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Q:1 The diagram shows a spider plant during one type of reproduction. Complete the sentences using words from the box. Asexual characteristics chromosomes gametes genes mitosis sexual (a) The colour and shape of the leaves of a spider plant are known as (1 mark) (b) The shape of the leaves is controlled by (1 mark) (c) The thread-like structures inside the nucleus of the cells are called (1 mark) (d) The spider plant produces new cells in the runner by a process called (1 mark) (e) This type of reproduction is called reproduction. (1 mark) Q:2 A woman gives birth to triplets. Two of the triplets are boys and the third is a girl. The triplets developed from two egg cells released from the ovary at the same time. The diagram shows how triplets A, B and C developed. (a) Which stages on the diagram show gametes? Draw a ring around your answer. 1 and 2 2 and 3 3 and 7 1 and 7 (1 mark) (b) Embryo B is male. Which of the following explains why embryo B is male? Tick ( ) one box. Cell P has an X chromosome; cell R has an X chromosome. Cell P has a Y chromosome; cell R has an X chromosome. Cell P has an X chromosome; cell R has a Y chromosome. (1 mark) (c) The children that develop from embryos A and C will not be identical. Explain why. You may use words from the box in your answer. egg genes sperm (2 marks) (d) Single cells from an embryo at Stage 7 can be separated and grown in a special solution. (d)(i) What term describes cells that are grown in this way? Draw a ring around your answer. alleles screened cells stem cells (1 mark) (d)(ii) What happens when the cells are placed in the special solution? Tick ( ) two boxes. The cells divide The cells fertilise The cells differentiate The cells separate (2 marks) (d)(iii) Give one use of cells grown in this way. (1 mark) (d)(iv) Some people might object to using cells from embryos in this way. Give one reason why. (1 mark) Q:3 Humans reproduce sexually. Draw a ring around the correct answer to complete each sentence. chromosomes (a)(i) At fertilisation genes join together. sex cells (1 mark) chromosomes. (a)(ii) At fertilisation a single cell forms, which has new pairs of nuclei. sex cells. (1 mark) (b) Cystic fibrosis can be inherited by children whose parents do not have it. two (b) (i) A person who has cystic fibrosis has three copies of the cystic fibrosis allele four (1 mark) large. (b)(ii) The cystic fibrosis allele is recessive. strong. (1 mark) Q:4 A certain allele increases the chance of women developing one type of breast cancer. A woman has this allele. She wants to be sure that she will not have daughters who also have the allele. Doctors: - collect several eggs from her ovaries - fertilise the eggs with sperm, in dishes. (a) The doctors expect half the embryos produced to be female. Explain why. (2 marks) (b) The embryos grow to around 100 cells. Doctors: - remove one cell from each embryo - check the cell for the allele. Complete the sentence. This process is known as embryo (1 mark) (c) One of the female embryos did not have the allele. This female embryo was implanted into the woman's uterus. Evaluate the advantages and disadvantages of the whole procedure. Use information from all parts of this question and your own knowledge. Remember to give a conclusion to your evaluation. (4 marks) (a) (i) Name the type of cell division that produces cell D from cell B. (1 mark) (a) (ii) Which organ in the male body produces cell C from cell A? (1 mark) (b) (i) Cells A and B each contain 46 chromosomes. How many chromosomes would there be in the nucleus of cell C? (1 mark) (b) (ii) Why is it important that cell C has this number of chromosomes? (2 marks) Q:6 When humans reproduce, chromosomes and genes are passed on to the next generation. In each of the following questions, draw a ring around the correct answer to complete the sentence. cellulose. (a) A gene is a small section of DNA. protein. (1 mark) X and X. (b)The sex chromosomes in the human male are X and Y. Y and Y. (1 mark) 23 chromosomes. (c) (i)Most human body cells contain 46 chromosomes. 92 chromosomes. (1 mark) (c) (ii) The number of chromosomes in a human gamete (sex cell) TOTAL MARKS=37	<urn:uuid:7c2abd10-0845-4984-bb00-45366dd4ffcb>	CC-MAIN-2021-04	https://www.toplevels.co.uk/wp-content/uploads/2017/03/Reproduction-2-QP.pdf	2021-01-16T09:12:40+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00383.warc.gz	1,017,163,775	1,053	eng_Latn	eng_Latn	0.961046	eng_Latn	0.995609	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 563, 916, 1685, 2242, 3019, 3403, 3690, 4286, 4302 ]	[ 4.34375 ]	1	0
The Huntington Audubon Society A chapter of the National Audubon Society killdeer November - December 2007 Serving Huntington Township and the Neighboring Oyster Bay and Jericho Areas Go Green at Membership Meetings Rather than using a disposable paper cup for coffee and tea at our membership meetings, please bring your own reusable cup or mug. This will reduce waste and help the environment. In appreciation of your effort, everyone bringing a reusable cup will get a free raffle ticket. Developing Participants and Leaders, Conservation Activities at IBAs, National Audubon Programs, Audubon at Home, and Chapter Services. The workshops were highly engaging and I walked away feeling awe inspired by an incredibly dedicated Audubon Staff and Volunteer community. Each presenter was highly knowledgeable, professional, and personable. Hog Island Leadership Camp by Simone DaRos In August, I had a wonderful opportunity to attend Audubon Leadership Week at Hog Island Audubon Camp in Maine. This opportunity was given to me and Stella Miller through the generous support from our Huntington Audubon Chapter and New York Audubon. I was eager to learn new ways in which to enrich HAS and I was hopeful to finally get a chance to see Puffins. By the end of the week I had reached my two goals. I had gathered many new ideas and strategies to bring back to our chapter. In addition, I made connections with National Audubon staffers as well as with various chapter members from around the country. And I did get to see Atlantic Puffins. One evening, Dr. Steven Kress, Director of Seabird Restoration, presented an informative program highlighting Project Puffin. I left the presentation with several autographed books, a Project Puffin CD, and Puffin socks! The history and success of Project Puffin is heartwarming to say the least. During the week, we attended many interesting workshops on various topics. Some of the workshops included: Building Chapters Around Conservation, In between workshops we were fortunate to take a couple of cruises on the Puffin V through Muscongus Bay and to Eastern Egg Rock where we did see several Atlantic Puffins before they left for the season. We also hiked along moss covered paths and birded the trails through dense forests of pine, spruce, and balsam. We explored the intertidal zone with marine biologist, Sue Shubel aka "Seabird Sue", and naturalist/educator Tom Lecky. I feel very fortunate to be part of a passionate community of dedicated Audubon members who care deeply about making positive changes to protect habitat and educate others about the natural world. Thank you HAS and NY Audubon for affording me this wonderful experience on the enchanted and unique place called Hog Island Audubon Camp. Recycling Still Working Recycling of ink jet, laser cartridges, and discarded cell phones is still bringing in revenue. Please keep dropping them off at our meetings, field trips, or at Huntington Business Products in Huntington Village. Thank you for helping the environment and HAS. November Program Wednesday, November 14 Cold Spring Harbor Public Library 7:00 PM Refreshments 7:30 PM Speaker Winter Waterfowl with John Turner During the winter, Long Island hosts many species of waterfowl. Common Mergansers, Redheads, Loons, Long Tailed Ducks and Common Eiders are just several of a long list of species. Our speaker tonight will discuss the various species that call Long Island home during the winter. John Turner has a long history of environmental service to Long Island. He is a co-founder of The Long Island Pine Barrens Society and served on its board for 26 years. He has held positions with The Nature Conservancy, Suffolk County Parks Department, and Defenders of Wildlife. Presently, John works for the Town of Brookhaven as Director of the Division of Environmental Protection. The mission of the Huntington Audubon Society is to increase community awareness about the environment and to encourage others to enjoy and protect birds and other wildlife in their natural habitats. killdeer is the newsletter of the Huntington Audubon Society P.O. Box 735 Huntington, NY 11743-0735 a chapter of the National Audubon Society and is published five times a year. Officers President Stella Miller (516) 682-5977 1 st Vice Pres. Blair Broughton (516) 692-2980 2 nd Vice Pres. Ginger Mahoney (516) 922-4599 Recording Sec. Simone DaRos (516) 987-7136 Treasurer Petie Szabo (631) 427-8769 Newsletter Staff Co-Editors Maria Kelly (631) 673-0937 Charlotte Miska (516) 922-9710 Important Telephone Numbers Rare Bird Alert (212) 979-3070 For Distressed Wildlife Call Volunteers for Wildlife (631) 423-0982 TR Sanctuary (516) 922-3200 You can find us on the World Wide Web at www.huntingtonaudubon.org. email@example.com. E-mail us at Featured Volunteer - Lindy Nielsen Some Audubon members are active in more than one chapter. We are lucky to have one such person. A resident of Bayville, Lindy Nielsen is presently officially listed as Belinda Nielsen, the Secretary of North Shore Audubon. But Lindy is active with Huntington Audubon as well. If you attend membership meetings you've seen Lindy there for she attends virtually all our meetings, often bringing refreshments. She wrote an interesting article for the Killdeer telling how much she enjoys the presentations at membership meetings and has also contributed other articles to the Killdeer. For the last four years or so Lindy has gone on many field trips with us, specially those that venture off Long Island. She has enjoyed the birding, kayaking, and hiking. Since she does the Birdathon with North Shore, she doesn't go on our Birdathon, but has supported it financially. Of course she buys bird seed from HAS (North Shore doesn't sell birdseed any more.) This year she volunteered to help out at the Theodore Roosevelt Sanctuary on Sanctuary Day where members of both Huntington Audubon and North Shore shared duties. A birder and conservationist, she practices what environmentalists preach. Besides using long lasting curly fluorescent light bulbs at home and using other energy saving tricks, she recycled and re-used bags for groceries for many years, long before supermarkets got on the band wagon. Many of her every day actions reflect a strong conservation ethic. When vacationing, Lindy incorporates some bird walks in her plans whether visiting Costa Rica, Nova Scotia, or the Carolinas. As she says, if you love birds, you have to look for them everywhere you go. Thanks, Lindy, your continued support and for sharing your time and talents with us as well as your "home chapter". Notable Quote "One means of sanity is to retain a hold on the natural world, to remain, in so far as we can, good animals. We simply need that wild country available to us, even if we never do more than drive to its edge and look in. For it can be a means of reassuring ourselves of our sanity as creatures, a part of the geography of hope" Wallace Stegner by Simone DaRos Huntington Audubon proudly sponsored three elementary school classes with the Audubon Adventures Curriculum during the 2006-2007 school year. The lucky recipients were primary teachers at the Oakwood Primary Center in the South Huntington Union Free School District. Each teacher received an Audubon Adventures kit to use throughout the year. The kits contained a detailed resource manual along with four different packages of class sets of student newspapers. The newspaper topics were Bats, Native Bees, Birds' Adaptations, John James Audubon, and Backyard Birds. The resource manual provided teachers with background information and interesting hands-on lessons. One second grade teacher, Mrs. Farkas, was thrilled to have extra non-fiction reading material for each child to read especially about bats. Having these quality materials was an added bonus to her pre-existing unit on bats, found in the second grade reading program. Mrs. Farkas' students ended up writing research reports about the Mexican free-tailed bats, creating bat diagrams, and collecting information about bat conservation. Mrs. Farkas thoroughly valued having the Audubon Adventures Program as supplemental science-based reading materials for her students. Mrs. Tomasino, a first grade teacher, was very happy to expose her students to rich reading materials. The first graders used their Audubon newspapers for paired reading activities. Pairs of students shared the newspapers while taking turns reading together. Then they followed up by writing and drawing illustrations about birds and the various nests they construct. The students enjoyed presenting what they had learned to the class. Another first grade teacher, Ms. DaRos, utilized the Audubon Adventures materials as a kick off to setting up a classroom bird feeding station outside her classroom window. The students read learned about field marks and identification. The children even maintained a classroom journal describing the characteristics of visiting birds. One homework project was to observe backyard birds with an adult. Each afternoon the first grader recorded his/her observations along with making a detailed drawing of the bird he/she saw. One child, Paul, wrote, "Today I saw 1 crow. The whole crow was black. It was an American Crow. It had black eyes like the dark-eyed junco." Tyler wrote, "A gull flew right past my window!!! It had white wings, an orange bill, a long body, and really long wings!!! But it flew past my window so fast I could only get a glimpse of it." Caity saw two mourning doves and six juncos from a distance, she said. The children shared the Audubon Adventures with their parents at home where families began sending in photographs from their own bird feeding stations and related newspaper articles about hawks and blue birds. Having Audubon Adventures sparked interest and enthusiasm in Ms. DaRos' students for which she was grateful. The Oakwood Primary Center teachers thank Huntington Audubon Society for providing them with outstanding science-based reading materials. Using the Audubon Adventures Program helped to enrich the lives of young learners and certainly enriched the reading and science program. The teachers are eager to participate in the Audubon Adventures program again! Birdathon Contributions Still Coming In Many thanks to Doug Carracappa. He raised $247 for Birdathon 2007. In addition to participating in many Birdathons, Doug is a regular at our membership meetings, field trips, and the Christmas Bird Count. December Program Wednesday, December 12 Cold Spring Harbor Public Library 7:00 PM Refreshments 7:30 PM Speaker Asiatic Cheetah of Iran The Asiatic cheetah is on the verge of extinction with small populations remaining only in the Islamic Republic of Iran. The total number is unknown, but is likely between 60 to 100 cats remain. With Iran so much in the news these days, this is a unique opportunity to see another side of this country, a country concerned with protecting its natural resources and wildlife. Come hear how Dr. Luke Hunter, Ph.D. and his team successfully radio collared this extremely rare animal for the first time ever, and what they have learned about Asiatic cheetahs since then. Luke Hunter is a conservation biologist with the New York based Wildlife Conservation Society where he heads their Great Cats Program. Up-Country by Bill McAneny This is the third a series of articles describing the pleasures of life among the Finger Lakes. We live just north of the border between Seneca and Tompkins Counties. Our street is the county line. Shirley and I moved here from Huntington seven years ago. Long Island birders are blessed to be surrounded by a wealth of watery habitats. There is the saltwater marine environment, of course, but there are freshwater ponds and swamps that birds (and other critters) seem to love. The water attracts many species that seek food, safety, and breeding places. Conversely, large bodies of water can be a barrier to migrating species, resulting in very interesting concentrations of birds at the jumping-off points where they choose to cross the barrier. Well, I am here to tell you that upstate NY has its own version of the watery habitats. There are migration routes along the Finger Lakes, where we live, and barriers at the Great Lakes, the nearest of which is Lake Ontario. A particularly popular spring migration route goes up Cayuga Lake to Montezuma National Wildlife Refuge (NWR) to Lake Ontario, then over or around the lake into Canada and beyond. Montezuma NWR was the first Important Bird Area (IBA) in our state, and it richly deserves the honor. It is the site of the first breeding record in NY for Sandhill Cranes, it is home to breeding Bald Eagles, and it has the largest breeding population of Cerulean Warblers in the state. That's just for starters. Shorebirds of many species stop off in both directions of migration and some stay to breed. Trumpeter Swans are making a comeback, with a little help from man. Hundreds of Common Loons and Tundra Swans, thousands of ducks such as Redheads, and tens of thousands of Snow and Canada Geese spend considerable time here during migration. The annual Muck Race at Montezuma hosts numerous teams that record well over 100 species in just 24 hours. We get our share of unusual birds. I know that some HAS birders have made the trip to see some rarities. We have enjoyed brief visits from a Pacific Loon, a Yellowbilled Loon, a Little Gull, a Wilson's Phalarope, and many others. When you long to see an Upland Sandpiper, a species that once graced the Hempstead Plains, just come to our home county, Seneca, and visit one of several sites where they spend the summer. I have photographed a Hudsonian Godwit at Montezuma, and Shirley and I reported a half-dozen Red Knots at the same marsh. We also had a Western Tanager in our back yard. There are so many reports of rare visitors that we don't get to see many of them. We did make a trip to see the Wood Storks a couple of years ago, but we passed on the Hawk Owl. Shorebirds are tough to identify, but gulls are the worst. Most birders don't even try. They treat them as "junk birds" and lump them with the Starlings and House Sparrows. The birders in the Cayuga Lake basin regard gulls as a challenge and spend hours taking photographs and making field notes about degrees of gray, color of feet and eyes, and other minutiae that separate one gull from another. Rare gulls are tracked from the lake to favorite scavenging sites and back again so more photos can be taken and more observations recorded. This past winter was notable for the presence of several Iceland Gulls and Glaucous Gulls as well as Thayer's and the previously mentioned Little Gull. If identifying gulls is your thing, come to Ithaca and you will get plenty of advice and not a little controversy. The popularity of digital cameras has led many of the local birders to try "digi-scoping". All you need besides your camera is a spotting scope, a sharp eye, and a steady hand. You locate your bird in the scope, hold the camera to the scope's eyepiece, get the image you want on the screen of the camera, and click your shot. Some remarkable photos have been taken this way to confirm the presence of rare or unusual birds, and to help in identifying distant birds through the magnifying capability of the digital process. More details on this technique can be found in recent birding publications. It is almost essential these days to submit digital photos with any report of rare birds. Why am I telling you this? Because after decades of shooting slide film, and thousands of slides, and several SLR film cameras, I recently switched to a Canon EOS-type digital camera. I love it and recommend digital to all of you who haven't made the leap yet. I haven't begun to use all the features of this camera (and it has many) but it has simplified my basic photography, provided instant gratification, and permitted - nay, encouraged - the taking of many more pictures than I could justify with expensive film. Some poor photos? Just delete 'em. Make room for more good ones. Download to your computer or printer. Make prints. Send by e-mail. Make a CD. So much versatility! Well, I still have a few more things to say about life in the boonies, but they can wait until next time. Good birding! Editor's Note: Bill McAneny was an active member of HAS for more than 35 years. During that time he served two terms as president, was editor of the Killdeer, coordinator of Armchair Activist from its inception, and HAS representative to numerous local, state, and national committees. We welcome him back to the Killdeer. Out on a Limb by Alex McKay In birding, as in life, chance encounters often provide us with pleasant and lasting memories. Recently, a couple of such experiences has gotten me thinking about the role of chance, serendipity, and dumb luck in our experiences. It all started a couple of weeks ago with a visit to the Adirondack Museum in Blue Mountain Lake in the Adirondacks. My wife and I were in the gift shop when I recognized two old Audubon friends queuing at the admissions desk. I walked up behind them, and, imagine the astonished look on Sue Taylor's face, when I greeted them with a, "Welcome to the Adirondack Museum." Sue and Dave have recently moved to New Hampshire after many years in Huntington and being involved with Huntington Audubon, the T.R. Sanctuary, and the Conservation Board and Open Space Committees of the Town. They were doing a brief tour of the Adirondacks after visiting friends near Sacandaga, and just happened to arrive at the museum as we were leaving. After a visit to bring one another up-to-date, we went our separate ways. I had never dreamed of seeing them so soon after their departure from Huntington and I bring their good wishes to all. A few minutes either way and our paths would not have crossed. A few days later, Ruth and I were at the Visitor Center in Newcomb, walking the Rich Lake trail along the lake shore. Ruth noticed a bird feeding at the edge of the exposed sandy bottom and called my attention to it just as it flew with a "peet weet" call and landed on a rock not 10 feet from us. I hardly needed binoculars to notice the greenish legs and bill, the eye ring, the clear white underparts, and the nervous bobbing as it stood there. "A Solitary Sandpiper!" my mental computer proclaimed. We had hoped to see a loon or two on the lake, so this was a serendipitous discovery - looking for one thing, you find, perhaps not totally by chance, another. It takes a prepared mind that had studied bird books and field guides to recognize the unexpected. The check list for sightings inside the center did not list the Solitary, so our chance encounter was a first which we gladly wrote in with the Sharpie pen provided. Had we taken a different trail that day, the Solitary may have gone unnoticed and unrecorded. This reminded me of my first Prothonotary Warbler. It was in early April at Fuch's Pond in Crabmeadow. I had gone over to look for early migrants, perhaps a Phoebe or Brown Creeper, when I spotted this golden flame working through the shrubbery at the opposite side of the pond. Although I had never seen one, I knew immediately it had to be a Prothonotary. It turned out, when checking my John Bull, that it was also at the time an early date for the Prothonotary on Long Island. A day or two earlier or later and I would have missed the bird - chance, serendipity, or dumb luck? A final example from a New Year's Eve many years ago will have to suffice for now. We had left the front door open to allow the warm sunlight through the glass of the storm door. Passing through the hall, I noticed movement on the front steps and froze. A pair of Bluebirds were sunning themselves on the warm concrete of the landing. No kidding. Had the door been closed, I probably would not have seen them. Dumb luck, serendipity, chance you call it. To Ginger Mahoney, Our Outgoing President by Stella Miller I would like to say a special thank you to our wonderful outgoing president, Ginger Mahoney. Since I joined the HAS Board of Directors in February 2006, Ginger has mentored, supported, and encouraged me. She was our president for four years and will be a tough act to follow. If I can be just half as effective a president as she was, I think I will do a pretty darn good job! Ginger will still be a very active part of HAS, and for that we are grateful. Thank you Ginger Mahoney, for all you have done to make HAS the terrific organization that it is! Membership Application Chapter No. RO2 Membership in National Audubon includes a subscription to Audubon magazine and all the benefits of being a local chapter member. As a member of the Huntington Audubon Society, you will receive our newsletter and an open invitation to all our meetings, field trips, and events. New National Audubon Society member for $20 (includes Audubon magazine) Huntington Audubon Society member for $20 (does NOT include Audubon magazine) Name Address City State Zip e-Mail Make check payable to: Huntington Audubon Society. Send your check and application to: Huntington Audubon Society P.O. Box 735 Huntington, NY 11743-073 MEETINGS AND ACTIVITIES Meetings and activities of the Huntington Audubon Society are free to members and nonmembers. Meetings are held the second Wednesday of the month at the Cold Spring Harbor Library except for the months of July and August. Our refreshments will be set up and ready for you at 6:45 so that you will have ample time for socializing, meeting Board members, and perusing the printed materials available. We're doing this to be sure the program can start promptly at 7:30 and end early enough for us all to exit the building by its 9:00 PM closing hour. Our cooperation and compliance will allow the library staff to close the gate on schedule. November 2007 Saturday, November 3, 9:00 AM to 2:30 PM – Bird Seed Sale at Huntington High School. Our only Bird Seed Sale this year. Top quality seed! This is our biggest fund raiser. Please continue to support us by ordering and picking up the birdseed. If you can help on the day of the sale, contact Cathy Fitts (631 427 8623). country, a country concerned with protecting its natural resources and wildlife. Come hear how Dr. Hunter and his team successfully radio collared this extremely rare animal for the first time ever, and what they have learned about Asiatic cheetahs since then. Luke Hunter is a conservation biologist with the New York based Wildlife Conservation Society where he heads their Great Cats Program. Wednesday, November 14, 7:00 PM – Membership meeting at the Cold Spring Harbor Library. The Island's Winter Waterfowl presented by John Turner. During the winter, Long Island hosts many species of waterfowl. Common Mergansers, Redheads, Loons, Long Tailed Ducks, and Common Eiders are just several of a long list of species. Our speaker tonight will discuss the various species that call Long Island home during the winter. John Turner has a long history of environmental service to Long Island. He is a co-founder of The Long Island Pine Barrens Society and served on its board for 26 years. He has held positions with The Nature Conservancy, Suffolk County Parks Department, and Defenders of Wildlife. Presently, John works for the Town of Brookhaven as Director of the Division of Environmental Protection. Friday, November 30 - Deadline for the January-February Killdeer. NOTE: There is no Board of Directors meeting in November because the Cold Spring Harbor Library is closed on our regular meeting day. December 2007 Wednesday, December 19, 7:30 PM – Meeting of the Board of Directors at the Cold Spring Harbor Library. January 2008 Wednesday, January 9, – Membership meeting at the Cold Spring Harbor Library. The Mysterious Snow Leopard, with Dr. Patrick Thomas, Ph.D. Dr. Thomas of the Wildlife Conservation Society will discuss the biology, behavior, and threats facing snow leopards today in the wild, what WCS is doing to conserve the species, and his trip last year to Pakistan's Himalayas to bring an orphaned cub back to New York. Dr. Thomas has been with the Wildlife Conservation Society's Bronx (WCS) Zoo's Mammal Department since 1979. He is currently the general curator and is responsible for supervising the care and management of over 4,000 animals from nearly 500 species, and manages a staff of over 130 people. Many of you will remember Dr. Thomas from our terrific May program about African Wild Dogs. Wednesday, December 12, 7:00 PM – Membership meeting at the Cold Spring Harbor Library. The Asiatic Cheetah of Iran, with Dr. Luke Hunter, Ph.D. The Asiatic cheetah is on the verge of extinction with small populations remaining only in the Islamic Republic of Iran. The total number is unknown, but is likely between 60 to 100 cats remain. With Iran so much in the news these days, this is a unique opportunity to see another side of this Help reduce waste by bringing your own reusable cup or mug for coffee and tea to the membership meetings. In appreciation of your effort, everyone bringing a reusable cup will get a free raffle ticket. AND Bring your used ink cartridges to the meetings to be recyled. Thanks for your support! FIELD TRIPS Field trips organized by Huntington Audubon are free and open to the public. Birding with a group is a wonderful way to share your interests with like-minded people to learn more about birds and nature, and to enjoy many preserves and natural areas. Newcomers are most welcome. Binoculars and field guides are strongly advised, but leaders usually have some field guides to share. Field trips begin at 9:00 AM at the birding site and end around noon unless otherwise specified. Directions to the site are published below and on our website. Carpooling is possible, gas and tolls are shared. Contact the trip leader for details. The trip leader is not responsible for arranging carpools, but will provide names of others who are interested in carpooling. Registration is necessary. Call the trip leader by 9:00 PM Thursday for a Saturday trip and by 9:00 PM Friday for a Sunday trip. Be sure to leave your phone number. You may participate if you didn't register, but we will not be able to notify you of any changes or cancellations without your phone number. Dress for the weather realizing you'll be outdoors for long periods of time. Bring water and if the trip is for a full day, bring a bag lunch. Rain or temperature below 20° F cancels. For the comfort and safety of all participants there is no smoking on field trips. November 2007 Saturday, November 17, 9:00 AM – Pelham Bay Park. Look for owls, ducks, and permanent residents. In the past, Barn, Screech, Long-Eared, Saw-whet, and Great Horned owls have been sighted there. Leader: Blair Broughton (516-692-2980). patterns of increases or decreases in winter populations throughout the U.S. All members are encouraged to participate, but it is very important that as many experienced birders as possible join the count! Contact Bill Reeves (631266-4309). He will explain the time and place. Directions: Hutchinson River Parkway to the Pelham Bay Park/City Island/Orchard Beach exit. Continue east farther into the park past the traffic circle then veering left to the parking area on Hunters Island. Meet the group there. December 2007 Saturday, December 1, 9:00 AM – North Shore Ponds and Harbors. Meet in front of the Heckscher Museum in Huntington to visit several ponds and harbors on the North Shore. See Mergansers, Pintails, Green-winged Teal, Scaup, Canvasbacks, Buffleheads, and other ducks as well as permanent resident land birds. Always a fun trip. Leader: Maria Kelly (631-673-0937). Directions: Take 25A to Huntington and go north onto Prime Ave. to the Museum parking lot. The Museum is in Heckscher Park. Saturday, December 8, 2007, 9:30 AM – Elizabeth A. Morton National Wildlife Refuge. Morton NWR is famous for its tame Chickadees, who will eat right out of your hand! We will provide birdseed. You are almost guaranteed to have Chickadees, Tufted Titmice, and White-breasted Nuthatches feeding from your hands while we explore the trails of this lovely refuge. Children will love this experience and so will adults. Leader: Stella Miller (516695-0763). Directions: Take Sunrise Hwy. (27) east past Shinnecock Canal. Look for North Sea and Noyack sign and bear left on CR52. Stay on CR52, then turn left at light onto CR38. After 1.4 miles on CR38, turn right onto Noyack Road. After 5 miles, turn left into refuge. Parking fee. Saturday, December 22 – Northern Nassau Christmas Bird Count. Join Audubon members in the oldest continuous citizen science project. Data is used to determine January 2008 Saturday, January 12 – Bronx Zoo. The topic of our January membership meeting is Snow Leopards and in conjunction with this, we will visit the Bronx Zoo to visit their resident big cats. This is a wonderful time to visit the zoo since the crowds are gone and the leopards are quite active. Zoo entrance and parking fees apply. Please see the January Killdeer for more details. Saturday, January 26, 9:00 AM – Wertheim National Wildlife Refuge. Explore the Wertheim National Wildlife Refuge. Possible stops also at Connetquot State Park or in Sayville. Leader: Pat Aitken (516-921-2337). Directions: LIE Exit 68S or Sunrise Hwy. (Rte.27) Exit 58S to the William Floyd Pkwy. (CR46S). From the junction of William Floyd Pkwy and Montauk Highway (Rte. 27A/CR80) proceed west on Montauk (CR 80W) for approximately 1 mile, turn south onto Smith Road. Go 1/4 mile to the refuge entrance on the right. Meet at the entrance. Birders' Box Since May we've added Great Horned Owl and Common Raven from the trip upstate to Rheinstrom Sanctuary, Ramshorn Preserve, and Minnewaska State Park. At Constitution Marsh in September, the people in the first canoe got to see a Least Bittern, a first on our list for the year. At Jamaica Bay on a dreary September day, American Avocet, Lesser Yellowlegs, and Red-necked Phalarope were added. Number of species seen this calendar year on HAS trips is 165. killdeer Huntington Audubon Society P.O. Box 735 Huntington, NY 11743-0735 November - December 2007 Printed on recycled paper. The Comeback Kid - American Bald Eagle by Stella Miller On June 28, 2007, the Interior Department announced that the American Bald Eagle was being delisted under the Endangered Species Act. The Bald Eagle, our national symbol, was once almost wiped out by DDT poisoning and hunting. At the time of the European settlements, there were possibly up to half a million nesting pairs in the U.S. By 1963, this number had drastically dropped to 417 pairs. This amazing recovery has been four decades in the making, but it is now confirmed that the bird's populations are continuing to increase in the lower 48 states, with estimates ranging from 7,000 - 11,000 pairs. This amazing recovery would not have been possible without the protection of the Endangered Species Act, perhaps the most important conservation law in existence. The Bald Eagle was made our national symbol in 1782, although Benjamin Franklin pushed the wild turkey as a candidate, calling the eagle a "bird of bad moral character" due to the eagle's predatory and scavenging behavior. Ranchers and farmers, believing the birds were preying on livestock, considered it a nuisance and routinely killed them. Habitat destruction has contributed significantly to Forwarding Service Requested Non-Profit Organization U.S. Postage PAID Huntington, NY Permit No. 546 the eagles decline, but it was DDT poisoning that brought the eagle to the edge. DDT was banned in 1972 and the Bald Eagle was placed on the Endangered Species List. Since then, the bird has made a slow, but steady comeback. Although delisted under the ESA, the Bald Eagle is still protected under the Bald and Golden Eagle Protection Act. As conservationists, we now have something to celebrate and can feel hope for other species in peril. Let's hear it for the Endangered Species Act! Without it, our national symbol could have perished. Instead, we are now celebrating the comeback kid, the American Bald Eagle. Be sure to visit us on the web www.huntingtonaudubon.org	<urn:uuid:d4ccbce4-8d4a-4f46-abd3-cdb1d24450a6>	CC-MAIN-2021-04	http://www.hobaudubon.org/pdfs/Killdeer_Nov-Dec-2007.pdf	2021-01-16T08:11:18+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00385.warc.gz	143,693,323	7,361	eng_Latn	eng_Latn	0.997885	eng_Latn	0.998408	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3055, 7057, 11474, 16848, 21462, 25554, 30493, 32641 ]	[ 2.09375, 1.640625 ]	2	0
Activity 4c: How Many of Me? Recommended Grades: K-5 Activity Instructions 1. Cut a piece of ribbon equal in length to the height of your child. 2. You will call the length of ribbon by the name of the person whose height you used. For example, the ribbon cut to match the height of Jacob is called "a Jacob" and the ribbon cut to match the height of Grandma is called "a Grandma." 3. Use the prompts and the ribbon to measure different dimensions around the room. Virtual Game Link: https://jamboard.google.com/d/1kUwkZIelhOnqwLyziQQo4mHsVkhZ6gM7GTmUoD4wj5E/copy Family Prompts Grades K through 1 * What are some things in this room you could use your ribbon to measure? * Let's use the length of your ribbon to measure the length of the room, or the bleachers. First, let's estimate. How many "Jacobs" do you think it will take to equal the length of the room? How many "Jacobs" does a family member think it will take? * Next, use the ribbon to count how many "Jacobs" would fit across the room. Who was closer? * Which side of the room do you think is longer? How could we measure to find out? * Use the ribbon to measure the width of the room. * Now that you've measured the length and width of the room/bleachers, make a guess about how many "Jacobs" it would take to equal the height of the room. How did you make your guess? Family Prompts Grades 2 through 3 * Use your ribbon to measure the length of the room in "Jacobs." * Cut a piece of a different colored ribbon equal in length to the height of a different family member. * Which do you think will be greater: the number of "Jacobs" needed to measure the length of the room or the number of "Family Members"? Why? * Check your prediction: Use the ribbon to measure the length of the room in "Family Members." * Compare the results to your prediction. Is anything surprising? * Discuss why the number of "Jacobs" is different than the number of "Family Members." * If there is time remaining: o How could we figure out the perimeter? (Note: the perimeter is the total length around the room where the wall meets the floor.) o Would you rather measure in "Jacobs" or "Family Members"? Why? o Measure the width of the room. Add length + width + length + width to calculate the perimeter. Family Prompts Grades 4 through 5 * Use your ribbon to measure the length of the room in "Jacobs." * What's longer: an inch or a foot? Allow your child to look at a ruler, yardstick, or tape measure to decide. * Estimate: About how long is a "Jacob" in inches? * Measure your ribbon in inches. * Can you calculate the length of your ribbon in feet now that you know it in inches? Measure your ribbon in feet to check. * What's longer: a meter or a centimeter? Allow your child to look at a meterstick or tape measure to decide. * Estimate: About how long is a "Jacob" in centimeters? * Measure your ribbon in centimeters and meters. * Can you use the length of the room in "Jacobs" to calculate the length of the room in feet? * Which do you think will be greater: the height of the room or the length? Why?	<urn:uuid:229d3baf-a957-44d1-848d-bf45959118e3>	CC-MAIN-2024-26	https://www.education.ky.gov/curriculum/conpro/Documents/How_Many_of_Me_English.pdf	2024-06-24T10:13:56+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00363.warc.gz	658,213,590	756	eng_Latn	eng_Latn	0.998804	eng_Latn	0.998971	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1339, 3069 ]	[ 4.625 ]	1	0
Mathematics Year 9 Curriculum Map Term I am learning \| Topic: Straight line graphs \| \|---\| \| • to explore both the algebraic structure of the equations of \| \| straight lines given in a variety of forms and the \| \| interpretation of real-life contexts \| \| • to study y=mx+c as the general form of an equation of a \| \| straight line and interpreting m and c in abstract and real- \| \| life contexts \| \| Topic: Forming and solving equations \| \| • to revisit and extend knowledge of forming and solving \| \| linear equations and inequalities \| \| • to explore rearranging formulae and how it links to solving \| \| equations and reinforcing the understanding of the \| \| difference between equations, formulae, expressions and \| \| identities \| \| Topic: Three dimensional shapes \| \| • to extend knowledge and understanding of prisms and \| \| associated key language \| \| • to develop and strengthen understanding of nets, plans \| \| and elevations \| \| • to think deeply about surface area and volume beyond \| \| procedural fluency \| \| Topic: Construction and congruency \| \| • to embed knowledge of constructions, loci and extending \| \| into congruency \| \| • to explore congruency and compare congruent figures \| \| (including triangles) \| By the end of this topic I will be able Spring Topic: Numbers * to fluently use and apply number skills * to develop a range of number concepts from types of number through to operations with fractions * to develop knowledge of the number system to include rational and real numbers Topic: Rotation and translation * to develop fluency with rotating shapes, noting the links with rotational symmetry, and with translating shapes using column vectors * to compare the characteristics of rotation, translation and also reflection Topic: Enlargement and similarity * to demonstrate a deep understanding of enlargement through accurate drawing and description * to understand similarity in the context of enlargements within polygons Topic: Solving ratio and proportion problems & algebraic representations * to develop a deep understanding of direct and inverse proportion including graphs of proportional relationships * to develop and strengthen the understanding of quadratic graphs, how to interpret graphs including reciprocal and piecewise examples * to explore best buy and ratio problems with algebra Topic: Numbers * to solve problems with integers, fractions and decimals * to use HCF and LCM * to change numbers between ordinary and standard form Topic: Rotation and translation * to rotate a shape about a point * to translate a shape using vectors * to compare rotation and reflection of shapes Topic: Enlargement and similarity * To enlarge a shape by a positive scale factor * To work out missing angles and sides of similar shapes Topic: Solving ratio and proportion problems & algebraic representations * to solve problems with direct and inverse proportion * to solve best buy problems * * to draw and interpret quadratic graphs to interpret reciprocal and piece-wise graphs Summer Topic: Pythagoras' theorem and introduction to trigonometry * to explore the use of Pythagoras' theorem in right angled triangles * to become familiar with the three trigonometric functions (Sine, Cosine, Tangent) Topic: Rates * to embed and strengthen understanding of speed, distance and time calculations, use travel graphs, investigate rates of change problems and to convert between compound units. Topic: Probability * to introduce and strengthen understanding of sets, and set notation * to explore sample spaces, two-way tables and Venn diagrams linking them to probability * to strengthen understanding of relative frequency, expected outcomes, diagrams to show probability and to introduce key concepts of independence and tree diagrams Topic: Using percentages & Money problems * to deepen understanding of percentage work with and without a calculator * to gain financial understanding of maths and money by exploring real life concepts Topic: Pythagoras' theorem and introduction to trigonometry * to identify the hypotenuse of a right-angled triangle * to know what the three trigonometric functions are and their uses (Sine, Cosine, Tangent) * to understand and use Pythagoras' theorem to find any side of a right-angled triangle Topic: Rates * to solve speed, distance and time problems * to use distance-time graphs * to solve problems with mass, density and volume Topic: Probability * to understand and use sets and set notation with Venn diagrams * to construct sample space diagrams * to understand and use the probability scale * to find probabilities from two-way tables and Venn diagrams * to understand and use a probability tree diagram * to understand relative frequency Topic: Using percentages & Money problems * to calculate percentage increase and decrease * to calculate simple and compound interest * to solve reverse percentage problems * to solve problems with VAT * to calculate wages and taxes	<urn:uuid:35e31971-fc87-4d39-8af5-423d3d9676d5>	CC-MAIN-2024-26	https://files.schudio.com/holy-family-catholic-high-school/files/documents/curriculum/Maths/Maths_Year_9_curriculum_map.pdf	2024-06-24T11:19:34+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00361.warc.gz	213,176,489	1,011	eng_Latn	eng_Latn	0.995218	eng_Latn	0.995228	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1265, 3032, 4986 ]	[ 3.640625 ]	1	0
Office of Superintendent of Public Instruction Old Capitol Building P.O. Box 47200 Olympia, WA 98504-7200 For more information about the contents of this document, please contact: Educational Technology email@example.com OSPI-Developed Assessments Phone: (360) 725-4465, TTY (360) 664-3631 OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at (360) 725-6162 or P.O. Box 47200 Olympia, WA 98504-7200. This work is licensed as a Creative Commons Attribution Non-Commercial Share Alike product by the Washington Office of Superintendent of Public Instruction. For more information on this license, please visit http://creativecommons.org/licenses/by-nc-sa/3.0/. June 2013 Page i Acknowledgments The Office of Superintendent of Public Instruction (OSPI) is grateful to the school districts and teachers who committed time and expertise to the development of Educational Technology Assessments. Patricia Cone, Elementary Teacher, Wenatchee School District Tracey Drum, Elementary Teacher, Highline School District Doug Gonzales, High School Social Studies Teacher, Auburn School District Rachel Karlsen, Elementary Teacher, Battle Ground School District Luann Lee, High School Science Teacher, Orting School District Jan Maxson, Special Education Teacher, Edmonds School District Kristine McLane, Teacher-Librarian, Bellevue School District Jane Miller, Educational Technology TOSA, Spokane School District Patty O'Flynn, High School Math Teacher, Woodland School District Karen Schmitten, Coordinator for Instructional Technology, North Central ESD Dean Smith, Middle School Social Studies Teacher, Prosser School District Lonni Tegelberg, Teacher-Librarian, Longview School District Martha Thornburgh, Educational Technology TOSA, Mount Vernon School District Alicia Wilson, Middle School Social Studies Teacher, Mukilteo School District June 2013 Page ii Overview Introduction This document contains information which is essential to the administration of the OSPIDeveloped assessment for social studies and educational technology. This assessment is an ideal culminating project that teaches students how government raises and spends money to implement policies and programs. Developed by teachers in Washington State, the assessments are designed to measure learning of selected standards for both social studies and educational technology. Description of the OSPI-Developed Assessment This assessment models best practices for instruction, including the use of technology, lesson cycle, differentiation, and student-centered learning. In addition, teachers will be able to collect and use formative and summative evidence regarding student performance on the social studies and educational technology standards. Students will complete the assessment by responding to a social studies prompt using educational technology. During the assessment, students will develop a research question and use digital sources and tools to conduct a search for information. They will collect evidence that demonstrates their ability to locate, evaluate, and use information ethically and effectively. Students will document their ability to organize information using a digital tool. In the final session of this assessment, students will produce a paper or presentation in response to the original prompt. Teachers will score the final products using both the social studies and the educational technology scoring tools. Using the Assessment The rubric for this educational technology assessment is structured distinctively in that it combines a checklist and a performance scale. The Sample Unit Plan and individual Session Plans describe the basic materials and time needed to complete the assessment. Teachers will need the rubric from social studies to complete this assessment. Teachers should allow any student working productively on the assessment to continue. Session Plans provide some accommodations that differentiate the instruction or assessment based on the needs of students. Teachers should enable specific accommodations for ELL students, such as access to a paraprofessional, during the assessment. Any students who have an Individualized Education Plan (IEP) should have access to all accommodations required by the students' IEP. For More Information Please visit the OSPI Web site for additional resources for social studies (http://www.k12.wa.us/SocialStudies) and educational technology (http://www.k12.wa.us/EdTech). June 2013 Page 1 This integrated assessment for social studies and educational technology uses the OSPIDeveloped Social Studies Assessment, US Foreign Policy. As students complete the task from the Social Studies assessment, they will collect evidence that demonstrates their ability to locate, evaluate, and use information ethically and effectively. Teachers can use this single assessment to evaluate student knowledge and abilities for social studies and educational technology. For more information on the Social Studies assessment, including additional resources, rubrics, and exemplars, visit http://www.k12.wa.us/SocialStudies/Assessments/HighSchool.aspx. The educational technology assessment is divided into four parts. During the first four sessions — Develop Questions, Locate Credible Sources, Conduct Research, and Model Synthesis — teachers will model the assessment with the whole class and provide formative feedback on student work. Students begin their individual research in Session Five. In the final session of this assessment, Session Eleven, students will create and publish a paper or presentation that answers the research question they developed in Session One. This assessment offers an opportunity for teachers to develop their proficiency with the following National Educational Technology Standards for Teachers (NETST): [x] 2d: Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. [x] 2a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. [x] 4a: Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. For more information on the NETS for Teachers, please visit http://www.iste.org/standards/netsfor-teachers.aspx. June 2013 Page 2 This integrated assessment addresses the following standards: \| \| Standards \| \| \| \|---\|---\|---\|---\| \| \| Social Studies \| \| Educational Technology \| \| 1.2.4 Understands and evaluates how political systems in the United States operate. 2.3.1 Evaluates the costs and benefits of governmental fiscal and monetary policies. 5.2.2 Evaluates the breadth of research to determine the need for new or additional investigation when researching an issue or even. 5.4.1 Evaluates positions and evidence to make own decisions in a paper or presentation. 5.4.2 Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation. (Grades 9-10) \| \| 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. Explore possible topics and available information on current issues using databases and digital resources to organize a project or solve a problem. 1.3.3 Analyze, synthesize, and ethically use information to develop a solution, make informed decisions, and report results. Combine information from separate sources to produce, support, and counter arguments. Assess the credibility, validity, and potential bias of online resources. Apply copyright law to correctly excerpt, paraphrase, and publish results to a wider audience. Cite sources using bibliography tools. Select relevant sources for a particular purpose or audience. \| \| June 2013 Page 3 The student task shown below is the original prompt from the Social Studies assessment. Students will develop a paper or presentation which shows their understanding of social studies content. Students will need to collect the following evidence to show knowledge and skills associated with the educational technology standards: [x] Research plan which lists the search engines and keywords needed to locate information about the question and sub-questions. [x] Research question and sub-questions. [x] Organized notes taken during research. [x] Citations of sources. [x] A list of all sources, including those which did not supply information for the final product. [x] A statement about the credibility and validity of each source. We refer to this collection of evidence as the Research Notebook throughout this document. The teacher can direct the format or permit students to select their own method for building the Research Notebook. Here are a few examples: [x] List that is tagged and annotated using a social bookmarking tool. Delicious, http://www.delicious.com/, EdTags, http://www.edtags.org/, Scuttle, http://sourceforge.net/projects/scuttle/ are three. [x] Document (Microsoft Word, GoogleDocs). [x] Digital Notebook using Microsoft OneNote or LiveBinders, http://livebinders.com/. [x] Mindmap or graphic organizer. [x] Blog entries or a wiki page. Student Task Responsible citizenship requires an understanding of how government raises and spends money to implement policies and programs. You will select a level of government and examine the revenue sources and expenditures related to a particular policy or program. In a cohesive paper or presentation, you will: [x] A conclusion about how studying this policy or program helps us understand other policies or programs. [x] State a position evaluating the government collection of revenue and expenditures related to a policy or program that includes: [x] Provide reasons for your position that include: [x] An analysis of how stakeholders have influenced or attempted to influence the government revenue collection and expenditure related to this policy/program with two or more examples. [x] A general overview of the program. [x] An explanation of who pays for and who benefits from the collection of revenue and expenditures related to the policy/program with two or more representative examples (at least one example of each). Essential Questions [x] Make explicit references within the paper or presentation to three or more credible sources that provide relevant information AND cite sources within the paper, presentation, or bibliography. \| \| Social Studies \| \| Educational Technology \| \|---\|---\|---\|---\| \| Discuss with students what the concepts covered in this assessment are, why they are important, and how they are relevant to students’ lives. Share essential questions on why these concepts matter. \| \| Introduce an opportunity for students to communicate their research effectively using technology tools. Students need to be able to communicate successfully in a variety of ways and settings and with a variety of audiences. \| \| June 2013 Page 4 Grade 12 Government Revenue and Responsibility Educational Technology Scoring Guide Directions: Each of the attribute names below represents part of an educational technology standard. These are followed by descriptions of student performance which meet the standard. If the student work provides evidence of meeting the standard, it earns the points shown in the final column. Total the points and then compare to the Scoring Rubric to determine the overall level of performance. We use the term digital to refer to tools and information that do not exist in a physical form. Computer software, Web sites, online databases, pod/vodcasts, and pages from an eReader are just a few examples. Attributes of Educational Technology Standards \| \| GLE \| \| Attribute Name \| \| Description \| Points \| \|---\|---\|---\|---\|---\|---\|---\| \| 1.3.1 \| \| Significant Questions \| \| Develops an original and focused research question or thesis. \| \| \| \| \| \| Plan Strategies \| \| Generates a research plan using a digital tool. For example, graphic organizers, brainstorming tools, source evaluation tools, timelines. \| \| \| \| \| \| Digital Resources \| \| Uses a digital tool to organize research. \| \| \| \| 1.3.3 \| \| Credible Sources \| \| Uses one or more valid digital source related directly to the student task. \| \| \| \| \| \| \| \| Provides evidence of the evaluation of bias in one or more digital source. \| \| \| \| \| \| Copyright Law \| \| Excerpts and paraphrases information correctly. Note: This point can only be earned if the student has included a bibliography. \| \| \| \| \| \| \| \| Cites sources appropriately. Note: This point can only be earned if the student has included a bibliography. \| \| \| \| \| \| Combine Information \| \| Selects information from various sources to support or counter the thesis. \| \| \| \| \| \| \| \| Organizes information from multiple sources to create a final digital product. \| \| \| \| \| \| Bibliography Tools \| \| Uses a digital tool for constructing a bibliography. \| \| \| \| TOTAL \| \| \| \| \| \| 10 \| Scoring Rubric for Government Revenue and Responsibility: Educational Technology \| \| Performance Description \| Points \| \|---\|---\|---\| \| A Level 3 response exceeds the standards and reflects that a student can demonstrate knowledge and ability beyond the requirements for Educational Technology GLEs 1.3.1 and 1.3.3. \| \| \| \| A Level 2 response meets the standards and reflects that a student understands and is able to perform GLE 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry and GLE 1.3.3 Analyze, synthesize, and ethically use information to develop a solution, make informed decisions, and report results BY using technology to develop a paper or presentation that examines the revenue sources and expenditures related to a particular government policy or program. \| \| \| \| A Level 1 response reflects that a student is still working toward meeting the GLEs. \| \| \| The Social Studies Rubric for this assessment can be found here: http://www.k12.wa.us/SocialStudies/Assessments/default.aspx. June 2013 Page 5 June 2013 Grade 12 Government Revenue and Responsibility Educational Technology Scoring Guide Page 6 Teachers must use the student task and scoring guide as written. However, teachers have leeway to adapt the amount of instruction, time considerations, and resources for individual classroom use. There is no requirement to use this plan or the sessions that follow. However, teachers might find the structure useful. There are many ways to use the Sample Unit Plan, shown below. Its versatile design will adapt to multiple instructional strategies and classroom settings as teachers complete this integrated OSPI-Developed assessment. In the Key Concepts, Vocabulary, and Background Knowledge section, you will model the assessment with the whole class and provide formative feedback on student work. \| \| Sample Unit Plan \| \| \| \|---\|---\|---\|---\| \| \| Key Concepts, Vocabulary, and Background Knowledge \| \| \| \| Session \| \| Standards \| Time \| \| 1 Develop Questions \| \| ET 1.3.1 \| 45 minutes \| \| 2 Locate Credible Resources \| \| ET 1.3.1 ET 1.3.3 SS 5.2.2 SS 5.4.2 \| 60 minutes \| \| 3 Conduct Research \| \| ET 1.3.1 ET 1.3.3 \| 45 minutes \| \| 4 Model Synthesis \| \| ET 1.3.3 SS 1.2.4 SS 2.3.1 SS 5.4.2 \| 30 minutes \| June 2013 Page 7 During the Individual Inquiry phase of the assessment, students will create a research question, make a plan, and then collect research about the question in their Research Notebook. They will share this information during the collaborative Discussion section. \| \| Sample Unit Plan \| \| \| \| \|---\|---\|---\|---\|---\| \| \| Individual Inquiry \| \| \| \| \| Session \| \| Standard(s) \| Time \| Preparation and Materials \| \| 5 Plan for Inquiry \| \| ET 1.3.1 \| 30 minutes \| Computer connected to a projector Computers for student use Research Notebook Optional Document camera or interactive whiteboard connected to a projector Internet access, if students will be using online tools to organize their research \| \| 6 Independent Research \| \| ET 1.3.3 SS 5.2.2 SS 5.4.2 \| 60 minutes (or as needed for research \| Digital sources for students to use: for example, selected search engines or Web sites, podcasts, collections, video clips. (Be sure that the Web site(s) you want to use will be accessible for students. If blocked, contact your district’s technology department or select other sources.) Research Notebook Web site evaluation tool Computers or devices for student use \| \| 7 Develop a Position \| \| ET 1.3.3 SS 5.2.2 \| 30 minutes \| Graphic organizer from Social Studies assessment Optional Document camera or interactive whiteboard connected to a projector \| \| \| Discussion \| \| \| \| \| Session \| \| Standard(s) \| Time \| Preparation and Materials \| \| 8 Discussion \| \| ET 1.3.1 ET 1.3.3 SS 1.2.4 SS 2.3.1 \| 45 minutes \| Optional Digital camera to record the discussion Microphone and speaker Skype or other interactive communication resource Class Web site to post photos, videos, and/or other materials to document the discussion \| June 2013 Page 8 In the final phase of the assessment—Organization, Synthesis, Position, and Presentation— students synthesize their research to produce a paper or presentation which addresses the original prompt. \| \| Sample Unit Plan \| \| \| \| \|---\|---\|---\|---\|---\| \| \| Organization, Synthesis, Position and Presentation \| \| \| \| \| Session \| \| Standard(s) \| Time \| Preparation and Materials \| \| 9 Synthesis \| \| ET 1.3.1 ET 1.3.3 SS 5.2.2 SS 5.4.1 \| 30 minutes \| Research Notebook Tools to construct a final paper, or create and publish a presentation Computers or devices for student use Web site evaluation tool Optional Internet access, if students will be using an online digital tool \| \| 10 Develop a Draft \| \| ET 1.3.3 SS 1.2.4 SS 2.3.1 SS 5.4.1 SS 5.4.2 \| 90 minutes (or as needed for writing) \| Research Notebook Digital tools for organizing notes, building bibliography, and to create and publish a presentation. Computers or devices for student use Optional Internet access, if students will be using online digital tools. (Be sure that the Web site(s) you want to use will be accessible for students. If blocked, contact your district’s technology department or select other digital tools.) \| \| 11 Final Product \| \| all \| 60 minutes \| Tools to construct a final paper, or create and publish a presentation Computers or devices for student use Optional Computer connected to a projector, if students will be presenting Internet access if presentation materials are online \| June 2013 Page 9 Session One: Developing Questions Background The purpose of the Key Concepts, Vocabulary, and Background Sessions is to model the targets and expectations of the assessment before students complete one on their own. During Session One, students begin to engage with Educational Technology Standard 1.3.1 as they "identify…significant questions for investigation and plan strategies to guide inquiry." This is the first part of a larger expectation for students to be able to use information to develop a solution and report results. The brainstorming process allows students to tap into their creativity while an organizational structure will help clarify thinking, increase retention through the use of a visual format, and help develop content. Using a digital tool has additional advantages: reading is easy, and updates and changes are simple to make. Students can also convert the content between different formats, for example mindmap and outline. The use of graphic organizers is also found in Washington's Reading standards (component 2.1). Teachers should consider introducing new vocabulary—brainstorm, search engine, database, key terms Original text from the Social Studies assessment is in bold. Prep Before these sessions where you will model the assessment with one topic with the entire class, choose an issue or topic for your class and look at sources related to the issues. Brainstorm stakeholders or perspectives involved with the issue or topic. Identify and coordinate with other staff, for example a teacher-librarian, technology specialist, or department member. Have a discussion about what the key concepts are. Review federal policies that protect children in the online environment–CIPA, COPPA and FERPA. Also, review district policies on Acceptable Use of technology and Digital Citizenship. Note provisions related to ethical and legal use, personal safety, cyberbullying, and the publication of student work, if you plan to post this content to a public Web site. If your district does not provide one, we have a sample Parental Permission Form to publish student work on a Web site. Optional Consider using the Tribal Sovereignty curriculum as a resource. If you will be using an online tool for this session, be sure that the Web site(s) you want to use will be accessible for students. If it is blocked, contact your district’s technology department or select other digital tools. Print or download a copy of a KWHL chart (for example, to model during http://www.worksheetworks.com/miscellanea/graphic-organizers/kwhl.html) the session. Review “Out of the Question,” by Sally Godinho and Jeni Wilson for ideas on using questions in the classroom, http://essdack.org/files/question%20flip%20book.pdf Materials Computer connected to a projector Tool for recording brainstormed ideas (for example, KWHL chart, Microsoft Word, Kidspiration) Optional Internet access, if using a web-based tool for brainstorming Document camera or interactive whiteboard \| Key Concepts, Vocabulary, and Background Knowledge \| \| Session One: Develop Questions \| \| \|---\|---\|---\|---\| \| \| \| Learning Plan (45 minutes) \| \| \| \| Engage \| \| Introduce the unit by previewing the Student Task and Essential Questions. Review relevant GLEs in order to set a clear target. Tell students that in the first session, they will be using a digital tool in order to develop a research question and plan. The purpose of the information they collect throughout the assessment will be twofold: the basis for a Research Notebook and also for an individual product (paper or presentation). They will practice the skill as a class first and then complete the assessment on their own. \| \| \| Explore \| \| Using the topic or issue you pre-selected, start brainstorming topics of interest with students. Model the use of the graphic organizer for organizing thinking and preparing for research. The graphic organizer may be in either digital or print form. If using a paper version, use a document camera or interactive whiteboard and projector with the class to show how students can complete the organizer. For example, use a KWHL chart (Know already, Want to know, How to research, Learning about a topic). As students suggest ideas about the topic during the brainstorm, add these to the “K” column. Review the brainstormed list of topics with students. Have the class identify their top three to five choices. Ask students to work with a partner and develop one or two questions to address through research. As students share their questions with the whole class, have a discussion about what makes an effective research question. For example, a question that can’t be answered with a simple “yes/no,” a question that begins with “How…” or one that requires the student develop a comparison or investigation. Ask students to provide ideas for improving individual questions on the list. They will use this model as they develop a research question independently in Session Five. \| \| \| Extend \| \| Work with the class to select a question for further investigation. Have students work individually or in pairs to brainstorm relevant resources they can consult to find information about the research question. This will be a model for a research plan they will develop in Sessions Five through Nine. Encourage students to include the following elements: Examples of search engines, databases, or other sources Examples of key terms for Internet searches As students share their ideas, fill in the “H” column of the class KWHL chart. \| Session Two: Locate Credible Resources Background In this session, students have an opportunity to reinforce the skills associated with Educational Technology Standard 1.3.1 and begin to build knowledge and skills around the expectations found in Educational Technology Standard 1.3.3 and Social Studies Standards 5.2.2 and 5.4.2 as they learn to locate, evaluate, and cite sources using digital tools. This session also has connections with Reading GLE 2.2.2, in which students use electronic text features to for research and to verify meaning and GLE 2.4.3 which requires students to “analyze and evaluate text for validity and accuracy.” Teachers should consider introducing new vocabulary—intellectual property, paraphrase. Teachers should encourage the use of online translation tools and search engines in languages other than English for ELL students. Original text from the Social Studies assessment is in bold. Prep Determine the digital tool(s) you will want to model and use with students for the Research Notebook. Select a “fake” Web site or Web search to use for discussion. There are several good social studies options at http://www.idiotica.com/cranium/encyclopedia/ . You could also show students results from a Google search for a fictional animal, such as the Jackalope. Optional Review video resources for selected Web 2.0 tools Review lesson plans on the Resources page — Searching for Information , Intellectual Property , and Evaluating Sources —for opportunities to pre-teach, re - te a c h, or e xtend lea r ni ng. Materials Computer connected to a projector Digital sources for students to use, for example, selected search engines or Web sites, podcasts, collections, video clips. (Be sure that the Web site(s) you want to use will be accessible for students. If blocked, contact your district’s technology department or select other sources.) Research Notebook Web site evaluation tool Internet access Computers or devices for student use \| Key Concepts, Vocabulary, and Background Knowledge \| \| Session Two: Locate Credible Resources \| \| \|---\|---\|---\|---\| \| \| \| Learning Plan (60 minutes) \| \| \| \| Engage \| \| Show students a Web site or a list of search results that looks legitimate, but does not have accurate information. Do not tell students anything about the site or the information. Ask for feedback about the site or search. Have a discussion with students about how they determine whether or not information is credible. Use this opportunity to talk about what makes a search effective. Review the brainstormed information from the previous session and restate the purpose of the work. Tell students that during today’s session, they will search for and evaluate web-based information. Remind students of the educational technology and social studies standards they are working toward. \| \| \| Explain \| \| Model how to locate information and determine the credibility of sources using digital tools. There is a variety of Web site evaluation tools listed on the Resources page which students can use to help determine the validity of information. Show students how to document the information they find using the Research Notebook format you have chosen. For example, students might copy and paste the URL of a Web site and some relevant information. Then, add a comment about the validity of the information. You could also choose to model paraphrasing by pasting information from the Web site in one column of notes and your own reflection and understanding in another column. Model how to cite and reference sources properly to support positions on the issue or topic. You could set up a few examples ahead of time and then model one or two. Students can use the “insert citation” function in Word or an online tool such as Easybib. For more information on teaching citation and intellectual property issues for this grade level, see the Citation section of the Resources. Teaching Tips and Accommodations Show students how to keep the Research Notebook and Internet search open at the same time, as well as how to copy and paste information to the Notebook. Pre-select Web sites for students or have folders of information on the class Web site as an entry point for student research. Provide a note-taking scaffold or limit research options for students who need more support. For example, you could use the Research Log at the end of this assessment to help students organize information. \| \| \| Explore \| \| Have students bring in relevant research (e.g. newspaper articles, personal interviews) by engaging in a search for information. Students will share and use this information during the next learning session. Remind students to use the ideas generated during the previous session’s brainstorm activity. This will provide a list of sources to search. Also remind students to keep a list of all sources, including those which did not supply useful information for the final product. Students should practice citing their sources as they collect information. \| Session Three: Conduct Research Background In this session, students will continue to work with Educational Technology Standards 1.3.1 and 1.3.3 as they synthesize information to produce an argument. This session also continues to build student understanding of Reading GLEs 2.2.2 and 2.4.3 as students use select resources and electronic text features to locate information and evaluate it for validity. Original text from the Social Studies assessment is in bold. Prep Provide additional opportunities for students to gather and organize information from digital resources. Continue to support learning with feedback about the search strategies students use and the information they gather. Select a primary source (text, audio, and/or video) to use as a model or a communication tool (for example, Skype, Google Voice, email) to connect students with historical experts. Optional Review video resources for selected Web 2.0 tools Review lesson plans on the Resources page about the concepts of Search Strategies and Intellectual Property for opportunities to pre-teach, re-teach, or extend learning. Materials Computer connected to a projector Digital sources for students to use, for example, selected search engines or Web sites, podcasts, collections, video clips. (Be sure that the Web site(s) you want to use will be accessible for students. If blocked, contact your district’s technology department or select other sources.) Research Notebook Web site evaluation tool Internet access Computers or devices for student use Graphic organizer from Social Studies assessment or student created mindmap Optional Document camera or interactive whiteboard connected to a projector \| Key Concepts, Vocabulary, and Background Knowledge \| \| Session Three: Conduct Research \| \| \|---\|---\|---\|---\| \| \| \| Learning Plan (45 minutes) \| \| \| \| Engage \| \| Show students a primary source (text, audio, or video) that presents a perspective students can discuss. The Resources page lists the URLs of several primary source Web sites. Remind students of the educational technology standards they are working toward for this session. Review essential content that has been generated to this point and re-state the purpose of the assessment. \| \| \| Explore \| \| Have all students look at one set of resources from various perspectives on the issue chosen by the teacher. (Review words specific to the assessment and its rubric.) These words will be helpful to students as key words for Internet searches. As they use the resources, have students practice notes/paraphrasing, citing sources, and providing evidence-based reason(s) for selecting the source. Have students use the Research Notebook format you have selected and modeled. Other options for research might include an email exchange, audio-only sources, or video call; for example, Skype with an expert. \| \| \| Explain \| \| Help students to analyze how issues relate to the concepts addressed in the assessment. Complete a graphic organizer connected with the assessment as a class. Review the “KWH” columns from Session One. Using this information collected by the class during Sessions Two and Three, fill in the “L” column of the chart. Use the opportunity to hold a class discussion about the information students collected on cultural contributions. During the discussion, introduce the standards for the next session. As you do this, model how to identify and evaluate other positions or perspectives on the issue or topic. \| \| \| Evaluate \| \| Be prepared to provide formative feedback to students about their knowledge and skills in selecting relevant and important information, summarizing results, and citing sources. Do not score this part of the lesson with the assessment. You may also have students use the Student Checklist to assess their own work. \| Grade 12 Government Revenue and Responsibility Assessment for Social Studies–Educational Technology Session Four: Model Synthesis Background This is the final session of the Key Concepts, Vocabulary, and Background Knowledge section of the assessment. It is a transition from the exploration students have been conducting to a focused application using their research, a sample paper, and the social studies and educational technology rubrics. In this session, students will continue working with Educational Technology Standard 1.3.3 and begin working with Social Studies Standards 1.2.3, 2.3.1, and 5.4.2 as they explore a sample response and scoring. Original text from the Social Studies assessment is in bold. Prepare Sample responses from Social Studies assessment, http://www.k12.wa.us/SocialStudies/Assessments/HighSchool/ScoringGuide- HSGovtRevRespCBA.pdf Social Studies assessment, http://www.k12.wa.us/SocialStudies/Assessments/HighSchool/HSEcon- GovtRevandResponsibility-CBA.pdf Educational Technology Scoring Guide Optional Document camera or interactive whiteboard connected to a projector Learning Plan (30 minutes) Engage [x] Review the graphic organizer from the previous session. What conclusions can students draw about the topic? [x] Remind students of the standards they are working toward for this session and restate the purpose of the assessment. [x] Review rubrics and their required elements. Explore [x] Have students look at a sample paper to show what a proficient response looks like and to understand the scoring process. [x] During the discussion, model how positions on the issue or topic relate to the required elements of the rubric. Evaluate [x] Have students provide feedback on the sample paper and their research using the rubrics. What suggestions do the students have for how they might have improved their work through a greater range or diversity of primary sources, or more mediums, citations, or paraphrased information? [x] Do not score this part of the assessment. Use for formative purposes only. Session Five: Plan for Inquiry Background In this session, students will continue to develop skills with Educational Technology Standard 1.3.1 as they identify significant questions for investigation and plan strategies to guide inquiry. Original text from the Social Studies assessment is in bold. Prep Before this session, determine the level of choice for students in selecting an issue or topic. Help students choose an issue or topic for individual inquiry. Possible ways of determining the issue or topic include: [x] Have students choose from a predetermined list of issues or topics for which there are ample resources. [x] Have students choose any issue or topic. [x] Have all students in the entire class focus on one issue or topic. Optional Review information on “The Research Question” presented on the Website, ChangingMinds.org, http://changingminds.org/explanations/research/initiation/research_question.htm Materials Computer connected to a projector Computers for student use Research Notebook Optional Document camera or interactive whiteboard connected to a projector Internet access, if students will be using online tools to organize their research \| Individual Inquiry \| \| Session Five: Plan for Inquiry \| \| \|---\|---\|---\|---\| \| \| \| Learning Plan (30 minutes) \| \| \| \| Engage \| \| Provide students examples of three to five research questions. Be sure to include one strong question and one weak question. Ask students to think about each question. What makes an effective question for investigation? Of the questions you provided, which ones would students consider to be good? What suggestions do they have for improving the other examples? Review information collected during the Key Concepts, Vocabulary, and Background Knowledge sessions. Tell students they will use their new ability to locate and evaluate credible sources as a model for a new topic they will investigate individually. The first step will be to develop a research question. \| \| \| Explore \| \| Model how to determine a research question. For example, use a pre-selected topic to brainstorm ideas first or use as the basis for another KWHL chart. Have students determine their research question on the issue or topic they have selected. E.g., “How can you balance the right to own guns and public safety?” \| \| \| Evaluate \| \| Ask students to have a peer provide feedback on the question they select. Remind students to use the question criteria identified during the Engage activity to evaluate the merit of this research question. \| \| \| Extend \| \| Have students create a list of sub-questions related to each component of the rubric. Examples: “What constitutional principles relate to gun ownership?” “What court cases or government policies have dealt with gun ownership?” “What positions are there on gun ownership?” “How are these positions justified?” Have students develop a research plan to gather information to address the research and sub-questions. Depending on the level of support students need, provide a template or scaffold or allow students to develop their own plans as part of the Research Notebook component of this assessment. \| \| \| Evaluate \| \| Provide formative feedback to students about their research questions and sub-questions. Look for questions which require more than a yes/no/maybe answer and sub-questions which cause students to dig deeper into a topic. Students will have opportunities throughout the remainder of the assessment to revise these questions based on feedback from you and their peers. \| Session Six: Independent Research Background In this session, students will continue to work with Educational Technology Standard 1.3.3 and Social Studies Standards 5.2.2 and 5.4.2 as they select, assess, cite, and combine information from a variety of sources. It is very important that students document all their research and ideas in the Research Notebook. You will base your evaluation of students' knowledge and skills with these targets on the information students collect during this session. . Original text from the Social Studies assessment is in bold Prep Optional Pre-teach search strategies or methods to evaluate the credibility, validity, and potential bias of online sources. You could use a lesson from the Searching for Information or Evaluating Sources section of Resources. Materials Digital sources for students to use, for example, selected sea rc h e ngines o r Web si t e s, podcasts, collections, video clips. (Be sure that the Web site(s) you want to use will be accessible for students. If blocked, contact your district’s technology department or select other sources.) Research Notebook Web site evaluation tool Computers or devices for student use [x] Use a Think-Pair-Share activity to prompt thinking about search strategies. Learning Plan (60 minutes or as needed for research) 1. Have students reflect on their research question to identify sources that might provide information. Engage Explore Extend Evaluate 3. Finally, ask for a few students to volunteer to share their research question. 2. Next, have students share their ideas with a partner and provide input on one another's search strategies. 4. As each student reads their question, have the class suggest sources to find information about the question or ways to search for information (for example key terms and Boolean strategies). [x] Have students conduct research with sources provided or they may find sources on their own. Have students analyze and evaluate each source for relevance to their research questions. [x] Remind students of the standards they are working toward for this session and restate the purpose of the assessment. [x] Using their Research Notebook, students should keep track of [x] Notes from sources that help answer the research question or sub-questions. [x] Bibliographic information about the resources. [x] How they located the information and why they judged the source as credible and valid. Teaching Tips and Accommodations [x] Have students evaluate and revise, if necessary, their research question based on initial review of sources. [x] Provide a scaffold or template can be provided for students who need more support with tracking their research. [x] Provide feedback and/or have peers offer feedback about the research using the Scoring Guide or Student Checklist. In particular, look for evidence that students use digital tools, excerpt and paraphrase information, select relevant sources, use resources that are timely and have authority, and record all of the information needed to construct a citation. Session Seven: Develop a Position Page 19 June 2013 Background In this session, students reinforce skills associated with Educational Technology Standard 1.3.3 and Social Studies Standard 5.2.2 as they "combine information from separate sources to produce, support, and counter arguments." This is the final session for the Individual Inquiry portion of the assessment. At this point, students should begin the synthesis of their research by organizing their information and beginning the development of a position about their research question. They will share this position and their supporting ideas and documentation in the next session. This session also begins an association with Writing GLE 1.1.1 for which students use various strategies for planning writing. Original text from the Social Studies assessment is in bold. Prep Optional Pre-teach the organization and synthesis of information using a lesson from the Reading and Writing Resources. Materials Graphic organizer from Social Studies assessment Optional Document camera or interactive whiteboard connected to a projector Learning Plan (30 minutes) Engage [x] Ask students to share their research question and sub-questions with a partner. Students should identify specifics from their research which provide information on these questions: [x] What am I learning about the topic? [x] What am I learning about searching for and organizing information? [x] Review learning targets for this session with students. Explain that the focus today will be to identify key points from their partner discussion and use these points to prepare for the final product. Explore [x] Have students begin to complete a graphic organizer connected with the assessment. Remind students they can use the graphic organizer completed during the Key Concepts, Background, and Vocabulary sessions as a guide. Explain [x] Students can use the graphic organizer with a partner or the whole class to discuss key components. Extend [x] Have students develop an initial position on the issue or topic related to the required elements of the rubric. Tell students that the position they take will be the basis for discussion during the next session. Evaluate [x] Be prepared to provide formative feedback to students about their knowledge and skills relative to selecting information that has a general pattern and is clear and well-known about the topic, and summarizes results of the research. [x] Do not score this part of the assessment. Students will have an opportunity to revise this initial work following the next session. Session Eight: Discussion Background In this session, students continue their work with Educational Technology Standards 1.3.1 and 1.3.3 as they continue to produce their argument for the assessment. Students engage in a discussion with peers, enabling them to understand how political systems in the United States operate and evaluate the impact of international agreements on contemporary world issues (Social Studies GLEs 1.2.4 and 1.3.1). This will also provide an opportunity for additional feedback on the research that students have been conducting and allow for some final adjustments to the position they will be taking before constructing the final product. The ability to apply “skills and strategies to contribute responsibly in a group setting ” is represented by Communication GLE 2.2.2 and has connections to this session. Original text from the Social Studies assessment is in bold. Prep Before class, choose a strategy for having students discuss with one another their initial conclusions on the issue(s) or topic(s) they are researching. For example, organize students into small groups around similar topics or constitutional principles addressed and have students discuss their initial positions. Material Optional Digital camera to record the discussion Microphone and speaker Skype or other interactive communication resource Class Web site to post photos, videos, and other materials to document the discussion Learning Plan (45 minutes) Engage [x] Revisit the essential question in preparation for class discussion and restate the purpose of the assessment. [x] If this is the first time students have engaged in a scholarly discussion with peers, provide an explanation of the format and ask for student input on managing the discussion (for example, active listening skills and taking turns). Explore [x] Conduct a class discussion on the information students have collected. [x] You could enhance the discussion with technology: [x] Amplify with a microphone and speakers. [x] Engage an external audience using Skype or other interactive communication resource. [x] Share the discussion with a video. [x] Share the discussion by posting an interview or notes on classroom Web site. Extend [x] Have students revisit their research questions and initial positions and revise as necessary. Evaluate [x] Provide, or have student peers provide, a final round of feedback on the research questions and initial positions. Look for evidence that the student is able to identify a significant question(s), select relevant information, and use evidence to support an argument. Session Nine: Synthesis Background This session is the beginning of the final phase of the assessment. During the session, students continue working with Educational Technology Standards 1.3.1 and 1.3.3 as they organize resources and assess the credibility, validity, and potential bias of sources. They also begin to develop their skill with Social Studies Standard 5.2.2 and 5.4.1 as students “evaluate positions and evidence to make [their] own decisions in a paper or presentation.” The targets for this session are also connected with Writing GLE 1.1.1 which involves using “an (electronic) log as the basis for informational writing” and requires students to use a “prewriting stage to formulate a thesis and organize text.” Original text from the Social Studies assessment is in bold. Prep Before you begin the Organization, Synthesis, Position and Presentation portion of the assessment, consider opportunities for students to present their work to a meaningful audience. For example, display student work on a class Web site, allow students to present via videoconference, or share their learning with another class. Optional Pre-teach compare and contrast using one of the identified Reading and Writing lessons. Materials Research Notebook Web site evaluation tool Tools to construct a final paper, or to create and publish a presentation Computers or devices for student use Optional Internet access, if students will be using online digital tool Learning Plan (30 minutes) Engage [x] Ask students to restate the qualities of valid and credible sources. Have students evaluate their research to ensure that they have adequate evidence, information, and credible sources to address all aspects of the rubric. Explore [x] Have students complete the graphic organizer (started during Session Seven) provided to prepare a draft of their final response. Students should use their Research Notebook to connect the statements they make with evidence from their notes. [x] Have students review the persuasive paper or presentation checklist before drafting their paper or presentation. This checklist is part of the Social Studies rubric. [x] If students will be doing a presentation, be sure they are familiar with the format(s) you will expect them to use. Here are examples of presentation formats students can use. You can find more information on the Resources page: [x] Desktop Publishing: Publisher, Powerpoint, Glogster, Blog, Wiki [x] Digital Storytelling: MovieMaker, iMovie, CamStudio, Voicethread [x] Virtual Fieldtrip: Google Earth, Bing Maps [x] Podcasting: Audacity, Garageband, Jamstudio Extend [x] Students should begin to draft their final paper or presentation. Evaluate [x] Although students’ Research Notebook will not be scored until Sess ion E leven , th is is the final opportunity for formative feedback about knowledge and skills associated with identifying significant questions for inquiry, combining information from separate sources to produce arguments, and using relevant and credible resources. Session Ten: Develop a Draft Background In this session, students continue to develop knowledge and skills associated with Educational Technology Standard 1.3.3 and Social Studies Standards 1.2.4, 2.3.1, 5.4.1, and 5.4.2 as they create a paper or presentation and bibliography. Their final product must examine the revenue sources and expenditures related to a particular policy or program. This session also has elements of Writing GLE 1.3.1. The target involves gathering and considering feedback from peers and adults. Original text from the Social Studies assessment is in bold. Prep Optional Pre-teach (or re-teach) using one of the identified Reading and Writing lessons for a compare and contrast essay. Materials Research Notebook Digital tools for organizing notes, building bibliography, and to create and publish a presentation. Computers or devices for student use Optional Internet access, if students will be using online digital tools. (Be sure that the Web site(s) you want to use will be accessible for students. If blocked, contact your district’s technology department or select other digital tools.) Learning Plan (90 minutes or as needed for developing paper or presentation) Engage [x] Have students review their graphic organizers and research from previous sessions. Explain that they will use these elements to draft a paper or presentation. Encourage students to add details to their organizers. [x] Remind students of the standards targeted by this assessment. Explore [x] Have students develop an initial draft of a coherent paper or presentation that addresses all aspects of the rubric. [x] Have students complete a bibliography (requiring that the bibliography is to be annotated is at the teacher’s discretion). Citation was part of Session Two , but you might need to model how to create an organized list from the cite d s our c e s. Evaluate [x] Allow students opportunities to receive feedback on whether or not their paper or presentation includes all of the required elements of the rubric or any other aspects of the paper or presentation not scored on the rubric, such as the writing process. [x] You may also have students use the Student Checklist to assess their own work. Session Eleven: Final Product Background In this session, students will demonstrate their mastery of the educational technology and social studies standards associated with this assessment as they complete a paper or presentation for the Government Revenue and Responsibility assessment. This session has strong connections with Writing GLE 1.2.1 which asks that students use a prewriting plan, draft by hand and/or electronically, and produce multiple drafts. It also builds on Writing GLE 1.3.1 (part of Session Ten) as students use feedback and re-read work for different purposes (for example, adding transitions and relevant information). Original text from the Social Studies assessment is in bold. Materials Digital tools for organizing notes, building bibliography, and to create and publish a presentation. Computers or devices for student use Optional Computer connected to a projector, if students will be presenting Internet access if presentation materials are online Learning Plan (60 minutes) Engage [x] Have students review feedback on their draft work generated during the last session. Ask students to reflect on the comments and identify a plan to address any issues. [x] Remind students about the standards they are working toward for this assessment. [x] Review the rubrics and remind students to use these as they complete their final draft and Research Notebook. Explore [x] Have students complete a final draft of their response to the assessment. Evaluate [x] Score students’ final work using the rubric and/or the sc or i ng m a t r i x. [x] Score students’ Research Notebook, which should include research questions, plans, and research. Use the Scoring Guide for Educational Technology . Grade 12 Government Revenue and Responsibility Student Research Log Name: _____________________________ Research Question: _____________________________________________________________ Printed Source Title: Author: Type of source (book, periodical): Date published: Publisher: Notes: Printed Source Title: Author: Type of source (book, periodical): Date published: Publisher: Notes: Grade 12 Government Revenue and Responsibility Student Research Log Name: _____________________________ Research Question: _____________________________________________________________ Digital Source Title: Author (if known): Type of source (Web, audio, Skype interview, video): Access Date: URL: Notes: Digital Source Title: Author (if known): Type of source (Web, audio, Skype interview, video): Access Date: URL: Notes: Grade 12 Government Revenue and Responsibility Student Checklist Name ______________________________ Student Task [x] State a position evaluating the government collection of revenue and expenditures related to a policy or program that includes: In a cohesive paper or presentation, you will: [x] A conclusion about how studying this policy or program helps us understand other policies or programs. [x] A general overview of the program. [x] Provide reasons for your position that include: [x] An analysis of how stakeholders have influenced or attempted to influence the government revenue collection and expenditure related to this policy/program with two or more examples. [x] Make explicit references within the paper or presentation to three or more credible sources that provide relevant information AND cite sources within the paper, presentation, or bibliography. [x] An explanation of who pays for and who benefits from the collection of revenue and expenditures related to the policy/program with two or more representative examples (at least one example of each). \| \| Description \| \| Checklist \| How do I know? \| \|---\|---\|---\|---\|---\| \| I develop an original research question or thesis about my topic. \| \| \| \| \| \| I use a digital tool, such as a graphic organizer or timeline, to plan my research. \| \| \| \| \| \| I use a digital tool organize information collected during my research. \| \| \| \| \| \| I use at least one valid digital source related directly to the student task. \| \| \| \| \| \| I use evidence to explain my evaluation of the bias in at least one digital source. \| \| \| \| \| \| I excerpt and paraphrase information from sources. \| \| \| \| \| \| I cite my sources. \| \| \| \| \| \| I select information from different sources to support or counter my thesis. \| \| \| \| \| \| I create a final digital product (paper or presentation) from my research. \| \| \| \| \| \| I develop a bibliography with a digital tool. \| \| \| \| \| Posting Photos and Student Work Sample Parental Permission Form Parental Consent Form In Washington State's K-12 schools, email, blogs, podcasts, collaborative document sites, such as GoogleDocs, and multimedia items that publish to school and class Web sites, have become an integral part of education, administration and communication with the community. As educators, we are committed to practices that promote student safety and privacy of information— online and offline. We approach communication software and hardware, which allow students to connect with peers, experts and educators as important tools for student learning. Given that web-based communication requires an online presence—not always anonymous—we ask parents and students to consider carefully the acceptable level of access and participation your student will have using digital tools at school. These three statements summarize _____________________ school's policy related to the privacy of student content. 1. Publishing photos of students or samples of student work promotes an opportunity to share and learn with others. It is acceptable to publish images of students and student learning products on school Web pages without information that would identify the student. Parents/guardians must provide written consent to publish their child's photo or school work on any school-related Web site before the item is published. 3. All student files, created and stored on the school district's network, are the property of the school district. As district property, all files and multimedia items are open to the review and evaluation of district officials. 2. All students and teachers must abide by the copyright laws of the United States. Permission As a parent or legal guardian of _________________________________, I have read, and I understand the policy statement related to the posting of images of students and student work online. I consent to the permission(s) I have initialed below: _______ I grant permission for the publication of my student's photo or work without information that would identify the student. _______ I grant permission for my student to use online tools provided by the teacher. _______ I grant permission for my student to use a personal email account for assignments while at school. Student Name (Print): __________________________ Student Signature: ___________________________ Date: _______________ Parent (Guardian) Signature: ________________________ Date: _______________ Grade 12 Government Revenue and Responsibility Assessment for Social Studies — Educational Technology \| Educational Technology Resources \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Examples of Digital Tools \| \| \| \| \| \| Description \| \| \| \| Location \| \| Brainstorm and \| Mindmap \| Bubbl.us is a simple and free Web application that lets you brainstorm online. \| http://bubbl.us \| \| \| \| \| Text2Mindmap allows you to type text in an outline then automatically create a mindmap. \| http://www.text2mindmap.com/ \| \| \| \| \| Mind42 is a browser based online mind mapping application. You can keep track of all your ideas, whether alone, with colleagues and friends or working collaboratively with the whole world. \| http://www.mind42.com/ \| \| \| Cite \| \| Bibme is a free online tool for generating citations. \| http://www.bibme.org/ \| \| \| \| \| Easybib will generate single citations and does not require an account or login. \| http://www.easybib.com/ \| \| \| Take Notes \| \| Teachers can set up a Padlet page where students can post notes about what they are learning. \| http://padlet.com/ \| \| \| \| \| This hierarchical outlining tool allows students to organize up to five levels of information for reading and writing activities. During or after reading, students can use Notetaker to compile and organize reading notes, research, and related ideas. \| http://www.readwritethink.org/classroom- resources/student-interactives/readwritethink- notetaker-30055.html \| \| \| Communicate \| \| Skype allows you to use the Internet to make free calls (including video) to anyone else who has Skype. \| http://www.skype.com/ \| \| \| \| \| If you have a Gmail account, you can use the Google Chat plugin for video and voice to talk with other google users. \| http://www.google.com/talk/ \| \| \| Publish \| \| You can use Glogster to develop an interactive poster. \| http://edu.glogster.com/ \| \| \| \| \| Animoto has educational accounts. Students can upload pictures, add text and music, and generate a presentation. \| http://animoto.com/ \| \| \| \| \| With a Voicethread account, students are able to share documents, images, and videos with others. \| http://voicethread.com/ \| \| \| \| \| Students can create posts for a classroom blog. Examples of education-friendly sites are provided, but there are others. \| http://edublogs.org/ http://kidblog.org/home.php \| \| \| \| \| Wikis are Web sites that are easy to create and edit. Many services offer free wikis for educators. \| http://www.wikispaces.com/ http://pbworks.com/ \| \| \| Social \| Bookmarking \| Delicious makes it possible to bookmark, organize and share favorite Web pages \| http://www.delicious.com/ \| \| \| \| \| Education-friendly EdTags is an online destination where you can store, categorize and share your favorite Web content. \| http://www.edtags.org/ \| \| Grade 12 Government Revenue and Responsibility Assessment for Social Studies — Educational Technology Educational Technology Resources http://sourceforge.net/projects/scuttle/ http://sourceforge.net/projects/semanticscuttle/ Scuttle is an open source social bookmarking tool downloadable from SourceForge.net, http://sourceforge.net/. Also take a look at SemanticScuttle that sports features like structured tags. \| Educational Technology Resources \| \| \| \| \| \|---\|---\|---\|---\|---\| \| Examples of Digital Tools \| \| \| \| \| \| Description \| \| \| \| Location \| \| Collaborate \| \| Social bookmarking tools allow individuals to \| \| http://delicious.com \| \| \| \| bookmark resources on the Web, then share them \| \| http://diigo.com \| \| \| \| with a group. \| \| http://www.edutagger.com/ \| \| \| \| Microblogging Web sites enable classes to \| \| http://edmodo.com \| \| \| \| collaborate using short bits of text and links. \| \| http://twitter.com \| \| \| \| Documents, spreadsheets, and presentations can be \| http://docs.google.com \| http://docs.google.com \| \| \| \| written, shared, and revised using Google Docs. \| \| \| \| \| \| There is an education version for k-12. \| \| \| \| \| Students can collect and share web-based notes using a variety of tools. \| Students can collect and share web-based notes \| \| http://www.ubernote.com/ \| \| \| \| using a variety of tools. \| \| http://livebinders.com/ \| \| \| \| \| \| http://www.layers.com/ \| \| Search and Evaluate Information \| These sites provide guidance on evaluating Web sites for credibility, validity, and potential bias \| \| \| http://www.library.cornell.edu/olinuris/ref/research/w \| \| \| \| \| \| ebeval.html \| \| \| \| \| \| http://www.library.cornell.edu/olinuris/ref/research/w \| \| \| \| \| \| ebcrit.html \| \| \| \| This tool may be used by students to assess Web \| \| http://school.discoveryeducation.com/schrockguide/pd \| \| \| \| sites and explain their reasoning \| \| f/evalhigh.pdf \| \| \| Advanced search options on Bing \| Advanced search options on Bing \| \| http://help.live.com/help.aspx?project=wl_searchv1& \| \| \| \| \| \| market=en-US \| \| \| Advanced search help on Google \| \| \| http://www.google.com/support/websearch/bin/answer \| \| \| \| \| \| .py?answer=136861 \| \| \| \| Choosing best search engine/tool \| \| http://www.noodletools.com/debbie/literacies/informa \| \| \| \| \| \| tion/5locate/adviceengine.html \| \| \| \| A list of ways to support students in the critical \| \| http://school.discoveryeducation.com/schrockguide/ev \| \| \| \| evaluation of information. \| \| al.html \| Grade 12 Government Revenue and Responsibility Assessment for Social Studies — Educational Technology \| \| Educational Technology Resources \| \| \| \|---\|---\|---\|---\| \| \| Videos \| \| \| \| \| Description \| \| Location \| \| Demonstration of bubbl.us as a mindmapping tool \| \| http://www.youtube.com/watch?v=I2nrVVqikjE \| \| \| Part I of a series of brief clips about the use of Webspiration. There are links on the side of the page for other Webspiration features. \| \| http://www.youtube.com/watch?v=z3CmdlIuxQE \| \| \| Glogster in 90 seconds \| \| http://www.youtube.com/watch?v=MvC47fUANLk \| \| \| Explanation of Glogster features \| \| http://www.youtube.com/watch?v=qW5SSn9nno0 \| \| \| Shows how Microsoft OneNote can be used to organize and share information (including multimedia options) \| \| http://www.youtube.com/watch?v=1sDzbrRsZZk \| \| \| \| Social Studies Resource Sites \| \| \| \| \| Description \| \| Location \| \| ProCon offers free access to content that promotes “critical thinking, education, and informed citizenship by presenting research on controversial issues in a straightforward, nonpartisan, and primarily pro vs. con format.” \| \| http://www.procon.org/ \| \| \| Use the Smithsonian Online Collections and Datasets to “search over 2 million records with 265,900 images, video and sound files, electronic journals and other resources from all across the Smithsonian.” \| \| http://www.smithsonian.org/research/online- collections-datasets.htm \| \| \| American Memory from the Library of Congress “provides free and open access through the Internet to written and spoken words, sound recordings, still and moving images, prints, maps, and sheet music that document the American experience.” \| \| http://memory.loc.gov/ammem/ \| \| \| The National Archives and Records Administration (NARA) contains “documents and materials created in the course of business conducted by the United States Federal government.” \| \| http://www.archives.gov/ \| \| \| Other primary source history resources \| \| http://www.uiweb.uidaho.edu/special- collections/Other.Repositories.html http://www.eduplace.com/ss/hmss/primary.html \| \| Grade 12 Government Revenue and Responsibility Assessment for Social Studies — Educational Technology	<urn:uuid:b213e52f-d97f-4e4a-9538-3b1652f30f78>	CC-MAIN-2024-26	https://ospi.k12.wa.us/sites/default/files/2023-08/g12governmentrevenueandresponsibility.pdf	2024-06-24T09:56:51+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00364.warc.gz	381,831,632	14,473	eng_Latn	eng_Latn	0.934812	eng_Latn	0.994155	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", ...	false	docling	[ 1146, 2328, 4934, 6943, 8417, 11571, 14718, 14822, 16226, 17735, 19245, 22263, 24822, 26821, 29885, 31600, 33745, 35819, 37016, 39403, 42536, 45084, 47712, 50782, 53027, 54768, 55168, 55608, 57576, 60099, 62910, 65471, 67596, 67699 ]	[ 3.390625, 3.3125 ]	6	0
MTBN.NET PLR Library Text and Word PLR Article Packs available at PLRImporter.Com Category: Vitamins File: B5 Vitamin_utf8.txt An Overview of the B5 Vitamin The B5 vitamin is also known as Pantothenic Acid. The B5 vitamin is the most prolific of all the vitamins and is found in every type of food. In fact, it is impossible for a person to consume less B5 vitamin than they need. That means that there is no little possibility that a person can have a B5 vitamin deficiency. For this reason, there is actually no recommended daily amount that health professionals can state as everyone obtains more than enough from their normal food consumption. However, even though there is no need to calculate a recommended daily allowance it does not mean that the B5 vitamin is not vital for a healthy body and mind. In fact, the B5 vitamin is essential for turning food into energy amongst other functions. The B5 vitamin is responsible for taking the fats and carbohydrates into energy. Some B5 vitamin can be found in almost every food whether it is animal or vegetable. Obviously there are some sources of the B5 vitamin that are better than others but a balanced diet will provide more than enough. The foods with the highest B5 vitamin content are organ meats, salmon, eggs, beans, milk, and whole grains. It is worth noting that the B5 vitamin is lost when grains are milled into flour and tends not to beaded back in. Therefore, processed grain foods such as bread, pasta, rice, breakfast cereal, and baked goods are not good sources of the B5 vitamin. The B5 vitamin is the most effective when it is combined with other B vitamins especially thiamin or B1, riboflavin or B2, niacin or B3, pyridoxine or B6, and biotin. Along with these other B vitamins, the B5 vitamin is an integral part in a number of processes. The most important of these is the production of energy from food that is consumed and this is known as the Kreb's cycle. The B5 vitamin is also required for releasing energy from fats. Interestingly, the B5 vitamin is also considered to be helpful in reducing stress. This is chiefly due to the fact that during periods of stress, the body produces more of certain hormones such as adrenalin and these require the B5 vitamin. There are many theories as to the benefits of the B5 vitamin but there is no need for the majority of people to actively seek out foods that are high in B5 as they are likely to be consuming far more than is needed already. There are no adverse effects to consuming too much B5 vitamin.	<urn:uuid:6d09c036-5e4a-486c-a3e8-294a650e8816>	CC-MAIN-2024-26	https://geekzonebooks.com/library/PLRtxtTopdf/134K_articles_PDF/100_Fitness-Vitamins-Weight_Loss_And_Skin_Care_Articles/Vitamins/B5%20Vitamin.pdf	2024-06-24T09:28:15+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00363.warc.gz	233,101,533	554	eng_Latn	eng_Latn	0.999373	eng_Latn	0.999373	[ "eng_Latn" ]	false	docling	[ 2535 ]	[ 2.453125 ]	1	0
St. Monica's Catholic Primary School SEND Policy 'Let Trust, Respect and Love live here.' Approved: Spring 2024 Review Due: Spring 2026 1. Philosophy Every child is a unique gift from God, with his or her own unique gifts. At St. Monica's, we strive to ensure that all children are offered the opportunity to develop to their full potential in individual, educational, moral, intellectual and spiritual needs. Our school aims to be a living community of work and prayer. We believe in supporting all staff, teaching and non-teaching, in meeting their individual needs and developing the staff as a team. 2. Introduction At St Monica's Catholic Primary school, we believe that every child is a unique gift from God, with his or her own gifts, therefore we understand that every child must learn and succeed in a different way. We strive to embrace the individuality of our pupils to provide them with the right resources, environment and support to access learning and achieve. We believe in a positive sense of well-being, ambition and progress for all children. This policy outlines our aims for pupils with Special Educational Needs and Disability (SEND) and describes the pathway in place to ensure these aims are achieved. 3. Aims At St Monica's we strive to be an inclusive school that offers a range of provision to support every child, including those with SEND. We are dedicated to reviewing the range of support in place to meet individual pupil need and aspire for SEND support to not be a peripheral activity, but part of the mainstream curriculum delivered to all children and the responsibility of all staff. As a result: - We aim to meet the needs of individual children through highly effective teaching and learning. - We aim to ensure early identification of needs to reduce barriers to learning. - We strive to develop effective partnerships with children and their parents/carers and with specialist teaching staff, both within the school and external professionals, in order to meet a range of SEND. - We undertake a rigorous system of monitoring children's progress, supporting academic and personal achievement, as to develop the child holistically and foster a culture of lifelong learning. 4. Legislation and Guidance This policy is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation: - Part 3 of the Children and Families Act 2014, which sets out schools' responsibilities for pupils with SEN and disabilities - The Special Educational Needs and Disability Regulations 2014, which set out schools' responsibilities for education, health and care (EHC) plans, SEN coordinators (SENCOs) and the SEN information report. 5. Definitions The Special Educational Needs and Disability (SEND) Code of Practice: 0-25 years (2015) definition of SEND: A child has special educational needs if he/she has a learning difficulty which calls for special provision to be made. A child has a learning difficulty if they have: - a significantly greater difficulty learning than the majority of children of the same age. - a disability which prevents or hinders the child from making use of educational facilities of the kind generally provided for children of the same age in mainstream schools. A child with additional needs is NOT considered to have SEND if: - the language spoken at home is different from the language used in school i.e. English is not their first language. - the child has exceptional abilities i.e. is gifted and talented The term SEND is used across the 0-25 year age range. The Code of Practice (2015) outlines the following broad areas of need: Sensory and/or Physical needs which includes visual impairment (VI), hearing impairment (HI), multisensory impairment (MSI), physical difficulties (PD) Cognition and Learning which includes moderate learning difficulties (MLD), severe learning difficulties (SLD) profound and multiple learning difficulties (PMLD), specific learning difficulties (SpLD). Communication and Interaction which includes speech, language and communication needs (SLCN), Social Communication Difficulties (SCD) and Autistic Spectrum Disorder (ASD). Social, Emotional and Mental Health needs which includes attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), oppositional defiant disorder (ODD), attachment disorder, anxiety and depression. 6. Roles and Responsibilities The SENCO The SENCO will: - Work with the Head Teacher and SEND Governor to determine the strategic development of the SEND policy and provision in the school. - Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans. - Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching. - Advise on the graduated approach to providing SEND support. - Advise on the deployment of the school's delegated budget and other resources to meet pupils' needs effectively. - Be the point of contact for external agencies, especially the local authority and its support services. - Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned. - Work with the Head Teacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements. - Ensure the school keeps the records of all pupils with SEND up to date. - Update the SEND Information Report annually to keep parents up to date. This can be found on the school website http://stmonicas.co.uk/information/special-educational-needs-and-disability/ - Ensure the Milton Keynes Graduated Approach is shared with parents. https://www.milton-keynes.gov.uk/sites/default/files/202202/Parent%20and%20carers%20guide%20to%20the%20Graduated%20A pproach%2016.12.20%20NB%20update.pdf The SEND Governor The SEND Governor will: - Help to raise awareness of SEND issues at governing board meetings. - Monitor the quality and effectiveness of SEND and disability provision within the school and update the governing board on this. - Work with the Head Teacher and SENCO to determine the strategic development of the SEND policy and provision in the school. The Head Teacher The Head Teacher will: - Work with the SENCO and SEND Governor to determine the strategic development of the SEND policy and provision in the school. - Have overall responsibility for the provision and progress of learners with SEND and/or a disability. Class teachers Each class teacher is responsible for: - The progress and development of every pupil in their class. - Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. - Working with the SENCO to review each pupil's progress and development and decide on any changes to provision. - Ensuring they follow this SEND policy. Teaching Assistants (TA) and Higher Level Teaching Assistants (HLTA) TAs follow the guidance/planning of class teachers to provide appropriate support to pupils with SEND. This may be within Quality First Teaching, Targeted Support (small group focus) and/or Personalised Support (one to one focus). HLTA's follow the guidance of the SENCO to conduct valuable assessments of children with SEND to pinpoint specific developmental targets to ensure progress. They meet regularly with the SENCO, class teacher, teaching assistants and where appropriate parent/carers, to suggest strategies and programmes of intervention for children with SEND. In addition to this, they provide effective personalised support, in very small groups or on a one to one basis, to meet specific targets set by Support Plans. The Children Pupils' own perceptions and experiences are important in order to help professionals make decisions regarding their needs. It is essential that pupils are provided with the opportunity for their voices to be heard. This may be done through: - Attendance at key meetings - Pictorial descriptions or written reports - Involvement in creating Pupil Passport - Role-play - Alternative methods of recording, e.g. voice recorder, video recorder etc, as agreed with the pupil and the parents. The Parents The school will keep parents informed at all times about their child's learning and progress. Parents will be part of a joint planning process to decide next steps for their child. Parental views are central to the decisions made regarding the support provided for their child. Parents can raise any concerns they have initially with the class teacher. Where appropriate, the SENCO will meet with parents to discuss concerns further. Parents' evenings are held during the Advent and Lent Term and progress will be discussed here. Parents are also invited to attend termly meetings to discuss their child's SEND Support Plan and the provision in place for their child, as well as how they can help at home. In some instance, a home-communication book is implemented and Parents are asked to join in with this process of communication to provide more frequent communications on a daily/weekly basis. The SENCO will direct Parents to useful meetings or workshops regarding special educational needs and ensure they are aware of the Milton Keynes Graduated Approach. Parents should keep the school informed of any concerns that may affect their child's performance in school, and return signed documents as requested. Office Staff Office staff will: - Collate admissions information for all children, and ensure that any additional needs information is passed onto the SENCO and the relevant class teacher. - Liaise with previous schools of children with additional needs to ensure the 'full picture' is received prior to the child starting at St Monica's Catholic Primary School. 7. Appendices The remaining part of this policy are appendices which detail specific aspects within the SEND Pathway at St Monica's Catholic Primary School: - Appendix 1: SEND Pathway Flow Chart (p.7) - Appendix 2: Identification of SEND (guidance for Class Teachers) (p. 8-9) - Appendix 3: Supporting children with SEND (p.9-11) - Appendix 4: Transition for children with SEND (p12). - Appendix 5: School Facilities and Resources (p.13-14) - Appendix 6: Learning Mentor (p.14-15) - Appendix 7: Documents/Record Keeping (p. 15-16) This policy is reviewed a minimum of once every year by school staff and is approved by the Governing Body. Appendix 1: SEND Pathway Flow Chart ST MONICA'S CATHOLIC PRIMARY SCHOOL SEND SUPPORT PATHWAY 1. Pupil Identification Concerns about a pupil raised by school staff, parents or other agencies 2. Look and Listen Discuss concerns with all school staff involved, parents and child. - Look at child's One-page Profile. It is important to distinguish learners with SEND from learners who are underachieving but who can and will catch up. 3. Start FACT - CYCLE ONE 4. FACT level 0 5. FACT Level 1 Rule out communication as area of need and consider other assessment tools and implement provision where necessary. Complete FACT Outcome and Review Form Cycle and implement strategies into QFT. 9. Progress is more/significantly more than expected (Outcomes achieved) Additional support no longer required. Needs can be met within QFT. Progress monitored. Progress is more/significantly more than expected (Outcomes achieved) Additional support no longer required. Needs can be met within QFT. Progress monitored. 6. FACT Level 2 7. FACT Level 3/4 Complete FACT Outcome and Review Form and create a monitoring support plan to implement strategies into QFT and Targeted Provision. 8. FACTPLUS Trigger Complete FACT Outcome and Review Form and create a SEN Support Plan to outline personalised provision. 10. Progress beginning to be made When at least one descriptor is highlighted that is emboldened and italics in the Listening and Attention and Interaction area. 11. Progress less than expected Continue to meet the child's needs through Monitor Cycle Two and/or revise SEN Support Plan Cause for Concern Form is completed and passed to SENCO. HLTA to provide assessment and recommend personalised provision. SEN Support Plan updated. Cycle of FACT/SEN Support Plan continues 12. Progress continues to be less than expected Shared view that pupil cannot make the level of progress required to achieve outcomes set from the resources available within the school. MK SEND Plan is completed. SENCO to refer to outside specialist teachers/agencies for support and strategies. Cycle of support continues with specialist provision until… 13. A multi-agency meeting is held to collate relevant information to support a request for Education, Health and Care Plan. Appendix 2: Identification of SEND (guidance for Class Teachers) How to identify children with additional needs? - Observation of children in class; work or behaviour - Pupil Progress Meetings - Staff and/or Parental Concerns - Assessment (SPTO historical and class-based e.g. Reading Ages, Spelling Ages, Phonic Screen, NC Levels etc.) - Thorough tracking of data regularly - Historical information about the child – transition notes, provision mapping, child's personal file - Outside intervention – reports from external agencies - Support Plan (if a child comes up with one) Triggers for concern will show that, despite differentiated learning opportunities, the child has: - made little or no progress even though areas of weakness have been identified and targeted - difficulty in Literacy or Numeracy skills which results in poor attainment in other curriculum areas - presents persistent emotional and /or behavioural difficulties not dealt with by behaviour management techniques used in school - communication and / or interaction difficulties which require specific individual intervention in order to access learning - physical or sensory problems and who continues to make little progress despite personal aids or equipment. Useful strategies Transition Folder - General Pupil Information Sheet/Parent Transition Sheet: Look at the information from prior teacher/parent to review the essential notes about what is important to and for the child in order to support and encourage them in daily teaching. Consider the following questions: Are you using QFT strategies to meet the individual needs of the child as outlined in these notes? Are you planning opportunities for the child to display their strengths? Does your planning reflect their interests? Discussions with staff members involved: Arrange a meeting with all staff members involved in teaching the child and discuss the gaps in learning/concerns you may have e.g. lack of progress, changes in behaviour etc. Informal discussion with the parents/guardians: Arrange an informal meeting with the parents/guardians and discuss the gaps in learning/concerns you may have. Do the parents share the same concerns? Discussion with the child: Talk to the child about how they feel in the classroom (especially relating to the areas of concern). Ask them how they feel they could be best supported. Observation: Observe the child in whole-class and small-group work, and at Play-times if required. Classroom and Environment Audit: Complete the Classroom Environment Audit to adapt the teaching and learning environment where necessary. EAL or SEN? Look at the child's NASSEA Assessment. Listen carefully, observe and look at writing books for EAL related difficulties rather than SEN. A FACT should be completed in home language and English to assess communication. Refer to SENCO for assessment if unsure. Quality First Teaching: Use any new information generated from discussion and the environmental audit to add strategies to QFT to support the learner. Appendix 3: Supporting children with SEND Supporting children with SEND at our school follows the Assess, Plan, Do and Review process, as outlined in the SEND Code of Practice (2015). Any child identified as having SEND will receive some form of SEND support, possibly being specialist teaching, additional intervention programmes, individual planning or outside agency advisory involvement and support. Assess The school's system for observing and assessing children's progress identifies areas where a child is not progressing at the expected rate. This includes progress with their learning, their communication, their social interaction, their emotional understanding, and any sensory or physical progressions. Under these circumstances, teachers will collate a wide range of assessments through data collection, observations, and more detailed assessments in liaison with the SENCO. If it is decided that a pupil is making less than expected progress, the class teacher will consult with the SENCO in order to decide whether additional or different provision is necessary. Less than expected progress can be defined in a number of ways; it may be progress which: - is significantly slower than that of their peers starting from the same baseline - fails to match or better the child's previous rate of progress - fails to close the attainment gap between the child and their peers - widens the attainment gap (SEND Code of Practice, 2014) Baseline Assessments of all children entering classes are made during the child's first half term in school. Where these assessments indicate some concern, the SENCO is consulted to discuss further assessment. Where a child enters the school during Years 1-6 entry assessments are made, but it is acknowledged that some children take time to settle into new schools and routines and therefore previous school records should also be considered. Where concern is indicated, the SENCO is consulted to discuss further assessment. Specifically for children that are not making progress, the 'First Assess Communication Tool' (FACT) is used to assess the child's language, understanding, interaction, and attention skills. This will be used to help set targets for the children, as needed, in these areas. If the child scores particularly low on this tool, external agency support may be referred (see appendix 1). At this stage, Parents are invited in to school to discuss their child's progress and any concerns using the 'Tell it Once' questions from the MK SEND Support Plan. Plan Personalised targets and outcomes will be decided upon with the pupil, parent and teacher, based on any assessment conducted. Additional support in quality first teaching, and/or interventions required to support the child to meet outcomes will be planned. For all SEND pupils, targets and provision is detailed on a SEN Support Plan. All interventions are monitored on a provision map. Do Interventions and additional support will then run for between one and two terms before a formal review takes place. These will be regularly reviewed as part of an ongoing teaching and learning process. The class teacher may deliver some of this and will have overall responsibility for additional support put in place, working closely with teaching assistants, specialist teachers and parents, as appropriate. Care will be taken to ensure that pupils only partake in interventions that are evidence-based. Specific focuses may be worked on, as agreed upon when completing the FACT. Review The effectiveness of the support and interventions will be reviewed on the agreed date. Additional support will then be decided upon, as appropriate. The FACT assessment will be reviewed, and where sufficient progress has not been made, a referral to external agencies for advice, including specialist teachers, therapists, educational psychologists and other appropriate professionals, may be made. Children with complex needs For children with particularly complex needs, SEND meetings (held termly or more frequent as necessary), between parents and teachers will be used to decide whether to involve outside agencies, including specialist teachers, therapists, educational psychologists and other appropriate professional to support the school with working with this child. Parents will be part of the planning and reviewing process of these outcomes, and expectations regarding progress will be shared and discussed during meetings. For additional information regarding what the school's arrangements are for the provision of SEND children, please see the school's SEND Information Report on the school's website: https://st- monicas.co.uk/information/special-educational-need s -a n dd is ab ility / For information on what is provided in Milton Keynes for children with SEND, please see the Milton Keynes Council website for their Local Offer. https://www.mksendlocaloffer.co.uk/ Education, Health and Care Plans (EHC Plan) Where, despite the relevant action having been taken to identify, assess and meet the SEND of the child, or the child has not made the expected progress, the school or parents can consider requesting an Education, Health and Care needs assessment. This can be done in partnership with the school, and will be submitted to the Local Authority. For further information on how the plan is formulated, please go to this link on the Milton Keynes Council website: https://www.mksendlocaloffer.co.uk/education-health-and-care-plans-ehcps The purpose of an EHC plan is to make SEND provision that meets the child's SEND, in order to secure the best possible outcomes for the child across education, health and social care. It details the special educational and non-educational needs of the child and the provision that must be made by the school to help meet these needs. It is a legal document. Once the request is submitted, it goes to a panel of professionals at the Local Authority that decide whether or not to go ahead with the statutory assessment. If it is decided not to go ahead, parents are informed within six weeks of this by the Local Authority, and a 'way forward' meetings is arranged where a Local Authority representative meets with parents and the school to discuss and plan next steps. If it is agreed upon, professionals involved with the child are called upon to submit relevant paperwork to support the application. It could be decided at a later date, within sixteen weeks, that a plan is not appropriate, and parents are duly informed. Where it is agreed that a plan is needed, a proposed plan is sent to the parents within twenty weeks of the request being submitted and this is then reviewed annually in the form of an annual review meeting. The Annual Review is a yearly meeting to discuss the progress the child has made towards the outcomes agreed upon in the EHC Plan and to make decisions as to whether the statement is still accurate. The meeting is organised by the SENCO. All relevant agencies, including parents, are invited. The plan may remain in place unchanged. Where changes are made the SENCO takes responsibility for amending and returning documents to Milton Keynes Council who will issue a new plan. Top-Up Funding In some cases, a child may require some additional support that goes beyond the school's notional SEND budget. This could be temporary or sought whilst further assessments are made. In these cases, the SENCO will seek funding from the Milton Keynes Council Panel and interim support is put in place. Appendix 4: Transition for children with SEND At the very start of their schooling life, in the Early Years Foundation Stage (EYFS), children and parents are first invited into school for stay and play sessions where they can become familiar with the environment and the adults who will be supporting them. Following these initial experiences, we carry out Home Visits to meet the child in their own environment and parents are invited to share the strengths and needs of their child. Information meetings are also arranged for parents/carers to learn more about our school and ask any questions they have. A staggered intake with shorter sessions is then implemented to ensure that our children are given every opportunity to become familiar with their new surroundings and key adults and settle into school life positively. EYFS Staff will advise the SENCO of all children with SEND transferring from other nurseries or pre-schools into our school and/or will highlight where parents have expressed concerns during home visits. Further up the school, we encourage all children new to other year groups to visit prior to starting for a tour around the school and where possible, meet their new class teacher and future peers. For children with SEND, we arrange additional visits and offer shorter settling in sessions if necessary. As children move through the school each year, medical and educational information is shared with relevant staff during a 'hand over' meeting which ensures a smooth transfer for the pupil. A SEND file kept by the class teacher will be passed on to the new class teacher to ensure the historical information about your child and any effective provision in place will continue. Parents and children are also involved in this transfer through the use of a One-Page Profile completed by the child to express their views as to how they are best supported. Transition to a different school and/or Secondary School When children move on to their next school, the SENCO will organise a transition meeting with the child's next school and staff who have been working with the child to ensure the needs of, and plans for, the child are fully understood by the receiving school. Depending on what each child's SEND are, additional visits or specific resources may also be organised/distributed, before the child starts at their new school. Preparation for Secondary starts early for all pupils. In Year 4, pupils are offered their first taster day at a local Secondary School (St Pauls Catholic Primary School) and we build on this in Year 5, with more visits in Year 6. When parents/carers are deciding on a most suitable Secondary School for their child, we recommend that they visit all schools that they are interested in to discuss their provision for SEND. The SENCO will liaise with parents, the Secondary School and any relevant external agencies involved to plan effective transition. This may include transition meetings, additional visits and settling in sessions. For pupils with EHCP Plans (Education, Health and Care Plan), the Secondary School placement will be discussed at a transition meeting in Year 5. Appendix 5: School Facilities and Resources Facilities and resources - Although the school is built on three levels, each level is wheelchair accessible and linked by an outdoor path. - There is a large disabled toilet, large enough to accommodate changing. - We liaise with EMA (Ethnic Minority Achievement) who assist us with supporting our children with English as an additional language. If your first language is not English, we will endeavour to seek a translator, or will work with you to ensure an English speaker is present. Where possible, the school will support you with the understanding of relevant paperwork. - When children with specific needs requiring specialist equipment join our school, we hold a joint planning meeting with relevant services to discuss their requirements. Following the meeting, the relevant adjustments to the school building are carried out and equipment is installed. - All classrooms have interactive whiteboards to assist with learning and children have access to laptops. - The school is well resourced with equipment, games, books and ICT to support learning for SEND children across the curriculum and across Key Stages. - Particular resources for SEND are located in our SEND room. We stock many necessities that can be used as and when required by pupils e.g. wobble cushions, fidget objects, left-handed pens, writer slopes, talking tins. - Calm boxes are located in each shared area for all pupils to make use of, but particularly designed for pupils with SEMH needs. - A sensory classroom is available for specific interventions for children with complex needs or an identified sensory need. Staffing The staff at St Monica's are a valuable resource and staff development is ongoing to support the needs of children within the school. We employ HLTAs who each have particular areas of expertise. They implement personalised intervention, conduct detailed assessments of pupil needs and offer training/support for TAs in the implementation of intervention groups. A team of Teaching Assistants (TAs) are trained to deliver a range of interventions on a small group and 1:1 basis e.g. Numicon; Teodorescu's Perceptuo-Motor Programme; Talking Partners, Spirals, Phonics One-to-One tutoring, Handwriting and Wellcomm. Expertise can also be drawn from our Teaching staff, each with different experiences of teaching children with SEND, and our Senior Leadership Team. We also employ a consultant who provides additional support for teachers and provides 'close the gap' intervention for children to help us to strengthen our approach to teaching Numeracy within the new requirements of the National Curriculum. We also employ a Dyslexia Specialist for half a day per week to work with children who have been assessed using the IDP Dyslexia Criteria. She will work with children on a 1:1 basis and provides training for staff. We also employ a Speech and Language Therapist from Magic Words Therapy for one day a week to work with children who have been identified as having Communication and Interaction needs. She will work with children on a 1:1 basis, liaises with their parents, sets targets and provides training and support for staff. Appendix 6: Learning Mentor A Learning Mentor provides support and guidance to children, young people and those engaged with them. They work to remove barriers to learning in order to support effective participation, enhance individual learning, raise aspirations and achieve full potential. A wide variety of pupils are supported by the school's Learning Mentor including those who are underachieving, have social, emotional and behavioural difficulties or with attendance problems. Pupils are identified as those making less progress than their potential. They may be disengaged or lacking self-esteem, have fallen behind with their work or find communication difficult. Assessment of pupils needing emotional support are identified initially through concerns raised by the class teacher or parents. Children may be referred for a variety of reasons, but should have clear evidence of at least one of the following: - Underachieving (Comparing actual academic achievement against predictions) - Poor social skills - Disruptive behaviour - Poor self-esteem, lacking in confidence or motivation - At risk of exclusion - Poor attendance - Recent change in circumstances requiring urgent support - Communication Difficulties Often, these pupils are assessed using the Boxall Profile. The work of the Learning Mentors encourages parental involvement and joint planning to meet the needs of the child. Specific areas regarding a child's emotional well-being are targeted through one to one sessions, group work and in class support. Progress is reviewed on a termly basis. An overview of children that the Learning Mentor works with is kept and reviewed termly. Pupils are organised according to priority of need. Pupils who are described as having SEND will have an individual action plan, which is agreed in consultation with the class teacher, SENCO and parents. It will specify targets and how progress will be monitored, reviewed and evaluated. Pupils without an SEN Support Plan, may have a Monitor Support Plan which will be followed. Some children, may require minimal intervention, and the Learning Mentor may therefore be called upon when appropriate to support this child, in a less formal setting. Objectives of a Learning Mentor programme: - To identify and remove barriers to learning that prevent children achieving their full potential - To reduce exclusion and improve attendance and punctuality - To raise academic standards - To develop positive relationships with families/carers and outside agencies - To regularly monitor and evaluate the Learning Mentor programme assessing impact and success - To promote inclusion - Contribute to the school's delivery of the Every Child Matter's outcomes Appendix 7: Documents/Record Keeping All documents relating to the children and their SEND are considered private and confidential. Each Teacher has a green SEND file to maintain any documents/records for the SEND pupils in their class. In the Class SEND File, there are: - Copies of all documents relating to individual children with SEND - Provision Overview - FACT Assessments - SEND register - Copies of external agency reports - Useful information relating to the support of children with SEND e.g. SEN Pathway, graduated response guidance, how to FACT guidance. - Formats and Masters of all forms needed - Copies of external agency reports Additionally, the SENCO keeps a SEND file for each child on the SEND register. This file is kept locked away in the SENCO office and obtains: - SEND Assessments conducted e.g. FACT, PHAB, Boxall, Memory, Communication Progression Tool - External Agency Reports - Applications for funding and statutory assessments - Referrals for external agencies - Log of SEND activity - Minutes of SEND Meetings The school invests in an online tool to provide a hub of SEND information and provision support called provisionmapping.com maintained by edukey. On this programme there are: - All SEND/FACT/EAL plans created for pupils (archived and current) - A list of provisions (historic and current) for every pupil - Pupil Passports (one page profiles) - Provision Mapping - Overview of provision - Meeting log (for teachers/SENCO) to record important details from any meetings that have occurred We also use SIMs to monitor attendance and assessment. Therefore, this programme is also useful for: - SEND register - Emergency contact numbers, including GP numbers recorded The child's main file (locked and in filing cabinets) also contains information that will follow the child throughout their education. 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M.Lib.I.Sc. Paper –VII Pratibha Shukla INTRODUCTION The word plagiarize actually comes from the Latin word plagiare—to kidnap (Oxford English Dictionary). Plagiarism is an offence.Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense: Plagiarism is taking credit for someone else's words or thoughts as your own. It is essentially intellectual theft . PLAGIARISM:Meaning Plagiarism is the act of stealing someone else's work and attempting to "pass it off" as your own. This can apply to anything, from term papers to photographs to songs, even ideas! Submit a paper / Dissertation Thesis to be graded or reviewed that you have not written on your own. Copy answers or text from another classmate and submit it as your own. Quote or paraphrase from another paper without crediting the original author. According to the Merriam-Webster On line Dictionary, to "plagiarize" means 1) to steal and pass off (the ideas or words of another) as one's own 2) to use (another's production) without crediting the source to commit literary theft 3) to present as new and original an idea or product derived from an existing source. both stealing someone else’s work and lying about it In other words, plagiarism is an act of fraud. It involves afterward. Cite data without crediting the original source. Propose another author's idea as if it were your own. Fabricating references or using incorrect references. Submitting someone else's presentation, program, spreadsheet, or other file with only minor alterations. Buying or selling term papers /assignments/ Dissertations/ Thesis; Question-CAN WORDS AND IDEAS REALLY BE STOLEN? Yes expression of original ideas is considered intellectual property, and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright protection as long as they are recorded in some media (such as a book or a computer file). Changing the words of an original source is not sufficient to prevent plagiarism .If you have retained the essential idea of an original source, and have not cited it, then no matter how drastically you may have altered its context or presentation, you have still plagiarized "In the 1980s, India was among the top 10 countries in the world producing original research, slipping to no. 12 in the 1990s. And in the first decade of the new millennium, its position further slipped, alarmingly, to below 20. Research was no longer seen as a prestigious career option because India has failed to provide adequate encouragement, incentive and appreciation for students to get into research Areas."-Narayan Murthy. Following are considered plagiarism Turning in someone else's work as your own. Copying words or ideas from someone else without giving credit. Failing to put a quotation in quotation marks. Giving incorrect information about the source of a quotation. Changing words but copying the sentence structure of a source without giving credit. copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not. PLAGIARISM IN RESEARCH Plagiarism is specifically defined as a form of research misconduct. "Misconduct means fabrication, falsification, plagiarism, or any other practice that seriously deviates from practices commonly accepted in the discipline or in the academic and research communities generally in proposing, performing, reviewing, or reporting research and creative activities." Types of Plagiarism * Clone- Submitting another's work, word-for-word, as one's own. * CTRL-C- Contains significant portions of text from a single source without alterations. * Find – Replace- Changing key words and phrases but retaining the essential content of the source. * Remix- Paraphrases from multiple sources, made to fit together. * Recycle- Borrows generously from the writer's previous work without citation * Mashup- Mixes copied material from multiple sources. * Hybrid- Combines perfectly cited sources with copied passages without citation. * 404 Error- Includes citations to non-existent or inaccurate information about sources. * Aggregator- Includes proper citation to sources but the paper contains almost no original work. * Re-tweet- Includes proper citation, but relies too closely on the text's original wording. Reason for plagiarism Lack of awareness of plagiarism Lack of training in report writing and citing Lack of time management skills Academic pressure Peer pressure Pressure from families and friends 2. Source-based Plagiarism Plagiarism may occur because of the different types of sources. For example, when a researcher references a source that is incorrect or does not exist, it is a misleading citation. Plagiarism also occurs when a researcher uses a secondary source of data or information, but only cites the primary source of information. Both these types lead to an increase in the number of references sources. This, in turn, increases the citation number of the references. 4. Self or Auto Plagiarism Auto-plagiarism, also known as self-plagiarism or duplication, happens when an author reuses significant portions of his or her previously published work without attribution. 5. Paraphrasing plagiarism the most common type of plagiarism. It involves the use of someone else's writing with some minor changes in the sentences and using it as one's own. Even if the words differ, the original idea remains the same and plagiarism occurs. TYPES OF PLAGIARISM 1. Complete Plagiarism Complete plagiarism is the most severe form of plagiarism where a researcher takes a manuscript or study that someone else created, and submits it under his or her name. It is tantamount to intellectual theft and stealing. 3. Direct Plagiarism Direct or verbatim plagiarism occurs when an author copies the text of another author, word for word, without the use of quotation marks or attribution, thus passing it as his or her own. In that way, it is like complete plagiarism, but it refers to sections (rather than all) of another paper. This type of plagiarism is considered dishonest and it calls for academic disciplinary actions. It is not as common, but it is a serious infraction of academic rules and ethics 6. Inaccurate Authorship Inaccurate authorship or misleading attribution can happen in two ways: It is also possible to commit this form of plagiarism when someone else edits a manuscript, leading to substantive changes. In this case, the recommendation is to acknowledge the contributors at the time of publication, even if they are not listed as authors. In one form, when an individual contributes to a manuscript but does not get credit for it. The second form is the opposite: when an individual gets credit without contributing to the work. This type of plagiarism, whichever way it occurs, is a violation of the code of conduct in research. 7. Accidental Plagiarism Whether intended or unintended, there is no excuse for plagiarism and the consequences are often the same. However, plagiarism may be accidental if it occurred because of neglect, mistake, or unintentional paraphrasing. Plagiarism policy in the purview of UGC norm University Grants Commission had constituted a Committee of experts to look into issues of Plagiarism and recommend some institutional mechanism to eliminate the scope of this menace in higher education system in the country,. The regulations shall be called the University Grants Commission (Promotion of Academic Integrity and Prevention of Plagiarism in Higher Educational Institutions) Regulations, 2007. It shall apply to the students, researchers, faculty and staff of all Higher Educational Institutions in the country. "Information" includes data, message, text, images, sound, voice, codes, compurer programs, software and databases or micro film or computer generated micro fiche; "Plagiarism" means an act of academic dishonesty and a breach of ethics. It involves using someone else's work as one's own. It also includes data plagiarism and self plagiarism; "Researcher" refers to a person conducting academic / scientific research in Institution of Higher Education" 8. Mosaic Plagiarism Mosaic plagiarism may be more difficult to detect because it interlays someone else's phrases or text within its own research. It is also known as patchwork plagiarism and it is intentional and dishonest. Definitions "Author" includes a student or a faculty or a researcher or staff of Higher Educational Institution (HEI) n'ho claims to be the creator of the n'ork under consideration; "Degree" means any such degree, as may, with the pre'ious approval ofthe Central Government, be specified in this behalf by the University Grants Commission "Faculty" refers to a person who is teaching and / or guiding students enrolled in an Institution of Higher Education "Source" means the published primary and secondary material from any' source whatsoever and includes written information and opinions gained directly from other people, including eminent scholars, public figures and practitioners in any form what so ever as also data and information in the electronic form be it audio, video, image or text "Student" means a pcrson duly admitted and pursuing a programme of study including a research programme in full time or part-time or distant mode; OBJECTIVE To create academic awareness about responsible conduct of research, study, project, work , assignment, thesis, dissertation, promotion of academic integrity- and prevention of misconduct including plagiarism in academic writing among students, researchers, faculty- and other members of academic staff as well as any employee of HEI. To establish institutional mechanism through education and training to facilitate responsible conduct of research, study, project work, assignment, thesis, dissertation, promotion of academic integrity and deterrence from plagiarism. To develop systems to detect plagiarism and to set up mechanisms to prevent plagiarism and punish a student, faculty, or staff of HEI. Penalties for Students Plagiarism Similarities above 10% to 4o% - Such student shall not be given any mark and/or credit for the plagiarized script and shall be asked to submit a revised script within a stipulated time period not exceeding 6 months. Similarities above 40% to 6o% - Such student shall not be given any mark and/or credit for the plagiarized script and shall be asked to submit a revise script after a time period of one year but not exceeding eighteen months. Similarities above 6o% -Such student shall not be given any mark and/or credit for the plagiarized script and his/her registration for that course to be cancelled. Cont… Similarities above 60% - shall be asked to withdraw manuscript submitted for publication and shall not be allowed to publish any work for a minimum period of three years and shall be denied a right to two successive annual increments and shall not be allowed to be a supervisor to any UG, PG, Master's, M.phil., ph.D. student/scholar for a period of three years. Levels of Plagiarism in non-core areas For all other (non-core)cases, plagiarism would be quantified into following levels in ascending order of severity for the purpose of its definition: Similarities upto 1o% .- excluded Similarities above 1o% to 4o%" Similarities above 4o% to 6o% Similarities above 60% Penalties for faculty, staff, researcher of HEI Similarities above 10%to 4o% - Shall be asked to withdrawn' manuscript submitted for publication and shall not be allowed to publish any work for a minimum period of one year. Similarities above 40% to 6o% - shall be asked to withdraw manuscript submitted for publication and shall not be allowed to publish any work for a minimum period of two years and shall be denied a right to one annual increment and shall not be allowed to be a supervisor to any UG, PG, Master's, M'Phil., Ph.D' student/scholar for a period of two years. Fair use The nature of your use.:- If you have merely copied something, it is unlikely to be considered fair use. But if the material has been transformed in an original way through interpretation, analysis, etc., then it will not be "fair use." The amount you've used:- The more you've "borrowed," the less likely it is to be considered fair use. What percentage of your work is "borrowed" material? What percentage of the original did you use? The lower the better. The effect of your use on the original:- If you are creating a work that competes with the original in its own market, and may do the original author economic harm, any substantial borrowing is unlikely to be considered fair use. The more the content of your work or its target audience differs from that of the original, the better. When you should cite Whenever you use quotes. Whenever you paraphrase. Whenever you use an idea that someone else has already expressed. Whenever you make specific reference to the work of another. Whenever someone else's work has been critical in developing your own ideas. Some cases on plagiarism Citation A "citation" is the way you tell your readers that certain material in your work came from another source. It also gives your readers the information necessary to find that source again, including: 1. Information about the author 2. The title of the work 3. The name and location of the company that published your copy of the source 4. The date your copy was published 5. The page numbers of the material you are borrowing CITATION STYLES MLA style in the humanities. APA style in psychology and education. Chicago notes and bibliography in history. Chicago author-date in the sciences. CASE - 1 JNU scholar alleges plagiarism against Bihar CM Atul Kumar Singh, a research scholar at the Centre for Economic Studies and Planning, Jawaharlal Nehru University, claimed that Nitish Kumar had taken credit for his work titled 'Special Category Status—A Case for Bihar'. Case- 5 Internet Plagiarism Case Created a Stir at University of Virginia A senior at Ohio University, Allison Routman, was accused of plagiarism. She wanted to become a member of the Semester at Sea program organized by the University of Virginia. For that, she watched a film about the shipboard life and wrote a paper based on it. While finding materials for her work, she consulted Wikipedia for the proper historic terminology usage. Ms. Routman tried to prove she was not guilty, but her appeal was denied. There is only one punishment for violators at UVA: Guilty students must be expelled, even if they cheated for the first time. 6. https://timesofindia.indiatimes.com/city/hyderabad /nird-professor-suspended-over-threat-tofaculty/articleshow/64891886.cms 7. Mele, christopher(2016,april 20) https://www.nytimes.com/2016/04/21/business/med ia/daily-news-editor-fired-plagiarism-shaunking.html 8. 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WEEKLY PROGRAM Regional Victoria You can undertake face-to-face outdoor Scouting in small groups. Before undertaking any outdoor activities please remind yourself of the latest Scouts Victoria Covid-19 update https://scoutsvictoria.com.au/covid-19-lockdownfaq/ With the weather fining up and daylight saving, let's be outdoors. Metropolitan Melbourne For our Units in Metropolitan Melbourne in Step 2, unfortunately there is no face-to-face Scouting yet. For all Joey Scouts This week's Scout Quest extravaganza takes us to the wonderful world of animals, specifically rabbits, guinea pigs, cats, and dogs. Remind your Joey Scouts to tune in either via the Scouts Victoria Facebook, Facebook or the Scouts Victoria YouTube channel, YouTube as we've some great activities that relate to the animals that the Joey Scouts will be meeting on Saturday. And don't forget that past Scout Quest events have been recorded in case any Joey Scouts missed out. They're at Scout Quest, watch our past events. This week's activities are quizzes which are ideally suited to individual Patrols with the Patrol Leader or Assistant Patrol Leader leading the quiz. Rabbits Rabbits require particular care and attention, requiring access to clean water and a well-balanced, nutritious diet. Here's a true or false quiz to start. Q: Hay is a vital part of a rabbit's diet? True or false? A: True. For rabbits it's their main dish of the day, with 80% to 90% of their diet needing to be hay. Q: Fresh grass and garden greens are another key part of a rabbit's diet as they ensure good dental and digestive health. It is okay to feed your rabbit lawnmower clippings. True or false? A: False. Don't ever feed your rabbits lawnmower clippings – this can upset their digestive system and make them ill. Q: Fruit is very high in sugar and you should only give a small amount as a treat. True or false? A: True. Too much sugar isn't good for your rabbit's health. Q: Rabbit pellets are easy to buy and make feeding your rabbit easy so they should form the bulk of your rabbit's diet. True or false? A: False. A small amount of pellets help to ensure your rabbit gets a balanced diet, but remember that hay and grass are much more important and must be available at all times. Q: Muesli-style rabbit food is usually a mixture of pellets with dried fruits, nuts, grains and coloured pieces and are a rabbit's version of junk food. True or false? A: True. These mixes are high in fat, sugar and salt which are not good for your rabbit. Are you a rabbit expert? Quiz, Are you a rabbit expert? Guinea Pigs Who doesn't love a guinea pig but like all pets they require special care and attention? Interesting guinea pig food facts … * Guinea pigs are herbivores - this means they only feed on plant material. The best type of food for this is fibre and fibre comes in the form of hay. * To keep their digestive system moving and their energy levels up, they need to graze throughout the day and night. The best type of food for this is fibre and fibre comes in the form of hay. * Guinea pigs are just like humans. Guinea pigs are unable to make their own vitamin C and require an outside source of vitamin C in the form of vegetables and fruits. * Guinea pigs love veggies! In addition to hay and pellets, provide your guinea pigs with a serving of fresh vegetables daily. These will help to provide the essential vitamin C that your guinea pigs need, along with variety in their diet. * Guinea pigs can become overweight as they tend to eat for long periods of time. This means that it's just as important that you feed your guinea pigs the right amount of food as well as choosing the right foods. Here's a short one minute video on what to feed your guinea pig, Guinea Pig Freedom from hunger and thirst. Like a lot of pets, guinea pigs soon become bored and lazy if they're not kept active. Providing enrichment means adding something to the animal's environment or routine with the aim of improving their life. Enrichment for animals often refers to things like toys, play and spending time together. This enrichment factsheet provides some easy DIY toys to make for your rabbit or guinea pig, Enrichment for animals. DIY. EASY. STEP-BY-STEP We expect your Joey Scouts are well versed with Kahoot! Here's a guinea pig Kahoot! Quiz to test their knowledge, Kahoot! Guinea Pig Quiz Game Pin: 01704530 Cats Cats and kittens have five welfare needs to be happy and healthy. These five welfare needs are called the FIVE FREEDOMS. Take the quiz to find out how much you learned about these freedoms for cats and kittens! Good luck! Are you a cat and kitten expert? QUIZ Dogs Dogs are very intelligent and have important jobs with our Police, Border Protection and Search & Rescue. We'd like to introduce you to three very special dogs who are Education Dogs for the RSPCA, Here's their stories, Education Dog Charlie, Education Dog Chino and Education Dog Scout. And now the final quiz to see whether you're a dog expert. Dogs and puppies have five welfare needs to be happy and healthy. These five welfare needs are called the FIVE FREEDOMS. Take the quiz to find out how much you learned about these freedoms for dogs and puppies! Good luck! Take the quiz: Are you a dog and puppy expert? Many of the resources have come from RSPCA's educational resource library AWARE.	<urn:uuid:8c39cd48-7f89-4c14-b742-bc253c18331a>	CC-MAIN-2024-26	https://scoutsvictoria.com.au/media/4838/sah-w24-joeys-program.pdf	2024-06-24T10:08:24+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00371.warc.gz	441,727,376	1,184	eng_Latn	eng_Latn	0.998591	eng_Latn	0.998596	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2583, 5377 ]	[ 2.609375 ]	3	0
❑ To develop a strong understanding of the world & to acquire scientific KUS ❑ To gain an understanding of scientific processes & the uses and implications of science, today and for the future ❑ To develop and use a range of skills including observations, planning and investigating Key to show links: Chemistry (C) Biology (B) Physics (P) ❑ I will identify, name & describe the main parts of the human circulatory system (B) ❑ I will describe how living things are classified into broad groups according to common observable characteristics & similarities (B) ❑ Using fossils, I will recognise that living things have changed over time (B) ❑ I will identify how animals and plants are adapted to suit their environment in different ways (B) ❑ I will explain how light travels from light sources to our eyes (P) ❑ I will describe how components function and use recognised symbols when representing a simple circuit (P) ❑ I will describe the differences in the life cycles of mammals, amphibians, insects and birds (B) ❑ I will compare and group together everyday materials by their properties and explain how some changes result (P) (C) ❑ I will use knowledge of solids, liquids and gases to decide how mixtures might be separated (P) (C) ❑ I will identify the effects of air resistance, water resistance and friction (P) (C) ❑ I will describe the movement of the Earth, and other planets, relative to the Sun in the solar system (P) ❑ I will identify & describe the functions of different parts of flowering plants (B) ❑ I will identify that animals, including humans, need the right types and amount of nutrition (B) ❑ I will understand that humans and some other animals have skeletons and muscles for support, protection and movement (B) ❑ I will compare and group together different kinds of rocks (P) ❑ I will know what the process of fossilisation is (C) ❑ I will understand light and shadows (P) ❑ I will observe how magnets attract or repel each other (C) ❑ I will describe the simple functions of the digestive system & teeth in humans (B) ❑ I will explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment (B) ❑ I will compare and group materials together and observe that some materials change state (C) ❑ I will construct a simple series electrical circuit (P) ❑ To develop a strong understanding of the world & to acquire scientific KUS ❑ To gain an understanding of scientific processes & the uses and implications of science, today and for the future ❑ To develop and use a range of skills including observations, planning and investigating Key to show links: Chemistry (C) Biology (B) Physics (P) ❑ I will observe and describe how seeds and bulbs grow into mature plants (B) ❑ I will know that animals, including humans, have offspring which grow into adults (B) ❑ I will identify and compare the suitability of a variety of everyday materials for different uses (P) ❑ I will identify and name a variety of plants and animals in their habitats (B) ❑ I will identify, name and describe common plants & animals (B) ❑ I will identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense (B) ❑ I will identify, name, describe and compare different everyday materials (P) ❑ I will observe and describe weather associated with the different seasons (P) ❑ I will be able to choose and eat a range of healthy food and understand the need for variety of foods (B) ❑ I will be able to practise healthy living: exercising, eating, sleeping and good hygiene (B) ❑ I will be able to talk about plants and animals and how things occur or change over time (B) ❑ I will be able to wash and dry my hands (B) ❑ I will be able to talk about plants and different animals (B) ❑ I will be able to care for living things and the environment (B)	<urn:uuid:9b26a61b-6f1a-494b-a5a8-e3b5ffef8247>	CC-MAIN-2024-26	https://www.dohabritishschool.com/wakra/wp-content/uploads/2022/07/Science-Curriculum-Road-Map-KS1-KS2.pdf	2024-06-24T08:58:26+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00366.warc.gz	627,103,579	876	eng_Latn	eng_Latn	0.995414	eng_Latn	0.995577	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2356, 3892 ]	[ 3.90625 ]	1	0
Autumn 1: The national curriculum for English aims to ensure that all pupils: * read easily, fluently and with good understanding * develop the habit of reading widely and often, for both pleasure and information * acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language * appreciate our rich and varied literary heritage * write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences * use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas * are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate \| Year 1 \| Year 2 \| Year 3 \| Year 4 \| Year 5 \| Year 6 \| \|---\|---\|---\|---\|---\|---\| \| Theme ● Value - Respect (fri st lesson) ● Tales (traditional) \| Theme ● Value - Respect ● Tales (traditional) \| Theme: ● Value - Respect ● Tales (alternative) \| Theme ● Value - Respect ● Tales (alternative) \| Theme ● Value - Respect ● Tales (alternative) \| Theme ● Value - Respect ● Tales ( alternative) \| \| Text ● Respect - Oh no George! By Chris Houghton ● The Gingerbread Man ● Goldilocks and the three bears ● Jack and the beanstalk \| Text ● Rapunzel by Bethan Woolen ● Little Red Riding Hood ● The Three Little Pigs \| Text ● The Bad Seed- Jory John ● Don’t Touch my Hair by Sharee Miller ● Indian Rapunzel by Chloe Perkins ● Hansel and Gretel by Susan Jefef rs ● Who’s afraid of the big bad book? \| Text ● Proudest Blue ● Rumaysa: A fairy tale - Radiya Hafsi a ● The Iliad and the Odyssey by Marcia Williams ● The Wolf's Story by Toby Forward ● Into the Forest By Anthony Browne ● Tales of Wisdom & Wonder by Hugh Lupton \| Text ● Goldilocks on CCTV ● The True Story of the Three Little Pigs ● Twinderella ● Little Red and the Very Hungry Lion ● Taste your words \| Text ● The Island by Armin Greder ● Mistress of All Evil: A Tale of the Dark Fairy Book by Serena Valentino ● The Wolf’s Story ● Hansel and Gretal \| Autumn 2: Diversity The national curriculum for English aims to ensure that all pupils: * read easily, fluently and with good understanding * develop the habit of reading widely and often, for both pleasure and information * acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language * appreciate our rich and varied literary heritage * write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences * use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas * are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate \| Year 1 \| Year 2 \| Year 3 \| Year 4 \| Year 5 \| Year 6 \| \|---\|---\|---\|---\|---\|---\| \| Theme ● Value - Honesty ● Diversity \| Theme ● Value - Honesty ● Diversity \| Theme: ● Value - Honesty ● Diversity \| Theme ● Value - Honesty ● Diversity \| Theme ● Value - Honesty ● Diversity \| Theme ● Value - Honesty ● Diversity \| \| Text ● Honesty - The true story of the 3 little pigs by Jon Scieszka ● The Smeds and Smoos by Julia Donaldson ● The proudest blue by Ibtihaj Muhammad & S.K Ali \| Text ● If All the World Were…by Joseph Coelho ● Milo Imagines the World by Matt De La Pena and Christian Robinson \| Text ● The Empty Pot - Demi ● Sulwe - Lupita Nyong'o ● Lima’s red hot chilli- David Mills ● Julian is a Mermaid- Jessica Love \| Text ● The Honest-to-Goodness Truth by Patricia C. McKissack ● The Empty Pot (An Owlet Book) – Picture Book, ● Nina: A Story of Nina Simone ● Agent Asha: Mission Shark Bytes by Sophie Deen ● The Name Jar - Yangsook Choi ● I talk like the river by Jordan Scott \| Text ● Cathy Freeman -biography ● Mr Stink ● The London Eye Mystery ● The Bad Seed ● Running Shoes ● Perfectly Norman \| Text ● Once by Morris Glietzman ● The Boy at the Back of the Class by Onjali Q. Raúf ● The Goldfsi h Boy by Lisa Thompson ● Can You See Me? By Libby Scott & Rebecca Westcott \| Spring 1: The national curriculum for English aims to ensure that all pupils: * read easily, fluently and with good understanding * develop the habit of reading widely and often, for both pleasure and information * acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language * appreciate our rich and varied literary heritage * write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences * use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas * are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate \| Year 1 \| Year 2 \| Year 3 \| Year 4 \| Year 5 \| \|---\|---\|---\|---\|---\| \| Theme ● Value - Determination ● Environment \| Theme ● Value - Determination ● Environment \| Theme: ● Value - Determination ● Environment \| Theme ● Value - Determination ● Environment \| Theme ● Value - Determination ● Environment \| Peter H. Reynolds * Clean Up! Nathan Bryon & Dapo Adeola * Little Turtle and the Sea Becky Davies & Jennie Poh Peace: A True Story from Africa, by Jeanette Winter * Emeli Sandé Read All About It, Pt. III * Firework Maker's Daughter by Phillip Pullman * I Was There… Boudica's Army by Hiliary Mckay * Brother Eagle, Sister Sky: A Message from Chief Seattle * The Lost Words (Kingfisher) * The Greatest Show on Earth - Mini Grey Stewart Foster * Shackleton's Journey by William Grill * Prisoners of Geography by Tim Marshall * Everest: The Remarkable Story of Edmund Hillary and Tenzing Norgay by Alexandra Stewart Miranda Paul * What a waste - Jess French * After the Fall - Dan Santat Plastic ? Plastic Pollution * Floodland by Marcus Sedgwick * Greta? * Wolfbrother by Michelle Paver * Majhi Moves a Mountain * Not for Me, Please!: I Choose to Act Green Bedroom James Sellick & Frann Preston-Gannon * How to catch a star by Oliver Jeffers \| Subject Content: ● Discussing word meanings, linking new meanings to those already known \| Subject Content: ● Discussing and clarifying the meanings of words, linking new meanings to known vocabulary \| Subject Content: ● Using dictionaries to check the meaning of words that they have read ● Reading books that are structured in difef rent ways and reading for a range of purposes \| Subject Content: ● Using dictionaries to check the meaning of words that they have read ● Reading books that are structured in difef rent ways and reading for a range of purposes \| Subject Content: ● Retrieve, record and present information from non-fci tion ● Predicting what might happen from details stated and implied \| \|---\|---\|---\|---\|---\| \| Essential Skills and Knowledge ● Discuss events ● Predict events ● Link reading to your own experience. ● Infer what characters are like from actions. ● Ask and answer questions about texts. ● Discuss favourite words \| Essential Skills and Knowledge ● Discuss events ● Predict events ● Link reading to your own experience. ● Infer what characters are like from actions. ● Ask and answer questions about texts. ● Discuss favourite words \| Essential Skills and Knowledge ● Draw on inferences from reading. ● Predict from details stated and implied. ● Recall and summarise main ideas. ● Discuss words and phrases that capture the imagination. \| Essential Skills ● Draw on inferences from reading. ● Predict from details stated and implied. ● Recall and summarise main ideas. ● Discuss words and phrases that capture the imagination. \| Essential Skills and Knowledge ● Identify and discuss themes and conventions in and across a wide range of writing ● Make comparisons within and across books ● Check that the book makes sense, discussing \| Spring 2: The national curriculum for English aims to ensure that all pupils: * read easily, fluently and with good understanding * develop the habit of reading widely and often, for both pleasure and information * acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language * appreciate our rich and varied literary heritage * write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences * use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas * are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 \| Text ● Equality - My shadow is pink by Scott Stuart ● Poems About Festivals Brian Moses, Kristina Swarner & Various Poets ● A First Book of the Sea Nicola Davies & Emily Sutton \| Text Perfectly Peculiar Pets Elli Woollard & Anja Boretzki Crazy Mayonnaisy Mum Julia Donaldson & Nick Sharratt \| Text Courage Out Loud - Joseph Coelho and Daniel- Gray Barnett Selfei s with Komodos-Brian Moses and Ed Boxall There’s a boy Just like me - Frasier Cox \| Text ● Mo Farah Dream to win, by Roy Apps ● Electricity from Billy Elliot The Musical ● Ade Adeptian ● Witches by Joseph Coelho ● Earth, Sea and Sky ● Little Red Riding Hood and the Wolf by Roald Dahl, ● Revolting Rhymes \| Text ● The Highwayman by Alfred Noyes ● Islamic Poetry (Rumi) Anthology ● Dr Suess ● Malala, a Brave Girl from Pakistan/Iqbal, a Brave Boy from Pakistan: Two Stories of Bravery ● The Spider and the Fly (1829) \| Text ● Belonging Street by Mandy Coe ● Funky Chickens by Benjamin Zephaniah ● Love That Dog - Sharon Creech ● Check Mates by Stewart Foster \| \|---\|---\|---\|---\|---\|---\| \| Subject Content: ● Learning to appreciate rhymes and poems, and to recite some by heart \| Subject Content: ● Recognising simple recurring literary language in stories and poetry ● Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves \| Subject Content: ● Listening to and discussing a wide range of poetry ● Preparing poems to read aloud and to perform, showing understanding through intonation, tone, volume and action ● Recognising some difef rent forms of poetry [for example, free verse, narrative poetry] \| Subject Content: ● Listening to and discussing a wide range of poetry ● Preparing poems to read aloud and to perform, showing understanding through intonation, tone, volume and action ● Recognising some difef rent forms of poetry [for example, free verse, narrative poetry] \| Subject Content: ● Read and discuss an increasingly wide range of poetry ● Learning a wider range of poetry by heart ● Preparing poems to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience \| Subject Content: ● Read and discuss an increasingly wide range of poetry ● Learning a wider range of poetry by heart ● Preparing poems to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience \| Summer 1: The national curriculum for English aims to ensure that all pupils: * read easily, fluently and with good understanding * develop the habit of reading widely and often, for both pleasure and information * acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language * appreciate our rich and varied literary heritage * write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences * use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas * are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate Chichester Clark \| Year 1 \| Year 2 \| Year 3 \| Year 4 \| Year 5 \| \|---\|---\|---\|---\|---\| \| Theme ● Value - Co-operation ● Journey \| Theme ● Value - Co-operation ● Journey \| Theme: ● Value - Co-operation ● Journey \| Theme ● Value - Co-operation ● Journey \| Theme ● Value - Co-operation ● Journey \| \| Text ● Cooperation - Bears Don’t Read Emma Chichester Clark ● A river By Marc Martin \| Text ● Lost and Found by Oliver Jefef rs ● The Most Magnifci ent Thing Ashley Spires \| Text The Pebble in my Pocket by Meredith Hooper Willy the Wimp - by Anthony Brown Wisp- a story of hope by Zana Fraillon \| Text ● Moonbird by Joyce Dunbar ● Alice’s Adventures in Wonderland Lewis Caroll ● Paddington Bear - Michael Bond ● The Arrival by Shaun Tan ● Cloud Tea Monkeys by Mal Peet ● Journey to the river sea by Eva Ibbotson \| Text ● The Boy at the Back of the Class ● Azzi in Between by Sarah Garland ● The Explorer ● Welcome to Nowhere By Elizabeth Laird ● My Friend the Enemy by Dan Smith ● Saxon Boy ● Kamala and Maya's Big Idea ● Asha and the spirit bird \| Summer 2: The national curriculum for English aims to ensure that all pupils: * read easily, fluently and with good understanding * develop the habit of reading widely and often, for both pleasure and information * acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language * appreciate our rich and varied literary heritage * write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences * use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas * are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate * \| Year 1 \| Year 2 \| Year 3 \| Year 4 \| Year 5 \| \|---\|---\|---\|---\|---\| \| Theme ● Value - Kindness ● Signifci ant Figure \| Theme ● Value - Kindness ● Signifci ant Figure \| Theme: ● Value - Kindness ● Signifci ant Figure \| Theme ● Value - Kindness ● Signifci ant Figure \| Theme ● Value - Kindness ● Signifci ant Figure \| \| Text ● Kindness - Kindness makes us strong by Sophie Beer ● Little people, Big dreams - Ameila Earhart \| Text Little people, Big dreams - Mae Jamieson It’s a no money day by Kate Milner \| Text ● The Smile Shop -Satoshi Kitamura ● Little People, Big Dreams - Mary Anning ● Little People, Big Dreams - Usain Bolt \| Text ● Stories of Peace and Kindness: For a Better World, by Elizabeth Laird ● Frida Kahlo Biography ● Muhammad Ali Biography ● Floella Benjamin biography ● Grace and Family by Mary Hofmf and and Caroline Blinch ● Thomas Edison Electricity \| Text ● Little people, Big Dreams-Jane Goodall ● I am Malala ● David Attenborough? biography ● Margaret Hamilton ● Martin Luther King ● Seeds and Trees ● Ibn Khaldun - The Great Historian \|	<urn:uuid:14b16be5-07a7-4a0c-a5b1-9e1f3a62ed2f>	CC-MAIN-2024-26	https://www.beaversprimaryschool.co.uk/_site/data/files/users/16/curriculum/D0B28641C64373748FCCA98A24F83814.pdf	2024-06-24T11:10:41+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00368.warc.gz	575,252,861	3,465	eng_Latn	eng_Latn	0.972739	eng_Latn	0.98603	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 2094, 4177, 5273, 7989, 8782, 11303, 12096, 13143, 15004 ]	[ 4.25 ]	1	0
NAME: ……………………………………… ADM NO: …………. CLASS: ……….. 443/2 AGRICULTURE PAPER 2 FORM 3 END OF TERM 2 EXAM TIME: 2 HOURS INSTRUCTIONS: This paper consists of 3 sections; A, B and C. Answer all questions in section A and B and any two in section C. 1. State four reasons for castration in rams. -Control breeding -control breeding diseases -faster growth -increase quality of meat -make them docile -fatten them 2. List any four conditions that pre-dispose an animal to disease or injury. (2 mks) * Age of the animal * Colour * Sex * Breed * Physiological conditions * Environmental conditions * Heredity * Overcrowding 3. State four functions of vitamins in Livestock. * Help in blood clotting * Prevent diseases in livestock * Act as organic catalyst * Help in bone formation * Help in muscular activities 4. State four factors one would consider when choosing feed * Availability of food DOWNLOAD MORE RESOURCES LIKE THIS ON ECOLEBOOKS.COM (2 mks) (2 mks) * Cost * Type of livestock * Nutrient composition * Age of the animal 5. State four factors that may lead to dip wash being exhausted or weakened while in the dip tank. (2 mks) * Getting diluted by e.g rainwater * Leakage at the bottom * Evaporation * Dirt/impurities from animal's body. 6. Give two reasons why walls of dairy shed should be white washed instead of painting with oil paints. * To avoid poisoning by lead in paints * To avoid tainting of milk. * Discourage insects 7. List four tools used in laying concrete blocks. * Trowel * Mason's square * Plumb bob/line * String line * Wood flat * Spirit level 8. State four reasons for treating timber used for fencing. * To prevent warping * Reduce damage by insects * To prevent rotting/damage by fungi * To enhance strength 9. State four harmful effects of ticks to livestock * Transmit diseases * Cause irritation * Cause anaemia * Lower quantity and value of skin 10. State four symptoms of liver fluke attack, that may be observed in animals (2 mks) * Digestive upsets DOWNLOAD MORE RESOURCES LIKE THIS ON (2 mks) (2 mks) (2 mks) ECOLEBOOKS.COM * Swollen abdomen * Recumbency leading to death * Emaciation * Anaemia * Oedema in joints 11. Outline four methods of controlling the fresh water snail. (2 mks) * Drain stagnant water * Routine drenching of animals * Physically killing the snail * Spray pasture with lime * Burning pasture during the dry season 12. State four ways of preparing the low for furrowing. * Deworming the sow * Reduce feeding gradually * Wash the sow * Move the sow to the furrowing pen 13. Give two factors that may lead to conception failure after service in heifers. (2 mks) * Poor timing of service * Infertility(heifer/bull) – Formation/femation. * Poor nutrition 14. Give two causes of soft shell in eggs. * Lack of calcium Some diseases e.g Newcastle (2 mks) * 15. State four management practices that would ensure maximum harvest of fish from fish pond. (2 mks) * Control stocking rate * Supply of fish food * Control water pollution * Aerating water * Maintaining appropriate depth of water. SECTION B: (20 MARKS) (2 mks) 16. Use the diagram below to answer the questions that follow. (a) Name the parts labeled A – D A – Nose –bridge B – Elbow C – Wuthers D – Muzzle (b) Name the breed of dairy cattle with the highest butter fat content in milk. (1 mk) Jersey (c) Distinguish between a large white and a landrace breeds of pigs (8 mks) * Large white: White, broad and slightly dished snout and has upright ears . * Landrace: White, straight snout and long drooping ears. 17. Use the diagram below to answer the questions that follow (a) Name the disease or disorder that makes the animal behave as shown above. (1 mk) (2 mks) * Milk fever (b) State three prevention measures of the above problem. (3 mks) * Partial milking * Allow animal to sunlight * Feeding an animal with ration rich in phosphorous and calcium (c) Define the term Pica as used in livestock nutrition. (1 mk) * Deprived appetite when phosphorus is missing in an animal's diet. 18. Use the diagram below to answer the questions that follow (a) Name the structure shown above. (1 mk) * Queen excluder (b) State the importance of the above structure where it's used. (1 mk) * Prevents the queen bee from laying eggs in all combs. (c) State three pests that affect organisms that use the above structure. (3 mks) * Ants * Bee louse * Wax moth 19. (a) State 3 systems involved in outbreeding (3 mks) * Outcrossing * Upgrading (grading up) * Cross breeding (b) State two advantages of natural mating. (2 mks) * More accurate * Useful when heat period is not easily detected. * Less laborious (No need of checking heat signs) SECTION C: (40 MARKS) 20. (a) Discuss the factors considered during selection of a breeding stock. (10 marks) * Level of performance * Temperament or behavior * Body conformation * Adaptability * Hereditary defects * Fertility/prolificacy * Health * Mothering ability * Age: Select young animals * Quality of products. (NB: Consider the relevance of explanation on each. Award a whole mark for a well explained point ) (1 x 10) (b) Discuss five methods used during identification of animals.(10 mks) Branding: Involves marking of animals on the skin with permanent * marks using a hot iron with inscriptions. * Neck strap or chain: Involves hanging metal plates bearing shapes or numbers around the neck of an animal using canvas leather strap or metal chain. DOWNLOAD MORE RESOURCES LIKE THIS ON ECOLEBOOKS.COM * Ear tagging: It employs use of plastic or metal tags bearing numbers or letters fixed through a hole on the ears of the animal. * Tatooing: Employs use of permanent ink or dye on the skin of the animal. * Ear notching: Ears of the animal are cut to make different shapes each standing for a certain value. 21. (a) Discuss the mechanical methods used to control ticks. (10 mks) * Burning the infested pastures: involves deliberate burning of pastures aiming at reducing tick population. * Interfering/altering the tick environment: Can be done through ploughing or top dressing pasture using lime or acaricide to make the environment less conducive for ticks. * Fencing: Controls interaction of the animal with others. * Starving the ticks: Achieved by keeping animals away from infested pastures through rotational grazing. * Hand picking/deticking: Involves manual removal of ticks from the animal and killing them. (2 x 5) (b) Discuss the general effects of parasites on livestock. (10 mks) * Cause anaemia: Its brought by sucking parasites which take large volumes of blood from the host animal. * Deprive the host animal food: Compete for food with host animals leading to emaciation. * Cause injury and damage to tissues and organs: They break the skin of animal exposing it to secondary infection. Others affect internal organs. * Disease transmission: Some parasites act as vectors of some diseases spreading them from one animal to another. * Cause irritation: External parasites irritate animals through bites. Animals rub against objects – destruction of skin, fur or wool. * Obstruction to internal organs: parasites cause mechanical obstruction/blockage of internal passage – malfunctioning of organs. (2 x 5) 22. (a) Discuss the structural requirements of a calf pen. (14 mks) DOWNLOAD MORE RESOURCES LIKE THIS ON ECOLEBOOKS.COM * Concrete floors: for easy cleaning * Adequate space: allows room for exercise, feeding and watering * Single housing: prevents licking each other and spread of worms and diseases. * Proper lighting: Allows enough light to help in synthesis of vit D. * Proper drainage: Area should be well drained to prevent dampness. * Draught free: Construction should not allow cold wind into the structure. * Leak proof roof: Should not allow water through the roof. (2 x 7) (b) State six methods employed in parasites and disease control in livestock. 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French Department – YEAR 8 course, scheme of work 2019-2020: Resources: Tricolore 2 5e édition + Audio materials + Grammar in Action workbook 2 + Kerboodle Guided learning hours: 40 minutes (JH) + 40 minutes + 40 minutes (EW) per week \| Time-line \| \| Subject topics \| \| Resources / activities (including ICT) \| \| Assessment & skills (including ICT) \| \| SEN / EHC / EAL / Gifted & \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| \| \| \| talented \| \| \| Year 8, Term 1: \| \| \| \| \| \| \| \| \| \| \| \| TOPICS: \| \| Tricolore 2 5e édition Units1-2D \| \| Throughout the year: \| Throughout the year: \| \| \| \| \| Shops and shopping \| \| \| \| \| \| \| \| \| \| \| \| Kerboodle \| \| 2 x 30min prep per week (short \| Stretch more able in more \| \| \| \| \| Prices and quantities \| \| \| \| writing/reading/learning tasks) \| demanding questions in class \| \| \| \| \| \| \| Grammar in Action workbook activities \| \| \| oral work. \| \| \| \| \| Choices when shopping \| \| \| \| Regular written / oral vocabulary tests \| \| \| \| \| \| \| \| \| \| \| Foster structured vocabulary \| \| \| \| \| Expressing opinions \| \| \| \| Interim and full reports as required \| learning techniques for all, in \| \| \| \| \| \| \| \| \| \| particular those who find it \| \| \| \| \| \| \| \| \| by school schedule \| \| \| \| \| \| Understanding a poem and writing \| \| \| \| \| difficult \| \| \| \| \| own poems \| \| \| \| \| \| \| \| \| \| \| \| \| \| Ongoing monitoring of oral work in \| \| \| \| \| \| \| \| \| \| \| Allow EAL students to note \| \| \| \| \| \| \| \| \| class \| \| \| \| \| \| Countries, nationalities \| \| \| \| \| vocabulary meanings in their \| \| \| \| \| \| \| \| \| \| own mother tongue if preferred \| \| \| \| \| \| \| \| \| ICT used for prep and classwork: \| \| \| \| \| \| Means of transport \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| In small classes, various kinds of \| \| \| \| \| \| \| \| \| Kerboodle \| \| \| \| \| \| Saying what you are going to do \| \| \| \| \| support can be given to those \| \| \| \| \| \| \| \| \| \| who find language learning more \| \| \| \| \| \| \| \| \| http://www.zut.org.uk \| \| \| \| \| \| \| \| \| \| \| challenging \| \| \| \| \| GRAMMAR: \| \| \| \| \| \| \| \| \| \| \| \| \| \| www.linguascope.com \| \| \| \| \| \| Regular -er verb revision \| \| \| \| \| Classroom activities are varied \| \| \| \| \| \| \| \| \| \| (e.g. formal teaching, group and \| \| \| \| \| \| \| \| \| +this term ICT work on French \| \| \| \| \| \| Partitive article \| \| \| \| \| pair work, independent reading) \| \| \| \| \| \| \| \| \| supermarket (Auchan or Carrefour) \| \| \| \| \| \| \| \| \| \| \| to cater for a variety of learning \| \| \| \| \| \| \| \| \| with those unfamiliar with ICT use for \| \| \| \| \| \| Regular -re verbs \| \| \| \| \| styles. \| \| \| \| \| \| \| \| \| French learning how to type French \| \| \| \| \| \| \| \| \| \| accents, navigating genuine French \| Au choix/ Presse Jeunesse/ \| \| \| \| \| de after quantity and negative \| \| \| \| \| \| \| \| \| \| \| \| \| \| websites and recognising connected \| Tricolore 2 Grammar in Action \| \| \| \| \| (ne…pas, ne…plus) \| \| \| \| \| \| \| \| \| \| \| \| \| \| vocabulary (e.g. page d’accueil) \| workbook set as differentiated \| \| \| \| \| \| \| \| \| \| work for prep and classwork \| \| \| \| \| Regular -ir verbs \| \| \| \| \| \| \| \| \| \| en/au/aux + country \| \| \| \| \| \| \| \| \| \| partir, venir \| \| \| \| \| \| \| \| \| \| aller + infinitive \| \| \| \| \| \| 'British values' evidence? Encourage listening to others as part of learning process. Numeracy? Pair/group work fosters social \| \| Cross-curricular element with learning \| \| \| \| \|---\|---\|---\|---\|---\| \| \| capital cities of European countries \| \| \| \| \| \| Awareness of poetry in English to \| \| \| \| \| \| create a simple French poem \| \| \| \| \| \| Learn about other cultures and respect \| \| \| \| \| \| them \| \| \| \| \| Week 8-13 \| TOPICS: \| Tricolore 2 5e édition Units 2E- 3D Kerboodle and own produced materials (e.g. power points, worksheets) Grammar in Action workbook activities Clémentine (BBC) Episodes 1-3 \| As above + ICT work on schools: French school website Collège Samuel de Missy, La Rochelle http://etab.ac-poitiers.fr/coll-missy- la-rochelle/ \| As above + Differentiated classroom readers More open-ended ICT work encourages pupils to achieve their individual best Differentiated homework for some topics (e.g. a gap-fill exercise for the Clémentine episode summary for some, with stronger pupils writing their own guided summary) More ambitious pupils encouraged to use dictionaries to enrich their work \| \| \| Asking permission, saying what you \| \| \| \| \| \| can or can’t do \| \| \| \| \| \| Describing towns and villages \| \| \| \| \| \| Holidays, post cards \| \| \| \| \| \| Tour de France \| \| \| \| \| \| School life in France \| \| \| \| \| \| Discussing school subjects \| \| \| \| \| \| Daily routine \| \| \| \| \| \| GRAMMAR: \| \| \| \| \| \| pouvoir \| \| \| \| \| \| apprendre, comprendre \| \| \| \| \| \| Comparison of adjectives (plus, moins, \| \| \| \| \| \| aussi) \| \| \| \| \| \| Reflexive verbs \| \| \| \| \| \| Reflexive verbs in negative \| \| \| \| \| ‘British values’ evidence? Numeracy? Communication skills? Knowledge across diff. areas of learning? \| Politeness when staying with others \| \| \| \| \| \| Discovering a French cultural event \| \| \| \| \| \| Comparing schools in France and UK \| \| \| \| \| \| Increasing awareness of English \| \| \| \| \| \| grammar through learning that of \| \| \| \| \| \| another language \| \| \| \| Year 8, term 2: Weeks 1 to 6 TOPICS: Talking about what you want to do As above + As above + Tricolore 2 5e édition Units 3E- 4G \| \| The internet in schools \| \| \|---\|---\|---\| \| \| Opinions about homework \| \| \| \| Describe a school trip or a day at a \| \| \| \| French school \| \| \| \| Describe people \| \| \| \| Greet and introduce people \| \| \| \| Staying in a French family \| \| \| \| Helping at home \| \| \| \| Talk about what you've done recently \| \| \| \| Buying souvenirs and presents \| \| \| \| Talk about TV and books \| \| \| \| GRAMMAR: \| \| \| \| vouloir \| \| \| \| dire, lire, écrire \| \| \| \| tu and vous \| \| \| \| Revision of present of avoir \| \| \| \| Perfect tense of regular verbs with \| \| \| \| avoir \| \| \| \| Time phrases needing past \| \| \| \| Demonstrative adjectives \| \| \| ‘British values’ evidence? Numeracy? Communication skills? Knowledge across diff. areas of learning? \| Acquire further awareness of a \| Ongoing encouragement to keep up with vocabulary learning and take responsibility for own progress through some independent study Ongoing encouragement to broaden knowledge of TL countries \| \| \| different school system \| \| \| \| Increasing awareness of the nature of \| \| \| \| language – that a word for word \| \| \| \| equivalent is not always possible from \| \| \| \| one language to another \| \| Weeks 7 to 11 TOPICS: Find out about French cafés, drinks, Tricolore 2 5e édition As above + As above + Units 5A – 6C food ICT work: Research on a Paris café \| \| \| \| Buying drinks, ice creams and snacks \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| Describe food and meals \| \| \| \| \| \| \| \| \| \| Writing a recipe for an interesting \| \| \| \| \| \| \| \| \| \| sandwich \| \| \| \| \| \| \| \| \| \| M Corot story \| \| \| \| \| \| \| \| \| \| Restaurants and menus – ordering, \| \| \| \| \| \| \| \| \| \| and expressing likes and dislikes \| \| \| \| \| \| \| \| \| \| Song about café \| \| \| \| \| \| \| \| \| \| Travel plans, trains \| \| \| \| \| \| \| \| \| \| GRAMMAR: \| \| \| \| \| \| \| \| \| \| boire (present tense) \| \| \| \| \| \| \| \| \| \| Some irregular past participles \| \| \| \| \| \| \| \| \| \| Asking questions in perfect tense \| \| \| \| \| \| \| \| \| \| Perfect tense in negative \| \| \| \| \| \| \| \| \| \| partir \| \| \| \| \| \| \| \| \| \| il faut, il ne faut pas \| \| \| \| \| \| \| \| \| \| Begin perfect tense with être \| \| \| \| \| \| \| ‘British values’ evidence? Numeracy? Communication skills? Knowledge across diff. areas of learning? \| \| \| Discover something about Paris café \| \| Further ICT research skills - how to research efficiently and how to adapt material from online sources. Avoid copy and paste. \| \| \| \| \| \| \| \| society and French cuisine \| \| \| \| \| \| \| \| \| \| Awareness of English grammar \| \| \| \| \| \| \| \| \| \| through acquiring knowledge of the \| \| \| \| \| \| \| \| \| \| perfect tense in French \| \| \| \| \| \| \| \| \| \| Increasing incentive to communicate \| \| \| \| \| \| \| \| \| \| meaningfully now a past tense has \| \| \| \| \| \| \| \| \| \| been acquired \| \| \| \| \| \| \| \| Year 8, term 3: \| \| \| \| \| \| \| \| \| Weeks 1 to 5 \| \| TOPICS: Travel by air \| TOPICS: \| Tricolore 2 5e édition Units 6D – 8A \| As above + \| As above + \| As above \| As above \| \| \| \| \| Travel by air \| \| \| \| \| \| \| \| \| \| \| Kerboodle and own produced materials (e.g. \| \| \| \| \| \| \| \| \| \| power points, worksheets) \| \| \| \| \| Increasingly encourage pupils to Describe a journey and a day out in the past Discuss what you did recently and give opinions William the Conqueror Discuss clothes Describe appearances Talk about possessions Parts of the body Illness, doctors Learn about Nîmes GRAMMAR : Agreement of past participle with être verbs C'était + adjective mettre (present and perfect) Adjectival agreement Direct object pronouns Revision of prepositions avoir mal à Other avoir expressions Imperative dormir (present and perfect) voir (present and perfect) Grammar in Action workbook activities Clémentine Episode 8 ICT work – consult www.laredoute.fr and produce list of ideal clothes presents for you and your family \| ‘British values’ evidence? Numeracy? Communication skills? Knowledge across diff. areas of learning? \| Discover an important figure in French /British history Discover a southern French city with Roman origins \| \| \| \| \|---\|---\|---\|---\|---\| \| Week 6-10 \| \| \| Various materials to practise for exam-style questions Tricolore 2 5e édition Units 8B-8C \| Formal final examination with listening, speaking, reading and writing papers Final review of year’s work \| \| \| \| Weeks 6 and 7 Revision programme \| \| \| \| \| \| Week 8 School exam week \| \| \| \| \| \| Weeks 9 and 10: \| \| \| \| \| \| TOPICS: \| \| \| \| \| \| Talk about going out \| \| \| \| \| \| Accept or decline an invitation \| \| \| \| \| \| GRAMMAR: \| \| \| \| \| \| sortir (present and perfect) \| \| \| \| ‘British values’ evidence? Numeracy? Communication skills? Knowledge across diff. areas of learning? \| Taking stock - recognising individual achievements and celebrating academic success \| Taking stock - recognising individual \| \| Revision techniques to encourage independent study \| \| \| \| achievements and celebrating \| \| \| \| \| \| academic success \| \| \|	<urn:uuid:bd16a4be-8f52-42fb-801c-089bc635f68a>	CC-MAIN-2024-26	https://www.purcell-school.org/wp-content/uploads/2020/06/Year-8-French.pdf	2024-06-24T11:20:12+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00374.warc.gz	820,206,754	3,687	eng_Latn	eng_Latn	0.918184	eng_Latn	0.959054	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 3443, 5516, 6849, 9011, 9701, 10832 ]	[ 2.4375 ]	1	0
St. Paul Catholic Secondary School Assessment Policy School Community Learning a Language in Addition to Mother Tongue Expectations and Responsibilities Promotion of Host Country Language Parent Involvement Language Support in IB Curriculum Group 1 Language A: Literature Group 2 Language B: French Sources and Supporting Documents School Community St. Paul Secondary School is a small urban school located in Mississauga, Ontario, Canada, with a multicultural population. Although our student body consists of many native English speakers, we have a diverse community representing languages from Asia, Africa, Europe, and Latin America. These students bring a wealth of different experiences and cultures to our school community thus enriching it. The students are encouraged to maintain their cultural background through the International Language Programs offered in our board. All teachers at St. Paul S.S. teach literacy across the curriculum, as per Ontario Ministry of Education expectations. Teachers of all disciplines assume responsibility for literacy and language in order to prepare students for the Ontario Secondary School Literacy Test (OSSLT). Learning a Language in Addition to the Mother Tongue All students in our school are required to take at least one course in French as a Second Language (FSL). Students at St. Paul come mainly from the Core French, some from the Extended French and a few from the Immersion programs. By the end of grade 12, all IB students will be able to read books, magazines, and newspapers in French; they will also be able to conduct a simple conversation and will be able to understand the general meaning of radio and television news and other media programs. Equity and Inclusion Our English as a Second Language Resource Room offers support to students whose mother tongue is different than the host language (i.e. English) English language learners (ELL) receive support in the following ways: - Students can access support in the ELL resource room (this support is provided up to seven years after students arrive in Canada) - From ELL-certified teachers - From classroom teachers in the Pre-IB and IB English courses - Assistance with homework, writing assignments, and test preparation is available In addition, inclusion and equity of access are ensured by - Staff members available to communicate with parents in mother tongue language - Translators available as needed - Settlement workers provided by the provincial government of Ontario, who support newcomers to Canada with advice and resources Our IB DP program is open within the school to any student who wishes to join the programme and who is recommended by teachers/guidance counselor. The IB DP Coordinator works collaboratively with students, other guidance counselors, ESL teachers, and parents to provide equity of access to the program for non-native speakers of English. Promotion of Host Country Language - Support of English language learners (ELLs) in order for them to gain "standard" English language skills in a short time frame for the purpose of achieving on par with native English speaking students in academic content areas (ELL tracking system, ELL support) - In addition, English is promoted through the IB preparatory program in English (in grades 9 and 10) and through the English A program (in grades 11 and 12) - These courses provide instruction in the four strands mandated by the Ontario Ministry of Education: oral communication, reading and literature studies, writing, and media studies - Besides compulsory coursework in English, the host language is promoted through extracurricular opportunities and cultural events. Parent Involvement - Parents complete a student registration package which includes a profile of students' "first language" and "spoken at home" language - Parents can elect to enroll students in language courses offered at school and in the community - Our school council includes parents in decision-making processes that affect the school community - School and board website provide parents with access and information regarding language programs - The school board's Newcomer Reception and Assessment Centre offers newcomer parents and students to collaborate on strategies for adjusting to a new language environment Language Support in IB Curriculum Group 1 Language A: Literature The teachers of St. Paul Secondary School provide students with the knowledge and skills that they need to achieve their goals to become successful language learners. Successful language learners: - understand that language learning is a necessary, life-enhancing, reflective process; - communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence; - make meaningful connections between themselves, what they encounter in texts, and the world around them; - think critically; - understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated; -appreciate the cultural impact and aesthetic power of texts; - use language to interact and connect with individuals and communities, for personal - growth, and for active participation as world citizens." (The Ontario Curriculum, English, Grades 11 and 12) In addition, as Catholic school graduates, successful language learners in our school - "present information and ideas clearly and honestly and with sensitivity to others - are effective communicators who use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life" (Catholic School Graduate Expectations) Principles and approaches The English curriculum takes into account that students in Ontario come from a wide variety of backgrounds and that every student has a unique set of perspectives, strengths, and needs. Instructional strategies and resources that recognize and reflect the diversity in the classroom and that suit individual strengths and needs are therefore critical to student success." (The Ontario Curriculum, English, Grades 11 and 12). Accordingly, our language program implements the following principles: -"By reading a wide range of materials and being challenged by what they read, students become receptive to new and widely varying ideas and perspectives, and develop their ability to think independently and critically. - Research has shown that when students are given opportunities to choose what they read and what they write about, they are more likely to discover and pursue their own interests. In keeping with this finding, the curriculum requires that students select some of the texts they read and decide on the topic, purpose, and audience for some of the works they produce. - Research has also shown that effective readers and writers unconsciously apply a range of skills and strategies as they read and write. By identifying and explicitly teaching these skills and strategies, teachers enable all students to become effective communicators. The English curriculum focuses on comprehension strategies for listening, viewing, and reading; on the most effective reading and writing processes; on skills and techniques for effective oral and written communication and for the creation of effective media texts; and on the language conventions needed for clear and coherent communication. - In addition, it emphasizes the use of higher-level thinking skills, including critical literacy skills, to enable students to understand, appreciate, and evaluate what they read and view at a deeper level, and to help them become reflective, critical, and independent learners. - In implementing this curriculum, teachers will help students to see that language skills are lifelong learning skills that will enable them to better understand themselves and others, unlock their potential as human beings, find fulfilling careers, and become responsible world citizens." (The Ontario Curriculum, English, Grades 11 and 12). The language of instruction at St. Paul Secondary School is English. All classes, with the exception of Language B classes, are conducted in English. Only English A: Literature is offered at our school; the students enrolling in the program tend to be proficient in English. St. Paul Secondary School offers students the choice of taking either English A: Literature Higher Level or Standard Level as the classroom-based opportunity for Language A. In addition to the English A: Literature courses at Higher and Standard Level in the senior grades, we also offer a preparatory English program in grades nine and ten for prospective IB students that offers additional opportunities and level-appropriate challenges in English-language skill development. This preparatory program develops students' skills in close reading, analysis, and written and oral expression, to prepare them for success in the commentary and internal assessments for the language program. Group 2 Language B: French St. Paul is a reflection of the bilingual Canadian nation, namely English and French society. In a Canadian school, we believe that languages are central to the development of a global mind for all members of the school community, allowing access to a greater range of experiences in the world. At St. Paul, our Language B students acquire language through meaningful exposure to authentic print, visual, and auditory texts. Students also participate in experiential learning through different excursions and cultural experiences. We believe that language learning is best acquired through an action-oriented approach and the development of listening, speaking, reading and writing skills. We encourage our students to be risk-takers and to independently monitor and assess their own language learning goals. The learner progresses through receiving specific individualized feedback on an ongoing basis. Prior French Language Learning of Language B Students: The students at St. Paul come mainly from Core French Second Language programs, although there are some from Extended French, Immersion programs. At St. Paul, we prepare students for success in the IB programs through IB preparatory courses in the grades 9 and 10 years. The preparatory French 1B courses follow the Revised Ontario FSL Curriculum document as well as Board assessment policies. These courses are offered as an enhanced, enriched version of the Academic programs as described in the Ontario Curriculum. Students with Individualized Education Plans are supported with special provisions as outlined by ministry guidelines of the Ontario Curriculum and through the support of both the classroom teacher and the Special Education Resource Teachers at the school. Teaching Approaches to French Language B (Standard Level) French must be the language of communication in class, so students can practice speaking in French and consistently hear French spoken. Learning activities must contain a balance of aural and oral communication, reading, and writing skills appropriate to the type of course. Language instruction also includes a focus on meaning as well as grammatical and textual features related to meaning. In addition, these skills should be taught in contexts that reflect students' interests and concerns so that they can apply their knowledge of French in situations that are meaningful and authentic. Individual student learning styles are also addressed through differentiated instruction to support individual learners and increase class motivation. As students study French, they gain an appreciation of French literature and an understanding of French societies in the world. Since language and culture are inseparable, the cultural study of French-language regions are integrated into daily instruction rather than presented in an isolated fashion or on an occasional basis. Sources and Supporting Documents Academic Honesty in the Diploma Programme. Brochure. IBO. Academic Integrity. IBO. October 2019. Diploma Programme: From Principles into Practice IBO. April 2015. Effective Citing and Referencing. IBO. August 2014. IB Learner Profile. IBO. 2017.	<urn:uuid:3de1fb8b-95b8-43be-bd13-299536662947>	CC-MAIN-2024-26	https://www3.dpcdsb.org/PAULS/PublishingImages/Pages/Forms/AllItems/St.%20Paul%20CSS%20Language%20Policy.pdf	2024-06-24T09:38:22+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00372.warc.gz	928,656,355	2,229	eng_Latn	eng_Latn	0.994765	eng_Latn	0.996087	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1965, 4316, 7198, 10780, 12199 ]	[ 3.140625 ]	2	0
MATHS CURRICULUM Year 1 Number and Place Value (MNPV) MNPV1.1 Count forwards and backwards from 0 or 1 to 100. MNPV1.2 Identify and represent numbers using objects and pictorial representations of them. MNPV1.3 Use the language of equal to, more than and less than. MNPV1.4 Identify one more or less than a number. MNPV1.5Recognise odd and even numbers. MNPV1.6 Count in multiples of 2's, 5's and 10's. MNPV1.7 Read and write numbers from 1 to 20 in digits and words. MNPV1.8 Count, read and write numbers to 100 in digits. Addition and Subtraction (MNAS) MNAS1.1 Read, write and understand + and – number sentences. MNAS1.2 Add and subtract one-digit and two-digit numbers to 20. MNAS1.3 Solve one-step problems that involve addition. MNAS1.4 Solve one-step problems that involve subtraction. MNAS1.5 Solve missing number problems. MNAS1.6 Use our number bonds to work out related subtraction facts to 20. Multiplication and Division (MNMD) MNMD1.1 Solve one-step problems involving multiplication using different strategies. MNMD1.1 Solve one-step problems involving division using different strategies. Fractions (MNF) MNF1.1 Recognise, find and name a half of an object or shape. MNF1.2 Recognise and find ½ of a quantity. MNF1.3 Recognise, find and name ¼ of an object or shape. MNF1.4 Recognise and find ¼ of a quantity. MEASUREMENT (MM) MM1.1 Complete practical tasks to compare and describe lengths and heights. MM1.2 Complete practical tasks to compare and describe mass or weight. MM1.3 Measure lengths and heights/ mass or weight/ capacity and volume/ time. MM1.4 Complete practical tasks to compare and describe time. MM1.5 Know the days of the week. MM1.6 Know the months of the year. MM1.7 Sequence events in chronological order using the language of time. MM1.8 Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. MM1.9 Recognise and know the value of different denominations of coins and notes. Properties of Shape (MGPS) MGPS1.1 Recognise and name common 2D shapes. MGPS1.2 Recognise and name common 3D shapes. Position and Direction (MGPD) MGPD1.1 Make and describe half, quarter and three-quarter turns. MGPD1.2 Give directions from a start to a finish point. \| \| Number and Place Value (MNPV) \| \|---\|---\| \| MNPV2.1 Count forwards or backwards in steps of 2, 3, and 5 from 0. \| \| \| MNPV2.2 Count forwards and backwards in tens from any number. \| \| \| MNPV2.3 Recognise the place value of each digit in a two-digit number. \| \| \| MNPV2.4 Identify, represent and estimate numbers on a number line. \| \| \| MNPV2.5 Compare and order numbers from 0 -1000 using the <, > and = signs. \| \| \| MNPV2.6 Read and write numbers to 100 in digits and words. \| \| Addition and Subtraction (MNAS) MNAS2.1 Solve + and – problems. MNAS2.2 Recall and use + and – facts to 20 fluently. MNAS2.3 Use our number bonds to derive related facts to 100. MNAS2.4 + and – a two-digit number and ones/a two-digit number and tens/two two-digit numbers/adding three one-digit numbers. MNAS2.5 Understand that addition can be done in any order and subtraction cannot. MNAS2.6 Recognise and use the inverse relationship between + and – and use this to check calculations. MNAS2.7 Solve problems with addition and subtraction including quantities and measure. MNAS2.8 Recognise and use the symbols for pounds and pence and add coins together to make a particular total. MNAS2.9 Find different combinations of coins that equal the same amounts of money. MNAS2.10 Solve addition and subtraction money problems; work out change. Multiplication and Division (MNMD) MNMD2.1 Recall multiplication facts for the 2, 5 and 10 times tables. MNMD2.2 Recall and use division facts for the 2, 5 and 10 multiplication tables. MNMD2.3 Calculate multiplication and division number sentences. MNMD2.4 Recognise and use the inverse relationship between multiplication and division in calculations. MNMD2.5 Understand that multiplication of two numbers can be done in any order and division of one number cannot. MNMD2.6 Solve multiplication problems using different strategies MNMD2.7 Solve division problems using different strategies. Fractions (MNF) MNF2.1 Recognise, find and name fractions 1/3, 1/4, 2/4 and 3/4. MNF2.2 Write simple fractions for example, 1/2 of 6 = 3. MNF2.3 Recognise that two quarters are equivalent to one half. MEASUREMENT (MM) MM2.1 Choose and use the correct units to estimate and measure length and height. MM2.2 Choose and use the correct units to estimate and measure mass. MM2.3 Choose and use the correct units to estimate and measure capacity MM2.4 Compare and order lengths/mass/capacity and record using <, > and =. MM2.5 Sequence intervals of time. MM2.6 Tell and write the time to the hour and nearest quarter of an hour on a clock face. MM2.7 Tell and write the time to five minutes on a clock face. MM2.8 Recognise and use the symbols for pounds and pence and add coins together to make a particular total. MM2.9 Find different combinations of coins that equal the same amounts of money MM2.10 Solve addition and subtraction money problems; work out change. Properties of Shape (MGPS) MGPS2.1 Identify and describe the properties of 2D shapes. MGPS2.2 Identify and describe the properties of 3D shapes. MGPS2.3 Identify 2D shapes on the surface of 3D shapes. MGPS2.4 Compare and sort common 2D and 3D shapes and everyday objects. Position and Direction (MGPD) MGPD2.1 Make and continue patterns. MGPD2.2 Make and describe turns using fractions and clockwise and anti-clockwise. MGPD2.3 Give directions from a start to a finish point. STATISTICS MS2.1 Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. MS2.2 Ask and answer simple questions by counting the number of object in each category and sorting the categories by quantity. MS2.3 Ask and answer questions about totalling and compare different categories of data. Year 3 Number and Place Value (MNPV) MNPV3.1 Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number. MNPV3.2 Recognise the place value of each digit in a three-digit number (hundreds, tens, ones). MNPV3.3 Compare and order numbers up to 1000. MNPV3.4 Identify, represent and estimate numbers using different representations. MNPV3.5 Read and write numbers up to 1000 in numerals and in words. MNPV3.6 Solve number problems and practical problems involving these ideas. Addition and Subtraction (MNAS) MNAS3.1 Add and subtract numbers mentally - a three-digit number and ones, a three-digit number and tens, a three-digit number and hundreds. MNAS3.2 Add and subtract numbers with up to three digits, using the efficient written methods of columnar addition and subtraction. MNAS3.3 Estimate the answer to a calculation and use inverse operations to check answers. MNAS3.4 Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. Multiplication and Division (MNMD) MNMD3.1 Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. MNF3.2 Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators. MNMD3.3A Can solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects are connected to m objects. MNMD3.3B Can solve problems, including missing number problems, involving multiplication and division, including integer scaling problems and correspondence problems in which n objects are connected to m objects. Fractions (MNF) MNF3.1 Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 MNF3.2 Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators. MNF3.3 Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators. MNF3.4 Recognise and show, using diagrams, equivalent fractions with small denominators. MNF3.5 Add and subtract fractions with the same denominator within one whole (5/7 + 1/7 = 6/7). MNF3.6 Compare and order unit fractions, and fractions with the same denominators. MNF3.7 Solve problems that involve all of the above. MEASUREMENT (MM) MM 3.1A Measure, compare, add and subtract: lengths (m/cm/mm). MM3.1B Measure, compare, add and subtract: mass (kg/g). MM3.1C Can measure, compare, add and subtract: volume/capacity (l/ml). MM3.2 Measure the perimeter of simple 2D shapes. MM3.3 Add and subtract amounts of money to give change, using both £ and p in practical contexts. MM3.4 Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks. MM3.5 Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o'clock; use vocabulary such as am/pm, morning, afternoon, noon and midnight. MM3.6 Know the number of seconds in a minute and the number of days in each month, year and leap year. MM3.7 Compare durations of events, for example to calculate the time taken by particular events or tasks. Properties of Shape (MGPS) MGPS 3.1 A Draw 2-D shapes and make 3-D shapes using modelling materials. MGPS3.1B Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them. MGPS3.2 Recognise angles as a property of shape and associate angles with turning. MGPS3.3 Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle. MGPS3.4 Identify horizontal, vertical, perpendicular and parallel lines in relation to other lines. STATISTICS MS3.1 interpret and present data using bar charts, pictograms and tables MS3.2 Solve one-step and two-step questions such as 'How many more?' and 'How many fewer?' using information presented in scaled bar charts and pictograms and tables. Number and Place Value (MNPV) MNPV4.1 Count in multiples of 6, 7, 9, 25, 1000. MNPV4.2 Find 1000 more or less than a given number. MNPV4.3 Count backwards through zero to include negative numbers. MNPV4.4 Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones). MNPV4.5 Order and compare numbers beyond 1000. MNPV4.6 Identify, represent and estimate numbers using different representations. MNPV4.7 Round any number to the nearest 10, 100 or 1000. MNPV4.8 Solve number and practical problems that involve all of the above and with increasingly large positive numbers. MNPV4.9 Read Roman numerals to 100 (I to C) and understand how, over time, the numeral system changed to include the concept of zero and place value. Addition and Subtraction (MNAS) MNAS4.1A Add and subtract numbers with up to four digits using the efficient written methods of columnar addition where appropriate. MNAS4.1B Add and subtract numbers with up to four digits using the efficient written methods of columnar subtraction where appropriate. MNAS4.2 Estimate and use inverse operations to check answers to a calculation. MNAS4.3 Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. Multiplication and Division (MNMD) MNMD4.1 Recall multiplication facts for multiplication tables up to 12 × 12. MNMD4.2 Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers. MNMD4.3 Recognise and use factor pairs and commutativity in mental calculations. MNMD4.4 Multiply two-digit and three-digit numbers by a one-digit number using formal written layout. MNMD4.5 Solve problems involving multiplying and adding, including using the distributive law and harder multiplication problems such as which n objects are connected to m objects. Fractions (MNF) MNF4.1 Recognise and show, using diagrams, families of common equivalent fractions. MNF4.2 Count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten. MNF4.3 Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. MNF4.4 Add and subtract fractions with the same denominator. MNF4.5 Recognise and write decimal equivalents of any number of tenths or hundredths MNF4.6 Recognise and write decimal equivalents to ¼, ½, ¾. MNF4.7 Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in as ones, tenths and hundredths MNF4.8 Round decimals with one decimal place to the nearest whole number. MNF4.9 Compare numbers with the same number of decimal places up to two decimal places. MNF4.10 Solve simple measure and money problems involving fractions and decimals to two decimal places. MEASUREMENT (MM) MM4.1 Convert between different units of measure (for example, kilometre to metre; hour to minute). MM4.2 Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. MM4.3 Find the area of rectilinear shapes by counting. MM4.4 Estimate, compare and calculate different measures, including money in pounds and pence. MM4.5 Read, write and convert time between analogue and digital 12- and 24-hour clocks. MM4.6 Solve problems involving converting from hours to minutes; minutes to seconds, years to months and weeks to days. Properties of Shape (MGPS) MGPS4.1 Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. MGPS4.2 Identify acute and obtuse angles and compare and order angles up to two right angles by size. MGPS4.3 Identify lines of symmetry in 2D shapes presented in different orientations. MGPS4.4 Complete a simple symmetric figure with respect to a specific line of symmetry. Position and direction (MGPD) MGPD4.1 Describe positions on a 2D grid as coordinates in the first quadrant. MGPD4.2 Describe movements between positions as translations of a given unit to the left/right and up/down. MGPD4.3 Plot specified points and draw sides to complete a given polygon. STATISTICS MS4.1 Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. MS4.2 Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and simple line graphs. Number and Place Value (MNPV) MNPV5.1 Read, write, order and compare numbers at least to 1,000,000 and determine the value of each digit. MNPV5.2 Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000. MNPV5.3 Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers through zero MNPV5.4 Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000. MNPV5.5 Solve number problems and practical problems that involve all of the above. MNPV5.6 Read numerals to 1000 (M) and recognise years written in Roman numerals. Addition and Subtraction (MNAS) MNAS5.1A Add and subtract whole numbers with more than 4 digits, including using efficient written methods (columnar addition). MNAS5.1B Add and subtract whole numbers with more than 4 digits, including using efficient written methods (columnar subtraction). MNAS5.2A Add and subtract numbers mentally with increasingly large numbers. MNAS5.2B Add and subtract numbers mentally with increasingly large numbers. MNAS5.3 Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy. MNAS5.4 Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. Multiplication and Division (MNMD) MNMD5.1 Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. MNMD5.2 Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers. MNMD5.3 Establish whether a number up to 100 is prime and recall prime numbers up to 19. MNMD5.4 Multiply numbers up to 4 digits by a one- or two-digit number using an efficient written method, including long multiplication for two-digit numbers. MNMD5.5A Multiply numbers mentally drawing upon known facts. MNMD5.5B Divide numbers mentally drawing upon known facts. MNMD5.6 Divide numbers up to 4 digits by a one-digit number using the efficient written method of short division and interpret remainders appropriately for the context. MNMD5.7A Multiply whole numbers and those involving decimals by 10, 100 and 1000. MNMD5.7B Divide whole numbers and those involving decimals by 10, 100 and 1000. Fractions (MNF) MNF5.1 Compare and order fractions whose denominators are all multiples of the same number. MNF5.2 Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths. MNF5.3 Recognise mixed numbers and improper fractions and convert from one form to the other; write mathematical statements > 1 as a mixed number: 2/5 + 4/5 = 6/5 = 11/5. MNF5.4 Add and subtract fractions with the same denominator and multiples of the same number. MNF5.5 Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. MNF5.6 Read and write decimal numbers as fractions (for example, 0.71 = 71/100). MNF5.7 Recognise and use thousandths and relate them to tenths, hundredths and decimals equivalents. MNF5.8 Round decimals with two decimal places to the nearest whole numbers and to one decimal place. MNF5.9 Read, write, order and compare numbers with up to three decimal places. MNF5.10 Solve problems involving number up to three decimal places. MNF5.11 Recognise the per cent symbol (%) and understand that per cent relates to "number of parts per hundred", and write percentages as a fraction with denominator hundred, and as a decimal fraction. MNF5.12 Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 4/5 and those with a denominator of a multiple of 10 or 25. MEASUREMENT (MM) MM5.1 Convert between different units of measure (for example, kilometre and metre; metre and centimetre; centimetre and millimetre; kilogram and gram; litre and millilitre). MM5.2 Understand and use equivalences between metric units and common imperial units such as inches, pounds and pints. MM5.3 Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres. MM5.4 Calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes. MM5.5 Estimate volume (e.g. using 1 cm3 blocks to build cubes and cuboids) and capacity (e.g. using water). MM5.6 Solve problems involving converting between units of time. MM5.7 Use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling. Properties of Shape (MGPS) MGPS5.1 Identify 3D shapes including cubes and cuboids from 2D representations. MGPS5.2 Know angles are measured in degrees; estimate and compare acute, obtuse and reflex angles. MGPS5.3 Draw given angles, and measure them in degrees (º). MGPS5.4 Identify: * Angles at a point and one whole turn (total 360º) * Angles at a point on a straight line and 1/2 a turn (total 180º) * Other multiples of 90º. MGPS5.5 Use the properties of rectangles to deduce related facts and find missing lengths and angles. MGPS5.6 Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Position and direction (MGPD) MGPD5.1 Identify, describe and represent the position of a shape following a reflection or translation using the appropriate language, and know that the shape has not changed. STATISTICS MS5.1 Solve comparison, sum and difference problems using information presented in a line graph. MS5.2 Complete, read and interpret information in tables, including timetables Number and Place Value (MNPV) MNPV6.1 Read, write, order and compare numbers at least to 10,000,000 and determine the value of each digit. MNPV6.2 Round any whole number to a required degree of accuracy. MNPV6.3 Use negative numbers in context, and calculate intervals across zero. MNPV6.4 Solve number problems and practical problems that involve all of the above. Addition and Subtraction (MNAS) MNAS6.1A Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. MNAS6.2B Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. MNAS6.3A Solve problems involving addition, subtraction, multiplication and division. MNAS6.3B Solve problems involving addition, subtraction, multiplication and division. MNAS6.4 Perform mental calculations, including with mixed operations and large numbers MNAS6.5 Use their knowledge of the order of operations to carry out calculations involving the four operations. Multiplication and Division (MNMD) MNMD6.1 Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the efficient written method of long multiplication. MNMD6.2 Divide numbers up to 4 digits by a two-digit whole number using the efficient written method of long division, and interpret remainders as whole number remainders, fractions or by rounding, as appropriate for the context. MNMD6.3 Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context. MNMD6.4 Perform mental calculations, including with mixed operations and large numbers. MNMD6.5 Identify common factors, common multiples and prime numbers. MNMD6.6 Use their knowledge of the order of operations to carry out calculations involving the four operations. MNMD 6.7A Solve problems involving addition, subtraction, multiplication and division. MNMD 6.7B Solve problems involving addition, subtraction, multiplication and division. MNMD 6.8 Use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy. Fractions , including decimals and percentages (MNF) MNF6.1 Use common factors to simplify fractions; use common multiples to express fractions in the same denomination. MNF6.2 Compare and order fractions, including fractions >1. MNF6.3 Add and subtract fractions with different denominators, using the concept of equivalent fractions. MNF6.4 Multiply simple pairs of proper fractions, writing the answer in its simplest form(1/4 ÷ 1/2 = 1/8). MNF6.5 Divide proper fractions by whole numbers (1/3 ÷ 2 = 1/6). MNF6.6 Associate a fraction with division to calculate decimal fraction equivalents (0.375) for a simple fraction (3/8). MNF6.7 Identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100, 1000 where the answers are up to three decimal places. MNF6.8 Multiply one-digit numbers with up to two decimal places by whole numbers. MNF6.9 Use written division methods in cases where the answer has up to two decimal places. MNF6.10 Solve problems which require answers to be rounded to specified degrees of accuracy. MNF 6.11 Recall and use equivalences between simple fractions, decimals and percentages, including different contexts. MEASUREMENT (MM) MM6.1 Solve problems involving the calculation and conversion of units of measure, using decimal notation to three decimal places where appropriate. MM6.2A Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa using decimal notation to three decimal places. MM6.2AB Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa using decimal notation to three decimal places. MM6.2C Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa using decimal notation to three decimal places. MM6.2D Use, read, write and convert between standard units, converting measurements of length from a smaller unit of measure to a larger unit, and vice versa using decimal notation to three decimal places., mass, volume and time MM6.3 Convert between miles and kilometres. MM6.4 Recognise that shapes with the same area can have different perimeters and vice versa. MM6.5 Recognise when it is necessary to use the formulae for area and volume of shapes. MM6.6 Calculate the area of parallelograms and triangles. MM6.7 Calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3) and extending to other units such as mm3 and km3. Properties of Shape (MGPS) MGPS6.1 Draw 2D shapes using given dimensions and angles. MGPS6.2 Recognise, describe and build simple 3D shapes, including making nets. MGPS6.3 Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons. MGPS6.4 Illustrate and name parts of circles, including radius, diameter and circumference. MGPS6.5 Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. Position and Direction (MGPD) MGPD6.1 Describe positions on the full co-ordinate grid (all four quadrants). MGPD6.2 Draw and translate simple shapes on the co-ordinate plane, and reflect them in the axes. STATISTICS MS6.1 Interpret and construct pie charts and line graphs and use these to solve problems. MS6.2 Calculate and interpret the mean as an average. RATIOS AND PROPORTIONS (MRP) MRP6.1 Solve problems involving the relative size of two quantities where missing values can be found by using integer multiplication and division facts. MRP6.2 Solve problems involving the calculation of percentages of whole numbers or measures and the use of percentages for comparison. MRP6.3 Solve problems involving similar shapes where the scale factor is known or can be found. MRP6.4 Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples ALGEBRA (MA) MA6.1 Use simple formulae expressed in words. MA6.2 Generate and describe linear number sequences. MA6.3 Express missing number problems algebraically. MA6.4 Find pairs of numbers that satisfy number sentences involving two unknowns.	<urn:uuid:54b969bd-2414-4f52-9962-e05abc9c8f3e>	CC-MAIN-2020-05	http://www.thelanternschool.net/attachments/download.asp?file=216&type=pdf	2020-01-27T17:46:58+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00310.warc.gz	284,979,192	6,458	eng_Latn	eng_Latn	0.991283	eng_Latn	0.991653	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2272, 6009, 10332, 14923, 20591, 26494, 27239 ]	[ 3.921875, 3.609375 ]	1	0
Yefrem Levitan Yefrem Levitan Raduga Publishers Moscow Drawings by Sergei Alimov Translated from the Russian by Sergei Sosinsky English translation © Raduga Publishers 1986. Illustrated E. Левитан МАЛЫШАМ О ЗВЕЗДАХ И ПЛАНЕТАХ THE SUN The Appearance of a Dwarf Astronomer 11 CONTENTS Dear Parents 7 На английском языке How Alex Decided to Become an Astronomer 12 Sunglasses 15 A Circle or a Ball? 17 Doc's Unusual Friend 20 How Far Away Is the Sun? 26 Is the Sun Big or Little? 30 How the Sun Travels Through the Sky 31 How the Sun Serves People 37 Printed in the Union of Soviet Socialist Republics 4803010102—487 Л 033—86 031/01/—86 ISBN 5—05—000666—X Why People Once Feared the Sun 39 What Dopey Knows About the Sun 41 THE STARS The Land of a Thousand Suns 47 How Many Stars Are There in the Sky? 47 The Big Dipper 48 The Great Bear 51 A Star-Compass 58 Tales About the Two Bears 60 How the Brave Perseus Rescued the Beautiful Andromeda 62 A Triangle in the Sky 65 The Hunter Fighting a Bull 68 Can People Live on the Stars? 70 In the World of the Distant Suns 71 THE SOLAR SYSTEM THE PLANETS (some details) Another Aldebaran? 79 What Is the Moon? 82 The Earth Is Our Spacecraft 87 Why Is the Moon Always Different? 90 Day Follows Night 92 The Sun's Family 97 Can People Live on Other Planets? 100 Destination: Mercury 105 On Mercury 107 On the Planet of Storms 110 The Red Planet 114 Jupiter and Its Satellites 118 What Does Dopey Know About the Stars and Planets? 124 This book will help you give 6- to 8-year-olds an idea of one of the most thrilling sciences, astronomy. A knowledge of astronomy is very useful for children because first, it plays an important part in forming a wide view of the world; second, the study of astronomy develops in children the power of observation and the ability to make deductions from their observations; and third, a child interested in astronomy will study nature, geography, mathematics, physics, chemistry and his or her other school subjects with greater interest. Can preschool children understand the elementary scientific information explained in this book? Modern educational sciences and psychology have reached the conclusion that a child's intellectual potential is much higher than was formerly believed. Scientists believe that it is possible for preschool children to develop not only visual image thinking but also, to some extent, abstract thinking. That is why books on mathematics, physics and biology have appeared on children's book shelves next to the familiar fairy tales and storybooks. This book is about astronomy. It is not enough just to read it. The reading must be supplemented by observations, experiments and discussion of what has been observed and read. Children will not be able to understand the material contained in this book without working on it with their parents. Before reading the book to children, please look through it yourself, paying particular attention to the instructions at the beginning of each section. The book has many illustrations which when being examined together with a child will enlarge Dear Parents and deepen the knowledge gained in reading. A child's attention to begin with will be drawn to the large colour pictures. You can use these to discuss what has been read, or even suggest that the child make up his own stories about the pictures. The documentary photographs, engravings and drawings in the margins will help you to explain the astronomical concepts and phenomena to the child more easily and graphically. Our purpose will have been attained if our readers and listeners become interested in astronomy and will want to learn as much as possible about the stars and planets. After reading each story with the children, find out what they have understood and remembered, if the material has proved difficult for them, read it once again and look at the illustrations. Your children will begin to learn astronomy with the Sun. It is one of the first objects of inanimate nature which the child notices, and is the nearest star to us. The purpose of the first section is to provide children with an elementary knowledge of the shape and size of the Sun, the distance to it, and the use of solar energy. These are quite complicated questions for preschool children, so do not attempt to read and explain several stories at a time. Try to carry out the observations and experiments described with the children, and by all means discuss the results. Before beginning your observations of the Sun, make protective sunglasses and explain to the children that they should not look at a bright Sun without them, and even through the glasses, they should not stare continuously at it for more than one or two minutes. The glasses may be made in different ways, and perhaps the ones you make will be more convenient than those described in the book. The important thing is for the glasses to fit exactly so as to protect the eye reliably from direct sunlight. Only then will your child's eyesight not be harmed by the observation of the Sun. THE SUN Sveta and Alex like a good fairy tale. Their Father often tells them about Little Red Riding Hood, Pinocchio, Karlsson, Winnie-the-Pooh and Brother Rabbit. "Yesterday I had a visit from an old friend of mine, a dwarf named Doc. I was very glad to see him and asked him to sit next to the clock on my desk." One night, the children asked their Father to tell them a new story. How do stories usually begin? Once upon a time... or Long, long, ago... But this time Father began in a different way. "Dad, did a real live dwarf really visit you?" Alex interrupted the story. "Of course he did," said Father. "My friend Doc visits me very often." Sveta laughed looking at her surprised younger brother, but her Father was quite serious. Sveta stopped laughing and Alex crawled out from under the blanket and looked at his Father with his eyes wide open. "He's blue," answered Father. "He wears a blue suit covered with stars and has a magic Sun wand in his hands, a gift from the Dwarf Magician." "What's he like?" "A magician!" Alex shouted. Their Father fell silent. The children were also quiet. "Of course. Doc lives in the fairytale kingdom of dwarfs. The chief dwarf is called the Magician and Doc is his favourite pupil. Doc's very clever, curious and kind and was given his magic wand for knowing a lot and being able to do many things." "Why does Doc have stars on his suit and a The Appearance of a Dwarf Astronomer The way scientists see our Sun Astronomy is a science about the Universe. It arose in ancient times when people learned to determine the time of day and find their bearings on land and sea by the Sun and by the stars	<urn:uuid:939e3e8b-4fd2-4e49-b5cf-7783d42cac34>	CC-MAIN-2020-05	http://ura.mx/index.php/books/download/id=603555&type=file	2020-01-27T17:46:29+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00337.warc.gz	165,598,865	1,525	eng_Latn	eng_Latn	0.943435	eng_Latn	0.998516	[ "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 16, 58, 1106, 3169, 5126, 6779 ]	[ 4.15625 ]	1	0
YEAR 1 EWTS1:1 Can spell MOST words containing the 40+ phonemes already taught, including the 'n' sound spelt n before k; -tch; v sound at the end of words; adding s and es to words. EWTS1:2 Can use letter names to tell apart alternative spellings for the same sound. EWTS1:3 Can apply simple spellings rules to the sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck. ing er est ed EWTS1:5 Can spell the days of the week. EWTS1:6 Can use the prefix 'un-'. EWTS1:7 Can spell common exception wordssee appendix. EWTH1:1 Can form lower case letters using the correct direction, start and end points. EWTH1:2 Can understand the handwriting letter families and practice letters in each. EWTH1:3 Can form digits 0–9. EWC1:1 Can talk about the beginning, middle and end of a story. Letter Capital letter Word Singular Plural Sentence Punctuation Full stop Question mark Exclamation mark EWC1:3 Can write a sentence by composing it orally before writing it. EWC1:4 Can plan a simple story. EWC1:5 Can write a sequence of sentences with illustrations to form a story. EWC1:6 Can discuss what he/she has written with the teacher or other children. EWC1:7 Can read aloud own writing clearly to the whole class. EWC1:8 Can write lines to form a poem. EWC1:9 Can sequence sentences to form short narratives. EWC1:10 Can re-read what he/she has written to check that it makes sense. EWC1:11 Can compose poetry orally before writing it. EWVGP1:1 Can name the letters of the alphabet in order. EWVGP1:2 Can begin to write simple sentences with: Capital letters Full stop Spaces Use 'and' to join sentences. EWVGP1:3 Can write sentences dictated by the teacher that include words taught so far. EWVGP1:4 Can use capital letters for proper nouns Can use capital letters for the personal pronoun. EWVGP1:5 Can learn Year 1 grammar rules and apply to own writing. EWVG1:6 Can use the rules for adding '-s' or '-es' to pluralise nouns Can use the rules for adding '-s' or '-es' to pluralise singularise verbs. List sentences (No less than three and no more than four adjectives before the noun. Can be very dramatic when combined with alliteration It was a dark, long, leafy lane) Year 2 Spelling (EWTS) EWTS2:1 Can apply taught spelling rules The /dʒ/ sound spelt as g, ge and dge at the end of word; The /s/ sound spelt c before e, i and y The /n/ sound spelt kn and gn The /r/ sound spelt wr The /l/ or /əl/ sound spelt –le or –al Words ending –il The /aɪ/ sound spelt –y at the end of words the /ɔ:/ sound spelt a before l and ll The /i:/ sound spelt –ey The /ɒ/ sound spelt a after w and qu Words ending in –tion. EWTS2:2 Can learn new ways of spelling phonemes where one or more spellings are already known and learn some words with each spelling. EWTS2:3 Can segment words and represent phonemes with graphemes, spelling any correctly. EWTS2:4 Can learn to spell more words with contracted forms. EWTS2:5 Can spell by distinguishing between homophones and near-homophones there/their/they're sun/son, here/hear to/too/two, quite/quiet be/bee, see/sea blue/blew, bare/bear night/knight one/won, EWTS2:6 Can add suffixes to spell longer words –ing, –er and –est to a root word ending in –y with a consonant before it –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter the suffixes –ment, –ness, –ful , –less and –ly EWTH2:1 Can follow appropriate handwriting joins. EWTH2:2Can practice all of the handwriting objectives. EWTH2:3 Can write capital letters of the correct size and orientation Can write lower case letters of the correct size and orientation Can write digits of the correct size and orientation Composition (EWC) EWC2:1 Can describe settings using adjectives. EWC2:2 Can use adjectives to describe and specify. EWC2:3 Can plan and say out loud what we’re going to write. EWC2:4 Can re-read to check our writing makes sense Can re-read our writing to check that verbs to indicate time are used correctly and consistently EWC2:5 Can write a story about our own or others’ experiences (real) Can write a story about our own or others' experiences (fictional). EWC2:6 Can read aloud what we’ve written with appropriate intonation. EWC2:7 Can write a simple recount. EWC2:8 Can write sentences about real experiences (instructions). EWC2:9 Can plan and write a story. EWC2:10 Can consider what we’re going to write about sentence by sentence by speaking it. EWC2:11 Can proof read to check for errors in spelling Can proof read to check for errors in grammar Can proof read to check for errors in punctuation EWC2:12 Can write a report. Vocabulary, Grammar and Punctuation (EWVGP) EWVGP2:1 Can write down ideas and key words, including new vocabulary. EWVGP2:2 Can understand specific grammatical terminology Noun Suffix Noun phrase Adjective Statement Adverb Question Verb Exclamation Tense (past, present) Command Apostrophe Compound Comma EWVGP2:3 Can use familiar and new punctuation correctly to demarcate sentences capital letters full stop, question marks exclamation marks use commas to separate items in a list use apostrophes to mark where letters are missing in spellings use apostrophes to mark singular possession in nouns EWVGP2:4 Can use present tense correctly and consistently. Can use past tense correctly and consistently. Can use the progressive form of verbs in the present to mark actions in progress. Can use the progressive form of verbs in the past tense to mark actions in progress. EWVGP2:5 Can use and form statements. EWVGP2:6 Can use and form questions. EWVGP2:7 Can use and form commands. EWVGP2:8 Can use and form exclamations EWVGP2:9 Can revise all spelling, grammar and punctuation curriculum objectives in Year 2. EWVGP2:10 Can learn how to use subordination, using: When If That Because Can learn how to use co-ordination: using Or And But EWVGP2:11 Can use some written features of Standard English. EWVGP2:12 Can use noun phrases to add description Sentence Types First word last sentences (Start with a key word, expand upon that key word, then repeat the same key word at the end of the sentence Brilliant, the whole day was just brilliant!) Similes Some should be banned (cold as ice, hot as the sun etc)If using banned similes, make more interesting by adding a ‘where?’ and ‘when?’ to the end of the cliché The moon hung above us like a patient, pale white face Although it was August, it was as cold as a late December evening What +! Sentences (Begin with the word 'what' followed by an adjective to describe the final word/s of the sentence. Sense can be used to improve vocabulary choices. What a lovely day! What a delicious smell! What and awful din!) Ing, ing, ing sentences (Hopping, skipping, jumping, he made his way to the park) BOBs sentences (But, Or, Because, So She ran down the road because a man was chasing her. He wept buckets, so he had to blow his nose.) All the W's sentences (Short sentences. Should not be scattered too frequently as will lose impact Why do you think he ran away?/ What next?/ Why is our climate changing? Will that really be the end?) 2A sentences Two adjectives preceding the first noun and two adjectives preceding a second noun E.G. He was a tall, awkward man with an old, crumpled jacket Year 3 Spelling (EWTS) \| EWTS3.1 Use further prefixes and suffixes and understand how to add them \| \| \|---\|---\| \| un \| inter \| \| dis \| super \| \| mis \| anti \| \| in \| auto \| \| il \| ation \| \| im \| ly \| \| ir, \| le \| \| re \| ally \| EWTS3.2 Spell a range of simple homophones and explain how the spelling is different e.g Where/ wear . EWTS3.3 Spell words that are often misspelt using learnt spelling strategies and rules (e.g skip - skipping) EWTS3.4 Place the possessive apostrophe accurately in words with regular plurals (for example, girls', boys'). EWTS3.5 Use the first two or three letters of a word to check its spelling in a dictionary. EWTS3.6 Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far from the Year 3 section of Appendix 2 (these sentences must include a range from the following: prefixes, conjunctions, adverbs, prepositions, direct speech). Handwriting (EWTH) EWTH3.1 Use the diagonal and horizontal strokes that are needed to join letters. EWTH3.2 Understand which letters, when adjacent to one another, are best left unjoined. (a f, a z, g, j, q, s, x, y) EWTH3.3 Increase the legibility, consistency and quality of handwriting; ensuring that the down strokes of letters are parallel and equidistant. EWTH3.4 Increase the legibility, consistency and quality of handwriting by ensuring that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. Composition (EWC) EWC3.1 Explore examples of age appropriate text, identifying features and use these to plan a similar pieces of writing. Features to identify include structure Vocabulary grammar EWC3.2 Discuss and record ideas with a partner in order to plan writing. EWC3.3 Compose and rehearse sentences orally (including dialogue) in order to write a piece of text. EWC3.4 Organise paragraphs around a theme when drafting and writing a piece of text. EWC3.5 When drafting and writing narrative text, create simple: settings characters a summary of plot EWC3.6 When drafting and writing non-narrative material, use simple organisational devices including; headings sub-headings EWC3.7 Assess the effectiveness of own writing when evaluating and editing. EWC3.8 Propose changes to vocabulary to improve consistency when evaluating and editing text. EWC3.9 Proof read for spelling errors when evaluating and editing. EWC 3.10 Read own writing aloud, to a group or the whole class, using appropriate intonation. Vocabulary, Grammar and Punctuation (EWVGP) EWVGP3.1 Extend a range of sentences with more than one clause by using a simple range of conjunctions, including When Because if although EWVGP3.2 Use the present perfect form of verbs in contrast to the past tense. ('I've lived in this small village all my life.' [i.e. up to the present and probably into the future too.]) EWVGP3.3 Use nouns appropriately to avoid repetition. Use pronouns appropriately to avoid repetition. EWVGP3.4 Express time and cause by using simple Conjunctions Adverbs Prepositions EWVGP3.5 Use and punctuate direct speech EWVGP3.6 Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately. Preposition subordinate clause Conjunction direct speech word family [root word] Consonant/consonant letter Prefix Vowel/ vowel letter clause inverted commas EWVGP3.7 Indicate possession by using the possessive apostrophe with plural nouns. Sentence Types 2 pairs sentences Two pairs of related adjectives. Each pair is followed by a comma and separated by the conjunction ‘and’ Exhausted and worried, cold and hungry, they did not know how much further they could go Emotion word, (comma) sentences Does not conform with traditional subject-verb combination sentence. Uses adjective to describe emotion, followed by a comma. Rest of sentence describes actions related to the opening emotive adjective. Placing the emotive adjective at the start of the sentence gives more weight to that word. Desperate, she screamed for help 3_ed sentences (or 2_ed could be used) Three related adjectives, each of which ends in –ed. Usually the adjectives will describe an emotion. Display a A-Z of –ed adjectives Frightened, terrified, exhausted, they ran from the creature Ad, same ad sentences Two identical adjectives, one repeated shortly after the other. First opens the clause and the second comes immediately after the comma. Once children have grasped this, introduce words other than 'because' to bridge the sentence He was a fast runner, fast because he needed to be. Verb, person sentences A typical sentence (subject-verb) inverted, opening with a verb to give it greater importance/weight. Chosen verb is followed by a comma then the name of a person or personal pronoun (he, she, they it), followed by the remainder of the sentence Flying, John had always been terrified of it Short sentences Formed with one, two or three words. May be interjections requiring an exclamation mark. Model this sentence type in context. Ellipsis marks may be used also to indicate a stutter Then it happened. Year 4 Spelling (EWTS) EWTS4.1 Use a widening range of prefixes and suffixes for the same sound and understand how to add them 'sion' 'tion' our' 'or' 'ous' 'sure' 'ture' 'cher' 'ion' 'ian' EWTS4.2 Spell further homophones, identifying the different spellings: They, their, they're Here, hear EWTS4.3 Spell words that are often misspelt and explain the reasons why this happens (See the 3/4 common exception words Appendix 1 and in learning logs) EWTS4.3 Spell words that are often misspelt and explain the reasons why this happens e.g. happy, happier (rule, drop y, replace with ‘i’, add ‘er’) EWTS4.4 Place the possessive apostrophe accurately and in words with: regular plurals (for example, girls', boys') irregular plurals (for example, children's) EWTS4.5 Use the knowledge of alphabetical order to check the spelling of a word in a dictionary. EWTS4.6 Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far from the Year 4 section of appendix 2. Handwriting (EWTH) EWTH4.1 Use the diagonal and horizontal strokes that are needed to join letters. EWTH4.2 Understand which letters, when adjacent to one another, are best left un- joined: e.g. af, y (at end of word) az EWTH4.3 Increase the legibility, consistency and quality of handwriting - ensuring that the down strokes of letters are parallel and equidistant. EWTH4.4 Increase the legibility, consistency and quality of handwriting by ensuring that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. Composition (EWC) EWC4.1 Plan writing by discussing examples (with a text appropriate to the Year4 age group) similar to that which they are planning to write. Identify features of its: structure vocabulary grammar EWC4.2 Plan writing by discussing and recording ideas with a range of people; identify differences in these ideas. EWC4.3 Draft and write as a result of composing and rehearsing sentences orally which include: dialogue; progressively improve by building a varied and rich vocabulary; include a range of sentence structures. EWC4.4 Draft and write paragraphs around a theme, developing an idea or concept throughout. EWC4.5 Draft and write narratives, creating more detailed: settings; characters; a detailed plot in chronological order of main events. EWC4.6 Draft and write non-narrative material, using a range of organisational devices: bullet points, tables, captions, headings and sub-headings EWC4.7 Evaluate and edit by assessing the effectiveness of own writing; suggest improvements. Evaluate and edit by assessing the effectiveness of others' writing; suggest improvements. EWC4.8 Evaluate and edit by proposing changes to grammar to improve consistency Evaluate and edit by proposing changes including the accurate use of pronouns in sentences. EWC4.9 Evaluate and edit by proof-reading for punctuation errors EWC4.10 Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. Vocabulary, Grammar and Punctuation (EWVGP) EWVGP4.1 Extend the range of sentences with more than one clause by using a wider range of conjunctions, including. Once Whereas Since rather than until even though EWVGP4.2 Use the present perfect form of a wide range of verbs in contrast to the past tense, with suggestions for alternatives, e.g. I haven't yet visited the capital city. I've lived in this small village in my life. EWVGP4.3 Use nouns or pronouns appropriately for clarity and cohesion. EWVGP4.4 Use a widening range of conjunctions, adverbs and prepositions to express time and cause. Conjunctions Adverbs prepositions EWVGP4.5 Use fronted adverbials. EWVGP4.6 Use commas after fronted adverbials. EWVGP4.7 Use and punctuate direct speech in sentences with more than one piece of dialogue for the speaker. EWVGP4.8 Appropriately and accurately use and understand the grammatical terminology in English Appendix 2 for Year 4 children when discussing their reading and writing, e.g. determiner possessive pronoun pronoun adverbial Sentence Types Italics ‘stressed word’ sentences Occurs in written dialogue and helps the reader to hear a word. Perfect to use when word processing. John walked to the second floor window and leaned out as far as he could to watch the birds in the garden below. His mother looked at him in horror. “John , please.” BOYS sentences But, Or, Yet, So Two part sentence – first part ends with a comma and second part begins with a co-ordinating conjunction (BOYS) He was a friendly man, but he could become nasty It was a warm day, yet the clouds gathered Many questions sentences Initial question ending with a question mark, followed by a further phrase or single word which poses additional, related questions. Each additional word or phrase concludes with a question mark Beware of unnecessary capitalisation Where is the treasure? the diamonds? the gold? the rubies? Double ly ending sentences Ends with two adverbs of manner. First part of this sentence type ends in a verb. Two adverbs of manner are then added to add precision to the sentence The worried people ran, quickly and purposefully He swam, slowly and falteringly P.C. sentences (paired conjunctions) Some words demand a second word in order to make sense – this is the essence of the paired conjunction. (BA) – both/and (NA) – not so/as (NN) – neither/nor (AA) – as/as E.g. It was both cold and unpleasant for him to work there Noun, which/who/where sentences Has an embedded/subordinate clause. Always begins with a noun which is followed by a comma then the embedded clause (the part of the sentence that can be omitted and the sentence would still make sense). The embedded clause ends, as it started, with a comma then the final part of the sentence adds some detail to the opening noun. A subordinate clause does not have to begin with which. Cakes, which taste fantastic, are not so good for your health Fronted adverbial sentences (Begins with an adverb Silently, the boy swam across the river) \| Year 5 \| \| \| \|---\|---\|---\| \| \| Spelling (EWTS) \| \| \| EWTS5.1 Use further prefixes and suffixes and understand the guidance for adding them .E.g. words ending in \| \| \| \| cious, tious, \| \| tient, tiant, \| \| cial, tial, ant, \| \| ably, able \| \| ation, ance, ancy \| \| \| \| EWTS5.2 Spell some words with ‘silent’ letters. E.G \| \| \| \| ph (as is telephone), \| \| l (as in talk) \| \| w (as in wreck), \| \| k (as in knight) \| \| h (as in white), \| \| \| \| EWTS5.3 Continue to distinguish between homophones and other words which are often confused. \| \| \| \| Aloud/ allowed \| \| Heard/herd \| \| Affect/effect \| \| Draft/draught \| \| Altar/alter \| \| Principal/principle \| \| Bridal/ bridle \| \| Stationary/stationery \| \| Cereal/ serial \| \| Steal/steel \| \| Farther/father \| \| who’s/whose \| \| Guessed/guest \| \| \| \| EWTS5.4 Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Y5/6 English (Appendix 1). \| \| \| \| EWTS5.5 Use dictionaries to check the spelling and meaning of words and identify word class in context (nouns, verbs, adjectives). \| \| \| \| EWTS5.6 Use the first three or four letters of a word to check spelling and meaning, or both of these, in a dictionary. \| \| \| EWTS5.7 Use a thesaurus to suggest suitable synonyms for commonly used words Handwriting (EWTH) EWTH5.1 Choose which shape of a letter to use when given choices and decide whether or not to join specific letters EWTH5.2 Choose the writing implement that is best suited for a task (purple pen for editing purposes, coloured pencils/ highlighters for identifying different features) Composition (EWC) EWC5.1 Identify the audience for and purpose of a piece of writing Use other similar writing as models; plan writing accordingly. EWC5.2 Note and develop initial ideas, drawing on reading and research where necessary; plan writing accordingly. EWC5.3Consider how authors have developed characters in texts read, listened to/seen performed Consider how authors have developed settings in texts read, listened to or seen performed; Use knowledge gained to write narrative plots – such as next chapters. EWC5.4 Select appropriate grammar when drafting and writing; understand how such choices can change meaning Select appropriate vocabulary when drafting and writing; understand how such choices can change meaning EWC5.5 Describe settings Describe characters Integrate dialogue when drafting and writing narrative EWC5.6 Create simple précising of longer passages of text when drafting and writing. EWC5.7 Use a wide range of devices to build cohesion within and across paragraphs when drafting and writing. adverbials of time, place, number tense choices using connectives to join sentences (secondly, furthermore, then, after that, this, firstly etc), EWC5.8 Use further organisational and presentational devices to structure text when drafting and writing EWC5.9 Evaluate and edit by assessing the effectiveness of own and others’ writing. EWC5.10 Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects. EWC5.11 Evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing. EWC5.12 Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural. EWC5.13 Proof read for spelling and punctuation errors. Vocabulary, Grammar and Punctuation (EWVGP) EWVGP5.1 Use the perfect form of verbs to mark relationships of time and cause. Present Perfect: I have finished my homework already. Past Perfect: He had watched TV for an hour before dinner. Future Perfect: Nancy will have finished by the time her parents return EWVGP5.2 Use expanded noun phrases to convey complicated information concisely. EWVGP5.3 Use relative clauses beginning with an implied (i.e. omitted) relative pronoun. Who Whose which What when with where EWVGP5.4 Use commas to clarify meaning or avoid ambiguity in writing. EWVGP5.5 Use hyphens to avoid ambiguity. EWVGP5.6 Use punctuation to indicate parenthesis brackets commas dashes EWVGP5.7 Punctuate bullet points consistently EWVGP5.8 Use and understand grammatical terminology for Year 5 children accurately and appropriately Including modal verb relative pronoun Parenthesis Cohesion relative clause ambiguity Indicate degrees of possibility using adverbs (e.g. perhaps, surely) Sentence Types O.(I.) sentences OR Outside: Inside sentences Possible words for beginning second sentence: However…In truth… Secretly…Happy/sad…Brave/terrified etc. She told the little girl not to be so naughty. (Inside, however, she was secretly amused by what she had done.) Irony sentences Our 'luxury' hotel turned out to be a Farm outbuilding ing, _ed Walking in the bush, she stopped at the sight of a crocodile facing her. The more, the more sentences The more upset she was, the more her tears flowed The less happy he became, the less likely he was to smile Personification of weather sentences The rain wept down his window The rain wept pitifully down his window If, if, if, then sentences (if, if, then for differentiation) If the alarm had gone off, if the bus had been on time, if the road repairs had been completed, then his life would not have been destroyed) Year 6 Spelling (EWTS) EWTS6.1 Use a full range of further prefixes and suffixes and understand the guidance for adding them E.g. words ending in cian, ciate, cial, cient ance ibly, ible ery, ory, ary sure, sion, sion, ssion le, el, al ent, ence, ency er, or, ar EWTS6.2 Spell words with a wide range of ‘silent’ letters. E.g b (doubt) n (solemn) s (island) t (thistle) m (lamb) EWTS6.3 Continue to distinguish between homophones and other words which are often confused, giving examples of the words used in different contexts. (nouns end –ce and verbs end –se). advice/advise lead/ lead device/devise morning/mourning licence/license past/past/passed practice/practise precede/proceed aisle/isle: descent/dissent ascent/assent desert/desert/dessert compliment/complement profit/prophet prophecy/prophesy EWTS6.4 Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed for Year 6 in English (Appendix 1 – also found in learning logs). E.g Foreign, yacht,neighbour EWTS6.5 Use dictionaries to check the spelling and meaning of words, identifying derivative forms and explaining entomology of words. EWTS6.6 Use the knowledge of alphabetical order to check spelling and meaning, or both, of words in a dictionary. EWTS6.7 Use a thesaurus to find alternative synonyms and antonyms for common words which change the mood of sentences. Handwriting (EWTH) EWTH6.1 Choose which shape of a letter to use when given choices and decide whether or not to join specific letters. EWTH6.2Choose the writing implement that is best suited for a task (purple pen for editing purposes, coloured pencils/ highlighters for identifying different features) Composition (EWC) EWC6.1 Identify the audience for and purpose of a piece of writing; Select the appropriate form for a piece of writing; Use other similar writing as models when planning a piece of writing. EWC6.2 Note and develop a range of ideas, drawing on reading and research from a variety of different sources where necessary, when planning a piece of writing. EWC6.3 Plan writing narratives considering how authors have: developed characters; have developed settings in texts read, listened to or those seen performed; suggest related alternative narrative plots, such as sequels. EWC6.4 Draft and write by selecting appropriate: Grammar; Vocabulary; EWC6.5 Describe settings, Describe characters Describe atmosphere integrate dialogue to convey character Integrate dialogue to advance the action when drafting and writing narratives. EWC6.6 Create simple précising of longer passages of text into more concise passages when drafting and writing EWC6.7 use a wide range of devices to build cohesion within and across paragraphs, making links between different paragraphs (e.g. as previously mentioned), when drafting and writing. EWC6.8 Use further organisational and presentational devices to structure text and guide the reader when drafting and writing. EWC6.9 Assess the effectiveness of own and others' writing; compare and contrast between them when evaluating and editing EWC6.10 Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning when evaluating and editing. EWC6.11 Distinguish between the language of speech and writing, choosing the appropriate register, when evaluating and editing EWC6.12 Perform own compositions, using appropriate intonation, volume and movement so that meaning is clear. Vocabulary, Grammar and Punctuation (EWVGP) EWVGP6.1 Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms. E.g. Had I known…If we had…I wish…He ran as though . Propose, recommend, suggest, required improvements e.g. If I were the prime minister… EWVGP6.2 Use passive verbs to affect the presentation of information in a sentence. The subject is having the action done to it, e.g. waves were created by the wind, the cake was eaten by Aneesah, Animals are hunted by predators. Usually used the verb form had been or was, e.g. was stolen, was captured EWVGP6.3 Use the perfect form of verbs to mark relationships of time and cause. The perfect form is the verb tense used to indicate a completed, or "perfected," action or condition. Verbs can appear in any one of three perfect tenses: present perfect, past perfect, and future perfect. Verbs in the perfect form use a form of "have" or "had" + the past participle. (It is the form of the helping verb that indicates the tense.) Present Perfect: I have finished my homework already. Past Perfect: He had watched TV for an hour before dinner. Future Perfect: Nancy will have finished by the time her parents return. EWVGP6.4 Use modal verbs or adverbs to indicate degrees of possibility including can should could may will might would must shall ought EWVGP6.5 Mark boundaries between independent clauses using semi-colons, dashes colons EWVGP6.6 Use a colon to introduce a list. EWVGP6.7 Use and understand the grammatical terminology for Year 6 children accurately and appropriately when discussing English. Sentence Object Subjunctive Active text Passive cohesive devices Synonym Adverbials Antonym Ellipses Ellipsis Clause Hyphen Phrase Colon Punctuation semi-colon subject bullet points Sentence Types Imagine 3 examples: sentences E.g.Imagine a time when people may not be afraid, when life might be much simpler, when everyone could help each other: this is the story of that time Active and passive sentences The school arranged a visit – active A visit was arranged by the school – passive Tell: show 3; examples sentences He was feeling relaxed: shoes off; shirt undone; lying on the sofa Object/person (aka…) sentences John Wilson (aka The Bonecrusher) seemed quite ordinary when you first met him. Getting worse/getting better sentences We knew Tim was naughty, and his brother was uncontrollable, but their cousin Damien was evil. When_; when_; when_; then_. sentences When tumultuous thunder shakes the ground; when blinding lightning tears the sky; when storm clouds block every ray of hopeful light, then you know the Kraken is approaching. De: De Description: Details sentences A compound sentence in which two independent clauses are separated by a colon. First clause is descriptive and second adds further details. Colon’s function is to signal that information in second clause will expand on information in the first part of the sentence. Once children have grasped this, the first clause could be an implied question, then the second an answer (see second example) Snails are slow: they take hours to cross the shortest of distances. She wondered if it would ever end: it soon would, but not as s/he expected! 3 bad – (dash) question sentences Sentence begins with three negative words (usually adjectives). First and second followed by commas. Third followed by a dash, then a question which relates to the negative adjectives. Impact is dramatic Thirst, heatstroke, exhaustion – which would kill him first? Name – adjective pair – sentences Works on a show and tell basis where name and details form the main clause Little Tim – happy and generous – was always fun to be around. 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Why doesn't Mona Lisa smile? Renate Seebauer Burgenland House of Europe, Austria Part 1: Practical Guidance and Didactical Approach Background and keywords: Body positions, gestures (e.g. meaning expressed by the position of one's arms or the way of holding one's head, ...), distance behaviour and signs of relationship (relative proportions, holding tight and being held tight, ...), often reveal more about a person than what the speaker is actually saying (i.e. the utterances of the speaker or what is verbalized). "Typical male/typical female" characteristics of non-verbal communication are also evident. Many examples of this can be found in advertisements from the clothing industry. Advertising flyers (direct mail advertisements), fashion journals and pictures are ideal materials for analyzing and raising an awareness of messages related to body language. Keywords: Gender-specific non-verbal behaviour; implicit messages from nonverbal communication. Similar topics: See keywords Materials: * Brochures containing advertisements from the clothing industry, fashion journals for making the collage; * Scissors; * Packaging paper or cardboard of 40x50; * Glue; * 4 boxes. Duration: Two class sessions (if no follow-up activities) Number of participants: 10 or more children; ideal with classes of up to 24 – 26 children Age: 11 years of age and upwards (i.e. 5th grade), in class, afternoon supervision, youth activities. Aims: * To promote practical creativity skills and increase an awareness for conscious observation and recognition of nonverbal messages; * To provide a change-in-pace from a more standardized approach, by making collages and spontaneously combining typical male/female forms of nonverbal communication; * To encourage the desire for an increased awareness of reality; to promote creativity, imagination and spontaneity; * Ideal for project-oriented work in art classes, German or mother tongue language instruction, multimedia classes; Doing Gender. (Short) Explanation: Steps: 1. To make this exercise more stimulating, select a famous painting to which collage transformations can be made (i.e. replacing the head, exchanging heads: male – female and starting all over again, ...). The Internet und image processing programmes offer many possibilities for this. The portrait of "Mona Lisa" (also known as La Gioconda by Leonardo da Vinci; was painted during the period between 1503 and 1505) and the "Self-portrait in a Fur Coat („Selbstbildnis im Pelzrock") by Albrecht Dürer (1500) is provided as a suggestion for the purpose of this example (cf. below). "What does not go together here?" The children can see that a man would never place his hands like in the modified middle picture of "Mona Lisa". 2. Are there typical male/female ways of * placing arms/hands; * holding one's head, ...? * of sitting, positioning legs; Raise awareness in class discussions about the following points: How do boys/men and girls/women position their arms/hands in fashion shows? How do they position their legs? When they are sitting? When they are standing? How do they hold their head? Analyze the advertising brochure in pair work. The results can be presented in a table, prepared in advance, such as the one below. Lastly, findings can be discussed and compared. How are "masculinity" and "femininity" represented in our advertising brochures? \| \| Typically masculine \| Typically feminine \| \|---\|---\|---\| \| 1. Arms/ Hands \| \| \| \| 2. Position of legs (sitting, standing) \| \| \| \| 3. Way of holding head \| \| \| 3. Boy or girl? – Man or woman? Make a collage in pairs * First, the children cut out pictures of males and females (as much as possible of the same size) from the brochures that they have brought with them and then they cut the pictures of the persons roughly in half (i.e. across their waistlines). * Each pairs selects at least five "male and/or female upper bodies" and five "female and/or male lower bodies". * Then all of the "male and female" upper bodies are placed in two boxes. Likewise the "male and female lower bodies" are placed in two other boxes. * Next, the figures will be reassembled (e.g. a male upper body with a female lower body or the exact opposite). * The individual collages will be hung up next to each other and discussed. * In preparation for discussions planned for phase 2, have the students undertake tasks involving finding and choosing, grouping, exchanging, combining, building and again destroying. Variations (continuation): For the "shadow pictures" lesson (cf. Mühlen Achs, 1998, p. 135f.) – which can be continued in "physical education" or in "drama class" – a source of light and technical equipment (i.e. a screen) is required. Actors act in the area in-between the source of light and the screen. The rest of the group gathers in front of the screen and observes the activities that are shown as shadow pictures. Through body positions and movements, the actors act out the following: * I am strong/weak; * I am proud/anxious; ... * I am angry/sad; Also, the targets, "I am a girl/a boy"; "I am a woman/a man" can be interpreted by means of body-language. * What is the original meaning behind gender rituals? * What meaning do they really convey? Reflection: The information processing focuses on "messages", which transmit specifically male or female forms of nonverbal communication (standing with legs wide apart; crossing legs; arms spread out or straight down at sides, position of hands; pointing index finger; head slanted off to the side; looking downwards, looking far off to the distance, ... cf "Theoretical Part"). Part 2: Theoretical Background and Further Information Body language– female stereotype, male stereotype Body language has many facets and is never silent. It involves the entire body, gestures, facial expression, eye contact, posture, our way of moving, use of space and manner of speaking, ... and conveys about two-thirds of all relevant social information, such as feeling, social status, self-image, sex – in the sense of gender, and is deeply rooted in society as well as the individual himself/herself (cf. Mühlen Achs 1993, 7f., 56). Gender-specific body language results in the development of a gender culture which has an effect on all social interactions. The manner of expression appears to be natural and it is not realised that it is not the character itself but only the isolated signals, subject to the respective situation, sent by the acting person and sensed by the observer, that are considered important. Mühlen Achs (1993) points out that "the image of mankind in the media" due to "its striking stereotypes and curtain-fire-like presence" leads to an "evidence-goldmine" "in order to prove the leadership-function of the gender-specific body language". Mühlen Achs 1993, p.59). Mühlen Achs (1993) draws a distinction between "body coding" (simply the outward appearance) and "Genderlect" (i.e. viewing masculine and feminine styles of discourse as two distinct cultural dialects, …) The standards about how women and men have to look and dress, reinforce the existing gender gap tendencies, which are mainly based on the cult of the beautiful and stereotypes about males and females. The dress code The dress code refers to the power definition of clothes. People are categorized and are or can be judged on the basis of their clothes. For men, clothes symbolically represent position, status, prosperity and masculinity; for women, first of all, their female attractiveness should be emphasized (often figure-hugging, revealing, and to some extent, uncomfortable and unhealthy such as high heels. Power and status are not symbolized. Ideal body The ideal body actually refers to the figure itself, not least of all because dress codes have increasingly softened. An almost unattainable ideal of beauty idea leads women to be permanently occupied with their bodies as well as unsatisfied with them and this thus negatively affects the core of a woman's identity. The ideal is often described as a lack of energy, strength, sovereignty, dominance, … and is often defined from a male point of view (stylists, fashion designers, editors, ... and partner). The ideal male body is based on male qualities developed by the men themselves. They often joke themselves about their own shortcomings (beer belly, going bold, ...) and they are categorized on the basis of other qualities (professional or personal abilities, status, ...). Size relation A woman has to be smaller than a man – giving her no chance to challenge the balance of power. By symbolically making herself smaller (head submissively/meekly tilting one's head, looking up to someone, bending of the body and squirming) her hierarchical inferiority is emphasized. "The big school classmate watches out (for her)." Use of space Male behaviour is characterized by freedom of movement, they claim more space in a room and symbolically occupy territory. They are more relaxed and adopt a casual posture, in contrast to a woman who has a spaceminimizing behaviour, closes herself in and minimizes the energy-binding attitude of women. Also, dealings with women in public correspond to hierarchical behaviour whereby women always occupy the inferior position. Contact privileges remain the prerogative of a man. A woman may however have contact with a man, but purely of a nurturing nature, or to admire him or to support him. Postwurfsendung (Direct mail advertisement) of 21 Nov. 2007, p. 1. Gestures Male gestures are clear, decisive, insistent and competition-oriented. Power signals (a pointing index finger, a clenched fist – threatening or as a sign of victory in sports – and obscene gestures) are used. A man does not touch himself gently, but energetically and purposefully. Often women fiddle around with themselves (touching themselves i.e. smoothing out their clothes, fiddling with their hair; nervously moving their hands, clasping their knees, ...). Their behaviour is gentle, discreet and non-aggressive. Protruding one's throat as a gesture of submission is mainly practiced by women. Eye contact Only men are allowed to stare (distancing, represents power). If a woman stares, then often the eye contact is taken to mean an (erotic) interest. Only men can get away with avoiding eye contact as a show of their position of power. (a high ranking person in the hierarchy). Otherwise, it is only a sign of submissiveness. In contrast, a look of admiration is typically feminine: gazing at a man in rapt attention, smiling, nodding in agreement, ... Renate Seebauer "Power and submission" ← Source: Peek&Cloppenburg, Postwurfsendung (Direct mail advertisement) of 5 Dec. 2007, p. 1. Source: Peek&Cloppenburg,→ Postwurfsendung (Direct mail advertisement) of 1 Dec. 2007, p. 9. Facial expressions Facial Expression conveys emotions as well as status and dominance. Stereotyped facial expressions control emotions (i.e. weaknesses, hurt feelings, mental anguish) by neutralizing them or hiding them. Masculine charisma is also achieved through rigorous self-control (raising one's eyebrow, eyes narrow, small mouth, positive stress, concentration, ...). Courteous friendliness is expected from women. They achieve this by nodding in agreement and constantly smiling, however not arrogantly, nor full of reproach nor superiority, but in an approving, encouraging, embarrassed, apologetic or sad manner, ... Bibliography and List of Sources: Burbach, Christiane/Schlottau, Heike (Hrsg): Abenteuer Fairness. Ein Arbeitsbuch zum Gendertraining. Göttingen 2001 Mühlen Achs, Gitta: Wer führt? Körpersprache und die Ordnung der Geschlechter. München 2003 Mühlen Achs, Gitta: Geschlecht bewusst gemacht. Körpersprachliche Inszenierungen – ein Bilder- und Arbeitsbuch, München 1998 Mühlen Achs, Gitta: Wie Katz und Hund. Die Körpersprache der Geschlechter, München 1993 Worksheet 1: „Mona Lisa" (Leonardo Da Vinci) „Selbstbildnis im Pelzrock" (Albrecht Dürer) What does not go together here?" Are there typical male/female ways of placing arms/hands? Are there typical male/female ways of sitting, positioning legs? Are there typical male/female ways of holding one's head? Worksheet 2: Analyze the advertising brochure in pair work \| \| Typically masculine \| \|---\|---\| \| Arms Hands \| \| \| Position of legs - sitting - standing \| \| \| Way of holding head \| \|	<urn:uuid:8c11082e-fe13-41e7-ba63-4be34228be45>	CC-MAIN-2024-26	http://grimus.or.at/helden/outcome/Helden_module_pdf/M3_e/M3%20A3%20Identity%20-%20Why%20doesn't%20Mona%20Lisa%20smile%20-%20Seebauer%20-%20English%20-%20complete.pdf	2024-06-24T10:44:10+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00380.warc.gz	12,942,182	2,797	eng_Latn	eng_Latn	0.958447	eng_Latn	0.996217	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 1755, 3321, 5658, 8519, 10621, 11941, 12252, 12441 ]	[ 4.28125 ]	1	0
ROTAVIRUS (ROE-ta-VI-rus) What Is Rotavirus? Rotavirus is a common virus that causes a mild to severe diarrhea in humans. Infants and young children in childcare centres and children's hospitals are most often infected. The virus is also a common cause of diarrhea in the elderly living in long-term care facilities and homes for older adults. Sometimes, the virus can cause traveller's diarrhea in healthy adults. Symptoms & Duration: Symptoms include vomiting, watery diarrhea, and fever, which usually last 4 to 6 days. The virus can be spread to others before and after symptoms appear. The illness passes after a few days Incubation Period: Symptoms appear about two days after being infected. Recovery, Long Term Effects & Immunity: Severe diarrhea in children can lead to dehydration. Dehydration signs include: Thirst Restlessness Dry mouth and tongue Dry skin Irritability Urinating less frequently Fatigue or laziness Dry diaper for several hours Drinking enough water or other fluids is very important to avoid dehydration. Susceptibility is greatest between 6 and 24 months of age. Usually by three years of age most people have immunity to this virus. How Is Rotavirus Spread? This virus is spread in feces. An infected person can transfer the virus to people, surfaces, or objects by touching them if they did not wash their hands very well after they used the washroom. If another person touches the same surface or the infected person's hand and then touches their mouth, the virus could enter their body and they would be infected. Rotavirus can also be found in a person's throat and lungs; and could spread through a cough or a sneeze. The virus can be spread to others before and after symptoms appear. How Do You Prevent Rotavirus Infection? Thorough hand washing is the best prevention. Wash your hands thoroughly after using the washroom, changing diapers, and before and after preparing or serving food. · Wash your hands when entering and leaving a healthcare facility or daycare setting. Use a chlorine (bleach) based disinfectant on washroom surfaces and diaper change areas after each use. Many common (non-chlorine) disinfectants do not kill rotavirus. People ill with rotavirus-like symptoms should not handle food or care for others until they are symptom free for 24 hours. Oxford County Public Health & Emergency Services Tel: 519.539.9800 Toll-free: 1.800.755.0394 www.oxfordcounty.ca/publichealth	<urn:uuid:5bcbf368-6104-4753-87b9-7f6bde4f18ca>	CC-MAIN-2020-05	http://childcare.oxfordcounty.ca/Portals/13/IllnessandInfection/ROTAVIRUS%20PDF.pdf?ver=2012-02-16-104051-743	2020-01-27T19:41:31+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00371.warc.gz	34,476,774	532	eng_Latn	eng_Latn	0.997936	eng_Latn	0.997936	[ "eng_Latn" ]	false	docling	[ 2447 ]	[ 3.515625 ]	1	0
Website Evaluation Form Directions: For each website you use, fill out this form completely, circling your response and filling in the required information. Be a savvy information consumer!! Name/Title of the Site_______________________________________________________ Complete Site Address ______________________________________________________ Credibility: The quality and knowledge of the person who created the website 1. Who is the author of the site? ________________________________________________ 2. What are his/her credentials, education, or experience that proves s/he has a background in the topic? _______________________________________________________________ 3. What is the domain of this site (i.e., .com, .gov, etc.)? _________________ .gov, .edu, and .mil are the MOST reliable ** .com, .net, .org are LESS reliable Can't tell Can't tell Accuracy: Freedom from mistakes or errors 4. Can facts, statistics, or other information be verified through other sources? In other words, have you seen the same facts on other websites or in books about the topic? (You will need to visit other sites or look at some print sources to verify these facts!!) 5. List at least one other site or print source that can verify the facts:____________________ ________________________________________________________________________ 6. Are there spelling and/or grammar mistakes on the page? Yes No Yes No Reliability: The extent to which a source can be counted on to give objective, unbiased information 7. Does the source present a particular point of view or bias? 8. Is the information affiliated with an organization that has a particular political or social agenda? Yes No Yes No Date: The time at which a source was published, produced, or last updated 9. When was the page created or last updated? _____________________________________ 10. Is this a reasonable date for your topic? (Some topics, like those in science, need to be as current as possible because the information changes; however other topics, like those in history, do not need to be as current since the information does not generally change too drastically.) Can't tell Yes No Scope:The range of information on a given topic 11. Does this source have enough information to answer your research question? 12. Is it material that you can easily read and understand, so it’s not too technical, but also technical enough that it’s clearly not meant for elementary school kids? Yes No Yes No Purpose: The reason the website was created 13. Was this website created to sell a product? 14. Was this website created to persuade you to think a certain way or do something? 15. Was this website created to entertain you? 16. Was this website created to inform you? Yes No Yes No Yes No Yes No 17. B OTTOM L INE : T HIS SITE IS APPROPRIATE TO USE . Yes No	<urn:uuid:990baa0d-9b0c-4580-aab7-ccad9a522f3a>	CC-MAIN-2020-05	https://www.rjuhsd.us/site/handlers/filedownload.ashx?moduleinstanceid=2841&dataid=3614&FileName=Evaluating%20a%20Website%20Check%20Off%20Sheet.pdf	2020-01-27T19:12:42+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00354.warc.gz	1,083,686,219	603	eng_Latn	eng_Latn	0.999224	eng_Latn	0.999224	[ "eng_Latn" ]	false	docling	[ 2914 ]	[ 3.71875 ]	1	0
April Education Meal Planning: Plan ahead for Health Improvement Whether prepping & cooking healthy ahead of time, or simply planning the healthy meal you will create or purchase, you can save time & money, plus stick to your healthy goals much easier when you plan ahead! Who hasn't left work late with a growling stomach but little energy to shop and cook? A busy schedule is one of the top reasons why people choose quick takeout meals, which are often calorie-laden and a contributor to expanding waistlines. Now, imagine a different scenario where within a few minutes of walking through the door you have a delicious home-cooked dinner, and perhaps even lunch packed-up for the next day. Amidst hectic weekday schedules, meal prep or meal planning is a great tool to help keep us on a healthy eating track. Although any type of meal prep requires planning, there is no one correct method, as it can differ based on food preferences, cooking ability, schedules, and personal goals. Here are some examples: * If you now eat fast food or takeout several nights of the week, your goal may be to choose a specific day of the week to create a food shopping list and hit the grocery store. * If you already food shop once a week and have basic cooking skills, your goal may be to choose one day a week to do most of the cooking, or try a new recipe. * If you already cook some weekday meals for your family, you might decide to create a schedule so that you are not deciding last minute what to make and to ensure you have the needed ingredients on hand. Some Benefits of Meal Prep * Can help save money * Can ultimately save time * Can help with weight control, as you decide the ingredients and portions served * Can contribute to an overall more nutritionally balanced diet * Can reduce stress as you avoid last minute decisions about what to eat, or rushed preparation Prepping for Meal Prep * Discuss with your family what types of foods and favorite meals they like to eat. * Start a monthly calendar or spreadsheet to record your meal ideas, favorite recipe sites, and food shopping lists. * Collect healthy recipes. Clip recipes from print magazines and newspapers and save in a binder, or copy links of recipes onto an online spreadsheet. * Consider specific meals or foods for different days of the week. Remember Wednesday as Prince Spaghetti Day? Some families enjoy the consistency of knowing what to expect, and it can help to ease your meal planning. Examples are Meatless Mondays, Whole Grain Wednesdays, Stir-Fry Fridays, etc. * Start small: Aim to create enough dinners for 2-3 days of the week. Getting Started 1. Choose a specific day of the week to: 1) plan the menu, whether week by week or for the whole month, and write out your grocery list 2) food shop, 3) do meal prep, or most of your cooking. Some of these days may overlap if you choose, but breaking up these tasks may help keep meal planning manageable. 2. As you find favorite 'prep-able' meals, or your menus become more familiar and consistent, watch for sales and coupons to stock up on frequently used shelf-stable ingredients like pasta, rice, and other whole grains, lentils, beans (canned or dried), jarred sauces, healthy oils, and spices. 3. On your meal prep day, focus first on foods that take the longest to cook: proteins like chicken and fish; whole grains like brown rice, quinoa, and farro; dried beans and legumes; and, roasted vegetables. 4. Also consider preparing staple foods that everyone in the family enjoys and which you can easily add to a weekday meal or grab for a snack: washed greens for a salad, hardboiled eggs, a bowl of chopped fruit, cooked beans. 5. If you prefer not to pre-cook proteins, consider marinating poultry, fish, or even tofu on your prep day so that you can quickly pop them into the oven or stir-fry later in the week. 6. Multi-task! While foods are baking or bubbling on the stovetop, chop vegetables and fresh fruit, or wash and dry salad greens for later in the week. 7. When you cook a recipe, make extra portions for another day or two of meals, or to freeze for a different week. Be sure to date and label what goes in the freezer so you know what you have on hand. 8. For lunches, get a head-start and use individual meal containers. Divide cooked food into the containers on prep day. Storage Meal prep can save time and money if you are preparing just enough for what is needed the following week. Refrigeration and freezing are an important step to successful meal planning. However, forgotten food such as produce hiding in a drawer or a stew stored on a back shelf in an opaque container for too long can spoil and lead to food waste. Label all prepped items with a date so that you can track when to use them by. Rotate stored items so that the oldest foods/meals are kept up front. Store highly perishable items like greens, herbs, and chopped fruits front-and-center at eye-level so you remember to use them. When it comes to freezing, some foods work better than others. Cooked meals tend to freeze well in airtight containers. Foods with high moisture content, such as salad greens, tomatoes, or watermelon, are not recommended as they tend to become mushy when frozen and thawed. Blanching vegetables for a few minutes before freezing can help. However, if the texture of a frozen food becomes undesirable after thawing, they might still be used in cooked recipes such as soups and stews. The following are recommended times for various cooked foods that offer the best flavors, maximum nutrients, and food safety. Refrigeration at 40°F or lower 1-2 days: Cooked ground poultry or ground beef 3-4 days: Cooked whole meats, fish and poultry; soups and stews 5 days: Cooked beans; hummus 1 week: Hard boiled eggs; chopped vegetables if stored in air-tight container 2 weeks: Soft cheese, opened 5-6 weeks: Hard cheese, opened Freezing at 0°F or lower 5 Quick Tips to Stock a Healthy Kitchen 1. Produce Choose locally grown vegetables and fruits whenever you can, and eat plenty every day. Aim for a variety of colors — variety is as important as quantity; no single fruit or vegetable provides all of the nutrients you need to be healthy. 2. Grains Trade in white rice for whole grains such as barley, bulgur, oat berries, quinoa, brown rice, and more. Try perusing your local grocery store's bulk bins to discover new, delicious whole grains that are often simple to prepare. 3. Protein Rely on healthy protein such as fresh fish, chicken or turkey, tofu, eggs, and a variety of beans and nuts. Remember to balance your plate with lots of vegetables & fruit, whole grains and healthy fats as well. 4. Fats and oils Use liquid vegetable oils whenever possible for sautéing vegetables, stir-frying fish or chicken, and as the base of salad dressings. Good choices include canola, sunflower, corn, soybean, peanut, and olive oil. 2-3 months: Soups and stews; cooked beans 3-6 months: Cooked or ground meat and poultry 6-8 months: Berries and chopped fruit (banana, apples, pears, plums, mango) stored in a freezer bag 8-12 months: Vegetables, if blanched first for about 3-5 minutes (depending on the vegetable) 5. Other essentials Even a small amount of a high-quality ingredient can have a big impact on flavor. Stock your kitchen with high-quality basics like extra virgin olive oil, balsamic vinegar, fresh and dried herbs, and a variety of unsalted nuts (such as walnuts, almonds, and pistachios), and you'll have flavorful building blocks for any recipe. Click the Links Below for Source Information ChooseMyPlate.gov FoodFaithFitness.com FitFoodieFinds.com GatheringDreams.com	<urn:uuid:29720a46-92ee-4476-9516-d4d3c94307d9>	CC-MAIN-2020-05	https://www.athensclarkecounty.com/DocumentCenter/View/58484/April-2019-Health-Ed-Meal-Planning?bidId=	2020-01-27T20:30:27+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00347.warc.gz	766,276,860	1,702	eng_Latn	eng_Latn	0.997802	eng_Latn	0.997955	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3861, 7675 ]	[ 3.640625 ]	1	0
May Education: Improve Your Brain Health 10 Best Evidence-Based Ways to Improve Your Brain Health And it turns out that the more diverse your friends are in type, the more they challenge you to think creatively. They provide you with information you would not normally have and they give you different perspectives on everything. Your friends figuratively keep your mind open. 8. Think Positive There is a well-known effect in the psychology of education referred to as the "Pygmalion effect" (after the Greek myth Pygmalion) whereby teachers, often unknowingly, expect more of particular children, who then in turn strive to meet those expectations. This effect is so well known that is referred to by psychologists as the Rosenthal-Jacobsen 1968 finding after the two psychologists who first discovered it. What this research suggests is that if we set high standards for ourselves and are helped believe that achieving them is possible, they become possible. On the other hand, children who are made to feel that there is little point in them trying to reach high standards give up easily and do not reach their potential. In one study, by social psychologist Arronson and colleagues in 2001, members of an educationally disadvantaged community were taught to believe that it is possible to become more intelligent. The children from that group showed improved mathematical ability compared to a matched control group of children who were not encouraged to raise their expectations of what is possible. So positive attitude counts. 7. Get Quality Sleep The brain does not shut off when we are asleep. There is a lot of work going on while you sleep and much of it involves consolidating the learning that took place during the day (see work by Walker, Stickgold, Alsop, Gaab, & Schlaug, 2005). Psychologists have long understood that our dreams, for example, are really just a reflection of all the work our brains are doing trying to make sense of all the information we have been taking in but have not yet fully interpreted and made sense of. So if this is true, you really can solve problems and make of sense of things by "sleeping on it." On the other hand, if you do not sleep properly, you can lose the benefit of your learning experiences. You also will not learn as well the following day. Adults need between seven and nine hours of sleep each night to benefit fully and perform at their cognitive peak each day. However, this method of keeping your mind sharp only makes number seven because there are now some scientific doubts about the There are lots of crazy claims out there about how to become more intelligent or train your brain to be smarter or healthier, but what many people do not know is that many of these have been properly scientifically investigated, and some fairly persuasive evidence exists for many of them. So here are 10 ways to help you reach your full intellectual potential and improve your brain health, with each of the ten suggestions having at least somewhat respectable evidence in their favor. As we work our way down to number one, we will be considering techniques that are backed up with harder evidence. 10. Quit Smoking Not smoking is one of the first steps you can take to improve your brain health. But smoking is not just any old bad habit. One Archives of Internal Medicine study published in 2010 followed 21,123 smokers from 1978 to 2008. Those people who smoked more than two packs of cigarettes a day had twice the rate of dementia when they were older. This was true even when the researchers controlled for other factors that could explain the results, such as education level, race, age, diabetes, heart disease and substance abuse. Those who smoked between half and one pack a day had a 44 percent increased risk of developing dementia. Even the lowest level of smoker had a 37 percent increased risk. The good news is that those people in the study who used to smoke but stopped had no increased risk of dementia and had normal brain functioning into old age. 9. Have Good Relationships One particular form of memory that we practice in relationships of all kinds is known as "transactive" memory, a concept first developed by psychologist Daniel Wegner in 1985. This is a form of memory in which we become an expert in one particular type of information and often have sole responsibility for it. For example, at a party your spouse may be excellent at remembering someone's job and taste in music once he is introduced, but he may be close to useless at remembering faces and names even if he has met someone before. So couples often work as a team, with each being relied upon to be expert in their area of talent. While each partner may struggle without the other, together they appear to have no problems at all remembering anything in social situations. And so each partner benefits from the relationship in never feeling forgetful and always knowing what to say. importance of what is known as "sleep consolidation" (see work by Vertes in the journal Neuron, 2004). 6. Eat Well There are quite a range of food ingredients that are good for your brain and no end of marketing experts who will try to sell you the extracted ingredient in pill form or added to yogurt. But the truth is that many food components can increase our mental functioning. Ginkgo Biloba (extracted from the Ginkgo tree) has good effects on memory. Vegetables, such as broccoli, spinach, tomatoes, some berries, and the omega 3 oils found in oily fish (and some grains) appear to improve memory and overall brain function, as do green teas and protein in general. Protein, which we take in through meat, eggs and beans and peas (pulses), contain high levels of amino acids, such as tyrosine, which in turn cause neurons to produce the very important neurotransmitters norepinephrine and dopamine, which are associated with mental alertness. The evidence is getting clearer on the effects of healthy diet and breast-feeding for an increased IQ. Mothers who breastfeed their babies for more than just a few weeks provide them with essential Omega 3 fatty acids that are generally not available in baby formula. The same essential oils are also found in fresh fish, so kids fed plenty of fresh food and grains, including fresh fish from as early as possible, have higher IQs than kids fed on formula and processed food. Perhaps the best evidence for this comes for a gold standard Randomized Controlled Trial study published in the Journal Pediatrics by Helland, Smith, Saarem, Saugstad & Drevon in 2003. That study compared the IQs of children fed on Omega-3 enhanced milk formula compared to those who were not. The researchers found that the IQs of the Omega-3 fed children were several points higher at four years of age—long after milk feeding had stopped. A child's IQ is also helped by the diet of the mother, especially in the last trimester. If the mother eats a healthy diet high in omega 3 oils and feeds her infant well, that infant will gain several IQ points that will last a lifetime. A mother and infant diet based on processed meals and processed foods like fizzy drinks, cheap breads and cakes, may actually reduce your child's IQ below its expected level. 5. Meditate In recent years psychologists have become more interested in some ancient wisdom around mindfulness and mediation. Some impressive evidence has started to come in that these practices improve our physical and mental health. Meditation techniques vary widely, but they all have in common some form of stillness, focus on breathing, and achieving calm. Research is showing that meditation improves concentration and memory. Studies have also tracked the growth in important brain areas associated with intelligent thinking over time as research participants practiced meditation. In one study published in the Journal Frontiers in Human Neuroscience, Professor Eileen Luders of UCLA reported that long-term meditators were found to have larger amounts of gyrification or "folding" of the brain cortex. The researchers did not prove it directly, but this process should allow the brain to process information faster and more efficiently. Another study by the same researchers and published in the journal Neuroimage in 2009 found that those of us who meditate have more cell density in the hippocampus (associated with memory) and frontal lobes (associated with forward planning and control of behavior). Stress prevents good learning and it is designed to do so. The stress response prioritizes immediate information and actually shortens attention span. However, in order to think intelligently we need to think more broadly, and in a considered way. This is not possible when we are stressed. So meditation can help us to calm the mind, and so increase our ability to attend to each learning experience fully. Some studies also appear to show that extended practice can even raise our general intelligence. 4. Stay Healthy It has come as a surprise to psychologists over the past decades that physical exercise is a sort of miracle cure or "panacea" for a wide range of physical, emotional and now intellectual problems. Exercise is free and there are no side effects. Physical exercise increases your blood flow, which in turn increases the amount of oxygen and glucose your brain is receiving. Exercise also generally involves physical coordination, and so your brain also gets a workout as it coordinates all of that complicated physical activity. Exercise helps with the growth of new brain cells (neurons) and the connections between brain cells (neurogenesis) by promoting the production of three essential "growth factors," called brain-derived neurotropic factor (BDNF), insulin-like growth factors (IGF-1), and endothelial growth factor (VEGF). These factors also minimize inflammation, grow new blood vessels, and slow down cell self-destruction. A good workout can also awaken dormant stem cells in the hippocampus, a part of the mid brain that controls our memory system. Some research seems to suggest that there may be genuine intellectual benefits to exercise in terms of IQ gains. 3. Maintain High Levels of Mental Activity The more conversations you have with your child, the more intelligent they will be. Simple games involving naming objects and solving little puzzles together, making learning a social as well as an educational matter, improves a child's IQ. Talking to a child increases their vocabulary and that is really important for their general intelligence levels. You can raise your child's IQ by six points by simply doing this over a few years when they are young. However, the evidence suggests it may be too late by age 4 to get these large benefits, so start early. Kids whose parents read to them most days have higher IQs. The key, however, to an increased IQ is not just to read—but to read interactively to a child. That means that you should use an interesting and varying tone of voice, showing lots of relevant emotion as you read. Look for signs of interest or reactions in the child and ask them questions as you go, making sure the child understands what is being read. For example, you could stop and ask, "What do you think happens next?" You can also check to see if they can tell you the meaning of a word, or you can provide one for them. This makes reading a fun social activity and this is where the real IQ boost comes from. This is probably the simplest and most important thing you can do for your child and it is why TV and audio stories played from CDs or computers just will not do the trick! It turns out that kids need their parents! Engaging with stories is very good for a child's intellectual development, as very well documented in the text "What reading does for the mind" by Cunningham and Stanovich (1998). But don't worry if you were never read to as a child. Exercising the brain and keeping mentally active is always a good idea. Fun activities like crosswords, Sudoku or whatever teases your gray matter, have long been suspected by neuroscientists to help improve your cognitive ability. Even struggling to understand a map, or a badly written flat-pack furniture assembly guide will exercise your spatial and reasoning abilities. One of the simplest things you can do to make your brain sweat is to try to understand points of views that you do not agree with. Open your mind and listen to arguments that make no sense to you—and try to find some sense in them. 2. Extend Your Education Many countries have early intervention programs (such as Head Start, in the USA) to provide intensive early education to children at risk. They seem to work for scholastic achievement to some extent but have not really been shown to improve a child's general intellectual ability. The main benefit of these programs seems to be that they provide a rich stimulating environment for the child and intensify their educational experience. We can all do the same thing for ourselves and our kids by actively embracing problem-solving and learning every day. Take courses. Learn that second language. Read that heavy book you were avoiding. Even older children appear to show IQ gains if their environment becomes more stimulating and challenging. The idea that our intelligence (or IQ score) is fixed for life is a controversial one, but evidence in support of this is weakening in light of several recent studies. One such study was recently published by Norwegian scientists Christian N. Brinch and Taryn Ann Galloway. They got around the problem of trying to separate the effect of education on IQ from the possibility that more intelligent people simply choose to have more education. Their study involved examining the effects of an increase in the duration of compulsory schooling in Norway in the 1960s. This change extended the minimum time in education for all Norwegians from seven to nine years. The authors cleverly hypothesized that the IQs of people who experienced this extra mandatory education should have increased by the time they reached adulthood. The researchers had access to excellent records of cognitive ability taken by the military for all eligible males at age 19 and they used these to calculate the IQ of each individual in the study. This allowed them to show that IQ had risen by 0.6 of a point on average for all Norwegian males over the period of study, but had risen by 3.7 points for every extra year of education received. These findings provide very strong support for the ideas that education can increase IQ, but also that even those who are required to receive extra education will benefit from it. 1. Do Brain Training latest player on the self-improvement scene is brain training, with all its neuroscientific gravitas and promises of genuine improvements to our fundamental cognitive skills, such as working memory and decision-making speed. Brain training usually takes place on-line or on a hand held device and is delivered in the form of entertaining games designed to stimulate important areas of the brain associated with basic cognitive activity. Practice at these tasks lead to real changes in the cell density of those areas (neurogenesis). The idea is that we can literally boost our brains with the correct types of mental exercises. Because psychologists now know quite a bit (although not enough) about what brain areas are involved in what types of skills, they can devise exercises to target those precise areas so that, at least in theory, we can all become more agile thinkers, have more creative insights and reason more logically. No doubt the field has become cluttered with all manner of charlatan riding the exciting new wave of interest in what is called "cognitive training" by psychologists. The media have made the lack of evidence for the merits of brain training a recurring theme in their pop science supplements. And it is true that many brain training companies make over-stretched claims that have even the most optimistic psychologists raising their eye-brows and cringing in discomfort. But that should not take from the basic fact that we are as certain as we ever are in psychological science that a stimulated brain develops more fully and quickly than an under stimulated one. We are also as sure as we can reasonably be that brain cell connections really do grow in response to stimulation and that stimulated brain areas are measurably better developed as a result. We are less sure that we can actually become more intelligent, insightful, and creative in our thinking as a result of brain training although all the evidence and theory points in the right direction. Some very high profile research published by Professor Susan Jaegii and colleagues has led to a high degree of confidence among psychologists that a task known as the dual N-back task can indeed raise at least one important dimension of intelligence, known as fluid intelligence – significantly and in the long term (at least several months). Still other work reported by Cassidy, Roche and Hayes (2011) in The Psychological Recordreports IQ gains of 13 points or so for children exposed to a behavior-analytic form of intellectual skills training called relational skills training. It is true that particular brain training products have not stood up to the rigors of scientific investigation but that in no way undermines the principlethat psychologists are on to something big with brain training. Psychologists have known for quite some time that fundamental cognitive skills (for example the speed at which you process information) are fairly stable throughout our life and while we can often do more with what we have got, it's not so easy to improve your basic cognitive skill levels, at least until recently. Now the Decades of evidence from different laboratories, involving research with animals and humans all suggest that brains can be trained and developed by mental exercise. What is at issue is whether or not particular products can do this on their own and make changes where it matters; to our general intelligence, memory and mental processing speed. But because the benefits of brain training at this point in time appear to surpass those of any other method for enhancing intellectual ability, it gets the number one position in this list of top ten ways to improve your brain health and maximize your intellectual potential.	<urn:uuid:2299050e-81c6-4746-a426-ca3caa3239f5>	CC-MAIN-2020-05	https://www.athensclarkecounty.com/DocumentCenter/View/60709/ACCUG_Brain-Health_43019-002?bidId=	2020-01-27T20:07:22+00:00	crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00384.warc.gz	767,684,887	3,608	eng_Latn	eng_Latn	0.999152	eng_Latn	0.999191	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4947, 11832, 18427 ]	[ 2.375 ]	1	0
ALTERNATIVE TIMELINE – ALL INDIA MUSLIM LEAGUE - FEBRUARY 1937 – As mandated by the Government of India Act 1935, provincial elections took place in the Indian Subcontinent. The Indian National Congress emerged in power in eight of the provinces. The All India Muslim League failed to form the government in any province. - MARCH 1937 – The Indian National Congress ministries oppressed the Muslims and the League by rejecting the proposals of forming coalition Governments with any Muslim party, including the League. - MARCH 1940 – All India Muslim League passes the historic Lahore Resolution. - APRIL 1940 – Maulana Abul Kalam Azad elected as the President of Indian National Congress. - JANUARY 1941 – Lord Linlithgow asked Muhammad Zafarulah Khan to function as the Viceroy's representative in the meetings of the League. - JANUARY 1942 – India's Government appoints JahanaraShahnawaz as a member of the National Defense Council. Despite Muslim League asking League members to resign from the Defense Council Jahanara refuses. Quaid-i-Azam refuses the proposal of removing her from the League. - MARCH 1942 – Japan invades Burma; and Rangoon falls to the hands of the Japanese. More than half a million Indians living in Burma take refuge in Bengal. Import of Burmese rice is cut-off into India. - APRIL 1942 – Allied forces ordered to retreat from Burma into India. Leading to the demands of the military becoming the focus of official attention. The British under the "denial of rice" policy deny distribution of rice in the whole of eastern Bengal. - AUGUST 1942 – At the Bombay session of the All-India Congress Committee, M. K. Gandhilaunched the Quit India Movement. While the League raised the slogan 'DIVIDE AND QUIT INDIA'. - APRIL 1943 – Famine strikes Bengal and the government in Bengal led by A. K. FazlulHuq falls. A month later a Muslim League dominated Ministry is commissioned by the Governor of Bengal with Nazimuddin as the Prime Minister. Jinnah invites Huq to join the Bengal Provincial Muslim League, which Huq readily accepts, leaving KrishakPraja Party in the hands Abu HussainSarkar. - JUNE 1943 – Lord Wavell succeeded Lord Linlithgow as the Governor-General and Viceroy of India. - JANUARY 1944 – Quaid appoints Major Sardar Shaukat Hayat Khan as the Commander of the Muslim League National Guard. Shaukat Hayat Khan is also elected as the deputy Leader of Punjab League. - SEPTEMBER 1944 – M. K. Gandhi held talks with Quaid-i-Jinnah to discuss the future of India, but no fruitful results came out because Gandhi did not accept the two-nation theory. - OCTOBER 1944 – M. K. Gandhi made an historic speech focusing on HinduMuslim unity and denouncing All India Muslim League's proposal of a twonation theory on behalf of the Congress. This speech was seconded by Pandit Jawaharlal Nehru and SardarVallabhai Patel. Gandhi also brought forward the failure of his talks with Jinnah. - MARCH 1945 – Governor's Rule imposed in the Province of Bengal. - JULY 1945 – The Labour Party comes to power in the United Kingdom. Party leader Clement Attlee became Prime Minister replacing Winston Churchill. Ernest Bevin is the Foreign Secretary. - AUGUST 1945 – With the bombings of Hiroshima and Nagasaki, the Japanese officially surrender to the Allied Forces – heralding the end of World War II. - AUGUST 1945 – Sardar Vallabhai Patel assassinated on his way to Poona.	<urn:uuid:3333b49a-cc39-4025-8145-eb5f3a019784>	CC-MAIN-2018-47	http://boscomun2018.com/AlternativeTimeline.pdf	2018-11-19T13:44:55Z	crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00480.warc.gz	54,373,442	809	eng_Latn	eng_Latn	0.992842	eng_Latn	0.992361	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1558, 2981, 3395 ]	[ 2.234375 ]	1	0
Adapted into English by Gerald Hawkins eginning of June 1856, some ninety-three boys arrive at the end of their odyssey. Their journey ending at the West Point Military Academy is the beginning of a new life. When they disembark from the steamer that had brought them to New York by way of the Hudson River, and as they move up the steep slopes leading to the barracks, they cannot help thinking of the page they are turning, that of their young life. They come from all walks of life, from southern regions where cotton is king or northern cities experiencing demographic and industrial expansion. Most of them have never left the county where they lived and where they spent their childhood. This journey to a military career is for each of them the beginning of an adventure embracing life and death. All, however, have the same ambition: in a first stage to become a cadet of the most prestigious US military academy, and then promoted to the rank of officer in the army of the United States of America. B These young men know that by signing their engagement commitment, they bind their lives to that of the academy for five years during which they will be trained physically and intellectually for a military career. After physical selection tests and admission exams, Special Order No. 94 publishes the names of the seventy-one admitted. While the "accepted" jump with joy and read their name on the document over and over again, sadness and disappointment mark the face of those who didn't make it. The training program was established in 1854 by Jefferson Davis, at the time he was Secretary of War in the Government of President Franklin Pierce. The new course group will thus be leaving the United States Military Academy in June 1861. It will be known as the Class of 1861 1 . 1 Classes range from 5th to 1st. The Class of 61 will be the First Class in 1860-1861. As of July, two months of camp mark the beginning of military life. Since dawn, the recruits are made familiar with tactics and evolution of the infantry, weapons handling and artillery drill. Learning the art of cavalry only starts in the second year. The cadets also have to perform guard duties. At night, the elders often scare the green lads by imitating weird animal sounds or approaching them silently to better surprise them. If at first these jokes terrify the most fearful ones, it all ends up with laughter. In September, at the end of this phase of military initiation, Charles Edward Hazlett, a repeater of the Class of 1860, joins the new class although the academic year has already begun. From that moment on, the candidates are admitted into the corps of West Point cadets. In autumn 1861, the wording of the oath is amended to incorporate a paragraph that leaves no doubt on the obedience due to the President and the US Constitution: "… beyond any allegiance, sovereignty or loyalty that I may have to a State or County." Ten cadets of the class of 1866 3 flatly refused to pronounce this new oath fraught with meaning and were discharged immediately. On January 31, 1857, there are only sixty-two candidates in the Class of 1861. That same day, Charles Drake, clerk at the Court of Orange County in the State of New York, is requested to go to West Point to receive the oath of the cadets. One by one, the young soldiers swear their loyalty with these words: "I, Erskine Gittings 2 of the State of Maryland, aged sixteen years and nine months, commits here, with the consent of my 'Guardian', to serve in the army of the United States for eight years, unless relieved of my duties by the authority, and I, cadet Erskine Gittings, give my word of a gentleman to faithfully abide by the rules and articles of war, of army regulations, those of the Military Academy and, similarly, to obey the orders of the President of the United States and those of the officers who will command me, in accordance with the rules and discipline of war ." In the late fifties, rumors of war between States using black labor and Northern antislavery ones are increasingly threatening. This information is published by the New York press and widely read by the corps of cadets. The raid by John Brown and his band on the arsenal of Harper's Ferry, Virginia, and his attempt to generate a black uprising in this town deeply offend the students from the South. The fall of 1860 is particularly important for the future of the nation. Abraham Lincoln is the Republican presidential candidate on November 6. In the North, his rival is the radical Stephen Douglas. As for the South, it presents John C. Breckinridge as future head of State. Tully McCrea 4 wrote to his sister: "We expect very exciting times. The Southerners say they are all going to secede if Lincoln is elected. I think they will be blessed for Old Abe is almost certain to be elected." On December 3, 1859, following the hanging of this fanatical abolitionist in Charles Town, some cadets hang an effigy of John Brown from a tree, opposite the military buildings of West Point. This rag doll would swing for some time until a policeman came to remove it. This event is the first that creates a significant tension among the defenders of the Southern cause and the supporters of black emancipation; lively discussions sometimes degenerate into fistfights. Dark clouds are now looming over the great military institution. In one of his letters, Henry du Pont writes: "I am pleased that the elections will end shortly. I expect great uncertainty for the future of the South. There is a very unhealthy atmosphere on the question of secession … I do not see our appointment as joyful as before. If it is our duty to cut the throat of our countrymen and fight against our dearest friends, I sincerely regret coming here." 2 Gittings was the youngest of his class. After serving in the US artillery, he became a coach at West Point from 1865 to 1867. He died at the age of 40. 4 A West Point cadet in 1860. 3 That is to say one year after the end of the war. On November 9, 1860, South Carolina calls for a secession convention. Its senators and representatives in Congress leave Washington. On the 19th, the first cadet resigns: Henry S. Farley 5 of the Class of 1862 leaves the military academy and enlists in the army of South Carolina. The Superintendent of the military academy at West Point, Pierre G.T. de Beauregard, is removed after having informed a cadet from Louisiana that he would join his State if it left the Union. Alfred Mordecai, a native of North Carolina, doesn't know what to do: to serve his native State or remain faithful to the Union? His father, Alfred Sr. has already resigned from the army and advises his son to do what his conscience dictates him; he will serve the Union. Henry Kingsbury from Connecticut intends to remain loyal to the North. Although his decision is made, he spends sleepless nights; his sister is married to Simon B. Buckner, a strong supporter of the South. He had planned to marry a daughter of the Taylor family in Louisiana. Deciding to join the Rebels or the Yankees is also a particularly difficult choice for the cadets coming from the Border States. Three words keep coming back to the mind of the cadets who are now at odds: the term "Duty" seems to have lost its meaning, "Honor" fractures the friendship that prevailed for five years and "Country" has no longer any meaning at all. Some will stay until they are promoted second lieutenant, others, such as Samuel C. Williams of Tennessee, prefer to quit. The latter leaves the Academy on February 2, 1861 and James Kennard from Mississippi on March 23. John Pelham and Tom Rosser, two good friends who share the same room, want to finish the academic year and obtain their graduation certificate. After seeking the opinion of Alabama's representative in Congress, the politician offers Pelham an important rank in the army if he immediately joins his State after it has seceded. Pelham does not respond to this proposal, convinced that he will graduate. Thomas Rosser writes to the governor of Texas, Sam Houston asking him what position to adopt. A staunch Unionist, Houston recommends not to leave West Point and stay loyal to the Union. The situation worsens: on February 22, Rosser and Pelham draft a letter to Jefferson Davis, President of the Confederacy, offering their service to his army. However, they dare not send it for fear of being imprisoned should they receive a positive reply from the secessionist government. Finally, it is Pelham's father who sends their request to Montgomery, the then capital of the Confederacy. On May 6, 1861, forty five candidates of the Cadet Corps of the United States Military Academy obtain their officer's commission. 6 Before receiving their diploma, each new ranker must take the oath of allegiance to the United States. No cadet refuses, although many of them come from slave States. The next day, the War Department orders them to report without delay to the Adjutant General in Washington to get their assignment. All had hoped for a few days off. The local press reports that five members of the Class of 1861 have been appointed first lieutenant in the Confederate artillery. In fact, only two cadets joined the rebel gunners. Some time later, Pelham, Rosser and Thornton are notified of their appointment to the rank of first lieutenant in the Confederate Army, but they insist on finishing the school year and do not offer their resignation. On April 22, the three cadets of company "D" of the Class of 1861, together with other Virginians and Carolinians leave West Point. They pass along the training ground, the rows of oaks, the South Dock and the banks of the Hudson River on their way to New York, a new nation. On May 21, the tactical instructor, Lieutenant Fitzhugh Lee, resigns from the army. Four 5 On April 12, 1861, at 4:30 am, Henry Farfey sent the first shot of the war on Fort Sumter. 6 Because of the outbreak of the war, the Class of 1861 graduated one month earlier than scheduled. The cadets of the Class of 1862 were commissioned in June 1861 instead of June 1862. George Armstrong Custer who belonged to the Class of 1862 graduated last in his class in June 1861. days later, Liewellyn Hoxton and Nathaniel Chambliss, two former cadets of the Class of 1861 also resign. On June 6, it is the turn of Charles Patterson, Charles Campbell and Olin Rice to leave the cadet corps. All perjured themselves with regard to their allegiance to the President of the United States. Once their decision taken, Patterson, Chambliss and Rice say farewell to the cadets of the other classes gathered in the mess hall. The ovation they receive is second to none with applauses and cries reaching their height when Henry Kingsbury, a class comrade enters the room. Moved by the display of sympathy for him, Kingsbury improvises a speech on his behalf and that of his class; the words he uses are so filled with sorrow, hope and friendship, that most cadets gathered in the mess have tears in their eyes. The class is fractured, but the bonds created during the past five years at the academy will never be jeopardized. The old Class of 1861 held meetings until 1911, its fiftieth anniversary. Twelve former cadets were still alive at that time. On May 6, half a century after being promoted lieutenant, only four veterans were still there. Adelbert Ames was the last survivor. He died on April 13, 1933 at the age of 97. On May 20, 1863, he was promoted brigadier general at the age of 28, which earned him the nickname "Boy General". The names of Adelbert Ames, Judson Kilpatrick, Thomas L. Rosser, John Pelham, Orville E. Babcock, Henry du Pont, Edmund "Ned" Kirby, Emory Upton and many others, all of the Class of 1861, still echo in the buildings of the Military Academy of West Point. They are now part of the history of the war between the American States and the history of the academy for would-be officers. Of the fifty-two cadets of the Class of 1861, forty-one served the Union and eleven the Southern cause. 7 Fifteen of them became generals and five were awarded the Congressional Medal of Honor 8 , the highest military decoration in the United States. All wore the same ring on the little finger of their left hand. The wearing of such a jewel, a sign of recognition of the various classes, is at the time a tradition since more than thirty years 9 . Besides the emblems of the different arms, the ring of the Class of 1861 10 , topped with a hematite stone, bears the French words Fidèle à Outrance 11 , the oath of a divided class! Overlooking the Hudson River stands the Battle Monument on which are engraved the names of the 2,042 officers of the regular United States Army issued from West Point, who were killed in action or died of their wounds in combat. Ten of them were cadets of the Class of 1861. Somewhere on this pink granite monument are carved in invisible letters the names of Kennard, Patterson and Pelham. They had chosen their side, one that would lose. BIBLIOGRAPHY Boatner M.M.: The Civil War Dictionary, McKay Co. Inc., 1959. Bushong M&D : Fighting Tom Rosser, Beidel Printing House, 1983. Chroniques (Editor.): Chroniques de l'Amérique Hassler W.W.: Colonel Pelham, Lee's Boy Artillerist, U. of N.C. Press, 1960. Long E.B.: The Civil War Day by Day, an Almanac, Doubleday, 1971. Milham C.G.: Gallant Pelham, American Extraordinary, Old Soldier Books, 1987. Sergent M.E.: They Lie Forgotten, The Class of May, 1861, Prior King Press, 1986. Simpson J.: Officers and Gentlemen, Sleepy Holow Press, 1982. 7 Of the 278 cadets in November 1860, 86 were from Southern States; 65 of them resigned, were dismissed or were discharged. 9 This tradition is still perpetuated by West Point cadets. Currently, the ring is worn on the left hand. 8 Adelbert Ames, Eugene B. Beaumont, Samuel N. Benjamin, Henry A. du Pont, Guy Vernor Henry. 10 The USMA has no ring of the Class of 1861in its collection. Amazingly, the Academy is missing quite a lot of class rings in its collection, even from classes from the 1970's, 80's, 90's and even from 2007-present. 11 Faithful to the Utmost.	<urn:uuid:fd11333d-3247-4b2d-acab-352612f22277>	CC-MAIN-2018-47	http://www.chab-belgium.com/pdf/english/West%20Point.pdf	2018-11-19T13:48:47Z	crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00484.warc.gz	385,588,213	3,204	eng_Latn	eng_Latn	0.998356	eng_Latn	0.998632	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1877, 6003, 10207, 14150 ]	[ 2.328125 ]	2	0
written by Harvard Medical School ADHD Attention Deficit Hyperactivity Disorder www.patientedu.org What is ADHD? Doctors call it a neuropsychiatric disorder. This means problems in the brain cause abnormal patterns of behavior. Symptoms of ADHD usually begin to appear at age 3 or 4 and get steadily worse. Being hyper and impulsive peaks at age 6 or 7; hyperactivity usually settles down in the teenage years, but impulsive behavior can last into adulthood. Problems paying attention peak a little later, often at age 8 or 9, and may last throughout life. The 3 main types of ADHD are: very child gets restless and fidgety from time to time; in particular, boys are often bursting with energy that's hard to harness and control. It is common for kids to drift into daydreams when they should be paying attention. Many seem a bit disorganized and forgetful. Some have outbursts of temper. But attention deficit hyperactivity disorder (ADHD) is more than being jumpy or spacey. It's an important medical disorder that makes it hard for children to learn and disrupts social growth and family life. E * The inattentive type accounts for about 50% of all cases. * The hyperactive-impulsive type accounts for about 25% of all cases. * The combined type includes symptoms of inattention, hyperactivity, and impulsivity. It is the most obvious form of ADHD, and often includes disruptive and aggressive behavior. About 25% of children with ADHD have the combined type. (See page 4 for behaviors specific to each type of ADHD.) 2 3 Traits of ADHD The behaviors of each type of ADHD fall into three groups, each has certain symptoms: Inattention * Being easily distracted and skipping from one activity to another * Having a hard time staying "on task" to complete schoolwork or chores * Having trouble listening to and following directions * Appearing "spacey" * Being disorganized and forgetful * Losing things and making careless mistakes * Falling behind in school despite normal IQ Hyperactivity * Having excess energy; acting "wound up" and "always on the go" * Fidgeting and squirming; jumping up and running about when it's not appropriate * Having trouble with quiet activities * Talking too much * Needing to stay busy, often trying to do several things at once Impulsivity * Being impatient and unable to wait their turn * Grabbing toys from others * Blurting out and interrupting others * Acting before thinking 4 What Causes ADHD? Research shows that ADHD is linked to subtle flaws in the structure and function of the brain. In many cases, inherited problems with brain chemicals called catecholamines are involved. Although there is no way to correct these chemical imbalances, drugs that act on these systems can often control symptoms and improve behavior. More research is underway. 5 Who Gets ADHD? ADHD is a worldwide problem that affects children and adults in all ethnic and socioeconomic groups. But, it strikes boys 2 to 4 times more often than girls. ADHD awareness is highest in the United States. Nearly 9% of American children between ages 8 and 14 have ADHD, according to a major 2007 study. Less than half of these children had been diagnosed by their doctors. And less than onethird had received ADHD medications on a regular basis during the year before the survey. Other studies have reported the same results. In all, over 4 million children in the U.S. have ADHD. That means in an average classroom, 1 or 2 students are likely to have ADHD. Does My Child Have ADHD? Other Disorders Some children with ADHD also have other conditions that affect their behavior at school and at home. It is important to be aware of these extra problems because they need special treatment. The conditions that may accompany ADHD include: * Learning disorders, such as dyslexia * Mood disorders, such as depression, anxiety, and bipolar disorder * Behavior disorders, such as oppositional defiant disorder and conduct disorder * Other problems may include sleep disorders, Tourette's syndrome, thyroid conditions, abnormal vision or hearing, and lead poisoning Since every child will be fidgety, jumpy, forgetful, disruptive, or spacey from time to time, many parents need the help of their pediatrician or family doctor to answer this question. Still, by asking yourself a few simple questions, you can decide if your child needs to be evaluated. If you are worried about ADHD, ask yourself and your child's teachers: * Is your child happy in school and learning at grade level? * Is he or she making friends and getting along well with other children? * Does your child listen to directions and complete age-appropriate tasks? * Is your child happy at home? * Does he or she get along well with the family? Children who have major problems in these areas should be checked for ADHD. 6 7 Diagnosing ADHD In many cases, a skilled pediatrician or family doctor can diagnose ADHD and plan the best care. But in other cases, psychiatric, psychological, or neurological specialists may be helpful, especially if your doctor suspects that your child has other problems along with ADHD (see page 6). Remember, too, that your child's teachers can provide both diagnostic information and help with an educational treatment plan. A diagnosis of ADHD depends on the presence of the symptoms listed on page 4. But for the symptoms to add up to ADHD, they must meet these standards: * The problems must have begun before age 7 * The symptoms must be present in more than one setting, such as school and home * The symptoms must last for at least 6 months * The symptoms must interfere with acceptable progress in school or in social adjustment * The symptoms must be excessive for the child's age and stage of growth It's important to diagnose ADHD correctly because treatment can help nearly all children with the condition. 8 Adult ADHD ADHD is a long-lasting disorder. It starts in preschool and slowly gets worse until elementary school. Hyperactive symptoms often settle down by the teenage years, but inattention and impulsivity tend to persist. That means many boys and girls with ADHD may need to continue medication and other treatments during high school and even beyond. Hyperactive symptoms often settle down by the teenage years, but inattention and impulsivity tend to persist. Doctors have now begun to diagnose ADHD in adults whose problems began in childhood but were not recognized until much later. In fact, about 4% of adults in the U.S. have ADHD. Typical symptoms include: * Having poor focus and being easily distracted * Restlessness, difficulty relaxing, and feeling tense * A hot temper and acting before thinking • Forgetfulness, disorganization, and an inability to complete tasks • Procrastinating • Rapid mood swings and emotions 9 Adults with ADHD often have a history of not doing well during their school years and a spotty work record after school. Since other medical and psychological conditions can contribute to or mimic symptoms of ADHD, a detailed medical and psychological evaluation is needed. Many adults with ADHD respond well to the same medications used in children, but others may require different drugs. Behavioral treatments and efforts to become more organized and improve time management are also important. Many adults with ADHD respond well to the same medications used in children. Treating ADHD ADHD is a long-term disorder that disrupts learning, social development, and family life. While it cannot be cured, it can be treated successfully. Treating ADHD usually requires medication. You should discuss the pros and cons of treatment for your child with your doctors. It is important to understand the possible side effects and potential benefits of medication. To get the most out of the discussion, you should provide details about the medical histories of your child and your family. This includes details about neurological disease, heart disease, and high blood pressure. To decide if medication is right, doctors should evaluate your child's overall health and possible side effect risk factors. 10 Three groups of medications are approved for ADHD in children: Methylphenidate and amphetamines are stimulants that have been used for over 50 years. Atomoxetine is a newer non-stimulant. All 3 drugs work on similar chemical pathways in the brain. Each is available in various short-, medium-, and long-acting dosages. If you agree medication is right for your child, your doctors will decide which drug is best. In general, they will start with a low dose and increase it or change options if needed. Your doctors will monitor your child for both benefits and side effects. Input from families and teachers is also important. 11 More than 70% of children with ADHD improve with medication. Still, other treatments can also help. Behavioral treatments. Psychotherapy, counseling, social skills training, support groups, and parent skills training can all be helpful. Some tips that may help include: * Keep to a simple daily schedule with regular times for meals, homework, chores, TV, etc. * Give breaks during long or tough activities such as reading or sitting through religious services * Reduce distractions * Limit TV watching; promote physical games and activities * Set goals that are easy to achieve and reward your child for achieving them * Encourage activities your child is likely to succeed at * Provide check lists that your child can use to stay on track * Use notebook and homework organizers 12 * Organize your child's room, putting books, toys, and clothes in their place * Remove your child from situations that trigger outbursts * When discipline is required, use time outs * Stick to your rules and schedules, but always give your child lots of support and love Educational management. Teachers and school administrators should help plan a program to help children with ADHD do well in school. Children may need extra monitoring, extra time to complete tasks, or special instructions. Children with ADHD may qualify for special education under the Individuals with Disabilities Act. 13 Living with ADHD After more than 100 years of scientific study, doctors have learned that ADHD is a common disorder that can cause serious problems in learning, social development, and family life. ADHD is most often seen in young children, but it also affects teens and even adults. Although it is a long-term problem that can't be cured, ADHD usually responds well to a program that features the careful use of medication along with behavioral, social, and educational supports. It's a good example of how teamwork between families, doctors, and educators can help children thrive. More Information Children and Adults with Attention Deficit Hyperactivity Disorder www.chadd.org ADHD is most often seen in young children, but it also affects teens and even adults. 14 National Institute of Mental Health www.nimh.nih.gov The American Academy of Child and Adolescent Psychiatry www.aacap.org The American Academy of Pediatrics www.aap.org The American Academy of Family Physicians www.aafp.org Attention Deficit Disorder Association www.add.org 15 To learn more about ADHD, visit the Pri-Med Patient Education Center at www.patientedu.org/adhd. Brought to you by: HARVARD MEDICAL SCHOOL Pri-Med Patient Education Center 2127 2nd Ave North Fort Dodge, IA 50501 email@example.com About This Brochure: This brochure was written by practicing physicians from Harvard Medical School. It is part of a series developed by the Pri-Med Patient Education Center and distributed in conjunction with the Medical Group Management Association. All the information in this brochure and on the associated Web site (www.patientedu.org) is intended for educational use only; it is not intended to provide, or be a substitute for, professional medical advice, diagnosis, or treatment. Only a physician or other qualified health care professional can provide medical advice, diagnosis, or treatment. Always consult your physician on all matters of your personal health. Harvard Medical School, the Pri-Med Patient Education Center, and its affiliates do not endorse any products. Consulting Physicians: Harvey B. Simon, MD and Anthony L. Komaroff, MD Editorial Director: Joe Rusko Managing Editor: Keith D'Oria Senior Editor: Jamie Brickwedel Art Director: Jon Nichol © Copyright Harvard Medical School. 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Phonics For Kindergarten Grade K Home Workbook Yeah, reviewing a books phonics for kindergarten grade k home workbook could build up your close friends listings. This is just one of the solutions for you to be successful. As understood, realization does not suggest that you have fantastic points. Comprehending as with ease as bargain even more than additional will present each success. next to, the broadcast as well as perspicacity of this phonics for kindergarten grade k home workbook can be taken as competently as picked to act. 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They are perfect for practice at home, when traveling, and during school breaks. Phonics for Kindergarten includes these academic skills: • Beginning consonant sounds. • Short vowel sounds. Phonics for Kindergarten, Grade K (Home Workbook): Carson ... Shop Spectrum Phonics Workbook, Grade K, Paperback at Lowe's.com. The Spectrum Phonics Workbook for kindergarten features 144 pages of progressive lessons and practice to help students form words with letter sounds, pairs, Spectrum Phonics Workbook, Grade K, Paperback at Lowes.com Sounds and phonics worksheets for preschool and kindergarten, including beginning sounds, consonants, vowels and rhyming. These worksheets help kids learn to use letters to make sounds and words. Free phonics worksheets from K5 Learning; no login required. Free Preschool & Kindergarten Phonics Worksheets ... Phonics. Phonic Sounds pre-k. Beginning Sounds Kindergarten ... Singular and Plural Noun with Verbs grade-1. Irregular plurals grade-2. Grouping nouns grade-2. ... Pronouns grade-2. Identify vowels Kindergarten. Common adjectives grade-1. Identify Adjectives grade-2. Long and short vowels Kindergarten. Make sentences grade-2. Ending consonants ... Free Printable Phonics Worksheets for Pre-k & Kindergarten ISBN: 1604187743. Title: Phonics for Kindergarten, Grade K (Home Workbook) Pdf. Author: Carson-Dellosa Publishing. Published Date: 2010-01-04. Page: 64. Phonics for Kindergarten includes these academic skills:• Beginning consonant sounds• Short vowel sounds• Sight word recognition. Build essential skills while having fun with Home Workbooks! Now updated with fun, colorful pages and engaging art, each book measures 7" x 9.25" and is filled with 64 pages of age-appropriate activities ... Phonics for Kindergarten, Grade K (Home Workbook) Free Pdf ... Phonics for grades K–2 guides students progressively through letter sounds, blends, and pairs and how they combine to form words. Word Study and Phonics for grades 3–6 includes lessons in decoding as well as vocabulary comprehension, spelling, word relationships, figurative language, and even foreign words. Spectrum Phonics, Grade K: Spectrum: 9781483811819: Amazon ... These lessons are systematic and explicit.An engaging phonics curriculum covering letters names, letter sounds, digraphs, blends, word families, and more! See the scope and sequence in this description.This bundle is designed for kindergarten and first-grade class. Subjects: English Language Arts, Spelling, Phonics. Kindergarten Phonics Curriculum Worksheets & Teaching ... Page 1/3 Kindergarten Phonics Worksheets and Printables Give your kindergartner a head start on the reading journey with our kindergarten phonics worksheets and printables! With a vast selection of activities designed for beginner readers, these kindergarten phonics worksheets help your child develop the tools to become a confident reader. Kindergarten Phonics Worksheets & Free Printables ... CCSS.ELA-Literacy.RF.K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. CCSS.ELALiteracy.RF.K.3.c Read common high-frequency words by sight (e.g., the , of , to , you , she , my , is , are , do , does ). English Language Arts Standards » Reading: Foundational ... Meet the Letters is now FREE for a Limited Time!Children loved learning to recognize letter characters with the Meet the Letters DVD. Now with Meet the Lette... Meet the Phonics - Letter Sounds (FREE) \| Preschool Prep ... Phonics for Kindergarten, Grade K - Ebook written by . Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes... Phonics for Kindergarten, Grade K by - Books on Google Play In Phonics K for Young Catholics, the young student takes his first steps into the world of reading. He learns to recognize letters of the alphabet, their names, their sounds, and how to write them. With this knowledge, he combines the sounds of letters to form words, and so begins the process of reading. Phonics K for Young Catholics - Seton Books This animated phonics song helps children learn the sounds of the letters in the English alphabet. Colorful characters teach kids two words for each alphabet... ABC Phonics Song with Sounds for Children – Alphabet Song ... With these no-prep digital activities, you can make sure your students are receiving daily practice to support your phonics instruction. Each week, students practice a new phonics skill. From sorting pictures to building words to writing sentences, students develop their understanding of K-1 phonics skills. There are two separate units. One unit for kindergarten and one for first grade, each with 36 weeks of activities. Digital Phonics Activities for Kindergarten and First Grade Phonics. Pre-K & K Ages 3-6 1st Grade Ages 6-7 2nd Grade Ages 7-8. Kiz Phonics is an excellent progressive program for teaching kids to read using a systematic phonics approach.The Kiz Phonics program is carefully arranged by levels from Preschool Ages 3-4, Kindergarten Ages 4 -6, 1st Grade Ages 6-7 & 2nd Grade Ages 7-8. Phonics Activities, Learn to Read, for Preschool ... KidZone's printable preschool and kindergarten worksheets help younger kids learn their letters, numbers, shapes, colors and other basic skills. KidZone's printable grade school worksheets help older children learn phonics, reading, creative writing, math, geometry, science and geography. Kidzone Educational Worksheets! Florida Center for Reading Research 2010 Levy Avenue, Suite 100 Tallahassee, FL 32310. 850-644-9352 email@example.com Twitter Facebook YouTube Pinterest Instagram SharePoint FCRR Sharepoint Newsletter FCRR Monthly Newsletter Kindergarten and First Grade \| Florida Center for Reading ... Phonics for Kindergarten, Grade K: Gold Star Edition. Author = Carson-Dellosa Publishing Staff; Publisher = Carson-Dellosa Publishing, LLC; Item Number: 5159-15853 Item ID: 3536237 Category: Media; From: 11/28/20 - 12/27/20 Price: $1.37; From: 12/28/20 - & After Price: $0.99 ... Phonics for Kindergarten, Grade K: Gold Star Edition \| eBay Phonics for Kindergarten, Grade K. ISBN-13: 9781604187748. Height: 0.483. Publication Date: January, 2010. Assembled Product Dimensions (L x W x H) 9.00 x 6.70 x 0.30 Inches. ISBN-10: 1604187743. Customer Comments. What others said when purchasing this item. Children learn better if they have a good Page 2/3 Copyright : 7seconds.gradsoflife.org Online Library Phonics For Kindergarten Grade K Home Workbook background in phonics. I taught the Alpha ... Phonics for Kindergarten, Grade K Phonics for Kindergarten, Grade K Skills for School Phonics for Kindergarten Spectrum Phonics, Grade K Big Kindergarten Workbook Horizons K Phonics and Reading Units of Study in Phonics Big Book of Phonics, Grades K - 3 10 Minutes a Day: Phonics, Grade K Too Much Glue Core Skills Phonics Workbook Grade K It Is a Joy to Learn Everyday Phonics Intervention Activities Phonics for Kindergarten Grade K Home Workbook Kindergarten Horizons 180 Days of Reading for Kindergarten MCP "Plaid" Phonics Adventures in Phonics Phonics, Grade K Beginning Reading, Grade K Copyright code : 245245c6a0cec2bba9e6dc252ca270b5 Page 3/3	<urn:uuid:16d15923-f9bf-4976-9944-9fce7b514319>	CC-MAIN-2022-05	http://7seconds.gradsoflife.org/cgi-bin/content/view.php?data=phonics_for_kindergarten_grade_k_home_workbook&filetype=pdf&id=245245c6a0cec2bba9e6dc252ca270b5	2022-01-20T08:58:23+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320301730.31/warc/CC-MAIN-20220120065949-20220120095949-00482.warc.gz	1,008,010	2,103	eng_Latn	eng_Latn	0.969615	eng_Latn	0.985458	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4546, 8447, 9251 ]	[ 2.8125 ]	6	0
Effectiveness of leisure and play activities for socialization skills of a child with intellectual disability - A case study Asiya Khalid, Naeema Sarfraz Abstract Objective: To investigate effectiveness of leisure and play social group activities for enhancing socialisation skills in a child with intellectual disability. Method: The experimental study was done at a special education school for disadvantaged children Lahore from 28th November, 2016 to 3rd February, 2017. The subject was a boy aged 17 years who was part of a leisure and play group comprising peers. Pre-rating of socialisation domain of the subject was carried out through Portage Guide to Early Education (PGEE). Atotal of 20 groups were conducted in which two sessions per week were carried out. One session of group activity lasted 25-30 minutes. Postrating was carried out after the completion of group activities. Results: There were 6 children in the play group, but the focus remained on 1(17%) subject. From pre and post rating it was evident that significant reduction in symptoms occurred in the subject, indicating effectiveness of leisure and play social groups approach. Conclusion: Leisure and play social group activities were found to be effective in enhancing overall social skills of a child having intellectual disability. Keywords: Intellectual disability, Leisure and play social group activities. (JPMA 69: 178; 2019) Introduction As per the criteria charted by the American Association on Intellectual and Developmental Disabilities (AAIDD), the limitations in the intellectual as well as adaptive functioning are observable in limited conceptual and practical skills as well as ineffective social skills. Since it is neuro-developmental in nature, the onset of this disorder is before the age of 18 years 1 Among the deficits found associated with intellectual disability, social deficits are quite critical. Social skills is a set of behaviours that enables a person to effectively interact with others, as well as helps in recognising and responding to social cues, in applying situation-specific appropriate responses, in avoiding interpersonal conflicts as well as in adjusting response to a simple or complex situation accordingly. 2 Individuals suffering from intellectual disability find it difficult to make and sustain friendships. Their relationships are usually less warm and lack reciprocal positivity and closeness compared to the relationships of peers. 3 For the improvement of the social skills of individuals with Government College University, Lahore, Pakistan. Correspondence: Naeema Sarfraz. e-mail: firstname.lastname@example.org intellectual disability, programmes that include leisure time and various play activities were found to be effective. Leisure time was found to be associated with several health benefits since it provided a relief from responsibilities and pressures; and also reduced stress. 4 Play, in particular, was the primary activity through which children developed vital childhood roles. The children did not feel obligated to engage in it but it was free from the realistic constraints and usually reflected creativity, fun, pleasure and spontaneity. It was an interaction carried out with the environment that involved exploring, moving and manipulating accordingly. 5 With respect to activities included in leisure time, it ranged from being engaged in recreation to obtaining entertainment, improving knowledge and skills, and getting involved voluntarily in social activities after familial and social responsibilities have been fulfilled. It also led to better behaviour control, stable performance and better coping abilities. 6 On the basis of the literature cited above, the current study was planned to examine the effectiveness of leisure and play-time activities when applied as a group activity on a child with intellectual disability. Subject and Method The case study was conducted at special education school for disadvantaged children Lahore from 28th November, 2016 to 3rd February 2017 and comprised a boy aged 17 having two siblings where his birth order was 2nd. He was selected based on behavioural observation of the therapist and reporting of his teachers regarding his social skills that were significantly poor. Leisure and play group activities had other children who also had intellectual disability; and were the same age as that of the subject. They were selected through purposive sampling technique. The sample size was selected based on previous studies that suggested that if the sample size was too large, the participants having intellectual disability would face difficulty in engaging with group activities because of having intellectual issues or difficulty understanding other group members. 7 Further, groups having 5 participants were found to be adequate for gaining a variety of observation. 7 All the participants belonged to lower economic class and none of them was previously admitted to government or private school. Total 20 groups were conducted in which two sessions per week were carried out based on time that was provided for conducting the study that was two months and two weeks. On the basis of behavioural observations done by the subject's teacher and mother, subjective ratings for various identified social issues were done before and after the group activities. One session of a group activity lasted 2530minutes. The participants included were diagnosed with intellectual disability but had social skills slightly better than that of the subject so as to encourage and motivate the subject for learning social skills. Individuals having social skills worse than that of the subject, and those who had disability other than intellectual disability were excluded. The assessment tool used for assessing the skills of the subject was Portage Guide to Early Education (PGEE). 8 This was basically developed for assessing functioning in socialisation domain, self-help domain, cognitive domain, language domain, and motor domain of children ranging from birth to six years of age who had various disabilities. The ability of the subject was assessed on each domain mentioned in PGEE. Of all the domains in which the subject had problems, the socialisation domain was specifically targeted. Counselling plan focussed on group activities and was devised according to the needs of the subject along with forming goals for each group activity. The activities were carried out in order of increasing difficulty. In case the subject faced difficulty then through verbal, physical and gestural prompts he was provided help. After fulfilling a group activity, the subject was reinforced by giving stickers, stars, and candies. Before starting another group activity, skills learned at a previous activity was revised. Finally, in the last session, a summary of how to interact with others was given to the subject. At the beginning, all the group members were greeted and the therapist introduced herself. Then each member was asked to tell his/her names for breaking the ice between them. Children were seated comfortably on chairs and seemed enthusiastic for starting group activities. The therapist was also seated at an equal level as that of group members so as to maintain eye contact. Further, the therapist observed behaviour of the subject as group activities were conducted. And the therapist maintained a loving and accepting environment where the subject was reinforced by praise every time he tried to carry out activities. The goals of conducting various social group activities were to increase greeting behaviour, group participation, turn taking, recognition of emotions (smile and sadness), expression of 'sorry' and 'thank you' and sharing behaviour. In the first social group activity, greeting behaviour was taught in which the subject along with other group members were shown different pictures. All the group members were required to see three pictures, in which a boy was shaking/waving his hand to another boy so that the subject could get an idea regarding how to greet another person. The goal of the second group activity was to further increase greeting behaviour in the subject and it was done through role playing. First of all, the group members were required to sit in a circle and then the therapist role-modelled how to greet one another by waving her hands to all group members. Then the subject was asked to stand in the centre of the circle and to wave his hand to all. Social group activity three also targeted increasing greeting behaviour as well increasing participation of the subject through a game called 'treasure hunt'. In this activity all group members were required to greet one another by waving hands to each other and then they were told to play the game. First, green and yellow colour pencils were shown to the subject along with other group members and then these colour pencils were hidden in a specified area (playground). After this, the subject was asked to find colour pencils for enabling the subject to work with his peers and for increasing his participation behaviour in the game. The goal of group activity four was to further increase the degree of participation behaviour in the subject. A diamond-shaped figure was made on a chart. Then the group members, including the subject, were asked to paste small-cut random-shaped pieces of green colour paper on area outside the boundary of the diamond shaped figure and to paste small-cut random-shaped pieces of yellow colour paper inside the boundary of the diamond shaped figure with verbal prompting. Social group activity five was also aimed at enhancing group participation behaviour in the subject through painting. First, different shapes of fish, banana and grapes were pasted on a hard chart. Then the group members were given that hard chart and were asked to paint yellow, green and blue colours in the pasted objects. Also, the subject had to introduce himself, greet others by nodding his head and then he was supposed to paint along with the group members. Group six was conducted with the goal of increasing group participation as well as turn taking behaviour in subject. Activity carried out was pasting parts of a tree on a chart. A tree was made by asking the subject to paste leaves on a tree made from hard chart for increasing his participation in the activity. Also, the subject was allowed to paste one leaf and was required to wait for his turn after all other members had pasted a leaf on the tree. Further, numbers (1, 2) and body parts (eye, nose) were cut from colour papers so that they could be pasted on leaves of the tree upon request from the subject for further strengthening turn taking behaviour in subject. Group activity seven was also conducted for increasing turn taking behaviour in the subject by sorting and pasting activity. Beads of yellow and green colours were put in front of the group members and they were instructed to put each colour separately in a separate box assigned to each colour respectively. Also, the subject was allowed to put a bead after all group members had their turn for putting beads in the respective boxes. After that, square shapes were cut from a colour paper. Two columns (one for pasting square shapes and other for pasting ribbons) were made on a chart. Then the subject was requested to paste squares and ribbons in their respective column when his turn came. Group activity eight had the goal of increasing turn taking behaviour along with increasing recognition of emotions (smile and sad faces) in subject. In activity, cards showing emotions of smile and sad face were shown to the subject along with other group members. They were shown a sad and a smile card separately so that they could recognise what emotion the card was representing; and were also told why a person smiled or showed a sad face in different situations. For further enhancing turn taking and recognition of emotions, group activity nine was conducted in which many cards having smiles and sad faces were put in front of the participants and they were asked to sort out cards having smiles and sad faces separately when their turn came. In group activity 10, the focus was again on increasing recognition of emotions (smile and sad faces) in the subject through showing a short video that included faces showing emotions (smile and sadness). Group activity 11 was conducted for teaching subject how to express 'sorry' and 'thankyou' to others by sign language. This was taught through role playing. First of all a scenario was created in which one group member was instructed to snatch a balloon from another member. Then the subject was told that this wasn't a socially right behaviour and in case anything like this was to happen, then he should express 'sorry' to the other person nonverbally by holding both his ears. Also, another scenario was created in which one group member helped the subject. The subject was told that whenever a person helped him then he was supposed to express 'thankyou' nonverbally by bending his head a little. This activity was carried out in another session too in which the scenario was changed. The goal of group activity 12 was conducted for increasing sharing behaviour in the subject. This activity included sorting cards, and balloon game. Cards on which numbers (1, 2) were written by Chinese clay, and balloons were put in front of the subject and other group members. The subject was instructed to pick up cards with verbal prompts and was instructed to put them in separate boxes for 1 and 2. Then the subject was allowed to play balloon game and was asked to share his balloons with other group members too. Results Of the 6 individuals in the study group, 2(33%) were girls and 4(67%) were boys among whom the focus of attention remained the subject (Table-1). It was evident from results of PGEE that the functional Table-1: Demographic detail of the subject. Table-2: Subjective rating of the problems by teacher. Table-3: Subjective rating of the problems by mother. age of the subject in socialisation domain was 3 years, 9 months, and 11 days; in self-help domain the functional age was 2 years, 11 months, and 5 days; in cognitive domain the functional age was 1 years, 8 months, 14 days; in language domain it was 7 months, and 6 days; and in the motor domain it was 3 years, 6 months, and 12 days. Pre and post-intervention subjective ratings were obtained from the teacher and the mother in order to compare the =ratings with respect to the problems of the subject. The problems were rated on a scale of 1 (minimum) to 10 (maximum) (Tables 2-3), which indicated significant improvements as reported by his teacher and parents. Discussion The results of the current study revealed that leisure and play-group activities brought significant improvement in social skills of the subject as evident from pre and post ratings taken from the subject's teacher and mother. Similar results were also found by previous researches, such as by a study that investigated the efficacy of leisure activities in a sample of intellectually disabled children and adults that were within the age range of 15-39 years. Results indicated that implementation of leisure activities brought significant improvements in social abilities as well a reduction in issues regarding affective and behavioural domain. 9 Furthermore, another study explored the effectiveness of play therapy in improving social abilities in a sample of 10 children having intellectual disability within an age range of 5-15 years. It was evident from results that play therapy was effective in increasing social abilities in intellectually disabled children 10 which was also evident from findings of current study. Similarly, findings of another study indicated effectiveness of groupplay activities/therapy in improving social skills of individuals having intellectual disability. 11 Hence, results of the current study are consistent with findings of previously conducted studies. Individuals having disability are reluctant to engage with others due to which they feel excluded from their social circle and they also prefer playing by themselves even if they are in a group of their peers which may hinder their social development. Encouraging them to participate in a group activity would increase their cooperation with their peers and this interactive setting would also educate these individuals with regard to how to interact with others. 12 Conclusion Leisure and play-group activities were found to be effective in enhancing overall social skills of children having intellectual disability. Hence, such activities ought to be incorporated in academic schedules followed at special education centres for further improving skills - specifically social skills - of such children. Disclaimer: None. Conflict of Interest: None. Source of Funding: None. References 1. Schalock RL, Borthwick-Duffy SA, Bradley VJ, Buntinx WH, Coulter DL, Craig E et al. Intellectual disability: definition, classification, and systems of supports. American Association on Intellectual and Developmental Disabilities. 444 North Capitol Street NW Suite 846, Washington, DC 20001. 2. Matson JL, Leblanc LA, Weinheimer B. Reliability of the Matson evaluation of social skills in individuals with severe retardation (MESSIER). Behav Modif. 1999; 23:647-61. 3. Tipton LA, Christensen L, Blacher J. Friendship quality in adolescents with and without an intellectual disability. J Appl Res Intellect Disabil. 2013; 26: 522-32. 4. Neumayer B, Wilding C. Leisure as commodity. In G Whiteford, V Wright- St Clair (Eds.), Occupation and practice in context. Marrickville: Elsevier; 2004. 5. Bundy AC. Children at play. In: SJ Lane, AC Bundy (Eds.), Kids can be kids: A childhood occupations approach. Philadelphia: F.A Davis company; 2012. 6. McConkey R, Collins S. The role of support staff in promoting the social inclusion of persons with an intellectual disability. J Intellect Disabil Res 2010;54:691-700. 7. Fraser M. Fraser, A. Are people with learning disabilities able to contribute to focus groups on health promotion. J Advanced Nursing 2001; 33: 225-33. 8. Doan MA, Wollenburg K, Wilson E. Portage guide to early education (2nd ed.) Portage Wisconsin: Cooperative Educational Service Agency 12; 1994. 9. Eratay E. Effectiveness of leisure time activities program on social skills and behavioural problems in individuals with intellectual disabilities. Educational Research and Reviews 2013; 8: 1437. 10. Asjad AT, Iqbal N, Masroor U. Effectiveness of play therapy in enhancing social skills in intellectually disabled children. Rawal Med J 2017, 42. 11. Mirahmadi Z, Alamdarloo GH. The Effectiveness of Group Play Therapy on Social Skills of Female Students With Intellectual Disability. Physical Treatments-Specific Physical Therapy Journal 2016; 6: 115-23. 12. Lane SD1, Cherek DR, Lieving LM, Tcheremissine OV. Marijuana effects on human forgetting functions. 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Cherries are stone fruits in the rose family like peaches and apricots. The name comes from a Turkish town named Cerasus. A cherry tree has about 7,000 cherries, which can make 28 pies. Michigan has over 4 million cherry trees and they celebrate with the annual National Cherry Festival. There's a cherry pit spitting contest and the world record was set in 2003 at 93 feet. Knock knock. Who's there? Cherry. Cherry who? Cherry oh. See you later. What did the cherry tree say to the farmer? Quit picking on me. Cherry Pineapple Smoothie Ingredients 1 cup cherries, frozen 1 cup pineapple, frozen chunks 1 cup orange juice ½ medium banana ½ cup plain Greek yogurt Directions Add orange juice to your blender first. Blend all ingredients together until smooth. Pour into glasses and enjoy! Cherry Skillet Jam (makes about 1 cup) Ingredients 1 pound fresh cherries, pitted and halved 3 tablespoons lemon juice ½ teaspoon lemon zest ¼ cup sugar 1 teaspoon cornstarch 2 tablespoon water Directions In a large skillet or frying pan, cook cherries, lemon zest, lemon juice and water on high heat until boiling. Reduce heat to medium and simmer about 8 minutes or until cherries are very soft. Add sugar and continue to cook about 3 to 5 minutes longer, stirring frequently until mixture has thickened and most of the liquid has evaporated. Stir cornstarch into 1 tablespoon water and stir into the skillet. Boil for 1 minute while stirring. Let the mixture cool, then transfer to a container and refrigerate up to 5 days. * Cherries are fat-free, cholesterol-free and sodium-free. * One cup of cherries is less than 90 calories. * One cup of cherries has 3 grams of fiber, which helps in digestion, lowers cholesterol, controls blood sugar and can help with weight loss. * Cherries are a good source of vitamin C, with 16% of the daily recommended value in one cup. * Cherries also contain vitamin A, calcium, protein and iron. * Potassium in cherries keeps the body functioning healthy. One cup of cherries has 260 mg of potassium. * Cherries are one of the top antioxidant-rich foods. * Anthocyanins in cherries give the fruit its red color and help protect the heart and surrounding tissues. * Boron in cherries helps maintain calcium balance and promotes bone health. * Research has found that eating cherries reduces pain and inflammation associated with arthritis and gout. * Cherries contain melatonin, which regulates sleep cycles.	<urn:uuid:14913db6-ab67-4663-92bf-a54d7899e8e2>	CC-MAIN-2018-47	http://cks.k12.hi.us/uploads/7/9/9/9/79997502/cherry_for_website.docx.pdf	2018-11-19T14:37:27Z	crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00487.warc.gz	70,740,331	570	eng_Latn	eng_Latn	0.997678	eng_Latn	0.99813	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 524, 1548, 2467 ]	[ 2.359375 ]	1	1
Early Adopters: Playing New Literacies and Pretending New Technologies in Print-Centric Classrooms Karen E. Wohlwend Indiana University, Bloomington Pre-print manuscript of article published as Wohlwend, K. E. (2009). Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms. Journal of Early Childhood Literacy, 117-140. Abstract: In this article, semiotic analysis of children's practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. Microanalysis of video data of classroom interactions collected during a three year ethnographic study of children's literacy play in kindergarten and primary classrooms reveals how the leading edge of technology use in print-centric classrooms is pretended into being by 5- , 6-, and 7-year-old ―early adopters‖ a marketing term for first wave consumers who avidly buy and explore newly-released technology products. Early adopters signals two simultaneous identities for young technology users: 1) as developing learners of new literacies and technologies and 2) as curious explorers who willingly play with new media. Children transformed paper and pencil resources into artifacts for enacting cell phone conversations and animating video games, using new technologies and the collaborative nature of new literacies to perform literate identities and to strengthen the cohesiveness of play groups. ,,,Children have to lead a life and move toward a conclusion that is unknown and if the adults are going to understand the world in which they live, they have to look at the children whose experience is different from their own. It doesn't mean the children know more than adults; it simply means that children know more about living in the present day world than adults because the adults grew up in such a different world. --Margaret Mead (in Peck, 1988) Early Adopters in a Changing World In the past decade, New Literacies Studies (Street, 1995; Gee, 1996) have documented a proliferation of multimodal ways of reading and writing with dynamic technologies (Lankshear & Knobel, 2003): text messaging with cell phones, instant messaging with email (Lewis & Fabos, 2005), podcasting with MP3 players, animating characters in video games, designing avatars for computer-enabled virtual worlds, among many others. These studies show that many preteens and adolescents are expert users of digital media in innovative intermediate and secondary classrooms where they nimbly multi-task (Leander & McKim, 2003) and navigate complex digital networks and interactive environments. ....and although young people may not in reality be quite as hyper-literate as some theorists fantasize, it is part of the common sense surrounding the computer that young people today are more computer literate than preceding generations. (Sefton-Green, 1998, p. 10). In early childhood classrooms however, new literacies and technologies have received a mixed reception. While most preschool and kindergarten children have access to computers in school (Labbo, 2006), children's meaningful use of technologies is limited when hardware is in short supply, outdated, and/or equipped with minimally interactive software that perpetuates ―old literacy‖ practices (Sefton-Green, 1998) such as ...letter recognition, skill sharpening, and enhanced fluency with reading and writing conventional linear texts via use of word processing software, drill and skill software, electronic early reader books, audio software functions for matching sounds to letters, authoring software and so on. (Lankshear & Knobel, 2003). In some classrooms, early childhood practitioners have adequate resources and readily integrate new technologies to enrich literacy curriculum. Others report that they have equipment but feel that they are unprepared and lack the necessary experience to successfully use technology in their teaching (Labbo et al., 2002) with over fifty percent of kindergarten and primary teachers self-identifying as technology novices (Chen & Chang, 2006). In these classrooms, technology may become a ―benign addition‖ (Cuban, 2001, p. 67), an accessory for entertainment or supplemental activities while the ―real‖ curriculum is delivered through traditional paper and pencil activities. Whatever the reason, whether new technologies are outdated, locked away, or in the corner gathering dust, young children in many early childhood classrooms are missing opportunities to explore contemporary literacy resources with rich potential for making meaning with visual, animated, and embodied literacies. However despite print-centric and technologically-restricted classrooms, young children are using play as ―a literacy of possibilities‖ (Wohlwend, 2008) to create spaces for imagining themselves as 21 st century multimedia users. Mediated discourse analysis of excerpts from a three year study of literacy play in kindergarten and primary classrooms demonstrates that children are accessing new literacies through pretend play —a transformational semiotic practice and multimodal resource that is readily available in early childhood classrooms—to explore unavailable multimedia such as cell phones, iPods, and video games. In this article, I suggest the leading edge of technology use is pretended into being by 5- , 6-, and 7-year-old ―early adopters‖ a marketing term for first wave users who avidly buy and explore newly-released technology products (Rogers, 1983). I intend my use of the term early adopters to signal two simultaneous identities for young technology players: 1) as developing learners of literacies and technologies and 2) as curious explorers who willingly play with new media. In some classrooms, children's attitudes toward multimedia contrast sharply to those of surrounding adult ―laggards‖ (Rogers, 1983) the marketing term for reluctant technology users who wait until the end of a trend before adopting a product . How are young children leading the way into new literacies through multimodal semiotic practices with available classroom materials (e.g., drawing and play with crayons, markers and paper) to explore practices with electronic devices in times of mushrooming technologies and New Literacies? Research on New Literacies in Early Childhood A long history of early literacy research (Whitmore, Goodman, Martens, & Owocki, 2004) shows that young children's transactions with text, whether with electronic screens, product packaging, published books, or marks penciled on paper, involve practices that are semiotic, multimodal, and social (Kress, 1997, 2003; Rowe, 2008; Siegel, 2006). Early research conducted by Jerome Harste, Carolyn Burke, and Virginia Woodward (1984) interpreted preschoolers' mark-making and approximations of print through a semiotic lens, finding meaningful intent in children's inventive production of signs with multimodal symbol systems. In Peircian (1931) semiotics, meanings are represented by signs (representational media) in three ways: - as icons in which the representational material resembles some sensory quality of the represented idea, - as indexes that point to or recall an aspect in the history of the represented idea, - or as symbols that have no physical or historical connection to the represented idea but have an arbitrarily assigned association. In Before Writing: Rethinking the Paths to Literacy, Gunther Kress (1997) showed that children extend and enhance meanings by moving signs across modalities, as they make a single sign using multiple practices with varied media and mediational means—drawing a car, coloring or painting it, cutting it out, writing logos on it, making engine sounds, and animating it by driving it along the floor. Recent research examines how children's sign-making extends to computer keypads and screens, showing that children transform the content of meanings of the signs they make, whether on-screen or on paper, through playful manipulation of the relationship between the signified object, the signifying graphic, text, or gesture, and the resulting meaning (Labbo, 2006). Families provide children with scaffolded experiences in ―technoliteracies‖ (Marsh, 2004) through which children learn to manipulate devices including computers, cell phones (Gillen, Gamanossi, & Cameron, 2005), and game consoles (Pahl, 2005) while they explore practices with email (Wollman-Bonilla, 2003), text messaging, and computer games. Each device and literacy practice evokes expectations for automatic performances of particular tacit conventions that signal user competence and technologically savvy identities (Gee, 2007). For example, video games genres include first person shooter, role-playing games, action, adventure, and fighting genres. Features of game play vary according to each genre, following conventions for roles, settings, path designs, goals, and strategies. In the central vignette in this article, children play an invented video game using paper and markers that appropriates elements of a fighting genre Playstation video game, ―Digimon Rumble Arena‖ (Bandai, 2002) in which two Digimon characters duel on a platform, as players empower the fighters with various ways of attacking, blocking an opponent's attacks, and self-healing. Digimon. Each Digimon is associated with either fire, water, or nature. Players use this knowledge to strategically plan each move as Digimon characters are less vulnerable to attacks composed of their associated elements. Knowledge about genres and conventions of multimedia texts integrates into schooled literacy in writing classrooms when children are encouraged to write about their interests (Dyson, 2003; Kendrick & Mckay, 2004; Leland & Harste, 1994). Jason Ranker's (2006) case study showed that children's use of video game conventions dramatically influences character development and story progression in drawings and writings produced during writing workshop. When Adrian, an eight-year-old boy, drew and wrote about a Nintendo-64 video game, Gauntlet Legends (Midway Entertainment, 2000), he introduced characters in visually complex ways through drawings produced prior to the written text but minimally described within the story action. The story progression also did not follow the expected pattern for narrative fiction: problem—conflict—resolution; rather, the story built upon a video game goal for sustaining play, enabled through game conventions that regenerate the story following climatic events and create portals to the next, more complex level. ...the character's actions are designed to resist narrative closure.... If the central character were to be defeated by enemies, thus ―dying,‖ the narrative would come to an end. Rather than bringing his narrative to an end, Adrian perpetuates it by advancing to a new level and then initiates a similar sequence of events (although different each time) at the higher level. (Ranker, 2006, p. 28) James Paul Gee (2007) offers an expanded and critical examination of the semiotic domains of new technologies and new literacies. Using the example of video games, he suggested that we look beyond an internal perspective limited to game content such as characters, narrative, and game progression. Rather, a critical examination requires an expanded view that includes an external social semiotic perspective to see how meanings are constructed through valued practices among a group of players. In a review of early childhood research on computer–related technologies, Michelle Knobel and Colin Lankshear (2003) identify a paucity of socially situated research in which literacy is viewed ―as competent handling of texts that are meaningful to ‗insiders' of particular sociocultural practices and discourse communities‖ (p. 75), noting a handful of early childhood studies that take this critical perspective on new technologies. ...the overwhelming emphasis is on using [multimodal] resources to promote abilities to handle conventional alphabetic print texts rather than to generate multi-modal texts and to understand principles of making multi-modal meanings. This skew is understandable given current literacy policy directions that continue to insist on the predominance of alphabetic text and, moreover, to approach literacy education with an assumption that high proportions of learners will actually have to struggle to become encoders and decoders. From our perspective, this trend is most unfortunate. Apart from anything else, it entails an absurd ‗under-realization' of the potential of new technologies to orient children toward literacy futures that will be very different from the past. (p. 77). The research reported in this article blends internal and external perspectives in its sideways glance (Kendrick, 2005; Schwartzman, 1978) at play from a player's perspective that reveals the social power in play and design practices which have more currency in the peer culture than in the official school culture. When desired technology is not at hand, children can use drawing and pretense to invent it. Children's flexible use of mode in their writings or multimodal designs 1 (Kress, 2003) blend texture, color, shape, sound, and action to produce signs or objects that mimic reality. In this article, expanded and critical analysis of children's practices and designs with video game conventions considers how children use play and drawing as spatializing literacies that make room to import imagined technologies and user identities. 1 For the purposes of this article, the term design refers to embodied practices that produce images and artifacts and the term writing refers to embodied practices that produce printed or handwritten text. However, in lived lives, the boundaries are blurred as texts, images, and artifacts all constitute multimodal texts. I also intend my use of the term design to be consistent with social semiotic definitions (Kress, 1996; New London Group, 1996) in which design refers to planful action that appropriates conventions and reconfigures power relations. Method The Research Context The kindergarten and first grade vignettes featured in this article are excerpted from a larger study of literacy play in kindergarten and primary classrooms. Following case study methodology (Dyson & Genishi, 2005), I used purposive sampling (Merriam, 1998) to locate classrooms with rich examples for closer study, asking knowledgeable informants in three school districts to recommend specific classrooms with child-directed literacy-play periods. To evaluate the play- and print-richness of each classroom, I used early literacy classroom environment scales (Loughlin & Martin, 1987, Wolfersberger, Reutzel, Sudweeks, & Fawson, 2004) and a play checklist that I developed to assess the accessibility and variety of play materials. The examples of literacy play in this article occurred in kindergarten and first grade classrooms in two public elementary schools in the Midwest United States. Teachers in these classrooms identified as developmentally appropriate (Bredekamp, 1987) constructivist (DeVries, 2001) teachers. The early childhood curriculum in both schools provided opportunities for play in kindergarten and primary classrooms during daily learning centers where the teachers facilitated to encourage exploration, peer negotiation, and collaboration. Computer labs and expensive technological hardware were available in both schools but early childhood classrooms had low priority, receiving equipment that intermediate classrooms no longer needed: outdated and offline computers with minimal software. Skills practice software and low-level hardware in these classrooms meshed with administration high-stakes literacy targets. Although in different districts and 60 miles apart, teachers in both schools expressed concern over increasing pressure to raise literacy scores on standardized assessments that affected teachers' curricular decisions. For example, a mandated literacy intervention program in one district targeted a single reading strategy each year (e.g., a year-long emphasis on weekly lessons to develop the comprehension skill ―summarizing‖). Over time, teachers scaled back inquiry themes with technology components and play periods to make room for direct literacy instruction focusing on daily comprehension lessons with basal reading materials. This narrow interpretation of literacy disintegrated rather than integrated curriculum, positioning play, inquiry, and new literacies as separate from, and less-valued than, isolated literacy skills. Like many early childhood classrooms that I observed, children's most frequent independent use of technology in the kindergarten and first grade classrooms involved listening to books or songs on cassette through headphones connected to a tape player. Technology access was tightly regulated with children's computer use limited to 30 minute weekly sessions in the computer lab. Children were not allowed to independently access non-assigned applications, to view online webpages, nor to send email. Those children who brought cell phones, hand-held video game players, or MP3 players to school stowed them away in backpacks and only used these devices on the playground and after school. Data Collection and Analysis During visits to the classrooms, I observed, took fieldnotes, videotaped, and transcribed children's small group interaction to capture the flow of talk and action that accompanies young children's literacy events. I analyzed the ethnographic data from these visits using mediated discourse analysis (Scollon, 2001; Scollon & Scollon, 2004) to locate the tools, materials, and places where children combined reading, writing, playing, and designing practices (Wohlwend, 2009b). Selected excerpts from videotapes were transcribed to highlight content themes and interaction patterns during small group activities. In keeping with the research focus on participation, I coded the children's activity at the level of a collective meaning-making event, that is, the group activity that constituted collective meaning-making within a given classroom location from the moment the first child arrived and picked up materials to the moment the last child left. Using emergent coding consistent with mediated discourse analysis, I located collective events where intersections of play and design transformed meanings and players' identities in ways that affected their participation in affinity groups (Wohlwend, 2009a). An affinity group (Fernie, Kantor, & Whaley, 1995; Gee, 2007) was created when children chose to play together based upon their common interests and activity preferences. During collective events, children produced artifacts that were analyzed for signs (icons, indexes, and symbols) and modes. Multimodal discourse analysis (Jewitt & Kress, 2003) tracked transformations of signs across modes: aural (speech, sound effect), visual (image), and manual (gesture, object manipulation). Collective events were microanalyzed using mediated discourse analysis to understand how children combined play and design to keep play going, to clarify the meanings of shared pretense, to construct social bonds, and to strengthen the social cohesion of affinity groups. Playing and Designing Cell Phones and iPods Transforming Meanings: An Internal Perspective on (Pretended) New Technologies Play is a particularly powerful transformative tool that can be viewed internally (e.g., the play narrative, imagined characters and props, and sequence of pretended events that happen within a play scenario) and externally (e.g., the who-plays-what negotiations that keep play going, the classroom culture, and players' social relationships) (Schwartzman, 1978). Children use play to recontextualize here-and-now reality and to flexibly reshape meanings of immediate objects to fit their own purposes, in this case, to access technologies that were not present in the classroom. In play, children learn to detach the conventional meaning attached to a concrete object in the immediate context and reattach a new meaning better suited to their play scenario (Vygotsky, 1935/1978). In the example pictured in Figure 1, a girl in the housekeeping corner of one of the kindergartens wanted to pretend to call a friend but all the toy phones were in use. She immediately picked up a plastic carrot, held it next to her ear, and began chatting with her imagined caller. Figure 1. Transforming meanings through play: Carrot as cell phone Play allows children to test the limits of an object's meaning. Play meanings are motivated not only by an individual's intended purpose but also by the iconicity of the physical properties of materials. A plastic carrot bears an iconic resemblance that allows it to function as a cell phone: it's small, narrow, and can be hand-held. A toy banana would probably make a good stand-in as well. However, the emphatic roundness of a plastic apple limits its credible use as a phone. A social semiotic lens (Hodge & Kress, 1988) reveals that children strategically manipulate the materials at hand to make motivated signs, inspired by available materials and children's social interest. Children emphasize certain modes or choose materials for their sensory qualities to make their signs more effectively represent their intended meanings and carry out their social purposes. In the hands of a child, any material object in the physical environment can be used to create meaning, including toys—commercial or child-made—or literacy materials such as pens, paints, and paper. In their designs, children identified the essential attributes that conveyed the idea of a cell phone and invented an approximation of its physical features with the materials they found at hand (Kress, 1997, 2003). For example, the boy in Figure 2 created a flip phone out of a folded piece of paper. He gave an oblong piece of paper rounded corners and penciled a 3 by 3 array of squares below a much larger square to represent a numeric pad and an LED screen. Additional phone features (receiver, compact size) were emphasized by adding play actions: he held the opened paper flat in the palm of his hand, raised his hand to his ear, talked into the paper for a few seconds, then snapped it shut with one hand, and tucked it into his pocket. Figure 2. Transforming meanings through design and play: A paper cell phone As demonstrated with carrot or paper cell phones, children are flexible, inventive, and strategic meaning-makers who do not strictly adhere to convention. Children look at the world as potential signs-to-be-made; their sign-making and sign use is more likely to be governed by their interest and an object's material qualities than by attention to established linguistic or visual conventions (Kress, 1997, 2003). Transforming Practices: An External Perspective on Play, Design, and New Literate Identities As semiotic domains, play and design can be viewed externally for meanings that are situated in the shared social practices of affinity groups (Gee, 2007). The children in this play scenario shared an understanding of playful recontextualization that allowed other players to recognize the carrot as a phone, recognition accomplished nonverbally through action without explicit definition (―This is a phone‖) or metaplay communication (―Let's pretend this is a phone‖). Such tacit recognition is the hallmark of networks of backgrounded, valued practices that mark membership and elicit the automatic cooperation of others within a particular community of practice (Scollon, 2001). Play and design allowed children to strategically appropriate available materials and produce artifacts to approximate the valued media practices they saw in constant use in the glocalized environment (Marsh, 2006). For example, the kindergarten boy in Figure 3 approximated his own iPod using materials that were ―to hand‖ in his classroom. After gluing two pompons to a pipecleaner, he used a piece of yarn to attach these headphones to a paper controller, complete with dial and an LED screen display that read ―Thomas and Friends,‖ a children's television program whose main character is a train engine. His pretense also allowed him to import popular culture into a school setting, to play with his media passion (Marsh, 2005), and to perform a masculine fan identity (Newkirk, 2006). Figure 3. Pretending to listen to ―Thomas and Friends‖ on a designed iPod Play, Design, and Transduction Multimodality fueled the transformative properties of reading, writing, play, and design. Each semiotic domain is linked to a primary modality: language and reading to auditory modes including speech and sound-effect, reading, writing, and design to visual modes including gaze and image, and play to action modes including gesture and movement. Transformations happened through transduction (Kress, 1997), fast-paced movement of a sign across modes. For example, the act of cutting out a paper cell phone involved a process that changed image into artifact by producing an edge that establishes spatial boundaries and a shape that enabled manipulation in three-dimensional reality. Transduction enriches meanings when children transform flat paper representations and bring them into the world of action as three-dimensional props for play performances. When Dustin drew a cell phone on paper, he created an image for viewing; when he cut out this image, he turned the image into a object that could be used to talk to others, to signify coolness, and to create a tangible sign of social capital through an affinity object (Fernie et al., 1995), an object desired by other children that he used to display status and that inspired imitation in the classroom peer culture. Examples of transduction through play and design practices included: 1. representing texts by transforming ideas into streams of auditory information or twodimensional image displays 2. constructing artifacts by transforming materials into three-dimensional objects 3. enacting and animating identities by transforming oneself into an imagined character through performance 4. recontextualizing spaces by transforming contexts into imagined places or times Play and design practices allowed children to transform an object's or action's meanings by using particular modes to move signs across dimensions of time and space. Using physical objects and semiotic tools, children transformed ideas into material forms and produced durable messages that can be shared and transported (Brandt & Clinton, 2002). Playing and Designing a Video Game on Paper An Internal Perspective: Modes, Meanings, and Strategies Inside the Game When children draw and play together as they do when they enact a video game on paper, another modality—action—is engaged allowing players to interact with each other, to coconstruct interactive meanings as well as social space to carry out peer-valued practices. In the following vignette, two first grade boys play an invented game that resembled ―Digimon Rumble Arena,‖ a two player fighting genre. The players invented various weather-related moves to attack, defend, rebound, and heal in order to deplete the opposing character's ―health‖ or ability to keep playing. The goal of their game was to be the last player who had a viable character (i.e., some remaining quantity on its health gauge or ―life bar‖) by causing the opposing character to run out of health. Figure 4 shows the drawing that the boys produced by playing a video game on paper: The domain of Kirby's tiny character ―Mini-Marshmallow‖ (the character names and game elements were also invented by the boys) covered the left half of the paper; the domain of Ian's large character ―Ravit‖ covered the right side of the paper. Ian's moon shape in the corner designated the ―Moon Arena‖ as the setting for their battle. As is often the case with young children's designs, the end product of the boys' game (pictured in Figure 4) masked the complexity and the development of strategic moves that were only visible in the process of play. As I watched the game unfold, I realized that the boys were co-constructing and negotiating a collective meaning that was almost completely inaccessible to me, despite years watching my sons as they played video games as teenagers. The coding scheme in Table 1 takes an internal perspective to closely examine and understand the modes, strategies, and meanings constructed during one turn in the boys' pretended video game. Table 1. Internal Perspective on Play and Design: Modes, Meanings, and Strategies Inside the Game \| Interaction Turns/Game Turns & Modes \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Turn \| Speech Mode: Aural \| Image Mode: Visual \| Action with Object Mode: Manual \| Strategy \| Meaning within Game \| \| \| IT/ GT \| Talk & Sound Effect \| Drawing & Photograph \| Gesture & Handling \| Move \| Character Action \| Mini Health \| \| IT 12 GT 2 \| Kirby: Fire Tornado! \| Circling scribbles \| Kirby makes large circles that cover Ravit character \| Offense \| Mini attacks Ravit with fire tornado \| Almost 100% of health bar remaining \| \| IT 13 GT 2 \| Ian: sshshshspshpshpsssh \| \| Ian raises crooked pointer finger and points to fire tornado scribbles \| Defense \| Ravit extinguishes fire with water before it consumes him \| \| \| IT 14 GT 2 \| Kirby: You're, you're defected [affected] by fire? \| \| Ian colors with black marker while Kirby watches him. \| Record effect of attack \| Ravit's health is diminished greatly \| Almost 100% remaining \| 19 In Table 1, interaction turns 12-14 represent the speech, image, and action that comprised the second turn in the game, following an opening attack by Ian (comprising turns 1- 11, not shown). In Turn 12, Kirby's counter attack began with a circling gesture that mimicked swirling tornadic action. First circling the orange crayon above the paper before touching down, Kirby rapidly moved his crayon in overlapping circles on paper, emphasizing and concretizing the violent, messy, and spiraling nature of tornadoes as he laid down loops of orange crayon. The selection of an orange crayon was strategic, iconic of flames and indexical of danger (e.g., construction danger signs). In Turn 13, Ian responded to Kirby‘s fire tornado attack, crooking his finger as a fire hose and pointing it at the fire tornado coloring; he animated his fire-dousing gesture with iconic sound effects ―sshshshspshpshpsssh‖ that signaled the sounds of rushing water and hissing steam. In Turn 14, Kirby watched Ian color away 80% of Ravit's health and expressed surprise at the devastating effect that his fire tornado attack had on Ian‘s character. In the next two turns, Kirby took steps to repair his opponent's health and to strengthen the bond between players, efforts that make no sense when interpreted within the combative context of the fighting game. Instead, an external perspective is necessary to understand how the boys cooperated while competing as they coordinated opposing goals: winning the game while prolonging play and sustaining friendship. An External Perspective: Modes, Social Space, and Player Identities Outside the Game Table 2. External Perspective on Play and Design: Modes, Social Space, and Player Identities Outside the Game \| Interaction/Game Turns & Modes \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Speech Mode: Aural \| \| Image Mode: Visual \| Action with Object Mode: Manual \| Effect on Social Space \| Player Relationship to Character Identity \| \| \| \| IT 17 GT 3 \| Ian: My turn. Wing attack whshwsh::::: Wing attack \| \| Ian draws a wing on the Mini side; he then scribbles tight circles below the wing \| Competition: Ian claims turn and begins attack. \| Kirby as opposing player \| Ian as Ravit \| \| \| IT 18 GT 3 \| Ian: You gotta be kidding me; you're not, you're not that, you're not really that affected by wings? \| \| Kirby colors top health bar to fill small area. Ian reacts to opponent's minimal health bar coloring. \| Cooperation: Ian watches Kirby‘s coloring response to attack; admiration for Kirby as Mini \| Kirby as Mini: strong character resistant to wing attack \| Ian as surprised player \| \| \| IT 19 GT 3 \| Ian: OK, that's how much you got. \| \| \| Cohesion: Agreement, Ian accepts opponent‘s advantage \| Kirby as Mini with good health \| Ian as friendly but losing player \| \| \| IT 20 GT 3 \| Kirby: But he [Ravit] still- -he can do riff too. Riff \| \| Kirby waves fingers to indicate Riff.[invented term for regenerating health] \| Offers a strategy to opponent that will allow Ian‘s character to regenerate and prolong game. \| Kirby as generous winning player \| \| Kirby as Riff designer \| \| IT 21 GT 3 \| Ian: The yellow stuff? \| \| Ian links the offered strategy to image and material \| Cohesion: Expresses interest in offer \| \| \| Kirby as Riff designer \| \| Interaction/Game Turns & Modes \| \| \| \| Social Space & Player Identities \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Speech Mode: Aural \| \| Image Mode: Visual \| Action with Object Mode: Manual \| Effect on Social Space \| Player Relationship to Character Identity \| \| Projected Identity \| \| \| IT 22 GT 3 \| Kirby: Yeah. He's [Mini] got new health now, \| \| \| Cohesion: Elaborates value of offer \| Kirby as player separate from Mini \| \| Kirby as Riff designer \| Ian as Riff novice \| \| IT 23 GT 3 \| Ian: Yeah. \| \| \| Cohesion: Agreement and appreciation of offer \| \| Ian as co- operating player \| Kirby as Riff designer \| Ian as Riff novice \| \| IT 24 GT 3 \| Kirby: He's got two pieces of health. \| \| Kirby draws two- proned blob below Mini's health bar \| Cohesion: Elaborates meaning of sign \| Kirby as player separate from Mini \| \| Kirby as Riff designer \| Ian as Riff novice \| \| IT 25 GT 4 \| Ian: Moon light! Chingching. Ching, ching, ching, chingching.\ \| \| Ian draws wavy line across his own character, Ravit \| Competition: Initiates new defensive move, perhaps inspired by Ian‘s demonstration of Riff armor \| \| Ian as Ravit, Ian as attack & sound effect \| \| Ian as designer of new move: Moon- light designer \| \| IT 26 GT 4 \| Kirby: Whoever wants to face me, they're gonna face one with Rav! \| \| Ian recolors over health bar, pressing hard to ―erase‖ previous color with darker color, refills health bar to 30% \| Cohesion: Creates inclusive group with Ian against imagined challengers. Shortened name ―Rav‖ as marker of friendship \| Kirby as Mini, creates team with Ravit \| Ian as Ravit, object of Mini‘s action (team- making) \| \| \| As in Ranker's (2006) study, attempts to interpret video games using the conventions of narrative fiction (or even the conventions of traditional card games with dueling match play such as ―War‖) fall short. In a linear, competitive, and individualistic interpretation, Kirby should defeat Ian's character quickly to resoundingly win the game; the quicker the defeat, the greater the victory. However, Kirby repeatedly attempted to strengthen Ian's character, with an offer and demonstration of creating additional health bars in Turn 20 and with verbal admiration in Turn 26 that constructed Ravit as a formidable opponent, ―Whoever wants to face me, they're gonna face one with Rav!‖ Both strategies were very effective in maintaining play group cohesion by keeping a co-player from becoming discouraged or quitting and in sustaining their shared play theme by opening potential avenues for prolonging the game with mutually regenerating health bars. In Turn 25, Ian took up Kirby's idea but with a twist. He used ―moonlight,‖ a healing strategy directed at his own character. Ian scribbled waves of S curves over Ravit and then recolored his own health bar, pressing hard to ―erase‖ the previous gray-black scribbling and thus restore Ravit's health (so that the lighter black coloring on the bar was moved backward to indicate health depletion from about 80% to about 30% in Figure 5). With both characters strengthened by regenerating health bars, play continued until Game Turns 8 and 9 (Table 3) when Kirby won, but then abruptly found a way to lose. Table 3. Contrasting Internal and External Perspectives on Ending Turns of Pretended Video Game \| Interaction/Game Turns & Modes \| \| \| \| Strategies & Meanings \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Speech Mode: Aural \| \| Image Mode: Visual \| Action with Object Mode: Manual \| Strategy \| Meaning within Game \| Effect on Health \| Effect on Social Space \| Player/ Character Identity \| \| IT 52 GT 8 \| Kirby: Fire tornado \| \| Kirby scribbles with rapid orange spiraling over Ravit character \| Offense using strongest attack \| Final attack; Ravit will lose \| Mini 60% left; Ravit 5% left \| \| Kirby as Mini \| \| IT 53 GT 8 \| Ian: pwshpwshpwshpwshpws hpwsh \| \| Ian scribbles in jagged up and down strokes over Ravit/ right side of paper. \| Effect of Offense \| Ravit has lost \| Ravit 0% left \| Agrees with effect of attack \| Ian as game attack effects sound \| \| IT 54 GT 8 \| Kirby: Are you defeated? Who's gonna defeat me? \| \| Ian colors in last empty space on Ravit's health bar. \| \| Records defeat of Ravit \| \| Game will end \| \| \| IT 55 GT 8 \| Ian: Da-↓do-↑da-do-da- da-do::o↑ [Tune signals game over] \| \| Ian leans back in his chair. \| Game Over \| Concedes defeat; Game Over \| \| Game finished; Group finished \| Ian as game sounds \| \| IT 56 GT 9 \| Kirby: You get that that fire tornado's defeated me 'cause that, because you had armor on. Ksh:. Ksh:[Ksh:. Ksh: \| \| Kirby crosses out Mini's health bars with large Xs, each stroke on each X is punctuated by sound effect. \| Self- destruct by rebound off armor \| Records defeat of Mini; Surprise ending \| Mini 50% left; then 0% left \| Game finished; Play group cohesion restored \| Kirby as Mini \| \| IT 57 GT9 \| Ian: [I didn't have armor. I didn't have [armor. \| \| \| Game over \| Break- down of meaning \| Restore health to Mini \| Team defeat denied \| Ian as Ravit \| From an internal perspective, Kirby reused a previously devastating attack that ensured Ravit's defeat, but then inexplicably killed his own character after victory. In an informal interview following the game, Kirby verified this: ―... first I gave him armor and then when I shot by tornado, it got him down and then it came back to me and got m::e down.‖ However this ending makes more sense when viewed from an external perspective that considers social relationships and the potential for future play: Kirby found a way to soften his friend's loss. Kirby engineered a simultaneous defeat for both characters by having Mini succumb to a ricochet effect caused by ―accidentally‖ giving armor to his opponent. When Ian objected that Ravit had no armor, Kirby maneuvered around his objection by claiming to have accidentally used a special armor-producing fire tornado attack. By ending the game in mutual defeat, Kirby opened the possibility of rematch and decreased the possibility of Ian refusing to play another round. The loss inside the game strengthened the cohesiveness the boys' group outside the game, maintaining a social space where the two boys could continue to display expertise and affiliation with the gendered (masculine) community of practice surrounding computers and video games (Marsh, 2004). What Can Literacy Teachers and Researchers Learn from Early Adopters' Play with Pretended New Technologies? Appreciating New Texts In this study, children's explorations with new technologies highlight the generational divide between print literacy practices as individualistic product-oriented craft and new literacies practices as co-constructed and collaboratively-maintained participatory process. Indeed, interacting with a game or other digital texts, from CD-ROMs to online World Wide Web sites, is qualitatively different from the relations between reader and writer in the domain of print literacy. Central to this area of concern, then, is the problem of defining interactivity.... If a fixed relation between writer and reader is the hallmark of the old literacy then an interactive dynamic is at the heart of the new literacies. (Sefton-Green, 1998, p. 10). Some researchers of new literacies suggest that by valuing children's knowledge and skill with video games, teachers can create bridges from out-of-school literacies and family ―funds of knowledge‖ (Gonzalez, Moll, & Amanti, 2005) to schooled forms of writing. However, such bridges should at least be bidirectional so that teachers can also learn to understand and value the new forms that children are already writing, a necessity for implementing curricula that supports ―literacy of fusion‖ (Millard, 2003) of old and new literacies. For example, trying to transform this video game play episode into a piece of writing for writing workshop exemplifies the ―‖new wine in old bottles' syndrome...fitting new technologies into classroom business as usual‖ (Lankshear & Bigum, 1999, p. 455) by attempting to constrain the boys' divergent, messy collaboration and fit it into the narrow, logical progression of a storyline. A single writer crafting a personal narrative, mediated by peers and teachers within a supportive writing workshop embodies the print literacy values of individual production and personal creativity. In contrast, the new literacies values of sustained collaboration and collective cohesion are embodied by multiple players cooperating with interactive media to sustain a fluid and reactive text, in which print is almost absent and actions communicate as much information as images. Video games produce nonlinear and dynamic interactive texts (Carrington, 2005) as opposed to the linear and fixed narrative texts (beginning, middle, end) typically generated through story-writing in an elementary school writing workshop (Ranker, 2006). Interactive, immersive texts, like video games, arguably leave more control over the narrative in the hands of the player or reader than do traditional texts. Unlike the written version of Adrian's story, the player (or ―reader‖) of a video game is responsible for making decisions along the way that affect the outcome of the narrative. Because of their qualities of interactivity and immersion, video games produce nonlinear narratives. Video game play merged the boys' individual play and design moves into a joint text that blurred the line between reading and writing as each interpreted the other's move and produced a counter move. Kirby and Ian's pretended video game show that new texts require coordinated action. In writing workshop, a single author produces a book with support from others who consult but do not produce the text; responsibility for production is alleviated but always individual. In video games, the text is co-played, always under construction, and responsibility is shared as two or more people must participate to jointly produce the text-in-process. The features of new texts ―— non-linear narrative structure, quite distinctive spatial layouts, ongoing and cumulative challenge levels, multiple and interactive cueing systems‖ require literacy users who take risks and experiment to sift through potential solutions (Carrington, 2005, p. 19). Adopting New Views of Childhood The spaces played into being in this article demonstrate how young children used multimodal literacies of play and design to produce ruptures in school spaces compressed between nostalgic ―back to basics‖ fundamentalism and Rousseauian romanticism. In classrooms such as these, teachers struggled to maintain inquiry-based integrated curricula and comply with mandates to deliver isolated skills instruction. The print-centric task-intensive focus in school literacy and reductive accountability trends left little instructional time for multimodal explorations. Ironically, the narrow focus on covering a static set of literacy skills is juxtaposed against an expanding ―new textual landscape‖ (Carrington, 2005) of diverse literacies and rapidly emerging technologies. Indeed, electronic culture is already an integral part of early childhood experience for most youngsters. As we are all being pushed onto the on-ramps of the information superhighway, I think it is crucial for educators at all levels of schooling to take charge of reshaping curriculum and pedagogy in relation to [information technology]. If we don't, corporate software developers will maintain their control over content design that invariably shapes how and what we teach. (Luke, 1999) Anne Haas Dyson (2006) calls for a new set of basics, informed by children's lived experiences, their diverse cultural and linguistic resources, and their rapidly expanding repertoires of symbolic conventions. In the classrooms in this study, teachers scrambled to make curricular space for experiential learner-centered ―hands on‖ curriculum that expects children to interact directly with ―real‖ materials (although real usually meant plants, insects and small animals, books, handmade artifacts from home; multimedia and technologies were rarely considered as ―real‖). The romanticized cultural model of the young-innocent-in-need-of-nature as depicted across centuries from Emile (Rousseau, 1762)to Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder (Louv, 2008) further distanced our youngest learners from access to new technologies that are part of their world. It is as if the developments in young children's lives outside of nursery and school are occurring within a self-contained, virtual bubble that has little to do with the stuff of the first years of schooling, which generally continues to focus on phonics, print-based literacy texts and canonical narratives. In contrast, ... family spaces are complex spaces in which globalised narratives are localized on a micro-level, public and private boundaries blur and there are no hard-and-fast rules about ‗real' and ‗virtual'. This is the techno-territory of family life in the twenty-first century and unless early years educators acknowledge the rapid changes which are taking place, the curriculum offered to many of these ‗toddlernetizens' (Luke, 1999) will continue to offer outmoded and irrelevant reflections of their lived realities, rooted as they are in ever-changing mediascapes. (Marsh, 2006, p. 23) Children at play are particularly adept at identifying and recreating features of cultural importance to a community, including the familiar literacy forms, tools, and practices that children experience every day in 21 st century family life. Shrinking opportunities to play coupled with early education's sluggish acceptance of new technologies required these early adopters to check their new literacies at the classroom door. Despite these barriers, children found play spaces for exploring technologies, demonstrating their awareness of emerging forms of being literate, accessing unavailable tools with their own credible designs, and enacting believable performances of the valued literacy practices that they observed in their everyday worlds. References Brandt, D., & Clinton, K. (2002). Limits of the local: Expanding perspectives on literacy as a social practice. Journal of Literacy Research, 34(3), 337-356. Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children. Carrington, V. (2005). New textual landscapes, information, and early literacy. In J. 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1. Create a program which calculates the average of N random numbers taken from a uniform random number distribution. The program must run for Ν = 10, 100, 1000, 10000, 100000, 1000000 random numbers. Plot the mean value as a function of N (axis of N should be logarithmic). Describe your conclusions. As initial seed use your record number (as in all the following exercises). 2. Create a program which performs a random walk for N = 1000 steps. You will do that for two cases: (a) a one dimensional system, (b) a two dimensional system. The program should calculate the square displacement R 2 . Run the program for 10000 runs and find the mean square displacement, namely <R 2 >. 3. Use the program in the previous exercise to find the same thing, i.e. <R 2 > but now every 100 steps, from 0 to 1000. You will perform 10000 runs and find 10 points (one every 100 steps), of which every point will be the average of 10000 runs. Plot your results, namely <R 2 > vs. time. Use the least squares method as a fitting method to find the best straight line and the slope. Describe your conclusions. 4. Create a program which performs a random walk for N = 1000 steps in one dimension. Calculate the displacement R for these N steps and perform 100.000 runs. Find the mean displacement <R>. Find the distribution of R. Do the same for N = 500 steps and find the distribution as well. Plot the distributions for both N values in the same graph. What are you conclusions from the two curves? 5. In the file stud_grades.dat are the grades of 10000 students who took an exam in a class. The grade range is from 0 to 20. a. Create a histogram where x-axis represents the grades in integer values and y-axis represents the frequency for each grade. b. Create a second histogram where x-axis represents the grades in decimal values of 1 digit precision and y-axis represent the frequency for each grade. (If a grade belongs in the interval [17.95, 18.04] then it is stored as 18.0, if it belongs in the interval [18.05, 18.14] it is stored as 18.1 etc) c. Calculate the mean value of the distribution d. Calculate the standard deviation of the distribution 6. Create a program which generates a 2 dimensional lattice of size 1000 x 1000. In this lattice place at random positions a number of trap molecules with concentration c. Place one particle at a random position on the lattice and let it perform a random walk as in the previous exercises. In this walk you will not place a time restriction, i.e. you will not declare a specific number of steps. The walk will stop when the particle falls on a trap. The time required for this is the trapping time. Perform 100000 runs, save the trapping times and make the distribution of these times. Beware of boundary conditions. When the particle reaches the borders of the lattice it shouldn't be allowed to fall outside but to remain in the lattice, either by returning on its former position or by being placed in the opposite site of the lattice. Run this program for c = 10 -2 and 10 -3 . Put both distributions on the same graph. Describe your conclusions.	<urn:uuid:62bd0200-81d0-4434-9766-ac1be66bdb4b>	CC-MAIN-2018-47	http://kelifos.physics.auth.gr/COURSES/NanoPostGraduate_EN.pdf	2018-11-19T14:26:57Z	crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00485.warc.gz	175,597,649	726	eng_Latn	eng_Latn	0.993208	eng_Latn	0.993507	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2144, 3098 ]	[ 4.0625 ]	1	1
Caps Physics Study Guide Grade 12 Study & Master Physical Sciences Grade 11 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Physical Sciences. The comprehensive Learner's Book: • explains key concepts and scientific terms in accessible language and provides learners with a glossary of scientific terminology to aid understanding. • provides for frequent consolidation in the Summative assessments at the end of each module • includes case studies that link science to real-life situations and present balanced views on sensitive issues • includes 'Did you know?' features providing interesting additional information • highlights examples, laws and formulae in boxes for easy reference. This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science. Study & Master Physical Sciences Grade 10 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Physical Sciences. The innovative Teacher's File includes: * guidance on the teaching of each lesson for the year * answers to all activities in the Learner's Book * assessment guidelines * photocopiable templates and resources for the teacher Study & Master Life Sciences Grade 10 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Life Sciences. The comprehensive Learner's Book includes: * an expanded contents page indicating the CAPS coverage required for each strand * a mind map at the beginning of each module that gives an overview of the contents of that module * activities throughout that help develop learners' science knowledge and skills as well as Formal Assessment tasks to test their learning * a review at the end of each unit that provides for consolidation of learning * case studies that link science to real-life situations and present balanced views on sensitive issues. * 'information' boxes providing interesting additional information and 'Note' boxes that bring important information to the learner's attention This should be the last course a student takes before high school biology. Typically, we recommend that the student take this course during the same year that he or she is taking prealgebra. Exploring Creation With Physical Science provides a detailed introduction to the physical environment and some of the basic laws that make it work. The fairly broad scope of the book provides the student with a good understanding of the earth's atmosphere, hydrosphere, and lithosphere. It also covers details on weather, motion, Newton's Laws, gravity, the solar system, atomic structure, radiation, nuclear reactions, stars, and galaxies. The second edition of our physical science course has several features that enhance the value of the course: * There is more color in this edition as compared to the previous edition, and many of the drawings that are in the first edition have been replaced by higher-quality drawings. * There are more experiments in this edition than there were in the previous one. In addition, some of the experiments that were in the previous edition have been changed to make them even more interesting and easy to perform. * Advanced students who have the time and the ability for additional learning are directed to online resources that give them access to advanced subject matter. * To aid the student in reviewing the course as a whole, there is an appendix that contains questions which cover the entire course. The solutions and tests manual has the answers to those questions. Because of the differences between the first and second editions, students in a group setting cannot use both. They must all have the same edition. A further description of the changes made to our second edition courses can be found in the sidebar on page 32. An essential resource for understanding the main principles, concepts, and research findings of key theories of learning-especially as they relate to education-this proven text blends theory, research, and applications throughout, providing readers with a coherent and unified perspective on learning in educational settings. Key features of the text include: Vignettes at the start of each chapter illustrating some of the principles discussed in the chapter, examples and applications throughout the chapters, and separate sections on instructional applications at the end of each chapter. A new chapter on Self-Regulation (Chapter 9). Core chapters on the neuroscience of learning (Chapter 2), constructivism (Chapter 6), cognitive learning processes (Chapter 7), motivation (Chapter 8), and development (Chapter 10) all related to teaching and learning. Updated sections on learning from technology and electronic media and how these advancements effectively promote learning in students (Chapters 7 & 10) Detailed content-area learning and models of instruction information form coherence and connection between teaching and learning in different content areas, learning principles, and processes (Chapters 2-10). Over 140 new references on the latest theoretical ideas, research findings, and applications in the field. Caps for Sale is a timeless classic beloved by millions...one of the most popular picture books ever published! This picture book is an excellent choice to share at home or in the classroom, as children love chanting along with the naughty monkeys. Children will delight in following the peddler's efforts to outwit the monkeys and will ask to read it again and again. Caps for Sale is an excellent easy-to-read book that includes repetition, patterns, and colors, perfect for early readers. This tale of a peddler and a band of mischievous monkeys is filled with warmth, humor, and simplicity and also teaches children about problem and resolution. This classic picture book will be appreciated as a birthday, baby shower, or graduation gift! Represents the content of science education and includes the essential skills and knowledge students will need to be scientically literate citizens. Includes grade-level specific content for kindergarten through eighth grade, with sixth grade focus on earth science, seventh grade focus on life science, eighth grade focus on physical science. Standards for grades nine through twelve are divided into four content strands: physics, chemistry, biology/life sciences, and earth sciences. "We are among those who have come to enjoy the blossoming intellects, often comical behaviors, and insatiable curiosity of middle schoolers—and choose to work with them! With more than 130 years of combined experience in the profession, we've gathered a lot of ideas to share. We know from our interactions with educators around the country that precious few quality resources exist to assist science teachers 'in the middle,' and this was a central impetus for updating Doing Good Science in Middle School." —From the preface This lively book contains the kind of guidance that could only come from veterans of the middle school science trenches. The authors know you're crazy-busy, so they made the book easy to use, whether you want to read it cover to cover or pick out sections to help you with lesson planning and classroom management. They also know you face new challenges, so they thoroughly revised this second edition to meet the needs of today's students. The book contains: • big-picture concepts, such as how to understand middle school learners and explore the nature of science with them; • a comprehensive overview of science and engineering practices, STEM, and inquiry-based middle school science instruction, aligned with A Framework for K–12 Science Education and the Next Generation Science Standards; • 10 new and updated teacher-tested activities that integrate STEM with literacy skill-building; • information on best instructional practices and Page 1/4 professional-development resources; and • connections to the Common Core State Standards in English language arts and mathematics. If you're a new teacher, you'll gain a solid foundation in how to teach science and engineering practices while better understanding your often-enigmatic middle-grade students. If you're a veteran teacher, you'll benefit from a fresh view of what your colleagues are doing in new times. Either way, Doing Good Science in Middle School is a rich opportunity to reaffirm that what you do is "good science." Study & Master Physical Sciences Grade 11 2nd Edition takes a fresh and innovative look at the world around us and links science to our everyday lives. The Learner's Book: • is pitched at a language level that will reach all learners and especially those that take the subject in their second language • explains and reinforces the language of science that all Physical Science learners must master to complete the subject successfully • includes a wide variety of contexts, often linked to activities suitable for assessment • offers extensive examples of worked questions and calculations, followed by exercises, to show learners how to go about answering more challenging questions • explains and highlights definitions and formulas in boxes for easy reference • provides additional information in the 'Did you know?' features • includes Summative Assessment activities at the end of modules. The Teacher's Guide includes: • a comprehensive overview of the National Curriculum Statement Over 100 projects demonstrate composition of objects, how substances are affected by various forms of energy — heat, light, sound, electricity, etc. Over 100 illustrations. 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 itas 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. Physical Sciences, Grade 12 Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science--the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting for--a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquirybased approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. Wouldn't it be great if there were a physics book that showed you how things work instead of telling you how? Finally, with Head First Physics, there is. This comprehensive book takes the stress out of learning mechanics and practical physics by providing a fun and engaging experience, especially for students who "just don't get it." Head First Physics offers a format that's rich in visuals and full of activities, including pictures, illustrations, puzzles, stories, and quizzes -- a mixed-media style proven to stimulate learning and retention. One look will convince you: This isn't mere theory, this is physics brought to life through real-world scenarios, simple experiments, and hypothetical projects. Head First Physics is perfect for anyone who's intrigued by how things work in the natural world. You'll quickly discover that physics isn't a dry subject. It's all about the world we live in, encompassing everything from falling objects and speeding cars, to conservation of energy and gravity and weightlessness, and orbital behavior. This book: Helps you think like a physicist so you can understand why things really work the way they do Gives you relevant examples so you can fully grasp the principles before moving on to more complex concepts Designed to be used as a supplement study guide for the College Board's Advanced Placement Physics B Exam Introduces principles for the purpose of solving real- Page 2/4 world problems, not memorization Teaches you how to measure, observe, calculate -- and yes -- how to do the math Covers scientific notation, SI units, vectors, motion, momentum conservation, Newton's Laws, energy conservation, weight and mass, gravitation and orbits, circular motion and simple harmonic motion, and much more If "Myth Busters" and other TV programs make you curious about our physical world -- or if you're a student forced to take a physics course -- now you can pursue the subject without the dread of boredom or the fear that it will be over your head. Head First Physics comes to rescue with an innovative, engaging, and inspirational way to learn physics! Study & Master Physical Sciences Grade 11 takes a fresh and innovative look at the world around us and links science to our everyday lives. All case studies and information on Critics Circle Award, A Lesson Before Dying is a deep and compassionate novel about a young man who returns to 1940s Cajun country to visit a black youth on death row for a crime he didn't commit. Together they come to understand the heroism of resisting. From the critically acclaimed author of A Gathering of Old Men and The Autobiography of Miss Jane Pittman. specialised fields, companies and institutions were personally researched by the author and verified by experts in those fields, companies and institutions. "This majestic, moving novel is an instant classic, a book that will be read, discussed and taught beyond the rest of our lives."—Chicago Tribune Winner of the National Book This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Conceptual Physical Science, Fifth Edition, takes learning physical science to a new level by combining Hewitt's leading conceptual approach with a friendly writing style, strong integration of the sciences, more quantitative coverage, and a wealth of media resources to help professors in class, and students out of class. It provides a conceptual overview of basic, essential topics in physics, chemistry, earth science, and astronomy with optional quantitative coverage. "Common Core Achieve: Mastering Essential Test Readiness Skills is designed to help you learn or strengthen the skills you need when you take your high school equivalency test."--Page v. This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs. First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. The College Physics for AP(R) Courses text is designed to engage students in their exploration of physics and help them apply these concepts to the Advanced Placement(R) test. This book is Learning Listapproved for AP(R) Physics courses. The text and images in this book are grayscale. Study & Master Physical Sciences Grade 12 has been especially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). This new and easy-to-use course helps learners to master essential content and skills in Physical Sciences. "We finally have the definitive treatise on PyTorch! It covers the basics and abstractions in great detail. I hope this book becomes your extended reference document." —Soumith Chintala, co-creator of PyTorch Key Features Written by PyTorch's creator and key contributors Develop deep learning models in a familiar Pythonic way Use PyTorch to build an image classifier for cancer detection Diagnose problems with your neural network and improve training with data augmentation Purchase of the print book includes a free eBook in PDF, Kindle, and ePub formats from Manning Publications. About The Book Every other day we hear about new ways to put deep learning to good use: improved medical imaging, accurate credit card fraud detection, long range weather forecasting, and more. PyTorch puts these superpowers in your hands. Instantly familiar to anyone who knows Python data tools like NumPy and Scikit-learn, PyTorch simplifies deep learning without sacrificing advanced features. It's great for building quick models, and it scales smoothly from laptop to enterprise. Deep Learning with PyTorch teaches you to create deep learning and neural network systems with PyTorch. This practical book gets you to work right away building a tumor image classifier from scratch. After covering the basics, you'll learn best practices for the entire deep learning pipeline, tackling advanced projects as your PyTorch skills become more sophisticated. All code samples are easy to explore in downloadable Jupyter notebooks. What You Will Learn Understanding deep learning data structures such as tensors and neural networks Best practices for the PyTorch Tensor API, loading data in Python, and visualizing results Implementing modules and loss functions Utilizing pretrained models from PyTorch Hub Methods for training networks with limited inputs Sifting through unreliable results to diagnose and fix problems in your neural network Improve your results with augmented data, better model architecture, and fine tuning This Book Is Written For For Python programmers with an interest in machine learning. No experience with PyTorch or other deep learning frameworks is required. About The Authors Eli Stevens has worked in Silicon Valley for the past 15 years as a software engineer, and the past 7 years as Chief Technical Officer of a startup making medical device software. Luca Antiga is co-founder and CEO of an AI engineering company located in Bergamo, Italy, and a regular contributor to PyTorch. Thomas Viehmann is a Machine Learning and PyTorch speciality trainer and consultant based in Munich, Germany and a PyTorch core developer. Table of Contents PART 1 - CORE PYTORCH 1 Introducing deep learning and the PyTorch Library 2 Pretrained networks 3 It starts with a tensor 4 Real-world data representation using tensors 5 The mechanics of learning 6 Using a neural network to fit the data 7 Telling birds from airplanes: Learning from images 8 Using convolutions to generalize PART 2 - LEARNING FROM Page 3/4 Copyright : www.treca.org Download Ebook Caps Physics Study Guide Grade 12 IMAGES IN THE REAL WORLD: EARLY DETECTION OF LUNG CANCER 9 Using PyTorch to fight cancer 10 Combining data sources into a unified dataset 11 Training a classification model to detect suspected tumors 12 Improving training with metrics and augmentation 13 Using segmentation to find suspected nodules 14 End-to-end nodule analysis, and where to go next PART 3 - DEPLOYMENT 15 Deploying to production The Pit and the Pendulum" is a short story written by Edgar Allan Poe and first published in 1842. The story is about the torments endured by a prisoner of the Spanish Inquisition, though Poe skews historical facts. The narrator of the story is deemed guilty for an unnamed crime and put into a completely dark room. He passes out while trying to determine the size of the room. When he wakes up, he realizes there is a large, deep pit in the middle of the room. He loses consciousness again and awakens strapped on his back, unable to move more than his head. He soon realizes there is a large blade-like pendulum hanging above him, slowly getting closer to cutting through his chest. He finds a way to escape but the walls of his prison start to move and close in on him, pushing him closer and closer to falling into the pit. The story is especially effective at inspiring fear in the reader because of its heavy focus on the senses, such as sound, emphasizing its reality, unlike many of Poe's stories which are aided by the supernatural. The traditional elements established in popular horror tales at the time are followed but critical reception has been mixed. A classic work of American literature that has not stopped changing minds and lives since it burst onto the literary scene, The Things They Carried is a ground-breaking meditation on war, memory, imagination, and the redemptive power of storytelling. The Things They Carried depicts the men of Alpha Company: Jimmy Cross, Henry Dobbins, Rat Kiley, Mitchell Sanders, Norman Bowker, Kiowa, and the character Tim O'Brien, who has survived his tour in Vietnam to become a father and writer at the age of forty-three. Taught everywhere—from high school classrooms to graduate seminars in creative writing—it has become required reading for any American and continues to challenge readers in their perceptions of fact and fiction, war and peace, courage and fear and longing. The Things They Carried won France's prestigious Prix du Meilleur Livre Etranger and the Chicago Tribune Heartland Prize; it was also a finalist for the Pulitzer Prize and the National Book Critics Circle Award. Copyright: 5c0b3efcb293a6bc01753b320ff2746f Page 4/4	<urn:uuid:e7f8d698-1655-4a14-97d4-b60ddb91d97f>	CC-MAIN-2022-05	https://www.treca.org/furn./margin/caps_physics_study_guide_grade_12_pdf	2022-01-20T07:51:51+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320301730.31/warc/CC-MAIN-20220120065949-20220120095949-00481.warc.gz	1,053,223,736	5,117	eng_Latn	eng_Latn	0.998183	eng_Latn	0.998161	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 8573, 15994, 24690, 27374 ]	[ 3.328125, 1.3671875 ]	1	0
The Nobel Peace Prize A Prize for Peace Awarding the Nobel Peace Prize The Nobel Peace Prize is a special prize given each year to a person or group that has made a major contribution to world peace. The prize is named after Alfred Nobel, a scientist who lived in the 19th century. The Man Behind the Prize Alfred Nobel was born on October 21, 1833 in Sweden. Like his father, he was an inventor. He became rich and famous by inventing dynamite, an explosive used in building roads, railways and canals. He was saddened, however, to realize his invention could be used to make weapons for war. He therefore decided to use the money he had earned from dynamite to give five international awards each year. Four awards were for people who had contributed to the fields of chemistry, physics, medicine and literature. The fifth, the Nobel Peace Prize, was for the person who had most advanced the cause of world peace. Later, in 1969, a Nobel Prize for economics was established. COMPREHENSION QUESTIONS 1. What's the Nobel Peace Prize? 2. Who is it named after? 3. When did Alfred Nobel live? 4. When and where was he born? 5. What kind of work did his father do? 6. How did Nobel become rich and famous? 7. Why was he saddened? 8. What did Nobel do with his money? 9. How many Nobel Prizes are there? 10. What are they? Alfred Nobel died in 1896. After his death, the Nobel Foundation was set up to give out his awards. The first Nobel Peace Prize was awarded in 1901. Each year, the names of all the Nobel Prize winners are announced in October. The Nobel Peace Prize is awarded on December 10th - the anniversary of Alfred Nobel's death. The winner is decided by a special committee of five people from Norway. People from around the world are invited to nominate candidates who they think should be awarded the prize. The Nobel Peace Prize can be given to either a person or an organization. It can also be shared by several people. The same person can even win twice. The prize itself consists of a gold medal, a diploma and a cash award of $1,000,000 (one million dollars). Alfred Nobel's Legacy Today, Alfred Nobel is famous for the six annual prizes that are given in his name. Although he invented a terrible explosive which is used in war, he hoped that his peace prize would help to promote a more peaceful world. Now, each year, people around the globe look forward to see who will be chosen to receive this famous peace prize. 11. When did Alfred Nobel die? 12. When was the first Peace Prize awarded? 13. When are the Nobel Prizes announced? 14. Why is the Nobel Peace Prize awarded on December 10 th ? 15. Who chooses the peace prize winners? 16. Who can be given the Peace Prize? 17. What does the prize consist of? 18. What is Alfred Nobel famous for today? 19. What did he hope? 20. What do people look forward to?	<urn:uuid:58b1e9db-a463-4114-adde-dfae5b3595a1>	CC-MAIN-2022-05	http://newsmanager.commpartners.com/tesolc/downloads/features/2020/Ancillary%20Docs/2020-07_Nobel%20Peace%20Prize_Appendix%20B.pdf	2022-01-20T08:27:21+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320301730.31/warc/CC-MAIN-20220120065949-20220120095949-00486.warc.gz	51,449,545	645	eng_Latn	eng_Latn	0.999273	eng_Latn	0.999273	[ "eng_Latn" ]	false	docling	[ 2844 ]	[ 3.21875 ]	1	0
COVERERS Discovering the joy of knowing Jesus Week 53 The Drought [1 Kings 17:1-16] Series: Elijah Application: We may have to do hard jobs for God, but He will help us. Memory Verse: “ The Lord alone is God.” 1 Kings 18:39 (Elijah’s name means ‘The Lord is God’) Preparation Notes The people of Israel had split into two kingdoms: Israel to the north and Judah to the south. On occasion the people would turn back to God, but mostly they were sinful and rejected Him. During this time God raised up prophets to warn the people about the consequences of their sin and to encourage them to turn back to Him. One such prophet was Elijah. Ahab was the king of Israel at that time. He reigned for 22 years and was very evil. He married a woman called Jezebel from a place called Sidon. She worshipped a false god called Baal, who was supposed to be the god of fertility and the weather. Jezebel was a wicked queen who encouraged Baal worship in Israel and even put many of God's prophets to death. Things had reached an al-time low. Elijah said to King Ahab," As the Lord, the God of Israel lives, whom I serve, there will be neither rain nor dew in the next few years except at my word." God sent a drought on the land of Israel to show the wicked king and his people that only He had control over the weather. God told Elijah to go east and hide near the river Jordan, where ravens brought him bread and meat every morning and evening and he drank from the brook. Some time later, the brook dried up because there had been no rain, so God told Elijah to leave Israel and go to a town called Jarapheth in Sidon, where a widow would supply him with food. When Elijah arrived at the town gate, the widow was there gathering sticks. He asked her if she would give him some water and bread. She told him that she only had a handful of flour and a little oil, which she was going to use to make bread for her and her son. When that was gone they would starve. Elijah told her not to be afraid, but to go home and make the bread, bring him some first and then eat the rest with her son. God would not let the oil and flour run out until the rains came back again. The widow did as Elijah had said and the flour and oil did not run out. She was able to feed Elijah, her son and herself. Learning Points (Discoverers 1) * Elijah was a prophet. * God fed Elijah when there was no food. Learning Points (Discoverers 2) * Evil King Ahab and his wife Jezebel ruled Israel. * Elijah, the prophet, told him there would be a drought. * God fed Elijah. Learning Points (Discoverers 3) * Evil King Ahab and his wife Jezebel ruled Israel. They worshipped Baal. * Elijah, the prophet told him there would be a drought. * God provided for Elijah. * God provided for others who helped him. Discoverers 1 Bible Bit. Have a glove-puppet raven come and feed the children breadsticks as you tell the story. Suggested Activities. Use the sheet DWK53:1. Colour the raven and stick beneath it pictures of food cut from magazines. Discoverers 2 Bible Bit. Tell the story using the 'fuzzy felt' flannel board. The Teacher's Manual, which accompanies these resources, outlines this story on page 121. It also has some tips for using the resource in the introduction. Suggested Activities. Make finger-puppet ravens carrying the memory verse for this series on Elijah, see example DWK 53:2. Discoverers 3 Bible Bit. Tell the story with a variety of props. Use a raven puppet that drops food on the children (crackers or something non-sweet and nonmessy). A mock-up of an oven into which a mixture of oil and flour is placed, and out which a (previously purchased) loaf is produced. The mixture can be recycled to produce another loaf etc. Don't be tempted to use slight of hand to reproduce this miracle (it can be done) this will lesson the impact of the truly miraculous nature of God's act. Suggested Activities. Make the 'fluffy' ravens shown in DWK 53:3. Talk time. ⚫ Does God ask us to do anything hard for Him? * What sort of help do we get from Him? Prayer and worship.	<urn:uuid:96c35b34-e72c-458d-956d-80e0b0e6e871>	CC-MAIN-2022-05	https://www.harrogate-mcc.com/wp-content/uploads/2021/11/Elijah-1-The-Drought-1.pdf	2022-01-20T08:16:11+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320301730.31/warc/CC-MAIN-20220120065949-20220120095949-00483.warc.gz	867,600,031	996	eng_Latn	eng_Latn	0.997173	eng_Latn	0.99759	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2181, 3761, 4106 ]	[ 2.953125 ]	1	0
Topic: Rights of the Accused in Search and Seizure Time: 2-3 class periods Objectives: Students will: 1. Explain the rationale behind the Fourth Amendment. 2. Identify the types of activity that are regulated by the Constitution's prohibition against unreasonable searches. 3. List common situations in which search warrants are not required. 4. Analyze situations in order to determine whether a search is lawful or unlawful. 5. Explain the rights a citizen has when the police make an unlawful search or seizure. Procedure: Handouts/Worksheets: 1. Have students read the Fourth and Fourteenth Amendment and use Handout 1: Searches With a Warrant and Handout 2: Searches Without a Warrant. Briefly discuss the content of each, asking the students what each means to them. 2. Read Handout 3: Mapp v. Ohio. Ask students to review the case. Questions to ask: A. What happened? B. Did a search occur? C. Was there a warrant? D. What evidence was found? E. Where was it located? F. Did the trial court allow the evidence? G. What was the state's argument to the appeal? H. What did the U. S. Supreme Court say? I. Do you agree or disagree? 3. Tell students they are going to consider a more current search case. Have students read Handout 4: The Case of Billy Greenwood. 4. Discuss questions. (See ANSWER KEY: The Case of Billy Greenwood) 5. Invite an attorney or a judge to class to talk with students about different aspects of the accused in Handout 2: Searches Without a Warrant. Answer questions they might have. 6. Have students do research on another country's law pertaining to the rights of the accused in searches and seizures. 1. Handout 1: Searches With a Warrant 2. Handout 2: Searches Without a Warrant 3. Handout 3: Mapp v. Ohio 4. Handout 4: The Case of Billy Greenwood 5. Handout 5: Comparing Rights Author: Chieu Dao and Seng Lo and the Minnesota Center for Community Legal Education Historical Period: Core: US I 6120 - 0603 6120 - 0604 Gov. 6210 - 0201 Procedure continued 7. Have students read Handout 5: Comparing Rights. Ask them to list the rights that Americans have that are not present today in China. Student answers will include protection from unreasonable searches, right to a speedy trial, right to bail, and prohibition against cruel and unusual punishment. SEARCHES WITH A WARRANT Search and Seizure Americans have always valued their privacy. They expect to be left alone, to be free from unwarranted snooping or spying, and to be secure in their own homes. This expectation of privacy is important and is protected by the U. S. Constitution. The Fourth Amendment sets out the right to be free from "unreasonable searches and seizures" and establishes conditions under which search warrants may be issued. Balanced against the individual's right to privacy is the government's need to gather information. In the case of the police, this is the need to collect evidence against criminals and to protect society from crime. The Fourth Amendment does not give citizens an absolute right to privacy, and it does not prohibit all searches — only those that are unreasonable. To determine what searches are prohibited, the courts look to the facts and circumstances of each case. As a general rule, the courts have held that searches and seizures are unreasonable unless authorized by a valid warrant. The language of the Fourth Amendment is relatively simple, but search and seizure law is complex. Courts look at the law on a case by case basis, and there are many exceptions to the basic rules. If an individual on trial were the victim of an unreasonable search, any evidence found in the search cannot be used at the trial against the defendant. This principle, called the "Exclusionary Rule," does not mean that the defendant cannot be tried or convicted, but it does mean that evidence seized in an unlawful search cannot be used at the trial. Search with a Warrant A search warrant is a court order. It is obtained from a judge who is convinced there is a real need to search a person or place. Before a judge issues a warrant, someone, usually a police officer, must appear in court and testify under oath concerning the facts that provide the probable cause to believe a search is justified. This sworn statement of facts and circumstances is known as an affidavit. If a judge issues a search warrant, the warrant must specifically describe the person or place to be searched and the particular things to be seized. Once issued, the search warrant must be executed within a limited period of time, such as 10 days. Also, in many states, a search warrant must be executed only in the daytime unless the warrant expressly states otherwise. Finally, a search warrant does not necessarily authorize a general search of everything in the specified place. For example, if the police have the warrant to search a house for stolen televisions or other large items, it would be unreasonable for them to look in desk drawers, envelopes, or other small places where a television could not possible be hidden. SEARCHES WITHOUT A WARRANT While the police are generally required to get a search warrant, the courts have recognized a number of situations in which searches may be legally conducted without a warrant. Search incident to a lawful arrest. This is the most common exception to the warrant requirement. It allows the police to search a lawfully arrested person and the area immediately around that person for hidden weapons or for evidence that might be destroyed. Stop and frisk. A police officer who reasonably thinks a person is behaving suspiciously and is likely to be armed may stop and frisk the suspect for weapons. This exception to the warrant requirements was created to protect the safety of officers and bystanders who might be injured by a person carrying a concealed weapon. Consent. When a person voluntarily agrees, the police may conduct a search without a warrant and without probable cause. Normally, a person may grant permission to search only his or her own belongings or property. In some situations, however, one person may legally allow the police to conduct a search of another person's property (e.g., parent/child). Plain view. If an object connected with a crime is in plain view and can be seen by an officer from a place where he or she has a right to be, it can be seized without a warrant. For example, if a police officer issuing a routine traffic ticket observes a gun on a seat of a car, the officer may seize the gun without a warrant. Hot pursuit. Police in hot pursuit of a suspect are not required to get a search warrant before entering a building they have seen the suspect enter. It also is lawful to seize evidence found during a search conducted while in hot pursuit of a suspected felon. Vehicle searches. A police officer who has reasonable cause to believe that a vehicle contains contraband may conduct a search of the vehicle without a warrant. This does not mean that the police have a right to stop and search any vehicle on the streets. The right to stop and search must be based on probable cause. Emergency situations. In certain emergencies, the police are not required to get search warrants. These situations include searching a building after a telephone bomb threat, entering a house after smelling smoke or hearing screams, and other situations in which the police don't have time to get a warrant. MAPP v. OHIO Justice Clark delivered the opinion of the Court. "On May 23, 1957, three Cleveland police officers arrived at appellant's residence in that city pursuant to information that 'a person was hiding out in the home who was wanted for questioning in connection with a recent bombing, and that there was a large amount of drug paraphernalia being hidden in the home.' Ms. Mapp and her daughter by a former marriage lived on the top floor of the two-family dwelling. Upon their arrival at that house, the officers knocked on the door and demanded entrance but appellant, after telephoning her attorney, refused to admit them without a search warrant." "The officers again sought entrance some three hours later when four or more additional officers arrived on the scene. When Ms. Mapp did not come to the door immediately, at least one of the several doors of the house was forcibly opened and the policemen gained admittance. Meanwhile, Ms. Mapp's attorney arrived, but the officers, having secured their own entry, and continuing in their defiance of the law, would permit him neither to see Ms. Mapp nor to enter the house. When the officers broke into the hall, Ms. Mapp demanded to see the search warrant. A paper, claimed to be a warrant, was held up by one of the officers. She grabbed the 'warrant' and placed it in her bosom. A struggle ensued in which the officers recovered the piece of paper and as a result of which they handcuffed appellant because she had been 'belligerent' in resisting their official rescue of the 'warrant' from her person. Appellant, in hand-cuffs, was then forcibly taken upstairs to her bedroom where the officers searched a dresser, a chest of drawers, a closet and some suitcases. The search spread to the rest of the second floor. The basement of the building and a trunk found therein were also searched. The obscene materials for possession of which she was ultimately convicted were discovered in the course of that widespread search." At the trial, no search warrant was produced by the prosecution, nor was the failure to produce one explained or accounted for. At best, as the Ohio Supreme Court, which affirmed the conviction, expressed it, "there is, in the record, considerable doubt as to whether there ever was any warrant for the search of defendant's home." The State said that "even if the search were made without authority, or otherwise unreasonably, it is not prevented from using the unconstitutionally seized evidence at trial." Ms. Mapp appealed her case to the U. S. Supreme Court and won with the following Court opinion: "Today we once again . . . examine the constitutional documentation of the right to privacy free from unreasonable state intrusion, and, after its dozen years on our books, are led by it to close the only courtroom door remaining open to evidence secured by official lawlessness in flagrant abuse of that basic right, reserved to all persons as a specific guarantee against that very same unlawful conduct. We hold that all evidence obtained by searches and seizures in violation of the Constitution is, by that same authority, inadmissible in a state court." In extending the substantive protections of due process to all constitutionally unreasonable searches, state or federal, it was logically and constitutionally necessary that the exclusionary doctrine, an essential part of the right to privacy, be also insisted upon as an essential ingredient of the right newly recognized by the case. In short, the admission of the new constitutional right could not consistently tolerate denial of its most important constitutional privilege, namely, the exclusion of the evidence which an accused had been forced to give by reason of the unlawful seizure. There are those who say, as did Justice Cardozo, that under our constitutional exclusionary doctrine, "the criminal is to go free because the constable has blundered." In some cases, this will undoubtedly be the result. But, as has been said, "there is another consideration -- the imperative of judicial integrity. The criminal goes free, if he must, but it is the law that sets him free." Nothing can destroy a government more quickly than its failure to observe its own laws, or worse, its disregard for the charter of its own existence. As Mr. Justice Brandeis said, "Our government is the potent, the omnipresent teacher. For good or for ill, it teaches the whole people by its example." THE CASE OF BILLY GREENWOOD The police suspected that Bill Greenwood was involved in dealing drugs. They observed many vehicles making brief stops at his house during late-night hours, and one truck was followed from Greenwood's house to another residence which had previously been investigated for drug sales. The police asked the garbage collector to pick up Greenwood's plastic garbage bags which he had left on the curb in front of his house and turn them over without mixing them with other garbage. Upon opening them, the police found evidence of narcotics use. Based on this evidence, they obtained a search warrant for Greenwood's house and discovered quantities of cocaine and hashish. Greenwood was arrested and convicted based on this evidence. Was the police search of the garbage illegal? Should the evidence of that search have been allowed to be the basis of a search warrant which resulted in Greenwood's conviction? This case was appealed to the U. S. Supreme Court, and the justices wrote two different opinions in the case. Read summaries of the two opinions and answer the questions that follow. Opinion #1 "The framers of the Fourth Amendment understood that 'unreasonable searches' of 'papers and effects'--no less than 'unreasonable searches of persons and houses'--infringe privacy . . . . In short, so long as a package is 'closed against inspection,' the Fourth Amendment protects its contents, 'whenever they may be,' and the police must obtain a warrant to search it just 'as is required when papers are subjected to search in one's own household . . . .'" "A trash bag . . .< is a common repository for one's personal effects,' and, even more than many of them, is 'therefore . . . inevitably associated with the expectation of privacy.' . . . A search of trash, like a search of the bedroom, can relate intimate details . . . . Like rifling through desk drawers or intercepting phone calls, rummaging through trash can divulge the target's financial and professional status, political affiliations and inclinations, private thoughts, personal relationships, and romantic interests. It cannot be doubted that a sealed trash bag harbors telling evidence of the 'intimate activity associated with the sanctity of a man's home and the privacies of life,' which the Fourth Amendment is designed to protect." Allowing searches of trash bags without warrants paints a grim picture of our society. It would be a society which says that it is unreasonable to expect privacy in personal effects sealed in a container and disposed in a manner where it would be combined with the trash of others. Consequently, we hold that the search was illegal under the Fourth Amendment, and that the items found should not have been used to convict Greenwood. Opinion #2 People are only protected by the Fourth Amendment's freedom from "unreasonable search and seizure if they have a reasonable expectation of privacy" with respect to the trash that was searched by the police. It is common knowledge that plastic garbage bags left on or at the side of a public street are readily accessibly to animals, children, scavengers, snoops, or others. They have also been left there so that the third party, a trash collector, can take the garbage and perhaps sort through it. Accordingly, having deposited their garbage in "an area particularly suited for public inspection and, in a manner of speaking, public consumption, for the express purpose of having strangers take it," the persons could have had no reasonable expectation of privacy in the items they discarded. Prior cases of the court have held that "a person has no expectation of privacy in information he voluntarily turned over to third parties." For example, one case allowed the police to install a pen register at the phone company to record the phone numbers a suspect called and then used this information as evidence against him in court. In addition, another case allowed surveillance by an airplane without a warrant of a fenced backyard for purposes of detecting marijuana being grown. The police should be permitted to gather evidence that any member of the public could also see and gather. Therefore, we hold that the trash collected may be used as evidence against Greenwood. Questions: 1. What are the two strongest arguments in Opinion #1? Why? 2. What are the two strongest arguments in Opinion #2? Why? 3. With which opinion do you agree? Give reasons. 4. Which opinion do you think represents the views of the majority of the justices on the Supreme Court? Which is the minority view? 5. What is the importance of allowing the evidence to be used in the case against Greenwood? Could he be arrested and convicted without such evidence? 6. Can private citizens go through one's trash without violating the law? What if a reporter does this to gather information for a news article? Should the law protect against such searches? Why or why not? Is your answer different if the reporter went into the person's garage to go through the trash? Could the police do that with a warrant? ANSWER KEY: The Case of Billy Greenwood 1. Two arguments for Opinion 1 are that 1) the search violated the right to privacy, and 2) the individual disposed of the containers that were closed, with the belief that the bags would be mixed with others, and, therefore, has a reasonable expectation to privacy. 2. Two arguments for Opinion 2 are based on the concept that there was not a reasonable expectation of privacy because 1) the trash is collected by a third party, and 2) the trash is easily accessible to the public. 3. Students' answers may vary. 4. The Supreme Court, in a 6 to 2 decision, found the search was legal, thus restricting the circumstances under which one has a reasonable expectation of privacy. 5. The results set the precedent that trash inspection by police is legal, thus restricting the circumstances under which one has a reasonable expectation of privacy. Without this evidence, it appears from the facts in the case that the police would not have had probable cause to arrest Greenwood. 6. Reporters sometimes search trash to learn more about the people in the news. When the trash is on the person's property, the reporter may be trespassing and committing theft. If trash is on the street, it is probably legal to take it. COMPARING RIGHTS The Rights of the Accused in the Case of Search and Seizure in South Vietnam. Vietnam is a country in southeast Asia. Under the Geneva Agreement in 1954, Vietnam was divided into two countries at the 17 th parallel: North Vietnam was under the Communist regime, and South Vietnam was a Republic. After the division of the country, Vietnamese Communists waged a war in South Vietnam for many years until it could control the whole country in 1975. The rights of the accused in the South Vietnam before and after 1975 were different. Before 1975 The Republic of Vietnam had a Constitution much like the U. S. Constitution, but it did not have the 10 Amendments. Therefore, the rights of the accused were not constitutional rights. Although a search warrant also was mentioned in South Vietnam criminal procedure, in many cases, the police did not obtain a search warrant, the accused person seldom questioned this practice, and the evidence seized in this case was admissible in the court. 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Emotional Resilience, Wellbeing and Mental Health Policy ASH GROVE ACADEMY Last Updated: Emotional Resilience, Wellbeing and Mental Health Policy Person responsible for the Policy: Sally Veale Date Approved: September 2020 Signed: SVeale (Mental Health & Well-Being Lead) Date for Review: September 2022 Introduction – Emotionally Healthy Schools In Cheshire East, nearly 12,500 children and young people (which is 13 per cent of the population aged 0-24) are estimated to have a mental health disorder. It is also estimated that 20 young people injure themselves every day and that five have suicidal thoughts. One young person, who preferred to remain anonymous, said: "More than anything else in the world, every teenager just wants to feel 'normal' so that they can fit in. The Emotionally Healthy Schools project has taught us that there is no such thing as 'normal' as everyone is different, and we all think and feel in different ways." National statistics highlight that in an average classroom, three children will be suffering from a diagnosable mental health condition. By developing and implementing practical, relevant and effective mental health policies and procedures we can promote a safe and stable environment for the many pupils affected both directly and indirectly by mental ill health. The school has an important role to play in developing emotional resilience and positive mental health as well as acting as a source of support and information for both pupils and parents. This policy is designed to help school staff spot and support pupils and their families who are in need of help, and to follow appropriate referral pathways and procedures. Definition of Mental Health "Mental health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community." (World Health Organization) At Ash Grove Academy, we aim to promote positive mental health for every member of our school community including, staff, pupils and families. We pursue this aim using both universal, whole school approaches and specialised, targeted approaches aimed at vulnerable pupils. In addition to promoting emotional resilience and positive mental health, we aim to recognise and respond to mental ill health. By developing and implementing practical, relevant and effective mental health policies and procedures we can promote a safe and stable environment for pupils affected both directly and indirectly by mental ill health. Scope This document describes the school's approach to promoting positive mental health and wellbeing. This policy is intended as guidance for all staff including non-teaching staff and governors. This policy should be read in conjunction with our Safeguarding and Child Protection policy, Medical policy in cases where a pupil's mental health overlaps with or is linked to a medical issue and the SEND policy where a pupil has an identified special educational need. The Policy Aims to: * Support and develop emotional resilience and wellbeing in staff and pupils * Promote positive mental health in all staff and pupils * Increase understanding and awareness of common mental health issues * Alert staff to early warning signs of mental ill health * Provide support to staff working with young people with mental health issues * Provide support to pupils suffering mental ill health and their peers and parents or carers Lead Members of Staff Whilst all staff have a responsibility to promote the emotional resilience, wellbeing and positive mental health of pupils, staff with a specific, relevant remit include: * Lisa Finnegan – Principal; Designated Safeguarding Lead * Judith Ceuppens, Sally Veale, Katy Ghorbanian, Amanda Thompson – Deputy Safeguarding Leads * Sally Veale - Mental health and wellbeing lead / PSHE Lead * Katy Ghorbanian - Lead first aider Any member of staff who is concerned about the mental health or wellbeing of a pupil should speak to the mental health lead in the first instance. If there is a fear that the pupil is in danger of immediate harm, then the normal safeguarding and child protection procedures should be followed with an immediate referral to the designated safeguarding lead or deputy safeguarding lead. If the pupil presents a medical emergency then the normal procedures for medical emergencies should be followed, including alerting the first aid staff and contacting the emergency services if necessary. Where a referral to CAMHS is appropriate, this will be led and managed by Donna Sherratt (SENCo for EYFS/KS1) or Margaret Lisle (SENCo for KS2). Teaching about Mental Health The skills, knowledge and understanding needed by our pupils to keep themselves and others physically and mentally healthy and safe are included as part of our PHSE Curriculum. At Ash Grove Academy, we follow a spiral PSHE curriculum, building on prior learning year on year and using the planning guidance published by the PSHE Association. This includes areas such as staying safe online, building and maintaining healthy relationships, and understanding, assessing and managing risk. Emphasis is also placed on key character attributes, such as resilience, self-awareness and social effectiveness. The specific content of lessons will be determined by the specific needs of the cohort we're teaching but there will always be an emphasis on enabling pupils to develop the skills, knowledge, understanding, language and confidence to seek help, as needed, for themselves or others. Staff follow the PSHE Association's guidance, including establishing rules specifically for PSHE lessons in class and using distancing techniques, to ensure that mental health and emotional wellbeing issues are taught in a safe and sensitive manner. Signposting We will ensure that staff, pupils and parents are aware of sources of support within school and in the local community. The support available within our school and local community, who it is aimed at, and how to access it is outlined in Appendix A and B. We will display relevant sources of support in communal areas such as, corridors, classrooms and toilets. The posters will highlight sources of support to pupils within relevant parts of the curriculum. There is also a designated Help and Support board situated on the KS2 corridor. Whenever we highlight sources of support, we increase the chances of pupils seeking help by ensuring pupils understand: * What help is available; * Who it is aimed at; * How to access it; * Why to access it; * What is likely to happen next. Warning Signs School staff may become aware of warning signs which indicate a pupil is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously and staff observing any of these warning signs should communicate their concerns with Sally Veale (mental health and emotional wellbeing lead), or Katy Ghorbanian or Amanda Thompson, our pastoral leads. Possible warning signs include: * Physical signs of harm that are repeated or appear non-accidental * Changes in eating or sleeping habits * Increased isolation from friends or family, becoming socially withdrawn * Changes in activity and mood * Lowering of academic achievement * Talking or joking about self-harm or suicide * Abusing drugs or alcohol * Expressing feelings of failure, uselessness or loss of hope * Changes in clothing – e.g. long sleeves in warm weather * Secretive behaviour * Skipping PE or getting changed secretively * Lateness to or absence from school * Repeated physical pain or nausea with no evident cause * An increase in lateness or absenteeism It is important to note that any change in the usual behaviour or presentation of a pupil may indicate poor mental health and this should be considered as a possible explanation. Managing disclosures A pupil may choose to disclose concerns about themselves or a friend to any member of staff, so all staff need to know how to respond appropriately to a disclosure. If a pupil chooses to disclose concerns about their own mental health or that of a friend to a member of staff, the member of staff's response should always be calm, supportive and non-judgemental. Staff should listen rather than advise and our first thoughts should be of the pupil's emotional and physical safety rather than of exploring 'Why?' Staff will use the TED method for asking questions: Tell me what happened; Explain or Describe. For more information about how to handle mental health disclosures sensitively see Appendix C. All disclosures should be recorded using the electronic CPOMs system, with all Safeguarding or Deputy Safeguarding Leads alerted accordingly. This written record should include: * Date * The name of the member of staff to whom the disclosure was made * Main points from the conversation * Agreed next steps Any support, advice or actions taken as a result of the disclosure will be recorded as 'actions' on the log. Confidentiality We should be honest with regard to the issue of confidentiality. If it is necessary for us to pass our concerns about a pupil on, then we should discuss with the pupil: * Who we are going to talk to; * What we are going to tell them; * Why we need to tell them. We should never share information about a pupil without first telling them. Ideally we would receive their consent, though there are certain situations when information must always be shared with another member of staff and / or a parent - in line with our safeguarding and child protection policy and where there is a risk of harm to the pupil themselves or others. It is always advisable to share disclosures with a colleague, usually Designated Safeguarding Lead (Lisa Finnegan) and mental health lead (Sally Veale). This helps to safeguard our own emotional wellbeing as we are no longer solely responsible for the pupil, it ensures continuity of care in our absence, and it provides an extra source of ideas and support. We should explain this to the pupil and discuss with them who it would be most appropriate and helpful to share this information with. Parents must always be informed if there is considered to be a risk to the young person or others, in line with usual safeguarding procedures. Pupils may choose to tell their parents themselves. We should always give pupils the option of us informing parents for them or with them. If a child gives us reason to believe that there may be underlying safeguarding or child protection issues, the Designated Safeguarding Lead, Lisa Finnegan, must be informed immediately. Working with Parents When working with parents, we need to be sensitive in our approach. Before talking to parents, we should consider the following questions (on a case by case basis): * Can the meeting happen face to face? This is preferable. * Where should the meeting happen? At school, at their home or somewhere neutral? * Who should be present? Consider parents, the pupil, and other members of staff. * What are the aims of the meeting? It can be shocking and upsetting for parents to learn of their child's issues, and many may respond with anger, fear or upset during the first conversation. We should be accepting of this (within reason) and give the parent time to reflect. We should always highlight further sources of information, as leaflets to take away where possible, as they will often find it hard to take much in whilst coming to terms with the news that you're sharing. Sharing sources of further support aimed specifically at parents can also be helpful too, e.g. parent helplines and forums. We should always provide clear means of contacting us with further questions and consider booking in a follow-up meeting or phone call right away as parents often have many questions as they process the information. Finish each meeting with agreed next steps and always keep a brief record of the meeting as an 'action' on the original CPOMs log. Working with All Parents Parents are often very welcoming of support and information from the school about supporting their children's emotional and mental health. In order to support parents, we will: * Highlight sources of information and support about common mental health issues on our school website (Our School/Wellbeing and Safeguarding support section) * Ensure that all parents are aware of who to talk to, and how to go about this, if they have concerns about their own child or a friend of their child * Make our Emotional Resilience, Wellbeing and Mental Health policy easily accessible to parents via the website (Our School/Virtual Office/Policies section) * Share ideas about how parents can support positive mental health in their children through parenting workshops and parents' evenings. * Keep parents informed about the mental health topics their children are learning about in PSHE and share ideas for extending and exploring this learning at home – PSHE curriculum overviews sent home at the start of the academic year and available on our school website (Our Learning/Ash Grove Curriculum/Personal Social Health Economic Education). Supporting Peers When a pupil is suffering from mental health issues, it can be a difficult time for their friends. Friends often want to support but do not know how. In the case of self-harm or eating disorders, it is possible that friends may learn unhealthy coping mechanisms from each other. In order to keep peers safe, we will consider on a case by case basis which friends may need additional support. Support will be provided either in one-to-one or group settings and will be guided by conversations with the pupil who is suffering and their parents with whom we will discuss: * What it is helpful for friends to know and what they should not be told * How friends can best support * Things friends should avoid doing or saying which may inadvertently cause upset * Warning signs that their friend may need help (e.g. signs of relapse) Additionally, we will want to highlight with peers: * Where and how to access support for themselves * Safe sources of further information about their friend's condition * Healthy ways of coping with the difficult emotions they may be feeling Training All staff will receive regular training about recognising and responding to mental health issues in addition to their regular safeguarding child protection training to enable them to keep pupils safe and well. Training opportunities for staff who require more in-depth knowledge will also be provided throughout the year, where it becomes appropriate due to developing situations with one or more pupils. Where the need to do so becomes evident, twilight training sessions will be delivered for all staff to promote learning or understanding about specific issues related to mental health. Policy Review This policy will be reviewed every 2 years as a minimum. It is next due for review in September 2022. Additionally, this policy will be reviewed and updated as appropriate on an ad hoc basis. This policy will always be immediately updated to reflect personnel changes. Appendix A: Sources or support at school and in the local community School Based Support Resilient Classroom Intervention A 7-week small-group intervention to support KS1 children develop emotional resilience and selfconfidence. Run in school by Mrs Rushton. Parental permission required. Cool Connections Intervention A 7-week small-group intervention to support KS2 children develop emotional resilience, selfregulation and self-confidence. Run in school by Mrs Rourke. Parental permission required. One session per week for Lower KS2. One session per week for Upper KS2. Next Steps Intervention An intervention for individual children that helps them identify the areas of life that are worrying them, set small and achievable goals to move towards more positive thinking, and regular reflections and revision of strategies. An opportunity to recognise how much is within our control and how much there is to celebrate, however small the step! Run in school by Mrs Rourke, Mrs Ghorbanian and Ms Thompson. Mrs Ghorbanian and Ms Thompson Pastoral support Nurture sessions Safe and trusted adults available throughout the school day. Speak to your class teacher if you would like to speak to them and they can help to arrange a time for them to come and see you. Poppy (Mrs Ghorbanian's dog) A regular visitor to Ash Grove. In-house informal pet therapy. Come and talk to her, read to her or just spend some time with her. Just Drop-In One-to-one counselling delivered by a trained counsellor from Just Drop-In, a Macclesfield-based service supporting positive emotional and mental health in young people. Parental permission required. http://www.justdropin.co.uk/ Local Support Just Drop-In Counselling and support service for young people and their families. http://www.justdropin.co.uk/ Although this service is officially aimed at children aged 12 and over, they have worked with us in school and can offer guidance and help to signpost you to further support or advice. Visyon A charity supporting the emotional health and well-being of children, young people and their families. https://www.visyon.org.uk/ Although this service is officially aimed at children aged 12 and over, they have worked with us in school and can offer guidance and help to signpost you to further support or advice. NSPCC Childline Online, on the phone, any time support for children and young people. https://www.childline.org.uk/ 0800 1111 Live Well A directory of support and advice where you'll find useful information and advice on a range of subjects, and an easy to use directory of services & activities in Cheshire East. http://www.cheshireeast.gov.uk/livewell/livewell.aspx My Mind An NHS website, run by CWP CAMHS. This site has been developed for everyone interested in the mental health and well-being of young people. www.mymind.org.uk You in Mind A directory of support for mental health issues, in the local area. www.youinmind.org Appendix B: Further information and sources of support about common mental health issues Prevalence of Mental Health and Emotional Wellbeing Issues 1 * 1 in 10 children and young people aged 5 - 16 suffer from a diagnosable mental health disorder - that is around three children in every class. * Between 1 in every 12 and 1 in 15 children and young people deliberately self-harm. * There has been a big increase in the number of young people being admitted to hospital because of self-harm. Over the last ten years this figure has increased by 68%. * More than half of all adults with mental health problems were diagnosed in childhood. Less than half were treated appropriately at the time. * Over 8,000 children aged under 10 years old suffer from severe depression. * 3.3% or about 290,000 children and young people have an anxiety disorder. * 72% of children in care have behavioural or emotional problems - these are some of the most vulnerable people in our society. Below, we have sign-posted information and guidance about the issues most commonly seen in school-aged children. The links will take you through to the most relevant page of the listed website. Some pages are aimed primarily at parents but they are listed here because we think they are useful for school staff too. Support on all these issues can be accessed via Young Minds (www.youngminds.org.uk), Mind (www.mind.org.uk) and (for e-learning opportunities) Minded (www.minded.org.uk). Self-harm Self-harm describes any behaviour where a young person causes harm to themselves in order to cope with thoughts, feelings or experiences they are not able to manage in any other way. It most frequently takes the form of cutting, burning or non-lethal overdoses in adolescents, while younger children and young people with special needs are more likely to pick or scratch at wounds, pull out their hair or bang or bruise themselves. Online support SelfHarm.co.uk: www.selfharm.co.uk National Self-Harm Network: www.nshn.co.uk Books Pooky Knightsmith (2015) Self-Harm and Eating Disorders in Schools: A Guide to Whole School Support and Practical Strategies. London: Jessica Kingsley Publishers 1 Source: Young Minds Keith Hawton and Karen Rodham (2006) By Their Own Young Hand: Deliberate Self-harm and Suicidal Ideas in Adolescents. London: Jessica Kingsley Publishers Carol Fitzpatrick (2012) A Short Introduction to Understanding and Supporting Children and Young People Who Self-Harm. London: Jessica Kingsley Publishers Depression Ups and downs are a normal part of life for all of us, but for someone who is suffering from depression these ups and downs may be more extreme. Feelings of failure, hopelessness, numbness or sadness may invade their day-to-day life over an extended period of weeks or months, and have a significant impact on their behaviour and ability and motivation to engage in day-to-day activities. Online support Depression Alliance: www.depressionalliance.org/information/what-depression Books Christopher Dowrick and Susan Martin (2015) Can I Tell you about Depression?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers Anxiety, panic attacks and phobias Anxiety can take many forms in children and young people, and it is something that each of us experiences at low levels as part of normal life. When thoughts of anxiety, fear or panic are repeatedly present over several weeks or months and/or they are beginning to impact on a young person's ability to access or enjoy day-to-day life, intervention is needed. Online support Anxiety UK: www.anxietyuk.org.uk Books Lucy Willetts and Polly Waite (2014) Can I Tell you about Anxiety?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers Carol Fitzpatrick (2015) A Short Introduction to Helping Young People Manage Anxiety. London: Jessica Kingsley Publishers Obsessions and compulsions Obsessions describe intrusive thoughts or feelings that enter our minds which are disturbing or upsetting; compulsions are the behaviours we carry out in order to manage those thoughts or feelings. For example, a young person may be constantly worried that their house will burn down if they don't turn off all switches before leaving the house. They may respond to these thoughts by repeatedly checking switches, perhaps returning home several times to do so. Obsessive compulsive disorder (OCD) can take many forms – it is not just about cleaning and checking. Online support OCD UK: www.ocduk.org/ocd Books Amita Jassi and Sarah Hull (2013) Can I Tell you about OCD?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers Susan Conners (2011) The Tourette Syndrome & OCD Checklist: A practical reference for parents and teachers. San Francisco: Jossey-Bass Suicidal feelings Young people may experience complicated thoughts and feelings about wanting to end their own lives. Some young people never act on these feelings though they may openly discuss and explore them, while other young people die suddenly from suicide apparently out of the blue. Online support Prevention of young suicide UK – PAPYRUS: www.papyrus-uk.org On the edge: ChildLine spotlight report on suicide: and-resources/on-the-edge-childline-spotlight/ www.nspcc.org.uk/preventing-abuse/research- Books Keith Hawton and Karen Rodham (2006) By Their Own Young Hand: Deliberate Self-harm and Suicidal Ideas in Adolescents. London: Jessica Kingsley Publishers Terri A.Erbacher, Jonathan B. Singer and Scott Poland (2015) Suicide in Schools: A Practitioner's Guide to Multi-level Prevention, Assessment, Intervention, and Postvention. New York: Routledge Eating problems Food, weight and shape may be used as a way of coping with, or communicating about, difficult thoughts, feelings and behaviours that a young person experiences day to day. Some young people develop eating disorders such as anorexia (where food intake is restricted), binge eating disorder and bulimia nervosa (a cycle of bingeing and purging). Other young people, particularly those of primary or preschool age, may develop problematic behaviours around food including refusing to eat in certain situations or with certain people. This can be a way of communicating messages the child does not have the words to convey. Online support Beat – the eating disorders charity: www.b-eat.co.uk/about-eating-disorders Eating Difficulties in Younger Children and when to worry: www.inourhands.com/eating-difficultiesin-younger-children Books Bryan Lask and Lucy Watson (2014) Can I tell you about Eating Disorders?: A Guide for Friends, Family and Professionals. London: Jessica Kingsley Publishers Pooky Knightsmith (2015) Self-Harm and Eating Disorders in Schools: A Guide to Whole School Support and Practical Strategies. London: Jessica Kingsley Publishers Pooky Knightsmith (2012) Eating Disorders Pocketbook. Teachers' Pocketbooks National Support Young Minds: a charity committed to improving the wellbeing and mental health of children and young people. www.youngminds.org.uk Kooth: an online counselling and emotional well-being platform for young people. www.Kooth.com NSPCC: is the UK's leading children's charity, preventing abuse and helping those affected to recover. www.nspcc.org.uk Childline: get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send an email or post on the message boards. www.childline.org.uk Samaritans: a safe place for you to talk any time you like, in your own way – about whatever's getting to you. You don't have to be suicidal. Whatever you're going through, call us free any time, from any phone on 116 123. www.samaritans.org Proud Trust: is a life-saving and life enhancing organisation that helps young LGBT+ people empower themselves. www.theproudtrust.org Charlie Waller Memorial Trust: a good source of information about anxiety and depression. www.cwmt.org.uk Appendix C: Talking to pupils when they make mental health disclosures The advice below is from children themselves, in their own words, together with some additional ideas to help you in initial conversations with pupils when they disclose mental health concerns. This advice should be considered alongside relevant school policies on pastoral care and child protection and discussed with relevant colleagues as appropriate. Focus on listening "She listened, and I mean REALLY listened. She didn't interrupt me or ask me to explain myself or anything, she just let me talk and talk and talk. I had been unsure about talking to anyone but I knew quite quickly that I'd chosen the right person to talk to and that it would be a turning point." If a pupil has come to you, it's because they trust you and feel a need to share their difficulties with someone. Let them talk. Ask occasional open questions if you need to in order to encourage them to keep exploring their feelings and opening up to you. Just letting them pour out what they're thinking will make a huge difference and marks a huge first step in recovery. Up until now they may not have admitted even to themselves that there is a problem. Don't talk too much "Sometimes it's hard to explain what's going on in my head – it doesn't make a lot of sense and I've kind of gotten used to keeping myself to myself. But just 'cos I'm struggling to find the right words doesn't mean you should help me. Just keep quiet, I'll get there in the end." The pupil should be talking at least three quarters of the time. If that's not the case, then you need to redress the balance. You are here to listen, not to talk. Sometimes the conversation may lapse into silence. Try not to give in to the urge to fill the gap, but rather wait until the pupil does so. This can often lead to them exploring their feelings more deeply. Of course, you should interject occasionally, perhaps with questions to the pupil to explore certain topics they've touched on more deeply, or to show that you understand and are supportive. Don't feel an urge to over-analyse the situation or try to offer answers. This all comes later. For now, your role is simply one of supportive listener, so make sure you're listening! Don't pretend to understand "I think that all teachers got taught on some course somewhere to say 'I understand how that must feel' the moment you open up. YOU DON'T – don't even pretend to, it's not helpful, it's insulting." The concept of a mental health difficulty, such as an eating disorder or obsessive compulsive disorder (OCD), can seem completely alien if you've never experienced these difficulties first hand. You may find yourself wondering why on earth someone would do these things to themselves, but don't explore those feelings with the sufferer. Instead listen hard to what they're saying and encourage them to talk and you'll slowly start to understand what steps they might be ready to take in order to start making some changes. Don't be afraid to make eye contact "She was so disgusted by what I told her that she couldn't bear to look at me." It's important to try to maintain a natural level of eye contact (even if you have to think very hard about doing so and it doesn't feel natural to you at all). If you make too much eye contact, the pupil may interpret this as you staring at them. They may think that you are horrified about what they are saying or think they are a 'freak'. On the other hand, if you don't make eye contact at all then a pupil may interpret this as you being disgusted by them – to the extent that you can't bring yourself to look at them. Making an effort to maintain natural eye contact will convey a very positive message to the pupil. Offer support "I was worried how she'd react, but my Mum just listened then said 'How can I support you?' – no one had asked me that before and it made me realise that she cared. Between us we thought of some really practical things she could do to help me stop self-harming." Never leave this kind of conversation without agreeing next steps. These will be informed by your conversations with appropriate colleagues and the schools' policies on such issues. Whatever happens, you should have some form of next steps to carry out after the conversation because this will help the pupil to realise that you're working with them to move things forward. Acknowledge how hard it is to discuss these issues "Talking about my bingeing for the first time was the hardest thing I ever did. When I was done talking, my teacher looked me in the eye and said 'That must have been really tough' – he was right, it was, but it meant so much that he realised what a big deal it was for me." It can take a young person weeks or even months to admit to themselves they have a problem, themselves, let alone share that with anyone else. If a pupil chooses to confide in you, you should feel proud and privileged that they have such a high level of trust in you. Acknowledging both how brave they have been, and how glad you are they chose to speak to you, conveys positive messages of support to the pupil. Don't assume that an apparently negative response is actually a negative response "The anorexic voice in my head was telling me to push help away so I was saying no. But there was a tiny part of me that wanted to get better. I just couldn't say it out loud or else I'd have to punish myself." Despite the fact that a pupil has confided in you, and may even have expressed a desire to get on top of their illness, that doesn't mean they'll readily accept help. The illness may ensure they resist any form of help for as long as they possibly can. Don't be offended or upset if your offers of help are met with anger, indifference or insolence; it's the illness talking, not the pupil. Never break your promises "Whatever you say you'll do you have to do or else the trust we've built in you will be smashed to smithereens. And never lie. Just be honest. If you're going to tell someone just be upfront about it, we can handle that, what we can't handle is having our trust broken." Above all else, a pupil wants to know they can trust you. That means if they want you to keep their issues confidential and you can't then you must be honest. Explain that, whilst you can't keep it a secret, you can ensure that it is handled within the school's policy of confidentiality and that only those who need to know about it in order to help will know about the situation. You can also be honest about the fact you don't have all the answers or aren't exactly sure what will happen next. Consider yourself the pupil's ally rather than their saviour and think about which next steps you can take together, always ensuring you follow relevant policies and consult appropriate colleagues.	<urn:uuid:50912585-8fe8-4282-9e6d-cea5d96cdd3c>	CC-MAIN-2022-05	https://www.ashgrove.cheshire.sch.uk/attachments/download.asp?file=1130&type=pdf	2022-01-20T07:41:08+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320301730.31/warc/CC-MAIN-20220120065949-20220120095949-00489.warc.gz	698,634,242	6,789	eng_Latn	eng_Latn	0.960221	eng_Latn	0.998282	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 90, 314, 3083, 5640, 7770, 10246, 13251, 15238, 16933, 18218, 20418, 22714, 24775, 26203, 29212, 31645, 33032 ]	[ 2.484375, 3.921875 ]	6	0
Year: 5 Term: Spring Spring 1: Overview TitleDreams Spring 2: Overview TitleSpiders and Horses \| Class Novel Stormkeepe r’s Island \| \| Week 1 \| Week 2 \| Week 3 \| Week 4 \| Week 5 \| Week 6 \| Week 7 \| Week 1 \| Week 2 \| Week 3 \| Week 4 \| Week 5 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| English \| Shakespeare (focussing on Midsummer Night’s Dream) \| \| \| \| \| \| \| \| \| \| \| \| \| \| Book \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| English – \| Older literature \| \| \| \| \| \| \| \| \| \| \| \| \| \| Genres \| \| \| \| \| \| \| \| \| \| \| \| \| \| English - Skills/ Knowledge \| \| To discuss and find out about the playwright William Shakespeare. Create a fact file. Class teacher to read the play Romeo and Juliet. Discuss the characters and themes. From the class library of Shakespeare plays for children, read at least fifteen plays as own reader each day. Look at the language that Shakespeare used and understand the meaning of his ‘old English’ words. Watch a performance of Midsummer Night’s Dream at The Globe theatre on DVD. Discuss the characters and themes. To look at and identify the key features of a model piece of a setting. To up level a paragraph/setting by using adventurous, precise language. Write a descriptive setting. Create a mood board for the woodland scene/setting in MSND using precise language and their senses. To write a descriptive piece describing in detail their setting. To edit and improve my work. To use brackets, dashes and commas accurately. To identify speech punctuation. To use speech punctuation accurately. Identify the key features of a diary entry. To plan a diary entry by Titania. To write a diary entry. Discrete grammar/spelling lesson weekly. Discrete comprehension lesson weekly. \| \| \| \| \| \| \| \| \| \| \| \| \| \| Science – \| Earth & Space \| \| \| \| \| \| \| \| \| \| \| \| \| \| Unit \| \| \| \| \| \| \| \| \| \| \| \| \| - Describe the Sun, Earth and Moon as approximately spherical bodies - Demonstrate that dissolving, mixing and changes of state are reversible changes - Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. - Complete map of Australia labelling the different states. Label Kerslake in Victoria and surrounding areas on a larger scale map. Add areas of recent bush fires and key. - Interpret maps showing incidence of bush fires in Victoria. Evaluate photographs of area after Black Saturday Feb 2009. - I can make links between Hindu beliefs regarding and Gods with how they chose to live their lives - I can express my understanding of how Brahman can or cannot be in everything - I can start to explain whether god intended Jesus to be crucified or whether Jesus' crucifixion was the consequence of events during holy week - Move into space to help a team. - Play in a range of positions and know how to contribute when attacking and defending. - Pass, receive and shoot the ball with some control under pressure. - Pass, receive and score a try with increasing control under pressure. - Select the appropriate action for the situation. - Create and use a variety of tactics to help a team. - Create and use space to help a team. - Select and apply different movement skills to lose a defender. - Use marking, and/or interception to improve defending. \| \| History – \| \| Trojan Horse \| \|---\|---\|---\|---\| \| \| Unit \| \| \| \| History- Skills/ Knowledge \| \| \| The story of The Trojan Horse: historical fact, legend or classical myth? During the enquiry pupils will have opportunities through the application and analysis of a wide range of historical skills and resources to: Through Historical enquiry to devise own historically valid questions. Smaller in depth timelines will be created during individual enquiries to give children a strong chronological understanding. To demonstrate an understanding of chronology by creating a time line which includes the time of the siege, the Shang Dynasty and other units already taught at Oakfield. To include other important events in history. Describe and explain the main events in the siege of the city of Troy during the Trojan War in Ancient Greece; To add the various artefacts (primary resources) documenting the siege and the date of their creation to a timeline in comparison to the actual siege. Evaluate and critique the visual, written and archaeological evidence which presently exists regarding the Trojan Horse, and begin to formulate conclusions; Reach a conclusion and make a judgment regarding whether the story of the Trojan Horse is (in their opinion) fact, legend or myth, and justify their decision; Review and evaluate the ‘historical’ evidence regarding the existence of the lost Kingdom of Atlantis and reach a judgment as to its reliability and trustworthiness. \| \| \| Geography - \| How Climate Change affects the World \| \| \| \| Unit \| \| \| \| \| ICT – \| \| Computer Science-Kodu \| Computer Science-Kodu \| \|---\|---\|---\|---\|---\| \| \| Unit \| \| Internet safety \| Internet Safety \| \| ICT - Skills/ Knowledge \| \| Internet Safety Pupils learn what spam is, the forms it takes, and then identify strategies for dealing with it. Kodu Pupils create, deconstruct and refine programs to accomplish specific goals. They can: improve efficiency use selection within programs use a range of simple inputs and outputs to control or simulate physical systems. Pupils use logical reasoning to explain how some algorithms work and to detect and correct errors in programs. They independently employ strategies to solve problems. \| \| \| \| \| RE – \| Hinduism – How can Brahman be everywhere and in everything? \| \| How significant is it for Christians to believe God intended Jesus to \| \| \| Unit \| \| \| die? \| \| RE - Skills/ Knowledge \| \| I can describe some of the characteristics that make me Me. (Even when I am playing different roles) \| \| \| \| \| PHSE – Unit \| Financial Safety Dreams and goals \| \|---\|---\|---\| \| PHSE - Skills/ Knowledge \| \| My money and getting value for money. Identify what I would like my life to be like when I am grown up Know about a range of jobs People I know and explore how much people earn in different jobs Identify a job I would like to do when I grow up and understand what motivates me and what I need to do to achieve it Describe the dreams and goals of young people in a culture different to mine Appreciate the similarities and differences and aspirations between myself and young People in a different culture Encourage my peers to support young people here and abroad to meet their aspirations, and suggest ways we might do this, e.g. through sponsorship \| \| \| ART- Unit \| \| \| ART - Skills/ Knowledge \| \| \| \| \| DT- Unit \| Money Containers \| \| DT - Skills/ Knowledge \| \| To explore a range of money containers and examine their features. To learn how to sew using a range of different stitches. To gather ideas for designing a money container. To be able to design a money container. To be able to make a money container using textiles To be able to evaluate a finished product. \| \| \| PE- Unit \| \| \| PE - Skills/ Knowledge \| \| Hockey Understand there are different skills for different situations and begin to use these. \| \| Maths \| \| Number and place \| \| Addition and \| Multiplication and division \| \| Fractions \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| value \| \| subtraction \| \| \| \| \| \| Measurement \| Measurement \| Statistics \| Statistics \| \| Geometry position and direction \| \| Maths Skills/ Knowledge The order that the objectives are taught may vary depending on the needs of the children. Pupils will be taught to: - Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero - Solve number problems and practical problems - Read Roman numerals to 1000 and recognise years written in Roman numerals - Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy - Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. - divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context - multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 - solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes - recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5 ] - multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams - read and write decimal numbers as fractions [for example, 0.71 = 71/100 ] - recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents - measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres - calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm 2 ) and square metres (m 2 ) and estimate the area of irregular shapes - estimate volume [for example, using 1 cm 3 blocks to build cuboids (including cubes)] and capacity [for example, using water] - identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. - solve comparison, sum and difference problems using information presented in a line graph - complete, read and interpret information in tables, including timetables. \| Further Learning and Cultural Capital Experiences \| Midsummer Night’s Dream Drama and Art Workshop- English Author visit- Emotional Resilience STEM Ambassador visit – Maths and Science \| Surrey South East water company- Science \| \|---\|---\|---\| \| \| \| Indoor Athletics Tournament-PE \| \| \| \| Environment Alert Drama Workshop-Geography \| \| \| \| World Book Week Activities-English \| \| \| \| St. Mary’s Church-Walk through Easter- RE \| \| \| \| Well-Being Activities-PHSE \|	<urn:uuid:bbe18ba8-8260-4fcc-9ac6-6947d8695f93>	CC-MAIN-2022-05	https://www.oakfieldjunior.com/attachments/download.asp?file=2535&type=pdf	2022-01-20T07:45:36+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320301730.31/warc/CC-MAIN-20220120065949-20220120095949-00492.warc.gz	969,203,805	2,520	eng_Latn	eng_Latn	0.926623	eng_Latn	0.996771	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1934, 2595, 2920, 3450, 10337 ]	[ 4.6875 ]	1	0
Radio Stations: All Community Radio Stations Subject: Early Childhood Development Audience: Parents, caregivers and educators Program No : Science and technology in the early years (LOVE) Guidelines to the presenter - Presenter – please familiarize yourself with the brief and the use the facts effectively by referring to them from time to time during the show. - You should be seen as a peer rather than an authority. - Offer guidance or opinion rather than telling people what to do. - Encourage people to seek further information - Always keep the objectives and outcomes in mind and drive these. Topic: Science and technology in the early years Objectives: - To draw attention to the importance of science and technology in our daily lives. - To inform parents that science is an attitude and a way of thinking and behaving: of being curious, exploring, experimenting and trying things out. - To inform parents that babies, toddlers and young children are naturally curious and have a drive to experiment and try things out. - To encourage them to role model scientific thinking, questioning and behaviour, while providing their children with time, space and materials that encourage scientific play. - To provide them with ideas on how to use the world around them to stimulate scientific enquiry in their children. Introduction Last week we explored lots of games and activities that would promote maths understanding, a positive attitude to maths and children's self-belief in their ability to do maths. We know that we live in an increasingly technological world and that our children will need to have an understanding of science and technology to be able to succeed in modern society. Join us today as we discover more how to support our young children to feel confident and competent in the fields of science and technology on <Show name> Questions Facts/Information 1. What exactly are science and technology and how do they influence our lives? Science refers to a system of acquiring knowledge, which uses observation and experimentation to describe and explain the structure and behaviour of the physical and natural world. The term science also refers to the organized body of knowledge people have gained about a particular subject using that system. Technology, put simply, is the use of science in industry, engineering etc., to invent useful things or to solve problems. It can also be a machine, piece of equipment, method etc. that is created by technology. Both science and technology influence and are used by us in many different ways in our daily lives. Just take cell phones for instance and the way they have changed how we communicate. We all use science and technology and we are all practicing scientists and technologists as well. We all try to provide answers for things we experience; we measure things and we try things out. We also design, adapt or make things, even if this is only cooking dinner or putting up a shelf. Babies' earliest sensory experiences involve touching, tasting, smelling listening to or looking at things 2. So, in the last couple of weeks we have learned so much about the importance of language in the child's development of literacy and maths understanding. Does the same apply to science and technology? 3. What do you mean by this? – many of which are the products of scientific or technological activity. Babies are born curious and wanting to explore and find out more about their world. This is the basis of scientific thinking. When we first place a mobile above a baby's cot, we are setting off a process of scientific observation and thinking! While language is obviously a very important brain building block that enables small children to make meaning of their world and to understand, think, problem solve and be creative, science thinking is also about attitude and approach. Science thinking is about being curious, about exploring, experimenting and trying things out. It's about asking questions and looking for answers. It's about predicting what might happen, testing your prediction, noting what happened and drawing conclusions. It's about problem solving and using logic and prior knowledge to a new situation to find an answer. From the earliest days of life, a child develops beliefs about the things that happen in its surroundings. In their pursuit of knowledge, baby pokes, pulls, tastes, pounds, shakes and experiments. Baby lets go of a rattle and it falls to the ground; it does it again and the pattern repeats itself. It pushes a ball, which rolls across the floor. It does this again and again with the same result. All these are early attempts to understand the world around her and how 4. So what is the parent's role in developing scientific thinking? things work. As the child grows older, all of his experiences of pushing, pulling, dropping, lifting, throwing, feeling and seeing things, stimulate the development of generalized sets of expectations about how things work and the ability to make predictions about a wider range of experiences. By the time a child receives formal teaching in science, she has already constructed a set of beliefs about a wide range of phenomena. She is already busy with scientific thinking and doing! Once again, it's the parents' role to be engaged playmates who spend quality time with their little one and provide the young child with lots of opportunities to play with, explore and experiment with a wide range of materials and objects. Mums and Dads need to be good role models of curiosity; asking lots of questions relevant to the child and wanting to find out answers. They should NOT provide the answers even if they know them. The key is in the child's active experience of experimenting and finding out. Children are natural scientists and they love to 'spontaneously wonder' about the world around them. 3 to 4 year olds are renowned for asking masses of questions about anything and everything. 'Why is the sky blue?'' What happens to tadpoles?' 'How does a torch work?' 'Why are tree leaves green?' Try to see the world through your child's eyes, and your wonder and imagination about the world 5. What kind of materials should parents provide to encourage scientific exploration and thinking in their children? around you will be awakened once again! Often it's about looking with new eyes at all the things around us – air, water, sand, soil, rivers, plants, animals and our own bodies, as well as the way other objects work – balls, toy cars, blocks, construction toys, radio and anything else in the child's world. Imagine how difficult for a school going child to understand atmospheric pressure in tyres if you had never understood the concept of air as a substance in the early years. Parents can encourage 'air play' by blowing air at their little ones; letting air escape from a bottle under water; making soap bubbles; playing with balloons and by watching the wind and catching it in kites and sails. This is science at work! Bath time and water play provide a wonderful opportunity for scientific exploration and experimentation – pouring from one container into another teaches volume, capacity and the effect of gravity! Which one holds more or less water? Why do some things sink and some float? What floats and why? Can we make something that floats sink by filling it with sand or stones? What happens when you let go of a sealed bottle full of air under the water? Sand too provides plenty of opportunity to experiment with weight (heavy and light), capacity (more, less, full, empty etc.), different texture and shapes depending on whether the sand is wet or dry; the ability to make patterns in the sand; to dig 6. And what about nature around us? deep holes or make mountains and rivers. Sand and water together will occupy your little one for hours of fun, exploration and experimentation. This is chemistry, physics and natural science all rolled into one! Absolutely! Teaching your children to be observant about the plants and animals around us is a wonderful way to encourage scientific thinking. Help your children to observe their own bodies, body parts, movements, hunger and thirst and elimination of waste. Help them understand how their bodies work. Encourage them to observe other animals – What are they called? What noises do they make? What are they covered with? (skin, hair, feathers, scales) How do their mouths differ and why? (teeth, beaks etc) What do they eat? Where do they live? How do they have their babies? What are their babies called? Look carefully at mammals, reptiles, insects, spiders, birds and any other creatures in the environment. Teach your child respect and care for living creatures. If you don't know the answers to questions your child asks, have fun finding out together. If you have a smart phone or access to internet, google is a wonderful tool. So of course are books and the library. Do teach your child how to look for and find information. Going on a walk takes on a whole new meaning. Start to observe, compare and look for 7. So it's not about adults providing the right answers? similarities, differences and patterns in nature. Categorise, count and use natural objects to create – for example making leaf rubbings, or creating a picture with shells. Observe the weather each day and keep a chart where you help your child gather data on how many sunny days in a week. Gardening with your little one is a wonderful way of helping them understand plant life and the sequence of events – planting a seed in the soil; the need for sun and water to grow; the sequence of growth, flowering; producing more seeds and then eventually death. The story of plants can be a gentle way of helping young children understand life and death of a loved one. No it's not. Knowing the right answer requires no decisions, carries no risks and makes no demands. It is a thoughtless activity. Children need to know that questions and experimentation are just as valuable as knowing the right answer. Scientific thinking requires children to construct questions, actively investigate; to discover and construct their own ideas; to collect data and probe for answers. It's an active search for knowledge or understanding to satisfy curiosity. As parents – stimulate and encourage your young child's curiosity; call his attention to significant details; measure and count; compare and analyse; 8. Are there other household activities that can encourage young children to explore, experiment and try things out? encourage her to predict and try out her predictions; plan and try out solutions to problems; help him to reflect on what he has learned. An environment that fosters scientific thinking is one that gives young children the time, space and materials to exercise their curiosity, explore and experiment. Help them to evaluate what worked, what didn't and why. The kitchen is a great place for experimentation. Your 3 year and older child will love to be involved in baking or cooking. Through this, she will learn to fill, stir, pour; to measure, add, estimate, predict and try out. He will be learning about dry/wet, full/empty, more/less, half/whole, big/small, hot/cold, warm/cool and many other important concepts. She will learn that things change when you mix them together (chemistry!) – what happens when you add egg or milk to flour? How does an egg or a potato change when you cook it? How can you cut an apple to make sure everyone has a piece? Can you make sandwiches have different shapes? Just remember that all activities in the kitchen need to be supervised very carefully to ensure that no one gets burned, cuts themselves or swallows something that could choke them. For 4 to 5 year old children, you could make a picture sequence recipe for the child to follow. This would help them interpret symbols and follow a series of instructions – all important skills. 9. What about toys that encourage scientific exploration? 10. Can you give us the recipe for playdough now? There are many many objects and materials in your environment that encourage scientific thinking for children, and many things you can make. However, there are also some old favourites such as wooden blocks, jigsaw puzzles and construction toys that fit together like Lego. If you can't gather together a whole lot of wooden off-cuts for your child to play with, collect all sorts of sizes of boxes for her to build with. She will learn to stack and manipulate; to balance and create matching symmetry. He will learn about shapes and sizes and use these boxes to create representations of other things like houses, farm yards, garages, vehicles and other things. Boxes will stimulate his imagination, his problem solving and his creativity. Playdough or clay are other useful materials. They can be used to roll, flatten and create 2 and 3 dimensional objects. Children can experiment with size, shape, length and mass. At the end of the radio programme I will give a simple recipe for playdough, so get paper and a pencil ready. Certainly! And get your child to help you add the ingredients, mix and make the playdough! Science in action! Take 2 cups of flour; 1 cup of salt; 2 tablespoons of oil; 2 cups of water; 2 tablespoons of cream of tartar. Mix all ingredients well. Put in a pot and cook slowly over low heat, stirring all the time for 5 to 10 minutes. When it forms a ball and is less sticky, Conclusion So once again, we've learned the important role parents play in the brain development of their children. Caring for and feeding your young child's brain is just as important as caring for him and ensuring she has nutritious food. The foundations for literacy, numeracy, science and technology are all laid in the early years from birth. If we want our young children to do well in school and life, we need to lay strong foundations through spending quality time with them to support their active play, exploration and experimentation, as they learn about the world around them. Spending quality time with your little one is an investment in his future! Invest in LOVE, PLAY, TALK! Thank you for joining us today on <Show name>. Be sure to listen again next week to our next topic as we look at how to choose a good ECD centre or preschool for your precious son or daughter. Learning outcomes After listening to this show the audience should: - understand the importance of science and technology in our daily lives. - Know that science is an attitude and a way of thinking and behaving: of being curious, exploring, experimenting and trying things out. - Know that babies, toddlers and young children are naturally curious and have a drive to experiment and try things out. - Be encouraged to role model scientific thinking, questioning and behaviour, while providing their children with time, space and materials that encourage scientific play. - Gain ideas on how to use the world around them to stimulate scientific enquiry in their children.	<urn:uuid:88b407aa-81bc-4585-97b3-f5a521156739>	CC-MAIN-2024-30	https://sidebyside.co.za/wp-content/uploads/2020/07/Community_Radoio_Brief_LOVE_Science-and-technology-in-the-early-years.pdf	2024-07-23T21:38:33+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00850.warc.gz	459,311,396	2,997	eng_Latn	eng_Latn	0.997919	eng_Latn	0.998481	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1219, 3085, 4706, 6170, 7710, 9079, 10432, 11932, 13447, 15011 ]	[ 4.3125 ]	1	0
What Every Parent Should Know about Bullying What is Bullying? If you suspect a child is being bullied, DO NOT: Bullying harms children and teens. It can make them feel bad about themselves and can hurt their relationships with others. Bullying can also interfere with learning. Why do some children bully others? Children may bully others for lots of reasons. These reasons include: * Wanting to be in control or feel powerful. * Wanting attention from others. * Poor adult supervision. * Adult acceptance of bullying. * Prejudice. What can parents do when bullying occurs? Bullying is not something kids need to endure. Putting up with bullying does not make a child stronger. It makes them more at risk for emotional stress. Students that bully are also at risk. They are more likely to get in trouble, participate in risky activities and have problems as adults. Fortunately, there are many things that parents can do to address bullying. * Blame the child. * Use the word tattletale. * Tell the child to ignore it. * Tell the child to retaliate. * Expect the child to work it out alone. * Allow mediation if the child is reluctant. * Demand apologies. Tips for parents whose children are bullied: Talk with your child. Explain what bullying is and that it is wrong. Let your child know that you will be there to help him or her, and always follow through. Work with teachers, counselors and principals. Check your district's anti-bullying policy. Review your school's policy and talk to your child's teacher, guidance counselor or principal if you have questions about it. Bystanders Matter Bystanders are the people that see bullying when it happens. Bystanders may encourage bullying to continue if they participate, laugh or ignore bullying. Children should be taught about the role of bystanders in bullying. They should discuss and practice helpful responses. Identify an adult at school who your child trusts. This adult can help your child feel safe at school by listening to them. If the adult is willing, they may play an active role in checking in with your child and following up with specific concerns. Document and report continued bullying. Keep detailed records about the bullying so you are able to tell the school exactly what happened. If bullying continues, write a letter to the school to report the bullying and ask for a response. Help your child develop new friendships. Try to connect your child to other children who are positive influences or have things in common with your child. Help your child learn how to react to bullying, such as: * Speak up when bullying behavior happens. * Try not to cry or lash out in front of the child who bullies. * Walk away. * Tell a trusted adult. Work with other parents. It takes a group effort to stop bullying behaviors. Work with other parents to respond to bullying if it is happening in your neighborhood after school hours. Seek help if your child talks about suicide or seems unusually upset. If your child is actively engaging in self-harm behavior and actions, call 911. If your child is discussing suicide, call 988 to be connected to a crisis counselor. If your child experiences cyberbullying, he or she should: * Not respond. * Block the sender. * Save or print harmful messages. * Report cyberbullying to a trusted adult. Helpful hints to kids, from kids who have been bullied: * Tell an adult at home. * Tell a friend. * Make a joke about it instead of reacting with emotion. * Tell an adult at school. * Remind yourself that it was not your fault. Source: www.youthvoiceproject.com Authorities may be able to help in some cases of cyberbullying. If the cyberbullying is interfering with learning, report it to the school. If you think a crime was committed (e.g., serious threats of harm), contact the police. While it is helpful for parents to set limits for using cell phones and computers, taking these items away from children altogether is not recommended. This may actually cause children to hide their online lives from their parents. Tips for parents whose children bully others: Discuss bullying and set clear rules at home. Let children know that bullying is wrong and that it will not be accepted. Provide consequences for bullying behaviors. This may include time out, loss of TV, cell phone or computer time, grounding, etc. Work with school staff. Learn about the school's bullying policies and meet with school staff. Get reports on how your child is doing. Model the behavior you expect from your child. * Contact websites or internet service companies to ask that the harmful messages be removed. Show respect to others. Solve problems without aggression. Set a good example for your child. Note: The information in this publication was updated in 2023 by Center for Safe Schools, to reflect current best practices and research. This publication was originally created in partnership with Highmark Foundation, in 2017, as a companion piece to the Pennsylvania Bullying Prevention Toolkit. All current information and bullying prevention toolkit resources are now on CenterForSafeSchools.org. Visit CenterForSafeSchools.org for bullying prevention resources and services.	<urn:uuid:a1e471dd-fef6-4809-96ab-415812b7ca49>	CC-MAIN-2024-30	https://www.centerforsafeschools.org/wp-content/uploads/2024/04/What-Every-Parent-Should-Know-about-Bullying-2024.pdf	2024-07-23T20:20:06+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00850.warc.gz	610,615,454	1,054	eng_Latn	eng_Latn	0.998621	eng_Latn	0.998635	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1888, 5221 ]	[ 4.375 ]	1	0
Review date: August 2024 Page 1 of 9 E-SAFETY POLICY The Write Time (TWT) recognises that ICT, the internet, and internet-enabled technologies and applications are fantastic tools for learning and communication that can be used at TWT to enhance the curriculum, challenge students, support creativity and independence, and promote positive collaboration and communication. Using ICT to interact socially and share ideas can benefit everyone in the TWT community, but it is important that the use of the internet and ICT is seen as a responsibility, and that students, staff and parents/carers use it appropriately and follow good e-safety practices. All members of the TWT community must be aware of the risks associated with using the internet and how they should conduct themselves when online. E-safety covers the internet, but it also covers mobile phones/devices and other electronic communications technologies. We know that some adults and young people will use these technologies to harm children. There is a 'duty of care' for any persons working with children and educating all members of the TWT community on the risks and responsibilities of e-safety falls under this duty. There must be a balance between controlling access to the internet and technology and allowing freedom to explore and use these tools to their full potential. This policy aims to aid in regulating ICT activity at TWT and provide a good understanding of appropriate ICT use that members of the TWT community can use as a reference for their conduct online. E-safety is a whole-business issue and responsibility. Cyberbullying by students will be treated as seriously as any other type of bullying and will be managed through our anti-bullying policy and procedures. 1. Roles and responsibility The Managing Director and all staff will ensure that the E-safety policy is implemented daily and compliance with the policy is monitored. 2. Communicating TWT Policy All staff are provided with access to the E-safety policy. 3. Making use of ICT and the internet at TWT Using ICT and the internet at TWT brings many benefits to students, staff and parents/carers. The internet is used at TWT to raise educational standards, promote student achievement, and support the professional work of staff. Technology is advancing rapidly and is a huge part of everyday life, education and business. We want to equip our students with all the necessary ICT skills that they will need to enable them to progress confidently into a professional working environment when they leave TWT. In common with other media such as magazines, books and video, some material available via the internet is unsuitable for students. TWT will take all reasonable precautions to ensure that users access only appropriate material. However, due to the international scale and linked nature of internet content, it is not possible to guarantee that unsuitable material will never appear on a TWT computer. TWT cannot accept liability for the material accessed or any consequences of internet access. E-Safety Policy E-Safety Policy 4. Learning to evaluate internet content With so much information available online students must learn how to evaluate internet content for accuracy and intent. This is approached by TWT as part of digital literacy across all subjects in the curriculum. Students will be taught: * to be critically aware of materials they read and shown how to validate information before accepting it as accurate. * to acknowledge the source of information used and to respect copyright. 5. Managing information systems TWT and their IT support service are responsible for reviewing and managing the security of the computers and internet networks as a whole and take the protection of TWT data and the personal protection of our community very seriously. This means protecting the network, as far as is practicably possible, against viruses, hackers and other external security threats. The security of the information systems and users will be reviewed regularly by the IT Support team, and virus protection software will be updated regularly. Some safeguards that TWT take to secure our computer systems are: * Making sure that unapproved software is not downloaded to any computer. Files held on the network will be regularly checked for viruses. * The use of user logins and passwords to access the TWT network will be enforced. * Portable media containing TWT data or programmes will not be taken off-site without specific permission from a member of TWT. * Making sure that our IT support team regularly update filtering and monitoring systems to protect pupils and staff from harmful and inappropriate content online * Update, search and block databases to always ensure both student and data safety and security For more information on data protection at TWT, please refer to our Data Protection/ GDPR policy. 6. Emails, Social Media, and Mobile Phones TWT uses emails, social media, and mobile phones internally for staff, and externally for contacting parents and young people and is an essential part of TWT communication. TWT have the right to monitor emails, social media, and business mobile phone logs and their contents but will only do so if there is suspicion of inappropriate use. Staff should be aware of the following when using email, social media, and mobile phones at TWT: * Staff should only use official TWT email accounts for TWT-related matters, contact other professionals for work purposes and communicate with students, parents or carers. Personal email accounts should not be used to contact any of these people. * Emails sent from TWT accounts should be professionally and carefully written. Staff are always representing TWT and should take this into account when entering any email communications. Review date: August 2024 E-Safety Policy Page 3 of 9 * For any awkward, sensitive, easily misinterpreted situations or anything that may have legal repercussions, staff should have the content of their email checked carefully by another member of staff. * Staff must tell the Managing Director of TWT if they receive any offensive, threatening or unsuitable emails either from within TWT or from an external account. They should not attempt to deal with this themselves. * Staff must not contact learners outside of their standard business working hours of Monday to Friday, 8 am to 5 pm. If contact is to be made outside of these times, employees must get written (email) authorisation from their line manager. * Under no circumstance should any employee of TWT contact any learner through their own personal social media profiles, personal home or mobile telephone, or personal email account. If a learner somehow contacts an employee of TWT using the employee's networks (phone, email, social media), it must immediately be reported to the employee's line manager. Students should be aware of the following when using email at TWT, and will be taught to follow these guidelines through the embedded ICT curriculum and in any instance where email is being used within the curriculum or in class: * Young people may only use approved email accounts on the TWT system. * Students are warned not to reveal personal details of themselves or others in email communication or arrange to meet anyone without specific permission. Excessive social emailing can interfere with learning and in these cases will be restricted. * Students should immediately inform a member of staff if they receive any offensive, threatening or unsuitable emails either from within TWT or from an external account. They should not attempt to deal with this themselves. 7. Published content and the TWT website The TWT website is viewed as a useful tool for communicating our ethos and practice to the wider community. It is also a valuable resource for parents, students and staff for keeping up to date with TWT news and events, celebrating TWT achievements, and personal achievements and promoting TWT projects. The website is in the public domain and can be viewed by anybody online. Any information published on the website will be carefully considered in terms of safety for the TWT community, copyrights, and privacy policies. The TWT admin staff are responsible for publishing and maintaining the content of the TWT website. The website will comply with TWT's guidelines for publications including respect for intellectual property rights and copyright. Staff and students will be made aware of copyright in respect of material taken from the internet. Students should not publish anything on the internet involving TWT unless permission has been granted by a member of TWT Senior Leadership. Under the Data Protection Act 2018, images of students and staff will not be displayed in public, either in print or online, without specific consent from a parent/carer (for learners 16 and under), or the 16+ learner. Review date: August 2024 Page 4 of 9 Using photographs of individual children The vast majority of people who take or view photographs or videos of children do so for entirely innocent, understandable and acceptable reasons. Sadly, some people abuse children by taking or using images, so we must ensure that we have some safeguards in place. Published images must not identify students or put them at risk of being identified. Only images created by or for TWT will be used in public and children may not be approached or photographed while at TWT or doing TWT activities without TWT's permission, except for parents taking photographs or videos at TWT events involving their son or daughter for personal use only (as defined by the Information Commissioner's Office ICO). TWT follows general rules on the use of photographs of individual children: * Consent from parents will cover the use of images in all TWT publications, on the TWT website, and in videos made by TWT or in class for TWT projects. * Unpublished electronic and paper images will be stored securely. * Images will be carefully chosen to ensure that they do not pose a risk of misuse. This includes ensuring that students are appropriately dressed. Photographs of activities which may pose a greater risk of potential misuse (for example, swimming activities), will focus more on the sport than the students (i.e., a student in a swimming pool, rather than standing by the side in a swimsuit). * For public documents, including in newspapers, full names will not be published alongside images of the child without written permission from parents/carers. Groups may be referred to collectively by year group or form name. * Events recorded by family members of the students such as TWT productions or sports events must be used for personal use only. * Students are encouraged to tell a member of staff if they are concerned or uncomfortable with any photographs that are taken of them, or they are being asked to participate in. * Any photographers that are commissioned by TWT will be fully briefed on appropriateness in terms of content and behaviour, will always wear identification, and will not have unsupervised access to the students. Complaints of misuse of photographs or video Parents/carers should follow the standard TWT complaints procedure if they have a concern or complaint regarding the misuse of TWT photographs. Any issues or sanctions will be dealt with in line with TWT policy. Social networking, social media, and personal publishing Personal publishing tools include blogs, wikis, social networking sites, bulletin boards, chat rooms and instant messaging programmes. These online forums are the more obvious sources of inappropriate and harmful behaviour and where students are most vulnerable to being contacted by a dangerous person. We must educate students so they can make informed decisions and take responsibility for their conduct online. TWT will normally block/filter access to social networking sites. Social media sites have many benefits, however, both staff and students should be aware of how they present themselves online. Students are taught through the ICT curriculum and PSHE/RSE about the risks and responsibility E-Safety Policy Review date: August 2024 E-Safety Policy Page 5 of 9 of uploading personal information and the difficulty of taking it down completely once it is out in such a public place. TWT follows general rules on the use of social media and social networking sites: * Students are educated on the risks posed by social networking sites and how to use them in safe and productive ways. Students are advised never to give out personal details of any kind which may identify them or their location. They are all made fully aware of TWT's code of conduct regarding the use of ICT and technologies and behaviour online. * Any sites that are to be used in class will be risk-assessed by the teacher in charge before the lesson to ensure that the site is age-appropriate and safe for use. * Official blogs/posts created by staff or students as part of the TWT curriculum will be moderated by a member of staff. * Students and staff are encouraged not to publish specific and detailed private thoughts, especially those that might be considered hurtful, harmful, or defamatory. TWT expects all staff and students to remember that they are always representing TWT and must act appropriately. 8. Mobile phones and personal devices Mobile phones and other personal devices are now an important part of everyone's life and have considerable value, particularly concerning individual safety. Whilst these devices are commonplace in today's society, their use and the responsibility for using them should not be taken lightly. Some issues surrounding the possession of these devices are: * they can make students and staff more vulnerable to cyberbullying. * they can be used to access inappropriate internet material. * they can be a distraction in the classroom. * they are valuable items that could be stolen, damaged, or lost. * they can have integrated cameras, which can lead to child protection, bullying and data protection issues. TWTs expectation is that mobile devices, when authorised, will be always used responsibly and certain measures are taken to ensure that students adhere to this expectation. Students must only use these devices outside of lessons when given specific approval, and only in lessons, under special circumstances & direction of the teacher. * TWT will not tolerate cyberbullying against either students or staff. Sending inappropriate, suggestive, or abusive messages is forbidden and anyone who is found to have sent a message of such content will face appropriate sanctions. * Mobile phones/devices can be confiscated by a member of staff, as stated within the TWT Group Agreement. * Mobile phones, unless prior arrangements have been made, must be switched off and handed into reception for safekeeping. * Individual students must take responsibility for their phones and other mobile devices and should ensure that they always take care of them. The normal disciplinary procedures apply in the event of damage to another student's property. * Headphones/earbuds must not be worn during lessons unless prior permission is given by the teacher. * Students must not use these devices to broadcast music unless permission to do so has been given. * Students must ensure that the files stored do not contain violent or pornographic images or other material that is likely to offend. In very serious cases the police may be contacted. Review date: August 2024 E-Safety Policy Page 6 of 9 * Parents/ carers should not phone/text students' mobiles during the school day. In an emergency parents /carers should phone the TWT Reception and messages will be passed on as appropriate. * The use of mobile phones by students whilst on TWT trips is at the discretion of the trip leader. It should be noted that power supplies for these devices must not be brought to TWT as all electrical devices used at TWT should be PAT safety tested. If students do decide to bring these into TWT, it is their responsibility and TWTs to keep them safe and aware of possible dangers, whilst visually assessing the suitability of the equipment for the purpose. Mobile phone or personal device misuse: Students * Students who breach TWT policy relating to the use of personal devices will face sanctions in line with TWTs behaviour policy. Their mobile phone may be confiscated. In the event of confiscation, the member of staff will make arrangements for its return, which would normally be at the end of the school day. * Students are under no circumstances allowed to bring mobile phones or personal devices into examination rooms with them. If a student is found with a mobile phone in their possession it will be confiscated. The breach of rules will be reported to the appropriate examining body and may result in the student being prohibited from taking that exam. Mobile phone or personal device misuse: Staff * Staff should use TWT equipment if photos or videos are being taken as part of the curriculum or in a professional capacity. * TWT expects staff to lead by example. Personal mobile phones should be switched off or on silent during teaching periods. * Any breach of TWT policy may result in disciplinary action against that member of staff. 9. Other * Social media and messaging are not to be accessed during class time unless as part of directed teaching activity. * Video, audio and photographic recording must not occur without the consent of the student(s) and teacher(s). Consent must be explicit, not implied 10. Cyberbullying Cyberbullying, as with any other form of bullying, is taken very seriously by TWT. Information about specific strategies to prevent and tackle bullying is set out in the Anti-bullying policy. The anonymity that can come with using the internet can sometimes make people feel safe to say and do hurtful things that they otherwise would not do in person. It is made very clear to members of the TWT community what is expected of them in terms of respecting their peers, members of the public and staff, and any intentional breach of this will result in disciplinary action. If an allegation of bullying does arise, TWT will: * take it seriously. Document Control Issue No: 8 Issue date August 2023 Review date: August 2024 Page 7 of 9 E-Safety Policy * act as quickly as possible to establish the facts. It may be necessary to examine TWT systems and logs or contact the service provider to identify the bully. * record and report the incident. * provide support and reassurance to the victim. * make it clear to the 'bully' that this behaviour will not be tolerated. If there is a group of people involved, they will be spoken to individually and as a whole group. It is important that children who have harmed another, either physically or emotionally, redress their actions and TWT will make sure that they understand what they have done and the impact of their actions. If a sanction is used, it will correlate to the seriousness of the incident and the 'bully' will be told why it is being used. They will be asked to remove any harmful or inappropriate content that has been published, and the service provider may be contacted to do this if they refuse or are unable to remove it. They may have their internet access suspended at TWT. 11. Managing emerging technologies Technology is progressing rapidly, and new technologies are emerging all the time. TWT will risk-assess any new technologies before they are allowed on TWT premises and consider any educational benefits they might have. TWT keeps up to date with new technologies and is prepared to quickly develop appropriate strategies for dealing with new technological developments. 12. Protecting personal data TWT believes that protecting the privacy of our staff and students and regulating their safety through data management, control and evaluation is vital to whole-school and individual progress. TWT collects personal data from students, parents, and staff and processes it to support teaching and learning and strengthen our pastoral provision. We take responsibility for ensuring that any data that we collect, and the process is used correctly and only as necessary, and TWT will keep parents/carers fully informed of how the data is collected, what is collected, and how it is used. Results, attendance and registration records, special educational needs data, and any relevant medical information are examples of the type of data that TWT collects. In line with the Data Protection Act 2018, and following principles of good practice when processing data, TWT will: * ensure that data is fairly and lawfully processed. * process data only for limited purposes. * ensure that all data processed is adequate, relevant and not excessive. * ensure that data processing is accurate. * not keep data longer than is necessary. * process the data under the data subject's rights. * ensure that data is secure. * ensure that data is not transferred to other countries without adequate protection. There may be circumstances where TWT is required either by law or in the best interests of our students or staff to pass information onto external authorities, for example, our local authority or the Department of Health. These Review date: August 2024 E-Safety Policy Page 8 of 9 authorities are compliant with data protection law and have policies relating to the protection of any data that they receive or collect. 13. Acceptable Use Policy (AUP) for ICT for Staff & Students Students are responsible for good behaviour when using IT Equipment at TWT and accessing the internet, just as they are in all other aspects of life at TWT. This includes their own mobile devices with internet access. Communications on the network are often public in nature. The code of conduct always applies when using TWT resources and equipment. Network and internet access are provided for students to conduct research and communicate with others. Access is a privilege, not a right. Access requires responsibility. Individual users are responsible for their behaviour and communications over the network. They are expected to comply with this code and follow the agreements they have signed, which incorporate this AUP. User areas on the network will be monitored, and staff may review files and communications to maintain system integrity. TWT's safeguarding duty includes the duty to promote British values to counter the extremist narrative and prevent young people from being radicalised and drawn into terrorism. Should TWT staff suspect that a student has been accessing materials that might lead to radicalisation or extremist behaviour, the incident must be reported immediately to TWT Senior Leadership under the Prevent Duty. During lessons, teachers will guide students toward appropriate materials. Outside of lesson time, you must only access teacher-approved sites which are appropriate for use at TWT. The following are not permitted: * Using another user's identity * Sending or displaying offensive messages or pictures * Using or displaying obscene language * Violating copyright laws * Intentionally wasting limited resources * Employing the network for commercial purposes * Using chat, age-restricted, or gambling sites * Downloading program files/copyright material (e.g., MP3 files) without the express permission of the teacher. Students should not publish anything on the internet involving TWT unless permission has been granted by the MD and/or Headteacher. Failure to comply with the code will result in loss of access and further disciplinary action may be taken if appropriate. If applicable, external agencies may be involved. Staff must also abide by this acceptable use policy, with an appropriate disciplinary action in place for staff (please refer to staff handbook). Review date: August 2024 Page 9 of 9 14. I.C.T. POSTER to highlight certain key areas of the Acceptable Use Policy Safety: Be careful not to give out personal information (email address, bank details, phone number & passwords) to people/places you don't know. Meeting someone you have only been in touch with online can be dangerous. Always check with an adult you trust. Accepting emails, files (pictures, videos, calls & texts from people you don't know) or clicking on links can cause problems including viruses or nasty messages! Ask for advice! Remember to check information before you believe it. Is the person/website telling the truth? Have you checked with an adult/trusted source? REMEMBER: anything you post online/or any app is permanently stored on the Internet and can NEVER be deleted. Tell someone (adult, parent, carer) if someone or something makes you feel worried or uncomfortable, or if you or someone you know is being bullied online. Truth if you go to an adult for any reason related to ICT, always tell the truth so that we can help you in the best and quickest way. We will never judge you. Warning that if you go onto illegal age-restricted websites or gaming/gambling websites, ICT privileges will be restricted. Turn away from anything or anyone you're unsure of, and always ask an adult for further advice. E-Safety Policy	<urn:uuid:e0a97f39-1d9d-49e7-bd19-daad9d60af6e>	CC-MAIN-2024-30	https://www.thewritetimeschool.org.uk/wp-content/uploads/2023/09/E-Safety-Policy-2023-2024-kwm.pdf	2024-07-23T20:03:47+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00856.warc.gz	873,455,309	4,896	eng_Latn	eng_Latn	0.998047	eng_Latn	0.99844	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3077, 5824, 8928, 12185, 15539, 18291, 21351, 23929, 25294 ]	[ 1.734375, 2.34375 ]	1	0
03. Relationships in the Digital Age * Relationships do not just exist online or offline today. Interaction and communication occur faceto-face, virtually, and digitally, and usually through a variety of messaging, social media, and other online platforms. In person communication, texting, video calling, and social media can all enhance the opportunities we have to speak to each other. Unfortunately, these tools can also be misused by exploiters. * Healthy relationships include mutual respect, trust, considerate communication, honesty, consent, and understanding, among other factors. * Young people, like adults, often forge relationships online. Even when they have met partners in person, most people communicate with their partners via text and social media as well as in person. * Young people will also receive solicitations online, and some may be related to finding work. Exploiters use job postings for positions like traveling sales crews, restaurants, hotels, or other jobs that seem "too good to be true" to identify youth looking for work and then traffick them through labor. * Sexting has become a normalized part of many relationships in our digital era. While sexting among consensual adults for private use is legal, depending on the age of the parties involved, sending explicit photographs can have academic, social, and emotional consequences and may violate state or even federal laws. Find more information here. * According to the Centers for Disease Control, teen dating violence affects over 25% of women and approximately 15% of men, and may involve cyberstalking and/or cyber-harassment. 1 * Cyberstalking, cyberbullying, and cyber-harassment involve the use of the Internet, computers, or other electronic devices to engage in harmful, threatening, or harassing behavior. There are often intersections between cybercrime and human trafficking. * Relationships between employers and employees can be exploitive as well. The International Labor Organization estimates that 79 million children are in hazardous work. 2 Learning Objectives 1. Apply elements of healthy relationships to in person and online interactions. 2. Discern between harmless and potentially unsafe relationships. Warm-up: Choose an icebreaker or activity to help students get to know each other better. Guided Discussion Use these questions to generate a discussion among team members. * Are there ways in which technology can improve and/or help relationships? In what ways does technology negatively impact relationships? * Does your school have specific rules or policies that address sexting? * Think about some adults (parent, coach, teacher, etc.) whom you trust and would be comfortable talking to about relationship issues. * What resources exist in your school/community to help teens who are dealing with teen dating violence and/or digital dating abuse? What about cybercrime? 1 Centers for Disease Control and Prevention. (2021, March 5). Preventing Teen Dating Violence. Retrieved October 17, 2021, from https://www.cdc.gov/violenceprevention/intimatepartnerviolence/teendatingviolence/fastfact.html. 2 International Labour Organization. (2020). Child Labour: Global estimates 2020. Retrieved August 23, 2022, from https://www.ilo.org/global/topics/childlabour/lang--en/index.htm. 1 * Does your school's workforce program address suspicious job postings? Do you know how suspicious postings or employers can be reported to the Better Business Bureau and Department of Labor? Learning in Action Review the power and control wheels for domestic violence and human trafficking. * What are some similarities? * Where are there differences? Connecting the Dots * Sexting can lead to sextortion – when a person who has the images tries to use them to take advantage of the sender. * When establishing new relationships, it is important to set healthy boundaries early, and to be able to recognize red flags and potentially abusive behavior. * Perpetrators of human trafficking often use romantic relationships to gain victims' trust and leverage that trust to manipulate victims. They may also use cyberstalking to intimidate or harass victims. * Exploitive employers often use threats of violence and deportation by law enforcement to instill fear in workers and to ensure they remain compliant. Employers may also blame a lack of personal protective equipment and staffing on the economy or other factors - but without proper equipment and overtime pay, workplace violations exist. Reflect & Review Have students respond to one or all of the following prompts (time-permitting): * What are some components of a healthy relationship? * What are some warning signs or red flags that may indicate that a relationship is becoming unhealthy? Invite students to share their answers with the group. Tips for Adapting to Online Delivery * See "Online Delivery Tip Sheet" in the Facilitator Toolkit for more information about adapting your meeting plan to an online platform. Facilitator Notes Upcoming Meeting Dates: __/__/__ References CyberSWAT love is respect Unbound This document was produc ed by NW3C under 2020-VT-BX-K001, awarded by the Office for Victims of Crime, Office of Justice Programs, U.S. Department of Justice. 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Learning Centre CIC DRUGS AND SUBSTANCE MISUSE POLICY Introduction Drugs- A Definition 'A substance people take to change the way they feel, think or behave' (United Nations Office on Drugs and Crime) This definition includes all illegal and legal drugs including alcohol, tobacco and medicines The majority of young people of school age have never used an illegal drug. Of those who do experiment with illegal drugs very few will go on to become problem drug users. However, most will at some stage be occasional users of drugs for medicinal purposes and many will try tobacco and alcohol. Every school therefore has a responsibility to consider its response to drugs and all schools are expected to have a policy which sets out the school's role in relation to all drug matters. (Drugs: Guidance for Schools DFES 2004) Purpose The purpose of the drug policy is to: * Clarify the legal requirements and responsibilities of Rainbow Horses * Clarify our approach to drugs for staff, learners, directors, parents/carers and the wider community * Reinforce and safeguard the health & safety of learners and others who use Rainbow Horses * Give guidance on developing, implementing and monitoring the drug education programme ● Enable staff to manage drugs on school premises, and any incidents that occur, with confidence and consistency, and in the best interests of those involved * Ensure that the response to incidents involving drugs complements the overall approach to drug education and values and ethos of Rainbow Horses All drugs have the potential to harm; but some drugs are more harmful than others. For a small number of people, substance misuse can lead to serious and far reaching consequences, not only for themselves, but their families, their communities and society in general. For children and young people in particular, substance misuse can impact on their education, their relationaships with family and friends and prevent them from reaching their full potential. All children and young people need to be able to make safe, healthy and responsible decisions about drugs, both legal and illegal. Schools and other education providers play a central role ib helping them make such decisions by providing education about the risks and effects of drugs;by developing their confidence and skills to manage situations involving substance misuse; by creating a safe and supportive learning environment; and ensuring those for whom the misuse of substances is a concern, receive appropriate support. This policy should be read in conjunction with * Safeguarding * Confidentiality * Health and Safety * Code of Conduct * Behaviour policy * Management of medication * First Aid In the context of this policy, use of the word 'substances' refers to all drugs, including medicines, volatile substances (glue, aerosols etc), alcohol, tobacco and illegal drugs. Paraphernalia are items associated with substance misuse that aid their use such as needles, rizzla papers, 'bongs', pipes, small bags/wraps etc At Rainbow Horses we are committed to positively and constructively address the issue of substance use and misuse. We believe that by providing effective education and having a process in place by which we respond to substance-related incidents we are demonstrating responsibility for the young people in our care. We appreciate that the use of substances is not confined to one particular setting and we are not immune to the effects. We recognise that some young people will experiment and use substances. Our approach is to minimise harm to young people as part of our duty to safeguard them. 'Harm minimisation' is an approach in which an attempt is made to reduce or minimise the harm towards an individual and/or others through changing high-risk behaviour to safer behaviour. Learner attitude, knowledge and behaviour will inform the programme to ensure its relevance. Parents' views will also be sought. Prescribed medication is kept safe while on the premises (see Management of Medication policy) Staff have a particular responsibility in relation to the use of substances. The use of controlled substances will be viewed as a criminal offence; staff considered to be under the influence may be asked to leave pending investigation. Education An effective education programme, should increase young people's knowledge about substances and also enable them to * make informed choices and decisions * develop personal initiative and responsibility * develop assertiveness * develop the motivation to succeed Drugs and the Law as part of a wider personal, social and health education programme. The Misuse of Drugs Act 1971 This is the main law covering drugs that are considered 'dangerous or otherwise harmful'. It categorises these drugs as Class A, B or C controlled drugs and places restrictions on their possession, supply and production. Under this Act it is against the law to: * Possess a controlled drug unlawfully * Possess a controlled drug with intent to supply it * Supply a controlled drug (even where no financial charge is made for the drug) ● Knowingly allow premises you occupy or manage to be used for supply or production of a controlled drug Medicines Act 1968 This regulates drugs that are used as medicine. There are three main categories: ● 'Prescriptiononly' drugs - pharmacists can dispense these, but only if the drugs have been prescribed by a qualified medical professional * 'General' – these everyday medicines may be sold in any shop or outlet * 'Pharmacy medicines' – a qualified pharmacist can sell these in a chemist's shop without a doctor's prescription The majority of controlled drugs have a legitimate medical use and are therefore also available on prescription. It is therefore possible for a qualified medical professional to prescribe them to patients but possession without a prescription is illegal Drugs Act 2005 This requires courts to take into account aggravating factors – such as dealing near a school – when sentencing offenders LAWS ON ALCOHOL It is against the law: * To give a child under five alcohol (except in a medical emergency) * For someone under 18 to consume alcohol in any part of licensed premises, with one exception:16 and 17 year olds accompanied by an adult may consume, but not buy, beer, wine and cider with a table meal in licensed premises * For someone under 18 to buy alcohol, attempt to buy alcohol or to be sold alcohol in any circumstances or in any place at all * For an adult to purchase alcohol for a person under 18 for consumption on licensed premises, except where beer, wine or cider is bought for 16 and 17 year olds who are accompanied by an adult, for consumption with a table meal in licensed premises * To sell liqueur confectionery to anyone under 16 * For an adult to buy or attempt to buy alcohol on behalf of someone under 18 ● For children under 16 to be on a premises which is used primarily or exclusively for the sale of alcohol for consumption on the premises, unless they are accompanied by an adult ● For children under 16 to be on any licensed premises selling alcohol for consumption between the hours of midnight and 5 am, unless they are accompanied by an adult * To be drunk in a public place * To drive with more than 80mg of alcohol in 100ml of blood DEALING WITH SUBSTANCE RELATED INCIDENTS All staff have a responsibility for the safety and well-being of learners at Rainbow Horses. The following guidelines are to assist staff to deal with immediate issues and thereafter other responsibilities arising from suspected substance abuse by any learner at Rainbow Horses Health Issues * if there are any concerns about a young person's health they should be taken by staff to Accident and Emergency at a local hospital * the learner's health and well-being must be assessed and closely monitored ● staff should endeavour to gather as much information regarding the incident including what drug(s) was used, when it was used and how much * parents should be informed when medical attention/treatment is sought Other Areas of Responsibility * All substance related incidents should be recorded * All substance related incidents need to be reported to a senior member of staff * Police will usually be informed of controlled substance related incidents * While awaiting collection of a substance by the police it should be kept in a locked/secure place * The law allows staff to take temporary possession of a confiscated suspicious substance ● Confiscated substances will be handed to the police or destroyed if asked to do so by the police ● Any suspicious substance that the police ask to be destroyed will be undertaken in the presence of a witness and records kept * Legal substances such as glue or solvents can be destroyed or disposed of on the premises * Learners may wish to disclose information in confidence. Staff should explain that they cannot guarantee confidentiality * The disposal of needles and syringes should be done safely using a sharps box ● Young people are required to hand over any suspected illegal and unauthorised drug/substance and paraphernalia with a second member of staff present where possible. Staff may request a young person to turn out the contents of bags and pockets; if they refuse then police can be called * Parents/carers will usually be informed of any substance related incidents involving their child If a controlled substance is seized it must be put in an envelope, sealed, signed, dated and the time recorded across the seal of the envelope. The controlled substance must be kept locked away until handed over to the police. The incident number and names of the officers dealing with the case must be recorded and an incident record completed incuding * names of learners involved * grounds of suspicion * who was present * outcomes and follow-up Sanctions * parents informed Any sanctions imposed should be justified in terms of: * Appropriateness of response * Be proportionate to the gravity of the situation * Address the needs of all concerned * Be consistent with existing rules and any previous action taken in response to incidents of this nature Strategies to deal with substance related incidents will include: * Written warning, where letters will be sent to parents * Specific areas of intense drug education * Police caution * Police prosecution A permanent exclusion may be considered in cases of repeated possession or of dealing substances after the use of a wide range of other strategies without success. * Exclusion-fixed period Parents/Carers Working with parents and carers is of central importance to Rainbow Horses. Effective support, communication and cooperation are vital to the relationship between Rainbow Horses and parents/carers in order to safeguard and promote young people's welfare. Parents/carers are encouraged to contact us to discuss any concerns rising from this policy or in terms of their child's education with regard to substance use/misuse. We will seek to involve parents/carers at an early stage in the management of any incident and keep them informed of progress thereafter. 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Retail Food Establishments: Major Food Allergens and Labeling Regulation 61-25: Retail Food Establishments scdhec.gov/food Allergens and Labeling in a retail food establishment þ Packaged Grab-and-Go food items require an allergen listing on the labels. þ Bulk unpackaged food items require an allergen listing in plain view. þ Fresh, unprocessed produce, meats, and eggs do not require an allergen listing on the labels. Regulation 61-25 Citations that apply to major food allergens and food labels 1-201.10(B)(64)—Major Food Allergens 2-102.11(C)(9)—Knowledge of Person in Charge (PIC) 3-602.11—Food Labels Public Health Reasons Providing the name of the food source on the label of packaged foods alerts consumers to the presence of a major food allergen and may prevent an unintended exposure. Millions of Americans have food allergies and may experience adverse reactions to products that have food allergens. Most reactions cause mild symptoms, but some are severe and may even be life-threatening. There are eight (8) major food allergens. þ Milk þ Eggs þ Shellfish* (e.g., crab, lobster, shrimp) þ Tree Nuts* (e.g., cashews, pecans, almonds, walnuts) þ Peanuts þ Wheat þ Fish* (e.g., bass, cod, flounder, salmon) þ Soy Foods packaged in a retail food establishment, as grab-and-go items, must have proper labeling for consumer awareness to include the following information: þ Common name of the food or a statement that adequately describes the product. (e.g., "Zigzags" are cream filled cakes) þ Name and place of business. þ Name of the food source for each major food allergen contained in the food in at least one of the following ways: ú After the word "contains". (e.g., Contains: Soy and Egg) ú In parentheses after the ingredient name. (e.g., Ingredients: Flour (wheat)) ú In the list of ingredients. (e.g., Ingredients: Milk, sugar, almonds) ú A disclaimer that any major food allergen may be contained in the food. * The specific type of tree nut, fish, and shellfish must be declared on the label. Bulk unpackaged food items that are available for consumer self-dispensing must have the following information prominently displayed: þ Manufacturer's label that was provided with the food. þ A card, sign, or method of notification that includes the common name of the food or an adequate description of the product. (e.g., "FiddlePiddle" is caramel popcorn with peanuts.) þ The name of the food source for each major food allergen contained in the food or a disclaimer that any major food allergen may be contained in the food.	<urn:uuid:0fda6dea-2ab0-4b62-b878-7b6a19d207a2>	CC-MAIN-2024-30	https://dc.statelibrary.sc.gov/server/api/core/bitstreams/cfe48045-47ed-49b6-a89a-2faf25610401/content	2024-07-23T20:56:43+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00853.warc.gz	165,323,446	603	eng_Latn	eng_Latn	0.985391	eng_Latn	0.985391	[ "eng_Latn" ]	false	docling	[ 2564 ]	[ 2.09375 ]	1	0
THE TOWER RAVENS 115 116 UNTERLAGE FÜR SCHÜLERINNEN THE TOWER RAVENS Read the text about the Tower Ravens. There are seven gaps. Then ﬁnd out where the sentences below (1 – 9) should go. Write the number of each sentence in the spaces in the text. Be careful – two of the sentences do NOT belong to the text! You will ﬁnd the underlined words at the bottom of the page. (1) although ravens sometimes attack tourists (2) but not so in the Tower of London! (3) but was told that if this really happened a great disaster would hit London and the King would even lose his throne. (4) one of their wings is regularly clipped by the Raven Master. (5) Perhaps we have to go back to the 17 th century to ﬁnd the answer! (6) So although ravens have a long life (7) They also enjoy an egg once a week, (8) tourists often wonder what these big birds are doing in the Tower (9) who ruled England from 1660 to 1685 UNTERLAGE FÜR SCHÜLERINNEN The Tower Ravens No one knows when ravens ﬁrst came to the Tower of London, but there are a lot of stories and legends about them. Usually ravens are birds that are said to bring bad luck, One of the legends says that at least six ravens must stay in the Tower, or both Tower and Monarchy will fall. But who started the tradition of keeping ravens in the Tower? In the times of King Charles II, , a famous astronomer called John Flamsteed watched the stars from the top of the White Tower right in the centre of the Tower of London at night. He complained 1 to the King that he couldn't do his work properly because ravens were always ﬂying round the tower. So the King wanted all ravens round the Tower to be killed, When the King heard this he changed his mind and passed an order that at least six ravens should be kept in the Tower at all times. One of the guards of the Tower, a so-called Yeoman Warder, was to look after the birds and make sure that they didn't ﬂy away. So even today, after more than 300 years, a Yeoman called Raven Master cares for this very special attraction. At the moment there are seven ravens, the six that are necessary and one spare raven just in case! To make it impossible for the birds to ﬂy away . This does not hurt the ravens, but as the birds cannot balance their ﬂight they don't ﬂy a lot but rather hop around in the grass. If you are lucky you can watch the Raven Master feed the birds. Ravens are certainly not vegetarians. They consume about one and a half kilos of meat every week, plus special bird biscuits. and sometimes they get a dead rabbit which they eat with its fur. The oldest raven that lived at the Tower died at the age of 44. the Tower has started a successful breeding programme 2 for the ravens. 17 chicks are waiting for a place at the Tower should one of the ravens there die or manage to escape 3 . For more fascinating information about the history of the Tower of London visit their website at www.hrp.org.uk! 1 to complain – sich beklagen 2 breeding program – Zuchtprogramm 3 to escape – entkommen 117 118 LÖSUNG The correct order is: 2 - 5 - 9 - 3 - 4 - 7 - 6 The Tower Ravens No one knows when ravens ﬁrst came to the Tower of London, but there are a lot of stories and legends about them. Usually ravens are birds that are said to bring bad luck, but not so in the Tower of London! One of the legends says that at least six ravens must stay in the Tower, or both Tower and Monarchy will fall. But who started the tradition of keeping ravens in the Tower? Perhaps we have to go back to the 17th century to ﬁnd the answer! In the times of King Charles II, who ruled England from 1660 to 1685, a famous astronomer called John Flamsteed watched the stars from the top of the White Tower right in the centre of the Tower of London at night. He complained to the King that he couldn't do his work properly because ravens were always ﬂying round the tower. So the King wanted all ravens round the Tower to be killed, but was told that if this really happened a great disaster would hit London and the King would even lose his throne. When the King heard this he changed his mind and passed an order that at least six ravens should be kept in the Tower at all times. One of the guards of the Tower, a so-called Yeoman Warder, was to look after the birds and make sure that they didn't ﬂy away. So even today, after more than 300 years, a Yeoman called Raven Master cares for this very special attraction. At the moment there are seven ravens, the six that are necessary and one spare raven just in case! To make it impossible for the birds to ﬂy away one of their wings is regularly clipped by the Raven Master. This does not hurt the ravens, but as the birds cannot balance their ﬂight they don't ﬂy a lot but rather hop around in the grass. If you are lucky you can watch the Raven Master feed the birds. Ravens are certainly not vegetarians. They consume about one and a half kilos of meat every week, plus special bird biscuits. They also enjoy an egg once a week and sometimes they get a dead rabbit which they eat with its fur. The oldest raven that lived at the Tower died at the age of 44. So although ravens have a long life the Tower has started a successful breeding programme for the ravens. 17 chicks are waiting for a place at the Tower should one of the ravens there die or manage to escape. 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Tullygally Primary School & Nursery Unit Positive Behaviour Policy 2023-2024 Under guidance from the Education Authority Southern Region we are required to give you details of our positive behaviour policy we have been operating in school. Our positive behaviour policy is not merely a list of regulations and sanctions but it is also a statement of the schools' values and beliefs, setting out expected standards of behaviours, how you can help your child and the Sanctions involved should misbehaviour occur. Discipline is not intended as a punishment, discipline is the standard of behaviour expected from all pupils, which will help your child come to school happily and make progress to the best of his/her ability. Positive behaviour is necessary for effective learning and teaching to take place and an outcome of education which society expects. All pupils are expected to behave in a responsible manner both to themselves, to others and to the environment, showing consideration, courtesy and respect for other people at all times. We feel that parents and teachers must be partners to enable this to work successfully. The behaviour, which can be acceptable at home, may not always be appropriate at school because of the large numbers involved in such a small community. Naturally we must expect the same standards of behaviour from all children and we feel confident that we will have your support in the best interests of all children. Board of Governors Tullygally Primary School CONTENTS - School Vision and Aims - Background – the need for positive behaviour - The rights and responsibilities of parents - Aims - The rights and responsibilities of pupils - The rights and responsibilities of staff - Rewards – a positive approach - Rules – school and classroom - Sanctions Our nursery policy is in line with main school policy The school Vision Our vision is of a secure, inclusive, caring environment where the staff have a genuine interest and concern for the children and where the pupils' efforts and achievements are recognised. The establishment of good relationships between all stakeholders is viewed as the key to the school's success. Aims * We aim to provide a broad and balanced curriculum in a caring environment so that all children will make progress to the best of their ability and be well prepared for transfer to post primary education. * We aim to ensure that learning supports the development of the pupils' cross-curricular skills and their thinking skills and personal capabilities so that they have self-confidence and respect for themselves and others and can therefore manage their own emotions, regulate their learning and interact positively with others. Mission statement At Tullygally Nursery Unit we have high expectations of all children. We will: * Provide a broad and balanced curriculum * Use an appropriate range of learning and teaching strategies which are active and practical in their nature, motivate the pupils and engage them purposefully in their work both collaboratively and independently. * Make every effort to establish excellent staff/pupil/parent/guardian/relationships. * Set appropriate and realistic targets, monitored and tracked for individual pupils for learning, and attainment in annual and end of key stage assessments. * Encourage, recognise and reward positive behaviour. * Provide opportunities for all staff to engage in Continued Professional Development. * Encourage parents to become involved in promoting their child's learning-their views will be sought and acted upon, and they will receive clear information about policies, the curriculum programme and the operation of the school. * Engage with all the relevant agencies when appropriate. * Maintain and develop links with the wider local community. Nursery staff will model good behaviour expected from children e.g. being polite, speaking in a calm voice, showing respect for others and their property, kindness to others. Praise will be given for good behaviour rather than attention for negative behaviour. Physically challenging, emotionally satisfying and rewarding activities will be provided to enable children to 'let off steam' and feel good about themselves. The Nursery curriculum regularly includes activities, which encourage children to explore their feelings, the feelings of others and how these are affected by different events in their lives. The Need for Discipline Our school positive behaviour policy aims to cultivate in the children an acceptance and recognition of responsibility for their own decisions. Good behaviour creates conditions necessary for effective teaching and learning to take place. Positive behaviour helps to develop in the children responsible attitudes and values for life. Effective learning can only take place in an atmosphere where standards of good behaviour are set. Good behaviour is that which: - Conforms to the reasonable expectations and requirements of the school - Is based on mutual respect for the needs and aspirations of all in the school community and on care for its environment. Aims of the Positive Behaviour Policy Discipline is a set of rules for good behaviour, which aims to create conditions for an orderly community In which: - Effective learning can take place - Self-discipline, self-respect and good relationships can be developed - There is respect for the environment - There is mutual respect among all members of the school community (inclusive ethos) - Children are encouraged to take responsibility for their own actions - All children in school are treated equally and fairly in line with their developmental stage. A system of discipline should have at its centre a concern for the safety and well-being of the pupils and staff. The Rights and Responsibilities of Parents Standards of behaviour are well established in children before they come to school. The accepted standards of behaviour will vary from home to home and family to family. Conflict arises when the expectations of school are different from those of home. It is clear that each pupil's acceptance of any system of rules for behaviour is determined by the attitudes of home and the local society. Therefore parental acceptance of the school's expectations and active co-operation with the staff is absolutely essential if an acceptable standard of behaviour is to be achieved. Parents are not in school with their children but their influence is still greater than that of a class teacher. Rights and Responsibilities of the Pupils We would expect our children to enjoy their education at Tullygally, to be able to learn in a safe and secure environment and to have their individual needs met. At the same time we wish to encourage children to see that other pupils deserve and must enjoy the same treatment as they do. RIGHTS AND RESPONSIBILITIES OF THE TEACHERS RIGHTS AND RESPONSIBILITIES OF THE PRINCIPAL RIGHTS SND RESPONSIBILITIES OF THE CLASSROOM ASSISTANTS \| ❖ To be respected \| ❖ to show respect –pupils, teachers, parents, etc. \| \|---\|---\| \| ❖ to effectively carry out aims of the job \| ❖ to ensure good communication –pass on information \| \| ❖ to have cooperation of all parties involved, eg. Teachers, parents, other professionals and pupils \| ❖ to comply with policies \| \| ❖ To feel supported \| ❖ to support their teacher in daily classroom routines \| \| ❖ A right to be happy in school \| ❖ Emphasis to be placed on Staff well-being \| PROMOTING POSITIVE BEHAVIOUR IN THE CLASSROOM All teachers aim to develop a classroom atmosphere that is conducive to positive behaviour. From Nursery upwards, children are encouraged to understand the school rules and routines. Teachers use a variety of strategies to promote and reward good behaviour. As children move through the school they are given increased opportunities to be involved in the development of such rules and to discuss their own conduct. It is important that children behave properly in the classroom so that they and others can learn. In order for this to be effective each class will have their own classroom rules. Children will be made aware of classroom rules by their class teacher and children may be involved in compiling their classroom rules at the beginning of each year. We encourage pupils to be polite and courteous to each other, to teachers, to other adults working in the school and to all visitors. Simple courtesies such OUTSIDE THE CLASSROOM as holding a door open for others to pass through, saying 'good morning' or just a smile can make such a positive impression. Teachers and other adults endorse and reward such behaviour. UNIFORM We expect pupils to wear full school uniform at all times and to respect regulations regarding jewellery and footwear. We strongly believe that pride in personal appearance is conducive to good behaviour, to making a positive identification with the school and to maintaining the school's excellent reputation. REWARDS THE POSITIVE APPROACH In any disciplinary system the emphasis must always be on the positive approach because praise is more motivating than criticism. In any case criticism should always include advice on how to improve and should be constructive in its approach. It is part of the school policy to emphasise positive approaches to maintain and improve discipline. Praise – praise and encouragement may be given in many ways and, without any attempt to put this into a value order, might include the following: - Visual displays of class rules - Story time - Circle time - Display work in class - High 5 - Thumbs up - Spoken word of praise - Reinforcement to parents - Reward chart - Stickers for appropriate behaviour - Acknowledgement by other nursery staff / principal / peers through Star of the Week SANCTIONS IN DISCIPLINE Even with a positive behaviour approach it will be necessary to have sanctions. These are necessary for two main reasons: 1. To make the child and others aware of the school/teacher disapproval of unacceptable behaviour 2. To protect the authority of teachers, should that be threatened Sanctions should allow the child to repair the harm caused. Therefore should have: - Have an agreed purpose - Be applied with sensitivity, flexibility and discretion - Where possible, be related to the misbehaviour - Be specific to the culprit and not applied to the whole group - Be age specific- considering their developmental age and not their chronological age SANCTIONS/ACTIONS TO BE TAKEN The actions taken will depend on the nature of the incident: - Verbal Warning about unacceptable behaviour/ reminder of positive behaviour and nursery rules - Use of language of choice e.g. between sanction and good choice - Withdrawal from area of play and distraction to other areas of play. - If unacceptable behaviour persists – have some thinking time appropriate to age of child – 1minute for 1 year in quiet area. Discussion with child when thinking time is up. - Movement break to another class to distract / calm. If necessary progress Code of Practice and after the appropriate process is carried out, referral to Educational Psychologist/Behaviour Team. - If these strategies do not work and child is still refusing to co-operate teachers will seek support from each other and if necessary seek support from the Principal. If unacceptable behaviour continues it may be necessary to discuss it with parents and Principal. - In extreme situations where a child puts themselves or others in danger, the Principal will be notified. Parents will be contacted and child may be sent home if deemed necessary by principal. Advice may be sought from outside agencies e.g. Behaviour Team and a Risk Assessment carried out. - Risk assessment is one of our preventative strategies to minimize the risk of an incident escalating unnecessarily and will be normal practice where a pupil is known to exhibit disturbing or distressing behaviour. Risk assessment will be considered only for those pupils where there is a foreseeable risk and enables the school to plan and train accordingly - In extreme situations e.g. where offences such as physical or verbal assault on a teacher, member of ancillary staff or another child are carried out, suspension for 1 day may be implemented. During this time the parent(s)/carer must discuss the situation with the principal. Failure to do so may result in the suspension being continued. No suspensions will be issued before consultation with the Chairman of the Board of Governors. WHEN CONFLICT OCCURS BETWEEN CHILDREN In Tullygally Nursery, we use these six steps to resolve conflicts between children. They are displayed in our classrooms, and all staff are aware of them. 1. APPROACH CALMLY: Observe as you approach, and expect a positive outcome. Be aware of body language- it says a lot about your feelings. It is important to be neutral and respect all points of view. If this is difficult, use "I" messages e.g. I feel angry because hitting hurts people. Do not problem solve until you feel calm. Stop harmful behaviour and hold objects about which there is a dispute. Get down to their level. 2. ACKNOWLEDGE FEELINGS: Recognize and reflect all the feelings e.g. you seem angry, sad, upset etc. This helps children let go of feelings, but they need to "empty out" feelings, before they calm down. Let the children know you think they can work it out. 3. GATHER INFORMATION: Ask open-ended questions of each child in turn to get the details. Don't ask why they did something. Don't ask for interpretation. Stick to facts. Give time to explain- try to develop language. 4. RESTATE THE PROBLEM: Use the children's words to restate the problem, clarifying issues, and reframing hurtful language ("I hate you, you can't play"- change to "You seem angry, you want to play on your own."). Check that everyone agrees with your account. 5. ASK FOR IDEAS FOR A SOLUTION: Respect all ideas, while leading children to think through cause and effect to make them workable. Make sure they are specific (not "share" but who and when). DO NOT IMPOSE YOUR SOLUTION. 6. GIVE FOLLOW-UP SUPPORT: Children may need help implementing the solution, or more discussion may be needed if one child is still angry. Check to see that each child is content with the solution. Praise the children for solving the problem. Procedure for handling bullying type behaviour The above strategies will be used if any child is displaying bullying type behaviour. We will work to create an environment within which positive relationships will be fostered and violent behaviour of any sort will be unacceptable. Should bullying occur, the needs of victims of bullying will be paramount and the school will take all reasonable measures to ensure that the situation is resolved. Our nursery policy is in line with the main school anti-bullying policy- a copy is available on request form the office. Rules are displayed inside/outside nursery- Visual Rules For Indoor Play - We are use safe hands and feet - We walk in the nursery - We use kind words - We share and take turns Rules For Outdoor Play - We help to tidy up - We play safely on equipment - We stay on the track when using wheeled vehicles Rules For Sand Play Outside - 6 children allowed in sand - Keep digging tools low - Be careful PROCEDURE FOR CONSULTATION The class teacher will attempt to deal with incidents of unacceptable behaviour and will record noteworthy events in their notebook. Teachers may contact parents/guardians with the permission of the Principal and make them aware of the situation. If unacceptable behaviour continues, the case will be referred to the principal and parents will be contacted if this has not been done already. Should the behaviour lists the school will implement the code of practice, drawing up an individual plan. The principal will discuss with the parents/guardians, the necessity of involving outside agencies, e.g. EWO, educations psychologist, etc. and proceed with arrangements. If unacceptable behaviour persists the Board of Governors will be informed and the parents may be noted to attend a meeting to discuss this matter with the Governors. The Governors and Principal will refer the matter to SELB for advice and guidance. 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Remember when…? – Cheating on the bus Description OK, i have to admit, i have not always been the perfect angel when i was a kid. But i am sure i am not the only one, right? We have all done a few things that were ... let's say ... not the most honest ones, even though they had little consequences in the end. That is what i did when i was taking the bus in Montreal. Student rate The fare for a bus ride was different for a child, and an adult. There was also the student rate, which was the same as the child rate but for that, you had to have a bus pass. When we reached 13 years old, we needed to get a special pass, at the beginning of the school year, to present when boarding the bus to pay that rate, otherwise, it was adult fee. Paying with money Now, to go on the bus, you have to buy tickets somewhere and only pay with that ticket or a month pass if you have one. But back then, we would pay with money. Early on, you could even get some change from the bus driver if you didn't have the exact amount to pay. Then, that changed to save time and work for the bus driver (and the passengers waiting behind you). Safe place to pay When i was taking the bus, as a student, i should have been paying 25 cents for the ride, and i had to put that money in the little glass box that had several levels where the coins would bounce, in order to prevent anyone from putting their hands in and grabbing money. This made a familiar sound of coins bouncing off metal pieces. I can't count If i was paying with a 25 cent coin, the bus driver would clearly hear ONE coin going down the chute. But if i was to put 5 nickels, the sound of 5 coins would make it impossible to actually "count" them. That is where i tried cheating: instead of 5 coins, i would put only 3 or 4, saving me 5 or 10 cents every time. If, at the time, the box was almost empty, the driver had the chance to see the coins as they landed at the bottom, and occasionally, would point out that i didn't pay the full 25 cents. My reply then was "Oops... i thought i grabbed 5 in my pocket" and of course, i would add the missing ones. I saved I admit, it was not the most honest thing to do, but at least, it didn't seem to have any DIRECT consequence on anyone: the bus driver was still paid, and i probably saved a few dollars over the years, 5 or 10 cents at the time. Do you think they can still come after me, 40 years later? How about you? Do you have a story of a long time ago, when you (or your friends) cheated the system a bit without hurting anyone or anyone's property? Share those stories and if you prefer, say it was a "friend" who did it! Date Created February 23, 2015 Author myclone	<urn:uuid:78fa3f3b-e5b3-4288-96ff-0629b24d985b>	CC-MAIN-2024-30	https://scrapbookcampus.com/2015/02/remember-when-cheating-on-the-bus?action=genpdf&id=6360	2024-07-23T20:53:16+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00863.warc.gz	441,211,264	650	eng_Latn	eng_Latn	0.999047	eng_Latn	0.999117	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1482, 2682 ]	[ 2.890625 ]	1	0
PLANT PATHOLOGY AND ENVIRONMENTAL MICROBIOLOGY (PPEM) PPEM 120: The Fungal Jungle: A Mycological Safari From Truffles to Slime Molds 3 Credits This course is an introduction to the world of fungi and their impact on humans and the environment around us. Fungi represent one of ﬁve or one of sixteen Kingdoms of biological organisms depending on the system used. Either way the Fungi are an integral and essential component of the biological world worthy of study by scientists and nonscientists alike. However, despite their importance to the ecosystem and to human affairs Fungi are among the least studied groups of biological organisms. This is unfortunate since Fungi are often quite beautiful and impact everyone's life. The goal of the proposed course is to provide a framework and context for students to become familiar with the Fungi and their importance to other life forms including humans. For example, food production is both positively and negatively impacted by Fungi in quite profound ways from serving a source of highly soughtafter products such as truffles to plant pathogens such as wheat rust destroying crops. This course explores questions such as: What are Fungi? Why are they important? How do they work in the ecosystem? How have humans harnessed the unique capabilities of Fungi? How are Fungi portrayed in the media, and are these accounts accurate? Students will also practice using their fungal knowledge to evaluate the potential efﬁcacy of consumer products aimed at control of Fungi. Some course concepts will be explored through hands on activities and visits to relevant campus locations. At course conclusion students will have a deeper understanding of the fascinating Kingdom Fungi, and a greater appreciation for their importance, diversity, and beauty. General Education: Natural Sciences (GN) GenEd Learning Objective: Crit and Analytical Think GenEd Learning Objective: Global Learning PPEM 170N: Plant and Microbial Art 3 Credits This inter-domain general education course provides a cross-disciplinary platform for plant- and microbe-facilitated creative production and artmediated scientiﬁc learning. The course balances studio art activities with lecture- and discussion-based learning about integrated science and art topics. Students use the media of plant and microbial pigments, growth, and biology in a hybrid studio-lab environment. The biology, chemistry, and physics of these living and life-derived media are expected to form integral parts of student presentations. Lectures will provide information about broad scientiﬁc principles and in-depth learning about speciﬁc phenomena underlying the biologically-based media as well as relevant bio-art issues and contexts in which work is produced. Student projects will represent an integration of natural science understanding with artistic expression. Students will be encouraged to go in various directions with their creative efforts, including visual mechanics (light, color, composition), mark making (painting, drawing), meaning making (metaphors, allegories, cultural appropriations), storytelling, sensing (ways of seeing, phenomenology), and new media issues (e.g., post- 1 humanism). Some example types of bio-media and their scientiﬁc connections include: plant pigments, which facilitate discussion of light, photosynthesis, basic chemistry and chromatography; bacterial cultures, which facilitate discussion of microbiology, cell biology, and cellular movements; and fluorescent proteins, which facilitate discussion of DNA, RNA, protein structure, mutations, species concepts, and genetic engineering. Student projects integrate the scientiﬁc basis of the bio-art media used such that the media become part of the message of the art. Cross-listed with: ART 170N General Education: Arts (GA) General Education: Natural Sciences (GN) General Education - Integrative: Interdomain GenEd Learning Objective: Creative Thinking GenEd Learning Objective: Integrative Thinking PPEM 225: Mushroom Cultivation 3 Credits Students will learn about commercial production of edible mushrooms and how to cultivate them on both a small and commerical scale. PPEM 225 Mushroom Cultivation (3) Pennsylvania's growers account for nearly 2/3 of the US total mushroom production. The production of the button mushroom, Agaricus bisporus, is a technically challenging process that requires a thorough understanding of substrate preparation and pasteurization (Phase I and Phase II composting) to be successful. The class will follow an Agaricus bisporus crop, at the Mushroom Research Center on campus, for the 11 week cropping cycle, participating in all aspects of button mushroom production. The course will also cover specialty mushroom production (including shiitake, oyster, maitake, enoki), which can be achieved on a small scale with some basic training and understanding of the different nutritional and substrate preparation techniques. Because cultivation of many specialty mushrooms is easier than button mushroom production, we will cultivate shiitake mushrooms both on sawdust logs as well as traditional oak logs. The class will have the opportunity to cultivate at least one other specialty mushroom, such as the oyster or lion's mane, in lab as well. We will schedule one Saturday ﬁeld trip to visit several commercial mushroom farms in southeast Pennsylvania. Though this trip is not mandatory, it will be a good chance to view all aspects of commercial mushroom farming. PPEM 296: Independent Studies 1-18 Credits/Maximum of 18 Creative projects, including research and design, which are supervised on an individual basis and which fall outside the scope of formal courses. PPEM 297: Special Topics 1-9 Credits/Maximum of 9 Formal courses given infrequently to explore, in depth, a comparatively narrow subject which may be topical or of special interest. PPEM 300: Horticultural Crop Diseases 3 Credits The concepts of plant pathology are introduced to describe how plants, the environment, and biotic and abiotic plant pathogens interact over time to cause disease. Understanding these relationships can help to prevent disease problems or increase management and control options. Students learn how plant pathogens survive, reproduce, and spread. The role that plant pathogen distribution and regulation have played in shaping history and their influence on our economics, trade, and the environment is discussed. Common and signiﬁcant plant diseases are illustrated to explain their causes, diagnosis, management, and national and international importance. All information is presented in online modules and all assessments are submitted online. Students should be able to recognize common garden plants in the NE United States such as maples, oaks, roses, crabapples, lilacs, peony, pachysandra, etc. Internet access and a digital camera are required (phone cameras are usually ﬁne). Weekly assignments, quizzes, and labs are all submitted online. Several diagnosis exercises reinforce the practical aspects of identifying and controlling plant pathogens and the Plant Disease Assessment Report provides experience in plant disease site evaluation and management. Students customize many assignments to use their favorite plant materials and locations. The online modules supply course content but students apply the lessons in their own local area. Original student photographs are needed for diagnoses and the Plant Disease Assessment Report. Plant diseases have signiﬁcant influences on plant aesthetics, economics, edibility, and viability. They have had profound influences on world history, and roles in modern national and international trade and bio-security. Students will gain an appreciation of the impact that horticultural crop diseases can have on society and the environment, including how the global trade of horticultural crops has resulted in the spread of pathogens important to agricultural crops and native plants. Recommended Preparation: 3 credits of high school biology are recommended General Education: Natural Sciences (GN) GenEd Learning Objective: Effective Communication GenEd Learning Objective: Crit and Analytical Think GenEd Learning Objective: Soc Resp and Ethic Reason PPEM 318: Diseases of Forest and Shade Trees 2 Credits Introduction to diagnosis and management of forest and shade tree diseases. PPEM 318 Diseases of Forest and Shade Trees (2) Diseases of Forest and Shade Trees, is a practical, hands-on, lab and lecture course designed primarily for forestry and landscape-contracting students. However, the course is also appropriate for any student interested in tree diseases, or for any student who simply wants to know "What is wrong with my tree?" The course content covers the important tree diseases of Pennsylvania, with emphasis on tree diseases that also have national and international implications. New and emerging tree diseases are discussed during the last two weeks of the semester. PPEM 318H: Diseases of Forest and Shade Trees 2 Credits Introduction to diagnosis and management of forest and shade tree diseases. PPEM 318 Diseases of Forest and Shade Trees (2) Diseases of Forest and Shade Trees, is a practical, hands-on, lab and lecture course designed primarily for forestry and landscape-contracting students. However, the course is also appropriate for any student interested in tree diseases, or for any student who simply wants to know "What is wrong with my tree?" The course content covers the important tree diseases of Pennsylvania, with emphasis on tree diseases that also have national and international implications. New and emerging tree diseases are discussed during the last two weeks of the semester. Honors PPEM 397: Special Topics 1-9 Credits/Maximum of 9 Formal courses given infrequently to explore, in depth, a comparatively narrow subject that may be topical or of special interest. PPEM 405: Microbe-Plant Interactions: Plant Disease and Biological Control 3 Credits Survey of microbe-plant interactions causing plant disease, mechanisms of pathogenesis, disease management, and microbial and molecular biological control strategies. PPEM 405 Microbe-Plant Interactions: Plant Disease and Biological Control (3) Plant health in both natural and agricultural ecosystems is essential for sustaining human society and all other life forms on Earth. Plant disease epidemics are common and diverse and can have devastating effects on our population and economy by debilitating the ecosystems on which we depend. This course focuses on biological and environmental factors that influence microbe-plant interactions which in turn determine plant health and initiate plant disease epidemics. Developing strategies for maintaining healthy plants in both natural and agricultural ecosystems requires an understanding of pathogen and host biology, as well as the role of the environment in disease epidemiology. Students will learn about the survival and spread of important plant-infecting fungi, bacteria, phytoplasma, and viruses and how mechanisms for microbial pathogenicity are influenced by the environment. The ﬁnal section of the course will focus on the use of beneﬁcial microorganisms to maintain and improve plant health. Grades will be based on student performance on a wide variety of activities including labs, quizzes, seminar reports, and exams. Enforced Prerequisite at Enrollment: BIOL 110 PPEM 412: Turfgrass Disease Management 3 Credits PPEM 412 Turfgrass Disease Management (3) This course will provide an introduction to concepts of disease processes in plants and biology of plant pathogens, principles of turfgrass disease diagnosis based on symptom development, recognition of signs and microscopic structures of the pathogens, environmental and cultural management factors influencing disease development, signiﬁcance of pathogen life cycle in disease epidemic development, and integrated turfgrass disease management practices for root and foliar disease. Disease of various turf types for golf courses, residential lawns, landscapes, and athletic ﬁelds will be discussed. Disease topics will include diseases that commonly occur in winter, disease that develop in spring and persist into summer, and disease that initiate in summer and remain active until late fall in most regions of North America. A number of non-infectious disorders of turf caused by extreme environmental conditions and improper cultural practices will also be discussed. Enforced Prerequisite at Enrollment: TURF 235 PPEM 416: Plant Virology: Molecules to Populations 3 Credits An exploration of the molecular biology and population dynamics of the virus-plant interaction. PPEM 416 Plant Virology: Molecules to Populations (3) This will be the departmental foundation course for plant viruses, one of the four major pathogen groups. The course will entail an exploration of the history, nature, cause, socioeconomics, symptomatology, physiology, diagnosis, ecology, epidemiology, and control of viral diseases on plants. Special emphases will be placed on replication, and evolution of plant viruses, molecular biology of the virusplant interaction, replication, virus-like agents (viroids & prions), natural and genetically engineered disease resistance, virus-vector relationship, and population dynamics. Enforced Prerequisite at Enrollment: BIOL 110 and SC 120N PPEM 417W: Mechanisms of Bacterial Pathogenesis in Plants 3 Credits This course covers the mechanisms that certain bacteria use to infect and cause disease in plants. We will consider the molecular, genetic, biochemical, and physiological systems that are used by plantpathogenic bacteria to move about and infect plants, cause disease symptoms, evade plant immune responses, and derive nutrition from the plant. We will cover these topics through a combination of lectures and close readings of current and classic primary research articles. The course also has a major, hands-on laboratory component that includes experiments on bacterial genetics related to disease, bacterial physiology and behavior, and the stimulation of plant immune responses during bacterial infection. Students taking this class can expect to gain experience reading primary plant bacteriology research literature and designing and implementing experiments in plant-bacterial interaction. Enforced Prerequisite at Enrollment: BIOL 110 Writing Across the Curriculum PPEM 425: Biology of Fungi 4 Credits BIOL 425 / PPEM 425 (4 cr.) is a lecture and laboratory survey of the diversity of Fungi, consisting of two 75-minute lecture and two 180minute laboratory/ﬁeld activity periods per week. The course moves from branch to branch in the Fungal tree of life, covering aspects of ecology, morphology, physiology and life history, as well as current and historical importance to human affairs in medicine, agriculture and industry. Topics covered as students move through the Fungal tree include: 1) Macrofungi seen in the ﬁeld; 2) Fungal evolution; 3) Fungal reproduction and dispersal; 4) Fungal growth, development and structure; 5) Fungal genetics and genomics; 6) Fungi as mutualistic symbionts of plants, animals and other organisms; 7) Fungal diseases of plants, animals and humans; 8) Fungi as toxin producers; 9) Fungi as sources of food, pharmaceuticals and enzymes; and 10) Fungi as research organisms used to understand basic biological processes. Some laboratory sessions consist of ﬁeld trips to local forests to observe and collect Fungi for observation in the laboratory. Enforced Prerequisite at Enrollment: BIOL 110 and (AGECO 201 or BIOL 127 or BIOL 220W or BIOL 220M or BIOL 222 or BIOL 230W or BIOL 230M or BIOL 240W or BIOL 240M or MICRB 251 or HORT 232 or PPEM 120 or PPEM 225 or PPEM 405) Cross-listed with: BIOL 425 PPEM 427: Mycotoxins: Effects of Fungal Toxins on Human and Animal Health 3 Credits Description and history of mycotoxicoses. Mycotoxin formation, occurrence, control, economic and social impacts, and regulatory issues. PPEM 427 Mycotoxins: Effects of Fungal Toxins on Human and Animal Health (3) This course will provide a comprehensive overview of the multi-disciplinary subject of mycotoxicology. Mycotoxins are chemicals produced by fungi that are toxic to humans and animals. Students will become familiar with the history and description of mycotoxins and mycotoxicoses, formation of mycotoxins, biology of mycotoxigenic fungi, methods of mycotoxin analysis, fate of mycotoxins in food processing, management and prevention of mycotoxins, regulations, and economic and social impacts. This course is appropriate for students who wish to learn more about fungi beyond the introductory level, as well as for those with interests in animal science and husbandry. The subject of mycotoxicology involves most aspects of the agriculture-food system so students of food science, crop and soil science, entomology and plant pathology will ﬁnd relevant topics in mycotoxicology. Biology and microbiology students especially those with interests in plant-associated microbes and ecology will also beneﬁt from this course. Course format will be two lectures per week and one period of discussion that will include laboratory activities, ﬁeld trips, case study discussions, and student presentations. Enforced Prerequisite at Enrollment: BIOL 110 or (BIOL 11 and BIOL 12) or (CHEM 112 and CHEM 113) PPEM 430: Air Pollution Impacts to Terrestrial Ecosystems 3 Credits This course introduces student to air pollutant sources, transport, meteorology, and temporal and spatial trends of pollution dispersion and deposition. An overview is presented of the direct and indirect effects of air pollutants on terrestrial ecosystems with an emphasis on plant life. The effects of ozone, sulfur dioxide, nitrogen oxides, particulate matter, halogens, and combined pollutants leading to acidic atmospheric depositions are presented. Emphasis is placed on air pollutants as plant pathogens leading to symptoms and eventual longterm accumulative effects to entire ecosystems. Methods of diagnostics, factors affecting plant response, ecosystem decline and resiliency, pest interactions, assessment of loss and cost/beneﬁt analysis leading to abatement follows. Final parts of the course include perspectives of public awareness, development of National Ambient Air Quality Standards, compliance prevention of signiﬁcant deterioration, and the Clean Air Act reforms of 1990. Enforced Prerequisite at Enrollment: (BIOL 110 or FOR 308) and 5th Semester standing or higher Cross-listed with: ERM 430 PPEM 440: Introduction to Microbiome Analysis 3 Credits The development of next-generation sequencing (NGS) technologies was initially spurred by the desire for a human genome sequence, but these tools are now essential to all areas of biology. The amount of data produced by NGS allows us to ask questions about processes that occur across genomes, communities, and even landscapes. In particular, NGS has revolutionized the study of environmental microbiology, allowing 3 us to investigate the thousands of microbial "species" that co-occur in a given environment, even though most of these microorganisms have not been captured or observed in culture. The entire complement of microorganisms (and their genes) that occur in a particular environment is frequently referred to as the "microbiome" of that environment. The ﬁeld of microbiome research is evolving rapidly, which means that there are many opportunities to contribute to exciting new discoveries. However, this fast pace of change has made it difﬁcult to properly prepare students for microbiome-focused graduate work. In this course, students will learn about the development of NGS techniques, as well as recent applications of NGS to natural and agricultural soil systems, including how these tools can be used to understand both targeted and unintentional human-induced changes to microbiomes. Students will also develop the ability to interpret microbiome-related literature and to work with NGS data using freely available software. In the second assignment, students will explore additional software not used in class, in order to learn how to learn to use unfamiliar bioinformatics tools. This course is intended for students with very little background in programming or bioinformatics, but with a strong understanding of microbiology, molecular biology, and/or ecology. At the conclusion of this course, students will be able to: - Interpret microbiome terminology and ﬁgures. - Understand and present a summary of a microbiome-based journal article. - Analyze microbiome-based high-throughput sequencing data using freely available software. - Apply microbiome analysis tools to unknown data. - Express their interpretation of microbiome data in oral, written, and graphical contexts. Enforced Prerequisite at Enrollment: BIOL 220W and MICRB 201 Recommended Preparations: BIOL 463 or MICRB 413 PPEM 454: Virus Ecology 3 Credits Virus ecology describes how viruses interact with their hosts, and how those interactions modulate the hosts' interactions with their environment. PPEM 454 Virus Ecology (3) In this course students will learn about the interplay among viruses, hosts and the environment. The diversity of viruses, which infect all known life forms, will be explored. The important role viruses play in the ecology of the planet, including carbon cycles, host adaptation to extreme environments, host health or disease, and host evolution will be discussed in depth using speciﬁc examples. Students also will learn to critically read the scientiﬁc literature. Learning will be assessed through a combination of written and oral assignments and exams. Enforced Prerequisite at Enrollment: BIOL 110 or equivalent PPEM 456: Applied Microbial Ecology 3 Credits This is a lecture based course that will broaden students' understanding of the diverse biotic and abiotic interactions relevant to microbes in diverse environments. In particular, this course focuses on ecological interactions between microbes in a common environment or between microbes and their eukaryotic hosts (e.g. plants and animals). In addition to learning about ecological theory as it applies to microbes, students will learn about historical and contemporary approaches to studying microbes in different environments. This will include substantial focus on cutting edge '-omics', microscopic, and direct functional analytical approaches to understand both the distribution of microbial taxa (i.e. who's there) and what processes they carry out in their natural environments (i.e. what they're doing). In the latter portions of the class, students will apply the theory and techniques to understanding the ecology of speciﬁc environments, including environmental, agricultural, and food environments. The objectives of this course include: provide students with a ﬁrm understanding of contemporary microbial ecology and environmental microbiology; conceptually link processes that occur in disparate environments, such as plant roots, termite guts, and cheese rinds; provide students with the language to discuss these concepts and processes; make students familiar with and conversant in 'omic' and other cutting edge functional techniques used to study microbes in their natural environments; provide select examples of how humans take advantage of microbial ecology for our beneﬁt (such as suppression of pathogens or promotion of waste decomposition). The course will conclude with a research and writing project where students will review the microbial ecology of a speciﬁc environment. This course expects students to have an understanding of basic microbiological concepts. Enforced Prerequisite at Enrollment: MICRB 201 or MICRB 201H PPEM 494: RESEARCH PROJECT 1-6 Credits/Maximum of 6 Supervised student activities on research projects identiﬁed on an individual or small-group basis. PPEM 496: Independent Studies 1-18 Credits/Maximum of 18 Creative projects, including research and design, which are supervised on an individual basis and which fall outside the scope of formal courses. PPEM 496H: Independent Studies 1-18 Credits/Maximum of 18 Creative projects, including research and design, which are supervised on an individual basis and which fall outside the scope of formal courses. Honors PPEM 497: Special Topics 1-9 Credits/Maximum of 9 Formal courses given infrequently to explore, in depth, a comparatively narrow subject which may be topical or of special interest.	<urn:uuid:2c3d1d57-7972-4624-9de6-f8c67ef3db13>	CC-MAIN-2024-30	https://bulletins.psu.edu/university-course-descriptions/undergraduate/ppem/ppem.pdf	2024-07-23T20:29:31+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00861.warc.gz	126,416,369	4,926	eng_Latn	eng_Latn	0.991457	eng_Latn	0.993284	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 6289, 12829, 19106, 24599 ]	[ 2.15625, 1.140625 ]	2	0
Introduction to the series by the editors © in this web service Cambridge University Press 1 www.cambridge.org 1 Approaches to learning and teaching First Language English This series of books is the result of close collaboration between Cambridge University Press and Cambridge International both departments of the University of Cambridge. The books are intended as a companion guide for teachers, to supplement your learning and provide you with extra resources for the lessons you are planning. Their focus is deliberately not syllabus-specific, although occasional reference has been made to programmes and qualifications. We want to invite you to set aside for a while assessment objectives and grading, and take the opportunity instead to look in more depth at how you teach your subject and how you motivate and engage with your students. The themes presented in these books are informed by evidence-based research into what works to improve students' learning and pedagogical best practices. To ensure that these books are first and foremost practical resources, we have chosen not to include too many academic references, but we have provided some suggestions for further reading. We have further enhanced the books by asking the authors to create accompanying lesson ideas. These are described in the text and can be found in a dedicated space online. We hope the books will become a dynamic and valid representation of what is happening now in learning and teaching in the context in which you work. Our organisations also offer a wide range of professional development opportunities for teachers. These range from syllabus- and topicspecific workshops and large-scale conferences to suites of accredited qualifications for teachers and school leaders. Our aim is to provide you with valuable support, to build communities and networks, and to help you both enrich your own teaching methodology and evaluate its impact on your students. Each of the books in this series follows a similar structure. In the first chapter, we have asked our authors to consider the essential elements of their subject, the main concepts that might be covered in a school curriculum, and why these are important. The next chapter gives you a brief guide on how to interpret a syllabus or subject guide, and how to plan a programme of study. The authors will encourage you to think too about what is not contained in a syllabus and how you can pass on your own passion for the subject you teach. Introduction to the series by the editors The main body of the text takes you through those aspects of learning and teaching which are widely recognised as important. We would like to stress that there is no single recipe for excellent teaching, and that different schools, operating in different countries and cultures, will have strong traditions that should be respected. There is a growing consensus, however, about some important practices and approaches that need to be adopted if students are going to fulfil their potential and be prepared for modern life. In the common introduction to each of these chapters we look at what the research says and the benefits and challenges of particular approaches. Each author then focuses on how to translate theory into practice in the context of their subject, offering practical lesson ideas and teacher tips. These chapters are not mutually exclusive but can be read independently of each other and in whichever order suits you best. They form a coherent whole but are presented in such a way that you can dip into the book when and where it is most convenient for you to do so. The final two chapters are common to all the books in this series and are not written by the subject authors. Schools and educational organisations are increasingly interested in the impact that classroom practice has on student outcomes. We have therefore included an exploration of this topic and some practical advice on how to evaluate the success of the learning opportunities you are providing for your students. The book then closes with some guidance on how to reflect on your teaching and some avenues you might explore to develop your own professional learning. We hope you find these books accessible and useful. We have tried to make them conversational in tone so you feel we are sharing good practice rather than directing it. Above all, we hope that the books will inspire you and enable you to think in more depth about how you teach and how your students learn. Paul Ellis and Lauren Harris Series Editors 2 Purpose and context Purpose and context International research into educational effectiveness tells us that student achievement is influenced most by what teachers do in classrooms. In a world of rankings and league tables we tend to notice performance, not preparation, yet the product of education is more than just examinations and certification. Education is also about the formation of effective learning habits that are crucial for success within and beyond the taught curriculum. The purpose of this series of books is to inspire you as a teacher to reflect on your practice, try new approaches and better understand how to help your students learn. We aim to help you develop your teaching so that your students are prepared for the next level of their education as well as life in the modern world. This book will encourage you to examine the processes of learning and teaching, not just the outcomes. We will explore a variety of teaching strategies to enable you to select which is most appropriate for your students and the context in which you teach. When you are making your choice, involve your students: all the ideas presented in this book will work best if you engage your students, listen to what they have to say, and consistently evaluate their needs. Effective PD Improved teaching Improved learning Cognitive psychologists, coaches and sports writers have noted how the aggregation of small changes can lead to success at the highest level. As teachers, we can help our students make marginal gains by guiding them in their learning, encouraging them to think and talk about how they are learning, and giving them the tools to monitor their success. If you take care of the learning, the performance will take care of itself. When approaching an activity for the first time, or revisiting an area of learning, ask yourself if your students know how to: * approach a new task and plan which strategies they will use * look back and reflect on how well they did and what they might do differently next time. * monitor their progress and adapt their approach if necessary 2 Approaches to learning and teaching First Language English Effective learners understand that learning is an active process. We need to challenge and stretch our students and enable them to interrogate, analyse and evaluate what they see and hear. Consider whether your students: * challenge assumptions and ask questions * devise strategies to overcome any barriers to their learning that they encounter. * try new ideas and take intellectual risks As we discuss in the chapters on Active learning and Metacognition, it is our role as teachers to encourage these practices with our students so that they become established routines. We can help students review their own progress as well as getting a snapshot ourselves of how far they are progressing by using some of the methods we explore in the chapter on Assessment for Learning. Students often view the subject lessons they are attending as separate from each other, but they can gain a great deal if we encourage them to take a more holistic appreciation of what they are learning. This requires not only understanding how various concepts in a subject fit together, but also how to make connections between different areas of knowledge and how to transfer skills from one discipline to another. As our students successfully integrate disciplinary knowledge, they are better able to solve complex problems, generate new ideas and interpret the world around them. In order for students to construct an understanding of the world and their significance in it, we need to lead students into thinking habitually about why a topic is important on a personal, local and global scale. Do they realise the implications of what they are learning and what they do with their knowledge and skills, not only for themselves but also for their neighbours and the wider world? To what extent can they recognise and express their own perspective as well as the perspectives of others? We will consider how to foster local and global awareness, as well as personal and social responsibility, in the chapter on Global thinking. As part of the learning process, some students will discover barriers to their learning: we need to recognise these and help students to overcome them. Even students who regularly meet success face their own challenges. We have all experienced barriers to our own learning at some point in our lives and should be able as teachers to empathise and share our own methods for dealing with these. In the Purpose and context chapter on Inclusive education we discuss how to make learning accessible for everyone and how to ensure that all students receive the instruction and support they need to succeed as learners. Some students are learning through the medium of English when it is not their first language, while others may struggle to understand subject jargon even if they might otherwise appear fluent. For all students, whether they are learning through their first language or an additional language, language is a vehicle for learning. It is through language that students access the content of the lesson and communicate their ideas. So, as teachers, it is our responsibility to make sure that language isn't a barrier to learning. In the chapter on Language awareness we look at how teachers can pay closer attention to language to ensure that all students can access the content of a lesson. Alongside a greater understanding of what works in education and why, we as teachers can also seek to improve how we teach and expand the tools we have at our disposal. For this reason, we have included a chapter in this book on Teaching with digital technologies, discussing what this means for our classrooms and for us as teachers. Institutes of higher education and employers want to work with students who are effective communicators and who are information literate. Technology brings both advantages and challenges and we invite you to reflect on how to use it appropriately. This book has been written to help you think harder about the impact of your teaching on your students' learning. It is up to you to set an example for your students and to provide them with opportunities to celebrate success, learn from failure and, ultimately, to succeed. We hope you will share what you gain from this book with other teachers and that you will be inspired by the ideas that are presented here. We hope that you will encourage your school leaders to foster a positive environment that allows both you and your students to meet with success and to learn from mistakes when success is not immediate. We hope too that this book can help in the creation and continuation of a culture where learning and teaching are valued and through which we can discover together what works best for each and every one of our students. 3 The nature of the subject The nature of the subject Why is English important? In today's global world, the importance of English has never been greater. It is widely spoken across the world and is the language used in many global businesses and communication systems. Preparing students to speak, read and write fluent English is essential to help them develop as 21st-century learners who can play a role on the world stage. Even more importantly, our students need to develop the thinking skills that will allow them to widen their perspective and become responsible citizens. As an English teacher, you will play an important role in preparing your students for these exciting challenges. As Eyre & McClure explain in Curriculum Provision for the Gifted and Talented in the Primary School (David Fulton Publishers, 2001), English lessons provide opportunities to promote: * moral development, by exploring questions of right and wrong, values and conflict between values through their reading of fiction and non-fiction, and their discussions and role plays * cultural development, by helping students explore and reflect on the way that cultures are represented in their stories and poems, and exploring how language relates to national and cultural identities. * social development, by helping students collaborate with others, teaching them the skills necessary to create the effects they wish to achieve when adapting their speech and writing, and through reading, reviewing and discussing texts that present issues and relationships between different groups and between the individual and society in different historical periods and cultures Making lessons interesting and challenging is crucial to ensuring that, as an English teacher, you continue to enjoy teaching the subject. Using up-to-date articles about current affairs as a basis for discussion, or topics that will engage teenagers and lead to discursive writing, as well as using the latest technology to support your teaching, will all ensure that you learn and develop alongside your students. 3 Approaches to learning and teaching First Language English The place of English in the curriculum As a core subject, English is wide-ranging and eclectic. For English teachers there are both positive and negative aspects to this breadth: teaching a living and evolving language allows teachers to be infinitely creative in their classrooms, but for some there is uncertainty about what precisely defines the nature of the subject. What exactly should English teachers teach? For many, English teaching is the transference of the teacher's subject knowledge and skills to the students in front of them – the teaching of formal grammar, spelling, vocabulary and literary devices, modelled through reading and practised in the student's own writing. Put simply, English teachers prepare students to make connections between what they read and how they write. Figure 3.1 shows how these connect, with oracy skills developed throughout. Figure 3.1: Integrating skills development. Reading Writing Writer’s craft Speaking and listening Of course, in practice it is far more complicated than this diagram suggests. In the past, English teaching in schools tended to focus on the basic skills of literacy – learning to read and write – and took a more functional view of its place in the curriculum. English has since evolved into a subject that champions 'life-long learning' and the education of a whole person, rather than simply preparing someone for a life of employment. This has led to less emphasis on the formal teaching of standardised handwriting, grammar, spelling and punctuation and more focus on teaching students ways of developing writing skills and making meaning through reading, discussing and analysing a wide range of literary and non-literary texts. 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Enhanced Foster Care Crisis Prevention and Response Plan Date Completed Initial Crisis Plan Modified Crisis Plan Child's Name Age Parent Keep this plan accessible and in sight! Hang it up at home, keep a copy in your phone, and reference it regularly. Instructions Open Instructions Child's Possible Triggers IDENTIFY POSSIBLE TRIGGERS: What might make you sad, angry, nervous, or scared? Trauma reminders make a child think about or “relive” a frightening event from the past. Trauma reminders or “triggers” can be places, sounds, smells, tastes, colors, textures, words, feelings, and even other people. Change in caregiver Change in routine Loud sounds/voices Others yelling Being touched Being teased Not being listened to Being told "no" Feeling lonely Lack of privacy Not having control Homework Being in the dark Feeling hungry Feeling pressured Changes in light/temperature Bad dreams/nightmares Being forced to do something Family Time w/parents or siblings Time of day: Other: Time of year: Specific person(s): Child's Warning Signs WATCH FOR WARNING SIGNS: How can we tell you are having a hard time? When a child experiences a trigger or trauma reminder, there are usually physical signs that a behavioral outburst or crisis might be ahead. Excessive crying Fussiness/Irritability Startling easily Frequent tantrums Change in eating Change in sleeping Red face Can't sit still Breathing heavily Clenching fists Isolating Rocking/Pacing Racing heart Anger outbursts Swearing Not taking care of myself Change in activity level Refusing medication(s) Difficult to calm/soothe Other: 04EF006E 10/25/2022 Page 1 of 3 Child's Replacement Activities POSITIVE REPLACEMENT ACTIVITIES: What can you do to distract or comfort yourself? Identify possible activities the child can do to help cope with escalating emotions and support building coping skills. Quiet time Change location Sensory toys Listening to music Deep breathing Reading a book Bouncing a ball Drawing/coloring Getting a hug Lying down Talking to a friend Exercising Writing in a journal Talking to an adult Playing a game Being around others Taking a bath or shower Playing with clay/slime Getting something to eat or drink Being alone in a safe space Repetitive/rhythmic movement (rocking, swaying, etc.) Talking to my therapist Other: CHILD REFLECTION: What have you tried in the past that helped in a crisis? What has not helped? Child's Support SUPPORT PEOPLE: Who can you talk to? These are safe people who will be supportive in response to a potential crisis. Name Relation Contact # Name Relation Contact # HELP STATEMENT: What can you say to let your parent know you need help to calm down or stay safe? Parent Interventions PARENT INTERVENTIONS: What steps can a parent take to help prevent and de-escalate a crisis? Referencing these tips in a crisis can help parents calm the situation. Respond in a calm, non-judgmental, and neutral manner. Allow child to go to a designated calming place (ie, outside swing, etc.) Share power by offering the child choices or options when safe to do so. Remind the child that you are on the same team and can work together to solve the problem. Maintaining flexibility when possible in allowing a child to do an activity that may help them to calm down. Contact a family member, friend, or alternate parent for tangible or emotional support during 04EF006E 10/25/2022 Page 2 of 3 crisis. Other Name Contact # PARENT REFLECTION: What have you or your parent tried in the past that helped in a crisis? What has not helped? Crisis Response RESPONDING TO A CRISIS: The following are steps we can take if de-escalation attempts have not worked and a crisis does occur: Contact crisis support: Agency providing crisis support Crisis line Statewide Children's Mobile Response: 1-833-885-CARE (2273) Notify the child's worker or on-call personnel as well as foster care staff. In the event of an emergency, call 911, or go to the nearest emergency room. Additional Notes Signatures Person(s) assisting with completion of this form (print) Child signature Date Parent signature Date 04EF006E 10/25/2022 Page 3 of 3	<urn:uuid:835e038b-a39b-47f8-87ea-79a1662bd7d8>	CC-MAIN-2024-30	https://okfosters.org/wp-content/uploads/2024/01/EFC-CRISIS-AND-PREVENTION.pdf	2024-07-23T21:32:41+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00860.warc.gz	375,642,489	988	eng_Latn	eng_Latn	0.990898	eng_Latn	0.993329	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1677, 3492, 4241 ]	[ 3.453125 ]	1	0
Jeffco Family Physical Activity Calendar Is there a special occasion this month? Celebrate birthdays or anniversaries with something active such as a hike, volleyball game, or a Frisbee match. Day 1 Day 2 Day 3 ABC Walk Go for a walk and look for things that begin with different letters of the alphabet. Day 8 Add On Movement Fun! Do one movement, then your partner repeats it but adds on one more, then you do your first movement, your partners' and then add on. The Floor is Lava! washcloths, towels or pillows around the room and jump from one to another. Movement Sequence Create a movement sequence – hop, twist, reach – and then do it together. Say the words as you do the motions. . Day 28 No Hands! Pick up a ball from the floor without using your hands. Are you able to put it in a bowl or other container? Partner Day 4 Day 6 Day 7 Sock Ball Day 5 Tag, You're it! Video Challenge! Sit ChallengeBall Movement Day 14 Day 20 Day 27 \| Day 9 Scavenger Hunt Go for a walk looking for items in your neighborhood. Use this resource as a guide. \| Day 10 Go Bowling! Create your own bowling pins and course, using empty water bottles or plastic cups. Grab a ball and start rolling to knock over the “pins”! \| Day 11 Aerobics! Try doing 10 each of the following activities: jumping jacks, squats, lunges, sit ups, push ups. \| Day 12 Hide and Seek Play a few games of hide and seek! Who can fni d the best hiding spot? \| Day 13 Active Charades Act out different sports/activities and have your family guess what you’re acting out. \| \|---\|---\|---\|---\|---\| \| Day 16 Family Walk Before or after dinner head out as a family to walk around the neighborhood. Aim to walk for at least 15 minutes to begin. \| Day 17 Keep in Going How many times can you throw a ball (or sock ball) back and forth with a partner? How long can you keep a balloon in the air? \| Day 18 Obstacle Course! Find items around your house to create an obstacle course. Check out this video for ideas. \| Day 19 Full body rock, paper, scissors. Rock-curl into a ball. Scissors- stand with legs and arms apart. Paper- stand with feet/arms together. Best of 3 wins! \| Day 19 Extra Steps: Park farther away and count the number of steps from the car to your destination. Write it down and see if you can park even farther away on your next stop. \| \| Day 22 Family Fun Day Head out to the park, go swimming or go biking as a family. \| Day 23 Crank The Music and Boogie Down Try turning off the lights and using a falshlight as a strobe light. \| Day 24 Play Ball! Grab any ball you have around the house and play! Kickball, baseball, football, basketball, volleyball, etc. \| Day 25 Limbo! Use a jump rope, pole or even some string or yarn to limbo under. Who can go the lowest? \| Day 26 Crab Clean Up Tidy up while walking like a crab! Carry items on your belly across the room to put them away. \| \| Day 29 Wake and Shake When you wake up in the morning, shake your body for 10 seconds. Then jump up and down 10 times. \| Day 30 Simon Says Choose one person to be “Simon” and everyone else has to do what Simon says, but only when he/she says “Simon Says” frist. \| Day 31 Handshake Using your entire body, make up a handshake with each person in your family – try to really add a lot of movement. \| TIP: Aim for 30-60 minutes of activity daily. If you don’t have 30-60 minute blocks of time, break up activity into smaller blocks of time. \| \|	<urn:uuid:e29b0372-b523-4c16-8a4d-f416ec4043ba>	CC-MAIN-2024-30	https://resources.finalsite.net/images/v1713068377/jeffcopublicschoolsorg/wj7ot5cufvvej4u95yhc/jeffco-family-physical-activity-calendar.pdf	2024-07-23T20:04:27+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00867.warc.gz	424,469,976	881	eng_Latn	eng_Latn	0.998706	eng_Latn	0.998706	[ "eng_Latn" ]	false	docling	[ 3430 ]	[ 3.6875 ]	1	0
Early Child Res Q. Author manuscript; available in PMC 2012 September 1. NIH Public Access Author Manuscript Published in final edited form as: Early Child Res Q. 2011 September ; 26(4): 465–474. doi:10.1016/j.ecresq.2011.03.002. Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children Cynthia S. Puranik, University of Pittsburgh Christopher J. Lonigan, and Florida Center for Reading Research & Florida State University Young-Suk Kim Florida Center for Reading Research & Florida State University Abstract The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4–5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and lettername and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. Keywords alphabet knowledge; emergent literacy; letter writing; name-writing; spelling Writing is a difficult task, both for beginning and mature writers. Hence, it is a tremendous accomplishment when young children begin writing. Conventional writing begins with children either writing letters or writing their names. Although we have learned a great deal about the skills that contribute to or lay the foundation for early reading, we know less about the skills that contribute to young children's early writing. A few studies have examined the component skills that contribute to name writing, but no study to date has examined skills that contribute to letter writing. Also among children's early writing endeavors are their attempts to spell single words. The ability to spell words signals a major milestone in children's literacy acquisition. To be able to spell, children need to draw upon and use Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. several emergent literacy skills, which is why spelling is considered a good reflection of children's understanding and learning of the alphabetic principle (Ehri, 2000; Shatil, Share, & Levin, 2000; Treiman, 2006) and a good predictor of their reading skills (McBrideChang, 1998; Richgels, 1995; Richgels & Barnhart, 1992; Stage & Wagner, 1992; Tangel & Blachman, 1992). Although there is a sizeable amount of research on children's spelling, there have been few investigations of spelling in preschool children compared to the number of investigations of spelling in kindergarten or grade school children, and in these few investigations, spelling has been used primarily as a variable to predict current or later reading outcomes (e.g., McBride-Chang, 1998; Richgels, 1995; Richgels & Barnhart, 1992; Stage & Wagner, 1992). The few investigations of spelling in preschool children have focused on providing qualitative descriptions of their spelling abilities and have been "directed mainly at describing what children do, instead of how they do it" (Ouellette & Sénéchal, 2008, p.196, emphasis in the original). Hence, the primary purpose of this study was to examine if and how emergent literacy skills (alphabet knowledge, phonological awareness, print knowledge) contribute to preschool children's early writing attempts-name writing, letter writing, and spelling. Contribution of Emergent Literacy Skills to Name Writing Despite an interest in name-writing skills and its important role in the development of literacy, only a few studies have systematically investigated which emergent literacy skills contribute to children's abilities to write their names. Given that a child's name is among the first things that children write (Both-de Vries & Bus, 2008, 2010; Clay, 1975; Martens, 1999), examining what skills contribute to name writing will add to our current understanding of writing development. Blair and Savage (2006) reported that phonological awareness and letter-sound knowledge were strongly related to children's name-writing abilities; whereas Welsch, Sullivan, and Justice (2003) found that phonological awareness was not related to a child's name-writing ability when print-related knowledge was accounted for. Instead letter-name recognition and print knowledge predicted name writing. Bloodgood (1999) reported high concurrent correlations between name writing and letter writing. As is evident, there is no consensus on what component skills contribute to a child's name-writing ability and different skills appear to be related to a child's name-writing ability depending on what tasks were included in a study. We extend the findings of these previous investigations by including a comprehensive set of emergent literacy tasks to clarify the shared and unique contributions of emergent literacy skills to name writing. Contribution of Emergent Literacy Skills to Letter Writing In addition to examining which emergent literacy skills contribute to name writing in preschool children, we were also interested in examining which literacy skills contribute to letter writing. As mentioned previously, no study to date has examined skills that contribute to letter writing, so we investigated potentially important literacy skills (alphabet knowledge, print knowledge, phonological awareness, and name writing) that could contribute to the development of letter writing. Letter writing represents a child's attempt at retrieving the visual shapes and names of letters and as such should be facilitated by a child's alphabet knowledge. Children's print knowledge, was included because it is generally believed that children need to have some basic knowledge about print and understand how print functions before they begin writing (e.g., Clay, 1975; Mason, 1980; Sulzby, 1985). Finally, name writing was included because some researchers believe that one's first name is the first word that children attempt and learn to write. Contribution of Emergent Literacy Skills to Spelling According to the comprehensive review by National Early Literacy Panel (NELP; Lonigan, Schatschneider, & Westberg, 2008) four emergent literacy skills play an important role in the development of children's spelling skills include alphabet knowledge, phonological awareness, print knowledge, and name-writing. We briefly review the research below. The term alphabet knowledge is generally used to refer to young children's ability to identify letter names and letter sounds, and it has been shown to be one of the best indicators of eventual reading and spelling achievement (Adams, 1990; Moats, 2005; Stevenson & Newman, 1986; Treiman, 2006). Children lacking alphabet knowledge have trouble recognizing and distinguishing between the letters of the alphabet, and they have difficulty learning letter-sound correspondences (Bond & Dykstra, 1967; Mason, 1980), which is the foundation for decoding and spelling. According to the National Early Literacy Panel report (NELP; Lonigan et al., 2008), measures of children's alphabet knowledge yielded a strong relation with spelling outcomes; r = .54 averaged across 18 studies involving 2,619 children in either preschool or kindergarten. Multivariate studies, including concurrent and longitudinal studies, examining the relation between alphabet knowledge and spelling revealed that alphabet knowledge was a significant predictor of spelling even after controlling for age, SES, oral language, phonological awareness, and IQ (Lonigan et al., 2008). Considerable evidence exists on the important role of phonological awareness to the acquisition of spelling skills (Ehri, 1989; Ehri & Wilce, 1987; Moats, 2005; Snow, Burns, & Griffin, 1998). Researchers have suggested that the relationship between phonological awareness and spelling is bidirectional such that phonological awareness facilitates spelling abilities and learning how to spell in turn improves phonological awareness (Ehri, 2005; Martins & Silva, 2006). In fact, some researchers have suggested that measures of children's invented spelling could be used as a proxy for phonological awareness skills (e.g., Mann, 1993; McBride-Chang, 1998). According to the NELP report, measures of phonological awareness had an average correlation of r =.40 with spelling in 21 studies involving 2,522 preschool and kindergarten children (Lonigan et al., 2008). Multivariate studies, including concurrent and longitudinal studies, examining the relation between phonological awareness and spelling have shown that phonological awareness is a significant predictor of spelling even after controlling for age, SES, oral language, alphabet knowledge, and IQ (Lonigan et al., 2008). Children's knowledge of the functions and conventions of print (referred to in the literature as print concepts, print awareness, or print knowledge) appears to be related to the development of both emergent and conventional literacy skills, including spelling (Chaney, 1998; Morris, Bloodgood, Lomax, & Perney, 2003; Storch & Whitehurst, 2002; Walpole, Chow, & Justice, 2004; Whitehurst & Lonigan, 1998). Children's print knowledge includes understanding the difference between print and pictures, the difference between letters and numbers, and conventions of print, which include knowledge that words are separated by spaces, and that writing is arranged linearly. Researchers generally agree that print knowledge is an important first step in the acquisition of literacy skills (Ferreiro & Teberosky, 1982; Fox & Saracho, 1990; Lomax & McGee, 1987; Mason, 1980; TolchinskyLandsman & Levin, 1985; Tolchinsky-Landsman & Levin, 1987). Developing an understanding of functions and conventions of print is an important precursor to understanding letter-sound relationships (Adams, 1990; Lomax & McGee, 1987). Measures of print knowledge have been shown to have an average correlation of .43 with spelling involving 534 preschool and kindergarten children across four studies (Lonigan et al., 2008). Finally, name writing has received a fair amount of attention--perhaps because some literacy researchers, view name writing as a window into a child's emergent literacy development (Bloodgood, 1999; Ferreiro & Teberosky, 1982; Levin, Both-de Vries, Aram, & Bus, 2005) and as a foundation on which to build other literacy skills (Bloodgood, 1999). Name writing has also been shown to be a strong indicator of children's print-related knowledge and phonological awareness skills (Blair & Savage, 2006; Ferreiro & Teberosky, 1982), a good reflection of preschoolers' alphabet knowledge (Bloodgood, 1999; Molfese, Beswick, Molnar, & Jacobi-Vessels, 2006; Welsch et al., 2003), and a good indicator of children's conventional literacy skills (Badian, 1982; Levin & Aram, 2004; Strickland & Shanahan, 2004). In addition to its important role in the development of reading, name writing appears to play an important role in the development of spelling. According to the NELP report (Lonigan et al., 2008), name-writing abilities showed a moderate relation of r = .36 to spelling in preschool and kindergarten children. In addition to the emergent literacy skills just described (i.e., phonological awareness, alphabet knowledge, print knowledge, and name writing), one specific emergent literacy skill that is also likely to contribute to the development of spelling and early writing is letter writing. As noted by Berninger et al., (2006) "Letter production is a fundamentally important process in written expression" (p. 87). Although alphabet knowledge has been shown to be an excellent predictor of spelling, assessment of alphabet knowledge has generally included children's naming of letters, recognition of letters, or examining letter sounds (e.g., Both-de Vries & Bus, 2010; Cassar & Treiman, 1997; Levin & Ehri, 2009; McBride-Chang, 1998; Treiman & Broderich, 1998), and children's letter-writing or letterproduction skills are not considered when examining the relation between alphabet knowledge and spelling. However, spelling a word requires translating spoken language into print, (i.e., identifying phonemes and translating them to letters followed by the actual writing of the letter represented by that sound). To write letters successfully, children are required to retrieve names and visual shapes of letters, and visually encode letters with execution of fine-motor movements (Berninger, 1999). Hence, the ability to write letters may have some impact on a child's spelling proficiency over and above the ability to name letters and their associated sounds. The rationale for including letter writing in investigations of spelling is further supported by research on writing with older children in elementary and middle school. Berninger and colleagues (e.g., Berninger, Cartwright, Yates, Swanson, & Abbott, 1994; Berninger, Yates, Cartwright, Rutberg, Remy, & Abbott, 1992; Graham, Berninger, Abbott, Abbott, & Whitaker, 1997) have shown that letter-writing fluency constrains children's abilities to spell and compose text. Graham et al. (1997) suggested that children who are fluent at letter writing have more attentional and cognitive resources to divert to spelling and composing compared to children who are less fluent at letter writing. Furthermore, orthographic knowledge (knowledge pertaining to the visual recognition of allowable characters and specific sequences of graphemes representing written words), has been shown to make important contributions to spelling in beginning writers (Kim, 2010; Ouellette & Sénéchal, 2008) and letter writing skill is an excellent indicator of children's developing orthographic knowledge (Puranik & Apel, 2010). Thus, it is reasonable to hypothesize that the ability to write letters would influence preschool children's ability to spell. In other words, preschool children who are more proficient letter writers will have more attentional and cognitive resources to divert to spelling compared to children who are less proficient letter writers. Present Study To summarize, we have little understanding of the componential skills that contribute to name writing and letter writing--two of the earliest writing attempts of young children. Method Participants Hence, aims of this study included examining the componential skills that contribute to children's name writing and letter writing. Although several studies have investigated the contributions of various emergent literacy skills to spelling (see NELP 2008 report), the contribution of these various literacy skills to spelling has been examined in isolation and to date, no single study has evaluated the shared and unique contributions of a comprehensive set of emergent literacy skills with respect to spelling in preschool children. Additionally, some researchers contend that alphabet knowledge, specifically, letter name knowledge and some degree of phonological awareness are sufficient for children to spell (Juel, 1988, Silva & Martens, 2003). However, these previous studies have not considered the contribution of children's letter writing abilities when examining spelling. So, the final aim of this study was to examine the shared and unique concurrent contributions of various emergent literacy skills to spelling, including letter writing. We hypothesized that preschool children's letter writing skills would uniquely contribute to their spelling skills, because it is a reflection of their emergent orthographic knowledge (Puranik & Apel, 2010). Whereas orthographic knowledge has been shown to play an important role in spelling for older children (e.g., Kim, 2010; Ouellette & Sénéchal, 2008), its role has not been examined in preschool children's spelling. We also hypothesized that name writing would not make a unique contribution to spelling after accounting for children's letter-writing skills although previous research indicates that name writing plays an important role in early spelling (Bloodgood, 1999; Both-de Vries & Bus, 2010; Levin et al., 2005; Treiman & Broderick, 1998). We hypothesized that name writing reflects knowledge of some letters (contained in one's name) rather than the broader orthographic knowledge of letters needed to support spelling. In this study, preschool children were assessed on their alphabet knowledge, phonological awareness, print knowledge, name writing, letter writing, and spelling. Specific research questions we examined in this study were as follows: (a) Which emergent literacy skills (i.e., phonological awareness, alphabet knowledge, print awareness, and letter writing) uniquely contribute to preschool children's name writing? (b) Which emergent literacy skills (i.e., phonological awareness, alphabet knowledge, print awareness, and name writing) uniquely contribute to preschool children's letter-writing skills? (c) Which emergent literacy skills (i.e., phonological awareness, alphabet knowledge, print awareness, name writing, and letter writing) uniquely contribute to preschool children's spelling? Participants for this study were recruited from 30 different private preschools and public and private child-care centers in a moderate-sized city in north Florida. These preschools and centers served students from a diverse range of socioeconomic status (SES); six schools were categorized as high-SES (less than 25% of students receive subsidies), 11 schools as mid-SES (25–49% students receive subsidies), and 13 schools as low-SES (75% + students receive subsidies). Informed consent forms were distributed to parents of all children in the participating centers through their classroom teachers. Only children whose parents or guardians returned signed consent forms participated in this study. Results are reported for 296 children who ranged in age from 51 to 65 months, with a mean age of 58.5 months (SD = 3.56). Based on parent report, ethnicities of these children were: White (48.9%), Black/ African-American (42.2%), Asian (2.4 %), Hispanic (3.1 %), and other (3.4%). The sample included 168 males (56.8%) and 128 females (43.2%). Children's parents were asked to complete a questionnaire that included information about family socio-economic status (SES; i.e., education, income). Questionnaires were completed by 64% of the sample. Based on these responses, parental education in the sample was normally distributed and ranged from "did not complete high school" to "postdoctoral degree." The median level of education reported was in the range of "completed some college" to "completed AA degree." Only 10% of the sample reported completing a BA or above, and less than 10% reported less than a high school diploma or GED. Median reported income was in the $31,000 to $40,000 range. Because we were interested in assessing a diverse group of preschoolers, no exclusionary criteria (such as cut-off scores) were used to screen children. However, we used teacherreport to confirm that none of the children had a history of frank neurological, motor, or uncorrected visual deficits, or had developmental delays that might have hindered typical literacy development or made it difficult for them to participate in the assessments. Procedures and routines at the participating preschools were comparable and included a variety of activities seen in typical preschool classrooms. These included painting, drawing, puzzles, toys, dress-up clothes, books, music, and activity centers. All preschools reported activities involving identifying children's names and learning the letters of the alphabet. Procedure and Materials Trained research assistants tested each child individually at their child-care centers or preschools. The assessment was conducted in a quiet room and completed in two to three sessions that lasted approximately 20 to 40 minutes each depending on the child's tolerance level. Children were assessed within a 2- to 3-week period in the spring of the school year. Measures Alphabet knowledge—The Alphabet subtest of the Test of Early Reading Ability-3 rd Edition (TERA-3; Reid, Hresko, & Hammill, 2001) was administered as a measure of alphabet knowledge. The TERA-3 is a standardized, norm-referenced assessment. The Alphabet subtest includes 29 items, which measure letter-name and letter-sound knowledge, and letter/word identification skills. Sample items include questions such as, "what letter is this?" "This word says blue. What letter does it start with?" Internal consistency coefficients for the subtest, as reported by the authors, range from .88 to .97. Phonological awareness—Two subtests from the Preschool Comprehensive Test of Phonological and Print Processing (Pre-CTOPPP; Lonigan, Wagner, Torgesen, & Rashotte, 2002) were administered. The Pre-CTOPPP was the development version of the Test of Preschool Early Literacy (Lonigan, Wagner, Torgesen, & Rashotte, 2007) and was designed as a downward extension of the Comprehensive Test of Phonological Processing (CTOPP; Wagner, Torgesen, & Rashotte, 1999). The elision subtest included 18 items that assess analysis and the blending subtest included 21 items that assess synthesis skills across the developmental continuum of phonological awareness (Anthony, Lonigan, Burgess, Driscoll, Phillips, & Bloomfield, 2002). Sample items for the analysis subtest included asking children to respond to questions such as "Look at these pictures. My word is (sunflower). Say (sunflower). Now point to sunflower without flower". The child is expected to point to the picture of (sun) from an array of four pictures. Sample items for the blending subtest included asking children to respond to questions such as, "What words do these make: hotdog, air-plane". The two phonological awareness (PA) tasks chosen for this study were based on theoretical conceptualizations of the development of PA and extensive research with preschool children indicating the importance of these skills for learning to read (Anthony et al., 2002; Wagner & Torgesen, 1987). Reliabilities for the blending and elision subtests of the Pre-CTOPPP for 3-, 4-, and 5-year-old children are reported to be high (α = . 86 to .88). Print knowledge—We developed a measure that included 24 items to assess children's knowledge about print conventions. The measure included questions to assess knowledge regarding the universal principles of print (e.g., which one is drawing? which one is writing?), environmental print (e.g., which one says Wal-Mart ™ ? which one says Coca Cola ™ ?), functions of print (e.g., show me a map? what do people do with a map?), and concepts regarding writing (e.g., which one is a word? which is the best way to hold a pencil?). Children were shown a set of four pictures and had to point to the correct picture for all the items except for portions of the functions of print subtest where they had to also answer specific questions (e.g., what do people do with a newspaper?). Name writing—The examiner gave the child paper and pencil and asked the child to write his or her name. Children' name writing was scored on a 9-point scale using a modified version of the rubric used by Levin et al. (2005) to score name writing. On this scale, children were progressively awarded a higher score based on the number of the writing features they display. Inclusion of specific writing features was compiled from findings of previous investigations examining children's name writing (e.g., Ferreiro & Teberosky, 1982; Hildreth, 1936; Levin & Bus, 2003; Levin et al., 2005; Lieberman, 1985; Puranik & Lonigan, 2010; Saracho, 1990). Scores were awarded as follows: 0- No response or a scribble produced by scratching generally distributed over the page; 1-A scribble which is linear, i.e., organized in a horizontal or vertical line; 2-Writing contains distinguishable/ separate units (e.g., circles, dots, or lines that are separated). Child needed to have at least 2 to receive credit with the exception of a cursive line that goes up and down repeatedly; 3Writing contains simple characters—units are simple forms including dots, circles, square and triangle like forms, short lines and symbols-that are separated; 4-Writing contains simple characters and is written demonstrating left-to-right orientation; 5-Writing contains first letter of name and other letters may be represented by simple characters; 6-Writing contains first letter of name and other letters may be represented by complex characters—the units are not simple, but include pseudo and real letters; 7-Writes name using correct first letter and represents other sounds in name with random letters; 8-Writes more than half of the letters contained in their first name; 9-Correctly spells first name using conventional spelling. Letter writing—To assess letter-writing skills, children were asked to write each of 10 letters named by the examiner (B, D, S, T, O, A, H, K, M, C). The number of letters was based on recommendations made by Mason and Stewart (1990). Particular letters were chosen based on previous research documenting the letters known most frequently by preschool children (e.g., Justice, Pence, Bowles, & Wiggins, 2006; Phillips, Lonigan, & Graham, 2006). Letters of low to moderate difficulty were chosen to ensure that some children could write some of the letters but there was little redundancy. The examiner said a letter in the same random order and the children were asked to write the letter. Children's responses were scored as 0, 1, or 2 depending on if, and how well or poorly, the letters were formed. Although no specific directions regarding case were given, the majority of children wrote upper case letters. Children were given points for correct letters they wrote irrespective of the case. Children obtained a score of 0 if they did not respond or wrote an unrecognizable letter. A score of 1 was given if the letter was reversed or was poorly formed and recognized only in context. A score of 2 was given if the letter was written accurately and could be recognized out of context. Spelling—The spelling task included six items that required children to write common consonant-vowel-consonant (CVC) words (i.e., mat, bed, duck, cat, fell, hen). The spelling task was scored on a 7-point scale using a modified version of the Tangel and Blachman (1992) spelling rubric. According to this scale, children receive points for the number of Results phonemes they represent in writing. Children were given a score of 1 if they responded verbally with random letters, 2 if they produced a scribble, 3 if they used random letters to spell a word (e.g., "toh" for "bed;" "ka for "fell"), 4 if they wrote the correct initial or last letter (e.g., "mob" for "mat;" "tad" for "bed"), 5 if their spelling contained the correct initial and last letter (e.g., "fl" for "fell;" "hn" for "hen"), 6 if they had the first and last letter but the incorrect vowel (e.g., "hin" for "hen;" "bad" for "bed") or used phonetically acceptable but not conventional spelling (e.g., "duc" for "duck;" "fel" for "fell"), and 7 if they had the correct/conventional spelling. Inter-rater Reliability The alphabet knowledge, print knowledge, and phonological awareness tasks were scored separately by two research assistants and entered into the database twice. After practice and establishing coding guidelines, two research assistants and the first author coded the namewriting, letter-writing, and the spelling tasks. To calculate inter-rater reliability, approximately 25 percent ( n = 74) of the written samples were randomly chosen. Inter-rater reliability was 94% for the letter-writing task, 95% for the name-writing task, and 91% for the spelling task. All scoring differences were settled by consensus following discussion. Means and standard deviations for the emergent literacy measures are presented in Table 1. Internal reliability coefficients (αs) for all measures for the sample included in this study are also shown in Table 1. Large variation was observed in children's alphabet knowledge, letter-writing skills, and their spelling skills. The scores for the spelling task were normally distributed (skewness = .24, kurtosis = −.55). As expected, some ceiling effects were noted in children's name-writing skills. The majority of children (57%) wrote their names using conventional spelling, and they received a perfect score of 9. Given the fact that older children were substantially more likely to score at or near ceiling levels on the name writing task, prior to data analyses, we computed and compared correlations between the 4-year-old (N = 173) and 5-year-old (N = 123) children. Results of these analyses revealed that the correlations were similar for spelling (rs = .47, .48), letter writing (rs = .61, .61), and alphabet knowledge (rs = .45, .42), and were higher in the 4-year-old subsample for print knowledge (rs = .60, .45), blending (rs = .49, .34), and elision (rs = .44, .34); however, none of these differences were statistically significant. Hence, all data were analyzed as one group. Correlations between children's age and the emergent literacy and writing measures were small but significant for most variables: Spelling (r = .22, p = .001), Letter writing (r =.26, p = .001), Name writing (r =.25, p = .001), Alphabet Knowledge (r =.03, p = .61), Print Knowledge (r =.26, p = .001), Blending, and Elision (r =.15, r = .18 respectively, ps = .01). Hence, partial correlations, controlling for age were computed (Table 1). All the measures were significantly and positively related to each other. Letter writing, alphabet knowledge, and print knowledge were strongly related to children's performance on the spelling task (rs ≥ .56), whereas name-writing and phonological awareness tasks were moderately related to spelling (rs ≥ .44). Children's name writing, alphabet knowledge, and print knowledge were highly related to letter writing (rs = .60, .68 & .59, respectively). The last correlation analysis was conducted for socio-economic factors such as income and parental education and variables included in the study (shown in Table 1). Because parent surveys were only available for 64% of the sample, we imputed parent education and income for the other 36% of the sample. As seen in Table 1, there were only minor differences in correlations with and without imputation. Similar results were obtained for reported income; however, the partial correlations were generally lower for income than for parental education. Consequently, parental education was used in subsequent analyses to control for the influence of SES on children's measured skills. To examine the joint and unique predictive variance of the emergent writing and reading skills to name writing, letter writing, and spelling abilities, we employed multilevel modeling because children were nested within classrooms. These models included both chronological age and parental education as control variables because they were significantly correlated with the outcome variables. Because parental education was imputed for 36% of the sample, multilevel models restricted to participants for whom data from parent surveys were available were also evaluated. These models yielded results similar to those using the imputed values of parental education; therefore, only results from the latter are reported. A true R-squared is not available in multilevel modeling; therefore, pseudo Rsquared was obtained using the method described by Bickel (2007). Intraclass correlations from unconditional models showed that variance attributable to differences across classrooms was .14, .26, and .29 for the name-writing, letter-writing, and spelling outcomes, respectively. Table 2 displays results for the name-writing outcome. Based on previous research, in Model 1, emergent literacy skills such as alphabet knowledge, print knowledge, and phonological awareness (i.e., blending and elision) were included as predictors. Model 2 additionally included letter writing to examine the unique relation between letter writing and name writing. Children's print knowledge (p < .001) was uniquely and positively related to name writing after accounting for phonological awareness, alphabet knowledge, and letter writing (Models 1 & 2). In contrast, children's phonological awareness (blending [ps > .053], elision [ps > .34]) was not uniquely related to name writing after accounting for alphabet knowledge and print knowledge (Model 1) or letter writing (Model 2). The unique relation between alphabet knowledge and name writing was not statistically significant once letter writing was taken into consideration in addition to print knowledge and phonological awareness (Model 2). Children's performance on the letterwriting task was positively and uniquely related to name writing after accounting for alphabet knowledge, print knowledge, and phonological awareness (Model 2). The predictors in Models 1 and 2 for the name-writing outcome explained 29% and 38% of the explainable variance, respectively. An examination of variance components suggested that there was statistically significant variation in the observed outcome at the child level but not at the classroom level after accounting for the predictors included in the models. When the outcome was letter writing (Table 3), both alphabet knowledge and print knowledge (ps < .001) were uniquely and positively related whereas blending and elision abilities were not (ps ≥ .26; Models 1 & 2). Name writing was uniquely related to letter writing after accounting for alphabet knowledge, print knowledge, and phonological awareness (Model 2). The predictors in Models 1 and 2 for the letter-writing outcome explained 46% and 52% of the variance, respectively. An examination of variance components suggested that there was statistically significant variation in the observed outcome at the child level but not at the classroom level after accounting for the predictors included in the models. To evaluate the joint and unique contributions of the various emergent literacy skills to spelling, three multilevel models were evaluated (see Table 4). Guided by previous research, Model 1 included alphabet knowledge, print knowledge, and phonological awareness. Name writing was entered in Model 2 and letter writing was added in Model 3. Children's alphabet knowledge, print knowledge, and blending skills were positively and uniquely related to spelling (ps < .03), but elision was not (ps > .18; see Models 1 – 3). Name writing was positively related to spelling after accounting for the variables in Model 1 (see Model 2); however, name writing was no longer related to spelling once letter writing was taken into consideration (see Model 3). In contrast, letter writing was uniquely related to spelling (p < 0.001) even when taking name writing and alphabet knowledge, print knowledge, and phonological awareness into account (see Model 3). The predictors in Models 1 – 3 for the spelling outcomes explained 36%, 37%, and 39% of the variance, respectively. Similar to the results for name writing and letter writing, results for the variance components for spelling suggested that there was statistically significant variation in the observed outcome at the child level after accounting for the predictors included in the models. Discussion The goals of this study were to examine the shared and unique contributions of emergent literacy skills to name-writing, letter-writing, and spelling skills, as well as the concurrent interrelations between these writing skills in preschool children. The analyses revealed that print knowledge and letter writing were both uniquely related to children's name-writing skills. In addition, print knowledge, alphabet knowledge, and name writing made unique contributions to children's letter-writing skills. Both name-writing and letter-writing skills, respectively, made significant contributions to spelling after accounting for age, parental education, print knowledge, phonological knowledge, and letter-name and letter-sound knowledge. However, only letter-writing ability made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. This was the first study to date to examine simultaneously the shared and unique contributions of an extensive array of emergent literacy skills to spelling in preschool children. Predictors of Name Writing Young writers in the present study showed remarkable skill concerning writing their names, a finding consistent with results of other studies of name writing in preschool children (e.g., Bloodgood, 1999; Both-de Vries & Bus, 2008, 2010; Levin et al., 2005; Welsch et al., 2003). Our results indicated that children's name-writing ability is dependent on their print knowledge and their letter-writing skills. These findings are consistent with the findings of Bloodgood (1999) who reported high correlations between name writing and letter writing. Our results are also consistent with the Welsch et al. (2003) study, which showed that children's name-writing ability was closely linked to their print-related knowledge. Whereas the simple correlational analyses appear to be consistent with prior research, more sophisticated analyses of the data reveal a different picture. For example, Welsch et al. reported that children's name-writing ability was closely linked to their letter-name recognition, and Blair and Savage (2006) found that children's name-writing ability was closely linked to their letter-sound knowledge. Although children's alphabet knowledge (letter-name and letter-sound) was positively related to their name-writing abilities in this study, alphabet knowledge was not a significant predictor once letter-writing skill was considered. This result suggests that the contribution of alphabet knowledge to name writing is largely shared with letter writing. Neither the Welsch et al. study nor the Blair and Savage study included letter writing in their assessments. Finally, our results are not consistent with Blair and Savage who reported that phonological awareness significantly and uniquely contributed to children's name-writing abilities. One reason for the differences in findings may have to do with the different tasks used to measure PA. In the Blair and Savage study, children's knowledge of onset-rime was assessed, whereas in this study, examination of PA included blending and elision tasks. A second and perhaps more important reason is that we examined a comprehensive set of emergent literacy skills and their contribution to name writing simultaneously using multi-level modeling; hence, we were able to clarify the joint and unique concurrent contributions of specific emergent literacy skills to name writing. Predictors of Letter Writing As noted previously, examination of letter writing has received little attention, and we are unaware of any previous studies that have examined the component skills that contribute to letter-writing skills in preschool children. Findings of this study indicated that children's print knowledge, alphabet knowledge, and name-writing skills contribute to their letterwriting skills. To be able to write letters, children need to understand that print conveys meaning and have alphabet knowledge. Writing one's name is a child's first attempt at writing letters and provides children practice in letter writing. Perhaps children with more advanced name-writing skills have more knowledge about print and are more likely to be motivated to learn to write letters and to learn about letter names and letter sounds. Alternatively, children who know more letter names and letter sounds are more likely to learn how to write their names or write letters. Additionally, children who know more about print conventions--perhaps due to frequent exposure to print and literacy-related activities-may be more motivated to learn to about letter names and letter sounds, write letters, and to write their names. This might help explain the statistically significant variation observed at the child level for the letter writing and the name-writing outcomes. Of particular note was the finding that alphabet knowledge (as measured by the TERA-3) made a significant contribution to letter writing but alphabet knowledge was not a significant contributor to name writing. This finding may be due to the fact that letter writing encompasses letter-name knowledge but includes the added dimension of not only being able to match letters to their names but also being able to produce them. However, with regard to name writing, researchers have suggested that children initially learn their names as logograms, as strings of letters, or write their names by rote (Ferreiro & Teberosky, 1982; Villuame & Wilson, 1989). Our results are consistent with research findings indicating that although children know how to write their names, it does not necessarily mean that they can name the letters (Drouin & Harmon, 2009) or know the sounds of the letters contained in their names (Treiman & Broderick, 1998). Predictors of Spelling The multilevel analyses examining the component skills that underlie preschooler's spelling abilities indicated that letter-writing skills, alphabet knowledge, print knowledge, and blending skills were unique contributors to spelling. This result aligns well with the requirements of spelling. Spelling a word requires a child to have an understanding of how print functions, knowledge of letter-name and letter-sound relationships, the ability to write specific letters, and, finally, blending skills to put the sounds together to write out the word. The positive roles of alphabet knowledge and phonological awareness (blending) are consistent with previous findings (e.g., Cassar, Treiman, Moats, Pollo, & Kessler, 2005; McBride-Chang, 1999; Moats, 2005). However, the results of this study extend the findings of previous research by delineating the important and unique role of letter writing to spelling. The ability to write letters has an impact on a child's spelling proficiency over and above their alphabet knowledge and phonological awareness skills. The importance of letter writing with older children has been well established. Spelling and composing in later grades requires students to write the letters of the alphabet fluently and automatically so that cognitive resources can be used for higher-order writing processes such as text generation (e.g., Berninger, 1999; Berninger et al., 1992, 1994; Graham et al., 1997). As hypothesized, our results demonstrate that letter writing is an important ability in determining spelling proficiency in preschool children, and has significant implications for writing proficiency, even for emergent writers. The findings of this study raise questions about the sufficiency of the current definition of the term alphabet knowledge at least within the context of examining early writing. Letter writing requires that the motor aspects of handwriting become associated and integrated with the perceptual aspects of alphabet knowledge; therefore, letter writing may capture different elements or more sophisticated levels of alphabet knowledge than does the manner in which it has been traditionally measured (i.e., letter-name and/or letter-sound identification tasks). Thus, writing letters (compared to recognizing letters) may more explicitly draw attention to both the names and the sounds of the letters. In fact, some evidence for this comes from intervention studies. Longcamp, Zerbato-Poudou, and Velay (2004) compared teaching letter recognition in preschool children through handwriting and typing letters. They found that handwriting training resulted in better letter recognition that typing training; writing out letters drew greater attention to the names of the letter. Similarly, Cunningham and Stanovich (1990) showed that having children write out words lead to better spelling performance compared to conditions that involved typing on a computer or manipulating letter tiles. The message here is not that letter writing is more important than letter-name or letter-sound knowledge but, rather, it is to draw attention to the fact that previous investigations examining the relationship between alphabet knowledge and spelling or writing have not included letter writing. Our results indicate that letter writing has an impact on spelling and writing from a very early age and at the very least encourages further research on letter writing. Past research has highlighted the important role of name writing in the development of children's spelling skills. For example, the NELP reported a moderate relationship of .36 between children's name writing and spelling. Other research has shown that children with more advanced name-writing skills spell more words (e.g., Bloodgood, 1999; Both-de Vries & Bus, 2010; Levin et al., 2005; Treiman & Broderick, 1998) leading some to suggest that name writing be used as a screener for children's literacy skills (Haney, 2002; Haney, Bissonnette, & Behnken, 2003). However, previous studies examining the relationship between name writing and spelling have not included or examined children's letter-writing skills. A moderate correlation between name writing and spelling (r = .46) was also noted in this study, however, as hypothesized, our results also indicated that name writing did not make a unique contribution to spelling after accounting for letter-writing. As previously mentioned, researchers have noted incongruities in children's knowledge regarding the letters in their name and that it is not unusual for children to write their names by rote. However, one cannot begin to spell by learning a string of letters by rote or if lacking knowledge about letter names and letter sounds. Being able to spell requires an understanding of the relationship between letters and the symbolic function letters serve (i.e., the alphabetic principle; Bialystok, 1995). Knowing how to write one's name appears to be an important achievement; it is often the first word children learn to write, and at the start of the writing process, children use the first letters of their names to spell other words (e.g., Both-de Vries & Bus, 2008 e.g., Both-de Vries & Bus, 2010). However, name writing requires children to learn only the few letters in their names and does not mean that children are prepared for the more challenging task of spelling words. One needs to write more than just one's name to begin to develop the knowledge base that aids spelling development. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Thus, name writing may provide the initial motivation to begin the writing process, promote the development of writing in general, and capture important variance from emergent literacy skills (e.g., phonological awareness, print knowledge, and alphabet knowledge), but it is children's letter writing, phonological awareness (namely blending), letter-name and letter-sound knowledge, and print knowledge that uniquely contribute to their spelling ability. Limitations and Future Directions Although these data present compelling information concerning the emergent literacy skills that contribute to spelling in preschool children, a few limitations do exist. Results for the variance components of the multilevel models for spelling indicated that there was statistically significant variation in the observed outcome at the child after accounting for the predictors included in the models. Child-level factors could include other cognitivelinguistic skills such as IQ, orthographic awareness and oral language that have been shown to play an important role in the development of spelling in beginning writers (Kim, 2010; Ouellette & Sénéchal, 2008). Understanding how orthographic awareness develops and including these cognitive-linguistic skills when examining spelling in preschool children has the potential of improving our understanding of spelling development. It should be noted that some of the questions included in our print knowledge task might have tapped orthographic knowledge. For example, we had questions such as "Which is the correct way to hold a pencil" and "Which is the best way to write milk?" The former may have tapped print awareness whereas the later may have tapped orthographic knowledge. Assessing the contributions of these two types of knowledge separately will add to our understanding about the development of spelling and writing. Our assessment of alphabet knowledge included the alphabet subtest of the TERA-3. In this subtest, letter name knowledge and letter sound knowledge were assessed jointly and no separate scores are available for these measures. In future investigations, separating these two skills may shed light on their separate contributions to spelling, especially given that different factors are involved in their learning and that they have different developmental patterns (Foulin, 2005; McBride-Chang, 1999; Treiman & Broderick, 1998). This study was cross-sectional, which limits the conclusions that can be drawn regarding the developmental nature of the relationship between emergent literacy skills and spelling (e.g., correlation versus causation). Also, the relationship between emergent literacy skills and emergent writing skills (name writing, letter writing, and spelling) could vary depending on when these skills were measured-beginning or end of preschool. Future studies that examine these skills longitudinally or at more than one time point during the preschool year will be crucial in understanding how early reading and writing skills contribute to the development of spelling longitudinally or bidirectionally. Three potential criticisms of this study, one of which pertains to the assessment of spelling, must be mentioned. It could be argued that, given the age of the children, some children may have known the shape of a letter but may have had difficulty writing the letter. Assessing word spelling through alternative measures such as oral spelling or using letter tiles to spell may have helped circumvent some of those difficulties. However, in a recent study, Puranik and Apel (2010) reported their findings using such alternative measures in which children's spelling was compared using letter tiles, spelling orally, and spelling by writing. Their results indicated that the output modality did not affect children's ability to spell; children who could spell did equally well in the oral, tile, and written spelling conditions. The second potential criticism concerns the different scales used to score name writing and spelling-the two writing tasks in this study. The scoring for both items was based on current scales available, which have been used widely by researchers (e.g., Levin et al., 2005; Tangel & Blachman, 1992; Welsch et al., 2003). Spelling was scored on a developmental scoring system that credits children's attempts to represent phonemes in various word positions (initial, medial, final). Also, all children were administered the same spelling words with simple grapheme-phoneme correspondences. Children's names however, could vary in length and complexity and do not always follow straightforward grapheme-phoneme mappings (e.g., Samantha, John, IIona). Unlike spelling, it is not appropriate to measure grapheme-phoneme correspondences in children's names since evidence suggests that children do not use knowledge of letter-sound correspondences to write their names. They use a different strategy for name writing and inventing spellings of other words. The difference in the two writing tasks necessitates the use of different scoring scales. Third, some ceiling effects were noted for the name writing task. The reduced variance in name writing may have contributed to its nonsignificant contribution to spelling. Considering the diverse nature of the sample, some ceiling effect in the name writing task demonstrates remarkable skills in preschooler's abilities to write their first names. Our results are consistent with those reported in other studies (Bloodgood, 1999; Both-de Vries & Bus, 2008, 2010; Cabell, Justice, Zucker, & McGinty, 2009; Levin et al., 2005, Welsch et al., 2003) in that children do remarkably well on this measure compared to other emergent literacy measures. For example, in theBoth-de Vries and Bus (2010) study, of the 60 participants, 39 (65%) "wrote their name readably, i.e., they produced at least invented spelling" (p. 179) of their names (for example, Slva for Silva). Furthermore, correlations between name writing and other emergent literacy variables obtained in this study are similar to those obtained in other studies including those reported in the NELP report (Lonigan et al., 2008). Even so, given the fact that older children were substantially more likely to score at or near ceiling levels on the name-writing task, potentially resulting in attenuated correlations between scores on the name-writing measure and other measures, we compared the correlations obtained between name writing and various emergent literacy measures for the younger and older children. As noted, none of these differences were statistically significant. Consequently, there were only limited effects of children scoring at or near ceiling on the name-writing measures in terms of the relations between measures. Perhaps the name-writing measure is not a good indicator of early literacy/writing skills-both because of its empirical relations with other measures and because name writing is a task that is mastered relatively early in the process of learning to read and write. The use of a name-writing measure for predicting may be better suited to a time period earlier in the preschool year when these skills are just developing. Comparing the contributions of emergent literacy skills to spelling at the beginning and the end of the preschool year might help clarify this issue. Conclusion Writing development is not an all-or-none phenomenon. Perhaps knowing how to write one's name signals the start of a developing knowledge of the alphabetic principle (Adams, 1990; Both-de Vries & Bus, 2008; Treiman & Broderick, 1998); whereas knowing how to write letters beyond or apart from one's name may signal an increased sensitivity to and knowledge about the alphabetic principle. The results of this study lend further support to the fact that letter writing is a good reflection of the beginnings of orthographic knowledge (Puranik & Apel, 2010), and this knowledge has been shown to be important to spelling in older children (Abbott & Berninger, 1993; Kim, 2010; Ouellette & Senechal, 2008). Our results suggest that children's abilities to write their names serve as a proxy for their letterwriting abilities. Thus, it is not name writing per se that is important; rather, it is the fact that to be able to write one's name, one has to be able to write letters. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing conventional literacy skills (i.e., spelling) than are their name-writing skills at the end of the preschool year. 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Roadmap Schedule for Your School Year The program is designed to start towards the beginning of each school year, in September or October, with meetings scheduled every other week: 2 meetings per month, over the course of 6-7 months. The program can be started later in the year, with meetings held weekly. Meetings are designed to be appropriately 45 minutes in length. We recommend meeting on the same day of the week at the same time so that team members can plan other activities around a pre-set schedule. You can make adjustments to the schedule to fit your needs and school calendar. An overview is provided below with short descriptions of each meeting. Introduction to TraffickSTOP The team will get to know each other, establish the group environment, and facilitators will provide an overview of the TraffickSTOP program. Understanding the Issue Team members explore the scope of the problem and other basic information about human trafficking and discuss best practices for reporting. Relationships in the Digital Age Team members learn how relationship dynamics can develop online and in person. The negative consequences of sexting will also be discussed, as well as signs of abuse, teen dating violence, and cyberstalking. Safe at Home, Safe Online Team members learn practices and principles that can help to keep them safe online (which will build habits for safe behaviors offline as well), and discuss what to do if they are uncomfortable or feel unsafe. Page 01/03 Protecting Your Online Presence Team members learn about securing their identity and information online and explore what data is collected by apps and websites. Avoiding Misinformation Team members learn to differentiate between true and false information, and how misinformation can impact our perception of human trafficking. Spotting Suspicious Behavior Team members learn how perpetrators of human trafficking and other crimes manipulate victims to include grooming. Setting Healthy Boundaries Team members develop skills that can be used to set boundaries and discuss how doing so will help them build healthy relationships. Gauging Community Risk Team members learn how human trafficking affects their communities, what work is being done to prevent it, and what resources are available to assist victims. The Big Picture Team members connect information from previous meeting plans within the context of human trafficking by discussing risk factors and prevention tactics. Hear from the Experts This meeting includes a guest speaker or panel discussion with law enforcement, victim services providers, survivors, or others task force members. Planning Your Awareness Week Students brainstorm ways to engage their school and local task force partners on the topic of human trafficking and continue to prepare their Human Trafficking Awareness event(s). Human Trafficking Awareness Week The last part of the TraffickSTOP program is an awareness week with one or more activities or events designed and organized by students to raise awareness about human trafficking in their schools and communities. The goal of Human Trafficking Awareness Week is to share the information they've learned with the larger student body. Page 02/03 Abridged Schedule While the TraffickSTOP program is designed to run during the whole school year, it can be implemented within a shorter period of time. TraffickSTOP was developed to be flexible and work with any school schedule. Scheduling conflicts or unforeseen circumstances (like snow days) may arise and cause changes to the program timeline. If your school plans to implement TraffickSTOP during part of the school year, here are a few recommendations for abridging the schedule. * The meeting plans about online safety, "Safe at Home, Safe Online" and "Protecting Your Online Presence" can be combined into one meeting. You can cover some discussion questions from each of the meeting plans and can choose one of the activities from the Learning in Action sections. You can also choose one and skip the other, especially if students are provided with education on these topics within their core curriculum. * "Relationships in the Digital Age" and "Setting Healthy Boundaries" can also be combined. * The "Hear from the Experts" meeting plan can be incorporated into the Human Trafficking Awareness Week activities. Alternatively, a guest speaker with subject matter expertise or lived experience can be invited to participate during the "Understanding Human Trafficking" or "Gauging Community Risk" meetings. These are suggested schedule adjustments, but you can make other adjustments to the program timeline based upon students' needs and your school year calendar. There is additional guidance on implementing the program with an abridged schedule at the end of this document. Page 03/03	<urn:uuid:d7570a1e-1dd4-4e48-94d7-2f27be239ac8>	CC-MAIN-2024-30	https://www.traffickingstop.org/wp-content/uploads/2024/07/School-Year-Roadmap-2024.pdf	2024-07-23T21:20:40+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763518115.82/warc/CC-MAIN-20240723194208-20240723224208-00866.warc.gz	885,832,708	906	eng_Latn	eng_Latn	0.99777	eng_Latn	0.998156	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1497, 3252, 4858 ]	[ 2.921875 ]	2	0
Physics Enrichment program Nature of science commentary The "Nature of Science" is an over-arching theme that is present in all science topics. It is about how science works and how we test and improve science. There are many small aspects and here are some key ones that you should be aware of as you are studying in the sciences. Please write a commentary about any recent discovery/innovation in the field of physics during last 50 years. Some suggested topics are shown below. Please write a minimum of about 4-5 paragraphs about this development. This commentary is partly persuasive as you are trying to persuade the reader about how these aspects of the nature of science have influenced the discovery. The first paragraph is your introductory paragraph which describes the issue and the aspects you will explore. The next 2-3 paragraphs explore each aspect with examples. You can structure each of these supporting paragraphs using the PEE model. The opening sentences makes the Point. The following sentence uses Examples/ Evidence from your chosen discovery. Then conclude your paragraph with an Explanation. The final paragraph will be a concluding paragraph. The introductory and concluding paragraphs may be a little smaller so the total length of the commentary is about 300 words. An example essay is attached using a Biological example.. Please mail the commentary by 15th July 2020. Some possible topics \| change to the definition of the mass \| Quantum entanglement \| \|---\|---\| \| Higgs Boson \| Discovery of Extrasolar planets \| \| discoveries by the Large Hadron Collider \| Bose-Einstein Condensates \| \| Gravitational waves \| Proof that Neutrinos Have Mass \| You can also check science news (Purch, 2018) for further articles and from Top 10 physics discoveries (Cham, 2015). References Cham, J. (2015). Top 10 physics discoveries of the last 10 years. Nature Physics, 11(10), 799– 799. doi:10.1038/nphys3500 Purch (2019.). Live Science: The Most Interesting Articles, Mysteries & Discoveries. Science News 2018 - Latest Scientific Discoveries. Retrieved from http://www.livescience.com/news Example Commentary: The Human Genome Project The Human Genome Project (HGP) was started in 1990 by the US Department of Energy, National Institute of Health and a number of other organisations both national and international (Smithsonian's National Museum of Natural History & National Human Genome Research Institute, 2017). It had the then ambitious target of mapping the entire human genome with 15 years. It was able complete in even shorter time. I will outline 3 aspects that lead to the success of this project which includes collaboration, improved technology and consideration of ethics. Firstly, large projects that require both capital and labour investment and also needing a range of expertise often benefit from collaboration. An example is the HGP which requires thousands of DNA sequencing machines in order to complete the task in the set timeline. In addition, to both run these machines and the databases storing the results also required of lot of experts. The collaboration means the initial costs can be shared amongst all the collaborators. Also, the collaborators, can contribute with their field of expertise meaning that further training is not as necessary. Hence collaboration was very useful for this project. Secondly, new knowledge gained in science often comes from experiment and observation, however, we are sometimes limited by our equipment. In the HGP, the use of fluorescently tagged bases and capillary gel electrophoresis enabled much of the process to be automated and so up to 40 million bases could be read per day in one facility alone compared to slow manual method (Marzillier, 2013). Hence, without the improved technology, the project would have taken many decades instead of only one. When the technology improves, we can often make better and faster observations and design more precise experiments. Thirdly, there was also an ethical issue to consider when making new discoveries. For example, in the HGP, there were some private companies also contributing but they were looking to patent part of the gene sequence. However, one of the fundamental principles driving the public institutions involved in the HGP was that "all data should be freely available and in the public domain to encourage research and development" (Fortun, 2006). Some scientists argue that patenting genes is a reasonable way to seek commercial returns for the time and money invested in genetic research. Others feel it is wrong to allow ownership of the building blocks of life. This ethical issue needs to be considered to allow this project to continue. In summary, the HGP was a project that successfully mapped the human genome. There were many aspects that lead to its success, three of which were outlined above. They were the collaboration, improved technology and consideration of ethical issues. References Fortun, M. A. (2006). Celera Genomics: The Race for the Human Genome Sequence. Encyclopedia of Life Sciences. Marzillier, J. (2013). DNA Sequencing & The Human Genome Project: An Endeavor Revolutionizing Modern Biology [PDF]. Retrieved from https://www.lehigh.edu/~inbios21/PDF/Fall2013/Marzillier_11132013.pdf Smithsonian’s National Museum of Natural History & National Human Genome Research Institute. (2017, December 27). Genome: Unlocking Life’s Code. 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GMO Cassava Can Provide Iron, Zinc to Malnourished African Children By Alex Berezow, PhD — February 11, 2019 In poor parts of the world, people may rely on a single staple crop to meet a substantial proportion of their energy requirements. For example, those who live in southeast Asia rely heavily on rice. Many denizens of Africa rely on cassava, a tuber somewhat reminiscent of a potato. In the United States, cassava is mainly associated with tapioca, which is used in pudding or bubble tea. However, in Africa, cassava is essential for survival: About one-third of sub-Saharan Africans rely on it for more than half of their caloric intake. The trouble with cassava, however, is that it is nutrient-poor. Partially as a result, iron and zinc deficiencies are common in Africa. Iron deficiency results in anemia, zinc deficiency in susceptibility to death by diarrhea, and each is also associated with impaired cognitive development. Breeding better varieties of cassava that absorb and store more of these nutrients is made difficult by a lack of genetic diversity. So, scientists have turned to biotechnology. GMO Cassava Can Help Treat Iron and Zinc Deficiency An international team of researchers, including scientists affiliated with the USDA, have genetically modified cassava to contain much higher levels of iron and zinc than the non-transgenic variety. They used two genes from thale cress (Arabidopsis thaliana), a pathetic looking plant that happens to be one of the most studied organisms in all of biology. The first gene was a derivative of IRT1 [2], which encodes an iron transport protein. The second, FER1 [3], encodes ferritin, an iron storage protein. Modifying the plant with these two genes increased not only iron levels but zinc levels, as well. (See figure below. The left panel depicts iron levels; the right panel depicts zinc levels. The controls are on the left side of each panel; the others are experimental plants.) The authors further assessed the effects of processing on nutrient retention. Cassava is not eaten raw. Instead, it is often turned into garri [4] or fufu [5], and some iron and zinc are lost in this process. Using this data, combined with food consumption patterns, the authors estimate that their genetically modified cassava could provide up to 50% of the dietary requirement for iron and up to 70% for zinc in children aged 1 to 6 years, as well as non-lactating, non-pregnant women. One wonders how the anti-GMO movement could oppose something like this. But given their hostility to Golden Rice, which has been genetically modified to contain a vitamin A precursor to prevent blindness, they usually find a way. For the sake of African children, let's hope they aren't successful. Source [6]: Narayanan Narayanan, et al. "Biofortification of field-grown cassava by engineering expression of an iron transporter and ferritin." Nature Biotechnology 37: 144-151. Published: 28Jan-2019. DOI: 10.1038/s41587-018-0002-1 COPYRIGHT © 1978-2016 BY THE AMERICAN COUNCIL ON SCIENCE AND HEALTH Source URL: https://www.acsh.org/news/2019/02/11/gmo-cassava-can-provide-iron-zinc-malnourished-africanchildren-13805 Links [1] https://upload.wikimedia.org/wikipedia/commons/1/1e/A_woman_washes_cassava_in_rural_DRC_(7609952020).jpg [2] https://www.uniprot.org/uniprot/Q38856 [3] https://www.uniprot.org/uniprot/Q39101 [4] https://en.wikipedia.org/wiki/Garri [5] https://en.wikipedia.org/wiki/Fufu [6] https://www.nature.com/articles/s41587-018-0002-1	<urn:uuid:41be218d-8cfe-4b68-8f53-ef02ef69a4c1>	CC-MAIN-2020-50	https://www.acsh.org/printpdf/13805	2020-11-23T17:25:40+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00428.warc.gz	591,067,655	844	eng_Latn	eng_Latn	0.978707	eng_Latn	0.990284	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1780, 3508 ]	[ 2.71875 ]	1	0
February 2, 2020 Communique Flood Safety Information Vancouver Island BC has been experiencing severe flooding and the FNHA would like to provide some information for First Nations communities to stay safe and be prepared during this time. This information is from the FNHA Environmental Public Health team. During Flooding: * If flood waters cover your sewage disposal field, stop using the sewage system * If power goes out, keep the door closed on the fridge/freezer and keep food inside it. This will hold the temperature for a period of time (up to about 12h for a fridge, 24h for a half-full freezer, and up to 48h for a full freezer). * Wash hands with soap and water if you come in contact with flood water. It's very possible that it's been contaminated * Stay away from flood waters and fast-moving rivers After Flooding: * Confirm with community or emergency officials prior to returning to your home * During emergency events, water supplies can become contaminated. The safety of your water is largely dependent on where it comes from. Please see below on surface water and well safety information * Precautions should be taken after a flood or when food comes into contact with flood waters. It is hard to make food safe to eat once it has been exposed to flood waters that are heavily contaminated. T 250.924.6125 F 250.924.6126 www.fnha.ca Water Safety If you have your own water intake from a stream or a domestic well, there are things you can do to minimize impacts to your water system before a flood. Surface water supplies You can help protect your water supply and the water supplies of downstream users by moving all pesticides, chemicals (including disinfectants for water treatment) and other contaminants to an elevated location so they don't get flushed away or dissolve in flood waters. You can protect private surface water intakes by placing sandbags around them. This may minimize damage during a flood when debris in streams may be greater than normal. Extreme caution should be used when working around creeks and rivers. Flowing water can present a drowning hazard in some situations. Wells If you have a domestic well, ensure that your wellhead is protected with a surface seal and a cap. A registered well-driller is required to do this work. https://www2.gov.bc.ca/gov/content/environment/air-land-water/water/groundwater-wellsaquifers/groundwater-wells/information-for-well-drillers-well-pump-installers Be ready to turn off the electricity to your well pump just prior to the flood. Since water supplies can be impacted by flooding, ensure that you have at least a 72 hour supply of water on hand. You can either store bottled water which can be purchased from the store in advance or fill clean plastic milk jugs or other containers. Water Safety Source: http://www.health.gov.bc.ca/emergency/pdf/preparing-for-a-flood.pdf Food Safety after a Flood If exposed to flood waters, destroy: * Foods packaged in containers that are not waterproof * Bottled drinks and home preserves, which may be difficult to clean & sanitize under caps, lids or sealing rings * Canned goods that: - Appear to have a broken seal - Show signs of bloating or seepage * Any previously-opened packaged foods Commercially-canned foods in good condition may be salvaged by 1. Removing the label 2. Washing the can in warm soapy water and then rinsing 3. Sanitizing in a solution of 40 mL of regular household bleach in 1 litre of water (approx. 5 ounces or 10 tablespoons of bleach per gallon of water) 4. Marking the contents on the food container if it will not be used right away Discard food that: * Is unpackaged and was exposed to flood waters, including fresh fruit and vegetables * Was not temperature controlled (warmer than 4oC for more than 2 hours), whether or not it was exposed to flood water * Is considered higher-risk, including: - Cooked grains - Cooked vegetables - Dairy products - Eggs - Meat & poultry - Seafood Flood Safety Information For more information: FNHA - Flood Safety Information https://www.fnha.ca/about/news-and-events/news/ flo o ds afetyinfo rm atio n CMHC: Flood Cleanup https://www.cmhc-schl.gc.ca/en/maintaining-and-managing/managing-first-nationproperties/maintenance-solutions/mould-in-housing/mould-prevention-and-flood-cleanup Septic Systems - What to Do after the Flood: https://www.epa.gov/ground-water-and-drinking-water/septic-systems-what-do-after-flood	<urn:uuid:d71d5e84-8f11-4660-abd3-6ee3e80c846a>	CC-MAIN-2020-50	https://cowichantribes.com/application/files/2315/8077/1157/Flood_Info_FNHA_Feb_2020.pdf	2020-11-23T16:42:19+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00428.warc.gz	256,347,221	996	eng_Latn	eng_Latn	0.958964	eng_Latn	0.997013	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1365, 2884, 3974, 4452 ]	[ 3.265625 ]	2	0
Raw Score Averaged Conversion Table \| SCALE SCORE \| \| \| \| \| \|---\|---\|---\|---\|---\| \| \| English \| Math \| Reading \| Science \| \| 36 \| 75 \| 59 - 60 \| 39 - 40 \| 40 \| \| 35 \| 73 - 74 \| 58 \| 38 \| 38 - 39 \| \| 34 \| 72 \| 57 \| 37 \| 38 \| \| 33 \| 71 \| 55 - 56 \| 36 \| 37 \| \| 32 \| 70 \| 54 \| 36 \| 36 \| \| 31 \| 69 \| 53 \| 35 \| 35 \| \| 30 \| 67 - 68 \| 51 - 52 \| 33 - 34 \| 35 \| \| 29 \| 66 \| 49 - 50 \| 32 \| 34 \| \| 28 \| 64 - 65 \| 47 - 48 \| 31 \| 33 \| \| 27 \| 62 - 63 \| 45 - 46 \| 30 \| 32 \| \| 26 \| 60 - 61 \| 42 - 44 \| 29 \| 30 - 31 \| \| 25 \| 58 - 59 \| 40 - 41 \| 28 \| 29 \| \| 24 \| 55 - 57 \| 38 - 39 \| 27 \| 27 - 28 \| \| 23 \| 54 \| 35 - 37 \| 25 - 26 \| 25 - 26 \| \| 22 \| 50 - 53 \| 34 \| 24 \| 24 \| \| 21 \| 49 \| 32 - 33 \| 23 \| 22 - 23 \| \| 20 \| 45 - 47 \| 30 - 31 \| 21 - 22 \| 20 - 21 \| \| 19 \| 42 - 44 \| 28 - 29 \| 20 \| 18 - 19 \| \| 18 \| 39 - 41 \| 25 - 27 \| 19 \| 17 \| \| 17 \| 38 \| 22 - 24 \| 18 \| 15 - 16 \| \| 16 \| 35 - 37 \| 19 - 21 \| 16 - 17 \| 14 \| \| 15 \| 32 - 34 \| 14 - 18 \| 15 \| 13 \| \| 14 \| 29 - 31 \| 12 - 13 \| 13 - 14 \| 11 - 12 \| \| 13 \| 28 \| 9 - 11 \| 11 - 12 \| 10 \| \| 12 \| 25 - 27 \| 8 \| 10 \| 9 \| \| 11 \| 24 \| 6 - 7 \| 8 - 9 \| 8 \| \| 10 \| 21 - 23 \| 5 \| 7 \| 7 \| \| 9 \| 19 - 20 \| 4 \| 6 \| 5 - 6 \| \| 8 \| 16 - 18 \| 3 \| 5 \| 4 \| \| 7 \| 13 - 15 \| 3 \| 4 \| 4 \| \| 6 \| 11 - 12 \| 2 \| 3 \| 3 \| \| 5 \| 8 - 10 \| 2 \| 3 \| 2 \| \| 4 \| 6 - 7 \| 1 \| 2 \| 2 \| \| 3 \| 4 - 5 \| 1 \| 2 \| 1 \| \| 2 \| 2 - 3 \| 0 \| 1 \| 0 \| \| 1 \| 0 - 1 \| 0 \| 1 \| 0 \| This conversion table is based on an average of 9 conversion tables released by ACT. The leftmost and rightmost columns represent the scale score for each subject area. The columns labeled by subject area tell you approximately how many questions you need to answer correctly in order to get the scale score marked in that row. For example, if you answer 38 English questions correctly, your scale score is most likely to be 17. The numbers highlighted in yellow correspond with ACT's College Readiness Benchmarks. www.masteryprep.com © 2014 MasteryPrep. All rights reserved. ACT is a trademark of ACT, Inc. MasteryPrep is in no way aﬃliated with or endorsed by ACT, Inc.	<urn:uuid:d920f268-eb9e-4c54-8b8c-cd26fea8a371>	CC-MAIN-2020-50	https://masteryprep.com/wp-content/uploads/2014/12/masteryprep_conversiontable.pdf	2020-11-23T15:39:46+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00434.warc.gz	393,127,491	965	eng_Latn	eng_Latn	0.998422	eng_Latn	0.998422	[ "eng_Latn" ]	false	docling	[ 2034 ]	[ 2.078125 ]	1	0
Volume 24 Issue 1 Tampa Bay History Article 6 1-1-2010 White Caps and Nightmares: Prelude to Violence against Blacks in Florida during the Spanish-American War Pamela N. Gibson Joe Knetsch Follow this and additional works at: https://scholarcommons.usf.edu/tampabayhistory Recommended Citation Gibson, Pamela N. and Knetsch, Joe (2010) "White Caps and Nightmares: Prelude to Violence against Blacks in Florida during the Spanish-American War," Tampa Bay History: Vol. 24 : Iss. 1 , Article 6. Available at: https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6 This Article is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Tampa Bay History by an authorized editor of Scholar Commons. For more information, please contact firstname.lastname@example.org. White Caps and Nightmares: Prelude to Violence against Blacks in Florida during the Spanish-American War by Pamela N. Gibson and Joe Knetsch There is about as much respect for the constitution of the United States in the southern states as there is for the Bible in Hades. The editorial statement above from the Kansas City American Citizen was made in reference to the murder of a black postmaster in South Carolina but was equally applicable to most of the southern states in the era of the "Redeemers" and their compatriots. 1 As the same newspaper noted in its February 24, 1898, issue: "The southern statesmen who plead for Cuba could learn a valuable lesson by looking around their own bloodcurdling confines of butchery." With a few exceptions, the African American press of the day was not eager to see blacks sent off to fight for Cuban freedom when they were lacking the guarantee of these same freedoms in America. It seems ironic, from the perspective of the twenty-first century, that the country could ask its black citizens to risk life and limb for the freedom of Cuba but deny the same to its own black population. As historian Rayford Logan has noted, the 1890s marked the nadir of race relations in the United States and was the decade with the highest number of recorded incidents of violence against African Americans. At the same time the United States was asking its "colored soldiers" to help liberate Cuba, it tolerated the passing of the Grandfather Clause in Louisiana, the growth of Jim Crow laws everywhere in the South, and the approval of the Sheats law in 1 Kansas City American Citizen, February 24, 1898. Quoted in The Black Press Views American Imperialism (1898-1900). Edited by George P. Marks III. New York: Arno Press, 1971. 11. Pamela N. Gibson earned her Masters of Library Science from Florida State University in 1974 and has been the Eaton Florida and Local History librarian for the Manatee County Library System since 1976. She earned her Master of Arts in History from the University of South Florida in 1994. She has had articles previously published in the Tampa Historical Society's Sunland Tribune. Dr. Joe Knetsch, a resident of Florida for over thirty-five years, holds a Ph.D. in history from Florida State University. Knetsch, a Government Analyst II within Florida's Bureau of Survey and Mapping, Division of State Lands, has authored numerous articles on Florida topics, with an emphasis on Florida's pioneer era and military history. Published by Scholar Commons, 2010 Tampa Bay History Center Collection African American soldiers in the 24th and 25th Infantry regiments were camped near their white counterparts in Tampa Heights during the buildup before the Spanish-American War. Members of one of those regiments are pictured here standing behind a row of white soldiers. Florida, which punished white teachers for attempting to educate black students. Florida's role in the Spanish-American War era did not reflect well on the state. Almost everyone is familiar with the famous story told in The Little War of Private Post about Post's duty in Lakeland and the response of the sheriff to any attempt to put down what he perceived as black violence. The sheriff's policy was, "plenty of bourbon for the white man, but no gin for the nigger." 2 Tampa experienced more than one explosive incident when the black troopers arrived. One of the more infamous took place when an Ohio volunteer unit made a sport of shooting at a twoyear-old black child to see how close they could come without hitting him. When the Twenty-fourth and Twenty-fifth Infantry units heard of the shooting, they went on a rampage, trying to find the culprits and teach them a lesson. A Georgia volunteer unit was called in to put down the riot, which saw many businesses burned down, and the outnumbered Buffalo Soldiers took some casualties, with thirty injured, some seriously. 3 The Brooklyn Eagle reported on May 25, 1898, that the situation in Key West was basically a "Reign of Terror" and that there was a call for martial law. All of this was reportedly caused by "Jackies, negroes and roughs of many classes." 4 2 C. J. Post, The Little War of Private Post (Boston: Little Brown, 1960), 53. 3 Robert B. Edgerton, Hidden Heroism: Black Soldiers in America's Wars (Boulder, Colo.: Westview Press, 2002), 49. https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6 As these few examples demonstrate, there were real problems for African American troops coming through Florida to fight for Cuba's freedom, problems that were deepseated and also those of recent origin. Following the Panic of 1893, two devastating freezes decimated Florida's winter crops. In the midst of these economic disasters, beginning about October 1894 and lasting until late 1896, there occurred a series of violent assaults against African American laborers and other minorities. Our analysis of these incidents leads us to believe that the stresses caused by the sharp decline in economic opportunity became a major causal factor in the increase in violence against African Americans during this brief period of dislocation. Much of the reported violence took place in the surviving citrus-growing areas or against workers in the timber or related industries, the traditional fall-back employment of working-class Floridians. More recent scholarship by Dennis Halpin clearly demonstrates Tampa's reaction to the arrival of armed black troops in its midst. Noting that much of Tampa's white population refused to give up its time-honored segregation, the black soldiers confronted their opponents in a number of ways. Some took to writing letters that reached national audiences, others bore themselves proudly in public and carried their arms, and still others sometimes forcibly attempted to flout the laws and enter all-white establishments and insist on service. As Halpin states: "During their stay in Tampa the racial tensions inherent in the Jim Crow South exploded onto the public stage. Black troops shot out a barber shop's windows; destroyed bars and saloons during a race riot, and with the help of sympathetic white troops, flagrantly violated Jim Crow mores." Confrontations also occurred during their passage back north after the war, mostly in attempts to free fellow soldiers and citizens they believed unjustly imprisoned. 5 David Work has shown that the regular black soldiers, in this case the Tenth Cavalry, were viewed as a threat to the Jim Crow order of Tampa, and that the willingness of these armed, assertive men to flout every convention of the day served to infuriate much of the white population. 6 The "Buffalo Soldiers" had experienced great acceptance and appreciation in the West, but they had not served east of the Mississippi River since Reconstruction. They and their white detractors were not prepared for the clash that came with the mobilization for the Spanish-American War. But was there more to the story than simple race prejudice? The Panic of 1893 has been described by one historian as a "spectacular financial crisis." 7 The Reading, Erie, Northern Pacific, Union Pacific and Santa Fe Railroads were sent reeling into the hands of receivers, and before the panic had run its course, nearly one-fourth of the railroad capitalization in the country was 4 Brooklyn Eagle, May 25, 1898. 6 David Work, "A More Deadly Enemy: The Tenth Cavalry in the South, 1898-1899," Gulf South Historical Review 20 (Spring 2005): 65. 5 Dennis Halpin, "'Race Riot,' 'Midnight Melee,' and Other 'Crimes' Reconsidered: African-American Soldiers' Protest in 1898 Tampa," Gulf South Historical Review 20 (Spring 2005): 39. 7 Elmer Ellis, Dictionary of American History. Published by Scholar Commons, 2010 in the hands of bankruptcy courts and 60 percent of railroad stocks had suspended dividend payments. 8 The nation's financial affairs were in near chaos with a highly restrictive tariff and the repercussions of the Bland-Allison Act of 1878 and the Sherman Silver Purchase Act of 1890. Confidence in the currency coupled with a severe balance-of-payments problem led to a rapid decline of gold reserves and an increase in foreign demand for gold in payment for goods and services. A prolonged agricultural recession, beginning in the late 1880s, simply added to the depth of the short, but brutal, depression. 9 Increased labor violence, prolonged strikes, the rise of the silverites, and the march of Coxey's Army on Washington, D.C., marked the panic as an epic in American economic history. But not all Floridians were depressed by the short turn of fortune. In its editorial for September 21, 1893, the Bradenton-based Manatee River Journal summarized its views: For Florida, the arrival of the panic in the spring of 1893 coincided with the end of a superlative winter citrus crop and an abundance of vegetables like celery, tomatoes, and lettuce. By virtue of this oversupply and the general deflation caused by the government's gold policy, the prices for and profits from these cash crops were lower than expected. The credit crunch put extra pressure on Florida's agriculturalists and forced many into short-run default on their loans. With a gloomy economic picture ahead, many Floridians were worried about the 1893-94 crop. The following figures broaden our idea of the financial panic of 1893, now drawing to a close, three great railway systems have passed into the hands of the receiver, two more are on the verge of bankruptcy, all other railroads have taken off many trains and discharged hundreds of men. Five hundred banks have closed, 800 manufactories have shut down, 6,000 merchants have failed and 900,000 operators have been thrown out of work. It was terrible: we are not yet out of the woods. But the prospects are that money will be more plentiful for investment in goods, loans and industries than ever before. This optimism was brief, and by February 1, 1894, the editor of the same newspaper warned of "Bad Summer Prospects": It is well that the people of this county realize, during this, our most prosperous season, that the summer of 1894 cannot open with the most brilliant prospects. The necessary extension of credit during the phenomenally hard year which has passed has exhausted the capital 8 Samuel E. Morison and Henry Steele Commager, The Growth of the American Republic, vol. 2. 4th ed. (New York: Oxford University Press, 1956), 250. 9 Jonathan Hughes, American Economic History, 2nd ed. (Glenview, Ill.: Scott, Foresman, 1987), 36061. A good contemporary debate on the causes of the financial woes can be found in William M. Springer, H. W. Cannon, and J. Stirling Morton, "Our Financial Muddle," North American Review 359 (February 1895): 129-56. The congressman, banker, and secretary of the treasury all had strongly differing views as to the cause of the Panic of 1893 and offered different financial remedies. https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6 54 Tampa Bay History Tampa Bay History Center Collection The Olivette was one of the larger steamships in the Plant Steamship Line. Henry Plant's companies held a virtual monopoly on shipping in the Tampa Bay area in the mid-1880s and early 1890s. of the country. For provisions, grain, fertilizer, farming tools, crate materials and interest on loans, we are seriously in debt beyond any time in the past within the next three months, taxes must be paid. The orange crop brought on this year's sale even less than last year. On account of the poverty of the North this winter, there is every reason to expect prices of vegetables will be disastrously behind in proportion. And out of what we do get, we must pay about $10,000 higher freight than last year. This is a plain statement of the financial prospects of the summer before us. Just ten days prior to the publication of this editorial, the Manatee River Journal had complained to its readers about the increase of fifteen cents per crate and thirty cents per barrel now charged by the Plant Steamship Line. This line controlled much of the shipping out of the Manatee River vicinity, and the editor believed that the line was gouging the local growers-shippers. 10 The dominance of the Plant Line and the increased costs to shippers led to an open meeting of the local fruit growers that soon became statewide. The growers began to seriously organize in early 1894, and, at their second meeting they elected 10 Manatee River Journal, January 22, 1894. Published by Scholar Commons, 2010 Judge E. M. Graham of Manatee as president, and A. T. Cromwell of Bradenton [Braidentown] was named secretary. The primary resolution of the meeting declared: "the recent action of the Plant Line in raising the freight to the west via Mobile, in the present stringency of the finances of the country, will result in taking from us our just reward of our toil, and under the circumstances becomes a matter of hardship and oppression." The group then pledged themselves to patronize any other carrier who would offer reasonable rates. 11 Manatee County native M. E. Gillett led the statewide campaign to organize the citrus and vegetable growers and met with some initial success. 12 Yet, the severity of the depression made any organizing difficult. The Jacksonville Florida Times-Union, the state's leading newspaper, noted that large numbers of people were being displaced by the economic downturn and that unemployment in twenty southern cities had reached approximately 42,000, with 122,000 dependents or family members added to the mixture of sufferers. 13 C. Vann Woodward described the scene in neighboring Georgia as follows: "Banks failed, money disappeared, factories closed, unemployed workers returned to the family farm to add burden to its meager larder, and the mortgage foreclosures went forward at an accelerated pace. Families of Negro and white tenants walked the roads seeking relief. At no time since the devastation of Georgia by an invading army was acute poverty, hunger and misery so widespread among the people." 14 Many of these wandering relief seekers came to Florida where, after the immediate depression subsided, citrus, railroads, lumbering, truck-farming, phosphate mining, and the growing tourist industry offered some hope of economic independence. It may illustrate the burden felt by these operators to note that through January 1, 1894, the Manatee area shipped 200,000 crates of fruit and vegetables. Their freight and wharfage averaged about seventy-five cents per crate, or approximately $150,000 spent simply to ship the fruit to market. The increase in the freight charge, coming in the midst of a severe depression, added an additional $30,000 to the costs, with little hope of return. In its editorial for February 1, 1894, the Manatee River Journal concluded: "If we cannot combine to protect our products there is one other course open. We must raise what we can eat, if the most rigid economy and frugality are not practiced this spring and summer, there will be homeless families in Manatee County and greater suffering than we have ever known. We cannot afford to pass this summer in idleness. This must be a year of summer crops, a year to measure the fairest possibilities of the country." 11 Ibid., February 1, 1894. Florida Times-Union, January 8, 1894. 12 Jacksonville Daily Florida Citizen, June 2, 1894. This particular article concerns Gillette's successful meeting in Hawthorne, in Alachua County. Throughout the 1894-95 period, the Jacksonville papers covered his exploits and the increasing power of the organization. Its time was cut short by the severity of the freezes and the loss of membership because of people leaving the citrus industry and giving up their farms. 13 14 C. Vann Woodward, Tom Watson: Agrarian Rebel (New York: Oxford University Press, 1963), 249. https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6 Other factors were also sending African Americans to Florida in record numbers. The rise of the Populist movement throughout the South raised the specter of a united front between white and African American tenant farmers and sharecroppers. The dominant Bourbon factions and others immediately put out the cry of "Negro domination," which quickly reinjected the race question into all levels of partisan politics. The "white supremacy" argument always carried the frightened Negrophobe at the polls and helped to defeat the Populist tickets in many southern states, especially Georgia, where race always trumped class-consciousness. 15 The political scene was not improved for African Americans by the rejection of the so-called Force Bill plank put forward by the Negro Alliance, the Colored Farmers Alliance, and the Cooperative Union at the Populists' Ocala Convention. The White Alliance men simply refused to protect the rights of their African American colleagues through federal action, opting instead for a weakly worded resolution asserting their commitment to protecting "the Negro's right to vote." The irony here was that, as Herbert Shapiro pointed out, "the Populists were for using federal machinery to protect the general economic interests of agrarians; they would not use that machinery to protect the constitutional rights of Negroes." 16 Similar incidents occurred, and the message that many African Americans took away was that the Populist Party would not be protecting their voting or any other rights. The violence associated with many of the elections held during this period sent many African Americans on the road, hopefully wending their way to freedom from racial attacks and want. 17 The well-documented and known racism of northern labor unions precluded African Americans from entering many of the more lucrative trades there. This, coupled with the unfamiliar colder climate of the northern cities, acted as a deterrent to any major northward migration of African Americans during the 1880s and 1890s. Word of these conditions filtered back home from those who had first attempted this transition. The disrespect or outright contempt for African American leaders such as Booker T. Washington or Frederick Douglass, especially by the Populists, 15 Charleton Mosely, "Latent Klanism in Georgia, 1890-1915," Georgia Historical Quarterly 56 (Spring 1972): 368. See also Francis Wihoit. "An Interpretation of Populism's Impact on the Georgia Negro," Journal of Negro History 52 (April 1967): 116-27; and Clarence A. Bacote, "Negro Proscriptions, Protests, and Proposed Solutions in Georgia, 1880-1908," Journal of Southern History 35 (November 1959): 471-76. Finally, see William Warren Rogers et al., Alabama: The History of a Deep South State (Tuscaloosa: University of Alabama Press, 1996), 305-19. The authors note that politics in Alabama had become, "a wild threeringed circus." Not surprisingly, the African American vote went to the Bourbon candidates and not to the Populist, led by Reuben Kolb. 17 Lawrence Goodwyn, "Populist Dreams and Negro Rights: East Texas as a Case Study," in African Americans and Southern Politics from Redemption to Disfranchisement, ed. Donald G. Nieman (New York: Garland, 1994), 1435-56. See also Goodwyn's The Populist Moment: A Short History of the Agrarian Revolt in America (New York: Oxford University Press, 1978). One should also consult two standard histories of two important leaders of the agrarian movement: C. Vann Woodward's Tom Watson: Agrarian Rebel; and Francis B. Simkins's Pitchfork Ben Tillman: South Carolinian (Baton Rouge: Louisiana State University Press, 1967), 195-233. 16 Herbert Shapiro, "The Populists and the Negro: A Reconsideration," in The Making of Black America, ed. August Meier and Elliott Rudwick (New York: Atheneum, 1969), 32-34. Published by Scholar Commons, 2010 Tampa Bay History Center Collection This page from the March 13, 1880 issue of Harper's Weekly magazine depicts the citrus industry "from the grove to the market." Though the image is from 1880, the process was basically the same through the end of the 19th century. https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6 demonstrated to many the gap that remained to be bridged, even by highly regarded African Americans. 18 The well-publicized failure and ridicule of the "Back to Africa" movement also showed that this option was probably closed to those willing to leave home. Thus, it is not surprising that African Americans migrated to Florida in large numbers; indeed, six times as many blacks came to Florida in the 1890s as did whites. It is fortunate that the revolt against legal authority at Wildwood was suppressed with so little bloodshed, and the ringleaders who tried to set law at defiance are safely behind bars. It cannot be fairly considered a race war, although the revolt was headed by members of the colored race. It was an outbreak of lawlessness on the part of a few colored persons who have hitherto been inclined to resent the interference of law when it interfered with their doing as they pleased. It was aimed at authority rather than at whites as such. That it is now over is a cause for congratulation, and it is hoped that another insurrection will not occur. 19 This influx of unemployed African Americans began putting strains on Florida. As early as December 1893, a racial disturbance took place in the railroad junction town of Wildwood that caused consternation across the state. The report filed on January 3, 1894, indicates the intensity, if not the cause, of the event: It was not unusual for editors to make a story of this kind "disappear" by placing it in the middle of the paper. Florida newspapers sought to focus instead on the optimistic forecast for the coming year's crops. The winter crop season of 1894-95 was supposed to be the savior of many citrus growers. However, even before the freeze hit the state, labor violence between As the dispossessed tenants of other southern states moved into Florida, other disturbances were reported. On January 13, 1894, St. Augustine was reported to be experiencing trouble with "tramps." 20 Eleven days later, at Anthony, nine so-called tramps were released to a mob by the local Marshall. According to the account, a crowd of "hoodlums" gathered around the jail, whereupon "the Marshall unlocked the door, ordered the poor fellows out and told them to run. It is also said the Marshall told the boys, who had sticks in their hands, to go for the tramps." Not until a brave, unnamed, soul stepped in to stop the beating did the assault end. 21 At the other end of the state, riots took place in Key West, as Cuban cigar makers tried to earn a living in the face of local opposition. The fact that many of these men and women were dark-skinned led the Florida Times-Union to run the headline "Key West's Race Clash." 22 With the winter crops beginning to come to market, these were not headlines that owners and shippers wanted to see. 18 See Robert Saunders, "Southern Populists and the Negro, 1893-1895," African Americans and Southern Politics from Redemption to Disfranchisement, ed. Donald G. Nieman (New York: Garland, 1994), 240-61. 20 Ibid., January 13, 1894. 19 Florida Times-Union, January 3, 1894. 21 Ibid., January 24, 1894. 22 Ibid., January 18, 1894. Published by Scholar Commons, 2010 the races had begun in Manatee County. In late October, two African American employees of the Manatee Lemon Company were assaulted by three white men while walking along a public road in Palmetto. The three young white men proceeded to strike their black victims several times and shot one in the leg as he attempted to run away. The local manager of the Manatee Lemon Company, a Mr. Larson, encouraged one of the workers to sign an affidavit, and the three white men were arrested. However, as was typical when black victims sought legal redress for such crimes, the victims were said to have failed to properly identify the perpetrators, who were then released. In a seemingly bizarre twist in this case, the victims, as well as the alleged criminals, were required to post bond to guarantee a court appearance, and when the victims could not produce the required fee, they were jailed! The justice of the peace, a Mr. Wright, soon learned that he had overstepped his authority and released the victims. No record exists showing that the assailants were ever brought to trial or justice rendered to the two African Americans. 23 The economic damage is easily estimated; however, the costs to the social fabric of Florida were much greater. The "Great Freeze" had wiped out many of the smaller and poorer citrus growers. Many had packed up their meager belongings and left the state. Others, with a longer commitment to Florida and stronger family ties, attempted to maintain themselves by moving farther south and harvesting the crops grown in this area or by attempting to fall back on more traditional cashproducing occupations, like tie-cutting and lumbering. In this latter, concentrated mostly in the northern portion of the state, these newly displaced individuals came in direct competition with the newly arrived African American laborers. One of the first Shortly thereafter, the "Great Freeze" of 1894-95 began, with the last four days of December seeing the majority of citrus trees in northern Florida die under the killing frost. Vegetable crops also suffered greatly in the northern part of the state. Although some damage was sustained in Hillsborough and Manatee Counties, the region survived the first freeze with relative ease. Captain C. O. Muller, a longtime resident of Manatee County, during an interview with the Manatee River Journal, had actually observed the freezes of 1866, 1874, and 1886, and each, he implied, was worse than the one most recently experienced. 24 The greatest loss was sustained by the nurserymen, like the Reasoner Brothers, who lost over 15,000 buds. Although the more southerly sections of the state were to experience some of the damage of the second freeze, of February 8, 1895, the northern portions of the state were now facing severe choices; bankruptcy, emigration, and stiff economic competition with the largest group of the most recent immigration, the African Americans. 25 23 Manatee River Journal, November 1, 1894. 25 For information on the nurserymen, see Manatee River Journal, January 3, 1895. For the effects of the freeze on Hillsborough County, some of which were positive for later growth, see Joe Knetsch and Laura Etheridge, "A Brief Outline of the Agricultural History of Hillsborough County: 1880-1940," Sunland Tribune (Tampa Bay Historical Society) 19 (November 1993): 19. 24 Ibid., January 3, 1895. https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6 10 Courtesy of the Florida State Archives The Freeze of 1894-95 was one of the most devastating natural disasters to strike Florida in the 19th century. Countless groves and growers were impacted, and the "freeze line," an imaginary line that dictates the northernmost limits for citrus growing, shifted dramatically to the southern portion of Central Florida. serious incidents of violence against this group came in Westville, in rural Holmes County. In that section of the state, Graves and Beatty had "large lumber interest" and had constructed a tram road into the heart of their holdings from the banks of the Choctawhatchee River. Several of the tram cars were fitted with bunk beds for the use of the African American labor force. About one o'clock on Sunday morning, September 8, 1895, the workers awoke "to find the leaden missiles of death whistling all about them." The shooting and the subsequent screams of the wounded aroused the white foreman from the nearby house, and his arrival on the scene caused the masked assailants to flee. One man died instantly at the scene and another shortly thereafter, while "several" were reported wounded. The report continued: "The negroes are in terror, fearing they will be murdered, and they have refused to work any longer. Many of them have left and come to towns along the railroad where they can secure protection." 26 The outcome was exactly what the "masked men" had wanted from the blacks—terror and flight. A second incident took place at Moss Bluff, on the scenic Ocklawaha River. Here, W. Allsop, described as a "merchant and tie contractor of Wiersdale," had hired a number of African American tie cutters to fulfill a contract in the Long Swamp and Moss Bluff areas. The report filed in the Florida Times-Union stated: "These had not 26 Florida Times-Union, September 10, 1895. Published by Scholar Commons, 2010 11 been at work over a day, when the white laborers took exception. That night a party of white men riddled the cabins of the dusky sleepers with bullets. The result is that the colored tie cutters are missing. The hint was sufficient and they did not stand on the order of their going." 27 More than two weeks later, on December 5, 1895, the same paper, under the headline "Whitecaps Prevent Work," reported Allsop as saying that the White Caps "had so successfully intimidated the negroes that he could not get one to cut a tie for him." 28 Like the night riders of the old Klan, the cowardly attacks by whites on the African American laborers worked to intimidate them and to prevent them, this time from working. The big crowd of would-be orange pickers who went down to Fort Myers on the first trip made by the steamer Lawrence last Sunday are having a rough time of it, if all accounts are correct, and the speculators who are responsible for the trouble should be promptly called to account. There were about 175 people on board the boat, about 75 being negroes, who had been scraped up in Tampa by a genius of a speculative turn of mind who had agreed to take them down and find them steady employment for $1.00 a head and 10 per cent of their first week's wages. When the Lawrence and her darkeys tied up at the dock she was met by a deputation of prominent citizens who politely, but firmly informed the people in charge of the expedition that while the white men were welcome, the negro laborers could not land. In the meantime, the unfortunate darkeys had managed to reach the wharf, and while the controversy was going on between the citizen's committee and the speculator, the steamer quietly pulled out and left them in the lurch. In explanation of the action of the citizens of Fort Myers it should be said that the town is already so well supplied with laborers who have more time than money that the people in that neck of the woods are strongly prejudiced against "foreign pauper labor." 29 One of the most instructive incidents of intimidation took place in the citrus-growing town of Fort Myers. The evidence at hand indicates that the steamer Lawrence was sent to Fort Myers with a number of laborers on board, designated to pick oranges. On December 7, 1895, the Tampa Morning Tribune reported: Two days later, the Florida Times-Union picked up on the story with a slightly different twist. Quoting an interview with Lee County resident F. A. Lane, the paper noted that "something of a reign of terror" was taking place with the "inevitable shotgun accompaniment." A second, unnamed source described the situation in similar fashion: "As near as I can make out, there is a regular organized movement on foot down there to keep out negro laborers. Eight prominent men are known to be at the bottom of the trouble, but the people who know who they are, and who want to put a stop to their lawlessness are not in a position to [do] anything about it but keep their mouths shut." The motive for this action, according to this source, was 27 Ibid., November 17, 1895. 29 Tampa Morning Tribune, December 7, 1895. The authors would like to thank Gary Mormino for finding and sharing this source with us. 28 Ibid., December 5, 1895. https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6 12 to keep Lee County away from citrus growing. The freeze had not affected the crop there, and many from the ruined area, especially Citra, were trying to speculate in Lee County land; if they were successful in shipping out the crop, then others would be attracted to the area, and the existing power structure would be threatened. In another attempt to drive out the pickers, a camp of orange pickers, allegedly housed in an old homestead, had thirty-eight rounds fired into it in. 30 The struggle here indicates that there was much more than simple racial prejudice behind the move to rid Lee County of African American laborers. In the spring of the following year, 1896, conditions on the citrus- and truckfarming frontier appeared to be promising a new and abundant harvest. In April of that year, Henry B. Plant and colleagues took a cruise up the Manatee River, passed Braidentown (Bradenton), Manatee, and Palmetto. It was described by the Jacksonville Citizen in the following glowing terms: "The Manatee region of Florida is indeed a fairyland. A trip down Tampa Bay to the mouth of the Manatee River and up that pretty stream is like a jaunt in the land where Arcadian and Utopian visions dwell." It further reported that, "that part of Florida bears no sign whatever of any disastrous freeze a year ago." The Plant Line and the growers, according to this report, could look forward to a good season in 1896. The crowning reportage of this incident came with the headlines in the New York Times on December 10, 1895. The main headline read: "War Against Florida Negroes," with the subtitle continuing: "Twelve Drowned While Fleeing from Their Persecutors—Alleged Conspiracy Against Owners of Cotton Groves." Aside from the "cotton groves" miscue, the article also quoted Mr. Lane, who reiterated that" the camps of orange pickers have been fired into frequently recently." But the drowning of blacks was not reported in the Florida papers. According to the Times source(s): "The negroes say they were not allowed to get anything to eat, and as the guards were firing at all times they feared they would be killed. Twelve negroes, in their terror, jumped into the river, and, it is thought, were drowned. The negroes brought back circulars which the whites of Lee County have issued warning the negroes to keep away." Reporting in a vein similar to the Florida Times-Union, the New York paper referenced a conspiracy to prevent the picking of oranges so the owners would have to abandon them and the conspirators would then get the land cheaply. 31 The idea of a conspiracy of landowners appears to be a valid explanation for the intimidation of African American workers in the context of the day; however, the fact that white workers were allowed to land, pick oranges, and go about unmolested flies in the face of this "logic." Blatant racism and economic competition would better explain the actions of the "prominent citizens" of Lee County, primarily because they had an alleged surplus of labor on hand. Whether there was a conspiracy afoot is open to debate; however, the actions against the African American laborers aboard the Lawrence speak volumes about the racial attitudes of the perpetrators. 30 Florida Times-Union, December 9, 1895. 31 New York Times, December 10, 1895. Published by Scholar Commons, 2010 13 Tampa Bay History Center Collection The violence that struck the town of Palmetto, on the northern banks of the Manatee River, was in stark contrast to the Jacksonville Citizen's cheery description of the area as a "fairyland." Once again, the dreams of a peaceful season were destroyed by the uprising of alleged White Caps and others. On May 17, 1896, a headline in the Florida TimesUnion read: "The Negroes Terrorized: An Ugly State of Affairs in Manatee County: Whitecaps Post Warnings." The subheading noted that the "Laborers Are Rapidly Leaving." An attempted arrest of one Jack Trice and others in the alleged shooting of three whites was the stated cause of the disturbance. However, even the newspaper was getting wise to this deception and reported: "It is now said a number of white men have taken advantage of the affair as a pretext to run the negroes out of the place. They have been going around to different places notifying the negroes to leave, or take the consequences." The timing, as in the incidents in Fort Myers and elsewhere, could not have been worse for the growers, who were in the midst of the harvest. As the Times-Union observed: "The shipping season is at its height and the loss will be very heavy to the growers on account of their being unable to hire help to gather their crops." Again, guns were fired into the houses of the African American laborers, and some, including one on the mayor of Palmetto's own property, had their homes burned and everything destroyed. The Sunday report noted that the reign of terror had been ongoing since the previous Wednesday and that "nearly all of the negroes had left the vicinity." And, once again, there were reports, all unconfirmed by the paper, of deaths from the violence. The hardest-hit firm, the Manatee Lemon Company, was notified that if it attempted to hire any African Americans, it would suffer the consequences. Its manager, Mr. C. L. Harvey, had his life threatened. Despite the protest of the "best element of Palmetto," the strife continued. 32 32 Florida Times-Union, May 17, 1896. https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6 14 The local Manatee River Journal responded to this outbreak of negative news with editorials and reporting of its own. No one, of any race, it maintained, had been killed in Palmetto, despite the reports appearing in the Tampa papers. It heatedly decried the "Race War" charges of the other newspapers across the state and nation. It quoted Dr. John C. Pelot, one of the area's most respected leaders, as writing to Governor Mitchell and informing him of the truth of the matter. Pelot did, however, admit to some signs being posted, two or three cabins being burned (for allegedly hiding Trice or his accomplices), and the fact that nearly twenty-eight African Americans had left Palmetto. Yet, the newspaper was steadily maintained that no one was killed, that Negroes were returning to work unmolested, and that few actually resided on the north side of the river. The negative image was totally unwarranted, according to the Manatee River Journal. 33 Yet, even the staunchest defender of the local actions had to admit that intimidation was being employed to frighten off African American workers. One must continue to ask, Why? In the 1890s, Florida experienced a very large increase in African American population, whereas the rest of the South, excluding Texas, saw a decline in this segment of the population. Florida also was undergoing a tremendous transformation in its transportation system, a phosphate "boom," a rapid growth in citrus- and truck farming, an explosion in the yellow pine and cypress timber industry, a shifting of resources to the developing tourist industry, and an opening up of vast new acreages through drainage and development. Yet, at the same time, citrus- and truck farming suffered a dramatic freeze which displaced thousands of workers and family grove owners. Almost every study of the postwar South and race relations has concentrated on either economic growth, peonage/sharecropping, or lynchings. What has been lacking is a study of violence unrelated to lynching and its causes. We believe that the evidence presented above shows that such a study is needed in Florida and the rest of the South. However, we would caution that Florida is different. The Panic of 1893 shook some of the financial basis of the state's growth and caused many to lose their farms and some of the railroads to fail. A key indicator of the severity of the panic and freezes upon the state was the average annual income for Florida's laboring masses. As economist William Stronge has pointed out in his recent volume on Florida's economic growth since the Civil War: "The average annual labor income in Florida was $119.72, the lowest of any state or territory. Florida's average labor income was less than half the level in the country as a whole and just over 70 percent of the level in the other South Atlantic States. The low Florida level reflected the capital losses farmers suffered when the value of their farms declined." 34 In some cases, the income simply disappeared. Added into this mixture was the immigration 33 See the Manatee River Journal for May 21 and 28, 1895. The editorial pages were filled with this type of defense. 34 William B. Stronge, Sunshine Economy: An Economic History of Florida since the Civil War (Gainesville: University Press of Florida, 2008), 65. Published by Scholar Commons, 2010 15 of thousands of African Americans, Cubans, Italians, and others who took jobs like citrus and vegetable picking, tie-cutting and lumbering to establish a foothold in their new residence. These jobs, the fall-back employment of many affected by the severe economic dislocations of the 1890s, were the source of some of the violence registered above. As the jobs "created" by the Spanish-American War were of shortterm duration, the social strain of having black, armed soldiers in their midst added greatly to the social and economic dislocations of the day. The economic competition of these diverse elements in the strained conditions of the times brought out some of the more violent responses of the age. More research into these causes of racial violence must be done before we can present an evenhanded picture of the Gilded Age in Florida and the South. https://scholarcommons.usf.edu/tampabayhistory/vol24/iss1/6	<urn:uuid:e832616d-8d0d-4762-aa79-50208fd18744>	CC-MAIN-2020-50	https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1506&context=tampabayhistory	2020-11-23T17:33:48+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00433.warc.gz	492,398,327	9,269	eng_Latn	eng_Latn	0.991818	eng_Latn	0.998419	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 841, 3379, 5267, 8615, 11844, 13407, 16807, 20684, 21015, 24199, 27647, 29534, 32851, 36192, 38338, 41692, 42614 ]	[ 2.171875, 1.609375 ]	1	0
Scenic Design For internal use only ©2019 Educational Theatre Association. All rights reserved. Student(s): Selection: School: Troupe: SKILLS 4\|Superior Above standard 3\|Excellent At standard 2\|Good Near standard 1\|Fair Aspiring to standard SCORE Job Understanding and Interview Articulation of the scenic designer's role and specific job responsibilities; presentation and explanation of executed design, creative decisions, and collaborative process. Articulatesa comprehensive understandingof the scenic designer's role and job responsibilities; thoroughly presents and explainsthe executed design, creative decisions, and collaborative process. Articulatesan understandingof the scenic designer's role and job responsibilities; adequately presents and explainsthe executed design, creative decisions, and collaborative process. Articulatesa partial understandingof the scenic designer's role and job responsibilities; inconsistently presents and explainsthe executed design, creative decisions, and/or collaborative process. Articulateslittle understandingof the scenic designer's role and job responsibilities; does not explainan executed design, creative decisions, or the collaborative process. Comment: Design, Research, and Analysis Design, research and analysis addresses the artistic/practical needs (given circumstances) of the script to support the scenic design and unifying concept. A well-conceived scenic design, detailed research, and thorough script analysis clearly addresses the artistic/ practical needs of the production and consistently supports the unifying concept. A complete scenic design, research, and script analysis addresses the artistic/practical needs of the production and supports the unifying concept. An incomplete scenic design, research, and script analysis somewhat addresses the artistic/ practical needs of the production and/or inconsistently supports the unifying concept. The incomplete scenic design, research, and script analysis rarely addresses the artistic/ practical needs of the production or supports the unifying concept. Comment: Artistic Interpretation Scenic design choices that reflect the mood, style, period, locale, and genre of the play. Scenic design choices powerfully enhance and communicate the mood, style, period, locale, and genre of the play. Scenic design choices enhance and communicate the mood, style, period, locale, and genre of the play. Scenic design choices somewhat communicate the mood, style, period, locale, and genre of the play. Scenic design lacks choices that communicate the mood, style, period, locale, and genre of the play. Comment: Execution Scenic design and artifact binder convey ideas, products, and choices that support the script and unifying ideas. A comprehensive rendering or model, floor plan, and artifact binder enhance artistic ideas and choices to provide exceptional support for script and unifying concept. A rendering or model, floor plan, and artifact binder align with artistic ideas and choices to support script and unifying concept. An incomplete rendering or model, floor plan, and artifact binder inconsistently align with artistic ideas and choices to support script and unifying concept. An incomplete rendering or model, floor plan, and artifact binder lack alignment with artistic ideas and choices to support script and unifying concept. Comment: Selection: Troupe: RATING (Please circle) 4 \| Superior 3\|Excellent 2\|Good 1\|Fair TOTAL SCORE (Score of 16-14) (Score of 13-10) (Score of 9-6) (Score of 5-4) Judge's name (Please print) Judge's signature ATTENTION TABULATION ROOM: Please note the following: Timing issue: ( mm ss) Rule violation: ; ; Other comments: This rubric should not be considered an assessment of student learning. However, it can serve as a model for designing curriculum- based performance assessments and for this reason, alignment to the National Core Standards has been indicated on this form. Example National Core Theatre Standards aligned to this rubric: TH:Cr3.1.I.a, TH:Cr3.1.I.b, TH:Pr4.1.I.a, H:Pr6.1.I.a To access the full descriptions of the above and all the Core Theatre Standards go to: www.nationalartsstandards.org For additional Standards resources visit: www.schooltheatre.org/advocacy/standardsresources Optional aligned state standards: State Standards website:	<urn:uuid:affbbcb7-844b-42db-ae6d-076198f83b0f>	CC-MAIN-2020-50	http://www.washingtonstatethespians.com/resources/Scenic%20Design%20Rubric%202020-2021.pdf	2020-11-23T16:28:00+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00437.warc.gz	167,075,476	920	eng_Latn	eng_Latn	0.929591	eng_Latn	0.978353	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3466, 4425 ]	[ 2.34375 ]	2	0
Netiquette Engaged Safe Trustworthy Schoolwide Virtual Classroom Expectations Reminders While in the NEST * I am prepared: Chromebook charged, camera appropriate, mic muted, and supplies ready. * I log-in to the class video conference link by the official start of class each block, ready to learn, and I communicate with my teacher if I am unable. * I remember to mute myself when entering the classroom and when not speaking. * I use positive, respectful, and appropriate language when speaking or using text to communicate. * I am aware of myself, my surroundings, & the space around me is appropriate for learning. * School Appropriate Dress * Use a picture of just you as your profile picture * Use your first and last name/last name initial as your profile name * Ensure there are no offensive or distracting items in the background when using your video. * I am fully present and I actively participate. Participate in discussions "live" and in Schoology Use the chatbox to let your teacher know you are in class * Use virtual hand raises * I attempt to attend each class in a quiet location when possible. * I stay attentive, focused, off other Internet "tabs" while in class. * I refrain from texting and using/posting to social media while in class. * I put forth my best efforts and create work of which I am proud. * I submit my assignments by the due date and time as directed by my teacher. * I ask questions when I need clarification or when I do not understand. * I take ownership of my learning and am invested in my future. * Attend study sessions and teacher office hours * I am mindful of Internet sites I am using. * I only share information with people I know. * I avoid clicking on links from email addresses I am not familiar with. * I survey my surroundings and make sure I am comfortable. * I listen to others and reach out if I need someone to listen to me. * If I see something wrong, I say something. Report any online bullying Check in on each other * I make an effort to get to know my teacher and classmates. * I do not participate in cyberbullying. * I encourage and support my classmates. * I am courteous to others. * I am patient with peers and teachers and give them grace in this new environment. * I respect all copyrights. 1 #ProtecttheNEST Reminders: ★Only use VBCPS devices when participating in synchronous instruction. ★Make every effort to attend synchronous/live sessions. ★Communicate with teachers if you are going to be absent to ensure to make plans to receive the content you will miss. ★Follow the VBCPS Code of Student Conduct when present in synchronous sessions or working in asynchronous activities. ★Virtual learning follows the same expectations as face to face learning. Behave as if you were attending class at Landstown.	<urn:uuid:ff5a955b-f4e0-4bb4-a0b6-a9501d9f8b1a>	CC-MAIN-2020-50	https://landstownhs.vbschools.com/UserFiles/Servers/Server_90793/File/NEST%20Virtual%20Classroom%20Expectations.pdf	2020-11-23T17:11:44+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00440.warc.gz	374,512,019	613	eng_Latn	eng_Latn	0.997507	eng_Latn	0.99803	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2312, 2832 ]	[ 2.515625 ]	1	0
Cheaper, quieter and fuel-efficient biplanes could put supersonic travel on the horizon 16 March 2012, by Jennifer Chu Conceptual drawing of a supersonic biplane. Image: Christine Daniloff/MIT News based on an original drawing courtesy of Obayashi laboratory, Tohoku University (PhysOrg.com) -- For 27 years, the Concorde provided its passengers with a rare luxury: time saved. For a pricey fare, the sleek supersonic jet ferried its ticketholders from New York to Paris in a mere three-and-a-half hours -- just enough time for a nap and an aperitif. Over the years, expensive tickets, high fuel costs, limited seating and noise disruption from the jet's sonic boom slowed interest and ticket sales. On Nov. 26, 2003, the Concorde -- and commercial supersonic travel -- retired from service. Since then, a number of groups have been working on designs for the next generation of supersonic jets. Now an MIT researcher has come up with a concept that may solve many of the problems that grounded the Concorde. Qiqi Wang, an assistant professor of aeronautics and astronautics, says the solution, in principle, is simple: Instead of flying with one wing to a side, why not two? Wang and his colleagues Rui Hu, a postdoc in the Department of Aeronautics and Astronautics, and Antony Jameson, a professor of engineering at Stanford University, have shown through a computer model that a modified biplane can, in fact, produce significantly less drag than a conventional single-wing aircraft at supersonic cruise speeds. The group will publish their results in the Journal of Aircraft. This decreased drag, according to Wang, means the plane would require less fuel to fly. It also means the plane would produce less of a sonic boom. "The sonic boom is really the shock waves created by the supersonic airplanes, propagated to the ground," Wang says. "It's like hearing gunfire. It's so annoying that supersonic jets were not allowed to fly over land." Double the wings, double the fun With Wang's design, a jet with two wings - one positioned above the other - would cancel out the shock waves produced from either wing alone. Wang credits German engineer Adolf Busemann for the original concept. In the 1950s, Busemann came up with a biplane design that essentially eliminates shock waves at supersonic speeds. Normally, as a conventional jet nears the speed of sound, air starts to compress at the front and back of the jet. As the plane reaches and surpasses the speed of sound, or Mach 1, the sudden increase in air pressure creates two huge shock waves that radiate out at both ends of the plane, producing a sonic boom. Through calculations, Busemann found that a biplane design could essentially do away with shock waves. Each wing of the design, when seen from the side, is shaped like a flattened triangle, with the top and bottom wings pointing toward each other. The configuration, according to his calculations, cancels out shock waves produced by each wing alone. However, the design lacks lift: The two wings create a very narrow channel through which only a limited amount of air can flow. When transitioning to supersonic speeds, the channel, Wang says, could 1 / 3 essentially "choke," creating incredible drag. While the design could work beautifully at supersonic speeds, it can't overcome the drag to reach those speeds. Giving lift to a grounded theory To address the drag issue, Wang, Hu and Jameson designed a computer model to simulate the performance of Busemann's biplane at various speeds. At a given speed, the model determined the optimal wing shape to minimize drag. The researchers then aggregated the results from a dozen different speeds and 700 wing configurations to come up with an optimal shape for each wing. They found that smoothing out the inner surface of each wing slightly created a wider channel through which air could flow. The researchers also found that by bumping out the top edge of the higher wing, and the bottom edge of the lower wing, the conceptual plane was able to fly at supersonic speeds, with half the drag of conventional supersonic jets such as the Concorde. Wang says this kind of performance could potentially cut the amount of fuel required to fly the plane by more than half. "If you think about it, when you take off, not only do you have to carry the passengers, but also the fuel, and if you can reduce the fuel burn, you can reduce how much fuel you need to carry, which in turn reduces the size of the structure you need to carry the fuel," Wang says. "It's kind of a chain reaction." The team's next step is to design a threedimensional model to account for other factors affecting flight. While the MIT researchers are looking for a single optimal design for supersonic flight, Wang points out that a group in Japan has made progress in designing a Busemann-like biplane with moving parts: The wings would essentially change shape in mid-flight to attain supersonic speeds. "Now people are having more ideas on how to improve [Busemann's] design," Wang says. "This may lead to a dramatic improvement, and there may be a boom in the field in the coming years." Provided by Massachusetts Institute of Technology 2 / 3 Powered by TCPDF (www.tcpdf.org) APA citation: Cheaper, quieter and fuel-efficient biplanes could put supersonic travel on the horizon (2012, March 16) retrieved 23 November 2020 from https://phys.org/news/2012-03-cheaper-quieter-fuelefficient-biplanes-supersonic.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. 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Week 2: Mary Introduction Are you getting ready for Christmas? What do you do to get ready? Some families decorate their house or their yard. Some families put up a Christmas tree. Some families buy gifts or send Christmas cards. Getting ready for Christmas can be a lot of fun, but it can take a long time! Today we will talk about someone else who needed to get ready. Baby Jesus' mother, Mary, needed to get ready for the very fi rst Christmas. Getting to the Heart (Read today's Bible story—Luke 1:26–33—from a child-friendly version of the Bible. Or summarize the angel Gabriel's visit to Mary in your own words.) The Bible tells us about a Christmas miracle. And what a miracle it was! How surprised Mary must have been to hear the angel's message. People had been getting ready for the Savior to be born for a long, long, long, long time! Now—fi nally—it was about to happen! After years and years and years of waiting, the Savior was about to be born. Mary would be his mother. The angel Gabriel told Mary all about this. It would be a miracle. (A miracle is something only God can do.) Mary didn't have a husband. What's more, Mary's little Baby would not be like any other baby. The angel told her, "He shall be great, and shall be called the Son of the Highest" (Luke 1:32). This special Baby would be God's very own Son! That Baby would be God himself. Imagine that! Mary's Baby was a tiny human baby, and he was God, too, all at the same time. What a miracle—a Christmas miracle! Jesus was God's Son, born to be our Savior. Jesus, God's own Son, gave up his heavenly home to be born in a lowly stable. Jesus loved us that much! What a miracle! Here's a little poem to help you remember that miracle: (Encourage the children to repeat the words after you and mimic your actions.) Little baby Jesus sleeping in the hay. (Tilt your head to "sleep" on your hands.) You're God's special Miracle, born on Christmas Day. (Rock the "baby" in folded arms.) Continued #MIMXXDF Taking It Home Let's pray to thank Jesus for his love. I'll say the words fi rst and you repeat them after me. (After each line of the prayer, pause while the children repeat your words.) Dear Savior Jesus, thank you for coming on that fi rst Christmas to be our Savior. Thank you for your love. We love you too, Jesus! Amen. #MIMXXDF	<urn:uuid:544a5c60-f69e-48ac-ab1d-0d1da3181649>	CC-MAIN-2020-50	https://www.vmumc.org/Publications/Advent_week2.pdf	2020-11-23T17:00:25+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00439.warc.gz	896,452,702	557	eng_Latn	eng_Latn	0.996818	eng_Latn	0.998238	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1994, 2334 ]	[ 3.703125 ]	2	0
Introduction to the Mathematics Correlation Correlation between National Common Core Standards for Mathematics and the North American Association for Environmental Education Guidelines for Excellence in Environmental Education Mathematics is a critical subject in problem solving. It is a one of the major tools in the identification and assessing of our environment. It empowers a person to use a means of studying and recording all aspects of our ecosystem using quantitative and qualitative methods. It is essential to the process of learning about our environment that "each person" has garnered a complete package of skills and concepts to make informed decisions. Hungerford and Volk (1990) recommend that skills for problem solving are essential for identifying and solving environmental problems. i In A Problem Solving Approach to Environmental Problem Solving, Quetal (1985) states it is crucial to have appropriate skills for problem solving to permit investigations that have merit and value. ii Good problem solving requires substantive mathematical skills. These must be in the repertoire of any person who is seeking to make an informed decision about our earth and our environment. The National Council of Teachers of Mathematics and the National Research Council are unequivocal in their standards and principles that mathematics must be used in the context of problem solving. Connections to in-field study are critical to understanding relationships between mathematics and problem solving. It is especially poignant that mathematics connections and problem solving be used to make sense of phenomena such as the interactive systems of our earth and environment. The Common Core State Standards for Mathematics are connected to National Council for Teachers of Mathematics Standards iii and the National Research Council's document, Adding Up. iv Kentucky's Common Core aligns with all of these organizations and their standards. It is necessary for the Kentucky Environmental Education Council, its Environmental Literacy Standards, and those of the North American Association for Environmental Education be aligned because mathematics and studying the environment are co-dependent in the process of making informed decisions. Additionally the Standards of Mathematical Practice articulated in the Common Core Standards that include eight points, such as "making sense of problems, reasoning quantitatively, modeling, using appropriate tools," are indeed the essentials for studying mathematics and for studying our environment. The lens of environmental education offers a number of connections to the Common Core Standards for Mathematics. The intent of this (crosswalk – correlation) is to help teachers understand how the Common Core Standards for Mathematics compares with expectations found in the North American Association for Environmental Education Standards for Excellence in Learning (K-12). i Hungerford, H. and T. Volk. "Changing learner behavior through environmental education." Journal of Environmental Education. Spring 1990, p 8-21. iii Principles and Standards. National Council of Teachers of Mathematics, Reston, VA, 2008. ii Quetel, R., et al. A problem taking approach to environmental education. UNESCO-UNEP – International Environmental Education Programme, Division of Science, Technology and Environmental Education. 1985, page 47. iv Kilpatrick, J., et al (eds.) Adding It Up. Center for Education: Division of Behavioral and Social Sciences and Education. National Research Council, 2001. Introduction to the North American Guidelines for Excellence in Environmental Education The North American Association for Environmental Education (NAAEE) first published Excellence in Environmental Education: Guidelines for Learning (K-12) in 1999. It is now in its fourth edition (2010). This set of guidelines is part of a series of documents that includes guidelines for excellence for environmental education programs, materials, early childhood environmental education programs, and the preparation and professional development of environmental educators. The guidelines were produced as part of the National Project for Excellence in Environmental Education, and were prepared and reviewed by thousands of individuals and organizations representing all aspects of environmental education. The National Project on Environmental Education has been funded by the US Environmental Protection Agency through the Environmental Education and Training Partnership, under agreement with NAAEE. The entire series of Guidelines for Excellence in Environmental Education is available free of charge through the NAAEE Website, at http://eelinked.naaee.net/n/guidelines/topics/National-Project-for-Excellence-in-EE. Printed copies may be ordered from NAAEE at (202) 419-0412. 4 th Grade Correlations \| Operations & Algebraic Thinking \| \| \| \|---\|---\|---\| \| 1. Use the four operations with whole numbers to solve problems. \| – \| \| \| 2. Gain familiarity with factors and multiples. \| – \| \| \| 3. Generate and analyze patterns. \| 1E. Organizing information – Learners are able to describe data and organize information to search for relationships and patterns concerning the environment and environmental topics. 1F. Working with models and simulations – Learners understand that relationships, patterns, and processes can be represented by models. \| Observe and record seasonal patterns within plant and animal populations. i.e. migration, first flower, fall colors \| \| Numbers & Operations in Base Ten \| \| \| \| 4. Generalize place value understanding for multi-digit whole numbers. \| – \| \| \| 5. Use place value understanding and \| \| \| \| 10. Represent and interpret data. \| 1C. Collecting information – Learners are able to locate and collect information about the environment and environmental topics. 1E. Organizing information – Learners are able to describe data and organize information to search for relationships and patterns concerning the environment and environmental topics. 1G. Drawing conclusions and developing explanations – Learners can develop simple explanations that address their questions about the environment. \| Collect data on energy sources used in local community and have student graph and interpret information. Collect data on solid waste and recycling. Present data in graphs and interpret results. \| \|---\|---\|---\| \| 11. Geometric measurement: understand concepts of angle and measure angles. \| – \| \| \| Geometry \| \| \| 8 th Grade Correlations Common Core Standards for Mathematics NAAEE: Guidelines for Learning (8 th Grade) Examples/Ideas for Implementation The Number System 1. Know that there are numbers that are not rational, and approximate them by rational numbers. – Expressions & Equations 2. Work with radicals and integer exponents. – 3. Understand the connections between proportional relationships, lines, and linear equations. – 8. Understand and apply the Pythagorean Theorem. 9. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Statistics & Probability 10. Investigate patterns of association in bivariate data. – 1C. Collecting information – Learners are able to locate and collect reliable information about the environment or environmental topics using a variety of methods and sources. 1C. Collecting information – Learners are able to locate and collect reliable information about the environment or environmental topics using a variety of methods and sources. 1E. Organizing information – Learners are able to classify and order data, and to organize and display information in ways that help analysis and interpretation. 1F. Working with models and simulations – Learners understand many of the uses and limitations of models. Determining the volume of water collected in a rain barrel. Collect soil data (oxygen, CO2 levels) and analyze different locations around campus. Have individual students collect data on the number of organisms in a certain area and then combine results from class by determining mean of populations. Have students reflect on the average per person trash output and how it adds up over time. (PBS lesson) Population & Simulation Activity (PBS Activity) 12 th Grade Correlations \| Common Core Standards for Mathematics – Number and Quantity \| NAAEE: Guidelines for Learning (12th Grade) \| Examples/Ideas for Implementation \| \|---\|---\|---\| \| The Real Number System \| \| \| \| 1. Extend the properties of exponents to rational exponents \| – \| \| \| 2. Use properties of rational and irrational numbers. \| – \| \| \| Quantities \| \| \| \| 3. Reason quantitatively and use units to solve problems \| 1E. Organizing information – Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes. 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. \| Create outdoor garden and have students measure soil contents and determine types, amounts, etc. of soil additives to enhance growing conditions. Compare different levels of phosphates and nitrates in different growing areas. \| \| The Complex Number System \| \| \| \| 4. Perform arithmetic operations with complex numbers \| – \| \| 5. 6. Represent complex numbers and their operations on the complex plane Use complex numbers in polynomial identities and equations – – Vector and Matrix Quantities \| 7. Represent and model with vector quantities. \| 1E. Organizing information – Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes. 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. \| \|---\|---\| \| 8. Perform operations on vectors. \| – \| \| 9. Perform operations on matrices and use matrices in applications. \| – \| \| Seeing Structure in Expressions \| \| \| \|---\|---\|---\| \| 1. Interpret the structure of expressions \| – \| \| \| 2. Write expressions in equivalent forms to solve problems \| – \| \| \| Arithmetic with Polynomials and Rational Expressions \| \| \| \| 3. Perform arithmetic operations on polynomials \| – \| \| \| 4. Understand the relationship between zeros and factors of polynomials \| – \| \| \| 5. Use polynomial identities to solve problems \| – \| \| \| 6. Rewrite rational expressions \| – \| \| \| Creating Equations \| \| \| \| 7. Create equations that describe numbers or relationships \| 1E. Organizing information – Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes. 1G. Drawing conclusions and developing explanations – Learners are able to use evidence and logic in developing proposed explanations that address their \| Research historical weather data for your area (online) and have students compare seasonal difference in weather conditions as they relate to time of year. \| \| \| initial questions and hypotheses. \| \|---\|---\| \| Reasoning with Equations and Inequalities \| \| \| 8. Understand solving equations as a process of reasoning and explain the reasoning \| 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. \| \| 9. Solve equations and inequalities in one variable \| -1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. \| \| 10. Solve systems of equations \| – \| \| 11. Represent and solve equations and inequalities graphically \| 1E. Organizing information – Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes. 1G. Drawing conclusions and developing explanations – Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses. \| \| Common Core Standards for Mathematics – Functions \| NAAEE: Guidelines for Learning (12th Grade) \| Examples/Ideas for Implementation \| \|---\|---\|---\| \| Interpreting Functions \| \| \| \| 1. Understand the concept of a function and use function notation \| – \| \| \| 2. Interpret functions that arise in applications in terms of the context \| – \| \| \| 3. Analyze functions using different representations \| – \| \| \| Building Functions \| \| \| \| 4. Build a function that models a relationship between two quantities \| 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. \| Calculate the amount of seeds and plants needed by a nursery to ensure they meet the demand next season. \| \| 5. Build new functions from existing functions \| – \| \| \| Linear, Quadratic, and Exponential Models \| \| \| \| 6. Construct and compare linear, quadratic, and exponential models and solve problems \| 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. \| \| \| 7. Interpret expressions for functions in terms of the situation they model \| 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. \| \| \| Trigonometric Functions \| \| \|---\|---\| \| 8. Extend the domain of trigonometric functions using the unit circle \| – \| \| 9. Model periodic phenomena with trigonometric functions \| – \| \| 10. Prove and apply trigonometric identities \| – \| Note: No correlations were made for the High School: Modeling section. Common Core Standards for Mathematics – Geometry NAAEE: Guidelines for Learning (12 th Grade) Examples/Ideas for Implementation Congruence 1. Experiment with transformations in the plane – 2. Understand congruence in terms of rigid motions – 3. Prove geometric theorems – 4. Make geometric constructions 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. Similarity, Right Triangles, and Trigonometry 5. Understand similarity in terms of similarity transformations – 6. Prove theorems involving similarity – 7. Define trigonometric ratios and solve problems involving right triangles – 8. Apply trigonometry to general triangles – Circles \| 9. Understand and apply theorems about circles \| – \| \|---\|---\| \| 10. Find arc lengths and areas of sectors of circles \| – \| \| Expressing Geometric Properties with Equations \| \| \| 11. Translate between the geometric description and the equation for a conic section \| – \| \| 12. Use coordinates to prove simple geometric theorems algebraically \| – \| \| Geometric Measurement and Dimension \| \| \| 13. Explain volume formulas and use them to solve problems \| – \| \| 14. Visualize relationships between two-dimensional and three- dimensional objects \| 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. \| \| Modeling with Geometry \| \| \| Common Core Standards for Mathematics – Statistics & Probability \| NAAEE: Guidelines for Learning (12th Grade) \| Examples/Ideas for Implementation \| \|---\|---\|---\| \| Interpreting Categorical and Quantitative Data \| \| \| \| 1. Summarize, represent, and interpret data on a single count or measurement variable \| 1E. Organizing Information – Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes. 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. 1G. Drawing conclusions and developing Explanations – Learners are able to use evidence and logic in developing proposed explanations that address their initial questions and hypotheses. \| \| \| 2. Summarize, represent, and interpret data on two categorical and quantitative variables \| 1E. Organizing Information – Learners are able to organize and display information in ways appropriate to different types of environmental investigations and purposes. 1F. Working with models and simulations – Learners are able to create, use, and evaluate models to understand environmental phenomena. 1G. Drawing conclusions and developing Explanations – Learners are able to use evidence and logic in \| \| i Hungerford, H. and T. Volk. "Changing learner behavior through environmental education." Journal of Environmental Education. Spring 1990, p 8-21. iii Principles and Standards. National Council of Teachers of Mathematics, Reston, VA, 2008. ii Quetel, R., et al. A problem taking approach to environmental education. UNESCO-UNEP – International Environmental Education Programme, Division of Science, Technology and Environmental Education. 1985, page 47. iv Kilpatrick, J., et al (eds.) Adding It Up. Center for Education: Division of Behavioral and Social Sciences and Education. National Research Council, 2001.	<urn:uuid:8d96bb0c-12bf-470b-ad4e-9df86c08b038>	CC-MAIN-2018-34	http://fwni.org/EnvLitVT/EE_Common_Core_Standards_for_Mathematics_92012.pdf	2018-08-20T19:58:55Z	crawl-data/CC-MAIN-2018-34/segments/1534221217006.78/warc/CC-MAIN-20180820195652-20180820215652-00372.warc.gz	177,879,546	3,526	eng_Latn	eng_Latn	0.907519	eng_Latn	0.979831	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 2932, 3551, 4823, 5689, 6505, 6941, 8256, 9328, 9988, 11047, 12030, 13347, 13657, 14402, 15117, 16428, 17047 ]	[ 4.15625 ]	1	0
Study predicts worldwide range losses without urgent action to limit emissions 12 May 2013 Almost two thirds of common plants and half the animals could see a dramatic decline this century due to climate change – according to research from the University of East Anglia. research on the effect of climate change on rare and endangered species, little has been known about how an increase in global temperature will affect more common species. Research published today in the journal Nature Climate Change looked at 50,000 globally widespread and common species and found that two thirds of the plants and half of the animals will lose more than half of their climatic range by 2080 if nothing is done to reduce the amount of global warming and slow it down. This means that geographic ranges of common plants and animals will shrink globally and biodiversity will decline almost everywhere. Plants, reptiles and particularly amphibians are expected to be at highest risk. Sub-Saharan Africa, Central America, Amazonia and Australia would lose the most species of plants and animals. And a major loss of plant species is projected for North Africa, Central Asia and South-eastern Europe. But acting quickly to mitigate climate change could reduce losses by 60 per cent and buy an additional 40 years for species to adapt. This is because this mitigation would slow and then stop global temperatures from rising by more than two degrees Celsius relative to pre-industrial times (1765). Without this mitigation, global temperatures could rise by 4 degrees Celsius by 2100. The study was led by Dr Rachel Warren from UEA's school of Environmental Sciences and the Tyndall Centre for Climate Change Research. Collaborators include Dr.Jeremy VanDerWal at James Cook University in Australia and Dr Jeff Price, also at UEA's school of Environmental Sciences and the Tyndall Centre. The research was funded by the Natural Environment Research Council (NERC). Dr Warren said: "While there has been much "This broader issue of potential range loss in widespread species is a serious concern as even small declines in these species can significantly disrupt ecosystems. "Our research predicts that climate change will greatly reduce the diversity of even very common species found in most parts of the world. This loss of global-scale biodiversity would significantly impoverish the biosphere and the ecosystem services it provides. "We looked at the effect of rising global temperatures, but other symptoms of climate change such as extreme weather events, pests, and diseases mean that our estimates are probably conservative. Animals in particular may decline more as our predictions will be compounded by a loss of food from plants. "There will also be a knock-on effect for humans because these species are important for things like water and air purification, flood control, nutrient cycling, and eco-tourism. "The good news is that our research provides crucial new evidence of how swift action to reduce CO2 and other greenhouse gases can prevent the biodiversity loss by reducing the amount of global warming to 2 degrees Celsius rather than 4 degrees. This would also buy time – up to four decades - for plants and animals to adapt to the remaining 2 degrees of climate change." The research team quantified the benefits of acting now to mitigate climate change and found that up to 60 per cent of the projected climatic range loss for biodiversity can be avoided. 1 / 2 Powered by TCPDF (www.tcpdf.org) Dr Warren said: "Prompt and stringent action to reduce greenhouse gas emissions globally would reduce these biodiversity losses by 60 per cent if global emissions peak in 2016, or by 40 per cent if emissions peak in 2030, showing that early action is very beneficial. This will both reduce the amount of climate change and also slow climate change down, making it easier for species and humans to adapt." More information: 'Quantifying the benefit of early climate change mitigation in avoiding biodiversity loss' is published online by the journal Nature Climate Change on Sunday May 12, 2013. dx.doi.org/10.1038/nclimate1887 Provided by University of East Anglia APA citation: Study predicts worldwide range losses without urgent action to limit emissions (2013, May 12) retrieved 23 November 2020 from https://phys.org/news/2013-05-worldwide-range-losses-urgentaction.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. 2 / 2	<urn:uuid:230f27a8-80ca-4220-898b-2dbb2a51c854>	CC-MAIN-2020-50	https://phys.org/pdf287575088.pdf	2020-11-23T17:09:08+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141163411.0/warc/CC-MAIN-20201123153826-20201123183826-00439.warc.gz	431,030,482	906	eng_Latn	eng_Latn	0.995053	eng_Latn	0.997869	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3484, 4632 ]	[ 2.28125 ]	1	0
MOLAR MASS OF OXYGEN DETERMINED EXPERIMENTALLY Reminder – Goggles must be worn at all times in the lab! PRE-LAB DISCUSSION: n = PV/RT In this particular lab, we are going to try to determine the MOLAR MASS of OXYGEN experimentally. It is common knowledge that the molar mass of O2 is 32.00 grams per mole, but you are going to see how close you can come to this in the lab. From our studies of the gas laws, we know that PV = nRT which can be rearranged to solve for n, the number of moles: We are trying to find the molar mass, which has units of grams/mole. We will measure the mass of the oxygen generated by the potassium chlorate indirectly, and we will measure the volume of the gas at room conditions. We merely need to plug our conditions of volume, temperature, and pressure into the ideal gas law in order to find n, the number of moles of oxygen collected. Once we know the mass, and the number of moles, we will divide the mass, g, by the number of moles, n. KClO3 decomposes slowly when heated. In order to speed up this reaction, we will be adding manganese dioxide (MnO2) as a CATALYST. PURPOSE: To experimentally determine the molar mass of oxygen. PROCEDURE: 2. With the stirring rod, mix the two chemicals together well. Next, weigh the ignition tube and its contents accurately, and record the mass in your Data section. Remember to record the mass to an appropriate number of places to the right of the decimal. 1. Weigh out approximately 0.75 grams of potassium chlorate into your large ignition tube. Now add approximately 0.75 grams of manganese dioxide to the same tube. 3. Set up the apparatus for collecting a gas by water displacement as shown to the right. Clamp the ignition tube in place and connect the delivery tube. Make sure the stopper fits snugly in the opening of the ignition tube so that no oxygen can escape around the sides. Completely fill the bottle with water. 5. Remove the delivery tube from the water immediately after the oxygen has stopped 4. Begin heating the tube and collecting the oxygen. Continue heating until no more oxygen is liberated, or until the water level in the collecting bottle gets near the bottom. Turn off the Bunsen burner when the reaction is completed. generating. If you do not, water will be pushed back into the test tube as the tube cools (due to greater it vents into the gas collecting bottle. If you do not, the atmospheric pressure will push the remainder of outside pressure), and the experiment will have to be repeated. At the same time, remove the tube where the water out of the gas collecting bottle, and you will have to start over. 7. Using a 1000 ml graduated cylinder, measure the volume of the gas collected in the bottle. This may be done indirectly by: 6. When the ignition tube has cooled, weigh the tube and its contents and record the mass in the Data section. a) Measuring the water left in the gas-collecting bottle with a 1000 mL graduate. c) Subtracting the volume of water remaining after the lab from the total volume of the gascollecting bottle. Record the oxygen volume in the Data section. b) Measure the total volume of the bottle by completely filling the bottle to the top with water, and measuring that volume out into a 1000 mL graduated cylinder. 8. Using a thermometer, take the temperature of the water in the trough and record the value. 9. Read the barometric pressure in the lab in mm Hg (torr) and record this value. RESULTS: Observations and Data Mass 1. Mass of ignition tube and contents (before heating) _________________grams 2. Mass of ignition tube and contents (after heating) _________________grams 3. M = Mass of oxygen collected (line 1 – line 2) _________________grams Volume 4. TOTAL volume of the gas collecting bottle _________________mL 5. Volume of water remaining after gas collection _________________mL 6. Volume of oxygen collected (line 4 – line 5) ________________mL 7. V = Volume of oxygen, converted to liters (line 6 ÷ 1000) _________________L Temperature 8. Temperature of water bath in °C _________________°C 9. T = Temperature of water in K _________________K Pressure 10. Barometric pressure in mm Hg _________________mm Hg 11. Vapor pressure of water at the above temperature _________________mm Hg (see vapor pressure chart on page 3) 12. Pressure of dry oxygen (line 10 – line 11) _________________mm Hg 13. P = Pressure of dry oxygen in atmospheres (line 12 ÷ 760) _________________atm Calculations (Show your work! Observe significant figures and include units.) 1. Calculate the number of moles of oxygen collected, using n RT PV = 2. Calculate the experimental molar mass of O2 by dividing the mass(M) by n, the number of moles. 3. Calculate the ABSOLUTE ERROR, the difference between the accepted value and your experimental value. 4. Calculate the percentage error in your result. \| Temperature Pressure (°C) (mmHg) \| Temperature Pressure (°C) (mmHg) \| \|---\|---\| \| 0.0 4.6 5.0 6.5 10.0 9.2 12.5 10.9 15.0 12.8 15.5 13.2 16.0 13.6 16.5 14.1 17.0 14.5 17.5 15.0 18.0 15.5 18.5 16.0 19.0 16.5 \| 19.5 17.0 20.0 17.5 20.5 18.1 21.0 18.6 21.5 19.2 22.0 19.8 22.5 20.4 23.0 21.1 23.5 21.7 24.0 22.4 24.5 23.1 25.0 23.8 26.0 25.2 \|	<urn:uuid:d6895cbd-ad9f-425f-ba19-5593fcd5806a>	CC-MAIN-2018-34	http://chemleal.com/attachments/File/ChemPDFs/Labs/MolarMassofOxygen.pdf	2018-08-20T20:55:53Z	crawl-data/CC-MAIN-2018-34/segments/1534221217006.78/warc/CC-MAIN-20180820195652-20180820215652-00376.warc.gz	79,962,069	1,386	eng_Latn	eng_Latn	0.99453	eng_Latn	0.998378	[ "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 3446, 4891, 5235 ]	[ 3.265625 ]	3	0
Task 1: Kinematics – Constant Acceleration Equations and Graphs Example A particle acceleration has 2 0.8ms a and initial velocity 1 3.6ms u . Sketch the graphs of displacement, velocity and acceleration against time. (Note that you have to use x instead of t, when graphing on the calculator.) 1. Select the Run/Matrix Mode: p1 2. Enter the following values, 8.0 a and 6.3 u: n0.8bafl 3.6ba1l 3. Add a new Graphs screen: p5 4. Enter the equation Y1=A: afl 5. Enter the equation Y2=U+Ax: a1+affl 6. Enter the equationY3=Ux+0.5Ax 2 : a1f+0.5affs 7. Draw the graphs: u 8. Use VWINDOW to set the following values for the scales: Xmin=-1.5, Xmax=11.1, Ymin=-2, Ymax=10 Questions - What motion is represented by these graphs? - What is the relationship between: o the area under the red velocity graph and the height of the green displacement graph? o the gradient of the green displacement graph and the red velocity graph? o the gradient of the red velocity graph and the blue acceleration graph? o the gradient of the green displacement graph and the red velocity graph? - How is the area between the red line and the horizontal axis connected to the displacement? Problem (Try the question with pen and paper first then check it on your calculator) A particle has initial velocity 1 1ms u and acceleration 2 0.4ms a . Find the time that it takes to reach a velocity of 1 2.4ms and the displacement at that time. Further Tasks - Find values of u and a, which produce a graph where the displacement is negative for the first 5 seconds of the motion. - Find values of u and a, which produce a graph where the maximum displacement is 10. - Explain the meaning of the value that you obtain if you integrate the acceleration between two specific values. - Enter the formula Y4=0.5(U+Y2(X))x and explain what this produces. Task 2: Forces – Forces In Equilibrium 1. Open the Program List: pag. 2. Select the program FORCE2D and press q to start the program. 3. Press l and a screen similar to the one below will appear. Calculate the values of P and Q. 4. Press l and enter your values for P and Q. Press l after each value. 5. You will then see the correct values and have the opportunity to try four more before giving you a score out of five. Task 3: Newton's Laws – The Second Law in One-Dimension 1. Open the Program List: pag. 2. Select the program NEWTON1 and press q to start the program. 3. Press l and a screen similar to the one of those below will appear. Calculate the acceleration, taking either upwards or to the right as positive. 4. Press l to see the correct acceleration. 5. Press l to see another problem or press d when the acceleration is displayed to leave the program. 6. Press d and select the program NEWTON2 and press q to start the program. 7. Press l twice and a screen similar to the one of those below will appear. Calculate the unknown quantity, taking either upwards or to the right as positive. 8. Press l to see the correct value. 9. Press l to see another problem or press d when the value of the unknown quantity is displayed to leave the program. Task 4: Variable Acceleration – Differentiation Example A particle, of mass 5 kg, moves so that its displacement, s metres, at time, t seconds is modelled by 104 8 4 t t s . Find the maximum displacement of the particle from its initial position and the magnitude of the resultant force on the particle when its velocity is zero. (Note that you have to use x instead of t, when graphing on the calculator.) 1. Add a new Graphs screen: p5 2. Enter the equation Y1 = 8x−x 4 /104: 8f-f^4$M104l 3. Plot this graph. u 4. Set the scales as shown below using V-Window: e Xmin = 0, Xmax = 10, Xscale = 2 Ymin = -10, Ymax = 40, Yscale = 5 5. Use G-Solv to find the maximum displacement of the particle from its initial position. 6. Return to the equation list. d 7. Enter these expression for Y2 and Y3 as shown in the screen below. (Use OPTN, CALC to find the derivative and second derivative commands.) 8. Plot the graphs of these functions and confirm that the velocity is zero when the displacement of the particle is a maximum. Problems - A stone is projected vertically upwards. Its height above ground level, h metres at time t seconds is modelled as 2 9.4 8 5.1 t t h . - Find the maximum height of the stone. - Find the speed at which the stone hits the ground. - Find the initial speed of the stone. - A particle, of mass 4 kg, moves on a straight line so that its displacement, s metres, 4 at time,tseconds is modelled by 3 t 24 20 t t s for 8 0 t. - Find the displacement of the particle when its velocity is zero. - Find the maximum magnitude of the resultant force on the particle. - Find the initial and final velocities of the particle. - A car, of mass 1200 kg, moves on a straight line so that its displacement, s metres, 3 2 at time,tseconds is modelled by 10t s - Find the initial speed of the car. - Find the maximum speed of the car. - Describe how the speed of the car changes. - Find the maximum magnitude of the resultant force on the car. - Find the total distance travelled by the car. t t 2 40 for 0 t 20 Task 5: Variable Acceleration – Integration Example The braking force on a car of mass 1000 kg decreases uniformly from 4000 N to zero as the car comes to rest, in 8 seconds on a horizontal road. Assume that no other horizontal forces act on the car. Sketch the graphs of acceleration and use this to find the initial velocity. Sketch the graph of velocity against time and use this to find the distanced covered. (Note that you have to use x instead of t, when working with the calculator.) 1. Add a new Graphs screen: p5 2. Enter the equation Y1 = 0.5x-4: 0.5f-4l (The acceleration of the car changes from −4 to 0 m s -2 and can be modelled as 4 5.0 t a for 8 0 t ). 3. Set the scales as shown below using V-Window: Le 4. Plot this graph. u 5. Use G-Solv: ∫dx to find the area of the made by the acceleration graph: yueq0l8l 6. Return to the equation list. d 7. Enter the expression for Y2 as shown in the screen below and plot the curves. 8. Use G-Solv: ∫dx to find the area enclosed by the axes and the velocity curve between 0 and 8. ``` Xmin = 0, Xmax = 8, Xscale = 1 Ymin = -5, Ymax = 10, Yscale = 1 ``` Problems - A car travels between two speed humps in 10 seconds. The car is modelled as a particle that travels in a straight line. It crosses both speed humps at a speed of 1 m s -1 . The acceleration, a m s -2 , at time t seconds, is modelled as t a 2.0 1 for 10 0 t . - Find the maximum speed of the car between the humps. - Find the distance between the humps. - A stone falls vertically from rest until it hits the ground after 6 seconds. A model attempts to account for air resistance. This model gives the acceleration, a m s -2 , at - Find the speed of the stone when it hits the ground. - Find the distance that the stone falls. - A ball bounces against a vertical wall. It is travelling horizontally at 5 m s -1 when it hits the wall. Ignore any vertical forces on the ball. A model for the acceleration, a m s -2 , of the ball at time t seconds is modelled as: a) 2.0 ( 6000 t t for 2.0 0 t. - Find the speed at which the ball rebounds. Task 6: Kinematics – Intersecting Paths Example Two particles A and B have positions at time t given by j i r ) 4 ( ) 2 ( 2 t t t A and j i r ) 4 ( ) 8 4 ( t t B . Show that they pass through the point with position vector j i 2 and find the time when they collide. 1. Add a new Graphs screen: p5. 2. LpNNNNNq 3. Select parametric plotting mode: ee 4. Select simultaneous plotting: LpNNNNNq 5. Enter the path of a particle which moves with position vector j i r ) 4 ( ) 2 ( 2 t t t A : 2fl4f-fsl 6. Add the path of a particle which moves with position vector j i r ) 4 ( ) 8 4 ( t t B 4f-8l4-fl: 7. Select V-Window: Le 8. Enter the following values: Tmin:0 Tmax:6 Tptch:0.01 9. Draw the paths: u Use !$BN to adjust the screen until it looks like the version above. It can be helpful to repeat the plot using Sketch Cls rq. Use Trace to confirm that the particles pass through the point with position vector j i 2 and find the time when they collide. Questions For each pairs of paths below, find the position vectors of points which both particles pass through and points where they collide. - j i r )1 ( ) 3 ( t t A and j i r )1 2 ( ) 2 4 ( t t B - j i r )1 ( ) 4 ( 2 t t t A and i r ) 5.0 875 .0 ( ) 875 .0 5.3 ( t t B j - j i r ) 2 ( )1 3 ( 2 t t t A and j i r ) 2 25 .0 ( ) 2 5 ( 2 t t t B Problem The paths with position vectors for two particles are given below: Given that the particles collide when t = 2, find a and b. Given that the particles collide when t = T, what can you deduce about a and b. Further Tasks What can you say about the paths given by the two position vectors below? Create other pairs of paths with the same property. Create pairs of paths that are perpendicular and for which the particles: - do collide; - do not collide. Task 7: Forces – Connected Particles This task concerns two masses, mass 1 and mass 2, that are connected by a light string that passes over a smooth peg, as shown in the diagram below. 1. Open the Program List: pag. 2. Select the program CONNECT and press q to start the program. 3. Press l and enter the two masses as shown below. Press l after each value. 4. A screen similar to the one below will appear showing the acceleration and the tension. 5. At this stage the keys below can be used. \| l \| Allows all new values to be entered. \| \|---\|---\| \| d \| Ends the program \| Questions - When is the acceleration zero? - When is the acceleration negative? - What is the maximum acceleration that you can obtain? - What is the minimum tension that you can obtain? Problems - Can you find two mases that will give an acceleration of 4.9 m s -2 ? - Can you find another pair of mases that will also give an acceleration of 4.9 m s -2 ? - Try to find a similar way of producing the same acceleration with different masses. Can you find a general rule? - What is the maximum tension that you can obtain, when mass 1 is 1kg? Task 8: Projectiles – The Maximum Range of a Projectile 1. Add a new Graphs screen: p5. 2. Select degree mode: LpNNNNNNNNNNqd 3. Select the parametric plotting mode: ee 4. Add Xt1=20cosAT: 20jafmfl 5. Add Yt1=20sinAT-4.9T 2 : 20hafmf-4.9fsl 6. Draw the graphs: u 7. Use VWINDOW to set the following values for the scales: Xmin=0, Xmax=50, Xscale=10, Ymin=0, Ymax=20, Tmin=0, Tmax=5, Tptch=0.1 8. Change to MODIFY mode: dy Vary the value of A until you can find the angle that produces the maximum range for the projectile. Questions - Change the initial speed of the projectile from 20 to another value. Does the maximum range still occur at the same angle of projection? - Find two different angles that produce a range of 30. What is the relationship between these two angles? Is the same thing true for all ranges? Problem Derive an expression for the range of a projectile in terms of the projection speed, projection angle and g. Explain how this connects with the results that you have just obtained. Further Tasks - Compare the time taken for the projectile to reach its maximum height with the time of flight. Prove that your observation is true. - Investigate what happens to the angle of projection that produces the maximum range if the projectile does not start and finish at the same height. Task 9: Projectiles – The Velocity and Acceleration of a Projectile 1. Open the Program List: pag. 2. Select the program PROJECT and press q to start the program. It draws the path of a projectile and shows the velocity and acceleration at a number of points on the path. Enter the angle 40, initial speed 20 and number of points 4. Press l after each value. You will also need to press l to add the velocity vectors and again to add the acceleration vectors. You should obtain the screen shown below: The velocity vectors are shown in red and the acceleration vectors in yellow. At this stage the keys below can be used. 3. Use the program for different values. Note that the following values are allowed: - Angles in the range 20 to 80. - Initial speeds greater than 15 m s -1 - Number of points greater than 1. The points are placed so that the time to move from one point to the next is the same. Questions - Why are the acceleration vectors always the same for each plot? - Why does the program draw a velocity and acceleration vector that are perpendicular when an odd number of points are selected? - Why do the velocity vectors have a smaller magnitude near to the top of the path? - Use a large angle, for example 80. Why are the velocity vectors are so much smaller near to the top of the path when the angle is large (e.g. 80)? Task 10: Friction – The Friction Law 1. Open the Program List: pag. 2. Select the program FRICTION and press q to start the program. It concerns the forces acting on a block on a horizontal surface, when a horizontal force of magnitude P is applied to the block. Input initial values of: P = 150, µ = 0.4 and a mass of 50 kg. You can change the values using the commands below: What is the largest value of P for which the block remains at rest? Find the value of P that produces an acceleration of 0.16 m s -2 . Questions - Why is the normal reaction (in black) is always equal to the weight (in red)? - Complete the table below: - Can you deduce a relationship between the variables involved? - Why is the friction force always equal to the applied force, P, when in equilibrium? \| Mass \| Coefficient of Friction \| \|---\|---\| \| 25 kg \| \| \| 200 kg \| 0.2 \| \| 150 kg \| \| Problems - Predict the maximum friction that can be obtained when a block of mass 40 kg is on a rough horizontal surface where the coefficient of friction between the block and the surface is 0.7. - A horizontal force of magnitude 30 N is applied to a block of mass 6 kg. If the coefficient of friction between the block and the surface is 0.1, find the acceleration of the block. - A horizontal force of 100 N produces an acceleration of 1.08 m s -2 , when applied to a block of mass 20 kg. Find the coefficient of friction. Task 11: Newton's Laws – Newton's Second Law in Two-Dimensions 1. Open the Program List: pag. 2. Select the program NEWTON3 and press q to start the program. 3. Press l and a screen similar to the one below will appear. 4. Press l again and you will see a screen similar to the one below. The red vector shows the resultant force. Calculate the acceleration that these forces wold produce on a particle of the given mass in the form j i q p . 5. Press l to see the acceleration. 6. Press l to see another problem or press d when the acceleration is displayed to leave the program. Task 12: Forces – Resultant Vectors 1. 1. Open the Program List: pag 2. Select the program RESULT1 and press q to start the program. 3. Press l and a screen similar to the one below will appear. 4. The red vector shows the resultant force. Calculate resultant of these forces in the form j i q p . 5. Press l to see the resultant force. 6. Press l to see another problem or press d when the resultant force is displayed to leave the program. Task 13: Forces – Resultant Vectors 2 1. Open the Program List: pag. 2. Select the program RESULT2 or RESULT2A and press q to start the program. RESULT2 uses angles in the range -180 to 180. RESULT2A uses angles in the range 0 to 360 3. Press l and a screen similar to the one below will appear. 4. The red vector shows the resultant force. Find the magnitude and direction of the resultant. 5. Press l to see the magnitude and direction of the resultant force. Explain the convention for determining the angle. What are the maximum and minimum angles that could be obtained 6. Press l to see another problem or press d when the magnitude and angle are displayed to leave the program. Task 14: Vectors – Resolving Vectors 1 1. Open the Program List: pag. Select the program RESOLVE1 or RESOLV1A and press q to start the program. RESOLVE1 uses angles in the range -180 to 180. RESOLV1A uses angles in the range 0 to 360 2. 3. Press l and a screen similar to the one below will appear. 4. Press l and a screen similar to the one below will appear, showing the perpendicular components of the force. Calculate these components and write the force in the form j i q p . 5. Press l to see the force expressed as a vector. 6. Press l to see another problem or press d when the force is displayed to leave the program. Task 15: Vectors – Resolving Vectors 2 1. Open the Program List: pag. 2. Select the program RESOLVE2 and press q to start the program. 3. Press l and you will be asked the enter the magnitude and direction of a force, for example, 20 and 60. Press l after each value. 4. You will then see a screen similar to the one below showing the force that you have specified. 5. Press l and a screen similar to the one below will appear, showing the components of the force. 6. Press l and a screen similar to the one below will appear, showing the force in the form j i q p . Questions 1. What angle will produce forces of the form j i k k ? 2. Find the magnitude and angle that produce the vector j i 3 4 . 3. Find the angle that produce forces of the form j i k k 2 4. What can be deduced about the angle between forces of the form j i b a and j i a b ? 5. If a force has direction , what can you deduce about the direction of a force with the opposite direction if: ``` (a) 90 0 (b) 180 90 (c) 0 90 (d) 90 180 ``` Task 16: Moments 1. Open the Program List: pag. 2. Select the program MOMENTS 1 and press q to start the program. 3. Press l and a screen similar to the one of those below will appear. Calculate the moment of the force about the point O. 4. Press l to see the correct moment. 10. Press +to see another problem or press d when the moment is displayed to leave the program. 11. Explain why the moment is sometimes positive and sometimes negative. 12. Press d and select the program MOMENTS2 and press q to start the program. 13. Press l and a screen similar to the one of those below will appear. The moment of the force about the point O is given. Calculate the magnitude of the unknown quantity, which will either be a force or a distance. 14. Press l to see the correct value. 15. Press + to see another problem or press d when the value of the unknown quantity is displayed to leave the program. Task 17: Moments and Equilibrium 1. Open the Program List: pag. 2. Select the program MOMENTS and press q to start the program. 3. Press l and a screen similar to the one of those below will appear. The system is in equilibrium. Find the value of the unknown quantity by considering moments about the point O. 4. Press l to see the missing quantity as shown below. 5. Press + to see another problem or press d when the value of the unknown quantity is displayed to leave the program. 6. Think about the force that must act at the point O for the system to be in equilibrium. Task 18: Climbing a Ladder 1. This task concerns the forces on a ladder as a person climbs up the ladder. The top of the ladder rests against a smooth vertical wall. The foot of the ladder is on a rough horizontal surface. The diagram shows the ladder and the person modelled as a particle. Draw a diagram to show all of the forces acting. 2. The length of the ladder is 8 metres. The mass of the ladder is 10 kg. The mass of the person is 80 kg. Explain why the normal reaction on the foot of the ladder is 882 N. 3. The distance that the person has climbed up the ladder is x metres. The angle between the ladder and the horizontal is A. Show that friction force,F, on the base of the ladder is given by: 4. Show that the minimum value of the coefficient of friction, µ, for the ladder to remain in equilibrium is given by: 5. Add a new Graphs screen: p5. 6. Enter the equation Y1 = (1 + 2x)/(14 tan A) j1+2fkMj14kafkl 7. A typical value for the coefficient of friction is 0.6. Enter the equation Y2 = 0.6 0.6l 8. Draw the graphs: u 9. Use VWINDOW to set the following values for the scales: Xmin = 0, Xmax = 8, Ymin= 0, Ymax = 2 10. Draw the graphs using Modify y 11. Set the value of A as 45. You should obtain a screen like the one below. What does the intersection of the two lines indicate? Questions How far up the ladder can the person climb in this case? Would you consider an angle of 60 be safe? What would you recommend as the minimum safe angle? Further Question Could a lighter person climb higher than a heavier person? Should heavier person use a heavier ladder? Teacher guidance Task 1: Constant Acceleration Equations and Graphs This task encourages students to think graphically about the constant acceleration equations. Note that x is used instead of t, when working with the calculator. Problem Solution Time = 3.5 seconds, Displacement = 5.95 Further Tasks - Requires a u 2 5 , for example 5 u and 2 a . - Requires a u 20 2 , for example 5 u and 25 .1 a . - The integral gives the change in velocity in this period. - This gives the displacement and relates to the formula t v u s ) ( 1 . 2 Task 2: Forces in Equilibrium This task uses a program to provide a quick opportunity for students to recognise the magnitudes of forces when four perpendicular forces are in equilibrium. Task 3: Newton's Second Law in One Dimension This task uses a program to provide a quick opportunity for students to consolidate their ability to use Newton's second Law in simple one-dimensional contexts. Task 4: Variable Acceleration - Differentiation (AS) This task is designed to encourage students to use the facilities of the graphics calculator to solve variable acceleration problems in one dimension using differentiation. Maximum Displacement = 35.5 Resultant Force when velocity is zero = 20.3 The acceleration is always negative because the velocity is always decreasing. Problem solutions - Maximum height = 4.77 metres Speed at Ground Level = 9.66 m s -1 Initial Speed = 8 m s -1 - Maximum Displacement = 36.6 metres Maximum Magnitude of the Resultant Force = 72 N Initial Velocity = 20 m s -1 Final Velocity = -86.7 m s -1 - Initial Speed = 10 m s -1 Maximum Speed = 13.3 m s -1 t Speed increases until = 6.67 and then decreases to zero when Maximum Magnitude of the Resultant Force = 2400 N Maximum Displacement = 200 metres Task 5: Variable Acceleration - Integration (AS) This task is designed to encourage students to use the facilities of the graphics calculator to solve variable acceleration problems in one dimension using integration. Problem solutions - Maximum speed = 3.5 m s -1 Distance between humps = 26.7 metres - The stone has speed 19.6 m s -1 when it hits the ground. The stone falls a distance of 88.2 metres. - The ball rebounds at 3 m s -1 Task 6: Intersecting Paths The aim of this task is to get students to think about the difference between paths that pass through the same points and points where objects would collide. Questions - Collide at 6i + 3j when t = 2. - Collide at −3i + 2j when t = 4. Also pass through i + j but not at the same time. - Collide at 3j when t = 4. Also pass through 3i but not at the same time. Problem solution t For = 2,a= 3 andb= 1.5. Further Tasks The paths are parallel. Consider the two position vectors below: These paths will be parallel if h d b f . t= 20. The perpendicular paths will intersect if d h g c b f e a t and 0 t. Task 7: Connected Particles This task uses a simple program to explore the relationship between the masses, acceleration and tension when two masses are connected by a light string that passes over a smooth peg. Questions - There is zero acceleration when both masses are equal. - Maximum acceleration is g or 9.8 m s -2 when one mass is zero! - The acceleration is negative when Mass 2 > Mass 1. - Zero, when one mass is zero! Problem solutions - For example; Mass 1 = 3 and Mass 2 = 1 or Mass 1 = 6 and Mass 2 = 2. - Whenever Mass 1 = 3 Mass 2. - To produce an acceleration of k g you require Mass 1 1 k Mass 2. - As Mass 2 increases the tension tends to 2g or 19.6 N. Task 8: The Maximum Range of a Projectile This task aims to get students to explore the relationship between the range and the angle of projection. Problem Solution The range has a maximum when 1 ) 2 sin( which will be for an angle of projection of 45. Also So any pair of acute angles that sum to 90 will produce the same range. Further Tasks - Students will observe that the time to maximum height is half of the time of flight. The time of flight is given by g V t sin 2 as shown above. At the maximum height the vertical component of the velocity is zero: gt V 0 sin This is half of the time of flight. - If the projectile lands at a lower level, then an angle less than 45 produces the maximum range. If the projectile lands at a higher level, then an angle greater than 45 produces the maximum range. Task 9: The Velocity and Acceleration of a Projectile This activity aims to illustrate the velocity and acceleration vectors for a projectile. Questions - The acceleration is always the same as the only force acting is the weight of the projectile, which will always produce a downward acceleration of 9.8 m s -2 . - The velocity and acceleration vectors will only be perpendicular when the projectile is at its maximum height and has a velocity that is horizontal. An odd number of points are needed to place a vector at this point. - For large angles, the vertical component of the initial velocity is much greater than the horizontal component. As the vertical component of the velocity decreases, the velocity will be much less than the initial velocity. - As the projectile gain height, its velocity will decrease and so the vectors will be placed closer together as the change in displacement is less. Task 10: The Friction Law This task is designed to enable students to explore the friction law. It considers a block on a rough horizontal surface when a horizontal force is applied to the block. Questions - The vertical forces must be in equilibrium as the block remains on the surface. Hence the weight must be equal to the normal reaction force. - The completed table is shown below: - The students should be able to deduce that in the limiting case mg P . This can be extended to the friction law R F . - If F was greater than P, then the block would accelerate to the left! The amount of friction will always be that needed to produce equilibrium, unless this exceeds the maximum possible value of friction. - The maximum friction force is 274.4 N \| Mass \| Coefficient of Friction \| \|---\|---\| \| 25 kg \| 0.4 \| \| 200 kg \| 0.2 \| \| 150 kg \| 0.5 \| F R F 40 8.9 7.0 F 4. 274 - The acceleration is 4.02 m s -2 . 6 8.9 6 1.0 30 a - The coefficient of friction is 0.4. 08 .1 20 8.9 20 100 Task 11: Newton's Second Law in Two Dimensions This task uses a program to provide a quick opportunity for students to consolidate their ability to use Newton's second Law using in two dimensions to find the acceleration of a given mass as a vector. Task 12: Vectors - Resultant Vectors 1 This task uses a program to provide a quick opportunity for students to consolidate their ability to find resultant vectors in the form j i q p . Task 13: Vectors - Resultant Vectors 2 This task uses a program to provide a quick opportunity for students to consolidate their ability to find the magnitude and direction of resultant vectors. The convention used is to measure the angle from the horizontal of the diagram. Anticlockwise angle are given as positive and clockwise as negative. The maximum and minimum values are 180 and -180. Note: it would be useful for the students to have a basic scientific calculator available as they work on this activity. Task 14: Vectors – Resolving Vectors 1 This task uses a program to provide a quick opportunity for students to consolidate their ability to express vectors in the form j i q p given the magnitude and direction of a vectors. Note: it would be useful for the students to have a basic scientific calculator available as they work on this activity. Task 15: Vectors - Resultant Vectors 2 This task uses a program to provide a quick opportunity for students to consolidate their ability to find the magnitude and direction of resultant vectors. The convention used is to measure the angle from the horizontal of the diagram. Anticlockwise angle are given as positive and clockwise as negative. The maximum and minimum values are 180 and -180. Note: it would be useful for the students to have a basic scientific calculator available as they work on this activity. Task 16: Moments This task uses two programs to provide an opportunity for students to consolidate their ability to calculate moments. It may be useful to have a scientific calculator available as students use the program. Task 17: Moments and Equilibrium This task uses a program to provide an opportunity for students to consolidate their ability to solve simple equilibrium problems by using moments. There must also be a vertical force acting at the point O for the system to be in equilibrium. In the case below, there must be an upward force of 3 N at O. In the case below, there must be an downward force of 14.875 N at O. Task 18: Climbing a Ladder This task aims to provide students to explore the context of a person climbing a ladder. In particular, it looks at the safe angle for which a person can climb to the top of the ladder without the ladder slipping. Questions At 45 the person can climb 4.9 metres up the ladder. An angle of 60 is probably not very safe as the ladder would be close to slipping when the person has climbed to the top. A sensible recommendation would be greater than 60. Some safety authorities recommend an angle of 75. Further Questions A lighter person could climb a little further up the ladder. Using a heavier ladder does help, but it does not make a very big difference! 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Low Frustration Tolerance: Strategies and Solutions Jenny Nordman, Ph.D. Associate Professor of Reading and Literacy Program Director, M.Ed. Reading Specialist Regis University Justin Adcock, Ph.D. Affiliate Faculty of Special Education - Regis Principal, Westminster Public Schools What is low frustration tolerance (LFT)? - Frustration tolerance is when one responds to difficult or challenging situations with patience and emotional stability. (Chand, 2015; Shi et al., 2021) - Those with low frustration tolerance (LFT) become quickly upset when they encounter obstacles and may exhibit intense emotions such as anger, hostility, or depression. (Filippello et al., 2014; Mahon et al., 2007) How became interested in topic; reading intervention/cog skills N How does LFT impact classroom performance? - Higher frustration tolerance is associated with selfcontrol, perseverance, and academic success. - Lower frustration tolerance is associated with procrastination, task avoidance, and lack of emotional control. (Miendl et al., 2019; Solomon & Rothblum, 1984) A How does LFT impact classroom behavior? - Students with LFT can have angry outbursts and may act aggressively when they encounter academic or social situations that are stressful. (Fives et al., 2011; Sorrenti et al., 2019) - This is challenging for teachers, who need to address these immediate concerns while also trying to counteract a loss of motivation. (Ghisi et al., 2016) A It is important to note that students with specific learning disabilities or developmental disorders are often impacted by low frustration tolerance (LFT) due to struggles understanding content, organizing thoughts, and/or self-regulating emotions. . N Research on LFT: Specific Learning Disabilities - Students with specific learning disabilities (i.e. dyslexia, auditory processing disorder) may have a lower threshold for frustration because of struggles understanding and/or expressing content. (O'Brien, 2020; Ryan, 2004) - These students may also have higher stress levels and exhibit anxiety, especially during high-stress situations like test taking. (Mahon, et al., 2017; Sorrenti et al., 2019) - Academic struggles can be a trigger for students with learning disabilities, and outbursts or a refusal to participate can be exacerbated by stress and/or fatigue. (Chand, 2015) LD- throw chair during spelling tests; changed to a making words informal asses. N Research on LFT: ADHD - Students with ADHD often lack persistence and may give up when faced with a long or challenging task. (Seymour, Macatee & Chronis-Tuscano, 2019; Seymour et al., 2018) - They may also have difficulty controlling emotions when facing frustration, resulting in more frequent classroom outbursts. (Banaschewski, 2010; Kaypakli & Tamam, 2019) Organizational challenges; ADHD/ Turrets, meltdown over changing classes N Research on LFT: ASD - Students with ASD and LFT may have difficulty controlling emotions when frustrated, and may respond aggressively or impulsively to academic stressors. (Reyes et al., 2019; Samson et al., 2015). - Others may respond by 'shutting down' and even exhibiting signs of depression (Cai et al., 2018). A Research on LFT: Emotional or Behavioral Disabilities - Mental and emotional health influence student self-regulation and frustration tolerance. - Trauma can impact levels of frustration tolerance and academic development. (Duplechain et al., 2008; Fives et al., 2010; Frieze, 2015) 2nd grade; EBD; under desk; cat N It is important to note that low frustration tolerance has been linked to an increase in substance abuse disorder, since addictive substances may be used to temporarily alleviate negative emotions. (Ramirez-Castillo et al., 2019) A How has LFT affected your classroom? Think, Pair, Share – What are the ways LFT may present in the classroom and impact learning? * Put your hand up * Find a partner * Clap hands * Person who traveled the furthest goes first. * When both partners have shared, hand up and find another partner * We will share out. A LFT: Recognizing the Signs - Agitation - Refusal to respond - Verbalizing negative self-talk - Inflexibility - Physical responses (i.e. pounding desk) - Crying; blinking back tears - Over-reaction to constructive feedback (Chand, 2015; Fillippello et al., 2014; Fives et al., 2011) A STRATEGIES TO ADDRESS LFT AND INCREASE EMOTIONAL SELF-REGULATION - ADDRESS EXTREMES IN THINKING - REDUCE TRIGGERS - SUPPORT PERSEVERANCE - INCREASE SELF-AWARENESS - PROVIDE A SAFE OUTLET FOR EMOTIONS - INTERRUPT NEGATIVE SELF-PERCEPTIONS - TRANSITION FROM EXTRINSIC TO INTRINSIC MOTIVATION - USE ACCOMMODATIONS AND MODIFICATIONS N ADDRESS EXTREMES IN THINKING - Distorted thinking patterns can result in defeatist or emotional responses to frustration: 'all-or-nothing' perspective; negative self-talk; learned helplessness; situation avoidance. (Sorrenti et al., 2015; Harrington, 2005) - Address this by teaching reframing techniques. These can help students to replace negativity with a more positive and constructive perspective. (Filippello et al., 2018; Karpetis, 2015; Panichelli, 2013) N ADDRESS EXTREMES IN THINKING: Reframing Techniques - Avoid absolute words: Model avoiding words that promote 'allor-nothing' thinking. always, never, all, every, can't - Change point of view: Instead of focusing on mistakes, encourage students to focus on correct items and their progress instead of mistakes. - Remember a previous success: Remind students of a recent academic success, which will help to ground them in a positive recent memory. (psychology technique) - Encourage empathy. Help students to empathize with classmates, which helps bring perspective to their own situation as well. (multiple intelligences) N TRIGGERS - A trigger might be a task, assignment, or expectation that could create struggle Common triggers may include: * Command (giving a student a direction) * Environment (classroom condition) * Peer (antagonism, class clowning, distractions) * Intrinsic motivation (wanting to do something else) * Extrinsic motivation (not enough incentive) * Maslow's (hunger, sleep, medical, bathroom) * Trauma (abuse, neglect, stress) A How can you reduce triggers in the classroom or at home? Partner work: Create a 2-Column Graph * With a partner, write down 3 real or theoretical triggers that may affect a student with LFT. (Column 1) * Then, possible solutions to minimize (Column 2) * Share with another pair A SUPPORT PERSEVERANCE - Perseverance is the dedication to finish a task once it has been started, even if it becomes challenging. - To support perseverance, students should set goals, document their progress, and celebrate incremental successes (Harrington, 2011). - Teachers should model positive self-talk that encourages perseverance: "Everyone makes mistakes"; "I am going to try that again"; "I won't give up". - Help students to see their mistakes or failures as part of the growth process and not a cause for distress. N INCREASE SELF-AWARENESS Jot Thoughts 1. Teacher announces the topic. 2. Students attempt to fill the table with ideas. Write an idea on a post-it note, then place it on the table in front of you, stating your idea as you place the post-it on the table 3. Attempt to cover table TOPIC: How can you support perseverance and self-awareness in your classroom or home setting? A PROVIDE A SAFE OUTLET - Students with LFT have difficulty with emotional selfregulation. (Surman et al., 2013; Sorrenti et al., 2015) - Because of this, it is important for students to not only recognize their emotions, but then to have safe outlets for expressing them. N PROVIDE A SAFE OUTLET Emotional Outlet Strategy Examples - Build in time for physical exercise: Walking, stretching, recess, or even taking an outside running break can be a way to safely remove frustration. - Allow space for journaling or drawing: A quiet outlet for expression that is not disruptive to others. - Facilitate relaxation techniques: Guided deep breathing or visualization exercises can help frustrated students to relax. These can be simple and quick. One example is picturing the details of a calming place in nature (i.e. beach, waterfall). - Encourage self-care. Remind students of the importance of taking time to do things they enjoy as well as eating healthy foods and getting enough sleep. N How can you provide a safe outlet for student emotions in your classroom? Open Forum Idea Sharing: Just shout it out! N INTERRUPT NEGATIVE SELFPERCEPTIONS - Students with LFT should be taught to recognize when they are 'stuck' in a negative thought pattern. They can then be taught to refocus and see things from a growth mindset. (Zeng et al., 2016) - Counteract negative thinking patterns by guiding students through positive and encouraging self-talk: 'I am almost half-way done'; 'I am doing a much better job of understanding this now'; 'I know that if I take this step-bystep, I can make progress'. (Harrington, 2011; Pouyamanesh & Firoozeh, 2013) - Praise for effort and progress as opposed to just achievement. This helps students to see that growth is more important than results. A TRANSITION FROM EXTRINSIC TO INTRINSIC MOTIVATION - Frustrated students may be focused on the short-term discomfort rather than potential long-term benefits, which is why it is helpful to transition the student extrinsic to intrinsic motivators. (Harrington, 2011) - Provide more opportunities self-direction and choice, which will help the with ownership. Help the student to identify individual interests. - For longer assignments that are overwhelming (i.e. research paper), help the student to see the benefits of accomplishing a larger task: increased self-confidence, positive feelings that come with success. N USE ACCOMMODATIONS AND MODIFICATIONS * Shortened assignments * Longer time to complete/Longer testing time * Scaffolded, direct, cooperative instruction/intv. * Oral presentation * Calculator! * Preferential Seating * Access to teacher notes * Manipulatives * TTS - STT * Audial supports * Modified curriculum (modification) A How can you use accommodations or modifications to decrease LFT? Think of a student who could benefit from an accommodation or modification. Create an "I will statement...." E.G. ("Starting on Monday, I will allow David an opportunity to orally present his book report using graphic organizers to guide him. We will find a quiet time in the classroom where he can share his ideas directly to me with an audience of 1") Then, share your I will statement with your partner. A Intellectual Triad: Putting it all together to create great readers! Wrapping up…… THANK YOU! Questions??? A Intellectual Triad: Putting it all together to create great readers! References Banaschewski, T. (2010). Emotional liability in children and adolescents with ADHD. Clinical correlates and familial prevalence. European Psychiatry, 25, 25. doi: 10.10116/S0924-9338. Chand, L. (2015). A study of frustration tolerance in relation to achievement motivation and sports achievements. International Journal of Applied Research, 1, 92-94. Duplechain, R., Reigner, R. & Packard, A. (2008). Striking differences: The impact of moderate and high trauma on reading achievement. Reading Psychology (29)2. Fillippello, P, Harrington, N., Buzzai, C., et. al. (2014) The relationship between frustration intolerance, unhealthy emotions, and assertive behavior in Italian students. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 32(4), 257-278. Fives, C., Kong, G., Fuller, J., & DiGiuseppe, R., (2011). Anger, aggression, and irrational beliefs in adolescents. Cognitive Therapy and Research (35)1. Frieze, S. (2015). How trauma affects student learning and behaviour. BU Journal of Graduate Studies in Education (7)2. Ghisi, M., Bottesi, G., Re, A. M., Cerea, S., & Mammarella, I. C. (2016). Socioemotional features and resilience in Italian university students with and without dyslexia. Frontiers in Psychology, 7, 478. doi:10.3389/fpsyg.2016.00478 Harrington, N. (2005). The frustration discomfort scale: Development and psychometric properties. Clinical Psychology and Psychotherapy. 12, 374-387. Kaypakli, G.Y. & Tamam, L. (2019). Emotional intelligence in attention deficit hyperactivity disorder. Current Approaches in Psychiatry,11(1), 112-119. Mahon, N., Yarcheski, A., Yarcheski, T., & Hanks, M. (2007). Relations of low frustration tolerance beliefs with stress, depression, and anxiety in young adolescents. Psychological Reports (2007), 100. Meindl, P., Yu, A., Galla, B. M., Quirk, A., Haeck, C., Goyer, J. P., Lejuez, C. W., D'Mello, S. K., & Duckworth, A. L. (2019). A brief behavioral measure of frustration tolerance predicts academic achievement immediately and two years later. Emotion 19(6), 1081–1092. Reyes, N. M., Pickard, K., & Reaven, J. (2019). Emotion regulation: A treatment target for autism spectrum disorder. Bulletin of the Menninger Clinic, 83(3), 205–234. Seymour, K. E., Macatee, R., & Chronis-Tuscano, A. (2019). Frustration tolerance in youth with ADHD. Journal of Attention Disorders, 23(11), 1229–1239. Doi: 10.1177/1087054716653216 Seymour, K. E., Rosch, K. S., Mostofsky, S. (2018). The effect of frustration on response control in children with ADHD: The importance of sex and comorbidity. Journal of American Academy of Child and Adolescent Psychiatry, 57, S178. Shi, S., Zhang, Z., Wang, Y., Yue, H., Wang, Z., & Qian, S. (2021). The relationship between college teachers' frustration tolerance and academic performance. Frontiers in Psychology. 12. doi: 10.3389/fpsyg.2021.564484. Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509. doi:10.1037/0022-018.104.22.1683. Sorrenti, L., Spadaro, L., Mafodda, A., Scopelliti, G., Orecchio, S., & Filppello, P. (2019). The predicting role of school learned helplessness in internalizing and externalizing problems. An exploratory study in students with Specific Learning Disorder. Mediterranean Journal of Clinical Psychology (7) 2. Sorrenti, L., Filppello, P., Caterina, B., & Costa, S. (2015). Frustration tolerance and psychological well-being: What relation? Mediterranean Journal of Clinical Psychology 6586. Surman C., Biederman J., Spencer T., Miller C., McDermott K., Faraone S. Understanding deficient emotional self-regulation in adults with attention deficit hyperactivity disorder: A controlled study. Attention deficit and hyperactivity disorders, 5(3), 273–281. doi: 10.1007/s12402-012-0100-8.	<urn:uuid:7a80cdab-8f97-49bd-8e38-d4a89e9a72c7>	CC-MAIN-2023-14	https://www.couragetorisk.org/_files/ugd/0395e4_bae95724950b4b6bb2e454cdc73ead0f.pdf	2023-03-24T21:20:30+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00286.warc.gz	820,544,647	3,589	eng_Latn	eng_Latn	0.901218	eng_Latn	0.975711	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dan_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	false	docling	[ 289, 771, 1079, 1464, 1719, 2436, 2877, 3199, 3520, 3755, 4075, 4363, 4697, 5166, 5793, 6228, 6512, 7042, 7421, 7697, 8416, 8539, 9216, 9837, 10167, 10645, 10759, 14673 ]	[ 3.671875 ]	1	0
SEPTEMBER 2021 Five Simple Tips to Increase Fruit and Vegetable Intake Adult women need at least 1½ cups of fruit and 2½ cups of vegetables each day and adult men need at least 2 cups of fruit and 3½ cups of vegetables each day. This may seem like a lot or a difficult task; however, below are five simple tips to increase fruit and vegetable intake to help one reach his or her healthy eating goals. 1. Taste the rainbow. Try adding a variety of colors to at least one meal per day. Adding colorful options will allow one to try different varieties of fruits and vegetables. Typically, children need between 10-12 introductions before enjoying a new food. 2. Go incognito. Vegetables are often not included in breakfast. Try adding a serving of leafy greens such as spinach or kale to a breakfast smoothie for a boost of iron and magnesium. Adding bell peppers and onions to scrambled eggs provides an antioxidant boost. 3. Make half your plate fruit and/or vegetables. MyPlate.gov suggests making half your plate fruits and vegetables. Fruits and vegetables are low in calories, high in fiber and water which helps promote fullness. Plus, they are packed with vitamins and minerals. 4. Boost cooking creativity. Allow children to help in the kitchen. Children can assist in preparation and build creativity by helping plan fun nutrient-dense meals and snacks. Not only will this help teach children fine motor, language, math, and life skills but lay the foundation for healthy eating habits. 5. Shop the sales. When fresh fruits and vegetables are not financially wise to buy, enjoy options such as canned, dried, and frozen. These options are shelf stable and can help stock a pantry for quick use. Frozen corn, peas, edamame, or spinach can be added to a favorite dish for a boost of vitamins and minerals. Dried fruits and vegetables such as bananas, pineapple, apples, and turnips are a great way to enjoy a new fruit or vegetable. Make sure to check that there is no added sugar in the dried fruit. Mix frozen berries with yogurt or cereal for a quick breakfast. Written by Heather Simpson, Extension Agent - Better Living for Texans Content Source: https://www.myplate.gov/eat-healthy/vegetables, https://www.myplate.gov/eat-healthy/fruits, Piernas C & Popkin BM. (2011). Food portion patterns and trends among US children and the relationships to total eating occasion size, 1977-2006. Journal of Nutrition, 141:1159-1164. Photo source: https://www.canva.com/design This material was funded by USDA's Supplemental Nutrition Assistance Program – SNAP. USDA is an equal opportunity provider and employer. The members of Texas A&M AgriLife will provide equal opportunities in programs and activities, education, and employment to all persons regardless of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, sexual orientation, or gender identity and will strive to achieve full and equal employment opportunity throughout Texas A&M AgriLife. Recipe of the Month SEPTEMBER 2021 Recipe and photo source: MyPlate Kitchen, https://www.myplate.gov/myplate-kitchen Anytime Pizza Serves: 2 Make your own pizza topped with green peppers, mushrooms, or other vegetables. Ingredients: ½ cup pizza sauce ¼ mini baguette or Italian bread split lengthwise or 2 split English muffins ½ cup part-skim shredded mozzarella or cheddar cheese ¼ cup sliced fresh or canned mushrooms Optional, other vegetable toppings as desired Optional, Italian seasoning. ¼ cup chopped green pepper Directions: 1. Toast the bread or English muffin until slightly brown. 3. Sprinkle with Italian seasonings as desired. 2. Top bread or muffin with pizza sauce, vegetables, and low-fat cheese. 4. Return bread to toaster oven (or regular oven preheated to 350 degrees). 5. Heat until cheese melts. Nutrients Per Serving: 180 calories, 7 g total fat, 3 g saturated fat, 15 mg cholesterol, 502 mg sodium, 18 g carbohydrates, 2 g fiber, 4 g total sugar, 1 g added sugar, and 11 g protein Total Cost per serving: $$$$ This material was funded by USDA's Supplemental Nutrition Assistance Program – SNAP. USDA is an equal opportunity provider and employer. The members of Texas A&M AgriLife will provide equal opportunities in programs and activities, education, and employment to all persons regardless of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, sexual orientation, or gender identity and will strive to achieve full and equal employment opportunity throughout Texas A&M AgriLife. The Texas A&M University System, U.S. Department of Agriculture, and the County Commissioners Courts of Texas Cooperating.	<urn:uuid:b1d647c2-5436-4290-b233-b3bf6e4eb9e1>	CC-MAIN-2023-14	http://counties.agrilife.org/fortbend/files/2021/09/BLT-Newsletter-September-2021_updated.pdf	2023-03-24T23:08:02+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00286.warc.gz	13,415,106	1,015	eng_Latn	eng_Latn	0.991767	eng_Latn	0.99599	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3004, 4698 ]	[ 2.984375 ]	2	0
Reintroduction of the goitered gazelle in Kyrgyzstan NABU supports a new reintroduction project for the endangered goitered gazelle and invites parties interested in cooperation to get in touch. Background The goitered gazelle Gazella subgutturosa is an Asian species of gazelle and, of all the species of the genus, penetrates the farthest north. Despite its large range, its population has declined drastically in the last 20 years. The species is classified as endangered in the IUCN Red List. The major threats to the goitered gazelle are poaching and habitat destruction due to industrial development, agricultural activities, and livestock grazing. Its conservation requires the restoration of populations in parts of its former range where suitable habitats still exist. Reintroduction project In Kyrgyzstan, the species has not been recorded in the wild since 2007 and is considered regionally extinct. As part of the reintroduction project, a new stable population is planned to be established at Lake Issyk-Kul by 2030. In 2021, a speciesappropriate enclosure was created, and the first 15 young animals were brought from the "Jeyran" breeding station in Uzbekistan. Photos: Transport of the goitered gazelles to Kyrgyzstan in 2022. Contact Katja Kaupisch Head of the Central Asia and Eastern Europe Programme firstname.lastname@example.org Ekaterina Kovtun Junior Advisor for International Species Conservation Eurasia email@example.com In cooperation with: Further information: https://en.nabu.de/goitered-gazelleproject In 2022, the enclosure was expanded from 0.25 hectares to an area of approximately twelve hectares, and twelve more goitered gazelles were transported to Kyrgyzstan. As poaching is one of the biggest threats to the species, the reintroduction project is accompanied by educational work. The first release is planned for 2026. Project partners The reintroduction project is implemented by two Kyrgyz conservation NGOs, Argali Foundation and Ilbirs Foundation. Both NGOs have been partner organisations of NABU for several years and have the necessary expertise and experience in international project work. The project is coordinated and scientifically accompanied by Askar Davletbakov, PhD, Head of the Vertebrate Department at the Institute of Biology of the National Academy of Sciences of Kyrgyzstan. About NABU NABU is the oldest and, with more than 900,000 members and supporters, the largest environmental association in Germany. One focus of NABU's international commitment is project work in Central Asia, especially in Kyrgyzstan, where NABU has been active for more than 20 years. NABU's international species conservation programme includes the snow leopard, the striped hyena, the saiga antelope, and, since 2022, the goitered gazelle.	<urn:uuid:268ea73c-2c15-4ea3-9a64-5569c2a7bb57>	CC-MAIN-2023-14	https://en.nabu.de/imperia/md/content/202302_kropfgazelle_steckbrief_projektwebseite_en.pdf	2023-03-24T21:29:02+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00292.warc.gz	277,775,350	621	eng_Latn	eng_Latn	0.988148	eng_Latn	0.992582	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1549, 2802 ]	[ 2.46875 ]	1	0
RECORD OF PROCEEDINGS 029 Minutes of MADEIRA BOARD OF EDUCATION Work Session Held June 1, 2016 The work session of the Madeira Board of Education was held on Wednesday, June 1, 2016 at 730 a.m. respectively in accordance with written notices sent to each member. The meeting was called to order by President Pat Shea. Present: Mr. Kamil, Mrs. Madden, Mr. Palmer, Mr. Shea, Dr. Swami Also present at the meeting were Steve Kramer, Kenji Matsudo, Susan Crabill, Tim Weber, Tom Olson, David Kennedy, Kathy Moliterno, Jeff Corn, Cindy Cadet, Christy Barton, Abby Seelmeyer, Amy Hugentobler, Kara Foley, Chandley Bacher, Cindy Hopkins, Shane Hartley, Jennifer Walker, Michelle Marketos, Fran Wilson, and Jonelle Bell. AGENDA (72-16) – Dr. Swami moved, seconded by Mr. Palmer to approve the work session agenda for the June 1, 2016 meeting of the Board of Education. Vote: Mr. Palmer, aye; Dr. Swami, aye; Mr. Kamil, aye; Mr. Shea, aye. HEARING OF THE PUBLIC – There were no community members that participated in this portion of the board meeting. REPORTS Instructional Leaders from each building presented a final update on their goals and objectives for 2016 school year. Madeira High School – Mr. Kennedy introduced the program and goal: To increase student engagement in literary and informational texts by focusing on authentic literacy strategies blended engagement, and curriculum options. Mrs. Christy Barton reviewed literacy as it pertained to Science – data analysis and reading articles from science journals. Mrs. Moliterno reviewed the Social Studies approach around document analysis, vocabulary acquisition, and drawing information from informational text. Mr. Corn reviewed the focus in the math department as using texts that are authentic to the discipline. Mrs. Cadet reviewed the focus on authentic texts of the Foreign (Global) Language department. The department also included the use of audio texts for increased literacy understanding. Mrs. Seelmeyer reviewed some of the areas of focus for the English/Language Arts department. A single point rubric was discussed by Mrs. Seelmeyer as one of the tools that was used with the students to move students forward in developing writing in the department. All of the teachers discussed some of the other tech tools that have been used during the years; google classroom, google docs for example. Madeira Middle School – Mrs. Hopkins began the presentation for the middle school discussing the goals for literacy; creating vertical and horizontal alignment of literacy strategies, building wide implementation of reading and writing strategies. Mr. Hartley discussed the literacy of the math department; taking simple math problems and discussing it in a literate way using vocabulary words, providing definitions, analyzing mathematical words and explaining them in math context. Mrs. Hopkins reviewed some of the curriculum used in the science department to impact literacy. Mr. Hartley explained the connections within the departments from a literacy perspective. Mr. Hartley discussed the second goal of "school culture" and the use of the term LIGHT; leadership, integrity, generosity honesty, and teamwork. At the end of the year the middle school student council presented a student developed video about LIGHT. Mrs. Foley updated the board on the usage of data for formative assessments, MAP, and student placement. Mrs. Hopkins updated the Board on the service learning that was an area of focus during the school year. Mr. Olson provided a wrap-up of the middle school goals implemented during the year with the intention of it being very impactful. Elementary School – Mr. Weber began the discussion on the elementary school goals starting the year with what will be done differently this year to make it impactful. Mrs. Marketos started the discussion pertaining to Visible Learning strategy that has been a teaching tool for the last few years. Mrs. Marketos discussed the beginning process of what it takes to be a learner and where the students were in that role as a starting point. At the culmination of 2016 the students were interviewed as a follow-up on what it takes to be a good learner. The results indicated that the students are beginning to understand that learning is an interactive process; listening to others, asking questions, participating, never giving up, becoming an active learner and not a passive learner. Mrs. Walker reviewed the implementation strategies of "vocabulary" instruction and aligning K-4 development of words in students. Mrs. Wilson discussed other strategies surrounding word consciousness with children. Mrs. Bell RECORD OF PROCEEDINGS 030 Minutes of MADEIRA BOARD OF EDUCATION Work Session Held June 1, 2016 discussed how the elementary used data during the year, diving into MAP scores to drive instruction in a variety of ways to particularly provide differentiated learning, targeted instruction, monitoring instruction, intervention strategies. The staff has benchmark meetings three times during the year to discuss all of the data results from all of the data tools. Mr. Weber provided a wrap-up of all of the activities culminated during the school year at the elementary. The Board members expressed their great appreciation of the level of work that is being done by all of the staff and the sharing of the Instructional Leaders that represent their efforts. ADJOURNMENT (73-16) – Mr. Palmer moved, seconded by Dr. Swami that the June 1, 2016 work session of the Madeira Board of Education be adjourned. Vote: Mr. Palmer, aye; Dr. Swami, aye; Mr. Shea, aye. _________________________ Board President ____________________________ Board President ____________________________ Treasurer	<urn:uuid:997cbb88-a451-447a-8317-501ffa5cd73b>	CC-MAIN-2023-14	https://www.madeiracityschools.org/userfiles/225/my%20files/06012016%20minutes.pdf?id=43927	2023-03-24T21:44:41+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00289.warc.gz	984,875,599	1,180	eng_Latn	eng_Latn	0.997172	eng_Latn	0.997253	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4645, 5737 ]	[ 2.1875 ]	2	0
Key Stage 2 Cycle Map D (2021-22) * * KS2 - generate, develop, model and communicate their ideas through * KS2 - generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design prototypes, pattern pieces and computer-aided design \| Charanga Scheme \| Charanga Scheme \| Charanga Recorder Scheme \| Charanga Scheme \| Charanga Ukelele Scheme \| \|---\|---\|---\|---\|---\| \| Invasion Games Football – PS Hockey \| Invasion Games/Circuits Rugby PS Circuits \| Netwall / Dance Basketball/Netball PS Dance \| Invasion Games / Gymnastics Gymnastics – PS Tennis/Badminton \| Athletics / Striking and Fielding Games Athletics – PS Cricket \| \| Life-long values - Aspiration Living in the Wider World \| Life-long values – Strength Living in the Wider World \| Life-long values – Perseverance Relationships \| Life-long values – Integrity Relationships \| Life-long values – Responsibility Health and Wellbeing \| \| exploRE Islam: The Qur’an \| exploRE Christianity: Introducing Jesus \| exploRE Hinduism: Brahman, the Trimurti and Creation Stories \| exploRE Christianity: The Last Week of Jesus’ Life \| exploRE 1. Judaism The Jewish Home 2. Judaism The Synagogue \| \| \| \| \| Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content \| \| detect and correct errors in algorithms and programs \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Digital Communication and Sharing Information (Inc. Presentations) Text Processing and Multimedia Electronic Communication Producing and Editing Media Graphics Packages Digital photographs and video Animation Sound and Music \| \| Collecting, Analysing, Evaluating Real World Data/Problem Solving Research Data Handling Datalogging \| \| Modelling and Simulations Control and Programming \| \| \| \| Core Skills \| \| Scratch (Control and Programming) \| \| Lego Wedo Control, Programming and data handling \| \| J2E Database (Exploring the digital world – data handling) \| Edison Robot Control and programming J2E advanced coding \| \| Core Skills \| \| Scratch (Control and Programming) \| \| Lego Wedo Control, Programming and data handling \| \| J2E Database (Exploring the digital world – data handling) \| Kodu Microbits \| \| Data handling/Spreadsheets \| \| Sploder (Control, programming and data handling) \| \| Python/Microbits Coding language \| \| GP Lego \| Kodu Game design and development \| \| Self- Image and Identity This strand explores the differences between online and offline identity beginning with self-awareness, shaping online identities and how media impacts on gender and stereotypes. It identifies effective routes for reporting and support and explores the impact of online technologies on self-image and behavior. Online Reputation This strand explores the concept of reputation and how others may use online information to make judgements. It offers opportunities to develop strategies to manage personal digital content effectively and capitalise on technology’s capacity to create effective positive profiles. \| \| Copyright and Ownership This strand explores the concept of ownership of online content. It explores strategies for protecting personal content and crediting the rights of others as well as addressing potential consequences of illegal access, download and distribution. Managing online information This strand explores how online information is found, viewed and interpreted. It offers strategies for effective searching, critical evaluation and ethical publishing. \| \| Online Relationships This strand explores how technology shapes communication styles and identifies strategies for positive relationships in online communities. It offers opportunities to discuss relationships and behaviours that may lead to harm and how positive online interaction can empower and amplify voice. \| \| Online Bullying This strand explores bullying and other online aggression and how technology impacts those issues. It offers strategies for effective reporting and intervention and considers how bullying and other aggressive behaviour relates to legislation. \| Health Wellbeing and lifestyle This strand explores the impact that technology has on health, well-being and lifestyle. It also includes understanding negative behaviours and issues amplified and sustained by online technologies and the strategies for dealing with them. \|	<urn:uuid:e2b36caa-47ff-4d8b-8447-e6b6aa74d6a5>	CC-MAIN-2023-14	https://www.greatwaltham.school/attachments/download.asp?file=322&type=pdf	2023-03-24T22:31:52+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00292.warc.gz	891,700,654	938	eng_Latn	eng_Latn	0.972419	eng_Latn	0.945032	[ "unknown", "eng_Latn", "unknown" ]	false	docling	[ 36, 1332, 4547 ]	[ 2.96875 ]	1	0
Year 2 Summer 2019 Newsletter Dear Children, Parents and Carers, Welcome back to what will hopefully be a sunny Summer Term. We hope that you all enjoyed the Easter holidays and that the children are rested and looking forward to the new term ahead. We're sure that the new topics and activities will provide interest and challenge for the children. We're also looking forward to taking the children to Penshurst Place as part of our Houses and Homes topic. SATS During the month of May, the children will be taking end of Key Stage 1 assessment tasks. These will all be part of normal classroom procedure and will help to inform our judgements, alongside ongoing teacher assessment which will be included in your child's end of year report. Curriculum English This term our Literacy focus will include: Fiction - planning and writing stories, describing characters and settings, writing comprehension tasks, poetry – appreciation and writing. Non-fiction – layout of non-fiction texts, including labels, diagrams, headings, subheadings, bullet points, contents, index etc; book reviews, dictionary skills, making a book. Spelling, punctuation, grammar, handwriting, drama and guided reading will all continue to take place on a regular basis. This term we will be focusing on commas, apostrophes, suffixes and prefixes, and using coordinating and subordinating conjunctions to join clauses in sentences. Art – This term we will be looking at different artists, learning about them and their style of painting. Music - Mr Roddy will continue to teach singing every Tuesday and we are hoping to be able to invite you all to a concert in the church near the end of term. Science – Our topics this term are 'Animals Including Humans' and 'Plants'. Geography – 'Locational Knowledge – Comparing two locations in the UK' and 'Houses and Homes'. Later in the term we hope to take the children on a walk around the local area, looking at the different types of houses. DT – Linked to our topic on Houses and Homes, we will be making a 'room' using a shoebox – Please start saving shoe boxes now! RE – Christianity – what is the holy book for Christians, stories that Jesus told and special things – religious artefacts found in people's home. Computing – 'We are Detectives', using Excel and sending emails. PE – Dance and Athletics Maths The children will cover a range of work as detailed below. Maths homework will sometimes be given to support work undertaken in the classroom. This term we will be focusing on telling the time, position and direction, reading scales, revision of answering two-part questions, the four operations, fractions and shape. In addition we will be looking at all of these aspects through problem solving and open ended investigations. A weekly breakdown can be found on the school website (see the parents' tab – year group, Year Two ) which is updated each week. Homework [x] Spellings – these will continue to be sent home at the start of term and tested on a Friday. [x] Homework – the children will be set other work on Fridays to be returned to school by the following Wednesday. Library The children will continue to borrow books from the School library every week. Mrs Belben's class will visit every Wednesday and Mrs Auborn/Mrs Bradshaw's class will visit every Thursday. It is really important that children bring their books to school to change regularly so that everyone can have access to the more popular books. Reading Books Children in 2BA will continue to change their reading books on Wednesday. Please note that books for children in 2B will now be changed on a Friday. It is very important that they have both their reading record and books in their book bag every day as Guided Reading and individual Reading take place on different days. As books are held centrally, it makes it very difficult to change reading books on other days. We really value any comments and feedback regarding school books and any other books that the children are reading. P.E. Please could you ensure that your child has their full kit in school every day and that everything is named at the start of the new school term. PE will initially be on Monday and Thursdays for 2BA and on Tuesdays and Fridays for 2B this term. Aprons We know that this has been included in previous newsletters but there are many children who still do not have either an old shirt or overall or an apron in school. Art is a regular lesson and these sessions can be messy! Drinks With the warm weather approaching, please ensure that your child has a named plastic water bottle ( sports-cap type ) in school every day. This can be refilled in school whenever necessary. Resources Please bring in any old shoe boxes by half term for our DT project. Finally… Many thanks for all your help in these areas. Please remember if you have any queries we are always happy to talk to you after school. Yours sincerely, Kate Auborn (Year 2 Teacher) Karin Bradshaw (Year 2 Teacher) Christine Belben (Year 2 Teacher)	<urn:uuid:31b08a32-5caf-4dd7-b093-fc555850b5bb>	CC-MAIN-2023-14	https://www.bickley.bromley.sch.uk/attachments/download.asp?file=340&type=pdf	2023-03-24T21:48:24+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00290.warc.gz	769,925,580	1,046	eng_Latn	eng_Latn	0.99946	eng_Latn	0.999558	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2779, 5047 ]	[ 2 ]	1	0
Art and Design Rationale Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation. Knowledge Choice Pupils will learn about the work of a wide range of selected artists, craft makers and designers – historical 'greats' and contemporary, local and international – so that they can develop an appreciation of art in its widest forms and be inspired in their own creative development. Pupils will have the opportunity to experiment, and develop expertise, with different mediums and techniques such as clay and construction, painting and drawing, methods of printing and collage. Within these mediums children will explore and develop their skills in visual elements of art and design. Progression in Art involves developing skills and knowledge through: - Being able to produce creative work, exploring their ideas and recording their experiences - Becoming proficient in drawing, painting, sculpture and other art, craft and design technique - Evaluating and analysing creative works using the language of art, craft and design - Learning about great artists, craft makers and designers, and understanding the historical and cultural development of their art forms. End Points: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Key stage 1 Pupils should be taught: - to use a range of materials creatively to design and make products - to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination - to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space - about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work. Key stage 2 Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught: - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] - about great artists, architects and designers in history. As an artist leaving St Peter's, every child will: - Have a wide knowledge, understanding and appreciation of artists, craft makers and designers - Have developed the skills to draw confidently and adventurously from observation, memory and imagination. - Have developed the ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings. - Have developed the passion, confidence and skill to express themselves creatively using a range of art forms - Have the ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing and in 2D and 3D art forms - Have the ability to select and use materials, processes and techniques skilfully and inventively to realise intentions and express individual creativity - Have developed the ability to reflect on, analyse and critically evaluate their own work and that of others. - Have had opportunities to work on small scale and large scale pieces of artwork, as an individual and in collaboration with others - Have had the chance to visit art galleries and art exhibits – both local and national – and develop an appreciation and passion for art in a wide range of forms - Have had the opportunity to work with experts and - Have produced pieces of artwork for a range of purposes including for public exhibitions Artsmark Gold has been awarded to St Peter's Primary School for its commitment to, and excellence in, arts and cultural education.	<urn:uuid:eb28bde3-448e-4ab7-9698-6818927edceb>	CC-MAIN-2023-14	https://www.st-peters.n-somerset.sch.uk/attachments/download.asp?file=58&type=pdf	2023-03-24T22:05:13+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00287.warc.gz	1,114,753,868	857	eng_Latn	eng_Latn	0.995941	eng_Latn	0.995725	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2931, 4495 ]	[ 4.3125 ]	1	0
Eric J. Holcomb Governor Kristina M. Box, MD, FACOG State Health Commissioner May 20, 2022 The Indiana Department of Health recognizes that Hoosier families are struggling to find infant formula. Choosing how and what you feed your baby has a big impact on their health. While many of us turn to family, friends, and the internet when we have questions, in this case it is very important that parents and caregivers use reliable information when making decisions about infant feeding. We want to answer some questions and give important information and resources to help you keep your baby safe and healthy during this stressful time. * Why can't I find my baby's formula in stores? * Can I make my own baby formula? o Infant formula is being affected by supply chain issues. This means there are interruptions in the network of people and activities that move a product from its starting place to the store. In February there was also an infant formula recall from Abbott Nutrition which limited the availability of certain formulas. o It is not recommended to feed your baby homemade infant formula. Babies need just the right amount of nutrients to grow and be healthy, and homemade infant formulas may not be safe, or may not meet your baby's nutritional needs. Please give your baby products that meet federal standards for nutrition and safety. Do not feed cow's milk, goat's milk, evaporated milk or plant milk to an infant under 12 months of age without a physician's recommendation. o Every baby has different needs, but it is important to give your baby products that meet federal standards for nutrition and safety. If you are a client of the Women, Infants, and Children (WIC) program, your Nutritionist can help you figure out what formula is right for your baby. If you are not a client of WIC, you can ask your baby's doctor what formula is best for them. * Does it matter what formula I give my baby? * Who do I call if I cannot find my baby's formula? [x] Call your baby's doctor to see if a more available formula would work fo your baby; o There are several resources that can help if you cannot find your baby's formula: r [x] If you are a WIC client, talk to your WIC Nutritionist about other formulas or can sizes that might work for your baby; [x] Call the MCH MOMS Helpline at 1-844-MCH-MOMS (1-844-624-6667) for assistance finding information. To promote, protect, and improve the health and safety of all Hoosiers. An equal opportunity employer. * Can I stretch out my formula by adding more water? * My baby is under 6 months old, is there anything else safe for my baby to eat? o Babies in the first 6 months after birth do not need water or other liquids such as juice, tea, or water in addition to formula or breast milk, unless specifically advised by a pediatrician. Diluting formula or feeding water in addition to breast milk or formula can lead to a dangerous condition called water intoxication. o Babies under 6 months old do not need any nutrition other than breast milk or ironfortified infant formula. o If your baby is over 6 months old, talk to their doctor about when and how to add nutrition other than breast milk or formula to baby's diet. If your baby is on WIC, your WIC Nutritionist can also give great recommendations on what your baby can eat. * My baby is over 6 months old, is there anything else safe for my baby to eat? * Can I give my baby someone else's breast milk? * What do I do if I'm partially breastfeeding, and I cannot find formula to supplement? o If you are unable to feed your baby with your own breast milk, then pasteurized human donor milk from a certified milk bank is the next best option. If you are considering using anyone's breastmilk other than your own, consider safety first! Know the risks and benefits and reach out to your baby's doctor to make that decision together. o If you are a WIC client, you can reach out directly to your local clinic for ideas, support and the tools you need to increase your milk supply. If you are not a WIC client, you can work with a lactation specialist, your doctor, your baby's doctor or a friend or family member who has breastfed to help. o If you are pregnant and planning to breastfeed your new baby, there are lots of great resources to help! Reach out to WIC or check out these resources from the USDA WIC Breastfeeding website and the Office on Women's Health. * What do I do if I am not breastfeeding but would like to try? o If you did not breastfeed your baby, or you have lost your milk supply, you can consider re-lactation. Your WIC team can help you with this process, or if you are not on WIC, you can find a lactation specialist who can assist you. o The recommendation is to try to have on hand enough formula to last your baby 10-14 days. Please avoid stock piling formula beyond that, to ensure that all families have an opportunity to access what their babies need. * When I find formula, how much should I buy? Yours in health, Kristina M. Box, M.D. FACOG State Health Commissioner	<urn:uuid:389f50d1-308d-495b-83dd-1bbdab057d55>	CC-MAIN-2023-14	https://inaeyc.org/wp-content/uploads/2022/06/Guidance-for-famlies-during-formula-shortage-5.19.2022-Final.pdf	2023-03-24T22:03:26+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00289.warc.gz	373,340,337	1,123	eng_Latn	eng_Latn	0.998243	eng_Latn	0.99835	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2489, 5046 ]	[ 2.390625 ]	6	0
SECTION 5 TEACHING At last, you are in command of a classroom. Good teaching is not a "power trip," however. Be sure to pay constant attention to observing, evaluating and improving your teaching. Teaching is both an art and a science. The following information aims to help you better prepare to deliver high quality instruction which engages your students in working toward meeting established learning outcomes. STEPS TO SUCCESS IN THIS SECTION 1. Review effective teaching methods and techniques you have seen demonstrated and/ or learned. Use the best in your classroom, including effective questioning skills. 2. Think about your teaching effectiveness every day. 3. Take time out for reflective self-evaluation at least once a week. Use the insights you gain to improve next week's teaching. 4. Observe teachers—yourself (on video or audio tape) and others. Analyze the experience on the teaching observation and evaluation form. 5. Enhance students' reading and mathematics skills. Have students read on a daily basis and use mathematics skills to solve problems. AGRICULTURE TEACHER'S RESOURCE Tips: Essential Terms and Abbreviations Tips: Ways to Motivate Students Tips: Teaching Methods Tips: Developing and Using Questioning Skills Tips: Teaching Outside the Classroom Tips: Differentiated Instruction Checklist: Questions to Initiate Reflection Tips: Teaching Observation and Evaluation back to table of contents ESSENTIAL TERMS AND ABBREVIATIONS 21st Century Skills - skills which students need to be successful and productive citizens beyond high school. Examples include critical thinking, creativity, collaboration, and communication. See also Employability Skills. Academic integration - infusing concepts and skills from core academic subjects including math, science, English, and social studies, into your instruction. ■Formative - assessment which checks for student understanding of the content as that content is being taught. Results of these checks for understanding informs the instructor's knowledge of student progress toward the learning objectives. Examples include questioning, homework, and entrance and exit slips. Advanced Placement (AP) - designation for a course which is instruction on the college level for students of advanced academic ability. Typically results in students taking the AP Exam for their corresponding coursework at the end of the school year. Students meeting a minimum set score can earn college credit at various postsecondary institutions. Assessment ■Criterion-referenced - assessment that formulates a grade based on the result of the student's performance compared to a standard. ■Norm-referenced - assessment which measures a student's performance against the overall performance of a group of similar students. Examples are curved grades. ■Summative - final assessment of student knowledge. Typically exams and large projects. AGRICULTURE TEACHER'S RESOURCE ■Authentic - assessment which requires students to apply the skills and knowledge they have developed in a real-world and/or applied context. This is in contrast to assessments which require primarily memorizing information instead of utilizing information. ■Standardized - assessment which typically consists of multiple-choice questions to allow for consistent and standardized scoring. Asset approach (vs. deficit approach) - assumption that your students all have knowledge and experiences to share, rather than assuming something is wrong with them that needs to be fixed. Background knowledge - knowledge, experiences, and assumptions which students have prior to your instruction of a topic. Also referred to as "prior knowledge." back to table of contents ESSENTIAL TERMS AND ABBREVIATIONS Best practices - research-based ways of teaching and learning which have been shown to be effective. Bloom's Taxonomy - framework developed by Benjamin Bloom (1956) and later revised (2001) to classify the types of cognitive processes which people engage with thinking and learning. Resource commonly used to develop learning objectives. ■Psychomotor - Physical actions, reflexes, interpretive movements and hand-eye coordination. Learning outcome example: A student studying welding will need to know how to lay a bead as well as be able to perform laying a bead. Critical thinking - ability to analyze a situation or text and form an opinion or solution. Curriculum integration - organizing curriculum around core themes instead of core subjects. Data-based decisions - making informed decisions about teaching and learning based on assessment results. Differentiated instruction - tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Domains of learning - There are many categories of learning, each of which fall under three major domains: cognitive, affective, and psychomotor. Each type of learning outcome requires a different type of instruction. ■Cognitive - Intellectual skills, cognitive strategy and verbal information. Learning outcome examples: understanding, problem solving, categorizing, time management, memorization, etc. ■Affective - Affective skills and disposition for appropriate emotions and responses. Learning outcome example: A vet science student may need to know and demonstrate appropriate emotional responses to a future client's statements and actions. AGRICULTURE TEACHER'S RESOURCE Employability Skills - essential skills, personal qualities, and values that enable someone to thrive in any workplace. Examples include; good communication, motivation, work ethic, and team work. Flipped instruction - instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having students complete readings at their home and work on live problem-solving during class time. Graphic organizer - visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Growth mindset - the belief that you can learn more or become smarter if you work hard and persevere. Students who embrace growth mindsets may learn more, learn it more quickly, and view challenges and failures as opportunities to improve their learning and skills. Higher-order thinking skills - series of important competencies individuals can utilize in order to improve learning progress and critical thinking. Inclusion - the practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those who have physical or mental disabilities and members of other minority groups. back to table of contents ESSENTIAL TERMS AND ABBREVIATIONS Inquiry-based learning - an approach to learning that emphasizes the student's role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas. ■Intrapersonal - the capacity to understand oneself and one's thoughts and feelings, and to use such knowledge in planning and directioning one's life. Learning styles - the ways that different students learn. Mastery learning - the idea that teaching should organize learning through ordered steps. In order to move to the next step, students have to master the prerequisite step. Metacognition - awareness and understanding of one's own thought processes. Motivation - the general desire or willingness of someone to do something. Intrinsic - the act of doing something without any obvious external rewards. Extrinsic - the tendency to engage in activities in order to gain some type of known, external reward. Multicultural education - any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds. At the classroom level, for example, teachers may modify or incorporate lessons to reflect the cultural diversity of the students in a particular class. Multiple intelligences - a theory describing the different ways students learn and acquire information. ■Bodily-kinesthetic - learners are hands-on learners and grasp information more easily by doing, exploring, and discovering. ■Interpersonal - the ability to understand and interact effectively with others. AGRICULTURE TEACHER'S RESOURCE ■Linguistic-verbal - the ability to think in words and to use language to express and appreciate complex meanings. ■Logical-mathematical - the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations. ■Musical - the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. ■Naturalistic - the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). ■Visual-spatial - the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination. Positive classroom management - the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. Problem-based learning - a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. back to table of contents 34 TIPS ESSENTIAL TERMS AND ABBREVIATIONS Project-based learning - a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. using data about students and their learning over a defined period of time. SLOs are being used as a component of teacher evaluation in many states. Relevance - Relevance is the ability of a person to acknowledge and align oneself with a purpose that is meaningful, one that will enhance their survival or success. Rigor - Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. Rubric - a scoring guide used to evaluate the quality of students' constructed responses. Scaffolding - a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. Scientific method - a method of procedure that has characterized natural science since the 17th century, consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses. ■Hypothesis - an educated prediction that can be tested. ■Observation - the active acquisition of information from a primary source. In science, observation can also involve the perception and recording of data via the use of scientific instruments. ■Data - the information gained from observing and testing an experiment. ■Conclusion - new ideas based on evidence. SLO - Student Learning Objective - the implementation of a long-term academic goal or set of goals created by a teacher or group of teachers AGRICULTURE TEACHER'S RESOURCE Teachable moment - an opportunity for a teacher or parent to provide special insights on a topic that has captured the attention of their classroom or children. Teachable moments are unplanned and must be sensed and seized by the teacher or parent. SLO - Student Learning Objective - the implementation of a long-term academic goal or set of goals created by a teacher or group of teachers using data about students and their learning over a defined period of time. SLOs are being used as a component of teacher evaluation in many states. Teachable moment - an opportunity for a teacher or parent to provide special insights on a topic that has captured the attention of their classroom or children. Teachable moments are unplanned and must be sensed and seized by the teacher or parent. back to table of contents WAYS TO MOTIVATE STUDENTS One of the biggest challenges you may face as an agriculture teacher is identifying how to motivate and engage students in your agriculture program. Adolescent learners experience a variety of demands upon their attention while still navigating the challenges of growing up. A great teacher can make a powerful impact on their lives. Below is a list of different ways to motivate and engage students in your teaching and learning. 1. Know your students, and use their names often. 2. Plan every class; never try to "wing it." 13. Be expressive with your face. Smile display your genuine enjoyment of your work. 3. Pay attention to the strengths and limitations of each student. Reward their strengths and strengthen their weaknesses. 4. Set your room in a "U" shape to encourage interaction among students. 5. Send positive messages with posters, bulletin boards, and pictures. 6. Be sure your classroom is comfortable; check air circulation, temperature, lighting, and humidity. 7. Keep the laboratory well organized and efficient. 8. Vary your instructional strategies; use illustrated lectures, demonstrations, discussions, computers, tutoring, coaching and more. 9. Review class objectives each day, and help students see the scope of the entire program. 10. Make your instruction relevant. Show students how the content relates to them and the world of work. 11. Open each lesson with an introduction that captures students' interest. 12. Move around the room as you teach; walk energetically and purposefully. AGRICULTURE TEACHER'S RESOURCE 14. Put some excitement into your speech; vary your pitch, volume, and rate. 15. Show demonstrative movements with your head, arms and hands; keep your hands out of your pockets. 16. Use words that are highly descriptive; give lots of examples which connect to prior student learning. 17. Consider students' ideas and comments, even if they are inaccurate; correct in a positive manner. 18. Maintain eye contact and move toward your students as you interact with them. 19. Give positive feedback when students respond, offer ideas, perform a task correctly, come to class on time and bring their materials with them. 20. Foster an active FFA chapter. 21. Use appropriate humor in both teaching and tests to relieve anxiety, such as posting programrelated cartoons and memes and use them on notes and handouts. back to table of contents WAYS TO MOTIVATE STUDENTS 22. Provide opportunities for students to speak in class. 35. Plan relevant study trips outside school. 23. Be available before class starts, during breaks, and after class to visit with students, and make this known to the students. 24. Return assignments and tests to students as soon as possible. Make positive comments and suggestions. 25. Teach by asking lots of questions during introductions, presentations, demonstrations and laboratory work. 26. Plan laboratory activities so all necessary tools, equipment, and materials are available when students are ready to use them. 27. Give students an opportunity to participate in the organization and management of laboratories. 28. Be aware of students who need assistance, and see that they receive it. 29. Plan the time so students keep busy with productive, relevant activities. 30. Be professional in your dress, language, school support, and respect for the profession. 31. Be consistent in your treatment of students. 32. Make sure your tests are current, valid, reliable and based on curriculum objectives. 33. Organize a "student of the month" award. 34. Invite parents, advisory committee members, and school administrators to visit your program for special activities. AGRICULTURE TEACHER'S RESOURCE 36. Bring dynamic subject matter experts to your program. 37. Recognize appropriate behavior and reward it on a continuing basis. 38. Use a surprise, such as an interesting film, special break or similar activity, to reward the class for good behavior. 39. Use games and simulations to spark interest, provide a break in routine and supplement a unit in your curriculum. 40. Praise students in front of the class; reprimand them in private. back to table of contents 37 TIPS WAYS TO MOTIVATE STUDENTS 41. Explain your rules, why activities are important and why some requests must be denied. 42. Involve all students in your teaching. 43. Provide clear directions for program activities and assignments. 44. Chunk learning into shorter learning activities. Students have difficulty maintaining attention after a longer period of time. A 45-minute class might have three 15-minute chunks, while a 90-minute period may have a variety of shorter and longer chunks, depending on the topic. 45. Plan hands-on labs for longer class periods to allow students to engage fully in the learning activity. 46. Provide opportunities for students to read alone and in a group. 47. Make home visits to new students entering your program. 48. Send positive reports home to parents periodically through notes or via online parent boards. 49. Use task and job sheets to help students remember skill steps. 50. Be enthusiastic about yourself, your students and your profession. Source: Sullivan, R., & Wircenski, J. L. (1988). "5O Tips on Motivating Students". Vocational Education Journal, 63(3), 39-40.* AGRICULTURE TEACHER'S RESOURCE TIPS back to table of contents Effective teachers plan ahead for instruction which helps students learn. Students learn in a variety of ways, so it is important to vary the ways in which you teach. This section highlights various approaches you can use to help students learn agricultural skills and subject matter. LECTURE When people think about what teaching looks like, they often envision a teacher leading the class in a lecture about a particular topic. This approach usually involves the teacher preparing notes ahead of class and presenting the content to students. Considering how much class time is focused on the teacher, this teaching method is what is referred to as a "teachercentered" approach. While this approach may be necessary for presenting complex technical content, it is not advisable to rely solely on this approach for class every single day; both you and your students will tire of this quickly! ■An effective lecture cultivates interaction between the students and the teacher, and between students, is clearly organized, and provides students with an opportunity to personalize the learning. Often teachers will present their notes on a topic through a slideshow presentation. ■Slides which highlight key points instead of listing paragraphs of information are more appealing and effective for learners to read. The effective teacher expounds upon these key points instead of reading them word for word off the slides. ■Many students do not know how to effectively take notes or how to focus on key ideas from a lecture. A teacher can help their students be more mindful of these things by modeling for them how to organize their notes, or by providing them with graphic organizers that allow students to organize the main ideas in a visual manner that streamlines the content. Additionally, teachers can walk around the room AGRICULTURE TEACHER'S RESOURCE while lecturing to ensure students are recording key points and to vary the mode of delivery. DEMONSTRATION A demonstration is the preferred method for showing students how to perform a new skill. Just as it is stated in the FFA motto, students "learn to do" by "doing to learn." Typically, an agriculture teacher would prepare a short lecture to explain the purpose of the skill to be demonstrated, the steps involved, and illustrations to show how the skill is performed. For example, if an agriculture teacher were to demonstrate how to properly trim the hooves of the school's dairy goats, they might explain the necessity of hoof trimming as it relates to animal health and production, illustrate on the board what a healthy hoof and an overgrown hoof look like, and walk students through the steps to properly trim hooves, all prior to entering the space where the goats are housed. Once the instructor and students are around the goats, the teacher would review the steps presented in the classroom, perform the skill themselves while explaining what they are doing, and then invite a student to trim a hoof in front of the class. Students should be provided with an opportunity to practice performing the skill independently and with guided feedback. It is essential that the teacher provide formative feedback to students to help them practice the skill properly. It is very important that the agriculture teacher consider the following guidelines when planning a demonstration: 1. Scope of the skills to be demonstrated is appropriate for the experience of the students and the time frame of the class; back to table of contents 2. Space and materials are available to properly and safely allow students to practice the skill to be demonstrated; 3. Materials are assembled ahead of time to maximize instructional time, and; 4. The teacher has practiced the demonstration in advance of teaching it. Rehearsing the demonstration ahead of time allows the teacher to identify points of confusion for students, where to best stand to allow all students to view the demonstration, and grouping and organization of materials. DISCUSSION When a teacher wants students to analyze and talk about specific prompts, a discussion approach can be the ideal teaching method. Discussion can occur as a whole class, in small groups, or in pairs, where students are responding to prompts or questions which the teacher has carefully and intentionally crafted to spur on conversation. It is imperative that prior to implementing the discussion method that teachers strive to build and maintain a classroom culture which is welcoming and inclusive, so that all students feel as though they can participate fully in the conversations being held. ■Discussion-based approaches can be particularly useful when brainstorming ideas, sharing perspectives and experiences, or tackling controversial issues. Often, the direction of the discussion is determined by the topics brought up by students. To ensure that students have grasped the major purpose of having a discussion, the teacher should write the purpose somewhere for students to see, and lead the class in summarizing the key points discussed that day. ■Asking the right questions is key to holding a successful class discussion. Questions should be purposefully designed to invite discussion. Asking generic questions like "What agricultural products are grown in our area?" could easily be asked of the whole class, while more thoughtprovoking difficult questions might require individual thought and processing time before sharing a response. For example, a question which a teacher would want to allow students AGRICULTURE TEACHER'S RESOURCE TIPS more time to process prior to discussion would be "How can you contribute to the growth of agriculture in our county?" For more information on how to ask quality questions see the section on "Developing and Using Questioning Skills." ROLE-PLAY Agricultural educators often pride themselves on providing students with an education that prepares them for the "real world." Allowing students the opportunity to experience learning in a simulated situation through role-play can be an effective way to help students practice skills related to interactions with others. For example, role-play could be used to demonstrate the do's and don'ts of a job interview, how to obtain a loan from the bank, or client/ customer relations at a veterinary office. ■It is very important to consider the desired learning outcomes of the role-play as well as which students will play which roles. When selecting students to play certain roles, be especially mindful of the various identities which your students bring to your classroom: gender, ethnicity, race, sexual orientation, culture, abilities, and socioeconomic status. Selecting students to play roles which perpetual stereotypes, especially those which are racially charged is never appropriate! You should also consider the social dynamics of the students in your class and how placing students in various roles might highlight areas of extreme discomfort for them. For example, selecting students who recently broke off a friendship or relationship to play a couple seeking a bank loan, would likely bring undue strain on to the students, and the rest of the class may pay more attention to the awkward tension between the pair than the actual skills being demonstrated through the role-play. ■Once the teacher has selected the appropriate students to play various roles, they should brief the actors on their expected performance. This does not necessarily mean that the students are provided a script, but they should be made aware of the desired outcomes of the role-play back to table of contents performance. ■After the conclusion of the role-play, the agriculture teacher should be sure to lead the class in a reflective discussion about what they had just observed. ■This discussion should lead to a logical summary of the purpose of the role-play and connection with the day's learning objectives. COOPERATIVE LEARNING Cooperative learning is a teaching method in which the teacher selects groups of students to work together towards a common goal, typically to master content. One might also think of cooperative learning as a form of "group work." Through cooperative learning, students each contribute to a portion of the group project. For example, a teacher might utilize cooperative learning to provide students an opportunity to apply their learning from a dairy management unit. Students would be merged into groups and assigned a scenario to evaluate which describes conditions on a dairy farm, and the group members work together to identify farm management practices which currently work well, which practices should be adjusted and improved, and which ones might be eliminated. The resulting project might be a written report, poster presentation, or oral presentation to the class. Another example of cooperative learning might be students working together to research various fuels used on farms, and then creating posters for the agricultural mechanics shop to educate their peers about proper storage and handling of each fuel. ■When selecting groups, the teacher should consider a variety of factors: student learning styles, organization, performance abilities, social interaction, and more. This is particularly important when assigning cooperative group projects which involve students who have IEP or 504 modifications for extended time. Peers in their group do not necessarily know that some students receive modifications, nor should you share this information with them (that is against the law!). AGRICULTURE TEACHER'S RESOURCE TIPS ■However, you might assign the group project to a student with extended time modifications in advance of the rest of their group, so that they are given the extended time on the front end of the project, rather than on the back end. It is important that students understand the purpose of the cooperative learning project, so that it does not appear as "busy-work." ■Students may have negative impressions of working with others based on their past experiences, so it can be beneficial to have your groups establish group expectations for performance at the beginning of the project, which will be used to evaluate their performance at the conclusion of the project. When conducting projects which require students to work together, the teacher should consider how to assess students: will you grade the end product exclusively or will you grade the process which students engaged in to create the end product? Will you use a combination of both process and product to determine individual student grades? It is imperative that the teacher identify how students will be graded ahead of the project, so that students are well aware of how their grade is being determined for that project. The use of rubrics is imperative, so the students understand how to receive full credit. COLLABORATIVE LEARNING At first glance, collaborative learning may appear very similar to cooperative learning. Some people might use these terms interchangeably, further adding to the confusion! Both collaborative learning and cooperative learning involve the use of groups to propel student learning, but collaborative learning is more about individual student thinking. Through collaborative learning, students test ideas, but are not aiming to come to a consensus as a group. Working as a group capitalizes on allowing students the opportunity to talk out an idea and hear others' perspectives. back to table of contents When structuring collaborative learning, one should be sure to follow these steps to encourage positive collaborations: ■Allow for thinking time - Students think quietly on their own about how they might respond to the problem prompt. ■Partner talk - Students share their ideas with each other on how they would respond to the problem prompt. This is also sometimes referred to as "Think, Pair, Share." ■Assign roles - The teacher assigns roles for a student to play within a group such as "recorder," "materials gatherer," "questioner" etc. Eventually the teacher should work toward students developing these roles on their own. An example of how the agriculture teacher might implement the use of collaborative learning could be identifying the problem observed in greenhouse marigolds. The teacher could show the diseased marigolds to the class, and then ask students to individually think about what could be causing the problem, share with other students involved in their group, and then through their discussions, each student comes up with their own way of testing the marigolds to identify the source of disease. PROJECT-BASED LEARNING In project-based learning (PBL), students work on a project which engages them in addressing a realworld problem or answering a complex question. ■Typically, students will demonstrate their learning through the development of a product or presentation which is extended beyond the classroom. This project is one which is rather sustained in nature, occurring over several weeks, and possibly even months in the course. Planning a quality project can occur with varying levels of student input, but when first designing a project, the teacher may choose to exercise more control over the elements of the project, and as they become more comfortable with this teaching method, gradually place more responsibility on students to plan the project. ■To set students up for success, the teacher should follow these steps when planning a project: AGRICULTURE TEACHER'S RESOURCE TIPS 1. Develop an idea and connect it to state/ national standards and other learning goals (such as your local school district's initiatives). 2. Decide what major products or performances students will create and how they will be made public. 3. Map out the steps in the project and create a calendar. 4. Plan activities and lessons and gather resources related to completing the project. 5. Plan an engaging launch for the project which captures students interest and curiosity, generating student buy-in to complete the project. Detailed resources related to implementing Project-based learning in your classroom (including worksheets, project examples, and planning guides) can be found from the Buck Institute for Education: https://www.pblworks.org/what-is-pbl INQUIRY-BASED LEARNING Inquiry-based learning, or inquiry-based instruction is a student-centered approach toward teaching and learning which has gained a lot of attention in recent years. Instead of focusing on student memorization of facts and figures, inquiry-based approaches focus on fostering critical thinking and analysis skills, creating opportunities for students to develop skills related to the process of creating new knowledge. ■Inquiry-based learning engages students in the use of the scientific method to solve problems. When students engage in inquiry-based learning utilizing the scientific method, they: 1. question, 2. investigate, 3. use evidence to describe, explain, and predict, 4. connect evidence to knowledge, and; 5. share findings. There are various ways which agriculture teachers can implement inquiry-based teaching into their classrooms. Below are links to resources which back to table of contents further describe inquiry-based learning and how you can implement it in your own classroom. https://edis.ifas.ufl.edu/publication/wc076 FIELD TRIPS Field trips can be a great way to situate student learning in context of actual industry sites. The teacher might plan a trip to local farms or agricultural businesses during class time which coincide with the content being taught in their current unit. For example, if students were learning about integrated pest management techniques, the agriculture teacher might plan a field trip to a farm which utilizes IPM when growing their hothouse tomatoes. This could be a learning activity to introduce students to new concepts, or a culminating activity which summarizes the learning completed in a unit or course, demonstrating application of the learned concepts in a "real-life" setting. In addition to taking field trips to farms and business during class time, the agriculture teacher might also plan all-day or multi-day trips to leadership conferences, industry conferences, Extension workshops, or farm tours. Depending on the length and distance of the trip, the agriculture teacher will have to plan ahead appropriately to manage logistics smoothly. ■The agriculture teacher should be sure to plan for the field trip as they would for a lesson at school, identifying the purpose and learning objectives of the lesson while on a field trip. Additionally, the teacher should account for safe travel and transport of the students, making sure to plan for an accessible form of transportation for all students, particularly those students who may have disabilities. ■Leading up to the field trip, the teacher should prepare students for learning on the trip by reviewing the purpose of the trip and asking students what they anticipate about the learning experience. Oftentimes students are anxious about the setting, what they will be doing, and being in a new learning environment. The teacher can alleviate some of this anxiety by providing students with a "vicarious experience" AGRICULTURE TEACHER'S RESOURCE TIPS or one which models what students will be experiencing on the trip. This could include showing students videos or pictures of what they could anticipate seeing. ■Upon return of the trip, teachers should guide students in a reflective discussion about what they learned and experienced, and provide students with an opportunity to apply or extend their knowledge gained from the trip. ■Remember to write a thank you note to your field trip hosts upon return from your trip! ■For more information about planning successful field trips, see https://edis.ifas.ufl.edu/wc054. GUEST SPEAKERS Guest speakers can be a great way to engage your students in the surrounding community. Instead of transporting your students to a local business, you might also have members of the community and local industry come into your classroom. ■The teacher might organize a guest speaker lesson in a few different ways: 1. Individual speaker for whole class 2. Panel of speakers in front of whole class 3. Variety of speakers interacting with students one-on-one or in small groups 4. External judges for class projects 5. Demonstration of specific skill or technique ■Speakers can be a source of expertise on specific subjects which the agriculture teacher might be unsure of their level of knowledge, or serve as a reinforcer of knowledge. Sometimes students "tune out" their everyday teacher, but suddenly listen to someone new. Considering that agricultural education is a Career and Technical Education subject, the agriculture teacher has a responsibility to expose students to career options available in agriculture. Incorporating guest speakers who work in various fields of the agricultural industry can be one way of engaging students in conversations about possible paths back to table of contents after graduating high school. ■As in other experiences, it is important that the teacher prepare students for the learning experience involving guest speakers. In addition to behavioral expectations, the teacher should identify the purpose of inviting guest speakers to class, and share some brief information with the students about who will be attending their class that day. Students and the teacher could generate questions for the guest speaker ahead of time and share them with the speaker so that they can focus their discussion. ■It is also important to prepare the guest speaker for what it is you desire them to do during their time in your classroom. You should share with them the purpose of your inviting them to work with your students, including your learning objectives, and orient them to the technology available in your classroom. Often guest speakers are unsure of what format you would like to see their presentation, so they tend to prepare a set of slides and lecture during their time with your students. Sometimes, this can work well if the topic and the speaker are engaging to adolescent learners, but other times it is a recipe for disaster! It can be helpful to suggest to guest speakers to provide students with real-world scenarios related to things they have experienced on the job, and then ask students "What would you do?," leading a discussion in small groups instead of lecturing to students the entire 45 minute period of class time. ■It is also important that the teacher describe what students have already learned and what topics are coming up next, the classroom layout, anticipated interruptions such as the bell ringing in the middle of class, office check-in procedures, and how the teacher plans on introducing them and concluding class. ■While you are not legally allowed to identify specific students and their diagnoses related to disabilities, you should make the speaker aware of any special circumstances in class. For example, if you have a student with Tourrette's Syndrome who makes erratic gestures or blurts out random phrases, it can be helpful to let the guest speaker know that they might be AGRICULTURE TEACHER'S RESOURCE TIPS interrupted on occasion; not all speakers are familiar with working with young people on a regular basis, so they may be unsure of how to best engage with your students. In addition to preparing their students and the guest speaker, the teacher is responsible for coordinating a variety of other pieces of logistics when utilizing this approach. School districts vary significantly in what they require of school volunteers or guest speakers. ■Some districts will require that each outside community member stepping into the classroom have a background check completed, while others only require that the teacher notify the main office when they anticipate receiving a visitor to the school. Make sure to check with your administration before planning a guest speaker so that you can remain in compliance with the school rules and procedures. The teacher should also check with the guest speaker regarding their schedule well in advance of when they anticipate bringing them in to talk. It is important to make the speaker aware of what the school's schedule is, particularly if it is a rotating schedule; the rest of the world does not operate on a bell schedule the way high school and middle school classes do! This can sometimes create challenges, particularly when there are weather delays or cancellations. Preparing a back-up plan in case of these emergencies can alleviate some of these challenges. ■While the guest speaker is presenting to students, the agriculture teacher should be an engaged member of the audience. Occasionally, the teacher might pose questions to the speaker to guide the direction of their talk to ensure that students are exposed to specific topics as a result of the presentation. The teacher should also be monitoring student behavior and engagement, as it should not be the responsibility of the guest speaker to discipline students. back to table of contents ■After the guest speaker has left, the teacher should be sure to guide students through reflective conversations to summarize, apply, and extend the learning gained through the guest speaker experience. ■Write a thank you note to the guest speaker(s) thanking them for their time and expertise. Having students write the note and the whole class sign it can be a powerful way to model appropriate etiquette, and build relationships with members of the community. CASE STUDIES Case studies are stories with an educational message, typically describing an actual or very realistic scenario. Sometimes case studies are referred to as problembased learning, as students are exposed to a problem through the story told in the case study scenario. Case studies are popular in agricultural education since they can describe situations which have occurred in the industry, at a student's SAE project or in the FFA chapter. ■Stories can be a captivating way to engage student interest and attention, and students are put in the driver's seat in terms of making decisions about how they would address the problems presented in the case study. ■A case study can be fairly brief, written in a way to generate conversation at the beginning of class, or it can be a much more detailed case which can guide the direction of learning over the course of a unit or entire course! ■Case studies are a great tool to guide in-depth classroom discussion, particularly over current issues or when modeling how to navigate challenging decisions. The teacher can generate their own case studies based on their own experiences in agriculture, stories shared with them by others or observations of students at their SAE projects and FFA events. There are also a variety of case study resources available including a recent project of Texas Tech, the University of Florida, and Colorado State University, which assembled five different case studies and teaching materials related to recent agricultural issues receiving news media coverage. AGRICULTURE TEACHER'S RESOURCE TIPS E-MOMENTS In the teaching methods section you learned about methods you could use to broadly plan the delivery of your class and structure student learning. To personalize the learning to various student learning styles and engage students in learning which uses their whole body, agriculture teachers can use e-Moments ( e = engaging). National FFA has a free resource which outlines 31 different e-Moment strategies for engaging students in higher-order thinking, learning modalities, and various multiple intelligences. You can download this resource here: https://ffa.app.box. com/s/qk84mkgfg8w5j4eqdwpulybd492u1qiy back to table of contents DEVELOPING AND USING QUESTIONING SKILLS You can improve your teaching by developing effective questioning techniques. USE QUESTIONING DURING A CLASS TO QUESTIONING SKILLS GUIDELINES ■stimulate thinking ■assess student progress ■check on clarity of materials presented ■motivate students to pay attention ■maintain classroom control ■provide repetition ■emphasize key points Student success in answering questions is often determined by the teacher's questioning techniques. The way a student responds is determined by the level at which questions are worded: recall, comprehension, analysis or evaluation. ■Most questions teachers ask are simple recall questions that require students to remember factual information and recite it back. ■ Comprehension questions require students to demonstrate understanding in addition to mere recall. ■ Analysis questions require students to apply comprehension to a new setting. ■ Evaluative questions ask students for their beliefs or opinions. AGRICULTURE TEACHER'S RESOURCE ■Be sure the question is clear in your own mind. Think through what you want from the student before you ask the question. ■State the question without calling on a specific student. When you call on a student before the question is asked, every other student is free to ignore the question. ■After stating the question, pause while everybody has a chance to think of an answer. If no one answers, then (and only then) call on a student to respond. Wait a necessary amount of time to allow the students to formulate a meaningful answer after posing any question before you call on a student to answer. ■Ask only one question at a time. Multiple-part questions are confusing and are likely to result in student misunderstanding. ■Use recall questions first to be sure the students have the knowledge. Then proceed to comprehension and analysis questions. Follow those with evaluative questions. ■Expect students to write their answers before answering aloud. This balances the classroom playing field and encourages higher quality answers. back to table of contents QUESTIONING SKILLS SHIFT INTERACTION Shifting the interaction involves redirecting the class discussion from one student to another if the first student's response is incomplete or incorrect and probing is not productive. Positive reinforcement should be provided to the first student and the same question redirected to a second or even third student. When a student responds to your question with another question, your can use "shift interaction" to redirect the student's question to another student. If the student asks for an opinion, you may even redirect it back to the same student. TIPS PROBING Probing involves the use of further questions to help students answer the initial question or to provide a more complete answer. Effective use of probing is one of the most important questioning skills. Students may not know the complete answer but can provide a partial answer. In some cases, even though the question is clear to you, it might need to be restated or broken down into smaller pieces. Do not accept "I don't know" as the final response QUESTIONING EXAMPLES Objective: To relate soil slope to soil erosion and the use of terracing to control erosion. Recall Question "What causes most topsoil erosion?" (WAIT) (Name a student) (WAIT) Student: "I guess water does." Probing Question: "How does water cause soil erosion?" (WAIT) (Name a second student) (WAIT) Second Student: "It washes the soil away." Probing Question: "That's true, but how does it do that?"(Look at second student) (WAIT) Second Student: "It dissolves the soil." Probing Question: “That is partly right. It does dissolve some minerals, but what action of water causes the soil to move away?” (Look at second student) (WAIT) Second Student: ??? Shifting Interaction: (Name third student) “(Name), can you help (name second student) with this?” (WAIT) Third Student: "As water moves, it picks up soil particles and caries them along." Comprehension Question: “That’s right. Now, what does the slope of the field have to do with that?” (WAIT) (Name fourth student) (WAIT) Fourth Student: “The steeper the slope, the faster the water runs off, and that makes the erosion worse.” Information provided by William G. Camp, Virginia Polytechnic Institute and State University. AGRICULTURE TEACHER'S RESOURCE back to table of contents TEACHING OUTSIDE THE CLASSROOM As an agricultural educator, it is likely that you will spend a great deal of time teaching outside of the traditional classroom. Whether you find yourself teaching in the greenhouse, science lab, animal barn, or ag mechanics shop, it is important to follow safety protocols to ensure that you and your students stay safe. It is likely that your school district may already have these policies in place. The lists below are suggestions of things to keep in mind when teaching in these spaces. ■Require students to wear proper personal protective equipment (PPE) for all laboratory activities. Model this expectation by wearing proper PPE, in the proper way, at all times. ■Keep an open line of communication with your students and have them report all accidents, injuries, or breakages to you. ■Set ground rules related to acting responsibly and mature in the labs, and enforce it. Do not tolerate fooling around in the lab. ■Do not allow food, drinks, or gum chewing in the science lab. ■Encourage students to keep their work station clean and orderly. A clean work station is a safe work station. Additionally, make sure to have students clean up their work station and put away materials at the end of the hour. ■Provide detailed instruction related to disposing of all types of waste in the lab. Do not allow students to pour chemicals down the sink. This could be dangerous. ■Ensure that every student has a strong understanding of where emergency equipment is in the science lab, including the eyewash station, lab safety shower, fire alarm, phone, etc. Additionally, make sure to explain how to use each piece of equipment. AGRICULTURE TEACHER'S RESOURCE ■Set a standard of handling all equipment, materials, live animals, tools, etc. with respect and care. ■Require students to dress properly during a laboratory activity. This may include pulling back long hair, removing dangling jewelry, and wearing closed-toe shoes that cover the foot. ■Do not allow students in the ag storage rooms or preparation areas unless given specific permission. back to table of contents DIFFERENTIATED INSTRUCTION An agriculture teacher will find that no class is the same as another, and that the diversity of learner abilities, learning preferences, and backgrounds vary significantly. It is important that the teacher meet the learning needs of all students, not just some or most of the students. Adjusting your teaching approach to meet students where they are at is a major component of differentiated instruction. Through differentiated instruction, teachers actively plan for student differences so that all students can learn. Teachers should be sure to scaffold their instruction by chunking information into appropriate amounts, highlighting key terms, and modeling learning strategies. Scaffolding is done for all students in the class so that they can be successful in accessing the new material. Differentiation is what the teacher does beyond scaffolding to assist learners in further accessing the material, particularly when the student has a diagnosed disability which affects their learning. For example, the teacher might have students read an article about administering vaccinations to cattle. To scaffold their instruction, the teacher can review key parts of reading a magazine article with the class, select an article which chunks information in a visually-friendly way, and assign students to read the article in groups using various literacy strategies. For a student who has further challenges with reading, the teacher might select an entirely different article, still about the same topic of vaccinating cattle, but perhaps at a lower or more advanced level, depending on the learner. Differentiating your instruction for learners with an Individualized Education Plan (IEP) or 504 is required by law. Typically the modifications needed to meet a student's needs will be outlined in their paperwork. You may also meet with special education teachers who are the case managers of students enrolled in your classes to identify what modifications would work well with students in your class. AGRICULTURE TEACHER'S RESOURCE For more information about scaffolding and differentiating your instruction see the following resources: 6 Scaffolding Strategies to use with Your Students: https://www.edutopia.org/blog/scaffolding-lessonssix-strategies-rebecca-alber 3 Ways to Plan for Diverse Learners: What Teachers Do https://www.edutopia.org/blog/scaffolding-lessonssix-strategies-rebecca-alber IEPS AND 504 PLANS If a student has an IEP or a 504 plan, it is your legal obligation to follow the plan and provide modifications as needed. An IEP is a comprehensive document that essentially serves as a blueprint or road map for a child with special education services. It includes comprehensive information about a child's diagnoses, needs, recommended services, and accommodations, and anything else pertaining to the child's unique identifying factors. It is formal and legally binding, and is the result of a comprehensive evaluation. A 504 plan is also a map or plan, but it deals specifically with how a child will be learning within the school, and does not equate to a diagnosis or even formal special education services. To best serve your students have either an IEP or a 504 plan, work with your district's special education department. back to table of contents CHECKLIST QUESTIONS TO INITIATE REFLECTION Participating in reflective self-examination will provide you with the opportunity to analyze the planning and delivery of your previous lessons and use the results to improve your teaching. Use the questions here as a guide for your reflective self-examinations. North Carolina Department of Public Instruction Questions for Teacher Reflection (Clements, 2013, adapted) APPRAISE SELECT AND DESCRIBE 1. Why have you selected this lesson to reflect upon? 2. To which class did you teach this lesson? 3. What are the demographics of the class (race, gender, age, etc.) 4. What was the content of the lesson? 5. Where does the lesson fit in your curriculum? Unit plan? 6. What did you teach before this lesson? After? 7. What were your expected outcomes? 8. What did you and your students do during the lesson/roles you played? 9. What kinds of questions did you ask? ANALYZE 10. How did you present the material? 11. How were students engaged in learning? 12. Did students react to one another as well as to you? 13. How did things go? What was your overall impression of your effectiveness? 14. How did you measure what students learned? 15. Did you relate this to previous learning or students' shared experiences? 16. How did you account for diversity in the lesson? AGRICULTURE TEACHER'S RESOURCE 17. What was effective/ineffective about your teaching techniques in this lesson? 18. Did you achieve desired outcomes? 19. Were there outcomes achieved that you did not expect or plan for? 20. How did students react to the materials you chose or the methods you used? 21. Did the lesson achieve or help achieve a class or school goal (Common Core, AFNR)? 22. How does the lesson relate to your philosophy of teaching? 23. Describe the environment. Did it allow for intellectual comfort/risk-taking? TRANSFORM 24. What techniques/materials from this lesson will you continue to use? Which ones will you stop using or modify? Why? 25. Based on how well the students learned the material, what will you do next? 26. How will you continue to develop your personal teaching techniques based on the internal/ external feedback from this lesson? 27. What did you learn from your students? OVERALL (W. Camp, T. Park) 28. What did you learn this week about teaching? 29. What did you learn this week about students? 30. What did you learn this week about schools and education? back to table of contents QUESTIONS TO INITIATE REFLECTION 31. What did you learn this week about agriculture? 32. What did you learn this week about yourself? QUESTIONS FOR TEACHER REFLECTION (Clements, 2013, adapted) CLASSROOM CULTURE – QUESTIONS TO ASK ABOUT YOUR RULES & RELATIONSHIPS 1. Are the relationships that I have with my students helping or hindering their ability to learn? 2. Could the problems I have in my classroom be solved by pre-teaching my expectations or developing rules/procedures to deal with these issues? 3. Was my demeanor and attitude towards my class today effective for student learning? 4. Am I excited to go to work today? 5. Are my students excited to come to my class today? (How much does #3 impact #4?) 6. What choices have I given my students lately? 7. Can I explain at least SOMETHING about each of my student's personal lives? CURRICULUM AND INSTRUCTION – REFLECTION ON ASSESSMENT & GRADING PRACTICES 8. Does my gradebook accurately reflect student learning? 9. Do my assessments really reflect learning, or merely task completion or memorization skills? 10. Why did I REALLY choose this particular lesson to cover this objective? 11. What evidence do I have my students are learning? 12. What new strategies have I tried lately that might benefit a student I am struggling with? 13. In what ways am I challenging students who are clearly being successful in my classroom? AGRICULTURE TEACHER'S RESOURCE CHECKLIST 14. What do I do when students aren't learning in my classroom? 15. Which students benefited from this activity? 16. Which students did not benefit from this activity? COLLABORATION – ?S TO ASK OURSELVES ABOUT OUR PLACE IN A PROFESSIONAL LEARNING COMMUNITY 17. In what areas can I improve professionally? 18. Do my actions as a teacher show my belief that all students can learn at a high level? 19. Do my actions as a teacher show that I take pride in my work? 20. Are the relationships I have with my colleagues conducive to creating a collaborative culture focused on learning? 21. Are the relationships I have with my student's parents conducive to improving learning? MENTAL HEALTH – ?S TO HELP TEACHERS MAINTAIN A HEALTHY OUTLOOK 22. What new ideas have I tried in my classroom lately to keep myself energized about teaching? 23. What have I done lately to relieve stress and focus on my own mental health, to ensure I remain an effective teacher? 24. What things am I currently doing that I could realistically make less of a priority in my profession? 25. How much time have I spent with my friends and family in the last two weeks? back to table of contents TEACHING OBSERVATION AND EVALUATION One of the best ways to improve your teaching practice is to observe other teachers, ask other teachers to observe you, and to observe yourself. OBSERVE YOURSELF Take every opportunity to be recorded during a lesson. If you can be recorded once a month, you will be able to watch how you do in the classroom over time. Take the video home or to a place where you can watch it alone (if you choose), and use this form to evaluate your teaching behaviors and style. Alternately, you can audio-record your lessons for later critique. Place the recording device where it cannot be seen so you will be less conscious of being recorded. OBSERVE OTHERS In addition, find out who are the most successful teachers in your school or in neighboring schools, and observe their methods and techniques. Additionally, ask them to observe you. 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Bratton Primary School Early Years Foundation Stage Policy September 2022 At Bratton Primary School 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 enabling environment with motivating and enjoyable learning experiences that enable children to become confident and independent. We value the individual child and work alongside parents and others to help us meet their needs, develop positive relationships, and support each child to reach their full potential. The Early Years Foundation Stage applies to children from birth to five years of age. In our school, all children join us at the beginning of the school year in which they are five. (Compulsory schooling begins at the start of the term after a child's fifth birthday). The Early Years Foundation Stage is important in its own right, and in preparing children for later schooling. As outlined in the EYFS every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child's experiences between birth and age five have a major impact on their future life chances. We adhere to the Statutory Framework of the EYFS and the four guiding principles that shape practice within Early Years settings. * Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured. * Children learn to be strong and independent through positive relationships. * Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual needs and help them build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers. * Importance of learning and development. Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special education needs and disabilities (SEND). Principles into practice As part of our practice we: * Provide a balanced curriculum, based on the EYFS, across the seven areas of learning, using play as the vehicle for learning. * Promote equality of opportunity and anti-discriminatory practice. We provide early intervention for those children who require additional support. * Work in partnership with parents and within the wider context. * Plan challenging learning experiences, based on the individual child, informed by observation and assessment. * Provide opportunities for children to engage in activities that are adult-initiated and child-initiated. * Develop close positive relationships with individual children. * Provide a secure and safe learning environment both indoors and out. Foundation Stage Curriculum We plan an exciting and challenging curriculum based on our observation of children's needs, interests, and stages of development across the seven areas of learning to enable the children to make good progress and achieve the early learning goals. All the seven areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas are the prime areas: * Communication and Language – Listening, Attention and Understanding and Speaking * Physical Development – Gross Motor Skills and Fine Motor Skills * Personal, Social and Emotional Development – Self Regulation, Managing Self and Building Relationships Children are also supported through the four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: * Literacy – Comprehension, Word Reading and Writing * Mathematics – Number and Numerical Patterns * Understanding the World – Past and Present, People, Culture and Communities and The Natural World * Expressive Arts & Design – Creating with Materials and Being Imaginative and Expressive Characteristics of Effective Learning The EYFS also includes the characteristics of effective teaching and learning. These highlight the importance of a child's attitude to learning and their ability to play, explore and think critically about the world around them. The three characteristics are: * Playing and Exploring – children investigate and experience things and have-a-go. * Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements. * Creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things. Children are provided with a range of rich, meaningful first-hand experiences in which children explore, think creatively and are active. We aim to develop and foster positive attitudes towards learning, confidence, communication and physical development. Long term and medium term plans are written using the EYFS based on a series of topics, each of which offers experiences in all seven areas. These plans then inform our short-term weekly planning, alongside our observations, which remains flexible for children's interests and unplanned circumstances. Children have whole group and small group times which may increase as they make progress, with times for a daily phonics session, teaching aspects of Mathematics and Literacy, including shared reading and writing. The curriculum is delivered using a play-based approach as outlined by the EYFS statutory framework. 'Play is essential for children's development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and by taking part in play which is guided by adults.' We plan a balance between children having time and space to engage in their own childinitiated activities and those that are planned by the adults. During children's play, early years practitioners support the children's learning and development. Practitioners interact to enable them to shape the teaching and learning experiences for each child. In planning and guiding children's activities, we reflect as practitioners on the different ways that children learn and reflect these in our practice. We create a stimulating environment to encourage children to free-flow between inside and out. Observation and Assessment Within the first six weeks in which the children start reception the Reception Baseline Assessment is undertaken. As part of our daily practice we observe and assess children's development and learning enabling us to understand individual children's needs, and plan activities and support. As stated in the EYFS statutory framework 'Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork.' Therefore, the focus is ongoing (formative) assessment enabling the practitioners to respond to day-to-day observations and support progress. Significant observations and achievements may still be recorded for some of the children some of the time. These records will be through a variety of means, such as informal notes and formal observations including photographs. Some of which will be uploaded onto the individual child's electronic personal Learning Journey. This is shared with parents and carers, and they are encouraged to also upload any learning and significant events from outside school to support and inform the ongoing assessment of their child. Any observations and records of the child are used, alongside practitioner's knowledge of the child and professional judgment, to complete the EYFS Profile at the end of the academic year. The child's progress is reviewed continuously and is regularly discussed with parents. Within the final term of Reception, we provide the parents with a report based on the child's progress in the profile, this includes all seven areas of the Foundation Stage Curriculum and the Characteristics of Effective Learning. The parents are then given the opportunity to discuss these judgements with the class teacher. Safety Children's safety and welfare is paramount. We create a safe and secure environment and provide a curriculum, which teaches children how to be safe, make choices and assess risks. We have stringent policies, procedures and documents in place to ensure children's safety. Please see our separate policies and procedures on Health and Safety and Child Protection. Inclusion We value all our children as individuals, irrespective of their ethnicity, culture, religion, home language, background, ability or gender. We plan a curriculum that meet the needs of the individual child and support them at their own pace so that most of our children achieve the Early Learning Goals. We strongly believe that early identification of children with additional needs is crucial in enabling us to give the child the support that they need and in doing so, work closely with parents and outside agencies. Parents as Partners and the wider context We strive to create and maintain partnership with parents and carers as we recognise that together we can have a significant impact on a child's learning and development. We welcome and actively encourage parents to participate confidently in their child's education and care in numerous ways – see our separate Parents as Partners policy. Working with other services and organisations is integral to our practice in order to meet the needs of our children. At times we may need to share information with other professionals to provide the best support possible. We draw on our links with the community to enrich children's experiences by taking them on outings/inviting members of the community into our setting. Transitions Transitions are carefully planned for and time given to ensure continuity of learning. We acknowledge the child's needs and establish effective partnerships with those involved with the child and other settings, including nurseries and child minders. In the summer term the local preschool visits the Reception Class regularly with the children who will be starting school the following September. Children who do not attend the local pre-school are visited in their setting, if possible. 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To mark International Migrants Day, the United Nations Regional Network on Migration for Asia and the Pacific calls for more effective efforts in addressing the nexus between climate change and migration and in preventing and resolving cases of missing migrants. Disasters, the adverse effects of climate change, and environmental degradation are increasingly driving migration and displacement in all regions of the world. The Asia-Pacific region has been, and will continue to be, significantly affected by climate-related disasters. It is already the region most impacted by disaster displacement, accounting for over three-quarters of the global total between 2010 and 2021. Women and girls are disproportionately impacted due to restriction of mobilities, lack of information and poor preparedness, leading to greater loss of life, exploitation and gender-based violence, in addition to impact on their economic livelihoods 1 . But this is only part of the picture. Human mobility in the context of climate change takes many forms, from disaster displacement and labour migration to planned relocation. These movements can be temporary, as is the case of seasonal and circular migration, or permanent, such as through planned relocation, and involve an individual, a household or a whole community. At the same time, it is important to recognize that for many people, deciding to move can be a positive adaptation strategy. Indeed, many households across Asia and the Pacific already choose migration as a strategy to diversify their livelihood options by providing access to new education and employment opportunities and markets, enabling people to send remittances and facilitating the transfer of knowledge and skills. Whatever the outcomes may be, we know that as the manifestations of climate change intensify – with increasing incidence of storms, floods, drought, and rising sea-levels across the planet – we can expect more people to be on the move in the future, in some cases, repeatedly. This is why it is now critically important that governments recognize that human mobility in the context of climate change needs to be translated into adequate policies, finance, and actions. The Pacific region has shown notable leadership in this area, with governments raising awareness of climate mobility on the global stage. Apart from climate-induced disasters, many other factors such as armed conflicts, war and violence also force people to move, often underprepared, causing migrants to go missing or die each year along migration routes in Asia. As of February 2022, reported deaths and disappearances in Asia – Pacific countries amounted to 810 individuals, or around 14 per cent of the global figures, with many more unrecorded. Beyond these numbers are countless families – mothers, fathers, spouses, children, siblings – suffering ambiguous loss and endlessly searching for answers. No one should have to suffer the pain of not knowing if their loved ones are alive. The issue of missing migrants has become a major humanitarian and human rights challenge. Unfortunately, this challenge remains under-addressed. There are no specialized institutional responses to missing migrant cases, and existing official frameworks and mechanisms to search for missing persons in national contexts are not adapted to address the dynamics pertaining to irregular migratory journeys. 1 https://asiapacific.unwomen.org/en/digital-library/publications/2020/05/gender-and-climate-change-in-thecontext-of-covid-19 In the face of climate-induced migration and missing migrants, the two major issues of real significance to our Asia-Pacific region, we must take meaningful actions to address them. The Regional Network encourages States and all stakeholders to address climate-induced migration by: * strengthening support to countries and people affected, especially Pacific small island developing states, including through investing in early warning systems and preparedness, and addressing the impacts of both economic and non-economic loss and damage, including for migrants * strengthening people's climate resilience by helping diversify their livelihoods and providing training to enhance their ability to adapt * ensuring availability of and access to basic services, including sexual and reproductive health care, particularly for vulnerable groups such as women, children and persons with disabilities during disasters and displacement * ensuring that human and labour rights are at the heart of climate-related migration policies and programmes The Regional Network urges States to give priority to resolving the cases of missing migrants and take actions to prevent more loss of lives and uphold their commitment to work towards promoting safe migration under both the Sustainable Development Goals (SDGs) and the Global Compact for Migration (GCM) by: * addressing the drivers for forced migration such as war, violence and disasters that compel people to move underprepared * making safe and regular migratory routes more accessible to all to prevent migrants from relying on smugglers and resorting to perilous routes * conducting awareness-raising campaigns to make migrants know about the dangers and risks of unsafe and irregular routes, as interviewed survivors often confess that it was when they were on the journey that they realized how bad it really was * setting up transnational mechanisms for search and rescue of missing migrants including exchange of information, cooperation with civil societies and mutual notification * putting families of missing migrants at the core by o providing avenues through which families can register cases of missing persons and obtain information on search efforts, while respecting the right to privacy and protecting personal data o conduct cross-border cooperation to help families exercise their rights and access services and other support to meet their specific needs * investing more to collect and make disaggregated data on risks and fatalities along migratory routes, so that policymakers will have information they need to implement evidence-based migration policies and programmes The Regional Network stands ready to build on the strong momentum of the 1 st Asia-Pacific Regional Review of GCM Implementation and the International Migration Review Forum and work with all stakeholders to provide coordinated responses to current and future migration in the context of disasters, the adverse effects of climate change and environmental degradation, and mobilize efforts to save lives and prevent migrants from going missing.	<urn:uuid:722db199-abbf-4ccd-9c89-d8c7d6778773>	CC-MAIN-2023-14	https://migrationnetwork.un.org/system/files/docs/UNNM-AP-IMD%20Statement.pdf	2023-03-24T22:30:12+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296945289.9/warc/CC-MAIN-20230324211121-20230325001121-00297.warc.gz	453,710,843	1,164	eng_Latn	eng_Latn	0.997979	eng_Latn	0.998091	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3523, 6612 ]	[ 2 ]	1	0
Communication-Focused Therapy (CFT) for ADHD Ch. Jonathan Haverkampf Abstract—Communication-Focused Therapy (CFT) is a psychotherapy developed by the author, which can be applied to several mental health conditions, including attention deficit disorder (ADHD). Index Terms—ADHD, attention deficit hyperactivity disorder, communication-focused therapy, CFT, communication, psychotherapy, treatment, psychiatry I. INTRODUCTION TTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) can interfere significantly with a person's private and professional life. Often, there is a history of problems in school which cause low self-confidence and inhibit the evolution of a healthy belief in the own resources and talents. Impairments in concentration and focus can be so severe to make school work or performance in one's job impossible. This can cause huge suffering, as the individuals afflicted with ADHD and their family and friends often feel helpless in the face of the patient being unable to have success in professional, and often as a consequence private life. A In therapy, in the interaction between therapist and patient new communication patterns can be developed, which are better suited to help the individual meet own needs, wishes and aspirations in life. Patients suffering from ADHD have often developed maladaptive interaction strategies with their environment, which contribute to the life impairment brought about by the ADHD symptoms. One strategy developed in childhood as a response to a lower ability to focus may simply be an avoidance of anything that requires focus, as the patient has learned early in life that these tasks have been unsatisfying or led to negative feedback from the environment. Rather than making interactions and activities more interesting and meaningful to oneself, which can help improve the ability to focus on them, the patient learns to withdraw from engaging in life and from oneself. By helping individuals with ADHD to reconnect with themselves and the world, however, things become more meaningful again, and the ability to focus improves. Medication is frequently effective in treating the symptoms of ADHD. However, this should in most cases be accompanied by a course of psychotherapy to help with the secondary problems resulting from symptoms und to treat the condition itself. Treatment with stimulants for over a year has been shown to be effective, while there is still a debate about their effectiveness over the long-term. A. Communication Patterns ADHD exerts most of its harmful effect on daily life through the changes it causes in individual communication patterns with others and with oneself. Current communication strategies, which may have worked for a while, are not as helpful anymore, or may be outright damaging to the patient's happiness in life. Jonathan Haverkampf, M.D. works in private practice for psychotherapy and psychiatry in Dublin, Ireland. The author can be reached by email at email@example.com or on his website jonathanhaverkampf.ie. Copyright © 2017 Christian Jonathan Haverkampf. Communication patterns used in an interaction with oneself and in interactions with others are interrelated. Both entail observing and decoding flows of information, identifying relevant and meaningful messages, and interpreting them, and then responding by encoding and sending out information. Most of what humans do in life, and how they interact with themselves, involves this simple schema to some degree. Looking at present or remembered communication processes in therapy can be very helpful in making communication again a tool that benefits the patient rather than interfering with his or her life. The ability to observe the flows of information and the reactions they cause, both internally and externally, is an important skill to build and shape in therapy. It helps the patient to develop strategies to interact with oneself and others over a life-time. It allows an individual suffering from ADHD to find motivation for relevant activities more easily and focus more easily on what is truly important to the oneself. B. Understanding Communication Understanding how communication works can be very helpful to a patient suffering from ADHD. This means not just explaining how messages and meaning are sent and received, but also to allow the patient to experiment in the therapeutic THEJOURNAL OFPSYCHIATRYPSYCHOTHERAPY AND OMMUNICATION setting. This should be the space where the patient feels safe and supported enough to engage in experimenting with communication which in the long-run is effective in dealing with the ADHD itself as well as the secondary communication and relationship effects. The more a patient understands how meaning and relationships are created and maintained in relevant and effective communication, the more of a sense of control he or she will have. For a child it may also be helpful to demonstrate and experiment with the explanation in a playful way. This also helps strengthen the therapeutic relationship and build the motivation for therapy. C. Focus Activities and thoughts that are relevant and meaningful to oneself motivate. Unfortunately, many people in their work, at school or in social interactions feel a need to focus on things that on deeper reflection are neither very relevant nor meaningful to themselves. The two main problems commonly are that one may not know about what is meaningful and valuable to oneself, the other that one may be afraid to look for more meaningful and valuable alternatives to the present action or thought. Children and adults with ADHD often do not have the opportunity to do things they enjoy, and that they feel are relevant to them, which usually makes the ADHD symptoms worse, as well as leading to underperformance and a worsening of the ability to focus. In those cases, where individuals can identify and engage in enjoyable and subjectively meaningful activities, high achievement is possible. For example, in the case of one IT specialist with classic ADHD symptoms in many areas outside his area of expertise, he was tremendously successful and happy in his job, because he was able to do the job he loved. The positive experiences and feedback from his job also translated into a happy family life despite a clear ADHD diagnosis. This does not mean one just has to give children total freedom to 'find themselves', rather it is important to support them to find what is meaningful and important to them by fostering better communication with themselves and with others. The same also applies to adults with ADHD, who have often developed maladaptive communication patterns with themselves and others, which solidify and entrench the ADHD symptoms and impaired connections with oneself and others. II. ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) Attention deficit hyperactivity disorder (ADHD) is a mental disorder of the neurodevelopmental type. It is characterized by problems paying attention, excessive activity, or difficulty controlling behavior which is not appropriate for a person's age. The symptoms appear before a person is twelve years old, are present for more than six months, and cause problems in at least two settings (such as school, home, or recreational activities). In children, attention deficits may result in poor school performance. Still, many children with ADHD have a good attention span for tasks they find interesting. It is thus not a condition which interferes with the ability to focus and concentrate globally, but one that makes it important to help patients see enjoyment and meaning in everyday tasks. If something feels relevant, patients with ADHD often have less difficulty with it. The important task is to help the patient in seeing connections between things in the world, which makes it easier to see relevance and meaning in them. A. Cutting Through Complexity A greater awareness for how things work in detail and how they are connected, builds recognition for the meaningfulness of a task. One way to get there is to make complex relationships between tasks and own interests and aspirations easier to see. Schoolwork as an end in itself may not be very motivating, not just to people suffering from ADHD, but if a subject matter can be tightly linked to a unique interest, focus and concentration can often be restored. For someone with ADHD it is not enough to do things because one does them. They have to resonate with needs, wishes or values that need to be identified or felt first. People without ADHD may be content with postponing the reward for the task into the future, for individuals with ADHD, on the other hand, the reward needs to be closer at hand. The therapeutic relationship, supported by the flow of meaningful messages, should convey to the patient that tools to get what they need and want are available. III. COMMUNICATION-FOCUSED THERAPY (CFT) Communication-Focused Therapy (CFT) was developed by the author to focus more specifically on the communication process between patient and therapist. The central piece is that the sending and receiving of meaningful messages is at the heart of any change process. CBT, psychodynamic psychotherapy and IPT help because they define a format in which communication processes take place that can bring about change. However, thy do not work directly with the communication processes. [1] CFT attempts to do so and can be used in depression [2], OCD [3], psychosis [4], bipolar disorder [5], social anxiety [6] and many other psychiatric conditions. We engage constantly in communication. The cells in our bodies do so with each other using electrical current, molecules, vibrations or even electromagnetic waves. People communicate with each other also through a multitude of channels, which may on several technologies and THEJOURNAL OFPSYCHIATRYPSYCHOTHERAPY AND OMMUNICATION intermediaries. It does not have to be an email. Spoken communication requires multiple signal translations from electrical and chemical transmission in the nervous system to mechanical transmission as the muscles and the air stream determine the motions of the vocal chords and then as sound waves travelling through the air, followed by various translations on the receiving end. At each end, in the sender and in the receiver, there is also a processing of information which relies on the highly complex networks of the nervous system. Communication, in short, happens everywhere all the time. It is an integral part of life. Certain communication patterns can, however, also contribute to experiencing anxiety and panic attacks. A. Autoregulation Communication is an autoregulatory mechanism. It ensures that living organisms, including people, can adapt to their environment and live a life according to their interests, desires, values, and aspirations. This does not only require communicating with a salesperson, writing an exam paper or watching a movie, but also finding out more about oneself, psychologically and physically. Whether measuring one's strength at the gym or engaging in self-talk, this selfexploration requires flows of relevant and meaningful information. Communication allows us to have a sense of self and a grasp of who we are and what we need and want in the world, but it has to be learned similar to our communication with other people. Giving patients with ADHD a greater sense of being in control of their own destiny and interacting with others and shaping the world in a way which gets their needs and wants met. Even though young patients with ADHD seem demanding and in control of things in a wild way, at the core they are very conscious of not being in control over events in life. There is the constant sense of not getting what one needs and wants, especially in older patients, which leads to misdiagnoses of personality disorders, particularly narcissism or dissocial personality disorder. It is important to see the ADHD with its maladaptive communication patterns with oneself and others at the core. B. Reconnection In ADHD there is often a strong sense of disconnect, which also causes a loss of insight into what is meaningful and relevant to the own person. This, however, makes it more difficult to find the activities and relationships that one can more easily focus on and engage with. Reconnection on an emotional level means reflecting on activities and interactions in the past which generated positive feelings, reconnecting on a cognitive level means reflecting on one's thought patterns and content, often with the help of a therapist. The therapeutic setting has the advantage that the focus is on this reconnecting work and there is little distraction from other people and everyday life demands. The work of the therapist is to support the patient in this journey of reflecting on interaction patterns and reconnecting with self and the world. IV. UNDERSTANDING ADHD Someone suffering from ADHD can focus quite well on things that are motivating. However, for things that are not motivating it can be far more difficult to focus and concentrate on. Thus motivation, or seeing relevance and potential excitement and satisfaction, in things is probably more relevant to someone suffering from ADHD. Many therapeutic approaches target the focus or concentration rather than motivation. However, changing motivation and making things more meaningful may be a better long-term strategy. This can develop if changes in perspective lead to the perception of more meaning in oneself and in the word around, in behaviors and thoughts. A. Disconnection There is a vicious cycle in which the symptoms of ADHD cause a disconnectedness from oneself and others. This not only leads to feelings of loneliness, but also to a loss of a sense of effectiveness in the world, the ability to effect changes and to get ones needs, wants and aspirations met. The disconnect is often a result of the perceived failure in carrying out tasks which seem effortless to others, like schoolwork or otherwise simple repetitive tasks. Later in life, they can lead to resignation on the job and resentment towards others. Of course, at the core is anger, hopeless and helplessness about oneself. The antidote to this is the reconnection already mentioned above. B. Motivation Motivation is a key parameter n ADHD because if one is genuinely motivated about an activity, the ADHD symptoms often vanish, particularly the difficulties in focus and the tendency of the mind to wander. Using better communication with oneself and others to build motivation is usually the best way to achieve a more permanent effect. The patient should develop the skillset to be able to motivate myself or herself to choose and do the things in life which are relevant to himself or herself. THEJOURNAL OFPSYCHIATRYPSYCHOTHERAPY AND OMMUNICATION V. MEANING In therapy an important part is to rediscover meaning, and find it in the things that are relevant to the patient. Relevant is anything that is close to his or her values, basic interests, aspirations, wants, wishes and desires. Seeing communications as meaningful requires perceiving a relevance to oneself in them, as well as a message that can bring about some change. In many situations it may be that it is difficult to spot meaningfulness in something before it has been tried out, but people often engage in it anyhow if they believe that it holds the potential to be meaningful. Much in the world would never have been accomplished without this course of action. To people suffering from ADHD, such a way of doing things seems to be closed off. The emotionally felt relevance and meaningfulness has to be there right away. So, an important question becomes how to bridge this gap in time. CFT aspires to do just this by working with meaningful messages in the exchange between therapist and patient. VI. EXPERIENCING THE WORLD Communication helps in identifying and finding meaning, either communication with oneself or with others. The exchange of messages is like a learning process in which meaning can be identified, found and accumulated. Through meaningful interactions one accumulates more meaning, more connectedness with oneself and the world and reduces the need for thoughts and behaviors which are triggered by fears, guilt, self-blame and other negative emotions. This also helps against depression and anxiety. Perceiving more meaning also makes interacting with others and oneself more meaningful. This has a positive effect on one's interaction patterns, how and in which one ways one relates to one's environment and exchanges messages with it. The fact that meaning can be created in an interaction, or any instance of communication, can be liberating from someone with ADHD because it means one does not have to wait for meaning. It is already there, if one just engages in it. VII. COMMUNICATION PATTERNS The patterns in which people communicate determine the benefits the communication process. If the interaction patterns are not helpful in understanding messages from another or not helpful in reacting to the messages from others, they are not doing what they are supposed to do, or at least not fully. Then it is time to change them, which can be accomplished in the therapeutic setting, which not only provides feedback (to both, therapist and patient) and fertile ground for experimenting with new communication patterns, but also gives everyone participating in it the opportunity to feel how specific communication patterns feel. In ADHD, the communication space of a therapeutic setting can help the patient to find more confidence and experience more authorship in affecting the dynamic, as well as develop insight into oneself and how to see more meaning in the world. The interaction with another human being can bring about the discovery of more meaning in the world. That is a basic axiom of communication theory, and shows again and again in the practice of psychotherapy. VIII. VALUES, NEEDS AND ASPIRATIONS Often, individuals suffering from ADHD have become uncertain about what is genuinely important to them and the fit between these values and interests and their current life situation. Whether in the professional or romantic realms, getting having one's needs, values and aspirations met, makes happy in the long run. This also applies to obviously altruistic situations. If I value helping people, it is important that I do that to make me happy. Some people need to spend more time by themselves, while others thrive in social settings. In the end, a mix appropriate to the individual leads to the greatest motivation and positive feelings. This applies to many personality and character attributes as well. Some can slowly change over time, but many, such as a person's core values, change little, if at all. Particularly for an individual with ADHD, it helps to have a good grasp of what they are, because pursuing them can lead to a much better focus and greater satisfaction and success. For everyone, but particularly for those with ADHD, a major task in life is to steer one's life in the direction of one's basic interests, values and aspirations. To discover what is meaningful it is helpful to spend some effort on identifying values, needs and aspirations. This process can be very helpful to adults, but may be more difficult in children and adolescents who are still developing and understanding of these parameters. Helpful here could be engaging in play or other activities where they can be identified. In adults this can be accomplished within a normal psychotherapy setting. IX. MEANINGFUL MESSAGES AS THE INSTRUMENT OF CHANGE Communication is the vehicle of change. The instruments are meaningful messages which are generated and received by the people who take part in these interactions. In a therapeutic setting, keeping the mutual flow of information relevant and meaningful brings change in both people who take part in this process. The learning curve for the patient may be steeper in certain respects because he or she spends less time in this interaction style than a therapist. THEJOURNAL OFPSYCHIATRYPSYCHOTHERAPY AND OMMUNICATION A. Better Communication Patterns For patients with ADHD, communication patterns have often developed as short time strategies at first, and where then kept for the perceived lack of better choices. Often, they become quite maladaptive over time, partly because of social isolation or conflict due to worsened ADHD symptoms, which can make them even less suited to benefit the patient. As described above, to get out of this vicious cycle awareness and insight into present patterns and the development of new patterns is key. B. Towards Interests and Values Behaviors and activities will only increase satisfaction in the long run if they take into account the basic interests, values and aspirations of the individual. This requires identifying them first, as described above, and then finding ways to implement them more into the person's life. Fears and conflicts may need to be addressed, which are often associated with more substantial changes in a person's life. C. Individual Success Succeeding in life is both and individual and communal accomplishment. Communication with oneself and others is the important link and mechanism in attaining it. Especially for someone suffering from ADHD, failures at school or on the job often lead to less self-confidence and secondary psychiatric symptoms. To turn this around, it is important for the person suffering from ADHD to develop the communication skills and insight to reconnect with oneself and the world around. REFERENCES [1] Haverkampf, CJ. CBT and Psychodynamic Psychotherapy - A Comparison. J Psychiatry Psychotherapy Communication 2017 Sept 30 6(2)61-68 [2] Haverkampf, CJ. Communication-Focused Therapy (CFT) for Depression. J Psychiatry Psychotherapy Communication 2017 Dec 31;6(4):101-104. [3] Haverkampf, CJ. Communication-Focused Therapy (CFT) for OCD. J Psychiatry Psychotherapy Communication 2017 Dec 31;6(4):105-107. [4] Haverkampf, CJ. Communication-Focused Therapy (CFT) for Psychosis. J Psychiatry Psychotherapy Communication 2017 Dec 31;6(4):119-124. [5] Haverkampf, CJ. Communication-Focused Therapy (CFT) for Bipolar Disorder. J Psychiatry Psychotherapy Communication, 2017 Dec 31;5(2):125-129. [6] Haverkampf, CJ. Communication-Focused Therapy (CFT) for Social Anxiety and Shyness. J Psychiatry Psychotherapy Communication, 2017 Dec 31;5(2):108-113. THEJOURNAL OFPSYCHIATRYPSYCHOTHERAPY AND [7] Haverkampf, CJ. Antipsychotics: Emotional Flattening vs Apathy. 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AIMS Our School Mission "Living, Loving Learning in Jesus" is accomplished through our aims: 1. To be a living Christian Community reflecting the love of Jesus in all that we do. 2. To recognise the uniqueness of each member of our school and to provide an education that fully develops their gifts and talents. 3. To work in partnership with parents, carers, the parish and the wider community in order to achieve the above. WE ACHIEVE OUR AIMS THROUGH OUR: ETHOS AND ENVIRONMENT We use Jesus' life as the basis for our Faith and Prayer life, our relationships and our understanding of our rights and responsibilities and as a consequence our school is: - A welcoming, friendly, bright, lively and happy place where children feel SAFE and where BEHAVIOUR FOR LEARNING is embedded. - An INCLUSIVE SCHOOL where all are treated equally and fairly and given equality of opportunity and voice regardless of gender, religion, additional need, disability or race. - An ACHIEVING SCHOOL in which success and achievement are promoted and all of our children are supported to set high standards for themselves and to work hard to achieve these. - A HEALTHY SCHOOL in which we ensure the physical, social spiritual and emotional education and development of our children through both our curriculum and extra curricula provision. - An active PARTNER with parents, the Parish and the wider community to continuously improve all aspects of our provision. PROVISION EXCELLENCE IN INCLUSIVE PLANNING TEACHING AND ASSESSMENT FOR LEARNING WHICH PROMOTES A CULTURE OF HIGH EXPECTATION is at the heart of what we do and as a consequence the teaching of the basic skills and the development of knowledge, skills, understanding and values: - Is responsive to learners' strengths and needs and engages, motivates and inspires them. - Is of the highest quality and ensures every child succeeds ENJOYMENT OF LEARNING is at the heart of what we do and in our school: - Children are supported to learn how to learn and to develop positive learning behaviours and intellectual and emotional resilience. - Learning is focused on individual pupil needs and abilities and is an active process which develops and stretches our children and excites their imagination. - Planned learning challenges enable our children to learn different things in many different ways; they learn through listening, watching and doing; they learn indoors and out of doors and through play; they learn both independently and collaboratively; they learn through art, music, drama and sport; they learn from adults and from each other. - Learning supports our children to develop a hierarchy of transferable skills and the knowledge and values necessary to make positive decisions with regards to their personal, social, health and emotional development and to their role as world citizens. A CREATIVE AND DIFFERENTIATED CURRICULUM is at the heart of what we do and in our school: - Our VALUES CURRICULUM supports our children to understand and develop their Faith and Prayer Life as well alongside the knowledge and skills necessary to make positive decisions with regards to their personal, spiritual, moral, social, health and emotional development and their role as world citizens. - Our CORE CURRICULUM ensures that reading writing, grammar, punctuation, spelling and maths are taught to a very high standard. - Our CITIZEN OF THE WORLD CURRICULUM reflects statutory requirements whilst ensuring that our children have access to rich, broad and balanced experiences presented in an interesting, exciting and imaginative manner with lots of opportunities for first-hand experience, practical work, investigation and learning through play. The creative aspects including art, poetry, story, dance, music and performance are central to our provision in this area. - All aspects of our curriculum provision are enriched by cross curricular focus weeks, visits and visitors and use of local and wider environments. LEADERSHIP AND MANAGEMENT Effective, efficient and ambitious LEADERSHIP AND GOVERNANCE, including DISTRIBUTED LEADERSHIP, nurtures our ethos and environment and drives the continuous development of teaching, learning and assessment and the curriculum provision necessary to ensure that all of our children make good or better progress and achieve high standards in all aspects of their development. PARTNERSHIPS A strong pro-active partnership between the school, parents and the Parish contributes significantly to the achievement of our aims. As do partnerships with other schools and outside agencies.	<urn:uuid:dff3afb5-a144-4c41-8aaa-7663237f8f8a>	CC-MAIN-2023-50	https://ourladysbishopeton.com/wp-content/uploads/2023/02/Aims.pdf	2023-12-07T20:05:00+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00322.warc.gz	490,778,816	887	eng_Latn	eng_Latn	0.994277	eng_Latn	0.994277	[ "eng_Latn" ]	false	docling	[ 4585 ]	[ 2.21875 ]	1	1
Relationship and Sex Education Policy This policy is the responsibility of the Director of Boarding to review and update biennially. Scope This policy is designed to set out the aims of Relationship and Sex Education at Malvern St James and outline how this is delivered within the school. Introduction Malvern St James is an all through girls' independent school, taking pupils aged 4 to 18. There is a religious and cultural mix within which, although the majority of pupils are of a Christian background, there is a significant minority of other religions and cultures. This policy has been written to meet legal requirements and to correspond with the aims of the School. Statutory requirements Relationships Education is compulsory in all primary schools and Relationships and Sex Education (RSE) is compulsory in all secondary schools. At MSJ we teach RSE through the PSHEEC curriculum and have updated this policy and curriculum in consultation with parents to ensure all government guidelines are met. What is Relationship and Sex Education? 'It is a lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health.' DfE July 2000 Effective relationship and sex education is essential if young people are to make responsible and well-informed decisions about their lives. At Malvern St James we firmly believe that it should be delivered within the framework for Personal, Social, Health and Economic Education and Citizenship Policy (PSHEEC). The objective Relationship and Sex Education (RSE) is to help support young people through their physical, emotional and moral development. It is about the understanding of the importance of meaningful relationships for family life, stable and loving relationships, respect, love, consent and care. It is also about the teaching of sex, sexuality and sexual health. The School's aims regarding Relationships and Sex Education are * To ensure pupils learn about the different types of relationships, including friendships, family relationships, intimate relationships and dealing with strangers; * For pupils to recognise, understand and build healthy relationships, including development of self-respect and respect for others, commitment, tolerance, boundaries, consent, how to manage conflict and also how to recognise unhealthy relationships; * To understand how relationships may affect and wellbeing, including mental health; * To learn about healthy relationships and safety online; * To teach pupils that loving relationships can occur between opposite or same sex couples; * To generate an atmosphere where questions of a sexual nature can be asked and answered openly without embarrassment and trust and confidentiality are ensured; * To educate pupils to make responsible and well-informed decisions and support them through their physical, emotional and moral development; * To prepare pupils so that in adult life they will have the confidence and self-esteem to value themselves and others, respect for individual conscience and the skills to judge what kind of relationship they want. Develop positive values and a moral framework that will guide their decisions, judgements and behaviour; * To minimise undue anxieties connected with the process of sexual maturation. To be aware of and at ease with their sexuality; * To develop an understanding of the needs of the individual and the responsibilities of a loving relationship; * To provide pupils with sufficient information and skills to protect themselves and, where they have one, their partner from unintended conceptions and sexually transmitted infections including HIV; * To provide access to confidential sexual health advice, support and, if necessary, treatment and to know how to access advice and support; * To be sensitive to pupils' needs, whatever their developing sexuality; * To enable pupils to know what is and what is not legal in matters relating to sexual activity; * To encourage pupils to consider morals, the value of family life and long-term relationships; * To be sensitive to the needs of different ethnic groups; * To ensure that the Relationships and Sex education delivered is accessible to all pupils including those with SEND. This policy is a subset of the Curriculum Policy and is an integral part of the schemes of work for Science, Religious Studies and PSHEEC. Provision of RSE RSE is taught within the schools PSHEEC curriculum from Reception to Year 13. Biological aspects are taught within the Science curriculum in Key Stages 3 and 4. In Years 7-13 some aspects of RSE are delivered by Nurses from the Health Centre. Other aspects of the subject are taught by the Mental Health and Wellbeing Lead and the Director of Pastoral Care. In some cases, Form Tutors will deliver sessions which have been planned for them by one of the RSE leaders mentioned above. There are also topics which are led by visiting professionals. There is a scheme of work for each Year Group provided by the Head of PSHEEC. The Head of PSHEEC monitors and evaluates RSE by lesson observation and pupil/staff feedback questionnaires. Staff who are asked to deliver RSE sessions will be offered appropriate training. Discussion of related aspects, including consent, sexual behaviour and harassment will occur at other points in the PSHEEC programme as well as in other subject areas such as English. Opportunities for the discussion of Christian and moral aspects of relationships and behaviour, including contraception also form part of Religious Education. Discussion of sexual relationships and behaviour may occur in any subject where it is relevant to the particular part of the syllabus being studied. In dealing with these issues staff will be aware of the various ethnic and religious groups and the different family backgrounds of the pupils. Teaching material will be appropriate to the age and maturity of the pupils. Support for individual pupils and their concerns over sexual matters will be provided by the Health Centre, in the Houses, by Pastoral Staff, as well as in School. Access to trained counsellors, opportunities to discuss concerns on an 1-1 basis and information about support groups and outside agencies will be provided for every pupil. Digital Literacy with respect to images and grooming via both the internet and the sharing of nudes and semi-nudes are taught by the E-Safety Officer within PSHEEC using material appropriate to the age group; external speakers regularly visit the school with expertise in these specific areas. (See E-safety policy and see Acceptable Use policy). Topics such as consent, cyber-bullying, exploitation, violence and on-line safety are taught in PSHEEC in age-appropriate ways throughout the school. Equal Opportunities Teaching of RSE responds to the needs (including SEND) of individual pupils and takes the cultures, faiths and family backgrounds of all pupils into consideration. MSJ strives to ensure that all pupils are treated fairly and that there is no discrimination or bullying on the grounds of gender, race, religion, colour, language, culture, social circumstances, appearance, sexuality, ability or disability in line with the Equality Act (2010) The RSE programme takes into account the full spectrum of diversity and is relevant to and includes all young people – heterosexual, gay, lesbian, bisexual, transgender, those questioning their sexuality, those that have not yet had sex and those that are sexually active. Confidentiality and support services The issue of confidentiality is discussed with pupils so they understand boundaries and appreciate that no adult can agree confidentiality if a pupil is thought to be at risk. Pupils receive information signposting agencies whom they may contact for additional support regarding personal concerns such as abuse and sexual health both inside and outside of school (see Safeguarding Policy). Right of Withdrawal of Pupils from Relationship and Sex Education Malvern St James recognises the importance that parents place upon RSE and values the support they give to enable the School to deliver a programme of study that is representative of the parents' wishes for their child(ren). The School acknowledges that parents have the right to withdraw their child(ren) from lessons covering RSE provided at School, except for those parts included in the National Curriculum. If a parent wishes to exercise this right, the School suggests that appointment be made to discuss potential concerns with the Headmistress. Should it not be possible to address these concerns to the satisfaction of the parents at this meeting, the School requires the parents to inform them in writing that they wish their child(ren) to be withdrawn from RSE. Monitoring, Evaluation and Review * Relationship and sex education will be monitored through observation, evaluation and pupil feedback by the Director of Pastoral Care, the Director of Teaching and Learning, and the Head of PSHEEC. * The full Policy will be made available to all parents on the Malvern St James website. * Pupils provide feedback on a regular basis including formal evaluation of PSHEEC at the end of every term. * Use of online quizzes allows those delivering the curriculum to assess how well their pupils have understood content and also enables pupils to have a 1-1 confidential dialogue with the adult delivering the session. * As well as being consulted on in the writing of this policy, parental opinion will be sought at any major re-write of this policy. * A nominated Council member, Alison Warne, is the Relationships and Sex Education Governor and has a link between the School and the Council. Procedures for the involvement of Visitors/Health Professionals Visitors are invited into school because of the particular expertise or contributions they are able to make. Health Education visitors not employed by the School, those who support the RSE programme, are usually known by the School. Hence, we are confident that, knowing the School and its ethos, they are well prepared to undertake work both in and out of the classroom. The School expects all visitors to deliver Relationship Education in accordance with the Department of Education guidelines and the School Policy and procedures. A member of the teaching staff will generally be present when an external professional is delivering RSE content. All visiting speakers are subject to evaluation as detailed in our Visitors Policy Sex and Relationship Education Programme Curriculum Overview Year 1: Growing and changing Boys and girls Body care and privacy Keeping secrets Year 2: Growing and changing Boys and girls Body care and privacy Keeping secrets Year 3: Growing and changing Where do babies come from? Body care and privacy - NSPCC PANTS Keeping secrets and personal space Year 4: Growing and changing Where do babies come from? Body care and privacy - NSPCC PANTS Keeping secrets and personal space Year 5: Puberty – my changing body Reproduction Body care and privacy - NSPCC PANTS Confidentiality and boundaries Year 6: Puberty – my changing body Reproduction Body care and privacy - NSPCC PANTS Confidentiality and boundaries Year 7: Friendships & good relationships Families & Marriages Body changes Female Genital Mutilation (FGM) Online friendships Child Sexual Exploitation (CSE) and Radicalisation Social Media Year 8: Personal Hygiene & Puberty Conception Parents and responsibilities Stereotypes and damage Grooming CSE and Radicalisation Gender Year 9: Sexual orientation Consent Healthy and unhealthy relationships Body image and Negative Self-Talk CSE and Radicalisation Reporting issues and material Digital World RSE Year 10: GDPR and data collected Impact of viewing harmful material Domestic abuse, consent & sexual harassment Contraception & STDs Delaying Sex/Alternatives FGM Year 11: CSE and Radicalisation Planned and unplanned pregnancies HIV and Aids Year 12: CSE and Radicalisation Domestic abuse, consent & sexual harassment Pornography Forced marriage Consent reminder Fertility Gender Breast Cancer Awareness Year 13: CSE and Radicalisation The Laws – harmful content Contraception and STD reminder including HIV and Aids Fertility Menopause This spiralised programme allows RSE subjects to be taught several times, reinforcing key messages and consolidating information at an age-appropriate level Where appropriate sessions will include a section on the law – particularly for these topic areas. * marriage * consent, including the age of consent * violence against women and girls * online behaviours including image and information sharing (including sharing of nudes and semi-nudes, youth- produced sexual imagery, etc.) * pornography * abortion * sexuality * gender identity * substance misuse * violence and exploitation by gangs * extremism/radicalisation * criminal exploitation (for example, through gang involvement or 'county lines' drugs operations) * hate crime * female genital mutilation (FGM) Relevant Policies * Curriculum Policy * E-safety Policy * Confidentiality Policy * Safeguarding Policy * Acceptable Use Policy * PSHEEC Policy * Equal Opportunities Policy * Mental Health and Wellbeing Policy Authorised by Date Signature Resolution of THE SCHOOL COUNCIL 22 June 2022 Effective date of the policy 22 June 2022 Review date May 2024 Circulation Members of School Council / teaching staff / all staff / parents / pupils [on request]	<urn:uuid:7846599a-b6c8-447c-8cd8-80342a79b3ba>	CC-MAIN-2023-50	https://resources.finalsite.net/images/v1692179703/malvernstjamescouk/f3tgnhrxxm4idjtg8wza/MalvernStJamesGirlsSchool-RelationshipsandSexEducationPolicy.pdf	2023-12-07T21:14:42+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00322.warc.gz	541,759,526	2,662	eng_Latn	eng_Latn	0.959156	eng_Latn	0.996777	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2509, 6089, 9865, 11152, 12147, 13434, 13683 ]	[ 2.578125 ]	1	0
Migrating conifers A stand of bristlecone pines found in Thomas Canyon of the northern Ruby Mountains As far as I know, no one has climbed the side of Seitz Canyon since the 2018 Range Two fire. This wildfire burned across Seitz Canyon, over the ridge and into Lamoille Canyon. High on the side of Seitz Canyon is an important stand of conifers, since they are the only white fir trees found in the Ruby Mountains. These trees are part of an ice age saga of migration into the Ruby Mountains. No one seems to know what types of trees grew in the Rubies before the most recent ice age, about 15,000 years ago. However, we do know that conditions during the ice age were so severe that most conifer tree species died out. The only ones that survived in and around the Ruby Mountains and East Humboldt Range were bristlecone pines, limber pines and common junipers (low, spreading mats of prickly juniper.) As glaciers retreated and growing conditions improved, conifer species slowly extended their ranges back into this area. These migrations continue today and several tree species have reached the Ruby Mountains but gone no farther. One main tree migration route has been from the mountain ranges of southeast Idaho. Trees have slowly expanded their range throughout the Jarbidge Mountains and Independence Range. Whitebark pines used this migration path to reach the Rubies but are not found any farther south. Whitebark pine trees now cover the Rubies. Most mountain ranges are covered with firs, pines and spruces, while whitebark and limber pines are found only along a high, thin band right at the tree line, the highest elevations where trees can survive. But here in the Rubies, these two pine trees dominate the slopes from ridge top to canyon bottom. The reason why the Rubies have no thick forests of limber pines and whitebark pines is these pine species only grow in open settings. Tall, conical subalpine firs also migrated from Idaho but have not yet reached the Rubies. They are the main conifers in the Jarbidge and Independence Mountains. The closest subalpine firs are found at Lone Mountain, about 30 miles north or Elko. Other conifers migrated north from the mountain ranges of southwest Utah, entering Nevada around Ely. During the last ice age, single-leaf piñon pine, Utah juniper and Rocky Mountain juniper existed only in the low deserts of southern Nevada. Since the last ice age, they have quickly spread back north. Pinyon pines migrated about 400 miles in 8,000 years, averaging 1 mile every 20 years. Pinyons are now found in most of Nevada's central and southern ranges but their migration has extended no farther than the Rubies. Junipers are now wide spread through most of Nevada. This rapid migration of both junipers and pinyons has been aided by birds. Engelmann spruce moved north from Utah's mountains. Its farthest advance to the northwest is Pilot Peak and a single stand in Thorpe Canyon of the Rubies. Also from southern Utah have come white firs. These firs dominate mountain ranges around Ely, and are the dominant conifer on Spruce Mountain. The one stand found farthest north is, or was, the firs in Seitz Canyon. Bristlecone pines were hardy enough to stay here and survive ice age conditions. They are now found in several mountain ranges of southeastern Nevada. The farthest north they can be found is, you probably guessed it, the Eastern Humboldt Range and one stand in the northern Rubies. These bristlecones can be seen in Thomas Canyon. Why have these migrations reached the Rubies but gotten no farther? One factor is probably the good habitat offered by the Ruby Mountains. Species have been able to grow here that have not survived elsewhere. A second factor is blind luck. These migrations began so recently, no clear pattern has yet emerged. February 2019 <<< Click your back arrow to return to the list of articles	<urn:uuid:2c4c8c45-edbb-46f0-88b4-72e83149b9ca>	CC-MAIN-2023-50	http://grayjaypress.com/backyard/articles/conifers.pdf	2023-12-07T20:48:26+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00322.warc.gz	16,012,481	849	eng_Latn	eng_Latn	0.998749	eng_Latn	0.998645	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1138, 3173, 3892 ]	[ 2.640625 ]	1	0
Patriot Read Rising 7th grade "An investment in knowledge always pays the best interest." -Benjamin Franklin Heritage Christian School Patriot Summer Reading Program The purpose of summer reading is to expose our students to good books – books that will enrich the mind, character and spirit of HCS students during summer break. Our goal is to encourage a lifelong love for reading. Students entering 7 th grade need to choose one book from the list below to read over the summer. After reading the books, the student should complete the book report following the instructions given (see attached). Parents should sign the form which will be given to the seventh grade teacher on the FIRST DAY OF SCHOOL. The reports will be graded and will be the student's first English test grade. Deduction of points will be made each day it is late. Any student not completing the reports after one week will receive a zero. \| Author \| \| \| \| \|---\|---\|---\|---\| \| Alcott, Louisa May \| \| \| \| \| Aldrich, Thomas B. \| \| \| \| \| Allen, Robert \| \| \| \| \| Anderson, William \| \| \| \| \| Arnold, Elliott \| \| \| \| \| Bailey, Carolyn Sherwin \| \| \| \| \| Baldwin, Lindley \| \| \| \| \| Blos, Joan W. \| \| \| \| \| Bohner, Charles \| \| \| \| \| Brink, Carol Ryrie \| \| Caddie Woodlawn \| \| \| Burnford, Sheila \| \| The Incredible Journey \| \| \| Byars, Betsy \| \| \| \| \| Camp, Norma \| \| \| \| \| Canfield, Dorothy \| \| Understood Betsy \| \| \| Cavanaugh, Jack \| \| \| \| \| Cavannah, Frances \| \| \| \| \| Chapian, Marie & Sadler, Robert \| \| \| \| \| Collins, David \| \| \| \| \| Daugherty, James \| \| \| \| \| Dekker, Ted \| \| \| \| \| DeVoto, Bernard \| \| \| \| \| Dickens, Charles \| \| A Christmas Carol \| \| \| Dunlop, Ed \| \| \| \| \| Eggleston, Edward \| \| \| \| \| Fabry, Chris \| \| \| \| \| Field, Rachel \| \| \| \| \| Finley, Martha \| \| \| \| \| Foster, Genevieve \| \| \| \| \| George, Jean Craighead \| \| My Side of the Mountain \| \| \| Gray, Elizabeth Janet \| Adam of the Road, \| \| I Will Adventure \| Hunt, Irene Across Five Aprils Jenkins, Jerry B. Left Behind for kids, Red Rock Mysteries (series) \| Juster, Norton \| \| The Phantom Tollbooth \| \| \| \|---\|---\|---\|---\|---\| \| Keith, Harold \| \| Rifles for Watie \| \| \| \| Kipling, Rudyard \| \| The Jungle Book \| \| \| \| Kjelgaard, Jim \| \| Big Red \| \| \| \| L’Engle, Madeline \| \| \| \| \| \| Lathan, Jean Lee \| \| Carry on, Mr. Bowditch \| \| \| \| Laurgaard, Rachel K. \| \| \| \| \| \| Levitin, Sonia \| \| Journey to America \| \| \| \| Lewis, C.S. \| \| Chronicles of Narnia (series) \| \| \| \| MacDonald, George \| \| \| \| \| \| Meader, Stephen \| \| \| \| \| \| Meigs, Cornelia \| Invincible Louisa, \| \| \| Wild Geese Flying \| \| Mongtomery, L.M. \| \| Anne of Green Gables; Anne of Avonlea \| \| \| \| Morey, Walt \| \| Gentle Ben \| \| \| \| O’Dell, Scott \| \| \| \| \| \| Peretti, Frank \| \| \| \| \| \| Peterson, Andrew \| \| \| \| \| \| Pyle, Howard \| Men of Iron, \| \| Adventures of Robinhood \| \| \| Rawlings, Marjorie Kinnan \| \| \| \| \| \| Reit, Seymour \| \| \| \| \| \| Richardson, Arleta \| \| Grandma’s Attic (series \| \| \| \| Roddy, Lee \| \| An American Adventure (Bethany House \| \| \| \| \| \| Publishers) \| \| \| \| Rogers, Jonathan \| \| \| \| \| \| Sandburg, Carl \| \| \| \| \| \| Seredy, Kate \| The Good Master, \| \| \| The Singing Tree \| \| Serraillier, Ian \| \| \| \| \| \| Shura, Mary Francis \| \| \| \| \| \| Sidney, Margaret \| \| The Five Little Peppers and How They Grew \| \| \| \| Smith, S.D. \| \| \| \| \| \| Speare, Elizabeth G. \| \| The Bronze Bow; \| \| \| \| \| \| Sign of the Beaver \| \| \| \| Sperry, Armstrong \| \| Call It Courage \| \| \| \| Sterling, Dorothy \| \| \| \| \| \| Stevenson, Robert L. \| \| Treasure Island \| \| \| \| Street, James \| \| \| \| \| \| Sutcliff, Rosemary \| \| \| \| \| \| Taylor, Mrs. Howard \| \| \|---\|---\| \| Trease, Geoffrey \| \| \| Tunis, Edwin \| \| \| Tunis, John R. \| \| \| Wilder, Laura Ingalls \| The Little House (series) \| \| Wyss, Johann David \| Swiss Family Robinson \| \| Yates, Elizabeth \| Amos Fortune \| 1. ____________________________________________ - I have read the entire book. - I had never read this book before this summer. - No one has helped me in the preparation of the summer reading assignment. Child's Signature ___________________________________ Parent's Signature ___________________________________ (by signing you are verifying your child read this book this summer and completed the book report) Full-length Book Report The full-length written book report has three parts: the introduction, body, and conclusion. The total length of this report should be 1½ to 2 pages. Use MLA formatting (see attached example). 1. Introduction (paragraph 1) – Introduce the title, author, and subject or theme of the book in the first sentence. Summarize the book in two or three sentences. Close your introduction with a thesis statement that focuses on a minimum of two applications. Examples of poorly written and well written thesis statements: Poor: I learned much from this book. Better: Elisabeth Elliot's Through Gates of Splendor shows how God directs every step of those who trust Him. Poor: This is a good book, and I really enjoyed it. Better: Through the experiences of the March sisters in Little Women, one can learn to appreciate the family that God has given him. 2. Body (paragraphs 2 and 3) – Begin each paragraph with a topic sentence stating one of the applications of the thesis statement. Use incidents, details, and quotations to illustrate the applications you stated in your thesis. Quotations should be 1) introduced and 2) cited parenthetically by putting the page number after the closing quotation marks but before the period. End each paragraph with a clincher sentence that includes the paragraph's main point and key words from the developing sentences. 3. Conclusion (paragraph 4) – Begin the conclusion with a restatement of your thesis. Give your thoughts about the book, whether they are favorable or unfavorable. English 7 (8 or 9) North and South by Elizabeth Gaskell Angry factory workers, a narrow escape, reversing fortunes—these scenarios frame Elizabeth Gaskell's nineteenth-century classic North and South. When the Hale family moves to Milton-Northern, they expect to dislike their home and neighbors. They do not expect to care for the poor factory workers, to mediate labor disputes, or to become landowners. Northern factory owner John Thornton and Southerner Margaret Hale emerge as the book's hero and heroine while learning valuable life lessons. Gaskell's North and South teaches that one person's actions affect others and that telling anything less than the truth mars a person's testimony. First, North and South teaches that one person's actions affect others. In chapter 4, Mr. Hale demonstrates this truth when he decides that he can no longer serve as an Anglican minister because he doubts the church's doctrine. Though his decision was based on his conscience alone, Mr. Hale's family has to leave their home in southern England's Helstone and move to Milton-Northern (37-38). This move and the harsher northern climate combine to weaken Mrs. Hale's health and lead to her eventual death, leaving Mr. Hale's daughter Margaret motherless. Mr. Hale's son, Frederick, also demonstrates this lesson when he arrives in England in chapter 30. As an outlaw living in Spain after leading a mutiny on a British ship, Frederick risks imprisonment to visit his dying mother. Margaret bears the brunt of Frederick's folly in having to care for her parents alone while trying to keep his visit secret. Both Mr. Hale's and Frederick's actions affect Margaret. While teaching that a person's actions affect others, North and South also teaches that telling anything less than the truth mars a person's testimony. In chapter 34, Margaret demonstrates this truth by lying to the police inspector to keep her brother from being arrested before he leaves the country. The night Frederick left Milton, Margaret went with him to the train station to say goodbye. Mr. Thornton, Margaret's admirer, and Leonards, Frederick's shipmate and fellow mutineer, saw the pair waiting for the train. Frederick escapes confrontation from Leonards by pushing the drunken man away. When Leonards dies a few days later, the police investigation reveals that Margaret was at the scene. Fearing that Frederick may not yet have left England, Margaret lies: "I was not there" (267). After the police inspector leaves, Margaret knows she had done wrong and wants to apologize. What she does not know is that Mr. Thornton, as "the magistrate who attended to take down. . . [Leonards's] deposition," was told she had denied being at the scene (272). Although, he continues to love her, Thornton questions her character and his desire to marry her. Thornton cannot condone Margaret's lie but does stop the inquest to save Margaret from public disgrace (274). Still Margaret's lie has damaged her testimony with Thornton. Margaret Hale's story shows how one person can suffer from another's actions and how deceit damages a person's reputation. John Thornton observes Margaret's character and continues to love her despite her initial rejection, and her blatant lie. When he loses his fortune and becomes her tenant, he realizes his folly in not seeking the truth. Margaret reconciles the situations by sharing her inherited wealth. Gaskell's North and South entertains and educates readers in a timeless tale of enduring love.	<urn:uuid:c123eb43-f822-4fcc-9145-d57360baa6ad>	CC-MAIN-2023-50	https://hcspatriots.org/wp-content/uploads/2021/05/Rising-7th-grade.pdf	2023-12-07T20:32:56+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00320.warc.gz	333,595,558	2,459	eng_Latn	eng_Latn	0.933222	eng_Latn	0.999249	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 110, 1988, 3734, 3975, 4394, 5944, 8937, 9444 ]	[ 3.234375 ]	3	0
Morris Knolls Property History by Vito L. Bianco The history of Morris Knolls begins with an unlikely source: the elderly William Penn (1644-1718). Penn "was an English Quaker most noted for founding Pennsylvania in 1682. However, before he crossed to the western side of the Delaware, he and the other Quaker proprietors had purchased the rights to West New Jersey from John Lord Berkley sometime after 1674, and to East New Jersey from the estate of Sir George Carteret beginning in 1681." 1 In the years just prior to his death, William Penn began to locate lands for himself in what would become Morris County. "The proprietors' lands in Morris County were referred to as a new 'promised land' The June 14, 1715 survey of William Penn's lots No. 74 and No. 77 is the earliest-known map of [intended to provide] a place of sanctuary and refuge for fellow Quakers." 2 lands now primarily within Denville Township. 3 1 2 Id. Vito Bianco, Images of America Denville (2001), p. 12. 3 Vito Bianco, Images of America Denville (2001), p. 8. Together the two lots comprised a total of 3,750 acres. The plotting of Penn's lots shows that the Morris Knolls property was once part of the 1,250 acre tract of Lot No. 74, located near the lot's northern property line. 4 "After Penn's death in 1718, his two sons began to sell the Quaker lands. At that time, many Philadelphia-based Quaker families began to migrate to Morris County." 5 The Morris Knolls property likely remained part of a large wooded land-holding for many years. By the mid 19 th century, however, detailed maps began to record families living along Franklin Avenue abutting the property. The house closest to where Morris Knolls is today was owned by Josiah Collins (1830-1889). Directly across Franklin Avenue from Collins was Joseph L. Zeak (1821-1911) and his wife Mary C. Genung (1808-1895); next to them was Charles M. Crampton (1808-1889). Further south on Franklin Avenue, on the school side, was John Blanchard (born 1810 or 1818, 4 The property claims of the Quaker Proprietors were resurveyed in the 1880s to resolve property disputes. The author used those surveys to determine that the location of the Morris Knolls property was within William Penn's Lot No. 74. 5 Vito Bianco, Images of America Denville (2001), p. 12. died 1891); next to him was Elias L. Palmer 6 (1808-1885), son of Ezekiel and Sally Hall Palmer, and grandson of Jacob and Phebe Palmer, among Denville's earliest settlers. Jacob Palmer was one of Denville's Revolutionary War veterans. He came from Long Island about 1760. He was a forgeman by trade and probably worked at the Franklin Forge on Cooper Road. 7 6 His wife Nancy Palmer (1823-1860), died prior to the 1868 publication of the Beers map. 7 Jane Elizabeth Willis and Robert A. Illig, The Patriots of Denville (1976), p.28. Nothing could be found on the J. Bryant who appears across Franklin Avenue from Elias L. Palmer. Caleb W. Hopler (1845-1914) would appear on a later map 8 close the Josiah Collins. Into the 20 th century, these properties would change hands many times. In the 1930s, Luigi Susco (1892-1983) purchased a number of acres along Route 46 and Franklin Avenue in Rockaway, and in 1936 re-located his lumber mill there after operating in Rockaway Valley since the end of World War I. His property abutted the Morris Knolls property where it is believed he had timber rights, and constructed a portable sawmill that was set up until all the timber was cut and harvested. 9 8 Robinson map, 1887. 9 Interview with Vito J. Bianco. Luigi Susco's daughter, RoseMary (born 1933), lived next the Morris Knolls property from 1936 until she move to Denville in 1957. She recalled that the property was "all woods" and that "there was nothing there." 10 Luigi Susco cutting timber in the 1940s. 10 Interview with RoseMary Susco Bianco. As a teenager, RoseMary used to sell Christmas cards to the families living along Franklin Avenue on both sides of the road along the Morris Knolls property "up to the entrance to the McWilliams Forge property." She also remembered picking blackberries all along the Morris Knolls property in the summertime, as far as the railroad bridge on Franklin Avenue. 11 In 1953, RoseMary married Vito J. Bianco (born 1932). He went to work at the lumber mill for her father, and the young couple lived upstairs in her father's house next to the Morris Knolls property for their first four years of marriage. Vito Bianco recalled walking the Morris Knolls property often. He was taken by its natural beauty and abundance of wildlife, a refreshing change from Brooklyn where he was born and grew up. 11 Id. "I used to hunt on the Morris Knolls property," he recalled. "Once I shot a deer there but I could not carry it back to the mill by myself. Luigi had to drive a truck into the woods and drag the deer back to the mill," he said. He remembered when the school district purchased the Morris Knolls property in the 1950s. Afterword, Vito watched the progress of the construction of the new high school, as he would pass by the property daily. 12 While it appears that no significant historical event occurred on the Morris Knolls property, it did play a part in the every day lives of the people living along its roadside. From the property's distinguished earliest owner to the many who have enjoyed its natural beauty since, the Morris Knolls property shares the common heritage of an area rich in historic value and abundant in simple traditions. 12 Interview with Vito J. Bianco.	<urn:uuid:666ac4c6-045a-4b1c-9e61-d7d02292d6bb>	CC-MAIN-2023-50	https://www.mhrd.org/cms/lib/NJ01000236/Centricity/Domain/404/Morris%20Knolls%20Property%20History.pdf	2023-12-07T20:47:20+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00324.warc.gz	966,021,571	1,353	eng_Latn	eng_Latn	0.996933	eng_Latn	0.997741	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1046, 2311, 2850, 3577, 3879, 4681, 5567 ]	[ 2.328125 ]	1	0
Summary of Assistive Technology in a Preschool Classroom: Assistive technology in the classroom supports children's learning, helps track progress of IEP goals, and provide students with language and hearing impairments a way to communicate and interact with their peers (Clare, 2020). 3 Current Assistive Technology Trends: Smartboards * Provide pictures and sounds to engage visual and auditory learners * Instructor can use Smartboard settings to individualized instruction (Vernadakis, Avgerinos, Tsitskari, et al., 2005). Current Trends of rising assistive technology in the classroom: Nearpod * Games and assessment tools can be tailored to each student's learning need. * Nearpod can be used at home as well as in the classroom to enhance math and literacy skills. Green Screen Effects Green screen games are interactive and adaptable to meet individual student goals (Heiskell, 2021). Green screen games and activities can be used in the classroom using a smartboard or children can paly independently on their ipad. Assistive Technology in the Classroom Advantages in using AT in the classroom: Disadvantages of using AT in the classroom: * Provide students with needed practice of targeted skills (Hughes & Roblyer, 2023). * Support students that need auditory and/or visual stimulation. * Assistive technology supports students in a general education setting, since they can access the information being taught in their AT devices. * Assistive Technology could potentially become distractions if students, especially elementary students are not supervised. * Assistive technology tools requires that instructors as well as parents learn how to adapt the device to the needs of the student; which is time consuming. Reference * Reference Clare, J. (2020). Apps for Sttudents with Special needs-As School Buildings Shutter. Edutopia. http://www.edutopia.org/article/apps-students-special-needs-school-buildings-shutter Heiskell, E. (2021). Using Green Screen in Preschool. Edutopia. http://www.edutopia.org/article/using-green-screens-preschool Roblyer, M & Hughes, J. (2023). Integrating educational technology into teaching, (9 th ed.). New York, NY. Vernadakis, N., Avgerinos, A., Tsitskari, E. et al. The Use of Computer Assisted Instruction in Preschool Education: Making Teaching Meaningful. Early Childhood Educ, J 33,, 99-104 (2005). * •	<urn:uuid:a1852119-22c8-45ec-8e70-9c00ffe608d8>	CC-MAIN-2023-50	https://technologyinpreschool.com/wp-content/uploads/2023/03/Infographic-Assistive-Technology.pdf	2023-12-07T19:37:34+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00326.warc.gz	615,133,208	526	eng_Latn	eng_Latn	0.923324	eng_Latn	0.987004	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1034, 1739, 2378 ]	[ 3.84375 ]	1	0
Paper Chandelier Template Pdf Pdf ... form commercial relations with American manufacturers and exporters of elec trical supplies , such as bulbs , chandeliers , wiring , etc. Quotations and descriptive matter should be sent at once . Muslin paper , No. 16819. - A paper dealer ... Charm School 2017-02-01 Vanessa Goertzen "These cheery quilts demonstrate the versatility of charm squares and will inspire quilters to make use of these popular precuts." —Library Journal Mind your Ps and Qs . . . precuts and quilt blocks, that is! Popular designer Vanessa Goertzen puts charm squares to the test with 18 projects using precut 5" x 5" squares. Start with fresh, beginner-friendly patterns and build your skills to sew snowballs, stars, flying geese, and more. Using precuts from your stash or your own charms cut from scraps or yardage, you'll learn tips to take the guesswork out of piecing. Modern and traditional quilters alike will fall in love with these quick, clever, and clean designs! "This book will certainly appeal to any scrap lover! You can use precuts or 'shop' your stash to create your own collection of five inch blocks—it is a revelation to see the variety of patterns than can be made from this starting point . . . It truly is a book you would want to give a beginner, but the quilts are so lovely that even more experienced quilters will want to make them." —Down Under Quilts "An excellent way to begin quilting or to use charm packs." —yarnsandfabrics.co.uk "You'll learn how to transform the simple squares into Snowballs, Stars, Flying Geese, and more. This book, featuring both traditional and modern patterns, is a must-have for precut collectors." —American Patchwork & Quilting Inside the White Cube 1999 Brian O'Doherty These essays explicitly confront a particular crisis in postwar art, seeking to examine the assumptions on which the modern commercial and museum gallery was based. Computer Scenographics 1994 Darwin Reid Payne Darwin Reid Payne's approach to theatrical design is that of a computer advocate and pioneer. With Computer Scenographics, he ushers in a new generation of scenery design by applying state-of-the-art technology to the traditional methods of scenography. Though not a how-to book, Computer Scenographics is a general introduction to, and an affirmation of, the value of computer graphics for both student and working scenographers. Payne acknowledges that many scenographers would not want to use computers exclusively in the preparation of their designs. Today's scenographers continue to value the manual skills of drawing and painting, learned and perfected over time, and would not consider abandoning these skills entirely. And it is unlikely that the most powerful computer or most sophisticated software could ever supplant that intimate interaction of hand and mind provided by traditional tools and materials. Nevertheless, Payne's utilization of the Virtus Walk-Through computer program to facilitate set design expands the tools of the artist to new dimensions. Aided by 129 illustrations, Payne addresses four major topics: (1) how computer studios are set up; (2) how computers serve as storage for visual ideas and as conceptual tools; (3) how technical information needed for producing a scenographer's ideas onstage is created with computers; (4) and how modelmaking has been changed by computergenerated three-dimensional possibilities, especially by the introduction of "virtual reality" onto the computer platform. Iron Age 1906 Sweet's Architectural Catalog File 1911 Official Gazette of the United States Patent and Trademark Office 2006 Thomas Register of American Manufacturers and Thomas Register Catalog File 2002 Vols. for 1970-71 includes manufacturers' catalogs. Proceedings ... Held in the City of New Orleans on the 8th, 9th, 10th, 11th, 12th, 13th and 15th, of January 1855 1855 Geological Survey Professional Paper 1977 Geological Survey (U.S.) Paper Chandelier Template Pdf Pdf upload Betty v Boyle Geological Survey Professional Paper 1977 U.S. Geological Survey Professional Paper 1979 Pencil Points 1926 New Pencil Points 1927 Paper Markers Monthly Journal 1920 Alphabetical Index of Occupations 1930 United States. Bureau of the Census Boston Journal of Chemistry 1878 Boston Journal of Chemistry and Popular Science Review 1878 All Things Paper 2013-05-21 Ann Martin Make decorative, simple do-it-yourself projects with this friendly guide to paper crafting. You and your family will love to spend hours making Downloaded from vla.ramtech.uri.edu on December 7, 2023 by Betty v Boyle beautiful paper art, jewelry, and decorations with All Things Paper. This easy paper crafts book comes with simple-to-follow instructions and detailed photos that show you how to create colorful and impressive art objects to display at home—many of which have practical uses. It is a great book for experienced paper craft hobbyists looking for new ideas or for new folders who want to learn paper crafts from experts. Projects in this papercrafting book include: Candle Luminaries Citrus Slice Coasters Mysterious Stationery Box Everyday Tote Bag Silver Orb Pendant Fine Paper Yarn Necklace Wedding Cake Card Perfect Journey Journal And many more… All the projects in this book are designed by noted paper crafters like Benjamin John Coleman, Patricia Zapata, and Richela Fabian Morgan. They have all been creating amazing objects with paper for many years. Whether you're a beginner or have been paper crafting for many years, you're bound to find something you'll love in All Things Paper. Soon you will be on your way to creating your own designs and paper art. Dictionary of Occupational Titles 1991 Supplement to 3d ed. called Selected characteristics of occupations (physical demands, working conditions, training time) issued by Bureau of Employment Security. Dictionary of Occupational Titles 1977 United States Employment Service Living in a Nutshell 2012-06-26 Janet Lee A fireplace on wheels? A chandelier lit by Xerox? A shrink-wrapped designer closet? These are just a few of the more than 100 stylish and innovative projects in Janet Lee's Living in a Nutshell: a one-of-a-kind DIY decorating guide with fresh ideas to fool the eye into seeing—and believing—that even the most cramped little lair can hold more space and glamor than just the sum its of four walls. The design maven behind livinginanutshell.com and Oprah Winfrey's interior style producer for a decade, Janet Lee has personally handpicked a battery of clever projects for enhancing every area of a tiny living space—all are simple to do, require no craft skills, are emphatically affordable, readily portable, and big on style, so you can make these design dreams become your reality. Modern Quilts Block by Block 2018-09-17 Emily Dennis In Modern Quilts Block by Block readers will find 12 quilt projects using just one or two repeating block designs. Find basic blocks along with some new designs in these striking modern quilts. Traditional blocks get a modern update with the use of color and design. Both the beginner and novice will enjoy quilting up these quilt patterns. Vintage Redux 2008 Brenda Schweder Moms̕ bizarro bracelets... That "what-was-I-thinking?" necklace... Aunt Berthas̕ big clunky brooches... Vintage Redux shows readers everywhere how to take a drawer full of jewelry duds and turn them into dreams. More than 30 projects, from traditional to totally over-the-top, offer readers a wide range of possibilities. Each project is presented in step-by-step instructions and photos so it's easy to create all-new pieces. Annual Report 1911 Indiana. School for the Deaf, Indianapolis German-English 1905 Felix Flügel Human Dimension and Interior Space 2014-01-21 Julius Panero The study of human body measurements on a comparative basis is known as anthropometrics. Its applicability to the design process is seen in the physical fit, or interface, between the human body and the various components of interior space. Human Dimension and Interior Space is the first major anthropometrically based reference book of design standards for use by all those involved with the physical planning and detailing of interiors, including interior designers, architects, furniture designers, builders, industrial designers, and students of design. The use of anthropometric data, although no substitute for good design or sound professional judgment should be viewed as one of the many tools required in the design process. This comprehensive overview of anthropometrics consists of three parts. The first part deals with the theory and application of anthropometrics and includes a special section dealing with physically disabled and elderly people. It provides the designer with the fundamentals of anthropometrics and a basic understanding of how interior design standards are established. The second part contains easy-to-read, illustrated anthropometric tables, which provide the most current data available on human body size, organized by age and percentile groupings. Also included is data relative to the range of joint motion and body sizes of children. The third part contains hundreds of dimensioned drawings, illustrating in plan and section the proper anthropometrically based relationship between user and space. The types of spaces range from residential and commercial to recreational and institutional, and all dimensions include metric conversions. In the Epilogue, the authors challenge the interior design profession, the building industry, and the furniture manufacturer to seriously explore the problem of adjustability in design. They expose the fallacy of designing to accommodate the so-called average man, who, in fact, does not exist. Using government data, including studies prepared by Dr. Howard Stoudt, Dr. Albert Damon, and Dr. Ross McFarland, formerly of the Harvard School of Public Health, and Jean Roberts of the U.S. Public Health Service, Panero and Zelnik have devised a system of interior design reference standards, easily understood through a series of charts and situation drawings. With Human Dimension and Interior Space, these standards are now accessible to all designers of interior environments. Annual Report of the Various City Officers ... 1901 Minneapolis (Minn.). City Officers The Architecture of Percier and Fontaine and the Struggle for Sovereignty in Revolutionary France 2016-11-25 Iris Moon As the official architects of Napoleon, Charles Percier (1764–1838) and Pierre-François-Léonard Fontaine (1762–1853) designed interiors that responded to the radical ideologies and collective forms of destruction that took place during the French Revolution. The architects visualized new forms of imperial sovereignty by inverting the symbols of monarchy and revolution, constructing meeting rooms resembling military encampments and gilded thrones that replaced the Bourbon lily with Napoleonic bees. Yet in the wake of political struggle, each foundation stone that the architects laid for the new imperial regime was accompanied by an awareness of the contingent nature of sovereign power. Contributing fresh perspectives on the architecture, decorative arts, and visual culture of revolutionary France, this book explores how Percier and Fontaine's desire to build structures of permanence and their inadvertent reliance upon temporary architectural forms shaped a new awareness of time, memory, and modern political identity in France. 21st Century Lighting Design 2014-06-19 Alyn Griffiths The book presents over 100 beautiful and innovative lighting designs across domestic, commercial and architectural settings, mapping the trends in the discipline over the last decade. Annual Report of the Trustees and the Superintendent for the Fiscal Year Ending ... to the Governor 1908 Indiana State School for the Deaf The Amateur Photographer and Photographic News 1912 Charles W. Hastings The Nesting Place 2014-04-29 Myquillyn Smith Create the home--and life--you've always wanted with the help of popular blogger and author of Cozy Minimalist Home Myquillyn Smith (The Nester) as she helps you free yourself to take risks and find beauty in imperfection. Myquillyn Smith is all about embracing reality--especially when it comes to decorating a home bursting with kids, pets, and all the unpredictable messes of life. In The Nesting Place, Myquillyn shares the secrets of decorating for real people--and it has nothing to do with creating a flawless look to wow your guests and everything to do with making peace with the natural imperfection and joy of daily living. Drawing on her years of experience creating beauty in her 13 different homes and countless seasons of life, Myquillyn will show you how to think differently about the true purpose of your home, and simply and creatively tailor it to reflect you and your unique style--without breaking the bank. Full of simple steps, practical advice, and beautiful, full-color photos, The Nesting Place gives you the tools you need to: Cultivate a home that works for you and your family Transform your home into a place that's inviting and warm for family and friends Discover your own personal style There is beauty in embracing the lived-in, loved-on, and just-about-used-up aspects of our homes and our daily lives--let Myquillyn show you how. Praise for The Nesting Place: "This book made me look at every room in my house differently, with a new lens of creativity and beauty and possibility. It inspired me to reclaim my home as sacred space, ripe with opportunities to celebrate and create memories and moments." -Shauna Niequist, New York Times bestselling author of Present Over Perfect and I Guess I Haven't Learned That Yet "This highly personal account about embracing imperfection and finding contentment in your home is like sitting down with a good friend and talking about the stuff that really matters. The Nesting Place is full of approachable ideas, encouragement, and a whole lot of heart." --Sherry Petersik, home blogger; bestselling author of Young House Love Annual Reports of the Officers of State of the State of Indiana 1911 Indiana Official Gazette of the United States Patent Office 1930 United States. Patent Office Annual Reports of ..., Submitted to the General Assembly of the State of Indiana 1911 Indiana Official Gazette of the United States Patent Office 1875 USA Patent Office The Facts on File Dictionary of Design and Designers 1984 Simon Jervis Illuminate 2013-01-08 Hannah Nunn Based on interviews with international makers, this book explores the inspirations and methods of top artists in contemporary craft lighting. Lavishly illustrated, it surveys practitioners working with diverse materials, from textiles to metal. Illuminate is a must-read for artists in the field, designers and crafters fascinated by lighting. Chic Metal 2009 Victoria Tillotson In Chic Metal, metalwork expert, Victoria Tillotson walks crafters through every step of metalwork, from making simple hammered wire earrings to rings set with stones. Readers can design and create necklaces and even cocktail rings out of metals that sparkle and shine. Crafting with metal is easier than you might think and many of these 30 inspiring projects can be made with simple tools that most crafters will already own, such as wire cutters, pliers, a hammer and a file - ideal for those who love jewellery making and are seeking a new challenge! 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Self-publishing is a great option for graphic novel creators who want to have more control over the creative process and the release of their work. I hope this guide has been helpful. With hard work and dedication, you can create a graphic novel that is both entertaining and thought-provoking. Review paper chandelier template pdf pdf On the neglected outskirts of the galaxy, where stardust told stories of ancient civilizations, a lone spacecraft hurtled through the cosmic abyss. Its destination? A celestial library, rumored to hold the solutions to queries whispered by the universe itself. Accompany Captain Elara Nova as she charts a course through the cosmic sea in search of wisdom that transcends the boundaries of time and space. Review paper chandelier template pdf pdf As the sun sets over the ruins of Persepolis, the ancient Persian city, a timeworn parchment emerges, revealing the narratives of emperors and poets who once walked its hallowed grounds. The Persian Empire, a crucible of innovation and culture, beckons us to unravel the threads that connect its legacy to the mosaic of world history.\|As the sun setting over the ruins of Persepolis, the ancient Persian city, an timeworn parchment emerges, unveiling the narratives of emperors and poets who once trod its hallowed grounds. The Persian Empire, an epicenter of innovation and culture, calls on us to untangle the threads connecting its legacy to the mosaic of world history. Review paper chandelier template pdf pdf amidst the bookshelves where countless tales compete for recognition, "Harmonys Embrace" by the gifted wordsmith Harmony Melody has resonated with readers on a frequency that transcends the ordinary. The chorus of acclaim, encapsulated in the form of stellar ratings, heralds Melody as a virtuoso of storytelling.	<urn:uuid:8f8cd882-a8b3-4f3c-b7ee-967fe7c0f875>	CC-MAIN-2023-50	https://vla.ramtech.uri.edu/textbooks/Book?PDF=paper-chandelier-template-pdf.pdf	2023-12-07T20:45:24+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00323.warc.gz	671,544,482	11,139	eng_Latn	eng_Latn	0.92467	eng_Latn	0.985752	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "spa_Latn", "spa_Lat...	false	docling	[ 1504, 3336, 4605, 6413, 8131, 10144, 11878, 13780, 15485, 17308, 19249, 21104, 23032, 24891, 26871, 28689, 30249, 30950, 32695, 34586, 35649, 37651, 39171, 42122, 43204, 44658, 46406, 48051, 49626, 51273, 52735, 54258 ]	[ 1.2578125, 2.21875 ]	1	0
General Overview of the Cambridge B1 Preliminary Test Prep Course General Course Overview: The ASB English Language Center's Cambridge PET test prep course is designed to prepare students ages 11-13 to acquire a B1 level of English. According to the Common European Framework of Reference for Languages (CEFRL), a B1 Level corresponds to a language learner who: * Is able to understand the main points of clear texts in standard language if they are about topics with which they are familiar, whether in school or social contexts. * Can cope with most of the situations that might arise on a trip to areas where the language is used. * Is able to produce simple, coherent texts about topics with which they are familiar or in which they have a personal interest. * Can describe experiences, events, wishes and aspirations, as well as briefly justifying opinions or explaining plans. Instructional Skills: In this course, students will aim to master the following skills: * Language Development, which involves grammar and extensive vocabulary learning and practice. * Writing Skills with a specific focus on essay writing in schools. * Reading, which involves analysis of age-appropriate texts of current relevance. * Listening, which includes comprehension of general and detailed information. * Communication Skills, which cover a range of everyday conversations and presentations. Course Objectives: The main objectives of the course are: * to provide material for the students to learn and extend their command of English grammar and vocabulary; * to develop students' reading skills to skim text for main ideas, scan text for specific information, interpret text for inferences, attitudes and styles, and deduce meaning from context clues; course readings will include text from newspaper and magazine articles. * to develop students' writing skills to respond to a specific prompt and to select and summarize information for a range of writing activities, such as essays, reports and letters; * to develop students' listening skills to enable them to follow and understand a range of spoken materials including announcements and discussions about everyday life. * to develop students' speaking skills using social language. Students will take part in conversation by asking/answering questions and talking, for example, about their likes and dislikes. Methods of Assessment: Students will be evaluated throughout the course based on their progress and performance in the following key areas: * individual and group oral presentations; * oral interactions; * written tests and tasks of various length (letters, faxes, reports, memoranda); * essays; * listening/viewing; * understanding of age-appropriate reading passages; Periodic evaluations will be administered in each of these areas to assess continuous student learning and results will be shared with parents. Course Materials: We will use the following textbooks and training materials published by Cambridge University Press in addition to other supplementary teaching materials. These resources will help students to obtain the necessary skills in reading, writing, listening and speaking, develop their abilities in making presentations and participating in discussions and enable them to achieve a reasonable level of social and academic language. Other complementary resources will be used in class, linked to the topic areas studied.: Teaching and Learning Methods: Teaching, learning and assessment are designed to enable students to achieve the course objectives described above. While part of any session will involve direct teaching, the emphasis is on student participation, and I will encourage students to take part actively in discussion and in tasks like small group and pair work, role play, and individual or group presentations. Independent Learning: Students are expected to spend time studying outside the class, and weekly homework will be assigned to help them develop their expertise as independent language learners. For this course, students will spend approximately 2 hours/week outside of class time reviewing their class notes, reading, watching or listening to content in English, preparing exercises and activities for the next class, writing assignments, and acquiring a repertoire of effective language learning strategies. Practice and Of cal Examinations: fi In May 2024, we will spend the final four sessions of the course taking and reviewing the results of 2 full-length practice exams to ensure that students are ready to sit for the official Cambridge PET exam at the end of the course. Depending on student enrollment numbers, we may be able to invite Cambridge examiners to come to the ASB campus to administer the official exam to our group of students. More information about exam fees, which normally run about 110€/student (not included in the tuition fee), and the exam date will be shared with families in late March 2024. It is important to note that students learn at different rates, and some students may need extra support and more time before presenting for the PET exam. Alternative exam dates off-site in Barcelona are also available in December 2023 through our external Cambridge examination administrator, Exams Catalunya, for those who require additional preparation. * * * Finally, I would like to take this opportunity to thank you for enrolling your child in the ASB Test Prep Course for the Cambridge PET Exam. I am fully aware that for some students this is a culmination of six or more years of study in our English Language Center. I truly look forward to accompanying them on this exhilarating journey to deepening their language proficiency and celebrating together their progress towards communicating effortlessly in English. Kind regards, Steve Brown ELC English Teacher American School of Barcelona	<urn:uuid:e537a600-5417-4a74-bd93-554bf24cef49>	CC-MAIN-2023-50	https://resources.finalsite.net/images/v1695196442/asbarcelonacom/qiqwrtoq94wv6pf0ba8u/ENG_SBrown_PETCOURSEGENERALOVERVIEW1.pdf	2023-12-07T21:09:09+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00326.warc.gz	537,661,510	1,066	eng_Latn	eng_Latn	0.99619	eng_Latn	0.996722	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1558, 3419, 5861 ]	[ 2.84375 ]	4	0
CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Anshika Agrawal; Stuti Agrawal Project Title The Most Effective Antacid Objectives/Goals Abstract Several antacids were tested in this experiment to determine the pH range in which they show buffer activity. Since the desired maximum or minimum hydrogen ion concentration may differ for various clinical conditions, the minimum pH attained, the speed of neutralization, the buffer capacity, and the length of activity at any desired pH value were studied. Four commercial antacids: Tums, Rolaids, Alka-Seltzer, and Zantac- were considered and used as variables in this project. Through this project, we tried to find the fastest reacting antacid which could help soothe the stomach the quickest. Beakers, Graduated Cylinders, Glass Stirring Rod, Electronic Scale/Analytical Balancer, Hydrochloric Acid, DI Water, Antacid Tablets, Burette, Weigh Boats, Mortar and Pestle, Ring Stand, Burette Clamp, Funnel, Magnetic Stir Bar, Universal Indicator, pH Indicator, pH Meter, pH Recorder, Clamp for pH Meter Methods/Materials Clean all glassware, make solution of antacids in water, set aside, dilute HCl and pour into the burette, slowly stir the antacid water solution with a magnetic stirring machine, slowly titrate the solution and record the pH. Repear In the end, we found that Zantac was the best antacid and that our initial hypothesis was wrong. We had first guessed Alka-Seltzer because from previous knowledge, we knew that it rapidly dissolves in water. However, we were wrong and we chose Zantac to be the fastest because it had the quickest drop in pH and took the least amount of acid to have a change of 2 in the pH levels. Results Conclusions/Discussion Summary Statement This concept is not only applied towards the use of antacids to help reduce the pain in the stomach due to acidity, but also help us further understand and solve problems arisen due to ocean acidification. Through our experiment, we found out that over the counter antacid products such as Tums and Rolaids, both are made mostly of calcium carbonate. Calcium plays a major role in helping stop heartburn and acidity by tightening the valve that keeps stomach acid in its place. Therefore, if it forms of calcium can help in neutralizing acids, then calcite (a constituent of limestone) should be able to help the ocean. It is the most stable form of calcium carbonate and it could possibly neutralize emission-based acids in the atmosphere/oceans and can cool the planet. Oyster shells are made from calcium carbonate, so they act an antacid pill for the ocean. We created an experiment which depicted the fastest reacting antacid out of the four most commonly used, over the counter tablets.# Help Received We received help from our marine biology teacher, Ms. Camacho and our chemistry teachers, Mr. Monge and Mr. Paris. This project was completed in the school's science laboratory. Project Number S0601 CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0602 Josef Alavi Project Title Application of Nanostructured Porous Silicon as an Electrical Biosensor for Alzheimer's Screening Objectives/Goals Abstract The goal of my research project was to create reusable electrical biosensors which utilize nanostructured porous silicon as a substrate to accurately measure the concentrations of two peripheral biomarkers: alpha 2 macroglobulin (a2M) and complement factor H (CFH). Both biomarkers have high correlation (in independent studies) with Alzheimer's disease Fabricated nanoporous silicon by electrochemical etching in HF solution. Functionalized nanoporous silicon with aminopropyltriethoxysilane (APTS) and antibodies against CFH and a2M protein. Measured altered electrical conductivity following incubation in known concentrations of CFH and a2M with a picoammeter. Used a pH shift with Glycine-HCl pH 3 to elute protein binded to the biosensors. Methods/Materials Results Conclusions/Discussion Between 2 and 5.5 volts, the electrical biosensors for a2M and CFH were non-ohmic and exhibited an exponential relationship (R^2 > 0.94). Following a sudden increase in current, the electrical biosensors exhibited high linearity between protein concentration and electrical current at voltages ranging from 6.5 to 7.5 (R^2 >0.98). Furthermore, incubation in protein elution buffer (0.2 M Glycine*HCl at pH 3) removed over 94% of immobilized protein from the used electrical biosensor, allowing the electrical biosensor to be reused. The linear calibration curves for a2M and CFH allow for linear interpolation of unknown quantities of each protein, making the electrical biosensors suitable for measuring a2M and CFH concentrations in human serum. The ability to accurately measure unknown protein concentrations of a2M and CFH using the reusable biosensor may allow the peripheral serum biomarkers to reliably screen Alzheimer's disease. Summary Statement I successfully fabricated and characterized reusable porous silicon biosensors to interpolate unknown concentrations of Alzheimer's implicated a2M and CFH ranging from 25 to 50 ug/ml. Help Received I used the facilities at the Buck Institute for Research on Aging to conduct my research project. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Project Number S0603 Sabrina Asefi; Anne Berg Project Title The Effect of Different Sunscreens (Baby, Kids, Lotion, Spray, and Stick) on the Amount of UV Rays Protected by Your Ski Objectives/Goals Abstract This project was done in the effort to find the difference between each form of sunscreen and how well the different types protected the skin. The sunscreens used for this experiment all had the same SPF, which was a scale that helped give an estimate of the time the synthetic skin can be in the sun. The materials required for the experiment were mainly, the different types of sunscreens, provided by the Banana Boat Company, the ballistic gel, which was provided by the Barry Farm Company, and the sun sensitive paper, which came from Sun Art. The ballistic gel was laid on top of the UV paper and the sunscreen was evenly distributed onto the ballistic gel which acted as a synthetic skin. Then after 5 minutes, the color on the UV paper was recorder to measure the amount of protection each type of sunscreen had, based on its shade on the UV paper. The darker the shade, the less in protected.The amount of time was controlled to be the same for each trial. The experiment consisted of three tests in order to make sure that the data collected was the most accurate data possible. Methods/Materials Results Conclusions/Discussion The experiment resulted in the Banana Boat Kids and Banana Boat Baby sunscreen to be the most protective. Following the kids and baby sunscreen, the stick sunscreen was proved most protective, and lastly the lotion sun screen, followed by the spray sunscreen. These results supported the hypothesis of the experiment to be true. The reason the baby and kids sunscreen was shown to be most protective was because that sunscreen is designed to protect their sensitive skin. The results concluded that children and baby#s skin is well protected, as well as the face. Overall the deviation was low, almost all were around 0%. The deviation for the kids and baby sunscreen were both 0%, while the deviation for both lotion and spray were 6.7%. The hypothesis formed before the experiment was supported by the data. From the results of this experiment, it can be concluded that the kids and baby sunscreen were the most protective, followed by the stick and lotion form of sunscreen, and then the spray can last in the amount of protectiveness. These results also showed consistency which supported the idea that sunscreen is a reliable source of protection. The belief that the kids and baby sunscreen was the most protective was because of the ingredients used to protect children#s and baby#s sensitive skin. Summary Statement Our project was done in effort to discover the difference in the amount of UV rays protected from your skin between different forms of sunscreen. Help Received We would like to acknowledge our parents for assisting us in the process of our experiment, and giving us ideas that helped improve our project. They also supplied all materials that were needed in order to perform the experiment. Additionally, we would also like to thank Ms. Herrman for helping us format our CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Sakina Bambot S0604 Project Title Study of the Degradation Mechanism of Contact Lenses: Investigation Using TOF-SIMS Objectives/Goals Abstract The objective of this experiment was to study the degradation mechanism of 30-day contact lenses by using the TOF-SIMS technique. The goal was to understand why contact lenses got uncomfortable towards the end of the thirty days. The contact lenses were rinsed with distilled water and the ring finger was gently run across the lens# surface 7x, 14x, 21x, and 28x while fifth lens was kept untouched. Each rub simulated one day of wear. Each lens was inserted into the TOF-SIMS instrument. The data was collected from the center of the lens using a square region of 150 microns x 150 microns. Next, using an Argon cluster gun setting a square crater of 500 microns x 500 microns was etched onto the surface and a spectrum from the surface created a depth profile that was collected until the signal from the material of the silicone lens had become stable. Nitrogen containing fragments were indicative of the hydrophilic coating (mass 112 C(6)H(10)NO) and a silicon-containing fragment indicated the core material of the lens (at mass 73 C(3)H(9)Si). Methods/Materials Results Conclusions/Discussion The point at which the mass 112 (C(6)H(10)NO) and mass 73 (C(3)H(9)Si) fragment ions intersected was used as an indicator of the coating being depleted. The time at which the two fragment ions intersected became shorter when going from 0 to 7x to 14x to 21x and then to 28x indicating that the hydrophilic coating on the contact lens was becoming thinner with wear. The new lens had a much thicker hydrophilic coating than compared the coating of 28x lens, showing that the 30-day wear contact lens coating is not immune to degradation and is delicate. This research helps understand the wearing down of long-term contact lenses. Summary Statement Using the TOF-SIMS technique, I simulated wearing a 30-day contact lens throughout the month and found that the coating of the lens became thinner with wear. Help Received I used the TOF-SIMS instrument at Evans Analytical Group under the supervision of Dr. Ginwalla who taught me how to use it. Sabeeha F. Baqui Project Title Efficient Water Electrolysis to Fuel Our World Objectives/Goals Abstract Renewable energy is one of the major themes of research today; scientists are working on energy types such as solar energy, hydrogen fuel cells, and hydroelectric power, but the ultimate goal of renewable energy is to be able to create an efficient and constantly available source of power. An idea that has recently come up in scientists# search for renewable energy is the electrolysis of water. Scientists have long known that the separation of water and hydrogen molecules has the potential of creating high energy chemical energy, but they lacked an efficient catalyst for this reaction. The search led them to cobalt, used in the form of cobalt nitrate in the experiment. The purpose of this experiment is to test the change in efficiency that results due to the addition of a catalyst, and explores the potential of these added compounds to lead to a greener industry. It is hoped that this experiment and others like it will increase public awareness about the importance of this discovery to the renewable energy industry, and increase the possibility of this becoming a worldwide used power source. I conducted this experiment with a simple circuit on a breadboard, consisting of a nine volt battery and a resistor, which is hooked up to an electrochemical cell. While conducting the experiment, I first began by taking a reading of the battery voltages only, and then connecting up the electrochemical cell with the phosphate buffer and measured again, before the addition of a catalyst. Afterwards, I added the catalyst and measured the voltage for each nitrate salt and each resistor value. Methods/Materials Results Conclusions/Discussion Overall, I found that my hypothesis had been proved correct, and that the efficiency of the reaction was greatly increased after the addition of the catalyst. I also found that the batter functioning resistor was the 10K ohm, an that silver nitrate is the best catalyst. The applications of this device are many, but the main concern of this experiment was improving the catalyst used to power hydrogen cars. This source of power can also eventually be utilized to power homes and industries. Summary Statement My project concerns finding effective catalysts for a new, efficient, and environmentally-clean form of energy. Help Received science teacher, Ms. Hajar Ibrahim CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0605 CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0606 Jake D. Bringetto Project Title Improving Photoelectrochemical Decomposition of Water Using Earth Abundant Metal Oxide Catalysts Objectives/Goals Abstract Electrochemical deposition (electroplating) of earth abundant, metal-oxide catalysts to electrodes will increase the hydrogen production during photoelectrochemical decomposition of water, by increasing the rate of reaction. Nickel-iron oxide and cobalt-iron oxide were selected, due to their potential catalytic properties, to increase the rate of reaction of the decomposition of water. After electrochemical deposition of the chosen catalysts, a photovoltaic (PV) panel was utilized for the PV/electrolysis of water. Methods/Materials Results Conclusions/Discussion The nickel-iron oxide catalyst allowed for a 23.5% faster rate of reaction than the control and the cobalt-iron oxide catalyst allowed for a 27.5% faster rate. Energy required for a chemical reaction to occur was 13.5% less with the nickel-iron oxide and 16% less with the cobalt-iron oxide than that of the control. Given the current demand from the $100 billion hydrogen industry and the potential of the hydrogen based fuels of a clean energy future, the need for more efficient methods of hydrogen production, using renewable energy sources, are vital. Experimental data suggests that the application of low cost, earth abundant catalysts increases the rate of reaction and lowers the energy demands of photoelectrochemical water splitting. Research and development in the area of artificial photosynthesis provides effective hydrogen production techniques to support the growing hydrogen economy using renewable energy sources. Summary Statement Using a biologically inspired method of converting sunlight into stored energy, this project seeks to increase the efficiency of photoelectrochemical decomposition of water using earth abundant, metal-oxide catalysts. Help Received CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Project Number S0607 Connor Brock; Sarah Ann Frank Project Title Photocatalytic Reduction of Hexavalent Chromium Using Titanium Dioxide Catalyst with UV-Irradiation Objectives/Goals Abstract Investigation of the chemical structure of hexavalent chromium through multiple experiments and changing variables regarding the remediation through the use of the catalyst, titanium dioxide. The objective of these experiments is to investigate possible methods of decontaminating drinking water sources that have damaged communities both locally and nationwide. Goal is to find a method in which hexavalent chromium will be reduced in a short amount of time to a safe amount. Creating hexavalent chromium samples using potassium chromate, deionized water, phosphate buffer, and silver-doped titanium dioxide catalyst. After experiments, hexavalent chromium levels were tested using 1,5-Diphenylcarbazide and running through a spectrophotometer at 540 nm. All material were provided by a chemical and environmental engineering lab. Methods/Materials Results Conclusions/Discussion After absorbance levels of hexavalent chromium were measured through the spectrophotometer, it was found that reduction speed was most effective at an acidic pHas opposed to a neutral pH, and the catalyst was most effective at one percent silver relative to titanium dioxide, as opposed to one-hap percent, two percent, and five percent. Reduction rate of hexavalent chromium is most effective at an acidic pH due to the reaction product being soluble trivalent chromium, which dissolves in the catalyst solution and allows for more catalytic sites. At a neutral pH, the reaction product is insoluble chromium(III) hydroxide, which precipitates on the catalyst surface, disrupting the catalytic sites. The one percent silver titanium dioxide catalyst worked best because at lower percents, there was simply not enough catalytic sites generated, and at higher percents, the excess silver recombines the electron hole, or catalytic sites of reduction, effectively reducing the rate of reaction. Summary Statement An investigation on how to quickly and effectively reduce the toxic carcinogen hexavalent chromium from the public's drinking water. Help Received Gongde Chen, graduate student at the UCR Chemical and Environmental Engineering Department aided with correct experimental and safety procedures. All materials were provided by the Chemical lab at UCR. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Project Number S0608 Tian Chen; Frederick Nitta Project Title Graphene Spintronics: Density Functional Theory Study of Fe, Co, Ni, and Pt Embedded Graphene Objectives/Goals Abstract By utilizing the plane-wave function of Density functional Theory, we performed relaxation calculations to investigate electronic and spintronics potential of Fe, Co, Ni, Pt atoms+dimers+combinations embedded graphene. We used Quantum Espresso for all calculations; it is an open-source software that utilizes Density Functional Theory to study solid state systems. When given the necessary parameters in the input files for our various configurations, the software calculates charge density, band structure, density of states, etc. We also used Visual Molecular Dynamics, a molecular visualization software, to understand the geometric properties. Methods/Materials Results Magnetization data show that Co and Fe embedded in graphene have potential for spintronic data storage, because of its magnetization localized on the metal atom. However, Ni and Pt embedded in graphene cannot be used for data storage, because of their lack of magnetization when looking at both the single metal atom and double metal atom configurations. Analyzing single atom complexes, we found Co-C30 had the lowest embedding energy, thus the most stable, followed by Fe-C30, Ni-C30, Pt-C30. The geometric data did not fully support the results of the embedding energy data. For the single metal, the geometric data showed that Fe-C30 or Pt-C30 had the longest metal-carbon bond, followed by Co-C30 and Ni-C30. Both double metal complexes had higher embedding energies than the single metal configurations, therefore, less stable. The diagonal configurations have lower embedding energies than the side configurations, so they would more stable and are better for applying it in spintronic data storage devices. Conclusions/Discussion Graphene complexes embedded with Co and Fe show high potential for spintronic data storage, while Ni and Pt shows little promise. In the future, we will analyze band structures to further understand the magnetization properties of the material. More configurations with metals of similar periodic properties will be experimented to examine its properties. Summary Statement By utilizing the plane wave function of Density functional Theory, we performed relaxation calculations to investigate electronic and spintronics potential of Fe, Co, Ni, Pt atoms+dimers+combinations embedded graphene. Help Received We developed the idea of the project, and consulted Mr. Harman Johll of Singapore National Junior College to guide us through the theoretical nuances of Density Functional Theory and provide helpful tips when using Quantum Espresso. We were mentored by Dr. Glenn McGee of Palo Alto Unified School CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Lianna M. Daug S0609 Project Title Waste Coffee Grounds as Green Inhibitor of Zinc Corrosion in Hydrochloric Acid Solution Objectives/Goals Abstract This project investigated the inhibitory properties of aqueous extracts of waste coffee grounds (WCG) on the corrosion of zinc in HCl. The effects of extract concentration and immersion time on the inhibition efficiency (I.E.) of WCG were studied. Zinc corrosion was achieved by immersing a Zn strip in 1M HCl with and without WCG. Corrosion was measured using hydrogen gas evolution and weight loss measurements.Volume of H2 gas produced was determined using a gas collecting apparatus. Readings were done at 10 min. intervals for 2 hrs for Control vs low, medium, and high dose WCG. Weight loss studies were carried out for Control vs best inhibitor concentration. A pre-weighed zinc strip was immersed in HCl, and reweighed at 2 hr intervals for 24 hrs. Methods/Materials I.E. and corrosion rate were calculated as a function of time. H2 gas evolved decreased markedly with addition of WCG. Higher concentrations led to decreasing volumes of H2 gas. I.E % was determined to be 82, 86, and 91 for low, medium, and high dose WCG respectively. For the gravimetric study, weight measurements could not be done past 8 hrs for Control because the zinc was too corroded to weigh by the 10th hr. With high dose WCG, even after 24 hrs of immersion, weight loss was only 12.8g from initial weight of 37.9 grams. I.E.% of WCG extract was 93, 95, 94, and 93% for 2,4,6, and 8 hrs of immersion time. At the 8th hour, corrosion rate was 2,819 mm/year without WCG vs 213 mm/year with WCG. High I.E. was maintained through 8 hrs but could not be calculated past 8 hrs.There was good agreement between I.E. values obtained via gasometric and gravimetric methods, with 90.9 vs 92.7% I.E. for high dose WCG at the 2-hr mark. Results Conclusions/Discussion WCG extract was effective in inhibiting Zn corrosion in HCl. I.E. increased with higher concentrations of the extract. High I.E. was maintained through 8 hrs but no conclusions could be made for longer immersion times.This study shows evidence that WCG has good corrosion inhibiting properties and the fact that it is a readily available and eco-friendly waste product makes it an attractive alternative to currently used corrosion inhibitors. Summary Statement Through hydrogen gas evolution and weight loss measurements, waste coffee ground extract was proven to be an effective corrosion inhibitor of zinc in HCl, and efficiency increased with higher extract concentrations. Help Received My mother supervised handling of hydrochloric acid. I designed and performed the experiments myself. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Project Number Project Title Lauryn A. Decker Capturing CO2 S0610 Objectives/Goals Abstract To determine if the concentration of a calcium hydroxide solution (limewater) affects how much carbon dioxide it can capture. Limewater with different concentrations (0%, 25%, 50%, 75%, 100%) were placed in beakers and their initial pH level was recorded. Then, carbon dioxide was bubbled through the different concentrated limewater solutions (calcium hydroxide) and the final pH level of each was taken. Then the pH levels were converted to the concentration of the calcium hydroxide. Then, the difference between the initial and final concentrations was calculated and converted to the grams of carbon dioxide captured for each trial of each concentration. Methods/Materials Results Conclusions/Discussion 0% limewater averaged about 4.15 x 10^-8 grams while 50% limewater averaged about 8.91 x 10^-2 grams. However, 100% concentrated limewater captured the most carbon dioxide averaging about 3.30 x 10^-1 grams of carbon dioxide. These results prove that different concentrations of calcium hydroxide solutions affect how much carbon dioxide they can capture. These results support the hypothesis that 100% concentrated limewater would capture the most carbon dioxide. This project shows that there are many different ways to capture carbon dioxide. Therefore, this could help many organizations who are trying to capture carbon dioxide capture it more efficiently. For example, these results could be used when creating a carbon dioxide absorbing tower because it would provide the best carbon dioxide absorbent material. Summary Statement This project determines if the concentration of a calcium hydroxide solution affects how much carbon dioxide it can capture. Help Received My chemistry teacher, Mrs. Reed, taught me about the calculations/procedure and provided me with the materials I needed. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Daniel S. Fishman S0611 Project Title Renewable Energy from the Oceans: Optimizing Hydrogen Electrolysis in the Solar/ Fuel Cell Energy Cycle Objectives/Goals Abstract This experiment seeks to expand our knowledge of cost-effective, renewable energy for populations living near salt water. Specifically, it aims to determine how the efficiency of hydrogen electrolysis, a storable intermediate in the Solar - Fuel Cell Energy Cycle, is affected by differences in solutes, conductivity, reactivity and voltage. 144 trials involving different combinations of solute concentration (ocean, NaCl, tap & pure water), conductive elements (Al, C, Cu, Pt, Ti, Zn), and voltage (9.0v and 12.0v solar cells) to determine efficient methods to electrolyze hydrogen. Recorded measurements included: solar cell voltage, time to electrolyze a given quantity of H2 (a measure of efficiency), and observations of electrolysis and reactivity for each sample. Methods/Materials Results Conclusions/Discussion Greater solute concentration proved positively correlated with efficiency. Pure water generated no H2, while water with a concentration of 12.0 g NaCl per 404.8 mL produced more H2 across metals tested (eg, Al at 12.0v produced 2.0 mL of H2 in 2.6 minutes with a SD of 0.1 while Ti did the same in 13.5 minutes with a SD of 0.3). Interestingly, ocean water with a higher concentration of NaCl was less efficient than pure NaCl water. The most efficient metal element was Al, and the least efficient was Ti across trials. Though Cu is highly conductive, it readily reacted and lost surface area, while Al did not noticeably react during the trials and preserved surface area. Higher voltage improved efficiency across metals. Based on the experiment results, ocean water is an efficient, naturally-occurring solution for production of H2 via electrolysis when combined with a commonly-available, corrosion-resistant Al electrode. This combination, along with power from a low-cost, 12.0v polycrystalline solar cell, produces sufficient H2 during daylight hours when combined in series with 16 like electrodes to power a 1.0v LED light during nighttime hours using a PEM fuel cell consuming 7.0 mL of H2 per minute. This Solar - Fuel Cell Energy Cycle is renewable, relatively low cost and has no moving parts. It is also independent of any electrical distribution, so the technology can be used by populations in developing economies that have access to ocean water (which covers ~70% of the surface of the Earth). The technology also has the potential to produce pure drinking water as a clean by-product. Summary Statement The oceans hold great promise as a distributed source of electrolyzable hydrogen, a storable intermediate in the Solar - Fuel Cell Energy Cycle, considering the impact on efficiency from differences in conductivity, reactivity and voltage. Help Received None CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Project Number S0612 Philippe Hansen Estruch Project Title Design of Biodegradable Energy Source to Power Wearable Electronics Objectives/Goals Abstract Power sources such as batteries and capacitors are used everywhere in our electronic devices. Most are, however, rigid, heavy, and cannot be disposed off easily. A power source that is flexible, lightweight, and biodegradable would have broad applications in the field of wearable and medical (sensors) electronics. This work was aimed at developing an energy power source with low cost biodegradable components. To create the power source, the conducting polymer poly(3,4-ethylenedioxythiophene) poly(styrenesulfonate) (PEDOT:PSS) commonly used in electronic board circuits was selected because it behaves like a solid electrolyte with both ionic and electronic conduction properties thus with the potential of behaving like a battery and capacitor. To enhance its energy storage capabilities, additional components known to change PEDOT:PSS microstructure, were tested at various ratios: glycerol, polyethylene glycol, and dimethyl sulfoxide. In addition, the plant-based cellulose were added to the mixture in an attempt to create a strong and stable structure. The newly created composites were compared for capacitance and resistance. Composite preparation protocol included a pre-heating step of the mixture to increase reagent homogenization, casting of the slurry into plates followed by baking. All measurements were performed in triplicate using a capacitance and resistance meter once the slurries had solidified into hydrogels. Methods/Materials Results Conclusions/Discussion A novel power source was created using biodegradable materials only. The highest energy storage performance (capacitance in the range of 1000 nF) was obtained with PEDOT:PSS mixed with cellulose and glycerol (ratio: 0.7, 0.7, 12.5 v/v%, respectively) in 3.5-cm diameter discs, a level sufficient to operate a light bulb when fully charged demonstrating its potential application. Unlike batteries and capacitors currently available, this composite is produced from simple materials, paper and polymers not requiring any dangerous chemicals or heavy metals and the preparation process is simple, cheap and possibly scalable to produce larger waffles with higher capacitance. Given its current properties, this power source should be capable of powering small devices such as glucose sensor, pacemakers, and computer components. Summary Statement I created an efficient biodegradable energy power source composite. Help Received I designed the experiments and created the composite myself. My physics teacher, Mr. Danssaert, provided me with some materials (circuit board, capacitor) and my San Diego Science Fair coordinator teacher, Mr. Haas, supported me with encouragement. I used a bench at the laboratory of Vetica Labs to CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Jorden R. Harber S0613 Project Title The Effect of Temperature on the Equilibrium in the Production of Biodiesel Objectives/Goals Abstract For my project, I wanted to determine at which temperature of production of biodiesel would result in the greatest yield of the reactants (catalyzed methanol and soybean oil) into the products (biodiesel and crude glycerol). The temperatures I tested were 30, 45, 60 75, and 90 degrees celsius. Using Le Chatelier's Principle, I hypothesized that the biodiesel produced at 30 degrees celsius would have the highest conversion rate of soybean oil to biodiesel, thus resulting in the greatest yield of biodiesel. First, I made a catalyzed methanol mixture with the potassium hydroxide. I completed a trial for each temperature. For stage one of the trial, I heated soybean oil to the specific temperature and added catalyzed methanol. I let it react at the specified temperature for sixty minutes and then placed the solution in a separatory funnel to separate into an upper biodiesel phase and a lower crude glycerol phase for twenty minutes. I took out the crude glycerol phase and weighed it for my future calculations. For stage two of the trial, I repeated the process exactly. This was the end of my trial. To complete my calculations, I first found the moles of soybean oil used and the theoretical glycerol yield. I then found the actual glycerol molar yield and overall soybean oil conversion for stage one and stage two. Methods/Materials Results Conclusions/Discussion My biodiesel produced at 30C had a 98% conversion rate, at 45C had a 66% conversion rate, at 60C had a 93% conversion rate, at 75C had a 59% conversion rate, and at 90C had a 0% conversion rate. My hypothesis was supported because the biodiesel produced at 30C had the highest conversion of products to reactants. There was an overall trend of higher temperature having lower conversion rates with the exception of 60C. In both my 60C trial and my 90C trial my biodiesel phase and glycerol phase would not separate and instead turned into soap. The weight of the crude glycerol was higher than it was supposed to be because the crude glycerol phase also had soap in it. For the 90C trial, so much soap was created so a value for the crude glycerol was impossible to obtain, thus resulting in the 0% conversion. It is useful for the biodiesel production industry to know that lower temperatures lead to a higher yield of biodiesel. Summary Statement My project investigates which temperature of production produces the highest yield of biodiesel in accordance to the equilibrium rules of Le Chatelier's Principle. Help Received My chemistry teacher Dr. Rano Sidhu helped me understand the characteristics and importance of chemical equilibrium. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Charles J. Huang S0614 Project Title Characterization of 2D Molybdenum Disulfide Crystal Growth for Nano-Optics and the Extension of Moore's Law Objectives/Goals Abstract The objective of this research is to optimize the Chemical Vapor Deposition synthesis method of 2D Molybdenum Disulfide by analyzing the effect of Molybdenum Oxide to Sulfur Precursor on crystal thickness. Currently, 2D MoS2 is a very new material in an early R&D phase. With the optimization of CVD growth conditions, a larger database of MoS2 crystallization can be generated for large scale production of MoS2. Molybdenum oxide (MoO3) and sulfur in varying molar ratios were prepared onto glass boats. The prepared SiO2 wafer was put on top of the molybdenum oxide and the two boats of MoO3 and S were placed inside the CVD furnace at specified locations based off the heat distribution. The furnace settings and the argon gas flow were modulated where the CVD would heat up to 650° C then cool back down to 100° C, where crystals were extracted. The crystals were analyzed at the 100 micrometer level with a Horiba LabRAM. Photoluminescence (PL) spectra and Raman spectra were taken for analysis of monolayer, bilayer, trilayer, or bulk crystal growth. Methods/Materials Results Conclusions/Discussion Through the analysis of the PL and Raman Spectra, a higher molar ratio of MoO3 to Sulfur was correlated with more monolayer crystal growths. Specifically, ratios 0.252 to 0.332 had the most prominent single layer crystals. Samples 1 and 2, which had lower ratios, grew in trilayers and bilayers respectively. Additionally, sample 5 showed anomalous wire-structured MoS2 growths and an abnormally high and near-single wavelength photoluminescence. Further analysis showed that a water impurity caused the odd crystals to grow. From this data, multiple conditions with higher precursor molar ratios in MoS2 CVD synthesis were shown in effect to their crystallization. By showing which ratios of MoO3 to Sulfur precursors allowed for monolayer and multilayer crystals, the CVD synthesis can be exactly tailored to specific crystals required in Van Der Waal heterostructures, which are composed of multiple stacked 2D materials. Because multilayer MoS2 materials have different band gaps, the data gathered in this experiment can be used to grow MoS2 crystals specific for optoelectronic devices that emit or detect specific wavelengths of light. In addition, exact ratios for monolayer growths are crucial in the advancement of MoS2 MOSFETs for the extension of Moore's Law beyond silicon's 5nm gate limit. Summary Statement I varied the ratios of MoO3 to sulfur precursor in a CVD synthesis method and analyzed the effects on growth of monolayer/multilayer MoS2 crystals. Help Received I conducted the research at the Zhang lab at Berkeley. Mervin Zhao, a graduate student, taught me how to use the CVD furnace. In addition, he guided me through the process of how to take Raman and photoluminescence spectra using the Horiba LabRAM. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Saehui Hwang S0615 Project Title Effects of Temperature Variation in a Two Pot Synthesis of Polyol Using Benzoic Acid Objectives/Goals Abstract Using vegetable oil to make polyurethane foam is gaining interest to make foam renewable and biodegradable. This research project is designed to test if polyol (a precursor of polyurethane) synthesis is possible using a plant based acid, benzoic acid. It also tests the effects of reaction condition variation in the efficiency of polyol formation. The two-pot synthesis procedure involves two steps: epoxidation and the ring-opening step. Benzoic acid was used in the ring opening step. The reaction time and temperature was varied and the produced polyol was scanned through a Fourier Transform Infrared Spectrometer. The alcohol peak heights were then analyzed and interpreted as the amount of polyol formed. Methods/Materials Results Conclusions/Discussion In contrast to previous papers, more polyol was formed at a lower temperature, i.e. 70 degrees Celsius, instead of 80 degrees. This suggests side reactions from the epoxide. More polyol was obtained in 3 hours than 5 hours at the same temperature, suggesting a continued reaction pathway of polyol. The polyol efficiency did not vary between 3-hour and 5-hour reaction times for 60 degrees Celsius. For the first time in polyol research history, this experiment showed that the production of polyol is possible through benzoic acid. It suggests that while benzoic polyol is the favored kinetic product under certain conditions, it is not the thermodynamic product. It also suggests that 70 degrees Celsius and 3 hours is the optimal reaction condition for the ring opening step, and that 60 degrees Celsius is below the energy threshold required to produce polyol. Such findings open possibilities for an entirely plant based foam using benzoic Acid. Summary Statement For the first time in research history, this experiment showed that the production of polyol is possible through benzoic acid, which opens up exciting possibilities for increased biodegradability of polyurethane foam. Help Received Jahan Dawlaty, Jonathan Ryan Hunt, Marissa Tessman, Peter Starodub, USC, UCSD CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Project Number James G. Karroum, II S0616 Project Title Photocatalytic Degradation of Dyes Using Metal Oxides In the Presence of UV Light Objectives/Goals Abstract In this project I determined which metal oxide photocatalysts are most effective at degrading various organic dyes at different concentrations. My hypothesis was that if metal oxide suspended in a dye solution is exposed to ultraviolet light, then the dye will photocatalytically degrade, indicated by a decrease in concentration; TiO2 will be more effective than ZnO as a photocatalyst, and the rate of degradation will be higher at greater initial dye concentrations. My variables were the type of metal oxide, type of dye, and the dye#s initial concentration. I prepared eight suspensions of metal oxide in dye solution, at different dye concentrations: metal oxides were either TiO2 or ZnO, dyes were either methylene blue or methyl orange, and dye concentrations were either equivalent to one drop of 1% solution per 100 mL, or two drops. I created every possible combination of these three variables. I then exposed the mixtures to ultraviolet light for two hours, and every thirty minutes extracted a specific amount, separating solid from solution using a centrifuge. Methods/Materials Results Conclusions/Discussion After measuring and plotting absorbance of solutions using a spectrophotometer, I observed that concentrations of dye solutions generally decreased with time, supported by visual evidence of color loss. Solutions in the presence of TiO2 and ZnO degraded at comparable rates, but in most instances ZnO was more effective. Most of my hypothesis was proven correct: the presence of metal oxides allowed ultraviolet light to degrade the dyes. Contrary to my hypothesis, ZnO was the more effective photocatalyst in most scenarios due to its greater rate of change of absorbance compared to TiO2. Another part of my hypothesis was proven right in that increased initial concentrations correlated with increased degradation rates. Summary Statement I determined which metal oxide photocatalysts are most effective at degrading various organic dyes at different concentrations. Help Received My past chemistry teacher showed me how to use a spectrophotometer and a centrifuge, and answered questions I had about lab precautions. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Charlotte Y. Kim S0617 Project Title The Fantastic Bioplastic! An Investigation of the Relationship Between Bioplastic Composition and Tensile Strength Objectives/Goals Abstract This project was designed to determine how varying the amount of a specific ingredient that constitute a bioplastic mixture can affect tensile strength. I hypothesized that if more glycerin is added to a mixture of cornstarch, water, vinegar, and glycerin, then a bioplastic with increased tensile strength and flexibility will be produced. Mold, 40 bioplastics made of cornstarch, water, vinegar, and varying amounts of glycerin, stove to heat the bioplastics for 3 minutes and 3 seconds,testing apparatus to test the bioplastic's tensile strength and deformation, rocks,basket, caliper, foodscale, fishscale, ruler, stopwatch, room temperature room for bioplastics to dry in for 10 days. Measured how bioplastics with varying amounts of gycerin can withstand force and its ability stretch. Methods/Materials Results Conclusions/Discussion The bioplastic with 1 tsp of glycerin was used as a control. The other bioplastics had increased amounts of glycerin by 1/2 tsp each test trial from that of the control until a total of 3 tsp of glycerin was tested. Each bioplastic had 8 test samples therefore 40 tests in total were ran. The bioplstics used as a control (1tsp) withstood more weight compared to the plastic with 3tsp. Overall, test data do not support the hypothesis. When more glycerin was added to the bioplastic mixture, tensile strength was significantly reduced. The bioplastic mixture with only 1 tsp of glycerin that was used as a control held 149 psi more stress than the bioplastic mixture with 1½ tsp of glycerin. This showed how much of a difference a small amount of glycerin can affect the bioplastic#s properties like tensile strength. Flexibility was also significantly reduced as the amount of glycerin was increased; however, this result could be an indirect result of the bioplastic being weaker and failing under less load. This is because glycerin is a plasticizer. It traps water in the starch chains making the polymer chain molecules bend and slide past each other more easily, which adds to the flexibilty of the plastic. Summary Statement I showed that bioplastics with increased amounts of glycerin withstand less force compared to a bioplastic with a lesser amount of glycerin. Help Received I received help from Sam Kim (my Father) in building and designing the test apparatus. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Project Number Project Title Abstract Summary Statement Help Received Vivian Kong The Quest to Reducing Petroleum Based Pollution: Bioplastic S0618 Objectives/Goals Creation of bioplastics based from banana peels and potato starch to combat plastic buildup and pollution. Test the bioplastics for similar qualities to petroleum based plastic. Methods/Materials Tested the durability, biodegradability, and elasticity of each bioplastic. The potato starch produced two different trials, one with glycerin and one without. The banana peels were dipped into sodium metabisulfite as a preservative agent. One trial used HCl and NaOH in a molarity of .1 and the other in .5 with varying concentrations of sodium metabisulfite. Results The bioplastics were successful in forming. The potato starch created superior plastic to the banana peel plastic as it was stronger, did not decompose, and had a more applicable structure for consumer usage. Both plastics held similar qualities to petroleum based plastic, particularly the potato based plastic with a higher weight tolerance and no decomposing. Conclusions/Discussion The objective to create bioplastic and test its qualities was attained as well as obtaining results to which bioplastic has superior qualities. In the potato starch plastic, the trial containing glycerin proved to be stronger. In the banana peel plastic, a higher concentration of sodium metabisulfite decreased the decomposability rate. Through the testing of several trials, potato starch plastic was concluded to have produced superior results to the banana peel plastic. These bioplastics can further enhance the environment as an alternative to petroleum based plastic. I created bioplastics made out of banana peels and potato starch as an effective alternative to petroleum based plastic. Name(s) Juwon Lee CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0619 Project Title Toward a More Thermally Stable Halogen Gas Encapsulation Technique Using Heavy Water Clathrate Hydrates Objectives/Goals Abstract Clathrate hydrates are solid crystalline inclusion compounds with host water cages that enclathrate (wrap around or encapsulate) small gas molecules such as halogens or small hydrocarbons such as methane. Methane gas hydrates, which solidify above the freezing point of water, can plug natural gas pipelines. This is a major energy transport problem but also an opportunity to store chemical potential energy in a safe form. Despite extensive study, both experimental and theoretical, the nature of the bonding in gas clathrate hydrates is still not fully understood. The objective was to change the nature of the host cage by replacing normal water with heavy water to increase thermal stability of the clathrate hydrates formed. Different types of crystalline halogen clathrate hydrates were produced by condensing bromine and chlorine gases in normal water and heavy water in sealed optically transparent sample cells to allow UV-visible spectroscopic interrogation. The solid clathrates were grown on the cooled window of the sample cell. The clathrate hydrates were analyzed using both transmission and reflectance UV-visible spectrophotometers. Methods/Materials Results Conclusions/Discussion Halogen clathrate hydrates made with heavy water cages showed markedly greater thermal stability (i.e., persisting significantly longer as temperature rose) compared to regular water clathrates. These clathrates could be distinguished by the eye via their distinctive coloration. Halogen clathrate hydrate spectroscopic results showed that the clathrate hydrate spectra were related to but different from both the water-free halogen vapor spectra and aqueous halogen solution spectra. The heavy water clathrates formed more quickly and disappeared more slowly compared to normal water clathrates as the temperature was lowered and raised. The deuterium oxide clathrate hydrates are therefore more amenable to spectroscopic interrogation than regular water counterparts. Elucidation of the structural properties of clathrate hydrates in different types of water cages helps to further understand and thus better address the challenge of methane clathrate hydrate plugs in natural gas pipelines while also pointing the way to improvements in gas storage and transportation techniques. Summary Statement I produced and spectroscopically analyzed halogen clathrate hydrates in normal water and heavy water cages to better understand the host-guest interactions. Help Received I thank my research advisor Dr. John W. Kenney III at Concordia University for his support and advice for my project. I also am pleased to acknowledge Dr. Ken Janda and his group at UC-Irvine for providing support, expertise, and materials. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Regina E. Lee S0620 Project Title Utilization of Triglycerides from Spent Coffee Grounds to Create Methyl Esters through Transesterification Objectives/Goals Abstract Converting lipids extracted from used coffee grounds into usable biodiesel efficiently by using a strong acid catalyst and comparing it to other fuels, such as vegetable biodiesel and Diesel No. 2. Extracted oil from used coffee grounds using a Soxhlet extractor. Then put the oil through a transesterification process using methanol and Sulfuric Acid as the strong acid catalyst by letting it reflux. After filtering it and taking out the layer of biodiesel, it was put through a GC/MS test to find the concentration of methyl ester groups inside, as well as the percent of biodiesel recovered. The energy density was also found using a calorimeter. Methods/Materials Results Conclusions/Discussion The coffee biodiesel samples contained about 62.69% biodiesel, while the vegetable biodiesel yielded about 80.1%. They had an average energy density of 2095.71 calories/gram of fuel, while the vegetable biodiesel had 2246.8 cal/g and the Diesel No. 2 had 2265.65 cal/g. The experiment was successful in that an efficient way of creating biodiesel from used coffee grounds was found. The unwanted residue left behind after the transesterification process was reduced significantly, increasing the yield. The energy density is comparable to that of Diesel No. 2 and vegetable biodiesel. This project also has potential to be produced on a larger scale as most of the chemicals, such as hexane, can be recycled and be used for future processes. Summary Statement I created usable biodiesel from waste coffee grounds and found that it compared favorably well to Diesel No. 2 and vegetable biodiesel. Help Received My mentors from the Hyperion Treatment Plant taught me about biodiesel and organic chemistry, as well as supplied and taught me how to use the equipment necessary to complete my project. They also oversaw my procedure and helped me when I had questions. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Irene G. Li S0621 Project Title Analysis of Novel Carboxymethyl Chitosan/Sodium Alginate Microspheres as a Potential Drug Delivery System Objectives/Goals Abstract The objective is to find an appropriate delivery system to create oral protein therapeutics. Carboxymethyl chitosan and sodium alginate were used to coat human serum albumin in the form of microspheres, which were treated in pH 2 and pH 7.5. A time course of the protein release from microspheres was studied by using UV spectroscopy and the structural integrity of the protein was assayed using HPLC. Methods/Materials Results Conclusions/Discussion Microspheres treated in low pH were smaller than those treated in neutral pH. The protein concentration increased over time. In both low and neutral pH, microspheres showed a quick initial release, then an extended release, although those in low pH had a slower release rate. The HPLC showed that HSA was still detectable in low quantities. The release rate of the protein is related to the swelling degree of the microspheres. Those in low pH swelled less, resulting in slower release rates. The microspheres were able to maintain the structure of a portion of the protein. Therefore, carboxymethyl chitosan and sodium alginate is a viable potential oral peptide drug carrier. Summary Statement Carboxymethyl chitosan/sodium alginate microspheres can be used as a potential oral peptide drug carrier due to its extended release and its protection of protein integrity. Help Received I created the method for making microspheres from literature review. Dr. Tiansheng Li from HTL Biosolutions helped me learn to use the UV spectrophotometer and HPLC. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Aditya Menon S0622 Project Title Engineering Biologically Inspired Enzymatic Analogs: A New Class of Hybrid Organic/Inorganic Nanocatalysts Objectives/Goals Abstract The objective of this project is to develop more active and selective catalysts by integrating the inherent strengths of biological and synthetic catalyst characteristics while reducing their weaknesses. To accomplish this, we developed methods to (1) synthesize and improve an organic support, (2) impregnate metal nanoparticles onto a microporous polymer organic framework support, (3) utilize spectroscopic methods to probe ligand removal and catalytic activity, and (4) overcoat the metal with an additional layer of the same organic framework to better replicate enzymatic machinery. Methods/Materials Results Conclusions/Discussion The results show that a viable polymer organic framework with the critical features of thermal stability (up to 400 °C), high surface area (754 m^2/g), and microporosity (6 Å) was synthesized. Transmission electron microscopy was used to demonstrate that nanoparticles were evenly distributed onto the surface of the polymer with size 7.3 ± 1 nanometers. The optimal thermal pretreatment (300 °C for 20 minutes) was found to remove ligands, which block catalytic activity, from the surface of nanoparticles. Catalytic activity was measured using infrared spectroscopy, which revealed approximately 100% conversion of CO to CO(2) by 250 °C. This reveals that a fully functional hybrid organic/inorganic catalyst has been successfully developed. Finally, the catalyst was encapsulated by another layer of polymer. The encapsulated catalyst was able to maintain its structure, increase surface area (913 m^2/g), and regrow 6 Å micropores which were destroyed from the thermal pretreatment. The encapsulated catalyst showed increased efficiency in catalytic testing, reaching 100% conversion by 220 °C. Therefore, this project reveals the development of a functional, selective, and active hybrid organic/inorganic nanocatalyst which takes advantage of the inherent strengths of both biological and synthetic catalysts while reducing their weaknesses. It also presents a method to develop more active and selective materials by following the inspiration of enzymatic machineries with the potential to increase efficiency in important chemical reactions such as methane partial oxidation and carbon dioxide hydrogenation. Summary Statement I developed novel hybrid organic/inorganic catalysts by integrating the inherent strengths of both biological and synthetic catalysts while reducing their weaknesses. Help Received Andrew Riscoe, a PhD student, was my mentor for this project. He guided me through the initial methodology of this project. Dr. Matteo Cargnello provided overall guidance for the project. The facilities and instruments in the Department of Chemical Engineering at Stanford were used. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0623 Camryn L. More Project Title The Effects of Molecular Weight and Ion Size on the Refractive Properties of Dissolved Solids Objectives/Goals Abstract Objective: To determine if concentration, molecular weight, and ion size affect the refractive angle of visible light through solutions containing solutes of various sizes. Methods/Materials It is not known if molecular weight and ion size affects the amount of light refraction. Materials; light source, sodium chloride(NaCl), silver nitrate(AgNO3), sucrose, potassium iodide(KI), ovalbumin(OVA), polyethylene glycol(PEG), dH2O, along with basic lab materials.Solutions were made using substances stated above. For each substance, three 10-fold dilutions were made starting with 10 Molar. This was performed for the solutions using four concentrations. Percent Brix was measured for each.Each concentration of each substance was examined three different times to get an average of each substance concentration. The results are depicted in Table 1 for all concentrations. At low concentrations, there was very small differences in light refraction between the various substances. Sucrose had the smallest amount of refraction at 2.33%, while OVA had the largest amount of refraction at 15.23% at a 1 molar concentration. Once a 1 M was reached, there were large differences in the amount of refraction between the substances with the largest molecular weights. Solutions with AgNO3 and KI refracted differently despite having similar molecular weights.There appears to be an inverse relationship between the ion size and the amount of light refraction. Results Conclusions/Discussion In terms of ion size, it does not appear that larger ion sizes result in greater light refraction. Larger ion sizes (KI) resulted in a smaller of light refraction compared to smaller ion sizes (AgNO3), despite having nearly identical molecular weights. There appears to be an inverse relationship between ion size and the amount of light refraction, independent of molecular weight, so there must be another reason for this phenomenon. Many industries use refractometers to measure the concentration of certain substances in solution. The concentration of dissolved solids in solution is known to affect the amount of refraction. However, it was previously not known if molecular weight and ion size also affects the amount of light refraction. I demonstrated that with increasing molecular weight, light refraction increases, independent of concentration. These findings may provide another use for refractometers, in terms of determining the purity of To determine if concentration, molecular weight, and ion size affect the refraction of visible light through various solutions. Summary Statement Help Received My father helped me by donating supplies, find background research, and also served as my mentor. A family friend, who has a phd in Chemistry, gave my inspiration for my research. My AP Chem teacher lent me equipment and her lab. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Jason B. Morris S0624 Project Title The Effect of Electrolyte Solution and Concentration on the Production of Oxy-Hydrogen Objectives/Goals Abstract The purpose of this experiment is to determine which type and amount of electrolyte solution will produce the most oxyhydrogen in an electrochemical cell. Creating the gas will be done by electrolyzing water with an added electrolyte. A oxyhydrogen electrochemical cell was constructed using various plumbing fittings, plexiglass and plastic tubing. 14 gauge stainless steel was cut to use as the electrodes and cathodes. The plates were sanded to increase surface area which in turn produces more oxyhydrogen. 1,532g of distilled water was used in the electrolyte solution because it contains very little impurities. Three different electrolytes were tested (sodium hydroxide, potassium carbonate, potassium hydroxide) at four different concentrations (5%, 10%, 15%, 20% by weight). The cell was powered with a 12 volt dc power supply. Production of gas was measured by timing how long it took to displace water in a one liter bottle. Methods/Materials Results Conclusions/Discussion 15% Potassium Hydroxide is the best effective electrolyte at producing oxyhydrogen followed by Sodium Hydroxide and then Potassium Carbonate. Potassium hydroxide produced 62 ml/min of oxyhydrogen, 5 ml/min more than sodium hydroxide and 8 ml/min more than Potassium hydroxide. Strong electrolytes completely ionize in water. A strong electrolyte is either a strong acid or strong bases. Potassium Hydroxide and Sodium Hydroxide is a very strong base with a ph of 12. Potassium carbonate has a ph of 11. Once the concentration of the electrolyte by weight reached 20% the production of oxyhydrogen decreased to a lower production rate than the concentration of the 15% electrolyte solution. Oxyhydrogen is used in various applications such as oxy-gas torches as it burns at very high temperatures. Oxy gas torches are used for cutting and welding various materials including metal. Capturing the gases separately that are produced on the anode and cathode would results in very pure oxygen and hydrogen. Oxygen has applications in the medical field as well as recreational activities (scuba diving). It is also used in life support systems. In the industrial environment, oxygen is mostly used to refine iron ore into steel. Hydrogen can used to fuel hydrogen cars. Summary Statement Maximizing the generation of Oxy-hydrogen by determining the best electrolyte to use Help Received Craig Morris, my dad, helped with the cutting of the stainless steel plates CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Mihika Nadig; Andre Yin S0625 Project Title Thermolytic Grafting to Stabilize Photonic Crystal Based Porous Silicon Sensors Objectives/Goals Abstract My goal in this project was to stabilize porous silicon (pSi) in basic conditions (pH>7) using thermolytic grafting of trihydridosilane. Many drugs right now are taken orally, and they have to travel through the highly acidic stomach and then the much more basic small intestine to be absorbed in the body. Stabilization of pSi in acidic conditions has already been achieved, so stabilization in basic conditions will be useful for effective drug delivery in these fluctuating pH conditions and for detecting how much of a drug has been released with time. The project started with the transformation of a silicon wafer to porous silicon through electrochemical etching. These porous silicon chips were then submersed in a solution to graft trihydridosilane onto their surface. The experiment consisted of four solutions, in which the pSi chips were immersed: two solutions with water (control), and two with pH 10 buffer. Three instruments were used for characterization of the modified pSi and measurement of stability over time: Fourier Transform Infrared Spectroscopy (FTIR), Spectroscopic Liquid Infiltration Method (SLIM), and Water Contact Angle Goniometry. Methods/Materials Results Conclusions/Discussion The FTIR graphs portrayed that there was successful grafting of -CH groups onto the pSi, and that these groups remained throughout the experiment. The samples with grafting maintained porosity and thickness better than the control samples, as indicated by SLIM. In addition, Water Contact Angle depicted that the grafted samples were more hydrophobic than the control samples. FTIR, SLIM, and Water Contact Angle results provided sufficient evidence that the porous silicon was stabilized effectively in basic conditions. One major application of porous silicon is that it is a highly efficient and suitable drug delivery nanoplatform, given its large surface area and easily variable pore size. With its stabilization in basic conditions, pSi nanoparticles can deliver drugs to parts of the human body with basic pH, such as the small intestine. In addition, pSi can serve as a chemical sensor to detect undesirable gases in the air, such as hexane at gas stations. Because pSi has structural color, it can change colors with a change in refractive index, so it can also detect whether water has been drugged with alcohol. Summary Statement I effectively stabilized porous silicon in basic conditions using thermolytic grafting of trihydridosilane, a result that has applications in drug delivery and chemical sensing. Help Received Professor Michael Sailor and Dr. Dokyoung Kim generously provided me with a lab space and answered my questions regarding porous silicon. Hannah Nakamoto etched the porous silicon. I handled all the other parts of my project by myself. Project Number Andrea L. Noronha Project Title Synthesis of Paramagnetic Iron Oxide Nanorods Objectives/Goals Abstract Currently, nanomaterials with high magnetophoretic velocity and magnetic susceptibility are needed for various applications such as drug delivery systems and bioseparations, but many paramagnetic nanomaterials cannot be easily controlled by an external magnetic field. Scientists are trying to synthesize anisotropic material that has superior magnetic properties due to the unique morphology. The goal of this project was to synthesize paramagnetic iron oxide nanorods with properties suitable for biomedical applications that can be easily controlled by an external magnetic field. Iron oxide nanorods were synthesized using a modified sol gel method. Iron (III) chloride was hydrolyzed, and sodium sulfate was used to control the morphology. The nanorods were coated with polyacrylic acid so that they could be dispersed in water. A silica coating was done to reduce the aggregation between the nanorods. The sample was subjected to a forming gas reduction, and this sample was used to prepare a polymer thin film using polyethylene glycol diacrylate (PEGDA) as the polymer. The magnetic properties of the nanorods as a result of their shape anisotropy were demonstrated by exposing the thin film to a NdFeB magnet. Methods/Materials Results Conclusions/Discussion TEM images taken at each step showed that the nanorods formed without much aggregation, and the PAA and silica coatings improved the particles# stability and dispersibility. Under the optical microscope, the nanorods were paramagnetic when exposed to an external magnetic field. The diameter of the silica coating is ~40 nm, and the length on the long axis of the nanorod is ~400 nm. The direction of the magnetic field could be easily controlled by an external magnetic field and fixed in the polymer with a thickness of 170µm by UV irradiation. When this polymer was exposed to an external magnetic field, the nanorods attempted to align the direction of their magnetic field with that of the magnet, resulting in bending of the polymer. Due to shape anisotropy, the nanorods have a high magnetophoretic velocity, as demonstrated by the polymer#s response to an external magnetic field. Additionally, the dispersibility in water, low toxicity of iron oxide, and relatively low aggregation makes the nanorods suitable for various biomedical applications such as bioseparations, targeted drug delivery systems, and immunoassays where a strong magnetic attraction is advantageous. Summary Statement A method to synthesize paramagnetic iron oxide nanorods was investigated with the purpose of easily controlling the nanorods by an external magnetic field due to the effects of the shape anisotropy. Help Received I used the lab equipment in the lab of Dr. Yin at the University of California Riverside under the supervision of Dr. Yadong Yin and Xiaojing Wang. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0626 CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Project Number Phoenix T. Rumbaugh S0627 Project Title Finding Material to Coat Clam Shells to Stop and/or Prevent Them from Dissolving in Acidic Liquids Objectives/Goals Abstract The objective of the project is to find a material to coat short necked clam shells, so that the shells can last for short periods of time in acidic lliquid. 42 short necked clam shells about the same weight, 42 Ball jars.Scale, 3 acidic liquids: Seltzer Water, Coca Cola, Vinegar. Methods/Materials 6 Coating materials:Bees wax, fluoride varnish, knox gelatin, kelp slime, casein, Agar agar mixed with glycerin. no coating Results 3 tests, 1st test of 12 coated clam shells placed in 14 jars filled with Seltzer Water at 4ph for 3 day 2nd test 12 coated clams shells placed in 14 jars filled with Coca Cola at 2.25 ph for 3 days 3rd test 12 coated clam shells placed in 14 jars filled with vinegar for 3 days The most effective clam shell coating with all three acidic liquids was Agar Agar mixed with glycerin. Agar Agar mixed with vegtable glycerin was 100 percent effective sitting in Seltzer water at 4 ph for 3 days. It was 100 percent effective in Coca Cola at 2.25 ph for 3 days. but it was 83-94 percent effect when placed in vinegar for 3 days. Repeated testing of the 6 clam shell coatings found the Agar Agar glycerin mix the most effect at protecting the short necked clam shells. Being a seaweed, the Agar agar and vegatable glycerin are nontoxic, biodegradable, durable, and flexible, which may make it a good candidate for use in the short term for protecting short necked clam shells. And it may possibly be used in the future on clam farms/ Conclusions/Discussion Summary Statement I created an Agar Agar/glycerin mix that may be used to coat short necked clams to protect them from ocean acidification. Help Received Information and help from Emily Green Chemistry teacher who taught me about fluorine and fluoride, Clifton Herrmann M. Sc candidate, applied marine and watershed CSU monterey bay, NOAA for their information about acidification, Bodega Bay Sea Lab, Bodega Bay Oyster Farm, Monterey Bay Name(s) Richa Singh CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0628 Project Title Solving Flint's Lead Detection Problem: A Rapid, Low-Cost Test via a Chromophoric Reaction Objectives/Goals Abstract In 2014, Flint's water was contaminated with lead and other metals from their pipes. Residents in the area couldn't afford lead test kits since they are very expensive, so they didn't realize their water was contaminated until it was too late. This project solves this lead detection problem. A rapid and inexpensive ($1) test for lead contamination in water was created so that everyone could easily test their water. For this project, sodium rhodizonate, vinegar, and lead nitrate were primarily used. The sodium rhodizonate and vinegar were used to create a mixture so that when the mixture came in contact with lead in the water, it would change color. The lead nitrate was used as a safer substitute for pure lead hydroxide. The lead nitrate was only used to experiment whether the test worked. The vinegar was used to act as a catalyst for the chromophoric reaction to occur between the sodium rhodizonate and lead. Methods/Materials Results Conclusions/Discussion When the 0.05M concentration of lead was tested, the test worked with 100% accuracy, and the color would change from orange to purple or dark red. When the 0.0001M concentration of lead was tested, the test worked with 82.5% accuracy, and the color would change to pink or red. When the tap water was tested, the test worked with 100% accuracy, and the color would either stay orange or turn yellow, indicating safe levels of lead in the tap water. The results show that this test is very consistent and reliable when being used to test for lead contamination in water samples. It is also very inexpensive, being only about $1, and can be easily done by anyone who is worried about the quality of their tap water. This test can be used to prevent future incidences similar to Flint and allow everyone to be assured that their water is of pure quality. Summary Statement In this project, a test was created to easily, rapidly, and inexpensively test for lead contamination in water samples. Help Received My parents helped to obtain the materials for the experimentation, and Mrs. Gillum, my teacher, helped guide me through the science fair process. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Name(s) Tamika C. Whitenack Project Title The Effects of Fats on Quick Bread Objectives/Goals Abstract I wanted to investigate the effects of saturated and unsaturated fats on the rheology, gluten development, and final structure of a quick bread. I tested three different fat sources, each with differing amounts of saturated, monounsaturated, and polyunsaturated fat (coconut, canola, and walnut oil).I baked loaves of quick bread with each type of fat. I measured the rheology of the batter by measuring the flow rate of batter down an inclined sheet pan. I measured the final structure of the quick bread using a break-test method that I have seen used by America's Test Kitchen in which a slice of quick bread is balanced between two ramekins and must hold weight. Methods/Materials Results Conclusions/Discussion I found that the batters made with the higher amount of saturated fat had a slower flow rate than the batters made with unsaturated fats. Likely due to a variety of errors, I did not obtain consistent results for the break-test. An extension experiment that improved the method for the break-test found that the quick bread made with the higher amount of saturated fat took longer to break than the quick breads made with unsaturated fats. These break-test results would suggest that saturated fat causes more gluten development and a less tender final structure in quick bread. The flow rates showed how saturated and unsaturated fats affect the rheology of the quick bread batters differently. This is likely a result of the different molecular structure (carbon single bonds vs carbon-carbon double bonds) that cause saturated fats to be solid at room temperature and unsaturated fats to be liquid at room temperature. Molecular differences could also affect the hygroscopic properties of the different fats, which would affect the final structure of the quick bread observed from the break-test. Hygroscopic molecules attract water and minimize gluten development, resulting in a tender quick bread. Summary Statement My project explored how the molecular differences in saturated and unsaturated fats affected the rheology of quick bread batters and the final structure and gluten development of quick bread. Help Received One of my science teachers introduced me to rheology and shared past rheology experiments with me. My chemistry teacher discussed methods for performing measurements in my experiment. My mother helped me to collect the flow rates and break-times. Project Number S0629 Alexander Woodside Project Title Quenching Low Carbon Steel Objectives/Goals Abstract The goal of my project was to discover if it was possible to harden low carbon steel by exchanging the quenching medium. In my project I tested four different quenching mediums to see if it was possible to harden low carbon steel. In order for a steel to harden, the steel needs to cool very quickly. Oil and water are traditional quenching mediums. When quenching in water, a steam envelope forms around the hot steel. My goal was to reduce the steam envelope so that the steel could cool faster. I chose salt water and a Deep Hardening Solution, which; reduces the steam to a nominal quantity. The steel was at the correct temperature to quench when it is no longer magnetic. After quenching, I tested how hard the steel became. I used a blacksmith technique called the file test. If the the file skates across the steel then the steel is hard enough for tool use. I will conduct ten trials per quenching mediums: vegetable oil, distilled water, salt water, and a Deep Hardening Solution. Methods/Materials Results Conclusions/Discussion The basis of my hypothesis was salt would decrease the steam envelope. This was true, but did not affect the steel as I predicted. The decrease in the steam envelope impaired the water's ability to absorb heat. As a result the steel was not hardened. Steam was almost nonexistent when I quenched in the Deep Hardening Solution. It took a very long time for the steel to cool in the Deep Hardening Solution. When I quenched in the vegetable oil, all the signs of a successful quench were present. The oil absorbed the heat quickly and the steel cooled quickly. Unfortunately, the steel did not harden very well. It actually produced the softest steel of the experiment. In the end, distilled water produced the hardest steel sample. I must conclude that low carbon steel cannot be hardened by the methods I tested. Portions of some test samples were hardened because of the increased carbon content. My hardest sample (distilled water, trial 7) was not close to passing the file test. I have determined carbonized low carbon steel or mild steel are the best alternatives to high carbon steel. Mild steel has mid-range carbon content. It will produce a semi-hardened tool and would be much easier to carbonize. In the end, low carbon steel by itself is too difficult to harden. Summary Statement This project provides data for steel manipulation by the quenching process. Help Received I would like to thank everyone around me for their constant support and advice. I thank my Mom, Dad, and Grandfather for all their help and advice. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0630 CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Michael D. Wu S0631 Project Title A Solar Powered Upconverting Nanoreactor for Highly Efficient Photochemical Synthesis Objectives/Goals Abstract Achieving solar powered photochemical synthesis has been the dream of chemists since Ciamician in 1912. Yet due to issues with current reactors and the inability of visible light to catalyze organic reactions, photochemistry has achieved limited applications in the real world. Methods/Materials The two objectives of this project are to improve upon existing synthesis technology by harnessing TTA upconversion in a solar powered microfluidic nanoreactor and to synthesize ascaridole more efficiently. This project aims to increase the real-world applications of photochemistry. The novel upconverting nanoreactor was fabricated and then used to synthesize ascaridole. Its efficiency and yields were compared to current synthesis techniques, batch and clear microfluidics, as controls. To fabricate the upconverting reactor, the Vaporization of a Sacrificial Component process was used to create a 35microliter channel embedded inside the polyurethane host. To harness upconversion processes inside the polymer, the uncured urethane was doped with PdOEP and DPA. Through triplet-triplet annihilation, these dyes will upconvert green to blue photons. Results Ascaridole was synthesized by flowing a solution of a-terpinene, Ru(bpy), methanol, and oxygen through the microchannel under 1.3 sun illumination. The product was collected, evaporated, run through a silica plug, and analyzed using absorption and NMR spectroscopy. Upconversion capabilities were successfully harnessed inside the polymer of a microfluidic nanoreactor, increasing the intensity of blue light inside the microchannel. The blue light emissions matched the excitation wavelengths of Ru(bpy) perfectly, more optimally sensitizing singlet oxygen and thus synthesizing more ascaridole. Once upconversion was added to the reactor, concentrations of ascaridole increased 86% when compared to current microfluidic technology, a significant improvement in yield. Harnessing upconversion in a nanoreactor is a significant improvement to existing organic synthesis techniques. When compared to batch reactors, it has higher efficiency and can be easier scaled up and when compared to microfluidics, it has significantly higher yields. Conclusions/Discussion Moreover, the upconverting microfluidic nanoreactor can synthesize other important medicines and fuel using only solar energy as its energy source with applications industrially, in rural hospitals, and developing nations. Summary Statement This project significantly improved current microfluidic technology by harnessing upconversion processes in the reactor, increasing yield and real world applicability of photochemistry. Help Received I did my research project in the Esser-Kahn Lab at the University of California, Irvine. Dr. Rachel Steinhardt from the group was an inspirational mentor, providing guidance and training along the way. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number Erika Yang S0632 Project Title Developing a Novel Flexible MoS2 Biosensor to Detect Lower-Concentrated Biomolecules at the Femtomolar Level Objectives/Goals Abstract The object of this study is to develop a novel flexible MoS2 biosensor to detect very lower-concentrated biomolecules. I successfully fabricate a MoS2 biosensor on polyimide film, a flexible substrate which has great potential applications. The MoS2 biosensors can be used for rapid biomolecule quantification at fM-levels by analyzing the initial slopes of time-dependent response curves. The flexible MoS2 biosensors exhibited a detection limit for biomolecules as low as 50 fM that is about 10,000 times lower concentration than that can be detected by the conventional biosensor like ELISA. Methods/Materials Results Conclusions/Discussion The fabricated MoS2 biosensors can be used for rapid biomolecule quantification at fM-levels by analyzing the initial slopes of time-dependent response curves. The multiple sensors can be utilized to enable quantification of low-abundance biomarker molecules as well as the affinities and kinetics of antibody-mediated binding events. The flexible MoS2 biosensors exhibited a detection limit as low as 50 fM that is about 10,000 times lower concentration than that can be detected by the conventional ELISA method. The MoS2 biosensors can be used for rapid biomolecule quantification at fM-levels by analyzing the initial slopes of time-dependent response curves. The multiple sensors can be utilized to enable quantification of low-abundance biomarker molecules as well as the affinities and kinetics of antibody-mediated binding events. The flexible MoS2 biosensors exhibited a detection limit as low as 50 fM that is about 10,000 times lower concentration than that can be detected by the conventional biosensor like ELISA. Summary Statement I have successfully fabricated a flexible MoS2 biosensor that can detect biomolecules with a concentration as low as 50 fM that is about 10,000 times lower concentration than the conventional ELISA method. Help Received I have been working on this project for two years at a research laboratory. They trained me on equipment and I had some discussion with them. CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY Project Number S0699 Rohan Mehrotra Project Title Novel Nanoscale Approach to Combat Disease: Electrically Stimulated Drug Release from Biodegradable PCL Nanofilms Objectives/Goals Abstract Today, drugs are administered orally or injected. Such methods distribute drugs systemically, resulting in low drug efficacy and side effects. To solve this, scientists have been developing stimuli-responsive nanocarriers that release drugs at targeted areas in response to external stimuli. An exciting research area is nanocarriers that release drug in response to electric stimuli. Current systems for electroresponsive drug release either use dangerous voltages (-5 to -15 V) or are non-biodegradable. My project goal was to develop a drug delivery system that is both biodegradable and uses safe voltages (-0.5 to -1 V) to trigger drug release. I focused on a biodegradable, FDA-approved polymer called Polycaprolactone (PCL). I synthesized a nanofilm of PCL loaded with Fluorescein (FL), a model drug, then studied if the nanofilm had electroresponsive drug release capabilities. Methods/Materials Results Conclusions/Discussion Drug release experiments demonstrated that the nanofilm had electroresponsive release capabilities. Voltages as low as -0.7 V resulted in greater FL release from the film compared to passive release. Drug release also increased in a linear, predictable fashion with increasing number of stimuli and increasing voltage. After the electroresponsiveness of the nanofilm was confirmed, I investigated the release mechanism. The electrode on which the film was formed increased in pH upon electric stimulation, and drug release increased in basic pH solutions. I hypothesize that the primary drug release mechanism is the accelerated hydrolysis of ester bonds in PCL catalyzed by the local pH increase due to electric stimulation. I envision my PCL nanofilm to be incorporated in a recently-developed ultrasonically-powered implant that can wirelessly stimulate electroresponsive drug release in the body. While this implant is not biodegradable, researchers have developed biodegradable electronics, which could be used to make the implant fully biodegradable. This drug delivery system would increase drug efficacy and enable more precise drug regimens (temporal/dosage control). It is convenient and safe, in part due to its biodegradability (ability to disintegrate in the body). This system could revolutionize the treatment of chronic diseases like cancer. To the best of my knowledge, this is the first demonstration of an electroresponsive drug delivery system that is sensitive to low voltages and biodegradable. Summary Statement I created a novel nanofilm composed of PCL loaded with a model drug. This is the first demonstration of a drug delivery system that is biodegradable and electroresponsive at low voltages. Help Received I would like to thank Devleena Samanta, Katy Margulis, and Professor Richard N. 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www.mathletics.com Curriculum Alignment Introduction At Mathletics, we are committed to providing students, teachers and schools with high-quality learning resources that align with the most up-to-date curricula. Our team of educational publishers has created a course that specifically follows the Common Core State Standards Initiative. You can be assured that students have access to relevant and targeted content. Mathletics courses consist of topics based on domains, clusters and standards. The courses also include 'review' topics to provide additional learning support through targeted revision of topics from the previous grade level. When a standard is best addressed by teacher directed activities, it is indicated in this document. Such activities may be explored using the Mathletics online eBooks, videos and interactives or through our engaging rich learning tasks. This document outlines the curriculum alignment and acts as a useful guide when using Mathletics in your school. 3P Learning USA August 2018 © 3P Learning Limited (ABN 50 103 827 836) and contributors 2018 Common Core State Standards: © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. \|---\|---\|---\|---\|---\| \| Counting & Cardinality \| Know number names and the count sequence. \| K.CC.A.1 \| Count to 100 by ones and by tens. \| \| \| \| \| \| \| 1 to 30 \| \| \| \| \| \| Before, After and Between to 20 \| \| Counting & Cardinality \| Know number names and the count sequence. \| K.CC.A.2 \| Count forward beginning from a given number within the known sequence (instead of having to begin at 1). \| \| \| \| \| \| \| Going Up \| \| \| \| \| \| Order Numbers to 10 \| \| \| \| \| \| Order Numbers to 20 \| \| \| \| \| \| Counting Up to 20 \| \| Counting & Cardinality \| Know number names and the count sequence. \| K.CC.A.3 \| Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). \| \| \| Counting & Cardinality \| Count to tell the number of objects. \| K.CC.B.4 \| Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. \| \| \| Counting & Cardinality \| Count to tell the number of objects. \| K.CC.B.5 \| Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. \| \| \| Counting & Cardinality \| Compare numbers. \| K.CC.C.6 \| Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. \| \| Kindergarten Activities \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Counting & Cardinality \| Compare numbers. \| K.CC.C.7 \| Compare two numbers between 1 and 10 presented as written numerals. \| \| \| Operations & Algebraic Thinking \| Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. \| K.OA.A.1 \| Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. \| \| \| Operations & Algebraic Thinking \| Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. \| K.OA.A.2 \| Solve addition and subtraction word problems, and add and subtract within 10. \| \| \| Operations & Algebraic Thinking \| Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. \| K.OA.A.3 \| Decompose numbers less than or equal to 10 into pairs in more than one way and record each decomposition by a drawing or equation. \| \| \| Operations & Algebraic Thinking \| Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. \| K.OA.A.4 \| For any number from 1 to 9, find the number that makes 10 when added to the given number and record the answer with a drawing or equation. \| \| \| Operations & Algebraic Thinking \| Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. \| K.OA.A.5 \| Fluently add and subtract within 5. \| \| Kindergarten \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Number & Operations in Base Ten \| Work with numbers 11–19 to gain foundations for place value. \| K.NBT.A.1 \| Compose and decompose numbers from 11 to 19 into ten ones and some further ones, and record each composition or decomposition by a drawing or equation; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. \| \| \| \| \| \| \| Making Teen Numbers \| \| \| \| \| \| Make Numbers Count \| \| Measurement & Data \| Describe and compare measurable attributes. \| K.MD.A.1 \| Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. \| Everyday Length \| \| \| \| \| \| Everyday Mass \| \| \| \| \| \| Hot or Cold? \| \| \| \| \| \| How Full? \| \| Measurement & Data \| Describe and compare measurable attributes. \| K.MD.A.2 \| Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. \| \| \| \| \| \| \| Compare Length \| \| \| \| \| \| Which Holds More? \| \| \| \| \| \| Hot or Cold? \| \| Measurement & Data \| Classify objects and count the number of objects in each category. \| K.MD.B.3 \| Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. \| \| \| \| \| \| \| Sort It \| \| \| \| \| \| Same and Different \| \| Geometry \| Identify and describe shapes. \| K.G.A.1 \| Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. \| \| \| \| \| \| \| Where is it? \| \| \| \| \| \| Left or Right? \| \| Geometry \| Identify and describe shapes. \| K.G.A.2 \| Correctly name shapes regardless of their orientations or overall size. \| \| \| \| \| \| \| Collect the Shapes \| \| \| \| \| \| Collect Simple Shapes \| \| Geometry \| Identify and describe shapes. \| K.G.A.3 \| Identify shapes as two- dimensional (lying in a plane, "flat") or three-dimensional ("solid"). \| \| \| \| \| \| \| Teacher directed \| \| Geometry \| Analyze, compare, create, and compose shapes. \| K.G.B.4 \| Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes. \| \| \| \| \| \| \| Count Sides and Corners \| \| \| \| \| \| Relate Shapes and Solids \| \| Geometry \| Analyze, compare, create, and compose shapes. \| K.G.B.5 \| Model shapes in the world by building shapes from components and drawing shapes. \| \| \| \| \| \| \| Teacher directed \| Kindergarten Activities \| Domain \| Cluster \| Standard \| Standard Description \| \|---\|---\|---\|---\| \| Domain \| Cluster \| Standard \| Outcome Description \| Activities \| \|---\|---\|---\|---\|---\| \| Operations & Algebraic Thinking \| Represent and solve problems involving addition and subtraction. \| 1.OA.A.1 \| Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. \| \| \| \| \| \| \| Add and Subtract Using Graphs \| \| \| \| \| \| Add and Subtract Problems \| \| \| \| \| \| Adding to 10 Word Problems \| \| \| \| \| \| Problems: Add and Subtract \| \| \| \| \| \| Word Problems: Add and Subtract \| \| Operations & Algebraic Thinking \| Represent and solve problems involving addition and subtraction. \| 1.OA.A.2 \| Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. \| Add Three 1-Digit Numbers \| \| \| \| \| \| Add 3 Single Digit Numbers \| \| \| \| \| \| Add 3 Numbers Using Bonds to 10 \| \| \| \| \| \| Add and Subtract Problems \| \| Operations & Algebraic Thinking \| Understand and apply properties of operations and the relationship between addition and subtraction. \| 1.OA.B.3 \| Apply properties of operations as strategies to add and subtract. \| \| \| \| \| \| \| Commutative Property of Addition \| \| \| \| \| \| Adding In Any Order \| \| \| \| \| \| Add 3 Numbers Using Bonds to 10 \| \| Operations & Algebraic Thinking \| Understand and apply properties of operations and the relationship between addition and subtraction. \| 1.OA.B.4 \| Understand subtraction as an unknown-addend problem. \| \| \| \| \| \| \| Related Facts 1 \| \| \| \| \| \| Missing Numbers \| \| Operations & Algebraic Thinking \| Add and subtract within 20. \| 1.OA.C.5 \| Relate counting to addition and subtraction. \| \| \| \| \| \| \| Addition Facts \| \| Operations & Algebraic Thinking \| Add and subtract within 20. \| 1.OA.C.6 \| Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. \| \| \| \| \| \| \| Fact Families: Add and Subtract \| \| \| \| \| \| Adding to Ten \| \| \| \| \| \| Subtracting from Ten \| \| \| \| \| \| All about Twenty \| \| \| \| \| \| Subtracting from 20 \| \| \| \| \| \| Add 3 Numbers Using Bonds to 10 \| \| \| \| \| \| Doubles and Near Doubles \| \| Operations & Algebraic Thinking \| Work with addition and subtraction equations. \| 1.OA.D.7 \| Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. \| Balancing Act \| \| \| \| \| \| Balancing Objects \| \| \| \| \| \| Composing Numbers to 10 \| \| \| \| \| \| Composing Numbers to 20 \| \| \| \| \| \| Composing Additions to 20 \| \| Operations & Algebraic Thinking \| Work with addition and subtraction equations. \| 1.OA.D.8 \| Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. \| \| \| \| \| \| \| Related Facts 1 \| \| \| \| \| \| Missing Numbers \| \| Domain \| Cluster \| Standard \| Outcome Description \| Activities \| \|---\|---\|---\|---\|---\| \| Number & Operations in Base Ten \| Extend the counting sequence. \| 1.NBT.A.1 \| Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. \| \| \| Number & Operations in Base Ten \| Understand place value. \| 1.NBT.B.2 \| Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones— called a “ten”. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones). \| \| \| Number & Operations in Base Ten \| Understand place value. \| 1.NBT.B.3 \| Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. \| \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to add and subtract. \| 1.NBT.C.4 \| Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. \| \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to add and subtract. \| 1.NBT.C.5 \| Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. \| \| Activities \| Domain \| Cluster \| Standard \| Outcome Description \| Activities \| \|---\|---\|---\|---\|---\| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to add and subtract. \| 1.NBT.C.6 \| Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. \| \| \| Measurement & Data \| Measure lengths indirectly and by iterating length units. \| 1.MD.A.1 \| Order three objects by length; compare the lengths of two objects indirectly by using a third object. \| \| \| Measurement & Data \| Measure lengths indirectly and by iterating length units. \| 1.MD.A.2 \| Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. \| \| \| Measurement & Data \| Tell and write time. \| 1.MD.B.3 \| Tell and write time in hours and half-hours using analog and digital clocks. \| \| \| Measurement & Data \| Represent and interpret data. \| 1.MD.C.4 \| Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. \| \| \| Geometry \| Reason with shapes and their attributes. \| 1.G.A.1 \| Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes. \| Collect Simple Shapes \| \| \| \| \| \| Collect the Shapes \| \| \| \| \| \| Collect More Shapes \| \| \| \| \| \| Count Sides and Corners \| Grade 1 \| Domain \| Cluster \| Standard \| Outcome Description \| Activities \| \|---\|---\|---\|---\|---\| \| Geometry \| Reason with shapes and their attributes. \| 1.G.A.2 \| Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter- circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. \| \| \| \| \| \| \| Teacher directed \| \| Geometry \| Reason with shapes and their attributes. \| 1.G.A.3 \| Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. \| \| \| \| \| \| \| Halves \| \| \| \| \| \| Halves and Quarters \| \|---\|---\|---\|---\|---\| \| Operations & Algebraic Thinking \| Represent and solve problems involving addition and subtraction. \| 2.OA.A.1 \| Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. \| \| \| \| \| \| \| Bar Model Problems 1 \| \| \| \| \| \| Bar Model Problems 2 \| \| Operations & Algebraic Thinking \| Add and subtract within 20. \| 2.OA.B.2 \| Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. \| Addition \| \| \| \| \| \| Addition Facts \| \| \| \| \| \| Subtraction Facts to 18 \| \| \| \| \| \| Simple Subtraction \| \| \| \| \| \| Addictive Addition \| \| \| \| \| \| Fact Families: Add and Subtract \| \| Operations & Algebraic Thinking \| Work with equal groups of objects to gain foundations for multiplication. \| 2.OA.C.3 \| Determine whether a group of objects (up to 20) has an odd or even number of members; write an equation to express an even number as a sum of two equal addends. \| \| \| \| \| \| \| Odd or Even \| \| Operations & Algebraic Thinking \| Work with equal groups of objects to gain foundations for multiplication. \| 2.OA.C.4 \| Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. \| \| \| \| \| \| \| Groups of Two \| \| \| \| \| \| Groups of Three \| \| \| \| \| \| Groups of Four \| \| \| \| \| \| Groups of Five \| \| Number & Operations in Base Ten \| Understand place value. \| 2.NBT.A.1 \| Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens — called a “hundred”. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). \| \| \| \| \| \| \| Model Numbers \| \| \| \| \| \| Understanding Place Value 1 \| \| \| \| \| \| Place Value 2 \| \| \| \| \| \| Place Value Partitioning \| \| Number & Operations in Base Ten \| Understand place value. \| 2.NBT.A.2 \| Count within 1000; skip-count by 5s, 10s, and 100s. \| Count by Fives \| \| \| \| \| \| Count by Tens \| \| \| \| \| \| Count by 2s, 5s and 10s \| \| Number & Operations in Base Ten \| Understand place value. \| 2.NBT.A.3 \| Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. \| Place Value 2 \| \| \| \| \| \| Understanding Place Value 1 \| \| \| \| \| \| Place Value Partitioning \| \| Number & Operations in Base Ten \| Understand place value. \| 2.NBT.A.4 \| Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. \| \| \| \| \| \| \| Which is Bigger? \| \| \| \| \| \| Which is Smaller? \| \|---\|---\|---\|---\|---\| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to add and subtract. \| 2.NBT.B.5 \| Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/ or the relationship between addition and subtraction. \| Complements to 10, 20, 50 \| \| \| \| \| \| Adding to 2-digit numbers \| \| \| \| \| \| Complements to 50 and 100 \| \| \| \| \| \| Decompose Numbers to \| \| \| \| \| \| Subtract \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to add and subtract. \| 2.NBT.B.6 \| Add up to four two-digit numbers using strategies based on place value and properties of operations. \| Add Two 2-Digit Numbers \| \| \| \| \| \| Add Two 2-Digit Numbers: \| \| \| \| \| \| Regroup \| \| \| \| \| \| Add 3 Numbers: Bonds to 100 \| \| \| \| \| \| Add 3 Numbers: Bonds to \| \| \| \| \| \| Multiples of 10 \| \| \| \| \| \| Add Three 2-Digit Numbers \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to add and subtract. \| 2.NBT.B.7 \| Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. \| Add Two 2-Digit Numbers \| \| \| \| \| \| Add Two 2-Digit Numbers: \| \| \| \| \| \| Regroup \| \| \| \| \| \| Add Three 2-Digit Numbers \| \| \| \| \| \| Add 3-Digit Numbers \| \| \| \| \| \| Add 3-Digit Numbers: Regroup \| \| \| \| \| \| 2-Digit Differences \| \| \| \| \| \| 2-Digit Differences: Regroup \| \| \| \| \| \| 3-Digit Differences \| \| \| \| \| \| 3-Digit Differences with Zeros \| \| \| \| \| \| 3-Digit Differences: 1 Regrouping \| \| \| \| \| \| 3-Digit Differences: 2 \| \| \| \| \| \| Regroupings \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to add and subtract. \| 2.NBT.B.8 \| Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. \| \| \| \| \| \| \| 10 More, 10 Less \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to add and subtract. \| 2.NBT.B.9 \| Explain why addition and subtraction strategies work, using place value and the properties of operations. \| \| \| \| \| \| \| Teacher directed \| \| Measurement & Data \| Measure and estimate lengths in standard units. \| 2.MD.A.1 \| Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. \| \| \| \| \| \| \| Measuring Length \| \| \| \| \| \| How Long Is That (Customary)? \| \| \| \| \| \| Measure to the Nearest Half Inch \| \| Measurement & Data \| Measure and estimate lengths in standard units. \| 2.MD.A.2 \| Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. \| \| \| \| \| \| \| Teacher directed \| \| Measurement & Data \| Measure and estimate lengths in standard units. \| 2.MD.A.3 \| Estimate lengths using units of inches, feet, centimeters, and meters. \| \| \| \| \| \| \| Inches, Feet, Yards \| \|---\|---\|---\|---\|---\| \| Measurement & Data \| Measure and estimate lengths in standard units. \| 2.MD.A.4 \| Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. \| \| \| \| \| \| \| Teacher directed \| \| Measurement & Data \| Relate addition and subtraction to length. \| 2.MD.B.5 \| Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units. \| \| \| \| \| \| \| Teacher directed \| \| Measurement & Data \| Relate addition and subtraction to length. \| 2.MD.B.6 \| Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. \| \| \| \| \| \| \| Teacher directed \| \| Measurement & Data \| Work with time and money. \| 2.MD.C.7 \| Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. \| \| \| \| \| \| \| Five Minute Times \| \| \| \| \| \| Quarter To and Quarter Past \| \| Measurement & Data \| Work with time and money. \| 2.MD.C.8 \| Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. \| How Much Money? (USD) \| \| \| \| \| \| Money-Totalling (USD) \| \| \| \| \| \| Who’s got the Money? \| \| \| \| \| \| Choosing the Fewest Coins \| \| \| \| \| \| (USD) \| \| Measurement & Data \| Represent and interpret data. \| 2.MD.D.9 \| Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. \| \| \| \| \| \| \| Teacher directed \| \| Measurement & Data \| Represent and interpret data. \| 2.MD.D.10 \| Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take- apart, and compare problems using information presented in a bar graph. \| \| \| \| \| \| \| Bar Graphs 1 \| \| \| \| \| \| Bar Graphs 2 \| \| \| \| \| \| Picture Graphs: single-unit scale \| \| Geometry \| Reason with shapes and their attributes. \| 2.G.A.1 \| Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. \| How Many Faces? \| \| \| \| \| \| How many Edges? \| \| \| \| \| \| How many Corners? \| \| \| \| \| \| Count Sides and Corners \| \| \| \| \| \| Collect Simple Shapes \| \| \| \| \| \| Collect More Shapes \| Grade 2 \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Geometry \| Reason with shapes and their attributes. \| 2.G.A.2 \| Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. \| \| \| \| \| \| \| Teacher directed \| \| Geometry \| Reason with shapes and their attributes. \| 2.G.A.3 \| Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. \| \| \| \| \| \| \| Shade Fractions \| \| \| \| \| \| Halves \| \| \| \| \| \| Halves and Quarters \| \|---\|---\|---\|---\|---\| \| Operations & Algebraic Thinking \| Represent and solve problems involving multiplication and division. \| 3.OA.A.1 \| Interpret products of whole numbers. \| Groups of Two \| \| \| \| \| \| Groups of Three \| \| \| \| \| \| Groups of Four \| \| \| \| \| \| Groups of Five \| \| \| \| \| \| Groups of Six \| \| \| \| \| \| Groups of Seven \| \| \| \| \| \| Groups of Eight \| \| \| \| \| \| Groups of Nine \| \| \| \| \| \| Groups of Ten \| \| \| \| \| \| Multiplication Arrays \| \| \| \| \| \| Arrays 1 \| \| \| \| \| \| Frog Jump Multiplication \| \| \| \| \| \| Model Multiplication to 5 x 5 \| \| Operations & Algebraic Thinking \| Represent and solve problems involving multiplication and division. \| 3.OA.A.2 \| Interpret whole-number quotients of whole numbers. \| Divide Into Equal Groups \| \| \| \| \| \| Dividing Threes \| \| \| \| \| \| Dividing Fours \| \| \| \| \| \| Dividing Fives \| \| \| \| \| \| Dividing Sixes \| \| \| \| \| \| Dividing Sevens \| \| \| \| \| \| Dividing Eights \| \| \| \| \| \| Dividing Nines \| \| \| \| \| \| Dividing Tens \| \| \| \| \| \| Frog Jump Division \| \| \| \| \| \| Share the Treasure \| \| Operations & Algebraic Thinking \| Represent and solve problems involving multiplication and division. \| 3.OA.A.3 \| Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. \| \| \| \| \| \| \| Multiplication Problems 1 \| \| \| \| \| \| Fill the Jars \| \| \| \| \| \| Problems: Times and Divide \| \| Operations & Algebraic Thinking \| Represent and solve problems involving multiplication and division. \| 3.OA.A.4 \| Determine the unknown whole number in a multiplication or division equation relating three whole numbers. \| \| \| \| \| \| \| Related Facts 2 \| \| \| \| \| \| Missing Numbers: × and ÷ facts \| \| Operations & Algebraic Thinking \| Understand properties of multiplication and the relationship between multiplication and division. \| 3.OA.B.5 \| Apply properties of operations as strategies to multiply and divide. \| \| \| \| \| \| \| Multiplication Turn-Abouts \| \| \| \| \| \| Multiplication Properties \| \| \| \| \| \| Fact Families: Multiply and Divide \| \| Operations & Algebraic Thinking \| Understand properties of multiplication and the relationship between multiplication and division. \| 3.OA.B.6 \| Understand division as an unknown-factor problem. \| \| \| \| \| \| \| Missing Numbers: × and ÷ facts \| \|---\|---\|---\|---\|---\| \| Operations & Algebraic Thinking \| Multiply and divide within 100. \| 3.OA.C.7 \| Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. \| \| \| \| \| \| \| Related Facts 2 \| \| \| \| \| \| Fact Families: Multiply and Divide \| \| \| \| \| \| Times Tables \| \| \| \| \| \| Multiplication Facts \| \| Operations & Algebraic Thinking \| Solve problems involving the four operations, and identify and extend patterns in arithmetic. \| 3.OA.D.8 \| Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. \| \| \| \| \| \| \| Word Problems with Letters \| \| Operations & Algebraic Thinking \| Solve problems involving the four operations, and identify and extend patterns in arithmetic. \| 3.OA.D.9 \| Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. \| \| \| \| \| \| \| Increasing Patterns \| \| \| \| \| \| Decreasing Patterns \| \| \| \| \| \| Describing Patterns \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to perform multi-digit arithmetic. \| 3.NBT.A.1 \| Use place value understanding to round whole numbers to the nearest 10 or 100. \| \| \| \| \| \| \| Nearest Ten? \| \| \| \| \| \| Nearest Hundred? \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to perform multi-digit arithmetic. \| 3.NBT.A.2 \| Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. \| Strategies for Column Addition \| \| \| \| \| \| Add 3-Digit Numbers \| \| \| \| \| \| Add 3-Digit Numbers: Regroup \| \| \| \| \| \| Add Multi-Digit Numbers 1 \| \| \| \| \| \| Add Three 2-Digit Numbers: \| \| \| \| \| \| Regroup \| \| \| \| \| \| Addition Properties \| \| \| \| \| \| 3-Digit Differences \| \| \| \| \| \| 3-Digit Differences with Zeros \| \| \| \| \| \| 3-Digit Differences: 1 Regrouping \| \| \| \| \| \| 3-Digit Differences: 2 Regroupings \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to perform multi-digit arithmetic. \| 3.NBT.A.3 \| Multiply one-digit whole numbers by multiples of 10 in the range 10– 90 using strategies based on place value and properties of operations. \| \| \| \| \| \| \| Multiply Multiples of 10 \| Grade 3 \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Number & Operations — Fractions \| Develop understanding of fractions as numbers. \| 3.NF.A.1 \| Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b is the quantity formed by a parts of size 1/b. \| \| \| \| \| \| \| Shade Fractions \| \| \| \| \| \| Model Fractions \| \| \| \| \| \| What Fraction Is Shaded 1 \| \| \| \| \| \| Halves and Quarters \| \| \| \| \| \| Thirds and Sixths \| \| Number & Operations — Fractions \| Develop understanding of fractions as numbers. \| 3.NF.A.2 \| Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. \| \| \| \| \| \| \| Identifying Fractions on a Number \| \| \| \| \| \| Line \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Number & Operations — Fractions \| Develop understanding of fractions as numbers. \| 3.NF.A.3 \| Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. \| \| \| \| \| \| \| Equivalent Fraction Wall 1 \| \| \| \| \| \| Compare Fractions 1a \| \| \| \| \| \| Comparing Fractions 1 \| \| Measurement & Data \| Solve problems involving measurement and estimation. \| 3.MD.A.1 \| Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes. \| \| \| \| \| \| \| What is the Time? \| \| \| \| \| \| Five Minute Times \| \| \| \| \| \| Time Mentals \| \| \| \| \| \| Elapsed Time \| \| Measurement & Data \| Solve problems involving measurement and estimation. \| 3.MD.A.2 \| Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. \| \| \| \| \| \| \| Mass Word Problems \| \| \| \| \| \| Cups, Pints, Quarts, Gallons \| \| Measurement & Data \| Represent and interpret data. \| 3.MD.B.3 \| Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. \| Making Picture Graphs: With Scale \| \| \| \| \| \| Pictographs \| \| \| \| \| \| Bar Graphs 1 \| \| \| \| \| \| Bar Graphs 2 \| \| \| \| \| \| Add and Subtract Using Graphs \| \| \| \| \| \| Picture Graphs: with scale & half \| \| \| \| \| \| symbols \| \|---\|---\|---\|---\|---\| \| Measurement & Data \| Represent and interpret data. \| 3.MD.B4 \| Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. \| \| \| \| \| \| \| Measure to the Nearest Half Inch \| \| Measurement & Data \| Geometric measurement: understand concepts of area and relate area to multiplication and to addition. \| 3.MD.C.5 \| Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square”, is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. \| \| \| \| \| \| \| Teacher directed \| \| Measurement & Data \| Geometric measurement: understand concepts of area and relate area to multiplication and to addition. \| 3.MD.C.6 \| Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). \| \| \| \| \| \| \| Area of Shapes \| \| \| \| \| \| Calculate Area of Shapes (inches, \| \| \| \| \| \| feet, yards) \| \| \| \| \| \| Biggest Shape \| \| Domain \| Cluster \| Standard \| Standard Description \| \|---\|---\|---\|---\| \| Measurement & Data \| Geometric measurement: understand concepts of area and relate area to multiplication and to addition. \| 3.MD.C.7 \| Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. \| \| Measurement & Data \| Geometric measurement: recognize perimeter. \| 3.MD.D.8 \| Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. \| Grade 3 \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Geometry \| Reason with shapes and their attributes. \| 3.G.A.1 \| Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. \| \| \| Geometry \| Reason with shapes and their attributes. \| 3.G.A.2 \| Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. \| \| \|---\|---\|---\|---\|---\| \| Operations & Algebraic Thinking \| Use the four operations with whole numbers to solve problems. \| 4.OA.A.1 \| Interpret a multiplication equation as a comparison. Represent verbal statements of multiplicative comparisons as multiplication equations. \| \| \| \| \| \| \| Teacher directed \| \| Operations & Algebraic Thinking \| Use the four operations with whole numbers to solve problems. \| 4.OA.A.2 \| Multiply or divide to solve word problems involving multiplicative comparison. \| \| \| \| \| \| \| Multiplication Problems 1 \| \| Operations & Algebraic Thinking \| Use the four operations with whole numbers to solve problems. \| 4.OA.A.3 \| Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. \| \| \| \| \| \| \| Problems: Multiply and Divide \| \| \| \| \| \| Word Problems with Letters \| \| \| \| \| \| Multiply and Divide Problems 1 \| \| Operations & Algebraic Thinking \| Gain familiarity with factors and multiples. \| 4.OA.B.4 \| Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. \| \| \| \| \| \| \| Multiples \| \| \| \| \| \| Factors \| \| \| \| \| \| Find the Factor \| \| \| \| \| \| Prime or Composite? \| \| Operations & Algebraic Thinking \| Generate and analyze patterns. \| 4.OA.C.5 \| Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. \| \| \| \| \| \| \| Increasing Patterns \| \| \| \| \| \| Decreasing Patterns \| \| \| \| \| \| Describing Patterns \| \| Number & Operations in Base Ten \| Generalize place value understanding for multi-digit whole numbers. \| 4.NBT.A.1 \| Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. \| \| \| \| \| \| \| Place Value 1 (×10 and ÷10) \| \| \| \| \| \| Place Value 2 (×10 and ÷10) \| \|---\|---\|---\|---\|---\| \| Number & Operations in Base Ten \| Generalize place value understanding for multi-digit whole numbers. \| 4.NBT.A.2 \| Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. \| Numbers from Words to Digits 1 \| \| \| \| \| \| Numbers from Words to Digits 2 \| \| \| \| \| \| Expanded Notation \| \| \| \| \| \| Expanding Numbers \| \| \| \| \| \| Understanding Place Value 2 \| \| \| \| \| \| Understanding Place Value 3 \| \| \| \| \| \| Place Value to Millions \| \| \| \| \| \| Place Value 3 \| \| \| \| \| \| Greater Than or Less Than? \| \| \| \| \| \| Greater Than or Less Than 1 \| \| Number & Operations in Base Ten \| Generalize place value understanding for multi-digit whole numbers. \| 4.NBT.A.3 \| Use place value understanding to round multi-digit whole numbers to any place. \| \| \| \| \| \| \| Rounding Numbers \| \| \| \| \| \| Nearest Thousand? \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to perform multi-digit arithmetic. \| 4.NBT.B.4 \| Fluently add and subtract multi- digit whole numbers using the standard algorithm. \| Add Multi-Digit Numbers 1 \| \| \| \| \| \| Add Multi-Digit Numbers 2 \| \| \| \| \| \| Adding Colossal Columns \| \| \| \| \| \| Subtracting Colossal Columns \| \| \| \| \| \| 2-Digit Differences: Regroup \| \| \| \| \| \| 3-Digit Differences: 2 Regroupings \| \| \| \| \| \| 3-Digit Differences with Zeros \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to perform multi-digit arithmetic. \| 4.NBT.B.5 \| Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. \| \| \| \| \| \| \| Multiply 2 Digits Area Model \| \| \| \| \| \| Contracted Multiplication \| \| \| \| \| \| Double and Halve to Multiply \| \| Number & Operations in Base Ten \| Use place value understanding and properties of operations to perform multi-digit arithmetic. \| 4.NBT. B.6 \| Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. \| \| \| \| \| \| \| Remainders by Arrays \| \| \| \| \| \| Remainders by Tables \| \| \| \| \| \| Divide: 1-Digit Divisor 1 \| \| \| \| \| \| Divide: 1-Digit Divisor 2 \| \| \| \| \| \| Divide: 1-Digit Divisor, Remainder \| \|---\|---\|---\|---\|---\| \| Number & Operations — Fractions \| Extend understanding of fraction equivalence and ordering. \| 4.NF.A.1 \| Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. \| \| \| \| \| \| \| The Equivalent Fraction \| \| \| \| \| \| Equivalent Fraction Wall 1 \| \| \| \| \| \| Equivalent Fraction Wall 2 \| \| \| \| \| \| Selecting Equivalent Fractions \| \| \| \| \| \| Equivalent Fractions on a Number \| \| \| \| \| \| Line 1 \| \| Number & Operations — Fractions \| Extend understanding of fraction equivalence and ordering. \| 4.NF.A.2 \| Compare two fractions with different numerators and different denominators. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions. \| \| \| \| \| \| \| Compare Fractions 1b \| \| \| \| \| \| Comparing Fractions 1 \| \| Number & Operations — Fractions \| Build fractions from unit fractions. \| 4.NF.B.3 \| Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions. c. Add and subtract mixed numbers with like denominators. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators. \| \| \| \| \| \| \| Add Like Fractions \| \| \| \| \| \| Subtract Like Fractions \| \| \| \| \| \| Add Subtract Fractions 1 \| \| \| \| \| \| Add Like Mixed Numbers \| \| \| \| \| \| Subtract Like Mixed Numbers \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Number & Operations — Fractions \| Build fractions from unit fractions. \| 4.NF.B.4 \| Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. c. Solve word problems involving multiplication of a fraction by a whole number. \| \| \| \| \| \| \| Multiply Fraction by Whole \| \| \| \| \| \| Number \| \| \| \| \| \| Model Fractions to Multiply \| \| Number & Operations — Fractions \| Understand decimal notation for fractions, and compare decimal fractions. \| 4.NF.C.5 \| Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. \| \| \| \| \| \| \| Teacher directed \| \| Number & Operations — Fractions \| Understand decimal notation for fractions, and compare decimal fractions. \| 4.NF.C.6 \| Use decimal notation for fractions with denominators 10 or 100. \| \| \| \| \| \| \| Decimals from Words to Digits 1 \| \| Number & Operations — Fractions \| Understand decimal notation for fractions, and compare decimal fractions. \| 4.NF.C.7 \| Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. \| \| \| \| \| \| \| Decimals on the Number Line \| \| \| \| \| \| Comparing Decimals 1 \| \| \| \| \| \| Decimal Order 1 \| \| Measurement & Data \| Solve problems involving measurement and conversion of measurements. \| 4.MD.A.1 \| Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. \| Inches, Feet, Yards \| \| \| \| \| \| Ounces and Pounds \| \| \| \| \| \| Cups, Pints, Quarts, Gallons \| \| \| \| \| \| Customary Units of Length \| \| \| \| \| \| Customary Units of Capacity \| \| \| \| \| \| Customary Units of Weight 1 \| \| \| \| \| \| Meters and Kilometers \| \| \| \| \| \| Centimeters and Millimeters \| \| \| \| \| \| Milliliters and Liters \| \| \| \| \| \| Converting cm and mm \| \| \| \| \| \| Grams and Kilograms Conversion \| \| \| \| \| \| Converting Units of Mass \| \| \| \| \| \| Time Conversions: Whole Numbers \| \| \| \| \| \| 1 \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Measurement & Data \| Solve problems involving measurement. \| 4.MD.A.2 \| Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. \| \| \| Measurement & Data \| Solve problems involving measurement and conversion of measurements. \| 4.MD.A.3 \| Apply the area and perimeter formulas for rectangles in real world and mathematical problems. \| \| \| Measurement & Data \| Represent and interpret data. \| 4.MD.B.4 \| Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. \| \| \| Measurement & Data \| Geometric measurement: understand concepts of angle and measure angles. \| 4.MD.C.5 \| Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. \| \| \| Domain \| Cluster \| Standard \| Standard Description \| \|---\|---\|---\|---\| \| Measurement & Data \| Geometric measurement: understand concepts of angle and measure angles. \| 4.MD.C.6 \| Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. \| \| Measurement & Data \| Geometric measurement: understand concepts of angle and measure angles. \| 4.MD.C.7 \| Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems. \| \| Geometry \| Draw and identify lines and angles, and classify shapes by properties of their lines and angles. \| 4.G.A.1 \| Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two- dimensional figures. \| \| Geometry \| Draw and identify lines and angles, and classify shapes by properties of their lines and angles. \| 4.G.A.2 \| Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. \| \|---\|---\|---\|---\|---\| \| Operations & Algebraic Thinking \| Write and interpret numerical expressions. \| 5.OA.A.1 \| Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. \| \| \| Operations & Algebraic Thinking \| Write and interpret numerical expressions. \| 5.OA.A.2 \| Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. \| \| \| Operations & Algebraic Thinking \| Analyze patterns and relationships. \| 5.OA.B.3 \| Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. \| \| \| Number & Operations in Base Ten \| Understand the place value system. \| 5.NBT.A.1 \| Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. \| \| \| Number & Operations in Base Ten \| Understand the place value system. \| 5.NBT.A.2 \| Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. \| \| \| Number & Operations in Base Ten \| Understand the place value system. \| 5.NBT.A.3 \| Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form. b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. \| \| \| Number & Operations in Base Ten \| Understand the place value system. \| 5.NBT.A.4 \| Use place value understanding to round decimals to any place. \| \| \|---\|---\|---\|---\|---\| \| Number & Operations in Base Ten \| Perform operations with multi-digit whole numbers and with decimals to hundredths. \| 5.NBT.B.5 \| Fluently multiply multi-digit whole numbers using a standard algorithm. \| \| \| \| \| \| \| Multiply: 2-Digit Number, \| \| \| \| \| \| Regroup \| \| \| \| \| \| Long Multiplication \| \| Number & Operations in Base Ten \| Perform operations with multi-digit whole numbers and with decimals to hundredths. \| 5.NBT.B.6 \| Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. \| \| \| \| \| \| \| Divide: 2-Digit Divisor, \| \| \| \| \| \| Remainder \| \| \| \| \| \| Long Division \| \| \| \| \| \| Mental Methods Division 2 \| \| \| \| \| \| Mental Methods Division 3 \| \| Number & Operations in Base Ten \| Perform operations with multi-digit whole numbers and with decimals to hundredths. \| 5.NBT. B.7 \| Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. \| \| \| \| \| \| \| Add Decimals 1 \| \| \| \| \| \| Subtract Decimals 1 \| \| \| \| \| \| Multiply Decimals 1 \| \| \| \| \| \| Multiply Decimals: Area Model \| \| \| \| \| \| Divide Decimal by Whole \| \| \| \| \| \| Number \| \| \| \| \| \| Money Problems: Four \| \| \| \| \| \| Operations \| \| Number & Operations — Fractions \| Use equivalent fractions as a strategy to add and subtract fractions. \| 5.NF.A.1 \| Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. \| \| \| \| \| \| \| Add Unlike Fractions \| \| \| \| \| \| Add Unlike Mixed Numbers \| \| \| \| \| \| Subtract Unlike Fractions \| \| \| \| \| \| Subtract Unlike Mixed Numbers \| \| Number & Operations — Fractions \| Use equivalent fractions as a strategy to add and subtract fractions. \| 5.NF.A.2 \| Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. \| \| \| \| \| \| \| Fraction Word Problems \| \| Number & Operations — Fractions \| Apply and extend previous understandings of multiplication and division. \| 5.NF.B.3 \| Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers. \| \| \| \| \| \| \| Partition into Equal Parts \| \|---\|---\|---\|---\|---\| \| Number & Operations — Fractions \| Apply and extend previous understandings of multiplication. \| 5.NF.B.4 \| Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. \| \| \| Number & Operations — Fractions \| Apply and extend previous understandings of multiplication and division. \| 5.NF.B.5 \| Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1. \| \| \| Number & Operations — Fractions \| Apply and extend previous understandings of multiplication and division. \| 5.NF.B.6 \| Solve real world problems involving multiplication of fractions and mixed numbers. \| \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| \|---\|---\|---\|---\| \| Number & Operations — Fractions \| Apply and extend previous understandings of multiplication and division. \| 5.NF.B.7 \| Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. b. Interpret division of a whole number by a unit fraction, and compute such quotients. c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions. \| \| Measurement & Data \| Convert like measurement units within a given measurement system. \| 5.MD.A.1 \| Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi- step, real world problems. \| \| Measurement & Data \| Represent and interpret data. \| 5.MD.B.2 \| Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. \| \| Measurement & Data \| Geometric measurement: understand concepts of volume. \| 5.MD.C.3 \| Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. \| \|---\|---\|---\|---\|---\| \| Measurement & Data \| Geometric measurement: understand concepts of volume. \| 5.MD.C.4 \| Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. \| \| \| Measurement & Data \| Geometric measurement: understand concepts of volume. \| 5.MD.C.5 \| Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes. b. Apply the formulas V = l ×w ×h and V = b ×h for rectangular prisms to find volumes of right rectangular prisms with whole- number edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two non- overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. \| \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \|---\|---\|---\|---\|---\| \| Geometry \| Graph points on the coordinate plane to solve real-world and mathematical problems. \| 5.G.A.1 \| Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond. \| \| \| \| \| \| \| Coordinate Graphs: 1st Quadrant \| \| Geometry \| Graph points on the coordinate plane to solve real-world and mathematical problems. \| 5.G.A.2 \| Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. \| \| \| \| \| \| \| Coordinate Graphs: 1st Quadrant \| \| Geometry \| Classify two- dimensional figures into categories based on their properties. \| 5.G.A.3 \| Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. \| \| \| \| \| \| \| Properties of Quadrilaterals \| \| \| \| \| \| Collect More Shapes \| \| \| \| \| \| Collect the Shapes 2 \| \| \| \| \| \| Collect the Polygons \| \| Domain \| Cluster \| Standard \| Standard description \| Activities \| \|---\|---\|---\|---\|---\| \| Ratios & Proportional Relationships \| Understand ratio concepts and use ratio reasoning to solve problems. \| 6.RP.A.1 \| Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. \| \| \| \| \| \| \| Teacher directed \| \| Ratios & Proportional Relationships \| Understand ratio concepts and use ratio reasoning to solve problems. \| 6.RP.A.2 \| Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. \| \| \| \| \| \| \| Rates \| \| Ratios & Proportional Relationships \| Understand ratio concepts and use ratio reasoning to solve problems. \| 6.RP.A.3 \| Use ratio and rate reasoning to solve real-world and mathematical problems. a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. c. Find a percent of a quantity as a rate per 100; solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. \| \| \| \| \| \| \| Ratio Word Problems \| \| \| \| \| \| Ratios \| \| \| \| \| \| Equivalent Ratios \| \| \| \| \| \| Graphing from a Table of Values \| \| \| \| \| \| Graphing from a Table of Values \| \| \| \| \| \| 2 \| \| \| \| \| \| Rate Word Problems \| \| \| \| \| \| Average Speed \| \| \| \| \| \| Best Buy \| \| \| \| \| \| Mixed decimal, percentage and \| \| \| \| \| \| fraction conversions \| \| \| \| \| \| Percentage of a Quantity \| \| \| \| \| \| Percentage Word Problems \| \| \| \| \| \| Percentage of an amount using \| \| \| \| \| \| fractions (<100%) \| \| \| \| \| \| Solve Percent Equations \| \| \| \| \| \| Quantities to Percentages (no \| \| \| \| \| \| units) \| \| \| \| \| \| Customary Units of Length \| \| \| \| \| \| Customary Units of Capacity \| \| \| \| \| \| Customary Units of Weight 1 \| \| \| \| \| \| Customary Units of Weight 2 \| \| The Number System \| Apply and extend previous understandings of multiplication and division to divide fractions by fractions. \| 6.NS.A.1 \| Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions. \| \| \|---\|---\|---\|---\|---\| \| \| \| \| \| Divide Fractions by Fractions 1 \| \| \| \| \| \| Dividing Fractions \| \| The Number System \| Compute fluently with multi-digit numbers and find common factors and multiples. \| 6.NS.B.2 \| Fluently divide multi-digit numbers using the standard algorithm. \| \| \| \| \| \| \| Divide: 1-Digit Divisor 2 \| \| \| \| \| \| Divide: 2-Digit Divisor, \| \| \| \| \| \| Remainder \| \| \| \| \| \| Long Division \| \| The Number System \| Compute fluently with multi-digit numbers and find common factors and multiples. \| 6.NS.B.3 \| Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. \| Adding Decimals \| \| \| \| \| \| Subtracting Decimals \| \| \| \| \| \| Adding and Subtracting \| \| \| \| \| \| Decimals \| \| \| \| \| \| Multiply Decimal by Decimal \| \| \| \| \| \| Divide Decimal by Whole \| \| \| \| \| \| Number \| \| \| \| \| \| Divide Decimal by Decimal \| \| The Number System \| Compute fluently with multi-digit numbers and find common factors and multiples. \| 6.NS.B.4 \| Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. \| \| \| \| \| \| \| Find the Factor \| \| \| \| \| \| Greatest Common Factor \| \| \| \| \| \| Multiples \| \| \| \| \| \| Least Common Multiple \| \| The Number System \| Apply and extend previous understandings of numbers to the system of rational numbers. \| 6.NS.C.5 \| Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. \| \| \| \| \| \| \| Teacher directed \| \| \| \| \| \| Integers on a Number Line \| \|---\|---\|---\|---\|---\| \| \| \| \| \| Number Plane \| \| \| \| \| \| Ordered Pairs \| \| \| \| \| \| Coordinate Graphs \| \| The Number System \| Apply and extend previous understandings of numbers to the system of rational numbers. \| 6.NS.C.7 \| Understand ordering and absolute value of rational numbers. a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real- world situation. d. Distinguish comparisons of absolute value from statements about order. \| \| \| \| \| \| \| Ordering Integers (Number Line) \| \| \| \| \| \| Comparing Integers \| \| \| \| \| \| Absolute Value \| \| The Number System \| Apply and extend previous understandings of numbers to the system of rational numbers. \| 6.NS.C.8 \| Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. \| \| \|---\|---\|---\|---\|---\| \| \| \| \| \| Graphing from a Table of Values \| \| \| \| \| \| Graphing from a Table of Values \| \| \| \| \| \| 2 \| \| Expressions & Equations \| Apply and extend previous understandings of arithmetic to algebraic expressions. \| 6.EE.A.1 \| Write and evaluate numerical expressions involving whole- number exponents. \| \| \| \| \| \| \| Exponents \| \| \| \| \| \| I am Thinking of a Number! \| \| \| \| \| \| Order of Operations 2 (PEDMAS) \| \| Expressions & Equations \| Apply and extend previous understandings of arithmetic to algebraic expressions. \| 6.EE.A.2 \| Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). \| \| \| \| \| \| \| Writing Algebraic Expressions \| \| \| \| \| \| Simple Substitution 1 \| \| Expressions & Equations \| Apply and extend previous understandings of arithmetic to algebraic expressions. \| 6.EE.A.3 \| Apply the properties of operations to generate equivalent expressions. \| \| \| \| \| \| \| Multiplication Properties \| \| \| \| \| \| Teacher directed \| Understand solving an equation or \| Expressions & Equations \| Reason about and solve one-variable equations and inequalities. \| 6.EE.B.6 \| Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. \| \|---\|---\|---\|---\| \| Expressions & Equations \| Reason about and solve one-variable equations and inequalities. \| 6.EE.B.7 \| Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. \| \| Expressions & Equations \| Reason about and solve one-variable equations and inequalities. \| 6.EE.B.8 \| Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. \| \| Expressions & Equations \| Represent and analyze quantitative relationships between dependent and independent variables. \| 6.EE.C.9 \| Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. \| \| Geometry \| Solve real-world and mathematical problems involving area, surface area, and volume. \| 6.G.A.2 \| Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. \| \| \|---\|---\|---\|---\|---\| \| Geometry \| Solve real-world and mathematical problems involving area, surface area, and volume. \| 6.G.A.3 \| Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. \| \| \| Geometry \| Solve real-world and mathematical problems involving area, surface area, and volume. \| 6.G.A.4 \| Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. \| \| \| Statistics & Probability \| Develop understanding of statistical variability. \| 6.SP.A.1 \| Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. \| \| \| Statistics & Probability \| Develop understanding of statistical variability. \| 6.SP.A.2 \| Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. \| \| \| Statistics & Probability \| Develop understanding of statistical variability. \| 6.SP.A.3 \| Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. \| \| \| Statistics & Probability \| Summarize and describe distributions. \| 6.SP.B.4 \| Display numerical data in plots on a number line, including dot plots, histograms, and box plots. \| Line Plots \| \| \| \| \| \| Dot Plots \| \| \| \| \| \| Histograms \| \| \| \| \| \| Box-and-Whisker Plots 1 \| Grade 7 \| Domain \| Cluster \| Standard \| Standard description \| \| \|---\|---\|---\|---\|---\| \| Ratios & Proportional Relationships \| Analyze proportional relationships and use them to solve real-world and mathematical problems. \| 7.RP.A.1 \| Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. \| \| \| Ratios & Proportional Relationships \| Analyze proportional relationships and use them to solve real-world and mathematical problems. \| 7.RP.A.2 \| Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. Represent a proportional relationship by equations. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the point (0, 0) and (1, r) where r is the unit rate. \| \| \| Ratios & Proportional Relationships \| Analyze proportional relationships and use them to solve real-world and mathematical problems. \| 7.RP.A.3 \| Use proportional relationships to solve multistep ratio and percent problems. \| Best Buy \| \| \| \| \| \| Commission \| \| \| \| \| \| Percentage Change: Increase \| \| \| \| \| \| and Decrease \| \| \| \| \| \| Percent Increase and \| \| \| \| \| \| Decrease \| \| \| \| \| \| Percentage Word Problems \| \| \| \| \| \| Percentage Error \| \| \| \| \| \| Successive Discounts \| \| \| \| \| \| Profit and Loss \| \| \| \| \| \| Simple Interest \| \| Domain \| Cluster \| Standard \| Standard description \| \| \| \|---\|---\|---\|---\|---\|---\| \| The Number System \| Apply and extend previous understandings of operations with fractions. \| 7.NS.A.1 \| Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. b. Understand p + q as the number located a distance \| q \| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real- world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (−q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real- world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers. \| Activities \| Domain \| Cluster \| Standard \| Standard description \| \|---\|---\|---\|---\| \| The Number System \| Apply and extend previous understandings of operations with fractions. \| 7.NS.A.2 \| Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (−1)(−1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real- world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then −(p/q) = (−p)/q = p/(−q). Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. \| \| The Number System \| Apply and extend previous understandings of operations with fractions. \| 7.NS.A.3 \| Solve real-world and mathematical problems involving the four operations with rational numbers. \| \| Domain \| Cluster \| Standard \| Standard description \| \|---\|---\|---\|---\| \| Expressions & Equations \| Use properties of operations to generate equivalent expressions. \| 7.EE.A.1 \| Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. \| \| Expressions & Equations \| Use properties of operations to generate equivalent expressions. \| 7.EE.A.2 \| Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. \| \| Expressions & Equations \| Solve real-life and mathematical problems using numerical and algebraic expressions and equations. \| 7.EE.B.3 \| Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. \| \| Domain \| Cluster \| Standard \| Standard description \| Activities \| \|---\|---\|---\|---\|---\| \| Geometry \| Draw, construct and describe geometrical figures and describe the relationships between them. \| 7.G.A.1 \| Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. \| Scale Factor Scale Measurement Floor Plans Perimeter, Area, Dimension Change \| \| Geometry \| Draw, construct and describe geometrical figures and describe the relationships between them. \| 7.G.A.2 \| Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. \| Teacher directed \| \| Geometry \| Draw, construct and describe geometrical figures and describe the relationships between them. \| 7.G.A.3 \| Describe the two-dimensional shapes that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. \| Relate Shapes and Solids \| \| Geometry \| Solve real-life and mathematical problems involving angle measure, area, surface area and volume. \| 7.G.B.4 \| Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. \| Calculate Circumference of Circles Area: Circles 1 Area: Circles 2 Area: Annulus \| \| Geometry \| Solve real-life and mathematical problems involving angle measure, area, surface area and volume. \| 7.G.B.5 \| Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. \| Equal, Complement, or Supplement? Vertically Opposite: Value of x \| \| Domain \| Cluster \| Standard \| Standard description \| Activities \| \|---\|---\|---\|---\|---\| \| Geometry \| Solve real-life and mathematical problems involving angle measure, area, surface area and volume. \| 7.G.B.6 \| Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed or triangles, quadrilaterals, polygons, cubes, and right prisms. \| Area: Squares and Rectangles Area: Compound Figures Area: Triangles Area: Composite Shapes Area: Parallelograms Area: Quadrilaterals Nets Surface Area: Cuboids Surface Area: Rectangular Prisms Surface Area: Triangular Prisms 1 Volume of Rectangular Prisms 1 Volume of Triangular Prisms Volume: Prisms \| \| Statistics & Probability \| Use random sampling to draw inferences about a population. \| 7.SP.A.1 \| Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. \| Teacher directed \| \| Statistics & Probability \| Use random sampling to draw inferences about a population. \| 7.SP.A.2 \| Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. \| Teacher directed \| \| Statistics & Probability \| Draw informal comparative inferences about two populations. \| 7.SP.B.3 \| Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. \| Teacher directed \| Activities \| Domain \| Cluster \| Standard \| Standard description \| \|---\|---\|---\|---\| \| Statistics & Probability \| Draw informal comparative inferences about two populations. \| 7.SP.B.4 \| Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. \| \| Statistics & Probability \| Investigate chance processes and develop, use, and evaluate probability models. \| 7.SP.C.5 \| Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. \| \| Statistics & Probability \| Investigate chance processes and develop, use, and evaluate probability models. \| 7.SP.C.6 \| Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. \| \| Statistics & Probability \| Investigate chance processes and develop, use, and evaluate probability models. \| 7.SP.C.7 \| Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. \| Activities \| Domain \| Cluster \| Standard \| Standard description \| Activities \| \|---\|---\|---\|---\|---\| \| Statistics & Probability \| Investigate chance processes and develop, use, and evaluate probability models. \| 7.SP.C.8 \| Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language, identify the outcomes in the sample space which compose the event. c. Design and use a simulation to generate frequencies for compound events. \| Counting Principle Counting Techniques 1 Dice and Coins Probability- Replacement Probability-No Replacement \| Grade 8 Activities \| Domain \| Cluster \| Standard \| Standard Description \| Activities \| \| \|---\|---\|---\|---\|---\|---\| \| The Number System \| Know that there are numbers that are not rational, and approximate them by rational numbers. \| 8.NS.A.1 \| Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. \| Recurring Decimals Fraction to Terminating Decimal Irrational Numbers \| \| \| The Number System \| Know that there are numbers that are not rational, and approximate them by rational numbers. \| 8.NS.A.2 \| Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions. \| Estimating Square Roots \| \| \| Expressions & Equations \| Work with radicals and integer exponents. \| 8.EE.A.1 \| Know and apply the properties of integer exponents to generate equivalent numerical expressions. \| \| Exponent Notation \| \| \| \| \| \| \| The Zero Exponent \| \| \| \| \| \| \| Simplifying with Exponent \| \| \| \| \| \| \| Laws 1 \| \| \| \| \| \| \| Multiplication with Exponents \| \| \| \| \| \| \| Properties of Exponents \| \| \| \| \| \| \| Exponent Laws with Brackets \| \| \| \| \| \| \| Negative Exponents \| \| \| \| \| \| \| Integer Exponents \| \| \| \| \| \| \| Exponent Notation and \| \| \| \| \| \| \| Algebra \| \| \| \| \| \| \| Exponent Laws and Algebra \| \| \| \| \| \| \| Exponent Form to Numbers \| \| Expressions & Equations \| Work with radicals and integer exponents. \| 8.EE.A.2 \| Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. \| Square and Cube Roots Square Roots Square Roots 1 \| \| \| Expressions & Equations \| Work with radicals and integer exponents. \| 8.EE.A.3 \| Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. \| Scientific Notation Scientific Notation 1 Scientific Notation 2 Scientific notation to decimal Ordering Scientific Notation \| \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| \|---\|---\|---\|---\| \| Expressions & Equations \| Work with radicals and integer exponents. \| 8.EE.A.4 \| Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. Interpret scientific notation that has been generated by technology. \| \| Expressions & Equations \| Understand the connections between proportional relationships, lines, and linear equations. \| 8.EE.B.5 \| Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. \| \| Expressions & Equations \| Understand the connections between proportional relationships, lines, and linear equations. \| 8.EE.B.6 \| Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equations y = mx for a line through the origin and the equations y = mx + b for a line intercepting the vertical axis at b. \| \| Expressions & Equations \| Analyze and solve linear equations and pairs of simultaneous linear equations. \| 8.EE.C.7 \| Solve linear equations in one variable. a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and combining like terms. \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| \|---\|---\|---\|---\| \| Expressions & Equations \| Analyze and solve linear equations and pairs of simultaneous linear equations. \| 8.EE.C.8 \| Analyze and solve pairs of simultaneous linear equations. a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. c. Solve real-world and mathematical problems leading to two linear equations in two variables. \| \| Functions \| Define, evaluate, and compare functions. \| 8.F.A.1 \| Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. \| \| Functions \| Define, evaluate, and compare functions. \| 8.F.A.2 \| Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). \| \| Functions \| Define, evaluate, and compare functions. \| 8.F.A.3 \| Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. \| Grade 8 Activities \| Domain \| Cluster \| Standard \| Standard Description \| \|---\|---\|---\|---\| \| Functions \| Use functions to model relationships between quantities. \| 8.F.B.4 \| Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. \| \| Functions \| Use functions to model relationships between quantities. \| 8.F.B.5 \| Describe qualitatively the functional relationship between two quantities by analyzing a graph. Sketch a graph that exhibits the qualitative features of a function that has been described verbally. \| \| Geometry \| Understand congruence and similarity using physical models, transparencies, or geometry software. \| 8.G.A.1 \| Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. \| \| Geometry \| Understand congruence and similarity using physical models, transparencies, or geometry software. \| 8.G.A.2 \| Understand that a two- dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. \| \| Geometry \| Understand congruence and similarity using physical models, transparencies, or geometry software. \| 8.G.A.3 \| Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| \| \|---\|---\|---\|---\|---\| \| Geometry \| Understand congruence and similarity using physical models, transparencies, or geometry software. \| 8.G.A.4 \| Understand that a two- dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. \| \| \| Geometry \| Understand congruence and similarity using physical models, transparencies, or geometry software. \| 8.G.A.5 \| Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. \| Angles and Parallel Lines \| \| \| \| \| \| Angles on Parallel Lines \| \| \| \| \| \| Introduction to Angles on \| \| \| \| \| \| Parallel Lines 1 \| \| \| \| \| \| Introduction to Angles on \| \| \| \| \| \| Parallel Lines 3 \| \| \| \| \| \| Parallel Lines \| \| \| \| \| \| Vertically Opposite Angles: \| \| \| \| \| \| Unknown Values \| \| \| \| \| \| Vertically Opposite: Value of x \| \| \| \| \| \| Using Similar Triangles \| \| \| \| \| \| Similar Triangles \| \| \| \| \| \| Angle Measures in a Triangle \| \| \| \| \| \| Angle Sum of a Triangle \| \| \| \| \| \| Exterior Angles of a Triangle \| \| Geometry \| Understand and apply the Pythagorean Theorem. \| 8.G.B.6 \| Explain a proof of the Pythagorean Theorem and its converse. \| \| \| Geometry \| Understand and apply the Pythagorean Theorem. \| 8.G.B.7 \| Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. \| Pythagorean Theorem \| \| \| \| \| \| Pythagoras: Find a Short Side \| \| \| \| \| \| (decimal values) \| \| \| \| \| \| Pythagoras: Find a Short Side \| \| \| \| \| \| (integers only) \| \| \| \| \| \| Pythagoras: Find a Short Side \| \| \| \| \| \| (rounding needed) \| \| \| \| \| \| Pythagoras’ Theorem \| \| \| \| \| \| Find Slant Height \| \| Geometry \| Understand and apply the Pythagorean Theorem. \| 8.G.B.8 \| Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. \| \| Activities \| Domain \| Cluster \| Standard \| Standard Description \| \|---\|---\|---\|---\| \| Statistics & Probability \| Investigate patterns of association in bivariate data. \| 8.SP.A.1 \| Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. \| \| Statistics & Probability \| Investigate patterns of association in bivariate data. \| 8.SP.A.2 \| Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. \| \| Statistics & Probability \| Investigate patterns of association in bivariate data. \| 8.SP.A.3 \| Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. \| \| Statistics & Probability \| Investigate patterns of association in bivariate data. \| 8.SP.A.4 \| Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. 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The History of the MLA by Frank Mills During the late 1930s and early 1940s the two lakes nearest Carleton Place, known as the First and Second lakes had become virtually clogged with weeds. Weed growth had gained momentum and heavy masses of coon tail and other weeds took over large areas of these lakes. One day in 1943, Mr. Earl Ritchie, a manager at the Bates and Innes Woolen Mill in Carleton Place, and his son-in-law, Pat Iveson, paddled up through the First and Second Lakes to permit Mr. Ritchie to see parts of the lakes he had not looked on for years. They ploughed their way through masses of coon tail, wild rice, pickerel weed and other aquatic vegetation, which grew in masses throughout the centre of these lakes. It was impossible to take a motor boat up the first and second lakes without wide detours to search for channels through the weeds. The smaller bays were choked with weeds. Mr. Ritchie compared the almost stagnant mass of weed filled water with the clear free flowing lakes he remembered from years before. He was convinced that unless something was done to check the weed growth, the lakes would become worse and worse. More weeds, slower flow of water and more silting would gradually turn our lakes into a series of stagnant ponds. He consulted the Wild Life authorities in Toronto and Ottawa. The Department of Lands and Forests was asked for advice. Weed poisons, the introduction of carp (to root out weeds) and many other suggestions were considered. All presented difficulties - some, more than others. The one suggestion which seemed suited to meet our problem was simply to cut channels through the weeds. This, in itself, would encourage more boat traffic, which would tend to break up the weed masses and keep the water flowing freely. However, no one knew of any successful method of cutting weeds in such large areas as we had to cut. Mr. Ritchie wrote to people all over North America. One of his letters put him in touch with a man in Wisconsin who built a pontoon shaped boat with a device like a hay cutter attached to its bow. It was claimed that this pontoon equipped with paddies driven by a small motor could waddle through the weeds, cutting them off at a depth of five feet. In spite of derision and discouragement, Mr. Ritchie persevered. With the aid of a few friends and supporters, he formed the Mississippi Lakes Association (MLA). The first meeting of the MLA was held in the Carleton Place Council Chamber on October 6th, 1944. A fund raising campaign was started and within a few months sufficient funds were raised to purchase a Hackney Weed Cutter. After a valiant fight with Canada Customs and some political help, permission was given to import it free of duty at a total cost of about $800. In 1945 the weed cutter was launched and watched with curiosity by both its supporters and detractors. lt worked and it did its job. Initially channels were cut each year and the lakes opened to the ever increasing host of water craft. lt was never intended to remove all weeds, wild rice and other aquatic vegetation even if that were possible. Members were conscious that weeds are an essential part of our lake - providing food and shelter for fish, water fowl and wild life. The Mississippi Fish & Game Protective Association was always consulted in planning the cutting because the co-operation of that body was helpful and necessary. The aim of the Lakes Association was to control the weed growth so that parts of the lake would be free of weeds for swimming and boating, while other parts would be left with weed cover to protect and feed its population of wild life. Once channels had been cut through the weeds it became necessary to mark such passages so that boats could easily find these paths. The MLA assumed the task and this was the beginning of our placing marker buoys in the lake. This role continues today and since weed growth is less of a problem now the buoys only alert boats to under water hazards. The MLA weed cutter became a common site as it paddled up and down the lakes all summer long keeping the weeds under control. The first boat wore out and a second one was purchased in 1955. Our progress was watched by people from all parts of Canada and many people came to see and appraise its work. Weeds gradually became less of a problem in the 1990s and use of the weed cutter diminished. The Carleton Place Dam Although the MLA wasn't directly involved, changes and improvements to the Carleton Place dam, which was built in 1820 by Edmund Morphy, took place continuously until 1970. The dam was used to provide water for power generation, but this ceased 1962 and in 1970 Ontario Hydro undertook the dam's reconstruction which was completed in 1973. Upon its completion, Hydro turned over the new dam's ownership and operation to the Mississippi Valley Conservation Authority (MVCA). To a very large extent the dam and its operation controls the water level in the lake, which of course is a very prime concern to the MLA. The new dam permits the MVCA to control the water flow out of the lake and since its installation, on average, lake levels have been higher and more consistent. These higher levels help reduce aquatic vegetation growth, which reduced the need for the weed cutter. The Transition Years During the 1970s, 1980s and early 1990s the MLA addressed issues that were common to the lakes in this region. Interest and support waxed and waned over this period. Raising funds needed to operate the weed cutter was a perennial challenge, but due to efforts of a few dedicated individuals like Dave Wiloughby, the organization survived. In 1996 Peter Elliott moved permanently to the lake and set about refocusing the MLA. The value of having a strong and supported lake association became increasing recognized by lake residents as well as nonresident users. By September 1997 Peter had assembled a new Board of Directors with himself as president. This was the beginning of a new era for the MLA with emphasis on lake stewardship with initiatives to facilitate this thrust. In 1998 the MLA published its first newsletter which later became known as the Mississippi Belle. What started as a modest four page first effort, has now morphed into a full colour, 48 page magazine that is distributed yearly on the Victoria Day weekend. "The Belle", as it is now commonly referred to, provides timely information on lake issues and articles that describe life on the lake. It also provides local businesses and organizations a conduit to reach lake residents and users through advertising. It has definitely become a significant part of the MLA's branding. Records indicate that data for the Canadian Lakes Loon Survey was collected for our lake starting in 1981. This was an initiative by an individual, Charles Jefferson. Loon survey data was provided to the Bird Studies Canada, which conducts the loon monitoring program nationwide, on a sporadic basis until the program was assumed by the MLA in 2005. Since that time the MLA has organized volunteer observers to record loon numbers and breeding success annually for inclusion in the survey. Despite ever increasing human activity on the lake our loon population has remained relatively stable, which some attribute to the abundance of seafood available. Throughout this period, the MLA continued to deploy marker buoys to warn boaters away from underwater hazards. In 2005 the MLA purchase an 18 foot "stripped down" pontoon boat. Christened the "Miss LA", it was first used in October, 2005 to remove the markers from the lake and still serves us well. Incorporation Incorporation was the next big step in the MLA's evolution which offered the elected directors and volunteers protection in a society where litigation has become a possible consequence of the MLA's actions. Making the MLA a legally recognized entity enabled it to deal with governments and agencies which had been difficult until incorporation. Federal incorporation took place in 2002 with Peter Elliott, Guy Charon, Margaret McEwen, Rick Kwissa, Gary Patterson, Ed Carew and Donna Nesbitt as the first Directors. Website It became apparent there was a need to communicate more frequently with MLA members and the general public than our annual newsletter permitted so the MLA decided to establish a website. In the summer of 2002 our website, www.lakemississippi.ca came on line, set up by Ourtown.ca on Bridge Street with a logo of a steam paddleboat at the top of the main page. In late 2004, David du Feu took over the hosting and redesigned the website into the format you see today. We introduced a sign-in facility where site visitors send us their email address if they wanted to be registered for notification of future updates. On 22 May 2005, we had our 1,000th visitor to the website. We are now at close to 40,000. Evolution of the MLA After the turn of the century the MLA began evolving into a more assertive organization. Our membership strategy focussed on attracting Road Associations, which service the private roads around our lake. When a road association joins the MLA, all of its members become members of the MLA. Our membership continues to rise year after year and in 2013 reached the 600 mark. During this time we established a working relationship with the Mississippi Valley Conservation Authority (MVCA). Among other things this includes annual water quality testing and an annual meeting involving our executive and the management of MVCA. This relationship has helped the MLA keep our members concerns and wants visible to MVCA. Lake water levels are always a concern to lake residents and in 2005 we started posting weekly water levels on our website using data supplied by MVCA. Also in 2005 the MLA joined the Federation of Ontario Cottage Associations (FOCA) permitting ourselves and Road Associations access to insurance that was prohibitively expensive from most other sources. Supporting FOCA through our annual membership contribution lends our weight to FOCA's efforts to lobby the provincial government and its agencies, like MPAC, to deal fairly with lake residents and their property. FOCA is a solid source of information and advice on lake matters. The MLA has established and excellent working relation with FOCA which led to the joint 2009 publication of the "Shore Owner's Guide to Healthy Waterfronts". Tens of thousands of this guide have been distributed throughout the province. The MLA became politically active during the 2006 municipal elections by arranging all candidates meetings in Beckwith and Drummond North Elmsley townships. As well, we drafted questions for the candidates in both townships. The questions covered lake issues and written responses were solicited and received from the candidates. One result of this initiative was the Beckwith Township private road maintenance support program that started in 2009. Now roughly 20 private roads, most of which serve lake property owners, receive annual grants that help cover road maintenance costs. To give the MLA a presence on the social media scene, the Mississippi Lakes Association initiated a Facebook page, accessible via our website on February 25th 2012. This facility permits people to post news and photos relating to their lake experiences. Hopefully this communication tool will help keep lake users current what is happening on and around the water. Looking Ahead During the past two decades many lake associations throughout Ontario have developed documented plans for their lakes. Originally called Lake Management Plans these documents formalized a consensus among lake residents and lake users as what this group felt their lake should be now and in the future. Now referred to simply as "Lake Plans" they provide reference material for the Official Plans of the municipalities surrounding a lake. Creating a Lake Plan for a lake with the size and diversity of the Mississippi is a daunting task and the MLA procrastinated for several years. Finally with the support of the MVCA, and the Centre for Sustainable Watersheds, we took the plunge in 2013. A separate committee of volunteers, under the chairmanship of Rob Bell, has been formed to tackle this task with a completion target of 2015. In October 2014, the MLA celebrated its seventieth anniversary which makes us older than most lake users. Over those seventy years the MLA has played an important role in protecting the lake and promoting its stewardship. Hopefully the next seventy will see the MLA continue as a strong and viable voice of the lake. This will require the efforts of people who believe in the goals of the association, but if the past is any indication such people will appear and pick-up the challenge.	<urn:uuid:8a974559-720e-4cf5-a24b-216ddbe06f79>	CC-MAIN-2023-50	https://www.mlakes.org/_files/ugd/736cb2_acf8198646e442a0ad0fa6aeb24f3d1d.pdf	2023-12-07T21:15:09+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00329.warc.gz	1,008,218,743	2,583	eng_Latn	eng_Latn	0.998463	eng_Latn	0.998866	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2764, 4386, 5289, 6667, 8869, 11426, 12763 ]	[ 2.265625 ]	1	0
Our pinyon/juniper woodlands The Great Basin contains extensive forests, even if some would rather call them miniature woodlands or pygmy forests. These woodlands are made up of two tree types, the rather brushy Utah junipers and pinyon pines. These two trees so often grow near each other that their stands are called pinyon/juniper woodlands. I will use the term p/j from here on. (The pinyon pine is also sometimes called the piñon.) Most p/j woodlands grow in regions subject to temperature extremes and limited moisture. They cover as much as 15% of the land area in 5 states—Arizona, Colorado, Nevada, New Mexico, and Utah. While Elko County has extensive stands, they are nothing like the thick stands south of here and in western Utah. Although they cover millions of acres, p/j woodlands are among the least-studied North American forest types. They provide wildlife habitat and vegetative cover for watershed protection. They also provide pinyon nuts and fuelwood. The species of pinyon pine found in Elko County is singleleaf pinyon, unique among pines since each needle grows separately from the limb, unlike other pines that grow in bunches of 2,3 or 5 needles. Singleleaf needles also ends in sharp points. Utah junipers have flat, scale-like leaves and purple cones known as juniper berries. P/j woodlands generally occur between 4,500- and 7,500-foot elevation. On some of the local mountain ranges, a distinct band of p/j can be seen. Below them in elevation are open grasslands or shrublands. Above them, usually along the mountain tops are other pines and firs. The p/j's highest elevation is still lower than that of pines and firs so an open area shows between the two bands of trees. The bottom of these woodlands is usually made up solely of junipers. A little higher in elevation, pinyon pines start mixing in. At the top elevation of the woodlands, pinyons predominate. In pre-settlement times, frequent but small wildfires kept p/j woodlands restricted to fire-proof areas, usually steep, rocky slopes. The tree groves were fairly open with trees separated from each other. With the arrival of settlers and their livestock, we drastically changed the landscape by fireproofing the rangelands. Plus, people began to actively fight wildfires. Without wildfire to manage the size of these woodlands, they were free to expand. Scientists studied the ages of these trees in Nevada and Utah and found 80% of the trees are less than 140 years old, quite young for trees than can live for several hundred years. This shows many of these new trees are part of the migration down and out from mountain slopes. Tree groves have filled in with trees closer together and the groves have expanded, spreading across slopes and out onto flats where they displace sagebrush and grass. Often, among the thick trees, the only other plant is cheatgrass. These larger, thicker stands heighten the wildfire danger. They carry more fire fuel. Larger, more dangerous wildfires often start in pinyon/juniper forests before spreading across sagebrush flats. After a wildfire clears away the trees, cheatgrass is ready to take over the bare ground. Pinyon pines ooze pitch from their limbs and trunks. Fires might burn across the ground and not do much damage but as pinyon pines heat up, the pitch drips down the trunks and forms a perfect ladder for fire to climb into the treetops where it can do much more damage as a crown fire. Huge tree removal projects have taken place to beat back the woodland edge. Reseeding this new, bare area promotes more grass and shrubs that helps sage-grouse, wildlife and livestock. October 2020 <<< Click your back arrow to return to the list of articles	<urn:uuid:6a9883cc-e191-4e76-af0f-d7b7d4810365>	CC-MAIN-2023-50	http://grayjaypress.com/backyard/articles/pj.pdf	2023-12-07T21:25:32+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00329.warc.gz	23,233,188	822	eng_Latn	eng_Latn	0.997664	eng_Latn	0.998645	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 977, 3157, 3704 ]	[ 3.203125 ]	1	0
TEACHER'S GUIDE A NATIONAL FILM BOARD OF CANADA PRODUCTION SYNOPSIS Cree filmmaker Neil Diamond takes an entertaining and insightful look at the Hollywood Indian, exploring the portrayal of Indigenous peoples through a century of cinema. With clips from hundreds of classic and recent films, Reel Injun traces the evolution of cinema's depiction of Native peoples from the silent-film era to today, only to find the future of Indigenous cinema in the unlikeliest of places: Canada's North. Rambling through the heartland of America, Diamond looks at how the myth of the "Injun" has influenced the world's representation—and misrepresentation—of Native peoples. The Cree filmmaker conducted candid interviews with Native and non-Native film celebrities as well as activists, film critics and historians. Reel Injun is a documentary about cinema through the perspectives of the people who appeared in its very first flickering images and have survived to this day to tell their own stories with their own cameras. Diamond meets with Clint Eastwood (The Good, the Bad and the Ugly, A Fistful of Dollars, Unforgiven) at his studios in Burbank, California. The famous actor discusses the evolution of the image of Native Americans in westerns and what cowboy-and-Indian myths mean to America. Legendary Native American activists John Trudell, Russell Means and Sacheen Littlefeather take hold of the talking stick to critique the history of Hollywood and its promotion of stereotypes and racism, and discuss how it played a significant role in the rise of the American Indian Movement (AIM). Celebrities featured in Reel Injun include Robbie Robertson, the Mohawk musician and soundtrack composer (Raging Bull, Casino, Gangs of New York), Cherokee actor Wes Studi (Last of the Mohicans, Geronimo), filmmakers Jim Jarmusch (Dead Man) and Chris Eyre (Smoke Signals) and acclaimed Native actors Graham Greene (Dances with Wolves, Thunderheart) and Adam Beach (Smoke Signals, Clint Eastwood's Flags of Our Fathers). Diamond also travels north to the remote Nunavut town of Igloolik (population: 1,500) to interview Zacharias Kunuk, director of the Caméra d'Or-winning Atanarjuat (The Fast Runner). Reel Injun's humour and star power are balanced with insightful commentary from film critics and historians, including CBC film critic Jesse Wente, author and American Indian studies scholar Angela Aleiss, and Melinda Micco, associate professor of ethnic studies at Mills College, California. In Reel Injun, Diamond takes the audience on a journey across America to some of cinema's most iconic landscapes, including Monument Valley, the setting for Hollywood's greatest westerns, and the Black Hills of South Dakota, home to Crazy Horse and countless movie legends. OVERVIEW This teaching guide contains discussion topics and questions grouped into key topic areas, chapters and themes, giving educators the flexibility to present excerpts from Reel Injun or the entire movie. Reel Injun is suitable for classroom use in secondary and post-secondary education, in courses such as film studies, social studies, media and communications, ethics and history. Cree filmmaker Neil Diamond, from northern Quebec (near the Arctic Circle), has made a documentary tracing the history of Hollywood's representation of Native Americans. Reel Injun is a rich tool to examine the most serious issues regarding these depictions, including topics such as: . "Injuns" in Hollywood . What is the difference between an "Injun" and a human being? . The evolution of the image of Indians in westerns . Cowboy-and-Indian myths: What do they mean to North America? . What are the effects of negative stereotypes on Native people? . Native activism (American Indian Movement) . Identities and cultural exchanges Audience age: Suitable for ages 15+. This documentary addresses grave or controversial issues regarding the portrayal of Indigenous peoples. Educators are encouraged to preview the film and research background information to contextualize these situations before screening the film in class. FILM THEMES: MAIN POINTS AND DISCUSSION QUESTIONS You can enjoy Reel Injun in an extended viewing or over several class periods. The film is chaptered by themes so you have the option of showing selected segments. Following are some main points and possible discussion questions. Native Representation Reel Injun – Chapter 1 Main points: Over 4,000 films shaped the image of the Native American in the last century, some offering stereotypical images, such as They Died with Their Boots On, others providing a more accurate focus, like Little Big Man, One Flew Over the Cuckoo's Nest and Dances with Wolves, and some that are free of stereotypes, like Smoke Signals and Atanarjuat. When Native peoples watch Indians on television and cheer for the cowboys, there is a major problem of representation. Distorted images have caused a great deal of damage. Discussion questions: What are the consequences of distorted representations of Native people with regard to their identity, self-esteem and social and cultural development? One hundred years of cinema have shaped the folkloric images of Native Americans to the point that some people believe that Indians still live in teepees. But what is an "Injun" in 2011? Native Americans from Hollywood to Wounded Knee Birth of the Hollywood Injun – Chapter 2 Main points: Early movie images depicted the "Injun" as spiritual, noble and free. In the late 19th century, Thomas Edison filmed Laguna Pueblo dances that were shown for a penny in the peep shows in Times Square in New York City. But while the "savages" in the reels were dancing, some 300 women, men and children were being killed in the Wounded Knee Massacre on the Pine Ridge Reservation. Discussion questions: What were the main reasons for Native people being so widely represented in the movies? Some say that cinema was created to film First Nations people; on what basis can we support such a statement? Why would American culture treat Indians as myths or dinosaurs? In the movies, all Native people are supreme horsemen, at one with their horses, but most of them can't ride in real life. How was such a myth created? The Good Indian The Noble Injun – Chapter 3 Main points: During the silent-film era, Indians became stars. The Native American perspective was seen for the first time. Native filmmakers directed their own movies and brought their own people to play the characters. The Silent Enemy (H. P. Carver) explores starvation and the idea of the Native vanishing. In those days, it was cool to be portrayed as Native. Discussion questions: The silent era portrayed Native people as noble; how did that come to be? Why are some people excited by the idea of being Native regardless of the bad image projected by Hollywood? Do you think that the kids in the summer camp sequence in Reel Injun were only encountered Native people in Hollywood movies? According to Hollywood's criteria, what does it take to be a good or noble Indian? Tonto Speech and Stereotypes The Savage Injun – Chapter 4 Main points: In the 1930s, Native people were portrayed as savages. Americans needed heroes, and John Ford's Stagecoach delivered the goods while also damaging the reputation of Native people and establishing a trend that lasted for decades: showing the savages constantly attacking the Whites. Instead of using actual Native languages, Hollywood developed the Tonto speech—or the art of speaking English backwards—and all the big stars played Native roles (Anthony Quinn, Charles Bronson, Boris Karloff and even Elvis Presley). After the film industry saddled Pocahontas with all the stereotypical notions that a mythical princess deserves, she became the embodiment of American society, not of Native society, just as Hollywood dressed Native characters like Plains Indians in buckskin and headbands, even though they do not use them in their culture. Discussion questions: By developing the Tonto speech, did Hollywood harm the existing Native languages spoken by US tribes? Robbing nations of their identity is an act of colonialism, but why did the Plains Indians attract more attention than the Pawnees or the Mohawks? What are some of the misguided notions surrounding the Indian princess Pocahontas? A Violent and Racist Icon The Cowboy – Chapter 5 Main points: A great icon of American cinema, John Wayne used violence with no mercy. But his actions seemed excusable, and they set the standard for how Indians should be regarded. "The kind of hunky white guy representing the moral standards of America, that is not real smart and that will do the right thing, chasing the Indians away, marrying the school woman and disappearing in the sunset." (Jim Jarmusch) Discussion questions: When John Wayne shoots a dead Indian that was dug up from a burial ground in the eyes to make sure he will not be going to the spirit world, what kind of message is Hollywood sending? What about the use of Native languages in the movies: Is it desirable in order to improve the pride and self-esteem of First Nations people? Indians or Human Beings? A Good Injun . . is it a Dead Injun? – Chapter 6 Main points: As a kid, Neil Diamond did not realize that Bugs Bunny was killing Indians, and Graham Greene was doing the same thing when he would pretend to be Gary Cooper. On the other hand, Russell Means' brother refused to look at the Indians being slaughtered and fought white kids outside the movie theatre. "To erase the memory of being a human being, predatory mentality uses the word 'Indians' so Natives will lose track of the notion of being a human." (John Trudell) Discussion questions: Retrace the history and the meaning of this famously racist pronouncement by General Philip Sheridan: "A Good Injun . . . is a Dead Injun." Why would Hollywood use such neo-colonialist propaganda to confuse the feelings of young Native people? Regarding the notion of human beings, why does John Trudell place so much emphasis on language as an instrument of war? What does it mean to you to be a human being? The American Indian Movement (AIM) The Groovy Injun – Chapter 7 Main points: In the 1960s, the hippies became Indians, trying to imitate them but at the same time trying to remember who they were and where they came from. The hostility of the media towards Native people subdued their spirit somewhat, but films like Billy Jack heralded a new fight against injustice, not just in the movies, but in real life as well, with First Nations people politically asserting themselves by seizing Alcatraz Island and Wounded Knee to recapture their land and freedom. Hollywood would in turn come to the rescue: Marlon Brando refusing to show up at the Academy Awards to protest against "the poor treatment of Native Americans in the film industry" and the FBI's actions at Wounded Knee. Sacheen Cruz Littlefeather would be Brando's messenger, asking the government to change its treatment of North American Indians. After that turning point, productions like One Flew Over the Cuckoo's Nest and many others would forever change the way "Injuns" are depicted on screen. Discussion questions: Every human being is the descendant of a tribe, and there was a time when nonNative people wore feathers and beads. Try to find out which tribe you come from and at what point in history you lost your feathers and beads. In the 1970s, the US government infiltrated a tribal council (on the Pine Ridge Indian Reservation in the town of Wounded Knee) and in 1973 AIM activists seized the town. Retrace the framework of events that led to the uprising. No More Stereotypes and Stoic Indians The Renaissance – Chapter 8 Main points: Even though the government had wiped out the Native political movement by the 1980s, a cultural artistic voice emerged, composed of Native filmmakers, songwriters and visual artists. Smoke Signals, directed by and starring Native people, ushered in the golden age of Indigenous cinema. The story was not about what occurred one hundred years ago but about current-day "nativeness," where there are no stereotypes and no stoic Indians. After travelling the United States in search of the truth, filmmaker Neil Diamond found the answers he was looking for in the Far North of Turtle Island (a.k.a. North America), in Igloolik. Atanarjuat, by Zacharias Kunuk, paved the way for a new generation of storytelling. A new age of cinema was born! Discussion questions: Director Neil Diamond mentioned that he found the answers he was looking for in the North. What exactly was the object of his quest? On what basis can we say that Atanarjuat is the "most Native" movie ever made? How would you describe "nativeness" in the 21st century? SUGGESTED CROSS-CURRICULAR ACTIVITIES Viewing and discussion You can show Reel Injun in its entirety and discuss it with your students. If you don't have the time, or it isn't relevant to your course's subject matter, you can assign the film for viewing outside of class and replay key chapters in class. You can also select key chapters in the film to trigger classroom discussion or show chapters in conjunction with short clips of your choice from among the movies listed in the documentary. Role-playing Students can role-play different personalities such as John Wayne, John Ford, Marlon Brando, Iron Eyes Cody, Graham Greene, Gary Farmer, John Trudell, Russell Means and Zacharias Kunuk and discuss the representation of "Injuns" in westerns. Note: This exercise will require a certain amount of research in order for the students to learn more about these individuals and go beyond what is covered in Reel Injun. Hold a debate You can explore ethical and historical issues by way of a debate, in which one team must attack and one team must defend a position. In all cases, there is no correct side. Divide the class in half. Ask the sides to meet to develop positions (reminding them that the job is to defend the position, not what they think is right), or more casually simply ask students to chat for a few minutes with their neighbours. Then ask one team to speak in defence of the position using arguments from the film. Ask members of the other side to refute that position, using other arguments from the film. Some debate topics might be: * Many Native kids would never identify with the Indians in a western because they didn't want to be the bad guy. * Black Robe (Bruce Beresford), Dances with Wolves (Kevin Costner) and The Last of the Mohicans (Michael Mann) were made during the "Renaissance era" of Native portrayal in Hollywood yet there are still some racist stereotypes in these films. World Café As a conversational process, the World Café is an innovative yet simple methodology for staging conversations about questions that matter. These conversations link and build on each other as participants move between groups, cross-pollinate ideas and discover new insights into the questions or issues that are most important in their life, work or community. The World Café can evoke and make visible the collective intelligence of any group, thus increasing people's capacity for effective action in pursuit of common aims. Divide the group into a few teams and select facilitators for the teams. Assign a question to each facilitator, who will go from one team to the other with that question and take into account the most relevant information that emerges. Each team must answer each question; after the exercise, the facilitators will address their main concerns in front of the group. * Is the documentary approach used by Neil Diamond in Reel Injun valuable in terms of changing people's perceptions about the mythological and one-dimensional stoic Indian? * Is it only because Native Americans are directing their own films now that real change has occurred, or are there other reasons? * After the silent era, Native Americans were not able to show their perspectives on the screen. Why did it take so long for them to regain control of their true image? * Why do you think Russell Means and John Trudell, famous AIM activists and Hollywood detractors, agreed to participate as actors in certain Hollywood productions (Natural Born Killers, Thunderheart, Smoke Signals)? SAMPLE TEACHING MODULES FOR CINEMA STUDIES, SOCIAL STUDIES, MEDIA AND COMMUNICATION, ETHICS AND HISTORY Here are some sample modules, organized by curriculum area for secondary school and early post-secondary studies. You can customize the modules or use them as a spur to your own invention. Cinema studies Goal: To investigate the range of narrative approaches that shaped perceptions of the Native American throughout the history of cinema. View some movies that date from the "Birth of the Reel Injun" era, such as Edison's Laguna Pueblo Native American rituals and dances, They Died with Their Boots On (Raoul Walsh), Custer's Last Fight (Francis Ford), The Plainsman (Cecil B. DeMille), Stagecoach (John Ford) and Captain John Smith and Pocahontas (Lew Landers), and from the "Groovy Injun" era, like Little Big Man (Arthur Penn), One Flew Over the Cuckoo's Nest (Milos Forman), Dead Man (Jim Jarmusch), Powwow Highway (Jonathan Wacks) and Dances with Wolves (Kevin Costner), and lastly, from the "Renaissance era," such as Once Were Warriors (Lee Tamahori), Smoke Signals (Chris Eyre) and Atanarjuat (Zacharias Kunuk). Discuss with students what they understood to be the plot and the structure of these films and compare the representations of the Native American over these different periods of time. Discuss: * What narrative strategies do the filmmakers employ during a) the Reel Injun era? b) the Groovy Injun era? c) the Renaissance era? and why? * What is required of the audience in each of these situations? * Which design elements and aesthetic choices affect the storytelling? * Individual performances by people like Chief Dan George (Little Big Man), Graham Greene (Dances with Wolves) and Gary Farmer (Dead Man) were invaluable in changing people's perceptions of the one-dimensional stoic Indian. How did they achieve this? * What are the elements of Atanarjuat (The Fast Runner) that made it a film by, about and for Native people in North America? Social studies Some filmmakers could be compared to sociologists in the way that they depict significant and interesting aspects of real life. Reel Injun shows how important social issues are addressed in fiction movies. 1. Goal: To demonstrate that various forms of racism, whether overt or inferential, exist in cinema. Stuart Hall, the Jamaican sociologist and cultural theorist, addresses the notion of racism in contemporary popular culture: overt racism (intentional and/or obvious harmful attitudes or behaviour towards another minority individual or group because of skin colour) and inferential racism (e.g.: black people are good at sports, white people can't dance, Middle-Eastern people drive cabs, and Asians can't drive). Discuss: Watch some of the films presented in the chapters "The Savage Injun" and "The Groovy Injun," look for examples of overt racism and inferential racism, and explain why you have selected them. 2. Goal: To understand and apply Stuart Hall's typology of racial grammar. Stuart Hall developed a typology of racial grammar based on the images of the slave, the indigenous person and the clown in a relationship of domination/subordination and the question of superior or inferior natural species. Nineteenth-century popular literature didn't help by recounting the great adventures of settlers in foreign countries and their social, moral and physical supremacy over the indigenous people. Discuss: In the films presented in the chapters "Birth of the Hollywood Injun" and "The Cowboy," find examples of indigenous people confronted by a relation of domination/subordination and the notion of superior or inferior natural species, and explain why you have chosen them. Media and communication Since all forms of media are constructs and different people experience or express messages differently, the reception theory of communication focuses on the concept of encoding and decoding messages sent by the media to a particular audience. 1. Goal: To understand and apply Stuart Hall's reception theory on how media messages are produced, circulated and consumed. Stuart Hall does not agree with Claude Shannon's information theory because it only focuses on the exchange of messages and neglects the relational structures of communication like production, diffusion, distribution/broadcasting and reproduction. He argues that meaning is not simply fixed or determined by the sender, the message is never transparent and the audience is not a passive recipient of meaning. Distortion is built into the system, and there is a lack of fit between the moment of the production of the message (encoding) and the moment of its reception (decoding). Zygmunt Bauman, a Polish sociologist, agrees with Hall about cultural hybridity and the uncertainty of the messages that are built, received and adapted. Discuss: Since you cannot predict how an audience will receive a message and how it will negotiate its signification according to cultural identity, find examples in Diamond's documentary and in US history where Native people encoded and decoded distorted images of them. Ethics Ethics addresses questions about morality (good and evil, right and wrong, virtue and vice, etc.). Throughout the history of the Hollywood "Injun," stereotypes were used without any ethical concern about damaging their subjects—the Native Americans. According to the sociologist Charles E. Hurst (2007), one reason for stereotypes is the lack of personal, concrete familiarity that individuals have with persons in other racial or ethnic groups. Goal: To raise and explore ethical choices in filmmaking. Discuss: Atanarjuat paved the way for the Renaissance of the "Injun," but since stereotypes die hard, it's going to take a lot more movies along the lines of Atanarjuat before the image of the noble savage is erased from people's minds. * Movies like Clint Eastwood's Flags of Our Fathers and Jim Jarmusch's Dead Man feature honest depictions of Natives. Compare these movies, from an ethical perspective, with Disney's depiction of Pocahontas as a Barbie Doll Indian Princess. * Many people who watch Reel Injun aren't going to be happy as it pulls the rug out from under American icons like John Wayne and western movies in general. If you had to debate with these people, what kinds of arguments would you use to maintain an ethical perspective on their views? * Keeping an open mind when watching this film, why do you think many Native Americans are so offended when they see mascots in sports (e.g.: Chicago Black Hawks, Atlanta Braves, etc.) representing them, or when they see how they are depicted in films? * Finally, is there something almost pornographic in the lurid black-and-white images of the Laguna Pueblo dancers captured by Edison? Was this the first naive representation of the "noble Injun"? History The American Indian author and historian Vine Deloria addressed Indian stereotypes and challenged white audiences to take a new look at the history of American western expansionism. When Custer Died for Your Sins: An Indian Manifesto (1969) was published, the American Indian Movement was gaining momentum and the book helped draw attention to the Native American struggle. Deloria worked to demythologize white Americans' perceptions of American Indians. Goal: To raise awareness of Native history from the perspective of Native people. Discuss: * Begin by brainstorming and try to figure out why the American Indian Movement (AIM) came to be and what impact it had on Native struggles in the 1970s and 1980s, and continues to have today. * For each of these emblematic figures of the Native struggle—Crazy Horse, John Trudell, Russell Means, Leonard Peltier and Sacheen Littlefeather—describe their contributions to the history of America. * On the morning of December 29, 1890, the Lakota chief Big Foot and some 350 of his followers camped on the banks of Wounded Knee Creek. Surrounding their camp was a force of US troops charged with the responsibility of arresting Big Foot and disarming his warriors. The scene was tense. Trouble had been brewing for months; 300 Lakota Natives were killed by the US government. Eighty-three years later, blood spilled in Wounded Knee once again. Richard A. "Dick" Wilson, the Oglala Lakota tribal chairman, formed a private militia sponsored by the US government to kill AIM members during their occupation of Wounded Knee in 1973. During that period of political turmoil, some Native people, such as Anna Mae Aquash, were murdered, and others were charged for the 1975 killing of FBI agents. Leonard Peltier was among those charged without any proof for these crimes, and subsequently received a double life sentence. What exactly happened in Wounded Knee in 1890 and in the 1970s, and why is Leonard Peltier still in jail? * In 1979, John Trudell's pregnant wife (Tina Manning), his mother-in-law and three children were killed in a fire at their home on the Shoshone/Paiute Reservation in Nevada. Trudell, as well as many other activists in the movement, still believe that the fire was not accidental. It occurred within twelve hours of his burning of a US flag on the steps of the FBI building in Washington, DC. Considering AIM's short history, what is your position regarding that event? Did someone kill Trudell's family members, and if so, who was it? * The Treaty of Fort Laramie (1868) between the US and the Lakotas included provisions to return all retired, abandoned or out-of-use federal land to the Native people from whom it was acquired. Indians of All Tribes used that treaty as the basis of their occupation of Alcatraz Island and claimed it by "Right of Discovery." From what you know and have learned, are Native people better off fighting on political grounds and engaging in direct action or should they develop a cultural, artistic voice to gain their right to self-determination? * Given what you have discovered about Native American history, was Crazy Horse the inspiration for the mystical-warrior stereotype? ABOUT THE AUTHOR Kanatakhatsus Meunier As an artist working in both digital and media art, and a specialist in science communication, Kanatakhatsus Meunier refuses to be pigeonholed into a single identity. Based in the Orford area of Quebec's Estrie region for the past 22 years, this raced creator of Kanien'keha:ka and French-Canadian origin is a communications advisor and lecturer at Université de Sherbrooke's Engineering faculty. He has directed several documentary films, including Le vieil Indien (2015), filmed in the Estrie, as well as films shot in Nunavik in the early 2000s while employed at Taqramiut Nipingat. REFERENCES URL Addresses aigenom.com aimovement.org Books BAUMAN, Zygmunt, The Making and Unmaking of Strangers, in WERBNER, Pnina and Tariq MODOOD, Debating Cultural Hybridity, London: Zed Books, 1997. DELORIA, Vine, Custer Died for Your Sins: An Indian Manifesto, New York: Macmillan, 1969. HALL, Stuart, The Whites of Their Eyes: Racist Ideologies and the Media, in BRIDGES, George and Rosalind BRUNT, Silver Linings: Some Strategies for the Eighties, Lawrence and Wishart, London: 1981, pp. 7–23. HALL, Stuart, Representation: Cultural Representations and Signifying Practices, Glasgow: Sage Publications & Open University, 1997. HURST, C. E., Social Inequality: Forms, Causes, and Consequences (sixth edition), Boston: Pearson Education, Inc., 2007. MATTHIESSEN, Peter, In the Spirit of Crazy Horse, New York: Penguin, 1992. ROTH, Lorna, Something New in the Air: The Story of First Peoples Television Broadcasting in Canada, McGillQueen's University Press, 2005. Films Incident at Oglala: The Leonard Peltier Story, Michael Apted, 1992.	<urn:uuid:db308725-f87d-4d75-bebb-a7bcccfc90d1>	CC-MAIN-2023-50	https://www3.onf.ca/sg/100671.pdf	2023-12-07T20:21:52+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00326.warc.gz	1,199,814,275	5,910	eng_Latn	eng_Latn	0.988682	eng_Latn	0.997257	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 59, 1591, 4084, 7051, 10118, 12767, 15767, 17888, 20380, 23120, 26320, 28004 ]	[ 4.09375, 1.5 ]	2	0
The fast evolution of black widow spider venom 6 January 2015, by Kara Feilich regions of your neurons: this is the juncture right between the synapse of one neuron and your muscle cells or another neuron, and it inserts itself into the membrane. This causes all of the neuron's vesicles to dump out their neurotransmitters. And that's really what's painful." In other words, alphalatrotoxin causes nerve cells to release all of their chemical signals at once, overwhelming the nervous system, and causing immense pain. female black widow spider. Image: Wikipedia. Black widow spiders are notorious for their painful bites and lethal venom. The venom is potent enough to let these spiders and their close relatives prey upon small reptiles and mammals that other arachnids wouldn't ever eat. This raises the question: just what makes the widow spiders so unusually toxic? And how did they become so toxic to begin with? Dr. Jessica Garb of the University of Massachusetts, Lowell, along with a team of collaborators in the US and the UK, has been attacking these questions by studying the spider's genetics, protein expression, and venom content, searching for clues about just how the widow spider's venom evolved to be so potent. The most potent neurotoxins present in black widow venom are called latrotoxins, which takes its name from the group of widow spiders known as Latrodectus. The most toxic of these latrotoxins is alpha-latrotoxin, a devastatingly debilitating chemical that hijacks the body's own internal communications, the electrical and chemical signaling of the nervous system. "If you got bitten by a black widow," says Garb, "alpha-latrotoxin would travel to the pre-synaptic In fact, alpha-latrotoxin has been studied for a long time by neuroscientists, not spider biologists, as a tool to help them understand how neurons function. And yet, until recently, the latrotoxins were thought to be a very small group of proteins. Garb's research has shown that latrotoxins are actually a much larger group than expected, and can even be found in the common house spider. But don't worry—the common house spider, though closely related to the black widow, is not generally considered toxic to humans. The difference in venom potency between the widow spiders and the house spider may largely be a matter of the production of toxins, but not the genetic ability to do so. "It's not just about the numbers of these latrotoxins, but their relative expression," Garb says. Even though the genes for multiple latrotoxins exist in house spiders, they appear to be produced at much lower levels in their venom compared to black widows. Genetics, of course, still has a role to play in the evolution of spider venom. "The house spider genome is a great resource for us, because we can now get the full landscape of what's in the genome of one of these spiders," explains Garb. By studying more than one species, the researchers could compare latrotoxin genes among closely-related species that vary in venom functionality and toxicity. The researchers found that the latrotoxin genes among spiders, while clearly related, are highly 1 / 2 Powered by TCPDF (www.tcpdf.org) divergent. "There has been a lot of lineage-specific evolution of this latrotoxin family, and the set of latrotoxins in house spider venom appears to be quite distinct from those in black widow venoms" says Garb. In other words, instead of having latrotoxin genes that have evolved slowly, gradually accumulating differences, the team believes that these genes have been duplicating and changing over a relatively short time period, contributing to the potency of black widow venom. The fast appearance of multiple latrotoxins probably allowed the spiders to pursue a variety of prey items, including the small mammals and reptiles that widow spiders might not otherwise be able to eat. It's even possible that the widow spider's web changed along with the venom, becoming stronger to keep a hold on these larger prey. In addition to discovering the diversity of latrotoxins within many species of widow spiders, examining the venom's composition revealed another trick up the widows' sleeves. After milking venom from the black widow spiders, Garb and her colleagues found that widow venom is actually made of many different types of toxins. And some of the contents of the venom were not just neurotoxins, but rather chemicals that likely help the toxins reach their targets within the body. So while we may have a good understanding of alpha-latrotoxin, scientists are only just beginning to appreciate the complexity and evolution of spider venom. Garb presented her team's research findings at the 2015 annual conference of the Society of Integrative and Comparative Biology in West Palm Beach, Florida. Provided by Society for Integrative & Comparative Biology APA citation: The fast evolution of black widow spider venom (2015, January 6) retrieved 27 November 2020 from https://phys.org/news/2015-01-fast-evolution-black-widow-spider.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. 2 / 2	<urn:uuid:4e3477ab-9f46-45b9-a022-a5267a5f8dc6>	CC-MAIN-2020-50	https://phys.org/pdf339745979.pdf	2020-11-27T08:49:00+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00565.warc.gz	431,885,282	1,112	eng_Latn	eng_Latn	0.997844	eng_Latn	0.998255	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3158, 5279 ]	[ 2.171875 ]	2	0
Unit 8 Cell Biology and Cancer Description Cancers result when genes required for normal cell function are mutated and the resulting cells undergo other changes, ultimately leading to uncontrolled growth. Two classes of these genes are proto-oncogenes and tumor suppressor genes. Knowing how these genes work in healthy individuals allows for the possibility of designing drugs that interfere with specific kinds of cancers. Menu of Unit Activities Note: All activities, handouts, solutions, and tips can be found in the Appendix of this guide. Activity 1: No Cut-and-Dried Answers (15 minutes + 30 minutes of video) Ten statements about cancer to consider and discuss before and after the video. Activity 2: The Price of Proto-Oncogenes (15 minutes) A quick discussion about the function of proto-oncogenes to be done in the middle of viewing the video. Choose either Activity 3 or Activity 4: Activity 3: Family History (60 minutes) Identification of an allele that contributes to breast cancer risk through pedigree and statistical analysis of families with a history of breast cancer. Activity 4: Dilemmas of Cell Biology(60 minutes) Three packets of exercises and discussions on p53 and aging; telomerase, cancer, and aging; and genetics of breast and colon cancer. Activity 5: The Big Picture (30 minutes) Discussion questions on the personal and societal impact of cancer and cancer prevention. Before the Session Facilitator: Copy and assemble the following activity materials. (See the Activities section in the Appendix of this guide for master copies of transparencies and handouts, plus Tips and Suggested Answers.) Activity 1: No Cut-and-Dried Answers requires: * One copy of the Yes/No, But... statements per person (master copy provided) * Tips and Suggested Answers Activity 2: The Price of Proto-Oncogenes requires: * One transparency of the Discussion Questions Choose either Activity 3 or Activity 4: Activity 3: Family History requires: * One copy of the Background Questions for each person (master copy provided) * One copy of the Pedigrees and Data sheet for each person (master copy provided) * One copy of the LOD Score Information for each person (master copy provided) * One copy of the Discussion Questions per person (master copy provided) * Tips and Suggested Answers Activity 5: The Big Picture requires: * One copy of the Discussion Questions per person (master copy provided) Facilitator: Make sure that the room has these supplies: * pens or pencils and paper * VCR and TV * overhead projector and markers * black/white board with chalk or markers Activity 4: Dilemmas of Cell Biology requires: * One copy of each of the three different Topic Packets (master copies provided) * Three copies of the Cell Biology and Cancer unit online text chapter (available online at http://www.learner.org/channel/courses/biology) Session Activities and Video Activity 1a: No Cut-and-Dried Answers—Pre-Video Discussion (10 minutes) * Read the Setup and have each person take a copy of the Yes/No, But... statements. * Let each person go through the statements at their own pace, finishing in about 5–10 minutes. Facilitator: Stress that participants can either agree or disagree, and should write down qualifying statements if they can't decide. * Variation: Go through each statement as a group divided into two sides. Have people from one side of the room say a few words that support the statement as true. Then, the people on the other side of the room respond by saying a few words that suggest the statement is false. Video, Part 1 (6 minutes) * Watch the first part of the Cell Biology and Cancer video. Facilitator: Start timing the Cell Biology and Cancer video at the Annenberg/CPB logo and watch the first 5:54 minutes. Stop the video just after Dr. Robert Weinberg says,"Without the proto-oncogenes, embryos wouldn't be able to develop, adult tissues would not be able to be maintained. However, the price of carrying these proto-oncogenes in our genomes is occasionally they become damaged and mutated and convert into oncogenes, and thus become converted into agents for causing cancer." Activity 2: The Price of Proto-Oncogenes (15 minutes) * Read the Setup. * As a group, come up with a list of possible normal cellular functions that might be performed by protooncogenes. * View the transparency of the Discussion Questions and talk about them as a group. Video, Part 2 (24 minutes) * Finish watching the Cell Biology and Cancer video. Activity 1b: No Cut-and-Dried Answers—Post-Video Discussion (5 minutes) * Spend a few minutes looking through the list of statements for the activity and see if anyone's opinions changed, or if there is new information to add to the qualifying statements. * Compare the group's statements with those in the Tips and Suggested Answers section. Session Activities and Video, cont'd. If you chose Activity 3: Family History (60 minutes) * Read the Setup and arrange into pairs. * Have each person take a copy of the Background Questions, one copy of Pedigrees and Data, one copy of the LOD Score Information, and one copy of the Discussion Questions. * Spend 5–10 minutes working in pairs on the background questions. * Spend 5 minutes going over possible answers as a group, comparing answers with those in the Tips and Suggested Answers section. * Spend about 30 minutes going through the Pedigrees and LOD Score Information. * As a group, spend 10 minutes discussing the questions, comparing group answers to those in the Tips and Suggested Answers section. If you chose Activity 4: Dilemmas of Cell Biology (60 minutes) * Read the Setup and divide into three teams. * Have each team take one of the packets. * Spend 15–20 minutes working in teams on the packet. * Have the teams switch packets and spend 15–20 minutes working on the new packet. * Have the teams switch packets again and work on the final packet for 15–20 minutes. Activity 5: The Big Picture (30 minutes) * Read the Setup and have each person take a copy of the Discussion Questions. * Discuss the questions in pairs or as a group. Summary (5 minutes) * If time permits, as a group or in pairs, define the major ideas or "take home" lessons of this unit and its applications.	<urn:uuid:c937a2f2-164f-48bc-9d70-4fff6cfee833>	CC-MAIN-2020-50	https://www.learner.org/wp-content/uploads/2019/06/rediscovering-biology-cellbiologycancer-courseguide.pdf	2020-11-27T09:16:06+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00564.warc.gz	746,828,558	1,356	eng_Latn	eng_Latn	0.98586	eng_Latn	0.993019	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1416, 2879, 4859, 6269 ]	[ 2.78125 ]	1	0
Name:__________________________ Being a leader doesn't always mean being the boss or being in charge. The best leaders don't ask to be in charge, they set the example for what needs to be done, and other people tend to follow that example. Read the stories below, then choose the ending you think best shows good LEADERSHIP Meadow has a group project for school. When she meets with her group, one of the other students starts telling everyone what they should do. A) Meadow tells the other student that they're not the boss of her, and that she (Meadow) is going to be the one in charge B) Meadow tells the teacher that the other student is being bossy. C) Meadow listens to the other student, asks questions about what she's supposed to do, and respectfully offers ideas about how the group can do a really great project During recess, Erin is hanging out with her friends as they try to decide what game to play During soccer practice, Tiana's team is having a tough time working together, passing the ball, and deciding who should try to score a goal A) Every time one of her friends suggests a game, Erin says "nah, I don't feel like playing that" B) Erin says that they don't have to play the same game, then suggests that anyone who wants to play on the Big Toys come with her, cuz that's what she wants to do! C) Erin says "we'll go play on the Big Toys today!" and makes everyone play on the Big Toys with her A) Tiana watches the field, and encourages her teammates with the ball, pointing out anyone who's open to pass the ball to, and celebrates with her team when they score a goal! B) Tiana takes charge, gets the ball, takes it down the field, scores the goal herself and says "See!? That's how it's done!" C) Tiana watches her team struggle, and after practice, tells her mom she doesn't want to play soccer anymore As martial artists, many of the things we work on in karate (focus, respect, self-discipline, confidence) can help us be leaders. Sometimes, even when we're not trying to be a leader, the way that we act will make other people follow us. This is sometimes called "leading be example". What are some ways you can "lead by example"… …at home?_________________________________________________________________________________ …at school?_________________________________________________________________________________ …at karate?_________________________________________________________________________________	<urn:uuid:bd0ff940-2b91-4548-a213-df0e67f81e80>	CC-MAIN-2020-50	https://www.boomelitemartialarts.com/upload/LD%20Leadership%20Homework.pdf	2020-11-27T08:03:08+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00566.warc.gz	596,722,815	526	eng_Latn	eng_Latn	0.999899	eng_Latn	0.999899	[ "eng_Latn" ]	false	docling	[ 2454 ]	[ 4.28125 ]	2	0
Microbes and their effects Solve the case of the dodgy barbeque At her birthday garden party, Chloe's dad cooked beef burgers on a barbeque for the guests. Everybody was very hungry and so Chloe's dad cooked the burgers quickly. They were burnt on the outside. After a couple of mouthfuls, a few guests complained that their burgers were cold in the middle, so Chloe's dad put them back on the barbeque to heat them through. A few hours later, some of the guests had bad stomach pains and a few vomited. The next day, many of the guests were being sick and had diarrhoea. Food poisoning fact file: Task: Use the information above to explain why the guests had food poisoning and the body's response to the infection. You can do this either by: - drawing a cartoon strip to show the stages of infection; - writing an exciting story to show how the infection takes hold and is defeated. Make sure you include: 1. How bacteria can enter the body. 2. Which barriers the bacteria must overcome when entering the body. 3. How the bacteria reproduce in the digestive system. 4. What the body can do to fight the infection. 5. How the body can prepare itself for a future infection from the same bacteria. Food poisoning can be caused by bacteria called Salmonella. A small number of the bacteria on meat can cause food poisoning. These bacteria enter the body and reproduce by dividing in the same way as cells in the body. Each bacterium can divide every 20 minutes. When it enters the body, it reacts with chemicals in the digestive system and causes food poisoning. Keywords: antibodies, bacterium (bacteria), food poisoning, illness, immune, infection, small intestine, stomach, stomach acid, white blood 01/2018 \| To get level \| You might have: \| \|---\|---\| \| Above expectations \| • Explained why the guests got food poisoning. • Explained how some human body cells are specialised to stop bacteria entering it. • Explained, using diagrams, how the bacteria divide in the body. • Explained how the body responds to the infection. • Explained the body’s response if it was infected by the same type of bacteria again. \| \| Exceptional \| Followed the instructions for Above expectations, using detailed scientifci knowledge and understanding, and also: • Used numerical methods to estimate the number of bacteria that are in the body after a few hours. • Made comparisons of the sizes of bacteria and human cells. \| 01/2018	<urn:uuid:837d0ddd-b17a-43aa-b1fb-a13174073648>	CC-MAIN-2020-50	http://www.scienceteacher.ie/wp-content/uploads/2018/03/Microbes-and-their-effects-Afl.pdf	2020-11-27T07:45:24+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00564.warc.gz	146,719,234	532	eng_Latn	eng_Latn	0.999221	eng_Latn	0.99919	[ "eng_Latn", "unknown" ]	false	docling	[ 1722, 2432 ]	[ 4.15625 ]	1	0
Holiday Gifts for school-age kids 2020 Holidays 2020 style: Oops. I must have been wearing my mask when I told your grandmother that you wanted a "new fur cat." I think she heard "new fur hat." We're bringing back our popular holiday gift guide based on ages and developmental stages. As always, we will concentrate on non electronic options, as well as pandemic-friendly ideas. Kindergarten: What's happening: Kids at this age can hop up and down on one foot and they start having a better sense of time. They tell simple stories, can tell real from make-believe and can swing and climb. Ideas: Clocks, calendars, and games that require some balance like Twister® are all hits. Games with simple rules such as checkers and puzzles with large pieces are developmentally within reach. They may enjoy reading books with very simple sentences on their own. Foster creativity with colored papers, crayons, markers, stickers, and water-color paints. Younger elementary school (the little kids): What's happening: This group is now more self sufficient. For instance eight year olds can perform self help skills such as tooth brushing entirely on their own. They start to understand quantities and therefore concepts such as money. They display more concern for others and understand team work. Ideas: make every-day-living activities fun. For instance, give a basket of interesting scented shampoos, or an assortment of toothpastes with a toothbrush that plays a tune. Give wallets or piggy banks (hold on the Venmo account!). Basic sports equipment of any sort will be a hit. Label makers will also appeal to this age group since they have a greater sense of ownership. This age transitions from learning -to - read to reading-to-learn. In other words, they start to cull information from reading. Give age-appropriate non-fiction books about an area of interest to them. Older elementary school (the big kids): What's happening: Fine motor skills are quite developed and intricate arts and crafts such as weaving kits can be manipulated. They are more aware of their bodies as puberty approaches. As peer relationships become more complex, they also experience more peer pressure. Ideas: If you are a long distance relative, research online some of the things you enjoyed doing as a kid and send out ahead of time some materials such as a set of balloon animals or a deck of cards. Then give the gift of a lesson over Zoom on how to make crazy balloon critters or magic card tricks. No time to send anything out? Give the gift of how to make cat's cradle variants with random string or how to fold paper airplanes. Your nephew probably outgrew the bike from a couple years ago, so consider replacing it with a larger one. Ageappropriate books about historic figures can give kids ideas for role models. The big kids are also fans of joke and riddle books. Middle school/Junior high (the tweens): What's happening: With increased attention spans (30-40 minutes) they can work on activities for a longer period of time. They pay more attention to body image, looks, and clothes. Complex thought emerges and they can better express feelings verbally. These kids can cook, really cook. Ideas: These kids can cook, really cook. Just look at Chopped Junior. Get them the culinary tools you covet. Also, any building project, whether it's for a model of baby Yoda, or a back yard rocket, will be appreciated. Harmonicas, ukuleles, and keyboards can be self-taught online, are not very expensive, and can give tweens an artistic and emotional outlet. Tweens also value their privacy – consider a present of a journal with a lock or a doorbell for her room. High School (the teens): Whats happening: As teens gain more independence and responsibility, often they take on a job outside of the home. They continue to develop their capacity for caring, sharing and for deeper more intimate relationships. Ideas: If you look at factors which build a teen into a resilient adult, you will see that adult involvement in a child's life is important. We know parents who jokingly say they renamed their teens "Door 1" and "Door 2," since they spend more time talking to their kids' bedroom doors than their kids. Create opportunities for one-on-one interaction by giving gifts such as a day of socially distanced shopping with their aunt, or two hours kayaking with their dad. Adolescence is the age of abstract thinking and self awareness— Google "room decorating led lights" or "wall decals" and find a plethora of inexpensive ways to jazz up their room or another room in the house. Enjoy the holiday season! Naline Lai, MD and Julie Kardos, MD ©2020 Two Peds in a Pod®	<urn:uuid:fa6a5e74-d3f3-4ada-960b-a38cdb3c9259>	CC-MAIN-2020-50	https://www.twopedsinapod.org/2020/11/holiday-gift-guide-2020-kids/?print=pdf	2020-11-27T08:39:06+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00570.warc.gz	907,101,883	1,131	eng_Latn	eng_Latn	0.990188	eng_Latn	0.99889	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 380, 1910, 3225, 4721, 4811 ]	[ 2.0625 ]	2	0
The BETHANY MIDDLE SCHOOL 405-787-3240 Website: www.bethanyschools.com Office Hours: 7:30-4:00(M-Th) 7:30-3:30(F) Classes: 8:30-3:00(M), 8-3:00(T-F) STUDENT AND PARENT HANDBOOK 2020-21 To enhance a successful home/school communication policy, Bethany Middle School has provided this handbook for each student. It is the responsibility of the students and parents to read this handbook to ensure that they are aware of the rules and procedures of the school and the consequences of breaking those rules. The parents are encouraged to work with the Bethany staff in maintaining and encouraging proper standards of behavior for their children. There is a Student/Parent Acknowledgment page at the back of this handbook that should be signed and returned to your child's 3 rd hour teacher. Bethany Public Schools does not discriminate on the basis of race, color, national origin, gender, age, disability, or marital or veteran status. A MESSAGE FROM YOUR PRINCIPAL Welcome to Bethany Middle School! Home of the Bronchos! At BMS we strive to build relationships with our students and to provide them with skills to be lifelong learners. Communication and collaboration between faculty, students, parents, and community members are essential for creating a positive environment in which our students can learn. Middle school is a time of growth and change for your child. Bethany Middle School has a variety of programs and a range of services to support students throughout this time of transition. We know that by working together every student at our school can be successful. Please feel free to contact me at 787-3240 if you have any questions or need any more information. Proud to be a Broncho! Trey Keoppel BETHANY MIDDLE SCHOOL OFFICE STAFF Trey Keoppel, BMS Principal Tracy Williford, BMS Counselor Kristie Escoe, BMS Principal's Secretary BETHANY PUBLIC SCHOOL BOARD OF EDUCATION Angela Palmer, President Courtney Marquez, Vice President Heather Miller, Clerk Les Pettitt, Member Kent Walstad, Member Drew Eichelberger, Superintendent of Schools Tyler Thomas, Bethany Foundation President BETHANY MIDDLE SCHOOL MISSION To maximize every student's academic potential and personal responsibility! TABLE OF CONTENTS Incompletes – 16 Insurance – 16 Late Work Policy – 16 Law and Privacy Rights – 16 Lockers – 16 Lunch Room – 17 Mark System - 17 Media Centers – 17 Medications – 17 Mid-term Testing –17 Parent Portal - 17 Parents Right to Know – 17 Positive Behavior Incentive System - 18 Protection of Pupil Rights – 18 PTO – 18 Proficiency Test – 18 Promotion/Retention – 18 Report Cards –18 Safe Calls – 18 School Hours – 19 Security Drills – 19 Sexual Harassment - 19 State Mandated Tests – 19 Stealing – 19 Student Directory Info – 19 Student Due Process Rights – 19 Student Expectations - 20 Student Placement – 20 Student Residency – 20 Technology – 20 Test Retake Policy – 20 Transfers – 21 Volunteers – 21 Weapons - 21 Weather Closings – 21 Withdrawals – 21 Meningitis – 22 Supply List – 24 Textbook Price List – 25 Walk Home Permission Form - 26 Signature Page - 27 Welcome to Bethany Middle School – Home of the Bronchos! At Bethany, it is our mission to maximize the academic potential and personal responsibility of every student. Bethany is truly a special place because of our outstanding teachers, hardworking and respectful students, supportive parents, and an underlying belief that it is our collective goal to meet the individual needs of every child. The Bethany staff works tirelessly to assure that every "Broncho" student… Feels safe and respected At Bethany our first priority is assuring the safety and well-being of every child. Meets high expectations Bethany ranks in the top one percent of all middle schools in the state of Oklahoma because we "set the bar high" for our students, which in turn allows them to reach their fullest potential. Has numerous opportunities for "exploration" Middle school is a time for students to experience different subjects, electives, and activities. These experiences can lead to a future career or life-long hobby, but more importantly these experiences develop a well-rounded person. Has access to state-of-the-art technology Technology skills are now considered "life-skills." Bethany is committed to providing our students access to the latest technology and assuring that all students leave Bethany having mastered our district technology standards. Has Fun! Academic success at school requires hard work and responsibility – but these demands must be balanced with activities that make school fun. In the end this balance will develop lifelong learners. Our Guidelines for Success, the 4Ps, encourage students to be Productive, Prepared, Prompt, and Polite in all situations whether at school or at home. These guidelines are the foundation of behavior expectations on campus and at school events. IMMUNIZATIONS FOR ALL GRADES 2020-21 \| \| SIXTH GRADE \| SEVENTH GRADE \| \|---\|---\|---\| \| DTP/DTA/TD \| 5 \| 5 \| \| POLIO \| 4 \| 4 \| \| MMR \| 2 \| 2 \| \| HEP B \| 3 \| 2 OR 3 \| \| HEP A \| 2 \| 2 \| \| VARICELLA \| YES \| YES \| All must be completed. ABSENCES AND TARDIES Student absences not cleared by parents/guardians, truancies, leaving campus without checking out, staying on campus but not reporting to the student's assigned class, not reporting to assigned class when arriving late or checking into school, or working with another teacher or organization without prior approval from the office are some examples of unexcused absences. All work missed for an unexcused absence may be entered as zero credit. If a parent or guardian contacts the school regarding a student's absence, that absence will be excused. However, the absence still counts against the student for exemptions and awards. A student must be present in class a minimum of 90% of the time (no more than 10 days unexcused absence) each semester to receive credit for class. PROCEDURE AFTER ABSENCE Parents/guardians should call the office by 10am when you are absent. If the child's parent or guardian does not phone or write a note, the absence will be considered unexcused. The BMS office staff will attempt to contact parent/guardian to confirm unexpected absences. A student is considered tardy when he or she is not in his or her room when class begins. Students arriving to school after school has started must report to the office prior to reporting to class. If a student misses more than 20% of class (10 minutes), the student will be counted absent. Students who are checked out of a class early will receive an Early Release, which is calculated the same as a tardy. Tardies are calculated for disciplinary purposes per semester and totaled by class. Three tardies in the same class is equal to one absence. Consequences for tardies may include: Tardy #1, #2 – Warning Tardy #3 – Mark Tardy #4, #5 – Warning Tardy #6 – Mark Tardy #7, #8 – Warning Tardy #9+ - Mark See "Mark System" for explanation of marks. ACADEMIC HONESTY POLICY BMS believes that a sound educational program must insist upon academic honesty. We expect BMS students to display personal integrity and self-respect. Students should understand that learning to prepare for an exam is as important as the material being covered. The final value of one's education is what is learned and not what grade a student receives. Grades mean little when cheating is accepted. Assisting someone else to cheat is no different than cheating yourself. The following actions, but not limited to, are in violation of BMS's Academic Honesty Policy: - Copying from another student's assignment or test. - Using a "cheat" sheet or other external assistance. - Stealing or borrowing without expressed teacher permission of a test, quiz, and/or other confidential document. - Making a copy, in part or in whole, of a confidential document, including but not limited to, taking a picture of a test or quiz. - Using a paper one has written for one class in another class without teacher permission. - Creating false data for a bibliography. - Watching a video or reading "Cliff Notes" of a literary work in place of reading the piece. - Borrowing a study sheet or object with answers and copying them as one's own work. - Plagiarism: Copying word for word in part or in whole from a source without giving proper credit to the author. This includes electronic sources and/or services found on the internet. - Turning in someone else's work, in part or in whole, including but not limited to, erasing/deleting someone else's name and substituting it for your own. - Forgery of a parent or guardian signature on a school document. - Unauthorized collaboration: Working with another student on a project, assignment, homework, test, etc. without expressed permission from the teacher. This also includes but is not limited to lending or showing your paper and/or assignment to another student for any reason without the expressed permission from the teacher. - Successfully or unsuccessfully attempting to solicit another in the process of violating Bethany Middle School's Academic Honesty Policy. - In any way assisting another student with the process of Bethany Middle School's Academic Honesty Policy. Consequences for violating the Bethany Middle School's Academic Honesty Policy may include: First Offense : Student receives an “F” grade on the assignment. Teacher calls the parent/guardian and informs them that the student will be referred to the principal. Referral to principal. Administrative detention assigned . Second Offense: Student receives an “F” on assignment. Teacher calls the parent/guardian and informs them that the student will be referred to the principal. Student suspended. Parent conference. ACADEMIC INTERVENTION PROCESS (RTI) All students will be expected to turn work in on time and at a mastery level. Students with missing work will be expected to attend morning make-up, lunch make-up, or after school make-up sessions until work is completed. Teachers will document late work with date of completion. Tier One: During the first weeks of noticing a student is missing work or is struggling academically on a consistent basis, the teacher will begin an "Intervention Plan" which includes assessing learning strategies that will be a best fit for the student, reviewing student folders, providing extra time to complete assignments, and meeting with colleagues to discuss best strategies for making each student successful in our school. Points will be deducted for late work according to policy. Tier Two: A student who is chronically missing work or who is struggling academically, and who is regularly attending and/or offered make up sessions will be reported to the RTI Team for intervention. The intervention will run for a designated period of time. Parents will be contacted at this time. A parent conference will be required with teachers and principal. At this conference, the teachers, parents, and principal may recommend an Intervention Program. Points will be deducted for late work according to policy. Tier Three: A student who is continually missing work or is struggling academically during this time will require a parent conference attended by counselor, teachers, and administrator and consideration will be taken into account for Intensive Support Program, Special Education Testing, frequent parent conferences, and alternate placements to ensure work completion. Points will be deducted for late work according to policy. ACTIVITIES AND CLUBS BUILDER'S CLUB Builder's Club is a community service organization supported by Kiwanis International. It is the middle school component of the high school Key Club and the elementary school K Club, all supported by Kiwanis. The goal is to give members opportunities to have fun while performing service, building character, and developing leadership. Membership is open to all Bethany Middle School students. FCA FCA (Fellowship of Christian Athletes) – This is a student-led, Christian-based club which meets monthly to fellowship and play games. All MS students are eligible to participate in this club. LEAP Learning Enrichment Accelerated Program is a program for gifted students. Students may qualify by their scores on specific tests. Contact the counselor, LEAP teacher, or principal, if you would like to have your child tested. MIDDLE SCHOOL OKLAHOMA HONOR SOCIETY Grades are calculated over the first semester of the current school year and the first and second semester of the past school year. The scholastic grades plus citizenship grades are compiled. The upper 10% of each class are selected for Middle School Honor Society. Students must be at BMS 2-3 semesters to be eligible. NJHS National Junior Honor Society (NJHS) is open to 7 th and 8 th grade Bethany students who maintain a 3.75 grade point average. The purpose of NJHS is to foster high standards of scholarship, service, and citizenship at the middle school level. SPORTS Athletic sports are available to students in the 7 th and 8 th grades. Practices and competitions take place during the school day and after school. BMS students compete against other middle schools. Satisfactory grades and a sports physical are required for participation per Bethany School Board Policy. ACTIVITY ABSENCES When a student is absent for a school sponsored activity, they will be given the appropriate number of days to make up work with the following exceptions: - Long Term Projects – They are defined as projects that have a timeline of 1 week or more. If you are not going to be at school that day for any reason, you must send it to school by someone to receive full credit. - Tests - Tests will be taken on the day which the student returns if no new material was covered and if the test date was known prior to the activity absence. ADMINISTRATIVE DETENTIONS Detentions are typically during lunch/recess or after school. It is the student's responsibility to complete their detention on time or to request an extension for excused reasons only from the Principal's secretary prior to the deadline. As a courtesy and best practice, BMS will communicate with the student's parent(s)/guardian(s) via phone. Students failing to complete their detentions on time may be subject to being assigned additional detentions, In-School Reflection, Out-of-School Suspension, or other disciplinary consequences for Defiance of Authority. Students with outstanding detention time may not participate in extra-curricular activities and student privileges including but not limited to sports, leadership activities, field trips, end of the year privileges, etc… ADMISSION Bethany schools shall accept any legally transferred student unless, in the opinion of the administration, it is to the best interests of the school and/or student not to do so. Absences, tardies, and discipline are factors that are considered, also. AHERA The AHERA management plan was developed and has been submitted to the Asbestos Hazard Emergency Response Act of 1986, Public Law 99-519; and the United States Environmental Protection Agency Rule; Asbestos Containing materials in Schools, 40 CFR Part 763; and the undersigned does hereby certify that the LEA has and will ensure the following; all management plans are available for inspection and notification of such availability has been provided and may be reviewed at the Administration building during normal business hours. ATTENDANCE Regular attendance is essential to school success. Students are to attend classes unless officially excused. Tardies, early releases, and absences can prohibit the student from participating in special opportunities such as the exemption program. AWARDS - Student of the Month – Each grade level team selects a student of the month. This award follows our Guidelines for Success program and recognizes students who demonstrate the 4 Ps consistently. - Broncho Academic Performance Award - Awarded at the end of the year to students who have no grade below a "B" and no office referrals. - Broncho Academic Excellence Award – Awarded at the end of the year to students who have no grade below an "A" and no office referrals. - Broncho Achievement Award - Awarded at the end of the year to students who have demonstrated exemplary achievement in a particular course of study. BAGS, BINDERS, AND PURSES The Fire Marshall has requested that no items are to be placed on top of the lockers, in the hallways, in the commons, or in classrooms; therefore, students are required to store backpacks in lockers and athletic bags in specified areas. No bags or purses are allowed in classrooms. BICYCLES Students may wish to ride bicycles to school. For the safety of all students the rules are: - Walk your bicycle on the school grounds. - Obey traffic rules and safe riding practices. - Use the bicycle parking rack and cage that has been provided by the PTO. It is in the NW corner of the school building. - Provide your bike with an adequate lock. The school cannot be responsible for lost, stolen, or damaged bikes. BUS RIDING RULES (BP 719) 1. Keep hand and head inside the bus at all times after entering and until leaving the bus. NEVER USE BACK DOOR. 2. STAY IN SEATS WHILE THE BUS IS IN MOTION. 3. KEEP THE BUS AISLES CLEAR OF ALL OBJECTS. 4. In case of emergency; students are to stay with the bus until otherwise directed. 5. Do not tamper with the bus or any of its equipment. CAMPUS (BP # 705) The entire campus is a part of the total school environment and all laws, policies, rules, and regulations apply. DO NOT LEAVE THE CAMPUS UNLESS YOU ARE AUTHORIZED (See truancy). A person whose presence is deemed detrimental to the normal function of the school and who is not enrolled in BPS, may be asked to leave by the school administration or its designee. If they do not comply, the Bethany Police Department will be called. ENTER BMS THROUGH THE FRONT DOORS before 8:15am and after 2:45pm. Enter through the Asbury security entrance, 8:15am-2:45pm. CHILD ABUSE (BP #711) In compliance with the state law, every teacher or other employee of the school district is to report promptly any suspected abuse or neglect of any student to the Department of Human Services. CHILD CUSTODY Custody of children has been a frequent concern of the schools. In order to prevent confusion over this issue, the parent with custody should fully inform the school office as to who may and may not sign out students and is authorized to sign permission slips and placement requests. It is absolutely mandatory that we have court documentation that the person with whom the child is living has legal guardianship of the minor child. CHILD FIND The Bethany Public School District recognizes its responsibility to provide a free and appropriate public education to eligible students with disabilities within its geographical boundaries. The District has a "child find" process that is designed to locate, identify, and evaluate children with disabilities residing within its geographical boundaries preschool through grade 12 or through age 21 if they have not received a high school diploma. If you know a child who lives within the boundaries of the Bethany Public School District and attends school in the District who may be in the need of special education and/or related services, please contact the Director of Special Services for further information regarding the referral and evaluation process. If the student is a school age student who attends a non-public private school that is not located within the geographical boundaries of the school district, the student may need to be referred to the school district in which the non-public school is located in order to receive services during the regular school year. Please contact that school district for information regarding time deadlines for requests for services. The District's Child Find process extends to students with physical or mental impairments that substantially limit a major life activity. Such students may be eligible for services or accommodations pursuant to Section 504 of the Rehabilitation Act. Section 504 is a federal civil rights statute that prohibits discrimination against persons with disabilities and programs receiving federal financial assistance. Please contact our special services department for more information regarding Section 504 eligibility and services. CLOTHING The clothing worn to school is part of our learning environment and should not cause disruption or present health or safety problems. The MS office conducts periodic clothing checks. - Obscene, suggestive, or disruptive writing/illustrations or gang graffiti on clothing or skin will not be permitted. - Clothing is not allowed that advertises alcoholic beverages, weapons, tobacco or marijuana products, or illegal substances. - In the interest of health and safety, footwear must be worn at all times. No house shoes are to be worn. - Clothing is to be free of dragging the floor. - No pajamas are allowed except on specified days. - Clothing should cover back, chest, and abdomen. Sleeveless garments should fit tight around the arm. - Dresses, skirts, and shorts must reach the student's mid-thigh when the student is standing. - Straps are to be a minimum of one and one half inches in width. - Leggings may not be worn unless the shirt is long enough to cover the buttocks. - Clothing with holes is only allowed if the holes are below the mid-thigh requirement and do not violate any other dress code requirement. - Students will not wear see-through clothing unless another shirt that meets the strap requirement is worn underneath. - Underwear should always be covered by other clothing. - There are to be no chains worn, such as billfold chains. - Headgear, such as hats, sunglasses, or bandanas, IS TO BE WORN ONLY WHEN DETERMINED BY THE PRINCIPAL. Students who do not conform to the dress code will be sent to the office. If the office is unable to provide acceptable clothing, the student will have to wait for clothing from home; time out of class will count as a tardy or absence. Repeated incidents can lead to disciplinary actions. COMMUNICATIONS DURING CLASSROOM INSTRUCTION Classroom instruction should not be interrupted with phone calls, text messages, or emails to students. If you need to reach your student, contact the MS office. If you send a message to the classroom teacher, he/she may not be able to respond until his/her planning period. Your questions or concerns are very important. We appreciate your patience as you await a response to your question or concern. CONTROL AND DISCIPLINE ACTION PLAN (BP #408, 715, 718) The BMS administration believes that the school's primary goal is to educate, not discipline. However, when the behavior of an individual student interferes with the rights of others, corrective action may be necessary for the benefit of the individual as well as the school. Oklahoma Law, Title 70, section 6-114, provides teachers with the same rights as parents to control and discipline school children within local school policies. The following schedule of steps and disciplinary actions are provided as an aid in exercising control and discipline of students. The schedule is not intended to include all possible infractions. Therefore, behavior, which is not included in the following schedule, may warrant appropriate disciplinary measures. STEP ONE: PARENT CONTACT FROM THE TEACHER STEP TWO: ASSIGNED DETENTION 1. Morning Detention 7:15am-7:55am 2. Afternoon Detention 3:05pm-4:00pm 3. Saturday School 7:00-11:00am STEP THREE: SHORT TERM SUSPENSION (OSS "Out of School SUSPENSION or "ISR In School Reflection"). Federal and state guidelines and board policy are to be followed STEP FOUR: LONG TERM SUSPENSION (OSS): Notification of authorities will be made if necessary. OTHER INTERVENTIONS - Time Out - Corporal Punishment – Corporal punishment is to be administered in compliance with federal and state guidelines and board policy. SEVERE CLAUSE Severe clause usually will be OSS. The police may also be contacted. A list of some of the reasons, but not inclusive, for dispensing the severe clause are: weapons, firearms, lighters, marijuana, tobacco, vaping, alcohol, inappropriate body language or cursing directed toward a school employee, threatening (verbal or written) a school employee, fighting, making physical contact with a school employee with an object, under the influence of a drug. Parents may obtain a free drug test from the principal. COPS IN SCHOOLS A School Resource Officer is a law enforcement officer that is placed within the educational environment for the purpose of facilitating a positive, preventive, and proactive interaction between law enforcement and the youth of our society CORPORAL PUNISHMENT (BP #715.R3) Corporal punishment can be used at BMS. It should be administered only in the administrative office of the school and in the presence of an administrator, the principal, or a teacher designated by the administrator. The parent is to be contacted prior to the corporal punishment. CREDIT FOR ADVANCED COURSES (BP #609) One method of encouraging students to challenge themselves is to provide qualified students, from all grades, the option of enrolling in high school math courses for credit. High school credit can be obtained in Algebra 1; however, Algebra 1 will be counted as an elective, and high school students will be required to take four more mathematics classes while in high school. DISCIPLINE IN-SCHOOL REFLECTION Students who violate any school rules may earn In-School Reflection in lieu of Out-of-School Suspension at the discretion of Administration. Students that qualify for In-School Reflection may be allowed the opportunity to complete their suspension in the office. Students serving In-School Reflection will be allowed to complete school assignments. Students serving In-School Reflection are to report to the office at 7:50am on the first day of their In-School Reflection with their school supplies and a reading book. SATURDAY SCHOOL Students who violate any school rules may earn Saturday School. Students may be assigned Saturday School based on the severity of the incident, the student's prior discipline incidents, response to interventions, tardies, etc. OUT-OF-SCHOOL SUSPENSION Students who violate any school rules may earn Out-of-School Suspension. Students may be suspended for one to ten days based on the severity of the incident, the student's prior disciplinary incidents, and response to previous interventions. Students that are suspended from school may not return to any campus or school-owned property in which Bethany Public Schools own and/or operate during school or non-school hours and on school or non-school days, including school activities, during the length of the suspension. While on suspension, students may not loiter on public streets without adult supervision during regular school hours (8:00am-3:00pm). Failure to abide by these rules is a violation of law which can be punished by arrest and/or incarceration in Juvenile Detention or other appropriate law enforcement facilities. DRUG DOG (BP #712) Bethany Police Department has hired drug dogs. The owner and drug dog may be stopping by at different times to check our premises. The police will handle the incident if anyone is caught with drugs or alcohol. EARLY DISMISSAL If a student is to be dismissed early, the office should be notified by a parent. The student's parent/guardian must sign the child out in the office before leaving campus. Early dismissal counts the same as a tardy. ELECTRONIC DEVICES Middle school students are not allowed to have electronic devices (cell phones, smart watches, etc.) or device accessories on their person at any time during the school day, 8am-3pm. Therefore, if parents feel it is necessary for the student to bring the device to school, it must be kept in the student's locker or in the MS office. If a student is caught with the device during school hours, 8am-3pm, he/she will face the following consequences: 1. Confiscation of item – student must pick up after 3:00 2. Confiscation of item – parent must pick up after 3:00 3. Confiscation of item, parent p/u required, and 1 Saturday School. 4. Confiscation of item, parent p/u required, and 2 Saturday Schools 5. Confiscation of item, parent p/u required, and 5 days In-School Reflection ELIGIBILITY (BP #606) OSSAA has specific eligibility guidelines for athletics and the music department. BMS adheres to these guidelines. In addition, a student will only be allowed to miss school for an activity if all grades are a "D" or better. (The grades that are posted to Eligibility on Thursday at 3:00pm determine the athletics and activity Eligibility List for the following week.) EXEMPTION PROGRAM: SEMESTER TESTS Due to the Covid-19 crisis, changes have been made to the Exemption Policy. Our first line of defense will be for students who are sick or having symptoms to stay home. We do not want to put any undue pressure on sick students to feel like they have to attend for exemption purposes. Students may be exempt from taking Semester Tests if they meet the following criteria for that class: 1. An A average in the class 2. No more than 5 tardies in the class 3. No unexcused absences or truancies in the class 4. No Saturday School, In-School-Reflection, or Out-of-School Suspensions for the semester 5. No unpaid library fines, overdue books, or cafeteria balances for the semester *NOTE: Students will not be allowed to take Semester Tests early or to leave during a testing session. Student exemption will be contingent upon behavior and attendance through the day before semester tests. Students who qualify for semester test exemption will qualify for the incentive trip. The incentive trip is the same day as the semester tests. FERPA The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age ("eligible students") certain rights with respect to the student's education records. These rights are: (1) The right to inspect and review the student's educational records within 45 days of the day the School receives a request for access. Parents or eligible students should submit to the School principal a written request that identifies the record(s) they wish to inspect. The School official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected. (2) The right to request the amendment of the student's education records that the parent or eligible student believes is inaccurate, misleading, or otherwise in violation of the student's privacy rights under FERPA. Parents or eligible students who wish to ask the School to amend a record should write the School principal, clearly identify the part of the record they want changed, and specify why it should be changed. If the School decides not to amend the record as requested by the parent or eligible student, the School will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing. (3) The right to consent to disclosures of personally identifiable information contained in the student's education records, except in the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the School as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the School Board; a person or company with whom the School has contracted as its agent to provide a service instead of using its own employees or officials (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, the School discloses education records without consent to officials of another school district in which a student seeks or intends to enroll. (4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the School District to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-5920 Location of Education records at Bethany Public Schools: (Federal Law Board Policy) FIELD TRIPS The following procedure is in effect for school-sponsored trips: - All students who take a trip sponsored by the school will be under the supervision of a faculty member. - Students are expected to return with a group. If some occasion calls for a variation of this rule, arrangements should be made with the principal and the sponsor BEFORE THE GROUP LEAVES THE SCHOOL. - Students cannot be on the weekly F list in any class, AND student has maintained a 94% attendance record in all classes to miss school for a field trip. - Students must have a signed parent permission form. FIRST AID/NURSE (BP #720) The school attempts to prevent accidents from occurring, but if an accident does occur, first aid is administered by the school nurse. For illness/injury of a more serious nature, we will attempt to notify the parent. If this is not possible and the child's condition seems to warrant an urgent medical referral, EMS will be called to transport student at the parent's expense. The school district does not provide medication for students. All medications for individual student use must be provided in the original container along with written authorization by parent. All prescription medications (including inhalers) or non-prescription meds to be administered for more than 15 consecutive days also require a physician or licensed provider authorization. GRADES The meaning of letter grades is: - A = 90% to 100% - B = 80% to 89% - C = 70% to 79% - D = 60% to 69% - F = 59% and below Grades will be based on: Daily Grades/Notebooks/Homework 35% Tests/Quizzes 50% Midterm Test/Semester test 15% GRADE CHECKS (BP #606) Parents can check students' grades by obtaining a personal password from the administration office to go online (see Parent Portal) or by using the Campus Portal smart phone app. Teachers will enter grades on a weekly basis. If you do not have Internet access, you can request a grade check for a specific subject or for all subjects through the MS office. GUIDANCE OFFICES (BP #620) (BUILDING COUNSELOR, PSYCHOLOGIST, PSYCHOMETRIST) The middle school counselor is responsible for assisting students who are having difficulty, performing various duties, conferencing with parents/guardians/teachers, attending IEP conferences, preparing student/parents/teachers for various middle school tests as well as aiding other sites for their tests, preparing schedules for students and teachers, and helping students learn the consequences for their actions through discipline, etc. HARASSMENT, BULLYING, AND HAZING It is the policy of Bethany School District that no student or employee of the district shall participate in or be members of any secret organization that is in any degree related to the school or to a school activity. It is the policy of this school district that threatening behavior, harassment, intimidation, and bullying of students by other students, personnel, or the public will not be tolerated. This policy is in effect while the students are on school grounds, during school transportation, or while attending school-sponsored activities, and while away from school grounds if the misconduct directly affects the good order, efficient management, and welfare of the school district. Harassment is intimidation by threats of or actual physical violence; the creation by whatever means of a climate of hostility or intimidation; or the use of language, conduct, or symbols in such manner as to be commonly understood to convey hatred, contempt, or prejudice or to have the effect of insulting or stigmatizing an individual. Harassment includes but is not limited to harassment on the basis of race, sex, creed, color, national origin, religion, marital status, or disability. As used in the School Bullying Prevention Act, "harassment, intimidation, and bullying" means any gesture, written or verbal expression, electronic communication or physical act that a reasonable person should know will harm another student, damage another student's property, or insult or demean any student or group of students in such a way as to disrupt or interfere with the school's educational mission or the education of any student. Harassment, intimidation, and bullying include but are not limited to, gestures or written, verbal, or physical acts, or electronic communications, including circulating, showing, creating, or sharing emails, websites, and social media posts or messages of a harassing nature. Such behavior is specifically prohibited. For the purposes of this policy, hazing is defined as an activity which recklessly or intentionally endangers the mental health or physical health or safety of a student for sanctions of the school district. At school means on school grounds, in school vehicles, at designated school bus stops, at schoolsponsored activities, or at school-sanctioned events. No student in this district will be subject to harassment, bullying, hazing or any other form of persecution by any student or employee at school or on school-sponsored activities whether connected to an organization or not. The administration will take necessary and appropriate disciplinary action toward any student or employee who violates this policy. Disciplinary action of a student may include short or long term suspension, or education in an alternative setting, among other consequences as set forth in District policy. Employees may be recommended for termination in compliance with state law. Transfer students who violate this policy may have their transfer terminated depending upon the degree of the offense. The administration may involve law enforcement in any situation it deems appropriate. HEAD LICE AND OTHER DISEASES (BP #722) The Bethany Board of Education believes that any student with a contagious disease should not attend school until he/she is free from the contagious disease, head lice, NITS, or egg cases. Contagious diseases include, but are not limited to head lice, (NITS), scabies, impetigo, strep throat, fifth's disease, temperature of 100 degrees or more, diarrhea, and/or vomiting. HOMEWORK INFORMATION(BP# 604) The way to obtain homework is through the Bethany Schools website, www.bethanyschools.com. Go to Middle School and click on Student Agenda to see detailed class assignments, notes, web links to math and reading sites, activity announcements, and much more. INCENTIVE PROGRAM Students that qualify for semester test exemption also qualify to attend the incentive trip. These students will be taken on a special field trip the same day semester tests are given. This is an incentive program; therefore, rewards must be earned. In order to protect the integrity of the program, exceptions cannot be made. Participation is voluntary; however, if a student chooses not to participate, he/she will be counted absent from school that day(s). INCOMPLETES (BP #613) If a student receives an "I" (incomplete) on their report card, they have two (2) weeks from the end of the term to complete the work. If longer time is needed, the principal must approve it. INSURANCE The district provides each student the opportunity for medical coverage as a service to its families. Parents should read the information and instructions very carefully and make sure that the insurance coverage is understood. The school district is not an agent for the insurance company nor does it determine the amount of payment for claims. PARENTS DEAL DIRECTLY WITH THE INSURANCE COMPANY. If Medicaid covers you, please furnish the office with your Medicaid numbers. LATE WORK POLICY A student who is out of school for one or two days may obtain make-up work from each teacher upon returning to school. For a student who is absent three (3) days or more, the parent should contact the Middle School Office (787-3240) as early in the morning as possible and make arrangements for the schoolwork to be picked up. Parents of a student who will be absent for an extended period of time should contact the MS office so that arrangements can be started for a homebound teacher. Work missed because of absence can be made up on the student's return to school. Make-up provisions vary depending upon the type of absence. Teachers are granted discretion in settling deadlines for make-up work within these guidelines. 1. Unexcused absence: All work missed for this reason may be entered as zero credit. If make-up work is required in any class, the deadline may be set at whatever time the teacher feels is appropriate. 2. Excused absence/Activity absence: It is the responsibility of the student to check with each teacher and arrange for making up missed assignments. A student will have two days after the first day of absences and one more day for each additional consecutive day of absence to hand in make-up work. 3. All work that was due the day(s) the student was absent and had been assigned previous to the absenteeism, would be due on the day the student returned to class. LAW AND PRIVACY RIGHTS Pupils shall not have any reasonable expectation of privacy towards school administrators or teachers in the contents of a school locker, desk, or other school property in order to properly supervise the welfare of pupils. School lockers, desks, and other areas of school facilities may be opened and examined by school officials at any time, and no reason shall be necessary for such search. Schools shall inform pupils in the discipline code that they have no reasonable expectation of privacy rights towards school officials in school lockers, desks, or other school property. LOCKERS Every student will be assigned a locker. Backpacks, binders, lunches, electronic devices, and outer garments are to be stored away in the student's locker. Sports equipment can be stored in the sports closet. LUNCH ROOM Students who bring lunches or buy school lunches are to eat them in the designated areas in the lunchroom. YOU MAY NOT EAT LUNCH IN THE COMMONS OR OUTSIDE WITHOUT PRINCIPAL CONSENT. All students are to be in the cafeteria during the lunch period until dismissed. It is the responsibility of each student to maintain a neat and clean cafeteria. Applications for free and reduced meals are available in the office or at the cafeteria and must be renewed each year. Please assist our school's finances, if you are eligible, and complete this form even if you choose not to use it. If you do not have any money on your card, tell the cashier, and they will provide a cheese sandwich with milk. MARK SYSTEM The mark system is a behavior management program used by all Bethany Middle School teachers. When a student chooses to be disruptive, disrespectful, defiant, or to engage in any unacceptable behavior, he/she will receive a warning. (Some behaviors may warrant skipping a warning.) If the behavior continues, he/she will be given a mark, and marks are accumulated across all 7 hours. The parent will be notified each time a student receives a mark. The mark system has the following schedule: Marks 1, 2 – no consequence Mark 3 – recess/lunch detention Marks 4, 5 – no consequence Mark 6 – after-school detention, 30 minutes Marks 7, 8 – no consequence Mark 9 – Saturday school and loss of exemption Marks 10, 11 – no consequence Mark 12 – In-school Reflection-1 day Marks 13, 14 – no consequence Mark 15 – In-school Reflection-2 days Marks 16+ - alternative consequences MEDIA CENTERS The High School Media Center is available for 8 th grade students, and the Elementary Media Center is available for 6 th and 7 th grade students to use as a means to further their education. All students are expected to use the Media Center in such a way that their actions do not interfere with the rights of others. MEDICATIONS Medications must be kept in the nurses' office in the original container. The parent/guardian is to pick up the student's medication at the end of the year; otherwise, the nurse will discard it. MID-TERM TESTING All students are required to take cumulative mid-term tests. Mid-term tests will be given the first and third nine weeks of the school year. Students will not be allowed to take tests early. PARENT PORTAL and CAMPUS PORTAL This is a program that parents and students may use to access information regarding student schedules, assignments, grades, attendance, and behavior anywhere they have internet access. The Portals present information to the authorized parent/guardian or student. Authorization for Parent Portal may be obtained through the Administration office. Access to the Campus Portal app must be obtained through your provider's app store. PARENTS' RIGHT TO KNOW Bethany Public Schools will, on request and in a timely manner, provide the parents with information regarding the professional qualifications of their child's classroom teachers. The information which will be provided includes the following: 1. Whether the teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction. 2. Whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived. 3. The baccalaureate degree major of the teacher and any other graduate certification of degree held by the teacher, and the field of discipline of the certification or degree. 4. Whether the child is provided services by paraprofessionals and, if so, their qualifications. POSITIVE BEHAVIOR INCENTIVE SYSTEM (PBIS) Positive behavior is encouraged through the use of the "Broncho Best" ticket system. Students who consistently demonstrate the 4 Ps by being Productive, Prepared, Prompt, and Polite will receive tickets from their teachers which will be entered into a weekly drawing for treats and a monthly drawing for prizes. PROTECTION OF PUPIL RIGHTS AMENDMENT The Protection of Pupil Rights Amendment (PPRA), 20 U.S.C. 123h, requires Bethany Public School District to notify you and obtain consent or allow you to opt your child out of participating in certain school activities. These activities include a student survey, analysis, or evaluation that concerns one or more of the following eight areas ("protected information surveys"): 1. Political affiliations or beliefs of the student or student's parent; 2. Mental or psychological problems of the student or student's family 3. Sex behavior or attitudes; 4. Illegal, anti-social, self-incriminating, or demeaning behavior; 5. Critical appraisals of others with whom respondents have close family relationships; 6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers; 7. Religious practices, affiliations, or beliefs of the student or parents; or 8. Income, other than as required by law to determine program eligibility. This requirement also applies to the collection, disclosure, or use of student information for marketing purposes ("marketing surveys") and certain physical exams and screenings. PTO The PTO helps supply the school with many items. All volunteers must have completed a volunteer application. PROFICIENCY TEST (BP #606) If a parent wants a student to skip a grade, the student must pass a proficiency test with a score a 70% or better. Check with the guidance office for this test. PROMOTION/RETENTION CRITERIA (BP #607) 1. If a student receives more than two (2) Fs in the core subjects, he/she can be retained. 2. If a student receives two (2) Fs in the core subjects, the student's placement will be determined by a committee composed of the student's teachers, the counselor, and the principal. 3. A student that falls under Rule #2 can be placed in the next grade with the recommendation of the committee. Age, test scores, and maturity will be considered. 4. If parents want their child placed or retained against the recommendation of the committee, they must appeal to the school board in writing for the final decision. REPORT CARDS (BP #606) Report cards are given two (2) times a year. Progress reports are given at nine (9) week intervals and are an indication of pupil progress in each subject. The mid-term grades are not recorded on any official permanent record. Second semester report cards will be mailed. Remember to utilize the "Parent Portal" for up-to-date grades and attendance. SAFE CALLS This Confidential School Safety Hotline is a service of the Oklahoma State Department of Education. Call toll free 1-807-SAFE-CAL(L) if you are concerned about your safety or that of your friends or know of a threat to your school. SCHOOL HOURS The school day at Bethany is 8:30am-3:00pm on Monday, and 8:00-3:00, Tuesday-Friday. Students are requested to arrive no earlier than 30 minutes prior to the first bell, and students are to stay no later than 3:30pm unless participating in a supervised activity SECURITY DRILLS Drills for weather hazards, fire, and security will be conducted periodically. The students will follow the instructions given by their teacher. Each room has a drill map on the wall. SEXUAL HARASSMENT The Bethany Public School District believes that every student has the right to attend school and schoolrelated activities free of all form of discrimination on the basis of sex, including sexual harassment. Sexual harassment includes, but is not limited to, unwelcome sexual advances, requests for sexual favors, and other verbal, visual, or physical conduct of a sexual nature such as: a.Unwelcome sexual flirtations or propositions b.Sexual slurs, leering, epithets, verbal abuse, derogatory comments, or sexually degrading descriptions c.Graphic verbal comments about an individual's body, overly personal conversation d.Sexual jokes, notes, drawings, pictures, or gestures e.Spreading sexual rumors f.Circulating, showing, creating, or sharing emails, websites, and social media posts or messages of a sexual nature g.Touching an individual's body or clothes in a sexual way h.Purposefully cornering, blocking, or hindering normal movements i.Displaying sexually suggestive objects and clothing Disciplinary action will occur and may include suspension, expulsion, and legal action depending on the nature of the offense, and employees may be terminated in compliance with state law. Transfer students who violate this policy could immediately have their transfer terminated depending upon the degree of the offense. STATE MANDATED TESTS Core curriculum tests in Math and ELA will be given to sixth, seventh, and eighth grade students. Scores of "Basic" and/or "Below Basic" can require remediation and/or retention. Eighth grade will also take a test for Science and Writing. All of these tests are done online. STEALING An act of stealing or aiding another to steal is grounds for immediate disciplinary action. The parents shall be notified in writing of the punishment. Students should carry money and other valuables with them rather than leaving these items unattended. Unless these items are needed at school, they should be left at home. STUDENT DIRECTORY INFORMATION/WEBSITE (BP #709) The district designates the following items as directory information: Student's name, address, telephone number, date and place of birth, weight and height, courses taken, major field of study, dates of attendance, degrees and awards received, most recent previous school attended, student's statements, photographs, audio or videotapes which identify the student's participation in/and or achievements gained in enrolled courses or officially recognized activities and sports. The district will disclose any of these items without prior consent, unless notified in writing within ten days from the date of student enrollment that any or all of the above information should not be released without consent or if checked on the Student Personal Data Sheet. STUDENT DUE PROCESS RIGHTS (BP #718) Students at Bethany Public Schools have the right to due process as guaranteed by our constitution. Any student accused of an action and threatened with punishment for this action has the right to request a hearing before the principal with the student's parents attending if desired. If the student is still dissatisfied, he/she may request a hearing before the Superintendent of Schools and, if still dissatisfied, may request a hearing before the Bethany Board of Education. Before taking any disciplinary action, the teacher or principal shall advise the student of his/her right to a hearing. STUDENT EXPECTATIONS - No aerosol containers: Axe body spray, deodorant, etc. - Electronic devices and their accessories are not allowed during school hours, 8-3:00. If a student brings an electronic device to school, it must be turned into the office or kept in his/her locker. BMS is not liable for loss or damages. - Keep hands, feet, and body to oneself. This includes hugging and displays of affection (kissing, hand holding, and touching). - No games or activities that involve hitting, pushing, kicking, striking, grabbing, arm or thumb wrestling, or inappropriate displays of affection. - Know and follow individual classroom rules. - No inappropriate language, no name calling, and no "put downs," or gossip. - No bullying or harassing other students. - Respect the rights and belongings of self and others. - Remain on campus at all times during school hours. Breakfast and Lunch Rules: - Wait in lunch lines in a single file line. - Walk to eating area. - Eat food only in the designated areas. - Respect the cafeteria staff. - Place trash in trash containers. - Walk to the next class when the bell rings. STUDENT PLACEMENT (BP #606, 608) A student enrolling at Bethany Public Schools will be placed in the appropriate grade and/or class by the principal of the building utilizing the student's records or examinations and observation administered and made by the staff. STUDENT RESIDENCY (BP #701) Proof of residency may be evidenced through proof of payment of local ad valorem taxes, title to residential property in district, a valid un-expired lease agreement, or receipts for payment of rent on a district residence in which the applicant actually resides, proof of provision of utilities, etc. If there is a willful misstatement of residency, it is a misdemeanor punishable by imprisonment not to exceed one (1) year, a fine not to exceed five hundred dollars ($500.00), or both such fine and imprisonment. TECHNOLOGY (BP #615) The use of Internet is a privilege, not a right, and inappropriate use will result in a cancellation of privileges. Security on any computer system is a high priority. A student/parent signed form is required prior to usage. TEST RETAKE POLICY 1. Students are allowed to retake a test if they score below satisfactory level based on the teacher's expectations of that particular student. In order to retake the test, the student must meet the following criteria: a. Student must complete additional assignment(s) to show mastery of the tested skill. b. Student must attend required tutoring/re-teaching sessions set up by teacher. c. Retake test must be completed within one week of the test, unless additional time is recommended by the teacher. 2. Retake tests are not allowed for Midterm and Semester Tests. TRANSFERS It is a privilege for a transfer student to attend Bethany Middle School on an open or emergency transfer. As such, all transfer students must meet the following expectations to remain on a transfer: 1. The student has not been suspended, had multiple discipline referrals, or a major infraction. 2. The student has maintained a 94% attendance record. 3. The student has taken his/her semester tests when an exemption has not been earned. Students and their parents may appeal a revoked transfer by writing the principal a letter stating why an exception should be made for the family. VOLUNTEERS We welcome volunteers. Each volunteer must have a volunteer form on file. WEAPONS It shall be unlawful for any person, except a peace officer or other person authorized by the Board, to have a firearm or weapon in his/her possession on any public school property or while in any school bus or vehicle used by the school for transportation of students or teachers (Sect. 1030, School Laws of OK). Any custodial parent or guardian of a child under eighteen (18) years of age whose child commits the crime of possession of a firearm on school property may be fined (Sect. 1030, School Laws of OK). Dangerous weapons including, but not limited to firearms, are a threat to safety of students and staff of Bethany School District. In addition, possession of dangerous weapons or replicas or facsimiles of dangerous weapons disrupts the educational process and interferes with the normal operation of school. Possession by any student of a dangerous weapon or a replica or facsimile of a dangerous weapon while on school property, at a school-sponsored activity, or on a school bus or vehicle is prohibited (Board Policy). A dangerous weapon includes, but is not limited to, a pistol, revolver, rifle, shotgun, air gun or spring gun, BB gun, slingshot, blackjack, brass knuckles or artificial knuckles of any kind, nun-chucks, dagger, Bowie knife, dirk knife, butterfly knife, any knife with a blade which can be opened by a flick of a button or pressure on the handle, any pocketknife where the blade is carried in a partially opened position, any pocketknife with blade shorter than 3 inches which can be locked in place, razor, dart, ice pick, explosive smoke bomb, incendiary device, sword cane, hand chains, and any replicas or facsimiles thereof of any item that is used to harm any person or to threaten harm to any person (Board Policy). WEATHER-SCHOOL CLOSINGS In the event of adverse weather, school closings are announced on television stations and through district-wide automated phone calls. WITHDRAWALS (BP #706) Any student considering withdrawal from school is to report to the office so that proper procedures will be followed. After ten (10) days of consecutive absences, the law requires BMS to drop a student. Important Information for Parents About Meningococcal Disease and Meningococcal Vaccines from the Oklahoma State Department of Education and the Oklahoma State Department of Health What is meningococcal disease? Meningococcal (men-IN-jo-kok-ul) disease is a rare but sometimes fatal disease caused by a bacterium called Neisseria meningiidis. The disease causes either meningitis, severe swelling of the brain and spinal cord, or meningococcemia, a serious infection of the blood. Who is at risk from meningococcal disease? Although the risk is extremely low, disease does occur. Babies less than a year old have the highest risk for meningococcal disease, but no vaccine is available to protect them. Teenagers and young adults, aged 15 to 22 years, are at increased risk because of behaviors that spread the disease. On average two to three people in this age group get meningococcal disease every year in Oklahoma. More than half of these could be prevented by vaccine. College freshmen living in dormitories have a greater chance of contracting the disease than other persons their age. Others at increased risk are those with immune system problems, without a spleen, and traveling to parts of the world where the disease is more common. How is the disease spread? The disease is spread by droplets in the air and direct contact with someone who is infected. That includes coughing or sneezing, kissing, sharing a water bottle or drinking glass, sharing cigarettes, lipstick, lip balm–anything an infected person touches with his or her mouth. Is meningococcal disease dangerous? Yes, every year in the United States about 2,500 people are infected and about 300 people a year die, in spite of treatment with antibiotics. Of those who live, about 400 a year lose their arms or legs, become deaf, have problems with their nervous systems, become mentally retarded, or suffer seizures or strokes. This is why preventing the disease is important. If your child has symptoms of meningococcal disease contact your health-care provider immediately. How can meningococcal disease be prevented? Vaccines can prevent many types of meningococcal disease, but not all types. There are two vaccines available in the United States that protect against four of the five most common strains of the meningococcal bacteria. The newest vaccine, called Menactra, or MCV4, is currently available for: Adolescents entering high school (15 years of age), College freshmen who live in dormitories, Other people at high risk 11- through 55- years-of-age. There is a shortage of both vaccines because the company that makes the vaccines has not been able to keep up with the demand; therefore, it may be difficult to get the vaccine. However, healthcare providers are saving the vaccine for these groups. The earlier vaccine, called Menomune, or MPSV4, was effective in older children and teenagers but booster doses were needed every three to five years. The new vaccine protects against the same types of meningococcal bacteria and probably will not require booster doses. MPSV4 is still used for children 2- through 10-years-old and adults over 55 who are at risk. Teenagers and young adults can also reduce their risk by taking good care of themselves, by eating a balanced diet, getting enough sleep and exercise, as well as avoiding cigarettes and alcohol. Signs and Symptoms of Meningitis Headache * Fever * Chills * Stiff neck * Extreme tiredness * Vomiting * Sensitivity to light Rash of small purplish black-red dots Is the meningococcal vaccine safe? Yes, both vaccines are safe; however, there are risks with any vaccine. About half of the people who get the vaccine will have pain and redness where the shot was given, but because the vaccine is not made from the whole bacteria, it cannot cause bloodstream infections or meningitis. A small percentage of people who get the vaccine develop a fever. Vaccines, like all medicines, carry a risk of an allergic reaction, but this risk is very small. A few cases of GuillainBarré Syndrome, a serious nervous system disorder, have been reported among people who got the new vaccine, MCV4 (meningococcal conjugate vaccine). At this time, there is not enough evidence to tell if the vaccine caused the disorder. Health officials are investigating these reports. Does the meningococcal vaccine work? Yes. The new meningococcal vaccine protects about 90 percent of the people who receive it from meningococcal disease caused by types A, C, Y, and W-135. These types cause almost two-thirds of all meningococcal disease in teenagers in the United States. It does not prevent type B, which causes about one third of the cases in teenagers. Does the meningococcal vaccine prevent all cases of meningitis? No. However, 63 percent of the meningitis cases in 18-22 year olds occurring in Oklahoma from 2000 through 2005 could have been prevented by vaccination. The meningococcal vaccine does not include type B. Scientists have not been able to make a vaccine that will protect against type B. Other bacteria and viruses can also cause meningitis. More information about these causes can be found at the National Meningitis Association Web site listed in the box in the next column. Where can I get the vaccine for my son or daughter? If your child has health insurance you can obtain the meningococcal vaccine from your healthcare provider. Local county health departments have the vaccine available now at no charge for all children who: Have no health insurance, Are Medicaid eligible, Are Native American, Or whose health insurance does not pay for vaccines, and are either 15 through 18 years of age, or who do not have a spleen, have certain immune system problems, or who will be traveling to certain parts of the world. Is this vaccine required to attend school in Oklahoma? This vaccine is not required to attend kindergarten through the 12 th grade in Oklahoma. However, it is required for students who are enrolling in colleges and other schools after high school who will live in dormitories or on-campus student housing. BMS Supply List 2020-21 Backpacks are not required but MUST be able to fit in your locker.* If bringing your own lock, we recommend the standard Master Lock. 8 th Grade Take to your 3 rd hour teacher: 1 box tissues, 1 ream white copy paper, 1 ream colored copy paper, 1 dry erase marker, 2 large glue sticks, 1 pair scissors, 1 roll Scotch tape Personal supplies Pencils, grading pens, colored pencils, loose leaf notebook paper, earbuds with cords 1 – pencil bag 2 – 1" binders 3 – spiral notebooks 2 – pocket folders with brads 1 – pkg 4X6 notecards 1 – 5-pack of highlighters 4 – 3X3 pkgs of sticky/Post-it notes (for quarterly Book Talks) 7 th Grade Take to your 3 rd hour teacher: 1 box tissues, 1 ream white copy paper, 1 ream colored copy paper, 1 Clorox wipes, 2 dry erase markers, 1 can of Play-doh Personal supplies Pencils, large eraser, red pens, colored pencils, loose leaf notebook paper, earbuds with cords 1 – pencil bag 1 – 2" 3-ring binder or zipper binder 2 – 1" 3-ring binders 1 – ½" 3-ring binder 1 – spiral notebook 2 – pocket folders 1 – basic 4-function calculator 6 th Grade Take to your 3 rd hour teacher: 1 box tissues, 2 reams white copy paper, 1 ream pastel colored copy paper, 1 disinfectant wipes, 1 Magic Eraser, 1 Expo marker Personal supplies Pencils, cap erasers, red pens, 2 handheld pencil sharpener, black or blue pens, 3 pkgs. colored pencils 4 – pencil bags 3 – 1" 3-ring binders 1 – composition notebook, quadrille ruled 2 – pkg 5-tab dividers 1 – 5-pack of highlighters 1 – basic 4-function calculator 2 – pkgs. loose-leaf notebook paper 4– glue sticks 2 – Mylar plastic folders with pockets TEXTBOOK REPLACEMENT PRICE LIST 2020-21 6 th Grade Science 92.49 WALK HOME PERMISSION FORM Dear Parent or Guardian: In order to ensure the safety of our students, Bethany Middle School requires (eff 11-1-18) that any student walking home during the school day for any reason must have a signed permission form on file in the office. In addition, we must have a phone call from a confirmed phone number every time you would like your child to walk home. The safety of our students is of paramount importance, and your child will not be allowed to leave campus unaccompanied unless and until this form has been received by the school and a parent phone call has been made to the school. Walking home unsupervised is a big responsibility and should be taken seriously. If you feel comfortable with your child walking home alone, please review these safety tips with your child: - Never talk to strangers and never accept rides from strangers. - Always look both ways before crossing the street. - Walk, don't run across the street. - Always cross at the corner. Don't cross in the middle of the block. - Pay attention to traffic sights and sounds. Don't wear headphones or talk on a cell phone while walking. I give permission for my child ____________________________ to walk home (or to another specified destination) on their own during the school day, and understand that I must also give verbal authorization each time. The verbal authorization can only come from the following phone number(s): I have explained the safety aspects of walking to my child. I am aware that once my child leaves the school campus, there is no adult supervision for them. I hereby release Bethany Public Schools and their employees from any negligence for any and all claims that I or my child may have arising from walking home from school. I have made my child aware that for their safety, they are NOT allowed to loiter around the school premises. This written permission and release will remain in effect for the existing school year and I agree that I will notify Bethany Public Schools in writing if I choose to revoke this authorization. Parent/Guardian Name (printed):______________________________________________________________ Parent/Guardian Name (signature):____________________________________________________________ For the School Year:_________________________________________________________________________ Today's Date:______________________________________________________________________________ *Complete this form and return it to MS office. BMS Student/Parent Handbook _________________________________________ Print Student Name Students are responsible for all information, rules, and regulations included in this handbook and set forth by the Bethany School Board. By signing below you are acknowledging that you have received a copy of the BMS Student/Parent Handbook and will be held accountable for familiarizing yourself with and abiding by its contents. __________________________________________ Student Signature __________________________________________ Parent Signature Signed form should be returned to student's 3 rd hour teacher.	<urn:uuid:dfa0aaad-f78a-48a7-b60c-802610a82892>	CC-MAIN-2020-50	https://www.bethanyschools.com/file_download/inline/e8e5a027-dcff-4ff2-aa26-b3ab3fbce4db	2020-11-27T09:51:02+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00572.warc.gz	606,633,172	14,800	eng_Latn	eng_Latn	0.973505	eng_Latn	0.997909	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn...	false	docling	[ 942, 2228, 3106, 4916, 5152, 8462, 11984, 15367, 18319, 22265, 25644, 28966, 33112, 35219, 39314, 43028, 46426, 49812, 53425, 56489, 59337, 62779, 65449, 67106, 67203, 69708, 70324 ]	[ 1.40625, 2.375 ]	1	0
Powered by fawjournal.com by fawjournal com http://fawjournal.com STUDENT MATH JOURNAL GRADE 5 Nov 27, 2020 Student Math Journal Grade 5 Math journals are great tools for students to record math skills and activities that they can refer to later as they prepare for tests. Learn about ways you can use the math journal in the 5th... Everyday Mathematics, Grade 5: Student Math Journal, Vol ... Each grade of the ORIGOmath program has a teacher sourcebook and a student journal. The teacher sourcebooks include a prerequisite checklist or pre-test, 12 units of 5 sessions, and assessment and recording options. The student journals have in-class and homework pages with related work printed back-to-back on one perforated page. 23 Best 5th Grade Math Journals images in 2020 \| Math ... Math journals support students' learning because, in order to get their ideas on paper, children must organize, clarify, and reflect on their thinking. Initially many students will need support and encouragement in order to communicate their ideas and thinking clearly on paper but, as with any skill, the more they practice the easier it will become. Math journals also serve as invaluable ... Everything You Need to Know About Math Journals A math journal provides students of all abilities and ages with the flexibility to examine and express their mathematical reasoning. This is especially useful when math concepts are too complex or abstract to keep track of mentally. A math journal also benefits you, the instructor, by providing a glimpse into your student's mind so you can address any misconceptions and applaud his successes ... Grade 5 math worksheets, practice and tests \| Edugain Europe f you didn't already know, Math Journaling is my JAM! It may be my favorite thing that goes on my my classroom, no matter the grade level! My goal for today is to provide you with big picture rationales and objectives, as well as explain some of the smaller details to help you implement math journaling in your own classrooms. BIG PICTURE: Top 5 Reasons to Math Journaling in the Classroom and Out Everyday Mathematics Journal Revisions: Grade 5 Volume 2 This document lists the revisions made to the Everyday Mathematics Journal (version 2007 to version 2012 CCSS). A helpful tip would be to place a sticky in the Teacher Resource Guide on the lesson where you will ?nd a change in the student journal. The page numbers are the same for most journal pages. A and B is used after a number to ... PDF » Everyday Math (Texas) Student Math Journal Grade 5 ... Introducing math journals, your students ticket to understanding math! A math journal is one of the best ways to introduce writing into your math class. It helps students stretch their thinking and make sense of problems that can sometimes leave them confused or frustrated. When children write in journals, they examine, express, and keep track of their reasoning, which is especially useful ... Everyday Mathematics Grade 5 Unit 4: Division: Background Information Vocabulary List Do-Anytime Activities. Lesson. Vocabulary . Study Link Help Games. 4-1. Division Facts and Extension (CCSS Ed.) Division Facts and Extensions (3rd Ed.) dividend. divisor. quotient. Study Link 4-1 English Español For problems 1-4: Student Reference Book pages 11-21. For problems 5-6: Study Link Help Selected Answers. Name That ... Where can you find 5th grade student math journal page 120 ... Everyday Mathematics Grade 5, Student Math Journal Volume 1 View larger image . By: The University of Chicago School Mathematics Project and Andy Isaacs and Diana Barrie and Max Bell and Amy Dillard. This is a NIMAC book NIMAC (National Instructional Materials Accessibility Center) books are available only to students with an IEP (individual education plan.) If you put this book on a group ... Where to find answers for Everyday Mathematics student ... Everyday Mathematics 4th Edition, Grade 5, Student Math Journal Volume 1 Supports daily classroom instruction and gives students a long-term record of their mathematical progress and development. Two volumes; Grade 1-6; consumable Big Ideas Learning - Student Journals (High School) Worksheets > Math > Grade 5. Free & printable grade 5 math worksheets. Our grade 5 math worksheets cover the 4 operations, fractions and decimals at a greater level of difficulty than previous grades. We also introduce variables and expressions into our word problem worksheets.All worksheets are printable pdf documents. How to Make Math Journals Interactive - Teach Junkie Everyday Mathematics 4th Edition, Grade 5, Student Math Journal Volume 1: 9780021430994: 1: Everyday Mathematics 4th Edition, Grade 5, Student Math Journal Volume 2: 9780021431007: 1: What Comes In The Box. 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SECOND EDITION STUDENT BOOK 5 - PC\\|MAC Math Boxes 7.5 172 Extended Multiplication and Division Facts 173 Math Boxes 7.6 174 Stock-Up Sale Record 175 Extended Facts Practice 176 Math Boxes 7.7 177 Tens Times Tens 178 Math Boxes 7.8 179 Math Boxes 7.9 180 Math Boxes 7.10 181 A note at the bottom of each journal page indicates when that page is first used. Journaling: Advice & Tips for Teachers (Grades K-12 ... Everyday Mathematics, Grade 5 : Student Math Journal, Common Core State Standards Edition, Paperback by Bell, Max; Bretzlanf, John; Dillard, Amy; Hartfield, Robert; Isaacs, Andy, ISBN 007657637X, ISBN-13 9780076576371, Brand New, Free shipping Supports daily classroom instruction and gives students a long-term record of their mathematical progress and development. 5th Grade Math Journal \| Math Writing Prompts - Google ... 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Encourage your student to do the best they can with this content—the most important thing is that they ... Download PDF « The University of Chicago School Math ... numerous time for their favorite books past this Everyday Mathematics Student Math Journal Grade 5 Volume 2, but stop in the works in harmful downloads. Rather than enjoying a fine ebook behind a mug of coffee in the afternoon, then again they juggled subsequent to some harmful virus inside their computer. Everyday Mathematics Student Math ... Student Math Journal Grade 5 The most popular ebook you must read is Student Math Journal Grade 5. I am sure you will love the Student Math Journal Grade 5. You can download it to your laptop through easy steps. 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Knoxville CUSD 202: Library Collection Policy and Request for Reconsideration Form Part 1: Selection of Learning Resources Statement of Policy: To provide a wide range of learning resources at varying levels of difficulty, with diversity of appeal and the presentation of different points of view to meet the needs of students and teachers. I. Objectives of Selection A. For the purposes of this statement of policy, the term "learning resources" will refer to any person(s) or any material (whether acquired or locally produced) with instructional content or function that is used for formal or informal teaching/learning purposes. Learning resources books, ebooks, supplementary reading and informational materials, charts, community resource people, agencies and organizations, as well as visual and digital resources. B. The primary objective of learning resources is to support, enrich, and help implement the educational program of the school through the interaction of professional personnel and other members of the school community. It is the duty of professional staff to provide students with a wide range of materials at varying levels of difficulty, with diversity of appeal, and the presentation of different points of view. C. It is the responsibility of its professional staff: 1. To provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, learning styles, and maturity levels of the students served; 2. To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and societal standards; 3. To provide materials on various sides of controversial issues so that young citizens may have an opportunity to develop under guidance the practice of critical analysis and to make informed judgments in their daily lives; 4. To provide materials representative of the many religious, ethnic, and cultural groups and that contribute to our national heritage and the world community; 5. To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate to the school community. 6. To provide access to digital materials to engage learners and help develop necessary 21st Century skills. II. Criteria for Selection of Learning Resources A. The following criteria will be used as they apply: 1. Learning resources shall support and be consistent with the general educational goals of the state and the district and the aims and objectives of individual schools and specific courses. 2. Learning resources shall be chosen to enrich and support the curriculum and the personal needs of users. 3. Learning resources shall meet high standards of quality in: * artistic quality and/or literary style * authenticity * educational significance * factual content * physical format * presentation * readability * technical quality 4. Learning resources shall be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social development of the students for whom the materials are selected. 5. Learning resources shall be designed to provide a background of information that will motivate students and staff to examine their own attitudes and behavior; to comprehend their duties, responsibilities, rights and privileges as participating citizens in our society; and to make informed judgments in their daily lives. 6. Learning resources shall provide information on opposing sides of controversial issues so that users may develop under guidance the practice of critical analysis. B. The selection of learning resources on controversial issues will be directed toward maintaining a balanced collection representing various views. Learning resources shall clarify historical and contemporary forces by presenting and analyzing intergroup tension and conflict objectively, placing emphasis on recognizing and understanding social and economic problems. III. Procedures for Selection of Learning Resources A. In selecting learning resources, professional personnel will evaluate available resources and curriculum needs and will consult reputable, professionally prepared aids to selection and other appropriate sources. Among sources to be consulted are: 1. Current Reviewing Sources: Booklist Bulletin of the Center for Children's Books Horn Book Junior Library Guild Kirkus Reviews Library Journal Publishers Weekly School Library Journal YALSA Other sources will be consulted as appropriate. B. Recommendations for purchase involve administrators, teachers, students, district personnel and community persons, as appropriate. C. Gift materials shall be judged by the criteria outlined and shall be accepted or rejected by those criteria. D. Selection is an ongoing process that should include the removal of materials no longer appropriate and the replacement of lost and worn materials still of educational value. Part 2: Procedures for Dealing with Challenged Materials Statement of Policy Any resident or employee of the school district may formally challenge learning resources used in the district's educational program on the basis of appropriateness. This procedure is for the purpose of considering the opinions of those persons in the schools and the community who are not directly involved in the selection process. I. Request for Informal Reconsideration A. The school receiving a complaint regarding a learning resource shall try to resolve the issue informally. 1. The library director, principal, or other appropriate staff shall explain to the questioner the school's selection procedure, criteria, and qualifications of those persons selecting the resource. 2. The library director, principal, or other appropriate staff shall explain the particular place the questioned resource occupies in the education program, its intended educational usefulness, and additional information regarding its use, or refer the party to someone who can identify and explain the use of the resource. 3. If the questioner wishes to file a formal challenge, a copy of the district Selection of Learning Resources policy and a Request for Reconsideration of Learning Resources form shall be handed or mailed to the party concerned by the library director or principal. II. Request for Formal Reconsideration A. Preliminary Procedures 1. Each school will keep on hand and make available Request for Reconsideration of Learning Resources forms. All formal objections to learning resources must be made on these forms. 2. The Request for Reconsideration of Learning Resources form shall be signed by the questioner and filed with the library director. 3. The request for reconsideration shall be referred to a reconsideration committee at the school level for reevaluation of the resource. B. The Reconsideration Committee 1. Upon receipt of a request for formal reconsideration of a learning resource, the library director shall: a. Appoint a reconsideration committee including the following membership as appropriate: Library director; Two members of the school teaching staff chosen by the building principal; Two students (age 12 or older) chosen by the building principal. b. Name a convener of the reconsideration committee. c. Arrange for a reconsideration committee meeting within 10 working days after the complaint is received. 2. The reconsideration committee may choose to consult district support staff and/or community persons with related professional knowledge. 3. The reconsideration committee shall review the challenged resource and judge whether it conforms to the principles of selection outlined in the district's Selection of Learning Resources policy. C. Resolution 1. The reconsideration committee shall: a. Examine the challenged resource; b. Determine professional acceptance by reading critical reviews of the resource; c. Weigh values and faults and form opinions based on the material as a whole rather than on passages or sections taken out of context; d. Discuss the challenged resource in the context of the educational program; e. Discuss the challenged item with the individual questioner when appropriate; f. Prepare a written report. 2. The written report shall be discussed with the individual questioner if requested. 3. The written report shall be retained by the library director, with copies forwarded to the superintendent and building principal. 4. Written reports, once filed, are confidential and available for examination by the Board of Education and appropriate officials only. 5. The decision of the reconsideration committee is binding for the individual school. 6. Notwithstanding any procedure outlined in this policy, the questioner shall have the right to appeal any decision of the reconsideration committee to the Board of Education as the final review panel. D. Guiding Principles 1. Any resident or employee of the school district may raise objection to learning resources used in a school's educational program, despite the fact that the individuals selecting such resources were duly qualified to make the selection, followed the proper procedure, and observed the criteria for selecting learning resources. 2. No parent has the right to determine reading, viewing, or listening matter for students other than his or her own children. 3. Knoxville School District supports the Library Bill of Rights , adopted by the American Library Association. When learning resources are challenged, the principles of the freedom to read/listen/view must be defended as well. 4. Access to challenged material shall not be restricted during the reconsideration process. 5. The major criterion for the final decision is the appropriateness of the material for its intended educational use. 6. A decision to sustain a challenge shall not necessarily be interpreted as a judgment of irresponsibility by the professionals involved in the original selection and/or use of the material. Request for Reconsideration of Learning Resource Date ________________ Name ____________________________________ Address __________________________________ City ________________ State ________________ Zip ________________ Phone ________________ Email ____________________________________ Do you represent self? ____ Organization? ____ Resource on which you are commenting: ____ Book/eBook/Audiobook ____ Display ____ Magazine ____ Library Program ____ Newspaper ____ Database (please specify): ___________________________ ____ Other: ___________________________ Title ___________________________ Author/Producer ___________________________ What brought this resource to your attention? Have you examined the entire resource? What concerns you about the resource? (use other side or additional pages if necessary) Are there resource(s) you suggest to provide additional information and/or other viewpoints on this topic? Adopted from ALA Website (http://www.ala.org/tools/challengesupport/selectionpolicy), November 27, 2017.	<urn:uuid:2ece48d2-b5fc-47e0-9141-cbc1f6e66cd3>	CC-MAIN-2020-50	http://kjhs.bluebullets.org/UserFiles/Servers/Server_364015/File/Library/Selection%20Criteria%20(final).doc.pdf	2020-11-27T07:53:50+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00572.warc.gz	49,714,219	1,975	eng_Latn	eng_Latn	0.978525	eng_Latn	0.996544	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2964, 5467, 8928, 10047, 11096 ]	[ 2.34375 ]	2	0
DNA Bracelet Workshop Introduction Deoxyribonucleic acid (DNA) is a molecule that encodes genetic instructions. These instructions guide the development and functioning of all known living organisms. Similar to the way a builder uses a blueprint to construct a house, cells use DNA to construct an organism. DNA is therefore often considered the "blueprint for life." The DNA instructions are divided into segments called genes. All organisms have genes that determine various biological traits, some of which are immediately visible, such as eye color or hair color, and some of which are not, such as blood type or musical talent. Each gene provides the information for making a protein, which carries out a specific function in the cell. A molecule of DNA is composed of two backbones and four types of chemical bases. The backbone is formed by a chain of sugars and phosphates. Attached to each sugar molecule is one of the bases. The four types of bases are: adenine, thymine, cytosine and guanine. They are usually represented by their first letters: A, T, C and G, respectively. The bases form pairs in a very specific way: A always pairs with T, and C always pairs with G. The specific matching of the base pairs, A with T and C with G, provides a way for exact copies of DNA to be made. A DNA molecule is often compared to a ladder, with the two backbones forming the sides of the ladder and the base pairs forming the steps or rungs (Figure 1). However, instead of a straight ladder, DNA looks like a twisted ladder, known as a double helix ("double" for the two backbones). The DNA sequence is the consecutive order of bases on one side, or strand, of the twisted ladder. The other strand has a complementary sequence determined by the base pairing rules mentioned above. If you look at a segment of DNA, you can read out the letters in a row from left to right: ATGCGTGGTCAGTCGATATATGGCCCC These letters represent one side, or strand, of the twisted ladder (strand 1). Because we now know the base pairing rules, we can determine the sequence of the second strand (strand 2). ATGCGTGGTCAGTCGATATATGGCCCC (strand 1, one side of the twisted ladder) TACGCACCAGTCAGCTATATACCGGGG (strand 2, the other side of the ladder) Scientist Guide Activity Overview In this activity, you will use colored beads (which represent the bases in DNA) and pipe cleaners (which represent the sugar and phosphate backbone of DNA) to construct a DNA bracelet that contains a segment of DNA from the organism of your choice (see "Sequences" below). Materials * Pipe cleaner (two pieces approximately 8 inches in length). * Colored beads (green, red, yellow and blue). Safety Precautions * The ends of the wire pipe cleaner may be sharp; please use caution when working with the pipe cleaner. * Please do not eat or drink in the lab. Procedure * To construct your DNA bracelet, choose one of the sequences below. * Begin by threading the bead that represents the first letter of the sequence you chose onto a pipe cleaner. Determine which color bead represents which letter (Figure 2). For example, the grizzly bear sequence begins with A so a green bead would be threaded onto the pipe cleaner to represent A. * On the second pipe cleaner, thread the bead that represents the letter that pairs with A; in this case, since A pairs with T, a red bead would be threaded on the second pipe cleaner to represent T (Figure 2). * Repeat these steps by following the sequence you chose. * Once all the beads have been placed on the pipe cleaners, twist them to form a double helix. * Fit the DNA comfortably on your wrist and twist the ends together to secure the bracelet on your wrist. Sequences Monarch Butterfly Human GAGGCTACCAAGTTTCCGAT TGACCCCAATACGCAAAATT Grizzly Bear African Elephant ATGACCAACATCCGAAAAAA ATCACCGACATTCGAAAATC Try-on-your-own Activities * Using the sequences below, look at your friend's bracelet and try to figure out what sequence they chose. * Try constructing a DNA bracelet using DNA sequences for some of the organisms shown below. Student Worksheet DNA Bracelet Workshop Name 1. The three letter abbreviation for deoxyribonucleic acid is? 2. DNA is often considered the “ for life.” 3. Segments of DNA that determine an organism's biological traits are called? 4. A molecule of DNA is composed of how many backbones? 1 2 3 4 5. DNA looks like a twisted ladder which is called a ? Helical wheel Double triangle Helices Double helix DNA Bracelet Workshop Name 1. What does DNA stand for? 2. Why is DNA often referred to as the "blueprint for life"? 3. In an organism, what do genes determine? 4. How many backbones does a molecule of DNA have? 5. DNA looks like a twisted ladder which is called? Teacher Resource Careers in Agriculture An education and outreach program of:	<urn:uuid:ea040dd6-52b1-48c4-977e-bf1422d8fa3b>	CC-MAIN-2020-50	https://www.noble.org/globalassets/docs/noble-academy/lessons/dna-bracelet.pdf	2020-11-27T08:32:41+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00573.warc.gz	785,148,406	1,122	eng_Latn	eng_Latn	0.982828	eng_Latn	0.996226	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2254, 3684, 4071, 4487, 4771, 4834 ]	[ 4.59375 ]	1	0
A Trip on a Comet Value: The Sabbath Day "God is going to hear you talking about that Tommy and he won't like it." Steve told his best friend as they were going to school Monday morning. "Well I don't get it. What is Sunday even good for anyway? I don't get it. We go to church every Sunday but nobody knows why. Maybe it's just a bunch of goofy rules the church made up so why should we do it anyway?" Tommy said in a snotty way. Tommy really was a good boy. He loved God and his family and all those things but sometimes he just had questions and he wanted someone to tell him the truth. Lots of us are like that. "Tommy, be careful. If you keep asking those kinds of questions, well God can hear you." Steve said but Tommy said "fine" and he meant it. He didn't care if God did hear him. If God wanted to show him why Sunday was important, that would suit Tommy just fine. Tommy thought about it all day at school. As he walked out onto the playground after school, he noticed that all of a sudden, there were not any other kids around. As he came around the corner to the bicycles racks, he stopped short. He faced the biggest pair of feet he ever saw. They had sandals and they together were so wide, he had to turn his head to see from one toe to the other. Slowly Tommy's eyes followed up the massive legs to the edge of a huge white robe, on up the big body to a huge beaming face that was all white with a glow like it has a light bulb inside of it. Behind each shoulder, he saw the edges of a huge angel's wing. "Hello Tommy, you ready to go?" The angel said with a deep voice that seemed to fill every inch of the air for miles around. "Who are you?" Tommy asked feeling it was a pretty good question. "I am Gabriel. I am the chief Angel of God. Are you ready to go find out why there is a Sunday?" Gabriel answered in a kind but firm voice. "Where are we going?" Tommy wanted to know. "You will see when we get there." The angel answered. "How will we get there?" Tommy continued. "Well by comet of course. See?" And Gabriel gestured over to the swing sets where he had tied up to the jungle gym a steaming, flaming, very angry comet that didn't like being tied up and it wanted to go right now. "Well I………." Tommy hesitated but he didn't have time to finish deciding because in a flash he was holding on for dear life. The comet wasn't tied to the jungle gym any more, it was streaking through space faster than ten rockets with fire and smoke streaming past as Tommy held on to part of the comet and Gabriel's toe. He suddenly heard himself going "wheeeeeeeeeeeeeeeeeee" but then he suddenly heard Gabriel going "wheeeeeeeeeeeeeeeeeee" too. Who knew angels go "wheeeeeeeeeeeeeeeeeee"? Suddenly it seemed like the comet wasn't moving. Tommy couldn't see anything but could hear a sound like something out of control below. "Where is everything Gabriel?" Tommy asked. "Everything hasn't been created yet." He said, "Listen" and as Tommy listened, a different voice, a booming and yet endlessly loving voice spoke with more authority than his dad and the principle combined when it said… "LET THERE BE LIGHT!". And so much light exploded, it was like a billion light bulbs. Suddenly things were happening everywhere. He kept hearing that loving voice saying "LET THERE BE…" and more and more stuff happened. Below he saw a huge round thing form when he realized it was a planet and that it was his home, the earth. The sky formed up, really, really fast when that voice told it to and then the stars and the sun and then oceans and plants and plants and animals and then……… and then……… Then Tommy saw a little space of dust. And that voice said "LET US MAKE MAN IN OUR IMAGE…" and like some invisible hands were making a model, a shape of a person formed in the dirt and then it was like a complete person with a face and fingers and everything but made all of dirt. Then a breeze came to it but not a regular breeze, it came from that voice and when that breeze hit the dirt guy, he sat up and he was a person. Suddenly Tommy understood and he turned to Gabriel's toe and then looked up and he said, "Gabriel is this why we have Sunday? To remember when God created the world?" "This is why we have the Sabbath, Tommy." Gabriel said, "Let me show you why we have a Sunday." And the comet took off but moved like a super fast elevator and suddenly Tommy was standing on a hill. He held on to Gabriel's toe still but he wasn't home or on the comet. He looked up at a huge signpost in the ground. But it wasn't a signpost. It was a beam of wood and as he followed it up into the air, he saw a man, up on that wood, his arms out and he was stretched on a beam across. A beam that was like, well, like,…. "It's the cross!" Tommy said gasping at what he was seeing. He turned to Gabriel to try to understand what he was seeing but when he did, Gabriel was gone. He turned back and the cross was gone but he saw the jungle gym and the swings and his bike in the bike rack and there stood Steve looking at him funny. "Tommy, where have you been? You look terrible." Steve said helping Tommy get his clothes back on right. "Never mind that. I know why we have a Sunday now Steve." "You do? Why?" "Because of the Cross. Because Jesus died for us on that day and every Sunday we worship him for it and it is a holy day this week and every week for ever and ever and ever." Tommy said reverently. "Wow, that must have been some trip. Where did you go?" "I can't explain it now Steve." Tommy said. "But here is a souvenir and I will tell you later" he said handing Steve something and walking to his bike. Steve looked down and opened his hand puzzled and wondered even more as he picked up the tiny piece of comet chip and put it in his pocket for later.	<urn:uuid:22604b91-7618-4456-b509-dc6b9feed10a>	CC-MAIN-2020-50	https://alphabetacres.com/wp-content/uploads/2014/11/A-trip-on-a-comet.pdf	2020-11-27T08:45:18+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00575.warc.gz	186,795,923	1,392	eng_Latn	eng_Latn	0.999879	eng_Latn	0.999877	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2744, 5281, 5846 ]	[ 2.078125 ]	1	0
Welcome to God's Little Explorers Preschool Curriculum! I'm so excited to be sharing this journey with you. If you would like to know more about God's Little Explorers, please read this blog post. You can also find a listing of resources to use with God's Little Explorers on this page. Each week, I will be sharing the lesson plans I'm using with my youngest daughter (and my five-year-old, too...once we started, she didn't want to be left out). We'll be exploring one letter (in no particular order), various math concepts, thematic projects (like cooking, crafts, and science), and one Bible story per week. The curriculum is written to be four days each week. I recommend using the fifth day for a field trip and/or service project each week to enhance the theme and your child's learning. I've written the lessons to be approximately 30-45 minutes if you complete the top three sections (Bible, Theme, and ABC & 123). The Life Skills section adds a little more time depending how thorough you are in teaching the various skills. The Other Ideas section, Book Bag, and Learning Bags are just extra ideas I share in case you want to switch-out a project, extend the learning, or don't like an activity I have included in the main lesson. Ideas that work for my children won't necessarily work for yours, so feel free to change and adapt the curriculum to fit your child's needs and your own! This is a work-in-progress, so feel free to email me with your ideas and suggestions. You can contact me at firstname.lastname@example.org. Please feel free to share this program with friends by sending them to the landing page for God's Little Explorers. Please remember, this material is copyrighted, so you may not redistribute or sell these plans. Thanks for your help! Blessings! Stacie Nelson "And we know that in all things, God works for the good of those who love Him, who have been called according to His purposes." Romans 8:28 Day 1 Bible Exploration: Read the story of Joseph. Make a "Coat of Many Colors" from a grocery sack. See if your child can name the colors of the paint. Sing "Rejoice in the Lord Always" from Wee Sing. Talk about the verse for this week and how it applies to the life of Joseph. Theme Adventure: Read books you have (or check some out from the library) about colors. Use the primary-colored paints you already have out from the Bible Exploration to make secondary colors with this Paint Mixing in a Bag project. ABC Exploration: Teach the sound c c c. Point to two different colors on your clothing and say "cc-c-colors." Make a "c" Pencil Topper. 123 Exploration: Show your child the number 1. Go on an "exploration" with binoculars and find the number 1 in your house. Self Help: Practice your phone number with your child. A song we like to use is to the tune of "Twinkle, Twinkle, Little Star." (Insert your number) 331-4102, 331-4102, 331-4102, 331-4102 Yes, we know our phone number 331-4102 It's very repetitive, but good for getting the number into your child's mind. Mouse Paint Mix colored water to see what happens. Color Kittens Make a color wheel. Day 2 Bible Exploration: Reread the story of Joseph. Talk about the end of the story when he is in charge of the grain. Bring out a rice bin and let them do some sensory play in the rice with various containers, scoops, measuring spoons, etc. Sing "Rejoice in the Lord Always". Review this week's verse. Theme (& Math) Adventure: Write a number one on a sheet of paper. Have your child glue colorful buttons or small pieces of fabric on it. Begin a number line on a wall or set it aside to make a number book. We will be adding more numbers through the coming weeks. ABC Exploration: Print out the sheet with the letter c on it eight times. Have your child trace around each c in a different color. Then, use watercolor paints to color each c in the corresponding color. Print out the other c sheet and ask your child to paint it with all kinds of colors. Add the c to your letter wall. Chore: This week, we are practicing watering plants. Teach your child how you would like them to care for plants, how much water they need, how to pour the water, etc. © Stacie Nelson, MotherhoodOnADime.com Day 3 Bible Exploration: Make a puppet of Joseph. Use a paper bag and scraps of fabric to create his coat of many colors. Allow to dry. Sing "Rejoice in the Lord Always" from Wee Sing. Theme Adventure: Review the number one and colors by asking your child to bring you one red item, one orange item, one yellow item, and so on. Math Adventure: Sort beads or other small objects by color in a muffin tin. Use tweezers for more advanced fine-motor skills. Count the number of beads in each color. Manners: Have your child practice not interrupting when you are speaking to someone else. (This takes years of practice!!) Day 4 Bible Exploration: Have your child retell the story using the puppet they made yesterday. Spend a little time today talking about Joseph forgiving his brothers and what it means to forgive. Review this week's verse. Sing "Rejoice in the Lord Always" and/or review other songs from the previous weeks. Theme Adventure: Play Candyland, Twister, or another color game you already have at home. Make a melted "crayon of many colors." ABC Exploration: Review the sound and gesture for letter "c". Draw colored-lines all over a small sheet of paper (and write a c on it) and add it to the "Treasure Map". Use a stamp (or make your own stamp) and print the letter c all over the Alphabet Book (from Week 1). Service: This week, serve each other at home. Brainstorm ideas with your child and have them pick a service project to do for a sibling or parent. I have my girls put a hand on my shoulder if they are needing my attention when I'm talking to someone else. They still need lots of practice, but it is beginning to work sometimes! Button Snake: Use felt to make a button snake. Use it for patterning, sorting, etc. Egg Carton Color Sort: If you have plastic eggs and an egg carton, you can easily make this color sort! See how to use the bags on the Busy Bag Resource page and find more Learning Bag activities on the Busy Bag page. © Stacie Nelson, MotherhoodOnADime.com Other Ideas Field Trip: Head to the grocery store and look for fruits in all colors of the rainbow. Combine them together to make a colorful fruit salad! Make a Personalized Color Book. Practice tracing letters and numbers with Rainbow Letter Writing. Read God's People Grow—Part 5 (from The Big Picture Bible Story Book). Find information about the studies below on the Resource Page for God's Little Explorers: - Hymn: Take My Life, and Let It Be - Composer Study: Wolfgang Amadeus Mozart. - Artist Study: Piet Mondrian My Ideas: ©	<urn:uuid:19864b71-4b60-425b-9538-3d389095df1a>	CC-MAIN-2020-50	https://www.motherhoodonadime.com/wp-content/uploads/2012/10/Gods-Little-Explorers-Week-6.pdf	2020-11-27T09:26:30+00:00	crawl-data/CC-MAIN-2020-50/segments/1606141191511.46/warc/CC-MAIN-20201127073750-20201127103750-00575.warc.gz	786,986,730	1,605	eng_Latn	eng_Latn	0.997445	eng_Latn	0.997857	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 1808, 4252, 6833, 6836 ]	[ 4.375 ]	2	0

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