economies (Shanghai-China, Chinese-Taipei and the United States) can be found in Figure 3 13 . The uppermost bars provide results for ShanghaiChina. Only 12 percent of children in this economy reached the top proficiency level in the computer mathematics test, compared to 31 percent on the paper based assessment. This suggests that the large difference between average computer and paper test scores for Shanghai in Table 3 is being driven by a decline in performance amongst the highest achievers. (Although there are also some differences in the bottom half of the Shanghai achievement distribution, these are not nearly as stark) 14 . Very similar results are obtained for Chinese-Taipei (middle set of bars), where one-in-five children reach the top proficiency level in the paper assessment compared to one-in-twenty children on the computer based test (by way of comparison, around a quarter of Chinese-Taipei children score below level 3 in both assessment modes). In contrast, there is little difference in the proportion of children reaching the top two proficiency levels in the United States (10 percent in both paper and computer) though with more notable positive change in the lower half of the proficiency distribution (e.g. 43 percent of US children score below level 3 on the computer test versus 52 percent on paper). This again illustrates how, for some countries, there are important differences in results between the two versions of the PISA mathematics test.
Next, we turn to co-variation between PISA scores and three important demographic characteristics: socio-economic status (SES), gender and country of birth. Figures 3, 4 and 5 illustrate how the association between these variables and children's test scores differ across the computer and paper mathematics tests.
13 These countries have been chosen for further exploration given the large and statistically significant change in their mean test scores.
14 For instance, 11 percent of Shanghai children reach level 2 on the computer assessment compared to 20 percent on the paper test.
These are supplemented by Table 4, which formally tests for significant differences between modes for each country.
<< Table 4 >> << Figures 3 to 5 >>
Figure 3 illustrates the association between a one standard deviation increase in the ESCS index and children's paper (x-axis) and computer (y-axis) mathematics scores. (Recall that ESCS is the OECD's preferred measure of children's socioeconomic background). It is striking that every country except Brazil falls below the 45 degree line; in almost every country, socio-economic status has a weaker association with children's computer mathematics scores (compared to the association with paper scores). Although the magnitude of this difference is often modest (Table 4 suggests that, in the median country, the socio-economic gradient is approximately 5 PISA test points lower in the computer test) statistical significance is still reached in 27 economies at the five percent level (results for Germany are additionally significant at the ten percent level). Yet, in terms of cross-country rankings, there remains a high degree of consistency between the two sets of results (Pearson correlation = 0.94; Spearman's rank = 0.94). This is because, as Figure 3 illustrates, the vast majority of countries are simply 'shifted' by a uniform amount. This is nevertheless an important difference – highlighting how measures of inequality of educational opportunity may decline as PISA moves towards computer based assessment.
A somewhat different pattern emerges for gender differences in Figure 4. (Results refer to the mean score of boys minus the mean score of girls). First, in the vast majority of countries (28 out of 32), the average score of boys is higher than the average for girls under both assessment modes. Second, Table 4 suggests that the gender gap tends to be somewhat bigger in the computer-based assessment, with the difference between modes reaching significance at the five percent level in 20 out of 32 economies (Belgium additionally reaches significance at the ten percent level). Finally, perhaps the most notable feature of Figure 4 is the wide dispersion of data points, suggesting some disagreement in the cross-country rankings. The correlation is moderate (Pearson correlation = 0.60; Spearman's rank = 0.59) with dramatically different conclusions reached for certain pairwise country comparisons. For instance, consider Shanghai and the United States. Gender differences in the paper assessment are almost identical in these two economies (approximately 5 test points). Yet whereas the gender gap falls to zero in the US in the computer mathematics test, it increases in Shanghai-China to almost 20 PISA test points. This illustrates how cross-country comparisons of gender differences depend greatly upon which version of the PISA mathematics test is used.
To conclude this sub-section, Figure 6 provides analogous results for country of birth, focusing upon differences in mathematics scores between natives and firstgeneration immigrants. Once more, there is a strong cross-national correlation (Pearson r = 0.86; Spearman's rank = 0.89) with the broad ranking of countries similar under both the paper and computer assessments. However, as Table 4 illustrates, there are some notable exceptions. In Germany, the immigrant-native gap is 24 points higher in the computer mathematics test than the paper test, with similar differences observed in Sweden (25 points) and Shanghai (30 points). Overall, a statistically significant difference is observed between the paper and computer results on 12 occasions at the five percent level (Ireland is additionally significant at the ten percent level). This suggests that, for certain countries, estimates of the immigrant-native gap differ non-trivially across the two test modes. At the same time, neither the pattern nor the strength of these results are as pronounced as those for gender or family background.
Item-level analysis
The previous sub-section highlighted important differences between the PISA paper and computer test results. But is this simply due to differences in the mathematics tasks children were asked to complete on the computer assessment? Or is there evidence that certain groups perform better (or worse) than one would predict upon computer-administered questions, even when they are very similar to paper based equivalents (and require minimal interaction with the computer)? We now provide evidence on this matter via analysis of two of the released computer items.
Results for the BMI question are presented in the left-hand side of Table 5. (These are the results from model 1 presented at the end of section 3). Estimates refer to percentage point differences in the probability of correct response relative to children in Shanghai-China (reference group). Recall that all figures are conditional upon test effort, access to computers and performance in the paper mathematics test (both overall and achievement within specific sub-domains). There are two key points to note. First, differences between Shanghai and most other economies are large, positive and statistically significant at the five percent level. This is therefore an example of a computer test item where children in Shanghai do not perform as strongly as one would expect, given their scores on the paper assessment. (It therefore also contributes to the lower average computer test scores of this economy highlighted in Table 3). Second, there is also a great deal of variation in the conditional probability of success across the other 31 countries. For instance, the parameter estimate for Italy (31 percentage points) is almost twice that of Spain (15 percentage points). Given that this item requires minimal interaction with the computer, these results suggest that the mode of administration is likely to matter per se to children's responses (with the impact varying across countries).
<< Table 5 >>
Further insight is provided in Table 6, where differences in the probability of correct response is compared across demographic groups within each of the 32 economies. (These are the results from model 2 presented at the end of section 3). The left and right hand columns suggest that, after controlling for children's paper test scores, family background and country of birth no longer have a significant impact upon the probability of success. In contrast, the middle columns indicate that there is a strong and statistically significant association with gender in 14 economies. Specifically, boys are up to 16 percentage points less likely to answer the question correctly than girls (after controlling for their paper test scores). Again, there is evidence of modest variation across countries, with effect sizes ranging from essentially zero in ChineseTaipei and Slovenia to 15 percentage points or more in Belgium, Ireland and South Korea. (In a pooled regression, combining data from all 32 economies, we find boys are six percent percentage points less likely to provide the correct response than girls, and that this difference is statistically significant at the five percent level). Together, this provides further evidence that even 'traditional' PISA style questions seem to be affected by assessment mode (with evidence again suggesting the impact varies across demographic groups).
<< Table 6 >>
The right-hand column of Table 5 turns to the question on CD production. Recall that this is an example of a 'new-style' PISA mathematics question, requiring children to interact with the testing software and its tools. Estimates for all country coefficients are negative, with 26 out of 32 reaching significance at the five percent level (a further two are significant at the ten percent level). This is therefore an example of a question where children from Shanghai perform better than children in most other countries – above and beyond what one would expect given their performance on the paper mathematics test. Less variation is observed, however, across the 31 other economies, with most parameter estimates falling between five and 15 percentage points. These findings are clearly rather different to those for the BMI question presented in the left-hand side of Table 5. Indeed, there is almost no association between the BMI and CD production results (Pearson correlation = 0.10). Consequently, a common cross-national pattern does not seem to hold across all computer test items – children in certain countries do better than predicted in some question but a lot worse in others 15 .
Finally, Table 7 presents differences in the probability of correct response to the CD production question across demographic groups. The left and right hand columns once more suggest little association with family background and immigrant status. However, there is notable variation by gender; in half the economies the male advantage is significantly bigger than one would predict given children's scores on the paper mathematics test (nine estimates are significant at the five percent level and a further seven at the ten percent level). Although this conditional gender gap is relatively small in most countries (typically less than five percentage points) these results provide another example of how certain types of computer based questions may advantage certain demographic groups 16 .
<< Table 7 >>
5. Discussion and conclusions
The Programme for International Student Assessment (PISA) study has been conducted to-date using paper-and-pencil tests. This is set to change, however, from
15 Of course, given the limited number of items released, it is not possible to generalizable findings to all computer test questions. But these results do suggest important and interesting variation across both across items countries, and is an issue that should be explored further by the OECD (who have access to all test items).
16 Again, although Table 7 shows that boys then to do better than girls on this particular interactive computer
question, it is not possible for us to say whether this is a generalizable to all interactive computer items).
2015 when most countries will start to utilise computer-based assessments. There are a number of reasons why this may influence children's (and countries) results, including challenges with reading questions on-screen to different types of distraction during test administration. Using data from PISA 2012, where children from 32 economies completed both a paper and computer version of the mathematics test, this work has examined mode differences in children's test scores. The results provide a first insight into how the introduction of computer-based testing may influence the PISA rankings.
We find a very strong cross-national correlation between average paper and computer test scores: the same group of countries are identified as high and low performers under both modes of the assessment. However, in a third of economies, mean paper and mean computer PISA scores were also found to differ by at least ten points (0.1 standard deviations) - a magnitude previously described as substantial (e.g. OECD 2011:201). Common measures of educational inequality were consistently lower under the computer-based mathematics assessment, both in terms of the spread of achievement and the impact of family background. On the other hand, cross-country comparisons of the gender gap were particularly sensitive to the switch between paper and computer assessment. By analysing two of the released items, we demonstrate that these results are unlikely to be solely driven by the 'interactive' questions introduced into parts of the computer assessment. Rather, notable differences across demographic groups (including across countries) occur even in computer test questions that are very similar to 'standard' paper-and-pencil items.
What do these findings imply for analysis and interpretation of future PISA waves? Clearly, the move to computer-based testing is an important change to assessment procedures, potentially influencing how children interpret, engage and answer test questions. Our analysis indicate that this is likely to lead to important differences to country-level results. Although this may only be an interpretational issue when drawing comparisons within future PISA assessments, it is likely to be of substantive importance when looking at trends across PISA cycles (including change in country scores over time). At the time of writing, the survey organisers are aware of the challenges such 'mode effects' present, and have been exploring this issue using field trial data from PISA 2015. It seems likely that a statistical adjustment to the 2015 results will be proposed, in an attempt to facilitate comparisons to previous (2000 to 2012) PISA waves. Whether statistical procedures can fully account for mode effects is an important issue, though unfortunately one that is beyond the scope of this paper. Nevertheless, close scrutiny of the methodology proposed is planned in future work (Jerrim, Micklewright and Ploubidis forthcoming). In the meantime, readers should take heart from some of our findings while exercising caution given others. While cross-country rankings are, on the whole, quite consistent across paper and computer versions of the PISA mathematics test, there are also some important differences. Therefore, based upon current evidence, we advise academics, policymakers and journalists to take care when interpreting results from PISA 2015.
These findings should, of course, be considered in light of the limitations of this study. First, a randomised design has not used to allocate children to paper and computer tests (what many consider to be the 'gold standard' approach within this literature). Rather, children first completed the paper PISA test then, after a break, completed the computer based assessment. It is therefore impossible to rule out test order (and associated factors such as fatigue) as an alternative explanation for our results. Second, although the paper and computer tests were designed according to the same framework, and had similar content coverage, the test questions were not identical. Although our analysis of two of the released items has provided some insight into this issue, our ability to identify 'pure' mode effects (i.e. differences occurring simply due to computer administration of the test) remains limited. Third, in the introduction we described why differences between computer and paper test scores may occur (and why this may differ between groups). While our analysis has indeed established the existence of such group differences, it has not been possible to identify the specific driving force. Finally, the analysis has considered just one of the core PISA domains. Yet both the reading and science will also be assessed via computer from 2015. Future work should consider whether similar findings hold for these subject areas as well.
Despite these limitations, this paper has the potential to make an important contribution to our understanding of mode effects and our interpretation of international educational achievement rankings. It is the first study to illustrate how PISA rankings differ between paper and computer versions of the mathematics test, not only in terms of mean scores, but also co-variation with key demographic characteristics. Given the prominence of such statistics in the OECD's international PISA reports, it provides an important first insight into how computer testing may influence the country-level results.
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Vispoel, W; T. Wang; R. de la Torre; T. Bleiler and J. Dings. 1992. How review options and administration mode influence scores on computerized vocabulary tests Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
.
Von Davier, Matthias and Sandip Sinharay. 2013. "Analytics in International LargeScale Assessments: Item Response Theory and Population Models." Pp 155 – 174 in Leslie Rutkowski, Matthais von Davier and David Rutkowski (eds) Handbook of International Large-Scale Assessment. CRC Press.
Wang, Shudong; Hong Jiao, Michael J. Young, Thomas Brooks and John Olson. 2007. 'A Meta-Analysis of Testing Mode Effects in Grade K-12 Mathematics Tests.' Educational and Psychological Measurement 67: 219
Table 1. The effect of test administration mode upon upper secondary school students mathematics test scores: a summary of the literature
Notes: Studies restricted to those focusing upon 15 to 18 year olds scores in mathematics test. Figures refer to differences in mean test scores (computer minus paper). Negative figures indicate children perform worse on the computer test. All figures except Bennett et al taken directly from Wang et al (2007).
Table 2. Mathematics content, process and context of the PISA 2012 computer and paper based exam
Source: Authors calculations using data from OECD (2014: Annex A6).
Table 3. Difference between mean paper and mean computer maths test score by country
Notes: Author's calculations using the PISA 2012 dataset. Difference = computer maths score minus paper maths score. Figures refer to difference in terms of PISA test points. * and ** indicates statistical significance at the ten percent and five percent levels. Stratification and clustering of pupils within schools accounted for by application of the PISA BRR weights.
Table 4. Inequalities in educational opportunity by gender, immigrant and socio-economic status: differences between computer and paper tests
| SES gradient Beta SE SIG | Gender Beta SE SIG | Immigrant Beta SE SIG |
|---|---|---|
| Chinese-Taipei -16 1.7 ** Sweden -11 1.7 ** France -10 1.8 ** Hong Kong -8 2.1 ** Slovak Republic -8 2.6 ** Denmark -7 1.3 ** Portugal -7 1.2 ** Austria -7 1.5 ** Columbia -7 1.2 ** Australia -7 0.9 ** Slovenia -7 0.7 ** Belgium -7 1.2 ** Japan -6 1.8 ** Chile -6 1.4 ** Spain -6 1.6 ** Poland -6 1.4 ** Hungary -5 1.9 ** Ireland -5 1.6 ** Russia -5 2.2 ** Canada -5 1.3 ** Italy -5 1.6 ** Singapore -5 0.7 ** Macao-China -5 0.7 ** Israel -4 2.1 ** Norway -4 1.3 ** United States -4 1.4 ** Argentina -4 1.5 ** Korea -3 1.9 - Germany -3 1.6 * Shanghai-China -2 1.9 - Estonia -1 1.2 - Brazil 2 1.6 - | 10 3.0 ** 16 1.6 ** 7 2.2 ** 2 2.8 - 2 2.2 - 6 1.4 ** 9 1.6 ** -2 2.7 - -13 2.1 ** -3 1.2 ** -1 1.2 - 3 1.9 * -3 2.3 - -6 2.4 ** 0 2.2 - 7 1.6 ** 3 2.6 - 3 3.3 - 16 1.7 ** 7 1.1 ** 8 2.9 ** 4 1.1 ** 10 1.6 ** -9 3.9 ** 1 1.6 - -4 1.8 ** -8 3.6 ** 0 3.7 - -4 1.5 ** 13 1.8 ** 4 1.6 ** 1 1.7 - | -38 32.9 - 25 4.4 ** 9 6.5 - 1 3.4 - 50 19.2 ** 8 4.0 ** 8 6.9 - 1 5.1 - 25 21.8 - -7 2.5 ** 26 5.1 ** 13 4.6 ** 24 23.6 - 12 9.9 - -5 5.1 - -99 27.9 ** -38 22.9 - 6 3.2 * 1 4.5 - 6 3.0 ** 1 5.4 - -10 1.8 ** -5 2.8 - 4 6.0 - 4 4.0 - 2 4.7 - -15 2.8 ** 40 117.9 - 24 6.0 ** 30 10.2 ** -6 9.2 - -16 19.4 - |
Notes: Author's calculations using the PISA 2012 dataset. Difference = gradient using computer maths score minus gradient using paper maths score. Figures refer to difference in terms of PISA test points. * and ** indicates statistical significance at the ten percent and five percent levels. Stratification and clustering of pupils within schools accounted for by application of the PISA BRR weights.
Table 5. Differences across countries in children providing correct responses to two PISA computer mathematics items
| BMI Percentage point difference SE SIG | CD Production Percentage point difference SE SIG |
|---|---|
| Shanghai (REF) - - - Chinese-Taipei 0 2.7 - Poland 1 2.2 - Spain 15 3.1 ** Macao-China 16 2.4 ** Slovenia 16 2.9 ** Japan 17 2.7 ** Russia 18 3.7 ** Austria 19 3.1 ** Denmark 20 3.5 ** Hungary 20 2.9 ** Israel 20 3.1 ** Argentina 22 2.6 ** Columbia 22 3.0 ** Norway 23 3.2 ** Sweden 23 3.2 ** Germany 23 3.0 ** Estonia 24 3.1 ** Chile 24 3.1 ** United States 26 3.5 ** Portugal 26 2.8 ** Brazil 27 3.3 ** Belgium 28 2.9 ** Australia 29 2.6 ** Italy 31 3.8 ** Slovak Republic 32 3.2 ** Korea 33 3.0 ** Canada 34 3.1 ** Ireland 35 3.5 ** Hong Kong 37 3.1 ** Singapore 39 3.4 ** France 43 3.0 ** | - - - -5 2.9 * -15 2.5 ** -12 2.5 ** -8 2.7 ** -13 2.5 ** -11 2.7 ** -10 2.8 ** -12 2.8 ** -12 2.9 ** -12 2.6 ** -7 2.9 ** -8 2.5 ** -3 3.1 - -11 2.9 ** -12 2.8 ** -13 2.8 ** -16 2.7 ** -6 2.7 ** -6 3.0 * -10 2.5 ** -3 3.2 - -10 2.6 ** -10 2.6 ** -11 2.7 ** -11 2.3 ** -7 3.0 ** -6 2.9 ** -16 2.6 ** -13 3.0 ** -5 2.9 - -9 2.7 ** |
Notes: Author's calculations using the PISA 2012 database. Results from a linear probability model controlling for children's score on PISA paper mathematics test, test effort scale and information on computer possessions at home. All results refer to percentage point differences relative to children from Shanghai-China (reference group). BMI results additionally control for the "uncertainty and data" and "interpret" paper mathematics sub-scale. CD results additionally control for the "change and relationships" and "formulate" paper mathematics sub-scale. * and ** indicates probability of children providing the correct answer is significantly different to Shanghai-China at the ten percent and five percent levels. Stratification and clustering of pupils within schools accounted for by application of the PISA BRR weights.
Table 6. The association between demographic characteristics and the probability of correct response to the BMI computer test item
Notes: Author's calculations using the PISA 2012 database. Results from a linear probability model controlling for children's score on PISA paper mathematics test, "uncertainty and data" and "interpret" paper mathematics sub-scales, test effort scale and information on computer possessions at home. All results refer to percentage point differences. Reference groups are female (gender) and country native (country of birth). * and ** indicate significant differences relative to the reference group at the ten percent and five percent levels. Stratification and clustering of pupils within schools accounted for by application of the PISA BRR weights.
Table 7. The association between demographic characteristics and the probability of correct response to the CD production computer test item
| SES gradient % point SE SIG diff | Gender % point SE SIG diff |
|---|---|
| Sweden 2 1.0 - Norway -1 1.9 - United States -1 1.2 - Chile 1 0.4 ** Columbia 1 0.6 - Brazil 1 0.6 ** Australia -2 1.0 * Belgium -1 1.4 - Spain -1 0.9 - Japan -1 1.6 - Slovak Republic 2 1.6 - Hungary 0 0.7 - Argentina -1 1.1 - Israel 4 1.6 ** Hong Kong -4 1.6 ** Russia 1 1.3 - Germany 2 1.5 - Slovenia 2 1.2 * Ireland 1 0.7 - Estonia -2 1.8 - Austria -2 1.5 - Korea 0 2.4 - Canada -1 1.4 - Italy 1 1.4 - Poland 1 1.3 - Macao-China -2 2.0 - Portugal 0 1.4 - Denmark 0 1.3 - France 0 1.7 - Chinese-Taipei 0 2.3 - Singapore 1 2.4 - Shanghai-China 2 2.8 - | -1 2.3 - -1 2.1 - 0 2.6 - 0 1.1 - 0 1.0 - 0 1.3 - 0 1.2 - 1 2.5 - 2 1.6 - 2 1.8 - 2 1.6 - 2 1.4 * 2 1.1 ** 3 3.1 - 3 2.6 - 3 1.8 * 3 2.4 - 3 2.0 - 3 1.5 ** 4 1.8 * 4 2.1 * 4 3.4 - 4 2.3 * 5 2.0 ** 5 2.0 ** 5 2.8 * 5 2.4 ** 6 2.8 * 6 2.3 ** 9 3.7 ** 9 3.6 ** 10 4.4 ** |
Notes: Author's calculations using the PISA 2012 database. Results from a linear probability model controlling for children's score on PISA paper mathematics test, "change and relationships" and "formulate" paper mathematics sub-scales, test effort scale and information on computer possessions at home. All results refer to percentage point differences. Reference groups are female (gender) and country native (country of birth). * and ** indicate significant differences relative to the reference group at the ten percent and five percent levels. Stratification and clustering of pupils within schools accounted for by application of the PISA BRR weights.
Notes: Author's calculations using the PISA 2012 dataset. Countries can be identified using their official two letter code (see Table 3). Correlation = 0.96 (Spearman rank = 0.90).
Notes: Author's calculations using the PISA 2012 dataset. Countries can be identified using their official two letter code (see Table 3). Correlation = 0.69 (Spearman rank = 0.74). The 45 degree line indicates where results are equal between the paper and computer based tests.
Notes: Author's calculations using the PISA 2012 dataset. Shading of bars refers to the seven PISA competency levels (ranging from below level 1 to level 6). Further description of these levels (along with example questions they correspond to) can be found in OECD (2014:61).
Notes: Author's calculations using the PISA 2012 dataset. Countries can be identified using their official two letter code (see Table 3). Correlation = 0.94 (Spearman rank = 0.94). The 45 degree line indicates where results are equal between the paper and computer based tests. Figures can be cross-referenced with Table 4 (left-hand results column).
Notes: Author's calculations using the PISA 2012 dataset. Countries can be identified using their official two letter code (see Table 3). Correlation = 0.60 (Spearman rank =0.59), falling to 0.52 (0.55) once AR has been excluded as an outlier. The 45 degree line indicates where results are equal between the paper and computer based tests. Figures can be cross-referenced with Table 4 (middle results column).
Notes: Author's calculations using the PISA 2012 dataset. Countries can be identified using their official two letter code (see Table 3). Correlation = 0.86 (Spearman rank = 0.89). The 45 degree line indicates where results are equal between the paper and computer based tests. Figures can be cross-referenced with Table 4 (right-hand results column).
Appendix A. Sample sizes and response rates for the computer based test by country
Notes: Authors' calculations using the PISA 2012.
Appendix B. Body Mass Index released PISA 2012 computer item
Question
What is one major change in the BMI classifications for 12-19 year-olds in Zedland between 2000 and 2010? Justify your answer based on value(s) from the data table.
Answer
A statement that shows a correct understanding of at least one of the two major changes given
Below. Students must provide both the size and direction of the change:
- The percentage of 12-19 year olds within the normal weight range has decreased from 57.5% in 2000 to 51.5% in 2010 or decreased by 6% (points)
- The percentage of 12-19 year olds who are obese has increased by from
12.1% in 2000 to 18.1% in 2010 or increased by 6% (points).
Full Question link (requires Firefox):
http://erasq.acer.edu.au/index.php?cmd=cbaItemPreview&unitId=25&item=2
Appendix C. CD production released PISA 2012 computer item
Question
Use the graphs and price calculator to find the rule for how the price of replication is determined.
Write the two missing values in the rule below to show how price, P, relates to number of copies made, n, for replication.
P = _ _ _ _ n + _ _ _ _
Full credit answer
P = 1.3n + 290
Full Question link (requires Firefox):
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APRIL 2009
VOL. XLXIII No. 2
Driver Fatigue: Falling Asleep at the Wheel
On the night of May 10, 2008, Dawn Rousse Graham was driving to her mother's house for dinner with her three children, Adrianna, 13, Stacie, 10 and 8-year-old Bryan. Meanwhile, an 18year-old college student, who had been up for more than 24 hours studying for finals, was driving home. In an instant, the college student's car crossed the centerline and collided with Dawn's car, killing Dawn and two of her children instantly. Adrianna survived the crash, but her face has been left scarred. Her scars serve as a daily reminder of what happened to her siblings and her mother on that fateful night.
Driving while sleep impaired is a significant issue, and is no longer tolerated. Legislation is beginning to change by handling collisions cause by a fatigued driver as seriously as alcohol-impaired crashes.
"Please don't drive when over-tired. Drowsiness is an That's the message from impairment." the Highway Safety Roundtable. The group is dedicated to eliminating collisions caused by driver fatigue.
Everyone knows we need a good night's sleep to feel sharp. Sadly the impairment caused by tiredness is understood by too few. Drowsy drivers put themselves and other road users at risk. An alarming 20 per cent of Canadians admit to falling asleep at the wheel at least once over the last year.
The cause of this tragic collision did not involve drugs or alcohol, but rather lack of sleep – the young driver fell asleep at the wheel. Driving while fatigued is comparable to driving drunk, only there is not the same social stigma attached. Like alcohol, fatigue affects our ability to drive by slowing reaction time, decreasing awareness and impairing judgment.
According to the Canadian Council of Motor Transport Administrators, fatigue is a factor in up to 21 per cent of motor vehicle collisions, resulting in about 400 deaths and 2,100 serious injuries every year. At 21 per cent, fatigue would rank as the third highest measurable cause of collisions behind alcohol impairment and speedaggressive driving.
"An ordinary healthy person will get unmistakable warning signs," says Randy Williams, Co-chair of the Roundtable and CEO and President of the Tourism Industry Association of Canada. "Once a driver starts yawning and fidgeting, it's time to get off the road."
"People need to better understand the risks associated with fatigue," Williams says. "We don't think drivers have got the message yet." Fatigue impairment is a new issue that governments and police are only beginning to engage. Some provinces like Ontario and Quebec have strategies to reduce crashes caused by fatigue impairment. But there are few
Continued on page 2
President's Perspective
Yet again, the House of Commons justice committee is considering a lower blood alcohol level for the Criminal Code. Many organizations, safety and other, including the Canada Safety Council, oppose the proposal to move from 80 milligrams of alcohol to 100 milliliters of blood, down to 50. The Canada Safety Council appeared before the Committee on February 25 in support of our longstanding position.
Canada's practice of not using criminal law for drivers less than 80 mg per cent blood alcohol level is in line with the approaches taken in other countries. Canada's impaired driving laws are among the strictest in the western world. Lowering the criminal limit would nullify many effective countermeasures now in place. If criminal charges were to be laid below the current threshold, that many more, if not all, would be challenged. Our courts can barely handle the significant number of cases before them now. A significant concern and risk in reducing the criminal limit below a point most Canadians would consider unreasonable is that it would encourage contempt, disrespect, and disdain for the law. Unquestionably, this would weaken the resolve of the criminal justice system (police, courts) to enforce the law. The current criminal BAC limit has been universally accepted by Canadians and the criminal justice system for well over 35 years. Tinkering with this criminal limit could well open the doors to a barrage of defense challenges! Frivolous criminalization will not protect the public. There is absolutely no evidence that charging low-BAC drivers under the criminal code would prevent more deaths and injuries than measures now in place in provincial and territorial regulations.
When it comes to dealing with impaired driving, the current administrative and criminal sanctions in place in Canada provide a well thought-out mix of effectiveness, efficiency and severity. Let's keep it that way. Statistically the higher BAC level drivers cause the most carnage. What is needed is to increase the perception of apprehension, and to improve the system's efficiency and effectiveness in dealing with impaired driving offenders.
Safety, It's an Attitude
Jack Smith, President
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Continued from page 1
dollars spent. "More needs to be done," says Cliff Mackay Roundtable Co-chair and CEO and President of the Railway Association of Canada. "We need a change in attitude towards driver fatigue. If you are fatigued, you are impaired." There are many factors that contribute to fatigue when driving, including not enough sleep the night before, or a constant lack of sleep, which could be caused by a sleep disorder. Also, driving for long periods at a time can cause the body to become fatigued, even if you have had plenty of sleep. The Highway Safety Roundtable is running Public Service Announcements in Ontario and working with partners across the country to spread the word, and raise awareness about drowsy driving.
For more information visit www.fatigueimpairment.ca
Written with help from the Highway Safety Roundtable.
The members of the Highway Safety Roundtable are the Brewers of Canada, Canada Safety Council, Canadian Automobile Association, Insurance Bureau of Canada, Railway Association of Canada, and Tourism Industry Association of Canada.
Recognize the signs of fatigue:
* loss of concentration
* drowsiness
* yawning
* slow reactions
* sore or tired eyes
* boredom
* irritability
* missing road signs
* drifting out of your lane
* nodding off
Tips to avoid drowsy driving:
* drive only when rested
* keep your mind alert
* find a safe place to stop if you feel drowsy
* avoid sugary and fatty foods, and drinks, instead drink water and eat high-protein snacks
* drive defensively
WHEELS IN MOTION :
Slow Down, My Daddy Works Here
With the arrival of nice weather, there will be an increase in road maintenance and road construction. Unfortunately we will also see an increase in highway speeds as motorists push the pedal to the metal. Speed alone is dangerous, but when doubled with construction zones, this combination can be fatal. Road maintenance and construction crews are out there maintaining and improving our roadways for all motorists' safety. The least we can do is think of their safety.
As a reminder to motorists, construction zones, which have workers present, are NO SPEEDING ZONES. Most construction zones have reduced speed limits, so it is law that you must slow down. If you are caught speeding over the posted limit where there are construction workers present, the speeding fine will be doubled. This is true for the majority of jurisdictions throughout Canada. Also, you may risk losing demerit points.
When you encounter road construction, slow down for everyone's protection and obey all signs, even when there are no construction workers on the road, because there may still be some other road hazards present.
Tips for driving through construction zones:
* Obey all signs – they contain essential information about traffic conditions, road closures and detours.
* Obey workers holding up traffic signs.
* Drive at the posted speed limit.
* Maintain a safe distance between your vehicle and the vehicle in front of you. Don't tailgate. Sudden stops are common in construction zones.
Slow Down, My Daddy Works Here is a PSA produced by the City of Calgary to address the risks faced by construction workers on a daily basis while working in construction zones.
Source: Ontario Provincial Police
ON THE JOB :
'Unretirement'
Sun Life Financial released a report on Canada's first ever Unretirement™ Index. The report states that many Canadians now expect to work longer than in recent years. Nearly half of working Canadians believe they will be working past the traditional retirement age of 65 – the average age has been 61 in recent years. Nearly all of those who expect to work beyond age 65 cite one or more lifestyle reason for working longer, including remaining mentally active, enjoyment of their jobs, and the interaction with their co-workers.
Of the top three reasons Canadians identified for working past 65, none were about money or finances. And when asked to pinpoint their number one reason for working after 65, nonfinancial reasons still emerged at the top of Canadians' list. Assessment of their health/physical fitness/diet is much higher than views of their personal finances, government benefits, employer benefits, or the general economy.
Working Canadians are torn between optimism and pessimism about their expectations of retirement. On a scale of zero to 100, the Sun Life Canadian Unretirement Index survey found working Canadians on the fence at 50 – the exact middle-point between optimism and pessimism.
In order to achieve the lifestyle they want, Canadians are working beyond the age of 65 (unretirement), and this is actually Plan A for some. For others, unretirement is their Plan B – they need to work longer to pay for basic living expenses, or to achieve the quality of retirement they want.
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SPORTS AND LEISURE :
Blazing Trails: In-line Skating
Approximately one million Canadians are in-line skating, and the numbers continue to grow. It provides an excellent cardiovascular workout and helps develop balance and coordination. But as the number of people in-line skating has increased, so have the number of injuries resulting from this activity. The Children's Hospital of Eastern Ontario (CHEO) has seen a steady rise in the number of children and youth treated for in-line skating injuries. From 1998 to 2002, 397 children and youth were seen for in-line skating injuries at CHEO. In addition to those children seen in CHEO and other local hospitals, many of these injuries are treated in doctors' offices and walk-in clinics, or go unreported.
According to a report by Canadian Hospitals Injury Reporting and Prevention program (CHIRPP), 962 in-line skating injuries were reported in the period of a year. About 60 per cent of injuries reported were experience by males and 10 –14 year olds. Half of these injuries were the result of a loss of control, leading to a fall, with no specific cause. Fractures represented about 48 per cent of all injuries. These numbers continue to grow as the amount of people who in-line skate increases.
One of the most common in-line skating related injuries are broken arms and wrists. Skaters often try to break their fall by extending their arms to the front, side or behind them. According to the Consumer Product Safety Commission, as many as two-thirds of in-line skaters do not wear safety gear. Most in-line skating injuries are preventable.
The following tips will help to keep you safe while getting fit this season.
Safety tips before you head out:
* Always wear protective equipment: elbow and knee pads, light gloves, wrist guards, and especially helmets – which SIGNIFICANTLY reduce head and brain injury. Also, wearing pants and long-sleeve shirts can help prevent scrapes in the event of a fall.
* Choose good-quality skates that fit your feet and ankles properly. Using loose skates will not provide adequate ankle support and control. Bring socks, when purchasing, to ensure a proper fit.
* Check skates regularly to make sure they are in good condition. Replace worn wheels and the brake. Make sure the wheels are securely tightened and are not blocked by debris or grass.
For beginner skaters:
* Begin skating with a five-minute, slow skate to warm up; you will be less likely to tear muscles.
* While skating, keep knees slightly bent, which will lower your centre of gravity, and keep your body balanced on the balls of your feet.
* Practice stopping by bringing the foot with the heel stop forward until the heel stop is next to the toe of the other foot. Gently bend your front knee while lifting your toes up. This motion will bring you to a stop. This is known as the "heel stop."
* Accept the fact that falls will happen and practice falling on a soft lawn or a gym mat.
* Before using any trail, achieve a basic skating level, including the ability to turn, control speed, brake on downhills, and recognize and avoid skating obstacles.
Rules to stick to while hitting the paths:
* Skate on the right side of sidewalks, bike paths and trails. Pass on the left as cars do, after yelling, "passing on the left." Don't pass without warning.
* In densely populated areas, be especially watchful for cars and other traffic when crossing roads and streets. Remember that you must obey all traffic regulations.
* Watch for changes in skating trail conditions because of traffic, weather conditions or hazards such as water, potholes or storm debris. When in doubt, slow down. Do not skate on wet or oily surfaces.
* Exercise caution when near a park. Sand on path surfaces can cause your wheels to jam up; as well kids could dart in front of your path unexpectedly.
Source: The City of Ottawa, CHIRPP, and National Safety Council
SENIORS :
Medication Mixing
Do you or someone you know, take multiple medications each day? Keeping track of several medications can be tough for many seniors. Taking combinations of prescription drugs and over-the-counter medications could produce harmful interactions. It is important to do everything you can to avoid medication errors. Errors can keep you from feeling your best, or at the worst, they can lead to hospitalization or even death. To prevent mistakes, ask questions at the doctor's office, pharmacy, or hospital, and follow safe medicine handling procedures at home.
While there are no comprehensive national studies done on the frequency of medication errors, some information suggests that it is one of the most common types of adverse events in health care. In a recent national study, adverse events in Canadian hospitals, drug – and fluid – related events accounted for almost 24 per cent of events identified, second only to those related to surgery.
More than a third of reported hospital drug errors involved persons aged 65 and older. This may be because they are more likely to take multiple medications. Seniors represent about 13 per cent of the Canadian population, but they take almost 40 per cent of prescribed drugs.
Also, seniors may be more susceptible to drug errors because they are likely to use more than one pharmacy and/or doctor. A survey by the Commonwealth Fund found that the more doctors a patient saw and prescriptions they had, the more likely they were to report having experienced drug errors and medical mistakes.
Questions for your doctor and/or pharmacist:
4 Does this interact with any other medications I take?
4 What does this medication treat?
4 How will I know if the medication is working well?
4 What are common side effects?
4 What if I miss a dose?
4 Are there special instructions, such as – to take before breakfast or avoid certain foods?
4 Can I drink alcohol if I take this medication?
4 Should I use care with any activities, such as driving?
4 Does the medication require special storage?
Doctor visit action list:
4 Bring a list of current medications, along with dosages and directions, especially if you see more than one doctor.
4 Add information on any over-the-counter products or supplements taken; ie daily low-dose Aspirin ® .
4 Make sure your doctor checks your current medications for interactions with any samples you are given.
Safe medication practices:
4 Update medication lists as changes are made.
4 Get your medications from only one pharmacy. This ensures all of your drug information will be on one database, making it easier for the pharmacist to check your list for possible adverse drug interactions.
4 Read patient information sheets.
4 Use medication reminders, such as pill box organizers, or watch alarms.
4 If you are having difficulties taking your medication, whether it be remembering to take your pills or when to take them, have a family member help you out by organizing your pills or setting up a reminder schedule.
Source: CIHI, Safety.com, and Health Canada
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KWIZ CORNER :
Bike Safety
Questions
1. I should ride on the side of the road facing traffic, so that I can see the traffic coming.
True or False?
2. It is the law that every bicycle rider must wear a helmet.
True or False?
3. Once you're on your bike on a street, you must behave like any other vehicle? True or False?
4. Cyclists should ride in single file. True or False?
5. Most bicycle injuries involve motor vehicles.
True or False?
6. Children have fewer bicycle fatalities than adults.
True or False?
7. A bike that is too big or too small is a safety hazard.
True or False?
Source: CoHealth
Thank You
Canada Safety Council would like to thank Bridgestone Canada Inc. for their ongoing support of Elmer the Safety Elephant's website and programs. New safety information will be provided for kids on www.elmer.ca each month. Also Bridgestone in part, supports Elmer's Flag Program in schools across Canada.
DID YOU KNOW?
Although many people know the sport as "rollerblading," the term Rollerblade ® is a registered trademark of Rollerblade Inc., and should not be used as a generic term for the sport.
DID YOU KNOW?
Hospitalizations related to all-terrain vehicles (ATVs) in Canada increased by 72 per cent in just less than a decade. (Source: CIHI)
DID YOU KNOW?
56 per cent of family physicians younger than 40 are women.
(Source: CIHI)
ON THE JOB :
Germs: Here, there and everywhere
Did you know that most workspaces have hundreds of times more bacteria than a toilet seat?
Toilets are often cleaned and sterilized on a weekly basis, whereas your workstation may not be. Dirt and bacteria can become trapped in your keyboard, on your mouse, and anywhere around your desk. Many cleaning crews will stay away from the computer area, for fear of damaging equipment. It is up to you to keep your workstation clean and germ free.
Dr. Charles Gerba, a microbiologist at the University of Arizona, discovered that the average office toilet seat had 49 germs per square inch. Desktops had almost 21,000 germs per square inch, and phones had more than 25,000 germs per square inch. Desks, phones, computer keyboards and your mouse are key germ transfer points because people touch them so often, Gerba said, adding that coughing and sneezing can leave behind "a minefield of viruses" that can live on a surface for up to three days.
Here are a few recommendations to help you avoid those pesky germs and bacteria in your workplace:
Wash your hands
We all know that we need to wash our hands – children are reminded of this daily – but sometimes adults need to be reminded as well. The key is to wash your hands properly. Wash for 20 seconds with soap and warm water. This is better than a quick squirt of hand sanitizer at your desk. Water is not going to remove bacteria clinging to the surface. The best practice is to disinfect AND use compressed air.
Protect your face
Office workers touch their hands to their faces an average of 18 times an hour. When we touch our faces, we bring all the collected gunk from our keyboard, desktop or phone right to our respiratory and digestive systems every three and a half minutes – bacteria and viruses couldn't ask for a better transportation system.
Dispose of unwanted food
People often eat at their desks or store food in the drawer. Crumbs can accumulate and provide a giant breeding ground for bacteria. Unclean work areas can pose hazards to a worker's health and a liability to the business.
Women spread more germs in the workplace than men – a controversial fact indeed. But before women take offense, the higher germ concentration is proof that women have a healthier diet than men. Women, Gerba found, tend to store apples, bananas, and other biodegradable, healthy food at their desk, while men go for less nutritious and therefore less germ-ridden junk food. Dispose of any unwanted or uneaten food immediately. Don't keep it around for it to be forgotten and pushed to the back of your desk drawer.
Don't let germs crawl
Bacteria and germs can multiply and make their way from one cubicle or workspace to another. Gerba recommends taking note of your neighbor's hygiene practices, and to take precautions so that the sharing of bacteria doesn't occur.
penetrates much deeper; helping to remove food debris and other particles that hand sanitizer just doesn't reach. Although, a hand sanitizer is a good option when you are on-the-go.
Clean out your keyboard
Most office cleaning companies do not touch computers or keyboards because they don't want to risk causing any damage. Hygiene is left to the employee, and many don't bother. Gerba suggests using an alcohol-based sanitizer for cleaning the keyboard. Simply blowing compressed air over it
7
8
PUBLIC SAFETY : Stranger Danger
When parents give their children a general warning such as "never talk to strangers" they are running a risk. At some point in time, their children may need a stranger's help and they have to be taught the difference. A good example of this predicament is the case of an 11-year-old boy who was lost in the woods. When volunteer-strangers searching for him came close to finding where he was, he was frightened and deliberately hid from them. This story ended on a happy note and the child was eventually found, but one can see the need for clarifying and understanding the message of "stranger-danger."
number in case of separation. This information should not be made obvious on lunch boxes or knapsacks. If a stranger speaks to a child using his name, the child may mistakenly assume that he/she is a friend.
Nothing replaces close supervision of children, especially for pre-schoolers who are unable to identify threatening situations. When children start to develop social skills and judgment, they can be taught how to respond to different real-life circumstances. One of the most valuable lessons to give children would be to practice "what if" scenarios. Help children identify the appropriate and safe responses when they are at risk, such as getting lost in a mall versus getting lost in the woods, being approached in the park or being offered a gift. Also, remind children that adults would not ask a child for help without the approval of a parent. Roleplaying scenarios that have children act out the proper reactions (including loud vocal statements such as "You are not my father! Let me go!"), can give them confidence to react in real-life situations.
These imaginary scenarios are an opportunity for children to learn to identify people that are safe to approach (e.g. a uniformed officer, a store clerk or a mother with children). They also present an occasion for parents and children to look at other strategies such as having a password. Finally, a child should know his/her name, address and phone
Safety Canada is the member newsletter of the Canada Safety Council, an independent, national, not-for-profit safety organization. It is also published online. While strenuous efforts are made to ensure the content represents the best current research and opinions, no guarantee, warranty or representation is made by CSC as to the absolute correctness or sufficiency of all information, and CSC assumes no responsibility therewith. Articles may be printed with credit, except those copyrighted to other organizations.
Although children should be wary of strangers, abductions are usually carried out by individuals known to the child, not strangers. In 2004, there were 67,266 missing children in Canada and less than one per cent of these children were abducted by strangers. This implies that telling children not to talk to strangers is simply insufficient advice. Moreover, children are exposed to mixed messages. On the one hand they are told not to talk to strangers but then they are encouraged to say hello to a stranger at the supermarket line-up. Bottom line is that children must learn to trust their instincts and when in doubt, they should seek out an adult that they trust.
ISSN: 0048-8968
Canada Safety Council
1020 Thomas Spratt Place, Ottawa, ON K1G 5L5
Telephone: 613-739-1535 Fax: 613-739-1566
President: Jack Smith Editor: Valerie Powell (ext. 228)
Website: www.safety-council.org
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Fact Sheet Hib)
Haemophilus Influenzae Type B (
What is Haemophilus influenzae type B (Hib)?
Hib is a name for any illness caused by H. influenzae bacteria. The bacteria can cause a variety of diseases, including ear infections, blood infections, meningitis (inflammation of the lining of the brain), pneumonia, and arthritis. The bacteria do not cause influenza.
Since the introduction of the Hib vaccine in 1987, cases have declined by 99% in infants and young children. Before the use of an effective vaccine, Hib was the most common cause of bacterial meningitis in children. In the United States, Hib disease occurs primarily in under-immunized children and infants too young to receive the vaccine.
Who gets Hib disease?
Anyone can get Hib infection, but it is most common in children under the age of 5 years and adults 65 years or older. Those with weakened immune systems are also at increased risk for Hib.
How is Hib disease spread?
Hib disease is spread by contact with droplets of mucus from the nose and throat of an infected person. The infected individual can spread the droplets through coughing or sneezing. People that are asymptomatic but carry the bacteria in their respiratory tract can still spread the bacteria.
The contagious period varies and, unless treated, may persist for as long as the organism is present in the nose and throat, even after symptoms have disappeared.
What are the symptoms of Hib disease?
Symptoms generally appear less than ten days after exposure, commonly within two to four days. Fever is present in all forms of Hib infection. Other symptoms of Hib depend on the part of the body affected. Hib can result in sinus infections, earaches, and skin infections. Hib may also cause serious illnesses like pneumonia, bloodstream infections, and meningitis.
Symptoms of pneumonia usually include:
* Fever and chills
* Cough
* Shortness of breath or difficulty breathing
* Sweating
* Chest pain
* Headache
* Muscle pain or aches
* Excessive tiredness
Symptoms of bloodstream infection usually include:
* Fever and chills
* Excessive tiredness
* Pain in the belly
* Nausea with or without vomiting
* Diarrhea
* Anxiety
* Shortness of breath or difficulty breathing
* Altered mental status (confusion)
Symptoms of meningitis typically include sudden onset of:
* Fever
* Headache
* Stiff neck
* Nausea with or without vomiting
* Increased sensitivity to light
* Altered mental status (confusion)
Babies with meningitis may:
* Be irritable
* Vomit
* Feed poorly
* Appear to be slow or inactive
* Have abnormal reflexes
How is Hib disease diagnosed?
Hib infections are usually diagnosed through a blood or spinal fluid sample.
What is the treatment for Hib disease?
Hib infections are treated with antibiotics. Patients are no longer contagious after taking the antibiotics for one to two days.
Other treatments may include breathing support, medication to treat low blood pressure, and/or wound care.
Are there complications from Hib disease?
Hib disease is very dangerous. Most children with Hib disease need care in the hospital.
Even with appropriate treatment, Hib can cause long-term impairments or death. Even with treatment, as many as 1 out of 20 children with Hib meningitis dies. As many as 1 out of 5 children who survive Hib meningitis will have brain damage or become deaf.
How can Hib disease be prevented?
All children should be immunized with the Hib vaccine beginning at approximately two months of age. Most people over 5 years old do not need the Hib vaccine. However, you should discuss getting the vaccine with your physician if you or your child have sickle cell anemia or a weakened immune system.
Close contact with a person infected with Hib may require immediate preventative antibiotics depending on circumstances.
How do I get more information on Hib disease?
Calhoun County Public Health Department
Phone: 269-969-6383
www.facebook.com/CCPublicHealthDepartment/
Centers for Disease Control and Prevention
Phone: 800-232-4636 (800-CDC-INFO)
Website: www.cdc.gov/hi-disease/index.html
Spanish: https://www.cdc.gov/hi-disease/about/types-infection-sp.html
Haemophilus influenzae Updated 9/2023 | <urn:uuid:cedd7f64-4646-4c0a-bc13-c82f48699485> | CC-MAIN-2024-33 | https://cms5.revize.com/revize/calhouncountymi/public%20health/fact%20sheets/2023%20Fact%20Sheets/FS_haemophilus%20influenzae.pdf | 2024-08-07T00:04:34+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00597.warc.gz | 131,012,727 | 913 | eng_Latn | eng_Latn | 0.994961 | eng_Latn | 0.996701 | [
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Kit Instructions
The White Elm Mushroom
Hypsizigus ulmarius
All ingredients are natural and organic
Growing mushrooms is fun, easy, and a delicious source of healthy nutrients! The White Elm is anti-carcinogenic and high in protein, and its rich flavor makes this mushroom a tasty addition to any meal. Directions for growing, harvesting, cooking and preserving are below, and recipes are on the back. If you have questions or concerns call us at the farm.
Grow them…
* As soon as possible, cut 4 slits in the bag, about 1 1/2″ long, evenly spaced around the bag. The White Elm will grow out of these slits.
* It is important to not open the bag
* Place or hang the mushroom kit indoors and out of direct sunlight (which will dry out the kit). A corner in your kitchen or living room usually works well. White Elms, unlike some mushrooms, need at least 8 hours of light daily. Either sunlight or artificial light will work. White Elm mushrooms also need abundant oxygen; they absorb oxygen and emit CO 2 .
* Mist the outside of the bag 1–2 times a day to maintain humidity inside the bag. The ideal humidity is 75% or higher.
* White Elms prefer temperatures between 50°F and 75°F.
Harvest them…
* The mushrooms are ready to harvest when their edges curl upwards. Harvest by pulling out the whole cluster, or cut off individual mushrooms with a knife or scissors.
* You will have 3 crops of mushrooms 7–28 days apart.
Enjoy them…
* Preserve mushrooms by air-drying on a screen or in a dehydrator. Dried mushrooms should be sealed in an airtight container and be kept out of bright light, and should be consumed within one year. Mushrooms can also be preserved by sautéing them in butter/oil, sealing them in a airtight container and freezing.
* White Elm mushrooms have a rich, buttery flavor, and should be cooked over medium heat. Slice them into strips and add to your favorite dish during the last 5–10 minutes of cooking. They can also be sautéed in garlic and butter/oil then added to a prepared dish. White Elms are also excellent in soup.
* Don't forget to look at the recipes on the back of this sheet!
…And then keep on using the kit!
* When the White Elm mushrooms have stopped growing, you can create an outdoor mushroom patch by emptying the contents of the bag in a shady spot. Feed the patch with fibrous organic materials such as straw, grass clippings, leaves, coffee grounds, sticks,… every month. The patch will fruit during warmer seasons, sometimes underneath the substrate. During dry months water the outdoor mushroom patch weekly. White Elms are great to use for companion planting in the garden, because their mycelium and fruiting bodies will enhance vegetable health and size.
(541) 258-5855
39997 Mount Hope Drive, Lebanon OR 97355
firstname.lastname@example.org
Certified organic by Oregon Tilth
½ pound fresh mushrooms ½ cup fresh herbs, your choice 1 cup sliced fresh vegetables 3 tablespoons olive oil 1 tablespoon white wine vinegar Salt to taste
White Elm Mushroom Recipes
I grew them, now what do I do with them?
Mushroom Soup
1 cup mushrooms, sliced thin 2 cups soup stock, your choice of type ¼ cup soy sauce 2 tablespoons dried paprika 1 tablespoon dried dill 1 cup heavy cream ½ cup sour cream Salt, if desired
Put the mushrooms in a large pot and add soup stock, soy sauce, dill, paprika, and salt. Simmer, partially covered, on medium-low heat for 30 minutes. Stir in the cream and sour cream and remove from heat.
Mushroom Omelet
1 cup fresh mushrooms or 1 ounce dried mushrooms, diced 4 eggs 2 tablespoons butter or 2 tablespoons olive oil ¼ cup grated jack cheese, or the cheese of your choice ¼ cup grated swiss cheese, or the cheese of your choice 1 medium-size sweet pepper, chopped A few olives, diced
Sauté the mushrooms in butter or olive oil for 10 minutes over medium heat. Add the peppers and olives and sauté for another 5 minutes. Add the eggs, stirring frequently, and cook over medium-low heat for 5 minutes or until the eggs are done. Sprinkle the cheese on top of the eggs, fold in half and cook 4 minutes. Enjoy!
Quinoa with Mushroom and Vegetables
1 tablespoon olive oil 2 cups sliced mushrooms 1 cup chopped vegetables, your choice 1½ cups broth, any type 1 cup quinoa, rinsed and drained 2 tablespoon grated parmesan cheese (optional)
Heat the olive oil in a frying pan, add mushrooms and vegetables, and cook over medium heat for 10 minutes stirring occasionally. Add the broth and bring to a boil. Stir in the quinoa, reduce heat to low, cover and simmer until quinoa is tender, about 5 minutes. Sprinkle with cheese if desired.
White Elm Mushroom Sauté
Heat the olive oil in an 8-10″ pan over medium heat. Add the vegetables and mushrooms and cook 8 minutes, stirring frequently. Take the pan off the heat and stir in vinegar, herbs and salt, if desired. This dish can be served as a main meal, a topping or an appetizer. | <urn:uuid:636cff53-dca4-4cf6-98c5-a85f4b268e30> | CC-MAIN-2024-33 | https://www.themushroomery.net/_files/ugd/8d5727_960eb6984d9b452db593e46853851c21.pdf | 2024-08-06T23:13:49+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640523737.31/warc/CC-MAIN-20240806224232-20240807014232-00597.warc.gz | 784,557,150 | 1,144 | eng_Latn | eng_Latn | 0.997585 | eng_Latn | 0.997941 | [
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STUDENT SAFETY IN SPECIAL AREAS
Background
One of the primary responsibilities of a teacher or supervisor is to ensure the safety of students, particularly in special activity areas such as laboratories, workshops and gymnasiums. Teachers are required, therefore, at the beginning of each school year or course to instruct all students with regard to safe conduct and the proper and safe operation of equipment. They are further required to periodically review such procedures.
Procedures
1. Teachers shall show in their planning the procedures that have been developed for an ongoing, preventative safety program in courses or areas of the school where accidents are likely to occur.
2. Safeguards shall be provided in special activity areas through:
2.1 Careful housekeeping;
2.2 Approved installation and maintenance of equipment;
2.3 Posting prominently federal, provincial and local safety regulations;
2.4 Displaying, where appropriate, information regarding possible hazards, safeguards, precautions and treatments.
2.5 Science Safety
2.5.1 Prior to having students conduct experiments, teachers shall make students aware of proper procedures that are to be followed and the potential hazards that may be present.
2.5.2 Students shall follow proper laboratory procedures as instructed and also conduct themself in such a manner so that their safety and that of classmates is not jeopardized.
2.5.3 To minimize the risk of blood-borne diseases:
188.8.131.52 No blood sampling experiments are to be performed.
184.108.40.206 No experiments or demonstrations using human fluids, human tissues or locally-obtained blood products are to be performed.
2.5.4 The use of preserved animal samples and/or tissues for demonstration or dissection purposes is preferred however the use of fresh animal tissue obtained from a government inspected slaughtering facility is also permissible. The use of fresh animal tissue that is not government inspected is not permissible.
3. No teacher or supervisor shall leave a special activity area for any reason without first ensuring that all power equipment is shut off, and all experiments are stopped until such time as the person returns.
4. Substitute teachers shall not undertake, or be required to undertake any teaching assignment involving the use of specialized equipment for which they are not adequately trained. Principals are to verify a substitute's training and/or experience before requesting that teacher engage in such activities.
5. No piece of equipment shall be used that does not conform to existing safety standards in effect at the time.
6. The teacher or supervisor shall report immediately, in writing to the Principal, any defects in buildings or equipment which might prove injurious to the health and safety of employees, students or other persons.
7. On receipt of a report regarding hazardous equipment or conditions, the Principal shall refer the matter immediately to the Safety and Wellness Coordinator in writing. A copy of the report will be forwarded to the Superintendent and Secretary Treasurer for information.
8. An annual review shall be undertaken by science teachers of all chemicals in use in school programs to determine their continued safety.
Adopted/Revised: JUN 2016/NOV 2019/JAN 2023
Reference: Section 11, 31, 33, 52, 53, 196, 197, 222 Education Act
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The Academy of Dance
Tap Class Curriculum
Introduction to all tap levels syllabus:
The skills and steps listed for each level are intended to be mastered before students are ready to move on; they are not meant to be the only steps a teacher will be working on in class throughout the year. Each level builds off the previous levels. Steps listed are not intended to be extensive/exclusive, but more as a guide to what level of difficulty and vocabulary each level will be working on. Levels will be reassessed at the end of each school year, though dancers should expect to spend multiple years in each level.
Tap Levels:
* Pre Tap
* Tap 1
* Tap 2
* Tap 3
The Academy of Dance
Tap Class Curriculum
Pre-Tap
30 minutes-1 hour class | Intended for ages: 4-7
Overall goals for the level:
* ability to listen to the teacher
* to stand/sit in a line or pattern and follow directions
* to count to 8 and hear basic music cues
* to remember steps and short dances from week to week
* basic arm movement at the same time as feet
* Basic directions (Right Wall, Left Wall, Back Wall, Front, Corner)
* understand the idea of opposition arms while walking
* Clapping on the beat
* Hop on 1 foot (Right and Left)
Movement goals for the level:
Center
1. toe drops (one foot at a time)
2. heel drops (one foot at a time)
3. Toe drops (feet at same time)
4. Heel drops (feet at same time)
5. Toe taps (Right and Left)
6. Tap Steps (Alternating)
7. Heel Steps (Alternating)
8. Toe Steps (Alternating)
9. Shuffles (Right and Left)
Front to Back/ Across the Floor
1. Runs (Tiny on toes and kicking bum)
2. Heel Pushes
3. Toe Heels (Forward and Backward)
4. Toe Heel, Heels (Forward and Backward)
5. Flaps (Forward and Backward)
6. Flap Heel (Forward and Backward)
10. Shuffle Step (Alternating)
11. Shuffle Hop Step (Alternating)
12. Hop Shuffle Step (Alternating)
13. Shuffle Ball Change (Right and Left)
14. Step Dig (Alternating)
15. Jump Apart and Together
16. Jump Apart, Clap, Jump Together, Clap
17. Marching (Forward, Backward, In a Circle)
7. Flap Heel, Heel (Forward and Backward)
8. Rhythm Roll
9. Step Clap
10. Flap Ball Changes
11. Chugs
12. Grapevines
13. Toe Heel Grape Vines
The Academy of Dance
Tap Class Curriculum
Tap 1
1 hour class | Intended for ages: 7-10
All things listed in Pre-Tap Syllabus
Overall goals for the level:
* Count with half notes ("and" counts)
* Hear and understand more complex music cues
* Work at a faster tempo
* More complex arm movements at the same time as feet
* Ability to remember a longer piece of choreography from week to week
* To know and apply the difference between working on your toes or flat footed.
* Ability to pick up choreography at a faster speed.
* To coordinate head, arms, legs and feet at the same time.
Movement goals for the level:
Center
1. 3 step turn
2. Shuffles crossing over (Right and Left)
3. Shuffle hop on 1 foot (at least 4 in a row. Right and Left)
4. Drumrolls/ Cramprolls (4 count and 5 count)
5. Maxi Fords (Alternating)
6. Leap Maxi Ford (Right and Left)
7. Waltz Clogs (Alternating)
8. Single Time Step (Right and Left)
9. Single Pirouette (Right and Left)
Across the Floor
1. Running Flaps (Forward and Back)
2. Irish Jigs (Front and Back)
3. Single Buffalos
4. Triples (also called Rolling Shuffles)
5. Chaine Turns
6. Toe Heel Turns
7. Flap Heel Turns
8. Shuffle Ball Change traveling side (Right and Left)
9. Flap Heel Dig traveling side (Right and Left)
10. 4 count Riff Walk
The Academy of Dance
Tap Class Curriculum
Tap 2
1 hour class | Intended for ages: 10-14, by placement
All things listed in Pre-Tap and Tap 1 Syllabus
Overall goals for the level:
* Count in quarter notes ("a" counts ex. 1 and a, 2 and a)
* Work on the balls of the feet/not always flat footed
* Hear and understand complex music and cues.
* Work at a fast tempo and stay on the beat
* Ability to quickly pick up choreography
* To be able to perform a step just by calling it by name
* To apply corrections given weekly
* Perform steps consistently at the correct tempo
Movement goals for the level:
Center
1. Double Time Steps (Right and Left)
2. Triple Time Steps (Right and Left)
3. Varying Time Step "Breaks"
4. Swinging Cramproll
5. Double Pirouette
6. Drag Turns
Across The Floor
1. Flap Toe Hops
2. Drawbacks (Alternating)
3. Cincinatti
4. Triples with chug variations
5. Bombershay (Right and Left)
6. Double Pullbacks/Pickups (Both feet at same time)
7. Single Pullbacks/Pickups (Right and Left)
8. Alternating Pullbacks/Pickups
9. Brush back Pullbacks/Pickups (Right and Left)
10. Shuffle Pickups (Alternating)
11. Double Buffalos (Right and Left)
12. Triple Buffalos (Right and Left)
13. Turning Buffalos (Right and Left)
14. Turning Flap Ball Change (Right and Left)
15. Cramproll Turns (Right and Left)
16. 5 count Riff Walk (Alternating)
17. Changeable 5 Riff Walk (Alternating)
18. 6 count Riff Walk (Alternating)
19. 7 count Riff Walk (Alternating)
The Academy of Dance
Tap Class Curriculum
1 hour class | Intended for ages: 12+, by placement
All things listed in Pre-Tap, Tap 1 and Tap 2
Overall goals for the level:
* Advanced Timing ("e" counts ex: 1, e, and, a, 2, e, and, a)
* Hear and understand very complex music and cues.
* To go back and forth between very fast and slow tempos and stay consistently on the correct beat
* Very clean/crisp sounds
* Understand variations of rhythm
* Have a sense of "Style"
Movement goals for the level:
Center
1. Skuffle (Right and Left)
2. Riffle (Right and Left)
3. Paradiddle (Alternating)
4. Complex Time Step "breaks" changing weight
5. Time Steps starting with a shuffle
6. Triple Pirouette (Right and Left)
7. Toe Stands
8. Toe Stand Cramproll (Right and Left)
9. Barrel Turns (Right and Left)
10. Paddle Turns (Right and Left)
11. Wings
Across the Floor
1. Drawbacks crossing over
2. Flap Shuffle Hop (Alternating)
3. Traveling Time Steps
4. Maxi Ford Turns
5. Brush back Pickups to Toe Stand (Right and Left)
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Book of the Month
Presented by ADL's Education Division
About the Book of the Month Parent/Family Discussion Guide: This collection of featured books is from Books Matter: The Best Kid Lit on Bias, Diversity and Social Justice. The books teach about bias and prejudice, promote respect for diversity, encourage social action and reinforce themes addressed in education programs of A WORLD OF DIFFERENCE® Institute, ADL's international anti-bias education and diversity training provider. For parents, guardians and family members, reading the books listed on this site with your children and integrating the concepts into your interactions with them is an excellent way to help children grapple with and learn about these important principles.
George
Alex Gino (Author)
ISBN: 978-0545812542
Publisher: Scholastic Press
Year Published: 2015
Age Range: 8–12
Book Themes
Transgender Identity, Gender Roles, Being an Ally, Bullying
About the Book
When people look at George, they think they see a boy, but George knows she's not a boy. She knows she's a girl. George thinks she'll have to keep this a secret forever. Then her teacher announces that their class play is going to be Charlotte's Web. George really wants to play Charlotte but the teacher says she can't even try out because she's a boy. With the help of her best friend, George comes up with a plan. Not just so she can be Charlotte—but so everyone can know who she is.
[Note: Throughout the book, George is referred to using female pronouns such as she, her, etc. In discussion questions about the book, female pronouns are used in reference to George because she identifies as a girl. In your conversations about the book, it is important to use female pronouns when talking about George and explain why you are doing so.]
Conversation Starters
Whether you read the book aloud or children read it on their own and you discuss it later, use these open-ended questions to deepen the conversation. Remember not to judge their responses and to listen thoughtfully and engage in a give-and-take that helps them expand upon their understanding of the book and its themes.
What is the book about?
What is George like as a person? Did she change throughout the book and if so, how?
What do you think it was like for George knowing she is a girl but not being able to tell anyone? Did you ever have something you couldn't share with anyone?
Why do you think it was so important to George that she play the role of Charlotte in Charlotte's Web?
Who was an ally to George in this story and how did they act as an ally?
Before reading the book, what did you know about being transgender and what did you learn?
How do you think George felt as she played the part of Charlotte in the play?
How did you feel when you read about the fight between George and Jeff? Has anything like that ever happened at your school?
Why do you think it was so difficult for George to tell his Mom that she is a girl?
How did you feel when the book ended? What do you think might happen next?
Talking Points
Below are some important considerations to highlight in order to make this a learning opportunity for your child and your family.
1. Transgender Identity
Ask your child if they know what the word transgender means. Define transgender as a term for people whose gender identity differs from how they were assigned at birth (e.g., assigned boy or girl). Also, because the book mentions the word "transition," explain that transition refers to the time period when a person begins living as the gender with which they identify rather than the gender they were assigned at birth. For some young people, this is not difficult to understand and for others, it may take some getting used to. Talk with your child about people you know who identify as transgender, either real people in your lives or celebrities and TV/movie characters. Allow them to ask questions and if you don't know the answers, tell them you will find out or discover the answers together. Model and emphasize the importance of being empathic to transgender people and their challenges and consider ways to support them, especially in school. Creating a home environment where children/teens feel comfortable asking questions and wanting to learn more is very important. You may want to read an article together or watch the video Becoming Me (In the Life Media) in which eight families with transgender and gender non-conforming children (ages 5– 25) share their stories. You can also clarify and discuss vocabulary using Terminology Related to Transgender and Gender Non-Conforming Identity.
2. Identity-Based Bullying
Ask your child why some of the students in George's class teased and bullied her. Elicit that they teased her because of their bias about her gender identity. Explain that there is a lot of namecalling, teasing and bullying of George because of people's prejudice or bias about her gender identity. Talk about what identity is and some of the categories for one's identity including race, religion, sexual orientation, gender, gender identity, ethnicity, etc. Explain that identity-based bullying is bullying based on the bias or prejudice someone has about a person's identity or perceived identity. Ask about and discuss how that happened in the book, particularly with the way Jeff and Rick treated George. Ask your child if they have seen any identity-based bullying happening at school, in the neighborhood or online and whether it gets addressed and if so, how. Stress the role of the bystander in these situations and how we can be an ally (see below); talk about how several characters in the book moved from being a bystander to being an ally to George.
3. Being an Ally
There are many instances in the book where someone acts as an ally to George. For example, George's best friend Kelly works out a plan which enables George to play Charlotte as a way to help her mother see George as a girl. Ms. Maldonado, the school principal, says something supportive to George and George's Mom about who George is. With your child, define ally as someone who helps or stands up for someone who is being bullied or the target of prejudice. Ask your child about other instances in the book where someone was an ally. Emphasize that a person can be an ally in a number of different ways including: supporting the target, telling a trusted adult, not participating in the bullying, confronting the aggressor, etc. Ask if they have seen anyone act as an ally in their school or if they have ever been an ally to someone who was the target of bias or bullying. Make sure your child knows that they should think through what their goals are in being an ally, to be safe and to ask for the help and support they may need. Model being an ally by showing your children the ways in which you engage in ally behavior and potentially do something together.
Other Books You May Like
10,000 Dresses by Marcus Ewret, www.adl.org/education-outreach/books-matter/books/10000dresses.html
Gracefully Grayson by Ami Polonsky, www.adl.org/education-outreach/books-matter/books/gracefullygrayson.html
Wonder by R.J. Palacio, www.adl.org/education-outreach/books-matter/books/wonder.html
ADL Additional Resources
The following are curriculum and resources on "transgender identity, gender norms and bullying."
Curriculum Resources
"Unheard Voices: Stories of LGBT History," Curriculum Connections, www.adl.org/educationoutreach/lesson-plans/c/unheard-voices-stories-of-lgbt-history.html.
"Identity-Based Bullying," Current Events Classroom, www.adl.org/education-outreach/lessonplans/c/identity-based-bullying.html.
Websites
Be An Ally: Six Simple Ways www.adl.org/education-outreach/anti-bias-education
Some simple things a student can do to be an ally to targets of name-calling and bullying.
Bullying and Cyberbullying Prevention Strategies and Resources www.adl.org/education-outreach/anti-bias-education
Provides a collection of ADL resources on bullying and cyberbullying for educators, administrators, students and families and caregivers.
Discussing Transgender and Gender Non-Conforming Identity and Issues www.adl.org/education-outreach/curriculum-resources/c /di scussi ng -t ransg en der-andg en der-non -conforming-identity-and-issues.html
This site includes suggestions and resources for K-12 teachers on how to bias, prejudice and bullying related to transgender and gender non-conforming issues and identity.
Terminology Related to Transgender and Gender Non-Conforming Identity www.adl.org/assets/pdf/education-outreach/terminologyrel at edt o -t ransgen der -and -g en dernonconforming-identity.pdf
Definitions for terms related to transgender and gender non-conforming issues and identity.
Glossary of Education Terms
www.adl.org/assets/pdf/education-outreach/glossary-of-education-terms.pdf
A glossary of anti-bias education terms often associated with and provide a common, working language for ADL's anti-bias programs and resources.
Parent, Family and Caregiver Resources www.adl.org/education-outreach/anti-bias-education/c/p arent -fami l y -and-care g i ve rs. ht ml
Strategies, tips, guiding principles and resources to help parents, family members and caregivers impart values and principles to the children in their lives.
Table Talk: Caitlyn Jenner and Being Transgender www.adl.org/education-outreach/anti-bias-education/c/cai t l yn -jen ner-and-bei ng . ht ml
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Domain 1: Planning and Preparation
Component 1a: Demonstrating Knowledge of Content and Pedagogy
Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. Teacher's plans and practice reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding. Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.
Level3
Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. Teacher's plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.
Level 2
Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Teacher's plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher's plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.
Level 1
In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher's plans and practice display little understanding of prerequisite relationships important to student learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* Teacher is proactive in uncovering student misconceptions and addressing them before proceeding.
* Teacher cites intra- and interdisciplinary content relationships.
Level 3
* The teacher consistently provides clear explanations of the content.
* The teacher can identify important concepts of the discipline, and their relationships to one another.
* The teacher answers student questions accurately and provides feedback that furthers their learning.
Level 2
* The teacher seeks out content related professional development
* Teacher is familiar with the discipline but does not see conceptual relationships.
* Lesson and unit plans use limited instructional strategies and some are not be suitable to the content.
* Teacher's knowledge of prerequisite relationships is inaccurate or incomplete.
Level 1
* Teacher makes content errors.
* Teacher's plans use inappropriate strategies for the discipline.
* Teacher does not consider prerequisite relationships when planning.
Component 1b: Demonstrating Knowledge of Students
Level 4
Teacher actively seeks knowledge of students' levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students.
Level 3
Teacher understands the active nature of student learning, and attains information about levels of development for groups of students. The teacher also purposefully seeks knowledge from several sources of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students.
Level 2
Teacher indicates the importance of understanding how students learn and the students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole.
Teacher demonstrates little or no understanding of how students learn, and little knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* The teacher seeks out information about their cultural heritage from all students.
* The teacher uses ongoing methods to assess students' skill levels and designs instruction accordingly.
* The teacher maintains a system of updated student records and incorporates medical and/or learning needs into lesson plans.
Level 3
* The teacher knows, for groups of students, their levels of cognitive development
* The teacher has a good idea of the range of interests of students in the class.
* The teacher is aware of the different cultural groups in the class.
* The teacher has identified "high," "medium," and "low" groups of students within the class.
* The teacher is well-informed about students' cultural heritage and incorporates this knowledge in lesson planning.
* The teacher is aware of the special needs represented by students in the class.
* Teacher cites developmental theory, but does not seek to integrate it into lesson planning.
Level 2
* Teacher is aware of the different ability levels in the class, but tends to teach to the "whole group."
* The teacher recognizes that children have different interests and cultural backgrounds, but rarely draws on their contributions or differentiates materials to accommodate those differences.
* The teacher is aware of medical issues and learning disabilities with some students, but does not seek to understand the implications of that knowledge.
Level 1
* Teacher does not understand child development characteristics and has unrealistic expectations for students.
* Teacher does not try to ascertain varied ability levels among students in the class.
* Teacher takes no responsibility to learn about students' medical or learning disabilities.
* Teacher is not aware of student interests or cultural heritages.
Component 1c: Setting Instructional Outcomes
Level 4
All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students.
Level 3
Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students.
Level2
Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline, and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.
Level1
Outcomes represent low expectations for students and lack of rigor, nor do they all reflect important learning in the discipline. Outcomes are stated as activities, rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand, and are suitable for only some students.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* Teacher plans reference curricular frameworks or blueprints to ensure accurate sequencing.
* Outcomes are differentiated to encourage individual students to take educational risks.
* Teacher connects outcomes to previous and future learning
Level 3
* Outcomes represent high expectations and rigor.
* Outcomes are written in terms of what students will learn rather than do.
* Outcomes are related to "big ideas" of the discipline.
* Outcomes represent a range of outcomes: factual, conceptual understanding, reasoning, social, management, communication.
Level 2
* Outcomes are suitable to groups of students in the class, differentiated where necessary
* Outcomes represent a mixture of low expectations and rigor.
* Outcomes are suitable for most of the class.
* Some outcomes reflect important learning in the discipline.
Level 1
* Outcomes lack rigor.
* Outcomes are not clear or are stated as activities.
* Outcomes do not represent important learning in the discipline.
Outcomes are not suitable for many students in the class.
Component 1d: Demonstrating Knowledge of Resources
Level 4
Teacher's knowledge of resources for classroom use, for expanding one's own knowledge, and for students is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.
Level3
Teacher displays awareness of resources available for classroom use, for expanding one's own knowledge, and for students through the school or district and external to the school and on the Internet.
Level 2
Teacher displays basic awareness of resources available for classroom use, for expanding one's own knowledge, and for students through the school, but no knowledge of resources available more broadly.
Level1
Teacher is unaware of resources for classroom use, for expanding one's own knowledge, or for students available through the school or district.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* The teacher has ongoing relationship with colleges and universities that support student learning.
* Texts are matched to student skill level.
* The teacher maintains log of resources for student reference.
* The teacher facilitates student contact with resources outside the classroom.
* The teacher pursues apprenticeships to increase discipline knowledge.
Level 3
* Texts are supplemented by guest speakers and field experiences.
* Texts are at varied levels.
* Teacher facilitates Internet resources.
* Teacher expands knowledge with professional learning groups and organizations.
* Resources are multi-disciplinary.
* Teacher pursues options offered by universities.
Level 2
* Teacher provides lists of resources outside the class.
* The teacher uses materials in the school library, but does not search beyond the school for resources.
* The teacher locates materials and resources for students that are available through the school, but does not pursue any other avenues.
* The teacher participates in content area workshops offered by the school, but does not pursue other professional development.
Level 1
* The teacher only uses district provided materials, even when more variety would assist some students.
Although aware of some student needs, the teacher does not inquire about possible resources.
* The teacher does not seek out resources available to expand his/her own skill.
Component 1e: Designing Coherent Instruction
Level 4
Plans represent the coordination of in depth content knowledge, understanding of different students' needs and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. These are differentiated, as appropriate, for individual learners. Instructional groups are varied as appropriate, with some opportunity for student choice. The lesson's or unit's structure is clear and allows for different pathways according to diverse student needs.
Level 3
Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure with appropriate and varied use of instructional groups.
Level2
Some of the learning activities and materials are suitable to the instructional outcomes, and represent a moderate cognitive challenge, but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort at providing some variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reasonable.
Level 1
The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities and are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and offer no variety.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* Activities permit student choice.
* Teacher provides a variety of appropriately challenging resources that are differentiated for students in the class.
* Learning experiences connect to other disciplines.
* Lesson plans differentiate for individual student needs.
Level 3
* Learning activities are matched to instructional outcomes.
* Teacher provides a variety of appropriately challenging materials and resources.
* Activities provide opportunity for higher-level thinking.
* Instructional student groups are organized thoughtfully to maximize learning and build on student strengths.
Level 2
* The plan for the lesson or unit is well structured, with reasonable time allocations.
* Learning activities are moderately challenging.
* Instructional groups are random or only partially support objectives.
* Learning resources are suitable, but there is limited variety.
* Lesson structure is uneven or may be unrealistic in terms of time expectations.
Level 1
* Learning activities are boring and/or not well aligned to the instructional goals.
* Instructional groups do not support learning.
* Materials are not engaging or do not meet instructional outcomes.
Lesson plans are not structured or sequenced and are unrealistic in their expectations.
Component 1f: Designing Student Assessments
Level 4
Teacher's plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan future instruction for individual students.
Level 3
Teacher's plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used. Teacher intends to use assessment results to plan for future instruction for groups of students.
Level 2
Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher intends to use assessment results to plan for future instruction for the class as a whole.
Level 1
Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Teacher has no plan to incorporate formative assessment in the lesson or unit, nor any plans to use assessment results in designing future instruction.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* Students participate in designing assessments for their own work.
* Assessments provide opportunities for student choice.
* Teacher-designed assessments are authentic with real-world application, as appropriate.
* Students are actively involved in collecting information from formative assessments and provide input.
* Students develop rubrics according to teacher-specified learning objectives.
Level 3
* Assessment types match learning expectations.
* All the learning outcomes have a method for assessment.
* Plans indicate modified assessments for some students as needed.
* Plans include formative assessments to use during instruction.
* Assessment criteria are clearly written.
* Lesson plans indicate possible adjustments based on formative assessment data.
Level 2
* Only some of the instructional outcomes are addressed in the planned assessments.
* Plans refer to the use of formative assessments, but they are not fully developed.
* Assessment criteria are vague.
* Assessment results are used to design lesson plans for the whole class, not individual students.
Level 1
* Assessments do not match instructional outcomes.
* No formative assessments have been designed.
* Assessments have no criteria.
* Assessment results do not affect future plans.
Domain 2: The Classroom Environment
Component 2a: Creating an Environment of Respect and Rapport
Level 4
Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result of interactions is that of connections with students as individuals.
Level 3
Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Interactions among students are generally polite and respectful. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but business-like.
Level 2
Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students' ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral: conveying neither warmth nor conflict.
Level 1
Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students' ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* The teacher demonstrates knowledge and caring about individual students' lives beyond school.
* The teacher's response to a student's incorrect response respects the student's dignity
* When necessary, students correct one another in their conduct toward classmates.
Level 3
* Talk between the teacher and students and among students is uniformly respectful.
* Students exhibit respect for the teacher.
* The teacher makes general connections with individual students.
* The teacher responds to disrespectful behavior among students
* The quality of interactions between the teacher and students, or among students, is uneven, with occasional disrespect.
Level 2
* The teacher attempts to respond to disrespectful behavior among students, with uneven results.
* The teacher attempts to make connections with individual students, but student reactions indicate that the efforts are not completely successful or are unusual
Level 1
*
The teacher uses disrespectful talk toward students.
* The teacher does not address disrespectful interactions among students.
* Student body language indicates feelings of hurt or insecurity.
* The teacher displays no familiarity with or caring about individual students' interests or personalities.
* Students use disrespectful talk toward one another with no response from the teacher.
Component 2b: Establishing a Culture for Learning
Level 4
The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.
Level 3
The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning the norm for most students. The teacher conveys that with hard work students can be successful; students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work.
Level 2
The classroom culture is characterized by little commitment to learning by the teacher or students. The teacher appears to be only "going through the motions," and students indicate that they are interested in completion of a task rather than quality. The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject.
Level1
The classroom culture is characterized by a lack of teacher or student commitment to learning and/or little or no investment of student energy in the task at hand. Hard work is not expected or valued. Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* The teacher communicates a genuine passion for the subject.
* Student questions and comments indicate a desire to understand the content rather than, for example, simply learning a procedure for getting the correct answer.
* Students indicate that they are not satisfied unless they have complete understanding.
* Students recognize the efforts of their classmates.
Level 3
* Students take initiative in improving the quality of their work
* The teacher communicates the importance of learning and that with hard work all students can be successful in it.
* The teacher demonstrates a high regard for student abilities.
* Students put forth good effort to complete work of high quality
* The teacher expects student effort and recognizes it.
Level 2
* The teacher's energy for the work is neutral, indicating neither a high level of commitment nor "blowing it off."
* The teacher conveys high expectations for only some students.
* Students comply with the teacher's expectations for learning, but don't indicate commitment or their own initiative for the work.
* Many students indicate that they are looking for an easy path to completing the work
Level 1
* The teacher conveys that the reasons for the work are external.
* The teacher trivializes the learning goals and assignments.
* The teacher conveys to at least some students that the work is too challenging for them.
* Students exhibit little or no pride in their work.
* Class time is devoted more to socializing than to learning
Component 2c: Managing Classroom Procedures
Level 4
Instructional time is maximized due to efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students.
Level 3
There is little loss of instructional time due to effective classroom routines and procedures. The teacher's management of instructional groups and/or the handling of materials and supplies is consistently successful. With minimal guidance and prompting, students follow established classroom routines.
Level 2
Some instructional time is lost due to only partially effective classroom routines and procedures. The teacher's management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines.
Level 1
Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher managing instructional groups, transitions, and/or the handling of materials and supplies. There is little evidence that students know or follow established routines.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* Students themselves ensure that transitions and other routines are accomplished smoothly.
* Students take the initiative with their classmates to ensure that their time is used productively.
* Students take initiative in distributing and collecting materials efficiently
Level 3
* The students are productively engaged during small-group work.
* Routines for distribution and collection of materials and supplies work efficiently.
* Transitions between large- and small-group activities are smooth.
* Classroom routines function smoothly
* Procedures for transitions and for distribution/collection of materials seem to have been established, but their operation is rough.
Level 2
* Small groups are only partially engaged while not working directly with the teacher.
Level 1
* Classroom routines function unevenly.
* Students not working with the teacher are not productively engaged or are disruptive to the class.
* Procedures for other activities are confused or chaotic.
* There are no established procedures for distributing and collecting materials.
Component 2d: Managing Student Behavior
Level 4
Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. The teacher's monitoring of student behavior is subtle and preventive. The teacher's response to student misbehavior is sensitive to individual student needs and respects student dignity.
Level 3
Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. The teacher's response to student misbehavior is consistent, appropriate and respectful to students, and effective.
Level2
Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct.
Level 1
There appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Students challenge the standards of conduct. Response to student misbehavior is repressive, or disrespectful of student dignity.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* The teacher monitors student behavior without speaking, just moving about the classroom.
* Student behavior is entirely appropriate; there is no evidence of student misbehavior.
* Students respectfully intervene with classmates as appropriate to ensure compliance with standards of conduct.
Level 3
* Student behavior is generally appropriate.
* Standards of conduct have been established.
* The teacher frequently monitors student behavior.
* The teacher acknowledges good behavior.
* The teacher's response to student misbehavior is effective.
Level 2
* The teacher attempts to maintain order in the classroom but with uneven success; standards of conduct, if they exist, are not evident.
* The teacher attempts to keep track of student behavior, but with no apparent system.
Level 1
* The teacher's response to student misbehavior is inconsistent: sometimes very harsh, other times lenient.
* The classroom environment is chaotic, with no apparent standards of conduct.
* Some students violate classroom rules, without apparent teacher awareness.
* The teacher does not monitor student behavior.
* When the teacher notices student misbehavior, she/he appears helpless to do anything about it.
Component 2e: Organizing Physical Space
Level 4
The classroom is safe, and learning is accessible to all students including those with special needs. Teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.
Level 3
The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including computer technology.
Level 2
The classroom is safe, and essential learning is accessible to most students, The teacher's use of physical resources, including computer technology, is moderately effective. Teacher may attempt to modify the physical arrangement to suit learning activities, with partial success.
Level1
The physical environment is unsafe, or many students don't have access to learning. There is poor alignment between the arrangement of furniture and resources, including computer technology, and the lesson activities.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* There is total alignment between the goals of the lesson and the physical environment.
* Modifications are made to the physical environment to accommodate students with special needs.
* Students take the initiative to adjust the physical environment.
Teachers and students make extensive and imaginative use of available technology.
Level 3
*
* The classroom is safe, and all students are able to see and hear.
* The teacher makes appropriate use of available technology.
* The classroom is arranged to support the instructional goals and learning activities.
Level 2
* The physical environment is not an impediment to learning, but does not enhance it.
* The physical environment is safe, and most students can see and hear.
* The teacher makes limited use of available technology and other resources.
Level 1
* There are physical hazards in the classroom, endangering student safety.
* Available technology is not being used, even if available and its use would enhance the lesson.
* Many students can't see or hear the teacher or the board.
Domain 3: Instruction
Component 3a: Communicating with Students
Level 4
The teacher links the instructional purpose of the lesson to student interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher's explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with student interests. Students contribute to extending the content and explaining concepts to their classmates. The teacher's spoken and written language is expressive, and the teacher finds opportunities to extend students' vocabularies.
Level 3
The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly. The teacher's explanation of content is well scaffolded, clear, and accurate and connects with student knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. The teacher's spoken and written language is clear and correct. Vocabulary is appropriate to students' ages and interests.
Level 2
The teacher's attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher's explanation of the content may contain minor errors; some portions are clear while other portions are difficult to follow. The teacher's explanation consists of a monologue, with no invitation to the students for intellectual engagement. The teacher's spoken language is correct; however, vocabulary is limited or not fully appropriate to students' ages or backgrounds.
Level 1
The instructional purpose of the lesson is unclear to students and the directions and procedures are confusing. The teacher's explanation of the content contains major errors. The teacher's spoken or written language contains errors of grammar or syntax. Vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
* The teacher points out possible areas for misunderstanding.
* All students seem to understand the presentation.
* The teacher explains content clearly, using metaphors and analogies to bring content to life.
* The teacher invites students to explain the content to the class or to a small group of classmates.
Level 3
* The teacher uses rich language and offers brief vocabulary lessons where appropriate.
* The teacher states clearly, at some point during the lesson, what the students are learning.
* Students engage with the learning task, indicating that they understand what they are to do.
* If appropriate, the teacher models the process to be followed in the task.
* The teacher makes no content errors.
* Vocabulary and usage are correct and completely suited to the lesson.
* The teacher's explanation of content is clear and invites student participation and thinking.
* Vocabulary is appropriate to students' ages and levels of development.
Level 2
* The teacher refers in passing to what the students will be learning, or it is written on the board with no elaboration or explanation.
* The teacher must clarify the learning task so students can complete it.
* The teacher's explanation of the content consists of a monologue or is purely procedural with minimal participation by students.
* The teacher makes no serious content errors but may make a minor error.
* Vocabulary and usage are correct but unimaginative.
Level 1
* Vocabulary is too advanced or juvenile for the students.
* At no time during the lesson does the teacher convey to the students what they will be learning.
* The teacher makes a serious content error that will affect student understanding of the lesson.
* Students indicate through their questions that they are confused about the learning task.
* Students indicate through body language or questions that they don't understand the content being presented.
* Vocabulary is inappropriate to the age or culture of the students.
* The teacher's communications include errors of vocabulary or usage.
Component 3b: Using Questioning/Prompts and Discussion Techniques
Level 4
The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote meta-cognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.
Level3
While the teacher may use some low-level questions, he or she poses questions to students designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. The teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.
Level 2
The teacher's questions lead students along a single path of inquiry, with answers seemingly determined in advance. Or, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. The teacher attempts to engage all students in the discussion and to encourage them to respond to one another, with uneven results.
Level1
The teacher's questions are of low cognitive challenge, with single correct responses, and asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
* Students extend the discussion, enriching it.
* Students initiate higher-order questions.
* Students invite comments from their classmates during a discussion.
Level 3
* The teacher uses open-ended questions, inviting students to think and/or offer multiple possible answers.
* The teacher builds on and uses student responses to questions effectively.
* The teacher makes effective use of wait time.
* Discussions enable students to talk to one another, without ongoing mediation by the teacher.
* Many students actively engage in the discussion.
* The teacher calls on most students, even those who don't initially volunteer.
Level 2
* The teacher frames some questions designed to promote student thinking, but only a few students are involved.
* The teacher invites students to respond directly to one another's ideas, but few students respond.
Level 1
* The teacher calls on many students, but only a small number actually participate in the discussion.
* Questions are rapid-fire and convergent, with single correct answers.
* All discussion is between teacher and students; students are not invited to speak directly to one another.
* Questions do not invite student thinking.
* A few students dominate the discussion.
Component 3c: Engaging Students in Learning
Level 4
Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher. Learning tasks and activities are fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and student contributions to the exploration of important content. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another.
Level 3
The learning tasks and activities are aligned with the instructional outcomes and are designed to challenge student thinking, resulting in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement. The lesson has a clearly defined structure and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.
Level 2
The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most students to be passive or merely compliant. The lesson has a recognizable structure; however, the pacing of the lesson may not provide students the time needed to be intellectually engaged.
Level1
The learning tasks and activities, materials, resources, instructional groups, and technology are poorly aligned with the instructional outcomes, or require only rote responses. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed. Few students are intellectually engaged.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
* Students take initiative to modify a learning task to make it more meaningful or relevant to their needs.
* Virtually all students are highly engaged in the lesson.
* Students suggest modifications to the grouping patterns used.
* Students suggest modifications or additions to the materials being used.
* Students have extensive choice in how they complete tasks.
* Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
* Most students are intellectually engaged in the lesson.
Level 3
* Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking.
* There is a mix of different types of groupings, suitable to the lesson objectives.
* Students have some choice in how they complete learning tasks.
* Materials and resources support the learning goals and require intellectual engagement, as appropriate.
Level 2
* The pacing of the lesson provides students the time needed to be intellectually engaged.
* Some students are intellectually engaged in the lesson.
* Student engagement with the content is largely passive, learning primarily facts or procedures.
* Learning tasks are a mix of those requiring thinking and recall.
* Students have no choice in how they complete tasks.
* The teacher uses different instructional groupings that are partially successful in achieving the lesson objectives.
* The materials and resources are partially aligned to the lesson objectives; only some of them demand student thinking.
* The pacing of the lesson is uneven; it is suitable in parts, but rushed or dragging in others.
* Few students are intellectually engaged in the lesson.
Level 1
* Learning tasks require only recall or have a single correct response or method.
* Only one type of instructional group is used (whole group, small groups) even when variety would better serve the instructional purpose.
* The materials used ask students only to perform rote tasks.
* Instructional materials used are unsuitable to the lesson and/or the students.
* The lesson drags or is rushed.
Component 3d: Using Assessment in Instruction
Level 4
Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor their progress. A variety of feedback, from both the teacher and peers, is accurate and specific and advances learning. Questions/prompts/assessments are used regularly to diagnose evidence of learning, and instruction is adjusted and differentiated to address individual student misunderstandings.
Level 3
Assessment is regularly used during instruction through teacher and/or student monitoring of progress of learning, resulting in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment. Questions/prompts/assessments are used to diagnose evidence of learning, and adjustment to instruction is made to address student misunderstandings.
Level 2
Assessment is sporadically used to support instruction through some teacher and/or student monitoring of progress of learning. Feedback to students is general, and students are only partially aware of the assessment criteria; few assess their own work. Questions/prompts/assessments are rarely used to diagnose evidence of learning. Adjustment of the lesson in response to the assessment is minimal or ineffective.
Level 1
There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in self-assessment. There is no attempt to adjust the lesson as a result of assessment.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
* There is evidence that students have helped establish the evaluation criteria.
* Teacher monitoring of student understanding is sophisticated and continuous; the teacher is constantly taking the class's pulse.
* The teacher makes frequent use of strategies to elicit information about individual student understanding.
* Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher.
* Feedback to students is provided from many sources, including other students.
* The teacher's adjustments to the lesson are designed to assist individual students
Level 3
* Students indicate that they clearly understand the characteristics of high-quality work.
* The teacher elicits evidence of individual student understanding during the lesson, for at least some groups of students.
* Feedback includes specific and timely guidance on how students can improve their performance.
* Students are invited to assess their own work and make improvements.
Level 2
* When necessary, the teacher makes adjustments to the lesson to enhance understanding by groups of students.
* There is little evidence that the students understand how their work will be evaluated.
*
* The teacher monitors understanding through a single method, or without ensuring that all students understand.
The teacher requests global indications of student understanding.
* The teacher makes only minor attempts to engage students in self- or peer assessment.
* Feedback to students is not uniformly specific, nor oriented toward future improvement of work.
* The teacher's attempts to adjust the lesson are partially successful.
Level 1
* The teacher gives no indication of what high-quality work looks like.
* The teacher makes no effort to determine whether students understand the lesson.
* Assessment is used only for grading.
* Feedback is only global.
* The teacher makes no attempt to adjust the lesson based on student confusion.
* The teacher does not ask students to evaluate their own or classmates' work.
Component 3e: Demonstrating Flexibility and Responsiveness
Level 4
Teacher adheres to the instruction plan in spite of evidence of poor student understanding or students' lack of interest. Teacher ignores student questions; when students experience difficulty, the teacher blames the students or their home environment.
Level 3
Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher accepts responsibility for student success, but has only a limited repertoire of strategies to draw upon.
Level2
Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs and interests. The teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.
Level1
Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests or successfully adjusts and differentiates instruction to address individual student misunderstandings. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* Teacher seizes on a teachable moment to enhance a lesson.
* Teacher successfully executes a major lesson readjustment when needed.
* The teacher conveys to students that he won't consider a lesson "finished" until every student understands, and that he has a broad range of approaches to use.
* In reflecting on practice, the teacher can cite others in the school and beyond who she has contacted for assistance in reaching some students.
Level 3
* Teacher successfully makes a minor modification to the lesson.
* The teacher conveys to students that she has other approaches to try when the students experience difficulty.
* Teacher incorporates students' interests and questions into the heart of the lesson.
* In reflecting on practice, the teacher cites multiple approaches undertaken to reach students having difficulty.
Level 2
* Teacher's efforts to modify the lesson are only partially successful.
* The teacher conveys to students a level of responsibility for their learning, but uncertainty as to how to assist them.
* Teacher makes perfunctory attempts to incorporate student questions and interests into the lesson.
* In reflecting on practice, the teacher indicates the desire to reach all students, but does not suggest strategies to do so.
Level 1
* Teacher ignores indications of student boredom or lack of understanding.
* Teacher makes no attempt to incorporate student interests into the lesson.
* Teacher brushes aside student questions.
* The teacher conveys to students that when they have difficulty learning, it is their fault.
* In reflecting on practice, the teacher does not indicate that it is important to reach all students.
Domain 4: Professional Responsibilities
Component 4a: Reflecting on Teaching
Level 4
Teacher makes a thoughtful and accurate assessment of a lesson's effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action.
Level 3
Teacher makes an accurate assessment of a lesson's effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught.
Level 2
Teacher has a generally accurate impression of a lesson's effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved.
Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or teacher profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* Teacher's assessment of the lesson is thoughtful, and includes specific indicators of effectiveness.
Level 3
* Teacher's suggestions for improvement draw on an extensive repertoire.
* The teacher accurately assesses the effectiveness of instructional activities used.
Level 2
* The teacher identifies specific ways in which a lesson might be improved.
* The teacher has a general sense of whether or not instructional practices were effective.
Level 1
* The teacher offers general modifications for future instruction
* The teacher considers the lesson but draws incorrect conclusions about its effectiveness.
* The teacher makes no suggestions for improvement.
Component 4b: Maintaining Accurate Records
Level 4
Teacher's system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records, is fully effective. Students contribute information and participate in maintaining the records.
Level 3
Teacher's system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records, is fully effective.
Level2
Teacher's system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher's records for noninstructional activities are adequate, but require frequent monitoring to avoid errors.
Level1
Teacher's system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher's records for non-instructional activities are in disarray, resulting in errors and confusion.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* Students contribute to and maintain records indicating completed and outstanding work assignments.
* Students contribute to maintaining non-instructional records for the class.
* Students contribute to and maintain data files indicating their own progress in learning.
Level 3
* The teacher's process for recording student work completion is efficient and effective; students have access to information about completed and/or missing assignments.
* The teacher has an efficient and effective process for recording student attainment of learning goals; students are able to see how they're progressing.
* The teacher's process for recording non-instructional information is both efficient and effective.
* The teacher has a process for recording student work completion. However, it may be out-of-date or does not permit students to access the information.
Level 2
* The teacher's process for tracking student progress is cumbersome to use.
* The teacher has a process for tracking some non-instructional information, but not all, or it may contain some errors.
Level 1
* Absence of a system for either instructional or non-instructional records.
* Record-keeping systems that are in disarray so as to provide incorrect or confusing information.
Component 4c: Communicating with Families
Level 4
Teacher's communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Teacher's efforts to engage families in the instructional program are frequent and successful.
Level 3
Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher makes some attempts to engage families in the instructional program; as appropriate Information to families is conveyed in a culturally appropriate manner.
Level2
Teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. But communications are one-way and not always appropriate to the cultural norms f those families.
Teacher communication with families, about the instructional program, or about individual students, is sporadic or culturally inappropriate. Teacher makes no attempt to engage families in the instructional program.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* On a regular basis, students develop materials to inform their families about the instructional program.
* Students maintain accurate records about their individual learning progress and frequently share this information with families.
* Students contribute to regular and ongoing projects designed to engage families in the learning process.
* Information about the instructional program is available on a regular basis.
Level 3
* The teacher sends information about student progress home on a regular basis.
* Teacher develops activities designed to successfully engage families in their children's learning, as appropriate.
Level 2
* Infrequent or incomplete information sent home by teachers about the instructional program.
* School or district-created materials about the instructional program are sent home.
* Teacher maintains school-required grade book but does little else to inform families about student progress.
Level 1
* Teacher communications are sometimes inappropriate to families' cultural norms.
* Little or no information regarding instructional program available to parents.
* Lack of family engagement activities.
* Families are unaware of their children's progress.
* Culturally inappropriate communication.
Component 4d: Participating in a Professional Community
Level 4
Relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects, making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life.
Level 3
Relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution.
Level 2
Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school's culture of professional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically asked.
Level 1
Teacher's relationships with colleagues are negative or self-serving. Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* The teacher regularly contributes to and leads events that positively impact school life.
* The teacher takes a leadership role in promoting activities related to professional inquiry.
* The teacher regularly contributes to and leads significant school district and community projects.
Level 3
* The teacher has supportive and collaborative relationships with colleagues.
* The teacher frequently volunteers to participate in school events and school district and community projects.
* The teacher regularly participates in activities related to professional inquiry.
Level 2
* When invited, the teacher participates in activities related to professional inquiry.
* The teacher has pleasant relationship with colleagues.
* When asked, the teacher participates in school activities, and school district and community projects.
Level 1
*
The teacher's relationship with colleagues is characterized by negativity or combativeness.
* The teacher avoids involvement in school activities and school district and community projects.
* The teacher purposefully avoids contributing to activities promoting professional inquiry.
Component 4e: Growing and Developing Professionally
Level 4
Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession.
Level 3
Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators.
Level2
Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and professional colleagues. Teacher finds limited ways to contribute to the profession.
Level1
Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no effort to share knowledge with others or to assume professional responsibilities.
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
In addition to the characteristics of "proficient,"
* The teacher actively seeks feedback from supervisors and colleagues.
* The teacher seeks regular opportunities for continued professional development, including initiating action research.
* The teacher takes an active leadership role in professional organizations in order to contribute to the teaching profession.
Level 3
* The teacher seeks regular opportunities for continued professional development.
* The teacher welcomes colleagues and supervisors in the classroom for the purposes of gaining insight from their feedback.
* The teacher actively participates in professional organizations designed to contribute to the profession.
* The teacher participates in professional activities when required or when provided by the school district.
Level 2
* The teacher reluctantly accepts feedback from supervisors and colleagues.
Level 1
* The teacher contributes in a limited fashion to educational professional organizations.
* The teacher is not involved in any activity that might enhance knowledge or skill.
* The teacher ignores invitations to join professional organizations or attending conferences.
* The teacher purposefully resists discussing performance with supervisors or colleagues.
Component 4f: Showing Professionalism
Level 4
Teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. Teacher takes a leadership role in team or departmental decision-making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues.
Level 3
Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision-making. Teacher complies fully with school and district regulations.
Level 2
Teacher is honest in interactions with colleagues, students, and the public. Teacher's attempts to serve students are inconsistent, and does not knowingly contribute to some students being ill served by the school. Teacher's decisions and recommendations are based on limited though genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by.
Level 1
Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students' needs and contributes to school practices that result in some students being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations
Please highlight the below Critical Attributes which you feel were evident in your lesson.
Level 4
* The teacher seeks regular opportunities for continued professional development, including initiating action research.
* Teacher is considered a leader in terms of honesty, integrity, and confidentiality.
* Teacher makes a concerted effort to ensure opportunities are available for all students to be successful.
* Teacher is highly proactive in serving students.
* Teacher takes a leadership role in team and departmental decision making.
Level 3
* Teacher takes a leadership role regarding school district regulations.
* Teacher is honest and known for having high standards of integrity.
* Teacher actively works to provide opportunities for student success.
* Teacher actively addresses student needs.
* Teacher willingly participates in team and departmental decision making.
Level 2
* Teacher complies completely with school district regulations.
* Teacher is honest.
* Teacher does not notice that some school practices result in poor conditions for students.
* Teacher notices the needs of students, but is inconsistent in addressing them.
* Teacher makes decisions professionally, but on a limited basis.
Level 1
* Teacher complies with school district regulations.
* Teacher is dishonest.
* The teacher engages in practices that are self-serving.
* Teacher does not notice the needs of students.
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Title of Session: Make Belief Comix
Moderator: Bill Zimmerman
Title of File: 20090513makebeliefcomix
Date: May 13, 2009
Room: The Art of Storytelling Group
LoriPPjoined the room.
BillZ: Where are you from Lori?
LoriPP: Clayton, NC
BillZ: Welcome! I'm glad you came.
LoriPP: Thanks.
LoriPP: Where are you, Bill?
BillZ: I'm from New York City and I had a great day today. I teach a writing class to immigrants and we wrote about love today. So, Spring is very much on my mind.
BJB2: awwww...I didn't realize you were such a romantic, Bill!
BillZ: It's all the sunshine and flowers blooming and the heavy winter clothes coming off. I'm starting to feel free again and healthy.
JeffC joined the room.
JeffC waves
BillZ: Hi, Jeff.
BillZ: Where are you from, Jeff?
BJB2: Since this is Lori's first Tapped In discussion, perhaps you should explain what the topic is, Bill, and give some background info?
BJB2 . o O ( Jeff is in Oregon )
JeffC: from Berkeley originally
BillZ: Sure, I launched a web site called MakeBeliefsComix.com two years ago, where you can create your own comics strips online. It encourages students to write, read and tell stories. I hope you'll look at it. It gives them fun characters with different moods, blank talk and thought balloons to fill in, story prompts and printables to write and draw with.
BillZ: Many educators around the world who teach English use the site to do so. It's a fun way to learn and experiment with language and to use one's imagination.
LoriPP: I struggle with how to help English language learners with writing and how to motivate them to write, so this is great.
BillZ: Comics are a wonderful way of learning because the balloons are finite in size and the text doesn't overwhelm the reluctant writers or readers.
BillZ: I learned how to read as a boy while lying on the living room floor and reading the wonderful Sunday comics.
TraceyM joined the room.
BillZ: I'm also finding that parents of autistic children are also using the comic strips to teach their children social skills, such as practicing what to say when you meet someone new, such as introducing yourself and offering your name.
BJB2: hi, Tracey. Welcome
BillZ: Hi, Tracey.
TraceyM: Thanks, first time trying to do this. Sorry I'm late.
BillZ: Do any of you use comics in your own classrooms to encouraging reading and writing?
LoriPP: Not lately. I remember using comics years ago when I started teaching first grade. My interest in using them has been renewed!
BillZ: I hope you'll try out my comic generator web site -- www.makebeliefscomix.com - with your students and create some of your own comic strips.
TraceyM: I haven't been in the classroom for a long time. I'm hoping to work with a preschool ESL group next year. Any good ideas for using comics in that setting?
SusanR joined the room.
BillZ: Recently, we added a Teacher Resources function to the site which gives you many activities you do with your children in using comics. For example, it would be fun at the beginning of the term to ahve them create a comic strip introducing themselves to their fellow students, showing their interests, talking about their name or family.
BillZ: Another idea, if you're teaching vocabulary, would be to have students create a comic strip in which they write text incorporating the new words.
BJB2: for preschool you could show the comics and discuss what is happening...or what happens next
BJB2 . o O ( you do the writing for them and then they have their own published comics! )
BillZ: Sure, and each of the comic characters on the site have four different emotions, and you can select the emotion you want. So, for a young student it is a way to teaching them about the different emotions and the expressions.
BJB2 agrees. Good idea, Bill
LoriPP: Vocabulary, sequencing, retelling stories, character development, setting, and the list goes on. I'm starting to see how comics can help in so many ways.
BillZ: Good idea, BJB. When I was a young father my daughter loved to tell stories and when I'd come home from work, she would dictate them to me and I would type them up right in front of her eyes. It gave her a sense of power and accomplishment.
TraceyM: Good points! Sequencing, feelings, vocab practice are all big in preschool.
BJB2 . o O ( not bad for your first Tapped In discussion, Lori! )
SusanR : great idea .. do you have any examples from students, Bill?
BillZ: I don't have them online. But sometimes, when I'm working with adults we create comic strips about going for a job interview in which they use characters to show them as job applicants answering and asking questions of characters who represent the employer. It's a way of practicing language and gaining confidence in what could be asked at an interview.
BJB2 . o O ( a reminder to Lori and Tracey that you will be emailed a transcript of this text chat when you log out )
SusanR . o O ( students study jobs/careers or have a career day )
BillZ: I don't know if you have access to the site as we talk, but if you do, you will find a button called Story Ideas which gives you a lot of ideas for subjects for comic strips, such as My Three Wishes, and to create a comix answering that question. Then you can have students compare their wishes with those of the others.
TraceyM: Thanks! I was wondering how I'd remember it all! I can imagine the interview comic taking some of the stress out of practicing for that situation.
BillZ: I remember a mother who had to go to a parent-teacher's meeting that evening to discuss her daughter's problems with the teacher. She spoke Spanish as her first language and was worried about the words and expressions she would use. And we went over some of them in the form of a comic strip.
BillZ: Also, I often have students work together in teams when creating an online comic strip. This results in team building and one student may be great in using the computer, and another great in coming up with ideas, and a third student great in knowing which words to use.
LoriPP: It's like a dress rehearsal before the performance. Students can formulate speech, write it down, practice it, and then use it. Awesome.
BillZ: Students also have the option of printing their comics and also sending them as emails to friends and relatives. So imagine a kid learning English and creating a strip that she sends to her grandmother for her birthday illustrating her message of love.
BJB2: The reason I placed this discussion in the Art of Storytelling group room is that the sequencing of comics is a version of storyboarding
BillZ: By printing out their comics and doing this each week or with some regularity, kids can build up a portfolio of work that traces their development and improvement in language skills.
BJB2. o O ( storyboards are the foundation of movies, ppt, etc. )
BillZ: Many teachers have students create a storyboard of a play or book they are reading.
SusanR : exactly
BillZ: Through the comic strips, they can use the different comic characters as surrogates for the characters in the book or play. They can then also extend the endings of the stories and have the characters continue their lives.
SusanR : could they write a short graphic novel
BJB2: cool idea, Sue
BillZ: Sure, what they're doing is building a daily or weekly serial and have the characters keep developing and attempting new adventures and storylines.
SusanR : so each time they enter the computer lab they could continue it
SusanR : or make it a home/school connection
BillZ: Right now, we have 15 characters and plan to add five more. We are also creating ''objects'' which they can use with the characters, such as trees, environments, balls, pizza slices, and these objects will help them bring variety to the stories.
LoriPP: Like characters who have multiple books about them and you can't wait to read the next adventure. Very motivating!
BillZ: Many teachers ask their students to create a comic strip for homework on a class assignment and mail it back to the teacher that night so the teacher can review their work. Everything can be done via email, if you like.
TraceyM: They could even create one of those books where you choose what happens next and flip to a page with that sequence
BillZ: We added a new Printables button to help teachers that don't have classroom access to computers. On this page are templates with characters and blank balloons that can be printed out and students can fill in to create their own stories by hand if they like.
LoriPP: So students can actually type the text in the comix and then print it out?
LoriPP: I'm trying to integrate technology, but I have one computer.
SusanR : great for a rough copy
BillZ: Yes, the balloons accepts type in English and languages such as Spanish, French, Italian, German, Portuguese.
BJB2: Make the one computer a station, Lori
LoriPP: Tell me more BJB.
BJB2: break the class into small groups that rotate through activities...reading, crafts, computer
JeffC: have the students prep their comix so their computer time is best spent... or input it yourself.
BillZ: If you have only one computer, but have an LCD that projects you can create a comic strip together with the class. That's often how I demonstrate the site. I ask workshop participants to help me select a characters and to come up with themes, and we build the comic strip together, one panel at a time.
BJB2: older kids can do pre-writing before they get on the computer
JeffC: or do what Bill says!
BJB2: that would also be fun, Bill
BillZ: Then, you can take a completed comic, and ask students to use the comic strip as the basis for a short essay or longer piece.
BillZ: So the comic strip becomes the stepping stone to longer writing. The student begins to build up confidence that she or he can actually put some words and ideas together. Once they can see their work, they feel better about creating more.
TraceyM: I was just thinking about something I'd learned in a culture class. People in different cultures can use facial expressions different from what Americans do. Our tendency to smile a lot can cause confusion. This would be a nice way for ESL students to match appropriate facial expressions with situations.
BillZ: Facial expressions are very important for those who work with autistic children who need to learn what the different expressions mean. So choosing which of the four emotions to use for a character, which the site allows, enables the child to begin learning what each emotion looks like and means.
BillZ: Using comic characters also enables a student to use a character as a surrogate for him or herself and to explore issues that are on their mind, such as how to deal with a bully or a problem at school or at home.
TraceyM: Almost the way puppets are used.
BillZ: If you go to the site you'll find the 15 characters and you could choose which one you want to be for the day. Will I be a cat or dog person, will I be a bird person or a crocodile.
LoriPP: The students can even create the comic strip and then act it out. Practice dialogue.
BJB2: nice analogy, Tracey
BillZ: Great idea! It's important for a student to read her work out loud. It instills pride and allows her to practice language and get used to hearing her voice. Very important for students learning to speak English.
BillZ: The comic strip asks the students to write their name and subject title for the strip. Doing so signifies ownership of the week, which all writers and creators strive for.
BillZ: You can do strips on themes. If you're teaching the environment, for example, you can ask students to create a strip about an environment problem or challenge or to map out a strategy for improve things.
TraceyM: I've found that boys in particular are often unhappy about writing. I can imagine this being a format that they would enjoy.
BillZ: Yes, because the web gives a boy power to create -- all he has to do is put the pictures and words together, and because the balloons are finite, he does not have to feel overwhelmed by language. A few words will convey the message -- writing a comic is almost like writing poetry -- taut and tight and clear and direct.
TraceyM: I also like that fact that this format forces the writer to organize his thoughtsgiving some clarity to the writing, rather than trying to fill the required amount of paper.
BillZ: I often do Family Literacy evenings, too, where parents and children either work together to create comic strips or side by side with each having a computer and parent and child helping each other out. Particularly good for immigrant families where the child is ahead of the parent in terms of language -- he can help the parent with the words, and the parent can help with the story ideas.
LoriPP: That's a great idea for our next ESL family night. We can use our computer lab and learning lab.
BillZ: Tracey, your point about clarifying thoughts is very important. When I am tired after a hard day, I'll often look at the comic pages in a newspaper because everything there is succinct and little stories are told in three or four or five panels and are very satisfying. It's truly an art form to create a good comic.
BillZ: It's almost like a graphic haiku if you think of it.
BJB2 . o O ( I read the comics every day even when I'm not tired! )
TraceyM: I bet immigrant parents would like to have a concrete way to participate in their child's education
BillZ: On my site, too, is a Writer's Prompt button which connects to my blog page at my other web site, www.BillZtreasurechest.com , in which I post questions during the week which can be used as subjects for essays in the classroom.
BillZ: If students respond to the questions on the blog page I'll post them, so the students can see their work published in a public forum.
LoriPP: Humor is an important element too. Some comics have humorous endings. Kids love to laugh and make others laugh. It's stress relieving as well!
BillZ: I have written many books to help young people express their deepest thoughts and feelings. Most of them use a writing prompt format to help them get started in thinking and writing. My newest book is Pocket Doodles for Kids which encourages kids to draw and also fill in balloons for characters in funny situations. You can see some of the pages on the Printables page.
LoriPP: I'm so glad there are creative people like you who use their talents to help others, especially children.
TraceyM: Have you tried using comics to teach historical events? Maybe that would require a few more objects. I just think textbooks can be so overwhelming that some students can't even approach the material.
BJB2: and I'm glad that you were willing to be a discussion leader in Tapped In, Bill....we are blessed!
BillZ: When I was a kid, I grew up in a difficult family situation and the way I would cope was by writing and drawing and entering my own world. I felt I didn't have a voice or a say in what was happening, so I started to write books that would help me, and others, speak out about what was going on inside, to find their writers voice.
BillZ: Please try out MakeBeliefsComix.com with your kids and give me some feedback on how I can make it better and more fun for you and them. I am so glad to have had the chance to share these ideas with you. Sincerely.
LoriPP: Thank you, Bill. I will be using this resource very soon.
SusanR . o O ( writing is therapeutic )
BJB2 looks at the clock on the wall. We have about 10 minutes left...any final comments, questions?
BillZ: I am interested in having students also be able to write in Asian languages. Would this be helpful for some of your students?
SusanR : Will you be presenting at NECC, Bill?
LoriPP: What is NECC?
BillZ: Could you tell me what NECC is? I'm not sure
SusanR : National Education Computer Conference
LoriPP: When and where?
BJB2 . o O ( in Washington, DC this year )
BillZ: That's great to know. Is it a useful conference. Have you attended? Do you know when this year?
BJB2: end of June
BJB2 . o O ( June 28-July 1 )
LoriPP: I just wanted to comment on Tracey
BillZ: That's so good to know, I will try to attend if possible. I just presented at the TESOL annual convention in Denver and do a lot of local workshops with educators. I could use any help or suggestions you can offer in getting word out about what we're doing. It's a free site -- I just want it to be used by teachers and educators. The site is a pure labor of love.
LoriPP: Tracey's idea...historical comics. That would be very useful.
LoriPP: I think comics can be used for many subjects and purposes. We'll try them out and give you feedback, Bill.
BJB2: we appreciate your work, Bill!
BillZ: When you can, can you take a look at the comic characters and tell me what other type characters you'd like to see? Feedback is so helpful; my email is firstname.lastname@example.org
TraceyM: Thanks so much for all the great ideas. I hope to put a lot of it to use.
JeffC: You might want to join the Webheads in Action group here Bill (and others). It's an international group of ESL/TEFL educators who meet every Sunday at 8a.m. Eastern.
BJB2 . o O ( 12 noon GMT )
BillZ: Thank you so much. Will do.
SusanR : Thanks Bill
BJB2: Thanks, everyone...wonderful discussion!
BJB2: I look forward to seeing Lori and Tracey at more TI discussions!
BillZ: This was great, and I love looking at the Gather'round the Campfire fire burning at the top of the screen.
BJB2 . o O ( now that they've been initiated )
BJB2: you also might want to join this group...tons of story writing resources here
BJB2 waves bye and heads for the MusicShake event
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KEY STAGE 1
Children in Years 1 and 2 will be given a really solid foundation in the basic building blocks of mental and written arithmetic. Through being taught place value, children will develop an understanding of how numbers work, so that they are confident with 2-digit numbers and beginning to read and say numbers above 100.
Addition and Subtraction: A focus on number bonds, first via practical hands-on experiences and subsequently using memorisation techniques, enables a good grounding in these crucial facts, and ensures that all children leave Year 2 knowing the pairs of numbers which make all the numbers up to 10 at least. Children will also have experienced and been taught pairs to 20. Children's knowledge of number facts enables them to add several 1-digit numbers, and to add/subtract a 1-digit number to/from a 2-digit number. Another important conceptual tool is the ability to add/subtract 1 or 10, and to understand which digit changes and why. This understanding is extended to enable children to add and subtract multiples of 10 to and from any 2-digit number. The most important application of this knowledge is the ability to add or subtract any pair of 2-digit numbers by counting on or back in 10s and 1s. Children may extend this to adding by partitioning numbers into 10s and 1s.
Multiplication and Division: Children will be taught to count in 2s, 3s, 5s and 10s, and will relate this skill to repeated addition. Children will meet and begin to learn the associated ×2, ×3, ×5 and ×10 tables. Engaging in a practical way with the concept of repeated addition and the use of arrays enables children to develop a preliminary understanding of multiplication, and asking them to consider how many groups of a given number make a total will introduce them to the idea of division. Children will also be taught to double and halve numbers, and will thus experience scaling up or down as a further aspect of multiplication and division.
Fractions: Fractions will be introduced as numbers and as operators, specifically in relation to halves, quarters and thirds.
Year 1
| | Mental calculation | Written calculation |
|---|---|---|
| Y1 + | Number bonds (‘story’ of 5, 6, 7, 8, 9 and 10) Count on in 1s from a given 2-digit number Add two 1-digit numbers Add three 1-digit numbers, spotting doubles or pairs to 10 Count on in 10s from any given 2-digit number Add 10 to any given 2-digit number Use number facts to add 1-digit numbers to 2-digit numbers e.g. Use 4 + 3 to work out 24 + 3, 34 + 3 Add by putting the larger number first | |
| Y1 – | Number bonds (‘story’ of 5, 6, 7, 8, 9 and 10) |
|---|---|
| | Count back in 1s from a given 2-digit number |
| | Subtract one 1-digit number from another |
| | Count back in 10s from any given 2-digit number |
| | Subtract 10 from any given 2-digit number |
| | Use number facts to subtract 1-digit numbers |
| | from 2-digit numbers |
| | e.g. Use 7 – 2 to work out 27 – 2, 37 – 2 |
| Y1 × | Begin to count in 2s, 5s and 10s |
| | Begin to say what three 5s are by counting in 5s, |
| | or what four 2s are by counting in 2s, etc. |
| | Double numbers to 10 |
| Y1 ÷ | Begin to count in 2s, 5s and 10s |
| | Find half of even numbers to 12 and know it is |
| | hard to halve odd numbers |
| | Find half of even numbers by sharing |
| | Begin to use visual and concrete arrays or |
| | ‘sets of’ to find how many sets of a small number |
| | make a larger number |
Year 2
| | Mental calculation | | Written calculation |
|---|---|---|---|
| Y2 + | | Number bonds – know all the pairs of numbers | |
| | | which make all the numbers to 12, and pairs with | |
| | | a total of 20 | |
| | | Count on in 1s and 10s from any given 2-digit | |
| | | number | |
| | | Add two or three 1-digit numbers | |
| | | Add a 1-digit number to any 2-digit number using | |
| | | number facts, including bridging multiples of 10 | |
| | | e.g. 45 + 4 | |
| | | e.g. 38 + 7 | |
| | Add 10 and small multiples of 10 to any given | |
|---|---|---|
| | 2-digit number | |
| | Add any pair of 2-digit numbers | |
| Y2 – | Number bonds – know all the pairs of numbers | |
| | which make all the numbers to 12 | |
| | Count back in 1s and 10s from any given 2-digit | |
| | number | |
| | Subtract a 1-digit number from any 2-digit | |
| | number using number facts, including bridging | |
| | multiples of 10 | |
| | e.g. 56 – 3 | |
| | e.g. 53 – 5 | |
| | Subtract 10 and small multiples of 10 from any | |
| | given 2-digit number | |
| | Subtract any pair of 2-digit numbers by counting | |
| | back in 10s and 1s or by counting up | |
| Y2 × | Count in 2s, 5s and 10s | |
| | Begin to count in 3s | |
| | Begin to understand that multiplication is | |
| | repeated addition and to use arrays | |
| | e.g. 3 × 4 is three rows of 4 dots | |
| | Begin to learn the ×2, ×3, ×5 and ×10 tables, | |
| | seeing these as ‘lots of’ | |
| | e.g. 5 lots of 2, 6 lots of 2, 7 lots of 2 | |
| | Double numbers up to 20 | |
| | Begin to double multiples of 5 to 100 | |
| | Begin to double 2-digit numbers less than 50 | |
| | with 1s digits of 1, 2, 3, 4 or 5 | |
| Y2 ÷ | Count in 2s, 5s and 10s | Count in 2s, 5s and 10s |
| | Begin to count in 3s | Say how many rows in a given array |
| | Using fingers, say where a given number is in | e.g. How many rows of 5 are in an array of |
| | the 2s, 5s or 10s count | 3 × 5? |
| e.g. 8 is the fourth number when I count in 2s |
|---|
| Relate division to grouping |
| e.g. How many groups of 5 in 15? |
| Halve numbers to 20 |
| Begin to halve numbers to 40 and multiples of 10 |
| to 100 |
| Find 1/ , 1/ 1/ and 3/ of a quantity of objects and 2 3, 4 4 |
| of amounts (whole number answers) |
LOWER KEY STAGE 2
In Lower Key Stage 2, children build on the concrete and conceptual understandings they have gained in Key Stage 1 to develop a real mathematical understanding of the four operations, in particular developing arithmetical competence in relation to larger numbers.
Addition and subtraction: Children are taught to use place value and number facts to add and subtract numbers mentally and they will develop a range of strategies to enable them to discard the 'counting in 1s' or fingers-based methods of Key Stage 1. In particular, children will learn to add and subtract multiples and near multiples of 10, 100 and 1000, and will become fluent in complementary addition as an accurate means of achieving fast and accurate answers to 3-digit subtractions. Standard written methods for adding larger numbers are taught, learned and consolidated, and written column subtraction is also introduced.
Multiplication and division: This key stage is also the period during which all the multiplication and division facts are thoroughly memorised, including all facts up to 12 × 12. Efficient written methods for multiplying or dividing a 2-digit or 3-digit number by a 1-digit number are taught, as are mental strategies for multiplication or division with large but 'friendly' numbers, e.g. when dividing by 5 or multiplying by 20.
Fractions and decimals: Children will develop their understanding of fractions, learning to reduce a fraction to its simplest form, as well as finding non-unit fractions of amounts and quantities. The concept of a decimal number is introduced and children consolidate a firm understanding of 1-place decimals, multiplying and dividing whole numbers by 10 and 100.
Year 3
Mental calculation
Written calculation
Default for ALL children
| Y3 + | Know pairs with each total to 20 | Use expanded column addition to add two or three 3-digit numbers or three 2-digit numbers Begin to use compact column addition to add numbers with 3 digits Begin to add like fractions e.g. 3/ + 1/ + 1/ 8 8 8 Recognise fractions that add to 1 e.g. 1/ + 3/ 4 4 e.g. 3/ + 2/ 5 5 |
|---|---|---|
| | e.g. 2 + 6 = 8, 12 + 6 = 18, 7 + 8 = 15 | |
| | Know pairs of multiples of 10 with a total of 100 | |
| | Add any two 2-digit numbers by counting on in | |
| | 10s and 1s or by using partitioning | |
| | Add multiples and near multiples of 10 and 100 | |
| | Perform place-value additions without a struggle | |
| | e.g. 300 + 8 + 50 = 358 | |
| | Use place value and number facts to add a | |
| | 1-digit or 2-digit number to a 3-digit number | |
| | e.g. 104 + 56 is 160 since 104 + 50 = 154 | |
| | and 6 + 4 = 10 | |
| | 676 + 8 is 684 since 8 = 4 + 4 and | |
| | 76 + 4 + 4 = 84 | |
| | Add pairs of ‘friendly’ 3-digit numbers | |
|---|---|---|
| | e.g. 320 + 450 | |
| | Begin to add amounts of money using partitioning | |
| Y3 – | Know pairs with each total to 20 | Use counting up as an informal written strategy for subtracting pairs of 3-digit numbers e.g. 423 – 357 Begin to subtract like fractions e.g. 7/ – 3/ 8 8 |
| | e.g. 8 – 2 = 6 | |
| | e.g. 18 – 6 = 12 | |
| | e.g. 15 – 8 = 7 | |
| | Subtract any two 2-digit numbers | |
| | Perform place-value subtractions without a | |
| | struggle | |
| | e.g. 536 – 30 = 506 | |
| | Subtract 2-digit numbers from numbers > 100 by | |
| | counting up | |
| | e.g. 143 – 76 is done by starting at 76. Then | |
| | add 4 (80), then add 20 (100), then add 43, | |
| | making the difference a total of 67 | |
| | Subtract multiples and near multiples of 10 and | |
| | 100 | |
| | Subtract, when appropriate, by counting back or | |
| | taking away, using place value and number facts | |
| | Find change from £1, £5 and £10 | |
| Y3 × | Know by heart all the multiplication facts in the | Use partitioning (grid multiplication) to multiply 2-digit and 3-digit numbers by ‘friendly’ 1-digit numbers |
| | ×2, ×3, ×4, ×5, ×8 and ×10 tables | |
| | Multiply whole numbers by 10 and 100 | |
| | Recognise that multiplication is commutative | |
| | Use place value and number facts in mental | |
| | multiplication | |
| | e.g. 30 × 5 is 15 × 10 | |
| | Partition teen numbers to multiply by a 1-digit | |
| | number | |
| | e.g. 3 × 14 as 3 × 10 and 3 × 4 | |
| | Double numbers up to 50 | |
Know by heart all the division facts derived from the ×2, ×3, ×4, ×5, ×8 and ×10 tables
Divide whole numbers by 10 or 100 to give whole number answers
Recognise that division is not commutative
Use place value and number facts in mental division
e.g. 84 ÷ 4 is half of 42
Divide larger numbers mentally by subtracting the
10th multiple as appropriate, including those with remainders
e.g. 57 ÷ 3 is 10 + 9 as 10×3 = 30 and
9 × 3 = 27
Halve even numbers to 100, halve odd numbers to 20
Year 4
| | Mental calculation | | Written calculation | Default for ALL children |
|---|---|---|---|---|
| Y4 + | Add any two 2-digit numbers by partitioning or | Column addition for 3-digit and 4-digit numbers e.g. Add like fractions e.g. 3/ + 4/ = 7/ = 1 2/ 5 5 5 5 Be confident with fractions that add to 1 and fraction complements to 1 e.g. 2/ + _ = 1 3 | Column addition for 3-digit and 4-digit numbers | Add any 2-digit numbers by partitioning or |
| | counting on | | e.g. | counting on |
| | Know by heart/quickly derive number bonds | | | Number bonds to 20 |
| | to 100 and to £1 | | | Know pairs of multiples of 10 with a total of 100 |
| | Add to the next 100, £1 and whole number | | | Add ‘friendly’ larger numbers using knowledge of |
| | e.g. 234 + 66 = 300 | | | place value and number facts |
| | e.g. 3·4 + 0·6 = 4 | | | Use expanded column addition to add 3-digit |
| | Perform place-value additions without a struggle | | | numbers |
| | e.g. 300 + 8 + 50 + 4000 = 4358 | | | |
| | Add multiples and near multiples of 10, 100 and | | | |
| | | | Add like fractions | |
| | 1000 | | | |
| | | | e.g. 3/ + 4/ = 7/ = 1 2/ 5 5 5 5 | |
| | Add £1, 10p, 1p to amounts of money | | | |
| | | | Be confident with fractions that add to 1 and | |
| | Use place value and number facts to add 1-, 2-, | | | |
| | | | fraction complements to 1 | |
| | 3- and 4-digit numbers where a mental | | | |
| | | | e.g. 2/ + _ = 1 3 | |
| | calculation is appropriate | | | |
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Y3 ÷
Perform divisions just above the 10th multiple using horizontal or vertical jottings and
understanding how to give a remainder as a whole number
Find unit fractions of quantities and begin to find non-unit fractions of quantities
Know by heart the division facts derived from the
×2, ×3, ×5 and ×10 tables
Halve even numbers up to 50 and multiples of 10
to 100
Perform divisions within the tables including those with remainders
e.g. 38 ÷ 5
| | e.g. 4004 + 156 by knowing that 6 + 4 = 10 and that 4004 + 150 = 4154 so the total is 4160 | | |
|---|---|---|---|
| Y4 – | | Subtract any two 2-digit numbers | Use expanded column subtraction for 3- and 4-digit numbers Use complementary addition to subtract amounts of money, and for subtractions where the larger number is a near multiple of 1000 or 100 e.g. 2002 – 1865 Subtract like fractions e.g. 4/ – 3/ = 1/ 5 5 5 Use fractions that add to 1 to find fraction complements to 1 e.g. 1 – 2/ = 1/ 3 3 |
| | | Know by heart/quickly derive number bonds to | |
| | | 100 | |
| | | Perform place-value subtractions without a | |
| | | struggle | |
| | | e.g. 4736 – 706 = 4030 | |
| | | Subtract multiples and near multiples of 10, 100, | |
| | | 1000, £1 and 10p | |
| | | Subtract multiples of 0·1 | |
| | | Subtract by counting up | |
| | | e.g. 503 – 368 is done by adding | |
| | | 368 + 2 + 30 + 100 + 3 (so we added 135) | |
| | | Subtract, when appropriate, by counting back or | |
| | | taking away, using place value and number facts | |
| | | Subtract £1, 10p, 1p from amounts of money | |
| | | Find change from £10, £20 and £50 | |
| Y4 × | | Know by heart all the multiplication facts up to | Use a vertical written method to multiply a 1-digit number by a 3-digit number (ladder method) Use an efficient written method to multiply a 2-digit number by a number between 10 and 20 by partitioning (grid method) |
| | | 12 × 12 | |
| | | Recognise factors up to 12 of 2-digit numbers | |
| | | Multiply whole numbers and 1-place decimals by | |
| | | 10, 100, 1000 | |
| | | Multiply multiples of 10, 100 and 1000 by 1-digit | |
| | | numbers | |
| | | e.g. 300 × 6 | |
| | | e.g. 4000 × 8 | |
| | | Use understanding of place value and number | |
| | | facts in mental multiplication | |
| | | e.g. 36 × 5 is half of 36 × 10 | |
| | e.g. 50 × 60 = 3000 | |
|---|---|---|
| | Partition 2-digit numbers to multiply by a 1-digit | |
| | number mentally | |
| | e.g. 4 × 24 as 4 × 20 and 4 × 4 | |
| | Multiply near multiples by rounding | |
| | e.g. 33 × 19 as (33 × 20) – 33 | |
| | Find doubles to double 100 and beyond using | |
| | partitioning | |
| | Begin to double amounts of money | |
| | e.g. £35·60 doubled is £71·20 | |
| Y4 ÷ | Know by heart all the division facts up to | Use a written method to divide a 2-digit or a 3-digit number by a 1-digit number Give remainders as whole numbers Begin to reduce fractions to their simplest forms Find unit and non-unit fractions of larger amounts |
| | 144 ÷ 12 | |
| | Divide whole numbers by 10, 100, to give whole | |
| | number answers or answers with 1 decimal place | |
| | Divide multiples of 100 by 1-digit numbers using | |
| | division facts | |
| | e.g. 3200 ÷ 8 = 400 | |
| | Use place value and number facts in mental | |
| | division | |
| | e.g. 245 ÷ 20 is half of 245 ÷ 10 | |
| | Divide larger numbers mentally by subtracting the | |
| | 10th or 20th multiple as appropriate | |
| | e.g. 156 ÷ 6 is 20 + 6 as 20 × 6 = 120 and | |
| | 6 × 6 = 36 | |
| | Find halves of even numbers to 200 and beyond | |
| | using partitioning | |
| | Begin to halve amounts of money | |
| | e.g. half of £52·40 is £26·20 | |
UPPER KEY STAGE 2
Children move on from dealing mainly with whole numbers to performing arithmetic operations with both decimals and fractions.
Addition and subtraction: Children will consolidate their use of written procedures in adding and subtracting whole numbers with up to 6 digits and also decimal numbers with up to 2 decimal places. Mental strategies for adding and subtracting increasingly large numbers will also be taught. These will draw upon children's robust understanding of place value and knowledge of number facts. Negative numbers will be added and subtracted.
Multiplication and division: Efficient and flexible strategies for mental multiplication and division are taught and practised, so that children can perform appropriate calculations even when the numbers are large, such as 40 000 × 6 or 40 000 ÷ 8. In addition, it is in Years 5 and 6 that children extend their knowledge and confidence in using written algorithms for multiplication and division.
Fractions, decimals, percentages and ratio: Fractions and decimals are also added, subtracted, divided and multiplied, within the bounds of children's understanding of these more complicated numbers. Children will also calculate simple percentages and ratios.
Year 5
| | | e.g. £34·59 + £19·95 | |
|---|---|---|---|
| | | Use place value and number facts to add two or | |
| | | more ‘friendly’ numbers, including money and | |
| | | decimals | |
| | | e.g. 3 + 8 + 6 + 4 + 7 | |
| | | e.g. 0·6 + 0·7 + 0·4 | |
| | | e.g. 2056 + 44 | |
| Y5 – | | Subtract numbers with 2 significant digits only, | Use compact or expanded column subtraction to subtract numbers with up to 5 digits Use complementary addition for subtractions where the larger number is a multiple or near multiple of 1000 Use complementary addition for subtractions of decimal numbers with up to 2 places, including amounts of money Begin to subtract related fractions using equivalences e.g. 1/ – 1/ = 2/ 2 6 6 Choose the most efficient method in any given situation |
| | | using mental strategies | |
| | | e.g. 6·2 – 4·5 | |
| | | e.g. 72 000 – 47 000 | |
| | | Subtract 1- or 2-digit multiples of 10, 100, 1000, | |
| | | 10 000 and 100 000 | |
| | | e.g. 8000 – 3000 | |
| | | e.g. 60 000 – 200 000 | |
| | | Subtract 1- or 2-digit near multiples of 10, 100, | |
| | | 1000, 10 000 and 100 000 from other numbers | |
| | | e.g. 82 472 – 30 004 | |
| | | Subtract decimal numbers which are near | |
| | | multiples of 1 or 10, including money | |
| | | e.g. 6·34 – 1·99 | |
| | | e.g. £34·59 – £19·95 | |
| | | Use counting up subtraction, with knowledge of | |
| | | number bonds to 10, 100 or £1, as a strategy to | |
| | | perform mental subtraction | |
| | | e.g. £10 – £3·45 | |
| | | e.g. 1000 – 782 | |
| | | Recognise fraction complements to 1 and to the | |
| | | next whole number | |
| | | e.g. 1 2/ + 3/ = 2 5 5 | |
| | Y5 | Know by heart all the multiplication facts up to | Use short multiplication to multiply a 1-digit number by a number with up to 4 digits |
| | | 12 × 12 | |
| | × | | |
| | | Multiply whole numbers and 1- and 2-place | |
| decimals by 10, 100, 1000, 10 000 | Use long multiplication to multiply 3-digit and 4-digit numbers by a number between 11 and 20 Choose the most efficient method in any given situation Find simple percentages of amounts e.g. 10%, 5%, 20%, 15% and 50% Begin to multiply fractions and mixed numbers by whole numbers ≤ 10 e.g. 4 × 2/ = 8/ = 2 2/ 3 3 3 |
|---|---|
| Use knowledge of factors and multiples in | |
| multiplication | |
| e.g. 43 × 6 is double 43 × 3 | |
| e.g. 28 × 50 is 1/ of 28 × 100 = 1400 2 | |
| Use knowledge of place value and rounding in | |
| mental multiplication | |
| e.g. 67 × 199 as 67 × 200 – 67 | |
| Use doubling and halving as a strategy in mental | |
| multiplication | |
| e.g. 58 × 5 is half of 58 × 10 | |
| e.g. 34 × 4 is 34 doubled twice | |
| Partition 2-digit numbers, including decimals, to | |
| multiply by a 1-digit number mentally | |
| e.g. 6 × 27 as 6 × 20 (120) plus 6 × 7 (42) | |
| e.g. 6·3 × 7 as 6 × 7 (42) plus 0·3 × 7 (2·1) | |
| Double amounts of money by partitioning | |
| e.g. £37·45 doubled is £37 doubled (£74) | |
| plus 45p doubled (90p) giving a total of | |
| £74·90 | |
| Know by heart all the division facts up to | |
| 144 ÷ 12 | |
| Divide whole numbers by 10, 100, 1000, 10 000 | |
| to give whole number answers or answers with | |
| 1, 2 or 3 decimal places | |
| Use doubling and halving as mental division | |
| strategies | |
| e.g. 34 ÷ 5 is (34 ÷ 10) × 2 | |
| Use knowledge of multiples and factors, as well | |
| as tests for divisibility, in mental division | |
| e.g. 246 ÷ 6 is 123 ÷ 3 | |
| e.g. We know that 525 divides by 25 and | |
| Halve amounts of money by partitioning |
|---|
| e.g. 1/ of £75·40 = 1/ of £75 (£37·50) plus 2 2 |
| half of 40p (20p) which is £37·70 |
| Divide larger numbers mentally by subtracting the |
| 10th or 100th multiple as appropriate |
| e.g. 96 ÷ 6 is 10 + 6, as 10 × 6 = 60 and |
| 6 × 6 = 36 |
| e.g. 312 ÷ 3 is 100 + 4 as 100 × 3 = 300 and |
| 4 × 3 = 12 |
| Know tests for divisibility by 2, 3, 4, 5, 6, 9 and 25 |
| Know square numbers and cube numbers |
| Reduce fractions to their simplest form |
Year 6
| | Mental calculation | | Written calculation |
|---|---|---|---|
| Y6 + | | Know by heart number bonds to 100 and use | Use column addition to add numbers with up to 5 digits Use column addition to add decimal numbers with up to 3 decimal places Add mixed numbers and fractions with different denominators |
| | | these to derive related facts | |
| | | e.g. 3·46 + 0·54 | |
| | | Derive, quickly and without difficulty, number | |
| | | bonds to 1000 | |
| | | Add small and large whole numbers where the | |
| | | use of place value or number facts makes the | |
| | | calculation do-able mentally | |
| | | e.g. 34 000 + 8000 | |
| | | Add multiples of powers of 10 and near multiples | |
| | | of the same | |
| | | e.g. 6345 + 199 | |
| | | Add negative numbers in a context such as | |
| | | temperature where the numbers make sense | |
| | | Add two 1-place decimal numbers or two | |
| | | 2-place decimal numbers less than 1 | |
| | | e.g. 4·5 + 6·3 | |
| | e.g. 0·74 + 0·33 | | |
|---|---|---|---|
| | Add positive numbers to negative numbers | | |
| | e.g. Calculate a rise in temperature or | | |
| | continue a sequence beginning with a | | |
| | negative number | | |
| Y6 – | Use number bonds to 100 to perform mental | Use column subtraction to subtract numbers with up to 6 digits Use complementary addition for subtractions where the larger number is a multiple or near multiple of 1000 or 10 000 Use complementary addition for subtractions of decimal numbers with up to 3 places, including money Subtract mixed numbers and fractions with different denominators | |
| | subtraction of any pair of integers by | | |
| | complementary addition | | |
| | e.g. 1000 – 654 as 46 + 300 in our heads | | |
| | Use number bonds to 1 and 10 to perform mental | | |
| | subtraction of any pair of 1-place or | | |
| | 2-place decimal numbers using complementary | | |
| | addition and including money | | |
| | e.g. 10 – 3·65 as 0·35 + 6 | | |
| | e.g. £50 – £34·29 as 71p + £15 | | |
| | Use number facts and place value to perform | | |
| | mental subtraction of large numbers or decimal | | |
| | numbers with up to 2 places | | |
| | e.g. 467 900 – 3005 | | |
| | e.g. 4·63 – 1·02 | | |
| | Subtract multiples of powers of 10 and near | | |
| | multiples of the same | | |
| | Subtract negative numbers in a context such as | | |
| | temperature where the numbers make sense | | |
| Y6 × | Know by heart all the multiplication facts up to | | Use short multiplication to multiply a 1-digit |
| | 12 × 12 | | number by a number with up to 4 digits |
| | Multiply whole numbers and decimals with up to | | |
| | | | Use long multiplication to multiply a 2-digit |
| | 3 places by 10, 100 or 1000 | | number by a number with up to 4 digits |
| | e.g. 234 × 1000 = 234 000 | | |
| | | | Use short multiplication to multiply a 1-digit |
| | e.g. 0·23 × 1000 = 230 | | number by a number with 1 or 2 decimal places, |
| | Identify common factors, common multiples and | | including amounts of money |
| | prime numbers and use factors in mental | | Multiply fractions and mixed numbers by whole |
| | multiplication | | numbers |
| e.g. 326 × 6 is 652 × 3 which is 1956 | Multiply fractions by proper fractions Use percentages for comparison and calculate simple percentages |
|---|---|
| Use place value and number facts in mental | |
| multiplication | |
| e.g. 4000 × 6 = 24 000 | |
| e.g. 0·03 × 6 = 0·18 | |
| Use doubling and halving as mental multiplication | |
| strategies, including to multiply by 2, 4, 8, 5, 20, | |
| 50 and 25 | |
| e.g. 28 × 25 is a quarter of 28 × 100 = 700 | |
| Use rounding in mental multiplication | |
| e.g. 34 × 19 as (34 × 20) – 34 | |
| Multiply 1- and 2-place decimals by numbers up | |
| to and including 10 using place value and | |
| partitioning | |
| e.g. 3·6 × 4 is 12 + 2·4 | |
| e.g. 2·53 × 3 is 6 + 1·5 + 0·09 | |
| Double decimal numbers with up to 2 places | |
| using partitioning | |
| e.g. 36·73 doubled is double 36 (72) plus | |
| double 0·73 (1·46) | |
| Know by heart all the division facts up to | |
| 144 ÷ 12 | |
| Divide whole numbers by powers of 10 to give | |
| whole number answers or answers with up to | |
| 3 decimal places | |
| Identify common factors, common multiples and | |
| primes numbers and use factors in mental | |
| division | |
| e.g. 438 ÷ 6 is 219 ÷ 3 which is 73 | |
| Use tests for divisibility to aid mental calculation | |
| Use doubling and halving as mental division | |
| strategies, for example to divide by 2, 4, 8, 5, 20 | |
| e.g. 628 ÷ 8 is halved three times: |
|---|
| 314, 157, 78·5 |
| Divide 1- and 2-place decimals by numbers up to |
| and including 10 using place value |
| e.g. 2·4 ÷ 6 = 0·4 |
| e.g. 0·65 ÷ 5 = 0·13 |
| e.g. £6·33 ÷ 3 = £2·11 |
| Halve decimal numbers with up to 2 places using |
| partitioning |
| e.g. Half of 36·86 is half of 36 (18) plus half |
| of 0·86 (0·43) |
| Know and use equivalence between simple |
| fractions, decimals and percentages, including in |
| different contexts |
| Recognise a given ratio and reduce a given ratio |
| to its lowest terms | | <urn:uuid:bc017e21-6132-43e3-9582-115d0ef6acf1> | CC-MAIN-2019-09 | http://busheyheathjm.herts.sch.uk/media/1070/calculation-policy.pdf | 2019-02-17T02:13:15Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00413.warc.gz | 45,656,748 | 8,810 | eng_Latn | eng_Latn | 0.996682 | eng_Latn | 0.997418 | [
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Chickenpox
Chickenpox is a viral illness. The chickenpox virus is also called varicella virus or varicella zoster virus. It is the same virus that can cause shingles.
Children with chickenpox often have a fever, headache, runny nose, a cough and feel very tired. The rash starts after 1-2 days on the chest and back, and spreads to the face, scalp, arms and legs. The rash can develop all over the body, inside the ears, on the eyelids, inside the nose and even within the vagina. The rash continues to spread for three or four days. It is usually very itchy.
Within a few hours after each spot appears, a blister forms. It may appear full of yellow fluid. After a day or so, the fluid turns cloudy. These spots are easily broken and form a scab. The spots heal at different stages, some faster than others, so your child may have the rash in several different stages at once.
Some children breeze through chickenpox with just a few spots. Others have a terrible time with hundreds of itchy spots. In families with several children, the illness can last for several weeks within the family if other family members become infected.
Incubation period
A child is susceptible to chickenpox if they have never been immunised against it, or have never had chickenpox.
A parent often doesn't know their child has been exposed to chickenpox. Some susceptible children (children who have not been immunised or who have not had chicken pox in the past) can come into contact with chickenpox and yet show no signs of having caught it. But the general rule is that chickenpox will show up about 10 to 21 days after your child has contact with an infectious person if he or she is susceptible to infection.
Infectious period
Chickenpox is a highly contagious, common childhood disease. A susceptible child can catch chickenpox if they have been in the same room for a period of time with a person with chicken pox or playing with another child with chickenpox. They can also catch it if they have been in contact with some item that has live chicken pox virus still on it e.g. the inside surface of clothing worn by someone who has chickenpox. A child is infectious from two days before the rash appears and stays infectious until all the blisters form scabs and are dry. Generally, this takes 5 - 7 days. Children must stay away from daycare or school while they are infectious. Once all the spots have formed scabs, the person is no longer infectious. Your child may go back to school as long as the spots are all scabbed over and dry.
Chickenpox is most common in children between the ages of 2 years and 10 years. If one child in your household gets it, it is almost certain that any others who have never had chickenpox or been immunised will get it next. Some children catch chicken pox but do not develop a rash.
Treatment
- Most children do not need any treatment for chickenpox
page 1 of 2
- For fever or pain, give your child Paracetamol. Never give your child aspirin, which can be dangerous for children with chickenpox.
- Chickenpox can be prevented by immunisation.
- Do not use Calamine lotion as it dries the skin. This makes the spots more itchy, and your child will want to scratch them even more.
Preventing scarring
Secondary bacterial infection of the spots can be caused by your child scratching, which can lead to scars.
To help prevent scarring from the spots:
- Dress your child in lightweight pyjamas or clothing.
- Clip your child's fingernails as closely as you can.
- Try putting mittens on the hands of very young children.
- Change your child's clothes and bed sheets daily.
- Apply a soothing lotion such as Sorbolene lotion.
- If your child is fidgety and wants to scratch the spots, your doctor may suggest an anti-itch medicine.
© The Children's Hospital at Westmead, Sydney Children's Hospital, Randwick and Kaleidoscope Children, Young People and Families.
page 2 of 2
Remember:
- Most cases of chickenpox are mild and children get better completely.
- Scarring can happen if your child scratches the spots and they get infected.
- For fever or pain, give your child paracetamol, not aspirin (make sure the dose of medication is recommended the packaging, by your child's doctor or pharmacist).
- Your child needs to see a doctor if thy have a very high fever or are very ill, particularly if they become very drowsy, or are breathing fast or vomiting a lot. | <urn:uuid:add25653-561e-442d-a182-5df7beed4820> | CC-MAIN-2019-09 | https://www.schn.health.nsw.gov.au/files/factsheets/chickenpox-en.pdf | 2019-02-17T02:50:52Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00413.warc.gz | 950,449,347 | 994 | eng_Latn | eng_Latn | 0.99919 | eng_Latn | 0.999398 | [
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Out of Lesson Learning Policy
Reviewed by:
Progress & Standards Committee
Version:
1
Adopted by FGB on: 12 th December 2012
Signed by:
(Chair of Governors)
Ysgol Treffynnon
Out of Lesson Learning Policy
"homework is important because it is at the intersection of home and school" (Goldstein and Zentall 1999)
Authors: H.E.Jones & I.Evans
Out of Lesson Learning is important because
A well planned extra-class assignment makes an important contribution to learners' progress at school and helps learners to achieve high standards.
Any learning activity that learners are asked to do outside of normal lesson time can be regarded as out of lesson learning.
An out of lesson learning task can generally relate to work that learners are doing in school, often as preparation, consolidation or follow-up.
Where appropriate, suggestions to help learners carry out independent enquiries will be given as part of out of lesson learning.
The main value of Out of Lesson Learning is to
[x] Enable learners to cover more subject content than is possible in lessons alone;
[x] Provide time for essential learning activities that do not require the presence of the teacher;
[x] Allow time for researching information, re-drafting work or working with others;
[x] Enable learners to review knowledge and skills taught in class and to develop and pursue new interests;
[x] Encourage independent study skills and reflection; and allow individuals to work at a pace that is appropriate to their abilities.
Staff in all Faculties will implement the agreed out of lesson learning policy consistently, but also develop individual approaches to suit the needs of their particular subject.
An explanation of why Out of Lesson Learning is important, and what the role of the parent or carer is
The school will ensure everyone involved clearly understands the purpose of out of lesson learning and how parents can help to support their child's learning. The School will provide parents and carers with a copy of the out of lesson learning policy on request and ensure that it is linked to any home-school agreement.
Parents' evenings and written guidance will be used to explain the school's expectations and approach to out of lesson learning.
Advice for parents and carers on where and when Out of Lesson Learning can be completed, and the resources and other support provided by the school
Out of lesson learning can be done by learners working on their own, at home with the support of parents or carers, at lunchtime, or before and after school with the support of teachers or other learners.
The amount of homework that is set and guidance on the time it should take
On average, a reasonable amount of time spent on homework would be within the following range:
Years 7 and 8 15 minutes per subject per week
Year 9
30 minutes per subject per week
Years 10 and 11 45 minutes per subject per week
Timing: Rather than a rigid homework timetable, each teacher will decide, after negotiation with their class, on which days they will set and which days they will collect out of lesson learning. They must ensure that learners have enough time to complete their assignment. This information must then be put into Learner's Planners
Guidance on the various types of Out of Lesson Learning that may be set, with examples drawn from different subjects
In a typical unit of work, learners could learn how to:
[x] Manage and organise their time effectively;
[x] Identify their strengths and weaknesses and understand their own preferred learning styles;
[x] Understand how they can improve their learning and performance through action planning;
[x] Develop a range of techniques to assist study, coursework and examination
preparation;
[x] Set targets for themselves in discussion with their tutors; and use the School Council to voice concerns on any aspects of school life, including homework.
Information about marking and how learners will receive feedback on their work; details of how the school will monitor the homework set to ensure that learners are not overburdened
The following points are crucial
- The chief criteria for the setting of out of lesson learning should be the purpose and quality of the activity rather than the quantity of work set;
- Tasks should be well planned, targeted and challenging;
- Tasks will arise naturally from ongoing work in class. This helps learners to achieve the learning objectives of the programme of study for the subject and relevant key stage;
- Out of Lesson Learning should stimulate learners' interests and enable them to develop good study habits and to extend their skills;
- Teachers must be clear about the rationale for out of lesson learning and the appropriateness of the tasks;
- All learners will have access in school to the resources and support they need;
- Teachers will have high expectations that all learners complete the work set;
- Tasks will be marked promptly and helpful feedback will be provided on what learners have achieved and how to develop their skills further;
- Consultation with learners and students takes place about out of lesson learning and teachers take account of the feedback they receive;
- There will be communication with parents and carers to ensure a shared understanding of the purpose and expected outcomes of any out of lesson learning activity; the school prospectus, newsletter or, in primary schools, a home liaison book can be used to do this;
- There will be shared information within and across departments to ensure consistency in, and co-ordinating of the amount and type of out of lesson learning set across year groups and classes; and
- Senior management will systematically and regularly monitor the impact and effectiveness of the out of lesson learning policy, for example, through regular book reviews.
Annex 1. Examples | <urn:uuid:faaff7a8-2038-4135-ad64-e99842e98c33> | CC-MAIN-2019-09 | https://ysgoltreffynnon.cymru/wp-content/uploads/2018/09/Out-of-Lesson-Policy.pdf | 2019-02-17T02:41:51Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00415.warc.gz | 1,023,129,886 | 1,137 | eng_Latn | eng_Latn | 0.96601 | eng_Latn | 0.997867 | [
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"Sakura Sakura" and the Kumoijoshi Scale of Japan
A Smithsonian Folkways Lesson
Designed by: Sean Ichiro Manes University of Washington
Summary:
Discuss Japanese customs regarding spring and the meaning of cherry blossoms. Listen to Japanese and American versions of the same song and discuss the similarities and differences.
Suggested Grade Levels: 3-5, 6-8
Country: Japan
Region: East Asia
Culture Group: Japanese
Genre: Kumoijoshi
Instruments: Xylophone, Recorder, Piano
Language: Japanese
Co-Curricular Areas: Social Studies
National Standards: 1, 2, 3, 5, 9
Prerequisites: None
Objectives:
- Listening (to Western and Japanese instruments)
- To familiarize oneself with the Japanese people, customs regarding hanami and spring, language, location, and values
- Singing (partial and full melodies)
- Playing (melodies, scales, on xylophone; recorder for extension)
- Improvising (on xylophones)
Materials:
http://www.folkways.si.
- "Sakura" by Okamoto from Sakura: A Musical Celebration of the Cherry Blossoms (SFW 40509)
edu/
kyoko- okamoto/sakura/world/m
us ic/track/smithsonian
- "Sakura" by Steve Addiss and Bill Crofut from World Tour with Folk Songs (FW02405)
http://www.folkways.si.edu/stephen-addiss-and-bill-crofut/sakura/americanfolk/music/track/smithsonian
- Orff instruments
Lesson Segments:
1. "Sakura, Sakura" (National Standards 1, 2, 3, 5, 9)
1. "Sakura, Sakura"
a. Play recording of "Sakura" by Okamoto.
i.
Ask students to tap lightly with the beat
ii. Ask students to try to figure out where the song might be from (the first 60-90 seconds of the track is sufficient)
iii. Briefly have students share their thoughts of the listening example by discussing where the song might be from, why it might be from a given location, what specifically in the music reminds them where it's from, etc.
b. State that this is a song from Japan.
i. Show pictures of cherry blossoms
ii. Share with them the fond affection that the Japanese feel for the cherry blossom, the annual parties that the Japanese have when the cherry blossoms are in full-bloom, and how the cherry blossom blooms for such a short time is an allusion to the brevity of life
c. Inform students that this song is written using a Japanese scale called the "kumoi-joshi" scale, which is made up of the pitches E, F, A, B, C.
d. Hand out score and teach the song to the students (use a version that does not use a "D" in the last phrase if written in A minor).
i. Teach bass xylophones the ostinato that is E-B-E' over 2 beats (2 eighths followed by quarter); have extraneous pitches (G and D) removed from the Orff instruments beforehand
ii. Have the class sing gently over the ostinato
e. Invite students to improvise an 8-beat pattern, beginning and ending on the pitch "E"
i. Give students one minute to figure out what they might want to do individually (or in pairs)
f. Have each individual student/pair exhibit their "improvisation".
g. Play the Steve Addiss and Bill Crofut version of "Sakura" to the class.
i. Briefly discuss how these two Americans have "changed" the song from how it was performed on the koto in the original recording (a portion of the "original" may be replayed, if desired)
ii. Briefly discuss how the Japan-inspired work on the recording is similar and/or different from the class's Japan-inspired creation from today's lesson
iii. Briefly discuss how music from a different part of a world can inspire musicians to create something very different from what they're "used to"
Extension: Create an Orff-inspired arrangement of "Sakura" using xylophones, recorders (using both a melody and a counter melody), and singing, and perform it at a concert.
Assessment: Are students able to identify where this song is from? Are students able to sing the melody? Are students able to improvise an 8-beat pattern on the Orff instruments? | <urn:uuid:521af84a-14f0-44f5-8d8b-734a3639d460> | CC-MAIN-2019-09 | https://media.smithsonianfolkways.org/docs/lesson_plans/FLP10037_japan_sakura.pdf | 2019-02-17T01:26:08Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00416.warc.gz | 605,931,784 | 962 | eng_Latn | eng_Latn | 0.937173 | eng_Latn | 0.992339 | [
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Hsinchu County American School Student Handbook
HSINCHU COUNTY AMERICAN SCHOOL DISCIPLINE POLICY
1.0 RATIONALE
Ensuring the safety of all students and staff is the responsibility of the school. Discipline must have the qualities of fairness, understanding and consistency. It is the shared responsibility of students, administrators, teachers and parents. Behavioral issues represent a range and there are different techniques and interventions along the range. Discipline should therefore be based on the principle of Progressive Discipline; minor infractions and first offences will have less serious consequences than major refraction and repeat offences. The ultimate goal of discipline is the development of the student as a moral, ethical and socially responsible individual.
The definition of 'School' to determine the jurisdiction and application of the Discipline Policy, will be as follows:
School is an entity that promotes the physical, mental, emotional development of students in a safe, secure and non-threatening learning environment. The word School in the context of the Discipline Policy will also include the following:
students taking part in any school-organized or school-related activity like organized tours within the city, in the country, or to other countries, attending the HCAS school camps or representing school in any event like Fests organized by other schools.
students travelling to or from school in school provided transport
student misbehavior at any time, which could have repercussions for the orderly running of the school or pose a threat to another student or member of the public or could adversely affect the reputation of the school.
1.1 The School Discipline Committee will consist of the following members:
1. Principal
2. Vice Principal
3. Director of Student Affairs
4. Director of Academic Affairs
5. Dean of Discipline
6. Homeroom
If there is no Director of Student / Academic Affairs, the respective Programme specific Coordinators will be a part of the Discipline Committee.
2.0 GROOMING
2.1 GIRLS
The following are not
permitted:
a. Makeup: Wearing eye makeup or lipsticks or glosses. (Except uniform OFF day)
b. Nail polish and long nails: Nails are to be cut short and no nail polish. (Except uniform OFF day)
c. Jewelry other than earrings: only one earring (ear stud) in each ear lobe; multiple piercings ; body piercing; nose studs/nose rings, finger rings bangles, bracelets or any other bands. (Except uniform OFF day)
d. Tattoos: Tattoos that are visible
2.2 BOYS
The following are not permitted:
a. Beards and stubble: Boys need to be clean shaven.
b. Jewelry: Finger rings, bracelets or other bands; simple watches only. (Except uniform OFF day)
c. Tattoos: Tattoos that are visible.
2.3 SANCTIONS
a. Hair: One verbal warning will be given to first time defaulters (under all grooming categories). Example: Boys will have to come with haircuts as per school specification the following day.
On second default, students will face Detention for the day. During this time, they will be assigned tasks like cleaning the Cafeteria, working in the Library or keeping assigned areas on the campus litter free. A 500 word Reflection (Self-Reflection Form) will be mailed/written by the student/s to the Dean of Discipline by the end of the day. Failure to do so will merit a Lunch Detention the
following day to complete the same.
Three defaults will result in the student/s being issued ONE Green Notice and sent back home in the case of day scholars and to the Boarding in case of Boarders; parents will be informed and are responsible for picking up their children from school; an extra home assignment will be given for submission the following day. Non-completion and submission of the same will lead to the student/s facing after school Detention on that day.
b. Grooming:
Same sanctions as in the section above will apply. Violation of rules pertaining to jewelry will merit confiscation of the items for a week by School.
c. Tattoos: In case of visible tattoos, defaulters will wear their formal school uniform for the rest of the term. If the tattoo is on the arm, elbow or hand, additionally the school jacket will have to be worn for the rest of the term.
All defaults under grooming will be recorded.
3.0 UNIFORMS
a. Formal school skirts for girls should be one inch above the knee. Boys should wear their formal trousers at the waist.
b. The top button of the formal school shirt for both boys and girls should be buttoned to hold the school tie in place.
c. Socks should be worn to their full length.
d. Formal black shoes as part of the uniform.
e. PE shorts should be worn just above the waist.
f. Shirts should not be faded.
3.1 Mobile phones
a. Once student/s arrive on campus, they must hand in their mobile phones to their homeroom teachers.
b. Mobile phones can only be used after school hours.
3. 2 SANCTIONS
5 The specified uniform schedule for the week must be adhered to by students.
a. Students will be informed about consequences of non- adherence to the uniform code by the School/Homeroom at morning Homeroom Time at least twice each month. First time defaulters will be given a verbal warning.
b. Students defaulting a second time will face Detention for the day. During this time, for example they will be assigned tasks like cleaning the Cafeteria, working in the Library or keeping assigned areas on the campus litter free. A 500 word Reflection will be mailed/written by the student/s to the Dean of Discipline/Director of Student Affairs by the end of the day. Failure to do so will merit a Lunch Detention the following day to complete the same.
c. Three defaults on the uniform code will lead to loss of privileges for the student/s and being issued ONE Green Notice at the same time. They will not participate in any school activity for that term, will not represent school in any competition, and will not go on any School/Boarding trip.
d. Further uniform defaults will merit Disciplinary Probation* for a month; default during this time will lead to Yellow Notice or even Red Notice issued.
* Disciplinary Probation is notice to a student who has shown continued disregard for regulations, engaged in disruptive behavior, been disrespectful toward others, or engaged in conduct that reflects negatively on the reputation of the school. Disciplinary Probation requires a student/s to remain free from any kind of disciplinary trouble during the specified period of probation.
All defaults will be recorded.
4.0 IDENTITY CARDS
a. Identity cards will be worn by all students throughout school hours.
b. Loss of an Identity Card or tampering with it will lead to replacement of the same by the student/s at a fine of NTD 500.
5.0 CHROMEBOOK
a. Chromebook will have GoGuardian installed.
b. VPN (Virtual Private Network) are strictly prohibited.
c. Violating the AUP (Acceptable Use Policy) is strictly prohibited.
d. Chromebook will be monitered during school hours.
6.0 LAND RESTRICTION
a. Outdoor Field, Playground, and 5 th Floor Gym are only available during Classes, Recess and Lunch Break only.
b. Playroom (for K-G3) is only available from 4.00 pm to 6.00 pm.
c. Classroom can not be entered without a permission from Teachers/Staffs/Administrators.
d. Running on the hallway and stairs are strictly prohibited.
e. Student lounge has to be used in a proper way; any damage on any school properties shall be call to account and investugated in detail.
7.0 ACADEMIC DISCIPLINE
7.1 TEXT BOOKS
a. A student who does not bring a text book/s to class will, at the first instance, receive a verbal warning by the concerned Subject teacher.
b. Textbooks not brought to class on two or more occasions, will lead to the student/s losing marks on their evaluation.
Subject teachers will maintain records of all defaults with regard to text books.
7.2 HOMEWORK
a. Non- submission of homework in the first instance will call for a verbal warning, and an extension by one day to submit the work.
b. Non-submission of homework for a second time will merit a loss of grades for the particular Subject.
c. Non-submission of homework three times and more will require the student/s to help with the School Service at the HCAS.
7.3 *INAPPROPRIATE BEHAVIOR IN CLASS
*Examples of Inappropriate behavior includes: use of abusive language, defiance, disrespect, insubordination, disruption, non-compliance, physical aggression, theft, harassment, bullying, inappropriate display of affection and lying.
a. Inappropriate behavior in class resulting in the disruption and flow of the lesson will require the teacher to handle the matter firmly by themselves and if need be to report the matter to the Dean
7
of Discipline.
b. The following are included as inappropriate behavior towards a teacher: talking back, passing rude comments, maligning a teacher publicly or being disrespectful. If a student/s indulge in any of the above points, after initial investigation by the Dean of Discipline / Director of Student Affairs, the matter will be reported to the Principal. The Principal will meet the student/s and the Counselor; parents of the student/s will be called for a meeting. The student/s will face suspension up to a week; post this there will be a month of counseling and Disciplinary Probation.
c. If inappropriate behavior involves bullying another student, the student will initially be put into counseling for a month, with four planned sessions. Parents will be informed. If the act of bullying is repeated post counseling, the student/s will be put on Disciplinary Probation for a month and will be observed and monitored closely. Counseling will simultaneously be extended by a month. If the problem remains unsolved during this period, it will lead to suspension or expulsion of the student/s from school as deemed appropriate.
d. In the course of the Disciplinary Probation, if the student/s indulge in inappropriate behavior towards any teacher, or inappropriate behavior of any kind towards another student, it will result in a serious consequences as deemed appropriate by the Principal.
Parents of offending students will be sent written communication by the school. All communication between the school and parents will be documented for reference.
7.4 TARDINESS
a. Student/s coming late to school without reasonable cause that could be confirmed by parents, in their own transport, after 8:00 am, in the first and second instance Student/s will be allowed to attend classes with a strong verbal warning.
b. In the third instance of late coming without reasonable cause that could be confirmed by parents, after 8:00 am, student/s will have one Absent Record on the Report Card.
c. Student/s coming late to school without reasonable cause that could be confirmed by parents, in their own transport, after 8:55 am, student/s will have one Absent Record on his/her Report Card.
8.0 ABSENTEEISM
a. School attendance of 90%* is essential to build overall academic excellence by making full use of the academic environment that the school provides for holistic development.
*This requirement will be viewed differently in cases where the absence has been sanctioned by the school or where a student represents school in any inter/intra school event.
b. Absenteeism for medical reasons will be viewed on a case-to-case basis.
c. Absence during class tests/Summative Exams, reexamination will be viewed on a case-to-case basis.
d. If students don't meet the above attendance requirement on a monthly basis, a mail will be sent to their parents informing them of sanctions (refer to the point below) that will be incurred.
e. If at the end of each term attendance of student/s falls below 90%, they will not be able to appear for the Summative Examination (Midterm/Final Examination) for that term. Parents will be informed in advance.
9.0 ZERO TOLERANCE
The school has a Zero tolerance policy to address the needs of the school for discipline that can maintain school safety, while maximizing student opportunity to learn. By removing students who engage in disruptive behavior, the aim of the Zero Tolerance policy is to deter others from disruption, and create an improved climate for those students who remain.
a. If student/s are found in possession/consumption, sale, distribution of tobacco/alcohol/drugs in school, at the HCAS School camps, during events where they represent school, or in school transport, the concerned parents will be informed in the first instance with a strong verbal warning.
b. On second default, the offending student/s will be given a hearing by the Principal and members of the Discipline Committee before an appropriate decision is taken.
c. Three time defaulters will be expelled from school, post a detailed investigation of the matter by members of the Discipline Committee headed by the Principal.
9.1 BULLYING
Bullying is repeated verbal, physical, social or psychological aggressive behavior by a person or group directed towards a less powerful person or group that is intended to cause harm, distress or fear.
The following types of behavior will be included in the definition of bullying:
Verbal or written abuse - such as targeted name-calling or jokes, or displaying offensive posters. Violence - including threats of violence.
Sexual harassment - unwelcome conduct of a sexual nature, which could reasonably be expected to cause offence, humiliation or intimidate.
Hostile behavior - towards students relating to gender and sexuality.
Discrimination including racial discrimination - treating people differently or ostracizing them because of their identity.
Cyber bullying - either online or via mobile phone.
a. Bullying of any kind is strictly prohibited in the school. In dealing with incidents of bullying each party involved will be asked to separately put into writing their own version of the incident.
Any witnesses will also be asked to record their version of the incident. The member of staff dealing with the incident will record pertinent points of any discussions with the students involved.
Acts of bullying will follow the process of Counseling for the bully and the bullied student, with prior information to, and meeting with the parents of these students. Initially, counseling will be up for a semester on case to case basis.
If the act of bullying is repeated post counseling, the student/s will be put on Disciplinary Probation for a month and will be observed and monitored closely. Counseling will simultaneously be extended by a month, with two sessions of family counseling added on. If the problem remains unsolved, it will lead to suspension or expulsion of the student/s from school as deemed appropriate.
Extreme cases of bullying leading to mental anxiety, isolation and physical harm to the bullied student could merit expulsion of the student, post a detailed investigation of the act.
10.0 CYBERBULLYING
Note: HCAS respects the right of students/ employees to use social media and networking sites, but it is important that personal use of these sites does not damage the School's reputation. It should be understood that what is private in the digital world has the possibility of becoming public, even without their knowledge or consent. Therefore, the School strongly encourages that care and good judgment be exercised when posting content and information on such sites, to avoid disciplinary action.
What constitutes cyberbullying?
Cyberbullying may take place through any of the following electronic media: •Mobile phones. •Instant Messenger and Voice over Internet Protocols. •Chat rooms and message boards. •Email. •Webcam. •Social networking sites. •Video hosting sites. •Virtual learning environments. •Gaming sites, consoles and virtual worlds. •Blogs and Wikis.
Cyberbullying will include the following:
Hate sites
Building websites that are dedicated to making fun out of someone.
Encouraging other people to join the bullying by publishing someone's personal details or linking to their social network page.
Chat rooms and discussion forums
Posting cruel and/or or abusive comments about someone.
Mobile phone
Sending humiliating and abusive video, photographic or text images/messages.
Making silent or abusive phone calls.
Interactive gaming
Spreading false rumors about someone.
Hacking into someone's account.
Blogs
Posting blogs where others could see them without the owner of the blog's permission.
Abusing personal information on Social Media
Transmitting personal photos, videos or emails
Posting abusive messages on profiles
Adding rude comments to a picture that has been uploaded
Posting a video or photo that makes fun of someone
Setting up fake profiles to tease others or to get them into trouble
10.1 The school reserves the right to intervene in cases of cyberbullying:
a. When they happen during school hours or after school hours but pertain to a student/teacher/staff of the school
b. When students commute to and from school
c. During school trips/tours where students are representatives of their school
d. Within the school Boarding areas.
10.2 Investigating Procedure:
a. If a student receives an abusive e-mail or text (or any other form of unacceptable electronic communication), he/she should report the matter to the School as soon as possible. A copy of the e-mail with full headers, plus dates and time should be saved wherever possible.
b. Depending on the nature of the allegation, the case will be addressed initially by the Head of School. Help will be sought from personnel of the IT Department in the matter, if needed. The Principal will be kept informed of all proceedings. For more serious allegations, the incident will be referred to the Discipline Committee headed by the Principal; also the parents of the concerned students will be informed. In extreme cases, the Police or other external agencies could be informed.
c. Students involved will be given a hearing to establish appropriate sanctions. Parents of students will be notified of the outcome.
10.3 SANCTIONS
a. Major acts of cyberbullying will merit up to three days of internal suspension. In addition, student/s will attend four sessions of counseling with the School Counselor.
b. External suspension up to a month will be given depending on the severity of the offense. The severity of the offense will be determined not only by the nature of offense but also by the impact on the victimized student.
c. Expulsion of student/s could take place in offenses which are very serious and merit intervention by the police or other external agencies.
11.0 VIEWING/POSSESSING PORNOGRAPHIC MATERIAL
a. Viewing pornographic material on laptops during and after school hours is strictly prohibited.
b. Sharing pornographic material with other students during and after school hours is strictly prohibited.
c. Recording videos or photographs of inappropriate actions amongst/between students will merit severe disciplinary action.
11.1 SANCTIONS
a. The school will conduct sensitization programmes as a preventive measure.
b. Depending upon the severity of the act, appropriate sanctions will be applied, which may lead to long external suspension/expulsion of the offending student/s.
c. In certain cases that concerned student/s will undergo counselling sessions with the Programme specific School Counsellor.
12.0 Other Acts
a. Apart from the items mentioned above, any other act of undisciplined or inappropriate behavior, misconduct or any action which reflects negatively on the reputation of the School by any student during his or her term at the School, will be investigated by the appropriate authority at the School and post such investigation, adequate steps will be taken to handle such incidents or act of indiscipline including any necessary punishments.
b. Hsinchu County American School enforces using English as first language.
c. Parents and students must be aware of School policy and procedures concerning acceptable and unacceptable behavior in our School and they have the responsibility of creating a positive environment in the School.
ACKNOWLEDGEMENT
I acknowledge that I have received and carefully reviewed the handbook related to my child with the School provided from the School, a copy of the School Student Handbook and confirm my agreement that these regulations may apply to my children. I agree to abide by and cooperate with the School to abide by all the local educational laws of the country which may be applicable to my children.
_____________________
_____________________ ( Grade: ____ )
Signature of Student's Parent
Signature of Student
_____________________
_____________________
Print name
Print name
_____________________
_____________________
Date
Date
Please hand in this Agreement Form to Parent Services within a week after you start the school. | <urn:uuid:9365859a-a44f-4aa9-8ee7-929799c4e6ca> | CC-MAIN-2019-09 | https://hcas.tw/wp-content/uploads/2019/01/HCAS-Discipline_Policy20181126.pdf | 2019-02-17T01:31:07Z | crawl-data/CC-MAIN-2019-09/segments/1550247481428.19/warc/CC-MAIN-20190217010854-20190217032854-00415.warc.gz | 575,327,510 | 4,289 | eng_Latn | eng_Latn | 0.997744 | eng_Latn | 0.998425 | [
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EGGPLANT
EGGPLANT berenjena
Solanum melongena
ECHO PLANT INFORMATION SHEET ®
Origin
Ancient orgin was probably the Indo-Burmese region or possibly China. The plant has now spread to the tropics, sub-tropics, warm temperate zones and greenhouses in cooler climates.
Uses
When the fruits are young and 2/3 full size fruits they are used as vegetable, mostly cooked. Young fruit are often eaten raw in Malaysia. In India, eggplant is sometimes used to treat diabetes, asthma, cholera and bronchitis.
Cultivation
Elevation: 0-2500 m (8200 ft)
Temperature: 28°-35° C (75°-100° F); Growth stops when temperatures drop below 10–12° C and frost kills the plants.
Soil: moist, well-drained soils. Eggplant is normally grown from seed but cuttings from shoots are also used.
Soaking seeds 24 hours before planting speeds germination. Plant in rows 70 cm (30 in) apart with 50-60 cm (20 in) between plants. For weed control, cultivate shallowly to avoid root damage. Eggplants are heavy feeders and respond well to manure or a balanced fertilizer at four to six weeks of development. Eggplant develops best under conditions of high temperatures, abundant light and ample water. Eggplant is not sensitive to daylength.
Harvesting and Seed Production
Harvest fruit in 60 to 90 days after planting. Fruit should be picked 3 to 4 times per week, when about 2/3 full size. Seeds should be taken from fully developed fruit. Take seeds out with a spoon and wash in water to remove pulp. Seeds should be dried in the shade until the moisture is approximately 12% and then stored in a cool dry place. Seeds stored for more than one year, do not maintain a high percentage of germination.
Pests and Diseases
Most destructive diseases are Bacterial Wilt and Fruit Rot. Most destructive pest is the Epilachna Beetle. Other pests are green stink bugs, mites, aphids and rootknot nematodes.
Cooking and Nutrition
The fruit can be eaten fresh or after rehydration of dried slices. The flesh has a fine texture and a taste close to that of mushrooms, but sometimes stronger or even quite bitter. Most often the fruits are eaten grilled, fried, steamed, or stewed with other vegetables, meat or fish. Also, they can be roasted, braised in ashes and seasoned with garlic, onion, spices, sugar, oil, soybean sauce etc. Eggplant has nutritional values of 1.6% protein, 0.2% Fat, 4.0% carbohydrates, 1.0% fiber plus iron, calcium, Vitamins C, Bi, B2, and niacin. The fruits are sometimes eaten raw but may be prepared in many ways such as roasted, fried, stuffed, pickled or cooked as a curry.
Tel: (239) 543-3246 | Email: firstname.lastname@example.org | Website: ECHOcommunity.org
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Name:
Project:
For year:
Instructions: This worksheet should help you keep records of your 4-H market animal project. Use a separate sheet for each kind of project—market beef, market hogs, and/or market lambs.
My project began with the following animals:
| Date | Description (include tag # or earnotch) | $/lb. (cost beginning weight) | Beginning weight |
|---|---|---|---|
During the year the following animals died:
| Date | ID | Estimated weight | Estimated value |
|---|---|---|---|
and justice for all . . .
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Many materials can be made available in alternative formats for ADA clients. To file a complaint of discrimination, write USDA, Office of Civil Rights, Room 326-W, Whitten Building, 14 th and Independence Avenue, SW, Washington, DC 20250-9410 or call 202-720-5964. Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Stanley R. Johnson, Director, Cooperative Extension Service, Iowa State University of Science and Technology, Ames, Iowa.
Youth and 4-H Market Animal Project Worksheet
Record of Expenses
My feed record is (include feed grown on family farm):
| Date purchased | Type of feed (grain, mix, hay, supplement, pasture, silage) | $/lb (total cost pounds) | Pounds |
|---|---|---|---|
My other expenses (veterinarian, bedding, insurance, show supplies and fees, interest, etc.) are:
Date
Item or expense
Cost
Total cost $
[5]
Record of Income
During the year I sold the following animals:
| Date sold | Description (include tag # or earnotch) | $/lb (net sale final weight) | Final weight |
|---|---|---|---|
| | | | [6] |
Listed below are the animal I still own at the end of the project year:
$/lb (est. total
Date Description (include tag # or earnotch) valueweight)
Total weight [8] and value [9] of animals on hand
Other income (premiums, wool, etc.) I received:
Date
Item
Estimated total value
$
Income
Total other income
Weight
[8]
$
[9]
[10]
Summary
Profit or Loss Statement
Total Expenses
Total Income
Value of animals at beginning of my project
(From [2] on pg 1)
Value of animals sold
(From [7] on pg 3)
Feed cost
(From [4] on pg 2)
Value of animals on hand at end
(From [9] on pg 3)
Other expenses (Add [2], [4], [5])
(From [5] on pg 2)
Other income (Add [7], [9], [10]
Total expenses [11]
Total income [12]
Total expenses [11]
Profit or Loss ([12] – [11])
Gain Records**
| Description (include tag # or earnotch) | Col 1 Date of beginning wt./*birth date | Col 2 Beginning weight | Col 3 Date of ending wt. | Col 4 Final weight | Col 5 Total gain | Col 6 No. of days on feed/ *days of age |
|---|---|---|---|---|---|---|
[13]
Total of total gain
**If you have more than six animals, continue this Gain Records section on another page so you have a line for each animal.
*Use this formula to calculate average daily gain (ADG):
a) total gain = final weight minus beginning weight (Col 2 – Col 4 = Col 5)
b) the number of days on feed = the number of days between the date of beginning weight and the date of ending weight (Use a calendar to count number of days between Col 1 and Col 3, number of days = Col 7.)
c) ADG = total gain divided by the number of days on feed (Col 5 Col 6 = Col 7)
*Use this formula to calculate weight per day of age (WDA):
Weight per day of age (WDA) should be calculated for animals that do not have beginning weight recorded.
a) days of age – the number of days between the date of birth and the date of ending weight (Use a calendar to count number of days between Col 1 and Col 3, number of days = Col 6.)
b) WDA = final weight divided by the number of days of age (Col 4 Col 6 = Col 7)
Use this formula to calculate feed efficiency: [3][13] = Feed Efficiency
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U-U\--
Family and Consumer Sciences
FSFCS41
Manag ng Cred t
Laura Hendrix, PhD, AF ® Associate Professor Personal Finance and onsumer Economics
Arkansas Is Our Ca pus
Visit our web site at: http://www.uaex.edu
What s Credit?
Credit is an agreement a consumer makes to receive cash, goods or services now and pay later Credit often adds fees and interest to the total cost Consumers must be aware of their rights and responsi bilities when using credit This fact sheet explains the basics of managing credit
Disadvantages of Using Credit
Many consumers find it convenient to use credit Renting a car, making hotel or plane reserva tions and shopping online are difficult without a credit card Using credit is necessary to develop a credit history Your credit score is based on a record of your credit management history A good credit score can help you to qualify for the best rates and terms for credit cards, car loans and home mortgages Credit can be important in case of an emergency Credit makes it possible to use an item, like an appli ance or a car, while you are paying for it Credit allows you to take advan tage of special bargains and sales Buying on credit may make it easier to return items or get a refund
Using credit costs money Paying interest on purchases can add up quickly Fees and penalties add even more to the cost Credit can tempt you to overbuy or buy on impulse Purchasing items on credit can tie up future income Overspending with credit can lead to financial stress or even bankruptcy
Types of Credit
Many consumers use credit to purchase homes, cars or a college education These loans from banks or credit unions are installment credit The loan is given for a set amount of time and interest The consumer repays the debt in regularly scheduled payments
Another type of credit is the c arge account Businesses that provide charge accounts require the credit to be paid in full each month
Revolving credit is another type Consumers use revolving credit with credit cards from businesses such as banks, stores or gas stations The consumer can continue to add to the charges as long as they do not exceed the account's credit limit Minimum payments are required at regular intervals Interest is charged on the remaining balance during each payment period
Why Use Credit?
Cost of Credit
The cost of credit will depend on the type of credit, the lender or creditor, the ways a consumer uses credit and economic conditions The interest rate, finance calculation method and fees affect the total cost
nterest Rate
* Annual Percentage Rate (APR) – The higher the interest rate, the more you pay So, look for the lowest APR available when shopping for credit The annual percentage rate is the amount you will pay for credit during a year Be sure to look at the ongoing APR and not just the introductory APR Some companies increase rates if payments are late For new accounts, regular rates cannot be increased for at least 12 months unless your payment is more than 60 days late The credit card company must notify you at least 45 days in advance of any increases to your interest rate or fees When rates do increase, they can only be applied to new purchases
* Variable Interest Rate – If you have a card with a variable interest rate, your rates will increase when the index increases An index is an economic indicator used to calculate interest-rate adjustments For example, a credit card company may charge the amount of the index plus 11 65 percent The fees disclosures will list which index the company uses The company doesn't have to notify you every time there is a rate change due to a change in the index
* Introductory APR – An introductory APR is a special, lower rate that applies for a fixed period (usually a few months) at the beginning of card ownership After this period the APR increases Introductory rates must last for at least six months The credit card company doesn't have to notify you about the change from introductory to regular rates
Finance Calculation Method
* Average Daily alance – The finance charge is figured by adding the outstanding balance for each day in the billing cycle The total is then divided by the number of days in the cycle This is the most commonly used method of computing finance charges A good credit score will help you to qualify for a lower APR New purchases are usually included The credit card offer will state if the finance calculation method includes or does not include new purchases
Fees
* Annual – Some credit cards do not have an annual fee The better your credit score, the more likely you are to qualify for a card with no or low annual fees
* Late – Most credit card companies charge fees for payments not received by the due date or closing date specified on the monthly statement This fee will occur each month the payment is late
* Over-the-Limit – Credit agreements state the highest amount the consumer is allowed to charge A fee may be charged for amounts over the credit limit Over-the-limit fees can't be charged unless you choose to allow over-the-limit purchases Otherwise, if you're at your credit limit, the purchase won't be permitted If you do choose to allow over-the-limit purchases, the company can charge you only one over-the-limit fee per billing cycle
* Finance – The finance charge is the total dollar amount a consumer pays to use credit Some credit card issuers charge a minimum finance charge even if the account is paid in full each month
* alance Transfer – Balances may be transferred from one account to another for a fee
* Cash Advance – Be aware that a higher APR will likely apply to cash advances The higher cash advance APR usually applies to the "credit card checks" you receive in the mail How Much Credit Can Afford?
There is no single, simple answer to this question Consider this guideline: Have no more than 20 per cent of take-home pay committed to consumer credit This does not include the amount owed on a home mortgage Other experts advise not owing more than 10 to 15 percent of take-home pay in credit debt, and this amount should be repayable within 24 months
How much credit a family can afford depends on family size, job stability, income and current credit obligations Consumers should also consider how any added credit payments will fit into overall spending and still leave funds for emergencies
Consumers should set a personal credit limit and stay within that amount The amount available to a consumer may be more than he or she can afford, especially if they have several accounts Always know the total amounts you owe and stick to that personal limit If any of the signs below apply, you may need help
Credit Danger Signs
Many problems can be avoided if you carefully read all the information that companies or businesses include on a credit card offer, statement or any other type of credit contract If the information is unclear, ask questions BEFORE signing anything If any of the statements below apply to your financial situation, you may have a credit problem
* Paying only the minimum amount due each month
* Borrowing money to pay fixed expenses such as rent or car payments
* Opening additional accounts to increase the amount you can borrow
* Using credit card advances to pay for everyday living expenses
* Charging more each month than you are paying
* Using savings each month to pay credit debt
* Having little or no savings Ways to Reduce Credit Costs
There are ways you can reduce the cost of using credit Some methods include:
* Borrow or charge the least amount possible This may involve saving for an item for several months before making a purchase
* Shop around for the best credit payment options
* Make the highest monthly payments you can afford
* Keep the number of credit cards you have at a minimum
* Pay off credit card debts with the highest interest rates as quickly as possible
* Use credit only when needed Before buying anything , ask yourself: Do I need this?
Can I afford it? Would it be better to save and purc hase it with cash?
* Keep good records
* Always know the total amount you owe
* Report any errors on statements at once
Credit Problems
If you recognize credit problems, begin working on them NOW Make no new charges You may need to cancel accounts Contact creditors if you see that payments may be late or missed Do not wait for them to contact you Before you contact them, know what you owe Be honest Be willing to work out a payment plan and stick to it Try to find ways to increase your income and/or decrease your expenses Apply extra money to pay off debt
Help s Available
* Your local County Extension Office can provide information and education programs on credit, money management, consumer protection, saving and consumer skills To find your County Extension Office, visit our website at www uaex edu
* PowerPay is an Extension program that features an online financial calculator to help you design your fastest debt repayment plan Visit https://powerpay org to explore a variety of options and design your best repayment plan
* Credit counseling services help individuals and families that are in financial trouble Many are nonprofit and charges are nominal
* Debt consolidation is one large loan used to pay off various outstanding debts It stretches out payments over a longer period of time, and you pay more interest The single payment is smaller than the total of the other payments, and it is easier to keep track of one debt Be careful when considering consolidation loans You may be tempted to add new credit obligations since your existing payment seems so "small "
* Bankruptcy is a final option It is not a step to be taken lightly, but it may be the only option in certain situations
Remember
Credit should be used for things that last long after the final payments have been made Be informed Choose your credit cards wisely Consider credit purchases carefully Protect your financial security and build wealth
References
All About Credit eports
Annualcreditreport com https://www annualcreditreport com/whatIsCreditReport action
Bankruptcy Information Sheet
U S Department of Justice http://www usdoj gov/ust/eo/ust_org/bky-info/index htm
Building a Better Credit eport
Federal Trade Commission https://www consumer ftc gov/articles/pdf-0032-building-a-better-credit-report pdf
Credit epair: How to Help Yourself
Federal Trade Commission https://www consumer ftc gov/articles/0058-credit-repair-how-help-yourself
Using a Credit Card
Federal Trade Commission https://www consumer ftc gov/articles/0205-using-credit-card
Credit Cards
Consumer Financial Protection Bureau https://www consumerfinance gov/ask-cfpb/category-credit-cards
Your Credit Scores
myFICO Credit Education Center https://www myfico com/credit-education/credit-scores
Printed by University of Arkansas Cooperative Extension Service Printing Services
DR. LAURA HENDRIX, AFC ® (Accredited Financial Counselor), is associate professor - personal finance and consumer economics with the University of Arkansas System Division of Agriculture in Little Rock
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St. Marys CE (A) Primary School
Special Educational Needs & Disabilities (SEND) Policy
2018/2019
Headteacher : Mrs C Hill
SENCO: Mrs J Turner
SEN Governor : Mrs D Keen
Our Values
Perseverance, Courage, Kindness, Thoughtfulness, Forgiveness, Gratitude
School Aims
- To build a community based upon shared values and respect, which recognises the skills and achievements of all.
- To nurture individuals to be confident and motivated with high expectations of themselves and others.
- To provide a safe, secure, caring and healthy environment for all.
- To provide a curriculum which develops thinking and learning skills, promotes internationalism, creativity and curiosity.
- To enable all to become autonomous, responsible learners and sensitive global citizens.
Aims and objectives of St. Marys CE (A) Primary School in relation to SEN provision
- To create an ethos and educational environment that is person centred and has the views and needs of the child/young person at its heart along with their families/carers.
- To encourage a strong focus on high aspirations and on improving outcomes for children and young people with SEN which will enable them to succeed in their education and make a successful transition into adulthood.
- To reflect the New Code of Practice (2014) in stating that teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. (p86, para 6.33). Every teacher is a teacher of every child or young person including those with special educational needs or disabilities.
- To fully adopt the graduated approach to ensure that all pupils with special educational needs and/or disabilities are identified early, assessed and catered for within the school/setting with high expectations for the best possible progress.
- To work within a 'person centred approach' fostering and promoting effective collaboration with children/young people, parents/carers and outside agencies.
- To encourage and engage the participation of children and young people and parents in the decision making and the planning and review of outcomes with regard to their provision.
- To clearly identify the roles and responsibilities of school staff and the SEN Governor in providing an appropriate education for pupils with special educational needs and/or disabilities.
- To be proactive in enabling full access for pupils with SEND to all manageable aspects of the school curriculum and the wider school life and activities thus developing positive self-esteem with a long term goal of independence and preparation for adulthood.
Defining SEN
The 2014 Code of Practice says that: 'A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others the same age, or, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
(Taken from 2014 SEN Code of Practice: 0 to 25 Years– Introduction xiii and xiv)
St. Mary's is an inclusive school, which means that teachers use a variety of teaching and learning strategies to support the learning of all children in their class irrespective of any underlying learning need.
The school reflects what the Code of Practice states (p88 sect 637) in that pupils are only identified as SEN if they do not make adequate progress once they have had relevant adjustments and strategies, including good quality personalised teaching. This is known as 'SEN Intervention Support'.
There may be times in a pupil's school career when they are identified as having a Special Educational Need. These students will be provided with intervention and/or support that is 'additional to or different from' the normal differentiated curriculum. This may be on an ongoing basis or for a limited time. Many students with sensory and/or physical disabilities may require adaptations, made as reasonable adjustments under the Equality Act 2010.
We are alert to emerging difficulties which may not be evident at an early age, these concerns may be expressed by parents or the children/young people themselves. Equally it is not assumed that attainment in line with chronological age means that there are no learning difficulties as it very much depends on the individual case.
The four broad areas identified within the SEN Code of Practice 2014 (p86) are as follows:
Cognition and Learning
Children with learning needs may learn at a slower pace than other children and may have difficulty developing literacy or numeracy skills or understanding new concepts.
Learning needs may be in addition to or as a result of other special educational needs. Children with a specific learning difficulty (SpLD) will have difficulties related to one or more of dyslexia (reading and spelling), dyscalculia (maths), dyspraxia (coordination) and dysgraphia (writing).
Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Cognition and Learning needs include:
- Specific learning difficulties (SpLD)
- Moderate learning difficulties (MLD)
- Severe learning difficulties (SLD), and
- Profound and multiple learning difficulties (PMLD)
Social, Emotional and Mental Health Difficulties
Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, selfharming, substance misuse, eating disorders or physical symptoms that are medically unexplained.
Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Social, Emotional and Mental Health Difficulties include:
- ADD
- ADHD
- Attachment Disorder
Communication and Interaction needs
Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or because they do not understand or use social rules of communication.
The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children with autism, including Asperger's Syndrome, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Communication and Interaction needs include:
- Speech, language and communication needs (SLCN)
- Autism (including Asperger Syndrome)
Sensory and/or Physical
Some children require special educational provision because they have a disability and this prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time.
Many children with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children with an MSI have a combination of vision and hearing difficulties. Some children with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
Sensory and/or physical needs include:
- Visual impairment (VI)
- Hearing impairment (HI – including Deaf and hearing impairment)
- Multi-sensory impairment (MSI - sometimes referred to as Deafblind)
- Physical disability (PD)
How Pupils with SEN are identified within St. Marys CE (A) Primary School
The purpose of identification is to work out what action the school needs to take. The school identifies the needs of pupils by considering the needs of the whole child which will include not just the special educational needs of the child or young person. The ability to identify SEN and adapt teaching in response to the diverse needs of pupils is a core
requirement of the teachers' standards (2012), teachers are guided and supported in this by the Headteacher/SENCo and information is shared appropriately and frequently. Although the SENCo has overall responsibility for supporting the identification of pupils with SEN in the school it is recognised that other members of teaching and non-teaching staff have a key role to play in this process. This is part of the collective responsibility and collaborative approach of the school.
Early identification of pupils with SEN is a crucial factor in overcoming barriers to learning. The SENCo works closely with the Headteacher to interrogate the school tracking data
We also use a number of indicators to identify pupils' special educational needs. Such as:
- Observations
- Information from the child
- Close analysis of data including: EYFSP, termly, yearly and end of key stage assessments, reading and spelling ages
- Non-verbal assessments and annual pupil assessments, including specialised assessments carried out by members of the school's Special Education Needs Inclusion Services (SENIS).
- Any teacher or support staff concerns.
- Following up parental/carers concerns.
- Tracking individual pupil progress over time
- Liaison with feeder nurseries and schools on transfer.
- Information from previous schools
- Information from other services.
- Very close liaison at the outset with EYFS staff, the SENCo and parents.
What is not SEN but may impact on progress and attainment may include:
- Attendance and punctuality
- Health and welfare
- Children/young people in receipt of Pupil Premium Grant or Pupil Premium Plus.
- Looked after child (LAC), including fostered and adopted
- Being a child/young person of servicemen/women
- English as an additional language (EAL)
The school's particular arrangements for assessing and identifying pupils as having SEN also form a part of our published Local Offer and with due regard to the general duties to promote disability equality.
A Graduated Response to SEND
Early Concerns
The progress made by all students is regularly monitored and reviewed. Initially, concerns registered by teachers, parents/carers or other agencies are addressed by appropriate differentiation within the classroom and a record is kept of strategies used. This can be then used in later discussions if concerns persist.
How we identify and support students with SEN
All students' attainment and achievements are monitored by their teacher who is required to provide high quality teaching and learning opportunities differentiated for individual students. Where a pupil is making inadequate progress or falls behind their peers, additional support will be provided under the guidance of the class teacher. Adequate progress could:
- Be similar to that of peers;
- Match or better the students' previous rate of progress;
- Close the attainment gap between the pupil and their peers;
- Prevent the attainment gap growing wider.
Where students continue to make inadequate progress despite support and high quality teaching, the class teacher will work with the school's Special Educational Needs Coordinator (SENCo) to assess if a pupil has a significant learning difficulty and agree appropriate support.
In some cases it may be necessary to seek assessment by or advice from an external professional such as a specialist teacher from SENIS or an educational psychologist. This will always involve discussion and agreement with the pupil's parents/carers.
When considering whether a pupil has a special educational need any of the following may be evident:
- Makes little or no progress even when teaching approaches are targeted particularly in a pupil's identified area of weakness;
- Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas;
- Persistent emotional or behavioural difficulties which are not ameliorated by appropriate behaviour management strategies;
- Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment;
- Has communication and /or interaction difficulties and continues to make little or no progress despite the provision of an appropriate differentiated curriculum.
- Has emotional or behavioural difficulties which substantially and regularly interfere with the pupil's own learning or that of the class groups, despite having an individualised behaviour support programme;
- Has SEND or physical needs that require additional specialist equipment or regular advice or visits by a specialist service;
- Has a communication and/or an interaction difficulty that impedes the development of social relationships and cause a substantial barrier to learning.
Quality First Teaching
a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored
b) Once a pupil has been identified as possibly having SEN they will be closely monitored and assessed by staff in order to gauge their level of learning and possible difficulties.
c) The child's class teacher will take steps to provide differentiated learning opportunities that will aid the pupil's academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.
d) The SENCo will be consulted as needed for support and advice and may wish to observe the pupil in class.
e) Through (b) and (d) it can be determined which level of provision the child will require.
f) If a pupil has recently been removed from the SEN list they may also fall into this category as continued monitoring will be necessary.
g) Parents will be informed fully of every stage of their child's development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
h) The child is formally recorded by the school as being under observation due to concern by parent or teacher but this does not place the child on the school's SEN register. Parents are given this information. It is recorded by the school as an aid to further progression and for future reference. The child will be given targeted support and may be placed on an 'intervention support plan' to ensure differentiation of provision is being undertaken.
i) Pupil progress meetings are used to monitor and assess the progress being made by the child. The frequency of these meetings is dependent on the individual child's needs and progress being made.
SEN Support
Where it is determined that a pupil does have SEN, parents will be formally advised of this and the decision will be added to the pupil's school records. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning.
The support provided consists of a four – part process:
- Assess
- Plan
- Do
- Review
This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes
Assess
This involves clearly analysing the pupil's needs using the class teacher's assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil's views and, where relevant, advice from external support services, will also be considered. Any parental concerns will be noted and compared with the school's information and assessment data on how the pupil is progressing. This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents. Parents will be informed either at parents' meetings or during informal meetings to discuss the child's progress. It shouldn't come as a surprise to a parent to learn that their child is being identified as having SEN.
Plan
Planning will involve consultation between the teacher, SENCo and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.
All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.
Do
The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-toone teaching away from the main class. They will work closely with teaching assistants and /or relevant specialist staff to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil's strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCo.
Review
Reviews will be undertaken in line with agreed dates. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and their parents. The class teacher, in conjunction with the SENCo will revise the support and outcomes based on the pupil's progress and development making any necessary amendments going forward, in consultation with parents and the pupil. Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.
Referral for an Education, Health and Care Plan
If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process (referred to as an educational, health care plan (EHCP)) which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.
The decision to make a referral for an EHCP will be taken at a progress review meeting.
The application for an Education, Health and Care Plans will combine information from a variety of sources including:
- Parents
- Teachers
- SENCo
- Social Care
- Health Professionals
Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan. Further information about EHC Plans can be found via the LA SEN Local Offer:
https://www.staffordshire.gov.uk/education/welfareservice/SpecialEducationalNeeds/spps/ ParentPacks/the-local-offer-2018.pdf
Statutory Assessment of Needs (EHCP)
Where, despite the school having taken relevant and purposeful action to identify, assess and meet the Special Educational Needs and/or Disabilities of the pupil, the child has not made expected progress, the school or parents/carers may consider requesting an Education, Health and Care (EHC) needs assessment. The evidence gathered through the regular review of interventions will help the Local Authority (LA) in determining when this statutory assessment of needs is required.
Where a pupil has an Education Health and Care Plan (EHCP), the Local Authority must review the plan every twelve months as a minimum. We, as a school, have a duty to cooperate so that we hold the annual review meetings as and when due and complete the appropriate paperwork for this process.
For children in year 6 – the annual review is used as a means of declaring the secondary phase provision required. Secondary colleagues are invited to attend the Annual review to ensure provision is adequate for transfer to highschool.
Monitoring and Evaluation of SEND
Regular monitoring of the quality of provision for all students including those with SEND follows the schools assessment and monitoring calendar. In addition the cycle of Assess, Plan, Do and Review ensures that students with SEND have their individual provision reviewed regularly, and at least termly. Additional training, advice and support will be provided to teaching staff where necessary in order to facilitate pupil progress and to meet pupil needs.
Pupil progress is tracked half-termly and where students are not making sufficient progress additional information is sought and appropriate action taken.
Supporting Students and Families
We value and accept the positive role and contribution parents/carers can make. We make every effort to work in full co-operation with parents/carers, recognising and respecting their roles and responsibilities. Parents/carers are encouraged to work with the school and other professionals to ensure that their child's needs are identified properly and met as early as possible.
In order that they play an active part in their child's development, the school endeavours to provide parents/carers with the relevant information so they can reinforce learning in the home.
At St. Marys CE (A) Primary School we endeavour to support parents/carers so that they are able to:
- Feel fully supported and taken seriously should they raise a concern about their child
- Recognise and fulfil their responsibilities and play an active and valued role in their child's education
- Understand procedures and documentation
- Make their views known about how their child is educated
- Have access to information, advice and support during assessment and any related decision making process about special educational provision.
Parents/carers of a child with SEND support will have the opportunity to meet with the SENDCo whenever they feel there is a need to by booking an appointment. However, the SENDCo is happy to meet with parents/carers, without prior arrangement, whenever this is possible.
Parents/carers are encouraged to seek help and advice from Independent Information Advice and Support services. Parents/carers are also encouraged to visit the Staffordshire County Council Local Offer website:
https://www.staffordshire.gov.uk/education/welfareservice/SpecialEducationalNeeds/Speci al-Educational-Needs.aspx
This website provides valuable information about different agencies, services and resources for children, young people with SEND and their families in addition to school resources and information.
Meeting Medical Needs
The Children and Families Act 2014 places a duty on schools to make arrangements to support students with medical conditions. Individual healthcare plans will normally specify the type and level of support required to meet the medical needs of such students.
Where children and young people also have SEND, their provision should be planned and co-ordinated. For those students with an Education, Health and Care Plan (EHCP) this will be used as it brings together health and social care needs, as well as their special educational provision.
Transition
A change of school, class and staff can be an exciting, yet anxious time for all students. We recognise that this can be very challenging for some students with SEND. We endeavour to make sure these periods of change are carefully managed in a sensitive way to provide continuity of high quality provision and reassurance to students and families.
Training and Resources
Allocation of resources
- Resources are allocated to support children with identified needs as identified previously.
- Each year we map our provision to show how we allocate resources to support teaching and learning; this is reviewed regularly and can change during the academic year, responding to the changing needs of the children.
- This support may take the form of differentiated work in class, support from a Teaching Assistant (TA) in focused group or individual intervention
- Specialist equipment, books or other resources that may help the pupil are purchased as required
Continuing Professional Development (CPD) for Special Educational Needs
* All staff at the school engage in regular training sessions when Quality First Teaching is addressed.
* Regular CPD is provided to all staff in school to enable the specific needs of children with SEND to be met.
* All staff have regular pupil progress meetings. The progress of all students including those with SEND is a core aspect of the appraisal process and appraisal targets will look at how to develop staff skills in meeting individual pupil needs as necessary.
* Teaching assistants are engaged in an ongoing training whereby the role of the teaching assistant is developed.
* External trainers are brought in periodically to address more specialist training needs such as dealing with specific medical conditions (e.g. epilepsy, hearing impaired) or to train staff in the use of specific interventions.
* Peer support and guidance is available daily for all staff in school and some of the best training development occurs through professional dialogue with colleagues looking at meeting the specific needs of a pupil.
Funding
Funding for SEND in mainstream schools is delegated to the schools' budget from the LA. It is the expectation that schools provide support to their students with SEND from their SEND budget. More information regarding funding can be found on the LA website. https://www.staffordshireconnects.info/kb5/staffordshire/directory/advice.page?id=o5swM
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Where a pupil requires an exceptionally high level of support that incurs a greater expense, the school can make a request for Additional Educational Need Funding (AEN)
The school will need to be able to demonstrate how it has spent the funding to date and the impact of this as well as demonstrating why further additional funding is required and how it would be used. This additional 'top-up' funding is then paid from the local authorities high needs block into the schools budget.
Personal Budgets
Personal Budgets are only available to students with an Education, Health and social Care Plan (EHCP) or students who are currently under-going a needs assessment for an EHCP.
Funding can be made available to parents/carers as a personal budget for them to commission their own provision for their child under certain conditions.
More information on Personal Budgets can be found on the LA website https://www.staffordshireconnects.info/kb5/staffordshire/directory/localoffer.page?directo rychannel=5
Roles and Responsibilities
The Governing Body
It is the statutory duty of the governors to ensure that the school follows its responsibilities to meet the needs of children with SEN following the requirements of the Code of Practice 2014. The Governing Body will, in cooperation with the Head teacher, determine the school's general policy and approach to provision for children with SEN and establish the appropriate staffing and funding arrangements. It will also maintain a general overview of the school's work.
The named governor for SEN is Denise Keen.
The SENCo will:
- take a strategic role in developing, monitoring and reviewing the SEND Policy and the School Local Offer;
- oversee the identification of children needing intervention through SEN Provision, Provision Support Plan or EHC plan;
- Complete Pupil Passports for children with specific learning needs with multi agency involvement.
- work with and advise colleagues;
- co-ordinate the teaching provided for children with SEND including deploying Teaching Assistants to support the learning of children with SEND
- oversee the records on all children with SEND
- work in partnership with parents of SEND children
- involve the child with SEND in the target setting and review process
- support the in-service training of all staff
- work with external agencies
- liaise with feeder nursery schools, primary and secondary schools to enable smooth transition for children with SEND, including in term transitions
- liaise with the governor responsible for SEND
- review the quality of provision and work with practitioners to ensure children have access to suitable challenge
Class Teacher
Class teachers will be fully aware of the school's procedures for identifying, assessing and making provision for pupils with SEN.
The planning for and delivery of the SEN Support Provision Plan, is the responsibility of the class teacher.
Overall responsibility for pupil progress remains with the class teacher. All children are expected to make good progress against their appropriate starting point.
Children
Pupil participation is the goal for all children and they will become progressively more involved in setting and evaluating targets within the SEN process.
Children's views will be sought and recorded as part of the review meeting.
Parents
All parents of children with special educational needs are treated as partners. Parents will be consulted about all action taken by the school. SEN Support Provision Plans will be shared termly with parents and their views on progress will be recorded at review meetings.
Storing and Managing SEND Information
Pupil SEND records will be kept in accordance to the DfE guidance contained in "Statutory Policies for schools" (February 2014)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/284301/stat utory_schools_policies.pdf
Responding to Complaints
In the first instance, parent complaints about the provision or organisation of SEND are dealt with through the procedures outlined in the School's Complaints Policy. If there continues to be disagreement with regard to SEND provision the Local Authority should make arrangements that include the appointment of independent persons with a view to avoiding resolving disagreements between the parents/carers and the school. This includes access to mediation before tribunal. Parents/carers have a right to appeal to a SEND tribunal at any stage.
Reviewing the Policy
This document is subject to an annual review as part of the cycle of self-evaluation.
Review Framework
Reviewed by staff on: ________________________________
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Name
Class
Date
A. Terms, People, and Places
Match the descriptions in Column I with the terms in Column II. Write the letter of the correct answer in the blank provided. (3 points each)
Column I
Column II
1. a religious French king who improved royal government
2. the Holy Roman emperor who fought to control wealthy northern Italian cities
3. artistic decoration of books in the Gothic style
4. the English king who signed the Magna Carta
5. the use of reason to support Christian beliefs
6. the outbreak of rapid-spreading disease
7. the appointment and installation of bishops by non-clergy
8. a campaign to drive Muslims from the Iberian peninsula
9. the everyday languages of ordinary people
10. a series of wars between Christians and Muslims for control of Middle Eastern lands
B. Key Concepts
Write the letter of the correct answer in the blank provided. (4 points each)
11. During the High Middle Ages, one method monarchs used to gain more power was to
a. allow nobles to raise their own armies.
b. broaden the power of Church courts.
c. strengthen ties with the middle class.
d. wage warfare by appealing to national pride.
12. What caused the dispute between Henry II and Thomas Becket?
a. Becket wanted the king to give legal rights to peasants.
b. Henry claimed the right to try clergy in royal courts.
c. Henry sought a divorce, which Becket denounced as heresy.
d. Becket argued in favor of the right of habeas corpus.
THE HIGH AND LATE MIDDLE AGES
Test B
a. Reconquista
b. King John
c. scholasticism
d. epidemic
e. lay investiture
f. Frederick Barbarossa
g. vernacular
h. Crusades
i. King Louis IX
j. illumination
39
THE HIGH AND LATE MIDDLE AGES
Name
Class
Date
Test B (continued)
13. Which of the following statements is true about the French Capetian kings?
a. They imposed royal law over their domain.
b. They abolished the practice of hereditary succession.
c. They added to their lands by taking Church lands.
d. They imposed high taxes on the clergy.
14. In 1122, the treaty called the Concordat of Worms gave the Church the
sole power to
a. excommunicate the Holy Roman emperor.
b. invest bishops with fiefs.
c. prevent bishops from accepting jobs from monarchs.
d. elect and invest bishops with spiritual authority.
15. What was an effect of the Hundred Years’ War?
a. English rulers turned to new trading ventures overseas.
b. Trade and manufacturing declined throughout Europe.
c. The loss of English lands shattered French dreams of empire.
d. The war helped ensure the feudal system would continue.
16. At the Council of Clermont in 1095, why did Roman Pope Urban II rally Christians to help Byzantine emperor Alexius I?
a. to secretly conquer the rich city of Constantinople
b. to drive the Muslim Turks from the Holy Land
c. to defend Venetian trade routes against Muslim attacks
d. to protect the territory of the Byzantine empire
17. After the Reconquista was complete in 1492, Queen Isabella
a. established a policy of religious tolerance throughout Spain.
b. launched a crusade against Jews and Muslims.
c. massacred Muslims in newly conquered Granada.
d. moved Jews and Muslims to a colony in Portugal.
18. Science made little real progress in Europe in the Middle Ages because
a. science was considered to be related to magic and witchcraft.
b. most scholars thought that all knowledge must fit with Church teachings.
c. translations of Greek science texts still had not reached medieval Europe.
THE HIGH AND LATE MIDDLE AGES
d. the study of science was banned from medieval universities.
40
THE HIGH AND LATE MIDDLE AGES
Name
Class
Date
Test B (continued)
19. What work did Italian poet Dante Alighieri write that takes the reader on an imaginary journey into hell and purgatory?
a. Canterbury Tales
b. Song of Roland
c. Poem of the Cid
d. Divine Comedy
20. Which of the following was an effect of the Black Death?
a. People developed greater religious tolerance as they united in prayer.
b. Doctors trying to stop the epidemic made rapid advances in medicine.
c. Peasants migrated into large cities seeking medical care.
d. There were large increases in wages and prices throughout Europe.
C. Document-Based Assessment
Use the excerpt to answer this question on a separate sheet of paper. (5 points)
21. Analyze Information Read the excerpt. Explain the motives of Emperor Henry IV. What events led up to this point described by Pope Gregory? How was this situation resolved?
"Wretchedly with bare feet and clad in wool, [Henry IV] continued for three days to stand before the gate of the castle. Nor did he desist from imploring with many tears . . . until he had moved all . . . present . . . to such pity and depth of compassion. . . . Finally, won by the persistence of his suit . . . we . . . received him into the favor of communion and into the lap of the Holy Mother Church."
—Pope Gregory VII
D. Critical Thinking
Answer the following questions on a separate sheet of paper. (25 points)
22. Determine Relevance How did the Domesday Book help to establish the power of the monarchy in England?
23. Draw Conclusions John Wycliffe and Jan Hus and his followers insisted that the Bible was the source of all Christian truth. Why did their devotion to the Bible threaten the Church? How did the Church react to them?
24. Summarize What effect did the Crusades have on Jewish people in Europe in the late Middle Ages?
25. Recognize Cause and Effect Explain at least one cause and effect of the Papal Schism of 1378.
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Year 1 & Year 2, Falcon Class
Spring Term 2021
Welcome back after the Christmas break. I hope everyone had a fantastic Christmas, I can't wait to hear all about it!
This term our main topics are 'Our Wonderful World' and 'Inventors and Inventions'. We will be linking our learning to this topic across some of the subjects.
Literacy – In Literacy, we will be focusing on traditional tales. We will be looking at stories such as 'Little red riding hood', 'Goldilocks and the three bears' and 'The three little pigs'. We will learn about different sentence types and how to use them effectively. A major focus this term is to ensure we show consistency with our punctuation and build independence in this area. We will look at simple sentence structure and will use our reading skills to support our learning.
Reading - Children will continue to earn merit points for reading at home. Five reads = one merit! We will continue to ask you to read the same story twice with your children. This is vital in improving their fluency when reading which in turn aids their understanding. Please sign your child's reading record every time they read. Please detail if they have read only a few pages of the book or the whole story each time to provide us with clarity for book changing. Reading comprehension will also be set every Friday as homework. It is so important that children read aloud to an adult regularly but also that they discuss their reading. Asking your children to describe a character to you, retell the events of the story or predicting what might happen next can all deepen their understanding of the book.
We will be having daily reading lessons in school. These will focus on comprehension and inference activities and book discussion. This term, we will be reading George's Marvellous Medicine in Year 2 and The Pencil in Year 1. We will be focussing on what parts of the text can help us to predict what may happen next. The children will look to improve their vocabulary by discovering new words and questioning what they mean.
Maths – In Maths this term, Falcon class will be focusing on fractions. We will begin looking at finding half of shapes, objects and quantities. We will move on to find quarters, with the Year 2 children looking at three quarters and a third. We will look at fractions using visual representations before using more concrete apparatus to support us. We will then begin to link this to our knowledge of multiplication and division to help us find fractions of quantities.
We will then begin to look at shapes, we will be looking at both 2-D and 3-D shapes and their properties. After this we will begin to look at statistics and how data can be recorded and interpreted.
We will also be continuing with weekly mental maths assessments and times table tests on Fridays and providing the children opportunities to use online platforms such as TT Rockstars and NumBots. Please continue to support your children to reinforce the skills they have learnt in relation to time and money.
Science – In Science, we will be looking at Everyday Materials. The children will be discovering the difference between an object and the material it is made from. We will then look at the properties of these materials and what makes them suitable for purpose. We will carry out lots of practical experiments to test which materials possess different properties.
PE – Our PE sessions will be on a Monday morning and Wednesday Morning. We will be practicing our skills in Real PE, we will be developing agility, co-ordination and balance skills. This will work alongside our Ball skills sessions where we will further develop these skills.
RE- Our focus for our RE lessons for the first half term will be to continue our learning all about the Muslim faith and understanding this way of living. We will then look at how the Muslim faith is similar and different to Christianity. We will then be looking at the Easter story and discovering why Easter matters in the second half term.
PSHE- This term we will be thinking about 'working together' thinking about teamwork skills and developing social skills. The children will be able to understand the positives of working together. We will then be thinking about social classifications and financial compatibility.
Art – In our Art sessions we will focusing on birds, we will be using birds from all over the world as our inspiration. We will be focusing on our drawing skills using different styles and learning different techniques.
Computing- We are going to become photographers in our computing sessions this term. We will be thinking about taking photos of our surroundings. We will then sort these and begin to look at photo editing to enhance and change images. We will then group these images into different categories.
Geography- In this unit of work 'Our Wonderful World' we will be thinking about the seven continents and five oceans of the world. We will then begin to think about hot and cold places in relation to the equator.
History – In our History sessions, we will focus on Inventors and Inventions. We will look at inventors such as Isambard Kingdom Brunel and look at different key inventions from
Victorian times. We will look at important inventions that we will still use to this day and look at the significance of these inventions at the time they were invented.
Design and Technology – During our DT sessions we be focusing on sliders and levers and will begin to design a project that contains one of these. We will develop our planning skills to ensure that we are completely prepared before creating our product. We will finally evaluate our project with positives and areas for improvement.
Spellings - Each child will have weekly spelling lists to learn. They will also be able to access these spellings to practice using Spelling Frame online. Please help your child by learning these spellings and looking at other words with the same letter patterns. Spellings will be tested on Fridays. The children will get merits for getting them all correct or for showing big improvements.
Homework – This term we will start providing the children with homework. This will largely be in areas that will have been impacted during our first lockdown or areas we have noticed require repetition to keep the knowledge fresh for the children. The children will be set a piece of Maths, Reading or Spelling/Grammar homework weekly this can be supported by an adult. All homework is set on a Friday and is expected to be handed in by the following Thursday. In addition to this, children will be tested weekly on quick recall of times tables facts and spellings. Please support us by helping your child to practise these at home. Please continue to support your children's learning online using Reading Eggs, NumBots and TT Rockstars
Thank you for all of your hard work and support.
Mr Forsyth
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How Children Learn Mathematics and the Implications for Teaching
Helen Taylor
Chapter Overview
In this chapter you can read about:
* • Why and how young children learn mathematics
* • The importance of practical activities
* • Starting with children's interests
* • Children solving problems
* • The progression of children's mathematical ideas from birth to 8 years old.
The nature of mathematics and young children learning
* What do you think mathematics is?
* At what age do you think children should start learning mathematical ideas?
* Is it appropriate and important for very young children?
* How can adults help?
01-Taylor & Harris-Ch-01-Part-1.indd 3
3
Mathematics is defined as 'the abstract science of number, quantity and space' by The Concise Oxford Dictionary (Allen, 1990: 732). It can be seen as a way of organising ideas in order to develop concepts. Skemp (1971) identified that having a concept involves more than knowing its name; it involves being able to use the understanding developed from recognition of similarities between particular examples of the con cept. Freudenthal (1973) argued that children develop concepts as a result of experi ences and thinking about those experiences. This may seem remote from children aged from birth to 8, however babies and young children are naturally curious and explore their world from an early age. They do not compartmentalise their explora tions as mathematical or otherwise. However, they will encounter mathematical ideas such as number, quantity and shape. Mathematics is an essential area of understand ing and knowledge in our everyday lives as adults and this is also true for children. The National Curriculum (DfEE, 1999a: 60) states 'Mathematics equips pupils with a uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways'. Lee (2006) states that mathematics empowers and enables us to take control of various aspects of our lives. It is also a creative discipline, capable of being used flexibly to communicate precisely. Mathematics can also be seen as a web of ideas that are continually refined and developed. According to ACME (2008: 4) the 'big ideas' of mathematics for young children include 'place value and the number system, conservation of number and measures, equivalence relations and dimensionality' (see chapters in Part 2).
Parents and carers will often intuitively draw young children's attention to mathe matical ideas by pointing out and talking about numbers, quantities, shapes and sizes as part of everyday life. This will be continued when they sing and recite rhymes to, and with, their children and as they play with their children using a variety of toys and objects (for example, wooden bricks and other construction toys, soft toys, smallworld toys and toy versions of real objects like tea sets). Mathematics features in the routines of everyday life, such as getting dressed and putting on two socks or laying the table and getting three plates out. Children begin to use vocabulary that reflects understanding of mathematics such as when they ask for more chocolate, sweets or chips. From these early mathematical experiences and ideas, children will gradually extend their understanding to more formal mathematics.
How do young children learn mathematics?
A number of theorists have proposed ideas about how children learn generally, and these ideas can be related to the learning of mathematics. Piaget (in Donaldson, 1978) believed that children construct their own knowledge and understanding through their interactions with their environment. This is called a constructivist theory.
01-Taylor & Harris-Ch-01-Part-1.indd 4
Vygotsky (in Atherton, 2011) is often referred to as a social constructivist. He emphasised the need for a child to have guidance from a 'more knowledgeable other' and to have opportunities to interact socially with peers as a means of learning. He also proposed the idea of the 'Zone of Proximal Development', which is that a child can work with someone else to achieve something that they could not achieve on their own, thereby learning through this process so that eventually they are able to perform the task by themselves. This is sometimes called scaffolding (Bruner, 1966; Wood, 1998). Similarly, Gifford (2008) refers to cumulative learning, meaning that learning needs to build on previously learnt ideas and that presenting children with something too advanced will not be effective.
Mathematical learning is associated with the development of mathematical understanding. Barmby et al. (2009) see this as a continuum where children add to and refine previous understandings. This builds on the work of Bruner (1966) who identified the idea of the spiral curriculum, where children meet an idea at one level and then later meet the idea again but are able to study it at a deeper level and achieve a better understanding of it. His influence can be seen in many mathematics curricula documents and in the practice of teaching mathematics. Bruner also suggested that children go through three phases when learning. The enactive phase is when children engage with something concrete in order to explore and manipulate ideas; this could be related to kinaesthetic learning. The second phase, iconic, is when children begin representing the ideas in a more abstract way. This can be supported in mathematics by using models and images so that eventually children can visualise some of them internally to assist their thinking. Finally, children come to the symbolic phase where they can use abstract ideas and ways of representing the mathematics.
Liebeck's (1984) ELPS approach is related to Bruner's enactive, iconic, symbolic phases in some ways. The E stands for Experience – children need practical experi ence of the ideas to start with. L is for language, and this is where Liebeck's approach differs from Bruner's; Liebeck emphasises the need for children to learn the language of mathematics, highlighting the need for adults and children to talk about the ideas. She then recommends that children go on to represent mathematical ideas through pictures (P) or diagrams before moving on to formal recording of mathematics through the use of symbols (S). Similarly, Gifford (2008) emphasises the importance of multisensory experiences for learning. Froebel (in Beckley, 2011) also emphasised the importance of practical activity for children's learning, including gardening and use of building blocks. This influence can be clearly seen currently in many nursery settings in the UK.
Skemp (1971) described two ways of understanding mathematical ideas that he called 'instrumental' and 'relational understanding'. Instrumental understanding is a shallower form of understanding. For example, we might develop an instrumental understanding of how to add, subtract, multiply and divide using a set procedure or
01-Taylor & Harris-Ch-01-Part-1.indd 5
algorithm by memorising the steps required. However, we might not understand how the procedure worked or why the various steps in the procedure are needed. One of the difficulties with this level of understanding is that if our memory of the procedure failed, we would be unable to continue. In contrast, a relational understanding of these procedures would mean that we understand how and why the procedures work.
The importance of practical activities
The work of Piaget, Bruner and Liebeck all emphasises practical activity as a starting point for learning with young children and Gifford (2008) reports neuroscientific sup port for this approach, too. Children are naturally curious and explore the world around them. They love to play. Adults working with young children can build on this in order to support mathematical development. One way to do this is to ensure that appropriate toys and other resources are available for children to play with and for the adults to recognise the mathematical potential of these toys and resources. Adults can then observe children interacting with the resources and provide additional resources or play alongside children using appropriate vocabulary and asking appro priate questions to maximise this potential.
* What sort of toys and resources will be helpful in supporting children's mathematical development?
* Which everyday toys that young children play with might also help to develop mathematical ideas?
* Do they have to be especially produced for mathematics?
CASE STUDY
Farm set
Oliver, aged 5, and Daniel, aged 3, both had identical new farm sets. They played together creating fields of different sizes and shapes with the eight fence sections. They created various shapes and sizes and arranged animals in the fields talking about how many animals would fit and whether they wanted big or small animals in the various fields. In each set there was a tree and the boys sometimes included the trees as field boundaries to increase the different shapes they could produce. At one point they used a section of fence to create a common boundary between two fields,
01-Taylor & Harris-Ch-01-Part-1.indd 6
leaving two fence sections out. Oliver announced that they had a 'square field and a triangle field'. He went on to talk about the triangle field being smaller than the square field. Then he said that 'triangles are always smaller than squares'. I asked him if this was always true and said I thought I could draw a really big triangle. He rushed off to find pen and paper and drew the largest triangle he could on a sheet of A4 paper, then he cut this out. He then gradually cut into the triangle creating smaller and smaller triangles. He also drew three rectangles, which he called squares on another piece of paper and wrote 'small to [middle] size to big' and told me that he could draw squares in lots of sizes. Taking another piece of paper, he drew a series of five triangles, each one slightly larger than the one before, a similar set of six circles and finally four squares (see Figure 1.1). This demonstrates that he has a good under standing of ordering sizes and that a shape can come in any size, contradicting his previous statement that 'triangles are always smaller than squares'. Daniel, at 3 years old, did not choose to draw anything but was content to talk about the sizes of the animals describing them as big and little and counting a set of four big horses accu rately. I attempted to develop his vocabulary by talking to him about 'middle-sized' animals; he appeared to listen but did not use this vocabulary himself.
Resources, models and images
The case study is an example of the use of toys that are not made specifically for mathematics. However, various resources have been designed specifically for this purpose. Many of these are designed as models which, together with mathematical
01-Taylor & Harris-Ch-01-Part-1.indd 7
talk, can support children in building up mental images of mathematical ideas. This type of resource includes objects such as interlocking cubes, Cuisenaire rods and bead strings (see Figure 1.2). Some paper-based resources are also published to support children in building up their own images and mathematical understanding. These include number lines and hundred squares. Delaney (2010) recommends that resources should be used in two different ways. One of these is by a teacher or adult for dem onstration of an idea along with explanation. He also recommends that children should engage with resources, directly playing with them, handling them and talking about them so that they can build up their own conceptions of the mathematical ideas.
Higgins (2008) recommends that ICT can be helpful for children in learning about mathematical ideas, if it is carefully selected and accompanied by appropriate talk. Some computer programs can help children in counting and developing early calcula tion and ideas about shape. Calculators can also be judiciously used to support the development of mathematics, as can interactive whiteboards.
CASE STUDY
Hundred square
Children in a Reception Class aged 4 and 5, had been introduced to the hundred square (see Figure 1.3) by their teacher. Later in the week during a child-initiated session, a group of children chose to draw and make marks on mini whiteboards.
01-Taylor & Harris-Ch-01-Part-1.indd 8
Figure 1.3 Hundred square
Harry (aged just 5) had chosen a whiteboard with a 10 x 10 grid marked on it. He fetched a copy of the hundred square that the children had been using previously. He started to write numbers on the whiteboard grid, trying to copy from the hun dred square. He wrote 1 and 2 successfully then wrote 3 the wrong way round. He missed out some numbers and wrote some of the teens numbers in the top row. In the square under the number 1, he wrote 100, although he found it difficult to fit the three digits into the small square. I asked him to explain what he was doing. He did not appear to realise that he had missed writing some numbers but he appeared to have a good understanding of how the hundred square worked and how the numbers are traditionally arranged in it. Josh, aged 4 years and 11 months, came over to join in the conversation. He pointed out that the 100 should be in the bottom right-hand square and added 'because that is the end number'. He went on to say, however, that when we're counting 'We can go past one hundred [and] we can go on counting forever because it never stops'. Harry rubbed 100 out from the second row and wrote it in the bottom right-hand square. This demonstrated both children had been supported in their mathematical understanding through the use of the hundred square and that both had a good under standing for their age of the number system and how it works.
Starting with children's interests
It is important that children develop positive attitudes to mathematics in the early years; therefore they need to be interested and to enjoy mathematical activities and experiences.
01-Taylor & Harris-Ch-01-Part-1.indd 9
Much of the documentation produced by the National Numeracy Strategy (DfEE, 1999b) and the Primary National Strategy (DfES, 2006) in England has recommended that children should be given opportunities to solve 'real-life' problems in mathematics. However, it could be questioned whether a problem within a classroom or early years setting is in fact 'real-life'. It may be preferable to use the term 'meaningful contexts' for problem solving as this can also include fantasy or imaginary contexts, such as stories that are meaningful for children but fictional. In the case study described earlier in this chapter, Oliver and Daniel were engaged in mathematics in a context that was meaningful for them on that particular day as they had just received new farm sets as presents. You will be able to identify other play situations and toys where there is potential for mathemat ics arising from the children's play. Play and mathematics is the subject of Chapter 3.
Giving children a degree of choice can help them to build up their independence; this in turn will help them to develop persistence and resilience, which are necessary in the learning of mathematics and in problem solving within mathematics, the wider curriculum and beyond. Children need a self-image as a successful learner (Gifford, 2008) and the affective aspect of learning mathematics is extremely important. Adults need to build children's confidence in mathematics as well as their competence.
Schemas arising from children's interests
Carruthers and Worthington (2006) built on Athey's (1990) work on schemas. These are repeated behaviours during play that demonstrate children's exploration of particular ideas and concepts. Schemas include enclosing things, connecting and transporting. Their research involved asking parents to keep diaries of children's schemas. Adults working with children in various early years settings also took note of children's schemas. Carruthers and Worthington recommend that adults working with young children should work with and extend children's schemas. They give an example of where a child was in a spiral schema, extending this by encouraging her to examine snail shells carefully and to stir fruit into plain yoghurt. They also identi fied that children may represent ideas associated with their present schema, leading to further exploration of the idea and therefore to deeper learning. They contrast children exploring shapes through their play when they are interested, with a teacher holding up a shape and telling the children that it is a triangle.
* Think of a child in the age range of 0–8 years that you know well. What are their current interests?
* What would be a meaningful context for them?
01-Taylor & Harris-Ch-01-Part-1.indd 10
How Children Learn Mathematics
Routines of the day can also provide meaningful contexts for mathematical development. These could include:
* getting dressed
* tidying up
* laying the table
* preparing a snack.
Often, just by listening and talking to children at these times, mathematical lan guage and vocabulary can be developed. For example, we might talk with children about the sizes of different objects. Sometimes, the situations could be developed into problems for children to solve. Examples of questions we might ask children when laying a table are:
* 'How many plates do we have?'
* 'How many more plates do we need?'
* 'How many plates do we need?'
The first of these is a simple counting question. The second could be more chal lenging if the people needing the plates are not all present and the child has to count from their imagination. The third question could combine the first two and involve some addition or 'counting on'. Adults can assist children to answer these questions through modelling by thinking aloud.
Stories, songs, poetry and rhymes can also provide meaningful starting points for math ematics. Beyond counting books, some stories have been written especially for the purpose of developing children's mathematical understanding. However, mathematics can also ensue from reading a story that is not directly written with mathematics in mind. An example is Mr Magnolia (Blake, 2010). Although it is not obviously a count ing book, it works in that way. Mr Magnolia starts the story with one boot, he has two sisters, three creatures in his pond, and so on. There is also scope for discussion of sizes when looking at the pictures. The opportunity to discuss items that come in pairs could also lead to work on odd and even numbers or counting in twos. Giant stories can also lead to discussions of size (see Chapter 13) and perhaps to children solving problems by working out how tall the giant is from a foot or hand print.
Many children will enjoy joining in with songs and rhymes and these can provide a meaningful context from which to explore some mathematical ideas. 'When Goldi locks went to the house of the bears' supports counting to three and talking about different sizes. Very early adding and subtracting can be supported by singing 'Two
01-Taylor & Harris-Ch-01-Part-1.indd 11
Little Dickie Birds'. You can find books (sometimes with a CD) of songs especially written for supporting mathematical development in young children.
Out of doors and further afield
Young children learn all the time and in different environments. They will be used to this before they join a more formal learning setting such as a nursery, pre-school or school situation. Many children love to play outdoors and much mathematical learning can take place outside, taking advantage of the spaces in the natural and built environment. This could be in an outdoor area adjoining the setting or further away, necessitating a journey. Locations for outdoor learning can be familiar or unfamiliar. Similarly, there are interesting opportunities for learning in different indoor locations. Different locations will appeal to children's interests and can be use ful in motivating children to think in different mathematical ways. More consideration will be given to these ideas in Chapter 5.
Linking mathematical and other learning
Linking mathematical activities within a setting with home and other experiences a child has outside of the setting encourages meaningful learning. This involves getting to know the children well as individuals including their current preferences and inter ests. Therefore, it is also useful to build productive relationships with the children's parents or carers. Good communication is then far more likely and parents and prac titioners working within settings can help children to continue their interests and can talk to the children about them and therefore make learning deeper and more effec tive (see Chapter 8). Communication between adults within a setting is also very important, especially if a child will come into contact with a number of different adults within a week. Feedback from all adults is also vital if one adult has the key respon sibility for the planning of mathematical learning, resources and experiences.
Links between mathematical ideas
Research into effective teachers of numeracy (Askew et al.,1997) has shown that the most effective teachers of primary mathematics are those who believe that it is important to help children to see the links and connections between different math ematical ideas, different representations of mathematics and children's existing methods and understandings. Teaching is based on dialogue between the teacher and the child and between children to ensure that these connections are highlighted.
01-Taylor & Harris-Ch-01-Part-1.indd 12
How Children Learn Mathematics
Barmby et al. (2009) believe that children develop mathematical understanding through adding mental connections between ideas by representing the mathematics and reason ing. Adults working with young children will often intuitively assist them in making connections, such as helping children to add numbers together by counting. However, if adults are aware of the importance of this, they can capitalise on the opportunities to assist mathematical development. Chapter 10 highlights links between the four operations and it is essential for children to become aware of these.
Links between setting-based and outside experiences can also involve topical themes to be explored in a mathematical context. Young children will not see learning as separated into subject categories and one activity may help their development in several different areas. We have mentioned the development of children's mathemati cal vocabulary and language several times, because it is bound up with thinking and therefore learning, but this also means that through assisting a child with developing this vocabulary they will be developing their language more generally. Gifford (2008) also highlights this aspect and the way that adults can model mathematical thinking and talk through thinking aloud and helping children to articulate in 'sustained shared thinking' (Siraj-Blatchford et al., 2002).
Figure 1.4 lists some topical themes and related mathematical activities together with the mathematical vocabulary that could be highlighted.
| Theme | Possible mathematics activity |
|---|---|
| Autumn | Collecting, sorting and grouping leaves |
| Christmas | Exploring and creating symmetry in decorating Christmas trees |
| The Olympic Games | Comparing numbers of medals for different countries |
| Holidays | Exploring and counting sand castles |
| India or Hinduism | Exploring and creating Rangoli type patterns |
| National Book Day | Using a story as a starting point for mathematical ideas |
| Bonfire Night | Making and describing a firework picture, counting and describing position and direction |
Figure 1.4 Themes and mathematical activities
01-Taylor & Harris-Ch-01-Part-1.indd 13
CASE STUDY
Rock pool activity
One summer term I was teaching a class of 4–5 year olds and had chosen the theme of summer holidays to base activities around. I wanted to give the children opportu nities to develop positional vocabulary, so I decided to set up the sand or water tray to resemble a rock pool. Stones, pebbles and shells were collected from a beach and washed thoroughly. A large shallow dish of water was placed at one end of the sand tray; this was surrounded by the rocks and pebbles. Sand was then distributed to make a more natural appearance. Children had a collection of sea shells and plastic sea creatures, including crabs and other shellfish, a seahorse and starfish. Groups of children then arranged the sea creatures and shells as they wished in the tray. As they did this an adult talked to the children and discussed where they were placing them. Clipboards and paper were also provided and many of the children drew representa tions of the rock pool and the creatures, again practising the positional language as they drew and described their pictures. They used phrases such as:
'The crab's under water'
'The starfish is coming out from under the rock' 'I've put the shell on the top of the sandcastle'
I encouraged children to use the phrase 'in between' by modelling sentences for the children, 'The seahorse is in between two rocks'. Some of the children were also later heard using this phrase.
Children solving problems
Problem solving is important in all areas of learning, but perhaps particularly in math ematics where it provides opportunities for children to develop mathematical thinking skills and to apply their understanding in a meaningful way. It encourages children to draw upon their previous experiences when considering possible ways of solving a particular problem and deciding a course of action. Problem solving features in many of the other chapters in this book, with a particular focus on problem solving within children's play in Chapter 3.
* What constitutes problem solving in mathematics for very young children?
01-Taylor & Harris-Ch-01-Part-1.indd 14
How Children Learn Mathematics
For children to appreciate mathematics as meaningful and relevant to them and their everyday lives and not just a preparation for the future, they will need to be involved in using and applying mathematics to solve problems. Problem solving for very young children should consist mainly of practical problems. It is sometimes easy to think of problem solving in school mathematics being word problems. These would only be relevant for some of the older children within the age group considered by this book, and even then practical problems should be the focus. Problem solving is a key feature of the curriculum guidance from each of the countries of the UK. Children have often been asked to solve some problems by using and applying their recent learning in mathematics lessons. However, young children will often come across problems to solve in their play and daily activities. Sometimes these can lead to the children learn ing mathematics. Starting with a problem can also be a very effective approach for older children and is regularly used in the Netherlands in 'Realistic Mathematics Educa tion' (van den Heuvel-Panhuizen, 2001).
Children will need to learn problem-solving skills such as:
* • identifying the mathematics required
* • decision making
* • simplifying
* • representing
* • recognising patterns
* • organising and checking
* • communicating in different modes
* • justifying
* • predicting
* • explaining
* • generalising.
* • conjecturing or hypothesising
Some of these will need to be modelled by adults. For example, we might demonstrate to children how to draw a table to organise their results. However, at times children will also need freedom to approach a problem in their own way with opportunities to discuss methods and approaches with others.
Children solve problems of a mathematical nature through their lives and play as and when they occur. Adults may also set up problems for children to solve. Children will sometimes take these ideas forward into their play later on. Figure 1.5 suggests some problem-solving opportunities and gives some examples of problems children may engage with.
(Continued)
01-Taylor & Harris-Ch-01-Part-1.indd 15
(Continued)
Figure 1.5 Problem-solving opportunities
| Problem-solving opportunity | Examples |
|---|---|
| Building with construction toys | Children will often look for a brick or a piece of a certain size to fti a gap. |
| Tidying up | An adult may ask ‘Have we got all the scissors?’ This might result in a child making sure that each place in the scissor rack has a pair of scissors in it or saying that one pair is missing. |
| Adult suggested problem after a story | After listening to the story of The Three Bears, children might be challenged to use junk modelling materials such as recycled cardboard packaging boxes and pieces of fabric to make beds for teddy bears. This could be supported by talking with the children about whether the various teddies will fti the beds. |
Progression in children's mathematical ideas 0–8
As described in Chapter 9, babies have a sense of quantity and as they get older children will gradually build up more experiences and develop their mathematical ideas. Some of this will happen almost naturally and despite what adults do. However, ultimately it is important that children's mathematical progress is maximised. Progress could be seen as cumulative learning (Gifford, 2008). Talk and developing mathematical vocabulary is essential for this maximising of progress (see Chapter 2). Many parents intuitively talk to their children about mathematical ideas and will help their children to progress, for example they will count for and with the child and encourage the child to count further than they have previously. They will use words to describe sizes and praise the child when he or she talks about a big dog.
Once a child joins a more formal setting such as a nursery, pre-school or school, it will be more important for the adults to identify and enable progression; this is more complicated when working with larger numbers of children. Children need new oppor tunities that build on their previous knowledge and understanding supported by development of their mathematical vocabulary. It is therefore essential that adults understand what children already know, understand and can do in order to provide appropriate challenges, resources and other support for children in their play and in the activities that adults encourage the children to take part in. This understanding is gained through assessment of children's learning (see Chapter 7). However, it is not
01-Taylor & Harris-Ch-01-Part-1.indd 16
How Children Learn Mathematics
just adults understanding where children are in their mathematical development that is important. This must feed through to planning the next stages for children's learning. This may be short-term planning in deciding what question to ask the child or what challenge to set immediately, or it may be longer term, in deciding what mathematical opportunities should be presented to the child the next day, next week or next term.
By the time children are 8 years old, they will need to be able to count accurately in steps of different sizes, forwards and backwards. They will have met and begun to understand the four operations of addition, subtraction, multiplication and divi sion. They should have some knowledge and understanding of shape, space and measures. They should also be able to use and apply their mathematical knowledge and understanding in a variety of contexts to solve problems. It is also helpful if children of this age can remember and recall some mathematical facts rapidly, such as number bonds and multiplication tables (see Chapter 10), so they can use them in later mathematics and problem solving.
Remembering and mathematical learning
Alloway (2006) conducted a literature review into the effects of children's memories on their mathematics. She found that children with poorer working memories struggled with mathematics learning. This would suggest that adults should assist children in this area by giving very limited numbers of instructions at any one time, breaking tasks down into bite-sized pieces and providing memory aids. Children will also need to learn strategies for supporting themselves independently when their memory fails them.
It is vital that young children develop positive attitudes to mathematics in order to prepare them for success in future mathematical development. In order to promote these attitudes children need to be motivated, stimulated, engaged and interested so that they enjoy their mathematical learning.
Learning through mistakes and misconceptions
Using children's misconceptions
Bell's (1993) research, albeit with older pupils, showed that addressing misconcep tions through discussion during teaching improves achievement in the short and longer term. Letting pupils initially demonstrate misconceptions was also shown to be more effective than trying to get children to avoid them.
01-Taylor & Harris-Ch-01-Part-1.indd 17
Ryan and Williams (2007), Cockburn and Littler (2008) and Swan (2001) advocate that children can learn effectively through their own and others' mistakes and misconcep tions if they are exposed and handled sensitively. Adults can assist this learning by being aware of typical errors that children make in various areas of mathematics, not planning to avoid these but rather to highlight them and use them positively in the learning setting. Building up a positive and supportive ethos and culture (Drews, 2011) is important in the learning setting so that children do not feel humiliated if they make an error but gradually begin to appreciate the value of persistence, resilience and the efforts of other children. Spooner (2002) advocates placing children in situa tions where they feel in control of identifying errors and misconceptions. Ryan and Williams (2010: 147) recommend that adults working with children take 'a positive view of errors and misconceptions as productive starting points for learning'.
According to Koshy et al. (2000), children make different types of mistakes when they are engaged in mathematical activities. It is possible for them to make an error where they have a good understanding of an idea but they are perhaps distracted and something goes wrong. However, a mistake might instead be the result of a misconception. These can be described as partial conceptions based on incom plete or immature reasoning (Ryan and Williams, 2010; Swan, 2003; Thompson, 2008a) and ideas about mathematics resulting from incorrect assumptions or overgeneralisations. Swan clarified that few misconceptions are completely wrong and they often apply in more limited circumstances. An example of this is the view that multiplication always makes a number larger. This works for numbers greater than 1, but not for numbers less than or equal to 1, for example 8 × 1 /2 = 4. Ryan and Williams (2007) describe misconceptions as 'the result of intelligent engagement'. Barmby et al. (2009: 4–5) regard misconceptions as 'evolving understandings' and as important to children's progression in learning mathematics; 'working through mis conceptions is an important part of the process of developing understanding'. With children in the 0–8 age phase, Thompson (2008a: 207) suggests that misconceptions can be thought of as 'limited conceptions'. Challenging misconceptions is necessary so that children can progress with their mathematics and later ideas are built on firm foundations.
Drews (2011) highlighted that it is essential to devote time to confronting miscon ceptions because deep-rooted ideas will be hard to shift and require a change of mind-set. She recommends that children should be rewarded for having the courage to test out mathematical ideas and this is more important than getting correct answers or presenting work neatly. If misconceptions are not tackled, it could be counterproductive to future learning and progress.
Littler and Jirotkova (2008) warn that adults involved in teaching mathematical ideas should not be tempted to teach short cuts that can later lead to problems for children, as un-learning ideas is very difficult. An example of this is that it can be tempting to teach children that to multiply by 10 they can 'add a zero', however this will not work once a child is multiplying numbers with decimals. The assessment of children's misconceptions
01-Taylor & Harris-Ch-01-Part-1.indd 18
How Children Learn Mathematics
is explored in Chapter 7. Specific misconceptions and errors are discussed in the chapters of Part 2 of this book.
Summary
This chapter has explored why it is important that children learn mathematics and described principles, based on theories, of how children learn mathematics. The role of adults in supporting learning and maximising opportunities within chil dren's everyday lives, touching on their play and the routines they participate in, has been discussed. The importance of building on children's interests in order for mathematical learning to be relevant, interesting and engaging and of enabling positive attitudes was emphasised. Progression in learning mathematics is essential as children get older and move through into later primary and secondary education and then for their lives as adults. Children learn through mistakes and misconcep tions and adults can use these in positive ways to maximise effective learning.
Further reading
Thompson, I. (2008) Teaching and Learning Early Number, 2nd edn. Maidenhead: Open University Press.
Sections 1, 2 and 7 are relevant to the ideas discussed in this chapter. It is a readable and accessible book and will give you more detail in many areas.
Carruthers, E. and Worthington, M. (2006) Children's Mathematics: Making Marks, Making Meaning, 2nd edn. London: Sage.
Mathematical schemas are explored in Chapter 3 of this book. It will help you to put the idea of building on children's interests into action. Other chapters in the book will also be of interest such as bridging the gap between home and school mathematics.
MacGregor, H. (1998) Tom Thumb's Musical Maths. London: A and C Black.
In this book new words have been written to familiar tunes to aid mathematical learning.
Moseley, C. (2010) 'Stories for primary mathematics',Mathematics Teaching, 219: 16–17.
Moseley suggests some stories to use as starting points and what mathematics may be accessed through them.
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FACT Sheet
FACT 99-05
A quick guide to multipurpose trees from around the world September 1999
Gmelina arborea : A popular plantation species in the tropics
Gmelina arborea Roxb. (family Verbenaceae) is a fast growing tree frequently planted in plantations to produce wood for light construction, crafts, decorative veneers, pulp, fuel, and charcoal. The species is also planted in taungya systems with short-rotation crops and as a shade tree for coffee and cacao. It is commonly called gmelina and white beech (English), melina (Spanish), gamar in Bangladesh, melina/gambar in India, gemelina in Indonesia, yemane in Philippines and soh in Thailand, and it has many regional names (Brandis 1906, F/FRED 1994).
including Bangladesh, Myanmar, Thailand, southern China, Vietnam, Indonesia and the Philippines (Jensen 1995). It has
Botany
Gmelina arborea is a medium-sized deciduous tree up to 40 m tall and 140 cm in diameter, but usually smaller than this (Jensen 1995). The tree form is fair to good, with 6–9 m of branchless, often crooked trunk and a large, low-branched crown. The bark is thin and gray. Leaves are simple, opposite, more or less heart-shaped, 10–25 cm long, and 5– 18 cm wide. The yellow or brown flowers are arranged in panicled cymes 15–30 cm long, which appear after leaf-fall. The trumpet-shaped flowers are 4 cm long and are hairy and short-stalked. The fruit is a drupe 2–2.5 cm long and contains 1–4 seeds (Khan and Alam 1996). The number of seeds per kilogram varies from 700–1400 (Evans 1982) to 2500 (Katoch 1992).
Ecology
Gmelina arborea is found in rainforest as well as dry deciduous forest and tolerates a wide range of conditions from sea level to 1200 m elevation and annual rainfall from 750 to 5000 mm. It grows best in climates with mean annual temperature of 21–28 ° C (Jensen 1995). Gmelina grows best on deep, well drained, base-rich soils with pH between 5.0 and 8.0. Growth is poor on thin, highly leached acid soils (F/FRED 1994).
Distribution
Gmelina arborea originated in an area of South and Southeast Asia from Pakistan and Sri Lanka to Myanmar. It has been widely planted in Southeast Asian countries
been planted less widely in tropical African and Latin American countries (Evans 1982).
Uses
Wood. The wood is yellowish or grayish-white, evengrained, and very useful for planking, paneling, carriages, furniture, and carpentry of all kinds (Khan and Alam 1996). The wood specific gravity is 0.42–0.64 (Davidson 1985). It is easily worked, readily takes paint or varnish, and is very durable under water (Gamble 1922). The wood is used for light construction and pulp as well as for fuelwood and charcoal. Fuelwood provides 4400–4800 Kcal/kg (Davidson 1985). The wood is used in Myanmar for carving images and canoes (Gamble 1922), and is excellent material for match manufacture, packing cases, and all ornamental work. It is also used for making quality toys and picture frames.
Institute of Forestry and Environmental Sciences, Chittagong University, Chittagong, Bangladesh.
A publication of the Forest, Farm, and Community Tree Network (formerly the Nitrogen Fixing Tree Association)
Winrock International, 38 Winrock Drive, Morrilton, Arkansas 72110-9370, USA
Phone: 501-727-5435; Fax: 501-727-5417; E-mail: email@example.com; www.winrock.org/forestry/factnet.htm
Other Uses. The leaves and fruits of gmelina are used as fodder in many parts of India (Mukherjee 1884, Benthal 1933, Laurie 1945). A number of the plant's parts have medicinal value. It also produces good quality honey.
Silviculture
Propagation. The species can be propagated by seeds, cuttings, and stumps (Alam et al. 1985). Under natural conditions germination takes place in the rainy season soon after fruits fall from the tree. The germination rate for fresh seed is 65–80%. Fresh seed can be stored at room temperature for about 6 months. Seed stored at 4 ° C will remain viable for about three years. The seed should be soaked in cold water for 24 hours before planting. Seeds should be planted in germination beds with a mixture of sand and loam and covered with a thin layer of sand or compost. Seeds germinate in 2–3 weeks and are ready for transplanting to poybags when the first pair of leaves appears. A 10 x 15 cm polybag is widely used in Bangladesh. Root pruning and hardening off of the seedlings are beneficial for maximum field survival. The bare-root seedlings should have a minimum base diameter of 1 cm with a well balanced shoot-root ratio. Seedlings are ready for planting in the field when they reach a height of 30–45 cm, usually in 6 months.
For stump planting, seeds should be sown at the rate of 90 seeds per square meter. Seedlings are usually ready for stump preparation in 7–8 months and should have a rootcollar diameter of at least 2.5 cm. The stem and roots of seedlings should be pruned back to 5 cm and 20 cm, respectively. Stump planting is not widely practiced due to high mortality (50% mortality is common).
Management. Outplanting starts at the onset of the rainy season and the spacing of the plantations depends on the objectives of the plantation and the end-uses. A spacing of 2 x 2 m is commonly used for plantation programs, and a spacing of 4.5 x 4.5 m is used for agroforestry. Under favorable conditions the growth of the seedlings is rapid, particularly from the second year onward. Because gmelina is shade-intolerant and sensitive to competition, 3–4 weedings are required during the first two years of growth. Rotations for pulpwood and sawnwood are usually 6 and 10 years, respectively. Rotations of 5–10 years are common for fuelwood. Stands on 10-year rotations are thinned to 50% at five years and another 50% at seven years. The second rotation is usually produced by coppicing. Seedlings and stumps are planted for a third rotation.
The growth of the species is remarkably fast and on good sites can reach 20 m height in 5 years. The tree attains more than 30 m in height with about 60 cm dbh at maturity. Form of the tree is fair to good, with 6–9 m of clear bole. Some trees can reach 3 m after a year from planting and 20 m after 4.5 years.
In Nigeria, the yield of gmelina is 84 m 3 /ha at age 12 in poor sandy soils, 210 m 3 /ha at age 12 in clay or lateritic soils, and 252 m 3 /ha at age 10 in favorable alluvial soils—all volumes are underbark to 7.5 cm top diameter (Adegbehin et al. 1988). In Sabah, Indonesia, gmelina produces an average volume of about 25 m 3 /ha/year on clayey loam soils with adequate moisture (Wong and Jones 1986).
Tree Improvement
In an evaluation of international trials containing 39 provenances of Gmelina arborea averaging 13 years of age, Lauridsen et al. (1995) concluded that in most regions the best results in terms of survival, health, and production can be achieved through selection from local landraces. An exception is Latin American landraces, which generally performed below average. The authors further recommend the inclusion of specific natural provenances from northern and northeast India. Some good provenances were identified in north, central-eastern, and southwest India, and ThailandMalaysia. Provenances from central-north and central-west India are inferior.
Faster growing provenances have 2–3% lower wood density than average, corresponding to a weight decrease of approximately 12 kg/m 3 (Lauridsen et al. 1995).
Limitations
Armillaria mellea, Ceratocystis fimbriata, Ganoderma colosum, Gnomonia spp., and Poria rhizomorpha are some of the fungi that cause serious damage to gmelina. The species is heavily infested by mistletoe, Scurrula gracilifolia. The insect Craspedonta leayana causes serious defoliation in Bangladesh (Khan and Alam 1996).
Selected References
Adegbehin, J.O., J.O. Abayomi, and L. B. Nwaigbo. 1988. Gmelina arborea in Nigeria. Commonwealth Forestry Review, 67(2):159–166.
Alam, M.K., N.A. Siddiqi, and S. Das. 1985. Fodder trees of Bangladesh. Bangladesh Forest Research Institute, Chittagong, Bangladesh. 167 p.
Davidson, J. 1985. Assistance to the forestry sector of Bangladesh. Species and sites—What to plant and where to plant. Field Doc. No. 5, UNDP/FAO/BGD/79/017. 50 p.
Evans, J. 1982. Plantation forestry in the tropics. Clarendon press, Oxford, UK. 472 p.
Forestry/Fuelwood Research and Development Project (F/FRED). 1994. Growing multipurpose trees on small farms, module 9: Species fact sheets (2nd ed.). Bangkok, Thailand: Winrock International. 127 p.
Jensen, M. 1995. Trees commonly cultivated in Southeast Asia; Illustrated field guide. RAP Publication: 1995/38, FAO, Bangkok, Thailand. p. 93.
Lauridsen, E.B., E.D. Kjaer, and M. Nissen. 1995. Second evaluation of an international series of Gmelina provenance trials. DANIDA Forest Seed Centre. Humlebaek, Denmark. 120 p.
Troup, R.S. 1921. The silviculture of Indian trees. Clarendon Press, Oxford, UK. Vol. 2, p. 769–776.
Wong, C.Y., and N. Jones. 1986. Improving tree form through vegetative propagation of Gmelina arborea. Commonwealth Forestry Review, 65(4):321–324.
FACT Sheet
FACT 99-05
A quick guide to multipurpose trees from around the world September 1999
Gmelina arborea : A popular plantation species in the tropics
Full set of references is available from FACT Net | <urn:uuid:c1b25243-b50e-47ee-9b08-07195a860c0c> | CC-MAIN-2021-25 | https://winrock.org/wp-content/uploads/2018/03/Gmelina-arborea1.pdf | 2021-06-23T06:36:54+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00004.warc.gz | 538,548,588 | 2,429 | eng_Latn | eng_Latn | 0.991194 | eng_Latn | 0.991065 | [
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At This Age
Schedules and routines are very important for a two year old. They give a child a sense of security and confidence. In a world that moves at a hectic pace, your child's routine can benefit him both emotionally and physically by creating positive habits. Here are a few things to keep in mind:
* Plan outings before and after nap times.
* Spend time each day one-on-one with your child.
* Be consistent with your routines.
* Ask others who care for your child to maintain routines.
* When you do have to change routines, be sure to tell your child. This will help your child prepare for the change.
Time with God
As the parent of a two year old, you may spend a lot of time planning and preparing for many activities. It takes time and effort to plan meals, prepare for trips out of the house, and coordinate schedules.
Sometimes it's discouraging to have all that time and effort be expected and not appreciated. While your child may not yet be able to show much appreciation at this age, you really are appreciated. First Corinthians 2:9 declares,
"What no eye has seen, what no ear has heard, and what no human has conceived"— the things God has prepared for those who love him—
You can rejoice that God has planned and prepared for you out of His love.
Toddler Tickler
Meteorology Made Simple
The other evening my husband yelled from outside on the patio, "Is it supposed to rain tonight?" "No, Dad," our two year old called back. "It's supposed to get dark."
Lori Kedzie, Rochelle, Ill. © Christian Parenting Today. Reprinted with permission.
God Made Daytime and Nighttime
based on Genesis 1:3-5, 14-19
This week's Bible story is "God Made Daytime and Nighttime." Read the story from here and Bible storybooks many times—toddlers like and need repetition to learn.
The Bible tells us that God made daytime.
(Point up.)
The sun shines in the daytime. We play in the daytime.
(Run in place.)
The Bible tells us that God made nighttime.
(Point up.)
We see the moon and stars at nighttime. We sleep at nighttime.
(Rest head on hands.)
God made daytime and nighttime.
These questions can be used to help your child review the Bible story.
1. What did God make? (Daytime and nighttime)
2. Who made daytime and nighttime? (God)
what I m a
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Fond recollections
Author: Josephine (nee Fill) Lesoway
Editor: Marie Lesoway
The following story is a modified excerpt of the original prepared for the Collectors' Extravaganza exhibit at the Basilian Fathers Museum in Mundare, Alberta, in 1998.
© Josephine Lesoway and Marie Lesoway, 1998
© Marie Lesoway, 2017
Josephine Lesoway (1920–2001) was a born teacher who spent 57 years in the classroom. She taught more than 1,000 pupils over the course of her career.
Fond recollections
Graduation
Hurrah! It was the fall of 1940 and I was now a full-fledged teacher qualified to teach every subject in every grade. I had completed a memorable year at Normal (the
teachers' college in Edmonton), and graduated with an interim First Class Elementary and Intermediate Certificate that allowed me to teach Grades 1 to 10.
I completed my student internship under Miss Anne Nay at Vladymir School, and started my teaching career at Page School in September 1940.
I earned my Permanent Teaching Certificate in 1942, after completing the compulsory requirements. These included two years of teaching experience, two satisfactory school inspectors' reports, and a six-week summer school session.
In 1945, teacher education in Alberta became the responsibility of the University of Alberta. Before this, teacher training was offered at provincial Normal Schools, the first of which was established in Calgary in 1906. Edmonton's Normal School, which opened in 1920, was located in what is now Corbett Hall on the U of A campus.
Normal School
A First Class Certificate indicated the completion of Grade 12 and one year of Normal School. A Second Class Certificate indicated Grade 11 and one year of Normal School. A Third Class Provisional Certificate indicated Grade 11 or qualification without Alberta certification.
With my First Class Certificate, I was on top of the world!
There were about 320 students in my Normal School class. Our classes included physical training, math, science, English, art, music, social, psychology, school management, and a St. John's Ambulance course in first aid.
At the beginning of the year, there were nearly twice as many girls as boys in my class, but by Christmas of 1939, half our boys had enlisted in the Royal Canadian Air Force as Canada joined the Allied efforts in World War II.
Fond recollections by Josephine (nee Fill) Lesoway Edited by Marie Lesoway
My days at Normal marked the first time I was on my own away from home. It was lonely at first, although I soon made many lifetime friends. I lived in a rented room shared with my classmate, Julia Nay, and had to cook and do laundry for myself.
I also had to learn to get around the city on a colour-coded transit system. My friend Muriel Wakefield and I learned the hard way that, although our "white" bus stopped downtown, we needed to catch it on the opposite side of the street if we wanted to get back home!
City Slickers
Even Muriel and I soon became city slickers. A favourite pastime was walking across the High Level bridge to window shop downtown, and maybe take in a show if we had a nickel to spare.
On Sundays, I would walk to mass at St. Josaphat's Cathedral on 97 Street, and then spend the day with Semen and Anna Pospich's family. Mrs. Pospich and my dad had been schoolmates in Ukraine. She was a warm-hearted, generous soul who would feed
Page School District No. 1626 was established in 1907. The school was located on SE 9-54-18 W4— between Chipman and Hilliard— on land donated by the district's first treasurer, Otto Paege.
me, pamper me, take me along to an afternoon concert, and send me home with fresh milk and eggs from the animals she raised right in her South Edmonton backyard. The city has changed a lot since then!
Podola School District No. 2065 was established south of Hilliard in 1909. The first school, situated on NW 20-53-17 W4, opened in 1910. I started school at Podola in Grade 1 and completed high school in Mundare.
Mundare School District No. 1603 was established in 1907. When I came to Mundare, I taught in the old, two-storey brick school that was built in 1916.
Ukraina School District No. 1672 was established in 1907. The school was located six miles southwest of Mundare on NE 34-52-17 W4.
A Long Career
I taught grades one to nine at Page from 1940 to 1943 and at Ukraina in 1950. From 1943 to 1948, I taught grades six to nine at Podola, where I was the principal and senior-room teacher.
I moved to Mundare in 1950. In 1951 and for the next 34 years, I taught Grade 1, with several Grade 1-and-2
Fond recollections by Josephine (nee Fill) Lesoway Edited by Marie Lesoway split classes along the way. My class enrollments averaged 28 students, and my largest was a class of 42.
When I retired in June of 1985, I had been a teacher for 45 years. I taught religion as a volunteer throughout my time at Mundare School and for an additional 12 years after I retired. The full span of my teaching career was 57 years!
One of my duties as a principal and teacher was to ring a handbell for recess and lunch breaks and for the start and dismissal of classes. The bell my colleagues presented me with on my retirement reminds me very much of my days as prinicipal at Podola. It has since become part of a larger bell collection.
A Dream Come True
I knew I wanted to be a teacher from the time I was a very little girl and my father was secretary-treasurer for the Podola and Ukraina school districts. His duties included hiring teachers and preparing their monthly pay. On the last Friday of each month, the four district teachers would walk to our house to pick up their paycheques. My mother always had the floors washed and a cake baked because the teachers were coming!
I knew in my bones that teachers were special people, and I wanted to be just like them. I often used to play teacher with an old Grade 1 reader my teenage aunt Mary gave me before I started school. It was one of my prized possessions.
My folks encouraged me to follow my dreams, even though sending me to school was a hardship for my family. I started high school in Mundare at the end of the Great Depression. Money was scarce, and high school tuition was $65 per year. Normal School cost $100 per year, plus room and board.
My parents paid my Normal fees in installments of $20, selling a purebred cow to make each payment. They continued their support throughout my career. I always knew I wanted to be a teacher.
Fond recollections by Josephine (nee Fill) Lesoway Edited by Marie Lesoway
In the 1940s, since teachers were paid for only 10 months a year, my parents would take me back home for the summer. Throughout the winter, they kept my larder stocked with vegetables, meat, milk, and eggs from the farm. Later, they looked after my children so I could work at the job I loved—teaching—and continue my own education.
Teaching in a One-Room School
Page School
My first teaching assignment was at Page School, for a grand salary of $756 per year to teach grades one to nine. Page was a typical one-room schoolhouse with big windows, a potbelly stove, and a coatroom at the back. I lived in the adjoining teacherage—"the shack," we called it—together with the young cousins in my charge: Florence Savitsky and Ronnie and Marcia Topilko.
My neighbours at Page were wonderful, even though the closest lived half a mile away. If they were going to town, they would drop by the teacherage to see if I needed anything. They included me in all the community's social events—dances, dinners, bingos, and bazaars. I was an honoured guest at all their family celebrations, and often spent the night at their homes.
Because it was in a prosperous district, Page School had painted grey floors instead of the bare, oiled floorboards more common in country schools. On winter mornings, I would start a fire in the potbelly stove and prepare footrests by warming green
Fond recollections by Josephine (nee Fill) Lesoway Edited by Marie Lesoway firewood on the stovetop. Each pair of students would get a heated log to keep their feet warm under their double desks.
After school, I had to hurry to get the next day's work written on the board while it was still daylight. The school had no electricity and no lamp, and midwinter days are very short.
Books and Lessons
In my early years of teaching, I had to invent my own lessons and worksheets. There were no workbooks, few textbooks, and of course, no Internet. Learning material of any kind was so scarce that I purchased my own set of encyclopedia in my first year of teaching. They cost $100—more than a month's salary—which I had to pay off in installments. The children loved these books and used them in their spare moments throughout the day.
My set of encyclopedia was a welcome supplement to the grey wooden travelling library box that came from the county office every two weeks. The contents of the box dictated my lesson plans. If there were books on science, I taught science that week, because those books might not come our way again for a very long time.
In the days before textbooks and photocopy machines, the blackboard was an indispensable teaching tool. Used in combination with oral work, it was an effective way of accommodating a number of grades at once. If Grade 2s were doing rhyming words on the blackboard, the Grade 1s would learn by listening in and the Grade 3s would be getting a review.
Oral work helped me give students individual attention and identify any problems they might be having. Junior high pupils did oral reports often. The Grade 7s and 8s listened in on the Grade 9 reports presented orally in preparation for the departmental finals.
Activities and Clubs
In addition to the required subjects—reading, spelling, arithmetic, health, science, social studies (which included history and civics), physical training, music, art, and
Fond recollections by Josephine (nee Fill) Lesoway Edited by Marie Lesoway penmanship—school included a number of extra-curricular activities. At Podola, we planted and tended our own flower and vegetable gardens. In the fall, we had fresh carrots and turnips to munch on at recess time.
The annual county festival—held at Lamont or Mundare—was always a special occasion. My students presented songs and recitations. In 1953, my Grade 1 pupil Vicky Bartkiw took first prize for exceptional vocal dynamics in her recitation of the poem "This Little Bird."
This little bird went hop, hop, hop. I said, "Little bird, stop, STOP, stop!"
In each of the country schools where I taught, my students formed a club that took on the caretaker's contract. The club was responsible for bringing in the water and kindling, washing floors, and doing the yardwork. In the days before lawn mowers, we kept the grass under control by burning it—guarding against the spread of fire by placing wet gunny sacks around the perimeter of the designated burn area. We had a close call with disaster at Page School one time. The school was on a rise, and our fire spread downhill
quickly and almost got away into Bob Paege's grain field.
The school clubs I organized taught students about good citizenship, cooperation, and the democratic process. We lived like one healthy, happy family and even earned the means to see a bit of the world.
Some of the money the clubs earned as caretakers was used to buy sugar and cocoa. Families would take turns bringing milk, and I would make hot cocoa for our lunches. It was a nutritious and welcome treat for children who often lived several miles from school and had to walk or come on horseback or on a cutter in the bitter cold of winter.
The rest of the money we raised was used for picnics, softball tournaments, wiener roasts at Elk Island, and field trips.
Fond recollections by Josephine (nee Fill) Lesoway Edited by Marie Lesoway
Every spring, the school club would hire local drivers or take the train to Edmonton, where we attended the session of parliament, toured the legislative buildings, visited the Journal building, the dairy, the meat packing plant, GWG, and other sites. Club members voted on a list of places they wanted to see, and the Grade 9s wrote letters requesting tours as part of their business writing curriculum.
As part of our trip, we rode the city streetcars and had our meals in restaurants. Everyone was allowed to order whatever they wanted from the menu—a real treat! We went to a show in the evening and returned home at midnight or later.
In the 1940s a trip to Edmonton was a brand-new experience for most of my pupils, and all expenses were paid by our club.
Health and Nutrition
A Public Health Unit doctor, nutritionist and nurses visited our school regularly, checking the students' general health, providing nutritional information, and giving inoculations against communicable diseases. Students received cod liver oil pills every day before lunch. To boost their vitamin C intake, they also got a spoonful of rosehip jelly. Everyone helped to gather the rosehips and make the jelly.
Concerts
To raise extra funds for our excursions, the school club held Christmas concerts and fall festivals that included a concert program and dancing to a live orchestra. The children brought cakes and sandwiches from home, and we packed them in paper bags and sold them for a quarter apiece. We also sold raffle tickets at these events.
One of our Christmas concert raffles at Page School fell on December 19—the Feast of St. Nicholas, on the Julian calendar. All three prize winners that day were Nicholases— Nick Stefanyk, Nick Hrynyk, and Nick Tanasichuk. And in 1945, I married a Nicholas (Lesoway) whose birthday was on December 19.
Mother's Day at Podola was marked with a special concert at the school. Each year, the school club would buy materials and I would teach my senior-room students to crochet.
Fond recollections by Josephine (nee Fill) Lesoway Edited by Marie Lesoway
(The boys too!) We learned using store string, and then used real crochet thread to make sugar-starched baskets filled with crepe paper flowers. At our Mother's Day concerts, the students recited special Ukrainian verses as they presented their flower baskets to their mothers. We also learned Ukrainian hymns and liturgy so we could answer mass, which was celebrated at school two or three times a year.
Accomplishments
Teaching in a one-room school was a real challenge. Although I never had more than seven grades at time, six classes still had to be kept occupied while I taught one. Grade 1 and Grade 9 took most of my time, but I had to make sure the others weren't neglected.
Grades 1 and 9 were my favourite because students' progress could be easily measured in these grades. There were no playschools or kindergartens in those days, so Grade 1s began the year knowing nothing about school: this meant their teacher could take credit for everything they knew by June, and especially, for teaching them to read. The Grade 9s wrote provincial finals scored by the Department of Education and averaged for the whole province: the teacher could see exactly where her students ranked.
In my first year of teaching, I had two students write Grade 9 departmentals. One got the first A the district had ever seen; the other, who wrote his exams while sick with the chicken pox, earned a B+. Throughout my teaching career, well over half of my students passed their provincial departmentals with an A standing. None ever failed.
In 1950, my cousin Venita Hewko, who was my Grade 9 student at Ukraina, received one of only five H placements in the entire county, which had about 100 teachers on staff at the time. The extra classes I held on Saturdays certainly helped.
Special Gifts
Over the years, I received many individual and group gifts from my students. The most special gifts were the ones from the heart—like the single, tissue-wrapped stick of gum one of my Mundare Grade 1s gave me in a matchbox.
Fond recollections by Josephine (nee Fill) Lesoway Edited by Marie Lesoway
On Mother's Day in 1950, Ukraina students Jim and Ed Engel brought me a handmade arrangement of variegated-paper flowers, saying, "We made this for you since your baby daughter is still too little to make you a gift."
A gift that I especially treasure is a birch Yule log Max Lucyk made for me when he was in junior high at Podola. Modelled on a sample from the Eaton's catalogue, the log was painstakingly shaped and smoothed, and holes were drilled to hold three red candles.
Another Graduation
In 1965 I received my Bachelor of Education degree. I earned my degree by attending night classes and summer school sessions over a period of six years. By the time I
graduated, I had a husband, four children, a full-time job, and volunteer duties for my church and community. I could never have done it without the support of my mother, Pauline (nee Hewko) Fill, who looked after my house and my children so that I could study.
A Job Well Done
I taught more than 1,110 students over my teaching career. It was truly an enjoyable and rewarding experience—particularly when my students appreciated my efforts and when they grew up to be good citizens and good people. It is deeply satisfying to
see my pupils doing well in so many fields—medicine, nursing, law,
My mother was very proud of me when I earned my BEd.
engineering, agriculture, the priesthood, and of course, teaching. Several of my former students have told me they decided to become teachers when they were in my Grade 1 class, because "we wanted to be just like you, Mrs. Lesoway."
Wherever I go, I meet former students who acknowledge me as a real friend and helper. It's a great pleasure to know that I made a difference in their lives.
And if I had my own life to live over, I would once again choose to be a teacher. | <urn:uuid:dd24e947-8875-4f4a-8d40-547269404e57> | CC-MAIN-2021-25 | https://www.storyphile.ca/wp-content/uploads/2017/06/Storyphile-Editing-Sample_My-School-Days_Protected.pdf | 2021-06-23T06:04:48+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00016.warc.gz | 897,000,096 | 4,007 | eng_Latn | eng_Latn | 0.912023 | eng_Latn | 0.99929 | [
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Curriculum Map – Yearly Overview 2020 - 2021 (The curriculum is under constant review and may be subject to change in light of the COVID-19 pandemic) EYFS
Topic
| Community | Love | Service | Forgiveness | Perseverance |
|---|---|---|---|---|
| Do you want to be friends? | Will you read me a story? | What happens when I fall asleep? | Do Cows Drink Milk? People who help us | Olympics |
| Meet people who help us at school | Children to share their favourite story with a friend | Mobile Planetarium | Christmas Tree Farm | Learn about our Class Olympian |
| Recipe for friendship cakes | Nativity | Pyjama day | Reflect on what we have learnt – make a class book | Mini Olympics |
| Build a bear factory 6th Sept | | Mobile Planetarium | Visit Christmas Tree Farm | Olympic stadium |
| 3 x 1 hour Forest School sessions | 3 x 1 hour Forest School sessions | 3 x 1 hour Forest School sessions | 3 x 1 hour Forest School sessions | 3 x 1 hour Forest School sessions |
| Harvest Festival | Church visit | | Church visit Experience Journey – Easter | |
| | | Library visit | Library visit | Library visit |
| | | | World Book Day | |
| Art Day | | Number Day (1st Feb) Safer Internet Day | Science Week (6th-15th March) World Book Day (4th March) | RE Day Sports Week |
Class texts
Fox makes Fairy tales –
How to catch a star Percy the Park keeper – Information
Katie in London friends
Three Little Pigs
On the moon
The Snowy Night
Texts
Children's World
RE
Skipping and hula hooping
Understanding the
PSED
Myself
Testing materials
Light/dark – shadows Animals around the Olympics
Around the world -
| Beebots | | Recognise technology around us Using an IPad to take a picture or draw a farm animal | | |
|---|---|---|---|---|
| Colour mixing Self portraits Use junk modelling – ongoing | Christmas Tea light Little pigs houses | Constellations Night pictures Painting moon and stars - Texture painting Using a variety of materials | Painting animals Animal collage Clay animals | Create medals Design flags |
| Music – Hearing and listening – Describing sounds Vocalising and singing – Creates own sounds or songs Moving and dancing – Claps or taps the pulse and rhythms Exploring and playing – Plays instruments with control (dynamics, tempo) | | Music – Hearing and listening – Creating visual representations of sounds Vocalising and singing – pitch matches Moving and dancing – Physically interprets sounds Exploring and playing – Leads or is led by other children in their music making | | |
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Learning by Asking 'Why': How Research at Marquette Teaches the Value of Questions and Puts Meaning to 'Critical Thinking'
11/28/2020
Written by: Leah Kern, Undergraduate Student in Exercise Physiology
Mentor: Dr. Christopher Sundberg
One of the main ways we as humans learn is through questioning what we see, hear, and experience in the world around us. Over the past few weeks working as a student intern in Dr. Sundberg's Integrative Muscle Physiology and Energetics Lab at Marquette, one of the most important lessons I have learned is the value in asking 'why' and thinking critically. This exceptional educational opportunity has excited me and shifted my perspective in the way I think about things encountered in daily life.
There is almost always a 'why' behind everything we are taught in the traditional classroom setting but understanding the 'why' is what makes these claims valuable and distinguishes active learning from passive. Research is an inherently active learning process as it provides the opportunity to not only ask the 'why', but then develop a systematic approach to hopefully answering it. Applying what I have learned thus far from my research experience has caused me to ask more 'why' questions in my classes and actually think about the material being presented. Why is the information being taught valuable? Why is this information what we accept as true? Why does this apply to my future and how can I use this in practice? Asking the 'why' has enriched my learning experience by helping me interact with information from classes in a more personal and active way.
Beyond asking why, we are routinely reminded in the classroom about the importance of developing our critical thinking skills and their integral role in the learning process. For me as a student, critical thinking had remained an abstract concept until recently. Through my involvement with research, I have been able to apply these skills to real life problems whose answers matter and can have quantifiable outcomes. The addition of hands-on research experience to traditional classroom learning makes the elusive term 'critical thinking' a tangible process with a distinct purpose. The skills I have developed and the information I have come to understand through application in research is more meaningful and longer lasting than simply memorizing a list of terms. My research opportunity at Marquette has provided the space for me to put critical thinking to practice and experience how the concepts we learn in the classroom matter in a larger context.
In my research internship, we are trying to answer 'why' our muscles get weaker and fatigue more rapidly as we age. This question matters because although muscle weakness and fatigue for a younger healthy adult may be an inconvenience, for an older adult it can become debilitating. Put into the context of everyday life, for healthy younger adults, muscle weakness and fatigue might mean not being able to lift as heavy of a weight in the gym or slowing down when finishing a hard run. For an 80-year-old, muscle weakness and fatigue can mean an inability to stand up out of a chair or needing to rest several times to be able to make it up a flight of stairs. In the studies I am involved with, we are collecting data such as whole muscle force and power production of the quadriceps before compared to after a dynamic fatiguing task and single muscle fiber force and power generated under conditions mimicking various levels of fatigue. As we collect the data, I have the opportunity to gain experience with techniques used not only in research but also in clinical settings, such as electrical muscle stimulation, Doppler ultrasound, MRI, and muscle biopsies to name a few. These experiences give me the chance to apply fundamental concepts that I have learned in my exercise physiology courses, such as the force-velocity and the lengthtension relationship of muscle, to solve real world problems. This hands-on experience learning the research process, laboratory techniques, and applying concepts from my classes demonstrates how critical thinking is employed to understand the data and methodology to answer the 'why'.
Overall, involvement with research has given me the opportunity to develop skills and grasp concepts that are transferable to both the classroom and career setting in a meaningful and enduring way. It has ignited an excitement in me for education and knowledge as I am supported, challenged intellectually, and strongly encouraged to find answers to the 'why' in what I see, hear, and experience in the world. | <urn:uuid:25a533f3-5d85-4d5d-aacf-18462d796128> | CC-MAIN-2021-25 | https://www.marquette.edu/athletic-human-performance-research-center/documents/kern-learning-by-asking.pdf | 2021-06-23T06:26:53+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00014.warc.gz | 791,153,111 | 872 | eng_Latn | eng_Latn | 0.998944 | eng_Latn | 0.99899 | [
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PROTECT YOUR PETS FROM HARMFUL ALGAL BLOOMS
What are cyanobacteria and harmful algal blooms?
Cyanobacteria (also called blue-green algae) and algae can form harmful algal blooms (HABs) in lakes, ponds, and rivers. Many HABs produce toxins that can harm animals and people. The water may have a scum or be discolored (e.g., green, blue, yellowish, red, or brown). Some blooms may occur along the bottom of the waterbody or become detached and float to the surface or along the shoreline. A visual factsheet is available to help the public identify HABs. 1 To learn more, visit the California HABs Portal. 2
How can dogs be exposed to HABs?
* By swimming in lakes, rivers, ponds or any affected water body, drinking the water, or eating algal material. Animals are attracted to the taste and smell of HABs. Dogs lick algae caught in their coat after being in the water. Dogs that scavenge around the shore may ingest drying clumps of algae.
* By consuming water and algal material from residential pools or decorative ponds.
* By ingesting health supplements containing bluegreen algae, which may unintentionally include HAB toxins.
How can I keep my dog safe from HABs?
* Do not let your dog drink, wade, or swim in water with a HAB present.
Check for visual signs of a HAB. 1
Check if a waterbody has a reported bloom by viewing the HAB Report Map, contacting the waterbody manager, and looking for posted advisory signs. 2
If you are still unsure whether a bloom is a HAB, keep pets away from the water.
* Never let your dog eat scum or algae.
* Always wash your pets with clean water after water contact.
What are signs of possible cyanobacterial toxin poisoning in dogs?
Animals can experience symptoms within minutes to days following exposure to the toxins. Symptoms include vomiting, diarrhea, weakness, difficulty breathing, seizures, or death. In 2017, there were 18 reported dog deaths from suspected HAB-related exposures in California.
If your pet experiences these symptoms after exposure, contact your veterinarian immediately. A veterinarian fact sheet on diagnosis and potential treatment is available. 3 For additional assistance, contact the 24-hour ASPCA Animal Poison Control Center hotline at (888) 426-4435. A $65 consultation fee may be applied.
How can I report a suspected bloom or potential HAB-related illness?
Please report any suspected HAB or potential HABrelated illness using the online report form 2 , by calling (844) 729-6466, or by emailing firstname.lastname@example.org.
Additional information:
1 Visual fact sheet. https://mywaterquality.ca.gov/habs/what/visualguide_fs.pdf
2 California HABs portal. https://mywaterquality.ca.gov/habs/ HAB report map, advisory signs, online report form, other HAB information.
3 Veterinarian fact sheet. https://oehha.ca.gov/risk-assessment/fact-sheet/blue-green-algae-veterinarian-reference
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Anxiety interferes with some children's capacity to form friendships
30 August 2011
As children move toward adolescence, they rely increasingly on close relationships with peers. Socially withdrawn children, who have less contact with peers, may miss out on the support that friendships provide. In a new study about the peer relationships of almost 2,500 fifth graders who are socially withdrawn in different ways and those who aren't withdrawn, researchers have found that withdrawn children who can be described as "anxious-solitary" differ considerably in their relationships with peers, compared to other withdrawn children and children who aren't withdrawn.
The study was conducted by researchers at Arizona State University as part of the Pathways Project, a larger longitudinal investigation of children's social, psychological, and scholastic adjustment in school that is supported by the National Institutes of Health. It appears in the journal Child Development.
Socially withdrawn children who are classified as anxious-solitary are believed to experience competing motivations-they want to interact with peers, but the prospect of doing so causes anxiety that interferes with such interactions. In contrast, unsociable children are seen as having what's called low approach and low avoidance motivesthat is, they have little desire to interact with peers but aren't repelled by the prospect of doing so; for these children, the overtures of peers don't make them feel anxious.
To learn more about students' classroom behavior, emotions, and relations with peers, researchers collected students' reports in which they nominated or rated their peers on a number of criteria (such as withdrawn behavior, aggressive behavior, prosocial behavior, and emotional sensitivity); teachers also reported on the same criteria. Reports were collected toward the beginning of the academic year and then again toward the end of the academic year. Using these reports, researchers classified students as anxious-solitary withdrawn, unsociable withdrawn, or nonwithdrawn.
Compared with unsociable withdrawn youths and those who aren't withdrawn, anxious-solitary children were found to be more emotionally sensitive and more likely to be excluded and victimized by their peers. They're also less likely to have friends, and when they do have friends, to have fewer than their peers and to lose friendships over time.
The researchers suggest that peer interaction is harder for anxious-solitary children because their anxiety interferes with their ability to form and maintain friendships. In contrast, unsociable youths tend to have more friends and to maintain those ties over time.
The study also found that having stable friendships protects children from being victimized by peersand that both withdrawn and non-withdrawn children benefit from friendships in this way.
"Understanding withdrawn children's friendships is important because they have fewer contacts with children their own age," according to Gary Ladd, Cowden Distinguished Professor of Family and Human Development at Arizona State University, who led the study. "Because the consequences of peer isolation can be severe, it may be particularly important for withdrawn youth to develop and participate in friendships through organized sports, play dates, and other such activities."
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Math
This half term the focus will be on:
Solving problems using mental calculation and conversion Children will consolidate mental calculations with the 4 operations in order to solve a range of problems involving converting between measures and calculating area and perimeter.
Developing and using fractional equivalence to solve problems
Children will develop their understanding of fractional equivalence by adding, subtracting and multiplying them, and use this knowledge to solve problems.
Literacy
Non Fiction: Reports:
The children will study the picture book Tuesday by David Wiesner, scrutinising the text for evidence, making brief notes and exploring the difference between direct and reported speech. They will use this information to write a newspaper article about the events.
Poetry Structure: Spoken Word/Rap:
Children will listen to, read and respond to raps. They will experiment with writing their own.
Take one Book: Children explore the text Phoenix by S.F Said. They will look at the author's style of writing and write their own imaginative space themed narratives.
RE
Monastic traditions
The children will continue their study of Christianity, and will be thinking about what the monastic traditions within Christianity show us about living in a community.
Holy Communion
The children will be learning about the meaning and significance of Holy Communion within Christianity.
Science
Earth, Sun, Moon
The children will learn about the shapes and relative sizes of the Earth, Sun and Moon. Using models they learn how the three bodies move relative to each other and how these movements relate to night and day.
Year 5 Curriculum Outline Spring Term 2 nd Half, 2017
Our afternoons will now be a combination of all the foundation subjects following the theme of Out of this World.
Reminders
* Your child should be reading every night for at least 30 minutes
* Home learning will be given by Miss Teh and Miss Thomas on a Thursday. The work needs to be returned by the following Monday.
* PE kits need to be in school on Monday. We recommend that you leave them in school all week.
Trips:
Trip to the Woking mosque (date to be confirmed).
PSHE
Let's make money
The children will be learning the importance of effectively managing their money, and will use these skills to create their own charity fundraising project.
The Media
The children will discuss and debate topical issu concerning health and wellbeing, and will critiq views presented to them by the media.
Promoting British Values: We will be looking at the Brit Value - Democracy. Children will learn that the orig of democracy first appeared in the city of Athens.
ICT
Coding
The children will continue their study of creating cod using the program 'Scratch'.
Microsoft Movie Maker
Children will learn how to use the software Mov Maker and create their own films by taki photographs and editing them into a short movie w sound.
History
Ancient Greeks – study Greek arts and theatre. The children will complete their study of Ancie Greece through research of Greek gods, the Olympi democracy and the legacy of Ancient Greece.
Art
The children will design and make their own Greek urn
Music
Benjamin Britten – A Tragic Story
This unit focuses on one song from Benjamin Britte Friday Afternoons: A Tragic Story. The children will bu on previous learning and will work on their rhythm a pitch.
PE
Basketball – The children will learn the rules of the gam and will continue to focus on basketball as a tea working together to develop and improve their skills.
Dance – Children will continue to create and develo circle dances to the song 'Starlight' by The Superm Lovers. | <urn:uuid:93aa29a5-aa5b-4054-b8d8-8ff3ac629d11> | CC-MAIN-2021-25 | https://www.stmatthews.kingston.sch.uk/_files/users/curriculum_2017/3504333F6D153B8F8FD374820B959E0B.pdf | 2021-06-23T05:03:35+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00012.warc.gz | 899,470,097 | 736 | eng_Latn | eng_Latn | 0.998052 | eng_Latn | 0.998052 | [
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Strengthening Families through Home Visiting
ParentChild+ Curriculum: Builds Protective Factors Against Abuse and Neglect and Increases Positive Parenting
The table below outlines five protective factors that reduce the risk of child abuse and neglect and the corresponding ParentChild+ Inputs/Outputs. These five protective factors have been identified by the Strengthening Families National Network as factors that all effective child abuse prevention efforts should focus on developing in their work with families.
| Protective Factor | ParentChild+: Inputs/Outputs |
|---|---|
| Knowledge of parenting and child development | Home visitors model positive parent-child interaction behaviors: Over the two years of home visits, these parental behaviors (and others) develop or increase: Parent gives child directions and encourages child to follow them. Parent works with child to perform age appropriate activities. Parent tries to converse with child. Parent shows warmth toward child. Parent responds verbally to child’s verbal or non-verbal requests for attention. Parent verbalizes approval and affection toward the child. Parent satisfies child’s needs, signaled verbally or non- verbally. Parent provides a verbal rationale for obedience. Parent comforts child. In an evaluation of ParentChild+ sites in Seattle, parents progressed from average scoring between “Never” and “Sometimes” when they began the Program to average scoring between “Sometimes” and “Most of the time” at the end of the first program year. At the end of the second program year, parents were scoring between “Most of the time” and “Always” |
| Social Connections | Intensity of the model: Minimum of 46 home visits each program year (92 over two-year period). |
Concrete support in times of need
Parental resilience
Social and emotional
[x] Two visits per week.
Parents build important social connections with Home Visitor and with community services:
[x] ParentChild+ Site Coordinator works with families to connect them to other community-based services, supports, and opportunities. Program staff also help families identify/register for the next best educational opportunity for their children, i.e. pre-K, Head Start.
[x] Trust relationship that develops between parent and Home Visitor empowers parent to seek/follow-up on referrals to other services and join in community-based activities (story time at the library, etc.)
[x] ParentChild+ sites are well-established partners in the communities they serve. In addition to providing referrals, many of our sites offer playgroups or other parenting support programs which create opportunities for program participants to have social interactions and build social connections.
[x] Minimum of 46 home visits each program year (92 over two-year period).
Intensity of the model:
[x] Two visits per week.
The regular presence of well-trained, well-supervised Home Visitors provides a consistent support system.
ParentChild+ Site Coordinator works with families to connect them to other community-based services, supports, and opportunities.
ParentChild+ curriculum/design facilitates opportunities for meaningful relationships and support between the Home Visitor and the family.
[x] Minimum of 46 home visits each program year (92 over two-year period).
Intensity of the model:
[x] Two visits per week.
Promotes emotional well-being for both parent and child through positive interactions – reading, conversation, and play experiences.
Facilitates opportunities for meaningful fellowship and support between the Home Visitor and the family.
Home visits focus on modeling for parents and child together activities that build and promote pro-social child behaviors:
competence of children
Research on the Program demonstrates improvement in the following behaviors in participating children, including:
[x] Understanding and completing activities that are developmentally appropriate.
[x] Cooperative with adults.
[x] Approaching play in a systematic way.
[x] Moods are appropriate to situations.
[x] Expressing strong positive or negative feelings appropriately.
[x] Demonstrates sharing and tolerates delays in having needs met.
[x] Initiates interaction or responds to others with little hesitation.
[x] Smiles and laughs when involved in play activities. | <urn:uuid:ff214be9-aa3c-48f9-be3d-37228f4b3336> | CC-MAIN-2019-22 | https://www.parentchildplus.org/wp-content/uploads/2019/04/Strengthening-Families-1-1-1.pdf | 2019-05-25T22:50:30Z | crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00284.warc.gz | 899,517,333 | 817 | eng_Latn | eng_Latn | 0.991172 | eng_Latn | 0.992875 | [
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************************************************************************
Making Thinking and Learning Visible: Self-Regulation
************************************************************************
Making Thinking and Learning Visible: Supporting Self-Regulation
Dr. Stuart Shanker, Distinguished Research Professor of Philosophy and Psychology, York University / Director of the Milton and Ethel Harris Research Initiative (MEHRI): Here in Ontario, we've created this program, the Early Learning Program, which is specifically designed to enhance self-regulation in young children, and really set them on a trajectory for strong, robust learning when they hit primary school. One of the big problems that we're encountering is, we'd go and talk to teachers and parents, there's still not a clear understanding of what self-regulation is. In fact, there's a tendency to confuse selfregulation with self-control, but these are not at all the same thing. Self-regulation is really referring to a sort of foundational process which occurs on a number of levels, which is critical, absolutely crucial for the child to develop self-control. So what do we mean when we talk about self-regulation? Well, we divide it up into five distinct domains. The five domains are; first, biological, second, emotional, third, cognitive, fourth, social, and fifth, moral. And one of the most interesting aspects of this model is, that all of these levels are working together, they're all influencing each other.
At any stage of a child's life, we really want to be focusing on the first three levels, how well that child is regulating his arousal states. So what we mean by this? Well, a child has to deal with all sorts of stressors, and these stressors can be both internal and external. What do we mean by an internal stressor? Well, for some children, they're so sensitive to sounds, or to light, that a visual stimulus, or an auditory stimulus can be a real stressor. Going into a noisy classroom, or onto a noisy playground can be a stressor for this child. To deal with that stressor, the child has to expand a certain amount of energy. They have to, in essence, burn things like adrenaline, in order to rise to the challenge, in order to be able to stay calm despite these almost aversive, almost overwhelming sensations that they're experiencing. This is what we mean by selfregulation at the initial, at the biological level. It's this ability to stay calmly focused and alert, even though there might be things in the environment which are stressing the child's nervous system. If the child has trouble with his environment, or her environment, because of, let's say, sensory or motor sensitivities, the child may have to burn way too much energy, way too much of the time in order to get in that calmly focused state. So what we have to figure out is, if we have a child who, for biological reasons, is a little bit over aroused, a little bit hyper-aroused, or a little bit under aroused, what can we do to get them into that beautiful zone of being calmly focused and alert, where learning takes place? Where they have the greatest capacity to pay attention.
Team One:
Speaker1:
Speaker2:
Speaker1:
Speaker2:
So for emotions, we now know that there are basically two kinds of emotions, positive emotions and negative emotions. And positive emotions are things like happiness, curiosity, interest, love, and negative emotions are things like anger, fear, shame, anxiety. In the early 1990s, psychologists made an incredibly important discovery; positive emotions create energy. Positive emotions create those resources for dealing with stressors. And every learning encounter involves a stressor, it's something new, something that has to be mastered. So the more the child is experiencing a positive emotion, the greater the reserves, the greater the resources for tackling that challenge. Conversely, negative emotions drain energy. Negative emotions are a significant drain on the child's energy reserves. Anger, fear, these can make it even more difficult for a child to pay attention, or for a child to persist on a problem. So what we're studying very carefully in the province is, at this level of emotion regulation, what sorts of activities promote the positive emotions, and what sorts of activities really seem to exacerbate negative emotions? Because what we want to do is, get that child in the sort of sweet spot, the zone, where they have the greatest fuel, the greatest resources for sustained attention.
What did you find you had to adjust from day one in terms of things like entry, or scheduling, or whatever?
We had to give the children a lot of choice, because if we had everyone doing something all at the same time, we would end up with giant line-ups of 26 children waiting for our attention. So what we designed from the beginning was, a very free flow to the room, where kids were making their own decisions. And so we found that we had kids in different areas all the time, no one was waiting because they knew that they could just go to another area, and then they could come and get the two of us when they were ready to share. So we took out things like, everyone must sign in, everyone must write at the same time.
So we were talking about the schedule, and this looks really like a full day. What did you have to do with scheduling, if anything?
It was something that was decided with the children, as we got into the flow of our days, and they got a sense of what was going to happen for them, we talked to them about what it looked like, and what would help them to be able to keep track of the day. And so we came up with a schedule that's actually on Velcro, and amazingly, they check it every single morning, and if we have not changed it, we are informed.
Speaker3:
Speaker2:
Speaker1:
They let you know if the clip is in the wrong spot.
The clip moves down as the day goes through, they notice right away if something has been moved around. But it's also a good way for us to let them know if there is a change at the beginning of the day, so they can expect that if something gets moved around.
I know that you usually start with a welcome circle. It's not very long, but I know that you do start with that. Why do you have a welcome circle?
Speaker2:
The decision there was made to build community, primarily. We have a wide range of ages and abilities in the class, and so we wanted a chance for everyone to come together, even for a short time, to get to know each other, to feel good about the learning we're doing together. Sometimes it's a whole group experience, like this morning when Lisa created a compost with the kids. It was sort of something that we all needed to do together to have a communal experience. But it's often a chance for us to do some drama and movement things that allow them to interact with each other within a whole group in a certain amount of space, and we found that that's really helped with self-regulation as they move through their day.
Dr. Stuart Shanker: And then what we want to happen is, we want the child to learn how to do this for themselves. We want the child to learn how to identify what their arousal state is, and what they can do to calm themself down, or to get themselves motivated, to get themselves up-regulated. That's just the first level, that's the biological level. But we can tell a very similar story for each of the levels as we move up that five domain model that I gave you at the start. At each level it's going to be a story about the stressors on the child and the reserves that the child has to meet those challenges, whether they're cognitive, social, or alternately, moral and spiritual.
Classroom One:
Teacher:
I see how you found a way to balance all these different pieces, Raphael(ph). Do you think the baby's going to be able to fit through now? No? What do we need to do in order for the baby to fit through?
Student:
Let's see.
Teacher:
Let's see. Halle's(ph) going to try. Oh, is the baby able to fit through?
Student:
Yes.
Teacher:
The baby did fit through.
Student:
And it didn't break.
Teacher:
And it didn't break. Are you going to try two, Saskia(ph)?
Student:
Be careful.
Teacher:
Be careful. Do you think there's a way that we can make it a little bigger so the babies can stand through them?
Student:
I'm in the pool, I'm in the pool.
Teacher:
How do you think we could do that?
Student:
We turn it.
Teacher:
You're adding another piece. Ah, wow. Do you think the babies will fit through now? Halle(ph) and Saskia(ph), Raphael(ph) had changed the tunnel a little bit. Do you think the baby will be able to fit through now?
Student:
You want to go through the tunnel?
Teacher:
Uh-oh.
Student:
It's a long way.
Teacher:
It is a long way.
Student:
Whoa.
Dr. Stuart Shanker: The teacher herself, or the ECE, has a couple of responsibilities, or a couple of challenges when they're trying to enhance the self-regulation of every child. She has to observe carefully, and she has to try to figure out what are the activities, what are the kinds of practice that will help this child get grounded again? And she has to help the child become aware of all this, she has to help the child become mindful of all this. Now, we have a great weapon that helps us do this, and that's the child. Children like to be calmly focused and alert, it feels good, it feels better. It doesn't actually feel that good to be hyper, or to be under aroused, hyper-aroused. They want this, and when they begin to experience it, what we can do with the child is, explain to them, how do you feel now? How is your engine running now? Is your engine just right, or is it running a little fast? Or is it running a little slow? Well, in the beginning, no child gets it right. In the beginning, pretty much every child will say to you, oh, my engine is just perfect today, even though you know the kid is really hyper-aroused, or really hypoaroused. So then what we'll do is, we'll try to figure out what are those kinds of motor activities that will help the child get grounded, and this can happen fairly quickly. And then ask them again, now how is your engine? Oh, now my engine is just right. Well, hang on, a second ago you said it was just right, but it wasn't, was it? No, no, now it's just right. And what we're learning is, that by having this daily experience with the children they can learn this. They begin to learn what it feels like to be calmly focused and alert, and they begin to learn, what are the things that tip me over? What are the things I should avoid? What are the things I should do when I feel like this? For some children it might be, maybe what I need to do when I feel like this is, I need to go sit by myself for a couple of minutes. And we see them do it. So what we're doing is, we're guiding these children at a very young age through this process of self-discovery, of learning how to self-regulate. We are regulating the child so that the child, by the time he or she enters grade one, can self-regulate. And what we've seen over this past year is, four and five year old can do it.
Classroom Two:
Speaker2:
The biggest thing we've noticed this year with the children all being engaged is, they've made all the things in the classroom on their own. So the restaurant, they're the ones who decided to make the wallpaper. They made the microwave and it was all their decision to make the things on their own.
Speaker1:
In previous years it was the teacher doing all of the work by themselves, it was our themes and our ideas of what we thought was important, and we put it out, we got all the materials out. But this year, we've been working together, both the ECE and the teacher, but also with the students as well, and it's based on their interests, and it's based on their experts, what they're really good at. And so again, they have made everything themselves, they've been involved in, what do we need? The entire process of gathering all of the materials, setting it up. If we don't have it, how can we make it?
So because they've made it all themselves, it's very authentic to them, they're able to make the connections, they're able to stay engaged and be very interested in it, because if it was something that we made up without connecting it to them, they sometimes didn't know what to do with it, they were unsure. But because they are involved in the entire process, they're hands-on, they're fully engaged, and they know how to make those connections, they go, oh, yes, we need this, what about this, and look what we can do with this.
Dr. Stuart Shanker: One of the big challenges that we face is, trying to explain this distinction between compliance and self-regulation. And it's difficult because compliance itself is a messy concept, it's a complicated concept. The simplest way to understand it is, that self-regulation is really about learning how to marshal your resources, how to recover from an effort. Learning how to calm down when you're anxious, or frightened. Compliance is doing something because you've been told to. Compliance is about doing something that the child is motivated by their fear of the consequences. Now, clearly everything we've been talking about today is this distinction between mindfulness, awareness of what I need to be calmly focused and alert, and only doing something because I'm frightened of the consequences. In fact, we know now, we have a lot of research telling us that fear based approaches to learning do not promote retention. Having said that, there's another aspect of compliance that's very important, because we do want the child to want to comply. We want the child to want to be a responsible member of the classroom, a responsible member of the community. We want the child to be compliant with the kinds of rules that we have, not because he's afraid, not because he wants to avoid punishment, but because he wants to be that kind of kid. So what we're trying to do is, we are trying to encourage children to develop the desires to learn, to be socially responsible, to be a moral individual. And what the self-regulation story tells us is, these are things we want the kid to learn, and the kid can't learn it if the child is hypo or hyper-aroused. They can't pay attention, their attention is flitting from one thing to another. Whatever it is we want them to learn, whether it's language, or facial expressions, or gestures, or reading, or math tables, they have to be grounded, they have to be fully paying attention.
One of the questions that Doctor Pascal directed us to look at most carefully is, could we create in the early learning program an experience that would actually serve to enhance children's selfregulation? In other words, he wasn't interested in what we now call "schoolification," he wasn't interested in taking formal education,
Team Two:
Speaker2:
Speaker1:
Speaker2:
Speaker1:
which let's say, begins around grade one, grade two, and scaling it down. What he wanted was to know, could we design programs where the child, by interacting with trained specialists and by interacting with other kids, would actually begin to enhance their capacity to deal with stressors? Especially the stressors that they were going to encounter in school. We have stressed two critical components in the curriculum that are designed to enhance selfregulation. The first one is knowledge based, in other words, what we're trying to do is, explain everything I'm talking about today so that they understand the biology, that they understand the role that emotions, or that cognitive strategies play in all this.
Well, I think what we were noticing most was, we always seemed to be having the children tidy up. So they were just getting engaged in something and we would be pulling them away to say, okay, now it's time to, and it was either lining up, or sitting on the carpet, getting their hands washed. So we were taking away from their valuable play time.
So what we decided was, we thought, well, why don't we try having snack during our centre or play time? And it was amazing what happened. The children, they enjoy it, they love it, they just go and get their snack whenever they're ready, and they sit and have conversations with their friends. And one day we had to do it where we all had it together and they didn't like it, did they?
No, they didn't. I just found the children became more independent. They just knew that they could sit down, and they knew what they were going to eat, because we've always talked healthy, so they knew what to eat. They weren't always coming to us, well, open this, open that, they were just learning to do it, or they were helping one another. And I just found that, between Kerri and I, we weren't constantly nattering at them, because now you have to do this, and why aren't you tidied up, you should be tidying up, we need to be on the carpet because it's time now to be on the carpet.
So by having snack during our centre time, we've eliminated a whole time of sitting on the carpet and lining up at the door to go down to the bathrooms, and then waiting, and lining up in the hallway. That is eliminated, and it's allowed us to have a full hour, if not longer, of play-based learning.
Dr. Stuart Shanker: The second thing that we've stressed is, that this has to be a play-based approach to learning. And why is that so important? Everything that we want these kids to be doing has to be in some sort of play-based context. Play is how children learn. What we want to do in our play-based approach to learning is, fire a child's imagination. Fire a child's curiosity. For that to happen, the child has to be given the space to find what fascinates him. To find what are the things I want to learn? What are the things I want to do? Children learn by becoming fascinated, and the more fascinated they are, the more they will want to acquire those skills that we want to teach them. The more they will be driven to learn how to read, to use reading, and their reading will be functional. Their reading will be driven by their desire to learn about what they are captivated by.
Classroom Three:
Speaker1:
They have their option of choosing where they'd like to go throughout the day.
Speaker3:
And this centre is always really busy. It looks fairly calm today, right?
Speaker2: It does, this is our dramatic play.
Speaker3: It's been a Tim Hortons, a McDonald's, an airline.
Speaker2: Yes, it's been an airport, a train station.
Speaker1: A bakery, hair salon.
Speaker2:
Yes, it was a bakery a couple of weeks ago, hair salon. It was a light lab a couple of weeks ago. We were discovering light and the children had a huge area to investigate with all kinds of different lights, we had a big tent in here. The big thing that we've learned in here is, that we need to let the children make the decision about what it's going to turn into, and then we actually have a crew that comes in and sets it up.
Speaker3: A crew?
Speaker1: The dramatic play crew.
Speaker2:
We have a crew that comes in and they move the furniture around and they create the new space.
Speaker3:
Speaker2:
Speaker3:
Speaker1:
Speaker2:
Oh, that's really neat.
And one of the things that we found is, if we allow them to do that, they take a whole lot more ownership, and they play better and more frequently in here. So they come up with lists of things we need, we usually brainstorm and then we go out and find whatever it is that we need to create that space and they do that. And then they take it down, usually, as well.
Note to self, always have a crew.
And it's great for us, too, because then we're not panicking thinking, well, when can we get this set up? When are we going to have time to do it?
We make it as part of the learning.
Speaker1: We ask them and they love it.
Classroom Three:
Student:
Wow. Look. There's so many details.
Teacher:
There are so many details in this mural. Do you know that I think people are going to have to look for a long time to find all of the little details we've put in it. Where are we going to hang this?
Student:
Maybe we could hang it on the wall that's right empty, like up there.
Teacher:
There is a little bit of space right up there. It deserves to be some place really special, though, don’t you think?
Student:
Oh, I know, outside in the hallway.
Teacher:
That's a good idea.
Student:
So some people can go, oh, wow, how did they do that?
Dr. Stuart Shanker: So what we're really doing with our play-based learning approach with four and five year olds is, creating in them the passion to learn. What we're trying to do is, once the child begins to experience this joy of learning, you've got them, the child's hooked.
Classroom Four:
Teacher:
We wanted to take what was happening around light and mirrors, and extend it in a different situation, so we intentionally placed materials that might help them do that. So we have mirrors, and metal, and the submersible light balls so that they can maybe find out something more about what they've been researching. Well, I think the water table engages students. So if we use that engagement, they're naturally gravitating to this area, so why not bring learning to something that they're really enjoying?
(Students at play.)
Student:
A flying saucer.
Teacher:
So what are you guys discovering over here?
Student:
This is a game called saucers (inaudible).
Student:
Yes, and they got saucers here and they just found a flying saucer and (inaudible).
Teacher:
They found a flying saucer?
Student:
Yes.
Teacher:
Okay, where should I go with the waterproof camera?
Student:
This way.
Teacher:
Over here first, Liam?
Student:
Yes.
Student:
Then next over here.
Teacher:
Okay, should we go over here?
Student:
Yes.
Student:
Now we need to go in here.
Teacher:
Should we see what the pictures look like? Oh, look. Whose hand is that? I think that's Angel.
Student:
No, that's mine.
Teacher:
Is that your hand?
Student:
Yes.
Teacher:
Oh, there, look at that. What do you notice around the light?
Student:
My hand.
Teacher:
Your hand, you're holding the light, but what else? Look around the light.
Student:
(Inaudible) saucer.
Teacher:
What shape? Yes. That's really neat. Should we take a couple more?
Student:
Yes.
Teacher:
Okay. Where should I go this time?
Student:
You should go in here.
Teacher:
In there? Okay. What does it look like this time? What do you think it's going to look like? That one didn’t work, let's try again.
Student:
Hey, that's me.
Teacher:
Well, obviously I'm noticing their engagement and how we can make connections…
Student:
Can I try it?
Teacher:
Sure, Miguel(ph). How we can make connections in all their learning, and bring in their inquiry into other centres. Okay, just press that button.
Student:
That button here?
Teacher:
And I think children's natural curiosity just makes them want to learn more, and they're so engaged in everything. I think every time we put out something new in the water table, the play just changes so much, and it just amazes me every day that they're able to do so much with a few rocks and some metal and they come up with this amazing game. They amaze me every day.
Dr. Stuart Shanker: I've come to believe it's perhaps the single most important job that anyone can perform in our society. I see our teachers and our ECEs as literally the Vanguard of the next generation. They are the ones that will create this healthy society, this society of young adults who are motivated to not just learn, but to give back to society. But to do that, to do such an important and demanding job requires that we ourselves stay self-regulated. So we do an awful lot of work in programs around the world with teachers, helping them to understand themselves, helping them to understand their emotional needs, or their arousal needs, so that they can stay calm, so that they can be focused. What we found is, that just as children have to become mindful, mindful of their self-regulation states and strategies, and parents have to become mindful, so do our teachers. And the better they do this, not only do they enjoy their job so much more, not only do they feel, when they come home from a day's work, energized, eager to do the job the next day, but the kids do better, too. Everybody does better.
Classroom Four:
Student:
So can somebody take some tape and roll these two?
(Students at play, working together on task.)
Teacher:
Can I suggest that you have a little meeting about it? Because you have a lot of people on your team here. Mikayla(ph). Gionni(ph). I'm suggesting that you guys have a little meeting about this.
Student:
Teacher:
Student:
Okay. Meeting.
Hailey(ph)? This was your research, so you can decide. Okay, listen to Hailey.
I already got two on.
Student:
Okay, so, Mikayla(ph), can you tape that around these? Okay, now it's somebody else's turn to cut a piece and do it. So– no, it's Charlie's turn. Liam, it's Charlie's turn. Good, Will, good.
(Students at play, working together on task.)
Student:
So there go, there's those two stuck together. Okay, Gionni(ph). I need this one, Mikayla(ph). We can do this. Okay, Tanner, you put the blue on top, okay? Because blue is a nice, pretty colour, that's
Student:
Student:
Student:
Student:
my favourite colour. So we're going to make sure it doesn't overlap the orange, and then, Mikayla(ph), you put the elastic over top.
Hailey(ph), this flashlight doesn't work, though. See?
Okay, we'll worry about that later when we're going to use it.
Uh-oh, this one ripped.
It's okay, just leave it, okay?
Student:
Well, half of it could do it.
(Students at play, working together on task.)
Student:
How are we even going to make this?
Student:
Will, can you turn this one on?
Student:
You're right, Hailey, it does make colour. See?
Student:
I told you.
Student:
It doesn't work.
Student:
Oh, yes, it does, there. It's on. So okay, turn off your red, Will. Okay, good, Charlie, that's very good.
(Students at play, working together on task.)
Student:
Eric, no, you're in a movie, see? Look behind you.
Student:
Well, what's a good reason for it?
Student:
The batteries are dead.
Student:
That's the flashlight we're going to worry about later, okay?
Student:
It is on, but its not turning on. Hailey(ph), here's another one.
Teacher:
Well, one thing is, I immediately felt like I had to intervene, and even I'm noticing the body language of the children, I really didn't need to, and after a few minutes, I realized I really should have backed away and let them solve it on their own. I think sometimes we're too quick to try to resolve the conflicts and you know, we really need to know when and how to step in, and stop over-doing it. So I definitely realized. I notice the collaboration, I'm noticing collaboration amongst ages groups, which is very significant. I've been listening to some of the language and I'm hearing children affirming each other. I'm hearing problems beings solved. I see that everyone is playing a part in this and ideas are being listened to, they're listening to each other's thoughts. And I certainly see the engagement. And I notice, despite my efforts, the conflict has been resolved on their own. So really, I didn't need to be there.
The children self select their work during the day, and so we have meetings and we gather and talk about the research they've been doing. So yesterday Hailey(ph) had developed a theory about a rainbow and she had a plan of how she wanted to construct that, so in order to honour her ideas we made sure we provided those materials today. And I think, as a result, we have a high level of engagement.
Teacher:
The freedom to explore and take that ownership of their learning, I think is just such a valuable thing for them, and because we've put out the things that we have, I think it really shows them that we value their thoughts and their thinking, too. And I think that is just so empowering to them, that we feel what they say is important.
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OUR DISTRICT'S QUEST: MIX GAMES AND LEARNING
"Your Mission, should you choose to accept it, is to activate student agency and defeat the forces of Ignorance and Indifference…"
This was the charge given by Dr. Robert Pletka, Superintendent of the Fullerton School District (FSD), last summer to 14 volunteer teachers and a team of support personnel, and as a result, iPersonalize was born.
Education is experiencing an engagement crisis where students are increasingly tuning out in traditional educational systems. Statistics show that 50 percent of junior high school students are disengaged, and dropout rates continue to climb. The focus on proficiency rather than mastery has also taken a toll on passion and desire for learning. One might argue that it's just this generation, but when we look at statistics in other areas, we see that these same students are spending on average 14 hours a week in gaming environments, sacrificing time and energy on systems that seemingly have no real value—and yet they are engaged and passionate about learning in these environments.
building in key Marzano Scales and strategies. Our end goal was to provide personalized learning environments where students have direct choice and voice over the trajectory of learning key standards needed to be successful in today's society.
Meet iPersonalize
So what exactly is iPersonalize? Essentially it is a type of Alternate Reality Game (ARG)—or "an interactive networked narrative that uses the real world as a platform and uses transmedia storytelling to deliver a story that may be altered by players' ideas," according to the ARG Wikipedia page. "Subsequently, it is shaped by characters who are actively
The journey from concept to implementation in educational reforms often lasts years, or is never realized, but the FSD team was committed to making this shift a reality starting this school year. Staff attended conferences, researched gamification and personalized learning, and helped create a game concept that would be constantly refined with direct feedback from players— both teachers and students. This philosophy required the FSD team to quickly identify a partner who could provide an online, instant "game board" that would enable the scoring and tracking of progress. For that, we turned to 3D GameLab, a customizable, gamebased learning platform that works with schools around the world.
Our challenge, therefore, and the one handed down from Dr. Pletka, was to build a bridge between the educational and the gaming world using key elements from both, and relying heavily on many of the concepts that Jane McGonigal lays out in her book, "Reality is Broken." We decided to use digital storytelling to create an epic environment that is bigger than the student, class, or school, and one which focused on mastery and real world applications of the California State Standards, while also
16
Winter 2014 OnCUE • cue.org
|
controlled by the game's designers, rather than artificial intelligence as in a computer or console video game."
In iPersonalize, considered a nextgeneration ARG, students are guided by a narrative storyline in a blended—that is to say, computerdriven and real-world—learning environment. Students access content, via iPad or other iOS device, from a learning management system, which houses the artifacts, story, artwork, assessments, and missions they are being asked to undertake. So when a student logs on to the LMS, they are informed of their quest or mission through interaction with prerecorded videos or animation sequences from a character in the iPersonalize story.
Mission Possible
The missions that students take on are meant to engage them in the purpose of what they are about to learn. The mission or quest that the student undertakes will ultimately help her or him learn state standards in a direct instruction and/or an applied context. While teachers might do direct instruction with students sometimes, the role of the teacher in the iPersonalize model is largely one of a facilitator.
Students participate in a learning sequence connected to Marzano's research-based instructional design. As part of this design, students have an opportunity to create and develop learning artifacts by which they will be able to contribute to the body of knowledge in the community. As students acquire skills, they have opportunities to apply their learning in projectbased learning quests by which students develop products for authentic audiences in their broader community. For example, students might write an essay for their local newspaper or develop a PSA persuading people to vote. These project-based learning opportunities are ladened with "choice and voice" for students so that students experience a sense of agency.
A key principle in quest-based learning is offering students nonlinear learning pathways. Thus, students choose from a pool of quests in order to personalize their education. When offered choice, typically students will start by choosing quests that are short and easy to complete. Quick completion can reinforce initial feelings of success, encouraging ongoing engagement with the curriculum. A quest can be as short as one minute ("watch this video and click done when you're finished"), or take up to 90 minutes to complete. So "quest attractiveness" becomes important at this point in the learning cycle. Students are offered a variety of quests, not only in the types of activities they can complete to get credit, but also in the time requirement. Students might also choose a quest based on an intriguing title, a short description, or its star rating (that is, how other students have rated the quest).
As a student gets deeper into a quest-based learning course, and closer to the course or unit deadline, she will often take on more complex quests as a means to achieve greater experience points toward her overall grade. Since she's been completing smaller tasks all along, she's also built the prerequisite knowledge necessary to complete the more complex ones.
aggregated teacher reports that not only provide data on student progress, but also how the students are responding to and engaging with the quest curriculum. Teachers or instructional designers can get feedback in real-time from their students as they play the quests, both in the form of star ratings, as well as comments that students can leave on the quests themselves. They can also identify how many students are working on a particular quest.
Figure 2. Example of a report showing data on quest activity.
Figure 2 on this page, for example, shows a report of quest activity. The columns can be sorted to find the highest and lowest rated quests. The teacher, if a quest is scoring below 4.0, can make modifications to the task based on student input.
Teachers are also able to sort students to monitor who is "active" on any one quest at a time. From a pedagogical perspective, this lets students influence teaching plans for the day. In the above example, 19 students are currently in-progress on quest "Recensione Screencast 2 Ingus" (part of a Latin language class, perhaps). The teacher may intervene to host a class raid for the day to power-level through this quest. In this way, the teacher can decide when to facilitate a collaborative learning experience through what might otherwise be an individual learning activity.
FSD currently has over a thousand students who are learning within iPersonalize or have completed Agents of Change (for ELA) and or Mercenaries of Change (for Math). Our success stems from three main achievements: a 1:1 initiative in place at Grades 5-8 using iPads and/or laptops, the infrastructure required for Internet cue.org • Winter 2014 OnCUE
|17
Games and Learning continued from p. 17
access that laid the foundation for students to access iPersonalize, a strong emphasis on students as creators of content rather than just consumers, and a long-term strategic plan to provide authentic 21 st century learning experiences for our students. Above all, FSD deeply understands that this is an iterative process that will continue to improve and grow in years to come.
Your Mission, should you choose to accept it, is to join us in activating agency and defeating the forces of Ignorance and Indifference! This message will self-destruct in 5 seconds.
Jay McPhail is Chief Technology Officer at Fullerton School District. He previously served as Director of Innovation and Learner Engagement for Riverside Unified School District. | <urn:uuid:dd6171f5-32ab-477b-b35e-51a1811f3b1b> | CC-MAIN-2019-22 | https://1.cdn.edl.io/UkPg0ztJdz98UajO72G9ieWm2mNtS55wwVYu1cYa5olpz164.pdf | 2019-05-25T23:59:22Z | crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00285.warc.gz | 369,528,594 | 1,663 | eng_Latn | eng_Latn | 0.998963 | eng_Latn | 0.999071 | [
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Lesson On Communication
2 / 6
3 / 6
Lesson On Communication
Workplace communication is very important to companies because it allows companies to be productive and operate effectively. Employees can experience an increase in morale, productivity and ...
Workplace Communication: Importance, Strategies & Examples ...
We spend a lot of time communicating, so it's important to be aware of how different contexts can impact your communication. Explore the four main contexts of communication, and test your ...
The Importance of Context in Communication - Video ...
Introduction: The focus of this lesson is on the use of hieroglyphs as a form of communication, record keeping, and as a means for preserving and passing down history.
Egypt's Golden Empire . For Educators . Lesson 1 | PBS
Radio Frequency Communication-Electronics Course (RFCEC). Course Updated: 12/29/2016 This cover page is designed to be viewed with a monitor screen resolution set for 1680 x 1050. T he course "Table of Contents" link is at the bottom of this cover page introduction.
RF Communication-Electronics Course (RFCEC)
Ah, Arduino, I remember when you were just crawling around and blinking LEDs. Now you're ready to learn how to speak! In this lesson we'll learn how to use the Serial Library to communicate from the Arduino board back to the computer over the USB port. Then we'll learn how to manipulate numbers and data.
Arduino Tutorial - Lesson 4 - Serial communication and ...
Starbucks CEO Howard Schultz taught me a valuable lesson in communication skills—what you stand for is more important than what you make. Let me explain. This month Starbucks celebrates its 40 ...
Starbucks CEO: Lesson in Communication Skills - Forbes
This section of The Lesson Plans Page contains language arts lesson plans, language arts ideas, language arts lessons, language arts thematic units, lesson plans for teachers, Teacher Resources, unit, educator, education resources, printables, worksheets, activities.
The Lesson Plans Page - Language Arts Lesson Plans ...
Know. Communication skills are vital to interacting and participating in all aspects of a children and youth's environments. School-age children and youth will be exploring and expanding on the four major components of communication: listening, talking, reading, and writing.
Communication: School-Age Children | VLS
Next fall, when we come together in Baltimore, let's inquire together. Let's dare to wonder, to be bold and creative in our curiosity. Let's reawaken our own spirit of inquiry as teachers, leaders, writers, readers, and thinkers.
ReadWriteThink - ReadWriteThink
Optical Illusion Gallery . Click on one of the illusions below to see a larger version with the explanation and answer.
Optical Illusion Gallery
Looking for a printable lesson plan book? Need something to help your students keep track of their assignments? Check out the lesson planner pages, student agenda book pages, and other printable teaching tools.
Teaching Tools - Thousands of Printable Activities
our company. English-To-Go supplies English language training materials english lesson, english
lessons, free english lesson, to teachers in over 110 countries.Our materials are fun, fresh and engaging as well as global, contemporary and topical. Each english grammar lesson, english lesson plan, english lesson plans, week we bring out new lessons based around a current Reuters news story.
English to go - English lessons, Learn English, Teach ...
Note to facilitators: Communication skills are necessary for the development of self-advocacy and self-determination, important skills for lifelong success.
Communication - United States Department of Labor
With over 9000 resources, including lesson plans, worksheets, audio, video and flashcards, onestopenglish is the world's number one resource site for English Language teachers. Materials are written and edited by our expert team of teachers and authors and are organized into core ELT subject areas such as Skills, Grammar and Vocabulary, Business, ESP, Exams, CLIL and Young Learners - a world ...
Onestopenglish: Number one for English language teachers
Students learn that the information they put online leaves a digital footprint or "trail." This trail can be big or small, helpful or hurtful, depending on how they manage it.Students follow the digital information trails of two fictional animals.
Follow the Digital Trail (K-2) | Common Sense Education
Videos and illustrations from Chapter 4, Lesson 4 of the Middle School Chemistry Unit produced by the American Chemical Society
Chapter 4, Lesson 4 Multimedia - Middle School Chemistry
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language (in other words, gain the ability to be aware of language and to understand it), as well as to produce and use words and sentences to communicate.. Language acquisition involves structures, rules and representation. The capacity to successfully use language requires one to acquire a ...
Language acquisition - Wikipedia
An ancestor is a parent or (recursively) the parent of an antecedent (i.e., a grandparent, greatgrandparent, great-great-grandparent, and so forth). Ancestor is "any person from whom one is descended. In law the person from whom an estate has been inherited." Two individuals have a genetic relationship if one is the ancestor of the other, or if they share a common ancestor.
Ancestor - Wikipedia
TIGER 21 is a peer membership organization for high net worth entrepreneurs, CEOs, and investors. TIGER 21 holds meetings globally, where members discuss topics such as liquidity events, wealth management, and business acquisitions.
TIGER 21 | Your Personal Board of Advisors
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
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,
cyclopedic index of narcissistic and other personality disorder kindle edition, pinkalicious the perfectly pink collection, tom jones henry fielding, the magic shop by hg wells questions, dance lessons durham nc, behavioural and experimental economics new palgrave economics collection, the physics of carbon nanotube devices, bharati bhavan solutions of sanskrit for class 8th, a voice in the woods hunting life lessons, funny memes english edition, butterfly iii tomorrow rsquo s children cocoon trilogy, taylor made fantasies one, aqa as level biology revision, die st rkung der regionalfensterprogramme im privaten rundfunk als mittel, hercules et autres poemes classiques du nord french edition, east coast swing dance lessons, female comic con costume ideas, the peculiar economics of ncaa basketball, soul surfer bible with bethany hamilton, breaching the billionaire aletheas redemption legacy collection english edition, synthetic biology a primer revised edition, goodgame empire baron guide, internship experience on resume, take on me, o sch ner mai op 375 keyboard conductor score qty, how to a for on your nintendo dsi, intermissions for hope spiritual moments for spiritual renewal, protocols of the learned elders of zion robert kennedy s musclemag international magazine april 2007 number one, positive work relationships, the shroud madison dupre | <urn:uuid:673deaae-dcc4-411d-80a0-d345443071ef> | CC-MAIN-2019-22 | https://htmlandphp.com/lesson_on_communication.pdf | 2019-05-25T22:53:21Z | crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00289.warc.gz | 487,809,028 | 1,514 | eng_Latn | eng_Latn | 0.966445 | eng_Latn | 0.988599 | [
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Pet project turns trash into treasure
THEMBA KHUMALO and SANE SHANDU
D URBAN should soon be a cleaner, healthier place thanks to several City initiatives aimed at encouraging people to collect plastic bottles and other waste for safe disposal, rather than burning them.
One of the chief pollution culprits is discarded cold drink and water bottles made of clear plastic, or polyethylene terephthalate (Pet), to give it its scientific name.
The eThekwini Health Department's Deputy Head for Pollution, Siva Chetty, said these bottles caused many problems, including blocking stormwater drains and releasing carbon dioxide when burnt.
The Pet project, which encourages the recycling of these bottle, is being piloted at fast foods outlets, hotels, schools and Durban's busiest transport and trading hub, Warwick Junction.
The City's Health, Pollution and Risk Management Unit launched the project late last year with Durban Solid Waste, and a number of cooperatives have been set up to collect and recycle.
"The project will reduce health hazards and offer good business opportunities to disadvantaged communities," Chetty said. The project has already employed 10 women to identify, separate, sort, bale and recycle plastic waste.
Health Department Senior Technician for Pollution Control, Phumlani Ngema, said: "We are networking with other communities to participate in the recycling opportunities and they have shown a positive response."
WASTE NOT: Nompumelelo Mgenge, of the Okuhlekodwa cooperative, works on a City project to recycle plastic bottles Picture: ZIBUSE NDLOVU
He said that between November and March the cooperative has collected and recycled 1043kg of Pet plastic bottles, preventing it from going into landfills or being released into the air as carbon dioxide.
burning plastic waste.
want them to learn other means of reducing toxic emissions," said Ngema.
"The aim is to remove contaminated drums from the market and introduce a new brand of drums which are safe and economically sustainable," said Chetty.
Page 5
Housing strategy explained
EMMANUEL KLEINBOOI Housing Matters
THE Municipality has two main housing delivery strategies: in situ and greenfield projects.
In situ projects involve upgrading informal settlements, if the land is suitable for development.
In such cases, a government subsidy is allocated to existing residents.
Where a house or a shack is in the way of services such as roads, electricity, stormwater or sewage pipes, the homeowner has to be relocated to a greenfield project.
Greenfield projects are done on vacant land.
Anyone in eThekwini, provided they meet the qualifying requirements, is free to apply for a home in a greenfield development, but people from informal settlements get priority.
Opportunities to apply for houses in greenfield projects are advertised in newspapers and on radio.
For in situ projects, information is sent directly to people in the affected area.
Housing waiting lists from the former town councils that predated the Metro were scrapped by an eThekwini Council ruling, effective from 19 November 2002.
SDB funds training
THE South Durban Basin Area Based Management has funded training for non-profit and non-governmental organisations through its social programmes.
Twenty-five NGOs attended a recent three-day course, which included training in financial reporting, and how to draft budgets, business plans and project proposals.
Gloria Mavuso, Coordinator for the Lamontville HIV/Aids Support Centre, said: "I have learnt so much and gained more knowledge; now I won't have to hire someone to do our proposals."
Hammarsdale Pet collector Nelly Hlongwane said: "This initiative has helped a lot of people, including me, earn some money. This is a rural area where a lot of people are jobless. By collecting these containers we're not only getting a financial incentive, but we are helping create an environmentally friendly area. These bottles affect crops and livestock when they are burnt or left lying around," she said.
Ngema said this practice was a global problem and was known to be a contributor to global warming. It was common in disadvantaged communities and industrial areas and posed a risk to public health.
For more information call 031 311 3722 or to lodge a complaint about air pollution call 031 311 3555.
A related project aims to discourage people from
"We identified a need to educate people to change their behaviour. We also
A third project, the safer drum initiative, focuses on containers used by industries to store chemicals which are often washed out and resold to the public who use them to store water, traditional beer and other food and drink.
email@example.com firstname.lastname@example.org
Adelaide Sibiya, of Sizanodumo Community Development Organisation, said: "This workshop opened my eyes. It broadened my knowledge of finance." – Sifiso Xulu
Plaudits for permaculture, muthi initiative
IMAGINE Durban is supporting a number of projects to demonstrate sustainability in action.
One such project, initiated by the Wildlife and Environment Society of South Africa, is working to inspire children and teachers to start veggie and muthi gardens. The aim is to improve food
School, in Ntuzuma. The society's Project Coordinator, Anisa Khan, who is a former teacher, said she was impressed with the results achieved and the enthusiasm of the schools.
Other Imagine Durban demonstration projects deal with issues such as community safety, greening of schools, revitalising open spaces, and organic farming.
security, and encourage entrepreneurialism and sustainable
muthi harvesting.
Six schools in the Inanda-
Ntuzuma-KwaMashu area have beautiful gardens with rows of muthi plants and permaculture vegetable gardens, such as carrots and peas, growing together.
During the first workshop recently, pupils and teachers were shown how to dig the soil, compost and water it, and how to grow plants.
Teacher Kipa Gasa, who is co- ordinating the schools, said: “We
have seen barren areas turned into
"Logs placed in the gardens give children a place to sit and discuss how they can reconnect with their cultural heritage and turn the muthi plants into a cash crop."
In the second workshop, at the end of this month, children will be
taught how to propagate a single muthi plant into several shoots,
which can be sold to raise funds.
The Imagine Durban demonstration projects have been made possible thanks to funding from the Canadian International Development Agency.
Funding was made possible by the Plus Network, a partner in the
Imagine Durban project.
Visit www.ImagineDurban.org been participating in a two-part
workshop on muthi plants and permaculture, co-ordinated by
the society, at Phelelani Combined | <urn:uuid:5be8d1e3-beff-447b-9e15-addc4272eb78> | CC-MAIN-2019-22 | http://roads.durban.gov.za/Documents/City_Government/Media_Publications/Ezasegagasini_Metro_Gazette/2009/24%20April%202009%20Ezasegagasini%20Page%205.pdf | 2019-05-25T23:15:24Z | crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00290.warc.gz | 169,705,098 | 1,411 | eng_Latn | eng_Latn | 0.998259 | eng_Latn | 0.998259 | [
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Great Orton Primary School
Computing Policy
This policy was written and agreed by the Governing Body and Head on :
Date: 25/03/2019
Head / Teacher In Charge : L Shannon
Chair of Governors : L Thorp
Review Date : September 2021
The use of information and communication technology is an integral part of the national curriculum and a key skill for everyday life. Computers, tablets, programmable robots and digital cameras are some of the tools we will use to acquire, organise, store, manipulate, interpret, communicate and present information. At Great Orton Primary School we recognise all pupils are entitled to quality hardware / software through the provision of a structured and progressive approach to the development of necessary skills required to enable
pupils to learn and use technology effectively.
This policy records how the school intends to make this happen.
Aims
Provide a relevant, challenging and enjoyable curriculum for Computing for all pupils
Meet the requirements of the Early Years Foundation AND National Curriculum programmes of study for Computing
Use computing skills as tools to enhance learning throughout the curriculum
To respond to new developments in technology
To equip pupils with the confidence and capability to use computing skills throughout their later life
To enhance / extend learning in other areas of the curriculum using computing
To develop the understanding of responsible use of the Internet and of the potential dangers of using the Internet and measures they can take to keep themselves safe
In line with statutory curriculum documents, our curriculum for computing aims to ensure that all pupils: Can understand and apply the fundamental principles of computer science, using multi-media with a growing awareness of technology in our lives
Can analyse problems in computational terms, and have repeated practical experience of handling data and programming
Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
Are responsible, competent, confident and creative users of information and
Rationale
The school believes computing:
Gives pupils immediate access to a rich source of materials.
Can present information in new ways which helps pupils understand, access and use it more readily
Can motivate and enthuse pupils
Can help pupils focus and concentrate
Offers potential for effective group working
Has the flexibility to meet the individual needs and abilities of each pupil
Lays the foundation for skills required by most modern jobs
Objectives
Early Years
It is important we offer children a broad, play-based experience of Computing in a range of contexts, including outdoor play. Role play area will strive to include technological equipment reflecting real life experiences. Children gain confidence, control and language skills through opportunities to interact with the Smartboard, program a toy, use a hand held tablet and use recording devices to support children to develop their learning and skill base skill. Inclusion for all is the expectation.
Key Stage 1
By the end of Key Stage 1 pupils should be taught to:
Understand what algorithms are, how they are implemented as programs on digital devices, and that programs are executed by following a sequence of instructions
Write and test simple programs
Use logical reasoning to predict how programs will be executed
Organise, store, manipulate and retrieve data in a range of digital formats
Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school (please refer
Key Stage 2
By the end of Key Stage 2 pupils should be taught to:
Design and write programs that accomplish specific goals including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
Use sequence, selection and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs
Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs
Understand computer networks including the Internet; how they can provide multiple services, such as the world-wide web and the opportunities they offer for communication and collaboration
Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely
Select, use and combine a variety of software (including Internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and interpreting information.
Resources / Access
The school acknowledges the need to continually maintain, update and develop its resources in making progress towards a robust system that reflects the use of e aim to invest in resources that will effectively deliver the strands of the new National Curriculum and support the use of computing across the school. Teachers are required to inform the Computing Technician of any faults as soon as they are noticed. If resources are not classroom based they are located in the ICT Cupboards or the Secure Cupboard.
Computing network infrastructure and equipment has been sited so that:
There are Computer Cupboards and Recharge facilities for Laptops, Ipad mini's and 1 Ipad connected to the school network
Each class from Reception to Year 6 has an allocated slot across the week for the teaching of specific computing skills
Computers are available for use throughout the school day as part of computing lessons and for cross curricular use
Tablet computers which connect to the school WiFi network are kept in a trolley and are available to use on a weekly rota basis
Every classroom from Reception to Year 6 has an interactive whiteboard with sound and a projector, and the class teacher has a laptop connected to the school network
Pupils are always supervised by an adult when using computing equipment
A governor will be invited to take a particular interest in ICT and computing in the school
Planning / Assessment
In response to the requirements of statutory curriculums for EYS / KS1 / KS2, modules are being planned to promote and facilitate progression.
In addition, subject based training to quality staff delivery of the technology curriculum is ongoing, both in house and through LA provision.
Staff draft and develop medium term plans with identified statutory objectives linked to required programmes of study .
Pupil progress towards objectives and identification of next step teaching / skilling are recorded by teachers / pupils as part of their class recording system and through a half termly review and record staff / pupil process in each pupils individual Key Assessment Focus Booklets.
Inclusion
At Great Orton we strive to plan and offer computing provision for all pupils to achieve: gender/ higher achieving pupils / gifted and talented pupils / SEN pupils / pupils with disabilities / pupils from all social and cultural backgrounds / LAC pupils / those subject to safeguarding / pupils from different ethnic groups and those from diverse linguistic backgrounds.
Health & Safety
The school is aware of statutory health and safety issues involved in children's use of computing equipment. All electrical appliances in school are tested accordingly and in line with L.A guidelines.
It is advised that staff should not bring their own electrical equipment in to school, but if this is necessary, then equipment must be pat tested before use in school. This also applies to any equipment brought in to school by, for example, people running workshops, activities, etc. and it is the responsibility of the member of staff organising the workshop, etc. to advise those people.
All staff should visually check electrical equipment before they use it and take any damaged equipment to the school office where it will be checked and replaced as required. technology in the real world. Damaged equipment should be reported to the Headteacher /School Office to arrange for repair / removal.
Security
The L.A provides Spohos Anti Virus support who are responsible for regularily updating anti virus software. Use of computing will be in line with the Acceptable User Agreement( AUA) in School. All staff, pupils & volunteers must sign a copy.
Parents will be notified of the AUA through our school website.
All staff, pupils and parents should be made aware of school rules for responsible use of computing, technology and the internet – understanding the consequences of misuse clearly.
. I will only use ICT for school purposes.
. I will only use my class / my school e-mail address when e-mailing in school with staff approval.
. I will only open e-mail attachments from people I know or whom staff have approved.
.I will NOT tell people my ICT passwords.
. I will only open / delate my own files.
. I will make sure ICT contact with others is polite, considerate and sensible.
. I will not look for, save or send anything nasty or unpleasant at any time.
. If I accidentally find anything like that, I will immediately tell staff.
. I will NOT give my details (name / address / phone number) or arrange to meet anyone unless staff give permission as part f a school project.
. I will be responsible for my behaviour when using ICT – I know the rules keep me safe.
. I will follow the school rules for on line safety and NOT upload or add images, video, sound or text without staff approval.
. I know my use of ICT can be checked by staff at any time and contact with my parent / guardian will be made if staff feel that necessary or are concerned for my e safety/
______________________________________________________________________________________
Great Orton Primary School
Dear Parent / Guardian,
ICT, including the internet, e mail and mobile technologies, is an important part of teaching and learning in or school. We expect every pupil to be safe and responsible when using ICT.
PLEASE read and discuss our e safety rules with your child / children and return this page to school.
Should you have any concerns / queries, please contact the Head in school.
Signatures
We have discussed this and _____________________________ (pupil name(s) agree to follow the school AUA e safety rules to support ICT safety at our school.
Parent / Guardian Signature: __________________________________________
Date: ______________Pupil Classes___________________________
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Researchers measure cavitation noise in trees
17 April 2013, by Bob Yirka
Image: Wikipedia.
(Phys.org) —A team of researchers from Grenoble University in France has found that under experimental conditions, roughly half of the noise created by drying wood is due to cavitation. The team made this discovery while studying the noises trees make in drought conditions. They presented their findings at last month's American Physical Society meeting.
Scientists have known for many years that trees make noise, and not from just the creaking that occurs as wind pushes them back and forth. Trees also emit noise that is too high in frequency for the human ear to hear. Past research suggests that the noises trees make change if they're not getting enough water, and at least some of that noise is likely due to cavitation. Cavitation occurs when air bubbles form in the tubes (xylem) that run up and down tree trunks, preventing water from being pulled upward—in some cases it causes the tree to die. What has remained a mystery, however, is how much of the noise coming from trees during times of drought stress is due to cavitation, and how much from other sources, such as cell breakage.
To find out, the team in France cut very thin slices of wood that preserved the xylem structure, and soaked them in a special gel that mimicked the wet environment of a living tree. Then, the researchers slowly exposed the wood to dry air, creating drought-like conditions, all the while making both audio and video recordings of what occurred as the wood grew drier. In so doing, they found that at least half of the noise emitted from the drying wood came from cavitation. They also found that the sounds made by cavitation were distinguishable from other sounds made by the wood as it was drying out.
Gaining a better understanding of the noises trees make under different conditions is important because it could one day provide a means for diagnosing ailments, most specifically, how close a tree is to dying when it's not getting enough water. Knowing which sounds to look for when studying trees living in regions where weather is changing due to global warming can help with forestry management—early detection, via a type of tree stethoscope, could alert authorities to problems before they become too difficult to solve.
More information: Abstract: W28.00001 : Cavitation in trees monitored using simultaneously acoustics and optics, Bulletin of the American Physical Society, meetings.aps.org/Meeting/MAR13/Event/189852
Under hydric stress, in dry weather conditions, the sap within trees may reach extreme negative pressures and cavitate: bubbles appear, which eventually causes an embolism in the circulation. It has been shown that cavitation is associated with short acoustic emissions, and they can be recorded in the ultrasound range. However the precise origin of each acoustic emission is still not clear. In particular, the acoustic emissions could be not only
1 / 2
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the consequence of cavitation, but also of the collapse of xylem conduits, or of fractures in the wood. Here we present an original set-up where we can simultaneously record (i) the acoustic emissions, (ii) the location of cavitation events, by imaging the sap channels under light transmission microscopy. We are then able to correlate the sounds to the visible changes in channels, such as the appearance of cavitation bubbles. We hope the results of the present study might help to better understand the acoustic signals emitted by trees, and to obtain further information in the evolution of wood under dry stress conditions.
© 2013 Phys.org
APA citation: Researchers measure cavitation noise in trees (2013, April 17) retrieved 25 May 2019 from https://phys.org/news/2013-04-cavitation-noise-trees.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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This is the first of what will hopefully be a series of useful tips that improve chances of gardening success. Since I consider myself only a continuing learner of this skill and am prone to amateurish mistakes, I will find myself drawing some expressed opinions from my own experiences. Mostly, though, I will consolidate useful materials on a variety of topics from the Master Gardener Program I have attended and trusted resources offered through it.
Probably the most important lesson I have learned is that it is one thing to construct a venue to eliminate many environmental obstacles when trying to grow your own. It is quite another thing to get out of your own way in actually doing it. So let's start with a topic I'm more familiar with.
Timing Crops to Maximize Growing Season
There are four major controls with respect to aspects of gardening, particularly growing and pest management: biological, physical, chemical and cultural. Let's focus for now on the last of these, the cultural aspects. This refers to the gardening habits formed that you, the gardener can control, specifically, plant timing.
Plant timing is important because it involves many elements seeding, transferring seedlings to the outdoors and when to harvest. Much of this is a factor of climate. As I've learned the hard way many times, some plants will not work by seeding outdoors with a limited growing season where soil temperatures do not reach certain averages for a long enough amount of time. One must be aware of frost dates, both in the spring and fall for their climate zones. Other plants cannot be transferred outdoors for the same reason. Crops such as broccoli will thrive for two growing seasons in the same year if timing is right.
Below is a general guide for planting hardy, semi hardy and tender vegetables in your garden:
Hardy vegetables planted as soon as the ground can be worked in the spring (cold weather crops):
Broccoli, collards, peas, Brussel sprouts, lettuce, radishes, cabbage, kale, celery, mustard, Chinese cabbage, spinach,
Turnips, onions
Semi hardy vegetables planted near the average date of the last frost:
Beets, endive, potatoes, carrots, cauliflower, parsnips, Swiss chard
Tender vegetables planted after all danger of frost (warm weather crops):
Snap beans, eggplant, watermelon, lima beans, sweet corn, cucumbers, summer squash, tomatoes, honey dew, winter squash, cantaloupe, sweet potato, chile, okra, pumpkin, peanuts, bell pepper, black-eyed peas
Hardy and Semihardy Vegetables planted in summer for the fall garden:
Broccoli, turnips, garlic, Chinese cabbage, cauliflower, kohlrabi, kale, spinach, lettuce, radish, cabbage
The Master Gardener program is prevalent throughout the U.S. Manuals publish dates for seeding and transplanting varieties of crops based on climate data. NM State University furnishes this information, revised by Dr. Stephanie Walker in the link below. It has helped me enormously.
http://aces.nmsu.edu/pubs/_circulars/CR457B.pdf
Your State Ag Ext. Agency or Land Grant University should have this information available as well.
Very important: Keep an annual log of what you did and when; refer to it each year for patterns of weather, what worked and what did not. As I check my own log, I notice that I have been seeding broccoli indoors right around February and transplanting later towards the beginning of April. However, the transplants have not made it because they have been too spindly probably because of lack of sufficient light. Going forward I will direct sow outdoors earlier in the season. Tomatoes are another case. I learned early on that seeding indoors are the way to go because the growing season is my area is not long enough to harvest from seed. The head start helps extend the tomato growing season.
Also note: Soils gain more nutrients, like nitrogen, phosphorous and phosphate, by rotating crops- not growing the same things in the same places year after year. Some crops like more shade than others. The same garden can have several microclimates. Notice what tends to thrive in certain places when doing the layout for a season.
Above is a map of NM with different climate zones and what to expect in terms of number of frost days. Refer to your seed packet for number of growing days that are recommended and time accordingly.
It is equally important to know when to harvest. There are signs that plants give the grower to signal when the time is right. When cucumbers begin to yellow on the outside, it usually results in a bitter taste. When some roots like radishes are in the ground too long, they become woody and not as sweet as they could be. | <urn:uuid:7dd6d249-b7c6-43ee-99d8-1bcb686097c5> | CC-MAIN-2019-22 | http://mudhubllc.com/timingforplanting.pdf | 2019-05-25T23:43:57Z | crawl-data/CC-MAIN-2019-22/segments/1558232258453.85/warc/CC-MAIN-20190525224929-20190526010929-00295.warc.gz | 142,463,823 | 972 | eng_Latn | eng_Latn | 0.998726 | eng_Latn | 0.998557 | [
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Mathematics Scheme of Learning
Year 10 – Term 3
Intent – Rationale
"Maths is for everyone". AQA GCSE Mathematics is designed to be diverse, engaging and essential to equip all students with the skills and knowledge to reach their future destination. Opportunities to make connections, generalise and apply are embedded where appropriate for each individual student. References to careers and future learning and shared with students.
| | Sequencing – what prior learning does this topic build upon? | Sequencing – what subsequent learning does this topic feed into? |
|---|---|---|
| • Year 10 Term 1 linear and quadratic equations • Year 9 Term 2 fractions and decimals • Year 9 Term 2 probability including Venn diagrams and tree diagrams • Year 9 Term 3 Pythagoras in 3D and introduction to trigonometry • Year 9 Term 2 interior exterior angles of polygons | | |
| | What are the links with other subjects in the curriculum? | What are the links to SMSC, British Values and Careers? |
| • Science -kinematic graphs • Technology-right angled triangles in design | | |
| What are the opportunities for developing literacy skills and developing learner confidence and enjoyment in reading? | | |
Mathematics Scheme of Learning Year 10– Term 3
Intent – Concepts
What knowledge will students gain and what skills will they develop as a consequence of this topic?
Know
Plot and interpret linear and quadratic graphs using a table of values-link to two solutions and roots of quadratics. Sketch reciprocal and exponential graphs. Sketch simple kinematic graphs. Order positive and negative integers, decimals and fractions using symbols. Use all four operations with integers, fractions and decimals. Express recurring decimals as a fraction.
Know and use the properties of prime factors, factors, multiples and squares. Use prime factorisation to find HCF and LCM using lists or Venn diagrams. Draw and use a Venn diagram to calculate probability of two events. Record and analyse data in frequency trees and tables to calculate probabilities. Calculate relative frequencies and identify reliable probabilities and bias. Apply systematic listing including using the product rule
Know and use 3D Pythagoras. Use basic trigonometry to calculate missing angles and sides. Use Pythagoras and Trigonometry combined in problems.
Apply
Interpret graphs in a context including depth/time, distance/time, using gradient and y intercept.
Fraction and decimal problems in context.
Probability in context
Trigonometry context problems. Make reference to career use eg architect, engineering, construction, graphic design.
Extend
BIDMAS and negative gradients for linear and quadratic equations to plot. Express recurring decimals greater than 1 as a fraction. Present as a "prove that" problem or "show that". Algebraic probability problems. Set notation. Trigonometry context problems – no diagram, angles of elevation and depression.
| What subject specific language will be used and developed in this topic? | What opportunities are available for assessing the progress of students? |
|---|---|
| • Plot, linear, quadratic, roots, intercept, gradient, functions, reciprocal, exponential, cubic, kinematic, speed, distance, time, acceleration, axis, intersect, simultaneous • Proper fraction, improper fraction, mixed number, simplify, numerator, denominator, equivalent, common denominator, LCM, operation, decimal, place value, terminating, recurring, rational number, irrational number • Probability, sets, and, or, intersection, Venn diagram, tree diagram, events, outcomes, dependent, independent, conditional probability, replacement, without replacement, exhaustive, sample space, two-way table, product rule, systematic listing, frequency • Trigonometric ratios, Pythagoras, hypotenuse, adjacent, opposite, sine, cosine, tangent, angle, theta, obtuse, acute, bearing, elevation, depression | AQA topic open book assessments (homework) Exam question practice in class – open book Mini quizzes including Kahoot Multiple choice to address misconceptions Recall starters: • LLLWLTLY • Corbett 5 a day • Whiterose maths KS4 problem of the day • Mini quiz on last term topics |
Intent – Concepts
| Real Life graphs | R | A | G |
|---|---|---|---|
| Plot and interpret linear and quadratic graphs | | | |
| Recognise and sketch reciprocal and exponential graphs | | | |
| Use graphs to solve simple Kinematic problems including speed, distance and acceleration | | | |
| Interpret the gradient of a straight-line graph | | | |
| Fractions and Decimals | R | A |
|---|---|---|
| Order positive and negative integers, use the symbols =, ≠, <, >, ≤, ≥ | | |
| Apply the four operations, including formal written methods, to positive and negative integers. | | |
| Apply the four operations to fractions | | |
| Apply the four operations to decimals | | |
| Calculate exactly with fractions | | |
| Convert terminating decimals to fractions and vice versa | | |
| Change recurring decimals to fractions and vice versa | | |
| Basic Probability | R | A |
|---|---|---|
| Use the concepts of prime numbers, factors, prime factorisation, Venn diagrams and HCF, LCM. | | |
| Draw and use Venn diagrams to calculate probabilities | | |
| Calculate relative frequencies and recognise bias. |
|---|
| Understand exhaustive events sum to 1. Recognise mutually exclusive events. |
| Construct theoretical possibility spaces for single and combined events with equally likely outcomes. |
| Apply systematic listing strategies including using the product rule |
| Trigonometry | R | A |
|---|---|---|
| Use Pythagoras' Theorem in 3D | | |
| Use trigonometry to find missing sides of right- angled triangles | | |
| Use trigonometry to find missing angles of right- angled triangles | | |
| Combine trigonometry and Pythagoras' theorem | | |
| Properties of Polygons | R | A |
|---|---|---|
| Use the sum of angles in a triangle | | |
| Derive and use the sum of angles in any polygon | | |
| Apply the properties of squares, rectangles, parallelograms, trapeziums, kites and rhombus | | |
| Solve interior and exterior composite polygon problems including tessellation | | | | <urn:uuid:cf98e137-7f89-4bdb-9e4d-6c9b39ce1963> | CC-MAIN-2022-33 | https://www.kshs.uk/_site/data/files/documents/cirriculum/maths/y10/9518D5786F7C1683C053D78CF96B33C3.pdf | 2022-08-07T20:12:26+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00002.warc.gz | 772,898,327 | 1,446 | eng_Latn | eng_Latn | 0.991668 | eng_Latn | 0.992309 | [
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Smart-lesson Nr 24 - Italian, level 1
Topics:
- Useful reflexive verbs you can use to talk about your routine (to get dressed, to get up, to wake up, to meet up)
- How to conjugate reflexive verbs
- Useful words that you can already start using (in a hurry, immediately, etc.) with what you already know
Lesson:
Listen and repeat: mi, ti, si, ci, vi, si
Try to remember them as if they were part of a short song or something that rhymes.
Let's say them again: mi, ti, si, ci, vi, si mi, ti, si, ci, vi, si are six short words (reflexive pronouns) that you put in front of certain verbs. Most of the time you do that in order to change the meaning of the verb (only slightly).
Vesto = I dress (someone, for example your child)
Mi vesto= I am getting dressed/I get dressed
For example:
Mi vesto in fretta. (I am getting dressed in a hurry)
Or
Sveglio = I wake (someone up)
Mi sveglio= I wake up
For example:
Di solito mi sveglio alle sei e mezza. (I usually wake up at 6:30)
Or
Alzo = I lift (something) up
Mi alzo = I get up (from a chair or from bed in the morning).
For example:
Domani mi alzo alle cinque. (tomorrow I am getting up at 5)
Or
Vedo = I see
Mi vedo (con gli amici) = I meet up (with friends)
www.speakfromdayonewithelisa.com – This material is copyrighted
"Mi vedo con (Maria, Francesco, etc.)" is particularly important because you will be using it all the time. For example:
Domani mi vedo con Marco. (I am meeting Marco tomorrow)
Il sabato mi vedo con gli amici. (on Saturdays I meet up with friends)
Very important: "mi, ti, si, ci, vi, si" do NOT literally mean "I, you, he/she, etc." in Italian. They usually mean "myself", "yourself", "himself" and so on, but, as languages are not a carbon copy of each other, there will be several cases where there is no direct translation into your native language: don't worry about the literal translation, just learn "mi, ti, si, ci, vi, si" and use them with the verb you want to use them with (e.g. mi sveglio alle otto, mi alzo subito, mi vesto, mi vedo con gli amici, etc.).
Compare the two types of verbs:
Have you noticed that the verb is conjugated in the exact same way as the verbs you have already seen, just with "mi, ti, si, ci, vi, si" in front of them?
The good news is that, as there are hundreds of reflexive verbs in Italian, by learning how to conjugate just one, you learn how to conjugate all of them! Learn one reflexive verb by heart as a "template". The best one to learn (in terms of frequency of usage) is "vedersi" (= to meet up): mi vedo, ti vedi, si vede, ci vediamo, vi vedete, si vedono.
Do you remember how to say "At what time…?" (or "What time") ...A che ora…?
And do you remember how to say "when" meaning the day or month? ...Quando?
Now let's have fun with the language and use everything you have seen so far to say meaningful things:
Quando ti vedi con gli amici? Il sabato.
or
Di solito a che ora ti alzi? (What time do you usually get up?)
Di solito mi alzo alle sette. (or simply: "alle sette")
www.speakfromdayonewithelisa.com – This material is copyrighted
Di solito quando ti svegli ti alzi subito? (subito = immediately → Do you usually get up straight away when you wake up?) No, non mi alzo subito.
or
A che ora ci alziamo domani? Non so… Alle nove?
or
A che ora ti vedi con Emma? Alle sette e mezza.
→ Very soon you will be able to say much more!
Well done! Bravo! (or brava!)
Takeaways:
It's impossible to remember everything the first time round. Focus on recurrent and/or important words/structures.
Below are the important takeaways from this lesson (this is what you should try to remember/use/revise).
Grammar points:
mi, ti, si, ci, vi, si are six short words (reflexive pronouns) that you put in front of certain verbs (most of the time) to slightly change the meaning of the verb.
Vesto = I dress (someone, for example your kid)
Mi vesto= I am getting dressed/I
get dressed
For example:
Mi vesto in fretta
. (I am getting
Very important: "mi, ti, si, ci, vi, si" do NOT literally mean "I, you, he/she, etc." in Italian. They usually mean "myself", "yourself", "himself" and so on, but, as languages are not a carbon copy of each other, there will be several cases where there is no direct translation into your native language: don't worry about the literal translation, just learn "mi, ti, si, ci, vi, si" and use them with the verb you want to use them with (e.g. mi sveglio alle otto, mi alzo subito, mi vesto, mi vedo con gli amici, etc.).
dressed in a hurry)
Sveglio = I wake (someone up) Mi sveglio = I wake up For example:
Di solito mi sveglio alle sei e mezza. (I usually wake up at 6:30)
Alzo = I lift (something) up
Mi alzo = I get up (from a chair or from bed in the morning). For example:
mi vedo con Lia = I am meeting with Lia ti vedi con Lia = You are meeting with Lia si vede con Lia = He is meeting with Lia www.speakfromdayonewithelisa.com
– This material is copyrighted
The good news is that, as there are hundreds of reflexive verbs in Italian, by learning how to conjugate just one, you learn how to conjugate all of them! Learn one reflexive verb by heart as a "template". The best one to learn (in terms of frequency of usage) is "vedersi" (= to meet up):
| | Domani mi alzo alle cinque. (I am getting up at 5 tomorrow) Vedo = I see Mi vedo (con gli amici) = I meet up (with friends) “Mi vedo con (Maria, Francesco, etc.)” is particularly important because you will be using it all the time. For example: Domani mi vedo con Marco. (I am meeting Marco tomorrow) Il sabato mi vedo con gli amici. (On Saturdays I meet up with friends) |
|---|---|
| Words: | Subito = immediately E.g. Di solito quando ti svegli ti alzi subito? (Do you usually get up straight away when you wake up?) In fretta = in a hurry E.g. Mi vesto in fretta. (I am getting dressed in a hurry) |
| Sentences to remember: | Quando ti vedi con gli amici? Il sabato. (When do you meet your friends? On Saturdays) A che ora ti vedi con Emma? Alle sette e mezza. (What time are you meeting Emma? At seven thirty) |
Homework (Practice time!):
I don't expect you to remember new things straight away: you are of course welcome to have a look at the explanations in order to complete this part. Ideally try to remember the vocabulary, verbs and structures from previous lessons before you look them up.
Answer the following questions:
1. What are the six small words (reflexive pronouns) that you need to remember in order to conjugate reflexive verbs like "svegliarsi, alzarsi, vedersi, etc."? __________________________
2. In the present tense, where should you usually put those small words: before or after the verb? Which is correct? a) Mi alzo (y/n) ______ b) Alzo mi (y/n) _____
www.speakfromdayonewithelisa.com – This material is copyrighted
Translate the following sentences into English:
3. A che ora ti alzi? ____________________________________________________
4. A che ora ti vedi con Anthony? _______________________________________________
5. È francese? ____________________________________________________
6. Di solito a che ora ti svegli? ____________________________________________________
Translate the following sentences into Italian:
7. When are you meeting Andrew?
____________________________________________________
8. I usually get up at five
____________________________________________________
9. I am French but I live in Spain
____________________________________________________
React to the following questions (in any way you can):
Ideally, this should be a speaking exercise. If you want to write your answers out, do this afterwards. The aim of this exercise is to train fluency, not accuracy. This means answering/reacting when people talk to you, rather than waiting to have the perfect sentence before responding (maybe the person will leave before you get the chance...!).
Your answer doesn't have to be perfect, just do your best with what you know.
Now it's your turn! React to the following questions:
10. Sei russo/a? (Are you Russian?)
11. Di dove sei? (Where are you from?)
12. Di solito a che ora ti alzi? (What time do you usually get up?)
13. Di solito quando ti vedi con gli amici? (When do you usually meet up with friends?)
14. Domani ti vedi con Andrew? (Are you meeting Andrew tomorrow?)
Well done! Bravo! (or brava!) See you tomorrow!
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Briefing Paper 372
December 2014
Mainstreaming Disability and the Family
"People with disabilities are excluded from the mainstream of society and experience difficulty in accessing fundamental rights… Because the emphasis is on the medical needs of people with disabilities, there is a corresponding neglect of their wider social needs. This has resulted in severe isolation for people with disabilities and their families".
SA Integrated Disability Strategy 1
1. Introduction 2
While South Africa ratified the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in 2007, and despite various policies and laws that protect the rights of persons with disabilities, the majority of people with disabilities in South Africa have been excluded from the mainstream of society.
Very briefly, a disability can be defined as 'a functional limitation or restriction of an individual's ability to perform an activity'. 3 However, while such a definition is accurate, it does not describe the complexity of most disabilities. The World Health Organization (WHO) defines disability as 'an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations'. 4 Moreover, it is clear from this definition that disability cannot be regarded only as a health problem. 'It is a complex phenomenon, reflecting the interaction between features of a person's body and features of the society in which he or she lives'. 5 Overcoming the difficulties faced by people with disabilities requires interventions which remove environmental, economic, educational and social barriers. 6 This is especially so for people who experience more than one disability.
Chronic pain, cognitive disorders and mental disabilities, while not immediately apparent, are nevertheless disabilities. The degree of functional impairment may be limited or substantial. Cerebral Palsy, for example, is "a disorder of voluntary movement and co-ordination due to the imperfect development of, or damage to certain areas of the developing brain. The extent to which individuals are disabled depends on the severity of the brain damage. The condition is life-long and there is no cure". 7
On 3 rd December 2014, the International Day of Persons with Disabilities, the WHO announced that "over one billion people, about 15% of the world's population, have some form of disability." 80% of those people live in low- and middleincome countries, where often access to basic health and social services is limited for all citizens. However, the impact on people with disabilities is more profound; and poverty exacerbates disability.
According to the statistics derived from the 2011 census, the national disability prevalence rate is 7.5% in South Africa. Disability is more prevalent among females compared to males (8.3% and 6.5% respectively), and the instance of disability increases with age. 8
It is essential to remember that a person with disability is not defined by their condition and reference to their disability should be prefaced by that person's name – not the other way around. There has been a gradual shift in the understanding of disability. Many derogatory terms previously used to describe disability are falling into disuse – 'retarded', 'cripple', 'spastic', 'dumb', 'mental', 'idiot'. One such example of this increased sensitivity is the term 'spastic', which refers to stiff and rigid muscles which results in compromised mobility, is now correctly referred to as 'cerebral palsy'. It should also be remembered that the term 'disabled' is an adjective and not a noun. 9
2. A Rights-Based Approach to Disability
The United Nations Convention on the Rights of Persons with Disabilities was ratified by South Africa in April 2008. It sets out the legal obligations of states to promote and protect the rights of persons with disabilities, and emphasizes the importance of mainstreaming disability issues. Furthermore, it defines disability as an evolving concept, stressing that disability results from interaction between the person with impairment and attitudinal and environmental barriers that hinder their full and effective participation in society on an equal basis with others. 10 The focus is on the 'enabling' of those with disability by providing facilities, services and assistive devices that that mitigate the effect of the disability. The appropriate intervention can mean that the disability is no longer 'disabling'.
In terms of the SA Bill of Rights 11 which guarantees the fundamental human rights and equality of all citizens, legislation and policy which gives substance to these rights must be developed. The National Policy on the Provision of Social Development Services to People with Disabilities focuses on the delivery of social development services to people with disabilities; it seeks to complement the existing national and international legislative and policy frameworks; and incorporates the principle of mainstreaming disability. 12 Among the guiding principles is the development of significant support systems for families caring for a person with disability. "Families have inherent capacities and strengths that sustain them in times of prosperity as well as adversity". 13 The key question that the policy tries to answer is "How can people with disabilities in our society benefit equally and equitably from our service provision"? 14
People with disabilities have the same health needs as non-disabled people – for immunization, cancer screening, dental checkups etc. However, they also may experience a narrower margin of health, often because of poverty and social exclusion, and they may be vulnerable to secondary conditions, such as pressure sores or urinary tract infections and the exacerbation of scoliosis due to immobility. The common cold easily becomes pneumonia. Furthermore, many
BP 372: Mainstreaming Disability and the Family conditions and chronic illnesses are, by their nature, degenerative. 15
Evidence suggests that people with disabilities face barriers in accessing the health and rehabilitation services they need. Their needs may require the co-ordination of various health and social services which are not necessarily available at the same institution, or are simply too far away.
3. Access to Grants
There are different types of social grants for children with disabilities. The Care Dependency Grant (CDG) is applied to severely disabled children. The applicant must be South African citizen, permanent resident or refugee; must be resident in South Africa; and the child must be under 18. A medical/assessment report confirming permanent, severe disability must be submitted. The applicant and spouse must meet the requirements of the means test, and the caredependent child/children must not be permanently cared for in a state institution. 16 Families of children with mild to moderate disability may receive full tax rebates on disability-related costs, but may not apply for the CFG. 17
The Disability Grant is payable to a South African citizen, permanent resident or refugee between 18 and 59 years of age. A medical/assessment report confirming disability must be submitted. There is a means test, and the applicant must not be maintained or cared for in a state institution. 18 A permanent Disability Grant may be provided until the 60th birthday, at which point it will be converted to an Older Person's Grant. 19 The Care Dependency Grant, the Disability Grant and the Old Age Grant each amount to R1 350 per month.
4. Inclusive Education
Nelson Mandela reminded us that "disabled children are equally entitled to an exciting and brilliant future." 20 Inclusive education for children with disability is a child-centered approach which seeks to accommodate children with disability in mainstream schools. However, such an approach is sensible to the challenges this involves, and focuses on the 'best interests of the child'. Schools must be adequately resourced, with appropriate steps taken to accommodate children with disability. "Segregation in childhood leads to difficulty integrating into adulthood. Inclusion
promotes resilience and independence, and promotes caring and acceptance by non-disabled children". 21 Furthermore, it is not possible to have easily accessible special needs schools for all children with disability. However, there are children who need more specialized education and care that is beyond the capacity of mainstream schools. Thus, for example, the Western Cape Cerebral Palsy Association (WCCPA) provides therapeutic services for children with cerebral palsy, and also operates a school.
The Vatican Charter of the Rights of the Family asserts that "children who are handicapped have the right to find in the home and the school an environment suitable to their human development". 22
5. Employment Opportunities
The lack of employment opportunities for persons with disability beyond school going age often results in social isolation and loneliness. In 2013 5.6 million people were employed in South Africa in the formal sector. However, only 50 867 (0.9%) of those employed were people with disabilities. 23 In 1998 the projected target for the employment of those with disability was set at 4% by 2004, but only 0.4% was achieved. The most recent target is 2% by 2015. The Department of Labour has done little to encourage the employment of persons with disability in spite of legislating asserting the equality of opportunity for all. This is compounded by the lack of post-school educational opportunities and the absence of disability-specific legislation. 24 But there are exceptions – for example, the WCCPA offers employment opportunities for adults with cerebral palsy.
6. Provision of Assistive Devices
The provision of appropriate assistive devices and services to all those with disability is key. Be it spectacles, hearing aids, walking frames, wheelchairs, or computer programmes that facilitate communication, assistive devices are key to the enablement of those with disability.
Ideally, a wheelchair for a person with quadriplegia should be custom made so as to provide the correct measurements for the user's height, weight and degree of mobility and so provide as much support and comfort as possible. A child would need to have successive wheelchairs as he or she grows. Wheelchairs in rural areas have to transverse difficult terrain, resulting in punctured tyres. Access to transport that is able accommodate wheel chairs is also a necessity.
7. Conclusion
Mainstreaming disability is about overcoming barriers that 'dis'able. It requires supporting families to better enable them to care for their disabled member. This support may be very practical, such as the finance required to make adjustments to the family home for a wheelchair; or the provision of respite care which gives the primary caregiver a break when the disabled family member requires 24-hour care. Social work services should be available to do case management and counselling. Mainstreaming disability is fundamentally about transformation – of our buildings, transport systems, schools and other educational facilities, health care and social services, as well as our language. In undertaking this transformation we realize not only the equality which all are afforded in the Constitution, but our God-given dignity as well.
_________________________________________________________
Lois Law Researcher
1 South Africa's Integrated Disability Strategy White Paper, 1997
2 The SACBC Parliamentary Liaison Office, the Western Cape Department of Social Development, and NICRO held a Roundtable Discussion on 'Mainstreaming Disability and the Family' on 21 st November 2014. The roundtable was addressed by Ms Patisa Momoza, Programme Manager of Services to Persons with Disability of the Western Cape Department of Social Development; Ms Caroline Taylor from Inclusive Education; and Ms Gadija Koopman, the Director of the Western Cape Cerebral Palsy Association. This Briefing Paper owes much to their respective presentations and to the discussion which followed.
3 Websters' Online Definition
4 WHO www.who.int/topics/disabilities
BP 372: Mainstreaming Disability and the Family
5 WHO www.who.int/topics/disabilities
6 WHO www.who.int/topics/disabilities
7 Presentation by Gadija Koopman, 21st November 2014.
8 Statistics South Africa, 9th September 2014
9 National Educational Association of Disabled Students, 2014
10 The United Nations Convention on the Rights of Persons with Disabilities, 13th December 2006
11 The Constitution of the Republic of South Africa, 1996
12 Presentation by Patisa Momoza, 21st November 2014
13 The National Policy on the Provision of Social Development Services to People with Disabilities, 2013 14 Ibid.
15 Such examples include Huntington's disease; muscular dystrophy; multiple sclerosis; macular degeneration.
16 http://www.sassa.gov.za/index.php/social-grants/care-dependency-grant
17 An example of such expenses would be the purchase of nappies.
18 http://www.sassa.gov.za/index.php/social-grants/care-dependency-grant
19 http://www.blacksash.org.za/index.php/your-rights/social-grants/item/disability-grant
20 www.education.gov.za/LinkClick.aspx?
21 Presentation by Caroline Taylor, 21st November 2014
22 Charter of the Rights of the Family, 22nd August 1983
23 Presentation by Caroline Taylor, 21st November 2014
24 South Africa's Integrated Disability Strategy White Paper 1997
This Briefing Paper, or parts thereof, may be reproduced with acknowledgement.
For further information, please contact the CPLO Office Administrator.
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GLOSSARY — TERMS AND ACRONYMS
AAS— Australian Accounting Standards.
AASB— Australian Accounting Standards
Board.
ABC — Australian Broadcasting Commission.
Community grants — Council funding to assist local not-for-profit community groups to implement projects and activities that meet identified community priorities and which benefit Glen Eira residents.
ABS — Australian Bureau of Statistics.
Best Value — the Best Value model is a key component of Council's continuous improvement program. Best Value Principles allow councils to benchmark services, assess their efficiency and gauge the extent to which they meet community needs.
Activity centre — an area that includes the commercial heart and the nearby surrounding residential area. An activity centre provides a focus for services, employment, housing, transport and social interaction. They range in size and intensity of use from smaller neighbourhood centres to major activity centres and larger metropolitan centres. Glen Eira's major activity centres are Elsternwick; Carnegie; Moorabbin Junction; Caulfield Station Precinct and East Village in Bentleigh East. Our neighbourhood activity centres are: Alma Village; Bentleigh East; Caulfield Park; Caulfield South; Gardenvale; Hughesdale; McKinnon; Murrumbeena; Ormond; Patterson; and Ripponlea.
Advisory Committee — a committee that provides advice and recommendations for decisions by Council.
Amendment C120 — a Planning Scheme Amendment that sets a contribution rate on applicable developments to pay for additional open space within the City.
ATO— Australian Taxation Office.
Auditor-General — independent parliamentary officer appointed by legislation to examine and report to State Parliament and the community on the management of public sector resources and provide assurance on the financial integrity of Victoria's system of government.
BabyTime — a sensory and language program, which incorporates songs, rhymes, puppets and mini stories for babies and toddlers under three years.
Benchmarking — the qualitative and quantitative comparisons with a similar service or service organisation that provide a benchmark for service standards and therefore ensure Council is providing services to the municipality at or above quality standards.
Bounce rate — represents the percentage of visitors who enter a website and then leave rather than continuing to view other pages within the same site.
CALD — Culturally and linguistically diverse. CALD programs have staff that speak a foreign language, organise specific cultural activities or meet spiritual needs.
Capital works — any work undertaken to establish, renew, expand and upgrade Council's assets.
Carbon emissions — carbon dioxide and carbon monoxide in the atmosphere, produced by vehicles and industrial processes.
Caulfield Racecourse Reserve— a
54-hectare parcel of Crown land in the centre of Caulfield Racecourse, East Caulfield. The Crown land is reserved for three purposes — a racecourse, public recreation and a public park.
CEO — Chief Executive Officer.
Charter of Human Rights — the Charter contains 20 rights that reflect the four basic principles of freedom, respect, equality and dignity. The Charter introduces standards to ensure human rights are considered when making laws and decisions, and when providing services.
City of Moorabbin — was first incorporated as a road district on 16 May 1862 and was proclaimed a City on 10 October 1934. On 15 December 1994, the City of Moorabbin was abolished and split three ways. Bentleigh, Bentleigh East, McKinnon and part of Ormond were transferred into the newly created City of Glen Eira, along with the City of Caulfield.
CIV — Capital Improved Value. The market value of the property at the date of valuation, including the value of the land and all improvements built on the land.
Clayton Regional Landfill — a now closed landfill and waste and recycling transfer station located at Ryans Road, Clayton South owned and jointly managed by five councils — Glen Eira, Boroondara, Stonnington, Whitehorse and Monash.
Community Voice — an online consultation group made up of a representative sample of community members who agree to be consulted about key projects, issues and topics on a regular basis.
Continuous improvement — the process that ensures review and improvement practices are built into operational activities.
Coronavirus — a family of viruses that cause illnesses ranging from the common cold to more severe diseases, including SARS and MERS. Coronaviruses predominantly affect animals, but in rare cases can spread to humans. The viruses can cause respiratory problems, fever and other issues. The strain of coronavirus that caused this global pandemic is COVID-19.
Corporate governance — the systems established by Council to ensure compliance with legislative and other obligations in the management of the municipality.
Council and Community Plan
— a document outlining Council’s strategic
direction for five years.
Councillors — the elected representatives of Council.
Council asset — a facility or part of a facility that has value, enables a service to be provided and has an economic life greater than 12 months.
COVID-19 — is the disease caused by the virus SARS-CoV-2. The World Health Organisation gave this strain of the novel (new) coronavirus its name in early February 2020. Symptoms include fever, difficulty breathing, coughing and loss of the sense of smell.
COVID-19 Stage 3 restrictions—
(Stay at Home restrictions). Restrictions to gathering and business operations directed by the Chief Health Officer under Victoria's State of Emergency declared on 16 March 2020.
Timeline:
Monday 16 March 2020 State of emergency declared by Victorian Premier Daniel Andrews.
1
Sunday 22 March 2020
Non-Essential Business Closure Directions were issued by Victoria's Deputy Chief Health Officer. These directions necessitated that the following Glen Eira City Council services were closed: Glen Eira Leisure; Glen Eira Libraries; Glen Eira Youth Centre; Town Hall Service Centre front counter; Glen Eira Gallery; and use of sportsgrounds, pavilions and sports facilities, such as skate parks, multi-purpose courts, rotundas and picnic shelters.
Wednesday 25 March 2020
Prime Minister Scott Morrison announced new Australia-wide Stage 3 restrictions would come into effect from midnight on Monday 30 March 2020. Under these restrictions there were only four reasons people could leave their home: food and necessary supplies; medical care; daily exercise; work or education that cannot be done remotely. Playgrounds, skate parks and outdoor gyms were closed and non-essential businesses were to cease operating. Gatherings of more than two people from outside your home were not allowed. Restrictions were placed on attendances at weddings (five people) and funerals (10 people). People were urged to self-isolate in their homes. Shopping centres, schools, universities and businesses deemed essential are still allowed to stay open under the Stage 3 measures, as long as they complied with physical distancing rules.
Monday 1 June 2020
The following Council services were permitted to reopen with restrictions: Glen Eira Leisure's aquatic and gym facilities; Glen Eira Libraries; community sporting activity on municipal land.
CPA — Certified Practising Accountant.
Crown land — land owned by the Commonwealth of Australia or State Government.
DAM Plan — Council's Domestic Animal Management Plan provides strategic direction for the management of animals within the City of Glen Eira.
Defined Benefit Plan — a type of superannuation plan where the benefits that a member will receive are defined in advance using a set formula. For the Vision Super Defined Benefit Plan, a member's retirement benefit is based on their years of membership of the fund multiplied by a benefit multiple, multiplied by their final salary.
Deliberative panel process — in
March 2020, 42 community members were selected from more than 300 community members who had registered to be part of the process. These 40 people form the Deliberative Citizens' Panel. The panel will review community engagement information and provide a collective response to the following question: What is our vision for the future of Glen Eira and how can we reflect the aspirations of our diverse and growing
community?
Expense — an outgoing payment made by Council.
FaceTime — a mobile phone video chat app that allows people to speak to each other over a video call.
Family Day Care — a Council sponsored scheme that offers care and education for children from birth to 12 years in the safe home environment of registered educators.
Fire Services Property Levy — the Fire Services Property Levy Act 2012 (the Act) imposes a Fire Services Property Levy (levy) on all real property in Victoria, unless specifically exempt, to fund the Metropolitan Fire and Emergency Services Board (MFB) and the Country Fire Authority (CFA). The levy is collected by councils through rate notices, or in the case of a non-rateable property, through a separate notice. The Act provides that the owner of the land is liable to pay the levy.
FOI — Freedom of Information.
GEL Anywhere — Glen Eira Leisure's online fitness hub providing training and exercise videos for home-workouts.
GESAC — Glen Eira Sports and Aquatic Centre.
Glen Eira Leisure — a combined facility management structure incorporating Caulfield Recreation Centre, Carnegie Swim Centre and Glen Eira Sports and Aquatic Centre (GESAC).
Glen Eira News — Council's monthly newspaper, which provides residents with information about Council activities. It is delivered to all residents within Glen Eira.
GST — Goods and services tax.
Have your Say — a resident engagement platform where Council asks residents to contribute ideas, provide feedback and exchange views with others on key decisions and priorities in Glen Eira. Each project page contains key dates, questions, discussion, downloads, photos and relevant project information.
HESTA — a superannuation fund for Council employees.
High intensity interval training — HIIT is a cardio workout with intense exercise periods followed by recovery periods.
IBAC — Independent Broad-based Anticorruption Commission. IBAC is Victoria's anti-corruption body with responsibility for identifying and preventing serious corrupt conduct across the whole public sector, including members of Parliament, the judiciary and State and Local Governments.
Index score — A score calculated in the Local Government Community Satisfaction Survey and represented as a score out of 100 (on a 0 to 100 scale). Points are tallied based on the respondents' answers to a series of questions. Respondents can choose from a set range of responses ie.: Very good; Good; Average; Poor; Very poor; and Can't say. In this instance 'Can't say' is discarded and weighted points are given to each response to tally an index score.
The following index score levels display Councils' performance. 75–100: Council is performing very well in this service area. 60– 75: Council is performing well in this service area, but there is room for improvement. 50–60: Council is performing satisfactorily in this service area but needs to improve. 40–50: Council is performing poorly in this service area. 0–40: Council is performing very poorly in this service area.
Infrastructure — the basic facilities required for the functioning of the community, such as parks, roads and drainage and waste systems.
In Home Support Program — a program of services provided when frailty, disability or illness prevent a person from undertaking the tasks of daily living for themselves. The program consists of Home Care, Personal Care and Respite Care services.
JobKeeper — a Federal Government wage subsidy available to eligible businesses that are seriously impacted by COVID-19 restrictions.
Joint operation — disposal of waste in landfill by the cities of Glen Eira, Boroondara, Stonnington, Whitehorse and Monash located at the Clayton Regional Landfill, Clayton South.
Kulin Nation — the Kulin Nation was an alliance of five Indigenous Australian nations in Central Victoria, before European settlement, that spoke related languages. The Eastern Kulin group includes four of these languages from the Woi Wurrung, Boonwurrung Taungurong, and Ngurai-illam Wurrung nations. The City of Glen Eira is located on the traditional estate of the Yaluk-ut Weelam clan of the Boonwurrung.
Labassa — is an outstanding 19th century mansion with opulent architectural, features. Built in 1862, the building was redeveloped in the 1880s in the French Second Empire style as a 35-room mansion.
Local Authorities Superannuation
Fund — a superannuation fund for Council employees.
Local Government Community Satisfaction Survey — Council elects to participate in the Local Government Community Satisfaction Survey co-ordinated annually by the Department of Transport, Planning and Local Infrastructure (DTPLI) on behalf of Victorian councils. In 2012, the Department of Planning and Community
2
Development (the name of the department at the time), appointed independent research company JWS Research to conduct the Survey.
Local Government Performance Reporting Framework (LGPRF) — a mandatory system of performance reporting to ensure all councils are measuring and reporting on their performance in a consistent way. The Framework is made up of 67 measures and a governance and management checklist of 24 items, which together build a comprehensive picture of council performance.
Local Law — the laws adopted by Council that prohibit, regulate and control activities, events, practices and behaviours within Glen Eira.
Marriot Support Services — a local organisation assisting people with intellectual disabilities and autism to lead connected, healthy and independent lives, through a wide range of employment, training, volunteering, social and recreational opportunities.
Maternal and Child Health (MCH) Key Ages and Stages consultations — a schedule of 10 Key Ages and Stages visits provided by Council's Maternal and Child Health nurses for families and children from birth to three-anda-half years.
Middle East Respiratory Syndrome (MERS) — is a strain of coronavirus (MERSCoV) which infects humans, bats and camels through close contact. Patients develop severe respiratory illness with symptoms of fever, cough and shortness of breath.
Moeities — together with totems and skin names make up the primary foundations in Aboriginal and Torres Strait Islander kinship systems, where everything is split in half, including people and the environment. Each half of these entities are a mirror of each other.
Moorleigh Community Village — is a multipurpose facility in Bentleigh East that caters for a wide range of community activities.
Municipal Association of Victoria — the Local Government peak body for Victoria's 79 councils.
Municipal rates — a property tax based on property valuations, which are determined by Council.
National Disability Insurance Scheme
— a Scheme to support a better life for Australians with a significant and permanent disability, their families and carers. The Scheme is implemented by an independent statutory authority — the National Disability Insurance Agency.
Neighbourhood character — the collective term used to describe the physical components of the built environment, architectural style, street width and layout vegetation and fence height and style.
Open space — public open space in Glen Eira.
Open Space Strategy — a Council approved strategy that will guide the future provision, design and management of public open space in Glen Eira until 2026.
Pandemic — the worldwide spread of a new disease. The World Health Organisation declared the COVID-19 outbreak a pandemic on 11 March 2020.
Personal Care — a Council service that assists frail older and disabled residents with personal tasks, such as showering, dressing, eating and drinking.
Planning Scheme — legal documents prepared by a council or the Minister for Planning and approved by the Minister that determine the use, development and protection of land within that specific municipality.
Property Maintenance — a Council service that assists frail older and disabled residents with minor repairs and modifications in the home.
Quality Design Guidelines — provide guidance for all new commercial and residential development across Glen Eira, outlining appropriate building types for each location and setting architectural design standards to protect what is unique about our suburbs.
Rate cap — an annual cap set by the Victorian Minister for Local Government, which controls general rate increases for all councils during that financial year.
Rate cap variation — Councils have the option to seek a variation above the annual rate cap, through the Essential Services Commission (ESC).
Reconciliation Action Plan (RAP)
— Our RAP was adopted on 16 October 2018 and celebrates Aboriginal and Torres Strait Islander peoples' culture and history and promotes a more inclusive and engaged community through involvement in new activities and initiatives, to employment and inclusion strategies.
Respite Care — a Council service that provides support to carers of a frail older person or person with a disability by providing them with a break from their role.
NAV — Net Annual Value — this is the assessed annual rental value and is used to determine the amount of rates property owners will pay.
Revenue — the amount of money Council receives from its activities, mostly from rates and services provided to customers and ratepayers.
GLEN EIRA CITY COUNCIL ANNUAL REPORT 2019–20
Rippon Lea House and Gardens —
a large 19th century mansion surrounded by seven hectares of Victorian gardens. It is listed on the National Heritage Register and is one of the finest examples of an original suburban estate in Australia. Glen Eira residents have free access to the gardens.
Risk management — the procedures adopted by Council to manage, minimise or eliminate the risk of adverse effects resulting from future events and activities.
Rosstown Community — Council's low care, aged care facility in Carnegie.
Service Centre — Council's Customer Service Centre that handles requests, enquiries and payments from the general public.
Severe Acute Respiratory Syndrome (SARS) — is a viral respiratory illness caused by a coronavirus called SARS-associated coronavirus (SARS-CoV). Patients develop fever, dry cough, headache, muscle aches and difficulty breathing. SARS appeared in 2002 in China. It spread worldwide within a few months and was quickly contained.
Single customer view — is an aggregated, consistent and holistic representation of the data held by an organisation about its customers that can be viewed in one place.
Social Support Group — a Glen Eira City Council program that provides frail older people and people with disabilities with opportunities for friendship and social activities in a supportive environment.
Solar power generation — a system that uses solar photovoltaic (PV) systems via solar panels to generate electricity from sunlight.
Spurway Community — Council's aged care facility for high care residents.
State of emergency — a situation that grants authorities increased powers in a certain area during occurrences, such as civil unrest, a natural disaster or a pandemic.
Stay at Home restrictions — see COVID-19 Stage 3 restrictions
StoryTime — a program of reading development for preschoolers that includes stories, music, songs and rhymes.
Strategic Resource Plan — a plan covering long-term financial resources, which includes key financial indicators to support our Council and Community Plan.
Structure Plan — a long-term Plan that guides important aspects of an area, including development, land use, transport and car parking, community facilities, public realm, open spaces and strategic opportunities.
Super Tuesday Commuter Bike Count
— Australia's biggest annual commuter bike count. The Count records the number and movement of people who ride bikes through municipalities on behalf of local councils.
3
Sustainability — providing for the needs of the present community without compromising the ability of future generations to meet their own needs.
VCAT — Victorian Civil and Administrative Tribunal.
VicRoads — a Victorian statutory authority that plans, develops and manages the arterial road network and delivers registration and licensing services.
Victorian Grants Commission —
allocates financial assistance grants from the Federal Government to local councils in Victoria.
Victorian WorkCover Authority — the manager of Victoria's workplace safety system. Broadly, its responsibilities include: helping avoid workplace injuries occurring; enforcing Victoria's occupational health and safety laws; helping injured workers back into the workforce; and managing the workers' compensation scheme.
Ward — an area that provides a fair and equitable division of a municipal district. The City of Glen Eira is divided into three wards, each with three elected Council representatives.
Warrawee Community — Council's low and high care residential aged care facility.
GLEN EIRA CITY COUNCIL ANNUAL REPORT 2019–20
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Prentice Hall Biology Unit Test Answers
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Prentice-Hall Physical Science David W. Appenbrink 1986 Biology Kenneth R. Miller 2007-02 Cambridge Pre-GD Exercise in Reading Cambridge University Press Staff 1988-06 British Books in Print 1985
Prentice Hall Physical Science Concepts in Action Program Planner National Chemistry Physics Earth Science 2003-11 Prentice Hall Physical Science: Concepts in Action helps students make the important connection between the science they read and what they experience every day. Relevant content, lively explorations, and a wealth of hands-on activities take students' understanding of science beyond the page and into the world around them. Now includes even more technology, tools and activities to support differentiated instruction! Curriculum Review 1981
Education, one of America's most respected providers of school-based test-prep classes, this book provides you with the intensive ACT practice that will help your scores improve from each test to the next. You'll be able to sharpen your skills, boost your confidence, reduce your stress-and to do your very best on test day. 10 complete sample ACT exams, with full explanations for every answer 10 sample writing prompts for the optional ACT essay portion Scoring Worksheets to help you calculate your total score for every test Expert guidance in prepping students for the ACT More practice and extra help online ACT is a registered trademark of ACT, Inc., which was not involved in the production of, and does not endorse, this product.
Comprehension Assessment JoAnne Schudt Caldwell 2008-04-09 How can busy teachers successfully manage the complex task of assessing their students' reading comprehension? This invaluable book--the first stand-alone guide on the topic-presents reliable, research-supported guidelines and procedures for K-6 teachers to use in the classroom. Through practical tips and realistic examples, the book demonstrates time-saving ways to implement and adapt a wide range of existing assessments, rather than creating new ones. Also covered are strategies for conducting multiliteracy assessments, using classroom assessment to complement standardized testing, accommodating response-to-intervention mandates, and linking assessment to content-area instruction.
The Catholic School Journal1967
A First Course in Probability Sheldon M. Ross 2002 This market-leading introduction to probability features exceptionally clear explanations of the mathematics of probability theory and explores its many diverse applications through numerous interesting and motivational examples. The outstanding problem sets are a hallmark feature of this book. Provides clear, complete explanations to fully explain mathematical concepts. Features subsections on the probabilistic method and the maximum-minimums identity. Includes many new examples relating to DNA matching, utility, finance, and applications of the probabilistic method. Features an intuitive treatment of probability—intuitive explanations follow many examples. The Probability Models Disk included with each copy of the book, contains six probability models that are referenced in the book and allow readers to quickly and easily perform calculations and simulations. Glencoe Biology, Student Edition McGraw-Hill Education 2016-06-06
College Biology IJames Hall Zimmerman 1963
Research in Education 1973
The Publishers' Trade List Annual1978
Concepts of Biology Samantha Fowler 2018-01-07 Concepts of Biology is designed for the single-semester introduction to biology course for non-science majors, which for many students is their only college-level science course. As such, this course represents an important opportunity for students to develop the necessary knowledge, tools, and skills to make informed decisions as they continue with their lives. Rather than being mired down with facts and vocabulary, the typical non-science major student needs information presented in a way that is easy to read and understand. Even more importantly, the content should be meaningful. Students do much better when they understand why biology is relevant to their everyday lives. For these reasons, Concepts of Biology is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand.We also strive to show the interconnectedness of topics within this extremely broad discipline. In order to meet the needs of today's instructors and students, we maintain the overall organization and coverage found in most syllabi for this course. A strength of Concepts of Biology is that instructors can customize the book, adapting it to the approach that works best in their classroom. Concepts of Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand--and apply--key concepts.
Knowing What Students Know National Research Council 2001-10-27 Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates. Catalog of Copyright Entries, Third Series Library of Congress. Copyright Office 1968 The record of each copyright registration listed in the Catalog includes a description of the work copyrighted and data relating to the copyright claim (the name of the copyright claimant as given in the application for registration, the copyright date, the copyright registration number, etc.).
El-Hi Textbooks & Serials in Print, 2000 2000 McGraw-Hill's 10 ACT Practice Tests, Second Edition Steven W. Dulan 2008-07-01 We want to give you the practice you need on the ACT McGraw-Hill's 10 ACT Practice Tests helps you gauge what the test measures, how it's structured, and how to budget your time in each section. Written by the founder and faculty of Advantage prentice-hall-biology-unit-test-answers
Strengthening Forensic Science in the United States National Research Council 2009-07-29 Scores of talented and dedicated people serve the forensic science community, performing vitally important work. However, they are often constrained by lack of adequate resources, sound policies, and national support. It is clear that change and advancements, both systematic and scientific, are needed in a number of forensic science disciplines to ensure the reliability of work, establish enforceable standards, and promote best practices with consistent application. Strengthening Forensic Science in the United States: A Path Forward provides a detailed plan for addressing these needs and suggests the creation of a new government entity, the National Institute of Forensic Science, to establish and enforce standards within the forensic science community. The benefits of improving and regulating the forensic science disciplines are clear: assisting law enforcement officials, enhancing homeland security, and reducing the risk of wrongful conviction and exoneration. Strengthening Forensic Science in the United States gives a full account of what is needed to advance the forensic science disciplines, including upgrading of systems and organizational structures, better training, widespread adoption of uniform and enforceable best practices, and mandatory certification and accreditation programs. While this book provides an essential call-to-action for congress and policy makers, it also serves as a vital tool for law enforcement agencies, criminal prosecutors and attorneys, and forensic science educators.
The Science Teacher 1971 Some issues are accompanied by a CD-ROM on a selected topic.
Biology Kenneth Raymond Miller 2003-02 Authors Kenneth Miller and Joseph Levine continue to set the standard for clear, accessible writing and up-to-date content that engages student interest. Prentice Hall Biology utilizes a student-friendly approach that provides a powerful framework for connecting the key concepts a biology. Students explore concepts through engaging narrative, frequent use of analogies, familiar examples, and clear and instructional graphics. Whether using the text alone or in tandem with exceptional ancillaries and technology, teachers can meet the needs of every student at every learning level.
Catalog of Copyright Entries. Third Series Library of Congress. Copyright Office 1959 Includes Part 1, Number 2: Books and Pamphlets, Including Serials and Contributions to Periodicals (July - December) Biology Joseph P. Chinnici 1996
Life on EarthChinnici 1997
Resources for Teaching Middle School Science Smithsonian Institution 1998-04-30 With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific area-Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type-core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexedand the only guide of its kind-Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. Catalog of Copyright Entries 1954
Science Instruction in the Middle and Secondary Schools Alfred T. Collette 1993 New edition of a text for preservice and inservice teachers. Covers background for science teaching; teaching strategies and classroom management; planning for instruction; assessment; and professional development. Annotation copyright Book News, Inc. Portland, Or. Resources in Education 1997
Prentice Hall Miller Levine Biology Guided Reading and Study Workbook Second Edition 2004 Kenneth R. Miller 2003-08-01 The most respected and accomplished authorship team in high school biology, Ken Miller and Joe Levine are real scientists and educators who have dedicated their lives to scientific literacy. Their experience, knowledge, and insight guided them in creating this breakaway biology program -- one that continues to set the standard for clear, accessible writing. Brand-new content includes the latest scholarship on high-interest topics like stem cells, genetically modified foods, and antibiotics in animals.
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The Curious Incident of the Dog in the Night-Time Mark Haddon 2009-02-24 A bestselling modern classic—both poignant and funny—narrated by a fifteen year old autistic savant obsessed with Sherlock Holmes, this dazzling novel weaves together an old-fashioned mystery, a contemporary coming-of-age story, and a fascinating excursion into a mind incapable of processing emotions. Christopher John Francis Boone knows all the countries of the world and their capitals and every prime number up to 7,057. Although gifted with a superbly logical brain, Christopher is autistic. Everyday interactions and admonishments have little meaning for him. At fifteen, Christopher's carefully constructed world falls apart when he finds his neighbour's dog Wellington impaled on a garden fork, and he is initially blamed for the killing. Christopher decides that he will track down the real killer, and turns to his favourite fictional character, the impeccably logical Sherlock Holmes, for inspiration. But the investigation leads him down some unexpected paths and ultimately brings him face to face with the dissolution of his parents' marriage. As Christopher tries to deal with the crisis within his own family, the narrative draws readers into the workings of Christopher's mind. And herein lies the key to the brilliance of Mark Haddon's choice of narrator: The most wrenching of emotional moments are chronicled by a boy who cannot fathom emotions. The effect is dazzling, making for one of the freshest debut in years: a comedy, a tearjerker, a mystery story, a novel of exceptional literary merit that is great fun to read.
PISA Take the Test Sample Questions from OECD's PISA Assessments OECD 2009-02-02 This book presents all the publicly available questions from the PISA surveys. Some of these questions were used in the PISA 2000, 2003 and 2006 surveys and others were used in developing and trying out the assessment. American Book Publishing Record Cumulative, 1950-1977 R.R. Bowker Company.
Department of Bibliography 1978
Prentice Hall Biology Kenneth R. Miller 2006-10-01 Prentice Hall Biology utilizes a student-friendly approach that provides a powerful framework for connecting the key concepts of biology. New BIG IDEAs help all students focus on the most important concepts. Students explore concepts through engaging narrative, frequent use of analogies, familiar examples, and clear and instructional graphics. Now, with Success Tracker(tm) online, teachers can choose from a variety of diagnostic and benchmark tests to gauge student comprehension. Targeted remediation is available too! Whether using the text alone or in tandem with exceptional ancillaries and technology, teachers can meet the needs of every student at every learning level. With unparalleled reading support, resources to reach every student, and a proven research-based approach, authors Kenneth Miller and Joseph Levine continue to set the standard. Prentice Hall Biology delivers: Clear, accessible writing Up-to-date content A student friendly approach A powerful prentice-hall-biology-unit-test-answers
2/2
framework for connecting key concepts
Books and Pamphlets, Including Serials and Contributions to PeriodicalsLibrary of
Congress. Copyright Office 1975
Catalog of Copyright Entries Library of Congress. Copyright Office 1978 Communicate Janice A. Smith 2007-07-13 Written for all types of ITA programsan independent study course, a brief workshop, or extensive trainingthis versatile text provides essential information for ITAs to develop strong teaching skills that ensure effective communication in the undergraduate classroom. The authors take the perspective that incoming ITAs are responsible for their own learning and teaching style. Each of the texts ten units includes work on English proficiency, teaching skills, and cultural awareness. Each unit centers around a common rhetorical teaching task in U.S. university classrooms: introducing oneself, introducing a syllabus, explaining a visual, defining a term, teaching a process, fielding questions, explaining complex topics at a basic level, presenting information over several class periods, and leading a discussion. Undergraduate textbook materials for fifteen academic fields are included in the appendix to provide ITAs with content relevant for practicing teaching and language skills. Because ITA programs vary in structure and number of training hours, the authors include a To the Instructor section, which is full of recommendations for the many ways the text can be used.
Biology Cecie Starr 1994 This streamlined book distills biology's key concepts and connects them to the lives of students with numerous timely applications including compelling new vignettes at the beginning of each chapter. Once again, Starr created new, remarkably clear illustrations to help explain complex biological concepts. As with every new edition, she continues to simplify and enliven the writing without sacrificing accuracy. The author has done a major revision of each chapter so that there is extensive updating and organizational changes to enhance the text's flow. As the following features indicate, the major thrust of the new edition is to enhance accessibility and further stimulate student interest.. Biology Neil A. Campbell 2006-04-30
Benchmarks assessment workbookKenneth Raymond Miller 2012
Lord of the Flies William Golding 2003-12-16 Golding's iconic 1954 novel, now with a new foreword by Lois Lowry, remains one of the greatest books ever written for young adults and an unforgettable classic for readers of any age. This edition includes a new Suggestions for Further Reading by Jennifer Buehler. At the dawn of the next world war, a plane crashes on an uncharted island, stranding a group of schoolboys. At first, with no adult supervision, their freedom is something to celebrate. This far from civilization they can do anything they want. Anything. But as order collapses, as strange howls echo in the night, as terror begins its reign, the hope of adventure seems as far removed from reality as the hope of being rescued.
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5th Grade Reading Problem Solution
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Problem and Solution in Fiction // 5th Grade Reading OnlinePrudy's Problem and How She Solved It Problem/Solution Text Structure Problem and Solution Introduction Problem and Solution Text Structure Text Structure Techniques - Problem / Solution \u0026 Cause / Effect
The 5 Types of Text StructureProblem and Solution Text structure // 5th Grade Reading Online Lesson Story ElementsProblem/Solution Tease Problem and Solution | Common Core Reading Skills Text Structure Lesson
Dr. Brad Has Gone Mad! By Dan Gutman | Chapter Book Read Aloud | Lights Down ReadingSolving Problems - Building Resilience with Hunter and Eve Story Time - Stephanie's Ponytail by Robert Munsch (Children's Book) Story Elements Plot Elements Introduction 5th Grade Reading Comprehension (Context Clues) Picture Day Perfection | Read Aloud Story for Kids Text Structures Overview Text Structure Cause and Effect | Reading Strategies | EasyTeaching easy system to solve word problems.wmv Learning About Text Structure Distance Learning-Guided Reading With Ms Seymour: Problem \u0026 Solution (4th/5th grade) The Bad Seed – Picture Book Read Aloud | HarperKids Storytime Anytime Story Elements (Problem and Solution) - Ms. B. Teaches Learning with Ms. Charre: Problem and Solution in a Story Story Elements Part 2 | Problem and Solution | English For Kids 5th Grade Reading Problem Solution
Displaying top 8 worksheets found for - 5th Grade Problem And Solution. Some of the worksheets for this concept are Module 1 th 5 grade problem solving tasks, Problem and solution activities 5th grade, Story elements, Problem solution work 5th grade, Problem solution work 5th grade, Problem and solution work for 5th grade, Practice workbook grade 5 pe, Story problem and solution work.
5th Grade Problem And Solution Worksheets - Learny Kids
5th Grade Problem And Solution. Showing top 8 worksheets in the category - 5th Grade Problem And Solution. Some of the worksheets displayed are Curious about careers mechanical engineering, Module 1 th 5 grade problem solving tasks, Math mammoth grade 5 a worktext, Decimals word problems, Fraction word problems grade 5 math, Math 5th grade algebraic thinking crossword 1 name ...
5th Grade Problem And Solution - Teacher Worksheets
Exit Slip (3-5 mins): During independent reading time, students should be filling in the problem/solution graphic organizer. This organizer will be collected to determine which students need more practice with the skill. Reflection: This is a good lesson to bridge the gap between finding the problem and solution in a story on their own. The use of the graphic organizer helps students feel confident that they didn't miss part of the story and also gives them an aid to help with reading.
Fifth grade Lesson in Reading Plot Structure: Problem ...
Read Book 5th Grade Reading Problem Solution Bibliomania: Bibliomania gives readers over 2,000 free classics, including literature book notes, author bios, book summaries, and study guides. Free books are presented in chapter format. 5th Grade Reading Problem Solution Browse problem and solution reading passages fifth grade
5th Grade Reading Problem Solution
5th Grade Reading Worksheet ... Problems and solutions yield insights. Enlighten student reading reflections using this organizer to draw comparisons between fiction texts. This resource goes along with the Head to Head Fiction Reflections lesson plan. Download Worksheet
Head to Head Fiction: Problems and Solutions | Worksheet ...
5th Grade Reading Problem Solution Math word problem worksheets for grade 5 These worksheets provide students with real world word problems that students can solve with grade 5 math concepts. Our word problems worksheets cover addition, subtraction, multiplication, division, 5th Grade Problem Solution Passages 5th Grade Reading Worksheet ... Problems and solutions yield insights.
5th Grade Reading Problem Solution
Problem and Solution Through close reading passages, text marking activities,and using story maps, plot paths, problem-andsolution worksheets, and other skill-building activities, students get practice identifying problem and solution in both fiction and nonfiction texts.
Problem and Solution - Scholastic
Build reading comprehension with this worksheet about problems and solutions in different texts. As students start reading fiction and nonfiction, they will have to learn how to identify the main problem and solution. In this reading and writing worksheet catered to third-grade students, students ...
Reading Comprehension: Problem and Solution 1 | Worksheet ...
Identifying the Problem and Solution. For this activity, you will read an example of an informational text that follows a problem/solution format. After reading the example, answer the questions ...
How to Identify the Problem and Solution in a Reading ... Each pattern of reading difficulties may emerge relatively early or relatively later in schooling, with early-emerging problems Page 1/2
Copyright : encosia.com generally defined as reading difficulties evident by grade 3 and late-emerging problems as those first manifesting in grade 4 or later (Leach et al., 2003).
Common Types of Reading Problems and How to Help Children ...
Today we will use a problem and solution graphic organizer to help us understand what we read. Teacher reveals a pre-created chart with the problem and solution graphic organizer (see attached). Remember as we read we must monitor our reading to make sure we understand. By recording the problems and solutions we notice in a story, we will have ...
Fifth grade Lesson Text Organization: Problem and Solution
5th Grade Non-fiction Reading Skills Task Cards, Great Reading Centers and Test-Prep! 36 Short Passages with standards aligned follow-up multiple choice inference, main idea, summary, drawing conclusions, problem (conflict)/solution, point of view, cause and effect, reading data tables and graphs a
Problem And Solution Reading Passages Fifth Grade ...
Problem and Solution. Problem and Solution is a pattern of organization where information in a passage is expressed as a dilemma or concerning issue (a problem) and something that was, can be, or should be done to remedy this issue (solution or attempted solution). The problem and solution text structure may seem like it would be easy to recognize, but it can be moderately difficult to identify because it is frequently confused with the cause and effect pattern of organization, as they both ...
Problem and Solution | Ereading Worksheets
Reading Comprehension: Problem and Solution 2 Your students will read text to identify the problem, attempt to solve the problem and solution in the story. 3rd grade
Identifying Problems and Solutions in Fiction | Education.com
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5th Grade Reading Problem Solution
During this lesson, students are asked to read a provided text, highlight keywords that signal the passage uses problem and solution as its text structure, fill out a problem/solution table and complete the summary statement to write what they learned about the topic.
Problem and Solution Nonfiction Text Structure Lesson Plan ...
4th grade Identifying Problems and Solutions in Fiction Printable Worksheets ... Reading Comprehension Strategies. ... Children will use six question words — who, what, when, where, why, and how — to identify the problem and solution in a short passage.
4th grade Identifying Problems and Solutions in Fiction ...
Displaying top 8 worksheets found for - 4th Grade Problem And Solution. Some of the worksheets for this concept are Story problem and solution work, Problem and solution work, Making generalization work for 4th grade, Problem and solution work 6th grade, Nonfiction problem solution passages, Reading comprehension work and kids fable, Fourth grade math overview 2019, Grade 4 reading ...
4th Grade Problem And Solution Worksheets - Learny Kids
Read Online 5th Grade Reading Problem Solution Fifth grade Lesson Text Organization: Problem and Solution As students start reading fiction and nonfiction, they will have to learn how to identify the main problem and solution. In this reading and writing worksheet catered to third-grade students,
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PSHE Policy
The Importance of PSHE:
Our personal, social and health education (PSHE) programme promotes children's personal, social and economic development, as well as their health and wellbeing. It helps to give children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. At Our Lady of Mount Carmel Catholic First School, children's wellbeing, happiness and safety are our first priority, and PSHE is the key vehicle through which we share this with children. We regard PSHE as an important, integral component of the whole curriculum; it is central to our approach and at the core of our ethos.
Our PSHE curriculum is broad and balanced, ensuring that it:
* Promotes the spiritual, moral, cultural, mental and physical development of our children and of society;
* Prepares our children for the opportunities, responsibilities and experiences they already face and for adult life;
* Provides information about keeping healthy and safe, emotionally and physically;
* Encourages our children to understand how all actions have consequences and how they can make informed choices to help themselves, others and the environment.
Aims
Health & Wellbeing
* Know and understand what constitutes a healthy lifestyle.
* • Know how to maintain physical, mental and emotional health and wellbeing.
* • Be aware of safety issues, including how to respond in an emergency.
* Know how to manage change, including puberty, transition and loss.
Relationships
* Develop and maintain a variety of healthy relationships within a range of social and cultural contexts.
* Know how to recognise and manage emotions within a range of relationships.
* Know how to recognise risky or negative relationships, including all forms of bullying and abuse, and ask for help.
* Know how to respect equality and diversity in relationships. L
Living in the Wider World
* Know the importance of responsible behaviours and actions.
* Be responsible and independent members of the school community.
* Be positive and active members of a democratic society.
* Know about the importance of respecting and protecting the environment.
* Develop self-confidence and self-esteem and make informed choices regarding personal and social issues.
* Develop good relationships with other members of the school and the wider community. • Know about where money comes from, keeping it safe and the importance of managing it effectively. • Have a basic understanding of enterprise.
Organisation / Provision
PSHE is delivered within a whole school approach which includes:
* Dedicated curriculum time
* Teaching PSHE through and in other subject's/curriculum areas
* Circle Time
* Specialised assemblies
* PSHE activities and school events e.g. Friends Days
* Pastoral care and guidance
* Visiting speakers
Equality of opportunity
The PSHE scheme of work is taught to all children in the school. Work will be accessible to all pupils, regardless of prior knowledge, ability or whether they have special educational needs. We ensure that the school strives to do the best for all pupils irrespective of race, gender, cultural or religious background. A positive image of science is promoted to both boys and girls.
Pupil Participation and Development
PSHE will be taught using a variety of strategies, according to the needs of individuals and classes. A variety of teaching and learning styles will be used, including: discussion, use of videos and stories, input from outside agencies, circle time and special activities or events. We place an emphasis on active learning, by encouraging the children to take part in discussions, role play, investigations and problem solving activities. Children also have the opportunity to take part in discussions to resolve conflict or to establish classroom rules and expectations. Many aspects of PSHE are reinforced through whole school initiatives. There is a successful School Council, which meets regularly, having elected two representatives from each class (Yr1-yr4). The school council propose and discuss relevant hot topics and support staff in helping the school move forward using a 'child's voice'.
Staff Development:
The PSHE co-ordinator updates, informs and supports staff as necessary. Training opportunities for the whole staff are available through INSET, arranged in consultation with the PSHE co-ordinator and Head teacher, as and when necessary. The PSHE co-ordinator will regularly attend relevant courses and the local Network meetings.
Monitoring and Evaluation:
The PSHE co-ordinator is responsible, in consultation with class teachers, for the planning, running, monitoring and evaluating of the PSHE programme within school. PSHE, RSE and class topics go hand in hand and are taught seamlessly throughout are curriculum. The PSHE lead ensures all PSHE objectives are covered through the teaching of these topics. | <urn:uuid:67c7d1e5-1ea5-44dd-9ba3-30873b2b2200> | CC-MAIN-2022-33 | https://www.mountcarmelfirstschool.co.uk/wp-content/uploads/2020/04/proposed-policy-Feb-2020.pdf | 2022-08-07T19:27:26+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00010.warc.gz | 798,251,537 | 942 | eng_Latn | eng_Latn | 0.995731 | eng_Latn | 0.996646 | [
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Reflective Journal Overview
What is a Reflective Learning (RL) Journal?
A Reflective Journal can be a Notebook or can be in digital form (Word doc, Memo/Notes/other Apps like Voice Memo, etc). Some examples are:-
1. learning journals, diaries, personal blogs – your thoughts in written prose
2. lists, bullet points, tables – your thoughts summarised in note form
3. audiovisual recordings – documenting your voice or using video recordings
4. visual representations – mind maps, diagrams, sketches¹
Why keep a Reflective Journal?
- It helps you order your thoughts and responses in an open, honest and structured way to assist your understanding & learning for the future
- To capture ideas for work that can be developed
- To encourage independent learning and professional development
- To enhance self-knowledge by enabling you to identify personal strengths and areas for development
- To improve formal written communication skills by practising critical writing
- To formulate plan for future actions based on reflections from events/incidents from past experiences
- To support and enrich your professional practice ensuring that you are better placed to respond to and manage new, unexpected and complex situations
How to Reflect Effectively?
Schön² believes there are two types of reflection.
1. Reflection In-Action: often described as 'thinking on our feet'. This reflection is done while involved in the activity. It involves looking at the experience or situation as it's unfolding, connecting with our feelings and thoughts on this and thinking about what to do next. The new understandings inform our actions in the situation which are then acted on straight away.
2. Reflection On-Action: this reflection is done after the event or situation has finished. This can by done as an individual or we may talk it through with peers/ colleagues. Reflection OnAction allows us to spend time to explore why we acted as we did, what occurred and gives us ideas and questions to inform future practice.
Produced as part of the HSCP Professional Development Network Reflective Learning Toolkit
Reflective Journal Overview
How to Write Reflectively
* Reflective writing is not simply describing something that happened or what you did, nor is it a diary or log of events. Reflective writing is about reflecting on the event that happened or our actions and starting the process of thinking & writing about what went well, what did not go well, what has been learned and what would we do differently the next time? The intention behind the reflection is learning from the reflective process or from the outcome of the reflection.
* To write reflectively it is necessary to 'step back' from a situation or incident you are reflecting on. You need to question your own values, assumptions, understandings and then reflect on the situation from different perspectives. This helps us see ourselves and our patterns of behaviour more clearly.
* Each Journal entry needs to focus of one event/ situation/ topic/ activity/ issue. Reflect on how this particular issue could be addressed or resolved or what you'd like to change or improve.
* Writing needs to be formal and objective. This can be challenging if the topic is emotive to us. Try to avoid chatty descriptive informal writing. A more analytical style of writing can provide more structured entries that are easier to read. Use terms like 'I felt', 'I noted' & 'I learnt', etc to stay focussed on your learning from the activity/situation/topic/etc.
* The RL Model Worksheets provide 'prompt questions' which can be used in RL Journals to structure the reflective learning.
REFERENCES
1. Open University, Succeeding in PostGrad Study; Session 2: Reflective thinking, reflective learning and academic writing. Free Online Course
https://www.open.edu/openlearn/ocw/mod/oucontent/view.php?id=51386
2. Schön, D (1983). The Reflective Practitioner: how professionals think in action. New York: Basic Books.
Produced as part of the HSCP Professional Development Network Reflective Learning Toolkit May 2020
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Survival Topic #6: Food and Nutrition
Questions to Ask:
What kinds of foods do you usually like to eat? What kinds of foods are your children getting in school?
Can you find the fruits and vegetables you like? Where do you shop for food?
What foods did you used to have that you don't have now?
What is a dish that is special to you and your traditions?
Topics to Share:
Discuss your favorite kinds of food or the kinds of food your family makes. What do you normally eat?
English Language Learner Tips:
Cooking lessons are also language lessons! You can show them how to make an American dish they'd like to try. You can teach your mentees about measurements used in cooking and teach the vocabulary for the foods in your recipe. Help them understand conversions from the metric to the imperial measuring system. You can ask them to teach you how to cook something and expand that idea to have them write out the recipe for you.
Flashcards for a wide variety of foods can be used to practice and memorize the names of foods.
Use coupons and advertisements to do some comparison-shopping. Ask them questions and have them ask questions. "How much is the corn at Jewel? How much is it at Mariano's?"
Role-play going to the supermarket and asking for various foods. They will need to know various weights and how to handle money.
Bring play money to practice and pictures clipped from magazines. Take your mentees to a local supermarket to practice!
Other Notes:
Family meals and traditional food are at the heart of every culture. Long after other cultural traditions are gone, the food remains as an important part of ethnic identity. Food is a great way to share culture!
Some mentors invite their mentees to eat at their home or to meet them at an inexpensive restaurant. Often, mentees invite mentors to share meals in their homes.
Many refugees come from a tradition of eating much healthier foods than many Americans, but you can help some families stay on track by discussing the importance of nutrition and balanced diets. Americans eat a lot of milk products, which can be unusual for your mentee.
The range of choices in an average American grocery store often astounds refugees. Even people from westernized cultures are confused by the decisions they have to make. Since they don't recognize much of the food, they may make ill-informed food choices. What they are seeing on TV might inordinately affect their choices. Refugees who cannot read well might choose to buy the highest price brands because of the pictures on the packages. They may not know about how to save money through coupons or store promotions.
If mentees are interested in gardening, mentors can encourage this by helping them to find the right equipment and a place to garden if they have no yard. Many urban areas have community plots for gardening. | <urn:uuid:cfeca043-f4dd-4263-803c-5d7be82951b9> | CC-MAIN-2022-33 | https://www.refugeeone.org/uploads/1/2/8/1/12814267/survival_topics_food_and_nutrition__website_.pdf | 2022-08-07T20:01:51+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882570692.22/warc/CC-MAIN-20220807181008-20220807211008-00009.warc.gz | 808,438,315 | 569 | eng_Latn | eng_Latn | 0.999324 | eng_Latn | 0.999324 | [
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www.newsflashenglish.com
The 4 page 60 minute ESL British English lesson – 30/12/13
Burma – Nature's Lost Kingdom
SPEAKING – WARM UP
Today, let's talk about Burma/Myanmar. We will focus on its almost impenetrable jungles; many of which have remained undisturbed for decades.
It is in these jungles where many of the rarest species on earth still survive. For how much longer begs the question because the country is rapidly opening up after 50 years of being closed to outsiders.
The military regime has softened its stance; allowing the country to become more democratic. Whilst this is positive news for its people this could spell the end of many animal species' life.
In the jungles of Burma are many rare animals like wild Asian elephants and Burmese tigers. Both of which are endangered species. Other animals under threat include the Asian golden cat, the sun bear and the clouded leopard.
Man has already started to hunt down the rare species as trophies to put on a wall. Worse he is eating these extremely rare animals. Many of the animals are openly for sale dead or alive in cages at border towns either side of the border.
Rapid deforestation is taking place. It is a race against time to try to preserve the rainforests of Burma. Forest fire clears jungle easily. It also clears animals from their natural habitat.
Once the forest is cleared the animals do not return. The jungle is now being replaced with palm oil and rubber plantations; the lucrative timber extracted and sold abroad.
Think of three endangered animal species. Go round the room swapping details with others.
LISTENING – WRITING - DICTATION
The teacher will read some lines of the article slowly to the class.
READING
Students should now read the article aloud, swapping readers every paragraph.
SPEAKING - UNDERSTANDING
1) The article – Students check any unknown vocabulary or phrases with the teacher.
2) The article - Students should look through the article with the teacher.
1) What is the article about?
2) What do you think about the article?
3) Was this an easy or difficult article to understand?
4) Was this a boring or interesting article?
5) Discuss the article.
3) Article quiz - Students quiz each other in pairs. Score a point for each correct answer. Score half a point each time you have to look at the article for help. See who can get the highest score!
Student A questions
1) What has softened its stance?
2) What begs the question?
3) What is deforestation?
4) What clears jungle easily?
5) What is a rainforest?
Student B questions
1) What is a National Park?
2) Who could listen to whom?
For the conservationists saving what's left of the jungle is paramount. If the Burmese government listens to them it could create one of the world's largest sanctuary's for these animals in the form of huge National Parks.
3) What has remained undisturbed for decades?
4) What is a decade?
5) What might you find at border towns?
Category: Nature / Burma / Lost Kingdom Intermediate / Upper Intermediate
WRITING / SPEAKING
In pairs. On the board write as many words as you can to do with 'Jungles'. One-two minutes. Compare with other teams. Using your words compile a short dialogue together.
WRITING / SPEAKING
In pairs – Choose three of the endangered species from the article. Add three more of your own. Write them below. Talk about them.
1) _____________ (1) _____________
2) _____________ (2) _____________
3) _____________ (3) _____________
Add three ways one could preserve the endangered species in Burma/Myanmar. Add three important points you would say to the Burmese/Myanmar government to help save these animals. Discuss together.
1) _____________ (1) _____________
2) _____________ (2) _____________
3) _____________ (3) _____________
The teacher will choose some pairs to discuss their findings in front of the class.
WRITING / SPEAKING
In pairs, write a short paragraph about 'A walk in the jungle'. Describe what you might see! 5-10 mins.
The teacher will choose some students to read out their work to the class.
DISCUSSION
Student A questions
1) Did the headline make you want to read the article?
2) What do you think of deforestation?
3) Should Burma/Myanmar create National Parks to help save its animals?
4) What is your favourite wild animal?
5) Have you ever been into a jungle?
6) Do you like to watch documentaries about wild animals?
7) Would you like to visit Burma/Myanmar?
8) Would you like to visit the jungles of Burma/Myanmar?
9) Are many animal species under threat? Explain.
10) Have you learnt anything in today's English lesson?
SPEAKING – ROLEPLAY 1
In groups. One of you is the interviewer. There are up to four guests. You are in the BBC Rangoon TV studio. Today's interview is: Burma
– Nature's Lost Kingdom. 10 mins.
1) A Burmese/Myanmar government spokesperson.
2) A photographer
3) A journalist.
4) A local Burmese person / a tourist.
The teacher will choose some groups to roleplay their interview in front of the class.
SPEAKING - ROLEPLAY 2
In pairs. One of you is in your country. The other is in the jungle camp in Burma. (Imagine!) Start a telephone conversation about what the person in the jungle camp has seen in the jungles of Burma around where they are! 5 mins.
SPEAKING – DISCUSSION
Allow 10 minutes – As a class.
Saving endangered animal species or
Deforestation (Google them!)
Add in some examples!
The teacher can moderate the session.
DISCUSSION
Student B questions
1) What do you think about what you've read?
2) Why is deforestation happening?
3) What happens to the animals when deforestation happens?
4) What is replacing the forests after they are cut down?
5) Would you buy a wild animal as a pet?
6) Do you think it is right wild animals are sold as pets at the border towns on the Myanmar border?
7) What National Parks have you visited?
8) What advice would you give the Burmese/Myanmar government about saving their wild animals?
9) Has this been a difficult lesson for you to understand?
10) Did you like this discussion?
GAP FILL: READING
Burma – Nature's Lost Kingdom
Today, let's talk about Burma/Myanmar. We will focus on its almost (1)__ jungles; many of which have remained undisturbed for decades.
It is in these (2)__ where many of the rarest (3)__ on earth still survive. For how much longer begs the question because the country is (4)__ opening up after 50 years of being closed to outsiders.
The military regime has softened its (5)__; allowing the country to become more (6)__. Whilst this is positive news for its people this could (7)__ the end of many animal species' life.
In the jungles of Burma are many rare animals like wild Asian elephants and Burmese tigers. Both of which are endangered species. Other animals under threat include the Asian golden cat, the sun bear and the clouded (8)__.
leopard / impenetrable / stance / democratic / rapidly / spell / jungles / species
Man has already started to hunt down the rare species as (1)__ to put on a wall. Worse he is eating these (2)__ (3)__ animals. Many of the animals are openly for sale dead or alive in cages at border towns either side of the border.
Rapid (4)__ is taking place. It is a race against time to try to preserve the rainforests of Burma. Forest fire clears jungle easily. It also clears animals from their natural habitat.
Once the forest is cleared the animals do not return. The jungle is now being replaced with palm oil and rubber (5)__; the (6)__ timber extracted and sold abroad.
For the conservationists saving what's left of the jungle is (7)__. If the Burmese government listens to them it could create one of the world's largest (8)__'s for these animals in the form of huge National Parks.
paramount / rare / plantations / extremely / lucrative / trophies / sanctuary / deforestation
GAP FILL: GRAMMAR
Burma – Nature's Lost Kingdom
Today, let's talk about Burma/Myanmar. We will focus on its almost impenetrable jungles; many of which have remained undisturbed for decades.
It is in (1)__ jungles (2)__ many of the rarest species on earth (3)__ survive. For how (4)__ longer begs the question because the country is rapidly opening up after 50 years of being closed to outsiders.
The military regime has softened its stance; allowing the country to become (5)__ democratic. Whilst this is positive news for its people this could spell the end of many animal species' life.
In the jungles of Burma are (6)__ rare animals like wild Asian elephants and Burmese tigers. Both of (7)__ are endangered species. (8)__ animals under threat include the Asian golden cat, the sun bear and the clouded leopard.
many / other / where / much / which / still / these / more
Man has already started to hunt down the rare species (1)__ trophies to put (2)__ a wall. Worse (3)__ is eating these extremely rare animals. Many of the animals are openly for sale dead (4)__ alive in cages at border towns either side of the border.
Rapid deforestation is taking place. It is a race against time to try to preserve the rainforests of Burma. Forest fire clears jungle easily. (5)__ also clears animals from their natural habitat.
Once the forest is cleared the animals do not return. The jungle is now being replaced with palm oil and rubber plantations; the lucrative timber extracted and sold abroad.
For the conservationists saving what's left of the jungle is paramount. (6)__ the Burmese government listens to them it could create one (7)__ the world's largest sanctuary's for these animals (8)__ the form of huge National Parks.
of / it / if / or / he / on / in / as
Burma – Nature's Lost Kingdom - 30 th December 2013
GAP FILL: LISTENING
WRITING/SPELLING
Burma – Nature's Lost Kingdom
Today, let’s talk about Burma/Myanmar. We will focus on its almost ____________________; many of which have remained undisturbed for decades.
_____________________ where many of the rarest species on earth still survive. For how much longer begs the question because the country is rapidly opening up after 50 years of being closed to outsiders.
The military regime has softened its stance; allowing the country to become _______________. Whilst this is positive news for its people this could spell the end of many animal species’ life.
_______________________ are many rare animals like wild Asian elephants and Burmese tigers. Both of which are endangered species. Other animals under threat include the Asian golden cat, the sun bear and ___________________.
Man has already started to hunt down the rare species as trophies to put on a wall. Worse he is eating these ______________________. Many of the animals are openly for sale dead or alive in cages at border towns either side of the border.
___________________ is taking place. It is a race against time to try to preserve the rainforests of Burma. Forest fire clears jungle easily. It also clears animals from their natural habitat.
__________________ cleared the animals do not return. The jungle is now being replaced with palm oil and rubber plantations; the lucrative timber extracted and sold abroad.
For ____________________ saving what’s left of the jungle is paramount. If the Burmese government listens to them it could create one of the world’s largest sanctuary’s for these animals in the form of
___________________.
www.newsflashenglish.com
Copyright D.J. Robinson 2013 (V1)
WRITING / SPEAKING
1) On the board - In pairs, as a class - write down 20 things you know about Burma/Myanmar. Talk about them! 5 mins.
2) Sentence starters - Finish these sentence starters. Correct your mistakes. Compare what other people have written.
1)
Burma _____________________________
2) The jungle __________________________
3) Asian elephants _______________________
3) Homework - Write and send a 200 word email to your teacher about: Burma – Nature's Lost Kingdom. Your email can be read out in class.
GAP FILL READING ANSWERS
1) impenetrable 1)
2)
3)
4)
5)
6)
7)
8)
jungles species
rapidly stance
democratic spell
leopard
SPELLING
The teacher will ask the class individually to spell the following words that are in the article. Afterwards check your answers.
1) Myanmar
2)
3)
4)
5)
6)
7)
8)
9)
10)
Burma impenetrable
undisturbed jungles
rapidly military
stance democratic
elephants
2)
3)
4)
5)
6)
7)
8)
trophies extremely
rare deforestation
plantations lucrative
paramount sanctuary
SPELLING
Use the following ratings:
Pass = 12
Good = 15
Very good = 18
Excellent = 20
11) rare
12)
13)
14)
15)
16)
17)
18)
19)
20)
species either
deforestation extremely
habitat lucrative
paramount conservationist
s
sanctuary | <urn:uuid:5bbcf54c-5aa1-4d65-a25c-99d20f5ab9c6> | CC-MAIN-2019-47 | https://www.newsflashenglish.com/files/lesson-pdfs/burma-natures-lost-kingdom.pdf | 2019-11-17T00:35:23 | crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00404.warc.gz | 908,618,845 | 2,916 | eng_Latn | eng_Latn | 0.996708 | eng_Latn | 0.997522 | [
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HOW TO GENERATE
MELODY NOTES FROM ANY TEXT
by Ian Myers © 2012
Here is a method I devised for turning any text into musical pitches. The following table may freely be adapted to other languages, different symbols or whatever you choose. It is but one of many schemes that can be devised.
| C | C#/Db | D | D#/Eb | E | F | F#/Gb | G | G#/Ab | A | A#/Bb |
|---|---|---|---|---|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| A | B | C | D | E | F | G | H | I | J | K |
| M | N | O | P | Q | R | S | T | U | V | W |
Take any text, for example "Today it is brighter" , locate each letter in the text in the bottom three rows of the table and then replace each letter with the musical pitch corresponding with that pitch from the top row.
| T | O | D | A | Y | I | T | I | S | B | R | I | G | H | T | E |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| G | D | Eb | C | C | Ab | G | Ab | Gb | Db | F | Ab | Gb | G | G | E |
This gives the pitch sequence G,D,Eb,C,C,Ab,G,Ab,Gb,Db,F,Ab,Gb,G,G, E,F.
The above coding was based on the chromatic scale. Here is a table based on a six-unit scale.
| C | D | E | F#/Gb | G#/Ab |
|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 |
| A | B | C | D | E |
| G | H | I | J | K |
| M | N | O | P | Q |
| S | T | U | V | W |
| Y | Z | | | |
The text "Today it is brighter" using this scheme produces the following pitches:
| T | O | D | A | Y | I | T | I | S | B | R | I | G | H | T | E |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| D | E | F# | C | C | E | D | E | C | D | A# | E | C | D | D | G# |
The pitches could be used as generated or you might decide repeated pitches are used once only ie DD is read simply as D. The basic alphabet could be extended to include common letter pairs such as EA (each, pear, bear,easy), OW (cow, window,owner) etc., where instead of encoding the letters E and A separately you would use the pitch corresponding to the letter pair EA.
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Comprehensive Progress Report
Mission: Mount Mourne School exists to inspire its students to become compassionate, lifelong learners who are responsible, global citizens. Our students will use various modes of communication in order to promote peace by learning to accept cultural differences and to respect our world.
Vision:
Mount Mourne School exists to inspire its students to become compassionate, lifelong learners who are responsible, global citizens. Our students will use various modes of communication in order to promote peace by learning to accept cultural differences and to respect our world.
Goals:
Goal 1: Indicator 2.04 Overall goal: By the end of the 2018-19 school year, all students will receive instruction through fully developed MYP Unit Planners as measured by IBO guidelines and direction. Target goal: All students will receive 50% of their instruction through an IB MYP unit planner which incorporates all components of the Inquiry and Action phases of the unit planner as measured by documentation of IB Unit planning and instruction included in all NCEES observations.
Goal 2: Indicator A1.09 Overall goal: By the end of the 2018-19 school year, every student will implement the steps of the community service project as outlined by the International Baccalaureate Organization. Students will show service as action as a byproduct of classroom learning. Target Goal: Throughout the 2017-18 school year, 100% of students will learn and incorporate the steps of the community service project as outlined by the International Baccalaureate Organization by participating in a teacher guided service learning activity.
! = Past Due Objectives KEY = Key Indicator
Core Function:
Dimension A - Instructional Excellence and Alignment
How it will look when fully met:
Actions
| A1.09 | The school expects students to participate in activities to develop skills outside of the classroom (e.g., service learning, clubs, athletics, enrichment opportunities, internships).(5090) | Implementation Status | Assigned To |
|---|---|---|---|
| | Service and Learning is an IB requirement. At this time, the process needs to be updated to meet current IB standards. Our efforts have heretofore been mostly quantitative with students acquiring a required amount of hours which doesn't always connect with that they are learning or with their own inquiry. We have struggled to make service a more qualitative effort that involves students in a process of investigation, planning, action and reflection. We realize that true service learning as defined by IB includes a defined systematic process towards implementation. When service learning is a fully functioning part of an IB Unit Plan, students investigate, plan, act, and reflect on a service learning project. When the objective is being fully met, students will have a digital representation of service learning that contains all four components of the service learning model. In the 2017-2018 school year we had a 97% completion rate. Because, this is an IB requirement, 100% of students should complete all four components of the Service Learning Project in the 2018-19 school year. | Limited Development 04/27/2017 | |
| | Priority Score: 3 Opportunity Score: 2 Index Score: 6 | | |
| | Throughout the 2018-19 school year, 100% of students will learn and incorporate the steps of the community service project as outlined by the International Baccalaureate Organization by participating in a teacher guided service learning activity. This will be measured by student completion of four Canvas modules, student reflections at the end of the year, and teacher participation in professional development. | Objective Met 08/13/19 | Dana Gillis |
| | The seven service learning outcomes will be shared with teachers at the beginning of the school year. | Complete 08/21/2017 | Dana Gillis |
Notes: Seven Learning Outcomes
Identify own strengths and develop areas for growth - Students are able
| Each classroom teacher will chose an area they are passionate about (veterans, the homeless, quality water) and submit that topic to Dana Gillis by August 22. | Complete 08/21/2017 | Dana Gillis |
|---|---|---|
| Dana Gillis will collect the topics from each teacher by August 22. She will then create a way for every child to sign up for an area of interest. | | |
| Establish service as action expectations for investigate | Complete 09/12/2017 | Dana Gillis |
Notes:
Team will explore the three objectives of investigate during a goal team meeting.
| Implement the investigate stage of service learning. | Complete 09/27/2017 | Dana Gillis |
|---|---|---|
| This is an early release day. Students will divide into their service learning groups and implement the investigate stage of service learning. | | |
| Teachers will check-in with Investigate progress | Complete 12/05/2017 | Dana Gillis |
| Establish service as action expectations for plan. | Complete 01/16/2018 | Dana Gillis |
| Dana Gillis will cover the following at a goal team meeting on January 16, 2018: Develop a proposal of action/criteria. Plan and record the development process. Demonstrate self management skills. | | |
| Establish service as action expectations for taking action. This step includes: | Complete 02/13/2018 | Dana Gillis |
| This is a goal team meeting. Demonstrate service as action/create a product or outcome. Demonstrate thinking skills. Demonstrate communication and social skills. | | |
| Teachers will implement the planning stage of service as action with all students. | Complete 03/28/2018 | Dana Gillis |
| This is an early release day. Teachers will work with students in their specified service area of interest to complete the planning stage. | | |
| Teachers will attend conduct a fidelity check and will review the action stage of service is action. | Complete 03/06/2018 | Dana Gillis |
| This is a goal team meeting. As a faculty, determine what service as action opportunities will be taking place on campus, which ones will take place off campus, and if there will be guest speakers/community involvement. Each teacher will have an opportunity to share what his/her group will be doing on 4/25/18 | | |
9/28/17 School Improvement Team will review teacher fidelity check mid-year Complete 03/29/2018 John Hieb
03/29/2018
to make sure that service learning is progressing as outlin ed.
| Phoenix Rising Day; all students and staff will be participating in taking action. | Complete 03/29/2018 | John Hieb |
|---|---|---|
| This is an early release day. This is the big day. | | |
| Establish service as action expectations for reflection with teachers: Reflect on their development of ATL/as an IB Learner Reflect on knowledge and understanding Evaluate the quality of the service as action or product/outcome. | Complete 05/22/2018 | Dana Gillis |
| This is a goal team meeting. | | |
| Teachers will meet with their service as action teams one last time. Students will complete a reflection of their service from the year and store it in Canvas. Service groups will create a slide capturing their work. | Complete 06/06/2018 | Dana Gillis |
| Each classroom teacher will chose an area they are passionate about (veterans, the homeless, quality water) and submit that topic to Dana Gillis by August 22. | Complete 09/24/2018 | Dana Gillis |
| Establish service as action expectations for investigate | Complete 09/25/2018 | Dana Gillis |
| Team will explore the three objectives of investigate during a goal team meeting. Define a goal based on personal interest. Identify prior learning and subject specific knowledge. Demonstrate research skills. | | |
| Create a parent information document that explains the service learning expectations for the year. | Complete 09/26/2018 | Dana Gillis |
| Shared the service learning outcomes with teachers at the beginning of the school year. | Complete 09/24/2018 | Dana Gillis |
| Implement the investigate stage of service learning. | Complete 09/26/2018 | Dana Gillis |
Notes:
This is an early release day. Students will divide into their service learning groups and implement the investigate stage of service
learning.
| Teachers will check-in with Investigate progress for the first time. | Complete 12/17/2018 | Dana Gillis |
|---|---|---|
| Teachers will check student progress on Canvas and Gillis will send a reminder to students and parents about Service Learning Investigate | | |
| Establish service as action expectations for plan and taking action. | Complete 02/22/2019 | Dana Gillis |
| Dana Gillis will cover the following at a goal team meeting on January 16, 2018: Develop a proposal of action/criteria. Plan and record the development process. Demonstrate self management skills. Demonstrate service as action/create a product or outcome. Demonstrate thinking skills. Demonstrate communication and social skills. | | |
| Teachers will check-in with Investigate progress for the final time. | Complete 02/26/2019 | Dana Gillis |
| Teachers will implement the planning stage of service as action with all students. | Complete 02/27/2019 | Dana Gillis |
| This is an early release day. Teachers will work with students in their specified service area of interest to complete the planning stage. | | |
| Teachers will conduct a fidelity check and will review the action stage of service is action. | Complete 03/27/2019 | Dana Gillis |
| This is a goal team meeting. As a faculty, determine what service as action opportunities will be taking place on campus, which ones will take place off campus, and if there will be guest speakers/community involvement. Each teacher will have an opportunity to share what his/her group will be doing on the next Early Release Day. Dates 3/21-3/27 | | |
| School Improvement Team will review teacher fidelity check mid-year to make sure that service learning is progressing as outlined. | Complete 03/28/2019 | John Hieb |
| Phoenix Rise Day; all students and staff will be participating in taking action. | Complete 05/08/2019 | Dana Gillis |
Implementation:
Core Function:
Initial Assessment:
Actions
Our teachers use the IB Middle Year Programme unit planner template.
Staff have received training on the development of the unit plan. Many but not all staff have created at least one plan. Currently most teachers
are not operating under an IB Unit Plan for most lessons. Unit Plan Goal
| All students will receive 50% of their instruction through an IB MYP unit planner which incorporates all components of the Inquiry and Action phases of the unit planner as measured by documentation of IB Unit planning and instruction included in all NCEES observations during the 2017-2018 school year. During the 2018-2019 school year all students will receive 75% of their instruction through an IB MYP unit planner which incorporates all components of the Inquiry and Action phases of the unit planner as measured by documentation of IB Unit planning and instruction included in all NCEES observations. UPDATE: During the 2019-2020 school year, students in returning teacher’s classes will receive 75% (students in new teachers receive at least 25%) of their instruction through an IB MYP unit planner which incorporates all components of the Inquiry and Action phases of the unit planner as measured by documentation of IB Unit planning and instruction included in all NCEES observations. | | Elisabeth White |
|---|---|---|
| | 19 of 33 (58%) | |
| Assessment: Uniform creation for grade sharing | Complete 08/21/2017 | John Hieb |
Limited Development
03/13/2017
Notes: Canvas setup to convert grades into PowerSchool.
Setup PowerSchool for Criterion Based Scoring.
IB scoring expectations every strand 2x's.
| Unit Planner Expectations Meeting | Complete 08/21/2017 | John Hieb |
|---|---|---|
| Expectations: Everything taught expressed in unit planner Every box of unit plan has worked Next step- by first day of school: Plan out Content: link state objectives to assessed strands | | |
| Unit Planner Statement of Inquiry PD | Complete 09/12/2017 | John Hieb |
| Expectations: Teachers will Identify Global Content with exploration, Key Concept, Related Concept Teacher will focus on developing Statement of Inquiry Differentiated based on creation and selection. | | |
| Inquiry Questions PD | Complete 10/10/2017 | Cindy Farmer |
| Summative Assessment PD | Complete 11/28/2017 | Cindy Farmer |
| Planned Content Due (vertical alignment document updated) | Complete 11/28/2017 | Cindy Farmer |
| Plan out Content: link state objectives to assessed strands Teacher responsible for having content shared with Star Team on Google Drive. | | |
| ATL PD | Complete 12/12/2017 | Cindy Farmer |
| Leadership team will do a fidelity check of IB Unit Planners as submitted in NCEES. | Complete 12/15/2017 | Boen Nutting |
| Teaching Methods PD | Complete 02/16/2018 | Cindy Farmer |
Notes:
8/30/17Formative Assessment PD
Complete 03/13/2018 Cindy Farmer
03/13/2018
Notes:
| Leadership team will do a fidelity check of IB Unit Planners as submitted in NCEES. | Complete 04/15/2018 | Boen Nutting |
|---|---|---|
| Differentiation PD | Complete 04/24/2018 | Cindy Farmer |
| Resources PD | Complete 08/22/2018 | Cindy Farmer |
| Set Expectations For 2018-19 School Year. | Complete 08/23/2018 | Mark Shinkaruk |
| Attach unit planner to NCEES Develop 1 new unit plan per year | | |
| Provide specialized IB training with other MYP programs | Complete 10/29/2018 | Mark Shinkaruk |
| Meet in PLC with IB Coordinator/Amy Bice to complete Unit Planner. | Complete 05/28/2019 | Mark Shinkaruk |
| Provide Category 1 training for staff members as needed. | Complete 06/07/2019 | Mark Shinkaruk |
| Provide Head of School Training and a Category 2 training for principal | Complete 06/07/2019 | Mark Shinkaruk |
| Mark has already completed the Head of School training as of 9/12/18 | | |
| Leadership team will do a fidelity check of IB Unit Planners as submitted through Drive. | Complete 06/12/2019 | John Hieb |
| Sept. Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | | Elisabeth White |
| Oct. Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | | Elisabeth White |
| Administration-1st observation cycle: Leadership team will review and give feedback for teacher will submitted units. | | Mark Shinkaruk |
| Nov. Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | Elisabeth White |
|---|---|
| Dec. Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | Elisabeth White |
| Fidelity and Feedback Check Q2: Teacher submitted IB units | Elisabeth White |
| Jan. Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | Elisabeth White |
| Feb. Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | Elisabeth White |
| Mar. Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | Elisabeth White |
| Fidelity and Feedback Check Q3: Teacher submitted IB units | Elisabeth White |
| Apr. Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | Elisabeth White |
| May Unit Planning PD (Goal Team Meeting) -AND- New Teacher Parts & Planner PD | Elisabeth White |
| Fidelity and Feedback Check Q4: Teacher submitted IB units | Elisabeth White |
Core Function:
Effective Practice:
KEY A4.01
How it will look when fully met:
Actions
Dimension A - Instructional Excellence and Alignment
Student support services
The school implements a tiered instructional system that allows
| 2019-2020: BOY iReady Diagnostic is given as a universal screener to all students to determine individual achievement related to individual state standards for math and ELA. Staff has been given historical student data to identify students with gap areas. | Limited Development 03/13/2017 | |
|---|---|---|
| Over the course of the next two years, identified students will receive appropriate tiered support, based on the results of the administered assessments. Staff will be trained on MTSS and will begin implementation of the tiered MTSS model. Staff will know how to access RTI Stored and will identify gaps and provide interventions for identified needs. The success of this process will be measured with the NC FAM-S. | | Mark Shinkaruk |
| | 0 of 14 (0%) | |
| Preassess process with a BOY NC FAM-S assessment. | | Mark Shinkaruk |
| Administer I-ready diagnostic in reading and math to all students. | | Paul Roncone |
| MTSS PD | | Misty Basham |
| Grade level teams will analyze data to determine instructional plans for addressing gaps as defined by I-ready diagnostic. | | Misty Basham |
| Identify students who performed two grade levels below proficiency on the first administered i-Ready diagnostic. | | Misty Basham |
| MTSS PD | | Misty Basham |
| NC Check-in administered | | Dana Gillis |
How it will look when fully met:
Actions
| | | Administer I-ready diagnostic 2 for identified students. | | Dana Gillis |
|---|---|---|---|---|
| | | Teachers will analyze data from the i-ready diagnostic and NC/ISS check in. Teams to use this data to monitor progress and identify course corrections. | | Dana Gillis |
| | | Administer i-ready diagnostic 3 to identified students. | | Dana Gillis |
| | | Administer EOG and EOC tests to all students. | | Dana Gillis |
| | | Perform NC FAM-S assessment process. | | Mark Shinkaruk |
| | | Analyze EOG data at ISS end-of-year review. | | Dana Gillis |
| KEY | A4.06 | ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.(5124) | Implementation Status | Assigned To |
| | | Staff has received Bully prevention training, Teachers regularly promote the 10 IB Learner Traits. The school has an active School Counselor who is available to students. Recent school climate data indicates that students feel emotionally safe at school. Classroom norms are established. Schoolwide norms are established. Mission statement indicates that "other people with their differences can also be right." | Limited Development 03/13/2017 | |
Core Function:
How it will look when fully met:
Actions
| KEY | B1.03 | A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices. (5137) | Implementation Status | Assigned To |
|---|---|---|---|---|
| | | The MMS Leadership Team consists of the principal and the Instructional Facilitator. They meet every week at 10 am. Agenda and minutes from those meetings are shared with all staff. The School Improvement Team consists of vertical and horizontal members of the school community. Within the SIT, there are Goal teams that meet monthly. There are grade level teams and subject level teams that meet monthly. There is a standing meeting schedule provided to all staff at the beginning of the year. | Limited Development 04/06/2017 | |
Actions
| KEY | B2.03 | The school has established a team structure among teachers with specific duties and time for instructional planning.(5143) | Implementation Status | Assigned To |
|---|---|---|---|---|
| | | Instructional and Instructional Methods - Unit Planner Goal Team, Instructional Facilitator PD and ERPD School and community connections - PTSO, Athletic Boosters, parent representatives on SIT Whole School Improvement - SIT, Leadership Team | Limited Development 04/06/2017 | |
Actions
| KEY | B3.03 | The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.(5149) | Implementation Status | Assigned To |
|---|---|---|---|---|
| | | Principal observes classrooms systematically in order to be compliant with state requirements. Principal works to give timely feedback based on a observation schedule that is planed for the entire school year. Principal completes all observations, conferences, Professional Development Plan (PDP) discussions and summary evaluations by June 2018. | Limited Development 04/06/2017 | |
Core Function:
How it will look when fully met:
Actions
| KEY | C2.01 | The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(5159) | Implementation Status | Assigned To |
|---|---|---|---|---|
| | | We have a global picture of students at each grade level. We know the data regarding students who are considered at risk. However, we do not have systematic processes to address those students with fidelity. Professional development is not necessarily tied to classroom observations or to individual professional development plans. Professional development needs to be crafted specifically for a high performing IB MYP program. School climate survey indicates that teachers would like PD to be more directly tied to the needs of the school. | Limited Development 04/06/2017 | |
Core Function:
How it will look when fully met:
Actions
| KEY | C3.04 | The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.(5168) | Implementation Status | Assigned To |
|---|---|---|---|---|
| | | Principal works with HR department to vet current applications through HRMS and various job fairs around the region. Principal has a system of evaluations, is knowledgeable about goal setting and action plan/mandatory improvement plan development . Principal gathers data in the spring of each school year to determine staffing needs. Begins recruitment around March each year. Uses VIF to recruit world language teachers. | Limited Development 04/06/2017 | |
Actions
| KEY | E1.06 | The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).(5182) | Implementation Status | Assigned To |
|---|---|---|---|---|
| | | Based on school climate survey, parents and students feel that there is solid communication between home and school. However, the team agrees that we need to hold more nights where parents will learn about Canvas, Criteria, and other various instructional sessions. Team agrees that we need to establish a common Canvas language for ALL teachers. | Limited Development 04/06/2017 | | | <urn:uuid:cdd1ec54-78ec-483e-984a-a351b5775b2f> | CC-MAIN-2019-47 | https://resources.finalsite.net/images/v1570194382/issschoolwirescom/scfrjnts4xkpyllf0go2/MMIB.pdf | 2019-11-17T00:11:51 | crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00408.warc.gz | 565,309,913 | 5,228 | eng_Latn | eng_Latn | 0.956633 | eng_Latn | 0.993792 | [
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7F
Information
Professional Services Committee
Draft Knowledge, Skills and Abilities (KSAs) for the CSET: Bilingual Methodology and Bilingual Culture Examinations
Executive Summary: This agenda item provides the draft KSAs for the new CSET: Bilingual Methodology and CSET: Bilingual Culture Examinations. These examinations will replace the BCLAD Tests V (Methodology) and VI (Culture) beginning with the November 2007 CSET test administration. The KSAs are being presented to the Commission for information purposes prior to beginning the content validation study for these two examinations.
Recommended Action: For information only
Presenter: Phyllis Jacobson, Ed.D., Administrator, Professional Services Division
Strategic Plan Goal: 1
Promote educational excellence through the preparation and certification of professional educators
♦ Sustain high quality standards for the preparation of professional educators.
♦ Implement, monitor and report on the outcomes of new program initiatives.
Draft Knowledge, Skills and Abilities (KSAs) for the CSET: Bilingual Methodology and Bilingual Culture Examinations
Introduction
At the June 2007 Commission meeting, staff presented an update on the work of the Bilingual Certification Design Team. This agenda item provides a further update on that work with respect to progress on revalidating and redeveloping the examination route for bilingual certification.
Background
At the November-December 2006 Commission meeting, the Commission approved an examinations consolidation and streamlining plan whereby the BCLAD examinations would (a) be moved within the CSET examination series; (b) be updated to reflect progress within the field; and (c) be revalidated. This work is being done in parallel with the work of the Bilingual Certification Design Team to update and redesign, as needed, the routes to bilingual certification. As this work has unfolded, a parallel timeline became a necessity to ensure that both routes are comparable in scope and rigor. The examination development and revalidation work has now progressed to the point where the revised and updated set of knowledge, skills, and abilities (KSAs) required of a bilingual teacher are ready for field review and content validation. The draft KSAs are now being presented to the Commission for its initial review prior to beginning the field review and content validation process.
Development of the Set of Knowledge, Skills and Abilities (KSAs) Required for Bilingual Certification
The updated set of KSAs serve as the basis for both examination revision and revalidation, and for the development of new program standards for the proposed new program route to certification. The KSAs will be undergoing a content validity study starting at the end of August 2007 to ensure that they accurately and appropriately represent the knowledge, skills and abilities needed to do the job of a bilingual teacher in California public schools. As indicated in the June 2007 agenda item, it was expected that the content validity study would be completed in time to present the KSAs to the Commission as an information item in August 2007 and as an action item in October 2007.
The Commission's contractor for the CTEL/BCLAD examinations, NCS Pearson, Inc., has been working with a panel of bilingual experts, including several members of the Bilingual Certification Design Team, to revalidate and update as necessary the set of examinations used for bilingual certification. There are currently three BCLAD subtests: Language (Listening, Speaking, Reading, Writing), Bilingual Methodology, and the Culture of Emphasis. As part of an examinations consolidation effort, these three current BCLAD examinations have become part of the CSET series of examinations, and the final administration of the current BCLAD examination was held in June 2007.
The former BCLAD examination in Language will be replaced by the current CSET: Languages Other than English subtest III (subtest II for several of the less commonly taught languages as the less commonly taught languages only have two CSET subtests). The former BCLAD subtest in Bilingual Methodology will become the new, revalidated CSET: LOTE Subtest IV; the former BCLAD subtest in the Culture of Emphasis will become the new, revalidated CSET: LOTE Subtest V. The key difference between the CSET: LOTE Culture test and the CSET: LOTE Bilingual Culture of Emphasis test is that the former focuses on the historical and contemporary culture within its country/countries of origin, whereas the latter focuses on the experiences of the culture within the United States and on issues such as migration/immigration, crosscultural interactions, and acculturation.
The examination questions from the current BCLAD item bank have been reviewed by both the Bias Review Committee and the content expert panel for their alignment with the new draft KSAs. In addition, drafts of new test items for both subtests have been developed and are now going through the item review process.
The first administration of the new CSET: LOTE Subtests IV (Bilingual Methodology) and V (Culture of Emphasis) will be on Saturday, November 3. Scoring will be completed by late November 2007, and standard setting will take place in early December 2007. The proposed passing score standard for the CSET: LOTE Subtests IV and V will be presented to the Commission for adoption at the February 2008 meeting.
The following timeline, reprinted from the June 2007 Commission agenda item, documents the examination development process.
Timeline for the Completion and Implementation of the Bilingual Certification Examinations and the Bilingual Teacher Preparation Program Standards
| May 2007 | KSA and Item Review Meeting | | |
|---|---|---|---|
| June 2007 | | | BCDT reviews current draft of Program Standards |
| July 2007 | | | BCDT meets July 5-6 and discusses current draft version of Program Standards |
| August 2007 | Content Validity Study begins; Draft KSAs presented to Commission for information | Item review meeting to review new draft test items based on the KSAs; Test Guide for candidates drafted for review | BCDT reviews revisions and next draft of Program Standards |
| September 2007 | Content Validity Study completed | Finalized candidate Test Guides for CSET:LOTE Subtests IV and V posted to examinations website; | BCDT meets September 13-14 to review final draft of |
| | KSAs | Exams Development |
|---|---|---|
| | | Invitations to the December passing score standard setting meeting sent to panel members |
| October 2007 | Final KSAs presented to Commission for adoption | |
| November 2007 | | First administration of new CSET:LOTE Subtests IV and V; Scoring conducted for CSET: LOTE Subtests IV and V |
| December 2007 | | Passing score standard setting meeting conducted for CSET: LOTE Subtests IV and V |
| February 2008 | | Recommended passing score standard for CSET: LOTE Subtests IV and V presented to the Commission for approval |
The Draft KSAs
The draft KSAs for the CSET: Bilingual Methodology and the CSET: Bilingual Culture are provided as Attachment A. The following chart illustrates the comparison between the prior BCLAD KSAs and the draft CSET KSAs for the bilingual methodology and the bilingual culture examinations.
Comparison of Knowledge and Skill Areas for Prior BCLAD and New CSET: LOTE Bilingual Methodology and Bilingual Culture Exams
| BCLAD Exam Knowledge and Skill Areas | |
|---|---|
| Test 4: Methodology for Primary Language Instruction | Subtest IV: Bilingual Education And |
| | Bilingualism; Intercultural |
| | Communication; Instruction And |
| | Assessment |
| 1. Instructional delivery: Organizational strategies | |
| 2. Language and content assessment in L1 | |
| 3. Use of L1 and L2: transferring language and literacy skills | |
| 4. Use of L1 and L2: Culture and content | |
| 5. Development of higher-order thinking skills in L1 | |
| 6. Evaluation and use of primary-language materials for instruction and assessment: Criteria for selection | |
| 7. Evaluation and use of primary-language materials for instruction and assessment: Augmenting existing resources | |
| Test 5: The Culture of Emphasis | | Subtest V: Geographic And Historical |
|---|---|---|
| | | Contexts; Sociopolitical And Sociocultural |
| | | Contexts |
| 1. Major historical periods and events | 001 The Geographic and Demographic Context 002 The Historical Context | |
| 2. Values, beliefs, and expectations | 004 The Sociocultural Context | |
| 3. Communication systems | 004 The Sociocultural Context | |
| 4. Demographics, roles, and status | 001 The Geographic and Demographic Context 004 The Sociocultural Context | |
| 5. Family structure, function, and socialization | 003 The Sociopolitical Context 004 The Sociocultural Context | |
| 6. Humanities and the arts | 005 Crosscultural, Intercultural, and Intracultural Contexts | |
| 7. Major historical periods and events | 002 the Historical Context | |
| 8. Historical and contemporary demography (nature and impact) | 001 The Geographic and Demographic Context 002 The Historical Context | |
| 9. Migration and immigration | 003 The Sociopolitical Context | |
Key Differences Between the Prior BCLAD KSAs and the CSET:LOTE Bilingual KSAs
One of the major differences between the prior BCLAD KSAs and the KSAs for the new CSET: LOTE bilingual methodology and bilingual culture examinations is the degree of specificity of the content covered by the two examinations. The prior BCLAD KSAs were limited and offered little guidance to candidates, whereas the new CSET: LOTE bilingual KSAs provide the same level of detail about the content covered by the examinations as do all of the other CSET examinations. The new CSET: LOTE bilingual KSAs incorporate all the topics of the original BCLAD and have also been expanded and updated to be more reflective of current program models, legislation, research on language development, and the skills necessary for content area academic learning for English Learners.
The prior BCLAD specifications are provided in Attachment A. The new CSET: LOTE specifications are provided with the KSAs in Attachment B.
Attachment A
Prior BCLAD KSAs
Test 4 (Bilingual Methodology)
Reprinted from the Prior BCLAD Study Guide for Test 4 (Bilingual Methodology)
"BCLAD Test 4 covers instructional delivery and assessment in a bilingual classroom and the evaluation and use of primary-language materials. Test 4 is language-generic, that is, it does not focus on any specific language. It consists of 40 multiple-choice questions.
Test 4 Knowledge and Skill Areas
1. Instructional delivery: Organizational strategies
Includes topics such as content area instruction (preview-review, alternate day/week, and divided day) and language arts instruction (readiness, L1, and L2).
2. Language and content assessment in L1
Includes topics such as use of assessment to guide instruction (assessment-instruction loop), formal and informal assessment, and learner self-assessment.
3. Use of L1 and L2: Transferring language and literacy skills
Includes topics such as L1/L2 literacy, L1/L2 oral language, and primary-language support.
4. Use of L1 and L2: Culture and content
Includes topics such as teaching content in L1/L2, and building on and using the learners' home and community culture.
5. Development of higher-order thinking skills in L1
6. Evaluation and use of primary-language materials for instruction and assessment: Criteria for selection
Includes topics such as applicability to California curriculum frameworks, generalizability to larger population with language and dialectal variations, potential bias (e.g., cultural, linguistic, and gender), and appropriateness/relevance to strengths and needs of learners (linguistic strengths and needs, cultural background, developmental strengths and needs, and cognitive-academic development).
7. Evaluation and use of primary-language materials for instruction and assessment: Augmenting existing resources
Includes topics such as adaptation (e.g., exemplify, paraphrase, gloss, and amplify), supplementing with other resources (e.g., human, print, and technological), and developing materials."
Prior BCLAD KSAs
Test 5 (Bilingual Culture)
Reprinted from the Prior BCLAD Study Guide for Test 5 (Bilingual Culture)
"BCLAD Test 5 focuses on the culture associated with the teacher's language of emphasis (see Test 6). This test is divided into two parts. Part I covers the origins and characteristics of the culture of emphasis, that is, the commonalities of the culture of emphasis in its home country or countries. Topics include major historical periods and events, values and beliefs, communication systems, demographics, family structure, and the arts. Part II covers the experiences in the United States and California of the people of the culture of emphasis, including topics such as major historical periods and events, demography, migration and immigration, cultural contributions, and intragroup and intergroup relations. There are multiple versions of Test 5, each focusing on a different culture. Each version of Test 5 is based on the knowledge and skill areas below and consists of 50 multiple-choice questions.
Test 5 Knowledge and Skill Areas
1. Major historical periods and events
2. Values, beliefs, and expectations
Includes topics such as social customs and mores; rites, rituals, and ceremonies; work and leisure systems; health and medicine; institutional influences (political, economic, legal, and religious); and educational systems (formal and informal).
3. Communication systems
Includes topics such as greetings and saying good-bye, apologies, complimenting, naming and forms of address, agreeing and disagreeing, turn taking and overlapping, eye contact, and proxemics.
4. Demographics, roles, and status
Includes topics such as race, gender, ethnicity, social class, age, occupation, and educational level.
5. Family structure, function, and socialization
6. Humanities and the arts
7. Major historical periods and events
8. Historical and contemporary demography (nature and impact)
9. Migration and immigration
Includes topics such as characteristics of migrants and immigrants (who, origins, and destinations), causes of migration and immigration (push/pull factors), immigration law and policy, legal status of immigrants (e.g., documented, undocumented, and refugee), and support networks available to migrants and immigrants (formal and informal).
10. Contributions
Includes topics such as arts, humanities, political, legal, cultural, social, and economic.
11. Relationship between the culture of emphasis and the dominant culture
Includes topics such as relative status (socioeconomic, racial, ethnic, linguistic, and educational), cultural conflicts, and mutual influence.
12. Relationships among different groups within the culture of emphasis
Includes topics such as relative status (socioeconomic, racial, ethnic, linguistic, and educational) and cultural conflicts."
ATTACHMENT B DRAFT
CALIFORNIA SUBJECT EXAMINATIONS FOR TEACHERS® (CSET®)
Languages Other Than English
Subtest IV: Bilingual Education and Bilingualism; Intercultural Communication; Instruction and Assessment
DOMAIN 1: BILINGUAL EDUCATION AND BILINGUALISM
001 Foundations of Bilingual Education
1.1 • Demonstrate understanding of the philosophical, theoretical, and research bases for bilingual education.
1.2 • Demonstrate knowledge of the characteristics, components, benefits, and limitations of research-based program models of bilingual education (e.g., dual-language instruction, oneway immersion, two-way immersion, transitional bilingual education, maintenance bilingual education, heritage language education).
1.3 • Demonstrate knowledge of the historical and legal foundations of bilingual education in the United States (e.g., Elementary and Secondary Education Act [ESEA], Lau v. Nichols, Castañeda v. Pickard) and California (e.g., Mendez v. Westminster, Proposition 227, Williams v. State of California) and their effects on bilingual education programs.
1.4 • Demonstrate understanding of the theoretical foundations, practices, limitations, and effects of the subtractive (deficit) perspective of bilingual education (e.g., viewing the primary language as an obstacle, limiting use of the primary language, promoting assimilation into the target culture).
1.5 • Demonstrate understanding of the theoretical foundations, practices, limitations, and effects of the additive (enrichment) perspective of bilingual education (e.g., viewing the primary language as a right and an asset, promoting the development of bilingualism and biculturalism, promoting acculturation into the target culture).
DRAFT
LANGUAGES OTHER THAN ENGLISH
SUBTEST IV: BILINGUAL EDUCATION AND BILINGUALISM; INTERCULTURAL COMMUNICATION; INSTRUCTION AND ASSESSMENT
002 Bilingualism and Biliteracy
2.1 • Demonstrate knowledge of metacognitive and metalinguistic processes (e.g., choosing the appropriate language to use in a given situation, evaluating similarities and differences between languages, transferring linguistic knowledge between languages) that occur in the development of bilingualism and biliteracy.
2.2 • Demonstrate understanding of current research on the developmental processes and cognitive effects of bilingualism and biliteracy (e.g., storage and retrieval of information in the brain, development of experiential knowledge) and implications of this research for instruction and assessment in bilingual education settings.
2.3 • Demonstrate understanding of the roles of code-switching, language mixing, and interlanguage in the development of bilingualism and biliteracy.
2.4 • Apply knowledge of developmental processes of bilingualism and biliteracy to select appropriate language use and usage (e.g., translation, language allocation by program model) when interacting with students at different developmental stages of bilingualism and biliteracy.
2.5 • Demonstrate understanding of the transferability of language and literacy skills between the primary and target languages, including ways in which language transfer can be affected by the level of compatibility between the primary and target languages.
2.6 • Apply knowledge of the use of contrastive analysis (i.e., comparing and contrasting similarities and differences, including nonexistent features, in the phonology, morphology, syntax, lexicon, and usage of different languages) to facilitate development of listening, speaking, reading, and writing skills in the primary and target languages.
DRAFT
LANGUAGES OTHER THAN ENGLISH
SUBTEST IV: BILINGUAL EDUCATION AND BILINGUALISM; INTERCULTURAL COMMUNICATION; INSTRUCTION AND ASSESSMENT
DOMAIN 2: INTERCULTURAL COMMUNICATION
003 Intercultural Communication and Culturally Inclusive Instruction
3.1 • Demonstrate understanding of central concepts of intercultural communication, including cultural differences in patterns of nonverbal communication (e.g., distance between speakers, eye contact), patterns of oral discourse (e.g., overlapping, turn-taking, volume of voice, use/role of silence), and patterns of written discourse (e.g., level of formality, organizational structure).
3.2 • Demonstrate understanding of the effects of intercultural communication and interaction on bilingual education settings; the school/community climate; and student motivation, participation, and achievement.
3.3 • Demonstrate understanding of the origins of dialectal and/or tonal variation (e.g., geographic location, gender, socioeconomic background) and ways in which dialectal and/or tonal variations can affect student learning.
3.4 • Demonstrate understanding of cultural influences (e.g., different values regarding cooperation and competition, different expectations and preferences in teacher-student and student-student interaction, different attitudes toward conformity and individuality) on learning and teaching in bilingual education settings.
3.5 • Demonstrate knowledge of factors that contribute to classroom and school environments that support cultural understanding, student motivation, and achievement (e.g., infusing multicultural perspectives throughout the curriculum, establishing a high level of interaction among students with different backgrounds, promoting respect for cultural and linguistic diversity).
3.6 • Apply knowledge of intercultural communication and interaction that is linguistically and culturally inclusive and responsive to provide literacy and content instruction in bilingual education settings (e.g., role-playing intercultural encounters, analyzing current events related to a variety of cultures, respecting students' primary language/dialect, using students' primary language and home culture to promote language and literacy development and content-area learning).
DRAFT LANGUAGES OTHER THAN ENGLISH
SUBTEST IV: BILINGUAL EDUCATION AND BILINGUALISM; INTERCULTURAL COMMUNICATION; INSTRUCTION AND ASSESSMENT
004 School, Home, and Community Collaboration
4.1 • Demonstrate understanding of the important role of families as primary-language and cultural resources and the importance of establishing and maintaining strong school-home partnerships.
4.2 • Demonstrate knowledge of effective strategies to provide families with information about the educational goals and characteristics of bilingual programs and to assist families in making decisions concerning their children's placement and education.
4.3 • Demonstrate knowledge of families' notification rights regarding program options for students in bilingual education programs (e.g., the waiver process) and strategies to communicate these rights in an appropriate and effective medium (e.g., bilingual telephone calls, home visits, videos, primary-language materials).
4.4 • Demonstrate knowledge of effective strategies to communicate assessment results to families and to provide guidance on ways in which families can support their children's achievement at home and in bilingual education settings.
4.5 • Demonstrate knowledge of strategies to identify opportunities for families to contribute their funds of knowledge and expertise within bilingual education settings and across the school community, including participation in a variety of school forums and organizations.
4.6 • Demonstrate knowledge of strategies to identify and utilize available community resources and to establish and maintain strong school-community partnerships to support culturally inclusive bilingual instruction.
4.7 • Demonstrate knowledge of strategies to communicate and collaborate with other teachers and educators to share information about methods and models of bilingual education that promote the learning and development of culturally and linguistically diverse students.
DRAFT LANGUAGES OTHER THAN ENGLISH
SUBTEST IV: BILINGUAL EDUCATION AND BILINGUALISM; INTERCULTURAL COMMUNICATION; INSTRUCTION AND ASSESSMENT
DOMAIN 3: INSTRUCTION AND ASSESSMENT
005 Language and Literacy Instruction and Assessment in Bilingual Education Settings
5.1 • Demonstrate understanding of the applications, limitations, and appropriateness of different models of bilingual education to develop, plan, and implement effective language and literacy instruction and assessments.
5.2 • Demonstrate knowledge of how to plan, select, and use effective and appropriate pedagogical practices that foster language and literacy development in the primary and target languages (e.g., providing comprehensible input, accessing students' prior knowledge, creating a language-rich environment, scaffolding literacy activities, planning meaningful and purposeful literacy activities).
5.3 • Demonstrate knowledge of strategies to provide differentiated instruction in language and literacy based on student proficiency levels in the primary and target languages.
5.4 • Demonstrate understanding of the interrelatedness of the four domains of language (i.e., listening, speaking, reading, and writing) in the development of biliteracy and the importance of integrating these language domains into instruction and assessment in bilingual education settings.
5.5 • Apply knowledge of language structures (e.g., word roots, prefixes, suffixes), forms (e.g., registers), and functions (e.g., informing, describing, persuading) to develop and deliver effective language and literacy instruction in the primary and target languages.
5.6 • Demonstrate understanding of ways in which students' life experiences (e.g., immigrant or refugee experiences, prior educational experiences, oral traditions), educational achievements, and language development can be used to foster learning and literacy in the primary and target languages.
5.7 • Demonstrate understanding of ways in which variations in students' primary languages (e.g., dialectal and/or tonal differences, use of vernacular forms) can be used to facilitate the development of social and academic language.
5.8 • Demonstrate understanding of the roles, purposes, and uses of standardized and nonstandardized primary- and target-language assessments in bilingual education settings.
5.9 • Demonstrate knowledge of how to select, adapt and/or develop as necessary, and administer a variety of language and literacy assessments in bilingual education settings, including appropriate assessments of social and academic language proficiency.
5.10 • Demonstrate knowledge of strategies for interpreting the results of primary- and target- language assessments to plan, organize, modify, and differentiate instruction in the appropriate language(s) in bilingual education settings.
DRAFT LANGUAGES OTHER THAN ENGLISH
SUBTEST IV: BILINGUAL EDUCATION AND BILINGUALISM; INTERCULTURAL COMMUNICATION; INSTRUCTION AND ASSESSMENT
006 Content Instruction and Assessment in Bilingual Education Settings
6.1 • Demonstrate understanding of the applications, appropriateness, and limitations of different models of bilingual education in developing, planning, and implementing effective contentarea instruction and assessments.
6.2 • Demonstrate knowledge of how to plan, select, and use a variety of strategies for developing students' content-area knowledge and skills in bilingual education settings (e.g., including language and grade-level content objectives in lessons, activating background knowledge and experiences, providing linguistic scaffolding).
6.3 • Demonstrate knowledge of strategies for aligning instruction with California K–12 student academic content standards and frameworks appropriate to grade-level expectations and students' language proficiency in the primary and target languages.
6.4 • Demonstrate understanding of the interrelated nature of language and literacy development and content-area learning, including understanding of issues related to the integration of language development and content-area learning in bilingual education settings (e.g., development of academic language in the primary and target languages, language modification without simplification of content, cultural/multicultural perspectives).
6.5 • Demonstrate understanding of a variety of instructional approaches and strategies that foster the development of higher-order thinking skills (e.g., analysis, inference, synthesis, evaluation) and facilitate students' understanding and use of content-specific language functions (e.g., analyzing, comparing and contrasting, persuading, citing evidence, making hypotheses) in oral and written forms of the primary and target languages.
6.6 • Demonstrate understanding of ways in which students' life experiences, language development, and language variations can be used to foster content learning in the primary and target languages.
6.7 • Demonstrate knowledge of a variety of participation structures that require students to negotiate meaning in order to understand content.
6.8 • Demonstrate understanding of the roles, purposes, and uses of standardized and nonstandardized primary- and target-language content assessments in bilingual education settings.
6.9 • Demonstrate knowledge of how to select, adapt and/or develop as necessary, and administer a variety of content assessments in bilingual education settings.
6.10 • Demonstrate knowledge of strategies for interpreting the results of primary- and target- language assessments to plan, organize, and differentiate instruction in content areas.
DRAFT LANGUAGES OTHER THAN ENGLISH
SUBTEST IV: BILINGUAL EDUCATION AND BILINGUALISM; INTERCULTURAL COMMUNICATION; INSTRUCTION AND ASSESSMENT
007 Evaluation, Use, and Augmentation of Materials in Bilingual Education Settings
7.1 • Demonstrate knowledge of strategies for evaluating alignment among primary- and targetlanguage materials, content standards, and curriculum frameworks.
7.2 • Demonstrate knowledge of strategies for evaluating and selecting state-adopted and stateapproved textbooks and supplementary materials for bilingual education settings based on a variety of criteria, including appropriateness for instructional purpose, alignment with curriculum, local community and student needs, and level of academic language.
7.3 • Demonstrate knowledge of strategies for developing, adapting, and extending instructional materials to meet the needs of diverse learners in bilingual education settings.
7.4 • Demonstrate knowledge of strategies for selecting and evaluating primary- and targetlanguage materials, including multicultural literature and nontext materials, for use in instruction and assessment.
7.5 • Demonstrate knowledge of strategies for reviewing and evaluating materials to identify potential areas of offense or bias (e.g., race, class, gender, religion, country of origin) and to ensure appropriate representation of linguistic and cultural diversity within and across language and cultural groups.
7.6 • Demonstrate knowledge of how to locate, evaluate, and incorporate target- and/or primarylanguage-specific technology (e.g., Web-based media, educational software) into bilingual education settings to facilitate students' language, literacy, and content-area development.
Copyright © 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved.
National Evaluation Systems, P.O. Box 226, Amherst, MA 01004
Permission is granted to make copies of this document for noncommercial use by educators.
DRAFT
CALIFORNIA SUBJECT EXAMINATIONS FOR TEACHERS® (CSET®)
LANGUAGES OTHER THAN ENGLISH
Subtest V: Geographic and Historical Contexts; Sociopolitical and Sociocultural Contexts
DOMAIN 1: GEOGRAPHIC AND HISTORICAL CONTEXTS
001 The Geographic and Demographic Context
1.1 • Demonstrate knowledge of significant geographic and demographic features of the country or countries of origin.
1.2 • Demonstrate understanding of the effect of geographic factors on language variations within the culture of emphasis.
1.3 • Demonstrate understanding of immigration to and migration patterns within the United States (e.g., push/pull factors, refugee/immigrant issues, legal status), including the influence of economic globalization on immigration and migration patterns.
1.4 • Describe and explain settlement and/or resettlement patterns among members of the culture of emphasis in the country or countries of origin and in the United States.
1.5 • Analyze ways in which immigration and migration by members of the culture of emphasis have influenced historical and contemporary demographics in the United States.
002 The Historical Context
2.1 • Identify major historical eras, movements, and developments of the country or countries of origin (e.g., the rise and decline of indigenous civilizations, periods of vigorous artistic and intellectual activity, colonization by foreign nations, war, struggles for independence) and analyze the influence of those historical events on different groups within the culture of emphasis.
2.2 • Recognize the primary social and political structures within the country or countries of origin and demonstrate understanding of the contributions of various groups, including indigenous populations, to the culture of emphasis.
2.3 • Demonstrate understanding of the beliefs and values of different groups, including indigenous groups, in the country or countries of origin.
2.4 • Demonstrate knowledge of the effects of various historical factors (e.g., economic, political, educational, social) on the language and culture of the country or countries of origin and
recognize contemporary influences in the United States on the language and culture of members of the culture of emphasis.
2.5 • Analyze how historical developments in the United States (e.g., immigration patterns, civil rights movements) and contemporary features of U.S. society (e.g., youth culture, marriage laws, immigration legislation) have influenced the experience of members of the culture of emphasis within the United States.
DRAFT
LANGUAGES OTHER THAN ENGLISH
SUBTEST V: GEOGRAPHIC AND HISTORICAL CONTEXTS; SOCIOPOLITICAL AND SOCIOCULTURAL CONTEXTS
DOMAIN 2: SOCIOPOLITICAL AND SOCIOCULTURAL CONTEXTS
003 The Sociopolitical Context
3.1 • Compare governmental systems (e.g., democratic, totalitarian, theocratic) and legal systems (e.g., judicial systems, civil liberties, due process rights) of the country or countries of origin and the United States.
3.2 • Demonstrate understanding of the distribution of political power and the nature of citizen participation in the country or countries of origin and analyze the ways in which this political tradition has influenced the involvement of members of the culture of emphasis in U.S. civic life.
3.3 • Demonstrate understanding of how the sociopolitical context of the country or countries of origin interacts with and affects demographics, roles, and status in those countries and analyze the influence of such factors on members of the culture of emphasis in the United States (e.g., transnationalism, dual citizenship, repatriation).
3.4 • Demonstrate knowledge of economic systems (e.g., agrarian, industrial, capitalist, socialist), workforce composition, class structure, and access to economic opportunities in the country or countries of origin and analyze the ways in which these systems and structures have influenced the experience of members of the culture of emphasis in the United States.
3.5 • Demonstrate understanding of the religious traditions and institutions within the country or countries of origin and the influence of these traditions and institutions in immigrant and ethnic communities in the United States.
3.6 • Demonstrate knowledge of the educational system of the country or countries of origin (e.g., school structures, compulsory education laws, access and availability), recognize how cultural and social traditions affect educational practices in the country or countries of origin (e.g., oral tradition, rote learning), and analyze the influence of those systems and practices on the educational experience of members of the culture of emphasis in the United States.
DRAFT LANGUAGES OTHER THAN ENGLISH
SUBTEST V: GEOGRAPHIC AND HISTORICAL CONTEXTS; SOCIOPOLITICAL AND SOCIOCULTURAL CONTEXTS
004 The Sociocultural Context
4.1 • Demonstrate and apply knowledge of verbal and nonverbal elements of communicative competence (e.g., register, discourse patterns, forms of address, respect, greetings, turntaking, eye contact, kinesthetic cues and proxemics) among members of the culture of emphasis and analyze how traditional patterns of communication have been maintained and/or modified in the United States.
4.2 • Compare socialization patterns and practices (e.g., family, school, peer groups, mass media) in the country or countries of origin and in the United States and analyze how traditional patterns of socialization have been preserved and/or modified in the United States.
4.3 • Demonstrate understanding of how roles and status of individuals (e.g., economic, racial, gender, ethnic, social class, age, educational level) influence social relationships in the country or countries of origin and how those factors affect the process of acculturation in the United States.
4.4 • Demonstrate understanding of features and practices of daily life in the country or countries of origin (e.g., shelter, work, food, marriage and family life, leisure activities, rites and celebrations, health and medical practices) and describe how these practices have been preserved and/or modified in the United States.
4.5 • Demonstrate knowledge of the humanities and arts (e.g., literature, visual/performing arts, folk and oral traditions, popular culture) in the country or countries of origin and their influence on the arts and popular culture of the United States.
005 Crosscultural, Intercultural, and Intracultural Contexts
5.1 • Demonstrate knowledge of diversity (e.g., language, social class, education, traditions) within the culture of emphasis in the country or countries of origin and in the United States.
5.2 • Demonstrate understanding of crosscultural, intercultural, and intracultural interactions (e.g., conflict, harmony, interdependence) in the country or countries of origin and between members of the culture of emphasis and other groups in the United States.
5.3 • Demonstrate understanding of sociopolitical and sociocultural factors (e.g., nationalism, legislation, ethnic pride, physical characteristics, stereotypes, xenophobia, marginalization) that influence the development of cultural, bicultural, and multicultural identity among
members of the culture of emphasis in the United States.
5.4 • Demonstrate knowledge of the contributions of members of the culture of emphasis to the social, economic, artistic, intellectual, and political life of the United States.
Copyright © 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved. National Evaluation Systems, P.O. Box 226, Amherst, MA 01004
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There are no limits to what you can achieve
Special Educational Needs and Disability Policy
Benson's Mission Statement:
We believe that for all children there are no limits to what they can achieve.
Benson's ethos
At Benson Community School, we are committed to giving every child the opportunity to achieve their best. The well-being, achievement and attitude of every child matters and inclusion is the responsibility of everyone in the school. Every teacher is responsible for all pupils and the purpose of the policy is to ensure that pupils with special educational needs and disabilities (SEND) are recognised, receive equality of entitlement to the curriculum and have the necessary support to achieve where possible.
Our ethos is that children are unique with their own educational needs, which for most children can be met within the classroom.
Definition of SEN and Disability (SEND)
At Benson we use the definition for SEN and for disability from the SEND Code of Practice (2014). This states:
SEN: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England.
Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is '…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.'
Key roles and Responsibilities
SENCo: The SENCo has day-to-day responsibility for the operation of the SEND policy and co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC Plans.
There are no limits to what you can achieve
SEND Governor: The SEND governor has responsibility for monitoring policy implementation and liaising between the SENCo and the Governing Body.
Class teacher: The class teacher will be responsible for supporting and monitoring children's progress and delivering Quality First teaching to support all children with SEND.
Responsibilities:
The SENCo is responsible for:
The SEND policy and its implementation
Coordinating support for children with SEND
Monitoring the quality of provision and impact of interventions
Attending network meetings and updating staff
Referrals to and liaison with outside agencies
Liaising with and advising staff
Collating Language and Literacy (L&L) continuums and producing progress data from them
Maintaining regular liaison with parents/carers
Class Teacher:
The progress and development of all pupils including those with SEND
Ensuring any individual pupil's plan is implemented in the classroom
Regular liaison with parents and the SENCO
Effective deployment of additional adults
Identifying on class planning the provision they are making for pupils with SEND
Supporting the SENCO in the writing and reviewing of targets for pupils with SEND
SEND Governor:
Monitoring the effective implementation of the SEND policy
Liaising termly with the SENCo
Reporting to the governing body on SEND
Ensuring that pupils with SEND participate fully in school activities
Aims and objectives
Aims
At Benson, all pupils, regardless of their additional needs, are provided with inclusive teaching which will enable them to make the best possible progress and feel that they are a valued member of the school community.
We expect that all pupils with SEND will meet or exceed the high expectations we set for them based on their age and starting points.
We will use specific resources to support children with SEND, whilst also giving them access to a broad and balanced curriculum.
We will work in partnership with parents, to support pupils to become confident individuals able to make a successful transition on to the next step in their education.
Objectives
To ensure a clear process for identifying, assessing, planning and providing and reviewing for pupils with SEND.
To develop effective whole school provision management of support for pupils with special educational needs and disabilities.
To deliver training and support for all staff working with pupils with SEND in order to develop their practice within the guidance set out in the Code of Practice, July 2014.
Identification of Needs
The identification of SEN is embedded in the whole school process of monitoring the progress and development of pupils. At Benson, we recognise the benefits of early identification and making effective provision in improving the long term outcomes for children with SEN.
The purpose of identification is to work out what action our school needs to take, to ensure individual needs are met. It is also important for the school to identify the full range of needs, taking into consideration co-occurrence.
Benson Community School
There are no limits to what you can achieve
There are no limits to what you can achieve
The Code of Practice refers to four broad areas of need:
Communication and Interaction: these children have a difficulty with communicating with others. This may be because they have a difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.
Cognition and Learning: children with additional needs may learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties covers a wide range of needs, from moderate learning difficulties (MLD) to children with profound and multiple learning difficulties (PMLD).
Social, Emotional and Mental Health: children may experience a wide range of social and emotional difficulties which manifests themselves in many ways. These may include becoming withdrawn, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may also reflect underlying mental health difficulties.
Sensory and/or Physical Needs: some children may require special educational provision because they have a disability which prevents or hinders them from making use of the educational services provided. Many children with a vision impairment (VI), hearing impairment (HI) or multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning.
Graduated Approach to SEN Support:
How the school decides whether to make special educational provision:
A process of on-going teacher assessments and termly pupil progress meetings with the leadership team and SENCo identifies those pupils making less than expected progress given their age and individual circumstances.
The school's first response is high quality teaching by the class teacher. Where progress continues to be less than expected, the class teacher will gain advice from the SENCo, and implement targeted support (interventions) to support the child in their learning. During this stage, this extra support can help to identify any particular additional needs the child may have.
Particular care is taken when identifying and assessing SEND for children whose first language is not English.
There are no limits to what you can achieve
Where pupils have higher levels of need, and with parental permission, the school may need to seek advice from external agencies. These agencies include:
Educational Psychology Service (EPS)
Pupil School Support service (PSS)
Speech and Language Therapist (SaLT)
City of Birmingham School (COBS)
Communication and Autism Team (CAT)
Sensory Support Service (Visual Impairment, Hearing Impairment)
School Nurse
Barnados Arch Project
Child and Adolescent Mental Health Service (CAMHS)
Family Support Worker
SEND Register
If the support required is different from or additional to what is normally offered by the school, the child will be placed on the SEND register whereby the school can monitor and support progress by removing barriers to learning.
This begins a cycle of assess, plan, do and review with the child at the centre of the process:
Child with
Special
Educational
Needs and
Disability
Assess
Plan
Do
Review
There are no limits to what you can achieve
The four part cycle:
Assess: We will ensure that we regularly assess all pupils' needs so that each child's progress and development is carefully tracked compared to their peers and national expectations. We will listen to the views and experiences of the pupil and parents/carers to support our judgments.
Plan:
Where SEN Support is required the teacher and SENCO will plan any adjustments, interventions and support which will be put in place for the pupil, as well as the expected impact on progress and outcomes. Targets for the pupil will be shared with her/him using child friendly language and with parents/carers.
Do:
The class teacher is responsible for working with the pupil on a daily basis. She/he will also liaise closely with TAs or specialists who provide support set out in the plan and monitor the progress being made. The SENCO will provide support, guidance and advice for the teacher.
Review:
The planning including the impact of the support and interventions will be reviewed each term by the teacher, SENCO, parent/carer and the pupil. This will inform the planning of next steps for a further period or where successful the removal of the pupil from SEN Support.
This four part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil's needs and what supports the pupil in making good progress is known as the graduated approach. It draws on more detailed approaches and more specialist expertise in successive cycles
Parents/carers and pupil involvement in the process:
We believe in a person-centred approach to information gathering and supporting children with SEND. We will do this through:
Termly reviews and target setting meetings are planned to coincide with parents' evenings where possible.
There are no limits to what you can achieve
Targets are shared with pupils and successes are celebrated.
KS2 pupils with a Statement or EHC plan will send an invitation to their parents to attend their annual review and will attend part of the meeting to share their achievements for the year and aspirations for the future.
SEND Provision:
SEND support can take many forms. This could include:
Individualised Provision or Support Plan
Evidence based interventions
Extra help from teacher or teaching assistant
Making or changing materials, resources or equipment
Working within smaller groups
Maintaining specialist equipment
Observing children in class or at break and keeping records
Supporting a child to take part in activities
Helping other children to work with a child, or play with them at break time
Supporting a child with physical or personal care difficulties, such as eating, getting around school safely, toileting or dressing.
Managing the needs of Pupils on the SEN register.
Each pupil with SEND is an individual and any additional support is tailored to meet their particular needs. Plans and interventions will be reviewed termly with the adults involved and parents/carers. Decisions regarding the level of support provided will be needs led, working within the constraints of the school budget.
Requesting an Educational, Health and Care (EHC) needs assessment.
A small number of pupils, whose needs are complex and long term, may require a greater level of support than that provided at SEN Support from the school's own resources. For these pupils a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided. This brings together the child's health and social care needs as well as their special educational needs (see Birmingham guidance on the mycare
There are no limits to what you can achieve website for further information regarding requests for EHC plans).
www.mycareinbirmingham.org.uk
Statements
The Education, Health and Care (EHC) plan replaces what were formerly called statements of special educational needs. Children who currently have a statement will continue to maintain this until the transition is made to an EHC plan. The school is following Birmingham's transition timetable which will ensure all statements will become EHC plans by 2018. Parents will be informed by the LA in advance of this transition review and will have an opportunity to discuss the process with the SENCO.
Supporting parents/carers and children
We provide support in the following ways:
The head teacher and SENCO are available for parents/carers seeking support and advice.
Our Family support worker, Sam Hines.
The dedicated SEN Governor who is available as a contact point.
Additional time and special arrangements for SATs (if the children meet criteria)
Support for transition between classes
Support for transition to Secondary School
Supporting pupils at school with medical conditions
The school recognises that pupils with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Where it is the case that a medical condition meets the criteria of disability the school will comply with its duties under the Equality Act 2010. Reasonable adjustments will be made to promote access for pupils with a disability who do not require a fully accessible school, e.g: an extra adult to accompany a child on a school trips/residentials. Please refer to the Supporting Children with Medical Conditions Policy.
There are no limits to what you can achieve
Training and development
Training needs are identified in response to the needs of pupils currently on the SEND register. Training is led by outside agencies or the SENCo on teacher training days and staff meetings. The SENCo also attends network meetings to share good practice with colleagues and keep up to date with SEND developments.
Storing and Managing Information
Pupil records and SEN information may be shared with staff working closely with SEND pupils to enable them to better meet the individual child's needs. Parent information sharing and openness is respected with confidentiality.
Pupil SEN files are kept in a locked filing cabinet in the SENCo's office and in the pupil's classrooms. Individual SEN files are transferred to receiving schools when pupils leave Benson.
Consultation of Policy
The SEND policy has been created in consultation with the following professionals:
Headteacher, SENCo and SEND Governor.
Complaints
We urge parents/carers with any concerns regarding the SEN policy or the provision made for their child at Benson to speak to us as soon as possible. In the first instance, please speak to the class teacher or the SENCO. If parents/carers feel their child's needs are still not being met they should make an appointment to see the Head Teacher.
If concerns are still unresolved parents may wish to speak to Birmingham City Council or engage with the School complaints procedures (that can be found on the school website).
Access to the SEN policy
You can get a copy of our policy in a number of ways:
The school website, follow the link: Inclusion and Special Educational Needs
A hard copy on request at the school office
There are no limits to what you can achieve
Compliance
This policy complies with the statutory requirement laid out in the SEND Code of Practice 0–25 (July 2014) and has been written with reference to the following related guidance and documents:
Equality Act 2010: advice for schools DfE Feb 2013 School SEN Information Report (2015)
The National Curriculum in England Key Stage 1/2 framework document Sep 2014
Safeguarding Policy Accessibility Plan
Teachers Standards 2012 9 Appendix 1: Key Documentation
The following documents have informed this guidance which parents may find helpful:
Special educational needs and disability code of practice: 0-25 years https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Special educational needs and disability: a guide for parents and carers https://www.gov.uk/government/publications/sendgu i d ef o r -pa re n t s -an d -ca r e rs
Supporting pupils at school with medical conditions https://www.gov.uk/government/publications/supp
o
conditions--3
Keeping children safe in education https://www.gov.uk/government/publications/keepi n g -ch i ldr e n -sa f e-in -e du ca t i o n
Reviewing the SEND Policy
The SEND policy is reviewed annually by the governing body.
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News and Current Events :: Asteroid barely misses Earth on Nov. 6th...
Asteroid barely misses Earth on Nov. 6th... - posted by ccchhhrrriiisss (), on: 2009/11/11 11:33
I thought that this short article was extremely interesting. The Book of Revelation mentions two -- and possibly, three -space objects that will collide with the Earth during the outpouring of God's wrath upon the Earth. These are mentioned i n Revelation 8:6-10. Of course, it doesn't necessarily mean that "Wormwood" or the other objects that hit the Earth are physical meteors. However, I think that the possibility remains. - Chris
Asteroid passes just 8,700miles from Earth - with only 15 hours warning
UK Daily Mail
By CLAIRE BATES
11th November 2009
Although no one noticed at the time, the Earth was almost hit by an asteroid last Friday.
The previously undiscovered asteroid came within 8,700miles of Earth but astronomers noticed it only 15 hours before it made its closest approach.
Its orbit brought it 30 times nearer than the Moon, which is 250,000 miles away.
But before you head for the nuclear bunkers you will be relieved to learn the tumbling rock was only 23ft across. Similar sized objects pass by this close to Earth about twice a year and impact on the planet about once every five years.
Astronomers believe the object, called 2009 VA, would have almost completely burned up while entering Earth's atmosp here, causing a brilliant fireball in the sky but no major damage to the surface.
The asteroid was discovered by the Catalina Sky Survey on November 6, 2009. It was then identified by the Minor Plane t Centre in Cambridge, Massachusetts as a near Earth object.
Nasa's Near Earth Object Programme plotted the orbit of the object and determined that although it would fly extremely close to our planet it wouldn't hit us.
It was the third-closest known (non-impacting) Earth approach on record for a cataloged asteroid.
The Nasa NEO programme aims to detect and track at least 90 per cent of the 1,000 asteroids and comets that approac h Earth and are larger than 0.6miles in diameter, by 2020.
They monitored a 100ft asteroid that whizzed 45,000 miles above the Earth's surface on March 2 this year.
A similar sized object slammed into Tunguska, Siberia in 1908. The impact created a blast so powerful it levelled 1,200 s quare miles of forest.
(http://www.dailymail.co.uk/sciencetech/article-1226672/Asteroid-scrapes-past-Earth-just-8-700miles-away--15-hours-w arning.html) CLICK HERE to read the full article or view the images.
Re: Asteroid barely misses Earth on Nov. 6th..., on: 2009/11/11 11:55
Um...er.. I am wondering if this meteor had anything to do with our weather in the last few days. We have been getting u nusual warm weather in this part of the world. Normally we would be buried in snow by now.
Page 1/2
News and Current Events :: Asteroid barely misses Earth on Nov. 6th...
Re: Asteroid barely misses Earth on Nov. 6th..., on: 2009/11/11 11:58
Quote:
-------------------------Although no one noticed at the time, the Earth was almost hit by an asteroid last Friday.
-------------------------
God is Good! His mercies and protection are evident at all times and in all ways. Thank You Jesus.
Re: - posted by ChrisJD (), on: 2009/11/12 5:09
Chris, that is pretty amazing.
Quote:
-------------------------God is Good! His mercies and protection are evident at all times and in all ways.
-------------------------
Neil, this is something of what I thought also. Only I thought of how God protects of us even when we do not know it!
...Who upholds all things by the word of His power.
To think of all the things that are going on in the world and out there in space. It is tremendous.
I remember once when I had a car. I was living in Baltimore and had been a Christian for a couple of years, I had gotten in the car and as far as I remember I was going to rush off. I remember putting the car in reverse and hitting the gas but i t wouldn't move. It just wouldn't move. I looked back and saw a woman pushing a stroller walk right behind me.
Was it an angel that held the car? Was the parking brake on and I didn't know it? I don't recall that it was. But oh I was s o grateful.
Oh that men would give thanks. For He is good, and His mercy endures forever.
Psalm 107:1-43
http://www.scripturesongs.net/info_pages/SS4/o_that_men_would_give_thanks/index.htm
May God bless you and each of us, always. Amen.
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Year 8 Su2: Programme Music
Scheme Overview:
Looking at how music can be used to tell a story or represent a picture, through the use of famous pieces of work like Carnival of the animals, Fantasia, and pictures at an exhibition.
FINAL PRODUCT / ASSESSMENT
| WK | CONTENT | OBJECTIVE |
|---|---|---|
| 1 | Carnival of animals | To understand how music is created to represent animals. |
| 2 | Fantasia/ The sorcerers ap- prentice | To understand how music can be used to tell a story |
| 3 | Pictures at an exhibition | To understand how pictures can represent a piece of music |
| 4 | The water goblin | To understand how a theme can be used for single characters |
| 5 | Planets | To explore music representni g the planets |
To create a piece of music to represent your own planet
- A short description of the planet
- Good use of all the elements of music
HOMEWORK
Set as needed
Complete 3 pieces of homework from the menu.
1 Piece every two weeks
LITERACY: Keywords each lesson, Reading stories, creating character descriptions
NUMERACY:
reading note lengths and making sure playing over right beats,
numerical figures within the information.
DIRT /FEEDBACK
WIDER READING OR RESOURCES
Think Pink Sections within the slides to prompt thoughts and feedback.
Feedback on performances from pupils and teacher.
Pupils reminded from assessment booklets on how they should be improving.
SMSC & BRITISH VALUES
Social: Group work, managing conflict Mental: Music can relax the mind creating a visual story
PAC VALUES
Respect in lessons and for equipment. Pride in their compositions and performance Equality learning to work with anyone in the group Successfully perform and learn about different styles Team, work together in groups and pairs Work Ethic, Allow others to perform and listen/ comment.
Initiative, Compose own drumming rhythms
Research other programme music on you tube Peter and the wolf.
Film music
PLC: EVALUATION(Personal Learning Checklist)
| | I can recognise how an animal is represented in the music |
|---|---|
| 1 | I can link musical elements to character traits |
| | I can create a piece of music for an animal of my choice |
| 2 | I can explain how the visual story and music are linked in simple |
| | I can explain how the music and story are linked in more detail |
| | I can create my own music for a sectoi n of the sorcerers appren- |
| 3 | I can link the pictures to the sectoi n of music |
| | I can explain the link between the pictures and the music |
| | I can create my own music to represent a chosen image |
| 4 | I understand what a theme is. |
| | I can play a simple theme |
| | I can adapt a theme to represent different moods/emotions |
| 5& 6 | I can explain simple links between the music and planet they rep- |
| | I can explain in more detail why a specific piece of music repre- |
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C2 Trigonometry
1. June 2010 qu. 5
(b) Hence find the area of the shaded segment bounded by the chord ED and the arc ED, giving your answer correct to 3 significant figures. [4]
2. June 2010 qu.7
3. Jan 2010 qu.1
4. Jan 2010 qu.7
The diagram shows triangle ABC, with AB = 10 cm, BC = 13 cm and CA = 14 cm. E and F are points on AB and AC respectively such that AE = AF = 4 cm. The sector AEF of a circle with centre A is removed to leave the shaded region EBCF.
(ii) Find the perimeter of the shaded region EBCF.
5. June 2009 qu.1
The lengths of the three sides of a triangle are 6.4 cm, 7.0 cm and 11.3 cm.
(ii) Find the area of the triangle.
6. June 2009 qu.5
Solve each of the following equations for 0° ≤ x ≤ 180°.
7.
June 2009 qu.8
(i) Find the perimeter of the sector.
A pattern on a T-shirt, the start of which is shown in Fig. 2, consists of a sequence of similar sectors. The first sector in the pattern is sector AOB from Fig. 1, and the area of each successive sector is of the area of the previous one. 5 3
[4]
(ii) (a) Find the area of the fifth sector in the pattern.
[2]
(b) Find the total area of the first ten sectors in the pattern. [2]
(c) Explain why the total area will never exceed a certain limit, no matter how many sectors are used, and state the value of this limit.
[3]
8. Jan 2009 qu.2
The diagram shows a sector OAB of a circle, centre O and radius 7 cm. The angle AOB is 140°.
(i)
Express 140° in radians, giving your answer in an exact form as simply as possible.
(ii) Find the perimeter of the segment shaded in the diagram, giving your answer correct to 3 significant figures.
9. Jan 2009 qu.5
Some walkers see a tower, T, in the distance and want to know how far away it is. They take a bearing from a point A and then walk for 50m in a straight line before taking another bearing from a point B.
They find that angle TAB is 70° and angle TBA is 107° (see diagram).
[2]
[4] [2]
10. Jan 2009 qu.9
(i) The polynomial f(x) is defined by f(x) = x 3 – x 2 – 3x
+ 3. Show that x = 1 is a root of the equation f( x ) = 0, and hence find the other two roots. [6]
(ii) Hence solve the equation tan 3 x – tan 2 x – 3 tan x + 3 = 0
for 0 ≤x≤ 2π. Give each solution forxin an exact form.
11. June 2008 qu.3
The diagram shows a sector AOB of a circle with centre O and radius 8 cm. The area of the sector is 48 cm 2 .
(i) Find angleAOB, giving your answer in radians.
[2]
(ii) Find the area of the segment bounded by the arc AB and the chord AB. [3]
12. June 2008 qu.6
In the diagram, a lifeboat station is at point A. A distress call is received and the lifeboat travels 15 km on a bearing of 030º to point B. A second call is received and the lifeboat then travels 27 km on a bearing of 110º to arrive at point C. The lifeboat then travels back to the station at A.
(ii) Find the distance that the lifeboat has to travel to get from C back to A. [2]
(iii) Find the bearing on which the lifeboat has to travel to get from C to A. [4]
13. June 2008 qu.9
(a) (i) Show that the equation
2 sin can be expressed in the form
xtanx− 5 = cosx
2
x+ 5cos
3 cos
x− 2 = 0.
[6]
[3]
,
(ii) Hence solve the equation 2 sin x tan x − 5 = cos x giving all values of x, in radians, for 0 ≤ x ≤ 2π.
(b) Use the trapezium rule, with four strips each of width 0.25, to find an approximate value for where x is in radians. Give your answer correct to 3 significant figures. , d cos 1 0 ∫ x x
[4]
14. Jan 2008 qu.1
The diagram shows a sector AOB of a circle with centre O and radius 11 cm. The angle AOB is 0.7 radians. Find the area of the segment shaded in the diagram. [4]
15. Jan 2008 qu.4
In the diagram, angle BDC = 50º and angle BCD = 62º. It is given that AB = 10 cm, AD = 20 cm and BC = 16 cm.
(i) Find the length of BD. [2]
(ii)
Find angleBAD.
16. Jan 2008 qu.9
(i) Fig. 1 shows the curve y = 2 sin x for values of x such that −180º ≤ x ≤ 180º. State the coordinates of the maximum and minimum points on this part of the curve.
[4]
[3]
[2]
(ii)
(iii) Find the x-coordinates of the points where the curve y = 2 sin x intersects the curve y = 2 − 3cos 2 x, for values of x such that −180º ≤ x ≤ 180º. [6]
17. June 2007 qu.5
(i)
Show that the equation can be expressed in the form
(ii) Hence solve the equation
3cos
2
3sin
2
θ
θ
=sinθ+ 1
+ sinθ– 2 = 0.
2
3cos θ =sinθ+ 1, giving all values of
18. June 2007 qu.8
D
The diagram shows a triangle ABC, where angle BAC is 0.9 radians. BAD is a sector of the circle with centre A and radius AB.
(i) The area of the sector BAD is 16.2 cm 2 . Show that the length of AB is 6 cm. [2]
(ii) The area of triangle ABC is twice the area of sector BAD. Find the length of AC. [3]
(iii) Find the perimeter of the regionBCD.
[6]
θ between 0
*
and 360
*
.
[2] [5]
19. Jan 2007 qu.2
25. Jan 2006 qu.4
The diagram shows a sector OAB of a circle with centre O. The angle AOB is 1.8 radians. The points C and D lie on OA and OB respectively. It is given that OA = OB = 20 cm and OC = OD = 15 cm. The shaded region is bounded by the arcs AB and CD and by the lines CA and DB.
(i) Find the perimeter of the shaded region. [3]
(ii) Find the area of the shaded region.
[3]
26. Jan 2006 qu.9
(i) Sketch, on a single diagram showing values of x from –180° to +180°, the graphs of y = tan x and y = 4 cos x.
The equation tan
x= 4 cosx
has two roots in the interval –180°≤ x≤180°. These are denoted by
(ii) Show α and β on your sketch, and express β in terms of α.
(iii) Show that the equation tanx= 4 cosxmay be written as
Hence find the value of
4 sin
2
αand
x+ sin
β – α,
27. June 2005 qu.2
12 cm
A sector OAB of a circle of radius r cm has angle θ radians. The length of the arc of the sector is 12 cm and the area of the sector is 36 cm 2 (see diagram).
β, where
x– 4 = 0.
correct to the nearest degree.
α<β.
[3]
[3]
[6]
28. June 2005 qu.4
In the diagram, ABCD is a quadrilateral in which AD is parallel to BC. It is given that AB = 9, BC = 6, CA = 5 and CD = 15.
(i) Show that cos BCA = – , and hence find the value of sin 3 1
BCA.
(ii) Find the angle ADC correct to the nearest 0.1°.
29. June 2005 qu.9
(a) (i) Write down the exact values of cos and tan (where the angles are in radians). Hence verify that x = a solution of the equation 2 cos x = tan 2x. π 6 1 π 3 1 π 6 1
(ii) Sketch, on a single diagram, the graphs of y = 2 cos x and y = tan 2x, for x (radians) such that 0 ≤ x ≤ π. Hence state, in terms of π, the other values of x between 0 and π satisfying the equation 2 cos x = tan 2x.
(b)
[4] [4]
[3]
[4]
(i) Use the trapezium rule, with 3 strips, to find an approximate value for the area of the region bounded by the curve y = tan x, the x-axis, and the lines x = 0.1 and x = 0.4. (Values of x are in radians.)
[4]
(ii) State with a reason whether this approximation is an underestimate or an overestimate. [1] | <urn:uuid:c0c4ab67-c333-4880-84eb-23f7d80923e7> | CC-MAIN-2019-47 | http://pmt.physicsandmathstutor.com/download/Maths/A-level/C2/Topic-Qs/OCR-Set-2/C2%20Trigonometry.pdf | 2019-11-17T00:32:52 | crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00408.warc.gz | 119,130,001 | 2,210 | eng_Latn | eng_Latn | 0.92252 | eng_Latn | 0.969057 | [
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Writing an article requires mastery of various skills, such as research on the topic treated; analysis and interpretation of data; convergence of ideas; the correlation between variables; well as the use of formal writing and sharing information. It is therefore a non-complicated complex activity as the word is comprised of some, but as explained in the complex Prof. Dr. Cesario Leonel, when presenting the Principles of Complexity Edgar Morin. According to Professor complexity encompasses many elements, many parts, being in the etymological sense of "that which is woven together."
The preparation of an article can be really seen as the act of weaving, where a wire is connected to another and entwining, grabbing me from one of Principles of Complexity, one can say that this action, as well as a tissue "each party has to be understood within the whole." In an article each of the ideas presented should be contextualized, ie, it is important to demonstrate how every proposal, every process, every outcome affects the whole, justifying its importance within the system studied.
The interdependence of each part of an item is a very good thing, when it allows the researcher not only establish connections among data, but also see, on occasion, they do not exist, and in this case it will be necessary to review the object up research. This situation is presented by Kurt Wüthrich - Nobel Prize in Chemistry in 2002 and the author of 750 científics articles - when he says that in publishing, the researcher discovers the importance of his research represents, but also sees the write gaps and connection failures which, however, mean that the researcher returns to his experiment (JOURNAL OF SCIENCE, 2011).
Back to the experiment, therefore, is to enhance, improve what was done, create a new conception of knowledge, thus writing an article is a very effective way to keep learning, rebuilding knowledge. These findings reinforce the importance of motivating our students write, produce knowledge from research and this edition of Perspective Magazine, in particular, we are very pleased to publish several articles Fatec of our students, as well as Fatec Bauru, that, guided by dedicated teachers, continued the learning process beyond the classroom. Further extend learning beyond our borders, as in the article that compares the Laws of Natural Resources between Brazil and Mexico and was a result of the exchange of one of our students in this country, the Ibero-American School Program Santander in 2013.
Also in this issue we are launching a new section, which brings papers developed in English class, as an evaluation tool of discipline and, through this production, a new skill is being developed. Share different experiences in education, management and technology is one of the goals of our Perspective Magazine. With this purpose in each edition we published a Project developed in our Unit in Featured Project section this semester and present the Digital Inclusion Project, which has been happening for a few years and among his many contributions to external and internal community, collaborates in the development of skills and social skills essential in society.
Congratulations to all who participated in this edition!
Profª. Esp. Sílvia Panetta Nascimento
Fatec Itapetininga | <urn:uuid:3e09b116-f543-474a-a581-689d92355519> | CC-MAIN-2019-47 | https://fatecitapetininga.edu.br/perspectiva/pdf/editorial05_e.pdf | 2019-11-17T01:17:06 | crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00405.warc.gz | 419,491,405 | 646 | eng_Latn | eng_Latn | 0.996659 | eng_Latn | 0.997393 | [
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526 B Street Davis, CA 95616 (530) 757-5300 FAX: (530) 757-5323 www.djusd.net
The Honorable Connie Leyva, Chair Senate Education Committee State Capitol, Room 2083 Sacramento, CA 95814
June 20, 2019
Members, The Senate Education Committee State Capitol, Room 2083 Sacramento, CA 95814
Assembly Member Jose Medina 1223 University Avenue, Suite 230 Riverside, CA 92507
Dear Chairperson Leyva and Members of the Senate Education Committee:
We write to unanimously express our support for AB 331 which will add a course of ethnic studies to be a high school graduation requirement beginning the school year of 2023-24.
California's diversity is an asset, and students should build their knowledge of the various diverse groups that have contributed to the state's prosperity and well-being. Incorporating ethnic studies courses into standard high school curricula and making it a graduation requirement promotes respect and understanding, supports student success and teaches critical thinking skills. Additionally, ethnic studies provides students with the opportunity to learn about their respective cultures and ethnicities in the context of the history of California, the United States, and the world.
While the District's history-social science curriculum already includes a multicultural education component which is designed to teach students to respect and appreciate cultural diversity and different points of view, ethnic studies will further develop students' understanding of commonalities, conflicts, and injustices that form the collective experiences of people from various cultural, ethnic, gender, racial, religious, and social groups.
Davis Joint Unified School District (DJUSD) has seen great value in our Race and Social Justice (RSJ) course offering, initiated in 2007 and now an elective that 48% of students at Davis Senior High School took during their junior or senior year. This course covers U.S. History from the perspective of race relations and the quest for social justice by both white and non-white racial and ethnic groups. Students are trained to design and complete a group research project that examines a historical issue in race relations and applies it to a contemporary event or issue in students' lives.
DJUSD has embraced the many recent initiatives for increased ethnic, civic and cultural awareness in public education. Governor Jerry Brown signed the FAIR Education Act into law in 2012, requiring schools to include the contributions of the LGBT community in educational instruction and to help LGBT students to feel that they have an opportunity to make positive contributions at school. In addition, SB 48 instructed public schools and the State Board to add instruction in history-social science about the role and contribution of persons with disabilities; lesbian, gay, bisexual, and transgender Americans; and other ethnic and cultural groups to the economic, political, and social development of California and the United States, with a particular emphasis on portraying the role of these groups in contemporary society and to adopt textbooks and instructional materials that accurately portray groups as identified.
More recently, Governor Brown signed AB 2016 in September of 2016. It required the Instructional Quality Commission and the State Board of Education to adopt, modify, or revise, a model curriculum in ethnic studies, and encourages schools of grades 9 to 12, inclusive, that do not offer a standards-based ethnic studies curriculum to offer a course of study in ethnic studies based on the model curriculum. We await the finalization and adoption of a new State Ethnic Studies curriculum, and look forward to infusing it across our curriculum.
AB 331 will help us build on existing courses and/or develop new courses, as well as integrate ethnic studies across the curriculum. As ethnic studies seek to engage students in school and in their learning, we believe this will help close the achievement gap by reducing student absenteeism, improving student graduation rates, and better preparing Californian youth to be college, career, and civic ready.
We urge your support of this bill and its purpose to further the instruction of ethnic studies in California schools.
Sincerely,
Bob Poppenga, President Cindy Pickett, Vice President Alan Fernandes, Legislative Liaison
Board of Education Board of Education Board of Education
Tom Adams, Trustee Joe DiNunzio, Trustee John Bowes, Ed.D. Board of Education Board of Education Superintendent
cc:
Senator Connie M. Leyva Senator Scott Wilk Senator Ling Ling Chang Senator Maria Elena Durazo Senator Steven M. Glazer Senator Mike McGuire Senator Richard Pan Assembly Member Jose Medina | <urn:uuid:6930b1b7-58c4-4045-9bec-433f8dff0066> | CC-MAIN-2019-47 | https://davis.agendaonline.net/public/Meeting/Attachments/DisplayAttachment.aspx?AttachmentID=1049489&IsArchive=0 | 2019-11-17T01:03:51 | crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00416.warc.gz | 382,881,154 | 933 | eng_Latn | eng_Latn | 0.994506 | eng_Latn | 0.994908 | [
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Skin cancer - children
Summary
Protecting your child from overexposure to the sun's UV can reduce their risk of developing skin and eye damage and skin cancer later in life.
Check the daily sun protection times and use a combination of the five sun protection steps – slip, slop, slap, seek and slide – for all outdoor activities during these times.
Encourage your child, whatever their age, to be SunSmart.
Protecting a child from sunburn and long-term overexposure to the sun's ultraviolet (UV) rays reduces their risk of developing skin cancer later in life. Encourage your child or teenager to be SunSmart and use a combination of sun protection measures: slip on sun protective clothing, slop on SPF30 or higher sunscreen, slap on a broad-brimmed hat, seek shade and slide on sunglasses.
UV damage accumulated during childhood and adolescence is strongly associated with an increased risk of skin cancer in later life. Australia has one of the highest rates of skin cancer in the world.
Two in three Australians will develop some form of skin cancer before 70 years of age. Every additional decade of overexposure to UV further increases the risk of melanoma, so increased use of sun protection at any age will help reduce the risk of melanoma.
Skin cancer and children
Too much UV can cause sunburn, skin and eye damage, and skin cancer. Infants and toddlers (up to four years of age) are particularly vulnerable to skin changes caused by UV radiation. This is because they have lower levels of melanin and a thinner outermost layer of skin.
Around 25 per cent of lifetime sun exposure occurs during a person's first two decades of life. A Queensland study found UV exposure during a person's first 18 years of life was the most critical for cancer-causing skin damage and skin aging.
UV radiation
We can see sunlight and feel heat (infrared radiation), but we cannot see or feel UV radiation.
UV radiation comes directly from the sun. It can also be scattered in the air and reflected by surfaces such as buildings, concrete, sand, water and snow. UV radiation can also pass through light cloud cover.
Don't just wait for hot and sunny days to use sun protection – UV can still be damaging even on cool, cloudy days. Whenever UV levels reach 3 or higher, use a combination of sun protection measures (hats, clothing, sunscreen, shade and, if practical, sunglasses).
Every day, the Bureau of Meteorology forecasts the sun protection times – the times of day UV levels are forecast to reach 3 or higher. At these levels, sun protection is recommended for all skin types. In Victoria, UV levels regularly reach 3 or higher from mid-August to the end of April.
Find the daily sun protection times for your location on the freeSunSmart app, online atsunsmart.com.auor at theBureau of Meteorology. There is also a free SunSmart widget available on the SunSmart website.
Check the sun protection times each day and use a combination of the five sun protection steps during those times.
5 sun protection steps
Skin cancer - children
During the sun protection times, remember to use a combination of five sun protection measures – slip, slop, slap, seek and slide.
1. Slip on covering clothing
Use cool, loose-fitting clothing to cover as much of your child's skin as you can. If possible, choose fabrics that contain full percentages or blends of heavyweight natural fibres. These include cotton, linen and hemp or lightweight synthetics such as polyester, nylon, Lycra and polypropylene. The tighter the fabric structure, whether knitted or woven, the better the sun protection.
2. Slop on SPF30 or higher broad-spectrum, water-resistant sunscreen
Some tips when using sunscreen with children include:
Apply sunscreen to your child about 20 minutes before they go outside.
Apply sunscreen to all parts of your child's body not covered by hats or clothing.
From around three years of age, encourage your child to start to apply their own sunscreen (under supervision) to help develop independent skills ready for preschool and school. Try applying a dot of sunscreen to each cheek, nose and chin and squiggles of sunscreen to parts of the arms and legs not covered with clothing and teach children how to spread this carefully to cover the skin.
Reapply sunscreen everytwohours, regardless of what the label says.
Never use sunscreen as the only form of sun protection or to prolong the amount of time you or your child spends out in the sun, as it does not offer complete protection.
Store sunscreen under 30ºC and only use sunscreen within the expiry date.
When considering sunscreen for babies, remember:
A baby's skin is sensitive and can burn easily.
If babies are kept out of the sun or well protected from UV by clothing, hats and shade, then sunscreen need only be used occasionally on very small areas of a baby's skin.
The use of sunscreen on babies under six months old is not recommended.
When using sunscreen, choose one that is suitable for babies such as a sensitive or toddler sunscreen. These are just as protective, but much gentler on their skin. Sensitive and toddler sunscreens usually use reflecting ingredients such as zinc oxide and avoid ingredients and preservatives that may cause reactions in young skin.
If you are concerned about reactions to sunscreen, Cancer Council recommends performing a 'usage test' before applying a new sunscreen. Put a small amount of the product on the inside of a baby's forearm for a few days to check if their skin reacts, before applying it to the rest of their body.
While the usage test may show whether the skin is sensitive to an ingredient in the sunscreen, it may not always indicate an allergy, as this may also occur after repeated use of the product.
If you observe any unusual reaction, stop using the sunscreen immediately and seek medical attention for the child.
Professional assessment and testing by a dermatologist may be useful in identifying the ingredient in the sunscreen that is causing the reaction
3. Slap on a sun protective hat
To help protect the neck, ears, temples, face and nose, children should wear a broad-brimmed, legionnaire or bucket style hat. Remember that:
Baseball caps and visors are not recommended – they offer little protection to the cheeks, ears and neck.
Choose a style that can be adjusted at the crown or has a strap with a safety snap to avoid any possible choking hazards.
Wearing a hat with a brim that shades the eyes can also reduce UV radiation to the eyes by 50 per cent.
Recommended brim width measurements
Skin cancer - children
| | Indicative age group | Headwear size | Broad-brimmed minimum brim width |
|---|---|---|---|
| Children | Infants: 00 – 1 year | 41 cm–43 cm | 5 cm |
| | Toddler: 1 – 2 years | 49 cm–52 cm | 5 cm |
| | 3 – 8 years | 50 cm–54 cm | 5 cm |
| | 8 – 12 years | 55 cm–57 cm | 6 cm |
| Adults | S/M | 55 cm–57 cm | 7.5 cm |
| | M/L | 57 cm–59 cm | 7.5 cm |
| | L/XL | 59 cm–61 cm | 7.5 cm |
| | XXL | 62 cm–63 cm | 7.5 cm |
4. Seek shade
Try to use shade to protect your child whenever possible. Choose shady play spaces or take some shade with you.
For most of the day there is as much scattered UV from the sky as there is from the direct sun so even when your child is in the shade, UV can still reach them. It is important that children continue to wear a hat, appropriate clothing and sunscreen in the shade.
5. Slide on some sunglasses
During sun protection times, you can use a hat and sunglasses to protect your child's eyes from UV radiation.
Where practical, children should wear close-fitting, wrap-around sunglasses that cover as much of the eye area as possible. The sunglasses should meet Australian/New Zealand Standard AS/NZS 1067and preferably be marked EPF (eye protection factor) 10.Optometry Australiarecommends using eye protection all year round.
SunSmart role models for children
Children often copy those around them. Research has shown children are more likely to use sun protection measures if you do.
Convincing teenagers about sun protection
Although adolescents are usually aware of the dangers of too much sun, they often don't plan ahead or forget to use the five sun protection steps.
When reminding your teenager about sun protection:
Focus on the negative health and beauty effects of sun exposure – such as premature ageing, wrinkles, blotches, freckles or burnt, peeling skin. Teenagers are often very conscious of their appearance, so this may convince them to take precautions.
Give them a choice – allow your teenager to choose clothing and sunglasses they will be happy to wear and that will provide protection from the sun. Some surf clothing companies produce excellent bucket hats and wrap-around sunglasses that will offer good sun protection and be a style they may be comfortable wearing.
Remind your teenager to take sunscreen with them when they leave the house. While sunscreen should be used in combination with other measures for best protection, many outdoor venues do not have sufficient shade, and teenagers may be reluctant to wear sun protective clothing and hats. Many young people who get sunburnt report that they forgot to protect themselves – reminding them frequently to pack and apply sunscreen may help.
Work with your child's school – encourage your school to develop and implement a comprehensive sun protection or UV policy that includes relevant curriculum programs. Cancer Council's SunSmartSchools Programcan provide you and your school with the resources and support you need. Contact Cancer Council for information.
Skin cancer - children
Where to get help
YourGP (doctor)
Maternal and Child Health nurse
Local community health centre
Pharmacist
NURSE-ON-CALL. Tel.1300 60 60 24– for expert health information and advice (24 hours, 7 days)
Cancer Council Victoria. Tel. 13 11 20 for information and support
Resources in other languages, Cancer Council Victoria.Tel.13 14 50
This page has been produced in consultation with and approved by:
SunSmart
Content on this website is provided for information purposes only. Information about a therapy, service, product or treatment does not in any way endorse or support such therapy, service, product or treatment and is not intended to replace advice from your doctor or other registered health professional. The information and materials contained on this website are not intended to constitute a comprehensive guide concerning all aspects of the therapy, product or treatment described on the website. All users are urged to always seek advice from a registered health care professional for diagnosis and answers to their medical questions and to ascertain whether the particular therapy, service, product or treatment described on the website is suitable in their circumstances. The State of Victoria and the Department of Health & Human Services shall not bear any liability for reliance by any user on the materials contained on this website.
For the latest updates and more information, visit www.betterhealth.vic.gov.au
Copyright © 1999/2019State of Victoria. Reproduced from the Better Health Channel (www.betterhealth.vic.gov.au) at no cost with permission of the Victorian Minister for Health. Unauthorised reproduction and other uses comprised in the copyright are prohibited without permission.
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The Miracle of Dunkirk 1940 p. 133
1. Why was the evacuation of Allied troops at Dunkirk called a "miracle"?
The Battle of Britain 1940 p. 134
1. What was the code name for Hitler's invasion of Britain?
2. Why did Hitler launch an aerial attack on Britain?
3. How did Canada contribute to the Battle of Britain?
4. Identify 4 major targets in the initial bombing of Britain.
5. Describe what it was like for civilians during "the Blitz"?
6. Identify 2 reasons why Germany was unsuccessful in this battle.
Hong Kong 1941 p. 137
1. Many believed Hong Kong could not be defended against a Japanese attack. So why were Allied troops sent to defend this British colony?
2. Describe the courage Canadian troops displayed in Hong Kong that increased support for the war effort at home?
3. What was the outcome of this battle?
4. What does POW stand for? Describe the conditions our soldiers faced.
Pearl Harbour 1941 p. 136
1. Why did Japan attack the Allies in the Pacific Ocean?
2. What damage did Japan inflict on the Americans at Pearl Harbour?
3. How did America react to the attacks on Pearl Harbour and the Philippines?
Dieppe 1942 p. 142-143
1. Identify three reasons why the Allies mounted a raid on Dieppe in 1942.
2. Describe the plan of attack. What role did Canadian soldiers have?
3. Identify all of the mistakes that made victory impossible.
4. What was the outcome of this battle?
5. Describe the controversy with which this battle is remembered.
Operation Barbarossa 1942 p. 135
1. Germany and the USSR had signed a non-aggression pact in 1939. Why did Hitler invade the USSR?
2. Why did the Germans attack Stalingrad in 1942?
3. What ultimately defeated Hitler and the German army in the USSR (a lesson he should have learned from Napoleon)?
5. How did this battle help the Allies?
Conquest of Italy: Sicily and Ortona 1943 p. 144
1. Why did the Allies turn their attention to Sicily and Italy? Why was an invasion possible at this location?
2. What role did Canada play in these battles?
3. What conditions made fighting in these locations so difficult?
4. What were the outcomes of these battles?
Battle of the Atlantic p. 138
1. Why was the Atlantic Ocean so crucial to the Allied war effort?
2. Using words and a diagram, explain how the convoy system works.
3. Why were the Allies losing this battle in the initial stages of the war?
4. Why did the Allies start winning the war from 1942 onwards?
5. What were the positive and negative attributes of the Canadian made corvettes?
6. How did the Battle of the Atlantic "come home" to Canada?
War in the Air p. 139
1. What role did the Royal Canadian Air Force (RCAF) play in the Battle of the Atlantic? (look back to p. 138)
2. Identify the theatres of war our RCAF fought in.
3. Why are the Allied night bombings over Germany controversial?
4. Identify 3 reasons why these raids were carried out.
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Follow the PATRIOT WAY FIVE CORE VALUES
LEADERSHIP : LEAD inside and outside of the classroom through a POSITIVE example.
COURAGE : Take INVINCIBLE GRIT
RISKSin their learning and thinking: have the courage to share ideas.
: PERSEVERE even when tasks get tough.
CREATIVITY : INNOVATE : Use your creativity to solve problems at school and in the community. THINK outside the box.
GLORIOUS KINDNESS:
TREAT each person the way you wish to be treated.
Course Expectations Ericka Spiezio ELA 7
Student's Name:
Student ID Number:
Student:
❑ I have read and understand the school rules listed above.
❑ I have read and understand the progressive discipline steps for inappropriate behavior and tardies.
❑ I have read and understand the course expectations provided for this course.
__________________________________________________ _______________
Signature of Student
Date
Parent/Guardian:
❑ I have read and understand the school rules pertaining to my child.
❑ I have read and understand the progressive discipline steps for inappropriate behavior and tardies.
❑ I have read and understand what is expected of my child in this course.
__________________________________________________ _______________
Signature of Parent/Guardian
Date
Please Print Parent Email:
This email will be for teacher use only.
Course Description: This one-year course emphasizes the development of specific writing types: persuasive, informative/explanatory, and narrative in which the development, organization, and style are appropriate to task, purpose, and audience. Students will demonstrate increasing levels of sophistication in all aspects of language use. Students will actively seek to understand other perspectives and cultures through reading and listening. Technology is used thoughtfully to enhance reading, writing, speaking, listening, and language use. This course fulfills the seventh-grade English Language Arts requirement.
Course Goals:
1. To write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [NVACS: W.7.1]
2. To write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. [NVACS: W.7.2]
3. To write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [NVACS: W.7.3]
4. To develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. [NVACS: W.7.5]
5. To conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. [NVACS: W.7.7]
6. To gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.[NVACS: W.7.8]
7. To draw evidence from literary or informational texts to support analysis, reflection, and research. [NVACS: W.7.9]
8. To write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. [NVACS: W.7.10]
9. To collaborate, express and listen carefully to ideas, evaluate and integrate information from oral, visual, quantitative, and media sources, use media and visual displays strategically to achieve communicative purposes, and adapt speech to context and task. [NVACS: SL.7.1, SL.7.2, SL.7.3, SL.7.4, SL.7.5, SL.7.6]
10. To demonstrate command of the conventions of standard English grammar and usage when writing or speaking. [NVACS: L.7.1]
11. To demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. [NVACS: L.7.2]
Course activities
* Literary analysis and application of literary elements to the study of literature.
* Close textual analysis for literary elements and creative application of new knowledge.
* Reading widely from fiction and nonfiction texts.
* Experience in creating reflective writing
* Engage in close reading of nonfiction texts.
* Annotate text for meaning.
* Analyze rhetoric (the art of using words to persuade).
* Identify audience and purpose.
* Create and support an argument.
* Engage in a close reading of a text to study how a literary text conveys meaning.
* Analyze literature using the language of literary analysis.
* Write to discuss the effects of literary elements.
* Write with an attention to textual evidence and organizational patterns.
* Maintain conscious attention to strategies for revising the content and organization of an essay.
* Vary and manipulate sentence structure for effect
* Analyze writing and plan revisions.
* Manipulate language for specific purposes.
* Choose words to convey precise meaning.
* Analyze how syntax and sentence structure communicate meaning.
Evaluation
A variety of assignments will be given throughout the year. Each assignment will be categorized under one of the following:
Formative Assessments:
class work and other tasks that take place during the learning process = (40%) of the quarter grade.
Summative Assessments:
Quizzes, tests, major writings, cumulative presentations, and projects that measure what the student has learned = (60%) of the quarter grade.
a.
Semester exams will be worth 20% of the SEMESTER grade
* Semester exams will not be administered early. Students who are absent may make-up their exams on the district approved make-up day.
b. Explanation of student grades
A 100 – 90%
B 89 – 80%
C 79 – 70%
D 69 – 60%
F 59 and below
c. How and when students will be advised of their grades
* Parents and students are urged to check the Infinite Campus Portal for grades regularly.
Citizenship/behavior expectations: Students are expected to adhere to the tenets of the Patriot Pact. When students struggle, they will be held accountable using progressive discipline. This may include verbal warnings, lunch detentions, after school detentions, calls home, and referrals to the dean's office. On report cards, this is what each citizenship category represents:
OUTSTANDING
* Demonstrates self-control
* Follows directions the first time given; comes to class with proper supplies; listens attentively; ready to start on time.
* Works hard, takes initiative; asks for help when needed
* Does not disrupt class or cause distractions
* Frequently goes out of way to help other students
* Actively participates in class discussions
SATISFACTORY
* Frequently demonstrates self-control
* Follows directions; comes to class with proper supplies; good listener; frequently asks for help when needed
* Hardly ever disrupts the class
* Demonstrates a willingness to help other students
* Frequently participates in class discussions
NEEDS IMPROVEMENT
* Usually pays attention in class, often distracts or is distracting to other students
* Seldom follows directions the first time given; often unprepared; listens inconsistently
* Stops distracting others only when reminded repeatedly
* Rarely participates in class discussions
UNSATISFACTORY
* Rarely pays attention in class; often distracted or is distracting others
* Does not follow directions; seldom prepared with materials or work; does not listen to adult directions or advice
* Must be personally reminded to focus on classroom activities; seldom asks for help relevant to classroom tasks
* Rarely appears engaged in learning
* Visits the dean due to serious, inappropriate classroom behavior
Late Work Policy
* Late work will be allowed but restrictions will be placed as the year moves forward. Late work will be docked points off unless student has been absent and they get work in within the required time period. The policy will be as follows:
Absent Policy
* First quarter work will be accepted up until the last full week of the quarter. All late assignments will be docked 10% off.
* Second quarter work will be accepted up to two weeks after the due date but will be marked 50% off after the first week. Once two weeks passes, assignments will no longer be accepted. Assignments due the last week of the quarter will NOT be accepted late.
* Third quarter work will be accepted up to one week later after the due date but will be marked 50% after the first day it is late. Once one week has passed after the due date, assignments will no longer be accepted.
* Fourth quarter work will be accepted up to three days late but work will automatically be 50% off. After 3 days have passed from the initial due date, no late work will be accepted. Assignments due the last week of the quarter will NOT be accepted late.
* Please keep in mind late semester projects are not accepted.
Test retake policy -A student may only retake a test if:
* All assignments have been turned in having to do with that specific content being covered.
* The student has asked for help, clarification, or exhibited evidence of further studying and a further mastery of the subject matter. Another assignment on the topic must be completed before a retake is allowed.
* The retake test will not be the same test that was first given and can't be taken during class time.
Academic Integrity
* Students who are caught cheating will earn a zero on the assignment. They will be required to complete an alternate assignment in receive no credit.
* Students who plagiarize will earn a zero on the assignment. They will be required to complete an alternate assignment in receive no credit.
* In any instance where academic integrity is compromised parents will be contacted and a parent conference will be requested.
* Teachers s hall provide an opportunity for a student to make up missed work due to any absence, and students shall be held accountable for the work. When a student is absent, however, the educational experiences lost during that absence might be irretrievable because the instruction and interaction in the instructional setting cannot be duplicated through makeup work.
* After any absence, a secondary student is required to initiate contact with the teacher(s) to obtain appropriate makeup work within three school days immediately following the absence. Once contact has been made with the teacher(s), specific makeup work must be completed and returned to the teacher(s) within a reasonable length of time, to be determined by the teacher and communicated to the student/parent or legal guardian. The makeup work must
be returned to the teacher(s) by the specified due date if it is to be acknowledged. Students shall be allowed a minimum of three (3) days to complete makeup work.
* Students are responsible for coming to the teacher AFTER checking Google Classroom. I will always be understanding and will work with students who are absent, but I fully expect students to take charge of their own education.
* Work that was assigned before student was absent is still due at the same time or when the student returns. No extra days are given if they are absent and work has already been assigned.
* District Policy: https://www.ccsd.net/district/policies-regulations/pdf/5113_R.pdf
BEHAVIOR- Progressive Discipline
* 1st Incident – Verbal warning
* 2nd Incident - Parent contact by teacher via email or phone
* 3rd Incident – Written contact to parent via email
* 4th Incident – Counselor referral
* 5th Incident – Deans' referral
Supplies needed for this course
* Composition book (no spiral notebooks)
* Wireless mouse and mouse pad
* Pens
* Mechanical Pencils and lead
* Pink, green, yellow, orange, and blue highlighters.
* Lined paper
* Glue sticks
* Headphones/earbuds
* Kleenex
* Clorox Wipes
Utilizing technology to learn
* At Leavitt, we want to encourage the daily use of technology in and out of the classroom to further enhance the educational experience. As such, Leavitt will be providing students with individual devices in all grades to utilize in class and at home. Students will also be provided with a Google email address to correspond with their teacher and classmates on projects, as well as to turn in assignments. Students may choose to utilize their own electronic tablets (iPads, Kindle Fire, Samsung, etc.) cell phones, laptops, and reading devices for educational purposes. Please be reminded that your student is responsible for the safety of their personal device and must utilize the district's Wifi to ensure their internet safety. All use of these devices will be for educational purposes and must be approved by the individual teacher.
Phone/Tablet Rules
* Students are not allowed to have their phone or tablet out without permission. If the student does not follow this rule, it will be confiscated, and a parent or guardian will
have to come and get it before 3:41 pm or the next day. I will not stay and wait for a parent to come to school to get the phone so think twice before getting it out without permission.
* If a students phone or tablet disrupts the classroom in any way (vibration or sounds) the device will be taken and a parent or guardian will have to come and get it before 3:41 pm or the next day. I will not stay and wait for a parent to come to school to get the phone so think twice before getting it out without permission.
Teacher's hours of availability
8:35 A.M. – 9:00 A.M. with prior arrangement due to parent conferences – Wednesdays excluded 3:21 P.M. – 3:40 P.M. with prior arrangement due to parent conferences.
Remind 101 Policy
* I will send out reminders about assignments throughout the year, but sometimes I will not. Ultimately the student is responsible for knowing the due dates. It is not my responsibility to remind any student of assignment due dates.
* I will not answer any Reminds or emails after 5 pm. Students need to make sure to ask questions in class, or to send an email or Remind before 5 pm.
Contact Information
* Please email me at email@example.com with questions or concerns. I will get back to you within 24 hours.
* You can also call at 799-4699 and leave a message. Please give 24 hours for a return phone call.
* If you signed up with Remind101 you can also contact me that way. I do not reply to emails or messages from 5 pm to 7 am. Codes will be given out on the first day of school. | <urn:uuid:5c1081ef-7768-4e76-a9ff-b71f04ecc74d> | CC-MAIN-2019-47 | https://4.files.edl.io/62ba/08/10/19/002403-5c115d44-d80f-43a9-8af1-e350674595a7.pdf | 2019-11-16T23:24:08 | crawl-data/CC-MAIN-2019-47/segments/1573496668772.53/warc/CC-MAIN-20191116231644-20191117015644-00414.warc.gz | 290,578,579 | 3,080 | eng_Latn | eng_Latn | 0.9959 | eng_Latn | 0.998316 | [
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Federal Register
Vol. 75, No. 108
Monday, June 7, 2010
Title 3—
The President
VerDate Mar<15>2010 16:29 Jun 04, 2010 Jkt 220001
Presidential Documents
Proclamation 8527 of May 28, 2010
African-American Music Appreciation Month, 2010
By the President of the United States of America
A Proclamation
Music can tell a story, assuage our sorrows, provide blessing and redemption, and express a soul's sublime and powerful beauty. It inspires us daily, giving voice to the human spirit. For many, including the African-American community, music unites individuals through a shared heritage. During African-American Music Appreciation Month, we celebrate the extraordinary legacy of African-American singers, composers, and musicians, as well as their indelible contributions to our Nation and our world.
Throughout our history, African-American music has conveyed the hopes and hardships of a people who have struggled, persevered and overcome. Through centuries of injustice, music comforted slaves, fueled a cultural renaissance, and sustained a movement for equality. Today, from the shores of Africa and the islands of the Caribbean to the jazz clubs of New Orleans and the music halls of Detroit, African-American music reflects the rich sounds of many experiences, cultures, and locales.
African-American musicians have created and expanded a variety of musical genres, synthesizing diverse artistic traditions into a distinctive soundscape. The soulful strains of gospel, the harmonic and improvisational innovations of jazz, the simple truth of the blues, the rhythms of rock and roll, and the urban themes of hip-hop all blend into a refrain of song and narrative that traces our Nation's history.
These quintessentially American styles of music have helped provide a common soundtrack for people of diverse cultures and backgrounds, and have joined Americans together not just on the dance floor, but also in our churches, in our public spaces, and in our homes. This month, we honor the talent and genius of African-American artists who have defined, shaped, and enriched our country through music, and we recommit to sharing their splendid gifts with our children and grandchildren.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim June 2010 as AfricanAmerican Music Appreciation Month. I call upon public officials, educators, and the people of the United States to observe this month with appropriate activities and programs that raise awareness and foster appreciation of African-American music.
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IN WITNESS WHEREOF, I have hereunto set my hand this twenty-eighth day of May, in the year of our Lord two thousand ten, and of the Independence of the United States of America the two hundred and thirty-fourth.
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TWITTER
* October 20 - 26 is AZ Cities & Towns Week! Find out how your city is working for you. #AZCityWeek
* They say a city never sleeps. Thanks to Arizona's cities & towns, that has never been so true. #AZCityWeek Day in and out, sun up to sun down – Arizona's cities and towns are working for you.
* #AZCityWeek Arizona Cities & Towns Week is marking its 17th year. Help us celebrate!
* AZ Cities Fun Fact: 79% of Arizonans live in an incorporated city or town. http://azcitieswork.com/economic-impact/ #AZCitiesWork #AZCityWeek
* Did you know? Your local planning & zoning dept. is responsible for directing growth in your city or town. #AZCityWeek
* Municipal water quality specialists make sure your town's water meets every state and federal standard, so you know it's safe. #AZCityWeek
* Cities & towns plan, budget, build & maintain roads so you can get to school or work, safely, every day. https://www.youtube.com/watch?v=g6LSQyVY7S0 #AZCityWeek
* Cities & Towns ensure safety, protection, well-being, convenience and enrichment for all citizens to live, work & play. #AZCityWeek
* Cities and towns keep business at work, libraries open, traffic lights blinking, clean water flowing and much more. #AZCityWeek
* Cities and towns are working for you – 24/7, 365 days a year. Learn more about your city or town services: http://azcitieswork.com/municipal-services/
* Find out how your Arizona city or town is working for you: https://www.youtube.com/watch?v=hrRp0XXvLJE
* Economic Development in your city is possible when state and local governments work together to develop conditions for the best economic impact. #AZCityWeek
* Your town library and librarians provide information and knowledge just a book away. #AZCityWeek
FACEBOOK
* October 21-27 is AZ Cities & Towns Week! What is your favorite thing about our city? #AZCityWeek
* If you've brushed your teeth, taken a shower, washed your hands or enjoyed a glass of water today, you have your municipal water quality specialist to thank. City water specialists ensure that our water meets every state and federal standard, so you know it's safe. We'll get you there, safely and efficiently.
* Cities and towns plan, build and maintain an effective street, road and transportation system that provides citizens and businesses access and mobility: https://www.youtube.com/watch?v=g6LSQyVY7S0.
* What is your favorite business in our city? The staff in our economic development department works closely with area businesses to provide solutions. They also ensure their transition to starting, running, expanding and relocating a business within our city is a smooth and successful process.
* It's a dirty job, but somebody's got to do it. One of the many services offered by city and town public works departments is recycling and trash pickup. While it may not be the first service that comes to mind, it is arguably one of the most important.
* Do you have a city park that you love to visit? Whether you're looking for an urban oasis, place to play ball or a playground for the kids to climb on, cities and towns provide parks and facilities that allow you to recreate and enjoy Arizona's beautiful weather.
* When you woke up this morning, you probably took a shower, set out your recycling bin or drove to work on a safely paved street with working stop lights. Maybe this afternoon you'll hit up a town park to enjoy the beautiful weather with your kids or check out a book at the city library. This evening, you can sleep
assured knowing that police, fire and safety services would be there if you needed. Cities and towns are always working – from sun up to sun down.
* Meet our City Manager! Did you know that of Arizona's 91 cities and towns, 86 of them operate under a council/manager form of government?
* Can you guess the population of our city? Arizona's cities and towns vary in population from the large city of Phoenix at 1.4 million residents, to the small town of Winkelman, with 353 residents. http://azcitieswork.com/cityfacts/interesting-facts/
* They say a city never sleeps, and thanks to Arizona's cities and towns, that has never been so true. http://www.youtube.com/watch?v=hrRp0XXvLJE #AZCityWeek
* Cities and towns ensure safety all hours of the day. Fire Departments provide a host of emergency services, including medical services, response to fires and water rescues, to name a few. Police Departments work with the public to enforce laws, preserve the peace, and provide a safe environment to call home.
* Meet our Planning and Zoning Commission! A city's local planning and zoning department is responsible for directing growth in a way that preserves, protects and sustains our community's history, culture and traditions.
* Meet our city clerk! Municipal clerks perform some of the most important tasks in a city or town. A municipal clerk ensures that citizens can participate in elections, request copies of public documents, learn about the proceedings of their city and town council, understand the history of their community, and feel confident that the day-to-day work of a city or town is done with professionalism and care. Learn more about municipal clerks: http://azcitieswork.com/azmunicipal-clerks/
INSTAGRAM
* Highlight a different city/town employee or volunteer each day with a photo and brief bio
* Post historical photos of your city/town each day throughout the week #AZCityThrowback –
* Post a photo of your city or town hall and share some facts about your city hall #AZCityHallTour
* Highlight a different city/town department each day with a photo and brief description of what each department does
* Post photos of your mayor or city council members
* Post photos of "behind-the-scenes" happenings at your city or town throughout the week
* Ask residents to share photos of their favorite place in your city or town, tag it with #AZCityWeek and your city/town hashtag of choice
Be Sure to use the hashtag #AZCityWeek and tag the League!
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What is obesity?
Being overweight is defined as having a body mass index (BMI) of 25-29.9. Obesity is defined as having a BMI of 30 or greater. Within the general category of obesity, there are three levels that reflect the increasing health risks that go along with increasing BMI:
* Lowest risk of BMI of 30-34.9
* Medium risk is a BMI of 35.0-39.9
* Highest risk is a BMI of 40 or greater
Does being obese during pregnancy put me at risk of any health problems?
Obesity during pregnancy puts you at risk of several serious health problems:
GESTATIONAL DIABETES is diabetes that is first diagnosed during pregnancy. This condition can increase the risk of having cesarean delivery. Women who have had gestational diabetes also have a higher risk of having diabetes in the future, as do their children. Obese women are screened for gestational diabetes early in pregancy and also may be screened later in pregnancy as well.
PREECLAMPSIA is a high blood pressure disorder that can occur during pregnancy or after pregnancy. It is a serious illness that affects a woman's entire body. The kidneys and liver may fail. Preeclampsia can lead to seizures, a condition called eclampsia. In rare cases, stroke can occur. Severe cases need emergency treatment to avoid these complications. The baby may need to be delivered early.
SLEEP APNEA is a condition in which a person stops breathing for short periods during sleep. Sleep apnea is associated with obesity. During pregnancy, sleep apnea not only can cause fatigue but also increases the risk of high blood pressure, preeclampsia, eclampsia, and heart and lung disorders.
Your BMI is
Does being obese during pregnancy put my baby at risk of any problems?
How can I lose weight safely?
Obesity increases the risk of the following during pregnancy:
PREGNANCY LOSS: Obese women have an increased risk of pregnancy loss (miscarriage) compared with women of normal weight.
BIRTH DEFECTS: Babies born to obese women have an increased risk of having birth defects, such as heart defects and neural tube defects.
PROBLEMS WITH DIAGNOSTIC TESTS:
Having too much body fat can make it difficult to see certain problems with the baby's anatomy on an ultrasound exam. Checking the baby's heart rate during labor also may be more difficult if you are obese.
MACROSOMIA: In this condition, the baby is larger than normal. This can increase the risk of the baby being injured during birth. For example, the baby's shoulder can become stuck during delivery. Macrosomia also increases the risk of cesarean delivery. Infants born with too much body fat have a greater chance of being obese later in life.
PRETERM BIRTH: Problems associated with a woman's obesity, such as preeclampsia, may lead to a medically indicated preterm birth. This means that the baby is delivered early for a medical reason. Preterm babies are not as fully developed as babies who are born after 39 weeks of pregnancy. As a result, they have an increased risk of short-term and long-term health problems.
STILLBIRTH: The higher the woman's BMI, the greater the risk of stillbirth.
Source: American College of Obstetrics and Gynecology (ACOG)
To lose weight, you need to use up more calories than you take in. You can do this by getting regular exercise and eating healthy foods. Your obstetrician may refer you to a nutritionist to help you plan an healthy diet. You also can use the Choose My Plate website at www.choosemyplate.gov.
Increasing your physical activitiy is important if you want to lose weight. Aim to be moderately active (for example, biking, brisk walking, and general gardening) for 60 minutes or vigorously active (jogging, swimming laps, or doing heavy yard work) for 30 minutes on most days of the week. You do not have to do
Can I still have a healthy pregnancy if I am obese?
Despite the risks, you can have a healthy pregnancy if you are obese. It takes careful management of your weight, attention to diet and exercise, regular prenatal care to monitor for complications, and special considerations for your labor and delivery.
How do I plan healthy meals during pregnancy?
How does obesity affect labor and delivery?
Overweight and obese women have longer labors than women of normal weight. It can be harder to monitor the baby during labor. For these reasons, obesity during pregnancy increases the likelihood of having a cesarean delivery. If a cesarean delivery if needed, the risks of infection, bleeding, and other complications are greater for an obese woman than for a woman of normal weight.
Finding balance between eating healthy foods and staying at a healthy weight is importatn for your health as well as your baby's health. In the second and third trimesters, a pregnant woman needs an average of 300 extra calories a day — about the amount of calories in a glass of skim milk and half of a sandwich. You can get help with planning a healthy diet by talking to a nutrition counselor. Help also can be found at the Choose My Plate website, which has special section for women who are pregnant or breastfeeding (www.choosemyplate.gov/ moms-pregnancy-breastfeeding).
How much should I exercise during pregnancy?
If you have never exercised before, pregnancy is a great time to start. Discuss your exercise plan with your obstetrician to make sure it is safe. Begin with as little as 5 minutes of exercise a day and add 5 minutes each week. Your goal is to stay active 30 minutes on most — preferably all — days of the week. Walking is a good choice if you are new to exercise. Swimming is another good exercise for pregnant women. The water supports your weight so you can avoid injury and muscle strain. It also helps you stay cool.
How will my weight be monitored during pregnancy?
Your weight will be tracked at each prenatal visit. The growth of your baby also will be checked. If you are gaining less than the recommended guidelines, and if your baby is growing well, you do not have to increase your weight gain to catch up to the guidelines. If your baby is not growing well, changes may need to be made to your diet and exercise plan.
How can I manage my weight after my baby is born?
Once you are home with your new baby, stick to your healthy eating and exercise habits to reach a normal weight. Breastfeeding is recommended for the first year of a baby's life. Not only is breastfeeding the best way to feed your baby, it also may help with postpartum weight loss. Overall, women who breastfeed their babies for at least a few months tend to lose pregnancy weight faster than women who do not breastfeed.
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Red Light Green Light Eat Right | c9020bf00f0120c5a8ba7404bb336fc7
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Leading pediatrician Dr. Joanna Dolgoff's Red Light, Green Light, Eat Right teaches kids how to make healthy choices based on the principles of the traffic light: green light foods are nutritious,...
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Green-light – unprocessed plant foods. Yellow-light – processed plant foods and unprocessed animal foods. Red-light – ultraprocessed plant foods and processed animal foods. Unprocessed foods have nothing bad added and nothing good taken away from them. For example, tomato juice is a green light food, but add salt to it and it becomes yellow-light food. Almonds are unprocessed, but almond milk on the other hand is not, because all the fibre has been removed.
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‧ A muffin with light cream cheese or a breakfast bar Only a couple times a month, splurge with a "red" foods, for example: ‧ Sugared cereal with milk ‧ Hash browns and bacon ‧ A donut or sweet roll Most days, make "green food" choices, such as: ‧ A tuna or turkey sandwich on whole-grain bread with baby carrots
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The goal is for kids to eat more Green Light foods and fewer Red Light foods. Green Light Foods = Go! Green light foods have high nutritional value and are low in calories, sugar and fat. These foods, including fruits, vegetables, water and nonfat milk, are the healthiest choices for children, yet studies show that kids do not
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The "Red Light, Green Light, Eat Right" program teaches families how to make healthy choices on their own. We ask families to commit to a minimum of twelve weeks on the program so the healthy choices they learn have time to become lifelong habits.
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participate in a food sorting relay race called, Go for Green Light _ Eating where they will categorize foods into three different categories based on their nutritional value: choose most often(green light foods), choose sometimes (yellow light foods), and choose least often(red light foods). Thi s is a fun and active way to
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RED LIGHT, GREEN LIGHT, GO! Most Green Light foods contain protein, fiber and other nutrients. (The actual color does not always match the traffic light color.) Foods like fish, skinless chicken, fat-free hotdogs, potatoes, brown rice, whole-wheat bread and many types of cereals constitute Green Light foods.
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Red Light, Green Light, Eat Right | Childhood obesity has reached epidemic proportions: More than 18 million American children are considered obese and are at risk for health problems. In fact, today's generation of kids may be the first to experience shorter life spans than their parents.
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In the process, you'll make some foods a lot harder to eat and other foods a lot easier to eat. Step 1: Make a list. Determine your red, yellow, and green light foods. But keep in mind: At Precision Nutrition, we don't believe in universally good or bad foods. Everyone's red, yellow, and green lists will be different.
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The "Green Light, Red Light, Eat Right" method is a favorite among experts fighting childhood obesity. But doctors at Massachusetts General wanted to know if the colors could really inspire healthier eating habits among adults long-term. The results of their study were published Tuesday in the American Journal of Preventive Medicine. The study
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Pacific Pests and Pathogens - Fact Sheets
Capsicum Aleurotrachelus whitefly (168)
Common Name
Aleurotrachelus or Solanum whitefly
Scientific Name
Aleurotrachelus trachoides
Distribution
Widespread. South and Central America, and the Caribbean, with limited distribution in Africa. It is recorded from Guam, Federated States of Micronesia, Fiji, Nauru, French Polynesia, and Tonga.
Hosts
Wide. Common on plants in the Solanaceae family, e.g., capsicum, chilli, eggplant and relatives, tobacco, tomato. Also, brassicas, citrus and cucurbits are hosts. In the Federated States of Micronesia, it is severe on capsicum, kava, Ixora and other ornamentals, and also on the vine, Merremia. In Palau, it is common on Duranta erecta (golden
Photo 2. Adult Aleurotrachelus whitefly and the circular egg mass characteristic of this insect.
Photo 4. Late stage larvae of Aleurotrachelus whitefly which are now black.
Photo 5. The late stage of the larvae are black. In this photograph an orange ring of the fungus Aschersonia aleyrodis is present.
bush or pigeonberry).
Symptoms & Life Cycle
The adult is similar to the more widespread spiralling white, Aleurodicus dispersus, measuring about 2-3 mm in body length (Photo 1). Eggs are laid in a circle on the lower surface of young leaves (Photo 2). The larvae pass through four stages; the first ones walk short distances (or are blown in the wind), and are called "crawlers". These then settle, and the remaining three larval stages remain in the same place. The larvae are at first brown and then black and partly covered by thick cottony white filaments. (Photos 3,4&5).
The final larval stage is important for identifying whiteflies.
Impact
Damage is caused by the whitefly piercing the leaf and sucking the sap; this leads to early death of the leaf when whitefly numbers are high. Damage is also caused by build up of sooty mould. Sooty moulds (fungi) grow on the honeydew produced by the whiteflies and their nymphs as they feed. The mould weakens the leaves, as they cannot get sunlight for normal growth (see Fact Sheet no. 51).
Detection & Inspection
Look for the white winged adults on the underside of the leaves, and the circular egg masses. Look for the ovalshaped larvae, which are at first brown and later black. Look for the curly strands of wax produced by the larvae.
Management
NATURAL ENEMIES
A minute wasp, Encarsia formosia, is well known as a biological control agent for this whitefly, and has been widely distributed. Other parasitoids are also possibilities for biocontrol, e.g., Delphastus catalinae and Eretmocerus sp. Where the whitefly exists and is not being controlled, introduction of the parasotioids should be considered, following the guidelines of the UN/FAO. Fungi also attack the larval stages of Aleurotrachelus trachoides. The fungus, Aschersonia (probably Aschersonia aleyrodis), is common on the larvae of the whitefly in the Federated States of Micronesia (Photos 5-8). This fungus is easy to grow on artificial media and could be multiplied and sold to growers.
CHEMICAL CONTROL
While waiting for the introduction of parasitoids, as well as tests to make sure that they are effective and safe in the environment, an insecticide may need to be used. Soap, white or horticultural oil (see Fact Sheet no. 56), or a synthetic pyrethoid can be used. The treatments are best done when the whiteflies have hatched from the eggs or when still in the early larval stage, as they have soft bodies and are easily killed by insecticides. Synthetic pyrethroid insecticides are likely to kill natural enemies, so should be used with caution.
AUTHOR Grahame Jackson
Photos 1-8 Konrad Engelberger, Pohnpei, Federated States of Micronesia.
Produced with support from the Australian Centre for International Agricultural Research under project PC/2010/090: Strengthening integrated crop management research in the Pacific Islands in support of sustainable intensification of high-value crop production, implemented by the University of Queensland and the Secretariat of the Pacific Community.
This fact sheet is a part of the app Pacific Pests and Pathogens
The mobile application is available from the Google Play Store and Apple iTunes.
Android Edition
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th
Grade
Quarter 3 Curriculum Map
Weeks 1-9
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,
* 90% of students will graduate on time
* 80% of our students will graduate from high school college or career ready
* 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must provide our students with high-quality, standards-aligned instruction in English Language Arts (ELA) that prepares them to be strong readers, writers, thinkers, and communicators. High-quality instruction provides quality content, effective teacher practices, and effective student practices every day for every student. In our ELA classrooms, we integrate the elements of literacy instruction and consistently provide opportunities for students to take ownership over their learning, as outlined in the SCS ELA Instructional Framework (see the full Framework on page 3).
The curriculum maps are meant to help teachers and their support providers (e.g., coaches, leaders) to provide College and Career Ready (CCR) aligned instruction in pursuit of Destination 2025. The curriculum maps are a resource for organizing instruction to reach the TN State Standards, which define what to teach and what students need to learn at each grade level. The maps also support teachers in reaching the ELA Instructional Framework by providing resources and content that represent our vision for excellent ELA instruction, including the instructional shifts.
How to Use the Curriculum Maps
The curriculum map is meant to support effective planning and instruction; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely "cover the curriculum," but rather to "uncover" it by developing students' deep understanding of the content and mastery of the standards. While the curriculum map provides the foundation for what is taught in SCS classrooms, and that much is non-negotiable, teacher planning and decision making bring instructional materials to life in the classroom. To this end, the curriculum map should be viewed as a guide, not a script, and teacher should work to become experts in teaching and adapting the curriculum to meet the needs of their students.
Curriculum maps outline the content and pacing for each grade and subject. For the 2017-18 school year, the curriculum maps will be based on a variety of curriculum resources intentionally selected to meet the demands of the TN State Standards and instructional shifts. In addition to the district-adopted textbook, units from LA Believes and LearnZillion will be included in the maps to supplement the current curriculum with deep, topic-driven units that include strong anchor texts and text sets that build knowledge that supports comprehension of grade-level text. Also, the HS English Companion Guide outlines a protocol or routine for teachers to prepare for lessons based on the materials provided in the curriculum maps. A few key practices are highlighted in the Companion Guide:
* HS maps include many links to support instruction, and some instructional materials are digital. Teachers will be able to work more efficiently if they use the maps virtually.
* It is critical that teachers not only prepare to deliver lessons, but also prepare to teach from a variety of sources. The HS English Companion Guide outlines how to examine units and modules to understand the instructional logic of the curriculum before beginning lesson preparation.
* All HS maps have a section explaining the Culminating Task within the introduction of the unit. Teachers should always keep in mind that the end goal of the unit is the culminating task, so any efforts made to scaffold instruction should be in an effort to further prepare students to be able to complete the culminating task successfully.
* The HS English Companion Guide emphasizes that literacy instruction should integrate the elements of literacy instruction, so that reading, writing, speaking, listening, and language instruction work together for students to make meaning of texts and express their understanding.
* The HS English Companion Guide also outlines a "text talk" process for teachers to read the curriculum texts in advance of instruction and analyze those texts to understand their features and meaning. These text talks are particularly essential in the first year teaching any text.
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11 th Grade
Quarter 3 Curriculum Map
Weeks 1-9
Guidance for ELA Lessons and Units
One of the most challenging choices we make as educators is how to spend our time with students, especially when no one structure or recipe will work for all students in all contexts. But, research suggests that some elements of instruction should happen daily, while others can occur less frequently. In order for our students to meet the literacy demands of the Standards, our students should be reading and discussing text daily. Teachers are encouraged to build structures and protocols into instruction that support student-driven explorations of text and discussions of content. Writing should be an extension of discussion so that students may record thinking or explain thinking. This may be done formally or informally, on graphic organizers or in journals, as a quick response or an extended response. The more authentic the writing experience, the more students will build knowledge while processing the text and discussion.
The curriculum map provides resources to make sure students have these opportunities. Content is divided into units of study, and some units combine to create a larger module, depending on the resource used for the curriculum. Units are organized by week to help teachers align Standards and objectives, which are labeled as "Learning Targets." Each week in the map is divided into lessons; however, not all weeks have five lessons. The expectation is that teachers complete all the lessons of the week within that week, but pacing may vary depending on the needs of the students. Therefore, "flex" time has been added to allow teachers to extend critical learning opportunities and to accommodate various scheduling needs.
Guidance on Assessments and Tasks
Instructional strategies have been thoughtfully matched to learning targets and student outcomes included in the maps. Almost all of the chosen strategies come from one of the following reliable sources.
* Facing History and Ourselves Teaching Strategies
* LearnZillion Guidebooks 2.0 (www. scsk12.learnzillion.com
)
* EL Education Protocols
Teachers are reminded that instruction and assessments must be aligned to TN State Standards. This includes writing assessments. For state-approved writing rubrics for the 2017-2018 school year, click here: https://www.tn.gov/education/assessment/tcap-writing-rubrics.html
Daily instruction helps students read and understand text and express that understanding. Within the maps, daily tasks have been provided to help students prepare to successfully complete a culminating task. With proper scaffolding, collaboration and discussion with peers, and teacher modeling, students should have enough practice through the daily tasks to be prepared for the culminating task
The culminating task expects students to consolidate their learning and demonstrate mastery of Standards taught in previous lessons. Students express their final understanding of the anchor text and demonstrate meeting the expectations of the standards through a written essay.
To assess mastery at a deeper level of understanding, students may also complete cold-read tasks. Students read a text or texts independently and answer a series of multiple-choice and constructed-response questions. While the text(s) relate to the unit focus, the text(s) have not been taught during the unit.
Some units include an extension task. Students connect and extend their knowledge learned through texts in the unit to engage in research or writing. The research extension task extends the concepts studied in the set so students can gain more information about concepts or topics that interest them. The writing extension task either connects several of the texts together or is a narrative task related to the unit focus.
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11 th Grade
Quarter 3 Curriculum Map
SCS Instructional Framework
The purpose of this Instructional Framework is to increase our capacity to improve students' literacy by outlining research-supported instructional practices and a shared language for what effective ELA instruction looks like and sounds like in Shelby County School. We believe that consistent use of these practices in every classroom could make measurable positive differences in SCS literacy achievement.
The recommended practices should occur throughout the day, including being integrated into science and social studies learning. These practices should be viewed as the minimum standard of literacy instruction for SCS, not as an exhaustive list of ELA instructional practices.
In our ELA classrooms, students will:
* Build strong reading foundational skills, starting in the early grades. Foundational literacy skills unlock the code of text so that students can read and write. We aim for all students to gain these critical skills in the early grades while supporting students of all ages as they strive towards reading proficiently.
* Experience a volume of reading to build knowledge, vocabulary, fluency, and independence. Reading a large volume and wide variety of texts provides students with critical practice in both skills-based and meaning-based competencies. This practice also builds more confident readers and lifelong habits of reading.
* Work with worthwhile and complex texts. By reading, discussing and writing about rich texts students build their understanding of the world and their understanding of language. Students must experience a staircase of text complexity across their K-12 experience to prepare them for college and career.
* Regularly discuss and write about texts, grounded in evidence. Students read texts closely and are challenged to speak and write about what they have read using evidence to justify their positions. Practice should include a focus on the academic language of texts and using such language in discussions and writing.
* Own the thinking of the lesson. Students should do most of the reading, thinking, speaking and talking in our classrooms, supported by their peers and their teacher. Students engage in the work of the lesson and take ownership of their learning.
Effective ELA instruction requires research-based instructional practices which include:
* Thoughtfully planned and executed lessons. Teachers use a deep understanding of grade-level standards, literacy development, and the curriculum units to ensure daily lessons have clear objectives, worthwhile texts, and aligned tasks. Lesson implementation supports students in achieving the lesson goals while maintaining the rigor of tasks and requiring students to do the thinking.
* Daily integration of reading, speaking, listening and writing to understand texts and express understanding. Literacy skills are complex and intertwined and are best developed when practiced in combination, not in isolation. Students need daily, connected practice with the inputs of reading and listening and the outputs of speaking and writing to develop and express understanding. Strong environments also provide students with regular opportunities to write about their acquired understanding of text and topics.
* Attention to both skills-based and meaning-based competencies. Proficient readers simultaneously use skills-based competencies (including decoding, word recognition, and fluency) and meaning-based competencies (including vocabulary and knowledge) to read and make sense of texts. Our students must receive instruction and practice in both competencies to become strong readers.
* An environment that supports text-based discourse. Teachers create habits of culture that provide opportunities for students to engage in text-based discussions. Student discussion in ELA builds understanding of the text and topic being studied.
* Data-informed instruction. Teachers develop a clear vision of success and use evidence of student thinking to monitor and adjust instruction. Student mistakes are viewed as opportunities for learning and guide teachers in providing strategic scaffolding for students to access rigorous content.
Research suggests these practices can have a positive impact on students, but they do not prescribe how the practices will be used as we know there is no one set recipe for success. Our students depend on educators making deliberate, researched-informed decisions daily to best meet their students. This document is intended to assist you in making those choices.
ELA Coaching Guide
The ELA Coaching Guide is a tool to diagnose when and if classrooms are meeting the expectations of the Instructional Framework. Designed as a developmental rather than an evaluation tool, it can be used for planning, reflection, and collaboration.
The 2017-18 Coaching Guide can be found here. The Coaching Guide is based on the Instructional Practice Guide from Achieve the Core.
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| | HS ELA Resource Toolkit | | | | | | |
|---|---|---|---|---|---|---|---|
| | Literacy Shifts | | Reading | | Writing | | Speaking and Listening |
| • College- and Career-Ready Shifts in ELA / Literacy • Key Shifts in ELA • Using Evidence From the Text • Evidence Sentence Starters • Reading Complex Text • Close Reading • Text Complexity and Vocabulary Analysis • Close Reading Poetry • Determine a Deeper meaning of the text • How do the materials support all learners? | | • Word Choice and Tone • Reading with Purpose and understanding • Reading with accuracy, rate, and expression • Annotating Text • Jigsaw • Notice and Note Signposts • SOAPstone • TP-CASST • Reading Log | | • Opinion Writing • Argumentative Writing • Informational Writing • Narrative Writing • Parts of Speech • Verb and Pronoun Agreement • Capitalization and Punctuation • Sentence Structure • Tenses • Word Choice and Stone • Research Skills • Transitions | | • Discussion Reflection • Reading with accuracy, rate, and expression • Conversation Guide • Evidence Sentence Starters • Accountable Talk • Gallery Walk • Philosophical Chairs Debate • Student-led Discussions (Socratic Seminar, Fishbowl) | |
| | Language | | Vocabulary | | Scaffolding | | Differentiation |
| • ACT Knowledge of Language Standards and Conventions of Standard English Grammar, Usage, and Punctuation • 11th Grade Language Standard Expectations: • Grammar – Parts of Speech: • Grammar – Subject/Verb and Pronoun/Antecedent Agreement: • Grammar – Capitalization and Punctuation: • Grammar – Sentence Structure: • Grammar – Tenses: • Grammar – Word Choice, Tone, Style: | | • 15 Free Resources for Teaching High Frequency Vocabulary (TESOL) • Adlit.org – Improving Literacy Instruction in the Classroom • Vocabulary Based Activities for the High School Classroom • NEA Spelling and Vocabulary for Grades 9-12 • Edutopia: Tips for Teaching Vocabulary • Effective Strategies for Teaching Vocabulary • Teaching Vocabulary Skills • Paper: Effective Vocabulary Instruction | | • Writing and Grammar Interventions • Using Evidence from the Text • Research Skills • Reading with Purpose and Understanding • Reading with Accuracy, Rate, and Expression • Teaching Vocabulary in Context • 20 Vocabulary Lesson Ideas • Complete ACT Grammar and Punctuation Rules • Grammar Exercises at MyEnglishGrammar • GrammarBook.com – English Grammar Rules • Merriam Webster: 8 | | • Writing and Grammar Interventions • Using Evidence from the Text • OTHER/ESL: Duolingo • ESL/ELL Resources to Succeed in School • 50 Essential Sources for ESL Students • 43 Excellent Resources for ESL Students • Reading Rockets – Teaching Vocabulary • Grammar Alive: pdf book text (includes resource for non-native speakers) • Perfect English Grammar | |
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4
Grade 11, Quarter 3
| • Basic Grammar Guide • Capella University – Grammar Handbook • Grammar Alive – pdf book text • Purdue Writing Lab – Grammar Exercises • Grammar Exercises at ChompChomp • Merriam Webster Online Dictionary • Merriam Webster – Word of the Day • Merriam Webster – Grammar Check | | • Paper: A “word” about Vocabulary Considerations Packets | | Grammar Terms You Knew But Forgot • Basic English Grammar Rules with Example Sentences | | |
|---|---|---|---|---|---|---|
| | Intervention/ Remediation | | ACT/ PSAT | | State and District Resources | Other Resources |
| • RTI • Student Supports • Dropout Prevention • Remediation Strategies | | • TDOE ACT and SAT Resources – • ACT Standards Connections • ACT ELA Readiness Writing Standards • ACT Reading Standards • ACT English Standards • ACT/SAT Prep • Khan Academy-SAT • Official ACT Practice Tests • Power Score • SAT Connections- • SAT Teacher Implementation Guide | | • State Standards • State Blueprint • Writing Rubrics • TNReady Assessment | | |
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| | 11th Grade At-a-Glance | | | |
|---|---|---|---|---|
| Quarter | | Length | Unit Title | Anchor Text |
| 1 | | 9 weeks | The Scarlet Letter | The Scarlet Letter by Nathaniel Hawthorne |
| 2 | | 9 weeks | Our Town | Our Town by Thornton Wilder |
| 3 | | 6 weeks | A More Perfect Union | Excerpt from My Bondage and My Freedom by Frederick Douglass |
| 3 | | 3 weeks | Transcendentalism | Excerpt from Walden by Henry David Thoreau |
| 4 | | 9 weeks | The American Dream | The Great Gatsby by F. Scott Fitzgerald |
Social Emotional Learning
Central to the HS ELA curriculum, is a focus on students becoming effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, patience, self-management, responsibility, perseverance, collaboration); becoming ethical people, treating others well and standing up for what is right (e.g., morality, justice, empathy, integrity, respect, compassion); and working to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).
In the 11 th grade, students focus on the importance and role of religion in the Scarlet Letter unit. They learn about the importance of community in the Our Town unit. Finally, students study themes related to equality of opportunity in the A More Perfect Union and American Dream Units.
You will notice throughout this curriculum map that opportunities for students to engage in social emotional learning are highlighted in blue. This could be discussion related to the mindsets and skills as listed above or opportunities for students to interactively engage in their learning communities.
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Grade 11
A More Perfect Union Unit
6 Weeks
Unit Overview
American Democracy is a fragile philosophical ideal that requires thoughtful participation from all citizens. Students will examine the state of democracy from the 1700s to present-day, at moments when the fundamental ideals of America were put at risk. Multiple perspectives will be presented, and students will evaluate facts, develop their own opinions, and discuss the current state of our country with their peers. Through writing and discourse, students will be compelled to examine their own beliefs about what makes America great and what needs to happen to create a "more perfect" union.
Essential Questions:
* What role do laws play in discrimination?
* How does an argument's structure and style affect the audience's reaction to the meaning of the words?
* What elements of narrative nonfiction contribute to the effectiveness of the author's message or theme?
* What can a nation's laws reveal about that nation's universe of obligation?
* What makes an argument clear?
* What would make modern-day America a "perfect union"?
* How does our experience and memory of the past affect our choices and beliefs in the present?
* What can individuals do to help bring about a more just and equal society?
* Why has democracy been called a "work in progress"?
Anchor Text
Qualitative Analysis of Anchor Text
Related Texts/ Anchor Text Connections
Build Knowledge: The texts (print and non-print) listed below build student knowledge around the topic (American Democracy, America, etc.) to make the anchor text accessible for students.
Informational Texts
* From What to the Slave is the Fourth of July by Frederick Douglass, 1040L (p. 97)
* The Gettysburg Address by Abraham Lincoln, 1490L (p. 538)
* Speech in the Virginia Convention by Patrick Henry, 980L (p.100)
* The Civil Rights Act of 1866 (Lesson 7 Texts from Facing History Resource)
* Speech in the Convention by Benjamin Franklin, 1490L (p.105)
* The Fourteenth Amendment (Lesson 7 Texts from Facing History Resource)
7
* Congress Debates the Fourteenth Amendment (Lesson 7 Texts from Facing History Resource)
* The U.S. Constitution – 13th Amendment, 14th Amendment, 15th Amendment, Three-Fifths Clause
* The Reconstruction Acts of 1867 (Lesson 7 Texts from Facing History Resource)
* Brown v. Board of Education
* Voting Rights Act of 1965
* Grutter v. Bollinger
* A More Perfect Union? Barack Obama and the Politics of Unity by Thomas J. Sugrue, 1420L
* From The American Crisis, Number 1 by Thomas Paine, 1200L (p. 117)
* The Declaration of Independence by Thomas Jefferson, 1390L (p.112)
* The Birth of a Nation Summarizes Reconstruction (Lesson 15 Texts from Facing History Resource)
* W.E.B. DuBois Reflects on the Purpose of History (Lesson 15 Texts from Facing History Resource)
* The Importance of Getting History Right (Lesson 15 Texts from Facing History Resource)
* Making Real the Promises of Democracy (Lesson 16 Texts from Facing History Resource)
* A Lifeline for Democracy (Lesson 16 Texts from Facing History Resource)
* We Need to Talk About an Injustice (Lesson 16 Texts from Facing History Resource)
Nonprint Texts (Fiction or Nonfiction)
* Obama and the Rev. Wright Controversy: What Really Happened (documentary film)
* Obama's "A More Perfect Union" Speech from The Washington Post (video)
* Movie Poster for The Birth of a Nation (1915) (image) (Lesson 15 Texts from Facing History Resource)
* The Birth of a Nation Depicts Klansmen as Heroes (film – 2:45-2:59) (Lesson 15 Texts from Facing History Resource)
* The Birth of a Nation Depicts the South Carolina Legislature (film – 1:53-1:56) (Lesson 15 Texts from Facing History Resource)
* We Need to Talk About an Injustice by Bryan Stevenson (TED Talk video)
Make Connections: The texts listed below provide students with the opportunity to analyze multiple texts for common messages/purposes, make thematic connections across texts, and prepare for the End-of-unit assessment.
Literary Texts
* Excerpt from My Bondage and My Freedom by Frederick Douglass, 1110L (p. 520)
* From Black Boy by Richard Wright, 950L (p. 517)
* "A Lifeline for Democracy" by Ruth Simmons, 1220L
Nonprint Texts (Fiction or Nonfiction)
* Movie Poster for The Birth of a Nation (1915) (image) (Lesson 15 Texts from Facing History Resource)
8
* We Need to Talk About an Injustice by Bryan Stevenson (TED Talk video)
End-of-Unit Assessment:
Given your study of Reconstruction in the United States following the Civil War, as well as your reading of more modern texts, support, refute, or modify the statement above in a formal argumentative essay. Introduce a precise claim and develop it fully, citing relevant and sufficient evidence from historical texts and primary resources.
"Laws are the most important factor in overcoming discrimination."
Unit Outcomes: Grade Level Standards Explicitly Taught
11-12.RI.KID.1, 11-12.RI.KID.2, 11-12.RI.KID.3, 11-12.RI.CS.4, 11-12.RI.CS.5, 11-12.RI.CS.6, 11-12.RI.IKI.7, 11-12.RI.IKI.8, 11-12.RI.IKI.9, 11.RI.RRTC.10 Writing
Reading: Informational Texts
11-12.W.TTP.1, 11-12.W.TTP.2, 11-12.W.PDW.5, 11-12.W.RBPK.7, 11-12.W.RBPK.9, 11-12.W.RW.10
11-12.SL.CC.1, 11-12.SL.CC.2, 11-12.SL.CC.3, 11-12.SL.CC.4
Speaking & Listening
January 6, 2020- January 7, 2020
9
Teachers may use this time to:
* Focus on components of SEL.
* Build classroom community using student data
o What is SEL?
o Sample Teaching Activities to Support the Core Competencies of SEL
o SEL in HS ELA Instruction
o Social Emotional Learning
* Practice close reading using LZ mini lessons found here.
January 8, 2020- January 14, 2020
Reading: Informational Texts
11-12.RI.KID.2 Determine multiple central ideas of a text or texts and analyze their development; provide a critical summary.
11-12.RL.KID.1 Analyze what the text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources.
11-12.RI.KID.3 Analyze how an author's choices regarding the ordering of ideas and events, the introduction and development of ideas, and connections among ideas impact meaning.
11.RI.RRTC.10 Read and comprehend a variety of literary nonfiction throughout the grades 11-12 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.
Writing
11-12.W.TTP.2 Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the effective selection and organization of content.
Speaking and Listening
11-12.SL.CC.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric; assess the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
11-12.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11th-12th grade topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Anticipation Guide: The Power of Laws, Handout 1.7 from Facing History and Ourselves "The Reconstruction Era" Unit
Materials:
One copy per teacher of the lesson plan resource: http://bit.ly/2s5YsXj One copy per student of p. 18 (Anticipation Guide) One copy of the prompt for each group in each class
Learning Targets
* Craft historical arguments from historical evidence. (11-12.SL.CC.1)
* Develop an initial position for an argumentative essay. (11-12.SL.CC.1)
* Engage with others who hold different perspectives. (11-12.SL.CC.3)
Agenda
* Print out the prompt in a larger font and tape it to the center of a piece of paper.
Follow the Introducing the Writing Prompts lesson plan from the Facing History resource: http://bit.ly/2s5YsXj PART ONE:
* Ask students, in pairs, to dissect the prompt. As they read the prompt, direct them to make the following notations:
* Star words that seem to be the central ideas of the prompt.
* Circle words you do not know or understand in the context of the prompt.
*
* Cross out any extra information that does not seem specifically relevant to the writing task.
Underline the verbs that represent what you, the writer, are supposed to do.
* Next, ask students to do a "Think-Pair-Share" activity with the prompt. Individually, students should try to answer the prompt simply based on their "gut reaction" or personal philosophy. If possible, ask students to try to support their current thinking with an example from history or their own lives. After a few minutes, ask each pair to share their thinking with each other. Finally, ask students to share a few opinions or ideas with the larger group.
PART TWO
* Before moving on, ask students to write the prompt in their journals. As they have new thoughts about it throughout the unit, they can make notes to themselves.
* Pass out the Lesson 2 anticipation guide (Handout 1.7, "The Power of Laws").
:
* Ask students to read the statements and decide if they strongly agree, agree, disagree, or strongly disagree with each one. They should circle their responses and then write a brief explanation for each choice.
* Next, use the "Four Corners" strategy to share ideas. Read each statement aloud and ask students to stand in the corner that best represents their current thinking. After students move, ask them to explain their thinking to others in their corner.
* After students have filled out their guides, organize the room into four "corners." Each corner should have one of the following four signs: "strongly agree," "agree," "disagree," and "strongly disagree."
* Next, ask students in each corner to share their ideas with the rest of the class. As one corner disagrees with another, encourage students to respond directly to each other's statements and have a mini-debate about the prompt. If students' ideas change due to the debate, tell them that they are free to switch corners.
* Close this lesson by returning to the argumentative prompt, introduced earlier: Laws are the most important factor in
PART THREE:
Lesson 2
High-Quality Text(s)
From Black Boy by Richard Wright (p 517)
Excerpt from My Bondage and My Freedom by Frederick Douglass, 1110L (p. 520)
Materials:
Pearson English III textbooks, p.
overcoming discrimination. Support, refute, or modify this statement.
* Tell students that they will return to these ideas as they learn about the history of Reconstruction. They can keep all their notes about these ideas in their journals.
* Ask students to revise their "gut reaction" to the prompt that they wrote as part of the "Dissecting the Prompt" activity above. In particular, you might have them reflect on how the "Four Corners" activity in this lesson affected their thinking.
Text-Dependent/Text-Specific Questions: (Sample)
Laws are the most important factor in overcoming discrimination.
Introduce students to the prompt for the final lesson of this unit:
Given your study of Reconstruction in the United States following the Civil War, as well as your reading of more modern texts, support, refute, or modify the statement above in a formal argumentative essay. Introduce a precise claim and develop it fully, citing relevant and sufficient evidence from historical texts and primary resources.
Daily Writing Practice
PART ONE: Before moving on, ask students to write the prompt in their journals. As they have new thoughts about it throughout the unit, they can make notes to themselves.
PART THREE: Ask students to revise their "gut reaction" to the prompt that they wrote as part of the "Dissecting the Prompt" activity above.
Instructional Plan
Guiding Question: What type of narrative nonfiction is Black Boy?
Learning Targets
* Read two different texts that examine similar themes. (11-12.RI.KID.2)
* Review the traits of narrative nonfiction. (11.RI.KID.1)
* Compare and contrast ideas presented in two texts with similar themes. (11-12.RI.KID.2)
* Write a critical summary of the excerpt from My Bondage and My Freedom. (11-12.RL.KID.2, 11-12.W.TTP.2)
Agenda
* Defining Narrative Nonfiction, p. 516
From Black Boy by Richard Wright
516-524
http://study.com/academy/lesson/ narrative-nonfiction-definition-
Share this video on Narrative Nonfiction:
books.html (Watch as much as you can without the subscription. You may need to delete your cookies if the site blocks you after a few viewings.)
* Types of Nonfiction, p. 516
* Think Aloud, p. 516
* Style and Tone, p. 516
* Share this video on Narrative Nonfiction: http://study.com/academy/lesson/narrative-nonfiction-definitionbooks.html
* Second Read: Guide students through traits of narrative nonfiction.
* First Read: Students read "from Black Boy" silently and independently.
o Telling Details, p. 517
o Syntax, p. 517
o Rhetorical Devices, p. 517
o Diction, p. 517
From My Bondage and My Freedom by Frederick Douglass
* Reading Strategy, p. 518
* Literary Analysis, p. 518
* Students should read p. 519
* Levels of Meaning – If students will have difficulty with levels of meaning, have them list (1) past facts and (2) Douglass's comments as he reviews them. Then have students reread the text.
* Using the background information on TE p. 519, discuss the setting for Douglass's account.
* Synthesizing – If students will have difficulty with levels of meaning, have them explain how they would adapt into a play the reviewing "voice" of Douglass.
* First Read: Students should read p. 521-524, stopping at the paragraph ending with "no ordinary precaution could prevent me from taking the 'ell'."
* Humanities, p. 520
* Second Read: Guide students through the text with these TDQs:
o Explain the author's meaning in this phrase, given the context: "or she lacked the depravity indispensable to shutting me up in mental darkness."
o Review paragraph one. What inferences can you make about the relationship between the slave and his mistress? How does this compare between the relationship between the slave and his master?
o How does being able to read make the author feel? Use text evidence to support your answer.
o How do the ethical conflicts of slavery affect everyone in the Auld household?
o How is the author's feelings about his mistress revealed in the text?
o What elements in this section help to develop the central idea of the text?
o What historical influence can be inferred about the roles of men and women?
Lesson 3
High-Quality Text(s)
Excerpt from My Bondage and My Freedom by Frederick Douglass, 1110L (p. 520)
Materials:
Pearson English III textbooks, p. 521-528
* Reading Strategy, p. 524
* Critical Thinking, p. 524
Text-Dependent/Text-Specific Questions: (Sample)
Second Read: Guide students through the text with these TDQs:
From My Bondage and My Freedom by Frederick Douglass
* Review paragraph one. What inferences can you make about the relationship between the slave and his mistress? How does this compare between the relationship between the slave and his master?
* How does being able to read make the author feel? Use text evidence to support your answer.
* Explain the author's meaning in this phrase, given the context: "or she lacked the depravity indispensable to shutting me up in mental darkness."
* How is the author's feelings about his mistress revealed in the text?
* What elements in this section help to develop the central idea of the text?
* How do the ethical conflicts of slavery affect everyone in the Auld household?
* What historical influence can be inferred about the roles of men and women?
Daily Writing Practice
Students should write a critical summary of their reading, possibly as an Exit Ticket. Consider using this template provided by the state: http://bit.ly/2jvB6J1
Instructional Plan
Guiding Question: What elements of narrative nonfiction contribute to the effectiveness of the author's message or theme?
Learning Targets
* Analyze character interactions in literary nonfiction. (11-12.RI.KID.3)
* Read literary nonfiction independently. (11.RI.RRTC.10)
* Discuss historical context that affects the plot and characters in literary nonfiction. (11-12.RI.KID.3)
Agenda
* Second Read: Guide students through the text with these TDQs:
* First Read: Students read independently from the second paragraph on p. 521 to the end of the excerpt on p. 527.
o How do the interactions between the speaker and the "young white playmates" contribute to the overall theme
Instructional Focus
11-12.RI.KID.2 Determine multiple central ideas of a text or texts and analyze their development; provide a critical summary.
Reading: Informational Texts
11-12.RI.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
20
Encourage students to continue paraphrasing as they reread, focusing on what Franklin suggests about the serious nature of this moment in history.
* Reading Strategy (p. 105) – Critiquing Appeal to Audiences
* Evaluating: If students will not have difficulty with syntax, ask them if they think that the speech would have been more persuasive (or more historic) had Franklin not voiced his initial doubts. (Relate to claim/counterclaim.)
* Critical Reading, p. 107, Questions 3 and 4 – Have students generate a written response independently then allow them to do a Think-Pair-Share or small group discussion to share answers. Ask students to share out whole group to check answers and clear up misunderstandings.
o Analyze the focus and organization of the historical speeches. What elements of rhetoric and structure of argument provide stronger claims for a speaker's message? Identify each and include evidence from the text to support your choices.
* Culminating Task: Have students write a multi-paragraph response to the following prompt. (The purpose of the prompt is to consolidate learning from the historical texts before adding the layer of modern text to the key understandings of the unit.)
Text-Dependent/Text-Specific Questions: (Sample)
* p. 105: In his reference to "faults", is Franklin appealing to those who are happy with the Constitution or those who are not? Explain.
Pearson textbook
* p. 106: What is Franklin trying to persuade the delegates to do?
* p. 108, After You Read, Question #6, Comparing Literary Works: (a) What political assumptions does Henry make? (b) Does Franklin make similar assumptions? Defend and clarify your interpretation with elements from the texts.
* p. 106: What is Franklin's purpose in suppressing his opinions for the "public good"?
Daily Writing Practice
Have students complete the culminating task independently.
January 23, 2020-January 28, 2020
One copy per teacher of the lesson plan from Facing History: Lesson 7
Consider how to use the Facing History documents. The lesson makes suggestions of how to share these documents with students that would not require printing one copy per student of Lesson 7.
Lesson 10
High-Quality Text(s)
A More Perfect Union by Barack Obama, 1300L
Obama's "A More Perfect Union" Speech from The Washington Post (video)
The U.S. Constitution – 13th Amendment, 14th Amendment, 15th Amendment, Three-Fifths Clause
Brown v. Board of Education concept of “universe of obligation.”
* Follow Lesson 7 (http://bit.ly/2tZfVSN) from the Facing History resource.
* Explain to students the definition of "universe of obligation": The circle of individuals and groups toward whom obligations are owed, to whom rules apply, and whose injuries call for amends. In other words, those that a society believes have rights that are worthy of respect and protection. Explain that we can adapt this concept to describe the levels of responsibility individuals feel toward others.
* Connect class discussion to learning from the previous lesson as well as the quote for the End-of-Unit Assessment: Laws are the most important factor in overcoming discrimination.
Text-Dependent/Text-Specific Questions: (Sample)
Included in student handout and on website here: http://bit.ly/2tZfVSN
Daily Writing Practice
* What does the Fourteenth Amendment say about the universe of obligation of the United States over time?
Exit Ticket: Ask students to respond to one of the following questions in writing.
* Through what other words, actions, or events might American citizens and their government contribute to a definition of who belongs in the United States?
Instructional Plan
Guiding Question: What solutions does Senator Barack Obama provide that can make our Union more perfect?
Learning Targets:
* Explain what the phrase, "a more perfect union" means and identify it in the Constitution. (11-12.RI.CS.4)
* Analyze the Constitution, selected legislation, and Supreme Court decisions relating to race. (11-12.RI.IKI.9)
* Identify and evaluate solutions proposed by then Senator Barack Obama in his A More Perfect Union speech for resolving racial tensions. (11-12.RI.IKI.8, 11-12.SL.CC.3)
* Propose/Discuss actions they can take to improve race relations in the United States. (Optional) (11-12.SL.CC.1)
* Understand current issues that exist regarding race relations in the United States. (11-12.RI.KID.2)
Agenda
* Notes:
* Follow Lesson Plan from the National Constitution Center. This link contains all the texts needed for this lesson.
o At the time Obama delivered this speech, he was a presidential candidate. This is why he is referred to as Senator
Reading: Informational Texts
* Third Read: Connect the article to "A More Perfect Union" using the TDQs listed below.
* Have students respond to this prompt in writing: Sugrue provides a thorough analysis of President's Obama's speech. Are his claims fair and accurate? Do you agree or disagree with Sugrue's analysis? Use evidence from both the "More Perfect Union" text and the Sugrue text to support your claims.
Text-Dependent/Text-Specific Questions: (Sample)
* According to the essay, what was President Obama's ideological and political commitment?
Second Read
* Cite two quotations from Obama in this essay that express his belief in the importance of finding common ground.
* According to Obama, what are "the challenges of our time"? Support your answer with evidence from the essay.
* President Obama believes we cannot solve the challenges of our time unless we do what?
* Why might finding common ground be important to the future of the United States? Use evidence from the text to support your answer.
Third Read
* What allusions or references were made in President Obama's First Inaugural Address? Cite specific evidence.
* This essay references the "More Perfect Union" speech given by President Obama in March of 2008. How does the essay sum up the speech?
* Besides race and political references, what other types of symbolism were used in this speech, according to the essay? Does the writer of this essay believe the references were effective? Cite evidence to support your claim.
* What sentence in the essay highlights that Sugrue believes the "More Perfect Union" speech was effective in shifting the audience's focus on progress instead of discrimination?
Daily Writing Practice
Writing prompt listed in the agenda is an argumentative essay. Consider choosing one graphic organizer from this resources from Facing History and Ourselves: http://bit.ly/2krBI1Z
January 29, 2020-February 4, 2020
Instructional Focus
11-12.RI.CS.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her own exposition or argument, including whether the structure makes points clear, convincing, and engaging.
11-12.RI.IKI.7 Evaluate the topic or subject in multiple diverse formats and media.
11-12.RI.IKI.9 Analyze and evaluate a variety of thematically-related texts of historical and literary significance for their topics, facts, purposes, and rhetorical
features.
Writing
11-12.W.RBPK.7 Conduct and write short as well as more sustained research projects to answer a questions (including a self-generated question) or solve a problem by narrowing or broadening the inquiry when appropriate, synthesizing multiple sources on the subject, and demonstrating a new understanding of the subject under investigation.
Speaking & Listening
11-12.SL.CC.2 Integrate multiple sources of information presented in diverse media formats in order to make informed decisions and solve problems; evaluate the credibility and accuracy of each source and note any discrepancies among the data.
The Declaration of Independence by Thomas Jefferson, 1390L (p.112)
Materials:
Technology to show a video (projector, speakers, Internet, etc.)
Access to: 3m video on Jefferson and the
Declaration: http://bit.ly/DofIvideo
Pearson textbook
Paper/pen
Learning Targets
* Examine key elements of the document to determine how style contributes to its effectiveness. (1112.RI.CS.5)
* Read a primary source that is important to U.S. History. (11-12.RI.IKI.9)
Agenda
* Think Aloud, Model the Skill, p. 110
* Literary Analysis, p. 110
* Reading Strategy, p. 110
* Ask students why it would have been essential for the Declaration of Independence to present a clear and logical argument.
* Watch 3m video on Jefferson and the Declaration: http://bit.ly/DofIvideo
* Structure/Language – If students will have difficulty with structure, point out the "He has" charges against the king. Then, have students read the text aloud to "hear" the clarity of its structure and argument.
* Students will read The Declaration of Independence.
* Synthesizing – If students will not have difficulty with structure, have them present a logical argument for a change that they would like to see happen, using Jefferson's text as a model.
o First Read: Students read silently and independently to review the gist of the document.
o Ask students what Jefferson's purpose was in writing this sentence? What in the sentence supports that answer? Students should acknowledge that the first sentence explains the purpose of the entire document and explains why it was created.
o Return to the first sentence. Ask students what the notice about the first sentence. (Possible answers: It's very long. There are many phrases. It's the entire first paragraph. Etc.)
o What does it mean when something is self-evident or unalienable? Reread the bottom of p. 112 if necessary.
o Note the last sentence of that paragraph on p. 113 – "To prove this, let facts be submitted to a candid world." There was no social media back in these days. What is the significance of this phrase? Who is the intended audience of this document?
o Literary Analysis, p. 113 (top and bottom)
o Allow students to discuss with a partner or in small groups: Why does Jefferson begin with observations about human rights before addressing the colonists' situation?
o The next group of paragraphs starts with the word "He." Who is "He"? Why does Jefferson use this
The Declaration of Independence by Thomas Jefferson, 1390L (p.112)
Materials:
Paper/pen
Pearson textbook
Lesson 15
Learning Targets
* Examine key elements of the document to determine how style contributes to its effectiveness. (1112.RI.CS.5)
* Read a primary source that is important to U.S. History. (11-12.RI.IKI.9)
Agenda
* Reading Strategy, p. 114
* Students should read "The American Experience" on p. 114 to build knowledge. (You may mention that students will read Locke's work in English IV.)
* Literary Analysis, p. 115
* Students will reread The Declaration of Independence
* Differentiated Instruction, p. 115
o Second Read: Students read from the beginning to the end, noting the organization of the document.
.
o Use the TDQs below to guide understanding of the text.
* For students struggling with the question, ask, "Why does Jefferson believe that because he used reason to argue his points that the audience must believe that he is right? What evidence in the text prove he trusted that he thought being reasonable was enough to persuade his audience?"
* Critical Reading: Integration of Knowledge and Ideas, p. 115 o Allow students to discuss with a partner or in small groups.
Text-Dependent/Text-Specific Questions: (Sample)
* What is the most convincing evidence that Jefferson cites to support his points?
Second Read: Students read from the beginning to the end, noting the organization of the document. Allow students to discuss with a partner or in small groups:
* Where is that evidence recorded in the document?
* How does the organization of the document strengthen its argument?
Daily Writing Practice
Exit Ticket: After reading "The American Experience" on p. 114, answer this question in a paragraph or two: Where in "The Declaration" does Jefferson echo Locke's idea that the people have the right to overthrow a government that breaks the social contract?
Instructional Plan
High-Quality Text(s)
From The American Crisis,
Number 1" by Thomas Paine, 1200L (p. 117)
Materials:
Paper/pen
Pearson textbook
Technology to show a video (projector, speakers, Internet, etc.)
https://www.youtube.com/watch?v=IOlmTwInYv4 Paper/pen
Access to: this commercial (1:07) that aired shortly after 911 as an example:
Answer Key for TDQs on the Second Read:
http://bit.ly/2DgPo9g
Guiding Question: How does Paine present a clear argument in The American Crisis?
Learning Targets:
* Examine key elements of the document to determine how style contributes to its effectiveness. (1112.RI.CS.5)
* Read a primary source that is important to U.S. History. (11-12.RI.IKI.9)
Agenda
* Ask students how they would rally a group to take an action that could prove very dangerous.
* Using the information on TE p. 116, discuss how Paine exhibited an uncompromising spirit.
* Guide students to use Multidraft Reading strategies to deepen their comprehension (TE p. 111).
* Analyzing – If students will not have difficulty with meaning, discuss how Paine makes it clear that everyone in his audience has a stake in the outcome of the action that he is proposing.
* Levels of Meaning – If students will have difficulty with meaning, have them summarize the first paragraph. Then, have students reread the text to verify that their summaries reflect the call that Paine makes.
* First Read: Students read the entire text silently and independently. After reading, students should be able to explain the gist of the text and the purpose of the author.
* Second Read: Review the text in chunks and check for understanding using the text-dependent questions listed below:
o Read aloud the first sentence of the text. Ask students if that sentence is familiar to them. Explain that the beginning of this text is used often to rally the American spirit. Show students this commercial (1:07) that aired shortly after 911 as an example: https://www.youtube.com/watch?v=IOlmTwInYv4
* Third Read: Students should review the text to find answers to Critical Reading, p. 119. After completing the task, students could work in groups to discuss answers and evaluate text evidence.
Text-Dependent/Text-Specific Questions: (Sample)
* According to the first paragraph, who will shrink from the service of his country? What will the people who do not shrink from service deserve?
Second Read: Review the text in chunks and check for understanding using these text-dependent questions: *Answer Key: http://bit.ly/2DgPo9g
* According to the first paragraph, what has Britain declared?
* Of what is Paine confident in the third paragraph?
Reading: Informational Texts
* According to the final paragraph, what will a person whose heart is firm pursue until death?
* What does Paine mean when he refers to summer soldier and the sunshine patriot?
* What opinion of offensive war does Paine express in the final paragraph?
* What is the point of Paine's story about the tavern keeper at Amboy?
* What is the main idea of this essay? How does Paine support his idea?
* Name two emotions to which Paine appeals in his essay?
* How might a colonist who had remained loyal to the British react to Paine's argument?
Daily Writing Practice
Both Jefferson and Paine used the charged words "tyrant" and "tyranny" frequently. Do these words carry the same meaning for both writers? Explain using evidence from both texts.
Exit Ticket: In a paragraph or two, answer this question:
February 5, 2020 – February 11, 2020
Instructional Focus
11-12.RI.KID.2 Determine multiple central ideas of a text or texts and analyze their development; provide a critical summary.
11-12.RI.IKI.7 Evaluate the topic or subject in multiple diverse formats and media.
11-12.RI.IKI.9
Analyze and evaluate a variety of thematically-related texts of historical and literary significance for their topics, facts, purposes, and rhetorical features.
Writing
11-12.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
Speaking & Listening
11-12.SL.CC.1
11-12.SL.CC.4
Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11 th -12 th grade topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective so that listeners can follow the line of reasoning; address alternative or opposing perspectives; and organize and develop substance an style appropriate to task, purpose, and audience.
Lesson 16
Instructional Plan
High-Quality Text(s)
Lesson 15 Texts from Facing History and Ourselves "The Reconstruction Era" Unit
* The Birth of a Nation Summarizes Reconstruction
* Movie Poster for The Birth of a Nation (1915) (image)
* The Importance of Getting History Right
* The Birth of a Nation Depicts the South Carolina Legislature (film – 1:53-1:56)
* W.E.B. DuBois Reflects on the Purpose of History
* The Birth of a Nation Depicts Klansmen as Heroes (film – 2:45-2:59)
Materials:
* Handouts 15.3 and 15.4 should be provided for students but could be printed in a class set.
* Handouts 15.1 and 15.2 can be copied per student, per group of students, or be projected for whole-class viewing.
* The close reading handout (p. 281-285) should be provided one per student to allow students to mark up the text and record answers.
* The entire packet is located
Guiding Question: How does our experience and memory of the past affect our choices and beliefs in the present?
Learning Targets:
* Use the "Big Paper" silent-conversation strategy (similar to Chalk Talk) to invite students to critique the brief introduction of the era that appears on-screen in the movie. (11-12.RI.IKI.7, 11-12.W.RW.10)
* Analyze visual images using handout 15.1. (11-12.RI.IKI.7)
* Close read a historical text and evaluate the facts within. (11-12.RI.IKI.9)
Agenda
* Use the Guided Close Reading and TDQs Teacher Guide and/or Student Handout if possible.
* Follow Lesson 15 from the Facing History resource.
* Connect class discussion to the quote for the End-of-Unit Assessment: Laws are the most important factor in overcoming discrimination.
Text-Dependent/Text-Specific Questions: (Sample)
*
All are included in the resource online at: http://bit.ly/2rMI8LD
Daily Writing Practice
Conclude this lesson by asking students to write a one-page letter to D. W. Griffith, the director of The Birth of a Nation. In the letter, students should identify a scene or portrayal in the film that is not accurate and use what they have learned in this unit to explain why it is inaccurate. They should then argue why it is important that Griffith's portrayal of Reconstruction be corrected.
Lesson 18
High-Quality Text(s)
Lesson 16 Texts from Facing History and Ourselves "The Reconstruction Era" Unit
* We Need to Talk About an Injustice
* Making Real the Promises of Democracy
* Allow students to choose which quote each wants to discuss and to create small groups based on those choices.
* Students then write a multi-paragraph response to the following prompt listed below.
* Give students about 15 minutes to discuss the quote, its significance, what it means, etc.
Text-Dependent/Text-Specific Questions: (Sample)
* "In 1972, there were 300,000 people in jails and prisons. Today, there are 2.3 million. The United States now has the highest rate of incarceration in the world."
Write/display these four quotes on the board/SmartBoard – or print the quotes on different sheets of paper.
* "We're actually projecting in another 10 years the level of disenfranchisement will be as high as it's been since prior to the passage of the Voting Rights Act."
* "I came into this courtroom to tell this young man, keep your eyes on the prize, hold on."
* "For every nine people who have been executed, we've actually identified one innocent person who's been exonerated and released from death row."
Students should relate these facts to reading from the previous lesson and text from this lesson's video. Push students to identify if their quote supports or does not support the quote used in the culminating task: "Laws are the most important factor in overcoming discrimination."
Daily Writing Practice
Bryan Stevenson's style is to support his claims with personal stories. Write a letter to Bryan Stevenson in response to his speech, either to support or to disagree with his views. In the letter, explain your defense or disagreement with a personal story of your own that proves your claims.
Students then write a multi-paragraph response to the following prompt:
Instructional Plan
Guiding Question: Why has democracy been called a "work in progress"? What can individuals do to help bring about a more just and equal society?
Learning Targets:
* Participate in a "Fishbowl" discussion to present opinions, ask questions, and share information on the identity charts for Stevenson and Simons. (11-12.SL.CC.4)
* Answer text-dependent questions about the meaning of equality using multiple texts. (11-12.RI.IKI.9)
Agenda
* A Lifeline for Democracy
Materials:
The entire packet is located online
Paper/pen here:
http://bit.ly/2rMI8LD
One copy of Handouts 16.1, 16.2, and 16.3 per student (p. 291-296 of this text:
http://bit.ly/2C16fuE)
Writing
* Follow Lesson 16 from the Facing History resource.
* Connect class discussion to the quote for the End-of-Unit Assessment: Laws are the most important factor in overcoming discrimination.
Text-Dependent/Text-Specific Questions: (Sample)
All are included in the resource online at: http://bit.ly/2C16fuE
Daily Writing Practice
* Give students with the opportunity to continue their evidence logs. Ask students to reflect on the new evidence they have recorded. Does it confirm or conflict with their thinking about the question posed in the prompt? Has what they have learned about the purpose of history and the legacies of Reconstruction changed their thinking about the prompt? Have students record their thinking in their journals.
* To prepare for writing the end-of-unit paper, give students the opportunity to review the documents they encountered in Lessons 15 and 16. Which events, arguments, and other information in the documents connect to the writing prompt?
February 12, 2020- February 19, 2020
Instructional Focus
11-12.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
B. Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
A. Introduce precise claim(s).
C. Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
11-12.W.PDW.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
D. Provide a concluding statement or section that follows from and supports the argument presented.
11-12.W.RBPK.9 Support and defend interpretations, analyses, reflections, or research with evidence found in literature, applying grade band 11-12 standards for reading to source materials.
Lesson 19
Instructional Plan
Grade 11
Transcendentalism
3 Weeks
Ralph Waldo Emerson and Henry David Thoreau helped define the American character by inspiring people to turn to nature in order to better understand both themselves and the universal truths. Students may be surprised to find that they share many of the views on nature and individuality that Emerson expresses in Nature and "Self-Reliance." Thoreau's views in Walden on how to live a productive life may intrigue students. The modern article by Hsu encourages students to put down the technology and immerse themselves in nature. Students finish the unit by evaluating the writings of Emerson, Thoreau, and Whitman to determine which author is the strongest at conveying themes and ideals of transcendentalism to readers.
Unit Overview
Essential Questions:
* How do writers of transcendental texts advise people to live their lives?
* What are the ideals of early transcendentalism?
* How are the themes of transcendentalism seen in modern-day texts and photography?
Anchor Text
* How does the use of complex vocabulary and figurative language impact the meaning and tone of a text?
Qualitative Analysis of Anchor Text
Related Texts/ Anchor Text Connections
Build Knowledge: The texts (print and non-print) listed below build student knowledge around the topic (Transcendentalism, etc.) to make the anchor text accessible for students.
Informational Texts
* Literary History and Transcendentalism (p. 360)
Make Connections: The texts listed below provide students with the opportunity to analyze multiple texts for common messages/purposes, make thematic connections across texts, and prepare for the End-of-unit assessment.
Literary Texts
* From "Self-Reliance" by Ralph Waldo Emerson, 1010L (p. 369)
* From Nature by Ralph Waldo Emerson, 980L (p. 366)
* From Preface to the 1855 edition of Leaves of Grass by Walt Whitman, 1900L (p. 426)
* From Song of Myself by Walt Whitman (p. 428)
* I Hear America Singing by Walt Whitman (p. 435)
Informational Texts
* A Noiseless Patient Spider by Walt Whitman (p. 436)
* Simplify Your Tech Life – Thoreau-Style by Michael Hsu
Nonprint Texts (Fiction or Nonfiction)
* Critical Commentary by James E. Miller, Jr. (p. 437)
* Embracing Wilderness (p. 398-400) (images)
End-of-Unit Assessment:
According to the Merriam-Webster dictionary, transcendentalism is "a philosophy which says that thought and spiritual things are more real than ordinary human experience and material things." Based on the texts analyzed in this unit, who exemplifies transcendentalism the strongest: Emerson, Thoreau, or Whitman? Write an argumentative essay to defend your choice, and use text evidence to back up your position.
Unit Outcomes: Grade Level Standards Explicitly Taught
11-12.RL.KID.1, 11-12.RL.KID.2, 11-12.RL.CS.4, 11-12.RL.CS.5, 11-12.RL.IKI.7, 11.RL.RRTC.10
Reading: Literature
Reading: Informational Texts
Writing
11-12.RI.KID.1, 11-12.RI.KID.2, 11-12.RI.CS.6, 11-12.RI.IKI.7, 11.RI.RRTC.10
11-12.W.TTP.1, 11-12.W.TTP.2, 11-12.W.PDW.4, 11-12.W.PDW.5
11-12.L.VAU.6
Language
Speaking & Listening
February 24, 2020- February 28, 2020
Instructional Focus
11-12.RL.KID.1 Analyze what the text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources.
11-12.RL.KID.2 Determine multiple themes or central ideas of a text or texts and analyze their development; provide a critical summary.
11-12.RL.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings and language that is stylistically poignant and engaging.
11-12.RL.CS.5
Analyze how an author’s choices concerning structure of specific parts of the text contribute to its overall structure, meaning, and aesthetic impact.
11-12.SL.CC.1
Reading: Literature
11.RL.RRTC.10 Read and comprehend a variety of literature throughout the grades 11-12 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.
Reading: Informational Texts
11-12.RI.KID.2 Determine multiple central ideas of a text or texts and analyze their development; provide a critical summary.
Writing
11-12.W.PDW.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
11-12.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
Speaking & Listening
11-12.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11 th -12 th grade topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Waldo Emerson, 1010L (p. 369)
Materials:
Paper/pen
Pearson textbook
One copy per student of handout:
Paradox
Analyze Author's Argument /
Lesson 4
* Read an essay multiple times independently. (11.RL.RRTC.10)
* Identify themes in an essay. (11-12.RL.KID.2)
* Analyze the structure of Emerson's writing, particularly the function of the first sentence of each paragraph. (11-12.RL.CS.5)
* Interpret figures of speech in the text. (11-12.RL.CS.4)
Agenda
* Reading Check, p. 369
* Literary Analysis, p. 369
* Strategy for Less Proficient Readers – Encourage students to look closely at the first sentence of each paragraph. These sentences essentially serve as an outline of the key points in the essay. By grasping the ideas in these sentences, students will be well on their way to identifying Emerson's main ideas. Have students draft a list of the main points and use the list to identify themes of the text.
* Second Read: Students should build meaning by analyzing figures of speech within the text using this document for support: Analyze Author's Argument / Paradox (http://bit.ly/2swboZH)
* First Read: Students should read p. 369-370 silently and independently.
* Have students reread the last paragraph. Ask students what key words are chosen to make Emerson's argument stronger.
Supporting Resources:
* http://www.transcendentalists.com/self_reliance_analysis.htm (Background information and analysis)
* https://math.dartmouth.edu/~doyle/docs/self/self.pdf (Full text)
* http://americainclass.org/individualism-in-ralph-waldo-emersons-self-reliance/ (Lesson plan with additional TDQs)
* http://pueblopulp.com/self-reliance-the-four-exercises-of-ralph-waldo-emerson (Analysis of the author's main points)
Text-Dependent/Text-Specific Questions: (Sample)
*Included in this handout: Analyze Author's Argument / Paradox (http://bit.ly/2swboZH)
Second Read
Daily Writing Practice
Exit Ticket: Direct students to Question 3 in Critical Reading, p. 370. Answers should be in multi-paragraph form.
Instructional Plan
High-Quality Text(s)
From "Self-Reliance" by Ralph Waldo Emerson, 1010L (p. 369)
Materials:
Pearson textbook Paper/pen Prompt may be written on the board, on a PPT slide and projected, or printed on a piece of paper for students.
Reading: Literature
Guiding Question: N/A - Formative Writing Assessment
Learning Targets:
* Write a critical evaluation of an essay. (11-12.W.TTP.1)
* Summarize key points of an essay. (11-12.RL.KID.2)
* Complete the full writing process by revising and editing an explanatory essay. (11-12.W.PDW.5)
Agenda
* Prompt: (Writing, p. 373) Ever since they were first published, Emerson's essays have stirred argument and inspired admiration. Now, it is your turn to add your voice. Write a critical evaluation of "Self-Reliance." Include a summary of Emerson's points, an assessment of his uses of stylistic devices, such as imagery and figurative language, and a statement of your opinion.
* Students will draft an essay to analyze ideas from Emerson's texts.
* Support for students:
o Model: Using Relevant Citations, p. 373
o Support for Writing page (Unit 2 Resources, p. 118)
o https://ctl.utsc.utoronto.ca/twc/sites/default/files/CritReview.pdf
* Students should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.
Text-Dependent/Text-Specific Questions: (Sample)
N/A – Formative Writing Assessment
Daily Writing Practice
Students will complete a Formative Writing Assessment.
March 2, 2020- March 6, 2020
Instructional Focus
11-12.RL.IKI.7 Evaluate the topic, subject, and/or theme in multiple diverse formats and media, including how the version interprets the source text.
Reading: Informational Texts
11-12.RI.KID.2 Determine multiple central ideas of a text or texts and analyze their development; provide a critical summary.
11-12.RI.CS.6
11.RI.RRTC.10
11-12.RI.IKI.7 Evaluate the topic or subject in multiple diverse formats and media.
Determine an author's point of view and/or purpose in a text, analyzing how style and content contribute to its effectiveness.
Read and comprehend a variety of literary nonfiction throughout the grades 11-12 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.
Writing
11-12.W.TTP.2 Write informative/explanatory texts to analyze, synthesize, and convey complex ideas, concepts, and information clearly and accurately through the effective selection and organization of content.
B. Organize ideas to create cohesion and clarify relationships among ideas and concepts, including but not limited to use of appropriate and varied transitions.
A. Provide an introduction that is relevant to the rest of the text and effectively engages the audience.
C. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
E. Use appropriate formatting, graphics, and multimedia to aid comprehension.
D. Provide a concluding statement or section that follows from and supports the information or explanation presented.
F. Use precise language and domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
11-12.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
G. Establish and maintain a formal style and objective tone.
Speaking & Listening
11-12.SL.CC.1 Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate 11 th -12 th grade topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
* Reading Strategy, p. 376
* Students should read p. 377 to learn more about the author. Consider sharing Background/ More About the Author, p. 377.
* Think Aloud: Model the Skill
* Levels of Meaning – If students will have difficulty with the meaning, have them recall the subtitle "Where I Lived, and What I Lived For" as they skim the excerpt. Then, have them reread to determine how "simple "living addresses both parts of that subtitle.
* First Read: Students should read p. 379-384 silently and independently to get the gist.
* Synthesizing – If students will not have difficulty with the meaning, discuss whether a person today who attempted Thoreau's "simple" kind of life would reach the same conclusions.
* Second Read: Guide students through this first section with TDQs. Examples listed below.
* Literary Analysis, p. 380
* Reading Check, p. 379
* Reading Strategy, p. 381
* Critical Thinking, p. 384
* To meet the instructional shifts, require students to answer the question with evidence from the text. Answers should be text-based, not opinion-based. Once the text evidence is identified, students may answer the question "Am I Convinced?" (See number 5 flow chart example.)
Text-Dependent/Text-Specific Questions: (Sample)
* Look up the various meanings of the word seat. How does Thoreau seem to be using the word?
Second Read:
* Explain the meaning of the quote, "A man is rich in proportion to the number of things he can afford to let alone," and give an example of how it is true.
* Why does Thoreau let Hollowell keep both the land and the $10.00?
* What is the paradox of the statement "the refusal is all I wanted?"
* What does Thoreau learn from this experience?
* What was the attraction of the Hollowell farm?
* What is the difference between a poet's and a farmer's approach to a farm?
* What does the allusion to Atlas add to the discussion?
* What does Thoreau describe as his purpose in writing about Walden?
* Explain the allusion to Cato.
* What is the symbolism behind the date that Thoreau moved into his cabin?
* How does Thoreau's imagination play into his perception of his living arrangements?
Lesson 6
High-Quality Text(s)
Excerpt from Walden by Henry David Thoreau, 1340L (p. 374)
Materials:
Paper/pen
Pearson textbook
Notes from previous lesson
* What kinds of images does Thoreau use to describe Walden Pond? How does this description reflect the characteristics of Romanticism?
* How does Thoreau romanticize his house? Is he thinking about it in concrete or abstract terms? What does this reflect about his personal values?
* How does the Damodara quote apply to Thoreau's description?
* Find the paragraph that is only one sentence. What point does Thoreau seem to be making here?
* What does Thoreau think the most important time of day is? Why?
* How does Thoreau turn his experience into a religious one? How do the various allusions contribute to this sensation?
* What does Thoreau imply about human life through his allegory of the fire alarm?
Daily Writing Practice
Exit Ticket: In "Self-Reliance," does Emerson express respect for the expectations of society, or does he criticize society's expectations? Write a brief essay to give your description of Emerson's position. Use at least two examples from the selection.
Instructional Plan
Guiding Question: What claims does Thoreau make in Walden?
Learning Targets
* Use notes from discussion to consolidate learning in a writing task. (11-12.W.PDW.4)
* Discuss claims in a text with peers. (11-12.SL.CC.1)
Agenda
* Second Read: Reading Strategy, p. 386 – Have students note which claims seem sound and logical and which claims do not. Divide students into groups of 3 or 4 to discuss notes as a pre-writing activity.
* First Read: Students should read p. 379-384 silently and independently to get the gist.
* Writing Task: Reading Strategy, p. 390, Question 8 – Students may use notes from group discussion.
* Close the lesson.
Text-Dependent/Text-Specific Questions: (Sample)
N/A (Third Read, evaluation of claims to prepare for writing exercise)
Daily Writing Practice
March 9, 2020 – March 13, 2020
Instructional Focus Reading: Literature
11-12.RL.CS.4
11-12.RL.KID.1 Analyze what the text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings and language that is stylistically poignant and engaging.
11-12.RL.CS.5
11-12.RL.IKI.7
Evaluate the topic, subject, and/or theme in multiple diverse formats and media, including how the version interprets the source text. Read and comprehend a variety of literature throughout the grades 11-12 text complexity band proficiently, with a gradual release of scaffolding at the higher end as needed.
Analyze how an author's choices concerning structure of specific parts of the text contribute to its overall structure, meaning, and aesthetic impact.
11.RL.RRTC.10
Reading: Informational Texts
11-12.RI.KID.1
Analyze what the text says explicitly and draw inferences; support an interpretation of a text by citing and synthesizing relevant textual evidence from multiple sources.
Writing
A. Introduce precise claim(s).
11-12.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
B. Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
D. Provide a concluding statement or section that follows from and supports the argument presented.
C. Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
E. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
F. Establish and maintain a formal style and objective tone.
Language
11-12.L.VAU.6
Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the post-secondary and workforce readiness level; demonstrate independence in building vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Pearson textbook Paper/pen
Agenda
* Structure/Language: If students will have difficulty with the poem's vocabulary or syntax, have them first read to identify and define unfamiliar words. Then, have them read the text aloud.
* Students should read about Walt Whitman, p. 422-423.
* Synthesizing: If students will not have difficulty with the poem's vocabulary or syntax, have students locate challenging words in the text and then use each one in a sentence.
* Think Aloud, Model the Skill, p. 424
* Literary Analysis, p. 424
* Reading Strategy, p. 425
* Second Read: Guide students through main elements of the text.
* First Read: Students should read p. 426-427 silently and independently.
o Have a student read aloud the "Background" paragraph before the text begins on p. 426.
o Literary Analysis, p. 426 (This section does not follow the usual rules of grammar, so students will need to understand why Whitman is "allowed" to write like this.)
o Ask the students if this excerpt from Leaves of Grass is poetry or prose. Require students to use text evidence to clarify their position.
o Ask the students what the effect of Whitman's repetition here has on the message he is trying to convey. (Compare the idea of the crescendo here to the crescendo in music. The break in words and repetition of beginning brings an emphasis to what Whitman is trying to explain.)
* Critical Reading, p. 427 – Students should complete answers for Questions 1 and 2 independently then discuss with a partner or within a group.
o Literary Analysis, p. 427
Text-Dependent/Text-Specific Questions: (Sample)
* Have a student read aloud the "Background" paragraph before the text begins on p. 426.
Second Read: Guide students through main elements of the text.
* Ask the students if this excerpt from Leaves of Grass is poetry or prose. Require students to use text evidence to clarify their position.
* Ask the students what the effect of Whitman's repetition here has on the message he is trying to convey. (Compare the idea of the crescendo here to the crescendo in music. The break in words and repetition of beginning brings an emphasis to what Whitman is trying to explain.)
* Literary Analysis, p. 426 (This section does not follow the usual rules of grammar, so students will need to understand why Whitman is "allowed" to write like this.)
* Literary Analysis, p. 427
Paper/pen
Agenda
* Students should read the "Critical Commentary" on p. 437 and answer the questions at the bottom of the page (Key Ideas and Details).
* Critical Commentary, p. 437 – Introduce/Assess
* Performance Task
o Prompt: According to the Merriam-Webster dictionary, transcendentalism is "a philosophy which says that thought and spiritual things are more real than ordinary human experience and material things." Based on the texts analyzed in this unit, who exemplifies transcendentalism the strongest: Emerson, Thoreau, or Whitman? Write an argumentative essay to defend your choice, and use text evidence to back up your position.
o Students will draft an essay to integrate ideas from the text sets in this unit.
* Support for students:
o http://www.sccresa.org/downloads/writewell_gr_11/11th_grade_unit_of_study_4_20120914_160110_8.pdf (WriteWell Unit)
o SOAPSTone http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/45200.html
o https://www.sbcc.edu/clrc/files/wl/downloads/StructureofaGeneralExpositoryEssay.pdf
* Students should share drafts with a peer for feedback then be given time to revise writing. Consider using a rubric similar to the state assessment rubric to assess this performance task.
o https://academichelp.net/samples/gwt-samples/essentials-writing-gwt-samples/
Text-Dependent/Text-Specific Questions: (Sample)
N/A - Summative Writing Assessment
Daily Writing Practice
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Grade - 5: Grade 5
Section - 5.Intro: Introduction
Non-Specific Strand - 5.Intro.1: In Grade 5, scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.
Non-Specific Strand Division
5.Intro.1A:Within the physical environment, students learn about the physical properties of matter, including magnetism, mass, physical states of matter, relative density, solubility in water, and the ability to conduct or insulate electrical and thermal energy. Students explore the uses of light, thermal, electrical, mechanical, and sound energies.
5.Intro.1B:Within the natural environment, students learn how changes occur on Earth's surface and that predictable patterns occur in the sky. Students learn that the natural world consists of resources, including nonrenewable and renewable.
5.Intro.1C:Within the living environment, students learn that structure and function of organisms can improve the survival of members of a species. Students learn to differentiate between inherited traits and learned behaviors.
Non-Specific Strand
5.Intro.2:Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process."
5.Intro.3:Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.
5.Intro.4:The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time.
5.Intro.5:Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
Section - 5: Knowledge and Skills
Strand - 5: Scientific investigation and reasoning
Knowledge & Skill Statement - 5.1: The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:
Student Expectation
5.1A:Demonstrate safe practices and the use of safety equipment as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate.
5.1B:Make informed choices in the conservation, disposal, and recycling of materials.
Knowledge & Skill Statement - 5.2: The student uses scientific practices during laboratory and outdoor investigations. The student is expected to:
Student Expectation
5.2A:Describe, plan, and implement simple experimental investigations testing one variable.
5.2B:Ask well defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology.
5.2C:Collect and record information using detailed observations and accurate measuring.
5.2D:Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence.
5.2E:Demonstrate that repeated investigations may increase the reliability of results.
5.2F:Communicate valid conclusions in both written and verbal forms.
5.2G:Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.
Knowledge & Skill Statement - 5.3: The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
Student Expectation
5.3A:Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing.
5.3B:Draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system
and formation of sedimentary rock works or looks.
5.3C:Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.
Knowledge & Skill Statement - 5.4: The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
Student Expectation
5.4A:Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums.
Strand - 5: Matter and energy
Knowledge & Skill Statement - 5.5: The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:
Student Expectation
5.5A:Classify matter based on measurable, testable, and observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy or electric energy.
5.5B:Demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand and sand and water.
5.5C:Identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.
Strand - 5: Force, motion, and energy
Knowledge & Skill Statement - 5.6: The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:
Student Expectation
5.6A:Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy.
5.6B:Demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound.
5.6C:Demonstrate that light travels in a straight line until it strikes an object and is reflected or travels through one medium to another and is refracted.
5.6D:Design a simple experimental investigation that tests the effect of force on an object.
Strand - 5: Earth and space
Knowledge & Skill Statement - 5.7: The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to:
Student Expectation
5.7A:Explore the processes that led to the formation of sedimentary rocks and fossil fuels.
5.7B:Recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, or ice.
Knowledge & Skill Statement - 5.8: The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:
Student Expectation
5.8A:Differentiate between weather and climate.
5.8B:Explain how the Sun and the ocean interact in the water cycle.
5.8C:Demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky.
5.8D:Identify and compare the physical characteristics of the Sun, Earth, and Moon.
Strand - 5: Organisms and environments
Knowledge & Skill Statement - 5.9: The student knows that there are relationships, systems, and cycles within environments. The student is expected to:
Student Expectation
5.9A:Observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components.
5.9B:Describe the flow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers.
5.9C:Predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways.
5.9D:Identify fossils as evidence of past living organisms and the nature of the environments at the time using models.
Knowledge & Skill Statement - 5.10: The student knows that organisms have structures and behaviors that help them survive within their environments. The student is expected to:
Student Expectation
5.10A:Compare the structures and functions of different species that help them live and survive in a specific environment such as hooves on prairie animals or webbed feet in aquatic animals.
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Scout Skills Basic Cooking
Item Code FS315075 Jan/04 Edition no 3 (103849)
INFORMATION SHEET
It used to be said that 'an army marches on it's stomach'. It is equally true that good food, well cooked, is an essential part of any successful Scout camp. Scouts camp in a variety of situations, and the choice of menu and method of preparation will depend on the type of camp and the circumstances of the site. For instance, if one of the aims of a Troop summer camp is to provide a highly enjoyable opportunity for Scouts to progress through the Training Scheme, then learning camping skills such as cooking on wood fires may become an objective in itself, and adventurous menus may be chosen. On the other hand, if a backpacking expedition is being undertaken, camping is just a means to an end, and simple, lightweight food with high energy value, cooked on portable stoves would be more appropriate.
Similar considerations apply to the size of groups being catered for. Central cooking is normally appropriate for Cub Scouts, and occasionally for Scouts if the camp programme demands it. Cooking in Patrols is usually preferred for Scouts, however, while older Scouts and Explorer Scouts camping in wild country may need to cook in smaller groups on a 'tent by tent' basis.
Fires or Stoves?
Food is not cooked by equipment, but more by the correct use of an adequate and constant source of heat. The wood fire or portable stove is, therefore, the most important aspect of the kitchen
and cooking arrangements.
S
0845 300 1818
The wood fire has been a popular means of cooking, but fuel supplies or sites which allow wood fires, can be increasingly difficult to find. Camping stoves of various types are becoming more popular and, therefore, the traditional approach to camp cooking is changing. Both wood fires and portable (pressure or gas) stoves have their advantages and disadvantages, so you will need to decide which is appropriate for your situation.
Wood fires are generally better:
- When large numbers are being catered for;
- For camps lasting more than two nights on the same site;
- For food with a cooking time more than about half an hour;
- When part of the purpose of the camp is to encourage the understanding of different cooking techniques.
Portable (pressure/gas) stoves are generally better:
- When cooking for small numbers;
- For hiking and backpacking;
- When there is no wood available on the site;
- When all you want is a quick cup of tea or speed is essential;
- In poor weather conditions;
- If you are fed up with being blinded by woodsmoke!
Cooking Methods
Everyone would soon get fed up if they had to eat the same food cooked the same way every day, but most foods can be satisfactorily cooked in a number of different ways, each with its own end result in terms of taste and texture. Cooking times vary, however (always check with a recipe if you are unsure of how long to cook something for). When using a variety of methods, take care to check that not only is the food well cooked (that is, not still raw!), but that all parts of the dish are ready to be served at the same time.
Many foods benefit from the addition of herbs or sauces, and you should not be afraid to use them just because you are at camp. Most sauces are readily available in dried form, packed in sachets and usually have simple cooking instructions printed on the back - so there is little excuse for bland, tasteless food to be served at camp.
Here are some of the different methods or cooking techniques which can be used:
Boiling - Cooking in water ('It's boiling when it's bubbling'!). This is the simplest and most common method of cooking and, providing you don't boil the pot dry, the method least likely to go wrong! This method may be used for most vegetables, rice and pasta, and cooking periods range from about 10 minutes from the time the water comes to the boil for green vegetables, to 30 minutes for the harder root vegetables such as carrots. Root vegetables should be placed in the water and brought to the boil from cold; greens are best put into the water once it has boiled. All vegetables should be cooked with the pot lids on, but pasta is boiled without a lid. Take care not to overcooks as all foods tend to lose colour, taste, texture and nutritional value if boiled for too long.
Stewing - Cooking in water below boiling point. This is the term used for bringing food to boiling point, and then simmering it at a temperature just below boiling point without letting it bubble furiously. An old saying 'a stew boiled is a stew spoiled' sums it up very well! It is normally used as a means of cooking meat or fruit. In the case of meat, at least an hour is required after the liquid comes to the boil. Root vegetables are normally included in a meat stew, but the softer ones, such as potatoes must be added part way through the cooking to avoid overcooking them and reducing them to pulp. Meat stews need the addition of stock cubes, and there is also a wide range of powdered sauce mixes which, as previously mentioned, can make a great difference. Sugar has to be added to all stewed fruit. For any stew, long simmering times require good fire management.
Frying - Cooking over heat with a film of fat covering the bottom of the pan. This is often assumed to be the most common method of cooking at camp: in fact it is the most difficult cooking method to do well. The main problem is maintaining a moderate heat source over a large enough cooking area to allow more than two or three people to be served together. A fire can provide a large enough cooking area, but it can be difficult to hold the critical temperature needed for more than a few minutes. Stoves have a flame that can be more readily controlled over a period of time, but burners are rarely large enough to cook in large quantities. Frying, and hence the use of fat, has had a bad press in recent years on health grounds, and is best used sparingly.
Stir-frying - has the advantage of cooking all of the ingredients - meat and vegetables - in the same pan at the same time. Therefore it has considerable potential for camp use as it reduces the space required over fires, takes less time compared to other methods, and it can be prepared and served together. Care will, however, need to be taken to perhaps start certain ingredients before others such as meat before vegetables as their overall cooking time is different.
Deep frying - Cooking the food by complete immersion in hot fat or oil is more difficult and can be dangerous in a camp situation, but can be
done. This method may be used for cooking food such as fish and vegetables coated in batter or breadcrumbs.
Baking - Cooking in an oven without covering and roasting or cooking in an oven with fat, are feasible in a camp oven constructed from a biscuit tin or similar metal box, encased in clay and fitted with a chimney (see below). This arrangement allows the heat from a fire burning in a trench underneath to completely surround the oven and give a very good result. No calibration is possible, however, and cooking times must be determined by trial and error! Baking can be used for most foods from pastry and bread to meat and vegetables. Potatoes can be baked by wrapping them in foil and placing them in the glowing embers which are left after the flames have died down in a fire. Roasting is used for meat and vegetables.
Pot-roasting - Is a method of roasting a joint of meat, without an oven. An ideal container is a large billie, having a capacity of seven to eight litres and a diameter of about 20 cm. Hard root vegetables such as turnips, swedes, parsnips are cut into large pieces (onions are best left whole), packed tightly into the bottom of the billie to a depth of about IO cm, and just covered with water. The meat is then placed on top of the vegetables, standing clear of the liquid. The billie is brought to the boil and simmered with a lid on until the meat is tender - this normally takes about half an hour per pound, depending on the cut. The billie must be checked regularly during cooking to make sure it does not boil dry.
Grilling - Cooking over or under a direct fierce heat. This method is appropriate for thin cuts of meat, fish, poultry or game, a few vegetables such as mushrooms, and tomatoes and bread (for toast). This is a relatively quick method of cooking which should not be left unattended and, indeed, food often needs 'turning' during cooking. A 'barbecue' works on this principle.
Poaching - Cooking food in simmering water. The water is boiled and then kept simmering at just below boiling point. This method is suitable for eggs and fish. Eggs can be done individually by breaking them onto a plate or saucer and then sliding them into the simmering water. With the help of two spoons cover the yolks with the white of the eggs. The pan should then be covered and the eggs allowed to cook for five or six minutes. For fish, cover with lightly salted water and leave to simmer until it flakes easily when tested with a fork, allowing about 10 minutes for 500g of fish.
Steaming - Cooking in the steam resulting from boiling water. This can be used for fish, poultry, vegetables or puddings. Steaming can be done by one of two methods: firstly by placing a small amount of water in a saucepan and by keeping it 'on the boil', and with a tightly fitting lid, the resulting steam cooks the food or, secondly, by using a specifically designed 'steamer'. The timing varies considerably depending upon what is being cooked, for example, fillets or thin cuts of fish will take about 10- 1 5 minutes, a whole chicken, three to four hours, vegetables about five minutes longer than boiling them and puddings, take between two and three hours. For both methods, you need to check that they don't 'boil dry'.
Braising - Cooking in an oven in a tightly closed container. This method, like pot-roasting, is a slow method and therefore requires more planning. It can be used for meat (smaller cuts of meat rather than a joint), fish, poultry, game and vegetables.
page 4 of 8
Measuring quantities
We take measuring ingredients at home for granted as we have the equipment that will do the job! However, at camp, we may be limited in what equipment is available. Here are a few hints on what can be used: 25g (I oz.) flour, cocoa, custard powder = a well-heaped tablespoon.
25g (1 oz.) sugar, rice, butter, fat = a level tablespoon.
250ml (half a pint) liquid = a normal camp mug full.
It is also possible to use a 'camp mug' for measuring all sorts of things. For example, when lightly filled, it will hold the following approximate weights:
125g (5 oz.) flour
200g (8 oz.) sugar
100g (4 oz.) grated cheese
175g (7 oz.) rice
150g (6 oz.) dried fruit
Wherever possible, of course, ingredients can be prepared or weighed at home before leaving for camp, or other containers can be checked for how much they hold.
Tricks of the trade
- Always wash your hands before handling food;
- Keep the insides of cooking utensils scrupulously clean;
- If you use frozen food, ensure that it is completely thawed before use;
- If frying on a wood fire, use I a covered frying pan, or splatter guard;
- If you are using a portable stove, make sure that you have enough fuel before you start cooking;
- If you are using a wood fire, ensure that the grid will take the weight of the utensils safely;
- If you are using a wood fire, make sure that you light it in plenty of time - it's not like switching on an oven!
- The best cooking fires are not only smokeless but also virtually flameless. A good bed of hot ashes gives a constant heat - and constant heat is a secret of good cooking.
- If you are using a wood fire, coat the outside of cooking utensils with detergent before using - it makes them much easier to clean afterwards;
- Keep a container of hot water on the fire or stove whenever you are working in the camp kitchen - you will always have an instant supply for washing-up water and cups of tea;
- Always stoke up the fire under the washing-up water before you sit down to eat;
- Do not attempt to lift heavy containers of boiling water - to transfer water, use a jug or ladle to avoid scalds;
- Handles of cooking utensils can become very hot - use oven gloves or pads to avoid burns;
- Serve your food in an attractive and appetising way, even something which tastes 'perfect' can be off-putting if not presented well;
- Keep the kitchen area tidy if you want to be able to find everything when you want it;
- Burn or bin food scraps immediately after every meal;
- When removed, lids of cooking utensils should always be put down rim uppermost;
- Serving spoons, ladles and other implements should be put on a plate - never on the ground;
- Finally, remember, 'too many cooks spoil the broth'!
Further information and resources
Talk with other Leaders who have experience of catering (menus, quantities, techniques and so on) in camp situations. Perhaps there is a Quartermaster who can give you some hints and tips on what equipment is currently available and on its use.
There are various books available:
Nights Away , a comprehensive guide for adults to camping, holidays, expeditions, and sleepovers includes a Chapter on Catering. It provides you with sample menus, explains how to set up a kitchen, and tells you all you need to know about hygiene, storage, estimating quantities, cooking methods, and waste disposal.
The Scout Matrix also includes a section on firelighting and cooking in the Activities and Skills chapter.
Back to Basics (available from the Information Centre at Gilwell Park) covers various aspects of cooking at camp; Fire Lighting in this series outlines the different types of fire that can be used for cooking; conventional cooking books will obviously offer many suggestions for different types and sizes of meals. Camping shops and other equipment suppliers may also have a selection of publications which give ideas specifically for camp menus.
Have a look at the activity badge requirements for Camp Cook, and Chef, and the Outdoor, Outdoor Plus, and Expedition Challenges (in "Troop Essentials" to see how cooking skills can be included in the Troop's balanced programme.
TEACH YOURSELF
Time
This will vary depending upon what you choose to cook and how many of the cooking techniques are chosen to practise at any one time. However, as a guide, it is probably not practical to undertake a meal including several techniques in less than two or three hours. Individual techniques may take anything from five minutes to three hours!
Equipment
Wood supply and/or portable stove, cooking utensils, cleaning materials, clock or timer and food as per your choice of meal(s).
Learning all about it
Details of the techniques used for cooking are contained in the Information Sheet and you will need to have read this before proceeding. There is really only one method to learn about basic cooking techniques and that is, of course, to do it! This could be done all in one go, but is probably best done over a series of evenings or sessions to benefit from being able to properly sample the results! If there is an opportunity to practise in a camp situation, this is better still.
Cooking techniques that might be covered include:
| stir-frying | baking |
|---|---|
| pot-roasting | grilling |
Decide on whether you are going to prepare a series of complete meals or just individual dishes.
page 6 of 8
Plan your menu and check that by cooking them all you will have covered all the different cooking techniques that you want to try out. It is possible to design a meal which allows for the different foods to be prepared by each of the techniques, for example boiling (green vegetables), stewing (meat casserole), frying (mushrooms), roasting (potatoes) and so on. But be warned, this may not result in the most economical or 'well timed' meal!
If your experience of these cooking techniques is limited, try them out at home or at a Scout Headquarters first, before over a fire or at a camp where hungry mouths are anxiously awaiting the results!
Offer to work alongside and help out an experienced caterer at a camp or event. There is no better way of finding out about the shortcuts and pitfalls of preparing food.
Taking an egg, tomato or a potato, use as many of the cooking techniques as possible for each or all of these items.
When you feel happy about the different techniques and when they should be used, try them out using different types of fire or stove and decide on the best type of heat source to use for each technique.
Can I do it?
When you feel confident about basic cooking and the various techniques, check how you are doing and see which of the following you can tick off:
Can I list the advantages and disadvantages of wood fires and portable (pressure/gas) stoves?
Can I describe the different cooking techniques used for specific types of food?
Which of the following cooking techniques can I demonstrate?
Boiling
Stewing
Frying
stir-frying
baking
roasting
pot-roasting
grilling
poaching
steaming
braising
So you want more?
Have a go at making and constructing different types of wood fires and cooking a variety of foods on them. Which were the most successful and why?
Try cooking without utensils, that is, cooking with aluminium foil and backwoods cookIng.
Investigate and try out menus for expedition cooking. These are usually lightweight to carry, but high in calories or energy.
HOW TO TRAIN OTHERS
This section is designed to give some practical ideas about how you can help other people to learn about basic cooking. They might be Leaders or Scouts - either in an informal way on a Troop night or more formally on a skills workshop, training course or something similar.
Objectives
By the end of this session, participants will be able to:
I. State the advantages and disadvantages of wood fires and portable stoves;
II. Select the best cooking method for a particular type of given food;
III. Demonstrate six of the following different cooking techniques:
Time
This will depend upon what activities are chosen and how many cooking techniques the participants undertake. However, as a guide, it is probably not practical to undertake a meal including several techniques in less than two or three hours. Individual techniques may take anything from five minutes to three hours!
Equipment
Wood supply and/or portable stove, cooking utensils, cleaning materials, clock or timer, food as per choice of meal(s) and any other items specified for the training activities.
Training method
For participants to learn about the different cooking techniques that are available to them, the only real method is for them to have a go! It may be useful for there to be some demonstration for the more unusual techniques and if participants are working in small groups, try to ensure that there is one member of the group who has some experience. An ideal place for participants to practice would be in a camp situation. However, for a first attempt, a Scout Headquarters, Troop room, or any other facilities with a kitchen may be more helpful.
You could use the following method, devise your own, or alternatively use the training activities without any prior information being given, depending of course upon the experience of the participants.
With participants in small groups, give them some means of cooking the food (a gas or pressure stove, materials for making a fire or access to a cooker), a menu, some food, a clock or timer, and ask them to prepare the meal for a given time. They will need to plan what needs to be done, share out the work and manage their time. Depending upon the experience in the group, you may like to give them a cookbook which outlines the cooking techniques or copy the details from the Information Sheet in this pack.
One or more of the following training activities might then be undertaken to reinforce the learning or to check the participants understanding of basic cooking.
Training activities
Circuit cooking - Set up a series of bases which requires the participants to visit the bases and undertake a task such as boiling an egg, poaching a kipper and so on. These tasks can be as simple or as elaborate as you like. Alternatively, this principle could be used to demonstrate basic cooking techniques before participants have a go.
Cooking competition - Arrange a competition for small groups of participants (or Patrols) who have to plan and prepare a menu in competition against other groups. The choice of menu and food can be left to the groups, or food and techniques can be specified.
Menu planning - With participants working as individuals or in pairs, ask them to plan a balanced menu for a camp or event. The results should then be discussed and justified with another individual or pair.
page 8 of 8
Camp ovens - With participants in small groups, supply them with the necessary materials and ask them to build a camp oven and use it.
International cooking - Ask each group of participants to try out a menu or meal from another country and link it with an international evening. This again, could be the choice of the group or be specified to ensure a balance of different menus.
'Cooks challenge' - With participants in pairs, give each pair eggs, tomatoes, or potatoes and challenge them to prepare them using as many different cooking techniques as possible.
Pancake party - With participants in small groups, give each group 2 eggs, 100g plain flour, 250ml milk, pinch of salt, lard or fat for frying, spoon and spatula, frying pan, a pressure or gas stove (or other source of heat), and anything else you wish to add for variations.
Challenge participants to: make coloured pancakes, hold a pancake race (perhaps over an obstacle course), make the largest pancake (not the thickest!), or hold a pancake tossing competition.
Checking their progress
Ask participants if they can answer the following questions:
1) Can I explain the advantages and disadvantages of wood fires and portable stoves?
2) Can I select the best cooking method for a particular type of food?
3) Can I show how to do six of the following different cooking techniques?
So they want to know more?
Build different types of wood fires and try out different cooking techniques. Which are the most successful?
Investigate more 'elaborate methods and techniques of cooking. Try them out by planning and preparing a three course meal for guests.
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COVID 19 School arrangements for Behaviour Annex 1
Additional school rules:
- Wash your hands regularly
- Try your best to stay apart from others
- Stay inside your class 'bubble' all day - especially at break and lunchtime
- Tell an adult if you feel unwell
- Catch it, kill it, bin it!
- Come to school and leave only using the gates you have been shown and follow the oneway system
- Do not bring things in from home or take things home with you from school
- Follow our Golden Rules well
1. Context
From 20 th March 2020, parents were asked to keep their children at home, wherever possible, and for schools to remain open only for those children of workers critical to the COVID-19 response - who absolutely need to attend.
Schools and all childcare providers were asked to provide care for a limited number of children - children who are vulnerable, and children whose parents are critical to the COVID-19 response and cannot be safely cared for at home.
This addendum of the Temple Grafton C of E Primary School Behaviour policy contains details of our individual arrangements in the following areas:
Context
Vulnerable children
SEND children
Challenging behaviour
Pupil conduct and wellbeing
Changes to school rules and routines
Online safe behaviour in schools
Online safe behaviour at home
Staff conduct and wellbeing
Parent conduct and wellbeing
Context
At Temple Grafton C of E Primary School, we aim to maintain a secure, caring and stimulating environment in which children are encouraged to have respect for themselves and each other. Whilst expectations in the current Behaviour Policy remain pertinent and are to be still reinforced. It is necessary, in light of the Covid-19 pandemic, to make some adjustments for the safety of all pupils and staff.
These adjustments are set out below:
Vulnerable Children
A proportion of vulnerable children are currently in school daily. The routine for these children has been devised based on their needs and will continue as school opens to a wider number of children. Certain vulnerable children are currently at home. Some of these children are at home as their parents do not feel it is a safe time to return to school. All pupils are risk assessed and assessed as safe in the school or home environment. DSL calls are made to any vulnerable children at home weekly.
SEND children
As above some SEND pupils are currently in school daily. Individual work packs are being produced and sent home for certain SEND children that are at home and that cannot access the usual home learning tasks. Children within school are grouped with known staff and supported by appropriate adult ratios to individual needs.
Challenging Behaviour
Reasonable adjustments will be made for children with more challenging behaviour and a risk assessment will be completed. These will be age dependent. This will be discussed with the parents before returning to school. See stepped approach at the end of this document.
Pupil Conduct and Wellbeing
The school's usual behaviour rules for pupils are still relevant in the new school scenario, however, there are additional rules and routines pupils must now be aware of and follow. These will be shared regularly with the children. Any pupil unable to follow the school's current and amended rules may be unable to attend the school setting. During this time in school, staff are not expected to use TeamTeach techniques and should ask for advice from the Heads of School if a difficult situation arises.
Pupil wellbeing is paramount during their time in school. Children will be anxious over having missed school and their friends, ongoing news about the virus, bereavements and more. All children will be in small groups and have two adults to safeguard them during their time in school. Part of the children's curriculum will be PSHE to discuss their worries and concerns. A DSL and Deputy will also be onsite daily to act on any concerns causing alarm.
If a child feels unwell, have been sick or they think they have a temperature, they will be reminded to tell an adult quickly.
The children will be reminded regularly not to bring things in from home or take things home with them from school. This includes reading books, pens and pencils. The only things that can come into school and go home are their lunch boxes and water bottles.
The school references the following government document in its plans for wellbeing of all. https://www.gov.uk/guidance/supporting-pupils-wellbeing#staying-in-contact-with-and-identifying-staffwho-need-additional-support
Changes to School Rules and Routines
Arrivals, Departures and Moving round the school
Children will enter school through their designated entrance.
At their designated home time, children will leave the building from their designated exit. They will leave with the class teacher who will release them to their parents who will be waiting outside the perimeter fence again keeping their distance.
Movement around the school will be limited. When the children leave their classroom to go outside for breaks or outdoor learning, they will ensure they maintain their distance from peers and adults. Children will follow an adult from their classroom on their designated route.
Handwashing and Hygiene
Children will be expected to follow all handwashing and hygiene routines while in school. Children will wash hands/use antibacterial gel as entering school, before and after eating and at regular intervals during the day.
We ask children to follow the catch it, bin it, kill it, mantra when in school, if they need to cough or sneeze, they should use a tissue or crook of their arm. Children will be reminded not to touch their face, mouth, nose or eyes while at school.
Social Distancing
Children who are old enough, will be expected to socially distance from their peers and adults in school and on the playground/bank at all times. Older children will have their own table spaced as far apart as possible. When children enter their classroom, they will be expected to go straight to their table and nowhere else in the room. Children will put their hand up if they need an adult's support, they will not get out of their seats without asking.
We understand socially distancing may be more difficult for younger children; they will be encouraged, wherever possible, to keep a distance from peers and adults, however, we understand this may not always be possible. In this situation staff will ensure that contact will be minimized and that direct physical contact is discouraged.
Toilets
No more than 2 children from the same bubble will use the toilets one at a time and where possible be supervised by an adult talong the corridors. When a child has finished in the toilet, they must wash their hands.
Break and Lunch times
Children will have a designated place to play during break times. Children will be expected to remain socially distant from both peers and adults during break times. Children must stay on the zones in sight at all times.
Lunch will be eaten outdoors when the weather permits or in their classrooms. Children will eat at their table or in their own space. Children will have packed lunches they have brought in or had provided through school.
Online Safe Behaviour in School
The school's current acceptable use policy and online safety policy is still in place. Reminders have been sent to all parents about Warwickshire welearn365.com safety along with our online safety rules.
Online Safe Behaviour at Home
Resources about keeping children safe online have been shared with parents. The school staff set work through the school TEAMS website. Staff are not interacting with children in any 'live' lessons. If interacting with other children or staff online, children (and staff) should always be kind and respectful to each other and respectful and obedient to staff, remembering at all times that that staff are not 'friends' with, or peers to, pupils. Any inappropriate comments to staff online, via email, or any other platform will be taken very seriously. This is also the case of for any online bullying towards other pupils or peer-on-peer abuse that is disclosed to the school during this time.
Staff Conduct and Wellbeing
The school's usual staff code of conduct is still relevant in the new school scenario. Staff are working in a new way, following new guidelines and their mental wellbeing is paramount. Staff have been consulted over the school's risk assessment and allowed to voice concerns over returning. The school's opening plan has taken into consideration staff viewpoints and union guidance. Staff will always work in pairs within groups to ensure they are supported by another and are able to take their break. Staff can access mental health resources if needed here: https://www.gov.uk/guidance/supporting-pupils-wellbeing#staying-incontact-with-and-identifying-staff-who-need-additional-support
Staff must adhere to the 2 metre social distancing rules in place and remind children of these where needed, for their and the children's safety. It does state in Government guidance that children might not be able to maintain 2 metre distancing and where this is not always possible, staff will ensure that contact is minimised. Staff must take care to make sure that children follow this with regards to themselves, with gentle reminders. There may be times when children go to staff upset and need to be comforted in an age appropriate way. Communal areas such as staff toilets and the staffroom must be used by a limited number of staff at any one time.
Staff must continue to adhere to the Government guidelines about social distancing outside of school, in order to protect themselves and other members of the school community.
Parent Conduct and Wellbeing
Parents have been updated throughout the period of school closure. Teachers support parents in the following ways:
- Weekly class chats via TEAMS. Each time class chats are organised the following safeguarding requirements are stressed to children and parents
Please make sure you follow the safeguarding guidelines:
There must be an adult physically present in the room with your child during the session.
All participants' should be appropriately dressed.
All participants should be in an appropriate location when joining the meetings (i.e. not bedrooms or bathrooms
- Regular updates on their class TEAMS website,
- Regular emails to parents from staff emails
- Regular emails to parent mail accounts from the headteacher informing them of the latest Government advice/guidance and school's planning.
- Regular updates on the school closed Facebook page.
Parents of pupils who have returned/are returning to school have received clear guidance on the expectation upon them. Parents will be given a specific drop off and collection time and be advised about social distancing at these times. Parents are aware that they are NOT allowed into school at this time.
Parents are able to communicate with staff via the school office email and receive quick responses to queries.
Should a child refuse to follow these routines and is not adhering to the behaviour policy, then parents will need to work with the school to find the best solution to ensure the safety of their child and that of other children and staff.
As a last result, the school may use fixed term exclusions where a child is persistently breaking these rules.
Stepped approach to behaviour:
*These will all be age dependent.
| | | Behaviour | | Support offered – one or more of | Recording |
|---|---|---|---|---|---|
| Step 1 – Low | Accidental Ignoring of instructions: e.g. • not washing hands, • breaking social distancing rules, • leaving bubble at break and lunchtimes, • not putting tissues in the correct place, • bringing things in from home other than lunchbox or water bottle, • not telling an adult if they are feeling unwell • walking in the wrong place. | | Verbal reminder given to follow the additional rules in the first instance. 5 step approach set up | | |
| Step 2- Medium | Deliberate refusal to follow instructions and/ or verbal confrontation • refusing to wash hands, • breaking social distancing rules, • leaving bubble at break and lunchtimes, • not putting tissues in the correct place, • bringing things in from home other than lunchbox or water bottle, • walking in the wrong place. In addition: • threatening to spit at or bite another child or adult in school. | | Phone call to parents - provide them with additional materials to talk about additional COVID19 safety Action plan with Parent, Pupil, Teacher - Behaviour Action Plan (BAP) Discussion with SENCO 5 step approach | | |
| Step 3- High | Very serious challenge to authority Repeatedly: • refusing to wash hands, • breaking social distancing rules, • leaving bubble at break and lunchtimes, • not putting tissues in the correct place, • bringing things in from home other than lunchbox or water bottle, • walking in the wrong place. In addition: • spitting and biting another child or adult in school on purpose | | Talk to Head of School Discussion with SENCO External support Meeting with parent (socially distanced or via telephone. | | | | <urn:uuid:718aabca-d6a0-49c1-b5e3-c432d686211b> | CC-MAIN-2021-04 | https://www.tgschool.co.uk/_site/data/files/policies/FA220CEF00F62F0F2AE9F29ADE39D7EA.pdf | 2021-01-16T09:10:54+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00380.warc.gz | 1,033,116,611 | 2,684 | eng_Latn | eng_Latn | 0.999201 | eng_Latn | 0.999316 | [
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Finding Aid to The HistoryMakers ® Video Oral History with Charles Stewart, III
Overview of the Collection
Repository:
The HistoryMakers®1900 S. Michigan Avenue Chicago, Illinois 60616 firstname.lastname@example.org www.thehistorymakers.com
Creator:
Stewart, Charles Vernon, 1910-2006
Title:
The HistoryMakers® Video Oral History Interview with Charles Stewart, III,
Dates:
December 13, 2004
Bulk Dates:
2004
Physical
Description:
5 Betacame SP videocasettes (2:06:20).
Abstract:
Labor activist Charles Stewart, III (1910 - 2006 ) and associates formed the first African American electrical workers' union in the United States, with a charter that permitted African Americans to legally practice as electricians and legally stopped white electricians from destroying African American electricians’ work. Later, Stewart was instrumental in the desegregation of the International Brotherhood of Electrical Workers Local Union 134. Stewart was interviewed by The HistoryMakers® on December 13, 2004, in Chicago, Illinois. This collection is comprised of the original video footage of the interview.
Identification:
A2004_256
Language:
The interview and records are in English.
Biographical Note by The HistoryMakers®
Electrician and organizer Charles Vernon Stewart was born August 7, 1910, in Tuscaloosa, Alabama. Raised in Omaha, Nebraska, and Chicago, Illinois, Stewart attended Dore Elementary School, Phillips High School and was the first African American admitted into Greer College, a trade school for electricians. Determined to succeed, Stewart, at eleven years of age, alongside his stepfather, Sam Taylor, formed an underground educational effort to learn the trade of electricians, a trade that blacks were not allowed to practice. Stewart and Taylor had a Greek friend who helped them by ordering electrical home study magazines for them because the publishers refused to mail copies to blacks. The group successfully completed each test they took and soon began working alongside other black electricians in Chicago. In 1922, Stewart helped his stepfather establish Taylor Electric Company, and in 1927, he graduated from Greer College.
In 1929, black electricians in Illinois were not allowed to join the International Brotherhood of Electrical Workers Local Union 134. Competing white electricians often vandalized Stewart's and other black electricians' electrical jobs at night, forcing them to redo their work at their own expense. As a result, Stewart helped organize twenty other black electricians, and together they persuaded U.S. Congressman Oscar DePriest and a black state senator to grant them a charter that permitted them to legally practice as electricians, contract for electrical jobs, and legally stopped white electricians from destroying black electricians' work. Stewart and his associates formed the first black electrical union in the United States. In 1943, the government forced the Local Union 134 to desegregate by making three percent of their members black. Stewart and his stepfather were among those who left the black union (primarily because the black union was not allowed to bid on major electrical contracts) to desegregate Local Union 134.
Stewart was hired by Berry Electric in 1942 and soon became the first black foreman for one of the largest electrical contractors in Chicago. Stewart built a racially integrated team of electricians capable of completing large jobs, such as the Jewell Grand Bazaar. Stewart also built the electrical source box for the River Oaks Shopping Mall in Calumet City, Illinois. Stewart, who retired from Berry Electric after thirty-seven years, remained a resident of Chicago's south side.
Charles Stewart passed away on February 13, 2006 at the age of ninety-five.
Scope and Content
This life oral history interview with Charles Stewart, III was conducted by Larry Crowe on December 13, 2004, in Chicago, Illinois, and was recorded on 5 Betacame SP videocasettes. Labor activist Charles Stewart, III (1910 - 2006 ) and associates formed the first African American electrical workers' union in the United States, with a charter that permitted African Americans to legally practice as electricians and legally stopped white electricians from destroying African
g y
pp y g
American electricians' work. Later, Stewart was instrumental in the desegregation of the International Brotherhood of Electrical Workers Local Union 134.
Restrictions
Restrictions on Access
Restrictions may be applied on a case-by-case basis at the discretion of The HistoryMakers®.
Restrictions on Use
All use of materials and use credits must be pre-approved by The HistoryMakers®. Appropriate credit must be given. Copyright is held by The HistoryMakers®.
Related Material
Information about the administrative functions involved in scheduling, researching, and producing the interview, as well as correspondence with the interview subject is stored electronically both on The HistoryMakers® server and in two databases maintained by The HistoryMakers®, though this information is not included in this finding aid.
Controlled Access Terms
This interview collection is indexed under the following controlled access subject terms.
Persons:
Stewart, Charles Vernon, 1910-2006
Crowe, Larry (Interviewer)
Stearns, Scott (Videographer)
Subjects:
African Americans--Interviews Stewart, Charles Vernon, 1910-2006--Interviews
African American labor leaders--Interviews
Labor unions--United States--Officials and employees--Interviews
Electricians--Illinois--Chicago--Interviews
Organizations:
HistoryMakers® (Video oral history collection)
The HistoryMakers® African American Video Oral History Collection
Occupations:
Labor Activist
HistoryMakers® Category:
CivicMakers
Administrative Information
Custodial History
Interview footage was recorded by The HistoryMakers®. All rights to the interview have been transferred to The HistoryMakers® by the interview subject through a signed interview release form. Signed interview release forms have been deposited with Jenner & Block, LLP, Chicago.
Preferred Citation
The HistoryMakers® Video Oral History Interview with Charles Stewart, III, December 13, 2004. The HistoryMakers® African American Video Oral History Collection, 1900 S. Michigan Avenue, Chicago, Illinois.
Processing Information
This interview collection was processed and encoded on 2/5/2020 by The HistoryMakers® staff. The finding aid was created adhering to the following standards: DACS, AACR2, and the Oral History Cataloging Manual (Matters 1995).
Other Finding Aid
A Microsoft Access contact database and a FileMaker Pro tracking database, both maintained by The HistoryMakers®, keep track of the administrative functions involved in scheduling, researching, and producing the interview.
Detailed Description of the Collection
Series I: Original Interview Footage
Video Oral History Interview with Charles Stewart, III, Section A2004_256_001_001, TRT: 0:29:20 2004/12/13
Charles Stewart, III was born on August 7, 1910 in Tuscaloosa, Alabama. His mother, Mary Annie Knox, was from Alabama and her mother, Molly, was the enslaved daughter of a cook on a plantation. Stewart's maternal grandmother was likely the daughter of the plantation owner. She was light enough to pass for white, learned to read and write, and grew up in the same household as her white sisters until she was thirteen. Stewart's father, Cleveland Stewart, was also from Alabama and had several brothers, three of whom moved to Omaha, Nebraska, where Stewart's parents moved to farm. Stewart had one sister, Iola Toler; their childhood was largely spent outdoors in Omaha. Stewart befriended Native
American children on a nearby reservation and loved to hunt. His parents divorced when he was six or seven years old and his mother moved to Chicago, Illinois. Stewart moved there in 1920, as a ten year old. His mother remarried an electrician, Sam Taylor, who took Stewart hunting and whom he remembers has a good father.
African American labor leaders--Interviews.
Labor unions--United States--Officials and employees-Interviews.
Electricians--Illinois--Chicago--Interviews.
Video Oral History Interview with Charles Stewart, III, Section A2004_256_001_002, TRT: 0:29:30 2004/12/13
Charles Stewart, III often hunted with his father in Omaha, Nebraska and with his stepfather near Chicago, Illinois. He witnessed the Omaha race riot of 1919 while living there. Stewart was raised Catholic and learned the violin and piano as a child. In 1920, he moved to Chicago, where he attended Dore Elementary School and Wendell Phillips Academy High School and took a number of jobs, including shoe shining, newspaper delivery, and electrical work. At Phillips, Stewart had an electrician teacher who occasionally gave him insight into the work. Stewart did not graduate from Phillips, but went to work as an electrician with his stepfather, who owned his own business, Taylor Electric. He studied electricity at Greer College in Chicago for two and a half years, until he was seventeen years old. At Greer, he was one of two black students, and he was helped by a teacher who had witnessed the race riot in Tulsa, Oklahoma. Stewart remembers electricity in the 1920s and organizing black electricians.
Video Oral History Interview with Charles Stewart, III, Section
A2004_256_001_003, TRT: 0:28:20 2004/12/13
Charles Stewart, III studied a set of electrician's books as a teen; although the advertisers refused to sell the books to his stepfather when they realized he was black, a local businessman purchased the books for them. Stewart studied the books astutely as a teen. After leaving Greer College in Chicago, Illinois and working with his stepfather, who owned Taylor Electric Company, Stewart
organized a group of fifty black electricians to try to integrate I.B.E.W. Local 134, the local electrical workers' union that was all-white at the time. White electrical workers often destroyed their black counterparts' work. When the black electricians began receiving work permits by which they served as apprentices for the union, it lessened the chance of destroyed work; in 1943, they gained full union status. Some of Stewart's electrical work included large projects in Chicago, namely Jewel-Osco Grand Bazaar, Goldblatts department store and for notorious gangsters Al Capone and Denny Cooney.
Video Oral History Interview with Charles Stewart, III, Section A2004_256_001_004, TRT: 0:30:10 2004/12/13
Charles Stewart, III worked as a foreman for Berry Electric Contract Company in the Chicago, Illinois area. As foreman, he supervised a number of white electricians, some of whom refused to work under him. Stewart maintained a team attitude, phrasing his orders as collaborative work rather than as orders. The contract company often took his side in instances of racist insubordination, moving and releasing electricians who did not want to work under him. Stewart did the electrical work for his sister's home in South Holland, Illinois. The home builders tried to prevent him from doing so, presumably on account of his race or union status, but Local 134 union representatives aided him in obtaining the necessary permissions. Stewart tried to help other black electricians enter Local 134. He reflects upon his life, describes his hopes and concerns for the black community and talks about his family, including his sister, Iola Toler, who was known for her work in desegregating schools in Chicago's south suburbs.
Video Oral History Interview with Charles Stewart, III, Section A2004_256_001_005, TRT: 0:09:00 2004/12/13
Charles Stewart, III's stepfather, Sam Taylor, started his own business, Taylor Electric Company, which was still open and performing electrical work at the time of the interview. Taylor's son, Rufus Taylor, took over the family business until his murder. Rufus Taylor's widow and children continued to run the business after his death, and Taylor Electric Company continued to do work for a number of places including senior citizen homes, shopping malls and fire departments. Stewart reflects upon his legacy and how he would like to be remembered. He offers advice to potential electricians and contractors and concludes the interview by narrating his photographs. | <urn:uuid:cfa74214-6ec7-436f-ac27-3bfe1d2e19b3> | CC-MAIN-2021-04 | https://www.thehistorymakers.org/sites/default/files/A2004_256_EAD.pdf | 2021-01-16T09:10:21+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00379.warc.gz | 1,039,058,894 | 2,635 | eng_Latn | eng_Latn | 0.972981 | eng_Latn | 0.994553 | [
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Yukon River Panel, Communications Committee Project CC-02-12
Yukon River Educational Exchange Program Final Report
Jason Hale
Yukon River Drainage Fisheries Association 725 Christensen Drive, Suite 3-B Anchorage, Alaska 99501
for:
Yukon River Panel
October 2012
A publication of the Yukon River Drainage Fisheries Association, funded by the Yukon River Panel, Project CC-02-12
The views expressed do not necessarily reflect the views the funding entity.
Study History: Starting in 1985 the United States (U.S.) and Canada engaged in negotiations to create a long-term agreement for the management of Chinook salmon and fall chum salmon spawning within the Canadian portion of the Yukon River drainage in the Yukon Territory. After 16 years of negotiations both countries came to a final agreement on how to share the salmon resource in March 2001. The Yukon River Salmon Agreement represents an international commitment to the restoration and conservation of salmon upon which Yukon River communities depend. Due to the nature of the Agreement, it is important for fishers and residents of the Yukon River drainage to understand its terms and regional and cultural differences; hence the creation of an educational exchange program. Project CC-02-12 represents the first half of the seventh Yukon River Educational Exchange Program, the first exchange having taken place in 2002. This year Yukoners visited Alaska; to complete the exchange Alaskans will need to visit the Yukon Territory.
Abstract: The purpose of the educational exchange was to provide an opportunity for diverse groups of people, involved in salmon fisheries along the Yukon River, to experience and share regional and cultural differences regarding fisheries issues, understand fisheries management techniques, and appreciate the various concerns of people that rely on Canadian-origin Chinook salmon and fall chum salmon. In the summer of 2012, five Yukoners from communities within the Canadian portion of the Yukon River drainage visited communities and fishing-related locations in the Alaskan portion of the drainage for a period of eight days. The trip was geared to foster and strengthen the ability of participants to think and act on a cooperative basis to improve conservation and restoration of the salmon resources, as outlined in the Yukon River Salmon Agreement. During the trip participants met with Elders, youth, fishing families, Tribal representatives, Yukon River Panel representatives, and fisheries managers.
Key Words: Alaska, Canada, Chinook, educational exchange, fall chum, fishers, headwater, salmon, United States, Yukon River, Yukon River Drainage Fisheries Association (YRDFA), Yukon River Panel, Yukon River Salmon Agreement, Yukon Territory
Citation:
J. Hale. 2012. Yukon River Educational Exchange Program. Yukon River Panel Project CC-0212 Final Report. Yukon River Panel, Whitehorse, Canada.
EXECUTIVE SUMMARY
An Educational Exchange Program was initiated to enable members of communities along the Yukon River, both in Alaska and the Yukon Territory, to understand drainage-wide needs and concerns for use of Canadian-origin Chinook salmon and fall chum salmon. The program was conducted with the ultimate purpose of furthering communication, transferring knowledge, and transforming perceptions of divergent groups to foster an increased appreciation for the perspectives and needs of other people in the Yukon River drainage. This program was initiated in 2002; this report documents the first half of the seventh undertaking of the program. Yukoners visited Alaska in 2012; to compete the cycle Alaskans need to visit the Yukon Territory.
Differing socio-economic and cultural needs makes cooperative management and stewardship among fishers along the 2,300 mile Yukon River challenging. The educational exchange program helps to bridge differences among upriver and downriver fishers and increase understanding and support for stewardship of wild Yukon River salmon stocks.
The objectives for the Educational Exchange Program are to:
2. Build cross-border understanding and cooperation among Yukon River drainage individuals and communities.
1. Plan and execute a trip bringing 5 Alaskans with strong ties to Yukon River fisheries to representative fishing spots in Canada to gain and share knowledge, both during and after the trip.
In June 2012, five fishers and community leaders from communities in the Canadian portion of the Yukon River drainage spent eight days traveling to communities in Alaska—Fairbanks, St. Mary's, Pilot Station (sonar project), Galena, Koyukuk, Nulato, and Kaltag. Participants were exposed to all aspects of the Chinook salmon fishery in those regions. They also met with Yukon River Panel representatives and discussed the important role the Panel plays in U.S./Canadian relations and international fisheries management, and they met with U.S. fisheries managers to learn about the different management regime across the border.
Participants learned and shared information about different cultures, fishing practices, and the importance of salmon in different areas in the Yukon drainage, and they gained knowledge about fisheries management. The trip fostered personal relationships by bringing together fishers and community leaders from different parts of the river to spend time learning about each other. All of these experiences emphasized the importance of communication between all salmon resource users along Yukon River.
INTRODUCTION
An educational exchange is a powerful, intensive approach to transferring knowledge and transforming perceptions. Participants have the opportunity to witness, question, and interact with the subject matter first hand, which can foster much deeper understanding than other forms of communication typically provide. As such, the Yukon River Educational Exchange Program is a sound way for fishers and other fisheries stakeholders from the U.S. and Canada to come together to learn about the international agreement, to appreciate the different salmon resource users, and to increase awareness of fishery-related issues.
U.S. and Canadian users of the salmon resource are participants in a world of interdependence. Understanding differences in culture, lifestyle, and opinion proves to strengthen one's ability to think and act on a cooperative basis. Therefore, a key priority of this project is to enhance contact between upriver and downriver fishers, as one becomes the exchange participant and the other the host community member.
Participants in the Yukon River Educational Exchange are challenged to learn by pursuing issues of interest and concern, to research through observation and personal experience, and to document their experience for further transfer of knowledge with their home communities. The exchange also takes advantage of the participants' differences in age, motivation, cultural background, and past fisheries experience. The most effective exchange experience requires participants be immersed in the host community to develop and nurture a holistic and mutual view of life on the Yukon River.
STUDY AREA
During the trip into Alaska, the areas visited Fairbanks, St. Mary's, Pilot Station (sonar project), Galena, Koyukuk, Nulato, and Kaltag. Host communities were chosen based on location within the drainage and the ability of each community to give a specific "picture" of that portion of the drainage in terms of culture, fishing practices, and management projects/presence.
OBJECTIVES
1. Plan and execute a trip bringing 5 Alaskans with strong ties to Yukon River fisheries to representative fishing spots in Canada to gain and share knowledge, both during and after the trip.
2. Build cross-border understanding and cooperation among Yukon River drainage individuals and communities.
METHODS
The Educational Exchange is a logistical challenge that requires months of planning prior to execution. Key tasks include identifying appropriate destinations and timeframes, selecting suitable candidates, and coordinating tours and travel arrangements in remote locations.
The specific procedures followed in organizing the 2012 exchange were:
1. Solicit input from Alaskan fisheries leaders and management agencies regarding the itinerary of the exchange and review suggestions made by past participants.
The planning process for the educational exchange began in March 2012. The previous year's exchange was reviewed and evaluated. YRDFA worked with Yukon River Panel members, ADF&G, USFWS, and contacts from previous exchanges to develop the trip.
2. Identify and contact communities, Tribes, and organizations that can assist with program goals and outcomes.
Fisheries leaders in host communities were contacted to discuss logistics and ensure local people would be able to assist with the visit. Panel members, past educational exchange participants, YRDFA contacts and board members, and agency personnel were also valuable contacts.
3. Develop a process for selection of participants.
A standard application form was developed by the Communications Committee in 2006. This form was reassessed and adopted for the 2012 exchange (see Appendix A). Because a major key to the success of this program is selection of appropriate candidates, it was decided that applicants would be hand-picked for their level of involvement and stature in their communities. Geographic diversity would also be considered. Candidates were selected by the project coordinator, who has coordinated this trip for 6 years, travels extensively to fisheries events across the drainage, and serves on the Yukon River Panel's Communications Committee. Final selections would be vetted by other members of the Communications Committee for suitability.
4. Recruit and select participants from throughout the Canadian portion of the Yukon River drainage.
Recommendations for suitable candidates were solicited from Panel members, others involved in the Panel process, and other groups engaged in fisheries work in Canada, and those candidates were contacted. Emphasis was placed on recruiting active fishers; people serving in advisory capacities to fisheries issues in the non-profit, public, and private sectors; and individuals with the capacity to effectively spread knowledge to their communities and regions. Any of these people who expressed interest and availability was sent an application.
Once applications were received, they were reviewed to ensure suitability. Once selected, participants were officially notified and asked to confirm their ability to participate in the exchange (see Appendix B). Everyone did confirm their interest and intention of joining the trip.
Participants included Roberta Joseph from Dawson, representing Tr'ondëk Hwëch'in First Nation; Emmie Fairclough from Whitehorse, representing the Yukon Salmon SubCommittee and Ta'an Kwäch'än Council; Tod Smarch from Teslin, representing Teslin Tlingit Council; Dennis Zimmermann from Whitehorse, executive director of the Yukon Salmon Sub-Committee; and Stan Njootli, Sr. from Old Crow, who was involved with negotiations of the Yukon River Salmon Agreement, has served on the Yukon Salmon Sub-Committee, and was representing Vuntut Gwitchin First Nation. Each person brought a passion for Yukon River salmon, a strong sense of curiosity, an adventurous spirit, and a wealth of knowledge.
5. Coordinate all travel, lodging, dining, meeting, touring, and other arrangement for the trip.
YRDFA staff spent several weeks contacting fisheries leaders, Tribes, agencies, and other groups to organize daily events. Staff followed an approach that has worked well in the past: begin with an orientation of the greater fishery, then go to a number of communities and visit with Elders and fishers, tour the community, boat on the local river, stop by fish camps, participate in local activities, and break bread with as many people as possible. Once the activities were in place, staff booked air travel, rental vehicles, and hotel rooms/lodging, hired cooks as needed, processed checks for guides, per diem, and petty cash, and purchased travel supplies—sunscreen, restocking materials for first aid kit, and snacks.
This year, YRDFA staff coordinated the trip, but hired a subcontractor to co-guide it due to staff availability. Paige Drobney was sought out eight months before the trip, and contracted as soon as the project was approved. Paige has successfully coordinated science and education projects in the middle river for a number of years, and she knows that region and its people well. Jill Klein, YRDFA's executive director, joined the exchange while it toured the lower river, as Paige was less familiar with that region.
6. Provide orientation information prior to the exchange to prepare participants for their visit, to alleviate concerns and to clarify expectations and requirements of the program.
All participants were sent an itinerary, emergency contact information, and packing list, along with a participant agreement form, medical information form, and media release form (see Appendix C). Phone conversations and emails ensued to address any additional questions and concerns. The primary trip guide conducted an orientation the first travel day. Participants were given informational packets/folders containing host community profile information, suggestions for sharing information, a Yukon River Salmon Agreement briefing sheet, and a copy of the Yukon River Salmon Agreement Handbook (see Appendix D). Additional meetings were held each morning and evening to ensure understanding and agreement with each day's agenda.
7. Carry out the educational exchange trip, bringing representatives from Alaska to significant fishing areas in the Canadian portion of the Yukon River drainage.
Five participants from Canada visited Fairbanks, St. Mary's, Pilot Station (sonar project), Galena, Koyukuk, Nulato, and Kaltag from June 22-29, 2012. The time period was selected based on predicted run strength for Chinook salmon in that region. Participants learned and shared knowledge through interactions with numerous people in each community and site visited.
8. Share information learned with participants' home communities in Canada.
Participants were inspired and energized by what they saw and learned during the exchange, and they shared this newfound knowledge when they returned home. In addition to speaking with friends, colleagues, and neighbors, nearly all participants serve on fisheries boards or work in fisheries management, and they indicated that they would use their newfound knowledge in those forums. Since the exchange several participants have given presentations at fisheries-related meetings in the Yukon Territory and/or referenced what they learned, informing others and further spreading understanding.
9. Evaluate the 2012 program by soliciting feedback from participants.
All participants completed a 13-question feedback/evaluation (see Appendix E). In addition, all participants gave detailed verbal feedback during a debriefing meeting at the end of the trip. On the whole, participants described the trip as excellent (4 participants) or good (1 participant). Discussions revealed that everyone took away a greatly enhanced understanding of salmon fisheries in the Alaskan portion of the drainage and the different perspectives of user groups along the river.
RESULTS
Travel Details
Friday, June 22
The plane from Canada was 90 minutes late into Fairbanks. One participant, Stan Njootli, Sr., came by boat and car, and he met the guide on time at the airport. Once everyone was accounted for, the group headed over to Interior Fish to meet with Virgil Umphenour, an advisor to the U.S. section of the Yukon River Panel who was involved in the negotiations of the Yukon River Salmon Agreement. Virgil was as lively as ever and fed the group well. Afterward, they checked into the hotel and headed to dinner where we did more in depth introductions and the pre-trip orientation.
Saturday, June 23
The group headed to St Mary's where they met YRDFA executive director Jill Klein and were picked up by their local guide, YRDFA co-chair Bill Alstrom. He got the group situated into rooms, provided a quick tour around town, and then the group piled into boats and headed for the Pilot Station sonar. At the sonar, we had great conversations with the crew about how the whole assessment project works, then they had dinner with fisheries managers from ADF&G and USFWS— Steve Hayes and Fred Bue. This was great to have this face time with them, as they could talk more candidly about the run and what the group would likely be seeing while on the trip. The group headed back to St. Mary's where they talked with Bill about the plans for the next day. He informed them that because it was Sunday, nothing would happen until about noon because of church.
Sunday, June 24
Over breakfast at the hotel the group had a great discussion about various fish subjects. They headed over to Bill's around 10:30 to try to get things moving. By noon, they boated to Eric Weingarth's camp for lunch. The weather was rainy and windy, which made for a really bumpy boat ride. After lunch with Eric, the went to local commercial processor Borealis and toured the plant with Randy, then sat in his house talking with him, and later boated back to St. Mary's. They headed back to the rooms to get ready for a potlatch. The potlatch was fairly small due to a memorial potlatch going on at the same time, but then the extraordinarily talented local drummers and dancers came to perform. They danced, drummed and sang for nearly four hours! This was the highlight of the trip for most of the participants. Before bed the group discussed the plan for the next day, and Bill expressed concern with boating in the weather again. The charter plane was due to leave the next day so it was decided that the group would tour around town with Bill. The charter company was called to confirm our flight for the next day.
Monday, June 25
After breakfast at the hotel, everyone got their bags packed, then headed over to Bill's. Bill gave town tours in two groups and also took Jill to the airport. Shortly thereafter, it was discovered that the charter company had rerouted the plane that was to take the group to Galena, so the guide made several hasty phone calls and booked another plane with an alternate carrier. This set things back by a couple of hours, so when the group arrived in Galena they went straight to the potluck local guide Fred Huntington had arranged for them. Galena had a house fire the day before where two longtime residents perished so the potluck was small and a little subdued, but the conversations were good. After dinner Fred took the group to their hotel. He had a set net out so he took three people with him to check his net, with a plan of taking the others the next morning early. Fred informed us that since we had more gear and weight than he expected, he would have to spend the next day getting a bigger boat ready. That evening was spent talking amongst ourselves and having an all-around good time.
Tuesday, June 26
The second group did not get up to meet with Fred to check and pull his net, needing to recharge their batteries after several packed days of touring. Mid-morning the group made their way to the regional USFWS office for a picnic, and they were met with great weather and good people. They used the USFWS conference room to listen to the weekly in-season management teleconference, which finished around 3pm. They piled into Fred's boat around 4pm to head downriver to a long-standing fish camp at Bishop Rock. Along the way they picked up a hitchhiker who was headed to Koyokuk. The group was greeted warmly and with much excitement by Jenny Pelkola. After a nice dinner, some group members dove into bed for more rest, and the others stayed up chatting with Jenny, Franklin Dayton (Jenny's brother), Fred, and Arthur (the hitchhiker). During those conversations they learned that their hosts in Koyukuk would not be in town due to pressing commitments, including a memorial potlatch in Huslia. They also learned that there was going to be a wake in Nulato when they were scheduled to be there. Flexibility is critical in these trips, and plans were revised accordingly. Fortunately, Fred is incredibly resourceful and knows the local area and people quite well.
Wednesday, June 27
After a filling breakfast the group boated downriver to catch up with their Koyukuk hosts before they left. They made it and were able to make use of their hosts' houses for lodging. Koyokuk was basically deserted due to memorial potlatches elsewhere, but Arthur gave the group a tour around town and Fred cooked a big dinner and invited a few people left in town. One of the local women sang traditional songs and the group danced around the kitchen and living room. Fishing was open in Koyokuk, so the group headed out to drift net with Fred and Arthur. They caught two fish and talked with other fishers out drifting. This was another highlight of the trip for some participants. Later that night, Fred had to head up Koyokuk on a rescue mission. He returned around 4am.
Thursday, June 28
After breakfast the group jumped in the boat and headed out to Nulato. Local tribal administrator Paul Mountain invited the group to join the potluck at the wake. Half of the group decided to attend, while the other half did not feel comfortable and decided to stay with the boat. Those who attended the potluck talked with several Elders, then were treated to a tour of the village by Paul. On the way back to the boat, they stopped at a smokehouse and talked with fishers. Afterward, the group members who had stayed with the boat joined the tour and meet people at the Tribal office.
Mid-afternoon the group hopped back into the boat and zipped down to Kaltag. When they arrived, local tour guide and YRDFA co-chair Richard Burnham met they and drove them to their lodging—the local fire hall. Shortly thereafter, the group toured the local processing plant with Doug Karlberg, then borrowed a truck to explore the roads outside of town. Then they enjoyed a meal with locals and a tour of smokehouses. Some intense and uncomfortable discussions ensued, giving participants a further glimpse into the wide array of attitudes and concerns regarding the fishery along the river. Once back at the fire hall, the group participated in an end-of-trip debriefing and completed an evaluation form.
Friday, June 29
The group enjoyed a last breakfast together, then flew out mid-morning from Kaltag, through Fairbanks, back home to the Yukon Territory.
After the Exchange
Once the trip was over, YRDFA staff sorted through the mountain of receipts and reviewed the evaluation forms. YRDFA staff also made a point of staying in contact with participants regarding how they were applying their newfound knowledge. It is important that these participants continue to use their enhanced knowledge and experiences to become a greater informational resource for their communities. As one Yukon River Panel member puts it, these seeds of knowledge can sprout understanding throughout the drainage.
Measure of Success
As noted in the detailed proposal for this project, there are three measures of success for this program:
1. Strong Participants: As described in Item #4 of the Methods section, all participants are involved in fisheries committees and/or their First Nations. Most participants are regulars at fisheries meetings and make decisions that affect the entire Yukon Territory. Others have strong voices locally. They were hand-picked because of their leadership positions and level of knowledge and involvement in the fishery. In short, all participants brought a great deal to the table and were suitable to meet the goals of the program.
2. Good Interactions in Host Communities: As described early in the Results section of this report, participants were exposed to people, fisheries, and cultures across large portions of the drainage. They saw it all—the good and the bad—and actively participated in discussions, activities, and events.
3. Sharing at Home: Using and sharing the knowledge gained spreads the effects of the program beyond the individual participants. As of the writing of this report, one participant has given presentations on his trip to a group of First Nations and the Yukon Fish & Wildlife Management Board, and two participants have shared insights in their communities and at a regional fisheries meeting. The other two participants promised to share through interactions with friends, family, community members, and youth.
Financial Statement: Budgeted Versus Actual Expenditures
Expenditures in all budget categories were reasonably in line with the original budget, and variations ranged from 6 percent above to 3 percent below the total budget. Reasons for variations are described below.
* Contractual: Some travel expenses related to boating were bundled with guiding fees in contracts for the sake of simplicity. This explains the overage.
* Personnel: Most of Jill Klein's staff time for her work on this grant was covered in a related grant through NOAA. This freed up additional money to cover contractual/travel costs.
* Travel: Some travel expenses related to boating were bundles with guiding fees in contracts for the sake of simplicity. Otherwise this line item would have been over budget due to higher than anticipated airfare costs.
* Supplies: When funds allow, gifts are purchased for host communities. As described above, funds were tight due to high airfare costs. As such, these gifts were not purchased.
CONCLUSION
The educational exchange trip brought together a diverse group of individuals not only relying on the Yukon River salmon resource, but also working to share and conserve it. Not only was it an exchange between Yukoners and Alaskans, but also between Yukoners and Yukoners as participants from the same country, but different communities, got to know each other. While traveling to different parts of the Yukon River, participants interacted with people affected in various ways by salmon fisheries thereby giving both parties the ability to appreciate the needs, concerns, and interests of those involved. Throughout the exchange certain topics, such as the Yukon River Salmon Agreement, factors affecting salmon, management strategies, status of stocks, and the importance of the resource were stressed and discussed in an informal setting.
Five participants were brought on the 2012 exchange. Although that number is small, their capacity to build relationships forged during the exchange and share knowledge with their home communities will have a cumulative effect.
ACKNOWLEDGMENTS
We would like to thank the Yukon River Panel for providing funds to make the educational exchange program a reality. We would also like to offer a special thanks to the various host communities for generously welcoming a group of strangers, who left feeling like old acquaintances. Opening your doors to reveal your lifestyle, culture, and passionate beliefs regarding Yukon River salmon was greatly appreciated. Thank you to all the individuals who assisted with the planning and carrying out of the exchange. There were many of you and it could not have happened without you. Lastly, we appreciate the willingness of the participants for the long days they put in during the trip, the sharing of information after the trip, and for their patience and enthusiasm.
Yukon River Educational Exchange, Summer 2012 APPLICATION FORM
Name: ______________________________________________________________________________
Organization: ________________________________________________________________________
Mailing Address:______________________________________________________________________
_______________________________________________________________________
City
Postal Code
Phone Number: _____________________________________________________________________
Day
Evening
Fax Number: _____________________________Email: _____________________________________
Birth Date: ______________________________________
Month/Day/Year
Do you have a current passport?
[ ] Yes [ ] No
Passport Number?________________________________ Expiration Date?____________________
Emergency Contact Information *Contact person must be conveniently reachable*
Contact Name: ___________________________________Village: ____________________________
Phone Number: ______________________________________________________________________
Day
Evening
Fax Number: __________________________ Email: ___________________________________
Relationship:______________________________________________(i.e. friend, father, wife, brother, etc.)
QUESTIONS (If you need more space to answer a question attach a separate sheet).
1.) What do you hope to gain from participating in this educational exchange?
2.) What makes you a good candidate this exchange, which involves learning and sharing information about the salmon resource with other communities, and then sharing what you have learned with your own community?
3.) Which communities, if any, have you visited along the Yukon River within Alaska and/or the Yukon Territory outside of your home community? (Please list communities visited)
4.) Please describe any experience you have with public speaking and/or giving presentations to groups of people. Also, how do you prefer to share information in your community?
5.) Visiting a host community means being culturally sensitive. Do you have any experience with people from cultures other than your own?
6.) This exchange will involve long days of travel with a group of people, meetings, visits to fish camps, boat trips, car trips, rigid schedules, a great deal of time outside (possibly in poor weather), walking, and possibly camping. It also involves being away from home for more than a week in August. Are you willing and able to handle this?
7.) Have you ever been convicted of a felony? If so, please provide dates and details.
Please return this form to YRDFA by fax (907-272-3142) or email (email@example.com). Questions? Call Jason Hale at 907-746-7355
Program funded by the Yukon River Panel
APPENDIX B
TO:
Participant Letter (example)
725 Christensen Drive, Suite 3-B, Anchorage, Alaska 99501
Tel: 907-272-3141 Toll free: 877-999-8566
Fax: 907-272-3142 E-mail: firstname.lastname@example.org
FROM: Jason Hale
DATE: June 1, 2012
Howdy,
Thank you for choosing to join the 2012 Educational Exchange! The attached pages include a travel itinerary, packing list, a handful of pretty basic but necessary forms, and other information relevant to the trip. Please read, complete, and sign the forms and bring them with you to Fairbanks.
Please be sure to carry your travel itinerary with you. It has important information you'll need along the way, and some contact phone numbers in case of an emergency. We ask that you keep packing to a minimum and you be able to carry what you bring (yup, carry, not roll—some spots don't lend themselves to roller bags). Also, don't forget your passport!
Your lead guide will be Paige Drobny. Paige has worked in Yukon River fisheries for a number of years as a biologist and community liaison. She used to work for Tanana Chiefs Conference and served on the Joint Technical Committee to the Yukon River Panel. Now she's a full-time dog musher, but she does a bit of fisheries-related work in the summer. For the lower river portion of your trip, you will also be joined by co-guide Jill Klein. Jill is the executive director of YRDFA and has been working on the Yukon for well over a decade. She's done everything from outreach to policy to field work to anthropology to economic development, and she offers a wealth of knowledge regarding the fishery and the people.
Paige will meet you at the Fairbanks Airport on Friday, June 22 as you arrive. Please read your travel itinerary carefully and be sure to be on time for your flight(s).
If you have any questions or needs prior to June 12, please contact me at email@example.com or 907-746-7355. After June 12, please contact Jill Klein at firstname.lastname@example.org or 907-272-3141 ext. 102.
Lastly, this trip is what you make of it. To maximize it, please consider carefully what you hope to gain and what you would like to share, and set yourself to the task of preparing for that. Also, get plenty of rest—you'll likely need it!
Please confirm that you received this email. Thanks again!
APPENDIX C
Participant Pre-Travel Information (Example)
Roberta Joseph's Travel Details & Important Phone Numbers
Friday, June 22
4:40 p.m.-4:55 p.m. Air North, Dawson to Fairbanks, confirmation number 00644234
5:15 p.m.-6:30 p.m. Tour Interior Fish, discuss treaty negotiations
7:15 p.m.
Meet group in lobby of Alpine Lodge to go to orientation dinner Alpine Lodge, Fairbanks
Lodging
Saturday, June 23
6:45 a.m.
Meet group in lobby of Alpine Lodge to go to airport
7:45 a.m.-11:45 a.m. Era Alaska, Fairbanks to St. Mary's (through Anchorage),
confirmation code FKLYKF
Noon
Tour St. Mary's with Bill Alstrom
2 p.m.
Boat to Pilot Station sonar with Bill Alstrom
Tour sonar
Meet with ADF&G and USFWS fisheries managers
Dinner with managers and sonar crew
Boat back to St. Mary's for evening
Lodging
Anna Luke's B&B, St. Mary's
Sunday, June 24
9:30 a.m.
Visit fish camps & Boreal Fisheries by road
12:30 p.m.
Boat to Eric Weingarth's fish camp for lunch
Visit fish camps by boat
If subsistence fishing is open, witness
Boat up Andreafsky River
Evening
BBQ with locals
Lodging
Anna Luke's B&B, St. Mary's
Monday, June 25
9:00 a.m.
Visit fish camps and fishers around Mountain Village.
If subsistence fishing is open, witness
3 p.m.-4:30 p.m.
Grant Aviation charter, St. Mary's to Galena
6 p.m.
Potluck at Larson Charlie Community Hall
Lodging
Riverside Retreat/Erica's B&B, Galena
Tuesday, June 26
9 a.m.
Tour Galena with Fred Huntington
11:45 a.m.
BBQ and visit with USFWS regional staff
Afternoon
Boat to Bishop Mountain fish camp and visit with families there
If subsistence fishing is open, witness
Lodging
Bishop Mountain fish camp
Wednesday, June 27
Morning
Boat to Koyukuk
Late morning-afternoon Visit Benedict & Eliza Jones
Tour area with Benedict Jones and enjoy traditional stories
Evening
Potluck in Koyukuk
If subsistence fishing is open, witness
Lodging
Benedict & Eliza Jones' home, Koyukuk
Thursday, June 28
Visit fishers and locals
Afternoon
Boat to Kaltag
Tour commercial plant & fish wheels
Visit with locals
If subsistence fishing is open, witness
Evening
Potluck in Kaltag
Lodging
Kaltag firehouse
Morning
Boat to Nulato
Friday, June 29
confirmation code GDBOJR
Afternoon
Debrief lunch in Fairbanks
5:20 p.m.-7:35 p.m. Air North, Fairbanks to Dawson, confirmation number 00644234
11 a.m.-1:15 p.m.
Era Aviation, Kaltag to Fairbanks (through Galena),
IMPORTANT: You must have your current, unexpired passport with you.
Airlines
Era Aviation, Fairbanks 800-866-8394 or 907-266-8394
Air North 800-661-0407 or 867-668-2228
Grant Aviation, Emmonak (Moses Harpak) 907-949-1715
Grant Aviation, Anchorage (Jason Nunn) 888-359-4726
Lodging
Anna Luke's B&B, St. Marys 907-438-6335 or 907-438-2448 or 907-438-2336
Alpine Lodge, Fairbanks 907-328-6300
Riverside Retreat/Erica's B&B, Galena 907-656-2426 (Erica) or 907-656-1334 (Shirley)
Firehouse, Kaltag 907-534-2301 (Jackie)
Jones' house, Koyukuk 907-927-2205
Local Guides
Fred Huntington, Galena 907-656-7009
Bill Alstrom, St. Mary's 907-438-6047 or 907-438-2195 or 907-438-2332
Richard Burnham, Kaltag 907-534-2203
Other
Becca Robbins Gisclair, YRDFA 360-592-4584 or 360-303-1866
YRDFA office 877-999-8566 or 907-272-3141
Jill Klein, YRDFA, cell 907-223-9280
What to Pack
We ask that you limit yourself to one medium bag (possibly waterproof) and a small carry-on bag.
You MUST bring reliable rain gear and comfortable shoes. If you require medication for health reasons, please be sure to pack extra in case of travel delays. Also, please bring some snacks for yourself; meals will be provided but your snacks are your responsibility.
YOU MUST have your passport. Be sure that it is current.
OPTIONAL: You may also want to pack a few small mementos (pictures, smoked/dried fish/meat) that are representative of your area/country to give to people that provide you with lodging or others that you meet.
PACKING CHECKLIST
* must have
YRDFA may be able to provide if you don't have
Note from Jason: I typically pack pretty light, with 2 pairs of long pants, 1 pair of shorts, 4 long sleeve shirts, 3-4 short sleeve shirts/t-shirts, plus a light or mid-weight jacket, rain gear, warm hat, socks, sneakers, underwear, and sunglasses. We have to lug our stuff everywhere, often over mucky terrain, so I'd recommend leaving the kitchen sink behind. That being said, bring what you think you'll need. It can be surprisingly cold and wet on the lower river, especially while traveling by boat. Given the boat travel, my favorite luggage option is a mid-sized drybag/backpack, but lining any travel bag with a big trash bag works great, too.
Yukon River Educational Exchange, Summer 2012 PARTICIPANT AGREEMENT FORM
Please read this two page document carefully. It contains important information and MUST be signed prior to participating in the Educational Exchange Program.
PARTICIPANT AGREEMENT, RELEASE AND ACKNOWLEDGMENT OF RISK
In consideration of the services of the Yukon River Drainage Fisheries Association its agents, owners, officers, directors, volunteers, employees and all other persons or entities associated with it (hereinafter "YRDFA"), I agree and acknowledge as follows:
1. Independent Contractors: YRDFA employs independent contractors for various services, including transportation and lodging. YRDFA does not retain control over these entities and is not liable for any acts, negligent or willful, or failure to act of any such person, entity or third party.
2. Program Activities and Risks: The activities of the Educational Exchange Program (hereinafter "the Program") which I am to participate in entails known and unknown risks that could result in physical or emotional injury, death, or damage to me, to property, or to third parties. I understand that certain risks are inherent and cannot be eliminated without jeopardizing the essential qualities of the activity. I understand that YRDFA does not want to frighten me or reduce my enthusiasm, but considers it important for me to know and understand in advance what to expect and to be informed of the activities inherent risks.
The Program may involve travel and time spent in rural communities along the Yukon River. As part of the Program, you may be required to camp, carry your personal belongings and/or equipment, cross rivers, travel by foot on off-trail uneven terrain, load and unload gear, and handle fishing gear. These activities entail risks including, but not limited to: slipping and falling; falling objects; water hazards; drowning; exhaustion; hypothermia; hyperthermia; prolonged exposure to cold water; heat exhaustion; sunburn; dehydration; intense cold, heat, sun, snow, rain, fog and wind; instructor misjudgment; contact with poisonous insects and wild animals; negative reaction from air or waterborne bacteria or virus; prolonged delay in ability to obtain medical assistance (evacuation to medical facilities could take 24 hours or longer); transportation failures; communication failures; forces of nature such as rock falls and flash floods; improper lifting and carrying; breakdown or faulty equipment; transportation failures or delays, and losses due to civil unrest and terrorism.
3. Acknowledgement and Voluntary Assumption of Risk: I am aware that the activities listed above entail the risk of loss, injury or death to me and/or others. I understand that the description of the above list is not complete, and that other unknown or unanticipated risks may result in loss, injury or death. I agree to assume responsibility for the risks identified above and for those risks not specifically listed. My participation in this Program is purely voluntary. No one is forcing or requiring me to participate and I chose to participate in spite of the known and unknown risks.
4. Unsupervised Free Time Activities: The Program may allow for unsupervised free time. Free time activities are not part of the Program and are at your sole risk. YRDFA is not responsible for any loss, injury, illness or death which may result from your participation in free time activities. The category "free time activities" is intended to include consumption of alcohol in accordance with state and local laws, and YRDFA has no responsibility for such activities. YRDFA staff and employees may provide assistance or even accompany participants in free time activities, but in doing so they are acting in their own individual capacity and not at the direction or on behalf of YRDFA.
5. Denial of Participation: I understand that YRDFA reserves the right to deny any person participation before or during the Program if it determines that person to be mentally or physically unprepared, or if it determines that person poses a potential risk of danger to him/her or others. In these cases the participant will be responsible for all costs associated with removal from the Program.
6. Disclosure of Information & Insurance: I have read all information provided by YRDFA concerning the Program, and have completely and accurately filled all required forms and information. I certify that I am willing to assume the risk of any physical or mental condition I may have. I certify that I have adequate insurance to cover any injury, damage, or loss may cause or suffer while participating, or else I agree to bear the costs of such injury, damage, or loss myself.
7. Binding Indemnification: I agree to defend, hold harmless and indemnify YRDFA from any claim, liability, loss, damages or expenses resulting from a claim brought by a fellow participant, rescuer, or any other person for loss or damage caused by my conduct. In the event that YRDFA or anyone, acting on their behalf, is required to incur attorney's fees and costs to enforce this agreement, I agree to indemnify and hold them harmless for all such fees and costs.
8. Mediation/Arbitration, Choice of Law, Venue: Any dispute between YRDFA and me and or my heirs, successors, parents or guardians concerning, relating, or referring to this Agreement, the Program, or any information and/or literature concerning the Program shall be resolved exclusively in the state of Alaska, city of Anchorage. Such proceedings will be governed by substantive Alaska law. If I have a legal dispute which cannot be settled through discussions between the parties, I will attempt to settle the dispute first through mediation before a mutually acceptable mediator in the state of Alaska, city of Anchorage. To the extent mediation does not result in a resolution, I agree to arbitrate the matter before a mutually agreeable arbitrator in the state of Alaska, city of Anchorage. I understand that arbitration is subject to and conditioned upon the written consent of YRDFA.
9. Severability: If any part of this agreement is deemed unenforceable by an arbitrator or court of competent jurisdiction, all other parts shall be given full force and effect.
10. Release of Liability: I HAVE READ, UNDERSTAND, AND ACCEPT THE TERMS AND CONDITIONS OF THIS AGREEMENT. BY SIGNING THIS DOCUMENT, I AGREE AND PROMISE TO ACCEPT AND ASSUME ALL OF THE RISKS OF THE ACTIVITIES WHICH I AM TO ENGAGE IN. I AGREE TO RELEASE AND DISCHARGE YRDFA FROM ALL CLAIMS, LIABILITIES, AND LOSSES ASSERTED BY OR ON BEHALF OF ME ARISING FROM OR RELATED TO MY PARTICIPATION IN THE PROGRAM. THIS RELEASE INCLUDES LOSS, INJURY, ILLNESS, DAMAGE OR DEATH CLAIMED TO BE CAUSED IN WHOLE OR IN PART BY THE NEGLIGENCE OF YRDFA ASSOCIATED WITH THE RISKS NOTED ABOVE, AND THOSE NOT SPECIFICALLY MENTIONED. I FURTHER ACKNOWLEDGE THAT BY SIGNING THIS AGREEMENT, I AM RELEASING YRDFA FROM LIABILITY FOR ACTS OR OMISSIONS WHICH MAY OCCUR IN THE FUTURE.
Participant Signature: _________________________________________________ Date: ____________
Print Name:_____________________________________________________________________________
Yukon River Educational Exchange, Summer 2012
MEDICAL INFORMATION FORM
The purpose of this form is to advise YRDFA of any condition which may require additional attention. All information will be kept confidential and only YRDFA staff coordinating the Educational Exchange Program will have access to this form and the information it contains.
Your Name:___________________________________________________________________________
Mailing Address:_______________________________________________________________________ _____________________________________________________________________________________
City
State
Zip Code
Phone Number: _______________________________________________________________________
Day
Evening
Fax Number: _________________________ Email:____________________________________
Emergency Contact
Contact Name: ________________________________ Village:____________________________
Phone Number: _______________________________________________________________________
Day
Evening
Relationship:____________________________________________________(i.e. father, wife, brother, etc.)
Medical/Personal Information
1. Age________ Height________ Weight_______
2. Do you have any of the following conditions?
Yes No
* History of heat/cold related illness
[ ] [ ]
* Muscle or joint problems
[ ] [ ]
* Communicable disease
[ ] [ ]
* Cardiovascular disease
[ ] [ ]
* Asthma (or other respiratory problems)
[ ] [ ]
* Diabetes
[ ] [ ]
* Hypoglycemia
[ ] [ ]
*
Other_____________________________________________________________
3. If you answered “Yes” to any of the above questions, please describe in detail the nature and circumstances of your condition. _______________________________________________________
_________________________________________________________________________________
4. List any allergies____________________________________________________________________
5. List any over the counter medications you routinely take and for what purpose. __________________
___________________________________________________________________________________ ___________________________________________________________________________________
6. List any prescription medications you are currently taking and the condition for which you are taking it.
___________________________________________________________________________________ ___________________________________________________________________________________
7. Have you experienced a significant reaction to insect stings? If yes, what insect(s) and what was the
reaction? ___________________________________________________________________________ ___________________________________________________________________________________
If yes, you must bring your own Ana-kit or Epipen kit, plus a spare.
8. Describe any dietary restrictions (i.e. food allergies, etc.) ____________________________________
____________________________________________________________________________________ ____________________________________________________________________________________
9. Please list any and all serious injuries you have sustained in the past, and the circumstances surrounding the injuries. ____________________________________________________________
_________________________________________________________________________________ __________________________________________________________________________________
10. Do you have any illness or condition which may pose a risk to yourself and/or others? If yes, please
explain. __________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
If you have any questions or concerns regarding your ability to participate in the Educational Exchange Program, please do not hesitate to contact YRDFA.
Yukon River Educational Exchange, Summer 2012 MEDIA RELEASE FORM
For, and in consideration of, the opportunity and privilege of appearing in or participating in one or more photographs, written articles, video recordings, sound tracks, films, internet or recordings, I, ____________________________________, hereby consent to the use and editing Print Name thereof and release the Yukon River Drainage Fisheries Association (YRDFA) or other agencies contracted by the YRDFA, from any and all claims resulting from such use, sale, editing and release to the media.
Signature_____________________________________ Date________________________
Month/Day/Year
APPENDIX D
Participant Trip Packet (Example, not including Yukon River Salmon Agreement handbook or itinerary)
Fairbanks (FAIR-banks)
Current Population: 30,547
Location and Climate
Fairbanks is located in the heart of Alaska's Interior, on the banks of the Chena River in the Tanana Valley. By air, Fairbanks is 45 minutes from Anchorage. It lies 576 road kilometers north of Anchorage. The area encompasses 82.6 sq. km. of land and 2.07 sq. km. of water. Interior Alaska experiences seasonal temperature extremes. Average January temperatures range from -28 to -18C; average July temperatures range from 11 to 22. Annual precipitation is 29 cm., with 172 cm. of snowfall. Temperatures have been recorded as low as -52 in mid-winter, and as high as 35.5 in summer. During the winter months, if the temperature drops below -29 degrees Fahrenheit, ice fog can occur. When the solstice arrives, there is more than 22 hours of daylight.
History, Culture, and Demographics
Koyukon Athabascans have lived in this area for thousands of years. In 1901, Capt. E.T. Barnette established a trading post on the Chena River - "Barnette's Cache." A year later, gold was discovered 26 km. north of the post. The town grew as the Chena steamboat landing brought many prospectors during the Pedro Dome gold rush. Fairbanks was named in 1902 after Indiana Senator Charles Fairbanks, who became Vice President of the U.S. from 1905-1909. In 1903, Judge Wikersham moved the seat of the Third Judicial District from Eagle to Fairbanks. The population of the area continued to increase as Fairbanks became the hub of the Interior, with the addition of the court, government offices, a jail, a post office, and the Northern Commercial Company. Barnette was elected as the first Mayor of the City of Fairbanks in 1903, and established telephone service, fire protection, sanitation ordinances, electricity, and steam heat. He also founded the WashingtonAlaska Bank. By 1910, the official population had grown to 3,541, although more than 6,000 miners lived and worked their claims on creeks north of town. Ladd Field (now Fort Wainwright) was constructed in 1938. Construction of the Alcan Highway in the 1940s and the Trans-Alaska oil pipeline in the 1970s fueled growth and development.
The population of the community consists of 13.3% Alaska Native or part Native. The Fairbanks area is the second-largest population settlement in Alaska. During the 2000 U.S. Census, total housing units numbered 12,357, and vacant housing units numbered 1,282. Vacant housing units used only seasonally numbered 121. U.S. Census data for Year 2000 showed 14,463 residents as employed. The unemployment rate at that time was 10.88 percent, although 34.92 percent of all adults were not in the work force. The median household income was $40,577, per capita income was $19,814, and 10.5 percent of residents were living below the poverty level.
Facilities, Utilities, Schools and Health Care
Fifteen circulating pump stations distribute treated water throughout the greater Fairbanks area. City water, sewer and electric systems are operated by a private company. The Chena power site has four steam turbines fueled by coal, and one oil-fueled generator. Garbage collection services are provided by the City for a fee, and refuse is hauled to the Class 1 Borough landfill on South Cushman. Fort Wainwright operates its own landfill. Electricity is provided by Golden Valley Electric Association. There are 20 schools located in the community, attended by 10,119 students. Local hospitals or health clinics include Fairbanks Memorial Hospital (907-452-8181); Interior Community Health Center (907-455-4567); Fairbanks Regional PHN (907452-1776); Chief Andrew Isaac Health Center (907-451-6682); Bassett Army Community Hospital/Ft. Wainwright (907-353-5563). The hospitals are qualified acute care facilities and State-certified Medevac services. Specialized Care: FNA Regional Center for Alcohol & Other Addictions (907-456-6251). Long
Term Care: Fairbanks Pioneers' Home; Denali Center. Fairbanks is classified as a small city. It is found in EMS Region 1C in the Interior Region. Emergency Services have highway, airport and floatplane access. Emergency service is provided by 911 telephone service, paid EMS service, volunteers, a health aide, and the military Auxiliary health care is provided by Fairbanks Fire Dept. (907-450-6500); Airport Fire Dept. (907474-2500); University Fire Dept. 907-(474-7721); Chena Goldstream Fire & Rescue (907-479-5672); Steese Area Vol. Fire (907-457-1508/907-474-7721); Warbelow's Air Ambulance (907-474-4683); Ft. Wainwright Fire/Emergency (907-384-0774).
As the regional service and supply center for Interior Alaska, Fairbanks offers a diverse economy, including city, borough, state, and federal government services, transportation, communication, manufacturing, financial, and regional medical services. Tourism and mining also comprise a significant part of the economy. Including Eielson Air Force Base and Fort Wainwright personnel, over one-third of the employment is in government services. The University of Alaska Fairbanks is also a major employer. Approximately 325,000 tourists visit Fairbanks each summer. The Fort Knox hardrock gold mine produces 1,200 ounces daily with 360 permanent year-round employees. 126 City residents hold commercial fishing permits.
Economy and Transportation
Fairbanks is at the confluence of the Richardson Hwy., George Parks Hwy., Steese Hwy., and Elliott Hwy., connecting the Interior to Anchorage, Canada and the lower 48 states. The Dalton Highway to Prudhoe Bay begins about 120 km. north of town. Goods are transported to Fairbanks by truck, air, and the Alaska Railroad. Regularly-scheduled jet flights are available at the state-owned Fairbanks International Airport. An 3,600 m. asphalt runway, heliport, and a seaplane landing strip are available. A public seaplane base is also located on the Chena River. In addition, there are several privately-owned airstrips and heliports in the vicinity.
St. Mary's
Current Population
: 554
Location and Climate
St. Mary's is located on the north bank of the Andreafsky River, 5 miles from its confluence with the Yukon River. It lies 450 air miles west-northwest of Anchorage. The City of St. Mary's encompasses the Yup'ik villages of St. Mary's and Andreafsky. The area encompasses 44.0 sq. miles of land and 6.3 sq. miles of water. The climate is continental with a significant maritime influence. Temperatures range between -44 and 83 °F. Annual precipitation averages 16 inches, with 60 inches of snowfall. The Yukon is ice-free from June through October.
History, Culture, and Demographics
In 1899, Andreafsky was established as a supply depot and winter headquarters for the Northern Commercial Company's riverboat fleet. The village took its name from the Andrea family which settled on the river and built a Russian Orthodox church. In 1903, Jesuit missionaries set up a mission 90 miles downriver at "Akulurak" to educate and care for the children orphaned by the flu epidemic of 1900-01. Akulurak means "in between place," aptly describing the village, which was on an island in a slough connecting two arms of the Yukon River. The mission school flourished, and by 1915 there were 70 full-time students. Over the years, the slough surrounding Akulurak silted in severely. In 1948, the villagers decided to move to higher ground. Materials from an abandoned hotel built during the gold rush were used to construct the new mission and several village homes at the present site. In 1949, an unused 15' by 30' building and other building materials from Galena Air Force Station were barged to Saint Mary's by Father Spills, a Jesuit priest. These materials, along with a tractor borrowed from Holy Cross, were used to construct a school. During the 1950s, a number of Yup'ik families moved into the Andreafsky area, only a short distance from the mission. Dormitories and a large house for the Jesuits were built during the 1960s. In 1967, the area adjacent to the mission incorporated as the City of St. Mary's, although Andreafsky chose to remain independent. In 1980, the residents of Andreafsky voted for annexation into the city. In 1987, the Catholic church closed the mission school. A federally-recognized tribe is located in the community -- the Algaaciq Native Village; Yupiit of Andreafski. St. Mary's is a Yup'ik Eskimo community that maintains a fishing and subsistence lifestyle.
According to Census 2010, there were 209 housing units in the community and 151 were occupied. Its population was 91.5 percent American Indian or Alaska Native; 3.8 percent white; 4.7 percent of the local residents had multi-racial backgrounds.
Facilities, Utilities, Schools, and Health Care
Water is derived from Alstrom Creek reservoir and is treated. The majority of the homes in the city have complete plumbing and are connected to the piped water and sewer system. Waste heat from the power plant supports the circulating water system. A 1.7-million-gallon sewage lagoon provides waste treatment. A washeteria is available nearby at Pitka's Point. An unpermitted landfill is shared with Pitka's Point. Electricity is provided by AVEC. There is one school located in the community, attended by 185 students. Local hospitals or health clinics include John Afcan Memorial Clinic. Staffed by Operations Manager Health Practitioner Dentist and 4 Health Aides. Emergency Services have river limited highway and air access. Emergency service is provided by a health aide.
Economy and Transportation
The economy in St. Mary's seasonal. In 2010, 72 residents held commercial fishing permits. A cold storage facility is available. Cash income is supplemented by subsistence activities and trapping. Salmon, moose, bear, and waterfowl are harvested. There are two general stores and a regional post office.
The 2006-2010 American Community Survey (ACS) estimated 139 residents as employed. The public sector employed 40.3% of all workers. The local unemployment rate was 25.7%. The percentage of workers not in labor force was 39.9%. The ACS surveys established that average median household income (in 2010 inflation-adjusted dollars) was $38,000 (MOE +/-$2,267). The per capita income (in 2010 inflation-adjusted dollars) was $15,688 (MOE +/-$2,527)1. About 15.6% of all residents had incomes below the poverty level. Saint Mary's is served by barge and aircraft. The state-owned 6,008' long by 150' wide gravel runway with 1,520' long by 60' wide crosswind strip provides year-round access. The airfield is capable of receiving large jet aircraft. A 22-mile road links St. Mary's to Andreafsky, Pitka's Point, and Mountain Village. They are not maintained during winter months but are used by snowmachines. The Andreafsky River provides the only deep-water dock in the area.
Mountain Village; a.k.a. Asa'carsarmiut
Current Population: 835
Location and Climate
Mountain Village is on the north bank of the Yukon River, approximately 20 miles west of St. Mary's and 470 miles northwest of Anchorage. It is at the foot of the 500' Azachorok Mountain, the first mountain encountered by those traveling up the Yukon. The area encompasses 4.3 sq. miles of land and 0.0 sq. miles of water. The climate is continental with maritime influences. Temperatures range from -44 to 80 °F. Annual precipitation averages 16 inches, with snowfall of 44 inches. High winds and low visibility are common during winter. The Lower Yukon is ice-free from mid-June to October.
History, Culture, and Demographics
Mountain Village was a summer fish camp until the opening of a general store in 1908. This prompted residents of Liberty Landing and Johnny's Place to immigrate. A Covenant Church missionary school was also built in that same year. A post office was established in 1923, followed by a salmon saltery in 1956 and a cannery in 1964. All three have since ceased operating. The city government was incorporated in 1967. Mountain Village became a regional education center in 1976 when it was selected as headquarters for the Lower Yukon School District. A federally-recognized tribe is located in the community -- the Asa'carsarmiut Tribe. It is a Yup'ik Eskimo community with traditional subsistence practices. Commercial fishing and fish processing provide income. The sale and importation of alcohol is banned in the village.
According to Census 2010, there were 211 housing units in the community and 184 were occupied. Its population was 91.9 percent American Indian or Alaska Native; 4.2 percent white; 0.7 percent Asian; 3.2 percent of the local residents had multi-racial backgrounds. Additionally, 0.4 percent of the population was of Hispanic descent.
Facilities, Utilities, Schools, and Health Care
Water is derived from a well and is treated. Mountain Village operates a piped water and sewer system that serves 200 households and facilities. A landfill is available. Electricity is provided by AVEC. There is one school located in the community, attended by 242 students. Local hospitals or health clinics include George Waskey Memorial Clinic (Mountain Village). Emergency Services have limited highway river and air access. Emergency service is provided by a health aide.
Economy and Transportation
Mountain Village has a seasonal economy based on fishing and subsistence. In 2010, 76 residents held commercial fishing permits. There are a few full-time positions with the city, school district, federal government, and Native corporation. Subsistence foods are relied upon, including salmon, moose, and waterfowl. Some residents trap for additional income.
The 2006-2010 American Community Survey (ACS) estimated 249 residents as employed. The public sector employed 28.9% of all workers. The local unemployment rate was 19.7%. The percentage of workers not in labor force was 35.3%. The ACS surveys established that average median household income (in 2010 inflation-adjusted dollars) was $47,604 (MOE +/-$10,906)1. The per capita income (in 2010 inflationadjusted dollars) was $12,645 (MOE +/-$2,213)1. About 23.5% of all residents had incomes below the poverty level.
A summer road links Mountain Village to Pitka's Point, Andreafsky, and St. Mary's. The community is accessible by riverboat or barge. A state-owned 3,500' long by 75' wide gravel airstrip is available, and floatplanes land on the Yukon River. In the winter, passengers, cargo, and mail are flown in by plane. Snowmachines and skiffs are used for local transportation.
Current Population
: 564
Location and Climate
Galena is located on the north bank of the Yukon River, 72 kilometers east of Nulato and 435 air kilometers west of Fairbanks. It lies northeast of the Innoko National Wildlife Refuge. Galena is located in the Nulato Recording District. The area encompasses 46.3 sq. km. of land and 15.8 sq. km. of water. The area experiences a cold, continental climate with extreme temperature differences. The average daily high temperature during July is in the low 20s; the average daily low temperature during January ranges from -12 to -20C. Sustained temperatures of -40 are common during winter. Extreme temperatures have been measured from –53 to 33. Annual precipitation averages 32.3 cm., with 152 cm. of snowfall. The river is ice-free from June through mid-October.
History & Culture
The area's Koyukon Athabascans had spring, summer, fall, and winter camps and moved as the wild game migrated. In the summer, many families would float on rafts to the Yukon to fish for salmon. There were 12 summer fish camps located on the Yukon River between the Koyukuk River and the Nowitna River. Galena was established in 1918 near an old Athabascan fish camp called Henry's Point. It became a supply and transshipment point for nearby lead ore mines. In 1920, Athabascans living 22.5 km. upriver at Louden began moving to Galena to sell wood to steamboats and to work hauling freight for the mines. A school was established in the mid-1920s, and a post office opened in 1932. The Galena Air Field was constructed in World War II. In 1945, the community suffered a major flood. During the 1950s, military facilities at the Galena and Campion Air Force Stations and airport and road developments sparked growth in the community. Due to another severe flood in 1971, a new community site was developed at Alexander Lake, about 2.4 km. east of the original townsite. City offices, the health clinic, schools, a washeteria, a store, and more than 150 homes were constructed at "New Town," and a city government was formed. The Air Force Station was closed in 1993, and the facilities are currently being used by the Galena School District as a boarding school. The base facilities are maintained under contract by the Chugach Development Corporation.
The population is mixed Athabascan and non-Native, and traditional festivals attract visitors from other river villages. The establishment of the Galena and Campion Air Force Bases in the 1950s brought growth and change to Galena. Many of Galena's residents were originally from Louden or are descendants of Louden inhabitants. Subsistence food sources include salmon, whitefish, moose, and berries.
Economy
Galena serves as the transportation, government, and commercial center for the western Interior. Federal, state, city, school, and village government jobs dominate, but Galena has many other jobs in air transportation and retail businesses. In 2009, 14 residents held commercial fishing permits. Other seasonal employment, such as construction work and BLM firefighting, provide some income. The Illinois Creek gold mine, 80 km. southwest of Galena, closed in 2005.
Facilities & Transportation
Water is derived from wells and is treated. Twenty-eight residences and the school are connected to a piped water and sewer system. 110 households use a flush/haul system. 20 households use honeybuckets, and others have individual septic tanks. Refuse collection and a landfill are provided by the city. The city began operating the landfill, located on the former Campion AFS grounds, in 1997. There is a 757,082 liter reservoir and a community leach field.
Galena serves as a regional transport center for surrounding villages. The state-owned Edward G. Pitka, Sr., Airport provides the only year-round access. There is a paved, lighted 2,209 meter long by 46 meter wide runway and a 2,786' long by 80' wide gravel strip adjacent to the main runway. The rivers allow access by cargo barges from mid-May through mid-October. Pickups, cars, snowmachines, skiffs, and ATVs are used for local travel. During winter, the frozen rivers are used for travel to Ruby, Koyukuk, Kaltag, and Nulato. A winter trail is available to Huslia.
Current Population: 105
Location & Climate
Koyukuk is located on the Yukon River near the mouth of the Koyukuk River, 48 kilometers west of Galena and 467 air kilometers west of Fairbanks. It lies adjacent to the Koyukuk National Wildlife Refuge and the Innoko National Wildlife Refuge. Koyukuk is located in the Nulato Recording District. The area encompasses 16 sq. km. of land and 0.26 sq. km. of water. The area experiences a cold, continental climate with extreme temperature differences. The average daily high temperature during July is in the low 20s; the average daily low temperature during January ranges from -12 to -20C. Sustained temperatures of -40 are common during winter. Extreme temperatures have been measured from -53 to 33. Annual precipitation averages 33 cm., with 152 cm. of snowfall annually. The river is ice-free from mid-May through mid-October.
History & Culture
The Koyukon Athabascans traditionally had spring, summer, fall, and winter camps and moved as the wild game migrated. There were 12 summer fish camps located on the Yukon River between the Koyukuk River and the Nowitna River. Friendships and trading between the Koyukon and Inupiat Eskimos of the Kobuk area occurred for generations. A Russian trading post was established at nearby Nulato in 1838. A smallpox epidemic, the first of several major epidemics, struck the Koyukon in 1839. A military telegraph line was constructed along the north side of the Yukon around 1867, and Koyukuk became the site of a telegraph station. A trading post opened around 1880, just before the gold rush of 1884-85. The population of Koyukuk at this time was approximately 150. Missionary activity was intense along the Yukon, and a Roman Catholic mission and school opened downriver in Nulato in 1887. A post office operated from 1898 to 1900. Steamboats on the Yukon, which supplied gold prospectors, peaked in 1900 with 46 boats in operation. A measles epidemic and food shortages during 1900 tragically reduced the Native population by one-third. Gold seekers left the Yukon after 1906, but other mining activity, such as the Galena lead mines, began operating in 1919. The first school was constructed in 1939. After the school was built, families began to live at Koyukuk year-round. The city was incorporated in 1973. The community has experienced severe flooding from both the Yukon and Koyukuk Rivers, and residents want to relocate.
Residents are primarily Koyukon Athabascans with a subsistence lifestyle.
Economy
There are few full-time jobs in the community; the city, tribe, clinic, school, and store provide the only yearround employment. BLM firefighting, construction work, and other seasonal jobs often conflict with subsistence opportunities. Trapping and beadwork supplement incomes. Subsistence foods include salmon, whitefish, moose, waterfowl, and berries.
Facilities
The city provides treated well water at the washeteria. Households are not plumbed, and residents use honeybuckets. The school and washeteria use city water, with sewage disposal into a lagoon. Seven households are on the flush/haul system. The unpermitted landfill is available.
Transportation
The state-owned 4,000' long by 75' wide lighted gravel runway provides year-round transportation. The river is heavily traveled when ice-free, from mid-May through mid-October. Cargo is delivered by barge about four times each summer. Numerous local trails and winter trails to Chance and Nulato are used by residents. Snowmachines, ATVs, and riverboats are used for local transportation.
Current Population: 205
Location and Climate
Kaltag is located on the west bank of the Yukon River, 75 miles west of Galena and 335 miles west of Fairbanks. It is situated on a 35-foot bluff at the base of the Nulato Hills, west of the Innoko National Wildlife Refuge. The area encompasses 23.3 sq. miles of land and 4.1 sq. miles of water. The area experiences a cold, continental climate with extreme temperature differences. The average daily high temperature during July is in the low 70s °F; the average daily low temperature during January ranges from 10 to below 0 °F. Sustained temperatures of -40 °F are common during winter. Extreme temperatures have been measured from -55 to 90 °F. Annual precipitation is 16 inches, with 74 inches of snowfall annually. The river is ice-free from mid-May through mid-October.
History, Culture, and Demographics
Kaltag is located in Koyukon Athabascan territory and was used as a cemetery for surrounding villages. It was located on an old portage trail that led east through the mountains to Unalakleet. The Athabascans had spring, summer, fall, and winter camps and moved as the wild game migrated. There were 12 summer fish camps located on the Yukon River between the Koyukuk River and the Nowitna River. The village was named by Russians for the Yukons called Kaltaga. A smallpox epidemic, the first of several major epidemics, struck the Koyukon in 1839. A military telegraph line was constructed along the north side of the Yukon around 1867. Missionary activity was intense along the Yukon, and a Roman Catholic mission and school opened upriver in Nulato in 1887. The number of steamboats on the Yukon, which supplied gold prospectors, peaked in 1900 with 46 in operation. During 1900, food shortages and a measles epidemic struck down one-third of the Native population. Kaltag was established shortly thereafter, when survivors from three nearby seasonal villages moved to the area to regroup. A post office opened in 1903 but closed in 1904. Gold seekers left the mid-Yukon after 1906, but other mining activity, such as the Galena lead mines, began operating in 1919. As a downriver village on a major transportation route, Kaltag witnessed rapid economic change. The post office reopened in 1909 and operated until 1920. Kaltag's first school opened in 1925. The post office reopened again in 1933. The old cemetery, which was located on Front Street, caved into the river around 1937. A watering point, airport, and clinic were constructed during the 1960s. The city government was incorporated in 1969.
A federally-recognized tribe is located in the community -- the Village of Kaltag. Kaltag's residents are Koyukon Athabascans. The Stick Dance Festival draws visitors from many neighboring villages. This oneweek festival of potlatches is sponsored by relatives of the recently deceased, in appreciation of those who helped during their time of mourning.
According to Census 2010, there were 87 housing units in the community and 70 were occupied. Its population was 91.6 percent American Indian or Alaska Native; 5.8 percent white; 2.6 percent of the local residents had multi-racial backgrounds.
Facilities, Utilities, Schools, and Health Care
Piped water and sewer has existed since 1982 in Kaltag. A circulating water and gravity sewage system is used. Water is derived from a well and is treated. Electricity is provided by AVEC. There is one school located in the community, attended by 28 students. Local hospitals or health clinics include Kaltag Clinic. Emergency Services include river and air access. Emergency service is provided by volunteers and a health aide. Auxiliary health care is provided by Kaltag Rescue.
Economy and Transportation
Subsistence is an important part of the local economy. Salmon, whitefish, moose, bear, waterfowl, and berries are harvested. Most cash jobs are with the tribe, school, local government, BLM firefighting, and commercial fishing. In 2010, 9 residents held commercial fishing permits.
The 2006-2010 American Community Survey (ACS) estimated 41 residents as employed. The public sector employed 29.3% of all workers. The local unemployment rate was 59.4%. The percentage of workers not in labor force was 27.3%. The ACS surveys established that average median household income (in 2010 inflation-adjusted dollars) was $21,667 (MOE +/-$13,590). The per capita income (in 2010 inflation-adjusted dollars) was $13,632 (MOE +/-$3,548). About 32.7% of all residents had incomes below the poverty level.
The state-owned 3,986' long by 100' wide lighted gravel airstrip provides Kaltag with year-round air service. Barges typically deliver heavy cargo three times a year. Snowmachines, ATVs, and riverboats are used for local transportation. The frozen river, local trails, and the 90-mile Old Mail Trail to Unalakleet are used during the winter for woodcutting and trap lines.
YUKON RIVER EDUCATIONAL EXCHANGE Finding its meaning…
Exchange –
Pronunciation:
iks-'chAnj, 'eks-"
Function: noun
Usage: often attributive , as in ‘educational exchange’
Etymology: Middle English exchaunge, from Middle French eschange, from eschangier to
exchange, from (assumed) Vulgar Latinexcambiare,from Latinex- + cambiareto exchange
Definition: the act of giving or taking one thing in return for another
The purpose of this trip is to explore, experience, and understand regional and cultural differences regarding fisheries issues. By observing, listening, showing, and asking you will gain experience…AND give knowledge. Not only will you benefit from this exchange, but your host community will as well.
When talking to host communities regarding salmon fisheries issues, have prepared in your mind a few simple answers to the following questions:
2) Where are you from?
1) Who are you?
3) What do you do?
5) How do you harvest and process salmon?
4) Why are you here?
6) Why are salmon important to you?
It is important to remember that not only will host community members be asking questions of you, but you will be asking questions of them. You will have the opportunity to meet with fishers, Elders, management personnel, First Nation representatives, researchers, and youth. While talking with host community members, please keep in mind a list of questions covering topics that interest you,
1) What are your hobbies?
possibly including:
2) Where do you fish?
4) How do you put away your fish?
3) What is the history of fishing/subsistence in your community?
5) How do you think the fishery should be managed?
6) What are your needs? Are they being met?
This list could go on and on, so just bear in mind that you want to take full advantage of your time on the exchange. Don't be afraid to speak up and don't hesitate to ask questions. There are no right or wrong answers… only the opportunity to learn from one another, to communicate, to build understanding and relationships, to make friends, and to exchange information!
Yukon River Salmon Agreement (YRSA)
Overview
* 16 years of negotiations
An official treaty-like agreement between the U.S. and Canada to ensure the future for the Yukon River salmon fishery through harvest sharing, research and habitat protection.
* An annex to the Pacific Salmon Treaty
* Received official recognition December 4, 2002
* Implemented by management entities in 2001
* Refers mainly to king and chum salmon
Important Components
A body made up of local fishers and agencies, formed by the governments of the U.S. and Canada to implement the YRSA and to make recommendations to U.S. and Canadian management entities concerning the conservation and management of Canadian-origin salmon.
Yukon River Panel:
* Make recommendations to management entities
* Develop and implement research and management programs
* Set and adjust escapement objectives
* Manage the R&E Fund
JTC - Joint Technical Committee:
* Report run outlooks and proposed in-season management strategies to the YR Panel
An international advisory committee comprised of representatives from the U.S. and Canada, from both state and federal agencies, and local and regional organizations charged with various tasks related to stock assessment and management.
* Evaluate status of salmon stocks
* Technically review and evaluate proposals submitted to the R&E Fund
* Examine management regimes and recommend improvements
R&E Fund – Restoration and Enhancement Fund:
* Programs and projects shall be consistent with the protection of existing wild salmon stocks and the habitats upon which they depend
A fund whereby U.S. sponsored appropriations are used to support research, conservation, and enhancement of Canadian-origin salmon stocks, to include stewardship development of salmon habitat and to maintain viable salmon fisheries within Canada.
The Agreement: What it means for fishers
Escapement Objectives: The number of adult salmon allowed to avoid harvest in all fisheries to ensure a sufficient number salmon reach spawning grounds each year to sustain future harvest
Harvest Shares: The proportionate sharing of harvestable salmon between the U.S. and Canada to allow for the rebuilding of salmon stocks through sufficient spawning escapements
Rebuilding Stocks: A program to restore escapement goals to levels specified in the YRSA by taking into account the relative health of the brood years
APPENDIX E
Answers to Questions from Debriefing, Evaluation Form, and Individual Evaluations
Debrief Questions & Answers Not Covered in Evaluation
Briefly, what did you get out of this journey? How has your perspective of the Yukon River salmon fishery changed?
* Roberta: The perception of the villages was that they were really poor and had no food if there weren't kings. The reality is that there are other fish species (chum, whitefish, sheefish). Also they saw that there is lots of employment and people are more educated on the king run then she thought.
* Stan: Rebuilding stocks is his number one priority. He has been largely out of the fish 'ring' for a while but he is going to step back in again. He sees a big need for education. He also realizes that there is adequate habitat in Canada, we just need to put fish there.
* Emmie: Similar to Roberta. The teleconferences skew the reality. There are other things to eat. She also learned that when the first pulse is shut down, it does not mean that everything up to and including the first pulse is closed. She thought there would be no fishing on any fish. She also saw lots of waste in the processing. She sees a need to step up education and to step up presence and campaign at Board of Fisheries.
* Tod and Dennis agreed with all of the above, as well.
* Dennis: Majority of hard fishers still fishing hard.
If the exchange came to your community, what would you most like to share?
* Roberta: First Fish in July.
* Emmie – Ha Kus Teyea celebration, July 28, 2013. Tligkit gathering, salmon ceremony. Also show the plane bringing salmon from the Taku; she thinks that would be a powerful statement.
* Stan: A special sharing ceremony.
What was the most impactful conversation you had on the trip?
* They were surprised at how many people said to shut the whole fishery down.
* Kaltag changed the tone of the trip. Before that they felt comfortable and had diplomatic conversation.
* Stan was happy about talking with Gilbert Huntington and his contribution to the discussions in Galena and at previous meetings. It was good to reconnect with him again.
What else would you have liked to have done or seen?
* Roberta: She wished the trip was more structured so there was not so much lag time, but also wished for more time to discuss issues with people.
* Dennis: He wanted more conversations with locals that got to the meat of the issue. He thought that when the conversations got more down to the issues people stopped talking. He wished for more structured conversation. He thought that as a group they should identify information gaps at the beginning of the trip and try to address them along the way. He wanted the group to try to make more of an impact. Also he would have liked to go to the coast.
Feedback/Evaluation Form - Educational Exchange Program 2012
Please read the questions below and rate your experience according to the following rating system: 5 – Excellent, 4 – Good, 3 – Okay, 2 – Needs Improvement, 1 – Poor
Please give detailed comments as your input will be used to evaluate the effectiveness of the program and to make improvements in the future.
1. Was the trip itinerary described to you clearly?
5 4 3 2 1
2. How would you rate your experience in: Fairbanks
5 4 3 2 1
St. Mary's
5 4 3 2 1
Pilot Station Sonar
5 4 3 2 1
Mountain Village
5 4 3 2 1
Galena/Bishop Mountain Camp 5 4 3 2 1
Koyukuk
5 4 3 2 1
Kaltag
5 4 3 2 1
Comments:
3.(a) What worked well in each community visited?
(b) What did not work well in each community visited?
4. How would you rate the structure (informal vs. formal) of the program?
5 4 3 2 1
Comments:
5. How would you rate the performance of the YRDFA coordinator on the trip? 5 4 3 2 1
Comments:
6. What could be improved to make the program better for next year?
Comments:
7. How well did the program meet your learning objectives and expectations?
5 4 3 2 1
8. What would be your overall rating of the educational exchange?
5 4 3 2 1
9. What was your favorite day and why?
10. What surprised you the most?
11. How will you use and share what you have learned through this program?
12. Other comments or suggestions?
13. Please provide any suggestions for other ways to deepen understanding amongst different user groups on the Yukon River and/or to spread knowledge of the Yukon River Salmon Agreement. | <urn:uuid:35aca3c9-229f-4163-9d9a-a90b46f54c90> | CC-MAIN-2021-04 | https://www.yukonriverpanel.com/download/55/communication/1010/cc-02-12-yukon-river-educational-exchange.pdf | 2021-01-16T09:28:14+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00380.warc.gz | 1,088,213,736 | 18,290 | eng_Latn | eng_Latn | 0.952353 | eng_Latn | 0.998295 | [
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Missouri Building Block Picture Book Award
Piranhas Don't Eat Bananas
E BLA
by Aaron Blabey, illustrated by Aaron Blabey
Brian tries to get his fellow piranhas to try his fruit and vegetable platter, but they all prefer meat. When Brian convinces his friends to eat fruit, will they think it is "yucky or yum"?
What Does An Anteater Eat?
E COL
by Ross Collins, illustrated by Ross Collins
Anteater wakes up hungry and has a problem: he can't remember what an anteater eats! He decides to take a walk through the jungle, hoping one of the animals can help him find an answer.
Dandy
E DYC
by Ame Dyckman, illustrated by Charles Santoso
Sweetie has found a new friend and named her Charlotte. The problem is, Charlotte is the sole dandelion on a perfect lawn. Dandy, with the help of his neighbors, does all he can to get rid of the weed before it spreads.
Pokko and the Drum
E FOR
by Matthew Forsythe, illustrated by Matthew Forsythe
When Pokko plays her drum in the forest, she suddenly finds herself surrounded by an entire band of animal musicians.
Everybody Says Meow
E LOM
by Constance Lombardo, illustrated by Constance Lombardo Everybody Says Meow! Or do they? Readers will meow, bark, and ribbit when they read this hilarious picture book about a group of adorable animals that just cannot follow one simple instruction.
I Can Only Draw Worms
E MAB
by Will Mabbitt, illustrated by Will Mabbitt
This fun title teaches the reader to count to ten using worms that have great adventures, or everyday experiences. These events are described but not illustrated due to the author/illustrator's inability to draw anything but worms!
Duck!
E MACK
by Meg McKinlay, illustrated by Nathaniel Eckstrom
When Duck runs around the farm shouting "DUCK!" to all the other animals, the animals grow increasingly frustrated as they try to explain to Duck which animal is which. Unfortunately, something is falling from the sky and "DUCK!" just isn't enough of a warning.
Fear the Bunny
E MOR
by Richard T. Morris, illustrated by Priscilla Burris
In a forest where everyone fears rabbits, a fierce tiger tries to persuade the animals that they should fear him instead.
Octopants
E SEN
by Suzy Senior, illustrated by Claire Powell
An octopus searches in vain for underpants that fit, until a seahorse offers a useful observation that changes the way the octopus sees the problem.
Shake the Tree
E VIG
by Chiara Vignocchi and Paolo Chiarinotti, illustrated by Silvia Borando Various animals take turns shaking a tree in search of a tasty meal. It starts with Mouse who wants a nut so she shakes the tree a little to the right and a little to the left. But it isn't the nut that falls from the tree, it's Fox who thinks that Mouse looks pretty tasty! | <urn:uuid:20950a76-d375-4218-bc73-a9f0405aebe5> | CC-MAIN-2021-04 | https://www.dbrl.org/wp-content/uploads/2020/06/Building-Block-2020-21.pdf | 2021-01-16T09:42:53+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00382.warc.gz | 758,149,603 | 652 | eng_Latn | eng_Latn | 0.997476 | eng_Latn | 0.997476 | [
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Promoting Educators' Cultural Competence To Better Serve Culturally Diverse Students
Educators with the skills, knowledge, and attitudes to value the diversity among students will contribute to an educational system designed to serve all students well. Our nation can no longer be satisfied with success for some students; instead we must cultivate the strengths of all.
T here is a cultural gap in many of the nation's schools as a growing number of educators struggle to better serve students from cultures other than Policy Brief
—NEA President Dennis Van Roekel
their own in response to dramatic demographic changes that have created culturally diverse schools in many areas of the U.S. 1
The cultural gap between students and their teachers can be a factor in students' academic performance and contribute to achievement gaps among different student groups. Given NEA's core belief that all students deserve great public schools, we are working to boost achieve ment for all students. Part of that effort includes advocat ing for state policies to better equip educators to be culturally competent practitioners who can better serve diverse students.
What is cultural competence?
When applied to education, cultural competence centers on the skills and knowledge to effectively serve students from diverse cultures. In their book, Cultural Competence: A Primer for Educators, Diller and Moule offer this definition:
Cultural competence is the ability to successfully teach students who come from cultures other than our own. It entails developing certain personal and interpersonal awareness and sensitivities, developing certain bodies of cultural knowledge, and mastering a set of skills that, taken together, underlie effective cross-cultural teaching. 2
There are four basic cultural competence skill areas. They apply to individual educators, to the schools where they work, and to the educational system as a whole. 3 Growth in one area tends to support growth in another.
1. Valuing diversity: Accepting and respecting different cultural backgrounds and customs, different ways of communicating, and different traditions and values.
2. Being culturally self-aware: Understanding that educators' own cultures—all of their experiences, background, knowledge, skills, beliefs, values, and interests—shape their sense of who they are, where they fit into their family, school, community, and society, and how they interact with students.
3. Understanding the dynamics of cultural interactions: Knowing that there are many factors that can affect interactions across cultures, including historical cultural experiences and relationships between cultures in a local community.
4. Institutionalizing cultural knowledge and adapting to diversity: Designing educational services based on an understanding of students' cultures and institution alizing that knowledge so that educators, and the learning environments they work in, can adapt to and better serve diverse populations.
Why should educators be culturally competent?
Below are a few of the many factors that make a strong case for educators to become culturally competent:
Students are more diverse than ever. According to the latest available figures, students of color made up 42 percent of public school students in 2005, an increase of 22 percent from 1972. Minority enrollment grew in all regions of the country, primarily due to growth in Hispanic enrollment. Some 20 percent of public school students are Hispanic, with students of other ethnicities and multiracial students comprising another 22 percent of public school students. In addition, the number of children ages 5-17 who spoke a language other than English at home more than doubled between 1979 and 2005 to more than 10 million students. 4 And these trends will continue as the nation and the school-age population become increasingly diverse. Overall, "given the dramatic diversification that is currently underway in the United
An NEA policy brief
States, cultural competence may someday reach a status comparable to computer literacy." 5
Culture plays a critical role in learning. Culture is central to student learning, and every student brings a unique cul ture to the classroom. 6 And while students are not solely the products of their cultures and they vary in the degree to which they identify with them, educators must become knowledgeable about their students' distinctive cultural backgrounds so they can translate that knowledge into effective instruction and enriched curriculum. 7
Cultural competence leads to more effective teaching. As students become more diverse, they are likely to benefit from different teaching strategies. 8 But educators will not cue into these differences and address them appropriately, unless they use the students' culture to build a bridge to success in school. Culturally competent teachers contex tualize or connect to students' everyday experiences, and integrate classroom learning with out-of-school experiences and knowledge. Helping learners make the link between their culture and the new knowledge and skills they encoun ter inside school is at the heart of ensuring that all students achieve at high levels. 9
Culturally competent educators are better equipped to reach out to students' families. How families process their values, beliefs, everyday experiences, and child rearing con ventions is mediated through their culture, especially through the primary or home language. Culturally compe tent educators understand that students benefit from a learning environment that increases the connection between home and school culture and involves families and the broader community in students' education. 10
Cultural competence helps address student achievement gaps. Most commonly, the term "achievement gap" refers to "differences in scores on state or national achievement tests between various student demographic groups." 11 NEA broadens the term to also include gaps in attainment (e.g., high school graduation, college degrees, employ ment), as well as gaps in access to a quality curriculum and expert teachers. As the number of minority students, English Language Learners, and students living in poverty increase, more and more students will be at risk of experi encing achievement gaps.
Cultural competence reinforces American and democratic ideals. NEA believes that the appreciation of diverse cul tures is a core value built on the American ideals of free dom, justice, equality, equity, and human dignity. Schools play a critical role in affirming the pluralism that students and their communities reflect; in challenging discrimina tion and intolerance; and in developing the attitudes and values necessary for a democratic society. "Teachers who are…culturally competent…know that students who have the academic and cultural wherewithal to succeed in school without losing their identities are better prepared to be of service to others; in a democracy, this commit ment to the public good is paramount." 12
Cultural competence helps educators meet accountability requirements. Today, educators are required not only to increase all students' performance, but also to reduce achievement gaps among racial/ethnic groups of students. Under the No Child Left Behind Act (NCLB), all students must make adequate yearly academic progress, and "all" means students in various racial/ethnic subgroups as well as English Language Learners and economically disadvantaged students. Failure to meet state-based achievement targets results in consequences for schools, which can range from creating improvement plans to involuntary transfers of administrators and staff. A culturally competent school staff can be a powerful tool in meeting NCLB's accountability requirements.
How is cultural competence a policy issue?
NEA has identified three policy levers through which states can increase educators' cultural competence: 1) preservice education, 2) ongoing professional development, and 3) licensure.
Only one-third of states require teacher candidates to study some aspect of cultural diversity in their core preparation courses, and/or to have a teaching practicum in a culturally diverse setting. 13 With respect to professional development and licensure, the Interstate New Teacher Assessment and Support Consortium (INTASC) has been developing model policy that states can use as they work to align their teacher licensing systems. One of these model standards focuses on diverse students. ("The teacher understands how students differ in their approaches to learning and creates instruc tional opportunities that are adapted to diverse learners.") With this kind of standard in hand, states can begin to align teachers' initial licensure with their approval of teacher edu cation programs and the ongoing professional development they require for relicensing. 14 The standards establish the skills and knowledge that educators need to acquire through preservice education and ongoing professional develop ment and to demonstrate in the classroom.
An NEA policy brief
Only nine states (Alaska, Arkansas, California, Indiana, Iowa, Minnesota, Montana, New Mexico, and South Dakota) cur rently have stand-alone state cultural knowledge or compe tence standards. The remaining states incorporate standards related to cultural awareness in their history or foreign (or world) language standards. In all cases, these are not as rigor ous as stand-alone knowledge or competence standards, since they tend to only focus on developing an understand ing of various ethnic groups, and they usually involve changes in personal attitudes and values. Cultural knowl edge standards, by comparison, go a step further by requir ing educators to become familiar with cultural characteristics, history, values, beliefs, and behaviors. But both cultural awareness and cultural knowledge fall short by failing to include a key concept found in cultural competence: operat ing effectively in different cultural contexts by transforming and integrating knowledge of individual students and groups of stu dents into specific standards, policies, and practices. 15
Alaska provides an example of a comprehensive approach to building educators' cultural competence. In addition to its standards, Alaska has developed accompanying guide lines to implement the standards. The guidelines address the preparation of culturally responsive teachers, the work of culturally responsive school boards, nurturing culturally healthy children, respecting cultural knowledge, strength ening indigenous languages, and creating and implement ing cross-cultural programs.
The NEA position
The NEA believes that racial, ethnic, and cultural diversity creates a rich American tapestry that enriches us all. The Association understands that the need for culturally compe tent educators will continue to grow as the nation's students become more diverse. And it considers cultural competence a key policy issue in the 21st century.
More specifically, NEA's resolutions address several of the issues raised in this brief. They include the NEA's support for early childhood education, students' reading proficiency, rich middle school/junior high programs, multicultural educa tion, educational programs for English Language Learners, and the education of specific student groups (American Indian/Alaska Native, Hispanic, Black, Asian, Pacific Islander, migrant, refugee and undocumented children, and children of undocumented immigrants). 16
The NEA also understands that three powerful state policy levers—preservice education, licensure, and ongoing pro fessional development—can help close the current cultural gap between many educators and the students they serve. Therefore, the NEA is supporting the efforts of its state affiliates to increase the number of states that have cultural competence standards, since these standards will require those who train and license prospective and experienced educators to focus on cultural competence.
References
1 Sheridan, D. (April 2006). Cultural competence in the classroom: An advocacy guide (Mimeograph draft). Washington, DC: National Education Association.
2 Diller, J.V. and Moule, J. (2005). Cultural competence: A primer for educators. Belmont, CA: Thomas Wadsworth.
3 Ibid; King, M.A., Sims, A., & Osher, D. (2007). How is cultural com petence integrated into education? Washington, D.C.: Center or Effective Collaboration and Practice, American Institutes for Research, http://cecp.air.org/cultural/Q_integrated.htm.
4 U.S. Department of Education. (2007). The condition of educa tion. Washington, DC: U.S. Department of Education, Institute of Education Sciences, http://nces.ed.gov/programs/coe.
5 Diller and Moule, 2005, p. 19.
6 Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College Press.
7 Banks, J.A., McGee, B., & Cherry, A. (2001). Multicultural education: Issues and perspectives (4th Ed.). New York: John Wiley & Sons, Inc., p. 176.
8 Marzano, B. (2004). Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development.
9 National Education Association. (2005). C.A.R.E.: Strategies for clos ing the achievement gaps. (2 nd Ed). Washington, DC: NEA Human and Civil Rights, National Education Association, www.nea.org/ teachexperience/images/CAREbook0804.pdf.
10 Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school-partner ships. New York: The New Press.
11 Anderson, S., Medrich, E., Fowler, D. (March 2007). Which achievement gap? Phi Delta Kappan, 88(7), p. 547.
12 Ladson-Billings, G. (Summer, 2001). Teaching and cultural com petence. What does it take to be a successful teacher in a diverse classroom? Rethinking Schools Online, 15(4), p. 2, www.rethinking schools.org/archive/15_04/Glb154.shtml.
3
An NEA policy brief An NEA policy brief
13 National Association of State Directors of Teacher Education and Certification. (2008). NASDTEC Knowledgebase. (Accessible at www.nasdtec.info)
14 Interstate New Teacher Assessment and Support Consortium (INTASC). (2008). Standards are the policy that drives the system, available at www.ccsso.org/projects/Interstate_New_Teacher_ Assessment_and_Support_Consortium.
15 Center for Effective Collaboration and Practice. (2008). How does cultural competency differ from cultural sensitivity, http://cecp.air.org/cultural/Q_howdifferent.htm.
16 National Education Association, (2008). NEA Resolutions 2007 2008. In National Education Association: 2008 Handbook. Washington, DC: Author.
Resources
The NEA believes that all schools must be welcoming places for culturally diverse students. They must be places where students' differences are understood and valued.
C.A.R.E.: Strategies for Closing the Achievement Gaps
This NEA training guide helps educators reflect on the causes of disparity in student achievement and explore ways to improve students' academic success by using innovative, research-based instructional strategies, including strategies related to students' cultural, economic, and language differences. www.nea.org/teachexperience/images/CAREbook0804.pdf
Ethnic Minority Group Status Reports
NEA's Status reports on four ethnic minority groups—American Indians/Alaska Natives, Asian and Pacific Islanders, Blacks, and Hispanics—presents historical, demographic, and other statistical data; recommended practice; resources and perspec tives from practitioners, researchers, and community members.
www.nea.org/achievement/whois.html
Focus On Series
Each year, NEA's Human and Civil Rights Department prepares briefs on public education issues relevant to six underrepre sented student groups: American Indians/Alaska Natives; Asian and Pacific Islanders; Blacks; Gay, Lesbian, Bisexual, and Transgendered students; Hispanics; and Women and Girls. Each brief contains concrete strategies to address the issues and addi tional resources for school personnel. www.nea.org/teachexperience/achievgapfocus0405.html
Leading With Diversity: Cultural Competencies for Teacher Preparation and Professional Development. This 2005 book, from Brown University, The Education Alliance, and the Pacific Resources for Education and Learning, provides current researchbased information on cultural competencies. Authors Trumbull and Pacheco review the 2005 status of state cultural compe tency teaching standards and explore practice-based competencies related to culture, language, and race and ethnicity. www.alliance.brown.edu/pubs/leading_diversity/index.php
Language, Culture, and Community in Teacher Education. The American Association of Colleges for Teacher Education pub lished this collection in 2007 on knowledge, practice, and policy in working effectively with linguistically and culturally diverse students. This book examines what is needed to prepare teacher candidates to work with the culturally and linguistically diverse communities from which their students will come. www.aacte.org/Publications/default.aspx
Cultural Competence: A Primer for Educators. This thorough and practical 2005 publication has become the bible on cultural competence for educators. Authors Diller and Moule focus on the social and psychological factors that shape a teacher's abil ity to work with students from backgrounds different from their own. The research review is followed by in-depth interviews with five educators from diverse communities who explore what each believes is critical for a culturally different teacher to know to be effective in working with students from these communities. Search http://academic.cengage.com for ordering information. National Education Associated.
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ED-GRS Maryland Application for Schools
Thank you for your interest in completing the Maryland application for nomination to U.S. Department of Education Green Ribbon Schools (ED-GRS). In order to complete this application, you will need to collect data about your school's facility, health, physical education and safety policies; food service; and environmental and sustainability curriculum. You will need to document efforts in all of these areas equally, not just one.
ED-GRS recognizes schools taking a comprehensive approach to greening their school. A comprehensive approach incorporates environmental learning with improving environmental and health impacts. Becoming a U.S. Department of Education Green Ribbon School is a two-step process. The first step is to complete and submit this form to be selected as a nominee by Maryland State Department of Education (MSDE). Once selected as a nominee, the second step of the process requires signatures for the Nominee Presentation Form that will be sent to the U.S. Department of Education (ED) along with your application.
ED selects honorees from those presented by eligible nominating authorities nationwide. Selection will be based on documentation of the applicant's high achievement in the three ED-GRS Pillars:
Pillar I: Reduce environmental impact and costs.
Pillar III: Provide effective environmental and sustainability education, incorporating STEM, civic skills and green career pathways.
Pillar II: Improve the health and wellness of students and staff.
Schools demonstrating progress in all three Pillars will receive highest rankings. It is important to document concrete achievement. It is recommended that you assemble a team to complete the application. This team might include: a facilities manager, physical education director, food services director, curriculum director, finance department representatives, teachers, and students. You should consult the ED-GRS Green Strides Resources Page and Webinar Series for standards, programs and grants related to each Pillar, Element, and question. This is an excellent clearinghouse of information for all schools, not only those who apply.
The questions in this application will help you demonstrate your progress in these Pillars as well as provide space for you to include pertinent documentation. Applications are due by midnight December 6, 2019 to MSDE. Please send your completed application by email to Mary Thurlow (firstname.lastname@example.org)
Note that if selected for nomination to ED-GRS, the school principal and district superintendent must be prepared to certify that each of the statements below concerning the school's eligibility and compliance with the following requirements is true; however, in no case is a private school required to make any certification with regard to the public school district in which it is located.
1. The school has some configuration that includes one or more of grades Pre-K-12.
2. The school has been evaluated and selected from among schools within Maryland as highest achieving in the three ED-GRS Pillars: 1) reduced environmental impact and costs; 2) improved health and wellness; and 3) effective environmental and sustainability education.
3. Neither the nominated public school nor its public school district is refusing the U.S. Department of Education Office of Civil Rights (OCR) access to information necessary to investigate a civil rights complaint or to conduct a district wide compliance review. The Department of Defense Education Activity (DoDEA) is not subject to the jurisdiction of OCR. The nominated DoDEA schools, however, are subject to and in compliance with statutory and regulatory requirements to comply with Federal civil rights laws.
4. OCR has not issued a violation letter of findings to the public school district concluding that the nominated public school or the public school district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan to remedy the violation.
5. The U.S. Department of Justice does not have a pending suit alleging that the public school or the public school district as a whole has violated one or more of the civil rights statutes or the Constitution's equal protection clause.
6. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the public school or public school district in question; or if there are such findings, the state or public school district has corrected, or agreed to correct, the findings.
7. The school meets all applicable federal, state, local and tribal health, environmental and safety requirements in law, regulations and policy and is willing to undergo EPA on-site verification.
School Contact Information
School Name: ____________________________________________
Street Address: ____________________________________________
City: ___________________________________________State: _______ Zip: _______________
Website: _______________________________Facebook page: ____________________________________________
Principal Name: ____________________________________________
Principal Email Address: _______________________________ Phone Number:_________________________________
Lead Applicant Name (if different): ____________________________________________
Lead Applicant Email: __________________________________ Phone Number:________________________________
Level
[ ] Early Learning Center
[ ] Elementary (PK - 5 or 6)
[ ] K - 8
[ ] Middle (6 - 8 or 9)
[ ] High (9 or 10 - 12)
School Type
( ) Public
( ) Private/Independent
( ) Charter
( ) Magnet
How would you describe your school?
( ) Urban
( ) Suburban
( ) Rural
District Name
__________________
Is your school in one of the largest 50 districts in the nation?
( ) Yes ( ) No
Total Enrolled:
_________________
Does your school serve 40% or more students from disadvantaged households?
( ) Yes ( ) No
% receiving FRPL________________ % limited English proficient__________
Other measures__________________
Graduation rate:_____
Attendance rate: ____
Application Outline: Scoring Rubric
ED-GRS Pillars and Elements
Points
Cross-Cutting Question: Participation in green school programs
5 points
Pillar I: Reduce environmental impact and costs: 30%
Element 1A: Reduced or eliminated greenhouse gas (GHG) emissions Energy Buildings
15 points
Element 1B: Improved water quality, efficiency, and conservation
Water
Grounds
5 points
Element 1C: Reduced waste production
Waste
Hazardouswaste
5 points
Element 1D: Use of alternative transportation
5 points
Summary Narrative: Provide a narrative describing your school's efforts to reduce environmental impact and costs; improve student and staff health; and provide effective environmental and sustainability education. Focus on unique and innovative practices and partnerships.
1. Summarize your school's efforts in all three pillars. Focus on your commitment and progress towards meeting Green Ribbon School criteria, especially:
* partnerships or memberships the school has developed to meet your green goals
* benefits of your progress
* the plan to sustain your work
You may want to return to this question after answering the remaining questions.
(Maximum 800 words)
2. Is your school participating in a local, state or national school program, such as EPA ENERGY STAR Portfolio Manager, EcoSchools, Project Learning Tree, MD Green Schools or others, which asks you to benchmark progress in some fashion in any or all of the Pillars?
( ) Yes ( ) No
Program(s) and level(s) achieved: ____________________________________________
3. Has your school, staff or student body received any awards for facilities, health or environment?
( ) Yes ( ) No
Award(s) and year(s) ____________________________________________
Please be sure to include any information regarding actions driven by or initiated by students as you write your summary narrative and any descriptive information requested in any of the following questions.
PILLAR I: REDUCED ENVIRONMENTAL IMPACT AND COSTS
Pillar I includes four main elements:
1) Reduced or eliminated greenhouse gas emissions (GHG), using an energy audit or emissions inventory and reduction plan, cost-effective energy efficiency improvements, conservation measures, and/or and on-site renewable energy and/or purchase of green power;
2) Improved water quality, efficiency, and conservation;
3) Reduced solid and hazardous waste production through increased recycling, reduced consumption, and improved management, reduction, or elimination of hazardous waste; and
4) Expanded use of alternative transportation, through active promotion of locally-available, energy- efficient options and implementation of alternative transportation supportive projects and policies.
Each question in this section is designed to measure your school's progress towards Pillar 1 and its associated 4 elements. You may want to consult with the Sustainability and/or Facilities staff to help answer some of the following questions.
ELEMENT 1A: ENERGY and BUILDINGS
Q 1A1: Can your school demonstrate a reduction in its facility-related Greenhouse Gas emissions?
Yes
No
Please provide the following information:
Initial GHG emissions rate (MT eCO2/person):
Final GHG emissions rate (MT eCO2/person):
Percentage reduction: %
Time period measured (mm/yyyy - mm/yyyy):
How did you document this reduction (for example: the inventory module from Clean Air Cool Planet's Campus Carbon Calculator, ENERGY STAR Portfolio Manager)? (Maximum 50 words)
If you are unable to document or quantify facility related Greenhouse Gas Emission reductions, please describe activities taking place at your school that would support these reductions.
Q 1A2: Has your school reduced its total non-transportation energy use from an initial baseline?
Yes
No
Please provide the following information:
Current energy usage (kBTU/student/year):
Current energy usage (kBTU/sq. ft./year):
Percentage reduction: %
Time period measured (mm/yyyy - mm/yyyy):
How did you document this reduction? If you are unable to quantify, please describe actions taken at your school that would reduce non-transportation energy. (Maximum 50 words)
Q 1A3: Has your school received the EPA ENERGY STAR Building Label within the last 5 years?
Yes
No
If your school received the ENERGY STAR Building Label, please note the year(s) it was achieved and the score received. (Maximum 50 words)
Q 1A4: What percentage of your school's energy is obtained from:
On-site renewable energy generation: %
Type: (for example: solar panels, wind energy, etc.)
Purchased Renewable Energy Certificates: % Type:
School participates in USDA Fuel for Schools, DOE Wind for Schools or other federal or state school energy program:
Yes
No
Q 1A5: Was your school constructed as a new building in the past ten years?
Yes
No
Please provide the following information:
Percentage of area of the new building that meets green build standards (for example: LEED, NY- CHPS, or Green Globes): %
Which certification did you receive and at what level? (Maximum 50 words)
Q 1A6: Has your school constructed an addition or completed alterations/renovations in the past ten years?
Yes
No
Please provide the following information:
Percentage of the addition or altered/renovated building area that meets green build standards (for example: LEED, NY-CHPS, Green Globes): %
Which certification did you receive and at what level? (Maximum 50 words)
What year was the addition completed?
What year were alterations/renovations completed?
Q 1A7: Do any parts of your existing building meet green build standards (for example: LEED-EB, NY-CHPS, or Green Globes)?
Yes
No
Please provide the following information:
What percentage of the existing building area has achieved green build standards for existing buildings (LEED-EB, NY-CHPS, Green Globes)?: %
Which certificate did the school receive and at what level? (Maximum 50 words)
Q 1A8: Please describe green building practices your school uses to ensure your building is energy efficient (ex: Facility Energy Assessment Matrix within EPA's Guidelines for Energy Management; Federal Guiding Principles Checklist in Portfolio Manager; installed one or more energy/heat recovery ventilation systems to bring in fresh air while recovering the heating or cooling from the conditioned air; energy and water efficient product purchasing and procurement policy; etc.). (Maximum 50 words)
Q 1A9: What percentage of your school’s lighting is LED or other high efficiency lighting types? Include a description of type and locations. (Maximum 50 words)
ELEMENT 1B: WATER and GROUNDS
Q 1B1: Can you demonstrate a reduction in your school's total water consumption (measured in gallons/occupant) from an initial baseline?
Yes
No
Describe the measures used to achieve reduction especially important if you are unable to secure the specific data. (Maximum 200 words)
Please provide the following information:
Average baseline water use (gallons/occupant):
Current water use (gallons per occupant):
Percentage reduction in domestic water use: %
Percentage reduction in irrigation water use: %
Time period measured (mm/yyyy - mm/yyyy):
Please explain how you documented this reduction (ex: ENERGY STAR Portfolio Manager, utility bills, school district reports)? (Maximum 50 words)
Q 1B2: Describe your school’s efforts to conduct annual audits of the facility and irrigation systems to ensure they are free of significant water leaks and to identify opportunities for savings. (Maximum 50 words)
Q 1B3: Describe your school’s landscaping and irrigation systems as related to water efficiency. Does the irrigation system adjust to weather conditions and/or use alternative water sources (grey water, rainwater, etc.)? What percentage of your total landscaping is considered water-efficient or regionally appropriate? Describe the types of plants used and where they are located, and if any plants are listed as an invasive plant species. (Maximum 100 words)
Q 1B4: Describe your school’s program to control lead in drinking water (including voluntary testing and implementation of measures to reduce lead exposure). Include whether taps, faucets, and fountains are cleaned at least twice annually to reduce contamination, and screens and aerators are cleaned at least annually to remove particulate lead deposits. (Maximum 50 words)
Q 1B5: Please describe any other measures employed to increase water efficiency and ensure water quality. (Maximum 50 words)
Q 1B6: Stormwater Control
Please describe site improvements that have reduced storm water runoff and/or reduced impermeable surfaces at your school (ex: green roof, permeable pavement, bio-swales, etc.). (Maximum 100 words)
Q 1B7: Our school's drinking water comes from:
Municipal water source Well on school property
Please describe how the private well is protected from potential contaminants.
(Maximum 50 words)
Q 1B8: Describe what percentage of your school's grounds are devoted to ecologically beneficial uses (ex: school vegetable garden; wildlife or native plant habitats; outdoor classroom; environmental restoration projects; rain garden, etc.). Please be sure to indicate if any of these have included student involvement.
(Maximum 50 words)
ELEMENT 1C: WASTE and HAZARDOUS WASTE
Q 1C1: What percentage of solid waste is diverted from landfilling or incinerating due to reduction, recycling and/or composting (i.e. Recycling Rate)?
A - Monthly garbage service in cubic yards (garbage dumpster size(s) x number of collections per month x percentage full when emptied or collected):
B - Monthly recycling volume in cubic yards (recycling dumpster sizes(s) x number of collections per month x percentage full when emptied or collected):
C - Monthly compostable materials volume(s) in cubic yards (food scrap/food soiled paper dumpster size(s) x number of collections per month x percentage full when emptied or collected):
Recycling Rate = ( (B + C) ÷ (A + B + C) x 100 ):
Monthly waste generated per person = (A/number of students and staff):
Q 1C2: What percentage of your school's total office/classroom paper content by cost is post-consumer material or fiber from forests certified as responsibly managed by the Forest Stewardship Council, Sustainable Forestry Initiative, American Tree Farm System or other certification standard. (If a product is only 30% recycled, only 30% of the cost should be counted) %
Q 1C3: What percentage of the total office/classroom paper content by cost is totally chlorine-free (TCF) or processed chlorine free (PCF) %
Q 1C4: Which of the following benchmarks has your school achieved to minimize and safely manage solid and hazardous waste and reduce health risks? (Please check all that apply)
Our school has a hazardous waste policy for storage, management, and disposal that is actively enforced.
Our school disposes of unwanted computer and electronic products through an approved recycling facility or program.
All our computer purchases are Electronic Product Environmental Assessment Tool (EPEAT) certified products.
Our custodial program has been certified to the Green Seal Standard for Commercial and Institutional Cleaning Services (GS-42), the ISSA Cleaning Industry Management Standard - Green Building or an equivalent standard.
Our school has a Hazard Communication Plan.
Our school has a Chemical Hygiene Plan/Chemical Management Program and Chemical Hygiene Officer.
Our school has a written policy regarding purchase, use and storage of chemicals.
Our school has a written policy for the proper disposal of chemicals.
Our school completes an annual Chemical Inventory.
Our school manages fluorescent light bulbs as universal waste.
Our school disposes of expired/unwanted chemicals in accordance with all applicable federal, state and local requirements.
Our school maintains current safety data sheets (SDS) for all applicable products used in the building.
Q 1C5: Does your school use "third party certified" green cleaning products?
Yes
No
Please answer the following:
What percentage by volume of all cleaning products in use are "third party certified" green cleaning products? %
Which specific third party certified green cleaning product standard does your school use?
Q 1C6: Describe your school’s green procurement policy for custodial, maintenance, or instructional materials. (Maximum 50 words)
Q 1C7: Describe any other efforts made by your school to reduce solid waste and eliminate hazardous waste. (Maximum 50 words)
ELEMENT 1D: ALTERNATIVE TRANSPORTATION
Q 1D1: What percentage of your students walk, bike, ride a school bus, carpool (2 + student in the car), or use public transportation to/from school? Please fill in the following percentages:
Walk / Bike %
Ride school bus / Use
Public Transportation
%
Carpool (2+ students in car) %
How is this data calculated? (Maximum 50 words)
Q 1D2: Which of the following policies or programs has your school implemented:
Our school has designated carpool parking stalls.
Our school has a well-publicized no idling policy for buses and "no-idling signs" are posted.
12 | P a g e
Our school has a well-publicized no idling policy that applies to all other vehicles and "no-idling
signs" are posted.
Vehicle loading/unloading areas are at least 25 feet from building air intakes, doors, and windows.
Our school has established Safe Pedestrian Routes to school which are distributed to parents/guardians and posted in the main office.
Our school provides a sufficient number of bicycle racks.
Our school participates in a Clean Air School Bus Program to retrofit our school buses.
Our school participates in a "Safe Routes to School" program.
Please describe activities in your safe routes program. (Maximum 50 words)
Q 1D3: Describe how your school transportation use is efficient and has reduced environmental impacts. (Maximum 50 words)
Q 1D4: This is the end of Pillar 1. Please describe any other accomplishments or progress your school has made
towards reducing/eliminating environmental impacts or improving your energy efficiency, focusing on
innovative or unique practices and partnerships.
(Maximum 200 words)
PILLAR 2: IMPROVED HEALTH AND WELLNESS
Pillar 2 includes two main Elements:
1) An integrated school environmental health program based on an operations and facility-wide environmental management system that considers student, visitor and staff health and safety in all practices related to design, construction, renovation, operations, and maintenance of schools and grounds; and
2) High standards of coordinated school health, including social and psychological services, nutrition, fitness, and quantity of quality outdoor time for both students and staff.
Each question in this section is designed to measure your school's progress towards Pillar 2 and its associated 2 elements.
ELEMENT 2A: INTEGRATED SCHOOL ENVIRONMENTAL HEALTH PROGRAM
Q 2A1: ENVIRONMENTAL HEALTH
Describe the essential elements of your school's environmental health program, focusing on the following:
* Describe the qualifications of the person who manages your school's program, including the title and contact information for your school's IAQ Coordinator.
* Does your program incorporate established environmental health programs (e.g. IAQ Tools for Schools, Integrated Pest Management)?
* Which committees participate in the program?
* Has your school prepared written plans and procedures that document the essential actions of your school's environmental health program?
* How does the school share Environmental Health information with students, staff and members of the public?
* Does your school have a Health and Safety Committee that is comprised of district officials, staff (including health staff), bargaining units, and parents? Describe how frequently the committee meets and include a list of topics covered by the committee in the past year.
(Maximum 400 words)
Q 2A2: VENTILATION AND INDOOR AIR QUALITY (IAQ)
Describe your school's practices for inspecting and maintaining the building ventilation systems to ensure they are operating so that all classrooms and other spaces have adequate outside air supply, focusing on the following:
* How does your school manage/prevent indoor air contamination, including excess moisture, mold, and VOCs?
* Describe practices your school employs to control moisture from leaks, condensation, and excess humidity and promptly clean up mold or remove moldy materials when they are found.
* Has your school installed local exhaust systems to control major airborne contaminant sources?
* Describe your school's practices for inspecting and maintaining the building's ventilation systems, including all unit ventilators, to ensure they are clean and operating properly.
(Maximum 400 words)
Q 2A3: RADON CONTROL
Is your school located in a radon prone area?
Yes No
If yes, describe actions your school has taken to ensure frequently occupied rooms test below 4 pCi/L for radon, focusing on the following:
* Have all rooms with levels that tested at or above 4 pCi/L been mitigated in conformance with ASTM E2121 and retested?
* Have all of the classrooms in contact with the ground been tested for radon?
* Was school constructed with radon resistant construction features and tested to confirm levels are below 4 pCi/L?
(Maximum 300 words)
Q 2A4: ASTHMA CONTROL
Describe how your school supports students with asthma to keep their asthma under control and keep the students fully active, focusing on the following:
* Who has access to, and who has received asthma management training? Describe the training course, who provided it and when it was completed.
* Is there a school nurse (RN) available on site throughout the school day and at school sponsored events to administer asthma medication to any student experiencing asthma symptoms?
* When and who is available to give guidance on asthma and to help staff and students with their asthma management plans?
* Do students with asthma have written emergency action plans inclusive of known asthma triggers? If yes, who developed the plans and what is done to mitigate or reduce exposure to an individual student's known asthma triggers?
(Maximum 400 words)
* Describe actions your school takes to prevent asthma triggers inside school and on school grounds.
Q 2A5: CHEMICAL CONTROL STRATEGIES
Describe your school's practices for chemical management in classrooms, laboratories, art rooms, maintenance and cleaning, garages, cooking and other areas of your school, focusing on the following:
* Your school's chemical purchasing policies, training, spill response, and hazard communication procedures.
* Your school's prepared written plans and procedures for chemical management.
* Your school's written established policies or programs for chemical management.
(Maximum 300 words)
Q 2A6: INTEGRATED PEST MANAGEMENT
Describe your school's Integrated Pest Management (IPM) program, focusing on the following:
* IPM/green certifications earned
* Routine monitoring and inspections
* Routine housekeeping and maintenance protocols
* Pest identification protocols
* Efforts to reduce pesticide use and/or use least toxic materials and provide notification of pesticide use in accordance with State law
* Record-keeping
(Maximum 300 words)
ELEMENT 2B: NUTRITION and FITNESS
Q 2B1: Describe your school's Coordinated School Health approach or other health-related initiatives to promote overall school health, focusing on the following:
* Has your school conducted a school health assessment utilizing a reliable and valid tool (for example: CDC's School Health Index, Mariner, etc.)? How is this tool used to improve/promote overall school health?
* Does school have a local Wellness Policy with an active committee to evaluate and update policies annually? How is this policy used in the school?
* Does your school's Wellness Policy address the 8 critical inter-related components of coordinated school health (Healthy and Safe School Environment; Nutrition Services; Physical Education; Health Education; Health Services; Staff Health Promotion; Family/Community Involvement; Counseling/Psychological and Social Services), and practices a coordinated school health model encompassing these 8 components? How is this accomplished?
(Maximum 400 words)
Q 2B2: Describe practices your school employs to promote nutrition, focusing on the following:
* Does your school participate in a Farm to School program or other program to utilize local, fresh food in your cafeteria?
* Has your school established a Child Nutrition Advisory Committee which meets at least quarterly and reports each June to the board of the local school district the status of the implementation of the district's programs to improve students' nutritional awareness and healthy diet?
* Does your school have an on-site organic food garden?
* Does your school have a nutrition education curriculum at all grade levels? If so, describe.
* Does your school's garden supply food for your cafeteria, a cooking or garden class or to the community?
* Does your school breakfast and/or lunch menus meet the USDA meal pattern requirements, provide fresh fruits and vegetables, and are all grains 100% whole grain-rich?
* Does your school participate in the USDA's HeathierUS School Challenge or another nutrition program?
* Does your school follow the Smart Snacks guidance?
* What percentage (by cost) of food purchased by your school is certified as "environmentally preferable" (e.g. Organic, Fair Trade, Food Alliance, Rainforest Alliance, etc.)?
(Maximum 400 words)
Q 2B3: Describe practices your school employs to promote physical activity, focusing on the following:
* Does your school participate in "National TV Turn-off Week" campaigns?
* Has your school implemented TV and media reduction curricula such as Student Media and Awareness for the Reduction of Television-viewing (SMART) and Fit by 5 to reduce use of television and other recreational screen time in schools?
* Do your K-6 students spend an average of at least 120 minutes per week and your 7-12 students spend an average of at least 90 minutes per week over the past year in school-supervised physical education?
* Does the PE program teach fitness activities that can be used throughout the lifetime? Give examples.
* Does at least 50% of your students' annual physical education take place outdoors?
* Do students participate in recess or free time outdoors? If yes, how often do they have the opportunity?
* Does your school include an "Outdoor Education" unit or component in your physical education program? (ex: Core Camping Skills, Navigation (Orienteering), Hiking and Backpacking, Rock
Climbing, Mountain Biking, Canoeing and/or Kayaking, Nordic Skiing and/or Snowshoeing, Archery, Fly Casting and Fly-fishing, etc.)
(Maximum 400 words)
Q 2B4: Describe any other efforts to improve nutrition and fitness, highlighting innovative or unique practices
and partnerships.
(Maximum 100 words)
Q 2B5: Does your school partner with any post-secondary institutions, businesses, nonprofit organizations, or community groups to support student health, safety and/or learning?
Yes
No
If yes, please describe these partnerships: (Maximum 100 words)
Q 2B6: Does your school have a full-time school nurse (RN)?
Yes
No
Q 2B7: Does your school have a school-based health center?
Yes
No
Q 2B8:
Describe your school’s efforts to support student mental health and school climate (e.g. anti-bullying programs, peer counseling, etc.):
(Maximum 100 words)
Q 2B9: This is the end of Pillar 2. Please describe any additional progress your school has made in terms of the school's indoor and outdoor environmental quality (including unique community, business and/or organizational partnerships) to promote overall student and staff health and safety. (Maximum 200 words)
PILLAR 3: EFFECTIVE ENVIRONMENTAL AND SUSTAINABILITY EDUCATION
Pillar 3 includes three main Elements:
1) Interdisciplinary learning about the key relationships between dynamic environmental, energy and human systems;
2) Use of the environment and sustainability to develop STEM content knowledge and thinking skills to prepare graduates for the 21st century technology-driven economy; and
3) Development of civic engagement knowledge and skills and students' application of such knowledge and skills to address sustainability and environmental issues in their community.
Each question in this section is designed to measure your school's progress toward Pillar 3 and its associated 3 elements.
ELEMENT 3A: INTERDISCIPLINARY LEARNING
Q 3A1: Which practices does your school employ to help ensure effective environmental and sustainability education? (Please check all that apply)
Our school has an environmental or sustainability literacy plan.
Please describe your school's environmental or sustainability literacy plan. (Maximum 200 words)
Professional development opportunities in environmental and sustainability education are provided for all teachers.
Please describe professional development opportunities available in environmental and sustainability education. Include the percentage of teachers who participated in these opportunities over the past 2 years. (Maximum 200 words)
Environmental and sustainability concepts are integrated and assessed throughout the curriculum emphasizing the importance of net zero environmental impacts and the relationship between the environment and personal health.
Please describe how your school implements environmental and sustainability throughout the curriculum and assesses student achievement emphasizing the importance of net zero environmental impacts and the relationship between the environment and personal health. (Maximum 200 words)
ELEMENT 3B: STEM CONTENT, KNOWLEDGE and THINKING SKILLS
Q 3B1: Does your school frequently use the environment and sustainability as a context for developing science, technology, engineering and mathematics (STEM) content knowledge, and thinking skills (such as asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, and engaging in argument from evidence) when exploring environmental and sustainability issues?
Yes
No Please describe. (Maximum 200 words)
Q 3B2: Does your school use the environment and sustainability as a context for learning green technologies and career pathways?
Yes
No
Please describe how your school uses the environment and sustainability as a context for learning green technologies and career pathways. (Maximum 200 words)
ELEMENT 3C: CIVIC KNOWLEDGE and SKILLS
Q 3C1: Please describe students’ civic/community engagement projects integrating the environment and sustainability topics: (Maximum 200 words)
Q 3C2: Do students have meaningful outdoor learning experiences (experiences that engage students in critical thinking, problem solving and decision making) at every grade level?
Yes
No
Not in all grades (please specify which grades)
Describe students' meaningful outdoor learning experiences. (Maximum 100 words)
Please share how outdoor learning is used to teach an array of subjects in context, engage the broader community, and develop civic skills. (Maximum 100 words)
Q 3C3: This is the end of Pillar 3. Please describe any other ways that your school integrates core environment, sustainability, STEM, green technology and civics into curricula, expanded learning opportunities or other school-sponsored extra-curricular activities to provide effective environmental and sustainability education, highlighting innovative or unique practices and partnerships. (Maximum 200 words)
10. Submit up to 5 photos (with appropriate permissions) or up to 5 minutes of video content to illustrate your work in the 3 Pillars. The US Department of Education prefers images that show students and teachers actions related to the Pillars. These photos are sometimes used online in the Green Strides information about those schools and districts being recognized. | <urn:uuid:ef17f219-c0e2-4438-98fb-7436e233e07b> | CC-MAIN-2021-04 | http://marylandpublicschools.org/programs/Documents/Environmental/GreenRibbon/USGRS2020SchoolApplication.pdf | 2021-01-16T09:06:03+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00382.warc.gz | 74,428,266 | 6,868 | eng_Latn | eng_Latn | 0.988277 | eng_Latn | 0.995603 | [
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CHILDREN BROCHURE MORAVIAN CHURCH – BARBADOS CONFERENCE Provincial Theme: Advance the Kingdom: S.H.I.F.T.
S. – Seek & Submit H. – Hear & Heed I. – Imagine & Insight F. – Focus & Function T. – Totally Transformed
Age: 8 – 12 yrs.
FUNCTION
November 15 – You shall not covet.
Scripture:
Exodus 20:17 Do not want to have anything your neighbour owns. Do not want to have your neighbour's house, wife, male or female servant, ox or donkey. (NIRV)
Message:
When we sometimes look at the things our friends own, we think that what they have is much better than the things we possess. We are tempted to say to ourselves "I wish that I had a phone as expensive as what they own." Or "I wish I had a tablet or jewelry like my friends." We are always comparing what we have with what someone else owns. Then we think that ours is not as good as what our friends have. We become discontented and even jealous of our friends.
But we must not want anything that our neighbour owns for we are not too sure how they came to possess it in the first place, whether it be honestly or dishonestly. We are sure how we came to own the things we have, whether our parents gave it to us, we worked to earn it, or it was given to us as a gift. We must learn to be contented with what we have and not always looking at others and wishing to have what they have. Do not be jealous, but be thankful for what is yours.
Activity:
Choose a word from the list below to complete the sentences:
Appreciate
Dangerous Relations Yours
(Answers next week)
Satisfied
Grateful Stealing Thankful Learn
Envy Crave Jealousy Peaceful
Broken
Covet
Greedy
Spiteful
Contented
Covetous
Belong
a)To c____ is to c____ what is not y____.
b)What is not y____ does not b____ to y___.
c)To e____ is to be g____.
d)E____ may result in s____.
e)J____ could cause b____ r____.
f) When we c____, we could become s____.
g)To be c____ could be d____.
h)We must l____ to be c____.
i) We must l____ to be t____.
j) To be t____ is to be p____.
k)To be t____ is to be g____.
l) A____ what you own and be s____.
(Answers from last week)
a. wrong
b. hates
c. steal, belong
d. special
e. sad
f. precious
g. steal, trouble
h. honestly, gain
i. jail
j. honesty, God
k. take, permission
l. Respect | <urn:uuid:76b4a3da-453b-43f8-aeca-386c840e8ee3> | CC-MAIN-2021-04 | https://sharonmoravian.info/november_15_age_8-12.pdf | 2021-01-16T09:05:48+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00385.warc.gz | 558,517,704 | 622 | eng_Latn | eng_Latn | 0.964456 | eng_Latn | 0.993857 | [
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